Olivier Panis Essay Example for Free

Olivier Panis Essay In der film Der Promise gibt es viele eregnisse wie kommt zwischen Sophie un Konrad, zum biespiel. An der anfang das film, konrad zi gert wann Sophie und ihre freunde geht in der Abwasserkanal. Konrad war der eignisse leute wie geht nicht in der Abwasserkanal und war bei der Deutchse Armee ertappt. Das war nur der beginne auf der probleme wie kommt zwischen Sophie und Konrad. Konrad war aufgezwungt bei ihre vater der Deutsche Armee eintreten. Konrad war ein Wandschutze. Wann Konrad der Armee verlassen hat, er ihre Ausbildung fortgesetzt. Wi hrend das Sophie fur ihr Tante arbeitet. Ihr Tante arbeitet als eine Kleider Verki uferin, fi r reich leute. Spater in das Film, Sophie und Konrad andgeordnet in Prague zu Treffen. Sie mit einander sehr gut auskommen. Sophie kleide schwanger. Aber wann der Russe Armee eindrignt Prague, dann Sophie zuri ck nach Deutschland verschwindet. Konrad besucht Sophie und ihr neue Mann, und er auch besucht ihre Kind, heisst Alex. Er war 10 jahre alt. Aber Konrad auch hat ihre eigen neue familie. Aber wir als die Beschauer, kann sehe als sie mochtet zusammen sein. Die leben aus Konrad un Sophie ist wie die leben aus Berlin. An der Anfang, Berlin war zusammen, es was nur ein Stadt heisst Berlin, aber es war abgetrennt und so war Konrad und Sophie. In der Meinung auf die groi ji hrigkeit aus der Ureinwohner, Berlin sollte als nur ein Stadt bleiben, aber die Regierung sagt als es war erforderlich. Der abgang aus Berlin auch abgesondert Sophie und Konrad.

The Price of Perfection in Brave New World :: Brave New World Essays

The Price of Perfection in Brave New World Aldous Huxley's Brave New World presents a portrait of a society which is superficially a perfect world. At first inspection, it seems perfect in many ways: it is carefree, problem free and depression free. All aspects of the population are controlled: number, social class, and intellectual ability are all carefully regulated. Even history is controlled and rewritten to meet the needs of the party. Stability must be maintained at all costs. In the new world which Huxley creates, if there is even a hint of anger, the wonder drug Soma is prescribed to remedy the problem. A colleague, noticing your depression, would chime in with the chant, "one cubic centimetre of soma cures ten gloomy." This slogan is taught to everyone, from the youngest to the oldest. Unhappiness, intellectual curiosity, disagreement, suffering - none of these feelings is allowed in the world which Huxley creates. At the first sign of unhappiness, Soma is prescribed. Emotions of all types are strictly controlled to provide stability and predictability within the population. Another of the panaceas for social ills is the belief that everyone would enjoy his or her work because he or she was "made" or trained for it when young. Consequently, from birth, everyone in Brave New World is slotted to belong to a specific social and intellectual strata. In conjunction with this idea, all births are completely planned and monitored. There are different classes of people with different intelligence and different "career plans." The social order was divided into the most highly educated, the Alpha+, and then in descending intelligence, the following divisions: Alpha, Beta, Beta -, Gamma, Delta, and Epsilon, which is the last group comprised of those citizens of the lowest intelligence who are necessary to perform society's most menial jobs. Another of the problems with the society which Huxley depicts is that the people do not have individuality. They are all conditioned by subliminal messages and artificial stimuli to respond the same way. Although all people are meant to respond identically without thinking, a few are made 'imperfectly' and, as a result, do have personalities. These people violate the principles of technology and artificial personalities and consequently have to be sent away so as not to "contaminate" others. To maintain order in Brave New World, the Resident Controller must have complete authority over more than just the present; he must also have influence over the past. In order to be able to achieve this, he must be able to rewrite history. This gives rise to one of the

Educating African American Men

  In the last quarter century, the social and economic status of the African American male in the US has been described to be steadily deteriorating (Johnson, Farrell, & Braithwaite, 2001).   Ã‚  There are an estimated 18 million African American men in the US today, but majority of this number encounter problems and challenges unique to the African American community (Independent Lens, 2007).Numerous studies have shown that the rates of school failure, unemployment, homicide, incarceration, and other anti-social behaviors for African American males far exceed those for their Caucasian, Hispanic, and Asian male counterparts (Johnson et al., 2001).Statistics from the Bureau of Justice show that African American victimization rates in 2000 alone were higher by 20% as compared to those in the general population, while homicide rate for African Americans have been 5 times higher than that of the general population for several decades.Homicide has been the primary cause of death for A frican American males between the ages of 15 to 34.   And while the percentage of African American men graduating from college has almost quadrupled since the passage of the 1964 Civil Rights Act, more and more African American males are earning their high school equivalency diplomas in prison each year instead of graduating from college (Independent Lens, 2007).The Bureau of Justice Statistics further provide that less than half of African American boys graduate from high school four years after entering the ninth grade.   More than half of the US’ 5.6 million African American boys (below 18) live in fatherless households, 40% of which are impoverished.And while the ranks of professional African American men have experienced a huge increase in the last four decades (for instance, as of 2004 there were 78,000 African American male engineers, which was a 33% increase in 10 years), 840,000 African American men remain incarcerated, with the chances of an African American boy serving time increasing nearly threefold in the last three decades (Independent Lens, 2007).Related studies further support the evidence presented by the Bureau of Justice Statistics.  Ã‚   Edelman and Offner (2006) in their study indicate that in inner cities, more than half of all African American men do not finish high school.   In 2000, 65% of African American male high school dropouts in their 20s were jobless – meaning, they were unable to find work, or were not seeking work, or were incarcerated.   By 2004, the number of jobless African American men increased to 72%, compared to 34% for Caucasian men, and 19% for Hispanic male high school dropouts.   In 2004 as well, half of African American men in their 20s were jobless, and these numbers unfortunately included African American men who had earned their high school diplomas (Edelman & Offner, 2006).Furthermore, the movement of the labor force away from factory-based jobs has left unskilled workers of all races with fewer and fewer job options.   As of 2004, 50% of African American men in their 20s who did not have a college education were jobless, while 72% of African American male high school dropouts remained jobless (Western, 2006).These staggering statistics perhaps sadly reflect the difficult life that many African American men in the US have to face.   The inequality and punishment that lower-income African American men must deal with on a daily basis has been much documented in many studies.These economic and social challenges may be rooted in the African American subculture, and would require an extensive analysis of the cultural patterns and behaviors.The statistics showing the unemployment rate of lower-income African American males have also shown that they do not receive the same kind of opportunity that their Caucasian counterparts may have – however, the statistics also show that this status of being unemployed may be largely attributed to the lack of education o f the African American male.Dropping out of high school, not completing a college education, incarceration – all these are factors which contribute to the social and economic deterioration of the African American male.As a way of addressing this social and economic deterioration of the African American male, this study will attempt to draw up a learning community which will allow for the African American adult male to achieve his fullest potential.  Ã‚   The paper will seek to establish a system of adult education wherein African American males may have the opportunity to elevate and improve their social and economic status in society.Section 11.  Ã‚  Ã‚  Ã‚   Background  Subsection 1.1.1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Definition of a Learning CommunityThe concept of a â€Å"learning community† involves two distinct words which have been used in varying but traditionally separate contexts (â€Å"Learning Community – A Definition,† 1998).   The Encyc lopà ¦dia Britannica defines learning as â€Å"the alteration of behavior as a result of individual experience.   When an organism can perceive and change its behavior, it is said to learn† (â€Å"Learning,† 2007).On the other hand, TheFreeDictionary defines community as â€Å"a group of organisms or populations living and interacting with one another in a particular environment.   The organisms in a community affect each other’s abundance, distribution, and evolutionary adaptation† (â€Å"Community,† 2007).Taking the two definitions together, a learning community can then be understood to be an environment wherein a population lives and interacts with each other in order to perceive and change their behavior.Within the academic setting, more specific definitions of a learning community have been provided for in previous research studies.  Ã‚   The concept has been defined as something located in the context of education for the young â€⠀œ 4 or 5 years old until 17 years old – as composing â€Å"a group of students and at least one educator who, for a while and motivated by common vision and will, are engaged in the pursuit of acquiring knowledge, abilities and attitudes† (â€Å"Learning Community – A Definition,† 1998).Kowch and Schwier (1997) in their study defines a learning community as â€Å"a collection of individuals who are bound together by natural will and a set of shared ideas and ideals† (p. 1) and as composed of â€Å"autonomous, independent individuals engaged by influencing each other with a learning process† (Kowch & Schwier, 1997, p. 1).Cross (1998) provides for a similar definition of learning communities as â€Å"groups of people engaged in intellectual interaction for the purpose of learning† (p.4).In her outline, Kirby (2000) identifies different types of learning community models: · Technological learning community.   This model involves stu dents who are connected through technological communications.   The educational program, which is linked to schools, is offered online to students. ·Community education involvement.   This model involves entire communities participating in the operation of public schools and their educational outcomes. ·Cohort learning community.   This last model identified by Kirby involves students who go through an entire educational program or set of courses as cohorts.   Student cohorts are students â€Å"commencing a course of study in a particular year with a particular higher education provider† (â€Å"Glossary A-Z,† 2007).A cohort learning community may be presented in different ways: 1) college undergraduate students with the same major housed in the same dorm, with special arrangements provided for group study; 2) courses taught as a unit, whether for a semester or a school year, with the same students enrolled in each of the classes in the unity; 3) students be ginning an academic program together, being exposed to the same knowledge base, and eventually graduating together (Kirby, 2000).Each of these three learning community models may be applied in various ways and at various educational levels.   Past studies on learning communities have also identified different learning community models.   For instance, Shapiro and Levine (1999) categorized learning community models as paired/clustered courses, freshman interest groups, team-taught programs, and/or residential learning communities.On the other hand, Lenning and Ebbers (1999) categorized learning community models as curricular, classroom, residential, and student-type.  Ã‚   In their study, Freeman, Field, and Dyrenfurth (2001) integrate these previous models and have come up with four general categories for learning community models: ·Collateral course-based learning community model.   This category is identical to Kirby’s (2000) cohort learning community model.   S tudents may take two or more courses together as a cohort group.   This model may involve only two classes or the students’ entire course program for one or more semesters.   Educational programs may be discipline-based or cross-disciplinary theme-based. ·Residential learning community model.   Again, this is similar to Kirby’s (2000) cohort learning model, in that students live together in the same house or dormitory.   Unlike Kirby’s model however, this model proposed by Freeman, et al. (2001), does not necessarily require that the students take common classes or the same course.According to Shapiro and Levine (1999), the residential learning community model integrates the living and academic environment of the students involved. ·Freshman interest groups.   This learning community involves entering a freshman with a particular subject interest, not necessarily in the same major, and allowing the freshman to take grouped or linked courses around that specific area of interest. ·Student-type learning community model.   This learning model, such as honor students, and students with disabilities.   It may or may not involve common courses or living arrangements (Freeman et al., 2001).For purposes of this paper, it is important to understand the definition of a learning community since the latter basically pertains to a group of learners.   In this case, the particular group of learners are African American male adults.   It thus becomes relevant to provide a background on what a learning community is in order to understand how to set about developing an appropriate learning community for African American male adults.It is noteworthy to point out that application of one learning community model does not necessarily mean the exclusion of another model or models.  Ã‚   According to Freeman et al. (2001), a learning community may be structured by following either one model or a combination of models, or even an entirel y new and different model.There is no required or strict standard which must be followed since the needs of the student population or target audience will necessarily vary per environment.  Ã‚   Rasmussen and Skinner (1997) in their landmark study on learning communities provides for the following insight:â€Å"The best design will depend on [the] institutional environment and the specific disciplines to be integrated as well as the characteristics of the faculty and students who will participate.The goal is to provide a richer range of learning experiences to our students and contribute to a more vibrant and supportive campus environment for students and faculty alike† (Rasmussen & Skinner, 1997, p. 15).Regardless of the learning community model selected however, the essence of a learning community should be producing a collaborative, harmonious environment between the teachers and the students.   It should allow for greater interaction of students with their teachers an d peers.   Correlational evidence shows that students who participate in learning communities display more intellectual growth and get more out of their education than less involved students (Cross, 1998).

The Awakening of Edna Pontellier - 2487 Words

The Awakening of Edna Pontellier Kate Chopin’s short story The Awakening is set during a time where women were expected to live in a patriarchal society. More specifically, this story tells of the well-to-do Creole lifestyles in New Orleans during the mid to late Nineteenth Century. Chopin’s personal experiences as a woman during this oppressive time and her growth as an individual inspired her to write about Edna Pontellier, a woman who tries to break from the expectations of society to be her own woman. As Edna Pontellier in The Awakening experiments with the oppositional or alternative roles of Adele Ratignolle, Mademoiselle Reisz and of herself in the role of a free woman, she gradually transforms into an individual apart†¦show more content†¦It was during this conversation that Edna was called to Adele’s side during the painful and dangerous childbirth of her fourth child. She asks Robert to wait for her return and leaves him alone in her home. Adele senses that Edna is changing even more and asks her to please think of her children before she completely rejects the patriarchal lifestyle that was expected of them. Edna, after seeing Adele, begins to feel guilty and thinks maybe she has acted too selfishly. She returns home and finds a note from Robert saying good-bye. Understanding that Robert wasn’t capable of breaking free of the constraints and expectations of him even if he did love and want to be with her coupled with Adele’s advice wakes Edna up to a reality that devastates her. Feeling that she is alone and unable to belong in the world she returns to Grand Isle, the location where she achieved her new sense of freedom. Her final escape is swimming out to sea thinking of all those who never understood her but knowing that she could never give herself to them in the way that they all expected and needed (The Awakening and Other Short Stories 1-240). In her critical analysis of The Awakening, Jenni fer B. Gray believes that â€Å"Edna’s awakening allows her to resist the various â€Å"interpellations† of the dominant patriarchal ideology and experiment with both alternative and oppositional roles† (Gray 53-73).Show MoreRelatedThe Awakening by Edna Pontellier Essay1104 Words   |  5 PagesThe Awakening, not only is this the quote that Edna Pontellier identifies with when Mrs. Ratignolle plays piano for her, but it is also the perfect description of the struggle in which Mrs. Pontellier faces. Though, The Awakening was considered sexually charged and risquà © for its time, when one analyzes this quote and the original title of Kate Chopin’s story, A Solitary Soul, they come to the realization that there is more to this story than just sex (562). The Awakening is a story about Edna Pontellier’sRead More The Transformation of Edna Pontellier in The Awakening Essay950 Words   |  4 Pagessomething, anything: she did not know what† (Chopin). In Kate Chopin’s novel, The Awakening, the reader is introduced to Edna Pontellier, a passionate, rebellious woman. Throughout the novel, it becomes apparent how unsettled Edna feels about her life. The reader can identify this by her thoughts, desires, and actions, which are highly inappropriate for an affluent woman of the time. In the novel, Edna has an awakening and finds the courage to make the changes she sees necessary. Kate Chopin is ableRead MoreEssay about The Awakening by Edna Pontellier601 Words   |  3 PagesThe Awakening by Edna Pontellier The Awakening by Kate Chopin introduces the reader to the life of Edna Pontellier, a woman with an independent nature searching for her true identity in a patriarchal society that expects women to be nothing more than devoted wives and nurturing mothers. The Awakening begins in the vacation spot of Grand Isle. At first we believe that Grand Isle is a utopia, wealthy families relaxing at oceanside, but it is here where Edna first begins to realize her unhappinessRead MoreEdna Pontellier as a Feminist in Kate Chopin’s The Awakening765 Words   |  3 Pagesnot every story is so successful. In Kate Chopin’s â€Å"The Awakening†, Edna Pontellier finds herself fighting this very battle that, although begins with a positive outlook, ultimately ends in her demise. Throughout â€Å"The Awakening†, Edna is immersed in a constant clash with society over the significance of the difference between her life and her self. To Edna, the question of whether or not she would die for her children is somewhat simple. Edna attempts to explain this concept to her good friend, AdeleRead MoreThe Hours And The Awakening By Edna Pontellier And Laura Brown1341 Words   |  6 Pagesstarted a trend of succumbing to temptations throughout human history. Even in the novels The Hours and The Awakening, the characters are tempted by someone else or a different idea; however, some of these characters exhibit strong self control and avoid their demise. The fine line between success and failure when it comes to avoiding temptation is most obviously demonstrated by Edna Pontellier and Laura Brown, and these two women showcase the destructive power of seduction and the strength of willRead More growaw Epiphany of Edna Pontellier in Kate Chopins The Awakening809 W ords   |  4 PagesEpiphany in The Awakening      Ã‚  Ã‚   Kate Chopin’s novel, The Awakening, presents the struggle of an American woman at the turn of the century to find her own identity.   At the beginning of the novel, the protagonist, Edna Pontellier, seems to define her identity in terms of being a wife, a mother and a member of her community.   As the story progresses, Edna seeks to define herself as an individual.   The turning point in her struggle can be seen clearly in a scene in which Edna realizes for theRead More The Awakening: America Was Not Ready For Edna Pontellier Essay1868 Words   |  8 Pagesinvention, Edna Pontellier. Madame Edna Pontellier, wife of wealthy and much respected Leonce Pontellier, had the perfect life. Vacationing in Grand Isle, living in a mansion, raising her two boys, Edna seemed untroubled and well cared for. But one cannot see another’s private distresses from the outside. Entrapped by the sequestering tomb of the mindsets of her time and starved for freedom and expression, Edna was willing to give up her life to break free. Because of these traits, Edna exemplifiedRead More Edna Pontellier and Social Limitations in Kate Chopins Awakening4858 Words   |  20 Pages   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In discussing Kate Chopins novel, The Awakening, critic Susan Rosowski categorizes the novel under the heading of the novel of awakening and differentiates it from the bildungsroman, the apprentice novel, in which the usually male protagonist learn the nature of the world, discover its meaning and pattern, and acquire a philosophy of life and ‘the art of living (Bloom 43). In the novel of awakening, the female protagonist similarly learns about the world, but for the heroine, theRead MoreEdna Pontellier of The Awakening: A Woman before Her Time Essay896 Words   |  4 Pages Edna Pontellier is a woman of great needs. Although she has a husband who cares for her and two children, she is very unhappy. She plays her roles as a mother and wife often, but still keeps doing things unmarried, barren women should do: enjoy the company of other men, ignore her childrens cries, dress unladylike for the times. The story is set in the late 1800s, when women were to be in the kitchen preparing a meal for their family, giving birth to more children to help with dailyRead MoreEdna Pontellier Rejects Her Woman/Mother Image in The Awakening1069 Words   |  5 Pages A bird view of the historical context of The Awakening gives me ample evidence to reinstate the thesis statement: Edna Pontellelier does not reject her children; she neglects only her women/mother image. The novel The Awakening was written at the end of the nineteenth century which was fundamentally characterized by change. A wide spectrum of disciplines and structures were facing created tensions between old and new. It was the time of industrialization, urbanization which contributed