Find an article (print or internet media) on the morality of capital
punishment. It may pertain to any aspect of CP, but be sure that the
author clearly defends a position either for or against CP. Submit a
'report' on the article you choose, in which you address the following
points:

1. What is the author's main thesis? (If you had to describe the
article to a friend in one sentence, what would you say?)

2. How does the author defend his/her thesis? In other words, what
reasons does s/he give in support of his/her main claim?

3. Interpret the author's argument(s) as a philosopher might. Does the
author adduce 'consequentialist' arguments in support of his/her thesis?
'Non-consequentialist' arguments?

4. Finally, let your fellow students know what you think about the
article. Is it persuasive? Does the author do a good or poor job of
defending his/her main claims?

i am sendig you an email that i have to support my essay with this article. Please read this article and based on this article, write an essay about necessity of the capital punishment-death penalty.(Agreement of Death Penalty)
i need at least 1 quation from this article.
thank you...

Christian Ethics - Religion 224

Reflection Paper Guidelines

Essay Town,
My topic is Capital Punishment.I am normally Pro Death Penalty, but there are always circumstances which could lead me to be against it. The Reflection Paper is due on 5 May 2010. Please follow the professors instructions below. The professor wants our own opinions in the paper.so feel free to write I feel that.. Please add two "Block Quotes" and 8 "Short Quotes" properly cited. I thank you in advance for a well written paper, I am currently strapped for time and this will take a huge burden off my chest. I have never utilized any system like this. Your product was highly recommended from a fellow student. If all goes well and the paper passes turnitin.com, I will definitely utilize you in the future. Thank you, Mike

NOTE: My comments, within the professors guidance, are "italicized"!
My cell # is 910-551-1432 if you have any questions, Mike

From the Professor;

A reflection paper is a critical analysis of an ethical issue that leads to a decision on the appropriate response to that issue. It is not a research paper, per se, but research is required as a part of the critical analysis of the issue.
Part of the reflection included in the paper is constructing an argument that supports your decision. The paper should present a well thought out, and well developed, rationale for the decision. The decision should be your decision, based on your analysis of the information available from a variety of sources. This is different from merely giving your opinion, or confessing your personal experiences.
The method used to analyze the issue should be based on your own approach to making ethical decisions developed throughout the course. The methodology should be clear and concise, with the following sections:

Issue. The issue you are addressing should be clearly stated. Be concise and to the point. Too broad an issue will be difficult to adequately address in an adequate manner. Framing the issue as a question helps to focus your reflection. The issue should be one you feel important and worth the effort required to do the paper.
Reflection. Your approach to reflecting on the issue may vary depending on the methodology you use. You should cover all the sources of information or guidance presented in the text and in class. This section is where you analyze the information and determine how that bears on your decision.
This is also the section that will require the most research. The information considered in the decision making process comes from some source. Be sure to use reliable sources and give the appropriate credit to those sources (I normally use the Gale Research sitebut I am sure you have many other reliable sources, Mike).
Even if you discount information from some source, there should be evidence within your reflection that the information was considered. There also should be some rationale as to why that information was discounted.
Research also should be a part of the use of the Bible and Christian tradition. For example, there may be more than one translation of passages. There certainly will be more than one interpretation. You will want to compare the options in making your decision. Scripture should be supported with chapter and verse references. (Essay Town, Please include/reference portions of the bible referencing Capital Punishmentnote the attached document from my text book An Introduction to Christian Ethics, 5th Edition, by Roger H. Crook which contains several references to verses in the Bible..please use some of them in the paper. Mike)
Regardless of your methodology, you should strive to identify your feelings and preconceived biases (I am Pro death Penalty, I believe in an Eye for an Eye like the Old Testament, Mike). The goal is to identify these things early in the reflection process, so that the reflection can be based on an honest evaluation of the information available. You do not want to prove your point.


Decision. Your decision should be logically and clearly spelled out. Some sort of a decision making process should be evident. Be sure to challenge yourself in this process. Do not just "parrot" someone else's view. Make it your own.
Your decision may or may not reinforce your preconceived idea. If you change a preconceived idea on the issue chosen, you have accomplished something significant.
The paper should be Time New Roman, Double spaced, 12 font type. The paper should have one inch margins and should be at least 8 pages in length. (The paper needs to be written in MLA format with citations throughout the paper and a Works Cited page, Mike)
References should reflect a balanced perspective on the issue. Given the length of the paper and the need to consider information from a variety of sources, six references is probably the minimum number. References should be reputable, so I encourage you to use caution if accessing materials from unknown sources on the internet.



Below is one of my own short essays on Capital Punishment, you could use some of the topics in the thesis paragraph for ideas.


Saving Lives of the Convicted
The United States legal system should abolish capital punishment. First, the Supreme Court ruled that it was unconstitutional to execute a mentally ill person in 2002. Several organizations estimate ten percent of inmates suffer from mental illness (qtd. in Fields). Secondly, technological advances are proving the innocence of convicted offenders. DNA testing is liberating numerous inmates previously sentenced to death (Death-Row Inmates Decline). Finally, attorneys assigned to defend capital punishment offenders must be competent. All too often, poorly qualified lawyers represent death row offenders (Keilen and Levin). The United States legal system must reconsider their previous mandates and abolish the death penalty.
Scott Panetti, an individual diagnosed with Paranoid Schizophrenia, murdered his wifes family in 1992. The Supreme Court barred Texas from executing a mentally ill inmate for murder, ruling that competency standards used in his case were too restrictive (qtd. in Fields). Anthony Kennedy, a Supreme Court Justice, stated that the court failed to account for Mr. Panettis condition. Due to Mr. Panettis disease, Kennedy questioned the defendants ability to understand why the court sentenced him to death:
An expansive pronouncement on mental illness and the death penalty would have implications for hundreds of inmates. There are more than 3,300 people awaiting execution in the U.S. according to the Death Penalty Information Center, a nonprofit group critical of how the death penalty is administered. Various organizations conservatively estimate that at least 10% of them suffer from serious mental illness. In all, about 17% of the nation's prisoners have a diagnosis of serious mental illness. (qtd. in Fields)
Justice Kennedy declared, "Gross delusions stemming from a severe mental disorder may put an awareness of a link between a crime and its punishment in a context so far removed from reality that the punishment can serve no proper purpose (qtd. in Fields). The Supreme Courts ban on cruel and unusual punishment for the mentally handicap can be applied to juvenile offenders as well. Legal experts state that juvenile offenders, like the mentally impaired, are not able to comprehend their crimes due to an under developed mind (Greenberger).
The criminal justice systems advancement in forensics technological is providing evidence, which is liberating many previously convicted individuals. Deoxyribonucleic acid, commonly referred to as DNA, is the key of freedom for the innocent. The number of inmates sentenced to death has dropped because of DNA testing and questions the effectiveness of public offenders and whether the death penalty is being applied fairly (Death-Row Inmates Decline). In numerous cases the use of DNA testig proved that capital punishment offenders, who were sentenced to die, were innocent. Unfortunately, these wrongly accused individuals served multiple years behind bars prior to their liberation. Today, the new technology of DNA testing is assisting the condemned prove their innocence (Keilen and Levin).
The legal representation of many convicted offenders, both past and present, is pitiable. The United States legal system needs to ensure that every convicted inmate is presented a professional and competent counselor. When our government seeks to exercise the ultimate power of life and death over one of its citizens, it has the highest responsibility to ensure fairness, accuracy, and integrity at every step of the process (Keilen and Levin). The lawyer for Johnny Ray Johnson, a man charged with murder, failed to discover that his client sustained a troubled childhood and suffered from mental retardation. In numerous situations the lawyer fails to act as counsel, never meets the client, or fails to properly advise him on developments regarding the case. There is evidence that some attorneys copy old petitions and utilize the information for new cases. Furthermore, these attorneys forgot to change the names of the trial exhibits, lawyers, and even the judge (Greenberger).
The United States legal system has executed 1,099 inmates from 1976 through 2007 (Keilen and Levin). Numerous mentally ill or retarded individuals were denied the right to a fair trial (Satel). The advancements in DNA testing are proving the innocence of numerous previously convicted offenders (Death-Row Inmates Decline). Every person facing trial has the right to a competent legal counsel. The condemned on death row contain a one-in-three chance that their case is presented by a competent attorney. As of April 1, 2008, 128 death row prisoners nationwide were cleared of charges and freed from imprisonment (Keilen and Levin). The legal system in the United States must evolve and abolish capital punishment.






Works Cited

Death-Row Inmates Decline. Corrections Today 1 Feb. 2007: 12. Criminal Justice
Periodicals. ProQuest. 24 Jun 2009 .
Fields, Gary. Supreme Court Bars a Texas Execution. Wall Street Journal [New York,
N.Y.] 29 Jun 2007, Eastern edition: A.4. Wall Street Journal. ProQuest. 23 Jun 2009 .
Greenberger, Robert S. The Economy: Supreme Court Narrowly Refuses To Consider
Death-Penalty Plea. Wall Street Journal [New York, N.Y.] 22 Oct 2002, Eastern edition: A.2. Wall Street Journal. ProQuest. 23 Jun 2009
.
Keilen, Andrea, and Maurie Levin. Moving Forward: A Map for Meaningful Habeas
Reform in Texas Capital Cases. American Journal of Criminal Law 34.2 (2007): 207-275. Criminal Justice Periodicals. ProQuest. 24 Jun 2009
.
Satel, Sally. It's Crazy to Execute the Insane. Wall Street Journal [New York,
N.Y.] 14 Mar. 2002, Eastern edition: A18. Wall Street Journal. ProQuest. 23 Jun 2009 .


Below is the example paper the professor gave us to review. I just wanted you to see how the writers opinion was included in the paper....I'm not used to writing papers with opinions...but I guess that would make it easier to write.


A Christian's Response to the Debate Over Mandated Prayer in Public Schools
By
Religion 224 Christian Ethics 22 July 2004

What stance should a Christian take on the issue of prayer in the public school
system? The debate over mandated prayer in public schools has been in existence since the mid-nineteenth century. Opinions on the matter vary from person to person instead of religion to religion due to the fact that there are often disagreements between members of the same denomination. A number of different aspects will be analyzed while trying to arrive at a decision on this matter that will be ethical in the eyes of the Christian community. First, a look into my personal experience on this issue will reveal any biases that I may have regarding this subject. Second, a look at culture will evaluate the social implications of mandated prayer in the public school system, any cultural biases, and any religious traditions that might be pertinent. Lastly, a look at Christian tradition, including scripture and any additional thoughts by members of the Christian community will be evaluated. These three areas make up the Relational Tri-polar Methodology and will be used to work through a variety of viewpoints on this matter and ultimately anive at a well thought out decision on this issue.
Before I begin with any historical information or debate, I feel that it would be wise to let you, the reader, know where I stand on this issue. I was raised in a variety of different settings, from a "regular family" type horne to a few state-sponsored group homes, none of which had any foundation in religion. During one of my short stays at my mother's house, she found that I had befriended a girl whose family were selfproclaimed Born Again Christians. From the moment that she found out; she forbid me to play at her house or accompany the family to church. Then the group homes in which I resided were state-sponsored and were not allowed to encourage any type of religious activity to include any spiritual guidance or daily prayer. None of the many, many public

schools that I have attended were religious based and none participated in any type of teacher led prayer. I can always remember being interested in religion and have always prayed in the way in which I felt was right. I have never officially been indoctrinated into a specific denomination but have always felt as though I had and continue to have a relationship with God. As my previous religious back round, or lack there of, shows, I have not been influenced in any way, either for or against mandating prayer in the public school system.
The argument regarding religion and public education is an issue that has stirred up controversy within the American public since the mid-1800's. This topic has often been clouded by confusion and misinformation by people both for and opposed statesponsored prayer in public schools. This issue has been brought before the Supreme Court many times with the wording of the first Amendment of the United States Constitution in constant question. For one hundred and eighty five years prayer was allowed in public settings and was even the first order of business at the Constitution Convention. In 1961, the Supreme Court removed prayer from the public schools in the case Engel Vs. Vitale. They found that because the Constitution prohibits any law respecting the establishment of religion, officials of public schools could not compose public prayer even ifthe prayer was considered denominationally neutral. The parents that brought this case before the court included multiple denominations such as Christian, Jewish, Unitarian and not one of them wanted their children subjected to state-sponsored devotions. The court agreed that this scenario equated to the government promotion of religion, which is forbidden by the 151 Amendment of the U.S. Constitution (The Myth, I). In 1963, the Supreme Court ruled on another case dealing with school prayer. In

Abington Township School District Vs. Schempp, the comi proclaimed bible reading and the reciting of the Lord's Prayer to be unconstitutional (American's United, 1).
The cloud of misinfonnation and confusion comes about from individual or groups interpretation of the phrase "separation of church and state". People that are in favor of prayer with in the school system stress that the words separation, church, and state do not even appear in the 1 sl Amendment, and indeed they are correct. For the record, the 1 sl Amendment of the Constitution reads as follws:
"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise there of.. ." (The Myth, 1).
The whole notion of separation of church and state was created by Thomas Jefferson in January of 1802 in a letter addressed to the Danbury Baptist Association of Connecticut. The portion of the letter that applies is as follows:
"1 contemplate with solemn reverence that act of the whole American people which declared that their legislature should 'make no law respecting an establishment of religion, or prohibiting free exercise there of, thus building a wall of separation between church and state." (Jefferson, 1)
Jefferson borrowed those words from Roger Williams, a prominent Baptist preacher, because he was not a member of that denomination and was trying to establish some common ground. Roger Williams stated,
"When they have opened a gap in the hedge or wall of separation between the church and the wildemess of the world, God hath ever broke down the wall itself, removed the candlestick, and made his garden a wildemess, as at this day. And that therefore if He will eel' please to restore His garden and paradise again, it

must if necessity be walled in peculiarity into Himself from the world ... " (Erdsmore, 243)
The "wall" in the previous quote was understood as one-directional; its purpose was to protect the church from the state. Early American people had in their recent memories what happened in England when the government established the church. England forbid worship in private homes, and the people were forced to go to a "state" established church. No other denominations were allowed to exist and attendance at church was
mandatory. Violators were either imprisoned or tortured. A large majority of people in England were tired of the mandated religion and were in search of a place that provided freedom of religion not freedomFom religion. Not long after the migration to America occurred or fore fathers created the Constitution on biblical principles. An example would be found in Isaiah 33 :22, which states that "the Lord is our judge, the Lord is our lawgiver, the Lord is our King ... " (Isaiah 33 :22) The fore fathers used this scripture and created the three major branches of our government to include judicial, legislative, and executive. It was felt that due to man's corrupt nature that there needed to be separate powers, a system of checks and balances within the government.
People that are for prayer within the public schools raise issues such as if the fore fathers were so against prayer in a public forum, then why did many of their meetings
and conventions begin with a prayer. In the court system, we swear on the bible in the courtroom prior to testifying and that means that by doing that we acknowledge that God will judge us eventually if we do not tell the whole truth and nothing but the truth, so help us God. Even on our currency, on all dollar bills and coins, it proudly emblems the trademark slogan "In God We Trust", and all Americans of all denominations use that

money without complaining or protesting. People that support prayer in schools also say that our fore fathers advocated the use of God in our lives. The only reference made between the two being separate is that no ONE religion would take precedent over another. That was why the people of England originally came to America; not to rid themselves of God but instead, be able to worship Him in their own individual ways. The constitution was written for our government to be morally and ethically correct in the eyes of God, not to abolish him from our laws and practices.
The Southern Baptist Christian Life Commission (CLC) provided its aid in support of a proposed amendment to the Constitution to permit voluntary school prayer created by former speaker Newt Gingrich. This raised a lot of controversy that hasn't been addresses since the 1962/1963 Supreme Court rulings that forbid government sponsored prayer and bible readings in public schools. The initial draft of the proposal read:
"Nothing in the Constitution shall be construed to prohibit individual or group prayer in public schools or other public institutions. No person shall be required by the United States or by any individual state to participate in prayer. Neither the United States government nor any state shall compose the words of any prayer to be said in public schools." (To alston, 1)
In fact, most Southern Baptists favored a "carefully crafted prayer amendment".
There was an article in the December 1991 issue of Time magazine called One Nation Under God: Has the Separation of Church and State Gone Too Far. The best paragraph in support of prayer within our public school system is as follows:

"For God to be kept out of the classroom or out of America's public debate by nervous school administrators or over-cautious politicians serves no-ones interest. That restriction prevents people from drawing on the country's rich and diverse religious heritage for guidance, and it degrades the nation's moral discourse by placing a whole realm of theological reasoning out of bounds. The price of that sort of quarantine, at a time of moral dislocation, is and has been, far too high. The courts need to find a better balance between separation and accommodation, and Americans need to respect the new religious freedom they would gain as a result." (Gibbs, 1)
A group called the Baptist Joint Committee (BJC), which is part oflarger group called the Interfaith Coalition, disagreed with this article stating that an amendment to the Constitution would actually threaten religious freedom. This group is actually opposed to any new amendment and wrote a letter to former President Clinton expressing their vIews. The BJC lists four of their major oppositional viewpoints as follows:
1.) Students already have the right to pray in public schools. The can pray privately anytime they want to (in class, lunchroom, playground) as long as it is not disrupting others. They can even pray aloud in groups as long as it is not during a time of instruction.
2.) It is dangerous to mess with the First Amendment because for over two centuries it has been the pillar ensuring religious liberty.
3.) It "politicizes, governmentalizes, and secularizes prayer", and it "trivializes prayer" by reducing it to a brief and hollow ritual.

4.) The BJC is not opposed to prayer, it believes in it so much that they don't want the government meddling in it. The belief by this group is that prayer should be lifted to the houses of "worship, family, and the students themselves." (Toalston, 2-3)
SuppOliers of the amendment counter the above arguments by stating that:
"V oluntary school prayer will not be a cure all for society's misdeeds but prayer can be a good first-aid for what public schools need. American's can do a lot after we have prayed, but cannot do more until we have prayed. An acknowledgement that God is creator, and that students are moral creatures with the capacity to choose right and wrong, is a critical first ingredient for restoring
public morality." (Toalston, 4)
I recently spoke with a Christian friend of mine, one with a very strong foundation within her denomination, and read to her the arguments that support and oppose this issue. 1 thought she would be for school prayer but her strong response in favor of opposition surprised me. She had stated that starting the school day with a moment of silence is all right, but was strongly opposed to starting the day with what she called a "generic prayer". In her belief, the moment of silence could be used for her child to gather himself for the upcoming school day. She also stated that she would never support the idea of an added amendment to the Constitution that reintroduced prayer into public schools. She would not allow her child to be led in prayer by someone whose religious beliefs she did not know. In her thoughts, it would just be empty words with little religious meaning. There are many faith groups that join in my friend's beliefs and oppose any amendment to support the introduction of government-sponsored prayer

within the schools. Some of those groups that are opposed include: American Baptist Churches-USA, Americans Jewish Congress, Anti-Defamation League, Central Conference of American Rabbis, Christian Church (Disciples of Christ), Evangelical Lutheran Church in America, Friends Committee on National Legislation (Quakers), General Conference of Seventh Day Adventists, National Council ofJewish Women, Presbyterian Church-USA, The Church of Christ (Scientist), Unitarian Universalist Association, United Methodist Church, and many, many others. (Americans United ... ) There was no shortage of viewpoints from those opposed the amendment but finding names of groups that were in favor was a bit more difficult.
Statistics show that over ninety percent of this nation's children attend public school. These children come from homes that practice a wide array of religious beliefs and practices. It seems as though the hardest past of this debate is coming up with a solution that respects the rights and beliefs of everyone involved. The Supreme Court cases discussed earlier in this paper are prime examples of the government's viewpoint
on this issue, they have been continuously vigilant in forbidding schools interference with citizens rights to practice their own religious beliefs and that mandated school prayer had no place in the public school system. These court rulings are where a lot of the confusion and misunderstanding began and still lies. The court did not rule that students are forbidden to pray on their own; they only ruled that the state or school could not formulate a generic prayer for the students to recite. Additionally, they cannot sponsor bible readings or force students to recite the Lord's Prayer. These acts would equate to a violation of the first amendment because a mandated school prayer would prohibit the free exercise ofreligion. Therefore it is unconstitutional.

Everyone is this country is not a Christian. Yes, this country was founded upon Christian beliefs, but one of its most basic core beliefs is liberty. Liberty gives people the freedom to practice whichever religion they choose. The Supreme Court did not remove prayer from public schools, only government-sponsored worship. Public School students could and can always pray on their own; schedule permitting. Actually in 1990, the high court ruled that public school students could form religious type clubs that meet in noninstructional time to pray, read religious topics, as long as all denominations are given an equal chance to form the same type of club. (Americans United ... ) Overall, the belief is that the Llse of religious material used in school, such as materials for a History course, must be one of education not devotion. Public schools cannot preach to students; this would be seen as a strong persuasion by the state for students to adopt certain religious beliefs. It is believed by most parents polled that parents, not schools, should be ultimately responsible for a child's religious upbringing. (Gibbs, 1) Since the 1990 mling, there have been guidelines sent to every school in the nation by the Department of Education that stresses that students have the right to pray or discuss religion with their peers as long as they are not disruptive.
Those in favor of prayer continue to press for religious majority rule in the schools but this allows for government intmsion, and in a way uses public school as a means to evangelism. The belief by those opposed is that the religious neutrality of public education must be preserved. This allows schools to grant free religious expression to all denominations without the focus being on one single faith. Any mandated school prayer would be seen as evidence that the state sponsors the beliefs and

practices of a single faith group. The right of an individual to practice a religious faith stops when it interferes with the right of another person to practice theirs.
The biblical scripture does not conclusively promote one viewpoint or the other.
One could make some presumptions on the scripture, but it definitely is not a blatant issue. In many of the pieces of scripture I found that discuss the subject of prayer, it seems to support a more private, intimate picture of prayer. It seems as though the relationship that Jesus had with God was intimate and private, without public display. One ofthe most vivid examples that would support a more private prayer session as opposed to a public setting came straight from the mouth of Jesus. "And when you pray, do not be like the hypocrites, for they love to pray standing in Synagogues and on the street corners to be seen by men ... But when you pray, go into your room, close the door, and pray to your Father who is unseen." (Matthew, 6:5-6) Additional pieces of scripture that have been taken from the time of Jesus' ministries that supports an intimate view of prayer are as follows: "After he dismissed them, he went up on a mountainside by himself to pray ... " (Matthew, 14:23), "Then Jesus went with his disciples to a place called Gethsernane, and He said to them 'sit here wi]] I go over there and pray'" (Matthew, 26:36), and "Very early in the morning, while it was still dark, Jesus got up, left the house and went offto a solitary place, where he prayed". (Mark, 1 :35)
In each of these instances, Jesus' prayers were a private event, one that existed between God and Himself. Jesus does state that prayer should be done alone, in the privacy of your room, with the door closed. There are many examples of Jesus preaching and ministering in public but his prayers were always accomplished in private.

In opposition to the previous belief, there is some scripture that could be used, if interpreted that way, to support prayer in the public schools. Some examples include:
"And pray in the Spirit on all occasions with all kinds of prayers and requests ... " (Ephesians, 6: 18), and "I want men everywhere to lift up holy hands in prayer, without IIlIger or dispufing" (1 Timothy. 2: 18). Other than the scripture at one point in Ephesians that advocates prayer on "all occasions", I was unable to find any scripture that promoted public prayer. Actually, as I mentioned previously, the words spoken by Jesus promoted solitary prayer.
From my research, most people or groups are either strongly in favor or opposed to this subject. I only found one exert that walked the middle line and that piece of literature came from the college text An Introduction to Christian Ethics. The author Crook states that "A major function of the church, and of the individuals who make up the church, is worship ... We can do these things both in the company of fellow believers in a planned service of worship and in solitary and intensely private experiences.
Worship does not depend on a mood, although a spirit of expectancy is conducive to it. It does not require our presence in any particular place or use of any particular symbols ... "
(Crook, 101).
At the beginning of this decision making process, I really could not see the harm in beginning a child's day with a small prayer. Through research and by working through this process, I have formed an opinion on the matter. My opinion reflects what I believe to be the appropriate Christian response on the issue of mandated school prayer. This decision was based on the different key areas to include personal experience, Christian culture, and biblical supported scripture. These three categories and their respective sub-

categories make up the methodology that helped me to arrive at my decision. My decision sides with the large number of groups that are opposed to mandated prayer in the public school system. At first, I thought that I might be swayed in the direction of those in favor, but in agreeing with them I feel as though that is imposing one faith on children of many denominations. Any attempts by the state or government to come up with a standardized prayer would end up being verses of empty wrds that have meaning for only a few students that might have the same type of beliefs that the prayer represents. The religious life of any child should be initiated and fostered within the home and the church of that family's choice. That way, the teachings and the practices are geared toward their own denomination, which is more beneficial in fostering a child's development of beliefs. As for the legality of the issue, our government is not against prayer in the school system. The government has to look out for the interests of all citizens, not just the interests of one religious group. The Supreme Court enforced what was already a part of the First Amendment. They ensured that all people have the right to believe and practice whatever religion they believe without being forced to recite a prayer that has been created by someone whose beliefs aren't even known. Students are allowed to pray in school, as long as the time is appropriate. Students are allowed to participate in religious-based clubs and read scripture and pray in groups aloud, as long as all religions are allowed to come together as a group as well. This country was founded on Christian beliefs but part of being Christian is being accepting of other people and their beliefs. So in goes to prove that a good Christian should respect the fact that there are a lot of students of different denominations that would not benefit from mandated statesponsored school prayer. The proper Christian response to the question, "Should there be

an amendment to support the recitation of a pre-scripted school prayer?" is simply no. The encouragement of a moment of silence so that children can pray to whom ever they consider "God" and maybe take a few minutes to gather their thoughts in our over-paced society; I vote "yes".
We must all remember that this country was founded on principles of freedom of religion, not from religion. We are a society with a very diverse society and we must respect that. We cannot force our beliefs on others; that would make us no better than the original Church of England, the very church in which people came to America to escape. They wanted the freedom to worship as they chose, as most Americans do now. Our forefather's could never of foreseen America as it is today, but the declination in morals within our society cannot be blamed on the fact that there is not a 3-5 minute generic prayer recited by school students each morning. The blame for our society's downward spiral falls mostly on the parents. The parents today want to always find someone else to blame for their children's misdeeds, but the responsibility must fall on the parents ... Not the public schools, not the state or the government, and definitely not on the lack of a morning state-scripted prayer.

References
Crook, Roger H. "Faith Working Through Love" An Introduction to Christian Ethics, Prentice Hall, NJ, 2002.
Erdsmore, John. Christianity and the Constitution, MI: Baker Book House, 1987, pg. 243.
Gibbs, Nancy. "America's Holy War" Time Magazine, 9 December 1991.
Jefferson, Thomas. Jefferson Writings, Merrill D. Peter, ed. NY: Literary Classics of the United States, Inc., 1984, January 1, 1802.
Toalston, Art. Http://www.holysmoke.org/sdhok/sch7.htm December 12, 1994, Baptist Press, Southem Baptist Convention
Http://www .noapath y.org/tracts/mytho fseparation.html "The Myth of Separation of Church and State"







There are faxes for this order.

Please accurately cite any court cases (use cases to support your position whenever possible) as well as footnote any research materials that you use. Double-space.

Topic: Does the death penalty act as a deterrent to crime? Why or why not?

This essay will analyze and synthesize opposing views on an issue. This assignment is not a persuasive paper. Instead, you will research the pro and con views of a topic and present your findings.

Topic: Should capital punishment be abolished?

Length: 1300-1500 words (5-6 pages of text) double-spaced

MLA Documentation: Include a minimum of four sources, and at least three must be from the UMUC online library


MLA Format - Outline: You do not need to include an outline with your paper. (You will need to include an outline in Essay #3, however.)

Thesis: Capital punishment should be abolished because it does not deter violent criminal activity, is more costly than alternative punishment (life imprisonment), and may lead to the execution of innocent people.
(Although it is not MLA format, please underline your thesis statement.)
There are faxes for this order.

This should be a Persuasive Argumentative essay against the Death Penalty

Assignment: Write a persuasive essay about an issue of personal importance. Please use MLA formatting.

IMPORTANT:
Instructions (words in red are defined below):

1. Have a clear purpose in mind as you begin writing.

2. Have a clearly stated opinion statement (thesis) on which you base your argument.

3. Direct your argument toward the appropriate audience.

4. Employ an appropriate tone for that audience.

5. Address the counterclaim (opposing "side" of the argument); prove your "side" correct.

6. Sequence your reasons and evidence in the most effective order.

7. Include logical, emotional, and ethical appeals within your reasons and evidence.(Mostly logical)

8. Use connotative words ("loaded language") to create emotional appeal.

Vocabulary of Persuasion
persuasive writing: writing designed to convince readers to take action or to change their opinions about the topic

opinion statement (thesis statement): a clear sentence that states the issue and the writer's opinion about it; the "side" of the issue for which the writer is arguing

counterclaim: the other "side" of the issue; the writer must show logically why the counterclaim is invalid or incorrect or why his/her own opinion statement is better

connotations of words ("loaded language"): implied or underlying meanings of words that create emotional responses in readers
Example: I am responsive. You are talkative. He is obnoxious. Responsive, talkative, and obnoxious may all be used to describe a student who is making noise in a classroom, but each word carries a different connotation

(emotional appeal). Responsive has a positive connotation (i.e., the student is responding to another person). Talkative has a neutral connotation; it could be good or bad depending on the circumstance. Obnoxious has a
negative connotation, clearly indicating behavior that is grossly impolite or inappropriate.

audience: the people the writer is trying to persuade; you must have a clear audience in mind before you start, and you must be sure you are appealing to the correct audience; for
example, if you argue that school lunch should be ten minutes longer, you'll have to make sure that your argument appeals to the administration (the ones who could make that
change) and not just your classmates (who would likely already agree with you and would not need to be persuaded).

purpose: what the writer is trying to convince his/her audience to do or believe

tone: the writer's feelings about the subject; the "voice" the writer assumes: serious,sarcastic, funny, etc. Writers use different tones to appeal to different audiences.

reasons: explanations of why an opinion in valid; you usually need at least three of them in a persuasive essay

evidence: specific examples, details, facts, anecdotes, case studies, quotes from experts,and/or commonly accepted beliefs that prove a writer's reasons; in persuasive writing it is wise to use logical evidence because your writing needs to be logical and rational; you can't just fall back on arguments like "It's not fair!" or "Everyone else gets to do it!"

sequencing: the order in which the writer's reasons are presented; many writers save their best argument (the "kicker") for last so that it will remain in the reader's mind

This an ARGUMENTATIVE research paper in favor of Capital Punishment for INMATES WHO KILL CORRECTIONAL OFFICERS WHILE INCARCERATED. Each source should be objective, valid, and clear. Please focus specifically on "inmates who kill Correctional Officers" This point of view will be coming from a Correctional Officer who work in a prison. Please do not mention police officers. This ARGUMENTATIVE research should only deal with Correctional Officers working in prisons in favor of capital punishmnet specifically for inmates who kill Correctional Officers while incarcerated. I prefer a separate ANNOTATED BIBLIOGRAPHY in addition with this research paper. The ANNOTATED BIBLIOGRAPHY paper should be 6-10 sentences in length. The ANNOTATED BIBLIOGRAPHY should include three things: a proper MLA works cited entry documenting the source; a quick summary of the source's content; a brief analysis of the source's quality, scope, length, credibility, and focus. Four(4) sources.

RELIGION CLASS

1 pages on the Islam religion
3 pages on Death row in Islam
1 page on what new information you learned from the Islam religion and death penalty, what were your emotions towards death row in Islam, what possibilities of application can be determined from the subject (how can I apply this information learned to my life)

Is capital punishment discriminatory? must have a works cited page with at least 3 references.One paragraph should deal with race (is it discriminatory on race), one paragraph should deal with gender(is it discriminatory on gender), and one paragraph should deal with wealth (do more poor people who can not afford a good lawyer receive the death penalty?)minimum number of quotations is 3,minor example features should be included,

Type of document - PUBLIC OPINION SURVEY PAPER - A public opinion survey paper evaluates opinions on a particular issue, law or policy. The subject Capital punishment for persons convicted of murder: citizens and government point of view. Define the public opinion on Capital punishment. Define what capital punishment is, it's origins and its controversy.

The paper must be written in the APA style, 3 pages in body length, include an abstract summary, parenthetical author-date source citations(8-10), reference page, and include at least eight professional academic sources.

topic is should we legalize the death penalty. and I suppose to support it. Its a research paper in writing class, we need at least 3 or more resources. and required 1000 words, size 12, the Time New Roman. It's required to research about which countries are legal and which are not about the death penalty,more advantages and a little disadvantages about use death penalty.

Discuss and examine in as much detail as possible (using information from your book) the following essay questions. You must answer both questions. Do not just copy what is in your book ??" that is plagiarism. Use your own words to answer the questions but you may use the textbook. If you want to use the same wording that is in the book then use quotation marks and cite the page number.

1. Discuss and examine Capital Punishment in Texas. Look at the benefits, drawbacks, costs,
and moral and ethical questions raised by imposing the death penalty as punishment in
the state of Texas. Do you believe state government should put criminals to death?
Also, discuss and explain the purposes of prisons (being sure to examine its functions
Including correction, rehabilitation, punishment, isolation, and deterrence) and if Texas
prisons achieve those goals (according to the textbook). Also look at the changing focus of
Texas prisons, prison problems, repeat offenders, reentry issues, parole, and what the state
might do to address some of these problems.

2. Discuss and examine public education in Texas. What is the purpose and function of an
I.S.D.? What are the purposes of the SBOE and the TEA? In your opinion, is the TAKS
test good for educating students in Texas? If the Legislature eliminates the TAKS test,
then what should it be replaced with?

***** TWO PAGES FOR EACH QUESTION**********

I will be scanning the pages of this text book and sending to you. The book is Practicing Texas Politics 13th edition. You do not have to cite, but like it says if you use the book cite it.

in a 2 page paper, using APA style formatting, choose two states that have abolished the death penalty. Interpret the court's reasoning for the abolishment.

Essay on the following topic:

Should there be a death penalty? Defend your position on practical, philosophical or ethical grounds.

Essay Guidelines:

In responding to this question, you must make reference to one book that has had a significant influence on your thoughts concerning this topic. In addition to the guidelines set forth above, we will be looking for well-crafted essays that use correct spelling and good grammar.

ESSAY GUIDANCE:

The book that you reference-whether it is political, philosophical, historical, theological, scientific, fictional, or poetic in nature-should tie directly to your essay. You should not, however, quote extensively from this work or otherwise paraphrase its arguments. The successful applicants will have essays that draw from an important work yet produce an original way of approaching the topic.

Applicants must reference one book that has influenced the response to the essay, and provide complete bibliographical information for it. Applicants may also reference other works in the body of the essay but are required to indicate clearly the title and author of the work(s).

From a criminological perspective, write a 6 page paper that DISCUSSES the question, "Does Capital Punishment Deter Murder?" The paper must cite EMPERICAL RESEARCH and use logical and critical thinking skills. Emperical research on the association between capital punishment and murder can be divided into three categories: 1)IMMEDIATE IMPACT STUDIES, 2)COMPARATIVE RESEARCH, and 3) TIME-SERIES ANALYSIS. Use at least two of the three types of emperical research. The thesis must be well thought-out, clear, well-stated, and supported appropriately with facts. The paper must be APA style, and must include an ABSTRACT. At least one of the six references must be from a professional journal. No more than two references can be Internet or electronic sources. Must have a bibliography (not one of the six pages). Paper is double-spaced using 12-point font. Noteworthy is the fact that Larry Siegel (author of "Criminology Theories, Patterns, and Typologies") suggests that there are recent studies to indicate capital punishment does bring the murder rate down. However, most studies suggest otherwise.

TOPIC, The constitutionality of the death penalty

You will explore the topic or problem, demonstrating a critical thought process and knowledge of the subject matter. You may also decide to take a stand or position on the subject, in which case you should defend your position with supporting documentation.

The paper must be at least eight (8) pages, double spaced, not counting the title page and references. The title page must include title of the paper, your name, course number and title, and date. The paper must be submitted in APA format.

No footnotes required, just cite sources after sentence. The class is social demography and the paper must include some demographical information. Please include population of all countries you'll be using and list violent crime data from the most recent published data sources. Three-quarters of the sources must be published (journal, book, study, etc.), one-quarter may be from verified web sites. The paper may include a graph if necessary.

**************************
Some questions to address: What types of crimes receive the death penalty? What does the international community say about death penalty? Is the death penalty an effective deterrent? Are minorities the ones who commit crimes in those countries? If not, is there data on what types of people commit violent crimes? Or race? Is it proportionate to the population? Is there an effective alternative to the death penalty the US can adapt? Are there any theorectical alternative solutions to the death penalty and will they work? What would it take to work? What is the history of the death penalty in the US?

hello,
this is suppossed to be an prsuasive essay, making sure every paragraph follow each other and there should be no use of the word 'i' and 'my' and 'in my opinion'since they r not convincing and they are simply an opinion. the purpose is to persuade or convince rather than merely explain or describe, there for the thesis must be arguable.
also i have a title in mind but not sure if its catchy enough and can reflect the essay, anyways i write it down, if its ok use it otherwise u can come up with your title for the essay. here we go -- "Sentencing Junelies a Cruel and Unusal Punishment"----
although its not necessary but if u can bring out the thesis in either first or second paragraph it will be great.
it should be atleast 1400 words long. although this paper should be self writen and cant be taken from any outside souce. although for biblography u have to use 6 sources 2 of which should be specialised sources that deal specifically with the topic, a god example will be journal.
the essay should be written keepin in mind to use effective reaonng and is free from logical erros. it should be written for a college level audience by defending your claim, anticipating and responding to opposing arguements.
paragraphs must be unified within themselves- one idea per pararaph. all borrowed materials must be documented , using MLA format.the overall purpose of persusive essay is to defend a position against objectors, to refute others, to modify a position, or to offer a compromise.
a lil about outline:
1)lead: use A striking opening to capure the readers interest, such as statin a problem, using a quotation, aking a question or offering some unusal fact, etc. 2) identifying he topic: discussing its importance, present you claim. 3)acknowledge, refute, or agree with the readers primary points. 4) close: restate the assertion and make a call to action, if applicable close with an answer, end a resolution/solution, restate the thesis.
i have many sources which may help u writing this better more better or if u need information so i'm going to fax those sources after i finish with this order, since most of the stuff i have its from facts.com and am not sure if u have access to those since they r only for college students and university databases and so on.
here am gonna paste a topic about juvenile death penality, its below:
-------------------------------------------------------------
juveniles death penality

The issue: Does sentencing juveniles to death constitute cruel and unusual punishment, in violation of the Eighth Amendment? Or is it an acceptable punishment for certain offenses?
Critics of the juvenile death penalty say: Because juveniles' brains are not yet fully developed and juveniles are less mature than adults, they should not be punished as adults. National consensus now recognizes the juvenile death penalty to be cruel and unusual punishment, so the practice should be declared unconstitutional.
Supporters of the juvenile death penalty say: Punishment should be based not on age but on the severity of the crime. Most young people understand that crimes such as murder are wrong. Also, the threat of being sentenced to death for certain crimes acts as a strong deterrent for would-be offenders.
Making young people pay with their lives for certain crimes has a long history in the U.S. The practice dates back to the 17th century, when a 16-year-old boy became the first juvenile sentenced to death in colonial America. More than three centuries later, the Supreme Court established 16 as the minimum age for an offender to be sentenced to death. But despite the court's recognition of the constitutionality of the practice, opponents have vigorously called for an end to it, claiming that the juvenile death penalty constitutes cruel and unusual punishment.

Society has long recognized major differences between adults and juveniles, and that is especially true in the legal system. Most offenders under the age of 18 are sent to juvenile courts, which are separate from the regular criminal courts and which cannot impose the death penalty. However, for certain crimes, such as a brutal murder, juveniles can be tried in adult courts. There they are subject to adult sentences, including the death penalty. [See 2002 Update: Juvenile Justice]
Since the first execution of a youthful offender more than 350 years ago, 365 executions for crimes committed as juveniles have been carried out in the U.S., according to the Death Penalty Information Center. Since 1976, 22 juvenile offenders have been executed (about 2% of the total executions carried out in the U.S. in that time period). Of the 38 states that allow the death penalty, 20 permit executions for crimes committed as juveniles; 15 states set the minimum age at 16, and five require the offender to have been 17 or older at the time of the crime.
However, the juvenile death penalty is not widely applied throughout the country. Just 12 states have juvenile offenders on death row, and just three--Texas, Virginia and Oklahoma--are responsible for 18 of the juvenile executions carried out since 1976. Texas alone is responsible for 13 of those executions.
The Supreme Court affirmed the constitutionality of the death penalty for juveniles age 16 and over in the late 1980s. However, in early 2004 the court accepted a case in which it will revisit the issue. The case, on which the court is expected to issue a ruling in early 2005, has intensified the debate over capital punishment for young offenders.
Critics of the juvenile death penalty point out that society recognizes young people as less mature than adults in many instances, for example by setting a minimum age for drinking and for serving in the military. Opponents ask why it is then permissible to treat juveniles as adults when it comes to punishing them. Critics also contend that the national consensus is against the death penalty, so it should be declared unconstitutional
Supporters, meanwhile, say that punishment should be based not on a perpetrator's age, but on the severity of the crime. An "adult" crime requires an adult punishment, they argue. Most young people recognize that murder is wrong, they assert, and should be punished accordingly. Proponents also say that knowing they could face the death penalty acts as a strong deterrent to juveniles.
The History of Juvenile Executions
The first recorded execution of a juvenile offender in colonial America occurred in 1642, when Thomas Graunger was executed in Plymouth, Mass., for the crime of bestiality committed when he was 16. In 1885, a Native American youth, James Arcene, became the youngest juvenile offender ever executed in the U.S. when he was executed for his part in a robbery and murder committed when he was 10. Since the start of World War II (1939-45), the youngest offender to have been executed was a black juvenile, George Stinney, who was executed in 1944 for killing two white girls when he was 14.
The Supreme Court first took on the issue of the death penalty in 1972, striking down most state death penalty statutes. However, the court did not rule that capital punishment itself was unconstitutional but rather that the death sentences were too arbitrarily imposed and amounted to "cruel and unusual punishment." After the states revised their laws, the court in 1976 upheld many of those revisions, effectively reinstating the death penalty. [See 2000 Update: Death Penalty]
The Supreme Court specifically considered the issue of the juvenile death penalty in a 1988 case, Thompson v. Oklahoma. In that case, the court ruled that the execution of a person for crimes committed at age 15 and under violated the Eighth Amendment. The following year, the court further clarified its stance in two cases, Wilkins v. Missouri and Stanford v. Kentucky, ruling that it was constitutional to execute juvenile offenders for crimes committed at age 16 or 17. In those cases, the court upheld the death sentences of Heath Wilkins, who had committed murder when he was 16, and Kevin Stanford, who had committed murder at age 17. (Despite the court's ruling in Stanford, Kentucky Gov. Paul Patton (D) eventually commuted Stanford's sentence to life in prison because of his age at the time he committed the crime.)
In January 2004, the Supreme Court accepted a case, Roper v. Simmons, in which it will once again consider the constitutionality of juvenile executions. The case concerns Christopher Simmons, who was sentenced to death for killing a woman during a burglary in 1993, when he was 17. The Missouri state Supreme Court in 2003 stayed his execution, claiming that the juvenile death penalty is cruel and unusual punishment.
The Missouri court based its decision on a 2002 Supreme Court case, Atkins v. Virginia, in which the court ruled that executing the mentally retarded constituted cruel and unusual punishment because there was an emerging "national consensus" against the practice. The Supreme Court's ruling in Simmons is likewise expected to hinge on whether the national consensus is against juvenile executions. In the 1989 Stanford decision, the Supreme Court had found no such consensus.
The court's decision in Simmons could affect the fate of the 72 juvenile inmates on death row nationwide as of late 2004. However, just as the court's ruling on the death penalty in 1976 has not quelled debate over capital punishment for adults, the decision in Simmons is unlikely to end the debate over sentencing young people to death.


Juvenile Death Penalty Opposed
Critics contend that executing young offenders is cruel and unusual punishment, a violation of the Eighth Amendment. Young people lack the maturity of adults, they argue, and therefore should not be punished as adults. "Teenagers may look like, act like and even shoot like adults, but they think like children," says James Alan Fox, a professor of criminal justice at Northeastern University in Boston, Mass.
Critics point out that society generally recognizes the lack of maturity in juveniles by setting age limits in such matters as voting, drinking and serving in the military. They argue that capital punishment should be treated the same way. "As a society, we don't let adolescents consume alcohol, and we have different restrictions on them because we know they don't have the best judgment," Dale Baich, an attorney specializing in capital punishment cases, asserts. "I think we have to hold that view when we make them eligible for the death penalty."
To back up their assertions, critics point to recent research showing that the human brain continues to develop into the 20s. According to the studies, the frontal lobe of the brain, which is responsible for controlling impulses and making decisions, is the last part of the brain to develop.
In an American Medical Association (AMA) brief in Roper v. Simmons, the AMA discussed the impact of late cognitive development on juveniles. "From a biological perspective, an anxious adolescent with a gun in a convenience store is more likely to perceive a threat and pull the trigger than is an anxious adult with a gun in the same store," David Fassler, a psychiatrist at the University of Vermont in Burlington, wrote in the brief.
Opponents draw parallels to the execution of the mentally retarded, which the Supreme Court in Atkins found to be cruel and unusual punishment. The court determined that the national consensus had turned against executing the mentally retarded, and critics of the juvenile death penalty say that public opinion is similarly against executing juveniles. They point to a trend in decreasing death sentences for juveniles. In 1999, 15 juveniles were sentenced to death, while seven were sentenced to death in both 2000 and 2001, four in 2002 and just two in 2003. They also note that, since 1976, just seven states have executed juvenile offenders.
Critics of the juvenile death penalty also contend that there are similarities in the cognitive functioning of juveniles and of the mentally retarded. In Atkins, Justice John Paul Stevens wrote in the majority opinion that "because of their disabilities in areas of reasoning, judgment, and control of their impulses" the mentally retarded "do not act with the level of moral culpability that characterizes the most serious adult criminal conduct." Critics say the same reasoning can be applied to juveniles. "If you just look at the Atkins decision, almost everything they say about mentally retarded people applies to children," says Stephen Bright of the Southern Center for Human Rights.
Opponents also assert that juveniles are among society's most victimized and vulnerable individuals. For instance, they point out, 60% of juveniles sentenced to death were neglected or abused growing up. Death is too extreme a punishment for young people who are victims of their circumstances, critics argue.
Finally, opponents question how the U.S. can continue to execute young people when most other countries in the world have ceased the practice. Since 2000, only three other countries have executed youthful offenders, they note, putting the U.S. in same category as the Democratic Republic of Congo, Iran and Pakistan--and all three of those countries have either abolished the juvenile death penalty or are in the process of doing so.
Capital Punishment for Youth Advocated
Supporters of the juvenile death penalty assert that the U.S. justice system is based on the idea of the punishment fitting the crime. There is nothing "cruel and unusual" about assessing the ultimate punishment for a gruesome murder, whether the perpetrator is an adult or a juvenile, they argue. Nancy Arias, whose sister, Patricia Baeuerlen, was killed by a 16-year-old boy, says: "[Patricia] was begging for her life. She was crying, telling him that she had kids. The only cruel and unusual punishment in this case was the...brutal way that he killed her."
Proponents reject the argument that the brain is not fully developed in juveniles so they should be held less responsible for their actions. Even with brains not fully developed, there is "little room for doubt that at least some adolescent killers most assuredly have the mental and emotional wherewithal to plot, kill and cover up in cold blood," argues Alabama Attorney General Troy King in a brief in Roper v. Simmons. "They should not evade full responsibility for their actions by the serendipity of chronological age," he continues.
Supporters accuse critics of misrepresenting recent brain studies to further their anti-death penalty agendas. "There is science, and then there is junk science," says Dianne Clements, president of victims' rights group Justice for All. "This is an effort by those in the scientific community who oppose the death penalty to use science to argue their position."
Supporters also say that knowing they could be put to death for murder serves as a very strong deterrent to juveniles. According to Mitch Brim, a Los Angeles lawyer for Justice for All, Simmons "told his friends he could get away with it because of his age." Brim adds, "If he knew he was going to receive the ultimate punishment, an innocent woman would be alive today. We need to send a message to juveniles who understand right from wrong and the consequences of their actions. They better think twice or they'll pay the ultimate price."
Supporters also criticize the notion of basing the constitutionality of the juvenile death penalty on whether there is an evolving national consensus against it. Justice for All claims that the Supreme Court's determination of evolving standards is arbitrary and subjective because no set guidelines exist on which to base their decision. Rather, supporters say, the decision should be left to juries. "Juries have an amazing ability to distinguish between horrible acts of murder and immaturity," Joshua Marquis, Oregon district attorney, asserts.
Finally, some supporters point out that in considering the death penalty, courts and juries must make their determination on an individual basis, with consideration of each crime and all the mitigating factors in the crime. In considering juvenile offenders as a group based on age, such individual consideration is lost, they assert. "Instead of grouping juveniles together as a class and drawing a bright line rule based on age, this court should look at juveniles individually and respect them as human beings with unique characteristics, life experiences, personal responsibilities and moral blameworthiness," Justice for All contends in a brief for Roper v. Simmons.
Supreme Court to Determine the Future of Juvenile Executions
Opinion polls show that much of the public is opposed to the juvenile death penalty, even among those who support the death penalty in general. In a 2002 Gallup poll, while 72% of respondents said they favored the death penalty, 69% said they were opposed to sentencing juveniles to death. And, states are increasingly taking action on their own against the juvenile death penalty. Wyoming and South Dakota both abolished the juvenile death penalty in 2004, and eight other states are currently considering such legislation.
However, the fate of juvenile executions in large part rests with the Supreme Court's upcoming decision in Roper v. Simmons. In a separate concurring opinion in the 1989 Stanford decision, Justice Sandra Day O'Conner wrote, "The day may come when there is such general legislative rejection of the execution of 16- or 17-year-old capital murderers that a clear national consensus can be said to have developed. Because I do not believe that day has yet arrived, I concur." Whether that day has finally come is once again up to the Supreme Court to determine.
-------------------------------------------------------------
There are faxes for this order.

Paper #1

These are research papers, not personal reflections or opinion essays and must be at least 1800 words in length. At least three sources must be used and cited properly. One source has to be from the websites Christian Classics Ethereal Library or The Vatican.

Topics with resources online:

Christian Classics Ethereal Library: www.ccel.org
The Vatican: www.vatican.va

The topic I want to talk about is below:
Give a history of the Catholic Church on the death penalty and note how it has changed over time.

Each student will write an 8 - 10 page typed double-spaced position or issue paper on the juvenile death penalty. Write a description of the issue, discussing both sides of the issue, and close by stating their reasoned position on the issue. The paper must include at least 10 scholarly sources and must be in APA style. It is a good idea to develop an outline of your project that serves as a project guide.
The paper will demonstrate their critical thinking abilities by presenting both sides of an issue and developing a position on the issue. The paper should represent the best professional writing and work. As such, the focus should pay careful attention to paragraphing, sentence structure, quotation conventions, spelling, appropriate citation and other aspects of grammar.

The paper just has to be original,cited and in APA format. Nothing special for the paper. Once again the topic for the paper is "What role does race play in the death penalty"

Analysis of the argument in the supplement text: Taking Side, Issue 14 "Should the Death Penalty Be Abolished?"
"No", By Ernest Van de Haag

1) state the argument clearly, 2)Analyze the strengths and weaknesses of the argument, and 3) conclude with your reasons for agreeing or disagreeing with the stated argument

( all cited quotes need to include the page #'s, along with a bibliography page)
There are faxes for this order.

Hello,
This is the intro of my paper that I have sent to my english teacher. At the very end will also paste some info from my teacher on how to write this paper.
Thank you.
----Peter
For the final exam I chose a topic: ?Capital Punishment?. My stand on this will be a disagreement based on three factors. Capital punishment is a wrong doing for other humans. Death is not a justice and we as human beings do not have the power to judge if another human could live or die. People who murder others are criminals and society should not follow their steps. First, I will base my writing on Gardner C. Hanks book ?Against the Death Penalty? who shows that death penalty is more harmful rather than helpful. He is drawing his opinion using Old and New Testament readings as well as using secular arguments. He demonstrates through research data that the death penalty is an ineffective crime-fighting tool. Second, I will use the movie ?The life of David Gale?. In this movie Capital Punishment is shown as a killing of people whose crimes were not completely proven until after they died and in many cases they were found innocent after it was too lat to bring them to life. Third, I will use disagreement with Death penalty from Human Rights stand. For this I will use internet for my research. I did not do my final search on the web yet but I will include one link that I will definitely use in my paper http://www.derechos.org/dp/. Death Penalty is not a right punishment for people who commit their crimes. Criminals, should trough the continuation of their living suffer the consequence. There is no suffering after death that should be paid for during the living.
----------------------------------------------------
Here is a list of characteristics that make for an excellent paper. No document is perfect, but you should strive to fulfill as many of the following criteria as you possibly can.



Content



? Paper is right length.

? It is a PERSUASIVE and not an informational paper. I am arguing an opinion that I believe in strongly. It is a point of view that someone else could disagree with.

? Major points are stated clearly and are supported by specific details, examples, or analysis drawn from the research sources.



Organization



? The paper has a structure that is clear, logical, and easy to follow.

? The introduction provides sufficient background on the topic and previews major points. There is a strong thesis sentence that summarizes and previews the argument or information to follow.

? The conclusion is logical, flows from the body of the paper, and reviews the major points.

? Transitions between sentences, paragraphs, and sections aid in maintaining the flow of thought.



Grammar and Mechanics



? Citations of original works within the body of the paper follow MLA guidelines when necessary.

? There is a Works Cited page

? Rules of grammar, usage, and punctuation are followed---especially those we have covered in class (eg. No comma splices, fragments, unnecessary commas, etc)

? Sentences are complete, clear, concise, and varied.

? Spelling is correct. Use your spell checker.

First, let me say that the source materials should be quoted verbatim. For example:
"As John XYZ says, "...................." (XYZ, John, book xyz, page 123.)



This research paper is about capital punishment, and about the "Vedic" (or Hindu) perspective on it. HOWEVER, I will take care of the Vedic perspective. What I need, however, is the American/Western point of view on the issue:

1/ Brief history of capital punishment in Europe, Asia, Africa, and the United States. Some statistics would be good, if not too difficult to obtain.


3/ The common arguments in defense of Capital punishment.
This is philosophical/ethical.
.

4/ The common arguments in opposition to Capital punishment.
This is also philosophical/ethical.

5/ A case study of the most famous/one of the most famous cases of capital punishment in U.S history. A summary is good.



Below is my instructor's guidelines for the paper:
1. Identify a criminal justice topic/issue that has ethical implications. It can be current or historical. Be specific when describing the issue.

2. Analyze the topic, researching its origin, history, impact on people and/or society, and the criminal justice justification.

3. Present the justifications for how/why the criminal justice system has dealt with your topic.

4. Draw a conclusion regarding whether or not you believe the criminal justice system has handled the issue in an ethical way. Why or why not?









I will take care of the second half of the paper, namely the reincarnation/Vedic issue.

Thank you.

I would like you to write an argumentive paper on capital punishment.I would like you to be pro death penalty. Give reasons why society is for the death penalty.Also include a brief paragraph arguing for the death penalty to show both sides.