Sexual Partner Violence And Black American Women Essay

POTENTIAL HEALTH FACTORS RELATED TO INTIMATE PARTNER VIOLENCE AND BLACK AMERICAN WOMEN Arshida Moore 12/11/2016 PADM 6130 Research Methods INTRODUCTION In the United States, Black American women are physically battered and often die from Intimate Partner Violence (IPV) at increasingly disparate rates in comparison to that of White American women. When compared to their White American counterparts, Black American women unswervingly conveyed higher rates of violence by their intimate partner (West, 2004). Intimate partner violence and proximate lethal intimate partner violence are the key causes of untimely death and immobilizing injuries for Black American women (Campbell et al., 2002). There is very little research regarding potential health factors related to intimate partner violence among Black American women. Methods for improving the quality of healthcare available to women who have been victims of IPV have been debated for years, however, the focus area of black women has not garnered much attention. Purpose of Research The purpose of the research is to examine whether Black American women are seeking out and utilizing healthcare after experiencing IPV in addition to examining the potential health factors related to IPV among Black American women. Research shows that a woman is less likely to die from IPV if she seeks healthcare after experiencing and episode of IPV. The review of the literature indicates that some of the healthShow MoreRelatedIntimate Partner And Sexual Violence1555 Words   |  7 PagesNational Intimate Partner and Sexual Violence 2010 survey, will provide statistical information on victims who experienced one or more violent crimes from their husband, wife, boyfriend or girlfriend. These crimes arrange from stalking, rape, to physical and mental abuse. It will examine the impact of intimate partner violence on gender, race, and ethnicity. This report will give an overview of health consequences and the implications for prevention for Intimate Partner and Se xual Violence. Lastly, thisRead MoreThe Society We Currently Live In Is Infused With Aspects1451 Words   |  6 Pagesinequality, welfare stigma, black on black crime and last but not least, domestic abuse/ Intimate partner abuse. Though there are many important social problems that influence society, I will focus on the aspect of domestic abuse and intimate partner abuse. Domestic abuse is defined as the act of one individual controlling their spouse or intimate partner using fear, intimidation, or violence (Tina de Benedicts, Jaelline Jaffe, Jeanne Segal). Most people automatically think of sexual and physical abuse whenRead MoreGender And Gender Violence1482 Words   |  6 PagesGender-based violence is the unequal power relationships between men and women. 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Traditional Gender Roles My Family - 878 Words

A quick glance at my family would reveal mostly traditional gender roles. My mother, for at least the first part of my childhood, was a stay at home mom who ascribed to more traditional gender roles. My mother and grandmother cooked almost every meal and were largely responsible for the care of my siblings and me. My father was the breadwinner who worked fifty to sixty hours a week to provide for his family. He was treated as the head of the household and, if my parents could not come to a consensus about a decision, the unspoken rule was that my father would ultimately make the decision. I purposely stated previously that my family ascribed â€Å"mostly† to traditional gender roles; this is because there were some aspects that would be considered more egalitarian. 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Burger King Ehtics Essay Example For Students

Burger King Ehtics Essay Burger King Ethics Burger King has strived to have very good ethical practices installed into their system of business. Honesty, integrity and respect are very common goals in the restaurants of Burger King. Good business practices are audited often to insure the quality and respect of the management and employees are in order. These ethical practices begin in the management section of the company. Senior executives â€Å"partake in personalized videos about BKC’s gifts and conflict of interest policies and run contest to actively engage employees in ethic topics. These managers are expected to show that all employees’ rights and values are highly respected. Employees are expected to go through trainings and orientation to familiarize them with all ethical policies and codes created at Burger King. One way this is accomplished is by â€Å"using animated characters in video† to explain the codes. This makes it more fun for the employee to learn and memorize the ethics codes presented. Vendors who are approved to do business with Burger King are expected to be in â€Å"full compliance with the ethical codes established by Burger King. Burger King â€Å"must operate in full compliance with the laws of other countries, including the rules, regulations, customs and published standards applicable to them along with labor, safety, and worker health laws that apply. † As quoted in the Burger King corporate code; â€Å"our philosophy is simple: integrity, honesty and compliance with the law are not optional. When it comes to ethics, there is no compromise. We believe that in today’s challenging worldwide business environment, prosperity and social responsibility go hand in hand. References 1. http://media. corporate-ir. net/media_files/irol/87/87140/CodeEthics-5. 2007. pdf

Student Activism in the 1960s and 1970s Essay Example Essay Example

Student Activism in the 1960s and 1970s Essay Example Paper Student Activism in the 1960s and 1970s Essay Introduction Student activism is defined as the movement of students who want to implement change in the political, economic, environmental, or social milieu of the society (Haskins and Benson 1988). In most cases, student activism is focused on student rights, specifically on the fight against tuition increase or curriculum changes. In extreme cases, student activism has also helped a lot in effecting changes in the political setting of a country. The fact is student activism was very active in these two decades. This was true not only in Western countries, but in other parts of the world too. In the Philippines, the 1970s were marked with protests against the conjugal dictatorship of Ferdinand and Imelda Marcos. Students from the country’s premiere university, the University of the Philippines, formed the so-called â€Å"Diliman commune† to barricade their campus against the onslaught of the military that remained loyal to the President. Students demanded the resignation of a corr upt leader. The protests eventually led to the People Power revolution more than a decade later. In France, student activists were also instrumental in shaping the latest history of the country. At one point, the University of Paris was closed in 1968 because there was a brewing problem between the administration and the students. To denounce the closure of the university and to condemn the kicking out of student activists, Sorbonne students in Paris also started their own protests and mass demonstrations. The scattered movements stirred national consciousness and their small-time activities eventually intensified into a national civil disobedience. Student Activism in the 1960s and 1970s Essay Body Paragraphs In Indonesia, student groups were always the first group to stage street protests against the government. To prove their indispensability, other organizations would often seek to solicit the support of student groups to strengthen their causes. In the 1960s, university students held demonstrations to call for the elimination of alleged Communists within President Sukarno’s administration. These student activists were also instrumental in the eventual resignation of Sukarno in 1967. In Canada, the late 1950s and the 1960s also witnessed the emergence of several new left student organizations. At that time, two of the several dominant left groups in the country were the Company of Young Canadians (CYC) and the Student Union for Peace Action (SUPA). From the pacifistic and moralistic Combined Universities Campaign for University Disarmament (CUCND), the SUPA was established in 1964. Its scope included grass-roots politics in underprivileged communes, and raising awareness of the ‘generation gap’ being experienced by Canadian youth and their adult counterparts. At that time, student activism in the United States of America was also getting more active. Its causes specifically geared towards changing the existing educational system in the country. This does not mean to say that the causes these movements were fighting for were new. In fact, student activism in this country started way, way back when public education was just starting. In fact, the earliest documented student activism dates back to 1930s. The American Youth Congress, a movement heavily supported by then First Lady Eleanor Roosevelt, urged the US Congress to act against racial discrimination. The 1960s The 1960s saw young people all over the world struggling to take part in their respective country’s future. These young people wanted their voices heard, and so they went out on the streets in protest to make their government listen. In America, the 1960s was a very crucial ti me. Together with the other young people worldwide, young Americans discovered their personal potential to help effect changes in their political and economic environment. At that time, their main concern were to give student clearer voice at school, and to fight racial segregation – a practice that had been prevalent before. Indeed, political activism flourished in America at this point. Civil rights were high up on every movement’s agenda. Some even challenged the US participation in the Vietnam War. During the 1960s, school campuses were used as meeting points for political activities that would often include protests with marches (Miller 1987). Some of these protest rallies were violent that some participating students were unnecessarily hurt. The 1960s was a turbulent time in the country. Too much freedom was in the offing, and this was underscored by the many issues that were pulling the country down at that time. In fact, those who fought for freedom and challe nge the status quo were branded as â€Å"hippies.† Many adults criticized young people’s kind of music, clothes, sexual freedom, and even drug use. The term â€Å"the generation gap† was coined to explain the differences between these young people and the adults that surrounded them. On the other hand, those who stayed on the side of the status quo were called â€Å"the establishment.† Yet, it was apparent that the lively democratic environment during the 1960s encouraged disagreements even among those who wanted to effect social and political changes in the country. It is no wonder then that student activism in the US achieved political prominence during the 1960s. Several student movements were established for various causes back then. One of these movements was the Ann Arbor Youth Liberation. It figured students fighting for an end to state-led education. There was also the Student Nonviolent Coordinating Committee, a movement which primarily worked ag ainst the increasing racism in the country. The movement also called for the incorporation of US public schools. Another focal point of this period was the Students for a Democratic Society (SDS). It was a student-led organization that believed that schools are a social agent that both strengthens and oppresses society. The movement eventually produced the so-called Weather Underground. However, these organizations eventually died down in the middle of the 1970s. The 1970s As the heat of student activism started to dwindle in the 1970s, some young activists continued their struggle in a bid to gain more freedom and choices. The Viet Nam War that happened early on underlined the social estrangement that was echoed in the campaign of black Americans for justice and equality in an ever hostile society. Revolution and liberation were still the prominent words, even as resistance to the war caused hippies, radical youth, hippies, artists and musicians to band together for a common cause . The previous decade of protest supported an age of rage and idealism, of activism and rebellion, and of buoyancy and oomph. Yet, for many, the 1970s was still a decade to continue what had been started in the 1960s. Although activism was no longer as intense as the previous decades, students have already realized their potential in changing the world. And so, instead of going back to their safe cocoon, they continued their struggle to promote various causes. This was true not only in the US, but in many other countries across the globe as well. For many young people, the dream of political and social justice has not waned. The 1970s may have seen the â€Å"hippies† going out of style but the causes they have adhered to remained intact and alive. Perhaps, the advent of more advanced technological innovations, like the computers, has redirected the venue among student activists. Instead of going out for street protests, they have learned to use electronic medium to advance th eir causes. In a way, the proliferation of the computers and the internet helped in spreading out the sentiments of students activists as far as social and political issues were concerned. Conclusion In the end, the 1960s and the 1970s redefined the world as it was. Perhaps, no decade since the Second World War has changed the face of the earth than in these two historical decades. The world, more specifically America, would not be what it is now if not for the student activism that flourished during these decades. Perhaps the young activists of the 1960s remain one of the most misunderstood young people to date. The fact that young people staked out their own social organization back then alienated and alarmed their elders. Surprisingly, what sprung forth as peculiarly youthful rebellion – drainpipe-trousered men, long-hair on both men and women, net-stockinged women — has already been received by adults worldwide (http://www.sos.state.mi.us/history/museum/explore/mus eums/hismus/1900-75/sixties/questio.html). The 1970s, despite its relative serenity and quiet merely continued what had been started in the 1960s. There were still student demonstrations all over the world, but they were not as intense as they were before. Yet, there was something in the 1970s that was not present in the previous decade. Perhaps learning from their experiences during the 1960s, student activists had become more enlightened and were less prone to rebellion unless really necessary. Too much freedom began to come hand in hand with social responsibilities. The â€Å"hippies† now belonged to a by-gone era and in its place sprouted a more practical youth. In spite of all that transpired, it became apparent that a pattern has subsequently emerged. The American university indeed became a political arena for a whole generation of Americans who already lost faith in the ability of the status quo to solve national concerns. These young people have come to realize the po wer that they yield in their collective hands. In other words, even before these young people discovered the adage that â€Å"what is personal is political,† they already belonged to a universe that believed they could alter the world (http://lists.village.virginia.edu/sixties/HTML_docs/Exhibits/Track16.html#Poster). Whether this was true or not, only history will be able to hand down a verdict. Suffice it to say that perhaps what student activism longed for during these two decades, it was able to achieve. We will write a custom essay sample on Student Activism in the 1960s and 1970s Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Student Activism in the 1960s and 1970s Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Student Activism in the 1960s and 1970s Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Profile of Students With Existential Intelligence

Profile of Students With Existential Intelligence Existential intelligence is the label  education researcher  Howard Gardner gave to students who think philosophically. This existential intelligence  is one of many  multiple intelligences  that Garner identified. Each of these labels for multiple intelligences... ...documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways,  (1991). Existential intelligence involves an individuals ability to use collective values and intuition to understand others and the world around them. People who excel in this intelligence typically are able to see the big picture. Philosophers, theologians and life coaches are among those that Gardner sees as having high existential intelligence. The Big Picture in his 2006 book, Multiple  Intelligences: New Horizons in Theory and Practice, Gardner gives the hypothetical example of Jane, who runs a company called Hardwick/Davis. Whereas her managers deal more with the day-to-day operational problems, Janes job is to steer the whole ship, says Gardner. She must maintain a longer-term outlook, take into account the conductions of the  marketplace, set a general direction, align her resources and inspire her employees and customers to stay on board. In other words, Jane needs to see the big picture; she needs to envision the future the future needs of the company,  customers, and marketplace and guide the organization in  that direction. That ability to see the big picture may be a distinct intelligence the existential intelligence says Gardner. Pondering the Most Fundamental Questions of Existence Gardner, a  developmental psychologist and a professor at the Harvard Graduate School of Education,  is actually a bit unsure about including the existential realm in his nine intelligences. It was not one of the original seven intelligences that Gardner listed in his seminal 1983 book, Frames of Mind: The Theory of Multiple Intelligences. But, after an additional two decades of research, Gardner decided to include existential intelligence. This candidate for intelligence is based on the human proclivity to ponder the most fundamental questions of existence. Why do we live? Why do we die? Where do we come from? What is going to happen to us? Gardner asked in his later book. I sometimes say that these are questions that transcend perception; they concern issues that are too big or small to be perceived by our five sensory systems. Famous People With High Existential Intelligence Not surprisingly, major figures in history are among those who may be said to have high existential intelligence, including: Socrates: This famous Greek philosopher invented the Socratic method, which involves asking ever-deeper questions in an attempt to come to an understanding of the truth or at least to disprove untruths.Buddha: His name literally means one who is awake, according to the Buddhist Centre. Born in Nepal, Buddha taught in India probably between the sixth and fourth centuries B.C. He founded Buddhism, a religion that is based on seeking higher truths.Jesus Christ. The founder of one of the worlds major religions, Christ, pushed back against the status quo in first-century Jerusalem  and put forward the belief in a higher being, God, who possesses the eternal truth.St. Augustine: An early Christian theologian, St. Augustine based much of his philosophy on the teachings of Plato, a Greek philosopher who proposed the idea that there is an abstract truth that his higher and more complete than what we witness in the real, imperfect world. Life should be spent pursuing this abstract truth, bo th Plato and St. Augustine believed. In addition to examining the big picture, common traits in those with existential intelligence include: an interest in questions about life, death and beyond; an ability to look beyond the senses to explain phenomena; and a desire to be an outsider while at the same time showing a strong interest in society and those around them. Enhancing This Intelligence in the Classroom Through this intelligence, in particular, may seem esoteric, there are ways that teachers and students can enhance and strengthen existential intelligence in the classroom, including: Make connections between what is being learned and the world outside the classroom.Provide students with overviews to support their desire to see the big picture.Have students look at a topic from different points of view.Have students summarize the information learned in a lesson.Have students create lessons to teach their classmates information. Gardner, himself, gives some direction as to how to harness existential intelligence, which he sees as a natural trait in most children.  In any society where questioning is tolerated, children raise these existential questions from an early age though they do not always listen closely to the answers. As a teacher, encourage students to continue asking those big questions and then help them to find the answers.

ZAPPOS another successful venture of AMAZON.COM Essay

ZAPPOS another successful venture of AMAZON.COM - Essay Example ..the paramount concern †¦.as banks, food manufacturers and government officials suffer from losing people’s trust† (Need, n.d.). The benefit and success in business go hand in hand with trust. None of the businesses in the entire world would ever wish to run losses in the market however crowded it may seems to be. To be successful, business would want consumers to buy and try more and comfortably pay for the goods and services. This is where brand trust comes in. Defining brand trust remains challenging as any retailers would prefer its definition left to the consumers’ view of their products and services (Weinberg, 2009). However, my ideas seem to differ from that: it is the responsibility of the business to build trustworthy relationship with the consumers. A good example of brand trust can be taken from the printing industry. If you buy a printing machine allegedly printing one thousand copies in one minute, yet in reality it can only produce one hundred copies in one minute, then there is no trust towards the producers of the machine. The above example introduces another important factor in brand trust, which is honesty and clarity. Honesty and clarity are very much essential in building brand trust. According to the study conducted in 2010 by the Reader’s Digest European Trusted Brands, 13% of consumers trust advertising and 32% of consumers trust international companies. However, according to Nielsen Global Online Consumer Survey, 48% of consumers trust their work colleagues, friends and neighbors, 90% of consumers, trust recommendations from friends while 70% trust opinion posted online (Grimes, 2012). A question then may arise: do many clients understand key factors required to build trust? Perhaps we can say they do or they do not; it depends on the kind of scenario presented before the consumer. The only reality you can bank on is that every client wants to build trust. But how can we achieve trust for products and ser vices? This is a question many entrepreneurs and marketing officers attempt to answer on a daily basis. Just like people build trust in relationships, the same way clients build trust for brands and business. This is achieved through trust drivers as illustrated below. Factors influencing the effects of online Trust The steady growth of the Internet has in the recent past promoted e-commerce to a great extent. The Internet is now an essential part of a multichannel strategy for firms. In order to create a long term relationship guided by trust, companies are required to build on customer trust (Bhusry, 2005). This is very necessary in the world of e-commerce because consumers depend on the Internet for extraction of useful information and purchasing of products/services offered. Successful e-commerce requires a wide evaluation and understanding of how brand trust is achieved and the effects it has on consumer behavior (Epstein, 2004). In the case of Zappos e-business, quite a number of trust drivers come into plays. We must note that the web site design is also a very important part of e-commerce, and thus very essential factor in building trust. In addition, the web site design strategies of different web sites classification emphasize different characteristics like navigation, privacy and advice that are very crucial in building trust (Weinberg, 2009). Quite a number of factors may affect online trust of Zappos e-business, namely, risk of information, price of the product/service on the web site, financial risk and the navigation ability of the web site. The above factors can be broken down into details as follows: (a) Risk of Information. The risk of

Modernity and Tradition in Asia Essay Example | Topics and Well Written Essays - 1000 words

Modernity and Tradition in Asia - Essay Example Modern history discusses the historical timeline after the middle Ages. It has two stages which include; early modern and the late modern periods. Contemporary history tells more about the period of historic events that are immediately applicable to the present time. Modern period is a period of important growth in various fields that include; politics, warfare, technology and science, these fields not only dominated the Western Europe and North America but nearly every cultured area on the world. Cultural nationalism is a body that mainly forms the modern political societies within an unsanctioned state authority hence it is a form in which a nation is defined by an inherited culture and it is a strong belief that interests a particular state. Role of cultural nationalism in china Cultural nationalism played some roles in the China community and made it what it is today. The China’s nationalism today (present) was produced by its pride in its history and its century of the humiliation at the hands of the west and the Japan. The Chinese nationalism had a positive impact that came all over during the post WWII era. Role of cultural nationalism in India Nationalism is commonly understood as a political concept hence, it is an ideology that provides source for the national integration, solidity and as well as seeking national independence from the colonial. Cultural nationalism has played a major role in the political reshaping of all the central Europe. During the post-WWII era nationalism emerged as a powerful force. It acted as a suitable system of acquiring economic aid and security declaration. During the post- WWII era nationalism reemerged as a serious factor in improving the worldwide political scene in the post cold war era. Modern Asian Civilizations Civilization is a controversial word that has been used in various connected ways. It is used to refer to the human cultures which are obviously complex in terms of science, technology and division of labor. The civilization advancement is usually and often measured by its progress in long distance trade, agriculture, urbanism and occupational specialization. 1. Japan The Japanese civilization began in approximately A.D. 400 when the Yamato clan who were based in Kyoto gained extreme control of family groups in the Western and Central Japan. In the 700s the Japan was influenced by China, this influence made the Yamato clan to set up a majestic court that was similar to that of the China. The Yamato ruling system contributed largely to the formation of the Japanese culture and its tradition that stated gods of the others s hould be venerated equally hence other people’s gods should be treated and be compared to their own gods (this Japanese tradition stills remains to date) (Matsumoto and Hosaka 1). 2. China China being an East Asian country has a large territory, an ancient history and a huge population. It has written records that date back to 4000 years. China is considered to be an ancient civilization that extends over a large area in the East Asia. China is among one of the four great world’s oldest civilizations and one among the most highly developed societies and economies. Most of the china’