Communications Professional Interview Essay Example | Topics and Well Written Essays - 1250 words - 1

Communications Professional Interview - Essay Example of responsibilities include planning, implementation and coordination of communication; (3) to gain knowledge from the executive’s experiences (academic, professional, other relevant facets) and from competencies and qualifications that effectively fit this position; (4) to gain appropriate knowledge on the duties, functions and responsibilities of the chief communication executive of the chosen organization; (5) to discuss the different communication approaches that the executive has tried and found successful or non-successful; and (6) to gain exemplary lessons from the information generated both from the executive and from external sources on the chosen organization with respect to organizational communication and public relations, its scope and importance. To comply with the requirements, the selected organization was identified as the Methodist University Hospital which is located in Memphis, Tennessee. The communications executive who was interviewed in the process was Christopher Jenkins, the Communications Manager. Memphis, Tennessee. The brief historical overview of the organization and pertinent details was sourced from its official website at: http://www.methodisthealth.org/locations/methodist-university-hospital. It was hereby disclosed that the hospital is identified as the â€Å"major academic campus for the University of Tennessee Health Science Center† (Methodist University Hospital: Home, 2011, p. 1). It boasts of a 661-bed capacity and is reportedly considered one of the largest and most comprehensive health institutions within the Methodist Healthcare system (Methodist University Hospital, 2011). The organization reportedly offer services that range from academic instruction in the field of medicine and health care to the University of Tennessee Health Science Center; as well as comprehensive medical services offered in its various institutions, such as the Brain and Spine Institute, the Transplant Institute, services in Diagnostics and

The Consumer Value from Online Shopping Research Proposal

The Consumer Value from Online Shopping - Research Proposal Example It is evidently clear from the discussion that consumer value basically refers to the satisfaction that the buyers get after purchasing a product. People belong to different localities and different age groups might have different views about the consumer value from online shopping and to prepare a marketing strategy for people of different ages and localities it is crucial to understand the differences in their thinking because an effective and adequate online marketing plan must cover some essential components like market analysis, marketing strategies specifically for internet, Design, and Contents plan for the website and consumer behavior analysis. Along with the spread of internet the trend of shopping online is also rising steadily and in this context, it is very necessary to understand that how much the consumers are getting value for the products that they shop online. The understanding of this issue is crucial because, in the highly competitive marketplace of today, interne t has emerged as an effective marketing tool   but to run the businesses online it is very necessary to have deep insight of the behaviors and psychographics of the online buyers so that marketing strategies could be designed according to the consumer behaviors. Berthon, Pitt, Watson discovered that online consumer is not an easy target for the marketers. and to be successful the marketing plan must possess the value factor as a leading device that should be used in the advertisements, promotional messages, information about the products etc and the value should be expressed in a way that the consumer can notice the value attached with the product. Before designing a marketing plan for online shopping it is again very important that there should be a comprehensive research that unfolds all the issues that how the people belonging to different age groups people view the idea of shopping online, how they are attracted towards products online and how do they view the product value th at they shop online. In this regard, it is also important to understand the thinking style and opinions of the people belonging to different age groups like teen 15-20, 21-29, 30-39, and 40 and above. Hence in this study opinions will be gathered from the people belonging to these different groups so that their behavior could be interpreted in the marketing plan.

Charlotte Perkins Gilman’s “The Yellow Wallpaper” Essay Example for Free

Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper† Essay Charlotte Perkins Gilman wrote â€Å"The Yellow Wallpaper† in the late 1800’s while being treating by the very trusted Weir Mitchell. During this time women were commonly admitted into the care of doctors by their husbands without their given consent. At this time there was very little research concerning Post- Partum Depression. According to the A.D.A.M Medical Encyclopedia, Post-Partum is moderate to extreme depression women may experience after giving birth. The symptoms include fearfulness, restlessness, and anxiety- all of which are displayed by Jane in â€Å"The Yellow Wallpaper. † Gilman was advised by Dr. Mitchell to stop writing and rest, only partaking in â€Å"household† activities. She was not to visit with friends or go outside much. Contesting to these rules, Gilman ended treatment with Mitchell and wrote â€Å"The Yellow Wallpaper† with the hopes of shedding much needed light on the ineffectiveness of his strategies. The mental condition of many women often worsened due the general population’s lack of consideration involving a woman’s outspoken opinion involving the betterment of her own health. Carol Kessler writes in â€Å"Consider Her Ways: The Cultural Work of Charlotte Perkins Gilmans Pragmatopian Stories, 1908-1913,† â€Å"The utopian fiction of Charlotte Perkins Gilman takes on as its cultural work the demonstration that women are not confined to one traditional mode of beingwife/motherhoodbut can fill as varied social roles as can male counterparts† (126). Kessler is stating Gilman’s writing is not only a statement against the mental health practices concerning women, but also includes other issues that were dominated by a patriarchal society. Denise D. Knight suggests in her essay â€Å"I Am Getting Angry Enough to do Something Desperate,† that Jane’s behavior at the end is â€Å"an expression of the tremendous rage she feels toward her husband, John† (78). This statement is evidence suggesting that women were well aware of the need for a change involving these matters. Gilman uses the yellow wallpaper to symbolize the psychological, sexual and creative oppression women experienced during Gilman’s contemporary times. Jane’s â€Å"condition† is revealed to the reader at the beginning of the story. Jane has just arrived at the â€Å"vacation† home and is writing secretly since John forbids it. She writes of John, â€Å"You see, he does not believe I am sick!† (Gilman 173). This quote indicates to the audience that Jane’s voice is of no importance next to John’s. Jane continues to voice her opinion about her illness and what she believes could cure her. John blatantly ignores any suggestions she may have concerning her own health, appearing heartless and cold. This is very clear when Jane initially voices dislike for the room with the yellow wallpaper, in which she is assigned to stay. Jane writes, â€Å"I don’t like our room one bit. I wanted one downstairs that opened on the piazza †¦but John would not hear of it!† (Gilman 174). Gilman allows the audience a glimpse at the symbolism of the wallpaper at this point. Jane mentions her dislike of the room with the yellow wallpaper as soon as she is introduced to it. Upon bringing this discomfort to John’s attention she is sufficed with a promise to replace it. However, John later breaks his promise with the reasoning that they will only be there three months. The creeping feeling Jane experiences concerning the wallpaper symbolizes the mental instability she feels looming over her. John convinces Jane there is nothing wrong with the room and refuses to move her even though she requests he do so. When Jane persists she writes of his response to her, â€Å"But John says if I feel so, I shall neglect proper self-control; so I take pains to control myself† (Gilman 174). Jane is forced to h ide her feelings and worsening condition, as well as her writing. This interaction between the two characters demonstrates how many women during this time period were not to have opinions or preferences. This scene displays the lack of self-expression and freedom women encountered. Creativity in women was not widely accepted in Gilman’s society and was often deemed improbable. In one of Jane’s entries she describes, â€Å"There comes John, and I must put this away he hates to have me write a word† (Gilman 175). This sentence is powerful because the written word is often more powerful than the spoken word. Women were rarely given the luxury of speaking freely, much less writing freely. John’s reluctance to allow Jane to write illustrates the narrow minded ideals men had concerning women. In â€Å"Why I Wrote the Yellow Wallpaper,† Gilman writes that Dr. Mitchell, â€Å" concluded there was nothing much the matter with me, and sent me home with solemn advice to live as domestic a life as far as possible, to have bu t two hours intellectual life a day, and never to touch pen, brush or pencil again as long as I lived’†(51). Both Gilman and Jane were creative women that used writing as therapy to express what others around them could not understand. Jane’s journal and her writing symbolize the creative talents and intelligence many women were capable of but were forced to conceal. Gilman contradicts the idea of women being married to make great â€Å"mothers† with the statement, â€Å"And yet I cannot be with him† (Gilman 177). Jane is referring to her infant son. The possibility that a woman could want more from life other than to marry and have children was an almost impossible notion at the time. In â€Å"Gilmans The Yellow Wallpaper: A Centenary† Linda Wagner- Martin writes, â€Å"Of these many conflicts inherent in womens trying to lead acceptable female lives, perhaps the most troublesome is that of motherhood, its attendant responsibilities, and its almost inevitable loss of self-identity† (52). The A.D.A.M Medical Encyclopedia suggests that a common cause of Pos t-Partum Depression in women is the decreasing amount of time they have to themselves after having a child. Women of brighter minds were often misplaced in this type of society. Many artists feel an undeniable obligation to their work, often taking time away from their families. It was impossible for artistic women to prosper when their prime purpose in life was to marry and have children. Knight writes, â€Å"Gilman demonstrates how stifling the cult of domesticity was for intelligent women† (78). Jennie, Jane’s caretaker, represents this idea. Jane writes of Jennie, â€Å"She is a perfect and enthusiastic housekeeper, and hopes for no better profession† (Gilman 178). Jennie’s characteristics and tendency to stay out of Jane’s business resembles a fear felt by many women. While it was common for many intelligent women to become depressed due to creative and psychological oppression, fear often quieted any desires for change. It was widely understood that any woman who tried to live otherwise would just as easily end up in Jane’s predicament. Martin writes of the matter, â€Å" The point, obviously, is that society expects women to be fulfilled through motherhood, and that women who question their roles as mothers, who complain or are angry about those roles, are suspect if not beyond human comprehension† (63). In â€Å"The Yellow Wallpaper† Jane’s behavior often reflects this idea that women longed for the opportunity to choose their life occupation, rather than being assigned it. Sexual oppression of women is also touched on in this piece. John often goes away for a work and even when he visits, there is minimal physical contact between him and Jane. Judith A. Allen writes in â€Å"Reconfiguring Vice: Charlotte Perkins Gilman, Prostitution, and Frontier Sexual Contracts,† â€Å"Gilman shared in a common, international, late nineteenth-century feminist critique of marriage and of other sexual economic contracts† (173). Gilman’s very opinionated statements regarding women’s freedoms clearly extended to their sexual needs as well as emotional needs. While it was often expected for women to stay behind and tend to the children while the men were away at work, it was often overlooked how these physical absences affected them. It was socially acceptable for a man to appease his sexual appetite with other women while he was away, but not for his wife to do the same with other men. This was taxing on many women. When John is visiting Jane one night, he simply scoops her up and takes her to bed, where he reads to her until she is tired and ready for bed. Jane appears to be too ill to confront her sexual desires like many women of the time. Her relationship described with John is surfaced. Since there is a lack of a physical relationship between the two, there appears to be no relationship at all. This clarifies the belief that women were married off to produce children and please their husbands. Once Jane begins taking notice of the wallpaper itself, the tone of the story takes a dive. While the tone of the story begins somewhat light hearted and seemingly harmless, there is still a hint of foreshadowing. It is when Jane becomes obsessed the audience becomes aware of how terrible her condition truly is. It is almost used as a mockery of John’s ignorance throughout the entire story. The narrator writes, â€Å"There are things in that paper that nobody knows about but me, or ever willâ €  (Gilman180). This is when Jane is realizing the figure in the wallpaper in fact is a woman and she appears to be behind bars. The symbolism here is that no one can understand how Jane is feeling, including the other women around her. As time goes on John tells Jane things such as, â€Å"You are gaining flesh and color,† and â€Å"I feel much easier about you† (Gilman181). Rather than asking Jane how she feels, he is telling her. The irony is Jane’s willingness to accept being told how to act, feel, and live. Based on the mockery provided by the narrator, John does not truly understand what Jane needs, considering he, like everyone else involved, does not view women as people capable of reasoning and complex feelings. This idea was prevalent to the society throughout that time period. The phrase â€Å"dear John† is mentioned throughout the story, indicating the importance of John to Jane. As Jane’s condition and obsession with the wallpaper worsen, her strength d ecreases as well. She is forced increasingly rely on others, including John. She writes of John, â€Å"Dear John! He loves me very dearly and hates to have me sick† (Gilman 180). The irony is how little of importance Jane appears to have in John’s life. He has a routine written for Jennie and Jane to follow throughout the day while he’s away. One of the nights he is visiting, Jane writes, â€Å"He said I was his darling and his comfort and all he had† (Gilman 180). These words have an empty meaning. If Jane were the only thing John had, he would have paid more attention to her and realized she was not getting better in the least. This supports the then popular belief that women would be content with simply being told what they want to hear. In â€Å"The Yellow Wallpaper,† there are statements made against the male physicians that were so highly admired among communities during Gilman’s time. Jane writes, â€Å"John is a physician and perhaps that is one reaso n I do not get well faster† (Gilman 173). Jane is admitting that a woman’s duty to submit to her husband gets in the way of her need to be persistent concerning her health. This observation is ironic and bold. It argues the mockery in the situation. John, as a doctor, is held up to such high standards, yet he has no idea what is really going on with this woman. The story is ridiculing society’s idea of â€Å"intelligence.† John makes the mistake of treating Jane as if something is wrong with her. However, the humor is in the doctors’ inability to figure out that women are simply composed of the same emotional capabilities as men. It is also necessary to pay special to attention the symbolism of name choice in â€Å"The Yellow Wallpaper.† John and Jane can allude to â€Å"Jane Doe† and â€Å"John Doe.† If this is the case, both could be identified as of no particular importance to the audience. A Jane or John Doe are unidentified people. Gilman did not feel the need to give the se characters any specific names that would identify them with a particular characteristic or trait. Their situation is unidentified, and their situation was very common for that time. John’s disregard for Jane’s claims of her slow descent into a worsening mental condition was a common practice for doctors regarding women. Often when a woman needed or wanted something, she had no other choice but to acquire the assistance of her husband. In the instance of Jane needing alternative means of medical care, her only hope would have been John. Naturally John did not listen to her protests. Gilman is stating that both men and women should have an equal say in marriage. Kessler writes, â€Å"The ‘partnership’ society that Eisler defines seems already to have been present in the pragmatopian imagination of Charlotte Perkins Gilman as revealed in her turn-of-the-century fiction, especially the short stories: the alternative or partner-oriented gender roles she depicts could be realized or attained then or in the present-day society that we know† (126). There were also many marriages lacking the understanding John clearly does not display. This coincides with the idea that many women who were married to many men at that time experienced the oppression Jane feels and were met with the same ignorance John displays. At the end of the story Jane writes, â€Å"For outside you have to creep on the ground, and everything is green instead of yellow† (Gilman 188). This has a childlike feel to it. Earlier in the story, when Jane is trying to talk to John about how she is feeling he replies with, â€Å"What is it, little girl?† (Gilman 181). The last scene of the story describes Jane as this crazy woman, but it has her creeping around the ground like a child. In â€Å"Environment as Psychopathological Symbolism in The Yellow Wallpaper,’† Loralee MacPikew writes, â€Å"The fact that the narrators prison-room is a nursery indicates her status in society. The woman is legally a child; socially, economically, and philo sophically she must be led by an adulther husband† (286). One day when Jane is stuck in her room alone, she reverts to her childhood while staring at the wallpaper, giving a description of a vivid memory. She writes, â€Å"I never saw so much expression in an inanimate thing before, and we all know how much expression they have! I used to lie awake as a child and get more entertainment and terror out of blank walls and plain furniture than most children could find in a toy-store† (Gilman 177). These behaviors revert to the idea that even as children, females were facing emotional neglect. It also supports the idea Jane was often treated like children by their husbands, posing the question how could she be expected to be a â€Å"good† mother if she herself was not permitted to act like an adult. Gilman’s decision to make the wallpaper yellow as opposed to any other color is interesting. Yellow is often viewed as a neutral color concerning gender. This may be connected to Gilman’s outcry of the belief that women ar e inferior to men concerning creative, emotional, and intelligent capability. Once Jane begins to acknowledge the wallpaper, her descriptions of it become more detailed. She describes it, â€Å"looked at in one way, each breadth stands alone; the bloated curves and flourishes- a kind of â€Å"debased Romanesque† with delirium tremens- go waddling up and down in isolated columns of fatuity† (Gilman 179). The words â€Å"delirium tremens† (Gilman 179) indicate how the wallpaper concurs with Jane’s worsening condition. Colors have often been known to manipulate a person’s mood. Following this belief, yellow is known to promote communication. This is an ironic symbol, considering John did not listen to Jane in the least. There are many times he overlooks her feelings or statements. At the beginning of the story Jane claims to feel something strange about the house. When she brings this to John’s attention he says what she â€Å"felt was a draught, and shut the window† (Gilman 174). Clearly John’s inability to listen to Jane discourages her to speak of anything at all to him. In â€Å"Consider Her W ays,† Kessler writes, â€Å"By refusing to accept definitions of traditional male and female roles, and instead of offering clear alternatives to such mainstream notions, Gilman forces readers to question boundaries defining behavior assumed acceptable on the basis of gender† (126). This statement supports the notion that Gilman believed that both men and women should share all household responsibilities, including working and raising children. The satirical symbolism at the end of â€Å"The Yellow Wallpaper† is astounding. It does a great job of surprising and shocking the audience. It leaves this image imprinted of a crazy lady taking a bite out of a bed and creeping around her husband. Once Jane believes she is the lady inside the wallpaper, she writes, â€Å"and I don’t want to have anybody in, till John comes. I want to astonish him† (Gilman 187). At this point her anger is apparent. The narrator is clearly pointing fingers at who is to blame for her current predicament. She is comparable to a child throwing a tantrum. It’s almost as if Jane is assuming the behaviors of a role she has been given, which is no different than what she does from the beginning of the story. She does what she is told. However, John often refers to her as everything but a woman. Naturally this mentality was bound to catch on. Jane also had no other means of escape from her world. John refused to allow her to go anywhere. It was almost as if she were a child being grounded. When children are forced to stay inside they use their imaginations as entertainment. To do this is human nature, and Jane is no exception. There is also attention to be paid to the bars described in the wallpaper. Jane writes, â€Å"at night in any kind of light, in twilight, candlelight, lamplight, and worst of all by moonlight, it becomes bars!† (Gilman 182). The bars symbolize all the oppression felt by Jane. As the progression of Jane’s condition worsens, the appearance of the bars becomes more prominent. Once Jane discovers the bars, she notices the woman in the wallpaper, â€Å"The outside pattern, I mean, and the woman behind it is as plain as can be† (Gilman 182). This quote refers to the unawareness John and other men of the time displayed concerning women. Gilman is making a statement against how obvious it is that Jane knows what she needs more so than her husband. This scenario was common among many women during that time period. It is also an outcry against a woman’s inability to practice self-expression. Once Jane decides to try and help the woman escape from the wallpaper (and becomes the woman herself), she peels off all the paper so she cannot be put back. Once John gets into the room she says to him, â€Å"’I’ve got out at last,’ said I,† in spite of you and Jane! And I’ve pulled of most of the paper, so you can’t put me back!’† (Gilman 189). This statement could be interpreted as Gilman’s creative self being defiant against the rules set up by a patriarchal society. While this last scene can be understood as haunting and disturbing, it almost seems as if Jane is getting the last laugh in the end. Her husband who is â€Å"successfully† a physician has failed his own wife. Jane’s road to insanity was brought on by her husband’s â€Å"trusted† tactics. Shortly after the story was published, Weir Mitchell was forced to re-evaluate his tactics used on â€Å"mentally unstable† women. There were many patriarchal barriers facing women when â€Å"The Yellow Wallpaper† was written. Gilman does an extraordinary job of displaying the horrors that resulted from this complex and delicate subject. The image of a woman behind bars in yellow wallpaper could not be more appropriate to convey such an important message. This short story demonstrates the feeling of entrapment and misplacement many creative and intelligent women felt during Gilman’s time. The yellow wallpaper is a strong symbol of a declaration of independence, creativity, and self-expression in a society where such notions were much too often withheld from the female population.

Advantages of Virtual Reality in Education| Proposal

Advantages of Virtual Reality in Education| Proposal Assignment 2 Research Proposal (i) Research aim and questions In recent years, Virtual Reality (VR) technology has been introduced and incorporated into education. However, its relationship with students second language acquisition remains unclear though there are a few researches in the last decade. In this research proposal, I will examine the main advantages of using VR in second language acquisition and analyse its effectiveness on improving students self-efficacy based on previous studies. Meanwhile, I will highlight the areas that require further examination and propose my plan to address the following questions: a) Major Question: How can Virtual Reality (VR) improve students self-efficacy in learning a second language? b) Sub questions: 1. What factors affect effectiveness of using VR to improve students self-efficacy in second language acquisition? 2. What is the difference between using VR and traditional immersion classroom in terms of improving students self-efficacy?3. To what extent can VR improve students self-efficacy on long term? (ii) Hypotheses to address The following hypotheses are given based on my literature reviews on previous studies and my formulated questions: 1. Using VR can improve students self-efficacy in second language acquisition. 2. Using VR in second language learning could improve and sustain students self-efficacy on long term. 3. Students find it more comfortable speaking target language to VR rather than in a face-to-face conversation. 4. Using Head Mounted Display (HMD) are more effective than computer screen in improving students self-efficacy. 5. Using VR is more effective to improve students self-efficacy than immersion language classroom. (iii) Definitions of key terms In this part, three key terms, Virtual Reality, Affective Filters and self-efficacy, require definition: a) Virtual Reality (VR) The term Virtual Reality was used to describe 2D online multiplayer websites that is based on conventional communication through text input (Lin Lan, 2015). However, Monahan, McArdle, Bertolotto (2008) observe a significant development of 3D graphic technology that enables VR to be much more immersive and 3D powered.   Lin Lan (2015) concur that the difference between the VR nowadays are significant from the original concept as they provide authentic life experience through its 3D virtual environment rather than just watching graphics from a computer screen. Hence the term can be best described a system that creates an authentic virtual 3D graphic world where users can view and interact through multi-sensory inputs from external devices (Pan, Cheok, Yang, Zhu, Shi, 2006). As a result, the definition of Virtual Reality in this proposal is focusing on the technology that involves using personal computer or Head Mounted Display (HMD) in classroom education (Limniou, Roberts, Papadopoulos, 2008) since this definition enables my proposal to focus on its highly immersive 3D graphic features that enhance the interactions between users and the virtual world. b) Affective Filters Affective Filters hypothesis is proposed by Krashen (1982) to describe attitudinal factors relate directly to acquisition (p.31) that act to prevent input from being used for language acquisition. (p.32). He categorizes the Affective Filters into three: learners self-confidence, motivation and anxiety (p.31), which are closely related to the concept of self-efficacy as below. c) Self-efficacy The term self-efficacy can be defined as peoples judgment of their capabilities to organise and execute courses of action required to attain designated types of performances (Bandura Schunk, 1981, p. 31). Furthermore, Pajares Schunk (2001) contextualise the term in education as students ability to persist and be resilient when facing challenges in learning. Finally, it is noteworthy that self-efficacy is considered by Oliver, Purdie, Rochecouste (2005) as one of the major affective factors in students process of learning second language acquisition, which fits into Krashen (1982)s hypothesis of Affective Filters. (iv) Literature Review In this section, I will present connections between using VR and improving students second language acquisition from my readings. Firstly, I will explain two advantages of using VR in second language learning from previous studies. Afterwards, two researches are presented and discussed to respectively highlight the features of VR technology and to establish the correlation between use of VR and improvement of learners self-efficacy. Finally, it is equally important to discuss the limitation of these researches as my proposed research aims to address these issues later. a) Benefits of using VR in second language learning To start with, two major advantages are identified in using VR in students learning in language: reduction of Affective Filters and synchronised linguistic and physical co-presences. Reduction of affective filters in using VR in language learning has been established by multiple studies. Schwienhorst (2002) suggests a major difference between conducting a role-play with real person and with a VR is that language learners feel less embarrassed when making mistakes in their conversations since they are aware of the non-judgemental nature of using VR. Furthermore, Moschini (2010) concurs that because second language learners feel that unlike a real person, VR is non-judgemental when their speak, which encourages them to interact with others in the virtual world and ultimately, making them feel more confident and less stressed. In addition, Schwienhorst (2002) points out the possibility of practice the same conversation for much longer time in VR provides learners with higher chance of succeed in speaking as they feel less pressured with more confidence in completing the designated tasks. Another benefit of using VR in language classroom is that VR synchronises learners physical and linguistic co-presences, which results in more effective communication. Clark Marshall (1981) believe that in order to communicate effectively, it is important to reach mutual knowledge in their conversation between two interlocutors. One important indicator of its effectiveness is the level of synchronisation of learners physical location and linguistic one. They furtherly point out that communication cannot be effective unless conversation happens in the same location with speakers physical one, which is not always the case in second language learning, suggested by Schwienhorst (2002). He believes that using VR bridges the gap between learners physical locations and linguistic co-presence since it offers this immersive environment that makes learners to believe they were somewhere else. Henderson, Henderson, Huang, Grant, (2009) extend that students choice of location words can be faci litated through using VR when they communicate through videolink due to the merge of physical and linguistic co-presences. b) Second Life research study The first research by Henderson et al. (2009) establishes the correlation between using VR in language learning and its effectiveness on improving students second language acquisition. Meanwhile, another The Second-Life research is a quantitative research study at Monash University that utilizes VR platform Second Life to improve Chinese language learners self-efficacy (Henderson et al., 2009). They design a virtual world where students need to use their created avatar to collaborate with other learners to complete certain Chinese language learning tasks, such as identifying and placing order on Chinese dishes in a Chinese restaurant. Throughout the research Henderson et al. (2009) observes a significant improvement in learners self-efficacy as their survey suggests that student believe VR offers a learning experience more authentic and relevant to real world. They conclude that students self-efficacy could generally improve by incorporating VR in second language learning. c) Tag Along Role Play research study A more recent study, TagAlong Role Play, by Mock (2016) at MIT highlights a few key features of using VR in education due to its continuous technological development. Unlike using the computer screen in the Second-Life research, TagAlong Role Play incorporated Google Cardboard device, a kind of Head Mounted Display (HMD), into language learning (Mock, 2016). He identifies two major differences between using Google Cardboard and its predecessors: higher affordability and 360 degrees spherical view. The first feature, concurred by Sharples, Cobb, Moody, Wilson (2008), makes VR technology significantly more accessible to all students in classroom, rather than just a few due to its low cost of purchase. Another implication is that the device is easier to maintain and use compared with its predecessors, making it possible to access to students of different age (Mock, 2016). Another key difference between using Google Cardboard and a computer screen is the 360 degrees spherical view offered by the former. Rand et al. (2005) suggests that using HMD devices could offer higher level of immersion for learners, which is witnessed in the TagAlong Role Play research (Mock, 2016). Instead of navigating using keyboard, learners simply need to look around when wearing HMD and the tracking system will adjust the image they see accordingly. Thus, this more immersive environment, according to Rand et al. (2005), could elevate sense of presence of VR users, which could ultimately translate into higher level of synchronisation between physical and linguistic co-presence (Schwienhorst, 2002). The TagAlong Role Play research offers some new features of VR in language education that could not be feasible a few years earlier, which brings some new potentials that have not been examined yet. d) Limitations and future directions Despite all the benefits and features of VR mentioned above, it is important to argue that there are certain limitations of the researches above, which require further research on these issues. To begin with, the effectiveness of using VR to improve students self-efficacy on long term remains unexamined. Despite the conclusion drawn by Henderson et al. (2009), they concede that whether such improvement will sustain on long term is not yet confirmed since their study was conducted in a single lesson. Moreover, Bandura (1997) acknowledges the challenge students face when their high self-efficacy does not translate into better result, which could significantly impact their self-efficacy in negative way. Hence, as Henderson et al. (2009) suggests, a research with longer term is required to determine the effectiveness. Secondly, the impact of those emerging mobile VR devices in second language acquisition has not yet been fully discussed. The devices used in the Self-Life study are different from what we understand as VR in this proposal since Henderson et al. (2009) explain that students used personal computer on an online website in the study. However, in the past several years, VR industry has undergone a revolutionary development in making these devices smaller and more mobile, especially with the Head Mounted Display (HMD) (Lin Lan, 2015). Therefore, it is only recent that VR could be deployed in language learning classroom on 1:1 ratio due to these developments. However, Mock (2016) acknowledges the implications of such development need further examination. Finally, Quinn Hussey (2003) note that Little has been published on its [VR] efficacy compared to conventional training methods (p. 164), which challenges the pre-conception that VR is necessarily more effective than other learning methods. Furthermore, they suggest that using VR as the sole instructional tool might make learning less effective rather than what we anticipated. Even with VR being used as supplementary learning tool, its higher effectiveness compared with traditional learning methods are not yet conclusive (Crosier, Cobb, Wilson, 2000). Therefore, a research comparing the effectiveness of VR with other immersive learning environment, such as language immersion classroom, is warranted for further studies. (v) Significance of the research The aim of this research is to contribute to the existing knowledge of self-efficacy in second language acquisition. Besides, it will examine the issue in a school context rather than in a university classroom. In addition, it compares the effectiveness of VR with traditional immersion language classroom. Most importantly, it explores the factors that could be related with the use of VR in learning process. Hence, four major significances are explained as follows: Firstly, this research aims to contribute to the knowledge of self-efficacy, which plays a crucial role in students second language acquisition. Henderson, Henderson, Huang, Grant (2009) suggest that self-efficacy is an important indicator of students learning performance in future, which is concurred by Oliver, Purdie, Rochecouste (2005) as they believe students with high level of self-efficacy are more likely to achieve successs in learning compared with their low-level counterparts. Meanwhile, the relationship between students self-efficacy and their proficiency in reading and listening is emphasised by Mills, Pajares, Herron (2006) through their research with French learning university students in the United States. To contrast, Krashen (1982) points out that regardless of language learning capacity, if a student has very high affective filter due to low self-confidence or motivation, what student learned in class is unlikely to translate into higher performance in future. Thu s, it is important to examine the factors of learners self-efficacy in second language acquisition, among which could possibly be related to the features of VR technology although the exact variables are not yet clear. Secondly, this research aims aims to investigate the effectiveness of VR in improving students self-efficacy in secondary school context. Although Henderson et al. (2009) observe signficant improvement in students self-efficacy from their studies, the context of a secondary school classroom might be quite different from a university one. In particular, Pajares (2006) implies that compared with adult learners, self-efficacy plays an even more important role in adolescent learners learning and achievement since the latter usually have very limited options in motivation, which makes them less resilient than adult learners. As a result, he suggests that adolescent students are unlikely to continue their learning if they do not have a sustainable self-efficacy to complete their learning. Therefore, it is important to research on the effectiveness of using VR on secondary school context so as to provide a clearer picture on how effective VR is in improving self-efficacy in a different educ ational context. In addition, this research aims to compare the effectiveness of VR with other teaching methods in language teaching. As Ausburn Ausburn (2004) and Bowman McMahan (2007) suggest that despite all the positive result of using VR in education industry, researches comparing VR with those more traditional teaching methods are rarely conducted. Quinn Hussey (2003) also concur that using VR might not necessarily a more effective teaching methods than others, contradicting with studies from Wong, Ng, Clark (2000) which suggests that VR is indeed more effective when it comes to training dentistry students. In the context of second language acquisition, although it is still inconclusive to suggest VR is indeed more effective than immersion, it will be exploratory to compare the effectiveness between the twos, which could re-shape our definition of what an immersive language classroom looks like. Last but not least, this research focus on the factors that determine the effectiveness of VR in improving self-efficacy rather than seeing VR as a powerful tool itself. Ausburn Ausburn (2004) caution the danger of assuming the tool can be effective without considering of all the contexts and relevant variables. One of the factors could be software design of the VR program as suggested by Riva (2003) who argues that simply having the most advanced device is not enough for VR to be effective in education, rather we need to have a compatible software in order to maximize its effectiveness. Otherwise, as she suggests, the effectiveness could decrease significantly if the ecosystem cannot sustain the learners sense of presence by making them to believe what they see is real. From this example, we can assume more factors should be explored when it comes to effectiveness of VR, especially on improving students self-efficacy, which is part of the objectives of this research. (vi) Methodology Firstly, pragmatism is chosen to be the methodological paradigm due to the nature of this research. Gray (2004) suggests that for pragmatists research tend to focus on a practical issue/phenomenon and idea is true only if the issue can be addressed in a practical manner. In the context of this research, pragmatism is best represented by that aim that using VR will hopefully improve students self-efficacy, a practical challenge we are facing in second language learning classrooms every day. As a result, the theoretical perspective of pragmatism encompasses the design of this research. In addition, due to the nature of pragmatism in this study, it is designed to be a mixed methods research with two stages of quantitative and qualitative approaches respectively. However, the qualitative stage of the study will be emphasized to answer the main question of this proposal, which is considered as a qualitatively-driven research that incorporates quantitative research to ensure a more comprehensive insight of the problem (Johnson, Onwuegbuzie, Turner, 2007). Therefore, methodologies of both stages are presented as follows: First stage is designed to be an quasi-experimental research (quantitative) aiming to validate hypothesis on the correlation between using VR and improving students self-efficacy in language learning. Creswell (2012) defines experimental research as to test an idea, practice or procedure to determine whether it influences an outcome or dependent variable (p.295). Another advantage of using experimental research is to have control group to exclude the non-necessary variables that could distract our understandings of such relationship. Hence in this proposal, the hypothesis that using VR can improve students self-efficacy in long term will be examined by this approach and using experimental research could enable us to establish the potential connections in between. Second stage is based on the Ground Theory for qualitative research, aiming to explain the factors that influence the effectiveness of VR in improving the learners self-efficacy. In his book Gray (2004) suggests the Ground Theory approach to be best involved when there is not a clear agreement on the theoretical framework of certain issue, which is the case for using VR researches in education (Ausburn Ausburn, 2004). Finally, Gray, (2004) points out that the Grounded Theory could help develop theoretical framework that could be practical in assisting educators, which aligns with the pragmatic paradigm of this research. (vii) Methods Based on the methodologies above (quasi-experimental and the Grounded Theory), the first stage involves experimental research (quantitative) using control group and analytical survey before the second stage, based on the Grounded Theory in qualitative research, involves semi-structured interview and open-coding analysis. Finally, it is crucial to secure all participants confidentiality throughout this research. Designated sample groups will consist of two Year 9 classes with student number at around 15 for each group, who are current students at a same Australian secondary college. Each group are expected to have a gender ratio at around 1:1 and have a same second language learning background. One class will involve using VR in their second language learning while the other will be a language immersion classroom without using VR. Stage 1: Control Group Survey Research (Quantitative) First step of the research is to establish control group to manipulate the independent variables in this research. As Gray (2004) suggests that although ideally the sampling groups should be assigned randomly, in reality this is not always the case. It is predicted that the control group will be pre-determined according to school but two classes of similar context could be chosen. Such context includes students gender ratio, age, second language learning background, student number, etc. to minimize distracting effects on the dependent variable, which is students self-efficacy in this research. More importantly, control group enables the research to compare the effectiveness between using VR and simply using language immersion pedagogy in second language classroom within a highly structured approached as identified as a main feature of control group (Gray, 2004). Secondly step involves ongoing collection of data for analytical surveys from both groups within a timeframe of one month. The survey is designed to measure students self-efficacy before and after using VR in language learning. Compared with the Second-Life study from Henderson et al. (2009), a months period enables this research to gain insight into the effectiveness of VR on students self-efficacy during a much longer term in comparison to only a single lesson. Questionnaires will be designed based on the research hypothesis and online survey tools will be utilized to collect students attitudes towards using VR in language learning. Finally, one-way ANOVA approach is chosen for data analysis in this stage, aiming to establish the correlation between the dependent and independent variables although Punch (2005) cautions that the two groups of humans will almost certainly have different independent variables, making the conclusion less likely to be generalized. Stage 2: Semi-Structured Interviews In this stage data will be collected through face-to-face semi-structured interviews with both groups first. Individual interview will be conducted during class time with semi-structured questions that enable the researcher to focus on the research question while remaining flexible for open-coding later. Using such technique, as suggested by Newton, (2010), provides us with rich data in gaining insight into participants context, which is considered crucial in helping participants discover the factors that influence their self-efficacy in second language learning and its relationship with using VR. Finally, the interview recording will be transcribed for data analysis. Finally, the Ground Theory approach is implemented when analysing collected qualitative data from the interview. One highlighted feature of the Grounded Theory is Open Coding, which, according to Gray (2004), involves categorization of different concepts while comparing with each other. Then questions should be asked based on the result of coding before conceptualization of more general categories. Afterwards, using axial and selective coding enable researcher to narrow down the categorization and focus on the variables that influence students self-efficacy in second language learning (Gray, 2004). Finally, he also highlights an advantage of mixed methods as using both analytical surveys and interview enable researcher to triangulate the data to get a clearer insight here. Therefore, it is hope that at the end of this stage, factors that influence the effectiveness of VR improving learners self-efficacy could be summarized. Confidentiality It is paramount for this research to obtain written consents from the following participants after them being fully informed of the research: School administrations/leadership, participating school principal in this case. Participating school staffs, this includes classroom teachers, ICT department and other educational support staffs. Participating students parents/guardians from both sampling groups The implementation of obtaining consent will adhere with relevant policy by using the checklist provided for ethical approval (University of Melbourne, 2017). In addition, the research will ensure the data involved will be protected and remain anonymous to maintain confidentiality and this includes the data from staffs, parents and participating students. Furthermore, during the semi-structure interview stage, it is important to ensure coding when collecting and analysing all interview notes, transcripts and recordings. (viii) Assumptions This proposal is assumed based on: VR devices are affordable to classroom in which each student can access one VR device.   Contrary to what Chittaro Ranon (2007) suggest that most classroom cannot afford Head Mounted Displays (HMD), the TagAlong Role Play study using Google Cardboard clearly shows such disadvantage is diminishing with the technological advancement of VR devices (Mock, 2016). Therefore, it is assumed that school can afford one device, such as Google Cardboard, for each student so their exposure to VR could be maximized. Using VR in second language classroom does improve learners self-efficacy from at least a short-term. This assumption is supported by the Second-Life research in which Henderson et al. (2009) demonstrate a significant improvement in short term research. Both research and control groups will be taught by one same teacher who will be teaching same content using the same curriculum around approximately the same timeframe. This aims to minimize the impact of different teachers influencing students self-efficacy in the ways that are not part of this research, which is supported by Pajares (2006) teenagers are particularly susceptible to teachers belief and what they say in classroom. These assumptions enable the research to focus on the factors that improve students self-efficacy through using VR in second language classrooms. (ix) Limitations Two limitations are identified and discussed while possible solutions are proposed as follows: Firstly, the control group might vary in different independent variables and thus impact the validity of the survey data. This is a one concern mentioned by Crosier et al. (2000) as they concede it is highly challenging to find equivalent groups in real life and more importantly, as Ausburn Ausburn (2003) argue against the notion that one technology could solve the problem without taking into account of all the social contextual background. This will result in lowered external validity of the comparison result between the VR group and the language immersion only group. Therefore, it is important to use data reduction technique when analysing them to minimize the impact of irrelevant variables (Punch, 2005). By implementing the technique, the researcher could stay focused on establishing the correlation between the desired independent and dependent variables. Secondly, another concern is the participants health in relation to use VR for longer time. This concern is raised by Mantovani, Castelnuovo, Gaggioli, Riva (2003) who observe temporary disorientation and nausea among VR users after using for a longer time. However, they admit this effect is largely caused by those out-of-date VR devices. As for solution, using lighter and more recently developed VR device, such as Google Cardboard, can significantly reduce the effect (Mock, 2016). Moreover, he suggests switching from stereoscopic to monosporic viewing mode could minimize such effect. Therefore, Google Cardboard device is chosen to be the VR equipment in this research to give participants options to reduce the effects. Finally, regardless of the equipment, it is important to inform participants, their parents/guardians and school leadership of such concern before the commencement of the research. References Ausburn, L. J., Ausburn, F. B. (2003). A comparison of simultaneous vs. sequential presentation of images in a visual location task to learners with visual and nonvisual perceptual styles: A study of supplantational instructional design. Journal of the Oklahoma Association of Teacher Educators, 7, 1-20. Ausburn, L. J., Ausburn, F. B. (2004). Desktop Virtual Reality: A Powerful New Technology for Teaching and Research in Industrial Teacher Education. Journal of Industrial Teacher Education, 41(4), 1-16. Retrieved from http://scholar.lib.vt.edu/ejournals/JITE/v41n4/ausburn.html Bandura, A. (1997). Self-efficacy: The Exercise of Control. Encyclopedia of Human Behavior, 4, 71-81. https://doi.org/10.1002/9780470479216.corpsy0836 Bandura, A., Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. https://doi.org/10.1037/0022-3514.41.3.586 Bowman, D. A., McMahan, R. P. (2007). Virtual reality: How much immersion is enough? Computer, 40(7), 36-43. https://doi.org/10.1109/MC.2007.257 Chittaro, L., Ranon, R. (2007). Web3D technologies in learning, education and training: Motivations, issues, opportunities. Computers Education, 49(1), 3-18. https://doi.org/10.1016/j.compedu.2005.06.002 Clark, H., Marshall, C. (1981). Definite reference and mutual knowledge. In Elements of Discourse Understanding. Cambridge University Press. Retrieved from citeulike-article-id:122353 Creswell, J. W. (2012). Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications, 2nd ed, 2015-2017. https://doi.org/10.1177/1524839915580941 Crosier, J. K., Cobb, S. V. G., Wilson, J. R. (2000). Experimental Comparison of Virtual Reality with Traditional Teaching Methods for Teaching Radioactivity. Education and Information Technologies, 5(4), 329-343. https://doi.org/10.1023/A:1012009725532 Gray, D. E. (2004). Doing Research in the Real World. Book, 1-441. https://doi.org/10.1007/s13398-014-0173-7.2 Henderson, M., Henderson, L., Huang, H., Grant, S. (2009). Language acquisition in Second Lifeà ¢Ã¢â€š ¬Ã‚ ¯: Improving self- efficacy beliefs. Ascilite Auckland 2009, 464-474. Johnson, R. B., Onwuegbuzie, A. J., Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224 Krashen, S. D. (1982a). Principles and Practice in Second Language Acquisition. The Modern Language Journal (Vol. 67). https://doi.org/10.2307/328293 Krashen, S. D. (1982b). Principles and Practice in Second Language Acquisition. The Modern Language Journal (Vol. 67). https://doi.org/10.2307/328293 Limniou, M., Roberts, D., Papadopoulos, N. (2008). Full immersive virtual environment CAVETM in chemistry education. Computers Education, 51(2), 584-593. https://doi.org/10.1016/j.compedu.2007.06.014 Lin, T.-J., Lan, Y.-J. (2015). Language Learning in Virtual Reality Environments: Past, Present, and Future. Ed A Pragmatic Marriage: Analysis A Pragmatic Marriage: Analysis A pragmatic marriage, very popularly known as an arranged marriage is incredibly common in many parts of the world due to the common notion that relying on the family to select a potential spouse is considered an advantage as they have years of wisdom and experience. The biggest plus point is that there is a intentional attempt taken to match the two families which includes the bride and groom on the wide ranging parameters of social status, financial strength, background, educational opportunities and similar lifestyles as well as the physical appearances of the bride/groom as every family will want to provide their offspring with protection, happiness and a secure life. This concept is thought to tremendously increase the probability of the marriage succeeding. On the contrary, the two people are complete strangers to each other when their marriage is arranged by their family, thus they might take time to develop a level of comfort and understanding after marriage. Getting to know each other before marriage allows partners to have better respect and perception for each others needs and desires. The advantage being that ample time is achieved to explore both the positive qualities and the negative qualities about each other and learn to deal with it, well in advance before marriage thus, creating a satisfactory level of comfort after marriage effortlessly. Love marriages are ideally based on many factors such as friendship, respect, familiarity and understanding. Whereas in arranged marriages, one is forced to marry a stranger with whom they have no history or bond with. In most cases, the parents and relatives are often domineering and try to compel their child into a relationship he/ she doesnt agree with. This creates a complicated situation that may compel the partners to live together lifelong in a marriage that they are not content with. Besides popular love lore like Heer Ranjha and Sohni Mahiwal, India has always followed a long tradition of arranged marriages. In the Indian society, love marriages are considered taboo and Indian weddings are often associated with arranged marriages. Statistics reveal that the divorce rate in India is only 2% as compared to the other parts of the world such as United States with a divorce rate of 50%. This cannot be considered as a reliable statistical figure due to the fact that in India divorce is also considered taboo. Therefore, whether they like being with their spouse or not isnt the priority. They are just forced to stay in that relationship for the rest of their lives. Women have been known to become a victim and to stay on and bear a violent relationship for the sake of respect in society, family pride, parents self esteem etc. Compromise and amendments form the foundation for a woman in an arranged marriage, mainly because the married couple does not have any fixed notion s or expectations from one another and they are not provided with any alternatives. Women continue to remain in sadistic relationships to maintain their familys dignity and respect and also have to be incredibly selfless and surrender to his/her fate. The woman is regarded as a means to the continuation of the family name as well as a willing slave to her husband. According to the Press Trust of India (2010), Marriage can be forced to save honour, and women can be murdered for rejecting a forced marriage and marrying a partner of their own choice who is not acceptable for the family of the girl. Therefore arranged marriages tend to be sexist. Being in the 21st century, arranged marriages are now considered as an outdated notion. These days individuals believe that no third party can understand the workings of a persons heart other than them themselves. Love can also cloud ones mind and keep them from seeing the faults of their potential mate making it easier to compromise. In some parts of the world, arranged marriages should be completely outlawed as parents tend to take wrong use of it. Arranged marriages are considered as an illegal activity as this archaic method benefitted the arent more than their offspring. Some parents arrange marriages for their children within social circles itself. Others did it for the monetary rewards offered by the other family. Therefore, arranged marriage is sometimes considered as a business deal between two families as they look into the property, wealth and status of the family in the society and then finalize the relationship. Also, some of these pre-planned marriages were used as a bargaining chip to cease a war between opposing family feuds. For example, throughout history as far back as the Romans and the Greeks, the war was sometimes averted by the marriage of opposing cultures as a means to peace and prosperity. In an arranged marriage there are different sorts of pressures faced by the girl and the boy to be fair-skinned and physically attractive. In India the evil of dowry system, concept of matching horoscopes and the caste and community issues, is sometimes taken to its extreme levels and has greatly contributed to the argument against arranged marriages. Getting to know the spouse before marriage is what plays the most prominent role in marriage satisfaction, but fulfilling this requirement depends on how much freedom were given to know our opposite sex, before marriage. Unlike our prospects of the ongoing transition from arranged marriage to freedom of mate choice, position of parents in selecting childrens mates has not really subsided. According to a research done by Xu Xiaohe and Martin King Whyte (1990), in 20th century, Chinas communist initiated supporting freedom of mate choice for young people, while they were also opposing dating culture (Xiaohe and Whyte, 1990). Although this research solely includes Chinese society during 20th century, middle easterners have faced rather similar situation even in 21st century. When parents and the society support this type of strategy, parents can actually put the title of arranged marriage away, as well as keeping their authority vital. Meanwhile, they dont let their children date anyone , unless they meet the person in person. In this case, they are actually letting their children meet and know their future spouse before marriage, so they have given them the opportunity to get to know that specific person before marriage, which could be considered an opportunity to fall in love or to develop bonds, but they arent actually letting them know the opposite sex. They are so worried that they prefer to keep their children naÃÆ' ¯ve, rather than letting them risk their relationships, dating wrong people. Some people may think as long as you get to know your partner before marriage, its enough. But we believe in this case, you havent married the person you were in love with; youve just found a decent partner to marry, because you were supposed to marry someone eventually. In arranged marriage, the importance of getting to know your partner before marriage is completely overlooked, which leads marriages to failure. Besides, when you dont know how people from your opposit e sex behave, think, talk or react to specific matters, and what are the things that they care about, misunderstanding is the first burden which will add to discontentment of your arranged marriage. Its not deniable that the ones who are forced to arranged marriages find ways to compromise with their spouse; because the criterions of knowing a marriage as satisfying are not simply limited to how couples get married. When couples are younger, they tend to assess level of their marriage satisfaction by their wealth or even political status. As time goes by, even presence of grand children can affect their evaluation of their marriage. For instance, our own grandparents got married when they didnt even know what marriage is; so they were never asked about who they prefer to choose as spouse; However, if you ask them whether they were satisfied with their marriage or not, they wouldnt express discontentment. Because if they had had dreams about marriage, they had put them aside to reach a compromise with the life they were forced to have, and if they didnt have an idea of marriage, they never found out what love match is. This doesnt mean that couples who get married with love match es always stay as content as theyd been at the first place, but it does confirm the fact that normally, the ones who marry their love of their life, are more satisfied with their marriage, than couples who are already content of their current life, but got married based on arranged marriage. In the survey done by by Xu Xiaohe and Martin King Whyte (1990), it is stated that variations of mate selection do not involve just two categories, but a continuum from total parental control to total freedom of choice Along with this continuum. So basically, when we oppose arranged marriage, were not just against the gist of arranged marriage, but also against the strong authority that parents have over the procedure of getting married. Arranged marriage must be banned, because the ideology behind this type of marriage follows extremely dogmatic patterns regarding parental authority that make lives of couples miserable.

Industrial Hemp Essay -- essays research papers

Hemp is the longest, strongest most durable natural fiber known to mankind and has been used for over twelve thousand years. Hemp can be grown in four months, is drought resistant and does not require herbicides or pesticides. The hemp plant is harvested for its fibers, seed, seed-meal and seed oil. Hemp is a distinct variety of the plant species cannabis sativa L. Due to the similar leaf shape; hemp is frequently confused with marijuana. Although both plants are from the species cannabis, hemp contains virtually no THC (delta-9-tetrahydrocannabinol), the active ingredient in marijuana. Hemp cannot be used as a drug because it produces virtually no THC (less than one percent), where marijuana produces between five to twenty percent THC. Hemp is among the earth's primary renewable resources. Trees cut down to make paper take fifty to five-hundred years to grow back while hemp can be cultivated in as little as one-hundred days, and can yield four times more paper over a twenty year period. Hemp also does not require pesticides, while half the pollutants in the U.S. today are sprayed on cotton plants, hemp is naturally mildew resistant, requires no pesticides, and maintains a healthy environment for the surrounding streams, air, flora and fauna. Hemp slows ozone depletion: the industrial use of fossil fuels, like petroleum, contributes to global warming by rapidly increasing the amount of CO2 in our atmosphere; however, hemp fuels, derived from the plant itself, maintain the e...

Cultural Implications of a “Brave New World”

Aldous Huxley’s â€Å"Brave New World† relates a fictional society in which freedom is dead, morality is forgotten, and man’s future is bleak indeed. His work employs many parallels that can be drawn to society’s culture today, possibly even serving as a prediction of the future 500 years from now. With that said, a close look will be taken into several of Huxley’s themes within a â€Å"Brave New World† to best determine the impacts of his fictional society in regards to current cultural trends, and trends for the future. Huxley’s â€Å"Brave New World† is set far into the future, in 632 AF, or 2540 AD.Plotted in this extreme, Huxley has liberated himself from any confines of modern literature and opened up the doors for a future entirely of his making, with his own rules, and own utopian predictions. For, written in 1931, Huxley was essentially inventing a society some 600 years into the future, one in which he has created a â €˜negative utopia’— [a society] in which utopian dreams of the ‘old reformers’ have been realized, only to turn out to be nightmares† (Booker, 16), which, with the Utopian books of his time, was his very intention.With that said, Huxley’s work should be â€Å"read primarily as a warning against runaway capitalism and as an anticipation of coming developments in Western consumer society† (Booker, 20). Further, in a direct parallel from Huxley’s work to modern society, capitalism could, very easily, take the same turn in an attempt to create a better, more stable economy. The story itself is a frightening version of the future that could be, all the while containing social and cultural issues of the early 1900’s.The cultural impact of the Industrial Revolution alone highlights a major theme within the work that the world is moving at too fast a pace for survival tempered by the loss of intellectual individuality. In Huxle y’s world, reproduction has no use as it is easier, and more economical, to essentially create new individuals via a hatchery process. Sex is no longer the means for reproduction but has been relegated the role of pleasure, where any man can have any woman, and there are no relationships based upon such intimacy.There are no emotional ties to family, loved ones, or friends, and death is accepted as the natural cycle of life, not to be mourned, but not really to be thought about either. Huxley’s world is separated into a large caste system: with Alphas, Betas, Gammas, Deltas, and Epsilons. In this society, the upper-castes are given more time in the hatchery to develop intelligence and physical prowess, whereas the lower castes are essentially poisoned to have lower intelligence and lesser physical endowment.Huxley’s employment of these plot conditions marks his greatest theme: that of the loss of individual identity. In his â€Å"brave new world,† people are mere products of creation, relegated into their castes, who live out their lives as they are supposed to, never questioning, never wondering, never living. With this basis, Huxley initiated the â€Å"reinforcement of desired behavior by reward rather than by punishment† (Fjellman, 3), with the â€Å"[prediction] that we might be tamed instead by desire and pleasure† (3).Then, perhaps for balance, Huxley introduces the character of Bernard Marx, a psychologist and an Alpha Plus. Despite his caste rank, Bernard is an outcaste in their society, based mostly on his physical condition, which socially marks him as a lower caste because of his smaller size. Bernard, of course, falls for a Beta Plus, Lenina, who is so far in the societal doe that she cannot even question her own actions and is tormented by her â€Å"friends† for not being promiscuous enough.As for Lenina, Huxley â€Å"reserved especial bile for the female of the species, whose presence provokes eve n more heated rhetoric† (Higdon), and her character the ultimate parody of the female species. Further, Huxley â€Å"offers a remarkably sexist vision which suggests—if it does not outright say—that only Alpha men are capable of being unhappy, of being unorthodox, of being rebels. Only once, in a remark by Mustapha Mond, does the work suggest that women can become as troublesome to the State as men and suffer exile for their unorthodoxy† (Hidgon).This rebel nature and ability to see the world for the reality of what is can be seen â€Å"through the actions and thoughts of its four male rebels: Bernard Marx, Helmholtz Watson, John the Savage, and Mustapha Mond—each of whom has been driven in one way or another to question and to rebel against the not-to-be-questioned values of the Fordian/Freudian world of 632 A. F. Each of these men has wandered dangerously far into unorthodoxies that threaten the community, identity, and stability of the World Sta te† (Higdon).From this basis, Bernard is the first male character to begin his rebellion when he realizes that there is something very wrong within their society—that everyone has been given â€Å"memories† from the hatchery based on subliminal suggestions and not actual events. Moreover, many critics refer to this rebel nature as Huxley’s â€Å"response to early cinema†¦[it] was far-reaching in its implications, recognizing cinema’s stimulation of the body as well as the mind and imagining cinema's potential to be either an instrument of social and political reform or a medium of cultural degeneracy† (Frost).Indeed, Huxley considered music a powerful medium, once writing that â€Å"‘the darkness of the theater, the monotonous music induce in the audience a kind of hypnotic state’† (Frost), exactly like Huxley’s soma does to the characters. Further, Huxley’s narrative form â€Å"[shows] the individual i n society, serves to heighten the sense of his helplessness and vulnerability† (Ferns, 132). Moreover, Huxley’s world â€Å"is an unsettling, loveless and even sinister place. This is because Huxley endows his ‘ideal’ society with features calculated to alienate his audience.Typically, reading BNW elicits the very same disturbing feelings in the reader which the society it depicts has notionally vanquished – not a sense of joyful anticipation. [Huxley himself] describes BNW as a ‘nightmare’† (Pearce). Indeed, Huxley writes in his Forward that his work is â€Å"a book about the future and, whatever its artistic or philosophical qualities, a book about the future can interest us only if its prophecies look as though they might conceivably come true† (Huxley, ix).For his part, Huxley avoids any real technological advancements (like computers, aviation, or even the evolution of the automobile) within â€Å"Brave New World,â₠¬  instead focusing on the evolution of the human being and the social cultural advancements that 600 years into the future might bring. More, Huxley writes that the â€Å"only scientific advances to be specifically described are those involving the application to human beings of the results of future research in biology, physiology, and psychology† (ix-x). Indeed, in choosing this form, Huxley has created a society that could exist in the very near future—and not one 600 years distant.Further, â€Å"it is only by means of the sciences of life that the quality of life can be radically changed†¦the people who govern the Brave New World may not be sane†¦but they are not madmen, and their aim is not anarchy but social stability. It is in order to achieve stability that they carry out, by scientific means, the ultimate, personal, really revolutionary revolution† (x). With this epiphany, Huxley made, for the first time, a purely utopian society in which it is not the technological advances that relegate the future of mankind, but it is mankind themselves who make it for themselves, for the good or for the bad.And it is this ideal that makes a frightening assumption for the future of mankind. 500 years into the future, surely Huxley’s world could come into fruition, but, in an even more frightening realization, Huxley’s world could come into society slowly, and within a period of decades, the current society, in an attempt to create a more safe and stable life for its inhabitants, could instead transform into the dystopian world predicted in a â€Å"Brave New World. † Overall, Aldous Huxley, in a â€Å"Brave New World† demonstrates a dystopian future in which mankind is subjugated by the very essence of being human.Where pleasure is a form of reinforcing punishment and sex is nothing more than an activity of the popular. The future that Huxley predicts is, in reality, a truth that every society may yet face . For, in removing the technological advances that mark many utopian works, Huxley has given the story over to human nature itself. And, in every future, there lies a culture where stability is the goal—and in that ideal, a â€Å"Brave New World† is not so far advanced, after all. Works Cited. Booker, Keith M. The Dystopian Impulse in Modern Literature: Fiction as Social Criticism. Westport, CT: Greenwood Press, 1994. Fjellman, Stephen M.Vinyl Leaves: Walt Disney World and America. Boulder, CO: Westview Press, 1992. Frost, Laura. â€Å"Huxley’s Feelies: The Cinema of Sensation in Brave New World. † Twentieth Century Literature, 52. 4 (2006): 443+. Higdon, David Leon. â€Å"The Provocations of Lenina in Huxley’s Brave New World. † International Fiction Review, (2002): 78+. Huxley, Aldous. Brave New World. New York: Bantam Books, 1958. Ferns, Chris. Narrating Utopia: Ideology, Gender, Form in Utopian Literature. Liverpool, England: Liverpool U P, 1999. Pearce, David. â€Å"Aldous Huxley: A Brave New World. † (2008). BLTC Research. 26 June 2009 .

Season Descriptive Essay

Are the birds peacefully hiring, or are the waves violently crashing into shore? Can you smell the salty air? Can you feel the icy breeze striking your face? Your job is to construct an essay about a day during your favorite season in thorough, specific detail. You need to write in a manner that will appeal to your readers. Show significance and meaning of your favorite season throughout your writing piece by providing a vision for your readers, using sentences that show rather than tell, and using details that evoke all of the senses (sight, sound, touch, taste, and smell).Try to make an exciting introduction that will hook your reader, and remember that you must end your writing piece appropriately. Point of view: you must write in the FIRST PERSON. Example: The word â€Å"dog† can be interpreted in a variety of different imaginations. Your reader might be thinking of a two-pound, chocolate-brown Chihuahua. Another reader might be imagining a 140-pound, black-and-white-speck led Great Dane. Notice the more precise adjectives? The precise breeds are used as descriptive nouns. In addition to detailed adjectives and nouns, you should also have detailed verbs.Think of the difference between having these two dogs â€Å"interacting† and â€Å"barking playfully† with each other. Requirements: Describe your day during your favorite season in 3-5 paragraphs. Make sure each paragraph is clear and organized. (Include introductory sentence, body, conclusion sentence. ) Write a focused, descriptive essay using precise, unique and vivid detail (be sure to consider all senses). Carefully consider what point you are trying to make about the season and make sure all details are clear to the reader. Title the essay with a unique title that captures the essence of the essay. Ex: A Scorching Summer Day; Blooming into Spring) Face- Focus Correction Areas: As a reminder, Face are items you will be graded on. However, you should still be paying close attention t o items such as spelling and grammar. Type these in the upper right hand corner across from your heading. Your Face for this assignment are: Paragraph Structure 120 (Topic sentence, detailed evidence, conclusion) Figurative Language /30 (At least one of each: simile, metaphor, personification) Imagery (At least two of each: touch, asset, smell, sound, sight) Helpful Tips: Provide purpose for your day during your favorite season writing piece.