Elaboration Likelihood Model Critique Essay - 1465 Words

The Elaboration Likelihood Model has been hailed by some as â€Å"unquestionably the most influential recent theoretical development in persuasion research† (O’Keefe, 2002). Even if this is the case, it is by no means a perfect theory. One of the most commonly cited criticisms of the elaboration likelihood model is the vacuous nature of the â€Å"argument strength† component. Although this criticism is useful for pointing out an area of the model that can be fine-tuned, any perceived shortcomings due to the argument strength concept can be mitigated through a creative application of other areas of the model. One of the largest criticisms of the elaboration likelihood model (hereafter ELM) pertains to the nature of â€Å"argument strength†.†¦show more content†¦If the persuaded possesses high elaboration due to high topic relevance, a strong argument will manipulate that variable. If the persuaded has a high need for cognition, this can be expl oited to form a strong argument, and so on. If it has been identified that the central route of persuasion on an audience is necessary due to high relevance to the persuasive message, this gives the persuader a framework to begin crafting a strong argument. Since relevance is what captures the audience’s attention, the persuader must exploit this. For example, if the persuader is attempting to sell a car to an individual the the use of the central route, and the potential buyer has been categorized as one that clearly understands the relevance of the purchase, the persuader should do his or her best to make their product seem the most relevant to the customer. The seller may do this by asking the customer to visualize how happy they will be in their new car. This can also be done by highlighting the features of the car that are most applicable to the customer’s concerns (safety, high gas mileage, etc). These methods will invite the receiver to become more involved with the target of persuasion. All of these ways utilize the customer’s judgment of high relevance to the situation to construct a strong argument. The need for cognition isShow MoreRelatedSummary Communication Theory13084 Words   |  53 Pagestheory? A communication theory explains how the exchange of messages works and which factors influence the way we understand messages or rather assign meaning to them. What are the essential components of the basic communication model? The basic communication model consists of a speaker who is the sender. He has a thought and encodes his thought into a message (=text) with a medium such as words (noise source). The message is transmitted through a channel. The hearer or rather receiver decodesRead MoreSummary Communication Theory13076 Words   |  53 Pagestheory? A communication theory explains how the exchange of messages works and which factors influence the way we understand messages or rather assign meaning to them. What are the essential components of the basic communication model? The basic communication model consists of a speaker who is the sender. He has a thought and encodes his thought into a message (=text) with a medium such as words (noise source). The message is transmitted through a channel. The hearer or rather receiver decodesRead MoreAn Essay on Strong vs Weak Theory of Advertising3131 Words   |  13 Pagesthese two theories are discussed thoroughly to understand how advertising works; furthermore some models of each of the theory are also discussed to extend the understanding. Finally comparisons between the theories are drawn to generate a proper conclusion of ‘Strong’ and ‘Weak’ theory debate of advertising. To begin with, a thorough discussion about the strong theory and its supporting models. Strong theory of advertising defined by Koekemoer (2004) as advertising is capable of affectingRead MoreCommunication- Is It an Art or a Science ? 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Overpopulation And Too Few Jobs At South Africa - 1883 Words

Question 1 †¢ Unemployment †¢ Due to lack of education, citizens cannot be hired because they have little or no knowledge of the job. †¢ Overpopulation and too few jobs in South Africa. †¢ Some citizens refuse to work when they are given an opportunity to have a job. †¢ Lack of education †¢ No space in all schools, government had built few schools. †¢ No money for tertiary which leads to unemployment. †¢ Some teachers have poor content of knowledge and not enough time for pupils. †¢ Crime †¢ The rate of violent crime in South Africa is high. †¢ Crime rate increases by the police allowing the criminals they have caught to bribe them. †¢ Poverty †¢ The government makes empty promises of improving the lives of the poor. †¢ Half of the population in†¦show more content†¦Own definition †¢ Unemployment is when a person does not have a job and will not be able to make a money or get a salary at the end of the day. How it links †¢ The government participates in the policies of unemployment poorly. The democratic institutions increase public debates, a free press, and the appearance of a rising political opposition. The National Bargaining Council, an organisation linked to COSATU and SACP urged low-skilled workers to believe that jobs below minimum wage could not be undertaken even with them being jobless and they demand to increase minimum wages for the low-skilled labour which creates more unemployment. †¢ South Africa has been experiencing a serious skills shortage of the economy, a challenge which has some extent contributed to †¢ The level of education and skills does not become an advantage of being employed, in South Africa there is a high rate of unemployed graduates. †¢ There are high levels of poverty and inequality which directly links and is evident to the country’s unemployment. †¢ In the mid-1990s even though the economic growth improved unemployment has, until recently, persistently increased and in 1994 when ANC came to power it inherited a country which was besieged by unemployment. †¢ Many jobs in South Africa are being taken by the immigrants which increases unemployment for the residents. 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The African American Achievement Gap Free Essays

The African American Achievement Gap: Why is it There and What Can be Done Are Black Americans Dumber than White Americans? Can it unequivocally be stated that European Americans hold more intelligence then African Americans? Are African Americans genetically wired to have a lesser mental capacity then European Americans? For a long time this was the explanation to a burning problem. African Americans score lower than White Americans on vocabulary, reading, and mathematics tests, as well as on tests that claim to measure scholastic aptitude and intelligence. This gap appears before children enter kindergarten and it persists into adulthood. We will write a custom essay sample on The African American Achievement Gap: or any similar topic only for you Order Now The typical American black still scores below 75 percent of American whites on most standardized tests. On some tests the typical American black scores below more than 85 percent of whites. † (CHRISTOPHER, JENCKS) This test score gap is not an inevitable fact of nature. It is true that the gap shrinks only a little when black and white children attend the same schools. It is also true that the gap shrinks only a little when black and white families have the same amount of schooling, the same income, and the same wealth. However, after extensive research, no one has found any evidence saying that blacks have less intellectual ability than whites. So what causes this gap in test scores? Some attribute it to the culture of African Americans. They say that African Americans are uninterested in learning and don’t seek to pursue academic excellence. Some attribute the gap to testing conditions. Some attribute it to concepts such as â€Å"White Guilt† and â€Å"Stereotype Threat. †(Will be explained later) I however cannot attribute it to any one thing. This whole issue cannot be explained by one concept. Rather then trying to describe the achievement gap with one concept, I attribute it to a combination of many. The reason for the perceived gap in test scores is an intricate combination of things such as Stereotype threat, White Guilt, and Culture. On this issue, Thomas Sowell takes the position that this gap has nothing to do with racism or race. Sowell says, â€Å"For much of the first half of the 20th century, these differences were attributed to race-that is, to an assumption that blacks just did not have it in their genes to do as well as white people. The tide began to turn in the second half of the 20th Century, when the assumption developed that black-white differences were due to racism on the part of whites. † (Sowell, Thomas) However, his research showed something different. With his study at Harvard, he noticed that most of the black alumni were either from â€Å"the West Indies or Africa, or were the children of West Indian or African immigrants. These people are the same race as American blacks, who greatly outnumber either or both. † (Sowell, Thomas) This completely dispels the idea of race being a factor. So what does cause the gap? Sowell believes Culture does. His main argument is that the culture from so-called â€Å"rednecks† from Europe caused this uneducated culture seen in blacks. He says, â€Å"The culture of the people who were called â€Å"rednecks† and â€Å"crackers† before they ever got on the boats to cross the Atlantic was a culture that produce far lower levels of intellectual and economic achievement, as well as high levels of violence and sexual promiscuity. † (Sowell, Thomas) Now the most important points raised are that only a third of whites lived in this culture while 90% of blacks live in it. Of course culture fades away eventually but, it has very slow within the black community; especially in the worst black ghettos in the country. This is a culture of counter productivity and self-destruction. Sowell says all blacks are regarded this way. However, the question has to be asked; can this really be applied to all blacks? It really can’t. Culture can be a valid explanation for this particular group of black people but it does not prove anything for all blacks. Not all blacks are from the ghetto. Some actually come from prominent, stable homes. Some actually come from the same environment as successful whites and Langston Hughes takes a look at some of these people. Hughes also takes the view of culture but he examines it from the view of blacks that are not stuck in the ghetto but have stable backgrounds. Hughes takes the view that blacks are actually hindering themselves. He says that there is a huge obstacle standing in the way of every black person. He actually makes a reference about artist but it can be viewed as any black person. He says the obstacle is, â€Å"this urge within the race toward whiteness, the desire to pour racial individuality into the mold of American standardization, and to be as little Negro and as much American as possible. † (Hughes, Langston) His example is a poet. This poet subconsciously wants to be white because he feels it will make him a better poet. This poet comes from a strong background in the middle class. According to Hughes, they attend church; the father has a steady job; the mother works on occasion; and the children attend mixed schools. However, the problem comes with how the parents treat their children. The mother says things like, â€Å"Don’t be like niggers† when the children are bad. In turn the father says things like, â€Å"Look how well a white man does things. † So in this home and many others, black is not praised or celebrated it is taught to be ashamed of. They are taught to want to be white. It is staggering what blacks do to themselves because of this. Fist Hughes says the more predominant don’t support their own people. His example is that, A â€Å"Negro clubwoman in Philadelphia paid eleven dollars to hear Raquel Meller sing Andalusian popular songs. But she told me a few weeks before she would not think of going to hear â€Å"that woman. † Clara Smith, a great artist, sing Negro folk songs. † (Hughes, Langston) This is the problem with many blacks. They don’t support their own people in anything because they don’t feel it will be accepted by whites and, that is ultimately what they want. Hughes also alludes to how blacks don’t’ support their own until whites do. His example is â€Å"a young colored writer who had been writing well for the colored magazines for some years, but it was not until he recently broke into the white publications and his first book was accepted by a prominent New York publisher that the â€Å"best† Negros in his city took the trouble to discover that he lived there. † (Hughes, Langston) The key here is â€Å"white. † Blacks are afraid to be who they are because white is seen as the ultimate goal. Black is seen as inferior. So can this be applied to test taking? It certainly can. If blacks are feeling inferior then their test performance cannot be as good as whites. Hughes is saying that being black is a hindrance that was built by blacks ourselves. But can this still be applied to all blacks. No it can’t because not all blacks come from households where white power is subconsciously feed to them. Some come from homes where black is celebrated. But for some reason the gap is still there but why? Shelby Steele’s position on the matter is based on the theory of White Guilt. White Guilt is a â€Å"vacuum of moral authority in matters of race, equality and opportunity that comes from the association of mere white skin with America’s historical racism. It is the stigmatization of whites and, more importantly, American institutions with the sin of racism. † (Steele, Shelby) Simply meaning that all white institutions are doing whatever they have to do not to appear racist. According to Steele this started right after the civil-rights movement. Where he believes that blacks made, â€Å"the greatest miscalculation in black American history. † (Steele, Shelby) He says, we allowed ourselves to see a greater power in America’s liability for our oppression than we saw in ourselves. (Steele, Shelby) This meaning blacks saw an opportunity to get lazy because they thought they could get more out of taking what whites give rather then working to take their own. According to Steele, blacks have been living in an age of white guilt for about a few decades now. So Steele is taking the position that the achievement gap is where it is at because blacks do not have to work as much as they did before. Steele uses the example of a University. There is no way that they would admit students just based on academia because chances are there would be little to no black faces at the University. This university would be called racist and scrutinized heavily. In Modern time, it is politically correct to include blacks in all walks of life. During the Civil Rights Movement, being black was terrible thing. You were punished for it. Today blacks are rewarded for it in many ways. It is good but bad also. This age of white guilt is a time where the black person â€Å"lives in a society that needs his race for the good it wants to do more than it needs his individual self. His race makes him popular with the white institutions and unifies him with blacks. † (Steele, Shelby) This however limits him as a person. This gives him less desire to work hard. What’s the point when things will just be put in his hand anyway? Steele uses Dr. Cornel West as an example. Dr. West was promoted to a full professorship at Harvard, which is a very high honor. However Steele says, â€Å"It was never Cornel West-the individual- that Harvard wanted; it was the defanged protest identity that he carried, which redounded to the university as racial innocence itself. How could anyone charge this university with racism when it promoted Cornel West to its higher reaches? † (Steele, Shelby) So there lies the main point. Dr. West achieved high position by doing less work. This is Steele’s explanation as to why the achievement gap is there. Blacks simply do not have to work as hard as they once did to succeed because the whites are â€Å"too eager for the moral authority black skin offers them. † (Steele, Shelby) Can this explanation be applied to all blacks? Again some blacks are exempt from this. Some take the easy way out and take full advantage of things like affirmative action. However, some do actually work at what they do. But, for some reason, there is still a gap within this group that is working hard. Why is that? Claude M. Steele offers the concept of Stereotype Threat as the reason this gap exists. Stereotype threat is â€Å"the threat of being viewed through the lens of a negative stereotype, or the fear of doing something that would inadvertently confirm that stereotype. † (Steele, Claude M) Stereotype threat can be used to explain the reason that hard working goal oriented black Americans contribute to the achievement gap. When it comes to matters of race, it is assumed that a particular situation is experienced in much the same way by different groups of people. This is especially assumed to be true in test taking. However, this is often times not true for blacks. Steele says, â€Å"But for black students, difficulty with the test makes the negative stereotype relevant as an interpretation of their performance, and of them. They know that they are especially likely to be seen as having limited ability. † (Steele, Claude M) It is not that blacks are in anyway inferior its just a certain pressure is always put on them when doing things like taking test. This is because tests are often given as a test to measure ability, so because of the negative stereotype blacks feel an added pressure and succumb to it. From one experiment- focusing on vocabulary- Steele performed on black and white students, his conclusion came to be that, â€Å" When black students were told that the test would measure ability, they completed the fragments with significantly more stereotype-related words that when they were told that it was not a measure of ability. † Now the thing about stereotype threat is that it is not like the â€Å"self –filling prophecy. † They don’t think they will perform inadequately and then in-turn score low. Steele says Stereotype threat, â€Å"is something different something external: the situational threat of being negatively stereotyped. So Stereotype threat can be applied to hard working black Americans because it only exist if they care that the negative stereotype is there. So these students actually work so hard to disprove the stereotype that they actually hinder themselves. For one of Steele’s experiments he noticed this to be true. He say s, â€Å" Black students taking the test under stereotype threat seemed to be trying to hard rather than not hard enough. They reread the question, reread the multiple choice, and recheck their answers, more then when they were not under stereotype threat. (Steele, Claude M) So what this did was make the test takers inefficient. If you think to long on standardized to you are automatically hindering a very good score. So the reason hard working black Americans contribute to the gap is evident. But, like it was previously stated, not all black Americans actually work hard so this cannot be the only reason the gap exist. I believe the gap exist because of a combination of a few of the afore mentioned arguments. Yes Sowell’s point is valid but the culture argument cannot be applied to all blacks. Yes Langston Hughes point is valid but his aspect of culture cannot be applied to all blacks. The same goes for both Shelby and Claude Steele. Applying one of these theories to an entire race of people to explain the gap in test scores will just not suffice. I can honestly say that throughout my life experiences that I have seen every theory for myself. I have seen and lived among the people that these theories apply to and I believe that it all culminates to create the observed gap between African Americans and other ethnic groups. Sowell is absolutely correct when he says there is a self destructive, counterproductive culture in the nations ghettos. Everyone I know from these areas thinks that way. They do not like learning; they hate hard work and are content being at the lower rungs of life. So when the children do go to school and take there standardized test, more often then not, they don’t try. They have a â€Å"whatever† attitude towards it. And for the few that do try, they just aren’t prepared because the people around them and raising them have this disdain towards learning. I have a close connection with people who embody the â€Å"White Guilt† theory and the â€Å"Stereotype threat† idea. I have lived with it all of my life and I can say it has affected me. In high school and even in college I have seen an abundance of students who are whole-heartedly living in the age of white guilt. It’s not that they don’t’ try it’s just they do enough to get by because they know if they make it to a certain point, aids like affirmative action and minority quotas will take them where they need to go. So when it comes to test taking they do try, but won’t stress themselves out over it. Although they are just as smart as their white counterparts, they just don’t see the need to put in the extra effort. Students that experience stereotype threat are just as prevalent. I can say that I fit into this mold. These students do in fact try to hard. They try so hard to prove the stereotype wrong they actually end of proving it. They try so hard not to make mistakes on the test that they do. They try so hard not to contribute to the gap, they actually do. So the reason the gap exist is a combination of many different people that come from different demographics and situations. All of these added together make the achievement gap in test scores. It is clear to see that this gap cannot be explained by one theory. Too many blacks come from to many different situations for this to be the case. So we can see that when these are added up it amounts to the gap in test scores among other things. So how can it be fixed? Just like there is not one factor contributing to the gap, there is not one way to fix the gap. The solution would be more of a chain reaction effect. The problem starts in the inner city where the lazy â€Å"I don’t care† attitude is prevalent. These are the people that create the negative stereotype black people have. So the blacks that are doing better than these people and are trying to do better in life have to bear the burden that the â€Å"ghetto† blacks place on them. The people that apply to Hughes theory are ashamed of them. The people in Shelby Steele’s theory are lazy because the world is trying to integrate them (the ghetto blacks). And the people in Claude Steele’s theory are working so hard to overcome the stereotype the â€Å"ghetto† blacks have placed on them. Until the blacks from the inner city change nothing will. The blacks in the higher rungs of life can’t change their ways, in this case test taking ways, until the burden placed on them is lifted. So until the inner city mentality changes, the gap will forever be there. Works Cited CHRISTOPHER, JENCKS. â€Å"The Black-White Test Score Gap. † The New York Times. 1998. Web. 25 Oct. 2010. . Hughes, Langston. â€Å"†The Negro Artist and the Racial Mountain† (1926). † Welcome to English  « Department of English, College of LAS, University of Illinois. 926. Web. 25 Oct. 2010. . Sowell, Thomas. â€Å"Thomas Sowell — Crippled by Their Culture. † OrthodoxyToday. org | Home. 26 Apr. 2005. Web. 25 Oct. 2010. . Steele, Shelby. â€Å"The Age of White Guilt: and the Disappearance of the Black Individual. † CIR Home. Nov. 2002. Web. 25 Oct. 2010. . Steele, Claude M. â€Å"Thin Ice: â€Å"Stereotype Threat† and Black College Students â⠂¬â€œ 99. 08. † The Atlantic — News and Analysis on Politics, Business, Culture, Technology, National, International, and Food a? â€Å" TheAtlantic. com. 1999. Web. 25 Oct. 2010. . How to cite The African American Achievement Gap:, Papers

Corporate Social Responsibility Article

Question: Select an article that discusses business ethics as it applies to an international business situation. This can pertain to any country in the world. Please write a brief synopsis of the article to turn in. Answer: Corporate Social Responsibility: An Overview from Malaysia The present article Nasir, Noor Emilina Mohd, et al. "Corporate Social Responsibility: An Overview from Malaysia."J. Appl. Environ. Biol. Sci4.10S (2015): 82-87. is selected in the study, diversifies the concept of the Corporate Social Responsibility in the organization an overview from Malaysia. The concept of business ethics concludes the application of different kinds of rules and regulations in the operations of the enterprise. Different country develops different rules and regulations of Corporate Social Responsibilities. On the other hand, the concept of the Corporate Social Responsibility is more or less same in different organizations. The concept of the CSR is an important issue that results in the increase in the number of rules and regulation in Malaysia. The present article, which is selected in the study, concludes about all the facts and findings of CSR in the operations of the business. The concept of CSR has become a global trend in the last few decades (Nasir et al.) The selected country in the study is Malaysia. There is a rapid development of the concept of the CSR in Malaysia. Malaysia becomes one of the most common and emerging economies across the world in the development process of CSR across the world. The concept and the application of the CSR are not restricted only in Malaysia. It is one of the global concepts. A different organization based on the requirements of the business develops different notions of corporate social responsibility. The present article, which is selected in the study, diversifies the concept of the CSR in the organization an overview from Malaysia. This particular investigation procedure is developed by different organization kinds of research work. Based on the findings of the research work, CSR has become one of the most crucial ethics for every company in the world. The concept of CSR is the contribution of some portion of the profit of the company towards the development process of the backward area of the country. There are several benefits, which are concluded by the application of the Corporate Social Responsibility. Advisement and business sustainability are the main advantages which majority of the organizations achieves in the process of developing strong Corporate Social Responsibility. The selected article in the study concludes different factors, which are highlighted in the development process of Corporate Social Responsibility. A separate organization based on the requirements of the Commerce adopts a different concept of the CSR in the operations of the business. The selected article in the study concludes various factors, which are highlighted in the development process of Corporate Social Responsibility. The ob jective of the study is to highlight several factors, which are responsible for the process of developing a proper corporate responsibility in the operations of the business. On the other hand, if the company fails to maintain a specific CSR it will put a negative effect on the enterprise operations. The majority of the companies in Malaysia sticky follows the concept and the application of the CSR in the business processes (Nasir et al.). The objective of the study is to focus different application of the Corporate Social Responsibility in the activities of the company. Reference List Nasir, Noor Emilina Mohd, et al. "Corporate Social Responsibility: An Overview from Malaysia."J. Appl. Environ. Biol. Sci4.10S (2015): 82-87.

In on the Moral and Legal Status of Abortion, Mary Essays - Ethics

In on the Moral and Legal Status of Abortion, Mary Anne Warren discusses a few arguments against abortion, namely bringing into play whether the fetus is actually a person, or "not a member of the moral community". She defends that abortion is a morally sound action. Don Marquis, in his essay An Argument that Abortion is Wrong, takes the opposite stance. He claims, "that abortion, except perhaps in rare instances, is seriously wrong". The first thing we read in Warren's article is the thought experiment first conceived by Judith Thomson. It's an analogy that uses a normal person, male or female, and a famous violinist. Let's say the Society of Music Lovers kidnaps you, and hooks you up to this dying violinist. If you choose to unhook yourself, the violinist will die, but if you let him stay hooked up to you to use your kidneys, then he will be cured and both of you will be free. Thomson asks what a person's obligations in this situation are, and, to be consistent with Warren's argument, she says it would be ridiculous to be stay in bed with the violinist, and thus you are able to leave at any time. You shouldn't feel responsible for the death of the violinist. But Marquis, in his essay, points out that, while good for dealing with abortions due to rape, the analogy doesn't hold up. Thomson draws to our attention that in pregnancy a fetus uses the woman's body for life-support, but the woman doesn't use a fetus's body for life support. Thus, in an abortion the life that is lost is the fetus's, not the woman's. This leaves us with a standoff. I think this overall analogy is not significantly helpful for either side of the argument. Warren then discusses whether or not abortion is actually the killing of a "person", calling into question when a fetus matures to the point of personhood. She defines the moral community as having some of these six characteristics: sentience (capacity to have conscious experiences), emotionality (capacity to feel sad, angry, happy, etc.), reason (capacity to solve new and relatively complex problems), capacity to communicate (by any means), self-aware ness (concept of oneself), and finally moral agency (capacity to regulate one's own actions). This is clearly very sketchy, because infants and mentally or physically challenged people are still referred to and thought of as "people", or "members of the moral community", despite a lack of many of these traits. Both articles address this idea of personhood, but neither one really wins. The good thing with defining personhood biologically, saying it's a person at conception, quantifies itit gives a definitive time, not some subjective date when certain sentient or reasoning qualities are met, and this lessens the confusion. But I still agree somewhat with the view held by Warren that fetuses can't reason or fend for themselves nor do really anything other than exist. So again, I don't think either side has a stronger case, because both Warren and Marquis have points that basically offset one another. An interesting thing that Marquis then does is go on to talk about FLO, or "future like ours". He claims that killing deprives a person of a future that is like ours, and says that abortion is killing a fetus that will have a future like ours. Taking someone's entire future away from them is the worst of crimes, and he argues that abortion is this kind of deprivation of future. Killing an adult is an awful thing to do because it takes away that adult's future, a future that is of great value. The same goes for aborted fetusesthey had a future that would be valued but it was taken away from them. Warren also argues that a woman has a right to life, so she can make a decision that she sees fit, since her body belongs to her and only her. In response to this, Marquis says that, except during rape (when he believes it is permissible), a fetus has just as much of a right to life as the woman, and therefore an abortion is wrong. Marquis concludes that abortion is seriously wrong, except in unusual cases (rape, incest,

South Korea †A Role Model For The Developing Nation

South Korea – A Role Model For The Developing Nation Free Online Research Papers South Korea A Role Model For The Developing Nation During the 1988 Seoul Olympics, visitors from worldwide had the opportunity to witness the prosperous and modernized Seoul city. Hardly for anyone can imagine that thirty-five years ago Seoul was just a place with ashes and rubbles. For all South Koreans, the transformation from post war ruined land to a well-developed nation was considered their national pride. During the 30 years recovery span, the Gross National Product (GNP) raised from $100 in 1960 to astonishing $2800 in 1987 (Eckert). Also, the per capita income had increased from $700 in 1976 to $1624 in just three years (Eckert). Many economists and scholars were very surprised by such achievement as they considered such transformation as â€Å"The Miracle on the Han River†. As of today, many developing countries began to view South Korea as their role model: â€Å"Korea is now regarded as an economic model to be emulated by other nations†. (Steinberg 124) However, such tremendous achievement would never happened without president Park Chung Hee’s establishment of a solid government guidance system, precise foreign policy decision and efficient use of compare advantages of the country. His thinking and ideological approach were very similar to the Japanese colonial government in Korea. As of today, although many Koreans disagree with President Park’s dictatorship, however, his contribution in modeling the strong Korean economy had always been admired. Thus, he was addressed as the â€Å"father of Korean economy.† On May 16, 1961, when general Park’s overthrown the new popular elected government. By the time he assumed the power, the United States government was uncertain what had taken place in South Korea. There were suspicions that South Korea might have fallen to a crypto-communist. After his succession overthrown the previous government, Park took his first step in building a solid network to control his people by established a military style supervision system [Guide Capitalism]. He appointed retired military staff to serve as local government leaders thus his command will be carried from top officials from the central government to the local officials in every single township. After consolidate his central power, Park also began to introduce his new economic development. He established three powerful agencies to support his development plans: The Economic Planning Board (EPB), The Ministry of Trade and Industry (MTI), and The Ministry of Finance (MoF). His development pla n began with obtaining control of the enterprises across the nation. The government persecuted business leaders who were profiting from the corruption in the South Korean government. Twenty-four leading businessman were arrested. The leader of Samsung, Lee Byung Chull avoided the persecution because he was out of the country at the time. After Lee returned to Korea he met with Park and agree to follow Park’s economic developing program. Lee and other business leaders ended up with paying fines to keep their businesses. After obtained control of large enterprises, Park began to ensure his government’s dominance of financial sectors by nationalized all the banks from South Korea. The government was able to supervise the transaction flow from every bank in the country and it has the authority to set the interest rates. The government even had power to intervene all commercial loans induced from foreign banks. Park then established the Office of National Tax Admin istration (ONTA). This is an agency to insure that the flow of expenditures and profits distribute to the approved sectors. The agency also had the authority to shut a business down if such firm violated the official guidelines and regulations. Park also established the fourth agency, Korean Central Intelligence Agency (KCIA), which is responsible when discovered any worker, began to demonstrate his/her suspicion towards the labour law he/she will be putdown by the police and other security forces. Park’s thinking and ideological orientation was decidedly Stalinist. However his predilection for central planning and autocratic control probably came from his experiences in the Japanese army. The Japanese army had no sympathy for notions of free markets and in Manchukuo undertook a Stalinist-style development program. Park’s style of governance emphasised on military control that can be traced from the Japanese colonial period where Japanese colonial government also relied on its military power to govern Koreans. When the Japanese occupation began in 1904, Japanese government have stationed troops in Korea. These troops served as peacekeeper in Korea and as punisher to ensure Koreans would follow instructions given by the Japanese colonial government. Similar to president Park’s centralized banking system, the government took full control of the Korean currency and introduced Japanese banking into Korea to protect the Japanese enterprises to invest in Korea. They established the Oriental Development Company (ODC) to sell low interest loads to the Japan businesses in Korea to help these companies to grow. The colonial government also took away the military, imperial and untitled land in Korea and distribute them to the Japanese enterprises in Korea (total of 380,926 acres). In o rder to ensure the tax revenue, the Japanese took land survey and established property fixed taxes. In addition, similar to Park’s military government, the colonial government established also had its police system (Seirei) to govern Koreans. Seirei’s responsibility included regulating local court, ensure the operation of tax system and provide surveillance of communities. The idea of Park’s military surveillant government, centralized financial and commercial sectors are very similar to the plans that Japanese colonial government implemented. The establishment of foreign relation played a very significant role during President Park’s regime: â€Å"The influence of foreign powers in shaping the country’s economy has been extraordinary. Korea’s crucial geopolitical position at the crossroads of northeast Asia has brought the peninsula into intimate and sustained contract with the two most dynamic and expansive economies of the twentieth century, Japan and the United States†. (Eckert 389) Over the years, there had been continues debate related to the co-operation between South Korea-U.S-Japan. Many Koreans claim that the Korean economy can still maintain a stable growth even without outside assistance. However, it is obvious that President Park’s export strategy had indeed became a boost for the Korean economy. Since the Korean War ended in 1953, the Korean peninsula suffered the humongous damage that cast by the war. Since then, because of the help from the U.S, which provided large amount of economic assistance, the First republic was able to rebuild. Between 1946 and 1976, the U.S supplied a total of $12.6 billion economic and military assistance to Korea (Eckert). Also, the U.S government had financed about 70% of South Korea’s imports and 80% of fixed capital in transportation, manufacturing and electric power (Eckert). It also helped with the growth of textile industry that in the 1950’s the average growth of textile industry reached to 24% per year (Eckert). During the second republic, the U.S government also provided significant help to Park’s government. For example, it helped to establish the Korea Development Institute (KDI) and Korea Institute of Science and Technology (KIST) in order to provide trainings to Korean economic and industrial technocrats. In addition, the U.S AID Mission in South Korea had also taken a role in tutoring president Park in economics and served as his economic advisor at that time. The most important is that U.S military led Koreans to participate in the Vietnam War and brought to the Koreans with unexpected economic bonanza. During the war, Korean military have received a huge amount of foreign exchange (estimate $660 million to $926 million) from U.S compensation to participate in the war, which accounted for 20% of foreign exchange and 4.4% of GNP in 1970 (Eckert). Not only the military had benefit by the war, business sectors also received huge revenue during the war. For example, the private businesses (Chaebols) such as the founder of Hanjin Cho Chung-Hun, who set up a land and marine transport company in South Vietnam. His company assumed the responsibility of the operation from U.S army and received huge amount of profit from the service. Similarly, another chaebol Hyundai, was able to benefit though the Vietnam War by serving as a major contractor for the U.S army in South Vietnam. The company later was able to grow and expand their international construction business in Middle East countries. Between 1974 and 1979, the top ten chaebols were able to earn estimated revenue of $22 billion (Eckert). Such â€Å"construction export† had also benefit the Korean government where the foreign reserved had grown from $2,961 million into $4,937 million between 1976 and 1978 (Eckert). On the other hand, Japan had also played a significant role in the economic growth during Park’s era. In 1965, President Park established the c ontroversial normalization relationship with Japanese government. Japanese brought in a total of $1.4 billion investment over ten years which accounted for more than half of the total foreign investment in Korea (Eckert). President Park’s efficient use of comparative advantage of the nation was another important factor for the rise of the South Korean economy. In the beginning of 1960’s, president Park began with a series of five years plans for his re-construction plan. He began with focusing on the light industry for the first and second five years plans. Park chose his investments priority into industries that had short capital turnover and require manpower instead of heavy machinery. This is because he understands that Korea had great comparative advantage in labour force but has fairly short capital and poor technology. Then, during the early 1970’s, Park’s government witnessed the U.S force retreat from the Korean peninsula and he also noticed that the relationship between United States and People’s Republic of China had been vastly improved. Park’s government felt the urgency to develop their own self-reliant military support thus he began to his Heavy and Chemical Industry (HCI) plan. â€Å"Park government felt that it could no longer rely completely on the United States for its supply of sophisticated arms for its defence. It also believed that if it could manufacture arms, it could also export them.† (Steinberg 136) In order to achieve the industrialization in South Korea, Park began to invest extensive funds to develop heavy, chemical and defence industry such as production of steel, machinery, automobile, electronic, and shipbuilding. As a result, the outputs of heavy chemical industry have changed from 28.6% of total production in 1962 into 56.8% in 1986 (Eckert). Such dramatic change provided a clear path for Korea marching towards a semi-advanced nation. On the other hand, the Japanese colonial government also took advantage of Korean labour force during their occupation in Korea. The Meiji restoration had not only re-shaped the Japanese political structure but also helped with the development of economy. The average income in Japan increased and Japanese enterprises began to seek for cheaper labour elsewhere. These enterprises then began to recruit cheap labours from Korea to work in Japan. Also, during the occupation period, the rice production in Korea was also relatively cheaper than Japan. The Japanese colonial government thus recruited a large amount of tenants to participate in rice production and ship these rice back to Japan. â€Å"It was thus Japanese colonialism that ultimately laid the foundations for a modern transformation of the economy. To appreciate how far reaching they were, one need only compare photographs of Seoul in the late Choson period with similar photographs taken in the mid-1930’s†. (Eckert 190) In conclusion, the result of Korean economy transform was astonishing. The total export increased from less than $30 million in 1960 into huge $47,280 million in 1987 (Eckert); and $41, 020 million import accounted in 1987, which occupied 75% of the GNP (Eckert). Also, the total employment rate climbed from 30.6% in 1964 to 52.4% in 1985 (Eckert). These numbers provided a strong evidence of how successful Korean economy has transformed under President Park Chung Hee’s era. Meanwhile, his strategies can also be traced from the Japanese colonial period. As of today, Korea became a role model for many developing countries from the Third world. President Park Chung Hee indeed was a nation hero who changed the South Korea from devastation to a prosperous nation after the Korean War. As it states in the World Bank Report: â€Å" [Park] has transformed (South) Korea from one of the poorest developing countries, which heavily dependence on agriculture and a weak balance of payments financial almost entirely by foreign grates, to a semi-industrialized middle income nation with an increasingly strong external payment position and the prospect of eliminating the current account deficit in the next 5-10 years† (Koh 34) Work Cited Eckert, Lee, Lew, Robinson, Wagner, Korea Old and New: A History, Harvard University Press, Cambridge, Massachusetts 1990 Gills B.K Korea Versus Korea: A Case of Contested Legitimacy, Routledge, New York, London 1996 Koh, B.C The Foreign Policy Systems of North and South Korea, University of California Press, Berkeley, L.A, London ,1984 Peattie, Mark R. Japanese Attitudes Toward Colonialism 1895-1945 (Essay), Steinberg, David I. The Republic of Korea: Economic and Social Change, Western Press, Boulder and London, 1989 A Comparative Study of South and North Korea, National Unification Board, Seoul, Korea, 1988 A Handbook of Korea, The Korean Overseas Culture and Information Service, Seoul, Korea Research Papers on South Korea - A Role Model For The Developing NationBringing Democracy to AfricaPETSTEL analysis of IndiaAssess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaNever Been Kicked Out of a Place This NiceDefinition of Export Quotas19 Century Society: A Deeply Divided EraAppeasement Policy Towards the Outbreak of World War 2Analysis of Ebay Expanding into AsiaThe Effects of Illegal Immigration

Crime and Human Rights Violation Essay Example | Topics and Well Written Essays - 1250 words

Crime and Human Rights Violation - Essay Example Although some of them would enter such competition voluntarily for the prize money or prestige, majority of them could not refuse for being slaves or prisoners stripped of rights granted to other human beings. Albert Camus, the mid-20th century philosopher, discoursed in â€Å"The Rebel† (Camus 6) the illogical defense of violation of human rights by the holder of power. No one can question the atrocities and genocide committed before the start of the Common Era. But it would seem absurd that such acts were committed by people in power in modern times when people are expected to act and behave with civility. Camus might had been exasperated and disappointed with the turn of events in modern society since the powerless majority are subjected under the control of the authority expected to protect the people but nevertheless becomes the oppressor and tyrant. The discourses and politico-philosophical essays of Camus might be rooted to his family and childhood experiences (Albert C amus pars. 4-6). He grew up in a poor family and in an impoverished environment. He also experienced a hard life during the war. He was a socialist all throughout his life but an anti-communist. The Algerian Communist Party was at odds with the Le Parti du Peuple Algerien, which he considered as more people oriented and to which he was a member. His views and discourses surely reflected his own experiences. Barbaric and inhumane treatment of people in the distant past were common as part of conquest areas and territories. Even the common people would gleefully watch criminals or war prisoners being tortured or whipped to death in public places. Gladiators killing each other in the arena serve as an entertainment for the rulers and the people. It can be deduced that inhumane treatment of slaves or criminals is part of the culture of the people then. The values and social perspective of the people in a particular society were reflected even to the entertainment and recreational aspect of their lives. Many of the prisoners and slaves were taken as captives from other tribes or communities. Invasion of one territory is made for the purpose of controlling the people of that place and make them subject of the invader. The invader would also want to control the territory and all its resources, food, minerals, livestock, etc. to serve the needs of the people of the invading group. Thus, in the olden times, the conquered people were treated as inferior in society with lesser rights or no rights at all. As a resulted, there are groups in society which were not treated as an equal or as a human being. Or worst, they were viewed as mere animals that can be mutilated at the pleasure of the authorities. Severe punishments were already influenced by the perspective of the ruling elite of the time. In the pre-Common Era China, for instance, punishments given by the leaders were severe on the notion that people were naturally evil and must be punished severely (Lambert, Legali sm par. 2). At around 2000 BCE, humans were sacrificed and buried beneath the foundations of buildings (Lambert, A More Advanced par. 3). Invading nations in the past think of themselves as superior than the rest of the nations. They think that they had more advanced civilization, knowledge and systems. These nations may have had advanced military