Arguments For The Death Penalty

Arguments For The Death Penalty With the increase in capital offenses, there are heated debates over the efficacy of death penalty in deterring crime and as a form of retribution justice. Consequently, scholars and legal experts have come up with contradicting perspectives and divergent theoretical constructs for examining the appropriateness of using the capital punishment for radical crimes. This paper critically examines whether death penalty should be mandatory for people who kill others and the reasons behind it. In doing this, the paper examines the positive aspects of the death penalty and summarizes the counterarguments. The death penalty or capital punishment refers to the lawful punishment of death for a wide variety of offenses. Experts argue that capital punishment has been used widely from the ancient civilizations to modern criminal justice applications. The use of capital punishment varies from one jurisdiction to the other with several states applying the death penalty while others abolishing it, Banner (2002, p.45). The infliction of the death penalty has elicited divergent opinions and contradicting perspectives from scholars and experts not only in modern times but also in the ancient history of the punishment Lynn. The proponents of the death penalty argue that in general, the benefits outweigh the disadvantages. One of the strongest arguments for the death penalty is based on the concept of deterrence of crime. The deterrence theory is based on the understanding that criminals are deterred if the consequences of a crime outweigh the benefits. Researchers claim that humans are basically aware of the differences between rights and wrong and as such the commission of crime is a free choice involving choices based on consequences of actions. As such, the proponents argue that death penalty is an effective deterrence to criminals contemplating committing a capital offense. These analysts argue hat the death penalty creates fear in the mind of potential offenders given the harsh punishment. The other argument for death penalty is based on the understanding hat it eliminates villains and habitual killers from the society who would otherwise continue to harass people. The proponents argue hat when a criminal is executed he no longer poses any threat. This follows the logical argument that the execution of killers and other radical offenders would contribute to safer societies, Banner (2002, p.60). The third argument for the death punishment is based on the cost implications. The proponents of the death penalty argue that confining criminals to prisons and rehabilitation centers involves expenditure of taxpayerà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s money. The costs of death penalty are paltry compared with the enormous expenditure of public funds and the general impact of release of such people to the societies. There are arguments that the criminals released may lead to panic and fear in the society or the recruitment of other criminals which may not be necessarily quantifiable in terms of costs, David (2006, p.50). As such, the proponents argue that the death penalty for killers is less costly than other punishments by all considerations. The proponents maintain that keeping criminals in prisons creates the possibility of escape from custody which means that the individuals could commit more crime. The death penalty eliminates such possibilities of crime recurrence from the same perpetrator. Other scholars use the retribution theory is the basis for supporting the death penalty. Under the retribution theory, the proponents argue that fundamentally, criminals deserve punishment that is proportionate to the offense committed. The theory of proportional punishment has elicited contradicting perspectives although the fundamental basis is that retribution is a rational approach which has the potential to deter criminal tendencies. Retribution is generally a concept of justice and is different from revenge which is based on emotions of hatred. Based on the retribution approach, the murderer put on death penalty gets a deservedly punishment as reflected in the lex talionis. Why the society should be forced to keep criminals in jails and prisons paying for their foods, their shelter and security. Matters get complicated given that most victims and the general public live in in an environment of fear whenever such criminals are loose either by unlawful escape from custody or judi cial release from custody. There are arguments that serial killers and murderous have escaped from custody in the past committing more crimes. The proponents of the death penalty argue that the most effective way of punishing killers is to put them on the death penalty. Similarly, proponents of the death penalty argue that criminals facing death row are given fair trial and the appeal processes is kind to convicts as opposed to the ordeals that the victims go through. The convicts have the opportunity to appeal and make last wishes; the victims have no such pleasure, David (2006, p.60). On the other hand, critics argue that the death penalty is unreasonable and serves no purpose in deterring crime. Some opponents of the death penalty base their arguments on the cost implications of the death penalty. The opponents maintain that the cost of death penalty and the ensuing legal proceedings for parole far outweighs the costs of jail sentence. In addition, appeals against the death sentence involve great expense to taxpayers. However, researchers argue that the cost implications may not be limited to material cost given that this may lead to lack of security and anxiety in the society which are basically not quantifiable, Delfino Mary (2007, p.78). The opponents of death sentence argue that the capital punishment does not deter killers. Criminologists agree that death penalty does not deter homicide behaviors. The opponents base their arguments on the comparison of murder rates in states with the death penalty and those without it. For instance the south which has over 80% of death penalty has also the highest number of murder cases. The critics hold that capital punishment only increases the tendency for criminal behavior as perpetrators kill their victims to eliminate traces of evidence. However, there is general agreement that deterrence is a vital aspect of any punishment method and as such, death penalty has the potential to deter planned murder and homicide if well packaged and implemented, Banner (2002, p.70). Other arguments against the death penalty for murderers are based on ethical and moral considerations. The opponents argue that murder is cruel and an unusual punishment that is disproportionate to any crime. Based on Kantian and religious ethical perspectives, there is general conception that no one has the rights to take out the life of another irrespective of the crime. However, a critical analysis reveals that under capital offense, man is man with a universal scope. There are no rights to be violated for the criminals and hence the use of rights approach has no basis. In addition, the use of moral basis for arguing against death penalty could also be depended on fundamental perceptions within the particular society and the distinction between crime and punishment, Delfino Mary (2007, p.72). It is therefore imperative that death penalty for murderous is not uncivilized or barbaric as some opponents claim. Some scholars argue that the proper measure of justice is certainty, swiftness and proportionality of the punishment regime. Evidently, death penalty should be enacted to serve the purpose of retribution or deterrence. Conclusion The proponents of death penalty base their perspectives on an array of conflicting arguments. The fundamental basis for the death punishment is to deter crime just like any other criminal punishment. Moreover, based on the retributive justice approaches, the death sentence gives a near proportionate punishment to the perpetrator. Similarly, the proponents use cost implication and social anxiety and fear in the society to argue for executions. However, the critics of the death penalty base their arguments on rights ethics, Kantian moral and ethical principles as well as the cost implications. A critical analysis reveals that the death sentence is an effective punishment that serves intended purposes of deterrence and retribution, Delfino Mary (2007, p.70). It is therefore imperative that governments must streamline legal proceedings for death penalty to increase certainty, swiftness and proportionality of justice.

Creating a computer system Essay

1. 1 Introduction Wooten Basset Rugby Club, are a rugby club in the Swindon area, whom play 15 a side rugby union. They put out a numbers of teams each week ranging from junior levels, senior teams and women’s rugby. Of my concern is the U-16s, whom would like to computerise a number of tasks and have a reference for relevant data including player and parent information. In any particular season there will be between 20 and 30 players at the club. These players are trained by the head coach and around three other coaches all of whom are made up of parents of the players. The head coach is responsible for much of the current administrative work. 1. 2 Current System Currently all tasks for the club are carried out manually. For example when organising a match against a rival team a letter is written specifically for each player. With as many as 30 players at the club, this is tiring and tedious work. Data is currently stored in files kept at the head coach’s house. This system of holding information has become unreliable as over the history of the team players have moved on or changed their details. When this occurs due to time constraints, addresses for example are often added to rather than modified creating two distinct addresses complicating matters when important letters need to be sent. In the past when players have left their file has not been removed leaving large amounts of useless information. All of this complicates matters when searching for data making the process longer and increasingly unreliable. Among the squad of players, each player has his own specific needs. For example different players require different training methods such as fitness or tactics. With many players and few coaching staff it becomes difficult to organise. Currently this is organised through memory which is difficult due to the above reasons. The current system has no scope for evaluating players from teams the club faces. No data is kept on players from other teams like their scoring or disciplinary records. They can therefore not assess before a fixture which players are a danger and tactics suffer. Scoring and disciplinary data is stored on paper kept in files. This data is again not well managed and prone to being lost making analysing a player’s progress somewhere between difficult and impossible. Also they are unable to see which players are the top scorers or most ill disciplined. Money management is also a problem. Fees used to pay math officials are deducted form the fees paid by players. This is organised by the coaches, however often players miss this payment and the referee’s payment is short. Yet with at least 15 players playing in every match records of owes money are not kept and this information is simply forgotten. 1. 3 Interview Summary In order to create this system it was important that I conduct an interview with one of the end users for the system. This will give a good outline of the requirements for the system. The interview was with the head coach whom will be the predominant user of the system. From the interview this is an outline of what the new system will have to achieve: Â  Produce template letters for a number of issues. These letters include Match details, which will tell players about a match its date, venue and other relevant information. Invitation letter to other clubs inviting them to a match. Player and parent data. Store contact details about players and parents. Â  Statistics. Store statistics on players including points scored, tries and appearances. Â  Team information. Store details on rival teams such as contact details. Fixtures. Store fixture information including scores, dates and venues. Â  Ability to see reports on players from the club. Â  An ability to track membership payments. The system must indicate whether a players has paid his membership for that season. Â  Create leagues of the club’s leading scorers and those with the worst disciplinary records. Â  Store data about what type of training each player is on. For example some players may have fitness training or others forwards training. Monitor finances for each fixture. For each fixture a player has to pay a fee of i 2. Other important points taken from the interview: Â  System must be as automated as possible as user wants system to save him time. Simple user interface. Several of the coaches whom will use the system have very little knowledge of computers and will struggle with a complicated system. Â  System will be run from head coach’s lap top computer and therefore not need any network capabilities. Head coach has copies of Microsoft Access already stored on his computer. IT experience consists only of use of Microsoft applications. Â  Data on fixtures and statistics only to be kept for one season at a time. After this period data will be deleted and new record will be kept. Â  Hold data relating to tournament and determine the club’s progress in these tournaments. 1. 4 Data Requirements From the interview it has become apparent that I will need to store a considerable amount of data. I have divided this data into the following groups: Players, Fixtures, Rivals, Rival Players, Players-Fixtures and Rival Players-Fixtures. A primary key will be used in every case to uniquely identify each record, these are marked by these symbols, < and >. PLAYERS deals with data relating to players such as membership and contact details: – A unique code used to identify each player. Each Membership code is made up of three numbers and a letter. The letter represents the age group, as this letter only deals with one age group each membership code will have the letter, E. For example, 001E Name – Christian and Surname only Parent – Store parent’s name for contact details. Address1 – Store first line of a player’s address. Address2 – Store second line of a player’s address where applicable. Postcode Training-What type of training the player is on. User will only be able to select from these values: Fitness, Backs, Forwards or General. Telephone Number Membership Paid – Whether a player has paid membership fees for current year or not. FIXTURES handles data revolving each fixture played or to be played: – Identifies each fixture uniquely as some fixture may be against the same team. Team Code – Determines which team is to be played or has been played Team Score – Score for Wooten Bassett, null if not played. Rival Score – Score for rival, null if not played. Tournament Code – Foreign key which identifies which tournament a fixture belongs to. Friendly fixtures will be determined by a specific code. Date Venue – Select from either home or away. Round – Determines which round of the competition, for example first round or semi final. RIVALS holds data on teams played by the rugby club, this includes contact details: – Each team will be assigned a unique in case of two teams having the same name. Team Name – Name of each rival team. Telephone Address1 – First line of each team’s address. Address2 – Second line of each team’s address if applicable. City Postcode Directions – Description of how to reach rival club. PLAYERS-FIXTURES relates to the actions of players in each fixture, this includes scores and disciplinary information: – Used to identify player for which record is stored. – Identifies which fixture record relates to. Tries – Number of tries scored by a particular player in each fixture. Penalties – All penalty kicks converted by a player in a fixture. Drop Kicks – All drop kicks scored by a player in a fixture. Disciplinary – Whether a player was disciplined in a fixture and what level of action, a yellow card for example. Fee Owed -The amount paid will be displayed from. TOURNAMENT holds data relating to tournaments the clubs plays in: – Unique code which identifies each tournament. Winner – Eventual winner of tournament. 1. 5 Entity Relationship Diagram This diagram of how data will be kept in the new system. The Players-Fixtures data store will link Players and Fixtures together. It will store data relating to what a particular player does in each game. Each record will be identified by using a player’s membership code and the corresponding fixture code, these two foreign keys will create a composite key. Each player may have played in many fixtures and therefore have many records in Players-Fixtures. This creates a one to many relationship between, Players and Players-Fixtures. Similarly many records in Players-Fixtures may relate to one fixture and so a one to many relationship exists between Fixtures and Players-Fixtures. The Rival Players-Fixtures data store is similar to Players-Fixtures, however it stores data about rival players as opposed to players for Wooten Bassett rugby club. Each record will be uniquely identified using the foreign keys of rival player code to determine which player, and fixture code to determine the fixture. Again a one to many relationship exists between Fixtures and Rival Players-Fixtures as one fixture may have many related records in Rival Players-Fixtures. Each Rival Player may have many records in Rival Players-Fixtures as they have played in many fixtures, a one to many relationship will exist here. Wooten Bassett will face many different rival clubs with many different Rival Players. Therefore Rivals will store data about all rival clubs and each record will be uniquely identified by team code. Rival Players will store data will store data about all the players who play for these clubs will be identified by the rival player code. To determine which player plays for which club Rival Players will have the foreign key Team code. This means many Rival Players can play for one club, again a one to many relationship will exist here. Each fixture will be against one of the teams detailed in Rivals. In order to identify which team is being played the foreign key, team code from Rivals will be used. One Rival may play in many fixtures creating a one to many relationship from Rivals to Fixtures. Tournament holds data relating to competitive fixtures. Therefore one tournament will have many records in fixtures, and again a one to many relationship is present. 1. 6 Data Flow Diagrams 2 Design 2. 1 System Design. The system will be divided into five entities described in Analysis. These are Players, Rivals, Fixtures, Players-Fixtures and Tournament. 2. 2 Attribute Design Following are description of all the attributes to be stored in the system: 2. 3 Form Design In order for the user to interact with the system, it must be presented in a user friendly interface. Within Access this is done using forms and reports, each form should allow the user to easily understand the information and be able to perform sufficient actions such as adding or deleting data. Following are the forms required by the system: 1. frmFixtures. This form will deal with all the actions relating the handling of data with fixtures. Here the user will be able to add, alter or delete any records from the Fixtures table. For example if a new fixture has been organised then the user can use the Add Fixture button to add a fixture to the schedule. Also changes to the date for example can be made. In order to maintain the consistency of data validation is being used. The FixtureCode attribute is updated automatically as an auto number preventing the user from making mistakes. Also a TeamCode will be selected from a combo box so a user cannot enter a team that does not exist. Also only two values will be able to be entered into the Home/Away attribute, home or away. To simplify the user’s navigation of the system a combo box at the top of the form allows the user to select any existing record quickly. 2. frmPlayers The Players form works on a similar principle to the Fixtures form. There are button to add and delete Player records and there is also a combo box to allow the user to navigate through the system. For validation the training attribute uses a combo box to ensure the user enters the correct value and an input mask controls the MembershipNumber, so that data is entered in the appropriate format. 3. frmRivals Again the Rivals form works in a similar fashion to Players and Fixtures. Buttons on the right control adding and deleting functions and a combo box is used for navigation. Validation is ensured by using an auto number data type to automatically update the TeamCode attribute. 4. frmTournament The tournament form works exactly the same as the previous forms, with add and delete buttons clearly labelled and a combo box for navigation. The TournamentCode attribute does not require input as it is an auto number ensuring validation. 5. frmFixture Statistics This form is directly different form the previous forms. In this form a user can manipulate data in the Players-Fixtures entity. The user can view specific fixtures through a combo box, when a fixture is selected it will open a sub form containing all the data about the players whom played in that match. Here new data can be added about a fixture or incorrect data can be corrected. The FixtureCode and MembershipNumber attributes will be controlled by a combo box, eliminating user error and the consistency of the data. 2. 4 Query Design For the system to perform the function required of it queries are used to extract the precise data from the database. Â  

Abnormal Psychology: Abnormality

1) Abnormality is defined from an average where common behaviour is defined as â€Å"normal† and rare behaviour is defined as abnormal. These characteristics can be shown and placed on a scale â€Å"graph† that would reveal how common their score is in comparison to everyone else. There are problems deciding how rare behaviour has to be to be considered abnormal, phobias could be defined as normal as they affect a lot of the population. Different cultures have different definitions of being abnormal. Something that is rare to use might be defined as normal to a different culture. Statistical infrequency is a way to define events that are more or less common, this frequency is represented with a curve the most common events are the high part of this curve and the less common are the lowest part of the curve. The most infrequent occurrences are considered abnormal and statistically infrequent; these are events that occur rarely. In some situations statistical infrequency is used to define mental retardation, but statistical infrequency doesn’t focus on the bad points only, abnormal behaviour isn’t always undesirable e. . being better at sports, genius’s. Using statistical infrequency means we are unable to distinguish the good and bad abnormalities. 2) The diagnostic term for the patient is schizophrenia the doctor will evaluate the patient and ask about symptoms, medical history, and see if theres anything physically wrong with the patient. There are no tests to identify mental illnesses, the doctor would send the patient for tests to rule out any other illnesses first. If theres nothing physically wrong and the symptoms persist the doctor may refer the patient to a psychiatrist these people are trained for treating mental illnesses. These trained people use a specially designed interview to evaluate the person, they also see how the person is within themselves and socially, and watch the persons attitude and behaviour, the doctor would ask if they have Hallucinations,Delusions If extremely bizarre, they would see if their speech is Disorganised They can usually diagnose a mental disorder based on these factors. Doctors may misdiagnose patients suffering with schizophrenia symptoms, the patient may be embarrassed about being diagnosed with this condition so may not tell the doctor about hallucinations or any other disturbing behaviour, its difficult to diagnose schizophrenia with it being a mental disorder an may be diagnosed as another mental condition. 3) Discuss evidence that schizophrenia has a biological cause. Twin studies show that they have a higher concordance rates than dizypotic twins. The closer the relative the higher the concordance . Biological causes schizophrenia Our genes are involved with the inheritance or development of schizophrenia, multiple chromosomes are transmitted to people in generations and are later diagnosed with schizophria, there is a 70% chance of inheriting schizophrenia. Evidence shows that identical twins do not develop schizophrenia, i resent study shows that 28% of twins have a chance of developing schizophrenia if the other twin already has it. Stress can cause episopes of schizophrenia, there are also other factors like poverty, poor diet, ill health, drug use. Researchers have found that people suffering from schizophrenia tend to have been born in winter. There are no definite causes of schizophrenia. Chemotherapy is used to treat chemical imbalance’s in the brain, its changes the way the brain and body works. 4) Discuss the role of the family in the causation of schizophrenia. The double bind theory states that schizophrenia is a abnormal patter n in family communication, a person is given mutually contradictory signals by another person, this places the person in an arkward situation causing conflict. Liem et al compared communication patterns within the family with an without a schizophrenia, there was evidence that families process a role in relapse of schizophrenia patients following stabilisation. Familys hign in critgicism, hostility lead to more relapse, the double bind theory is a distressing communication within the family, the use of confusion makes it difficult to respond or to resist conflict. 5) Evaluate the effectiveness of cognitive therapy for schizophrenia, and discuss problems in assessing its effectiveness. This treatment is increasingly popular this has good success rates for epression, OCD, eating disorders and anxiety, its less effective with schizophrenia and dipolar depression. It works by the way we think at attitudes that influence our behaviour, irrational thinking is seen to be the cause of the mental disorders; it also works by changing the way the client thinks. This therapy has fewer side effects than any other treatments, this is a long term strategy but could make the patient worse if it doesn’t work and it’s not a quick recovery process. People could give up on this treatment feeling it’s not working because it takes a long time.

Essay on Policies that Protect and Support Student Rights

1. Some students were suspended after staging a demonstration against the Afghan War. The demonstrations were staged in different groups where one of them conducted theirs in a sit-in, in the cafeteria, while another group staged a peaceful one outside the cafeteria. The students carried signs and wore bands and shirts which were written â€Å"War is for Pigs†. The principal, Jones, gathered fifty students in a hall, five of whom were special education students, and stated that all of them would be suspended for five days for disruption in the school environment. What are the legal standards that apply to such situations? The Clauses of the First Amendment, based on the Tinker case, apply in this situation. This First Amendment involves freedom†¦show more content†¦- Students are given the opportunity to refute charges. - Students have adequate amount of time to prepare for hearings. - There is an informal hearing after the infraction. - Students have the right to question and confront adverse witnesses. - There is a list of witnesses provided right before the hearing. - Students have the right to access the statement of reasons explaining their suspension. - Students have the right of attorney representation. - Students have the right to get a transcript or recoding of the hearing. What are the procedures that a principal should follow before the suspension of the students? The principal is required to follow the list of procedures: - The principal is required to give notice to the student, either in person or in writing, concerning the misconduct that he or she is accused. - If the student denies the alleged misconduct that he or she is accused of, he or she should be given an explanation, either in writing or orally, about the facts that have led to the proposed suspension. - The principal should also provide the student with a good opportunity to present his or her version of the case. 3. Outline the requirements and definitions of student substantive and procedural due process. - Students should be offered the opportunity for a hearing before the exclusion from school following disciplinary reasons. - Students should be also notified of the charges and given an opportunity to refute the charges for short-term suspensions of upShow MoreRelatedConservatives vs. Liberals Essay634 Words   |  3 Pagessimilarities, and differences. 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