Import and Export Essay Example | Topics and Well Written Essays - 1000 words

Import and Export - Essay Example Due to high GDP per capita income Kuwait is an attractive market for luxury and high end vehicles. Kuwait heavily depends on importing vehicles from other countries due to lack of manufacturing facilities and the value of auto imports rose to 23% during 2012 (Kuwaitstay, 1). We are focusing on exporting luxury car segment as its demand is very strong in Kuwait. In Kuwait due to high cost of production because of lack of resources and high cost of labor, manufacturing facilities for vehicles are not profitable, therefore almost all vehicles are imported from other countries (Kuwaitstay, 1). Our vehicles have great demand all over the world and in Kuwait because of high quality, engineering and economies of scale in production. 2. Logistics infrastructure elements important to our export and their significance. Infrastructure logistics elements that are important to export of luxury vehicles in Kuwait are transportation and communication facilities, public utilities, banking services a nd retail distribution channels along with presence of good quality court system, protection of intellectual property rights and standards (David and Stewart, 41). 2.1 Transportation infrastructure : Good Transportation facilities are very important because international movement of goods is highly affected by infrastructure without which shipment faces delays, merchandise gets damaged and leads to inappropriately packaged product. In case of luxury vehicles quality and time is utmost important and any delay or defect will not be tolerated by the customer and results in huge loss to the company (David and Stewart, 41). However in Kuwait transportation infrastructure is well developed with international standard airports, merchant marine and ports and terminals, well connected paved roads and good warehousing facility to store imported vehicles (CIA, 1). 2.2 Communication infrastructure : For international transactions smooth communication with customers and suppliers by different ch annels like mail, phone or digital and electronic media is crucial for smooth business transactions, sharing of information, product promotion, timely decisions and delivery of product and in different countries importance of different channels varies (David and Stewart, 62). Kuwait is a developed country with highly developed communications infrastructure. 2.3 Public Utilities infrastructure : Public Utilities infrastructure like electricity, water, sewage and gas are crucial for operating a warehouse and establishment of corporate office because lack of adequate and reliable supply of these things disrupt the functioning of business and increase the cost of operations (David and Stewart, 65). In Kuwait electricity and gas are cheap and easily available and water supplied by desalination is affordable and reliable with good sewage system. 2.4 Banking Service and Retail Distribution Channels : Banking system is critical for financial transactions and reduces the risk of internationa l business transactions and facilitates various services like options market hedging for hedging currency fluctuation risks. A well-developed retail distribution channel provides customers with product availability at convenience and proximity and helps a great deal in promoting the vehicle by store promotion and increase the point of

Van Is a Good Essay Essay Example for Free

Van Is a Good Essay Essay Pie Chart Showing the Occupational Expectation of the Trainees: Government Institutions Pie Chart Showing the Occupational Expectation of the Trainees: Private Training Schools Pie Chart Showing the Total Occupational Expectation of the Trainees: Total 2 2 3 4 5 6 C HAPTER I INTRODUCTION This paper reports the results of a small tracer study and discusses how tracer studies can be used as a planning tool to assist education and manpower planning. To make education institutions more efficient, we need to know what happen to graduates. One way is to conduct tracer studies. Such studies are useful for assessing the labour market performance of graduates and school leavers. Uses of Tracer Studies Tracer studies can be used to achieve the following: †¢ To collect information on how well the graduates are doing in the labour market †¢ To get feedback from the graduates to modify and upgrade the education institutions †¢ To meet the needs of the employers †¢ To make tracer studies as part of labour market information system †¢ To make use of the labour market information to assist policy planners. C HAPTERll METIlODOLOGY AND SURVEY DESIGN. The tracer study questionnaires used include items such as employment status, income, basic demography, waiting time for employment, job changes, attitude to jobs and qualitative feedback on courses and programmes of training institutions. Samples of fresh graduates from Yangon Institute of Technology (YIT), Civil, Government Technical Institute (GTI), Mandalay, Machine Tools, Agriculture High School, Myittha, during the three academic years 1984/85, 1985/86, 1986/87, were first chosen at random and then efforts were made to establish contact with those graduates included in the sample. Next, a few individuals who received training in specific skills like Computer Operations, Tailoring and Auto-repairs run by private establishments were also chosen at random and interviewed. Table 1 Training Institutions Run by the Government No. Training Institutions 1984/85 3 1986/87 Yangon Institute of Technology (Civil Eng. ) Government Technical Institutes (Machine Tools) Agriculture High School (Myittha) 203(10) 244(10) 274(10) 30 17(5) 48(5) 44(5) 15 66(5) 50(5) 24(5) 15 Total 2 Academic Year 1985/86 Sample Size 286(20) 342(2) 315(20) 60 Note: Sample sizes are given within parenthesis. Table 2  Skill Training Course Run By Private Establishments No. Training Institutions 1988 1 2 3 Computing and Typing Tailoring Auto-Workshop Total 5 3 2 Intended Interview 1989 1990 5 3 2 5 3 2 Total 15 9 6 30 Interviewers were sent all over the country to contact the graduates selected for interviewing through local administrative bodies. More than one visit was needed in tracing some 3 respondents for shifts in their places of residents. It is important to note that the sample sizes for private skill-training courses were fixed in advance for the sake of convenience. Table 3 Response Rate by Type of Graduates/Skills Sample Response. Response Rate % B. E (Civil) GTI (Machine Tools) (Mandalay) AHS (Myittha) Computing and Typing Tailoring Auto-workshop 30 15 27 15 90. 0 100. 0 15 15 9 15 15 9 6 6 100. 0 100. 0 100. 0 100. 0 Total 90 87 97. 0 No. Graduates/ Type of Skills 1. 2. 3. 4. 5. 6. C HAPfERill PLACEMENT OF GRADUATES Relationship Between Type of Diplomas/Degrees and Type of Work In our study of graduates from some training institutions, both in the formal and non-formal sectors, we see that some are employed in jobs which are related to their educational training, but a great majority found their jobs do not match with their training or acquired skills. For example, a graduate of Yangon Institute of Technology is found to take up the profession of a primary assistant teacher and another as a self-employed shop-keeper. Also a graduate of an Agricultural High School (AHS), took up the post of a Primary Assistant Teacher (PAT). A tracer study on the graduates of computer centres reveal that most of them take up the course because of the challenge of a new subject and also because the universities are closed for the time being. A currently employed PAT attending the course of computer said that her training and her work does not relate. She has a bachelor degree with physics major and has the feeling that she should be employed in a field in which her training might prove to be useful. Our study reveals that training systems such as computer schools, secretarial, typing schools are currently very popular and heavily attended in the sense that trainees perceived that the new market oriented economic policy would create job opportunities for them. Currently it is seen that such level of employment has not been reached yet. To those who took up computer training a few are fortunate enough to find employment in the same institution. Most of the trainees of typing school usually take it as a pre-course for computer training. Some attended such courses to while away before the university opens. Such reasons clearly bring out the fact that ultimately employers are the ones who decide on employment. Since employers have great influence over labour market the most obvious solution is to place training under the control of a board in which employers receive higher representation. Table 4 Match Between Training and Employment No. Institute (or) Training 1. Institute of Technology Government Technical Institutes Agricultural High School. Computer Training Tailoring Short Hand and Typing Auto-workshop 2. 3. 4. 5. 6. 7. Related 16 Not Related 4 8 11 1 1 2 5 1 1 1 5 Employment and Unemployment Situation of the Graduates The tracer study brought into view that among the 87 respondent, 38 per cent are not employed. Graduates of higher education face unemployment more often than lower education level graduates after completing their studies. A research was conducted in 1977 to find out the prospect that graduates have in securing jobs, the types of occupation where graduates are placed and how graduates have to wait to find jobs. Ten per cent of the graduates from Yangon Arts and Science University, Yangon Institute of Technology, the Institute of Economics, the Institute of Education, the Institute of Animal Husbandry and Veterinary Science. the Institute of Agriculture, under the Department of Higher Education and the Institute of Medicine and the Institute of Dental Science under the Ministry of Health were surveyed. The total response was 41 per cent within two months. Based on a survey regarding the number of applications submitted for jobs, the highest was found among the B. E (Engineering) degree holders and the lowest among the B. Sc degree holders. Six per cent of the graduates who were offered the jobs they had applied for, did not accept the job. The main reasons for this was that either the place of the job was too far out, or there were problems related with the family or the salary was low. Out of the 259 respondents 70 per cent were employed and 30 per cent were not yet employed. B. E. graduates and B. Sc graduates were found to be the largest in number among those not yet employed. In the recent survey in 1990, it was found that more than 59 per cent of the YIT and 53 per cent of the GTI graduates had found employment. For the AHS graduates the extent of employment was about 80 per cent. Among graduates of Computing Typing only 40 per cent and among Tailoring 22 per cent were able to find employment. Auto-workshop trainees are employed cent per cent. This is so because the nature of the job is arduous and young people are not willing take on this type of training highly. Table 5 Type of Training and Extent Employment (Per cent) No. Type of Institution 1. 2. 3. 4. 5. YIT GTI AHS Computing Typing Tailoring Employed Unemployed 59. 0 53. 0 80. 0 40. 0 100. 0 41. 0 47. 0 20. 0 60. 0 0. 0 Occupational Expectation of the GraduatGs The external efficiency of an education system involves relationships between general and vocational education and between schools and work opportunities, what schools and teachers can be expected to do in preparing for future occupations and what may be expected from a combination of learning in and out of school. The relationships are intricate and diverse and can be summarized as follows. 6. First to promote economic growth, it is essential to have a trained labour force equipped to handle technical and managerial problems. This presents a more severe problem for developing countries, where skilled manpower is scarce and enterprises that could provide opportunities both for training and employment is lacking. Secondly the problem of unemployment in the modern sector among graduates and others leaving school. In other words, labour supply versus labour demand. Thirdly policy makers, employers as well as individual tend to consider formal education as passport to jobs in the modern sector. To increase their chances for employment with higher wage, students tend to remain in school as long as possible, sometimes for more years than required by the available jobs. Table 6 Occupational Expectation of the Trainees No. Training Schools 1. 2. AHS No. /1) Industrial Training Centre Government Private JVC 2 3 10 I. /1 +2) 3. 4. 5. Tailoring Computing and Typing Auto-workshop 11. /3+4+5) 9 30% 108 ° 19 69% 22]0 4 7% 25 ° Ill. Total /1 +2+3+4+5) 22 49% 176 ° 19 42% 151  ° 4 9% 33 ° 2 14% 50 ° 13 86% 310 ° 3 6 7 7 2 5 Co-op 7 Figure 1 Pie Chart Showing the Occupational Expectation of the Trainees. Government Institutions J. V. C (15. 7%) Private (0. 0%) Private Training Schools 8 Total Government (49. 0%) Private (42. 0%) In our study on trainees from various institutions, we find that 49 per cent of the trainees wanted to join government departments, 42 per cent the private sector and 9 per cent tlie JVCs. It was found that no one wanted to join the cooperative sector. Among the trainees interviewed, two large groups were identified: those attending government training schools and those attending private and non-formal training schools. It was found that among those attending government training schools 86 per cent wanted to join government departments and 14 per cent preferred the JVCs. Most of the trainees taking private or non-formal training desired to join the private sector and to get government jobs as well. A tracer study of 1976177 graduates also point out that 67 per cent of the ograduates wanted to work with state enterprises or departments; less than 1 per cent the cooperative sector and the private sector and the remaining wanted to take up any type of work or set up their own businesses. This is understandable, for the state had been the major employer prior to the adoption of the market oriented economic policy, but after the adoption of the new economic policy, trainees actually look forward to join the private sector for work. This fact reflected the need for studying the labour market conditions placing more emphasis on employment effectiveness of the private sector. Income is also one of the main factors in the occupational expectation of the graduates. Our study is concerned with the income generation of graduates. Most begin their work with very low pay. For the YIT graduates, the majority had to start work with a monthly income ranging from K 400 K 750. For technical schools it is much lower, between K 200 K 450. Most of them start to work on a flat-payor daily wages basis. Graduates from the non-formal education sector such as auto-workshop workers, typists were found to earn more than university graduates. This is a natural flow of blue collar job workers earning more than white collar job workers in the initial period. The nature of the work is different although there is less wage differential. C HAYfER IV ISSUES AND RECOMMENDATIONS Methodology. Tracer studies are usually ad-hoc exercises covering only a few institutions or types of graduates. To use tracer studies as an aid to education/manpower policy making, graduates from all the institutions or programmes run by the Ministry of Education and other ministries should be analyzed. To encompass all the institutions and programmes, a sample will need to be selected. To be precise, the question should be asked of what size of sample is necessary to reflect the market demand for specific types of educated manpower. Another issue in methodology is formulating questions. At the centre of a tracer study is the questionnaire. In designing questions it should be borne in mind that much of the resulting analysis will be statistical and therefore the answers will need to be in a form where by they can be aggregated. Another important consideration in designing questions is to ensure that their meaning is clear and unambiguous. There are some factors to take into account in the wording of questions. All wording should be simple, direct and familiar. Each question should have a single issue. Operation The result of tracer studies can be useful to and fed into the work of several ministries, particularly Education, Labour and Planning. There should be a permanent tracer study unit in one of the above ministries. The advantage of setting up a permanent tracer study unit is that it can integrate information from tracer studies to national planning purposes. The setting of a permanent tracer study could develop a series of tracer studies right across to education/training system. To improve policy decision on education and manpower, tracer studies need to be organized as part and parcel of the activities of the institution and the information they generate should regularly be fed into the policy-making process. Recommendations. To get up-to date information on the labour market performance of graduates, Tracer Studies should be made regularly. To train more-people who will be in charge of the tracer studies. The person in charge should have, as a minimum, practical experiences of survey work including coding and analyzing cross tabulation. C HAPrER V CONCLUSION As this paper reports the results of a small tracer study and discusses tracer studies as a method of obtaining regular feed-back on the labour market performance of graduates, it can be used as a tool to assist education and manpower planning. Tracer studies provide information on the demand for educated workers. Besides this it has other advantages. First, the surveys are simple to conduct. Secondly, the typical questionnaire used is short and uncomplicated, and can easily be completed by respondents. The third is that almost all of them can be conducted by mail. They are therefore inexpensive to carry out. The survey can be conducted when graduates return for their graduation ceremony. Fourthly the data collected by tracer studies can be easily analyzed and understood by non-economists. Like all techniques to aid policy-making, tracer studies have shortcomings. Some of those shortcomings concern data reliability while others stem from the assumptions that underline tracer studies. I L IST OF WORKING PAPER SERIES 1. Education Data Review and Analysis 1 . 1 1 . 2 Performance Indicators in Higher Education by U Thein Htay (DHE). 1. 3 Performance Indicators in Technical, Agricultural and Vocational Education by U Myat Naing (MERB) and U Nyunt Maung (DTAVE). 1 . 4 Quantitative Review of Education Staff by U Tun Hla and U Myint Thein (DBE). 1. 5 2. Performance Indicators in Basic Education  by U Saw Win (Institute of Economics). Population Projections (1983-2013) by U Nyan Myint (Institute of Economics). The Quality of Education 2. 1 2. 2 Pedagogy by Oaw Nu Nu Win (Institute of Education). 2. 3 Curriculum by U Myint Han (MERB). 2. 4 Student Evaluation by Dr. Khin Saw Naing (Institute of Medicine 2). 2. 5 3. Teacher Quality by Daw 00 Khin Hla (Institute of Education). Student Characteristics by U Maung Maung Myint (DBE). Education and Employment 3. 1 Manpower Demand and Employment Patterns in a Changing Economy by Dr. Thet Lwin (Institute of Economics). 3. 2. A Tracer Study of Recent Graduates: Implications for Education and Manpower Planning by U Kyaw Kyaw (Department of Labour). 3. 3 Linkages between Training Institutions and Employers by U Tun Aye (Ministry of NO. 1 Industry), Daw Myint Myint Yi (Institute of Economics) and U Van Naing (DBE). 3. 4 Education and Work Performance (A Survey of Employers Perceptions) by Daw Hla Myint (Institute of Economics). 3. 5 Non-Formal Education in Myanmar by Daw Win Win Myint (Institute of Economics) and Daw Lai lai Yu (MERB). 3. 6 Labour Market Institutions in Myanmar by U Kyaw Kyaw (Department of Labour). 4. Costs and Financing of Education 4. 1 4. 2 Government Expenditure on Education by Oaw Soe Soe Aung (Institute of Economics) . 4. 3 5. Management and Administration of the Education Budget by Or. Khin Ohn Thant (Ministry of Planning and Finance). Non-Government Expenditure on Education by U Saw Gibson (Yangon University). Education Infrastructure 5. 1 5. 2 A Comprehensive Survey of Education Facilities by U Sein Myint (OBE), U Nyi Hla Nge (Yangon Institute of Technology), Oaw Win Win Myint (Institute of Economics), Oaw Naw Joy Loo (Institute of Medicine 1), U Saw Wynn (OBE) and Oaw Win Win Maw (In.stitute of Medicine 1). 5. 3 The Provision of Infrastructure by U Nyi Hla Nge (Yangon Institute of Technology), U Nyunt Hlaing (Ministry of No. 1 Industry), U Tet Tun (Ministry of Construction) and U Sein Myint (OBE). 5. 4 6. The Construction Sector by U Tet Tun (Ministry of Construction), U Nyi Hla Nge (Yangon Institute of Technology), Oaw Naw Joy Loo (Institute of Medicine 1) and Oaw Win Win Maw (Institute of Medicine 1). Norms and Standards for Education Facilities by U Nyi Hla Nge (Yangon Institute of Technology), Oaw Win Win Maw (Institute of Medicine 1), and U Tet Tun (Ministry of Construction). Organization and Management of the Education System 6. 1 6. 2 The Cluster System for Primary Schools by U Myint Han (MERB). 6. 3 7. Organization and Management of Basic Education by Oaw Hla Kyu (OBE) and U Myint Thein (OBE). Organization and Management of Universities and Colleges by U Saw Gibson (Yangon University) and U Thein Htay (OHE). Special Studies 7. 1 Economics and Business Education by Oaw Cho Cho Thein (OBE). 7. 2 The Teaching of Science and Technology by U Khin Maung Kyi (OBE). 7. 3 The Teaching of English by Or. Myo Myint (Yangon University). 7. 4 Higher Education by U Myo Nyunt (Institute of Education).

How Factors Perpetuate Violent Crimes Against Women Criminology Essay

How Factors Perpetuate Violent Crimes Against Women Criminology Essay This essay will examine how individual, social, and cultural factors cause and perpetuate violent crimes against women. These three elements have created a gendered inverse power relation with in society that permeates into a multiplicity of social phenomenon and in fact has been the primary factors in constructing the order of power with in society. Through individual, social, and cultural factors, power maximization has become increasingly more complex with in human civilizations. These complexities are due to a number of different social factors that influence humans on an individual and collective scale. This essay is a brief composition summarizing male aggression against female victims, particularly sexual violence and physical assaults, that attempt to reinforce the inverse power relation between the two genders. First, a brief background from a constructionist perspective will be presented to convince the reader of the severity of sexual violence and physical assaults. Then t his essay will explore individual, social, and cultural theories that attempt to explain the causes of violent crimes against women. Finally, this essay will argue that when there is genuine equality between females and males, gender crime will decrease. Within the social sciences, especially with statistical reporting, there is much controversy on the frequency and severity of this almost one-way street in gender violence. According to Harway and ONeil (1999, p. 5) approximately three to four million women are victims of gender violence each year in the United States. However, because the majority of female  sexual assault victims know their assailants, the victim is often too scared or embarrassed to report the crime and thus the likelihood of prosecution decreases (Jones 2006, p. 443). Statistics reflect only crimes reported to the police. So therefore, Harway and ONeils (1999, p. 5) approximation of three to four million female victims a year may be an underestimate. One study even suggests that fewer than 30% of [rape] crimes are reported to the police (Rennison 2009). Prior to the 1970s, the law required substantial evidence of an alleged rape in corroboration with a convincing testimony because of the common belief that wome n often falsely reported being sexually  assaulted as a form of retribution against a man. Although the law has changed and this belief is not as common in todays society, sexual  assault victims often feel stigmatized by the thought of not having enough proof to convict an assailant, leaving them to feel embarrassed about the possibility of having a testimony rejected in court (Rennison 2009). Also prior to the 1970s feminist movement, gender inequalities were much more overt and explicit and it falsely asserted that males are superior to females (Henslin J. 2006, pp. 264-247). This paradigm has constructed a social relationship between females and males in every aspect of life that can still be identified today. That is because it has encapsulated all social institutions, including politics, civil life, and economics, among others. Patriarchy, a society in which authority is vested in males, is a near universal human phenomenon that develops adversarial relationships between genders (Kottak 1997, p. 241). These patriarchic societies allow for the socialization of a distorted gender-role that has historically resulted in gender oppression, denial of basic human rights, and crime against women (White Haines 2008, p. 108). It can, therefore, be concluded that because patriarchy has become a norm in society, sexism and inverse power relations among the genders are, for the most part, imperceptible and near universal (ed. Cunneen 2008, pp. 291-302). Anthropologists and evolutionary psychologists have widely agreed that there is substantial evidence from proto-humans and other primates that male sexual coercion and female resistance to it suggest that sexual conflicts underlie patriarchy (Smuts 1995, pp. 1-32).  With this in mind, it is evident that adversarial relationships between genders are deeply rooted into human biology, human evolutionary past, and is reflected in the contemporary construct of culture. Although this may be true, genetics and evolutionary processes alone do not dictate human choice. However, genetics and evolutionary processes have universally constructed culture, which in turn impose norms on how humans interact with each other, which includes sexual violence and physical assaults (Smuts 1995, pp. 1-32). The manner in which culture has been constructed and the common patterns of behavior in society is a major cause of criminal sexual conduct, overarching all other theoretical explanations. The adversarial relationship between genders is extremely complex and multiple levels of explanations are necessary to link developmental and biological characteristics, personalities, sub-cultural variations, and economics, social, political, and community dimensions (Miller 1996, p. 208). Although it is important to examine this social problem from multiple theoretical perspectives, because of the brevity of this essay, I will only elaborate on constructionism, feminism, and social learning theory. Feminist sociologists have frequently used constructivism, symbolic interactionism and conflict theory to explain violence against women. Feminism fundamentally argues that there is a structural and institutional division between genders, including unequal pay, education, and legal and political inequalities, among others. Interactionist feminists argue that men are socialized to display strength and virility but because there is an inverse power relation among the genders, men turn violent against women (Henslin 2006, p. 273-274). Research has supported this theory by explaining that aggressive men who seek power dominance accept the stereotypes that characterize women as timid and passive, which make them an ideal target (White Haines 2008, p. 124). Feminists that have used conflict theory to explain criminal sexual conduct argue that because men are losing dominate power in society, some men turn violently against women as a way to reassert their declining power (Henslin 2006, p. 273-274). While other feminists use conflict theory to explain that, the structural system of a society and its norms reflect the interests and values of the powerful elite, which are primarily men (White Haines 2008, p. 91). Because these norms favor patriarchy, male intra-group coalition is maintained, causing out-group enmity and prevents women from obtaining an equal social position. Therefore, crimes that target females are the result of social and cultural patterns of maintaining that inverse power relation between the genders (ed. Cunneen 2008, pp.291-302). This fallaciously reinforces the stereotype that women cannot achieve positions of power and are easy targets. Social learning theory assumes that deviant behavior is acquired through new knowledge or through observation of others behaviors, preferences, or values (Ellis 1989; Akers, R. 2009). Social learning theory also examines reciprocal interaction between cognitive, behavioral and environmental determinants (Bandura 1977, vii). Many proponents of this theory argue that learning is greatly influenced by the people whom an individual decides to differentially associate with, regardless if the interaction occurs directly or indirectly, because people tend to imitate others. This is especially true when there are little or no social consequences (Ellis 1989; Akers, R. 2009). Male aggression against women is thought to be sustained through various forms of intermittent reinforcement from various sources. For example, family members and peers, an individuals culture and subculture, and the mass media may all contribute by teaching methods of expressing aggression, which was then followed by li ttle or no social stigmatization (Ellis 1989, pp. 12-14). A sexual aggressor, therefore, may associate sex and violence by learning from sources such as violent pornography and then attempt to model those rape scenes or other acts of violence against women and then expect little or no consequences (Ellis 1989, pp. 12-14). This paper has thus far provided a brief over-view of social constructionist, feminist, and social learning theory perspectives. Now, this paper will describe the social impacts and social responses to violence against women. Many of the points that will be presented will come from the said theories to further substantiate their position when dealing with violence against women. Social responses from feminists have particularly been a strong voice against female victimization. Gendered crimes have an extensive array of social impacts and consequences, which includes reinforcing male dominance in society, gender inequalities and stratification, and generational consequences, among others. From this authors perspective, the definition of violent crime against women, such as rape and physical assault, is legal in that it is a violation of a semi-universal federal state law and it is natural because it is a violation of human consciousness and basic human rights. As a response to the global phenomenon of gendered crimes, the legal etymology of violence against women has changed dramatically over time from different nations to different states (Fulcher, Alesha, Emily 2008). For example, prior to the feminist movement in the 1970s, in all U.S. states, laws exempted a husband from being prosecuted for forcing their spouse to have sex against their will. Modern laws now include sexual assault and spousal abuse, regardless of who the assailant and victim is (Fulcher, et al. 2008). The United Nations (1993) has defined violence against women as, any act of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. This, in a very general sense, characterizes the contemporary consensus of the global society on the issue of violence against women. These positive changes, however, have not been met with widespread positive consequences. As mentioned earlier, some feminist theorists argue that because men are losing dominate power in society, some men turn violently against women as a way to reassert their declining power (Henslin 2006, p. 273-274). In fact, ONeil and Harway (1999) claim that recent changes in gender equality have produced a fear in some men that the natural order of society is being repressed. These men defend what they think is a defining quality of manhood through verbal aggression and violence in an attempt to preserve their natural right over women. Patriarchal values and beliefs about male dominance and female subordination reinforce a gender inverse power relation that permeates into a multiplicity of social phenomenon. The World Health Organization (2009) has concluded Violence against women is a major public health problem and a violation of human rights. When aggressive men violate women to maintain their sexist advantage women may display eating disorders, depression, passivity, submission, feelings of inferiority, dependence, and sacrificing personal needs for others (Nutt 1999, pp. 117-134). These feeling restrict women from seeking help and prevent them from leaving an abusive relationship. As the aggressive-submissive behaviors continue, women internalize oppression, which results in mental, sexual, reproductive, and maternal health problems (Nutt 1999, pp. 117-134; The World Health Organization 2009). These feelings also restrict women from taking risks, for instance academic achievements, career progression, asking for a salary increase, and socialization. These feelings perpetuate the problem because of the continued dependence on an abusive spouse (Nutt 1999, pp. 117-134). However, there is a strong association between status inconsistency, status incompatibility, and gendered abuse. Thus, a woman may increase her chances of abuse if she obtains greater occupational, academic, or financial achievements than her male counterpart does. Some men believe that a successful woman has usurped their natural dominant position within the family and so they attempt to reassert their dominance by using violence or coercion (Gelles 1999 pp. 36-48). So therefore, some men will continue to be violence, regardless if a woman is successful or submissive. Since the 1970s, the academic community has valuably contributed to appropriate response and prevention methods to decreasing mens violence against women. However, because of the sensitivity and deeply rooted nature of patriarchy and sexism, it is rather difficult to significantly minimize criminal sexual and abusive conduct. There is a rather long list of prevention methods suggested by the academic community and to be most effective they must all work in corroboration with each other. These methods include, but are not limited to: deinstitutionalization of patriarchy (Marin Russo 1999, pp. 18-35); academic, employment, financial equality for women (Nutt 1999, pp. 117-134); examination of how police handle domestic crime (Radford, Stanko 1989); examination of how medical and psychological practitioners handle treatment (Feder L. 1999); education of young children (O Neil Harway 1999 pp. 207-241); governments legal response (Ferraro 1989, pp. 155-184; Office of the status of women 1995); and the strengthening of women-women social collaboration (Silverstein 1999, pp. 81-83). This essay will briefly cover the deinstitutionalization of patriarchy, education of school-aged children, and governments legal response in more detail. As mentioned earlier, patriarchal values underpin all criminal sexual and abusive conduct, in so much that it may seem to some to be a part of everyday life. Eliminating male violence against females requires the elimination of a culture that establishes authority in males and prevents equal authority in females. O Neil and Harway (1999, p. 240) suggests that the old masculine paradigm can be replaced with new values, such as healthy emotionality, non-competitive relationships, empathy for others, friendships, and new concepts of power. Strengthening alliances between women and men will help both genders take responsibility for their actions and resist the ways of the old paradigm. Because violence against women is a societal problem that influences everyone, community consultation, combined with discursive democracy and a cross-government approach, can be an effective method to target specific communal problems by reducing gender-based violence. Public discussion and debate are an indispensable method to raise awareness of the scale of the problem within the community. This will also build confidence in women that this issue is being addressed and dealt with proactively within their community (O Neil and Harway 1999, pp. 238-240). One technique the community consultation program can implement is designing school programs that educate children on how interpersonal violence occurs, its consequences, and prevention. These children may learn how to counter current gender stereotypes portrayed in the media and pop-culture. To encourage diversity, the community consultation program should seek out the opinions and advise from school-aged children (O Neil and Harway 1999, pp. 238-240). Governments should be engage with all sectors of society to minimize criminal sexual conduct and violence against women, which includes providing information, community grants and medical care for victims, being involved in community engagement and specific social projects, and conduct legislative reforms that support gender equality. The British government has exerting a program that compels all governmental administrations into action in efforts to prevent violence against women (HM Government 2009). One of the programs preventive methods includes special training and services so that police, prosecutors, courts, protective services and intervention programs are able to work together to reduce violence against women. Another aspect of the program is to establish a sexual assault referral center in every police station that can provide medical care, counseling, and gather forensic evidence. This model also includes efforts to reduce the demand for prostitution and overall make publi c space safer for women. It is vitally necessary that all governments implement federal and state programs, similar to this one, in attempt to reduce violence against women on a national and international scale. Only a collective effort will be successful. As social scientists continue to provide information and explanations for male aggression and violence against female victims, the more people will accept that there is a genuine equality between females and males. As there is a growing concern and awareness for this issue, more community interventions will be created and government legal changes and policy initiatives will continue to address the problem more affectively. As a result, sexual violence, physical assaults, and psychological abuse against women should degrees. This essay has provided a brief overview from multiple theoretical perspectives on the causation of male aggression and violence against female victims. It has also examined historical through contemporary responses and impacts of female victimization. Then this essay introduced a contemporary case study from Britain that has utilized specific prevention methods. The reoccurring theme has emphasized that only a collective effort among academics, community members, professionals, and the government will provide a successful outcome in preventing male violence against women.

Kid Nobody Could Handle Essay -- essays research papers

In the short story, The Kid Nobody Could Handle, by Kurt Vonnegut, the main character of the story is George Helmholtz. He lives in a small town with his wife, is the head of the music department at the local high school and the director of the band. He is the most important person in the story because he is the only one, not psychiatrists, and foster parents, to make a difference in Jim’s life. Throughout the story, George is determined and hopeful, lonely, and fixated with the beauty of music. George Helmholtz, as the head of the music department at Lincoln High School, is very determined with his regular students and the gifted musicians of the band. Each semester and year at school he dreams of â€Å"leading as fine a band as there was on the face of the earth. And each year it came true†. His certainty that it was true was because he believed there was no greater dream than his. His students were just as confident and in response, they played their hearts out for them. Even the students with â€Å"no talent played on guts alone† for Helmholtz. After George catches Jim Donnini trashing the laboratory, he tells him that if all the schools were destroyed there would be no hope left, â€Å"The hope that everybody will be glad he’s alive†. His determination does not just touch his music students, all through the story he tries many ways to get through to Jim, finally at the end he succeeds. â€Å"George glanced at Jim Donnini, who sat at the last seat of the worst trumpet section of the wors...

Does Homework Increase Student Achievement? Essay

Introduction Homework is a very complex topic and a source of great discussion. Support for homework has ebbed and flowed over the last century. Some have argued that the burden of homework causes significant family stress–including parent-child conflict, reduced family leisure time, and overly tired children. (Kralovec & Buell, 2000). Others have argued that homework is a necessary part of the American educational experience. After the Russians launched Sputnik in 1957, Americans were worried about keeping up educationally with other nations and began to demand more homework for the children (Gill & Schlossman, 2000). Due to these changing views on homework, research is more important than ever to determine (if possible) the effects of homework on student achievement. Definitions Homework can be defined as any task assigned by schoolteachers intended for students to carry out during non-school hours (Cooper, 1989). The scope of the word homework can include many different types of things. Variations in  homework can be classified according to its (a) amount, (b) skill area, (c) purpose, (d) degree of choice for the student, (e) completion deadline, (f) degree of individualization, and (g) social context. Variations in the amount of homework can appear as differences in both the frequency and length of individual assignments. Assignments can range over all the skill areas taught in school. (p. 1, Cooper, Robinson, and Patall, 2006). Primary Purposes/Benefits of Homework Assignments Homework can be assigned to fulfill many purposes. Those purposes are either instructional or non-instructional. (Epstein, 1988; Epstein and Van Voohis, 2001). Practicing or reviewing material from class is the most common instructional purpose. Other purposes include the introduction of new material and the application of learned skills to new situations. Examples of non-instructional purposes are to fulfill district homework policies, open and grown parent-teacher lines of communication, as well as improved parent-child communication regarding school. (Cooper et al., 2006) Students, teachers and parents experience these benefits of the homework assignments. Additional Benefits of Homework While the primary reason for assigning homework is to aid and reinforce instruction, there is growing evidence that the practice of homework can have additional benefits including managing distraction, self-efficacy, and perceived responsibility for learning (Bembenutty, 2009). While these self-regulation tasks, such as time management, setting goals, effort and persistence in completing difficult tasks, and self-monitoring one’s performance, are important to academic success, they are also vitally important life skills, especially for successful professional writers, athletes, artists, and scientists. (Ramdass and Zimmerman, 2011). Other benefits include long-term academic benefits such as better study skills, as well as nonacademic benefits such as greater self -direction and more independent problem-solving. In addition, parents tend to have a great appreciation of and involvement in schooling (Protheroe, 2009). Relationship between Homework and Achievement There are varied findings in the research for the relationship between  homework and achievement. Some research finds a positive relationship between homework and achievement. Zhu and Leung (2012) studied this relationship by introducing quality of homework as a factor. They focused on three aspects: frequency and amount of homework; types of homework; and usage modes of homework. Overall, Zhu & Leung found that the three aspects of homework studied did have a positive influence on assessment results. Tanis and Sullivan-Bustein (1998) studied homework completion and its effect on weekly quiz performance. This research did show improved test performance as homework completion increased. This study was somewhat flawed, however, because the participants were not chosen randomly. The students were chosen due to their history of achievement (or lack thereof) and homework issues. Nonetheless, this research did positively affect the students studied. Omlin-Ruback (1998) conducted a study focusing on increasing homework completion of middle school students through the use of interventions. This study found that the students who were participating in the homework interventions on a daily basis had better grades than those who did not. Thus, students who were completing more homework had improved achievement. While these three studies did find a positive relationship, other research finds no relationship. Trautwein, Schnyder, Niggli, Neumann, and Ludkte (2009) reviewed a great deal of prior research on the relationship between homework and achievement and decided that a more complex research design was required to study this relationship. The results of their study depended on the variables under focus. The homework-achievement association was positive, negative or not statistically significant depending on which variables were being studied. Opponents point out that homework can also have negative effects on achievement and school in general. It can lead to boredom with schoolwork, since all activities remain interesting only for finite periods of time. Homework can deny children access to leisure activities that also teach important life skills. Parents can get too involved in homework. They can  pressure children and can confuse them by using instructional techniques that are different from those used by the teacher (p.1, Cooper, 2008). Factors other than Homework that Affect Achievement The relationship between homework and student achievement is complex. One significant factor other than homework affecting achievement includes home life. Some students do not have the tools or support at home to complete homework. (Protheroe, 2009). In addition, test anxiety and stress levels can negatively affect student achievement even if homework completion is complete and thorough. (Talib and Sansgiry, 2011). Thus, studying a single relationship between homework and student achievement cannot explain the effects, or lack thereof, of homework. Conclusions There are varied finding in the research concerning the relationship between homework and student achievement. While there is a great deal of research on the topic of the value of homework in student achievement, it turns out that this relationship is very complex. There are many factors involved, many of which are out of the control of the school or teacher. In addition, there are gaps in the research regarding the different types of homework and the quality of homework. This complex relationship needs to be further defined and refined. Further research needs to be done using new statistical techniques that can successfully handle the number of variables in this relationship. References Bembenutty, H. (2009). Feeling-of-knowing judgment and self-regulation of learning. Education, 129(4), 589-598. Retrieved from http://search.proquest.com/docview/61800994?accountid=12924 Bempechat, J., Li, J., Neier, S. M., Gillis, C. A., & Holloway, S. D. (2011). The homework experience: Perceptions of low-income youth. Journal of Advanced Academics, 22(2), 250-278. Retrieved from http://search.proquest.com/docview/864940664?accountid=12924 Cooper, H. (2008). A brief history of homework in the united states. research brief. ().National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Retrieved from http://search.proquest.com/docview/61858829?accountid=12924 Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement A synthesis of research, 1987-2003. Review of Educational Research, 76(1), 1-62. Retrieved from http://search.proquest.com/docview/62008296?accountid=12924 Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91. Retrieved from http://search.proquest.com/docview/63060036?accountid=12924 Dettmers, S., Trautwein, U., Ludtke, O., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102(2), 467-482. Retrieved from http://search.proquest.com/docview/742870744?accountid=12924 Epstein, J. L. (1983). Homework practices, achievements, and behaviors of elementary school students. (). Retrieved from http://search.proquest.com/docview/63342872?accountid=12924 Epstein , J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools Westview Press, 5500 Central Avenue, Boulder, CO 80301 ($35). Retrieved from http://search.proquest.com/docview/62348785?accountid=12924 Gill, B., & Schlossman, S. (2000). The lost cause of homework reform. American Journal of Education, 109(1), 27-62. Retrieved from http://search.proquest.com/docview/62249711?accountid=12924 Hong, E., Wan, M., & Peng, Y. (2011). Discrepancies between students’ and teachers’ perceptions of homework. Journal of Advanced Academics, 22(2), 280-308. Retrieved from http://search.proquest.com/docview/864939429?accountid=12924 Kralovec, E., & Buell, J. (2000). The end of homework: How homework disrupts families, overburdens children, and limits learning Beacon Press, 25 Beacon Street, Boston, MA 02108-2892; Tel: 617-742-2110; Fax: 617-742-2290; Web site: http://www.beacon.org ($18). Retrieved from http://search.proquest.com/docview/62323216?a ccountid=12924 Protheroe, N. (2009). Good homework policy. Principal, 89(1), 42-45. Retrieved from http://search.proquest.com/docview/61819932?accountid=12924 Omlin-Ruback, H.A study of mathematics homework. , 98. Retrieved from http://search.proquest.com/docview/1011399791?accountid=12924. (1011399791; ED531060). Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194-218. Retrieved from http://search.proquest.com/docview/864939542?accountid=12924 Talib, N., & Sansgiry, S. S. (2011). Factors affecting academic performance of university students in Pakistan. Interdisciplinary Journal of Contemporary Research in Business, 3(3), 589-600. Retrieved from http://search.proquest.com/docview/926273717?accountid=12924 Tanis, B., & Sullivan-Bustein, K. (1998). Teacher-selected strategies for improving homework completion. Remedial and Special Education, 19(5), 263. Retrieved from http://search.proquest.com/docview/236286267?accountid=12924 Trautwein, U., & Ludtke, O. (2009). Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track. Learning and Instruction, 19(3), 243-258. Retrieved http://search.proquest.com/docview/61902599?accountid=12924 Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., & Ludtke, O. (2009). Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen. Contemporary Educational Psychology, 34(1), 77-88. Retrieved from http://search.proquest.com/docview/61988315?accountid=12924 Zhu, Y., & Leung, F. K. S. (2012). Homework and mathematics achievement in Hong Kong: Evidence from the TIMSS 2003. International Journal of Science and Mathematics Education, 10(4), 907-925. Retrieved from http://search.proquest.com/docview/1037906879?accountid=12924

Three Nations Make a Strong Case for Being the Oldest

Three Nations Make a Strong Case for Being the Oldest Although empires existed in ancient China, Japan, Iran (Persia), Greece, Rome, Egypt, Korea, Mexico, and India, to name a few, the starting dates of these entities dont correlate with their modern counterparts as nations, even though the empires did have central governments ruling over their territory. The makeup of these ancient empires largely consisted of an agglomeration of city-states or fiefdoms, which overlapped jurisdictions with the imperial government. Much territory of empires was temporary (with fluid boundaries) and won through war or marriage alliances of monarchs, making them not unified entities, even if the lands were considered part of an empires territory by its emperor. Empires were not the equivalent of the modern nation-state, which emerged in the 19th century. Often, in fact, todays nation-states arose from the dissolution of empires, around communities that shared a common geography, language, or culture. The following three countries are most often cited as being the worlds oldest. San Marino By many accounts, The Republic of San Marino, one of the worlds smallest countries, is the worlds oldest country. San Marino, which is completely surrounded by Italy, was founded on Sept. 3 in the year 301 BCE. A monastery at the top of Mount Titano, likely the center of the community there, was constructed during the sixth century BCE. However, the nation wasnt recognized as independent until CE 1631 by the pope, who at that time controlled much of central Italy politically. San Marinos constitution is the worlds oldest, having been first written in the year 1600. San Marino was aided in its continued independence by the fact that it sits isolated amid fortresses in high, mountainous terrain. Japan According to Japanese history, the countrys first emperor, Emperor Jimmu, founded Japan in 660 BCE. However, it was not until at least the eighth century CE that Japanese culture and Buddhism spread across the islands. Over its long history, Japan has had many different types of governments and leaders. While the country celebrates 660 BCE as the year of its founding, it wasnt until the Meiji Restoration of 1868 that modern Japan emerged. China The first recorded dynasty in Chinese history existed more than 3,500 years ago when the feudal Shang dynasty ruled from the 17th century BCE to the 11th century BCE. However, China celebrates 221 BCE as the founding of the modern country, the year Qin Shi Huang proclaimed himself the first emperor of China. In the third century CE, the Han dynasty unified Chinese culture and tradition. In the 13th century, the Mongols invaded China, decimating the population and culture. Chinas Qing Dynasty was overthrown during a revolution in 1912, leading to the creation of the Republic of China. However, in 1949 the Republic of China itself was overthrown by Mao Tse Tungs communist rebels, and the Peoples Republic of China was created. It exists to this day. Other Contenders Modern countries such as Egypt, Iraq, Iran, Greece, and India bear little resemblance to their ancient counterparts. All of these countries except Iran trace their modern roots only as far back as the 19th century. Iran traces its modern independence to 1501, with the founding of the Shia Islamic state. Other countries that consider their founding to be prior to Irans include: France (CE 843)Austria (CE 976)Hungary (CE 1001)Portugal (CE 1143)Mongolia (CE 1206)Thailand (CE 1238)Andorra (CE 1278)Switzerland (CE 1291) All of these countries have a long and impressive history, which allows them to maintain their place as some of the oldest nation-states on the planet. Ultimately, it is difficult to judge which country is the worlds oldest due to a variety of complex factors, but you could easily argue for San Marino, Japan, or China and be considered right.