Wednesday, July 31, 2019

How Groups Can Influence People in Positive and Negative Ways Essay

Groups influence people in positive and negative ways. Looking at research and studies we will see how the roles we play in groups can influence our behaviour. We will see how groups we gravitate to help raise our self-esteem and give us a sense of belonging but at the same time how conflict is created with other groups. Groups we belong to help to give us a sense of identity but we will see how we can lose this as we conform to group behaviour and the impact this can have. Finally, we will look at Kondo’s research and how changing cultures slowly changed her identity and how this affected her on her journey emphasising her positive and negative influences. As we grow we will have many social identities which influence the groups we belong to. These groups can range from friends to family and further out to groups like nationality and ethnicity. Within these groups we have different roles to play which influence our behaviour. A controversial experiment by Zimbardo (1971) (Spoors et al.) shows how a groups of males were separated into two groups of guards and prisoners in a make shift prison. After six days of a two week experiment it was stopped. The guards became abusive while the prisoners showed signs of emotional disturbance. Lots of factors could have influenced the participant’s behaviour but this experiment shows us the effect that roles have on us in a group and how quick we are to adapt to them. We see how an individual can turn abusive and also how individuals can be walked over an abused. Regarding Zimbardo’s experiment we can identify two groups. Psychologists call these our ‘in’ and ‘out’ groups. Evidence suggests our ‘in group’ raises our self-esteem, we gain a sense of belonging, identification and a sense of status. Our ‘in group’ also gives us an opportunity to compare with our ‘out group’ this can create conflict as an us and them divide is formed. Positively we show favour to our ‘in group’ and negatively we discriminate against our ‘out group’. Tajfel et al. (1971) (Spoors et al.) showed this when he assigned teenage boys to a ‘virtual group’ that did not exist. The boys still showed favouritism to their ‘in group’. We see this behaviour in an experiment conducted by Sherif et al. (1961) (Spoors et al.). He set two sets of boys in a summer camp into groups. Separately the groups interacted, group norms were followed, they joked and had secret codes. The groups were set against each other in competition and within their own groups co-operation and loyalty were heightened but hostility, aggression and prejudiced was seen between the groups. Observing Sherif’s study we see positively how group members found a sense of belonging in their own group and how loyalty and co-operation were heightened by competition. Negatively we see their behaviour changing when clashing against their ‘out group’ becoming hostile, aggressive and prejudiced. Prejudism against our ‘out group’ bolsters self-esteem as it allows us to see other groups as inferior. We feel safe and part of our ‘in group’ but through group pressure we may conform to the rest of the group and the sense of identity we gained we could start to lose as we become more influenced by the rest of the group. Asch (1951) (Spoors et al.) looked at this and conducted an experiment on conformity. Participants had to match two lines out of a group of four that were similar in length with a group of other people. Participants conformed with the group who deliberately gave wrong answers. This was repeated and seventy five per cent of participants gave a wrong answer at least once. Asch’s experiment shows the influence of group pressure. Negatively this influence can have disastrous implications. Spoors et al. (2011) use the example of the ‘Heavens Gate’ cult. Thirty nine of their members committed suicide believing their souls would be transported to a spaceship behind Hale Bop comet. Psychological factors need to be recognised but would they have acted this way left to their own devices? Positively Asch’s experiment shows us how we like to feel part of a group and not left out. Society would be chaos if people did not conform to some degree. Just going to the cinema and being quiet we are conforming to the silence so others are not offended. Cultures will have an influence on conformity as Collectivist cultures emphasise groups more than Individualist cultures so all depending where we live in the world cultures influence our behaviour in groups. As our behaviour changes so will our own social identities and this can finally lead us onto research by Dorinne Kondo (1990) (Spoors et al.) Dorinne Kondo was a Japanese American raised in the U.S.A. She moved to Japan to take part in research involving participant-observational study moving in with a Japanese family. Over time she found her American identity diminishing and her new identity flourishing encountering both positive and negative influences on her journey. Negatively she describes being confronted with bewilderment, embarrassment even anger on her linguistical mistakes and when conforming wrongly to Japanese customs also when ‘proper’ behaviour meant she had to behave subserviently. She describes her conflicts surrounding expectations of gender especially her role as a young woman. Positively she describes being left with a warm positive feeling to her live in family when being affirmed for behaving with proper Japanese etiquette. After time she found herself losing her American identity. In her tea ceremony class she explains her awkward, exaggerated western movements had been replaced with Japanese grace. Kondo’s research demonstrates the positive and negative influences we encounter in different cultures and how they can change us as a person as our identities evolve. We have seen how groups can influence people in both positive and negative ways. Zimbardo’s prison experiment shows us how quick we take up roles in a group and the extent to which we act out these roles. Sherif’s summer camp study shows how we look for a sense of belonging and to raise our self-esteem in a group but how we discriminate when conflict is created. These same groups who we look to for affirmation can influence us so greatly we will make the wrong decisions. We have also seen from research how different cultures can influence our positive and negative behaviour in groups and the impact this has on us as our identities evolve.

Outline for arts speech †story of Hamlet Essay

IB TOK R3 1. Story of Hamlet A. Hamlet son of late king Claudius, mother remarried less than 2 months after her husband’s death. B. Ghost of late king visits Hamlet and tells him that the new king murdered him. C. Hamlet lashes out at everyone around him, including his love Ophelia. D. Hamlet plots to kill king E. Hamlet stages a play called â€Å"The Mousetrap,† in which a king is murdered by his brother, who then takes up with his wife, Claudius freaked out and Hamlet Claudius is guilty. F. Hamlet visited his mother and derides her for taking up such man. G. Polonius, Ophelia’s father, hid himself in Gertrude’s, Hamlet’s mother, room behind a curtain. When he calls out for help, Hamlet kills him thinking that it is the king. See more: outline format for essay H. Because of the murder, Hamlet is sent to England and when he returns to Elsinore, he sees a funeral-taking place, he finds that Ophelia has drowned. Her brother Laertes, blaming Hamlet for the death his father and sister, challenges Hamlet to a duel. I. At the duel, Laertes poisons his blade to make sure Hamlet will die. At the same time, Claudius inserts a poison pearl into a wine cup in hope that Hamlet will drink it. J. Every important character dies: Gertrude gets to the cup first, and dies. Laertes wounds Hamlet with the poison blade, Hamlet mortally wounds Laertes. Hamlet then finds out that Claudius put poison in the cup and he goes after the king and kills him. Then Hamlet lies down and dies. K. This play is often referred to as â€Å"the one in which everybody dies.† 2. Differences between the two A. Mel Gibson version directed by Franco Zeffirelli 1. Starts differently 2. Only 135 min. cut out huge sections. 3. High number of extra- King actually seems to have power 4. Color -can relate 5. Play-in-play with spoken words- much more importance- used by hamlet as proof. 6. Seemed to be made to retell an old story 7. Switched around to make it more entertaining 8. Said by a critic to be written for the masses a. short b. cut out dialogue- easier for common people to understand c. fun to watch B. Olivier as hamlet directed by himself 1. Starts as the play does 2. Less extras- King seems to rule no one 3. 155 min -missing huge sections 4. Play-in-play in mime less importance done to jab at the king and queen for what they have done 5. New interpretation of an old story 6. Black and White cannot relate to lack of color as well 7. Friends of Hamlet left out a. Rosencrantz and Guildenstern not in b. Allows Hamlet to be less insane 8. Better sword play- build more suspense as to who will win 9. Cinematography changes feeling Darker a. castle is dark and so is the sky, see more of the dark sky b. Humor is cut out 3. Differences in Hamlet A. Soliloquies in Olivier to self allows him to get closer to subjects, inner turmoil, in Zeffirelli it is out loud, insanity 1. Kill Claudius when praying 2. To be or not to be B. In Zeffirelli- acts much more insane- wild eyed, over the top. C. In Olivier- much more reserved, caustic when speaking. 4. Other differences in characters A. Queen Gertrude 1. In Olivier a. actress is 29 years old Olivier is 41- looks strange b. drinks the poison knowing that she will die- to save Hamlet, a noble death 2. In Zeffirelli a. Devastating and tragic death- didn’t knew that the cup was poisoned, more of an impact on viewers. B. Ophelia 1. In Zeffirelli a. Completely mad, gives out bones and sticks and calls them flowers 2. Olivier a. Semi-mad, more out of it than insane C. Dead King 1. Zeffirelli a. King looks like he is alive and is just back visiting not freighting 2. Olivier a. Never see the face of the king, comes surrounded in fog b. Scary c. See the murder acted out 5. Conclusion A. Way the director influenced my perception of the story 1. Same story, many of the same lines, same characters, but different feelings emitted from both. a. Zeffirelli humorous, have fun watching it makes the ending more tragic more of a dramatic change b. Olivier is dark always fell that something terrible is going to happen end not as devastating c. Polonius: Words, words, words B. Olivier version constitutes what I believe to be a masterpiece when following Clark’s definition from unit four of our book. 1. follows all of the guidelines a. The original play by Shakespeare that it is based off of fills the first 5 requirements as well as the last. b. Olivier’s version creates the feeling of complete supremacy of the artist’s art. Whereas Zeffirelli’s is entertaining but not a masterpiece. c. Olivier’s version won 5 Oscars, Zeffirelli’s, none. Show preview only

Tuesday, July 30, 2019

To Kill A Mockingbird and Chapter

Week 1 Introducing â€Å"To Kill A Mockingbird† [pic] By the end of this week students should be able to: †¢ Complete a journal entry of their understanding of the novel. To Kill A Mockingbird The main text for study this semester is To Kill a Mockingbird, a Pulitzer Prize-winning novel by Harper Lee published in 1960. The novel is loosely based on the author's observations of her family and neighbours, as well as an event that occurred near her hometown when she was 10 years old. Lee's novel is widely taught in schools in English speaking countries with lessons that tie into tolerance and prejudice.The novel addresses themes such as courage, racial injustice, the death of innocence, tragedy, and coming of age, set against a backdrop of life in the Deep South. The character of Atticus Finch, the narrator's father, has served as a moral hero for many readers, and a singular model of integrity for lawyers. One writer noted its impact in saying, â€Å"In the twentieth centu ry, To Kill a Mockingbird is probably the most widely read book dealing with race in America, and its protagonist, Atticus Finch, the most enduring fictional image of racial heroism. â€Å"To Kill a Mockingbird has proven to be not only an extraordinarily influential book, but a controversial one as well. Initially perceived as a novel addressing racial justice, To Kill a Mockingbird has been the target of various campaigns to have it removed from public classrooms, often for its use of racial epithets. Reading Goals and Workbook Before delving into the book make yourself regular reading goals. These will help you stay motivated with your reading and not forget any characters or important details! Two or three chapters a day or 30 minutes of reading each day is an excellent start. Read also  How Powerful Do You Find Atticus Finch’s Closing Speech?Also know your â€Å"peak time†. People work best at different times of the day, and only you know when you work most efficiently. Figure out when you seem to be more focused and organise your reading around that! This semester you will also be keeping a workbook (word document or exercise book); which you will be submitting at the end of the semester. There will be certain tasks we will be asking you to complete in your workbook and which you can post in My Online Journal in Janison if you wish to share these with other students.You should use your workbook as a tool to jot down your initial responses to topics, your reflections on particular ideas and so on. You can review and reflect upon your weekly work in your workbook. This is similar to the weekly reflections you completed at the end of each week in semester 1. You can also use your workbook to build up your English vocabulary. Every time you c ome across an unknown or unfamiliar word jot it down in your workbook and then work out its definition. If you choose to post some of your reflections online, you will find instructions on how to do this on pages 9-10.However, be mindful that if you choose to post your reflections online it will be accessible by other students and teachers. Therefore, if you do not wish to share your personal thoughts/reflections with others then you should not post these online. Instead it would be best to use a workbook (word document or exercise book) to store these reflections, and only post the required ‘Journal’ tasks online To Kill A Mockingbird Guide To Kill A Mockingbird is a great read! It is divided into two parts and comprises a total of thirty-one chapters. Part one introduces us to Maycomb and its inhabitants and the three major storylines in the novel:In Part two the racism in their community is revealed to the children through the trial of Tom Robinson. They learn about the positive and negative sides to human nature and solve the mystery of Boo Radley. Below and over the next few pages are questions that should help you find what is important in the novel and could prove useful for you understanding the plot, characters and themes in the book. Also they could be useful when you need to refer back to each chapter during your study of ‘To Kill A Mockingbird’. You do not have to answer the questions; they can act as points to summarize what happens in each chapter.However, you can choose to answer these questions by recording them in your workbook, or you can use chapter questions as a guide to writing a short summary about each chapter. Chapter-by-Chapter questions Activity 1: I Knew That! And now I know†¦ As you read the novel â€Å"To Kill A Mockingbird†, list five important things that you already knew about life in America in the 1930’s and five important things that you have learned. This task can be completed in you’re My Online Journal if you wish. If you complete it online, let your teacher know the date of your entry. I Knew†¦ | |1. | | | |2. | | | |3. | | | |4. | | | |5. | | | Now I know†¦ | |1. | | | |2. | | | |3. | | | |4. | | | |5. | | |Instructions for Setting up your Online Blog†¦ Go to www. distance. vic. edu. au and click on online courses. Your login is your DECV number and your password is your 8 digit date of birth, yearmonthday. For example, if your date of birth is 15th June 1992, then your password is 19920615. (Note that this is the backwards version of how you would normally write your birth date. ) Once you have logged in on the left side you will notice a tool bar with a list of all the subjects you are doing with the DECV. Click on ENGLISH UNIT 4 YEAR 9/10.The front page of the Year 10 English course will open. Go to the left side tool bar and Click on ‘My Online Journal’. My Online Journal area will open. Now it is time to make your first journal entry. Go to the right side of the ‘My Online Journal’ page and click on Create New Entry under the heading ACTIONS. A new page will open up titled EDIT/CREATE BLOG ENTRY. Tick the box USE TEXT EDITOR. The page will automatically refresh. You will notice that the Text Editor works like a Microsoft Word document. So anything you can do in a word document you can do on this page.Experiment a little bit with the different tools before you make your blog entry. You need to use the Create New Entry and USE TEXT EDITOR buttons every time you make a new blog entry. Always remember to save before posting your blog entry. If you need help to get started with your Blog, do not hesitate to contact your teacher. This week you should be spending time reading the novel â€Å"To Kill A Mockingbird†. As you read, remember to take notes in your Journal; it is a long novel and a lot of information to retain. [pic] End of Week 1 315 Clarendon Street, Thornbury 3071 | | |Telephone (03) 8480 0000 | | |FAX (03) 9416 8371 (Despatch) | | |Toll free (1800) 133 511 | | | | | | | | | | | | | | |STUDENT NUMBER _________________ | | | | | |STUDENT NAME ____________________ | | | | | |___________________________________ | | | | | | | | | | | | | | | | | | |Fix your student barcode | | |label over this space. | | | | | | | | | | |30401 | | |[30401] | |SUBJECT |English 4 | | | | | | | | |[ZX] | |YEAR/LEVEL |10 |WEEK |1 | | |TEACHER |________________________ | | PLEASE ATTACH WORK TO BE SENT. NOTE: Please write your number on each page of your work which is attached to this page. SEND |Please check that you have attached: | ? Activity 1: I Knew That! And now I Know†¦ If you have not included any of these items, please explain why not. _____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________ ___________ _____________________________________________________________________________ Use the space on the back of this sheet if you have any questions you would like to ask, or problems with your work that you would like to share with your teacher. | |YOUR QUESTIONS AND COMMENTS | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |DISTANCE EDUCATION CENTRE TEACHER’S COMMENTS | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |DISTANCE EDUCATION CENTRE TEACHER | ———————– Chapter 1: What do you learn in this chapter about Maycomb, Atticus Finch and his family? What do you learn about Dill's character? What, briefly, has happened to Arthur â€Å"Boo† Radley. Why does the Radley place fascinate Scout, Jem and Dill? What do you notice about the narrative voice and viewpoint in the novel? Chapter 2: Why is Scout so looking forward to starting sc hool?Why does Jem not want anything to do with Scout at school? Is his behaviour typical of an older child? What do you think of Miss Caroline Fisher as a teacher? Can you find qualities which would make her good or not so good at her job? Chapter 3: Who is Calpurnia? What is her place in the Finch household? What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life? What do you think of the way Atticus treats Walter? Does Scout learn anything from Walter's visit? What do you think this is? Atticus says that you never really understand a person â€Å"until you climb into his skin and walk around in it†. What does this mean? Is it an easy thing for Scout to learn? In the last chapter of the novel, Scout repeats this, but she changes â€Å"skin† to â€Å"shoes† – this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this! ) What do you learn in this chapter about the Ewells? Chapter 4: What does Scout think of current fashions in education? What superstitions do the children have in connection with the Radley house? Why do the children make Boo's story into a game? What do they do in this game? Do you think the game is an accurate version of what happens in the Radleys' home? What might be the cause of the laughter from inside the house? Chapter 5: Describe Miss Maudie Atkinson? How typical is she of Maycomb's women? What do the children think of her?What does Miss Maudie tell Scout about Boo? How does this compare with what Scout already believes? Scout claims that â€Å"Dill could tell the biggest ones † (lies) she ever heard. Why might Dill have told such lies? What reasons does Atticus give for the children not to play the Boo Radley game? Do you think he is right? Why? Chapter 6: Why does Scout disapprove of Jem's and Dill's plan of looking in at one of the Radleys' windows? What does Mr. Natha n Radley know about the intruders in his garden? Why does Miss Stephanie refer to a â€Å"negro† over whose head Mr. Nathan has fired? Why does Dill's explanation of Jem's state of dress almost land him in trouble? Chapter 7:When Jem tells Scout about getting his trousers back, he tells her of something strange. What is this? Can you find any evidence that Jem is beginning to understand more than Scout about Boo Radley? What do you think this is? Does Jem still fear the gifts in the tree? Give reasons for your answer. When the children plan to send a letter to the person who leaves the gifts, they are prevented. How does this happen? Who does it, and why might he do so? Chapter 8: Why does Scout quiz Atticus about his visit to the Radley house? How much does Atticus tell her? What is the â€Å"near libel† which Jem puts in the front yard? How do Miss Maudie and Atticus react to it? Why does Atticus save Miss Maudie's oak rocking chair?When Atticus asks Scout about the blanket around her shoulders, what does Jem realize? Explain what Atticus means by telling Jem not to let his discovery â€Å"inspire † him to â€Å"further glory†? Is there any reason why Jem might now do as his father says? Chapter 9: How well does Atticus feel he should defend Tom Robinson? Is it usual for (white) lawyers to do their best for black clients in Alabama at this time? Scout and Jem have â€Å"mixed feelings† about Christmas? What are these feelings and why? Uncle Jack Finch tells Scout that she is growing out of her pants. What does this mean and why might he say it? When Francis talks to Scout he reveals an unpleasant feature of Aunt Alexandra. What is this?Does Scout learn anything from overhearing Atticus's conversation with Uncle Jack? What might this be? Read the final sentence of this chapter. Explain in your own words what it means and why it might be important in the story. Chapter 15: What is the â€Å"nightmare† that now descends upon the children? What was (and is) the Ku Klux Klan? What do you think of Atticus's comment about it? How does Jem react when Atticus tells him to go home, and why? What persuades the lynching-party to give up their attempt on Tom's life? Comment on the way Scout affects events without realizing it at the time. Chapter 14: Comment on Atticus's explanation of rape.How suitable is this as an answer to Scout. Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to the suggestion? Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill? What do we learn from Dill's account of his running away? Chapter 13: Why does Aunt Alexandra come to stay with Atticus and his family? What is she like? Read the first two things Alexandra says when she comes to the Finch house. Are these typical of her or not? Alexandra thinks Scout is â€Å"dull† (not clever). Why does she think this, and is she right? Are all adu lts good at knowing how clever young people are?How does Aunt Alexandra involve herself in Maycomb's social life? Comment on Aunt Alexandra's ideas about breeding and family. Why does Atticus tell them to forget it? Who is right, do you think? Chapter 10: Scout says that â€Å"Atticus was feeble†. Do you think that this is her view as she tells the story or her view when she was younger? Does she still think this after the events recorded in this chapter? In this chapter Atticus tells his children that â€Å"it's a sin to kill a mockingbird†. What reason does he give for saying this? Why does Heck Tate not want to shoot Tim Johnson? Near the end of this chapter Atticus cuts off Heck Tate as he is speaking to Jem.What might Heck have been about to say, and why would Atticus want to stop him from saying it? Jem and Scout have different views about telling people at school how well Atticus can shoot. Explain this difference. Which view is closer to your own? Chapter 11 Ho w does Atticus advise Jem to react to Mrs. Dubose's taunts? What does Mrs. Dubose say about the children's mother? How does Jem feel about this? What request does Mrs. Dubose make of Jem? Is this a fair punishment for his â€Å"crime†? Explain in your own words what Atticus thinks of insults like â€Å"nigger-lover†. How far do you agree with him? Why, in Atticus's view, was Mrs. Dubose â€Å"a great lady†? Atticus says that Mrs.Dubose is a model of real courage rather than â€Å"a man with a gun in his hand†. What does he mean? Do you think he is right? Chapters ten and eleven are the last two chapters in the first part of the book. Explain why Harper Lee chooses to end the first part here. Chapter 12: Comment on Jem's and Scout's visit to First Purchase church. What new things does Scout learn here about how the black people live? What does Scout learn from Calpurnia's account of Zeebo's education? Explain why Calpurnia speaks differently in the Finch h ousehold, and among her neighbours at church. Chapter 13: Why does Aunt Alexandra come to stay with Atticus and his family? What is she like?Read the first two things Alexandra says when she comes to the Finch house. Are these typical of her or not? Alexandra thinks Scout is â€Å"dull† (not clever). Why does she think this, and is she right? Are all adults good at knowing how clever young people are? How does Aunt Alexandra involve herself in Maycomb's social life? Comment on Aunt Alexandra's ideas about breeding and family. Why does Atticus tell them to forget it? Who is right, do you think? Chapter 14: Comment on Atticus's explanation of rape. How suitable is this as an answer to Scout. Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to the suggestion?Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill? What do we learn from Dill's account of his running away? Chapter 23: What do you th ink of Atticus's reaction to Bob Ewell's challenge? Should he have ignored Bob, retaliated or done something else? What is â€Å"circumstantial evidence†? What has it got to do with Tom's conviction? What does Atticus tell Scout about why the jury took so long to convict Tom? Why does Aunt Alexandra accept that the Cunninghams may be good but are not â€Å"our kind of folks†? Do you think that people should mix only with others of the same social class? Are class-divisions good or bad for societies?At the end of this chapter, Jem forms a new theory about why Boo Radley has never left his house in years. What is this? How likely is it to be true, in your opinion? Chapter 22: Although Atticus did not want his children in court, he defends Jem's right to know what has happened. Explain, in your own words, Atticus's reasons for this. (Look at the speech beginning, â€Å"This is their home, sister. †) Miss Maudie tells Jem that â€Å"things are never as bad as they seem†. What reasons does she give for this view? Why does Dill say that he will be a clown when he grows up? Do you think he would keep this ambition for long? This story is set in the 1930s but was published in 1960.Have attitudes to racism remained the same (in the USA and the UK) or have there been any changes (for the better or worse) since then, in your view? Why does Bob Ewell feel so angry with Atticus? Do you think his threat is a real one, and how might he try to â€Å"get† Atticus? Chapter 20: Scout says that â€Å"Mr. Dolphus Raymond was an evil man†. Is she right? In most states of the USA people who drink alcohol in public places are required to hide their bottle in a paper bag. Why does Dolphus Raymond hide Coca-Cola in a bag? What, according to Atticus, is the thing that Mayella has done wrong? Explain, in your own words, Atticus's views on people's being equal. Chapter 15:What is the â€Å"nightmare† that now descends upon the children? Wha t was (and is) the Ku Klux Klan? What do you think of Atticus's comment about it? How does Jem react when Atticus tells him to go home, and why? What persuades the lynching-party to give up their attempt on Tom's life? Comment on the way Scout affects events without realizing it at the time. Chapter 16: What â€Å"subtle change† does Scout notice in her father? What sort of person is Dolphus Raymond? How does Reverend Sykes help the children see and hear the trial? Is he right to do? Comment on Judge Taylor's attitude to his job. Does he take the trial seriously or not? Chapter 17 What are the main points in Heck Tate's evidence?What does Atticus show in his cross-examination of Sheriff Tate? What do we learn indirectly of the home life of the Ewell family in this chapter? What do you learn from Bob Ewell's evidence? Why does Atticus ask Bob Ewell to write out his name? What does the jury see when he does this? Chapter 19: What made Tom visit the Ewell's house in the first pl ace? Why does Scout think that Mayella Ewell was â€Å"the loneliest person in the world†? In your own words explain Mayella's relationship with her father. How does Dill react to this part of the trial? Why is this, in your opinion? Chapter 18: Is Mayella like her father or different from him? In what ways?What might be the reason for Mayella's crying in the court? How does Mayella react to Atticus's politeness? Is she used to people being polite? How well does Mr. Gilmer prove Tom's guilt in the eyes of the reader (you) and in the eyes of the jury? Can you suggest why these might be different? Chapter 21: What does Jem expect the verdict to be? Does Atticus think the same? What is unusual about how long it takes the jury to reach a verdict? Is the verdict predictable or not? As Scout waits for the verdict, she thinks of earlier events. What are these and how do they remind us of the novel's central themes? Chapter 20: Scout says that â€Å"Mr. Dolphus Raymond was an evil m an†. Is she right?In most states of the USA people who drink alcohol in public places are required to hide their bottle in a paper bag. Why does Dolphus Raymond hide Coca-Cola in a bag? What, according to Atticus, is the thing that Mayella has done wrong? Explain, in your own words, Atticus's views on people's being equal. Chapter 22: Although Atticus did not want his children in court, he defends Jem's right to know what has happened. Explain, in your own words, Atticus's reasons for this. (Look at the speech beginning, â€Å"This is their home, sister. †) Miss Maudie tells Jem that â€Å"things are never as bad as they seem†. What reasons does she give for this view? Why does Dill say that he will be a clown when he grows up?Do you think he would keep this ambition for long? This story is set in the 1930s but was published in 1960. Have attitudes to racism remained the same (in the USA and the UK) or have there been any changes (for the better or worse) since t hen, in your view? Why does Bob Ewell feel so angry with Atticus? Do you think his threat is a real one, and how might he try to â€Å"get† Atticus? Chapter 23: What do you think of Atticus's reaction to Bob Ewell's challenge? Should he have ignored Bob, retaliated or done something else? What is â€Å"circumstantial evidence†? What has it got to do with Tom's conviction? What does Atticus tell Scout about why the jury took so long to convict Tom?Why does Aunt Alexandra accept that the Cunninghams may be good but are not â€Å"our kind of folks†? Do you think that people should mix only with others of the same social class? Are class-divisions good or bad for societies? At the end of this chapter, Jem forms a new theory about why Boo Radley has never left his house in years. What is this? How likely is it to be true, in your opinion? Chapter 31: How do the events of the final chapters explain the first sentence in the whole novel? Comment on the way the writer s ummarizes earlier events to show their siginificance. How does Scout make sense of an earlier remark of Atticus's as she stands on the Radley porch?How much of a surprise is it to find what Boo Radley is really like? Has the story before this point prepared the reader for this discovery? At the end of the novel, Atticus reads to Scout. Comment on his choice of story. Does it have any connection with themes earlier in the novel and in its ending? Chapter 30: Who does Atticus think caused Bob Ewell's death? Why does Heck Tate insist that Bob Ewell's death was self-inflicted? In what way is this partly true? Is Heck Tate right to spare Boo then publicity of an inquest? Give reasons for your answer. How does the writer handle the appearance, at the end of the story, of Boo Radley? Chapter 29:What causes the â€Å"shiny clean line† on the otherwise â€Å"dull wire† of Scout's costume? What explanation does Atticus give for Bob Ewell's attack? What does Heck Tate give as the reason for the attack? Do you think the sheriff's explanation or Atticus's is the more likely to be true? Chapter 28: Comment on the way this chapter reminds the reader of earlier events in the novel. Why does Jem say that Boo Radley must not be at home? What is ironic about this? (Is it true? Does he really mean it? Why might it be important for him and Scout that Boo should not be at home? ) Scout decides to keep her costume on while walking home. How does this affect her understanding of what happens on the way?Why had Atticus not brought a chair for the man in the corner? Who might this stranger be? Chapter 27: What three things does Bob Ewell do that alarm Aunt Alexandra? Why, according to Atticus, does Bob Ewell bear a grudge? Which people does Ewell see as his enemies, and why? What was the purpose of the Halloween pageant? What practical joke had persuaded the grown ups to have an organized event? Chapter 26: In her lesson on Hitler, Miss Gates says that â€Å"we (American people) don't believe in persecuting anyone†. What seems odd to the reader about this claim? Why is Scout puzzled by Miss Gates' disapproval of Hitler? Why does Scout's question upset Jem?Is there a simple answer, or any answer, to the question â€Å"How can you hate Hitler an’ then turn around an be ugly about folks right at home? † Chapter 25: How does Maycomb react to the news of Tom's death? Comment on the idea that Tom's death was â€Å"typical†? Explain the contrast Scout draws between the court where Tom was tried and â€Å"the secret courts of men's hearts†. In what way are hearts like courts? Why did Jem not want Scout to tell Atticus about Bob Ewell's comment? Was this a wise thing to ask her to do? Chapter 24: Do you think the missionary ladies are sincere in worrying about the â€Å"Mrunas† (a tribe in Africa)? Give reasons for your answer.Compare the reactions of Miss Maudie and the other ladies when Scout says she is wearing he r â€Å"britches† under her dress. What is your opinion of the Maycomb ladies, as depicted in this chapter? Explain briefly how Tom was killed. What is Atticus's explanation for Tom's attempted escape. Do you think agree with Atticus? How, in this chapter, do we see Aunt Alexandra in a new light? How does Miss Maudie support her? Click on ENGLISH UNIT 4 YEAR 9/10 List of all your DECV Subjects Click on Create new entry Enter Your Journal title: Week 1 Activity 1 Your Full Name Date and time will automatically show Tick USE TEXT EDITOR Click to insert pictureYou can change the style, size and colour of your text font Once you are happy with your entry click Save Type your text here [pic] For Content: Kennedy Melissa, The Heinemann English Project Text Study: To Kill A Mockingbird, Heinemann, 2008 http://www. universalteacher. org. uk/gcse/mockingbird. htm For Images: http://www. theseattletraveler. com/wp-content/uploads/2007/09/to-kill-a-mockingbird-at-intiman-theatre. jpg ht tp://www. dvdbeaver. com/film/DVDReviews17/a%20to%20kill%20a%20mockingbird%20robert%20mulligan%20dvd%20review/title%20to%20kill%20a%20mockingbird%20robert%20mulligan%20dvd%20review%20. JPG http://www. amazon. com/gp/customer-media/product gallery/0446310786/ref=cm_ciu_pdp_images_all To Kill A Mockingbird and Chapter Week 1 Introducing â€Å"To Kill A Mockingbird† [pic] By the end of this week students should be able to: †¢ Complete a journal entry of their understanding of the novel. To Kill A Mockingbird The main text for study this semester is To Kill a Mockingbird, a Pulitzer Prize-winning novel by Harper Lee published in 1960. The novel is loosely based on the author's observations of her family and neighbours, as well as an event that occurred near her hometown when she was 10 years old. Lee's novel is widely taught in schools in English speaking countries with lessons that tie into tolerance and prejudice.The novel addresses themes such as courage, racial injustice, the death of innocence, tragedy, and coming of age, set against a backdrop of life in the Deep South. The character of Atticus Finch, the narrator's father, has served as a moral hero for many readers, and a singular model of integrity for lawyers. One writer noted its impact in saying, â€Å"In the twentieth centu ry, To Kill a Mockingbird is probably the most widely read book dealing with race in America, and its protagonist, Atticus Finch, the most enduring fictional image of racial heroism. â€Å"To Kill a Mockingbird has proven to be not only an extraordinarily influential book, but a controversial one as well. Initially perceived as a novel addressing racial justice, To Kill a Mockingbird has been the target of various campaigns to have it removed from public classrooms, often for its use of racial epithets. Reading Goals and Workbook Before delving into the book make yourself regular reading goals. These will help you stay motivated with your reading and not forget any characters or important details! Two or three chapters a day or 30 minutes of reading each day is an excellent start. Read also  How Powerful Do You Find Atticus Finch’s Closing Speech?Also know your â€Å"peak time†. People work best at different times of the day, and only you know when you work most efficiently. Figure out when you seem to be more focused and organise your reading around that! This semester you will also be keeping a workbook (word document or exercise book); which you will be submitting at the end of the semester. There will be certain tasks we will be asking you to complete in your workbook and which you can post in My Online Journal in Janison if you wish to share these with other students.You should use your workbook as a tool to jot down your initial responses to topics, your reflections on particular ideas and so on. You can review and reflect upon your weekly work in your workbook. This is similar to the weekly reflections you completed at the end of each week in semester 1. You can also use your workbook to build up your English vocabulary. Every time you c ome across an unknown or unfamiliar word jot it down in your workbook and then work out its definition. If you choose to post some of your reflections online, you will find instructions on how to do this on pages 9-10.However, be mindful that if you choose to post your reflections online it will be accessible by other students and teachers. Therefore, if you do not wish to share your personal thoughts/reflections with others then you should not post these online. Instead it would be best to use a workbook (word document or exercise book) to store these reflections, and only post the required ‘Journal’ tasks online To Kill A Mockingbird Guide To Kill A Mockingbird is a great read! It is divided into two parts and comprises a total of thirty-one chapters. Part one introduces us to Maycomb and its inhabitants and the three major storylines in the novel:In Part two the racism in their community is revealed to the children through the trial of Tom Robinson. They learn about the positive and negative sides to human nature and solve the mystery of Boo Radley. Below and over the next few pages are questions that should help you find what is important in the novel and could prove useful for you understanding the plot, characters and themes in the book. Also they could be useful when you need to refer back to each chapter during your study of ‘To Kill A Mockingbird’. You do not have to answer the questions; they can act as points to summarize what happens in each chapter.However, you can choose to answer these questions by recording them in your workbook, or you can use chapter questions as a guide to writing a short summary about each chapter. Chapter-by-Chapter questions Activity 1: I Knew That! And now I know†¦ As you read the novel â€Å"To Kill A Mockingbird†, list five important things that you already knew about life in America in the 1930’s and five important things that you have learned. This task can be completed in you’re My Online Journal if you wish. If you complete it online, let your teacher know the date of your entry. I Knew†¦ | |1. | | | |2. | | | |3. | | | |4. | | | |5. | | | Now I know†¦ | |1. | | | |2. | | | |3. | | | |4. | | | |5. | | |Instructions for Setting up your Online Blog†¦ Go to www. distance. vic. edu. au and click on online courses. Your login is your DECV number and your password is your 8 digit date of birth, yearmonthday. For example, if your date of birth is 15th June 1992, then your password is 19920615. (Note that this is the backwards version of how you would normally write your birth date. ) Once you have logged in on the left side you will notice a tool bar with a list of all the subjects you are doing with the DECV. Click on ENGLISH UNIT 4 YEAR 9/10.The front page of the Year 10 English course will open. Go to the left side tool bar and Click on ‘My Online Journal’. My Online Journal area will open. Now it is time to make your first journal entry. Go to the right side of the ‘My Online Journal’ page and click on Create New Entry under the heading ACTIONS. A new page will open up titled EDIT/CREATE BLOG ENTRY. Tick the box USE TEXT EDITOR. The page will automatically refresh. You will notice that the Text Editor works like a Microsoft Word document. So anything you can do in a word document you can do on this page.Experiment a little bit with the different tools before you make your blog entry. You need to use the Create New Entry and USE TEXT EDITOR buttons every time you make a new blog entry. Always remember to save before posting your blog entry. If you need help to get started with your Blog, do not hesitate to contact your teacher. This week you should be spending time reading the novel â€Å"To Kill A Mockingbird†. As you read, remember to take notes in your Journal; it is a long novel and a lot of information to retain. [pic] End of Week 1 315 Clarendon Street, Thornbury 3071 | | |Telephone (03) 8480 0000 | | |FAX (03) 9416 8371 (Despatch) | | |Toll free (1800) 133 511 | | | | | | | | | | | | | | |STUDENT NUMBER _________________ | | | | | |STUDENT NAME ____________________ | | | | | |___________________________________ | | | | | | | | | | | | | | | | | | |Fix your student barcode | | |label over this space. | | | | | | | | | | |30401 | | |[30401] | |SUBJECT |English 4 | | | | | | | | |[ZX] | |YEAR/LEVEL |10 |WEEK |1 | | |TEACHER |________________________ | | PLEASE ATTACH WORK TO BE SENT. NOTE: Please write your number on each page of your work which is attached to this page. SEND |Please check that you have attached: | ? Activity 1: I Knew That! And now I Know†¦ If you have not included any of these items, please explain why not. _____________________________________________________________________________ _____________________________________________________________________________ __________________________________________________________________ ___________ _____________________________________________________________________________ Use the space on the back of this sheet if you have any questions you would like to ask, or problems with your work that you would like to share with your teacher. | |YOUR QUESTIONS AND COMMENTS | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |DISTANCE EDUCATION CENTRE TEACHER’S COMMENTS | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |DISTANCE EDUCATION CENTRE TEACHER | ———————– Chapter 1: What do you learn in this chapter about Maycomb, Atticus Finch and his family? What do you learn about Dill's character? What, briefly, has happened to Arthur â€Å"Boo† Radley. Why does the Radley place fascinate Scout, Jem and Dill? What do you notice about the narrative voice and viewpoint in the novel? Chapter 2: Why is Scout so looking forward to starting sc hool?Why does Jem not want anything to do with Scout at school? Is his behaviour typical of an older child? What do you think of Miss Caroline Fisher as a teacher? Can you find qualities which would make her good or not so good at her job? Chapter 3: Who is Calpurnia? What is her place in the Finch household? What is Walter Cunningham like? What does his behaviour during lunch suggest about his home life? What do you think of the way Atticus treats Walter? Does Scout learn anything from Walter's visit? What do you think this is? Atticus says that you never really understand a person â€Å"until you climb into his skin and walk around in it†. What does this mean? Is it an easy thing for Scout to learn? In the last chapter of the novel, Scout repeats this, but she changes â€Å"skin† to â€Å"shoes† – this is probably not a mistake: Harper Lee suggests that Scout cannot clearly recall exactly what Atticus said and when, but the reader can check this! ) What do you learn in this chapter about the Ewells? Chapter 4: What does Scout think of current fashions in education? What superstitions do the children have in connection with the Radley house? Why do the children make Boo's story into a game? What do they do in this game? Do you think the game is an accurate version of what happens in the Radleys' home? What might be the cause of the laughter from inside the house? Chapter 5: Describe Miss Maudie Atkinson? How typical is she of Maycomb's women? What do the children think of her?What does Miss Maudie tell Scout about Boo? How does this compare with what Scout already believes? Scout claims that â€Å"Dill could tell the biggest ones † (lies) she ever heard. Why might Dill have told such lies? What reasons does Atticus give for the children not to play the Boo Radley game? Do you think he is right? Why? Chapter 6: Why does Scout disapprove of Jem's and Dill's plan of looking in at one of the Radleys' windows? What does Mr. Natha n Radley know about the intruders in his garden? Why does Miss Stephanie refer to a â€Å"negro† over whose head Mr. Nathan has fired? Why does Dill's explanation of Jem's state of dress almost land him in trouble? Chapter 7:When Jem tells Scout about getting his trousers back, he tells her of something strange. What is this? Can you find any evidence that Jem is beginning to understand more than Scout about Boo Radley? What do you think this is? Does Jem still fear the gifts in the tree? Give reasons for your answer. When the children plan to send a letter to the person who leaves the gifts, they are prevented. How does this happen? Who does it, and why might he do so? Chapter 8: Why does Scout quiz Atticus about his visit to the Radley house? How much does Atticus tell her? What is the â€Å"near libel† which Jem puts in the front yard? How do Miss Maudie and Atticus react to it? Why does Atticus save Miss Maudie's oak rocking chair?When Atticus asks Scout about the blanket around her shoulders, what does Jem realize? Explain what Atticus means by telling Jem not to let his discovery â€Å"inspire † him to â€Å"further glory†? Is there any reason why Jem might now do as his father says? Chapter 9: How well does Atticus feel he should defend Tom Robinson? Is it usual for (white) lawyers to do their best for black clients in Alabama at this time? Scout and Jem have â€Å"mixed feelings† about Christmas? What are these feelings and why? Uncle Jack Finch tells Scout that she is growing out of her pants. What does this mean and why might he say it? When Francis talks to Scout he reveals an unpleasant feature of Aunt Alexandra. What is this?Does Scout learn anything from overhearing Atticus's conversation with Uncle Jack? What might this be? Read the final sentence of this chapter. Explain in your own words what it means and why it might be important in the story. Chapter 15: What is the â€Å"nightmare† that now descends upon the children? What was (and is) the Ku Klux Klan? What do you think of Atticus's comment about it? How does Jem react when Atticus tells him to go home, and why? What persuades the lynching-party to give up their attempt on Tom's life? Comment on the way Scout affects events without realizing it at the time. Chapter 14: Comment on Atticus's explanation of rape.How suitable is this as an answer to Scout. Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to the suggestion? Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill? What do we learn from Dill's account of his running away? Chapter 13: Why does Aunt Alexandra come to stay with Atticus and his family? What is she like? Read the first two things Alexandra says when she comes to the Finch house. Are these typical of her or not? Alexandra thinks Scout is â€Å"dull† (not clever). Why does she think this, and is she right? Are all adu lts good at knowing how clever young people are?How does Aunt Alexandra involve herself in Maycomb's social life? Comment on Aunt Alexandra's ideas about breeding and family. Why does Atticus tell them to forget it? Who is right, do you think? Chapter 10: Scout says that â€Å"Atticus was feeble†. Do you think that this is her view as she tells the story or her view when she was younger? Does she still think this after the events recorded in this chapter? In this chapter Atticus tells his children that â€Å"it's a sin to kill a mockingbird†. What reason does he give for saying this? Why does Heck Tate not want to shoot Tim Johnson? Near the end of this chapter Atticus cuts off Heck Tate as he is speaking to Jem.What might Heck have been about to say, and why would Atticus want to stop him from saying it? Jem and Scout have different views about telling people at school how well Atticus can shoot. Explain this difference. Which view is closer to your own? Chapter 11 Ho w does Atticus advise Jem to react to Mrs. Dubose's taunts? What does Mrs. Dubose say about the children's mother? How does Jem feel about this? What request does Mrs. Dubose make of Jem? Is this a fair punishment for his â€Å"crime†? Explain in your own words what Atticus thinks of insults like â€Å"nigger-lover†. How far do you agree with him? Why, in Atticus's view, was Mrs. Dubose â€Å"a great lady†? Atticus says that Mrs.Dubose is a model of real courage rather than â€Å"a man with a gun in his hand†. What does he mean? Do you think he is right? Chapters ten and eleven are the last two chapters in the first part of the book. Explain why Harper Lee chooses to end the first part here. Chapter 12: Comment on Jem's and Scout's visit to First Purchase church. What new things does Scout learn here about how the black people live? What does Scout learn from Calpurnia's account of Zeebo's education? Explain why Calpurnia speaks differently in the Finch h ousehold, and among her neighbours at church. Chapter 13: Why does Aunt Alexandra come to stay with Atticus and his family? What is she like?Read the first two things Alexandra says when she comes to the Finch house. Are these typical of her or not? Alexandra thinks Scout is â€Å"dull† (not clever). Why does she think this, and is she right? Are all adults good at knowing how clever young people are? How does Aunt Alexandra involve herself in Maycomb's social life? Comment on Aunt Alexandra's ideas about breeding and family. Why does Atticus tell them to forget it? Who is right, do you think? Chapter 14: Comment on Atticus's explanation of rape. How suitable is this as an answer to Scout. Why does Alexandra think Atticus should dismiss Calpurnia? How does Atticus respond to the suggestion?Why is Scout pleased when Jem fights her back? Why is she less pleased when he tells Atticus about Dill? What do we learn from Dill's account of his running away? Chapter 23: What do you th ink of Atticus's reaction to Bob Ewell's challenge? Should he have ignored Bob, retaliated or done something else? What is â€Å"circumstantial evidence†? What has it got to do with Tom's conviction? What does Atticus tell Scout about why the jury took so long to convict Tom? Why does Aunt Alexandra accept that the Cunninghams may be good but are not â€Å"our kind of folks†? Do you think that people should mix only with others of the same social class? Are class-divisions good or bad for societies?At the end of this chapter, Jem forms a new theory about why Boo Radley has never left his house in years. What is this? How likely is it to be true, in your opinion? Chapter 22: Although Atticus did not want his children in court, he defends Jem's right to know what has happened. Explain, in your own words, Atticus's reasons for this. (Look at the speech beginning, â€Å"This is their home, sister. †) Miss Maudie tells Jem that â€Å"things are never as bad as they seem†. What reasons does she give for this view? Why does Dill say that he will be a clown when he grows up? Do you think he would keep this ambition for long? This story is set in the 1930s but was published in 1960.Have attitudes to racism remained the same (in the USA and the UK) or have there been any changes (for the better or worse) since then, in your view? Why does Bob Ewell feel so angry with Atticus? Do you think his threat is a real one, and how might he try to â€Å"get† Atticus? Chapter 20: Scout says that â€Å"Mr. Dolphus Raymond was an evil man†. Is she right? In most states of the USA people who drink alcohol in public places are required to hide their bottle in a paper bag. Why does Dolphus Raymond hide Coca-Cola in a bag? What, according to Atticus, is the thing that Mayella has done wrong? Explain, in your own words, Atticus's views on people's being equal. Chapter 15:What is the â€Å"nightmare† that now descends upon the children? Wha t was (and is) the Ku Klux Klan? What do you think of Atticus's comment about it? How does Jem react when Atticus tells him to go home, and why? What persuades the lynching-party to give up their attempt on Tom's life? Comment on the way Scout affects events without realizing it at the time. Chapter 16: What â€Å"subtle change† does Scout notice in her father? What sort of person is Dolphus Raymond? How does Reverend Sykes help the children see and hear the trial? Is he right to do? Comment on Judge Taylor's attitude to his job. Does he take the trial seriously or not? Chapter 17 What are the main points in Heck Tate's evidence?What does Atticus show in his cross-examination of Sheriff Tate? What do we learn indirectly of the home life of the Ewell family in this chapter? What do you learn from Bob Ewell's evidence? Why does Atticus ask Bob Ewell to write out his name? What does the jury see when he does this? Chapter 19: What made Tom visit the Ewell's house in the first pl ace? Why does Scout think that Mayella Ewell was â€Å"the loneliest person in the world†? In your own words explain Mayella's relationship with her father. How does Dill react to this part of the trial? Why is this, in your opinion? Chapter 18: Is Mayella like her father or different from him? In what ways?What might be the reason for Mayella's crying in the court? How does Mayella react to Atticus's politeness? Is she used to people being polite? How well does Mr. Gilmer prove Tom's guilt in the eyes of the reader (you) and in the eyes of the jury? Can you suggest why these might be different? Chapter 21: What does Jem expect the verdict to be? Does Atticus think the same? What is unusual about how long it takes the jury to reach a verdict? Is the verdict predictable or not? As Scout waits for the verdict, she thinks of earlier events. What are these and how do they remind us of the novel's central themes? Chapter 20: Scout says that â€Å"Mr. Dolphus Raymond was an evil m an†. Is she right?In most states of the USA people who drink alcohol in public places are required to hide their bottle in a paper bag. Why does Dolphus Raymond hide Coca-Cola in a bag? What, according to Atticus, is the thing that Mayella has done wrong? Explain, in your own words, Atticus's views on people's being equal. Chapter 22: Although Atticus did not want his children in court, he defends Jem's right to know what has happened. Explain, in your own words, Atticus's reasons for this. (Look at the speech beginning, â€Å"This is their home, sister. †) Miss Maudie tells Jem that â€Å"things are never as bad as they seem†. What reasons does she give for this view? Why does Dill say that he will be a clown when he grows up?Do you think he would keep this ambition for long? This story is set in the 1930s but was published in 1960. Have attitudes to racism remained the same (in the USA and the UK) or have there been any changes (for the better or worse) since t hen, in your view? Why does Bob Ewell feel so angry with Atticus? Do you think his threat is a real one, and how might he try to â€Å"get† Atticus? Chapter 23: What do you think of Atticus's reaction to Bob Ewell's challenge? Should he have ignored Bob, retaliated or done something else? What is â€Å"circumstantial evidence†? What has it got to do with Tom's conviction? What does Atticus tell Scout about why the jury took so long to convict Tom?Why does Aunt Alexandra accept that the Cunninghams may be good but are not â€Å"our kind of folks†? Do you think that people should mix only with others of the same social class? Are class-divisions good or bad for societies? At the end of this chapter, Jem forms a new theory about why Boo Radley has never left his house in years. What is this? How likely is it to be true, in your opinion? Chapter 31: How do the events of the final chapters explain the first sentence in the whole novel? Comment on the way the writer s ummarizes earlier events to show their siginificance. How does Scout make sense of an earlier remark of Atticus's as she stands on the Radley porch?How much of a surprise is it to find what Boo Radley is really like? Has the story before this point prepared the reader for this discovery? At the end of the novel, Atticus reads to Scout. Comment on his choice of story. Does it have any connection with themes earlier in the novel and in its ending? Chapter 30: Who does Atticus think caused Bob Ewell's death? Why does Heck Tate insist that Bob Ewell's death was self-inflicted? In what way is this partly true? Is Heck Tate right to spare Boo then publicity of an inquest? Give reasons for your answer. How does the writer handle the appearance, at the end of the story, of Boo Radley? Chapter 29:What causes the â€Å"shiny clean line† on the otherwise â€Å"dull wire† of Scout's costume? What explanation does Atticus give for Bob Ewell's attack? What does Heck Tate give as the reason for the attack? Do you think the sheriff's explanation or Atticus's is the more likely to be true? Chapter 28: Comment on the way this chapter reminds the reader of earlier events in the novel. Why does Jem say that Boo Radley must not be at home? What is ironic about this? (Is it true? Does he really mean it? Why might it be important for him and Scout that Boo should not be at home? ) Scout decides to keep her costume on while walking home. How does this affect her understanding of what happens on the way?Why had Atticus not brought a chair for the man in the corner? Who might this stranger be? Chapter 27: What three things does Bob Ewell do that alarm Aunt Alexandra? Why, according to Atticus, does Bob Ewell bear a grudge? Which people does Ewell see as his enemies, and why? What was the purpose of the Halloween pageant? What practical joke had persuaded the grown ups to have an organized event? Chapter 26: In her lesson on Hitler, Miss Gates says that â€Å"we (American people) don't believe in persecuting anyone†. What seems odd to the reader about this claim? Why is Scout puzzled by Miss Gates' disapproval of Hitler? Why does Scout's question upset Jem?Is there a simple answer, or any answer, to the question â€Å"How can you hate Hitler an’ then turn around an be ugly about folks right at home? † Chapter 25: How does Maycomb react to the news of Tom's death? Comment on the idea that Tom's death was â€Å"typical†? Explain the contrast Scout draws between the court where Tom was tried and â€Å"the secret courts of men's hearts†. In what way are hearts like courts? Why did Jem not want Scout to tell Atticus about Bob Ewell's comment? Was this a wise thing to ask her to do? Chapter 24: Do you think the missionary ladies are sincere in worrying about the â€Å"Mrunas† (a tribe in Africa)? Give reasons for your answer.Compare the reactions of Miss Maudie and the other ladies when Scout says she is wearing he r â€Å"britches† under her dress. What is your opinion of the Maycomb ladies, as depicted in this chapter? Explain briefly how Tom was killed. What is Atticus's explanation for Tom's attempted escape. Do you think agree with Atticus? How, in this chapter, do we see Aunt Alexandra in a new light? How does Miss Maudie support her? Click on ENGLISH UNIT 4 YEAR 9/10 List of all your DECV Subjects Click on Create new entry Enter Your Journal title: Week 1 Activity 1 Your Full Name Date and time will automatically show Tick USE TEXT EDITOR Click to insert pictureYou can change the style, size and colour of your text font Once you are happy with your entry click Save Type your text here [pic] For Content: Kennedy Melissa, The Heinemann English Project Text Study: To Kill A Mockingbird, Heinemann, 2008 http://www. universalteacher. org. uk/gcse/mockingbird. htm For Images: http://www. theseattletraveler. com/wp-content/uploads/2007/09/to-kill-a-mockingbird-at-intiman-theatre. jpg ht tp://www. dvdbeaver. com/film/DVDReviews17/a%20to%20kill%20a%20mockingbird%20robert%20mulligan%20dvd%20review/title%20to%20kill%20a%20mockingbird%20robert%20mulligan%20dvd%20review%20. JPG http://www. amazon. com/gp/customer-media/product gallery/0446310786/ref=cm_ciu_pdp_images_all

Monday, July 29, 2019

Customer Service Change at Wal-Mart Research Paper

Customer Service Change at Wal-Mart - Research Paper Example While all the steps are fundamental in the realization of the desired outcome, the coalition step is critical to account for. This is because it forms the foundation on which all the other steps are undertaken. The coalition step is meant to identify key potential stakeholders that are highly likely to make the whole process a success. In this respect, the chosen coalition of persons, experts, professionals, and stakeholders must be as powerful as possible in order to move the process towards the desired results (Ilozor, Peter,&Graham, 2012). Wal-Mart has a strong customer base and clientele. The coalition chosen for change purposes along this line must be in a position to understand the diversity and dynamism of this customer base and clientele (Rieley& Clarkson, 2001). The idea is to understand company trends in terms of performance, relative to the expectations of the industries it serves across the globe. For this purpose, the Wal-Mart’s coalition for change cannot be short of having evaluative skills in terms of understanding the environment that the company operates in all over the world. On the other hand, the focus of change in customer service is to enhance the company’s mode of handling its clientele or customer base.Therefore, a competitive team must be installed in the department chosen to handle change in customer service. On the same note, the coalition aspect of change management by Wal-Mart is to have a team that works together towards a common goal.This cannot be short of customer expectations.

Sunday, July 28, 2019

Vsphere 4.1 and the security enhancements of it Essay

Vsphere 4.1 and the security enhancements of it - Essay Example However, the network security remains a topmost consideration for manager at all levels and a solution viability and dependability proportionate the level of security it ensures. Specially, the threat of hackers requires extra bit of security and guard to ensure the cyber security in various implementations of virtualization. Therefore, the security aspect of virtualization software has become an important feature to lookout while determining its worth. vSphere â„ ¢ 4.1 VSphere â„ ¢ 4.1 is a virtualization platform provided by the VMware, a pioneer firm in the field of virtualization. The platform is used extensively in the industry for deployment of numerous servers and host in cloud infrastructures. The basic theme is to increase the utilization by exploiting the flexibilities of computing power of a server machine while incorporating effective security controls at various layers of a cloud network. The challenges faced by the platform include the higher availability of the n etwork resources, solid integration of various virtualized servers and ensured directory level security. VSphere â„ ¢4.1 has distinct security feature for various level including Enterprise, DMZ and Specialize Security Limited Functionality (SSLF). VSphere â„ ¢4.1 has come up with newer feature to introduce and incorporate these and many other built-in security controls and features. Some of these security enhancements are discussed in the following paragraphs. Operating System Hardening VSphere â„ ¢4.1 provides various OS hardening features at various levels of the infrastructure. This includes numerous Virtual Machine (VM) Management APIs which enables system administrators to write programs and scripts both for VM operations and guest operating systems. Management APIs provide extended flexibility to server administrators and managers to incorporate a tailor made model of security into cloud infrastructure. vMotionTM The agile and quickest response of a resource is the p rime objective of higher availability in virtualized network infrastructures. The vMotionTM feature of vSphere â„ ¢ ensures the five times faster migrations of servers within platform with an added benefit of eight parallel vMotionTM events. This fast response time and parallel computing support is an important enhancement when compared to previous versions of the software. A network environment is considered as much secure as much it ensures the failover and backup capabilities. High Availability In today’s cyber world when your private network have to have an external face for integration with external private and public networks, the implementation of security measures, diagnostic routines and continuous health checks become indispensable and crucial for hackers prevention and cyber security. vSphere â„ ¢ 4.1 has several feature and algorithms to ensure high availability of your network through on the fly health checks and diagnostic utilities. â€Å"Deeper diagnost ic and health check capabilities further enhances application availability in virtual machines† (VMware, 2010). Active Directory Integration Authorization and authentication of legitimate users and administrators is a core security concern in business domains where remote access encounters an ever present hacking and other cybercrimes threat. This concern grows even deeper when you have several servers

Saturday, July 27, 2019

Student Strip Search Term Paper Example | Topics and Well Written Essays - 1750 words

Student Strip Search - Term Paper Example The missing thing according to Justice David H. Souter "was any indication of danger to the students from the power of the drugs or their quantity, and any reason to suppose that Savana was carrying pills in her underwear. (Barnes)." In a dissenting note, Justice Clarence Thomas wrote that Judges are not qualified to second-guess the best manner for maintaining quiet and order in the school environment (Barnes). He said that the school officials were logical in searching the school girl. The issue in this case was whether a 13-year-old student's Fourth Amendment right was violated when she was subjected to a search of her bra and underpants by school officials acting on reasonable suspicion that she had brought forbidden prescription and over-the-counter drugs to school. It was held that the search did violate the constitution because there were no reasons to suspect the drugs presented a danger or were concealed in her underwear. The official who ordered the search was also granted immunity from liability because the constitutional position of the Fourth Amendment was not clear at the time of the search. Facts of the case The case began when Marissa, another student was found with prescription-strength ibuprofen and said she received it from Savana. The facts of the case occurred in one October day in 2003 at 13-year-old Savana Redding’s math class at Safford Middle School. The assistant principal of the School, Kerry Wilson, came into the room and asked Savana to go to his office. Wilson then showed Savana four white prescription-strength ibuprofen 400-mg pills, and one over-the-counter blue naproxen 200-mg pill, all used for pain and inflammation but banned under school rules without advance permission (Safford Unified School Dist. No. 1 v. Redding, 129 S. Ct. 2633 - Supreme Court 2009). He then asked whether Savana knew anything about the pills. She said that she had no idea about it. Then Wilson told Savana that he had received a report that she was giving ibuprofen pills to fellow students. Savana said she didn’t. She also agreed to let Wilson search her belongings. An administrative assistant also came into the office, and together with Wilson they searched Savana's backpack. They did not find any ibuprofen pills. Wilson then asked the administrative assistant to take Savana to the school nurse's office to search her clothes for pills. Helen Romero, the administrative assistant and the nurse, Peggy Schwallier, asked Savana to remove her jacket, socks, and shoes, leaving her in stretch pants and a T-shirt (both without pockets), which she was then asked to remove. Finally, Savana was told to pull her bra out and to the side and shake it, and to pull out the elastic on her underpants, thus exposing her breasts and pelvic area to some degree (Safford Unified School Dist. No. 1 v. Redding, 129 S. Ct. 2633 - Supreme Court 2009). But no pills were found. Savana’s mother argued that strip search is in violation of Sav ana's Fourth Amendment rights. Savana's mother filed suit against Safford Unified School District 1, Wilson, Romero, and Schwallier for conducting strip search. The school officials raised the defence of qualified immunity. The District Court for the district of Arizona granted the motion on the ground that there was no Fourth Amendment violation, and a panel of the Ninth

Friday, July 26, 2019

Planning Commission Meeting Assignment Example | Topics and Well Written Essays - 750 words

Planning Commission Meeting - Assignment Example The issues at hand included pollution due to poor disposal of wastes, carbon gas emissions due to transportation and use of fossil fuel. Protection of water catchment areas from industrial pollution was also a major concern which prompted the constitution of the commission. The agenda for the meeting was set by Rebecca Devooght as the chairperson of the commission. It appears the issue on environmental sustainability through reducing pollution has been a concern and a point of discussion for the last 10 years or so since it emanated from the late 90’s, though major escalating factors arose in 2007 leading to the formation the commission to look into the green-house gas process (Birch and Wachter, 60). Planning Commission members: The planning commission on environmental sustainability was composed of women and men in a manner to put into consideration gender balance. It had four males and four females. The males were Fred Bauries, Paul Cervenak, Bill Hartwig and Stephen Wooden while the females were Rebecca Devooght, Emily Fleury- vice Chair, Lynsey Clayton and Julie Jones-Fisk During the meeting every member contributed where others raised the contentious questions while the others provided the responses. Suggestions provided were discussed with the opinion of the members well incorporated and therefore it was an all inclusive participation for all the members of the commission. This implies that the findings of the commission are a genuine representation of the views of all members representing the different groups. During the meeting, various aspects of planning were considered in reviewing the possibility of coming up with a practical plan for sustainable environment in the city. Questions came up on the comparison of how the recycling facilities were being applied in other citities. This included practicability and efficiency of using such recycling facilities. The modalities and methods of making the recycling system more practical and applicable w ere explored and finally, it was concluded that it was better to use cans in collecting garbage and the cans should be colored differently to give the users an easy time in identifying which type of garbage should go in each can. This would make the cans easy to use and would provide room for easy recycling of the garbage as the materials will be sorted according to classes and the ability to be recycled or not. The aspect of cost of such a system also came up as to whether it was possible to develop other means which were more efficient in terms of providing energy but at lower cost. The other challenge the commission encountered was in trying to establish who was responsible for what kind of planning among the various interest groups. It was difficult to establish this because the recycling of materials such as furniture and garbage was done at different times of the year by different groups (Birch and Wachter, 152). Even if a recycling center was established, it was difficult to engage a constant and efficient recycling staff who could do this regularly without being underutilized. The students could be disposing their furniture or garbage at a particular time while businessmen and women would tend to dispose garbage on a regular basis. This is an activism commission which is trying to put checks on the city council of management. The issue of environmental sustainability is an issue that

Thursday, July 25, 2019

Customer experience Essay Example | Topics and Well Written Essays - 250 words

Customer experience - Essay Example When being given service, the customers will feel appreciated because the attendants will use etiquettes and respect the decision they make. In addition, the will feel appreciated by being given offers. Moreover, the customers will not be restricted. They will be allowed to see what is happening in the stores. This will make them feel important. Free services such as wifi will make the customers to spend even more time in the stores. The shop will show them various mobile phones and other technological gadgets. In addition, they will be informed of their distinct specifications. This will increase their level of confidence towards the products being offered. This is because they can be able to check whether the gadget being purchased meets the specific requirements. When solving a problem, the customers will feel engaged because they will be taken through the steps being used come into a conclusion. This will improve their confidence towards the shop. Once they purchase a product or even fail to purchase a product, they will feel important by being appreciated for taking their time to visit the shop. All these experience will play a significant role in increasing their confidence and changing their perception towards the shop. In addition, they will increase the customer loyalty towards the shop and products being sold

Analysis of the Current and Future use of Internet Technologies in Essay

Analysis of the Current and Future use of Internet Technologies in Qatar Airways - Essay Example By encouraging passengers to book directly with the airline, substantial savings arise because airlines do not incur payments to travel agents and Global Distribution System Companies. Thus, Qatar Airways has tried to enable maximum interaction with passengers through its website, in addition to providing passengers with Internet and text messaging services on board its more modern aircrafts. Porter’s Five Forces Analysis suggests that competitive rivalry persists among airlines in the Middle East and Qatar Airways must offer the same level of service as Emirates Airlines, the leading airline brand in the region, for less. The infomediary model presented by Professor Michael Rappa assists in understanding the strategy for Qatar Airways, which must use incentive marketing and emphasise presentation of comprehensive information. The Flower of Service Model suggests that Qatar Airways must emphasise support for its core product of transporting passengers with services geared to provide information, consultation, hospitality, billing and payment together with order-taking and the handling of exceptions. Presently, Qatar Airways uses Internet technologies to support the previously mentioned services, but it is likely that in the future further support for passengers and their needs will be available as higher bandwidth networks become available and better interfacing w ith modern airports, including the new Doha airport, becomes available. Examination and analysis of the Qatar Airways website suggests that this website provides all passenger needs, except for assisting passengers to plan fully their trips. The Qatar Airways website ranks second only to the Emirates Airlines website among all regional airline websites because at present Qatar Airways cannot provide comprehensive service to passengers wanting to plan their trips in detail, possibly

Wednesday, July 24, 2019

How does the Steiner approach to learning differ from the Montessori Essay

How does the Steiner approach to learning differ from the Montessori Method - Essay Example Montessori approach and Steiner approach are two educational approaches that teach children. Both came from Europe and teach children in a calm, non-coercive manner. They also provide safe, enticing, and entertaining learning environment to children. Another similarity is both educational approaches respect and believe in the capabilities of children. However, there are differences in the two approaches in terms of curriculum, teaching styles, teachers’ profile, focus of studies, and other aspects. Montessori Approach was developed by Dr. Maria Montessori in the late 19th century. Dr. Montessori coined her Montessori schools as â€Å"Children’s Houses†. These â€Å"houses† are the schools and facilities that provide well-planned and safe surrounding wherein children can learn and appreciate what they have learned. Moreover, these facilities are deemed to inculcate to every child the values of harmony, concern for the environment, and intercultural appreciation. According to Montessori Centre International, the principles behind Montessori education are grounded on the concepts of liberty and self progress combined with the different practical approaches. In this type of educational approach, children are considered to be able to understand the lessons taught without difficult if they are provided with appropriate activities at the appropriate time. Montessori aims to teach children to be educated and spread peace in the world (Coulter, 1991, p.3). The main goal of the Montessori approach is the natural progress of children of which the dormant physical, mental, and spiritual aspects of human being are brought out and developed based on a meaningful life (Miller, 1997, p. 160). Montessori approach believes in the innate intelligence of children which includes all aspects such as mental, empirical, spiritual (Edwards, 2002). Montessori Method of education focuses on training children in a holistic approach which includes

Tuesday, July 23, 2019

Strategy and Transformation Case Study Example | Topics and Well Written Essays - 2250 words

Strategy and Transformation - Case Study Example maintain that value advantage over a long period of time it ensures longer economic benefits.1 A strategy also gives an organization a structure for allocating resources, no company has unlimited resources, to utilize them properly there has to be a clear understanding of what is more important so that even the smallest of investment in the right thing results in a gain to the company. A strategy, if clearly understood at every level in an organization, helps the people of that company to stay focused on the goals and helps them in making better decisions for the company. Today companies built various strategies to help them grow and gain an edge over their competitors. Many companies today transform their organizations, through proper strategies, to obtain huge benefits from small changes and efforts.2 Joint Ventures and Foreign Direct investments are two types of strategies that are widely being used in the world today. These have proved very fruitful for certain organizations. Especially consumer good industry and technology industry has used it a lot. Joint Venture A joint venture means that two or more organizations form a contract or an agreement to dedicate their resources to work together for a common goal.3This generally happens when both the organizations think they can compliment each other and together produce greater results for a common goal. The corporations have seen many joint ventures. A big joint venture of today is Sony Ericsson. Sony Ericsson is a 50:50 joint venture formed between Sony, (a multinational conglomerate corporation) and Ericsson, (a provider of telecommunication and data communication) in October 2001 to work in the field of telecommunications.4 They joined hands to make mobile phones. Both were making mobile phones separately before... Conclusion Sony Ericsson and General Motors have chosen strategies very well to suit themselves. Both companies have established a good name for them self and earn profits accordingly. Sony Ericsson made a wise decision in 2001 to combine their strengths when Sony had a wafer thin share in the market of mobile phones and Ericsson was in trouble because its supplier had delayed indefinitely and it needed to do something about it. If this timely decision was not taken it may have forced both these companies to vanish from the mobile phone industry. Today this joint venture is a fierce competitor and is striving to be the best. It still is not definitely in the top three but if it stays positive it will definitely be able to be in the top 3. General Motors uses Foreign Direct Investments very wisely. It tries to get a subsidiary wholly or partially in areas where its customer base is wide and it has a good market. This way it stays close to its market and learns about its demographics very well and gets to know the requirements of the market. It also makes sure that it advertises and promotes its products in line with the culture of its market. This helps them do a better job at selling their products to the local people and earn a better margin of profits. It strategies are used properly profits can be maximized and companies can do better investments and decision making.

Monday, July 22, 2019

Assessment for Learning Essay Example for Free

Assessment for Learning Essay The results of the personal survey of assessment literacy showed that general considerations scored 87/90, prior to test design scored 53/55, writing the test scored 28/30, during test administration scored 15/15, and after testing reflected 25/25. Our school is a small private school with small classroom sizes. As a result, most of our students receive specialized one on one attention and strong supervision for their academic success. Teachers believe every student can and will succeed. It is not an option to do otherwise. â€Å"Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards† (Stiggins, 2005, pg. 326). How we test students need to take into consideration the impact of the learner (Stiggins, 2008). Stiggins (2008) informed teachers to utilize assessments for students by looking at the classroom level of use, the program level of use, and the institutional accountability and policy level of use. Looking at the school survey of assessment literacy will take into account these three types of assessment uses and their importance in generating an accountability system for our school to develop a system that fosters learning for all students. My greatest area of strength in regard to assessment literacy can be found in during test administration (15/15) and after testing (25/25). These were perfect scores and illustrated that student’s needs were met when considering the testing environment as conducive to maximize student performance and monitoring the students as they take ASSESSMENT FOR LEARNING 3 the test. Directions are always clear and questions are rarely asked. Tests are accurately scored because they are reviewed twice. Assessment data is gathered for what questions students answered incorrectly and notes are made for improvement of material taught the following year. It is reviewed again after the results of the test are completed to ensure mastery before moving on to the next chapter. The main goal is always on student achievement and mastery of the material. The data adjusts instruction to improve student performance. Any students who do poorly are given the opportunity to retest for 92% of the grade for improvement and mastery. Parents are notified of any student receiving below an 86%. This is our school policy. Retests are given within a week of the original test. Tests are graded the same day and given back the next day. This enables students to observe what they got wrong and assess ways to improve for the retest or master the material. Assessments are not always tests. Projects, reports, computer uses, etc. are vital ways to assess student learning through a plethora of ways. Gardner (1999) believed that students learn through spatial, linguistic, naturalist, interpersonal, intrapersonal, bodily kinesthetic, logical/mathematical, musical, and existential. Educators should recognize that diversity needs an on-going presence, availability, and active participation in the classroom teaching process (Spasovski, 2010). â€Å"If society wants all students to meet standards, then all students must believe they can meet those standards; they all must be confident enough to be willing to take the risk of trying† (Stiggins, 2008, p. 8). My greatest limitation in regard to assessment literacy is working with colleagues to design common assessments. Since we are a small private school, teachers are left ASSESSMENT FOR LEARNING 4 with the task of compiling their own assessments. Our principal will supply the assessments created by the publisher in book form or cd rom or teachers can compile their own. None of us work with colleagues to create assessments. We have team meetings that cross teach certain areas that are being studied to enhance learning across disciplines of teaching. However, assessments are each teacher’s responsibility. The Stanford test scores analyze our teaching productivity. Data is analyzed for the incorrect answer. The results address the weakest area of student learning. Teachers are to find solutions to fix them through data and research of proven strategies that work within successful classrooms. According to Creighton (2001), collecting data without purpose is meaningless. Data driven decision making and instructional leadership support one another. By analyzing the data that exist in our schools, student achievement and quality in teaching and learning can improve to assist students to become avid learners. Part 2: Analyzing the Survey Results The survey results of the criteria for the school survey of assessment literacy scored 84/90. Assessment, curriculum, and instruction are balanced in our school. Assessments are aligned to benchmarks, standards, and scaffolding of material over time to foster students’ learning. To promote student achievement, assessments are varied and reliable. Communication is accomplished with parents about performance through emails, assessments sent home requiring signatures, progress reports, report cards, and Stanford test scores. Since our students score in the 79-99% ranking of Stanford test scores as a class average, teachers seek solutions through data to ASSESSMENT FOR LEARNING 5 improve class average test scores. If any student did poorly, teachers seek ways that will improve student learning. Principals and teachers can learn to maneuver through the statistical data to help create goals and strategies for change and improvement (Creighton, 2001). The school’s greatest area of strength in regard to assessment literacy was that data-based decisions about student mastery of standards are made collaboratively by administrators and teachers. By looking at our strengths, opportunities, weaknesses, and threats, teachers can gain insightful information into how they may best serve their diverse students’ needs and administrators can find solutions to helping these students achieve an optimal learning experience at school. This creates an opportunity for teachers and administrators to work together to improve student achievement. By understanding our diverse students’ needs, teachers and administrators can see the big picture and find viable solutions to problems that arise at their school. This year we have added a resource room to help struggling students with special needs get help from an ESE teacher. Curriculums are modified to accommodate student’s needs based on any language or learning barriers. The dominant culture of the nation-state should incorporate aspects of their experiences, cultures, and languages, which will enrich the mainstream culture as well as help marginalized groups to experience civic equality and recognition (Gutmann, 2004). Teachers have professional development sessions and team meetings to assess proven methodologies and research to help students learn. â€Å"When teachers support students by treating them with respect and caring about their futures, and encourage students by helping them to succeed, students are more likely ASSESSMENT FOR LEARNING 6 to respect and get along with one another; when taught how to be more tolerant of others, students exhibit greater tolerance† (Gollnick Chinn, 2006). Our school climate is multicultural and is reflected in every aspect of the education at our school. This is imperative if we want our students to compete in a global economy and to ensure learning and equity for all students. The school’s greatest limitation in regard to assessment literacy is that not all teachers recognize students’ emotional connection to assessment and its results. Also, the formative assessments are not used regularly to tell members precisely where to focus their improvement efforts and how to do it in a timely manner. My students complain that some teachers take a month to grade papers. Parents complain to me that other teachers do not understand their child’s special needs. For instance, I have a student with dysgraphia, dyslexia, and ADHD. For spelling tests, I have found it beneficial to call him up after tests and have him spell the word to me verbally that he got wrong in writing and he often gets it correct. He has transformed from a failing student to an â€Å"A† student. I grade his paper immediately after he turns it in and I ask him to spell the words he got wrong to me verbally. When students are failing, teachers need to find viable solutions to increase student learning. No single assessment is capable of answering all these questions to aid a student’s learning capabilities. A productive, multi-level assessment system is needed to ensure accuracy of all instructional decisions (Stiggins, 2008). Relying heavily on Stanford test scores impedes a student’s emotional connection to assessment and its results. Instead a wide arrangement of student work should become part of a portfolio to determine the overall ASSESSMENT FOR LEARNING 7 success rate of a student. â€Å"If all students are to succeed, they must have continuous access to credible evidence of their own academic success at mastering prescribed achievement standards† (Stiggins, 2008, p. 8). Data shows teachers areas that need improvement in teaching, student’s weaknesses, and how to do better next time. This will enable students to build self-efficacy when teachers help students to see what success looks like through assessment analysis to improve test taking the next time (Stiggins, 2008). This is the reason our school offers a retest at 92% of the grade. This is what Stiggins refers to as replacing the intimidation of accountability as the primary motivator through tests with the promise of academic success for all learners. This type of assessment promotes hope for all students to become successful. We are reminded by Tashik (2010), that an effective performance assessment system requires the complete interplay of several components: 1. Teaching and learning must remain the constant focus of the school. 2. Teams of teachers collaborate on all aspects of instruction and assessment. 3. Staff, department, and grade meetings are regular features of the school week. 4. Scheduling includes blocks of time for teachers to mentor and supervise student progress on the performance assessment tasks. 5. Continual development of new courses and units of study to better engage students in their learning and meet their academic needs. When these key components are intertwined, effective assessments can benefit our students through diversity and it can take the shape of molding into our students’ needs. When we look at the classroom level of use, the program level of use, and the ASSESSMENT FOR LEARNING 8 institutional accountability and policy level of use, assessments can work together to scaffold student learning for optimal success. In a perfect assessment system, the foundation would comprise of an array of assessments that enable students to learn more through scaffolding and take ownership of his or her learning success (Stiggins, 2004). ASSESSMENT FOR LEARNING 9 References Creighton, T. (2001). Data analysis and the principalship. Principal Leadership, 1(9), 52. Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books. Gollnick, D. and Chinn, P. (2006) Multicultural education in a pluralistic society. New Jersey: Pearson Education. Gutmann, A. (2004). Unity and diversity in democratic multicultural education: Creative and destructive tensions. In J. A. Banks (Ed. ), Diversity and citizenship education: Global perspectives (pp. 77-96). San Francisco: Jossey-Bass. Spasovski, Ognen. (2010). Principles of the inclusive education and the role of teachers and in-school professional staff. The Journal of Special Education and Rehabilitation,111(1-2), 67-86. Tashik, P. (2010). Changing the national conversation on assessment. Phi Delta Kappan, 91(6), 55-59. Stiggins, R. (2004). Classroom assessment for student learning: Doing it right – Using it well. Portland, OR: Assessment Training Institute. Stiggins, R. (2005, Dec. ). From formative assessment to assessment FOR learning: A path to success in standards-based school. Phi Delta Kappan, 87(4), 324-328. Stiggins, R. (2008). Assessment manifesto: A call for the development of balanced assessment systems. Portland, OR: ETS Training Institute.

Sunday, July 21, 2019

Prostitution A Psychological Perspective Sociology Essay

Prostitution A Psychological Perspective Sociology Essay As psychologists, we hope to see a change in the health professions relative silence regarding prostitutions harm to women, as well as a change in the perspective on prostitution held by the criminal justice system. -Melissa Farley Avnessa Kelly There is a lot of debate about whether prostitution should be legalized and regulated or whether the continuing laws(in India and elsewhere) which criminalize the act of brothel keeping, living off the earnings of a prostitute, soliciting or seducing for the purposes of prostitution should remain a punishable offence. The arguments for either side ultimately boil down to the question of why one stance over the other? The decision is largely influenced by a persons perception of what benefits society as well as the exploitative nature of this profession .If prostitution were to be legalized these individuals would become part of a system that sanctions their work and also condones the act of selling ones body as well as paying for sexual services. Such a system would be accountable for the repercussions this occupation has upon its members. For every occupation that is sanctioned by law and society there exists a representative in the form of an organization or a union that supports t he best interest of its employees and ensures their well being. However the question that arises in the case of prostitution is whether the occupation is such that it poses a serious immediate threat to a womans psychological and physical health on a regular continuous basis? if so, then the act of sanctioning such an occupation and creating a system that supports it leads to a paradox not only in a moral sense but also in keeping with the actual negative effects of the occupation versus the benefits of legalizing prostitution. The present paper is an attempt to gain greater clarity about the potential risks of this occupation. To assess whether commercial sex workers will ultimately suffer traumatic experiences to such an extent that their psychological and emotional health will prevent them from leading functional productive social and healthy lives. Some might argue that traumatic experiences or harmful effects are faced by individuals in various other professions such as the military, war journalism, psychiatry, medical science or people working in factories where they are exposed to harmful substances on a daily basis. Thus these occupations are also a great cause for concern. However prostitution has been described as an act which is intrinsically traumatizing to the person being prostituted.(Farley et al, 1988) Researchers have found that 92% of people interviewd stated that they wanted to leave prostitution .Also it has been reported that Sexual and other physical violence is the normative experience for women in prostitution (Baldwin, 1992; Farley and Barkan, 1998; Hunter, 1994; Silbert and Pines, 1982) In light of such evidence one can hardly suggest that prostitution is an occupation that an individual would willingly participate in if she truly had another option or was entirely aware of the health risk involved.Infact Silbert and her colleagues(1982) have described a psychological paralysis of prostituted women, characterized by immobility, acceptance of victimization, hopelessness, and an inability to take the opportunity to change, which results from the inescapable violence they encountered throughout their lives (Silbert Pines, 1982). According to Farley (2006) Prostitution is sexual violence that results in massive economic profit for some of its perpetrators. The sex industry, like other global enterprises, has domestic and international sectors, marketing sectors, a range of physical locations out of which it operates in each community, is controlled by many different owners and managers, and is constantly expanding as technology, law, and public opinion permit. She further stresses that prostitution as a profession is rife with every imaginable type of physical and sexual violence. If prostitution is to be legalized, would it then become a recognized profession such as teaching, management, law etc? Would it be part of a career guidance course, would the individuals engaged in this occupation be treated with the same respect, dignity and rights that are allotted to others? Although it remains a personal choice to judge another human being, collective morality exists in every society and forms the basis for norms and beliefs in that society. Legalization of prostitution would condone an act that is considered inhumane by many yet legalization might afford better right to prostitutes and improve their standard of living. This debate eventually turns into a circular argument that requires a subjective approach rather than an objective methodology applied to all other aspects of human science. It becomes a matter of safety and humanity rather than a debate of legality and morality. Hence from the authors perspective a Psychological study aimed at evaluating the men tal health of prostitutes and determining to what extent this correlates to their occupation will indeed contribute to the argument and perhaps indicate how one can decide the matter of whether prostitution should be legalized and thus condoned by government and subsequently (but unlikely) be accepted morally; or whether we must at some point accept that the oldest profession in the world has seriously contributed to the psychopathology of women engaged in this profession. There are several different perspectives on prostitution that have been discussed and documented. The perspective that prostitution is violence against women has been described and critiqued by Jeffreys (2000).She argues that that child and adult prostitution are inextricably interlinked, both in personnel (the women and children work together), in terms of the abusers (who make no distinctions), in the harm they cause and in that both constitute harmful traditional practices which must be ended. Another perspective suggests that in recent decades prostitution has been industrialized and globalized. Industrialization means the ways in which traditional forms of organization of prostitution are being changed by economic and social forces to become large scale and concentrated, normalized and part of the mainstream corporate sphere. Prostitution has been transformed from an illegal, small scale, largely local and socially despised form of abuse of women into a hugely profitable and either legal or tolerated international industry. In states that have legalized their prostitution industries large-scale, industrialized brothels employ hundreds of women overseen and regulated by government agencies (M. Sullivan, 2007). In some parts of Asia the industrialization of prostitution has taken place in the form of the creation of massive prostitution areas within cities. In Daulatdia, formed 20 years ago, in a port city in Bangladesh, 1,600 women are sexually used by 3,000 men daily (Hammond, 2008). This paper is presented in three parts. The first part highlights the Framework that governs the sex trade industry in India, the second part focuses on the Psychological implications of prostitution and the third part discusses the implications of legalizing and regulating sex trade. Prostitution in India India is a country that prides itself for upholding age old traditions and cultural practices rooted in religious beliefs which encourage a way of life that is morally correct and ethically sound. It is a country which has great respect for the elderly, believes in the integrity of honesty and fidelity and places much emphasis on purity. Right from the religious scriptures to the common mans notion about what is the ideal way of living one can witness a belief in simplicity, generosity and secularity. This comes from the fact that India is a country of a hundred cultures all inter-mingling to create a nation that is unified in language, sport and entertainment and often diversified in religion, custom and caste. However one thing that remains collective and common to all the culturally opposed regions is the practice of sex trade. Prostitution in India has a long history. Devadasi System: In ancient India prostitutes have been referred to as Devadasis. Originally, Devadasis were celibate dancing girls used in temple ceremonies and they entertained members of the ruling class. But sometime around the 6th Century, the practice of dedicating girls to Hindu gods became prevalent in a practice that developed into ritualized prostitution. Devadasi literally means Gods (Dev) female servant (Dasi), where according to the ancient Indian practice, young pre-pubertal girls are married off, given away in matrimony to God or Local religious deity of the temple. The marriage usually occurs before the girl reaches puberty and requires the girl to become a prostitute for upper-caste community members. Such girls are known as jogini. They are forbidden to enter into a real marriage. In Karnataka, the most common form of traditional sex work is associated with the Devadasi system.   Today, the districts bordering Maharashtra and Karnataka, known as the Devadasi belt, have trafficking structures operating at various levels. The women here are in prostitution either because their husbands deserted them, or they are trafficked through coercion and deception Many are devadasi dedicated into prostitution for the goddess Yellamma. In one Karnataka brothel, all 15 girls are devadasi. (Meena Menon, The Unknown Faces). Researchers have found that differences between Devadasi and non-Devadasi Female sex workers (FSWs) with regard to the pattern and environment of sex work were substantial. Devadasi FSWs were much more likely to entertain clients at home, reported a higher average number of sex partners in the past week, and charged less on average to each client. Devadasi FSWs were less likely to migrate to work at another location within the state of Karnataka but were somewhat more likely to have migrated to another state for work. Devadasi FSWs were more likely to accept every client and reported client initiated violence much less often than did non-Devadasi FSWs. Devadasi FSWs also were significantly less likely to report having ever been harassed by the police (Laanchard, F, J et al 2005). Sex trade Industry in India: There are approximately 10 million prostitutes in India. (Human Rights Watch, Robert I. Freidman, Indias Shame: Sexual Slavery and Political Corruption Are Leading to An AIDS Catastrophe,  The Nation, 8 April 1996).The largest red light district in India, perhaps in the world, is the Falkland Road Kamatipura area of Bombay. There are more than 100,000 women in prostitution in Bombay, Asias largest sex industry center (Freidman, R.I 1996). At least 2,000 women were in prostitution along the Baina beachfront in Goa. (Moronh,F 1997).There are 300,000-500,000 children in prostitution in India. ( Bedi,R 1997) India, along with Thailand and the Philippines, has 1.3 million children in its sex-trade centers. (Soma Wadhwa, For sale childhood, Outlook, 1998) India and Paksitan are the main destinations for children under 16 who are trafficked in south Asia. (Masako Iijima, S. Asia urged to unite against child prostitution,  Reuters, 19 June 1998) In India, Karnataka, Andha Pradesh, Maharashtra, and Tamil Nadu are considered high supply zones for women in prostitution. Bijapur, Belgaum and Kolhapur are common districts from which women migrate to the big cities, as part of an organised trafficking network. (Central Welfare Board, Meena Menon, The Unknown Faces) A few hundred thousand men have sexual relations with prostitutes every day in India.  Ã‚  Insights derived by health practitioners and social workers from the experience of working in red-light areas suggest that the following categories of men are frequent visitors to prostitutes: low-level workers in the manufacturing and transport industries; other workers living away from their families for a length of time; traders and customers in transitory markets; visitors to fairs, festivals and pilgrim centres; defence personnel living away from families; students; pimps and others who have some control over prostitutes; traders and service providers in red-light areas. According to one author of The Unkown Faces There are three routes into prostitution for most women in India. 1) Deception 2) Devadasi dedication and 3) Bad marriages or families. A study conducted by researcher s in Karnataka, a Southern state of India found that Participants gave diverse reasons for entering sex work . Overall 26% stated that induction into the Devadasi tradition was at least 1 reason that they entered sex work, and 66% of these Female sex workers (FSWs) listed it as the only reason that they entered sex work. Other stated reasons for entering sex work included financial need- 36%, marital or family discord or dissolution -30%, and being coerced or lured- 20%. Chattopadhyay M, Bandyopadhyay S, Duttagupta C, (1994) conducted interviews with 33 female prostitutes in Domjur, Howrah District, West Bengal, to understand the processes by which women become prostitutes. Twenty-one of them were married. More than 50%, who had been married before the age of 18, became prostitutes before 25 and were older than 30. 66% did not engage in illicit sex before becoming prostitutes. About 20% had been prostitutes for more than 15 years. Most prostitutes earned about Rs. 1000 per month. 66% had a maximum number of five clients/day. Three prostitutes had as many as seven to eight clients/day. Life events and their reactions that led them to become prostitutes belonged to two categories: (1) women who were either widowed (17 women) or abused by husband and in-laws (4 women), leaving them with no social or economic support and (2) women who chose prostitution as an easy means to support themselves (9 women) or because they had sexual urges or were curious (3 w omen). Empirical studies along in red-light areas of a few large cities corroborate the common knowledge that prostitutes, in general, lead a poor standard of life in dilapidated and unhygienic environments (Gilada n.d.; Ghosh and Das 1994). A major portion of what their clients pay is shared by pimps, landlords, madams, financiers and policemen. They do not get nutritionally adequate food and they are exploited by local traders who sell them essential goods. Because of strong prejudice against them they cannot take advantage of the government health facilities and have to depend mostly on local quacks who charge them exorbitantly for treatment and medicines. A large proportion of them suffer intermittently from various kinds of STDs. Most of them are forced to enter this occupation because of adverse circumstances. In a country that has strict values and restrictions towards marriage,dating and pre-marital sex there seems to be a rampant disregard for the value of a womans right to dignity and integrity.In India, It is generally considered unacceptable for a woman or man to engage in sex before marriage or with more than one partner. Speaking about sex related issues is taboo in most households and sex education in schools is strongly opposed and rendered inappropriate. It is believed that one should respect traditions and avoid places,people,movies,books or music that are provocative or in any way of a sexual nature. Conservatism and orthodox customs are welcomed and whole heardtedly preached and in some cases practiced in India. Thus, it comes as a shock to realize that the hub of the Sex trade throughout Asia and possibly the world is housed in the biggest city in India-Mumbai. It is a sad and cruel paradox that a country that preaches about purity and chastity has the largest brothels in th e world and is a central point in the human trafficking system. Legal position in India: Laws related to prostitution in India:   Suppression of Immoral Traffic in Women and Girl Act -1956   Prevention of Immoral Traffic Act-1956   Immoral Traffic (Prevention) Act-1956 In legal terms, the Indian Immoral Traffic (Prevention) Act 1956, criminalized the volitional act of a female offering her body for promiscuous sexual intercourse for hire whether in money or in kind. But, under the revised 1986 Act, prostitution means the sexual exploitation or abuse of persons for commercial purpose, and the expression prostitute shall be constructed accordingly so there is not only no criminality if there is offering by way of free contract, there is not even prostitution. In India the primary law dealing with the status of sex workers is the 1956 law referred to as the  The  Immoral Traffic (Suppression) Act (SITA). According to this law, sex work in  India  is neither legal nor illegal; it is tolerated since prostitutes can practice their trade privately but cannot legally solicit customers in public. Unlike as is the case with other professions, however, sex workers are not protected under normal workers laws, and are not entitled to minimum wage benefits, compensation for injury or other benefits that are common in other types of work. Although prostitution (the act of selling ones body in a non public setting) is legal in India, brothel keeping, living off the earnings of a prostitute, soliciting or seducing for the purposes of prostitution are all punishable offenses. (Robert I. Freidman, Indias Shame: Sexual Slavery and Political Corruption Are Leading to An AIDS Catastrophe,  The Nation, 8 April 1996) Psychological distress among sex workers Considerable research has been conducted in the area of sex trade and prostitution. Most of this research in the social sciences focuses on the health risks involved, particularly HIV, AIDS. There is a large-scale ignorance of the psychological harm that is faced by women who are prostituted. Prostitution has been defined in many ways either by political or legal organizations. The World Health Organization (WHO) defined prostitution as a dynamic and adaptive process that involves a transaction between seller and buyer of a sexual service (World Health Organization, 1988). WHO has since recommended decriminalization of prostitution (Ahmad, 2001). Much of the health sciences literature has viewed prostitution as a job choice (Deren et al., 1996; Farr, Castro, DiSantostefano, Claassen, Olguin, 1996; Green et al., 1993; Romans, Potter,Martin,Herbison, 2001; UN/AIDS, 2002). However the notion that prostitution is work tends to make its harm invisible. Important questions remain unanswered regarding the epidemiology and etiology of psychological distress among sex traders. Many sex traders and drug users from poor neighborhoods have experienced homelessness, rape, and other violent events associated with psychological distress. High proportions of prostitutes are drug-dependent and have experienced physical and sexual abuse in childhood and adulthood (Church, Henderson, Barnard, Hart, 2001; El-Bassel, Schilling, Irwin, Faruque, Gilbert, Von Bargen, Serrano, Edlin, 1997; El- Bassel, Simoni, Cooper, Gilbert, Schilling, 2001). The Psychological literature on Prostitution has focused on different theories to explain the role of a prostitute either as a victim or a risk-taker. There has been tremendous debate over the underlying factors that lead a woman into this profession. It is assumed that prostituted women have personality characteristics which lead to their victimization. Rosiello (1993) described the inherent masochism of prostituted women as a necessary ingredient of their self-concept. MacVicar and Dillon (1980) suggested that masochism plays a central role in the acceptance of abuse by pimps. Psychoanalytic theories that prostituting originates in maternal deprivation or from the anal desires of the child -have been described by Weisberg (1985) and Bullough Bullough (1996).Vanwesenbeeck, et al (1993) identified three groups of prostituted women as 1) those who had a positive, businesslike attitude and consistent condom use, 2) those who had a negative attitude and occasional failure to use condom s),and 3) risk takers who did not use condoms and who reported feeling powerless. The risk takers reported fears of violence and despair in situations where they were powerless. One woman stated that health planning was not a priority when your whole lifes a misery and pain (Vanwesenbeeck et al., 1993). Women in prostitution are often assumed to have an underlying personality disorder. De Schampheleire (1990) concluded that 61 prostituted women had emotional difficulties that resulted first in addictions, and later in prostitution, which was itself described as a diversion from other psychological problems. This is clearly indicative that there is a belief that emotionally disturbed or vulnerable women are more likely to enter into prostitution, further become victimized and continue in this profession as a means of coping with their initial sense of turmoil or unworthiness. This literature fails to recognize the various other reasons that women enter into prostitution (such as financial need or coercion), and ultimately suffer psychological difficulties as a result of this profession. It is assumed with a stance of such stoicism that women willingly enter into a profession in which they become victims of battering, rape, fatal physiological conditions, constant trauma and degradation. However there is literature that supports the idea that prostitution does indeed inflict psychological distress on the individual. Graaf et al. (1995) and Plant et al (1989) found that womens alcohol use in prostitution was related to the psychological trauma of prostitution. It permitted a chemical dissociation, as well as a means of anesthetizing their physical aversion for the act of sex for payment. Green et al (1993) noted that some Glasgow women were only able to prostitute under the influence of drugs or alcohol. Alegria et al (1994) found that 70% of 127 Puerto Rican women in prostitution had symptoms of depression which were associated with increased risk behaviors for HIV. Violence against women in Prostitution: In the past decade, a number of authors have documented or analyzed the sexual and physical violence that is the normative experience for women in prostitution, including Baldwin (1993, 1999); Barry (1979, 1995); Boyer, Dworkin (1981, 1997, 2000); Farley, Baral, Kiremire, and Sezgin (1998); Giobbe (1991, 1993) .Sexual violence and physical assault are the norm for women in all types of prostitution. Nemoto, Operario, Takenaka, Iwamoto, and Le (2003) reported that 62% of Asian women in San Francisco massage parlors had been physically assaulted by customers. Raymond, DCunha, et al. (2002) found that 80% of women who had been trafficked or prostituted suffered violence-related injuries in prostitution. Among the women interviewed by Parriott (1994), 85% had been raped in prostitution. In another study, 94% of those in street prostitution had experienced sexual assault and 75% had been raped by one or more customers (Miller, 1995). In the Netherlands, where prostitution is legal, 60% of prostituted women suffered physical assaults; 70% experienced verbal threats of physical assault; 40% experienced sexual violence; and 40% had been forced into prostitution or sexual abuse by acquaintances (Vanwesenbeeck, 1994). Most young women in prostitution were abused or beaten by customers as well as pimps. Silbert and Pines (1981, 1982) reported that 70% of women suffered rape in prostitution, with 65% having been physically assaulted by customers and 66% assaulted by pimps. Of 854 people in prostitution in nine countries (Canada, Colombia, Germany, Mexico, South Africa, Thailand, Turkey, United States, and Zambia), 71% experienced physical assaults in prostitution, and 62% reported rapes in prostitution (Farley, Cotton, et al., 2003). Eighty-nine percent told the researchers that they wanted to leave prostitution but did not have other options for economic survival. To normalize prostitution as a reasonable job choice for poor women makes invisible their strong desire to escape prostitution. Vanwesenbeeck (1994) found that two factors were associated with greater violence in prostitution. The greater the poverty, the greater the violence; and the longer one is in prostitution, the more likely one is to experience violence. Research and clinical reports have documented the prevalence of childhood sexual abuse and chronic traumatization among prostituted women (Belton, 1992; Burgess,et al., 1987; Giobbe et al., 1990; James Meyerding, 1977; Paperny Deisher, 1983; Silbert Pines, 1981, Simons Whitbeck, 1991; Widom Kuhns, 1996). Weisberg (1985) reported that 70% of women suffered rape in prostitution, with 65% of prostitutes having been physically assaulted by customers; and 66% assaulted by pimps. The Council for Prostitution Alternatives in Portland, Oregon, reported that prostituted women were raped an average of once a week (Hunter, 1994). Women in prostitution are battered women. Prostitution, like battering, is a form of domestic violence. Giobbe (1993) compared pimps and batterers and found similarities in their use of enforced social isolation, minimization and denial, threats, intimidation, verbal and sexual abuse, attitude of ownership, and extreme physical violence to control women. The techniques of physical violence used by pimps are often the same as those used by torturers. Gray (1973, cited in Weisberg, 1985) reported that one teenager was beaten with a 6-foot bullwhip and another was tied to a car and forced to run behind it. It has been reasonably estimated that prostitution is 80% to 90% pimp-controlled (Giobbe Gamache, 1990; Hunter, 1994). The primary concern of prostituted women in Glasgow was violence from customers (Green et al., 1993). Rape was common. The women in Glasgow were physically abused as part of the job of prostitution. They were whipped and 1 7 beaten up, with payment at times received per individual blow (Green et al., 1993, page 328). Prostituted women described a minority of customers as extremely dangerous. These men were likely to assault or murder women in prostitution for pleasure. They used fists, feet, baseball bats, knives, or guns in their assaults on the women. One man inserted a shotgun into at least one womans vagina and mouth. 87% of prostituted women interviewed by Miller (1995) were physically assaulted in prostitution, with 31% having been stabbed, and 25% being hit with an object. 37% of her sample had been held captive. Prostituted women were often assaulted and robbed (Green et al, 1993; Hardesty Greif, 1994; Miller, 1995). Miller Schwartz (1995) found that 94% of those in street prostitution had experienced some form of sexual assault; 75% had been raped by one or more customers. In spite of this, there was a widespread belief that the concept of rape did not apply to prostitutes. If rape of a prostituting woman occurs, some have considered the rape to be theft or breach of contract rather than rape. Many people assumed that when a prostituted woman was raped, it was part of her job and that she deserved or even asked for the rape. In an example of this bias, a California judge overturned a jurys decision to charge a customer with rape, saying that a woman who goes out on the street and makes a whore out of herself opens herself up to anybody. One juror interpreted the judges decision as a refusal to give rights to prostitutes (Arax, 1986). Psychological Trauma as a result of prostitution: Dissociation is the psychological process of banishing traumatic events from consciousness (Herman, 1992). It is an emotional shutting-down which occurs during extreme stress among prisoners of war who are being tortured, among children who are being sexually assaulted, and among women being battered or raped or prostituted. Vanwesenbeeck (1994) considered dissociation in those prostituted to be a consequence of both childhood violence and adult violence in prostitution. She noted that a proficiency in dissociation, perhaps learned in order to survive sexual abuse as a child, was required in prostitution. Ross et al (1990) noted dissociative symptoms in women in strip club prostitution. Belton (1998) reported that depression as well as dissociative disorders were common among prostituted women. It is clear that women in prostitution suffer from psychological trauma which affects their functioning.Other than dissociation,drug use an emotional vulnerability women in prostitution suffer from posttraumatic stress disorder (PTSD). Symptoms are anxiety, depression, insomnia, irritability, flashbacks, emotional numbing, and hyperalertness. Farley et al., (1998) interviewed 475 prostituted people in 5 countries (South Africa, Thailand, Turkey, USA, and Zambia) and found that 67% met diagnostic criteria for PTSD, suggesting that the traumatic sequelae of prostitution were similar across different cultures. The violence of prostitution, the constant humiliation, the social indignity and misogyny result in personality changes which have been described by Herman (1992) as complex posttraumatic stress disorder (CPTSD). Symptoms of CPTSD include changes in consciousness and self-concept, changes in the ability to regulate emotions, changes in systems of meaning, such as loss of faith, and an unremitting sense of despair. Once out of prostitution, 76% of a group of women interviewed by Parriott (1994) reported that they had great difficulty with intimate relationships. Not only were sexual feelings destroyed in prostitution, but the emotional part of the self was eroded. (Hoigard Finstad,1986; Giobbe, 1991, 1992) One of the longer-lasting effects of CPTSD involves changes in relations with other people, including changes in perception of the perpetrator of abuse. Previous research on women who engaged in prostitution has found a high rate of drug abuse among this population (Kuhns, Heide, Silverman, 1992; El-Bassel et al., 1997; Nadon, Koverola, Schludermann, 1998; Potterat,)The need for drugs, both physical and emotional, often overpowers prostitutes aversion toward the degrading aspects of their occupation (Weeks et al., 1998). In another study, El-Bassel and colleagues (1997) found that drug-using prostitutes scored higher than drug-using non-prostitutes from the same community on several measures of psychological distress, such as depression, anxiety, and paranoid ideation, and suggested that psychological distress among prostitutes was brought about by the dangerous and degrading circumstances surrounding their work. Researchers found that the women who were prostituting were more likely to report using drugs to increase their feelings of confidence, sense of control, and feelings of closeness to others and to decrease their feelings of guilt and sexual distress. (Young,A,M et al 2000). Furthermore the researchers found that the subservient, humiliating nature of prostitution suggests that these women would tend to feel less confident and in control while working, and would wish to regain these feelings, and the ability to feel close to others, after being sexually involved with a stranger or strangers. Other studies have found that women engaged in prostitution use drugs and alcohol to feel more confident on the job, more calm and able to suppress negative feelings, and more relaxed and sociable (Gossop et al., 1994; Silbert et al 1982; Feucht, 1993). The evidence is clear and alarming, Psychological distress is an inevitable result of prostitution and is more than likely to inte