At the beginning of the novel, Jem Finch is portrayed as having a childish form of courage where he thought the concept of bravery was accomplishing dares imposed on him. When Dill dared Jem to touch the Radley house, Jem was undecided for a few days as he was terrified of the Radley house, but he also wanted to defend his honour as he had “never declined a dare” according to Scout. He eventually did the dare as he “wanted Dill to know once and for all that he wasn’t scared of anything”. This form of bravery was not respected by the adults in the neighbourhood which is evident from the way Atticus responded when he was told about the children playing in the Radley’s yard. He warned Jem "to mind his own business and let the Radleys mind theirs".
Unlike in a personal relationship or friendship, you are inclined, even obliged to do this in order to show your loyalty to a friend. However, this is not the case with your client. Although you may be friendly, you can even have a laugh and joke, you must remain professional and respect the fine line that you are there to provide a service and not a friendship. Although this may sound harsh and inhumane, look at it from this perspective. If your client were to confide in you that he or she were getting emotionally abused by a family member but wanted you to keep it a secret and you agreed to do so, imagine if that client went on to suffer major trauma as a result from you not voicing your concerns, resulting in further abuse by that family member.
Yes sir!” External: Scout agrees with the compromise her father, Atticus and her agreed to. Level C Behavior: Scout is Level C because she follows through with the agreement her and Atticus had made about her staying in school. 6 Pg:”He declined to let us take our air rifles to the Landing (I had already begun to think of shooting Francis) and said if we made one false move he'd take them away from us for good. External: Scout continues to dislike Francis but she remembers what would happen if she attempted to do something. Level B Behavior: Scout is Level B because she wants to hurt Francis badly but then she thinks on what her father, Atticus had told her.
As the famous saying says “Assumed guilty until proven innocent”, this is the case for Boo Radley. Nobody really knew Boo but everyone judged him and said bad stuff about him just because he was different. Mr. Ewell tries to kill Scout and Jem near the end of the book. He breaks Jem’s arm but then Boo Killed Mr. Ewell and saved Scout and Jem’s life. "Atticus was right.
However, Scout matures later in the story because she stops beating people up, since Atticus told her not to. Scout recalls, “I drew a bead on [Cecil Jacobs], remembered what Atticus had said, then dropped my fists and walked away, [with] ‘Scouts a coward!’ ringing in my ears. It was the first time I had ever walked away from a fight” (76-77). This shows that she wont beat people up anymore,
Learning from mistakes is simple. The characters in the book just choose not to learn. Only one character chooses to stay safe and avoid conflict - Randy. Randy is wise to say, "I'm sick of it because it doesn't do any good" (117). One can avoid conflict by stating their mind - by just not joining in the event one thinks is trouble.
The idea of protecting the innocent is first mentioned in the story when Scout and Jem Finch get guns for Christmas. The Finch kids want to go shooting, but before they do so, their father, Atticus Finch, gives them a warning: “Shoot all the bluejays you want if you can hit ‘em, but remember it’s a sin to kill a mockingbird” (Lee 90). Scout is puzzled by this message from her dad so she pays a visit to her neighbor, Miss Maudie, to give an explanation of Atticus’s words. Miss Maudie interprets Mr. Finch’s caution and tells Scout, ”Mockingbirds don’t do one thing but make music for us to enjoy. They don’t eat up people’s gardens, don’t nest in corncribs” (Lee 90).
I get offended if someone blames something on me during an argument so it makes me shut down and not want to talk to them. I never want to hear that something was my fault or that something I did was a direct result of someone’s anger or frustration. I need to keep in mind that, like our course book says: “Constructive criticism does not condemn or judge but is based on empathy and a SINCERE DESIRE to help someone understand the impact of his or her behavior.” Another thing that was in out course book was to a T exactly what my communication goal was: “Identify the specific emotion you are experiencing as a result of the behavior. Sometimes we can’t describe our emotions because we don’t have the vocabulary to accurately describe what we are feeling.” I think that is a lot of my problem. Maybe I need to research “feelings” and what each feeling means so that I can better describe to someone my emotions?
Books are constantly beint banned. Parents do not want their children to be exposed to materials the find inapropriate. Although it is easy to understand a parent wanting to protect his/her child sometimes borders are crossed. People are right when they say limits should be set, but the question comes up..."who should be held responsible for setting them.?" Who gets to choose what is right and not right.
For example, she says: “Atticus was feeble, he was nearly fifty”, which shows us that when Scout seeks her fathers attention, all she gets in response to her probing is: “I’m too old.” Atticus says to Jem when Jem and Scout after they received their air rifles, “I’d rather you shot at tin cans in the back yard, but I know you’ll go after birds. Shoot all the blue jays you want, if you can hit ’em, but remember it’s a sin to kill a mocking bird.” The full significance of this remark is explained to Scout by Miss Maudie Atkinson. “They don’t eat up peoples gardens… they don’t do one thing but sing their hearts out for us. That’s why it’s a sin to kill a mockingbird…” what they are both saying is that they represent a gentle, harmless creature, both beautiful and innocent. Thus, to kill a mocking bird would be a wicked and spiteful, a senseless and pointless act of destruction.