Major Differencies Between Eastern Essay Example for Free

Major Differencies Between Eastern Essay Western philosophy has its roots in Athens, Rome and Judeo ­Christianity while Eastern philosophy is derived from Confucianism, Taoism and Mahayana Buddhism. As Greek and Latin are to Western civilisation, so classical Chinese is to East Asian civilisation. I will focus on four major differences between Eastern and Western philosophies. 1. Western Individualism and Eastern Collectivism In the Greco? Roman tradition, the image of Prometheus powerfully illustrates the struggle for individual freedom. Prometheus had gone against Zeus, the all powerful god who ruled the sky from Mt. Olympus. Prometheus annoyed Zeus by creating human beings. To protect the human beings from Zeus, he stole fire from Hephaestos, the blackmith god and gave it to the human beings. This angered Zeus to the extent that Prometheus was chained to a rock and an eagle tore out his liver. In European consciousness, Prometheus had become the hero who: defied the patriarchy in the name of individual freedom, who brought light into our darkness. He was the saviour who sacrificed himself for the sake of mankind, the benefactor who brought the gift of technology down from heaven, the teacher who taught us that we are not at the whims of the gods any more, who showed us how to use our intelligence to take control of the world. The Christian tradition has also reinforced the notion of individual rights. The Bible speaks of God creating Man in His own image and letting him have dominion over the fish of the sea, and over the fowl of the air, and over the cattle and over all the earth, and every creeping thing that creeps upon the earth (Genesis 1:26). By comparison, the Chinese live in a world of obligations: obligations to serve the ruler, obligations to work for the family, obligations to obey elders, obligations to help relatives, obligations to do well to glorify the name of ancestors, obligations to defend the country in times of trouble, and obligations to oneself to cultivate ones own virtue. It would also seem that rights only belong to one individual ? the Son of Heaven. Confucianism promotes conservatism and this stifles creativity and robs the people of self? introspection. 2. Fragmentary and Holistic According to Fritjof Capra, the emphasis of rational thought is epitomised in Descartes celebrated statement,Cognito, ergo sum ? I think, therefore, I exist. This has forcefully encouraged Westerners to equate their identity with their rational mind rather than with the whole organism. This division between the mind and the body has led to a view of the universe as a mechanical system consisting of separate objects, which in turn were reduced to fundamental building blocks whose properties and interactions were thought to completely determine all natural phenomena. This mechanistic conception of the whole world is still the basis of most of our sciences and continues to have a tremendous influence on our lives. Academic disciplines become fragmented and this has served as a rationale for treating the universe as if it consisted of separate parts to be exploited by different groups. The essence of the Eastern world view is the awareness of the unity and the mutual inter? relation of all things and events, the experience of all phenomena in the world as manifestation of a basic oneness. All things are seen as independent and inseparable parts of a cosmic whole, as different manifestations of the same ultimate reality. The Eastern traditions refer to this ultimate, indivisible reality as Brahman in Hinduism, Dharmakaya in Buddhism and Tao in Taoism. 3. Conflict and Harmony The Marxist view of history saw change as arising from a dialectic interplay of opposites ? hence class struggle and conflict. Western civilisation based itself on the struggle between the Good and Evil, God and Satan or Psyche and Cupid. Eastern philosophical thought is based on this notion of the Yin and the Yang. Frithjof Capra describes the Yang as the strong,male creative power associated with Heaven while yin is the dark,receptive, female and maternal element. The dark yin and the bright yang are arranged in a symmetrical manner. They are dynamic ? a rotating symmetry suggesting very forcefully a continuous cyclic movement. The two dots in the diagram symbolise the idea that each one of the forces reaches its extreme, it contains in itself the seed of the opposite. Life says Chuang Tzuis the blended harmony of the yin and the yang. Taoism permeates the economic and social lives of the Chinese through geomancy, qigong, Chinese medicine and idol worship. As Chan observes:Almost every hotel, office and commercial building that has gone up within the last decade adheres to certain principles of geomancy or Fengshui ? the art and science of harmonising man and nature. 4. Idealism and Pragmatism. The Western idea of democracy does not fit into the Eastern scheme of things easily. In an interview by the Daily Telegraph on 16 October 1989 the former Prime Minister remarked that: I think in a mainly Chinese electorate, the idea of a loyal opposition and an alternative government does not come easily. Youre either for or against the government. The Confucianistic idea of social hierarchy where a persons existence is relational, extending from his family, society and country. The pragmatism of the East is exemplied in the way Confucianism has been used to emphasize order through social hierarchy and the rules and conventions. Taoism provided the meaning of life and thus compliment Confucianism. Confucius preached the doctrine of the here and now. The emphasis is one of life and life and not life and death. The sage hoped to hear the right way in the morning, and die in the evening without regret. What lays the foundation of life for the Chinese is the family and the continuation of the family also means the passing on of experience, culture and thought. The Taoists has an equal view of life and death seeing life and death as the coming out and going back of a human form of existence. Chuang Tsu talks of coming and going . Lao Tzu said,out to life, in to death. The crux of the matter is to make the best of the present.

The Background And History Of Bullying Psychology Essay

The Background And History Of Bullying Psychology Essay Bullying can lead suicide and death, According to Centers for Disease Control suicide is caused death number three in adolescent. Study by Yale University (2008) adolescent that became victim of bullying 2 to 9 times more likely concider to suicide. Suicide case related bullying must be prevent, this situation contrary with the reality that even bullying occurs in school, but sometimes people does not aware or just think that as naughtiness of the children. From CDC (2011) prevelance of student who involved in or affected by bullying are 43.9% students middle school and 30.5% students high school, study by Owusu et al. (2011) found that 40.1% of the total sample student being bullied and likely significant have negative psycological health than students who do not become bullied. Study by Allison, Roeger and Reinfeld-Kirkman (2009) show that nearly one-fifth of adults reported having experience of bullying when they at school and this study also found that those who had been bullied significantly poorer mental and psychological health. Acording data from Global School Health Survey (GSHS) of WHO, 2007 prevalence of bullying in Indonesia is 49 %, Thailand 27,8% in 2008 and Filiphina 35.7% student in 2004. Moreover with a population of adolescents are 1,2 billion in worldwide which is 18-25% adolescent in Asia (WHO,2010) and there are 3,6 million adolescent or 18 % of the total population in Indonesia (National office of Statistic,2010) if we did not immediatly addres this problem, the future of the adolescent will be dangerous. The studies show evidenced that bullying is very dangerous for the future of students as it could cause depression or even suicide. In 2010, Kvarme, Helseth, Sateren and Natvig found that school children who have been bullied felt helpless, lonely and excluded when they were bullied, students who have been bullies have an increased risk of developing anxiety, depression. Study by Owusu, Hart,Oliver and Kang, (2011) also found that victim of bullying were significantly more likely to report negative psychological health such as signs of depression, suicide ideation, being so worried that affect sleep and loneliness. Moreover study from korea shown that Victim perpetrators reported more suicidal/self injurious behaviors (Kim, Koh,Laventhal, 2005). In 2010, Patchin and Hinduja found that Students who experienced cyberbullying both as a victim and an offender, had significantly lower self esteem than who had little or no experience with cyberbullying and also study by Schneider, ODonnell , Stueve and Coulter (2012) found that victim of bullying report low school performance and school attachment, psychological distress was highest among victim of bullying. Study about the intervention also have been conduct to overcome bullying. Blosnich and Bossarte (2011) found that having adults and staff that supervising hallways was associated with 26% decrease of peer victimization. The impat of the Olweus prevention ptogram study by Bowllan (2011) found that teacher statistically significant improvements in their capacity to identify bullying, talk to students who bully and talk with them. Study by Boulton, Bishop, Baxandall, et al. (2007) found that a majority of participant want that peer counselling as problem solving related bullying. Also study by Li, Washburn, Dubois, et.al (2011) found that student who involved with Positive Action Program have 37% fewer violence behaviors and 41% fewer bullying behavior. The intervention program did not effective if we did not understand the bullying as problem. Topic in this study about bullying in adolescent, this topic will be help us to undestand bullying as problem. To support this topic and to identify the gap of knowledge in the community, about 25 articles that related with this topic has been colected. The articles that used were publish in 2004-2012 at the data base at Ebsco Host and Science Direct. This paper will help student to gain more knowlegde, support the idea about the bullyingin adolescent and will help to conducting the tesis in the future. In order to make a better understanding about the content of the paper. This paper will summarize the article from the definition of the phenomena, the objective, design, sample and the result of the study. And finnaly will expalin about gap of knowledge and how to fulfill the gap as the tesis plan. Summarizing Result Definition of phenomena 1. Bullying Definition of Bullying is repeated intentional infliction of injury or discomfort (physical or nonphysical) on another person over time in an imbalanced relationship (Olweus,1994). In addition to physical and nonphysical forms, bullying can also be categorized as direct or indirect, Direct bullying includes threatening, stealing, hitting, and verbal abuse, whereas indirect bullying involves social isolation, spreading rumors, and ignoring ( Van der Wal MF, de Wit CAM, Hirasing RA, 2003). Bullying as a type of interpersonal violence in which there is a power imbalance between victim and bully, typically characterized by repeated aggressive verbal and/or physical behavior with intent to harm or disturb the victim (Nansel et al., 2001; Olweus, 1993, 1994). According of Royal College of Psychiatricts (2006) Bullying is a form of aggresion that can be hurtful manner such as hit or punch other,kick or trip other up, take or spoil other things, call other names, tease other, give other nasty looks, threaten other, make nasty rumours or story about other, spread nasty rumours or stories about other, not let them join in play or games and not talk to them. The operational definition of Bullying is agression behavior that hurtful manner in direct (threatening, hitting, puch other) and indirect (verbal abuse, teasing, give other nasty looks, and make nasty rumours abot ather) with effect to physical dan phycological health which done by other people with more power in some periode of time. 2. Adolescent The United Nations Population Fund (UNFPA) defines adolescents as being between the ages of 10 and 19 this definition same with World Helath Organization (WHO) about adolescent. according to the American Academy of Child and Adolescent Adolescents divided into three stages early adolescent (11-13 year of age), middle adolescent (14-18 year of age) and late Adolescent (19-24 year of age). According to United Nations Childrens Fund (UNICEF) in 2005, The stages of adolescence can be separated into three: early (10-13 years of age), middle (14-16), and late (17-19). In early adolescence, physical changes include physical and sexual maturation. These changes continue through middle adolescence into the late stage, adolescents are thought to be less concerned with their body image than they are during early adolescence. Cognitively, adolescents in the early stage develop concrete thinking abilities, while in middle and late adolescence, the young person moves to thinking abstractly and can develop reasoning skills. Emotionally, adolescents in the early stage are beginning to explore decision-making opportunities, while in the middle stage, they begin to develop a sense of identity, established more fully in late adolescence. Socially, during this stage, peers become a bigger influence and sexual interest usually begins. During the middle stage of adolescence, peers continue to hold influence, and sexual interest develops further. Finally, in the late stage, transitions to work and further schooling take place. Overall, The operational definition of the adolescent is young people that age around 10-19 years old. Objective of the study The most objectieve of the previous studies was the assosiation bullying with psychological distress(Schneider, ODonnell, Stueve,et all.,2012; Undheim and Sund, 2010; Kim, Koh and Leventhal,2005), Risk factor of bullying (CDC,2011; Fitzpatrick, Dulin and Piko, 2007), Psycological adjustment (Wei and Williams,2009; Owusu,Hart, Oliver,et all.,2011), School safety (Blosnich and Bossarte,2011), Psychosocial environment (Meyer-Adam and Conner,2008), Depression (Kaltiala-Heino, Frojd and Marttunen,2010; Fleming and Jacobsen, 2009), Self esteem ( Patchin and Hinduja, 2010), Preception about bullying (Frisen,Jonsson and Persson, 2007; Juvonen and Gross, 2008), Program intervention (Bowllan and Nancy, 2011), Health quality of life (Allison, Roeger and Reinfeld-Kirkman, 2009), Suicide (Kim, Koh and Leventhal,2005) and also to examine the prevalence of bullying such as study by Schneider, ODonnell, Stueve,et all.(2012) . The other objective was to explore the bullying experience (Kvarme,Helseth , and Natvig, 2010; Willis and Griffith , 2010), Peer councelling (Boulton, Trueman and Bishop, 2007) and perspective of bullying (Brown, Birch and Kancherla, 2005). Design Most of the article using quantitative design for their study which is Cross sectional studies (Wei and William, 2009;,Owusu, Hart, Oliver,et all.,2011; Undheim and Sund, 2010; Blosnich and Bossarte, 2011;Hensershot, Dake, Price and Lartey, 2006; Kim, Koh and Leventhal,2005; Fitzpatric, Dulin and Piko,2007; Juvenen and Gross, 2008; Patchin and Hinduja,2010), and Retrospective studies (Meyer-Adams and Conner,2008; Allison, Roeger, and Reinfeld Kirkman,2009; Brown, Brich and Kancherla,2005; Bond, Wolf, Tollit, Butler and Patton,2007; Chapell,Hasselman, Kitchin et all.,2008;Gukin and Lewis,2006). The rest of the article use descriptive study (Schneider, ODonnell, Stueve,et all.,2012), , Quasi experimental (Kaltiala-Heino, Frojd and Marttunen,2010 Bowllan and Nancy, 2011), Randomised Control Trial (Li, Washburn, Dubois et all.,2011) and the qualitative study that use explorative design ( Kvarme, Helseth, Sateren and Natvig, 2010 Willis and Griffith, 2010) and phenomenological (Boulton, Truemen, Bishop et all.,2007 Frisen, Jonsson and Perddon, 2007). Sample /participant Most of sample that use in that studies were students and only one study that use nurse as sample (Schneider, ODonnel, Stueve, et all.,2012). Range of the sample size was from 11 (Willis Griffith, 2010) to 20,406 (Schneider, ODonnel, Stueve, et all.,2012). The type of sampling that most use in 25 articles was random sampling (Hendershot, Dake et all.,2006; Patchin and Hinduja,2010; Allison, Roeger and Reinfeld,2009; Guckin and Lewis,2006) and the other use purpose sampling, clustered sampling and total sampling with survey and the rest of the article did not explain about the method that use to take sample. Most of the studie were conduct in America and Europe from 25 articles only 2 studies that conduct in Asia which is in Taiwan by Wei and Williams (2009) and in Korean by Kim, Koh and Levental (2005) . The age of the sample size that use in was student in middle school and high school or both of them example study by Schneider, Shari Kessel, ODonnell, Lydia, Stueve, Ann, Coulter, Robert W. S., (2012) sample was use student in grade nine-twelfth. Instrument Most of the instruments that used in the previous studies are different. Only study by Owunsu, Hart, Oliver et all.(2011) and study by Flemming Jocebsen (2009) are same used Global School Based Health Survey (GSHS). This instrument develop by WHO and conducted among students aged 13-15. This instrument used to identify health behavior and protective factor among student aged 13-15. This instrument did not specific to identy bullying but there are some content about bullying in GSHS. The instrument that specific to identify bullying was Olweus Questionnaire in this instrument identify of bullying about exposure to various physical,verbal, indirect, racial, and sexual forms of bullying/ harassment, how students bully others, where bullying occurs, pro-bully and pro-victim attitudes, and the extent to which the social environment that used in study by Bowllan and Nancy (2011). The other instrument to identify bullying was Gatehouse Bullying Scale (GBS) whis is in good to moderate test- retest reability (rho 0.65) that used in study by Bond, Wolfe, Tollit et all.(2007). Study by Undheim and Sunud (2010) was to asses prevalence of beeing bullied and behaving aggresively toward other and the psychosocial characteristics of exposed student, so they used the Mood and Feeling Questionnaire to identify psychosocial characteristic of students. The other instrument that used were Beck Depression, Rosenberg self esteem and ect. Main result Study by Centers for Disease Control and Prevention (2011), shown that student who involved in or affected by bullying are 43.9% students middle school and 30.5% students high school, and ussualy Bully victims were more likely to report violent family encounters than bullies and bullies were more likely to report such encounters than victims. the prevelance of cyberbullying and school bullying was 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months with a majority of cyberbullying were also school bulying and then Victimization was higher among nonheterosexually youth. The Victims report low school performance and school attachment. Psychological distress was highest among victims of both cyberbullying and school bulying. (Schneider, Shari Kessel, ODonnell, Lydia, Stueve, Ann, Coulter, Robert W. S.,2012). The school nurses identified the most common barrier to dealing with bullying, which included bullying taking place where the nurse is not supervising (49%), someone else in the school being more qualified to address bullying (41%), not having enough time (26%), and not beeing prepared to handle the problem (25%). Only 14 % stated that there were no barriers to dealing with student bullying. (Hendershot C; Dake JA; Price JH; Lartey GK, 2006). In African American Adolescents Bullying behavior was higher than reported for other general student. And age, family violence, negative peer relationships and behavioral risks all contributed to increased odds of students reporting bullying behavior. (Fitzpatrick KM; Dulin AJ; Piko BF.,2007). The ages which most students had been bullied at school were between 7 and 9 years. Bullies said bullying took place when they were 10 to 12 years old. The most common reason as to why individuals are bullied was that they have a different appearance. (Frisà ©n A; Jonsson A; Persson C., 2007). When bullied, almost half said they fight back, about a fourth tell an adult, and 20% do nothing; only 8% try to talk to the bully. Nearly two thirds claimed they tell or try to stop bullying when they see it, but 16% do nothing, and 20% join in. Frequent bullies were more likely to think it is cool, to fight back when bullied, and to join in when others are bullied. Two classes of victims were apparent. Victims who also bully often said that bullying occurs because others are not friendly to bullies or because bullies want to get their way, many also admitted that they do not know how it can be stopped. Victims who do not bully were most likely to do nothing when bullied but to try to stop th e bullying of others. (Brown SL, Birch DA, Kancherla V., 2005). Data from Northern Ireland the incidence of victimization within the peer group of respondents was very high in comparison not only to previous. The report 59.2% of the respondents said that schools were proactive in bullying and did have an official policy in place and one quarter of respondents and victims who would approach the teacher and also 50.4% of all respondents believed that their school provided real help for victims. (Guckin CM, Lewis CA.,2006). Study by Kvarme LG; Helseth S; Sà ¦teren B; Natvig GK. (2010). Nearly one-fifth of adults reported having experience bullying when they were at school. Those reporting that they had been bullied experienced significantly poorer mental and psycological health compared to those who had been bullied (Allison S; Roeger L; Reinfeld-Kirkman N., 2009). The students felt helpless, lonely and excluded when they were bullid, students who have been bullies have an increased risk of developing anxiety, depression and They wanted the bullying to be recognized, assistance from the staff to stop the bullying, and to be included by their peers and from other study Victim of bullying were significantly more likely to report negative psychological health compared with those who reported not beeing bullied.such as signs of depression, suicide ideation, being so worried rried that it affects sleep and loneliness. (Owusu, Andrew, Hart, Peter, Oliver, Brittney, Kang, Minsoo. 2011). Moreover, study from korea shown that Victim perpetrators reported more suicidal/self injurious behaviors and suicidal ideation in the previous 6 months. In female students, all 3 school bullying groups had increased suicidal ideation for the previous 2 weeks but not in male students. (Kim YS; Koh Y; Leventhal B, 2005). Students who experienced cyberbullying both as a victim and an offender, had significantly lower self esteem than who had little or no experience with cyberbullying (Patchin JW; Hinduja S., 2010). Students who reported being bullied in the past month were more likely than nonbullied students to report symptoms of depression. A higher number of days of being bullied in the past moth was associated with a statitcally significant increase in reported rate of sadness and hopelessness. (Fleming LC, Jacobsen KH. 2009). Conceptual framework Most of the study did not use conceptual framework, some of the study use the conceptual framework example study by Kvarme, Helseth, Seteran and Natvig, (2010), used Quality of Live (QOL) and Solutions Focus approach and famework and also study by Wei and Williams, 2009 use The information Processing Model as a framework.. Limitation The article that review have some limitation in some study data sorce use self-reported single item such as study by Schneider, ODonnel,Stueve et all.(2012), CDC(2011), Undheim Sund (2010), Hendershot, Dake, Price et all (2006), Boulton,Trueman, Bishop et all( 2007), Juvenen and Gross(2008), self-report of negative behaviours was used as a basis for outcome measures in study by Brown, Birch and Kancherla(2005) and self report as subject to recall and social desirability bias, but some study use multiple source, cause discrepancy between measure (Wei and Williams, 2009). In the content of study did not explore contextual influences on the behaviors and the complex role that bystanders student and parents and adults in the community study by Schneider, ODonnel,Stueve et all.(2012) , The sample size that use only small sample (Kvarne, Helseth, Deteren and Natvig,2010), The sample was limited to school nurses who were member of NASN (Hendershot, Dake, Price et all,2006), Knowledge about theoretical framework to analysis and interpretation data of school nurses and researchers are limited. Use cross sectional study and causality cannot be implied (Kvarne, Helseth, Deteren and Natvig,2010), The result cannot be generalized to similar age out of school adolescents (Owusu, Hart, Oliver et all.,2011; Undheim Sund, 2010; Willish Griffith, 2010;Fitzpatrick, Dulin and Piko, 2007; Frizen, Jonsson and Persson,2007, Meyer-Adam Conner, 2008, Kaltiala-Heino, Frojd, and Marttunen, 2010; Patchin Hinduja, 2010; Bowllan Nancy, 2011; Li, Washburn , Dubois et all., 2011) with only one moderatly size city and participant restricted age range, None of the questions used in the analysis assessed the source of bullying, since there no item in the survey(Owusu, Hart, Oliver et all.,2011),The questionnaire must be more specific (Blosnich and Bossarte, 2011; Kim, Koh and Leventhal, 2005; Fleming and Jacobsen, 2009) and the length of the survey are limited (Fleming and Jacobsen, 2009). Gap of the Knowledge The article that have been review can be categorize become three part. Article that shown the prevalence of bullying or phenomena of bullying. The ages which most students had been bullied at school were between 7 and 9 years. Bullies said bullying took place when they were 10 to 12 years old. The most common reason as to why individuals are bullied was that they have a different appearance. (Frisà ©n A; Jonsson A; Persson C., 2007). In African American Adolescents Bullying behavior was higher than reported for other general student. And age, family violence, negative peer relationships and behavioral risks all contributed to increased odds of students reporting bullying behavior. (Fitzpatrick KM; Dulin AJ; Piko BF.,2007). Article that shown the effect of bullying. Study by Kvarme LG; Helseth S; Sà ¦teren B; Natvig GK. (2010). Nearly one-fifth of adults reported having experience bullying when they were at school. Those reporting that they had been bullied experienced significantly poorer mental and psycological health compared to those who had been bullied (Allison S; Roeger L; Reinfeld-Kirkman N., 2009). The students felt helpless, lonely and excluded when they were bullid, students who have been bullies have an increased risk of developing anxiety, depression and from other study Victim of bullying were significantly more likely to report negative psychological health compared with those who reported not beeing bullied.such as signs of depression, suicide ideation, being so worried rried that it affects sleep and loneliness. (Owusu, Andrew, Hart, Peter, Oliver, Brittney, Kang, Minsoo. 2011). Moreover study from korea shown that Victim perpetrators reported more suicidal/self injurious behaviors and suicidal ideation in the previous 6 months . (Kim YS; Koh Y; Leventhal B, 2005). Article that shown about the intervention that can be solution to bullying. The school nurses identified the most common barrier to dealing with bullying, which included bullying taking place where the nurse is not supervising (49%), someone else in the school being more qualified to address bullying (41%), not having enough time (26%), and not beeing prepared to handle the problem (25%). Only 14 % stated that there were no barriers to dealing with student bullying. (Hendershot C; Dake JA; Price JH; Lartey GK, 2006). The review from the article found that most of the studies conduct in the America and Europe and only two studies that conduct in Asia. Hence, the study about bullying must be improved in Asia especially in Indonesia which is have large population and did not have specific program about bullying. Bullying that have been study most of them shown the high of prevelance of the bullying, eventhough the prevelance of bullying high but we can see this as real situation condition because the sample that used was only one group of the students so the result of the study can not be generalize. Moreover the adolescent that have been categorie as the stage developmental, so to realy know about phenomena of bullying and prevalence of bullying in adolescent study about bullying in three stage of developmental in adolescent must be conduct in the future. Understand the effect of bullying and the urgention of this problem, prevention program and intervetion program to decrese prevelence of bullying must be done. But the problem is the program will be fail if we give the program in the wrong student. So identify the student that can be victim of the bullying will be help to prevent the bullying. What the determinats of personal factors that related to victim of bullying and the association bullying with self esteem which is part of self concept . Who the victim ? Effect of bullying Bullying Intervention of bullying How to fullfill the gap The gap of knowledge that we found can become reseach question. The reseach question that we found were who the victim of bullying?, how the bullying in indonesia and how the relationship between bullying and self esteem? Reseach question must be answered with study in the future. To answer the reseach question the purpose of the study must be setting. From reseach question in above, the objective of the study are : The prevalency of bullying in indonesia To examine the determinants of personal factors that related to bully victim The association bullying with self esteem. Instrument The instrument that used to answer the reseach questian are : The Olweus bully/ victim questionnaire The Rosenberg scale of self esteem The reseach design of this study are cross sectional with regression. Sample The sample that used are student from the 10-19 years old. With type of sample are stratified sampling. The conceptual framework In this study will use conceptual frame work of the developmental of adolescent and the concept of self esteem

A New Age in Space Exploration? :: Space Exploration Essays

â€Å"A Renewed Spirit of Discovery† was the title of President Bush’s speech for his vision of new Space Exploration. Since the debate was given on January 14, 2004, it has produced viable concerns from those who support and oppose the initiative. Arguments for and against it have appeared in all types of media, and more importantly in the minds of Americans. This Literature Review will discuss many of these beliefs in order to achieve a well-rounded, objective analysis of the issue. But before any opinions are put forth, it is always important to talk about the relative facts. Why put forth a new vision? Over past 30 years, it is hard to say that we have â€Å"explored† space. It is more appropriate to say we have conquered manned flight in Earth’s lower orbit. Truly, the Apollo Missions to the moon, which ended in the mid 70’s, was also the end to Manned Space Exploration. We have continued to build satellites and space stations to orbit the earth, and robots and satellites to explore Mars and Deep Space. By proposing to put humans on the Moon and Mars, the President has not changed our manned space exploration policy; he has created one. President George W. Bush proposed a new age in Space Exploration on January 14, 2004. The Space Shuttle Columbia disaster was only part of his reasoning for announcing a new direction for NASA. A reason not as well known is the current lack of any direction for NASA. Other than sending probes and robots to Deep Space and Mars, NASA has continued to upgrade current projects like the Hubble Space Telescope. [3] Not since the design of the Space Shuttle around 1980 has a new and demanding project been given to NASA. It is essential that the brilliant minds at NASA be pushed to greatness. The President’s new plan for Moon and Mars landings will provide the direction and new energy needed for NASA [2]. NASA Director Sean O’ Keefe has fully agreed with the need to challenge NASA and push its abilities to another level. Space Exploration History Humans are constantly exploring new horizons, which in turn raise the bar for new ideas to conquer the next step in exploration. New goals force the development of new technologies, which in turn are used to design technologies that affect everyday Americans.

Lord of the Flies :: Free Essay Writer

Lord of the Flies Man must have rules in order to control his savage side. William Golding brings out this theme in the novel Lord of the Flies. When you first read Lord of the Flies you may think it is merely a simple adventure story of boys on a deserted island. But if you take a deeper look into it and consider the statement above you will see that this book is also an attempt to trace the defects of civilization back to the defects of human nature. There are many characters in the story that help prove how man must have rules in order to control his savage side. Ralph is the chief and he represents civilization and its parliaments. Piggy is Ralph’s brain trust and an intellectual. Both Ralph and Piggy represent the struggle for order and democracy. Jack is the spark of wildness that burns hot and close to the surface, which later conflicts with Ralph. From the very beginning Jack seems to harbor emotions of anger and savagery. Simon has them most positive outlook out of all of the characters and is a â€Å"Christ figure.† He is good and pure and insists that they will be rescued. Roger represents pure evil and wrongness. He gets pleasure in torturing pigs and was the first one to intentionally kill another boy when he smashed Piggy with a boulder. Sam and Eric are the twins that do everything together. They represent unity and reliance. Later in the story they reveal Ralph’s hiding place to Jack because the loss of civilization led them to lose any real sense of loyalty to others. These characters assist in showing how the theme is brought out. There are also many symbols in the novel. The conch represents rules, civilization, democracy and order. Piggy’s glasses represent clear-sightedness and intelligence. The state of the glasses represents the status of social order. When they break it marks the progressive decay of rational influence. The island represents the world. The â€Å"scar† represents man’s destruction. The Lord of the Flies represents the Devil and the great danger or evil. The killing of the sow and the hunting of pigs are accomplished in terms of sexual intercourse. The beast that the â€Å"littleuns† are afraid of is created by the emotions that all of the boys on the island are experiencing. The beast represents the evil residing within everyone and the dark side of human nature. Lord of the Flies :: Free Essay Writer Lord of the Flies Man must have rules in order to control his savage side. William Golding brings out this theme in the novel Lord of the Flies. When you first read Lord of the Flies you may think it is merely a simple adventure story of boys on a deserted island. But if you take a deeper look into it and consider the statement above you will see that this book is also an attempt to trace the defects of civilization back to the defects of human nature. There are many characters in the story that help prove how man must have rules in order to control his savage side. Ralph is the chief and he represents civilization and its parliaments. Piggy is Ralph’s brain trust and an intellectual. Both Ralph and Piggy represent the struggle for order and democracy. Jack is the spark of wildness that burns hot and close to the surface, which later conflicts with Ralph. From the very beginning Jack seems to harbor emotions of anger and savagery. Simon has them most positive outlook out of all of the characters and is a â€Å"Christ figure.† He is good and pure and insists that they will be rescued. Roger represents pure evil and wrongness. He gets pleasure in torturing pigs and was the first one to intentionally kill another boy when he smashed Piggy with a boulder. Sam and Eric are the twins that do everything together. They represent unity and reliance. Later in the story they reveal Ralph’s hiding place to Jack because the loss of civilization led them to lose any real sense of loyalty to others. These characters assist in showing how the theme is brought out. There are also many symbols in the novel. The conch represents rules, civilization, democracy and order. Piggy’s glasses represent clear-sightedness and intelligence. The state of the glasses represents the status of social order. When they break it marks the progressive decay of rational influence. The island represents the world. The â€Å"scar† represents man’s destruction. The Lord of the Flies represents the Devil and the great danger or evil. The killing of the sow and the hunting of pigs are accomplished in terms of sexual intercourse. The beast that the â€Å"littleuns† are afraid of is created by the emotions that all of the boys on the island are experiencing. The beast represents the evil residing within everyone and the dark side of human nature.

Animal Experimentation and Research Essay -- Ethics Morals Essays Pape

Animal Experimentation and Research In the basement of the psychology department here, a poster hangs on the wall; on it is a picture of two white lab rats and a caption that reads, ?They?ve saved more lives than 911.? This poster hangs on the wall of the room where I performed brain surgery on a rat. Many people would be morally opposed to this and any other form of animal research and experimentation and feel that it should be banned. This heated debate has been going on for centuries with each side possessing strong arguments. A central argument to this debate is whether or not animals are moral patients, with feelings anId the ability to suffer, and if we as humans are entitled to use them as means. Many people feel that we have made great medical advancements that would not have been possible without the use of animals. Alternatively, some feel that despite the medical advancements made, the use of animals remains an unethical practice. I feel that animal experimentation has the capacity to be very benefici al to medical research. However, scientists should try to prevent as much suffering as possible. Likewise, it would be a good idea to prohibit unnecessary testing and experimentation, especially with the recent development of many alternatives. Despite mounting controversy, many people still find animal experimentation to be a moral and correct practice. A widely accepted thought of some philosophers is that animals are not morally equal to us; therefore, we do not have to treat them as such (Fox, 3). Furthermore, according to Michael Allen Fox, author of The Case for Animal Experimentation, ?animals fail to meet the conditions specified for full membership in the moral community and likewise fail to... ...on, this issue will be able to be solved and a general understanding and agreement can arise. Works Cited ï ¿ ½ Birke, Lynda and Michael, Mike. ?Ethics and Animal Rights Extend Beyond UK Law.? Forum for Applied Research and Public Policy Spring: 35-38 ï ¿ ½ Fox, Michael Allen. The Case for Animal Experimentation. Berkley: University of California Press, 1986. ï ¿ ½ Langley, Gill, ed.. Animal Experimentation The Consensus Changes. New York: Chapman and Hall, 1989. ï ¿ ½ Mench, Joy. ?Animal Research Arouses Passion, Sparks.? Forum for Applied Research and Public Policy Spring 1996: 5-15. ï ¿ ½ Rachels, James. The Elements of Moral Philosophy. New York: McGraw-Hill, 2003. ï ¿ ½ ?Rights from Wrongs.? The Environmental Magazine. March/April. 2008: 26-33. ï ¿ ½ Singer, Peter. Practical Ethics. New York: Cambridge University Press, 1999.

Look Before You Leap

Startled, Tom awoke to the ringing of his alarm, the day he had been waiting for had finally arrived. Sitting up, Tom tugged at his curly black hair and wiped the sleep out of his eyes. A feeling of excitement rushed through his body as he remembered that today was the day he was going to do the most exhilarating but equally terrifying thing he had ever dreamt of. Tom had turned eighteen the previous day and receiving a gift of skydiving had been something he had longed for. Growing up, Tom had always loved sports. His athletic frame had made him excel in all activities, however, he craved the trilling experience of extreme sports. Although anxious his parents had agreed this would be the perfect gift. After saying goodbye to his apprehensive parents, Tom headed off to the skydiving centre. He felt numb and uneasy as he drove the forty five minute drive to the skydiving centre anticipating the trill that lay ahead. Feeling the adrenaline kicking in, he saw the sign that read â€Å"Skydiving Centre†. Tom was led down a long winding road and finally arrived at the centre. Walking towards the vast white building, Tom could feel his heart pounding like the beating of a base drum. A tall stern looking man introduced himself as Allan, my instructor for the day. They proceeded to the training centre and initially went through a series of safety instructions. Through a haze of nerves and excitement, Tom listened as Allan enthusiastically explained and demonstrated every aspect of the jump. Several hours later Tom was deemed competent to take to the skies. Once fitted with his clothing and parachute, Tom followed Allan out to the vast runway where the small plane was awaiting him. His eyes lit up, and a serene smile spread across his face. Sitting in the back of the plane, a calm and composed Tom became anxious as he awaited take off. The roaring engines echoed in his ears and the plane shuddered uncontrollably as the plane left the security of the tarmac. Butterflies danced menacingly in Tom's stomach as he tried to listen vigilantly to Allan's instructions. Cautiously Tom peered out of the small window as cars and people turned into tiny pin heads and fields looked like a patch work quilt. â€Å"We have reached the required height† explained Allan, â€Å"are you ready to look before you leap†? As Allan opened the sliding door on the side of the plane the angry wind roared in with incredible force. Allan's voice became muffled as fear took over. Tom had told himself not to look before he leapt but he became fixated on the terrifying open space beneath him. He felt rooted to the spot as if bolts had been driven through his feet and unable to take that final step towards the edge of the plane. With Allan's support and words of encouragement Tom somehow found the courage to make that electrifying leap into the unknown. Adrenaline rushed through his body as free fall reached terminal velocity with the skin on his face pulling back so tight it felt as though it was going to tear. A feeling of euphoria gripped Tom as he was free falling through the sky at 125mph. Then at 5,000 feet, with the ground rapidly coming to meet him, he pulled his parachute cord hard and fast. Silence filled the sky as Tom's parachute opened and he experienced the breathtaking descent, free as a bird. The ground was fast approaching and Tom began to remember how he had been taught to land. Quicker than expected, Tom felt his feet running along the ground, all the fear and apprehension had disappeared. Tom had experienced a stimulating sensation that was difficult to explain to anyone who hadn't skydived. This had been a once in a lifetime experience where Tom's dreams had certainly become a reality. This unique and lasting experience was one he would never forget.

New Product Launch Marketing Plan Essay

Audi LED headlights Audi is a top of the line luxury car manufacturing company who plans to achieve goals and provide consumers with one of kind products. Audi has decided to create a new LED head light with spot detection capabilities to assist with consumer safety while driving in the city, as well as down country roads. Audi has assessed the need for their new product and has found that the new LED headlights with spot detection would be great for the consumer as well as the company sales. Through past research by Audis team we have found that several accidents within the United stated States occurred due to poor head lights or blinding head lights. Though Audis current venture is geared towards consumer’s with families who travel at least 100 miles a week, their game plan is to incorporate this light into all vehicles. We will address the areas of target population, product position against the competitions, as well as each stage of the product life cycle and our expansion of product offerings. Audi focuses on people (Idea Connection, 2014). This new innovation of LED head lights will do just that; focus on people. Audi will utilize the family and let them be the guide behind the quality and performance of this new offering (Idea Connection, 2014). Target market profile At Audi, we came up with this new headlight technology that is designed to make night driving safer. The target market for our product is composed of couples with children under the age of 15. Among these families, the focus will be on those who drive SUVs’, Minivans and Sedans. The target audience will be based around those parents who drive their kids to extracurricular activities like piano lessons or soccer, and who live either deep in the  country or outside of the city. One submarket will be those who live within the city and like to travel outside the city. These headlights are best suited for people who drive over 100 miles a day. In terms of income, we will target individuals with a college degree who make more than one hundred thousand dollars per year. Our product will also aim at corporations who offer company vehicle for their senior executives. Key buying behaviors Three factors influence consumers buying behaviors, those factors are cultural, social and personal (Kotler & Keller, 2012). In terms of culture, individuals during the course of their life will be influenced by family, friends, neighbors, and others. Our consumers are individuals whose family members are accustomed to luxury cars, preferably Audis’. Cultural factors influencing buying behavior in terms of culture are also social classes. Our consumers will be individuals belonging to the upper class of society. For these individuals owning a luxury car with the latest technology is a statement. On the social level of consumers buying behaviors, our target market will be influenced by factors such as reference groups, family, and social roles and statuses (Kotler & Keller, 2012). Our consumers will be influenced by family members, for instance a mother will most likely want her children to ride safely in a minivan, or SUV. A businessman will buy an Audi sedan because it is a luxury car and it tell others what social class he belongs to. Our target consumers are influenced by membership groups. One example is an individual who buys a luxury car to blend in with others in hos social circle who also own luxury cars. â€Å"Personal characteristics that influence a buyer’s decision include age and stage in the life cycle, occupation and economic circumstances, personality and self- concept, and lifestyle and values.† (Kotler &Keller, 2012, p.155). Our consumers will be men and women, 30 years old or older. The target customers are also educated and very thoughtful as they carefully weigh the benefits of purchasing such a product (Rao, 2014). We believe that as mothers and wives, our consumers will be focused on safety. There have been a lot of plane crashes lately, because of that more and more people decide to drive instead of fly. Corporations will be concerned with profit. Corporations will see great benefit in Audi as it relates to the new LED head lights. The thought of safety will both save the company money, attract eager and loyal employees,  as well as give a strong impression on both competitors and new clients. Decision motivators for consumer/organizational target markets The primary decision motivators for buying the new headlights on the Audi car are the enhanced safety features of the product. Since the primary feature of the new headlights leads to secure driving, it will appeal to almost all consumers. On the other hand, the organizational target markets will entail the demographics of the urban areas. Geographic target markets will target the individuals who live in the urban areas that have developed infrastructures (Novak, De Leeuw & MacEvoy, 2011). Product life-cycle (PLC) LED headlights continue to develop short and long-term strategies in the product life-cycle. The first of four stages is the introduction into the market; customer-value hierarchy is vital during the introduction stage, which identifies the core benefit of the product and creates a detailed description of the basic product. The augmented product value stage must surpass the customer yearning for safety and technology. In addition, marketers will incorporate future potential product growth. The product design can be incorporated into any Audi vehicle during the manufacturing process. The LED headlight will be an upgrade option, and pricing will be slightly higher than Audis without the LED headlight. A strong customer-value hierarchy strategy will enhance product promotion, and the place to launch the LED headlight will be a joint effort with Audi Automotive. During the initial growth phase, pricing will remain slightly higher than Audis without the LED headlight. Based on the lesson learned during the introduction of the LED headlight, the customer-value hierarchy strategy will adjust to meet customer expectations. Product promotion will continue to expand into new markets. The maturity phase begins when the LED headlight implementation reaches market equilibrium; pricing will remain the same during this phase. If the product continues to exceed customer-value hierarchy strategy, the product promotion will continue with the addition of customer and law enforcement reviews. Research and development continues to improve the LED headlight technology. The decline phase begins when market followers enter the market; pricing will then be slightly reduced in an attempt to slow the rate of decline. Product promotion will then be redirected to the new and improved LED headlight. Promotions and places to  launch the new product will be nationwide rather than regional launches during the introduction phase. Product mix A Product Mix is referred to as â€Å"the complete range of products produced by a company.† (http://businesscasestudies.co.u). That being said, Audi plans to unleash its new LED headlights in all of its product lines, which will appeal to the varying types of drivers who have a plethora of different needs and wants in a luxury vehicle. Audi produces a multitude of options for consumers to choose from. These products include 13 sedan options that range from $29,900 to $137,900, six SUV/Crossover/Wagon options that span from $32,500-$51,900, six Coupe options ranging from $40,000-$115,900, and seven Convertible options that span from $35,600-$129,400. (http://www.audiusa.com). With 32 available products that can be altered to match the driver’s particular style, the LED headlight is poised to grant the ultimate driving experience. â€Å"Audi revolutionized vehicle lighting with the first full-LED headlamps in 2008.† (http://www.audileds.com). Audi responded to the automobile industry’s need to change how vehicle headlights affect road conditions for all drivers. Audi continues to enhance its LED design, which is sure to darken its competitors’ vision of the future of automobile driving experience and further differentiating itself by not only enhancing driving conditions, but will be made available in a variety of options. â€Å"Only one square millimeter in size and offered on every vehicle in the lineup, LEDs have opened up an array of styling opportunities for Audi designers.† (http://www.audileds.com). Audi adds that â€Å"these little marvels can be combined to create infinite shapes and arrangements, giving each vehicle a look that’s distinct yet unmistakably Audi.† (http://www.audileds.com). Positioning statement â€Å"For you that spend hours behind the wheel, Audi is one in its luxury class that provides not just the looks of a high end vehicle but the safest lighting for safe traveling. Unlike traditional vehicles Audi provides a combination of class, luxury, and the safest selection to keep you and loved ones safe†. Audi is not only committed to provide its consumers with top  notch service but it has also taken measures to separate itself from the competition. Audi is improving all of its vehicles by providing â€Å"LED lighting† on all its vehicles as part of its standard package. Audi’s positioning statement carries words such as â€Å"luxury, safe, traveling, family† which will always come to mind for those searching for a vehicle to purchase. Audi’s statement is targeting families, those that travel a lot, those that enjoy the luxury of a vehicle but at the same time want to keep themselves and loved ones safe. The consumers spoke and Audi listened. Their position statement is meaningful, important, and convincing to its customers, not just to the company. The Audi brand will deliver on this promise and continue to earn the trust and respect from consumers. References Anonymous. Staying ahead by meeting changing consumer needs. Business Case Studies: A Heinz case study. Retrieved August 2, 2014 from http://businesscasestudies.co.uk/heinz /staying-ahead-by-meeting-changing-consumer-needs/the-product-mix.html#axzz39FCRkOTR Defeat Darkness. LED technology:The vision of LED;View the LED experience. Retrieved August 2, 2014 from http://www.audileds.com/ Idea connection (2014). Audi looks to the future of car production. http://www.ideaconnection.com/open-innovation-success/Audi-Looks-to-the-Future-of-Car-Production-00392.html Retrieved August 1, 2014 Kotler, P., & Keller, K. (2012). Marketing Management (14th Ed.). Upper Saddle River, NJ: Prentice Hall. Models. Retrieved August 2, 2014 from http://www.audiusa.com/models# Novak, T. P., DeLeeuw, J., & MacEvoy, B. (2011). Richness curves for evaluating market segmentation. Department of Statistics, UCLA.