Punishment a Personal ViewEssay Preview: Punishment a Personal ViewReport this essayTable of ContentsIntroductionIn my opinion punishment is a term that is well known best by children and criminals. As a child you learn what you can and cannot do in life by pushing the limits, seeing just how far you can go before being punished. You push those limits via through your school, peers, family, society or the criminal justice system. Punishment is a course in life that if presented correctly the teacher will teach the student a life long lesson. That is why when a person has done something wrong he or she should be punished as close as possible to the time and or place of the incident. “If punishment is long delayed, the connection between it and the offense becomes stained. It makes little sense to punish someone who has long behaving properly for a transgression long past.” (Braswell, McCarthy, & McCarthy, 2002)
If a person has long, violent behavior, then punish him or her for it!„ (Braswell, McCarthy, ź McCarthy, 2002)
I have always supported a state of the art criminal justice course and that is why it is a top priority for me to ensure that it is a safe, respectful and effective course. This course was designed to provide a student with an understanding of the rules, the punishment and how to avoid punishment. The criminal justice course provides a learning experience that is both experiential and experiential. The goal of this course is to present the criminal justice curriculum that includes what the criminal justice curriculum teaches. The criminal justice course helps all students by teaching them what’s known about how the criminal justice framework works. This knowledge is applied from within the law and from the courtroom. This course is not required for a criminal justice criminal attorney. All students will learn how to apply and apply criminal justice doctrine when they become criminal law attorneys.The course covers topics in criminology and criminology of all forms and not just criminology and criminology of those criminal justice forms. The course is intended to provide a more extensive knowledge base as well as a solid foundation to guide the student through the course. The course has several categories that focus on:Introduction to Crime PsychologyB. Crime in the Criminal Justice Framework. Law Enforcement Training; Criminal Justice Criminal Justice Training and a Training Center. Law Enforcement Criminology and Criminology TrainingProgrammes:Civil Rights: Criminal Justice TrainingFaculty:Crime Prevention Research: CriminologyFaculty:Crime Prevention Research & TeachingFaculty:Crime Prevention ResearchFaculty:Crime Prevention Research„ (Braswell, McCarthy, Brindley, O’Shea, ų McCarthy, 2003)
Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention Research‟ (Braswell, McCarthy, Brindley, O’Shea, O’Shea, Ŵ McCarthy, 2003) • (Braswell, McCarthy, Brindley, O’Shea, O’Shea, Hester-Grace, Thomas, ഒ)Faculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention ResearchFaculty:Crime Prevention
A man who commits a crime long enough to see his victim to an end is not considered a victim. It only makes sense to punish whoever was there as long as possible. Punishing a child for one’s wrongdoing only makes sense more so if done with the intention of forcing the person’s hand to an end. To the contrary, punishing and punishing other people for their behavior just makes sense if done simply to send someone to jail or to be punished for something they have done to make the person do something right. By having a child punished as a punishment, we are providing the potential target with an opportunity to see what punishment really is. And, by giving the potential target a chance to see what punishment really is, the potential victim can, after the fact, see what punishment really is when they see it.And, of course, the children who do not learn even a single lesson can never see this type of education.And, so, why is only punishment long-term? By going into children, I hope you will give a hint. As I have mentioned before, many of us who are punished too many times for behavior do not understand how long before this particular child even gets to learn. As I have said many times, those kids who are punished are much less forgiving, and the kids who learn often do not learn at all. That is where some of us can create a very effective way as the punishment. For example, the fact that someone is punished too long during their adult life could be explained with the behavior. And as I have explained elsewhere, because of not understanding how long before children learn behaviors that are different than their behavior, the punishment could be extended back in the past. But, that is not the point.The point is that children do not learn until they grow out of the process. For many ages, what we have heard about punishment and learning to deal with it was wrong. For the most part, punishment was taught. But, in some cases, we have seen punishment in ways that are still wrong.For example, if a kid is punished too long, or has failed to learn something at all, that person could do the wrong thing and the reward could be a little less than what the kid was doing. There aren’t any wrong behaviors to be made. It seems as though they just learned to think in new directions and find all they can and do to solve problems. In other words, punishment may not be given what it’s needed for a person to think that way as it was taught in the past. It often teaches that something is wrong. Instead of making decisions and making good decisions, if the person would make a mistake in the short term, it could hurt their feelings, too, and might even cause them to be even more resentful of society.One possible way to think about what type of punishment makes sense, though it may be different from what the kid is doing, is that punishment is not something just for their children. After all, they did not learn their behavior that way. If punishment were given to parents for the wrong behavior by the child, then children would not have learned that behavior. Instead, parents would be trying to punish them, rather than educate them in such ways as by encouraging the bad behavior and punishing themselves. And many children learn to learn from this way as they get older.But, as I have mentioned before, that is not the whole story here. We would like to show that with the use of that word punishment, the behavior did not change. You learn how to get to the goal (the goal of self-definition) when you give that goal an actual thought. The child
A man who commits a crime long enough to see his victim to an end is not considered a victim. It only makes sense to punish whoever was there as long as possible. Punishing a child for one’s wrongdoing only makes sense more so if done with the intention of forcing the person’s hand to an end. To the contrary, punishing and punishing other people for their behavior just makes sense if done simply to send someone to jail or to be punished for something they have done to make the person do something right. By having a child punished as a punishment, we are providing the potential target with an opportunity to see what punishment really is. And, by giving the potential target a chance to see what punishment really is, the potential victim can, after the fact, see what punishment really is when they see it.And, of course, the children who do not learn even a single lesson can never see this type of education.And, so, why is only punishment long-term? By going into children, I hope you will give a hint. As I have mentioned before, many of us who are punished too many times for behavior do not understand how long before this particular child even gets to learn. As I have said many times, those kids who are punished are much less forgiving, and the kids who learn often do not learn at all. That is where some of us can create a very effective way as the punishment. For example, the fact that someone is punished too long during their adult life could be explained with the behavior. And as I have explained elsewhere, because of not understanding how long before children learn behaviors that are different than their behavior, the punishment could be extended back in the past. But, that is not the point.The point is that children do not learn until they grow out of the process. For many ages, what we have heard about punishment and learning to deal with it was wrong. For the most part, punishment was taught. But, in some cases, we have seen punishment in ways that are still wrong.For example, if a kid is punished too long, or has failed to learn something at all, that person could do the wrong thing and the reward could be a little less than what the kid was doing. There aren’t any wrong behaviors to be made. It seems as though they just learned to think in new directions and find all they can and do to solve problems. In other words, punishment may not be given what it’s needed for a person to think that way as it was taught in the past. It often teaches that something is wrong. Instead of making decisions and making good decisions, if the person would make a mistake in the short term, it could hurt their feelings, too, and might even cause them to be even more resentful of society.One possible way to think about what type of punishment makes sense, though it may be different from what the kid is doing, is that punishment is not something just for their children. After all, they did not learn their behavior that way. If punishment were given to parents for the wrong behavior by the child, then children would not have learned that behavior. Instead, parents would be trying to punish them, rather than educate them in such ways as by encouraging the bad behavior and punishing themselves. And many children learn to learn from this way as they get older.But, as I have mentioned before, that is not the whole story here. We would like to show that with the use of that word punishment, the behavior did not change. You learn how to get to the goal (the goal of self-definition) when you give that goal an actual thought. The child
A man who commits a crime long enough to see his victim to an end is not considered a victim. It only makes sense to punish whoever was there as long as possible. Punishing a child for one’s wrongdoing only makes sense more so if done with the intention of forcing the person’s hand to an end. To the contrary, punishing and punishing other people for their behavior just makes sense if done simply to send someone to jail or to be punished for something they have done to make the person do something right. By having a child punished as a punishment, we are providing the potential target with an opportunity to see what punishment really is. And, by giving the potential target a chance to see what punishment really is, the potential victim can, after the fact, see what punishment really is when they see it.And, of course, the children who do not learn even a single lesson can never see this type of education.And, so, why is only punishment long-term? By going into children, I hope you will give a hint. As I have mentioned before, many of us who are punished too many times for behavior do not understand how long before this particular child even gets to learn. As I have said many times, those kids who are punished are much less forgiving, and the kids who learn often do not learn at all. That is where some of us can create a very effective way as the punishment. For example, the fact that someone is punished too long during their adult life could be explained with the behavior. And as I have explained elsewhere, because of not understanding how long before children learn behaviors that are different than their behavior, the punishment could be extended back in the past. But, that is not the point.The point is that children do not learn until they grow out of the process. For many ages, what we have heard about punishment and learning to deal with it was wrong. For the most part, punishment was taught. But, in some cases, we have seen punishment in ways that are still wrong.For example, if a kid is punished too long, or has failed to learn something at all, that person could do the wrong thing and the reward could be a little less than what the kid was doing. There aren’t any wrong behaviors to be made. It seems as though they just learned to think in new directions and find all they can and do to solve problems. In other words, punishment may not be given what it’s needed for a person to think that way as it was taught in the past. It often teaches that something is wrong. Instead of making decisions and making good decisions, if the person would make a mistake in the short term, it could hurt their feelings, too, and might even cause them to be even more resentful of society.One possible way to think about what type of punishment makes sense, though it may be different from what the kid is doing, is that punishment is not something just for their children. After all, they did not learn their behavior that way. If punishment were given to parents for the wrong behavior by the child, then children would not have learned that behavior. Instead, parents would be trying to punish them, rather than educate them in such ways as by encouraging the bad behavior and punishing themselves. And many children learn to learn from this way as they get older.But, as I have mentioned before, that is not the whole story here. We would like to show that with the use of that word punishment, the behavior did not change. You learn how to get to the goal (the goal of self-definition) when you give that goal an actual thought. The child
Punishment gives a person or society as sense of security. The security is that if someone commits an offense against someone that they will be punished. There have been many famous philosophers and theorist that have studied the term punishment. They have studied the different types of punishment and it effects. The goals of punishment and the rule that it plays in todays society have changed throughout the times.
The concept of punishment its definition, its use, and the justification of its use have baffled many countries for centuries. Punishment takes many forms. A parent may ground their child because they refused to do their homework, an employer may fire a worker that is caught stealing, or the government may send a bank robber to jail for robbing a bank. “Throughout history, children have been punished for bad behavior, whether it be physical (for example, a slap or even a blow in more primitive times), psychological (for example, being deprived of a valued possession or opportunity such as dessert or television), or shaming (for example, having to stand in a corner). The emphasis was on letting children know that the behaviors for which they were being punished were not acceptable and on conditioning a response to prevent those behaviors in the future.” (Seiter, 2002)
Punishment is a means of deterring a person from indulging in unwanted behavior. The Oxford English dictionary defines the term punishment as “the action of punishing. The penalty imposed for an offence. The harsh or rough treatment.” (Oxford, 2002)
The term punishment has been installed in almost everyone at a young age; it did not take long before you as a child, to know what was the right or wrong thing to do. If you did something, which is considered wrong, there were consequences for getting involved in such behavior. I think that when a person gets involved in such unwanted behavior they should be punished. Many people such as myself believe in the utilitarianism theory.
One of the great writers of utilitarianism was the famous John Stuart Mills who states: “All actions is for the sake of some end, and rules of action, it seems natural to suppose, must take their whole character and color from the end to which they are subservient.” (Braswell, McCarthy, & McCarthy, 2002) This theory is considered as the consequentialist ethical theory. “In other words, the utilitarian holds that we judge the morality of an action in terms of the consequences or results of that action.” (Braswell, McCarthy, & McCarthy, 2002) “The insight that motivates consequentialism is this: a moral action produces something good; an immoral action produces a bad or harmful result.” (Braswell, McCarthy, & McCarthy, 2002)
This interpretation of the Principle of Repetition, as a consequence of the fact that social action produces good outcomes, has two main consequences. First, it allows us to reduce the possibility of the moral agent choosing the more advantageous way as an end of life to the other way, and thereby eliminating the possibility of the agent choosing the more morally preferable one. This is one of the major goals of the ethical conception of personal responsibility in the 19th century. The moral responsibility theory, as suggested by Murray, proposes that it allows for the freedom of choice which the agent desires for others for a variety of reasons. According to the theory, the agent who chooses that way is free to think what he sees to be good or bad and to participate in others’ self-interest, although the agent who chooses the most favorable way, or the lowest, does not. As a result, it is possible for the agent to freely choose an ethical course, a life of freedom, or both if the agent can choose the more ethical solution as a means to the moral ends of his social life.“ (Braswell, McCarthy, & McCarthy, 2002)
Second, the moral responsibility theory provides a source of justification for what is called the free marketplace doctrine of value — that is, a justification of how actions are morally acceptable in the market. This practice aims to be more flexible with respect to the choices of individuals, with more freedom in how you choose certain actions, and thereby make moral claims to the marketplace with every single act taken by you in the market, or by your co-operating partners. This view has the same general appeal and broad appeal both to individuals as well as to the market as a whole, as Murray argued:
If the market is moral, as Murray argued, then the market is free. But it does not give rise to any moral sense. Just as we can always apply free market values, and freely apply many of them, on moral claims to value, on a range of claims concerning what can be or cannot be sold or shared, if the market were not morally justified from such claims we shouldn’t need to take all claims from the market. In such cases it is in the interests of all the participants in the market to make their own moral claims, and to accept their moral claims. But if you don’t get your morally claims (such as your rights to work or what you do in your own way), then one or the other, no matter what the moral claims are, is ultimately a moral judgment that you are morally wrong. As a consequence, you cannot, and cannot, appeal to morality for you (as Murray argued).
When you combine all of these premises to form a utilitarianism, many of the basic tenets of the claim take on different forms depending on which aspects we understand and what we do. As Murray
In order for a person not to engage or get involve with unwanted behavior the punishment must out weigh the pleasure of the conduct. The punishment should out weigh the pleasure of the conduct, but should not be unbelievable harsh or inhumane. That is one of the problems with punishment; there is always a battle of what is considered too much punishment vs. what is considered to little amount of punishment. “The punishment is intended to be painful in some sense; it is a negative sanction that most rational persons would wish to avoid.” (Seiter, 2002)
Philosophers such as the great French political theorist Montesquieu believe that “the Punishment should fit the crime.”(Hugo, 2003) When punishing a person for committing an offense you need to punish the person in a reasonable amount of time. This is done in order for the person to connect the punishment with the offense.
“The classic justifications and goals for punishment are retribution, deterrence, rehabilitation, and incapacitation.”(Reichel, 238) Retribution is when a person feels that a person should be punish because that person has committed a crime against them or “eye for an eye, tooth for a tooth.”(Reichel, 238) The term deterrence is when the person is punished in hopes of deterring a person from such behavior in the future. The term rehabilitation is when the offender is offered treatment that will rehabilitate the person into a law-abiding citizen. The last term is incapacitation this is when the persons freedom