Portfolios Essay Example | Topics and Well Written Essays - 1000 words

Portfolios - Essay Example There are many types of portfolios and some include the documentation portfolio, process portfolio and the show case portfolio. The documentation portfolio also known as working portfolio is an approach that entails the compilation of data that shows the growth and progression of scholars. A process portfolio is another type of portfolio that shows the general learning process of students. This means that the portfolio collects the small details of the student works and shows how a student used his/her skills to improve their grades. This type of portfolio also shows the self-reflection of the students. Showcase portfolios illustrate the cumulative assessment of the syllabus mastery by the student. It contains the best work of the student from the topics that the teachers have seen suitable for evaluation (Sharp) An electronic portfolio is a portfolio that uses technological methods to document and store the information of a student. It is better that the other types of portfolios because it uses many methods of documenting and storing data. These methods include auditory, visual and graphics. The electronic portfolios have the potential of sorting out materials so that they connect facts to suitable standards. The information can be in form of a tape or computer readable structure. Portfolios are a good way of teaching students as the students will be able to assess themselves in their learning process. When a student looks at how he is gradually becoming a poor student, he may be able to pay more attention to his weak points and work harder to perform better. Moreover, through the student portfolio, a teacher is able to make the students perform better in their studies and improve their weak points (Aurbach, 2006). Unlike a report card, which will only show a grade like C or B, a portfolio shows much more detail. It will show the weakness and struggles of a student. This is

CLOUD COMPUTING Essay Example | Topics and Well Written Essays - 1250 words

CLOUD COMPUTING - Essay Example ). Moreover, cloud computing consists of applications that are represented as a service on the web and the provision of hardware / software services provided by companies operating data centers. Likewise, the services provided over the Internet are referred as (Software as a Service) ‘SaaS’. There are few sellers who use the term (Infrastructure as a service) ‘IaaS’ and (Platform as a service) ‘PaaS’ in order to demonstrate their products and services. However, these terms are avoided and not accepted globally, due to variation (ARMBRUST, FOX et al. 2010). The Commerce Department’s National Institute of Standards and Technology (NIST) have illustrated some helpful definitions that focus on three concepts (Ryan, Loeffler 2010): Cloud infrastructure as a service ‘IaaS’ consists of provisioning elementary computing resources. Cloud software as a service ‘SaaS’ access software application that operates on a cloud inf rastructure. Cloud platform as a service (PaaS) provides the accessibility to users for implementing and developing applications with programming language and tools supported by the providers. The core components of a cloud are consists of the data center hardware and software. When these resources are made available to the public, they are referred as public clouds and the service provided by the cloud is called as utility computing. Moreover, private clouds are only available to private organizations and are not accessible by public. Accordingly, cloud computing is the combination of ‘SaaS’ and utility computing (ARMBRUST, FOX et al. 2010). Current Trends Information Technology organization has already invested millions since the 1990’s, to contribute in reshaping cloud computing. For instance, a popular slogan from Sun that was â€Å"Network is a computer† was recognized in 1980’s. Furthermore, salesforce.com, a ‘SaaS’ enabled websit e is providing services since 1999. Today, cloud computing represents a more innovative and productive approach, in order to provide online services along with online operating systems. Microsoft Azure provides an online operating system along with the set of development tools and services. Moreover, Google Docs provides online word processors along with spreadsheets and presentation applications similar to Microsoft Office. Furthermore, Google Apps gives the freedom to the developers to execute their codes and applications on Google infrastructure. Sun Microsystems provides computing power by charging $1 per hour for one CPU. In addition, Amazon provides web services named as EC2 and S3. Moreover, Yahoo has also announced recently that it will utilize ‘Apache Hadoop framework’ that will enable users to work on thousand of nodes and one million bytes of data. Accordingly, the contribution of cloud computing is covering every aspect of computation required for small, med ium and large businesses (Han 2010). Benefits Cloud computing provide many cost effective short term and long-term benefits. The organizations can avail services from multiple cloud-computing providers, to improve computerized business processes and high availability of services within the organization. Cloud computing also provides standardization of APIs, by operating on compatible applications to enable hybrid cloud computing. Moreov

Research on Effects of Sibling Birth on Jealousy

Research on Effects of Sibling Birth on Jealousy The Birth of a Sibling: Companion or Competition? Samantha A. Sang Sibling relationships that develop a balance of nurturance and conflict can provide numerous learning opportunities for young children (Volling, McElwain, Miller, 2002). For instance, children can learn other’s perspectives, learn different strategies to resolve conflict, as well as learn to regulate their own emotions. Specifically, younger siblings who experience a balance of nurturance and conflict in their sibling relationships have been found to be more socially skilled and have more positive peer relationships compared with children who lack the sibling experience (Volling et al., 2002).Thus, it is not the absence of conflict rather how conflict is resolved that benefits the quality of a sibling relationship. Sibling conflict refers to the â€Å"unique interpersonal dyadic dynamics of sibling interactions, which may be motivated by, but not synonymous with sibling jealousy† (Volling et. al., 2002). It is well-known that parents cannot attend and respond to both c hildrens needs at all times; thus, jealousy could very well be a normal, perhaps daily, experience for young children. Older siblings are often thought of as â€Å"leaders, managers, and teachers† of their younger siblings during critical periods of development (e.g., preschool, middle-childhood; Kolak, Volling, 2011). Moreover, older siblings are the more dominant person in the sibling relationship and can exert more influence on the sibling relationship throughout childhood. Previous research has shown that older siblings’ behavior toward their younger siblings is more stable from preschool through middle childhood than younger siblings’ behavior toward their older siblings (Kolak, Volling, 2011). This stability, along with the more dominant role of older siblings, may explain why older siblings’ jealousy reactions are stronger predictors of the sibling relationship quality many years later (Kolak, Volling, 2011). Sibling Jealousy Jealousy is a complex social emotion. Complex because it is not simply a single emotional expression, but rather a patterned response of emotional affect, behavior, and cognitive appraisal (Volling, Yu, Gonzalez, Kennedy, Rosenberg, Oh, 2014). Intense debates have occurred among scholars in regards to the distinction between jealousy and envy; whether jealousy is a simple, complex, or blended emotion; and whether it is caused by threats to self-esteem or threats to a valued relationship (White and Mullen, 1989). Although different perspective exist, it is pivotal to understand that jealousy cannot be defined nor understood without reference to a social context (Volling, McElwain, Miller, 2002). Specifically, jealousy occurs in the context of a social triangle (White and Mullen, 1989). There are three dyadic relationships within the triangle in addition to the triadic relationship system: (a) the relationship between the jealous individual and the beloved, (b) the relationship between the beloved and the rival, and (c) the relationship between the jealous individual and the rival (White Mullen, 1989). In order to elicit jealousy, the relationship between the jealous person and the beloved must be a valued close relationship (e.g., mother-child). Furthermore, jealousy is elicited by the real or perceived loss of this relationship to a rival. It is not simply the loss of love that elicits jealousy; it is the loss of attention from the beloved to a rival (White Mullen, 1989). Hupka (1984) has shown that individuals in jealousy eliciting situations can feel a range of emotions including fear, anger, or even relief, depending on the individuals focus of attention with respect to the social triangle. For example, if individuals focus on the loss of the relationship, sadness may be reported; whereas, if individuals focus on the betrayal of their beloved, anger may be reported; and lastly, if individuals focus on being left alone, anxiety or fear may be reported (Hupka, 1984). Birth of a Sibling Elicits Sibling Jealousy The birth of a sibling can be a stressful life event for young children; consequently, firstborn children are likely to experience jealousy at the arrival of their infant sibling (Volling et. al., 2014). Past research indicates that young children are sensitive to the loss of attention to another. First, toddler and preschool children were aware of the interactions occurring between their mother and their sibling and often times, would try to disrupt the ongoing interaction (Dunn, 1988). Second, studies that addressed childhood jealousy have demonstrated that children as young as 1 year of age were sensitive to maternal attention directed toward an infant-size doll, a newborn infant or an unfamiliar peer (Volling et. al., 2002). So, it is not surprising that young children are aware of the loss of attention when a parent turns his or her attention from them and interacts with their infant sibling and this awareness elicits jealousy (Volling et. al., 2002). Jealousy can differ for individuals depending on their cognitive appraisal of the jealousy eliciting situation when they believe their relationship with their beloved is threatened by the rival (Kolak Volling, 2011). For instance, a child may appraise the infant sibling as a threat to their own mother-child relationship, feel anxious, and interfere in the mother–infant interaction, or a child may appraise their mother as inaccessible, feel sadness, and withdraw from the mother-infant interaction. The firstborn’s jealousy toward their infant sibling can impact their sibling relationship quality later in development. Children’s initial reactions three weeks after their sibling’s birth predicted their behavior with their mother and sibling at 14 months (Kendrick Dunn, 1982). For instance, children who were demanding and difficult shortly after their sibling’s birth protested the mother–sibling interaction more compared to children who positively approached their infant sibling (Kendrick Dunn, 1982). Moreover, children who were initially withdrawn were more likely to develop poor sibling relationships over time (Kendrick Dunn, 1982). Attachment as a Potential Moderator The Strange Situation (SS) is â€Å"a videotaped laboratory based procedure that consists of seven three-minute episodes including two parent–child separations and reunions† (Ainsworth, Blehar, Waters, Wall, 1978). Individual differences in infants’ attachment relationships can be classified as secure or insecure. Attachment classifications are based on the child’s ability to balance proximity and exploration and to obtain comfort when distressed from their mother (Ainsworth et. al., 1978). Not only do physical separations from mothers in the SS activate attachment behaviors, but so too does the child’s appraisal of their mother’s accessibility when caring for their infant sibling. The birth of a sibling may create disruptions in the relationship between the mother and her firstborn child that can lead to instability in their attachment relationship (Touris, Kromelow, Harding, 1995). Bowlby (1969) acknowledged that for most young children, â€Å"the mere sight of mother holding another baby in her arms is enough to elicit strong attachment behavior†. So, it is understandable that many of the behaviors associated with jealousy (e.g., clinging, touching, proximity seeking, and distress) are also attachment behaviors (Volling et. al., 2014). From an attachment perspective, children who have a secure attachment to their mother should explore freely, even when their mother is interacting with their infant sibling. They may monitor their mother’s whereabouts or the mother-infant interactions, but they should not disrupt the interaction. Whereas, insecurely attached children will cry and protest in response to their mother’s interactions with the ir infant sibling. They will stay in close proximity to their mother and may even physically interfere with the mother-infant interactions (Volling et. al., 2014). If witnessing the mother–infant interaction adequately engages attachment behaviors, then individual differences in children’s jealousy may reflect their internal working models of their attachment relationship with their mothers. The quality of sibling interaction has been related to the mother-child attachment relationship. Children who were insecurely attached to their mothers at 12 months of age were more aggressive in their conflicts with their younger sibling when they were 6-years-old (Volling et. al., 2014). On the other hand, Teti and Ablard (1989) found that more secure preschoolers were significantly more likely to react to their younger sibling’s distress than less securely attached preschoolers. Emotion Regulation as a Potential Moderator Early attachment relationships play a primary role in the development of young children’s emotion regulation development (Volling, 2001). Children whose mothers are sensitive and consistent to their children’s needs not only develop secure attachments to their mothers, but are also thought to develop a greater capacity to share affect, to enjoy social interactions, to maintain organized behavior during an emotionally arousing event, and to display empathy for others (Volling, 2001). In contrast, children whose emotional needs are repeatedly rejected by their mothers are more likely to develop insecure attachments and are also more likely to develop poor regulatory strategies whereby they minimize attention to their attachment relationship and minimize their emotional expressiveness (Volling, 2001). These children may become physiologically aroused in the face of stress, but may also remain expressionless so that they do not risk further rejection and anger on the part o f the mother (Volling, 2001). Emotion regulation consists of the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions, especially their intensive and temporal features, to accomplish ones goals† (Thompson, 1994). Even though this definition emphasizes both internal and external processes, Campos and colleagues (1994) revealed that past research that examines emotion regulation focuses on the internal processes and rarely considers the external factors that may contribute to emotion regulation. Studies investigating the process of emotion regulation should include â€Å"the social context that elicited the need for regulation in the first place and that specifies the rules of proper conduct† (Campos, 1994). Specifically because jealousy cannot be fully understood without reference to the social context, it is pivotal to examine children’s emotion regulation skills as a potential moderator between the birth of a sibling and firstborn’ s feelings of jealousy. Young children have several regulatory strategies that can be utilized in jealousy eliciting situations. Three possible regulatory strategies that might be used by toddler and preschool siblings when confronted with jealousy are (a) to interfere with the interaction between their mother and sibling, (b) to direct anger toward either their mother or sibling, and/or (c) to focus attention on alternative pleasurable activities (i.e., play; Volling et. al., 2014). Children who successfully cope to distress in jealousy eliciting situations engage in self-focused, exploratory play while monitoring the mother-infant interaction rather than protesting or physically interfering (Volling et. al., 2014). Firstborn children who were highly dysregulated during jealousy eliciting situations are at an increased risk for expressing more negative affect. Furthermore, children’s inability to regulate their jealousy may be suggestive of poor emotion regulation skills, which may, in turn, be detrimental to sibling relationship quality (Kolak Voling, 2011). In contrast, firstborn children who are better regulated (i.e. better able to regulate their jealousy) appear to have the essential emotion regulation skills for engaging positively with their siblings (Kolak Voling, 2011). Children’s ability to regulate emotions during jealousy eliciting situations is a critical component for successful relationships with their sibling (Kolak Voling, 2011). But, little is known about children’s ability to regulate emotions during jealousy eliciting situations and its impact on the quality of the sibling relationship later in development. The only support is from Kolak and Volling (2011) that found that jealousy and dysregulation is related to more troubled sibling interactions two years later. The Current Study The current study is a longitudinal design that will address three aims: (a) to examine if the birth of a sibling elicits jealousy in the firstborn child, (b) to examine if the firstborn’s jealousy of their infant sibling is related to their sibling relationship quality five years later, and finally, (c) to examine if the firstborn’s attachment and emotion regulation moderates the relationship between the birth of a sibling and jealousy (Figure 1). Prior research on the birth of a sibling has described some children as clingy, anxious-withdrawn, or oppositional after the birth (Volling et. al., 2014), so we hypothesized that (a) children who have a secure attachment with their mother before the birth of their sibling will not experience as much jealousy as insecurely attached children, and (b) children who demonstrate better emotion regulation skills will not experience as much jealousy as less emotionally regulated children. Due to individual differences, different pat terns of jealousy and its impact on sibling relationship quality will emerge five years later. References Ainsworth, M.D.S., Blehar, M.C., Waters, E., Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum. Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York, NY: Basic Books. Buist, K. L., Paalman, C. H., Branje, S. J. T., DekoviĆ¡, M., Reitz, E., Verhoeven, M., Meeus, W. H. J., Koot, H. M, Hale,William W., I.,II. (2014). Longitudinal effects of sibling relationship quality on adolescent problem behavior: A cross-ethnic comparison.Cultural Diversity and Ethnic Minority Psychology,20(2), 266-275. doi:http://dx.doi.org/10.1037/a0033675 Campos, J., Mumme, D. L., Kermoian, R., Campos, R.(1994). Commentary: A functionalist perspective on the nature of emotion. Monographs of the Society for Research in Child Development, 59(2-3, Serial No. 240). Dunn, J. (1988). The beginnings of social understanding. Cambridge, MA: Harvard University Press. Hupka, R. B. (1984). Jealousy: Compound emotion or label for a particular situation? Motivation and Emotion, 8, 141-155. Kendrick, C., Dunn, J. (1982). Protest or pleasure? The response of first-born children to interactions between their mothers and infant siblings. Journal of Child Psychology and Psychiatry, 23, 117-129. Kolak, A. M., Volling, B. L. (2011). Sibling jealousy in early childhood: longitudinal links to sibling relationship quality. Infant Child Development, 20(2), 213-226. doi:10.1002/icd.690 Teti, D. M., Ablard, K. E. (1989). Security of attachment and infant–sibling relationships: A laboratory study. Child Development, 60, 1519–1528. doi:10.2307/1130940 Thompson, R. A. (1994). Emotion regulation: A theme in search of definition. Monographs of the Society for Research in Child Development 59(2-3, Serial No. 240). Touris, M., Kromelow, S., Harding, C. (1995). Mother-firstborn attachment and the birth of a sibling.American Journal of Orthopsychiatry,65(2), 293-297. doi:http://dx.doi.org/10.1037/h0079614 Volling, B. L. (2001). Early attachment relationships as predictors of preschool childrens emotion regulation with a distressed sibling.Early Education and Development,12(2), 185-207. doi:http://dx.doi.org/10.1207/s15566935eed1202_2 Volling, B. L., Yu, T., Gonzalez, R., Kennedy, D. E., Rosenberg, L., Oh, W. (2014). Children’s responses to mother–infant and father–infant interaction with a baby sibling: Jealousy or joy?Journal of Family Psychology,28(5), 634-644. doi:http://dx.doi.org/10.1037/a0037811 Volling, B. L., Yu, T., Gonzalez, R., Kennedy, D. E., Rosenberg, L., Oh, W. (2014). Children’s responses to mother–infant and father–infant interaction with a baby sibling: Jealousy or joy?Journal of Family Psychology,28(5), 634-644. doi:http://dx.doi.org/10.1037/a0037811 White, G. L., Mullen, P. E. (1989). Jealousy: Theory, research, and clinical strategies. New York: Guilford Press. Figure 1.

Comparing Wuthering Heights and A Room of Ones Own :: comparison compare contrast essays

Wuthering Heights and A Room of One's Own   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   From the time that Emily Bronte penned Wuthering Heights in 1847 to the time that Virginia Woolf wrote A Room of One's Own in 1929, the 80 plus year period brought tremendous change to literature and for women authors.    In the early Victorian era when women writers were not accepted as legitimate, Emily Bronte found it necessary to pen her novel under the name "Mr. Ellis Bell" according to a newspaper review from 1848 (WH   301).  Ã‚   According to The Longman Anthology of British Literature, "Women had few opportunities for higher education or satisfying employment" (1794) and the "ideal Victorian woman was supposed to be domestic and pure, selflessly motivated by the desire to serve others..."   (1794).   The Bronte sisters partook of many of the typical duties of the Victorian age such as taking on governess duties and teaching jobs (Bradbury p. 106).   The Victorian era must have dictated the pen names that the Bronte sisters found it necessary to use though.      80 years later, Virginia Woolf did not have to hide behind a masculine pen name.   She is considered "a major author, of whatever gender"   (Longman, p. 2445).   Woolf, not only was accepted as a female author, but the subjects which she wrote about would never have been touched in the time of the Bronte sisters. In her career, Woolf wrote about subjects such as "sexual politics, society and war"   (Longman p. 2445) and was instrumental in establishing and running the Hogarth Press for years (2447).   In "A Room of One's Own", Woolf candidly examines the role of women in literature and literature about women and concludes that a woman needs "money and a room of her own" in order to write fiction   (2457).   In this piece, she examines the role of women in history with much contempt especially regarding the difficulty in raising funds to build a women's college.   "What had our mothers been doing then that they had not wealth to leave us? Powdering their noses?   Loo king in at shop windows?"   (Longman, 2466).   Woolf w as dissatisfied that women were left behind in the literary world and she did much to change this by advancing educational opportunities for women.   "The sense of having been deliberately shut out of education by virtue of her sex, was to inflect all of Woolf's writing and thinking"   (2446).

Saladin 6e Chapter 12 Nervous Tissue

Nervous System Set 2 Study online at quizlet. com/_6rnj1 2. What are the classifications of neurons? 3. What are the four types of neuroglia in CNS? 4. What are the two types of fast axonal transport? 5. What are the two types of neuroglia in PNS? 7. What do brain tumors arise from? 8. What do schawnn cells do in PNS? 9. What does the neuroglia or glial cells do? 10. What guides microtubules along axon? 11. What is anaxonic neuron? 12. What is anterograde transport? 13. What is astrocytes? 14. What is axonal transport or axoplasmic flow? 1.What are schwann cells? envelope nerve fibers in PNS. produce a myelin sheath multipolar, bipolar, unipolar and anaxonic oligodendrocytes, ependyal cells, microglia and astocytes Fast anterograde and fast retrograde. Occurs at a rate of 20 to 400 mm/day Schwann cells and satellite cells. masses of rapidly dividing cells. meninges (protective membrane of CNS), Metastasis from nonneuronal tumors in other organs. Often glial cells that are mitotically active throughout life spiral repeatedly around a single nerve fiber. support and protect the neurons.Prevents neurons from touching eachother and gives precision to conduction pathways motor proteins (kinesin and dynein) carry materials â€Å"on their backs† while they â€Å"crawl† along microtubules many dendrites but no axon. Help in visual processes movement away from the soma down the axon maintain structure. â€Å"nerve growth factors† secreted by astrocytes promote neuron growth and synapse formation 0. 5 to 10 mm/day. always anterograde. moves enzymes governs speed of damged nerve fibers. two way passage along an axon 16. What is bipolar neuron? 17. What is dynein? 18. What is pendymal cells? 19. What is fast anterograde transport? 20. What is fast retrograde transport? 21. What is Initial segment? 22. What is Internodes? 23. What is kinesin? 24. What is microglia? 25. What is multipolar neuron? 26. What is myelin sheath? 27. What is myelination? 28. Wh at is neurilemma? 29. What is nodes of Ranvier? 30. What is oligodendrocyes? 31. What is retrograde transport? 32. What is Satellite cells? 33. What is the trigger zone? 34. What is unipolar neuron? one axon and one dendrite. motor proteins in retrograde transport line internal cavities of the brain.Secretes and circulates CSF (cerebrospinal fluid) â€Å"transport† moves mitochondria, synaptic vessicles, other organelles toward the distal end of the axon for recycled material and pathogens – rabies, herpes simplex, tetanus, polio virus. The short section of nerve fiber between the axon hillock and the first glial cell the myelin covered segments from one gap to the next motor proteins in anteograde transport. (supply) â€Å"soldier† small, wondering macophages formed white blood cell called monocytes one axon, multiple dendrites. Most common, most neuron in brain and spinal cord an insulating layer around a nerve fiber. s segmented production of the myelin sheat h. thick outermost coil of myelin sheath. contains nucleus and most of its cytoplasm. gaps between the segments of myelin sheath form myelin sheathes in CNS. forms an insulating layer that speed up signal conduction movement up the axon toward the soma surround neurosoms in ganglia of PNS. provide electrical insulation around soma. Regulate chemical environment of the neuron the axon hillock and initial segment single process leading away from the soma. Sensory from skin and organs to spinal cord 6. What are tumors? 15. what is axonal transport?

Bob Ewell Essay Essay

Bob Ewell is a character in Harper Lee’s novel To Kill a Mockingbird. Bob Ewell is the head of the Ewell family, a poor family who lives in the town dump. Bob Ewell has many children, but his wife is deceased. Bob Ewell’s racist attitude, fecklessness and vengefulness make him one of the most hated and wicked characters in the book. Bob Ewell is thought of as the most despicable man in all of Maycomb, except for its black residents, who the racists of the town think are worse than anyone else. Bob Ewell is one of these racists, and throughout the novel he shows that he thinks himself better than any black man. He shows his racist attitude many times at his trial. For example Bob Ewell does not refer to Tom Robinson by his name, instead he states â€Å"I seen that black nigger yonder ruttin’ on my Mayella!†. In addition to not calling him by name; he also uses language associated with animals, â€Å"ruttin† as well as later saying â€Å"I’ve asked this county for fifteen years to clean out that nest down yon- der, they’re dangerous to live around ‘sides devaluin’ my property-â€Å". In the previous quote Bob Ewell also shows he believes in the stereotype that all black men are criminals, and states his belief that they are devaluing his property more than the nearby dump. Finally, he tells Atticus â€Å" I’m real sorry they picked you to defend that nigger that raped my Mayella. I don’t know why I didn’t kill him myself instead of goin’ to the sheriff. That would have saved you and the sheriff and the taxpayers lots of trouble.†. He shows his racism here in that he believes that the law would be on his side against a black man no matter what happend, even if he had killed Tom. While it is clear that Bob Ewell was born into a poor and troubled family, he shows no ambition to improve his state of being. He is so lazy that he is known for being the only man to be fired from the WPA for laziness. Moreover, Ewell does not give his children an education, nor does he have one himself. He squanders all his government money buying alcohol, instead of using it to support his children. His fecklessness isn’t just laziness; he doesn’t like things being his problem. He blames beating his daughter on Tom Robinson, and he blames Atticus for taking advantage of him. Not only does he not like taking blame, but he also never confronts his problems head on. He would rather harass poor a woman than confront Atticus. In addition to being racist and feckless, Bob Ewell is a very vengeful person. There are many examples of him taking needless revenge on various other people. The first is Tom Robinson, If Ewell had come home to see his daughter seducing a black man, he could have let Tom go. However Bob Ewell accused Tom of raping her for revenge. Other examples of his vengefulness are his attempts to take revenge on those who took part in his trial. This starts with his confrontation with Atticus when he curses, spits on and threatens to him. While is his only confrontation his Atticus,. his vengeful nature is further shown by his willingness to harass a poor black woman (Helen Robinson), and to rob an old man (Judge Tailor). His final attempt at revenge is not against Atticus, but against his children. Bob Ewell decides to, instead of confronting Atticus directly, go after his children in an attempt to hurt Atticus emotionally. While Ewell does not succeed, it shows his willingness to do something as terrible and cowardly as to go after innocent children for petty revenge. If To Kill a Mockingbird had definite villains, Bob Ewell would be the main antagonist. His constant racism, helps to demonstrate and illustrate his other traits, as it allows him to have someone he is â€Å"better than† and someone to blame. His fecklessness is demonstrated by the fact that he makes no attempt to improve his life, or the lives of his children but instead forces his family to work hard while he drinks. In the end, it is shown that he is cowardly, vile and drunk enough to go after innocents to get revenge on a man for trying to give a fair trial to a black man.