Growing Up with Scout and Atticus: Getting from To Kill a Mockingbird Through Go Set a Watchman

This essay argues that Harper Lee’s unexpected but welcomed second novel, Go Set a Watchman, is both a fitting and a disappointing sequel to her beloved debut, To Kill a Mockingbird. It is fitting because it confirms that Atticus Finch, the knowing father of the first novel, despite his noble defense of a falsely accused Black man in the Depression Era South, never was, on closer inspection, much of a Progressive, even on matters of race. That, for many of his admirers, has proved hugely, almost Oedipally, disappointing. But what fits equally well, and disappoints even more, is his adoring daughter Scout’s coming of age. Though twenty-six in the second novel and re-settled in New York City, she is still very much a child of the segregated South. In her second novel as much as in her first, Harper Lee has her heroine learn that, on the things that really matter, her father ultimately knows best. The second novel’s very late arrival thus reminds us of what history has long since taught: “With all deliberate speed” will prove far too fast a pace for some very respectable Southern white folks, both real and imagined

Recall of paired-associates as a function of overt and covert rehearsal procedures

Effect on memory of mode of studying paired associates, and mathematical model employing short term rehearsal buffer and long term memor

Toward an Understanding of Instructor-Student Interactions: A Study of Videoconferencing in the Postsecondary Distance Learning Classroom.

This qualitative case study examined interactions, the effect of instructional strategies on interactions, participant attitudes, and perceptions that occurred during two courses taught via interactive videoconferencing in higher education. Analysis of coded observational data, field notes, and interviews with students and instructors provided insights about the distance learning environment. Using an interaction model, the classroom interactions were grouped into the following categories: (a) learner-content, (b) learner-instructor, (c) learner-learner, and (d) learner-interface. Results showed that learner-instructor and learner-learner interactions were highest during classes which were organized as discussion sessions with specific guidelines for the content and the nature of questions on which the dialog would focus. Several questions on which the dialog would focus. Several instructor strategies appeared to increase interactions with the students at the remote site. Statements of praise and acceptance of student ideas and the use of questions that required the learners to synthesize and draw conclusions rather than simply recall information were effective in soliciting responses. Humanizing the students\u27 learning experiences by using their names and relevant personal experiences increased participation. Use of visual realia and well-designed textual visuals provided a scaffold for connecting the students with course content and facilitated dialog. A strategy that proved to be minimal in effectiveness was the use of peer presentations. During these presentations, fewer interactions occurred and more off-task behaviors were observed. A major determinant of effectiveness in the distance learning classroom is the expertise of the instructor to present content information and elicit student participation. Learner-instructor interactions were impaired by limitations of the technology. Students at the remote site reported feelings of isolation when excluded from informal conversations at the local site. Both instructors and students indicated that the technology created a barrier to spontaneity and the ability to read facial expressions and other physical cues. A mediator located at one remote site helped reduce transactional distance by manipulating the cameras and helping learners to interface with the technology. This assistance allowed the instructor to focus more attention on teaching and engaging students with content information. Additionally, the mediator facilitated student participation through modeling and encouragement

Influence of correlated visual cues on auditory signal detection

Influence of correlated visual cues on auditory signal detectio

Inter-sensory Judgments of Signal Duration

Intersensory discrimination of signal duration using visual and auditory signal