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.