Sentencing Paper Free Essays

Sentencing Paper Deadrian Williams CJS/ 200 3/3/2013 Bryan Maglicco Six Forms of Punishment Fines are one of the oldest forms of punishment, the use of fines as criminal sanctions suffers from built in inequities and a widespread failure to collect them (Schmalleger, 2011). Fines can deprive offenders of the proceeds of criminal activity, and also promote rehabilitation by enforcing economic responsibility (Schmalleger, 2011). People have to pay fines when they break minor laws, such as driving while intoxicated, reckless driving, disturbing the peace, public drunkenness, and vandalism (Schmalleger, 2011). We will write a custom essay sample on Sentencing Paper or any similar topic only for you Order Now Capital punishment is the death penalty. Capital punishment is the most extreme of all sentencing options (Schmalleger, 2011). Capital punishment is sentenced when someone comments a capital offense. In 2008, for example, a twenty eight year old man was sentenced to death in the atrocious murder of a ten year old girl in what authorities said was an elaborate plan to cannibalize the girls flesh (Schmalleger, 2011). Today, the federal government and 35 of the 50 states permit execution for first degree murder, kidnapping, aggravated rape, the murder of a police or corrections officer, or murder while under a life sentence (Schmalleger, 2011). Probation is another form of punishment. Probation means testing the behavior or abilities. In a legal sense, an offender on probation is ordered to follow certain conditions set forth by the court, often under the supervision of a probation officer (Wikipedia, 2013). Offenders are ordinarily required to refrain from firearms, and may be ordered to remain employed, have a curfew, live in a decent place and not leave the jurisdiction (Wikipedia, 2013). Incarceration is another form of punishment. Jails are shorter lock up centers ran by counties and operated by sheriffs (Cliffnotes. com Types of Sentences, 2013). Usually inmates that are in jail are waiting to go to trial who were unable to make bail, people with misdemeanors, and felons who violated probation (Cliffnotes. com Types of Sentences, 2013). Also people re incarcerated in prisons who are convicted felons. Prisons are operated by the state (Cliffnotes. com Types of Sentences, 2013). Community service is another form of punishment. Community service is paying your debt back to society for the wrong doings that a person does, by doing work that benefits the community (Cliffnotes. com Types of Sentences, 2013). People doing community service clean up highways, cut grass, plant trees and flo wers, and wash away graffiti. People who are punished with community service have a certain amount of hours they must do to complete the community service order. Failure to complete community service can lead to possibly jail time and more fines. Reducing recidivism Recommendations on how to modify the sentencing process would be to look at the record of the defendant and also the severity of the crime when sentencing. If someone has committed a murder or a rape, or kidnapping then they should get the severest sentence possible even if it is their first time because those crimes are against people. Families have been destroyed because of what the person did. Good behavior should not play in the sentencing of these offenders. They did not think about the victims when they committed the crime so the courts should not give them a break because of good behavior. If the sentencing process was stricter and focused more on the offender punishment and not what other people would say and feel about the crime then it would be a lot less crimes. References Cliffnotes. com Types of Sentences. (2013, March 4). Retrieved from Cliffnotes. com: http://m. cliffnotes. com Schmalleger, F. (2011). Criminal Justice Today. Prentice Hall. Wikipedia, (2013). How to cite Sentencing Paper, Essay examples

Native Americans and their Civil Rights free essay sample

While Native Americans lived in different ways, they shared a love for their land. Many Native Americans still speak of the â€Å"mother earth.† Our ancestors were taught to view the land as part of them. For Native Americans the land was not something the people could own, it could not be bought and sold. The cultures of the different tribes respected the land upon which they built their lives. But, who had the rights to the land? History tells us that Native Americans settled on this land many years ago along the Atlantic Ocean. In 1942 strange looking men came upon the island in which the Native Americans called home. We welcomed the men as brothers and shared all that we had to give. The strangers were sailors from Europe. Eventually more Europeans would cross the Atlantic Ocean to settle in the Americas. As the numbers grew there became conflict over who had the right to the North American land. On one hand the Native Americans who did not believe that land, or any other resource should be owned. Instead the Native Americans lived on the land and shared the wealth. But yet the Europeans came to North America in search of land, something to call their own. Today Native Americans fight with the federal government for the right of land, sufficient social, medical and educational services for our tribal members. This tends to be an important issue for us today. In the late 1800s, Native Americans gave most of their land to the federal government in exchange for the promise that they could remain on their reservation land and have their rights upheld. The federal government has not held up their end of the responsibilities to this date. The U.S. government made a legal commitment to the Native Americans when the land was ceded to the United States. This commitment is written in dry ink in treaties, federal law, executive orders, judicial opinions, and international doctrine. The promise in which the U.S. government made to the Native Americans can be divided into three obligations: the protection of Indian lands, the protection of tribal self-governance; and provision of basic social, medical, and educational services for our tribal members. The government has thus far failed to follow through with the promise to uphold these obligations. The U.S. Commission conducted a report on Civil Rights that stated that there was extremely lower funding for critical Indian services, including law enforcement, health care, and education than there is for all other populations of people. Our Native American people are angered that the U.S. government has not been so graciously honest when it comes to something so sacred in their belief system. Many of our tribes are trying to buy back the lands that separate their current reservation sites. The land is important to the many different tribes in the United States and surrounding countries. Chief Weninock stated many decades ago, â€Å"God created the Indian Country, and it was like he spread out a blanket. He put the Indians on it. God created the fish in the river and put deer in the mountains. The creator gave Indians life. As soon as we saw the game and fish we knew they were made for us. For the women, God made roots and berries to gather. The Indians grew and multiplied as a people. When we were created, we were given our land to live on. From that time on this was our right. We had the fish, the game and the berries before the white man came. This was the food on which we lived. We were not brought here from the foreign land. We were put here by the creator.† The Europeans have a different take on the situation though. Europeans thought they had the right to the land. Governor John Winthrop was the leader of the early settlers and he explained, â€Å"The whole earth is the Lord’s garden. He has given it to all his people so that they can increase a nd multiply. The Bible tells us to use the land to support our growing numbers. It tells us to tame the wilderness, to turn empty wasteland into fruitful farmland. The Indians of New England do not plow the land. They do not fence the farm fields. They do not raise cattle or build permanent homes and towns. If we leave the Indians enough land for their needs, we have the right to the rest. There is plenty of land here for both our people to use. With that being said it is the federal government’s duty to uphold their trusts and promises that were made so long ago to our Native people. As American citizens we are not to settle for anything less than what we deserve. It is the combination of rights, responsibilities, and duties that characterizes what it means to be a citizen of a free, democratic society. As a citizen, we are free to exercise our rights. In return we are expected to fulfill certain duties and responsibilities. The Lumbee Tribe of North Carolina has in excess of 55, 000 members that reside primarily in Robeson, Hoke, Cumberland, and Scotland counties. The Lumbee Tribe is the largest tribe in North Carolina, the largest tribe east of the Mississippi River and the ninth largest in the nation. The Lumbee take their name from the Lumbee River, which winds its way through Robeson County, and by which many native members fish and hunt to provide for their families. The Lumbee people have been recognized by the state of North Carolina since 1885. In 1956 a bill was passed by the United States Congress which recognized the Lumbee as Indian, but denied the tribe full status as a federally recognized Indian tribe. Federal recognition for the tribe is currently being sought through federal legislation. This Lumbee Federal Recognition, would give back some of the rights that we have been so diligently refused for so many years. The Lumbees have continuously existed in and around Robeson County since the early part of the eighteenth century. Civil rights are the rights of full citizenship and equality under the law. Did the Civil Rights movement create equal opportunity for All Americans? The Civil Rights Act took effect in 1964. The Act protects citizens against the discrimination on the basis of gender, race, color, religion, and national origin. Native Americans are one of many minorities and the movement for American Indian civil rights began almost as soon as Europeans started to arrive in the North America. Native Americans have been denied basic civil rights for many years. Native American Indians did not have a particular period of fighting for their civil rights, measures have been taken to achieve equal rights for American Indians throughout history. Because American Indians are citizens of their own tribal nations and the United States there is a particular tension between rights granted within the tribal sovereignty and their rights as a U.S. citizen. During the 19th and early 20th centuries, the U.S. government attempted to control the travel of Native Americans off Indian reservations. Since Native Americans did not obtain U.S. citizenship until 1924, they were considered wards of the state and were denied various basic rights, including the right to travel. The loss of the right to free movement across the country was difficult for Native Americans, especially since many tribes traditionally traveled to hunt, fish, and visit other tribes. The passage of the Indian Citizenship Act in 1924 granted citizenship to all Indians born in America. As a result, American Indians were finally granted free travel in the United States. At the present time, Native Americans who live on reservations are free to travel as they wish. After years of unequal schooling, for reasons from racist schools to insufficiently funded schools, the National Indian Education Association (NIEA) was formed to fight for equal education for American Indians in 1969. Another right American Indian Activists strove for was media protection: advocates went all the way to the United Nations to seek laws that protected the rights of Native people to own their own media, and for the prosecution of those who persecuted their journalists. Religious rights were also a major concern for the Native Americans. Until 1935, American Indian people could be fined and sent to prison for practicing their traditional religious beliefs. In more recent times, there has been controversy around the use of American Indian symbols such as for school or team mascots. Concerns are that the use of the symbols distort American Indian history and culture and often stereotype in offensive ways.

Cat On A Hot Tin Roof (141 words) Essay Example For Students

Cat On A Hot Tin Roof (141 words) Essay Cat On A Hot Tin RoofCat On A Hot Tin Roof, written by Tennessee Williams is a brilliant play about a dysfunctional family that is forces to deal with hidden deceptions and hypocrisy. The issues that this play revolves around transcend time and region; Williams uses his craft to entertain, enlighten and bares mens soul. Also, what sets the first production of Williamss play apart from his earlier works is the fact that the plays foundation is based on conversations the characters have that appear to be real, vital as well as entertaining. They do not preach and condescend. An audience can recognize elements of the characters in friends, family and in themselves. Williams appears to have creatively evolved as a playwright in his quest to unmask mans illusionsInterpretation of A Dolls HouseBibliographytennesee williams cat on anhot tin roof 1953English Essays

Understanding Endings on Latin Comparative Adjectives

Understanding Endings on Latin Comparative Adjectives Parents of English-speaking children generally witness a phase in their childrens development when they seem confused as to the correct form of the comparative adjective. Is it more better, gooder, or what? That children generally do figure it out is part of the miracle of our ability to use language. When learning a second language as an adult, its much harder. Comparatives can definitely become eye-glossing-over material. They wouldnt be if the comparatives were all regular and easy, but there is little to tell you which adjectives are going to be regular, which in English means they take an -er or -ier ending, or irregular, which means... who knows what. Although we could probably do without this similarity with English, Latin, too, has not only regular  but also irregular adjectives: Bonus - good, melior/melius - better (irregular in Latin and English)Malus - bad, pejus/pejor - worse (irregular in Latin and English)Magnus - great, major/majus - greaterParvus - small, little, minor/minus -less (irregular in Latin and English)Multus - much, many, plures - more (irregular in Latin and English) In addition to having irregular adjectives in the comparative, Latin adjectives have to be declined to go along with the noun or pronoun they modify. Remember that declining an adjective to go along with the noun means that If the noun is neuter, so is the adjective.If the noun is plural, so is the adjective.If the noun is in one case, so is the adjective. In the comparative, you dont have to worry about whether the noun is masculine or feminine, just whether or not its neuter. Thats because the endings on comparative adjectives dont follow the 1st and 2nd declensions. Instead, comparative adjectives follow the 3rd declension, with the following exceptions. no -i, but an -e for the ablative singular,an -a instead of -ia for the neuter plural nominative/accusative, anda similar lack of /i/ for the neuter plural. Now well look at some actual declensions of an adjective in the comparative: the Latin for longer. The Latin for long is longus, -a, um. To find the base of the adjective, which you need, since you add the ending to it, look at the genitive and remove the genitival ending. The genitive singular forms of longus, -a, -um are longi, longae, longi. Removing the genitive endings leaves long-. It is to this base that the comparative endings are added, as shown: Singular nom. masc/fem. longiorgen. masc/fem. longiorisdat. masc/fem. longioriacc. masc/fem. longioremabl. masc/fem. longiorenom. neut. longiusgen. neut. longiorisdat. neut. longioriacc. neut. longiusabl. neut. longiore Plural nom. masc/fem. longioresgen. masc/fem. longiorumdat. masc/fem. longioribusacc. masc/fem. longioresabl. masc/fem. longioribusnom. neut. longioragen. neut. longiorumdat. neut. longioribusacc. neut. longioraabl. neut. longioribus

Name the Strong Acids and Worlds Strongest Acid

Name the Strong Acids and World's Strongest Acid Most of the standardized tests students take, like the SAT and GRE, are based on your ability to reason or to understand a concept. The emphasis isnt on memorization. However, in chemistry there are some things you just have to commit to memory. Youll remember the symbols for the first few elements and their atomic masses and certain constants just from using them. On the other hand, its harder to remember the names and structures of the amino acids and the strong acids. The good news, regarding the strong acids, is any other acid is a weak acid. The strong acids dissociate completely in water. Strong Acids You Should Know HCl - hydrochloric acidHNO3 - nitric acidH2SO4 - sulfuric acidHBr - hydrobromic acid HI - hydroiodic acidHClO4 - perchloric acid The Worlds Strongest Acid Although this is the strong acid list, probably found in every chemistry text, none of these acids hold the title of Worlds Strongest Acid. The record-holder used to be fluorosulfuric acid (HFSO3), but the carborane superacids are hundreds of times stronger than fluorosulfuric acid and over a million times stronger than concentrated sulfuric acid. The superacids readily release protons, which is a slightly different criterion for acid strength than the ability to dissociate to release a H ion (a proton). Strong Is Different from Corrosive The carborane acids are incredible proton donors, yet they are not highly corrosive. Corrosiveness is related to the negatively-charged part of the acid. Hydrofluoric acid (HF), for example, is so corrosve it dissolves glass. The fluoride ion attacks the silicon atom in silica glass while the proton is interacting with oxygen. Even though it is highly corrosive, hydrofluoric acid is not considered to be a strong acid because it does not completely dissociate in water.Strength of Acids Bases | Titration Basics

Nutrition Recommendation of a Caregiver to the Patient Assignment

Nutrition Recommendation of a Caregiver to the Patient - Assignment Example The assignment "Nutrition Recommendation of a Caregiver to the Patient" presents the overview of the responsibilities of a caregiver and how he can provide total attention to the patient. There should be a friendly rapport between the two parties, the patient and the caregiver for the best results towards nutrition process from the patient. The caregiver should dictate the feeding program. Legume foods, fish or poultry, are also good for the patient, and, therefore, the caregiver has to include in the nutrition schedule. Fruits should come either before or after every meal under ordinary circumstances. Above it all, the caregiver should provide enough water for every meal because water is obviously a solvent to every ingested food. The patient to have a recommendation of five or more cups of water from the caregiver to maximize digestion. In boosting appetite for food, the caregiver should introduce the patient to the multivitamin injections or drugs canceling. These drugs give the patient a self-drive towards meals. It is necessary for the caregiver to involve the patient in a daily less strenuous exercise to enhance digestion and also vitamin D synthesis. Let the patient’s weight records be taken progressively through the nutritional period to gauge the health standards of the patient. The caregiver should also encourage the patient to get involved in reading journals to avoid stress. Let the patient consider her health status. The entire family has to be informed about the necessity of frequent medical consultation.

The Masque of the Red Death Research Paper Example | Topics and Well Written Essays - 1250 words

The Masque of the Red Death - Research Paper Example Prince Prospero was the only place that the prince and his nobility friends and guest would feel safe, since there was security against any external intrusion, even the intrusion of death. The inside of the castle’s wall was characterized by happiness, while the outside was characterized by sadness, pain and death. Inside Prince Prospero’s castle, there was â€Å"musicians, there was Beauty, there was wine† (Poe, 21). All these elements were brought together in order to keep the guests to the castle entertained and at peace, despite the menace that was ruling outside the walls of the castle. Nevertheless, even when the inside of the castle seemed to be safer than the outside world, Prince Prospero and his guests still lived in an illusion and in a world of unreal. The attempt to bring in musicians, beauty, games, wine and decorations into the castle was meant to create an environment where happiness can thrive (Hayes, 88). Nevertheless, as it turns out, happiness is far away from the prince and his guest, just as the safety from death is away from the rest of the poor people who are facing the red death outside of the walls of the castle. The red death had already killed half of the kingdom, and the scare it sent throughout the kingdom caused Prince Prospero decide to stay inside the castle until the plague will have completely gone away. The prince entered the castle and welded the doors shut, so that nobody would enter into the castle and bring in the plague (Slick, 24). This attempt symbolizes the extents to which man can ago in an attempt to escape death, by doing a nything that is possible to escape the chances of interacting with scenarios or events that can cause death. However, even when all measures against death have been taken, it is never enough to keep death away from man, since it will eventually find its way into man’s life, despite all the