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Mini-Case Study

You have heard that HDHPS has many benefits, such as substantial cost savings resulting from employees taking charge of their health. You have also heard there are disadvantages. How should you educate the employees of Riley Industries on HDHPS? What if the employees want to keep their previous insurance plans instead? Discuss the other advantages of HDHPS to both the employer and the employees, including how employees are able to promote better health through these plans. Name some other disadvantages of the plans, including the inability to save for possible deductibles costs. What is your opinion on companies moving toward HDHPS?Include a conclusionin text citation is requiredat least 3 scholarly references

Child maltreatment and domestic violence were once considered separate topics both in research and in clinical practice.

Child maltreatment and domestic violence were once considered separate topics both in research and in clinical practice..

Child maltreatment and domestic violence were once considered separate topics both in research and in clinical practice.
This brief communication attempts to shed light on the lethal risk posed to children living with domestic violence. It is
hoped that the acknowledgment of these risks will better inform research and clinical practice to protect children in these
circumstances.
Recent studies have pointed to the fact that child maltreatment and domestic violence are overlapping issues with 30–60%
of families reporting a co-occurrence of child maltreatment and adult domestic violence (Edleson, 1999). One study indicated
that an estimated 8,755,000 children had experienced maltreatment and an estimated 2,190,000 children had witnessed
domestic violence in the United States (Finkelhor, Ormrod, Turner, & Hamby, 2005). Statistics Canada (2009) has noted a
current family violence rate against children and youth of 206 per 100,000 population. A significant amount of research
has identified the detrimental impact that domestic violence has on children (Kitzmann, Gaylore, Holt, & Kenny, 2003;
Wolfe, Crooks, Lee, McIntyre-Smith, & Jaffe, 2003). Exposure to domestic violence has serious impacts to child development
resulting in impairments in emotional and behavioral functioning inclusive to social competence, school achievement,
cognitive functioning, psychopathology, and general health (Alpert, Cohen, & Sege, 1997; Humphreys, 2001; Wolfe et al.,
2003). Aside from the exposure, perpetrators of domestic violence are at a greater risk of being deficient, potentially abusive
parents excessively using corporal child-control strategies (Adinkrah, 2003; Jaffe, Johnston, Crooks, & Bala, 2008).
Children and domestic homicide
Domestic violence at its extreme results in domestic homicide. In the US approximately 1,800 adults are killed annually
as a result of domestic homicide (Adams, 2007). Canadian rates indicated approximately 132 cases of domestic homicide
in 2007 (Statistics Canada, 2009). Currently, there are no studies that have calculated the prevalence of children affected
by domestic homicide; however some researchers estimate that approximately 3,300 children lose a parent(s) to domestic
homicide every year in the US (Lewandowski, McFarlane, Campbell, Gary, & Barenski, 2004).
∗ Corresponding author address: Centre for Research and Education on Violence Against Women and Children, 1137 Western Road, Room 1118, Faculty
of Education Building, The University of Western Ontario, London, ON, Canada N6G 1G7.
0145-2134/$ – see front matter © 2011 Elsevier Ltd. All rights reserved.
doi:10.1016/j.chiabu.2011.06.008
Author’s personal copy
72 P.G. Jaffe et al. / Child Abuse & Neglect 36 (2012) 71– 74
Domestic homicide has a devastating impact on children. With a single act, a child can lose both parents to death and/or
criminal repercussions. Prominent authors in the field, Eth and Pynoos (1994), note that children exposed to domestic
homicide experience traumatic grief, “[becoming] overwhelmed, resorting to maladaptive behavior, or remaining frozen
in misery” (Eth & Pynoos, 1994, p. 296). Beyond the profound trauma, some youngsters face ongoing loyalty conflicts with
maternal and paternal family systems along with the traumatic memories of the perpetrator’s violence and the victim’s
injuries (Burman & Allen-Meares, 1994; Eth & Pynoos, 1994). Children may also experience significant mental, physical,
behavioral, and academic adjustment problems comprising of mental health issues (Hardesty, Campbell, McFarlane, &
Lewandowski, 2008). These children may also have compounding problems related to multiple disruptions in their lives
in terms of home and school placements which undermine their sense of stability and security (Clements & Averill, 2004;
Kaplan, Black, Hyman, & Knox, 2001; Parker, Steevers, Anderson, & Moran, 2004).
Court proceedings that require some children to become witnesses may cause further trauma through the recounting of
violent memories (Eth & Pynoos, 1994). The devastating effects of experiencing these tragedies, including the perpetration
of violence in future intimate relationships may carry over into adulthood (Parker et al., 2004). It may be difficult for these
children to separate themselves from an imagined outcome associated with the parent victim or perpetrator (Eth & Pynoos,
1994).
Children affected by domestic homicide may not receive the counselling they need, as new caregivers may not recognize
trauma symptoms in the desire to re-establish some routines in the children’s lives (Kaplan et al., 2001). There are often
significant delays in receiving counselling for these children. It can be many years before counselling is received (Black &
Kaplan, 1988). Only a minority of children receive further ongoing therapy, despite possible recommendations from legal
proceedings or by mental health professionals (Kaplan et al., 2001).
Child homicide
Children are also at risk of being killed in domestic homicide incidents (Jaffe & Juodis, 2006). Although there are no research
studies that look at the prevalence rate of children killed in the context of domestic violence, many domestic violence death
review committees track the number of child deaths that occurred within domestic homicide cases. The Domestic Violence
Death Review Committee (DVDRC) of Ontario noted that 27% of the 77 domestic homicide cases reviewed between 2003 and
2008 had a history of violence or threats against children (Ontario DVDRC, 2008). Furthermore, of the 166 domestic homicide
cases that occurred in Ontario between 2002 and 2007, a total of 230 victims resulted, 23 of which were children (Ontario
DVDRC, 2008). Also a report from the Arizona Coalition Against Domestic Violence, based on 2005–2008 data, noted that
22 of the 98 cases reviewed involved children with a total of 16 child deaths (Arizona Coalition Against Domestic Violence,
2009).
Little research has identified the connection between adult domestic homicide and child homicide; however there is
some indication that child homicides are often preceded by a family history of child abuse, prior agency involvement, and
domestic violence (Websdale, 1999, p. 24). Websdale (1999) examined 83 cases of domestic child homicide in the state of
Florida. In approximately 50% of these cases children experienced prior abuse and/or neglect at the hands of the perpetrator,
and in nearly half of these cases the abuse was accompanied by domestic violence between the parents. When examining 57
couples that experienced a child homicide, Websdale found that over half of these couples had a prior history of domestic
violence, with 32% experiencing domestic violence in combination with child abuse and/or neglect and 21% with no reports
of child abuse and/or neglect (Websdale, 1999). These findings indicate that children living in homes with a presence of
domestic violence may be at risk for homicide, although the risk for lethality may not appear obvious in some cases due to
the absence of a history of child abuse.
What is evident from the previous research is that children may be at risk of domestic homicide and that information
regarding risk factors unique to child homicide is lacking. This brief communication attempts to address this gap by bringing
awareness to this developing issue. To aid in this, 17 DVDRC reports were reviewed for the presence of child homicide.
Method
Current reports from 16 US DVDRCs and 1 Canadian DVDRC were gathered from committee websites. These reports and
committees were chosen based on the availability of published data. Reports were gathered from DVDRCs in the following
locations (please note that the reports year is identified in brackets): Contra, California (2005), Kern, California (2006), San
Diego, California (2006), Santa Clara, California (2006), Cuyahoga, Ohio (2007), Delaware (2007), Florida (2007), Georgia
(2008), Maine (2008), Hennepin, Minnesota (2007), New Mexico (2007), Utah (2004), Vermont (2005), Chesterfield, Virginia
(2006), Washington (2008), Wisconsin (2006), and Ontario Canada (2008). Each report was reviewed and coded for the total
number of incidents of domestic homicide, the total number of children killed in the context of domestic homicide, the total
number of children present and witness to the domestic homicide, and the total number of children that lost a parent(s) to
domestic homicide.
Author’s personal copy
P.G. Jaffe et al. / Child Abuse & Neglect 36 (2012) 71– 74 73
Table 1
Summary of most recent findings by DVDRC’sa on children affected by domestic homicide.
Location of DVDRC State-County Total # of
incidents
Total # of
deaths
Total # of
children killed
Total # of
children
present and
witness to
homicide
Total # of
children that
lost a parent(s)
from homicide
California – Contra (2005) 26 31 3 – 16
California – Kern (2006) 23 31 0 13 present 28
California – San Diego (2006) 24 30 1 3 present –
California – Santa Clara (2006) 5 6 1 5 present 7
Ohio – Cuyahoga (2007) 19 22 2 – –
Delaware (2007) 70 92 2 31 present 24
Florida (2007) 24 29 8 – –
Georgia (2008) 65 89 3 55 present, 39 witness –
Maine (2008) 14 20 0 10 present 15
Minnesota – Hennepin (2007) 11 16 1 4 present –
New Mexico (2007) 28 28 2 6 present, 1 witness –
Utah (2004) – 78 6 – –
Vermont (2005) 2 2 0 2 present –
Virginia – Chesterfield (2006) 17 25 7 – –
Washington (2008) 486 635 35 72 present, 63 witness –
Wisconsin (2006) 26 33 1 11 present 22
Ontario, Canada (2008) 166 230 23 61 present, 16 witness –
a Some committees are called Fatality Review Committees.
Results
The 17 DVDRC reports combined documented 1,006 incidents of domestic homicide totaling 1,397 deaths. Of these 1,397
deaths, a total of 95 children were killed. Twelve of the 17 reports, totaling 920 incidences, indicated that 273 children were
present during the homicide and 199 children witnessed the incident. Six reports, representing 164 incidences, acknowledged
that a total of 112 children lost at least 1 parent as a result of homicide. Specific results of each DVDRC report are
summarized and listed in Table 1. These results are a summary of information provided by domestic violence death review
committees in the US and Canada. Currently, the committees do not provide information regarding the impact of children
witnessing the homicide, custody issues or agreements post-homicide, and/or potential interventions for children exposed
to domestic homicide. It is hoped that future studies examine these factors in detail.
Discussion
Children are harmed by exposure to domestic violence and domestic homicide. In fact, some children may be killed
in the context of domestic violence. The data identified within this brief communication indicates that many children are
exposed to, and therefore affected by, domestic homicide. Furthermore, the data illustrates that children are also killed
during domestic homicide incidents. From a review of 17 jurisdictions in the US and Canada, 112 children lost at least 1
parent as a result of homicide, 273 children were present during the homicide, 119 children were identified as witnesses, and
95 children were killed. From this information it is apparent that children are significantly impacted by domestic homicide
in a number of ways as witnesses or actual victims.
The information gathered from the 17 DVDRC reports acknowledges lethal risk for children involved with domestic
violence situations. What is not clear are the potential risk factors that may indicate lethal risk to a child. The DVDRC of
Ontario has identified 37 risk factors that possibly increase the risk of lethality within domestic violence situations (Ontario
DVDRC, 2008). It cannot be assumed that these risk factors also predict risk to children. As noted in the 17 DVDRC reports,
children are not always attacked directly or physically harmed in cases of domestic homicide indicating that different factors
may contribute to child homicide. Risk factors are important to determine as they assist professionals in identifying the risk
of lethality in domestic violence situations. As such, future research should identify factors specific to the risk of lethality
for children to build on the existing literature on the prediction of adult deaths (Campbell, 2004).
The assessment of risk is often a common practice for those working with victims of domestic violence. Numerous
assessment tools have been developed to aid professionals in this task. To the authors’ knowledge, no risk assessment
tools have been specifically designed to measure a child’s risk of lethality in a domestic violence situation. Often helping
professionals focus solely on the primary victim overlooking the potential for lethal harm to the child. To alleviate this
oversight, assessment tools specific to both the child and the primary victim should be developed and existing tools should
be tested for this population of children.
The data presented within this brief communication has its limits. It focuses solely on brief statistics of child involvement
within the context of domestic homicide and does not provide insight into potential risk factors. It is also limited within
its abilities to generalize to other populations, as it is specific to cases within the reported regions and to those cases
reviewed by the committees. It does however provide a foundation for future research and allows light to be shed on the

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Book Review – Desmond Tutu: Authorized

Mini-Case Study Book Review – Desmond Tutu: Authorized.

Book Review – Desmond Tutu: Authorized

Write a book review considering a significant person in the history/life of the church. Submission should be typed, double-spaced, 12 point font, and approximately 4-5 pages in length.

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Crossover Family Issue Presentation

FAM 401-FAM 475 Crossover Family Issue Presentation
Early in the semester, you will have the opportunity to expand on an assignment that you completed in FAM 401. You will take the 5-slide PowerPoint that you created for the FAM 401-FAM 475 Crossover Assignment and add an additional 5 slides as outlined below:
Description of a policy that addresses the issue (THIS IS THE ISSUE-I understand the need of de-escalating kids from exhibiting bad behaviors. We will walk through positive discipline; what is positive discipline, some strategies that can be used when dealing with kids at home, in public or in school, and the benefits of positive discipline) – “What has been done to help/ fix the problem?” Using any relevant outside sources, students will describe a policy or set of policies that aim to address the focal family issue. This should include a brief description of the policy and its purpose along with appropriate APA citations back to relevant source material.
Evaluation of impact – “Did the fix work?” Students will digest information from multiple sources and prepare a brief summary of the impact the identified policy has had on the local population and family issue. Citing relevant sources, using APA, the students will describe how the policy has or has not impacted the family issue (the policy’s intended consequences) as well as any unintended consequences that may have resulted from the policy’s implementation. As with the above sections, this portion should be primarily informed by research and should contain APA in-text citations for used source material.
Stakeholder assessment – “Who has the power to fix it and who will gain or lose by having it fixed?” Students will briefly describe the stakeholders, (those who will benefit or be negatively impacted by any possible changes to the policy as well as those who have the power to make those changes). What motivations might they have to change the policy to try and fix the problem? What motivations might they have to not address the problem? If there are people arguing both sides of an issue, why don’t they agree? Is it because one or both sides do not understand the issue, or do they differ in other ways? Again, APA citations to source material are required to support any factual claims.
Personal reaction – “How do I feel about it?” Having outlined the issue, relevant policy, its impact, and the stakeholders and their positions, students will conclude their presentations with a brief discussion of their own opinions on the issue and policy. Students should describe their opinions in light of the information they included earlier in the PowerPoint and should discuss how those opinions were or were not influenced by their research for this presentation. As this is entirely based on opinion, there is no right or wrong answer for this section. Instead, points will be based on whether the students clearly articulate their opinion and how they arrived at it.
References slide – the final slide of the presentation should include the full APA reference for each piece of source material used in the presentation. Per APA, this should be an alphabetized list of references according to the first authors’ last name.
Format: This will be a NARRATED PowerPoint where students record their presentations directly on the PowerPoint slideshow. As the version of the slideshow they presented in FAM 401 also included narrations, students need only to add narrations to the new slides they created for this course. The total time limit for the slideshow should be between 10 and 12 minutes.

writing about Concert Review easy

write two concert review for each one follow the instruction bellow
from this two concert
(75) An American in Paris ~ Gershwin ~ Dudamel and the LA Philharmonic – YouTube (Links to an external site.)
St Matthew Passion, closing choruses (nos. 67 and 68) – YouTube (Links to an external site.)
BOTH CONCERTS MUST BE “FORMAL”
No stadium/festival concerts or concerts featuring pop artists (EDM, pop rock, hip hop, modern country, etc). Music should reflect the course’s content.Appropriate genres include:traditional jazz
opera
symphony orchestra
chamber music (like a string quartet or piano recital)
“world” music (i.e. Japanese classical, Indonesian gamelan, etc), experimental, etc.
Pop, rock, hip hop, reggae, and other popular style concerts, and outdoor, cafe/restaurant performances are NOT acceptable (with the exception of pop concerts on the Cuyamaca College Performing Arts Concert Series).

IN PERSON CONCERTS MUST BE PRE-APPROVED BY THE INSTRUCTOR!THE WRITTEN REVIEW1. Provide 1-2 paragraphs describing the concert you attended and the music performed in formal, academic language.2. Give TITLES of pieces/songs and GENRE or type of music played (jazz, baroque, opera, romantic, etc).3. Give the HISTORY of the music played.4. What instruments were played?5. Write about the performers themselves: where are they from, what is their background, what do they play?6. What is your own response to the performance and the music? Like it? Love it or Hate it? Why?7. Write about the substance of the performance and the music and your response to it ONLY. (I don’t need to know what you had for dinner or how traffic was getting to the venue.)

WAR AND INSURGENCY 2 Running head: WAR AND INSURGENCY 1 War and

WAR AND INSURGENCY 2

Running head: WAR AND INSURGENCY 1

War and Insurgency

Name

Institutional Affiliation

Book Summary

Section 1: Organizing an insurgency

Insurgent organizations are often not merely collections of loot-seeking illegal groups that prey on the civilian populations opposed to their course. Similarly, they are not just manifestations of civil activist groups that emerge as a result of mass grievances. Instead, there is always an underlying combination of both selfish motives and the urge of fighting for the common good.

Organizing a rebellion is a resource-intensive undertaking for any rebel group. It involves serious intelligence-gathering operations that often lead to unwarranted state of fear among both the supporters of the insurgency as well as those who are opposed against it. The need for resources often drives the leaders of these insurgent groups to seek external sources of funding in order to sustain an insurgency. For instance, the Tamil insurgent group in Sri Lanka had to rely on Indian state sponsorship as well as several Diaspora groups.

Part I: Theorizing Rebellion

Section 2: Insurgent Origins

This section formulates a theoretical framework that seeks to explain the causes of rebellions and sources of insurgent groups. It is argued that most insurgent groups are precipitated by non-violent prewar bases. Most of them begin as opposition political parties, student unions, religious organizations or rights activist groups. Such groups can be easily repurposed for rebellion due to shared political beliefs.

Section 3: Insurgent Change

Insurgent organizations occur in different outfits. The integrated insurgent organizations often seek to expand the boundaries under their jurisdiction without fragmenting, the vanguard organizations seek to penetrate into localities whereas the parochial organizations often seek to pursue reforms among the central organizations. These activities often escalate the level of conflict because of differences in opinions. As a result, counter insurgent states or organizations join in to try and break down the insurgent groups by targeting the core leadership. The ensuing battle often leads to a change of philosophy within the leadership of the insurgency and deviation from the core course of the insurgency.

Part II: Comparative Evidence from South Asia

Sections: 4, 5 & 6

Evidence from South Asian states such as Sri Lanka, The Indian State and the protracted history of rebel groups in Afghanistan serve as ideal examples of how militant groups emerge, their repressive policies and some of the ways to conquer them. Indigenous armed groups such as Jammu and Kashmir in India are examples of how legally preexisting social bases can easily convert their objectives to become insurgent groups. This is often triggered by dissatisfaction that results from unsound government policies that may cause political tension.

Afghanistan has been the site of a host of complicated civil wars and political conflicts that date back to 1979. The political and religiously motivated insurgency in the country supersedes easy categorization criteria because of the long history of political unrest and terrorism.

The Tamil militancy in Sri Lanka on the other hand represents the history of the rise and fall of an organized insurgency groups in a state. Since the Liberation Tigers of Tamil Eelam (LTTE) in Sri Lanka was the most prevalent insurgent group in the state, its annihilation in May 2009 ended an era of insurgent control in the state. The most ideal tactic in this example is targeting the top leadership of an insurgent group as a way to weaken its organization.

Part III: Extensions and Implications

Sections: 7&8

In this section, the author examines three South East Asian Communist groups before, during and after World War II. The groups are; the Malayan Communist Party (MCP), Viet Minh, and the Huks in the Philippines. It is apparent from the radically different trajectories taken by the three communist insurgent groups in the region, that without trust, information and shared political meaning, the strength of insurgent groups weakens.

Conclusion

Insurgency groups often emerge from preexisting social and political groups. Most of these groups share common political and social ideologies which make it easier for them to unite for a common course. In most cases, unsound political decisions by leaders in the ruling government often trigger the formation of insurgent groups. The strength of insurgent groups often lies in mutual trust and shared political meaning. Lak of these social resources causes divisions and hence the weakening of the insurgent groups.

Reference

Staniland, P. (2014). Table of Contents. In Networks of Rebellion: Explaining Insurgent Cohesion and Collapse (pp. V-Vi). Cornell University Press. Retrieved from http://www.jstor.org/stable/10.7591/j.ctt5hh16w.2

Staniland, P. (2014). Table of Contents. In Networks of Rebellion: Explaining Insurgent Cohesion and Collapse (pp. V-Vi). Cornell University Press. Retrieved from http://www.jstor.org/stable/10.7591/j.ctt5hh16w.2

Staniland, P. (2014). Table of Contents. In Networks of Rebellion: Explaining Insurgent Cohesion and Collapse (pp. V-Vi). Cornell University Press. Retrieved from http://www.jstor.org/stable/10.7591/j.ctt5hh16w.2

Staniland, P. (2014). Table of Contents. In Networks of Rebellion: Explaining Insurgent Cohesion and Collapse (pp. V-Vi). Cornell University Press. Retrieved from http://www.jstor.org/stable/10.7591/j.ctt5hh16w.2

Staniland, P. (2014). Table of Contents. In Networks of Rebellion: Explaining Insurgent Cohesion and Collapse (pp. V-Vi). Cornell University Press. Retrieved from http://www.jstor.org/stable/10.7591/j.ctt5hh16w.2

Staniland, P. (2014). Table of Contents. In Networks of Rebellion: Explaining Insurgent Cohesion and Collapse (pp. V-Vi). Cornell University Press. Retrieved from http://www.jstor.org/stable/10.7591/j.ctt5hh16w.2

Staniland, P. (2014). Table of Contents. In Networks of Rebellion: Explaining Insurgent Cohesion and Collapse (pp. V-Vi). Cornell University Press. Retrieved from http://www.jstor.org/stable/10.7591/j.ctt5hh16w.2

Staniland, P. (2014). Table of Contents. In Networks of Rebellion: Explaining Insurgent Cohesion and Collapse (pp. V-Vi). Cornell University Press. Retrieved from http://www.jstor.org/stable/10.7591/j.ctt5hh16w.2