Parable Of The Sower By Octavia Butler Essay - 1935 Words

In Parable of the Sower, by Octavia Butler, the author raises intriguing possibilities about the consequences of the United States continuing its current path on issues such as global warming, poverty, and human trafficking. Butler predicts that in the future human trafficking will become a widespread norm as the nation deteriorates. Unfortunately, the reality of widespread human trafficking has already been realized both in the United States and globally. Human trafficking has become a widespread global problem where people are exploited through forced labor, slavery, organ harvesting and various forms of sexual exploitation. Preventing trafficking and rescuing victims from the trade requires a lot more than intervention from any one single government. It requires a multinational front that utilizes policies, global law enforcement, and multiple government agencies geared toward the prevention of trafficking, the prosecution of criminals and recovery of the victims. â€Å"Trafficking in persons shall mean the recruitment, transportation, transfer, harboring or receipt of persons, by means of the threat or force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power, or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others orShow MoreRelatedParable Of The Sower By Octavia Butler1137 Words   |  5 Pagespost apocalyptic book Parable of the Sower by Octavia Butler set in mid 2020’s touches upon a world where there is still slavery, with the same evil but with a different face. 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Butler focuses the story on the poor and the homeless by only giving characters with this background a voice in order to show the reader that society’s views andRead MoreThe Parable Of The Sower By Octavia Butler955 Words   |  4 PagesIn the Parable of the Sower by Octavia Butler, the main character, Lauren Olamina, leaves behind Christianity, a religion that she identified with her whole life and creates a new religion known as Earthseed. Earthseed is a naturalistic way of faith, based on the idea that God is changeable, therefore life, too, could change. Lauren Olamina creates Earthseed because she believes that it is what her people need in order to not only alter their chaotic and misguided ways, but to live a pro-active andRead MoreParable Of The Sower By Octavia Butler1796 Words   |  8 Pages Octavia Butler’s novel, Parable of the Sower, is a dystopian story about a young girl who goes through drastic change throughout her life. The main character, Lauren Olamina, is a vulnerable girl who suffers from hyper-empathy syndrome, an illness which makes her sensitive to other people’s problems. Not long after, the neighborhood in Robledo is attacked and invaded by pyromaniacs as the houses are burned down, killing Lauren s stepmother and brothers. Her brother Keith had been brutally murderedRead MoreThe Parable Of The Sower By Octavia Butler1799 Words   |  8 PagesThe Parable of the Sower, written by Octavia Butler, is considered a science fiction novel, classified as dystopian. This novel depicts a post-apocalyptic world where the United States has fallen into tremendous poverty. Crime, such as murder, rape, and theft, run rampant to the point where no one is considered safe. The society in this novel is completely destroyed. The foundation has crumbled socially, politically, and economically. The citizens are left to fend for themselves in, what is now,Read MoreParable Of The Sower Octavia Butler Essay2230 Words   |  9 Pagesâ€Å"God is Power—infinite, irresistible, inexorable, indifferent. And yet, God is Pliable—trickster, teacher, chaos, clay. God exists to be shaped. God is Change.† (Butler 25). In Parable of the Sower Octavia Butler introduces the concept of religion through her characters specifically Lauren. In a society that is crumbling, religion is seemed to be the only thing striving. The idea that although society could be falling apart many of the characters either cling to their beliefs, or s hy away from themRead MoreParables Of The Sower By Octavia E. Butler1641 Words   |  7 Pagesthe novel Parables of the Sower by Octavia E. Butler earth’s current day issue of global warming has taken a turn for the worst, thus leaving many parts of the world severely depleted of usable water and years without rain. â€Å"It’s raining†¦ ‘well we have wind’, Cory said. ‘Wind and maybe a few drops of rain, or maybe just a little cool weather. That would be welcome. It’s all we’ll get.’That’s all there has been for six years† (butler 47). Is Octavia E. Butler novel Parables of the Sower predictingRead MoreParable Of The Sower By Octavia E. Butler1261 Words   |  6 PagesIn the book, Parable of the Sower by Octavia E. Butler, it presents a perfect example of a Survival of the fittest lifestyle. Only the best, the smarter, and the stronger ones, is able to survive, while the weaker individuals will be killed or d ead. Lauren Olamina, the main character and her group travels towards the north by finding freedom. Many people did not have the mindset to be as strong as Lauren to survive, but she was extremely careful. She has always looked out for potential enemies wantingRead MoreFrankenstein, By Mary Shelley And Parable Of The Sower By Octavia E. Butler1347 Words   |  6 Pagesâ€Å"And the Destiny of Earthseed is to take root among the stars.† (Butler 77) The books â€Å"Frankenstein† by Mary Shelley and â€Å"Parable of the Sower† by Octavia E. Butler are both science fiction novels warning of a dangerous potential future. Frankenstein looks at the dangers of creating artificially intelligent beings, while Parable of the Sower explores human savagery in the collapse of American civilization as the result of poor political decisions. Each addresses concerns of the time they were publishedRead MoreThe Tradition in Octavia E. Butler ´s Parable of the Sower Essay1069 Wo rds   |  5 PagesIn Octavia E. Butler’s novel â€Å"Parable of the Sower†, the community was entirely collapsed, and almost everywhere was chaos and out of control. It was obviously in a dark period. The main character, Lauren used to live in the walled community; it was the only small safe place for people tried to maintain a normal life. Because the neighborhood provided a temporary safety, people were willing to stay for education and work even if the walled community had been getting crowded already. To compare and

Power of Education - 3450 Words

Social Power and Education Social Power/Education The focus of this essay is to expand on the concept of social power and education. The phrase social power has been used by political scientist and philosophers to refer to the power that is exercised by individuals or groups within a society. The question of power in the educational context has troubled educators, off and on, for years. Ambitious students have attempted to change the landscape of education by injecting the power of the student body into the contemporary political thinking of college presidents and faculty. Political theorists have also attempted to rework liberal political thought but have once again thrust this issue to the forefront of the educational debate. This†¦show more content†¦But, (2) Social power/Education when viewed from the long-term perspective, these same cases of paternalism do not appear to amount to power. There is another problem with views of power that are grounded on the idea of conflicting interests. Such views seem to imply that power, because it occurs only when there is a conflict of interest, is something that is only a factor when a discrete action or event occurs between two individuals (or groups) that changes the manner in which these two previously interacted. If this is correct, then such views appear to deny an important intuition concerning power; namely, that power can exist as a complex structural feature of a normal, ongoing, social relationship. This intuition, it seems to me, is especially important for understanding the power relationship between professor and students. Views of power that are grounded on the idea of conflicting interests are clearly capable of accounting for situations in which a professors power of his or her students is the result of some interventional action he or she performs; an action which causes the student to alter his behavior in a way that changes the manner in which the professor and his student previously interacted. Consider the example of a teacher who punishes a student who speaks out of turn by sending him out of the classroom. The teacherShow MoreRelatedKnowledge Is Power And Education949 Words   |  4 PagesKnowledge is Power Education has been a very controversial issue over the years and has been becoming an increasing topic for discussion. Many people will say a formal education is the only way to get anywhere in life while others claim that with soaring college prices, the education might not actually be worth it. 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Herman Ebbinghaus Essay Example For Students

Herman Ebbinghaus Essay During the late 1800s a new science was emerging in Europe. Psychologys rootscan be traced back to Germany and a man by the name of William Wunt. FollowingWunt other psychologists began emerging in different fields. Of these pioneersHerman Ebbinghaus was one, and his field of study was memory. He performed thefirst experiments in 1885 in Germany and the following is a background on theman and his field. Herman Ebbinghaus was born in 1850 in Germany and died therein 1909. He received his formal education at the Universities of Bonn, Halle,and Berlin (Gale, 1996). Ebbinghaus received degrees in philosophy and historyfrom these universities (Gale, 1996). Ebbinghaus went on to teach at theUniversities of Berlin, Poland, Breslaw and Halle (Gale, 1996). Theseexperiences combined with later experiences with memory combine to giveEbbinghaus a curiosity about memory greater than most of his time. Memory can bedefined as your amount of learning or your stored information. The process ofstoring and retreving information from the brain that is central to learning andthinking (Microsoft Encarta, , 1997). According to Myers (1998) memory isany indication that learning has persisted over time. There are alsofour types of memory classified: recollection, recall, recognition, andrelearning. Recollection is the reconstruction of facts based on clues thatserve as reminders; recall is the active remembering of something from the pastwithout help; recognition is the ability to identify previous stimuli asfamiliar; relearning is material that seems to be easier to remember than othersas if it has been learned before (MSE, 1997). These four types of memorytogether help all people to remember anything from the states capitals to yourbest friends birthday party from second grade. Some researchers say that thereare specific sites dedicated to memory while others say that all the brain workstogether (MSE, 1997). There are tests to determine memory in individuals thatEbbinghaus Ebbinghaus 3 himself developed and will be discussed later. One testthat does involve memory in a way would be the IQ test developed to testchildrens level of intelligence which in turn depends on how much the childremembers. Ebbinghaus served in the Franco-Prussian War then seven years afterthat, decided to tutor in England, France and Berlin (Gale, 1996). It was duringthis time that Ebbinghaus became interested in memory and began to wonder howmemory worked (Gale, 1996). In the journal of Physiological Psychology WilliamWunt said that a test on memory could not be performed (Gale, 1996). Afterreading this Ebbinghaus decided that he would try and test memory himself. Armedwith his curiosity and his knowledge of memory from tutoring Ebbinghaus beganthe tests. He used the same mathematical treatment that Gustav Fechner used inElements of Psychophysics to try and test memory experimentally (Gale, 1996). Ebbinghaus decided to be the subject and the experimenter in this test so hemade a list of nonsense syllables that he would memorize (Myers, 1998). Hecrated 2,300 one syllable consonant-vowel-consonant combinations to make hisstudy easier (Gale, 1996). He made words such as taz, bok, lef so that he couldtest the memorization rather than his previous knowledge of the words. Hedivided the material into lists that he memorized in different conditions (Gale,1996). He measured them at night, in the day, when he was tired, just gotten up,etc. He recorded the average time it took him to memorize the lists perfectlythen altared the test (Gale 1996). According to Gale (1996) he made observationsabout ther effects of such variables as speed, list length, and number ofrepetitions. Ebbinghaus also wanted to test long term and short term memoryretention. He compared the time it took him to memorize any list once with theammount of time it took him to memorize the same list again (Gale, 1996). Hea lso measured immediate Ebbinghaus 4 memory showing that he remembered about sixto eight items off his list after one look (Gale, 1996). Ebbinghaus in testingmemory wanted to know how much he still knew from his lists later. According toMyers (1998) he would test himself on the same material thirty minutes to thirtydays after his initial test. Using the mathematical methods mentioned earlier hecame up with a retention curve showing how much of the information he was ableto retrieve the next day. This figure can be seen on the attatched sheet, Figure9.3. Ebbinghaus discovered that the longer he repeated the list on the first daythe more he remembered on the second day when he was trying to recall theinformation (Myers, 1998). Here is where the principle The amountremembered depends on the time spent learning stems from (Myers 1998). .ua4681f09300fb0831b1bc1a4be56f61f , .ua4681f09300fb0831b1bc1a4be56f61f .postImageUrl , .ua4681f09300fb0831b1bc1a4be56f61f .centered-text-area { min-height: 80px; position: relative; } .ua4681f09300fb0831b1bc1a4be56f61f , .ua4681f09300fb0831b1bc1a4be56f61f:hover , .ua4681f09300fb0831b1bc1a4be56f61f:visited , .ua4681f09300fb0831b1bc1a4be56f61f:active { border:0!important; } .ua4681f09300fb0831b1bc1a4be56f61f .clearfix:after { content: ""; display: table; clear: both; } .ua4681f09300fb0831b1bc1a4be56f61f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua4681f09300fb0831b1bc1a4be56f61f:active , .ua4681f09300fb0831b1bc1a4be56f61f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua4681f09300fb0831b1bc1a4be56f61f .centered-text-area { width: 100%; position: relative ; } .ua4681f09300fb0831b1bc1a4be56f61f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua4681f09300fb0831b1bc1a4be56f61f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua4681f09300fb0831b1bc1a4be56f61f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua4681f09300fb0831b1bc1a4be56f61f:hover .ctaButton { background-color: #34495E!important; } .ua4681f09300fb0831b1bc1a4be56f61f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua4681f09300fb0831b1bc1a4be56f61f .ua4681f09300fb0831b1bc1a4be56f61f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua4681f09300fb0831b1bc1a4be56f61f:after { content: ""; display: block; clear: both; } READ: Toni Morrison EssayEbbinghaus didnt always remember what he learned though. The amount he forgotcan be seen his forgetting curve (see attached sheet) Figure 9.13. Ebbinghaustested himself up to thirty days after the inital remembering and graphed whathe remembered then (Myers, 1998). The results show that as time increasedpercentage remembered decreases (Myers, 1998). Ebbinghaus did distinguish thatnonsense information is more easily forgotten then everyday material. Accordingto Gale (1996) Ebinghaus tested himself on 420 lists of 16 syllables 340 timeseach, making 14,280 trials. Ebbinghaus studied learning rates for meaningful andmeaningless material concluding that meani ngful items such as sentences andwords could be learned much more efficiently than nonsense syllables (Gale,1996). As a result of Ebbinghaus work more about memory is now known. It isbetter to evenly space memorization rather than memorize it all at once (Gale,1996). Despite Wunts disagreement many still use Ebbinghaus work on memory asa model for research on human memory (Gale, 1996). Ebbinghaus also developed atest for memory in 1894 while studying the mental capacities of children hedeveloped a sentence completion test that is still used today to measureintelligence (Gale, 1996). This was the Ebbinghaus 5 first successful test ofmental ability (Gale, 1996). Ebbinghaus was the cofounder of the first Germanpsychology journal, the Journal of Psychology and Physiology of the Sense Organsin 1890 and wrote two text books: The Principles of Psychology(1902) and ASummary of Psychology (1908). BibliographyBeer, Colin G. (1993). Psychology, Experimental. EncartaEncyclopedia. 1998. Microsoft Corperation. (1993-1998). EducationalPsychology. Microsoft Encarta Encyclopedia Microsoft Corperation. (1993-1998). Memory and Mental Processes. Microsoft EncartaEncyclopedia. Myers, David. (1998). Psychology. New York. Worth Publishers.