July 19, 2025
How are our choices in life controlled by organisations?
Violent Films Make Violent Kids – Or Do They?
One question surely many people ponder is whether we can truly act autonomously when making choices in life. To what extent do organisations control our choices? One example is film classification. It’s hard to miss the colourful symbols on movie posters and DVDs. In the UK, the British Board of Film Classification (BBFC) determines the age limitations and censorship for films. Whether these age restrictions are still reasonable, considering Gen Z and Gen Alpha growing up in the information age, is hotly debated. Broadly speaking, while many support these restrictions, many welcome a shift, especially as desensitisation has increased over the last decades. As a member of Gen Z who has had early access to the web, I think adjusting age restrictions might be appropriate. I argue that by restricting access to information and cultural content, it’s a form of control inflicted on young people by the
government.
The reasons given for film classifications are that certain issues might not be suitable for
specific age groups, often due to taboo topics. To counter that, I’d like to point out that scholars are deeply divided about this. Not only are film classifications subjective, but the reasoning might sometimes seem arbitrary. Furthermore, it lacks empirical evidence to prove a link between violent films and violent behavior in youths.
It really depends on how explicit topics are approached. Especially parents and teachers
should engage with their children and students more to foster open discourses. I would advocate investing in specialised training for teachers and consulting services for guardians, along with including thorough examinations of taboo topics in curriculums. In the US, bans on topics related to diversity and history in public schools are a clear example of restricted education. It’s essential that young people learn about their nation’s history from diverse perspectives and learn to differentiate between art and reality. Without this knowledge and skill, they’re bound to face difficulties evaluating information independently and making autonomous decisions.
This issue is global. We should let youths take part in a transparent discourse and encourage self-expression and critical thinking, and provide skill sets for them to handle difficult topics effectively.
How are our choices in life controlled by organisations?
Violent Films Make Violent Kids – Or Do They?
One question surelythat many people surely ponder is whether we can truly act autonomously when making choices in life.
This is correct, but the placement of "surely" sounds a little odd to me. I reworded it to sound more natural.
To what extent do organisations control our choices?
One example is film classification.
It’s hard to miss the colourful symbols on movie posters and DVDs.
In the UK, the British Board of Film Classification (BBFC) determines the age limitations and censorship for films.
Whether these age restrictions are still reasonable, considering that Gen Z and Gen Alpha are growing up in the information age, is hotly debated.
Broadly speaking, while many support these restrictions, many welcome a shift, especially as desensitisation has increased over the last decades.
As a member of Gen Z who has had early access to the web, I think adjusting age restrictions might be appropriate.
I argue that by restricting access to information and cultural content, it’s a form of control is inflicted on young people by the
¶
government.
The reasons given for film classifications areis that certain issuessubject matter might not be suitable for
¶ specific age groups, often due to taboo topics.
"Subject matter" sounds more natural and precise here.
To counter that, I’d like to point out that scholars are deeply divided about this.
Not only are film classifications subjective, but the reasoning might sometimes seem arbitrary.
Furthermore, ithere is a lacks of empirical evidence to prove a link between violent films and violent behavior in youths.
It really depends on how explicit topics are approached.
Especially pParents and teachers
¶ in particular should engage with their children and students more to foster open discourses.
I would advocate investing in specialised training for teachers and consulting services for guardians, along with including thorough examinations of taboo topics in curriculums.
In the US, bans on topics related to diversity and history in public schools are a clear example of restricted education.
It’s essential that young people learn about their nation’s history from diverse perspectives and learn to differentiate between art and reality.
Without this knowledge and skill, they’re bound to face difficulties evaluating information independently and making autonomous decisionsdecisions independently.
The definition of "autonomous" probably technically conveys the intended meaning here, but it sounds odd since it's usually associated with inanimate objects (countries, robots, etc.), not people. You also already used "autonomously" as an adverb, so changing it avoids repetition (note that that usage sounded more natural, so I left it).
This issue is global.
We should let youths take part in a transparent discourse and, encourage self-expression and critical thinking, and providefoster skill -sets forthat allow them to handlnavigate difficult topics effectively.
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Nice job.
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How are our choices in life controlled by organisations? This sentence has been marked as perfect! |
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Violent Films Make Violent Kids – Or Do They? This sentence has been marked as perfect! |
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One question surely many people ponder is whether we can truly act autonomously when making choices in life. One question This is correct, but the placement of "surely" sounds a little odd to me. I reworded it to sound more natural. |
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To what extent do organisations control our choices? This sentence has been marked as perfect! |
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One example is film classification. This sentence has been marked as perfect! |
|
It’s hard to miss the colourful symbols on movie posters and DVDs. This sentence has been marked as perfect! |
|
In the UK, the British Board of Film Classification (BBFC) determines the age limitations and censorship for films. In the UK, the British Board of Film Classification (BBFC) determines |
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Whether these age restrictions are still reasonable, considering Gen Z and Gen Alpha growing up in the information age, is hotly debated. Whether these age restrictions are still reasonable, considering that Gen Z and Gen Alpha are growing up in the information age, is hotly debated. |
|
Broadly speaking, while many support these restrictions, many welcome a shift, especially as desensitisation has increased over the last decades. This sentence has been marked as perfect! |
|
As a member of Gen Z who has had early access to the web, I think adjusting age restrictions might be appropriate. This sentence has been marked as perfect! |
|
Especially parents and teachers should engage with their children and students more to foster open discourses.
|
|
I would advocate investing in specialised training for teachers and consulting services for guardians, along with including thorough examinations of taboo topics in curriculums. This sentence has been marked as perfect! |
|
In the US, bans on topics related to diversity and history in public schools are a clear example of restricted education. This sentence has been marked as perfect! |
|
It’s essential that young people learn about their nation’s history from diverse perspectives and learn to differentiate between art and reality. This sentence has been marked as perfect! |
|
Without this knowledge and skill, they’re bound to face difficulties evaluating information independently and making autonomous decisions. Without this knowledge and skill, they’re bound to face difficulties evaluating information independently and making The definition of "autonomous" probably technically conveys the intended meaning here, but it sounds odd since it's usually associated with inanimate objects (countries, robots, etc.), not people. You also already used "autonomously" as an adverb, so changing it avoids repetition (note that that usage sounded more natural, so I left it). |
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This issue is global. This sentence has been marked as perfect! |
|
We should let youths take part in a transparent discourse and encourage self-expression and critical thinking, and provide skill sets for them to handle difficult topics effectively. We should let youths take part in |
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I argue that by restricting access to information and cultural content, it’s a form of control inflicted on young people by the government. I argue that by restricting access to information and cultural content, |
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The reasons given for film classifications are that certain issues might not be suitable for specific age groups, often due to taboo topics. The reason "Subject matter" sounds more natural and precise here. |
|
To counter that, I’d like to point out that scholars are deeply divided about this. This sentence has been marked as perfect! |
|
Not only are film classifications subjective, but the reasoning might sometimes seem arbitrary. This sentence has been marked as perfect! |
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Furthermore, it lacks empirical evidence to prove a link between violent films and violent behavior in youths. Furthermore, |
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It really depends on how explicit topics are approached. This sentence has been marked as perfect! |
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