Woman of the Nineteenth Century Essay Example for Free

Woman of the Nineteenth Century Essay Dear diary, I am a woman by birth, a woman by heart but this country does not recognize it nor understand what it means to be a woman. I have been married for almost twenty years now, maybe twenty two. I am already confused, as my body is tired, to think of the number of years I have been married. I could even barely recall the time I was born or the exact date I was brought to this wretched world. The years seemed to have gone by too fast, yet the pain and the harsh experiences carried in it are still here, in my body and in my heart. Oh how I wish they have all left together with my youth. I am old. My eyes and the skin surrounding it are already too dark and deeply imbedded in their sockets. My lips are too dry to even speak to anyone else. Wrinkles are all over my face, as if representing the countless agonies and hardships I have endured. Marriage is the worst thing that has ever happened in my life. It deprived me of all my individuality and happiness in life. Britain, my country, gives us, women, a hard time by forcing us to marry Britain’s savage men. There are few men compared to women in Britain, yet they are far more savage than us women. They are like wolves hunting for lambs, tearing the flesh out of their victims. Because of marriage, I was not able to enjoy my life as a young adult. I was not able to lavish my self with material things. I was not able to eat exotic foods which I have been dreaming of eating since I was a child. I was not able to wear elegant clothes or build a huge house for myself. I was not able to enjoy the fruits of my labor because I am, or us women, are expected to depend highly on men. The money that I received from the death of my father due to the war was passed on to my husband after marrying him. All the money that I have earned through the countless hours of working was collected by my greedy husband. It’s all thanks to my country’s unwomanly law, the 1882 Married Property Act. It deprived my off all my independence and freedom to live on my own. It imprisoned me in the hands of my no-good husband. I believe that women should be given the equal rights to property and dignity of self-support. I have been dreaming and wanting to divorce him for years, after the first beating I have received from him, months after our wedding. I caught him cheating on me, having sex with an old-hag in our neighborhood. I threw everything that I could lay my hands to him on during that day. The thoughts of killing him also flashed into my mind, but I didn’t, because I feared Britain’s cold prison. I have the right to be angry and should have the right to divorce him, but my country doesn’t give me that right, they simply won’t let me leave him. It is the fault of the Matrimonial Causes Act of 1857 which gives men more power over us women. Because of this law, they can divorce or discard of us anytime they want as long as they provide evidences of adultery committed by their wives. However, even if we caught our men cheating, we cannot divorce them. Even if I was divorced by him (Oh I’d really love to be separated from this beast) this law won’t let me see my angelic children. Giving birth was the most painful for me. I have a slight curvature on my spine. I think this increases the risk of paralysis when giving birth. I assume such thing would happen based on the twenty-ninth woman’s story in the book which I read called â€Å"Motherhood Bondage† by Margaret Sanger. She has three boys, and worked really hard just as I do. If I remember what I read right, her right arm was paralyzed when she gave birth to his second baby and was totally paralyzed (her whole right side) when she gave birth to the third (Sanger 86). I sympathize with her and hope that it does not happen to me. I already have thirteen children, five weak boys and eight sickly girls, at my age of 40. Luckily, I have not experienced any paralysis. But it was definitely painful. Having these lovely angels give me hope and uplifts my spirit. However, having so many children can also be a burden especially if a husband doesn’t provide financial support to his wife, just like what my husband does to me. My husband doesn’t support us that much. I am only able to raise my beautiful angels because I hide some money from work. My fool husband can beat me to death but I will never give him all my money, especially the little savings I have for my children. Truthfully, I love all of my children, but I do not want any more of them. On the contrary, my husband seems to want more. Well, not particularly children, but specifically sex. He comes home late at night in his elegant pants and fine coat, hiding the beast within him. He’s always drunk and is fond of beating me. My sadist husband rapes me every night, pushing my face to the hard headboard of our meager bed. He enjoys every scream I utter in our small room that echoing the pain on the soiled walls. He thinks that I am his property, an object which he can toss around and dispense anytime he wanted. He arouses me by playing with my clitoris, stimulating my body to lubricate the part which he wants more than his wife; my vagina. If he accidentally hurts his private organ by pushing too hard, he strangles me and yells that I am sexually frigid. He questions my capability to have a vaginal orgasm and argues that I am sexually incompetent. But to tell you the truth, he is simply ignorant. My stupid husband who only finished his secondary education thinks he is superior and very intelligent, but he does not know much and does not actually understand women. Vaginal orgasm is purely men’s idea about women and neglects the fact that the â€Å"vagina is not a highly sensitive area and is not constructed to achieve orgasm,† it is the clitoris, which is the women’s â€Å"center of sexual sensitivity and which is the female equivalent of the penis† (Koedt 133). Is it still my fault for being sexually aroused yet sexually unsatisfied? I did not want to have sex with him on the first place (and I would like to emphasize that right now, I really regret marrying him) but he keeps using me, treating me as a sex slave. His sexual appetite seems unquenchable like a wolf who returns every night, wanting to devour another lamb. I am already old and my husband as well, but his yearning for sex is as vigorous as ever. Remembering our honeymoon or our first night together was really exciting. My heart was beating really fast as he unfolds every clothing that hides my smooth and tender skin. With every touch, my heart skips a beat. With every kiss, my cheeks turn red and my bosoms rise as if they were touching heaven. When he first entered me, it was painful, yet pleasurable in a way. It was like dream, only that time it was real. However, having sex with him few weeks after that was like nightmare; it was a living hell. As a woman, my right for voluntary womanhood is violated. I simply cannot stop him from having sex with me. Everytime I disagree with his yearning or push him away, he comes back with a forceful punch or a hard kick on my stomach, on my face or on my chest. I can no longer refuse to submit to my husband’s sexual demands. Something which I believe is a right which should be given to me, as a woman, as a mother and as an individual. I believe that there should be â€Å"right on the part of a woman to decide when she shall become a mother, how often and under what circumstances† (Grimke 942). I am a woman by birth, a woman by heart but my husband, the men in this country, my country, do not recognize it nor understand what it means to be a woman. I know that writing this on a piece of paper won’t do much. But I am hoping that someday, somebody who has power or understands women sees this and liberates me or at least women from the shackles of this patriarchal society. I am old, but my heart as a woman will forever be young; young in the sense that it had never been given the right to grow. When I die, I hope that this woman in me is cherished, nurtured and developed by others. Diary, can you help me find that person? Please? I hope you can, and I hope it’s soon. Works Cited Grimke, Sarah. On Voluntary Motherhood. For Women Only! Your Guide to Health Empowerment. Eds. Gary Null and Barbara Seaman. Canada: Seven Stories Press, 1999. Koedt, Ann. The Myth of the Vaginal Orgasm. Public Women, Public Words: A Documentary History of American Feminism. Ed. Dawn Keetley. UK: Rowman and Littlefield Publishers, Inc. , 1970. Sanger, Margaret. Motherhood in Bondage. New York: Brentanos, Inc. , 2000.

Goal Of Becoming A Developed Country Education Essay

Goal Of Becoming A Developed Country Education Essay Malaysia is on the verge of reaching its goal of becoming a developed country by the year 2020 where the people may enjoy high living standards and more competitive in the era of globalization. Developing the potential of individuals which stand on the global platform is the main concern of the country in producing skillful citizens that would become the basis in the transformation of country towards high income economy. The 21st century implies the changes on the demand of skills in order to succeed in job realm as well as in daily life. Individuals need to master the blending of content knowledge, specific skills, expertise and literacy (Partnership for 21st Century Skills, 2007) in their daily life rather than mastering them in isolation. The application of skills is one crucial step for a student to obtain a job in the industrial domain (Pandian, 2005; Wagner, 2008). The 21st Century Skills is a recent skill analogous to soft skills apart from it being more global. In Malaysia, more attention is put on soft skills compared to 21st Century Skills. Soft Skills is a skill which is emphasized in graduates of the present. Realizing the globalization of development in global technology, the education in Malaysia has changed the approach of teaching and learning to ensure effective productivity of individual potential that are knowledgeable and competitive globally. Revolution of technology in the digital era of the 21st century has brought changes in replacing soft skills with the production of individuals whom are equipped with the 21st Century Skills (KPM, 2010). The 21st Century Skills and Soft Skills have similar significance where both could contribute to the success of graduates in the industrial domain. In addition, the 21st Century Skills benefit students knowledge as well apart from its contribution in the industrial domain. The 21st Century S kills is a set of skills which is essential for students in order to succeed in their study, career and life in this century which is full of challenges (Trilling Fadel, 2012). In a technology based learning environment, the 21st Century Skills is an important skill which needs to be there. There are varieties of challenges for 21st century learning in education. Having students to acquire knowledge outside the classroom is essential in the 21st century. The 21st Century Skills is a skill which is far beyond technology skill; it completes students with real life learning skill which would help them to succeed in their profession or career (Krulock Hofreuter-Landini, 2011). Virtual Learning Environment (VLE) is an environment which requires the adaptation of 21st Century Skills. Malaysia wishes to release VLE in every school under the Malaysia Ministry of Education (MOE) through 1BestariNet Project by using internet among the school communities. Through this project, it can be affirmed that integration of the 21st Century Skills is a need in realizing a technology based environment due to the important interaction of technology and 21st Century Skills blend ing in the educational world at this point. This is in line with Smart School Strategic Plan, 2011-2015 which in fact is practicing the technological approach in education to produce potential of individuals and capacity development which are skillful and professional in the integration of ICT in management and teaching and learning as well as the 21st Century Skills (MOE, 2011). In order to be outstanding on the universal platform, students of the cyber generation need to be knowledge literate and master the 21st Century Skills (Utusan Malaysia, 2011a). However, research on the integration of the 21st Century Skills in technology based learning environment has not been carried out as this is a new skill which need to be explored and learnt by Malaysian students of this century. According to Pandian (2005), it is important for follow-up research to be carried out in identifying the 21st Century Skills which are needed by the industrial domain in fulfilling the demand of the workforce since skill is an important criterion in obtaining a job. Despite that, there is no research related to the 21st Century Skills been performed yet. This phenomenon causes uncertainties from various parties and issue regarding the assurance for the convention of technology based environment could produce students 21st Century Skills in ensuring their employability after graduation begins to rise. Educators are responsible in playing the role of promoting knowledge and providing practice in order to polish students talent and skills so as to fulfill the demand of the industrial domain and the 21st century. In regard to the issue that arises, the initiative has been taken to help students in mastering the 21st Century Skills in teaching and learning in Malaysia. Integration of the 21st Century Skills in the educational curriculum is a way to ensure students being exposed and able to master the skill (Wagner, 2008). In identifying the learning skill which is needed by students in developing the 21st Century Skills, recommendation for follow-up research need to be carried out (Pandian, 2005). For that reason, the selection of technol ogy as a medium of integration of the 21st Century Skills among the students will be carried out through this research. In the 21st century which is quite similar to the digital era of ICT, skill in using the latest technology has been made an important aspect. ICT is one of the 21st Century Skills that are needed in producing potential of individuals of a global standard in line with the industrial demand apart from its major contribution in the economic sector. In relation to that, it is necessary for the integration of the 21st Century Skills to progress along with the current development of ICT. Both are significant in producing quality future graduates. The effectiveness of integration between technology and 21st Century Skills need to be further observed. The usage of Web 2.0 technologies is not something new for every student. However, the integration of Web 2.0 technologies is a new phenomenon in the learning environment of the educational field. This learning environment gives students the privilege to be in charge of their own learning more proactive in developing knowledge and acquiring skills (Haihong, 2007). Web 2.0 is a term which is newly created. It comprises a collection of web based tools which provides an individual with free social networking services such as blogs, wikis, pictures and videos sharing and others. Web 2.0 technologies encourage users to collaborate with each other and it also gives them the opportunity to amend, summarize and contribute to the production of a document of the content. Web 2.0 technologies are not only used in our daily life, but it is also essential in the industrial domain (Salomon Schrum, 2007). Web 2.0 is a strategic means of sharing information. Everyone could have access to this great technology which is indeed necessary in almost every task. Revolution of Web 2.0 usage in the learning process is a new revolution in improving students information searching. One could learn and understand techniques or new knowledge technology in the process of learning through the application of Web 2.0 (Wactlar, 2000). Incorporation of Web 2.0 technologies in the integration process of 21st Century Skills knowledge among students is due to the effectiveness of the technology as one of the teaching medium itself (Zhang, 2003; Salomon Schrum, 2007; Berk, 2009). Web 2.0 technologies such as multimedia technology has a dramatic effect on both learning process and product as this learning environment involves a variety of senses which could help in maximizing students potential in retaining the information acquired (Syed, 2001). The research found out that using multimedia could improve ones problem solving skill as full attention is paid to the task given through active, interesting and clear presentation of task using multimedia (Weston B aker, 2001). In spite of that, technology alone is still unable to create a meaningful experience for ones learning. It needs to go together with learning strategies. A student needs to make sure that the learning strategy which is used along with teaching and learning through technology is the main focus (Levine, 2005). This is because different media create different impact. The effectiveness of a technology based learning environment can be measured by looking at how the technology is used, users role, and the learning process itself. A good learning process depends on the knowledge on the principles of practice which are self, students, content and methods (Galbraith, 2004). Integration of Web 2.0 technologies in incorporating 21st Century Skills among students will not be a success without appropriate learning strategies. Self-regulation is important when learning process involves internet based environment (Shen, Lee, Tsai, 2007). Preparation of a technology based environment among students in incorporating the 21st Century Skills has a high probability to be ineffective if students themselves do not have the skills to be responsible for their own learning, learning strategies need to be integrated and practiced in preparing students towards achievement in their studies (Chang, 2005). Zimmerman Schunk (1989) defines Self-directed Learning as a systematic orientation of feeling and action to help students in achieving their aims. On the other hand, Driscoll (2000) claims that self-directive are a skill where students need to decide their aims and manage their own learning as well as their achievement. Students who are equipped with self-directed skill would usually achieve better achievement than those who do not (Zimmerman Martinez-Pons, 1986). This shows that Self-directed Learning strategy plays an important role in students achievement (Zimmerman, 1990). On top of that, concern over the improvement of students also gives a positive impact on students motivation. This is suitable with the Web 2.0 technology based learning which is motivating. Learning which practices Self-directed Learning strategy through Web 2.0 technologies is suitable with the context of technology based environment as students have more control over time and task that is given to them and they have to decide on their own learning strategies (Pintrich, 1995). In contrast, traditional way of learning rarely encourages the development of self-directed learning among students (Orange, 1999). Hence, this research will be focusing on the effort to identify the integration of 21st Century Skills among students using Web 2.0 technologies. This effort is an initiative in developing the usage of technology mechanism concerned such as Web 2.0 technologies in developing the integration of 21st Century Skills among students in line with the demand of industrial domains. This initiative is taken as the phenomenon of the 21st Century Skills which becomes important in the educational field in Malaysia has now been taken into consideration in assisting the implementation of the Smart School Strategic Plan, 2011-2015 in Malaysia. Background of the Study Technology based learning is gaining attention in recent times. This is due to the nature of the technology in todays economy. High demand on k-worker who has the expertise and skills to handle technology in the industry brings about the awareness on the importance of technology. Employees should be given training and education on the use of technology as technology is able to develop employees who work smarter in producing high-quality product and services especially for clients. Information and communication technology skills (ICT) is one of the 21stCentury Skills that is needed in producing a world-class individual in line with the demand of industry and it also offers significant contributions in the economic sector. The ICT industry in Malaysia is expected to generate U.S. $14.1 billion (RM43.71 billion) in 2012 (Utusan Malaysia, 2011b). This is an era of globalization which based on knowledge and k-economy. Therefore, adaptation of the fundamental principles of education needs to be implemented in order to cope with the current situation. The information technology which is growing so rapidly made it necessary for the Malaysian education to introduce and use computers. Education in this era of information is more concerned with the practice of ICT in teaching and learning process (Glancy Isenberg, 2011; Gill Dalgarno, 2008). Thus, in order to meet the challenges in this digital era, Malaysia has embarked on a paradigm shift in line with the development of ICT. The aim of Malaysia towards developing economy through ICT has enhanced the empowerment of the use of ICT in various sectors such as commerce, industry, education, health, and in all aspects of life. The implementation of the Multimedia Super Corridor (MSC), which has seven applications of ICT-related activities in various sectors as major projects in Malaysia provides a platform and environment that can encourage and enhance the use of ICT can encourage change to promote this country towards a digital era which is global in the 21st century. Education is seen as an important sector in introducing the use of ICT. Integration of ICT has become important in the educational field particularly. Based on The Development of Education report by MOE in year 2004, MOE hopes that ICT could improve teaching and learning by promoting activities such as video conferencing and the Internet as a common practice in the Malaysian schools. It is expected that in 10 years time, the development of ICT infrastructure will be intensified by expanding access and equity for ICT facilities; develop ICT-based curriculum; and improve evaluation as well as the evaluation system using ICT. Thus, Computer Literacy, Smart Schools, and Computers in Education, which has become one of the agenda in promoting ICT in schools, are implemented. Smart School is a school which emphasizes the application of ICT as pedagogy and in the school management. Use of ICT in school management as well as teaching and learning process is a noble effort of the Ministry of E ducation Malaysia (MOE) in promoting integration and its optimal use among the school community. Malaysias effort in the integration of ICT is developing with the implementation of the 1BestariNet Project in January 2012 by the Ministry of Education Malaysia (MOE) for schools with the aim to reform and improve the SchoolNet project. 1BestariNet is an End to End (E2E) computer networking for the purpose of teaching and learning and management and administration of 10, 000 schools for the period of 15 years (1BestariNet, 2012). This project emphasizes on the major component of teaching and learning through internet access and services Virtual Learning Environment (VLE) for the school. This shows that Malaysia is moving towards providing a learning environment with the concept of e-learning in schools. Teachers and students need to develop ICT skills together in order to achieve the aspiration of government in improving ICT through education and mastering the 21st century skill in order to comply with the demand of the current industrial domain. Teachers and students need to be exposed to the skill of using digital media in order to equip themselves in overcoming challenges in the future (Pandian, 2005; Dakich, 2005). Teachers are the main input of students exposure to the skill. A study done by MSC Malaysia suggests that Ministry of Education Malaysia (MOE) needs to plan for on-going professional development of teachers by providing and enhancing their knowledge and skills which can build their confidence in using the ICT. ICT skills are essential in order to meet the expectations of the country in producing creative and innovative nations with the use of ICT as the catalyst to the development of the countrys economy in achieving the status of developing country by the year 2020 (Ngah Masood, 2006; Park, Roman, Lee, Chung, 2009). In the context of vocational education, ICT is seen as having a great potential in providing students a broader acquisition of knowledge where students can learn something insightful and meaningf ul in line with the demands of the industry and the main aim of the Smart School Strategic Plan, 2010-2015 (KPM, 2010). Use of the Internet such Web 2.0 technology which provides services such as Facebook, Twitter, wikis, Blogs, YouTube and others has great potential to be used in the classroom and its benefit students learning in the process of teaching and learning (Harris Rea, 2009). Teaching and learning process needs to progress along with the rapid development of information and communication technology. Tradition way of teaching and learning process has now been regarded as irrelevant to the current practice (Marold, Larsen, Moreno, 2000). Current teaching methods need to be more flexible (Zhang, 2003). Traditional way of learning has now been adapted with technology based learning such as the use of video and text in lesson that simulates students participation in the real world (Beard, Wilson, McCarter, 2007). Web 2.0 provides a new alternative in shifting the traditional teaching and learning environment towards technology based education though E-learning environment which focuses on lifelong learning and on-demand learning (Zhang, Zhao, Nunamaker, 2004). E-learning has now become one of the evolutions in the educational field where information could be shared instantly and it becomes a medium of integration of learning materials which is effective, ef ficient, immediate and more economical (Ong, Lai, Wang, 2004). In the context of education, research on the use and impact of e-learning shows positive improvement (Akaslan Law, 2010). ICT in vocational education is an idea that is still new in Malaysia and it is not impossible to be implemented with the effort of the Ministry of Education Malaysia in providing a technology-based learning environment which involves the Technical and Vocational Education Division in the development of individuals. Lambert Cuper (2008) stated that students are exposed to the latest technology such as internet, computers, mobile phones, social networks and others since their early age. Therefore, it is not surprising that students will be able to understand the learning content delivered through simulations, video and audio as technology helps them to learn effectively (North Central Regional Educational Laboratory [NCREL] Metiri Group, 2003). Each student has different ways and the ability to acquire knowledge in the learning process. Thus, it is unfair if we a ssume that all students will be able to acquire knowledge at the same time, in the same manner and with the same method used in the past and provides the same effect in the world of learning today (Berk, 2009).The use of technologies such as visual, audio, graphics and simulation have significant effects on the students. As a result, students need an interactive teaching and learning process in helping them develop the knowledge. Educators need to have an effort in learning to use new technology in order to meet the demand of students in the 21st century. Through the use of Web 2.0 technologies, it brings benefits in the aspect of time and learning location, students motivation, facilitate basic skills acquisition among students and it could improve teacher trainees skills in a way which is effective and economical (Haddad Jurich, 2002; Brecht Ogibly, 2008). Integration of Web 2.0 technologies in teaching and learning process is one of the alternatives for the use of e-learning in education. Web 2.0 technologies provide various advantages for the students (Zhang, Zhou, Briggs, Nunamaker, 2006; Schmerbeck, 2000; Salomon, Perkins, Globerson, 1991). In the context of this research, Web 2.0 technologies are used in the teaching and learning process in order to inculcate 21st Century Skills among students. This approach is taken due to rapid advancement of ICT today and the changes of the 21st century students themselves. Todays younger generation, especially students are getting more occupied by the current world development of technology. Prensky (2001a) stated that students nowadays are the digital natives where they are born, grow and communicate using digital technology throughout their lives. It seems that technology and students cannot be separated because they grew up in an environment which is well equipped with the use of computer s, video games, digital music, mobile phones, e-mail, internet and others. Students of this era show significant differences due to the rapid development of Information and Communication Technology (ICT) that is happening throughout the world. Students of this generation have undergone a radical transformation. They could no longer receive teaching and learning activities which are traditionally proposed by the earlier education system. Transformation in the integration of Information and Communication Technology (ICT) in the teaching and learning process is seen as an important aspect of the education today. Students understand the learning content delivered via simulations, video and audio better for the use of this technology can help them more effectively (North Central Regional Educational Laboratory [NCREL] Metiri Group, 2003). The concept of Web 2.0 technologies is not something new, but it is taking a new form of approach to be used in the teaching and learning process. The use of Web 2.0 technologies such as interactive video has been widely used in institutions of higher learning which is more on adult learning (Glancy Isenberg, 2011). Adaptation of Web 2.0 technology approach in learning environment for students in Malaysian schools will be conducted. Web 2.0 technology-based learning is still believed to have a profound impact on education despite the fact that this approach has limitations in terms of teaching and learning delay among students (Song Hill, 2007). This is due to the online learning environment itself which allows students to have full control over their own learning compared to the traditional learning (Elvers, Polzella, Graetz, 2003). Besides, the usage of Web 2.0 technologies is actually fostering self-directed learning among students (Song Hill, 2007). Self-directed learning allows a student to have the initiative and high self-motivation in the success of their learning. Self-directed learning is capable of nurturing individual skills among students. It also provides students room in planning, monitoring and evaluating their own learning. The success of online learning depends on the learning strategies used (Hill, 2002) as well as the students high level of motivation (Shapley, 2000). Therefore, the integration of Web 2.0 technologies with the emerging of self-directed learning in developing 21st Century Skills among students is in line with the demand of the industry domain of the 21st century is an alternative to ensure the effective use of technology in teaching and learning process can be achieved. However, the doubt on the effectiveness of Web 2.0 technologies in developing the 21st Century Skills is still unanswered. Development of information and communication technology has brought changes in Malaysia in various sectors, particularly in improving the education and economy sector (Salman Hasim, 2011). Various efforts have been made by the education sector in producing a workforce which could contribute in the Malaysian industrial sector, in line with the rapid development of current technology. Achievement in producing a variety of technological facilities in the education sector has begun to develop rapidly. However, will this technology help in improving students skills in line with the demands of the industry is still uncertain. The 21st Century Skills need to progress along with the current technology. This is because both elements are important aspects of todays digital era. However, todays graduates are facing problem in the lack of knowledge in information technology field (The Star, 2004). Knowledge of information technology is important in the 21st century. Students are not able to get jobs because they fail to exhibit their skills (Quek, 2005; Hussin, Zakaria, Salleh, 2008). Presenting a skill will not be successful if the person does not have the knowledge of the skill. Through this research, the production of 21st Century Skills which is becoming more important will be adapted and improved through the use of Web 2.0 technologies in ensuring that students who use this technology would indirectly be practicing the 21st Century Skills. Through the use of technology, students gain knowledge in skills such as solving complex tasks and make quick decisions (Prensky, 2006). This is due to the use of technology such as video games, music and others which require them to think and move fast. Students abilities will not bring significant benefits if it is not imparted in classroom teaching (Berk, 2009). Therefore, the use of Web 2.0 technologies in teaching and learning process is a recommended alternative in bringing benefits for teachers and students (Berk, 2009). Web 2.0 technologies are an innovation in e-learning. This innovation should be practiced by teac hers and students in teaching and learning activities. However, the use and acceptance of Web 2.0 technology among teachers and students is still unknown. An innovation of technology will not bring much knowledge to the consumer if the factor of acceptance is not identified (Glancy Isenberg, 2011; Rogers, 2003). This 21st Century Skills can actually be improved from time to time. Sanders Morrison-Shetlar (2000) stated that the integration of ICT in teaching and learning process not only enhances students achievement, but it also improves their skills such as critical thinking skills and problem solving skills which are skills needed in the 21st century. ICT has great potential in producing students equipped with the 21st Century Skills. Students of the 21st century need skills such as: 1) study skill and innovation (including the skills of creativity and innovation, critical thinking and problem-solving skills, as well as communication and collaboration skills , 2) information and communication technology (ICT) skills (includes information literacy, media literacy, as well as information, communication and technology literacy skills), 4) life and career skills (including flexibility and adaptability, initiative and self-directed, social and cross-cultural, productivity and accountability skills as well as leadership and responsibility skills) (Partnership for 21st Century Skills, 2007). This is in line with Malaysias vision of producing potential of individuals who are equipped with the 21st Century Skills which is global in preparing students for the future. Employers in Malaysia need graduates, who are equipped with skills such as communication skills, problem solving skills, computer literacy, teamwork and management skills.The demand of employers in Malaysia towards the desired quality of graduates is still an issue today. Educational institutions have been given the responsibility to produce graduates who have 21st Century Skills as well apart from technical skills with the aim to produce outstanding individuals. However, educational institutions are still having problems in realizing the demand (Suratman Mohd Rosli, 2010). As mentioned, the problems encountered in information and communication technology are strongly related with the development of 21st Century Skills among students. E-learning which is already being practiced in institutions of higher education actually has a great potential in developing students 21st Century Skills (Jones Fitzgibbon, 2006). In spite of that, the method and approach in integrating e-learning wit h the development of 21st Century Skills need to have proper planning. The elimination of e-learning from students skills development agenda is a big mistake made now (Jones Fitzgibbon, 2006). Teachers need to play a role in the integration of 21st Century Skills through the use of Web 2.0 technologies. Teachers need to adopt ICT technology and apart from that, adaptation and innovation need to be done as well. This is a challenge taken in producing skilled manpower in the economy in realizing Vision 2020 and to create a learning environment that is compliant with the 21stcentury. With the current development of technology, Malaysia has moved towards producing k-worker which emphasizes the skills and expertise to handle technology in the industry. Economic revolution has brought demand on a new and different set of skills such as innovation, communication, interaction, and so forth. The current education system needs to take a paradigm shift in producing students who are in line with the 21st century and not simply producing workforce but not in accord with the current demand of industry. However, there is still not much research is related to this issue among students either within or outside the country. Therefore, a study should be conducted to survey the implementation of that strategy. This is an effort to help the education sector in producing skillful students in line with the demand of industry to fulfill the need for workforce who are successful in their studies apart from their achievement in their careers. The aim of this research is to identify to what extend the use of Web 2.0 technologies-based Virtual Learning Environment (WVLE) in teaching and learning process and could 21st Century Skills be instilled among students through WVLE. Limitations of this study are as listed below: Time constraint The duration of time given to finish this research is 6 months; this limits the collections of the data because of problems likely to arise during collecting the data. Because of the constraint, the data cannot be accurately evaluated. Cost constraint The researcher will have financial constraint if all of the schools in Malaysia were included in this study. This is because researcher needs to choose a random location to carry out observation on respondents. Therefore, only selected schools will involve in this study depend on the location of the schools. Probity constraint In the quantitative phase of study there is a potential risk of a non-response error i.e. problems caused by differences between those who respond and those who do not in the event of a low response rate (Dillman, 2000). Besides, the researcher also has the risk in trusting the data collected from the respondent because of the sincerity factor. Distance constraint The distance between researcher and respondents is one of the limitations in this study. The researcher can only select nearest schools as the study location in order to collect data directly from the respondents. Population constraint Because of the convenience sampling will be used in the quantitative phase of the study, the researcher cannot state with confidence that the sample will be representative of the population (Creswell, 2002). While in the qualitative phase of the study, researcher only can select a few students from nearest schools to be the respondents. This is because researcher needs to collect data directly from the respondents. This study would be significant in a number of ways. The significance of this study is closely related to the benefits or contribution obtained through the study. The contributions of the study are as listed below: Virtual Learning Environment (VLE) Introduces and defines the concept of VLE, discussing how a VLE differs from the traditional classroom and differentiating it from related, but narrower.Students need a transformation in their studies, from traditional to online learning in obtaining a more effective learning experience (Mezirow, 1990). This research can help in identifying whether a VLE can be created more effectively with the integ

Synaptic Transmitters Involved in LSD Administration :: Serotonin Psychology Essays

Synaptic Transmitters Involved in LSD Administration The nearly concurrent discovery of serotonin (5-HT) and LSD-25 in the 1950 's encouraged a lot of research to be done on the relationship between LSD and serotonin, which helped to develop a greater understanding of the role serotonin plays as a neurotransmitter in the brain (Nichols, 2004). Today it is believed that LSD (and other hallucinogens) stimulate 5-HT2A receptors (Kalat, 2004). Activation of these receptors causes cortical glutamate levels to increase. This is presumed to be a result of a "presynaptic receptor-mediated release" from neurons in the thalumus (Nichols, 2004). Early studies proposed that LSD antagonized the effects of serotonin on peripheral tissues. It was later proposed that the psychoactive properties of LSD may be a result of the blocking of serotonin receptors in the central nervous system (Nichols, 2004). This theory was short-lived however when it was discovered that a brominated derivative of LSD (BOL),a potent serotonin antagonist in peripheral tissues, was found to have essentially no LSD like effects. In 1961, Freedman found that systematic use of LSD elevated serotonin content in the brain (cited in Nichols, 2004). In a later study in 1967, Rosencrans, et al. reported that LSD also reduced brain levels of acetic acid (5-HIAA) (cited in Nichols, 2004). The combined findings of these two studies demonstrated that LSD decreased serotonin turnover in the brain. It is now widely accepted that hallucinogen action is primarily located on receptor 5-HT2A. In a study done in 1955, scientists found that daily administration of LSD resulted in an almost complete loss of sensitivity to the drug after 4 days. It is now believed that this is a result of 5-HT2A receptor down-regulation (cited in Nichols, 2004). In a later study published in 1985, it was found that daily LSD administration selectively decreased 5- HT2 receptor density in rat brains (Nichols, 2004). Studies have shown that activation of 5-HT2A receptors increase inhibitory post-synaptic potentials. However, when compared to serotonin, the maximum effect produced by LSD is 30-50% of that of serotonin. LSD is therefore a partial agonist, rather than an antagonist (Nichols, 2004). Antagonists block the action of a neurotransmitter, whereas agonists mimic or increase the effects of a neurotransmitter (Kalat, 2004). Conversely, LSD is a weak agonist when compared to less intoxicating compounds with stronger behavioral influences. Therefore it is thought that LSD must either activate another monoamine receptor that works with

Natural Born Killers :: essays papers

Natural Born Killers Violence is a constant on our screens whether it be an anvil falling on a cartoon character, a war zone on the news, a fight in an action movie or a pub brawl in a soap opera. But does this screen violence produce behavioural effects in the viewers? This is one of the most frequent and heatedly debated arguments in mass media. Is it the case that audiences are effected by what they see and that the producers of media texts are instigating or increasing violent behaviour, or do audiences have the ability to understand what they have seen without being overly influenced? It has to be ascertained as to whether audiences are passive or active. This subject has caused controversy within several of different schools of thought and ideologies over the years. They have either wide or only slight variations of opinion so it is difficult to come to one definite conclusion as each one also has valid and understandable explanations. It is difficult to deny that 'the whole point of communicating is to influence one another by conveying information' (Vine, 1997), but to what extent does this influence take control? To investigate this matter and come to a conclusion as to whether or not screen violence does instigate violent behaviour in the reader, we will be critically looking at two of the major ideological models as well as using some specific media texts to validate and/or criticise these theories. First there is the Hypodermic Needle or Hypodermic Syringe effect. This theory has it's root in 1950's America when dominant businesses and the then government wanted to discover how far the public were influenced by what they saw on television. The Hypodermic Theory came from this Media Effects model, which had a heavy emphasis in psychology. Businesses and the government alike wanted to know how much 'media is supposedly 'injected' into the consciousness of an audience' via television (Price, 1993). They wanted to know if through this relatively new medium the public could be persuaded unquestioningly to, for example, vote for a certain political party or buy a specific brand of washing powder. The Hypodermic model proposes that the media has a very direct and extremely immediate effect on the general public, who accept the injected message without question due to their passiveness. It is the idea that producers of media texts can persuade us to do what ever they want and we will unquestionably comply. When we bring the subject of violence into this field, a follower of this ideology would say that the violent behaviour witnessed on screen would be influentially accepted by the audience without question.

Slavery in the American South Essay examples -- History African Americ

Slavery in the South Slavery was a big part of life in the South. Many plantation owners relied on slaves and their work to help get the money and crops they needed. There were two types of slaves in the South at this time. There were house slaves and there were field slaves. House slaves consisted of servants, maids, and butlers. They were normally treated better than the field slaves (Biel 14). They got to be inside most of the time. Owners of house slaves would usually not beat them because they wanted the slaves to look presentable for whatever guests arrived or stopped by. With house slaves, the owner’s family enjoyed a luxurious lifestyle (Biel 14). These houses were normally extremely elegant. Some house slaves had the luxury of being taught basic education. Just enough to understand what was going on and what to do.   Ã‚  Ã‚  Ã‚  Ã‚  Field slave life was much different than that of a house slave. There was no education taught to a field slave. Literacy for enslaved blacks was clearly viewed as a potential weapon against the slave system (â€Å"Voices of Triumph† 167). Educated slaves were thought not only more likely to rebel but also to pose a greater threat if they did (â€Å"Voices of Triumph† 167). Forty to fifty slaves lived on a typical plantation (Biel 14). These field slaves were very important and was a heavy contributor to the plantation owner’s income. Slavery was a way to use man, woman, and child power to raise crops for sale (Boorstin and Kelly 273). The largest of these crops was cotton, which the Southerners thought was the â€Å"King† of all crops, but also important were tabacco, rice, hemp, and sugar (Boorstin and Kelly 273). From age 12, slaves were expected to get up at sunrise and work until it was to dark to see (Biel 14). It was the black slave, working from dusk to dawn, who planted, tended, and harvested these crops, as well as built fences, cut wood, and fed farm animals (Boorstin and Kelly 273).   Ã‚  Ã‚  Ã‚  Ã‚  The institution of slavery was operated by the planters and through custom. The owner of the plantation was the head guy who ran the plantation. A small planter would go ahead and supervise the plantation by himself if he could. If he was a medium or major planter, he hired an overseer and perhaps an assistant overseer to represent him (Williams, Current, and Friedel 494). An overseer was a position that had the responsibility of watchi... ...they wouldn’t get caught. Some would go as far as turning their own house into a place where slaves could go and hide out for awhile. The people in the north made a big contribution to runaway slaves also. Some Northern states passed â€Å"personal liberty laws† which made it difficult if not impossible to catch fugitives and banned state officers from assisting in their captures (Williams, Current, and Friedel 448). Works Cited African Americans Voices of Triumph. Virginia: Time-Life   Ã‚  Ã‚  Ã‚  Ã‚  Books, 1993. Biel, Timothy Levi. The Civil War. California: Lucent Books,   Ã‚  Ã‚  Ã‚  Ã‚  1991. Boorstin, Daniel, and Brooks Mather Kelly. A History of the   Ã‚  Ã‚  Ã‚  Ã‚  United States. New Jersey: Prentice Hall, 1992. Goldston, Robert. The Coming of the Civil War. New York:   Ã‚  Ã‚  Ã‚  Ã‚  The Macmillan Company, 1972. Pentry, Ann. Harriet Tubman: Conductor on the Underground   Ã‚  Ã‚  Ã‚  Ã‚  Railroad. New York: Thomas Crowell Company, 1955. Stewert, Jeffrey C. 1001 Things Everyone Should Know About African American History. New York: Main Street Books, 1996. Williams, T. Harry, Richard N. Current, and Frank Freidel.   Ã‚  Ã‚  Ã‚  Ã‚  A History of the United States to 1877. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Alfred A. Knopf, Inc., 1969 Slavery in the American South Essay examples -- History African Americ Slavery in the South Slavery was a big part of life in the South. Many plantation owners relied on slaves and their work to help get the money and crops they needed. There were two types of slaves in the South at this time. There were house slaves and there were field slaves. House slaves consisted of servants, maids, and butlers. They were normally treated better than the field slaves (Biel 14). They got to be inside most of the time. Owners of house slaves would usually not beat them because they wanted the slaves to look presentable for whatever guests arrived or stopped by. With house slaves, the owner’s family enjoyed a luxurious lifestyle (Biel 14). These houses were normally extremely elegant. Some house slaves had the luxury of being taught basic education. Just enough to understand what was going on and what to do.   Ã‚  Ã‚  Ã‚  Ã‚  Field slave life was much different than that of a house slave. There was no education taught to a field slave. Literacy for enslaved blacks was clearly viewed as a potential weapon against the slave system (â€Å"Voices of Triumph† 167). Educated slaves were thought not only more likely to rebel but also to pose a greater threat if they did (â€Å"Voices of Triumph† 167). Forty to fifty slaves lived on a typical plantation (Biel 14). These field slaves were very important and was a heavy contributor to the plantation owner’s income. Slavery was a way to use man, woman, and child power to raise crops for sale (Boorstin and Kelly 273). The largest of these crops was cotton, which the Southerners thought was the â€Å"King† of all crops, but also important were tabacco, rice, hemp, and sugar (Boorstin and Kelly 273). From age 12, slaves were expected to get up at sunrise and work until it was to dark to see (Biel 14). It was the black slave, working from dusk to dawn, who planted, tended, and harvested these crops, as well as built fences, cut wood, and fed farm animals (Boorstin and Kelly 273).   Ã‚  Ã‚  Ã‚  Ã‚  The institution of slavery was operated by the planters and through custom. The owner of the plantation was the head guy who ran the plantation. A small planter would go ahead and supervise the plantation by himself if he could. If he was a medium or major planter, he hired an overseer and perhaps an assistant overseer to represent him (Williams, Current, and Friedel 494). An overseer was a position that had the responsibility of watchi... ...they wouldn’t get caught. Some would go as far as turning their own house into a place where slaves could go and hide out for awhile. The people in the north made a big contribution to runaway slaves also. Some Northern states passed â€Å"personal liberty laws† which made it difficult if not impossible to catch fugitives and banned state officers from assisting in their captures (Williams, Current, and Friedel 448). Works Cited African Americans Voices of Triumph. Virginia: Time-Life   Ã‚  Ã‚  Ã‚  Ã‚  Books, 1993. Biel, Timothy Levi. The Civil War. California: Lucent Books,   Ã‚  Ã‚  Ã‚  Ã‚  1991. Boorstin, Daniel, and Brooks Mather Kelly. A History of the   Ã‚  Ã‚  Ã‚  Ã‚  United States. New Jersey: Prentice Hall, 1992. Goldston, Robert. The Coming of the Civil War. New York:   Ã‚  Ã‚  Ã‚  Ã‚  The Macmillan Company, 1972. Pentry, Ann. Harriet Tubman: Conductor on the Underground   Ã‚  Ã‚  Ã‚  Ã‚  Railroad. New York: Thomas Crowell Company, 1955. Stewert, Jeffrey C. 1001 Things Everyone Should Know About African American History. New York: Main Street Books, 1996. Williams, T. Harry, Richard N. Current, and Frank Freidel.   Ã‚  Ã‚  Ã‚  Ã‚  A History of the United States to 1877. New York:   Ã‚  Ã‚  Ã‚  Ã‚  Alfred A. Knopf, Inc., 1969

Self-esteem and Impression Management

Consideration of a person’s perspective â€Å"self† and the processes used to determine behaviors is one element of social psychology. Some of the processes and theories are: impression management, social tuning, social comparisons, mindsets, and intrinsic and extrinsic motivation. This work will examine the basic premises of each of these along with personal examples provided by the author. Impression Management Impression management is the use of conscious or subconscious behaviors by a person to manipulate the others’ opinions about them.This can be done in a variety of ways including showering others with praise and compliments and giving gifts with the motivation of developing a favorable opinion of the giver. Adolescence is a phase of life that is particularly susceptible to impression management. When I was twelve years old, my family was transferred from inner city St. Louis to a tiny town of 2,000 people in northeast Arkansas. This town was very elitist and there was very little inroad for â€Å"new kids† to find a place of belonging. Almost exclusively, the junior high students had been classmates since kindergarten, and their social in-groups were intact.There was one girl who reached out to make me feel welcome, and her name was Laura Beth Williams. She had long, curly, strawberry blonde hair, and wore the cutest clothes. Her dad owned a local nursery and she had four sisters. She invited me to sit at her lunch table, told me where to go at lunch time, and gave me insight about teachers and classes. I was so grateful to her that I wanted to do something nice in return, and I also wanted the other students to think well of me and to consider including me too.One day I took a turquoise ring to school with the intention of giving it to Laura Beth to show my appreciation. As I thought of what I might do, and the possible responses of my classmates, I was so excited. Then, my excitement incited something that would be my demis e. Instead of simply presenting the perfectly lovely piece of costume jewelry, my mind began to create a much more elaborate scenario that snowballed to catastrophe. When we got to our first hour study hall, I made a big deal of making certain that several people saw my ring.As they asked, I told them that my maternal grandfather was a full-blooded Native American (he actually was), and that he had given me this gorgeous piece of turquoise jewelry which I wanted to give to Laura Beth as thanks for her help and welcoming manner. As I had hoped, the class was impressed and I knew my status was immediately elevated in this new social group. All was well until one of the boys asked to see the ring. As he examined it, I heard an ominous snicker before he loudly announced, â€Å"Hey, Gina, is your grandpa’s name Chief Avon? † Naturally, I was mortified and began to cry and repent about fabricating the story.What is interesting is that from that time forward, the students wer e much more helpful and welcoming. That was the day that I learned a valuable lesson about lying and trying to impress other people. According to Segev, Shoham, and Ruvio (2013) found that being self-conscious can be positively related with gift giving in adolescence. Adolescents value peer relationships and may give gifts as a way to ensure that they have friends. Social Tuning Social tuning is the tendency for human beings to be more attracted to the thoughts, feelings, and behaviors of their own social group.This gravitation toward similar knowledge, customs, and beliefs is one element of the development of culture. My daughter, Nikki, is a typical 20-something American young woman. She has grown up with many of the niceties and luxuries of our country and as most of us are, is a bit spoiled. When she was 22, Nikki answered a call to serve as a teacher-missionary in an orphanage in Honduras. She went to language school in Nicaragua and spent two years teaching elementary students in the mountains near Tegucigalpa. Upon her return to the U. S., Nikki would often lapse into Spanish, especially when she got nervous or excited, and she loved to go to the Mexican restaurants in town. She said it â€Å"felt more like home†.It has been two years since her return, and now Nikki no longer breaks out in Spanish, and she doesn’t frequent Mexican restaurants as often. Although living in Honduras for over two years did not make Nikki a Honduran, social tuning began an enculturation process. A 2010 study actually showed that there is a psychological and cognitive tendency for people to be more prominent within one’s in-group.The study specifically explored words, paintings, and time pressure. Not only did the study explore reactions to stimulus among those who shared cultural similarities, but the researchers found that the cognition and psychological reaction was lessened when the participants thought that the other participants were unlike them. So cial Comparisons Human beings naturally compare themselves to other human beings, both individually and corporately. This phenomenon is called social comparison, and it can be either positive or negative.For example, if a person who has had three speeding tickets is comparing their driving record to the driving records of other people, they may feel good about their driving if they have fewer accidents or tickets and bad about their driving skills compared to the person who has never had an accident or a ticket. The comparison actually does not change the person’s driving ability, only their perception of their driving ability. Recent research demonstrates that it is the quality rather than the frequency of social networking experiences that places individuals at risk for negative mental health outcomes.However, the mechanisms that account for this association have yet to be examined. Accordingly, this study examined whether the tendency to negatively compare oneself with oth ers while using Facebook leads to increases in depressive symptoms, and whether this association is mediated by increases in rumination. A sample of 268 college-age young adults completed an initial online survey and a 3-week follow-up. Path analysis was used to test the hypothesized model, wherein negative social comparison on Facebook was predicted to be associated with increases in rumination, which, in turn, was predicted to be associated with depressive symptoms.The model controlled for general social comparison to test the specific effect of social comparison on Facebook over and above the tendency to engage in social comparison in general. Results indicated that the hypothesized mediation effect was significant. In sum, in the context of social networking, negatively comparing oneself with others may place individuals at risk for rumination and, in turn, depressive symptoms. Findings increase understanding of the mechanisms that link social networking use to negative mental h ealth outcomes and suggest a continued emphasis on examining the specific proces Self-esteem and Impression Management Consideration of a person’s perspective â€Å"self† and the processes used to determine behaviors is one element of social psychology. Some of the processes and theories are: impression management, social tuning, social comparisons, mindsets, and intrinsic and extrinsic motivation. This work will examine the basic premises of each of these along with personal examples provided by the author.Impression ManagementImpression management is the use of conscious or subconscious behaviors by a person to manipulate the others’ opinions about them. This can be done in a variety of ways including showering others with praise and compliments and giving gifts with the motivation of developing a favorable opinion of the giver. Adolescence is a phase of life that is particularly susceptible to impression management. When I was twelve years old, my family was transferred from inner city St. Louis to a tiny town of 2,000 people in northeast Arkansas. This town was very elitist a nd there was very little inroad for â€Å"new kids† to find a place of belonging. Almost exclusively, the junior high students had been classmates since kindergarten, and their social in-groups were intact.There was one girl who reached out to make me feel welcome, and her name was Laura Beth Williams. She had long, curly, strawberry blonde hair, and wore the cutest clothes. Her dad owned a local nursery and she had four sisters. She invited me to sit at her lunch table, told me where to go at lunch time, and gave me insight about teachers and classes. I was so grateful to her that I wanted to do something nice in return, and I also wanted the other students to think well of me and to consider including me too. One day I took a turquoise ring to school with the intention of giving it to Laura Beth to show my appreciation.As I thought of what I might do, and the possible responses of my classmates, I  was so excited. Then, my excitement incited something that would be my dem ise. Instead of simply presenting the perfectly lovely piece of costume jewelry, my mind began to create a much more elaborate scenario that snowballed to catastrophe. When we got to our first hour study hall, I made a big deal of making certain that several people saw my ring. As they asked, I told them that my maternal grandfather was a full-blooded Native American (he actually was), and that he had given me this gorgeous piece of turquoise jewelry which I wanted to give to Laura Beth as thanks for her help and welcoming manner.As I had hoped, the class was impressed and I knew my status was immediately elevated in this new social group. All was well until one of the boys asked to see the ring. As he examined it, I heard an ominous snicker before he loudly announced, â€Å"Hey, Gina, is your grandpa’s name Chief Avon?† Naturally, I was mortified and began to cry and repent about fabricating the story. What is interesting is that from that time forward, the students w ere much more helpful and welcoming. That was the day that I learned a valuable lesson about lying and trying to impress other people. According to Segev, Shoham, and Ruvio (2013) found that being self-conscious can be positively related with gift giving in adolescence. Adolescents value peer relationships and may give gifts as a way to ensure that they have friends. Social TuningSocial tuning is the tendency for human beings to be more attracted to the thoughts, feelings, and behaviors of their own social group. This gravitation toward similar knowledge, customs, and beliefs is one element of the development of culture. My daughter, Nikki, is a typical 20-something American young woman. She has grown up with many of the niceties and luxuries of our country and as most of us are, is a bit spoiled. When she was 22, Nikki answered a call to serve as a teacher-missionary in an orphanage in Honduras. She went to language school in Nicaragua and spent two years teaching elementary studen ts in the mountains near Tegucigalpa.Upon her return to the U.S., Nikki would often lapse into Spanish, especially when she got nervous or excited, and she loved to go to the Mexican restaurants in town. She said it â€Å"felt more like home†. It has been two years since her return, and now Nikki no longer breaks out in Spanish, and she doesn’t frequent Mexican restaurants as often. Although  living in Honduras for over two years did not make Nikki a Honduran, social tuning began an enculturation process.A 2010 study actually showed that there is a psychological and cognitive tendency for people to be more prominent within one’s in-group. The study specifically explored words, paintings, and time pressure. Not only did the study explore reactions to stimulus among those who shared cultural similarities, but the researchers found that the cognition and psychological reaction was lessened when the participants thought that the other participants were unlike them .Social ComparisonsHuman beings naturally compare themselves to other human beings, both individually and corporately. This phenomenon is called social comparison, and it can be either positive or negative. For example, if a person who has had three speeding tickets is comparing their driving record to the driving records of other people, they may feel good about their driving if they have fewer accidents or tickets and bad about their driving skills compared to the person who has never had an accident or a ticket. The comparison actually does not change the person’s driving ability, only their perception of their driving ability.Recent research demonstrates that it is the quality rather than the frequency of social networking experiences that places individuals at risk for negative mental health outcomes. However, the mechanisms that account for this association have yet to be examined. Accordingly, this study examined whether the tendency to negatively compare oneself with others while using Facebook leads to increases in depressive symptoms, and whether this association is mediated by increases in rumination.A sample of 268 college-age young adults completed an initial online survey and a 3-week follow-up. Path analysis was used to test the hypothesized model, wherein negative social comparison on Facebook was predicted to be associated with increases in rumination, which, in turn, was predicted to be associated with depressive symptoms. The model controlled for general social comparison to test the specific effect of social comparison on Facebook over and above the tendency to engage in social comparison in general.Results indicated that the hypothesized mediation effect was significant. In sum, in the context of  social networking, negatively comparing oneself with others may place individuals at risk for rumination and, in turn, depressive symptoms. Findings increase understanding of the mechanisms that link social networking use to negative men tal health outcomes and suggest a continued emphasis on examining the specific proces

Hamlet on Film: An Alternative Medium Essay

Hardliners and literary purists of Shakespeare’s works might find it hard to engage in the entertaining yet profound modern adaptation of Hamlet. Michael Almereyda’s re-interpretation of Hamlet set in modern times has met mix criticisms one of disdain and the other filled with delight. There have been many attempts to make Shakespeare’s Hamlet relevant to today’s fast-paced and commercially driven society. Still the rest falter while a rare few have managed to shine to perfection even if the snotty will most likely pick on the apparent anachronism and lack of literary value. Yet Almereyda’s adaptation of Shakespeare’s Hamlet to film is able to transcend the fixation for the original and provide something that young audiences and readers alike can enjoy. Shakespeare’s Hamlet has attained universal familiarity. It follows a plot that even the uninitiated can relate to. It is a story about a person who, after finding out that his mother has married another (who turns out later to be the murderer of the father) just after the wake of the of his father, suffers an episode of mad rampage and revenge. The madness that Hamlet suffers is a tale that is almost impossible to portray without the aid of poetic words and lyrics. This is probably why any attempt at projecting the complicated character and his vices in the big screen would most likely fail. His madness is simply beyond the reach of any cinematic magic. What is required is a clever play of words and the appropriate use of imagery and not a series of images that fails to deliver what is hidden and subtle. Notwithstanding this major obstacle, Almereyda’s manner of telling the story in the same archaic English language but with liberal changes in setting, actors and overall plot has overcome the hurdle of making Shakespearean plays relevant. The fact that the plot was revamped to include radical technological advancements such as the advent of wireless telecommunications and the dominant presence of corporations is something that borders on incredible insensitivity to the original Hamlet to pure genius. At first glance, it is difficult to connect the past with the future. Other adaptations strive to stay true to the script as well as the contextual background in translating the words of Shakespeare to moving images. However, Almereyda’s version, if it can be called as such, revolutionizes the way Shakespeare and his works are interpreted on the silver screen. For instance, kings were replaced by corporate big-heads and CEO’s and Hamlet—a medieval figure has been transformed to a person who embodies with utmost accuracy late-teenage angst with certain qualities that not only keeps in line with how Hamlet was then but also takes on other unique attributes such being pensive and reserved. Ambitious as it is difficult, the modern version of Hamlet is in many ways a success than a failure. Ethan Hawke’s portrayal of Hamlet maybe a little too wide of the mark in certain scenes where it is obvious that the recitation of Shakespeare’s famous lines appear forced and contrived. But where it matters the most, especially the famous Hamlet soliloquy where he ponders on the several layers of life and living comes out as both contemporary and faithful to the original. For instance, the scene in the video store is telling of how much the film has integrated old English to modern life. Ethan Hawke, who plays Hamlet, utters the famous monologue with consistency and resolve. At first, the words come out too slow and too artificial as if Shakespeare’s words suddenly turned violent and meaningless with Ethan Hawke’s voice. But after several moments of dramatic pauses and carefully timed emphasis on certain words, the teenage-angst driven speech becomes a beautiful and deliberate as if the character is both alike and different to Hamlet. Perhaps this is because the lines are inherently profound and no matter who says it and in whatever manner the lines will never be less good than it is. Yet it is clear, that the portrayal is more than sufficient to pass the standards that Shakespeare, if alive today, would likely approve. In other words, the scene where Ethan Hawke performs the famous lines is a gamble by the director, which gamble has paid off. For one, despite the initial problems with connecting the old times with the new inasmuch as the film is merely a rehash of an old play, the monologue has turned from ancient to modern. Thanks to the controlled way in which Ethan Hawke has delivered the lines, it becomes easy for the modern audience to appreciate the lines as if they were reading the original. Another notable feature of the scene is the fact that it is set in video rental store. This is significant because it is generally assumed that when Hamlet said these words he was alone and in a dark place. In the scene however, the place was well lighted and the actor although technically alone was surrounded by shelves of consumer-friendly products i. e. movies and blockbusters, which if interpreted in the modern sense would probably paint a picture of a world overwhelmed by the omnipresence of consumers and products. In other words, the scene was shown in a way that touches base with the reality of the corporate world as juxtaposed to the dark and brooding environment when Hamlet felt the need to question life and his desire to live. The changes in some of the lines are also a contentious issue when watching the film after having read the original. While it is admirable that the screenwriter has decided to edit a few words out in order to make some of the lines easy to the ears of the moviegoer, the fact that some of the words were taken out and replaced with a â€Å"re-interpretation† if not an abbreviation of complex thoughts puts a huge crevice from the original work from the adaptation. One such instance is the scene where Hamlet slowly dies as he utters his final words. The original version has a measured cadence to the words but the film turns this rhythm into short phrases that notwithstanding the close similarity to the original fails to capture the original scene when Hamlet dies. These departures from the original are probably a necessary evil in order to produce and make a film of such scale and ambition. It would not be surprising that to transform a Shakespearean ballad into a modern version would require some tweaking in order to present the story to the audience that does not only overwhelm them with details and the subtlety of the original but manages to thresh out the beauty of the play without being too cerebral. In the same vein, the film is successful as a modern adaptation of Hamlet precisely because the world wherein the story is set is almost similar. While the Prince of Denmark had his grand stature and his privileged position as a respected intellectual in Shakespeare’s Hamlet, so did the Hamlet in Almereyda’s film. The rest of the characters also jive with, or at least stay parallel to, the original. They appear and play the roles in the film almost exactly as how one would imagine the characters while reading the play. Indeed, the visual advantages of film are play a major role in making the film a success as compared to the flat and limited stage acting. It is a fact that the plays of Shakespeare were performed on stage with real actors very much like films of today are dominated by actors and actresses. However, it is entirely different when the medium involves the big screen, closed-up images, camera angles and the freedom to shoot scenes in whatever form and location. The limitations of staging Hamlet on a closed-in theatrical platform are overcome by the power of the film to zoom in and out of key locations. In addition, not only are the locations more versatile and limitless, comparatively, but the facial expressions and the movements of the actors and actresses become magnified for the audience to hear and see with incomparable precision and detail. Ultimately, these main visual and auditory advantage help make the modern adaptation a faithful re-production of Hamlet and an exquisitely wrought and clever modern portrayal of timeless and iconic characters playing out a famous story of revenge, betrayal and redemption. Works Cited Hamlet. Dir. Michael Almereyda. Perf. Ethan Hawke, Julia Stiles, Bill Murray, Kyle MacLachlan, Diane Venora, and Sam Shepard. Miramax, 2000. Film.