Just War Kuwait, Iraq And Usa Essays - Gulf War, Kuwait

Just War: Kuwait, Iraq And Usa Just War On August 2nd, 1990 the first Iraqi tanks crossed into Kuwait, as part of an invasion that marked the start of a six-month conflict between the United States and Iraq. These tanks were ordered to invade Kuwait by Saddam Hussein, the ruthless dictator of Iraq. The Iraqi troops looted Kuwaiti businesses and brutalized Kuwaiti civilians. Saudi Arabia began to fear that they may be invaded as well, and on August 7th they formally asked President Bush for US assistance. The US pledged to defend the Saudis, and to remove the Iraqis from Kuwait. Great masses of troops from many different nations were deployed in the Persian Gulf area. At 4:30 PM EST on January 16, 1991, the first aircraft with orders to attack Iraqi targets were launched from Saudi Arabia, marking the beginning of Operation Desert Storm. Dictators like Mr. Hussein cannot be allowed to take advantage of smaller countries like bullies after lunch money. There has to be someone to stop them, or they will gain more and more power and land, just as Adolf Hitler tried to do in World War II. That someone, in the case of Mr. Hussein, was the United States, along with a multinational coalition. The US had just cause in entering a war against Iraq because of Iraq's invasion of the small and defenseless nation of Kuwait. Actions such as that must be repulsed. Iraq had no just cause in invading Kuwait; their reasons were either obscure or for their benefit. The US had to help Kuwait regain their nation. In protecting the Saudis from invasion and removing the Iraqis from Kuwait the US had the right intention. The real reason the US decided to fight the Iraqis was to restore Kuwait's government and to defend Saudi Arabia. There was no underlying reason, such as to receive better prices on oil or to make the Kuwaitis indebted to the US so as to receive favors. Throughout the war, the US made clear their purpose and intent in fighting the Iraqis, and not once did they stray from it. Legitimate authority was established when the Congress voted to follow United Nations resolution 678, section two of which Authorizes Member States co-operating with the Government of Kuwait, unless Iraq on or before 15 January 1991 fully implements, as set forth in paragraph 1 above, the foregoing resolutions, to use all necessary means to uphold and implement resolution 660 (1990) and all subsequent relevant resolutions and to restore international peace and security in the area. The vote to follow the resolution was as good as a declaration of war, as far as legitimate authority is concerned, and is in some ways better. The adoption of the resolution only authorized the use of force to remove Iraq from Kuwait. This limited the ability of our military to completely destroy Iraq's military or to drive Hussein from power. Our authority to remove Iraq from Kuwait was clearly legitimate. The Gulf War was fought with proportionality clearly in the leadership's mind. President Bush planned to get Iraq's troops out of Kuwait and then stop. He had no intention of carrying the war further. Although Bush would have dearly liked to have marched US troops toward Baghdad to destroy Hussein's government, he did not, because of the risk of heavy casualties, and because it went against the proportionality idea. The leaders who picked targets for our forces never targeted civilians. Civilians were killed, for sure, but they were not deliberately targeted. Non-combatant immunity is an important part of every war the US has been engaged in. The Iraqis definitely targeted civilians, as was quite evident by their SCUD attacks on Israel and Saudi Arabia. Many civilians and military personnel were killed by SCUDs during the course of the war. Civilians are not responsible for harm done to one's country, and therefore deserve immunity. Upon entering the conflict, The US obviously had a reasonable hope of success. The Iraqis had several hundred thousand poorly trained, poorly equipped, and poorly led troops, while the Allied forces numbered about 800,000. The allied troops were better trained, equipped, and led than the Iraqis. They were also more loyal, although that was not discovered until the ground war began and Iraqi troops began to desert, tens of thousands at a time. The US would not have entered into this conflict if they had not clearly known that they would win. Sanctions were placed against Iraq almost immediately, and were in place and doing nothing for six months before President Bush realized that they had to turn

Essay on Models of Disability

Essay on Models of Disability Essay on Models of Disability Essay on Models of DisabilityToday, diverse models of disabilities develop different concepts of disabilities and, therefore, offer different policies in relation to people with disabilities. In spite of the diversity of models and different approaches to disability, which they offer, there is no universal model that would take into consideration special needs of each patient with disabilities.Medical model of disability is grounded on the juxtaposition between normalcy and pathology. Patients with disabilities are treated as individuals with pathology, who have special needs and require treatment. Unlike other models, the Medical model focuses on the physical or mental health condition of individuals and deviations from the norm to a certain extent is disability. Therefore, individuals with disabilities are supposed to be treated with relation to their specific health problem (Hamre, et al., 2006). Unlike other models, the Medical model does not take into consideration social factor s that influence patients with disabilities. For example, the social environment of people with disabilities does not matter for the Medical model. Therefore, the Medical model suggest no assistance to patients in terms of the maintenance of their social relations and their integration into their community. Therefore, the Medical model focuses on the maintenance of the health of patients with disabilities minimizing the effect of disabilities on health of patients but not on their social life.Social Constructivist model holds the premise that the concept of disability is a social construct that means that disability is what makes individuals incapable to perform basic functions, which the individual is supposed to perform, according to existing social norms and beliefs (Bayton, 2001). The main idea of the Social Constructivist model is the creation of the social environment that is comfortable for people with disabilities. Unlike the Medical model, which focuses on health issues onl y, the Social Constructivist model focuses on social issues mainly and aims at helping people with disabilities to integrate into their social environment and be a part of their community.Sociopolitical or minority model views patients with disabilities as minority and their distinct feature is disability. As a result, unlike other models, the Sociopolitical model views all individuals with disabilities, regardless of their cultural or social background, as one social group, where people have a set of health problems, social problems and other issues caused by their disability status (Biklen, 1988). Therefore, unlike the Medical model and Social Constructivist model, the Sociopolitical model focuses on the treatment of people with disabilities as a solid social group focusing on their specific social and health problems. In a way, the Sociopolitical model combines elements of both Social Constructivist and Medical model addressing both social and health issues of patients with disab ilities.At the same time, along with the aforementioned differences, there are certain similarities between the three models mentioned above. These similarities uncover the imperfectness of these models in their understanding of disability and distinction of people with disabilities. In fact, the aforementioned models view patients with disabilities as a social group with certain health or social issues, which they confront. However, the problem is that these models fail to take into consideration the diversity of patients with disabilities. Each patient with disability has special needs. Even though each model recognizes those special needs, they do not offer the personalized approach to each patient with disability. Instead, they focus on their treatment as a distinct social group with certain health or social issues.

What Is SAT Score Choice Why Should You Care

What Is SAT Score Choice Why Should You Care SAT / ACT Prep Online Guides and Tips . College Board's SAT Score Choice policy, started in 2009, means just what it sounds like. Well, you can't choose your scores - "I'll take a 2400, please!" - but you can choose which score reports you send to colleges. If you take the SAT more than once, then you can decide which scores get sent and which ones remain for your eyes only. Since we're always thinking strategically when it comes to the SAT, this article will discuss not just how Score Choice works, but also how you can use it to your advantage. First, what exactly is SAT Score Choice? What Is SAT Score Choice? If you're a high schooler taking the SAT, it's probably safe to assume you're applying to college. Part of your application is sending your SAT score reports, which is done through your College Board account. The Score Choice option lets you choose which score reports get sent and which ones don't. You can choose a score report by test date, or by individual test for an SAT Subject Test. You can't choose individual sections, like just sending your math score from January and your Reading and Writing scores from April, for example. Many colleges superscore your SAT, or take your highest section scores across all test dates, anyway, so this shouldn't cause much concern. If your schools have a policy of superscoring the SAT, is there any reason to use Score Choice and leave some score reports out? I'd say probably not, unless you have one that's a real outlier, like you were sick that day or performed way belowthe level you expected to. If you think it could look bad to admissions officers, then you might use Score Choice to leave that score report out. If you don't elect to useScore Choice, then College Board will send all your available scores to the colleges you listed as score recipients. Before this policy was implemented in 2009, students had no option of leaving out score reports. Sounds stressful, right? According to College Board, Score Choice is meant to reduce stress, improve the test day experience, and give students more control over their test results. I suspect that College Board is also trying to remain competitive with its ever more popular counterpart, the ACT, which has always allowed students to choose whichscore reports to send by test date. While I touched upon the logistics of this optionalready, let's look in more detail at exactly how SAT Score Choice works when you're sending your scores to colleges. The College Board carrier pigeons are ready at your command. How Does Score Choice Work? Your College Board account is your one stop to register for the SAT, view your scores, and send your score reports. When you register for the SAT, you can add four score recipients for free. You can edit these up to 9 days after your registration. After that, additional colleges cost $11.25, unless you qualify for an SAT fee waiver. If you've taken the SAT more than once, then you can use Score Choice to decide which score reports go to which colleges. You'll see a screen that looks something like this: If you don't use Score Choice, then College Board will send all your scores to the schools you indicate. There is one important limitation of Score Choice to be aware of when you're listing out your score recipients. Limitation of SAT Score Choice As I mentioned above, you can list up to 4 score recipients for free when you register for the SAT or for up to 9 days after.That means the scores from your future test, which you won't have taken yet, will be automatically sent to those 4 schools. Unfortunately, you can't signin and cancel those score reports if you're disappointed with your scores, since they'll be sent to your colleges at pretty much the same time they become available to you, about three weeks after you test. If you want to see those scores before they're sent off to admissions officers and have the financial means to do, then you might consider forgoing those 4 free score reports. Of course, this is only a possibility if you have enough time before your deadlinesto receive your scores before sendingthem. If you want total control over which score reports get sent, then you might not want to use the 4 free score reports at the time of registration. WhileCollege Board offers Score Choice to improve the test day experience for students, sadlynot all colleges are so amenable. There are some schoolsthat are strongly anti-Score Choice. Before using it, make sure you research your schools' policies toward SAT scores. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Know Your Colleges' SAT Score Policies Not all colleges look at your SAT scores in exactly the same way. Some colleges, like Brown, Columbia, Harvard, University of Connecticut, and University of Virginia, superscore your test and take your highest section scores across all test dates. If your colleges superscore, then there might not be much reason to use Score Choice, unless you had a really off test day and wanted to keep that score report private. Other schools, like Arizona State, Colorado State, and University of Wisconsin, will look at your "highest sitting," meaning they won't take a math score from one date and a reading score from another. If this is the case, then you might use Score Choice to just send the score report from your best test date. Regardless of whether they have a superscoring or "highest sitting" policy, some of these schools tell you not to use Score Choice and to send all your available scores. For instance,Cornell says it "requires students to submit all scores from SAT tests taken and does not participate in the College Board's Score Choice." Stanford has the same policy, which it extends to the ACT, as well: "Applicants may not use the College Board's Score Choice feature or "hide" any scores with either testing agency." While College Board has done its part to improve the test day experience and give students more control over their test scores, unfortunately not all colleges are on board. Some other schools that have a "send all scores" policy are Duke, University of Pennsylvania, and Rice University. While these schools technically can't stop you from using Score Choice, they consider it a matter of integrity and honesty in your application that you'll abide by their policies. Before using Score Choice, make sure you research your colleges' policies towards SAT scores and score reporting so you know whether you should or are even allowed to use Score Choice. If you can't find this information on their admissions website, you can call an admissions office directly and ask what their stance is on SAT scores and College Board's Score Choice. Besides allowing you to leave out SAT scores that you don't think are up to par, does SAT Score Choice have any other advantages for students? Actually, it could affect how you prep and when you take the SAT. What Does SAT Score Choice Mean to You? Having the option of SAT Score Choice is another good reason to take the SAT more than once. Students almost always improve when they retake the SAT, especially if they do focused test prep on their areas of weakness between tests. Some students even take advantage of superscoring policies to build up a high composite score section by section. With this strategy, you might prep intensively for math before one test date, forreading for the next, and for writing for the third date. This approach could help focus your studying, reduce pressure, and maximize your overall scores to a higher peak than you could reach on any one single test date. Even with the option of leaving some score reports out, I wouldn't recommend taking the SAT any more than 5 or 6 times. The time and money spent on all these official tests could probably be better spent on test prep. If you're studying effectively, then you should be able to achieve your target scores within 6 tests. If not, you would probably be better served by adjusting your approach to test prep than by taking the SAT one more time. Of course, not every student has the luxury of time nor money to retake the SAT this many times. In a sense, Score Choice favors those who can afford multiple test dates and prep materials. While it's a policy that works in students' advantage, it also could be viewed partly as one more way that students from higher socio-economic backgrounds have an advantage when it comes to achieving strong SAT scores for their college applications. SAT Score Choice is a great option if you have a fluke testing day or scores you'd rather not share with admissions officers. It's another good reason to take the SAT multiple times, if you have the time and means to do so. While it may or may not impact your testing strategy, let's sum up the major takeaways you can gather from this SAT Score Choice policy. Takeaways of SAT Score Choice SAT Score Choice lets you choose which scores to send to colleges by test date at no extra cost. You can customize your score reporting toeach individual college you're applying to. Make sure to research your colleges' policies, so you know if they superscore, taking the highest sitting, and/or require you to send all your scores. Retaking the SAT (if possible) is a very good idea, especially since Score Choice allows you to pick and choose which scores to send to colleges. If you're strategic about your testing plan and schedule, then you can use these policies to your advantage and earnstrong SAT scores. Plus, you can breathe easy if you happen to have an off day or don't achieve the scores you want the first time around. As the old saying goes, "If at first you don't succeed, try, try again! And then use SAT Score Choice." What's Next? For the full list of colleges that superscore the SAT, check out our complete guide here. You can also see all the schools that require you to send all your scores. For whatever reason, they're not big fans of SAT Score Choice. Are you deciding when to take the SAT for the first time (or second or third)? Read about how to choose your test dates and schedule your test prep around your testing plan. Want to improve your SAT score by 160points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Organ Harvesting Research Paper Example | Topics and Well Written Essays - 2000 words

Organ Harvesting - Research Paper Example Medical science has recently succeeded in replacing defective kidney and heart like human organs with substitute kidneys and hearts taken from other people. Many of the dying people are ready to donate their organs when they realize that they left with no hope of survival. Such people donate their organs in order to save the lives of others who have defected organs. There is no harm in showing such mercy towards diseased people and it should be recognized as a noble act. However, many incidents from all over the world are currently coming out with respect to the forceful seizure of human organs from healthy people. In many cases, doctors conduct unnecessary surgeries and steal the kidney like internal organs and trade it for financial benefits. Even the person whose kidney has been stolen has no possibility of knowing what happened to him after the surgery unless he conducts further scanning or X-ray experiments. This paper briefly analyses various dimensions of organ harvesting. Bef ore discussing anything about organ harvesting it is necessary to discuss something about the state of death. Medical science has different opinions about the concept of death. Some medical experts argue death of a person happens when the brain stops it functioning. On the other hand others are of the view that death occurs when the heart functioning stops. There are many patients whose hearts are still working even though their brain became inactive. In any case, it is better to confirm the heart or brain death first before deciding about organ harvesting. The relatives of the patients can do many things in such situations. They can decide whether to sustain the life of such patients in such no hope conditions or not. Moreover, they can decide whether to donate the organs of such patients to others who are in need of it to save their lives. In any case, the donation of organs with the consent of the dying patient or with the consent of the relatives under certain circumstances can be accepted as a moral thing. â€Å"If someone has indicated that he or she wishes to donate organs after death, a transplant team can immediately move in and initiate the organ harvesting process after consent forms are signed by someone with the power of attorney for the patient† (What is Organ Harvesting?) In many cases organ harvesting is conducted forcefully or without the consent of the donor. The reports about forceful organ harvesting or stealing of organs are increasing day by day. No country, irrespective of developed, developing or underdeveloped, seems to be free from the antisocial activities or human right violation like organ stealing or forceful organ harvesting. Reports of forceful organ harvesting are coming from countries like, America, Britain, China, India, Israel etc. Robinson (2008) has reported some shocking incidents of organ stealing from India. Shocked but not surprised. That might be the best way to sum up India's reaction to the revelation this we ek that a black market organ transplant ring had been harvesting kidneys from poor Indian laborers, sometimes against their wishes, and using them in foreigners desperate for transplants. Police who busted the ring last week say doctors paid as little as $1000 for the kidneys and then sold them for as much as $37,500. The racket, based in Gurgaon, a business center close to the capital, New Delhi, drew victims from as many as eight Indian states and lasted for almost a decade. Police say the

The analysis of the academic texts by Adler and Marvin, Turino and Essay

The analysis of the academic texts by Adler and Marvin, Turino and Daughtry - Essay Example Moreover Daughtry (62) explains that momentum is directly related to emotional power and can either be positive or negative. However, in a battle of two, positive momentum is gained by only one party while the other party experiences negative momentum. Music and other sounds may be used to initiate the negative momentum. As outlined by Turino (221), emotional power of music often results to two impacts. It can either be positive or negative depending on the situation in which music is employed. Negative momentum may also result from the internal among the team members ore the players in the field. External negative momentum is generally initiated by the opponents especially when they are able to initiate morale and motivate their players. This is usually experienced by musical instruments, songs, chats and songs that are mainly meant to discourage or mock the opponents. This was evident especially during the time when racial discrimination was on its peak in the United States of Amer ica. It was evident that the society was much divided such that the blacks were supporting blacks while the whites also played alone. Internal negative momentum can arise from the internal activities by the players themselves. For example, when the actions by one or two members of the team are not pleasing to the other members of the team, there is loss of moral as well as reduction in the play. According to Turino (222), this result into a condition of hopelessness and the players feel that they no longer own the play. Later a pessimistic attitude change develops and the individuals begin to think of losing the game rather than winning the game. At this time, the players experiencing negative attitudes towards each other in the game and what remains are to wait for the game... The analysis of the academic texts by Adler and Marvin, Turino and Daughtry Turino, Thomas’ Signs of Imagination, Identity, and experience: A Pircian Semiotic theory for music is an exploration of the emotional power of music in the activities of individuals, families and communities. This article also illustrates the intimate interfaces of sound structures, identity and social structures as well as incorporating the views of other scholars. Adler and Marvin’s Momentum: A Theory of Social Action explores the idea of momentum development in sports and the several ways by which individuals and teams can develop or gain momentum. Alder and Marvin have also discussed the impacts of positive and negative momentum in a team’s performance. Daughtry’s Russia’s New Anthem and the Negotiation of National Identity has outlined how music derives self image. In this article, Daughtry discusses several case studies in which music reflects national image and identity of a nation. In sporting activities, it is usually common to listen to m ost sport analysts from different categories of the games puts more emphasis on fans contributing to the performance of a team. It is a common knowledge that a team that has many fans is likely to win in a game. Generally, understanding of the theory and the actual sports experiences reveal that momentum is very important in all the games. However caution should be taken to ensure that the generated momentum is not negative since negative momentum is destructive and results to feeling of uselessness and lost of hope in the game.

Overview Of Domestic Violence Criminology Essay

Overview Of Domestic Violence Criminology Essay Domestic violence, also known as domestic abuse, spousal abuse, or intimate partner violence, is any threatening behaviour, violence, or abuse between adults who are or have been in a relationship (Saunders Barron, 2004). HM Prison Service has employed the following definition of DV: Actual, attempted, or threatened physical harm perpetrated by a man or woman against someone with whom he or she has, or has had, an intimate, sexual relationship (Kropp, Hart, Webster, Eaves, 1999). Psychological abuse has not been included in this definition because of the complexities surrounding this term. However, as other theories include this form of abuse, it will be discussed within this review. Domestic abuse accounts for 14% of all violent crimes and has more repeat victims than any other offence. Repeat victimisation accounts for two-thirds of domestic abuse incidents, and a fifth of victims have been abused on three occasions or more (Walker, Flatley, Kershaw, Moon, 2009). Spousal abuse takes place throughout society, regardless of gender, age, sexuality, race, location, or affluence; however, victims of domestic assault are more likely to be women (National Crime Victimization Survey, 2007). Children can also be severely affected by what they witness and often show the highest levels of behavioural and emotional disturbance (OKeefe, 1994). In addition, they may be accidentally injured due to being embroiled in the violence perpetrated towards their mother, they could be subjected to intentional abuse by the male perpetrator, or they may receive physical abuse from their over-stressed mother (Abrahams, 1994). Furthermore, there is a strong correlation between child abuse and DV, in that those who are abused as children are more likely to become perpetrators of abuse as adults (Walby Allen, 2004). DV can be psychological, physical, or sexual (Department of Health, 2005). Psychological abuse can include isolation from loved ones, blackmail of harm to others if they should convey contentment or self-sufficiency, humiliation, controlling what they can and cannot do, withholding information from them, restricting their finances and access to resources, or belittling them and making them feel embarrassed. Physical abuse involves contact with the intention of causing injury, pain, or intimidation (Shipway, 2004). Sexual abuse is prevalent in assaultive relationships with between a third and half of abused women being raped by their partners on at least one occasion (Myhill Allen, 2002). Sexual assault is considered to be any occasion during which force is used to acquire engagement in unwanted, degrading, or unsafe, sexual activity. Women who are assaulted both sexually and physically are also at increased risk of being seriously or fatally injured (Stark Flitcraft, 1996). Regardless of the form of abuse, it often occurs on more than one occasion. DV is generally a pattern of controlling and abusive behaviour, which a perpetrator uses to gain power over a partner (Walby, 2004). A range of studies, which follow, have examined the physical and emotional consequences of being subjected to abuse by an intimate partner. The female victims of male partner violence often experience psychological difficulties (Foa, Cascardi, Zoellner Feeny, 2000) including features of trauma (Kemp, Green, Hovanitz Rawlings, 1995). They struggle with issues such as self-esteem (Aguilar Nightingale, 1994), stress and depression (Campbell Lewandowski, 1997) and employment (National Research Council, 1996). Theories of DV There are numerous theories which attempt to explain DV. These are discussed below, along with an overview of the Healthy Relationships Programme (HRP) and its theoretical basis According to psychodynamic theory, due to an ordeal from childhood, or a personality disorder, some people are prone to violence. Therefore, their abusive behaviour is a symptom of a deep-seated psychological problem. Consequently, it claims that the issue of DV should be addressed by identifying the subconscious problem, then consciously remedying it (Saunders, 1996). Critics of psychodynamic theory argue that this simply allots a label to perpetrators of DV, which permits them to remain abusive until their emotional issues are managed (Healey, Smith OSullivan, 1998). According to Pro-Feminist theory, male to female DV is due to the patriarchal organisation of society where the male is viewed as the head of the family and other social institutions. As a result of this, perpetrators often believe that they are permitted to control the actions of their partner. Should their authority be threatened, they respond with violence in order to regain control, whilst holding the belief that their behaviour is warranted (Healey et al, 1998). Using data from the USA, Yllo and Straus (1990) examined the association between spousal abuse and patriarchy. They discovered that American states which gave women the highest and lowest standing in society had greater incidents of female intimate partner abuse. They claimed that states where females had high standing and spousal abuse figures were increased, was due to mens perception that their masculinity is threatened. Conversely, in states where women had low standing and spousal abuse figures were high, this was f elt to denote patriarchal norms. This theory has been criticised by Dutton (1994) for over-emphasising socio-cultural factors, whilst excluding individual factors. In addition, he argued that their explanation of DV was insufficient. Cognitive-behavioural theory proposes that DV is due to the re-enactment of abuse from childhood experiences or media influence, and that assaultive behaviour is rewarded. It further claims that through abuse, the perpetrator succeeds in obtaining what he wants, which is strengthened through acquiescence on the part of the victim (Hamill, Hayward, Wynn Craven, 1997). Family systems theory argues that behavioural problems derive from a dysfunctional family, where everybody is responsible for conflict. Consequently, DV is a result of intimate partners interacting together; therefore, neither is classed as the abuser, regardless of whether only one of them displays physical violence (Straus, Hamby, Boney-McCoy Sugarman, 1996). Both Pro-Feminist and Cognitive-Behavioural approaches criticise this approach by maintaining that DV does not involve joint responsibility, perpetrators are entirely responsible for their behaviour, victims are in no way to blame for the abuse they experience, and nobody provokes violence. They maintain that this approach encourages victim blaming (Browne, 1993). Disempowerment theory states that men who have low self-esteem or perceive themselves as being inadequate are at risk of using violence to assert power (Archer, 1994). Consequently, they redress this by attempting to control those they are threatened by (Gondolf, Fisher, Fisher McPherson, 1988). This theory states that individual traits, such as self esteem and psychological symptoms, increase risk of DV based on personality-oriented factors, such as attachment style. Family of origin factors, such as violence in the home and child abuse, occur during developmental years, and provide conflict resolution for the children as adults. Relationship characteristics, such as partner satisfaction and emotional dependency, can place a person at risk of being domestically abusive (McKenry, Serovich, Mason, Mosack, 2006). Attachment theory claims that DV is a result of anger due to desires that are not fulfilled. Bartholomew Horowitz (1991) developed a four-category model of attachment, which is now widely used in the research of domestic abuse. This includes a secure attachment style, displayed as an ease with independence and closeness; fearful, such as those who are socially avoidant; dismissing, those who rebuff attachment; and preoccupied, such as overly dependent and ambivalent types. Fearful and dismissing styles are typified by high attachment avoidance, or discomfort with intimacy associated with a negative other model. Preoccupied and fearful styles are typified by high attachment anxiety, or a fear of abandonment and rejection associated with a negative self model (Corcoran Mallinckrodt, 2000). The theory which underpins the HRP, Duttons (1995) nested ecological approach, incorporates varied aspects of abusive attitudes and behaviour. It explains DV as multi-determined, taking into account the interpersonal context and the characteristics of the abuser. Consequently, this then provides clinical direction to address DV. The model is composed of four levels which all have an effect on each other. The first is the culture, know as the Macrosystem beliefs which stem from ones culture, such as a womens place is in the home; second is the subculture, Exosystem surrounding social structures, such as the influence of peers; third is the family, Microsystem immediate environment, such as the issues that led to the abusive behaviour, and the effects of it; and finally, the individual, Ontogenetic level personal traits, such as learned habits. The Macrosystem incorporates societal and cultural values and beliefs and also has an influence on the Exosystem, Microsystem and Ontogenet ic level. Theories underpinning different offending behaviour programmes have received criticism for their uni-dimensional approach. Consequently, the nested ecological model addresses this by integrating the various facets of abusive attitudes and behaviour. The HRP is based on this model of change and includes elements from the Power and Control wheel (Pence Paymer, 1986), so that perpetrators abusive behaviours can be identified and challenged. The wheel demonstrates how violence is connected to male power and control. According to this model, the abuser maintains control over his partner through constant acts of coercion, intimidation and isolation interspersed with sporadic acts of violence (Healey et al, 1998). The nested ecological model also supports the cognitive-behavioural treatment approach to treatment (e.g., Andrews and Bonta, 1998). Evidence to support Duttons (1995) nested ecological model is provided by OLeary, Smith-Slep OLeary (2007) and Stith, Smith, Penn, Ward Tritt (2004) who revealed how numerous features of the different ecological levels function with each other to predict DV. OLeary et al stated that causal variables for male to female DV included the amount of social support the perpetrator felt they had, expression of anger, and being a witness to family violence. This study emphasises the importance of using an integrated approach from a range of viewpoints to research DV, in particular from ontogenetic and psychological perspectives. The Stith et al study reported that factors associated less with DV are those which are the furthest from the violent act, such as those linked to the exosystem. Conversely, when attempting to understand DV, the features that are most directly associated with the violent context and the individual are most significant. However, a limitation with this finding is that Stith et al did not consider issues that are relevant to the wider society and culture. A single-factor explanation of DV has been criticised for considering perpetrators to be an homogenous set of people and not taking into account the different individual features of the offenders and their use of violence (Graham-Kevan, 2007). Furthermore, it does not clarify why some men are abusive towards their partners, whilst others are not (Dutton, 1995). How the Healthy Relationships Programme addresses Domestic Violence The HRP is a cognitive behavioural intervention that targets moderate to high-risk adult male offenders of intimate partner violence or homicide. The High Intensity HRP has 10 modules containing 62 group sessions, with the option of adding more, and are delivered at a rate of 3-4 per week. There are also a minimum of 10 individual sessions throughout the programme. The goals of the HRP are to reduce the risk of physical and psychological abuse against intimate partners and their children by men who are currently imprisoned. Skills are taught to assist with this, and to establish healthy, non-abusive relationships. The programme deals with attitudes supportive of spousal assault, and provides group members with the skills to change the way in which they behave abusively in their intimate relationships. It is anticipated that the programme will tackle perpetrators with multiple criminogenic needs and a long-standing pattern of abusive behaviour. Both current and past partners of participants are contacted during the programme. They are cautioned that the perpetrators attendance is not an assurance that he will no longer be violent or abusive. Partners are advised of treatment resources available in their community, and offered a victims package to ensure safety. They are also provided with support and general information about domestic abuse.

Smartphones Effect on Teenagers

Josh Frint Lawrence ENG 1113 26 September 2012 Essay #1 Smartphones Impact on Todays students Today, smartphones are in the hands of almost every student. It has become so common that young children are starting to ask their parents for one. Although nobody can deny the ability to find and use information fast on a smartphone, many people feel students should not have one. These smartphones are effecting verbal communication, writing skills, as well as increasing laziness in our students. Verbal communication is increasingly becoming a problem in today’s society and it is because of smartphones.Our generation is known as the â€Å"texting generation†. These days, students talk to their friends using text messages or calling. This takes away our ability to talk to someone face to face. It affects college graduates not being confident enough to present themselves properly in an interview with a future employer. Texting interaction leaves out basic skills like, clear speak ing, body language, eye contact with the person to whom they are speaking too, and the ability to listen and stay focused on what the person is saying.More and more these days students go to their phones or computers when needing to write an essay. Students search Google and various other search engines to help find the most up to date information, although the information is handy and very tempting, it is creating pure laziness in todays society. These smartphones contain encyclopedias, dictionaries and as we all know, the internet. There is no exerted effort into collecting this information, students are too lazy to read a book and quite frankly, some just don’t have time.Also, students are being distracted by cellphones. It is causing lack of focus and discipline. Often times students will sit down to study and all of the sudden hear their phone go off, and they’ll get self-indulged into the conversation and no longer continue to study. Students are becoming unable to concentrate on the task at hand would rather be using their phones to be texting friends, updating their Facebook statuses or even Re-Tweeting what their best friend ate for dinner.Writing skills are on the free fall, and it is all because of our students’ use of smartphones. Think about it, back in the day, society would take pride in being able to read and write, it was a hobby and many people did it for fun. Today, writing is frowned upon by any student. Our writing skills have vanished due to our lack of proper English usage. Students send text messages that would even confuse Shakespeare like â€Å"OMG† or â€Å"LOL†. Essays are now a problem for students because they lack the ability to think in depth.Through text messages we get straight to the point and do not have the meaningful, in depth conversation that people have face to face. Smartphones are here, and aren’t going anywhere. In fact, the technology will likely become more advanced and mor e easily accessible to our students, which is fine, as long as those advancements aren’t being abused by our students. Parents and schools play a vital role in fixing this problem, parents must show children the appropriate use of smartphones, and schools must continue to create ways to move around the path of technology.