The Effects of Violence on Communities: The Violence Matrix as a Tool for Advancing More Just Policies

In this essay, I illustrate how discussions of the effects of violence on communities are enhanced by the use of a critical framework that links various microvariables with macro-institutional processes. Drawing upon my work on the issue of violent victimization toward African American women and how conventional justice policies have failed to bring effective remedy in situations of extreme danger and degradation, I argue that a broader conceptual framework is required to fully understand the profound and persistent impact that violence has on individuals embedded in communities that are experiencing the most adverse social injustices. I use my work as a case in point to illustrate how complex community dynamics, ineffective institutional responses, and broader societal forces of systemic violence intersect to further the impact of individual victimization. In the end, I argue that understanding the impact of all forms of violence would be better served by a more intersectional and critical interdisciplinary framework.

The Global Economic Impact of Terrorism

In general, when analyzing the costs of armed conflict, the literature most often relates to civil wars or interstate conflicts. The moment of September 11, 2001 marked the beginning of a new concern in the economy, namely the economic cost of terrorism. Terrorism is a form of conflict in which acts of violence are directed at non-combatants or civilians who are usually unrelated to the political target of the group that committed it. This article analyzes existing data on the costs of terrorist acts that are committed by non-state parties or subnational groups. In this article, we will also look at the impact that terrorism has on the world economy (including both developed and underdeveloped states). We will find that although it has a significant impact on the global economy, the most devastating effects of violence are felt by underdeveloped economies whose poverty and inequality do not allow for a rapid and sustained response to terrorism.

Causes and effects of violence against children according to Alice Miller

The paper aims to recall the most important works and theory of Alice Miller – the psychotherapist, who devoted her entire professional life to exposing violence hidden under the guise of upbringing. The study briefly introduces the biography of Alice Miller, which became available to readers only after her death, thanks to the book of her son. The next part discusses the views of Alice Miller regarding upbringing and the impact of children's experiences and suppressing feelings associated with them on violence in interpersonal relationships

Disclosing violence in calls for help

© 2019, equinox publishing. Violence against women is a pervasive problem, both in New Zealand society and around the world. Yet assessing the scale and effects of violence is difficult, as many women face barriers to disclosure. This paper examines women's disclosures of violence in calls for help to a victim support agency. We use conversation analysis and focus on membership categorisation to describe the different ways disclosures are built and understood in situ. It was only in a minority of cases (around 20%), that callers made direct reference to violence, or categorised themselves explicitly as victims, albeit with indications of problems in speaking. However, for the majority, women did not mention the words 'victim' or 'violence' at all. Instead, culturally shared knowledge associated with categories of people (e.g. ex-partners) and places (e.g. home and jail) were used to build and interpret a description as a disclosure of violence. Our work contributes to an understanding of women's disclosures of violence by examining them directly in the setting where they occur. We discuss some of the insights gained from examining interactions in situ, and the practical applications of our work for improving services for women who have experienced violence.

Disclosing violence in calls for help

© 2019, equinox publishing. Violence against women is a pervasive problem, both in New Zealand society and around the world. Yet assessing the scale and effects of violence is difficult, as many women face barriers to disclosure. This paper examines women's disclosures of violence in calls for help to a victim support agency. We use conversation analysis and focus on membership categorisation to describe the different ways disclosures are built and understood in situ. It was only in a minority of cases (around 20%), that callers made direct reference to violence, or categorised themselves explicitly as victims, albeit with indications of problems in speaking. However, for the majority, women did not mention the words 'victim' or 'violence' at all. Instead, culturally shared knowledge associated with categories of people (e.g. ex-partners) and places (e.g. home and jail) were used to build and interpret a description as a disclosure of violence. Our work contributes to an understanding of women's disclosures of violence by examining them directly in the setting where they occur. We discuss some of the insights gained from examining interactions in situ, and the practical applications of our work for improving services for women who have experienced violence.

Teargas and Selfie Cams: Foreign Protests and Media in the Digital Age

This study explores the impact of repression of foreign protests and the media source reporting the news upon American foreign policy preferences for democracy promotion abroad. We use two survey experiments featuring carefully edited video treatments to show that even short media clips presenting foreign protests as violently repressed increase American support for targeted sanctions against the hostile regime; however, these treatments alone do not inspire respondents to political action. Furthermore, we do not find evidence that mobile treatment magnifies the effects of violence.

Violence and educational quality : effects of violence on the learning outcomes of students in Cameroon

This study examines violence and its relation to learning outcomes of secondary school students in Cameroon. The study interconnected with educational quality values of accessibility, inclusiveness, favorable learning climate, tolerance, and responsible behavior. The government of Cameroon has attempted to uphold these values through legislation. In spite of this position, violence at school is still observable on a daily basis, not respecting the human rights of children and young learners and hindering them from learning. The study was to understand the effects of violence on their motivation and self-esteem, and its influence on their learning outcomes and the research question focused on the extent of violence in education. A model was operationalized measuring physical violence, psychological violence, structural violence and sexual violence at school and at home, mediated by self-esteem, motivation and health to the learning outcome, quantified by class repetition, grades and reading enjoyment. The study was designed using a quantitative approach with cross-sectional survey for students. Questionnaires were designed from approved scales which had been adopted to the Cameroonian background by two pretests. Data had been collected from a sample population of 924 students in grades four to seven in Cameroon. The data collection was approved by the regional authorities. The collected data was transformed by controlling the social background and reflecting different types of experiences of violence. The collected information was analyzed using descriptive statistics (means, standards deviation), and inferential statistics (ANOVA). The results indicate an acute prevalence of school violence. Students in Cameroon are affected by four ways of violence. About 20 % of students feel physical violence and psychological violence. More than half of the students’ experiences structural violence and about 23 % have experiences of sexual violence. As a zero-policy on experienced violence is the wished standard, the huge ratio of violence in the life of students in Cameroon becomes visible. The study shows that these experiences of violence affect the self-esteem and the motivation to learn. However, a significant relation between different forms of violence and school grades was not found in this study. In addition, the study shows the poor school quality, and a very discouraging socioeconomic background of students. In the perspective paradigm, the schools are neither an environment of the protection of students nor open spaces for real-world transmission of values. Violence remains a challenge. This requires coordinated and focused action. The study develops a number of suggestions for school practice to overcome this situation and suggests follow-up studies.