Conflicts between public interest and personal interest, which created Speech or Presentation

Conflicts between public interest and personal interest, which created by Human Rights Acts 1998 (Can the British Bill of Right handle the problem) - Speech or Presentation Example Article 8 of the conventions provides for respect for one’s private life, home and family life. The Article covers areas concerned with self-determination. The definition of private life is complicated and broad. The privacy entitles people to life without the intrusion as in the case of Terry v Persons Unknown (Rev 1) [2010] EWHC 119 (QB) (29 January 2010) (BAILII 2010). Contrary to Article 8, Article 10 provides for freedom of expression. One of the aspects of expression involves communication. Communication entitles citizens to express their ideas without limitations. However, communication may also be limited depending on the infringement of an individual’s privacy (BAILII, 2012). It, therefore, can be deciphered that the two aspects considered in the two articles breach confidence in their interpretation. Whereas Article 10 advocates democratic expression, Article 8 suppresses such fundamental entitlements. Article 10 demands transparency and openness, contrary to article 8 that advocates privacy. Upholding Article 8 requires prior consultation of individuals while exercising expression. Such incidence occurred between Mr. Max Mosley sought for an injunction to uphold Article 8 (Mosley v The United Kingdom [2011] 53 E.H.R.R 30). An inference of lack of proper ways of upholding Article 8 can be made from the case. Article 9 provides for an individual’s freedom to uphold a wide range of ideas and beliefs, based on religious ideologies. The article empowers citizens with autonomy regarding their actions and lifestyles (Equal Rights Trust 2014, p. 2). The issue of public interest involves anything that may interfere with other standards upheld in the society. The extent of manifestation of beliefs may be limited as in the case Eweida and Others v The United Kingdom; ECHR 15 January 2013 (BAILII, 2013). Usually, one’s autonomy conflicts with that of the mass. Personal interest concerns

Ethics and the Criminal Justice System Essay Example | Topics and Well Written Essays - 250 words

Ethics and the Criminal Justice System - Essay Example If, in this case, I would have arrested the person that I pulled over and placed them in a cell until tomorrow because I felt that this person was a threat to the public, than I must do this with this police officer also. It really has nothing to do with whether he is a police officer but whether my belief is that he is a threat to the innocent. Does being a drunk police officer make him less of a risk Maybe. Because he is a police officer he may go home and sleep it off and show up for work tomorrow but he may also decide to drink again and if he kills someone his incident is no registered because you sent him home. Have you then protected the public The answer of course is no. There are many ways to reconstruct this case because we want to say it is alright to do this. We believe somehow it is different because he is a police officer but the bottom line is, he is a danger to the innocent just like everyone else who drives drunk. The only way to make this decision correctly is to make it following the above Code of Ethics. If we do that we will not find ourselves second guessing what we should do. So I return to my original answer. No, it is not ethical to take off the cuffs and send him home in a cab.

The Meaning of Life through Subjectivity

The Meaning of Life through Subjectivity Humans are subjective because despite trying to stop affecting world that they are a part of, they are changing it. This relationship, which causes a change in the world through action, changes any objective view into a subjective one because they are influencing what a pure observer cannot. By trying to simply stop doing and merely observe, people attempt to reach a state of pure objectivity. This, however, becomes an impossible task once one considers that their mere existence is an act in and of itself. Meaning that the only way to become truly objective is to temporarily stop existing, observe purely in that non-existent state, and then resume existing within the world as a human being. To be able to even consider performing these impossible tasks is akin to being God. In total, it is impossible for a human being to achieve a state of non existence simply because the mere act of living causes one to become subjective due to the fact they have an influence on the world around them . While they are young, humans eventually reach a point when they become aware that their existences are enveloped in exclusivity. They see that their lives are filled with choices, forks in the road which make it apparent that whenever one chooses something, something else must be excluded. These choices can bring the pain of having to weigh between the options and the respective consequences, as well as coming to terms with the idea that one cannot have everything. Considering the human limitation of having to exclude one thing in order to gain another, people will always reach for a level of objectivity in their choices; they want to remove some of the pain and difficulty that they feel from having to make those choices by detaching themselves emotionally from the choices they have to make. Despite the truth of existence lying in subjectivity, there is a paradox shown here; that humans are almost preset to reach for objectivity despite the answer existing in the other direction: bey ond subjectivity. To reach the answer of life, one must first come to terms with the truth of existence. Kierkegaards existential truth is subjectivity; for a human to understand that subjectivity is the core of existence then enables them to pursue and eventually understand the answer to life. Subjectivity in itself is important to grasp as a human, and as a result, it also serves as a differentiation between the simple man and the wise man. If the wise man is being subjective, he knows that there is a difference between subjectivity and objectivity. However, the only indication that he is being completely subjective at a given point is that he objectively knows the difference between objectivity and subjectivity. This understanding allows him to grasp the concept of the answer to life while at the same time brings up the paradox of only being subjective when being objective. In contrast, if the simple man is being subjective, he is simply being subjective by point of impulse and would not be aware o f it. Thus the simple man cannot be considered to have reached the same existential truth as the wise man. To be wise is a curse as well as a blessing, for the paradox teaches him the importance of the existential truth, while at the same time, prevents him from reaching it. Given Kierkegaards belief that the existential truth is subjectivity, that all humans eventually become at least slightly objective and that people need to be slightly objective in order to be subjective, then a paradox presents itself. If a human cannot be subjective without being objective then this begs the question about whether or not a human reach a state of pure subjectivity. Within the World-Historical view, there is but a single objective truth to any individual event throughout history, but subjectivity shows a different, individual truth for every person viewing it. Seeing that people cannot objectively observe and think over the past (without first accomplishing the impossible task of becoming God-like), people are left to view the events themselves from the present, filling in the gaps between objective facts with subjective interpretations. These all compile to subjective truths; each being the truth, yet none being any more or less valid than the last. By being human, one is restricted by the world they have subjectively constructed; a world made with the subjective truths influenced by their own thoughts, feelings and experiences. However, as partially subjective existences in what can only be perceived as a purely subjective world, one must ask if human beings can really exist in the same world as anyone else and if the answer to that query chan ges the answer to life itself. This presents us with the final paradox; that in order to obtain the answer one must be an objective and static entity, but humans as a whole are subjective simply through existence. Were one to find the so-called answer to life, ones life would fundamentally change. However, as a direct result of finding that answer, this newly changed life is basically a new life in and of itself. This new life is at least slightly different from the old life and, as a result, has a new subjective truth to it. This effectively renders the previous answer worthless, perhaps having never existed to begin with. This in itself proves that the answer cannot be found in the constantly active life, but only in the static death where the constant, static world is unaffected by a person. Despite this, the answer holds no meaning after death and cannot be communicated to the living resulting in the same lack of truth. As a result, Ive found that Im unable to submit my answer to this lifelong assignment, and that to do so I would have to no longer be considered alive. I apologize and would like to request an extension; preferably to sometime in the late 2070s.

Boudica :: essays research papers

Twenty years after the invasion, Britain was feeling oppressed by the Roman Empire, none more so than the Iceni tribe. Their late king, Prasutagus, had left the Icenian land to the Romans in his will, but on certain conditions. Upon his death, the Romans took over without abiding by any of these conditions, treating the land as if it was theirs by right of conquest. There was looting and tyranny, the king’s family was abused and the Romans savagely ruled over the Iceni. Another factor in aggravating the Britons was that the occupiers began to recall large loans which had been forced upon unwilling Britons. Some Britons were conscripted into the army, the Roman procurators wanted to extract as much wealth as could be had from the latest addition to the empire. Boudica, having been treated and indeed flogged as a slave, decided to rebel. She joined forces with the Trinovantes, who had their own reasons to hate the Romans. Some of their land had been taken from them to form part of Camulodunum (now Colchester). One of buildings in it was the Temple Of Claudius, it was hated by the oppressed masses and became the first target of Boudica’s attack. The colonists appealed for help and troops were sent from Londinium, but these amounted to just 200 and were ill equipped for the task. The veterans and the troops took cover in the Temple but were soundly beaten after two days, the temple was destroyed and the town sacked. Petillius Cerialis, camped with Legio IX eight miles away at Longthorpe heard of the revolt and set off for the town, but he was ambushed and at length defeated. Boudica heartened by this success now marched on Londinium. Suetonius Paullinus was at an island in north Wales when he heard of the rebellion. He made haste for Londinium with Legio XIV, but his journey was slow and when at length he arrived in Londinium he realised that he did not have enough troops to defend it, and so the largest town in Britain was abandoned. Verulamium too could not be held and so the army retreated. When Boudica’s army reached London they thought of nothing but loot and so did not make for the militarily strategic points but instead to wherever they could plunder the most money, this proved their downfall. While the Britons looted, Paullinus gathered his men which amounted to some ten thousand and chose a place of battle most advantageous to him.

Interview Reflection Paper Essay

I did my interview with a relative who we’ll just call â€Å"Sarah† for the remainder of this paper for confidential reasons. Sarah has been struggling with her addiction since the age of 28. She started experimenting with drugs in her late teens. First it was marijuana, all of her friends and even family members were smoking the drug. By the time she reached her earl y 20’s Sarah started experimenting with cocaine which eventually lead to her addiction to crack cocaine. By the time Sarah was addicted to crack cocaine she was already married and a mother of 4, one boy and three girls. Her son was 8 years old and the girls were ages 6, 5, and 3 years old. Her husband was not nor ever was a drug user. He loved her and their children dearly and was trying anything and everything to get Sarah the help that she needed, but at the time Sarah had no interest in receiving any kind of help even after she found out she was pregnant again. Sarah didn’t believe she ha d a problem at the time, however she admitted using the drug multiple times during her pregnancy. Sarah delivered her baby boy in January of 1993. Sarah stated that she tried quitting the drug during her pregnancy and also after she had her baby but struggled, meanwhile her husband was also struggling trying to work and take care of 5 children now. Sarah also stated that on a number of occasions she wouldn’t come home because she was at the â€Å"crack house† with her friends. It got to the point where her husband wouldn’t give her any more money because he knew what she was going to do with it. When Sarah’s funds were cut off she started stealing to support her habit. Sarah admitted to steeling from grocery stores, department stores and even family members including her own husband, she also admitted to prostituting herself for money and/or drugs. This resulted to her being arrested multiple times between 1994 and 1997. In this time frame she also had 2 more children, both boys one born in 1995 and the other 1997. This is when she realized that she had hit rock bottom, she was facing jail time for h er crimes, had 7 children that she did not spend time with and a husband who has just about gave up on her. Sarah was on the verge of losing everything she had left. On October 16th 1997 she was incarcerated for past crimes she had committed, she was sentenced to 1 year in jail and 2 years of probation. During Sarah’s incarceration she went through her detox phase, during the detox phase she was experiencing cravings, anxiety, irritability,  insomnia and depression, she even had thoughts of suicide throughout this process. This process lasted for several months. Sarah stated that this was the hardest part of her incarceration. Looking back Sarah is thankful for having to serve the time because that helped her through her first steps of becoming sober. Part of her probation was her being required to meet with case worker and also having to take random drug test through a program called ZCI for 2 years. As of October 16th 1997 Sarah has remained sober. She now looks back and thinks about everything she put her family through and feels horrible. â€Å"Don’t get me wrong, it is an everyday struggle. I’ve thought about using several times throughout my sobriety, but that’s part of the struggle. I then look back at all the hurt and pain I caused everyone including myself and that’s what keeps me sober†. During this interview Sarah was very emotional, and remorseful. We took 4 breaks within an hour timeframe for her to compose herself. At first I was a little bit sketchy on doing this interview but at the end of the day I am thankful for having to do it because I got on a more personal level with Sarah. Even though I’ve known her all my life I feel like this brought us a little closer, and now she knows that she has someone else to come to if she ever finds herself struggling with her sobriety or any other trials she may be facing. If I was Sarah’s worker I would put her through detoxification process, followed by cognitive behavioral therapy as well as some type of motivational therapy. I would also recommend her to find some type of suppor t system to help her live a drug free productive life.

Looking Glass Self Essay

In the most basic terms the Looking Glass self is your self image which is formed by the views others hold of you. These views the people around you have can have either a positive or negative effect on your self imagine. First we picture how our personality and appearance will come off to others, and then we think about how they will judge our personality and appearance. As people around us pass judgment on who we are this is when our self-concept develops, basically who we think we are and how we feel about ourselves as a whole. These judgments’ can have a powerful effect on ones beliefs and feelings about themselves. I’ve felt and been effected by the beliefs another person has about me. When I was in the 8th grade I thought I was a wonderful student, smart, well behaved. I felt as though my teachers all thought the same way. Then one day my homeroom teacher called me stupid for missing a homework assignment. To be called out in front of the class like that was horrifying. Though that wasn’t the only time an incidence like that occurred. In the 9th grade I struggled with math. I did poorly on tests, I already lacked confidence in the subject and it took one day with a substitute teacher to shatter it completely. I will never forget the words she said to me â€Å"Why can’t you finish the test? Are you stupid? † As child of any age, those words are damaging to the way you feel about yourself, and the way you think others perceive you. â€Å"Tell a child he’s stupid enough times and eventually he’ll start believing you, claims Benj Vardigan, with the Behavioral Institute. When a child makes mistakes or doesn’t understand a concept, his knee-jerk reaction may be to conclude that he’s stupid. Take that one step further and watch a child stop trying to understand or stop trying to learn a concept because he automatically assumes he can’t figure it out. † (Hatter) In A Class Divided on of the first examples of looking glass self that I picked up on was when the children came back in from recess after fighting. Mrs. Elliot asks â€Å"What’s wrong with being called brown eyes? † and a little  boy, Roy, says â€Å"It means we’re stupider and – well, not that†¦Ã¢â‚¬  It’s immediate how the effect of this experiment took hold. These children took to heart what their teacher, Mrs. Elliot had said, that brown eyed children are less than blue eyed children, they aren’t as smart or as well behaved. In the first day of the lesson the effects on their peers perception of them had caused so much turmoil that it caused one child to hit another, clearly the negative aspect of looking glass. In the Teaching Adults section, Mrs. Elliott describes how she gave tests before during and after the lesson on discrimination. Telling the audience that the student test scores raise on the day they are on top, scores drop when they are on the bottom and after the experiment the children’s testing scores maintain a higher level. She attributed this to the children discovering how good they are. I believe instilling a positive self-imagine in a child is one of the most important things a parent, or teacher can do. â€Å"Whether self-concept is positive or negative can influence important areas of a child’s development and achievement. Educators have recognized that there is a link between self-concept and performance in school. Students with a strong self-concept tend to have good grades and take an active role in school. They are able to accept challenges and enjoy new learning experiences. Students with a negative self-concept tend to have both attitude and behavior problems. They may be unwilling to try new things, because they believe they will fail anyway, or they may not work up to their potential. Some educators feel that a positive self-concept is so important that children need to be taught to like themselves before they are taught academic skills such as reading, writing, and mathematics. † (Myers-Walls and Hinkley)