Technology and Bullying Essay Example for Free

Technology and Bullying Essay I don’t know much about the topic I chose and I have never personally experienced bullying or cyber bullying myself. I have, however, seen on the news and read about cyber bullying and the growing trend it is becoming. I remember a very specific case that happened two years ago at Rutgers University where a closeted-gay college student’s roommate secretly videotaped him performing sexual acts. The roommate then released the video on the Internet and the gay college student committed suicide two days later. The case had just finished last month and the defendant was found guilty of a hate crime and sentenced to 30 days in jail. This definitely caught my interest toward cyber bullying and I started to take notice that it is happening frequently across the nation. I also know that currently forty-nine states have an anti-bullying law in effect. Part II – What I Want to Find Out From the research, I want to find out how technology is contributing to cyber bullying, or bullying. * How frequently do students bully other students? * When and where did the first cases of cyber bullying take place? * Is it just in the United States that cyber bullying exists? * Can bullying be prevented, and if so, how? Part III – The Search The word â€Å"bullying† is defined as using strength or influence to intimidate someone, forcing them to do what one wants. It is also used as a theme in many children and adolescent books such as Oliver Twist and The Chocolate War. Bullying has been around for as long as anyone can remember, possibly since the age of humanity began. However, only recently has bullying caught the attention of the public and scientific community. Dan Olweus, a Norwegian researcher, emerged with the first scientific studies on bullying in the 1970s. Bullying is now acknowledged throughout the world as an issue among children and youth, and research on the topic is increasing (Hymel, and Swearer). There is still scientific dispute as to the nature of bullying and why it begins. There are a multitude of reasons why someone feels the need or want to bully another person. Nevertheless, most researchers believe the aggression starts with wanting to cause deliberate harm to the victim, having the bullying occur repeatedly, and the difference of power between the bully and the victim (Olweus 422). One of the reasons may be because the person behind the bullying feels a â€Å"sense of power† when they harass someone. They like to become dominant in this situation and if the victim does become submissive, the bully feels as if they’ve fulfilled their goal and may repeat this process for a long time. Another reason may be that the bully wishes to befriend and feel close with the victim; to have a sense of belonging. As Dagmar Strohmeier states in her article Bullying and its Underlying Mechanisms, â€Å"If this wish for affiliation is a motive for bullying, the victim pl ays an important role in establishing and maintaining group coherence. If the harassment of the victim leads to a closer bond within the bullying group, the perpetrator reaches his goal and the negative behavior is reinforced.† As long as the victim is still submissive, the bully will constantly harass them until the bully is content (Strohmeier). When thinking of bullying, usually people think of a sort of physical interaction – the big kid picking a fight with a smaller kid. However, there are cases where numbers come into play; groups of students will pick on one individual. This is not uncommon and in fact, happens as often as one-on-one bullying (Hymel, and Swearer). There are, essentially, two types of bullying: physical and mental. Physical bullying is direct contact between the aggressor and the victim, and includes punching, kicking, pushing, or any physical contact with the bully and victim. The bully will not stop the violence until his or her victim is unable to retaliate back. Physical bullying is also not limited to school, and can occur at home, the office, or anywhere the bully chooses. Mental bullying may seem less harsh than physical bullying and may not physically damage the victim, but it can emotionally. Mental, or verbal, bullying involves name calling, making fun of a person’s appearance, a nd making offensive remarks to the victim. Making verbal threats of violence is also verbal bullying. There is also indirect bullying where the person will spread rumors and stories about someone else although it may not be true. This type of bullying accounts for 18.5% of bullying. Social alienation is another where the bully will intentionally exclude another from a group. But the type of bullying that is gaining ground is cyber bullying (Time for Tolerance). Cyber bullying is when a child or teen is being harassed, threatened, or embarrassed by usually another teen, and the bully is using the Internet, cell phones, or any other technologies. It includes sending threats or cruel messages to a person’s email account and cell phone. Cyber bullies also spread rumors online or through texts, and post unkind messages on web sites or social networking sites. Pretending to be another person using someone else’s account or making a fake account and sending harmful messages is another form of cyber bullying. Boys are more prone to take part in tradition bullying, physical bullying, whereas girls are more likely to cyber bully. (Bullying Statistics). Most cyber bullies and their victims are teens, and there are numerous cases where the victim being cyber bullied will harm themselves, and even commit suicide. Cyber bullying â€Å"has to have a minor on both sides, or at least have been instigated by a minor against another minor. Once adults become involved, it is plain and simple cyber-harassment or cyber stalking. Adult cyber-harassment or cyber stalking is NEVER called cyber bullying† (â€Å"Stop Cyberbullying†). In 2007, a mother created a fake account and posed as a boy to befriend a former friend of her daughter. The mother then began posting insults and creating posts about the daughter’s former friend which were hurtful and untrue. The teen, who was battling depression, soon committed suicide. It is hard to believe a parent or adult will do that to a child but there have been several cases where a parent will actually be the person cyber bully. Majority of the reason why a parent will cyber bully anoth er teen is because they believe they are protecting their children, but are, instead, harming another (â€Å"Stop Cyberbullying†). There are various reasons as to why teens feel the need to cyber bully someone. Sometimes the cyber bully is motivated by resentment or jealousy, and sometimes they do it for entertainment. Another reason may be because they are bored and have nothing to occupy themselves with. Some may do it unintentionally, and others do it for torment and to get a reaction from the victim. Although traditional bullying still occurs more than cyber bullying, the amount of cyber bullying happening in today’s world is consistently growing because of all the technologies being available. This means that cyber bullying happens worldwide and cyber bullies are sometimes strangers from halfway around the globe. (Patchin). Despite the seriousness and harmful effects of cyber bullying, it is common among teens and youth. According to a study done by the i-SAFE foundation in 2003, more than one in three teens have received and experienced cyber threats, and over 23 percent of teens are repeatedly through their cell phones or the Internet. Cyber threats are when teens post messages about harming themselves or another person and are sometimes followed by actual acts of violence. There have also been reports that cyber bullies will make FaceBook pages or web pages dedicated to insulting and bashing their victim, and 75 percent of teens have visited these sites. According to a UCLA study on cyber bullying, one in five teens report having been cyber bullied by someone they know or a complete stranger, and the study also found that 85 percent of teens that were bullied online are still bullied at school. Still, only 1 in 10 teens who have been cyber bullied tell a parent or adult and only 1 in 5 cyber bullying incidents are reported to law enforcement (Cyber Bully Alert). Currently, forty nine states have passed anti-bullying laws, and a number of state legislatures are proposing laws to require schools to have anti-bullying policies and programs. If someone is charged and convicted of bullying someone, they are charged with a misdemeanor and possibly serve time in jail. Cyber bullying is against the law but most of the laws in many states are not enforced because cyber bullying usually takes place outside of school. Still, that hasn’t stopped lawmakers from trying to enact and stiffen cyber bullying laws. At least five states want to add penalties to cyber bullying, and in 2009 North Carolina passed a law that criminalizes cyber bullying, making it a misdemeanor for youth under 18. Senator Jeffrey Klein of New York is one of the law makers that want to make sure cyber bullying can be punishable by law. Klein stated that â€Å"When I was growing up, you had a tangible bully and a fight after school. Now you have hordes of bullies who are terrorizing over the Internet or other forms of social media.† Under his proposed law, anyone that uses technologies to harass or stalk someone could be convicted of a misdemeanor or felony and face prison time. Some, however, oppose these laws believing that it limits freedom of speech (Alcindor). Although it may seem unlikely for anyone to not support anti-bullying laws, there are a few groups that are no in favor with the law at all. A group called Focus on the Family, a global Christian ministry, believes that these anti-bullying laws cross â€Å"the line in a lot of ways beyond bullying into indoctrination, just promoting homosexuality and transgenderism† (Hall). Focus on the Family has been a supporter anti-anti-bullying laws because they believe that these laws are a reason to teach children about gay marriage and not about bullying. Most of the groups that oppose anti-bullying laws are religious groups, and most agree with Focus on the Family. There have been a few states that have passed or tried to pass anti-bullying laws that protect bullies who use their religion as to why they bully others. This caused outrage among the public and most of these supposed anti-bullying laws have since been voted out or the specific clause has been removed (Hall). There are several ways to prevent bullying, or cyber bullying, from happening. First is beginning an educational campaign with children and teens, and informing others what exactly is cyber bullying and the steps to prevent it from happening to them. Teaching youth how not to unintentionally become part of cyber bullying will help slow down cyber bullies. Children need to be taught that being silent while another is being hurt is not alright, and if they stand up with the victims, cyber bullies can be stopped. Another way is keep personal information private. Children and teens should not share passwords with friends or strangers to keep themselves safe. Sharing this personal information can give cyber bullies the opportunity to hack into personal emails and social sites, and post damaging things online. And once things are posted on the Internet, it may be impossible to delete it permanently. Adolescents should also know that if they are targeted by a cyber bully to not respond and instead block the cyber bully and inform a parent or adult that can help them. Checking to see who they are sending messages and emails to is another way of preventing cyber bullying. Making sure that they are sending it to the right person and place will help stop cyber bullies from receiving private messages. Also, teens should know that it is not alright to forward and send other people’s emails and personal information without their permission. Teenagers also should not send emails or post messages online if they are angry. If they do, they may provoke the cyber bully and turn into a cyber bully themselves (â€Å"Stop Cyberbullying†). Part IV – What I Learned Through this research, I learned that cyber bullying is persistently becoming more known, and although traditional bullying still happens, cyber bullying is growing. Because of all the new technology becoming available to people of all ages, especially adolescent teens, it is easier for someone to become a cyber bully victim. Cyber bullying is also common in the lives of teens today, and happens worldwide. There are several effective ways to prevent cyber bullying and states in the United States are recognizing that bullying is a serious matter. Although bullying and cyber bullying cannot be stopped in a day, it is possible to stop bullies from hurting another person. Works Cited Alcindor, Yamiche. States look to enact cyberbully law. USA TODAY. Gannett Co. Inc., 19 Mar 2012. Web. 9 Jun 2012. http://www.usatoday.com/news/nation/story/2012-03-18/state-cyberbullying-laws/53626736/1 Cormier, Robert. The Chocolate War. New York: Dell Publishing, 1974. Print. Cyber Bully Data, Statistics, and Facts. Cyber Bully Alert. Vanden Corporation, 23 May 2012. Web. 7 Jun 2012. http://www.cyberbullyalert.com/blog/2012/05/cyber-bully-data-statistics-and-facts/ Cyber Bully Statistics. Bullying Statistics. Bullying Statistics, 2009. Web. 7 Jun 2012.

Techniques to Increase Student Enrolment

Techniques to Increase Student Enrolment International Student Recruitment at University of Wales (Positioning, Target Market, Services  and Advantages) ABSTRACT: The higher education market globally is becoming increasingly dynamic and competitive. Options for students have increased at a dramatic rate. The education industry is regarded no less then any other business, prospecting and attracting students from around the world. Consequently, we can say with utmost confidence that it is misleading to separate the word marketing from education industry. Students have been over loaded with information due to globalization, and realize that to survive in this competitive market, they need to equip themselves with the best knowledge. INTRODUCTION: The university once established can serve as an efficient self recruitment tool for students. Universities have been spending so much on recruitment activities but not on the right track. It is essential for universities to help, identify and clarify what their name in particular means and how it is different from other alternatives.  The role of a university is to widen horizons and challenge existing paradigms. This university will pursue these goals in their more traditional sense. However, the uniqueness of the institution means that special focus will be placed upon widening the horizons of its students and raising their own confidence to achieve their full potential.   The title of the University underscores our commitment to the region within which its campuses are located whilst reaffirming its responsibility, as a university, to the wider academic and international community. Mazarrol (1998) suggested that higher education is a considerable marketable service and it possess all the necessary characteristics of services identified earlier by Zeithaml et al (1985). Among the characteristics, difficulty in marketing intangibility of services prevails more in education industry as it is difficult to define (Mazzarol, 1998). Marketing of educational institutions in UK started in 1980’s (Brown and Oplatka, 2006) and due to increasing competitive environment, nationally and internationally, universities are sensing the need to market themselves aggressively and after careful situational analysis, they carefully need to adapt strategies to effectively position their in the mind of students (Ivy, 2001). Higher education has become a positional good in the sense that students, parents and employers view some institutions as offering better social life and future prospects and vice versa, institutes seek for the best students (Hirsch, 1976; Maringe, 2006).   University of Wales is already enormously diverse on any number of dimensions, including ethnicity and nationality. The University celebrates this diversity and looks further to widen its international reputation and appeal. Any firm, no matter which business they are in, works in vacuum. You need to observe actively which environment you are working in, considering all the external factors which might influence your business. Competitors, especially, have a massive impact on company’s profitability. Rivalry among existing competitors takes the familiar form of jockeying for a better position, pushing companies to adapt tactics such as price cuts, product innovation etc in order to have competitive advantage. All these devices one way or the other, affect the overall profitability of the firm. BACKGROUND: University of Wales is s a confederal  Pontypridd. It also accredits courses abroad and has over 100,000 students. The Chancellor of the University of Wales is  Archbishop of Wales, Dr. Barry Morgan. The Vice-Chancellor is Professor Marc Clement The University was composed of  Privy Council  to change its name to the University of Wales, Newpo Cardiff University and the University Of Wales College Of Medicine (UWCM) merged on  2005  to study other subjects are awarded Cardiff University degrees The University has a clear mission as a regional institution which aims to extend opportunity and widen participation in further and higher education and, to that end, commits itself primarily to teaching and learning rather than research. It is a relatively large institution, with some 31,000 registered students in 1996 97, of whom 65 per cent were studying part-time, 64 per cent were women and 59 per cent were aged over 25. 48 per cent of students described themselves as non-white. 11 per cent of students were from non-UK EU countries, and 22 per cent were from countries outside the EU. An important feature of the University is that some 22 per cent of its students are seeking further education qualifications, for which the University is not the awarding body, and for which it bears no formal responsibility for the standards of the awards. Similarly, many of the vocationally-based undergraduate and postgraduate programmed are accredited by professional or statutory bodies, whose standards and quality criteria the University is obliged to meet. In some of these cases, however, the University itself has been accredited by the awarding body (for BTEC courses, for example) and thus has effective sole control of quality and standards. A further important feature of the University is the strength of commitment of its staff to the institutional mission. We were constantly struck by the way in which this permeated many of our meetings with staff at all levels, from the Vice-Chancellor to the most junior support staff. The mission is ambitious: given the remarkable variety of the student body, the University has set itself a very demanding objective in seeking to provide higher and further educational opportunities which are comparable in standard of outcome, as well as quality of experience, with the generality of higher education institutions in the UK. It is a tribute to the Universitys staff that its mission remains a source of inspiration despite the difficulties that many of them have experienced in recent years. Briefs of Aims and Objectives: Research Aim: University of Wales  was established long time back providing services to facilitate students in attaining better education at different levels. It is facing fierce competition from other universities in London. Preliminary research has indicated that students fail to make associations about the positioning about key benefits of the University over its competitors and cannot identify a unified identity. Therefore, the University clearly needs to position itself against competitors in order to remain attractive in the domestic and international market. Research Objectives: In order to satisfy the aim for which this research is being undertaken, following objectives need to be accomplished which will lead to provide us the clear view of current position of  University of Wales. To systematically collect data from current students about perception of University in relation to their competitors. To identify the needs and expectations of students from the University. To identify the current positioning of  University of Wales. To critically analyze the findings about current positioning. Depending on the analysis, to reinforce the current image of its brand. OR, to re-position the  University of Wales  image. Finding developments necessary for university to make in order to meet gaps in provision. Key Words:  Positioning; Target Market, Service; Higher Education; Research Question: Q1) what are the perceptions of students about the  University of Wales  in relation to competitors? Q2) what is the current positioning of the  University of Wales? Hypothesis Perception HO1:  University of Wales  has no effect on perception of students. H11:  University of Wales  has positive effect on student’s perception. Positioning H02:  University of Wales  has no effect on to attracting students. H12:  University of Wales  has positive effects on attracting students. Research Methodology: In order to accomplish the end objectives for which this research is being conducted, both qualitative and quantitative techniques will be used, which are discussed further. Data collection, both primary and secondary has been divided into two phases. Phase 1 constitutes exploratory research aiming to look for secondary data from different sources as well as qualitative method of conducting focus groups in order to gather primary data necessary for the next step. Phase 2 accompanies quantitative techniques in the form of survey to gather finalized results to be analyzed. Data Collection (Phase 1): Exploratory research is investigation informal studies to provide background information. It is not intended to provide conclusive evidence from which to follow a concrete direction, rather it provides a basis that subsequent research will be a requirement to achieve final results. The basic purpose behind exploratory research is to exhaust inexpensive readily available data which may help to prevent mistakes like rushing into expensive detailed surveys (Zikmund, 1997). Exploratory research can be conducted using various techniques. For our research objectives, and considering the mind in limitations, the most suitable are secondary data and focus groups. Secondary Data:  Also termed as holistic data previously collected for some project other than the one at hand. It is relatively inexpensive and readily available, but we need to make sure it is consistent with the problem definition as they are not designed for the purpose to serve research needs (Zikmund, 1997). External sources where we can gather secondary data for this research includes Libraries (Huge source of information including databases, books and periodicals, journal articles) British Library,  University of Wales  library , EBSCO database, Emerald Management full text database, Athens DA Resources etc. The Internet (Provides secondary data, authenticity is a bit doubtful but in many cases huge information can be acquired). Focus Groups:  The second step of phase 1 is conducting focus group which is a qualitative method of data gathering. It is an unstructured, free flowing interview with a small group of people. Focus groups are not rigidly structured; rather they are of a flexible discussion format. The moderator introduces the topic to the participants who in turn carry out the discussion and as this discussion progresses, new topics emerge. It freely allows the participants to truly reflect their feelings and emotions in their own words (Zikmund, 1997). The role of the moderator is to ensure that all members participate in the session and none dominates it. Though focus groups are the least expensive ways of gathering information; it should be kept in mind that data gathered from focus groups only provide qualitative information. Another limitation to them is that since the members are not selected scientifically, they may not truly reflect the opinions of the whole population at large. However, t he exploratory information collected through focus groups can be a basis for further scientific research. We will be conducting two focus groups of 6 students each. One group will contain a random sample from the international students and other from the domestic students. The objective of the focus groups is to generate further insights about students and the factors they might feel important to them in their ultimate decision of selecting a University. We may or may not come up with factors other than discussed earlier. There is no scientific method to analyze qualitative data. Therefore recording of the whole focus group discussion will be carried out which will help to reduce any risk of biases. Face expressions is a short coming, and it solely based on moderators interpretation. Data Collection (Phase 2): The second phase of collecting data is by gathering quantitative data by asking respondents to fill in the finalized self administered questionnaire. We have selected a sample size of 200 students purely based on judgment and keeping in mind the limitations of the study. However, if further we might feel that the sample size is not justified; further alterations may be carried out. Non probability sampling technique is one in which sample is selected on personal judgment or experience and the probability of any member from the population is not known and within that framework, we will be using Quota Sampling (Zikmund, 1997). Quota sampling is a procedure which ensures that all the sub groups present in the population will represent the sample to the extent on the desire of investigator. A logical drawback of quota sample is it tends to select people which are easily available therefore careful supervision is required in order to gather a true representative sample of the population. Obviously, the logic for using quota sampling for questionnaires is that we want student representing  University of Wales  from different geographical backgrounds and level of education to be part of the sample. Quota allocation is explained below: Total Sample = 200 100 International Students 100 Domestic Students 50 Post Graduate Students 50 Graduate Students 50 Post Graduate Students 50 Graduate Students 10 Students from each geographic division America’s Asia Europe Australia Africa’s 10 Students from each geographic division America’s Asia Europe Australia Africa’s Data Analysis: The number of questions in the final questionnaire is not known as yet since they will depend on the findings from the primary data from focus groups. However, a few sample questions are listed below (not necessarily the part of final questionnaire): Q: The achievements of the institution for you? Q: The  University of Wales  avenues for religious practices? Q: Stable political economy of the host country is important? The most appropriate technique for measuring the attitude of students’ for this research is through Likert scale which is a type on an ordinal scale. It is a bipolar attitude measurement technique most widely used which allows respondents to rate how strongly they agree or disagree with these carefully constructed statement. Therefore, for our research we will construct a 5 point Likert Scale ranging from Strongly Disagree to Strongly Agree and weights are assigned to answers accordingly. An example is shown below: Q: The achievements of the institution for you? Each dimension as mentioned will contain certain questions which will reflect the attitude towards the overall dimension. Therefore in order to achieve this, we will use the method of cross-tabulation. It is a technique for organizing data by groups, categories or classes facilitating comparison between them). For individual question, calculation of confidence interval will be conducted using the t distribution. This will help us in finding out attitude of students that how many respond favorably or unfavorably to a certain question. The results will be measured and analyzed with the help of most extensively used statistical software called SPSS. Once data is input, immediate reports are generated and there is no probability of human calculation error. Conclusion: The aspect of positioning university brands in students mind is an increasingly growing phenomenon and now a pre requisite for institutions to effectively compete in domestic and international markets. Options for students have proliferated at a progressive rate. Globalization and competitive employment environment at the same time have lead students to treat education as a return on investment in order to safeguard their careers. The research will help the  University of Wales  establish a unique position in relation to its competitor which is favorable to students. By doing so, it can develop an enhanced image and also attract more students for a higher market share. Also, as mentioned before there are not many studies providing positioning dimensions for universities. Therefore, our exploratory research might lead us to come up with additional dimensions which can be helpful for universities in future to use as a base for positioning strategy. Once a positioning strategy has been identified and adopted by  University of Wales  based on this research, future research may be conducted about its validity and may serve as a case study for future work. References: Aaker, D. A. Shansby, G. J (1982), ‘Positioning Your Product’  Business Horizon, May/Jun, 56-62. Blankson, C. and Kalafatis S. (1999), ‘Issues and challenges in the positioning of service brands: a review’,  Journal of Product and Brand Management, Vol. 8, No 2, p 106 -118 Brown, J., Oplatka, I., (2006) ‘Universities in a competitive global marketplace: A systematic review of the literature on higher education marketing’, International Journal of Public Sector Management,  Vol. 19/4, 316-338 Cowell. D., (1989), ‘The Marketing of Services’, Heinemann, London. Gray. J, Fam. S, Llanes. A, (2003), ‘Branding Universities in Asian Markets’,  Journal of Product and Brand Management’, Vol. 12, No 2, p 108-120. Hirsch, R. (1976), ‘Social Limits to Growth, Harvard University Press’, Cambridge, MA Hooley, G.; Broderick, A.; Moller, K. (1998),  Ã¢â‚¬ËœCompetitive positioning and the resource-based view of the firm’,  Journal of Strategic Marketing, June, Vol. 6 Issue 2, p97-115 Ivy, J. (2001), â€Å"Higher education institution image: a correspondence analysis approach†,  International Journal of Educational Management, Vol. 15 No. 6, pp. 276-82 James, R., Baldwin, G. and McInnis. C, (1999), ‘Which University? The Factors Influencing Choices of Prospective  Undergraduates’, Evaluation and Investigations Programme, Higher Education Division, Australia. Kalafatis S., Tsogas M., and Blankson C., (2000), ‘Positioning Strategies in Business Markets’,  Journal of Business and Industrial Marketing, Vol. 5, No 6, p 416-437. Kotler, P. (2000), ‘Marketing management’, 10th ed., London: Prentice Hall Levitt T., (1981), ‘Marketing Intangible Products and Products Intangible’,  Harvard Business Review, May-June, p 94- 102 Maringe. F, (2006), ‘University and course choice Implications for positioning, recruitment and Marketing’,  International Journal of Educational Management, Vol. 20, No. 6, pp. 466-479 Mazzarol T., (1998), ‘Critical success factors for international education Marketing’,  International Journal of Educational Management, 12/4, 163–175 Naude P., and Ivy J., (1999) ‘The Marketing Strategies of Universities of in the United Kingdom’,  The International Journal of Educational Management, 13/3, p 126-134 Nguyen N. and Leblanc G. (2001), ‘Image and reputation of higher education institutions in students’ retention decisions’,  International Journal of Educational Management,  Volume 15, Issue 6, p 303 – 311 Porter, M. E. (1996), ‘What is Strategy?’  Harvard Business Review,  Nov-Dec, p61-78 Ries, A., Trout, J. (1986), ‘The Battle for your Mind’,  McGraw-Hill, Singapore Sekaran, U. (2003), ‘Research Methods for Business: A skill building approach’, John Wiley Sons, USA. University for Jobs (2007), extracted from University of Surrey Mission statement, available at: www.surrey.ac.uk (accessed 20 May 2007).

Frederick Douglass Dream For Equality :: essays research papers fc

Frederick Douglass' Dream for Equality   Ã‚  Ã‚  Ã‚  Ã‚  Abolition stopped Frederick Douglass dead in his tracks and forced him to reinvent himself. He learned the hard central truth about abolition. Once he learned what that truth was, he was compelled to tell it in his speeches and writings even if it meant giving away the most secret truth about himself. From then on, he accepted abolition for what it was and rode the fates.   Ã‚  Ã‚  Ã‚  Ã‚  The truth he learned about abolition was that it was a white enterprise. It was a fight between whites. Blacks joined abolition only on sufferance. They also joined at their own risks. For a long time, Douglass, a man of pride and artfulness, denied this fact. For years there had been disagreements among many abolitionists. Everyone had their own beliefs towards abolition. There was especially great bitterness between Douglass and William Lloyd Garrison, dating from the early 1850's when Douglass had repudiated Garrisonian Disunionism. Garrisonians supported the idea of disunion. Disunion would have relieved the North of responsibility for the sin of slavery. It would have also ended the North's obligation to enforce the fugitive slave law, and encourage a greater exodus of fugitive slaves from the South. (161,162 Perry) Douglass did not support this idea because it would not result in the complete abolition of slavery. Blacks deserved just as much freedom as whites. He believed that the South had committed treason, and the Union must rebel by force if necessary. Astonished by Garrison's thoughts, Douglass realized that abolition was truly a war between whites. Garrison, and many others, had failed to see the slaves as human beings.   Ã‚  Ã‚  Ã‚  Ã‚   Were blacks then supposed to be irretrievably black in a white world ? Where is the freedom and hope if all great things are privilege only to the whites? Douglass resolved never again to risk himself to betrayal. Troubled, Douglass did not lose faith in his beliefs of abolishing slavery. However, he did reinvent his thinking.   Ã‚  Ã‚  Ã‚  Ã‚  Douglass eventually made his way with what amounted to the applied ideas of Alexis de Tocqueville and Fancis Grund, both of which were writing at the time when Douglass realized the truth about abolition. Grund and Tocqueville celebrated the â€Å"new man,† the â€Å"self-made† men who were breaking through old restraints. These restraints included monopolized privileges, restricted franchises, and the basic refusal of the main chance of equal opportunity. The blacks were confronted by the most vicious and deadly restraints any â€Å"new man† had been compelled to face in the United States. This was horrendous, but it was not insurmountable. Douglass decided that the separation between whites was an advantage to his

Grolsch Beer Advertisement Essay -- Advertising Marketing

Grolsch Beer: Using the Artistic Approach The advertisement for Grolsch beer, taken from the May 28, 1998 issue of Rolling Stone features Vincent Van Gogh’s Self-portrait. Grolsch beer uses three important components of argument (ethos, pathos, logos) to support their claim. However, logos is the most important because the audience must be able to logically interpret the ad. The advertisement connects with the audience by appealing to the reader’s logic of art history, while establishing a reputation of quality and credibility with the Grolsch name. Relying heavily on logos, the makers of this advertisement depend on the readers knowledge of the history of art and specifically of Van Gogh. The main text of the advertisement states, " The same bold taste since the days when body piercing meant cutting off an ear." Obviously the latter portion of this statement suggests a link to Van Gogh cutting off his own ear. Van Gogh’s Self-portrait symbolizes his missing ear by only showing his left one. For the audience to fully understand this, they must have some prior knowledge of the Dutch artist, Vincent Van Gogh. Grolsch beer creates its logos by relying on the wit of the reader. For example, a pun is used with the word "bold" in describing the beer that may also be making a reference to the fact that Van Gogh was a very bold artist. In order for the audience to be captured by this ad, they must be able to recognize that it is a pun, and that it is the punch line that identifies Grolsch beer with the reader. While much of the ad relies on the reader’s knowledge of art, the ad also relies heavily on logical claims. The first is the claim of fact: Grolsch beer has existed since 1615 and because this statement cannot ... ...robably have taken some course in school to know something about Van Gogh. Therefore, the familiarity that people have with Van Gogh enables them to interpret the underlying meaning of the word "bold". When the ad is read it is quite easy to see that "bold" is describing the taste of the beer. Furthermore, the deeper meaning of the word "bold" is related to Van Gogh and his artwork. With many of his works banned from art galleries, Van Gogh was considered one of the boldest artists of his time. Relating the bold taste to the boldness of Van Gogh creates a sense of knowledge in the reader, thereupon giving the reader a feeling of "Hey! I’ve actually learned something." Now the individual feels intelligent because he has interpreted the ad. I believe the ad’s ability to create this feeling in the audience is what makes it such a well-thought out advertisement.

Vincent Van Gogh: Woe Is Me :: essays research papers fc

Vincent Van Gogh: Woe is Me   Ã‚  Ã‚  Ã‚  Ã‚  During the last twenty years of the nineteenth century a new form of artistic painting formed. Postimpressionism was a form of art where the artist was highly individual and expressive. Some of the most creative painters in history helped to make the style a success. Paul Gauguin and Paul Cezanne are two of the most creative and popular painters among the postimpressionists, but not the master. The master of the postimpressionist movement was Vincent Van Gogh.   Ã‚  Ã‚  Ã‚  Ã‚  Vincent Van Gogh was born on the 30th of March 1853, in the small village of Zundert; in the south of the Netherlands. He was the oldest of six children born to Theodorus Van Gogh and Cornelia Carbentus. He began his education in 1861, at the village school in Zundert; he would subsequently attend two boarding schools. Van Gogh excelled in language learning French, English, and German. During that time he also began drawing. Vincent for the most part educated himself. In March 1868, he ends his formal education and begins an apprenticeship with Goupil and Cle. (Fine Art Web)   Ã‚  Ã‚  Ã‚  Ã‚  The Goupil and Cle. Were art dealers in Europe and Vincent was stationed at their Paris Headquarters. During his time spent as a salesman, for the art gallery, Van Gogh developed a love for fine art. Van Gogh began to become unstable and the Paris Gallery released him in 1873. Upon leaving Paris, Vincent (wanting to be useful) trained for the ministry in 1877, at Amsterdam University. After failing to land a post in the Church, he became an independent missionary and practiced among the Borinage miners. â€Å"His experiences as a preacher are reflected in his first paintings of peasants and potato diggers; of these early works, the best known is the rough, earthly Potato Eaters (http://sunsite.auc.dk/cgfa/gogh/gogh_bio.htm).   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"In 1886 van Gogh went to Paris to live with his brother Theo van Gogh, an art dealer, and became familiar with the new art movements developing at the time. Influenced by the work of the impressionists and by the work of such Japanese printmakers as Hiroshige and Hokusai, van Gogh began to experiment with current techniques. Subsequently, he adopted the brilliant hues found in the painting of the French artists Camille Pissarro and Georges Seurat (http://sunsite.auc.dk/cgfa/gogh/gogh_bio.htm).   Ã‚  Ã‚  Ã‚  Ã‚  In Paris, Vincent discovered color and the divisionist ideas, which helped to create the distinctive dashed brushstrokes that is seen in his later works. In 1887, at a restaurant in Paris, Van Gogh organized an exhibition.

Comparison Between E-Business and Traditional Business

INTRODUCTION Electronic Business (E-Business) is a perplexing practice due to the numerous aspects it involves. In today’s rapidly changing environment, organizations adopt E-Business to respond to several business drivers. The progressions of the macro-environments are creating innovative business environments, in which E-Business is considered a normal practice. This paper attempts to model the business environment and evaluate its competitive characteristics by comparing the traditional business with E-Business. Kreplin.K, et al (2000), identified â€Å"Reality† and â€Å"Virtuality† terms; these terms differentiates traditional business from E-Business. According to Kreplin. K, et al (2000), E-Business is based on a virtual (digital) business process with a virtual agent, and virtual product. Traditional Business is a physical business process with respect to the macro-environments. The macro-environment components can influence the way entrepreneurs use the internet to coordinate export businesses. Analysis of the macro-environment comprises of cultural, economic, competition, political and legal factors that affect the way business transactions are made today.CULTURAL CHALLENGES In the cultural dimension, traditional business entrepreneurs will face a major challenge. In this case, infrastructure cost is what worries traditional businesses of today. As opposed to E-businesses, online business transactions incur minimal cost (Robertson. B & Sribar. V, n. d. ). Whereas, traditional businesses will have to incur a significant amount of cost in order to remain competitive in the market. This is due to the fact that there is a paradigm shift towards a more innovative market alongside the consumers.Through the report it is assured that in the long term infrastructure cost will be the key obstacle for traditional entrepreneurs as newer technological innovations take place (Robertson. B & Sribar. V, n. d. ). Opposing to the traditional method of business, E-businesses also have their share of cultural challenges. Firstly, entrepreneurs will experience a change in the nature of workforce (Parreiras. F , n. d. ). According to Heerwagen. J, Kelly. K, Kampschroer. K (2010), the structure of work is now more cognitively complex, team-based, nd time pressured. This movement causes entrepreneurs to be more competitive. Secondly, there is resistance to change when an organization moves towards adopting E-business (Parreiras. F, n. d. ). In a research done by Ahmed. Z and et al. (2006), it was determined that the resistance to change will cripple the organization. Thus, it is important for the entrepreneurs to adapt to rigid cultures. ECONOMIC CHALLENGES In the aspect of economy, the nation’s currency plays a vital role. Thus, it also poses as an obstacle for traditional businesses.In areas of importing and exporting, entrepreneurs need a mutually agreed upon currency (e. g. U. S dollar) due to different payment methods. Furthermore, being sensitive towards exchange rates of currencies is vital as it will affect the buying decisions (Kavas. F, 2011). As compared to E-business transactions, the fluctuation in currency is harder to depict; thus, becoming a challenge for traditional businesses. On the other hand, E-businesses also experiences economic challenges. Firstly, the free entry into the digital market will be a problem for entrepreneurs.As there are minimal barriers to entry, it would mean that E-businesses are operating in a highly competitive market whereby competitive advantage is almost impossible as highlighted by M. Hassan & E. Harris (2007). With this tight competition among entrepreneurs the issue of imitation of products will arise. As described in the related research paper, it was revealed that a massive amount of imitation took place as it was a cost effective method to most entrepreneurs. Therefore, it becomes an obstacle for E-business entrepreneurs. COMPETITIONWhen it comes to t raditional businesses, entrepreneurs will definitely face competition. One major factor that entrepreneurs have to consider while exporting their products is the difference in time zones. An article written by Henricks. M (2006) explains that the time zone differences will cause a lot of difficulty in terms of decision making, planning shipment, organizing logistics and more. As opposed to E-business, E-business have online softwares that enables smooth communication through digital platforms regardless of time zone differences.For E-business entrepreneurs, the first challenge here is the difficulty to obtain capital large enough for any ventures. This includes the research and development needed for the product. In the report â€Å"Managing Worldwide operations & Communications with Information Technology† (2007), it was highlighted that many venture capitalist will incur higher risk with large sums of capital. This is because there is high uncertainty of success for entrepr eneurs to compete in an open market environment. In addition, another factor arises which is also known to be labour market exuberance.This is described as an irrational competition that arose with the increasing need of technical skills (e. g. software programming). Therefore, firms will likely experience a short supply of skilled workers (Wright. P & Lee. D , 2000). POLITICAL & LEGAL CHALLENGES In the area of political and legal, there is a major concern of the country’s policy for traditional businesses. Entrepreneurs need to abide by both the local and the other country’s laws and regulations while selecting to export goods over. This is due to several laws are made according to the country’s culture and beliefs (Kavas.F, 2011). For instance, products that contain pork are restricted in Islamic countries due to their religious beliefs. Apart from that, there is an essential concern of the security and privacy of E-businesses (Parreiras. F, n. d. ). A researc h on â€Å"Security and Trust in E-Business† by Valmurugan,M. S (2009) discussed the unawareness of E-business transactions and the degree of confidentiality of E-business transactions. Without the trust of consumers, entrepreneurs in the E-business line will be facing serious competition to obtain their share of the market.Another major concern is the government regulations. The government needs to play a role to protect the consumers against unfair and deceptive trading especially when it comes to Internet banking (Kay. A, Hafeez. K & Siddiqi. J, n. d. ). Therefore, this would become a small obstacle for E-business entrepreneurs as they need to adhere closely to government policies. CONCLUSION This research paper covered numeral aspects of traditional businesses and E-businesses with respect to the macro-environmental challenges faced by the entrepreneurs.Because we live in a rapid changing environment, businesses will continuously face multiple challenges. The traditional way of business may have been successful in the past, but now is the time for change. E-business enables organizations to reach global markets; thus, crossing borders with less restraint from trade barriers. Evidently illustrated by Fleenor. C & Raven. P (n. d. ), the adoption rate of internet is growing tremendously and that governments of international countries recognises such growth; hence, promoting it as well within their country (e. . E-government). Although there may be areas that E-business is a challenging area to pursue; however, without such obstacles businesses will never revolutionalize. Therefore, it goes to show how businesses have evolved over the decades. Business entrepreneurs need to be more innovative as traditional business will soon be uncompetitive. 1,111 words Reference List Ahmed, Z. et al. (2006)  RESISTANCE TO CHANGE AND ERP IMPLEMENTATION SUCCESS: THE MODERATING ROLE OF CHANGE MANAGEMENT INITIATIVES. [online] Available at: http://web. usm. my/aamj/11. . 2006/AAMJ%2011-2-1. pdf [Accessed: 26/9/2012]. Fleenor,, C. and Raven, P. (n. d. )  Barriers To Effective E-Business In Developing Countries. [online] Available at: http://www. google. com. my/url? sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CC0QFjAB&url=http%3A%2F%2Fcluteonline. com%2Fjournals%2Findex. php%2FIBER%2Farticle%2Fdownload%2F3912%2F3957&ei=dTRlULXHAcnlrAeTuICgDg&usg=AFQjCNFo3MqMmHHbqbtHGpyGH9MPiLUQhA&sig2=NnGIv4mCofIkSx211W9PVw [Accessed: 28/9/2012]. Hassan, M. and Harris, E. 2009)  Entrepreneurship and innovation in e-commerce  . [online] Available at: http://www. journalamme. org/papers_vol32_1/32114. pdf [Accessed: 25/9/2012]. Heerwagen, J. et al. (2010)  The Changing Nature of Organizations, Work, and Workplace. [online] Available at: http://www. wbdg. org/resources/chngorgwork. php [Accessed: 26/9/2012]. HENRICKS,M . (2006)  How Time Zones Affect Global Businesses. [online] Available at: http://www. entrepreneur. com/article/160228 [Accessed: 28/9/ 2012]. Kay, A. et al. (n. d. )  AN EMPIRICAL STUDY OF THE KEY DRIVERS AND

Debate Paper on Malcolm X and Martin Luther King Jr.

Malcolm X vs. Martin Luther King Jr. If it is possible, as far as it depends on you, live at peace with all men. These words spoken by Christ can be found in Romans 12:8 that refer to living in peace with everyone. Martin Luther King Jr. and Malcolm X are both men that fought and petitioned for equality for black people. Did they both have different approaches and views on how to obtain said peace and equality? Absolutely. Martin Luther King Jr. believed in the pacifist way for reaching the level of peace that was desired by the general black community and himself.Malcolm X, on the other hand, was not as passive and didn’t believe in the nonviolent method that Dr. King did. Malcolm X believed that getting peace by any means necessary and fighting back both verbally and physically against all of those that stood in the way of the main goal. Dr. Martin Luther King Jr. believed in the philosophy that racial equality would only be embraced and reached through peaceful acts such as marches and sit-ins. He got his inspiration for these peaceful from Gandhi along with his religious background.Throughout all of his speeches I have read including the â€Å"Where Do We Go from Here† and â€Å"I Have a Dream† speech, Dr. King always speaks in with a call to peaceful action by utilizing the pathos appeal by using the future of his children as a prime example in each speech. Malcolm X didn’t quite agree with the nonviolent approach during the civil rights era. He believed that the best way to get the results that both he and Dr. King wanted was by fighting white aggressors and whoever else stood in the way of the getting it. Some people believed that Malcolm X’s approach was better and more effective that Dr.King’s method because it produced more tangible differences that Dr. King’s. In Malcolm X’s speech entitled â€Å"The Ballot or the Bullet†, he fights the fire of aggression from the oppressors of the black community by defending it with fire. For example, on line in the speech states that â€Å"I believe in action on all fronts by whatever means necessary. † In my personal opinion, I agree with the philosophy of Dr. Martin Luther King Jr. I am a wholehearted believer of nonviolence. Whenever there is a problem, there will always be a proper nonviolent solution. Works Cited