Improving Child Observation Journals

Improving Child Observation Journals Master of Education: Reading and Literacy Abstract The purpose of this study is to describe the effect that providing journal and case study paper examples, more time to observe in the child care center and the use of different teaching methods will have on the improvement of observation journals and case study papers. This action research involved Child Development classes at Deerfield High School during the fall 2008 school year. Students struggle with completing weekly observations and case studies. This paper will share the findings of research that was done to assist students. If students have a better understanding of the observations and case studies, are provided with examples and are given more time to observe, the desired outcome is that their observation journals and case study papers will improve. Introduction Background of Problem I am a Family and Consumer Sciences teacher at Deerfield High School in Deerfield, Illinois. Deerfield is a northern suburb of Chicago and the high school has approximately 1,800 students. I have been teaching at Deerfield High School for four years. While I have been at this high school, I have taught Child Development Preschool Lab, Consumer Economics, Freshman Advisory and Contemporary Living. Family and Consumer Science classes were formerly referred to as Home Economics which involved becoming a knowledgeable homemaker. In Child Development classes, proper parenting techniques were emphasized. Now that Home Economics has evolved into Family and Consumer Sciences, there is an emphasis on preparing students to become well-informed parents as well as preparing them to become educated professionals who may work with children in their careers and their personal lives. Last year I taught two sections of Child Development Preschool Lab, which is the focus of my action research project. My first period class had 11 female 10th-12th grade students and my second period class had 14 female 10th-12th grade students. Every week in Child Development Preschool Lab, my high school students, referred to as the high school friends, plan and teach lessons to two to five year old children in the on-site child care center, Deer Park Teaching and Learning Center (DPTLC). The students also observe these preschoolers, referred to as Deer Park friends, every week while they are in the child care center. The students typically really enjoy the class; however, they struggle the most with observing the children and creating their observation journals and semester case study papers. Through the use of their journal entries, the high school friends analyze and evaluate one specific Deer Park friend’s physical, intellectual, emotional and social development and write a case study paper to determine how a specific child is developing for their age. As a Family and Consumer Sciences teacher, I believe it is essential for high school students to be able to communicate what they observe or see through detailed written form. Specifically, in Child Development Preschool Lab, this information should later be used to make conclusions about how a preschool aged child is developing physically, intellectually, emotionally and socially. Providing students with life long observation, analytical and written communication skills to be used in their future will benefit the student learner. Rationale for my Research The focus of this research study will be helping my students improve their observation journals and case study papers during first semester. Observing, journaling and the semester case study paper are what students struggle with the most all year in this class. It causes frustration and anxiety for the high school students and me. I often find myself wondering how I can make this a more pleasant learning experience for everyone involved (high school friends, Deer Park friends and me.) In each observation journal, the high school friends are required to record six different observations every week. Each observation should include a factual description of what they see, an educated opinion of how the child is developing, and an assessment of the child’s developmental rate for their age. The students go into the DPTLC on-site child care center to observe children ages two to five years old. After approximately one month of observing a variety of Deer Park friends, high school friends are assigned a specific child to observe for the remainder of the semester. Students are given 20-25 minutes of class time every week to observe in the child care center to collect their observations. The journal entries collected over the semester are used to assess one Deer Park friend’s developmental rate in the four areas of development. The journal entries act as evidence to support how the high school friend rates the Deer Park friend’s development in the case study paper. Observing and journaling are taught in two class periods. I spend about 40 minutes initially teaching this assignment the first time. I spend approximately 20 minutes reviewing it the second time a few days later. Observing and journaling are taught during a lecture while students take notes. I provide one or two examples of journal entries on the board and we discuss this as a class. Chapter notes, developmental milestone handouts and the textbook appendix are shown to students as a resource to use when they are assessing how the Deer Park friend is developing for their age. Feedback is provided to students on their observation journal entry assignments on a bi-weekly basis. I provide comments on their journals and return them to the students within two days of them turning them in. I will occasionally have a one-on-one meeting with students who really struggle with the assignment. The evidence that supports students struggle with observing, journaling and writing their case study papers includes my observation that students are confused and frustrated with this assignment year after year, low scores on journal assignments, students not completing journal assignments and students struggling with the semester case study paper. Intervention Planned to Implement Through my experiences teaching observing and journaling in Child Development Preschool Lab for the past four years, I believe that students struggle with observation journals and their case study papers because they are not given enough time in the child care center to collect sufficient observations. This causes students to feel rushed which increases frustration and anxiety. Additionally, more time should be spent and different teaching methods should be used when teaching observing, journaling and the case study paper. Finally, student work may improve if excellent examples of observation journals and case study papers were given to students. Focus Statement The purpose of this study is to describe the effect that providing journal and case study paper examples, more time to observe in the child care center and the use of different teaching methods will have on the improvement of observation journals and case study papers. Research Questions Therefore, my research question is: What are the benefits of providing Child Development Preschool Lab high school students with journal and case study paper examples, more time to observe in the child care center and the use of different teaching methods among students to improve observation journals and case study papers in Child Development Preschool Lab during the fall semester? The questions that I will be exploring include: How will giving more time to observe in the child care center impact the high school students journals and case study papers? What teaching methods should I use to teach observing and journaling? Will spending more time on teaching observing and journaling improve student work? How will providing excellent examples of observation journals and case study papers impact student work? Will student anxiety and frustration levels decrease if more observation time is given? Key Terms High School Friends High school students in the Child Development class who work with the preschoolers in the child care center. Child Development Preschool Lab An Applied Arts course that incorporates Child Development curriculum along with a practical lab experience where high school students work with preschoolers in a child care center. Deer Park Friends Twoto five year old preschool children that attend the Deerfield High School on sitechild care center. Case Study Papers The Child Development Preschool Lab first semester final project where students analyze one preschooler’s rate of development for their age. Observation Journals Weekly observations that high school students make about the preschoolers when they are in the child care center interacting with the children. Deer Park Teaching and Learning Center (DPTLC) The name of the Deerfield High School on site child care center where two to five year olds come for child care. Four Areas of Development Intellectual, social, emotional, physical are the four areas in which children develop. Literature Review Students learn in many ways and it is essential that educators meet different student needs by implementing a variety of teaching strategies. Sometimes this involves class discussions, providing examples to guide students, modeling a concept, or encouraging students to learn through hands-on learning experiences. Many high school teachers have said that students respond well when they are motivated to learn and when they are actively engaged in the lesson. Benefits of Observing Preschoolers Observing preschoolers is essential for students who are working with young children. The information that is learned through seeing what a young child can do first hand is critical in helping a high school student assess how a child is developing. These observations also act as a credible source to support their evaluation of the preschooler’s developmental rate and provide specific examples to the parents in the high school student’s case study paper. Through observation, teachers are able to gather valuable information about the preschoolers that may help them in planning and preparing developmentally appropriate lessons (Barbakoff Yo, 2002). Barbakoff Yo suggest that teachers use a running record or a checklist to record their observations of a child. Providing teachers with adequate time to collect and record observations of the preschoolers interacting with one another is â€Å"time and energy well spent† (Barbakoff Yo, 22). Perhaps allowing students to spend more time observing the children in the child care center will increase their understanding of how children develop. This may lead to more creative lesson plans and more thorough journals and case study papers. Teaching Methods and Student Motivation Research has also shown that several teaching methods have been proven to be more effective than others when motivating students to learn. Lam Law (2007) examined the relationship between how the use of teaching writing strategies and motivating students affects student writing performance. Students should be challenged and need to understand the importance of the writing assignment they are expected to complete (Lam Law). According to Lam Law, the writing assignment must be related to something they can connect with in their past, present or future. Student writing also improves when students are curious about the topic they are writing about and when they are provided with feedback (Lam Law). Lam Law support the idea that when students are motivated and understand â€Å"why† they are completing an assignment they are more likely to grasp the idea being taught and are more successful. Writing Strategies: A Four Step Process Collins Collins (1996) have identified a four step process that educators find useful when teaching students to write. These writing strategies include; â€Å"identifying a strategy to teach, introducing the strategy by modeling it, allowing students to use it and helping students work toward independent mastery through repetition and practice† (Collins Collins). Although modeling and practicing new concepts is beneficial, some students are not able to grasp the content being taught through this strategy (Collins Collins). Collins Collins have found that some students learn best through the use of concrete visual examples. When teaching students a new idea, educators may find it useful to consider what excites and motivates students to learn and what teaching methods address all student needs. Providing Examples to Students Providing students with excellent examples to guide them in their work is a teaching strategy that has been found to be useful for students. In the article, â€Å"Students’ Perceptions of Teaching and Learning: The Influence of Students’ Approaches to Learning and Teachers’ Approaches to Teaching, a ninth grade student who was interviewed said,† â€Å"the best way of learning is definitely hands on, trying it yourself, I think that is a very good way. And seeing examples of what you’re doing† (Campbell, Smith, Boulton-Lewis, Brownlee, Burnett Carrington, 2001). Additionally, Day Elksnin (1994) discovered that the concept being taught should be described, modeled, discussed (talked through aloud) and practiced by the students. Students may be involved in this process from the very beginning by asking them what they struggle with most and what they think may help (Day Elksnin). Providing feedback to the students is also effective when students are struggling (Day Elksnin). Day Elksnin’s research supports the idea that presenting students with examples and models of previous work will assist them in the understanding of the assignment which will lead to improved grades. How Students Learn Best Many students have been interviewed and surveyed on how they learn best. They have become a valuable resource when evaluating how different teaching strategies impact their feelings while they are in the class and their success rate on assignments. Campbell, Smith, Boulton-Lewis, Brownlee, Burnett Carrington (2001) found that when interviewed, both students who have a deep approach to learning and students who have a surface approach to learning, felt that when being exposed to new concepts, they learned more when they were in a caring, supportive environment and when they were actively engaged in the lessons being taught. However, when the class was teacher focused and when students were lectured to, both types of students became surface learners and were not as engaged (Campbell et al.). Their perceptions of the class were negative compared to the hands-on, active classes that built the students self-esteem (Campbell et al.). This can be related to students’ anxiety and frustration levels when learning. If students feel they are in a supportive, caring environment that provides hands-on learning experiences, they will approach learning in a deeper way. Child Development students experience hands-on learning on a weekly basis when they are in the child care center teaching and observing the preschool children. As educators, it is vital that we consider the different needs of our students when teaching a new concept. Our students may be some of our best resources when evaluating the teaching methods we use. Teachers should consider the methods used to teach the lesson, the time period given to teach the new concept, and the amount of frustration or excitement the teaching strategy or assignment brings to students. Data Collection Methodology In this study, which focuses on describing the effect that providing journal and case study paper examples, more time to observe in the child care center and the use of different teaching methods will have on the improvement of observation journals and case study papers, I will primarily be using qualitative data. The form of qualitative research method I plan to use is ethnography. Ethnography is fitting to my research due to the fact that I will be observing my students when they are working in there every day surroundings (Glanz, 2003). I also found ethnography to be appropriate for my research because I will use observations as a main source of my data collection (Glanz, 2003). The research method I am using is not a case study because I am collecting data that I will interpret and focus on a group rather than an individual (Glanz, 2003). The research questions that guide my data collection are: How will giving more time to observe in the child care center impact the high school students’ journals and case study papers? What teaching methods should I use to teach observing and journaling? Will spending more time on teaching observing and journaling improve student work? How will providing excellent examples of observation journals and case study papers impact student work? Will student anxiety and frustration levels decrease if more observation time is given? (See Appendix A) When collecting my data, I am interested in comparing my perceptions of what students struggle with when observing, journaling and writing their case study papers to the students’ perceptions of what they struggle with when observing, journaling and writing their case study papers. The data will be collected during the first semester of the 2008-2009 school year. The data I will collect will primarily be qualitative which will include my own observations, colleague interviews and collection of student work. I value how my students are feeling about the projects assigned in my class so I will ask for input from the students as well. This data will be provided through a student focus group and student surveys at the beginning and end of the semester. All of the data collected will assist me in answering the questions I am exploring in this action research project. Colleague Interviews There are three teaching professionals I interviewed before the high school students began observing in the child care center. The Deer Park Teaching and Learning child care center Director, another Child Development teacher and an English teacher were asked for input on my topic. When interviewing the child care center Director (See Appendix B) and the Child Development teacher (See Appendix C), I investigated the time spent on teaching journaling and observing and the teaching methods they felt were beneficial to the students. I also wanted to understand their perceptions on how they feel providing students with example journals and case study papers impacts the students understanding of the assignment. Through these interviews, a qualitative research method, I was able to understand the teachers’ views on providing students with more time in the child care center to observe. When interviewing the English teacher (See Appendix D), I focused on strategies used by this teacher to improve students writing. It was also beneficial to find out what students in English class struggle with most when they are writing and what the teacher does to address these struggles. I am hoping to apply this information to my class to assist my students when they are writing their case study papers. I asked both the English teacher and the Child Development teacher what type of presentation methods students struggle with and what type of presentation methods get students excited about learning. Student Focus Group At the beginning of the semester, I will hold a class discussion regarding the amount of time given to observe in the child care center (See Appendix E). During this class focus group, a qualitative research method, I intend to also get feedback from the students regarding their views on how providing example observation journals will impact their understanding of the observation journal writing process. What I have found in the past is that students have a pretty good gage on what they need to be successful so asking students what their needs are at the beginning of the semester is important. Student Survey – Questionnaire Two surveys (See Appendix F) were created to request information from students in the two Child Development classes I teach. The intentions of the surveys, a qualitative research method, were to ask the students for their input to address the following questions: How will providing more time for you to observe in the child care center impact your observation journals and case study papers? What teaching methods do you benefit from most when learning about observing, journaling and writing your case study papers? Will spending more time on teaching observing and journaling improve your journals and papers? How will providing excellent examples of observation journals and case study papers impact affect your understanding of the assignment and your work? Will your anxiety and frustration levels decrease if more observation time in given? The questionnaire will be implemented at the beginning of the semester, before they observe, and at the end of the semester, after their papers are wr itten, to gain a better understanding of the students’ viewpoint on this assignment. Collecting Artifacts Another qualitative research method I plan to use is to sporadically collect the students’ observation journal entries throughout the entire semester. My intention is to analyze the improvement of the students’ work as the semester goes along. I will collect the journals after the first time they observe when more time is given in the child care center, more time is spent on teaching observing and journaling and examples are provided to the students. I will compare this to the observations I have made in regards to student work from previous years. Collecting these artifacts throughout the semester will allow me to evaluate the students’ understanding of observing and journaling as they progress through the semester. It will also provide me the opportunity to give the students feedback so the students will feel guided in this process. At the end of the semester, I will collect the final case study papers and the scores on the journals and papers, which is a quantitative data collection method. This will allow me to analyze student progress throughout the semester. The case study papers will also provide me with an idea of each student’s overall understanding of observing and how they are able to relate the information they have gathered through their observations to how a child is developing. Observation and Field Notes While students are using the example observation journals to guide their own journal writing, I will observe and note, qualitatively, the ease at which students do this. I will also note how often the students refer to their examples as the semester progresses. Throughout the semester, during the first ten minutes of class and the last ten minutes of class, I will observe and make notes on the students’ frustration levels related to observing. The beginning and end of class is a time when students talk to each other about a variety of things they are dealing with at the time. This will be an ideal time for me to step back and listen to their discussions between one another in regards to observing, journaling and writing their papers. Timeline for Collecting Data: Time of Year Data Collection Source Data Collection Source Data Collection Source Data Collection Source Before Semester Begins 3 Colleague Interviews Beginning of Semester Student Focus Groups Collect Artifacts – Observations Journals Scores Student Survey – Questionnaire Observation Field Notes Middle of Semester Collect Artifacts – Observations Journals Scores Observation Field Notes End of Semester Collect Artifacts – Observations Journals Scores Student Survey – Questionnaire Observation Field Notes Data Analysis Qualitative Data During my data collection I will obtain data through colleague interviews, student focus groups, student surveys, observations, and artifacts. After my data is collected I will organize the data (Glanz, 2003). In order to organize my data I will read and reread the data to allow myself the ability to distinguish any patterns that are important (Glanz, 2003). Themes that I am prepared to find through my data collection is that students will benefit from examples that are provided. After analyzing my observations, students surveys, and student focus group notes I predict I will find students will be relieved to have examples of the paper. I find that with provided examples students enjoyment of the project will be much more positive. To analyze my data I will group student in three categories: students that view examples as helpful, students that view examples as no help, and students that view examples as hurting their understanding. I will collect my data and then put each student in one of the three categories in which they fit. After I collect data I will need to code the data and find any themes or patterns that arise (Mills, 2007). Quantitative Data The quantitative data that I am collecting in my research is the student’s case study paper scores. I will use the scores to compare if student did better this year than from previous years. I will compare student’s papers to papers from the past two years. I will need to also review students overall scores throughout the year to be sure that the students did better because of the examples provided and my teaching methods but not because of the student’s natural ability. Call for Action and Predictions Affected Population The findings of this study will provide valuable information to high school teachers who have students who struggle with or are frustrated by the writing process. English teachers typically are responsible for teaching students the writing process and allowing them to practice that skill in their class. However, writing may be reinforced in all subject areas. The more practice students have with writing, the more likely they will be successful, especially if they are motivated and are writing about something they can connect with or enjoy. Both types of students, students who struggle with writing and those who do not, may benefit from the research found in this study. I predict that providing examples to students and modeling writing strategies, will allow students to gain a better understanding of the observation journal and case study paper assignments. If students are able to visually see clear examples of what is expected in their writing, they are more likely to succeed and become less frustrated. Specifically, the students who will benefit from this study the most are my current students and future students because I will alter my teaching methods to include examples of previous student work. My colleague’s, Susan Johnson, students will also benefit if she decides to implement similar strategies when teaching observing and journaling. Importance of ResearchOnce this data is collected and analyzed, it will provide me with the information I need to make changes to the way I teach observing and journaling. At this time, students are very frustrated with observing and writing their papers and I believe the data that I will collect may provide some insight into â€Å"what† specifically students are struggling with and â€Å"why† they have such a hard time with these assignments. I believe if I can find what is frustrating to students I can help students focus on the importance of the project rather than the difficulty. The data will also allow me to ask other educational professionals and students their opinions on this issue so I can gain multiple perspectives. Hopefully, this will allow me to implement change in my teaching methods, the assignment and the students learning experience. Hypothesis and Future Outcomes Although I have not collected any data at this time, I expect student frustration levels to decrease and the quality of student work to increase if students are provided more time in the child care center to observe. I anticipate students would not feel as rushed and may be able to gather more thorough descriptions of what they see if they could spend the entire period in the center rather than half of the period. More time in the center may also provide students with an enhanced learning experience because they might be more likely to interact with the preschoolers and become more engaged in what they are observing. Student’s engagement in observing may motivate them while they are completing their observation journals and writing their case study papers because they will have more experiences with the children to refer to. I foresee the students’ understanding of observing and journaling to improve if more time was spent on teaching these concepts and if a variety of engaging teaching methods were used. It can be frustrating for students when they are not given enough time to learn a new concept. Allowing students time to practice and discuss examples of observing in groups, partners and individually before going into the child care center, will enable students to become more comfortable with the observation process. Many students get excited about learning new ideas when they are learning through hands on experiences and working with other students. When I am teaching observing and journaling, I will try to provide students more opportunities to do this before expecting them to go into the child care center to observe on their own. I feel this will help motivate students about the observation and case study project.Finally, I anticipate that providing students with examples of observation journals and case study papers will assist them in their understanding of the assignment.

Types of intimate relationship violence

Types of intimate relationship violence Intimate Relationship Violence Della Wright Jackson State University Table of Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..2 Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Victims of Crime†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Particular Case Study†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 Assessment of Case†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 Ethical and Value Issues†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Policy Issues†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.9 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.11 Abstract This paper discusses the types of intimate relationship violence (IVP) and the likely victims of this particular type of violence. A specific case of intimate relationship violence is discussed and assessed. It also dissects the different aspects of working in the field of social work with the victims of IVP in including ethical and political issues. Intimate Relationship Violence Introduction Intimate relationship violence (IPV) refers to the physical, sexual, or psychological harm caused by a previous or current intimate partner. Physical violence is described as the intentional use of physical force. This can include slapping, shoving, punching, burning, or restraining the victim. Sexual violence is defined as either: the use of physical force to compel a victim into performing or engaging in sexual acts, an attempted or completed sexual act that a person cannot condone because of the influence of drugs and alcohol or disability of some sort, or sexual contact that is abusive. Psychological abuse is defined as repeated traumatic events or coercive behavior with the intent of controlling a person’s behavior (Howard, Agnew-Davies, Feder Howard, 2013). Victims of Crime According to the Center for Disease Control (CDC), one in every four women in the United States has been victims of severe physical violence where an intimate partner was the perpetrator in their lifetime (Breiding, Smith, Basile, Walters, Chen, Merrick 2011). The U.S. Department of Health and Human Services estimates that between eighty-five and ninety percent of victims of intimate domestic partners are women. It is safe to say, then, that being a woman definitely puts a person at risk for IPV. If you add the statistic of one of every four women is the victim of sexual battery, a conclusion can be drawn that violence against women is rampant in the United States (Breiding, et. al, 2011). African Americans and Hispanics are twice as likely as their Caucasian counterparts to be the victim of intimate relationship violence, as well (Whitaker Reese, 2007). Particular Case Study As we look at the impact on intimate relationship violence in a person, family and community, the fact that forty-five percent of all homicides occurring are at the hands of either a previous or current intimate partner of the victim is glaring. Take the case of John, for instance. John is a thirty-two year old white male. He has a high school diploma and works as a car mechanic. He has a long history of and has been convicted of domestic violence against his wife, Jane. Jane is a thirty year old white female who has been married to John for eleven years. They met in high school and Jane has never dated anyone else. Jane has a high school diploma and does not work outside of the home. John and Jane live in Dallas, Texas with their two daughters aged seven and three. John is currently being arraigned for six counts of murder. He allegedly killed six members of Jane’s family while he was in a rage searching for Jane, who had recently gathered the strength to leave John. Jane had a restraining order at the time alleging that when she left John, he said that if she left, he would kill her and their two daughters. Her mother, one of the deceased, had also petitioned the courts for a restraining order alleging John had choked her and threatened to kill her and others in her family a week earlier when she refused to tell him where Jane was. Jane’s mother did not have a restraining order against John at the time of her death. John allegedly went over to Jane’s sister’s house with a pistol and asked where Jane was. When Jane’s mother said they would not tell him, John shot her in the head. She died instantly. Then, John shot both of Jane’s nephews in an effort to coerce Jane’s sister and brother-in-law into telling him where Jane and his two children were and then killed Jane’s sister and brother-in-law. He was arrested less than a block away from Jane’s grandparent’s home where Jane was staying. When assessing Jane’s case of intimate partner violence, we see a history of violence that goes back ten years. Jane stated that John started abusing her during their first year of marriage. He was also psychologically abusive by controlling her behavior and constantly degrading her. He also forced Jane to engage in sexual acts with him regularly. Jane stated although she tried to hide the abuse from her children, John would frequently degrade her in front of the children. Once, she said she was forced to perform sexual acts while the children were in the same room sleeping. She stated she stayed with John because â€Å"who else would have her?† She finally left John for the last time when he hit her seven year old daughter. She obtained a restraining order thirty days before the death of her family. Assessment of Case On a micro level, Jane was isolated from her family. She was constantly degraded and humiliated. Her shame did not allow her to be open with anyone about the consistent abuse she faced at home. Jane’s sense of self and well-being was eviscerated during the abuse. She did not think she was worth any better than what she was getting from John and thus suffered years of abuse. Coercive control is thought by some to be the defining feature of intimate partner violence (Howard et. al, 2013). After John allegedly murdered Jane’s family members, she now has feelings of guilt on top of the other issues she was already dealing with. According to the U.S. National Library of Medicine and the National Institutes of Health, the long-term effects on Jane’s physical, emotional, mental, and economic well-being can be affected. Jane’s injuries can cause her reproductive and sexual health issues. John’s constant verbal abuse could have affected Jane in ways that she does not even realize. She may think that the verbal abuse was not as bad as it was. If she accepts any part of John’s abusive behavior as normal, she is at high risk of becoming a victim again in other intimate relationship (Kaur Garg, 2008). On a mezzo level, we think of the effect on Jane’s two daughters. They repeatedly saw their father abusing their mother. Children of abused women are at a higher risk for suicide, drug and alcohol abuse, depression, developmental delays, attention problems, and many other behavioral and emotional difficulties (Bancroft, Lundy, Ritchie, Daniel, Silverman Jay G., 2012). They are also more likely to be involved in violent behaviors. They are more likely to either be a perpetrator or victim of domestic violence themselves as an adult (Bancroft et. al., 2012). In John’s case, there is apparent upset on a macro level. The murders of family members of the abused are not the norm, but are becoming more frequent according to the CDC (Breiding, et. al, 2011). During the years of abuse, Jane was isolated from her family, but they were more than likely aware that abuse was occurring even if they did not realize the extent of the abuse. Feeling helpless in these circumstances are frustrating and overwhelming. Referring to the statistics stated earlier, a safe assumption would be that everyone living in the United States knows someone who is currently or has previously been in an abusive relationship. Women are seen as weak and vulnerable by society (Kaur Garg, 2008). Because of this view, even if society disagrees with violence against women both inside and out of the household, it has become accepted as something that just happens to women. Ethical and Value Issues As a social worker working with victims of intimate partner violence, there are a variety of ethical issues and value conflict that could occur. In Jane’s case, why would she stay and allow her children to be exposed to violence year after year? My values state that a child’s physical and emotional well-being should always be a high priority. Jane had a number of reasons to stay and without taking away her right and determination to make her own choice, a social worker’s responsibility is to protect and advocate for people that cannot do so. This ethical dilemma pits self determination against the well-being of the children. Legally, social workers have an obligation to protect individuals from harm if they can by reporting the abuse to law enforcement individuals. Towards the end of Jane’s story, it is easy to see the children are in imminent danger. It is not as easy to see that in the years prior, however. When the abuse was focused on Jane, if she had wanted to stay and not press charges against her husband, there is not very much that could have been done. The state can press charges on her behalf but it is hard to prove domestic violence if the victim does not speak out against her abuser. Policy Issues Legally speaking women’s rights in a marriage have come a long way from where we started. Being married was actually an exemption stated in the criminalization of rape until the 1993 here in America. This was based on the English common law stating that when women were married, they gave up themselves to their husbands and that cannot be retracted as long as the two people remain married. The idea of society was what happened inside of a home was the personal business of the family. Although we have progress in the United States, there is still the problem of one of every four women being the victim of severe violence within their home. As with the case of Jane, women who receive a restraining order may not be fully protected from their abuser. It is true that Jane did not perish at the hands of her abuser, but six members of her family was shot because in the state of Texas, where she lives, it is still legal for a person with a restraining order to own and carry a gun. Obviously, if a person wants to hurt someone bad enough, there is no stopping them, but according to womanslaw.org, John was still able to own and legally carry a gun during this volatile time obviously exacerbated the situation (2013). Conclusion Intimate relationship violence is a widespread problem that is not limited by race, religion, ethnicity, education level, or sex (Baker, 2010). Even though this crime is so far reaching, it is still referred to as the â€Å"hidden crime† because victims suffer in silence. Initially, intimate relationship violence affects the individuals and family that are experiencing it, but over time, the entire community is affected by the violence. To grow up in such a war zone or to suffer as Jane did is unimaginable to me. To not be able to help every Jane out there would be morally trying for me because it is human nature to protect and nurture. No one wants to see a situation like Jane’s continue for her and her children. To further prevent these situations, we need to address the policy that we have in place to prevent it. If violence is so widespread within our homes across America, we need to wage a war on the violence. Enact harsher penalties. Make it unacceptable to abuse a partner. The challenge to this is the secrecy behind intimate relationship violence. All of these policies sound good but until we as a society begin looking at intimate relationship violence as something that is unacceptable, we will continue having the problem that we do. References Baker, L. M. (2010).Counseling Christian Women on How to Deal with Domestic Violence. Bowen Hills, Qld: Australian Academic Press. Breiding, M. J., Smith, S. G., Basile, K. C., Walters, M. L., Chen, J., Merrick, M. T. (2011). Prevalence and characteristics of sexual violence, stalking, and intimate partner violence victimization — national intimate partner and sexual violence survey, United States, 2011. Retrieved November 19, 2014, from http://www.cdc.gov/mmwr/preview/mmwrhtml/ss6308a1.htm?s_cid=ss6308a1_e Howard, L., Agnew-Davies, R., Feder, G., Howard, L. (2013).Domestic Violence and Mental Health. London: RCPsych Publications. Kaur, R., Garg, S. (n.d.). Addressing domestic violence against women: An unfinished agenda. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2784629/ National intimate partner and sexual violence survey—2010 summary report [Fact sheet]. (2011). Retrieved November 18, 2014, from http://www.cdc.gov/violenceprevention/nisvs/ summary_reports.html State law overview [Fact sheet]. (n.d.). Retrieved November 19, 2014, from http://www.womenslaw.org/laws_state_type.php?statelaw_name=State Law Overviewstate_code=TX Whitaker, D. J., Reese, L. (Eds.). (2007). Preventing Intimate Partner Violence and Sexual Violence in Racial/Ethnic Minority Communities: CDC’s Demonstration Projects [Lecture notes]. Retrieved November 18, 2014, from http://stacks.cdc.gov/view/cdc/11488/cdc_11488_DS1.pdf

Harriet Jacobs Incidents in the Life of A Slave Girl Essay -- English

Harriet Jacobs' words in Incidents in the Life of A Slave Girl clearly suggests that the life as a slave girl is harsh and unsatisfactory. In this Composition, Jacobs is born a slave, never to be freed. She struggles through life in many instances making life seem impossible. The author's purpose is to state to the people what happened during slavery times in the point of view of a slave. Her life is so harsh that she even hides from her master for 7 years in a cramped space in the top of a shed without any room to walk. The theme of the story is a statement on how slavery was a much harder way of life than many people may have thought. Many people during these times thought that slaves were happy where they were and that their lives were much easier in the southern states than in their ...

beyond beef :: essays research papers

Jeremy Rifkin’s book, Beyond Beef, is an indictment against the cattle culture that has come to shape our world. America’s obsession with beef has led to increased hunger, disease and environmental destruction. Rifkin, without a doubt, is anti beef and with painstaking verisimilitude attempts to shed light on the horrific conditions which are brought about by the entire industry. Furthermore, his book is somewhat of a continuity of Upton Sinclair’s novel The Jungle, the first attempt made at exposing the exploitations of the meat slaughtering industry. Ironically and rather unfortunately, the present situation is that while the poor nations of the world are starving their own populations to produce and export beef, the rich, who are able to afford beef, are dying from diseases. Rifkin has several chapters dedicated to the host of illnesses those beef eating individuals are susceptible to. The titles include, â€Å"Sacrifice to Slaughter,† "Cows Devour People, â€Å"and "Marbled Specks of Death." One point he makes is that because of the widespread use of antibiotics among the cattle industry, the â€Å"human population is increasingly vulnerable to mor virulent strains of disease-causing bacteria† (12). Rifkin further attests that beef, but ranks second as the food posing the greatest cancer risk. The reason is simple: beef is the most dangerous food for herbicide contamination and ranks third in insecticide contamination. Eighty percent of all herbicides in the United States are sprayed on corn a nd soybeans which are used primarily as feed for cattle and other livestock. When consumed by the animals, the pesticides accumulate in their bodies. The pesticides are then passed along to the consumer in the finished cuts of beef. Large feedlots have other sources of potential chemical contamination in beef including use of â€Å"industrial sewage and oils in feedlot mixtures and aerial spraying of insecticides on feedlot cattle† (13). Furthermore, Rifkin indicts the human civilization and sheds light into the barbarous actions of men in the early development of the cattle culture. One of the most effective is in the chapter, "The Great Bovine Switch," an expose of the atrocities committed by the United States Army and cattlemen. Rifkin states that the cattle culture was responsible for the demise of many Indians, When we get rid of all the Indians and buffalo, the cattle... Will fill this country...These men [the buffalo hunters] have done...more to settle the vexed Indian question than the entire regular army has done in the last thirty years.

Call of the Wild :: Free Essay Writer

Call of the Wild I recently read a really good book. It is called Call of the Wild, by Jack London. It has 104 pages and is a fiction book. The Call of the Wild has a very interesting plot. It is centered around a St. Bernard and Scotch Shepard mix, named Buck. At home, which was a large house called Judge Millers Place, in the sun kissed Sanata Clara Valley, he ruled over all dogs. Buck was Judge Miller's inseperable companion, until a man named Manuel, who was the one of the gardener's helpers, commited a treacherous act. Manuel, to cover his Chinese lottery gambling debts, stole Buck from his sound sleep and brought him to a flag station called College Park. There, the exchanging of money took place. It was simple. Manuel needed money to pay off his gambling debts, and Buck was a prime candidate. Buck was loaded onto an express car to Seattle. When he got there, he was bought by two men named Perrault and Francois. He was loaded onto a ship called the Narwhal and tooken to the Yukon, where he was to be trained as a sled dog. There were other sled dogs that Buck came to know well, each with their own unique personality. After only a short time of training, Buck was a sled dog, traveling with the team of huskys and mix breeds from Dyea Beach, to the town of Dawson. After several trips with Perrault and Francois, Buck was traded to a know nothing, gold seeking family. they knew nothing, or hardly nothing, about managing a sled team. There trip began with a very bad start. The family had loaded up their wagon with too much unneded baggage, and it was top heavy. as the dogs began to pull away and pull around a curve, the baggage tipped over along with the sled and thus the unnecessary baggage was discarded, and the trip was barely completed because of harsh weather, inadequate supplies, and poor management skills of the dog handlers. All except a man that went by the name of John Thornton, perhaps the only sane one in the group. After on e of the men repeatedly beat on a dog, Thornton became enraged. He threatened to kill the man, and shortly after, he unhooked the beaten Buck from the sled, the rest of the family left John Thornton.

Marketing Anti-Depressants: Prozac and Paxil Essay

The expiration of Prozac’s patent necessitates swift, defensive action from all companies in the SSRI industry. As generics enter the market, demand for more expensive, branded medications will fall as price sensitive consumers switch to the cheaper alternatives. Additionally, incident prices on consumers themselves, in the form of copayments, will rise as insurance companies pressure their constituents to switch to more cost-effective offerings. To overcome these obstacles, we recommend the following to both GSK and Lily: 1. A decisive repositioning of the brand to emphasize its advantages over market substitutes. 2. The rapid deployment of new inclinations to support previous point while simultaneously addressing the issue of competition. Background: Prozac’s early success stemmed from its value proposition of effectiveness and relative safety, compared to the current brands on the market. Prozac involved minimal side effects and was easy to self-administer, in contrast to the dangers associated with the Tricyclics and MAOIs on the market at the time. Prozac first segmented and targeted psychiatrists who were the main prescribers of anti-depressant medications then. After Prozac’s reputation grew, they targeted the general practitioners who were comfortable prescribing such a safe drug requiring minimal doctor supervision, thereby eliminating the need to send patients to costly specialists. Once the FDA relaxed rules on advertising prescription drugs, Prozac targeted the general public with a series of advertising campaigns. Furthermore, Prozac initially positioned itself simply as an anti-depressant treatment but soon expanded to a cure-all drug, treating issues ranging from OCD to compulsive gambling. Originally positioned as an alternative to Prozac, an SSRI called â€Å"Paxil† was introduced in 1993. Like Prozac, Paxil was effective for various illnesses, could be taken once a day, and had comparable side effects. However, an opportunity to market and develop an unknown emerged in 1999 when Paxil became the â€Å"first and only† medication to receive FDA approval in treating social anxiety disorder (SAD). SmithKline Beecham changed its marketing plan, with a new focus on heightening SAD public awareness. An aggressive campaign was launched and supplemented by direct-to-consumer advertising, focused almost entirely on the disorder, rather than the drug. The next year, SmithKline Beecham merged with Glaxo Wellcome to position themselves as one of the world’s largest pharmaceutical companies, known as GlaxoSmithKline (GSK), enabling a significant increase in their DTC advertising budget which in turn triggered roughly $1. 6 billion in sales. Recommendations: Although Paxil’s patent does not expire for several years, it will be significantly and similarly affected by the expiration of Prozac’s patent. Therefore, its reactive strategy to the nullification of Prozac’s exclusivity should be very similar, on a conceptual level, to what we are proposing to Lily. The foremost concern for both Paxil and Prozac will be repositioning. Paxil has the advantage of remaining an exclusive brand and thus does not face the immediate concern of losing existing customers to a direct generic replacement. However, Paxil must stress its unique benefits to new customers to stay competitive with other brands and generic forms of Prozac. Towards this end, we recommend that Paxil reorient its DTC marketing strategy to target those who suffer from illnesses uniquely treatable by Paxil, specifically SAD and Generalized Anxiety Disorder (GAD). In addition, GSK should heavily emphasize the advantages of its newly approved controlled release variant, particularly decreased side effects. Finally, practitioner advertising should be increased and similarly targeted. These measures will ensure that potential customers suffering from SAD or GAD will be more likely to both recognize their illness and purchase the GSK product. Even more, consumers may be drawn from other brands attributable to the promise of decreased side effects. Similarly, Lily should put heavy emphasis on their new, weekly variant of Prozac. Additionally, following the introduction of generics, Prozac should focus its marketing strategy around PMMD. Basis for Recommendation: The population of people suffering from the two adds up to 9. 3 million Americans (minus overlap for people who suffer from both), about 6. 5% of the adult population in America (Exhibit 5). With the incredible versatility Paxil has had treating various conditions, these two aforementioned conditions, both relatively new, have not gotten the attention from GSK that it really should garner given the fact that no other company can attract people in this state. GSK must look to re-position itself as a figure-head, a trailblazer in the field of SAD and GAD to build a strong market share now and develop brand loyalty to off-set, as best they can, the impending downturn brought on by future generics for the product. Based on the regression we conducted using data from Exibit 12 , we believe that DTC advertising presents an effective way to increase both company’s bottom lines. Looking at the data for prescription drugs, a $1 million investment will, on average, yield a $14. million increase in sales for the product alone. That is a pretty sizeable increase and the model proves that there is a strong correlation between DTC advertising and sales. This does seem reasonable, especially given the companies’ proclivity toward airing late-night infomercials (a form of DTC) when a large group of depressed patients are watching, leading them to go into the doctor’s office the next time, recall the product they were exposed to by t he ad, and request to have it prescribed. Paxil gets about $19. 6 million dollars return on a $1 million investment in DTC advertising. Similarly, Prozac should run a similar type of advertising campaign. Since they do not show up in the statistics in Exhibit 12, they should be slightly more hesitant to go all-in on the investment but should incrementally invest and see which direction it takes sales; all signs point to a solid return for Prozac which already has a solid brand image and loyalty. Lastly, with the advent of the generic, both Paxil and Prozac have to seriously consider lowering their prices to a competitive level to keep pace somewhat with the much cheaper generic, Prozac needing to do so more because of its $14 higher price-tag of $79. 20 to Paxil’s $65. 70. With this market penetration pricing, and within a reasonable interval, consumers will be willing to pay that extra bit because they are comfortable with the brand and value its credibility and integrity. Plus, once consumers see a decrease in price, even with a cheaper generic option, those who are price-sensitive but satisfied users of Paxil or Prozac will see discount  and feel like they did not have to change their buying patterns but saved money. The fact is Prozac and Paxil may completely lose out on their market share in the fields the generic has access to unless the respective companies make calculated, practical price cuts. Although Lilly and GSK’s hands are forced, they still stand to benefit greatly for this market penetration pricing strategy.

Long Essay Essay

Support, Modify, or Refute: The Monroe Doctrine ushered in a new era of US foreign policy The Monroe Doctrine was established in the early 19th century written by, of course, James Monroe. This document ushered in a new era of US foreign policy by stepping their foot down and showing the rest of the world how powerful they could be. This was when the US was slowly figuring out the power they could hold. This document stated that the US will not permit the following: Interfering with affairs in the Western Hemisphere, attempts to create new colonies in the Western Hemisphere, and the overthrowing of new colonies. These were said to be, â€Å"Dangerous to our peace and safety.† These statements clearly support how the US wanted to flex their muscles and flaunt independence. Foreign policy before the Monroe Doctrine was put into place is almost a polar opposite of foreign policy after the doctrine was put into place. Before the Monroe Doctrine, the US showed multiple examples of neutrality. For instance, on April 22nd, 1793, George Washington issued a proclamation of neutrality, which in turn declared the nation neutral in the conflict between France and Great Britain. After the Monroe Doctrine was put into place, Macon’s Bill No. 2 (passed by Madison) went into effect, which was an opposite extreme of Washington’s proclamation of neutrality. With Macon’s Bill, the US is now agreeing to trade with everyone (even France), except for Great Britain (The bill was originally passed to motivate both France and Britain to stop seizing American Vessels). This obviously causes copious amounts of tension between countries, and is yet again, a sign of strength and power coming from the US. Napoleon saw Macon’s Bill No. 2 as a great chance for him to move along his, â€Å"Continental Plan.† Now that Britain was unable to trade, this meant they were weak as a whole, but mainly their economy was in turmoil. Macon’s Bill No. 2 was the main cause of The War of 1812. This was a war between the US and Great Britain and Ireland (British ally). The war was basically a conflict because neither country could get over their ego’s, which is yet again, another example of how the US showed great strength (and a little stubbornness) in this period of time.