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. 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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

How Music Affects The Human Mind And Body Essay - 1291 Words

Music is a form of art in which sound is used a tool for expression. Whether it be listening to â€Å"metal† to release pent up anger or listen to jazz to feed your calm and groovy soul, music’s ability to allow expression is powerful. But, one might ask, â€Å"Why do we have reactions to music and why do certain genres have different effects?† The music we enjoy is the product of the combination of the innate characteristics that reside in all humans and the environmental influence one experiences with age. There is no definitive answer. In Daniel J. Levitin’s book This Is Your Brain on Music, Levitin sheds a little bit of light on the question of why and how music affects the human mind and body. The mind has this connection to its primal roots which allows for some special effects in music to trigger some innate feature in humans and release a new feeling. Daniel writes about certain effects music can have on someone such as how â€Å"the guitar sound of Pat Metheny or David Gilmour of Pink Floyd use multiple delays of the signal to give an otherworldly, haunting effect that triggers parts of our brains in ways that humans have never experienced before, by stimulating the sound of an enclosed cave with multiple echoes such as would never actually occur in the real world--.† This passage of Levitin’s book articulates that certain sounds can act as bridge for one to tap into their primal nature. The passage talks about how the sounds similar to that of echoes in cave can stimulate one’sShow MoreRelatedThe Benefits of Music Education Essay990 Words   |  4 PagesThe Benefits of Music Education Due to budget cuts, students all across America are missing an opportunity that could benefit them greatly. Many changes all across America are cutting the fine arts program out of schools. The fine arts program is incredibly important for a child. 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This Perfect Day - 1859 Words

This Perfect Day is probably Ira Levins greatest work of his career. Levins work, despite being written in 1970, is very plausible having realistic technology, such as scanners and computers which watch over the entire family, the entire population of the world. This novel could be used to show the dangers of a Utopian society as well as being full of anti-Communist and anti-racist sentiment. This Perfect Day also displays the feeling that communist and segregated institutions can be defeated, as the protagonist Chip over powers the family and their vile Uni Comp as well as rising above the segregated community he reaches after fleeing the family. This work could best be placed in an area of the curriculum where it is†¦show more content†¦He also finds that the leader of the group, King also knows of these islands, but is too afraid to go despite his cool outer appearance. Eventually, in a sudden rage, Chip is caught, his treatments increased to normal. Once treated Chip admits to all he knows and tells everything about the sick members leading the group to be broken up and for all the sick members treatments to be returned to normal. Chip lives how a good member should, until the end of one month when he spies a leaf on a wet rock and considers the possibilities. He could make a small flesh colored covering that goes over his arm and it would not allow the treatments to penetrate his skin. What would happen when he was not treated at all. He would be able to explore all of his feelings to the fullest. After a few months of planning and calculating without treatment. Chip sneaks his way to Africa where he has found that Lilac now lives. He steals her away and of course she resists, after she says some nasty things a few weeks later, he rapes her which pushes her even further away. But eventually as her last treatment wears off she begins to agree with Chip and at first says shell only go to the island with him, then theyll go their separate ways, but then she says she will stay with him once they arrive as well. Eventually they reach the islandShow MoreRelatedReading Between the Lines Essay1661 Words   |  7 Pagesgoing to happen? They may use a certain language, or purposely discuss specific topics that will eventually relate to a culminating event. This writing technique, called foreshadowing, allows readers to sense an onset of an event before it actually occurs. This strategy is used in many stories, and can make a story more interesting and dynamic. The story â€Å"A Perfect Day for Bananafish,† by J.D. Salinger, consistently foreshadows that Seymour will commit suicide by describing Muriel and Seymour’s relationshipRead MoreSelf-tranquility and Love in the Book A Perfect Day for Bananafish by J.D. 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Salinger’s â€Å"Nine Stories†, there are two stories that indicate a death, and, remarkably,900 Words   |  4 Pages In J.D. Salinger’s â€Å"Nine Stories†, there are two stories that indicate a death, and, remarkably, these two short stories are what begin and end this captivating piece of literature. The first story is called â€Å"A Perfect Day for Bananafish† and introduces a man who has been through the hell of World War II, which allows him to see things from a different perspective. The latter is called â€Å"Teddy† and revolves around a young, ingenious boy that seems to have a speculative mindset and very deep insightRead More Characters in A Perfect Day for Bananafish by J.D. Salinger Essay1125 Words   |  5 PagesCharacters in A Perfect Day for Bananafish by J.D. Salinger The characters in Salinger?s ?A Perfect Day for Bananafish? seem to exist in opposite worlds. 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In my essay, I would like to concentrate on the portrayal of children in â€Å"A Perfect Day for Bananafish† and â€Å"Teddy†. Even though the way these characters are depicted is similar, a child protagonist in each of the stories is representative of different things. While Sibyl can be seen as a prototype of a childlike innocence, purityRead MoreThe Catcher in the Rye by J.D. Salinger507 Words   |  2 Pagesmind, he doesnt see children writing swear word or having sex; he sees them doing the opposite and trying to ignore them. When dealing with children, adults tend to ignore reality and dumb down to their level and way of thinking. As shown in A Perfect Day for Bananafish by Salinger, Seymour (the adult) meets with a Sybil (young girl) and makes up imaginary creatures such as a Bananafish and they look for it. Also, they talk about things they enjoy, but keeping a sense of humor : Do you like wax

Legal independence of Australia legislature-Samples for Students

Questions: 1.Construct a timeline of the development of legal independence of the legislature in Australia from the time of settlement to the present day, indicating important steps and the means by which the step was taken, through legislation or some other event. 2.Construct a timeline of the development of legal independence of the court system in Australia from the time of settlement to the present day, indicating important steps and the means by which the step was taken, through legislation or some other event. 3.Write a short essay on the importance and effect of the Colonial Laws Validity Act 28 29 Vict. c 63 and the Statute of Westminster 1931 (Imp) 22 23 Geo 5 c 4. Answers: 1.Before the phase of settlement Europeans merely acted as explorers. When James Cook in 1770 covered the east coast line of Australia he claimed that the exploration was made in relation to a British territory. It was clear that no consultation had been done with the indigenous people along with entrance if no treaty. The act of James cook had been justified years latter through the doctrine of terra nullius (the land to nobody). In 1785 Orders-in-Council were issued by London which initiated the establishment of a colony in Botany Bay. Arthur Philip who had been appointed the governor-designate of the newly formed colony in 1786 created a detailed memorandum establishing that the laws of UK would be applicable in Australia and no slavery was allowed. In the year 1827 the first test of the doctrine was initiated in the court of NSW in the case of R v Tommy,[1827] NSWSupC 70 Supreme Court of NSW (24 November 1827) according to the case only when the issue was related to natives and the settlers were the natives imposed on by British laws. The New South Wales Act 1823 (UK) had been passed to proclaim Tasmania as a spate colony for that of NSW. The Colonial Laws Validity Act 1865 was passed to establish a relationship between colonial and imperial legislations. According to the legislation the colonial act was fully effective in the respective colony however is should not have any contradictory law to the imperial legislations. The legislation provided authority to colonial law making however in addition established that they are subordinate to the British parliament. The first formal step towards making the colonies federal was through the Federal Council of Australasia in the year 1885. However it was a weal and non legislative step. Two constitutional conventions had been initiated and adopted a constitution derived from American, British and other models. The constitution was provided approval by the six colonial voters. The constitution was then passed alongside some amendments which included provisions of appeals to the London Privy Council in form of a British parliament Act and came to be known as the Commonwealth of Australia Constitution Act 1990. The legislation was initiated on 1st January 1901 and marked the beginning of the commonwealth of Australia. However it was latter imposed by the British government that any Australian law would be eligible to be replaced by British monarchs within a year but this power was never exercised. In the mid 1920s the British governments established full legislative autonomy of the dominions. The legislative effect was given to this rule in the year 1931 through the Statue of Westminster 1931. The effect by the statue was taken in the year 1942 when the Statue of Westminster Adoption Act 1942 passed. The application of the legislation repealed the Colonial Laws Validity Act 1865. The legislation was in force till it was repealed by the Australian Act 1986. The legislation terminated effectively the power of the British government or parliament to enact laws for Australia. The legislation ensured that any law which previously required British assent could be passed by the Australian parliament. 2.The legal system of Australia had been developed in accordance to the legal system of Britain which was included in the system as a part of making Australia a British colony. A limited right had been granted by the British Parliament to the colonies to set up a local court system. Thus every colony had been provided to power to make laws in order to deal with specific situations. Thus separate development of laws and legal system was initiated in each colony. The concept of judicial independence which is presently established initiated in the year 1701. One of the central pillars of the Australian legal system is judicial independence. The Charter of justice was passed on 2nd April 1787 (UK) with respect to an Australian system of law. The colony of NSW had been established in 1788 after the NSW courts Act 1787 had been passed to keep the convicts under control. The colonel Collins commission (NSW) was passed on 14th January 1803 through which a convict system had been established by David Collins at Hobart. On 2nd April 1814 the Second Charter of Justice of New South Wales established the NSW supreme court of Civil Judicature. In the year 1823 the charter of Justice (UK) was passed on 13th October through which the Ad Hoc legal system of Australia had been subjected to regular procedures. In the year 1828 the Australian Courts Act 1828 (UK) was passed bringing the trial by jury to a stay. In the year 1903 the Judiciary Act 1903 (Cth) was passed through which a high court was gained by Australia but it lost the prime minister. In the year 1933 ACT Supreme Court Act 1933 (Cth) was passed through which a supreme court had been created. The appeals to the privy council by the high court were abolished through the efforts of the Privy Council (Appeals from the High Court) Act 1975 and Privy Council (Limitation of Appeals) Act 1968. In the year 1980 Coastal Waters (State Powers) Act 1980 (Cth) was passed which initiated a new High court building in Canberra by Queen Elizabeth II. The Australian Act 1986 (Cth) undid the old constitutional ties and initiated a strong step towards the independence of judiciary from the British rule. Under the chapter III of the constitution judicial breach of the government had been set out. The high court of Australia which was the federal Supreme Court was established through section 71 of the constitution. The court had been provided the power to govern its own activities in 1980 through the High Court of Australia Act 1979. The district court of NSW had commenced from 1st July 1973 through the passing of the District Court Act1973(NSW). 3.The British during the period of 1700-1900 made many colonies and within them introduced their own legal system. Various laws were passed by the British parliament in order to ensure that British supremacy continues to be established over the colonies. The purpose of this paper is to discuses two of such legislations namely the TheColonial Laws Validity Act 1865(28 29 Vict. c. 63)and the Statute of Westminster 1931 (Imp) 22 23 Geo 5 c 4. The paper discuses the importance and effects of the two legislations with respect to Australia. The Colonial Laws Validity was an act of British parliament. According to the title of the act it had been passed to abolish any doubts in relation to the colonial laws validity. The act purported to eradicate any visible inconsistency between colonial and British legislations. The act provided that the Colonial legislations which were passed in accordance to the provided procedures would have due effect in relation to the colony they have been passed in, however the provisions of such legislation should not be inconsistent to the provisions of any existing legislation of the British parliament. Any such provisions in colonial legislations were deemed to be invalid[1]. The effect of the legislation was such that the colonial legislatures had been provided with increased law a making powers however he supremacy of the British parliament was imposed upon them. Till the legislation was enacted a few local statues had been declared invalid by the judges on the grounds that they were not in consistent with an existing British legislation irrespective of the fact that such imperial legislations had the intention to be implemented in the colonies. The particular problem was causing serious issues in South Australia where on various occasions local laws were declared invalid by Justice Benjamin Boothby in the Supreme Court. It was accepted by the British till the year 1920 that full legislative authority has to be provided to the dominions and accordingly the statue of Statute of Westminster was passed repealing the provisions of the Colonial Laws Validity Act in Australia along with other counties like Canada, New Zealand, South Africa and NewFoundLand. The legislation was the first effort made by the British parliament to provide some apparent rights to the colonies towards law making. The rights are said to be apparent as the law made by the colonies would have been anyways in accordance to the law of the British parliament. Thus the colonies were provided an appreh ension that they have been provided with increased right whereas in reality the British parliament ensured supremacy without providing extra effort towards law making for the colonies. The Statue of Westminster has been modified in various ways so as to incorporate it within the legal system of Australia and other colonial countries[2]. The legislation has been repealed by New Zealand expressly and impliedly in those dominions which are no longer under the British. The act had immediate and in certain cases upon ratification effects through which the dominions governed by the British gained legal independence from being bound to consult the British parliament before making laws. Thus a statutory embodiment had been established based on equity which was set out in Balfour Declaration of 1926. It was the most significant step towards the making of Dominions in independent separate states[3]. The basis of the relationship which is continuing between the crown and the commonwealth realms is set out by the statue and this is its relevance in the present day. Certain political resolutions which had been passed by the Imperial Conferences of 1930 and 1926 particularly the Balfour Declaration of 1926 were given effect by the statue. The major effect of the statue was to abolish the power of the British parliament to make laws for the colonies which was provided by the Colonial Laws Validity Act 1865[4]. It was expressed by King Gorge that the laws of succession should be exempted from the statue, however as such desires would have been against the principles of the Balfour declaration so it was rejected. Section 4 of the statue provided that no act passed by the British parliament after the commencement of this act would extend to or apprehended to be extended as a part of law for any dominion unless the dominion had consented to such laws[5]. Section 2-6 off the statue was adopted by Australia through the Statute of Westminster Adoption Act 1942 so that validity of specific legislation of Australia can be clarified. The adoption was done during the initiation of the world war. The adaption of section 2 by the commonwealth of Australia ensured that the Australian parliament could enact legislations which did not have to be consistent with British legislations. In addition the acceptance of section 3 of the statue ensured that the parliament could make legislations which had an extraterritorial effect. Section 4 ensured that only if Australia consented to such act could Britain legislate in relation to Australia[6]. The capacity of legislating in relation to those areas which were not within the scope of the constitution was still vested in the British parliament through section 9 but such capacity was never used[7]. However, the powers of the British parliament with respect to legislating for Australia came to an end by th e acceptance of the Australian Act 1986. Concluding the paper it can be provided that the TheColonial Laws Validity Act 1865(28 29 Vict. c. 63) although only provided apparent powers to the colonies towards law making, it ensured that law making is initiated by the colonies themselves making them self sufficient in relation to laws. The colonies were not satisfied with the statue as it created a lot of issues where most of the legislations were declared inconsistent with the British laws even the British parliament did not intend to do so. The step towards gaining supreme law making power by Australia was initiated by the Westminster statue which abolished British indulgence in Australian law making. However not until the Australian Act was passed did Australia get official soverginity over law making. Bibliography Cunneen, Chris. "Colonial processes, indigenous peoples, and criminal justice systems." (2014). Day, David A., and David Day.Claiming a Continent. HarperCollins Australia, 2015. Lloyd, Clem, and Jacqui Rees.The last shilling: a history of repatriation in Australia. Melbourne Univ. Publishing, 2017. Norton, P. (2015).Back from Westminster. University Press of Kentucky. Prokhovnik, Raia. "From sovereignty in Australia to Australian sovereignty."Political Studies63.2 (2015): 412-430. Statute of Westminster 1931 (Imp) 22 23 Geo 5 c 4 The Australian Act 1986 TheColonial Laws Validity Act 1865(28 29 Vict. c. 63) TheColonial Laws Validity Act 1865(28 29 Vict. c. 63) Norton, P. (2015).Back from Westminster. University Press of Kentucky. Cunneen, Chris. "Colonial processes, indigenous peoples, and criminal justice systems." (2014). Prokhovnik, Raia. "From sovereignty in Australia to Australian sovereignty."Political Studies63.2 (2015): 412-430. Statute of Westminster 1931 (Imp) 22 23 Geo 5 c 4 Day, David A., and David Day.Claiming a Continent. HarperCollins Australia, 2015. Lloyd, Clem, and Jacqui Rees.The last shilling: a history of repatriation in Australia. Melbourne Univ. Publishing, 2017.

Role Of Myth In Religion Essays - Anthropology Of Religion

Role Of Myth In Religion Anthropology 166 Role of Myth in Religion Industrial society has no body of shared beliefs, no common mythology. Its members hold onto a collection of disconnected beliefs and are vaguely familiar with fragments of many myths. The advantage that some new religions have in this situation is that they possess powerful connected mythologies that have ancient experiences. The mythologies of new religious movements are created out of numerous disconnected myths found in society generally. By weaving these unrelated myths into compatible wholes, new religions create a sense of continuity with society. Through the use of traditional myths, they are able to give themselves an apparent historical depth that legitimates their claims to be the carriers of a high culture. In common speech, to call a story a myth is to say that it is untrue. Once accepted, a myth can be used to glorify the past, explain the present, and hold out hope for the future. It gives individual and social life meaning and direction. This ability to guide action distinguishes myths from legends, folk tales, and other stories. In short, myths have the power to change lives and shape societies. The validity of individual myths is enhanced when they are incorporated into larger or related myths. In many societies, myths are officially sanctioned through public recognition. Thus in medieval Christian Europe many myths, such as those about King Arthur and the Holy Grail, were publicly recognized. In Hindu society, myths about Krishna and other deities are given sanction in all areas of life. Christian societies have traditionally given official recognition to Christian mythologies, Islamic societies to Islamic mythologies, Buddhist societies to Buddhist mythologies, pagan societies to pagan mythologies, and so on. In other words, the common religion in any given society typically provides its members with a powerful mythology that receives full recognition and social support. Religion Essays