REPRODUCTION Essay Example | Topics and Well Written Essays - 500 words

REPRODUCTION - Essay Example When a non-life threatening reason is involved, the termination may be equated to murder of the innocent. The mother may believe in serving the greater good by considering the available facts and opt for termination as a right decision at that moment. Even though the decision to terminate may be right, it does not always lead to a good result. However, one’s autonomy may surpass ethical obligations and terminate the pregnancy regardless. Autonomy recognizes an individual’s rights to make his/her own decision regardless of the available options. In addition, morality is considered to be relative to the norms of an individual’s culture (American Nurses Association 3). The right to life is a fundamental human right as it is the crucial step towards enjoying the other rights and benefits. This basic right is recognized internationally accruing from birth, but petitions that seek to protect life before birth have been on the rise. Establishment of legal frameworks that protect life before birth would recognizes that life begins after conception thus; constitutional protection conferred equally to both the pregnant woman and the unborn. The mere fact that the fetus is dependent on its mother for its existence, only illustrates the need to offer protection to the viable fetus and its mother. This entitles the fetus to the right to be protected from all sorts of dangers. To ensure the provision of this security, the mother should be accorded the necessary environment. A fetus is described as an unborn offspring in the postembryonic period from the beginning of the ninth week after conception until birth. This stage marks the beginning of the development of key structural features gearing towards a humane appearance. During this period, the gender of the unborn can be effectively determined. It can thus be said that a fetus is a human being full of life and its developmental stages. The fetus should be considered to bear moral

Case studies 1 & 2 Essay Example | Topics and Well Written Essays - 1500 words

Case studies 1 & 2 - Essay Example However the company is faced with the ethical issue of being environment conscious and pro-green operations while having to dump the sewer waste in the Chavon River. This poses as a major issue for the company. Legally there exist no laws that the company would be breaking if it decides to continue on the suggestion provided by Teltec and dump its sewer waste in the Chavon River. However the increasing interest in environment protection including protecting Earth's water resources can lead to a law suit in the future by the Dominican Republic or the community living near the river against the company for dumping its waste in the Chavon River. Moreover consumer action groups can take action against the company for not upholding its social corporate responsibility by polluting its regions of operation in Dominican with the dumping of sewer waste in the Chavon River. In Economic terms the company would be better off dumping its waste in the river as the company would not have to deal with the extensive costs of setting up a treatment plant, and treating the waste before it gets dumped into the river. In the short term this is going to be economically feasible and profitable for the company. However with the passage of time the amount of pollution being driven into the river is going to increase while increasing the pollution levels and concentration as well. At this position it would not be economically suitable or viable for the company to continue dumping untreated sewage into the river as counter lawsuits and legal action can raise fines for the company that would have to be met and alternatives to dumping would have to be developed at additional costs. From the ethical perspective the issue that the Clean Power Company would be facing pertains to the ethical dilemma of not acting upon ones own vision and strategy for business. The company manufactures energy efficient products with the vision of increasing awareness amongst the consumers for environment sustainability while still earning profits form the sale of the energy regulators. However with the practice of dumping the sewerage and the waste directly into the river the company would be not acting on its own beliefs leading to tarnished image for the company. The company is also philanthropic in the manner it wants to develop the local region of operations in the Dominican Republic by building infrastructure to provide support to the local community while establishing programs for their education and development. However if the company takes to dumping sewerage and waste directly into the river, it would create a contradiction of ideology as the action would lead to the pollut ing of the regional environment that goes against the philanthropic viewpoint and perspective of the company. Question B: Stakeholder Management - Write a minimum of 2 pages in APA format addressing the questions below regarding the following stakeholders: the

Government 1 Dissertation Example | Topics and Well Written Essays - 500 words - 1

Government 1 - Dissertation Example It should be noted that Georgia and the Carolinas were two regions that supported slavery and their decision to stay out of the union would have been due to their refusal to abolish slavery at some point in the history of America. Thus, it would have been written in the history of America that Georgia and the Carolinas stayed out of the union as they refused to abolish slavery in their own territories. America would have tried to use force to bring these territories back to them and these would have also been written in the history of America. If Georgia and Carolina had stayed out of the union, it would have been that slavery was what divided America. Thus, slavery would have been the political divisive factor that made Georgia and the Carolinas to stay out of the union. The United States of America would not in any way have succeeded without a written constitution. If there is anything that is keeping the United States of America together, it is in the fact that they have a written constitution (Taylor, 2001). If there was no written constitution in the United States, there would not be law and order in the country. The fact that the leaders and other citizens of the country know that they must not do things that are not contrary to what was written in the constitution plays a great part in the survival of the country.

Driving Stick Shift Essay Example for Free

Driving Stick Shift Essay Learning to drive a stick shift is one of the things I mastered in life because of the effort and practice I’ve invested. I can still remember the day I learned how to drive a manual transmission car. My cousin stopped by our house and I asked him to teach me how to drive. The only problem was his car was a stick shift. I honestly got intimidated by those horrendous three pedals and that hair-chilling gear shifter, but nothing stopped me from wanting to learn because I knew it would be worth it and I thought I would make me look cooler. So he grabbed the keys and drove to a parking lot that had a wide empty road. He stopped, turned off the car, got out and said â€Å"Okay, your turn. † So I began the initiation into the high art of driving a stick shift. He gave me all the instructions, he told me to press down on the clutch so I can start the car. I kept my left foot on the clutch and put the car in first gear. I slowly released the clutch as I was slowly pressing on the gas pedal. Then, boom! I stalled and the car shut off. My cousin started laughing. I tried to get the car started again and I still stalled on my fifth attempt. He continued laughing while giving me advices. Finally, on my sixth attempt I got the car going. When he saw that I could stop and get the car moving normally and shift gears without grinding the clutch, he gave me the green light to drive to the main streets and freeways. It took me a lot of practices and effort before I got the gist of it. It was all worth it, I actually enjoyed it and promised that my next car would be a stick shift. At first I thought having a stick shift car would only make me look cooler, but when I had my own car I actually learned that it’s less expensive then automatic cars, gets better gas mileage and most of all it’s simply more fun!

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.

Right Before My Very Eyes :: Vision Brain Seeing essays

Right Before My Very Eyes "I'll believe it when I see it:" is one of many common catch phrases included in our every day vernacular. A person who declares this is asserting that they will not be fooled by another's assumptions or perceptions of the world. This understanding raises a great sense of security within us, concerning the things that we do see, and inversely, an unavoidable sense of insecurity in those beliefs that are not supported by vision. Do you believe in Ghosts? Angels? Out of body experiences? Would you believe if you could see them? Maybe not. But it is possible to offer those who are withholding there stamp of approval on things that exist but cannot be seen, a better summary of evidence, which could make the inability to see something an invalid criteria for belief. Could a summary of evidence be compiled that would support this: Our vision is incomplete, incorrect, and can even be as misleading as to create something within the brain that does not exist at all, shedding light on a b rain that is more of a visionary, and less of a reporter. Human beings rarely contemplate the significance of their own blind spot, a place where processes of neurons join together and form the optic nerve; it is here that the brain receives no input from the eye about this particular part of the world. What I discovered while entertaining myself with a simple eye exam aimed at divulging the capabilities of the brain in the face of the eyes blind spots was fundamental in my exploration of the trust we place in vision, and so I will explain it briefly. Our brain can ignore a dot that exists on the page and "fill" the spot with the color of its surroundings, no matter what the color. However, it is not that our brain cannot conceive of an image or of a shape to fill this place. Continuing with the experiment leads you to find that the brain will continue the line that is obstructed with the black dot, covering the sides of the dot in the surrounding color, and transforming the image before you into a line within your brain. A line that i s absolutely not there. This reveals more than just a weakness in the eye, but an ability of the brain! (1)

The Plot Against the Giant

The poem talks about three girls plotting against a giant. The first girl plans that when his yokel comes maundering, whetting his hacker, the first girl will run before him. She will diffuse the civilest of odors out of geraniums and unsmelled flowers. The girl expects that this will check the giant. The second girls plan is to directly run before the giant. She will arch cloths besprinkled with colors that are as small as fish-eggs. The threads of the cloth will abash the giant. Lastly the third girl calls the giant la pauvre. She will also run before the giant with a curious puffing. He expects the giant to bend his ear to her puffing and that’s when she plans to whisper heavenly labials in a world of gutturals. This will undo the giant. The Plot of against the Giant is a poem published among Steven Wallace’s other poems under the book Harmonium which was published in 1923. The poem has a lot of playfulness and imagination but one would wonder who Wallace’s giant was. He could mean someone else or the giant could be himself. The poem consists of three parts. This could mean three approaches or three aspects or three techniques or three different experiences or stories all together. First line goes when this yokel comes maundering, yokel means an uneducated person, they are also known as bumpkins standing for unsophisticated country people. In fiction, yokels are usually depicted as gullible and easily conned. On the contrary, they may be viewed as straightforward and simplistic, and therefore seeing through sophisticated pretenses. Maundering can mean either wander aimlessly or talk indistinctly or speak rapidly. So the first line mean the first girl is waiting when the giant whom she calls a yokel comes to wander. The poem continues, whetting his hacker, I shall run before him, Diffusing the civilest odors Out of geraniums and unsmelled flowers. It will check him. Whetting is sharpening. With the continuation, the first paragraph suggests that the first girl will run to the giant when he is wandering without care sharpening his hacker. She plans to run to him and pour out and spread freely the nicest smelling odors from geraniums and unsmelled flowers and this will check the giant. The second girl says, I shall run before him, Arching cloths besprinkled with colors As small as fish-eggs.The threads. Will abash him. This suggests that she will run to the giant bending clothes toward the giant sprinkled with colors as small as fish-eggs. The threads will disconcert and embarrass the giant. While the third girl says, Oh, la†¦le pauvre! I shall run before him, With a curious puffing. He will bend his ear then. I shall whisper Heavenly labials in a world of gutturals. It will undo him. This suggests that she will run to the giant with an interesting but short forceful exhalation of breath or a short sudden gust of wind. This will make the giant bend his ear. The third girl will then whisper heavenly labials. Labials are consonants articulated either with both lips (bilabial articulation) or with the lower lip and the upper teeth. Sounds like this will undo the giant. The poem has a lot of imagination, symbolism and subtlety. It even has playfulness.   Each girl represents certain dealing or a plan: the subtlety of fragrances, the colorfulness of the besprinkled cloths and the magic of sound.   Another way of understanding the poem is seeing the visions of the poet himself. The Giant could be Steven Wallace himself and the gist of the poem is basically women plotting against him. If Wallace had been fond of women during his days – we can only speculate. He must have composed the poem out from pure imagination or thoughtful observation or it could be that the poem came out from a true-to-life experience. With this premise we will them come to view the poem differently and perhaps more maturely. As I’ve mentioned the three girls can mean different approaches of woman to a man or how woman respond to man. Before we get to the details of the poem lets touch a little on the word giant. Why Wallace did choose his hero to be a giant? Why not a winged-angel or perhaps Superman? It could be possible that in Wallace mind he perceives men in general as giants, of course not in the physical sense but in the gender sensitive sense. Another point of consideration is when the poem was created. The poem was written when society was highly patriarchal. It could be very possible that Wallace views were highly influenced by a male-dominated society that time. This could be the reason why he sees men in general or himself as super beings – superior to ordinary man. He used a giant as his hero in the poem to portray this supremacy. However, Wallace was aware of the consequences of using a giant for a hero or maybe it is exactly what he intends. Just like Goliath in the Bible, though he is a giant he was defeated by a child in the person of David. Wallace might have seen this perspective and opted to mold his character into a Giant and multiplied his David into three. Evident in the poem is Wallace’s bias on woman. He used the word plot against –and to plot against is something adversarial. As upfront as this title, the walls have been divided. Wallace then sees women as the enemy. The three dames represent a battle Wallace’s giant needs to overcome. First is the art of subtlety – using the sense of smell. It is common knowledge that scents and perfumes are women essentials. As much as women loves wearing it – men loves smelling it. The poem speaks of this with the first girl using all the civilest odors from geraniums to the unsmelled flowers. This suggest that the girl used the scents to check the giant out. She used the scents to weaken the giant. We should take note that the first girl was careful when to release these odors – only when the yokel is maundering. It is not done all the time, timing is everything. Second is the use of color and of clothes. If this is effective in taming a man then it is much effective now. It doesn’t only tame or abash a man it can be used to intimidate though today’s playing field doesn’t play much on the color nor on the cloth but a lot has been attributed to style. I would say attitude counts too. Third is the use of sound. Sound can have different effects on people. It depends on the kind and quality of sound we hear. The poem speaks of heavenly labial sounds. To me this suggests sensuality. These sounds can be the ahhs and the ohhhs or can be a moan or a groan that surely is very powerful letting the third girl call the giant la pauvre. It wouldn’t be a wonder because labial sounds are mostly guttural thus instinctive. The effects of these sounds are expectedly instinctive in nature too. The Plot Against the Giant First Girl When this yokel comes maundering, Whetting his hacker, I shall run before him, Diffusing the civilest odors Out of geraniums and unsmelled flowers. It will check him. Second Girl I shall run before him, Arching cloths besprinkled with colors As small as fish-eggs. The threads Will abash him. Third Girl Oh, la†¦le pauvre! I shall run before him, With a curious puffing. He will bend his ear then. I shall whisper Heavenly labials in a world of gutturals. It will undo him. (From â€Å"Harmonium,† 1923)