Fun, Electrate, Autistic, Obsessive Home Essay - 1169 Words

Although some claim developing electracy will cause a downfall in society’s current learning abilities (Carr), I feel it creates a new type of learning style, that might even give an upper hand to people we otherwise might overlook. We have to consider that every new invention comes at a cost, but that does not necessarily mean the reward will not significantly outweigh it. Alison Bechdel’s â€Å"Fun Home† has an electrate quality through, not just the images, but the writing style and using obtuse meanings within her illustrations, that seem to enable a new learning style, supported by ‘disorders’ such as autism and Obsessive Compulsive Disorder (OCD). â€Å"Fun Home† uses both text and graphics to recount the author’s life. The script has many†¦show more content†¦The reason to use obtuse meanings and implicit text in electracy is to condense information. Because â€Å"Fun Home’s† method of storytelling utilizes both aspects (as well as computer rendering for publication), the whole work is electrate. An important thing to remember is that although the amount of words and pictures become increasingly compressed, the amount of work to make these incorporations done well is just as significant as handwriting, or even typing, a classic novel. This talent seems to come at a price, though, just as Carr suggested. Julia Watson explains that, resulting from obsessions, â€Å"Bechdel’s story of coming to artistic consciousness is visually mapped† throughout the story (30). This means, without her Obsessive Compulsive Disorder, we may have never had a â€Å"Fun Home† to read. Society deems OCD as a menace and hindrance because of its resulting limitations. However, we start to see it have an effect on success rates within electracy-focused fields. Scientifically, studies suggest that â€Å"patients with OCD . . . adapt by accessing explicit networks in order to process material that normal individuals ‘put to rest’ implicitly† (Rauch et al. 572). Which supports the notion that people who suffer from OCD will look at one thing from multiple perspectives, maybe without even realizing it, in order to perfect his or her understanding of it. Although it

The Medieval Civilization Free Essays

The greater part of medieval civilization was a time of simplicity and little cultural development. Feudalism was the structure that governed medieval society and came to represent this time period. The church became the universal symbol of medieval unity. We will write a custom essay sample on The Medieval Civilization or any similar topic only for you Order Now Toward the end of the medieval period, however, town life and large-scale trade and commerce were revived. Great changes took place in the church fostering a new era and change. Feudalism was a system of government that provided the structure for the political, social, and economic aspects of medieval civilization. It consisted of contracts between members of the nobility and less powerful nobles who served as their vassals. Economically it was a contract between the serfs who farmed that land and the nobles who owned it. Feudalism was very complex and confusing in some ways, but it could also be looked at as very simple. It was constructed in a pyramid or chess board-like form. Kings were at the top although they did not have much power, lords and vassals followed the king and had control of the lesser nobles. The serfs were at the base of the pyramid. A manor, otherwise known as the lord†s estate, was where everyone lived and worked. In exchange for a place to live, food, and mainly protection, the serfs farmed the land. Agriculture was the foundation of feudalism, where land and food was used to barter for other items. There were different taxes and positions of distinct people on the manor. This illustrates the complexity of feudal life during the medieval ages. If you look at it as what the duties were of each specific class you see the simplicity of feudalism. Each member of medieval society had its own particular tasks to perform. The serfs preformed the most labor-intensive tasks and often did the same thing everyday. The knights protected the manor and the lords were responsible for taking care of everyone on their manor. The feudal system could be compared to a modern corporation. The serfs could be looked at as the workers, the lords as management, the knights to the security, and the king would be the CEO of the company. Feudalism was complex in its organization and simple it its implementation. During most of the medieval time period the church was the center of society and was the law of the land. The church regulated business practices, had the power to tax, controlled all people through the power of excommunication and had influence on the aesthetic aspects of life. The church exemplified both the simplicity and complexity of medieval life. Monks led a very simple life. Their days were spent working hard, studying, and praying. The church wanted to make life simpler by standardizing the rite, calendar, and monastic rule. It was more complex then simple however. The church held a great deal of power that was often in conflict with the monarch. The head of the church, the pope, spent much of his time in Rome while attempting to govern the rest of Europe. It was difficult to govern such a large geographical area while residing in a city that was not centrally located. In A. D. 1377, Pope Gregory XI left Avignon and returned to Rome. This was known as the great schism and it developed great entanglement in the popes† standing in medieval society. The crusades, while increasing the status of the pope, also increased the power of the monarchs over the nobles. Feudalism was broken down and the power the church was illustrated in the crusades. Certain aspects of the church tried to simplify life while other things only made it more complex. Population growth contributed to the migration of people from the manor to the town, which was the base of complexity in the later stage of the Middle Ages. A self-sufficient manor sometimes was the beginning of a town where people came to form a complex web of commerce and trade. Products were bought with money rather then used to barter for other necessities such as in the earlier stage of the Middle Ages. As the towns grew the people became dissatisfied with being ruled by the nobles and church. They wanted to govern and tax themselves, and eventually they began to do these things without the consent of the church or nobles. To better protect themselves the townspeople often joined together with people from other towns to form leagues. These leagues would band together to protect one another and promote trade. The people organized themselves even further with forming merchant and craft guilds. The guilds controlled the making and sale of particular products. Feudal lords as well as the church was concerned with the formation of towns. Townspeople were able to increase their wealth through the sale and manufacturing of goods, while the lords only produced what was needed for their manor. The serfs began to move away from the manor because they realized that they could have a better life if they lived in the towns. By forming autonomous towns, people created complex relationships between themselves and the monarchs and churches. This was the development of a more complex form of economic subsistence known as capitalism. Medieval civilization was a time of change in many different ways, both simple and complex. Feudalism was organized in a quite clear way yet the structure in which it was carried out and the roles played in it were confusing. The church†s power was very perplexing in that it had the power to run the government and economy. The way that the church wanted to standardize certain things was easy to understand. Towns were complex in their organization and in the way they divided the power among the common people and the nobles and church. Medieval society that was once based on faith became rooted in scholasticism. Many new ideas brought up through the medieval civilization forced the society to be both simple and complex in many aspects. How to cite The Medieval Civilization, Essay examples

The Theme of Chopins Story of an Hour free essay sample

The Theme of Chopin’s Story of an Hour Literature uses written word to inspire readers and help them â€Å"become† part of the story. This escape route for readers is often the hook that catches them in the lip. In Kate Chopin’s The Story of an Hour, the literary elements that are planted so carefully throughout incite curiosity and pique the interest of its audience. This ironic tale is written in such a way that it was still considered for publication in the early 19th century, while also conveying the message of oppression among women. This theme can be applied to many women of the time who felt trapped in a marriage as merely a possession instead of an equally respected partner in the relationship. The theme of a literary work is a depiction of the inspiration behind the story (Clugston, 2010). The theme of Kate Chopin’s Story of an Hour is one of oppression and repression built on literary elements of setting, character, symbolism, and point of view. The setting for this story is the Mallard homestead, and it took place in late nineteenth century when women were expected to do little more than keep house, cook, bear and raise children. Even the best efforts of women’s-rights activists such as Elizabeth Cady Stanton, Lucretia Mott, and Susan B. Anthony were not enough for women to even receive the right to vote by the end of the century. Taking this stereotypical treatment into account The Story of an Hour  hints that Mrs. Mallard’s husband, likely a man of the times, dominated his wife. Mrs. Mallard likely repressed her desire to be in charge of her own life; thereby causing stress in her life and marriage. This stress is probably the culprit of Mrs. Mallard’s heart troubles referred to in the first sentence of this story. The main character, Mrs. Mallard, is introduced as a woman with a weak heart who is unaware of her husband’s recent demise. Her sister, Josephine, and her husband’s friend, Richards, were the chosen bearers to break the news to her gently so as not to upset her too much. Mrs. Mallard’s husband is thought to have been killed in a railroad disaster. Her immediate reaction is to grieve with â€Å"wild abandonment,† but she soon seeks solitude. Alone in her room, she becomes acutely aware of her situation and her senses. She feels almost as if a cloud of darkness has lifted from her soul allowing her to regain her life and live it to its fullest potential. As the audience reads, her feelings come to life. Her visions are clearly seen, the readers can feel her chest heaving, and they can hear the birds chirping. She feels a feeling that has long been repressed by the relationship she had been in, she becomes illuminated by the freedom from oppression; the opportunity to be liberated once again. The freedom overwhelms her as she opens her arms widely to welcome it as it envelopes her mind, body, and soul. As this newly found freedom abounds, Chopin chooses to introduce the audience to Louise; she is no longer weighted down with the identity of Mrs. Mallard. She has again found her true self; her own identity apart from being Mr. Mallard’s possession, and she longs to relish this independence for many years to come. Josephine inquires about her sister’s well-being, and soon Louise opens the door to meet her sister, with a new sense of herself â€Å"like a goddess of Victory. † This simile illustrates the newfound confidence that Louise has embraced. Together the sisters descend the staircase and meet Richards at the bottom. Just then Brently Mallard opens the door and is unharmed and unaware of the situation that has been created. Josephine lets out a piercing cry and Richards attempts to shield Mrs. Mallard from the sight of Mr. Mallard, but he is too late. Mrs. Mallard’s heart stopped and in this instance, she had everything she had been dreaming of†¦freedom. Several symbols are used in this story. For example, the staircase serves as a symbol for the ups and downs Mrs. Mallard experiences. She ascends to freedom and descends to death. Another symbol Chopin used in this literary masterpiece was the â€Å"new spring life. † This symbolizes the new, exciting life that is awaiting Louise; while â€Å"patches of blue sky† indicate the emergence of her new life. The omniscience of the narrator allows us to become Mrs. Mallard, seeing through her eyes, breathing through her lungs, and desiring what she desires. This point of view is critical to understanding the story in its entirety. The audience may never have understood the way this story ended if it were from Mrs. Mallard’s first-person point of view. The irony plays out until the very end, not only with Mrs. Mallard’s passing, but also with the notion that this occurred due to the overwhelming joy she felt when seeing Mr. Mallard alive and well. Being told in the third-person point of view, allows the reader to have insight into Mrs. Mallard’s true feelings and thoughts. Through the use of the literary elements of setting, character, symbolism, and point of view, Kate Chopin created a literary masterpiece focused around the theme of women’s oppression and repression during the late nineteenth century. The author keeps things simple, with a short time frame of approximately one hour, using the home as the only setting, and only one story line to follow. By doing this, the audience can easily follow the plot of this story even with its many ambiguities. This engaging work of genius is so well written and descriptive that the readers can be consumed until the very end. References Clugston, R. W. (2010). Journey into literature. San Diego, California: Bridgepoint Education, Inc. https://content. ashford. edu/books

Learning Essays - Behaviorism, Learning, Experimental Psychology

Running head: LEARNING Homework Assignment Chapter 5 Learning John F. Barrow Copper Mountain College Homework Assignment Chapter 5 Learning 1. Describe the history and nature of classical conditioning. One of the major contributors to the study of learning was not a psychologist but a Russian physiologist who was, awarded, a Nobel Prize for his work on digestion. Ivan Pavlov was a brilliant scientist who directed several research laboratories in St. Petersburg, Russia, at the turn of the twentieth century. Pavlov's involvement with psychology began, as a result, of an observation he made while investigating the role of saliva in digestion, using dogs as his experimental subjects (Hockenbury Furthermore, in (1904) Pavlov's studies of digestion, the dogs salivated reflexively when food was, placed on their tongues. However, when the dogs began salivating in response to the sight of Pavlov or to the sound of his footsteps, a new, learned stimulus elicited the salivary response. The process of conditioning that Pavlov discovered was the first to be extensively, studied in psychology (Hockenbury Essentially, classical conditi oning is a process of learning an association between two stimuli. Classical conditioning involves pairing a neutral stimulus that automatically elicits a reflexive response. If the two stimuli (Pavlov + food) are repeatedly, paired, eventually the neutral stimulus (Pavlov) elicits the same basic reflexive response as the natural stimulus (food) even in the absence of the natural stimulus (Hockenbury How does it demonstrate associative learning? According to Pavlov, classical conditioning occurs simply because two stimuli are associated closely in time. Whereas, Psychologist Robert A. Rescorla, classical conditioning depends on the information the conditioned stimulus provides about the unconditioned stimulus. Rather than merely associating two closely paired stimuli, as Pavlov suggested, the animals assess the predictive value of stimuli. Applying this interpretation to classical conditioning, we can conclude that Pavlov's dogs learned that the bell was a signal that reliably predi cted that food would follow (Hockenbury & Hockenbury, 2011, pg 195-196). 2. Describe the history and nature of operant conditioning including the concept of shaping. The investigation of how voluntary behaviors are, acquired began with a young American psychology student named Edward L. Thorndike. A few years before Pavlov began his extensive studies of classical conditioning, Thorndike was using cats, chicks, and dogs to investigate how voluntary behaviors are, acquired. Thorndike's pioneering studies helped set the stage for the later work of another American psychologist named B. F. Skinner. It was Skinner who developed operant conditioning, another form of conditioning that explains how we acquire and maintain voluntary behaviors (Hockenbury Skinner's operant conditioning explains learning as a process in where behavior is shaped and maintained by, its, consequences. One possible consequence of a behavior is reinforcement. Reinforcement is, said to occur when a stimulus or an event follows an operant and increases the likelihood of the operant being r epeated (Hockenbury Shaping, involves reinforcing successively closer approximations of a behavior until the correct behavior is, displayed. For example, the researcher might first reinforce the rat with a food pellet whenever it moves to the half of the Skinner box in which the bar is located. Other responses would be, ignored once that response has, been learned reinforcement is withheld until the rat moves even closer to the bar. Then the rat might be, reinforced only when it touches the bar. Systematically, the rat is, reinforced for behaviors that correspond ever more closely to the final goal behavior pressing the bar (Hockenbury & Hockenbury, 2011, pg 209). 3. Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination, and give an example of each. Stimulus Generalization and Discrimination, Pavlov (1927) noticed that once a dog was, conditioned to salivate to a particular stimulus, new stimuli that were similar to the original conditioned stimulus could also elicit the conditioned salivary response. For example, Pavlov conditioned a dog to salivate to a low-pitched tone. When he sounded a slightly higher-pitched tone, the conditioned salivary response would, also be elicited. Pavlov called this phenomenon stimulus generalization. Just as a dog can learn to respond to similar stimuli, so it can learn the opposite to distinguish between similar stimuli.

7 New Year’s resolutions for career-oriented parents

7 New Year’s resolutions for career-oriented parents Do you fall prey to the New Year’s resolution rollercoaster? In winter, most of us decide I will do better. By springtime, you already feel like a failure- or, you simply forget why it was so important to wake up every day at 5 a.m. to go to the gym. With kids, you’re not only navigating personal or professional goals; your resolutions can also factor in a whole other person or set of people: This summer I will finally teach my daughter to ride a bike! Setting resolutions can be truly intimidating, and if you reach too far, you’ll set yourself up for disappointment and bad feelings. The real goal in making resolutions is to tap into the motivation you feel in the new year by setting low-key, flexible goals so you’re not setting yourself up for failure.1. Shoot for good-enoughism, not perfectionismThis first one is a meta-resolution. There’s an old proverb:   Don’t let the perfect be the enemy of the good. Whether you missed a school recital or aren’t as far along in your career as you hoped, you have to get over the longing to be all things to all people, ditch the guilt, and meet yourself where you are. Give yourself a forgiving timeline to meet your goals and allow yourself to simply be good enough.2. Establish new traditionsSchedule a new family outing once a month on the weekends- maybe explore a hiking trail or visit a local museum. Fostering a sense of adventure and trying new things can help you get out of a rut, and it also allows you to prioritize family time in a fun way outside of the house. Plus, once a month is a reasonable goal to set, and something the family can look forward to every time the calendar page turns.3. Take a personal day once a monthPrioritizing self-care is something working parents â€Å"forget† to do (or perhaps feel is impossible), but it is something you need to do in order to remain centered, healthy, and able to be a good employee and a good parent. A whole day to do those little tasks that have been nagging but not urgent, or to get yourself organized, or take a long bath or read a good book- whatever a personal day looks like to you that would help you re-center- can allow you to de-stress and gain better overall focus. When you have too much going on, sometimes it’s important to just hit the pause button. You  can tackle all your tasks the next day, we promise.4. Ditch the multi-taskingHave you heard multi-tasking is bad? Like, really bad. When you try to do two things at once, which is actually impossible, you do both things worse and your ability to focus suffers. But parents, whether you are aware of it or not, are constantly multi-tasking by default, trying to meet the needs and demands of multiple people at once. So, it takes extra care to try to focus on one task at a time. You need to establish boundaries. Kids know when you’re distracted, so half-listening to your daughter tell a story as you write an email sends the w rong message to her. Give yourself a clear space to do this task; go into another room and help your kids learn patience as they wait until you are finished.5. Declutter your commitmentsParents get really good at saying â€Å"no† to their kids but are not necessarily good at applying the same practice to peers or coworkers. When you’re juggling too much, you have to prioritize. Will doing this make me happy, will it make me a better person, will it enrich my life? Make sure you feel a strong â€Å"yes† when you agree to do something. You don’t need to bend over backwards for everyone. Learn when your â€Å"yes†es constitute being a good coworker, a good parent, or a good citizen, and learn to say â€Å"no† when things are too much.6. Curb your emailThis is along the same lines as learning to say â€Å"no.† Email â€Å"autoreply messages† aren’t just for vacation time. It can be really freeing to turn on your autoreply me ssage on your email as the last thing you do before you step out of the office. It sets a clear boundary in your mind that you will leave work behind, and also communicates that to others. If you don’t have a 9-to-5 job, this can prove trickier, but all the more vital. Set times when you will actively not check email and not think about work.7. Declutter your â€Å"stuff†The new year brings all the stuff you collected over the old year plus the new stuff you got from the holidays. It’s time to make space for that new stuff: recycle, donate, make a few bucks on Ebay, and empower your kids to decide what they no longer use and discover what clothes no longer fit. This can be a seasonal practice. But if you find your collection of â€Å"stuff† too daunting, even just getting rid of just one thing you don’t need in the new year will clear your mind and make you feel productive for 2019.

Names Epicene and Otherwise

Names Epicene and Otherwise Names Epicene and Otherwise Names Epicene and Otherwise By Maeve Maddox Until very recently, the only context I knew for the word epicene was a T. S. Eliot poem: Along the garden-wall the bees†¨ With hairy bellies pass between†¨ The staminate and pistilate,†¨ Blest office of the epicene. T.S. Eliot’s Mr. Eliot’s Sunday Morning Service I thought the word was just one of Eliots intriguing but impractically arcane terms until I came across it in a mainstream context: a Wikipedia article about naming practices: A unisex name, also known as an epicene name, is a given name that is often given to either a boy or a girl. Cody, Cory, Jodan, and Morgan are epicene names. Epicene entered English around 1450 as a grammatical term for nouns that can denote either masculine or feminine gender. An example in English would be horse, as contrasted with gender-specific stallion or mare. The meaning expanded to mean characteristic of both sexes (1601). It is sometimes used with the meaning of effeminate. It would seem that naming ones child would be a choice left to parents, but some countries have or had until recently, laws to limit names to an approved list. France had such a law until 1992 and that countrys current naming laws make it difficult for people to change a given name once they have it. Since banning Muslim girls from wearing headscarves at school, French authorities find themselves having to deal with a surge in requests from young people with North African roots to change European names like Nadine and Jacques to names like Zoubida and Abdel. French authorities see these requests as a rejection of French culture. Germany requires parents to give children a gender-specific name. If the child has two given names, one may be gender-neutral, but the other must be gender-specific. A girl may not be given a boys name, and vice versa. The only exception is the name Maria which may be used with boys, ex. Rainer Maria Rilke. The name must not be a product name, the name of an object, or any other name perceived as absurd or degrading. In September 2007 Venezuelan lawmakers were considering a law to limit parents to an approved list of 100 or so government-chosen names. Exceptions would be made for Venezuelan Indians and foreigners. Of particular concern was the banning of names that generate doubt about the bearers gender. New Zealand has a law that bans names that may cause offence or lead to bullying, but it doesnt seem to be too stringently enforced. One child got to be eleven years old before a judge stepped in and changed her name. Her parents had named her Talula Does the Hula From Hawaii (ABA Journal). The law did prevent another New Zealand couple from naming their baby 4real. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Dialogue Dos and Don'ts41 Words That Are Better Than GoodHow to Punctuate Introductory Phrases

Frederick Douglass Essay Example | Topics and Well Written Essays - 1250 words

Frederick Douglass - Essay Example He was orphaned at the age of seven when his mother died and thus was forced look after himself and to mature very quickly, learning to read and write under the tutelage of a woman in Baltimore who eventually purchased him. In 1838, Douglass escaped to New York City, changed his last name to Douglass, and married Maria Bailey, free women whom he had met while still in Baltimore.2 Douglass was privileged to be educated by his owner. However, he suffered the hardships of slavery and oppression firsthand, lending him expertise on the subject that no number of-even highly educated-white men could hope to match. Therefore, his insight on the subject, expressed eloquently through his writing and lectures, became pivotal in the dialogue about slavery and the abolitionist movement. Douglass began lecturing in 1841 and soon after was hired by the Massachusetts Anti-Slavery Society to act as an agent on their behalf. He would spend the rest of his life in that capacity: writing, lecturing and publishing anti-slavery literature. Douglass became free during a point in history in which both the Abolition and the Women's Right's movement were gaining both power, and followers. He was associated with many important figures of the age including, Susan B. Anthony, Abraham Lincoln, and William Lloyd Garrison.3 His contacts, not limited to peers of the same racial background as himself, served as a growing network of potential supporters. At the very least, his rhetoric was disseminated all the more quickly along these liens of communication, ensuring that his ideas-credited to him or not-reached the general public quickly. He not only influenced how the public perceived free people of color, but how they ran the abolition movement, and the women's rights movements, by affecting the manner and one of the discourse. Douglass was known for how vehemently he disagreed with those people he called his friends. A disagreement with William Lloyd Garrison in the 1860's resulted from the inevitable conflict between the demands of Douglass, an African American anti-slavery agent for equal pay and treatment, and Garrisons' political wheeling and dealing. Both Garrison and his assistant Maria-Weston-Chapman would frequently attempt to divert Douglass from his fight for equality by characterizing him as being less than human. Oddly enough this was typical of the anti-slavery movement at the time. African American abolitionists were often relegated to playing small public roles in the abolitionist movement, while their white counterparts spoke with bravado about their upcoming revolt against slavery.4 Douglass, rather than kowtow entirely to this attitude, Douglass kept speaking what he felt to be the truth about slavery, abolition, and the movement toward basic human rights for all people. Had he simply shrunk from his oppressors, surely the tide of change would have been slowed measurably if not stalled. This is not to assign too much importance to one man, but merely to recognize the reaches of his influence at this time. His voice was heard through his speaking and writing by

World of coffee Term Paper Example | Topics and Well Written Essays - 1250 words

World of coffee - Term Paper Example After trying to make the same drink using several leaves unsuccessfully, he travelled to Ethiopia and came back with leaves that he plucked from a coffee plant. He did not produce very good coffee, but he noted a big change. This drink has since gained popularity and is the most popular beverage product in the world, and it will maintain this popularity in the future. As the years passed and coffee became common to people, its description also became clearer. Coffee species fall into two main classes, Arabica and Robusta. Arabica’s scientific name is Coffea Arabica L. while Robusta’s scientific name is Coffea canephora. The coffee trees or shrubs measure between 2 to 7 meters and have leaves that are alternate, oval, pointed, and shiny. Leaves measure between 7 to 20 centimeters long and 3 to 7 centimeters wide. Coffee shrubs produce white flowers that have thick clusters on their axils. The shrubs produce fruits that are yellow, dark red, or pink in color when ripe. When the fruits dry, they turn to brown, fleshy, and ovoid berries that are between 1.2 cm and 1.6 cm in length (Virginia, Smith, Steiman, & Elevitch, 2013). Today, coffee has evolved from an elusively understood shrub to a widely farmed plant in Africa, South America, and other regions. Since the discovery of coffee by Kaldi, farmers in various parts of the world have practiced coffee farming. Most of the coffee emanates from subtropical regions and areas that lie along the equator. Equatorial regions and subtropical countries that fall on either side of the equator are humid and warm, thereby suitable for coffee farming. Arabica coffee, for instance, performs best in these subtropical environments. Coffee farmers exist in more than fifty nations within coffee bands, all over the globe, subsuming myriad developing nations. Coffee plantations exist in areas as far as South America, India, Indonesia, Africa, and

Globalization and the Effect of Conflicts & Terrorism Throughout the World After 1500 Essay Example for Free

Globalization and the Effect of Conflicts Terrorism Throughout the World After 1500 Essay â€Å"We live in a world that is simultaneously shrinking and expanding, growing closer and farther apart. National borders are increasingly irrelevant. And yet globalism is by no means triumphant. Tribalism of all kinds flourish. Irredentism abounds†. (Attali, 1991: 117) The rate of global change is a remarkably fast process. Even people trained and focused on recording such changes remain at a loss due to the difficult task at hand. However, trends and patterns are often noted and rapidly transcend to topics of discussion in the media, classrooms, and the corresponding governments. One example of such terms is globalization. Although it is quite vague, the paradox is used to describe widespread diversity. Globalization displays a disposition that carries over to the lives of every person who walks the Earth by pointing out that our lives are progressively influenced by forces which have surpassed borders and are changing, forever life on this planet. The process of globalization is reshaping all levels of society. From an individual level, a person may experience a threat or boost to their livelihood due to events that are happening far from their region, such as a drought in a distant country where certain vegetables are domestically exported. However, on a larger scale, governments may succumb to threats from other powers and consequently experience a loss in their nations’ freedom. Both are examples of the concept that the world is more interconnected than ever before. The globe is essentially border-less in the twenty-first century. The origins of global interdependence can be largely contributed to the wars and battles fought throughout history for various reasons. Dating back to the American Revolution, the colonists saw a brighter future for their growing nation and took the necessary steps to ensure their freedom. This desire for freedom ultimately led to the revolution that we now know as the â€Å"American Revolution†. Another similarly brutal conflict prior to the 1800s was the French Revolution. The revolution was set forth to bring an end to the French monarchy, but was unfortunately followed by a comparably bad reign of terror. The reign brought a spell where rival sectors dueled for control of power, resulting in the executions of nearly 40,000 people. However, out of the resulting destruction and rubble emerged the infamous Napoleon. The French and Americans were not singled out in their strive for freedom, power struggles in Latin America erupted into wars for independence as well as the Russian Revolution in 1917. What we currently brand as globalization can be traced back to the post-Civil War era, when the world was just greeting the dawn of internationalization. Up until 1914 an international economy was in place, under the control of the transatlantic trade. This trade system was managed by Great Britain and relied on open markets and developing lands as resource bases and consumers in underdeveloped nations. It was in the midst of this international industrial economy that the U. S. became a world power due to the potential noticed by the European trading authorities. This period did not undergo the radical form of globalization that characterized the post-Cold War era, with their highly efficient worldwide communications, means of transportation and technological advancements. Prior to this time, less production was outsourced. The people affected by globalization were most likely the wealthy, rather than the common people, in the early twentieth century. Likewise, prior to the world wars, it was very distinctively clear which nation was in control of the corresponding aspects of the market (production, marketing, culture, etc. . However, as the turn of the century approached, so too did an upheaval of the old ways in which the world divided its economy. In the pre- World Wars (I and II), there was a much more clear divide on the nations and their role in the world market. But, as the turn of the century approached and soldiers returned home from serving in World War II, there was a paradigm shift and the sense of ownership sort of dissipated. Concurrently, as the market changed so too did the rate of globalization. The twentieth century brought a new, irrevocable change to this world as it allowed people from every nation to communicate and trade unlike ever before. Another aspect of great importance in the talk on conflict and terrorism in the world is the role of religion. Religious values and views play a prominent role in the lives of people as they deal with issues affecting their communities. It provides its followers’ lives with a core vision, which in turn colors their behaviors, choices, and aspirations. For this exact reason, any large issue must be addressed in a sensitive manner. The attacks on the world trade centers in 2001 bring to mind this concept of religion and the diverse ways in which it can lead people to respond to a tragedy. Henry Wilson poetically stated his view on the importance of coexistence in, â€Å"Whether the future of humanity will be shaped by the ‘clash of civilizations,’ the ‘clash of ignorance,’ the clash of religions and ethnicities, or confrontations between the ‘West and the rest’ is hard to predict. It may be a combination of several of the above as they are all intricately interlinked. It may also be caused by the emergence of hitherto unclear issues of polarization†. As touched on in the presentation, conflict and terrorism have played a key factor in the revolution of the world. It has ramifications that affect nearly everyone on the planet from the individual level all the way up to entire nation-states. The economy too transforms during times of war and people must compensate for the portion of the population that is off in battle. This adaptation described is a fairly perfect example of globalization. It adequately displays how times of conflict in one region of the world can strongly influence the rest of the world due to the interconnectedness of our planet.

History Of Video Games Essay -- Video Game

Some problems are solved over a cup of coffee and some go on for decades without any sign of resolution. The reason may be that a solution can not be found or possibly that too many solutions are established. The ongoing argument of whether video games are good or bad for society is a clear example. Opponents believe they are a bad contribution to society while proponents believe they are a necessary and supportive addition to society. "William Higinbotham, who in 1958 created a game called Tennis for TwoÂ…" (The Beginning), is the one credited for the invention of the video game. At this stage in time, this new innovation did not spark much interest with the public. "Computer and video games themselves did not become part of the popular culture until the late 1970's" (The Beginning). Death Race, which came out in 1976, "Â…became one of the first controversial video games" (Controversy) to come out to the public. The purpose of the game was to run down gremlins while driving a vehicle. This type of entertainment was new and "uncomfortable"; it displayed awkward situations and was too violent for a lot of the critics. At this point it was obvious that there were two very differing outlooks on the latest technology to strike the market. But since most of the critics were against it and very few for it, including the creators and gamers, more complaints were made and the "violent" game of Death Race was eventually removed from the market. This was definitely not the end of gaming but it also was not the end criticism. The gaming industry obeyed the critic's requests and opened into 80's with "less representational, more kid-friendly games, such as Pac-Man and Donkey-Kong" (Controversy). As video games bec... ... video games showed better visual skills than those who didn't" (USA Today). Researchers have also found that the subjects who played video games "were better able to keep track of objects appearing simultaneously and processed fast-changing visual information more efficiently" (USA Today). Video games have made it a long way from when they first started. Some games actually teach children how to read, write, and even count. Teenagers also state that a little gaming after school actually helps take some stress off from classes and the overload of homework. Video games are a fast growing form of technology. This issue has to be discussed because of the two confronting sides that embark it. Because of the issue video games have to either continue growing as they are or they have to be stopped completely or a settlement between the two parties has to be reached.

Sophie’s World Guide

THEORY OF KNOWLEDGEFALL 2012 SOPHIE’S WORLD: READING GUIDE DR. HALL The novel Sophie’s World (1991) by Norwegian author Jostein Gaarder offers a tour of the history of Western philosophy as well as a post-modern detective story. We chose this reading for IB Seniors because it ties in so well with our fundamental TOK questions and issues. Because of the intellectual journey the novel charts, it makes a companion to Siddhartha which adds, however, an eastern counterpoint to the western orientation of Gaarder’s novel.For analysis and discussion purposes, I have divided the novel into the following five sections. Please type out or write neatly your responses to this guide on separate pages. Cite page numbers for all passages you paraphrase or quote in ( ). You are welcome to add your own comments/critiques. Approximately one section will be due per week during the first 5 – 6 weeks of the first quarter. We will discuss your responses during the assigned weeks of class as well as take reading quizzes on each section. We may also write practice TOK essays based on ideas and issues presented in Sophie’s World.Note that this book is a translation. It will enhance your understanding if you look up Gaarder on the web. Print and critique an article you find provocative; this will be part of your article file. I)â€Å"The Garden of Eden† – â€Å"Aristotle†pages 1 – 120 This opening section introduces Sophie and her world of home and school. It sets up the relationship between Sophie and her philosophy teacher, who communicates with her primarily through letters. It reviews some of the material we studied in the spring (Socrates) and some you have studied earlier at Central (Greek mythology). Make a list of the characters as you are introduced to them. Like Sophie, you will begin trying to identify Hilde and her father. 2 For each section make a list of the major schools of philosophy mentioned, notinga charact eristic philosopher and describing his main ideas.(Do this on the basis of Gaarder’s information although you may want to find out more about ones that intrigue you. ) Cite page ##s in text and/or sources if you look up information. 3Find several examples of how the PLOT of the novel reflects the various ideas about which Sophie is learning. Find several examples of Gaarder’s use of the Socratic method. 5Compare Plato’s ideal society with the ideal commonwealth described by Gonzalo in Act II of The Tempest. II)â€Å"Hellenism† – â€Å"The Baroque†pages 121 – 232 In this section you will discover the identity of Sophie’s teacher. You will also move forward in time from the Greek philosophical tradition to its successors in European history up to the l600s. 1Describe the discussions of mysticism and consider how they might tie in with a work like Antigone or Chronicle of a Death Foretold. 2Find the image of history as a clock; th en try to draw the clock. This may remind you of the learning style represented by the color wheel in Girl With a Pearl Earring. ) 3Make a note when you run across vocabulary that we have defined in TOK. 4 Continue your list of key philosophers and their ideas (or at least the characteristics of key philosophical periods). 5In light of Siddhartha and other knowledge, give examples of or observations on Western orientation in Gaarder’s depiction of the development of ideas. III)â€Å"Descartes† – â€Å"Kant†pages 233 – 341 In this section you will begin to resolve the mysteries of Hilde’s and her father’s identities.There will by crossovers between the original plot with Sophie and the story of Hilde. 1Why does Gaarder chose to structure his narrative this way? How may this structure demonstrate the philosophical ideas being presented? 2Pay particular attention to the division of mind/body in Descartes and to the similarities/differenc es between Berkeley and Bjerkely. 3 Recall our discussions of the Enlightenment in the work and writing style of Benjamin Franklin. Locate some passages that help illuminate (haha) Franklin’s text. 4FOR NEW JERUSALEM: SEE SECTION ON SPINOZA, 247-256.Reflect on Alberto’s lecture in light of the play. 5Explain Locke’s relationship to empiricism. Check meanings of the term. 6 Compare/contrast this discussion of Kant with discussion of Kant and duty ethics in our TOK textbook. IV)â€Å"Romanticism† – â€Å"Freud†pages 342 – 446 This section features Marx, Darwin, and Freud, sometimes called â€Å"The Triple Thinkers† for their impact on late 19th – early 20th century history, politics, economics, science, the arts, and human behavior. Notice that â€Å"philosophy† has diversified into what we would call separate disciplinary fields. Do you think the Freud chapter is aptly placed and persuasive? Why or why not, based o n what you know of Freud from Psychology class and on the other kinds of thinkers included in this book? 2Compare the depiction of Freud in Gaarder with that in Brave New World. 3Discuss the satire of Darwinism in Brave New World with the explanation of evolution in Sophie’s World. Note the similar titles. 4Do you agree that â€Å"philosophy is the mirror of the world spirit†? (371). Can you give some illustrations of this claim from your other readings or experiences? V)â€Å"Our Own Time† – â€Å"The Big Bang†pages 447 – 513 Please look up a definition of â€Å"existentialism.† Do you agree â€Å"To exist is to create your own life† (458)? Who is Sartre? Who is Camus? You read this Algerian-born writer’s novel The Stranger in junior IB English. 2Compare definition of â€Å"paradigm shift† on 464 with Thomas Kuhn’s. 3What book does Alberto buy Sophie? Explain. 4What happens at the garden party? Apply †Å"big bang theory† to the plot(s) of the novel. 5Compare/contrast Gaarder’s and Kuhn’s (and Franklin’s) attitude toward science, based on the chaotic penultimate scene of each novel. 6Why might the book conclude in a rowboat on a lake? Explain the political relevance of Hilde’s father’s deep involvement in Lebanon and in United Nations policies. What are the similarities and differences between Lebanon and the struggle Khaled Hosseini describes in A Thousand Splendid Suns (and The Kite Runner)? What is the relevance of both of these contexts for IB? What is happening in the spring/summer of 2011 in the Middle East that could be understood through the lens of Gaarder’s novel? 8Go back and read the epigraph by Goethe: is this what the novel is designed to illustrate? How does it do so? Who is Goethe? What is the relevance of the epigraph for TOK?

Rocket and Evolution

History of Rockets Our time there has been an evolution in our history of rockets. It has been one man-kinds greatest invention for thousands of years. Rockets date back to 400 B. C in the city Tarentum from a roman writer named Aulus Gellius as he tells a story of a Greek, named Archytas. Archytas used his invention to amuse and baffle the people by flying a wooden pigeon using steam to propel the bird suspended off wires.Couple three hundred years later after the invention of Archytas flying pigeon another Greek, Hero of Alexandria invented a something similar rocket device called an aeolipile, also using steam as gas to make it rise off the ground. Hero described using the device by mounting a sphere on top of a water kettle, as the fire below the kettle, turned the water into steam, making the gas travel through the pipes to the sphere. On too two L-shaped tubes on opposite sides of the sphere which allowed the gas to escape, and that so gave trust to the sphere causing it to rot ate.It is still unclear when the first rockets appeared. There have been stories, of such rocket type inventions from time to time through records of various cultures. Could be that the first true rockets could of came from anywhere. Chinese records have indicated that in the first century A. D, reportedly used gunpowder. To create explosives for religious festivals, using bamboo tubes and adding the gunpowder to make it propel. Later on the Chinese began experimenting with the tubes and attaching them to arrows launching them and making them explode, this making the first rocket.The date reporting the first true use of rockets was in 1232. During this time there was a war between the Chinese and Mongols in the battle of kai-keng, the Chinese repelled the invasion using a bombardment of â€Å"arrows of flying fire† said kai-keng. The rocket was a tube containing gunpowder on one-half, and the other a long stick. As soon as the powder was lighted it launched using the stick as a guidance flying through the air hitting its target. All through the 13th to the 15th centuries there were many reports of rocket experiments all the way through Europe.As in England a monk named Roger Bacon worked on increasing the range of the rockets. In France, Jean Froissart found a technique to make the flight of the rocket by launching those using tubes. Froissart idea was the forerunner of the modern bazooka. Not only were rockets used for weapons of war, but for a firework display. A German fireworks maker, Johann Schmilap inventor of the â€Å"step rocket† it was a rocket designed to go to higher altitudes and showering the sky with sparks. Johann was a true pioneer in the idea of rockets of today that go into outer space.During the latter part of the 17th century, the scientific foundations for modern rocketry were laid the great English scientist sir Isaac Newton (1642-1727). Newton gave his fundamentals on understanding the physical motion of a rocket, into thr ee laws. These laws explain how rockets work and why they are able to work. Newton’s laws were used on the design of rockets. This would lead up to the evolution of rocket engines. A Dutch professor, Willem Gravesande, thought of such an idea by building model cars propelled by jets of steam.Germany and Russia began on working with a 45 kilogram rocket. During that time rockets were so powerful that the flames will make deep holes in the ground as soon as it lifts off. Coming toward the 18th century and 19th century it was more common that rockets were use as war weapons. A British colonel William Congreve, he set a design of rockets that would be the highly successful in battles. Used by British ships to pound Fort McHenry in the War of 1812, which inspired Francis Scott Key to write â€Å"the rockets' red glare,† words in his poem that later, became The Star- Spangled Banner.By 1898, a Russian school teacher, Konstantin Tsiolkovsky (1857-1935) was one of the first to propose the idea of space exploration by a rocket. In a report published in 1903, hos idea was the use of liquid propellants for rockets in order to get a greater range. Such ideas had to be carefully researched in order for a greater vision. Tsiolkovsky was the father of the modern astronautics. An American Robert H. Goddard (1882-1945) used ideas like Tsiolkovsky in a way of achieving higher altitudes, by 1919; his idea lead a method of reaching extreme altitudes.It was a mathematical analysis of what today we call the meteorological sounding rocket. Goddard continued his experiments, convincing him that a rocket could be propelled better by liquid fuel. Although it was a much more difficult task than building a common solid rocket this liquid fuel rocket consisted of fuel and oxygen tanks, turbines, and combustion chambers that would be needed. In spite of the difficulties, Goddard achieved the first successful flight with a liquid- propellant rocket on March 16, 1926.Goddardâ⠂¬â„¢s rocket was the forerunner of a whole new era in rocket flight. His experiments continued for several years becoming bigger and going higher making his achievements to be called the father of modern rocketry. A third great space pioneer, Hermann Oberth (1894-1989) published a book in 1923 about ricket travel into outer space. His Writings were important because of them; many rocket societies sprang up around the world. Such like the society the Verein fut Raumschiffart (Society for space travel), that led to development of the V-2 rocket used for WWII.Rocket like the V-2 Germans designed such a weapon for advanced missiles capable to hit the U. S. but with the fall of Germany, many unused V-2 rockets and components were captured by the Allies. Many German rocket scientists came to the United States. Others went to the Soviet Union. Both the United States and the Soviet Union realized the potential of rocketry as a military weapon and began a variety of experimental program, le ading to long-range intercontinental ballistic missiles development like the Redstone, atlas, and titan that would eventually launch astronauts into space.This became the starting point of the U. S space program. On October 4, 1957 man-kind finally achieved to launch an earth-orbiting artificial satellite launched by the Soviet Union. It was called the sputnik I, being successful for the race for space between the two superpower nations. Few months later the United States followed in launching one of its own rockets (explored I) on January 31, 1958, then United States formally organized its space program by creating the National Aeronautics and Space Administration (NASA).NASA became a civilian agency with the goal of peaceful exploration of space for the benefit of all humankind. Soon, many people and machines were being launched into space. Astronauts orbited Earth and landed on the Moon. Robot spacecraft traveled to the planets. Space was suddenly opened up to exploration and com mercial exploitation. Since the earliest days of discovery and experimentation, rockets have evolved from simple gunpowder devices into giant vehicles capable of traveling into outer space. Rockets have opened the universe to direct exploration by humankind.Hero of Alexandria kai-Keng Rockets Sir Isaac NewtonBritish rocket battles Robert H. Goddard Rocket design References http://library. thinkquest. org/J0112188/history_of_rocketry. htm http://inventors. about. com/od/rstartinventions/a/Rockets. htm http://en. m. wikipedia. org/wiki/History_of_rockets http://www. smithsonianmag. com/ideas-innovations/The-History-of-Rocket-Science-187941951. html? device=android http://www. history. com/this-day-in-history/first-liquid-fueled-rocket http://www. luna-city. com/space/rockets. html

Beloved - Toni Morrison essays

Beloved - Toni Morrison essays The meaning of the character of Beloved in Toni Morrisons Beloved The character of Beloved in the novel Beloved, by Toni Morrison, is symbolic of several important ideas that are essential to a complete understanding of the novel. In the context of the story itself, Beloved is a specter that has returned to haunt the woman that killed her when she was child. On a deeper, subconscious level to the characters within the story, the character of Beloved can be considered to be reminder of the past. Specifically, the character of Beloved helps two characters, Sethe and Paul D., to deal with their pasts. Finally, in a historical context, Beloved can be interpreted to be a symbol of the problems that developed between mothers and their daughters as a result of the atrocities experienced through slavery. This paper will examine all of these aspects in detail and also demonstrate how they are necessary for a greater understanding of the story contained within the novel and how they complement the historical context of the story. In the storyline of Beloved, the character of Beloved is a ghost that has returned to haunt the woman that killed her. It is important to understand the circumstances around her death in order to understand why the character of Beloved must return to her mother. The character of Beloved is the daughter of Sethe. Sethe is a black woman who has escaped a slave farm in the South with her children to the house of her mother-in-law, who is named Baby Suggs. The house is referred to as 124 in the story. Sethe fled a slave owner called Teacher, who is very sadistic man that had submitted her to many kinds of mental and physical torture. One of the particularly diabolical things about Teacher was that he had attempted to study, in a scientific manner, the slaves he kept as if they were animals, treating them as if they were less than human. Sethes three children flee to the house ahead...

Language and Gender Definitions and Discussions

Language and Gender Definitions and Discussions Language and gender is an interdisciplinary field of research that studies varieties of speech (and, to a lesser extent, writing) in terms of gender, gender relations, gendered practices, and sexuality. In The Handbook of Language and Gender (2003), Janet Holmes and Miriam Meyerhoff discuss the shift that has occurred in the field since the early 1970sa movement away from essentialist and dichotomous conceptions of gender to a differentiated, contextualized, and performative model which questions generalized claims about gender. What Are Language and Gender Studies? Regarding gender, extensive research on language, culture, and identity has sought to uncover the logic of the encoding of sex differences in languages, to analyze the oppressive implications of ordinary speech, to explain miscommunication between men and women, to explore how gender is constructed and interacts with other identities, and to investigate the role of language in helping establish gender identity [as] part of a broader range of processes through which membership in particular groups is activated, imposed, and sometimes contested through the use of linguistic forms . . . that activate stances ([Alessandro] Duranti 2009: 30-31). Other work explores how language is used to reproduce, naturalize, and contest gender ideologies, drawing from many disciplinary perspectives . . .. Critical discourse, narrative, metaphor, and rhetorical analysis have been used to examine other gendered dimensions of processes of meaning making, such as gender bias in cell biology (Beldecos et al . 1988) and factory farm industry language used to conceal violence (Glenn 2004).(Christine Mallinson and Tyler Kendall, Interdisciplinary Approaches. The Oxford Handbook of Sociolinguistics, ed. by Robert Bayley, Richard Cameron, and Ceil Lucas. Oxford University Press, 2013) Doing Gender We act out gender roles from a continuum of masculine and feminine characteristics; we are therefore gendered and we are involved in the process of our own gendering and the gendering of others throughout our lives. In the field of  gender and language use, this performance of gender is referred to as doing gender. In many ways we are rehearsed into our gender roles, like being prepared for a part in a play: gender is something we do, not something we are (Bergvall, 1999; Butler, 1990). Over our lives and particularly in our early formative years, we are conditioned, prompted and prodded to behave in acceptable ways so that our gender, and our communitys acceptance of it, aligns with our ascribed sex. [S]ome scholars in the field question the distinction that sex is a biological property and gender is a cultural construct, and both terms continue to be contested . . ..(Allyson Julà ©, A Beginners Guide to Language and Gender. Multilingual Matters, 2008) The Dangers of Abstraction Our diagnosis is that gender and language studies suffer from the same problem as that confronting sociolinguistics and psycholinguistics more generally: too much abstraction. Abstracting gender and language from the social practices that produce their particular forms in given communities often obscures and sometimes distorts the ways they connect and how those connections are implicated in power relations, in social conflict, in the production and reproduction of values and plans. Too much abstraction is often symptomatic of too little theorizing: abstraction should not substitute for theorizing but be informed by and responsive to it. Theoretical insight into how language and gender interact requires a close look at social practices in which they are jointly produced. (Sally McConnell-Ginet, Gender, Sexuality, and Meaning: Linguistic Practice and Politics. Oxford University Press, 2011) Background and Evolution of Language and Gender Studies In the United States during the late 1960s and early 1970s, women began to examine and critique societal practices that supported gender discrimination in consciousness-raising groups, in feminist cells, in rallies and media events (see [Alice] Echols, 1989, for a history of the womens movement in the United States). In the academy, women and a few sympathetic men started to examine the practices and methods of their disciplines, subjecting them to similar critiques for similar ends: the elimination of societal inequities based upon gender. The study of language and gender was initiated in 1975 by three books, the latter two of which have continued to significantly influence sociolinguistic work: Male/Female Language (Mary Ritchie Key), Language and Womens Place (Robin Lakoff), and Language and Sex: Difference and Dominance (Barrie Thorne and Nancy Hedley, Eds.). . . . Overly dichotomous ideas of gender pervade Western society in ways that must be challenged. Because, however, it is important that challenging exaggerated notions of difference does not simply result in women assimilating to male, or mainstream, norms, feminist scholars must simultaneously document and describe the value of attitudes and behaviors long considered feminine. In doing so, feminist scholars challenge their exclusive association with women and point out their value for all people.(Rebecca Freeman and Bonnie McElhinny, Language and Gender. Sociolinguistics and Language Teaching, ed. by Sandra Lee McKay and Nacy H. Hornberger. Cambridge University Press, 1996) In the first phase of language/gender research, Many of us were eager to piece together an overall portrayal of differences in the speech of women and men. We invented notions like genderlect to provide overall characterizations of sex differences in speech (Kramer, 1974b; Thorne and Henley, 1975). The genderlect portrayal now seems too abstract and overdrawn, implying that there are differences in the basic codes used by women and men, rather than variably occurring differences, and similarities.(Barrie Thorne, Cheris Kramarae, and Nancy Henley, 1983; quoted by Mary Crawford in Talking Difference: On Gender and Language. SAGE, 1995)Interactional sociolinguistics [IS] serves as one of many theoretical orientations that have been drawn on to investigate gender and communication. The pioneering study of Maltz and Borker (1982) provided a starting point for [Deborah] Tannens (1990, 1994, 1996, 1999) writing on language and gender in which Tannen investigates interactions between women a nd men as a kind of cross-cultural communication and firmly establishes IS as a useful approach to gendered interaction. Her general audience book You Just Dont Understand (Tannen, 1990) offers insights into everyday communication rituals of speakers of both genders. Much like Lakoffs (1975) Language and Womens Place, Tannens work has fueled both academic and popular interest in the topic. In fact, language and gender research exploded in the 1990s and continues to be a topic receiving a great deal of attention from researchers using various theoretical and methodological perspectives (Kendall and Tannen, 2001).(Cynthia Gordon, Gumperz and Interactional Sociolinguistics. The SAGE Handbook of Sociolinguistics, ed. by Ruth Wodak, Barbara Johnstone, and Paul Kerswill. SAGE, 2011) Language and gender studies have seen significant expansion to encompass sexual orientation, ethnicity and multilingualism, and, to some extent, class, involving analyses of spoken, written, and signed gendered identities.(Mary Talbot, Language and Gender, 2nd ed. Polity Press, 2010)

What is the purpose of on-line video sharing Essay

What is the purpose of on-line video sharing - Essay Example This type of online free video hosting websites has offered an open opportunity to share and offer the facility to watch video of everyone on the web. Additionally, the online video sharing websites helps anyone connect to the website to share and upload videos easily. However, the basic aim of this type of video sharing is to share someone’s ideas, views, likings, and disliking with other people. In addition, at the present the online video sharing websites have become active and popular due to their free of cost services. These websites allow the small independent video publishers the capability to share and publish personal, event, entertainment or some public video files to anyone without size related problems (Loeffler, 2009) and (Robertson, 2007). According to the recent research, one-half of all participants shared videos via e-mail to family and friends. Twenty-three percent participants used social networks to sent videos out to friends, 21 percent used instant messengers and 14 percent people used video-sharing web sites for instance YouTube and Hulu to share videos to their friends. Additionally, according to same research YouTube was the most commonly used web site for sharing, finding and watching video online, after that music sites, e-mail, Yahoo! and other news sites. In addition, this video sharing appears to take place mostly among close friends, relatives, and colleagues, since 72 percent of participants shared video to just one, two or three people (Hotel Marketing, 2009) The answer to this question is that we live in a society, we want to meet people, we want to share things and want to view and present our ideas to others. Another new aspect that emerges in 21st century is defining the way of entertainment by us. In the past, TV, Film, or Radio presented and defined the ways of entertainment. However, in this age of internet and web based technology firms for instance YouTube and