Violence Against Women (CASE) Essay Example | Topics and Well Written Essays - 500 words - 1

Violence Against Women (CASE) - Essay Example The bystander program on violence against women emphasizes all members within the community play a role in ensuring violence against women does not occur. A bystander is the person who witnesses a situation and is neither the victim nor the perpetrator but in someway the person could make a difference if involved in the situation (Postmus, 2013). In many different cases, the bystander program has been found to prevent possible cases of different forms of possible violence. However, in prevention of violence against women, the bystander program has not produced effective results. Most cases of violence against women mainly occur at family level and therefore any bystander would find it difficult to into family matters. In most communities, the family setting recognizes the male as the head of the family and thus is some way justifies the m beating their wives (Davis, S. (2012). Despite this being a form of violence, which is illegal, the bystanders may find it difficult to interrupt or prevent it due the cultural justification in it and the respect for a family. Violence on women is often characterized by ill behavior and is seen as disciplinary action to the woman and hence it is difficult to differentiate between a violence case and intended disciplinary action on a wife (OToole, 2005). It is therefore in appropriate to consider a bystander program as a solution to curb violence on women. Bystander programs could be implemented effectively in other cases such as control of violence among students in a school. It could be effective in such as situation since all the people in the school are at an equal level. It could also be effective in a prevention of sexual violence in universities and college it could be effective in such cases since all the people belong to a similar level and sexual violence is easily identifiable. Various adjustments need to be made

The Role of Women and Minorities in the History of the Labor Movement Essay Example for Free

The Role of Women and Minorities in the History of the Labor Movement Essay Labor movements emerged as the working class and workers grouped into association in a bid to fight for their interests at the workplaces. Their interests which were mainly better treatment by the employers and the sate government called for creation of particular laws that concerned working relations. The specific collective associations that have existed within societies include trade and labor unions. In addition to the several elites and the political associations that actively participated in labor movements, women as well as the minority groups have made substantial contributions to the development of the labor movements. Most of the contributions were through trade unions and organizations. These include Women Trade Union League in the United States, The International Ladies Garment Workers Union, Womens Education, Industrial Union and Amalgamated Clothing and Textile Workers Union. In addition, there are notable contributions of individual women such as Ann Morgan, Frances Perkins, Alva Vanderbilt Belmont, Clara Lemlich, Jane Addams, Florence Kelley, Rose Schneiderman, and Eleanor Roosevelt. This dissertation will entail a research through literature provide information on the role of women and the minority in the history of labor movement in America. Further, it will come up with a discussion regarding the roles of women in the history of trade movements in America. The effluent Women support A group of well-off women such as Frances Perkins, Alva Vanderbilt Belmont and Ann Morgan supported the efforts of the working class women through intercession with officials and donating money as well as protesting with them; these women were commonly referred to as the â€Å"Mink Brigade†. Born in 1853, Alva Belmont was a wealthy socialite who funded the women’s suffrage movement. She gave huge amount of money to the United States and United Kingdom movement. Further, she formed the Political Equality League to campaign for politicians who supported the suffrage goals. Frances Coralie Perkins Frances Coralie Perkins, who lived between 1882 and 1965, was the United States Secretary of labor between 1933 and 1947. She was the leader of the New York Consumer League where she advocated vigorously for appropriate working conditions and hours. In addition, Perkin is credited with the progressive reforms where she increased factory examinations, reduced the working hours of women to forty eight hours and advocated for laws of the unemployment insurance for the and minimum wage.   Perkins is known for her lenience on Harry Bridges, who was a communist leader of the International Longshore and Warehouse Union. She held the same interest with Smith in regard to social reform. Eleanor Roosevelt and Jane Addams Eleanor Roosevelt made major contribution in labor movements. After her husband, Franklin Roosevelt illness, she began to work with the Women’s Trade Union League. Eleanor supported the league in raising funds for its agenda like forty eight hour work week, child labor elimination, and minimum wage. Laura Jane Addams, who was born in 6 September 1860, founded the United States Settlement House movement. She assisted in the mediation of the Garment Workers Strike of the nineteen ten. Rose Schneideman Rose Schneideman, born between 1882 and 1772, was a well-known socialist and labor movement leader during the first decade of the twentieth century. Schneiderman started working in 1895 as cashier before becoming a lining stitcher within a cap plant. In nineteen hundred and two, she moved to Montreal where she began her unionism and political radicalism. In nineteen hundred and three, she went back to New York where she organized women working in the same factory that she worked in.   She is renowned for her contribution in the cap makers’ work stoppage of nineteen hundred and five which involved the entire city. She became an active member of the New York branch of Women’s Trade Union League before she was elected its vice president in nineteen hundred and eight. Moreover, she was actively involved in the Uprising of the 20,000 which was initiated by the International Ladies Garment Workers Union. Later on, Rose Schneideman became the national president of the Women Trade Union League. Schneideman phrase, â€Å"Bread and Roses† was widely used in the nineteen twelve textile strike which involved mostly women workers in Massachusetts. Again, she strongly opposed the Equal Rights Amendment which was viewed as denying the working class women legislative protection that WTUL had championed. Clara Lemlich Clara Lemlich lived between 1886 and 19982. She led the Uprising of 2000 which involved the shirtwaist laborers and contributed to her being blacklisted form garment industry. Later she joined the Communist party and became a consumer activist. She had joined the garment industry after migrating to New York. When her employer demanded double production of the employees, Lemlich together with several co-workers, revolted against the low pay, lack of advancement opportunities, long working hours, and the demeaning treatment by the supervisors. She got actively engaged in International Ladies’ Garment Workers Union where she was voted to the executive committee. She led numerous work stoppages of shirtwaist makers and challenged male union leaders to organize women workers in the garment industry. Lemlich is well known for her speech at the mass gathering of Shirtwaist Company and Leiserson Company workers seeking to strike, that led to the start of the strike. Lemlich further, devoted herself to suffrage activities where she founded the Wage Earners League together with Leonora O’Reilly, Schneiderman as well as two other women. This league was a substitute of the middle class suffrage organization that sought to involve and represent the working class. The Wage Earners League admitted only working class women as members. However, it sought support from the non working class and associated itself with the National American Woman Suffrage Association which it had earlier discounted. Florence Kelley Florence Kelley was born in 1859. She founded the National Consumer League that called for consumers to purchase products that came from companies which met the leagues standards. The standards included working and minimum wage. Moreover, Kelley was an activist for women suffrage and helped assisted in the laws concerning working conditions and child labor. The Women Trade Union League The league was established in nineteen hundred and three for both the affluent and working class women to support the attempts of women in organizing labor unions as well as stop unfavorable conditions. The Women Trade Union League played a significant role in aid of the considerable workers stoppage during the initial twenty years of the twentieth century. Their contribution included the formation of the Amalgamated Clothing Workers of America and International Ladies’ Garment Workers Union. Women Trade Union League drew on efforts of advocates in the settlement movement as well as in expanding unions that represented workers within industries that had a large number of women like textile and garment industries. Some of the activists of the settlement movement included Florence Kelley and Jane Addams. The league was led by both aristocratic philanthropists and experienced working women. In addition to aiding several strikes, the league supported the New York shirtwaist work stoppage of nineteen hundred and nine that involved more than twenty thousand people. The league provided headquarters for the organization of the strike, legal services and witnesses for picketers. In addition, it joined protesters in picket line and organized mass gatherings and matches to broadcast the shirtwaist workers grievances and the sweatshop situations they were advocating against. Although, the â€Å"Uprising of the 20, 000† produced some benefits to workers, it was not completely successful. Most of the Italian laborers participating in the strike gave up while most of the protesters did not have sufficient resources to engage in the strike. As well, although Lillian Wald was one of the pioneers in the National Association for the Advancement of Colored People, some African America activists encouraged black laborers to disengage from the strike. The Women Trade Union League also supported the work stoppages of New York cloakmakers and Chicago clothing workers in 1910 as well as the nineteen eleven’s Cleveland strike of garment workers. In addition, it aided the many other trade movements efforts in Massachusetts, Iowa, Wisconsin, and Missouri. However, after nineteen twelve, the league eased its involvement in trade movements and only participated in incidences where the strike leadership was appealing. In addition, the Women League had a semi- official connection with the American Federation of Labor as well as collaborated with the Amalgamated Clothing Workers of America union. The league also founded a school in 1914 that taught women to be laborers leader as well as organizers. What is more, it contributed greatly in bringing garment workers of Italian origin into the union. The Women Trade Union League in legislative reform The league advocated for several change of legislation that affected workers. In particular, it embarked on working for the reforms on the minimum wage, the eight-hour day and the protective legislation. However, the league spared, in call for reforms, legislation that gave special protection to children and women.   The work of WTUL can also be described by the active advocacy for safety in work places both prior to the Triangle Shirtwaist fire of nineteen eleven and after. The event of the fire that resulted to death of one forty five individuals exposed the sincerity of activists such as Rose Schneiderman. WTUL criticized the character of National Women Party which was rather more individualistic. In addition, the league opposed the Equal Rights Amendment that was crafted by the National Women Party in the argument that the legislation would discredit the gainful benefits that WTUL had achieved. In the nineteen twenties and after, the league concentrated more on labor legislation. The leaders largely supported the â€Å"New Deal† and created a close connection with the administration of President Roosevelt via Eleanor Roosevelt who was a WTUL member from nineteen twenty three. The league was disbanded in nineteen fifty. Womens Education and Industrial Union The union engaged female researchers like Louise Bosworth to investigate the working situations of Women. The International Ladies Garment Workers Union The International Ladies Garment Workers Union was among the leading labor unions in America. Its membership was primarily female and it played a pivotal role in the history of labor unions. In 1995, it merged with Amalgamated Clothing and Textile Workers Union resulting to the Union of Needletrades, Industry and Textile Employees (UNITE). Further, UNITE merged with Hotel Employees and Restaurant Employees Union (HERE) to form a union referred to as UNITE HERE. Analysis The women role in trade union was split into the working class and the non working class. The non working class who were involved in the labor movement included the effluent women who used their political influence and financial powers to get through with their agendas. The working class labor leaders and activists were suspicious and mostly differed with the effluent women in regard to the implementation of the labor movements agendas. The non working class was seen as not genuine in advocating for the interests of the laborers. However, some effluent women such as Eleanor Roosevelt, Coralie Perkins and Alva Benmont played a pivotal role in the history of the labor movements. Mostly, women activists were affiliated with women’s labor movements. The mainstream labor movements were mail dominated and alienated women from decision making. However, women such as Rose Schneider were involved in leadership of labor movements with male membership although the primary membership was women workers. Conclusion Generally, roles of women in the history of labor movements are defined within mostly, the representation of women workers. These women affiliated to women labor unions which had primarily female membership. However, many women were concentrated in particular industries such as garment and textile industries. Therefore, most movements were male dominated and rarely gave chance for women participation. References: Annalise, O. (1995): Common Sense and a Little Fire, Women and Working-Class Politics in the United States, 1900-1965, University of North Carolina Press, Chapel Hill Berg, G. (1989): Frances Perkins and the Flowering of Economic and Social Policies, Monthly Labor Review Foner, P. S. (1979): Women and the American Labor Movement, From Colonial Times to the Eve of World War I Frances, P. (1946): The Roosevelt I Knew, New York: Penguin Group Martin, G. W. (1976): Madam Secretary, Frances Perkins. Houghton Mifflin Company, New York Maurine, B. H., et al, (2007): The Eleanor Roosevelt Encyclopedia. Retrieved from http://www.questia.com/pm.qst?a=od=104599663. Accessed on 2007 October 19 Naomi, P. (1999): Frances Perkins, Champion of the New Deal, Oxford University Press, New York Orleck, A. (1995): Common Sense and a Little Fire: Women and Working-Class Politics in the United States, 1900-1965. Peter, H. (2002): Cities of Tomorrow, Blackwell Publishing. Stasz, C. (2000): The Vanderbilt Women: Dynasty of Wealth, Glamour and Tragedy. iUniverse, New York Stuart, A.M. (2006): Consuelo and Alva Vanderbilt: The Story of a Daughter and a Mother in the Gilded Age. HarperCollins, New York

deatharms Comparison of Death in Farewell to Arms and The Outsider (Th

Death in Farewell to Arms and The Outsider  Ã‚      Hemingway once said that "all stories...end in death." Certainly, each living person's "story" ends that way. The interrelationship of a narrative to a life, of the "boundary situation" of an ending, is of vital importance to the existence of these two fictional narratives, A Farewell to Arms and The Outsider. Death plays an important, one might say necessary, part in both novels, too: Frederic Henry is, of course, in war and witness to death many times, wounded himself, and loses Catherine; Meursault's story begins with his mother's death, he later kills an Arab, and then is himself tried and sentenced to death. In fact, the defining death-confrontations (Frederic's loss of Catherine, Meursault's death sentence) transform the characters into narrators; that is to say, the stories are told because of the confrontations with death. We must recognize that the fictive characters are attempting to provide or create an order or meaning where it appears there is none. Or, there are pre-exi sting versions, meta-narratives, which prove inadequate or unsatisfying, and which must be replaced by the narrative each character produces. Meursault responds directly and violently to the priest who represents one such meta-narrative for Meursault's life. In the crescendo of the final scene of that novel when Meursault confronts the priest and finally re- leases the pent up anger and frustration repressed for so long, he does experience an epiphany: As if this great outburst of anger had purged all of my ills, killed all my hopes, I looked up at the mass of signs and stars in the night sky and laid myself open for the first time to the benign indifference of the world. And finding it so much... ...s of The Myth of Sisyphus in The Outsider, and particularly to the discussion of the search for truth. In the Myth Camus goes through an inventory of accepted sources for truth and finds them all lacking: first he tries religion, but surprisingly it is too relative, for which god is god; second he tries science, but finds that it offers not precision but metaphor (the world is like...); third he tries logic, but finds that paradoxically it leads to contradiction (for if "all statements are true" is true then "no statements are true" must be one of the true statements). He is left with the "I" - not the Cartesian "I" - but the Humean "I" (a bundle of perceptions) as the foundation for a meaning system. That changing, evolving, non-static "I" is at the heart of both of these works. Works Cited: Hemingway, Ernest. A Farewell to Arms. New York: Simon, 1957.

Pain and Passion

Pain and Passion was a strong topic. The class was divided into pairs to take a 50-minute lesson linking with pain and passion. Two drama techniques had to be introduced. After each lesson a five minute debrief took place. We were given two lessons of preparation time and had to work to a time plan. I knew it would take a lot of effort to run a lesson. I chose a topical issue sparking off lots of strong opinions. My lesson was about abortion. I felt it tied in well with pain and passion. The pain being a child's life was at risk due to the night of passion. I wasn't first to lead the class so I listened attentively to what criticism was put forward during the debrief. I learnt from other's mistakes. One of the things I found was that a lesson should be expressed through different scenarios, keeping the class's attention. I set the scene with a young couple, Sarah and Jake, who were in a crisis. The crisis being, should have an abortion or not. The first part of my timeplan was explaining the situation and then asking the class to show, what state of mind Sarah was in. The ideas were to be expressed through stylistic drama using one drama technique or more. In other lessons more time was spent on planning helping to produce good drama pieces from the class. I decided to have more time spent on planning rather than performing. The second part consisted of what if Sarah had the abortion or didn't. In each scenario there had to be a good and bad side. The good side of having or not having the abortion was to be shown through dream sequence and the bad side of having or not having the abortion shown through nightmare sequence. I thought I planned my lesson well considering I was on my own. I wasn't prepared for the lesson I took the class. I had forgotten my watch and my partner was away leaving me to be the teacher. One improvement can be to go over my planning strategies. I relaxed and addressed the class with a BBC accent! The first piece of drama was on Sarah's state of mind. The class planned their pieces quite well but the pieces were short giving me more time. One group had only four people. Many people think more people in a group make a better drama piece. This group proved it wrong. The drama piece was very distinctive. The other groups showed one feeling throughout their drama. This play showed how Sarah was happy at the thought of being a mother and sad at the thought of having a child to bring up. As the teacher I was able to see abortion through other people's eyes. Each student had a major role to play especially Maria as Sarah. It's really hard to change expressions every second but she made it look so easy. Everyone got involved and this boosted my confidence as a teacher to see that they were enjoying the lesson. The other half of the lesson went perfectly. The class had to use the drama techniques I set, dream and nightmare sequence. Everyone performed well due to good planning. Scarlet's group did a nightmare sequence about Sarah's life with a baby. It was a negative outlook on having children. There were strong ideas expressed throughout the play. The audience was able to see how having a baby at a young age was stressing and sometimes left with no financial or emotional support. It was an excellent piece of drama. I think I showed good teaching skills. I was quite patient but I felt it was quite difficult to keep the class quiet even when raising my voice. I went round to see if there were any problems and keeping track of time, which is a vital part of teaching. One of the hardest things was the way I had to address the class. I had to step out of the role of a friend and step in as a teacher. When it came to commenting on a drama piece I had to use ‘excellent' rather than ‘wicked'. The lesson was very packed with things to do and this put off a few students from working. In future I would slow everything down slightly. Apart from that everything went according to plan. Rochelle and Yasmins lesson was very valuable. Rochelle explained everything whilst Yasmin organised the lesson. Yasmin is normally the quieter one but in her lesson she was very confident. Their topic was about war. War is probably what the news is all about. There is so much of it, people are forgetting about those in need. The main theme of the lesson was we should be grateful for how well off we are and think about others before worrying over small problems. The lesson began with a piece about a boy escaping from war to a new area. I took on the main role as the boy. We were playing basketball when I got the ball and everyone was telling me to shoot. We used flashbacks to show how the boy was told in his homeland to kill his own flesh and blood. We were showing the pressures of war. I was very enthusiastic about everything. Next we did hotseating. We questioned people part of the army in Africa. We asked why many boys were forced to go to war. It sparked a lot of debating. Rochelle and Yasmin were good teachers. I enjoyed myself whilst I was learning. They were role models for good teachers. I think being a teacher was a worthwhile experience. Sometimes we forget to realise what teachers do to provide good education. This topic was a good way to see that teaching is not as easy as it may look. It takes a lot of hard work and 100% commitment. Through this topic I have more respect for teachers.

Bad Cafeteria FoodFinal

However, this only my opinion bout how feel about public school nutrition, but I will get more in-depth with this issue later in this research. The History Poor nutrition has been a problem for years in the public school system and contributing to childhood obesity. Before childhood obesity became an issue and what kind of nutrition a child was receiving from outside the home, people would come home from school/work to have lunch with their family. However, the concept of cafeteria school lunch choice did not exist in the early years (1930-1960).While time continued to move forward, the ideal of installing vending machines begin to emerge in a few public schools. Cafeteria's today lean more towards federal nutritional recommendations, regional culinary preferences, and portion sizes to cut down on food cost for that particular school district. The question often comes up â€Å"how health is cafeteria food in public schools? † There are numerous factors that points to the fact there is unhealthy eating in school. However when the food is prepared, the cafeteria has a large crowd to feed, therefore; nutrition is their least worries.I think that the school system wouldn't spend the extra money on better nutrition foods for the students. In recent surrey, taste cost and convenience were the main factors in why students choose to eat this unhealthy food. Environmental Stance From an environmental prospective, most public school systems are reaching out to local farmers and producers for their products. By getting their products from local farmers and producers, this will cut down on cost and slow down global warming through transportation.The public schools that continue to outsource their products, it has a high chance of bringing in parasites and other insects. I think school food environment plays a huge role in society and contributes to childhood obesity. There a many health risks that is associated with childhood obesity. The school cafeterias allow the students to purchase junk food and extras doing lunch hours. Although the students make a big transition from grade level to a higher grade level, their appetite gets bigger and requires more food consumptions.As the student gets older, they will become more particular on what they want to put in their body, and without the practice of eating healthy, this could promote health risks. This exemplifies that practicing eating healthy can contribute to an ongoing healthy lifestyle. What Can Be Done? I think that I have concluded that cafeteria food is unhealthy for students in public schools. However, think this could be change with the correct steps and strong support from the parents and staff. Once the correct changes have been put into place, I think the public school system could also promote a healthy eating lifestyle.So now the question is â€Å"what is the solution to this problem? † Finding a Solution We know that cafeteria food is bad for the students in the public sch ool systems and the contribution to childhood obesity. The Hunger-Free Kids Act of 2010, set nutrition standards for all food served in schools (school Nutrition†) to promote an early healthy lifestyle. However, since the problem has been revealed, the next thing to do is to put in a solution and advantages. There are a few options that I will discuss later during this research on different solutions that may prevent this ongoing problem.Hunger-Free The Hunger-Free Act of 201 0 improved the health of 32 million children that ate school lunches the whole time during their enrollment. (school Nutrition†) A lot of these improvements came from shrinking the meal size that the students were receiving. For example, some schools offered the students fruits instead of extra meats. The government released new changes in the duration such as, low calories meals and whole grain breads. Because of the government stepping in, a campaign was put in place to reduce the number of overwe ight students through exercise and a healthier lifestyle.Advantages From a political stand point, the government has organized programs to help the growing problem of childhood obesity as I stated earlier. The program will add more fruits and green vegetables to breakfast and lunches with less salt usage. (school Nutrition†) Therefore, the government also added to reduced starchy foods like rice and potatoes. The government estimates that the rules will add about 33. Billion in costs to the program for an efficient use. (â€Å"Cafeteria Food and Economic†) think that the improvements that the government is doing will decrease the rapid rate of childhood obesity. From our perspective, the new rules improve school nutrition, but at the same time give schools flexibility to serve a variety of foods to meet the standards,† said Carrey Henry. Some school districts are turning to their local farmers and producers to cut down on global warming. This is an advantage becau se, by getting the products locally the gas usage that is use doing shipping and which toxic chemicals are been release into the atmosphere. Another advantage is that there will be fewer chemicals used to preserve the produce as it's been shipped to the school.An estimated 25 percent of the greenhouse gas emissions produced by people in industrialized nations can be traced to the food they eat Cafeteria Food and Global Warming' 2008). I think that this is a reasonable solution to help the environment while food is being disbursed throughout the school system. School meal programs across the country are run somewhat like restaurants, relying on federal and state subsidies that often make decisions for them. â€Å"Cafeteria Food and Economic†) However, when the federal government is involved more money can be moved around quickly and put to its proper use or plans. The federal government provides $2. 7 per meal for students eligible for a reduced-price lunch and 23 cents for st udents who pay full-price for their lunch. By lowering the price for meals, I think that will the student more money to eat a reimbursable lunch and breakfast during enrollment in school. The federal government helps the school system by providing funds and brightens up the economic side of things. Finding a Weakness There are many things that could be done to improve the food that's being served of the public school cafeterias. However, there are only so many ideals that can be brought up to a discussion about ways to make the food healthier.The federal government tends to oversee these things in the public systems, but its up to the student parents to enforce these rules and make sure their kids are getting the proper nutrition. Therefore, if there are some advantages, I am quite sure that there are some disadvantages among these solutions. The Disadvantage When you hear the word â€Å"disadvantage† what is the first thing that comes to our mind? However, school cafeteria f ood line may contain a number of unhealthy choices, most school cafeterias do include nutritious foods as well. I think most of the unhealthy food that is provided by the school, operates of the government budget which equals poor quality food for the students that attend that particular school district. Earlier in this research, I stated a few advantages that I feel may guide this situation in the correct direction. I hope that the disadvantages that I will state later in this research will not change your thoughts on the advantages. Stated Disadvantages Obesity is rising in the school system because of the poor nutrition that the students are receiving.Economy sits and psychologists are developing a new set of tools that promise to help relax the tension between these two competing views of school lunches. (â€Å"Cafeteria Food and Disadvantages†) However, one economic disadvantage is limited budgets for purchasing ingredients that go into a meal. Public schools are in the direst shape with only $1 per plate available for actual food costs. (â€Å"Cafeteria Food and Disadvantages†) By the school being limited on what ingredients to by, that old be a disadvantage to supplying poor nutrition to students.