499
Contemporary Readings in Law and Social Justice
Volume 5(2), 2013, pp. 499–510, ISSN 1948-9137
PSYCHOLOGICAL ASPECTS OF CHILD SEXUAL ABUSE
MIHAELA RUS
[email protected]
Ovidius University, Constanţa
ALINA BUZARNA-TIHENEA GĂLBEAZĂ
[email protected]
Ovidius University, Constanţa
ABSTRACT. According to statistics, about 90% of people were emotionally abused
in childhood, but many do not realize, deny or, worse, abuse their own children or
others, considering that their treatment of childhood was “natural and normal.”
Emotional abuse is a form of aggression, but the law can not penalize it. Most
parents believe that child abuse means physical or sexual violence and / or child
neglect. But they do not know that they can hurt the child simply by their excessive
attitude. The emotional abuse is any behavior that is intended to control, subjugate,
submit other beings through fear, intimidation, humiliation, blaming, and “growing”
guilt, coercion, manipulation, invalidation etc. The consequences of emotional abuse
are multiple, varied, extremely serious; they leave marks for life, affecting child
development at various levels - emotionally, intellectually and even physically.
Moreover, it will affect the future adult’s social and professional life, relationships
and physical and mental health, to a greater or lesser extent, depending on the type
of the emotional abuse, and on its frequency and intensity.
Keywords: behavior, emotional abuse, violence, control, sexual abuse
1. Introduction
Abuse means the use of force in order to try to dominate a child, to compel
him/her to do dangerous things that he/she does not want to do, expose
him/her to hazardous situations or to situations perceived by him/her as
dangerous. Any action that causes injury or psycho-emotional disorders is
an abuse.
The abuse can be of several types:
500
Physical abuse - involves the use of physical force against children and
subjecting them to hard work that exceed their capabilities, actions that
result in damage of their body integrity.
Emotional abuse - is the inappropriate behavior of adults towards
children, behavior that adversely affects a child’s personality in
development. Child rejection, forced isolation, terrorization, ignoration,
humiliation and corruption are manifestations of child abuse.
Sexual abuse - consists in exposing the child to watching pornography,
seduction (advances, caresses and promises) or involvement in sexual acts
of any kind.
Economic abuse – implies attracting, persuading or forcing the child to
do income generating activities, the adults close to the child at least partially
or indirectly benefiting from this revenue. The economic abuse leads to
removing the child from school, thus depriving him of the chance to access
superior social and cultural levels.
Neglection - is the adult’s inability or refusal to appropriately
communicate with the child, and the lim.
Child Abuse Essay
Child Abuse Outline
Preventing Child Abuse Essay
Child Sexual Abuse Essay
Kids: The Consequences Of Child Abuse
Physical Child Abuse Essay
Child Abuse- Social Problems Essays
Persuasive Essay On Child Abuse
Thesis Statement On Child Abuse
Argumentative Essay On Child Abuse
Essay on Child Abuse and Neglect
An Article On Child Abuse Essay
Term Paper : Child Abuse Essay
Child Abuse and Neglect
child abuse
Speech On Child Abuse
Child Sexual Abuse And Mental Health Essay
Essay on Child Abuse and Neglect
examining how divorce/ separation, witnessing domestic abuse, abuse, and witnessing repeated community violence and show how the interaction between family, community, and society can stimulate and influence a child’s development; looking at the externalizing and internalizing behaviors,within the child’s psychological, emotional, behavioral, cognitive processes, school competence and performance, and relationships with others.
This document discusses various types of abuse and neglect, including definitions, characteristics, and indicators. It covers domestic violence, child abuse (physical, emotional, sexual), and sexual assault. Key points include:
1) Abuse can include physical, emotional, or sexual maltreatment. It affects all populations and the abuser often experienced abuse as a child.
2) Domestic violence follows a cycle of tension building, acute battering, and respite. It is underreported due to fear of reprisal. Victims often stay due to financial concerns or lack of support.
3) Child abuse signs include unexplained injuries, behavioral changes, and fear of parents/caregivers. Neglect is
1
2
In earlier times, family violence was largely invisible. In recent In earlier times, family violence was largely invisible. In recent
decades there has been more recognition of the problems and study
of the causes and consequences. Nevertheless, family violence
remains hidden much of the time. The fact that it is hidden reflects the
fact that vulnerable populations do not have the ability to expose the
perpetrator or access effective help from the larger society.
3
As a form of direct violence, family violence involves deliberate injury to the
4
integrity of human life. This injury can be physical and/or psychological.
•Family violence can include restrictions on the activities, and even the
thoughts, of the victims, and actual physical constraints.
•Brutality includes battering and other forms of maltreatment, torture, rape,
etc.
•Homicide involve the illegal taking of a life.
•American society and other industrialized societies are patriarchal. In fact
patriarchy has been the norm for most societies. In earlier societies, the
patriarchal head of the household had tremendous power over the other
members of the family. For example, in British Common Law and in the
American colonies there was a “rule of thumb” which stated that a man could
not beat his wife with a stick whose circumference was larger than that of his
thumb. In fact, homicide was often an option and/or a reality. The
persistence of such practices as “honor killings” and female genital
mutilation reflect the persistence of this level of patriarchy in some societies
and families.
•Power implies inequality. To the extent that power and control form a part
of the self-concept of the head of the household or the breadwinner, we see
a tendency for that power to be abused, especially when the abuser feels
inadequate or when their power is threatened.
•Unequal power relationships reflect the norms and values of a society.
Ideas about the appropriate roles to play and the behaviors associated with
these roles result in the creation and perpetuation of relative powerlessness
in certain categories of the population. In addition, the victimization of such
categories tends to be invisible because they have little or not recourse
against the abusive behavior of the dominant member(s) of the family.
5
This abuse of power and control and the invisibility associated with it create
several particularly vulnerable populations, categories of people. Children several particularly vulnerable populations, categories of people. Children
are, of course, the most vulnerable. Human beings remain dependent upon
their caretakers for many years after their birth. They must have their
physical needs met and learn the skills necessary to function in human
society. They rely upon their caretakers to teach them the skills necessary
to form an identity and to define and explain the world around them. Social
s.
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docxtarifarmarie
This document summarizes an article that examines how Olmec monumental sculptures depicted beauty and ugliness. It argues that while Western art has valued naturalism, Olmec art showed the opposite - they appreciated anthropomorphic statues that incorporated feline features, seeing them as representing power and fertility, but disliked the very naturalistic style of colossal heads. These heads likely depicted defeated enemies in ritual battles who could not claim the divine patronage of jaguars and so had to appear as "plain" and ugly people. The document provides examples and descriptions of different Olmec sculptures including emergence monuments, colossal heads, and were-jaguars to support this thesis.
Child Abuse Essay
Child Abuse Outline
Preventing Child Abuse Essay
Child Sexual Abuse Essay
Kids: The Consequences Of Child Abuse
Physical Child Abuse Essay
Child Abuse- Social Problems Essays
Persuasive Essay On Child Abuse
Thesis Statement On Child Abuse
Argumentative Essay On Child Abuse
Essay on Child Abuse and Neglect
An Article On Child Abuse Essay
Term Paper : Child Abuse Essay
Child Abuse and Neglect
child abuse
Speech On Child Abuse
Child Sexual Abuse And Mental Health Essay
Essay on Child Abuse and Neglect
examining how divorce/ separation, witnessing domestic abuse, abuse, and witnessing repeated community violence and show how the interaction between family, community, and society can stimulate and influence a child’s development; looking at the externalizing and internalizing behaviors,within the child’s psychological, emotional, behavioral, cognitive processes, school competence and performance, and relationships with others.
This document discusses various types of abuse and neglect, including definitions, characteristics, and indicators. It covers domestic violence, child abuse (physical, emotional, sexual), and sexual assault. Key points include:
1) Abuse can include physical, emotional, or sexual maltreatment. It affects all populations and the abuser often experienced abuse as a child.
2) Domestic violence follows a cycle of tension building, acute battering, and respite. It is underreported due to fear of reprisal. Victims often stay due to financial concerns or lack of support.
3) Child abuse signs include unexplained injuries, behavioral changes, and fear of parents/caregivers. Neglect is
1
2
In earlier times, family violence was largely invisible. In recent In earlier times, family violence was largely invisible. In recent
decades there has been more recognition of the problems and study
of the causes and consequences. Nevertheless, family violence
remains hidden much of the time. The fact that it is hidden reflects the
fact that vulnerable populations do not have the ability to expose the
perpetrator or access effective help from the larger society.
3
As a form of direct violence, family violence involves deliberate injury to the
4
integrity of human life. This injury can be physical and/or psychological.
•Family violence can include restrictions on the activities, and even the
thoughts, of the victims, and actual physical constraints.
•Brutality includes battering and other forms of maltreatment, torture, rape,
etc.
•Homicide involve the illegal taking of a life.
•American society and other industrialized societies are patriarchal. In fact
patriarchy has been the norm for most societies. In earlier societies, the
patriarchal head of the household had tremendous power over the other
members of the family. For example, in British Common Law and in the
American colonies there was a “rule of thumb” which stated that a man could
not beat his wife with a stick whose circumference was larger than that of his
thumb. In fact, homicide was often an option and/or a reality. The
persistence of such practices as “honor killings” and female genital
mutilation reflect the persistence of this level of patriarchy in some societies
and families.
•Power implies inequality. To the extent that power and control form a part
of the self-concept of the head of the household or the breadwinner, we see
a tendency for that power to be abused, especially when the abuser feels
inadequate or when their power is threatened.
•Unequal power relationships reflect the norms and values of a society.
Ideas about the appropriate roles to play and the behaviors associated with
these roles result in the creation and perpetuation of relative powerlessness
in certain categories of the population. In addition, the victimization of such
categories tends to be invisible because they have little or not recourse
against the abusive behavior of the dominant member(s) of the family.
5
This abuse of power and control and the invisibility associated with it create
several particularly vulnerable populations, categories of people. Children several particularly vulnerable populations, categories of people. Children
are, of course, the most vulnerable. Human beings remain dependent upon
their caretakers for many years after their birth. They must have their
physical needs met and learn the skills necessary to function in human
society. They rely upon their caretakers to teach them the skills necessary
to form an identity and to define and explain the world around them. Social
s.
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docxtarifarmarie
This document summarizes an article that examines how Olmec monumental sculptures depicted beauty and ugliness. It argues that while Western art has valued naturalism, Olmec art showed the opposite - they appreciated anthropomorphic statues that incorporated feline features, seeing them as representing power and fertility, but disliked the very naturalistic style of colossal heads. These heads likely depicted defeated enemies in ritual battles who could not claim the divine patronage of jaguars and so had to appear as "plain" and ugly people. The document provides examples and descriptions of different Olmec sculptures including emergence monuments, colossal heads, and were-jaguars to support this thesis.
August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docxtarifarmarie
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
This document provides instructions for Laboratory 4 on measuring principal strains and stresses in a cantilever beam. Students will use a strain gage rosette mounted on a pre-gaged cantilever beam to measure strains under different applied loads. They will then calculate the principal strains and stresses from the strain measurements and compare the longitudinal stress to values calculated from beam flexure equations. The goal is to determine the principal strains and stresses in the beam and understand how strain gages can be used to characterize mechanical loading.
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docxtarifarmarie
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docxtarifarmarie
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
BBA 4351, International Economics 1 Course Learning O.docxtarifarmarie
BBA 4351, International Economics 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Appraise how globalization contributes to greater economic interdependence.
1.1 Explain the importance of globalization in terms of the law of comparative advantage.
2. Discuss how comparative advantages lead to gains from international trade.
2.1 Explain the principle of absolute and comparative advantage.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Unit I Essay
2.1
Unit I Lesson
Chapter 2
Unit I Essay
Reading Assignment
Chapter 1: The International Economy and Globalization
Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage
Unit Lesson
Globalization
Today, every part of the world is connected, and no country can be completely secluded and stand by itself.
In other words, countries in a global economy must be interdependent. Throughout this course, you will learn
how a nation interacts with other countries in the global economy. More specifically, you will understand how
principles of economics can be applied to the global economy where countries are interdependent.
There are a number of advantages and disadvantages to globalization as listed in the chart below from the
textbook.
The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly
summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook
stresses the fact that the third phase of globalization began with the steam engine and other significant
improvements in transportation, increasing trade in goods and services among different parts of the world
(Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the
transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and
expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and
policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing
foreign investment and intellectual property rights as well as concentrate on the training and welfare of
workers rather than the preservation of particular jobs.
UNIT I STUDY GUIDE
International Economy and
Comparative Advantage
BBA 4351, International Economics 2
UNIT x STUDY GUIDE
Title
Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What
might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of
complex datasets that can be used in decision-making in various fields.
The United States as an Open Economy
The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in
past decades. Duri.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
BHA 3002, Health Care Management 1 Course Learning Ou.docxtarifarmarie
BHA 3002, Health Care Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
6. Analyze the finance system in a healthcare organization.
6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities.
6.2 Explain the process of creating and balancing a healthcare facility budget.
8. Evaluate ways to improve the quality and economy of patient care.
8.1 Describe the process of quality review and privileging for physicians.
8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality
regulations.
8.3 Identify a management problem in a healthcare organization.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Chapter 3 Reading
Unit Assessment
6.2
Chapter 3 Reading
Unit Assessment
8.1
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.2
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.3
Unit Lesson
Chapter 4 Reading
Unit II Project Topic
Reading Assignment
Chapter 3: Financing the Provision of Care
Chapter 4: Quality of Care
Unit Lesson
Evidence-Based Performance Measures
One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly
need a solid understanding of this process in order to function effectively as a healthcare leader moving into
the future. American health care needs to improve. There is no doubt about that. Americans deserve more
bang for the buck that they spend on medical services. One of the most important initiatives to make that
happen is a move to more evidence-based practice.
What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In
particular, it is all about making sure that the patient receives care based upon the best and latest research
that is available for the patient’s own particular health problem or set of health problems. It is about giving the
right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include
the ability to assure your own community that your hospital provides high quality care and that you are doing
your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because
UNIT II STUDY GUIDE
Financing and Quality for
Health Care
BHA 3002, Health Care Management 2
UNIT x STUDY GUIDE
Title
the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if
we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not
meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in
your own medical facility.
Currently, there are several national focus areas for evidence-based medicine programs. These are heart
failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.
BBA 3551, Information Systems Management Course Learn.docxtarifarmarie
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Evaluate major types of hardware and software used by organizations.
8.1 Describe the features of a chosen NoSQL database.
8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT
(Internet of Things).
Course/Unit
Learning Outcomes
Learning Activity
8.1
Unit Lesson
Chapter 5
Unit III PowerPoint Presentation
8.2
Unit Lesson
Chapter 4
Chapter 5
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7
Chapter 5: Database Processing, Q5-1 – Q5-7
Unit Lesson
In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed
Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will
also discuss open source software development and database management systems and compare the
differences between native and thin-client applications. Lastly, we will explore mobile systems and the
characteristics of quality mobile user experiences.
It is important that business professionals understand hardware components, types of hardware, and
computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as
ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes,
terabytes, petabytes, and exabytes (see Figure 1).
Term Definition Abbreviation
Byte A group of binary bits
Kilobyte 1,024 bytes K
Megabyte 1,024 K or 1, 048, 576 bytes MB
Gigabyte 1,024 MB or 1,073,741,824 bytes GB
Terabyte 1,024 GB or 1,099,511,627,776 bytes TB
Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB
Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB
Figure 1: Storage capacity terminology
(Kroenke & Boyle, 2017)
UNIT III STUDY GUIDE
Hardware, Software, and Mobile
Systems and Database Processing
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and
a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be
represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke &
Boyle, 2017).
The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile
operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that
OSs are developed for specific hardware and are often referred to as native applications. In other words, MS
Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an
Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.
Afro-Asian Inquiry and the Problematics of Comparative Cr.docxtarifarmarie
Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
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range of content in a trusted digital archive. We use information technology and tools to increase productivity and
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http://about.jstor.org/terms
University of Minnesota Press is collaborating with JSTOR to digitize, preserve and extend
access to Critical Ethnic Studies
This content downloaded from 128.122.149.154 on Mon, 07 Aug 2017 18:56:44 UTC
All use subject to http://about.jstor.org/terms
P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
BBA 2201, Principles of Accounting I 1 Course Learnin.docxtarifarmarie
BBA 2201, Principles of Accounting I 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Examine the accounting cycle.
2. Identify business transactions.
3. Generate inventory systems and costing methods.
4. Appraise the classes and transactions of liabilities.
4.1 Describe the three main characteristics of liabilities.
4.2 Explain why it is important to classify liabilities into short and long term.
6. Analyze financial statements to inform decision makers.
8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting
Principles (GAAP).
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4
Unit Lesson
Chapter 11
Chapter 14
4.1
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
4.2
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
6 Final Exam
7 Final Exam
8 Final Exam
Reading Assignment
Chapter 11: Current Liabilities and Payroll
Chapter 14: Long-Term Liabilities
UNIT VIII STUDY GUIDE
Liabilities
BBA 2201, Principles of Accounting I 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Liabilities
In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a
business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity.
In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount
owed.
A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or
future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current
liability is the amount owed that must be paid within one year or within the company’s operating cycle,
whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018).
The most common current liability is accounts payable. An account payable is an amount due a vendor or
supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales
tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the
tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within
one year (generally due within 30 days) they are a current liability.
Some businesses will receive cash payments in advance of providing a service, which is referred to as
unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you
have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were
involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided
you with the monthly membership.
For example: If you were to purchase a one year.
ARH2000 Art & Culture USF College of the Arts 1 .docxtarifarmarie
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
BBA 2026, Organizational Communication 1 Course Learn.docxtarifarmarie
BBA 2026, Organizational Communication 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Determine communication processes that guide organizational behavior.
1.1. Explain how script/credo can guide organizational behavior.
Reading Assignment
To access the articles below, you must first log into the myCSU Student Portal and access the ABI/INFORM
Collection database found in the CSU Online Library. To reduce the amount of results you receive, it is
recommended to search for each article by the article title and the author’s last name.
Benavides, A. D., & Dicke, L. A. (2016). Upholding ethical conduct in public professional organizations. An
assessment of ICMA’s code of ethics. Global Virtue Ethics Review, 7(2), 34-72. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1782392094?accountid=33337
Stallard, M. L. (2016, February). Michael Lee Stallard: 4 ways “connection culture” improves risk
management. Newstex. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1766836056?accountid=33337
Useem, J. (2016). What was Volkswagen thinking? The Atlantic Monthly, 317(1), 26-28. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1759008356?accountid=33337
Click here to view the Unit I Presentation.
Click here to view the Unit I Presentation transcript.
Unit Lesson
Introduction
Effective communication is a key component to a successful business. The ability of each employee to
communicate on an individual basis and on an organizational level is vital. The ability of an organization to
communicate its message to both its employees and its customers can often determine the success or failure
of a business venture.
Course/Unit
Learning Outcomes
Learning Activity
1
Unit Lesson
Unit I Presentation
Article: “Upholding ethical conduct in public professional organizations”
Article: “What was Volkswagen thinking?”
Article: “4 ways “connection culture” improves risk management”
Unit I Assessment
1.1
Unit Lesson
Article: “What was Volkswagen thinking?”
Unit I Assessment
UNIT I STUDY GUIDE
How Communication Processes
Guide Organizational Behavior
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1782392094?accountid=33337
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1782392094?accountid=33337
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1766836056?accountid=33337
https://libraryresources.columbiasouthern.edu/lo.
A Pure Theory of Local ExpendituresAuthor(s) Charles M.docxtarifarmarie
A Pure Theory of Local Expenditures
Author(s): Charles M. Tiebout
Source: Journal of Political Economy, Vol. 64, No. 5 (Oct., 1956), pp. 416-424
Published by: The University of Chicago Press
Stable URL: https://www.jstor.org/stable/1826343
Accessed: 11-02-2019 15:20 UTC
REFERENCES
Linked references are available on JSTOR for this article:
https://www.jstor.org/stable/1826343?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
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A PURE THEORY OF LOCAL EXPENDITURES'
CHARLES M. TIEBOUT
Northwestern University
NE of the most important recent
developments in the area of
"applied economic theory" has
been the work of Musgrave and Samuel-
son in public finance theory.2 The two
writers agree on what is probably the
major point under investigation, namely,
that no "market type" solution exists to
determine the level of expenditures on
public goods. Seemingly, we are faced
with the problem of having a rather
large portion of our national income
allocated in a "non-optimal" way when
compared with the private sector.
This discussion will show that the
Musgrave-Samuelson analysis, which is
valid for federal expenditures, need not
apply to local expenditures. The plan of
the discussion is first to restate the as-
sumptions made by Musgrave and
Samuelson and the central problems with
which they deal. After looking at a key
difference between the federal versus
local cases, I shall present a simple
model. This model yields a solution for
the level of expenditures for local public
goods which reflects the preferences of
the population more adequately than
they can be reflected at the national
level. The assumptions of the model will
then be relaxed to see what implications
are involved. Finally, policy considera-
tions will be discussed.
THE THEORETICAL ISSUE
Samuelson has defined public goods as
"collective consumption goods (Xn + 1,
. . ., XX + n) which all enjoy in com-
mon in the sense that each individual's
consumption of such a good leads to no
subtraction from any other individual's
consumption of that good, so that
X,, + j = XI + j simultaneously for
each and every ith individual and each
collecti.
77
Chapter Preview
Learning Goal
Chapter 4
Time Management
prioritizing tasks, preventing proCrastination,
and promoting produCtivity
The major difference [between
high school and college] is
time. You have so much free
time on your hands that you
don’t know what to do for
most of the time.”
—First-year college student (Erickson
& Strommer, Teaching College
Freshmen)
”
Time is a valuable personal resource—if you gain greater control of it, you gain greater
control of your life. Time managed well not only enables you to get work done in a timely
manner; it also enables you to set and attain personal priorities and maintain balance in
your life. This chapter offers a comprehensive set of strategies for managing time, combat-
ing procrastination, and ensuring that you spend time in a way that aligns with your
educational goals and priorities.
Equip you with a powerful set of strategies for setting priorities, planning time, and
completing tasks in a timely and productive manner.
Reflection 4.1
Complete the following sentence with the first thought that comes to your mind:
For me, time is . . .
The Importance of Time Management
To have any realistic chance of attaining our goals, we need an intentional and stra-
tegic plan for spending our time in a way that aligns with our goals and enables us
to make steady progress toward them. Thus, setting goals, reaching goals, and man-
aging time are interrelated skills.
Most college students struggle to at least some extent with time management,
particularly first-year students who are transitioning from the lockstep schedules of
high school to the more unstructured time associated with college course schedules.
National surveys indicate that almost 50% of first-year college students report dif-
ficulty managing their time effectively (HERI, 2014). In college, time-management
skills grow in importance because students’ time is less structured or controlled by
school authorities or family members and more responsibility is placed on students
to make their own decisions about how their time will be spent. Furthermore, the
academic calendar and class scheduling patterns in college differ radically from
high school. There’s less “seat time” in class each week and college students are ex-
pected to do much more academic work on their courses outside of class time,
which leaves them with a lot more “free time” to manage.
Ignite Your Thinking
78 Chapter 4 Time Management
“I cannot stress enough that you need to intelligently
budget your time.”
—Advice to new college students
from a student finishing his first
year in college
Simply stated, college students who have difficulty managing their time have
difficulty managing college. One study compared college sophomores who had an
outstanding first year (both academically and personally) with sophomores who
struggled in their first year. Interviews with both groups revealed there was one key
difference between .
August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docxtarifarmarie
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
This document provides instructions for Laboratory 4 on measuring principal strains and stresses in a cantilever beam. Students will use a strain gage rosette mounted on a pre-gaged cantilever beam to measure strains under different applied loads. They will then calculate the principal strains and stresses from the strain measurements and compare the longitudinal stress to values calculated from beam flexure equations. The goal is to determine the principal strains and stresses in the beam and understand how strain gages can be used to characterize mechanical loading.
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docxtarifarmarie
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docxtarifarmarie
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
BBA 4351, International Economics 1 Course Learning O.docxtarifarmarie
BBA 4351, International Economics 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Appraise how globalization contributes to greater economic interdependence.
1.1 Explain the importance of globalization in terms of the law of comparative advantage.
2. Discuss how comparative advantages lead to gains from international trade.
2.1 Explain the principle of absolute and comparative advantage.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Unit I Essay
2.1
Unit I Lesson
Chapter 2
Unit I Essay
Reading Assignment
Chapter 1: The International Economy and Globalization
Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage
Unit Lesson
Globalization
Today, every part of the world is connected, and no country can be completely secluded and stand by itself.
In other words, countries in a global economy must be interdependent. Throughout this course, you will learn
how a nation interacts with other countries in the global economy. More specifically, you will understand how
principles of economics can be applied to the global economy where countries are interdependent.
There are a number of advantages and disadvantages to globalization as listed in the chart below from the
textbook.
The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly
summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook
stresses the fact that the third phase of globalization began with the steam engine and other significant
improvements in transportation, increasing trade in goods and services among different parts of the world
(Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the
transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and
expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and
policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing
foreign investment and intellectual property rights as well as concentrate on the training and welfare of
workers rather than the preservation of particular jobs.
UNIT I STUDY GUIDE
International Economy and
Comparative Advantage
BBA 4351, International Economics 2
UNIT x STUDY GUIDE
Title
Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What
might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of
complex datasets that can be used in decision-making in various fields.
The United States as an Open Economy
The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in
past decades. Duri.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
BHA 3002, Health Care Management 1 Course Learning Ou.docxtarifarmarie
BHA 3002, Health Care Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
6. Analyze the finance system in a healthcare organization.
6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities.
6.2 Explain the process of creating and balancing a healthcare facility budget.
8. Evaluate ways to improve the quality and economy of patient care.
8.1 Describe the process of quality review and privileging for physicians.
8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality
regulations.
8.3 Identify a management problem in a healthcare organization.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Chapter 3 Reading
Unit Assessment
6.2
Chapter 3 Reading
Unit Assessment
8.1
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.2
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.3
Unit Lesson
Chapter 4 Reading
Unit II Project Topic
Reading Assignment
Chapter 3: Financing the Provision of Care
Chapter 4: Quality of Care
Unit Lesson
Evidence-Based Performance Measures
One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly
need a solid understanding of this process in order to function effectively as a healthcare leader moving into
the future. American health care needs to improve. There is no doubt about that. Americans deserve more
bang for the buck that they spend on medical services. One of the most important initiatives to make that
happen is a move to more evidence-based practice.
What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In
particular, it is all about making sure that the patient receives care based upon the best and latest research
that is available for the patient’s own particular health problem or set of health problems. It is about giving the
right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include
the ability to assure your own community that your hospital provides high quality care and that you are doing
your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because
UNIT II STUDY GUIDE
Financing and Quality for
Health Care
BHA 3002, Health Care Management 2
UNIT x STUDY GUIDE
Title
the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if
we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not
meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in
your own medical facility.
Currently, there are several national focus areas for evidence-based medicine programs. These are heart
failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.
BBA 3551, Information Systems Management Course Learn.docxtarifarmarie
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Evaluate major types of hardware and software used by organizations.
8.1 Describe the features of a chosen NoSQL database.
8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT
(Internet of Things).
Course/Unit
Learning Outcomes
Learning Activity
8.1
Unit Lesson
Chapter 5
Unit III PowerPoint Presentation
8.2
Unit Lesson
Chapter 4
Chapter 5
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7
Chapter 5: Database Processing, Q5-1 – Q5-7
Unit Lesson
In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed
Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will
also discuss open source software development and database management systems and compare the
differences between native and thin-client applications. Lastly, we will explore mobile systems and the
characteristics of quality mobile user experiences.
It is important that business professionals understand hardware components, types of hardware, and
computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as
ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes,
terabytes, petabytes, and exabytes (see Figure 1).
Term Definition Abbreviation
Byte A group of binary bits
Kilobyte 1,024 bytes K
Megabyte 1,024 K or 1, 048, 576 bytes MB
Gigabyte 1,024 MB or 1,073,741,824 bytes GB
Terabyte 1,024 GB or 1,099,511,627,776 bytes TB
Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB
Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB
Figure 1: Storage capacity terminology
(Kroenke & Boyle, 2017)
UNIT III STUDY GUIDE
Hardware, Software, and Mobile
Systems and Database Processing
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and
a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be
represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke &
Boyle, 2017).
The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile
operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that
OSs are developed for specific hardware and are often referred to as native applications. In other words, MS
Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an
Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.
Afro-Asian Inquiry and the Problematics of Comparative Cr.docxtarifarmarie
Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033?seq=1&cid=pdf-
reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
University of Minnesota Press is collaborating with JSTOR to digitize, preserve and extend
access to Critical Ethnic Studies
This content downloaded from 128.122.149.154 on Mon, 07 Aug 2017 18:56:44 UTC
All use subject to http://about.jstor.org/terms
P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
BBA 2201, Principles of Accounting I 1 Course Learnin.docxtarifarmarie
BBA 2201, Principles of Accounting I 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Examine the accounting cycle.
2. Identify business transactions.
3. Generate inventory systems and costing methods.
4. Appraise the classes and transactions of liabilities.
4.1 Describe the three main characteristics of liabilities.
4.2 Explain why it is important to classify liabilities into short and long term.
6. Analyze financial statements to inform decision makers.
8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting
Principles (GAAP).
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4
Unit Lesson
Chapter 11
Chapter 14
4.1
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
4.2
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
6 Final Exam
7 Final Exam
8 Final Exam
Reading Assignment
Chapter 11: Current Liabilities and Payroll
Chapter 14: Long-Term Liabilities
UNIT VIII STUDY GUIDE
Liabilities
BBA 2201, Principles of Accounting I 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Liabilities
In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a
business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity.
In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount
owed.
A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or
future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current
liability is the amount owed that must be paid within one year or within the company’s operating cycle,
whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018).
The most common current liability is accounts payable. An account payable is an amount due a vendor or
supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales
tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the
tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within
one year (generally due within 30 days) they are a current liability.
Some businesses will receive cash payments in advance of providing a service, which is referred to as
unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you
have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were
involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided
you with the monthly membership.
For example: If you were to purchase a one year.
ARH2000 Art & Culture USF College of the Arts 1 .docxtarifarmarie
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
BBA 2026, Organizational Communication 1 Course Learn.docxtarifarmarie
BBA 2026, Organizational Communication 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Determine communication processes that guide organizational behavior.
1.1. Explain how script/credo can guide organizational behavior.
Reading Assignment
To access the articles below, you must first log into the myCSU Student Portal and access the ABI/INFORM
Collection database found in the CSU Online Library. To reduce the amount of results you receive, it is
recommended to search for each article by the article title and the author’s last name.
Benavides, A. D., & Dicke, L. A. (2016). Upholding ethical conduct in public professional organizations. An
assessment of ICMA’s code of ethics. Global Virtue Ethics Review, 7(2), 34-72. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1782392094?accountid=33337
Stallard, M. L. (2016, February). Michael Lee Stallard: 4 ways “connection culture” improves risk
management. Newstex. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1766836056?accountid=33337
Useem, J. (2016). What was Volkswagen thinking? The Atlantic Monthly, 317(1), 26-28. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1759008356?accountid=33337
Click here to view the Unit I Presentation.
Click here to view the Unit I Presentation transcript.
Unit Lesson
Introduction
Effective communication is a key component to a successful business. The ability of each employee to
communicate on an individual basis and on an organizational level is vital. The ability of an organization to
communicate its message to both its employees and its customers can often determine the success or failure
of a business venture.
Course/Unit
Learning Outcomes
Learning Activity
1
Unit Lesson
Unit I Presentation
Article: “Upholding ethical conduct in public professional organizations”
Article: “What was Volkswagen thinking?”
Article: “4 ways “connection culture” improves risk management”
Unit I Assessment
1.1
Unit Lesson
Article: “What was Volkswagen thinking?”
Unit I Assessment
UNIT I STUDY GUIDE
How Communication Processes
Guide Organizational Behavior
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1782392094?accountid=33337
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1782392094?accountid=33337
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1766836056?accountid=33337
https://libraryresources.columbiasouthern.edu/lo.
A Pure Theory of Local ExpendituresAuthor(s) Charles M.docxtarifarmarie
A Pure Theory of Local Expenditures
Author(s): Charles M. Tiebout
Source: Journal of Political Economy, Vol. 64, No. 5 (Oct., 1956), pp. 416-424
Published by: The University of Chicago Press
Stable URL: https://www.jstor.org/stable/1826343
Accessed: 11-02-2019 15:20 UTC
REFERENCES
Linked references are available on JSTOR for this article:
https://www.jstor.org/stable/1826343?seq=1&cid=pdf-reference#references_tab_contents
You may need to log in to JSTOR to access the linked references.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
The University of Chicago Press is collaborating with JSTOR to digitize, preserve and
extend access to Journal of Political Economy
This content downloaded from 128.146.137.156 on Mon, 11 Feb 2019 15:20:00 UTC
All use subject to https://about.jstor.org/terms
A PURE THEORY OF LOCAL EXPENDITURES'
CHARLES M. TIEBOUT
Northwestern University
NE of the most important recent
developments in the area of
"applied economic theory" has
been the work of Musgrave and Samuel-
son in public finance theory.2 The two
writers agree on what is probably the
major point under investigation, namely,
that no "market type" solution exists to
determine the level of expenditures on
public goods. Seemingly, we are faced
with the problem of having a rather
large portion of our national income
allocated in a "non-optimal" way when
compared with the private sector.
This discussion will show that the
Musgrave-Samuelson analysis, which is
valid for federal expenditures, need not
apply to local expenditures. The plan of
the discussion is first to restate the as-
sumptions made by Musgrave and
Samuelson and the central problems with
which they deal. After looking at a key
difference between the federal versus
local cases, I shall present a simple
model. This model yields a solution for
the level of expenditures for local public
goods which reflects the preferences of
the population more adequately than
they can be reflected at the national
level. The assumptions of the model will
then be relaxed to see what implications
are involved. Finally, policy considera-
tions will be discussed.
THE THEORETICAL ISSUE
Samuelson has defined public goods as
"collective consumption goods (Xn + 1,
. . ., XX + n) which all enjoy in com-
mon in the sense that each individual's
consumption of such a good leads to no
subtraction from any other individual's
consumption of that good, so that
X,, + j = XI + j simultaneously for
each and every ith individual and each
collecti.
77
Chapter Preview
Learning Goal
Chapter 4
Time Management
prioritizing tasks, preventing proCrastination,
and promoting produCtivity
The major difference [between
high school and college] is
time. You have so much free
time on your hands that you
don’t know what to do for
most of the time.”
—First-year college student (Erickson
& Strommer, Teaching College
Freshmen)
”
Time is a valuable personal resource—if you gain greater control of it, you gain greater
control of your life. Time managed well not only enables you to get work done in a timely
manner; it also enables you to set and attain personal priorities and maintain balance in
your life. This chapter offers a comprehensive set of strategies for managing time, combat-
ing procrastination, and ensuring that you spend time in a way that aligns with your
educational goals and priorities.
Equip you with a powerful set of strategies for setting priorities, planning time, and
completing tasks in a timely and productive manner.
Reflection 4.1
Complete the following sentence with the first thought that comes to your mind:
For me, time is . . .
The Importance of Time Management
To have any realistic chance of attaining our goals, we need an intentional and stra-
tegic plan for spending our time in a way that aligns with our goals and enables us
to make steady progress toward them. Thus, setting goals, reaching goals, and man-
aging time are interrelated skills.
Most college students struggle to at least some extent with time management,
particularly first-year students who are transitioning from the lockstep schedules of
high school to the more unstructured time associated with college course schedules.
National surveys indicate that almost 50% of first-year college students report dif-
ficulty managing their time effectively (HERI, 2014). In college, time-management
skills grow in importance because students’ time is less structured or controlled by
school authorities or family members and more responsibility is placed on students
to make their own decisions about how their time will be spent. Furthermore, the
academic calendar and class scheduling patterns in college differ radically from
high school. There’s less “seat time” in class each week and college students are ex-
pected to do much more academic work on their courses outside of class time,
which leaves them with a lot more “free time” to manage.
Ignite Your Thinking
78 Chapter 4 Time Management
“I cannot stress enough that you need to intelligently
budget your time.”
—Advice to new college students
from a student finishing his first
year in college
Simply stated, college students who have difficulty managing their time have
difficulty managing college. One study compared college sophomores who had an
outstanding first year (both academically and personally) with sophomores who
struggled in their first year. Interviews with both groups revealed there was one key
difference between .
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
499 Contemporary Readings in Law and Social Justic.docx
1. 499
Contemporary Readings in Law and Social Justice
Volume 5(2), 2013, pp. 499–510, ISSN 1948-9137
PSYCHOLOGICAL ASPECTS OF CHILD SEXUAL ABUSE
MIHAELA RUS
[email protected]
Ovidius University, Constanţa
ALINA BUZARNA-TIHENEA GĂLBEAZĂ
[email protected]
Ovidius University, Constanţa
ABSTRACT. According to statistics, about 90% of people were
emotionally abused
in childhood, but many do not realize, deny or, worse, abuse
their own children or
others, considering that their treatment of childhood was
“natural and normal.”
Emotional abuse is a form of aggression, but the law can not
penalize it. Most
parents believe that child abuse means physical or sexual
violence and / or child
neglect. But they do not know that they can hurt the child
2. simply by their excessive
attitude. The emotional abuse is any behavior that is intended to
control, subjugate,
submit other beings through fear, intimidation, humiliation,
blaming, and “growing”
guilt, coercion, manipulation, invalidation etc. The
consequences of emotional abuse
are multiple, varied, extremely serious; they leave marks for
life, affecting child
development at various levels - emotionally, intellectually and
even physically.
Moreover, it will affect the future adult’s social and
professional life, relationships
and physical and mental health, to a greater or lesser extent,
depending on the type
of the emotional abuse, and on its frequency and intensity.
Keywords: behavior, emotional abuse, violence, control, sexual
abuse
1. Introduction
Abuse means the use of force in order to try to dominate a
child, to compel
him/her to do dangerous things that he/she does not want to do,
expose
him/her to hazardous situations or to situations perceived by
him/her as
dangerous. Any action that causes injury or psycho-emotional
disorders is
an abuse.
The abuse can be of several types:
3. 500
Physical abuse - involves the use of physical force against
children and
subjecting them to hard work that exceed their capabilities,
actions that
result in damage of their body integrity.
Emotional abuse - is the inappropriate behavior of adults
towards
children, behavior that adversely affects a child’s personality in
development. Child rejection, forced isolation, terrorization,
ignoration,
humiliation and corruption are manifestations of child abuse.
Sexual abuse - consists in exposing the child to watching
pornography,
seduction (advances, caresses and promises) or involvement in
sexual acts
of any kind.
Economic abuse – implies attracting, persuading or forcing the
child to
do income generating activities, the adults close to the child at
least partially
or indirectly benefiting from this revenue. The economic abuse
leads to
removing the child from school, thus depriving him of the
chance to access
superior social and cultural levels.
Neglection - is the adult’s inability or refusal to appropriately
communicate with the child, and the limited access to
education.
4. The term “sexual abuse” refers to the sexual exploitation of a
child
whose age does not allow him/her to understand the nature of
the contact
and to adequately resist it. This sexual exploitation may be done
by a child’s
friend whom he/she is psychologically dependent on.
The sexual abuse can have different aspects:
- sexual evocation (phones, exhibitionism, pornography, the
sexual
content of the adult’s language etc.)
- sexual stimulation (erotic contact, masturbation, incomplete
genital
contact, forced participation in the sexuality of a couple etc.)
- making sex (rape or attempted rape).
1.2 Issues of Abuse
a) Children may be abused since very young.
Children may be abused from a very early age. They are often
seduced
by games in a sexual- abusive situation. The abuser often
establishes
positive relationships with both parents and the child.
The child is encouraged or forced to engage in the abusive
relationship.
This is achieved through rewards and / or threats. The sexual
activity is
presented as something special, and the child should be
5. considered lucky
because he/she has “a chance” to participate in it. The child is
unable to
understand what is happening. Just when he/she is told that “the
game is
secret” he/she begins to understand that something is wrong.
The child’s role in this game varies. He/she may be required to
actively
participate in the game or be passive, as if “he/she would
sleep”.
501
b) The agressors are rarely violent
Sexual abuse within the family or within the family network is
rarely
violent. Pattersen (1990) emphasizes that pedophile people are
seldom
violent; on the contrary, they appear to be sensual and
protective. However,
the abuse is emotionally traumatic, because the child’s silence
is often
ensured by corruption, and, at the same time, the child is made
to feel guilty
and responsible for what happens. The abuse may also be
violent or become
violent if the game evolves in intromission. The abuser often
develops a
behavioral model of restraint. The abuse may continue until the
child is able
to escape from that relationship or until someone realizes what
is happening
6. and puts an end to the situation. A confused and fearful aspect
of sexual
abuse is represented by the secret that the child must keep and
by the feeling
of complicity that dominates him/her.
c) The abuse associated with other types of maltreatment
The sexual abuse is often associated with other types of abuse
described
above. A child who has been sexually abused within his/her own
family
might also have been exposed to other types of maltreatment.
All these
have, of course, a number of common features. However, the
action for
sexual abuse is different from the activity of other types of
maltreatment,
because, in this case, we do not deal only with serious criminal
behavior,
but also with a taboo behavior. This case will be treated both
from the point
of view of the child’s welfare and as a court case.
d) Child sex tourism
At the seminar “Abuse and violence against children”, held in
Brasov,
in March 2000, which was attended by prosecutors, policemen,
representatives of the civil society and of specialized
institutions in
Romania and Italy, it has been shown that the violence against
minors is a
global phenomenon.
The Italian experts and the representatives of the civil society
have
acknowledged that Italy is the leading country which exports
7. sex tourists to
Romania. Sex tourism refers to those individuals, especially
pedophiles,
who came from Italy to Romania just to have sex. There are
some travel
agencies that, for a certain price, can provide these individuals
pictures of
the children available. They do not necessarily want to come to
Romania;
they can also go to Latin America, Thailand and Taiwan.
Because social and legal penalties for sexual abuse are severe
and
because there are no signs of sexual abuse that can be easily
noticed by
others, just as with physical abuse, many abused people refuse
reporting
such cases. The uncovered abuses are more numerous than those
reported.
This is also true for child sex tourism.
502
e) The incest – a special form of abuse
Most authors agree regarding the existence of traits that can be
frequently and regularly seen in the “incestuous” family:
- The same drama is repeated over several generations.
- There is a significant family dysfunction.
- The child is not recognized as a subject.
The incest often begins within an atmosphere of seduction
quickly
8. accompanied by constraints and threats.
The father: if the father’s personality often reveals some
psycho-
pathological traits (perversity, psychopathy, mental deficiency,
alcoholism),
most often these traits are not evident. Numerous surveys have
shown the
existence of emotional immaturity, of a past marked by
emotional
deficiencies and separation. Prohibitions are wrongly
internalized. The
emotional relationships are experienced as an extreme
dependence. The
guilt related to the incestuous act is rarely felt, the father even
asserting his
right of possession or initiation duty.
Some authors have described two types of incestuous fathers:
- One who is experiencing his perversion in a depressed manner:
child
among children, he pities himself, he cries in jail, he transforms
his
daughter into the mother he wanted to have (passive-
dependent).
- One who justifies his sexual possession attitude towards
children by
theoretical arguments. He often has a dictatorial behavior
(active-
dependent).
The mother: her past is often “haunted” by sexual abuse or
violence.
9. Depressive traits are common. Paradoxical attitudes are not
rare: she
delegates childcare to the father; she lets children sleep with
their father
and, under various pretexts, she sleeps in another room.
Usually, the
mother’s unconscious complicity is present: she “does not want
to know
anything” and she passively (or a perversely?) accommodates
herself to the
situation.
The couple and the family: many families are characterized by
social
isolation, by the scarcity of social relations. The mother’s
absence due to
work during the night, illness or divorce can promote the
transition to an
incestuous act which, until then, remained in a latent state.
There are
frequent misunderstandings and difficulties in the couple’s
sexuality. Some
authors have noted that, sometimes, sexual abuse seems to have
the function
to avoid the sexual conflict in the parental couple and, some
other times, it
limits the conjugal conflict and prevents family breakup. For
other authors,
the couple’s relationship is based on the “violent husband -
female subject”
dependency. Witin this couple, the main links seem to be
dominated by
complicity and by the pleasure of absolute control. The couple’s
sexuality is
low or even nonexistent.
10. 503
Incestuous relationships - in 30-40% of cases, we are speaking
of
father-daughter incestuous relationships (and, in as many cases,
according
to other case studies, of grandfather - granddaughter incest).
Most occur
when the victim is aged between 6 and 12 years.
f) Conflicts in dysfunctional families
In all families there are conflicts and differences. In functional
families,
members learn to adjust to the differences, to live conflicts and
to express
their strong feelings (anger, for example) without this having
negative
consequences and harm the sustainability of relationships. Most
people who
lived in dysfunctional families, such as those where there has
been sexual
abuse, had the opportunity to learn such things.
Conflicts are inevitable, especially when we do not have the
same
opinion on several issues or when we feel threatened, ignored,
rejected.
1.3 Causes of Abuse
At a structural level, there can not be described a particular
psycho-
pathological organization of the victim. Thre has been already
11. indicated the
frequency of the depressive features, where the feelings of guilt,
shame,
self-devaluation dominate. Disturbances in the organization of
narcissism
(self-love) are common; they are marked by a very intense sense
of
humiliation, a lack of self-esteem which explains, in part,
subsequent
pathological behaviors in adolescence and adulthood. For some
authors
(Stoller), pathological behaviors in adulthood, especially some
perverse
behavior, would be an attempt to escape the feeling of
humiliation suffered
in childhood.
The main causes of sexual abuse are poverty, illiteracy,
exploitation
and vulnerability, violence, education, alcohol, drugs and
mental illness.
These data reflect the relationship between social problems and
the problem
of the increased number of sexual abuse cases.
1.4. Defense Mechanisms
Incest victims continue, in adulthood, to resort to various
survival
techniques that they were using during childhood in order to
deal with
abuse. For example, it is known that many cases of personality
duplication
are caused by a serious physical or sexual abuse. By
dissociating his/her
12. personality, a child can endure the terror of being raped,
persecuted.
Personality disintegration is probably one of the most radical
defense
mechanisms used by the incest victims. As it is known, such
behavior is
likely to be highly disruptive in adulthood. There are other
numerous
defense mechanisms against abuse that, without being radical,
can,
504
however, create difficulties to their adult survivors. We speak
here of
refusing to sleep in darkness, addiction, etc. For some time, the
defense
mechanism played a useful role but now, in adulthood, it may
prevent the
survivor to take his/her life into his/her own hands.
2. Clinical and Behavioral Manifestations
Physical attacks can be seen especially in the first 24-48 hours
following the
sexual abuse: bruises, swelling, bleeding, even severe genital
lesions,
genitourinary infections and sexually transmitted diseases. If
physical
examination is required (forensic finding or care), it must be
done in an
appropriate psychological context, with the previous preparation
of the
13. child. In any case, this should not represent a further intrusion,
a kind of
medical “rape”, worsening the already suffered trauma. On a
forensic plan,
it is important to sample the elements that may help identify the
agressor.
Psychological symptoms are frequent and show the suffered
mental
trauma. They are different depending on the uniqueness of the
event or on
its repetition.
There can be direct signs of distress: different somatic
complaints,
fatigue; food disorder, with a sudden onset of: anorexia,
vomiting, refusal to
feed; common sleep disorders: fear of sleep, bedtime rituals,
nightmares,
repeated nighttime awakenings or night terror; affective
disorders: apathy,
feeling confused, disinterest for games, sad face, bouts of tears,
depression;
adjustment disorders: sudden school difficulties, isolation,
escape, refusal to
stay at home or elsewhere with an adult. There are also
situations when the
school is seen as a means to escape the traumatic family
situation.
Other behaviors can be considered as indirect witnesses of the
traumatic sexual experiences experienced by the child
(especially when it is
repeated): unexpected and prolonged masturbation,
inappropriate sexual
conduct with an open curiosity, language that uses adult sex
14. words; sexual
games with dolls or children. All these behaviors do not
necessarily testify a
sexual abuse but their sudden appearance without a particular
event to
explain them, an evocative family situation, can guide the
clinician towards
this possibility.
The situations that can detect sexual abuse are varied. Children
can
often be very “direct” in expressing their memories related to
certain
intimate problems. Also, some younger children may confess
their sexual
experiences while playing, by sketching them verbally and / or
by means of
gestures (MacFarlane, 1986). A boy, for example, might require
the
kindergarten teacher to play with him in the same way “his
daddy” does and
if the child were asked to show how his daddy played with him,
he should
be able to demonstrate. But, generally, adults do not believe
what the child
505
says or they feel better if they talked about something else. A
child who is
not believed might try the next time not to directly confess his
problems,
making, however, further attempts to do it indirectly (Lindblad,
1989).
15. Older children sometimes talk to other children of the same age
who, in
turn, might tell it to adults. However, usually, the child keeps
the secret of
those stories, and denies them if asked directly.
The child who is aware of the “danger” and of the fact that
he/she must
not talk about it, and who has been probably threatened or
“double-
crossed”, may protest against the event of a visit to his father
living
elsewhere, during the weekend, doing so without giving any
explanation.
However, he/she might say: “Dad likes to play silly games - I
do not want to
visit him”. Then, the child stops breathing for several seconds
while the
adult decides whether he/she really needs to ask questions about
the child’s
statement or whether “it is better to leave things as they are
because,
anyway, the child said some weird things.”
The secrecy that reigns over the abusive relationship and the
child’s
vulnerability force him/her to be silent and allow the recurrence
of the abuse
for many years. The abuse takes place only when the child is
alone with the
abuser and the event can not be shared with anyone else. The
“secret” is
ensured by threats and corruption. “If you tell anyone what
happened, I’ll
go to jail”, “If you’ll tell your mother, she will always hate
16. you”. As time
passes, the child feels increasingly guilty and he/she will use
more and more
energy to cover the facts to which he/she was drawn.
2.1 Consequences
The children who were exposed to the sexual abuse from a small
age will
have an early sexualized behavior. They will approach other
people in a
way similar to the one learned from the abuser. They may have
a form of
pseudo-mature flirtation behavior. Kari Killén quotes the words
of a
pediatrician whom he consulted in connection to a child who
presented such
deviant behavior: “it is hard to judge someone’s feelings in such
a situation.
She acts like a bitch. I reacted in the same way in which I
respond to a bad
woman.” The girl was four years old.
These children are often reluctant to have contact with other
children of
their age. They are afraid that someone “could see.” They
isolate
themselves and perceive themselves as different from other
children. This
difference can be seen in the sense of “worse,” “blackguard” or
“more
adult,” secretly. Their ability to concentrate weakens and their
school results
deteriorate rapidly. They often try to avoid gym classes and
undressing in
the presence of other children and going to shower, “as others
17. might notice
it”. For the same reasons, they will try to avoid the school
doctor. At the
506
same time, they will struggle to avoid routine medical checks;
they will
often contact the nurse for various stomach pains, headaches,
leg pain and
other somatic problems.
Serious sleep disorders, phobias and nightmares with sexual
content
may also be signs that a child has been sexually abused.
Hysterical seizures
accompanied by screaming, tremors or fainting may also occur.
It is also
encountered a form of pseudoepilepsy (Putnam, 1985;
Finkelhor, 1986;
Conte, Berliner, 1988) and appetite disorders (Oppenheimer et
al. 1985;
Sloan, Leichner, 1986).
During adolescence, the frequency of suicidal thoughts, threats
and
attempts will increase. Unable to escape the abuse, they will act
as abuse
disclosure consequences could be worse than exposing the
abuse. Thus,
suicide can be seen as the only way out from an irresolvable
dilemma: to
tell or not to tell.
18. There are described different types of self-destructive behavior
(Shapiro, 1987). Drug abuse since the early teens can somehow
ease their
pain. Prostitution might be another destructive, but logical way
to escape,
from a certain point of view (they learned it at home). These
children are
not able to focus on learning something at school and they will
not be
adequately prepared to compete on the labor market.
It can be said that it is more difficult to obtain a proof related to
sexual
abuse than to physical abuse. Exceptions are cases of sexually
transmitted
diseases and pregnancy cases. Sometimes, certain physical
changes can be
demonstrated, such as the dilatation of the anus, some traces
around other
body openings, pelvis, thighs and breasts. There are other
somatic
symptoms that may be inconclusively related to sexual abuse;
for example
chronic urinary tract and vaginal infections. Bleeding and
itching of the
genital and anal areas, chronic constipation, irregular and
delayed
menstruation can also be correlated with sexual abuse.
Psychosomatic
disorders, such as stomach pain and pelvic pain may also occur.
Other
children may have difficulty even to walk or sit.
Some children may be particularly concerned about sexual
games and
show detailed knowledge about adult sexuality. They are very
19. active and
take the initiative in sexual games with other children at
kindergarten, for
instance. Many of them regress and come to behave in ways
characteristic
of an earlier stage of development: for example, urinary
incontinence, baby
language. This identification dilemma appears in sexual abuse
because
regression is frequently met in children undergoing various
types of stress,
including family crises or nursery influence.
When a child shows several of these symptoms at the same time,
the
adult should take them into consideration, as sexual abuse might
be a
507
possible explanation. This hypothesis should be included in
making the
differential diagnosis.
Sexuality rules change very quickly. Pornographic films and
literature
for / with children are easily available. Other cultural changes
also occur,
including the increase in the number of divorces that result in
an increased
number of stepfather families, where incest taboos are supposed
to be lower
compared to families with biological parents.
20. Although there are some studies showing that child sexual abuse
does
not leave marks on his/her personality over time, however, most
of them
also stress that it undoubtedly affects the normal evolution of
the victim,
namely:
• the abused children suffer from anxiety and depression more
frequently than other children;
• they show a very low level of self-esteem regarding sexual
behavior
(i.e., they are dissatisfied after sex or they are often in
embarrassing sexual
situations);
• for male victims abused by men, the probability to become
homosexuals increases 4 times.
The consequences of child sexual abuse can be classified into:
a) physical (venereal disease, serious injury), psychological
(from
phobias and nightmares to suicidal tendencies) and social
(difficult
interpersonal relationships, delinquency, prostitution);
b) short-term and long-term (considered “delayed psychological
bombs”, including chronic depression, self-destructive
tendencies, function-
ing difficulties in marital-parental roles).
In women, four core symptoms of childhood sexual
psychotrauma
occur:
21. 1) oppressive, obsessive memories, often accompanied by
nightmares
related to the abuse, which causes them fear before bedtime;
2) very pronounced self-underestimation;
3) distrust of men, and sometimes of women;
4) sexual indifference, vaginismus and frigidity.
Such women can not defend themselves, give in easily, and
become
victims of insistent demands. Showing multiple symptoms
(depression,
anxiety, alcohol and drug abuse, difficult interpersonal
relationships), they
can get the attention of psychiatrists. From the perspective of
some
specialists, eating disorders, such as anorexia and bulimia, are
often linked
to childhood sexual trauma.
Obsessions (obsessive thoughts, clear visions or outbursts of
memories,
nightmares), repressions (denial and emotional numbness),
combined with
guilt, fear and anger, are key features of PTSD. Posttraumatic
stress
508
disorder traits can also be found in cases of rape, which may
lead to feelings
of humiliation, increased vulnerability and the fragility of
personal identity.
22. The goal of the treatment of women with symptoms of
childhood
sexual trauma consists in finding the abuse and in the victim’s
subsequent
ability to share both her past and present experiences, in
connection with the
incident, including the hatred felt for the rapist and the grief
caused by the
fact that once her mother was unable to protect her from evil.
The victim
must transfer the responsibility for what happened on the adult
who
committed the abuse, thus freeing herself.
3. The Sexual Abuse in Romania – Statistics and Causes
The number of sexual offenses against children has doubled
during 1998-
2000; 90% of street children prostitute, and, in most
orphanages, they were
mistreated in one way or another.
According to a study made by the government agency for child
protection together with “Save the Children” and UNICEF
Romania
organizations, the number of child abuse cases has increased in
recent years,
such situations being encountered both in the family and in the
institutions
for the protection of minors.
The study refers to all forms of child abuse (emotional, physical
or
sexual) and to the methods of their exploitation (prostitution,
23. sex tourism
and others). The number of the sexual offenses against children
has doubled
during 1998-2000, compared to previous years; a quarter of the
victims
were children aged under 14 years. Also, in what concerns
children and
their families, nearly 90% were at least once subjected to
emotional abuse,
while three quarters suffered from physical abuse.
The same study reveals that the majority of street children
prostitute in
order to survive, but over 90% of them refuse to talk about the
abuses to
which they are subjected. Around 10% of the girls living on the
street
prostitute from a very young age, i.e. nine or ten years old.
Pedophilia is
increasingly common among street children, with a trend of
development
and organization. Many of them - especially boys - are the
victims of their
friends on the street or of the persons who recruit them in order
to put them
in connection with some clients. The authors of the study argue
that, in
Bucharest, there are around 40-50 adult clients, mostly
foreigners who came
to Romania under the pretext of business or tourism. They own
several
apartments in the capital, where they bring the children (most
aged between
8 and 15 years), and they film or photograph them while having
sex with
them.
24. The study also revealed the existence, in care institutions, of all
forms
of abuse against children, either by older colleagues or by the
staff within
509
the centers. Thus, nearly half of the 3,000 respondents
(institutionalized
children) confirmed the practice of beating penalties, but
admitted that it has
been less applied in the past two or three years. More than a
third of the
juveniles from care centers said they know about other children
forced to
participate in sexual practices, but few admitted that they were
subjected to
such abuse or that it happened in their institution.
In Romania, the explanations of the context in which abuse and
neglect
occur are:
1. The punitive education mentality, lack of empathy for the
child, for
his/her needs and aspirations. “You have to be strict with
child,” “The child
should be accustomed to the hardships of life,” “Beating comes
from
Heaven,” “Children must obey” are just some of the Romanian
educational
patterns.
25. 2. The existence of taboos, false modesty and sense of
helplessness that
explain community indifference and non-intervention in cases
of abuse.
3. The lack of an effective child protection - medical,
educational,
social and legal services have limited and reduced resources.
These
deficiencies are accompanied by the inadequate mentality of
those working
in this field.
4. The lack of the necessary legislation. The issue of child
abuse is
weakly, vaguely and incompletely mentioned in the national
legislation.
There has not been developed a domestic legal system that
strengthens and
supports the enforcement of the international law in the field, to
which
Romania adhered. For example, the emotional abuse is not
provided in the
Romanian legislation.
4. Conclusion
In Romania, child abuse/neglect is common. Abuse and neglect
are seen as
something quite normal in many families and in child care
institutions.
According to a national study conducted by the National
Authority for
Child Protection and Adoption, on a sample of 1555 households
26. that
included at least a minor in the family and 1259 children
between 13-14
years, 9.1% of the children surveyed said that they underwent a
type of
sexual abuse. Most children, i.e. 5,7%, said that their own drunk
parents
forced them to do different indecent actions, and 2.2% said that
they were
forced to caress their erogenous body parts. The majority of the
abused
children is from Moldova, Oltenia and Crisana Maramures and
is part of
large and poor families, with a fairly low level of education.
510
REFERENCES
Margolin, L. (1992), “Sexual Abuse by Grandparents,” Child
Abuse & Neglect
16(5): 735-742.
Margolin, L. (1994), “Child Sexual Abuse by Uncles: A Risk
Assessment,”
Child Abuse & Neglect 18(3): 215-225.
Margolin, L. (1992), “Child Abuse by Mother’s Boyfriend. Why
the
overrepresentation?” Child Abuse & Neglect 16(4): 541-552.
Margolin, L., Craft, J.L. (1990), “Child Abuse by Adolescent
33. Gendering�Spaces
�
Spaces�are�gendered�(as�well�as�sexualized�and�racializ
ed)
� Physical�spaces�(material)
� La�calle/la�casa
� The�nation
� Abstract�spaces�(metaphorical)
� Public/private
� In/out�of�place
� Center/margins
� Inclusive/exclusive
� The�nation�–
how�are�the�gendered�body�and�the�nation�conflated�in
�
this�description�of�Cuban�prostitution?
R EPORT ON NICARAGUA AND E L SA LVADOR
OUT IN PUBLIC
GAY AND LESBIAN ACTIVI SM IN NICARAGUA
Bv FLORENCE E. BABB
2000: I return to Nicaragua after being away for two
years to find the capital city transformed with a new
city center boa ting hotels, shopping malls and mul-
34. tiplex c inema The movte Boys Don't Cry is playing
and it tory of sexual transgres ion in the U.S.
Mtdwest ts meeting a favorable response, at least
among those I talk to tn the progressive commumty.
Rita, a long-ttme AIDS activtst and self-proclaimed
"dyke," tell me he wtshes all the legislators in the
country would see It and expand their notion of citi-
zen rights to tnclude sexual minorities.
2002: "I'm neither tn the clo et nor on the balcony,"
is the way that Carlos, a Nicaraguan in his early thir-
ties, de cribes himself to me during Gay Pride week
in June. We are sttting wtlh a couple of other men in
the local gay bar they run, waiting for a panel dis-
cussion to begin on lilY and safer sex practices.
Whi le Carlos is quite comfortable with his sexuality
as a gay man and has a middle-class awareness of the
globalized identity that "gay" confer . like many oth-
ers in Managua 's LGBT (lesbian, gay, bisexual ,
rransgender) population he does not feel a need to
proclatm hts tdenttty loudly.
2003: At a veekly Sunday service of the gay
Metropolitan Church in Managua. the young pastor
named Alberto speaks of ''God's love for everyone,
rich and poor, gay, s.tratght. le bian and bisexual."
The doLen assembled men - including several I
know as renowned drag queens, here wearing street
clothes-and a couple of women pass a candle from
one person to the next, saying "God loves you as you
are." They take communion and Alberto gives thanks
to the jomada, in reference to Gay Pride week, for
allowing the LGBT community to speak out about
human rights. They conclude their mass '' ith guitar
music and flirtatious dancing on the patio. A few
35. Florence E Babb IS professor of anchropology and women's
scud-
les ac che Umvers1ty of Iowa She 1s rhe auchor of After
Revolutton Mapp1ng Gender and Cultural PolitiCS 1n
Neohberal
N1caragua (Unlvef'SICY of Texas Press, 2001)
Vol XXXVII, No 6 MAY/JUNE 2004
Lesb1ans and gay men marched publicly m Managua durmg
che 1989 celebrat1on of the Sandimsta Revolution's tenth
anmversary
days later, some of these same individuals are pre-
sent when I give a talk based on my re earch on les-
bian and gay politics and culture in Nicaragua. The
venue is Puntos de Encuentro (Gathering Poin ts),
Nicaragua's largest feminist nongovernmental orga-
nizauon (NGO), and I am addressing the mall com-
munity of activists and their allies. The audience
tncludes women and men who work in other NGOs
such a Xochtquetzal, whtch offers services relattng
to health, sexuality and AIDS. After I fintsh, a lively
conversation ensues about hether there IS truly
27
REPORT ON NICARAGUA AND EL SALVADOR
tions. particularly among men.
The public appearance of activists, who were
both Sandinista and gay, marked a more
36. outspoken movement.
were well known in urban
Nicaragua , in 1987, FSLN secu-
rity agents called in and
detained a number of gay men
and lesbians whose more
politi ca l sexual identification
was viewed as a deviation.
something that can be called a "movement" in the
country. Later, a reporter asks whether I would say
that it is "normal" to be homosexual and whether
human rights should extend to the homosex ual popu-
lation. I don my anthropological hat for the occasion
and assure the well-meaning man that homosexual s
are normal and deserving of full rights to social
inclusion.
These are a few of the many private and public responses to an
increasingly vocal and visible gay and les bian presence that I
have encoun-
tered in N1caragua since 1989. As a fore1gn
researcher and observer of the public emergence of
an LGBT community and social movement since the
Sandinistas lost the 1990 elections, I had expected to
find some resistance to my participation in the
charged discussion . What I have found, to my sur-
prise, is a passion for debating the local, national and
transnational aspects of gay culture and politics with
as broad and international a group as possible.
To understand the current context. however, one
needs to look back at the c hanges that have occurred
over the last 25 years. The revolutionary Sandinista
National Liberation Front (FSLN) government
37. ( 1979-1990) provided an opportunity for disenfran-
chised women and men to become players in the
soc ial drama transforming much of the country in the
1980s. Along with agrarian, health. education and
legal reform. gender equality became part of the
agenda. And the new constitu tion of 1987 included
women ·s right under the rubnc of protecting the
family ac; the ba<;ic umt of society.
The inclus1ve vtsion of the Sandinistas did not
extend. however. to a non-heteronormative concep-
tion of the Nicaraguan family and society. When les-
bians and gay men began organizing in the second
half of the 1980s, the Sandinistas were not prepared
to extend their revolutionary vision to this new con-
stituency by s upporting their call for social recogni-
tion and civil rights. As in other ocialist-oriented
societtes, homosexuality was regarded as part of the
"decadent" bourgeois past, and it met a chilly
response from party militants. despite the fact that
well-regarded Sandinistas were among those quietly
organizing in Managua. Although same-sex rela-
28
If the silencing of the nascent
gay movement in Nicaragua was effective, this
changed by 1989, when some 50 Nicaraguan gay
rights activists and their internationa l supporters
marched openly to the Plaza de la Revoluci6n for the
tenth anniversary celebration of the Sandinista vic-
tory, capturing national and international attention .
They wore black T-shirts with hand-painted pink tri-
angles, sy mbolic of gay pride internationally.
Although the FSLN initially clamped down on gay
organizing, this public appearance of activists, who
38. were both Sandinista and gay, marked the beginning
of a more open and outspoken movement along with
a more tolerant public reception.
The Sandinista loss in the 1990 election signaled
the entry of a cemrist government eager to reclaim
U.S. support, peacetime relations and an end to the
economic embargo. The consequent neoliberaJ cli-
mate favored the return of some Nicaraguans who
had left the country during the years of revolutionary
government. Among these were a number of gay
"Miami boys" who es tablished businesses that
included gay-friend ly bars and cultural venues. At
the same time, Nicaraguan and internationalist
activists began establishing NGOs to meet needs the
state was no longer willing or able to address.
Whereas the Sandinista Health Ministry was by the
end of the I 980s promoting AIDS education and
making condoms widely avaHable. such proactive
services became the providence of NGOs in the sub-
sequent decade. Centers operated by lesbian and gay
activists. often feminist in orientation, provided not
only services but also a base for a gay community to
form.
Not coincidentall). the NGOs were catalyzing
agents for the first Gay Pride celebrations in the
country. The year 1991 marked the separation of
many femini s ts from the Nicaraguan Women 's
Association (A MNLAE) and also the first public
Gay Pride event. Several hundred people, both gay
and straight, gathered at a popular cultural center for
a film showing of the gay-themed Torch Song Trilogy
followed by a panel discussion of homosexuality and
human rights . The audience responded with passion-
ate testimonies of experiences in family and society,
39. endor ·ing a call for greater tolerance and under-
standing. In the years since then , Gay Pride has
NACL REPORT ON THE AMERICAS
REPORT ON NICARAGUA AND EL SALVADOR
rece1ved more attention, with weeks of activities for
its commemorauon .
Lesbian and gay activ1 m wa galvanized the fol-
lowing year b) the reacuvation of a draconian
sodomy la'' The government of Violeta Barrios de
Chamorro et out to regulate sexual beha' ior, sanc-
tioning as "natural" and legal only those sexual prac-
tices related to procreation. The law criminalized
sexual acti"1ty "between persons of the same sex"
conducted in a "scandalous way." More than 25
groups joined together to launch the Campaign for a
Sexuality Free of PreJudice. Despite years of protest,
however, the law remains on the books. Although it
is rarely enforced, many believe that the law fuels
continuing intolerance.
Throughout the 1990s. gay activism continued to
find expression in small group of individuals and tn
NGO , health clime and cultural "enues. The
Central Amencan Umverslt} offered its first course
in sexuality studie. , and ga) bars and club offered
pace for ame- ex tndtviduals to socialize. The
large avatlable to gay men m the larger soctety. Tht
l'i not surprismg given the conunued eparation of
genders in Ia c:asa and Ia cal/e (home and street). The
40. neoliberal tum has presented ne'' opportumlle for
men. particularly tho. e of the m1ddle class, who have
the econom1c mean to enjo) ga) bar and other
'enues. Women, in contrast, are scarce until Gay
Pride bnngs together more diverse crods for a host
of event ranging from academic panels to readmgs
of erotic poetry. Annual gatherings such as a contest
to select the Goddess Xochiquetzal are intended to
help democratize the socia l space, but a majonty
who compete are men in drag. The 2003 competition
saw the first woman contestant to enter and win.
The former pastor of the Metropolitan Church,
Armando. related to me places where gay men regu-
lar!> meet tn Managua, including bars, movie the-
aters, house part1es and even the Metrocentro Mall,
'"h1ch he called ··Metro Gay." In contra t, he sa1d
lec;b1ans have few place to meet and soc1ahze. and
he descnbed their parties as fie Has de traje (potluck
dinners). Lesbians themselves fre-
quently cite their family re ponsl-
bilities, includmg care of chtldren,
and lack of financial resources to
enter what they perceive a male
·pace . A number of tho e le btans
working in NGOs also have very
full professional lives and close
circles of friendship. but little
available time to spare. As a result,
there is occasional tension between
gay men and lesbians over the
women's perce1ved dominance in
NGOs and men's perceived advan-
tages as consumers under the new
market conditions of globalization.
41. The transnationalization of les-
bian and gay politics and culture IS
on di pia) in Nicaragua. The adop-
Among the Nicaraguan LGBT rights activists wer£O the1r
mternationaltst allies all wear- tion of the Ga} Pride annual
cele-
mg hand-patnted pmk tnangles, stgmfymg mremat1onal gay
pflde brat ion on or around June 28 in
NGO Xochiquettal began publishing the magazine
Fuera del closet (Out of the Closet) in 1993, which
offers a mix of poetry. art and informative articles.
Women were often the ones putting a public face on
lesbian and gay is ues, notably when Mary Bolt
Gonzalez "rote the first book on gay identity in
Nicaragua. St•11cillameme diferentes (Simply
Different), published in 1996. focusing on lesbian
self-esteem.
Lesbians are certainly prominent in the organized
acuvity of the fledgling movement, but they are far
less 10 evtdence 10 the social spaces that are by and
Vol XXXVII, No 6 MAY/JuNE 2004
honor of the 1969 Stonewall rebel-
lion in New York City as practiced in the United
State and other countries is one sign of global con-
nection . Other material, ideological and linguistic
markers also suggest Nicaraguans ' desire to affiliate
with the international gay movement. Pink triangle ,
red ribbons , rainbows and the acronym LGBT -or
LGBIT, which not only recognizes lesbians, gay
men, bi exuals and transgendered individuals, but
42. also tran vestite - are all in evidence. The tropes of
the "closet" and "coming out" are widespread now,
a man) lesbian'> and gay men seek greater public
vi ib1lity.
29
REPORT ON NICARAGUA AND EL SALVADOR
In contrast to the past, when male same-sex partners
were often described as "active" (penetrative) and
" passive" (penetrated) with the latter category stigma-
tized, today the terms used to describe "gays" and
"lesbians" are heard more frequently and in a more
positive light. Also common is more open discussion
of AIDS and human rights. as Nicaraguans participate
actively in the global discourse surrounding these
issues. On the cultural front, the popular television
to build a national lesbian and gay movement has yet
to bear fruit. the event stimulated a good deal of pro-
ductive discussion. The participants took the collec-
tive thinking of the group back to their various indi-
vidual organizations and put it to practical use.
For now, lesbian and gay groups and NGOs often
find that more is gained by creating and claiming ties
with international counterparts and movements than
by remaining focused at local or national levels. Jn the
face of continued homophobia and internal
political differences, identification and sol-
'NGO's are cheap for the state and good
43. for capitalism, but social movements have
become NGO-ized.'
idarity with international groups may be
desirable. Furthermore, most organizations
depend on international financial support,
often from Europe, and funding agencies
expect to find programs and services that
mirror the activities of their own countries'
gay rights movement. As a result, competi-
tion over scarce funding is often fierce
program, Sexto Sentido (Sixth Sense), brings a sympa-
thetic gay character to viewers throughout the country.
In all these ways, lesbian and gay issues have received
growing public attention in recent years. Although not
always favorable, this attention contributes to an
increasing awareness of sexual diversity among the
broader Nicaraguan population.
In a similar way to the women's movement of a
decade or two ago, the gay and lesbian movement
today reveals how far some nations are willing to go
in accommodating cultural difference and extending
citizenship rights to all. In Nicaragua. the mass
women 's movement produced a feminist leadership
that became instrumental in charting the direction of
lesbian and gay culture and politics. This has been one
of the most striking aspects of the nascent move-
ment-the degree to which women have assumed
prominent roles through participation in NGOs and
social activism. Indeed, to understand contemporary
sexual politics in the country, it is crucial to consider
women 's stake in the course of local and national
change. Moreover. the association of Nicaraguan gay
44. politics with transnational currents is most clearly
apparent through the involvement of women, as well
as men, in a host of projects across Central America
and beyond.
During Gay Pride week in 2002, the lesbian-femi-
nist leadership of Xochiquetzal called together 13 les-
bians and 13 gay men for a day long meeting held in a
lesbian-owned bar. They formed a Managua "cell" in
hope of inspiring more cell s to organize around the
country, which could eventually coalesce into a
national movement. Among the advances were agree-
ments to endorse lesbian and gay rights, to support
others to "come out" and to move cautiously toward
forming alliances internationally. While the initiative
30
among feminist and gay organizations. Arguably, the
competition for resources among NGOs and other
groups substantially impedes the formation of
stronger ties of solidarity at the national level. Even
those who are the beneficiaries of such international
support are often harsh critics of the consequences of
the state relinquishing responsibility for many social
projects now taken on by NGOs. As Nicaraguan fem-
inist and left intellectual Soffa Montenegro put it,
"NGOs are cheap for the state and good for capitalism,
but the social movements have become NGO-ized."
While globalization presents opportunities for
individuals and social movements to expand sexual
expression and sexual rights, neoliberalism has bene-
fited some far more than others as sexual subjects and
citizens, particularly men and cultural elites. Women
and members of the popular classes in general have
45. experienced diminished possibilities and greater
hardship in the post-Sandinista years, even if they
have also found new ways of organizing collectively.
The mass mobilization of the population brought
about by the Nicaraguan Revolution provided an
opportunity for young women and men to explore
and redefine their exuality. During their years in
power, the Sandinistas began to provide a space for
more open discussion of gender and sexual relations
and of personal life and politics, though they were
ambivalent about the new desires expressed as a
result of those spaces. ln the post-Sandinista neolib-
eral era, the FSLN leadership has faced its own cri-
sis, signaling that there is much left unresolved in
Nicaragua's machista political culture. Thus it is all
the more remarkable that lesbians and gay men in
this small Central American nation have been at
the forefront in charting a politics of sexuality in
Latin America. •
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