The Violent And Perverse System Of Human Trafficking

Slavery has been around for ages. There has always been someone forcing others to do their will. But slavery drags on in modern times, especially today. Modern day slavery, otherwise known as human trafficking, is defined by Encyclopedia Britannica as â€Å"...the illegal transport of individuals by force or deception for the purpose of labor, sexual exploitation, or activities in which others benefit financially† (â€Å"Human†). Slavery is not an issue of the past. It has waxed and waned throughout history, and will never cease unless something is done to stop it. Human trafficking is a serious issue in the world, the United States, and even in Iowa. The violent and perverse system of human trafficking is a worldwide system. People who are†¦show more content†¦To keep their victims from escaping, traffickers employ terroristic threats. They may threaten to deport them, take their (false) travel documents or hurt their families (â€Å"Human†). Overall, human trafficking, in essence, is a brutal industry. Since human trafficking is such an unjust thing, many, including the United States, have risen to combat it. In the 1990s there was a surge of human trafficking cases worldwide. Years later in 2005, the Georgetown Journal of International Affairs published an article about the fight against human trafficking. They noted in their article that numerous non-governmental organizations (NGOs) were formed in order to combat this surge of modern day slavery (Coonan). The United Nations also became involved in the 1990s. They treated human trafficking mainly as a law enforcement issue and so began forming what would later be called the UN Convention Against Transnational Organized Crime (the Convention) (Coonan). The Convention is not centered around lobbying and human rights groups, but on law enforcement and crime prevention. Therefore the crime must be defined. A daughter document to the Convention, the The UN Protocol to Prevent, Sup press, and Punish Trafficking in Persons, Especially Women and Children (the Protocol), has done this. The Protocol has been particularly important for fighting human trafficking because of two reasons: organizations which signed the treaty were required to criminalize and prosecute

How Dissonance Can Be Reduced Essay - 1748 Words

1. According to Festinger, dissonance is an unpleasant psychological tension that occurs when we... a. freely choose to do something even though there are good reasons not to. b. have two contradictory cognitions in our mind c. are forced to do something that we would prefer not to. d. answers b and c 2. Theoretically, there are four ways dissonance can be reduced. Which of the following is not one? a. eliminate consonant cognitions b. minimize the importance of dissonance cognitions c. magnify the importance of consonant cognitions. d. all of the above are ways dissonance can be reduced 3. In the ________ dissonance research paradigm, participants typically do something that they ordinarily would avoid (e.g., say something that is not true, write a counter intuitive essay) and are provided a good or poor reason for having done so. a. forced compliance b. free choice c. open commitment d. answers a and b 4. Reactance theory assumes... a. people are motivated to be free. b. people are motivated to maintain freedoms they perceive themselves as having. c. the need for freedom is learned. d. all of the above 5. Which of the following should not determine the magnitude of reactance? a. importance of the freedom c. firmness with which the freedom is established b. magnitude of the threat d. all of the above should determine the magnitude of reactance 6. J. Brehm and his co-workers led some subjects to believe they could choose among 4 record albums (choiceShow MoreRelatedConsumer Buying Behavior : Post Purchase Dissonance And Factors Affecting Such A Behavior Essay777 Words   |  4 Pagesbuying behavior - Post Purchase Dissonance and factors affecting such a behavior. Introduction In a highly dynamic environment, marketers in order to increase product’s sales should not only create new customer base but also retain its existing ones. For that to happen, higher customer satisfaction is required which also helps to.increase revenue. When a consumer purchases a product and comes back home, he starts analyzing his decision and leads to post purchase dissonance when his behavior does not matchRead MoreThe Theory of Cognitive Dissonance Essay example877 Words   |  4 Pagescognitive dissonance started as a very simple observation by Leon Festinger that people do not like to deal with inconsistency. This simple observation led to the development of a theory that became very controversial, and it would be this controversy that propelled the theory forward. Many years of research has led to many different ideas of what cognitive dissonance really is and why it actually occurs. Festinger developed the term cognitions while developing his theory on cognitive dissonance. FestingerRead MoreAnalysis Of Post Purchase Dissonance And Factors Affecting It Essay1657 Words   |  7 PagesCONSUMER BEHAVIOR Term Paper On Post Purchase Dissonance Submitted to: Dr Payal Kapoor Date: 12-11-2015 By Ayushi Choudhary 231038 Objective An indepth analysis of Post Purchase Dissonance and factors affecting it. Introduction In a highly dynamic environment, marketers in order to increase product’s sales should not only create new customer base but also retain its existing ones. For that to happen, higher customer satisfaction is required which also helps to increase revenue. When a consumerRead MoreThe Self Standards Model Of Dissonance927 Words   |  4 Pagesmodel of dissonance seeks to bring together a groups of prior explanations for the phenonon of cognitive dissonce. Describe Stone and Cooper’s model of cognitive dissonance and explain how it contrasts with previous models. Present and critically evaluate for and against the self-standards model as an explanttion of dissonance. Disscuss the way in which we could use the self-standards model to explain contrempory Australian attitudes to climate change. The phenomenon of cognitive dissonance is recognisedRead MoreMy Lifes Up And Downs And The Decisions1524 Words   |  7 PagesAs I look back at my life’s up and downs and the decisions I’ve made along the way, thing could have gone for better or worse, hence the motto in the title. I can recall making small decisions on what I should spend my time on, either play with my childhood friend’s after-school or review the homework that I finished in class? Playtime almost won every time. Even though I knew that reviewing some of my homework could only help me, even with the good grades I was already making, the decision was madeRead More Cognitive Dissonance Theory Essay1027 Words   |  5 Pages nbsp;nbsp;nbsp;nbsp;nbsp;The theory of Cognitive Dissonance states that when individuals are presented with information that implies we act in a way that contradicts our moral standards, we experience discomfort (Aronson, Wilson, and Akert, 1998, P. 191). This is considered Cognitive Dissonance, A psychological term used to describe mental conflict that occurs when beliefs or assumptions are contradicted by new information; arouses unease or tension; relieved by one of several defensive maneuvers:Read MoreCognitive Dissonance And Its Effect On Behavior1654 Words   |  7 PagesPeople experience cognitive dissonance when they perceive that there is a mismatch between their attitudes and behaviors. Because we are motivated to keep our cognitions consistent, the inconsistency brought about by dissonance becomes a drive that must be reduced. This is done by changing either the attitude or the behavior such that they may accurately align with each other. Eventually, the New Look model to dissonance will shift the causal path to an explanation using avoidance of aversive consequencesRead MoreCognitive Dissonance1475 Words   |  6 PagesCognitive Dissonance Cognitive Dissonance Consistency, the absence of contradictions, has sometimes been called the hallmark of ethics. Ethics is supposed to provide an individual with a guide for moral living, and to do so it must be rational, and to be rational it must be free of contradictions. When consistency and ethics are compromised, this is known as cognitive dissonance. Leon Festinger shared his brilliance with the world when he created the Cognitive Dissonance theoryRead MorePunishment and Self-Persuasion in Adam and Eve Essay1121 Words   |  5 PagesUsing Punishment and Self-Persuasion to Explain Adam and Eve The Book of Genesis tells the story of how God created man and woman. He permitted Adam and Eve to eat from any tree in his garden except the Tree of Knowledge, and they faced death if they did. They were handed out a severe threat; that of death. As we all know, Adam and Eve did eat from the tree of knowledge and were banished from the Garden of Eden. Looking at the situation from a soci al psychology perspective, I will examine why thatRead MoreSelf Perception Theory1700 Words   |  7 Pagesattempt to decide whether individuals induce their attitudes as observers without accessing their internal states, Bem used interpersonal simulations, in which an â€Å"observer-participant† is given a detailed description of one condition of a cognitive dissonance experiment. Subjects listened to a tape of a man enthusiastically describing a tedious peg-turning task. Some subjects were told that the man had been paid $20 for his testimonial and another group was told that he was paid $1. Those in the latter

Basic Life Support Teaching free essay sample

The aim of a planned teaching guide is to enable the teacher to have a concise lesson plan and objectives for in which to teach BLS to the students. The target audience is 1st year nursing students, who may or may not have any previous experience with BLS; it is therefore necessary to question their knowledge. The plan must use language that is appropriate and understandable. Whilst being mindful not to use nursing slang or unfamiliar terminology. There is an assumed interest from the students as this is a perquisite to passing first year. This maximizes the student’s willingness to learn and facilitates control of learning. The nursing labs will be utilized to teach the students with the focus on developing the skills and knowledge required to perform BLS. The students will be provided with a handout, outlining the important aspects to be covered. The learning theory that will be utilized is ‘Gardner’s Multiple Intelligences’ which expresses that there are several different types of intelligence and that student’s have different strengths and learn differently. The intelligences include kinaesthetic; logical; spatial; mathematical; visual; verbal; interpersonal; musical and naturalistic. This teaching plan will incorporate verbal, visual and tactile approaches to teaching to assist the student’s in gaining the skills and knowledge needed (Helding, 2010). Allocation of the tasks involved in the teaching plan will be divided equally amongst both teachers. Time | Activity| 5mins| Welcoming students: Allocated teachers- S and N (Introducing ourselves and welcoming the students, explaining why they are here and what the aim of today’s class is. Welcome students, Hello our names are S and N, as you know we are 3rd year nursing students. Part of your role as a nurse is to teach people. This could be patients, families or other nurses. Our role today is to teach you (the first year nursing students) how to perform Basic Life Support and the importance of this skill. To assist your learning today we will be teaching you using a range o f verbal, visual and tactile approaches. (While doing this we will point to our ears, eyes and hands. ) Determining pre-existing knowledge/Ice breaker activity: Allocated teacher-S. Students will be asked to introduce themselves and to explain their understanding of BLS. We do this to determining their Pre-existing knowledge)To Determine pre-existing knowledge, we will ask the students to introduce themselves and briefly state what they know about BLS. Also questioning whether any of students, have been exposed to a situation where BLS was needed? | 5 mins| Topic content: Allocated teacher- N. Students will be provided with a hand out of a brief written overview of the lesson. Assisting visual learning. Explain legal requirements – Duty of care, Cultural awareness/sensitivity, Confidentiality, Limitations and the importance of Debriefing. 2- Protection- The importance of PPE, which involves gloves, gowns, and protective eyewear if bodily fluids/blood is present. 3- Assessing an emergency situation and prioritising the management of the patient when dealing with life threatening situations. 4- Managing the unconscious patient Airway, Breathing and Circul ation (Cardio Pulmonary Resuscitation) and knowing how to place a patient into the recovery position. Understanding what a Defibrillator is and when it can and cannot be used. | 5 mins| Learning objectives and Topic content: Allocated teacher-S. Next, we will explain the learning objectives to the students. (This will be provided on a handout to assist in visual learning). At the completion of today’s teaching session it is expected that the students will be able to: 1- Have a basic understanding of the legal requirements in relation to Basic Life Support. Understand the need for PPE when administering Basic Life Support in relation to infection control 3- Assess an emergency situation 4- Prioritize the management of a patient when dealing with life threatening situations 5- Manage the unconscious patient. 6- The correct use of a Defibrillator. 7- Know the recovery position and how to place a patient in it. | 5 mins| Lesson Outline: Allocated teacher-NExplaining legal requi rements : Duty of care: A duty of care is implied when the person who is requiring your assistance is in your workplace. E. g. patient, co-worker or visitor. Consent of an unresponsive patient is assumed in an emergency situation. (Crouchman, 2009; Milne amp; Mellman-Jones, 2010). Cultural awareness/sensitivity: We need to mindful of varying cultures when assisting patients, as different cultures prefer to be unexposed which is necessary when defibrillation is required. Eg, Muslims (Hattersley amp; Keogh, 2009). Confidentiality: Following an emergency situation it is vital to refrain from speaking to others outside the workplace about the patient to ensure the patient’s privacy and dignity. Think about how you would feel if you where in the patient’s situation. Maeder, Martin-Sanchez, Croll, amp; Ambrosoli, 2012)? Limitations: Remember that once you start you can’t stop until you’re physically unable to or help arrivesDebriefing: Participating in the debriefing process is vital due to the enormity of the situation, enabling the nurse to express their feelings, preventing possible burnout. It may also be benefic ial to discuss what happened with someone involved in the emergency or within your area such as NUM, co-worker, friend (Funnell. , Koutoukidis. , amp; Lawrence. , 2009). Protection- Nurse’s are taught to wear gloves at a minimum whilst performing BLS. To avoid direct contact with blood or other bodily fluids it is necessary to wear gloves, gown and protective eyewear to reduce risk of infection to yourself (Funnell. et al. , 2009). (Remember, you do not know what that sweet little old woman could have! ) Assessing an emergency situation and prioritising the management of the patient when dealing with life threatening situations and managing the unconscious patients Airway, Breathing and Circulation (Cardio Pulmonary Resuscitation)30mins DRSABCD: Allocated teacher- N to Talk, S to demonstrateThis will be written on the whiteboard and each step demonstrated on the dummy. Students are encouraged to ask questions if clarification is needed. * Danger: This can relate to you or the patient. Be conscious of your surroundings. * Response; Approach the patient and check for a response by talking loudly and touching their shoulders. Look, Listen and feel. * Send for help: Press the emergency buzzer; you may also call for help. * Airway: Checking for breathing: Place your ear over the persons nose and mouth:Look- Can you see the chest and abdomen rise and fall? If vomit is present use suction to remove. Listen- Can you hear air entering the mouth and/or nose? Feel-Can you feel air on your hand or face? It is no longer necessary to check for a pulse. Breathing: 30 compressions to 2 breaths for all. (Staying alive or Mary had a little lamb). Do a quick secondary assessment to ensure the patient is not losing blood, as compressions will increase bleeding. If no bleeding, commence compressions, which should be performed on the lower part of the breastbone. Place your thumb at the top of the sternum and where you pinkie finger reaches at the bottom of the sternum, is the location for compressions. With your hands clasped one on top of the other or interlocked, kneel beside the patient keeping your elbows straight. Press firmly and fast compressing 1/3 of the chest depth(Funnell. et al. , 2009). After 30 compressions, give two squeezes of the non-rebreather for both children and adults by tilting the head back, place mask on the face using one hand on the forehead and the other on the chin to secure the mask. If no change to patient’s condition continue the process again. With infants, it is important not to tilt the head as this will block the airway. Compressions performed on an infant require the use of two fingers just below the midpoint of the sternum 1/3 of the chest deep at 100bpm. Continue BLS until there are signs of life, ambulance take over or you are physically unable to continue (Australian Resuscitation Council. , 2012b). * Circulation: The purpose of the compressions is to get the heart to push the blood and oxygen around the body (Marieb, 2009). The organs of the body require oxygen, if possible elevate the legs, this helps push the blood up to the brain (Mosbys Medical, Nursing amp; Allied Health Dictionary, 2006). If performed correctly CPR can re-start cardiac function, or maintain circulation to vital organs until ALS personal arrive (Funnell. t al. , 2009). * Defibrillation: The heart works by electrical impulses, this is called fibrillation(Lewis. , Heitkemper. , Dirksen. , OBrien. , amp; Butcher. , 2009). A defibrillator delivers a controlled electric shock to the heart. If the patient’s condition improves and they start to breath, place in the recovery position (Palm up with arm out straight, Opposite knee bent, arm to shoulder, roll pat ient). Continue to watch them, constantly re-assessing the patient for any change to their condition (colour, breathing, condition) (Australian Resuscitation Council. , 2012a). We use the recovery position rather than laying the patient on their back to prevent the lower jaw dropping and causing the tongue to fall back and block the airway, it can also be contributed to the patient being unable to swallow or cough occluding the airway. (Funnell. et al. , 2009). Questions: Question from students. Practice: This time is used for students to practices the skills they have just learnt. | 5mins| Assessments and Evaluations : Allocated teacher- S Students have watched the teacher demonstrate BLS, and have shown the teacher how they can perform the task with guidance and then alone. Watch it, Do it together, do it alone’. Feedback was provided as each individual performed BLS to improve their performance. Assessing each student’s performance against the skills and objectives needed. The Student’s overall achievement will indicate to the teacher whether the teaching plan has been successful and areas that need improvement. This in turn encourag es the teacher to reflect on the rationale of the teaching and learning strategies implemented. 5 mins| Summary: Allocated teacher- S Conclusion of the session will involve recapping the lesson provided and ensuring all students understand and feel confident in performing BLS. Giving the students the opportunity to clarify any areas of concern. | | Equipment needed:1-Lab room2-Students who have attended the pre-prac lectures and read the prescribed reading3-White board4-White Board markers5-BLS dummy6-Gloves7-Disposible face mask for dummy8-Cleaning solution for dummy post exercise9-Printed overview of the session10-Learning objectives handout 11-Defibrillator| In summary a teaching plan is vital for both the teacher and students as it is a template of what the content of learning will be and guides the students in knowing what is expected of them, whilst enabling the teacher to have control of the lesson and vary any activities according to student’s abilities to promote active learning. Teaching plans also allow for the various methods of learning such as auditory, visual and tactile ensuring each student the opportunity to learn regardless of how they learn.

West And Torgovnick Essays - Discrimination, Racism,

West And Torgovnick West and Torgovnick: Manichean Ideologies Both Cornel West and Marianna De Marco Torgovnick discuss the idea of supremacy, Manichean theologies, and authoritarian behavior in their essays. However, they deal with these ideas differently and for different reasons. In West's essay, ?Malcolm X and Black Rage?, he explains Mal? colm X's views on how to transfer black rage in such a way that it would reject supremacy. In Torgovnick's essay, ?On Being White, Female, and Born in Bensonhurst?, she writes how her hometown held supremacist ideas and how this af? fected her. West is still pursuing the goal of black free? dom by looking into the past, especially Malcolm X's writ? ings. Whereas, Torgovnick kind of runs away from things and refers to living in Bensonhurst as having ?simultaneously choking and nutritive power. This difference is mainly due because West wants to try to make things better, while Torgovnick leaves her hometown feeling that she needs to start things over. Torgovnick writes about supremacist ideas in her cul? tural background. For example, she says, ?Italian Americans in Bensonhurst are notable for their cohesiveness and pro? vinciality; the slightest pressure turns those qualities into prejudice and racism? (Torgovnick 123). In other words there is a lot of racism and prejudice, especially towards Hawash 2 blacks, in Bensonhurst. Torgovnick's father also held supremacist ideas. Her father reacted with indifference to the death of a black man in Bensonhurst. As Torgovnick writes, ? ?Oh, no,' my father says when he hears the news about the shooting...He has no trouble acknowledging the wrongness of the death...The explanation is right before him but, ?Yeah,' he says, still shaking his head, ?yeah, but what were they doing there? (Torgovnick 125). Even though, he recognizes the wrongness of the death, he says the blacks weren't supposed to be there. His reason for his death holds supremacist ideas, because here he is being a racist. To say that blacks don't belong in a cer? tain neighborhood, is just like saying that they aren't good enough. Thus, Torgovnick father is being a racist. Torgovnick's hometown also holds Manichean ideologies, which means to see things only as black and white, right and wrong. In other words people who hold Manichean ideologies usually don't see things in between. She writes, ?Bensonhurst is a neighborhood dedicated to believing that its values are the only values; it tends to towards certain forms of inertia? (Torgovnick 124). Thus, the people of Bensonhurst believe that any other values are wrong, and their values are right. Here you can see how Torgovnick's hometown held Manichean ideologies because the people feel Hawash 3 that there values are the only right values. Any other values would be viewed as unacceptable to the people of Bensonhurst. Authoritarian behavior also exists in Bensonhurst. For example, when she was entering high school, her parents and counselor recommended a secretarial track despite her high scores. Torgovnick writes, ?Although my scores are superb, the guidance counselor has recommend the secretarial track...My mother's preference is clear: the secretarial track...My father also prefers the secretarial track? (Torgovnick 128). This is authoritarian behavior because rather that asking Torgovnick which track she wanted to follow, they wanted to choose it for her. Just because she is a girl, they wanted to put her in a track that is below her standards. Cornel West uses Malcolm X's writings to explain su? premacy, Manichean ideologies, and authoritarian behavior. West agrees with most of Malcolm X's ideas, however he disagrees with Malcolm X's rejection of black church and music. West argues by using the metaphor of jazz that, ?an improvisational mode of protean, fluid, and flexible dispo? sitions toward reality suspicious of ?either/or' viewpoints, dogmatic pronouncements, or supremacist ideologies? (West 119). In other words, to West the black church and black music represents freedom, something that Malcolm X does not realize. Hawash 4 In order to explain Manichean ideologies and authori? tarian behavior, one must look at Malcolm X's fear of cul? tural hybridity. West writes, ?Malcolm X's fear of cultural hybridity rests upon two political concerns: that cultural hybridity downplayed the vicious character of white supremacy and that cultural hybridity intimately linked the destinies of black and white people such that the possibility of black freedom was far-fetched? (West 117). Meaning that if blacks and whites are to share things (cultural hybridity) whites will always have the advantage. Therefore, blacks will never achieve total freedom. Malcolm X saw this as a weakness, which does seem understandable. However, Malcolm X fails to realize that if blacks are to go off on their own, this would lead to supremacy and Manichean ideologies. West says, ?Furthermore, the cultural hybrid character of black