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Normalizing gender stereotypes: The face of girls and boys in adverse situations in The Washington Post Kidspost
No full textThe “My Name Is…” column in the online KidsPostprofiles children from different countries, thus offering readers an insider kid’s view of life in a different culture. Each child who is featured in one of these columns is portrayed as dealing with some sort of negative experience—a conflict or challenge or other sort of adverse situation. The ways in which individual children are represented as dealing with these conflicts—indeed, the conflicts themselves--are highly gendered, perpetuating the most common stereotypes of gendered behaviors.NORMALIZING GENDER STEREOTYPES:
The FACE of Girls and Boys in
Adverse Situations in
The Washington Post Kidspost
Linda Di Desidero, Ph.D.
Communication Studies & Professional WritingAbstract
The “My Name Is…” column in the online KidsPostprofiles children from different countries, thus offering readers an insider kid’s view of life in a different culture. Each child who is featured in one of these columns is portrayed as dealing with some sort of negative experience—a conflict or challenge or other sort of adverse situation. The ways in which individual children are represented as dealing with these conflicts—indeed, the conflicts themselves--are highly gendered, perpetuating the most common stereotypes of gendered behaviors.
Paper concludes that the newspaper normalizes stereotypical gendered behaviors, thus performing a disservice to both its male and female readers in supporting hegemonic representations of gender and power in society. Boys are uniformly represented as agents who face adverse situations with strength and confidence; Girls are typically represented as potential victims of unseen dangers. This column in the Kidspostsupports hegemonic representations of gender and power in society.
Analyzing children’s media and literature with a framework that is derived from language and social interaction is informative in ways that differ from traditional rhetorical analyses of messages, thus demonstrating how concepts from language and social interaction contribute to research in both critical language studies and children’s development. Assumptions/ Framework
•
Discourse = Language as social action
•
(DeFinaet al, 2006; Foucault, 1978; Fairclough, 2001;)
•
Language (use) encodes power
•
(Fairclough, 2001, Foucault, 2001, Fowler & Kress, 1979; Lakoff& Johnson, 1980)
•
Identity behaviors are learned in social contexts(Goffman, 1979; Cameron & Kulick, 2003))
•
Writing is essentially dialogic
•
Face (Goffman, 1959, 1967, 1979; Brown & Levinson, 1987; Ting-Toomey, 2004)
•
identity-based resource
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public self-imageFacework
•
Facework: A set of communicative behaviors/strategies used to enact, enhance, preserve, affront, or destroy face
•
FaceworkStrategiesare driven by cultural orientation:
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Individualistic and masculine cultures support self-oriented, face-saving strategies
•
Collectivistic and feminine cultures support other-oriented, face-giving strategies
•
Self-face concern is associated with dominating and emotionally expressive conflict styles.
•
Other-face concern and mutual-face concern are associated with integrating, obliging, compromising stylesSocialization
•
Faceworkstrategies as presented in children’s media constitute a socialization process. Just as children are socialized to act as gendered beings, they are socialized to:
•
perceive particular situations as adverse or conflict-based
•
favor certain faceworkstrategies based on their
•
cultural orientation
•
identity
•
Gender may be viewed as culture, as a part of culture, and as an identity; thus, it forms the basis for facework.
•
Media—as a form of socialization--have the responsibility to present comprehensive representations of identities that can challenge stereotypical notions of what it means to be a gendered individual in the world today.Politeness Strategies (Brown & Levinson 1987)
•
Politeness: How individuals address face concern
•
Positive Politeness Strategies
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Express solidarity
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EX: Claim common ground
•
Negative Politeness Strategies
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Express restraint
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EX: Hedging, apologizing
•
Off-record Strategies
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Invite Conversational Implicature
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EX: Irony, understatement, metaphorFaceworkStrategies (Ting-Toomey et al)
•
Types of Facework
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Preventive
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Restorative
•
Factors Affecting Facework
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Cultural Orientation: Individual-Collective
•
Power Distance
Face-Related Response Styles in Conflict Situations (ranging from face-giving other-oriented to face-saving self-oriented strategies)
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avoiding
•
obliging
•
compromising
•
integrating
•
dominating
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emotional expression
•
passive aggressionData: “My Name Is…” Column in KidspostThe Washington Post Kidspostcolumnfor readers aged 8-13, published 2004-2007
Columns
13 columns, 12different writers;
7 columns about boys; 6 columns about girls
Girls’ Age Range/Mean
7-12 years of age; mean age 10.8 years
Boys’ Age Range /Mean
9-13 years of age; mean age 11.1 yearsSummary Table: FaceworkStrategies Used by Girls and Boys in Columns
FaceworkStrategy
Girls
Boys
Face-Giving Strategies
•
other-oriented
•
integrating and obliging strategies
100%
14%
Face-Saving Strategies
•
self-oriented
•
dominating strategies
0%
86%Distribution of Adverse Situation for Boys and Girls
0102030405060708090100BOYSGIRLSPovertyPhysical External DangerDesireLeadershipDistribution of Face Strategies for Boys and Girls
01020304050607080BOYSGIRLSDominateIntegrateObligeCompromiseThe Faces of Parents
Mothers are much less present than fathers in these pieces. When mothers are represented, they are typically cleaning, growing vegetables, washing clothing, or minding chickens. Several writers try to present a strong relationship between fathers and sons.
On Dads and Men:
•
“Whenever my father tries to cook, he burns everything.” (From “My Name is Mengmeng”)
•
“I love camels and always want to be a camel man…And my sons, too, in the future will be camel men.” (From “My Name is Sayeed”)
•
“My father is smart,” Alex said in Swahili, the language of much of eastern Africa.
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“He taught me many things.” (From “My Name is Alex”)
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“Like Grandpa,” Kiki would like to be a muezzin… who does the call to prayer. And most of all, he wants to be a policeman when he grows up. “They wear nice uniforms,” he said. “And they carry a gun and a whistle” (From “My Name is Kiki”)
On Moms:
•
Babitaand her mother grow vegetables and flowers. Babitaalso takes care of the family’s chickens and ducks, chasing after them when they escape and scolding the ducks when they try to eat her lettuce plants. (From “My Name is Babita”)Facing Adverse Conditions
A Girl Facing the Challenge of Leadership:
Tabby “.. proudly wore a little metal badge identifying her as such on her school uniform. Her job, she said, was “to keep everybody happy” and make sure there was always good communication between students and teachers. (From “My Name is Tabby”)
A Girl Facing an External Threat
Brunais a girl from Brazil who cannot go out of her apartment by herself because she lives next to a dangerous ghetto. But Bruna“doesn’t mind” staying at home in her apartment with her pet: A little bird who has had its wings cut so that it cannot fly away. (From “My Name is Bruna”)
A Boy Facing the Extreme Cold:
Darcy is an Inuit boy from northern Canada who faces the adversity of extreme cold, but consistent with the behavior of the man he hopes to become, Darcy “shrugs off” the cold, despite the fact that he has had several cases of frostbite. (From “My Name is Darcy”)
A Boy Facing Poverty
“Alex is just 9 years old, but he can make his own toys. Sometimes, Alex makes a ball out of rubber bands and plastic bags.” (From “My Name is Alex”)
A Boy Facing Physical Challenge
Otto Jan rides his bike to school which is three miles away …”When it rains,” Otto Jan says, “there’s nothing you can do about it. You get wet.” (From “My Name is Otto Jan”)Conclusions/ Implications
The representation of girls in adverse situations in this set of columns indicates that
•
the most frequent adverse situation that girls will face is a dangerous or violent environment
•
the most frequent strategy they should use in confronting this environment is to avoid it and stay inside
The representation of boys in adverse situations in this column indicates that
•
the most frequent adverse situation boys will face is physical
•
this can be overcome by dominating self-oriented faceworkConclusions/ Implications, con’t.
The Washington Post Kidspostignores its responsibility to present comprehensive representations of identities that can challenge stereotypical notions of what it means to be a gendered individual in the world today. The newspaper seems to support traditionally gendered notions of power and agency in society, thus reinforcing stereotypical gendered identities for children today.
We need to increase general awareness of
•
how we socially construct gender and identity in a culture
•
how children are socialized into these gendered socio-cultural constructions of identity
Further research is needed evaluate this paradigm in other contexts such as organizations, politics, and the workplace.Selected References
Brown, P. & Levinson, S. (1987) Politeness: Some universals in language usage. Cambridge:
Cambridge University Press.
Cameron, D. and Kulick, D. (2003). Language and Sexuality.Cambridge: Cambridge University Press.
De Fina, A., Schriffrin, D, & Bamberg, M. (2006) Discourse and identity. Cambridge: Cambridge
University Press.
Fairclough, N. (2001) Language and power. Harlow, England: Pearson Limited.
Fowler, R., Hodge, B., Kress, G, & Trew, T. (1979) Language and control. London: Routledge& KeganPaul.
Fowler, R. & Kress, G. (1979) Critical linguistics in Fowler, R. et al, pp. 185-213.
Foucault, M ([1978] 1990).The history of sexuality, vol. 1.Trans. Robert Hurley. New York:Vintage.
Goffman, E. (1959). The presentation of self in everyday life.New York: Anchor/Doubleday.
Goffman. E. (1967) Interaction ritual: Essays on face-to-face behavior. New York: Anchor/Doubleday.
Goffman, E. (1979) Gender Advertisements.Cambridge, MA: Harvard University Press.
Lakoff, G. and Johnson, M. (1980). Metaphors We Live By. Chicago: University of Chicago Press.
Livia, A. & Hall, K (1997). Queerly phrased: Language gender, and sexuality. New York: Oxford
University Press.
Maltz, D.N., & R.A.Borker(1982). A cultural approach to male-female miscommunication. In J.J. Gumperz(Ed.)
Language and social identity (pp. 196-216), Cambridge:CambridgeUniversity Press.
Ting-Toomey, S. (2004) The matrix of face: An updated face-negotiation theory. In W. Gudykunst,
(Ed.)Theorizing about intercultural communication(pp. 71-92). Thousand Oaks, CA: Sage.
Ting-Toomey, S. & Kurogi, A. (1998) Faceworkcompetence in intercultural conflict: An updated face-negotiation theory.
Journal of intercultural relations, 22, 187-225.
Wood, J. (2011). Gendered lives, 9thed. Boston: Wadsworth
Leadership style predilection of Baby Boomers, Generation X’ers and Generation Y’ers
No full textThe purpose of this quantitative study was to explore how leadership style preference differ between three different generations (Baby Boomers, Generation X’ers, and Generation Y’ers) of working adults. The study looked at three types of leadership styles, transformational, transactional, and passive avoidant.The Leadership Style Predilection of Baby Boomers, Generation X’ers and Generation Y’ers
Introduction: Purpose & Scope
Study results indicate that there was a statistically significant difference in leadership preference between the generational cohorts, although the difference was very small. Overall, as can be seen even from the table in the results, worker’s preferences are somewhat similar across generations. However, younger generations have less tolerance for the leadership style of the passive avoidant leader.
The leadership style that seems to be most preferred among Baby Boomers, Generation X’ers and Generation Y’ers is the transformational leadership style.
Results
The purpose of this quantitative study was to explore how leadership style preference differ between three different generations (Baby Boomers, Generation X’ers, and Generation Y’ers) of working adults. The study looked at three types of leadership styles, transformational, transactional, and passive avoidant.
“Assume that everyone prefers to be a prime mover rather than a passive helper, a tool, a cork tossed about on the waves” (Maslow, 1998 p.20).
Maslow, A. (1998). Maslow on management. New York, NY: John Wiley & Sons, Inc.
Conclusions
Dr. Leslie D. Dinauer Dr. Jim Gelatt
Graduate School of Management & Technology University of Maryland University College, Adelphi, MD
Method
•A quantitative methodology was used and the study was web-based.
•For this study, responses from 562 participants in 48 states was collected.
•Toluna hosted and provided study participants.
• The following figure shows the processes the study participants were requested to complete:
Research Questions
Central Tendency of MLQ Leadership Constructs by Generational Cohort
Key Literature & Hypotheses
Implications for Management/Future Research
Understanding the leadership style preferences of each generation helps to make for a more productive organization. Kupperschmidt (2000) asserts that understanding generational differences could serve as a tool to leaders, enabling them to reduce tension among generations, improve innovational thinking, and increase productivity. Now more than ever, leaders must aim to meet the needs of their followers in order to keep their competitive edge. An area for future research could surround how to best train leaders to become transformational leaders who are able to manage vastly different generations.
Keywords: Baby Boomers, Generation X, Generation Y, multigenerational work force, leadership styles
Generational Characteristics
•Arsenault
•Lancaster & Stillman
•Strauss & Howe
•Lyon, Legg & Toulson Leadership Styles
•Bass & Avolio
•Conger & Kanungo Follower Rolls &Needs
•Ehrhart & Klein
•Howell & Shamir
•Kelley
•McGregor
•Maslow
•Van Vugt
Hypotheses
•H1A: There is a difference in leadership preference, as measured by responses to leadership vignettes, between those classified as Baby Boomers, Generation X’ers, and Generation Y’ers.
•H2A: There is a difference in leadership preference, as measured by the MLQ, between those classified as Baby Boomers, Generation X’ers, and Generation Y’ers.
•H3A: There is a difference in preference of transformational leadership qualities, as measured by the MLQ, between those classified as Baby Boomers, Generation X’ers, and Generation Y’ers.
•H4A: There is a difference in preference of transactional leadership qualities, as measured by the MLQ, between those classified as Baby Boomers, Generation X’ers, and Generation Y’ers.
•H5A: There is a difference in preference of passive avoidant leadership qualities, as measured by the MLQ, between those classified as Baby Boomers, Generation X’ers, and Generation Y’ers.
Informed consent form must be completed by participant before proceeding.
Participants were asked to read a vignette of a transformational oriented leader and then answer questions about that vignette.
Participants were asked to read a vignette of a transactional oriented leader and then answer questions about that vignette.
Participants were asked to read a vignette of a Laissez-Faire leader and then answer questions about that vignette.
Participants were asked to answer adjusted questions from the MLQ-5X short form.
Particpants were then asked to answer demographic questions.
End of survey. “Thank you” message appeared.
•Microsoft Excel was used for coding and SPSS was used for data analysis .
• The methods used to analyze the data consisted of descriptive statistics (measures of central tendency and frequency) and crosstabulations, as well as inferential statistics such as Pearson chi-squares, MANOVAs, and ANOVAs.
0
5
10
15
20
25
30
35
Disagree strongly
Disagree Somewhat
Not Sure
Agree Somewhat
Agree Strongly
Percentage of Responses
Overall Vignette Responses as a Percentage
Vignette 1
Vignette 2
Vignette 3
MLQ Construct
Generation Cohort
M
SD
Transformational
Baby Boomer
4.15
0.42
Generation X
4.19
0.51
Generation Y
4.11
0.58
Overall
4.15
0.51
Transactional
Baby Boomer
3.50
0.56
Generation X
3.53
0.59
Generation Y
3.76
0.64
Overall
3.60
0.61
Passive Avoidant
Baby Boomer
1.99
0.81
Generation X
2.15
1.00
Generation Y
2.68
1.21
Overall
2.30
1.07
•RQ1: Is there a difference in leadership preference, as measured by responses to leadership vignettes, between those classified as Baby Boomers, Generation X’ers, and Generation Y’ers?
•RQ2: Is there a difference in leadership preference, as measured by the MLQ, between those classified as Baby Boomers, Generation X’ers, and Generation Y’ers.?
• RQ3: Is there a difference in preference of transformational leadership qualities, as measured by the MLQ, between those classified as Baby Boomers, Generation X’ers, and Generation Y’ers?
• RQ4: Is there a difference in preference of transactional leadership qualities, as measured by the MLQ, between those classified as Baby Boomers, Generation X’ers, and Generation Y’ers?
•RQ5: Is there a difference in preference of passive avoidant leadership qualities, as measured by the MLQ, between those classified as Baby Boomers, Generation X’ers, and Generation
Strategies to increase retention rate of students in online degree programs
No full textGoal: The goal of this research was to develop and define strategies that will increase retention rate of ITS students. It is likely that such strategies will be applicable to other departments at UMUC.Strategies to Increase Retention Rate of Students in Online Degree Programs
Funded by Faculty Research Grant Program-Fall 2011
Goal: The goal of this research was to develop and define strategies that will increase retention rate of ITS students. It is likely that such strategies will be applicable to other departments at UMUC.
Specific Objectives
• Collect the demographic and enrollment data for students in the four programs within the ITS department, starting with the spring 2010 semester. :
• Analyze the data based on demographic information, such as gender and military status, as well as enrollment information, such as study program, course enrollment, and GPA.
• Survey a sample of the students who are not retained to determine the factors that contributed to their non-retention.
Background
The 2010 Sloan C report (:
http://sloanconsortium.org/publications/survey/pdf/class_differences.pdf) finds that more than 5.6 million students took at least one online course in 2009, and compared to the previous year there was an increase of 21% in online course enrollments. These numbers suggest that more students are opting for online courses and programs, which makes it imperative for institutions offering online programs to provide not only quality education but approaches to ensure student success.
Considering that the vast majority of students in distance education programs are working professionals, many times degree completion becomes a second priority to more pressing personal and professional demands. Studies have indicated that in general adult learners are twice as likely to drop out of programs (McGivney, 2004) primarily because of professional constraints, personal issues, and institutional factors. Results from a focus group of online graduate students (Deggs, Grover, and Kacirek, 2010) indicate that students' expectations of an online program include that the courses be practical, faculty be knowledgeable and accessible, and the institution be supportive of their needs.
This research focused on student retention rate in one department within the Graduate School at UMUC. Four degree programs comprise the ITS Department: Technology Management (TMAN), Information Technology (ITEC), Environmental Management (ENVM) and Biotechnology (BIOT). Our underlying assumption is that the longer a student does not enroll in any courses, the less the chances are for that student to return to his/her study program. For the purpose of this study, we define a student as being retained if the student enrolls in at least one course over a period of three semesters.
• Collect the demographic and enrollment data for students in the four programs within the ITS department, starting with the spring 2010 semester
Results:
Student Enrollment data was collected for the four programs within ITS: Technology Management (TMAN), Information Technology (ITEC), Environmental Management (ENVM) and Biotechnology (BIOT). Students who enrolled in at least 1 course in the spring 2010 semester were followed over the next 4 semesters-Su10, Fa10, Sp11 and Su11 to determine their enrollment status. We identified 1045 students who took at least one course in the spring 2010 semester, 313 students (30%) did not register for any course in the next 3 consecutive semesters. Interestingly, 100% of these students had taken no more than 9 credits of coursework at the time they stopped taking any additional courses. Furthermore, a clear majority of these students do so after only their first 6 credits of study.
• Analyze the data based on demographic information, such as gender and military status, as well as enrollment information, such as study program, course enrollment, and GPA.
The demographic distribution of the total 1045 students on this list was as follows; 29.76% military, 57.51% male, 39.52% female and 2.97% unknown. Comparing these percentages with the 313 students who did not sign up for any course for three consecutive semesters, they were 28.43% military, 60% male, 35.46% female and 4.47% unknown. Therefore, no significant differences were observed for special categories of students, such as gender or military status at the department level. A Chi-test suggests that gender distribution in the students who did not sign up for any course in three semesters is not significantly different than that of the total population of students under study.
Further breakdown of the gender distribution and military status by program for the total 1045 students and the 313 students who did not sign up for a course for three consecutive semesters is given in tables 1 and 2.
Not Enrolled in 3 Semesters
Enrolled in Spring 2010
F
M
U
F
M
U
BIOT
52.83%
41.51%
5.66%
52.15%
43.55%
4.30%
ENVM
0.00%
100.00%
0.00%
55.56%
44.44%
0.00%
ITEC
33.17%
61.46%
5.37%
33.13%
63.30%
3.58%
TMAN
27.78%
72.22%
0.00%
47.34%
52.66%
0.00%
Not Enrolled in 3 Semesters
Enrolled in Spring 2010
Mil
Non-Mil
Mil
Non-Mil
BIOT
24.53%
75.47%
16.13%
83.87%
ENVM
0.00%
100.00%
22.22%
77.78%
ITEC
29.76%
70.24%
35.15%
64.85%
TMAN
27.78%
72.22%
25.60%
74.40%
The following table shows GPA frequency of the 313 students who did not enroll in any courses for 3 consecutive semesters:GPA of 3.0 or more
145
GPA of less than 3.0
168
The cutoff point of 3.0 is selected, because students who have a minimum of GPA of 3.0 are in good standing, as far the Graduate School is concerned.
• Survey a sample of the students who are not retained to determine the factors that contributed to their non-retention.
Approximately 250 students who did not enroll in any course for 4 consecutive semesters were surveyed (Appendix A). Of the ~20% students who responded to the survey, the main factors that contributed to their non-enrollment were as follows:
1. Financial issues
2. Family obligations
3. Online format of delivery
Conclusions
Based on our research, we can reach the following conclusions: :
• Analysis of the demographic data information suggests that:
Almost one out of three students pause their education after their first 6 credits of study
Some semesters are more critical than others for enrollments. For example, if a student does not enroll in fall, there is 78% probability that the student would not enroll in the following semester. This compares with 47% for a student who does not enroll in summer.
The longer a student does not enroll, the higher the probability that the student would not return. Our studies show that there is 47%, 84%, and 90% probability that a student would not return after not enrolling for 1, 2, and 3 consecutive semesters, respectively.
• The results from the small sample size of survey responses suggest that the main reasons for the pause in enrolling (stop out) are family issues, finances, and their preferences for the style of education. Furthermore, the results show that student performance, as measured by the GPA, is not a decisive factor in stopping out.
The above conclusions imply that it is critical to follow up with the students who are in the first 6 credits of their study and who have just stopped enrolling. The most efficient time for follow-up is the fall semesters.
Future
• Conduct a longitudinal study of the factors used in this research to confirm the validity :
• Expand this study to include other departments in the Graduate School and even the undergraduate school at UMUCReferences:
Deggs, D., Grover, K., & Kacirek, K. (2010). Expectations of adult Graduate students in an online degree program. College Student Journal, 44(3), 690-699.
McGivney, V. (2004). Understanding persistence in adult learning. Open Learning, 19(1), 33-46
Leonardo Da Vinci: Drawing his drawings in the presence of his drawings at Windsor Castle and the British Museum
No full textBy making drawings of his drawings an interdisciplinary approach combining studio art with art history became an exciting way for one of my generation to meet this challenge of reinterpreting Leonardo Da Vinci and his art. He is known for his extraordinary intelligence and skills in each of his cerebral hemispheres individually. We should now consider to think of him as one who gracefully and fluidly used both of his cerebral hemispheres simultaneously. In addition to studying the drawings and making drawings after them, I also read nearly all of the relevant and important literature regarding Leonardo Da Vinci’s life and work.Leonardo Da Vinci
Drawing His Drawings in the Presence of His Drawings
At Windsor Castle
And
The British Museum
Richard C. Gruetter © 2012
Prints and Drawings Department The British Museum
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Child and CatTBM 99 Verso
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Profile of a ManTBM 111
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Male NudeMichelangelo WRL 421 Verso
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Nude ManTBM 110
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Windsor Castle
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Winsor 12331
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Inscription on the drawing“Landscape of the Arno River Valley”Uffizi, Florence
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Hurricane over Horsemen and TreesWRL 12376
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The British Museum
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Rider on a Rearing Horse Fighting a DragonThe British Museum 1952-10-11-2
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Innovation and global aspiration: The emergence of China as a leading nation in the global telecommunications sector
No full textThis research contributes to the literature by investigating the patterns and apparent motives of China’s state-owned and state-sponsored global telecommunication (hereafter telecom) expansion. The research identified four innovation factors and four multinational enterprise (MNE) activity seeking investment factors that help explain China’s global telecom expansion. The innovation factors examined were labor, capital, government, and culture; and the MNE activity-seeking investment factors examined were natural, market, efficiency and strategic asset.
These eight factors, along with data from China’s telecom industry and extant innovation and MNE literature, helped support an integrative Five-State Global Telecom Maturity Model (Telecom Maturity Model) suggesting that global telecom investment can be measured in maturity stages. It is argued that the global telecom maturity model may be used in the future by MNE firms to enhance their global telecom management capability and strategy. The telecom maturity model may also be used by host-countries to measure a telecom provider’s foreign direct investment (FDI) maturity-level in their country.
Using an evidence-based research (EBR) approach that included systematic reviews of research studies, case studies, and analyses of data previously collected, the findings are conclusive that China’s global telecom expansion strategy is planned, mature and intrinsically linked to its national economic strategy.INNOVATION AND GLOBAL ASPIRATION: THE EMERGENCE OF CHINA AS A LEADING NATION IN THE GLOBAL TELECOMMUNICATIONS SECTOR
By
Maurice M. McKinney
Dissertation submitted to the Faculty of the Graduate School of the
University of Maryland University College, in partial fulfillment
of the requirements for the degree of
Doctor of Management
2011
Doctoral Committee:
Kathleen F. Edwards Ph.D.
Dennis W. Winters Ph.D. 2
Abstract
Innovation and Global Aspiration: The Emergence of China as a Leading Nation in the Global Telecommunications Sector
This research contributes to the literature by investigating the patterns and apparent motives of China’s state-owned and state-sponsored global telecommunication (hereafter telecom) expansion. The research identified four innovation factors and four multinational enterprise (MNE) activity seeking investment factors that help explain China’s global telecom expansion. The innovation factors examined were labor, capital, government, and culture; and the MNE activity-seeking investment factors examined were natural, market, efficiency and strategic asset.
These eight factors, along with data from China’s telecom industry and extant innovation and MNE literature, helped support an integrative Five-State Global Telecom Maturity Model (Telecom Maturity Model) suggesting that global telecom investment can be measured in maturity stages. It is argued that the global telecom maturity model may be used in the future by MNE firms to enhance their global telecom management capability and strategy. The telecom maturity model may also be used by host-countries to measure a telecom provider’s foreign direct investment (FDI) maturity-level in their country.
Using an evidence-based research (EBR) approach that included systematic reviews of research studies, case studies, and analyses of data previously collected, the findings are conclusive that China’s global telecom expansion strategy is planned, mature and intrinsically linked to its national economic strategy.
KEYWORDS: China, Telecommunications, Innovation, Multinational Enterprise (MNE) 3
Dedication
This dissertation is dedicated to my family. I would like to thank my Mom and Dad (Columbus and Willie B. McKinney) for believing in me and always being by my side. I would like to thank my brother and sister (Ryzell McKinney and Rosie McCallister) for always being there to listen to me. I would like to thank my three sons (Maurice, Jacob and Kaeleb) for their unconditional love, patience and support. Yes, Jacob and Kaeleb, you can now call me, “Doctor Daddy.” Two of my life goals are to leave this world in a better shape than when I arrived. Just by looking at my three boys, I know these goals are accomplished. 4
Acknowledgement
I would like to thank my employers for their generous financial support and allowing the flexibility to complete this dissertation. I would like to thank my Expert Panel members: Colonel Lance H. Spencer, a senior military officer in the U. S. Air Force; Dr. H. Mark McGibbons, a professor at National Defense University (NDU); and Dr. Michael J. Donohoe, a professor at National Defense University (NDU). I would like to thank Ms. Carolyn Barnes, my former supervisor and now life-long friend. Additionally, I would like to thank Carolyn for writing the outstanding letter of reference and shepherding my Doctoral application through the bureaucratic maze. I would like to thank Kim Ross, my friend and part-time editor, for her expert American Psychological Association (APA) guidance. Finally, I would like to acknowledge Professor Kay Edwards for keeping on track.
5
Table of Contents
Abstract .......................................................................................................................................... 2
Dedication ...................................................................................................................................... 3
Acknowledgement .......................................................................................................................... 4
Table of Contents ............................................................................................................................ 5
List of Tables ................................................................................................................................. 7
List of Figures ................................................................................................................................ 8
Chapter 1: Introduction ................................................................................................................... 9
1.1 Purpose of Dissertation ........................................................................................................ 9
1.2 Statement and Significance of the Problem ....................................................................... 13
1.3 Dissertation Importance ..................................................................................................... 15
1.3.1 Importance to Management Practice........................................................................... 15
1.3.2 Importance to Worldwide Governments ..................................................................... 17
1.3.3 Importance to Scholars................................................................................................ 18
1.4 Research Questions ............................................................................................................ 18
1.5 Organization of the Dissertation ........................................................................................ 19
Chapter 2: Literature Review ....................................................................................................... 21
2.1 Chapter Introduction .......................................................................................................... 21
2.2 Building China’s Telecom Industry ................................................................................... 21
2.2.1 China’s pre-World Trade Organization (WTO) entry ................................................ 22
2.2.2 China’s post-World Trade Organization (WTO) Telecom Expansion ....................... 33
2.3 Radical Innovation Factors ................................................................................................ 35
2.3.1 Labor Support for Innovation in China’s Telecom Industry ...................................... 37
2.3.2 Capital Support for Innovation in China’s Telecom Industry..................................... 37
2.3.3 Government Support for Innovation in China’s Telecom Industry ............................ 37
2.3.4 National Culture to Support Innovation in China’s Telecom Industry ....................... 38
2.4 Multinational Enterprise (MNE) Activity-Seeking Factors ............................................... 38
2.4.1 Natural Resource Seeking Activity ............................................................................. 39
2.4.2 Market Resource Seeking Activity ............................................................................. 40
2.4.3 Efficiency Seeking Activity ........................................................................................ 40
2.4.4 Strategic-Asset Seeking Activity ................................................................................ 41
2.4.5 Eclectic Paradigm ....................................................................................................... 41
2.5 Research Propositions ........................................................................................................ 48
2.6 Summary of Chapter 2 ....................................................................................................... 51
Chapter 3: Conceptual Models..................................................................................................... 53
3.1 Introduction ........................................................................................................................ 53
3.2 Applying the Macro Influencer Model .............................................................................. 54
3.2.1 Macro Influencer 1: Emerging Economies ................................................................ 54
3.2.2 Macro Influencer 2: Centralized Governments .......................................................... 55
3.2.3 Macro Influencer 3: National Strategy....................................................................... 56
3.2.4 Macro Influencer 4: Decentralized Governments ....................................................... 56
3.3 Innovation Audit Model ..................................................................................................... 56 6
3.3.1 Innovation Audit Stages .............................................................................................. 59
3.4 The Five-Stage Global Telecom Maturity Model .............................................................. 62
3.4.1 Stage 1: Early Development ....................................................................................... 62
3.4.2 Stage 2: Country-of-Origin Effect .............................................................................. 65
3.4.3 Stage 3: Knowledge Transfer ...................................................................................... 67
3.4.4 Stage 4: Market Leader ............................................................................................... 68
3.4.5 Stage 5: Host-Country Telecom Hegemony .............................................................. 69
3.5 Summary of Chapter 3 ....................................................................................................... 71
Chapter 4: Research Methodology............................................................................................... 72
4.1 Introduction ........................................................................................................................ 72
4.2 Search Criteria ................................................................................................................... 73
4.3 Research Design ................................................................................................................ 74
4.3.1 Definition of Keywords and Scope of Research ......................................................... 74
4.4 Thought Leaders ................................................................................................................ 76
4.5 Expert Panel ....................................................................................................................... 79
4.6 Summary of Chapter 4 ....................................................................................................... 80
Chapter 5: Analysis and Discussion ............................................................................................ 82
5.1 Introduction ........................................................................................................................ 82
5.2 Literature Findings ............................................................................................................. 84
5.3 Research Questions and Conclusion .................................................................................. 84
5.4 Alternative points of view on China’s Telecom Expansion .............................................. 86
5.5 Summary of Chapter 5 ....................................................................................................... 90
Chapter 6: Conclusion................................................................................................................... 91
6.1 Dissertation Conclusion ..................................................................................................... 91
6.1.1 Conclusions Summary ................................................................................................. 96
6.2 Implications for Management Practice .............................................................................. 97
6.3 Implications for World-wide Governments ........................................................................ 99
6.4 Implications for Scholars .................................................................................................. 100
6.5 Analysis and Implications of Trends ................................................................................ 100
6.6 Limitations ....................................................................................................................... 101
6.7 Areas for Further Research .............................................................................................. 102
6.8 Summary of Chapter 6 ..................................................................................................... 102
References .................................................................................................................................. 105
7
List of Tables
Table 1: China’s Top Five Telecom’s Global Revenue ................................................................ 10
Table 2: Key Milestones in China’s Telecom Expansion (1948-1970) ....................................... 23
Table 3: Key Milestones in China Domestic Telecom Expansion (1980-1985) ......................... 26
Table 4: Key Milestones in China’s Domestic Telecom Expansion (1986-1989) ...................... 27
Table 5: Key Milestones in China’s pre-WTO Global Telecom Expansion (1994 – 2001)......... 30
Table 6: Key Milestones in China’s post-WTO Telecom Expansion (2002 - 2011) .................... 34
Table 7: Sino State-supported Telecom Relationship (2008, 2010) ............................................. 35
Table 8: New MNEs Compared to Traditional MNEs ................................................................. 49
Table 9: Keyword Listing ............................................................................................................ 74
8
List of Figures
Figure 1: ZTE Ownership Structure ............................................................................................ 12
Figure 2: Macro Influencer Model ............................................................................................... 54
Figure 3: Innovation Audit Model ............................................................................................... 60
Figure 4: Five-Stage Global Telecom Maturity Model ................................................................ 62 9
Chapter 1: Introduction
1.1 Purpose of Dissertation
From 1950 to 2010, leaders of the People’s Republic of China (PRC) government developed China’s telecommunication (hereafter telecom) industry from a domestic industry focused on internal telecom expansion to a global state-owned and state-supported telecom giant that rivals only the U.S. and Japan. The purpose of this dissertation is to investigate the patterns and apparent motives of China’s top five state-owned and state-supported telecoms, in particular China’s decision to expand globally, and to the extent to which four innovation factors and four multinational enterprise (MNE) activity-seeking factors explain China’s unprecedented and successful global expansion.
For this dissertation’s purpose, China’s telecom providers are divided into two categories: state-owned and state-supported. China’s state-owned telecom providers are defined in three ways. First, China’s State-owned Assets Supervision and Administration Commission (SASAC) can list the telecom provider as a state asset (PRC SASAC, 2011). The SASAC supervises and manages the state-owned assets under supervision of the Chinese government. Second, the telecom provider, through its annual report can self-declare as a state-asset. Third, this dissertation will label the telecom provider as a state-owned telecom MNE because evidence will show it is, directly or indirectly, controlled by the Chinese government. The Chinese government’s direct or indirect control of a telecom provider is discovered through corporate annual reports or U.S Security and Exchange Commission (SEC) filings. China’s state-supported telecom providers are defined as: (1) telecom providers that receive unconditional government grants that are directly recognized in corporate profit and loss statements; (2) 10
telecom providers that receive government tax incentives; and (3) telecom providers that are regulated by a centrally controlled government.
This dissertation will focus on China’s top five state-owned and state-supported telecom providers. The top-five state-owned or state-sponsored telecom providers are: China Mobile Limited (China Mobile), China Unicom (Hong Kong) Limited (China Unicom), China Telecommunications Corporation (China Telecom), ZTE Corporation (ZTE), and Huawei Technologies Co. Ltd. (Huawei). China Mobile, China Unicom, China Telecom and ZTE are considered state-owned enterprises (SOEs). Huawei is considered a state-supported enterprise.
The top-five state-owned and state-sponsored telecom providers were selected based on their 2010 revenue. As shown in Figure 2, collectively they earned approximately USD 166 billion in revenue. The Chinese Renminbi (RMB) and Chinese Yuan (CNY) were calculated using official U.S. Treasury exchange rates. On December 31, 2010, the RMB exchange rate was 6.6700 to one United State dollar (USD) (U.S. Department of the Treasury, 2010).
Table 1: China’s Top Five Telecom’s Global Revenue
Chinese Telecom MNE
Global Revenue
Revenue (RMB/CNY)
Revenue (USD)
China Mobile
¥485,200,000,000
25,682,158,838.10
China Telecom
¥184,507,000,000
10,534,182,874.73
Huawei
¥185,176,000,000
164,384,707,118.50
Source: Adapted from China Mobile Annual Report, 2010; China Unicom Annual Report, 2010; China Telecom Annual Report, 2010; ZTE Annual Report, 2010; Huawei Annual Report, 2010; U.S. Treasury Reporting Rates, 2010
China Mobile is a state-owned mobile telecom services operator (PRC SASAC, 2011) that provides international long distance calls, domestic roaming, and international roaming 11
(China Mobile Annual Report, 2010). In 2010, China Mobile operating revenue totaled (RMB) 485.2 billion (USD 71.749 billion). China Mobile has 164,336 employees and its mobile roaming service covers 186 countries and services 584 million customers. China Mobile primarily operates nationwide telecom networks in Mainland China and Hong Kong.
China Unicom is a state-owned asset (PRC SASAC, 2011) that provides mobile and fixed-line business (China Unicom Annual Report, 2010). The mobile business includes telecom services, mobile internet services, and mobile value added services. The fixed-line business includes telecom services and fixed broadband services. In 2010, China Unicom’s revenue totaled RMB 171.300 billion (USD 25.331 billion) and its mobile subscribers reached 167,426 million (p. 5).
China Telecom is a state-owned asset (PRC SASAC, 2011) and the world’s largest wire-line telecom and broadband services provider. It provides telecom and broadband services. The telecom and broadband services include fixed-line telephone, mobile services, internet connections and application services (China Telecom Annual Report, 2010). By the end of 2010, China Telecom had 175 million wire-line access customers, 63 million wire-line broadband customers, and 90 million mobile customers (p. 5). Their revenue totaled RMB 184.5 billion (USD 27,284 billion).
ZTE provides global telecom solutions such as advanced telecom systems and equipment, carrier networks, terminal and telecom software systems and services (ZTE Annual Report, 2010). The 2010 revenue totaled RMB 70.263 billion (USD10.390 billion). ZTE has long-standing business ties with China Mobile, China Telecom, and China Unicom (ZTE Annual Report, 2010). As shown in Figure 1, ZTE’s controlling shareholder, Zhongxingxin, is jointly owned by Xi’an microelectronics, Shenzhen Aerospace Guangyu Industrial (Group) Limited 12
(Aerospace Guangyu) and Zhongxing WXT, each holding 34%, 17%, and 49% in Zhongxingxin respectively (ZTE Annual Report, 2010). Xi’an Microelectronics and Aerospace Guangyu are state
Enhancing Student Engagement with Polling - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Enhancing Student Engagement with Polling
Floyd Csir
Instructional Support Specialist
Center for Support of Instruction
Published: March-April 2011
Category: » Online-pedagogy » Teaching-tools
Introduction
Polls can be used in the online classroom to prompt students to engage with faculty, their classmates,
and content in an interactive manner. This article discusses polling and its benefits, strategies and
examples for using polls in the classroom, and free polling tools that can be embedded in WebTycho.
What is Polling?
Although polls and polling are defined differently depending on the industry and their use, this
discussion focuses on Web-based polls that can be used as a quick-response instructional method in
the online classroom. They are similar to clickers that are used in face-to-face classrooms to support
interactivity and provide immediate feedback on student learning. In this vein, polls provide a quick
sampling of the status of student opinions or their knowledge/understanding of specific topics. Online
polling tools and services allow the user to enter questions and predefined answer choices in an
application on a third-party Web site. The finished product can be embedded into various parts of the
WebTycho classroom. Students can respond to the questions, and aggregated results are immediately
available to both students and faculty.
Online polls differ from surveys. A poll allows the user to ask a single question, people "vote" on the
best answer from the available choices, and all voting results up to that point are accessible instantly
by the voter and poll creator. Some polling tools allow voters to view existing poll results without even
voting. A survey, on the other hand, contains many questions and question types whose results are not
known on the spot.
Benefits of Polling
A survey at The University of Texas at Brownsville and Texas Southmost College found that students
felt polling provided a sense of community in the online classroom (Corbeil, 2005). Survey results
indicated that 89 percent of 64 graduate students believed polls improved social interaction, provided
opportunities for learning alternative perspectives, and initiated discussion in online courses.
Using polling may help students feel more comfortable with discussing difficult topics. Some students
who are introduced to new or controversial content may be reluctant to participate in discussions.
However, the feeling of unease in discussing such topics may be abated through polling if a student
sees that other classmates have a similar opinion. According to Corbeil (2005), "online polls provide an
alternative to the written word, circumventing problems associated with student apprehension and the
inability to verbalize comments." Polling can be designed so that students provide anonymous
responses, which provides them the freedom to express their thoughts without being influenced by
others (Martyn, 2007). Students no longer have to be afraid of having a wrong answer or fear that they
will be penalized for providing a particular answer to a question.
Enhancing Student Engagement with Polling - DE Oracle
Suggested Polling Strategies
Focused discussions: Information overload from lengthy threaded discussions can lead to
non-participation (Jones, Ravid, & Rafaeli, 2004; Cheung & Hew, 2007). To help students with topics
that do not need lengthy discussions, polling can help students focus on a specific topic, get them
started in the right direction for a quick discussion, or help them get back into the subject matter if
they have gone off-topic.
Evidence of student learning: Faculty can create focused poll questions that come from the
readings, conference discussions, or upcoming quizzes as a way to see evidence of student learning
and critical thinking. The results from these questions can be helpful for faculty to determine if they
need to provide more information or ask more probing questions to help students understand a concept
better.
Polling multiple sections: Polls can be re-used in multiple courses and subsequent semesters. If
faculty teach multiple sections, they can ask students from different sections to respond to the same
poll. Student responses from different sections using the same poll can provide a larger sample of
information that may be appropriate, while polls unique to each section can indicate thoughts and
attitudes of students specific to those sections. Note: If the same poll(s) will be used in subsequent
semesters, faculty should remember to reset the student responses at the end of the semester.
Student expectations: It is a good idea to explain the purpose of polling so that students will be
more interested in participating. For example, it helps to set student expectations if the instructor lets
students know that poll participation is anonymous and nongraded, whether the poll results will be
used for discussion purposes, or to help the instructor understand student consensus on a difficult
concept.
Examples of Polling in the Online Classroom
Polls can be utilized in a variety of ways to increase student participation and provide opportunities for
faculty to be in touch with what their students are learning. For example, faculty can develop poll
questions for their students about sticking points on a difficult concept. Polls can also be used to assist
students with quickly self-assessing their understanding of the course materials. With the responses to
the polling question(s), faculty can adjust their content or feedback as needed.
Specific examples of how polls could be set up and used in the online classroom and what they might
look are listed below:
Enhancing Student Engagement with Polling - DE Oracle
Introductions
At the start of a new semester, faculty can use a poll
to ask students to indicate their reasons/goals for
taking the course or how they intend the course will
contribute to their professional goals. This can be
placed on the announcement page or in the
conferences. In the Polldaddy example on the right,
students can select more than one answer and can
add a different response in the “Other” field.
Feedback
A poll may help identify a concern or misconception
students have about WebTycho features. Using a poll
at the beginning of the semester can help instructors
decide whether students would like certain features,
such as Class Awareness or Workbook, available in
the classroom. In these two Micropoll examples,
faculty can provide students with an opportunity to
show their preferences.
Enhancing Student Engagement with Polling - DE Oracle
Pre-Assessment
Polls can be used to identify areas where students
need more help and or clarification prior to a graded
assessment (Byrne, 2010). If students don't appear
to be understanding a specific point on a difficult
concept, the instructor can post a poll to focus
student attention on specific answers or perspectives
he or she wants students to consider. An example of
this type of assessment question has been created
with Widgetbox.
Polls can also be used for the following purposes:
Summary of Results — After students participate in a poll, faculty can process the data results for
their own instructional purposes, such as changing aspects of future discussions or quizzes.
Student Synthesis of Results — Faculty might use a poll to ask students to analyze and summarize
the significance of the poll results themselves, thereby generating further discussion and fostering
critical thinking skills. Poll results and related discussions could be used for test questions or research
paper topics in graded assessments.
Free Polling Tools to Try
Polling tools have varying levels of customization for how they are displayed. Results are typically
shown after an individual and/or selected group votes in the poll. The tools listed below are free and
also offer a paid subscription version with optional enhanced features. Most polls can be made public or
private using, for example, a password. Faculty should consider the content of the poll when
determining if it should be public or private.
When using these tools, only one account needs to be created (by the faculty), which keeps students
from having to create separate accounts to participate in the poll. The poll services provided below
generate embed code that can be copied and pasted into WebTycho Announcements, Course Content,
or Conferences. Any advertisements seen in the polling tools are either self-promotions or links to
partner sites and not links to third-party products. Please be aware of browser requirements before
using a tool.
If you would like to embed any of the polling tools in your classroom, please see How to Embed
External Multimedia Objects in a WebTycho Classroom for instructions.
Polldaddy (http://polldaddy.com/) - Differentiates polls, surveys, and quizzes. Gives pre-configured
options for styles and sizes. Includes numerous poll options. Limits responses to 100 per month for free
version. Allows videos or images within the poll. Answers can be randomly displayed. Results and poll
sharing can be disabled.
Widgetbox (http://www.widgetbox.com/) - Polls are just one tool available in this suite of Web services.
One can create a poll “widget” and add images. The generated embed code can be in Javascript or
Flash format. The free version lets students view results prior to voting.
Enhancing Student Engagement with Polling - DE Oracle
Contact Site Manager
Created and Maintained by the Center for Support of Instruction
© University of Maryland University College
Micropoll (http://micropoll.com/) - Offers ease of use to create a poll and provides embed code or a direct
link to the poll. Polls can have single-choice or multiple-choice answers, and answer choices and can be
formatted as a drop-down menu. Participants may be able to share polls (and allow non-students to
vote) on the open Internet without faculty knowledge or management.
Flexipoll (http://www.flexipoll.com/) - Although no registration is required, it does not have a polished
interface. Once aquestion is set up, it cannot be revised.
NOTE: This article mentions a few examples of polling tools. These references should not be taken as
an endorsement of any particular tool, technology, or company. If you are thinking of implementing
any of these tools into your course, check with your academic administrator for suitability.
References
Byrne, R. (2010, July 24). Nine survey tools for teachers and students. Free Technology for Teachers.
Retrieved from http://www.freetech4teachers.com/2010/07/nine-survey-tools-for-teachers-and.
html (http://www.freetech4teachers.com/2010/07/nine-survey-tools-for-teachers-and.html)
Cheung, W., & Hew, K. (2007). Use of ground rules and guidelines in online discussion: A case study.
In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia,
Hypermedia and Telecommunications 2007 (pp. 2753-2758). Chesapeake, VA: AACE.
Corbeil, J. (2005). Using web polls to enhance social interaction in computer-mediated distance
education [Electronic version]. Issues in Information Systems, VI(1), 251-257. Retrieved from
http://www.iacis.org/iis/2005_IIS/PDFs/Corbeil.pdf (http://www.iacis.org/iis/2005_IIS
/PDFs/Corbeil.pdf)
Jones, Q., Ravid, G., & Rafaeli, S. (2004). Information overload and the message dynamics of online
interaction spaces: A theoretical model and empirical exploration. Information Systems Research,
15(2), 194-210.
Martyn, M. (2007). Clickers in the classroom: An active learning approach [Electronic version].
Educause Quarterly, 2, 71-74.
About the Author(s)
Floyd Csir enjoys collaborating with colleagues on a variety of instructional technology projects that help students, faculty,
and staff reach their goals. He joined the CSI staff in August 2009 as an Instructional Support Specialist.
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Geopolitics of cyberspace
No full textAbstract: This educational event will offer an in-depth presentation and discussion about the growing geopolitical competition over cyberspace and its implications for global security. Drawing form research of the Citizen Lab, and in particular the Information Warfare Monitor's Ghostnet and Shadows in the Cloud, Ron Deibert will share prominent trends contributing to cyberspace contestation and will put forward unique perspectives on the broader implications for world politics and security.The Geopolitics of
Cyberspace
Ron Deibert
Director, the Citizen Lab,
University of Toronto
[email protected]
JR02-2009
Information Warfare Monitor
Tracking GhostNet:
http://www.infowar-monitor.net/ghostnet
Investigating a Cyber Espionage Network
March 29, 2009
JOINT REPORT:
Information Warfare Monitor
Shadowserver Foundation
April 6, 2010
SHADOWS IN THE CLOUD:
Investigating Cyber Espionage 2.0
INFOWAR
MONITOR
JR03-2010
WEB VERSION. Also found here:
http://shadows-in-the-cloud.net
ASEAN
Associated Press
Deloitte and Touche
United Nations
Embassy of India, US
Taiwan Stock Exchange
Ministry of Foreign Affairs, Iran
Dept of Foreign Affairs, Indonesia
Embassy of Indonesia, China
High Commission of India, UK
NATO (Germany)
Prime Minister’s Office, Laos
........
Selected Infections
From: "[email protected]"
Date: 25 July 2008
Subject: Translation of Freedom Movement ID Book for Tibetans in Exile
Translation of Freedom Movement ID Book for Tibetans in Exile.
Front Cover
Emblem of the Tibetan government in Exile
Script: Voluntary Contribution into common fund for Tibetan Freedom Movement
Inside Cover
Resolution was passed in the preliminary general body meeting of the
Tibetan Freedom Movement held on July 30, 1972 that the Tibetan
refugees in exile would promise for each individual’s share of the
voluntary contribution into the Tibetan Freedom Movement Receipt book.
This resolution was later reaffirmed by the 11th Tibetan People’s
Deputies and passed into the law on April 01, 1992 (Tibetan King Year
2119)
Until the last page of this book is used, the book stands valid until
August 15, 2012
Date: August 16, 2008
Emblem of the Tibetan Government in Exile
Official Signature
Attachment: Translation of Freedom Movement ID Book for Tibetans in Exile.doc
National Security Council Secretariat
Indian Armed Forces
Indian Defense Contractors
Embassy of India, Kabul,
Embassy of India, Moscow
Embassy of India, US
Consulate General of India, Dubai,
High Commission of India in Abuja, Nigeria
Indian Diplomatic and National Security
Establishment
“Secret” “Classified” “Restricted”
Fusion Methodology
Technical
Interrogation
accomplished through
network probes,
reconnaissance, and
software-based tests
Field Research
undertaken by local
experts in situ;
interviews and tests
Multi-
Disciplinary
Analysis
Advanced data fusion,
visualization & analysis
Global Partnerships
Transformation of Signals
Intelligence
• Cold War Sigint platforms: billions of dollars
• Cyber-collection platform: Cost of
deployment is near zero
• Entered the age of DIY Sigint
The Age of Auto-Surveillance
By NART VILLENEUVE
with a Foreword by
Ron Deibert and Rafal Rohozinski
November 12, 2010
KOOBFACE:
Inside a Crimeware Network
JR04-2010
WEB VERSION. Also found here:
http://www.infowar-monitor.net/koobface
INFOWAR
MONITOR
First Phase (1990s):
Cyber Commons
Liberal “hands off” state regulations; telecom development
policies; dot-com boom; citizen mobilization
Second Phase (2000s):
Cyber Borders
The unintended and perceived negative consequences of an
unfettered Net lead to greater state and corporate intervention
Present Phase (10s):
Cyber Arms Race
Cyberspace has become an object of intense geopolitical
contestation among states and non-state actors alike
Legal and Normative
Measures
Broad use of slander, libel and other
laws to restrict information; create
climate of self censorship
Informal Requests
And other pressures applied to
ISPs and OSPs to “take down” or
remove offensive posts or
information that threatens
“national security”
Outsourcing/
Downloading
Includes decisions taken by private
companies to comply with spirit of
local laws or to turn over
information on users
Just-in-Time Blocking
Disabling or attacking critical
cyberspace assets at key moments in
time (e.g., elections, public
demonstrations)
Computer Network
Attacks
As a component of military action
or low intensity conflict (e.g.,
Estonia, Russia-Georgia
Patriotic Hacking
Government security services
informally encourage or tacitly
approve actions of citizen groups --
China 50 cent party; Russian
Targeted Surveillance/ hackers
Social Malware attacks
Infiltration of adversarial networks
though targeted “social malware”
and drive-by web exploits
Militarization of Cyberspace
Cyber Arms
Race
Cyber Arms Race
Physical Sphere Code sphere Regulatory Idea Sphere
Sphere
The Perfect Storm
The whole human memory can be, and probably in a
short time will be, made accessible to every individual...
It need not be concentrated in any one single place. It
need not be vulnerable as a human head or a human
heart is vulnerable. It can be reproduced exactly and
fully, in Peru, China, Iceland, Central Africa, or wherever
else seems to afford an insurance against danger and
interruption. It can have at once, the concentration of a
craniate animal and the diffused vitality of an amoeba.
H.G. Wells “World Brain” 1937
For more info:
opennet.net
infowar-monitor.net
citizenlab.or
Metaphors of land and sea: Narratives of two Māori leaders
No full textAbstract: This article explores the use of metaphors in the personal narratives of two Māori leaders regarding their experiences with the Māori language. These narratives come from a collection of 72 interviews and were chosen for their contrasting qualities. In each, the narrators used metaphors appropriate to their respective backgrounds. The analysis shows how metaphors create the texture of each narrative. While many of the metaphorical uses of language are consistent with the expectations of the English language, some metaphors appear to represent ideas specific to Māori culture.Running Head: Metaphors of Land and Sea 0
Metaphors of Land and Sea: Narratives of Two Māori Leaders
By
George Ann Gregory, Ph.D.
Communications
[email protected]
January 2010
The research for this paper was gathered during a Fulbright Senior Research Grant to New Zealand. I want to thank Dr. Merrily Stover for reviewing the paper and making invaluable comments, Dr. Jeanette King for providing feedback about my analysis, and Edward Ellison and James “Tex” Rickard for telling me their stories.
Running Head: Metaphors of Land and Sea 1
Abstract
This article explores the use of metaphors in the personal narratives of two Māori leaders regarding their experiences with the Māori language. These narratives come from a collection of 72 interviews and were chosen for their contrasting qualities. In each, the narrators used metaphors appropriate to their respective backgrounds. The analysis shows how metaphors create the texture of each narrative. While many of the metaphorical uses of language are consistent with the expectations of the English language, some metaphors appear to represent ideas specific to Māori culture.
Key Words: Metaphor, Discourse Texture, Māori, Narrative Running Head: Metaphors of Land and Sea 2
Introduction
The two interviews analyzed in this paper are part of a larger collection of 72 interviews gathered during a Senior Fulbright Research grant to New Zealand in 2005. The interviews were conducted in English. The interviewing began in Dunedin on the South Island with Ngāi or Kāi Tahu. As I was listening to each speaker relate her/his experiences with the Māori language, I was struck by the use of metaphors. And I began wondering what the source of the metaphors were and what cultural ideas the metaphors might represent. The interview prompt—tell me about your experiences with the Māori language--requested a personal narrative. The two interviews analyzed here were chosen because of their contrastive nature. Both interviewees are male and have been leaders of their respective sub-tribe (hapū) as well as having some national recognition.
One is an elder who grew up on the North Island during a time when the Māori language was still commonly spoken. The other is not yet an elder and grew up on the South Island, learning Māori as a second language. This present study explores how these two men use different metaphors to create a texture that represents the life experiences of each and how some metaphors express Māori ideas through the English language. Any exploration of metaphors crosses many linguistic boundaries as metaphors can be viewed from many perspectives. An example of the how difficult it can be to relegate metaphors to a single linguistic category is illustrated by the Wyoming saying “rode hard and put away wet,” which conveys an important aspect of the culture of Wyoming—horses and cowboys--and the importance of wiping a horse down after a hard ride. The picture this phrase creates is not only multi-dimensional, but it also multi-sensory with dual-perspectives—that of the horse and the rider.
Aristotle (1984) was the first to describe metaphors in his Rhetoric, a treatise on how to speak effectively: “Metaphor, moreover, gives style clearness, charm, and distinction as nothing else can: and it is not a thing whose use can be taught by one man to another” (p. 168). This remark focuses on metaphors for the creation of meaning and suggests the individuality of metaphors in representing the thinking of the speaker. Until recently, metaphors have remained part of the study of literature, but with the publication of Lakoff and Johnson’s (1980) Metaphors We Live By projects the notion that, at least in English, metaphors are an inherent part of language and shows how metaphors provide coherence, using the example of the conceptual metaphor and its conversational usages (pp. 77-86) and one-party rational arguments (pp. 87-89).
For purposes of this study, the work of Lakoff and Johnson (1980) is the most usable for analysis as they discuss metaphors as devices for creating coherence although this analysis looks at narrative uses, not conversational ones. The Lakoff and Johnson (1980) discussions of certain metaphors, such as orientational metaphors, cover some of the same ground as Halliday and Hassan’s (1976) study of English thematic cohesion that can occur within sentences and between sentences. In other words, metaphors create texture, texture being the intersection of coherence and cohesion that creates the unity and interdepedence within text (Crane).
Part of the analysis of this includes how two speakers of Māori use metaphors in their personal narratives to convey Māori cultural ideas. One study that relates to the current analysis is Gregory’s (1990) paper “Have a Baby for Him,” which examines how Diné ideas are expressed in English. The phrase “have a baby for him” conveys the Diné idea of a child being born to the mother’s clan, the primary clan, and born for the father’s clan, the secondary clan (Kluckhorn & Leighton, 1974, p. 112). The paper compares this phrasing to the more common English phrasing of “had a baby by him,” with the latter phrase implying the idea of the woman Running Head: Metaphors of Land and Sea 3
as a passive receiver of an action: By is often used in passive constructions. On the other hand, the Diné phrase implies that the woman has acted on behalf of the man (p. 4). Further examples show the Diné use of other nouns and noun phrases have a different metaphorical use from native English speakers and demonstrates that Diné use English in specific ways to communicate their own ideas and that both the ideas and the word choice differ accordingly.
Most relevant to this present analysis is King’s (2003) study of the metaphors that Māori use when describing the Māori language. Generally speaking, “native speakers of Māori tend to describe language as an object, whereas newly-fluent speakers of Māori prefer to employ metaphors of process, describing language as a journey, or as food or water” (p. 105). One object metaphor, “language is a treasure” is embedded in the history of New Zealand and the 1987 Māori Language Act (King, 2003, p. 106). The metaphor of the Māori language as a journey or pathway, “it is following the path of my elders” (King, 2003, p. 111). Sometimes the journey metaphor is expressed as a canoe, waka: “Informants speak of either getting onto the canoe, piki/eke ki rungai i te waka, and/or heading their canoe in a forward direction, ahu whakamua, or in a straight line, haere tika” (King 2003, p.112).
In a less common metaphor, language is seen as water so that learning the language is diving into the language, “which is often described as deep, hōhonu. They talk about being immersed in the water, rumaki, and swimming, e kaukau ana” (King, 2003, p. 112). A fourth category of metaphor expresses language as sustenance (food) and also as growth. This idea is stated through the idea of being “hungry, matekai, hiakai, or not being fed the language, kāore i wāngaia” (King, 2003, p. 114). That these metaphors appear in both English and Māori usage illustrates that Māori have found metaphorical ways to express Māori ideas in English.
This study
The two samples included here come from 72 interviews with both Māori and non-Māori about their experiences with the Māori language. Those interviewed included children, adults, and elders from both the North and South Islands and first and second language speakers of Māori. These two interviews were chosen for comparison because both narrators have served in similar functions as leaders. One is a North Island elder who grew up when the Māori language was still spoken widely and has been involved in land restoration issues. In fact, his wife led one of the largest land reclamation efforts in New Zealand. The second narrative comes from a leader from the South Island who grew up during the time that the Māori language had been suppressed. Additionally, his iwi (tribe) was struggling with securing its own identity and land rights (O’Regan 2001).
One purpose for this comparison is to see how each of these two leaders uses metaphors in their narrations to create texture. When I asked the North Island elder about his experiences with the Māori language, this was his initial response. “Experiences with the language—well, it’s been a real hard battle. “ This use of battle as a metaphor is very much like Lakoff and Johnson’s explanation of ARGUMENT IS WAR: “Though there is no physical battle, there is a verbal battle” (p. 4). While this is an expected metaphor for English, it also represents the history of the Māori, reflected in their oral traditions. The following lines from the Ngāi Tahu tradition illustrate this.
“…Raki and Takorao fought. Raki fought with Takaroa and the spear of Takaroa pierced the thigh of Raki. This battle was fought to an end…”(Tau, p. 51. Lines 24-28).
This battle imagery is echoed in a Ngāi Tahu karakia, a prayer chant (Ryan, p. 84)-- “Slash [emphasis mine] the belly of the sky/Let the morning unfold/” (Tau, p. 64)-- and these lines from Running Head: Metaphors of Land and Sea 4
“A Vision of the Battle of the Te Pou-0-Urutake”—“Let the ear hearken/To the rumours of war…/” (Ngata, p. 87).
This elder’s opening line, then, represents a cultural experiential basis for his metaphor (Lakoff and Johnson, p.4). From this opening, this Māori elder moves to an explanation that describes population loss and gain.
I suppose you’ve heard that the Māori population in the early 1900’s dropped 40,000. And we had four or five very clever Māoris who became parliamentarians—they come into Parliament. And they went around all their people telling them to multiply. And, of course, the families were—a small family was about ten. They went up to fifteen. Some of them went up to twenty. They just multiply. Now, the population is—I don’t know what Māori population is—over quarter million now, yeah, probably quarter. They say by the year—what year?—2050 I think there’s going to be around 600,000. So it’s multiplying all the time.
Several of the ideas expressed here exemplify the conceptual metaphors MORE AND BIGGER IS BETTER (Lakoff and Johnson, 1980, p. 23). Further analysis of the opening offers the phrase “in the early 1900s,” which portrays the idea that time is space is a container. This supports the observation that “most of our fundamental concepts are organized in terms of one or more spatialization metaphors” (Lakoff & Johnson,1980, p. 17). The phrase “became Parliamentarians” shows transformation while “came into Parliament” combines the ideas of a group of people as a space or container with motion, thereby conveying an idea of conductivity. “They went around” conveys an idea of expansion and concentricity.
It seems that these types of metaphors are built into and inherent in the English language, and, therefore, do not necessarily represent Māori cultural ideas. However, this respondent does not use any of these metaphorical contradictions often associated with time, illustrated by this pair of phrases. “In the weeks ahead of us…(future)/ That’s all behind us now. (past)” and “In the following weeks…(future)/In the preceding weeks…(past)” (Lakoff & Johnson, 1980, p. 41). For the most part, this narrative stays in the past tense, which follows the textural expectations of narration. Another reason for this lack of contradiction might be the result of the entire narrative being told in third person. In other words, there may be genre constraints that dictate the possibility of such contradictions. Tau (2003) notes that Māori elders have a responsibility to ensure that information and history be passed on. In this capacity, “the story tellers make no distinction between personal and group accounts” (p. 83). This role may explain the consistent use of third person.
This narrator expounds further on the population changes and the reasons for the loss of population: diseases and poisoning. Part of the cohesion of this section is carried by verbs of motion: killed, put, and gave. These three verbs represent lexical cohesion of associated meaning. These verbs are all in active voice, thereby creating a sense of causation: The Europeans did bad things to the Māori, like bringing diseases. The result of this is the DOWN or BAD effect. The verbs died and lived provide additional cohesion as their meanings are opposite, and this opposition reinforces the metaphor of Europeans = BAD and Māori = GOOD.
One of the things that killed them [Māori] was the diseases. They [Europeans] put arsenic in the flour and gave it to the Māori, gave them all their blankets that the sailors died of smallpox and all this and admits that’s what killed them [Māori] off…. They [Māori] lived on the best of food.
The explanation for the good health of the people is in these two sentences. Running Head: Metaphors of Land and Sea 5
The country was more or less all still in bush [forest]. They only cleared certain areas for gardening.
The phrase, “in the bush,” whereby “bush” is the container for the land, followed by “cleared certain areas” seems to refer to the Māori idea of tapu, which originates with Māori stories of creation. Tāne is credited with creating the trees [bush] and people. Later “…Tāne returned to earth and chanted …The purpose of this incantation was to clear [emphasis mine] the land of seaweed, which still lay on Papatūānuku [Mother Earth]” (Tau, 2003, p. 80). Clearing bush likewise represents a re-enactment of this original act.
Tapu represents “the spiritual presence (mauri) of an atua [god] within an object” (Tau, 2003, p. 82) and is generally translated as sacred. In order to “clear” the land for the growing of food, the tapu would also have to be “cleared,” and this ceremony mimics what Tāne did during the creation. This makes the cleared land noa, free from tapu, and, from this noa, the Māori people had been able to sustain themselves. Consequently, tapu and noa are at opposite ends of a spectrum from spiritual to physical: “Above all, the hierarchy of heaven and chiefs an common men was bound by strict laws of tapu which stemmed from man’s relation to non-material forces of life” (Reed, 1977, p. 7). Therefore, the juxtaposition of the notion of good health and “best of food” to the cleared land appears to be contradictory images. While this usage of “cleared” could fit English usage, the narrator’s use of only suggests an alternative meaning that includes the idea of tapu or sacredness.
After concluding that “when the Europeans came, it just killed them,’ he remarked that this is the “same story” for all indigenous people. From here he returned to language again. “I think our people may have had something to do with it.” In this case, the “it” apparently refers to the demise of the language. This sentence suggests collaboration. The next three sentences tell a familiar story.
You couldn’t speak Māori in the school grounds. You were punished—cane actually. They used the cane in those days. They were caned for speaking the language in school grounds.
The use of “in” heading the phrase of “in the school grounds” carries the idea of the school grounds as a container and may be part of New Zealand English usage. This idea contrasts with the American English phrase “on the school grounds” where the school grounds are a surface. However, this usage is consistent with the previous usage of “in bush.” The use of “cane” moves from the instrument to the motion. The sequence of punished, cane, cane, and were caned provides lexical cohesion. Further cohesion is provided by the following repetition of these ideas.
You couldn’t speak Māori in the school grounds.
They were caned for speaking the language in the school grounds.
The imagery is one of a container, the school grounds, surrounded by Māori or a wall/barrier between school and the surrounding Māori. This imagery seems consistent with the notion of “battle” and is echoed in the second narrator’s remarks about “hurdles” and “obstacles” to language revitalization.
After this information, the respondent returns to his original idea. “But I think our people, the ones in authority, saw that our people had to be educated into a European way of life.” The phrase “our people… into a European way of life” carries the idea of “European way of life” as a container and “our people” as objects. This phrasing seems to be consistent with the idea of “school grounds” as a container and suggests the placing of Māori from one space to another. These usages seem consistent with the metaphorical constraints inherent in English. The first Running Head: Metaphors of Land and Sea 6
narrator concluded this idea this way. “Otherwise they’d be just left behind. And this is what happened—they became educated.”
The phrase “being left behind” might be a reference to time in the sense that TIME IS STATIONARY AND WE MOVE THROUGH IT (Lakoff & Johnson, 1980, p. 43). This idea is consistent with the idea expressed by a Pākehā (European) New Zealander that for the Māori to re-learn the Māori language was “a step backwards.” It could be, however, that the meaning is that the Māori would not move at all while the Pākehā continue to move, and this idea fits the cultural notion that European cultures are “progressive” while indigenous cultures are not. Additionally, the phrase “left behind” carries an idea of abandonment, thereby placing the Māori as a dependent. “Being left behind” further reinforces the idea of collaboration inasmuch as it represents the viewpoint of the English language and, therefore, its speakers.
It is not until this next section that the respondent returned to the original premise of “battle.” “I don’t think the young ones like it very much because they’re getting up and they’re fighting back. “ Here the “it” appears to refer to the unstated collaboration, and, of course, “they’re fighting back” brings the focus of the story back to “battle” and provides metaphorical coherence to the narration. “Getting up” signals the movement from DOWN to UP that connects this to the previous two passages. From here, the narrations returned to the idea of collaboration, stating it more overtly while incorporating the idea of battle with the phrase “on the government’s side.”
There’s a lot of educated Māoris today. And there’s some of them who are educated who are actually on the government’s side. That’s the worst part about it. It happens everywhere.
Again, the “it” in the final statement appears to refer to the collaboration.
From here, the narrative moves to the loss and return of the land of his own marae: “… this bit of land here was the first bit of land to actually come back to the people. You know Māoris have fought for years and years for their land.” In these two sentences, land moves from being an object in its first instance (…this bit of land…) that can be divided to an entity in the second instance (…bit of land to come back…). This phrasing also captures the historical imposition of European ideas of land tenure where Māori land has been divided and subdivided amongst family members to where individuals own just tiny bits. Consequently, when the narrator refers to “this bit of land” being returned to the people, this idea may be referring to a coordinated process of combining individual land rights to benefit the greater group. The use of to come back with the most common meaning of come as “to move toward or approach” implies some agent of motion, and inanimate objects generally cannot move on their own. This usage, therefore, seems to focus more on progression through time. I contrast this to the more neutral term to return, which has as its focus the point of arrival.
Also, the repetition of bit of land provides cohesion. Land as an object is consistent with the expectations associated with English. However, land as an entity is not. This idea of movement is reminiscent of the stories of Tāne and the relationship between tapu and noa: “Because Tāne’s creation made the world tapu, a counterpoint needed to be placed” (Tau 2003, p. 57). The stories relate movement between the tapu and noa, and the purpose of many karakias is to create this movement. Also, battle metaphors often are used in the stories and karakias to illustrate such movement. The final section of his narrative provided details of land reclamation efforts, which contain additional metaphors supporting the first battle metaphor as he relates details of arrests, starting a movement, and court cases. Interestingly, the only overt metaphor, a direct comparison, he used is a quote: “She [our lawyer] called the judge an old fossil.” Running Head: Metaphors of Land and Sea 7
For the most part, there has been consistency in the coherence, particularly with the initial metaphor of battle, and most metaphors are consistent with expected English usage. The primary exception seems to surround land. The metaphor of the Māori language as the people and the land has been created through analogy, an implied comparison based upon some similarity: When asked about his experiences with the Māori language, this narrator presented examples of population loss and gain and l
Where are we going?: What I learned at Leo Burnett Advertising Agency
No full textDr. Andriasova spoke of her experiences Leo Burnett Advertising Agency, where she participated in the Advertising Educational Foundation's Summer Visiting Professor's Program. She discussed how marketing is changing and research is responding, and described the challenges of the workplace and what academia can do for industry.Where are we going?
What I learned at Leo Burnett Advertising Agency
Anna Andriasova, September 2010Visiting Professor Program
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2Advertising Education Foundation
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Inside Advertising Speakers Program
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Visiting Professor Program
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10thlargest in US
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Phillip Morris since ‘54
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GM –since ‘71
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P&G –since ‘52
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McDonalds –since ‘81
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Kellogg –since ‘49
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5Kellogg’s account
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Frozen Foods (Morningstar Farms)
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Snacks (Animal crackers, Krispy, Keeblers)
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Cereal (Frosted Flakes, All Bran, Special K)
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Pop-Tarts
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How is marketing changing
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Obvious change –digital, internet
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Shift of control
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The main way for brands –authenticity, trust
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Functional as well as emotional benefitsAnd how is research responding
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Importance of ‘getting into consumers’ minds’
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Traditional research methods might not be the best way to go.
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Most research used self-reported measures for memory, attitudes and behavior
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Call for implicit, unobtrusive measures
Research MeasuresWhat’s new in digital
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Main challenge –lack of benchmarking
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Number of screens we live with
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Location, Location, Location
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Digital creep
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Predicting technology
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Privacy Trend
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Successful strategy
HUMAN BEHAVIOR
TECHNOLOGY
BRAND OFFERChallenges of the workplace and what academia can do for the industry
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Harvard meets plumber” approach -knowledge and life skills.
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Competing not on brain power and how smart they are, but on how they manage stress, challenges, and constructive criticism.
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Learning from feedback
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Question for Academia –How to teach resilience?
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14Day at Google
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http://www.youtube.com/watch?v=nnsSUqgkDwU
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Search Stories Video Creator
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http://www.youtube.com/searchstories?utm_source=en-us-bkws-sem-ss&utm_medium=ha&utm_campaign=en
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15Cool tools -Google TrendsCool tools -Wolfram AlphaVintage ads
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http://www.vintageadbrowser.com/
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18Ad Time Machine
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http://www.follisinc.com/time.htm
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