Transfer application for University of Illinois at Urbana Champaign Essay Example for Free

Transfer application for University of Illinois at Urbana Champaign Essay My high school years demonstrate a strong history of community involvement and social work that gave me a chance to develop my communication skills, translate leadership potential into real actions and let me help other people in meaningful and effective ways. The combination of various activities and burden of multiple responsibilities also proved a challenge to my academic achievements. Thus, I must admit that being involved in volunteering work a few hours a week, working as President of the Snowboarding club and church leader and Vice-President in my Korean church, I spent less time and effort on studies than other students. With this said, the broad variety of activities did develop my personality and increase my potential to add to diversity on Urbana Champaign campus. Working as President of the Snowboarding club, I learned a lot about this sport and organization of different sports events. Throughout my community involvement, such as work in the asylum and in the institution for physically handicapped people, I gained knowledge about life that is very different from our usual patterns. As baby-sitter in the orphanage, I got to know many disadvantaged kids whose perspective was different from mine. Learning to help these people, I realized that humans are very diverse and at the same time united by common feelings of love, hate, trust, hope and sympathy. Besides, being of Korean origin, I can bring to the campus an understanding and appreciation of our rich culture and customs. During my life in the US, I have retained my ethnic culture through involvement in the initiative in my Korean church that was aimed at helping new people fit into the US environment. I hope to bring this experience in helping new people to University of Illinois, making my experience at transition work for other people. International studies have long captured my interest and hold it to this point. A foreign national, I am most interested in international trade and development, and specifically the interconnection between these two phenomena. My experience in changing the national environment proved a trigger causing my interest in the field and motivating me to pursue it as a profession. Coming from Korea, I became interested in national political and economic system and their reflection in people’s contemporary experience. Korea had a rather painful history, being to this point divided into two parts. The striking difference in life standards between North and South Korea intrigued me because not so long ago we were one nation. As I grew up, I realized the importance of a choice of a political and economic system the nation makes. Reading a lot about different economic theories and practices, I developed an interest in how to help poor nations develop better. I come from a relatively prosperous background and feel obliged to help countries with a very low income level to overcome dire poverty and provide their people with basic benefits. Developing international trade, I believe, can be the answer to many of their problems. Working for one month in 2006 in Essen Tech Co – The Department of Trade, I gained further insights into the nature of international trade. There I mingled with professionals in the field who shared with me their expert knowledge and opinions formed on the basis of relevant information, which was very interesting for a novice. At this point, I have some theoretical and practical background in the chosen field. Now I need more substantial knowledge to let me use my potential to the fullest. With deep interest in the field, I believe I can make my involvement into an important contribution.

Media Violence and its Effect on Youths

Media Violence and its Effect on Youths Introduction Background of the Study Over the years, researchers have examined the effects of before and after the introduction of media to the community. The constant question which crops up on the effects of media is, will the exposure of youth to media violence cause increased levels of aggression and violent behavior. According to Huesmann (2001), he said that the young adults may behave aggressively if they are exposed to media violence since young. Ones characteristics can be formed when they are young due to the exposure of media such as television, can determine what kind of a person he/ she will grow up to be. Media violence is reputably hard to explain and define. Violence is the act of a threat in harming and hurting where it could end up with life being sacrificed. The exposure towards media violence may arouse the aggressiveness in the behavior of a person. The connection between media violence and aggressiveness is interrelated because whenever there is aggressiveness it can somehow be linked to media violence. How media violence affect youth nowadays is indeed very important in order to have a clearer view of the society because if this matter is not taking seriously eventually violence in youth might contributes to a major portion of the increasing crime rates. Thus, the media indeed plays an important and major role in developing of morals and values of youth. Numerous shooting cases have taken place in schools, colleges and universities all around the world for the past few years. Many innocent lives have been taken due to the aggressiveness in youths. A youth who grew up surrounded by violence may have the tendencies of getting themselves involved in crime and violence at a higher rate compared than those who were not exposed to the media (Huston and Wright, 1997). There are many things around the world will influence a youths behavior, but in this research we will only be focusing on entertainment that is media such as television, wrestling and video games. The reason for researching on this topic is due to the fact that youth nowadays tend to develop characteristics by imitating behaviors from the media. One of the main influences of mass media would be media violence, where the printing and writing of the mass media wont have a big impact, because it is only visual compared to the media which has audio and visual effects at the same time. In many cases, youths tend to develop a violent behavior through media, and violence among youths is growing exponentially. Therefore, this study will focus on the university students perceptions towards media violence and its effects on youth in Malaysia. The specifications of media violence in this study are television, video games, internet games, music videos and music lyrics. Problem Statement This research is trying to find out what is the university students perception towards media violence on youths in Malaysia is because the media has the capability of affecting youths in their development of individual characteristics. The uncontrolled media violence incidents could be the birth of a more violent community and society in the future. Besides that, people may confuse reality by observing violence on media and develop unrealistic fears. It is an undeniable fact that entertainment media plays an important role for the future generations. Take the television for example; it has grown from a black and white small image set to full high definition wide screen. Today, it is a constant companion to most youths. Its influential properties are indeed undeniable, and the effect of media violence on youths is consistent. With parents working most of the time, youths are left alone depending on media as the sole source of entertainment, this of course leads to the youths tending to believe that all the behaviors and results are real and logical. University students can be categorized as youths where youths are generally visual learners because students at the university level is able to visualize the information given whether is it true or not rather than just trust whatever the information given. Visual learners think in pictures rather than in words. At this stage, they learn better visually, and usually would see the big picture first before learning the minor details. Most media nowadays depends a lot on visual effects; this includes media violence as well. The false admiration of heroes or heroines will cause youths to imitate the actions and behaviors from the entertainment source, and apply it in the real world. Youths will draw a quick conclusion and perceive that aggression could solve problems in life directly and generate rewards easily. Definition of the Term Mass media is any medium used to convey mass communication, and the mass media sources, which includes books, newspapers, magazines, radio, movies, television, and internet. It is a fact that mass media has grown by leaps and bounds, and the importance of it has also grown significantly throughout the years. Therefore, the influences in todays society are an unquestionable fact. One of the main influences of mass media would be media violence. Media violence is the visual portrayal of acts of aggression, and the action could be portrayed by anyone or anything, from human beings to animals. In many cases, the highly influenced group would mainly be youths. Such aggression behaviors include damages to properties, verbal abuse, emotional or physical abuse. In an important study carried out in Canada, children were found to have become significantly more aggressive two years after television was introduced to their town for the first time (Kimball and Zabrack, 1986). Children who prefer violent television shows when they are young have been found to be more aggressive later on, and this may be associated with trouble with the law in adulthood (Huesmann, 1986). The increase of violence among youths would reflect the growing numbers in violence among adults as well. This would lead to a crisis in society where violence would wander freely. University students are the future leaders, where the practice of media violence is normal to them could lead the world to an unhealthy trend by using aggressiveness to settle problems instead of using a peaceful way such as negotiation and meetings. Many wars could be waged and innocent citizens could be the victims of the violent world. The foundation behavior of a person is important because how a person grows up really depends a lot from the condition a person being raised up. Purpose of Research The purpose of this research is to find out what are the university students perceptions towards the media violence effects on youth in Malaysia. The research purpose is to analyze media violence on youths in contributing to a negative impact on society. This research also includes about how university students perception about the seriousness of the media violence affecting the younger generation compare to the older generation in this century. Research Questions There are three research questions which will be conducted in this research, they are: What are the university students perceptions towards the media violence effect on youth? Does the media violence affect their lives? What are the impacts of media violence on youths? Theoretical Framework (Social Learning Theory) Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. (Albert Bandura, Social Learning Theory, 1977) The social learning theory is considered the most influential theory of learning and development which was proposed by Albert Bandura (1977). In many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning concepts such as observational learning, imitation, and identification. The theory are as follows, people learn by observing the behaviour of others and outcomes of it. Imitation is another direct mechanical reproduction of behaviour and learning can occur without a change in behaviour. Behaviourists say that learning has to be represented by a permanent change in behaviour. Social learning theorists say that because people can learn through observation alone, not necessarily to be shown in their performance. People can learn new information and behaviors by watching other people. Known as observational learning (or modeling), this type of learning can be used to explain a wide variety of behaviors. The observational learning and modeling process involved are attention, retention, reproduction, motivation. Literature Review The importance of Media In the society nowadays, the media has become an essential need that everyone must have such as food and clothes where is it indeed true that media is playing an important role to play. With advance improvement in the field of science and technology today, the media has become a crucial part in our modern society. Media is a social device in our communication lives. The media can be obtained in everywhere such as newspaper, television, radio, films and internet. The society exposed to media everyday. In fact we seek knowledge through media (Tan, 2009). According to Devrani (2008), the duty of the media is to inform, entertain and also to educate the people in the society. Despite of that, the media help everyone to know what is going on in the world from time to time. Media shape lives and the societys lives will not be complete without media (Devrani, 2008). The medias impact is through psychological and intellectual where the media shape public opinion and help frame the society. The medias information is what we read, listen to and watch (Angel, 2008). According to Adedamola (2009), he explained that the media had always played the leading role in the way we think and do things, he also point out that the idea of perception is the central role of the media. Besides that, media also affects a persons perspectives not only through television but at the same time through radio, newspaper and the internet (Devrani, 2008). A person cannot rely completely with the media because a person has to filter and critically analyze the situation before judging on something. It is also important to know that the media is able to influence our thinking and minds. With this is also explaining the reason why the media is so powerful to manipulate one persons mind (Tan, 2009). In parallel, the media influence the people on making the decision, the product s to buy, questions to ask and choices to make in the daily life (Angel, 2008). It is often use by the leaders to make full usage of the media to influence people and by controlling the media means controlling the flow of the communication among the society. Media Violence It seems like that the violence among children is growing rapidly in our society today. It happen almost every parts of the world but the question still remains a mystery. How do children develop to be so violent? Is violence genetically programmed in them even before they are born? It is possible to ever change their attitude again? In many cases, researchers found that nowadays, the entertainment media plays a powerful role in the formation of values and morals in children. For a variety of reasons, it is now time for a new assessment of what is known scienti?cally about how media violence affects young people and what can be done to mitigate these adverse effects. (C. A. Anderson et al, 2003). In the past few years, there has been an onset of school shootings, and many teenagers had been sacrificed. One of the examples is the Columbine High School massacre in Littleton, Colorado on April 20, 1999, which killed 13 people and wounded 23 others. The incident was committed by two students, Eric Harris and Dylan Klebold, which involved imitation of characters of video games. They both committed suicide after the tragedy. In other case, Cho Seung-Hui has been identified as the gunman responsible for the two Virginia Tech attacks that claimed 33 lives to become the deadliest shooting rampage in U.S. history in April 16, 2007. Chos inability to handle stress and the frightening prospect of being turned out into the world of work, finances, responsibilities, and a family, Cho chose to engage in a fantasy where he would be remembered as the savior of the oppressed, the downtrodden, the poor, and the rejected. The panel went further, stating that, His thought processes were so distor ted that he began arguing to himself that his evil plan was actually doing good. His destructive fantasy was now becoming an obsession (The Virginia Tech review panel, 2007). Media violence contributes in making the student to have such evil plan mentality with a heavy heart that this world is so terrible to live anymore. In many situations, it seems that minority groups are usually targeted. The teenagers who kill seem to feel that they are being shunned and made fun of by their fellow classmates. The feeling would soon developed into hatred and revenge, thus sparkle off any undesirable incidents. Some of these tragedies have led to the killers killing themselves at the end in search of peace of mind. Violence (homicide, suicide, and trauma) is a leading cause of death for children, adolescents and young adults, more prevalent than disease, cancer or congenital disorders (American Academy of Pediatrics, 2001). It is possible for those who are naturally aggressive to be the most affected by the media violent while the most vulnerable at the risk of increasing in aggressiveness (Gentile, 2004). Family history and background does contribute to the violence because when the children grow up in the aggressive family tends to behave more aggressive. Television Watching television is also one of the main factors contributing to the media violence on youth. By the time a child is eighteen years old, he or she will witness on television (with average viewing time) 200,000 acts of violence including 40,000 murders (Huston, et al, 1992). Williams (1970) have studied both before and after the television was introduced in a rural village in British Columbia where after two years the introduction of television, the violent incidents had increased by 160 percent. In?uences that promote aggressive behavior in young children can contribute to increasingly aggressive and ultimately violent behavior many years later. Therefore, it is important to recognize factors including media violence that, separately and together, may play a role in these outcomes in childhood (Huesmann Moise, 1998; Tremblay, 2000). In 2001, the Surgeon Generals conclude on youth violence that the media violence rises up youths physically and verbally aggressive behaviour in the short term rather than violent behaviour. According to the National Commission in 1969, television violence encourages violent forms of behavior that they do not propose that television is a primary cause of violence in society but they do propose that it is a causative factor. In 1993, American Psychological Association stated that there is totally no doubt that often watch violence on television are interconnected with increased of aggressive attitudes and increased aggressive behaviour. Other than that, in 1972, the Surgeon Generals Scientific Advisory Committee on Television and Social Behavior has set a television research impact on children. They have come out with the result that the evidence supports, a beginning and uncertain indication of a causal relation between viewing violence on television and aggressive behavior for some children who are prone to be aggressive. In July 2000, the, American Psychological Association, American Academy of Child Adolescent Psychiatry, American Academy of Pediatrics, American Medical Association, American Psychiatric Association, and American Academy of Family Physicians stated with a joint statement that over 1,000 studies point overpoweringly to make a connection in some children between media violence and aggressive behaviour. Video Games and Internet Games Most video games and internet online games nowadays would consist of violence or sexually elements and characteristics on the games to increase sales and popularity. Most of the youths seem to be indulged in the video gaming world until they apply the gaming world into the real life situation. Violent video games can cause people to have more aggressive thoughts, feelings, and behaviors, and lessen sympathetic, helpful behaviours with peers. (Anderson, 2004; Gentile, 2003). In video game industry, particularly violence in general and sexual violence, the current trend is for gamers to be the bad guys. It creates acting out criminal fantasies in order to earn points for attacking and killing innocent passerby in the game. Even though these games are targeted for mature audiences but it is common and popular to be played by the teenagers. In the recent research about the video gamers by Anderson and Bushman (2001) shows that although the youth who only play the video games just few hours daily would also behave aggressively in the real world. By just playing the video games it can affect the youth negatively. This is a serious fact that cannot be ignored. According to Funk, Flores, Buchman, Germann (1999), the ratings provided by the video-game industry do not match with those provided by other adults and game-playing youngsters. The youngster and the adults totally disagree with the industry that has classified the cartoonlike character in many games as appropriates for general audiences. A study by Anderson et al. (2001), about a 14-year-old boy arguing that he has even killed somebody even though he has been playing video games for many years is indeed correct. Example for the 45-year-old two packets a day cigarette smoker also argues that he still does not have lung cancer. According to Anderson et al., both of them are wrong because their exposure to their respective risk factors of media violence and cigarettes has not unintentionally increased the likelihood of the people around them in future that one day suffers the consequences. Anderson and Dill (2000) also stated that violent video games may be more harmful than violent television and movies because they are interactive, very interesting and require the player to classify with the attacker. Anderson (2000) says, One major concern is the active nature of the learning environment of the video game. The exposures of the video games are potentially more dangerous than the exposure to television violence to ha ve significant effects on aggression and violence. (Anderson and Dill, 2000). In other meaning, playing video games may bring more significant violence effects on youths as they have the opportunities to be in the character and do the task in the games. Music Videos and Music Lyrics According to Waite, Hillbrand, and Foster (1992) says after the removal of Music Television (MTV) show a significant decrease of aggressive behavoiur on a forensic impatient ward. In 2003, Gentile, Linder, Walsh conducted a study on the fifth grade children where the children who watch MTV regularly reported to be involved into more physical fights compare to the children who do not watch MTV regularly. The regular MTV watcher also rated by their teachers is radically more aggressive and less prosocial. Music videos are also concern because these videos are sometimes stuffed with violence. The assumption of attitudes, behaviour and values portrayed in lyrics of the music that influence the young listeners on how to think and react received the most criticism from the public. (Carey, 1969; Christenson Roberts, 1998; Fedler, Hall, Tanzi, 1982; Roberts, Henriksen, Christenson, 1999). The songs and lyrics in the older days is totally different from now and the fact of the youths mind set also have change according to the pace of the society. Other the other hand, a group of mice were trained to run mazes in a high school science-fair experiments in where the group of mice were to put to listen to classical music, hard rock or no music. According to the student who perform the study says that the classical mice became faster in running the maze, whereas the hard rock mice became slower because the hard rock mice is killing each other while none of the classical mice did that (Eaton, 1997; Health, Wealth, Happiness, n.d.). Other than that, according to Rubin, West, and Mitchell (2001) stated that the college students who prefer heavy metal, rap or hip hop music are more aggressive than other students who prefer music such as country and pop where this bring a connection between the types of music youth listen and a broad range of troublesome attitudes and behaviours. The effects of media violence on youths Youths that often expose to the media violence tend not only behave aggressively but are more prone to have attitudes that support violence and aggression as a way of solving conflicts because the youths dun trust people around them and they view the world as a aggressive place. According to New Scientist ( 2007), by the time the average U.S. child starts elementary school he or she will have seen 8,000 murders and 100,00 acts of violence on TV. Besides that, Cyber (2006) says that after 15 years the researchers followed 329 subjects, they found that those who as children were exposed to violent TV shows were much more likely to later be convicted of crime. Researchers also state that, any children from any family regardless of social class or parenting can be affected by media violence. There is no word of escaping in the exposure of media violence because it is widely spread among the society and communities with the world. Girls who watched and expose more than an average amount of violence tended to throw things at their future husbands. In parallel, boys who grew up watching violent TV shows were more likely to be violent with their future wives (Cyber, 2006). Every violent TV show increases a little-bit the chances of a child growing up to behave more aggressively in their life. In the same way after many years looking for accumulated data, the society is now recognizing a relationship between violence in the media and social problems. According to Barry (2002), the one of her study result shows that tracked 700 male and female youths over a seventeen-year period showed a definite relationship between TV viewing habits and acts of aggression and crime in the later life. Barry (2006) also states that the findings of this study help strengthen the link between TV, violence and youths. This shows a relevant result in between the violence is connected with the youths from watching television. Perception of University Students Towards Media Violence and its Effect on Youths Murray (2002) says that media violence is one of the factors in contributing to forming of aggressive and antisocial behavoiur when a young boy becomes a young man. In a study Anderson, Carnagey, and Eubanks (2003) has reported that among 500 university students that violent music and lyrics increased the students aggressive thoughts, behaviours and hostile feelings. There are now good conclusion and practical reasons to expect perception and effects of media violence among the university students. According to Mortimer, 2005 (as cited in Caez, E, 2006) the students thinks that they may become less sensitive to the pain and suffering of others, they may become more fearful of the world around them, and they may be more likely to behave in aggressive or harmful ways towards others. According to Cantor and Harrison (1999), they found out that 138 university students have perceive frightening memories of media images still continued to disturb them after many years. Cantor and Harrison (1999) also states that over 90 percent of the university students have trouble to sleep and phobia in certain situations continued suffer due to the scary experience from images they viewed as a child. In a survey conducted by Gossellin, Guise and Paquette (1977) found out that among 360 university students perceive that the heavy television viewers are more likely to think and mostly believe that the world is a dangerous place and the viewers are not particularly scare of it. This shows that the students were not bothered by the violence around them and do not see there is anything wrong with the violence (Mortimer, 2005, as cited in Caez, E, 2006). In Mortimer, 2001(as cited in Caez, E, 2006) another research also found that the students who are fear of being a victim of violenc e would prefer to carry a weapon with them and has the mentality of behaving aggressively and plan to hurt the people before the people get hurt them. This shows that the universities students have the perception of protecting themselves is important rather than just sit there and wait for protection. Youths Media Violence in Malaysia There have been many reports of youth involved in the rapes, sex crimes, and extortion including stabbing of school childrens. In Malaysia, police statistics on these crimes indicate that they are on the rise (Loh, 2004). This media report arise the sense of panic, curious and anxiety among the citizens. The violence convicted by the youth in Malaysia becomes more serious nowadays. There are eight juveniles are charged in killing a 16 years old student in Seremban (Loh, 2004). In another case reported in The Star in 2004, a mother and her daughter were reportedly raped by two youths who had escaped from a nearby reform school in Jerantut. According to The Star (2010), mention that there is this article back in the year 2002, a 12 years old boy was charged for murdering his tuition teachers 11 years old daughter by hitting her with a hard object. As 12 years old boy, he might not even realize that his action can kill a girl. Other than that, The Star (2009) report that a 17 years old youth was charged in the Juvenile Court by intentionally hitting and attacking a policeman and two Rela officers. Besides that, there is also a 20 years old youth ran amok and stab his father to death while his elder brother with serious injuries in an article in The Star (2010). The Star (2007) review that the Deputy Youth and Sports Minister Datuk Liow Tiong Lai, it is very important for the youth and youngsters to know how to say no to violence at the National Youth Week. The media also hold an important role to play in investigating and reporting on media violence on youth. Moreover, the media is responsible to decrease the causes of crime but not contributing in increasing the media violence in Malaysia. Methodology Introduction Methodology can be explained as an appropriate method use to examine a field of study when conducting a research. Besides that, methodology also ensures that findings are relevant with the research questions in order to have discussion over the results before making a conclusion about the research. In this research, theoretical frameworks will be formed and tested, where as the quantitative research in primary research methods are planned. From there the methodology covers the research approach and preliminary layout of study that consists of the theoretical/conceptual framework, research questions, questionnaire design, statistic methods, analysis and finally with a conclusion. Quantitative Research Quantitative research is a category of research tools used when precise results are needed. The results are expressed in numbers or statistics form. There are two research form of quantitative which are survey questionnaire and content analysis. For this study, the survey questionnaire is designed to collect primary data. This method was chosen because survey questionnaire is more appropriate to be use in this research to find out the university students perception towards media violence and its effect on youths in Malaysia. Furthermore, this survey questioannaire method is not expensive, consuming less time, easy to collect data entry and the questionnaire can be design according to the research questions that at the same time suit to the target respondents mentality. The questionnaire will be printed out and send out to the target respondents for this study. Questionnaire Design The questionnaire is design according to the three research questions of this study. Each and every of the questions in the questionnaire must be able to relate back to the research questions which is about the perception of university students towards media violence and its effect on youths in Malaysia. It is important to know how the university students perceive this situation. Hence, this questionnaire is design to study the opinions, perceptions and experience of them on media violence. Structure of the questionnaire There will be four sections in this questionnaire where the section A consist of the target respondents demographics such as the gender, age, marital status and educational level while section B questions are on the university students perceptions, section C is about the media violence effects and the last section D emphasize on the impact of media violence on youths. Sampling Size The sample size of this research is 100 targeted to university students in Selangor state in Malaysia because there are quite a number of university in this area. All respondents are required to be honest with the answer and respond during the questionnaire is conduct to avoid inaccuracy of data collected. Methodological Limitation In this research study, there were few limitations in conducting this questionnaire survey. Limited time in conducting this survey has leads to the inaccurate of data collection. The small sample size due to time constraint has become one of the obstacles encountered because it is not representing the overall university students in the state of Selangor, Malaysia. In total, 100 questionnaires were distributed, a sum of 99 filled-out with valid responses was returned. Therefore, the effective response rate is 99%. Besides that, existing theories by the western researchers, might not be suitable apply into the Asian context. Findings and Analysis Introduction In this chapter, data collected from questionnaire are being converted into useful information to be interpreted. Findings and analyses are run to addressed the research objectives and answer the research questions. The intention of this chapter is to present the results of the questionnaire, as well as to offer interpretation of the findings and analysis related to the research questions. The findings is divided into three sections. Section A will be an overview of respondents profile. Section B reports the findings and analysis of the University students perception towards the effetcs of media violence on youths while the Section C report about the media violence affects on daily life among the respondents. Section D will be the impact of media violence on youths. The last part of this chapter is about analysis of the findings and comparison of the literature review with the data collected. Section A: Overview of Repondents Profile In total 100 copies of questionnaire has been distributed, total number of collection is 99 copies. This makes the response rate up to 99% of the solid respond from the respondents. There were total 99 were return, 53.5% of the respondents were male and 46.5% were female. With the total of 78 returned, 53.85% of the respondents were male and 46.15% were female. The result of the age population finding

Comercio Electrónico

Comercio Electrà ³nico Este trabajo hablara sobre el desenvolvimiento del Comercio Electrà ³nico evidencia en los tiempos actuales, que comprende un instrumento cuyo crecimiento es impresionante, sobre los cuales es necesario tomar control que resguarde el desarrollo de la actividad Comercial que allà ­ se efectà ºa. El interà ©s que surja y se establezcan parà ¡metros controladores en beneficio de quienes forman parte de la actividad; es decir, tanto demandantes como comerciantes de bienes y servicios, asà ­ como de los agentes recaudadores de impuestos a la actividad comercial quienes determinan como usuarios las necesidades reales han de tomarse en cuenta para orientar el diseà ±o de la plataforma tecnolà ³gica sobre la cual opera estas actividades destinadas al Comercio, aun cuando los fabricantes de las tecnologà ­as han dado muestras fehacientes del perfeccionamiento en cuanto operatividad; sin embargo, en la actualidad se ha incrementado en el ciberespacio (escenario de la actividad comerc ial), un gran nà ºmero de fraudes que van en detrimento de quienes operan comercialmente a travà ©s de este medio, aà ºn cuando el espacio de la operacià ³n es virtual, los delitos o fraudes que ocurren en à ©l son reales. DESARROLLO En la actualidad la informatizacià ³n se ha implantado en casi todos los paà ­ses. Tanto en la organizacià ³n y administracià ³n de empresas y administraciones pà ºblicas como en la investigacià ³n cientà ­fica, en la produccià ³n industrial o en el estudio, e incluso en el ocio, el uso de la informà ¡tica es en ocasiones indispensable y hasta conveniente. Sin embargo, junto a las incuestionables ventajas que presenta comienzan a surgir algunas facetas negativas, como por ejemplo, lo que ya se conoce como criminalidad informà ¡tica. El espectacular desarrollo de la tecnologà ­a informà ¡tica ha abierto las puertas a nuevas posibilidades de delincuencia antes impensables. La manipulacià ³n fraudulenta de los ordenadores con à ¡nimo de lucro, la destruccià ³n de programas o datos y el acceso y la utilizacià ³n indebida de la informacià ³n que puede afectar la esfera de la privacidad, son algunos de los procedimientos relacionados con el procesamiento electrà ³nico de datos mediante los cuales es posible obtener grandes beneficios econà ³micos o causar importantes daà ±os materiales o morales. Pero no sà ³lo la cuantà ­a de los perjuicios asà ­ ocasionados es a menudo infinitamente superior a la que es usual en la delincuencia tradicional, sino que tambià ©n son mucho mà ¡s elevadas las posibilidades que no lleguen a descubrirse. Se trata de una delincuencia de especialistas capaces muchas veces de borrar toda huella de los hechos. En este sentido, la informà ¡tica puede ser el objeto del ataque o el medio para cometer otros delitos. La informà ¡tica reà ºne unas caracterà ­sticas que la convierten en un medio idà ³neo para la comisià ³n de muy distintas modalidades delictivas, en especial de carà ¡cter patrimonial (estafas, apropiaciones indebidas, etc.). La idoneidad proviene, bà ¡sicamente, de la gran cantidad de datos que se acumulan, con la consiguiente facilidad de acceso a ellos y la relativamente fà ¡cil manipulacià ³n de esos datos. La importancia reciente de los sistemas de datos, por su gran incidencia en la marcha de las empresas, tanto pà ºblicas como privadas, los ha transformado en un objeto cuyo ataque provoca un perjuicio enorme, que va mucho mà ¡s allà ¡ del valor material de los objetos destruidos. A ello se une que estos ataques son relativamente fà ¡ciles de realizar, con resultados altamente satisfactorios y al mismo tiempo procuran a los autores una probabilidad bastante alta de alcanzar los objetivos sin ser descubiertos. El estudio de los distintos mà ©todos de destruccià ³n y/o violacià ³n del hardware y el software es necesario en orden a determinar cuà ¡l serà ¡ la direccià ³n que deberà ¡ seguir la proteccià ³n jurà ­dica de los sistemas informà ¡ticos, ya que sà ³lo conociendo el mecanismo de estos mà ©todos es posible encontrar las similitudes y diferencias que existen entre ellos. De este modo se pueden conocer los problemas que es necesario soslayar para conseguir una proteccià ³n jurà ­dica eficaz sin caer en la casuà ­stica. En consecuencia, la legislacià ³n sobre proteccià ³n de los sistemas informà ¡ticos ha de perseguir acercarse lo mà ¡s posible a los distintos medios de proteccià ³n ya existentes, creando una nueva regulacià ³n sà ³lo en aquellos aspectos en los que, en base a las peculiaridades del objeto de proteccià ³n, sea imprescindible. Si se tiene en cuenta que los sistemas informà ¡ticos, pueden entregar datos e informaciones sobre miles de personas, naturales y jurà ­dicas, en aspectos tan fundamentales para el normal desarrollo y funcionamiento de diversas actividades como bancarias, financieras, tributarias, provisionales y de identificacià ³n de las personas. Y si a ello se agrega que existen Bancos de Datos, empresas o entidades dedicadas a proporcionar, si se desea, cualquier informacià ³n, sea de carà ¡cter personal o sobre materias de las mà ¡s diversas disciplinas a un Estado o particulares; se comprenderà ¡ que està ¡n en juego o podrà ­an llegar a estarlo de modo dramà ¡tico, algunos valores colectivos y los consiguientes bienes jurà ­dicos que el ordenamiento jurà ­dico-institucional debe proteger. No es la amenaza potencial de la computadora sobre el individuo lo que provoca desvelo, sino la utilizacià ³n real por el hombre de los sistemas de informacià ³n con fines de espionaje. No son los grandes sistemas de informacià ³n los que afectan la vida privada sino la manipulacià ³n o el consentimiento de ello, por parte de individuos poco conscientes e irresponsables de los datos que dichos sistemas contienen. La humanidad no esta frente al peligro de la informà ¡tica sino frente a la posibilidad real de que individuos o grupos sin escrà ºpulos, con aspiraciones de obtener el poder que la informacià ³n puede conferirles, la utilicen para satisfacer sus propios intereses, a expensas de las libertades individuales y en detrimento de las personas. Asimismo, la amenaza futura serà ¡ directamente proporcional a los adelantos de las tecnologà ­as informà ¡ticas. La proteccià ³n de los sistemas informà ¡ticos puede abordarse tanto desde una perspectiva penal como de una perspectiva civil o comercial, e incluso de derecho administrativo. Estas distintas medidas de proteccià ³n no tienen porque ser excluyentes unas de otras, sino que, por el contrario, à ©stas deben estar estrechamente vinculadas. Por eso, dadas las caracterà ­sticas de esta problemà ¡tica sà ³lo a travà ©s de una proteccià ³n global, desde los distintos sectores del ordenamiento jurà ­dico, es posible alcanzar una cierta eficacia en la defensa de los ataques a los sistemas informà ¡ticos. Objetivo General: Acceder a un conjunto de nociones, conceptos e informaciones diversas, que permita la exploracià ³n de la realidad del comportamiento de la actividad comercial dentro de la Red, midiendo el efecto que tal actividad ejerce en la sociedad y en forma individual y en especial, cuando son objeto de fraudes en la realizacià ³n de las actividades; a travà ©s de una metodologà ­a seleccionada y asà ­ entender los orà ­genes, causa y consecuencias del fraude electrà ³nico, y los delitos y abusos que ocurren en la Internet. Objetivos: Determinar las condiciones necesarias para el establecimiento de la actividad comercial en red, que permita una actividad segura, sin riesgos desde el punto de vista jurà ­dico. Conocer las variables dependientes e interdependientes que inciden en el proceso de la comercializacià ³n on line, que permita de deteccià ³n y lucha contra los delitos electrà ³nicos. Conocer el impacto que tienen en la sociedad y en el individuo el manejo y la ejecucià ³n de actividades de tipo comercial a travà ©s de la red. Evaluar y entender la tecnologà ­a utilizada en la plataforma operativa, software y hardware como medio de ejecucià ³n, para la comprensià ³n del delito electrà ³nico. CONCLUSION Despues de haber comprender las particularidades reales del problema, su entorno, dimensià ³n, asà ­ como el conocimiento holà ­stico de los demà ¡s elementos evidenciados en el marco teà ³rico concluir con aproximacià ³n a un tema de gran interà ©s y de preocupacià ³n, se puede seà ±alar que dado el carà ¡cter transnacional de los delitos informà ¡tico cometidos esto implica actividades criminales que no se contemplan en las figuras tradicionales como robos, hurtos, falsificaciones, estafa, sabotaje, etc. Sin embargo, debe destacarse que el uso de las tà ©cnicas informà ¡ticas ha creado nuevas posibilidades del uso indebido de computadoras lo que ha propiciado a su vez la necesidad de regulacià ³n por parte del derecho. Universidad Iberoamericana UNIBE Administracià ³n de empresas Jonathan Sanchez Mat. 10-0476 Introduccion a la TIC 2ndo Parcial Jonathan Antonio Sanchez Pena Primera terraza del arroyo num. 37, cuesta Hermosa 2 arroyo hondo. Tel. 809-567-4704, Cel. 809-917-1231 Personal: Fecha de nac: 24 de oct del 1990 Nacionalidad: Dominicana Cedula: 001-1861213-4 Educacion: Colegio San Judas Tadeo Universidad Unibe Administracion de empresas 2do semestre Idiomas: Espanol Ingles Experiencia Laboral: Hotel Jaragua Campamento Comatillo/ monitor Plaza Lama/ vendedor Referencias: Piroska Ordehi: 809.986.4556 Gianfranco Torino: 809-532-6161 INDICE Pag.1.. Introduccion Pag.2-5 . Desarrollo Pag. 6 .. Conclusion Pag.7 .. Internetgrafia INTERNETGRAFIA http://www.myownbusiness.org/espanol/s9/ http://www.seic.gov.do/baseConocimiento/TLCEEUU%20DRCAFTA/Texto%20del%20Tratado%20en%20Espaà ±ol/Capà ­tulo%2014.%20Comercio%20Electrà ³nico/DR-CAFTA%20Capà ­tulo%2014.%20Comercio%20Electrà ³nico.pdf

Lockie Leonard And Lex And Rory :: essays research papers

Lockie Leonard and Lex and Rory English Lockie Leonard and the film Lex and Rory promote the same issues as each other, especially concerning male/female relationships. The issues are showed differently. The woman is the one who is pressured into having a sexual relationship. In this case it is the male who is pressured into having a sexual relationship. As this happens different views, feelings and emotions are shown by the way they deal with the choices they make.   Ã‚  Ã‚  Ã‚  Ã‚  Both Lex and Rory are presented as particular characters. Lockie is shown as a free teenager, he is not tied down and is able to do what he wants. He is just learning about sex and you need to know. â€Å"It’s time we thought about sex† said his mum. This already shows that Lockie is not ready for a sexually involved relationship. He is the typical stereotyped school boy who is in constant trouble with school teachers. â€Å"Outside, get out of my room before I tear your head off and use for a blackboard duster.† Yelled his teacher. Lex on the other hand is a boy lacking self confidence and has a negative outlook on life. He is classed as a nerd because he studies and takes notice of his future planning. Girls are his problem. He is scared of communication and contact. This is one of his main fears, especially talking. In particular talking to one girl called Dai. Due to this not many people pay attention to him except his one and only true fr iend Rory. Lex is the type of person who is afraid to make the first move, but having a friend like Rory it starts to become easier.   Ã‚  Ã‚  Ã‚  Ã‚  Lockie doesn’t change himself to make other people feel happy. He likes who he is and believes in himself. Lockie doesn’t change for people. He feels that people have to like him for who he is and not for who they want him to be. Lockie doesn’t let his popularity come over him. He will not satisfy anyone, if that is not what he wants to do. Lockie is his own person he is the only person who takes control of his body and mind. Lex has problems with coping with who he is. He feels that girls won’t like him because he is noticed as a nerd. He tries to change who he is to become a better presented person.

Metafiction and JM Coetzees Foe Essay -- Foe

Metafiction and JM Coetzee's Foe    Is writing not a fine thing, Friday? Are you not filled with joy to know that you will live forever, after a manner? (Susan Barton, Foe, 58) Of the many literary conventions used to describe JM Coetzee's Foe, one of the more commonly written about is metafiction. Since about 1970, the term metafiction has been used widely to discuss works of post-modern fiction and has been the source of heated debate on whether its employ marks the death or the rebirth of the novel. A dominant theme in post-modern fiction, the term "metafiction" has been defined by literary critics in multiple ways. John Barth offers perhaps the most simplified definition: metafiction is "a novel that imitates a novel rather than the real world." Patricia Waugh extends our understanding to add that it is "fictional writing which self-consciously and systematically draws attention to itself as an artifact to pose questions about the relationship between fiction and reality." According to these definitions, metafiction concerns itself not with the creation of a new narra...

How Successful Were Immigration Schemes in the British, French and Spanish Territories

How successful were immigration schemes in the British, French and Spanish territories? After the emancipation of the slaves, it was very difficult for planters to obtain a successful labor force. There were not enough people to work on the plantations and also planters found it difficult to control their remaining labor. As a result planters were at a loss. Immigration was introduced in the hope of fixing the labor problems of the planters. Although some colonies flourished, others failed horribly. There were three main territories in that era. The British territory used many schemes.They used the European, Portuguese, African, Chinese and Indian schemes. First was the European scheme. European labor was imported chiefly by the British colony Jamaica in order to increase its white population as well as providing plantation labor at the same time. Robert Greenwood and Shirley Hamber state that â€Å"between 1834 and 1838, thousands of Scots, Irish and a few hundred Germans came to J amaica. † However that scheme failed tremendously as most Europeans died because the lacked immunity to tropical diseases and others refused to work when they saw what they had to do and understood that it was the work of blacks.Even so, the Jamaican government tried this scheme again in 1841, importing more whites from Britain. Yet again, the scheme failed as most Europeans died n others asked to be repatriated. Finally the governments were convinced that labor from northern Europe was a hopeless prospect. Secondly, the British territory used the Madeiran scheme. It began in Madeira which is a Portuguese island in the Atlantic off the coast of morocco. Greenwood and Hamber state â€Å"that these laborers were paid 3 to 4 pence a day and were attracted to higher wages and prospects in the West Indies. The importations of the Mandeiran people began in 1835, but were suspended in 1839 because the British government was examining the conduct and morality of the schemes. The sche me began again in 1841 on an official basis where large numbers went to British Guiana until 1848 when the scheme was suspended again. It resumed in 1850 but not on a large scale. Mandeiran immigration lasted from 1835-1882 with a total of 36,000 immigrants to the B. W. I. It was an unsatisfactory scheme as it was irregular, it had a high death-rate of new arrivals and most Mandeirans especially in British Guiana went into trading as soon as possible.Thirdly was the African immigration scheme. In 1841, importation of Africans from Sierra Leone, the Kru coast, St. Helena and those rescued from slave ships began. The scheme lasted from 1841-1862. It was very popular at first but declined after the 1850s mainly for two reasons. The first reason was because chartered ships were used to carry the emigrants from Africa which made them think it was slavery all over again. The second reason was because the agents in West Africa undoubtedly lured the Africans with false promises of money and land.As soon as news of the conditions of the West Indies leaked back, it was hard to attract the Africans. Fourthly was the Chinese immigration scheme. At first it was difficult to attract Chinese immigrants to the B. W. I. for example when Trinidad attempted to import some Chinese, few arrived and they either refused to work or were unsuitable. A large scale of Chinese immigration began in 1852 from the Portuguese colony of Macao. These immigrants were only male convicts or prisoners of war. Therefore in 1859 a family immigration scheme was started.By having Chinese women immigrants less jealousy arose on the plantations. This scheme was more successful however, there was deception caused by agents in false promises about repatriation and also the nature of work. Moreover, Chinese immigrants were small farmers and market gardeners, not plantation workers. This scheme suffered many problems for example since china was not a British colony, the British government could only try to persuade the Chinese government to allow emigration. Finally was the Indian immigration scheme.The year 1838 was the arrival date of Indians to the B. W. I however, it was suspended by the Indian government in the same year because of ill-treatment of the Indians and also Indians were not being paid the promised wages. This scheme resumed in 1844 and lasted until 1917. This scheme was generally successful throughout the B. W. I because Indians were a cheap source of labor and were able to adapt to plantation life well. The French also tried to meet their labor needs. They used the immigration schemes of Regional, Europeans and Indian.First they tried regional immigration. Rosamunde Renard shared the view that â€Å"among the first immigrant workers introduced in Guadeloupe were those brought from the British West Indies (B. W. I). Approximately, they imported eighty Madeiran and seventy blacks from the British colonies. However, this immigration attempt was failed because that was a bad set of laborers. They also tried the European immigration scheme. Rosamunde Renard states that â€Å"the governor general of Martinique allocated a fund of 100,000 francs to facilitate European immigration to the colonies. The government prepared themselves to support European immigration at the rate of 250 francs per adult and 150 francs per child. Even so, this scheme was not successful at the end because Europeans contracted diseases easily and planters argued that they were not fit for plantation work. Contrary to that, planters argued that European immigration had two positive effects; it brought the native workers back to the plantations and also brought down wages. Finally they tried Indian immigration schemes.Indians were a good source of labor and Martinique and Guadeloupe showed high demands for this scheme. However the French were faced with problems. Since Indians were controlled through the British it was difficult acquire such a labor force. Moreover French plan ters argued that priority was always given to the British recruiters and they got inferior immigrant laborers. It was also argued that Indian immigration was seen as a vital part to the recovery of the French West Indies. The final territory was that of the Spanish.They used the African, Chinese, European immigration scheme. First was the African scheme. It was a source of inexpensive labor. However, this scheme was done illegally because they used slaves. They sent illegal Africans to Havana. This scheme did not last long. Africans grew resistant to work. Moreover, they used the Chinese immigration scheme. One can argue that this is what they are most notorious for. Chinese immigration was another source of cheap labor. The first Chinese contract workers were brought to Cuba in June, 1847.After the group arrived, the scheme was suspended for six years due to international prospects and other difficulties. Mary Turner states that between 1847 and 1874, a period conceding with 10 yea rs of the transatlantic slave trade, 125,000 Chinese were landed in Cuba. Their contracts were offered for sale. Chinese workers were contracted for eight years for about four (4) pesos a month for men and three (3) pesos a month for women. Even so, the scheme failed because the laborers were un-disciplined because of desertion and absenteeism.Furthermore they used the European immigration scheme. Lucia Lamounier states that â€Å"white immigration was first sought mainly to counteract the growing black slave population. † There were expectations that Europeans settlers were to become industrious, independent small landholders, providing a racial balance and political stability. However, the European immigrants were expensive and were unsuitable for plantation work. When Europeans noticed that methods used on plantations were like that of slavery, they refused to work. As a result this scheme was unsuccessful.In conclusion the immigration schemes used by all three territories was not entirely successful because not every scheme for each territory occurred without having any serious problems in which the planters could recover easily from. As a result, immigration was successful to a certain extent. Bibliography Hilary Beckles, Verone Shepherd, Caribbean freedom economy and society from emancipation from the past to present, London J: Curry publishers1993 Robert Greenwood, Shirley Hamber, emancipation to emigration book 2, Macmillan publishers limited 2003.Lucia Lamounier- Between Slavery and Free labor: Early experiments with free labor and Patterns of Slave Emancipation in Brazil and Cuba In Mary turner (Ed) – From Chattel slaves to Wage Slaves: the Dynamics of labor bargaining in the Americas. Rosamunde Renard: Immigration and the indenture ship in the French West Indies, 1848-1870 In Hilary Beckles, Verone Shepherd, Caribbean freedom economy and society from emancipation from the past to present, London J: Curry publishers1993

Boredom †What Can Teens Do About It Essay

I have heard it time and again â€Å"I am bored! â€Å". These words have came from the mouths of many teenagers. Sure, we have the libraries, the parks, the internet cafes, the malls all around us. Yet, we still hear many teenagers around us saying that they long for something completely different than the aforementioned – something that caters more to their interests. So what can we do for these bored teenagers? You see, we have all the facilities etc. From bars to reacreational areas, places offering live music, a countless amount of shopping malls. Yet, teenagers are still bored. Thus I think it is crucial to ask the young people would like to do, then officials can plan their activities and build the venues accordingly. If we don’t, we will face the risk of continually seeing teens loitering around at the back alley or even committing crimes. More town meetings and conferences involving teenagers is vital to planning activities that they will enjoy. To simply assume that these adolescents will benefit from certain activities without asking them first will leave the place with empty centers and businesses that alienate many teens. For example, business catering to teen hobbies could be set up to host events for teenagers. Perhaps they could create some kind of contest, that would offer various skatebored equipments and apparel as prizes. The contest could include what many teenagers would enjoy: Music and Food. This way, instead of wasting money to build expensive venues to provide â€Å"entertainment† to curb teenagers’ boredom, the money could be spent on setting up activities that can guarantee success as they cater to the wants of the teens through the survey, therefore this could be done for these bored teens. As the world grows, the technology advances and companies like Apple come out with creative new devices like iPhones and iPads. When teens get caught up by these addictive trends of using iPad and iPhone, they would love to access them and use the interesting applications everyday. However, eventually their interest does not last as they would get tired of doing the same thing of staring into the iPhone or iPad screen. Instead of investing time into things that are not of much productivity, and does not help them develop any useful skill, they could first try to be creative and explore their artistic side is really great when they have nothing else to do. They could think of what things in life are really exciting or interesting to them, and think of a way they could incorporate some aspect of those things into their alone time. Once they start doing something creative,they can always go back to it, and they will never be bored. For example, they could take some free time to learn how to play a music instrument, in particular an easier one that you could easily learn by themselves at home which would be a guitar. This would help them develop an appreciation for music of they could learn well and it would bring out the more artistic side of them, instead of wasting time and getting bored from blindly following the trends of using electronic devices. Doing anything creative like learning an instrument will be beneficial to your growth as a person, it will broaden your skills and perspective on life, and it will also be fun. It begins with a recognition that every circumstance, every activity, contains within it the potential to yield value, either to us or to someone else. If we insist on always being passively entertained by life, we will find ourselves bored by much of it. On the other hand, if we can transform that expectation into a determination to make an effort to create value at every moment, we can begin to make even the most mundane experience interesting. For example, we can start up a conversation with a friend and know more about them which would enhance the friendship between the both of them. One minute you will be bored ad the next minute you will be busy talking with your friend to kill time. Talking also makes us forget about the time passing without our realisation. This also allows us to be engaged in something rather than staring into space, doing nothing which would benefit them in one way or another. Talking enhances communication skills and at least, one can bond more with her friends which would make one less bored. Engaged in the conversation, new facts about one another rise up to create a stronger bond between them. This would benefit one rather than doing nothing and feeling bored. Another way could be to eliminate boredom by looking for any interesting or purposeful activity in which you will feel energetic and less bored. A question that one may like to consider would be to think of how the activity will benefit one befoe doing something when one feels bored. Communication would make one more open-minded and an extrovert. In conclusion, there are many ways to escape boredom. But the problem here is that teenagers now do not know how to kill time. If they invest enough time to do something worthwhile such as learning how to play a musical instrument or enhancing their communication skills by conversing with a friend, they will not find themselves getting bored. Teenagers should engage in activities that they know will entertain them. For example, an avid reader can find time to visit the library rather than staying at home and watch television or do something unproductive. Thus, teenagers should know themselves and what they like and take part in activities that interest them. This will solve the problem of teenagers being bored all the time.