Don Quijote and the Neuroscience of Metafiction Essay -- Quixote Migue

Don Quijote and the Neuroscience of Metafiction What is metafiction? Its original meaning was "a fiction that both creates an illusion and lays bare that illusion."1 But the term has expanded and expanded to include any fiction that even mentions the idea of fiction. That can cover a lot of things, starting with the Iliad.2 I'd like to go back to the original idea. In my understanding, metafictions tell stories in which the physical medium of the story becomes part of the story. Among contemporary writers of fiction one could mention: my erstwhile colleagues John Barth, Donald Barthelme, and Ray Federman. Others are Borges, Calvino, Nabokov, Umberto Eco, John Fowles, Salman Rushdie, and on and on. Metafiction has become very popular in our questioning centuries, the twentieth and twenty-first. But, from previous times, one could point to Diderot's Jacques le Fataliste or Sterne's Tristram Shandy. The events of Tristram Shandy include the very copy of Tristram Shandy I am holding in my hand. Metafictions lead to some of the more dizzying effects possible in literature. In Doris Lessing's The Golden Notebook, for example, one of the notebooks tells about a novelist trying to write a novel. A friend asks her to give him the first sentence, and the novelist rattles off the first sentence of The Golden Notebook itself. Drama--metadrama--gets this effect in the metatheatrical tradition of Pirandello's Six Characters in Search of an Author or Henry IV, and many of the absurdists like Genet or 1 Ionesco or Weiss, in which characters point to the "play" they are acting in. In movies, you could also point to Woody Allen's Purple Rose of Cairo or Bergman's Persona or Alejandro Amenà ¡bar, Abre los Ojos, and espcially Sp... ...e from Linear Time: Prefrontal Cortex and Conscious Experience.† In The Cognitive Neurosciences, ed. Michael S. Gazzaniga, 1357–71. Cambridge MA: MIT Press, 1995. Llinà ¡s, Rodolfo R. The I of the Vortex: From Neurons to Self. Cambridge MA: MIT Press, 2001. Passingham, Richard. The Frontal Lobes and Voluntary Action. Oxford Psychology Series 21. New York and London: Oxford University Press, 1993. Rolls, Edmund T. "A Theory of Emotion and Consciousness, and Its Application to Understanding the Neural Basis of Emotion." The Cognitive Neurosciences. Ed. Michael S. Gazzaniga. Cambridge MA: MIT P, 1995. 1091-1106. Scott, A. O. â€Å"Forever Obsessing About Obsession.† Review of Jonze, Adaptation. The New York Times, 6 December 2002, Section E, Column 1, Page 1. Waugh, Patricia. Metafiction: The Theory and Practice of Self-Conscious Fiction. New York: Routledge, 1984.

Comparing the Grandmother in The Necklace and A Good Man is Hard to Fin

The Grandmother in The Necklace and A Good Man is Hard to Find The main characters Mrs. Loisel in "The Necklace" and the grandmother in "A Good Man is Hard to Find" are very similar because both these characters refused to admit to a mistake that they had made. They both had the same motivation prior to the mistake and they also had the same reason as to why they wanted to keep quiet about it. Although Mrs. Lisle's and the grandmother's penalties were different, it is still fair to compare the two because either way, dead or alive, both their lives were ruined. Mrs. Loisel and the grandmother are very similar due to the fact that they both had the same motivation prior to their accident. It was a selfish motivation that cost them their lives. Mrs. Loisel's character was selfish in "The Necklace" because instead of wearing flowers like her husband suggested, she chose to borrow her friend's jewelry. "You can wear some natural flowers. At this season they look very chic. For ten francs you can have two or three magnificent roses. 'No, she replied, there is nothing more humiliating than to have a shabby air in the midst of rich women.'" (67) This is truly an act of selfishness on Mrs. Loisel's part. If she wouldn't have been so arrogant, she could have just worn the flowers to the party and it would have saved her a lot of trouble. The grandmother's character in "A Good Man is Hard to Find" is also very selfish in her motivations. She felt she had to lie to her son, daughter-in-law and her grandchildren in order for her to be able to see that nice house again. "'There was a secret panel in this house' she said craftily, not telling the truth but wishing that she were, 'and the story went that all the family sil... ... comparable because like I illustrated before, they were both selfish people. All in all, these two characters were very similar. They both had the same selfish motivations. They both wanted something, and they didn't care what they did to get it. They also had the same reasons for keeping their secrets quiet, they were afraid of embarrassment. And in the end they both ruined their lives. Mrs. Loisel had to be a hard working woman for 10 years, which really took a toll on her. The grandmother was killed, as well as the rest of her family. If Mrs. Loisel and the grandmother would have told the truth from the start none of this would have happened. But now, just like most everyone in life, they were forced to pay the consequences for doing something wrong. Even though they didn't deserve the punishment they got, I guess it was all in the "luck" of the draw.

How to Throw a Baseball

Throwing of a Baseball There are many different factors that come into play when you are learning to throw a baseball. Some of these factors are the grip of the baseball, the proper throwing position, the delivery of the throw, the follow through and other throwing mechanics. Learning to grip the baseball correctly is a key to throwing well. Grip the ball firmly but not tightly. You are not trying to choke the baseball. You want to place your thumb under the baseball and your forefinger and middle finger on top of the ball. Place the ball on the fingertips and not deep in the palm for greater accuracy and control when you throw.Make sure your fingers and thumb are across the seams and not placed on the seams. This placement helps the ball stay on a straight path. As you get more experience, you will be able to throw with the seams to get additional movement on the ball. The proper throwing position requires you to square yourself to the target. If you are right-handed, you want your left shoulder pointed at the player who is going to catch the ball. The instep of your right foot should also be facing your target. Raise the ball to ear level. If you are left-handed, it should be done in the opposite manner.Make sure your elbow is higher than your shoulder. You are now ready to throw the baseball. The delivery requires you to keep your eyes focused on your target as you begin the throwing process and keep them there throughout your delivery. Step with your front foot toward the target, beginning the transfer of your weight from back to front. As you step forward, bend your front knee and bring your arm forward. As your arm gets into an extended position, snap your wrist forward and release the ball. Your middle finger should be pointed directly at the target, allowing you to have greater accuracy and velocity on your throw.The follow through is when you continue moving forward with your arm after the ball has been released. Bring your back leg around so it is sli ghtly in front of your opposite leg. Your arm will continue to move, and you should bring it to a spot on the outside of your frame between your thigh and hip. Your upper body should be over your feet when you finish the throwing process. Never simply stop the throwing motion after you release the ball. That could cause shoulder and/or elbow injuries. Follow through fully after releasing the ball. You can throw a baseball without pitching it, but you can't pitch a baseball without throwing it.This emphasizes that pitching is all about defeating the batter. And throwing is a component of the pitching process. But throwing in itself does not constitute pitching. The difference between pitching mechanics and throwing mechanics. In reality, there should be no difference, but more often than not what is deemed as good pitching mechanics is more about defeating the batter than it is about throwing a baseball. Effective throwing is efficient use of the body to throw the baseball. Effective throwing is the least amount of wasted effort necessary to achieve the desired throwing result.There are two primary components at work in throwing a baseball: strength and mechanics. The strength component can manifest itself in several ways. The good way is when the strength component works in conjunction with the mechanical component primarily in the form of maintaining what is called connection during a transfer of momentum from the larger body parts and the arm itself. One interesting aspect of throwing is that once the momentum has been drained out of the torso, the action of the arm is far more passive and active. The arm behaves more like a whip that has been driven by the body.The negative aspect of arm strength is when the arm itself becomes the primary factory to throw the baseball. This can also be described as disconnection. A consequence of this disconnection forces the arm-shoulder complex to become more active than it should in terms of throwing a baseball. The play er is trying to make up for the lack of efficient transfer of momentum by â€Å"muscling† the ball to the plate. So the main points of throwing a baseball is the grip of the baseball, the proper throwing position, the delivery of the throw, the follow through and other throwing mechanics.

Japan Vs Feudal Europe

The systems Presence of Feudal System Compare Feudalism developed slightly later in Japan than in Europe Contrast: Base of Feudalism European feudalism was grounded in Roman legal structure while Japan feudalism had as its basis Chinese Confucianism Evidence 1: Europe: the economic system of Europe is based on an economic system made of the relationships between the different classes in the hierarchal life in Europe. Japan: Unlike Europe, Japan's economy relied on Internal money flow.For the most part an Agricultural Economy Evidence 1: What the main Religion was Europe: Christianity Japan: Buddhism with Shinto Influence and Zen Buddhism Evidence 2: class differences and positions Divisions of Class and Rank Europe: King, Nobles (dukes, Duchesses), Peasants, Serfs Japan: Empower (acts as a figurehead) Shogun (has the power, Military Leader), Deadly (Each controls an area of land had Is master so his Samurai who are paid to work for and protect him), Samurai (Warriors who fought to pr otect their Diamond and people.They uphold a strict code of selflessness and honor), Peasants (farmers and Sherman, they were considered higher class than in Europe because they supplied food which all classes depend on), Artisans (people who were specialized in a specific trade), Merchants (Merchants were the lowest class and their Job was to trade and transport goods as well as shop-keep Europe: Unity of Church and State, Papacy Sometimes forced conversion Japan: In feudal Japan, state and religion were kept separate for the most part.Buddhism came to Japan 300 years before feudalism took shape. It blended with the native Japanese religion Shinto to for Zen Buddhism Japanese variation of Buddhism Reinforced Bushier values of mental and self-discipline Buddhist monasteries became very wealthy Conversion was never forced. Monasteries were centers of learning, charity, interpretation for the poor It was the country official religion throughout feudal Japan, but religious leaders did not try to control politics or society.This non-interference allowed the Shogun and Dynamos to rule while only focusing on the military and political aspects of their rulers The beliefs of Zen Buddhism were very popular among samurai since they followed beliefs of Bushier Evidence 3: Compare and Contrast in Warriors and their valuesWho they were, difference in training, attire, Position in society, role in the community, duty outside of warfare Bushier-values Justice or rectitude Without rectitude they will not be fulfilling the full responsibility of the samurai Courage Doing what its right no matter how scary Mercy Politeness (etiquette) Honesty Honor Loyalty Self Control expected to have not only the strength and skills to face combat in the violent Middle Ages but was also expected to temper this aggressive side of a knight with a chivalrous side to his nature. To fear God and maintain His ChurchTo serve the liege lord in velour and faith To protect the weak and defenseless To g ive succor to widows and orphans To refrain from the wanton giving of offence To live by honor and for glory To despise pecuniary reward To fight for the welfare of all To obey those placed in authority To guard the honor of fellow knights To eschew unfairness, meanness and deceit To keep faith At all times to speak the truth To persevere to the end in any enterprise begun To respect the honor of women Never to refuse a challenge from an equal Never to turn the back upon a foe Evidence

New England vs. Chesapeake: Religion and People

Throughout the 17th century many people of English origin flooded into the new world with the thought of a new beginning. In order to start their new lives, the English began settling in two main areas; known as the New England and Chesapeake regions. Although these areas were colonized by the same type of people, many differences existed amongst them. Religion was a main aspect in the differences between New England and Chesapeake. New England was founded for the purpose of religious freedom.The Puritans who first stepped off the Mayflower and landed in New England arrived with a perfect vision of what they believed their church would be like. They left England for the reason that they didn’t agree on the principles of the Church of England. This colony allowed them to worship whomever they chose. Although they had started a new life in a new place they remained faithful to the king of England. In order to become a saint one had to go through the conversion process which incl uded declaring your sins in front of your community. This granted church membership, which included the right to vote.Unlike New England, religion wasn’t a main objective in the Chesapeake society. Religion in the Chesapeake region was not at all common, except in a few areas. The colony of Maryland was intended as a sanctuary for Catholics after being mistreated when the Catholic Church separated from the Church of England. Some Virginians who were still religious remained Anglican. These differences between the colonies developed because of the people who settled there. New England was compromised of families who came to the New World in search of religious freedom while the Chesapeake Region consisted of young men whose only focus was money.This proves that the types of people that settled in these regions, led to the religious diversity between them. Furthermore the political systems that existed in the New England and Chesapeake regions were also different. The governmen t in New England changed many times through history, starting with the Mayflower Compact. It stated how the Puritans would establish a civil government while still being loyal to the king. Later the colonists demanded a court system known as General Court and a representative government. The king appointed a royal governor for each colony. These governors followed the orders of the king.They had a bicameral legislative: one which was appointed by the king and the other by the people. The local government involved the county court system which dealt with issues in the immediate town. These issues were discussed in the town meeting which only men were allowed to attend. Every man was given a freedom of speech during the town meetings. The right to vote was based on church membership. In the Chesapeake region every colony had a royal governor appointed by the king. They convinced the king to let them have an elected assembly but only if they paid for colonies by taxes.This assembly was known as the House of Burgesses and if elected it was a lifetime position. The local government consisted of a county court system which could set local tax rates and build roads. The right to vote was based on land ownership. The reasons the governments were different is because of the beliefs the inhabitants of each area had. The New Englanders believed religion was the key which led to more of a democratic type of government where they have more say. The people of the Chesapeake region revolved around making money. These differences in beliefs led to the variations in the types of governments.In addition to religion and political systems, the types of people that settled in these regions contributed to the differences. In the New England region the main focus was religion and family. People who first settled here were Puritans who broke off from the Church of England looking for religious freedom. New England attracted many families at the time. Since there were an equal number of males and females the birth rate was through the roof. They believed public education was key to resist the devil, which resulted in the Old Deluders act.Most New Englanders were loggers, fishers, or shipbuilders since the colony didn’t have a suitable geography and climate for agriculture. Social reciprocity was also common where everything was equal among people. The Chesapeake region was inhabited mostly by young men who come to the New World in pursuit of money. Since women were rare they had a larger influence than in New England. Tobacco was responsible for the success of some of these men. Tobacco became a very popular crop and required lots of land and labor. Indentured servants were hired to grow the tobacco.Settlers started replacing indentured servants with slaves because they could be driven harder with little to no compensation. These differences between the people of these colonies were based on their principles. New Englanders was centered on religion and fa mily while Chesapeake revolved around young men trying to make money. The settler’s principles led to the variances between the types of people that occupied in these colonies. Religion, political systems, and the types of people who occupied the New England and the Chesapeake regions, contributed to why they had evolved into two distinct societies over time.

Salvage the Bones

The novel is narrated by the character Each. Having lost her mother and being the only girl in the family beside China, Each is desperately trying to find herself. Each began having sex at an early age and now is pregnant believing the father to be Cheetah's friend, Many. The relationship is obsolete, Many uses Each as a sex object. She'd like him to love her or at least notice her more. But he is with another throughout the novel. Ward uses metaphors about Greek goddesses to describe Each and her conflicting feelings. Each looks to the women in Greek mythology for power and strength in her femininity and sexuality.These are things she is missing in her life. Each has been sexually active since the age of 12, she is always looking for love in sex. â€Å"The pulpy ripe heart. The sticky heart the boys saw through my boyish frame, my dark skin, my plane face. The girl heart that, before Many, I let boys have because they wanted it, and not because wanted to give it. Lid let boys have it because for a moment, I was Psyche or Eurydice or Daphne. Was beloved† (Ward 17). Although when it comes to Many, Each thinks she knows what she wants. † But with Many, it was different; he was so beautiful, and still he chose me, again and again.He wanted my girl heart; gave him both of them† Ward 17). Ward has created a character so conflicted within herself. Each is always looking to the goddesses for help in defining the way she is feeling. Aphrodite, goddess of romance and passion, known for her numerous affairs of the heart. Also known as the roman goddess Venus, Aphrodite had one gift and that was to make love. Salvage the Bones The novel is narrated by the character Each. Having lost her mother and being the only girl in the family beside China, Each is desperately trying to find herself. Each began having sex at an early age and now is pregnant believing the father to be Cheetah's friend, Many. The relationship is obsolete, Many uses Each as a sex object. She'd like him to love her or at least notice her more. But he is with another throughout the novel. Ward uses metaphors about Greek goddesses to describe Each and her conflicting feelings. Each looks to the women in Greek mythology for power and strength in her femininity and sexuality.These are things she is missing in her life. Each has been sexually active since the age of 12, she is always looking for love in sex. â€Å"The pulpy ripe heart. The sticky heart the boys saw through my boyish frame, my dark skin, my plane face. The girl heart that, before Many, I let boys have because they wanted it, and not because wanted to give it. Lid let boys have it because for a moment, I was Psyche or Eurydice or Daphne. Was beloved† (Ward 17). Although when it comes to Many, Each thinks she knows what she wants. † But with Many, it was different; he was so beautiful, and still he chose me, again and again.He wanted my girl heart; gave him both of them† Ward 17). Ward has created a character so conflicted within herself. Each is always looking to the goddesses for help in defining the way she is feeling. Aphrodite, goddess of romance and passion, known for her numerous affairs of the heart. Also known as the roman goddess Venus, Aphrodite had one gift and that was to make love.

Aircraft Drawings Essay Example | Topics and Well Written Essays - 250 words

Aircraft Drawings - Essay Example The drawing of Fokker IIV aircraft also has an installation drawing section. Installation section is the last in the working drawing of the aircraft. It provides all the necessary information for a part in its final position in the aircraft. It reveals dimensions for the location of specific parts with reference to useful dimensions in the workshop. In explaining the principle of operation, a schematic diagram is the most suitable. The mechanic installing the aircraft must have a comprehensive understanding and interpretation of the symbols and follow the schematic diagram flow. Mechanics should also understand the concept of wiring diagrams in the aircraft drawings. Wiring diagrams show electrical wiring and circuit operations. They have identification codes that applies to all electrical appliances and devices used in an aircraft (Faa, 2001, p. 15). The knowledge of wiring diagrams and schematics is very crucial to technicians mandated to repair and install electricity. Wire charts also the technicians to understand the flow sequence of events. Troubleshooting flow charts and logic flow charts are the categories of charts with distinguished functions. It is imperative for technicians installing and repairing the aircrafts and electrical appliances to learn and understand its