Thoughts on The "Banking" Concept of Education

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The "Banking" concept of education, an analysis of Education in our society by Paulo Freire, is very simple. Teachers teach to their pupils as though they were receptacles which were to be filled. Things which are to be taught are taught as solid, two-dimensional things. For example, a student of economics might learn what the term 'Laissez-Faire' means. However, they would not be taught why or how 'Laissez-Faire' affects the economy, or any information regarding how 'Laissez-Faire' could be used. Students are rewarded for being able to spit back facts and information to teachers without actually fully understanding what it is they are saying. Freire states that students are given no room for creativity, or extra understanding. They are simply to digest the facts given.

In the essay, Freire suggests that students are not given any motivation or drive to seek new knowledge. When a pupil goes out of his way to seek out information on the formation of the universe because something his teacher said peaked his interest, the teacher is doing something right. This not only creates a better form of education, but a deeper connection between the student and the pupil, which Freire states is necessary. The banking concept creates a large gap between the student and teacher, where it is not necessary for the student to come together at all. The teacher proposes no challenges to the student in which he needs to think, or become active in the topic. By lecturing students, a teacher is not really doing his job, or any job at all. A student could gain the same information from any other number of ways. It has been stated many times before, but a teacher can also learn from a student. There is absolutely no room for this to happen in the banking concept. When a student learns that a teacher doesn't in fact 'know everything', they might feel much more compelled to ask questions, and their inhibitions might be lowered.

Genuine thinking on the student's part does not occur in the banking concept. When a student just needs to take in factual information, there is no need for any real analyzing of information or thinking. Freire states that this system of education must be completely discarded to make way for a completely new form of education. An educational system in which "concepts and practices under analysis come into conflict" as Freire puts it. A system in which students can question the knowledge they seek, and where they can fully understand everything they learn. This form of education would cause students to have the need to solve or work on problems. There would be need for a student's creative power to come out, and an even greater need for a connection between the teacher and the student. Students would no longer be satellites which information is simply relayed to, but living beings which have to actually understand the information.

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A Rose For Emily

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William Faulkner's "A Rose for Emily" is a dynamic story about the life and times of Emily Grierson. The story takes place in the post-Civil War era. The writing style presents the story and events in non-chronological order. Faulkner uses hidden meanings and symbolism in his writing of this short story. He is actually drawing the reader a picture of the Old South and how Miss Emily refuses to adapt to the New South. The story's narrator is one of the townspeople, who represent the ever-changing New South. Throughout this story, Emily refuses to accept that the south is changing and continues to live in the past. "A Rose for Emily" is chock full of symbolism. Faulkner uses symbolism to reflect the change in Miss Emily's position in society, the physical degradation of Miss Emily and her house, her inability to accept change and her everlasting love for Homer Baron,

The story begins with Miss Emily's funeral. Miss Emily herself is a symbol of the Old South and the traditions passed down through her family. She comes from a well to do southern family people always is treat with respect. Their home is large, stylish and sits alongside some of the best homes in Jefferson. The Grierson name holds some power in the town of Jefferson. Faulkner symbolizes Emily's power when he refers to her non-payment of taxes even after the Aldermen called upon her. "But there is nothing on the books to show that, you see." "We must go by the." "See Colonel Sartoris. I have no taxes in Jefferson." "But, Miss Emily--." "See Colonel Sartoris (Colonel Satoris had been dead almost 10 years). I have no taxes in Jefferson" (Faulkner 0). This also signifies her inability to change. Even though Colonel Satoris is dead, Miss Emily is relying on her family name and the promise of the Colonel. Miss Emily does not have to pay taxes and she "vanquishes them" (0). When Miss Emily purchases the arsenic, her power is evident in the communications with the druggist. It takes very few words for Miss Emily to get the arsenic.

Faulkner symbolizes the decline of her position in society within the town of Jefferson by the way the townspeople refer to Miss Emily. Miss Emilys reputation of status and power changes upon the death of her father. "Being left alone, and a pauper, she had become humanized. Now she too would know the old thrill and despair of a penny more or less" (1). Her scandalous relationship with Homer further degrades her reputation with the townspeople. Of course a Grierson would not think seriously of a Northerner, a day laborer" (1). The townspeople become so upset over the relationship between Miss Emily and Homer that the minister calls upon Miss Emilys relatives to intervene. The cousins come to town and stay with Miss Emily. There are rumors that Homer and Miss Emily are now married and the townspeople think that the cousins are responsible for the marriage. They are married. We were really glad. We were glad because the two female cousins were even more Grierson that Miss Emily had ever been ().

Faulkner uses the comparison between Miss Emilys house and her physical and mental health to symbolize her unwillingness to change. It also represents further decline in her social status.

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Maturity in The Red Badge Of Courage

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Every boy will at one time experience a right of passage

into becoming a man. This right of passage is different for

everyone. For some, it is just getting older and learning

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the way we perceive things. For example, in The Red Badge of

Courage, Henry Fleming, the protagonist, was knocked over the

head with the butt of a gun.

As a child, Henry always wanted to be a military soldier.

Not just a soldier, a hero. It was his boyhood dream, and

against his mothers wishes, he enlisted. She was against his

joining the military, but she gave him advice to help him. He

finally joined the military, and once there begin to fear

running away when faced with battle. He always wanted to be

this military hero, but once the battlefield was just a day

away, he began to get thoughts of running away like a coward.

In truth, once he became faced with battle, he ran. He

figured it would be justified if the North lost. In addition,

he also further backed up this idea that it was natural to

run. He threw a pinecone at a squirrel, and when the squirrel

sprinted away, he said each being will do whatever it takes,

including running from danger, in order to preserve itself.

He later finds out that his regiment had held off the enemy

and he was not there to help.

After being hit over the head with the butt of a rifle,

he is led to his regiment, regiment 04, by an unknown man.

The leader of his troop says that his head must have been

grazed by a bullet while he was fighting with another

regiment. This idea convinces Henry that he must earn his

red badge of courage and not just get hit over the head with

a rifle. His cowardice which made him run from battle has now

become bravery by this single act. He later goes on to fight

the battle and leads his regiment to an unexpected victory

against the opposing South.

This maturation happens in all of us at different times

of our lives. This right of passage can only occur once Henry

can overcome his struggles with the two battlefields. The

first battlefield is the actual battlefield. Henry is new to

the military, so he has very little or no experience with

actual fighting. The other battlefield is inside himself. He

keeps fleeing from war out of fear. He cannot stay there,

although it is his boyhood dream. Another struggle is against

nature. Nature first appears after the initial battle when he

sees the sun through the treetops, and it remains tranquil

through all the fighting. Again, Henry is about to make a

speech after Jims death, and the sun seemingly stopped him.

Stephen Crane tries to convey the message that the universe

neither knows nor cares what happens to us. It will remain

the same for eternity.

Henrys right of passage came at a very important

time for him and his regiment. Although this right of

passage is different for all, it will occur at some point in

our lives. This will hopefully come at important time for us

and all involved.

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The Scarlett Letter Symbolism

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The Effective Use of Symbolism The novel, The Scarlet Letter, by Nathaniel Hawthorne is an intriguing account of a Puritan community that experiences a breakdown in beliefs. The story deals with a woman, Hester, who commits adultery with a Calvinistic minister resulting in the birth of a child (Martin 110). As compensation for her crime of passion and her refusal to name her lover, Hester is sentenced to wear an embroidered scarlet letter on her bosom. It is this letter, or secret sin, that becomes the emphasis of the novel and assumes many different roles (Martin 111). Hawthorne starts the novel by portraying the literary reality associated with the different aspects of the letter (Martin 110). From the start, "Hawthorne seems to say, this is a scarlet letter; because of that, it is capable of further meaning. The letter will have to carry the burden of the tale" (Martin 111). Hawthorne's use of symbolism is fully developed in the multi-meanings hidden in the scarlet letter through a variety of characters. The scarlet letter represents different ideals to different people and should be given the proper consideration (Martin 114). In the Puritan community, the letter is viewed as a moral obligation to inform others of Hester's sin, one that they feel should be "dragged out into the sunshine" (Hawthorne 4). They believe the letter symbolizes psychological and religious truth. The Puritans are " a people amongst whom religion and law were almost identical, and in whose character both were so thoroughly Foti interfused, that her mildest and severest acts of public discipline were alike made venerable and awful" (Hawthorne 40). It is said that "meager, indeed, and cold, was the sympathy that a transgressor might look for, from such bystanders at the scaffold" (Hawthorne 40). The Puritans are firmly against Hester's actions and feels that she has disgraced them along with herself. They feel that she must take responsibility for her actions. The effect of her punishment however is not what the Puritans had hoped to achieve. Hester's sin has grown from that of passion to one of purpose. Even with Hester's sympathetic attitude, she was not filled with regret and therefore the letter had not done its task (Martin 1). To the Reverend Arthur Dimmesdale, the scarlet letter contains a whole new meaning. He views the letter as a constant reminder of his sin and cowardice. His guilt continues to grow as a result of his not being able to come forth in front of the community and take responsibility for his actions. His guilt and sin become magnified by his inability to stand beside Hester at the scaffold. Dimmesdale, also is ironically charged with questioning Hester and trying to convince her of the importance of identifying her fellow sinner (Hawthorne 5). He begins to feel more and more grief and it begins to affect his mental and physical state. He soon becomes weak; however, it is believed by the community to be because of his "too unreserved self-sacrifice to the labors and duties of the pastoral relation" (Hawthorne 80). When Dimmesdale is believed to be near death, the community again believes it is because "the world was not worthy to be any longer trodden by his feet" (Hawthorne 88). Dimmesdale seems to be haunted by "Satan's emissary, in the guise of old Roger Chillingworth. This diabolical Foti agent had the Divine permission, for a season, to burrow into the clergyman's intimacy and plot against his soul" (Hawthorne 4). Chillingworth proposes to Dimmesdale that a "sickness, a sore place, if we may so call it, in your spirit, hath immediately its appropriate manifestation in your bodily frame" (Hawthorne ). However, Dimmesdale denies and refuses to discuss it with him. Dimmesdale becomes weaker and weaker because "by the constitution of his nature, he loved the truth, and loathed the lie, as few men ever did. Therefore, above all things else, he loathed his miserable self! (Hawthorne 105). Before Dimmesdale's death, he finally confesses to his sin on the scaffold and frees his soul and conscience. Spectators have testified to seeing "on the breast of the unhappy minister, a SCARLET LETTERthe very semblance of that worn by Hester Prynneimprinted in the flesh" (Hawthorne 18). Dimmesdale's own personal suffering and guilt becomes known after the consequence of his sin is immersed. Since women are of less account than men, they are coerced physically rather that psychologically (Baym 8). Forced to wear a symbol of shame in public, Hester is left alone behind that symbol to develop, as she will. Hester Prynne is torn in two between the different meanings she possesses towards the scarlet letter. The pain inflicted by the letter remains with Hester, while at the same time she takes satisfaction in having the letter. She views the letter as "an armor of pride that is also a mantle of suffering" (Martin 114). The letter serves as a constant reminder to Hester of her sin and brings the coldness of the community on her. She becomes iso

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THE HMHS BRITTANIC - THE FORGOTTEN SISTER

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The Britannic was a ship that held many achievements throughout the early 100's. Her resume is highlighted by her unique size, her ability to assist many individuals in need, and the mystery of her destruction.

The unique nature of the Britannic relates in great deal to her size. The Britannic was the largest and sister ship to the Olympic and Titanic, although it never ran on the North Atlantic. According to Gary Arnold, her structure included a double skin, giant sized lifeboat davits, and water tight bulkheads that extended as high as the B deck. She had a gross tonnage of 48,158 tons and her dimensions roughly measured to 85 feet by 4 feet. She was made out of steel and had a service speed of 1 knots. She could accommodate 70 first class passengers, as well as 86 second class and 5 third class. Archbold and Ballard state that the White Star Lines was originally to be called Gigantic, but White Star chose the name Britannic to be patriotic with Europe on the brink of war. This ship was to be the most luxurious of the trio. The first class reception room was to be grander that the ones on Olympic and Titanic ever were or would be, the A la Carte Restaurant and First Class Smoking Room were to be expanded, and they were even planning to grace the forward grand staircase with an elegant pipe organ. The Britannic was definitely a larger than life mode of transportation.

The Britannic is honored for her ability to assist many individuals in need during the early period of World War One. The Cunard Archives explain that she was launched on February 6th, 114, and was to begin her commercial life servicing the Southampton to New York route in the spring of 115. However, she was requisitioned by the admiralty to be converted into a hospital ship in November 1th, 115, because of the outbreak of World War I. She was officially ready for war service on December 1th, 115 and was commissioned His Majestys Hospital Ship Britannic (HMHS Britannic). Under the command of Captain Charles A. Bartlett, she took on a medical staff of 101 nurses, 6 orderlies, 5 officers, and a crew of 675 people in Liverpool on December 1th, 115. Archbold and Ballard state that the Britannic was commissioned as a hospital ship by the British Admiralty and her lavish interiors were converted into dormitories and operating rooms. The first class reception room and dinning saloon became an intensive care ward. Places like the first, second, and third class lounges, smoking rooms, and dining saloons became dormitories. The beautiful promenades would be used as airy hospital wards. And her luxurious state rooms became doctors' offices and hospital rooms. Complete with a green stripe and six red crosses on her hull, on December 1, 115, Britannic was ready for war service. She began her maiden voyage on December rd, 115 where she teamed up with the Aquitania, Maurentania, and her sister ship Olympic in Mudros on the isle of Lemnos in what was called the Dardanelles Service. These four ships were later joined by the Statendam to form a team of ships that could transport ,000 troops and 17,000 sick and wounded. Since these ships were so large, smaller ships were required to ferry wounded from the battlefront docks. Karl Metelko states that Christmas was celebrated on the Britannic as she sailed for her coaling port of Naples, arriving on 8th December, 115. Once coaled, she departed on the th of December bound for Mudros in the Aegean Sea. She spent four days at Mudros seeing the start of 116 and taking on ,00 wounded and sick military personnel. Archbold and Ballard detail that on Britannic, there was a routine that everyone had to follow. Patients had to be gotten up at 600 am so that the wards and beds could be cleaned. Breakfast was served at 70. After eating, the staff had to clean the dinning rooms. The captain would inspect the ship at 1100 to make sure everything was running smoothly. At 10, lunch was served, and after that, the wards and dinning rooms had to be cleaned again. Tea was served at 40 and at 80, patients were put to bed. At 00, the captain made one last inspection of the ship before going to bed. In between meals, patients would be treated for whatever wound or illness they had. If they werent scheduled for any treatment, those who were well enough would be allowed to go on deck and get some fresh air. The Cunard archives detail the Britannic returned to Southampton on January th, 116 where her patients were transferred to waiting trains for transportation to hospitals in London. The second voyage was shorter as she only sailed as far as Naples where she took on wounded and returned to Southampton on February , 116. The third voyage was just as uneventful. She spent four weeks as a floating hospital off the Isle of Wight, Cowes. Following this service, the Britannic returned to Belfast on June 6th, 116 and was released from war service. Harland and Wolff started refitting her for Royal Mail and Passenger service once again, but work was halted when the Admiralty recalled her to war service and she once again returned to Southampton on August 8th, 116. Britannic began her fourth voyage on September 4th, 116 with members of the Voluntary Aid Detachment on board. The ship returned to Southampton on October 11, 116. Voyage number five was the Southampton, Naples, Mudros trip where over 000 wounded were transferred to waiting trains. The Aquitania had suffered damage in the same storms and was laid up for repairs, and because of this Britannic was ordered to start her sixth voyage after only four days in port.

The mystery of the Britannic's destruction is still pondered upon in our recent times. Don Lynch explains that Tuesday, November 1, 116, was a perfect day. At about 800 am, the crewmen who worked down in the boiler and engine rooms were changing shifts. To make changes like this quicker, the officers sometimes opened the water tight doors for a short time. There was a nurse by the name of Sheila Macbeth who first noticed that something was wrong. The passengers on the ship noted that there was a loud bang followed by a vibrating rumble. Historians arent sure but Britannic either struck a mine (laid by German U-boat, U-7) or was torpedoed. The ship began sinking and Captain Bartlett ordered the operators to send out distress signals. At this time, the captain tried to beach the ship on Kea Island which was only two miles away. When he did this, he pushed more water into the hole in the ship causing more harm than good. The crewmembers quickly launched the lifeboats and out of the approximate 1066 people onboard, all were saved but thirty. Gary Arnold notes that the reason that she sank has never been totally resolved, some say she was torpedoed but it seems more likely that she struck a mine. Archbold and Ballard explain that there are two possibilities for the rate of her destruction. First, the portholes had all been opened by the nurses to air the ship before taking on her wounded and second, the watertight doors were open making it easier for the crew to go about their duties. The Britannic sunk in a little under fifty-five minutes. Several ships came to rescue the survivors including the HMS Heroic and the HMS Foxhound. The passengers were taken to Malta where they waited in the local hospital until they would be taken back to England. Lynch details that the Britannic lays now on her side in 5 feet of water. The accident was forgotten for many years because there were so many survivors, and with the war's happenings the sinking was overshadowed. The wreck of the HMHS Britannic was discovered in 176 on an underwater exploration by oceanographer, Jacques Cousteau.

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The magnificent, young to perish Britannic was never to carry a paying passenger. She was never to cross the Atlantic. She was never to earn her place on the transatlantic route. Instead, she was the largest ship sunk in World War One, and is the largest liner on the ocean floor. She has now been named a heroine of WWI due to her fantastic size, her transport of injured soldiers and her mysterious dive to the ocean's floor.

Sources

Archbold, Rick and Robert Ballard. Lost Liners. http//members.aol.com/WakkoW5/britannic.html.

April 7, 00.

Arnold, Gary. "The Titanic Resource". http//www.titanicresource.8m.com/sister.htm. 1-00.

April 8, 00

Cunard Archives. Monsters of the Sea The Great Ocean Liners of Time. http//www.ocean-liners.com/ships/britannic.asp. Wednesday, April 0, 00

Lynch, Don. Titanic; An Illustrated History" ill. Ken Marschall. 1st printing. NY Hyperion. 1. http//www.titanicbooksite.com/author%0pages/lynchdon.html April , 00.

Metelko, Karl. 001 WebTitanic. http//www.webtitanic.net/frameBritannica.html. April 8, 00.

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Euthanasia

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To Live or not To Live The Choice Is Yours

What do we mean when we say life? Do we mean the continued functioning of the body? Of the brain? Or do we mean the continued experience of the human being? (Pridonoff, pg. 7). Many doctors are now performing what is known as physician-assisted suicide, which is when a doctor sets up a machine, but the patient actually kills him or herself. Whereas, euthanasia is the act of the doctor killing the patient. There are two sides to this issue. One side is whether or not a person should be allowed to end his or her own life. The other side of the question is, whos decision is it to end a life? There is a difference between assisted suicide and euthanasia. The choice to have a doctor help end a terminally ill patients life is the patients decision to make.

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Many people are opposed to physician-assisted suicide because of their religious beliefs. Traditional Christian beliefs are that assisted suicide violates ones natural desire to live, suicide harms other people, and life is a gift from God and God should be the only one able to take a life from a human being (Robinson, pg.). However, there are also religious organizations that believe in physician assisted suicide. One of them is the Mainline and Liberal Christian denominations. They are pro- choice for this form of assisted suicide (Robinson, pg.7). Many of these beliefs urge followers to choose life over death, unless life is sustained by a machine (Edelheit, pg.45). Physician-assisted suicide for patients who are in a great amount of pain should not be illegal. The patients live everyday wishing they could die to end their pain. Sigmund Freud was in extraordinary pain from cancer. He whispered to his physician, This makes no more sense. His doctor then injected him with a dose of morphine that killed him (Assisted Suicide). In this instance, it was best to end his life. He was in so much pain that he no longer saw any reason to live.

One the other hand, the decision to end ones life should be a difficult decision and not easy to carry out (Assisted Suicide). Very few states have banned physician-assisted suicide. As a matter of fact, most states favor physician-assisted suicide for terminally ill patients who are expected to live less than six months (Cloud and Donnelly, pg.44).

The Hippocratic Oath states that, I will not give poison to anyone, though asked to do so, nor will I suggest such a plan (Biema, pg.61). However, juries are finding it very hard to convict physicians who have helped end their patients life because doctors are claiming that they never had to recite this oath. They claim that they have heard of it, but were not familiar with it. It was not a requirement to pass medical school when they were in medical students. Although the word suicide is the correct word to use, it should not be called suicide. Suicide is a destruction of ones own body. When a doctor helps to end a patients life who is in unending pain after the patient asks for an end of their life-sustaining treatment, people should think of it as allowing people to die (Quill, pg.10).

Another problem that doctors have faced is when a patient can no longer decide for him or herself, should the family be able to decide when life-support should be terminated. In some cases, however, the doctor wants to keep the patient alive and the family disagrees. This has brought an emphasis on patient and family rights in American medical ethics and in American law. So, for now, families can still decide when the patient is not able to do so (Kelly, pg.145).

Dr. Kevorkian has developed what he calls a suicide machine. This machine ends the lives of terminally ill patients. Many people try to kill themselves with overdoses of pills, but it usually doesnt work. One reason is that the people are too sick to swallow, much less move. Kevorkian says, such people who want to die need help (Rollin, pg.5). Dying should be a human right. The right to die in a manner of ones own choosing is the ultimate civil liberty (Humphry, pg.76). However, it is believed that physician-assisted suicide will harm many more people than it will help (Larson, pg.7).

One woman who had advanced ovarian cancer says, Ive always been a law abiding citizen, but I think this is a moral right. If she pleases, she can now kill herself with an overdose of drugs that she has collected. She says, I guessed right in picking the right doctor (Jewell, pg.0). Indeed, with our technology and advancements in medicine, doctors should be able to cure more patients with medicine instead of having to help end their lives. However, that has not happened, so for now people are choosing physician-assisted suicide over living. One man says, a competent patient who just happens to be terminally ill (by no choice of their own), should not have to go through a childlike state of helplessness all over again (Biema, pg. 60). If they so choose to die, they should be allowed to.

For now though, people need to decide what life really is and determine when it is acceptable to end human life. If the patient has given up hope on him or herself, then he or she needs to decide his or her own fate.

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Review of "October Sky" and the Physics Involved

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The Universal Pictures film "October Sky", directed by Joe Johnston and produced by Larry Franco and Charles Gordon, is based on a true story about four boys in the small, coal-mining town of Coalwood, West Virginia. The boys become intrested in rockets after viewing the Soviet satellite Sputnik soar through the sky one night. After many obstacles and opposition from others in their town, the boys were able to resist the usual future of mining.

Rated PG for thematic elements, alcohol use, and language, "October Sky" is basically a feel-good, happy-ending story. The main premises are to never stop working and to never give up even though you may fail or may be discouraged.

As a physicist, I am pleased that a movie like "October Sky" has been made so that more young people may become interested in rocketery and the physics and trig behind it. The boys used their intiative to learn how to build and fly rockets, and also learning a great deal of science and math that would later help them win the science fair and receive scholarships to college. When needing to prove that their rocket did not cause the forest fire, Homer Hickam (Jake Gyllenhaal) worked really hard to develop a physics position formula to determine where the rocket would have landed.

However while the movie had many opportunities to incorporate physics into many other areas of the plot the director seemed to avoid it. The main time that physics was pointed out was during the boring scene when Homer was explaining to his teacher and classmates about the flight of a rocket and how to determine where it would land, and to an ordinary person this might have been difficult to understand because Homer was speaking very quickly due to his excitement.

Custom Essays on Review of "October Sky" and the Physics Involved

Another thing that was discussed extensively was the basic anatomy of a rocket. The various parts and functions of rockets were described good. The motion of a propellant gas through the nozzle of a rocket was also explained. These things were necessary, yet sometimes seemed as if they could be a bit too much for the common audience.

Rocketery involves much more physics than was shown in the movie. Also, the idea that four high school boys were able to teach these things to themselves just by reading books is difficult to believe. The movie could have discussed the aerodynamic forces acting upon the rockets, or explained the flight of the rockets, in ways that could teach the audience something they might not have known. Perhaps the reasons why several of their rockets failed could have been better explained throughout the film, or how their technolgy developed over time as the boys learned knew things.

This movie had the potential to be an important learning tool in physics classrooms around the world. However, the topics that could have been discussed extensively, such as the physics of motion and forces, were avoided. The movie itself was good, but important realistic information was left out.

Please note that this sample paper on Review of "October Sky" and the Physics Involved is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Review of "October Sky" and the Physics Involved, we are here to assist you. Your persuasive essay on Review of "October Sky" and the Physics Involved will be written from scratch, so you do not have to worry about its originality.

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