Night World : Secret Vampire Chapter 15

â€Å"Come on, it's okay,† Thea said. She seemed to be aboutPoppy's age, but she had a gentle, sensible air that gaveher authority. â€Å"Sit down. Here.† She set Poppy on ashabby couch and extended her wrist. Poppy stared atthe wrist for an instant and then remembered. James, giving her blood from his arm. Thatwashow to do it. Friendly andcivilized. She could see pale blue veins under the skin. And that sight blasted away the last of her hesitation. Instinct took over and she grabbed Thea's arm. Thenext thing she knew she was drinking. Warm salty-sweetness. -Life. Relief from pain. It was so good that Poppy could almost cry. No wonder vampires hated humans, she thought dimly. Humansdidn't have to hunt for this marvelous stuff; theywere full of it already. But, another part of her mind pointed out, Theawasn't a human. She was a witch. Strange, becauseher blood tasted exactly the same. Poppy's every sense confirmed it. So witches are just humans, but humans with special powers, Poppy thought. Interesting. It took an effort to control herself, to know whento stop. But she did stop. She let go of Thea's wrist and sat back, a little embarrassed, licking her lips andteeth. She didn't want to meet Thea's brown eyes. It was only then that she realized she'd been keeping her thoughts shielded during the entire process.There had been no mental connection as there had been when she shared blood with James. So she'dmastered one vampire power already. Faster than James or Ash had expected. And she felt good now. Energetic enough to do theNetherlands skippy dance. Confident enough to smileat Thea. â€Å"Thank you,† she said. Thea smiled back, as if she found Poppy odd orquaint, but nice. She didn't seem suspicious. â€Å"It'sokay,† she said, flexing her wrist and grimacinggently. For the first time Poppy was able to look aroundher. This room was more like a living room than partof a shop. Besides the couch there was a TV andseveral chairs. At the far end was a large table withcandles and incense burning. â€Å"This is the teaching room,† Thea said. â€Å"Grandmadoes spells here and lets the students hang out.† â€Å"And the other part is a store,† Poppy said, cautiously because she didn't know what she was supposed to know. Thea didn't look surprised. â€Å"Yes. I know you wouldn't thinkthere'd be enough witches around here to keep us in business, but actually they come from all over the country. Grandma's famous. Andher students buy a lot.† Poppy nodded, looking properly impressed. Shedidn't dare ask more questions, but her chilly hearthad warmed just a tiny bit. All Night People weren'tharsh and evil. She had the feeling she could be friends with this girl if given the chance. Maybe she could make it in the Night World after all. â€Å"Well,thanksagain,† she murmured softly. â€Å"Don't mention it. But don't let Ash get you rundown like that, either. He's soirresponsible.† â€Å"You wound me, Thea. You really do,† Ash said.He was standing in the doorway, holding the beadcurtain open with one hand. â€Å"But come to think ofit, I'm feeling a little run down myself†¦.† He raisedhis eyebrows insinuatingly. â€Å"Go jump in Lake Mead, Ash,† Thea said sweetly. Ash looked innocent and yearning. â€Å"Just a littlebite. A nibble. A nip,† he said. â€Å"You have such apretty white throat†¦.† â€Å"Who does?† Blaise said, pushing her way throughthe other half of the bead curtain. Poppy had the feeling she was only speaking to focus attention onherself. She stood in the center of the room andshook back her long black hair with the air of a girlused to attention. â€Å"You both do,† Ash said gallantly. Then he seemed to remember Poppy. â€Å"And, of course, this littledreamer has a pretty white everything.† Blaise, who had been smiling, now looked sour.She stared at Poppy long and hard. With dislikeand something else. Suspicion. Dawning suspicion. Poppy could feelit. Blaise's thoughts were brightand sharp andmalicious,like jagged glass. Then suddenly Blaise smiled again. She looked atAsh. â€Å"I suppose you've come for the party,† she said.†No. What party?† Blaise sighed in a way that emphasized her lowcut blouse. â€Å"The Solstice party, of course. Thierry'sgiving a big one. Everybody willbe there.† Ash looked tempted. In the dim light of the teaching room his eyes gleamed dark. Then he shook hishead. â€Å"No, can't make it. Sorry. I'm going to show Poppythe town.† â€Å"Well, you can do that and still come to the partylater. It won't really get going until after midnight.†Blaise was staring at Ash with an odd insistence. Ashbit his lip, then shook his head again, smiling. â€Å"Well, maybe,† he said. â€Å"I'll see how things go.† Poppy knew he was saying more than that. Someunspoken message seemed to be passing betweenhim and Blaise. But it wasn't telepathic, and Poppy couldn't pick it up. â€Å"Well, have a good time,† Thea said, and gavePoppy a quick smile as Ash piloted her away. Ash peered ahead at the Strip. â€Å"If we hurry wecan watch the volcano erupting,† he said. Poppy gavehim a look, but didn't ask. Instead, she said, â€Å"What's a Solstice party?† â€Å"Summer solstice. The longest day of the year. It'sa holiday for the Night People. Like Groundhog Dayfor humans.† ?Why?† â€Å"Oh, it always has been. It's very magical, youknow. I'd take you to the party, but it would be toodangerous. Thierry's a vampire Elder.† Then he said, â€Å"Here's the volcano.† It was a volcano. In front of a hotel. Waterfallscrashed down its sides, and red lights shone from thecone. Ash double-parked across the street. â€Å"You see, we've got a great view right here,† hesaid. â€Å"All the comforts of home.† The volcano was emitting rumbling sounds. AsPoppy watched in disbelief, a pillar of fire shot outof the top. Real fire. Then the waterfalls caught fire.Red and gold flames spread down the sides of the black rock until the entire lake around the' volcanowas ablaze. â€Å"Inspiring, isn't it?† Ash asked, very close to herear. â€Å"Well-it's†¦Ã¢â‚¬  â€Å"Thrilling?† Ash inquired. â€Å"Stimulating? Rousing?† His arm was creeping around her, and his voicewas sweetly hypnotic. Poppy didn't say anything. â€Å"You know,† Ash murmured, â€Å"you can see a lotbetter if you get over here. I don't mind crowding.† His arm was urging her gently but inevitably closer. His breath ruffled her hair. Poppy slammed an elbow into his stomach. â€Å"Hey!†Ash yelped-in genuine pain, Poppy thought. Good. He'd dropped his arm and now he was looking ather with aggrieved brown eyes. â€Å"What did you do that for?† â€Å"Because I feltlike it,† Poppy said smartly. She was tingling with new blood and ready for a fight. â€Å"Look,Ash, I don't know what gave you the idea that I'm your date here. But I'm telling you right now thatI'm not. â€Å" Ash tilted his head and smiledpainfully.†You justdon't know me well enough,† he offered. â€Å"When weget to know each other-â€Å" â€Å"No.Never. I'm not interested in other guys. If Ican't have James †¦Ã¢â‚¬ Poppy had to stop and steady her voice. â€Å"There's nobody else I want,† she saidfinally,flatly. â€Å"Nobody.† â€Å"Well, not now, maybe, but-â€Å" â€Å"Never.†She didn't know how to explain. Thenshe had an idea. â€Å"You know the soulmate principle?† Ash opened his mouth and then shut it. Openedit again. â€Å"Oh, no. Not thatgarbage.† â€Å"Yes. James is my soulmate. I'm sorry if it soundsstupid, but it's true.† Ash put a hand to his forehead. Then he started to laugh. â€Å"You're serious.† â€Å"Yes.† â€Å"And that's your final word.† â€Å"Yes.† Ash laughed again, sighed, and cast his eyes upward. â€Å"Okay. Okay. I should have known.† He chuckled in what seemed like self-derision. Poppy was relieved. She'd been afraid he'd be disgruntled and huffy-or mean.Despite his charm, shecould always feel something cold running below thesurface in Ash, like an icy river. But now he seemed perfectly good-humored.†Okay,† he said. â€Å"So if romance isn't on the menu, let's go to the party.† â€Å"I thought you said it was too dangerous.† He waved a hand. â€Å"That was a little fib. To get youalone, you know.† He glanced sideways at her.†Sorry.† Poppy hesitated. She didn't care about a party. Butshe didn't want to be alone with Ash, either. â€Å"Maybe you should just take me back to your cousins' place.† â€Å"They won't bethere,† Ash said. â€Å"I'm sure they've gone to the party by now. Oh, come on, it'll be fun. Give me a chance to make things up to you.† Thin curls of uneasiness were roiling inside Poppy. But Ash looked so penitent and persuasive †¦andwhat other choice did she have? â€Å"Okay,† she said finally. â€Å"For just a little while.†Ash gave a dazzling smile. â€Å"Just a very littlewhile,† he said. â€Å"So they could be anywhere on the Strip,†James said. Thea sighed. â€Å"I'm sorry. I should have known Ashwas up to something. But hijacking your girlfriend†¦Ã¢â‚¬ She lifted her hands in a what-next gesture. â€Å"Forwhat it's worth, she didn't seem very interested inhim. If he's planning to put the moves on her, he'sgoing to get a surprise.† Yes, James thought, and so is she. Poppy was onlyuseful to Ash as long as Ash thought he could playwith her. Once he realized he couldn't†¦ He didn't want to think about what would happenthen. A quick visit to the nearest Elder, he supposed. His heart was pounding, and there was a ringingin his ears. â€Å"Did Blaise go with them?† he asked. â€Å"No, she went to the Solstice party. She tried to get Ash to go, but he said he wanted to show Poppythe town.† Thea paused, raising a finger. â€Å"Waityou might check at the party. Ash said he might stopin later.† James spent a moment forcing himself to breathe.Then he said, verygently, â€Å"And just who is giving this party?† â€Å"Thierry Descouedres. He always has a big one.†Ã¢â‚¬ And he's an Elder.† â€Å"What?† â€Å"Nothing. Never mind.† James backed out of theshop. â€Å"Thanks for the help. I'll be in touch.†Ã¢â‚¬ James†¦Ã¢â‚¬ She looked at him helplessly. â€Å"Do youwant to come in and sit down? You don't lookvery well†¦.† â€Å"I'm fine,† James said, already out the door.In the car he said, â€Å"You can get up now.† Phillip emerged from the floor of the backseatwhere he'd been hiding. â€Å"What's happening? Youwere gone a long time.† â€Å"I think I know where Poppy is.†Ã¢â‚¬ You just think?† â€Å"Shut up, Phil.† He didn't have energy for exchanging insults. He was entirely focused on Poppy.†Okay, so where is she?† James spoke precisely. â€Å"She is either now, or shewilll be later, at a party. A very large party, filled with vampires. And at least one Elder. The perfect placeto expose her.† Phil gulped. â€Å"And you think that's what Ash is going to do?† â€Å"I know that's what Ash is going to do.† â€Å"Then we've got to stop him.† â€Å"We may be too late.† The party was strange. Poppy was amazed at howyoung most of the people were. There were a few scattered adults, but far more teenagers. â€Å"Made vampires,† Ash explained obligingly. Poppyremembered what James had said-made vampiresremained forever the age of their death, but lamiacould stop aging anytime. She supposed that meantthat James could get as old as he wanted, while she would be stuck at sixteen eternally. Not that it mattered. If she and James were going to be together,they could both stay young-but apart, maybe he'd want to age. But it was odd to see a guy who looked about nineteen talking earnestly with a little kid wholooked about four. The kid was cute, with shiny black hair and tilted eyes, but there was something at onceinnocent and cruel in his expression. â€Å"Let's see, now that's Circe. A witch of renown.And that's Sekhmet, a shapeshifter. You don't want to get hermad,† Ash said genially.He and Poppy were standing in a little anteroom, looking down a level into the main room of the house. Of the mansion, rather. It was the most opulent private residence Poppy had ever seen–and she'd seen Bel Airand BeverlyHills. â€Å"Okay,† Poppy said, looking in the general?direc tion he was pointing. She saw two tall and lovelygirls, but she had no idea which was which. â€Å"And that's Thierry, our host. He's an Elder.† An Elder? The guy Ash was indicating didn't seemolder than nineteen. He was beautiful, like all thevampires, tall and blond and pensive. Almost sadlooking. â€Å"How old ishe?† â€Å"Oh, I forget. He got bitten by an ancestress ofmine a long time ago. Back when people lived incaves.† Poppy thought he was joking. But maybe not. â€Å"What do the Elders do, exactly?† â€Å"They just make rules. And see that people keepthem.† An odd smile was playing around Ash's lips. He turned to look directly at Poppy. With the black eyes of a snake.That was when Poppy knew. She backed away rapidly. But Ash came after her,just as rapidly. She saw a door on the other side of the anteroom and headed for it. Got through it. Onlyto find herself on a balcony. With her eyes, she measured the distance to the ground. But before she could make another move, Ash had her arm. Don't fight yet, her mind counseled desperately. He's strong. Wait for an opportunity. She made herself relax a fraction and met Ash's dark gaze. â€Å"You brought me here.† â€Å"Yes.† â€Å"To hand me over.†He smiled.†But why?† Ash threw back his head and laughed. It waslovely, melodious laughter, and it made Poppy sick. â€Å"You're a human,† he said. â€Å"Or you should be. James should never have done what he did.†Poppy's heart was racing, but her mind was oddlyclear. Maybe she'd known all along that this was what he was going to do. Maybe it was even the rightthing to do. If she couldn't be with James and she couldn't be with her family, did the rest really matter? Did she wantto live in the Night World if it wasfull of people like Blaise and Ash? â€Å"So you don't care about James, either,† she said.†You're willing to put him in danger to get rid of me.† Ash considered, then grinned. â€Å"James can takecare of himself,† he said. Which was obviously Ash's entire philosophy. Everybody took care of themselves, and nobody helpedanybody else. â€Å"And Blaise knew, too,† Poppy said. â€Å"She knew what you were going to do and she didn't care.† â€Å"Not much gets past Blaise,† Ash said. He startedto say something else-and Poppy saw her chance. She kicked-hard. And twisted at the same time.Trying to get over the balcony rail. â€Å"Stay here,† James said to Phil before the car had evenstopped. They were in front of a huge white mansionfringed with palm trees. James threw the door open,but took the time to say again, â€Å"Stay here.No matter what happens, don't go in that house. And if somebodybesides me comes up to the car, drive away.† â€Å"But-â€Å" â€Å"Just do it, Phil! Unless you want to find out aboutdeath firsthand-tonight.† James set out at a dead run for the mansion. Hewas too intent to really notice the sound of a cardoor opening behind him. â€Å"And you looked like such a nice girl,† Ash gasped.He had both of Poppy's arms behind her back andwas trying to get out of the range of her feet.†No-no, quit that, now.† He was too strong. There was nothing Poppy coulddo. Inch by inch he was dragging her back into theanteroom. You might as well give up, Poppy's mind told her.It's useless. You're done. She could picture the whole thing: herself being dragged out in front of all of those sleek and handsome Night People and revealed. She could picturetheir pitiless eyes. That pensive-looking guy wouldwalk up to her and his face would change and hewouldn't look pensive anymore. He'd look savage.His teeth would grow. His eyes would go silvery.Then he'd snarl–and strike. And that would be the end of Poppy. Maybe that wasn't the way they did it, maybe theyexecuted criminals some other way in the NightWorld. But it wouldn't be pleasant, whatever it was. And I won't makeiteasyfor you!Poppy thought. Shethought it directly at Ash, throwing all of her angerand grief and betrayal at him. Instinctively. Like akid shouting in a temper tantrum. Except it had an effect shouting usually didn't. Ash flinched. He almost lost his grip on her arms. It was only a momentary weakening, but it wasenough for Poppy's eyes to widen. I hurt him. Ihurthim! She stopped struggling physically in that same instant. She put all her concentration, all her energy,into a mental explosion. A thought-bomb. LET GO OF ME YOU ROTTEN VAMPIRE CREEP! Ash staggered. Poppy did it again, this time makingher thought a fire hose, a high-power jetstreambombardment. LET G000000000000! Ash let go. Then, as Poppy ran out of steam, hetried in afumblingway to reach her again. â€Å"I don't think so,† a voice as cold as steel said.Poppy looked into the anteroom and saw James. Her heart lurched violently. And then, withoutconsciously being aware of moving, she was in hisarms. Oh, James, how did youfind me? All he kept saying was Are you all right? â€Å"Yes,† Poppy said finally, aloud. It was indescribably good to be with him again, to be held by him.Like waking up from a nightmare to see your mothersmiling. She buried her face in his neck. â€Å"You're sure you're all right?† â€Å"Yes. Yes.† â€Å"Good. Then just hang on a moment while I kill this guy and we'll go.† He was absolutely serious. Poppy could feel it in his thoughts, in every muscle and sinew of his body.He wanted to murder Ash. She lifted her head at the sound of Ash's laugh.†Well, it ought to be a good fight, anyway,† Ashsaid. No, Poppy thought. Ash was looking silky and dangerous and in a very bad mood. And even if James could beat him, James was going to get hurt. Evenif she and James fought him together, there was going to be some damage. â€Å"Let's just go,† she said to James. â€Å"Quick.† Sheadded silently, Ithink he wants to keep us around untilsomebody from the party gets here. â€Å"No, no,† Ash said, in gloatingly enthusiastic tones.†Let's settle this like vampires.† â€Å"Let's not,† said a breathless familiar voice. Poppy'shead jerked around. Climbing over the railing of thebalcony, dusty but triumphant, was Phil. â€Å"Don't you everlisten?† James said to him. â€Å"Well, well,† Ash said. â€Å"A human in an Elder'shouse. What arewe going to do about that?† â€Å"Look, buddy,† Phil said, still breathless, brushingoff his hands. â€Å"I don't know who you are or whathorse you rode in on. But that's my sisterthere you're messing with, and I figure I've got the first right to knock your head off.† There was a pause while Poppy, James, and Ash all looked at him. The pause stretched. Poppy wasaware of a sudden, completely inappropriate impulse to laugh. Then she realized that James was fightingdesperately not to crack a smile. Ash just looked Phil up and down, then looked atJames sideways. â€Å"Does this guyunderstandabout vampires?† hesaid. â€Å"Oh, yeah,† James said blandly. â€Å"And he's going to knock my head in?† â€Å"Yeah,† Phil said, and cracked his knuckles. â€Å"What's so surprising about that?† There was another pause.Poppycould feel minute tremors going through James. Choked-back laughter.At last James said, admirably sober, â€Å"Philreally feelsstrongly about his sister.† Ash looked at Philonce more, then at James, andfinally at Poppy. â€Å"Well †¦ there are three of you,† he said. â€Å"Yes, there are,† James said, genuinely sober now. Grim. â€Å"So I guess you do have me at a disadvantage. Allright,I giveup.† He lifted his hands and thendropped them. â€Å"Go on, scram. I won't fight.† â€Å"And you won't tell on us, either,† James said. Itwasn't a request. â€Å"I wasn't going to anyway,† Ash said. He had onhis most innocent and guileless expression. â€Å"I knowyou think I brought Poppy here to expose her, but I really wasn't going to go through with it. I was justhaving fun. The whole thing was just a joke.† â€Å"Oh, sure,† Phil said. â€Å"Don't even bother lying,† James said. But Poppy, oddly, wasn't as certain as they were.She looked at Ash's wide eyes-his wide violeteyes-and felt doubt slosh back and forth inside her. It was hard to read him, as it had been hard allalong. Maybe because he always meant everythinghe said at the time he said it–or maybe because he nevermeant anything he said. No matter which,, he was the most irritating, frustrating, impossible personshe'd ever met. â€Å"Okay, we're going now,† James said. â€Å"We're goingto walk very quietly and calmly right through that littleroom and down the hall, and we're not going to stopfor anything-Phillip.Unless you'd rather go back downthe way you came up,† he added. Phil shook his head. James gathered Poppy in hisarm again, but he paused and looked back at Ash. â€Å"You know, you've never really cared about anyone,† he said. â€Å"But someday you will, and it's goingto hurt. It's going to hurt-a lot.† Ash looked back at him, and Poppy could readnothing in his ever-changing eyes. But just as Jamesturned again, he said, â€Å"I think you're a lousyprophet. But your girlfriend's a good one. You mightwant to ask her about her dreams sometime.† James stopped. He frowned. â€Å"What?† â€Å"And you, little dreamer, you might want to check out your family tree. You have a very loud yell.† He smiled at Poppy engagingly. â€Å"Bye now.† James stayed for another minute or so, just staringat his cousin. Ash gazed serenely back. Poppycounted heartbeats while the two of them stoodmotionless. Then James shook himself slightly and turnedPoppy toward the anteroom. Phil followed right on their heels. They walked out of the house very quietly andvery calmly. No one tried to stop them. But Poppy didn't feel safe until they were on theroad. â€Å"What did he mean with that crack about the family tree?† Phil asked from the backseat. James gave him an odd look, but answered with aquestion. â€Å"Phil, how did you know where to findPoppy in that house? Did you see her on the balcony?† â€Å"No, I just followed the shouting.† Poppy turned around to look at him.James said, â€Å"What shouting?† â€Å"Theshouting. Poppy shouting. ‘Let go of me yourotten vampire creep.†Ã¢â‚¬Ëœ Poppy turned to James. â€Å"Should hehave been ableto hear it? I thought I was just yelling at Ash. Dideverybody at the party hear?† â€Å"No.† â€Å"But, then–â€Å" James cut her off. â€Å"What dream was Ash talkingabout?† â€Å"Just a dream I had,† Poppy said, bewildered. â€Å"Idreamed about him before I actually met him.† James's expression was now verypeculiar. â€Å"Oh,did you?† â€Å"Yes. James, what's this all about? What did hemean, I should check my family tree?† â€Å"He meant that you-and Philaren't human after all. Somewhere among your ancestors there'sa witch.†

Dehumanization and Alienation Essay

For generations society has been separating and categorizing mankind into stereotypes. Everyone and anyone on earth has been placed within a prospective category. If not by race, then appearance, income, or by social standing. Although sometimes mankind takes these separations to an extreme, like trying to dispose of a thousands of people, just because of their religion and beliefs. These separations and categorizations can wreak havoc on the human mind. Some even hallucinating in order to cope with the stress of what everyday life has caused them. Feeling trapped in a label you can’t seem to shed no matter how hard you work to change can be infuriating, and that constant battle of back and forth within the mind can do dangerous things. Although Wiesel writes a memoir and Kafka writes an expressionist novella, both stories use symbols to further their themes of alienation and dehumanization. Night is a memoir by Elie Wiesel. Within his enthralling narrative he depicts his period spent within Auschwitz during World War two, and how he managed to endure and outlive the camps ill-treatment. He describes his first experience in Auschwitz, upon his entrance into the camp. â€Å"Men to the left! Women to the right! Eight words spoken quietly, indifferently, without emotion. Eight simple, short words†¦ I didn’t know that this was the moment in time and place where I would be leaving my mother and sister forever† (Wiesel, 29). As soon as you step foot in that appalling camp it is no longer of any St. Germain 1 importance that you have a family. The guards don’t concern themselves with the inseparability of you and your loved ones. All that is of any concern to them is that they dispose of the weak. They determine who is deemed fit to  live and will be of appropriate use to them. The S.S soldiers alienate the weak from the rest of the camp in order to uphold the highest level of functionality. After spending months in Auschwitz, Elie and his fellow prisoners are relocated. While on the train transporting them to their unknown location they are forced to fit 100 prisoners per car for days, without food or water. During a stop at a local train station the German citizens amuse themselves by throwing crumbs of bread onto the train and watching the prisoners fight for any scrap of bread they can obtain, for one scrap of bread ensures one more day of survival. Elie watches in horror as a man attacks his elderly father in order to steal his bread. Elie recalls the terrifying events â€Å"Meir, my little Meir! Don’t you recognize me†¦You’re killing your father†¦I have bread†¦for you too†¦The old man mumbled something, groaned, and died. Nobody cared. His son searched him, took the crust of bread, and began to devour it† (Wiesel, 101). Being in the camp dehumanizes you. Not just in the sense of stripping you of your basic rights, but also of your basic morals. Being dehumanized is more than your lack of human rights, it’s also about the numbing of your feelings and emotional connections. The only thing that separates humans from any other animal on earth is our ability to form emotional bonds with others and to allow our morals to come before our basic instinct of survival. Being in the situation where you kill your father without hesitation shows the true magnitude of the dehumanization within the camps. Still within the tightfisted hands of the S.S soldiers, Elie and the other prisoners are forced to run involuntary to a new hidden camp. Elies father has aged a great deal so the strenuous and demanding route to the new camp is more exertion than his body can handle. Once they made it safely to the camp St. Germain his father’s health began to diminish rapidly. It wasn’t long until his father drew in his last laborious breath and died in his sleep. Upon waking the next morning Elie was alarmed to find another inmate sleeping on his father’s bed. He soon discovered that his father had died the night before and was taken to the crematorium. By this time, he had already endured so  much that he says â€Å"I did not weep, and it pained me that I could not weep, but I was out of tears. And deep inside me, if I could have searched the recesses of my feeble conscience, I might have found something like; free at last†¦Ã¢â‚¬  (Wiesel, 112). Elie had already experienced so much turmoil within the confines of the camp, that he was unaffected by the death of his own father. He was relieved that he no longer had the responsibility of keeping his father and himself alive. Elie had once been appalled at the men who abandoned their loved ones in order to ensure their o wn survival. He had watched in horror as a man killed his elderly father for a crumb of bread, and vowed he would never become one of those appalling men. Yet when he thinks of his father’s undeserved death, he feels relief. In The Metamorphosis by Franz Kafka, a successful business man named Gregor awakens one morning and finds himself transformed into a giant roach bug. He responds to his change in appearance relatively calm, for his biggest concern is being late for his door to door salesmen job. While trying tirelessly to get out of bed Gregors mother knocks on the door to remind him of his tardiness to work. He assures her that he is okay and that he’ll be out soon. When Gregor fails to come into work his manager arrives at his home in order to find the explanation for Gregors absence. While demanding Gregor come out of the room, for he cannot miss a day of work he says â€Å"Your job is by no means rock solid†¦ frankly your recent work has been highly unsatisfactory† (Kafka, 7). The manager treats Gregor as though he is a means of making money and nothing more. Gregor is pushed around and mistreated by his manager each and every day, and that kind of emotional and mental abuse can only be endured for so long. Thus explaining Gregors hallucinations of becoming a giant roach, and isolating himself from the rest of  society. Being told you are nothing but another cog within the machine of life by your superior makes you believe that you contribute nothing to society. Therefore the manager threatening Gregor with his job is a symbol of the abuse Gregor was put through every day that made him feel like a useless vermin, that he then ha llucinates himself to be when he â€Å"turns† in to a roach. After Gregors family discovers that he has become a roach they lock him away in his room and refuse to acknowledge what has happened to him. His sister slowly begins to become more comfortable with his new appearance and decides to leave food out for him. Since Gregors sister Grete decided to take the position as the main care giver for Gregor, his mother never sees him. One day Gregors mother decides she wants to visit Gregor and help Grete move his furniture out of his room. While they are transporting and relocating Gregors furniture to another room, Gregor decides he doesn’t want a poster on his wall taken away. So he lays himself on top of the poster on the wall, with the hopes that Grete would realize he wants it to stay. When Grete enters the room with Gregors mother, the shock of seeing her son as a giant bug causes her to pass out. While the mother remained passed out in another room Gregors father comes home. He is outraged when Grete informs him that seeing Gregor caused the mothers troubling state. He immediately assumes Gregor tried to attack them and begins to attack Gregor as punishment. Kafka describes it saying â€Å"Gregor halted, petrified, any more running would be useless, for the father dead set on bombarding him†¦a weakly thrown apple grazed Gregors back sliding off harmlessly. Another one, however, promptly following it, actually clung right into his back. Gregor wanted to keep dragging himself along as though this startling and incredible pain would vanish with a change of location, yet he felt nailed to the spot†(Kafka,26). Gregors father attacking him with the apples and injuring him is a symbol of Gregors strained and problematic relationship with his father, it shows that Gregor never felt good or worthy enough. The apple actually causing injury to his back  represents the emotional turmoil Gregors father has put him through and the betrayal he feels as a result.  Since Gregor is no longer able to support the family and their lavish life style anymore, Gregors father decides to allow three men to rent out rooms within their home for extra money. The men are vile and self-righteous so upon hearing Grete playing the violin in her room, demand she come and play for them. Grete does as she is told and begins to play for the men. Gregor  is watching from his cracked door as Grete plays and is utterly captivated by it. It’s the first time Gregor remembers being happy in a long time. Although he is outraged when he looks around the room and sees the awful men sitting there looking as if they would like nothing more than to leave the room. Gregor wishes Grete would play for only him because he is the only one who truly appreciates her talents, Gregor states â€Å"He was determined to creep all the way over to the sister, tug at her skirt and suggest that she take violin and come into his room, for no one here would reward her playing as he intended to reward it. He wanted to keep her there, and never let her out, at least not in his lifetime† (Kafka, 34). Gregor enjoying Grete’s violin playing symbolizes what little hope he has left, and that he is still human. After all that Gregor has been through, and all that his family has out him through he still loves Grete and wants her to feel appreciated in the way that he never did. He wishes to hide her away from the cruel world that emotionally and mentally scarred him, and alienate themselves from the rest of society by staying together in Gregors room forever. Throughout both of the writers novels the theme of alienation and dehumanization are thoroughly represented. They depict the hardships and struggles of being wrongfully labeled, and how it affects your life. What may seem like a completely unnecessary and irrelevant sentence in the novel actually has a much great meaning than originally thought. Within those sentences are symbols that help to further the themes in the novel. Although Wiesel writes a memoir and Kafka writes an expressionist novella, both stories use symbols to further their themes of alienation and dehumanization. Work Cited Wiesel, Elie. Night. New York: Hill and Wang, 2006.Printed Kafka, Franz. The Metamorphosis. Columbis, Ohio: The McGraw – Hill Companies, 2000.Printed

Case Study Of Tom Shareholder Of The ABC Ltd †Free Samples

In the given case study, Tom was a minor shareholder of the ABC Ltd. The directors of the company had sold the assets of the company to purchase an island resort in their own names. Therefore, the directors are said to be the controlling shareholders of the company and hence, they will have more rights on the property compared to a minority shareholder[1]. Tom was made aware of these activities at a general meeting and soon after he wanted to take an action against the directors of the company. As per the Company Law , the directors will be held liable if they take such actions by not disclosing it to the existing shareholders of the company. Being a minor shareholder, Tom can claim for his amount of shares that he had invested in the ABC Ltd. As per the guiding rules on Principle 2, individual directors has direct control and right over the company of ABC Ltd[2]. but it is also their responsibility to inform every shareholder of the company about the activities. Therefore, Tom can initiate an action against the directors. As seen in this case study, Flywell Ltd was the owner of an Australian airline. The Flywell Ltd. wished to persuade each investor to invest $10,000 with the company. The company had focused to raise the funds between $9 million and $11 million in new funds. Therefore, a company can raise its fund with the help of five primary methods that are generally used by the corporations[3]. It can issue bonds, put a sale on the common stock, can issue preferred stock, borrow from finance inventories and can put the profits on use. Proportional granting of ownership in the firm is given to the investors in exchange of money. Corporations raise money by this popular method. Therefore, the Flywell Ltd can fund raise the obligations by these primary methods under the Corporations Act. The Board of Directors of Flywell Ltd can purchase extra plains by raising the funds since the company does not have sufficient capital fund[4]. The advice, which the Flywell Ltd. should be given, is that it should u tilize the primary sources for raising the funds. Bà ®gioi, Adrian Doru, and Cristina Elena Dumitru. "The rights of shareholders–basic principle of corporate governance by means of case-specific jurisprudence."  Audit Financiar  14.136 (2016): 401-412. Kshetri, Nir. "Success of crowd-based online technology in fundraising: An institutional perspective."  Journal of International Management  21.2 (2015): 100-116. Matsusaka, John G., and Oguzhan Ozbas. "A theory of shareholder approval and proposal rights."  The Journal of Law , Economics, and Organization  33.2 (2017): 377-411. Womack, James P., and Daniel T. Jones.  Lean solutions: how companies and customers can create value and wealth together. Simon and Schuster, 2015.

Competitive Environment Questions Essay Example | Topics and Well Written Essays - 1250 words

Competitive Environment Questions - Essay Example It takes place in imperfect market and monopoly market is a perfect example which provides restraints towards entry. There are no barriers to entry in a perfectly competitive market where the firms are price takers and have no power of price making behavior. Barriers to entry may be structural, legal or strategic (Besanko, et al, -2010, p. 473). Structural barriers affect the decisions associated with the cost and demand of the firms and it may occur due to economies of scale and network effects. Legal barriers from its name can be said to be barriers like patents, license etc from the ruling body. In case of strategic barriers, it includes various decisions made by the firms in restricting the entry of other firms with application of methods like innovative dealing arrangements, first mover advantage, and unique advertising and product differentiation techniques and so on (Competition and Barriers to Entry, 2007, p.3). 1 (b) Comment generally on the impact of ‘the Internetâ₠¬â„¢ on such barriers Internet auction market is an example of structural barriers to entry. The concept of positive network externality plays an important role in this case. The concept of positive network externality states that when a firm’s product is more attractive to a given customer base then more of the product is used by other consumers. Recent eBay. Com has emerged as one of the internet auction leader and its huge database offers the customers a wide array of products to be purchased at a time. The huge volume of transactions on this particular website is a typical example of barriers to entry towards other internet auction companies as in case of eBay they make huge money through the basis of commissions on transactions. Now a newcomer will have to either huge money which will not cover his cost or it will not be attractive as eBay because it already has a great market reputation and mammoth customer base (Besanko, et al, -2010, p. 473).The concept of strategic b arriers to entry is also associated with the structural barrier concept as the various companies through innovative production differentiation techniques like innovative advertisement, promotions, lucrative offer also try to capture markets as for example jabong.com, flipkart.com, snap deal.com and holds parity with the assumptions of monopolistic competition. In case of the airlines industry, with the use of internet has helped various travel agents reap a huge benefit through third party transactions on commission basis which affects the traditional travel agencies. Thus legal barriers are sometimes imposed (Dembrower & Grenblad, 2003, p. 3). 2. Explain and give examples of ‘collusive behaviour’, which is common in ‘Oligopolistic’ markets, AND identify the conditions necessary for ‘collusive agreements’ to survive in the long term. In oligopolistic markets various players cater to the same industry as for example in the soft drinks market two dominant players are Coca Cola and Pepsi. They formulate and implement optimal strategies against their rivals in order to make them worse off by calculating on their respective reaction functions (Bertrand game). Thus the

Philosophy Essay Example | Topics and Well Written Essays - 500 words - 17

Philosophy - Essay Example Nehamas examines what he refers to as â€Å"Nietzsche’s ambiguous attitude toward the question whether truth is discovered or created.† What is not being considered here on the part of Nehamas is the possibility that the attitude is less ambiguous in a sense that Nietzsche didn’t consider the full implications of this sort of attitude than it is that Nietzsche unambiguously considered this attitude to be the only defendable position. There are two basic parts of this attitude to examine. First, we must consider the aspect of the unity of the self. As Nehamas states, Nietzsche considered there to be an utter lack of unity of self, considering that one’s thoughts and desires so readily contradict each other, and even one’s own desires change and run contrary to each other as well. In this sense there is no single self that uniformly acts upon a person’s behalf. In considering this attitude with the assertion that Nietzsche’s attitude was ambiguous in matters of whether the truth was discovered or created, Nehamas’ attitude does not hold up as well. If people are always in a state of becoming because there are so many tendencies that work in contradictory manners, then obviously the truth is both found and created. This is less a matter of ambiguity than an attempt to be contradictory. The truth cannot be determined by a person who is in such a state of determining what one thinks about things. If we are attempting to determine something that is considered to be fixed and finite such as the truth, then there would be no way for people who are ever shifting in their self-perceptions to discover such a thing. Therefore, in the process of the organization of the unity of the self, the truth is created for an individual, and an individual who is constantly shifting is able in a sense to discover the truth that the organization of the unity of the self has created. Secondly, we must return to the idea

Interdependence evaluation Essay Example | Topics and Well Written Essays - 3000 words

Interdependence evaluation - Essay Example Automobile companies spend their time to improving the total quality of their products. Bankers tried their best to bigger banks with global presence. Media companies aggressively reaching out at new markets with new vigor. Telecom companies are buying out stakes in far away markets to gain more strength. In such a scenario competitive strength is the crucial word. The entrepreneurs understand the increasing pressure on them in this global business scenario. So they are improving their quality of the product and service to face the competition ahead. Technology has played a major role in deciding competitive strength. Cutting across sector all business units are deliberately and seriously vying options to improve their technology. Here comes the importance of interdependence. People everywhere want goods and services. Goods are tangible items such as books, cars, carrots, paper clips, and shirts. Services are activities that people want done for them, such as haircuts, car repairs, teaching, or housecleaning. Fortunately, every society is endowed with resources which can be used to provide many of these goods and services. These resources, which economists call productive resources, are usually classified into three groups such as land, labour and capital. He says that while land refers to natural resources, labour is human work and capital is physical resources. While productive resources are limited but individuals want unlimited goods and services from limited resources. This gap between production and demand creates scarcity of commodities Entrepreneurs are those who address this scarcity and provide goods and services. The entrepreneur purchases scarce productive resources, and then organizes the production of a particular good or service. (Harlan R Day, Economics and Entrepreneur, Indiana Department Of Education, Center for School Improvement and Performance, Office of School Assistance, 1991) The main goal of the entrepreneur is to make Profit from his products or services. To become a successful entrepreneur need to understand his customers needs. This has necessitated more cautious approach from the entrepreneur. The entrepreneur has to choose carefully scarce productive resources Resources used to produce one particular good or service cannot be used to produce another. The true cost of using a resource is the best alternative use for that resource. Economists call this best alternative use of the opportunity (Harlan R Day, Economics and Entrepreneur, Indiana Department Of Education, Center for School Improvement and Performance, Office of School Assistance, 1991) Recently entrepreneurship has been modeled explicitly as a form of human capital accumulation usually linked to the long run size of the firm (Bates 1990, Iyigun and Owen 1998, Otani 1996). It was also said that the availability of external financing is a crucial determinant of the amount of entrepreneurial activity in a community (Evans and Jovanovic 1989, Evans and Leighton 1989, Kihlstrom and Laffont 1979). But in the today's context, there have been drastic changes on the role of business. Though profit is continued to be the driving force for entrepreneurs and enterprises, the way of production and services have changed in both concept and meaning. It is

Risk Assessment. The business of Tesco Essay Example | Topics and Well Written Essays - 1750 words

Risk Assessment. The business of Tesco - Essay Example Tesco has its retail stores spread over 14 countries all over the world and also holds the leading market share in the retail markets of UK. The primary products of Tesco include the retail grocery items and other retails consumer products that are being sold through its departmental stores, supermarkets and the retail chains. The economic liberalization policies adopted by the policy makers have resulted in the increase in the number of players in the retail grocery markets of UK and in other countries. In order to attain sustainability of business, Tesco has diversified its product portfolio with the activities of retailing of clothes, electronic items, music DVDs, books , financial services, etc (Tesco 1). Vulnerability to risks The business of Tesco which is spread in several countries all over the world is vulnerable to several risks. A list of risks to which the business of Tesco is vulnerable has been given in tabular form below. Sl. No. Risk 1 Interest Rate Risk 2 Foreign Cur rency Risk 3 Liquidity risk 4 Credit Risk 5 Insurance Risk The two major risks to which the business of Tesco is most vulnerable are the interest rate risk and the foreign currency risk (Frank 174). Due to the increase in interest rates as an outcome of the monetary policy, the interest payout in the form of debt liabilities are likely to increase (Weston 24). This would result in increased cash outflows which reduce the net income of the group and also lesser repayment of debt and liabilities. This is risky for Tesco as they would continue to have higher proportions of debt with respect to the equity (Tesco 1). The foreign currency risk is the uncertainty that Tesco faces due to the fluctuation of currencies in the local markets. As a result of the depreciation of the local currency, the currency conversion rates between the local currency and Pound Sterling would be affected (Cowan 96). This poses the risk to Tesco as foreign currency fluctuation would result in reduction of reven ue earnings of the group and the volume of profits repatriated to the home country would also decrease (Whaley 226). Probability The probability of the two risks, namely the interest rate risk and the foreign currency risk have been explained as follows based on the information available from the annual reports of Tesco and the events that have occurred in the last financial year. The interest rate risk poses uncertainty to Tesco as the company is subject to fluctuation of interest rates by the central banks in several countries (Sullivan and Sheffrin 172). As per the information available from the annual reports of Tesco, it has been observed that the company had to bear the cost of increase in the interest rates implemented by the central banks. As monetary policies and in order to control the inflation rates in the economy, the increase in the interest rates has been implemented by the central banks in many countries where Tesco runs its operations (Brown 341). Thus the cost of d ebt incurred by the company has increased (Handlechner 36). The probability for the fluctuation of interest rates has been assumed to be 60% looking at the trend of impacts on the financial parameters of Tesco’s performance. It is highly probable that the foreign currency conversion rates are further going to fluctuate as the economies are in the mode of restructuring after the occurrence of the global financial crisis (Hennessy and Zechner 271). The uncertainty in the foreign currency conversion is likely to have a cascading effect on financial performance of Tesco. The cost of finance obtained by Tesco in the local mark

Analysis the Fidelity Investment case Essay Example | Topics and Well Written Essays - 250 words

Analysis the Fidelity Investment case - Essay Example as 74% of fidelity’s employees felt more connected to their colleagues after teaching an apprenticeship and 95% reported improved team building traits. Eric Schwarz was interested on the shocking large drop outs of the disadvantaged students. Nearly 1.2 million students dropped out of high school every year. It was discovered that the middle school years were very critical in determining of whether the students would end-up graduating from high school. He thus sorts to establish a lasting solution through partnership with Fidelity Investment Company. This case therefore sorts to provide solutions to the middle level disadvantaged student. This was done through controlling the high rates of school drop-outs to successfully graduate and their after advance to college while at the same time fully participate in the civic and economic life of their communities. The success of a business is generally determined by its location, this is very essential for the investment. Locating a business within communities with vibrant arts organization and a rich cultural life is of great significance to the business. This is because the communities will greatly invest and the business will reap the benefits of economic growth, jobs and the quality of life in these communities. The benefits that a business receives from the community are as a resort of business contribution and giving back to the community. Businesses therefore should support to the art and school programs in the community just like the Fidelity Investment. The business planner make crucial decisions concerning the support community projects and by how much, these decisions are driven by; the community expectations, conflict reduction, risk management and technical competence and the value of the money. In the event that the local community feels that the local businesses are not sufficiently investing in the community, the residents tend to conflict with the company and eventually the business will

Movie 'Guess Who's Coming to Dinner (1967)' review about race

'Guess Who's Coming to Dinner (1967)' about race according to reading 'In Characters - Movie Review Example The following movie is wonderfully and benevolently an entertaining film. Its production is much in the way of arena drawing humor that seems to involve something more severe and difficult than it really looks. Racism becomes the center problem in the movie. In this relation, Jackson’s article reveals that blacks face a higher percentage of racism in the movie production sphere. Basing on the movie, the marriage between the black man and white miss does not go through because of social bias and race. Thus, the article tries to uphold the concept of racism in Hollywood. In relation to acts of the movie, the theme of racism reflects in different situations. Firstly is the determination of white apprehension about race in the current universal privileges period. Moreover, accepted customs hardly ever challenged the people who had run away from thorough media analysis earlier kept for the whites. In rare instances, the movie tries to analyze prejudice around the south. Thus, the result is cautious and straightforward. In this relation, a problem notable in this movie bases on Spenser Stacy and Katherine Hepburn who viewed themselves as very influential and successful white people. Their moment busts when their daughter came in with a black boyfriend. They became disappointed due to the spirit of racism in them (Hamilton137). Basing on the article, people who have been in supremacy for a very long era were the whites. They tended to employ other white in supporting them. In addition, when they saw a chronicle, people involved were white men or particular kinds of their women. However, as several generations come into place different looks come into play. Thus, this integrates all actors around the globe to the movie industry. Basing on above, understanding of racism becomes clear. In relation, the movie is all about the whites and only a few blacks like the black fiancà © emerge. Basing on the

Applied Linguistics Essay Example for Free

Applied Linguistics Essay Second language learning has always become an important work-field both in schools and other private sectors dealing with language teaching and learning process especially in the time of global integration. It is a complex activity involving a mix of internal factors such as age, aptitude, motivation, personality, or learning strategies†¦and external factors such as socio-economic and cultural background, learning and teaching contexts†¦ All these factors play a very important role in learners? success in acquiring and using a second language. Thus, learners’ second language achievement can be greatly improved when teachers have a better understanding of the learner, of the learning process and of the variables that may help or hinder learner’s language achievement. Because of the limited size of this article, I am going to discuss some of the most important factors affecting learner’s second language achievement: motivation, age, personality, social and cultural factor in order to analyze what stimulates successful language learning and what places obstacles in the learner’ s path to language proficiency. II. DEVELOPMENT II. 1. Some factors affecting learner’s L2 achievement II. 1. 1. Internal factors II. 1. 1. 1. Motivation It is undeniable that motivation is one of the major factors in deciding the learner’s failure or success in second language achievement. Motivation is a kind of desire for learning. It is very difficult to teach a second language in a learning environment if the learner does not have a desire to learn a language. Reece Walker (1997) stress that a less able student who is highly motivated can achieve greater success than the more intelligent student who is not well motivated. In this article, we are concerned with motivation related to foreign language teaching and learning. Wilkins (1972) points out that â€Å"motivation is not a general covert term for possibly distinct concept such as energy, interest and enjoyment, but instead, restricted to the degree of willingness to learn which depends largely on the learner’s needs in learning the language. Psychologists have distinguished two major types of motivation which play an important role in determining how willing the learner is to persevere with the task: instrumental and integrative motivation The first motivation will be discussed is instrumental motivation. It is generally characterized by the desire to obtain something practical or concrete from the study of a second language (Hudson 2000). With instrumental motivation, the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work or achieving higher social status. Instrumental motivation is often characteristic of second language acquisition, where little or no social integration of the learner into a community using the target language takes place. According to Richards (1976) simply learning a language to acquire course credits, or to carry out a limited range of tasks that do not involve the learner in close face – to – face interaction ( for example a person learning enough English to sell souvenirs to tourists does not generally lead to a high degree of accomplishment in learning). However, in recent years, according to Brown (1977), he stated that Indian English is one example of a variety of English which can be acquired very successful for instrumental reasons alone. Another motivation will be taken into consideration is integrative motivation. According to Gardner and Lambert (1959), this kind of motivation means learning a language because the learner wishes to identify himself with or become integrated in the society whose language it is. It has generally been thought that integrative motivation is the more powerful of the two because it implies a desire to integrate with speakers of the target language. Instrumentally oriented students would be expected to acquire the second language only to the point where their instrumented goals were satisfied. It is likely that when the learner merely wanted to be able to buy food and take public transportation he could achieve those goals with a very low level of proficiency in the second language and if the learner had to use the target language in his professional life, his level of learning would be much higher. Learners with integrative motivation view the language as a key to social and cultural enrichment through the opportunities to provide for association with members of a different culture. Then their goal in learning the language is to be able to use the language as a means of  communication and also for acceptance by the people who speak the language. Such motivation often leads to high accomplishment. In settings such as Vietnam, learners who learn English for special purposes have a great deal of instrumental motivation to acquire English in order to be able to be applied for a good job with a high salary. They learn English very fast just because they want to communicate orally, in a very simple English with other speakers of English. In Vietnam, English is a compulsory subjects so almost all of students learn English just to pass the exam. Thus, the type of language learned namely forms as mainly for communicative use will be directly affected by the type of examination students need to pass. As a result, it is likely that learners will not achieve a high standard of English. II. 1. 1. 2. Language aptitude As has been discussed in the previous section, success in mastering a foreign language depends very much on the learner’s motivation. Beside the motivation factor, social psychologists have also found out that whether a student can learn a foreign language very successfully or not also depends on his language aptitude. This section is an attempt to discuss an intrinsic factor influencing foreign language learning that is language aptitude. Aptitude for language learning is usually composed of four different types of abilities: the ability to identify and memorize new sounds, the ability to understand the function of particular words in sentences, the ability to figure out grammatical rules from language samples, the ability to memorize new words. Many tests of language aptitude have proven extremely effective in predicting which learners will be successful in learning. However, considerable controversy remains about whether language aptitude is properly regarded as a unitary concept, an organic property of the brain, or as a complex of factors including motivation and short-term memory. Research has generally shown that language aptitude is quite distinct from general aptitude or intelligence, as measured by various tests, and is itself fairly consistently measurable by different tests. Language aptitude research is often criticized for being irrelevant to the problems of language learners, who must attempt to learn a language regardless of whether they are gifted for the task or not. This claim is reinforced by research findings that aptitude is largely unchangeable. In addition, traditional language aptitude measures such as the Modern Language Aptitude Test strongly favor decontextualized knowledge of the sort used in taking tests, rather than the sort used in conversation. For this reason little research is carried out on aptitude today. However, operators of selective language programs such as the United States Defense Language Institute continue to use language aptitude testing as part of applicant screening. In my opinion, as a teacher of English, aptitude plays an important role in learner’s language achievement. How is it that some people can learn a foreign language quickly while others, given the same opportunity experience utter failure? Does this depend on how language is taught? Partly this is true as when the teacher is equipped with a better language teaching method, his students can learn faster. But partly it is not true as in the same group there always exists fast and slow learners. Another answer to the question is the problem of â€Å"motivation† but not all students with the same motivation can have the same accomplishment. Another possible answer to the question is that some people have language aptitude while others do not. II. 1. 1. 3. Learner’s age The previous section dealt with the learner’s language aptitude, a factor that influences language acquisition a great deal. This section will take into consideration another factor age which has received a number of opinions so far. In the past few decades, the comparisons among child, adolescent and adult learners have been made by many researchers, and the different findings as well as explanations have been reported. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learningthe younger = the better and the older = the better. However, recently the scholars in the fields of linguistics, psychology and psycholinguistics have reported their study or experiment results continually, resulting in completely different points of view so the argument for or against the Critical Period Hypothesis has never stopped. The question of how developmental stages interact with individual learning differences is still a question of great debate. Is there an optimal age, a critical period or a sensitive period? How does the age factor affect the development of linguistic abilities? Are adults really inferior to children and even to adolescents? There exists a belief that younger learners have certain advantages over older learners in language learning. According to Ellis in 2008; Larsen-Freeman in 2008; Mayberry Lock in 2003, Robert Dekeyser in 2000, younger children learn L2 easily and quickly in comparison to older children. Larsen-Freeman Long in 2008 also suggest that there is a period of time, between birth and somewhere around the age when a child enters puberty, exists in which the learning a second language can be accomplished more rapidly and easily than times falling outside of this period (i. e. post puberty). This is because children are in the most flexible condition learning a foreign language. This stage might be strongly impressed on their brain, which can stimulate nervous function system, and the further learning can help them to form language habit and competency easi1y. however Researchers also disagree with withdrawing home language support too soon and suggest that although oral communication skills in a second language may be acquired within 2 or 3 years, it may take 4 to 6 years to acquire the level of proficiency needed for understanding the language in its academic uses (Collier, 1989; Cummins, 1981). So children who are taught L2 intensively too early will damage their L1 acquisition. Another belief reported by Johnson and Newport, Dekeyser, Asher and Price, Politzer and Weiss, Olson and Samuel, Lightbown and Spada (2008) that older learners have a higher level of problem solving and metalinguistics abilities than younger learners.. The young learners are considered fluent in communication of the second language and achieve native like accent. Learners after the age of puberty do not acquire native like accent of a second language but have complex learning pattern. Research suggests that children and adults L2 learners pass through different developmental states in second language learning. Learning depends on the cognitive maturity and neurological factors. Adults’ cerebra nerve network has come into being completely, and their thinking habits have become mature in this period. They can deal with complicated language form and contents easily, because their meta-language consciousnesses, common sense and literary knowledge are better than children. In general, age is important but not everything in second language learning. There are some factors related to the age, for example the learning opportunities, the motivation to learn, individual differences, and learning styles, are also important determining variables that affect the rate of second language learning in various developmental stages of the learners. II. 1. 1. 4. Learner’s personality We have mentioned some important factors influencing learner’s second language achievement such as motivation, language aptitude and age. In this section we continues with some specific personality factors in human behavior in relation to second language acquisition. The psychological factors to be discussed here are self-esteem, inhibition, extroversion/ introversion. Self –esteem is the degree of value, a worthiness which an individual ascribes to himself. According to Schuman in 1978 and Brown in 1980, there are three kinds of self- esteem: global, specific and task self – esteem. How is self –esteem related to second language acquisition? Brown (1980) states that specific self- esteem might refer to second language acquisition in general but task- esteem might approximately refer to one’s self-evaluation of a particular aspect of the language process: speaking, writing†¦ A study by Adelaide Heyde (1979) revealed that all three aspects of self-esteem correlated positively with performance in oral production and student with high self –esteem actually performed better in the foreign language. Inhibition sets of defences built to protect the ego, a concept closely related to self-esteem and of course has to be considered by teachers. Language learners, children or adults, make progress by learning from making mistakes but at the same time, making mistakes can be viewed as a threat to one’s ego. As a result, the learner tends to build a certain degree of defence to protect himself. Guiora et al (1972a) produced one of the few studies in inhibition in relation to second language learning, and the experiments have been high-lighted a possibility that the inhibition, the defence which we place between ourselves and others can prevent us from communicating in a foreign language. . Another factor which also needs some examination is extraversion and introversion. Language teachers often assume that the extraverts are better language learner than introverts. In a language class, the teacher tends to prefer to have more students with an outgoing and talkative personality. At an early stage, extroverts seem to speak the language better than the introverts, but this does not mean that the proficiency of a more introverted student will be lower. This depends very much on the goal of learning. It can be argued that the reserved learner may be very quiet but he can be a good language learner in the sense that he is good in aural and reading comprehension even though he cannot speak. Thus, it is not clear then that extraversion or introversion helps or hinders the process of second language acquisition and it is hard to say which is ideal for language learning. II. 1. 2. External factors The previous section examined some aspects of internal factors. This section accounts for some equally important external factors which also affect learner’s second language achievement. As language teachers we are faced with factors such as the social context of learning, the cultural differences between two language involved. The learning environment of the educational context and the teaching method being used. Most of these are largely beyond our control but nevertheless they are important because they can affect, sometimes decide the learner’s internal factors in learning. To improve teaching and stimulate better learning, these factors should be taken into consideration. II. 1. 2. 1.  Social factor The child’s acquisition of his mother tongue is affected by the condition under which it takes place. The same influence is also relevant to learning of a second or foreign language. The classroom itself is a kind of social setting where each student has a role, so his success of learning a foreign language is, to some extent, determined by the teacher- student relationship and the student- student relationship. The teacher’s love for his job is often an encouragement to his students in their learning. According to Cheatain (1976), student is also strongly encouraged to learn the language when his teacher is always hopeful. The student- student relationship is no less important. This instance concerns face- saving. No students likes to let his errors be known to his friends, so correction of errors by the group is helpful when there is non- hostile trusting climate in the classroom. In addition to the classroom features of the learning situation itself, there are factors in the wider social context that influence language learning. Teaching never occurs in a vacuum. Any subject occupies a position in the syllabus in order to meet a need of all part of the school population. Second language or foreign language teaching is not an exception. As the political, economic and historical conditions change, the course objectives are altered. In a great number of countries it so happens that shifting political economic and social conditions often bring about the change in status of a second or foreign language. For example, English was not introduced into the school curriculum in Vietnam until 1971. Nowadays, when Vietnam is a member of WTO, English becomes a compulsory subject as it is an international language of commercial and official communication. Political factors are not the only ones that influence second language learning. Other attitudes towards language learning which are characteristic of the society to which the learner belongs are particularly important to the success of language learners. In Vietnam, the ability of using English fluently is a special qualification for certain favored jobs, but in others like the UK or the USA, learning another language is little more than a hobby. Obviously, all the different attitudes, which actually stem from political, economic or historical causes play an important part in the overall achievement in foreign language learning. II. 1. 2. 2. Cultural factors It is obvious that knowing a second language no longer means merely having acquired some linguistic competence: the ability to construct grammatically correct sentences. It also includes the acquisition of communicative competence: the ability to communicate the second language. To the extent that language is culturally acquired, one can never learn a second language successfully without learning the culture of that language. In the article â€Å"Talking across culture† in 1981, Richards argues that those who are supposed to know a foreign language must have linguistic competence, communicative competence and social competence as well. By social competence, he means that the learner is expected to know how to behave in a speech community of speakers of the target language. In other words, he must be familiar with the culture of the native speakers otherwise, he will be shocked, or fail to understand native speakers even though he is linguistically competent. It can be concluded that anyone decides to learn a certain language properly, culture is something he cannot avoid in the process. In teaching English, we need to be aware of the cultural assumptions that the students already possess. We also need to be aware of the cultural assumptions that surround the use of English. Functions and structures used to be examined for cultural content, it cannot be assumed that they are neutral. II. 2. Language teaching implications. For the reason that motivation plays a very important role in second language achievement, the task of the teacher is to maximize the motivation. Teachers should raise students’ interest in learning English so that they no longer learn English to pass the exam or to fulfill curriculum’s requirement but for the desire to interact and communicate with foreigners†¦ In order to achieve these goals, teachers should vary the activities, tasks and materials, provide students with opportunities for interaction in the target language in and outside the language learning environment through preplanned, and authentic activities. As a result, students will be more interested in learning English. Not many researchers have carried out research about language aptitude because it is something that teachers are powerless to alter. Students vary in terms of aptitude so teachers should categorize them according to their aptitude profiles. For example, one group was identified as having particularly good memory abilities (relative to other abilities), and another group was identified as being high in verbal analytical abilities. It is the duty of teachers to select appropriate teaching approaches and activities based on learners’ aptitude profiles to accommodate their differences in aptitude. If the methodology matches students, they will learn better otherwise it may decrease students’ second language achievement. We all know that different ages have different ways of learning and different ways of achieving language. The differences among the three age groups (children, adolescents and adults) are really existent and the biological L2 learning conditions are unchangeable. Learners of different ages and stages should use different strategies. Thus, the teacher’s duty is different in the three groups and the teaching approaches and strategies should cater for the traits of students. For example, children use strategies unconsciously and their teacher should help them form good learning habits in this period. Some adolescents might be unable to be aware of using learning strategies, and others use too many complex and sophisticated learning strategies in L2 language learning, which might not ensure to achieve high level. Adult learners prefer analytic-style strategies such as comparative and contrastive analysis, generalization rules learning, and dissecting words and phrases. As a result, teachers should manipulate a number of options according to the aim of the teaching and learning, such as different reading materials, the speed of teaching procedures, etc Suitable approach and strategies for each trait of age will help learners achieve language better, compensate the shortcomings and take good advantage of in three groups. As the results listed in the previous part indicate, learners differ in terms of personality. Some students are very reserved, some are self- confident, some are ready to take a risk but others do not. Understanding each student’s personality is extremely important to every teacher not except for teacher of English. When teacher know students’ characteristics, they can use appropriate methods for each of them. For example, most of Vietnamese students are still basically shy and withdrawn. Then teachers should involve a lot of pair and group work instead of using the teacher- students questions and answers. Teachers should use cooperative rather than competitive goals to create a supportive and non-threatening learning atmosphere. Besides, teachers should encourage and support students all the time especially when they are struggling or lacking confidence in certain areas. Good teachers will know how to adapt their methods of teaching to different learners’ personalities to have best results in second language achievement. It cannot be denied that social context has a big influence on situation of second language teaching and learning of each nation. Thus, in order to create a good learning condition for second language learning to flourish is the duty of everyone: parents, authority of school, community, ministry†¦ For example, parents should give children favorable condition to learn second language, school should be concerned about students’ language learning and teaching to make it better, ministry of education should pay more attention to the quality of language teacher, textbooks and facilities necessary for effective second language teaching and learning to happen. Culture is very important in second language learning so the duty of teachers is to raise students’ awareness of cultural differences between countries. When teaching a foreign language such as English, teachers should teach students language competence along with socio- cultural competence. Both teachers and authorities should bear in mind that learning about other cultures does not mean changing one’s own values and world outlook. On the contrary, by comparing some aspects of cultures in different societies, students may better appreciate their own culture and tradition and avoid false stereotypes which may result in either prejudice against other culture or blind belief that other cultures are superior. A successful language learner is a person who not only knows how to make grammatical and meaningful sentences but also knows how to use them in appropriate situations and a good language teacher is a person who knows how to help them do so successfully. III. CONCLUSION In conclusion, the success in second language acquisition depends largely on many factors but some of the most important factors can be mentioned are motivation, language aptitude, learner’s age and personality, social and cultural context. Thus, knowing these factors and how they influences learners’ second language achievement is very crucial to teachers of foreign languages in general and English in particular. Their language can be greatly improved when teachers have a better understanding of the learner, of the learning process and of the variables that may help or hinder learner’s language achievement. IV. REFERENCE Krishna K.  B , â€Å"Age as an Affective Factor in Second Language Acquisition†, Troy Universityn Press. HIDASI, Judit, (2005) â€Å"The Impact of Culture on Second Language Acquisition†, Annals of the International Business School. Hoan, P. K, (1985), â€Å"Psychological and cultural factors related to methodologies to Hanoi foreign languages Teachers’ college student†, Sydney Zhang . J, (2006) Sociocultural Factors in Second Language Acquisition, Sino-US English Teaching, Volume 3, No. 5 (Serial No. 29) Mehmet, N. G, (2001) â€Å"the effects of age and motivation factors on second language acquisition† F? rat University Journal of Social Science. tic

Higher Education In Promoting Cyber Entrepreneurship Commerce Essay

Higher Education In Promoting Cyber Entrepreneurship Commerce Essay 1.The Higher Education (HE) sector has become a popular feature of many areas of business and management research. Specifically, the interest of entrepreneurs and entrepreneurships associated with business development and considers what role higher education has play within these environments. 2. Education is a long continuous process in life. Students basically need to spend at least 6 years in primary school and another 4 to 6 years in secondary school before they can go for employment or continue their study in higher education. 3. In pursuing their education, most of them will be awarded with scholarships or education loan from government body or from any other financial institutions. 4. Student with clear objective will usually get through the education process. At the same time we should also realize the fact that some students will end up half way due to financial constrain, academic failure, lack of motivation, no clear objective, etc 5. Another problem faced by students, normally is job opportunity, long wait and queue to be employed. Parents seems facing dilemma whether to send their children to college without any job promising prospect, or to let them to work in order to reduce or minimize financial constrain. Hansads Reports from Malaysian Parliament shows there were great concerned among the members of the parliament regarding entrepreneurship program in Malaysian Heis is as follows: 6. Global unemployment rate is showing an increasing trend. Many factors contributed to the phenomena. This issues can be viewed from two perspective, which is global view and micro view. 7. From the global view, unemployment rate is contributed by many aspect such as collapse of the global economic system, recession, reduce in demand etc. The micro view claimed that unemployment rate contributed by external factors such as: attitudes, un ability to compete in the job market etc. 8. Reports from Bank Negara reveal that total population in Malaysia in the year 2007 were approximately 27.17 Million. Out of it, the total population for Malaysian age between 15-64 years were reported at about 17.62 M or 65% of the total population. http://www.bnm.gov.my/index.php?ch=111 9.In year 2007 there were 3.516 M student age between 17 23 years. Out of that as many as 351,585 students pursue their study in higher education and apparently 210,950 graduates enter the job market. http://www.mohe.my/web_statistic_pdf_2008_05/indicator-6-13.pdf 10.There is no specific data on numbers of unemployment. Some claim that the unemployment numbers is between 50000 to 80 000. The closes reliable data released shows that out of 17.24 M the unemployment rate were 3.5 % 60,340 http://www.bnm.gov.my/index.php?ch=111 11.Entrepreneurship is being seen as a vital source of competitiveness and the engine for economic growth and development. According to (Nabi, G., Holden. R, 2008). Entrepreneurship activities among the graduatse in Higher Education are one of the key to unlock the unemployment problem among the graduate. (European Commission, 1998) suggested that comprehensive action to encourage entrepreneurship among the graduates is increasingly being recognized by political and economy bodies as one of the keys to unlock greater comparative in employment opportunity. 12.DR.22.03.2007 Ministry of Entrepreneur organizing program scheme for unemployment graduate. Among others program outline are: Graduate Entrepreneur program Graduate Franchise Program Techno-proneur program Incubator graduate program 13. DR.01.07.2008 Some members of parliament argued, without proper program, Heis will produce low quality graduate which will cost more problem to the nation and government should encourage entrepreneurship spirit and find ways to commercialize the creativity and innovative ideas among the graduate 14. E-commerce on the other hand offers an opportunity for students at college level to become entrepreneur and start business with minimum capital without ignoring the education. This method or channel of business would offer unlimited potential. 15. With the government backup such as incentives and assistance, those who venture or start this model of e-commerce can grow fast and big, with unlimited potential customers. There is a hope and belief that if students were exposed to e-commerce they can be guided to be more organized, more focus and self finance, thus achieve financial freedom and since the e-commerce setup is virtual , when they complete their study, they can take their business on their own without associating with the prior e-commerce model 16.Many researchers suggest that Higher Institutions should place to boost up the entrepreneurial spirit. (Kirby, 2002; David, 2006) identify the universities is the place where knowledge is developed, transformed and practice. Higher Education in Malaysia 17.There has been an increasing number of Malaysia in search of tertiary education in recent years. Therefore a comprehensive higher education plan should first be prepared so that the expansion and development of higher education will be in line with the aims of the Ninth Malaysian Plan (MP9). Specifically, private universities in Malaysia need a structure their tertiary master plans by analyzing the needs and objectives of prospective academics. 18.One aspect of an ideal educational objective is that it continues to produce university graduates with a high capability of becoming valuable parts of the countrys human resources in all areas. Thus, this objectives need to be sympathetic to the current development of Malaysia, they should also be able to continue contributing to the building of Malaysia into a quality nation. 19.The Malaysian government also needs to match this ideal objective with its existing resources, and if the resources are not sufficient, efficient and intact, the objective will need to be revised; for example, by allocating appropriate personnel to appropriate responsibilities, training the individuals efficiently, taking a fresh look at the structure of higher education bodies, and revising the higher education process to continuously improve it. In the context of the advanced developing nations, Malaysia has set a good example by coping with any problems and challenges that have arisen as it expands its higher education (Hussin, 2004). At the time of independent in 1957, Malaysia had only one university. Now it has increased to 20 public universities and 18 private universities (until 2007) that also offer excellent academic services. This has reflects that for developing nations education is the main component for nation growth. 20.In general, higher education institutions can be categories into two major components the Public and Private Universities. These universities run undergraduate and postgraduate programmes and also offer diplomas and matriculations for undergraduate programmes. The public universities are universities that are fully controlled and funded directly by the federal government and public sector (Selvaratnam, 1992). There are currently twenty public universities in Malaysia, established between 1962 and 2007. All this universities offering various disciplines namely UM, USM, UKM, UTM, UPM, UUM, UNIMAS, UMS, UPSI, UiTM, USIM, UDM, UMT, UTeM, UTHM, UniMAP, UMP, UMK, UPNM, and IIUM. 21.On the other hand, private universities in Malaysia vary from the universities that are supported by government business agencies (e.g. Multimedia University of Malaysia, National Power University of Malaysia, Petroleum National University of Malaysia), to those supported by political parties in the present government alliances (e.g. University Tunku Abdul Rahman (UTAR), an education arm of the Malaysian Chinese Association, a political party). In addition, there are also some branch campuses of foreign universities here (e.g. the campuses of Monash University and the University of Nottingham). There are also numbers of local private universities own by individual owners. In brief, there are sixteen private universities at this moment, catering to a high demand for the tertiary education in Malaysia. Higher education also consists of nearly five hundred private colleges to support this demand from a rapidly developing country. Details of the private universities and years of estab lishments (see table 1.1). 22. Table 1.1: Private Universities in Malaysia Bil University Year established 1 Universiti Teknologi Petronas (UTP) 2000 2 University Tenaga Nasional (UNITEN) 1999 3 Universiti multimedia (MMU) 1999 4 Universiti Industri Selangor 2001 5 Universiti Sains dan Teknologi Malaysia (MUST) 2000 6 Universiti Terbuka Malaysia (UNITEM) 2001 7 Universiti Tunku Abdul Rahman (UTAR) 2002 8 International Medical University (IMU) 2001 9 Universiti Kuala Lumpur (UniKL) 2002 10 Universiti Tun Abdul Razak (UNITAR) 2000 11 University Terbuka Wawasan (WOU) 2005 12 University Antarabangsa Al Bukhari (AIU) 2006 13 Monash University Malaysia (MUM) 2000 14 University of Nottingham in Malaysia (UNiM) 2000 15 Curtin University of Technology Sarawak (CUTS) 2000 16 Swinburne University of Technology (SUT) 2004 17 Asia e-University (AeU) 2007 18 Al Madinah International University (MEDIU) 2007 Source: Ministry of Higher Education, 2008 (www.mohe.gov.com). 23.There were twelve private universities, two virtual universities and branch campuses of four foreign universities, as until 2007. The private universities have been vested with the right to award their own degrees at all levels, and the foreign universities award identical degree programs as at the host university. This will obviously mean that academic staff numbers must have increased. Table 1.2 shows the total number of academics staff according their qualification from the year 2001 until 2007. The data show that huge demands for academics. 24. Table 1.2: Number and Qualification of Academics in Private Universities (2001 2007) Degree/Years 2001 2002 2003 2004 2005 2006 2007 PhD 235 767 868 1,030 1,338 1,463 1,070 Masters 2,016 3,919 4,744 5,958 5,344 6,077 6,846 Bachelor 5,108 7,231 7,030 6,753 5,887 6,601 7,754 Diploma 1,050 2,475 1,539 1,070 867 877 1,811 Total 8,409 14,392 14,181 14,811 13,436 15,018 18,081 Source: Ministry of Higher Education, 2007 (www.mohe.gov.com) 25. The programmes offered based on the field of study in private institutions of higher learning (IHls) includes social sciences programmes, science and technology programmes and technical and vocational programmes. Since establishment of the private universities ministry shows, that private IHLs offered more social science programmes rather than science and technical programmes. There are reasons for this. First, private universities have found by individuals or organizations. Therefore, they faced financial instability to offer more technical and science based programmes. Second, social science programmes required less capital, equipment, land and manpower to operate and maintenance. Finally, the demand for social science programmes is very huge due to educational policy which focuses on art stream in 1970s and 1980s. Consequent of this, more social sciences programmes becomes choices for young generation. Table 1.3 shows the details of the programmes offered by private IHLs. Table 1.3: Programmes offered based on field of study by private universities Programmes offered / Years 2004 2005 2006 2007 Social sciences programmes 716 817 850 620 Science and technology programmes 382 439 449 357 Technical and vocational programmes 166 194 189 140 Total 1,264 1,450 1,489 1,117 Source: Ministry of Higher Education, 2007 (www.mohe.gov.com) 26. The development of the higher education sector in Malaysia, consisting of public and private institutions, looks encouraging when considering the increasing number of institutions in recent years, but this does not mean that the demand for tertiary education in Malaysia is fulfilled. From the Nine Malaysian Plan (2006-2010) has focused to achieve the target of 40 per cent enrolment rate of the age group 17-23 years in 2010. 27. According to (King, 2003), there were not many research that focuses on graduate careers in a non-traditional context specifically graduate entrepreneurial careers in terms of entrepreneurial intentions and developmental experiences. More research needed in this area with the increasing numbers of students considering or pursuing entrepreneurial careers (Robertson and Wilkinson, 2006; Harding, 2007; Holden et al., 2007) and the diverse range of contexts in which graduates pursue an entrepreneurial career. 28. Secondly, there is a large body of research on entrepreneurship in general (Bridge et al., 2008; Henry et al., 2003), but much less so on graduate entrepreneurship (which as noted below has been distinguished from non-graduate entrepreneurship). 29.This is consistent with the ISBA Consortium (2004, p. 8) report conclusion that the literature is generally broad, fragmented and growing and, critically, that despite a wealth of literature from business and management and other disciplines, only a minority focus on graduate entrepreneurship (p. 10). 30.There is a continuing interest in graduate entrepreneurship intentions and attitudes thus it is important to understanding there is potentially increasing the number and sustainability of graduate start-ups. In relation to graduate start-up support, there are relatively few studies that focus on student/graduate enterprise and entrepreneurship education in varied and multiple contexts. 31.Graduate entrepreneurship (and entrepreneurship education) in a narrower perspective, also known as students/graduates who are in the process of starting up or trying to start up their own businesses and are learning skills for starting up a business 32.This is important because lessons may be learned and shared about curriculum development and the relative impact of different approaches used towards enterprise/entrepreneurship education and training Whilst accepting that there is debate around the meaning of graduate entrepreneurship (see, Nabi et al., 2006a for example), in broad terms, it can be defined as the interaction between the graduate as the product of university education and business start-up in terms of an individuals career-orientation and mindset towards self-employment 33.(European Commission, 2003; ISBA Consortium, 2004; Nabi et al., 2006a). different emphasis, definitions tend to evolve around the notion that starting up or trying to start up a business as representing an aspect of entrepreneurship (see Nabi et al., 2006a for more detailed discussion) Kirby (2004), do throw a question regarding HEs program, weather there are they trying to develop enterprising graduates or entrepreneurial graduates 34.Moreover, it is important to realize that the concept of the graduate entrepreneur is changing and evolving, and who and what constitutes a graduate entrepreneur is shifting from a skills-based agenda (looking at the tools and capabilities for start-up) to an entrepreneurial identity agenda (looking at the maturity of students/graduates, what it might be like to be a graduate entrepreneur, an understanding of themselves and the entrepreneurial lifestyle). Indeed, some of our research (Nabi et al., 2006b) and one of the papers in this special issue, by Hegarty and Jones, further addresses the notion of the graduate entrepreneur. In particular, the latter authors recommend that enterprise programmes should also focus on the aim to develop student Understanding of what entrepreneurs do, why they are important to the economy and more importantly to society. 2.3 Entrepreneurial Graduates Graduate students playing a crucial role in patterning the future of our nation. Quality student will positively contribute in ensuring the continuous sustainable growth in all aspect nation development. Not only on the economy, but also in minimizing the social problems. Current scenario shows, many social problems occurred, indirectly reflected by the quality of our graduate students. High rise of unemployed graduate, increased numbers on mental illness cases caused by social problem such as drugs trafficking, crime, etc. Student should be guided continuously and motivated. Only by motivation student will perform better in what ever there are involved. Students will do better and improved in their performance if there are crystal clear on what there are doing and what end result there are expecting. Moreover, it is important to realize that the concept of the graduate entrepreneur is changing and evolving, and who and what constitutes a graduate entrepreneur is shifting from a skills-based agenda (looking at the tools and capabilities for start-up) to an entrepreneurial identity agenda (looking at the maturity of students/graduates, what it might be like to be a graduate entrepreneur, an understanding of themselves and the entrepreneurial lifestyle). (Thomas W. Z,1994) define entrepreneur as person who creates a new business in the face of risk and uncertainty for the purpose of achieving profit and growth by identifying opportunity and assembling the necessary resources to capitalization. There is also endless discussion around types of entrepreneurship. Reynolds et al., (2004) distinguish between opportunity entrepreneurship and necessity entrepreneurship. In this article, I would like to table for discussion on another type of entrepreneur, which is cyber entrepreneurship. According to Carrier et al., (2004) Information technology is changing the world in more prominent than any other technology in the history of mankind. European Commission, (1997) had identifies there are two types of firm using IT technology in business. First is the firm with physical presence traditional company using Internet as a new distribution channel or also said as logical extension of their traditional business. Second the dotcoms, internet startups business. With the evolvement of Internet technology and cyber world, it is very crucial for Government policy makers and HEs management to seriously considering this medium to transforming graduate into self employment. 2.5 Cyber entrepreneur There are very little research done which promoting the term cyber entrepreneurs. There were some studies which referring the technology base entrepreneur with various term such as: IT Techno-entrepreneur were derived from the word technology entrepreneur, will be interchangeably used with the word entrepreneur in order to relate that techno-entrepreneurship are the subset of entrepreneurship. (Christian S., 2009) defined cyber-entrepreneur as an individual who creates a firm that is essentially founded upon e-commerce, and whose main activities are based on the exploiting networks, using internet, intranets and extranets. Cyber entrepreneurship is still in it emergent phase and there is more to know about the phenomena and the element in venture creation process (Carrier et al., 2004; Jiwa, Lavelle. Rose, 2004; martin Wright, 2005) We can conclude the terms cyber-entrepreneurship or cyber-entrepreneur can be referred to any start-up business or any attempt to exploit the information technology for business purposes and intended to gain profit in return. Those persons who set out to be IT entrepreneurs are often seen as special, brave, strong, or else well connected to sources of start-up income beyond those that could reasonably expect to obtain. Technology entrepreneurship, the act and process of creating new, technology-intensive start-ups, is a subject of increasing importance in many parts of the world. Entrepreneurship in parts of South East Asia especially Malaysia has recently undergone rapid revitalization. (Reina et al., 2008) stressed virtual or cyber based business in general have not yet reach the required level of maturity that would leave a lasting impact on the way company conduct electronic base business. Meanwhile the term Information Technology Techno-entrepreneur arose from within Malaysian culture to describe an individual whose entrepreneurial endeavors focus on to Information Technology oriented enterprise. Ministry of Entrepreneur and Co-operative Development (MEDC) reported in 2007 annual report, reported to adjust and strengthened it direction from increasing number of entrepreneur of entrepreneurs, to focusing on developing quality techno entrepreneurs who are at par with the international entrepreneur. 2.6 Opportunity for HEs graduate to venture into entrepreneurship Turn ball et al, (2001) find out after sitting on the entrepreneur course, students attitudes towards entrepreneurship moved from negative to neutral. And lane, 2002 suggested mentoring activity is effective in changing perception towards entrepreneur. Comprehensive study done by (National Higher Education Research Institute [IPPTN], Feb 2003) on the unemployed graduate outlined the list of suggestion to improve the unemployment graduate. The final reports which were produced in Bahasa Malaysia outlined: Expose student in HEs in self employment potential. Provide entrepreneurship infrastructure in HEs Appoint entrepreneur Counselor Provide entrepreneur fund Develop an entrepreneur curriculum Skills training for graduating students Support and involvement by HEs 2.7 How HEs can initiate a cyber entrepreneurship activities Government and policy makers as well as HEs administrators should look for possibilities on imposing cyber entrepreneurship activities to those are interested. Followed are some possible approaches can be adapt by HEs in initiating and inspiring the cyber entrepreneurship activities in Malaysian education institution. In order to create interest and increase awareness, classroom education method is not the only approaches can be used. HEs can also used the alternative methodology to promote entrepreneurship. (Alperstedt and Henrique, (2006) introduced a Business Plan Competition as a alternative teaching methodology to promote entrepreneurship. The competition was coherent with its proposal of developing the entrepreneur interest into the participant. The study carried out, does not explore the implementation possibilities the business plan or creating their own enterprise after word. This writing would like to proposed some amended entrepreneur start up model which originally proposed by (Martyn. R. and Amanda. C, 2003), together with the methodology proposed by (Alperstedt and Henrique,(2006). During the plan period, enrolment in tertiary education institutions of all levels is expected to increase to 1, 326, and 340 in 2010 with 32.3 per cent at first degree and 35.8 per cent at diploma. To cater for the projected demand for tertiary education, the public universities not capable to fulfils. Therefore the present of the private universities play an important role in fulfilling the demand and nation growth.