International Studies H Essays - ArabIsraeli Conflict,

International Studies H Middle East Peace Process The Middle East, or referred as the Near East, has long been one of the world's centers of perpetual instability. The world focuses on this specific region for its warfare between the Arabs and Israelis. The Arabs - Israeli roots of conflict are severely deep, even going back as far as biblical times. Historically the Jews claimed the area called Palestine as their homeland by citing the Old Testament of the Bible as God giving them the right to the promise land. In like fashion, the Arabs claim rights to the land citing various historical precedents from biblical times.1 In addition to complicating this religious issue, modern day Christian claims to biblical sites such as Jerusalem, which is a city both the Jews and Arabs define as central ground for their religious and culture. Thus, the Middle East is an area entangled in complicated, deeply rooted nationalistic claims to religious and ethic groups. The Middle East's incredible vast wealth of oil makes the area an extremely substantial area for the industrialized world5, and unceasingly under foreign interventions. The superpower influence that has been exerted on the Middle East has visibly heightened tension to such level that war has broken out over a short period of time. Foreign interventions have both hindered and helped the quest for peace. During the early 1900's, the majority of Middle East was under the soon-to-be extinct Ottoman Empire, in which nearly all regions were dominated by Arabs. While planning for WWI peace treaties, Great Britain proclaimed the Balfour Declaration in 1917, which stated that Britain will create a national homeland for the Jews.2 Following WWI, Palestine became a mandate of Great Britain under the authority of the League of Nations. A limited number of Jews were privileged to enter Palestine, and Jews felt that Britain should be more effective in bringing Jews in. At the same time, the Arabs wanted no part in Jewish immigration to a nation they viewed as their homeland. And during the next couple decades, the violence, hatred, and bloodshed escalated to unimaginable heights. Following WWII, Great Britain decided to withdraw its troops from Palestine and disregard the responsibility given by the League of Nations for its inability to contain the endless violence between the Palestinians and the Jews.5 In an attempt to settle disputes and a solution, the United Nations suggested in 1947 that Palestine be partitioned between the Jews and the Arabs.3 When it became clear that the British intended to leave by May 15, leaders of the Yishuv decided to implement that part of the partition plan calling for establishment of a Jewish state. In Tel Aviv on May 14 the Provisional State Council, formerly the National Council, representing the Jewish people in Palestine and the World Zionist Movement, proclaimed the establishment of the Jewish State in Palestine, to be called Medinat Israel (the State of Israel)... open to the immigration of Jews from all the countries of their dispersion.6 The guerrilla warfare immediately intensified between the latter. On May 14, 1948, the Arabs were no match for the Jewish forces and the Jewish state of Israel was declared. First Middle East War The First Middle East War took place during the time of 1948 to 1949. The Arab's goal was to eliminate the Jewish threat in Palestine. And the Israeli's objective was to maintain existing position in Palestine, and hopefully to expand to reclaim what they considered to be their rightful homeland in the Middle East. Initially, the Egyptian and Jordanian forces advance on Israel. The Israelis effectively repelled the attacks and moved to invade Arab territory. Soon the Israeli forces became victorious and declared its independence. The Jews controlled 77% of Palestinian Land and over one million Palestinians were forced out of their country.4 Following the war, U.N. negotiator Dr. Ralph Bunche encouraged the two nations to sign a truce.3 The consequences and implications of the First Middle East War were significant. The Israeli victory encourages an influx of Jewish immigrants from around the globe to Palestine. Arabs are now considered as refugees in their former homeland. The West Band became under the Jordanian control, and the Gaza Strip becomes under the Egyptian control. The United States begin to

Writing to save the world - Emphasis

Writing to save the world Writing to save the world If youre suffering from writers block at the moment, spare a thought for the civil servants behind todays G20 summit. By 3.30 today, they have to write the statement that could determine whether the recovery kicks off or crumbles. Mind you, there are some who suggest it was written days ago. See here.

Hanks of Hair and Gobbets of Flesh

Hanks of Hair and Gobbets of Flesh Hanks of Hair and Gobbets of Flesh Hanks of Hair and Gobbets of Flesh By Maeve Maddox I read this in a mystery novel: A trapped cat would fight its cage until it tore off hanks of its own skin. I can imagine that a cat might tear off strips or chunks or even hunks of skin, but not â€Å"hanks of skin.† The word hank refers to something long and flexible like hair or yarn: After selecting and measuring a new hank of hair I tie the end off tightly with very strong thread.  (Directions for rehairing a violin bow.) Many luxury yarns are  sold  in hanks, which must be wound into balls before you can knit with them. Heres a quick and easy way to handle a  hank of yarn. Gobbet conveys the idea of a lump or clod of something: She was spattered with blood, bits of cloth, and  gobbets of  smoking flesh.   Gobbets of  blubber spill to wind and weather. The bubbles throw off small  gobbets of  hot mud. Here are some words to convey a lump of something: blob chunk clod clot clump dollop glob gob hunk knob nub nugget wad Here are some words to convey the idea of something long and flexible, like a hank: coil skein length loop twist lock ringlet curl Bonus: One of my favorite lines of creepy verse is this one in a poem by Kipling: A fool there was and he made his prayer (Even as you or I!) To a rag and a bone and a hank of hair, (We called her the woman who did not care), But the fool he called her his lady fair- (Even as you or I!) The poem was inspired by a painting by Burne-Jones. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowHow to Punctuate with â€Å"However†One "L" or Two?

Individual report Essay Example | Topics and Well Written Essays - 2500 words - 1

Individual report - Essay Example The British in particular were more interested in seeing only scenic landscapes through their estates especially in the middle of eighteenth century. More such actions caused serious imbalance in the society. The effects of the British’s landscapes were realized late and the damage was already done with people fleeing to different places in search of food and shelter. The businesses of the people were affected by the Government’s actions. In order to take remedial actions for the imbalance created in the society, the Government of British and many other nations which followed suit in developing such landscapes soon plunged into regeneration activities. The process of regeneration links needs and opportunities, economic growth, social cohesion and cultural development, health, social care and environmental sustainability and this has helped the Governments to correct to some extent of their lost social balance. While many regeneration projects have happened in the history, only some made significant impact. The projects in the United Kingdom are some of these because it was here that most of the social inequalities happened at the start of twentieth century. The Cleator Moor Business Centre is a good example of many of the regeneration projects taken up by the Government in UK. It is situated in a small town called Cleator Moor in the English county of Cumbria. The towns skyline is dominated by Dent Fell and the town is located on the 190 mile Coast to Coast Walk that spans the North of England. On the outskirts of the town of Cleator Moor lies the village of Cleator with which the town is closely associated. The town of Cleator Moor at the start of the year 2001, some one hundred and fifty years since it was built, has seen many changes both in living conditions, social and recreational pleasures, the coming and going of different industries to the town as well as a drop in entertainment facilities, Public Houses,

Hypothetical Situation Assignment Example | Topics and Well Written Essays - 1250 words

Hypothetical Situation - Assignment Example Indeed, when it comes to making a moral decision, feelings often distract people for the correct option. As a result, her decreased ability to feel should be seen as an advantage of her as an advisor, not a disadvantage. 2. Given the option of choosing either Dekisha or Christina, I believe I would choose the former. First of all, it has already been stated that she is superbly qualified medical professional; so, I trust that she would do anything possible to help me. Secondly, speaking of the peculiarity of her character, namely being dedicated, I am strongly convinced that this is far better than being joyous. I have nothing against the latter; however, I think that medical assistance as an important activity which requires attention and any mistake might cost a life. Contrary to that, a joyous person is more likely to make a mistake if compared to a dedicated one. Finally, it must be noted that the choice that I make will not be affected by the question what person is morally better since this aspect is not involved in any way. 3. It would not be a mistake to suggest that the comparison of an ethical behavior and swinging a golf club is a rather effective one since the author was able to grasp some of the most essential elements of the two activities. Indeed, some people often think that acting morally is difficult; however, many find that it may actually be rather easy as the innate moral compass that everyone has will definitely point out the a person is moving in the right direction. That is why while making a difficult decision, a person should always listen to one’s heart and do as it truly says. The next element which is mentioned in the quotation suggests that acting moral is natural. Indeed, I do believe that all people are originally good and that they will always choose the right option when they have such ability. That is why when one considers different

A critical evaluation on two theories of aggression

A critical evaluation on two theories of aggression Aggression is as a form of anti social behaviour, showing a lack of emotional concern for the welfare of others, as described by Baron and Richardson (1994). It is a cultural, cognitive process as well as a biological response, affecting every human being. Furthermore, it appears in many forms, verbal, physical, symbolic or injurious with the environment, personal beliefs and individuals society mediating its nature. In society, you will find some people more aggressive compared to others, with the levels varying when in different social situations. Some environments provoke aggression in people much more regularly, than others do. Yet such situations do not give rise to the same degree of aggressive behaviour in every person. There are two main social psychological theories that proposed to explain the nature and application of aggression, the Social Learning Theory and the Deindividuation Theory. The social learning theory of Bandura emphasizes the importance of observing and modelling the behaviours, attitudes, and emotional reactions of others. The theory suggests that for an individual to learn new behaviours this can only occur through direct experience. In the book, Social Learning Theory, Bandura (1977) states: Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behaviour is learned observationally through modelling: from observing others, one forms an idea of how new behaviours are performed, and on later occasions this coded information serves as a guide for action. Bandura argued that individuals, most likely children, learn aggressive responses from observing others in different social influences, i.e. role models in real life situations, their surroundings and the media. He also mentioned, individuals believing aggression produces reinforcements. Siegel (1992) who suggested that these reinforcements could be gaining financial rewards, a rise in self-esteem or receiving praise from other people supports this. Skinner (1953) proposed that learning occurs through reinforcement. Vicarious reinforcement occurs when an individual observes the consequences of aggressive behaviour as being rewarding, for example a person achieving what they want through aggressive behaviour. If a child is to see this happening in a school playground, whereby a bully gets their way for instance, the child may become to think of such behaviour as appropriate and therefore worth repeating. Bandura (1986) went on to suggest that for social learning to take place, the child had to form mental representations of certain events from their social environment to see possible rewards or punishments for the aggressive behaviour, alongside observational learning. The Bobo doll studies by Bandura, demonstrated how children learn and imitate aggressive behaviours they have witnessed in other people. The young participants observed an adult acting violently towards a Bobo doll and when the children received permission to play in a room with the Bobo doll, they began to imitate the aggression they had previously observed. Bandura identified three basic models of observational learning. The first model involves an actual individual demonstrating a particular behaviour. The second model includes descriptions and explanations of any certain behaviour. The third model involves real or fake role models acting out behaviours in books, films, TV programs or web media. Observational learning, also known as modelling consists of four phases, influenced by the observers behaviour (Bandura, 1977). The first is where the individual pays attention and perceives the most important aspects of the models behaviour by observation. Therefore, a child would need to attend to the role models actions or sayings (Allen Santrock, 1993). For example, children exposed to aggressive behaviour within the home and by watching the consequences, slowly associate such behaviour as effective conduct. Hence, children learn aggressive responses largely through observation. The second stage of observational learning is the coding of this behaviour into memory, also known as retention, for the information to be retrievable when an appropriate situation arises. This is where mental representations form, including events from the individuals social environment. The child must be able to distinguish possible rewards or punishments expected in future outcomes, which is vital in observational learning. In the Bobo doll experiment, the children aggressively beat the doll because this information was stored in their memory. The third process is rehearsing this acquired modelled behaviour, in conjunction with possessing the physical capabilities of the behaviour observed. If a child gains rewards i.e. appraisal, for their aggressive behaviour, they are more likely to repeat that same behaviour regularly. This is direct reinforcement and allows for the improvement of the behaviour. Moreover, individuals are more likely to repeat a modelled behaviour if the model is a role model or similar to them. Examples include parents or people of the same age group or race. Bandura (1976) proposed that members of the family were most influential in reinforcing aggressive behaviour in children, as they are likely to imitate them when they are older. The final stage involves the individual being motivated to successfully repeat and reinforce this modelled behaviour with the expectation of receiving rewards. Additionally, the individual will gradually gain confidence in their will to carry out aggressive behaviours, thu s self -efficacy expectancies are developed. The second theory of deindividuation, originates from Gustave Le Bons crowd theory (1895). In the book The Crowd, he describes how an individual within the crowd is psychologically altered. He state, Within the crowd, the collective mind of the group takes possession of the individual. As a result, a member of the crowd then becomes irrational. The individual submerged in the crowd loses self-control and becomes a mindless puppet, sometimes controlled by the crowds leader. Hence, they are capable of performing any impulsive and emotionally charged act, however undesirable or regressive to society. Festinger, Pepitone and Newcomb (1952) defined deindividuation as a state of affairs in a group where members do not pay attention to other individuals qua individuals and, correspondingly, the members do not feel they are being singled out by others. Festinger believed that when one becomes deindividuated, he or she merges their identity with that of the group and therefore becomes anonymo us. As a result of being unidentifiable in a large group, this has the psychological outcome of reducing individuals inner restraints, and increasing deviant behaviour that is normally avoided. The causes of deindividuation were extended from anonymity in groups to other factors, such as reduction in responsibility, arousal and altered consciousness influenced by drugs or alcohol (Zimbardo, 1969). In todays society especially, this is evident, as aggression seems to be the result of reduced inhibitions amongst individuals due to binge drinking, with excessive alcohol intake arousing aggressive acts such as fighting in a nightclub. Later versions of the theory focus on the psychological process of reduced private self-awareness as the key element of deindividuation, i.e. the individuals attitudes and norms (Prentice-Dunn and Rogers, 1982). In their study, they induced a sense of reduced self-awareness by continuously instructing participants to focus their attention outwards. Conditions for external attention cues included sitting in a dimly lit room with loud music playing, verbal interaction and stimulating video games to play, to increase deindividuation amongst the participants. In the controlled condition, participants were required to focus on internal attention, through no interaction and sitting in silence. The findings showed that when required to administer electric shocks to confederates, deindividuated participants that focused on external attention cues, produced higher aggressive behaviour by delivering shocks that were more painful, than the control group. This is because the experimental group w as made to ignore their own beliefs and self-identity, when their attention focussed on other aspects such as loud music and video games. In turn, this supports the idea that becoming less self aware, rather than just anonymity in a group, leads to deindividuation having the effect of producing aggression. Empirical support for the deindividuation theory is minimal. Zimbardo (1969) conducted a study to demonstrate the effects of deindividuation on aggression. Some of the female participants used wore oversized lab coats and hoods, and sat in a dimly lit room; increasing anonymity. In contrast, those in the control group wore normal clothes, nametags and were placed in a bright room, making them easily identifiable. The participants task was to shock a confederate and findings suggested that anonymous participants shocked longer and therefore more painfully than identifiable participants did. This gives support to the theory, as the study suggests that deindividuation or anonymity played a huge role, because when one is appearing as anonymous, they are likely to act in an aggressive approach than they would if their identity was easily available. Other research to support the deindividuation theory (Deiner et al., 1976) showed that American children who wore halloween costumes that hid their identities stole more sweets and money than those who wore costumes where they remained identifiable. The Stanford Prison Experiment by Haney et al. (1973) illustrated how college students assigned to act out the role of guards in a mock prison, behaved very aggressively in the cruelty they showed towards those assigned to the role of prisoners. This is largely due to the guards wearing mirrored glasses, thus rendering them anonymous, as their eyes were not visible to the prisoners. The brutality posed by the guards can be explained in terms of social norms. The guards only did what they thought was expected of them, although the state of deindividuation did cause them to ignore personal beliefs and perform the expected aggressive behaviour. This is one criticism of the study, as it did not show how real guards actually behave. Hence, the findings may have no real-life validity with the possibility of demand characteristics coming into play. In contrast, Bandura et al., (1961) were successful in showing that children learn aggressive behaviour through observation, which is reinforced by rewards and avoided by punishment (1962). A major strength of the Bobo doll studies is high control achieved by the use of laboratories, which produced sufficient applicable results. However, a problem with this is that the studies hold no ecological validity because of where and the manner in which they were carried out. In addition, it is possible to argue that the children also reacted aggressively to the Bobo doll as they were responding to demand characteristics. The children may have known what they had to do for the experiment. Another limitation is that the Bobo doll is fictional as was unable to fight back which a real person would have done; hence, this could also have influenced the childrens behaviour. Although the Bobo doll experiment shows that for an individual to express aggressive behaviours, observational learning has to take place, individuals may not always display such behaviour due to social constraints, or fear of receiving punishment. This means that even if an individual has learnt of an aggressive behaviour, he or she will not necessarily act it out, especially if perceived to be socially undesirable. Nonetheless, if the opportunity arises where they can demonstrate the behaviour without being punished for it, such as when they are deindividuated, then it is possible that they will behave aggressively. The social learning theory places great emphasis on individuals, especially children, imitating observed behaviour from watching others individually, the environment, and the mass media. However, the biological approach would argue that a persons state of biology is not taken into account within the Social Learning Theory. Moreover, it ignores individual genetic differences (Jeffery, 1985). For example, if an individual were to observe a brutal killing, they will respond differently when compared to someone else. Biological theorists would suggest that, heart rate and blood pressure would possibly rise, as a response made by the autonomic nervous system when in this particular circumstance. Hence, the response or behaviour acquired is genetically inherited to some extent. In addition, other research has shown increased aggressive behaviour to be associated with testosterone (Kalat, 1998). This hormone is higher in males, which may explain higher aggression in males than in females. There is still some doubt in establishing the effects of violent television on childrens aggression. Although, some studies have reported that there is no link between the two, and that aggression viewed on television is not always related to aggressive behaviour. For instance, one study had findings to suggest that juvenile boys, who regularly watched non-violent television shows, were more likely to express aggressive behaviour than those who witnessed the violent programs. This is because watching violent shows enabled the viewer to use the media as a way of relieving their own inner inhibitions or aggressive thoughts and ideas (Feshback Singer, 1971). As a result, the individual is less likely to be aggressive than if they had watched non-violent television. In addition to this, there is a theory that suggests; a way to reduce aggressive behaviour is by viewing violent television programs, known as the Catharsis effect (Gerbner.G, Gross.L, and Melody.W.H). As television is highl y influential, then positive and non-aggressive programs can aid in reducing aggression among viewers. Cooke (1993) believed that positive and kind-hearted television shows should encourage viewers to be more courteous to one another, if aggression in people is triggered by violent television. Therefore, the media can serve as a prevention method if individuals focus solely on the positive aspects, or use violent media to channel their own personal aggressive inhibitions. In comparison, one likely reason for the minimal support for the deindividuation concept is that the theory, which is based on Le Bons analysis of the crowd, is too simplified. According to Le Bon, collective behaviour is always irrational i.e. the individual in the crowd loses cognitive control. Researchers argue that deindividuation settings do not account for a loss of self-identity. Instead, they alter a person from an individual identity to a collective identity as a member of the group. Therefore, deindividuation leads to individuals conforming to the group norms. A meta-analysis of sixty studies on deindividuation conducted gave no results suggesting that deindividuation is the cause for increased anti-normative and disinhibited behaviour. Instead, individuals under anonymity complied more rather than less strongly with situational norms (Postmes and Spears, 1998). Overall, aggression is extremely difficult to define as well as investigate as not one theory can be used to explain it fully, even though it affects our every day-to-day life, either personally or through observation. The difficulty is when trying to measure and control this behaviour because it is quite impossible to reproduce aggression in a laboratory to bring about results and findings that fully apply to real life situations. However, these two theories by Bandura and Zimbardo have tried in their attempt to explain aggression. One advantage with the Social learning theory is that not only can it be applied to explaining childrens behaviour, adults too. Philips (1896) found that the daily rate of homicide in the US usually rose a week after a major boxing match. This suggests that the culprits may have been viewers imitating the aggressive behaviour they watched. Hence, social learning is evident in adults. In contrast, the deindividuation theory does not clearly state whether deindividuation occurs amongst young children as well. Instead, it focuses on mainly adults, which maybe another reason for the minimal empirical research to support the theory. Although the social learning theory was initially an explanation for aggression, it has recently been extended to explain other behaviours such as anorexia. Furthermore, the theory can explain differences between and within individuals, in terms of cultural v ariation, with one study showing the US to be highly violent compared to societies in Central Africa, which manage to live in harmony (Aronson, 1999). Differences within individuals are due to selective reinforcement; with people reacting differently as each individual will observe that aggression is rewarded in some cases and not others. Hence, people learn about behaviours differently along with the circumstances in which they are applicable, and so these differences should be a result of social learning. However, Banduras theory has its limitations because it does not suggest what leads people to aggress once they have witnessed aggressive behaviour. Thus, it does not explain the possibility of acting out a modelled behaviour for example, if an individual has been angered. Nevertheless, Dollard et al. (1939) who proposed the frustration -aggression theory, explored this. The theory suggests that frustration always leads to aggression and aggression is only a cause of frustration. When looking at the deindividuation theory, one study that both supports as well as criticises the theory, suggests that anonymity increases the possibility of an individual conforming to the social group norms. Participants were made anonymous by either wearing overalls and hoods similar to those of the racist Ku Klux Klan, or wearing nurses uniforms. Results showed that participants to deliver more shocks when dressed as the racist group, and fewer, as nurses (Johnson and Downing, 1979). Hence, this also showed that anonymity does not always lead to aggressive behaviour, instead individuals may simply be responding to the norms of the group and doing what is expected. One realistic approach to aggression is one that covers a number of explanations, from neuro-physiological and evolutionary ones to social-psychological theories. In conclusion, the social learning theory supported by extensive research compared to the deindividuation theory, has shown to conclusively illustrate that the acquisition and behavioural expression of aggression is socially influenced, and is therefore more successful in explaining this behaviour.

In What Ways Do Atticus Finch and Robert Ewell Differ and What Do They Have in Common Essay

Atticus Finch and Robert Ewell are two very different characters, but are similar in some ways. They both live in Maycomb, Alabama, but are respected differently in their communities as Atticus is seen as a brave and courageous man, while Robert Ewell is seen as a drunken coward. Atticus ‘lives on the main residential street in town’, and Robert Ewell lives in ‘what was once a negro cabin’, but it is falling apart. The cabin’s plank walls were supplemented with sheets of corrugated iron, its roof shingled with tin cans hammered flat, so only its general shape suggested its original design: square, with four tiny rooms opening on to a shotgun hall uneasily upon four irregular lumps of limestone. ’ The Ewell’s scavenge a lot in the county dump they live behind to find bits and pieces for their house. Atticus Finch is a lawyer and has fought many battles in the court room, and has mostly won them. He is one of a handful of members in his community who can see the inequality and racism towards black people. Robert Ewell doesn’t have a job, and ‘lives off county cheques, but spends them on green bottle whisky’. He doesn’t even make an effort to try and provide for his family, and is also prejudice and racist. The men’s jobs, or lack of them, reflect their social status in Maycomb. The Ewell’s have lived and behaved in this manner for generations, while the Finches have been successful. Both the men have lost their wives, so have single-handedly raised their children. Atticus sets a good example, and ‘plays with them, reads to them and treats them with courteous detachment’. Atticus also has a maid called Calpurnia, who ‘treats the children like she’s their mother, not their maid’, unlike other maids who favour and are never strict with children. She has been with the family since Jeremy was born. His children are always well kept and polite, and have many friends at school. In contrast, Robert Ewell’s children are dirty, rude and ‘disease ridden’. They all attend school on the first day of every term, but always get sent home for having lice, or being extremely rude to the teacher and fellow classmates. Robert Ewell neglects his children, and it has now become clear that he abuses them, when it is proven that Tom Robinson didn’t harm Mayella Ewell. ‘Nobody is ever sure how many children there are, as there are always several dirty children’s faces peering out the window’. By Harper Lee describing how poor and unfortunate the children are, where they live, and how they behave, shows how neglected they are by their father and the community, and how poverty can seriously affect a family. When the case is first spoken about, people automatically favour Mayella Ewell, due to racism and prejudice, and are rude to Atticus for representing Tom Robinson. He gets called many names such as ‘nigger-lover’, and his children also get a hard time at school, but Atticus continues to defend Tom and ignores the rude remarks and names. By doing so, he still gets basic respect from the people of Maycomb, and still presents himself in a courteous manner. In the trials, he is fair to every person he defends, and always tries his best to make the jury believe that they are not guilty. He also abides by the law, making sure his children attend school; he’s not racist and wanting Jem to speak about the incident where Robert Ewell is murdered, in court. Meanwhile, Robert Ewell is a law breaker, and gets away with it. He lets his children truant from school, and goes out hunting, even though it is illegal in Maycomb. He lies a lot too, like in court he makes up which side Mayella was beat up on, and denies doing it himself. His language in the courtroom is also very bad, as he uses slang and behaves in an uncourteous manner, and his appearance is scruffy, and he doesn’t make an effort to be smart. On the other hand, Atticus looks smart and speaks properly, making sure what he says is true and says it in a clever way, so it means one thing, but implies something else. This is how he proves Tom Robinsons innocence to the spectators, even though the jury think he’s guilty. At the end of the book, Atticus decides to break the law on one occasion, and go along with Heck Tate’s version of the event, as he doesn’t want Jem growing up being told he was let off innocent, as his dad’s a lawyer. It was also easier, as Tom Robinson was dead for no reason, because of Robert Ewell, so it was fair to ‘let the dead bury the dead’. With Atticus being a polite, fair, hardworking and a responsible man, he and Robert Ewell are nothing alike. However, neither fit into their communities perfectly, but none of them are ‘normal’. So, with their being some credible similarities, Robert Ewell is a rude drunk and Atticus is courageous, so therefore Harper Lee has portrayed them to be two different completely characters.