Death Penalty Essays (504 words) - Capital Punishment, Penology

Death Penalty Essays (504 words) - Capital Punishment, Penology Death Penalty A Time to Play God In national news today, a black man from southern Texas was killed today. He was brutally beaten and than roped to the back of a pick-up and dragged to his death. This isnt all too uncommon to hear in todays news and if anything I think that we have grown numb and gotten use to hearing things of this nature. I dont think that crimes are getting more gruesome, but it does seem that they are becoming more frequent. Either way whether or not they are becoming more frequent there is no cure for the problem. There have been plenty of talks in the recent presidential debates about the death penalty, and many discussions of George Bushes fancy for it and in many cases I just have to agree. In my personal opinion if you are bold and brave enough to take someones life than you should be bold and brave enough to give up your own. To those who stand against it I ask Why? For some its a religious issue, I have heard the phrase, Well, no one has the right to play god. Which is fine if thats what you believe and there is nothing wrong with that, but personally I dont buy into the whole religion thing, I am not a holy man, I have found nothing in my short 18 years here on this planet to prove to me there is a god. I have seen no evidence and Im not one of blind faith, which is what were supposed to have, but that is an entirely different subject. Others say, Well, an innocent man could be killed. The way our government works there are plenty of appeals before the man is put to death that if he was innocent Im sure that he could get off, the odds of that happening seem to be slim. But it may be possible that the death penalty may be going in the wrong direction, now this is just a theory that I have. Drug dealers for example are out on the street starting gang wars and basically running around and shooting each other. These people arent afraid to die so when the death penalty is threatened to them, theyre not going to think twise, its just like a walk down the street for them. Now, what if we went after the people that were afraid to die, like the bankers that launder the money. Some say it may be harsh, but after a few examples are set I think that there might be a dramatic change. I personally dont think that having the death penalty will drastically lower the crime rate, but I do think it is a necessary evil. The drug dealers, the terrorists and the rapists are all watching we might as well show them that the government isnt going to slap them on the wrist and that we can be as tough as they think they are.

A Comparison of the Bandar and Cowboy Star Restaurant Butcher Restauant

A Comparison of the Bandar and Cowboy Star Restaurant & Butcher Restauant The Bandar and Cowboy star restaurant butcher restaurants compare by both restaurants serving cuisine that is natural and conventional based rather than fast foods. In regard to this, both serve fresh livestock meat and seafood. Also, both restaurants have incorporated wine in their menu which is optional for customers and a separate room exclusive for alcoholic drinks for interested customers (Bandar Persian Prime Restaurant, 2018). On the other hand, they differ by offering more specified and diversified meals; Bandar incorporates vegetables in their meals while Cowboy focuses more on meat products for their customers (Cowboy Star Restaurant and Butcher Shop, 2018). What positively influences both restaurants towards attracting and retaining their customers is the quality of their products. Considering they offer natural foods is a great motivation especially towards the customers who prefer organic foods. Additionally, there is the incorporation of vegetables upon request which caters well for the vegetarians since not all customers prefer meals based on meat products. Similarly, both restaurants offer meat products which can be considered as a negative influencer to the customers who totally disregard meat products and its association. Owing to this, there are customers who can entirely avoid the restaurants on the basis of animal product association. Additionally, seafood presents a mixture of reactions among customers; it is the most favorite to some while others disregard it but are comfortable with other livestock products. Furthermore, the involvement of alcoholic drinks in the form of wine or beer is not perceived positively by all customers despite being optional and may discourage potential clients of different faith/religion. Depending on the nature of customer, this may, therefore, act as a drawback.

How would you reconcile one strand of the literature which says that Essay

How would you reconcile one strand of the literature which says that culture is a unifying force in organisations with another s - Essay Example A crucial driving force for sustainable organisational development is cultural diversity based on employees from different societies and ways of life. â€Å"By valuing cultural diversity, organisations can prevent segregation and fundamentalism, and promote innovation† (Bhattacharya, 2010, p.86) and creativity. Further, diversity is a key human resource strategy; hence, organisations comply with legislation and also drive business success through selection and retention of talent. Organisational agility built on stability and reconfigurability helps businesses to effectively and rapidly respond to increasingly dynamic environments caused by technological, political, and economic change. As opposed to strong unitary cultures, the emergence of organisational subcultures with similar values as the dominant culture, has been found to increase the functional agility of firms (Boisnier & Chatman, 2002). Similarly, countercultures with a pattern of values and philosophy rejecting tho se of the organisation (Schermerhorn, 2006) serve to increase corporate creative diversity. Thesis Statement: The purpose of this paper is to correlate two approaches; one which views culture as a unifying force in organisations, and the other which values organisational subcultures and countercultures as a source of creative diversity. Organisational Culture Promotes and Unifies Diversity To encourage cultural diversity, it is essential for organisations to endorse culture as the set of spiritual, material, intellectual and emotional characteristics of a social group. Culture includes social mores, value systems, traditions and beliefs. It creates identity, social unity, and a knowledge-based economy. The diversity of cultures in an organisation should be respected through mutual tolerance, communication and cooperation. This is possible through ensuring an organisational environment of reciprocal trust, understanding, solidarity, and intercultural exchanges. Efficient management o f a diverse workforce and pooling of their collective efforts, leads to increased creativity, organisational proficiency and competitiveness. Cultural diversity expands the range of options available for each employee, and promotes organisational development through economic growth. Bhattacharya (2010) supports this view, and observes that cultural diversity promotes â€Å"a more satisfactory intellectual, emotional, moral, and spiritual existence† (p.86) for all members. On the other hand, diversity does not necessarily result in increased organisational effectiveness. Although it is widely acknowledged that cultural diversity leads to several potential benefits to an organisation, it would be necessary to pursue those benefits to realize them. Additionally, â€Å"the challenges presented by diversity may negatively impact organisational performance unless properly managed† (Trefry, 2006, p.568). With globalisation, increasing communication and information technology, various organisations grow into world-wide networks, or establish units spanning multiple nations. Kellner (2002) theorizes the globalisation process as ‘cultural homogenization’ employing the transmission of capital, commodities,

Why did he write this Essay Example | Topics and Well Written Essays - 500 words

Why did he write this - Essay Example He does not necessarily write this essay simply to drum into its reader the importance of reading, which has been done many times and in many different ways, but to explore how reading shaped and morphed his life, and use this exploration to examine how people go about reading and what reading can be more generally, and hopefully, to have the reader examine their relationship to reading. â€Å"The Lonely, Good Company of Books† takes on almost a narrative format, outlining the different stages of his life in terms of what readings he did and how he interpreted readings. He starts by talking about his upbringing, about how his parents interacted with their reading and how that affected him. He said that his parents read nothing more substantive than a recipe or a pamphlet, and believed that reading should be kept to a bare minimum, only extract the important information you need and then stop (Rodriguez). He then moves on to explain the next step in his relationship with reading, and the influences on it. One of the major influences with reading was his mother, as mentioned before. When Rodriguez wanted to be a writer, his mother advised him not to, saying that it would be a foolish financial decision (Rodriguez). But there were counterinfluences going against the influence his parents put on him, like an Old Nun who encouraged him to read, telling him that th rough reading he could access new characters and experiences that he never would have been able to imagine or live himself. This narrative framework, talking about his relationship with reading from a young age as well as the influences who affected his relationship with reading, helps force anyone who reads â€Å"The Lonely, Good Company of Books† to examine the own parallel happenings in their life. Everyone conceives of their own life in a narrative form, understanding how they

Document Quality :: GCSE Chemistry Coursework Investigation

Document Quality Measuring the rate of reaction, when dilute sodium thiosulphate solution and dilute hydrochloric acid are mixed. Hypothesis: I predict that the higher the concentration of sodium thiosulphate, the faster the rate of reaction. Aim: In this experiment I intend to test the collision theory. My aim is to see if the concentration of sodium thiosulphate will affect the rate of reaction. Introduction: In this experiment I will vary the concentration of sodium thiosulphate to measure the rates of reaction. I will be mixing different concentrations of sodium thiosulphate with hydrochloric acid, the collision theory says the reaction time will alter; this is what I will be testing. The collision theory tells us that the larger the surface area, the faster the reaction. So the higher the concentration the more atoms there are to react. There are 4 things that affect the rate of reaction, concentration, surface area, catalysts and temperature. Concentration can affect the rate of reaction by increasing atoms to collide with each other. The more atoms there are to collide, the faster the rate of reaction. In reactions where gases are involved, if you increase the pressure the particles will move closer together. The smaller the space in the container, collisions are more likely to occur. If the concentration is weaker, this means there are fewer atoms to collide. If an object has a large surface area, the reaction rate will increase as there is more surface area for the atoms to collide. I hypothesis that the more surface area there is the more space there is for the particles to react. Catalysts change the rate of chemical reactions but are not used up in the reaction. Examples of catalysts are enzymes, clay, and hydrogen peroxide. These all speed up certain chemical reactions. Enzymes are found in the human body, they are there to break down food and make digestion time shorter. Enzymes can also be found in washing powder, to break down food stains on clothes. Temperature can affect the rate of reaction to a great extent because particles vibrate more at higher temperatures. The more they vibrate the more chance there is that they will collide with another particle, thus causing the rate of reaction to increase. In a chemical reaction, the reactants collide with each other. Pressure This diagram shows us that the more pressure there is the more likely it is that the particles will collide. High pressure Low pressure More collisions as the particles are closer together Not many collisions Marble in dilute hydrochloric acid This diagram shows us that surface area does have an effect on the rate of reaction. 1 Large marble cube Marble cube split into 6 pieces In the experiment I carry out, I will change the concentration and see

Applied Definition: Virtue Ethics Essay

1. In what ways did the historical context from which virtue ethics emerged shape its basic principles? Presocratics, regarded as the first philosophers, brought the term logos to philosophy (literal translation: ‘word’; also denotes ‘logic’, ‘argument’, ‘reason’. Aristotle’s concept of Virtue Ethics regards humans as rational animals, implying that ‘logos’ is purely a human trait. Known as Plato’s most gifted student, Aristotle disagreed with his teacher’s view that the â€Å"essence of reality lies in some abstract world of Forms or Ideas† (Brannigan, 2005:60). Aristotle’s point of view directly contrasts his teacher’s, stating that the â€Å"source of meaning comes from concrete, physical reality† (Brannigan, 2005:60). This direct contrast with Plato leads to Aristotle opening his own school, which he called the Lyceum. Aristotle’s Nichomachean Ethics is his literary formation of his ethical theories. Aristotle believes that ethics originate from real world experiences, that there is not a set of rules to apply to life that will mold us into ethical beings, but rather the â€Å"individual exists in relationship with others† (Brannigan, 2005:61). Thus, ethics is based upon how the individuals relate to each other and the cultivation of good character. How do we cultivate good character? Aristotle states we must fulfill our human nature. He tells us that all things existing in nature have their own specific end purpose, which he refers to as telos (Greek term for specific end). For example, an apple seed’s telos would be to grow into an apple tree and produce apples. Aristotle tells us that only humans are capable of using logos as a form of thought, and that all humans are, by nature, rational animals. Therefore, the human’s end purpose is to â€Å"fulfill our human nature as rational animals by properly exercising our reason† and he also asserts that, â€Å"only in this way can we be genuinely happy† (Brannigan, 2005:62). Furthermore, Aristotle states that all humans have one end goal – eudaimonia (Greek for happiness), and that happiness is an â€Å"intrinsic good†. Intrinsic good means that we seek happiness for the sake of being happy, and we do not seek happiness to obtain something else. In contrast, instrumental good are steps we take to achieve this intrinsic and ultimate good of happiness. For example, students take college courses to fulfill a requirement, gain understanding, and so on. Regardless of the reason, ultimately students take courses to achieve something, with another goal in mind, thus making it an instrumental good. All goods are instrumental, except happiness. Human excellence and telos can be acquired, â€Å"only when we realize our true natures as rational animals, when we properly exercise our reason throughout our lives† (Brannigan, 2005:62). Aristotle terms human excellence with a new name – virtue; genuine happiness is to live virtuously, and only by living virtuously can we attain happiness, and living virtuously requires making a habit of practicing virtue to cultivate good character. Therefore only those with good character can be truly happy. To live virtuously, we must avoid extremes and maintain a balance, which Aristotle terms as the â€Å"golden mean†. The â€Å"golden mean† is the balance between the extremes, and we must use rational thinking and reasoning in a balanced fashion. He distinguished two types of virtues: intellectual and moral. Intellectual virtues require us to use out reason in two ways, one practical and one philosophical. First, â€Å"we reason in order to live practically in our day-to-day lives, which requires us to live sensibly through practical reason† (Brannigan, 2005:64), which Aristotle terms phronesis. Second, â€Å"we reason for the purpose of discovering higher truths†¦ so that we may contemplate higher, more theoretical truths and principles such as the idea of the Good† (Brannigan, 2005:64). Moral virtues (which Aristotle termed ethike) focus on our behavior and how we live our lives, and are the focus of Aristotle’s ethics. Aristotle’s belief was that moral virtues only came about with habitual practice, the Greek word for habit is ethos, which shows the link with ethics. In conclusion, a summary of Aristotle’s ethical beliefs: the goal/aim is to cultivate good character, which can be achieved only through habitual practice of virtue (intellectual and moral), which will create the condition of virtue, thus making us virtuous persons. Repeated actions lead to a condition, which makes an action distinct from a condition, therefore meaning one virtuous act does not make a person virtuous. Rather, acts of virtue must be an ethos(or habit), so that virtuous acts become a sort of second-nature. These repeated acts of virtuous ethos lead to the condition of virtue, and the condition of virtue = good character, and vice versa. Since acts of virtue are not acts of virtue unless logic, reason, and rationalization are utilized to find the â€Å"golden mean† between two possible extremes, one cannot achieve their telos and/or ultimately the condition of happiness, without finding balance in every decision that presents itself and then acting upon this balanced decision. This creates the assumption of a natural link between who we are and what we do, between being and doing. However, doing the right thing simply because you are following a rule or guideline does not make a virtuous person, thus placing the emphasis of Aristotle’s ethics on being rather than doing, meaning that an honest person will tell the truth because this person’s character/being is honest. The reverse of this would be a dishonest person will be dishonest, or a dishonest person will tell the truth because societal rules/guidelines say it’s the virtuous decision – either way, a dishonest person’s being and character is still dishonest, regardless of whether this person tells the truth or not – one act of virtue does not equal a virtuous person. â€Å"Virtue then is a state of deliberate moral purpose, consisting in a mean relative to ourselves, the mean being determined by reason, or as a prudent man would determine it. † (Brannigan, 2005:88) 2. What would virtue ethics suggest should be done in response to the dilemma of the school child who was made to turn his shirt inside out? Why? Virtue ethics really focuses on â€Å"the golden mean†, which is achieved through rational and logical thinking. By avoiding extremes habitually when making decisions, â€Å"the golden mean† can be achieved, leading to a virtuous person, and ultimately happiness and telos; this is the only way to truly achieve the ultimate goal of happiness and virtue. Blindly following rules, without rationalization and an effort to avoid extremes, does not make a virtuous person or achieve â€Å"the golden mean†. Thus, being virtuous leads to virtuous and ethical actions, but not vice versa. In the case of the principal, a virtue ethicist would argue that the principal was merely following a rule, therefore the action was not virtuous. However, the principal also exhibited balance between extremes, by making the child turn the shirt inside out behind a tree; the principal could have made an extreme choice by either ignoring the child’s shirt (and the rule in place) and letting him/her wear this shirt through the rest of the school day (deficit), or by sending the child home for the day (or longer) as punishment for wearing a shirt that breaks the dress code. When you look at the parents actions and choices from a virtue ethicist’s point of view, they have missed â€Å"the golden mean† when making decisions. In regards to the choice of dressing their child in a University of Michigan shirt, a virtue ethicist would state that this decision showed ignorance (since they were provided with a student handbook, which has dress code guidelines), but only if they neglected to read rules that they were provided with. If they simply weren’t provided with such rules, they still exhibited ignorance, but not because of being ignorant. If they read these rules and opted not to follow them because they did not agree, then they should be applauded for not blindly following rules for the sake of following them. However, the decision to send their child to school in a shirt that breaks the rules could be argued as a balanced decision. The deficit decision would be sending the child in all Oklahoma college apparel, just to stay within the guidelines; the extreme would be sending their child in a completed University of Michigan football uniform. It is clear that the parents miss finding the â€Å"golden mean† when deciding how to express their feelings about the rule, by going to the extreme and bringing it to the media’s attention (they could have met with school boards, or even the principal, to try to compromise). They also are on the extreme side of things when they accept gifts from the university (who surely appreciated the attention brought by the media). 3. Using your own personal ethical beliefs, in what ways do you agree or disagree with the decision and the reasoning used to reach the decision in the above question? I agree with the final statements brought out by taking a virtue ethical perspective, such as the principal making a balanced choice when taking action about the shirt, the parents possibly being ignorant of the rule through personal neglect or neglect from the school, and the choices the parents made following the shirt issue being extreme. However, I do not necessarily agree with how these outcomes were achieved through this view. First, I agree that there is a balance that needs to be achieved (or atleast attempted to be achieved) in most of the decisions and actions we make daily, but I do not thing that non-ethical choices and actions are made because the person’s â€Å"being† is bad. I feel like good people can and do make ignorant, unethical, or bad choices; vice versa being true as well. While I believe that being and doing definitely shape each other, I do not feel that one is formed ultimately by the other. As far as what I feel should have been done in this situation, I agree with the principal’s decision. Maybe the code needs refined a little, but your 5 year old having to turn his/her shirt inside out is a much better option than your 5 year old getting shot because the shirt holds a different meaning to a gang member. In class, it was argued that the University of Michigan’s logo held no meaning to the local gangs, but that does not eliminate the possibility of the logo being mistaken for something else, or even influencing a gang we don’t know about. The possibility that your child’s safety is in question should be plenty enough reason for the parents to, at the very least, complain to the school board instead of the media. The fact that the parents brought the media into the situation, I feel, decreases the credibility of their complaint, especially since they ultimately prospered from the incident and the resulting media attention (game tickets, university apparel, and so on). If the principal had ignored the shirt, let the child wear it throughout the day, and then the child became the victim of gang-related violence because of his shirt, I’m sure the parents would hold a different view-point about the rule – and still end up bringing the issue to the media’s attention.

Writing A Rhetorical Analysis On My Service Learning s...

We ve made it to our fourth stop, the snowy mountain of EWP Outcome #4! The aim of this outcome is to develop flexible strategies for revising, editing, and proofreading writing. I believe that my first and third short assignment, and the second major paper will be able to demonstrate my ability to pull from given feedback by instructor and peers to successfully revise in order to produce effective works. 1. The writing demonstrates substantial and successful revision. After receiving the feedback for my first short assignment, I realized that were a lot of revision that needed to be done. For the first short assignment, I was required to write a rhetorical analysis on my service-learning s organization website. While I did provide a strong claim which was the purpose of the website is to introduce the organization to the community as a well-established agency that helps Asian immigrants with numerous programs, services and advocacy2.The writing responds to substantive issues raised by the instructor and peers, I failed to relate it to the website s usage of rhetorical appeals. In order to produce an effective piece, I decided to revise my work but relating the rhetorical appeals to my original claim, and by providing a more detailed analysis on how they relate. As an example, in my original submission, I only wrote The overall appearance of the website aims to give off an air of professionalism and maturity without providing any further explanati on. After aShow MoreRelatedRhetoric : Rhetoric And Composition5982 Words   |  24 Pagespeople communicating to other people who have an investment in the same issue or topic. This course introduces students to college-level writing and analysis. 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