Study question about William Carlos Williams' poem Essay

Study question about William Carlos Williams' poem - Essay Example And in this respect this poem â€Å"This Is Just To Say† by the poet is no different. This poem, disguised as a note glued on the refrigerator, could be interpreted in a multiple dimensions. There is no general agreement on the theme. â€Å"The poem could be concerned with the uselessness or self-entrapment of sexual desire, comparable to the expense of spirit in a waste of shame. Theres the potential oedipal reading, with the boy thwarted in an attempt to comprehend his origin; to learn of it from his mother. Or theres the reading that would suggest self-referentiality; it is the poem itself that means nothing.† (Matterson, 38) And there are scores and grosses of interpretations to this lean poem but the overall truth that ultimately catches the readers’ mind is the ultimate sincere approach that the poet takes in this poem. It should be taken into account that the only word capitalized in this poem is the word ‘Forgive’. Why would a poet suddenly capitalize a word in the midst of all lower cased words is he is really not sincere with the meaning of the word? William Carlos Williams’ poems stabilized themselves on the opposite pole of the likes of Ezra Pounds and especially T.S. Eliots whose poetry depicted recurrent use of reference to foreign art, religion, history or languages. He focused himself predominantly on local themes for his poems and with this smell of well know home court it is but impossible to be anything else but sincere. He was, all his life, sincere to his roots, his works and thereby to his poems as this poem â€Å"This Is Just To Say† reflects. Structurally, this poem represents the simplicity that blends just perfectly with sincere thought process of the poem. â€Å"It is typography rather than any kind of phonemic recurrence that provides directions for the speaking voice or for the eye that reads the lines silently.† (Marjorie, 26) The sense of sincerity should not

Americans and Materialism Essay Example for Free

Americans and Materialism Essay The 1960s represented an era of significant economic growth for Americans. Some economists argue that the early 1960s began the consumerism that defines American culture today. To what extent did American materialism that is, the beliefs in the accumulation of personal wealth make Americans afraid of communism? The chances of a communism in America were extremely small; Americans loved their democratic capitalist government. They would have not traded it in for being communist. In reality we as Americans are consumed by things we see and hear on TV, by what we see our neighbors have, and by what many people think is important in life. Materialism is a huge problem in this country. It appears to get worse as technology increases and new gadgets are invented and easily obtained; but because some people become obsessed with having and they lose self-control of it. Discussion topic #2: Based upon your reading materials for this unit, do you agree or disagree that more government intervention is needed in the capitalist system? Please justify your response with concrete examples. Yes, there should be government intervention in to capitalistic system with some extent. I my opinion markets cannot exist without a government to protect property rights, enforce contracts and settle disputes all of which is intervention. This would benefit the economy in variety of ways. Firstly, government regulations allow businesses to remain in the private hands while removing some of the worst abuses of pure capitalism. Extremely wealthy people or companies have the ability to control large sections of the economy because smart business dealings. Only Government involvement can fix that. When a producer has a monopoly, the consumer is no longer autonomous, prices are not set by supply and demand, and therefore the system cannot function effectively. As a mixed economy there is competition between companies but we need government regulation to ensure that these types of monopolies do not exist. A safe amount of government intervention would result in higher incomes, production and employment, which would then lead to expansion. Limited government involvement prevents crises such as inflation, unemployment and depression. Without government the strong will take what they want from the weak and there will be no reason to voluntarily exchange good and services which is the sole purpose of buying and selling. (Harrison, chapter07). Harrison, Brigid C. and Thomas R. Dye. (2008) Power and Society. Cengage Learning. Mason, Ohio

Shakespeares Development Of Power In Macbeth :: essays research papers

Macbeth is a very power greedy person. It is not necessarily his own doing that he is such a ruthless person. It all started (Macbeth being power greedy) with the Three Witches predictions: "All hail, Macbeth! hail to thee, thane of Glamis!/ All hail, Macbeth! hail to thee, thane of/ Cawdor!/ All hail, Macbeth! That shalt be king hereafter." (1.3.50-54)As soon as Macbeth learned of his future, he began to scheme on just exactly how he would fulfill these prophecies. That is when he decided that he would have to murder Duncan to fulfill the last prophecy. But that is when he had a change or heart. The only problem with Macbeth deciding not to murder Duncan, is that all of a sudden Lady Macbeth became the power greedy one. This is when Lady Macbeth's scheming began. Although Macbeth had changed his mind and basically refused to murder Duncan, Lady Macbeth was able to eventually convince him to carry through with the plan. Even though Macbeth was the one who executed the plan, Lady Macbeth was the mastermind behind the scheme. Her greed for power was the one major factor that possessed her to convince Macbeth of the plan and carry through with it. Macbeth murdered Duncan at Iverness, and became hysterical after doing so. As a result of Malcolm and Donalbain's suspicions resulting in their departure to England and Ireland Macbeth became king: this was the ultimate power that he and Lady Macbeth had as their goal (well, actually it was more of Lady Macbeth's goal), and now he eventually had received it. Nothing was going to take away this ultimate power from Macbeth, and he would do anything to keep it. Macbeth's ruthlessness results in him ordering three murderers to murder his best friend, Banquo. The power of being king has taken over Macbeth's life, and he is a victim of his own greed for power. He is a tyrant. Not only does Macbeth murder Banquo (not directly, of course), he also murders (actually he has people murder) Macbuffs family. Macbeth does not murder Macduff, but he does murder his wife, children, and servants.

Home For Christmas Essay

Alexander Williams sighed as he rummaged through the huge stack of articles that covered his desk. He only had one week to make his final decision and he knew without any doubt, his final answer to Maria Carter wouldn’t be easy. She had begged him to stay with the newspaper agency, time and time, again. She had grown rather fond of him over the years and it broke her heart knowing that this would most likely be the last week she had to spend with him. She did know that his heart was in New Hampshire where he had grown up and would always be the one place he could truly call home. Charlotte, North Carolina had been the beautiful city where he had lived and worked for more than two decades and although he had became familiar with his surroundings and had made many friends in the Queen City, he still desperately felt that the remainder of his years should be spent with his close family. The Charlotte Gazette had offered him a prominent and enjoyable writing position where he wrote daily articles, but still, there was this huge need to return to his roots. â€Å"I see you’re still with us, Williams. I don’t see boxes full of photographs and awards, so far. It’s a good sign! † Maria knew that he had probably already made up his mind to go but still every time she passed his office, her curiosity made her peek inside to make sure he hadn’t made packed up his belongings. He had been her top journalist since day one at the Gazette and the thought of not seeing his smiling face and hearing his enthusiastic voice radiating through the building saddened her, greatly! â€Å"I’m seriously torn, Maria. I know I should just make up my mind and give you a definite answer but I can’t. I’m taking this last week to think it over but one thing’s for sure, if I do decide to move to New Hampshire, you‘ll be the first to know. † â€Å"But, you’ll miss out on the huge Christmas party on Friday. † Spending time with Alexander at Christmas had been a festive occasion that she had always looked forward to and now she knew she had no other choice but to get used to the idea of him not being there. â€Å"Seeing you dressed as Mrs. Claus would be exciting! † Alexander smiled as he thought about seeing his boss in the red garb that stretched across her arm. It’s all up to you and I do have several interviews scheduled but I’m still hoping we won’t need to fill your position. I seriously doubt anyone is capable of filling your shoes, anyway. † Maria had known what an expert writer was all about, the first day he walked into her office and asked for the position. He had a remarkable resume and when she took a look at some of his sample articles, she knew he was her man. He was able to create prize-winning stories out of ordinary events and had made The Charlotte Gazette one of the best-selling newspapers in the country! For the next week, Alexander had spent every extra second going over his decision. His mother had begged him to come home and his sister and brother told him they had already found him the perfect house where he could retire, happily and grow old without the hassle of rushing to his office and fretting over every little incident that took place in Charlotte. They knew Alexander had spent far too many years away from home and they yearned for him to return to the place where he grew up. On Friday, the entire building was decorated to perfection. Each red ribbon that draped the office doors were sparkling with glitter and every snowflake that hang from the ceiling reminded him that Christmas was near. The boxes had already been neatly packed in the corner of his office and when Maria saw with her own eyes that there wasn’t even a single photograph, in sight, she realized he had made his final decision. He was going home to his family. He was retiring and giving up something that she knew more than anyone, was the biggest passion in his life. She was going to miss him more than he would ever know. She should have told him about her strong emotions for him but it was too late. There was no sense in even asking him to stay, again. She could see as he looked into her eyes that he had made his choice. â€Å"Need some help with those boxes? † She tried to say it without him seeing her eyes tearing up but it was hopeless now and she had already shown him how vulnerable she felt about what he was doing. â€Å"And, a ride to the airport if you can swing it? Taking cabs are so informal, you know? † He had dreaded this part of moving more than anything but he did want to spend his last few hours with the woman who he had grown so close to over the years. The ride to the airport was spent with lots of laughter and as the first snowflakes of winter blew through the city, Alexander not only felt sadness about leaving but he started to feel the joy of the season with each new bluster of white. He hoped he had made the right choice in leaving his writing position at the Gazette but he knew he would always feel a tugging at his heart when he thought about his job there and of course, when he remembered Maria and as they said their last goodbye, the tears in each of their eyes said more than they could ever dare with mere words. The Christmas party was in full swing and the band hand been playing carols for nearly an hour before Santa finally arrived. Mrs. Claus was sitting comfortably in her chair handing out the first gifts as the lead band member asked for silence in the room. â€Å"It isn’t proper for Mrs. Claus to do all the work on such a special occasion! We have a special gentleman do all the grunt work. † He enlightened them through the microphone. As Santa Claus entered the room, the crowd applauded while he moved closer to the huge stack of presents under the tree and to Mrs. Claus who tried to smile through her sadness. I have a special gift for Mrs. Claus! † Santa belted out in laughter, followed by a jolly, â€Å"Ho ho ho! † The beard that covered his face was a wonderful disguise and as she opened the tiny red box and saw the engagement ring that glistened many colors as it reflected the brilliant lights from the tree, Maria was now crying tears of happiness. As she pulled the beard from Santa’s face, Alexander kissed her warmly. â€Å"Home is where I do need to be, Maria Carter and spending one day away from you, reminded me that home truly is where your heart is! I want to spend everyday, home with you! †

How Does Globalization Impact Consumers? Essay

How does globalization impact consumers? This question has been highly debated by economists. Some believe consumers will be negatively affected by globalization with greater economic instability and multiple financial crisis’ while corporations receive record profits. Other experts are of the opinion that globalization will provide customers with more wealth, more goods at lower costs, and will end poverty. Globalization gives customers the advantage of getting the best products at the best prices, per many economists and theorists. Each country, in a global market, manufacturers a product (or products) that they are best and most efficient at producing. As a result, consumers have affordable products that were previously out of their price range in some cultures (i.e. cars). Thus, the standard of living in each country is raised due to the positive effects of globalization. According to this perspective, the new global economy will shift millions of people from absolute poverty to the middle class. Another predicted benefit of globalization is that it will increase global salaries of managers and professionals and provide an increased market for international positions. Consumer access to disposable income will increase demand for technological advancement and new and improved goods. Further, lower prices give consumers the benefit of being able to save money or spend money on things they want instead of only things they need. In the article â€Å"Global Marketing and Advertising,† de Mooij suggests (Sage, 2005) that â€Å"wealth brings choice† and she believes consumers will choose to bring back old values to contain or in an effort to halt the westernizing of their culture. Harvard Professor Samuel Huntington agrees that globalization will cause a renewed interest in local traditions. In his article, â€Å"The Clash of Civilizations and Remaking of World Order† (Simon & Schuster, 1997), he opined that modernization encourages local social confidence and a resurgence of faith in local traditions and customs. Some see many disadvantages of globalization. Opponents of globalization state that it makes the rich more wealthy and the poor even poorer, particularly in cultures without ethical protections of its workforce. The opponents believe poor cultures will become too dependent upon other cultures because they cannot keep up. For example, India’s poverty in factions could worsen due to becoming more dependent on imports from other countries that could lead to high inflation. Instead of India’s  manufacturing sector expanding it could cause India’s people greater disadvantage due to not being able to complete with other nations technologically or scientifically. Another opponent of globalization stated that growth in Third World exports will create more oppression of workers because cheap labor will be more common and in more demand. Thus, common people in Indonesia and Bangladesh will suffer more harshly. Put in another way, cheap labor will be the demand, not efficiency of industry, and will be the new â€Å"cotton†.

ACT MathWord ProblemsThe Ultimate Guide

ACT MathWord ProblemsThe Ultimate Guide SAT / ACT Prep Online Guides and Tips Though the majority of ACT math problemsuse diagrams or simply ask you to solve given mathematical equations, you will also see approximately 15-18 word problems on any given ACT (between 25% and 30% of the total math section). This means that knowing how best to deal with word problems will help you significantly when taking the test. Though there are many different types of ACT word problems, most of them are not nearly as difficult or cumbersome as they may appear. This post will be your complete guide to ACT word problems:how to translate your word problems into equations and diagrams, the different types of word problems you’ll see on the test, and how best to go about solving your word problems for test day. What Are Word Problems? A word problem is any problem that is based mostly or entirely on written description and does not provide you with an equation, diagram, or graph. You must use your reading skills to translate the words of the question into a workable math problem and then solve for your information. Word problems will show up on the test for a variety of reasons. Most of the time, these types of questions act to test your reading and visualization skills, as well act as a medium to deliver questions that would otherwise be untestable. For instance, if you must determine the number of sides of an unknown polygon based on given information, a diagram would certainly give the game away! Translating Word Problems Into Equations or Drawings In order to translate your word problems into actionable math equations that you can solve, you’ll need to know and utilize some key math terms. Whenever you see these words, you can translate them into the proper action. For instance, the word â€Å"product† means â€Å"the value of two or more values that have been multiplied together,† so if you need to find â€Å"the product of a and b,† you’ll need to set up your equation with $a * b$. Key Terms Mathematical Action Sum, increased by, added to, total of + Difference, decreased by, subtracted from - Product, times * or x Divided by / or à · Equals, is, are, equivalent, same = Is less than Is greater than Is less than or equal to ≠¤ Is greater than or equal to ≠¥ Let's take a look at this in action with an example problem: We have two different cable companies that each have different rates for installation and different monthly fees. We are asked to find out how many months it will take for the cost for each company to be the "same," which means we must set the two rates equal. Uptown Cable charges120 dollars for installation plus 25 dollars a month. We do not know how many months we're working with, so we will have: $120 + 25x$ Downtown Cable charges 60 dollars for installation and 35 dollars per month. Again, we don't know how many months we're working with, but we know they will be the same, so we will have: $60 + 35x$ And, again, because we are finding the amount of months when the cost is the "same," we must set our rates equal. $120 + 25x = 60 + 35x$ From here, we can solve for $x$, since it is a single variable equation. [Note: the final answer is G, 6 months] Learning the language of ACT word problems will help you to unravel much of the mystery of these types of questions. Typical ACT Word Problems ACT word problems can be grouped into two major categories: word problems where you must simply set up an equation and word problems in which you must solve for a specific piece of information. Word Problem Type 1: Setting Up an Equation This is the less common type of word problem on the test, but you’ll generally see it at least once or twice. You'll also usually see this type of word problem first. For this type of question, you must use the given information toset up the equation, even though you don’t need to solve for the missing variable. Almost always, you’ll see this type of question in the first ten questions on the test, meaning that the ACT test-makers consider them fairly â€Å"easy.† This is due to the fact that you only have to provide the set-up and not the execution. We consider a â€Å"profit† to be any money that is gained, so we must always subtract our costs from our earnings. We know that Jones had to invest 10 million starting capital, so he is only making a profit if he has earned more than 10 million dollars. This means we can eliminate answer choices C, D, and E, as they do not account for this 10 million. Now each boat costs Jones 7,000 dollars to make and he sells them for 20,000. This means that he earns a profit of: $20,000 - 7,000$ $13,000$ per boat. If $x$ represents our number of boats, then our final equation will be: $13,000x - 10,000,000$ Our final answer is A, $13,000x - 10,000,000$ Word Problem Type 2:Solving for Your Information Other than the few set-up word questions you’ll see, the rest of your ACT word problem questions will fall into this category. For these questions, you must both set up your equation and solve for a specific piece of information. Most (though not all) word problem questions of this type will be scenarios or stories covering all sorts of ACT math topics, including averages, single variable equations, and probabilities, among others. You almost always must have a solid understanding of the math topic in question in order to solve the word problem on the topic. This question is a rare example of a time in which not every piece of given information is needed to solve the problem. For most ACT word questions, all your given information will come into play at some point, but this is not the case here (though you can use all of your information, should you so choose). For example, we are told that 25% of a given set of jelly beans are red. 25% translates to $1/4$ because 25% is the same as $25/100$ (or $1/4$). If we are being asked to find how many jelly beans are NOT red, then we know it would be $3/4$ because 100% is the same as 1, and 1 - $1/4$ = $3/4$. So we didn’t need to know that there were 400 jellybeans to know that our final answer is H, $3/4$. Alternatively, we could use all of our given information and find 25% of 400 in order to find the remaining jelly beans. $400 * {1/4}$ or $400/4$ $100$ If 100 jellybeans are red, then 400 - 100 = 300 jelly beans are NOT red. This means that the not-red jelly beans make up, $300/400$ $3/4$ of the total number of jelly beans. Again, our final answer is H, $3/4$ You might also be given a geometry problem as a word problem, which may or may not be set up with a scenario as well. Geometry questions will be presented as word problems typically because the test-makers felt the problem would be too easy to solve had you been given a diagram. The test-makers didn’t give us a diagram, so let's makeourselves one and fill it in with what we know so far. We know from our studies of parallelogramsthat opposite side pairs will be equal, so we know that the opposite side of our given will also be 12. Now we can use this information to subtract from our total perimeter. $72 - 12 - 12$ $48$ Again, opposite sides will be equal and we know that the sum of the two remaining sides will be 48. This means that each remaining side will be: $48/2$ $24$ Now we have four sides in the pairings of 12 and 24. Our final answer is C, 12, 12, 24, 24. Now, how do we put our knowledge to its best effect? Let's take a look. ACT Math Strategies for Your Word Problems Though you’ll see word problems on amyriad of different types of ACT math topics, there are still a few techniques you can apply to solve your word problems as a whole. #1: Draw It Out Whether your problem is a geometry problem or an algebra problem, sometimes making a quick sketch of the scene can help you understand what, exactly, you're working with. For instance, let's look at how a picture can help you solve a ratio/division problem: Let's start by first drawing our sandwich and Jerome's portion of it. Now let's divvy off Kevin's portion and, by the remainder, Seth's as well. By seeing the problem visually, we can see that the ratio of Jerome's share, to Kevin's, to Seth'swill go in descending order of size. This let's us eliminate answer choices A, B, and C, and leaves us with answer choices D and E. Just by drawing it out and using process of elimination, and without knowing anything else about ratios, we have a 50-50 shot of guessing the right answer. And, again, without knowing anything else about fractions or ratios, we can make an educated guess between the two options. Since Jerome's share doesn't look twice as large as Kevin's, our answer is probably not E. This leaves us with our final answer D, 3:2:1. [Note: for a breakdown on how to solve this problem using fractions and ratios instead of using a diagram and educated guessing, check out our guide to ACT fractions and ratios.] As for geometry problems, remember- you’re often given a word problem as a word problem because it would be too simple to solve had you had a diagram to work with from the get-go. So take back the advantage and draw the picture yourself. Even a quick and dirty sketch can help you visualize the problem much easier than you can in your head and help keep all your information clear. #2:Memorize ImportantTerms If you’re not used to translating English words into mathematical equations, then ACT word problems cansound like so much nonsense and leave you floundering to set up the proper equation. Look to the chart and learn how to translate your keywords into their math equivalents. Doing sowill help you to understand exactly what the problem is asking you to find. There are free ACT math questions available online, so memorize your terms and then practice on real ACT word problems to make sure you’ve got your definitions down and can apply them to real problems. #3: Underline and Write Out theKey Information The key to solving a word problem is bringing together all the relevant pieces of given information and putting them in the right places. Make sure you write out all your givens on the diagram you’ve drawn (if the problem calls for a diagram) and that all your moving pieces are in order. One of the best ways to keep all your pieces straight is to underline them in the problem and then write them out yourself before you set up your equation, so take a moment to perform this step. #4: Pay Close Attention to ExactlyWhat Is Being Asked of You Little is more frustrating than solving for the wrong variable or writing in your given values in the wrong places. And yet this is entirely too easy to do when working with word problems. Make sure you pay strict attention to exactly what you’re meant to be solving for and exactly what pieces of information go where. Are you looking for the area or the perimeter? The value of $x$ or $x + y$? Better to make sure before you start what you’re supposed to find than realize two minutes down the line that you have to solve the problem all over again. #5: Brush Up on Any Specific Math Topic in Which You Feel Weak You are likely to see both diagram/equation problems and word problems for any given ACT math topic on the test. Many of the topics can swing either way, which is why there are so many different types of word problems and why you’ll need to know the ins and outs of any particular math topic in order to solve its corresponding word problem. For example, if you don’t know how to properly set up a system of equations problem, you will have a difficult time of it when presented with a word problem on the topic. So understand that solving a word problem is a two-step process: it requires you to both understand how word problems themselves work and to understand the math topic in question. If you have any areas of mathematical weakness, now is a good time to brush up on them, or else the word problem might be trickier than you were expecting. All set? Time to shine! Test Your Knowledge Now to put your word problem know-how to the test with real ACT mathproblems. 1) 2) 3) 4) Answers: K, C, A, E Answer Explanations: 1) First, let us make a sketch of what we have, just so we can keep our measurements straight. We know we have two triangles, one smaller than the other, and the hypotenuse of the smaller triangle is 5. Now our triangles are in a ratio of 2:5, so if the hypotenuse of the smaller triangle is 5, we can find the hypotenuse of the larger triangle by setting them up in a proportion. $2/5 = 5/x$ $2x = 25$ $x = 12.5$ Our final answer is K, 12.5. 2) Because we are dealing with a hypothetical number that is increasing and decreasing based on percentage, we can solve this problem in one of two waysby using algebra or by plugging in our own numbers. Solving Method 1: Algebra If we assign our hypothetical number as $x$, we can say that $x$ is increased by 25% by saying: $x + 0.25x$ Which gives us: $1.25x$ Now, we can decrease this value by 20% by saying: $1.25x - (1.25x * 0.2)$ $1.25x - 0.25x$ This leaves us with: $1x$ or 100% of our original number. Our final answer is C, 100%. Solving Method 2:Plugging in Numbers Alternatively, we can use the same basic process, but make it a little simpler by using numbers instead of variables. Let's say our original number is 100. (Why 100? Why not! Our number can literally be anything and 100 is an easy number to work with.) So if we need to increase 100 by 25%, we first need to find 25% of 100 and then add that to 100. $100 + (0.25)100$ $100 + 25$ $125$ Now we need to decrease this value by 20%, so we would say: $125 - (0.2)125$ $125 - 25$ $100$ We are left with the same number we started with, which means we are left with 100% of the number we started with. Again, our final answer is C, 100%. 3) Let's first begin by drawing a picture of our scene. We know that one vertex of the square is at (3, 0), so we can mark it on a coordinate plane. Now, we are told that each side of the square is 3 cm long. To make life simple, we can start by marking all the possible vertexes attached to our known vertex at (3, 0) straight up, down, and side to side. If no answers match, we can then look to vertexes at different angles. Our possible vertexes are: (0, 0), (6, 0), 3, 3) and (3, -3) One of our possible vertexes is at (6, 0 and this matches one of our answer choices, so we can stop here. Our final answer is A, (6, 0). 4) We are told that Ms. Lopez throws out the lowest test score and then averages the remaining scores. Because Victor's scores are already in ascending order, we can throw out the first score of 62. Now to find the average of the remaining 4 scores, let us add them together and then divide by the number of scores. $(78 + 83 + 84 + 93)/4$ $338/4$ $84.5$ Our final answer is E, 84.5. A round of applause to your success!Picture: John Morris/Flickr The Take-Aways Word problems comprise a significant portion of the ACT, so it’s a good idea to understand how they work and how to translate the words into a proper equation. But remember that translating your word problems is still only half the battle. You must also supplement this knowledge of how to solve word problems with a solid understanding of the math topic in question. For example, it won’t do a lot of good if you can translate a probability word problem if you don’t understand exactly how probabilities work. So be sure to not only learn how to approach your word problems, but also hone your focus on any math topicsyou feel you need to improve upon. You can find links to all of our ACT math topic guides here to help your studies. What’s Next? Want to brush up on any of your other math topics?Check out ourindividual math guidesto get the walk-through on each and everytopic on the ACT math test. Trying to stop procrastinating?Learnhow to get over your desire to procrastinateand make a well-balanced study plan. Running out of time on the ACT math section?We'll teach you how to beat the clock and maximize your ACT math score. Trying to get a perfect score?Check out ourguide to getting a perfect 36 on ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Tweet Courtney Montgomery About the Author Courtney scored in the 99th percentile on the SAT in high school and went on to graduate from Stanford University with a degree in Cultural and Social Anthropology. She is passionate about bringing education and the tools to succeed to students from all backgrounds and walks of life, as she believes open education is one of the great societal equalizers. She has years of tutoring experience and writes creative works in her free time. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Juveniles And The Death Penalty Essays - Law, Misconduct

Juveniles And The Death Penalty Essays - Law, Misconduct Juveniles And The Death Penalty Juveniles and the Death Penalty Why its not a Deterrent, and How it can Become One Today, minors are using their age as a shield against capital punishment. I feel the death penalty is appropriate for juveniles in certain circumstances, such as murder and brutal crimes that are considered capital offenses. The rate at which the death penalty is carried out, as well as inconstancies in sentencing doesnt make it a deterrent. There should not be an age limit in all capital offenses for those who could face the death penalty and knew what he or she was doing was wrong, and a crime. Age limits do not predict when one is able to handle responsibilities. What they do is assume one should be able to take on new responsibilities, laws, and issues. One is not suddenly capable of driving at sixteen, and not immediately given the knowledge of the voting system at eighteen. How does a specific age predict when a person knows right from wrong? By not having a minimum age for juvenile offenders in capital offenses, juveniles special rights and immunities would be taken away. Thes e rights for juveniles exist so justice courts can provide measures of guidance and rehabilitation for the youth by using mentors in society. There have been several laws made for juveniles regarding the age they could be tried as adults in capital cases. Although, the age limit varies from state to state, and even then that age isnt always followed due to different situations in cases. This is what I mean by inconsistencies among court cases. These laws were made because some youth who was not yet considered an adult committed a horrific crime and knew what he or she was doing when the crime took place. These juveniles perform the same malicious acts as adult capital offenders. They need to be punished for their actions just as the adults are so they know they cant get away with crime just because their age says theyre not an adult yet. Thirty-eight states and the federal government created statutes authorizing the death penalty for certain forms of murder and other capital offenses. Presently, fifteen states have chosen the minimum age of eighteen for a youth to be considered for the death penalty, four have chosen the age of seventeen, and twenty states have chosen sixteen as a minimum age. There was one agreement among justices regarding the Constitution which doesnt say juveniles cant receive the death penalty. The Constitution, which has its roots in English Common law, is not in violation of the cases of juvenile death penalties. Before having a minimum age limit in effect, English Common law had a direct influence on the Constitution. This common law, carried over to American statutes, established the assumption that no one under the age of seven had the mental capability to commit crimes. Therefore they had no concept of mens rea, which is a Latin word meaning intent. In English common law intent had to be p roven in cases concerning offenders of ages seven to fourteen, which carried over to be an American standard. Only in cases of youth over the age of fourteen was it possible to acknowledge they had the mental capacity to perform a crime with intent. Because these juveniles crimes were so harsh, the youths case would be transferred to criminal courts and, in turn, makes it possible to sentence violent, juvenile offenders with the death penalty. The idea of whether or not the death penalty should be applied to juveniles is only possible through the transfer of juveniles out of the juvenile courts and into an adult criminal court. Only then can a guilty, violent youth be punished to the full extent for the capital crimes they have committed. Due to inconsistencies in the laws, the death penalty is not a deterrent from keeping youth from committing crimes or fearing any serious punishments. The goal of having stricter penalties will hopefully also decrease the numbers of future generations who commit crimes. I feel that age is not a determining factor in deciding whether or not a youth should be punished for their actions. It should be based on