Thomas Paine and Common Sense :: Papers

Thomas Paine and Common Sense In early 1776 the sentiment surrounding the idea of revolution was evenly divided in Britain's colonies in America. The feelings were split evenly between those for a revolt, those opposing it and those who were neutral. In January 1776 Thomas Paine wrote Common Sense. The ideas and theories expressed in the pamphlet were very compelling and thorough. Compelling enough to sway much of the undecided colonists to agree that revolt is the necessary course of action. Paine states in the introduction to Common Sense "a long habit of not thinking a thing wrong, gives it a superficial appearance of being right, and raises at fist a formidable outcry in defense of custom." This argument is not one of listing injustices or even reasons for revolt but it does provoke the reader to decide if his thoughts are genuine or from not thinking critically about the times and situations. Now that we my "suffer ourselves to examine the component parts of the English Constitution," the faults shall be found. Paine argues one theoretical position that could influence those loyal to the King himself. If the British constitution is a system of checks and balances and the commons are the check on the king then this infers, "That the king is not to be trusted." This brings to light an underlying fault with the way the British system of government is arranged. Paine is against a divided form of government. He feels that simpler government is best. That way the people know whom to hold responsible. He also feels the king did not get better with the creation of a chambered government only subtle. He later states that the system, "hath all the distinctions of an house divided against itself." He then again makes the argument that the loyalists have not opened their eyes to the faults of the British form of government. Paine says that those in favor of the current for m of government feel that way "more from national pride than reason." Paine contends that there is no reason to feel loyalty to Britain. He feels that all the actions of Britain are in its self-interest. He feels the colonies would not need defending if Britain would not bring its enemies to the colonies. There would not have been a French and Indian war because the colonies would not be enemies of the French.

Othello, The Moor of Venice Essay examples -- Shakespearean Literatur

Othello, the Moor of Venice is one of the major tragedies written by William Shakespeare that follows the main character, Othello through his trials and tribulations. Othello, the Moor of Venice is similar to William Shakespeare’s other tragedies and follows a set of specific rules of drama. The requirements include, following the definition of a tragedy, definition of tragic hero, containing a reversal of fortune, and a descent from happiness. William Shakespeare fulfills Aristotle’s requirements in this famous play. Aristotle the famous philosopher outlined several requirements in which a play or piece of drama is to follow. The first rule that is met in Shakespeare’s play is that Othello is considered tragic hero, which every tragedy must contain. According to Aristotle, the tragic hero must be a man in a position of power who is a good person and makes a mistake during the timeline of the play due to a tragic flaw. Othello’s major flaw can be seen as jealousy: â€Å"Othello has often been described as a tragedy of character, as the play’s protagonist swiftly descends into a rage of jealousy that completely destroys his life†("Othello"). Othello is shown he is a good man within the first few scenes of the play: â€Å"She wished she had not heard it; yet she wished That heaven had made her such a man† (1.3.162-163). This line in Act I spoken by Othello, is an indication that he is a good person although it may appear that he has stolen Desdemona away from her father. Othello speaks that although he has taken Desdemona as his wife without Brabantio’s consent, he is a good person for stating his reasons for his actions as well as standing his ground. After Othello’s marriage to Desdemona, the conflict is started when Iago insinuates t... ... Works Cited Catherine Bates, "Weaving and Writing in Othello," in Shakespeare Survey, Vol. 46, edited by Stanley Wells, Cambridge University Press, 1994, pp. 51–60. Dreher, Diane. "Shakespeare's Cordelia and the power of character." World and I Apr. 1998: 287+. Fine Arts and Music Collection. Web. 11 Dec. 2011. Newton, K.M. "Othello: Overview." Reference Guide to English Literature. Ed. D. L. Kirkpatrick. 2nd ed. Chicago: St. James Press, 1991. Literature Resource Center. Web. 11 Dec. 2011. "Othello." Shakespeare for Students: Critical Interpretations of Shakespeare's Plays and Poetry. Ed. Anne Marie Hacht. 2nd ed. Vol. 2. Detroit: Gale, 2007. 649-687. Gale Virtual Reference Library. Web. 11 Dec. 2011. Shakespeare, William. Othello, the Moor of Venice. Literature. Boston: Bedford/St. Martins, 2009. 368-455. Print. Othello, The Moor of Venice Essay examples -- Shakespearean Literatur Othello, the Moor of Venice is one of the major tragedies written by William Shakespeare that follows the main character, Othello through his trials and tribulations. Othello, the Moor of Venice is similar to William Shakespeare’s other tragedies and follows a set of specific rules of drama. The requirements include, following the definition of a tragedy, definition of tragic hero, containing a reversal of fortune, and a descent from happiness. William Shakespeare fulfills Aristotle’s requirements in this famous play. Aristotle the famous philosopher outlined several requirements in which a play or piece of drama is to follow. The first rule that is met in Shakespeare’s play is that Othello is considered tragic hero, which every tragedy must contain. According to Aristotle, the tragic hero must be a man in a position of power who is a good person and makes a mistake during the timeline of the play due to a tragic flaw. Othello’s major flaw can be seen as jealousy: â€Å"Othello has often been described as a tragedy of character, as the play’s protagonist swiftly descends into a rage of jealousy that completely destroys his life†("Othello"). Othello is shown he is a good man within the first few scenes of the play: â€Å"She wished she had not heard it; yet she wished That heaven had made her such a man† (1.3.162-163). This line in Act I spoken by Othello, is an indication that he is a good person although it may appear that he has stolen Desdemona away from her father. Othello speaks that although he has taken Desdemona as his wife without Brabantio’s consent, he is a good person for stating his reasons for his actions as well as standing his ground. After Othello’s marriage to Desdemona, the conflict is started when Iago insinuates t... ... Works Cited Catherine Bates, "Weaving and Writing in Othello," in Shakespeare Survey, Vol. 46, edited by Stanley Wells, Cambridge University Press, 1994, pp. 51–60. Dreher, Diane. "Shakespeare's Cordelia and the power of character." World and I Apr. 1998: 287+. Fine Arts and Music Collection. Web. 11 Dec. 2011. Newton, K.M. "Othello: Overview." Reference Guide to English Literature. Ed. D. L. Kirkpatrick. 2nd ed. Chicago: St. James Press, 1991. Literature Resource Center. Web. 11 Dec. 2011. "Othello." Shakespeare for Students: Critical Interpretations of Shakespeare's Plays and Poetry. Ed. Anne Marie Hacht. 2nd ed. Vol. 2. Detroit: Gale, 2007. 649-687. Gale Virtual Reference Library. Web. 11 Dec. 2011. Shakespeare, William. Othello, the Moor of Venice. Literature. Boston: Bedford/St. Martins, 2009. 368-455. Print.

Comparing Dreams in Of Mice and Men and A Raisin in the Sun :: comparison compare contrast essays

Of Mice and Men and A Raisin in the Sun   Dreams Make What Life Is    In the novels Of Mice and Men by John Steinbeck, the play A Raisin in the Sun by Lorraine Hansberry and the novel Out of the dust by Karen Hesse, dreams are viewed in different perspectives. John Stenbeck is telling you to strive for your goals and to work towards them because your dreams can get deferred and destroyed. When the opinion of Hansberry is implying that dreams can come true if you try hard, even if you're going through tough times. Karen Hesse is reiterating that you should not let anything interfere with accomplishing your goals.    Dreams deferred usually end up being diminished from existence. In the novel Of Mice and Men by John Steinbeck the characters dreams, which are put on, hold all get destroyed. Lennie's dream was to live on the land in which he owned and to tend the rabbits (pg.14). He finally was almost about to achieve his dream in a month but after working in a ranch for a few days he killed Curly's wife by accident (pg.94) so he dies and also loses all his dreams so his dreams are pessimistic. Also with Lennie's dream being destroyed also George's dream was which was also to live on a ranch so (pg.7). This happens because he can't make his dream reality without Lennie showing pessimistic out view on dreams. Dreams only can bring you so far it all depends on what your destiny is. This is because even though Lennie and George's dreams were crushed even though they tried there hardest to reach them also Candy, Crooks and Curly's wife dreams were ruined too.    Candy didn't have anything so he wanted grow old on the ranch with George and Lennie (pg59-60) but then Lennie kills Curly's Wife and his dream dies (pg.94). Candy's dreams end in a pessimistic outlook because all he wanted got destroyed leaving him with nothing. Crooks dream was to be respected and not looked at for his color and wanted to live on the ranch with Curly Lennie and George (pg.64). Even though he wanted this he noticed by what Curly's wife said to him that his dream will never be achieved, so he changes his mind (pg.

Increasing the Educational Benefits of War Veterans Essay

It is tough to be an American soldier. After the September 11, 2001 terrorist attacks on the mainland, the United States of America has been on the offensive in hunting down the terrorists responsible for the crime. The US launched a war against Al Qaeda in Afghanistan and a few years after in Iraq. And in order to sustain the offensive, more American youths are drafted to join the military. America’s military men and women serve as national role models for their selfless sacrifice. They spend more than a year in the front lines combating terrorists, insurgents and help liberating foreign lands from the tyranny. Soldiers help rebuild war torn nations through much needed infrastructure and by introducing democracy. But as the war on terror drags, the number of enlisted men killed in encounters increase day by day. More and more troops return home suffering from debilitating injuries, not just the physical but including invisible scars of posttraumatic stress disorder (PTSD). The patience and vigilance of America’s military men and women have preserved peace, stability and helped fulfill the nation’s destiny. It is therefore reasonable that they receive all the needed support and remuneration after serving the country. War veterans acquire assistance and benefits through the G. I. Bill. The original G. I. Bill officially known as the Servicemen’s Readjustment Act of 1944 provided college or vocational education (covered full tuition at public or private schools, fees, books, and a living stipend) for returning World War II veterans (commonly referred to as or G. I. ’s) as well expensive healthcare. It also provided loans for returning veterans to buy homes and start businesses (Hyman 1986). The G. I. Bill helped around 7. 8 million the World War II veterans re-adjust to civilian life. The unprecedented educational opportunity immensely transformed the American society. A whole generation of blue-collar workers became engineers, doctors, lawyers, teachers and entrepreneurs (Humes, 2006). The G. I. Bill was one of America’s most successful investments. According to the 1988 report for Congress’s Subcommittee on Education and Health of the Joint Economic Committee by 1952, the US government had spent $14 billion (1952 dollars) on educational and job training benefits for 7. 8 million veterans. Of these funds, $7 billion was spent on college and graduate school for 2. 2 million G. I. ’s. ? The first benefit from this investment was increased growth in the economy. The report calculated that about 40 percent of those who took advantage of the G. I. Bill would not otherwise have been able to attend college. The extra output those people created in the economy amounted to $35. 6 billion (1952 dollars after factoring out inflation) over the next 35 years. There is no doubt that better educated veterans have higher income levels that will inevitably increase tax revenues. For instance according to the same report, for every $1 invested in education under the original G. I. Bill of 1944, the government received at least $6. 90 in return economic benefits such as increased tax revenue. Unfortunately at present time, the educational benefits provided for by the G. I. bill is not enough to cover even the educational expenses of the war veterans. The sad reality is that while the cost of an education has increased, the benefits available to veterans have decreased. To obtain a college education, veterans must pay their own tuition, room and board and other college costs and then are reimbursed only up to their eligible benefit amount over the course of the semester. In 2005-2006, the average cost of a four-year college (tuition, fees, and room and board) topped $17,000 a year. Yet full-time G. I. benefits covered barely more than half those expenses (USA Today, 2008). All these limitations effectively put the dream of higher education out of reach for far too many soldiers who have served the nation in the current wars. As the war on terror drags, the prospect of serving the country among young Americans appears gloomy. A sound G. I. Bill is critical to the military in meeting its recruitment goals and attracting high-quality college-bound high school graduates. In order to ensure a steadier stream of good recruits, the government must enact legislation that would increase the benefits received by the war veterans. Investing on American war veterans through the GI Bill proved to be one of the most rewarding investments the country had. We must renew the commitment to a new generation of men and women who have served our country with extraordinary courage and distinction. In so doing, they will achieve the better lives they so richly deserve and we will secure a better America. We need a revamped GI bill that would address the educational needs and other benefits of our war veterans. I propose that the veterans committee provide an increase in the educational benefits or if possible award the same benefits received by the World War II veterans to the new generation of US war heroes. References Labor Institute and Public Health Institute (1997). Corporate Power and the American Dream: Toward an Economic Agenda for Working People. New York: Apex Press. Hyman, H. M. (1986). American Singularity: The 1787 Northwest Ordinance, the 1862 Homestead and Morrill Acts, and the 1944 G. I. Bill. University of Georgia Press. Humes, E. (2006). Over Here: How the G. I. Bill Transformed the American Dream. Harcourt Brace. Marklein, M. B. (2007, June). How Far Do G. I. Benefits Go? USA TODAY. Retrieved: April 20, 2008 from USA TODAY website: http://www. usatoday. com/news/education/2007 07-10-gi-bill-report_N. htm Subcommittee on Education and Health of the Joint Economic Committee (1988). A Cost Benefit Analysis of Government Investment in Post-Secondary Education Under the World War II GI Bill.

Rebirth of Art, Religion and Education in Europe

The â€Å"rebirth† of art, religion, and education in Europe is known as the Renaissance. During this time of rebirth, Renaissance thinkers dismissed the medieval period as a dark age of worthlessness. Instead, a style of classical age inspired a respect for order, perspective, proportion, and principles to the artist’s work. The Renaissance also had a time of rebirth in people’s religion and beliefs. The people became closer to God and began to worship Him in their own ways. There was a drastic change in education during this time also. A push for the citizen to become ducated became a big deal. Books were given out, any many libraries were developed in an attempt to educate their people(Bowman 325-330). The Renaissance truly changed the art work, religion, and education throughout Europe. The European art emerged from its medieval precedents during the course of the thirteenth century. Before this time European art work were based on fixed, conventional forms art. This showed figures as stiff and flat; it showed the objects as unrealistic and lifeless. The artwork did not show great detail. Landscapes were decorative but unrealistic. The artist no longer worked only on small paintings but broadened his work to masterpieces. Masterpieces would be a piece of art that sometime would take an artist his whole life to complete. Their masterpieces would be placed in cathedrals, on buildings and would cover entire walls and ceilings. Many of the paintings would tell a story, often from the Bible. The artist would spend years working to finish his masterpieces. Often he would die before completing the paintings all the The status of artists rose as they began to work more for nobility and the wealthy. No longer anonymous, artists developed personal styles and experimented adventurously with new techniques(â€Å"Renaissance† 1989). The use of color also was changed through the Renaissance. Europe was going through a time of dark colors and lifeless paintings. Scholars of this time knew that the color and paintings had to be changed. They knew that the painting had to liven up. They chose to develop new colors, colors that were brighter and full of life. The artist chose colors that would draw attention to their They also knew that they should adopt techniques to ake their work more realistic looking. Techniques such as perspective, proportion, and size was adopted. They would make their paintings appear as you would see them in real life, as if you were looking at the object not a The artwork that was produced took massive amounts of time. The artist would complete very few amounts of large jobs in his life time. Often a job would be to paint a cathedral. This included the ceilings, altar, walls, and the floor. The artist would spend countless years completing his job to perfection(Murray and Murray 12-14). The artwork was spread throughout Europe by paintings, sculptures and buildings. Artist would be well-known for their paintings. A patron would hire an artist and ask him to create a series of paintings or sculptures. The artist would be paid a great deal if he was loyal and worked hard for his patron(Murray and Murray 14). Artwork went trough a great change, but this wouldn’t be the only perspective that would be changed during the Renaissance. Religion also changed a great deal during the Renaissance. During the Dark Ages, which was the time eriod directly before the Renaissance, people began to drift away from Christianity. The Dark Ages sent many people into a time of depression. Artists sought ways to help people in their religious quest. They often would center their work around a religious theme. Their works would tell of Bible stories or pictures from the Bible. Religion became popular throughout Europe, and people began to worship on a regular basis. They would often visit the cathedrals many times a day to pray. People began to have a new respect for religion through artwork, writing, and song(â€Å"Renaissance† 1999). The cathedrals were really important to the people of Europe. The cathedrals were a magnificent sight to the people, and they thought that they cathedrals were a main part of worship. They often had lectures based on the stories that were told on the walls, floors, and ceilings of the cathedrals. The cathedrals were kept open by donations from families, similar to the offertory given in today’s society. Many of the families had a pew in the cathedrals dedicated to their families. The cathedrals were a main part of the worship of the people during this time(â€Å"Renaissance† 1999). Education also changed a great deal during the Renaissance. Books were written by authors during the Dark Ages, but to publish them one had to write the entire book over and over again because there was not a way in which to make copies easily. The Renaissance would change this forever. The scholars knew that to educate people, one had to come up with a way to distribute books. To write them over took too much time, and they needed a quicker and more effective way. The printing press was soon adopted by the people. In printing press, the letters in the book were laced on wooden blocks and a page was laid on the table. After all the letters formed all the words and were in place, the next occurred. Printers would then pour ink onto the blocks and stamp the pages. The words would be printed out on the page. After this was repeated for all the pages, they were gathered and bound together in a book. This made books become more popular and affordable by common people. Through this, libraries were formed, and people could obtain books easier. This allowed people to become more educated and literate(â€Å"Renaissance† 1999). The Renaissance was indeed a remarkable time period throughout Europe. It changed Europe a great deal and will be remembered throughout the future. Europe was suffering before this period and was in desperate need of a reformation. The Renaissance gave Europe just what it needed, a rebirth. Art work, religion, and education thrived through this period. The paintings and sculptures, in particular, were remarkable and illustrate great talent, â€Å"Renaissance is a word which is generally understood, but which few people would care to define very closely† (Murray 7).

Reintroduce death penalty Essay

Death penalty is a legal process through which, as a punishment a person is sentenced to death for a criminal offense by the state. Criminal offenses punishable through death penalty are referred to as capital offenses or capital crimes. The death penalty proponents, pro-capital punishment argues that it is an important aspect for deterring crimes, preserving law and order, and is less expensive compared to life imprisonment. They also claim that it is in the honor of the victim to award the death penalty. This is because it ensures the offenders of the heinous offenses do not get another chance to commit such crime again. In addition, the death penalty consoles the victims grieving families. Those opposed to death penalty, abolitionists argue that there is no deterrent effect on crimes, and government wrongly uses it as power to take life. They claim that it is the death penalty is a means to bring about social injustices through targeting people who cannot afford good attorneys, an d people of color disproportionately. They argue that life imprisonment is less expensive and more severe than the death penalty. With all these arguments, we are left to decide on what course to take, assess the pros and cons of capital punishment and decide to support or oppose it. Questions relating to who deserves the death penalty and who does not have been raised by both the advocates of death penalty and those opposed to the death penalty (Zimring 91-93). Should death penalty be introduced? This is the argument of this paper. Capital punishment, in many countries, cultures and societies, throughout the human history has been applied in the justice system; the question that arises is that is it morally acceptable? Is it justified? Both the advocates for death penalty and the opponents of death penalty have valid arguments to back up their reasons. Those for the death penalty argue that the act of capital punishment is a deterrent to crime. However, those against argue that the death penalty is only a life imprisonment and not a deterrent to crime. It is however evident that the deterrence from the perspec tive of capital punishment is about the murderer’s mind involving the existing psychological processes (Haag 70-71). Not everybody deserves the death penalty. However, some people earn capital punishment. A person who breaks into a grocery store and steals bread definitely does not deserve the death penalty. In addition, people who commit murder for self-defense or during moment of  passion. Such people according to me do not deserve death. On the other hand, a serial killer after the lives of innocent people for fun and personal gains deserves capital punishment. I support the proponents of capital punishment. This stance is informed by a number of facts and reasons. Death penalty is a deterrent to crime. Even though the death penalty is irreversible, convicted persons are often given numerous chances to prove their innocence. Capital punishment assures societal safety through elimination of criminals. A life for a life is a sensible and credible assertion. Deterrence is punishing someone to create fear among people for punishment. Capital punishment is a punishment creates fear, especially in the minds of sane persons. Haag (2003) in his article On Deterrence and Death Penalty, people refrain from dangerous and harmful acts because of inchoate, vague, habitual, and most importantly preconscious fear (Haag 72). Everyone fears death, and most criminals would have a second thought if they were aware their own lives would be on the line. There are not so many justifications and evidence of death penalty to effectively deter crime than the usual long term imprisonment. The countries or states with the capital punishment has no lower rates of crime or rates of murder than those countries and states without those laws. On the other hand, the states or countries that campaign against capital punishment have not shown any significant deviation in the rates of murder or crime. The indicates that capital punishment has no defined deterrent impact. Claims that the executions dissuade particular number of murders have been discredited thoroughly by the researches of social sciences. In fact people do commit murder widely in the heat of passion basically under drug or alcohol influence, or because of mental illness, without thinking about the implications of the act. Those murderers who make plans of their murder crimes expect and intend to escape punishment by avoiding getting caught (Haag 70-73). On the other hand, some social research has found that execution has a significant deterrence to incidents of murder. In addition, the implementation of the capital punishment is related to the increased murder incidences, while those against the death penalty argue that the capital punishment is used unfairly against the African Americans, every extra execution prevents murder of 1.5 African Americans. In moratoria, death row, and commuted sentences removals tend to increase murder  incidences. Americans have emerged to support the capital punishment for reasons such as; the existence of minimal justification that suggest unfair treatment of the minorities, and that the death penalty results into a reduction or deterrent to crimes and saves life. Those for capital punishment believe that the death penalty ultimately deter murderers from killing more innocent people. No concrete evidence justifies this assertion. Therefore the supporters suggest that the capital punishment is a basic reminder to the general public that there is no reward for crimes. It gives people a notion that if you engage in killing innocent people then you are forced to pay a quite high price (Zimring 95-96). Abolitionists, opponents of the death penalty argue that there is no need to take the life of a criminal to deter life, and that imprisonment in itself is a deterrent to criminal activities. Zimring (2004) asserts that deterring crime is only possible by frightening the would-be criminals by arrest, conviction, and punishment. However, imprisonment may not be enough for some criminals to stop committing more crimes. A number of criminals such as serial killers believe that they would never be caught and brought to justice. For these kinds of criminals, the death penalty should be warranted to teach others a lesson and instill fear in them. The advocates of anti the death penalty argue that capital punishment is irreversible, and may lead to making irreversible mistakes. I accept this fact because once someone is awarded the death penalty; there is no reverse even if they only failed to prove their innocence (Haag 77-78 ). However, the probability of making a mistake with the death pe nalty is very minimal, extremely low. Capital punishment is very extreme. Therefore, the judicial system exercises it with a lot of care and caution. Because of the various guaranteed rights protection of people facing capital punishment, guilt must be determined by convincing and clear evidence that leaves no room for alternative justification of facts. The right to appeal is also protected for the convicts, and other privileges that ensure only rightly accused persons are awarded the death penalty. According to Haag, whenever life is at stake, trials are often more likely to be fair, and the death penalty is less often inflicted unjustly than others. Therefore, the abolitionists’ argument of making irreversible mistakes is unjustified. People have argued that the death penalty theory is correct since people are deterred from doing crimes by what they fear most,  that people fear death more than any other punishment, that the death penalty is a deterrent to crimes that any other punishment possible, and that the capital punishment is humane enoug h and the law supports it. They also argue that because those sentenced to death normally do much to have the day postponed, it proves that people fear death and therefore will avoid it (Zimring 97). Others have also said that the televised executions are more effective as people exercise more reaction to what they see than that which they imagine. It is hence hard to threaten murderers with something basically invisible, but in their minds, the death penalty is a major deterrent option. These are justifications that the death penalty is effective. The U.S establishment of the death penalty was due to capital crimes and murder. State or congress legislature may recommend the death penalty for capital crimes. According to the Supreme Court ruling, the death penalty does not violate the Eighth Amendment’s ban per se on unusual and cruel punishment. However, the Eighth Amendment shapes certain aspects of procedures regarding where a jury may prescribe the death penalty and the way it must be conducted. Analyses of Eighth Amendment demand courts to consider the evolution of decency standards. This is important in ascertaining that a particular punishment constitutes an unusual or cruel punishment. It is required that when considering evolving decency standards, objective factors that show a change in standards of the community must be observed and independent evaluations made concerning the reliability and/or essence of the statute in question. Although the death penalty is being considered effective in deterring capital crimes, the Supreme Court ruling discredited capital punishment for juvenile offenders. Majority opinion indicated that juveniles are irresponsible and immature. They have incomplete character development and are greatly vulnerable to negative influences. The Supreme Court deduced that adolescent offenders assume reduced accountability for their crimes. However, social science researchers point out that people do commit murder widely in the heat of passion. The reas on for this may be influence from drug or alcohol, mental illness. This renders little or no thought to the consequences of the act. Those murderers who make plans of their murder crimes expect and intend to escape punishment by avoiding getting caught. Therefore, the death penalty may be appropriate in such cases (Zimring 98-101). In conclusion, I support the arguments given  by the proponents of the death penalty, the pro-capital punishment. I think death penalty should be reintroduced. I take this stance because I believe the death penalty serves a definite purpose of deterring crime and bringing criminals to justice, as well as honoring the victims. For capital punishment to rightly serve this purpose, it must be made efficient and more effective. The system of justice has gone through a drastic transformation to ensure only rightly accused persons are brought to justice. I believe the death penalty ensures societal safety, brings criminals to book, brings justice to the victims, and deter crimes and reduce the number of criminals. From these illustrations, I believe capital punishment should not be abolished. Capital punishment is necessary to maintain public safety and keep justice shining in the society. It also cuts down the number of convicts on death row. The death penalty relieves families and friends who lose their loved ones in the merciless hands of criminals. It also solves the problem of overcrowding through a humane action. From this account, the death penalty aids in resolving a number of societal criminal issues. Therefore, I take the stance of the pro-capital punishment: I support the reintroduction of death penalty. Works Cited Haag, Ernest Van Den. On Deterrence and Death Penalty, Reserved reading for Philosophy, 2(3) 2003; 44-78. Zimring, F. E. The Contradictions of American Capital Punishment, New York: Oxford University Press. 2004. Print.

Setting Up a New Business: Business and Marketing Plan

It ensures a firm to be proactive in anticipating and planning for market changes ahead of time. It ensures a business to be a leading edge and not a following edge. A complete marketing plan must provide answers to questions like; who is the customers, how the product gets to customers and the most effective method of Implementation. A good plan will direct to the expectation and time to get the results (Makeover, 2008). Everyone In the firm an predict what will happen or future company prospects. A company gets prepared for market opportunities and to remain health, always prepared for any rising problems.It keeps a business ready to cope with unexpected events and identify the best market mix. Importance of business plan A business plan is a kind of road map for a company. It gives goals, visions and benchmarking for your business. It gets created with aims of persuading others to assist in achieving the set goals and vision. It should describe all the business concepts, principal s, products, target markets, and also trends in the market amongst any others. It also outlines the financial budgets like sources of funds to start a business.It gives the total cost of the business, the expected level of returns or profits. It provides an opportunity to check on reality of the business and give momentum to the business. A business through a plan can evaluate where the gap are, what is working and future projections of the and guidance to run the business smoothly. Business plan is like a calling card for the business. It should always be able to outline your purpose and your identity. Successes and failures are clearly highlighted in a business plan, therefore, giving mime to acknowledge and organism your work in a better way.The peoples owning a business are made responsible and accountable to all happenings of the business giving flexibility and freedom to business owners. Conclusion While setting up a new business, one has to draw a convincing business and mark eting plan. These two plans play a vital role in ensuring the business thrives to expectations. Business plans give financial planning while the marketing plan gives market strategies to find an excellent market for the products. When these two are put together, possibilities of success are extremely high. References Berry, T. (2004).