Femininity and Gender Roles in Films The Graduate and The Last Picture Show :: Gender Stereotypes, Sex-role Stereotypes

  Ã‚  Ã‚  Ã‚  Ã‚  Society has set certain standards that women are supposed to follow. The most common image of women is that they are very passive and try to avoid conflict in any situation. More and more in society women are breaking down the social barriers that confine them to their specific roles. The movies The Graduate and The Last Picture Show reveal to viewers a side to females that is very nontraditional. These two movies help to show how women are rebelling against sexual social norms, and they are taking a more active and aggressive role when dealing with heterosexual relationships.   Ã‚  Ã‚  Ã‚  Ã‚  Women in today’s society seem to be having a very difficult time expressing themselves without dealing with lots of criticism. Common values are standing in the way of women’s drive toward molding themselves into whatever they desire. Our culture has made standards about how should women look, act, and conduct themselves that greatly limits what they can do, and still gain respect. Martin S. Fiebert and Mark W. Meyer state that, â€Å"[there are] more negative [gender] stereotypes for men than for women.† This idea doesn’t seem to have a great amount of validity in our present society. Society set certain standards that men are supposed to live up to such as strength and confidence, which are more behavioral characteristics. Women seem to be more trapped than men by societies standards because they are supposed to live up to standards dealing with beauty and size, which are more physical characteristics These specific guidelines have be en set by society that are sometimes unattainable for a majority of women. The women that follow the specific criteria are greatly respected, and the ones that try and be innovative usually are criticized if not disliked.   Ã‚  Ã‚  Ã‚  Ã‚  The movie The Graduate depicts a story about an older woman named Mrs. Robinson who is tired with her marriage and sex life and decides to spice up her life a bit with a different man. She notices a youthful man named Benjamin Braddock who just graduated from college and is very inexperienced sexually. She decides to seduce the young man, and does it quite successfully even though she is a married woman with a daughter the same age as Benjamin. Most mothers would consider Mrs. Robinson’s situation as inappropriate because it does not send the traditional image to her daughter of what is right for women to do. While trying to seduce Benjamin, Mrs.

Concepts of Learning

According to George Kimball, learning Is the result of a reinforced practice which results in a change in behavior. However, learning may not necessarily demonstrate itself in a change in behavior, but through the acquisition of knowledge. In other words, after learning, the individual will have new knowledge or be capable of doing something they would not have been able to do otherwise (Olson & Hermann, 2013). For example, when a child Is being potty trained, he learns how to use the toilet; his behavior will change from using a diaper to using the toilet o relieve himself.To further explain the concept of learning, we will look at the role of behavior in relation to learning, classical and operant conditioning, and the relationship between learning and cognition (Olson & Hermann, 2013). Role of Behavior In Relation to Learning According to Simile's deflation of learning, there are several ways In which learning can only be inferred from an observable modification in behavior. In ot her words, learning must be translated into observable behavior (Olson & Hermann, 2013).However, a change in behavior may not be observable immediately, that is, there may e a potential to act differently tat later time. Lastly, according to Kimball, learning in the form of experience or practice, which must be reinforced, will result in a change in behavior (Olson & Hermann, 2013). With the exception of B. F. Skinner, most learning theorists agree that the learning process can only be assumed from modifications in behavior. However, not all changes in behavior are the result of learning.Some changes in behavior could be the result of a temporary state, such as illness, fatigue, or drug use (Olson & Hermann, 2013). Some behaviors do not need to be learned, such as breathing or sweating. These behaviors are called homeostasis mechanisms. Their purpose Is to regulate a physiological stability. Humans are also born with reflexes. These reflexes, along with homeostasis, are necessary fo r survival. Learning Is often Identified through a relatively permanent change in behavior (Olson & Hermann, 2013).Types of Learning There are two primary types of learning In terms of a procedures that can modify behavior: classical controlling and operant conditioning. Classical conditioning was first developed by Ivan Pavlov when he accidental discovered that his dogs had earned to associate the sound of a bell with dinner time, which caused the dogs to salivate (Olson & Hermann, 2013). There are two requirements to classical conditioning. There must first be a natural reaction to an existing stimulus, such as an event or object. Next, the unconditioned stimulus that elicits a natural response Is paired with a new or â€Å"neutral† stimulus.The result Is that the formerly neutral my mom believes that giving her dog a high five before leaving the house makes her lucky because she won a couple of times at the casino after doing so. This prestigious behavior is a common examp le of classical conditioning in everyday life (Olson & Hermann, 2013). The second form of conditioning is operant conditioning, sometimes called instrumental conditioning. Operant conditioning is a term first developed by B. F. Skinner, who used an apparatus he called the Skinner Box. The Skinner box was used to introduced a reinforce to condition a desired response (Olson & Hermann, 2013).Operant conditioning differs from classical conditioning in that the organism must act in a specific way before it is reinforced; in other words, enforcement is reliant on the organisms behavior. With classical conditioning, the reaction is considered to be involuntary (Olson & Hermann, 2013). The most important aspect of operant conditioning is that a reinforce is used to strengthen a behavior. There are four different types of reinforces: positive reinforcement, negative reinforcement, positive punishment, and negative punishment (Olson & Hermann, 2013).Positive reinforcement is the addition of something agreeable or pleasant to strengthen a behavior. For example, giving the dog a treat after performing the trick properly. Negative reinforcement is the amoeba of something negative or unpleasant from the situation to strengthen the behavior. For example, when the students are well-behaved the teacher removes the essay question from the test (Olson & Hermann, 2013). Now, positive punishment is the addition of something the organism views as unpleasant to decrease or weaken a behavior.For example, when the students are misbehaving, the teacher adds an essay question to the test. Lastly, negative punishment is the removal of something pleasant from the situation to weaken the behavior. When a child is misbehaving, taking away his or her favorite toy (Olson & Hermann, 2013). Relationship Between Learning and Cognition Cognition and learning are closely associated and are codependent on one another. Without cognitive processes, learning cannot exist. The cognitive processes cons ist of thinking, remembering, knowing, and problem-solving.Other cognitive processes involve storing, receiving, processing, and using information learned by the individual (Olson & Hermann, 2013). Learning is the manner in which an individual gains knowledge or skills through experience and practice, which causes a change in behavior. Learning requires the use of many cognitive processes. Cognition is classically thinking, but not everything a person thinks about will be stored in their long-term memory for later use. In order to learn, a person must store the new knowledge into their long-term memory, usually done through repetition (Olson & Hermann, 2013).How memory processes information varies on an individual basis. Some people are able to recall information after Just one experience, others need to repetition or practice to be able to recall the same information (Olson & wants to keep for retrieval at a later time. For example, when I was a child I watched a dinosaur movie for the first time, and did to have the knowledge to identify â€Å"the monsters†. Once my mother identified the monsters as dinosaurs to me I now had the cognitive experience of â€Å"dinosaur. I loved the movie and the idea of dinosaurs so much that over the next few months I read as much as I could about dinosaurs. Through reading and looking at pictures, I gained the ability to identify many different species of dinosaurs. Eventually, I became able to identify other reptilian animals of various sizes. Conclusion In summary, learning is the product of practice and experience that has been reinforced which results in a behavior modification. On the other hand, learning does not always reveal itself in a change in behavior, but through the procurement of knowledge.However, most learning theorists believe that the learning process can only be presumed from a change in behavior. A relatively permanent change in behavior is a good indicator if learning has taken place. Classical conditioning and operant conditioning. Are two primary types of learning in terms of a processes that can modify behavior. The difference between operant conditioning and classical conditioning is that in operant conditioning is that the organism must act in a specific ay before it is reinforced; in classical conditioning reinforcement is reliant on the organisms behavior.Learning and cognition have a close relationship and are codependent on one another. Without cognitive processes, learning cannot exist. In this paper, we looked at the concept of learning, we looked at the role of behavior in relation to learning, classical and operant conditioning, and the relationship between learning and cognition. References Olson, M. H. & Hermann, B. R. (2013). An introduction to theories of learning (9th deed. ). Upper Saddle River, NJ: Pearson.

Analysis Of David Rapoport s Theory Of The Waves Of...

What is the significance of 9/11? This essay will argue that the events of 9/11 and the Bush led war on terror that followed, are extremely significant as they have created a new pattern for the understanding of world politics. Within this new pattern, the twenty-first century has experienced a divide between western powers and their allies, and some Middle-Eastern states. The events of 9/11 directly threatened the U.S. supremacy, marking the first significant terrorist attack on U.S. soil. As well as this, it became evident that there are new tactics available for individuals wanting to threaten the superpower. In enhancing the understanding of these new tactics, David Rapoport’s theory of the ‘Waves of Terrorism’ will be explored. While†¦show more content†¦Bush’s pragmatic response in announcing a military response rather than one of law enforcement and diplomacy, caused mass controversy following the declaration, and for years after due to the long-standing instability of the r egion pre and post U.S. interference. However, while the initial invasion of Afghanistan was deemed a preventative war, the ongoing nature of the conflict has increased the public opposition to the U.S. involvement in the region. This U.S. led conflict has directly re-shaped the way nations act within the international system. This is due to the global condemnation of this ‘new’ threat and the influential power that the hegemony continues to project. Additionally, the U.S. failed to accurately comply with international law in its invasion of Afghanistan, with their use of force. While under international law it is authorised for states to use military force as a measure of self-defence, there are a range of other factors that must be considered in addition to this. Both Articles 2 and 51 of the United Nations Charter directly outline the restrictions of the use of force on another nation (Charter of the United Nations, 1945). However, Article 51 states that it permits n ations to act with force against an armed attack, in the case of self-defence (Eric Heize, 2011). Therefore, Article 51 suggests that force may be permitted as purely aShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers