Committing Adultery Essay Example for Free

Committing Adultery Essay A marriage is full of moral ethics that should be followed. Kant would have agreed with me that we have moral duties to ones self and others. A marriage is committing moral thoughts, words, and actions to yourself and your spouse. Kant believed in treating other people the way you wish they would treat you. Never treat other people as if they were merely things. The formula of humanity states that we should treat people as an end and never as a means to an end. In committing adultery, the marriage and the spouse are being used as a means. Marriage should be treated with dignity and not as a thing that can be played with. I hope no one would apply the universal law of categorical imperative to committing adultery. I could not imagine applying the act of committing adultery to how all others should act. If we did apply the universal law to committing adultery then marriage would be worthless. Basically, do not choose a rule for yourself that you wouldn’t want everyone else to obey. Kant believes that the only good thing is a good will. Good will equals good intentions. Committing adultery is not a morally good act and Kant would agree with me. Utilitarianism is an action that is right if it maximizes the overall happiness of all people. In other words, an action is morally right if the consequences of that action are more favorable than unfavorable to everyone. This is consequentialism. Utilitarianism has rule utilitarianism and act utilitarianism. In rule utilitarianism, a behavioral code or rule is morally right if the consequences of the rule are more favorable than unfavorable to everyone. I believe it is more favorable to your spouse not to cheat than to cheat. I would be also more favorable to you not to cheat so the spouse doesn’t get upset. Act utilitarianism weighs the consequences of each particular action. There is a list of consequences of the act of committing adultery and none of them are good. There are moral rules against committing adultery and one of them is lying. In taking the vows in front of God is a form of a promise and breaking that promise is lying to God. John Stuart Mill is a hedonistic utilitarian. Our actions are meant to give happiness not only to ourselves but to others as well. Mill made the distinction of happiness between pleasures of the mental sort as a higher form than that of bodily pleasures. Mill states, it is better to be intelligently dissatisfied then foolishly satisfied. The ultimate pain and misery caused by committing adultery is not worth the short term pleasure that it produces. Wikipedia. org states that Utilitarianism of John Stuart Mill is classified as a type of hedonism, as it judges the morality of the actions by their consequent contributions to the greater good and happiness of all. Mills believes that there can be different levels of pleasure as long as the act promotes an action which makes everyone happy. Mills would say that committing adultery doesn’t bring overall happiness. Hedonism is described as pleasure is the highest good and whatever causes pleasure is right. On this note, hedonism would say committing adultery would be right if it is giving the cheating spouse pleasure. Committing adultery is motivated by desire and it can reduce pain by not telling the spouse that you are cheating. Most of the time committing adultery is motivated by sexual desire. My view on committing adultery is closest with Kantianism. Good will equals good intentions. They way I treat my spouse is the way I would want to be treated. I value marriage and I hope my spouse does too.

Gender Representation in Film

Gender Representation in Film Gender is a significant reflection in development. Through it we can analyze how social norms and power structures influence on the lives and opportunities accessible to different groups of men and women. Gender analysis explores the way power is distributed between women and men, how it function, who uses it and for what reasons.In contrast to men, women control less both economical and political resources, such as property, employment and traditional positions of authority. This uneven distribution of gender relation of power is also represented in the media. Media, as a framework for interpretation and a message in the contemporary society, can have an imperative role in promoting or even obstructing gender equality, both within the working environment and in the representation of women and men. Women and men are often stereotyped and depicted unevenly by the media. Women and girls are positioned in underprivileged situations, for instance in passive and submissive roles whereas men and boys are portrayed to be more possessive in their occupations and more probable to thrive. According to Ferguson, the majority of female characters in the mass media â€Å"holds and uses private power as wives, mothers, partners† (Ferguson, 1990). Accordingly, traditional gender roles and power relations have been profoundly internalized in public’s sub consciousness through the mass media which limit the progress of both human personalities and social equality. Visual images especially, are arranged in a way that have the power to stir beyo nd the entertainment and evoke emotional responses by having a immense influence on our state of mind (Alcolaea -Bangas, 2008). As Berger (1992) pointed out â€Å"‘Like fish, we â€Å"swim† in a sea of images, and these images help shape our perceptions of the world and of ourselves†. An essential derivate of visual images are films which are adhered images together in order to create a story that transmit certain ideologies or ideas and has an impact in peoples lives. As Gerald Mast, a film scholar, affirmed, â€Å"there are fewer cultural products more influential in contemporary life than films†. Thus, those ideologies also shape our everyday perception of women. According to Dutt, Hollywood films’ portrayal of women sticked to the patriarchal structures, but later on, have veiled these messages under the faà §ade of female empowerment and independence (Dutt, 2014). According to many criticism power is at the central of a patriarchial society. Foss describes patriarchy as â€Å" a system of power relations in which men dominate women so that women’s interest are subordinates to those of man and they view themselves as inferior to men† (Foss, 1989). The portray of women can be seen in the way of how a film is constructed. Male charac ters play an active role and are shown as mentally and physically powerful. They are dominant guardians looking to â€Å"gaze† at women. On the other hand women are passive, dependent and in need for support. Furthermore a major criticism from feminist perspective has been towards the â€Å"male gaze†. Laura Mulvey used this concept to show the gender power assymety in film. Mulvey states that female are objectified in film because heterosexual men are in control of the camera. Thus, the man becomes as the dominant power inside the created film fantasy. The woman is submissive to the active gaze from the man. The use scopophylia, sexual satisfaction through viewing, to communicate adds an element of patriarchal system and it is regularly viewed in iIIusionistic narrative film (Mulvey, 1989). A very controversial representation of women can be traced in the early beginning of Hollywood era. Film Noir, is a term which is used to describe Hollywood crime dramas in 40’s and 50’s with cynical attidues and sexual motivations. During these era the concept of femme fatale flourished. The archetypal femme fatale of film noir use her sexual attractiveness and merciless manipulation to trick men in order to achieve power, money, or independence, or all of them at the same time (filmnoirstudies, 2008). Femme fatale refuses the conventional roles of devoted wife and cautious mother that mainstream society set down for women, and in the end her disobedience of social norms leads to her own distruction and the destruction of the men who are attracted to her (filmnoirstudies, 2008). Film noirs depiction of the femme fatale, according to film noir studies, aims to sustain the actual social order and especially its strictly defined gender roles by creating the powerful, inde pendent woman, only in the end to penalize her. Later during the period of 70’s and 80’s, in Hollywood, we had the muscle obsession. Blockbusters such as Rambo, Terminator, Leathal Weapon were produced where masculinity was over displayed. A dominant ideology of that time were the masculinist figure of gender that characterizes masculinity regarding the male warriorwith the attributes of great strenght, effective use of force, and military bravery as the main expressions. As Susan Bordo articulated ‘†¦muscles have mainly symbolized and maintain to symbolize masculine power as physical potency, regularly operating as a means of coding the naturalness of sexual difference. (Bordo, n.d). Genres as well assist in preserving stereotypes in cinema (Gledhill, 2012). For example, war, action, spy films are considered male film genres, and romantic, comedy film are female genres with a female protagonist. However, in the 90’s we saw the surfacing of some female actions heroes defined by a quality of â€Å"m asculinity†. Sigourney Weaver in Aliens, confronted those cultural norms. She was putted as Judith Butler would call a â€Å"gender performance† where she was required to perform the stereotypical â€Å"masculinity† as a strong and dominant warrior. Tasker (1998) articulates this â€Å"as an enactment of a muscular masculinity involving a display of power and strength over the body of the female performer† (Tasker, 1998). Nowadays, referring to Dutt, in most of the films women are obliged to incorporate everything. They must be tough and aggressive but also beautiful and sexy. This is the â€Å"empowered† woman of corporate consumer society’ (Dutt, 2014). For example in the film â€Å"The Devil Wears Prada†, women and power are main themes throughout the film. Female power relationships examined in the film shows how women exercise power effectively to race in the world of business. The film is a good illustration which shows how a women shatter through traditional gender stereo-types and exercise a leadership type associated with masculinity. The protagonist Miranda Priestley, is depicted as a powerful women often associated as the â€Å"devil† boss who is ruthless, demanding and very hard hard to please. The film prehending the way gender relations with leadership is practiced in the work-place. On the other hand, Juno, an independent non-Hollywood film gives a more realistic representation of women’s. The film is about a young girl who becomes pregnant during the high-school by his teen boy-friend. According to Dutt her character signify an rising cultural formulation of girl hood that have as a attribute independence and strength (Dutt, 2014). Juno is someone who is unconventional and indifferent with her appearance. She doesn’t care what others think of her and takes the decisions for herself. For instance, she doesn’t listen to her mother and boyfriend and decides to keep the baby. As Dutt points out, her agency marks a considerable progression for female portrayals in films. She embodies the ‘visual characterization of newly emerging constructions of girls that fuse particular aspects of traditional â€Å"femininity† and â€Å"masculinity†Ã¢â‚¬â„¢(Dutt, 2014). References Alcolea-Banegas, J. (2008). Visual Arguments in Film.Argumentation, 23(2), pp.259-275. Berger, A. (1991). Seeing Is Believing: An Introduction to Visual Communication.The Journal of Aesthetics and Art Criticism, 49(1), p.101. Bordo, S. (1999).The male body. New York: Farrar, Straus and Giroux. Dutt, R. (2014).Behind the curtain: women’s representations in contemporary Hollywood. MSC. London School of Economics. Ferguson, M. (1990). Images of power and the feminist fallacy.Critical Studies in Mass Communication, 7(3), pp.215-230. Filmnoirstudies.com, (2008).Film Noir’s Progressive Portrayal of Women – A Film Noir Studies Essay. [online] Available at: http://www.filmnoirstudies.com/essays/progressive.asp [Accessed 12 Mar. 2015]. Foss, S. (1989).Rhetorical criticism. Prospect Heights, Ill.: Waveland Press. Mast, G. (n.d.).How to watch movies intellegently. [online] Bluffton.edu. Available at: http://www.bluffton.edu/~mastg/Watchingmovies.htm [Accessed 10 Mar. 2015]. Mulvey, L. (1989).Visual and other pleasures. Bloomington: Indiana University Press. Tasker, Y. (2002).Working girls. London: Routledge.

Gwenllian Princess of Wales :: European History

Gwenllian Princess of Wales Gwenllian was only a few months old when her father, Llywelyn the Last, was killed near Irfon Bridge on 11 December 1282. Her mother, Llywelyn's cousin, Eleanor de Montfort, died while giving birth to her in the palace of Pen-y-Bryn, in Abergwyngregyn near Bangor, Gwynedd on 12 June 1282. Llywelyn and Eleanor (the daughter of Simon de Monfort) were married in Worcester in 1278 following Eleanor's release at the end of a period of about three years as a prisoner of the English crown. Gwenllian was the only child of the marriage. There were no sons, therefore, to inherit the title of Prince of Wales, but as the daughter of Prince Llywelyn, Gwenllian was the heiress of the Princes of Gwynedd and the royal family of Aberffraw. She was the Princess of Wales and as a result represented considerable danger to the king of England. Were it not for their close family ties it is likely that the king would have arranged for her too to be killed. Instead, she was destined, upon the orders of Edward I, to spend the remainder of her life in a Gilbertine priory at Sempringham in Lincolnshire. Edward kept the title of 'Prince of Wales' for the crown, bestowing it upon his son Edward who was crowned in Caernarfon in 1301 aged 17 years. Sempringham was far from Wales, and the Gilbertine order was an English order led by a highly respected prior who was requested to take care of the Welsh princess for the princely sum of  £20 a year. Although the princess was cloistered at Sempringham to ensure her disappearance from the face of Welsh history, the king of England was not averse to using Gwenllian to his advantage as he saw fit. When Sempringham fell upon hard times the king wrote to the Pope requesting assistance, reminding him that the prior was the guardian of the daughter of Llywelyn, Prince of Wales. Gwenllian spent her life in the flat fenlands of eastern England rather than amongst the mountains of the land of her birth and, in all likelihood, she never knew the sounds of her native tongue. Throughout her time at the priory the English never succeeded in correctly pronouncing her name; she is listed as 'Wencilian' in the priory's records and it seems that she herself used the signature 'Wentliane'. According to the priory's records, Gwenllian, daughter of the Prince of Wales, died in 1337 having spent fifty-four years in the order.

Juvenile Justice Organization Essay -- Criminal Justice

The juvenile justice organization is rooted in the normal criminal justice organization. The major objective of a juvenile court might be different from the criminal court; however, the procedures have resemblance in application. The organizations are anchored in shielding society and seizing criminals responsible for their deeds. Once a juvenile, in this case Colleen M, goes into the juvenile justice structure, she goes through the intake procedure, detention, adjudication, disposition and aftercare (Scholte, 2002). The initial stage is intake. The intake procedure is also recognized as prosecution in the adult courts. In this stage, the court or prosecutor establishes whether to prosecute the case in juvenile court. Factors looked at this stage include; the proof of the crime, the gravity of the crime, the delinquent’s preceding unlawful and court history and the success of rehabilitation appraisals of the juvenile. Rooted in societal and legal results, the case might be discharged, taken care of off the record or an official trial may be applied for. All through the intake processing or before an official disposition, the youth might be put in a detention facility. Detention may lengthen to the official trial, or after adjudication. Once at the formal hearing phase, the prosecutor can put forward a waiver or a delinquency petition. Once a determination is made, the juvenile might either remain in juvenile court or is moved to the criminal court. If she stays in juvenile court, an adjudication hearing occurs. A determination is made anchored in the proof offered. If the juvenile is adjudicated as felonious, the disposition hearing occurs. In the disposition hearing, probation proposals or a disposition plan is considered. A... ... status; we as well discover her conduct towards other individuals present in the school as below par and above all we find out that her academic performance is wanting especially within the most current school terms. Therefore following Colleen scores on the risk assessments, it is highly probable that she could be sent to a juvenile detention facility. She is a time bomb waiting to explode and the explosion could be irreparable. The best correction plan in this instance is to report to corrections for a violent offender. The offence may be indirect or coincidence, but the fact is that Colleen needs help. She is a run-away, a drug user, and an unpredictable individual. She has committed murder twice and the chance for her committing more murders is high. She should be detained and accorded all rehabilitation options like counseling, monitoring and education. Juvenile Justice Organization Essay -- Criminal Justice The juvenile justice organization is rooted in the normal criminal justice organization. The major objective of a juvenile court might be different from the criminal court; however, the procedures have resemblance in application. The organizations are anchored in shielding society and seizing criminals responsible for their deeds. Once a juvenile, in this case Colleen M, goes into the juvenile justice structure, she goes through the intake procedure, detention, adjudication, disposition and aftercare (Scholte, 2002). The initial stage is intake. The intake procedure is also recognized as prosecution in the adult courts. In this stage, the court or prosecutor establishes whether to prosecute the case in juvenile court. Factors looked at this stage include; the proof of the crime, the gravity of the crime, the delinquent’s preceding unlawful and court history and the success of rehabilitation appraisals of the juvenile. Rooted in societal and legal results, the case might be discharged, taken care of off the record or an official trial may be applied for. All through the intake processing or before an official disposition, the youth might be put in a detention facility. Detention may lengthen to the official trial, or after adjudication. Once at the formal hearing phase, the prosecutor can put forward a waiver or a delinquency petition. Once a determination is made, the juvenile might either remain in juvenile court or is moved to the criminal court. If she stays in juvenile court, an adjudication hearing occurs. A determination is made anchored in the proof offered. If the juvenile is adjudicated as felonious, the disposition hearing occurs. In the disposition hearing, probation proposals or a disposition plan is considered. A... ... status; we as well discover her conduct towards other individuals present in the school as below par and above all we find out that her academic performance is wanting especially within the most current school terms. Therefore following Colleen scores on the risk assessments, it is highly probable that she could be sent to a juvenile detention facility. She is a time bomb waiting to explode and the explosion could be irreparable. The best correction plan in this instance is to report to corrections for a violent offender. The offence may be indirect or coincidence, but the fact is that Colleen needs help. She is a run-away, a drug user, and an unpredictable individual. She has committed murder twice and the chance for her committing more murders is high. She should be detained and accorded all rehabilitation options like counseling, monitoring and education.

True American Essay examples -- Ethnicity Personal Narrative Citizensh

True American To be a true American, some people think that a person has to agree with everything our government says, right or wrong. My belief is that, to be a true American one must strive to make this country a better place. A place that can be respected and looked up to by the rest of the world, rather than shunned and feared as it is today. To say that I am only interested in one specific social issue would be a lie. One person focusing on one problem will not make an impact. Being socially conscious is a big part of my life. I feel guilty when my life becomes stagnant, and I dont have any goals or concerns. Under the conformity of my button-down shirt and tie, I am wearing an American Civil Liberties Union, ACLU, t-shirt. It reads: Justice, Equality, Education, Involvement", all things I stand for and strongly support. There are so many problems in this country that can't be ignored, some so complicated, I doubt they will ever be solved in my time on this earth. I've heard over and over that, "Every journey begins with the first step", and the fact that there are people out there like me trying to deal with problems other people create out of hatred, greed, or sheer stupidity, makes the world a better place. Some of the most important issues in my eyes are: poverty in the United States, racial equality, and nationalism. The best way I have found to deal with these problems is through writing. I live in a very diverse neighborhood where I am exposed to dif...

Current Issues in United States History Essay

The article, Mentoring Experiences of Women in Graduate Education: Factors that Matter, focuses on women’s relational approaches which are affected by their gender socialization. The said article studies the various subjective experiences a woman encounters when teaching, counseling and mentoring. It also explores the different aspects that contribute to these experiences exclusive to women in graduate school, the costs and benefits of these relationships for women, and the women’s role models in the familial and professional areas. The article takes on a feminist approach as it differentiates the traditional male to male mentoring relationships from that of the women’s. It asserts that in the male to male relationships, there is an acceptance of patriarchal and hierarchal organization. On the contrary, the women employ a more relational approach, which gives value to the emotional factor involved in the female relationships. But presently, the prevailing standard employed by mentoring environments is that of a traditional patriarchal environment. It can therefore be said that women in mentoring fields are currently in struggle with the prevailing norms. The article undertook a study which aimed to investigate factors that affect women’s mentoring gender socialization. The study yielded seven key topics which suggest that female undergraduate students and their faculty members share same views about their respective mentoring experiences as well as views in the mentoring field. They all commonly voiced their desire for an empowering relationship. This, according to the surveyed collegiate students and teachers, is illustrated by the kind assistance, â€Å"CURRENT ISSUES IN UNITED STATES HISTORY† PAGE #2 inspiration, faith, pride, cooperative hand, and personal growth they gain from these student-teacher relationships. Also, the study explores the sense of obligation that both sides feel for each other, the overall mentor’s investment in the student-teacher relationship (personal/emotional, professional development, time/availability, and financial investment), the factors that affect the growth of their relationship towards each other, and their capacity to balance of their own personal and professional life, experiences in the male mentoring domain, and peer mentoring. The study’s results depict the multi-dimensionality of the women mentors’ needs in order to be successful in their personal and professional mentoring careers. The study also showed that these needs did not alter when compared with the past researches on the same subject. Also, this study suggests that women, in general, have corresponding views (and at the same time) distinct desires to their mentoring relationships in contrast to the more traditional, patriarchal setting typified by the male to male mentoring conditions. Generally speaking, the study only focused on the mentoring experiences’ good points. Unfortunately, it did not include the hardships that women encounter with regards to their being women. It did not tackle the prejudice that women are subjected to in the patriarchal education system. If only the study explored that particular downside, the study would be so much useful and practical. But all in all, the study would indeed be important for reflection on our current educational system with regards to the women in a male dominated field. REFERENCE Rayle A. D. , Bordes V. , Zapata A. , Arrendondo P. , Rutter M. , Howard C. (2006, May). Mentoring Experiences of Women in Graduate Education: Factors that Matter. Current Issues in Education [On-line], 9(6). http://cie. ed. asu. edu/volume9/number6/

Rights of the Child

UN CONVENTION ON THE RIGHTS OF THE CHILD The UN Convention on the Rights of the Child was brought into effect to recognise that Children needed their own set of specific human rights that should be protected and that these were a universal right not a privilege. The UN Convention on the Rights of the Child was drawn up and accepted by the UN in 1989. The UK government agreed to abide by the principles in 1991 and it was fully implemented in 1992.The UN Convention on the Rights of the Child is the most universally recognised set of standards for protecting the rights of children and numerous countries have agreed to abide by it. The Convention forms a set of articles that highlight the minimum entitlements of all children. These articles have been split into four main categories: the general requirements for all the rights; the basic rights to life, survival and development of one’s full potential; being kept safe from harm; and respecting the views of the child.The Convention also sets out minimum standards in areas such as health care, education and social services to protect those children’s rights. There are 54 articles in total that apply to all children with no exceptions, here are two examples; Article 19 states that all young people have the right to be kept safe from experiencing violence, mental abuse, physical abuse or neglect by any adult they come into regular contact with e. g. parents, carers etc and Article 34 gives the right for all young people to be kept safe from any form of sexual abuse or exploitation.When the UK government agreed to abide by the UN Convention on the Rights of the Child it meant it had promised to not act in a way that would infringe any of the rights and it agreed to ensure they were fully implemented in a non discriminatory manner. Accordingly the government is responsible for ensuring people act in the best interests of the child and that children are treated as individuals within a family whose views shoul d be taken into account.The UN Convention on the Rights of the Child was implemented by the government but it requires all parts of society to respect them to ensure the rights of the child are being met. This therefore has a massive impact on my role and responsibilities within my job. This is due to the fact that I must ensure the rights outlined in the convention and the minimum standards set out are being met at all times as it is a legal obligation. It is also important for me to ensure the individuals views within the home are being actively sought on a regular basis, listened to and respected.This is done by seeking the individuals views during the care planning and development of placement plans so that their wishes can be recorded and implemented where appropriate. It is also important to encourage and support the individuals to attend review meetings to express their opinions on their care plan and future. There are also minimum standards that relate to this e. g. standard 1. 4 which states â€Å"the views of the child, the child’s family, social worker and IRO are sought regularly on the child’s care. †Under the UN Convention I also must ensure that I keep the individual safe from harm or abuse. This corresponds to various Educare policies and procedures under safeguarding which stipulate things such as all visitors to the home are asked for ID and appropriately supervised. It also requires me to have appropriate risk assessments and management in place specific to the individual so as to reduce any potential risks associated with a situation and to develop strategies to help encourage and support and individual to manage their own risks.This information is also put into the minimum care standards under standard 4 which outcome is to ensure â€Å"children feel safe and are safe. Children understand how to protect themselves, and feel protected and are protected from significant harm including neglect, abuse and accident. † The UN Convention on the Rights of the Child essentially underpins all aspects of the work we do and how we undertake it and the responsibilities we have to the individual.It is therefore a major and key piece of legislation that we must be familiar with to fulfill the job role and responsibilities as manager of a home. HUMAN RIGHTS ACT 1998 The Human Rights Act was drawn up by the UK government and implemented in 1998. It draws on the European Convention of Human Rights but allows for issues to be addressed within the UK courts of Law rather than needing a European Court. â€Å"The Act provides that it is unlawful for a public authority to act in such a way as to contravene Convention rights.For these purposes public authority includes any other person â€Å"whose functions are functions of a public nature. â€Å"† The Human Rights Act uses a set of articles to detail the rights of everyone within the UK. Examples of these articles include: the right to life; prohibition of torture; prohibition of slavery and forced labour; right to liberty and security; right to respect for family and private life; freedom of thought conscience and religion; freedom of expression; prohibition of discrimination; protection of property; and right to education.The Human Rights Act is another piece of legislation which underpins all aspects of the job role and responsibilities of being a manager of a children’s home. If parts of the Human Rights Act are ignored or not adhered to then it can become a criminal offence. As a result of the Human Rights Act equal opportunities policies and procedures were drawn up and implemented and form the basis of the way we work with the individuals to ensure we adhere to the Act and ensure the individual is not discriminated against under any basis.There are also several acts that were developed as a result of the Human Rights Act to stop discrimination within the work place and towards others. It is therefore important that v aluing diversity is promoted within the home and understanding of different cultures, religion etc. are developed. This also forms one of the key outcomes Ofsted assesses for to see how well it is achieved within the home. The Human Rights Act also ensures that the individuals have a right to privacy and security.This includes individuals having privacy in their bedroom environment unless there is a concern for their safety and that they have their own room key so they can keep their room locked and have their privacy respected by other individuals living in the home. It also means for example that people are asked for ID when visiting the home and are appropriately supervised so as to ensure security and safety within the home is maintain. Freedom of thought ensures that the individuals are allowed and encouraged to develop their own opinions on things and that these opinions are respected e. g. in relation to religion.