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Death Penalty And Capital Punishmentthe Use Of Capital Punishment College Application Essay Help Online

Capitol Punishment

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Capital PunishmentThe use of capital punishment has been a permanent fixture in society since the earliest civilizations and continues to be used as a form of punishment in countries today. It has been used for various crimes ranging from the desertion of soldiers during wartime to the more heinous crimes of serial killers. However, the mere fact that this brutal form of punishment and revenge has been the policy of many nations in the past does not subsequently warrant its implementation in today”s society. The death penalty is morally and socially unethical, should be construed as cruel and unusual punishment since it is both discriminatory and arbitrary, has no proof of acting as a deterrent, and risks the atrocious and unacceptable injustice of executing innocent people. As long as capital punishment exists in our society it will continue to spark the injustice which it has failed to curb. Capital punishment is immoral and unethical. It does not matter who does the killing because when a life is taken by another it is always wrong. By killing a human being the state lessens the value of life and actually contributes to the growing sentiment in today”s society that certain individuals are worth more than others. When the value of life is lessened under certain circumstances such as the life of a murderer, what is stopping others from creating their own circumstances for the value of one”s life such as race, class, religion, and economics. Immanual Kant, a great philosopher of ethics, came up with the Categorical Imperative, which is a universal command or rule that states that society and individuals “must act in such a way that you can will that your actions become a universal law for all to follow” (Palmer 265). There must be some set of moral and ethical standards that even the government can not supersede, otherwise how can the state expect its citizens not to follow its own example. Those who support the death penalty believe, or claim to believe, that capital punishment is morally and ethically acceptable. The bulk of their evidence comes from the Old Testament which actually recommends the use of capital punishment for a number of crimes. Others also quote the Sixth Commandment which, in the original Hebrew reads, “Thou Shall Not Commit Murder.” However, these literal interpretations of selected passages from the Bible which are often quoted out of context corrupt the compassionate attitude of Judaism and Christianity, which clearly focuses on redemption and forgiveness, and urges humane and effective ways of dealing with crime and violence. Those who use the Bible to support the death penalty are by themselves since almost all religious groups in the United States regard executions as immoral. They include, American Baptist Churches USA, American Jewish Congress, California Catholic Council, Christian reformed Church, Episcopal Church, Lutheran Church in America, Mennonite General Conference, National Council of Churches of Christ in the USA, Northern Ecumenical Council, Presbyterian Church (USA), Reformed Church of America, Southern California Ecumenical Council, Unitarian/Universalist Association, United Church of Christ, and the United Methodist Church (Death Penalty Focus). Those that argue that the death penalty is ethical state that former great leaders and thinkers such as George Washington, Thomas Jefferson, Benjamin Franklin, Kant, Locke, Hobbes, Rousseau, Montesquieu, and Mill all supported it (Koch 324). However, Washington and Jefferson, two former presidents and admired men, both supported slavery as well. Surely, the advice of someone who clearly demonstrated a total disregard for the value of human life cannot be considered in such an argument as capital punishment. In regard to the philosophers, Immanuel Kant, a great ethical philosopher stated that the motives behind actions determine whether something is moral or immoral (Palmer 271). The motives behind the death penalty, which revolve around revenge and the “frustration and rage of people who see that the government is not coping with violent crime,” are not of good will, thereby making capital punishment immoral according to ethical philosophy (Bruck 329). The question of whether executions are a “cruel” form of punishment may no longer be an argument against capital punishment now that it can be done with lethal injections, but it is still very “unusual” in that it only applies to a select number of individuals making the death penalty completely discriminatory and arbitrary. After years of watching the ineffectiveness of determining who should be put to death, the Supreme Court in the1972 Furman v. Georgia decision “invalidated all existing death sentence statues as violative of the Eighth Amendment”s ban on cruel and unusual punishment and thus depopulated state death rows of 629 occupants” (Berger 352). This decision was reached not because it was believed that the death penalty was intrinsically cruel and unusual but because, as Justice Stewart put it, the “death penalty as actually applied was unconstitutionally arbitrary” (Berger 353). Local politics, money, race, and where the crime is committed can often play a more decisive role in sentencing someone to death than the actual facts of the crime. According to Amnesty International, the “death penalty is a lethal lottery: just one out of every one hundred people arrested for murder is actually executed” (Death Penalty Focus). In regards to racial discrimination in sentencing, it has been found that “racial bias focuses primarily on the race of the victim, not the defendant” (Berger 355). Only 31 out of the more than 15, 000 recorded executions in this country have been of white defendants convicted of killing black victims, while black defendants convicted of raping white women were commonly sentenced to death (Death Penalty Focus). Stephen Nathanson, a professor of philosophy at Northwestern University addresses the problems of discrimination and randomness best by saying, “as long as racial, class, religious, and economic bias continue to be important determinants of who is executed, the death penalty will continue to create and perpetuate injustice” (Nathanson 346). Proponents of capital punishment believe that the argument that the death penalty is discriminatory and arbitrary does not give support to the abolition of capital punishment, but rather to the extension of it. Edward Koch, the former mayor of New York from 1978 to 1989 and death penalty supporter, states that the discriminatory manner of the death penalty “no longer seems to be the problem it once was,” yet in 1987, the Supreme Court case of McCleskey v. Kemp established that in Georgia someone who kills a white person is four times more likely to be sentenced to death than someone who kills a black person (Death Penalty Focus). In response


Henry Reeds Speech And Graduation Ceremony essay help for free: essay help for free

Cars and Literature

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It wasnt until her, her family, and friend Bailey were walking up the hill to the school, when she started to feel the pressure of the moment. At the graduation ceremony everything was going smooth, until the principals speech left her in doubt of bad news coming. She was right, moments later two white gentlemen took over the stage and the speakers post. The man speaking was Mr. Eduard Donleavy, who was running for election and took the graduation ceremony as a great opportunity for him to introduce his plans for the future. The author described his speech as ignorant, self-centered, and humiliating. Suddenly her dream of having a wonderful graduation disappeared. The ceremony turned to a nightmare of forced listening to a speech full of statements that she believed and hoped were avoidable. The speaker, in less obvious way, talked about the Negroes, how they are meant to be farmers, maids, handymen, and washerwomen, and no matter what education they get, that is the prewritten destiny. She started believing that she is not strong enough to run against the wall. His speech has finally come to an end. He left the room with the same confidence as he has entered. The author, the graduates, as well as the rest of the audience who were black, were left with mixed thoughts but mostly full of hate and humiliation.


The time for Henry Reeds speech has come. Henry was author best friend from school. As the class valedictorian, he and his teacher prepared a speech called “To Be or Not To Be”. But Henry, while being just a child, was already well educated and mentally grown up young man. So instead of making his speech for the audience, he turned his face to the graduates and started to sing the Negro National Anthem. Soon all the graduates joined him, as well as most of the audience. For the author it was a great moment, a come back from the darkness. She felt the spirit in the room; she felt that no matter what people tell her to do; she could make a difference. She realizes that the life is bigger than just the school community; she identified herself as a member of a bigger community, the Negro race. At last, she felt great about herself again.


Person Of Great Strength And Essay Achilles computer science essay help

Achilles: A Hero No More

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ACHILLES: A HERO NO MORE

In the introduction of the Essential Illiad given by Sheila Murnaghan, Achilles is labeled as “the greatest of the Greek heroes”. In classic mythology a hero is a person of great strength and courage celebrated for bold exploits and is often the offspring of a mortal and a god. Achilles was the greatest fighter among the Greeks or Trojans and feared no man in battle. He was also the offspring of a mortal and a god so by classic mythology definition, Achilles was indeed a hero. A hero is defined by the present day Websters Dictionary as: “one who inspires through manners and actions; an individual who leads through personal example and accomplishments requiring bravery, skill, determination, and other admirable qualities.” Achilles, in no manner, fits this definition. By contemporary standards, he is instead a pathetic villain. Aside from being a kidnapper, rapist and murderer, Achilles proves to be emotionally weak, selfish, and malicious. Many times throughout the Illiad, Achilles is also referred to as “godlike”. The gods of Greek mythology were subject to the same emotions and character flaws as humans, and though privileged to some foresight, the gods had similar mental capacities as humans. What really set the gods apart were their powers (controlling the elements, changing their appearance, etc.), great strength, and immortality. Because of his great strength and apparent invincibility, it is easy to see why Achilles would be called “godlike”. In the context, such a reference applies to physical stature and not character. In the Judeo-Christian world, God is all knowing, all powerful, and nothing short of perfect. To a Christian, “godlike” would imply perfection of character and would have nothing to do with ones physical stature, and therefore would not apply to Achilles.


Achilles was beyond emotionally weak. He was a whiner, he had a famous temper, he was spiteful, ungrateful, greedy, unreasonable, selfish, arrogant, and disrespectful. During the initial confrontation with Agamemnon, Achilles slams the sacred golden scepter to the ground and just before doing so, refers to himself as the “best Greek of all”. At many other times in the story, Achilles calls himself the “greatest” or the “best” and he never takes advice from the elders or his dearest friends. This shows just how arrogant and disrespectful he really was. At the beginning of the story, Agamemnon takes Briseis from Achilles and not until book 18 does he finally stop crying about it. During that entire time, Achilles’ justification for wallowing in self-pity is that he has been “dishonored”. This argument becomes null and void when Agamemnon offers lavish compensation for the affront. In addition to returning Briseis, Agamemnon offers Achilles seven unfired tripods, ten gold bars, twenty burnished cauldrons, a dozen horses, seven beautiful women from Lesbos, twenty Trojan women, his daughters’ hand in marriage along with a rich dowry, and the ownership of seven populous cities. Any reasonable person would have taken the offer but not prideful, bitter Achilles. Instead he continues on with the same old rhetoric and refuses to fight. As if standing idly by while his countrymen were being killed was not enough, Achilles has his mother call in a favor to Zeus asking him to help the Trojans so that even more Greeks would die during his absence. Not only did he abandon his comrades, he actually prayed for them to die because his pride had been hurt.


In addition to the previously mentioned character


Personality Style And Main Reasons compare and contrast essay help: compare and contrast essay help

Acts of Bravery

Acts of Bravery

For my third essay, I choose to write about chapter 10 titled dream. When I read through this chapter, I really felt comfortable with my major, and it let me find out a few things about my personality style. When I refereed back to chapter 3 to do the personality inventory, my final results really described my personality. My personality types were visual/spatial and body/ kinesthetic. One of the main reasons why I choose to be a history teacher, is because I love to observe maps and learn about natural regions. Also I am very fascinated by ancient civilizations and the way things have played out in our history. Visual spatial also says that I would know my way through my house, which is true. Body/kinesthetic is learning through body sensation, moving around a lot, enjoying work involving the hands, and is graced with some athletic ability. I myself am very good with my hands, I love to build things with tools. If teaching doesn’t work out for me, my safety net is Carpentry. I have build many things around my house, such as 2 beverage bars, a fireplace mantle, I remodeled the basement, installed many decorative molding, and I build a tool shed from scratch. I move around somewhat, and the only sports I feel I am graced with is baseball and tennis.


Besides learning my personality styles, this chapter asked me a lot of questions about


Gas Industry Operation And Petroleum Products essay help tips

Oil and Gas Industry Operation and Markets

Oil and Gas industry operation and markets1. And this course is about one of the largest and most economically important industries in the world, the oil and gas industry. The scope of the oil and gas industry is huge. It not only includes businesses that explore for, produce, refine, transport, and sell oil and gas, but also a multitude of service companies that support these activities and transactions2. The economic importance of the oil and gas industry is even more vast than its scope. Changes in the price of natural gas, crude oil, and petroleum products affect not only fuel prices, but electricity prices, food prices, prices of all sorts of manufactured goods. And thus job markets, international balances of trade, and nations gross domestic products. 3. I hope youll join me in learning about this industry which is so vital to the operation of modern society. You need to know more about the oil and gas industry if you are seeking a job, or have a job, in the energy industry, or a decision maker whose business or policy decisions are affected by the industry or simply want to be an informed citizen. You also need to know more about the oil and gas industry if you work in national security, in financial markets, or in international development and relations. 4. Finally, if you study economics, business, geography, public policy, environmental sciences, or one of many more disciplines that pertain to human activities, this course is also of value. The course will explore the two major components of the oil and gas industry. Operations and markets. In the operations module, you will learn about the core activities that the industry executes to bring natural gas and petroleum products to market. We will look at the the exploration and production of oil and gas, the processing and refining of the oil and gas into useable fuels and other valuable commodities, and finally the transport of oil, gas and petroleum products from wells, to refineries, to retail outlets. 5. In the second module, the course shifts to the markets that drive oil and gas industry operations. You will learn about the various costs of the core oil and gas industry activities, the factors that determine the prices that oil, gas and petroleum products sell for, and the effect that the amount of oil and gas remaining in the ground has on the future viability of individual companies to the industry as a whole. So thats the course in a nutshell. Throughout the course, your knowledge will be tested, but you will also have the opportunity to contribute to one or more research projects focusing on industry activities, oil and gas prices, and worldwide markets. We have an international audience and experts in many different fields. So please take the opportunity to learn from each other. Lets get started.


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