Grade school book report Essay Example for Free

Grade school book report Essay Tom Sawyer The young protagonist of the novel. Living with his aunt St. Petersburg, Missouri, Tom has a penchant for adventure and showing off. Constantly getting into mischief, he plays hooky from school and would rather go swimming than tend to his Sunday school lessons. Blessed with an active imagination, Tom dreams to be a noble robber such as Robin Hood or a pirate. Hungry for attention, Tom is obsessed with appearing noble and obtaining the envy of his peers. However, Tom is extremely clever and possesses an incredible insight on human nature. Throughout the novel, Tom must learn to listen to his conscience and become accountable for his actions. Huckleberry Finn The towns social pariah. Son of an abusive and drunkard father who left town, Huck has failed to have been raised with any parental guidance or authority figures. Because he can smoke a pipe and never has to attend church or school, he is the envy of every schoolboy and the nightmare of every mother in town. Huck and Tom often have adventures and both believe in various superstitions. Although disregarded by the sociables, Huck possesses a kind spirit and consideration for others. Aunt Polly Toms somewhat elderly aunt and guardian. Religious, simple-mannered, and kind-hearted, Aunt Polly is respected among the citizens of St. Petersburg. Responsible for Toms discipline and upbringing, Aunt Polly is constantly torn between expressing her exasperation and showing her lover for Tom. Every time he causes trouble, another hair on her head turns gray; she often wishes Tom would behave properly like his brother, Sid. Sid Sawyer Toms younger half-brother. Always trying to tattle on Tom, Sid keeps a close on eye his brothers wrongdoings. A goody-two-shoes, he is a punctual and studious pupil. Mary Toms older cousin who resides with Aunt Polly. Mary is depicted as a sweet and good-hearted young lady who sees the good qualities in Toms character. Religious and pious, Mary was an exceptional student  ¬ the opposite of Tom. Becky Thatcher The daughter of Judge Thatcher. Becky is Toms age and has recently moved into town. Prim and proper, Becky is the opposite of Tom: she has never been in trouble and is used to obeying her mothers words. With blonde hair and dressy frocks, she quickly wins Toms affection and attention. Injun Joe The antagonist of the novel. Guilty of several murders, Injun Joe possess a violent temperament is set on seeking revenge on those who have treated him harshly in the past. He attempts to frame Muff Potter for one of his own crimes and is pursued by the village authorities. Muff Potter The town drunk who is framed for the murder of Dr. Robinson. Although his kind nature and drunken state make him harmless, Potter is persecuted by the entire town that believes that he is a murderer. Mr. Jones/Old Welshman The old Welshman who lives with his two strong sons in the vicinity of Widow Douglass house. With Hucks help, the Welshman is able to come to the widows aide. Widow Douglas A rich, upper-class widow. With a kind spirit and a devotion to the Christian faith, the widow Douglas is known for her open hospitality and good nature. She also appears as a major character in Twains The Adventures of Huckleberry Finn. Dr. Robinson The young doctor, guilty of grave robbing, whose murder instigates the chaotic happenings in St. Petersburg. Joe Harper Toms bosom friend. One of Toms gang of pirates, Joe accompanies Tom on some of his adventures. Mrs. Harper Joes mother Amy Lawrence Tom Sawyers former girlfriend, whom he occasionally flirts with and was previously engaged to. Minor Characters: Judge Thatcher Beckys father. A proud and well-respected man of justice, whose family has recently moved into town. Mrs. Thatcher Beckys mother, wife of the Judge. Alfred Temple A well-dressed boy whom Tom thinks is snobby. Alfred also vies for Becky Thatchers attention. Mr. Dobbins The schoolmaster. Hated by all the children, Mr. Dobbins is depicted as a stern and pathetic man who uses lashings as a method of discipline. Mr. Walter The Sunday School Superintendent who issues Bibles to the top students. Mr. Sprague The long-winded minister. Ben Rogers A young boy who is Toms friend. Setting The Adventures of Tom Sawyer is set in the town of St. Petersburg, Missouri, some time around the middle of the nineteenth century Biography of the Author Born on November 30, 1835, in Florida, Missouri, Samuel L. Clemens wrote under the pen name Mark Twain and went on to pen several novels, including two major classics of American literature, The Adventures of Tom Sawyer and Adventures of Huckleberry Finn. He was also a riverboat pilot, journalist, lecturer, entrepreneur and inventor. Twain died in Redding, Connecticut on April 21, 1910, having survived his children Langdon, Susan and Jean as well as his wife, Olivia. In his lifetime, he became a distinguished member of the literati, and was honored by Yale, the University of Missouri, and Oxford with literary degrees. Conflict Man vs. man Tom and Huck perceive their biggest struggle to be between themselves and Injun Joe, whose gold they want and whom they believe is out to kill them. Conflict also exists between Tom and his imaginative world and the expectations and rules of adult society. Moral of the Story Moral and Social Maturity When the novel opens, Tom is engaged in and often the organizer of childhood pranks and make-believe games. As the novel progresses, these initially consequence-free childish games take on more and more gravity. Tom leads himself, Joe Harper, Huck, and, in the cave, Becky Thatcher into increasingly dangerous situations. He also finds himself in tight spots in which he must put his concern for others above his concern for himself, such as when he takes Becky’s punishment and when he testifies at Injun Joe’s trial. As Tom begins to take initiative to help others instead of himself, he shows his increasing maturity, competence, and moral integrity. Tom’s adventures to Jackson’s Island and McDougal’s Cave take him away from society. These symbolic removals help to prepare him to return to the village with a new, more adult outlook on his relationship to the community. Though early on Tom looks up to Huck as much older and wiser, by the end of the novel, Tom’s maturity has surpassed Huck’s. Tom’s personal growth is evident in his insistence, in the face of Huck’s desire to flee all social constraints, that Huck stay with the Widow Douglas and become civilized. Point of View Third Person (Omniscient) the narrator does not participate in the action of the story as one of the characters, but lets us know exactly how the characters feel. As a narrator, Twain cannot only see what his characters are seeing and thinking, but he is able to channel their personalities.

Ancient Rome Essay -- essays research papers

In this report about ancient Rome I will be talking about a lot of different things. One thing is how ancient Rome was different from ancient Greece, their daily life activities and lifestyles, and also about their religion. The ancients Romans were very different from the ancient Greek. â€Å"The ancient Romans were down-to-earth realists, not idealists.†(Donn2) You can see this in their statues. The Greeks made statues of perfect people. The Romans created real life statues. A good example of this is a Roman emperor statue because his nose will be huge and the ancient Greek would have never done that. The Romans were fierce soldiers and wonderful builders. They built roads all over the empire and all led to Rome. The ancient Greeks had roads, but they were not built nearly as well and the Greek’s roads did not connect in any particular order. Each Greek city-state was its own unit, not like Rome because in ancient Rome, Rome was the heart of the empire. Two thousand years ago, Rome was a busy place. â€Å"It was a crowded, noisy, smoky, and dusty city, with beautiful temples and public building.†(Donn2) The rich had gracious homes, each with an entrance atrium, which was the center of the family life. For those who were not quite as rich, there were apartment buildings and for the poor there were shabby tenements. Some people walked around Rome, others were carried in covered litters, with curtained couches carried on poles by slaves. Soldiers strode through town in chain mail or leather armor. Workmen hurried in belted tunics of dark wool. Before daylight, boys hurried to school. Later in the day, Roman citizens strolled around town in white tunics. Even for the poor, life in the city was lively. There was always something going on, like the Great State festival including shows in the theatres, races, and fights in the arenas. Lower class Romans or plebeians lived in apartment houses or flats as they were called, above or behind their shops. (Davis132) Their own apartment might be quite roomy, sanitary and pleasant, occasionally with running water. In these apartment houses, an entire family might all be crowded into one room, without running water. They had to get their water from public facilities. A very real threat was fire because people were cooking meals in crowded places, and many of the apartment houses were made of wood. Upper class Romans or patri... ...ather instructed his sons in Roman law, history, customs, and physical training, to prepare him for war. â€Å"The most important lessons to be taught was reverence for gods, respect for law, obedience to authority, and truthfulness.†(Lee5) Their mother taught the girls. Girls learned to spin, weave, and sew. Early Romans worshipped nature spirits. â€Å"They came to think of these spirits as god and goddesses, while under Etruscan influence.† (McGraw-Hill 157) This god and goddesses were supposed to guide and control the Roman people. Jupiter, Mars, Apollo, Mercury and Neptune were the chief gods. Juno, Vesta, Minerva, Ceres, Diana and Venus were the principal goddesses. The ancient Romans had gods for nearly everything. Every home had a household god, and honoring their gods was a part of ancient Romans everyday life. â€Å"A new religion grew steadily in strength by striking a fresh note, with its teaching of mercy, gentleness, loving-kindness and charity towards others, even towards enemies. Festival and rites with which the motley collection of roman gods and goddesses were worshipped and for all of whom its substituted a faith in one god, the Saviour of mankind.†(Cowell193)

National and Local Gorevment Policies Essay

As part of the national government incentive to help provide backing and encouragement to practitioners in schools two new funding programmes were introduced by the department for children, schools and families now called ‘The Department for Education’. These two programmes; Every Child A Talker (ECAT) and Social and Emotional Aspects of Development (SEAD). These were launched to increase the skills of early years specialists and were a part of the governments wider pledge to the education workforce department. These packages were designed to address to need for children in school to experience a language rich setting through staff in ensuring that they work successfully with both parents and families. Through SEAD, staff in schools would gain knowledge and understanding to help engage parents more effectively in order for them to be better prepared to support their child’s social and emotional needs. It was the abuse and ultimate death of Victoria Climbie in 2000 which prompted changes in childrens services. The every child matters paper set out a national agenda and plan with the aim of providing more services that were accessible for the needs of children, young people and families which stated that schools and other child care providers must demonstrate ways that they could work towards each of the outcomes. The 5 key aims and intentions were. Read more:Â  Roles and Responsibilities of Local Government for Education Policy and Practice Fiona Mather. Be healthy: Schools needed to play a leading part in health education towards children and young people which included questioning contents of school meals, as well as enabling children to enjoy a good physical and mental health by being part of a healthy lifestyle. Stay safe: A survey among 11~16 year olds in mainstream schools claimed that ‘46% had been a victim of some form of bullying’ (www.education.gov.uk/publications). In order to break these statistics it is vital that pupils feel that they are being protected in schools, in order for schools to do this they must continue to make behaviour management and anti bullying a significant issue. Enjoy and achieve: In order for student to get the most out of life and develop the necessary skills for adulthood children and young people must enjoy their lives and achieve their potential. In order for school to assist with this they must make improvements in failings across different ethnic groups and unauthorised absences that are unacceptable. Contribute: Children and young people need to be involved in their community rather than involve themselves in anti social behaviour. Schools can teach children the ethics of social responsibility and a feeling of ‘belonging’ by providing links to a pupils own community and how they can become part of it. Achieve a good standard of living: Children and young people of parents who are unemployed or existing on low incomes must be encouraged to aspire to a better career and lifestyle for themselves. Schools can develop strategies to enable all students to reach their full potential.

Essay about Legal and Ethical Responsibilities. - 1487 Words

Legal and Ethical Responsibilities. Direct Discrimination :- something like putting in the job advertisement â€Å"women need not apply†. Indirect Discrimination :- saying there’s a height limit such as a 6’4†. This will limit who can apply for the job. Sex Discrimination Act 1975 The Sex Discrimination Act 1975 makes sex discrimination unlawful in employment, vocational training, education, the provision and sale of goods, facilities and services and premises. In employment and vocational training, it is also unlawful to discriminate against someone on the grounds that a person is married or, from December 2005, a civil partner, or on the grounds of gender reassignment. The Sex Discrimination Act prohibits direct and†¦show more content†¦There are three different kinds of discrimination forbidden by law. Direct Discrimination occurs when a worker is treated less favourably on the grounds of race, colour, and nationality, ethnic or national origin. Direct discrimination is relatively easy to identify but can be more difficult to prove. Indirect Discrimination is more complicated and can be difficult to prove in a court or tribunal. Indirect discrimination flows from some condition put on applicants for a job if the condition:  · is likely to lead to preference being given to one or more racial group rather than others;  · it cannot be justified by the requirements of the job. Victimisation is straightforward and occurs if you are treated less favourably because you have taken action under the Race Relations Act. The Disability Discrimination Act The Disability Discrimination Act (DDA) was passed in 1995 to end the discrimination that many disabled people face. It protects disabled people in: * employment * access to goods, facilities and services * the management, buying or renting of land or property * education Some of it became law for employers in December 1996. Others were introduced over time. 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