Child sexual abuse victims Essay Example for Free

Child sexual abuse victims Essay I. STATEMENT OF THE PROBLEM Sexual abuse of children is a harsh fact of life in our society. Child sexual abuse is a form of child abuse in which an adult or older adolescents uses a child for sexual stimulation. Forms of child sexual abuse includes asking or pressuring a child to engage in sexual activates, regardless of the outcome, indecent exposure to a child with intent to gratify their own sexual desire or to intimidate or groom the child, physically sexual contact with child or using a child to produce child pornography. A child abuse victim can result in both short term and long-term harm physically and emotionally. What would you do if you knew a child who became a victim? Thats a question everyone should be ready to answer if they want to protect our future generations. A. DEFINITIONS There is no universal definition for CHILD SEXUAL ABUSE VICTIM(S). However, a major characteristic of any abuse is the dominant position of an adult that allows him or her to force or coerce a child into sexual activity. Child sexual abuse may include fondling a childs genitals, masturbation, oral-genital contact, digital penetration, and vaginal and anal intercourse. (American psychological association, 2011) Other forms of abuse can also occur that are not as easy to detect. These include showing adults genitals to a child, showing the child pornographic or dirty pictures or videotapes, or using the child as a model to make pornographic materials. (Child advocacy resources) A victim of child abuse suffers from PSYCHOLOGICAL EFFECTS that have an immediate emotion. These effects of abuse cause isolation, fear and an inability to trust. This can translate into lifelong consequences, including low self-esteem, depression, and relationship difficulties. Researchers have identified links between child abuse and poor mental and emotional health, Cognitive difficulties, and Social difficulties. In one long-term study, 80 percent of young adults who were abused met the diagnostic criteria for at least one psychiatric disorder by age 21. Some problems include depression, anxiety, eating disorders, and suicide attempts. Other psychological and emotional effects include panic attacks, attention-deficit/ hyperactive disorder, depression, anger, and posttraumatic stress. (Child Welfare Information Gateway, 2008) PHYSICAL EFFECTS are defined, as immediate physical abuse can be relatively minor, such as bruises or cuts. It can also be very severe such as broken bones, hemorrhage, or even death. Physical effects in some cases can be temporary, however the pain and suffering they cause a child should not be discounted. Several studies have shown adults who experience abuse or neglect during childhood is more likely to suffer from physical ailments such as allergies, arthritis, asthma, bronchitis, and high blood pressure. (Child Welfare Information Gateway, 2008) B. STATISTICS 1. VULNERABILITY In over 90 percent of child sexual abuses causes, the offender is known and trusted by the victim. Grooming is the process used by the offend ender to recruiter and prepare a child for sexual victimization. It starts when the offender targets a specific child. While all children are at risk for victimization, certain factors make some children more vulnerable to sexual abuse than others. For example, a child is especially susceptible if he or she feels unloved, has low self-esteem, has little contact with committed adults or regularly spends time unsupervised. Sex offenders commonalty  engage children by spending time with them, playing games with them, and showing them special attention or giving them gifts. Older children or teens may be offered drugs or alcohol. Offenders forge an emotional bond through frequent contact, positive interaction and by conveying the child or teen that they understand or can appreciate their interests and concerns. In time the emotional bond leads to non-sexual physical contact which can take the form of physical play such as wrestling, affection, touching etc. In this way the offender tests the childs boundaries, gradually turning into sexual touch. Usually if the child is older the child starts to become uncomfortable or fearful of the sexual activity. Offenders typically threat the child to keep them from speaking up. Most child victims are caught in a web of fear, guilt and confusion as a result of the sex offenders grooming and manipulation. Sadly, many child victims remain silent about their abuse. (Bisquera) 2. INDICATORS OF CHILD SEXUAL ABUSE Indicators of child sexual abuse are varied and should always be considered in the context of what else is happening in a childs life. Any one indicator, on its own, is a sign that something may be impacting a childs well being. Some behavior indicators can be unexplained change in a childs comfort level (either attachment or fear) around any person in a position of trust. They could show abrupt changes in performance in school or home. A significant difference in the way the child socializes. For younger children, a sudden loss of skills could be a red flag. A child who was toilet trained could start wetting the bed. Abuse can an also include sexual behavior, often in front of others, such as self-exposure, masturbation, touching others peoples private parts, sexual language. In older children or teens this might be seen as promiscuous behavior. Physical indicators such as bruises, scratches, irritation/ itching around genitals that are not consistent with explanations of how they happened. A victim who is not sexually active could show signs of sexual transmitted diseases, such as crabs, herpes, and gonorrhea. They could also experience tenderness or soreness around areas of penetration. Finding blood in their stool or urine should also cause some concern when it is not explained by other conditions. Underwear is often where proof of abuse may exist. (Bisquera) C. EXPERT STATEMENTS 1. FREQUENCY OF OCCURRENCE Overall cases of child sexual abuse fell more than 60 percent from 1992 to 2010, according to David Finkelhor, a leading expert on sexual abuse. The evidence for this decline comes from a variety of indicators. It includes national surveys of child abuse and crime victimization. The crime statistics are compiled by the F.B.I analysis of data from the National Data Archive On Child Abuse and Neglect and annual surveys of school students in Minnesota. All of the data pointed in the same direction. From 1990 to 2010 cases of sexual abuse dropped from 23 per 10,000 children to 8.6 per 10,000 children. All of the subjects were under the age of 18. Researches found a 62 percent decrease. There was a 3 percent drop from 2009 to 2010. The Minnesota Student Survey also reported a 29 percent decline in reports of sexual abuse by an adult who was not a family member from1992 to 2010. They also saw a 28 percent drop in reports of sexual abuse by a family member. At the same time, the willingness of children to report sexual abuses has increased. They found that in 50 percent of sexual abuse cases, the childs victimization had been reported to an authority, compared with 25 percent in 1992. (Goode, 2012) 2. COMMON MOTIVES OF OFFENDERS Studies on who commits child sexual abuse vary in their findings, but the most common finding is that the majority of sexual offenders are family members or is otherwise known to the child. Sexual abuse by strangers is not nearly as common as sexual abuse by a family member. Reasearch further shows that men perpetrate most instances of sexual abuse, but there are cases that women are the offenders. Despite a common myth, Homosexual men are not more likely to sexually abuse children than heterosexual men. (American psychological association, 2011) About 73% of child sexual abusers report experiencing sexual abuse in their own childhood. Not all pedophiles are child molesters. Pedophilia is a clinical term that describes a person who has had repeated arousing fantasies, sexual urges, or behaviors related to sexual activities with children for at least six months. Pedophiles do not  necessarily have to act on their urges. Sexual offenders have the same attraction to children, but they act on their urges. Sexual offenders come from all backgrounds and social classes. They do their best to become friends with parents, and then they work to gain the childs trust. (64 facts of 2012) II. REVIEW OF THE LITERATURE A. HISTORY 1. THE RISE OF PUBLIC CONCERN Public concern about child abuse has steadily increased. The number of referrals to child protection services in recent years has risen every year since the 1960s. It is not clear if the increase of reporting is due to a higher incident of abuse or a widening of the definition of abuse. (Eileen, 2008) Sexual abuse of children was not taken seriously until 1964 when congress passed the Child Abuse and Prevent and Treatment Act. This established reporting requirements of suspected cases. Among some experts there was a tendency to deny that sexual abuse had lasting consequences. Researchers have now found that there are long-term emotional problems that surface. (Mintz,2012) A contributing factor to the growing public concern is also widely publicized deaths. Although the field of child protection services date back to the nineteenth century, public concern has rarely reached the present level of intensity. (Polsky, 1991) 2. CIVIL LAWSUITS Child abuse statues have been enacted in most states to provide civil immunity for those making good faith reports of suspected child abuse. Most states also provide immunity from criminal liability. Physicians, nurses and social workers are required to report suspected child abuse that comes before them in some states failure to report a case carries criminal penalties as well as civil liability. B. KEY ISSUES 1. WHAT ARE THE EFFECTS OF CHILD SEXUAL ABUSE? There are short term and long-term impacts of sexual child abuse. Depression, anxiety, amnesia, disengagement and numbing are just a few have the psychological and emotional responses victims experience. As children become adults they can suffer intimacy disturbance, making it hard for them to physically and emotionally have a healthy relationship. Suicidal thoughts and co-dependence are also long-term impacts of sexual abuse. WHAT TO DO IF YOU THINK A CHILD YOU KNOW HAS BEEN THE VICTIM OF CHILD ABUSE Speak up but choose the time and place carefully. Do not ask the child about his or her abuse in front of the person you think may be abusing the child. Ask them questions. Find out if anyone has been making them feel uncomfortable. They many not know they are being abused themselves or know its wrong. Follow up on whatever made you concerned. Ask in a non-judgmental way using the word I rather than you so they dont feel shamed. Building a trusting relationship with the child is also important. They should know how to say no and when something does make them feel uncomfortable, they should tell a trusted adult. Most importantly, children should know that some parts of their body are private. (RAINN, 2009) PROVING SEXUAL ABUSE Many child abuse cases must be proved using circumstantial evidence because direct evidence is not available. In many instances, the child is unable to tell what happened, and the offender does not ordinarily disclose the truth. Inferences are therefore very important in providing child abuse. Some sexual abuse requires proof of forcible compulsion. When the victim is a child, the child abuses often submits to the advances of adults who have parental or similar authorities over the child. (Tomas J., 2010) C. MOST RECENT RESEARCH 1. UNDERREPORTED AND LIGHTLY PROSECUTED Child abuse is greatly underreported and under estimated mostly because of the lack of an agreed- upon definition of abuse. Underreporting is related to several factors. Children over the age of 5 often care for or know their abuser. Therefore, they find themselves trapped between the need for affection and a sense that something is wrong. Cases of sexual child abuse are often lightly prosecuted because of minimal communication between  the prosecutors office and child protected services. 2. POSSIBLE COMPLICATIONS Some children overcome the physical and physiological effects of child abuse. Those with strong social support can adapt and cope with bad experiences. For many others, however, child abuse has lifelong consequences, For example, child abuse may result in physical, behavioral, emotion and mental issues. Some physical issues include disabilities and health problems. Abuse of others or frequent, causal sex with many different partners (sexual promiscuity) or teen pregnancy is an example of behavioral issues. Emotional issues can include low self-esteem, difficulty establishing or maintaining relationship, challenges with intimacy and trust. (Mayo Clinic, 2010) D. INFORMATION FOR THE EXPERTS 1. RESEARCH REGARDING PREVENTION STRATEGIES FROM EXPERTS Experts suggest correcting the imbalance between adult and children by empowering children. First off information is power. Children who know their own bodies are more likely to choose when, how, and by whom they are touched. Self esteem building and experts also suggest self-defense skills. Lastly children need resources. They should have a network of trusted adults they can turn to. (Torbin,2002) 2. PROTECTING CHILDREN FROM SEXUAL ABUSE The first step in protecting children from sexual abuse is recognizing telltale symptoms. Changes in attitude and rebellion at school could point to an underling problem. It is important to educated children about their body parts by understanding what is private. Adults need to be aware of their childs surrounding at school or in a childcare setting. Parents should educate themselves on red flags to protect their child from sexual abuse. III. SUMMARY A. DISCUSSION OF FINDINGS 1. ABOUT RESEARCH Despite our prevention effort, much more must be done to decrease the incidents of child abuse and neglect. Our efforts should be directed to changes in the helping system, changes in society, and additional research. One of the hopes for the future lies in research, not only to further define and understand abuse but also to evaluate existing programs. Only though out commitment to change and our willingness to research what will create a better future will we combat the growing problem of sexual child abuse. 2. ABOUT PROGRAMS With child protection agencies are responsible for direct intervention form investigation and case management. These agencies can be hampered if there is not communicatory and public support for their work, which includes offering programs to help prevent child sexual abuse. There needs to be more extensive community awareness and education to reduce harm. B. SOCIETYS CONCERN WITH CRIME Society is helping the system make changes in order to reduce the rate of child abuse. Research is needed to further define and understand abuse. Evaluation is also needed for the existing programs. Commitment to change and willingness to research will create a better future to combat the growing problem of sexual child abuse. IV. CONCLUSION A. THE PROBLEM REVISITED WITH OPINIONS Child abuse is always been a problem, and in recent year it has made its way to the spotlight. Many people are willing to talk about them being a victim as a child. The more people feel comfortable talking about child sexual abuse. The less it will become a crime. Children become victims because of their vulnerability of trusting adults and unaware of the wrong. If you think a child you know has been a victim of child sexual abuse thing you can do is to give the child a safe environment in which to talk to you or another trusted adult. Encourage the child to talk about what he or she has  experienced, but be careful not to suggest events to him or her that may not of happened. Reassure the child that they did not do anything wrong. Seek mental assistance for the child. Being aware that many states laws require that persons who know or have a reason to suspect that a child has been sexual abuses must report that abuse to either a local law informant officials or child protection officials. Our future generation needs to feel protected from being a victim of child sexual abuse. B. SUGGESTION OF POSSIBLE SOLUTIONS. 1. PROGRAMS The best way to prevent child abuse is educate parents about child abuse. Most parents feel that this could never happen to them. When it happens the parents are in shock, but when they learn some warning signs, they are able to point them out. There are many free programs that can teach parents how to educate their children on protecting themselves from child abuse. The reality is when there are budget cuts; these programs that protect our future generations are the first to get cut. 2. POLICY Having Policys in school districts and childcare environments can be the solution to protecting children. One suggestion would be to have restrictions on when and where is acceptable for a child to alone with adult. This policy does not only protect the child, but it protects the adult from false accusations. 3. LAWS Laws against child sexual abuse can very by country. Based on the local definition of who is a child and what constitutes sexual abuse. As the age of the consent to sexual behaviors varies from country to country, so do definitions of child sexual abuse. An adults sexual intercourse with a minor below the legal age of consent may sometimes be referred to statutory rape based on the principle that any apparent consent by a minor could not be considered legal consent. References _American psychological association_. (2011). Retrieved February 20, 2013, from http://www.apa.org/pubs/info/brochures/sex-abuse.aspx A.D.A.M. (2012). _New york times_. Retrieved February 20, 2013, from http://health.nytimes.com/health/guides/disease/child-abuse-sexual/overview.html Bisquera, A. _Child sexual abuse_. Retrieved February 20, 2013, from http://satchawaii.com/get-info-about- child-sexual-abuse.aspx _Child advocacy resource and consultation center_. (n.d.). Retrieved February 20, 2013, from http://www.nyscarcc.org/abuse/abuse.php Child Welfare Information Gateway. (2008). _Factsheets_. Retrieved February 20, 2013, from https://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cf Eileen , M. (2008). (2nd ed.). Thousand Oaks, California: SAGE Publications. Retrieved April 1, 2013 from http://books.google.com/books?id=0nkvffIwK5YCpg=PA80dq=rise of public concern child abusehl=ensa=Xei=n4tQUdO1OqHQiwKnqICQCwved=0CFMQ6AEwBg Goode, E. (2012, June 28). Researchers see decline in child sexual abuse rate. Retrieved February 20, 2013, from http://www.nytimes.com/2012/06/29/us/rate- of-child-sexual- abuse-on-the-decline.html?_r=0 Mayo Clinic. (2010, July 1). _Child abuse: Complications_. Retrieved April 1, 2013 from http://www.mayoclinic.com/health/child-abuse/DS01099/DSECTION=complications Mintz, S. (2012, July 13). Placing childhood sexual abuse in historical perspective. Retrieved April 1, 2013 from http://blogs.ssrc.org/tif/2012/07/13/placing-childhood-sexual-abuse-i n-historical-perspective/ Polsky, A. (1991). _The rise of the therapeutic state_. (1st ed.). Princeton, New Jersey: Princeton University Press. Retrieved April 1, 2013 from http://books.google.com/books?id=fngqbWhPLmsCpg=PA202dq=rise of public concern child abusehl=ensa=Xei=n4tQUdO1OqHQiwKnqICQCwved=0CF4Q6AEwCA RAINN. (2009). _Child sexual abuse_. Retrieved April 1, 2013 from http://www.rainn.org/get- information/types-of-sexual-assault/child-sexual-abuse/if-you-suspect Sue , A. M. (1996). _The reality of abuse_. Retrieved February 20, 2013, from http://www.yesican.org/stats.html Tomas J., G. (2010). _Criminal evidence: Principles and cases_. (7th ed.). Belmont, CA: Wadsworth. Retrieved April 1, 2013 from http://books.google.com/books?id=AlBYw53p9f4Cpg=PA81dq=proving sexual abusehl=ensa=Xei=G6ZQUaqVF8LJigKV_IDICgved=0CEMQ6AEwAw (2012). 64 facts of.. child sexual abuse. Retrieved February 20, 2013, from http://facts.randomhistory.com/child-sexual-abuse-facts.html

Tourist motivation

Tourist motivation Tourist motivation is seen by many writers as one of the key elements in understanding tourist decision-making behaviour. A sound understanding of travel motivation plays a critical role in predicting future travel pattern. The big answer to the basic question, why do people travel? has occupied the minds of tourist researchers for many years. Various methods have been employed to uncover travel motives. The following literature will shed light on various theories that can be used to have a knowledge why people travel to urban destination. Tourist motivation can be defined as the global integrating network of biological and cultural forces which gives value and direction to travel choices, behaviour and experience. (Pearce, Morrison Rutledge, 1998). Put simply, motivation is a state of arousal of a drive or need which impels people to activity in pursuit of goals. Once the goals have been achieved the need subsides and the individual returns to the equilibrium-but only briefly because new motives arise as the last one is satisfied. As cited in Seaton (1997) motivation of the individual person to travel, to look outside for what he cannot find inside have been largely created by society and shaped by everyday life. Grays (1979) travel-motivation theory, poses only two main motives for travel. One is the desire to go from a known to an unknown place, called in Grays theory wanderlust. The other motive is what Grays called sunlust. This generates a trip to a place which can provide the traveler with specific facilities t hat do not exist in his or her own place of residence. Some of the motives which determine their travel choices are recreation, pleasure, new experiences, cultural interest, shopping. According to the push and pull concept, Crompton (1979), push factors explains the desire for travel while the pull motives have been used to explain the actual destination choice.   Nine motivations of leisure travelers were identified and classified seven as socio-psychological or push motives and two as cultural or pull motives. The seven push motives were, escape from a perceived mundane environment, exploration and evaluation of self, relaxation, prestige, regression, enhancement of kinship relationships, and facilitation of social interaction. The pull motives were novelty and education. Maslow (1943) identified two motivational types: tension-reducing motives; arousal-seeking motives. According to Maslow, there are five needs forming a hierarchy, progressing from the lower to the higher needs. At the bottom are the basic needs for food, water and air. Then, above them is the need for safety, security, and protection. Maslow argued that if the lower needs are fulfilled the individual would be motivated by needs of the next level of the hierarchy. Cooper et al (2005) criticises Maslows theory saying that why and how Maslow selected the basic five needs remain unclear, although Page (2003) feels that it has relevance in understanding how human action is understandable and predictable compared to research which argues that human behaviour is essentially irrational and unpredictable. Though much criticism about Maslows theory, the tourism industry has borrowed a lot from Maslow because he provides a convenient set of containers that can be relatively labeled and provide a useful framework for understanding psychological motivational factors in tourism. Thus, for example, although the apparent purpose of a trip may be for shopping, the underlying psychological motivation may be to impress their neighbours and gain higher social status. Iso-Ahola (1982) says that tourists will switch roles while on holiday, and that over time different needs will arise. Single motivation may not always act as the determining factor for travel. If within the holiday, the initial needs are satisfied, other motivations might emerge. Indeed, it is congruent with Maslows theories of needs to argue that if initially there is a primary need for relaxation while on a holiday, the satisfaction of that need will create awareness of other needs such as exploration of place as a means of acquiring a sense of belonging or to enable processes of self-actualisation to take place. Dann (1981) has identified seven elements of tourist motivations: travel as a response to what is lacking yet desired; destination pull in response to motivational push; motivation as fantasy(engage in behaviour and activities that are culturally unacceptable in their home environment like prostitution and gambling); motivation as classified purpose(VFRs); motivational typologies; motivation and tourist experiences; motivation as auto-definition and meaning (the way in which tourist define their situations and respond to them).[Page Connell,2003]. P.Pearce (1988) as cited in Ryan (1997) lists five travel motivations which he calls travel career ladder where tourists develop varying motivations of relaxation, stimulation, relationship, self-esteem and development, fulfillment. In Pearces model, the motivations listed can be divided into two categories. The needs may be self-centered or directed at others. Thus, for example, relaxation may be a solo exercise where the holiday-maker seeks a quiet restful time alone or it can be relaxation in the company of others, springing from the need for external excitement and desire for novelty. Stimulation can be self-directed which springs from the concern for own safety, or it can be directed toward others arising out of the concern for others safety. Relationship can be self-directed which means giving love and affection and maintaining relationships, or it can be directed at others which means receiving affection, to be with group membership. Self-esteem and development maybe self-dire cted like development of skills, special interests, competence and mastery, or it may be directed at others like prestige, glamour of travelling. Fulfilment is totally self-directed as it fulfils individual dreams, understands oneself more and experience inner peace and harmony. There are some criticisms against Pearces travel motivations. For example, Pearce argues that stimulation may be understood along a dimension of risk and safety of self or others. However, it might be argued that there is a real and distinctive difference between these two motivations. Cohen (1972) as cited in Shaw Williams (2002), draws attention to the fact that all tourists are seeking some element of novelty and strangeness while, at the same time, most also need to retain something familiar. How tourists combine the demands for novelty with familiarity can in turn be used to derive a typology. Cohen distinguished tourist using sociological principles into organised mass tourist, individual mass tourists, explorer and drifter. They feel that it is not based on any empirical data. In addition, these groups were also differentiated along the lines of contact with the tourist industry, with mass tourists being termed institutionalised and the more individualistic tourist being regarded as non-institutionalised. Smith (1977) provided a more detailed variant of Cohens tourist typologies. Smith (1977) identifies 7 categories of tourist who have been termed as interactional typologies: explorer, elite, off-beat, unusual, incipient mass, mass, and charter. Shaw Williams (2002) opines that Plogs typology is based on asking tourists about their real general lifestyles or value systems, often using perceptual information derived from interviews. Plogs (1987) typology can be used to examine tourist motivations as well as attitudes to particular destinations and modes of travel. In terms of the latter, a tourist typology developed for the American Express (1989) has categorised travellers as: adventurers, worriers, dreamers, economisers and indulgers- all of whom viewed their travel experiences in different ways.

The Space Between Us andA Thousand Splendid Suns Essay -- Comparative,

In architecture, contrast is used to create a dramatic entrance. The observer moves from a small, dimly lit space to a grand room full of light where they feel the impact of the room because of its contrast with the previous one. Similarly, authors, the architects of a book’s plot, use contrast to emphasize a character’s struggles and triumphs. In both The Space Between Us by Thirty Umrigar and A Thousand Splendid Suns by Khaled Hosseini, the authors use the contrast between two lives to emphasize the power of money, education, and gender within Afghan and Indian society. The centre of economy and the focus of many lives, the power of money is punctuated by the difference in wealth in Bhima and Sera’s lives in The Space Between Us. The importance of money is stressed in A Thousand Splendid Suns with the contrast between Mariam’s father’s prosperity and her mother’s poverty and the difference in Laila and Mariam’s lives before and after war. Centred on the newly abolished caste system, the distinction between Bhima and Sera’s financial situations underlines the difference money makes in their society. While Bhima is forced to live in a slum, Sera enjoys the luxury of her home and the employment of Bhima. Another luxury Bhima can’t afford is to welcome Maya’s baby. Instead she is forced to watch her granddaughter suffer from the emotional effects of an abortion. While Sera eagerly awaits the birth of her own grandchild she is the one who financially facilitates the abortion of Bhima’s great- grandchild. Furthermore, because of the pre-existing social constraints of the caste system, Bhima is not permitted to sit on the same furniture or use the same dishes as Sera. Similarly, Mariam’s life is also restricted by her mother’s pove... ... few prospects. As a result, she felt the loss of something that could empower her to achieve her dreams. The power of education is also accented in The Space Between Us by the divergent lives that Bhima and Maya lead. While Bhima on the one hand is destined to forever serve others, Maya has the potential to overcome her circumstances because of her education. The importance that schooling can make in Maya’s life is repeatedly pointed out by Bhima whose dream for Maya is that she will go from her hut with two copper pots to â€Å"a kitchen with sparkling stainless steel pots and pans† (page 21) This is Bhima’s ultimate vision for Maya, one only attainable by continuing her schooling. Polarized by Bhima’s lack of education, which is what she equates to as the reason for her almost destitute life, the potential that school can afford a person in India is clearly defined.

The Fantasy World of The Fixer :: Bernard Malamud The Fixer

The Fantasy World of The Fixer In Bernard Malamud's The Fixer, almost all of Yakov Bok's time is spent in prison. The Fixer is an examination of freedom and its compliment, commitment (Helterman 67 ). Though Bok has no physical freedom, the longer that he is imprisoned, the more true freedom he obtains. Bok is able to attain this freedom through his dreams and hallucinations. These sequences are important because they prevent the story from becoming static, but more important, they illustrate that true freedom lies within one's self. Yakov Bok is tortured in the government's attempt to obtain his confession to the ritual murder of Zhenia Golov. He is poisoned, strip searched, chained, and nearly frozen to death: The fixer was chained to the wall all day,and at night he lay on the bedplank, his legs locked in the stocks...the leg holes were tight and chafed his flesh if he tried to turn a little...the straw mattress had been removed from his cell...now in chains, he thought the searches of his body might end but they increased to six a day, three in the morning and three in the afternoon.( 236 ) These tortures leave Bok with no conscious energy to focus against his captors. Thus, it is only through Bok's dreams and hallucinations that he can escape and deal with his imprisonment. One of the most important freedoms which Bok finds within himself is the freedom to accept his religion. In one of his dreams he dreams that his father-in-law, the only father that he has really known, has died. When he wakes, Bok says to himself, "Live Shmuel, live...let me die for you" (287 ). Bok experiences a kind of panic after awakening from this dream. He cannot fathom that he will not see this man again, even though he knows that their ever meeting again is nearly impossible. Bok realizes through this dream his true feelings towards the old man whom he called "father." Furthermore, Bok knows that through his death for a crime he did not commit, he can save many of his Jewish brothers from death in the riots which would ensue if he were released. Therefore, Bok's saying "let me die for you" is directed not just to his father-in-law, but to all those who, had they been in the wrong place at the wrong time as he was, could just as easily have been accused of this same crime.

To Kill A Mockingbird - Boo :: Kill Mockingbird essays

To Kill A Mockingbird - Boo    Early in the story Boo was just the subject of talk and myths but we learn more about him soon after.    Boo is the nickname of Arthur Radley. Early in the book Boo is described as a tall and scary looking person who runs around at night eating live possums and cats. He was sometime known as a phantom because no one knew who he was and he goes out at night and eat cats or any other living animal.    Boo got into trouble with the law when he resisted arrest and was locked up the ancient beadle, Mr Conner, in the court outhouse. Boo and the Cunninghams were the nearest thing to a gang. They were arrested for disturbing the peace, assault and battery. The other boys were sent to the state industrial school, which wasn't known to be a prison and had no disgrace but Boo's father Mr Randle thought it was.    Mr Radley made a deal with the judge that, if the judge released Boo then he would see to it that Boo never cause any further trouble. The judge knew that Mr Radley's word is his bond and was glad to do so.    So Boo was not seen outside his home until fifteen years later his mum ran out of the house screaming that Boo was killing them all because he had stabbed his dad in the leg. After he pulled out the weapon and wiped it on his dad's pants he went back to cutting up the newspapers for his scrapbook.    The next sign of Boo is when he put things in the knothole for Jem and Scout. Jem and Scout didn't know who it was putting the little items for them in the knothole. Boo put rather strange things in the knothole for example a pocket watch, medal and chewing gum but the weirdest was 2 human-like carvings made from soap. Jem and Scout realised that the figures were figures of them. They thought that Boo was watching them. After the finding of the soap figures, Mr Nathan Radley filled the knothole with cement so that Boo couldn't leave any more items for them.

ETHICS AND THE COLLEGE STUDENT Essay

What is ethics? Merriam Webster’s Dictionary defines ethics as morals or principles that Govern a person’s or a group’s behaviors or the branch of knowledge that deals with moral principles. In college students face many ethical dilemmas. This paper will explain the factors that affect a student’s ethical decision making as well as the ethical decision making process. The socialization process is a major influencing factor in our ethical decision making. While we are children, we absorb behaviors and develop our morals and values. Our family is the biggest influence in developing our morals. For instance, proper use of grammar, the importance of education, and strong work ethic are all values that family members help us to develop. Negative influences such as alcohol and drug abuse, poverty, and physical abuse can also shape our behaviors and attitudes. Peer pressure is also an important factor college students face when making ethical choices. In a study done by UCLA, 52% of students said that peer pressure affected ethical choices they made (Yeung and Keup 2009). In addition, the same survey showed how students’ perceptions of peer beliefs and behaviors were the best predictors of their own ethical behavior. Under age drinking, illegal drug use, and casual sex are some dilemmas that students must make choices about when they are attending college. In a review by Harris (1916), he states that underage age drinking had all but disappeared and drug use was unheard of in the early 1900s. But in a survey  taken by UCLA students in 2009 78% of students under the age of 21 admitted to drinking alcohol and 57% of all students admitted to using some type of illegal drug at least once (Yeung and Keup, 2009). In addition these students admitted that peer  pressure was a major determining factor. This information shows that over the last decade underage drinking and drug use has increased amongst college students or they priorities have changed.   Stress also causes students to make unethical decisions. In another study done by UCLA 82% of students would â€Å"consider† plagiarizing, cheating on a test, or lying to a professor when in a stressful situation like finals, mid-terms, or whe n facing academic probation (Yeung and Keup 2009). Social media also plays an important role in college students’ ethical decision making. In the book, â€Å"Philosophy for the Masses: Ethics†, Bruce D. Bruce writes that advertising and media can deceptive and persuasive (Bruce 2009 p.200). Bruce goes on to say that sometimes the media blurs the distinct line between right and wrong and our youth/young adults are most often the ones that have difficulty seeing that line clearly (Bruce 2009 p.200). As stated previously, plagiarism is major dilemma that plagues college students. Stress, peer pressure, and social media are all factors that affect students when deciding whether or not to plagiarize. Young and Keup (2009) noticed that even though many college students thought about plagiarizing when stressed, they felt it was morally wrong. They also discovered that students would rather steal food from the dining facility or even present fake identification to enter a club rather that plagiarize. Most of the students in their study felt condemned or even guilty just thinking about the fact. Time management and the Ethical PEAS will aid students when facing ethical the ethical decision making process (Frame Work of Ethical Decision Making, para 2-3). Students should set aside time for homework, study time, and extracurricular activities. Structure makes it easier  to get things accomplished without the feeling of being rushed. Setting aside study time will give students adequate time to research so they will not feel the need to plagiarize; they will be prepared. Students should also use the Ethical PEAS (Frame Work of Ethical Decision Making, para 2-3). As described in the â€Å"Framework for Ethical Decision-Making† by Montana State University, PEAS is an acronym used when executing the ethical decision making process: P – What is the Problem? E – What is the Evidence? A – Analyze; What guidelines or theories will help me in my process? S – What is the Solution to my problem? Some theories a student can use are (Frame Work of Ethical Decision Making, para 4): The Front Page Newspaper Test Would you be comfortable if your actions were revealed on the front page of the paper? End/Means Test Does and ethical goal (end) justify the way you get to that goal (means)? The Golden Rule Do unto others as you would have them do unto you. Utilitarianism What act or rule results in the greatest good for the greatest number? Professional Standards of Conduct Follow the rules, regulations, and codes set before you. In summary, college students must make ethical decisions daily. Stress, peer pressure, drugs and alcohol, the socialization process, and a person’s morals and values all play a part in this process. If students exercise the  ethical decision making process it will make this process much easier. Ethical dilemmas will never go away. So, we must understand ourselves, how a far we are willing to go, and always try to do the right thing. References Bruce, B.D. (2013). Philosophy for the Masses: Ethics. Available from https://www.smashwords.com/books/view/374071. Harris, G. (1916). Ethics of a College Student. The Harvard Theological Review, 9, (2), 190-200. Yeung, P.F., & Keup, J.R. (2009). Ethical Decision Making in College: Choosing Between Right, Wrong, and the Space Between. Retrieved from http://cshe.berkeley.edu/. Montana State University. (2013). Frame Work for Ethical Decision-Making. Retrieved from http://montana.edu/teachlearn/TLResources/docuements.

Operational plans Essay

‘The Office Assistant’ is a retail store that sells office products and services. As a store manager of one of these 25 stores, I have made this operational plan to grow the services component of our business in the next twelve months. 1. Business Goal. The business goal of this operational plan is to increase services sales by 10% by June 2014. 2. Objectives The objectives of this operational plan are: Introducing new services. Acquisition of new equipments. Improving staff skills. 3. Strategy 1 The following strategies are proposed for achieving the objectives: Recruitment of new employees Buy new equipments Reorganize the space in the store Training for current and new employees 4. Key actions Action 1 Recruitments 2 Person responsible 3 Andy Wang- Store Manager David Smith- Human Resource Manager Timeline 4 From 01. 02. 2014. On-going. Budget Detail Amount Comments Retail Assistances Wage $6000/week Six full time equivalent retail assistances Full time and part time hours Permanent and casual Pay levels:$14-$20 per hour(plus 25% loading for casual employees. The amount is based on 40 hours per week and is the maximum amount. Graphic Designers Wage $5000/week Four full time equivalent graphic designers Full time and part time hours Permanent and casual Pay level: $22-$25 per hour(plus 25% loading for casual employees. The amount is based on 40 hours per week and is the maximum amount. Total $11000/week Resource requirements Resource type Details Time required People Store manager Human resource manager Human resource represents One day per week till the end of recruitments. Facilities Meeting room. One day per week till the end of recruitments. Stationery such as pen, paper and notebooks One day per week till the end of recruitments. Action 2 New equipments 5 Person responsible 6 Andy Wang- Store Manager Peter Lee- Finance Manager Timeline Before 01. 12. 2013 Budget Detail Amount Comments Printers $10000 Five new printers Photocopiers $5000 Five new photocopiers Van $40000 One new van Total $55000 Resource requirements Resource type Details Time required People Store manager Store manager assistance Finance manager 1 day perk week till the end of this task. Facilities Store manager office 1 day perk week till the end of this task. Computers 1 day perk week till the end of this task. Telephone 1 day perk week till the end of this task. Car 1 day perk week till the end of this task. Action 3 Reorganization of store space 7 Person responsible 8 Andy Wang- Store Manager Timeline Before 01. 12. 2013 Budget Detail Amount Comments Tables $2000 New tables for printers and photocopiers. Tools $500 Tools to relocate the shelves. Labor $10000 The payment for reorganize the store space after work hours. Total $12000 Resource requirements Resource type Details Time required People Store manager Store employees 1 week before the deadline. Facilities Tools such as spanners to relocate the shelves. 1 week. Forklift 1 week. Store 1 week Action 4 Training 9 Person responsible 10 Andy Wang- Store Manager 11 David Smith- Human Resource Manager Timeline From 01. 11. 2013, on-going. Budget Detail Amount Comments Course content $5000 Purchase course content including facilitator guide and student workbook from sales training provider. Catering $4000 Morning tea, lunch and afternoon tea to be provided. Training fee $10000 The payment for the trainer from external. Total $19000 Resource requirements Resource type Details Time required People Store manager Store employees One day per month until 30. 06. 2014 Facilities Meeting room One day per month until 30. 06. 2014 Data projector and laptop One day per month until 30. 06. 2014 5. KPIs Recruit ten full time equivalent employees, six retail assistants and four graphic designers from 1. 02. 2014 to 30. 06. 2014. Buy five new printers and photocopiers and one new van before 1. 12. 2013. Complete the reorganization of store space before 1. 12. 2013. All current and new employees have to attend training courses more than 90% during their allocation time. All current and new employees have to get at least 80 grades on the test after each training. All graphic designers must have at least 3 years working experience. 6. Contingency Plans Identified Risk Solutions Insufficient budget for recruitments Hire employees with less experiences. Insufficient budget for equipments Buy cheaper brands or even a second hand van. Otherwise, rent a van at first few months. No enough time for reorganize store space. Increase working hours or hire external labors. Employees can’t attend training for unexpected reasons. Record the training course and people can learn it by themselves at home. 7. Outcome The Outcome of this operational plan is to increase services sales by 10% by June 2014. 8. Approvals Name Position Date approved Signature Jenny Holland General manager David Smith Human Resource Manage Peter Lee Finance Manager Andy Wang Store Manager