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Linking domestic violence and gender oppression

In order to explore the question of domestic violence, I will address the possible nature and scope of gender oppression in contemporary Britiain. This will involve exploring and assessing the views of feminist writers on this issue. Feminism aims to explain the subordinate position of women in society, and involves the analysis of gender differences through the concept of patriarchy. Patriarchy can be seen as a system of society or government in which men hold the power, and women are largely excluded from it. Patriarchy can be said to permeate key social instituitons and agents of socialisation in society, including the media, the education system and the family. Domestic violence can be defined as being where one person harms another person with whom they have (or have had) some sort of relationship. Statistics suggest that the main perpetrators of domestic violence are men. For a long time these types of crime were considered a private matter rather than a public concern, and domestic violence has been largely ‘invisible’. Criminologists have sought to investigate the true incidence of this ‘dark figure’ of crime through victimisation surveys. Attitudes towards domestic violence have arguably changed considerably in the second half of the twentieth century and into the early 21st century. The response of criminal justice agencies has shifted from mediation to interventionism. Under the Crime and Disorder Act (1998) New Labour introduced specialist domestic violence units and a zero-tolerance approach to domestic violence involving an emphasis on arresting, charging and prosecuting offenders. Despite formal moves towards gender equality, substantive equality appears to be a continuing challenge, and patriarchy or gender oppression arguably persists. At this point it may be useful to unpack the concept of patriarchy. Walby private patriarchy (1990:20) defines patriarchy more precisely as ‘a system of social structures and practices in which men dominate, oppress, and exploit women.’ Rather than identifying a single cause of patriarchy, such as the family, Walby identifies interacting structures in which patriarchy operates i.e. housework, paid work, State, male violence, cultural institutions. Perhaps a key factor underlying domestic violence is the lack of ‘symmetry’ in domestic relationships. It is argued by some feminists that women are still expected to perform a triple shift consisting of domestic labour, emotional labour, and paid employment. Perhaps key here is that, despite other constraints and burdens, women are expected to perform an expressive role. From the perspective of Marxist feminists this involves women acting as a safety valve. According to functionalist sociologists (Parsons, 1951), the family performs a key function in the stabilisation of adult personalities. This is often called ‘warm bath theory’, in which the woman is stereotypically expected to attend to the emotional needs of the man and help him de-stress from the stresses and strains of the instrumentalist role. If the woman fails to attend to the man’s needs arguably this can result in domestic violence. Feminists tend to support family diversity and regard the growth of single parent families and the legal and social changes facilitating divorce as liberating for women in empowering them to escape from abusive, empty-shell relationships. Marxist feminists, like radical feminists, look at the family in a negative and critical way. They argue though that the main cause women’s oppression is capitalism – class oppression being the root of gender oppression. Women are said to serve capitalism in looking after men who work for the bosses; giving birth to the next generation of workers and as ‘takers of shit’ (Ansley, 1972). Here the stabilisation of adult personalities function carried out by women is seen in negative sense in that it perpetuates the capitalist system and hence women’s subjugation. Arguably, In the late 20th cenury, with the deindustrialisation of society, mainly working class men have experienced a crisis of masculinity, where men are experiencing uncertainty in their gender roles (Faludi, 1999). The rise of female independence and changes in working practices are said have fundamentally changed the experience of men. In response to these structural and cultural changes, men have arguably asserted a violent masculinity which might find expression in domestic violence. Working class women have perhaps not experienced the impact of feminism, instead experiencing both a breakdown of the gender deal and class deal. It has been argued that the criminal justice system is biased against women. Gender-neutral laws perhaps fail to take account of the experiences of women in the context of their lives, i.e. substantive issues. For example, women, according to the slow-fuse argument may experience abuse over a period of time and then one day murder their abusive partner. The law is increasingly taking account of these qualitatively different circumstances experienced by women. (Kennedy, 2005) Walby argues that huge progress has been made in private patriarchy, meaning domination in the household. However, Walby argues that public patriarchy still persists. A question perhaps unexplored by Walby is how much does this public patriarchy impact upon the private sphere? The proliferation of ‘lads mags’ arguably objectifying women could be seen as reproducing gender oppressive relations. Walby, S. (1990) Theorizing Patriarchy, Blackwell, Oxford. Kennedy, S (2005) Is the Criminal Justice System Skewed Against Women Ross kemp * Denis Campbell * The Observer, Sunday 5 September 2010
Table of Contents Suitability of the article Author’s view point Impact on management as a profession Opinion on the contents of the article Impact on future career Work Cited Suitability of the article This is an excellent article, since the author has clearly identified his target audience and tailored his message in line with their areas of expertise. While this article is addressed to managers, the message is relevant to different categories of persons in the society. Proprietors of small-scale enterprises and other ventures may find this article beneficial in their daily undertakings. Employees perched at different hierarchical levels in the organization may also use it to their benefit. The paper is well written in clear-cut English with coherent ideas, making it easy to understand. Author’s view point The author lays emphasis on the importance of retaining employees. He argues that this move provides continuity hence ensures efficiency in the firm. Managers are urged to embrace and deploy strategies that will ensure they retain most of the employees. He contends that managers should be flexible, taking up all possible options which create a favorable environment for their employees. Summarily, managers are challenged to leave their comfort zones and engage with their employees from a different perspective (Ryan). Impact on management as a profession Employing principles proposed in this article will create responsive managers. The author quotes a survey, which revealed that a majority of employees are comfortable if the management cares about their affairs (Ryan). This will result in a low-employee turnover, hence relative security and stability. These constitute crucial aspects of company growth, which is necessary after the recent economic downturn. The move is also beneficial, since companies will minimize the budgetary allocations reserved for the recruitment and selection process. Time spent on orientation and assimilation will also be minimized substantially. It should be noted that retaining the core of a company’s workforce implies familiarity among the workmates. This translates to a commendable team spirit and synergy, which is essential in realizing the established organizational goals. According to the writer, ignoring these proposals may prove detrimental to the firm, with grave ramifications on the future of the said business venture. This is true, because unresponsive managers ignore the importance of feedback (Ryan). This implies the existence of severed connections with their workforce, due to the difference in perception; hence methodology of achieving established goals. He also argues that rigid managers are content with the status quo. This may be damaging to company prospects in case managers utilize unsuitable management techniques. I concur with this argument, and the proposal that managers should take up coaching in order to improve on their areas of weakness (Ryan). Get your 100% original paper on any topic done in as little as 3 hours Learn More Opinion on the contents of the article Primarily, the article proposes changes in the way managerial responsibilities are discharged. Given his credentials and work experience, the author is better placed to offer advice on this topic. The timing for the release was also blameless, because most firms are recovering from the economic melt down. This was a period characterized by loss of jobs hence reduced spending power. As a result, management strategies should be altered, due to the changed situation of employees. Most of them are mentally disturbed as a result of the unstable market. I agree with the concepts the author is advancing, since they strive to introduce humanity into management practices. This implies that managers will consider their subordinates before decisions are arrived at. Subsequently, realistic targets will be set for clients and administrators operating at a lower cadre than the policy makers. Impact on future career This article has contributed immensely in changing my perspective towards management. Consequently, I have been inspired to adopt a dynamic approach when handling employees and other work related responsibilities. Most importantly, I appreciate the fact that constant evaluation is an integral ingredient in the advancement of organizational ambitions (Ryan). This should be done across the board, beginning with the management before employees are taken through the process. The article has also enlightened me on the importance of appreciating the efforts displayed by employees. This way team spirit and collective responsibility will be encouraged in the process of realizing organizational goals. Work Cited Ryan, John. Keeping Employees Happy in a Post-Recession World. Bloomberg Business week. 2010. Web.
OPS/405 Finances and Accounting Processes.

I’m working on a management discussion question and need an explanation to help me study.

Your team represents a consulting firm that has been selected to explain the benefits of adopting an Enterprise Resource Planning system for an organization. The organization is considering possible major layoffs if revenue and efficiencies cannot improve. Your team has been contracted to prepare and present a proposal and presentation to the senior management team. The team should prepare and deliver the presentation by explaining the accounting and financial processes from the Enterprise Resource Planning and accounting processes perspective.Describe the differences between financial and managerial accounting.
OPS/405 Finances and Accounting Processes

Read the instructions.

You are a member of a newly formed World Health Organization (WHO) committee with a task to re-evaluate existing WHO strategies/approaches and improve the health of the global population. Your task is to address a specific health problem and draft a report on it. These reports will serve as background information for discussion and as input for the final WHO recommendation on the issue. As a student member of WHO, you are expected to write such a study.All reports should cover the following topics:Global patterns of the health problemDiscuss the key health status indicators and how the health problems are measuredBiological, lifestyle/behavioural and social determinants of the health problemDiscuss and provide examples of the global burden of disease and how it is measured (i.e., HALE, DALY), outline the patterns and trends in the burden of diseaseFormulate a strategy that should be chosen to tackle this health problem (make sure to offer a suggestion for improvement of current WHO strategies).Health, education, equity and the economy concerns should be addressedReflect on the ethical and political consequences of addressing the problem based on your recommendations
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Denver Family Institute Analysis of Vermonts Single Payer System Research Paper

Denver Family Institute Analysis of Vermonts Single Payer System Research Paper.

Select a state health policy reform innovation
Discuss the rationale for the policy, how it was
adopted (e.g., federal waivers, passage by state legislature), the
funding structure, and (to the extent statistical data are available)
its impact. ethical outcome based on evidence.
Examples of state innovations include Maryland’s hospital rate setting, Vermont’s single payer system, and Massachusetts’ health reformsSubmission Requirements:The paper is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.The paper is to be formatted per current APA style, 5-7 pages in length, excluding the title, abstract and references page.Incorporate a minimum of 5 current (published within last five
years) scholarly journal articles or primary legal sources (statutes,
court opinions) within your work.Journal articles and books should be referenced according to current APA style.
Denver Family Institute Analysis of Vermonts Single Payer System Research Paper

Classroom Observation Tool For Toddlers Children And Young People Essay

professional essay writers Classroom Observation Tool For Toddlers Children And Young People Essay. Instructions: Spend some time simply observing the classroom before recording. Use the checkboxes to note when you observe specific indicators. Focus on the experiences of individual children, not just a general sense of the classroom overall. Note evidence as to whether the criterion is being met or not. All indicators must be checked for a criterion to be fully met. Provide comments if you circle “Yes but.” If you observe all indicators in the criterion, check Yes. Count the number of Yes boxes for each topic area and standard. Number NAEYC Accreditation Criterion 1.B.01 Teaching staff foster children’s emotional well-being by demonstrating respect for children and creating a positive emotional climate as reflected in behaviors such as frequent social conversations, joint laughter, and affection. Fully met? (circle): Yes Yes, but No Evidence/comments: It was clear that even the youngest teachers were already “used” to kids. There was mostly (95% ) THE INDICATED BEHAVIORS. 1.B.02 Teaching staff express warmth through behaviors such as physical affection, eye contact, tone of voice, and smiles. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of the teachers were very kind and responsive. One was a little harsh – but that was over the fenced area at the Pre-K’s. 1.B.03 Teaching staff are consistent and predictable in their physical and emotional care of all children. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, there were obviously some children who were “needy” – constant crying. I assumed nothing was really wrong with them. They just wanted attention, but it did seem two or three of these cryers were left alone for too long (5 – 6 minutes), with no adult close by. 1.B.04 Teaching staff encourage and recognize children’s work and accomplishments. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed several classrooms (5) and the instructors praised the children often with smiles and kind words. 1.B.05 Teaching staff function as secure bases for children. They respond promptly in developmentally appropriate ways to children’s positive initiations, negative emotions, and feelings of hurt and fear by providing comfort, support, and assistance. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the instructors responded more to positive than negative. One teacher was very constant in applying physical attention to one of the more difficult children, but the face / wrods were not as kind as the gestures. 1.B.06 Teaching staff encourage children’s appropriate expression of emotions, both positive (e.g., joy, pleasure, excitement) and negative (e.g., anger, frustration, sadness). Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no children acting really badly for their age. The instructors were not restricitive – allowing the children to be children. 1.B.07 Teaching staff evaluate and change their responses based on individual needs. Teachers vary their interactions to be sensitive and responsive to differing abilities, temperaments, activity levels, and cognitive and social development. Fully met? (circle): Yes Yes, but No Evidence/comments: The teachers and the students and admin staff, of course, all have their own personalities and it ranges throughout the day. No one I know is perfvectly consistent and that is not expected. 1.B.08 Teaching staff support children’s competent and self-reliant exploration and use of classroom materials. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw the instructors allow the toddlers to roam wherever they wanted with little to no intervention. 1.B.09 Teaching staff never use physical punishment such as shaking or hitting and do not engage in psychological abuse or coercion. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.10 Teaching staff never use threats or derogatory remarks, and do not withhold nor threaten to withhold food as a form of discipline. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no instances of abuse. 1.B.13 Teaching staff adjust their interactions to infants’ and toddlers’/twos’ various states and levels of arousal. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.B.14 Teaching staff quickly respond to infants’ and toddlers’/twos’ cries or other signs of distress by providing physical comfort and needed care. Teaching staff are sensitive to infants’ and toddlers’/twos’ signals and learn to read their individual cries. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that the problem children were generally left alone longer than the compliant, well-behaved children. 1.B.15 Teaching staff talk frequently with children and listen to children with attention and respect. They respond to children’s questions and requests. use strategies to communicate effectively and build relationships with every child. engage regularly in meaningful and extended conversations with each child. Fully met? (circle): Yes Yes, but No Evidence/comments: I observe that in rare instances during my visits, the communications between the instructors and the children was respectful and consistent. 1.C.02 Teaching staff support children’s development of friendships and provide opportunities for children to play with and learn from each other. Fully met? (circle): Yes Yes, but No Evidence/comments: The toddlers had quite a bit of interaction with each other. Again, distinct personalities already. Some children very gregarious, others preferred play time alone. 1.C.03 Teaching staff support children as they practice social skills and build friendships by helping them enter into, sustain, and enhance play. Fully met? (circle): Yes Yes, but No Evidence/comments: I sam several instances where the teachers were encouraging the children to group together for common play such as on the slides in the playground, and helping set the food out at lunch. 1.C.04 Teaching staff assist children in resolving conflicts by helping them identify feelings, describe problems, and try alternative solutions. Fully met? (circle): Yes Yes, but No Evidence/comments: The conflicts were all very minor, except one where one child I think accidently bopped another on the head in the gym. It was resolved in under a minute, though. 1.C.05 Teaching staff guide children who bully, isolate, or hurt other children to learn and follow the rules of the classroom. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.C.06 Teaching staff facilitate positive peer interaction for children who are socially reserved or withdrawn and for those who are bullied or excluded. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.01 Teaching staff counter potential bias and discrimination by treating all children with equal respect and consideration initiating activities and discussions that build positive self-identity and teach the valuing of differences. intervening when children tease or reject others. providing models and visual images of adult roles, differing abilities, and ethnic or cultural backgrounds that counter stereotypical limitations. avoiding stereotypes in language references. Fully met? (circle): Yes Yes, but No Evidence/comments: I saw no evidence of the above issues. 1.D.02 Teachers provide children opportunities to develop the classroom community through participation in decision making about classroom rules, plans, and activities. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed that at this age, there was limited ability of the children to actively understand and participate, though there was more on the activity side and none on the rules side. There are extensive rules posted everywhere. 1.D.03 Teaching staff anticipate and take steps to prevent potential behavior problems. Fully met? (circle): Yes Yes, but No Evidence/comments: 1.D.04 Teaching staff help children talk about their own and others’ emotions. They provide opportunities for children to explore a wide range of feelings and the different ways that those feelings can be expressed. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. 1.D.05 Teaching staff promote pro-social behavior by interacting in a respectful manner with all staff and children. They model turn taking and sharing as well as caring behaviors. help children negotiate their interactions with one another and with shared materials. engage children in the care of their classroom. ensure that each child has an opportunity to contribute to the group. encourage children to listen to one another. encourage and help children to provide comfort when others are sad or distressed. use narration and description of ongoing interactions to identify pro-social behaviors. Fully met? (circle): Yes Yes, but No Evidence/comments: Again, limited because of the developmental age of toddlers. There is a 1:5 ratio and generally when in a group – which is all the time, all of the above is at least modeled or encouraged. 1.E Addressing Challenging Behaviors 1.E.03 Rather than focus solely on reducing the challenging behavior, teachers focus on teaching the child social, communication, and emotional regulation skills and using environmental modifications, activity modifications, adult or peer support, and other teaching strategies to support the child’s appropriate behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: Most of this was being taught from a modeling (by the instructors). Not too much intellectualizing…again, seems age dependent. 1.E.04 Teaching staff respond to a child’s challenging behavior, including physical aggression, in a manner that provides for the safety of the child. provides for the safety of others in the classroom. is calm. is respectful to the child. provides the child with information on acceptable behavior. Fully met? (circle): Yes Yes, but No Evidence/comments: I observed no toddler aggression, and only three children who had some challenging behavior (all three were “cryers”). However, in the classroom, teachers were highly positive reinforcers of positive behaviors and mostly ignored the bad behaviors. 1.F.01 Teaching staff actively teach children social, communication, and emotional regulation skills. Fully met? (circle): Yes Yes, but No Evidence/comments: Saw this constantly from staffClassroom Observation Tool For Toddlers Children And Young People Essay

SWK 3320 Troy University Human Behavior And The Social Environment Questions

SWK 3320 Troy University Human Behavior And The Social Environment Questions.

Please remember you are trying to look at this from a social workers perspective. I will be post pics of the text after the question is accepted.To answer the questions write number 1 and repost the question then the answer and then 2. type question and answer and so on….* Do not use contractions in this course. Contractions will be counted as grammatical errors.Clear and professional writing is expected.Correct = “Do not”, “will not” etc…Incorrect = “Don’t”, won’t”, etc….5 deduction for every 3 grammatical errors.Week 2Name one concept, theory, or research finding that you learned from this week’s reading. You are to provide the page number from where you retrieved this information. (.25 x 2 = .5)Provide a background of the theory/concept, covering the name of theory, theorist, or concept, and what the theory says about human development or behavior. (.25) 3. Describe an illustrative example of this theory concept in everyday life. The illustrative example should provide sufficient detail and link your example to specific course concepts. Use examples from your personal experiences, informal observations of those around you, or the media. (.25)#4 – This week I am giving you a question to address from the Social Work Exam Preparation guide. (Association for Advanced Training in the Behavioral Sciences, Masters Examination, Volume 1, 2011.) This will give you a bit of insight regarding how a question may be formatted and asked. This question will be worth 1 point.4.“Internalized homophobia” is BEST described by which of the following? a). A gay person accepts heterosexual society’s negative evaluations of gay people and incorporates these into his self – concept. b). Society’s negative regard for homosexuality creates a power and status differential in which homosexuality is viewed as inferior to heterosexuality. c). Cultural ideologies promote and perpetrate antipathy, hostility, and violence against homosexuals.
SWK 3320 Troy University Human Behavior And The Social Environment Questions

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The Federal Mine Safety and Health Act requires the secretary of labor to develop detailed mandatory health and safety standards to govern the operation of the nation’s mines. The act provides that federal mine inspectors are to inspect underground mines at least four times a year and surface mines at least twice a year to ensure compliance with these standards and to make inspections to determine whether previously discovered violations have been corrected. The act also grants mine inspectors “a right of entry to, upon or through any coal or other mine” and states that “no advance notice of an inspection shall be provided to any person.”A federal mine inspector attempted to inspect quarries owned by Waukesha Lime and Stone Company (Waukesha) to determine whether all 25 safety and health violations uncovered during a prior inspection had been corrected. Douglas Dewey, Waukesha’s president, refused to allow the inspector to inspect the premises without first obtaining a search warrant. Are the warrantless searches of stone quarries authorized by the Mine Safety and Health Act constitutional? Donovan, Secretary of Labor v. Dewey, 452 U.S. 594, 101 S.Ct. 2534, 1980 U.S. Lexis 58 (Supreme Court of the United States)*word count needs to be at least 250 words*
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