When you hear the word “autonomous vehicle” what comes to mind? Is it a vehicle that has the capability to drive itself without any human intervention at all? If so, then what you’re thinking of is a level 5 autonomous vehicle. Unknown to many people, autonomous vehicles come in a variety of levels from 0 to 5. In fact, cruise control can even be considered a level 2 autonomous vehicle. Autonomous vehicles can be described as vehicles that make use of lasers, sensors, cameras, various different monitors, and/or GPS to ensure that the vehicle is reliable and safe to use. This enables a wide variety of vehicles to be autonomous from personal vehicles to semi-trucks to buses, or even taxis that don’t have any pedals or steering wheels. |
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![]() Emily Roebling was born on September 23, 1843 in Cold Spring, New York. She is best known for unofficially taking over her husband’s role as chief engineer on the Brooklyn Bridge when he became bed ridden due to decompression sickness. Emily was so good at her position that upon the opening of the Brooklyn Bridge, Congressman Abram Hewitt said that the bridge was “an everlasting monument to the self-sacrificing devotion of a woman and of her capacity for that higher education from which she has been too long disbarred” (ASCE). In addition to this, she also was the first female to address the American Society of Civil Engineers (ASCE) and the first female to become a lawyer in New York. A little while ago I was going through old files and found my Mulan critique from earlier in the year. I read through it and decided that I wanted to expand the piece a little bit and this is what came out of it: In 1998 Disney created a new “princess”. This princess, however, wasn’t waiting to be rescued from a sleeping curse, wasn’t locked away in a tower, and wasn’t holding dreams of attending the Prince’s ball; this princess was different: this princess’ name was Mulan. Despite the large presence of men involved in the production of this movie (two male directors, a majority of male writers, and music composed by a male), Mulan confronted a lot of gender stereotypes.
From the third minute until the fourteenth minute, the audience is very clearly told of China’s expectations of women. First, Mulan is seen reminding herself to be “quiet and demure, graceful, polite, delicate, refined, poised, and punctual.” Then, as Mulan goes through her rigorous make-over the song “Honor to Us All” elaborates on the expectations with lines like “a girl can bring her family great honor in one way, by striking a good match,” and “men want girls with good taste, calm, obedient, who work fast-paced, with good breeding, and a tiny waist,” as well as “we all must serve our emperor…a girl by bearing sons,” and calling the girls “each a perfect porcelain doll”. When Mulan meets the match-maker she must recite the final admonition: “fulfill your duties calmly and respectfully. Reflect before you act. This shall bring you honor and glory.” Mulan also goes through a series of tasks that she must accomplish such as pouring tea. However, at the same time as all of this occurs, the audience sees that Mulan has a hard time fitting the expectations of a woman: she isn’t on time to her meeting with the match-maker, she is intelligent enough to see a checkers move that even the elder men in the community can’t, she demonstrates her feelings of equality based on gender by returning a toy to a little girl that a little boy had taken, and she speaks freely rather than only when addressed. Despite her clear lack of conforming, due to the long-standing expectations of women in China, Mulan strives to conform to the best of her abilities even though, as she says to herself, “if [she] were to be [herself], [she] would break [her] family’s heart.” Mulan wants to please and honor her family so much that she even goes so far as to send a plea to her ancestors for success and that she can’t look at her father after the match-maker-meeting. When the emperor orders one man from each family to join the imperial army, including her injured father, Mulan decides to try and save her family by cutting her hair short, taking her father’s military equipment and conscription, and taking his place in the war. By doing this, Mulan confronts the gender box that is so heavily ingrained in China. Although Mulan struggles at first by making herself an enemy of everyone at camp and failing at all of the physical tests required of a soldier, she soon starts making improvements due to her determination and her desire to prove that she can be successful and honorable (even if it’s not honorable according to her gender). Mulan first shows her strength and ability in battle when she disobeys Captain Shang and uses her intelligence to save everyone, including Captain Shang. Upon reaching the Imperial City, Mulan faces discrimination and lack of trust again now that she appears as a woman. However, Mulan doesn’t let that deter her and uses her knowledge, and good friends to save the emperor and to prove that women can be as brave and honorable as men. By the end of the movie, Mulan has proved to Captain Shang as well as the emperor that she is brave and a hero despite being a woman. This helps Mulan to embrace her sense of independence and to realize that it’s okay to follow her own beliefs and opinions as opposed to the beliefs of society. The 1998 movie Mulan was directed by two men (Tony Bancroft and Barry Cook), written by several people (although a large majority are men), produced by two women and a man (Pam Coats, Kendra Haaland, and Robert S. Garber), and music was done by a man (Jerry Goldsmith). Despite the large presence of men involved in the production of this movie, Mulan confronts several stereotypes.
In the first scenes of Mulan the stereotype of subservient women, good housewives, and beautiful women who are married off is immediately is present. When we meet the heroine of the movie she conforms to the Asian race appearance, she has the common sexual identity of heterosexual, she is able-bodied, and she is young. However, upon second look, Mulan goes against the Asian culture of how women are supposed to be: Mulan is a terrible housewife, clumsy, and has a hard time being subservient. She only tries to fit in to the stereotype in order to please her parents. When her father is drafted into the military, however, Mulan confronts the gender box. She cuts her hair short, joins the military, becomes a strong woman who is capable of fighting, develops a sense of independence, and learns how to follow her own beliefs as opposed to the beliefs of society. In my Women's Studies class we talked about the gender boxes, yes both of the gender boxes. During the activity we were asked to give words or phrases that described the "stereotypical" or "expected" gender. Here were just some of the examples of words and phrases that we suggested.
The next task we were given was to find two ads and analyze them in respect to the gender boxes.
I almost grew up with no privileges. For a year of my life I lacked the food that would have helped me grow strong, I shared a crib with three or more babies, and I lived in a building where large rodents would have been very common. For all I know, I may have been put up for adoption because of the sexist culture of China. When I was put up for adoption there were no records or reasoning for it, I was simply another baby in the orphanage. If I hadn’t been adopted I would have been left to struggle in the sexist culture of China where “female infanticide, domestic slavery, and sexual bondage were commonplace” (Spurling, 2011).
Instead, I was adopted one day before my first birthday and grew up with a much more privileged life than I would have had in China. I have had the privilege of living in Germany, Oregon, South Korea, and Japan. I have the privilege of having sufficient food, water, and shelter. I have the privilege of being an able-bodied young adult. But most importantly, I have had the privilege of gaining an education and having civil liberties that I wouldn’t have had in China. My parents both work in education: my mother as a teacher and my father as a principal. Because they work in education they both know how important a good education is. I was privileged because I grew up being encouraged to learn more and keep an open mind. In order to stay focused on education while I grew up, I didn’t hold a steady job as many teenagers have. Instead of work I took several AP classes, was involved heavily in community service, and was involved in sports. Although there are not many women in the inner circle of power in the U.S., there are at least some women. In China however, “there is no woman in the inner circle of power” (Tatlow, 2012). This is an example of how many more civil liberties I have in the U.S. compared to China. I have the right to vote, I am able to speak my mind about what I believe is right, and grew up feeling that I can do, say, or be anything that a guy can. Unfortunately, there are instances in which I do not benefit. Although there are many more women’s rights in the U.S. than in China, there is still much progress to be made. Women are entering all kinds of careers, however, it is still unevenly distributed. For example, while there are women entering the engineering field, there are still not many women in mechanical, industrial, and manufacturing engineering (MIME), nor in civil, or construction management engineering (CCE). When divided into subsections of which engineering women are in, the American Society of Engineering Education (ASEE) provides information that shows that the average percentage of women in MIME and CCE is only 17.16% whereas the average percentage of women in chemical, biological, and environmental engineering (CBEE) is 37.1%. People who don’t have the benefit of parents who so strongly encourage education most likely would think that I was spoiled. They may see me as a girl who simply gets what I want from my parents without having to work for it (as they may be having to do). On the other hand, children who are still in China, waiting to be adopted, would probably see my civil liberties as I do: as a privilege. Although there are many other privileges I don’t have, I am glad to have the privileges that I do. I am majoring in Civil Engineering. Because of my childhood, I have grown up with many different passions: social justice, politics, improving my education, traveling, outdoor activities, and sports (in that order).
When my parents adopted me, I was only one year old and my brother was 14 years old. As I grew up, my brother became my biggest influence. From day one my brother has known that he wanted to be involved in politics. As he got older he participated in rallies and even ran for state representative. Since my brother and I are 12-13 years apart, he was starting college as I started elementary school so my childhood was filled with discussions about politics and social justice. As I watched my brother go through college, and then law school, I became interested in politics and social justice as well. When my brother would come visit us during law school (when I was becoming old enough to really pay attention), he would tell us all about his classes and the cases that he was learning about. As I entered high school, my brother entered the workforce. During law school he had realized that his passion was labor law. Every time my brother visited I would get to hear stories about his work: he would tell me about people who were working for low wages with low benefits and how they were still facing cuts. It astounded me! Whenever we were in the car together he would talk to me as if I were an adult, something that encouraged me to listen even closer to what he was saying. When it came to my junior year, he suggested that I take an AP U.S. History class. I followed his advice reluctantly and ended up absolutely loving the class and becoming even more interested in politics and social justice. Now, as I enter college myself, I am able to enter with a large background knowledge of politics and social justice. Even though I’m majoring in civil engineering, I have a desire to learn and become more active in politics and social justice. When my parents adopted me, my mother was 39 years old and my father was 36 years old. Both of my parents work in education, my dad is a principal, and my mother is a teacher. Therefore, as I grew up, every event was a new lesson. Growing up with parents who are so devoted to education influenced my passion in improving my education. For as long as I can remember I have loved reading, writing, and even math. My parents always encouraged me to do my best and were able to provide me with tools so that I could do my best. Being surrounded by learning both in school and at home made learning a fundamental part of my life. As I grew older, I became the type of person who actually grows bored of summer within a month or two. One summer I even went to the library and checked out a psychology book simply because I was bored with summer and wanted to learn more about psychology. My grandpa (on my mother’s side) was a civil engineer and did a few projects with the government overseas. His travels sparked my mother’s interest in working abroad, so, early in my parents’ careers they applied to the Department of Defense Education Activity (DoDEA). They had been overseas in Germany for several years before they adopted me and for the first four years after I was adopted, I lived in Germany. My parents both spoke a large amount of German, my brother was nearly fluent in German, and I attended a German pre-school where I spoke only German. When my brother went off to college, my parents left DoDEA and we returned stateside. However, before my freshman year of high school, they re-entered DoDEA and we moved to Seoul, South Korea. Only two years later we moved to Okinawa Japan. My childhood has been filled with traveling and I have grown up with an appreciation of different cultures. All of my experiences overseas have been fantastic and have encouraged my love/passion of traveling. It’s my goal to step foot on all of the continents (well, aside from Antarctica). My passion of traveling actually is what sparked my future plans: I hope to work with the Society of American Military Engineers and gain a position where I can travel relatively frequently. In addition to my engineering plans, I plan to become more involved in the political world-participating in protests and rallies and maybe even working on a campaign (as my brother does/has). Dorris Lessing, in her essay “Group Minds,” first illustrates that people “all live [their] lives in groups” (47) and that it is not the fact that people live in groups that is dangerous, but rather the fact that people live in groups and are “not understanding the social laws that govern groups” (48). Lessing also points out that while many different people are aware of the tendency to conform or submit in a group, nobody “instruct[s] their members in the laws of crowd psychology” (62). One point that Lessing makes is that people in groups tend to “think as that group does” (48). Groups make it “the hardest thing in the world to maintain an individual dissident opinion” (48), and people in groups are often “more dependent on brand names and on packaging than [they would] like to think” (52). Lessing provides three well-known experiments/tests (one of them being the Milgram experiment), four different literature related examples, an example from war-time, and an experiment she conducted herself. The examples and experiments that Lessing provides, prove that many people give in because they fear peer group pressure, or they simply follow the instructions given. To demonstrate how the “pressures from inside, which demand that you should conform…are the hardest to watch and to control” (55), Lessing uses two more literature related examples, another example from war-time, statistics, and a well-known experiment. Using the several different examples and evidence, Lessing is able to present how people “must be on [their] guard against [their] own most primitive reactions and instincts” (58). However, Lessing also points out that while the majority of people give in to groups, there is “10% of the population, who can be called natural leaders, who do follow their own minds into decisions and choices” (53). Lessing is able to declare that various nations and states, even democratic ones, fail to teach their citizens how to “free themselves from governmental and state rhetoric and pressure” (60). Although Lessing acknowledges that nations rely on this “passionate loyalty and subjection to group pressure” (60), she points out that teaching people about their own behavior could have its benefits. If people were able to “contemplate these rules calmly, dispassionately, disinterestedly, without emotion…[it would] set people free from blind loyalties, obedience to slogans, rhetoric, leaders, [and] group emotions” (60). A link to an online version of Dorris Lessing's "Group Minds" can be found here
*citations may not match up* On a first reading, it appears that Gregor goes through a literal metamorphosis, from a hard-working man to an animal. However, upon an analytical reading, Gregor experiences a psychological metamorphosis, declining from fully functional and independent to weak and desiring his family’s attention. Although Kafka doesn’t directly address Gregor’s life prior to the transformation, he does hint at Gregor being over-worked, paranoid, and isolated. Not only does Gregor “only ever think about the business…he never goes out in the evenings…just reads the paper or studies train timetables” (616), but he also dedicates numerous hours to his job, beginning every day at four in the morning and spending the whole day traveling. Finally, Gregor gets home and “throw[s] himself, exhausted” (632), into bed, but only after locking all of the doors. Despite Gregor’s claim that his experience as a traveling salesman encourages him to lock his doors before going to sleep, the fact that he locks the door even in his own home, exhibits his paranoia. As well as being paranoid, Gregor is isolated, lacking friends or companions. Even co-workers and his boss are disliked by Gregor, which leads him to isolate himself at work as well. The gradual deterioration of Gregor’s mental state (urged on by his working habits, paranoia, and isolation) intensifies in Part I, to the point that Gregor himself, believes he has transformed into an animal. Gregor’s agitation increases as he struggles to open his bedroom door and explain his absence to the Deputy Director, amplifying his mental deterioration and resulting in a “voice of an animal” (617) and the loss of communication. Mrs. Samsa appears insightful at this point, declaring that “he might be seriously ill” (617), and that the pressure of their presence could be “plaguing him” (617). But upon seeing Gregor, Mrs. Samsa sinks “to the ground in the midst of her billowing skirts, her face completely hidden” (618), and Mr. Samsa balls up his fists “with a fierce expression…then…[covers] his eyes with his hands, and [sobs]” (618-619). Rather than respond with shock and disgust, which one would expect if Gregor had been physically transformed, both parents respond with sorrow because they realize that his mental health is unstable. Later, as Mr. Samsa drives Gregor back into his room, Gregor hears his father “spitting out hissing noises like a wild beast” (621). (However, if Gregor believes that he is an animal, the hissing noises may actually be coming from Gregor himself.) Gregor’s partial awareness that his mental state is deteriorating, and that his transformation is psychological rather than physical, is very noticeable in Part I. During the late nineteenth century, the time period that this book is set in, the subject of whether to put Gregor into a mental hospital or to keep him at home would have been an immediate concern; mental hospitals were well-known for treating patients like animals and treating them cruelly. It is not unexpected, then, that Gregor hears “consultations at every meal about what they should do” (624). The first time that Gregor receives food, he initially appears normal and is awoken by “the smell of something edible” (622). Once he is fully awake, however, he reverts to believing he is an animal and he finds the food unappealing, preferring instead “old, half-rotten vegetables…bones…[and] a cheese that [he] had declared inedible two days before” (623). When Grete enters the room to retrieve the food, Gregor notices that she comes “inside on tiptoe, as if she were in the presence of someone severely ill” (623). Later, as the women attempt to move furniture out of Gregor’s room, Gregor realizes that “the course of the past two months…must have deranged his mind” (628), and he experiences a moment of restoration by indicating that he wants to improve his condition. The most pronounced point where Gregor questions the metamorphosis occurs while his sister is playing her violin for the lodgers. Although the lodgers appear unpleased by her playing, the music grips Gregor and he asks himself directly, “was [I] then an animal” (636)? Gregor’s gradual deterioration is revealed in part II, as well as in the beginning of part III. For a short time after his transformation, Grete does a lot to make Gregor comfortable, bringing him food that she thinks he will like, cleaning his room every day, and arranging a chair near the window so that Gregor can look out of it. In return, Gregor sustains his consideration for the family. For example, one day, Gregor drags “a sheet onto the sofa-it took him hours to do so-and [arranges] it in such a way that he was completely covered” (626); another day he refrains “from spying out from under the sheet” (627), so that he does not frighten his mother. However, when Grete starts coming home “exhausted from her work, [and can] no longer manage to care for Gregor as she had earlier” 634), her close attention declines, and so does Gregor’s condition. Gregor soon adopts the habit of “crawling across the walls and ceiling” (627), most likely using the furniture to hang from the light fixtures, and begins to pass “the days and nights nearly without sleep” (633), eating almost nothing. As time goes on, Gregor becomes “filled with rage at the poor care” (633) his family takes of him, “tired to death, and full of sorrow” (634). When Gregor dies, giving into his illness, he releases the family from their burden and the stress caused by having to take care of him. Immediately after Gregor’s death, Mr. Samsa takes control of his household, kicking the three lodgers out and deciding that the family should “spend the day resting and taking a stroll” (640), something that they haven’t been able to do lately because of their responsibilities to Gregor and work. The Samsas talk about future prospects and the “great potential for the future” (641), while on the trolley, headed to “open air beyond the city…drenched with warm sunlight” (641). Upon seeing their daughter acting lively despite their recent struggles, Mr. and Mrs. Samsa recognize that while Gregor went through his degeneration, Grete went through her own metamorphosis. No longer is Grete the child “whose lifestyle…had consisted of dressing herself neatly, sleeping late, helping out in the household, [and] taking part in a few modest pleasures” (625), for she has “blossomed into a pretty and well-developed young woman” (641). A link to an online version of Franz Kafka's "Metamorphosis" can be found here: http://history-world.org/The_Metamorphosis_T.pdf
*citations may not match up* Three great philosophers of Athens: Socrates, Plato, and Aristotle. Although their ideas seem to differ, Aristotle’s method of categorization was based on Plato’s world of ideas, which was in turn, based upon Socrates’s emphasis on reason. Despite the fact that Plato’s world of ideas can be rebutted by Aristotle’s method of categorizing, Plato appeals to me more than the other two. Aside from the world of ideas, Plato’s views on government and women, and his ideas about true knowledge are appealing and inspire deep thought.
The first great philosopher was Socrates who focused on a quest for truth and “clear and universally valid definitions of right and wrong” (70). By entering into discussions with citizens and feigning ignorance, Socrates forced citizens to recognize the weaknesses in their own arguments, allowing them to have an understanding from within (reasoning), which Socrates believed came from to insight and knowledge. The next great philosopher was Plato, who had been Socrates’ student; he took Socrates’ connection between reason and knowledge, and came up with the theory of ideas or a world of “molds” and “perfection” as Gaarder calls it. This theory of ideas was the method by which people are able to identify different objects, whether they had been seen before or not. Aristotle, the third great philosopher of Athens and an attendee of Plato’s Academy, took Plato’s theory of ideas and reversed it. Instead of a world of ideas allowing us to identify everything, Aristotle believed that people identified through the characteristics of an object which fell into a general category, and then, an even more detailed subcategory. Through his world of ideas, Plato presented an intriguing idea of what happens after a person passes away. In addition to the basic concept of the world of ideas, Plato believed that a person’s idea of the body comes from the world of senses (a world where nothing is permanent) and a person’s soul comes from the world of ideas (a world where everything is perfect). When the soul combines with the body it forgets about the world of ideas; however, when it comes upon things that it saw in the world of ideas, it begins to remember its true realm. By saying that the soul “yearns to fly home…to the world of ideas…freed from the chains of the body” (89), it can be implied that the world of ideas represents a heaven for those who may not be religious. Many people believe that heaven exists, but nobody actually knows if it does and the fact that there is no way to find proof is intriguing to me. In addition, Plato’s ideal state where reason is the ruling virtue, is very realistic and makes a lot of sense. To illustrate the connection that Plato made between the body, soul, virtue, and state, Gaarder created a simple table, (91). Through the table, the reader can see that the rulers go along with reason and wisdom, warriors and soldiers go along with will and courage, and laborers go along with appetite (desire) and temperance. When choosing a leader, the ideal person is someone who has the ability to think, understand, and form judgments by a process of logic; someone who has reason and wisdom. In all different cultures warriors and soldiers are indeed seen as courageous and able to initiate action. Laborers often express desire when they see the wealth held by people in a higher social class and, due to a lower amount of money, may have to exercise temperance. All of the connections that Plato makes can be found in nations that exist now. Another thing that makes Plato appealing, is the equality that Plato shows toward women and his opinions on how women should be treated. Since rulers should be characterized by reason and wisdom, and women can reason just as well as men, Plato believed that women could govern just as effectively as men. While he did at one point restrict women’s freedom, he still held the belief that “a state that does not educate and train women is like a man who only trains his right arm” (92). Due to the way that my parents have raised me, believing that I can do anything a guy can, equality between men and women is very important to me. Aristotle’s view of women as “an unfinished man” (115), was one of the main reasons why he did not appeal to me. Finally, true knowledge, and the lack of it, is fascinating because it forces people to doubt their own senses. Perceiving colors differently is not a new concept, however, the idea that you “cannot have true knowledge of anything you can perceive with your eyes” 87, broadens the spectrum and increases the amount of doubt that is already in people’s minds. Reason, or true knowledge, exists almost only in the world of ideas where everything is perfect and nothing can change. Therefore, in reality, can we even rely on our reason to solve every day problems that we face? Although all three of the great Athenian philosophers have made a large contribution to society, Plato’s is the most appealing since it encourages people to think on a deeper level. His dialogues should be read more often by students and there should be more discussions in class about the great philosophers in general, especially Plato. |
what's this?just another nerdy Asian who writes essays and actually ends up liking some of them. type of writing
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way back when...
July 2017
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