Victims Psychology of Domestic Violence - Free Essay Example

It was a crisp October night. Pulling into the driveway, I felt tension rising as I entered the house, yelling and crashing noise erupted. Another norm I have become accustomed to. My mother hunkered down against the wall, hands raised above her head to avoid the shattering of glass around her. Shes crying uncontrollably, eyes pleading for him to stop. She is covered with bruising, redness and dried blood from an unknown source. A quick glace my way, she shakes her head. I do not engage for I know the consequences, remembering the bruising to my face, I wince. Nearly 15% of women have been injured because of intimate partner violence (IPV) this includes rape, physical violence and /or stalking by an intimate partner in their lifetime (Jones, 2018). Domestic violence is also referred to as FV or IPV; it is an assortment of undesirable aggressive behaviors that are used to control another individual, such as yelling, hitting, and withholding essential needs for living. An abuser is often characterized by having short temper, and an aggressive personality. Domestic violence is a leading cause of injury in women; many will suffer permanent disfigurement and disabilities (Jones, 2018). Many researchers are finding that domestic violence occurs because it can be an acquired trait, meaning learned from previous forms of abuse (Chapman Monk, 2015). Journal of Psychiatry explains that domestic violence has a critical effect on the victims psychology. Although domestic violence is globally acknowledged, weakness and vulnerability cause women to be affected by intimate partner violence. Womens Attributes Women are naturally created differently than men. Womens anatomical structure plays a huge part in womens weakness. In general women have smaller frames, and less muscle mass (N, 2016). Nintendo87 wrote about the differences between men and women in athletes, women naturally have smaller waist and shoulders this decreases that womens muscle mass. Women are shorter and often weigh less than men, have smaller bone structure and a wider pelvis (N, 2016). Each anatomical attribute effects the womans strength and ability to be able to fend off the abuser. Womens Nurturing Abilities are Harmful Women are often portrayed as nurturing, weak, and submissive. Naturally men were created to be stronger and give off a more dominant role. Timothy 2:11-14 wrote Let a woman learn quietly with all submissiveness. I do not permit a woman to teach or to exercise authority over a man; rather, she is to remain quiet. For Adam was formed first, then Eve (Holy Bible, 2016). The Bible portrays women as being submissive to men and were created to serve men and bear children. As a result, womens nurturing ability can cause them to see the good in a person even when abuse occurs, love, low self-esteem and fear also contribute to staying in an abusive relationship (Jones, 2018). Love causes the victim to believe abuse will end and the relationship will go back to normal, whereas fear causes the victim to avoid help because they are afraid of the result (Jones, 1998).

A Learning Curve An Individuals Rate Of Learning Over A Period - 2200 Words

A Learning Curve: An Individual's Rate Of Learning Over A Period (Research Paper Sample) Content: Learning Curves Name University Name Learning Curve A learning curve is a representation of the rate at which an individual can learn something over a period. For instance, a diminishing rate of 30% would subsequently lead to a 70% learning curve. Ideally, repetition of activity over time reduces the time required to complete the task. Learning curves indicate the relationship between experience and learning an activity (McLaughlin, 2011). In most cases, the learning activity will be in the form of output in production or efficiency in cost and time of executing an operation. Thus, with repetitive iterations, it takes less time to complete a task, which is an indication of proficiency and expertise in particular trades. Efficiency studies, cost analysis, and estimation rely on learning curves to predict the output (Aird, 2017). For this section, the focus will be on the use of learning curves in efficiency studies. Based on its usage, learning curves have different names including but not limited to cost curves, efficiency curve, prod uctivity curves and experience curves. There are different types of learning curves determined based on information they are to relay to researchers. An assistance learning curve is an indication of the help or hints accorded to an individual for a given task or opportunity. It mostly considers that an error of 1.3 times occurs, especially when attempting an activity for the first time (Kalonji, 2017). An error learning curve will depict the assistance offered in percentages for each respondent in the first attempt. Finally, the predicted learning curve quantifies the proficiency and difficulty component of the taught elements (Anzanello Fogliatto, 2011). Despite the advance of the learning curve and its use in academia, critics adopted an ethnographic approach that seems to demystify its usefulness. Anzanello Fogaliatto (2011) critics argue that human attitude needs to be positive for a strong correlation between learning curve and experience to occur. For each task, an individual has the cognitive ability to discern different ways of completing the activity. Jaber (2011) advanced that the ease and guidelines for executing an event form the learning pattern that subconsciously dictates a lesson. There are four different learning patterns advanced from the Let me Learn Malta (2012) educational website. The sequential learning pattern considers consistency in logic and order as the basis for rationality. The precise pattern follows the detailed information in knowing about a valuable lesson. Another pattern is the technical reasoning, which seeks to find relevance through the autonomous nature of human beings. The confluent pattern will focus on the intuitive and creative ability of an individual. In essence, each sentient being is in possession of the four learning patterns. Thus, in decision making and learning a combination of the four patterns are always in play (Let me Learn Malta, 2012). The interactive nature of the learning p atterns implies that an individual will utilize different combinations. The usefulness of the learning patterns appears best when adult learners appreciate their comprehension processes. Thus, weak learners have the potential of communicating with their teachers and indicating points of difficulty in the learning process (Aird, 2017). In turn, the teachers can customize that information to improve the ability of the adult students. Based on the information on learning patterns, it becomes evident that some adult learners will grasp concepts faster than others will. Therefore, students who take a considerable duration of time to understand dynamic concepts will often fall into the linear learning curve. The linear learning curve will have adult students who comprehend ideas within the allocated time duration (Malyusz, 2016). For instance, a student will understand the learning outcome in a 45-minute lesson after it is complete. On the contrary, some students grasp concepts faster than the average learner does. For example, some will comprehend ideas within the first few minutes of a 45-minute lesson outcome. The fast learners fall under the non-linear curve (Jaber, 2011). Ken Carroll posits that the traditional approach to learning follows a linear system, in that an individual should initially understand a previous topic before proceeding to the next (Carroll, 2007). For instance, a textbook structure will structure their content in such manner that the previous topic can only make sense after the last lesson. In essence, such learning, inevitable follows a linear curve CITATION Moh11 \l 18441 (Jaber, 2011). However, the social learning theory postulates that people either use naturism or empiricism in understanding concepts CITATION Lap11 \l 18441 (Laprà © Nembhard, 2011). For instance, learning how to play football occurs in a non-linear manner. Therefore, non-linear curves exist through a series of subconscious networks connected through dots and nodes within the human intellect (Flagg, 2014). The brain collects or recalls a memory that will assist in executing a task. The action of recollecting consciousness is synonymous with linking dots an d nodes in a network web that will help in the learning experience (Carroll, 2007). The learning curve, which can be either linear or non-linear, will have different phases. The phases will show progress, plateau, ogive, and decline, depending on the relationship between learning and experience. A step progress curve is an indication that the subject is difficult to grasp, but with time, it becomes comprehensible (Louise, 2017). Progress curves follow different functions, which make them adopt various names. A progress curve can follow a sigmoid or exponential function. A sigmoid function will begin with an indication of slow learning despite growth in experience CITATION Lev16 \l 18441 (Malyusz, 2016). However, after a while, the graph starts to rise, which is an indication that a considerable lot of learning occurs within a short time. An exponential progress curve overlooks the slow learning progress with experience. Learning happens faster than the knowledge acquired in a learner (Kalonji, 2017). A plateau learning curve indicates stagnation in the learning process despite an increase in time or experience. The plateau phase is an indication of temporality in the comprehension process. It also shows that the concentration span of the learner is at maximum and no further knowledge absorption can occur. The information is vital in making study plans and structured lesson formats that target the useful concentration span of students CITATION Rol17 \l 18441 (Kalonji, 2017). Ultimately, the plateau phase can lead to progression, decline, or a steady constant. The plateau can also indicate a period of boredom or drifting during lesson plans CITATION Mel16 \l 18441 (Kendall, 2016). Teachers and scholars can utilize the plateau phase to eliminate bad habits or elements that distract the learning process. Students can learn to use the plateau phase as a resting period, especially when learning difficult concepts taught in class (Louise, 2017). The decline phase shows a reduction in knowledge absorption with an increase in experience or time. The stage occurs when a scholar reaches the saturation point, but the teacher continues with a taught lesson CITATION Ri...