Overview of Domestic Violence in the UK

Overview of Domestic Violence in the UK Domestic violence is very real and common in the UK, and indeed internationally In the UK domestic violence accounts for a quarter of all crime, despite these figures it is recorded that only 5 per cent of recorded cases of domestic violence end in conviction, less than 20 per cent of rapes and sexual assaults are reported to the police, and less than 6 per cent of rapes result in conviction. Wells points out as a comparison, the number of women that are in prison, and the seemingly trivial reasons for there incarceration. There are now over 4,500 women in prison, an increase of 194 per cent in the last ten years. Most women are convicted of non-violent offences, such as shoplifting. One woman out of 12 judges in the House of Lords, 5 women out of 43 police Chief Constables, 18 women out of 42 Chief Officers of Probation, 7 women out of 42 Chief Crown Prosecutors, 31 women out of 138 Prison Governors. There was evidence of sexual harassment and discrimination experienced by women working in the system. Domestic violence is not discriminatory and occurs between people of all social classes, amongst all racial and religious groupings and in all age groups. Crime and other statistics can only provide us with a taster of the real picture. The nature and extent of the suffering which is endured by families behind closed doors is very much something that is kept private. Victims of domestic assaults often do not complain of violence, either through fear of being further assaulted, or because they are too embarrassed and ashamed to reveal their plight to professionals who might be able to assist them. Although the traditional perspective is that victims of domestic violence are predominately women, this is not always the case, men, children and the elderly are vulnerable to domestic violence too. This said there is an abundance of evidence to show that it is women and children who are the main victims. Children who themselves suffer violence at the hands of a parent are in the main protec ted by the state though child protection procedures. The remedies provided by the civil law are therefore generally used to obtain protection for an adult victim. As Subedi points out There are several causes of violence against women. These range from historical unequal power relations between men and women to cultural perceptions, womens sexuality, inaction on the part of the agents of the State to the traditional perception in law and practice that matters within the family and between a husband and wife are basically private matters in which outside or State involvement should be kept to a minimum. Unlike other forms of crime, the problem with domestic violence has been that even the law itself is not well- developed and the law that is there on this issue has not been enforced as vigorously as possible. It is from this premise that efforts have been made in the recent past both at national and international level to strengthen the law on traditional patterns of violence and to expand the scope of the law to cover new forms of violence. While the problem often encountered in this process at national level is the doctrine of privacy and the concept of the sanctity of the family, the dichotomy of the public/private sphere is the problem at international level. In the UK, domestic assaults are criminal offences and a man who attacks his wife can be prosecuted for his actions. He may be charged with one or more of various offences against the person included the offence of rape. The Protection From Harassment Act 1997 introduced strong measures to assist those who are victims of a course of conduct, which amounts to harassment and made such conduct a crime. However, victims of domestic violence and harassment may be reluctant to become involved in the prosecution process for a number of reasons. These include the realisation by the victim that the matter is no longer under her control once she has reported an attack to the police. It will be up to the police to decide whether and how they wish to investigate her complaint, and it will be the decision of the Crown Prosecution Service whether or not to go ahead and press charges. This loss of control acts as a disincentive to women to report incidents of violence, as they may well fear the consequences of their action if the police and Crown Prosecution Service fail, as they see it, to respond in an appropriate fashion. In the past the police have been unwilling to intervene in cases of domestic violence, and to prosecute offenders. This perception of the police as unwilling to come to the assistance of victims of domestic assaults is still evident today, even though domestic violence is taken much more seriously by the police than in the past, and even though police practices in many areas have changed radically in favour of the victim. Figures from British Crime Surveys suggest that domestic violence forms the largest single category of violent crime. In a survey carried out by Davis and Gretny revealed that of a total of 448 assaults, all of which were referred to the CPS, there were 243 (54 per cent) non-domestics and 205 (46 per cent) domestics. If the British Crime Survey finding that domestic violence comprises 20 per cent of all assaults can be believed, and if the Bristol police files that they surveyed can be taken to be representative of the current position, it would appear that domestic assault is significantly more likely to be prosecuted than is assault in other contexts. This is remarkable given the widely accepted picture of domestic violence as a crime both under-reported and under-recorded. In such situations a victim of domestic violence, may apply for an injunction under the Davis G Cretney A, (1996) Prosecuting Domestic Assault, Criminal Law Review Mar 162 174 or a non- molestation order under s42 of the Family Law Act 1996. The statutes have somewhat differing aims although both statutes do aim to prevent harassment and can be compared and this will be discussed. Only associated persons can apply under the FLA 1996; anybody can apply under the PHA 1997. There are wider remedies available under the FLA 1996, including the power to make occupation orders. Damages can be awarded only under the PHA 1997. This is an important point. Domestic violence/harassment knows no social boundaries and therefore an award of damages can be a salutory lesson. It can also be an important remedy for those who are scared to report, for fear of financial hardship. Such damages can, of course, if not promptly paid, be enforced in all the usual ways including execution, attachment of ear nings or a charging order on land if necessary followed by an order for sale. Presently, a power of arrest can be attached to FLA 1996 orders but not to PHA 1997 orders. However, although the power of arrest is retained for occupation orders it is to be abolished for non-molestation orders. A warrant of arrest can be issued under either statute. Breach of an injunction under s 3 of the PHA 1997 is an offence breach of a non-molestation order is made an offence by s 42A of the FLA 1996.(7) District judges have full jurisdiction under both statutes to make orders, issue warrants and deal with contempt of court proceedings for breach of orders. Applications under the FLA 1996 are family proceedings governed by the Family Proceedings Rules 1991 and must be issued in a family proceedings court, a divorce county court, family hearing centre, care centre or in the Principal Registry or Lambeth Shoreditch or Woolwich County Courts.Applications under the PHA 1997 are civil proceedings governed by CPR 1998 Part 65 and can be issued in the High Court (Queens Bench Division) or in the county court for the district in which either the claimant or the defendant re sides or carries on business. Exceptionally, concurrent proceedings under both statutes are appropriate. They should be consolidated and tried together. A person arrested and brought before the court pursuant to the FLA 1996 can be remanded in custody or on bail. There is no power to remand a person arrested and brought before the court pursuant to the PHA 1997. Punishment for contempt of court under either statute is subject to the maximum of 2 years imprisonment provided by the Contempt of Court Act 1981. The sentence must be proportionate to the seriousness of the contempt. Conviction for breach of an injunction under s 3 of the PHA 1997 or for breach of a non-molestation order under s 42A of the FLA 1996 both carry a maximum sentence of 6 months and/or a fine not exceeding the statutory maximum on summary conviction, and a maximum sentence of 5 years and/or fine on conviction on indictment. Both statutes provide that a person cannot be both punished for contempt of court and prosecuted in respect of the same incident. The PHA 1997 also creates offences (ss 2 and 4) not dependant on a civil injunction; the FLA 1996 does not. By s 1 of the PHA 1997, a person must not pursue a course of conduct which amounts to harassment of another and which he knows or ought to know amounts to harassment of another. By s 7(3) a course of conduct must involve conduct on at least two occasions and by s 7(4) conduct includes speech. Section 7(3A) was inserted by the Criminal Justice and Police Act 2001 and provides: A persons conduct on any occasion shall be taken, if aided, abetted, counselled or procured by another: (a) to be conduct on that occasion of the other (as well as conduct of the person whose conduct it is); and (b) to be conduct in relation to which the others knowledge and purpose, and what he ought to have known, are the same as they were in relation to what was contemplated or reasonably foreseeable at the time of the aiding, abetting, counselling or procuring. The phrase course of conduct has caused difficulty. In R v Hills held that assaults in April and October 1999 were not a course of conduct, particularly since the parties had been reconciled in the interim. In Lau v Director of Public Prosecutions quashed a conviction on the grounds that two incidents 4 months apart were not a course of conduct. The fewer the number of incidents and the wider the time lapse between them, the less likely that they give rise to a course of conduct. On appropriate facts, a charge of assault should be preferred. Indeed, many cases justify both a charge of assault and of harassment. The definition of harassment (and assault) is the same in civil and criminal proceedings, and thus arguments on whether or not there was a course of conduct can arise in both civil and criminal courts. In civil cases, where they may be doubt on whether there is a course of conduct then, as in crime, where appropriate, assault can also be alleged. In June 2003 the Home Office published a consultation paper setting out proposals to tackle domestic violence. The paper indicated the Governments strategy was based on three elements: to prevent domestic violence occurring or recurring; to increase support for victims; and to ensure improved legal protection and justice for domestic violence victims. This led to the enactment of the Domestic Violence, Crime and Victims Act 2004 which came into force in March 2005. DVCVA 2004 closely links the civil and criminal processes through new police powers, and through a new criminal offence of breach of a non-molestation order. It also creates a new offence of causing or permitting the death of a child or vulnerable person. It also requires the adoption of a code of practice and a victims fund, to be financed by surcharges on fines and some fixed penalties. It creates the power for the Criminal Injuries Compensation Authority to recover money from offenders, and makes a variety of other changes to criminal procedure, powers and sentencing. Non-molestation or occupation orders are key tools in providing protection for those who fall within the category of associated persons. Prior to the enactment of the DVCVA 2004 eligibility extended to those living together as man and wife (cohabitants), or former cohabitants, and those who live or have lived in the same household (except if they are employees, tenants or boarders, or a lodger). DVCVA 2004 extends the category of associated person to include cohabitants in a same-sex relationship living in an equivalent relationship to that of husband and wife. The power to attach a power of arrest to a non-molestation order is removed by this act. Instead, common assault becomes an arrestable offence under the Police and Criminal Evidence Act 1984 and breach of a non-molestation order becomes a criminal (arrestable) offence. If, for whatever reason, no prosecution is mounted, perhaps because of the wishes of the victim, that does not prevent an application to the civil court to commit for breach of the order. Nothing prevents the commencement of civil proceedings while criminal proceedings are pending, following arrest, though arguably a family court should await the determination of the criminal process. A new criminal offence is created under s42A will be punishable on conviction on indictment by a term of imprisonment not exceeding five years, or a fine, or both, and on summary conviction by a term of imprisonment not exceeding 12 months, or a fine not exceeding the statutory minimum, or both. The prosecution will need to prove the existence and terms of the order; the fact that the defendant was aware of the order; conduct that amounts to breach of that order, provided the breach is relevant only to sentence and not to guilt or innocence; and the lack of reasonable excuse. Minor changes are made to occupation orders under the DVCVA 2004 these require a court, in proceedings for an occupation order, to consider whether or not to make a non-molestation order. Other changes include changes to reflect cohabitation as opposed to marriage. Nothing in the new Act removes the right of the court to attach a power of arrest to an occupation order. This may cause some difficulties where a court makes both a non-molestation order and an occupation order, particularly if a court has attached a radius clause, for example not to come within a specified distance of the applicants home. Restraining orders under PHA 1997 form an integral part of the machinery for the protection of victims of domestic violence. DVCVA 2004, s 12, will extend the courts power to make a restraining order under s 5 of PHA 1997.Under s 5, when a court is sentencing or otherwise dealing with a person who is convicted of an offence under s 2 or s 4 of that Act, then as well as sentencing him or dealing with him in any other way, it may make a restraining order. The restraining order is particularly useful, as it provides for the continued safety of the victim but can only be made in cases where a conviction had been obtained for a s 2 or s 4 offence. As Wells points out: A vignette of current concerns suggests that much has changed in the last few decades. There is a ministerial group on domestic violence headed by Home Office minister, Baroness Scotland. The Solicitor General, a woman, has made tackling domestic violence a policy priority. She has talked to the President of Family Division, a woman. The Law Commission has recommended the abolition of the partial defence of provocation for reasons largely to do with its differential impact on male and female partner killers. The psychological trauma associated with rape and other forms of sexual harassment has been acknowledged, much attention has been given to improving police practices, and the offences themselves have been reconfigured around the concept of trust. It is difficult to believe that these changes would have come about without the influence of feminism in general and feminist legal commentators in particular. These changes also fit into a much wider pattern in which victims have moved very much centre stage along with the associated restorative justice movement. Internationally moves are being made to improve the situation for women. There have been international efforts to strengthen womens rights. This perception has contributed to the reluctance on the part of many countries to adopt either a protocol to CEDAW providing for individual petition or a protocol on violence against women with similar remedies for women. Moreover, the perception of States towards certain types of violence seems to be different in developed Western countries from that of certain developing countries. While widespread dissemination of pornographic material and use of women as sex objects by the media has been viewed as violence against women by women in certain developing countries, the same does not necessarily hold true in certain Western countries such as the Netherlands and the United States, which opposed the inclusion of this type of violence in the definition of violence in the draft UN declaration on violence against women. This type of activity cannot be violence for those women who voluntarily allow themselves to be used as sex objects by the media. But it may be seen as a psychological violence against women in general by those who disapprove of such treatment of women by the media. The protest campaigns organised recently by grass-root womens groups in India against the world beauty competition in Bangalore is an example of such differences of opinion. So is British law sufficient? Does it protect women adequately? There is generally are much greater awareness of domestic violence, and the criminality and culpability has increased some what over the last decade. Awareness has been heightened, although it can be argued that the piece meal legislation is unacceptable and there needs to be some joined up thinking insofar as this area of law is concerned. Whilst the new legislation is a move in that direction, it is a wasted opportunity as it is certainly desirable that the law on domestic violence should be consolidated.

Golfing Happiness Essay -- Happiness Essays, Essay About Myself

For someone who claims to be a golfer, shooting a score in the mid 90's is not something to tell my friends about. Golf is a sport of honor, and to alert your friends to such a poor round would be like admitting your girlfriend dumped you, and it wasn't a "mutual decision." However, there is a single instance in which I don't care what the scorecard reflects: playing with Nick. Though some golfers prefer playing in tournaments with new, shiny drivers and caddies at their beck and call, I'll take a round of golf with Nick, on perhaps the worst golf course known to man, Hillcrest Golf Club, over playing in any country-club tournament. Now, you've got to understand my friend Nick. He already scored perfectly on the PSAT Math section his sophomore year, has a workaholic lawyer for a dad, and recently informed his parents that in lieu of attending college he wants to become a postman...he already owns the perfect vehicle for the job: a broken-down 1982 Jeep CJ5. His meteoric rise from hapless hacker at the local par-3 course to All-Region Golf Team honors is also noteworthy. One must also take into account the misery that is Hillcrest Golf Club. Only here can someone find golfers so drunk they spin doughnuts on the 14th green and crash their cart into the lake. As a tractor pulled the cart from its watery grave, one of the men was heard to say to his rescuers, "Hey, I don't see my driver in my bag, ya'll better find it." Nor would you find male golfers over two hundred fifty pounds with no shirt on wearing cutoff jean shorts at many other golf courses. As you can see, it is no light claim to say I would rather play here than a well-groomed country club. Almost every summer morning at the crack of dawn, Nick rolls up our b... ...ame I can neither pronounce nor spell. Our conversation at T.J.'s is not restricted to golf, as it would be in fancy clubhouses after tournaments, but rather open to any subject we care to discuss, from Chemistry class next year to the best Steve Miller Band song. Finally, the experiences and times Nick and I share together are more valuable to me than any golden trophy. Some of the funniest and most relaxing times in my life have come out on the links with Nick. We don't care about the score, our shots, or even the round. Nor do we care if the course has only two cuts of grass: rough and green. So even though I'll never win one of those shiny first place trophies playing with Nick, the first call I make every summer I go home is the same number, and when I hear Nick's familiar voice, I smile just anticipating the sound of his CJ reverberating up the driveway.

The High Enlightenment and the Low-Life of Literature Essay -- Literar

Today, as historians look at the enlightenment they look at it through the eyes of the great thinkers.â€Å"The philosophic spirit itself took refuge in the writings of some great men†(D’Alembert,7).They helped create knowledge in how it is viewed today. However, the question remians what is the category that these men fall into. There are many different names and definitions of what these men can be called and who qualifies to fit in this group. It is said that many of the men that were classified in the category were not actual philosopher thinkers that expanded the mind and challenged thought. In the essay â€Å"The High Enlightenment and the Low-Life of Literature† by Robert Darnton he discuses the status of these philosophes that were being produced during the High Enlightenment. He argues that â€Å"the summit view of eighteenth-century intellectual history has been described so often and so well that it might be useful to strike out in a new direction, t o try to get to the bottom of the Enlightenment, and try to penetrate into its underworld...from below†(Darnton,57). He decides to look at the status of the enlightenment thinkers during this time to see the social standing that they had and the influence upon the world around them, not from the overall philosophes. Not from their works that were produced or the social responses to them; from the actual men of letters themselves.Darnton criticizes other historians for having looked at the Enlightenment â€Å"only through the eyes of this elite and proposes that, instead, we examine it from the perspective of those who failed to break into this closed elite of ‘literary aristocrates’†(Who were the Philosophes, 44). Darnton discusses, in his essay, the stance of the men of letters during the ... ... impoverished. The members of Grub Street now needed the change that was happening in thought during the Early Enlightenment. â€Å"It would seem to be necessary, therefore, in looking for the connection between the Enlightenment and the Revolution, to examine the structure of the cultural world under the Old Regime, to descend from the heights of metaphysics and to enter Grub Street†(Darnton, 65). These ideas of the old Enlightenment were seeping down into the lower classes because of what was happening to the Men of Letters. These members needed a change. â€Å"[W]hile they grew fat in Voltaire’s church, the revolutionary spirit passed to the lean and hungry men of Grub Street, to the cultural pariahs who, through poverty and humiliation†(Darnton, 66). This is what was happening in France during the High Enlightenment that led down into the Revolution for further change.

Compare and Contrast at least three of Fanthorpe’s poems Essay

Fanthorpe’s poems: Half-past Two, Dear Mr Lee, and You will be hearing from us shortly offer us an insight into the views and thoughts of Fanthorpe, as well as making the reader think about their own preconceptions. She does this by making quirky and sometimes satirical poems, which seem almost like prose. Fanthorpe’s aims are unmistakable; her way of inviting the reader to look at life through her tongue-in-cheek writing makes people question their belief on the matter(s) that the poem explores. For example in Half-past Two the poet queries the strange idea of time. Adults see time as a number organised into a sequence that continues through out the day with out stopping. However in this poem Fanthorpe shows that children develop a different sense of time, almost like a dream world where time, as we know it, stops to exist. She also delves into the way that children see time as an event not a number, for example ‘timeformykisstime’. Likewise, in Dear Mr Lee, the poet disputes the way of teaching English, stating that the way teacher deconstruct and analyse poems makes it impossible for the piece to be appreciated for its face values. Similarly, You will be hearing from us shortly dissects the truth about interviews and the way that pressure in an interview can make the interviewee feel looked down on and prejudged. The poem is slightly satirical towards the end, but this only exaggerates the point that Fanthorpe is trying to convey. While under pressure, interviewees can hallucinate in a surreal manner. For example, ‘And you were born-? Yes pity’. Overall, the aims of all three poems suggest that Fanthorpe has some strong views about things we don’t really see as serious issues but do affect people. Technique plays a big role in all of Fanthorpe’s poems, especially You will be hearing from us shortly, where the text aligned on the right indicates what the interviewer is thinking at that point in the interview. This is unique to Fanthorpe’s poems. Likewise in Dear Mr Lee irregular and haphazard line endings and even a P.S. in the poem contributes to the idiosyncratic nature of it. However in Half-past Two there are well-organised stanzas, typical of the common types of poem. Capital letters are used to exaggerate or highlight an important idea that Fanthorpe wants to be recognised, for example ‘on Her desk’ represents the way the child imitates something said to him. Another variant from the norm in all three poems is the use of brackets or italic writing to represent either private thoughts or another voice. During the three pieces various voices are regularly used; the poet will do this to show either a different viewpoint or the words of a narrator. In the poem Half-past Two voices are used extensively to represent what the child was thinking, what the teacher said and also the narrating. During Dear Mr Lee there seems to be no arrangement in the text at all, however it does resemble a prose letter. However, looking more closely, the poem seems to represent the child’s feelings about teaching methods. Voices in this poem seem to consist of the child’s thoughts and her teacher’s remarks. However in You will be hearing from us shortly the only voice is of the interviewer(s). I imagine Fanthorpe does this so that the reader can add in his or her own response to the observations of the interviewer. Fanthorpe’s style is very prose-like and the colloquial nature invites the reader into a new dimension of humour. The register in all three poems is varied, for example in Dear Mr Lee goes from, ‘you’d know it’s lived with me, stained with Coke and Kitkat’ too, ‘good at terse and cogent’. This varied approach to the poem may be due to the different voices that Fanthorpe puts in. All three poems especially contain a satirical and sarcastic tone, and towards the end of You will be hearing from us shortly there is an almost surreal and dreamy feel to the tone. However all the poems, as well as having humour and tongue-in-cheek style, also harness a serious intention. For example in You will be hearing from us shortly, even though it is quite funny, the way you can be looked down on in as an interviewee is a prejudice. For example the interviewer says ‘And now a delicate matter: your looks. Do you appreciate this work involves contact with the actual public?’ This is clearly is meant to be a realistic event so that Fanthorpe can insight the reader to believe that prejudice does happen. Generally all the poems are very well written, however close analysis reveal even more about the poet’s way with words. In Half-past Two the last stanza is a brilliant description of the way that a child can slip into ‘the clockless land of ever, and time hides waiting to be born’. This end fraction of the poem portrays the child’s dream world and how there is ‘no time’ until the child is taught how to read time and it is then that time, as adults know it is ‘born’. In You will be hearing from us shortly the poet could not only be referring to the way that interviewers look upon interviewees, but how candidates assume surreal events will occur in the interview. For example it is very unlikely that an interviewer would comment on the very existence of an interviewee. During Dear Mr Lee Fanthorpe takes on the role of a child and doesn’t tell the reader she has done this but instead writes like one. She achieves this by having no indents, no punctuation, random line lengths, no rhythm or rhyme and no paragraphs. For example there is not one full stop until the forty-ninth line. Writing like a child makes the reader think that the poem is being told by a child. To conclude, the three Fanthorpe poems looked at in the Essay help us to understand the way that Fanthorpe regards incidents happening in the world today. It also uses a colloquial tone that provides a jovial piece to read as well as getting a serious point through. All in all the prose-like texts let the reader enjoy an idiosyncratic and meaningful set of poems.

Humanae Vitae Reflection Essay

Humanae Vitae – Encyclical Letter on the regulation of birth As a Roman Catholic, I have been raised to believe what the Church has taught for centuries. As we are living in Humanae Vitae, surely challenges will arise for some people in today’s society when they read this text. Although I had difficulty seeing one statement noted in the text the way in which the Church had, I found myself agreeing with the Pope in the problems presented in terms of today’s society. Beginning with the â€Å"problem and competency of the magisterium,† Pope Paul writes at the start of the document, â€Å"†But the most remarkable development of all is to be seen in man’s stupendous progress in the domination and rational organization of the forces of nature to the point that he is endeavoring to extend this control over every aspect of his own life — over his body, over his mind and emotions, over his social life, and even over the laws that regulate the transmission of life† (n. 2). Although Human life did come from God, belongs to God, and goes back to God, I believe that we are our â€Å"own† spirits, and that we were created with choices, including the fact that we in a sense control our realities that make up the way we live our lives and the things we do on a daily basis. I do not believe it is an illusion as Pope is suggesting and further more do not believe we are bought at a price from God – although in a sense, the choices in which God gives us are the prices â€Å"we pay† to live the life in which we were granted, it is up to us as individuals. Forward looking, as the new question of â€Å"principle of totality† comes into play, I believe that the problem of sex in society today, or perhaps the way in which the younger generations view sex, is flawed. I agree that sexual activity in which Pope Paul was writing that it is wrong to diminish its message and that it does belong to the context of committed love, sealed by marriage and openness to life because it is the greatest reflection and reasoning to which the gift of sexuality was given to us. Furthermore, I wholeheartedly believe in the doctrinal principles in section II that present â€Å"a wholistic vision of man† (n. 7). The underlying joints to a faithful life are chastity and marriage, demanding â€Å"conjugal love, responsible parenthood, and conformity to the creative intention and design of God† are clear. In the section of Consequences of Artificial Methods, I gree that in limens terms, how easily using birth control and other artificial methods could open the door to marital infidelity and a lowering of moral standards, especially our generation. Today, sex has become a part of the American society that has led the young to be easily swayed in believing and succumbing to various forms of temptations, including pre-marital sex. I think a large part in this is the way in which you are raised, the kids in which you surrounded yourself with, and how much influence parental figures had in their children’s sex lives. It is consistent in the opinion of the encyclical letter that not much experience is needed to be aware of and understanding human beings and that the young need to be taught early on to not sway from the â€Å"moral law. † Instead, they need â€Å"incentives† to keep the moral law because temptation is everywhere, and without supervision and someone to be there as a guardian, I believe the child is more apt to fall victim to such evils, which could potentially have dire consequences as they move into their adult life. Another powerful statement in which I fully agree with has to do with a man who gets accustomed to the use of contraceptive methods may forget â€Å"the reverence due to a woman† and disregard her physical and emotional equilibrium, reducing her to an instrument for the satisfaction of his own desires, no longer considering her as his partner whom he should surround with care and affection. In my opinion, these are very warranted and strong, loaded statements. My reasoning is that, again, I feel like younger generations of men were not raised with the same level of respect for the way in which to treat their female peers. This I contribute to a number of factors, including the media of today’s society and the parenting of the child’s adolescence. However, I believe simply because a woman uses contraceptives does not entitle the man to view the woman any differently. Rather, I believe that the man is aware of the way in which he treats women, or in other words, that he either respect women physically and emotionally entirely, or he does not. And from that point, if he does not, that man could then use contraceptives as a â€Å"tool† in a sense to further his selfishness. I think a good reasoning behind this may come also from the way in which the boy was raised and the way in which he was brought up to view women. For example, if a young boy was raised with a father who abused his mother, he may take either extremes depending on the way it effected him: A, the boy could despise his father for what he did to his mother and swear that he will always respect women and never be like his father, or B, he could revert to his father’s ways and treat future women with the disrespect that was taught by his dad. Either way, I believe it is not where you come from, it is what you do with your situation and I believe faith can have a lot of encouragement in that. In summary, a good concluding statement found in the Encylical Letter about the authority and responsibility of the Church to always declare the truth is powerfully presented in n. 18: She does not, because of this, evade the duty imposed on her of proclaiming humbly but firmly the entire moral law, both natural and evangelical. Since the Church did not make either of these laws, she cannot be their arbiter—only their guardian and interpreter. It could never be right for her to declare lawful what is in fact unlawful, since that, by its very nature, is always opposed to the true good of man. With that said, I believe having faith in today’s society can yield a better life for everyone who opens their mind to a new way of thinking. Yet, although with today’s influences and high paced life, living a faithful life may not be easy, it is rewarding and purifying. The views of the Church keep you grounded as it reminds you to fulfill your blessings given to you by God.

Describe How to Interact, Respond, Communicate and Deal

When we are communicating with all children and younger people we must treat them all the same. We should be clear and concise. Instructions should be clear and the same E. G. please can you tidy up. Then we should keep repeating please can you tidy up, please can you tidy up, if a child (3-6years) was asked can you put toys away, they can get confused with what they have been asked to do. We can ask the younger child to repeat what the instruction was so we are aware that they have understood what was said to them. Children of the age3-6 are using their grammar a lot more.At this age they can exaggerate very well when telling something. If they are hurt they might tell fibs. Verbalising whilst playing is very common for 3-6 yrs. whilst communicating with these small children I would get down to their level. With the 6-12yrs they tend to ask lots of question. At this age most of the children set their own goals to achieve. Fact and fantasy are distinguished by now. The 6-12 age group s will need to have boundaries in place. They might also need support if they have a falling out with friends.This is the age when they speak about transitions in life. Use language to predict and draw conclusions. Use long and complex sentences. Understand other points of view and show that they agree or disagree. Understand comparative words e. g. ‘it was earlier than yesterday’. Keep conversations going by giving reasons and explaining choices? Start conversations with adults and children they don’t know. Understand and use passive sentences e. g. â€Å"the thief is chased by the policeman†. 12-18 yrs. olds will still look for adult support even though they are striving to be an adult.As teens seek independence from family and establish their own identity, they begin thinking abstractly and become concerned with moral issues. We need to be approachable and also remind them of confidentially. Not all children will like face to face talking so it might be best to speak at side of them. Teens should be able to process texts and abstract meaning, relate word meanings and contexts, understand punctuation, and form complex syntactic structures. However, communication is more than the use and understanding of words; it also includes how teens think of themselves, their peers, and authority figures.Resolving conflict with age groups. Ask each individual what happened and why. Encourage both children to come up with ideas to resolve the problem. Do not judge either child or be negative about their suggestions. Make it clear that you want to work toward a solution that will make them both happy. Encourage the children to listen to each other, including why they believe the conflict started. This effectively forces the children to accept that there is another person with feelings involved. Children are often totally unaware of how their behavior affects other people.Help both children understand what the end goal is; this may involve being v ery clear about what would be a good end result, an answer that suits both children. Ask both children to discuss the incident and to tell you how they have decided to handle it. Be sure to praise the children for handling the problem themselves and reassure them that you know there will be no future conflict between them. When your child gets angry, give them time and space to calm down before trying to resolve the situation. Explain later that it is difficult to think of good solutions when we are angry.We help children to learn the value of positive relationships in many ways. We promote and reward positive behaviour, encourage turn taking, we ensure we are good role models; we encourage sharing and build self-esteem of the use of praise and reward, with either sticker, certificates, merits ECT. We also encourage the children to be kind to each other. As adults we must respect other peoples view even if we don’t agree as everyone is entitled to their opinion. Always show y ou’re interested in what people are saying, show concern if needed and be a listening ear.Respect can be gained by talking to a child at their level and understanding them, for example looking at children at eye level whilst talking to them increases mutual respect. Keeping calm and talking in a â€Å"normal† friendly tone also increases mutual respect. Listening to children and addressing their needs. Role models are inspirational people who encourage others to progress and work toward self-improvement. They are especially important for today’s youth and can play an important role in shaping our society.Role models can influence a young one’s values, beliefs, and attitudes, which will shape the person that one will grow to be. Role models have the ability to focus their efforts on others rather than on themselves and they are selfless. Role models inspire others not only by their words, but more so by their actions that move us to do the same. Role model s help others by offering good examples, by inspiring others realize the endless possibilities to reach their goals, and by moving others to be the best that they can be. Children will copy behaviour so I use manners the children will copy.Influenced by the people around them affects children Reinforcement is used to help increase the probability that a specific behavior will occur with the delivery of a stimulus/item immediately after a response/behavior is exhibited. Negative reinforcement is often confused with punishment. Positive reinforcement is a very powerful and effective tool to help shape and change behavior. Positive reinforcement works by presenting a motivating item to the person after the desired behavior is exhibited, making the behavior more likely to happen in the future.We do this with either thumb up, smiling, verbal praise. Negative reinforcement is when a certain stimulus/item is removed after a particular behavior is exhibited. We can change seat or room. The likelihood of the particular behavior occurring again in the future is increased because of removing/avoiding the negative stimuli. Communication can be hard with young people as well as children. Each difficulty has its own effect. This could be how they learn, or understand what is being said to them. They will need time and to feel less pressured when speaking.Someone with Hearing difficulties would benefit from BSL( British sign Language), difficulty with attention or following complex directions in the classroom would benefit from being near the teacher or having 1-1, difficulty retaining information could have pictures or tape recorders,, poor vocabulary achievement could have extra time, difficulties with grammar, difficulties with organization of expressive language or with narrative discourse, difficulties with academic achievement, reading, and writing, unclear speech, persistent stuttering or a lisp.Most children tent to communicate through text and emails. Sometimes we n eed to change the way we communicate with people. This will depend on the individual. We often do this without knowing we have changed. Eye contact is best for non- hearing as they can lip read. Other ways we can communicate are via letters, email, using different color paper. We might need to speak slowly and more clearly. Depending on the type of visual impairment and what adaptations are necessary, I will produce reading books and class material in large print or braille.Touch typing programmers might be introduced, using a screen reader. Visual timetables, pictures, symbols or photographs are also a good way to communicate. For younger children, a visual time line can be effective, labels for equipment and places for specific activities, pictures, symbols, photographs or written labels. Visual displays of topics or current activities can for some children can cause overload.

Research on student debt management and budgeting in Canada Paper

On student debt management and budgeting in Canada - Research Paper Example The poll shows that 6 out of 10 students will graduate with a debt to pay. Likewise, 75 % of the Canadian students do not use a budget (Glasby, 2009, p.152). In addition, the Canadian federal government offers financial assistance through the Canada Student Loans Program (Johnstone, 2010, p 180). There are two Canadian bank loan prerogatives for the Saint Mary’s University’s students. Royal Bank offers student loans (www.rbcroyalbank.com). The bank does not collect interest payments while in school. The Royal Bank manages the Federal loans in Quebec and Nova Scotia, Canada. The bank helps the students with their repayment options, responsibilities as well as obligations. Further, the Toronto Dominion Bank offers student line of credit loans (www.tdcanadatrust.com). The student loans cover tuition fees, books, and living expenses. The bank offers different payment terms that fit the students’ payment capacities. The bank does not collect monthly fee s and annual fees during the student’s student life. Furthermore, the National Student Loans Service Centre helps the students with their student loan inquiries (https://nslsc.canlearn.ca). The Centre offers several student loan types. The student can process the student loans from the bank’s National Student Loans Service Centre. The Centre offers different payment terms. The terms fit the students’ capacity to pay the loans on time. The government offers loan forgiveness to academically intelligent students (Mutimer, 2012, p. 209). Canada’s nature and level of student debt. The Royal Bank’s website (www.rbcroyalbank.com) offers readable online student loan materials to Canadian Citizens, through the federal student loan program (Council of International Schools, 2009, p. 37). Likewise, the Toronto Dominion bank (www.tdcanadatrust.com) can easily be understood by the student loan applicant. The can easily find the