Le miserables
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The document provides a review and analysis of the movie Les Miserables focusing on its portrayal of socio-economic issues. It discusses three key issues presented in the movie: poverty, inequality between the privileged and non-privileged, and the impact of incomplete families. It uses examples from two main characters, Jean Valjean and Fantine, to show how poverty can force people into crime or prostitution. It also notes how the movie depicts the rich as having power and authority over the poor. Finally, it discusses how an incomplete family negatively impacted the character Cosette. The review concludes by stating that the movie highlights socio-economic issues still prevalent in modern society, including the reviewer's home of the Philippines.
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Left realism notes
Left Realism emerged in 1980s Britain as a reaction to both conservative "law and order" politics and the perceived lack of radical left thinking on crime issues. It aims to take crime seriously while avoiding moral hysteria. Left Realism sees crime as a real problem but believes its causes lie in structural inequality and blocked opportunities. It draws on subcultural theory and relative deprivation to explain rising crime rates among vulnerable groups like unemployed youth and young black men. While some praise its policy focus, others criticize it as anti-working class or even racist.
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1) Lea and Young refuted the UK government's claim that public concern about crime was irrational, finding that working class people, blacks, and the elderly had a realistic fear of street crime as they were often victims.
2) They performed a victim survey in Islington that showed working class residents' fears of crime were rational.
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Left realism developed in response to the influence of right realism on crime policy. It views crime as a real problem that disproportionately affects disadvantaged groups. Left realists believe the main causes of crime are relative deprivation, subcultures that form in response to deprivation, and marginalization. They argue that crime can only be addressed by tackling its deeper structural roots in inequality and lack of opportunity, in addition to improving community policing.
Evaluation of left realism exercise
Left Realism has been criticized by other criminological perspectives for various reasons:
1. It focuses only on street crimes committed by the poor and ignores crimes committed by powerful groups that pose a greater threat.
2. It relies only on quantitative victim survey data and cannot explain offender motives, which require qualitative data.
3. Its use of subcultural theory assumes a value consensus exists when crime occurs, which may not be accurate.
4. Relative deprivation cannot fully explain crime occurrence as not all those who feel relatively deprived commit crimes.
5. Studying only high-crime inner city areas provides an unrepresentative view of crime levels.
Right Realism
Right Realism sees crime as a major threat that undermines society. It attributes crime to biological differences, inadequate socialization within families/communities, and rational choice. Right Realists promoted tough law-and-order policies like zero tolerance of minor crimes. They argue for controlling crime through punishment rather than rehabilitation or social reforms. However, critics argue this overlooks structural causes and risks discrimination in policy enforcement.
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1. realist theories
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2. Right Realists believe that crime is caused by biological differences in individuals, poor socialization rather than structural factors, and rational choice to offend if risks are low.
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Neo-Marxism critical criminology combines elements of traditional Marxism and labelling theory. It argues that crime often has a political motive and examines the wider social and political contexts of criminal acts and social reactions to them. Young initially developed this perspective but later abandoned it in favor of left realism, which takes crime more seriously by recognizing increases in crime rates and their disproportionate impact on disadvantaged groups. Left realism seeks to reduce crime by addressing its root causes such as relative deprivation, subculture, and marginalization.
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This document lists 20 concepts related to theories of crime and criminal justice policy. It asks the reader to determine whether each concept is more closely associated with right realism, left realism, or both. Right realism focuses more on individual responsibility and tougher law enforcement responses to crime. Left realism emphasizes social and economic factors that may contribute to criminal behavior as well as alternative, community-based approaches. Many of the concepts listed, such as addressing structural causes of crime, democratic police control, and multi-agency prevention could apply to both realisms. Others like zero tolerance and tougher sentencing seem more right, while relative deprivation and marginalization seem more left.
Evaluation of right realism sheet
Right realism focuses on controlling petty street crime through zero tolerance policies. However, it has been criticized for ignoring broader social causes of crime, overstating criminal rationality, and potentially enabling discrimination. While right realists argue criminals make rational choices, their views of biological and social determinants of behavior conflict with this premise of free choice. Additionally, right realism may displace rather than prevent crime, and has failed to lower crime rates in some places where tried.
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Realist criminology has two strands: right realism and left realism. Left realism acknowledges the real increase in crime rates since the 1950s and takes crime seriously, especially crimes that affect disadvantaged groups. Left realism advocates a dual approach of practical crime reduction measures and long-term social change to create a more equal society and ultimately eliminate the root causes of crime, which they see as relative deprivation, subcultures formed from blocked opportunities, and marginalization.
Left Realism
Left realism developed in response to the influence of right realism on crime policy. It views crime as a real problem that disproportionately affects disadvantaged groups. Left realists believe the main causes of crime are relative deprivation, subcultures that form in response to deprivation, and marginalization. They argue that crime can only be addressed by tackling its deeper structural roots in inequality and lack of opportunity, in addition to improving community policing.
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Left Realism has been criticized by other criminological perspectives for various reasons:
1. It focuses only on street crimes committed by the poor and ignores crimes committed by powerful groups that pose a greater threat.
2. It relies only on quantitative victim survey data and cannot explain offender motives, which require qualitative data.
3. Its use of subcultural theory assumes a value consensus exists when crime occurs, which may not be accurate.
4. Relative deprivation cannot fully explain crime occurrence as not all those who feel relatively deprived commit crimes.
5. Studying only high-crime inner city areas provides an unrepresentative view of crime levels.
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Right Realism sees crime as a major threat that undermines society. It attributes crime to biological differences, inadequate socialization within families/communities, and rational choice. Right Realists promoted tough law-and-order policies like zero tolerance of minor crimes. They argue for controlling crime through punishment rather than rehabilitation or social reforms. However, critics argue this overlooks structural causes and risks discrimination in policy enforcement.
Right realism powerpoint def
Right Realism seeks practical crime control measures rather than finding the causes of crime. It acknowledges crime is a real problem that destroys communities. Right Realists argue crime results from biological differences, faulty socialization leading to an underclass, and rational choice. They propose preventing crime through proactive policing, broken windows policy, strong communities, target hardening, and deterring crime through certainty of punishment like imprisonment. The goal is controlling crime rather than solving its root causes.
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The media product represents two social groups - the rich and lower/middle class - in different ways. The rich are portrayed negatively as vain and willing to bargain with money. The lower class captors are initially represented positively as smart for not accepting a bribe, but later shown as dangerously unhinged through violence. Ethnicity is not a focus, with all characters being white British males. The setting positions the groups differently, with the rich powerless and the captors in their element, representing the contrasting social positions.
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Right realism views crime from a politically conservative perspective, focusing on inadequate social control as the cause of crime rather than social factors. It believes individuals commit crimes when social constraints are weakened. Theorists like Murray and Wilson link crime to the breakdown of social bonds and order in communities, especially the decline of the nuclear family and male role models. While right realism recognizes the real problems of crime, its theories have been criticized for oversimplifying causes and neglecting other types of crime like white-collar offenses.
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Kelman and Hamilton studied the My Lai massacre in Vietnam and identified three features that can produce crimes of obedience: authorization, where normal moral principles are replaced by the duty to obey those in authority; routinization, where once an act is committed there is pressure to turn it into a routine detached act; and dehumanization, where the enemy is portrayed as subhuman rather than human. Some sociologists argue that modern society can create conditions for large-scale state crimes through features like science, technology, and division of labor that allow victims to be dehumanized and mass murder to become an administrative routine task, as was the case with the Holocaust.
1. realist theories
1. Right Realism emerged in the 1970s-1980s and favored tough law and order policies like increased imprisonment and the death penalty.
2. Right Realists believe that crime is caused by biological differences in individuals, poor socialization rather than structural factors, and rational choice to offend if risks are low.
3. They advocate deterrence methods like zero tolerance policing, surveillance, and harsh punishments to raise the costs of offending. However, critics argue this ignores wider causes of crime and can discriminate against certain groups.
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Poverty is shown in a negative way through the film's narrative and technical features. In the beginning of the film, large groups of people are pushed into the cramped and bare favela without choice. The only way to survive in this environment of poverty is through a life of crime, as shown by characters who tried to avoid crime ultimately meeting violent ends. Over time, the community breaks down and poverty worsens as ideology shifts from relatively moral "hoods" to more sinister gangs. Poverty is presented as a seemingly inescapable norm without community support or means of social mobility beyond criminal networks.
2013 marxism handout worksheet complete
The traditional Marxist perspective views crime as a product of capitalist society in three main ways:
1) Criminogenic capitalism - The unequal and exploitative nature of capitalism generates crime among both the working class and capitalists. Poverty can drive the working class to crime out of desperation, while the competitive environment encourages white-collar crimes among capitalists.
2) The role of the state and lawmaking - Marxists believe the legal system serves the interests of the capitalist class by selectively enforcing laws to criminalize powerless groups while ignoring crimes of the powerful.
3) Ideological functions of crime and law - Laws and selective enforcement of crime act to conceal capitalism's role in causing crime and divert blame towards individual
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My final for sociology, it examines the Limer (a fan of Casey Novak of SVU) culture, along with fanfic and femslash cultures. It includes a survey I wrote and posted online. It also looks at mental illness among this culture compared to national rates.
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Neo-Marxism critical criminology combines elements of traditional Marxism and labelling theory. It argues that crime often has a political motive and examines the wider social and political contexts of criminal acts and social reactions to them. Young initially developed this perspective but later abandoned it in favor of left realism, which takes crime more seriously by recognizing increases in crime rates and their disproportionate impact on disadvantaged groups. Left realism seeks to reduce crime by addressing its root causes such as relative deprivation, subculture, and marginalization.
Right realism mind map
Right realism is a criminological theory that criticizes other theories for failing to offer practical solutions to rising crime. Right realists view labelling theory and critical criminology as too sympathetic to criminals. They believe the main causes of crime are biological and social factors like low intelligence and a lack of nuclear families. Right realists argue that individuals make rational choices to commit crimes when the costs are low, such as the low probability of being caught or receiving lenient punishment. The theory emphasizes maintaining social order and control through zero-tolerance policies, greater use of prisons, and ensuring punishment closely follows criminal acts to maximize deterrence.
Postmodernist theory of crime and deviance
Postmodern theorists argue that crime is a social construction that reflects the views of those in power in a given society. They propose redefining crime more broadly as any actions that cause harm or repress future human development. This recognizes behaviors beyond legal definitions and accounts for disrespect towards others' identities. However, postmodernism does not adequately explain why most people do not harm others or address issues of justice for all members of society.
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This document provides discussion questions about representations of poverty in the film Slumdog Millionaire and websites from Save the Children and Self Help Africa. It asks the reader to analyze how each source depicts poverty in India or East Africa. It suggests the film provides a complex portrayal by showing both negative and positive aspects of living in the Mumbai slums. It also questions whether the charity websites exploit images of poverty to encourage donations or provide alternative representations. The reader is prompted to consider different perspectives on the causes and solutions to poverty presented in each text.
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The document discusses themes from the movie The Help, including:
1) The movie explores racial tensions and stereotypes in 1960s Jackson, Mississippi during the Civil Rights Movement, showing how racism was deeply ingrained in society.
2) It focuses on the friendship that develops between Skeeter, a white woman, and Aibileen and Minny, two black maids, as they work to challenge unfair racial practices through telling the maids' stories.
3) The movie examines how racism harmed both black and white communities, as oppression creates a culture of dehumanization that damages everyone.
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The document discusses the morality of God as portrayed in the Genesis creation story and the book of Exodus in the Bible. It argues that in Genesis, God creates the world so that humans can love each other and the world, as humans are created in God's image. In Exodus, the Israelites test God's patience repeatedly but God continues to help them and lead them to the Promised Land, demonstrating his mercy. The document asserts God shows love, concern and performs immense acts of mercy and compassion towards humanity.
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This document describes a grandmother's influence on the writer through her enthusiasm for learning. The grandmother enjoyed thoughtful discussions about art and music, always made time for her family, and voiced opinions on the world. Growing up with this strong role model, the writer developed a love of learning simply for knowledge as well as understanding the importance of family. The grandmother demonstrated her enthusiasm for learning through fully engaging in life.
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Michael has a passionate affair with an older woman, Hanna, when he is a teenager. Hanna is illiterate and ashamed of this fact. Their relationship ends abruptly when Hanna leaves without explanation, heartbreaking Michael. Years later, Hanna is accused of murder but does not defend herself in court due to her illiteracy. Michael feels guilty for not helping Hanna reveal her secret when he had the chance. To make amends, he begins recording stories to send to Hanna in prison to help her learn to read and write. Their final conversation in the cafeteria shows they still love each other despite the difficulties of their past relationship.
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Facebook has both positive and negative impacts on students' lives according to the document. Positively, Facebook helps students collaborate online for classwork, feel connected to peers, and become involved in extracurricular activities. However, Facebook can also be addictive and a waste of time for students. It encourages postponing schoolwork, leading to poor grades and lack of face-to-face social interaction. Whether Facebook distracts from studies or not depends on individual self-control. The document concludes that as students, it is up to each individual to decide how to use social media for their own benefit.
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The document provides a summary and reflection from a student on the movie "Artificial Intelligence". Some key points:
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2) The student found the movie fascinating as it relates to technology and believed robots like David could be possible in the future.
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The document discusses the organization and administration of guidance programs in schools. It explains that guidance programs must deal with all the problems students face according to its principles. An organizational chart is introduced to illustrate how the guidance program works from students to superintendents. The guidance program can be centralized under a guidance expert or non-centralized with little coordination among teachers and administration. Either way, all members of the organization must understand students' basic needs. Learning about guidance program administration makes the author aware of considerations for implementing one and tools for addressing diverse learners' needs to fulfill the school's role in supporting students.
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Organization and Administration of Guidance
The document discusses the roles and responsibilities of different guidance personnel, including guidance coordinators, counselors, and teacher-counselors. It explains that guidance staff must be aware of their specific functions and how significantly they contribute to the success of the guidance program. Additionally, it reflects on how learning about the topic highlighted the importance of cooperation and teamwork within an organization to achieve common goals.
Techniques in Guidance Program
The document discusses techniques used in guidance programs to evaluate students. It explains that student progress was once measured only through exams, but now uses newer techniques with two phases: determining the extent of change in a student and judging whether that change is desirable and adequate. These techniques include anecdotal records, autobiographical records, sketches, case studies, gathering information, observation, interviews, and tests. While these techniques help counselors effectively guide students by learning their backgrounds, observations can be biased without proper training.
Guidance Personnel
The document discusses the importance and procedures for developing an effective guidance program. It notes that guidance programs are needed in schools to help students with their various needs and problems. Developing a guidance program takes significant time and effort. It requires equipped guidance personnel who attend seminars and trainings to properly fulfill their responsibilities. While other schools may provide examples of guidance program plans, each school needs a custom program to meet the unique needs of its students. An effective guidance program involves collaboration between various experts and personnel to help individuals develop knowledge and skills for facing life's realities.
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Directive counseling involves the counselor playing an active role in analyzing the problem, identifying triggers and solutions, and providing options to the client. This approach works best for less personal problems where the counselor can provide clear advice. Non-directive counseling is client-centered, with the counselor using questions to help the client analyze their own problem and identify their own solutions. This works for personal issues where the client's perspective is most important. Both approaches can be effective depending on the nature and context of the problem being addressed.
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This document discusses different types of curriculum changes and how to support teachers through the change process. It identifies four types of changes: replacement, alteration, major modification, and disruptive changes. It emphasizes that curriculum implementation should be participatory, involving teachers and other stakeholders. It also stresses the need for a supportive process that provides both material and human support for teachers as they adjust to changes within a short period of time. The goal is to create an open and trusting climate that appreciates teachers' strengths through a developmental change process.
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- 1. AIVYCLAIRE R. VIOS BEE-11 Les Miserables (Movie Review) There are a lot of socio-economic issues that are presented in the movie Les Miserables but I will only discuss 3 issues about it. First is poverty because poverty is a major socioeconomic issue for it is the source of many other socio-economic concerns. Poverty dehumanizes the poor. It leads to prostitution and other crimes such as stealing that subject the underclass to a purely punitive prison system that offers no hope of rehabilitation. Take a look what happened in the movie Jean Valjean (one of the character) stole a loaf of bread in order to feed her nieces and nephews as a result she was imprisoned. Another case is on the life of Fantine (female character) where she sold all that she owned; her hair, teeth and even her body. In the case of the two characters, do you think they will do such thing if they have wealth? Certainly not but because of extreme poverty they did such unfavourable things that lead them suffer. Second, issues related to privilege, power and control. The movie shows a society where the poor are criminalized and treated as servants while the richwho had an authority lived roam free. In other words there is an unequal treatment between the poor and rich where those who seated to the top taking advantage of their possessions. Lastly is the issue of having an incomplete family. Having an incomplete family is one of the socio-economic issues for it might result to a mess life of the person involved. Like in the movie, Cosette (a child character) experience a sad life because her mother died because of social injustices. Like the socio- economic issues there are also many socio-political issues you will observe in the movie. One of these is the issue about the unfair treatment of women by the government. Instead of treating them with due respect they treated them badly. Another issue is that the government does not care and provide for the poor. It is hard to accept that the government in the movie is irresponsible of their duty. The issues about this movie affect me so much as a Filipino citizen in a sense that these issues are not only happening in other country but also in our own country. There are a lot of issues about socio-economic in our country especially the poverty case and in socio-political, some also taking advantage of their possessions. The movie Les Miserables only helps us to have a closer look to the real scenario or issues in our country.