Risk Factors Affecting Hispanic Domestic Violence Essay -- Masculinity,

Masculinities Patriarchy ideology is embedded in the predominantly Latin American structure of machismo of supremacy over females (Alcalde, 2011). There are hegemonic methods of masculinity that stress male authority, magisterial and honor concerning females to some males, but it is an unusual overstated and exaggerated in male masculinities (Alcalde, 2011: 465). In contrast, there are many who do not advocate violence, and they seek to educate others on the importance of not using violence towards women. They see masculinity as the opposite of violent, and they use masculinity to protect women (Alcalde, 2011: 465). It is strong bond which protects the family (Alcalde, 2011: 465). Society has transformed with the ages and Mexican and Mexican American fathers have adapted to different, more caring roles in their family (Saracho and Spodek, 2008: 81). As a matter of fact, many fathers have become their kids’ developmental caretakers and dynamic educators (Saracho and Spodek, 2008: 81). Researchers have written papers portraying Mexican and Mexican American fathers as imperceptible, emotionless, distant and not nurturing (Saracho and Spodek, 2008: 81). Mexican and Mexican American, and redefine machismo as positive attributes which includes courage, kindness, and patience (Saracho and Spodek, 2008: 81). Today men are more willing to switc h gender roles becoming good role models, and they help with household tasks and their children. In the case study of Emiliano Diaz de Leon, positive masculinity turned his life around; furthermore, the role models he met at age 15 changed him from an abusive, disdainful young man into a positive role model (Aker, 2013) As a boy, he nothing but negative male role models and the change came from su... ...roblem Drinking Among Male Mexican and Central American Immigrant Laborers A Review of the Literature. Hispanic Journal of Behavioral Sciences, 29(4), 413-455. Perilla, J. L. (1999). Domestic violence as a human rights issue: The case of immigrant Latinos. Hispanic Journal of Behavioral Sciences, 21(2), 107-133. Straus, M. A. (1987). The Conflict Tactics Scales and its critics: an evaluation and new data on validity and reliability. Straus, M. A., & Yllo, K. (1990). Patriarchy and violence against wives: The impact of structural and normative factors. Physical violence in American families: Risk factors and adaptations to violence in, 8(145), 383-399. Worby, P. A., & Organista, K. C. (2007). Alcohol use and problem drinking among male Mexican and Central American immigrant laborers: A review of the literature. Hispanic Journal of Behavioral Sciences, 29(4), 413-455.

Indian Marxist Critique Of Law And Justice Essays and Term Papers Essay

Indian Marxist Critique Of Law And Justice Essays and Term Papers â€Å"The Marxist Notion of Law as the Handmaid of Exploitation Is Everywhere in Evidence† (Keith Dickson). Discuss This View of Der Kaukadische Kreidekreis. ‘The Marxist notion of law as the handmaid of exploitation is everywhere in evidence’ (Keith Dickson). Discuss this view of Der kaukasische Kreidekreis. Der kaukasische Kreidekreis, like many of Brecht’s plays, is, at its heart, a platform for the dissemination of Marxist ideology and a critique Premium1623 Words7 Pages International Law The expression ‘Rule of Law’ has been derived from the French phrase ‘la principle de legalite’, i.e. a Government based on the principles of law. In simpplied by the state in the administration of justice. The Rule of law, according to Gamer, is of en used simply to describe the state le words, the Premium33442 Words134 Pages Indian History Indian History and Culture 1. Who wrote â€Å"Sarfaroshi Ki Tamanna Ab Hamare Dil Mein Hai† ? 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Queen Cleopatra VII Last Pharaoh of Egypt

The last pharaoh of Egypt, Cleopatra VII (69–30 BCE, ruled 51–30 BCE), is among the most recognized of any Egyptian pharaoh by the general public, and yet most of what we 21st-century people know of her are rumors, speculation, propaganda, and gossip. The last of the Ptolemies, she was not a seductress, she did not arrive at Caesars palace wrapped in a carpet, she did not charm men into losing their judgment, she did not die at the bite of an asp, she was not stunningly beautiful. No, Cleopatra was a diplomat, a skilled naval commander, an expert royal administrator, an orator fluent in several languages (among them Parthian, Ethiopian, and the languages of the Hebrews, Arabs, Syrians, and Medes), persuasive and intelligent, and a published medical authority. And when she became pharaoh, Egypt had been under the thumb of Rome for fifty years. Despite her efforts to preserve her country as an independent state or at least a powerful ally, at her death, Egypt became Aegyptus, reduced after 5,000 years to a Roman province. Birth and Family Cleopatra VII was born in early 69 BCE, the second of five children of Ptolemy XII (117–51 BCE), a weak king who called himself the New Dionysos but was known in Rome and Egypt as the Flute Player. The Ptolemaic dynasty was already in shambles when Ptolemy XII was born, and his predecessor Ptolemy XI (died 80 BCE) came to power only with the interference of the Roman Empire under the dictator L. Cornelius Sulla, the first of the Romans to systematically control the destiny of the kingdoms bordering Rome. Cleopatras mother was probably a member of the Egyptian priestly family of Ptah, and if so she was three-quarters Macedonian and one-quarter Egyptian, tracing her ancestry back to two companions of Alexander the Great—the original Ptolemy I and Seleukos I. Her siblings included Berenike IV (who ruled Egypt in the absence of her father but was killed on his return), Arsinoà « IV (Queen of Cyprus and exiled to Ephesos, killed at Cleopatras request), and Ptolemy XIII and Ptolemy XIV (both of whom ruled jointly with Cleopatra VII for a time and were killed for her). Becoming Queen In 58 BCE, Cleopatras father Ptolemy XII fled to Rome to escape his angry people in the face of a declining economy and the dawning perception that he was a puppet of Rome. His daughter Berenike IV seized the throne in his absence, but by 55 BCE, Rome (including a young Marcus Antonius, or Mark Antony) reinstalled him, and executed Berenike, making Cleopatra the next in line for the throne. Ptolemy XII died in 51 BCE, and Cleopatra was put on the throne jointly with her brother Ptolemy XIII because there was significant opposition to a woman ruling on her own. Civil war broke about between them, and when Julius Caesar arrived for a visit in 48 BCE it was still ongoing. Caesar spent the winter of 48–47 settling the war and killing off Ptolemy the XIII; he left in the spring after putting Cleopatra on the throne alone. That summer she bore a son she named Caesarion and claimed he was Caesars. She went to Rome in 46 BCE and obtained legal recognition as an allied monarch. Her next visit to Rome came in 44 BCE when Caesar was assassinated, and she attempted to make Caesarion his heir. Alliance with Rome Both political factions at Rome—the assassins of Julius Caesar (Brutus and Cassius) and his avengers (Octavian, Mark Anthony, and Lepidus)—lobbied for her support. She eventually sided with Octavians group. After Octavian took power in Rome, Anthony was named Triumvir of the eastern provinces including Egypt. He began a policy of expanding Cleopatras possessions in the Levant, Asia Minor, and the Aegean. He came to Egypt the winter of 41–40; she bore twins in the spring. Anthony married Octavia instead, and for the next three years, there is almost no information about Cleopatras life in the historical record. Somehow she ran her kingdom and raised her three Roman children, without direct Roman influence. Anthony returned east from Rome in 36 BCE to make an ill-fated attempt to gain Parthia for Rome, and Cleopatra went with him and came home pregnant with her fourth child. The expedition was funded by Cleopatra but it was a disaster, and in disgrace, Mark Anthony returned to Alexandria. He never went back to Rome. In 34, Cleopatras control over the territories that had been claimed by Anthony for her was formalized and her children were designated as rulers of those regions. End of a Dynasty Rome led by Octavian began to see Mark Anthony as a rival. Anthony sent his wife home and a propaganda war about who was Caesars true heir (Octavian or Caesarion) erupted. Octavian declared war on Cleopatra in 32 BC; an engagement with Cleopatras fleet took place off Actium in September of 31. She recognized that if she and her ships stayed in Actium Alexandria would soon be in trouble, so she and Mark Anthony went home. Back in Egypt, she made futile attempts to flee to India and set Caesarion on the throne. Mark Anthony was suicidal, and negotiations between Octavian and Cleopatra failed. Octavian invaded Egypt in summer of 30 BCE. She tricked Mark Anthony into suicide and then recognizing that Octavian was going to put her on exhibition as a captured leader, committed suicide herself. Following Cleopatra After Cleopatras death, her son ruled for a few days, but Rome under Octavian (renamed Augustus) made Egypt a province. The Macedonian/Greek Ptolemies had ruled Egypt from the time of the death of Alexander, in 323 BCE. After two centuries power shifted, and during the reigns of the later Ptolemies Rome became the hungry guardian of the Ptolemaic dynasty. Only tribute paid to the Romans kept them from taking over. With Cleopatras death, the rule of Egypt finally passed to the Romans. Although her son may have held nominal power for a few days beyond Cleopatras suicide, she was the last, effectively ruling pharaoh. Sources: Chauveau M. 2000. Egypt in the Age of Cleopatra: History and Society Under the Ptolemies. Ithaca, New York: Cornell University Press.Chaveau M, editor. 2002. Cleopatra: Beyond the Myth. Ithaca, NY: Cornell University Press.Roller DW. 2010. Cleopatra: A Biography. Oxford: Oxford University Press.

The Effects Of Domestic Violence On Children - 1228 Words

A survey released earlier this year, showed that nearly â€Å"8 out of 10 domestic violence shelters nationwide reported an increase in women seeking help.† As reported by the ‘Mary Kay Truth About Abuse Survey’. The survey went on to show that â€Å"74% of women stayed with an abuser longer for economic reasons, and 50% of shelters reported that the abuse is becoming increasingly more violent†. With domestic violence on the rise, it’s time that more drastic measures are taken to prevent this horrendous act. The causes of domestic abuse vary with each individual case, but it is evident that two psychological issues play major parts, and it is crucial that these are dealt with to stop the abuse. There are two emotional dynamics that contribute greatly to domestic violence. One involves a destructive thought process (or critical inner voice) that abusers experience both toward themselves and their partners, thoughts like You re not a man if you don t control her or She is making a fool out of you. The other factor involves a harmful illusion of connection between a couple, what my father, psychologist Robert Firestone, has referred to as a fantasy bond. This dynamic feeds into a sense that another person can make you whole and is responsible for your happiness. These two dangerous belief systems set up an environment for abuse. It is true that women are more likely to experience forms of domestic abuse, however domestic violence can occur between all types of relationships,Show MoreRelatedThe Effects of Domestic Violence on Children1529 Words   |  7 PagesProject: The Effects of Domestic Violence on Children Trudy Root Kaplan University CM107-11 Children are negatively impacted by the surrounding of domestic violence in multiple ways, in which need to be identified. The audience that needs to be aware of domestic abuse’s effects on children is adults that care for children; such as pediatricians, teachers, counselors, and parents. The issue that needs to be addressed is the negative effects on children involved in a domestic violence situationRead MoreThe Effects Of Domestic Violence On Children1387 Words   |  6 Pages Literature Review: The Effects of Domestic Violence on Children By Taralyn Dean SW 8570 March 11, 2015 Introduction Today this paper will be exploring the affects of intimate partner domestic violence and how this impacts the children. The children of theses situations are the bystanders of these physical and emotional events. This paper will review in depth what other professionals are saying about the children of the domestic violence relationships and also the findings andRead MoreThe Effects Of Domestic Violence On Children Essay1383 Words   |  6 PagesIn a similar study by Ybarra, Wilkens, Lieberman (2007) the goal was to determine if domestic violence leads to functioning shortfalls, and what its effects it has on a child’s behavioral and cognitive functioning. In homes where domestic violence happens, young children are more likely to witness violence than older children. It was hypothesized that children who witnessed violence at home had lower verbal capabilities, and would display greater internalizing and externalizing behaviors. ParticipantsRead MoreEffect of Domestic Violence on Children692 Words   |  3 PagesASSIGNMENT 1 DOMESTIC VIOLENCE ID: S99003183; URIAM ROBATI ABSTRACT Domestic Violence has a great effect on children. Domestic violence also known as domestic abuse, spousal abuse or child abuse is recognized as a pattern of abusive behavior by one or both partners especially those in marriage. This coercive behavior is used against another person to obtain power and control over the other party in a relationship. Domestic violence takes many forms such as physical violence which includesRead MoreDomestic Violence And Its Effects On Children1445 Words   |  6 PagesWhat is domestic Violence? Domestic Violence is described as violent or aggressive behavior within the home, typically involving the violent abuse of a spouse or partner. Many children end up being the victims to seeing domestic violence in the home which is very unhealthy to their development. Some children may development resentment toward both parents- one for not leaving and the other for causing the abuse. Depression, aggressive behavior, emotional distress and suicide depending on the severityRead MoreEffects of Domestic Violence on Children1124 Words   |  5 PagesThe biggest victims of domestic violence are the littlest. The home is a suppose to be a safe and secure environment for children with loving parents and free from violence. Children need a secure environment where they can come home to when the outside world is unsafe. However, every year there are millions of children who’s homes are not a safe haven. Millions of children are exposed to a parent being violently assaulted. Domestic violence is a prevalent social issue in America today. First, whoRead MoreThe Effects Of Domestic Violence On Children And Children1541 Words   |  7 Pageslife. Domestic abused affect women and children. Lots of women are more at risk in their own home. Spouse abuses happen when one person in the marriage chooses to control the other party by using fair intimidation physical, emotional abuse. Domestic violence displaced many families because they are trying to get away from their abuser. Abuse can range from physical, mentally, emotional or psychological. One of every 5 woman are said to have experience an abuse from their partner. The effect of DomesticRead MoreEffects of Domestic Violence on Children908 Words   |  4 PagesEffects of Domestic Violence on Children by Mary Pelham English 1010-19 5 October 2011 Pelham i Outline I. Effects on younger children A. Feelings of deprivation Read MoreThe Effects Of Domestic Violence On Children963 Words   |  4 PagesThe Effects of Domestic Violence on Children Many children witness domestic violence each day. Most times, children witness their mothers being abuse by their fathers, step-fathers, or mother’s boyfriends. According to Couchenour and Chrisman (2011), â€Å"Women and children are at greater risk of being victims of abuse than are men† (p. 131). Witnessing violence or being abused at home has serious effects on children. This article explains the short-term and long-term effects that domestic violence hasRead MoreEffects Of Domestic Violence On Children990 Words   |  4 Pagesexposed to domestic violence at an early age, that child adapts to these adverse circumstance and situations (Holmes, 2013). Therefore, children who are regularly exposed to domestic violence may initially display less aggressive behaviors than children who are never exposed. However, this is due to their fear of being a victim of a physical assault (Holmes, 2013). This finding was interesting because it shows how deeply the children are affe cted by exposure to domestic violence. The children become

A Review of K W Lees Article Energizing the ESL/EFL...

If you would like the same writer to complete future research development for you, please specify the writers username (see above) when placing your next order. The paper below is an example from which certain passages, ideas, and/or information may be referenced and correctly cited. This paper in its entirety may not be sold, reproduced, transmitted, or claimed in any manner without the written permission of Student Network Resources Inc. IMPORTANT: Please remember that the charge on your bill or statement will appear as Student Network Resources. It is illegal to claim that you have not received your order. This delivery email is documented proof that your order was delivered to the email address you provided. Student Network Resources will prosecute to the fullest extent of both state and federal law anyone who attempts to commit fraud against our service. Lee, K. W. (2000). Energizing the ESL/EFL classroom through Internet activities. The Internet TESL Journal, Vol. VI, No. 4, April. Retrieved http://iteslj.org/articles/lee-internetactivites.html The article discusses ways through which the role of the internet can be defined for the improvement of the activities of ESL/ EFL students. There are a lot of means through which the Internet can offer new means of engaging students because it represents an important source of information for English language and not only. Singhal, M. (1997). The Internet and foreign language education: Benefits and challenges.

O Level Free Essays

w w ap eP m e tr .X w UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS s er om .c GCE Ordinary Level MARK SCHEME for the October/November 2008 question paper 5054 PHYSICS 5054/02 Paper 2 (Theory), maximum raw mark 75 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. We will write a custom essay sample on O Level or any similar topic only for you Order Now It shows the basis on which Examiners were instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. All Examiners are instructed that alternative correct answers and nexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the report on the examination. †¢ CIE will not enter into discussions or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the October/November 2008 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. Page 2 Mark Scheme GCE O LEVEL – October/November 2008 Syllabus 5054 Paper 2 Do not accept fractions. No penalty for [ 2 s. f. unless stated or for 1 s. f. where exactly correct. Only one unit and only one fraction penalty per question. Section A 1 (a) 0. 5(0) m B1 C1 A1 (a) mgh or F ? d or 10 ? 700 (–)7000 J C1 A1 (b) Q/E/H = mc? T or (? T =) 7000/(1) ? 4200 1. 7 or 1. 67 or 5. 5 8. 9  °C e. c. f. (a) 4 B1 (b) rotates/tilts/unbalanced/one side down/one side up rotates anticlockwise/down on left or head down or foot up (net) anticlockwise moment or moment on left moment on right or weight/CM on left of pivot 3 B1 B1 B1 B1 (b) 10(. 0) N or e. c. f. (a) diagram of two forces and resultant W / 6(N) and T / 8(N) marked on perp. forces or scale given 10(. 0  ±0. 2) N 35–39 ° from T/Y/horizontal or 51–55 ° from W/vertical and correct resultant C1 C1 A1 (a) (i) (a = ? )v/t or 84/35 2. 4 m/s? C1 A1 (ii) speed and time axes correct and labelled straight line of positive gradient through origin 84 (m/s) and 35 (s) marked (b) (i) tw o arrows with forward force backward force (ii) air/wind resistance or friction or drag  © UCLES 2008 B1 [5] [4] [5] B1 B1 B1 B1 B1 [7] Page 3 5 Mark Scheme GCE O LEVEL – October/November 2008 Syllabus 5054 a) Any two pairs – may be expressed in terms of the gas: liquid M1 molecules dense(r) close(r)/touching incompressible/volume fixed close(r) or strong(er) forces fills bottom container forces strong(er) expands less when heated forces strong(er) more viscous/flows slower forces strong(er) sound fast(er) close(r) or strong(er) forces better conductors of heat close(r) slower diffusion close(r) Paper 2 A1 (b) molecules gain speed/energy/heat and escape/leave cloth/break bonds or latent heat needed fast(er)/high(er) (kinetic) energy molecules escape/evaporate (average) speed / (kinetic) energy (of remainder) decreases r temperature related to (average) energy/speed of molecules 6 M2 A2 B1 B1 B1 (a) red B1 (b) (i) equal to B1 (ii) less than B1 (c) two correct refract ions on Fig. 6. 2 no dispersion and ray ends close to P (a) 12(. 0) V B1 B1 B1 B1 (c) (E=) QV or VIt or 200 ? 12 2400 J accept 2370–2410 J e. c. f. 8 M1 A1 (b) top row: 4. 6 and 0 bottom row: square 1 = square 2 + square 3 or 9. 2 bottom row: 4. 6 in squares 2 and 3 cao 7 [7] C1 A1 (a) fusion B1 (b) (i) mass decreases or product/nuclei/atoms less massive mass becomes/converted to energy B1 B1 (ii) E = mc2 6. 6 ? 10–29 ? (3. 0 ? 108)2 5. 9 ? 0–12 or 5. 94 ? 10–12 J B1 C1 A1  © UCLES 2008 [5] [6] [6] Page 4 Mark Scheme GCE O LEVEL – October/November 2008 Syllabus 5054 Paper 2 Section B 9 (a) (i) Any three lines: vibration of cone/loudspeaker vibration of air/particles (molecules) particles/molecules pass on vibrations/energy (to neighbours) compressions and rarefactions or longitudinal wave/movement of particle (max 3) B1 B1 B1 B1 (ii) loud – large amplitude/max displacement low-pitched – frequency/no. of waves per sec low frequency, small frequency, etc. (long wavelength 1/2) B1 M1 A1 (iii) (t =) d/s or 0. 57/330 0. 0017 s C1 A1 iv) speed of sound greater in water/liquid or v. v. less time taken in water/liquid or heard sooner/faster B1 B1 [10] (b) (i) v = f? or 200 seen (? =) v/f or 330/200 or 330/0. 2 or 1650 (m) 1. 6/1. 65/1. 7 m (ii) attempt at compressions and rarefactions/longitudinal wave correct wavelength marked C1 C1 A1 M1 A1 [5] [Total: 15]  © UCLES 2008 Page 5 Mark Scheme GCE O LEVEL – October/November 2008 Syllabus 5054 10 (a) (i) at least 2 concentric, complete circles increasing gap at least 1 anticlockwise arrow and none incorrect (ii) stronger or more lines or lines closer together or extends further (b) (i) (R =) V/I or 6. /8. 0 0. 75 ? Paper 2 B1 B1 B1 B1 [4] C1 A1 (ii) (Q =) It or 8. 0 ? 120 or 8. 0 ? 2 960 C (16 C scores 1/2) C1 A1 (c) (i) LR or NS [4] B1 (ii) force (on wire) or wire bends/moves into page/perpendicular to field/away (from us)/LH rule quoted M1 A1 (iii) force revers es or out of page or bends the other way e. c. f. B1 [4] (iv) accept first two marks on unlabelled diagram (wire becomes) coil / armature /solenoid force/movement opposite on sides of coil or moment current reverses during rotation/due to commutator or split ring B1 B1 B1 [3] [Total: 15]  © UCLES 2008 Page 6 Mark Scheme GCE O LEVEL – October/November 2008 Syllabus 5054 11 (a) (P =) VI or 6. 0 ? 1. 6 9. 6 W Paper 2 C1 A1 (b) (i) filament/J releases electrons or thermionic emission attracted by +ve terminal/metal plate/K electrons move/accelerate [2] B1 B1 B1 (ii) otherwise electrons hit (air) molecules/particles/lose energy or electrons deflected/don’t hit screen/cause ionisation of air B1 (iii) electrons/charges/beam/ray deflected (by magnetic field) few(er) electrons reach plate/K/+ve terminal/pass round circuit B1 B1 (iv) current = 0 or no reading electrons repelled by or not attracted to K or K does not emit electrons B1 c) (i) (dot/speck of light) moves so fast (that the eye sees it as a single line) or timebase pulls it horizontally or voltage is constant/zero B1 [8] B1 (ii) (line/trace) displaced vertically at uniform rate/speed or slowly moves 3. 0 divisions/3cm M1 A1 B1 (iii) screen not high enough or trace moves beyond edge of screen or line moves 6cm / more than 4cm (vertical ly) or line can only move 4cm or screen is only 4cm from middle to top B1 [5] [Total: 15] B1 Independent mark C1 Compensation mark; given also if the answer is correct M1 Method mark: if not given, subsequent A marks are not awarded A1 Answer mark.  © UCLES 2008 How to cite O Level, Essay examples

Disease free essay sample

This essay discusses many aspects of disease, including causes and risk factors. This paper defined disease as anything impairing the normal state or functioning of the body as a whole or of any of its parts, explaining how certain diseases are short lived, but severe, others chronic. The author classifies diseases by their cause and how infectious they may be. From the paper: Disease can be defined as anything impairing the normal state or functioning of the body as a whole or of any of its parts. Some diseases are short lived, but they are accompanied by severe symptoms. Others are chronic, or diseases that last a long time. Diseases are classified by their cause; this could be a virus, bacteria, rickettsias, or protozoa. Fungi and parasitic worms can also cause diseases. Human, certain animals and insects, and infected objects can transmit only infectious diseases. Chemical and physical agents such as drugs, poisons, and radiation can also cause disease. We will write a custom essay sample on Disease or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page