Child abuse/child protection and welfare: Client needs

Child abuse/child protection and welfare: Client needs Child abuse/child protection and welfare: The client needs and the role of the social care practitioner in responding to those needs. Many countries in the developed world, including Ireland, have seen a significant shift in attitudes to what constitutes as child abuse. Society has become more knowledgeable about different types of child abuse and about the impact the abuse can have on the child throughout their lives. The child’s needs and the role of the social care practitioner will be the main focus of the essay. The essay will discuss the needs of a child who has suffered abuse and propose an intervention to address the importance of care for the child and education for the carer. The role of the Social care practitioner in relation to child abuse will also be a central part of this discussion. Types of child abuse include emotional abuse, neglect, physical abuse and sexual abuse. However, this essay will focus mainly on emotional and physical abuse. Suggestions on interventions will be put forth as the different types of child abuse are being discussed. Relevant policies and guidelines will be discusse d in regards to how these policies have helped children by giving them rights whilst also giving them hope for a better future. Child abuse can be defined as ‘any act of commission or omission which deprives children of equal rights and liberties and/ or interferes with their optimal development’ Gil 1975 (cited in Daniel and Ivatts 1998, p.196). The above definition accords with the spirit of Article 19 of the United Nations Convention on the rights of the child which states that it is the duty of the state to safeguard children from all types of abuse and neglect, to give ‘support to those who have been abused and to investigate instances of abuse’(Children’s Rights Alliance 2013). However, it can be difficult to give a precise or exact definition of child abuse because there are many different types of child abuse. Some types, such as physical abuse can be much more noticeable but may not have the same impact on the child as emotional abuse. Bensley et al (2004) argues that if a parent calls their child stupid and belittles them on a regular basis, the child will start perc eiving these comments to be true, and will carry them into their teens and adulthood. Children’s First, the national guidance that promotes the protection of children from abuse and neglect, describe emotional abuse as generally to be established in the ‘relationship between a parent or guardian and a child rather than in a specific event or pattern of events’. It arises when a child’s need for love, support, stability and security are not met (Children’s First 2011 p.8) Social care practitioners work closely with the child, their family and other professionals to ensure the child’s needs are being met. Social care practitioners should possess a wide range of personal and professional attributes. A health or social care profession is any profession in which a person exercises skill or judgment relating to the preservation or improvement of the health or wellbeing of others, the diagnosis, treatment or care of those who are injured, sick, disabled or infirm, the resolution, through guidance, counselling or otherwise, of personal, social or psychological problems. (Health and Social Care Act 2005, p.09) Professional attributes of a social care practitioner should include a comprehensive awareness of the social care field, to be able to work on their own initiative, and as part of a team, research skills and problem solving. On a personal level, social care practitioners should be open-minded, reliable, trustworthy, and empathetic and compassionate (Lalor and Share, 2013). Social care practitioners might find it more difficult to recognise and substantiate emotional neglect or abuse as there are no physical injuries or abrasions (Nauert 2014). Evaluation of what is occurring to a child ‘requires that each aspect of a child’s developmental progress is examined, in the context of the child’s age and stage of development’ (Department of Health 2000, p.18). By doing an assessment wheel or triangle with the child, the practitioner will get a good sense of the child, which involves more than just factual data (Buckley et al 2006 p. 40). The assessment process is designed by way of three concurrent activities and five steps. The three concurrent activities are Engaging, Safeguarding and collaborating and the five steps are Responding, Protecting, Devising, Gathering Reflecting and Sharing/analysing/planning. The child is at the spiral in the middle. See Appendix A for diagram of The Assessment Wheel and Triangle. The aim is to deli ver a consistent and organised way of collecting, recording, studying and figuring out the information required to inform ‘effective and appropriate levels of child protection and welfare interventions’ (Buckley et al 2006 p.10). Such as with Bronfenbrenner’s ecological systems theory 1969. The theory states that that we come across diverse environments during our life that can affect our behaviour in various ways. The different environments include the ‘micro system, the mesosystem, the exosystem, the macro system, and the chronosystem’ (Mae Sincero 2012). Yet, child abuse can be hidden from professionals and the outside world for many years before the child in need is discovered. One of the most famous cases of severe and wilful neglect is the case of Genie Wiley. For the first thirteen years of her life, Genie was kept locked in a small room, naked and quite often tied to a potty. Her family rarely spoke to her and the times that her father did communicate with her it was through barking and growling (Rymer 1994 p.46). She was discovered by a nurse when her mother brought her to the doctors at age thirteen. The nurse believed her to be no more than seven years old. Rymer (1994) stated that extreme neglect and physical abuse had prevented Genie from developing cognitively and physically. See appendix B for the indicators of neglect from the Tusla’s practice handbook. One of the roles of the social care practitioner in cases of child emotional abuse or neglect is to be vigilant and look out for signs as noted in appendix B and to contact the necessary authorities. The main emphasis and concern of any enquiry into the emotional abuse or neglect of a chil d is the child (Platt and Shemmings 1997). Under the Child Care Act 1991, the HSE has certain statutory obligations for the protection and welfare of children such as taking the appropriate action to promote the welfare of the child (Children’s First 2011 p.19). When carers show kindness, love and affection in meeting the child’s needs, they support the child to develop into a ‘stable, caring, healthy and independent’ adult (LaMeaux 2014). As with neglect and emotional abuse of a child, physical abuse can have a detrimental effect on a child. Physical abuse can be described as someone intentionally injuring or hurting a child and it can cover an assortment of negative behaviours such as smacking, shaking, repeatedly hitting, burning, cutting and the suffocation of a child (Beaver et al 1999, p. 207). Citizens Information (2014) describe physical abuse as any injury inflicted on a child due to the ‘deliberate failure of the child’s carer to protect the child’. Over the years, many Irish people have heard and read the harrowing stories and reports on the physical abuse perpetrated on countless children at the hands of their â€Å"so called† carers in Irish industrial schools. One of the major reports is the Ryan Report. The Ryan Report (2009) is an inquiry into the abuse in which children in the industrial schools in Ireland suffered while under state supervision. The litany of terrible wrongs inflicted on our children, who were placed by the State in residential institutions run by religious orders, was collated by the Commission and presented for Ireland and the world to read. The healing process involves listening to, understanding and consulting with survivors on how the wrongs of the past can be addressed and how their needs can be catered for into the future. (Report of the Commission to Inquire into Child Abuse, 2009 p.9) The Ryan report, brought light to the severe physical, emotional and sexual abuse of many children. Following the report, the state was pressured to draw up a plan with the articulated aim of replying to all of the 20 separate recommendations, outlined in the Ryan Report, which were grouped into six categories. This plan also brought about the implementation of the Children’s First guidelines (Ryan 2009) (See Appendix C for the full 20 recommendations and six categories). In light of these recommendations, policies and procedures such as garda vetting and reviews into serious incidences have been implemented. However, it is not just industrial schools and services that have caused major concern, for social care practitioners regarding child abuse. Child abuse can happen in any part of society and, rich, poor or whatever the family circumstance, any child may be subjected to the awfulness of child abuse (Childline 2015). This can have a detrimental effect on the child throughout their lifespan if not dealt with or handled appropriately. Abraham Maslow’s hierarchy of needs theory shows that if one’s physiological needs such as food, shelter and clothing are not being met they cannot reach their safety needs such health and family security or reach a sense of belongingness (Gawel 1997). See Appendix D for Maslow’s hierarchy of needs triangle. According to Maslow (1970 p.38) a person’s most important need is the lowermost unmet need in the pyramid. The assessment triangle analyses the child’s condition and state of affairs and gives the social care practitioner a good and informed plan of action to safeguard the best outcome for the child (Department of Health 2000). To conclude, as mentioned above, the impact of neglect, emotional abuse and physical abuse can have a harmful and damaging effect on a child. The aim of the essay was to outline the client needs and the role of the social care practitioner in responding to these needs in cases of child abuse. â€Å"Childhood should be carefree, playing in the sun; not living a nightmare in the darkness of the soul† (Pelzer 1995 p.98). Children need love, support and affection to grow to be confident and happy adults. In an ideal world, all parents and caregivers would give this love and support to the child in order for the child to grow contently. However, in reality many children face unwarranted hardships on a daily basis, through no fault of their own. It is our role as social care practitioners to help and support these children who need help, so they can be assured a deserved brighter future. REFERENCE LIST Nauert, R. (2014). For Kids, Mental Abuse Can Be Worse than Sexual, Physical Abuse. Psych Central. Retrieved on February 16, 2015, from http://psychcentral.com/news/2014/10/09/for-kids-mental-abuse-can-be-worse-than-sexual-physical-abuse/75945.html [accessed 16 Feb. 15] Daniel, P. and Ivatts, J. (1998) Children and Social Policy, London: Palgrave Children’s First (2011) National Guidance for the protection and welfare of children [online] available: http://www.dcya.gov.ie/documents/Publications/ChildrenFirst.pdf [accessed 16 Feb. 15] Rymer, R. (1994) Genie: A scientific tragedy, New York: Harper Collins Health Service Executive 2011) Child protection and welfare Practice handbook, pp19-21, [Online] available: http://www.tusla.ie/uploads/content/CF_WelfarePracticehandbook.pdf [accessed 17 Feb. 15] LaMeaux, E.C. (2014) ‘5 Needs your child must have met at home’, Gaiam Life: Your Guide to Better Living. [Online] available: http://life.gaiam.com/article/5-needs-your-child-must-have-met-home [accessed 17 Feb. 15] Beaver, M., Brewster, J., Jones, P., Keene, A., Neaums, S. and Tallack J. (1999) Babies and Young Children: Early years care and education, Cheltenham: Stanley Thornes Citizens Information (2014) Child Abuse: What is child abuse? [Online] available: http://www.citizensinformation.ie/en/birth_family_relationships/services_and_supports_for_children/child_abuse.html [accessed 18 Feb. 15] Report of the Commission to Inquire into Child Abuse (2009) Implementation Plan, Dublin: The Stationary Office Mae Sincero, S. (2012). Ecological Systems Theory.(Mar 14) Retrieved Feb 19, 2015 from Explorable.com: https://explorable.com/ecological-systems-theory Maslow, A. (1970) Motivation and Personality, (2nd ed), New York: Harper and Row Children’s Rights Alliance (2013) Uniting Voices for Children: Summary of the UN Convention on the Rights of the Child [Online] available: http://www.childrensrights.ie/sites/default/files/information_sheets/files/SummaryUNCRC.pdf [accessed 19 Feb. 15] Department of Health (2000) ‘Framework for the Assessment of Children in Need and their Families’ , Department for Education and Employment Home Office, London: The Stationary Office Bensley, L., Ruggles, D., Simmons, K.W., Harris, C., Williams, K., Putvin, T., Allen, M. (2004) ‘General population norms about child abuse and neglect and associations with childhood experiences’,Child Abuse Neglect, 28(12), 1321–1337. Health and Social Care Professionals Act 2005, No. 27/2005, s.3, Dublin: Stationary Office Childline (2015) Physical Abuse | Abuse and Safety | Explore [online], available: http://www.childline.org.uk/Explore/AbuseSafety/Pages/Physical.aspx [accessed 24 Mar 2015]. Gawel, J. (1997) Herzbergs Theory of Motivation and Maslows Hierarchy of Needs, [Online] available: http://files.eric.ed.gov/fulltext/ED421486.pdf [accessed 24 Mar. 15] Van Devall, T. (2013) ‘Printable Maslow’s Hierarchy of Needs Chart / Maslows Pyramid Diagram’, available: http://timvandevall.com/printable-maslows-hierarchy-of-needs-chart/ [accessed 25 Mar 2015]. APPENDIX A The Assessment Wheel: The Assessment Triangle: APPENDIX B Indicators of Neglect Tusla (2011) Indicators of neglect are likely to be visible in the appearance or behaviour of the child. Individuals/agencies concerned should consider making a referral to the HSE Children and Family Services if they notice that a child: †¢ Wears soiled clothing or clothing that is significantly too small or large, or is often in need of repair; †¢ Seems inadequately dressed for the weather; †¢ Always seems to be hungry, hoards, steals or begs for food, comes to school with little or no food; †¢ Often appears listless and tired, with little energy; †¢ Frequently reports caring for younger siblings; †¢ Demonstrates poor hygiene, smells of urine or faeces, has dirty or decaying teeth; †¢ Seems emaciated or has a distended stomach (indicative of malnutrition); †¢ Has unattended medical or dental problems, such as infected sores; †¢Displaying apathy, unresponsive to affection; †¢ States that there is no one at home to provide care; †¢ Presents with frequent accidents and/or minor injuries †¢ Growth not within the expected range †¢ Signs of developmental delays, poor attention/concentration, lack of self-confidence/poor self-esteem, low academic achievement (including erratic or non-school attendance); †¢ Behavioural signs, e.g. overactive, aggressive, poor coping skills, impulsive behaviour, indiscriminate friendliness, withdrawn, poor social skills development, bed-wetting, soiling or destructive behaviours, substance misuse, running away, sexual promiscuity, self-harm, offending behaviours. APPENDIX C The Commission’s 20 Recommendations †¢Commission’s Recommendation 1: A memorial should be erected †¢Commission’s Recommendation 2: The lessons of the past should be learned. †¢Commission’s Recommendation 3: Counselling and educational services should be available. †¢Commission’s Recommendation 4: Family tracing services should be continued. †¢Commission’s Recommendation 5: Child care policy should be child-centred. †¢Commission’s Recommendation 6: National child care policy should be clearly articulated and reviewed on a regular basis. †¢Commission’s Recommendation 7: A method of evaluating the extent to which services meet the aims and objectives of the national child care policy should be devised. †¢Commission’s Recommendation 8: The provision of child care services should be reviewed on a regular basis. †¢Commission’s Recommendation 9: It is important that rules and regulations be enforced, breaches be reported and sanctions applied. †¢Commission’s Recommendation 10: A culture of respecting and implementing rules and regulations and of observing codes of conduct should be developed. †¢Commission’s Recommendation 11: Independent inspections are essential. †¢Commission’s Recommendation 12: Management at all levels should be accountable for the quality of services and care. †¢Commission’s Recommendation 13: Children in care should be able to communicate concerns without fear. †¢Commission’s Recommendation 14: Child care services depend on good communication. †¢Commission’s Recommendation 15: Children in care need a consistent care figure. †¢Commission’s Recommendation 16: Children who have been in State care should have access to support services. †¢Commission’s Recommendation 17: Children who have been in child care facilities are in a good position to identify failings and deficiencies in the system, and should be consulted. †¢Commission’s Recommendation 18: Children in care should not, save in exceptional circumstances, be cut off from their families. †¢Commission’s Recommendation 19: The full personal records of children in care must be maintained †¢Commission’s Recommendation 20: Children First: National Guidelines for the Protection and Welfare of Children should be uniformly and consistently implemented throughout the State in dealing with allegations of abuse. In examining the Commission’s 20 recommendations, it was decided to group them into six categories. 1.Addressing the effects of past abuse; 2. National child care policy and evaluation of its implementation; 3. Regulation and inspection; 4. Management of children’s services; 5. Voice of the child; 6. Children First, the national guidelines for the protection and welfare of children. (Ryan Report 2009) APPENDIX D Maslow’s Hierarchy of Needs (Tim’s Printables 2013) 1

The Destruction Of The American Dream English Literature Essay

The American Dream is a journey through life that people venture out on to accomplish ends, fiscal stableness and felicity. One can state that dreams went manus in manus with strength and hope. Although that is true, the clip of the 1920 ‘s dreams were tainted by the demand of mercenary points and munificent life styles. Author Francis Scott Key Fitzgerald reveals the devastation of the American dream through symbolism in the life of Jay Gatsby. Gatsby is determined to resuscitate his past immature love affair with the love of his life, Daisy Buchanan but unluckily his dream is destroyed because of his greed. Gatsby knows that he wants something and person that he can ne'er hold. Jay Gatsby destroys the opportunity of holding a normal life when he pushes himself to make an impossible end of being with Daisy for the remainder of his life ; desiring to do her his married woman. In order to be the adult male she ‘ll of all time desire and necessitate, he changed himself from a hapless adult male who is James Gatz to a successful Jay Gatsby. This end greatly impacted his life and would alter him everlastingly. His thrust was so strong that he had even gone through with such illegal behaviours such as bootlegging. The lone ground why Gatsby had invested so much clip to go wealthy is merely because he knew this is what Daisy needed in adult male. Gatsby knew that Daisy would ne'er get married a adult male without fiscal stableness and security, so Gatsby worked himself to be a adult male that Daisy could get married. No affair how hard he tried to be a suited adult male for Daisy, Gatsby would ne'er hold the opportunity to marry his love. A A A A After Gatsby has established himself as a successful adult male, he feels ready to reunite with Daisy. Now cognizing Gatsby is the perfect adult male, the love of her life that evidently has a batch of money ; Daisy begins to pass her clip reminiscing about the love they shared. Gatsby still remains highly close to Daisy, invariably prosecuting her and wishing that one twenty-four hours she will portion the feelings he has and would desire to be with him everlastingly. Towards the terminal of the novel, it can be seen that Daisy will non go forth the life she has now to be with Gatsby. Gatsby is â€Å" †¦ left standing in the moonlight-watching over nil † ( 153 ) . â€Å" And as I sat at that place, dwelling on the old unknown universe, I thought of Gatsby ‘s admiration when he foremost picked out the green visible radiation at the terminal of Daisy ‘s dock. He had come a long manner to this bluish lawn and his dream must hold seemed so near that he could barely neglect to hold on it. He did non cognize that it was already behind himaˆÂ ¦ . † ( 189 ) The green visible radiation symbolizes a hope and dream of Gatsby ‘s hereafter with daisy. Although his bosom pushes him frontward and he remains strong, his dreams are destroyed by his stuff ownerships, much like how the American society is now with it ‘s compulsion with wealth. Gatsby ‘s dream dies because of sloppiness and shallowness. Gatsby reaches for his hopes, ranges for the green visible radiation as if he was a worshipper of some kind. His mission of deriving Daisy is a religious one and non merely a physical enterprise. â€Å" He was a boy of Go d – a phrase which, if it means anything, means merely that – and he must be about His Father ‘s concern, the service of a huge, vulgar, and meretricious beauty. So he invented merely the kind of Jay Gatsby that a seventeen-year-old male child would be probably to contrive, and to this construct he was faithful to the terminal. † ( 63 ) The symbolism in The Great Gatsby, show that the American dream has been corrupted. Gatsby has finally corrupted himself and his ain dream before he even set out to accomplish it. He fails in his mission because of the mercenary success he must possess to fulfill the love of his life. So hence, his dream fails before he even begins. So, Gatsby ‘s dreams become merely another hope, another visible radiation at the terminal of Daisy ‘s dock. â€Å" Gatsby believed in the green visible radiation, the orgiastic hereafter that twelvemonth by twelvemonth recedes before us. It eluded us so, but that ‘s no affair – tomorrow we will run quicker, stretch out our weaponries farther aˆÂ ¦ And one mulct forenoon – So we beat on, boats against the current, borne back endlessly into the yesteryear. † ( 115 ) Gatsby ‘s life was led by dishonest success and unanswered love. He abandoned a life of being potentially a better individual from his earlier life. Gatsby was foolish and threw his life off to derive Daisy ‘s love. He wanted more than he could of all time manage emotionally or physically have. She ruined his life. Scott Fitzgerald is capable to capturing an of import word picture of how the American dream was destroyed and how it affected work forces like Gatsby. Gatsby ‘s being in West Egg was wholly for Daisy. Gatsby changed who he was to suit into Daisy ‘s life. Gatsby merely wanted to be the adult male that was able to hold Daisy and in the terminal they both ruined him and ne'er reunited.

Get the Scoop on Legal Essay Topics Before Youre Too Late

Get the Scoop on Legal Essay Topics Before You're Too Late Who Else Wants to Learn About Legal Essay Topics? The best method to learn how to begin a personal essay is to get a crystal clear picture of the primary features it should contain and its key requirements. A tiny attention to such topics will set the polish into your final item. You don't need to fret about your personal details that may be viewed, as we handle the matter on a safe network. What you have to do is simply to obtain the customized essay service at an affordable speed! Inspiration to make your own advertising or media argumentative essay topics isn't difficult to discover. You don't need to acquire super technical with legal argumentative essays, but don't forget to do your homework on what the recent laws about your favorite topic actually say. It's possible to take one or more of these topics and get started working on it. As a result of this, many disagree on the way the laws should change (if the y ought to change at all) and there are lots of topics to select from. Finding the most suitable arguments can help you prove your point and win. Odds are, all you have to do is relax and locate a topic you're passionate about and, needless to say, one that's debatable. Picking an emotional topic is also a superb idea. A judge may not use all the language of IRAC, may use distinctive versions of IRAC, and might talk about the elements of IRAC in a different purchase. A logical structure depending on the legal principles being discussed is critical to clarity. If you're a long stressful procedure, but thousands of an eye. Whatever the subject, though, a deliberate and meaningful structure needs to be considered. Although law essay writing might appear tedious to a few, individuals who are well versed with the technical facets of this subject find it simple to compose a law essay. Right from audit letter, breach of business contract letter, to divorce letter, many diverse forms of legal letters can be found this page and you may also contact us in case you have some particular requirements. You might be asked to compose a report about a particular field of law. There are a lot of things to argue when it regards the law. There are invariably a wide selection of opinions on the field of technology, and here are our favourite things to consider on this issue. Giving a percentage chance of succeeding at the start of a legal opinion is one particular way of being clear of what you feel the customer's prospects are. You always acquire unique work from an experienced professional. The talent of the greatest advocates on earth is they can take an intricate subject and express it in simple terms. In conclusion, if you need something badly, then you'll go out of your way to receive it. One of the greatest strategies to change anybody's mind is with an emotional investment. Pay close attention to all things electronic, and you will be certain to find something debatable of what you see. When you're picking your topic, bear in mind that it's much simpler to write about something which you presently have interest ineven in case you don't know a great deal about it. The Downside Risk of Legal Essay Topics While writing a law essay means understanding a number of the skills you will need for writing different varieties of essay, law essays also have some exceptional features that you should master. A legal letter is a strong document. In the decision of your essay you are supposed to summarise the important idea of the subject and make general comments to your bit of writing. A great deal of essay writing competitions, even people that have huge prize monies, receivevery hard ly any entries. Ordering our assistance is very easy. Our company gives you high-quality esay writing services in New Zealand that will satisfy all of your personal requirements and requires at reasonable prices. To begin with, you want to understand how to conduct legal research. Up in Arms About Legal Essay Topics? Moral argumentative essay topics are a few of the simplest to get carried away with. Guarantee the essay appears neat. At our essay assistance, essays are always delivered in a brief moment. Writing a legal essay ought to be a keen course of action. People today consider writing a legal essay to be a trying endeavor. Books continue to be wonderful and scholarly.

Women in The 16th Century Essay - 1082 Words

â€Å" The belief that women were inherently inferior in intelligence, strength, and character was so persuasive that for men like Knox, a woman ruler was almost a contradiction in terms† (â€Å"Documents for Chapters 56†). In the 16th century, women were looked upon as a gender that should stay in the house and work, not have power and rule over a country. Discussing the govern of Queens during the 16th century, such as Mary Tudor, Lady Jane Grey, Mary, Queen of Scots, and Elizabeth I, allowed prejudices to be lessened but never completely be erased. No matter how these four notable ladies came into power, the accomplishments they overcame, achieved and wrote about proved to be great and substantial in making history as it is written today.†¦show more content†¦As a leader and decider of many people, she had to uphold a brave and confident stance to allow the followers to have faith in her ability. To her family, she was still a woman with responsibilities to be an obedient daughter. The epitome of Mary is as stated, â€Å"And now, good subjects, pluck up your hearts, and like true men stand fast against these rebels, both our enemies and yours, and fear them not; for I assure you, I fear them nothing at all† (â€Å"Women in Power†, 668). Mary showed no fear and upheld a very manly position in this statement to keep the people strong. On the other hand, Lady Jane was not as bold to lead others during her short reign. Lady Jane Grey only held power for a few days before meeting her demise along with her husband. As a woman in power, Lady Jane had a promising outlook to being Queen, but Mary I held this opportunity back because she was to inherit the position, not Lady Jane. Although, through Lady Jane’s writings, she was a very strong- willed person that was firm on what she believed, but this was not all she needed to become queen. Lady Jane wrote in a prayer, â€Å"O Lord, thou God and Father of my life, hear me, poor and desolate woman, which flieth unto thee only, in all troubles and miseries† (â€Å"Women in Power†, 673). This was a sign that she was admitting defeat in her reign of power and Neeley 3 could no longer go on. She believed in her faith and religion more than anything andShow MoreRelatedDifferences of Todays Modern Society Women, Marriage, Employment, Residence and Education with that of the 16th Century726 Words   |  3 PagesThis essay will compare the differences of today’s modern society women, marriage, employment, residence and education with that of the 16th Century. In the 16th century women were not allowed to work as lawyers, doctors or teachers. They were allowed to be employed as trade or skilled workers even though there was a law called The Statue of Artificers. This law made it illegal to employ anyone in a trade unless they served seven years as an apprentice. This was because male members of the guildsRead MoreEssay on Gender Stereotypes in the Merchant of Venice884 Words   |  4 Pagesboth men and women. Fortunately women, who have formerly beared great burdens of discrimination, now have very liberated roles in society as a result of slowly shifting attitudes and values. Shakespeare was integral in challenging the subservient role expected of women in the 16th century. Throughout the play, ‘The Merchant of Venice’, women are expressed as powerful characters who behave, speak and live in a way that breaks away from the conformist role of females during the 16th century. ThereforeRead MoreCrime Punishment In The 1600s Es say1163 Words   |  5 PagesCrime Punishments in 1600’s, 1700’s, and 1800’s People have been committing crimes for many centuries, however over time crime punishment changed in different ways. Some of the punishment methods used in one century is found not affective in another century. In England, during the 1600’s crime punishment where hasher and people who were considered criminals did not get many opportunities to be put on trial most time before being sent to face the death penalty. There are many factor that could haveRead MoreThe Changing World of the 16th Century1072 Words   |  4 PagesDuring the 16th century the world was changing. People started to think differently. Governments started changing, people were migrating and people were debating. In Europe there were many enlightened thinkers. Leonardo da Vinci finished Mona Lisa during the 16th century. Michelangelo carved his Statue of David. (World History Timeline: 16th Century ) Around the world people were starting to think for themselves. Unfortunately rulers, kings, and leaders didnà ¢â‚¬â„¢t like that. So, in order to prevent rebelliousRead MoreEducation in the 16th Century955 Words   |  4 PagesEducation in the 16th Century Emily Kastl Mrs. Stafford English 1 Honors March 20th 2013 According to dictionary.reference.com education is the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life, but to people in the 16th century education was the practice of learning skills for the future. Education in the 16th century was very different thanRead MoreWitchcraft1717 Words   |  7 PagesDruga gimnazija Sarajevo IB World School Middle Years Programme HISTORY Reformation in Europe in 16th century ------------------------------------------------- Witchcraft WORD COUNT 1138 Sarajevo, October 2012 Action Plan For this essay I choose to write about witchcraft in the 16th and 17th century since I find the topic extremely interesting the write about. Given that we only have a paragraph about it in out History textbooks, I will have to look into other books and also searchRead MoreEssay on Analysis of Romeo and Juliet by William Shakespeare566 Words   |  3 Pagesis a tragic 16th century Shakespearean love story set in the Italian city of Verona. The life of a father and daughter in our lifetime at the moment would vary considerably from the one Capulet and Juliet lead in the play. In the 16th century women were expected to do many things for men. Men’s expectations for women in the 16th century were that they cleaned the house looked after the children and were treated as second class citizens. Men expected women to obey themRead MoreThe Taming Of The Shrew And Gil Junger s Film, Nineteen Things I Hate About You1193 Words   |  5 Pagesas the structured roles played by men and women that were prevalent in the 16th century and how gender affected the way a person can be viewed and courted in the same time period. This is contrasted by Gil Junger’s 1999 appropriation, Ten Things I Hate About You, in which modern teenage life and relationships are explored, touching on these same issues in relation to gender roles in a modern context. In this essay I will compare the roles of men and women in each text, as well as considering theRead MoreTaming Of The Shrew By William Shakespeare And 10 Things I Hate About You By Gil Junger1365 Words   |  6 Pagesby William Shakespeare and 10 Things I Hate About You by Gil Junger, has greatly enhanced and enriched my understanding of love and gender and it’s varying ideals throughout the centuries. Taming of the Shrew depicts the quintessential features of a 16th century marriage, whilst 10 Things I Hate About You, its 21st century counterpart, has been rebooted to match the modern cultural expectations and ideals of love, relationships and marriage. The texts represent the shifting nature of marriage, genderRead MoreThe Taming Of The Shrew And 10 Things I Hate About You Directed By Gil Junger1365 Words   |  6 Pagesunderstanding of a significant cultural issue or idea? â€Å" The explicit and implicit subjects of this play - arranged marriages, the authority of fathers and husbands, the obedience expected from daughters and wives, the economic helplessness of most women - were issues and experiences that touched the lives of everyone in Shakespeare’s audience.† – Dorothea Kehler Detecting intertextual relationships between The Taming of the Shrew by William Shakespeare and 10 Things I Hate About You directed by Gil