Material Resource Planning Essay Example for Free

Material Resource Planning Essay A. what is Material Requirement Planning (MRP)? Material Requirements Planning is actually a tool for planning; mainly aimed at assembling all operations in a production system, in order to enable the supplier know the materials required by every unit of production and the associated time limits (Waldner, 2011). After knowing the product units required, it becomes possible to use Material Requirements Planning, to determine the materials that will be needed in the production of such products. The calculations of the material requirements and subsequent planning are enabled by computer software in most working and business organizations (Waldner, 2011). B. How Materials Requirement Planning (MRP) might be applied to: 1. The surgery suite of a hospital In a surgery suite of a hospital, Material Requirements Planning may be helpful in determining the type, amount, quality and quality of the materials required, for a specific number of a given type of surgery. Material requirements planning may be applied through grouping of various types of surgeries that are offered or required over specified duration or period of time (Waldner, 2011). After dividing the surgery suite into different surgery units, where specific types of surgeries are done, the number of every type of surgery required is then calculated. In each unit, Material Requirements Planning can be used to calculate the specifications of the materials that will be required to carry out a single surgery. Therefore, MRP is a vital aspect in this field, and it enhances planning for efficiency, effectiveness, and timeliness of surgery operations being carried out (Waldner, 2011). 2. Scheduling university classes University classes have to be scheduled in order to avoid appearance of different classes at the same time. Material Requirements Planning will be helpful in scheduling university classes, by making arrangements to ensure that every class is allocated its own time, and that, no other class appears within that particular time set for a specific class (Waldner, 2011). When scheduling classes, there is need for estimation of the materials required especially when making the budget (stationeries, equipments and other learning materials). For instance, after knowing what the class intends to do, MRP can be applied to determine the material requirements for each class (Waldner, 2011). 3. A chain of restaurants In a chain of restaurants, Material Requirements Planning will be important in separating the restaurants into single units, and to determine the materials, or any other necessities required for each restaurant. The only thing that is needed is to know the type of activity, or the product intended to be offered in each restaurant, and the associated specifications. This information will enable calculation of all the raw requirements for every restaurant to achieve the intended purpose, or come up with the intended products and services. Examples of the requirements that will be calculated include construction materials, food materials, and furnishing materials (Waldner, 2011). 4. Hotel renovations When renovating a hotel, there is need for planning of the materials required to carry out an effective and efficient renovation practice. Over-estimation or under-estimation of the materials required, will lead to either wastage of funds, or shortage of materials. Material Requirements Planning will actually help in coming up with planning process, which will see the whole project consume exact materials needed without wastage or shortage (Waldner, 2011). After knowing the kind of renovation required and the outcomes expected, Material Requirements Planning program can be used to calculated the exact quantity, quality, and price of the materials, and other  requirements, that may be necessary to accomplish the whole renovation process. Material Requirements Planning, in this case, can be used to plan for labor and other physical materials necessary (Waldner, 2011).

Developing Professional Practice And Needed Skills

Developing Professional Practice And Needed Skills In all areas of expertise, technical skills of the profession are important in order to be able to tackle any arising matters in your field. As a student in psychology there is need to learn how to acquire the skills which are crucial for your profession. During placement, a lot is expected of you as you act like any other professional in that field. It is therefore of prime importance to develop the skills necessary for that professional practice. Reflection in practice is one of the skills necessary as a student of psychology. Reflective practice is a model applied in adult learning and educational teaching where there is application of various concepts of reflection to analyze real issues. According to Reid (1993, p.305), reflection involves critical understanding any experience that a professional goes through with an intention of giving a vivid description, an in depth analysis and latter conduct an evaluation. This will provide an avenue to be able to gauge what the learner has acquired as a result of the practice. The aim of reflective practice is to create a problem out of a learning situation. The act of solving the problem will provide the professionals with a good opportunity to research therefore acquire relevant knowledge and growth in their profession. Reflective practice imparts skills to learners not only to become a repetitive doer but also gain cognition of tackling different situations during practice. Donald Schon, a philosopher is credited to have described the process of reflective practice in his book in 1983. This essay gives a description of my plan to develop professional practice during my first placement experience. Importance of reflection Reflection practice that is applied in psychology works within the concepts of reflection. It accounts for a conceptional structure around which psychology as a discipline that involves patient management works. Reflection is important in identifying the positivity or negativity that is associated with any practice in any discipline. It helps a student to learn from experience in his or her field of expertise. Once they are exposed to a certain experience during their period of practice, reflective practice provides a chance for the student to think back and relate the experience to the theoretical knowledge learnt in c lass. Various models are used which provide the framework for reflective practice. Among the most common are; Gibbs Model of Reflection which was formulated in 1988, Atkin and Murphys Model of Reflection of 1994, Kolbs Learning cycle and finally the Johns Model of Reflection of 1994. Which the model you decide to apply or to follow its principles the end result should be acquisition of reflective practice skills. Reflective practice is an important tool in solving day to day problems. Its application in difficult situation and in ideas that are undeveloped to provide a concrete solution provides an opportunity for further analysis and dispensation of knowledge and skills. It further synthesizes emotions and provides time for sober thinking and development of solutions to difficult situations. However, to be able to develop these skills it is of importance to have a good atmosphere that is conducive to reflection. It is important to have an understanding supervisor who is able to take you t hrough the process. Flexibilities in time are crucial and an environment that provides support in case any is needed. Finally, your learning institution should have a well structured curriculum which is able to encompass the above factors. Key learning goals during student placement experience Mostly, as an undergraduate student there is more to learn since there is many changes that one undergoes during that transition. Most of us are not much conversant with wide reading and research activities. They do not embrace the team spirit that is essential in their acquisition of knowledge. Additionally, various approaches used like problem based learning is a nightmare to most of them. However, most centers of learning have well experienced lecturers and professors who supervise the students. In psychological studies they promote development of research and the application of knowledge leant in psychology in real life situations (Boyd Fales, 1983, p.102) . Hence, being provided with placement experience will help me acquire a lot in the practice of psychology. First and foremost, I intend to acquire a lot in patient care and the quality expected. To become effective you need to be able to provide care of high quality to improve their satisfaction. Various approaches to care like counseling will be acquired and practically performed. As a result, I will be able to apply theoretical knowledge learnt in class to real life cases in the health center. Having done so, I will have accomplished my goal of ensuring that the gap which usually exists between theoretical knowledge and practical skills is minimized if not closed. My third goal would be to enhance my personal as well as professional growth. Having been in practice, I will develop a liking for one specialization in psychology which I can further pursue later on in life. I am of the opinion that the time allocated will be more than enough to meet my strategic goals in the placement experience. Reflective techniques used during the placement Reflection is a brainstorming process that involves processing ideas in the mind to come up with a solution to a situation at hand. With the right atmosphere for reflection and tasks that encourage reflection, clear solutions emanate from the thinking process. Reflection is encouraged by facing challenges during practice and often asking question with no clear answer. As a result the brain is triggered to think and this provides an opportunity for old ideas to be incorporated with new situations in practice to have a solution. I intend to apply Kolbs learning cycle during my placement period. This can be represented in a pictorial form as follows; Source: Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall: New Jersey, p.21 First and foremost, what I have learnt in class will be put into practice in the active experimentation stage. After putting ideas to practice, I will have gained practical skills necessary in psychology. I will then evaluate the skills leant in a reflective manner. Finally, I will form ideas as a result of the experience gained. Experience to assess my practice It is important to have a form assessment during practice in order to gain full understanding of the skills that have been acquired. One of the assessment methods during my practice will be making entries in a journal (Ibarreta McLeod, 2004, p.136). The records that I will make in the journal will be the significant events that I experience during my time there. My entries will match to the concepts as defined be Kolbs in developing his model of reflective practice. This will provide a framework for which my arguments will come from during reflective thinking. After each day in practice, I will highlight the significant issues that I learnt or the skills that I was able to acquire. Detailing this information will guide me in enhancing my skills in critical thinking. In addition, it will impose an attitude of self directed learning as issues not well understood will be researched at a latter stage. The entries made will also be based by the relevant models hence acknowledging the wor ks of different scholars in the field of psychology. Entries made in the journal will also provide me with an opportunity to record in context any of the important aspects acquired as a result of the placement. The goals for the placement as outlined above will be comprehensively covered in the entries made in the journal. Patton et al. (1997, p.238), further notes that making entries in a journal provide a connection between what is learned theoretically in classroom and practical experiences that are gained during practice. Having gained this, it will be quite easy for evaluation of the notes and provide an avenue for reflection. Apart from journal entries, I intend to carry out an action research on one aspects of psychology that will seem to be having challenges. The aim of this research will be to modify the identified practice in order to enhance practice in my institution of placement. It will be important both to increase my professional skills and also leave an impact at the institution. Importance of supervision in the reflection process The students need supervision during their placement in order to acquire all the necessary skills and in a smoother manner. A good atmosphere is necessary during supervision to minimize serious distractions due to the clients. John (2007, p.3), notes that effective supervision is necessary as it offers practical support, enhances the morale of learning process and also offers challenges to the students to be able to learn. Supervision is important in practice of psychology as it gives inputs in the following three areas; to begin with it provides technical support in practice to the students. As a result the student is encouraged to seek more knowledge on an issue and the end result is attainment of practical and reflective skills. Secondly, the student is able to apply the learnt theory into professional practice. This is also part of the educational or teaching process. Finally, supervision gives a chance to the student to be able to evaluate their practical skills to those required to attain professional standards. In addition, a student is in a position to assess whether their goals of the placement have been achieved. Formal supervision sessions should take place daily and the student should be well prepared with any question, observation or addition that he/she intends to share with the supervisor. At times, the supervisor probes the students understanding through question asking or through interrogative discussion. After the session with the supervisor the student should be able to have a critical review of issues discussed with a view of updating him/herself and so as to remember the issues discussed. After reviewing, short notes are encouraged on the discussion held. The student should then proceed to the next issue of learning as per their formulated action plans. Supervision of students also serves to enhance a learning relationship between the students and the supervisors. It provides a chance for career counseling and mentorship and thus a student gets fulfillment and enjoys whatever they are doing. Supervision sessions also serves to check how the students are carrying on academically and disciplinary. It is through these sessions that abscond of learning process is noted and thus administrative actions can as well be taken against any such student. Challenges during placement and intended solutions During the teaching practice, one of the main challenges one may face is uncooperative supervisor. Some supervisors may be authoritative and give threatening warning of dire consequences to students during practice (Knowles, 1975, p.20). By so doing, an atmosphere of fear and mistrust is cultivated and this is retrogressive to acquisition of knowledge. A supervisor should be willing to negotiate and work towards creating good learning relationship with the students. When faced with such a supervisor care should be taken and avoid crossing their paths or being in the wrong places. Also, I would use professional approach whenever handling such supervisors. The second challenge is finding a non conducive atmosphere at the place of placement. This gives the student a hard time and learning is hindered. As a solution collaborative efforts with my supervisor to talk with the management would at least solve that problem. Lastly, is difficulty in putting theory into practice due to lack of e xperience. This would be easily solved through consulting my supervisor and the specialists that are in charge of me. Conclusion In conclusion, it is important for students to be given a chance during their coursework to have practical skills in their areas of expertise. This do not only give learners a golden opportunity to acquire professional experience essential for the practice, but also expose them to profession challenges that they may form part of solution finding. Moreover, by doing so professionals are produced who are capable of putting theory into practice and developing new ideas through their reflective practice.

Pagan and Christian Influences in Beowulf Essay examples -- Epic Poems,

The author of the epic poem Beowulf is unknown, and similarly to the Illiad by Plato its origins remain a mystery. Throughout the poem there are many clues that Beowulf has become a tradition and was passed down orally for centuries, and finally have been translated from the â€Å"old English† that it possibly could have been originally recited as, to the English we know today. In the poem Beowulf a bard recites poetry orally, or in a song, usually telling stories about historical triumphs and adventures. These poets were referred to in this epic poem as "carriers of tales..., traditional singer[s] deeply schooled in the lore[s] of the past" (Beowulf 50). This was common in Germanic culture. Scops would keep folkloric heroes alive in the "oral" tradition. They passed down stories orally from one generation to the next. "The Beowulf poet himself imagines such oral performances by having King Hrothgar's court poet recite a heroic lay at a feast celebrating Beowulf's defeat of Grendel" (Beowulf 29). "[A] thane of the king's household...linked a new theme to a strict meter. The man started to recite with skill, rehearsing Beowulf's triumphs and feats in well-fashioned lines, entwining his words" (Beowulf 50). This poet of Hrothgar's goes on to tell of Sigemund and of Waels' son. This section of the oral poetry is actually in the text, giving an example of the Germanic "oral" tradition. In the same celebration at the mead hall the author illustrates again the "oral" tradition. This time the king's poet performs "with the saga of Finn and his sons, unfolding the tale of the fierce attack in Friesland where Hnaef, king of the Danes, met death" (Beowulf 54). These eighty-nine lines tell a detailed historical story, which is also engrossed i... ... fiend. Whichever one death fells must deem it a just judgment by God" (Beowulf 41). Here Beowulf gives the outcome to God. As mentioned earlier, Grendel met his fate the night Beowulf was waiting for him. This clearly is contradicting since both dogmas are used to describe the same occurrence. In the fight against Grendel's mother "Almighty God would ... turn the tide of his misfortunes" (Beowulf 61). He also says that God decided the victory in the same fight. "It was easy for the Lord, the Ruler of Heaven, to redress the balance once Beowulf got back up on his feet" (Beowulf 66). Beowulf also claims in this fight that God helped him. After the fight with the dragon the poet says "[w]hat God judged right would rule what happened to every man, as it does to this day" (Beowulf 93). How could there be so many discrepancies in this poem if only one poet wrote it?

Euthanasia Essay - Assisted Suicide Must be an Option -- Euthanasia Ph

Euthanasia Essay - Assisted Suicide Must be an Option Life is a precious gift. Humans have the ability to decide how their lives are to be lived. In the United States, people can legally control to a limited extent their death. In a living will, a person can request that extraordinary life sustaining measures be withheld in terminal medical condition. However, the abrupt ending of a life via assisted suicide is controversial. Should people be allowed to take their own lives when facing a painful and prolonged ending? I believe that they should have that option. Euthanasia, or mercy killing, can be defined as the "intentional termination of life by another at the explicit request of the person who dies" (Euthanasia). The infamous Dr. Kevorkian is known for assisting many people in their suicides. He was eventually tried and convicted for his role in this area. What crime did he commit? The people whom he assisted sought him out to help them have a calm and peaceful death under their own control. During Dr. Kevorkian's trial, questions were raised suggesting ...

History of Acquired Immune Deficiency Syndrome Essay -- AIDS Health Im

History of Acquired Immune Deficiency Syndrome Acquired Immune Deficiency Syndrome (AIDS), specific group of diseases or conditions that result from suppression of the immune system, related to infection with the human immunodeficiency virus (HIV). A person infected with HIV gradually loses immune function along with certain immune cells called CD4 T-lymphocytes or CD4 T-cells, causing the infected person to become vulnerable to pneumonia, fungus infections, and other common ailments. With the loss of immune function, a clinical syndrome (a group of various illnesses that together characterize a disease) develops over time and eventually results in death due to opportunistic infections (infections by organisms that do not normally cause disease except in people whose immune systems have been greatly weakened) or cancers. In the early 1980s deaths by opportunistic infections, previously observed mainly in organ transplant recipients receiving therapy to suppress their immune responses, were recognized in otherwise healthy homosexual men. In 1983 French cancer specialist Luc Montagnier and scientists at the Pasteur Institute in Paris isolated what appeared to be a new human retrovirus—a special type of virus that reproduces differently from other viruses—from the lymph node of a man at risk for AIDS (see Lymphatic System). Nearly simultaneously, scientists working in the laboratory of American research scientist Robert Gallo at the National Cancer Institute in Bethesda, Maryland, and a group headed by American virologist Jay Levy at the University of California at San Francisco isolated a retrovirus from people with AIDS and from individuals having contact with people with AIDS. All three groups of scientists isolated what is now known as human immunodeficiency virus (HIV), the virus that causes AIDS. Infection with HIV does not necessarily mean that a person has AIDS, although people who are HIV-positive are often mistakenly said to have AIDS. In fact, a person can remain HIV-positive for more than ten years without developing any of the clinical illnesses that define and constitute a diagnosis of AIDS. In 1997 an estimated 30.6 million people worldwide were living with HIV or AIDS—29.5 million adults and 1.1 million children. The World Health Organization (WHO) estimates that between 1981, when the first AIDS cases were reported, and the end of 1997... ...easures. In 1990 HIV-infected people were included in the Americans with Disabilities Act, making discrimination against people with AIDS for jobs, housing, and other social benefits illegal. Additionally, the Ryan White Comprehensive AIDS Resources Emergency Act established a community-funding program designed to assist in the daily lives of people living with AIDS. This congressional act was named in memory of a young man who contracted HIV through blood products and became a public figure for his courage in fighting the disease and community prejudice. The act is still in place, although continued funding for such social programs is threatened by opposition in the U.S. Congress. The lack of effective vaccines and antiviral drugs for AIDS has spurred speculation that the funding for AIDS research is insufficient. Although the actual amount of government funding for AIDS research is large, most of these funds are used for expensive clinical studies to evaluate new drugs. Many scientists believe that not enough is known about the basic biology of HIV and recommend shifting the emphasis of AIDS research to basic research that could ultimately result in more effective medicines. History of Acquired Immune Deficiency Syndrome Essay -- AIDS Health Im History of Acquired Immune Deficiency Syndrome Acquired Immune Deficiency Syndrome (AIDS), specific group of diseases or conditions that result from suppression of the immune system, related to infection with the human immunodeficiency virus (HIV). A person infected with HIV gradually loses immune function along with certain immune cells called CD4 T-lymphocytes or CD4 T-cells, causing the infected person to become vulnerable to pneumonia, fungus infections, and other common ailments. With the loss of immune function, a clinical syndrome (a group of various illnesses that together characterize a disease) develops over time and eventually results in death due to opportunistic infections (infections by organisms that do not normally cause disease except in people whose immune systems have been greatly weakened) or cancers. In the early 1980s deaths by opportunistic infections, previously observed mainly in organ transplant recipients receiving therapy to suppress their immune responses, were recognized in otherwise healthy homosexual men. In 1983 French cancer specialist Luc Montagnier and scientists at the Pasteur Institute in Paris isolated what appeared to be a new human retrovirus—a special type of virus that reproduces differently from other viruses—from the lymph node of a man at risk for AIDS (see Lymphatic System). Nearly simultaneously, scientists working in the laboratory of American research scientist Robert Gallo at the National Cancer Institute in Bethesda, Maryland, and a group headed by American virologist Jay Levy at the University of California at San Francisco isolated a retrovirus from people with AIDS and from individuals having contact with people with AIDS. All three groups of scientists isolated what is now known as human immunodeficiency virus (HIV), the virus that causes AIDS. Infection with HIV does not necessarily mean that a person has AIDS, although people who are HIV-positive are often mistakenly said to have AIDS. In fact, a person can remain HIV-positive for more than ten years without developing any of the clinical illnesses that define and constitute a diagnosis of AIDS. In 1997 an estimated 30.6 million people worldwide were living with HIV or AIDS—29.5 million adults and 1.1 million children. The World Health Organization (WHO) estimates that between 1981, when the first AIDS cases were reported, and the end of 1997... ...easures. In 1990 HIV-infected people were included in the Americans with Disabilities Act, making discrimination against people with AIDS for jobs, housing, and other social benefits illegal. Additionally, the Ryan White Comprehensive AIDS Resources Emergency Act established a community-funding program designed to assist in the daily lives of people living with AIDS. This congressional act was named in memory of a young man who contracted HIV through blood products and became a public figure for his courage in fighting the disease and community prejudice. The act is still in place, although continued funding for such social programs is threatened by opposition in the U.S. Congress. The lack of effective vaccines and antiviral drugs for AIDS has spurred speculation that the funding for AIDS research is insufficient. Although the actual amount of government funding for AIDS research is large, most of these funds are used for expensive clinical studies to evaluate new drugs. Many scientists believe that not enough is known about the basic biology of HIV and recommend shifting the emphasis of AIDS research to basic research that could ultimately result in more effective medicines.

Pag-IBIG Fund Essay

Pag-IBIG is an acronym which stands for Pagtutulungan sa Kinabukasan: Ikaw, Bangko, Industria at Gobyerno. In effect, Pag-IBIG harnesses these four sectors of our society to provide its members with adequate housing through as effective savings scheme. Coverage These guidelines shall cover the development and construction of low cost housing units in Metro Manila and highly urbanized cities, and socialized housing units in the provinces by Pag-IBIG Fund. Objectives To provide low-cost and socialized house and lot packages/condominium units either for rent or for sale to low income Pag-IBIG members who cannot afford the housing packages available in the market. To enable Pag-IBIG Fund to perform its mandate by using its funds to provide decent and affordable condominium units as well as house and lot packages for sale to eligible Pag-IBIG Fund members nationwide. To stimulate competition that will bring about better housing packages in terms of price and development that will redound to the benefit not only of Pag-IBIG Fund members but also of the public in general. To help solve the housing backlog by generating further demand for housing through the provision of affordable condominium units and house and lot packages. To equitably distribute nationwide economic opportunities generated from housing production, and in the process, stimulate stability brought about by economic development. To provide an opportunity for Local Government Units (LGUs) to comply with R.A. 7279 by identifying and providing land for socialized housing. To simplify and facilitate the processing of end-user financing for eligible Pag-IBIG Fund members, given that the projects are owned by Pag-IBIG Fund. To develop further sense of ownership, pride and confidence among members of the Fund, knowing fully well that the projects being constructed are direct investments made from their savings with the institution. To generate more membership to Pag-IBIG Fund. To develop and dispose acquired properties of the Fund.

To Kill A Mockingbird: Childhood Experience Essay

A kid or a teenager who has experienced maybe a family death or witnessed a terrible event might become more mature because their experience made them more mature. In To Kill A Mockingbird by Harper Lee, Jem and Scout grow and mature through experiences. In To Kill A Mockingbird by Lee Harper, Scout and Jem grow and mature through experiences with Boo Radley. When she passed the Radley house for school, Scout felt sorry for Boo. â€Å"I sometimes felt a twinge of remorse when passing by the old place, at ever having taken part in what must have been a sheer torment to Arthur Radley† (Lee 324.) Scout had matured enough to know what they had done to try and communicate with Boo, had quite possibly been torment. She felt almost ashamed of their antics. After Bob Ewell had attacked Scout walked Boo back to the Radley house. â€Å"Atticus was right. One time he said you never really know a person until you stand in his shoes and walk around in them. Just standing on the Radley porch was enough† (374.) Scout had always wondered what kept Boo in the house, and now that she had walked around in his shoes a little bit she started to understand more. Jem took the verdict of the trail hard, and Scout struggled to understand. â€Å"Naw, Jem, I think there’s just one kind of folks. Folks.†Ã¢â‚¬ ¦ â€Å"If there’s just one kind of folks, why can’t they get along with each other? If they’re all alike, why do they go out of their way to despise each other? Scout, I think I’m beginning to understand something. I think I’m started to understand why Boo Radley stayed shut up in the house all this time. It’s because he wants to† (304.) A part of growing up is realizing that the world’s not a pretty place and not everyone’s a nice person. Jem realized this with the outcome of the trial, he knew the verdict was unjust and Tom was convicted guilty simply because of people’s racial prejudice. Jem wonders why and how they could have done it. He thinks about it and instead of using a silly child’s story as to why Boo stays in the house, he starts to think that maybe this injustice in the world is the reason why Boo stays in the house. He thinks that maybe Boo wants to stay in the house because he also thinks the prejudice and unjust views of society are unfair and discriminatory. In To Kill A Mockingbird by Harper Lee, Jem and Scout grow and mature through experiences with Tom Robinson’s trial. After the verdict of the trial, Jem is angry at the injustice. †It was Jem’s turn to cry. His face was streaked with angry tears as we made our way through the cheerful crowd. â€Å"It ain’t right† he muttered† (284.) Jem knew that Tom was innocent, he also knew that everyone else knew he was innocent, yet because of their racial prejudice, Tom was convicted guilty. Jem see’s this injustice and is greatly upset by it. Jem had matured enough to know it’s not right when the majority of the adults there didn’t and Scout just brushed it off. The trial led to Jem maturing and knowing people aren’t always good people. Scout, Miss Maudie, and Aunt Alexandra were given the news about Tom’s death while Aunt Alexandra was hosting a tea party. â€Å"After all if Aunty could be a lady at a time like this, so could I† (370.) Instead of throwing a temper tantrum or pouting and crying, like a kid her age might, Scout decides to act with maturity and dignity, just like Aunt Alexandra and Miss Maudie and return to the tea party. After the Bob Ewell attack, Atticus talks to Scout about what happened. â€Å"Scout,† He said. â€Å"Mr. Ewell fell on his knife. Can you possibly understand?† . . . â€Å"Yes sir, I understand,† I reassured him. â€Å"Mr. Tate was right.† Atticus disengaged himself and looked at me. â€Å"What do you mean?† â€Å"Well, It’d be sort of like shootin’ a mockingbird wouldn’t it?† (370.) Scout, still a young child, was mature enough to understand the situation and reassure Atticus, who was probably under a lot of strain and stress that night. Also by using the analogy â€Å"it’s sort of like shootin’ a Mockingbird† Scout shows she paid attention to Atticus and Maudie when they to ld her that shooting mockingbirds is a sin. In To Kill A Mockingbird by Harper Lee, Jem grows and matures through life experiences. Scout tried to fight Walter because he made her start off on the wrong foot at school. â€Å"Come on home to dinner with us Walter† he [Jem] said â€Å"We’d be glad to have you† (30.) Scout angry at getting in trouble, childishly tried to fight Walter. When Jem got her off of him, Jem invited Walter to eat lunch at their house with them. Jem understood why Walter couldn’t afford lunch and wanted to help him. After the trial Dill, Jem, and Scout visit Miss. Maudie. â€Å"There should have three little ones. It was not like Miss. Maudie to forget Dill, and we must have shown it. But we understood when she cut from the big cake and gave a slice to Jem. (288.) The trial is when Jem lost his innocence of childhood, his â€Å"coming of age† in a sense. In a way, he â€Å"killed a Mockingbird† because mockingbirds are innocent, and the trial â€Å"killed† Jem’s childhood innocence. Miss. Maudie knows this, hence why Jem gets a slice from the big cake, the â€Å"adult cake.† He had matured past, his own little cake, unlike Scout and Dill. Scout finds Dill under her bed after he ran away from his parents in Meridian. â€Å"Jem was standing in a corner of the room looking like the traitor he was. â€Å"Dill I had to tell him,† he said. â€Å"You can’t run three hundred miles off without your mother knowin’.†(188.) While Scout would have kept it quiet, and kept her friends secret, Jem was mature enough to know that nobody knowing where Dill was was dangerous and scary. He knew it was irresponsible of Dill and that he should tell Atticus and did. Jem didn’t do it to tattle he did it for Dill’s safety, like a mature adult. Scout and Jem grew and became more mature through the things they experienced, they used possibly bad experienced and learned how to act maturely from it. A part of growing up and â€Å"coming of age.†