Your Voice: Sushiro incident sparks debate; Disney tales not realistic (short letters)

I am responding to the article titled “Sushiro to sue after viral video shows child in Hong Kong licking communal tongs”.

I want to share my thoughts on the different opinions expressed by online users regarding the child involved. While some users argue that the boy was young and likely unaware of his actions, others support the company’s decision to take legal action.

From my perspective, I support Sushiro’s decision.

Firstly, the boy increased the risk of cross-contamination when he licked the communal tongs, which would affect other customers. I believe Sushiro aims to maintain a hygienic environment and uphold its brand reputation. Taking legal action is a way for them to redeem their brand image and address public concerns about food safety.

Moreover, the parents are responsible for ensuring their child’s behaviour is appropriate. They should take responsibility for their child’s actions. Engaging with the boy’s parents may encourage them to supervise their child more closely to prevent similar incidents in the future.

By being mindful of our behaviour in public places, we can foster a positive social atmosphere for everyone.

Chloe Cheung, SKH Tsang Shiu Tim Secondary School

Disney fairy tales, widely recognised as household stories, are undoubtedly prevalent among children. However, some underlying disadvantages of these tales are often overlooked.

Consider a girl falling in love with a criminal who tries to break into her house, or imagine a beautiful girl giving up her incredible voice for a boy she has seen only once.

These are plot points in the Disney animations Tangled and The Little Mermaid.

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These stories often instil erroneous ideas in children, creating a misunderstanding of love, such as the concept of love at first sight and the idea of marrying someone without knowing them.

Many of these stories prioritise romantic relationships, conveying that finding a partner is essential for happiness or fulfilment, which can lead to over-reliance on a partner in the future. Children may believe their future partners will be their saviours, much like the princes who rescue the princesses from danger, placing a heavy burden on their future companions.

Disney animations frequently portray idealised versions of life, which can lead to a disconnect between reality and imagination for both children and adults.

Katie Tseung Chi-lam, Tak Nga Secondary School

The use of AI in education is a hot topic these days. Some people think AI can make learning better, while others worry about its downsides. In this letter, I will discuss both sides of the argument about students using AI in their studies.

One big advantage of AI in education is personalised learning. AI can analyse how well a student is doing and adjust lessons to fit their needs. For example, if a student is having trouble with maths, the AI can give them extra practice problems and immediate feedback. This can help students understand the material better and improve their grades.

Another benefit is that AI helps make education more accessible. AI can support remote learning, so students in remote areas can access quality education. This ensures that all students, regardless of their location or abilities, have the opportunity to learn and succeed.

Despite its benefits, relying too much on AI can cause problems. This could stop them from developing critical thinking and problem-solving skills. For example, if students rely on AI to provide answers, they might not learn how to analyse problems and come up with solutions on their own. This dependency can hinder their ability to think independently and creatively.

Another issue is that spending too much time on screens can harm students’ physical health. Prolonged screen time can lead to issues such as poor posture, as students may hunch over their devices

In conclusion, using AI in education personalise learning and make education more accessible, it also has risks like overreliance on technology and health issues. As we continue to use AI in schools, we need to find a balance that maximises its benefits and minimises its drawbacks to make AI a helpful tool for students’ learning and growth.

Charmaine Poon Shun-ming, Pope Paul VI College

I am writing to express my concern regarding the report on the annual tests indicating that secondary pupils’ English abilities in Hong Kong have fallen to a record low. This alarming trend is not just a reflection of academic performance; it raises questions about the educational policies and support systems in place for our students.

English proficiency is essential in today’s globalised world, and its decline among students could hinder their future opportunities. The findings suggest that students may not be receiving the necessary resources and guidance to develop their language skills effectively. Factors such as large class sizes, a focus on rote learning, and insufficient exposure to English outside the classroom may contribute to this issue.

Hong Kong students struggle with English test scores

Moreover, the impact of the Covid-19 pandemic cannot be overlooked. Extended periods of remote learning disrupted traditional teaching methods, and many students may have fallen behind in language acquisition. It is crucial that we address these gaps with targeted interventions and innovative teaching strategies that engage students in meaningful ways.

I urge educators, policymakers, and parents to collaborate on solutions that prioritise English language learning. This could include enhancing teacher training, integrating technology in the classroom, and providing students with more opportunities to practice their language skills in real-world contexts.

Let us not allow our students’ futures to be compromised. It is imperative that we take immediate action to reverse this trend and ensure that our young people are equipped with the language skills they need to succeed.