The Effects on Cyberbullying Essay Example for Free

The Effects on Cyberbullying Essay Studies show that cyberbullying incidents have quadrupled in past five years (Ross). Cyberbullying has become a huge issue recently. Every time you turn on the news there is another bullying, or a suicide related to bullying, incident being reported. â€Å"Love is louder† has been a common phrase among celebrities and influential figures lately. They are trying to send out a message to their followers saying that bullying is not right and should not be tolerated. The growth of communication technologies is widening the way bully’s can torture their victims. The fact of the matter is, technology is not going anywhere, so we need to figure out a way to put an end to cyberbullies. Cyberbullying is becoming a major problem and we all need to do our parts in figuring out what can be done to stop cyberbullies in their tracks. Cyberbullies will continue to be a threat to today’s youth until we take preventive measures against them. Before putting a stop to cyberbullying we must understand why and how a cyberbully works. After researching and analyzing informative articles on the topic, this research paper aims to inform and answer questions such as: what a cyberbully is, how they work, whom they target, and how to stop them. By understanding how a cyberbully works we will be able to better protect youth populations as technology grows. Just about half of U. S. students are impacted by traditional bullying each school day (Ross). Cyberbullying is technology powered and as technology expands it is getting harder and harder to see and prevent bullying from happening. Bullying over the Internet makes it easy for the bully to get away with their destructive behavior without any consequences. The article, â€Å"What is Cyberbullying: Bullying Comes Home† states, â€Å"Bullying is not new but thanks to the Internet teens are now being bullied at home. Online harassment is a serious problem† (Hardcaslte). Although the Internet has opened many doors to new opportunities, it has unfortunately taken bullying to another level. As the article, â€Å"Cyber Bullying Facts† states, â€Å"as the number of households with Internet access approaches saturation and cell phone ownership expands to the 100 million mark, so do the ways kids bully each other† (Ross). Anything sent out into cyberspace is very difficult, sometimes impossible, to remove. Therefore, being cyberbullied can sometimes be much more severe than traditional bullying. Ann Frisen in he article, â€Å"Cyberbullying: A Growing Problem† states, â€Å"This type of bullying can be more serious than conventional bullying. At least with conventional bullying the victim is left alone on evenings and weekends† (ScienceDaily). What exactly is ‘cyberbulling’? The author of the article, â€Å"What is Cyberbullying: Bullying Comes Home† explains it as, â€Å"any harassment that occurs through the Internet† (Hardcastle). Cyber-bulling messages can be sent through text, e-mails, instant messaging, web pages, blogs, chat rooms, or any other information communication technologies. For example, Michigan’s assistant attorney general, who is a grown adult, has been harassing the University of Michigan’s openly gay student body president. Andrew Shirvell, assistant Michigan attorney general, created a blog in April of 2010 targeting Chris Armstrong, University of Michigan’s student body president. On this blog he has posted many rude, untrue, and unnecessary comments towards Chris Armstrong, along with distorted pictures. According to the article, â€Å"Assistant Michigan AG targets openly gay college student† the author states, â€Å"Shirvell has published blog posts that accuse Armstrong of engaging in ‘flagrant sexual promiscuity’ with another male member of the student government; sexually seducing and influencing ‘a previously conservative male student’ so much so that the student, according to Shirvell, ‘morphed into a proponent of the radical homosexual agenda’† (Steward). Mr. Shirvell is clearly a first-hand example of a cyber-bully and this article goes to show that it’s not just kids bullying each other in school anymore; it’s much bigger than that. There have been at least three teen suicides in September after experiencing homophobic cyber-bullying. Who are the main victims targeted by cyber-bullies? According to the article, â€Å"Cyber-bullying Facts† Middle school and High school girls are twice as likely as boys to display cyber-bullying behaviors in the form of email, text, and chat, and only 20% of cyber-bullying victims tell their parents about the incident (Ross). Cyber-bullies target students, coworkers, neighbors, and even friends. Lately, there have been many reports of suicides related to bullying. For example, the recent death of Tyler Clementi, a freshman at Rutgers University, is an extreme case of cyber-bullying. The article, â€Å"Rutgers student death: Has Digital Age made students callous† informs, â€Å"Mr. Clementi killed himself on September 22nd, 2010. According to prosecutors, a few days earlier his roommate, Dharun Ravi, and another student, Molley Wei, used a Web cam to secretly transmit images of a sexual encounter between Clementi and another man. They intended to do so again on September 21† (Khadaroo). With cyber-bullying a bully can pick on people with less risk of being caught. People who you would not see bullying someone in school don’t have a problem using the Internet to bully their victims because you can’t see their initial reaction. Bullying cannot only hurt the victim emotionally it can also cause them to have frequent headaches, indigestion and vomiting, loss of sleep, loss of appetite, paranoia, and suicide. In Tyler Clementi’s case he was so overwhelmed by what had been done to him that he jumped off of the George-Washington Bridge. It is important for college campuses to promote tolerance for differences, including homosexuality. From the article, â€Å"Rutgers student death: Has Digital Age made students callous† the author states, â€Å"We are tempted to think that social-media technology drove the behavior, but as a truly ethical matter, the behavior has to be and should be considered human-driven, not technology driven† (Foulkrod). Harrisburg University of Science and Technology in Pennsylvania recently blocked the use of social media for a week to prompt discussions about its role in everyday life. Nobody wants to see this happen again; therefore, we need to come up with a solution to the problem. Some observers of today’s youth and media culture believe that today’s media environment could be desensitizing young people to the hurtful effects of their actions. What can be done to prevent cyber-bullying? Parents can start by talking specifically about cyber-bullying and explain that is harmful and unacceptable behavior. Talk regularly with your child about on-line activities he or she is involved in, keep your home computer in easily viewable places, such as a family room or kitchen, and consider installing a filtering or blocking system (Ross). Also, you can â€Å"outline your expectations for responsible online behavior and clearly explain the consequences for inappropriate behavior† (Ross). The most important thing that can be done to stop a cyber-bully harassing you is to just not respond to the bully. Do not play into the bully’s games. Ignore the bully and tell a parent or teacher. While ignoring the bullying make sure to save all of the evidence so that if police need to be involved you will have it ready. In the article, â€Å"What is Cyberbullying: Bullying Comes Home† states, â€Å"Repeated or excessive harassment via email, forums or chat rooms is harassment and should involve the police. Threats of violence should also be reported to the police. Try to save all messages as evidence† (Hardcastle). Treat a cyber-bully like you would any other bully and they will lose their power. Another important way to prevent cyber-bullying attacks is if you see something going on don’t just be a bystander and let it happen, report it before anyone gets hurt. In conclusion, with the expansion of the Internet and social networking technologies cyber-bullying is becoming more common and more severe. The information presented in this research paper should give people a better understanding of what a cyber-bully is, how harmful they can really be, and how to prevent cyber-bullying from happening. This paper can be used to help victims realize they are not alone and should not give into a bully’s dangerous behaviors. This research paper is to inform society about what has been going on lately and how unacceptable and dangerous it is. Kids are killing themselves over photos, web posts, and videos posted by bullies using the Internet. Cyber-bullying is technology powered and will only get worse as technology becomes more widespread. Hopefully, this paper will help to inform today’s youth and parents. If you see any kind of bullying happening in front of you, stop it if possible, and then report it.

Questions To Ask Before Hiring A North Carolina Private Investigator :: North Carolina, Private Investigator, hiring,

There are many reasons why an individual may have to hire a North Carolina private investigator. There are a vast majority of investigators that have previously been police officers or some that served in the military. They wanted to continue working in this type of field so they chose to become investigators. Most states require an investigator be licensed. When it comes to doing an investigation it is a lot of hard detailed work and most individuals would not be able to begin doing the detailed search involved in finding out the information needed. Investigators have to spend a great deal of time doing boring research or going through records to find some of the information needed. Most people think of cheating spouses when the term private investigator comes up, however, they do a lot more than just spy on spouses. An investigator is perfect for finding someone who is missing such as runaway children or long seen family members. Many times an investigator will be hired by a corporation to do a background check on possible employees. They also may be hired to investigate possible fraud cases by the government for individuals receiving state or government money they may not deserve to get. For example, if an individual is receiving money for workers compensation yet there have been reports of them working in physical work. An investigator can be used as a witness in certain court cases when they can provide relevant information. They are also bound to confidentiality for any information unless they are aware of information that could do harm to someone. Should you have the reasons to consider hiring an investigator you should check to verify if they are currently licensed as an investigator. You can request references, however, most of the time an investigator will not be able to provide personal case references as they have a duty to their previous client to keep them and their information confidential. You could and should inquire about any experience they have and the amount of time they have been an investigator. You must ask what the fee will be and exactly what the fee covers. Often if an investigator needs to travel for your case there will be additional fees for hotels and other travel expenses. Let the investigator know you would like a plan of action, in other words you want to know what they intend to do in regards to your case.

Frankenstein V Bladerunner Essay

In what ways does a comparative study accentuate the distinctive contexts of Frankenstein and Blade Runner? The comparative study of texts, allows audiences to investigate the changing nature and interpretation of issues relating to humanity as they are interpreted in different contexts. Context allows audiences to relate to and understand the thoughts, decisions and actions of individuals within a text. Context provides the opportunity to develop and shape a new genre or interpret an existing genre in a new way. The comparative study of context allows for audiences to compare the changing values of societies over time. Literary techniques such as allusions, imagery and dialogue is used to shape context and can be used by composers to entertain, inform or persuade an audience or highlight and provide insight into interesting or noteworthy points. Mary Shelley’s Frankenstein (1831) and Ridley Scott’s Blade Runner (Directors Cut-1992) individually utilise literary techniques to establish the context of their text within its time. The comparative study of these two texts highlights how texts are inevitably a product of their time however both texts present issues that explore the intricacies and complexities of all human experience. Shelley and Scott utilise distinctive contexts to explore the nature of humanity and ultimately question what makes us human. Frankenstein and Blade Runner exist to highlight how context affects the perceptions of the audience in regards to how a text is received over time thus highlighting how a comparative study of texts can accentuate distinctive contexts. The comparative study of texts depends on the context used to establish a relationship with the audience. Mary Shelley’s fiction novel Frankenstein (1831) is a hybrid product of 18th century Gothic-Romanticism. The text reflects recent challenges to the social order as a result of the English industrial revolution and the French revolution during the second half of the 18th century which highlighted the empowerment of the working class. Frankenstein is a work of epistolary prose fiction that is explored through multiple narrators such as the ‘monster’, Victor Frankenstein and Robert Walton. Frankenstein exists as a didactic tale that explores the morality of trying to subvert god thus providing a lesson in patriarchal hubris highlighting the arrogance of scientific discovery without any consideration of the moral or ethical implications. Frankenstein consequently explores the nature of obsession in undermining parental and moral responsibility and evoking fear in the creation-fear of the world, fear of man. Subsequently the leading antagonist of Blade Runner, Roy Batty, further elucidates the arrogance of obsession as he explains his plight, stating, ‘Quite an experience to live in fear, isn’t it? That’s what it is to be a slave†. Batty provides insight into the failure of creators to understand the emotional development of the creation which leads to its isolation and fear, causing the ensuing destruction of the ‘natural order’. Frankenstein utilises the characterisation of Victor, ‘I have described myself as always having been imbued with a fervent longing to penetrate the secrets of nature’ to explore the obsession for knowledge that formed part of Shelley’s context. The text therefore reflects the influences of recent scientific development such as Galvanism and evolutionary thought. The comparative study of contrasting textual forms allows context to influence different interpretations of a text. Ridley Scott’s speculative science fiction film Blade Runner (1992) employs extensive mis-en-scene to subvert the audience’s sense of setting and history-a suspension of belief- enabling contextually dependant perceptions of the film. The films’ setting reflects its context as it echoes the concept of imperfect vision that conceptualises the short-sightedness inherent in the pursuit of perfection. The film juxtaposes the seemingly inherent ethical pretexts of discovery with the scientific community that seeks to create a perfect race, thus Blade Runner’s scientific context becomes reminiscent of fascist Nazi Aryan ideology, IVF programs and the Human Genome project. Conversely Frankenstein utilises its sublime Swiss setting to increase the plausibility of the themes which allow them to resonate with audiences as they relate to the texts context. Contrasting textual form is used to highlight how the context of each text enables their concurrent themes to resonate and remain relevant to 21st century audiences. Distinctive contexts are accentuated through similar theme content. Frankenstein and Blade Runner similarly indicate that efforts to ‘defy’ the natural order are responsible for the enduring sense of misery and alienation that sustains the overall melancholic tone of both texts. Animal Imagery is used extensively within Blade Runner to reveal the primal nature of raw, native emotionof the ‘replicants’, a reflection of parental neglect which renders them incapable of understanding their emotions. Similarly Frankenstein juxtaposes the idyllic nature of childhood with the abandonment of parental responsibility to highlight the confusion behind the monsters ‘ugly’ exterior, therefore provide insight into creations’ place as the ultimate innocent of both texts. Frankenstein and Blade Runner establish the creations’ as the victims of both physical and emotional negligence who ultimately confront their creator to correct the flaw which isolates them from the world. Frankenstein and Blade Runner similarly utilise content to highlight the creations as the source of destruction to reveal the true nature of monstrosity, the senseless creators. The pursuit of knowledge at the expense of a moral framework is identified as the creators’ ultimate fatal flaw. As the creations of both texts reflect upon and highlight their unnatural qualities, they reveal how their creators can no longer attain the sublime. Victor highlights his exile from the sublime as he recounts how his actions and subsequent inaction ‘deprives the soul both of hope and fear’ contributing to his demise. Frankenstein and Blade Runner similarly evoke a development of critical literacy and knowledge of genre at a macro level that enables distinctive contexts to gain prominence and influence the understanding or interpretation of their respective genres as a whole. The contextualisation of Frankenstein and Blade Runner is used to provide insight into the reception of texts as it challenges the contemporary values of the audience. Frankenstein draws parallels with Greek mythology as it establishes Victor as a modern Prometheus while also addressing elements of Jewish mysticism as the ‘monster’ exhibits qualities similar to the golem of Prague. The text is also reminiscent of Godwin and Wollstonecraft, however, is inherently less optimistic about society’s realistically attainable level of perfection, both physically and economically. In stark contrast, Blade Runner addresses perfection as achievable in a commercial sense ‘commerce is our goal here at Tyrell’ however as Deckard states ‘nobody is perfect’ he highlights the shortcomings of forgoing the moral obligations inherent in the pursuit of commerce which ultimately enable an evaluation of humanities moral boundaries. Blade Runner pays homage to the representation (particularly through film and television) of the 1950’s detective film-noir to reveal a rendition of post-modern expressionism. The reflection of commerce as a postmodern cultural imperative establishes the relationship between socio-economic status and pastiche consumption. Consequently, humanity is ‘created’ and traded with this ‘transformation of everything into commodity’ (Byers, 1990) becoming a reflection of the context of Blade Runner following the collapse of the Soviet Union and the economic strength of the United States during the films production. In essence the distinctive context of Frankenstein and Blade Runner reflects the interpretation and perception of the genre, textual form and content over time. The comparative study of these distinctive contrasting contexts allows audiences to reflect on the enduring power of parental and moral responsibility, deliberate action or inaction and the features that define humanity. The key reflections in which the audience understands how they are positioned by composers as a result of their context is especially important in allowing moral assessments throughout the text. Frankenstein and Blade Runner are two texts who successfully explore the nature in which humans interpret their humanity as a response to a contextualised stimulus. Blade Runner ultimately reveals the establishment of emotional understanding as a definitive characteristic of being human, while incidentally Frankenstein explores the features of humanities collective consciousness which enable an individual to belong through emotional dependence. The comparative study of Frankenstein and Blade Runner allows audiences gain a further understanding into the way contexts are accentuated through assessments of conceptualised fiction which explore the themes and issues which forms the unique identity of humanity.

In This Essay I Will Argue That People Can Be Forced To

In this essay I will argue that people can be forced to be free when they follow their appetites and aversions. I will be contrasting Rousseau’s idea of freedom with Locke’s idea of freedom. Along with how I disagree with Rousseau’s vision of freedom. In the reading the Social Contract Rousseau states that â€Å"Man is born free, and everywhere he is in chains. He who believes himself the master of others does not escape being more of a slave than they† (Rousseau 427). What Rousseau is saying here is that there is this idea of man being free and being free is looked at as being a slave and or slavery. Slavery then is defined as an individual giving up their natural rights and being made to do something. This in a sense is a monarchy. Rousseau†¦show more content†¦To alienate is to give or to sell. A man who makes himself; he sells himself, at least for his subsistence† (Rousseau 429). This is saying that any man who ends up becoming a slave is because of their willingness and or them giving themselves to slavery. Rousseau then discusses how man giving themselves to slavery is illegitimate and that no man can just sell himself and or give himself to slavery that and when doing so when renouncing your liberty you are denouncing you your dignity as a man. Rousseau thinks that this argument for slavery is void and an illegitimate base for a monarchal government. This is then where the idea for social contracts gets introduced and established into the picture. It was introduced because of the idea of the majority rules when it comes to government and you can’t harm and or kill another individual because they don’t follow and or agree with the consensus of the majority. This is then where you see Rousseau wanting to form a government in which there is no slavery and where individuals are giving up their natural rights and putting it all into the community itself. 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