Gender And Sexuality In Shakespeares Plays English Literature Essay

Gender And Sexuality In Shakespeares Plays English Literature Essay The three William Shakespeares plays, The Twelfth Night, Hamlet and The Winters Tale share the same theme gender and sexuality. In the three plays the plight of women is addressed (Ralli, 2008). The Twelfth Night portrays a sexual mess where people go to various heights to win the people they love. Hamlet shows how men regard women as morally corrupt because they follow their hearts desire. In The Winters Tale hatred for women is portrayed by King Leontes as he mistreats her wife and daughter on accusation of infidelity. Hamlet and The Winters tale share some similarities and differences in matters of gender and sexuality. In both plays Hamlet and The Winters Tale, Shakespeare brings out the theme of gender and sexuality. In Hamlet gender uncertainty is brought about by the motif of incest. Claudius and Gertrude are married although they were former sister-in-law and brother-in law. Ophelia and Laertes display a relationship that could be taken as incestuous. Ophelia and Laertes are sister and brother but Laertes sometimes uses sexual terms to speak to his sister. When Ophelia dies, Laertes leaps in to the grave and holds her in his arms a sign of affection (Shakespeare, 1869).Hamlet and Gertrude relationship however shows the strongest form of incest. Hamlet is obsessed with Gertrude and preoccupied with her in such a way that he is fixated with her sex life with Claudius. Hamlet shows hatred against one gender specifically women. Hamlet hates women after her mother is so fast to get married to Claudius after his fathers death. He believes that women are morally corrupt and does not take Gertrudes actions as a sign of female sexuality. Throughout the play, Hamlet is cynical about women as can be seen in his relationships with Gertrude and Ophelia. Hamlet is seen urging Ophelia that instead of facing sexual corruption it is better if she joined a nunnery. He even uses the words Frailty, thy name is woman on her mother (Gertrude) to show she hated women. In the play The Winters Tale, Shakespeare shows the theme of gender and sexuality. Hermione faces the wrath of his husband Leontes when he is faced with sexual jealousy. Leontes believes that his wife is having romantic relations with Polixenes his friend (Prosser, 2003). Instead of taking revenge on Polixenes, Leontes imprisons his wife as a punishment after Polixenes escapes. The play is full of misogyny as Leontes regards her wife as nothing. After her wife gives birth to a daughter, he claims that she belongs to Polixenes and orders her to be taken to desolate land far away. As a sign of revitalization, Shakespeare uses Perdita, Leontess daughter to build the family back together and heal the broken relationship with Polixenes. Florizel, Polixeness son falls in love with the abandoned Perdita and wants to marry her. Throughout the play Hermione spends all her time defending herself against the unjust accusations of her husband. The play shows the mistreatment of female in the soc iety. In the two plays Hamlet and The Winter Tale, the characters Hamlet and Leontes demonstrate the theme of gender and sexuality through the motif of misogyny. Hamlet displays his hate for women when he is disgusted with her mothers decision in marrying Claudius just a few days after his fathers death. Hamlet believes that this is sexual immorality. Hamlet is in love with Ophelia, Laertess brother whom she warns that she would rather go to nunnery rather than become sexually corrupted. Hamlet seems to have the opinion that a woman getting married immediately after the husbands death is immoral. He does not blame the men who do these sexual wrongs. The same character of misogyny applies to Leontes who believes her wife Hermione must pay for his suspicion of infidelity. Although he does not have any prove that his wife is unfaithful, he sends her to prison believing that she did an unforgivable sin. Leontes shows hatred for women because it would have been logical if he punished Polixenes for the same sins but after he escaped he sought to punish the wife. The hatred for women is further shown when he even refuses to acknowledge her daughter as her own. He opted to perceive her as an object of infidelity and she should be abandoned. The only difference between Hamlet and Leontes is that Hamlet is compassionate while Leontes is not. Hamlet loved her mother Gertrude despite her disloyalty. Although he hated what her mother was doing, Hamlet did not stop supporting her. Hamlet loved Ophelia despite the opposition from her family. He only condoned the character but did not use his powers to abuse or mistreat these women. On the other hand Leontes used his power to inflict physical and emotional pain to his wife and daughter who were supposed to be her family. Shakespeare has used similar figurative language in the two plays Hamlet and The Winters Tale. In both cases figurative language brings up the key ideas of gender and sexuality that show love, guilt and revenge. Both plays use a figure of speech known as soliloquy. In Hamlet the soliloquies use include instances where Hamlet says o that this too solid flesh would melt'(Act1 Scene 2), O, What a rogue and peasant slave am I'(Act 2 Scene 3), To be, or not to be'(Act 3 Scene 1), How all occasions do inform against me'(Act 4 Scene 4) among others. In The Winters Tale soliloquy is used in Act 4 Scene 3 where Autolycus speaks of his past life. Although he is addressing the audience it is as if he is talking to himself. He talks about his trickery and the way he sees a young shepherd (Clown) approach him which makes him gloat(Helprin, 2005).The most evident soliloquy is when he says I have served Prince Florizel à ¢Ã¢â€š ¬Ã‚ ¦ My traffic is sheets à ¢Ã¢â€š ¬Ã‚ ¦ With die and drab I purchased this caparison A prize! A prize!(Helprin, 2005) In both plays, Shakespeare also uses Imagery. In the Hamlet imagery is used to represent concepts and abstract ideas (Shakespeare, 1869).Act V, Scene I, Yoricks Skull discovered on the graveyard represent symbolism. The skull represents the inevitability of death. Hamlet talks to the skull a figure of speech known as soliloquy (V.i.174-179) .In The Winters Tale, imagery is used to express the contrasting ideas of guilt versus innocence. Shakespeare uses the bible to portray the sinful acts of adults. He uses Isaiah11:6-9 A little child shall lead them .Through the death of Mamillius, a little child, King Leontes is reformed. Perdita was a source of joy to Paullina, Polixenes, and Antigous and finally to Leontes (Act I, Scene II, and Lines 83-87).Shakespeare also uses epigrams in the play on Act I, Scene II, Lines 203-205 He makes a Julys day short as December. Act II, Scene III line 185 I am a feather for each wind that blows. The other similarity between Hamlet and The Winters Tale is the use of one distinct round character. In Hamlet, the main character is Hamlet. Hamlet builds up the whole story which revolves around him. In the whole play he brings out the theme of gender and sexuality through romance, guilt and revenge. Hamlet wants to eliminate Claudius because he was involved romantically with her mother which he suspects was the reason he killed her mother. In The Winters Tale Leontes is a round character who brings out the theme of gender and sexuality. Leontes is jealous because he thinks his wife and Polixenes are romantically involved (Helprin, 2005). A major similarity between the two plays is that the major conflict in the plays is brought about by romance. In the Hamlet, Claudius falls in love with Gertrude. Due to the romantic relationship he kills Hamlets father. Hamlet is thereafter trying to revenge for his fathers death. In The Winters Tale, Leontes is annoyed because he believes his wife is romantically involved with his friend. He throws his wife in prison and disowns his daughter. His daughter falls in love with Polixeness son and gets married. Their romance leads to marriage which thereafter unites the two families.

Assignment 26 Safeguarding

15 ASSIGNMENT 26 UNDERSTAND HOW TO SAFEGUARD THE WELLBEING OF CHILDREN AND YOUNG PEOPLE TASK A BREIFING NOTES FOR NEW WORKERS HOW TO SAFEGUARD THE WELL-BEING OF CHILDREN Every child or young person has the undeniable right to grow and develop in a safe environment that safeguards them from abuse and maltreatment, to enable them to have the best available life chances to develop into young adults. There is no single piece of legislation for safeguarding children in the UK but lots of laws and guidelines which are changing all the time with new legislation.This is passed by Westminster, the Welsh Assembly Government, Northern Ireland Assembly and the Scottish Parliament this is Statutory Law. The way courts interpret laws is known as Case Law which can have an effect on changing Statutory Law. Child Protection legislation is in 2 categories Civil law and Criminal law. 16. Civil Law is in 2 areas Public Law which puts systems and processes to reduce the risk of children coming to harm a nd says what action should happen if they are at risk. Private Law sorts out family contact and divorce. Accompanying material: Promoting Wellbeing and ResilienceCriminal Law deals with people who have offended or are at risk of offending against children. The Children and young Persons Act 1933 is the oldest piece of legislation with only parts of it still in force today, it gives a list of offences against children known as Schedule One Offences. These include sexual assault, different forms of abuse and maltreatment ranging from murder to neglect. Anyone found guilty of one or more of these offences becomes a Schedule One Offender regardless of their age or sentence and this status will stay with them for life.They will be monitored by the local authorities who keep a record of where they live and who with, they need to go to the police station to sign a register on very regular bases to prove that they are and still living where logged Sex offenders Act 1997. Children Act 1989 is the bases of the current child protection system. It has a number of principles The Paramountcy Principl e that means a child’s welfare is paramount when making decisions about their upbringing, a court needs to know the child’s feelings and what they want and only make an order if it’s better for the hild than not making one, where possible retaining family links and the child’s home. Parental Responsibility was introduced which is â€Å"the rights, responsibilities and duties by law a parent of a child has regarding the child and their property†. It also states the local authority has a duty to investigate 17. and protect if they have reasonable cause to think a child is suffering or likely to suffer any sort of harm. Likewise has a duty to provide â€Å"services for children in need and their families†.England and Wales have a separate document working together to Safe guard Children 2006 which emphasises the responsibilities of Professionals towards children at risk and to work together with other agency’s/authorities. The Welsh Asse mbly Government 2006 working together under the Children Act 2004, The Children (Northern Ireland) Order 1995 and the Children (Scotland) Act 1995 all share the same principles but have their own guidance, as Children Act 1989.The death of Victoria Climbie by her carers, led to an inquiry into how she and others over the years died, the Lambing Report made by Lord Laming criticised the approach to protecting children in society thus led to EVERY CHILD MATTERS GREEN PAPER which in turn led to the Children Act 2004 as services for children were still not working together to protect and identify vulnerable children. This brought in children’s directors who have the responsibility for education, Local authority and children’s social services. Lead Councillors who have political responsibility for child welfare.A Common Assessment Framework to help notice welfare needs for agencies. 18. Local Safeguarding Children’s Boards who have statuary powers to make sure all se rvices (education, police, NHS Social Services youth justice system) work together promoting the wellbeing and make arrangements to safeguard and promote the welfare of children and investigate all child deaths in their area. Bichard Inquiry where a caretaker who was known to be a danger to children by one police authority, who’s vetting CRB check didn’t flag this up by another authority.This brought in the Safeguarding Vulnerable Groups Act 2006 which made a centralized vetting and barring scheme for people working with children. Working with Northern Irelands safeguarding vulnerable groups (NI) order 2007 and Scotland’s protection of vulnerable groups (Scotland) Act 2007 makes a robust system for vetting staff and barring people who are unsuitable to work with children across the whole of the UK. The Children Act 2004 made it illegal to hit a child if it causes mental harm or a lasting mark on the skin.Sexual Offences Act 2003 updated the legislation relating to offences against children to include grooming, abuse of a position of trust, child trafficking; this also covers offences committed whilst abroad by a UK citizen. 19. Female Genital Mutilation Act 2003 made it a criminal offence for Uk nationals or permanent UK residents to take or help take a girl abroad to carry out genital mutilation. The Criminal Justice and Immigration Act 2008 says people who commit child sex offences abroad, even if it’s not illegal in the country they committed it will still face prosecution in the UK.Data Protection Act Organisations holding personal data to keep it secure, use it only when needed and accurate and kept up to date. Child protection with in a wider concept of safeguarding All agencies, services and authorities not only have a duty to safeguarding children from neglect or abuse but to have a Staying Safe Action Plan enabling every child to enjoy safe environment wherever they spend their time. It’s vital that carers/staff have a good understanding of the risks to children’s safety.By having an up to date Safety representative making risk assessments on the venue and activities under taken, keeping them safe from accidents and promoting their welfare in a safe and healthy environment. An action Plan to safeguard from bulling, crime and in some beliefs forced marriages need to be in place. This affects the day to day child care working place by; All employees’ to be CRB checked and a duty to inform the Safeguarding Authorities if any staff or volunteer poses a threat to the children. 20.Staff must sign a confidentiality agreement, stating not to discuss or post any details of the children by word or internet to anyone except staff or local authorities if needed. Health and Safety with risk assessment made on the venue and activities taking place there. Have all windows and doors locked/secure so the children can’t get out and strangers can’t get in. Visitors to the venue can onl y be allowed in, if they are known/expected to staff and/or identification is shown. Visitors need to be signed in the visitor’s book and signed out again when they leave the building.Have a policy for the protection of children and arrangements to liaise with local safeguarding authorities Log all comments or incidents you observe and deem to be potentially harmful to establish a file, and contacting Social Services or Child Protection if a case is proving likely. Staff to be Qualified and appropriate training kept up to date i. e. First Aid, Health and Safety, Food Hygiene and Child Protection. All outings to be risked assessed, children to wear high visible jackets, the correct ratio of staff to children and a list of all children with contact details of their carer and consent for them to go on the outing.To hold all parent contact details and medical needs of all children. 21. To have a senior adequately trained member of staff to undertake all of the above. Inquiries an d Serious Case Reviews processes are required when a child dies and neglect or abuse is suspected or known to be a factor of the death and they are called in by the Local Safeguarding Children’s Board (LSCB) they involve all local Authority Children’s Services, Police, Health, School or any other agency felt needed. All involved services make a management review of its practices to see if any changes need to be made.An independent overview report is done which looks at the management reports and they make recommendations, they are commissioned by the LSCB. Ofsted are notified by the Local Authorities of all cases that lead to a Serious Case Review whether it a death or suffered harm as a result of abuse/neglect or there are concern/media coverage raised about a professional practice. The process used by my work setting regarding data information, information handling and sharing is they hold information on children in order to support their development, progress and pr ovide pastoral care and to assess how we are doing as a whole.The information consists of contact details, attendance, ethnic groups, relevant medical needs and any special educational needs. Sometime we are required to pass on data to Local Authorities; they will make an assessment of any special educational needs. Dept. Education and skills use the data for research and statistical purposes to allocate funds and improve education policy and agencies such as Ofsted they use data about progress, performance of children to help inspectors to evaluate the Early Learning settings and part of Ofsted’s assessment of effectiveness of 22.Education initiatives and policy and Qualification and curriculum Authority use information about children to administer national assessments such as the Foundation Stage Profile. At 5yrs assessment are made on all children and passed onto Local Authority. We hold information including, contact details, progress reports, relevant medical information , attendance and accident/injury records and records of observation and assessment of children’s achievement and development. Attached is a copy of our confidentiality policy and procedure.TASK B 1. Safeguarding children is important because far too many children experience abuse and/or neglect by their parents/carers. This is very sadly rising from 25,700 in 2003 to 26,400 in 2006 in England alone. 2. A person-centred approach is important as Every Child Matters so they can be healthy, stay safe, enjoy and achieve, make a positive contribution and enjoy economic well-being, having a national framework to aid the joining of all the services, to plan and meet the needs of individuals rather than a group.All children have the right to have their voices heard regarding plans and events in their lives as stated by the United Nation Convention on the Rights of the Child. 3. What is meant by a partnership working in the context of safeguarding children is people and agencies who ar e involved with the welfare of a child working with professionals such as Child minders, Health visitor’s, police, GP, Social Workers, School and local community. 23. 4. Organisation Role of organisationResponsibility Social Services Assessing children’s needs in the community.The wellbeing, protection and health . of the child NSPCC Identify and prevent child crueltyChild protection, ensuring an appropriate and speedy response Health VisitorAssess child development Health of the young child and work with . S/Services and Police and agencies GPHealth care to the communityGet the appropriate agencies involved and work alongside themProbation Support convicted people rehabilitate Supervise offender to reduce reoffending Protecting the public Police Criminal proceedings in Safeguardingto investigate any criminal offences. 24. School Educate young peopleMonitor the child and work with S/Service . and Child Protection Psychology Service CounsellingWork with the child and s upport them with issues regarding to the abuse Leisure groups i. e. (Scouts) Teach life skills/sportsWork with the Agencies involved and . o be trained in Child Protection. Child MinderTake care and look after young people To be trained in Child Protection so they can . Identify early abuse and work with other agencies Task C It is important to keep children protected in the work setting, as parent/carers intrust their children into your care to keep them from harm and they need to be confidant that their child is safe, failure to do so is a breach of professional values.There are policies that protect the child and adult who works with them. 25. Physical contact: Have clear policies on how to manage it. Young children need physical contact sometimes when they hurt themselves, fallen over etc. where a cuddle can help them to recover back to play, as well as medical help if needed. Too much can be easily mistaken and people have lost their jobs and reputations, you must always make sure you are clear at what is acceptable and have a clear open play area for all to see.With very young children and babies, intermit contact is used, such as nappy changing or wet clothes. Policies are there to safeguard you and the child, never do this with a door closed or out of sight of your colleagues. Photos: written consent from the parents for photos to be taken and used within the setting and their journals or publications/newsletters. Always get parents to sign to say they will only use photos/videos of the children i. e. concert and nativity for their own personal use and not to be put on the internet or social networking sites.CRB Checks: Are made on all staff to safeguard the children. Staff are in a position of trust by the parent/carer and the child. Children look up to and respect people in positions of trust, so think very carefully about your own behaviour and example you set. Listening to children can give you a lot of information and sometimes things of concern, if that is the case try not to agree to keep it a secret, tell them you will share it with your manager. Make sure you record all details and report it if you are concerned about their welfare. 26.Whistle blowing: If you have any idea of poor practice, whether it’s a colleague or manager you must report it and not ignore it. Approach another member of staff or managers tell them and put your concerns in writing with all the facts, make sure something is done. You have the right to be protected from the person you have raised concerns about (UK Public Interest Disclosure Act 1998) Outings: need to be risk assessed, outlining traffic danger, equipment, buildings and parks you’re visiting and the weather too and minimise or delete the hazard using control measures. I. e. walking in the street.Hazard: traffic and the child wondering off, so make sure you have the correct ratio of adults to children on an outing and to wear hi vis wear. The weather, a child getting wet or cold, so make sure you have the correct clothes. Steps can be difficult for young children so make sure they have adult help. Task D In the context of safeguarding children there are recognisable signs that can indicate abuse, neglect are taking place. Not all signs actually mean it is, for instance some African/Asian children can have dark blue like areas on their lower back and buttocks known as Mongolian Blue Spot.Darkened skin or birthmarks can be mistaken for bruising. One of the first signs is Emotional and behaviour rather than physical marks. Emotional Abuse is where love, acceptance and approval is not given and constantly been blamed or criticized. Signs of this can include low self-esteem, neurotic behaviour, hair twisting, continual rocking, self-harm, development delay or sudden change or problem with speech such as stammering, extreme 27. withdrawal or aggression. Emotional abuse is usually linked with neglect.Physical abuse is where a child is harmed or hurt by hittin g, beating with objects, kicked, shaken or thrown and can cause bruising, cuts, injury’s (broken bones) or even death. Signs of this can be wearing too much clothing trying to cover up, refusal to change for PE or take clothes off in the warm weather. Burns and injuries that are unexplained and reoccur, bald patch in their hair, frightened to be touched and shying or dodging back if approached and aggressive behaviour towards others and themselves. Look out for grasp marks on the body i. e.Arms, neck, chest, knees and shoulder’s, finger marks on their cheeks and outline of objects like belt buckle on their buttocks. Neglect is where a parent/carer doesn’t provide shelter, warmth, food that is nourishing, clothes and protection. Possible signs of this could include constantly hungry or stealing food the lack of normal body weight, poor personal hygiene and dress, untreated medical issues, poor or if any social relationships, constant tiredness and destructive ten dencies. Sexual abuse is when a child is persuaded or forced into taking part in sexual acts/situations.This ranges from being shown sexual images, being touch inappropriately, harassed by sexual comments and suggestions and forced to have sex. Signs of this can be sexual knowledge/behaviour far more ahead of their age, don’t like being touch or close to people or removing clothing for examination or PE at school, start to bed wet and soil day and night, withdrawn and not being able to concentrate, regressing to younger behaviour such as thumb sucking, become insecure, loss of appetite, trying to be over perfect, a sudden dislike to be left with someone (uncle, friend, babysitter etc. and drawing sexual images. 28. D2 Action Description 1. ListenListen carefully to what they say. 2. ReactionDon’t look shocked or ask leading questions. 3. CommunicateTalk at the child’s pace without pressure. 4. BelieveAccept what the child is saying. 5. AssuranceTell them they ar e right to tell someone. 6. Never PromiseNever promise to keep it a secret. 7. Never JudgeNever put the perpetrator down as they could still love them. 8. ReportReport it to your manager. 9. Log Write all the facts down. 10. AlertAlert the appropriate authorities.D3 Example of the rights children and their carer’s has in cases of harm/abuse. 1. The child has the right not to be subjected to repeated medical examination and questioning after an allegation of abuse be it physical or sexual in nature. 29. 2. Members of the family have the right to know what is being said about them and have an input to important discussions about theirs and the children’s lives. 3. Children have the right to have their views taken into account about their future and to be kept fully informed in processes involving them and dealt with sensitively.Task E Bulling: there are different types of bulling homophobic because of gender differences, racist due to different ethnic/religious backgroun d, disabilities where they might be in a wheelchair/callipers, special educational needs such as Autism etc. and electronic bulled via the internet/texting. This can be done physically by hitting, kicking, pinching and any violent threats. Verbally name calling, persistent teasing, spreading of rumours and insults/sarcasm. Emotional bulling is when someone is isolating by excluding and not talking to them, torment and humiliation.Cyber bulling is when information is used to cause upset and hurt to somebody by the use of the internet, mobile and technology. Any type of bulling can make a child or young person feel depressed, isolated, sad with a low self-esteem, shy, run away and even suicidal. Policies and Procedure Management have the duty to implement an Anti-Bulling Policy and ensure all staff is aware of it and how to deal with bullying. The manager ensures that all children begin to learn that bulling is wrong and unacceptable behaviour and monitor that it is being implemented. 30. The manager will ensure all staff is sufficiently trained to deal with incidents.Staffs take all forms of bulling very seriously and intervene to prevent incidents happening. A record of any incidents is kept on file and the manager notified. If staff witness an act of bulling they will do all they can to support the person or persons being bullied, if a child is bullied over a period of time after discussion with the manager, the parent will be informed. The pre-school will do all they can to help the child improve their behaviour and make them aware their actions are not acceptable. If the bulling persists the parent will be asked in to discuss this with the manager.Parents who might be concerned that their child is being bullied or suspect them being bullied, should contact the Pre-school manager immediately. Parents have a responsibility to support the Pre-school’s anti bullying policy and actively encourage their child to be a positive member of school life. Parents are also expected to help develop their child’s social skills, in support of the Pre-schools ethos. Story of Bulling A young teenage girl, who had buck teeth and a personal odour problem, enjoyed the internet and social network site as she didn’t have many friends and was a bit of a loner.Her family thought she was a computer whiz as she was very good at ICT so didn’t keep too much of an eye on her, as this was her only 31. Social thing she did. It was during the summer holidays she got a friends request from a boy at school, she accepted the request and started chatting. Over the next 6 weeks, he asked her to be his girlfriend as he had always fancied her, she accepted. They chatted for hours sharing some very intermit things and experiences, she was totally in love with him and he told her he loved her too. She was really looking forward to meeting up with him at school when they went back.On the first day of school they had arranged to meet by the water foun tain in the playground, when she got there she saw him standing waiting along with a large group of girls and boys laughing, calling her names and repeating some of the intermit things she had told him, she realised it was a horrible prank and she was devastated. Over the next few weeks she was so upset and got more and more depressed, not eating and totally shutting herself away and refusing to go to school some days saying she didn’t feel well, as the rumours spread and comments on the internet got worse.Her parents tried talking to her but she just said â€Å"she was fine† and they put it down to teenage and her period pains until one morning when they found her dead, she had taken an overdose and in her hand was a note to her parent saying â€Å"I’m sorry†. Looking back over this story the girl could still be alive if her computer access was monitored in an area open for the family to see. Her teeth could have been seen by an Orthodontic and she could have been taught about personal hygiene at home. School could have discussed this with her and if need be the parents as well.Encouraging her to join after school clubs could also have helped. The school should have noticed the signs of bullying and acted 32. upon it giving the girl support and reassurance whilst dealing with the bullies and explaining that their actions were unacceptable and how it affects people and how they would feel if it was done to them. School should have liaised with the family about their concerns. Task F 1. Giving young people/children praise and encouragement will help with their self-confidence.Teaching them to be more assertive while still respecting others needs and encouraging tolerance and cooperation between their peers and others will help boost children’s self-esteem. 2. It’s important to support resilience when working with children/young people because it helps them deal and cope with different situations, whether they are good o r bad as they get older and develop into young adults. 3. This can be achieved by the family giving the child love and stability, having a good and secure early attachment, a good sense of self identity. In the work place you could o this by helping them to act independently and to encourage them to try new and different things. 4. Children/young people need to develop strategies to protect themselves and make decision about being safe, as this teaches them what is acceptable behaviour and what isn’t. It’s very important they are comfy 33. with whom they are with, what they are doing and what is being done to them. You can support them with this by being approachable to talk too about their concerns and to be caring and reassuring as possible. Children need to learn how to behave in activities and the danger some behaviour has and the consequence it could cause.Road safety is also very important to teach children to keep safe. Educating children about the dangers that some adults pose and how to minimise them, including how to keep safe while they are using the internet/social network sites. Making them aware of the dangers of substance abuse and provide them with age related sex/relationship education including sexual health and safe sex advise and where they can also seek help if they cannot talk to you. 5. Ways of how to empower children/young people to make positive choices. 1 Teach young children about their bodies and how it works.As they get older explaining puberty and how their bodies are changing into young adults and to give them sex/relationship education including contraception/safe sex and sexually transmitted diseases and aware of other agencies that can help them if they need it. 2 Road safety you start when they are very young by holding their hands to cross the road telling them the Green cross code (copy of the code attached) teaching them to cross safely, then moving onto crossing with you without holding your hand, working to being able to cross on their own with supervision, until they can do it without adult supervision. 4. 3. The internet. When young children are using the internet they should have parental supervision and parental security put into place on the computer reducing the risk of assessing inappropriate sites. The computer should be in an open downstairs place where it can be seen (not hidden away in the child bedroom). Ensure you child isn’t using social network sites under age i. e. Facebook has a minimum age of 13yrs. and when they do use these sites, teach them to put their security settings on so only friends can view their age. Never to befriend someone they don’t know or give out personal details/photos even if they say they are the same age, as this could be a much older person grooming or trying to exploit them. These sites can also have the danger of cyber bulling, so give the child the effective advice of what to do if any of this happens. Always check what your c hild is assessing and who they are communicating to, even when they are older teenagers. Task G IssueRiskPossible consequences Being online 1Gambling sites flood the network.Addiction and crime to support their habit. 2 Exposure to violent material. They could imitate the violence seen. 35. 3Grooming/PaedophilesPhysical harm and psychological impact. Mobile phones RiskPossible consequences 1Bulling via textlow self-esteem, depression, self-harm, health if not eating well. 2Health It’s 5 times more likely of children developing cancer due to excessive useof mobile phone as children’s skulls are thinner so the radiation penetrates deeper. 3Pornography Exposure to sexually explicit material, become sexually active under age. AREAWAYS OF REDUCING RISK Social networking1. Safe security settings. 2. Only befriend/chat to people you know. Internet use1. Computer to be in an open area for all to see. 2. Parental controls 36. Buying online1. Make sure it’s a safe padlock ed site. 2. Buy from reputable companies; look for contact details and returns/delivery policies. Using a mobile phone1. Only talk and text to people you know. 2. Restrict the time children use mobile phones to reduce the amount of radiation penetrating.

Is Flirting the Same as Sexual Harassment

Is Flirting the Same as Sexual Harassment Critical Thinking 1760 Jue Hou 210625481 Professor Anthony Falikowski 2012/11/6 Word Count: 1226 Step 1: Model Case A sixty year old librarian trying to flirt with a young girl in the library by telling a sex joke when she is borrowing a book. The action annoys the girl a lot and she tries to leave the library as quick as she can. But the librarian stops the girl to flirt with her again by touching her face and arms which is inappropriate and scares the girl deeply. The girl calls the police. Flirting |Sexual Harassment | |The receiver feels happy |Often by forcing | |It relates to sex |Sexual content( relates to sex) | |It’s naughty, funny and exciting |Often involve physical touch and coarse | |The receiver wishes it |language | |Both the person who is doing it or the |Degrades people | |receiver have positive attitude toward |It is a crime | |each other |It scares people | |The receiver feels honour and attractive. It leaves the vic tim a negative memory | |It often involves welcomed physical touch |The victim does not wish or desire it. | |and flattering language |The victim feels shameful, sad, and angry | In this case, the inappropriate flirting definitely results the same as sexual harassment. The girl feels insulting and all the negative feelings caused by sexual harassment. Step 2: Contrary Case A middle age woman is troubled by lacking a boy friend for a long time. She meets a handsome and wealthy man in the bar. The man has a crush on her and trying to flirt with the woman by flattering her beauty and making some loving touch on her hair and shoulder. The woman is very happy and they finally wake up in the same bed together next morning. Flirting |Sex Harassment |Why not sex harassment | |The receiver feels happy |It involves forcing |The victim of harassment does not feel | |Welcomed physical touch and flattering |It is a crime |good | |It is equally happy and acceptable for |It scares and degrades peo ple |No one is being forced | |both sides | |No one committed a crime | | | |Sex harassment does not welcome the | | | |physical touch | | | |Only the person commits sex harassment | | | |feels happy and acceptable. | | | |No one is being scared and degraded |In this case, flirting is not the same as sexual harassment because everyone is happy and well accepted what the other is doing. Step 3: Borderline Case A young and beautiful woman wears a sexy dress in a party that held by her company. She tries to catch the eye of her boss and makes a good impression to her boss which is good for her career. Her boss is deeply attracted by her and flirting with her by touching the woman’s butt and whispering closely beside her ears. The action is definitely out of the woman’s control and out of her plan. She does not intend to cheat on her husband with her boss, but she can not claim her boss committed a sexual harassment because her career might be ended and it is ha rd to explain to her husband. Flirting |Sexual Harassment | |Can be used as a strategy to gain profit |It is defined by the receiver | |Can cause moral issue (cheats on the partner) |The victim may be forced to stay silent | |Can go far beyond then what one expected |It leads a negative effect to the marriage | |The receiver may misunderstands it | | In this case, the victim is hardly making any move. If she claims her boss for sexual harassment, her career might be ended and her husband would be so angry to her. Step 4: Social Contest A.Who would ask this question? A man who is claimed sexual harassment by a woman, however he believes that the girl was flirting with him first and he was just flirting back. This reminds me to the controversial case of Kobe Bryant who is a famous basketball player. A waitress claimed she was sexually harassed by Kobe, but Kobe thinks she was flirting with him first. The waitress got a huge amount of compensation from Kobe. No one knows the truth of w hether Kobe is a sexual abuser or the whole event is a set up for money. B. Why would he ask this question? The man wonders why a flirting smile result in sexual harassment when he feels the woman was flirting with him first.Maybe he misunderstands the man or maybe it is a dirty set up planed by the woman. C why is this a good social situation in which to place the question? As people are more and more focused on human rights and women rights, the guilty of sexual harassment has been raised higher and higher. However, the charity people hold for the disadvantage groups some times results negatively. Some people may use it to gain their own profit. It leads to the innocent man to doubt about the morality and his value towards the disadvantage groups. D What does C tell you about the concepts? The concept between flirting and sexual harassment can be hard to distinguish. A same conversation or body touch can be defined differently.The only way to define whether it is a sexual harassme nt or flirting is the attitude by the receiver. If the receiver believes it is flirting, then you are safe. If she or he believes it is a sexual harassment, then you better stop what you are doing or you may end up in jail. Step 5: Underlying Anxiety A. What sorts of feelings or worries cause you to personally ask this question? ? I’m curious on the concept of sexual harassment ? It is important to know what types of flirting will end to sexual harassment in order to stay away from a crime. ? I want to under stand more of flirting because it can help me to find a girlfriend. B. What about the question might cause you to worry?The question might be loaded that scares me to act flirting again. The way the question asked looks like flirting is being treated as sexual harassment some times which I believe it is totally different. And it could be a misleading that the two concepts are not related at all. C How are A and B helpful in understanding the question? ? It can help me to take my own position towards the question, and my position and concerns could be the same as majority. ? Perhaps the my worries may prove the question is very problematic that it miss-related two unrelated things ? After looking at my worries, I might find a new hidden factor of the question.Like is it a social cause to have the situation that flirting is taking form of sexual harassment Step 6: practical results A. If flirting is a form of sexual harassment ? Flirting is a crime. ? A potential couple hardly shows their interest to each other. ? The penalty of sexual harassment is hard to address ? A decrease in number of marriage and result in a negative increase in world population B. If flirting is not a form of sexual harassment. ? People who committed sexual harassment will claim they are flirting ? Inappropriate sexual attend will increase ? The victim of sexual harassment will hardly maintain their human rights Step 7: produce definitions of key concepts Flirting |Sexual Hara ssment | |The receiver feels happy |Often by forcing | |It relates to sex |Sexual content( relates to sex) | |It’s naughty, funny and excting |Often involve physical touch and coarse | |The receiver wishes it |language | |Both the person who is doing it or the |Degrades people | |receiver have positive attitude toward |It is a crime | |each other |It scares people | |The receiver feels honored and attractive. It leaves the victim a negative memory | |It often involves welcomed physical touch |The victim does not wish or desire it. | |and flattering language |The victim feels shameful, sad, and angry | Flirting: a naughty, funny, exciting and welcomed physical touch or flattering language, often relates to sexuality, which makes the receiver feels happy, honored and attractive. Sexual harassment: a sexual crime which committed by inappropriate physical touch and coarse language often by forcing. It is degrading and the victim feels shameful, sad, angry, and leaves the victim a negative memory because it is not what the victim whishes or desires. Step 8: Analytical chart Exclusive to flirting |Common to both |Exclusive to harassment | |Equally shared the positive attitude |Both of them relates to sexuality (T) |Different result that harassment leads to| |towards both the receiver and the actor |Both could involves physical touch (T) |shameful sad and angry but flirting leads| |(I) | |to happy and honored. (I) | 1. Both of them relates to sexuality. It is trivial because it relates to sex does not hold any importance in the outcome of the two concept. Sex itself does not tell you good or bad. However, an unwanted or forced sex is bad, wishful and desirable sex is positive. 2. Flirting leads to equally shared the positive attitude towards both the receiver and the actor.This is important because we can know that they both have positive feelings to each other so that no one is being forced unlike sexual harassment which against human rights. 3. The result i s different between flirting and sexual harassment. This is important and it is a main difference between the two concepts. Flirting leads to happiness but harassment leads to shameful and sad. It is always important to look at the result. It is the main measurement to value one’s action. As students in York University, people must get familiar with the idea of sexual harassment. Students are tired of hearing the news of someone is getting sexually abused in the library, in the hall way, or any place in York that people exist. It even happened last month.But the news involving sexual harassment are always on the top of our attentions because people are increasingly paying attentions to the human rights and particularly the rights of disadvantage groups. The sexual harassment is no longer only taken the forms of raping, forcing, or grouping as people used to think. An inappropriate sex joke or an unwanted physical touch could consider as sexual harassment as well. This would m ake people think is flirting considered the same as sexual harassment. The author argues that flirting does share a trivial similarity with sexual harassment, but they are essentially different. Both of flirting and sexual harassment deals with sexuality, but the receiver’s attitude towards the action is different and he outcomes they have are entirely contrary. First of all, both of flirting and sexual harassment share the same purpose of requesting sex to another. No mater what way a person is flirting, they can not cover the truth that they have sexual interest to the person they try to flirt, and so is sexual harassment. However, the similarity is trivial because people can not claim whether it is right or wrong by the action of sex itself. It is totally different between a forcing or unwanted sex and a wishful or desirable one. It is like a complete stop at the stop sign is different from not stopping the car at all although they are all dealing with driving.As a result, one can not conclude that flirting is the same as sexual harassment only because they both relates to sexuality. Some people may contradict this idea by claiming that not all flirting can receive a positive feed back. The receiver may not like the flirting or feels comfortable, and the result of this flirting would be the same as sexual harassment which makes the two concepts are the same. However, the objection misunderstands the definition of flirting. Flirting indicates a naughty, funny, exciting and welcomed physical touch or flattering language, often relates to sexuality, which makes the receiver feels happy, honored and attractive. It clearly states that the receiver likes the action and feels happy.If the receiver hates the action, then it is not called flirting but sexual harassment. The objection leads to a major difference between the two concepts as stated below. Flirting equally shares the positive attitude towards both the receiver and the actor, but sexual harassment is only taken as one-sided willingness. As ones should notice, sexual harassment often involves forcing and the actor is being satisfied by against the will of the victim. On the other hand, everyone is feeling joyful and satisfied in the case of flirting. This difference is definitely important. People have their rights to choose what they want and achieve their willingness on their own.It is the basic of human rights, and anything that stops them from their legal willingness should be considered as a crime which is exactly the case of sexual harassment which sexually satisfies the actor by forcing the victim to do what they are not willing to do. An objection of this argument could be that whether the action is defined as flirting or sexual harassment is only based on the words of the receiver. There are lots of cases that during the conversation or physical touch, the receiver is happy and joyful. But, he or she lies that the actor committed a sexual harassment later on. It coul d be the reasons of compensation or being famous. The point is this kind of thing exists in the modern society, and it results a lovely flirting ends up to a sexual harassment. The author would shut the objection down by stating the key definition of flirting again.In the case of flirting, both of actor and the receiver feels happy, satisfied and joyful. However, in the case of the objection, the actor is definitely not feeling happy after he is forced to the title of sexual abuser. It should be considered as a dirty set up which is not even close to the loving action called flirting. Last but not least, the results come from flirting and sexual harassment are entirely different. Sexual harassment scares, degrades people and makes the victim feels shameful, sad, and angry. It leaves the victim a negative memory in the future which he or she will never forget. It is a scar in the mind that reminds people the tragedy will hurts people forever in the rest of their lives.It is a nightma re that wakes people up in the late night and keeps them awake until morning when the sun raises but the sunshine hardly goes throw the window. On the contrary, flirting does not cause any pain for both the actor and receiver. It brings happiness, excitement, and pleasure to them. It is the sweet dream that holds people together, and it is the beginning of a loving relationship or marriage. The difference is important because the results are the main measurement to value each of the two concepts. If sexual harassment ends up to the result of happiness and joy as flirting, then it is not a crime or prohibited by the society. Likewise, if flirting causes painfulness and against the will of the receiver, then it should be considered as a crime which is prohibited by the society.As a result, the difference between the outcomes of the two concepts distinguishes the ideas of flirting and sexual harassment. Some people could give an example of contrary, and it is a true event happened in T oronto. A brother in law was sexually abusing his sister in law by raping. The girl was fighting hard at first, but after a few minutes, the excitement caused by forbidden sex fulfilled her mind. They kept having this relation for a long time and both of them felt happy. The example may prove that the sexual harassment can end up in peace and joy which is the same as flirting, and it shows that flirting is the same as sexual harassment. The author admits that the unexpected sex does cause excitement, and so does the feeling of reaching sexual climax.But, there is no way for this kind of excitement takes the form of happiness. It only causes guilty, disloyalty, and unfaithfulness. No matter how long, there is one day they are going to experience the shame and degradation by their own moral judgement, and find out that sexual harassment is never going to be the same as flirting. The relations between people are getting much more complicate while people are trying to reduce the respons ibilities they should carry on their sexualities. But the sex is never getting any simpler as people expected. Social problems are raised because of the inappropriate attend to sex which is claimed as sexual harassment.It is a one-sided will that hurts the victim and leads to a negative effect on the victim. Although, both sexual harassment and flirting are dealing with sexuality, flirting satisfies both the actor and the reviver’s willingness and has a positive outcome. Outline Position: Flirting and sexual harassment shares a trivial similarity, but essentially different 1. both deal with sex explain first and prove it is trivial by an example with of driving habit in order to show this trivial similarity might leads to important difference Objection: flirting may have negative feed back which result the same as sexual harassment Response: by definition, if it response negatively, then it is not flirting but sexual harassment 2. ne is one-sided willingness, the other satisf ies both wills explain and prove it is important by the basic of human rights and show why harassment is a crime but flirting is not Objection: flirting or harassment is explained only by the opinion of the receiver, if she/he lies the result of a flirting may end up the same as harassment. Response: this case may violate the flirting’s idea of both actor and receiver are happy, so it is a set up but not an action of flirting. 3. outcomes are different Explain that one has possible outcome and one has negative. Objection: the example of sexual harassment proves excitement caused by prohibited sex Response: the excitement is morally wrong and leads to shame and degradation

The Wind As A Powerful Force Of Nature By Percy Bysshe...

The wind is undoubtedly one of the most powerful forces known to man. It can amount to numerous spectacular, sometimes even terrifying things which man comes to envy. In the Romantic poem Ode to the West Wind by Percy Bysshe Shelley, this idea of wind as a powerful force of nature portrays itself as a link to the speaker’s emotions as well as his yearnings. The speaker implores the abilities of the West Wind as a comparison to his poetry, linking the natural world with the world inside of a poet’s mind. The vivid imagery throughout the poem illustrates Shelley’s fascination with this force of nature, which serves as an inspiration to his writing career as a poet. Shelley’s yearning for the forces of the wind to flutter through his life and his poetry are illustrated through his infatuation with the West Wind, which is the focus of this well structured Romantic poem. Through the poem’s structure, sound, and various elements of Romanticism, Shelley de picts the power of the wind as a parallel to the evolution of his poetry, illustrating what this force of nature can do for himself and his writing. Shelley uses many different poetic devices add to the sound and flow of the poem. The poem consists of five cantos, each made up of a sonnet. More specifically, each sonnet is split up into four tercets and an ending rhyming couplet. However, Shelley incorporates the Italian â€Å"terza rima† rhyme scheme into the sonnets, in which the first and third word of each tercet rhyme, and theShow MoreRelatedEssay on Romanticism and Shelleys Ode to the West Wind985 Words   |  4 PagesOde to the West Wind       M.H. Abrams wrote, The Romantic period was eminently an age obsessed with fact of violent change (Revolution 659). And Percy Shelley is often thought of as the quintessential Romantic poet (Appelbaum x). The Ode to the West Wind expresses perfectly the aims and views of the Romantic period. Shelleys poem expresses the yearning for Genius. In the Romantic era, it was common to associate genius with an attendant spirit or force of nature from which the geniusRead MorePercy Bysshe Shelley : Nature Poet Guided By A Rebellious Heart1918 Words   |  8 PagesLyons | 1 Percy Bysshe Shelley: Nature Poet Guided by a Rebellious Heart Percy Bysshe Shelley?s early life followed by his expulsion from Oxford led him down a path of rebellion fueled by an overwhelming love of nature. He included nature in just about everything he wrote, which was typical for a good Romantic poet. He disdained law and order and thought government should not rule over the people. His form of rebellion was written, and it encompassed highly political and sensitive topics. He wasRead MoreImagery in Ode to the West Wind by P.B.Shelley1300 Words   |  6 PagesNilanjan Dutt Imagery in Shelley’s Ode To The West Wind Ode to the West Wind is a poem by Percy Bysshe Shelley that shows the correspondence between the inner and the outer world of the poet. It is among his famous poems. The major theme of the poem is the poet’s intention to become a force that may bring the change and rejuvenation in man’s life. This theme is metaphorically shown by the rejuvenation of nature through the west wind as an agent. It is described through his excellent useRead MoreWordsworth And Shelley s On Powers And Illusions Of The Inner Imaginative Life1350 Words   |  6 PagesWordsworth and Shelley focused their writing in the centre of life and social importance. An important aspect of Romanticism: its emphasis upon the power and terrors of the inner imaginative life (Watson, 2012, p. 1). The Prelude celebrates Wordsworth s life retained through memories and with the act of remembering, depicting emotions and experiences. Whereas, Shelley and the Ode to the West Wind engaged his audience with i nner and outer lives situations, ideas and elements of nature that representRead More Love in Poetry Essay1997 Words   |  8 Pagesfar do you think the three poems you have read conform to this view? Throughout history love has been a favoured theme with many poets in their writing. Carol Ann Duffy, (born 1958) tackles the issue of love in her poem â€Å"Valentine,† as does Percy Bysshe Shelly (1792-1822) in the poem â€Å"Love’s Philosophy,† and finally Robert Burns (1759-1796) considers the topic in â€Å"A Red Red Rose.† As different poets throughout history have written about the topic it is not surprising that all three containRead MoreHistory As Told By The Poet2874 Words   |  12 Pagesmore than remnants of once powerful tyrants who sought in vain to immortalize their existence. In his sonnet Ozymandias, Percy Bysshe Shelley depicts this struggle with a condemnatory eye. When all things come to an end, Shelley argues that art and culture are what truly represent civilization, not the legacy of those who commissioned the work. While the tyrannous reign of man is finite, the unknown artist s craft survives as a means to honestly depict the past. Shelley, as a poet, commiseratesRead MoreEssay about Romanticism1678 Words   |  7 Pages the imaginative, the personal, the spontaneous, the emotional, the visionary, and the transcendental,† (Thompson, E.P. Pg. 108-109). Among the characteristic attitudes of Romanticism were the following: a deepened appreciation of the beauties of nature; a general exaltation of emotion over reason and of the senses over intellect; a turning in u pon the self and heightened examination of human personality and its moods and mental potentialities; a preoccupation with genius, the hero, and the exceptionalRead MoreSimilarities and Dissimilarities Between Shelley and Keats6975 Words   |  28 Pagesdissimilarities Though P. B. Shelley and John Keats were mutual friends, but they have possessed the diversified qualities in their creativity. These two are the great contributors of English Literature, though their lifecycle were very short. Their comparison are also little with each other, while each are very much similar in thoughts, imagination, creation and also their lifetime. 01)  Attitude towards the Nature P. B. Shelley: Whereas older Romantic poets looked at nature as a realm of communion with