UK Government Approaches to Oil and Gas Resources

UK Government Approaches to Oil and Gas Resources Discuss the efforts undertaken by the UK government to ensure that the development of offshore cross-border oil and gas resources in the UKCS are not delayed because of differences with neighbouring states such as Norway and the Netherlands. Introduction What is Unitisation? A primary objective of Governments and International Oil Companies (IOCs) is to maximise the economic recovery of Oil and Gas from a common hydrocarbon reservoir. Thus, unitisation is an approach which has been developed to ensure that these objectives are met.[1] Unitisation in essence can be described as, the process whereby the oil and gas reserves of a reservoir which do not sit within an area covered by a single license are treated as a single unit for the purposes of development and operation, with the resulting production from the field divided between the licensees in agreed proportions irrespective of from where within the unitised area the oil and gas has been produced.[2] As such, it essentially means that two licensees are not going to argue and instead agree between them how the reservoir is to be developed, under unitisation and a unit operating agreement (UUOA).[3] Thus, unitisation is a response to the common-law concept of rule of capture which originated in the US where the private ownership of Oil and Gas resources resulted in the exploitation of these resources in complete disregard of common oil field practices. This was done by locating such wells and drilling close to the boundary of block, which would draw enough Oil from the adjoining area. However, this encouraged the proprietors of the neighbouring areas to carry out similar behaviour to maximise their own recovery, also known as competitive drilling.[4] Accordingly, under the rule of capture, this was permitted as the owner of a tract of land acquires title to the oil and gas which he produces from wells drilled thereon, though it may be proved that part of such oil or gas migrated fr om adjoining lands.[5]To contest this, unitisation was subsequently adopted by IOCs in other jurisdictions, one of which was the UK. In the UK, where ownership is vested in the state, the crown has the sovereign right to exploit resources in the UKCS, and as such, s.4 of the Petroleum Act 1998 allows the UK government to make regulations prescribing Model Clauses unless otherwise as he thinks fit to modify to exclude them in any particular case to be incorporated in any such licence. To which, they also have the power to impose unitisation between licensees if it is in the interest for the purposes of ensuring maximum recovery of Oil and Gas and to avoid unnecessary competitive drilling.[6] The government will then issue a written notice to the licensees to prepare a development scheme for developments of the Oil Field as a unit by the licensees the notice must contain description of the area and a deadline for submission to the government.[7] However, in practice such a notice, has never had to be served, as the mere existence of these powers has ensured that the licensees concerned have taken the initiative in this regard. Cross-border Unitisation agreement JOA International Law in agreements Bilateral treaties UK-Norway UK and Netherlands 2005 Approach This approach can be seen as the best practice, as it is very pro-active and as such, there is not a lot of scope for confusion. It is one of the best examples of a framework treaty covering cross-border Oil and Gas development, as it contains specific provisions regarding unitisation. As such, it was used by UK and Norway in 2005[8] for two cross-border fields, these being Enoch and Blaine as an alternative way to harmonise regulations and simplify the administration with Oil and Gas cross-boundary projects. The treaty includes an obligation on each Government to unitise in accordance with the terms of the Framework Agreement, unless it has been agreed between them that should not, and as such, to require their licensees to enter into a Licensees Agreement to regulate the exploitation of a transboundary reservoir.[9] Its main aim is in securing economic benefit for both States and separate provisions are made for the possibility of such a development by infrastructure located on one side of the boundary e.g. the Boa field mostly in Norway and Playfair fields, mostly being entirely in UK. So far, the treaty only applies to cross-border boundary fields, but it has been hopeful to extend the procedures to all projects in UK-Norway, as they would have the potential to reduce costs significantly for the Oil and Gas industry.[10] Third Party resolution approach There are certain situations where States cannot reach such an agreement after negotiations have dragged for years. As such, they may through agreement refer the dispute for third party resolution to the International Court of Justice, arbitration panels or as a last resort, group experts due to the sovereign nature.[11] Resulting in this approach being used by Nigeria and Sao Tome and Principe to develop cross-border upstream co-operation or Joint Developing Zones through the unitisation of Ikanga and Zarifo fields. [12] The government of Sao Tome and Principe has claimed archipelagic status under Article 46 of the 1982 UNLOS based on a 200-mile exclusion zone limited by a median line in the North East and North West as being the meridian line between Sao Tome and Principe and Nigeria. The Government based their claim on the Exclusive Economic Zone Act and EEZ which overlapped with Sao Tome and Principes zone, therefore they agreed to resolve their differences by developing a JDZ around the overlap enabling exploration and licensing to proceed. Article 3 of the Treaty provides provisions for petroleum unitisation and considers it from three perspectives. Firstly, where a geological petroleum structure or petroleum field extends across the dividing line between the zone and the exclusive maritime area of one of the States parties; or, between any contract areas within the zone; and lastly, between the zone and an exclusive maritime area of a third State. Therefore, under the Nigeria Sao Tome Treaty, the principles that involve joint development are recommended to include joint control by the States parties of the exploration as well as, exploration of resources with the aim of achieving commercial unitisation. [1] Andrew Kenyon, Unitisation The Oil And Gas Industrys Solution To One Of Geologys Many Conundrums | Lexology (Lexology.com, 2014) accessed 20 March 2017. [2] Nicola MacLeod Unitisation in Oil and Gas Law at 414 quoting Michael Taylor and Sally Tyne, Taylor And Winsor on Joint Operating Agreements (2nd edn, Longman 1992). [3] Nicola Macleod Unitisation in Greg Gordon, John Paterson and Emre Usenmez, Oil And Gas Law: Current Practice Emerging Trends (2nd edn, Edinburgh University Press 2010) 13.6. [4] John Lowe et al, Cases And Materials On Oil And Gas (4th edn, West group 2002) 786. [5] The Rule of Capture and Its Implications as Applied to Oil and Gas (1935) 12 Tex.1,. Rev. 391 at 393. [6] Petroleum Licensing (Production) (Seaward Areas) Regulations 2008, Model cl. 27(1). [7] Petroleum Licensing (Production) (Seaward Areas) Regulations 2008, Model cl. 27(2). [8] Nicola Macleod Unitisation in Greg Gordon, John Paterson and Emre Usenmez, Oil And Gas Law: Current Practice Emerging Trends (2nd edn, Edinburgh University Press 2010) 439 441 [9] Ibid, 439 [10] UK/Norwegian Co-Operation In Relation To Cross-Boundary Petroleum Development (Cms-lawnow.com, 2005) accessed 20 March 2017. [11] Perry A: Oil and Gas deposits at international boundaries New ways for governments and oil and gas companies to handle an increasingly urgent problem (Vol. 5 OGEL 2007); O Igiehon, Present International law on delimitation of the Continental shelf (Sweet Maxwell 2006 [12] Ibid

Report on Education and Computers

An important question many Christian schools are trying to answer is â€Å"How can we fit computers into the educational process? † To answer this question we must know that computers can have at least three roles in education: Tool, Teacher or Tutor. Teachers use computers in many different ways. They use computers as tools for production purposes. Word processors, presentation software, spreadsheets, scanners, quality printers, and more combine to allow the production of the documents that help our society function. They produce web pages that make our ideas and business available to the world. They also produce school brochures, leaflets, tracks and yearbooks that rival professionally designed products. Teachers also use computers for storage and to retrieve information. Financial software, databases, spreadsheets, administrative software, grading programs, and schedulers all produce a measure of organization and efficiency that has greatly improved our educational capabilities. As a communication tool, the computer has revolutionized the world. Teachers also use computers as tools to access the seemingly infinite information resources on the Internet. As a tool, the computer†s capabilities are bound only by ou! Christian schools can also use the computer as a teacher. In the field of education, the computer has not come entirely into its own. For most Christian schools, the funds are not available to set up programs of instruction that are computercentric. For us to fully use the computer†s capabilities, we would need entire classrooms wired and networked with enough stations to teach every student correctly and efficiently. Visual aids, videos, textbooks, remarks and instructions could be made available to each student by the cilck of a button. Teachers, computers, and students could then work together for truly interactive and individualized instructions. Tests and quizzes could be given and scored right on the screen and the grades automatically registered in the teacher†s master station. Most Christian schools cannot afford more than a computer lab in which they the basics of word processing. Instead of using computers as teachers, most schools are using them as tutors. The distinction is small but important. The word â€Å"teacher† connotes classroom instruction, while â€Å"tutor† connotes individual instruction. Using this method, individual students are tutored by means of educational games or fun instructional programs. This is a grea tidea, and these are a multitude of excellent programs for just this purpose. However, these are some logistical problems.

Evaluate the key theories of learning in schools

Theories of larning find their roots in the kingdom of kid development, and, as such the two footings are frequently interchangeable. It is appropriate to specify the term development ; kid development is defined by the Inter-American Development Bank ( referenced in Arthur & A ; Cremin, 2010 ) as â€Å" a many-sided, built-in, and continual procedure of alteration in which kids become able to manage of all time more complex degrees of traveling, believing, feeling and associating to others † , instead â€Å" Child development refers to the biological and psychological alterations that occur in human existences between construct and the terminal of adolescence, as the single advancements from dependence to increasing liberty † ( hypertext transfer protocol: //www.selfgrowth.com/articles/definition_child_development.html ) . Many definitions of kid development describe the procedure of kid development as the patterned advance from dependance to autonomy and foreground th e value of experience in this respect. However, as it is hard to specify their effects/value many definitions do non account for the impact of topographic point, clip and cultural and societal influence upon both the likeliness for development and the degree of development which can be achieved. These are of import factors impacting larning which can non be overlooked. As will go clear, larning is non ( and should non be ) restricted to childhood – acquisition is invariably available through all of our experiences. Learning is nevertheless, more rapid and receives significantly more focal point at the earlier phases of life due to the demand to quickly develop cognitive, societal and emotional accomplishments which form portion of the turning personality of the kid. It is of import to observe nevertheless, that cause and consequence are ill-defined. For illustration it could besides be personality ( at any phase of its development ) which affects the environments and state of affairss to which the kid chooses to expose themselves and later the content and quality of the acquisition available. There are a figure of theories which aim to explicate this procedure of kid development, how they begin and continue to larn, and explicate the grounds for developmental differences between kids. These theories have over clip experienced their ain development with go oning research and are frequently influential upon what is determined as best pattern for learning to ease maximum kid development ( Q10 ) . In other words, the ways in which kids develop straight affect teaching method of both single instructors and the ethos adopted by the school ( Q22 ) . The competence of the instructor to present learning which caters for single developmental demands affects development through acquisition and later may bring forth the demand for alteration of teaching method ( dependent upon the level/success of learning ) . It is hence the duty of the instructor to supervise the advancement and effectivity of their instruction for each kid, particularly to supply each kid with the ability to aptly place chances for acquisition and the manner ( s ) in which they can outdo derive the maximum benefit from each of these chances. This clearly demonstrates the cyclical nature of development and the demand for all parties to be committed to the acquisition procedure. This is important as developmental advancement made at the early phases of life are influential manner beyond childhood ; the experiences which bring about larning are really likely to determine grownup experience, grownup personality/tendencies/preferences and success as defined by the footings of Every Child Matters policy ( to be healthy, to remain safe, enjoy and achieve, do a positive part and accomplish economic wellbeing ) . This instruction must get down at an early phase through parental influence ( Q5 ) – as all experiences can hold a good impact upon larning – and go on through the early phases where drama is constructive, and onwards during the entireness of the formal schooling period. It has been identified by assorted research workers ( e.g. Piaget 1951 ; Smilansky, 1968 & A ; Power, 2000 ) that there are different types of drama which are valuable as the earliest signifier of larning through experimentation and regulation testing, these are: Locomotor or physical-activity drama including exercising and rough and tumble drama. Play with objects. Fantasy and socio-dramatic drama. Language drama. Friedrich Froebel ( 1906 ) besides recognised the value of drama ; â€Å" Play, genuinely recognized and justly fostered, unites the shooting life of the kid attentively with the mature life of experiences of the grownup and therefore Fosters the one through the other. † ( referred to in Smith, P. K. , Cowie, H. & A ; Blades, M. 2003, p. 229 ) Sing this attack, development can be sought by the kid and nurtured by counsel from grownups including instructors. This procedure is enhanced by the proviso of the appropriate stuffs and larning environments as shaped by the instructor. It is indispensable for all acquisition that linguistic communication, both spoken and observed ( organic structure ) are used suitably to ease larning – without linguistic communication we can non go through on the cognition and experience required for growing through counsel. Conversely it is clear that linguistic communication is non necessary for self-experimentation, although it would assist the scholar to discourse their observations following the experimentation. With this in head, it is necessary for kids to be exposed to many manners and degrees of linguistic communication ability to larn from one another, particularly in happening an alternate if one party finds communicating hard. Thus the instructor should promote communicating and Foster co-operation throughout larning activities. In an inclusive environment, successful employment of this technique will let all kids to maximize their possible under the counsel of a robust, flexible and rich teaching method. A figure of the cardinal points provided by a figure of cardinal theoreticians who have influenced acquisition are discussed below ; Jean Piaget ( 1951 ) focused on how the kid comes to understand their universe by detecting kids ‘s idea processes, elicited during open-ended conversation with them. The success of this method is clearly dependent upon the research worker ‘s ability to inquire appropriate inquiries. Piaget suggested that kids progress through 4 age-related phases of thought by proving the logic applied to their intelligence, get downing with pattern drama, through symbolic drama ( fantasy/pretend drama ) , to games with regulations. The kid possesses a figure of sets of mental operations which can be applied to objects, thoughts and constructs known as ‘schemas ‘ . The scheme ( consciousness of an entity ) can be tested and adapted where appropriate over clip, through ‘assimilation ‘ and ‘accommodation ‘ . Piaget indicated that the kid is innately able to organize bing scheme with one another to set about assorted activities at one time, or use more than one scheme to work out a job. In other words, larning influences the attack to farther acquisition. By absorbing new cognition into bing scheme, the kid ‘s cognition and scheme are enhanced, but may be falsely. With farther centripetal stimulation, new information can be accommodated into bing scheme, or into a new scheme where the kid recognises a defect in their logical thinking. The unconditioned want for equilibrium between consolidating mental constructions ( assimilation ) and growing through the impact of cognition on bing scheme ( version ) gives the scholar a thirst for larning. This thirst reaches its extremum when the experience pushes but does non over-stretch the capacity to procedure and either assimilate or suit the new information. However, Piaget ‘s research methods have been questioned ; his attack was flexible to the demands of the single kid under observation and hence through this non-standardised method it is non possible to bring forth replicable quantitative informations. Furthermore, Piaget ‘s theory has been criticised as it places a heavy accent upon the kid ‘s failures instead than successes sing their scheme. Although these issues exist, Piaget ‘s theory is influential today. His theory high spots the demand to accommodate learning to the demands of the kid as an active, instead than inactive, scholar. In this manner the instructor should make an environment and applied scientist state of affairss which allow the kid to prove and theorize. By extension, the instructor should be interested in the logical thinking which generates the kid ‘s replies, instead than the reply itself. This allows the instructor to supply content appropriate for and to convey maximal benefit to each single kid. As highlighted by Piaget it is besides cardinal to supply chances for societal interaction to develop a point of view which is less egoistic, see others ‘ and their sentiments and develop vocabulary needed to discourse issues. From my experience it is clear that pupils battle to bring forth narratives as they have non experienced abstract thoughts based in phantasy and do non possess a vocabulary which is broad plenty. As such, parents should be encouraged to read to their kid to develop these accomplishments and as suggested trial what they are hearing instead than merely listen ( this relates to Q30, Q4 and Q5 ) . The instructor should guarantee that their planning provides many chances for kids to read, experience and develop inventive accomplishments ( this relates to Q1 ) . Like Piaget, Lev Vygotsky ( 1933 ) viewed the kid as an active builder of cognition and apprehension, but was more interested in how cognition is passed from coevals to coevals and by effect how civilization affects beliefs which are held by the kid. Through societal interaction with more experient others the kid can develop the tools and cognition they need to go active members of the current society and as such are a merchandise of their cultural influences including linguistic communication, art, music and symbols developed by the bing society. In this manner acquisition is informative in nature. Like Piaget, Vygotsky believed that drama was a valuable method of larning and ‘the taking beginning of development in the preschool old ages ‘ ( Smith, P K & A ; Cowie, H. & A ; Blades, M. ( 2003 ) p 231 ) . Through play the kid can be liberated from the restraints of their environment and are able to prove the universe in an fanciful state of affairs. Cardinal to Vygotksy ‘s theory was the zone of proximal development ( ZPD ) defined as the difference between what a kid can make with aid and what he or she can make without counsel. Clearly, this gives the kid a degree of possible based on the quality of direction they receive from more experient equals and/or grownups. However, Vygotsky ‘s theory ne'er indicated how the more experient instructor influenced the passage through the ZPD to accomplish their possible. In this manner the instructor is responsible for placing the appropriate clip and method for intercession to help in traveling the scholar from what they can make with aid to what they can make entirely. This construct, known as staging, following Bruner ‘s extension of Vygotsky ‘s theory continues to be used today. The intercession gives the kid a construction within which they become able to explicate significance. Current pattern in school caters for larning in this manner by delegating some clip for mixed-ability group activities ; those more able are stretched by the activity they are presented with and are able to transport those who are less able through the assorted phases of idea needed to work out the job. From my observations this gives assurance to both parties and an involvement in future acquisition. Howard Gardner ( 1983 ) identified three methods/types of learning/learner as below. These classs portion principles with the theories noted above. A Ocular scholar prefers to see something and be able to read it. This type of scholar achieves best when given hand-outs and sees shows which demonstrate the acquisition content. An Auditory scholar prefers to speak about the issue and listen. This type of scholar is likely to happen it most good to larn from a talk and during treatment. A Kinaesthetic scholar prefers to larn by making and touching things. This type of scholar is best suited by an activity which includes a physical activity to prove the erudite theory such as a scientific discipline experiment. This can be demonstrated utilizing an analogy sing one ‘s attack to constructing flat-pack-furniture ; there are three common attacks, ( I ) you read all the instructions and look into you have all the pieces before you commence constructing ( ocular scholar ) , ( two ) you ignore the instructions wholly and merely finish the physique by test and mistake ( kinesthetic ) or ( three ) you have to construct the point with person so that one can discourse the following step/find it good to state what you are making aloud if you are entirely ( Auditory ) . During childhood, the kid tends to larn best utilizing a individual acquisition manner. With age and experience, the kid tends to derive the capacity to larn in many ways because of the ability to accommodate to new challenges and environments. Alternatively, this ability is possibly the merchandise of an enhanced apprehension sing ways to derive information via another acquisition manner. By going an effectual scholar the kid can go more flexible, adaptable and derive the information they need to accomplish the acquisition ends in more ways than one. Similarly it becomes possible for the kid to follow a figure of schemes which can be used to work out jobs. When be aftering for the class-room it is of import to do certain that there are chances for all types of scholar to be able to larn in their optimal manner and achieve their possible ( Relates to Q23 ) . It is indispensable to guarantee that everyone is concentrating on the undertaking and is hence able to take in the information ( Relates to Q10 ) . Changing the activities to accommodate auditory, ocular and kinesthetic scholars besides breaks the lesson into subdivisions, forestalling loss of attending, as kids appear to fight to concentrate for longer than 10 proceedingss. Honey and Mumford ( 2000 ) besides propose a figure of scholar types based on a figure of larning stages through which an person may go through ( widening the research and theory of Kolb ) . They postulate that different people prefer different methods of larning dependent upon the current state of affairs and environment. The individual moves within the rhythm of ; Experiencing a stimulation Reflecting on the object/the experience Pulling decisions and analysis Testing theory Based on the kid ‘s observations the rhythm may be completed and larning takes topographic point, or the rhythm is repeated until understanding is gained. The types of scholar identified correlative with these phases: the ‘Activist ‘ prefers making and sing the ‘Reflector ‘ observes and reflects the ‘Theorist ‘ wants to understand the implicit in grounds, construct and relationships and, the ‘Pragmatist ‘ likes to â€Å" hold a spell † attempt things to see if they work. ( hypertext transfer protocol: //www.learningandteaching.info/learning/experience.htm ) Honey and Mumford devised a questionnaire which allows the person to place their acquisition manner and hence the most effectual manner for them to maximize their learning potency. This method of class is reliant upon the respondent candidly replying the questionnaire with their penchants instead than replying harmonizing to what they believe will bring forth the consequence they would prefer. Equally, the questionnaire as a quantitative step may supply a consequence which is inconclusive i.e. the acquisition manner returned is a mixture of more than one manner. It is of import nevertheless, to recognize the value this can hold in the schoolroom ; by being able to place the acquisition manners and per centums of each, the instructor can be after harmonizing to single and the corporate bulk demands ( Relates to Q22 ) . Abraham Maslow proposed the Hierarchy of Need which included five degrees of demand which humans must fulfill consecutive to let larning to happen. These include: 1. Biological and Physiological demands – air, nutrient, drink, shelter, heat, slumber, etc. 2. Safety needs – protection from elements, security, order, jurisprudence, bounds, stableness, etc. 3. Belongingness and Love needs – work group, household, fondness, relationships, etc. 4. Esteem needs – self-pride, accomplishment, command, independency, position, laterality, prestigiousness, managerial duty, etc. 5. Self-Actualization needs – gaining personal potency and self-realization, seeking personal growing and extremum experiences by developing an apprehension of morality credence of facts and developing job work outing accomplishments for illustration. ( Cited in Powers, 2005 ) Maslow indicated that by fulfilling one demand another higher demand is recognised. Through this desire, development becomes possible and possible for development is merely restricted by the person ‘s motive to see state of affairss from which they can derive accomplishments and or cognition. In this manner acquisition is continual one time the basic physiological demands described by degrees one to four ( lack incentives ) have been satisfied to a degree satisfactory for the kid, they are able to satisfy their incentives for growing and seek chances or cognition to make so. For illustration, it is non possible to actuate a kid to accomplish their acquisition mark ( flat 4 ) when they ‘re holding jobs with their parents ( flat 3 ) . Equally, a kid would happen it hard to work in a group ( flat 3 ) when they ‘re holding to travel house ( flat 2 ) . This demonstrates the value of PHSE and SEAL programmes I have seen delivered ; if a kid is unable to cover with their emotions and joint their feelings, they are non free to larn. By understanding their emotions and those of others and how to act consequently allows development chances for all kids. To help this procedure the instructor must make an environment in which the kid feels physically and emotionally safe to ease effectual development ( Relates to Q31 ) . John West-Burnham proposes another holistic position on the procedure of larning as a developmental procedure. As antecedently noted a figure of degrees are offered, but here in footings of the degree of larning which can be derived from the presented information i.e. acquisition can be shallow ( â€Å" what † ) , deep ( â€Å" how † ) or profound ( â€Å" why † ) . Shallow acquisition allows the kid to develop a bank of cognition through memorization and reproduction of facts usually delivered by the instructor, whilst deep acquisition affords the kid an apprehension of the significance and hence impact of the delivered content. Deep scholars are able to absorb cognition and reflect on it and their method of larning. The instructor must prosecute in treatment with the scholar to guarantee that the decision drawn ( and understanding ) is right e.g. can the kid explain, justify and contextualise facts. Profound larning allows the kid to get down the development of a sense of ego as a alone entity capable of self-influence as a growing mechanism ( similarity to Maslow ‘s theory of self-actualization can be drawn here ) . Profound larning gives perceptual experience of possible for accomplishment and constructive rating of success and failure. In this respect the instructor should learn about morality and strive to develop an unmeasurable deg ree of assurance, delivered in a manner which serves to supply maximal benefit for each kid. As the young person of today experiences a broad cultural and societal influence it is necessary to learn accomplishments beyond shoal acquisition which allow the grownup ( as a merchandise of their childhood experience ) to be adaptable and antiphonal to a broad figure of people with a broad figure of beliefs i.e. as the consensus of social sentiment widens, kids need to develop a greater degree of complexness of idea which allows them to be flexible to the beliefs and behaviors of others as a merchandise of their civilization ( Relates to Q18 ) . For this ground, it is appropriate to promote inclusion in our schools, where instructors inspire the value of others as a function theoretical account ( Towards to Q2 ) . As highlighted above, larning is continual and cyclical. Existing cognition, the environment including societal and cultural contexts and the beliefs of others are to a great extent influential on larning. Whilst genetic sciences ( nature ) may pre-dispose us to larning in a peculiar manner and may specify our capacity for acquisition, larning can non take topographic point outside of the environmental context ( raising ) . As the theories discussed above concur, larning takes topographic point during assorted phases – usually age-related – which can non be accurately depicted as they vary from one individual to another. Furthermore whilst the theoreticians do non agree on how others ( grownups and equals ) influence the acquisition procedure, they agree of their engagement and the benefit of collaborative working as a tool for societal development ( Relates to Q6 ) . A rounded instruction with many societal and cultural facets develops a rounded immature person who is capable of accomplishing both their personal ends and working as a valuable member of society, where that society becomes capable of accomplishing the corporate end ( s ) .

Childrens Life in To Kill a Mockingbird by Harper Lee - Free Essay Example

Sample details Pages: 2 Words: 633 Downloads: 9 Date added: 2019/02/20 Category Literature Essay Level High school Tags: To Kill a Mockingbird Essay Did you like this example? The New York Times states, that â€Å"Scores of motherless children are overlooked in America every day.† In the book To Kill a Mockingbird, written by Harper Lee, the two children, Scout and Jem Finch, have been motherless since Scout was 2, and Jem was 6. Although they do not have a mother, they have three mother figures. One is Calpurnia, their maid, another is Miss Maudie their neighbor, and the third is their Aunt Alexandra. Don’t waste time! Our writers will create an original "Childrens Life in To Kill a Mockingbird by Harper Lee" essay for you Create order Even though these children are not raised by their biological mother, these three caring women provide them with a nurturing environment, so that the Finch children are not overlooked. Calpurnia is the Finch family’s African American housekeeper. She acts as a mother figure to Scout and Jem, and raises them after their mother’s death. She helps teach the children the lessons that Atticus, their father tries to teach them. On the first day of School, Scout brings Walter Cunningham home for lunch. Walter pours maple syrup on his food, and Scout embarrasses him for that. Calpurnia reprimands Scout and tells her that guests should be treated properly. This corresponds with the lesson Scout and Jem learn about treating everyone with respect. Calpurnia has a warm side as well. The same day she scolded her, Calpurnia made Scout her favorite food. She is the first black woman that the children communicated with, and that influences their ideas on race and equality. The combination of discipline and affection makes Calpurnia the ultimate female role model for the Finch children. Miss Maudie Atkinson is another important mother figure to the Finch children. She reinforces Atticus’s beliefs, and agrees with him that â€Å"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, they don’t do one thing but sing their hearts out for us. That’s why it is a sin to kill a mockingbird.† Scout confides in Miss Maudie when she is feeling left out from the boys, and Miss Maudie never criticizes her for being a tomboy. Scout does not have a mother, but she is blessed to have Miss Maudie in her life to act as a guide and a friend. Alexandra Finch Hancock is Scout and Jem’s aunt. She is quite different from Atticus her brother. Alexandra became part of Maycomb’s â€Å"high society†, and judges everyone and categorizes them. Despite her preconceived notions, Aunt Alexandra loves her family. Even though she does not agree that Atticus should be the defending attorney for Tom Robinson (a black man),she is very disturbed by the insults he recieves by the townspeople of Maycomb. This proves even though Alexandra does not see eye to eye with her brother, she loves her family nonetheless. Aunt Alexandra doesn’t believe Scout should continue in her â€Å"tom-boyish ways†. Aunt Alexandra doesn’t understand that to change a child’s manner, you must bring them up with love instead of toughness. Because of the way Alexandra treats Scout, they do not develop a strong bond. Therefore they are not close, and it is difficult for them to live with each other. Although Aunt Alexan dra has a different belief system, the children understand that she loves them and has their best interests at heart. It is unfortunate that Scout and Jem Finch were not brought up by their mother, but they are blessed to have three strong mother figures in their life. Each women contributed to the children’s growth and development in their own unique way. The Finch children were definitely not overlooked. There is a saying that says â€Å"it takes a village to raise a child†, Scout and Jem needed a few people to help raise them to fill the role of their mother.