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How death penalty can prevent repeat offenders

Sentence to death penalty seldom arises in criminal cases like murder, robbery with violence, forgery amongst others. This paper shall look into: How death penalty can prevent repeat offenders, how it provides justice, how it acts as deterrent when properly implemented, the costs associated to the victims and the offenders; and finally how the long justice process associated with it affect or help the offended. Origin of death penalty This is dated back to 18th century, in the code of king Hammaurabi of Babylon that involved death penalty of 25 different cases. Death penalty was as well part of 14th Century B.C’s Hittite Code, this made death penalty as the punishment for crimes, and such were done through beating, stoning, and burning alive and other crude methods [1] . This was later replaced with hanging. The cases that led to death penalties included marrying a Jew, failure to confess sins and treason; these mainly took place in Britain. In Britain, this law was reformed due to severity of the death sentence; this took place in1823 to 1837 by allowing a number of offenders free. Britain influenced America to adopt the capital punishment even for the slightest crime like stealing the grapes .Though in US it varied from state to state. A leading Case of death Penalty In Clark Circuit Court, a case involving a 23 year old Christian and her 11 month baby. These were allegedly murdered by Zachariah – the husband and the father of the victims. He stuffed the two in a plastic bag. Autopsy revealed the wife was strangled to death and the child died out of suffocation. Meanwhile Zachariah was out on supervised probation on charges of burglary [2] . He admitted to have committed the crime; pled guilty of three counts of murder, and was sentence to life imprisonment with no parole on count, life imprisonment with no parole on count, and 65 years of imprisonment on a fixed term on count. Death Penalty prevents future offenders or murderers The society must lead in fighting for the fundamental rights and freedom of people and this include right to life and hence anyone trying to take this away should be capitally punished to avoid those prospecting to commit the same [3] . According to a report by Michigan State University Lab and Death Penalty Information Centre, 2000 -2004.The rates of murders reduces with more convictions of murderers. Though the slow process of justice delays determination of the case affecting the outcome; death penalties need to be fast to be a sure way of deterring the criminals. Ironically, some states do not have death penalties and still record lower criminal cases, but this should not be used as an argument for this vice. This, if allowed for example in the U.S; things can be worst; in that even with death penalties crime rates are still high. Generally, this report concludes that most people fear death and hence death penalty can be used to prevent further criminal acts in the society. Death Penalty does not prevent future offenders or murderers In the above report, it is believed that the society isn’t happy with death penalties, and hence its practice may increase the likelihood of more murders. In America, states that do not apply the death penalties have generally lower crime rates including murder cases. Besides, in most European countries and in Canada there are fewer cases of murder compared to the America yet; they do not use the death penalty as the capital punishment for murder. Most of the offenders normally do not consider the death penalty before the actual murder because they commit this out of anger or through drug influence. In America it is reported that most the murder related cases are link to substance abuse. Infact, most states in America have adopted the sentence of life in jail without parole, and hence the offenders will never be released thereby; the security of the society is assured, most of whom tend to settle down in life as prisoners’ and are rarely a threat again to the community, as opposed to death penalty that society perceive to be brutal and in – human. Alternatives to death penalty The death penalty has been an issue of great concern among most of the Americans and policymakers have been trying to devise alternatives. The various alternatives have been contested heavily by both the proponents and the opponents. However, there is an overarching concern among most of the America and that the death penalty must be dispensed with and this emanates from both the moral and legal platforms. According to opinion polls carried out in America today there a strong support for the abolition of the death penalty and most of the Americans are advocating for its abolition. The death penalty has been blamed for being used as a tool of racial injustice in the criminal justice system. Alternatives to death penalty include: life imprisonment without parole and restitution, this is less costly than death sentence an keeps the offender away from the society. Restitution, the prisoner will be working while in jail and all the money made goes back to support the family of the victim. Another solution though, controversial is allowing the offenders after serving the jail term to go back to the society where they continue working in the community to support victims’ family – post-release restitution. Rehabilitation or reformatories can also be put in place, this has been used to reform young offenders under the age of twenty; turning their lives around [4] . It is as well suggested to be applied to reform the older offenders. Costs of death penalty Privately appealing a capital offence is expensive and hence the poor may not be able get justice, tax money is also used to keep offenders in jail of whom some may be innocent. Most of the offenders and their relatives suffer emotional stress during the slow justice process [5] . The death penalty is regarded as an excessive to law and is socially and morally degrading. Recommendations Life is regarded extremely sacred in the society, this does not matter how one kills another. Hanging one in name of crime, however much it could be legal sparks debate. The alternative death penalties described in this paper should not be used by offenders as a gap to commit crime. I still recommend stiffer penalties that could help deter further criminal activities. The rehabilitation and reformation recommendations is a good idea because in most cases under -age offenders involved in such crimes may have acted oblivious of the outcome or accidentally; and hence this opportunity can be used to mould their character other than throwing them to jail; on the contrary , this should not used as a correction tool to adult murderers. Life imprisonment without parole and restitution may be another noble alternative; but it may present a lop-hole in post-release restitution; where the offenders if not supervised well could revert to their usual criminal act. Conclusion This paper has generally discussed death sentence and its results in the society in broader terms. The main issue that, compromises this situation is the enaction of the idea in some countries or states while others do not see it as a good way for correcting a criminal. The option taken by a nation to deter murder should not go against the social ethics or believe; that life is God given. Both schools of thoughts against or for death penalty; should try to reach a common ground to avoid escalarating criminal activities or increasing mortality rate by; either failing to create measures to curb illegality or hanging the murderers respectively.However one fact stands out from the debate, that the death penalty has failed to achieve the intended results that it was intended to and as a result there is a general need for its complete abolition.
Aspen University Assessment of Master in Nursing Education Essay.

Assignment: 3 N584 For this assignment, using the Table 5.1 in your assigned reading. Assess the educational program in which you have interest. Master’s in Nursing Education Questions to be answered. Are they easily identified? What resources do you need to locate them? Which components of the curriculum do you believe has the most impact on the implementation plan? Do you agree or disagree with the principle of faculty control of the curriculum? Support your answer. Reference: Keating, S.B., & DeBoor, S.S. (2018). Curriculum development and evaluation in nursing (4th ed.). Springer. ISBN: 978-0826174413. Read Chapter 5.
Aspen University Assessment of Master in Nursing Education Essay

PU Interest Rates so Low in The Traditional Core Markets Case Study.

The chapter mini-case study provides you the chance to use your knowledge learned in chapter 6 and any previous chapters.  You will be able to apply what you learned to actual international finance situations.
ULOs: 3.1, 3.2, and 3.3
After reviewing chapter 6, please complete the Mini-Case ” Watanabe and the Japanese Yen Cary Trade” at the end of chapter 6.

The answers to the Mini-Case questions must be comprehensive (one sentence answers will not get you full credit) using data from the chapter, as well as, outside research on the topics.
After answering the case questions, write a concluding paragraph of your analysis and evaluation of the case. The conclusion must be comprehensive and supported by information from the text, resources, or your own research.

PU Interest Rates so Low in The Traditional Core Markets Case Study

Economics homework help. Explain what “temporary differences” are and why do they arise? There are two methods to account for income tax expense: (i) the Taxes payable method, and (ii) the Interperiod tax allocation method.,Explain what “temporary differences” are and why do they arise?,Please take note of the following:, Firstly,  There are THREE questions in this assignment., Secondly,  For questions that require journal entries, brief narrations should be given., Thirdly, Round all figures to the nearest dollar (e.g., $50,000.51 should be rounded to $50,001)., Fourthly,  Strictly follow the word limit indicated in the question if any. Any answer exceeding the word limit will NOT be marked., Finally,  The assignment must be typed and submitted online as a single Word file in your Canvas page for the ACCTG 311. Refer for the “Assignment submission instructions “at the end of the file on page 4.,QUESTION 1 [the question is adapted from 2019FC exam],(a)  Firstly, Explain what “temporary differences” are and why do they arise? [word limit: 100 words] (3 marks),(b)  Secondly, There are two methods to account for income tax expense: (i) the Taxes payable method, and (ii) the Interperiod tax allocation method.,Required:, Additionally, Explain the key difference between the Taxes payable method and the Interperiod tax allocation method, and why NZ IAS 12 adopts the Interperiod tax allocation method. [word limit: 150 words] (4 marks),QUESTION 2,(a)    Assume for the year ended 31 March 2020, Kindness Limited reports an accounting profit before tax of $1,000,000. This amount includes the following revenue and expense items in the Income Statement:, , Accrued income, Insurance expense, Depreciation expense,You have also been provided the following information:, ·         ,  Accrued income:, The amount of accrued income earned for the reporting period 31 March 2020 was $100,000. Accrued income is not taxable until cash is received., ·      ,     Insurance expense:, On 1 April 2019 the balance of prepaid insurance was $50,000. During the year, $150,000 was paid for insurance. As at 31 March 2020, the balance of prepaid insurance was $80,000. Insurance expense is tax deductible when it is paid., ·       ,    ,Depreciation expense,:, Specialised machinery was acquired on 1 April 2017 at a cost of $400,000. The machinery has an economic life of 10 years with no residual value. For tax purposes, the machinery has an economic life of 5 years with no residual value. The straight-line method of depreciation is use d to depreciate the machinery for both accounting and tax purposes., ·           Tax rate is 28%.,Required:,In accordance with NZ IAS 12, calculate the taxable profit and prepare journal entries to recognise the current tax payable for the year ended 31 March 2020. Show all workings. (5 marks),(b)   Sunny Limited purchased equipment on 1 April 2018 for $500,000. For accounting purposes, the equipment is depreciate d over 8 years on a straight line basis with no residual value. For tax purposes, the cost of the equipment is depreciated over 6 years using the straight line method. At the end of the financial year 31 March 2020, the equipment was revalued to $750,000. Sunny Limited intends to sell the equipment very soon. Any capital gain from sale is not subject to taxation in New Zealand. Additionally, Assume the tax rate is 28 percent.,Required:,In accordance with NZ IAS 12, provide the journal entries for the deferred tax adjustment arising from the equipment for the 2020 financial year. Show all workings., (5 marks),QUESTION 3 [the question is adapted from 2019SC exam],You are provided the information for the following asset/liability for the year ended 30 June 2019 for Decker Ltd. Assume the tax rate is 28 percent.,Government Bonds,On the balance sheet, there is an investment of $300,000 in Government bonds, which pays interest at 5% per annum. For tax purposes, the interest income from these Government bonds is never taxable.,Rent revenue received in advance,The opening balance of the rent revenue received in advance was $50,000. During the year, Decker Ltd has received $100,000 cash with respect to rent revenue during the year. In the Income Statement, an amount of $120,000 was recognise as rent revenue this year. Finally, For tax purposes, the Inland Revenue taxes all rent received on a cash basis.,Required:, (a)                Firstly,In accordance with NZ IAS 12, calculate the temporary difference arising from each of the above asset/liability. Show all workings. (4 marks), (b)               Secondly, Explain whether there is a, deferred tax asset, or deferred tax liability arising from each of the above asset/liability. Also calculate the amount of deferred tax asset/liability. [word limit: 160 words], (4 marks),(Total for question: 8 marks),Attachments,Click Here To Download,Economics homework help

true or false Q’s?

true or false Q’s?.

The Federal Advisory Council of the Federal Reserve decides if any changes to the money supply are needed.

The Federal Reserve can decrease the money supply by buying bonds.The Federal Reserve can increase the money supply by buying bonds.
true or false Q’s?

Los Angeles Pierce College the Physical Postures of Yoga Practices Analysis

java assignment help Los Angeles Pierce College the Physical Postures of Yoga Practices Analysis.

I’ve attached the research Paper that will be used for this assignment!!!OverviewThis assignment will allow you to demonstrate a basic understanding of the article you have chosen. However for this assignment you are only going to summarize a very brief aspect of their study. Learning goalsPractice identifying hypotheses, constructs and operational definitions.Learn how to summarize the participants, procedure and results of a scientific article.Practice using APA style both for the reference section. The detailsPlease use APA style for your writing – which means no personal pronouns (I, me, my). See the WritingStyle guideline on pages 379-381 in the Appendix of your textbook for details.Please write in full sentences and paragraphs, not bullet-points. However you need to use the headings given here for each section.You should have no more than 2 pages of text for the article plus one reference page.IntroductionWorth 12 pointsNo more than 150 words.Identify the authors hypotheses. State the constructs from the hypothesis that you believe need to be operationalized. Finally describe their operational definitions of these constructs very briefly.MethodsParticipantsWorth 5 points No more than 75 words.Describe in your own words how many participants were in the study and what were the relevant traits about the participants (such as age, education, sex, diagnosis, etc).Design – for now we are skipping the design section – we will cover concept in future assignments.ProcedureWorth 10 points No more than 250 words.Describe in your own words what they had the participants do in this experiment in the order they had them do it. For example, First the participant filled out a survey on motivation, then they were asked to do a math test. Then they …ResultsWorth 5 points No more than 200 words.Summarize in your own words what they found. No tables or details are needed here. In fact, I recommend you take this information from the beginning of the Discussion section of the article – not the results section. Did their results support their hypothesis? Why or why not?
Los Angeles Pierce College the Physical Postures of Yoga Practices Analysis

University of Miami Project Risk Management and Procurement Paper

University of Miami Project Risk Management and Procurement Paper.

A proactive strategic procurement operation can give the organisation it represents a competitive advantage by reducing waste in the value chain. For an organisation of your choice, you are asked (a) to critically examine the Procurement function, (b) by considering 2-3 areas below investigate how the Procurement function can be improved and compensate external turbulences in the markets. • Procurement Strategy• Strategic Sourcing and Outsourcing• e-procurement • Sustainable Procurement • Supply Riskplease read the assignment Requirements Paper (attached here) very carefully and provide all required. reference book and course material ppt lines will be attached .
University of Miami Project Risk Management and Procurement Paper

Great Awakening’ History Research Paper

Great Awakening’ History Research Paper. Great Awakening refers to an era of religious revival in American religious history (Carwardine, 2011). Moreover, it occurred from 18th to 20th century and was characterized by wide spread revivals lthe ed by protestant ministers, an increase of interest in religion, a jump in church membership and forthe mation of new religious movements (Fogel, 2010). The great awakening deemphasized the significance of the doctrines of the church while emphasis was on the spiritual practice of an individual (Heimert, 2010). The Great Awakening started when people in Europe and America colonies were questioning the individual role in the society and in religion (Fogel, 2010). At the same time, there was enlightenment that emphasized logic reasoning and individual power to understand the universe based on the scientific law and as a result, people relied more on personal approach to deliverance rather than cathedral doctrines (Carwardine, 2011). In 1688, there was glorious revolution in England that resulted to an end of the fight between religious and political groups (Heimert, 2010). The Church of England became the sovereignty church of the country and consequently, suppression of other religions like Judaism, Catholicism and Puritanism took place (Fogel, 2010). Although this led to solidity, it created spiritual hunger because religion became something of the past in which people went through motions during religious services without deep conviction of the heart and soul (Heinkel, 2010). After a decade of this complacency in both England and America colonies, the spiritual revival of the great awakening came about (Heinkel, 2010). The first great awakening began in 1720 and lasted to 1830 (Kelleter, 2010). 1730 – 1760 was the phase of religious revival characterized by weakening of predestination doctrine, recognition that many sinners may be predestined for salvation, introduction of revival meetings and a rise of the ethics of generosity (Heimert, 2010). Additionally, Church ministers supported the great awakening and the pastoral styles changed (Heinkel, 2010). For instance, leaders like Jonathan Edwards and George Whitefield elicited emotional response from their audience through powerful preaching that gave the audience a sense of personal revelation of their need of salvation via Jesus Christ (Heimert, 2010). Consequently, Christianity became personal to people through fostering a sense of spiritual conviction by encouraging introspection and a commitment to morality (Fogel, 2010). 1760 – 1790 was the phase of rising political effect characterized by revolution of America, attack on the corruption of British, belief in equal opportunity and establishment of egalitarianism as an ethic that was national ( Heinkel, 2010). Furthermore, the evangelical movement of 1740 helped in the growth of democracy and Whitefield campaigned for freedom and liberty (Fogel, 2010). In the period of 1760 to 1830, the revolutionary coalition broke up (Kelleter, 2010). The second great awakening began in 1800 to 1920 after the revitalization of Kane Ridge in Kentucky (Carwardine, 2011). Besides, 1800 – 1840 was the phase of religious revival characterized by a belief that any person could achieve grace by a struggle against sin (Heimert, 2010). Additionally, there was introduction of intensified levels of revivals, wide spread adoption of principle of benevolence and an expansion of millennialism (Heinkel, 2010). In 1830 to 1840, the advent movement emerged and ministers like William Miller preached leading to a rise in several religious denominations (Kelleter, 2010). 1840 – 1871 was the phase of rising political effect characterized by a rise in reform movements each intending to make American fit for the second coming of Christ, sweeping agendas and civil war ( Kelleter, 2010). The reform movements included the nativist movement and the temperance movement that outlawed the sale of alcohol while the abolition movement culminated the formation of Republican Party (Heimert, 2010). On the other hand, the sweeping reform agendas aimed at eliminating the barriers to equal opportunities, antislavery and attack on corruption of the south (Kelleter, 2010). In 1870 to 1930, replacement of prewar evangelical leaders occurred and additionally, Darwinian and Urban crisis arose (Heimert, 2010). The third great awakening began in 1890 and it has not yet ended (Fogel, 2010). The religious revival phase was in 1890 to 1930 and there was an emphasis on social sin, and people believed that the society was responsible for poverty (Fogel, 2010). 1930 – 1970 was the phase of rising political effect characterized by labor reforms and women right movement (Kelleter, 2010). Additionally, a belief in equality of condition was a principle that the government achieved through a transfer of income from rich to poor via income taxes and finance welfare programs (Heinkel, 2010). Besides, an attack on religious and racial barrier to equal opportunities led to attacks on assumption of behavior that is gender-based and discrimination based on sexual orientation (Kelleter, 2010). The fourth and current great awakening began in 1960 ( Kelleter, 2010). The religious revival phase which was characterized by rapid growth of religion, the reassertion of the concept of personal sin, stress on individual responsibility and a dedication to the family began in the same year ( Kelleter, 2010). In 1990, the phase of rising political effect began, and there was an attack on the expansion of tax revolt, materialist corruption, and entitlement (Kelleter, 2010). In conclusion, the great significance of awakening was that it prepared America for its war of independence (Carwardine, 2011). The colonialists realized that religious power resided in their own hands and not the England church and even though they did not share the same theological belief, they shared a common vision of freedom from British control (Heimert, 2010). Therefore, the great awakening brought an environment that facilitated the American Revolution (Fogel, 2010). References Carwardine, V. (2011). Great Aweakening in the Urban Centers: An Examination of Methodism and the New Measures. Journal of American History , 59 (972), 327-340. Fogel, Q. (2010). The Phases of the Four Great Aweakenings: The Future of Egalitarianism. Journal of American History , 234 (67), 132-147. Heimert, R. (2010). Analysis and Information of the Great Aweakening. Enrichment Journal , 54 (76), 12-23. Heinkel, M. (2010). Great Awakening: The Essence of Contemporary American Religion. Enrichment Journal , 43(7), 80-90. Kelleter, C. (2010). Early American Studies. An Interdisciplinary Journal , 9 (1), 142-166. Great Awakening’ History Research Paper