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25th Annual Clement S. Stacy Memorial Undergraduate Proceedings Purdue University Northwest April 7-8, 2017 COLLEGE OF HUMANITIES, EDUCATION AND SOCIAL SCIENCES ­ College of Humanities, Education, and Social Sciences The Clement S. Stacy Undergraduate Research Conference, sponsored by the College of Humanities, Education and Social Sciences at Purdue University Northwest, was convened for the 25th consecutive year on April 7th and 8th, 2017. Once again submissions were reviewed by a faculty panel, and 79 presentations were selected for the conference. Students from 16 institutions presented their research on a wide range of topics in literature, history, political science, gender studies, film, religion, psychology, philosophy, and health. Research is an essential part of the mission of higher education, and Purdue Northwest places great emphasis on affording undergraduate students the opportunity to engage in research and disseminate their findings. At the conference in April, the students were presenters; they had to hone their skills in public speaking, PowerPoint presentation, and responding to vigorous questioning from session attendees. In the proceedings, the students become authors, polishing research writing skills such as analysis, synthesis, and proper citation of evidence. I am extremely pleased that the work of these students is published in these electronic proceedings, and I hope you will enjoy reviewing the outstanding papers contained herein. To the faculty mentors, friends and family of the students, I send my sincere thanks for your support of the students and their important work. I would also like to publically acknowledge Purdue Northwest’s Rachel Pollack, who was the principal conference organizer. Her efforts were absolutely crucial to the success of this year’s event. Valuable assistance was also provided by Ms. Kathryn Hejmej, Administrative Assistant to the Dean and Graduate Assistants Nicole Blakeley and Papa Otoo. th In honor of our 25 year we were joined by Chancellor Keon, guest speaker Dr. Alan Spector, and Dr. Paul McGrath. To them I express my gratitude. I would also like to thank the moderators, Dr. Nicky Jackson, Dr. Cindy Torres, Dr. Jonathan Swarts, Dr. Frank Colucci, Dr. David Pick, Rachel Pollack, Milan Andrejevich, Benjamin Horjus, Theresa C. Dietrich, and Paula Zaja for helping make the conference a success. Again, congratulations to the authors of these papers. I very much hope to see you continue your excellent work in the liberal arts and social sciences. Sincerely yours, Ronald Corthell, Interim Dean College of Humanities, Education and Social Sciences Purdue University Northwest Calumet Campus North Central Campus 2200 169th Street . Hammond, IN 46323 1401 S. U.S. Hwy. 421 . Westville, IN 46391 (219) 989-2400 . [email protected] . pnw.edu (219) 785-5200 . [email protected] . pnw.edu 25th Annual Clement S. Stacy Undergraduate Research Conference Proceedings Table of Contents Education in Japan in the Era of Globalization: Multicultural Approach, Westernization and Japanese Traditions in Teaching of the English Language………………………………………………………………………………………….1 Tatiana Claudy IPFW How do teachers foster a love of learning in children that will stay with them as they grow?....................20 Michael J. Cleary Purdue University Northwest The Radicalization of the Other: From Shakespeare’s The Merchant of Venice to Contemporary Islamophobia in the United States……………………………………………………………………………………………………………43 Annika Durinck Purdue University Northwest Tolkien and His Critics: How Ideology Shaped The Lord of the Rings and Its Responses……………………………54 Annika Durinck Purdue University Northwest Frankenstein: An Autobiographical Fiction……………………………………………………………………………………………….65 Rebecca Graham Western Illinois University – Quad Cities Noah’s “Nakedness”: Nudity, Sodomy or Incest?...........................................................................................75 Rebecca Graham Western Illinois University – Quad Cities The Rise of Instrumental Reasoning: A History of Enlightenment Rationality…………………………………………..82 Charles Howell Trinity International University Decline of Due Process: A Case Study of Blackwater………………………………………………………………………………102 Patrick Sean Irwin Jr Purdue University Northwest The Movement against Misogyny: A Study of Misogyny in 21 Century Korea Society…………………………….128 Soyeon Kim Purdue University Northwest Navigating a World Without David Foster Wallace…………………………………………………………………………………138 Mikayla Marazzi Indiana Wesleyan University Is spanish in the United States a threat or an asset?...................................................................................159 Vanessa Melero Purdue University Northwest i 25th Annual Clement S. Stacy Undergraduate Research Conference Proceedings Cultural Understandings Through the Sapir-Whorf Hypothesis……………………………………………………..……….166 Miranda Mihalic Purdue University Northwest Derek Parfit: Personal Identity and the Teletransportation Thought Experiment…………………………………..173 Brenda Schilling Clarke University Erin Belieu’s “In the Red Dress I Wear to Your Funeral”: Conveying Emotion by Manipulating Form…………………………………………………………………………………………………………………………………………..………….184 Josie Seach University of Indianapolis The Formation, Function, and Dangers of Stereotypes in Society: What We Can Do to Help…………………194 Megan Taylor Central Michigan University ii 25th Annual Clement S. Stacy Undergraduate Research Conference Proceedings Education in Japan in the Era of Globalization: Multicultural Approach, Westernization and Japanese Traditions in Teaching of the English Language Tatiana Claudy IPFW [email protected] Page 1 25th Annual Clement S. Stacy Undergraduate Research Conference Proceedings I. INTRODUCTION Why do human development researchers, sociologists, and linguists need to focus on the issue of teaching and studying English in Japan? There are several reasons that make this inquiry indispensable and important. For Japanese people, studying English is not a choice anymore, but a necessity because “English now is said to be an international language or a global language” (Honna, “English” 73). The fast and steady spread of English worldwide made it the most spoken language in the world: about 1,500 million of people speak English (“The Most Spoken”). Japanese people have to speak English not only to communicate with native speakers from the Great Britain, the United States, or Australia, but also to have a common language with people from other countries. According to Nobuyuki Honna, “from a Japanese point of view . English is the language for us to use with Chinese, Koreans, Bruneians, Thais, Malaysians, Singaporeans, and other Asians” (“Some Remarks” 9). In Japanese Junior High and High schools, there is a mandatory foreign language study requirement (Miller). There is a choice of European languages: for instance, in 1998, in 551 schools (60% of them government schools), twenty-two languages have been taught (Gottlieb 33). However, for many years, majority of students have chosen English not only to fulfill foreign language requirements but also to be prepared for university entrance exams on English (Gottlieb 31). Today, an average Japanese student studies a foreign language for six years. Nonetheless, many educators in Japan have concerns about English language proficiency of Japanese people: regardless of mandatory English classes, the percentage of people who actually can speak English is alarmingly low. In summer 2014, in 480 randomly selected public high schools, the Ministry of Education tested English listening, writing, speaking and reading skills of third-year high school students. Results were disappointing: on the exam, 13.3% of Page 2 25th Annual Clement S. Stacy Undergraduate Research Conference Proceedings students scored zero on the speaking assignment and 29.2 % of students scored zero on the writing assignment (“Disappointing levels”). To address this problem, the Ministry of Education, Culture, Sports, Science and Technology in Japan (MEXT) proposed an education reform in 2008. Pursuant to this reform, “the full-scale development of new English education in Japan” will include the introduction of English lessons in Elementary School: in Third and Fourth grade – English language activities classes 1-2 times a week, and in Fifth and Sixth grade – English Language classes 3 times a week (“English Education”). After the implementation of this reform, an average Japanese student will be studying English for 10 years. Yet the prolonged study of English per se does not guarantee the desired level of language proficiency. Maybe the problem with unsatisfactory English education in Japan should be resolved differently? Maybe there are other reasons, for instance, cultural traditions, which impede English language acquisition by Japanese students? The abovementioned issues prove the importance of my study: there is an urgent need to examine Japanese methods of teaching English, find their advantages and disadvantages, to strengthen the former, and to eliminate the latter. My choice of this topic is connected with my academic interest in linguistics. I also have personal experience in studying English as a foreign language and in tutoring English as a foreign language (in Russia and the United States), and this experience allows to evaluate the efficiency of English teaching methods employed by Japanese educators from both teaching and learning perspectives. II. RESEARCH SETTING AND METHODS I conducted my research in the city of Toyama,

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