Juvenile justice system Essay Example for Free

Juvenile justice system Essay Researchers and psychologists have list of typical behaviors that are exhibited by juvenile delinquents. The list also includes traits that experts referred to as indicators or predictors of delinquency. Typically, violent school children are engaged in unhealthy activities such as smoking, drinking, and drug use and of early sexual activities. They also have very poor academic performance. Researches say that violent school children are typically irresponsible in the sense that they lack the sense of accountability as they tend to blame others for their behaviors. They are often resort to vandalism, uncooperative, no sense of loyalty and are poor team players (Case, Travis). Violent children also develop anti-social behavior which makes him feared by other children as his tendency of hurting others is at high rate. There are however been several measures adapted and implemented by both schools and the government to attend to this problem in cooperation with the parents. One famous experiment made was the Linking the Interests of Families and Teachers (LIFT) Program which have actually been recognized by the American Psychological Association (APA) (Stoolmiller, Mike et. al. ) Researchers conducted the experiment in 12 elementary schools in a metropolitan area with about 200,000 student population. Participants totaled 671 students in 32 classrooms. The researchers concluded that the implementation of such intervention program had greatly reduced the aggressive behaviors of the participants but the long-term effects are still under follow-up studies. In the research made by another group, 800 Seattle school children were exposed to similar intervention program. Hawkins Social Development Research Group gave parents special training course in interactive teaching, classroom monitoring, cooperative learning, and proactive disciplinary skills to prevent problems from arising. Their training also included positive reinforcement and risk reduction of alcohol and drug use. On the other hand, children were taught impulse control, how to get what they want without aggressive behavior, and how to recognize the feelings of other people. The program was however concluded as a failure since it did not have significant effect in altering negative behaviors. â€Å"It did not have a major impact on reducing the proportion of students who had tried cigarettes or drugs at age 18† (Schwarz, Joel 1999). In the early 19th century, there are already efforts made to reduce juvenile delinquency by making school attendance compulsory. This social control for juvenile delinquency also required that all children be sent to school and so all children should be pulled-out from the workplace (Feld, Barry 1999). Despite this, researchers especially psychologists still find it the most effective and efficient means of reducing juvenile delinquency for parents and elders to set themselves as excellent role models of moral uprightness. 2. What are some of the key principles of the juvenile justice system that distinguish it from the criminal justice system? What can be done to ensure that these principles are protected so the juvenile justice system remains distinct from the adult system? While criminal justice system aimed at punishing the criminal offender, 1the juvenile justice system primarily aimed at the rehabilitation and reintegration of the juvenile offender into society. In this regard, an independent juvenile justice system is required to be established. A legal scholar argues that these principles are measures to adjust to the less developed cognitive ability and still developing social skills of the youth (Zimring, Franklin 1998, page 69). Zimring argues that youth offenders should have â€Å"diminished responsibility† relative to their offenses as compared with adult offenders. He explained that this was based on the grounds that youth actually do not yet have the well-developed ability to decide on things relative to real-life decisions because there are not yet mature enough to understand the real course of life. Because of immaturity and the skill of self-control, Zimring argues that this may have been a major contributor to an adolescent committing crime. Peer pressure among youth is also of great influence to juvenile delinquency. As Zimring puts it, the immediate pressure of peers is the real motive for most teenage crime. Peer pressure is one thing that youth lack the capacity to withstand and this might have been the answer to the research findings that majority of the youth offenders do not repeat their offenses after they have reached maturity. The age of the offender is a primary consideration in the juvenile justice system aside from the serious consideration of the offender’s circumstances. The Human Rights Commission of the United Nations asserts that juvenile justice system should 2ensure that decisions on the cases of youth offenders should be solely for the best interest of the child and that such decisions should ensure that the offender shall have his due worth and dignity be highly considered. In order to ensure that these principles are protected, the UN’s Human Rights Commission requires that the justice system for youths â€Å"be established with especially trained staff. † It is also recommended by the same body that youth offenders should be separately detained with that of the adults (The Beijing Rules, 1985). Since these children are expected to be immature in terms of cognitive and social aspects of their lives, they should be treated accordingly. This is the main purpose why the justice system’s personnel should be well-trained parallel to the needs of the youth offenders. Coordination with specialized institutions, particularly those whose aims are relative to strengthening and developing the moral and spiritual aspects of these children will be of great help. This way, the children will also have the assurance that they will be taken care of instead of being punished. The American Prosecutors Research Institute suggests a more comprehensive and balanced principles that are to be implemented in the operations of the juvenile justice system. They suggest that the system should implement community protection, offender accountability and competency development (Harp, Caren , November 2002). Harp argues that when these three modern principles are strictly implemented, the justice system for youth offenders have the assurance that it will â€Å"operate in the best interest of the child and the community. † It is important for children to pay the price of their actions in order for them to learn and develop the sense of accountability or responsibility (The Denver Post, August 30, 2007). They are arrested and detained to segregate them from the community for a time until they learn to act responsibly. They are to be under custody to let them know that immaturity is never an excuse for being accountable. While in custody, it is important that they spend such time in engaging with activities that will develop their personality because juvenile offenders are more importantly to be educated than to be incarcerated (Allah, Dasun, The Village Voice, 2002). This is what Harp is pointing to as competency development through competency-enhancing work which is needed to ensure that these offenders will still the chance of living a better life after they are released from rehabilitation. 3. Discuss the most important advantages to community treatment for juvenile offenders. Has community corrections (probation, juvenile intensive probation supervision, electronic monitoring) generally been successful? Explain. The Hamilton County of Indiana has enumerated some benefits that can be derived from the implementation of community corrections. First the offender will be able to learn the sense of accountability since he has to serve in prison as his punishment for his delinquent actions. In consideration of the children’s immaturity, community corrections ensures that the offender be able to realize the importance of learning how to handle himself and his actions in order not to hurt anyone anymore. Through community corrections the public is ensured of its safety since offenders are to be held under close and strict monitoring or supervision. Since competency and skills development programs and activities are integrated in the community corrections, offenders will have the chance to make things right while there is still time. This way their families and the community are benefited both ways in the sense that offenders, after being treated in the corrections, will likely be going out to leave a far better life compared to his past. Since the system staff is expected to be especially trained in attending to the needs of the juvenile offenders, these children will have the better chance of improving their own personalities. In the community corrections, offenders feel more enthusiastic and have high self-esteem since they are being treated with special attention to their personal emotional needs. Community corrections programs spare offenders many of the negative effects of incarceration (Howard Society of Alberta, 1998). Offenders are treated not as criminals who are supposed to be punished rather they are there to be educated with life lessons especially to learn the sense of accountability. With community corrections, offenders are not segregated from the community as criminals since educational and competency programs are implemented in order to prepare them to face the challenges of life after their release. Employment opportunities are open for those who are graduates of community corrections. Such facilities are also cheaper than prison maintenance so government is able to save much money for running prison bars. REFERENCES 1 Juvenile Justice. Juvenile Justice Canada. February 06, 2006. Retrieved on September 04, 2007 from http://www. amnesty. ca/themes/resources/children/juvenile_justice_background. pdf 2Human Rights Commission. United Nations. United Nations Guidelines for the Prevention of Juvenile Delinquency (The Riyadh Guidelines). Adopted and proclaimed by General Assembly resolution 45/112 of 14 December 1990. Retrieved on September 04, 2007 from http://www. unhchr. ch/html/menu3/b/h_comp47. htm Allah, Dasun. Incarcerate or Educate? The Village Voice. February 27-March 05, 2002. Retrieved on September 05, 2007 from http://www. villagevoice. com/news/0209,allah,32636,5. html Bright, Martin. Youth Prison Not Safe For Children. The Observer. May 19, 2002. Retrieved on September 04, 2007 from http://www. vachss. com/help_text/archive/youth_prison_uk. html Case, Travis. Identifying Characteristics of Juvenile Delinquents. Retrieved on September 05, 2007 from http://www. traviscase. org/Teens/CharacteristicsJD. html Feld, Barry C. (1999). Bad kids. New York: Oxford University Press. Pp. 17-57 Hamilton County Indiana. Benefits of Community Corrections. Retrieved on September 06, 2007 from http://www. co. hamilton. in. us/services. asp? id=5019entity=2102 Harp, Caren. Bringing Balance to Juvenile Justice. The American Prosecutors Research Institute. November 2002. Retrieved on September 05, 2007 from http://ndaa. org/publications/apri/juvenile_justice_monograph_nov_2002. html John Howard Society of Alberta (1998). Community Corrections. Retrieved On September 06, 2007 from http://www. johnhoward. ab. ca/PUB/C29. htm#effec Mason, Timothy. The Characteristics of Delinquents. Retrieved on Septeber 05, 2007 from http://www. timothyjpmason. com/WebPages/Deviance/Deviance4. htm Scwarz, Joel. High school students violent behavior, drinking, sexual activity drops, and school performance rises from elementary school interventions. March 14 1999. Retrieved on September 06, 2007 from http://uwnews. washington. edu/ni/article. asp? articleID=1553 Stoolmiller Mike et. al. Treating Violent and Aggressive Children. Retrieved on September 06, 2007 from http://www. selfhelpmagazine. com/articles/child_behavior/treatviolent. html Zimring, Franklin E. (1998). American youth violence. New York: Oxford University Press. Pp. 69-83

The School For Wives and Ghosts | Analysis

The School For Wives and Ghosts | Analysis In Henrik Ibsens Ghosts and Molieres The School for Wives, the playwrights portray the concept of male domination with the help of the relationships between the characters. Ibsen depicts male dominance in the late 1800 Norwegian society mainly through the characters of Mr. Manders and Mrs. Alving. On the other hand, Moliere portrays male dominance in French Renaissance society using the characters of Arnolphe and Agnes. The playwrights portray their societies through miniature household with stereotypical characters. Male domination in both the plays is depicted by the careful use of speech, actions and social beliefs. This similarity reflects upon the two 17th century European societies, the Norwegian and the French Renaissance. The writers establish differences in perception using characterization. The use of rhetoric speeches of Mr. Manders in Ghosts shows that domination in Norwegian society is elusive. At the same time, the use of simple language in The School for Wives illustra tes male domination that is prominent in the French Renaissance society. Important aspects of culture and society have also been incorporated in the two plays. In Ghosts, and School for Wives the playwrights convey male dominance through dialogue and action. However, the difference lies in the manner of portrayal. Ibsen employs ideas and social norms in his speech to bring out the oppressive character of Mr. Manders and to influence Mrs. Alving. The insurance of the orphanage is an example of indirect influence being employed as a tool to dominate. After Mrs. Alving decides to insure the orphanage, Mr. Manders asks, But what about the opinion of the people hereabouts?  [1]  The ultimate aim of Mr. Manders is to avoid judgment by public. The character of Mr. Manders allows Ibsen to present the thoughts of common people in the Norwegian society who do not have the courage to deter from the norms of society. The issues in a domestic household such as the conflict between Mr. and Mrs. Alving act as a microscopic portrayal of Norwegian society. It is evident that this portrayal of male dominance in Ghosts was not approved by the Norwegian no rm as it was banned from being staged in a number of theatres in Scandinavia. Similarly, Moliere depicts complete male dominance through words and actions. The character of Arnolphe is used to bring out the theme of oppression of women. Arnolphes dialogue and soliloquys are used for this purpose. For example, he controls the upbringing of Agnes and restricts her right to modern education. Arnolphe says, A wife who writes knows more than can be good for her.  [2]  This excerpt of Arnophes speech shows that the society presented in the play saw educated women as unsuitable wives. Arnolphe acts as a director when he says, A trusty soldier knows his place, however hard, and shows obedience to the captain of the guard; a valet serves his master, and a child obeys his father, and a priest does what the bishop says  [3]  . In this speech, Moliere metaphorically compares the inferior ranks of professions to women and the superior to men in French household. This quote also shows that hierarchy and domination exist in all parts of the French society as presente d in the play. The God-like figure of Arnolphe is often portrayed throughout the play as he says She never should presume to look him in the face- Except if he looks kind, and smiles at her with grace.  [4]  It also suggests that the admiration that men receive from women and society is like a myth or action that is supposed to be done disregards to the individual person. The Maxims of Marriage mentioned in Act III Scene II of the play is the portrayal of male domination in French Renaissance society. Each maxim topic depicts the traits expected by the husband in an ideal wife. For instance, the maxim states that a good wife must not dress to tease or must never play cards  [5]  . The wives must obey the maxim as a bible whether they want to or not. Through this, Moliere portrays a French domestic household and complete male dominance in a marriage. Another technique of the playwrights in portraying male domination is through characterization and the different traits between the male and female characters. In Ghosts, Mrs. Alving and Mr. Manders are the two extreme opposite characters. Ibsen makes Mr. Manders a dutiful priest who represents conservative society while he makes Mrs. Alving a widow who represents modern beliefs and radical thoughts. This characterization technique is a tool enabling the male characters to influence the female characters. By doing this, Ibsen portrays various conflicting beliefs and ideas that exist in the Norwegian society: conservative and unorthodox. Similarly, in the play The School for Wives, Moliere uses characterization to portray male dominance. Arnolphe is a man of society who has wealth and property to his name. On the other hand, Agnes is portrayed at the beginning of the play to be an orphan with no wealth or status. She is uneducated and very young compared to Arnolphe. The relationship between Arnolphe and Agnes acts as a mirror image to the French Society. The age difference and the lack of education of women make it possible for men to control womens life in all aspects as Arnolphe says Whichever way I choose, Ill shape her very life- Ill mould her in my hands, just like a lump of wax, and then Ill sculpt her, in whatever form she lacks.  [6]  An image of a toy or a figure being created out of clay is portrayed. This speech of Arnolphe, represent men in society, means that men do not want to marry a specific woman but they want to marry anyone who is, according to them, an ideal wife. In Act III, scene IV, this l engthy passage illustrates that he wanted to marry a woman who fitted in his vision of idealism in a marriage. Arnorphes soliloquy is an insight to the insecurities of French men in the 17th century. Moliere devoted a scene for this lengthy speech of Arnolphe to tell the audience about the selfish thoughts of men. The structure of this passage also shows Molieres use of punctuations to increase the pace of the monologue. It also makes the audience feel like Arnolphe is reciting a lyrical poem; hence the audience is kept interested until the end of the scene. The importance given to this scene by Moliere suggests that male dominance is a main theme which he wants to bring out in this play. The playwrights use some of the elements of the society as a tool to portray male dominance. In Ghosts, Ibsen depicts male dominance through concepts of duties, public opinions and individual beliefs as themes. For instance, Mr. Manders says What right have we to happiness? No! we must do our duty, Mrs. Alving.  [7]  This emphasizes the idea of conservatism in the Norwegian society. General responsibility regardless to the personal situation or feeling applies to everyone in the society. Similarly, Moliere depicts male dominance using tools such as education, naivety and religion in the play The School for wives. The restriction of basic rights of Agnes is can be viewed as immoral, but at that point of time, men considered it to be a venture as Arnolphe says Then youll see the result of my experiment,  [8]  Religion is used to portray men as God-like figure in society. And the profound respect she must show, in a word, to him, for hes her husband, ruler, chief and lord,  [9]  This part of Arnolphes speech illustrates the overall image of relationship between husbands and wives in the French renaissance society. Men are not only husbands but also the owners of the wives. Naivety plays an important role in allowing men to dominate womens thoughts. I want her ignorant, since all she needs to know is how to love me, pray to God, and spin and sew.  [10]  This quote again emphasizes the point that stereotypical husbands do not want educated wives because they a re considered too intelligent to be a good wife. The only qualities needed in a perfect wife are adeptness at chores and respect their husbands. Moliere employs Arnolphes speech to bring out the image of who was believed to be an ideal wife in renaissance society. In conclusion, Ibsen and Moliere represent their views on male dominance in Norwegian and French Renaissance societies respectively through Ghosts and The School for Wives. Using light hearted farce and comical elements, Moliere depicts human folly and elaborates the hidden motives such as fear of power of women.  [11]  Similarly, Ibsen attacks the sanctity of marriage and identity of women.  [12]  He accomplishes the aim of portraying taboos and making an impact on the Norwegian society. By analyzing these two plays, we understand the nature and culture of Norwegian and French societies. Male dominance exists in all societies but it is portrayed in a various ways depending on the nature of the society.

Essay --

Globalization is a multifaceted phenomenon, which has permeated throughout nearly every aspect of society touching all parts of the globe. Globalization, which is traditionally, defined, as the international exchange of products, ideas, philosophy, religion, and aspects of culture is nothing new. The concept of globalization can trace its roots back to the ancient trade routes of the â€Å"Old World† in particular Silk Road, which spanned Asia, Africa, and Europe. Due to our advancements in technology, communication and transportation the extent of globalization has spread exponentially leading to a more interdependent globe. Most notably economic interdependence is a main focal point of globalization, because it adversely shifts power from governments to non-government institutions. These non-government institutions mainly being multinational corporations, foreign financial markets, and large corporations become a more pivotal force in national policies and agenda setting. W hile this may be promising in allowing nations to grow more prosperous economically, it also stands to violate the human rights of the population. This intrusion from these corporations directly sacrifices state sovereignty allowing economic concerns to supersede human rights. Some key issues regarding human rights through the age of globalization revolve around the disparity between the rich and poor, the exploration of labor, and destruction of land of the indigenous population. Moreover, with this age of globalization intergovernmental organizations have come to action to regulate and oversee the damages that may come along with this time of globalization. This call for governing bodies such as United Nations (UN) has been influential in attempting to regula... ...ental organizations seek to defend human rights and uphold social justice in this age of globalization. Such examples of these organizations would be the UN. The main objective of the UN is to maintain peace throughout the world, developing social and economic prosperity throughout the globe, upholding human rights, and international law. Since the idea of globalization was conceptualized it’s been an ideal concerned with spreading trade throughout the world. However one of it unintended effects was the transparency of these nations. This transparency directly correlates to universal human rights. The UN establishes that through the Universal Declaration of Human Rights (UDHR) that individuals are afforded right to life, liberty, and security as universal rights. It declared that people should live free from slavery, torture, discrimination, and arbitrary arrest.

A Mind Full, a World Shattered :: Personal Narrative Writing

A Mind Full, a World Shattered At the end of a long road one will look back and ponder the experiences that time has moved along the path. There is no doubt I am leaving high-school a different person and I doubt there are few ideas that I once held that have remained the same. At times I miss the simple lessons, the easy test, the mindless homework assignments. I wasn't sure what I expected in high-school, but I am leaving with a mind full, and at times, a world shattered. I'm not sure education meant much to me when I began this path. Perhaps it meant a little more when I had to work for the knowledge I chose to keep or dismiss. I have come to realize that high-school was no more than life lessons, ways to cope, how to deal with people, and a way to test my boundaries mentally and emotionally. It took me awhile to realize that those test given prove nothing, those papers written in structured form prove little else than the thesis statement on the paper topic demanded by teachers. As I look back I can say I will take this with me: Understanding who I am is understanding what I have learned, what I have failed at, what I have questioned, and what I believe. I have learned to distrust words but adore their depth. I have learned to follow directions and to break the rules. I have learned that teachers are just people, with their own minds and beliefs that, in some way, have infiltrated the class room and what I have been taught. At times this has been a tremendous gift, other times a great tragedy. I have learned that a brilliant person is not one who can memorize facts or maintain a high GPA. I have learned grades do not reflect who I am and my abilities. Grades are only maintained to because people are afraid to just "be" and just "learn." I have realized that grades and competition may be the system used to induce hard work and dedication, but I also know that there are better ways because the system fails on a moment to moment basis. I have realized the most important people of this world are not those walking around with the most money or graduating from the best high-schools.

Kants Humanity Formula Essay -- Kant Philosophy Philosophical Essays

Kant's Humanity Formula   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Few formulas in philosophy have been so widely accepted and variously interpreted as Kant’s injunction to treat humanity as an end in itself†(Hill, 38). Immanuel Kant’s views, as elucidated in his book, Groundwork of the Metaphysics of Morals, are based on the belief that â€Å"people count† by prohibiting actions which exploit other individuals in order for self-prosperity or altruistic ends. Ethics then, are confirmed by the dignity and worth of the rational agency of each person. Since human beings are the only rational beings capable of decision making and reasonable judgement, humanity must be valued. Kant proposes a test that ensures that humanity is treated with respect, and not used merely as an instrument. To understand how he defines this test, we must first take a look at the foundation of his main principle, the Categorical Imperative. Kant’s way of determining morality of actions is quite different from other philosophers, and many find it extremely hard to grasp or implausible. The central concept of his basic test for morality found in his Groundwork of the Metaphysics of Morals is the categorical imperative. â€Å"The representation of an objective principle, insofar as it is necessitating for a will, is called a command (of reason), and the formula of the command is called an imperative†(Kant, 24). In other words, an imperative is something that a will ought or shall do because the will is obligated to act in a way in which conforms to moral law. Imperatives can also be referred to as the supreme principle of morality. According to Kant, there are two types of imperatives: hypothetical and categorical. Hypothetical imperatives are actions that look for the best means to a goal, however, the goal might not necessarily be an end in itself. On the other hand, the categorical imperative is an objectively necessary means to an end in itself, and the action to obtain the end, must have moral worth. If we as rational agents, have any morality at all Kant says, it takes the form of rational, categorical imperatives (commands of reason) and is found a priori excluding all interests and desires. These commands of reason are proven by the Universal Law Formula, which when applied, is a method for determining the morality of actions. How is this formula applied though? Kantian philosophy is derived from the belief that ac... ...eir judgement wisely enough to know that lying would create better outcomes in many situations. This essentially, would be a Utilitarian’s argument. Moral actions are based on consequences; ones which increase happiness or positive outcomes. Telling a lie to the murderer to send him astray would save a life, and consequently would be a moral action. Utilitarianism would take into account the future repercussions caused by the lie, but the analysis of an action still lies in the foreseen or predicted consequences rather than on the action’s intrinsic moral value. Morality then, would be judged on a case by case basis. Kant’s perspective refutes this by saying morality loses its value as a universal quality. Although situations change, the basis for acting (morality) must stay the same and actions are moral or immoral, regardless of any immediate consequences. Still, morality is based on constantly changing and often unpredictable outcomes. Kantian philosophy, even interpreted by Kant himself, is overly extreme and the strict application of its principles is too stringent. Although there is no definite foundation to base morality on, the universal law formula is highly implausible. Kant's Humanity Formula Essay -- Kant Philosophy Philosophical Essays Kant's Humanity Formula   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Few formulas in philosophy have been so widely accepted and variously interpreted as Kant’s injunction to treat humanity as an end in itself†(Hill, 38). Immanuel Kant’s views, as elucidated in his book, Groundwork of the Metaphysics of Morals, are based on the belief that â€Å"people count† by prohibiting actions which exploit other individuals in order for self-prosperity or altruistic ends. Ethics then, are confirmed by the dignity and worth of the rational agency of each person. Since human beings are the only rational beings capable of decision making and reasonable judgement, humanity must be valued. Kant proposes a test that ensures that humanity is treated with respect, and not used merely as an instrument. To understand how he defines this test, we must first take a look at the foundation of his main principle, the Categorical Imperative. Kant’s way of determining morality of actions is quite different from other philosophers, and many find it extremely hard to grasp or implausible. The central concept of his basic test for morality found in his Groundwork of the Metaphysics of Morals is the categorical imperative. â€Å"The representation of an objective principle, insofar as it is necessitating for a will, is called a command (of reason), and the formula of the command is called an imperative†(Kant, 24). In other words, an imperative is something that a will ought or shall do because the will is obligated to act in a way in which conforms to moral law. Imperatives can also be referred to as the supreme principle of morality. According to Kant, there are two types of imperatives: hypothetical and categorical. Hypothetical imperatives are actions that look for the best means to a goal, however, the goal might not necessarily be an end in itself. On the other hand, the categorical imperative is an objectively necessary means to an end in itself, and the action to obtain the end, must have moral worth. If we as rational agents, have any morality at all Kant says, it takes the form of rational, categorical imperatives (commands of reason) and is found a priori excluding all interests and desires. These commands of reason are proven by the Universal Law Formula, which when applied, is a method for determining the morality of actions. How is this formula applied though? Kantian philosophy is derived from the belief that ac... ...eir judgement wisely enough to know that lying would create better outcomes in many situations. This essentially, would be a Utilitarian’s argument. Moral actions are based on consequences; ones which increase happiness or positive outcomes. Telling a lie to the murderer to send him astray would save a life, and consequently would be a moral action. Utilitarianism would take into account the future repercussions caused by the lie, but the analysis of an action still lies in the foreseen or predicted consequences rather than on the action’s intrinsic moral value. Morality then, would be judged on a case by case basis. Kant’s perspective refutes this by saying morality loses its value as a universal quality. Although situations change, the basis for acting (morality) must stay the same and actions are moral or immoral, regardless of any immediate consequences. Still, morality is based on constantly changing and often unpredictable outcomes. Kantian philosophy, even interpreted by Kant himself, is overly extreme and the strict application of its principles is too stringent. Although there is no definite foundation to base morality on, the universal law formula is highly implausible.

Contrasting rich and poor in Hong Kong

I have learnt many words by reading books. I have never enjoyed reading but if I find a book I like, I'll read it. This is how I learn new words and hence, I have a better English education. Ever since I was a toddler I have never enjoyed reading books apart from when I choose them. I always chose the books with with loads of words on a page with hardly any pictures. Therefore, it has become a habit in my simple life as I was sailing in the pool of words since I was 6 years old. The favorite play that captivated me the most is called â€Å"Educating Rita†. The play â€Å"Educating Rita† is written by Willy Russell. It is based on contrast as the main characters Rita and Frank have very different backgrounds. Frank is well educated (academic background) and he is a professor who teaches English in a university but Rita is a hair-dresser (working class background) who has not been well educated. Rita called herself a â€Å"freak† and â€Å"half caste†. She wants to be educated because she says â€Å"I wanna know†. She knows she is not ‘educated' yet and dimly realizes what ‘education' is. What Rita wants is to be out of her social class. For her, education is a means of achieving this and she is probably right. She instinctively knows she lacks something and thinks a university degree will fill the gaps in her life. Rita is eager to learn everything and she is energetic. It affects me as it reflects the sharp contrast between the condition of poor as well as middle class and rich people. The reason why I thought in this way is because that's what I see every day in the streets and my feelings. In Hong Kong, poor people are living in a confined space. They are living in houses that are surrounded by tons of rubbish. Whenever I walk pass the area with this types of housing, I could always hear the â€Å"sizz†¦.sizz†¦sizz† sound, and I am not sure if it comes rats or other insects. It has a foul smell too, and yet, people are living in this kind of environment. In contrast to the poor, the rich and middle class people are living in houses and mansions where rooms are air conditioned; it is clean and is relatively comfortable. At night the poor housing area is overwhelmed by darkness, but I know there are people living on the side of road and of that area. We are staying in a cool area but they are suffering from heat from the sun. We sit on comfortable chair but they sit on the ground with germs. The contrast is a little uncomfortable for me. Thus, sometimes when I cannot sleep, I will start to wonder ‘what if I am one of them who live on the street? Will I survive?† People living in that area have no money. In addition, they have to fear and tolerate what might happen to them every day. Sometimes, I think the poor have more courage than I do. What could I do for them? Most of the time, I could only feel sad for them, and usually we will forget about them and live on with our own life. It is vitally important to me because their experiences instill a certain fear in me. I told myself I don't aspire to be a very rich person, but I am really afraid to be poor. I don't think any amount of money is ever enough to help the poor who live below the poverty line but every penny counts! We must also accept the fact that corruptions has add on more problems to this major issue, but we must always tell ourselves â€Å"Can rescue how many are how many†. This is, we must always save as many lives as we could because every life counts. The existence of poor and rich in the society is unavoidable, but the disparity and gap between them should be reduced as much as possible. The rich may have the right to spend as copiously as they like to live in comfort, but the poor should also have the right and means to keep the body and soul together. Embracing the poor, engaging the rich.

Compare the Ways the Distinctively Visual Is Created in Run Essay

Compare the ways the distinctively visual is created in Run Lola Run and in one other related text of your choosing. Distinctively visual texts aim to manipulate the way we explore and interpret the images we see. Critically affecting the way we make interpretations of the experiences we encounter in the world. The distinctively visual represented in Run Lola Run by Tom Tykwer and the Dove Artificial Time Lapse are similar in some elements. Run Lola Run has multiple distinctively visual features throughout the film, but the Dove ad on the overhand has a few techniques or elements thrown into a 2minute short film. Through Tom Tykwer 1998 film Run Lola Run, he presents visual images and reflects the dominance of post modernism in popular culture at the same time. He has included in the film a set of themes/ideas, which characterise the cultural context: e. g. is Fate versus freewill. The colour red appears throughout the film, as a motif representative of different emotions and ideas central to the film’s core message. Red suggests a sense of passion and freedom from inhibition, quintessentially by Lola’s vivid hair. The colour of Lola’s hair makes her distinctive as the protagonist of the film, as well as symbolising her attitude of defiance towards authority and her individualism. Another motif is circles and spirals in the film, they have been incorporated throughout the film, from the various extreme close ups of clocks to the logos upon buildings and personnel uniforms. Further examples include: the Mercedes benz insignia, the various rings that Lola wears around her fingers, the Bolle sign on the wall behind the phone booth where Manni waits for Lola and the spinning spiral at the Spirale Bar. These circles all symbolises the film’s central message that life is circular and cylical; endings are new beginnings and beginnings mark the end of that which came prior. The image of the spiral is used in the film to represent confusion and desperation as well as the interplay between Fate and our own Free will. For instance, a spiral is used to convey Manni’s confusion about the events of the day prior the call to Lola while he is outside the Spirale Bar. This function as a visual metaphor for the idiom â€Å"his life is spiralling out of control†, a potent reminder of the consequences born of bad decision making or apathy about the outcome of one’s existence. In my related text the Dove Artificial Time Lapse it looks our how the media and we deceive beauty. The ad shows a girl who just looks normal nothing special but is turned into a model by the use of different techniques. Lighting is a key element used during the ad. The beginning when the girl comes in and takes a seat they have used low-key lighting to introduce the subject to the viewer. Once the change begins to the girl the lighting changes, high-key lighting is used to highlight the subject as the transformation happens. Another technique used is movement; this refers to the movement of actors or objects known as kinetics, the movement of the camera and the mechanical distortion of movement. The ad has included mechanical distortion and multiple freeze frames or snap shots of a change in appearance to the girl. They have created this by taking multiple photos to show the motion of the clip at a faster pace. By looking at these two texts you can point out the distinctively visuals created by the themes and motifs found in Run Lola Run and The Dove Artificial Time Lapse. They have incorporated many visual techniques to show both these films; although they are two completely different films you can see the similarities between them.