Practical Sports Coaching Essay Example for Free

Practical Sports Coaching Essay Introduction In this assignment I am going to identify, describe and analyse some of the main techniques of a successful coach, while considering how they could be used in both individual and team sports. Purpose of coaching Coaching is helping to develop a person through the improvement of their athletic performance. It involves the physical and psychological development of the person to take them beyond their present level. Successful coaching To be a successful coach you have to take some of the following into account: * Planning and organisation If you want to get the best from a coaching session it is essential that you are well organised. Before starting coaching, a session plan should be made out. This allows us to run a session in a professional and organised manner. The session plan should get progressively more difficult, not suddenly jump from relatively simple to hard with no stages in between. * Communication When coaching it should be remembered that younger children would require a lot more help and advice than older athletes will. So when coaching we should adjust are techniques accordingly to make sure whoever we are coaching understands clearly what they have to do. * Monitoring and evaluating Performance of the athletes should be well monitored throughout all sessions, this way a coach can adjust his/ her session according to performance. It is important to keep progression at a tempo suitable to all the athletes in the group so nobody gets left behind and so everybody understands all the drills they do, so when putting it into a competitive situation they understand what to do. * Analysing and problem solving During training a coach should not only analyse the group as a whole, but individuals. Some individuals will be able to perform drills more quickly than others. It is important that you make sure that the weaker individuals are given a bit of extra help. * Tactics A coach will need to make sure that athletes use the skills they have developed at the right time. This will involve coaches creating role-play situations in training and letting athletes decide how best to handle the situation. * Sports science As well as all this a coach must be aware of the role of sport science, many of the things associated with sport science are applicable to coaching. * Health and safety A coach must ensure that they have taken every precaution possible to prevent an athlete suffering an injury. Psychological techniques Successful coaches have to have a good Psychological side to the game so that they no what is required and what they have to face in the future. They also have to not buckle under pressure and always be strong for the players and the team. If a player sees that their coach is finding it difficult, then they no that they are not doing the right job and their confidence level drops. A successful coach has to always try to take something good out of a game so that they can build on places were they went wrong and try and fix them. If they find something good in the game then the players confidence level gradually builds and they start to play better. They have to get the players into good habits and a routine for training. They have to have a good idea of what routine they are going to take the players for and be able to plan a good training programme. A successful coach also has to develop a mental toughness. They have to teach the players to work and play as part of a team and not to play for themselves. They have to be able to interact in a competitive environment. The coach must always bear in mind that sport is an area of life that people enter into in order to have fun and enjoy themselves. The coach must prepare teams and individuals to maximise their chances of winning, but they must not lose sight of the pleasure that sport can bring. This development of skills must always be practised in a safe environment and ensure the safety of participants and the coach. Physical techniques A successful coach has to try to kept the physical level of all of the players to a high standard so that then are able to last the full game. If they are not used to training very much and they go and play a full game then their muscles become over used because the body can not cope with the pressure that is being put upon it and it results in an injury. If the coach gets the players into a routine of training, then the players improve on places were they are lacking and try to improve their performance on the pitch and please the coach. It then relates back to the mental side because if the performance of the players is good and the players are happy then the coach is happy. Coaches have to aim to improve speed, strength, flexibility and endurance. To minimise the chances of any player getting injured, the coach has to strengthen and develop techniques to unable this to occur. They have to get the players into good habits and a routine for training. They have to have a good idea of what routine they are going to take the players for and be able to plan a good training programme. Personal skills of a coach There are many different styles of coaching, and most coaches nowadays have there own views on how things should be done. These are many different personalities and styles throughout the world. However the very best coaches always seem to have at least five things in common. * A professional approach Modern coaches are now paying more attention to the small things that make all the difference. They also know that they have to conduct themselves in professional and appropriate manner, and always act in the best interests of the club or team. * They are good role models Coaches must set a standard, which their athletes should aspire to. Their personal habits must be good and should be the example setter at the club. If athletes see that there coach is arriving late then they will consider this to be acceptable and do the same themselves. * Knowledge of the sport they are coaching A coach needs to have a thorough understanding of the rules, techniques and tactical requirements of their chosen sport. This will make them a good role model for their players because if a coach is aware of all this it will be passed onto the athletes. It also shows that they will be able to understand the skills and will teach and evaluate the correctly. * Motivational skills Coaches must be able to keep their athletes motivated if they want them perform at the highest level they possibly can. If a coach can keep them motivated it means players are more likely to recognise their full potential. * Communication skills This includes not only what we say, but what we do as well. Coaches have to consider their body language as well as their verbal communication in creating the right type of atmosphere. Issues to be considered when coaching Coaches are in a position of responsibility to make sure nobody suffers injury so it is important that coaches understand the responsibility of what they are doing. They have a duty of care to everyone they coach. There are 10 legal duties a coach should fulfil: 1. Plan the session thoroughly 2. Ensure method of coaching is safe and correct 3. Ensure the environment is safe 4. Provide good, up to date equipment 5. Check all equipment is working before use 6. Make sure nobody is suffering from an injury before starting 7. Make sure athletes are adequately prepared and warmed up properly 8. Make sure athletes know the risks and how to minimise these 9. Once started make sure you supervise the session carefully 10. Be prepared for an emergency situation, and be able to provide emergency assistance. Insurance It may seem strange that insurance is considered important in effective coaching, but it is essential. Coaching should never be undertaken unless you know the proper insurance is in place. However insurance is complex so just having insurance is just not enough. You need to know the following things about the insurance: 1. What activities are covered? 2. Where am I covered to coach? 3. What events are covered? 4. How much loss am I insured for? 5. What equipment and property are covered? 6. Are there any special conditions that are excluded? 7. What should I do in the event of a claim? Child protection When coaching children it is essential that they be protected. Coaches are placed in a position of trust by parents, and these parents, and these parents have a right to know that a coach will not abuse his position. To be a good coach you must be responsible for the childrens welfare. Sports organisations are aware that some shady people will use sport as a means to get access to children an abuse them in one way or another. Some positive steps have been taken to make sure children are safe: 1. In January 2001, a child protection in sport unit (CPSU) was set up. This is based at the training centre of the NSPCC and is funded by the training staff. 2. There are now laws that require that organisations have child protection procedures in place and that is supported by training their staff. 3. The Criminal Records Bureau now provides information about the suitability of a person to work with children 4. Sport England requires evidence that child protection procedures are in place before any sport can take place. Enjoyment For a coach to really successful they really have to enjoy what they are doing, they need to share the athletes dreams and help them achieve it. A coach will then be able to share in the success their athletes achieve. If a coach doesnt enjoy what they are doing then there is really no point because athletes wont gain anything from a coach who isnt interested. Practical sports coaching Task 2 Feedback After taking the Millburn primary school children for a 15 minute warm up session before there soccer coaching I have decided to analyse my performance. When I first took control of the group they were loud and full of energy. I managed to get the group under control, which was very important to make sure no injuries occurred and the session stayed organised. I did a warm up drill which involved each child having a football, although this was a sport specific warm-up it was hard to maintain control. Some of the children were more capable of keeping the ball at their feet than others and this inevitably led to balls going astray. When I noticed this I got the group to stop and talk them through the drill again, this time getting them to walk through it an keep ball closer to them. Within the group we had a couple of quite talented boys who were keen to show the fact they were better than the rest and kept running with the ball, it was hard to instruct the other kids who were not so talented because concentrated too much on getting the others to slow down. Before the end of the session the children started to get bored and admittedly I did myself. I tried to introduce a different drill to try capturing the attention of the children again. This attempt failed badly, because I had not organised anything and then lost control until instructor took over and ended the session. Overall I dont think it was a bad first attempt, with more confidence and better organisation it could have been better. I have also added my session plan for the warm up drill on next page. Coaching session plan Venue: Coleraine leisure centre Date of session: 04-12-04 Time 10:30 Duration: 15 mins Name of group: Millburn P.S Number of participants: 15 Equipment needed: 15 balls, cones, whistle. Warm up 15 minutes 1. Stop the ball 2. Sit on the ball 3. Double touch 4. Knee to ball 5. Change direction Give each child a ball and tell them to use whole area. Tell them what each of the commands are and issue them while they are running round hall with ball at their feet. . Summary: keep control of group and make sure the pacing is correct to avoid loss of control. Record all injuries no matter how minor. Practical sports coaching Task 3 Introduction For this assignment I have to analyse two performers, describe and explain what techniques and equipment could be used to improve their performance. For this assignment I have chosen to base my two performers on and 8-year-old girl and a 15-year-old Down syndrome child. For the 8 year old girl some of the equipment that might be required to help them get a feel for the game. You might use a lighter football and smaller football because it would be easier to pass the ball with a smaller and lighter ball. You might even make the ball pink to attract their attention better. If you use a lighter ball then it is easier for them to header it instead of throwing a hard ball for them to header because it will put them of playing football. You might play indoors because it help the ball move at a faster pace than if you were outside on the grass. When playing indoors bring the players closer to each other when passing the ball because then you make sure the ball reaches the other person and the ball doesnt go all over the place and interrupt the other participants. For a 15-year-old Down syndrome child some of the equipment that might be used are, a bigger ball and play indoors. It would be better to play them indoors because it is a more compacted and relaxed space. You would be better to use a bigger ball like a beach ball for them to use. It would be better for them to use the bigger ball because they have bad co-ordination and bad balance and using a smaller ball would give them a better advantage of hitting the ball. You would also use a beach ball because it doesnt bounce as much and that means it would be easier for them to control it.

Fern Hill :: essays research papers

The poem "Fern Hill", by Dylan Thomas, is being told by a speaker who is recalling his youthful past. Many images, symbols, and metaphors increase the depth of the speaker's message to the reader. An image that is spoke about alot in the poem is the color of gold. Gold is usually used with youthful objects. Gold represents vibrance. Vibrance is usually associated with youth. Gold appears in the following locations: "Golden in the heydays of his eyes" "Trail with daisies and barley" "Golden in the mercy of his means," "And green and golden I was huntsman and herdsman, the calves" "And the sun grew round that very day." "In the sun born over and over," "Before the children green and golden" A symbol in the poem occurs: "And honoured among wagons I was prince of the apple towns." Princes are those who have a lot of political and social power. What separates them from kings, is that princes are generally young, at least younger than their fathers. Many metaphors concerning the opposite of youth, aging, are located in the entirety of the last stanza of the poem. " Nothing I cared, in the lamb white days, that time would take me Up to the swallow thronged loft by the shadow of my hand, In the moon that is always rising, Nor that riding to sleep I should hear him fly with the high fields And wake to the farm forever fled from the childless land. Oh as I was young and easy in the mercy of his means, Time held me green and dying Though I sang in my chains like the sea." "In the moon that is always rising" reveals that the speaker has experiances what seems like countless days and nights. "The childless land" means that where the speaker was before, everyone has grown up by now.

The Digital Divide

Education and the workplace have been revolutionized by information technology. The jobs of tomorrow will depend heavily on people's literacy with computers and the Internet. Forecasts are that by the year 2010, 25% of all of the new jobs created in the private and public sectors will be â€Å"technologically oriented† (American Association of University Women Educational Foundation Commission on Technology, Gender and Teacher Education, 2000). In both economic upturns and downturns, access to jobs will require training and competency in technology (McClelland, 2001).Yet, access to training in IT is not equitable and some people have greater access than others with the likelihood depending on the income, racial, and gender categories of which people are members. White Americans are more likely to have access to computers and the Internet than African Americans. Males have more access than females, and wealthier Americans have more access regardless of race and gender. The digi tal divide is a term that has been used to refer to the gap between those who have access to technology and those who do not; between those who have the expertise and training to utilize technology and those who do not.According to Chistopher Latimer in a report to the New York State Forum for Information Resources, social gaps in society cause the digital divide, but the digital divide, in turn, may intensify existing social gaps and create new ones. Because members of minority groups and people from lower socioeconomic groups have less access to technology, they are likely to be even further disadvantaged from attaining some of the higher positions in tomorrow's economy, widening the economic divisions that already exist. The trend is already occurring.According to a report of the National Science Foundation (Papadakis, 2000), 46. 6% of White families in the United States own a home computer, whereas only 23. 2% of African American families own one. Although computer purchase and use rose for both Whites and Blacks over the last several years, the gap between racial groups has widened. During the 4–year period of 1994–1998, Papadakis reported that computer ownership increased 18% nationally, but the gap between Blacks and Whites widened by an additional 7%. The gap seems to persist at the college level.For instance, the Office of Institutional Research at a community college in northern Virginia polled the commuter–oriented student population and, even among this group, computer ownership was higher among White students than it was among Black students. Socioeconomic status also plays a large role. Of Americans with incomes of under $15,000, 12. 7% have computers in their homes. The percentages climb steadily with income such that families who earn more than $75,000 annually have a 77. 7% likelihood of owning a computer.The racial variable is often confounded with income, because Blacks and Hispanics make up a larger proportion of the lo wer income groups than do Whites. Nonetheless, some racial differences continue to exist, even when income is statistically removed from the phenomenon. For example, the lowest likelihood of computer ownership is for Black households whose income is below $15,000 (7. 7%). For all families earning less than $35,000, the percentage of White households owning computers is three times greater than the percentage of Black families and four times greater than the percentage of Hispanic families.It is not only crucial that everyone has the access and knowledge to use computers and the Internet for the jobs for which they will compete upon finishing school, but it is also critical for school performance itself. Survey data from a large number of eighth–grade students in the United States. They specifically noted the relationship between children’s having access to a computer at home and their scores on standardized tests. They found that reading and math scores were related to home ownership of computers.Not surprisingly, they also found that White students were more advantaged than Black students; wealthier students were more advantaged than poorer students. More surprisingly, the data showed that, controlling for the number of households who had computers, wealthy students obtained more of an advantage from their computer ownership than did poorer students, and White students obtained more of an advantage than Black students. Policymakers have good reason to worry about the digital divide. Wealth and socioeconomic status have frequently made education and employment opportunities more accessible to some than to others.Unequal distribution of wealth, even in the public sector, has created schools that are unequal in facilities, staff, and, in the end, academic performance of its students. The unbalanced relationship between race and socioeconomic status bears prime responsibility for the lower academic performance of traditionally underrepresented minor ities. The cycle perpetuates itself as underrepresented minorities are in a disadvantaged position to compete for the higher paying technology jobs of today's and tomorrow's workplace. The same precipitating factors are more difficult to glean in the case of gender.Nonetheless, compared with men, women are underrepresented in their use and ownership of computers. Women take fewer technology classes in high school and college, are far less likely to graduate college with degrees in IT fields, are less likely to enroll in postgraduate technology fields, and are underrepresented in the higher end of technology jobs. A recent study by the American Association of University Women (AAUW, 2000), for example, highlights how the vast majority of girls and women are being left out of the technology revolution.The AAUW report shows that women and men are using computers as a â€Å"tool†Ã¢â‚¬â€œfor accessing the Internet, using e–mail, and using word processing programs–at equal rates. However, there is a striking disparity in the number of women and men who are participating in the technological revolution at a more sophisticated level, the level that will allow them to be equal and active participants in the computer revolution that is taking classrooms and workplaces across the world by storm. Much of the debate about the digital divide has centered on the question of who has access to computers and the Internet.A series of studies by the National Telecommunications and Information Administration (NTIA, 1995, 1999, 2000, 2002) revealed that those in low-income, low-education, minority-racial, and rural location groups have unequal access to the new technologies. The most recent NTIA (2002) report indicated that the gaps in access are narrowing. However, this chapter argues that a number of fundamental aspects of the digital divide persist, above and beyond access issues. It examines continuing gaps that underlie the digital divide from a case study of Austin, Texas.A highly wired city, Austin reveals the social and cultural barriers that remain in place when most conventional remedies, such as public access centers, Internet-connected schools and libraries, and computer training programs, become fairly widely available. So far this discussion of the digital divide has taken a structural point of view. Many analyses point to income as the key issue in access, which leads many to assume that when computers and Internet access become cheap enough for all income levels can afford them, and then lower income consumers will, as a matter of course, adopt and use them.However, both the national NTIA research and the recent Texas study showed that, particularly within lower income populations, ethnicity is still related to less frequent use of the Internet. Economic structures related to class are crucial in limiting access to media, but culture, as indicated by ethnic differences, remains important. Bourdieu (1980, 1984, 1993a) intro duced the concepts of habitus, field, and capital to elaborate the continuity, regularity, and regulated transformation of social action that solely structural explanations fail to account for, such as technology use by individuals and groups.He described habitus as a set of dispositions that create â€Å"durable† and â€Å"transposable† practices and perceptions over a long process of social inculcation. The similarity of dispositions and practices experienced by members of the same social class constitutes class habitus for Bourdieu (Johnson, 1993). Such shared orientations help explain why groups acquire and hold dispositions against the use of certain technologies like networked computers, even when those technologies become accessible and receive favorable publicity in the media.During the past decade, the Department of Commerce has conducted research on the extent of Internet access throughout the United States. Their initial studies warned of a growing digital d ivide, particularly when the data factored in demographic variables such as race and income. Inspired by studies such as these, local, state, and national organizations emerged to close the gap, to ensure that most (if not all) Americans enjoy access to the Internet in the same manner as they do basic services such as water and electricity.What progress has been made since those earlier warnings? To answer that question the Commerce Department's National Telecommunications and Information Administration (NTIA), conducted a survey of about 57,000 households in September 2001, releasing their findings in 2002. Their results inspired many observers to conclude that efforts to close the digital divide have largely succeeded but that important work remains. Internet access has become an essential component to public life for most Americans.Indeed, the Commerce Department found that in September 2001, 174 million Americans (two thirds of the population) were online. Moreover, during the t ime of their study, they found that roughly 2 million more Americans go online every month. Many of these new Internet users are children, the fastest growing group in the study. Already, three fourths of all teenagers use the Internet for study, socializing, and entertainment. Just think, a mere decade ago, Internet usage was a rarity, a research tool for scientists or a plaything for the wealthy.Now the Net has wired itself into the fabric of our lives through stand-alone computers, personal data assistants, mobile phones, mall kiosks, and a growing number of other means that allow virtually anyone to go online from virtually anywhere. The Internet and ICTs are at present accessible to only a very limited proportion of the world s population. The diffusion of the communication networks is not uniform between countries or even within societies.Indeed, it is estimated that not even half of the people on the planet have ever made a telephone call. This uneven access to the new media is believed to be giving rise to a digital divide between the information-rich and the information-poor. For some privileged groups life-chance opportunities may be significantly enhanced by access to the Internet through greater bandwidth and high-speed connectivity. For the majority of less well off, access may be non-existent or at best limited to slow telecommunications links.As the rate of development of ICTs becomes faster and the competitive advantage to the information-rich increases, it is possible that the digital divide will act to reinforce and even extend existing social and material inequalities between people. Community informatics (CI) is the application of information and communications technologies (ICTs) to enable community processes and the achievement of community objectives including overcoming digital divides both within and among communities. But CI also goes beyond discussions of the digital divide.It goes on to examine how and under what conditions ICT acce ss can be made usable and useful to the range of excluded populations and communities and particularly to support local economic development, social justice, and political empowerment using the Internet. Thus a framework is emerging for systematically approaching information systems from a community perspective that parallels MIS in the development of strategies and techniques for managing community use and application of information systems closely linking with the variety of community networking research and applications.This is based on the assumption that geographically based communities (also known as physical or geo-local communities) have characteristics, requirements, and opportunities that require different strategies for ICT intervention and development from the widely accepted implied models of individual or in-home computer/Internet access and use. Because of cost factors, much of the world is unlikely to have in-home Internet access in the near future.Thus CI represents an area of interest both to ICT practitioners and academic researchers and to all those with an interest in community-based information technologies addressing the connections between the academic theory and research, and the policy and pragmatic issues arising from community networks, community technology centers, telecenters, community communications centers, and telecottages currently in place globally. The types of communities we are concerned with are those suffering economic and social disadvantage relative to other groups and neighborhoods within the city, town, or region.These are the communities in which the level of earning potential and capacity for income generation is poor. Unemployment figures are high and educational attainment is low. Poverty and discrimination are visible. People's confidence in and aspirations for the future are low. Most of the people living in these communities find themselves on the wrong side of the digital divide for reasons not so much of ac cess (although this can certainly be a factor) but of social and economic exclusion.Within these communities too there are often large numbers of hard-to-reach groups. These are the people who are beyond the net of social inclusion initiatives and whom in terms of turning around and transforming neighborhoods and regions it is perhaps most crucial to reach. ICTs can be used as a tool for reconnecting individuals and groups. With appropriate interventions and support, the influence of ICTs on the local economy can be more positive than negative. Poor and disadvantaged communities do not have to be left behind in the digital economy.They can be information society â€Å"shapers† rather than â€Å"trailers† (Shearman 1999a). ICTs open the door to the future. Having a share in the future is not just a question of â€Å"catching up. † It means having access to the new opportunities at the same time as everybody else. It is about having the chance to be at the forefro nt, to shape the direction of local economic, social, and community development. This means going beyond the basics of Internet access and training provision. Providing access and resources is just the first step.Leaving it at that condemns these communities to a perpetual second-class existence—always lagging behind. With a bit of imagination and thought, community-based ICT projects can offer a way out of this. One way of working toward this is to promote the use of state-of-the-art technologies in community contexts. Community-based ICT projects are not normally perceived as being at the technical cutting edge of their field or pioneers in applications development. But local ICT projects can be both state-of-the-art and community based.Community enterprises like Artimedia in Huddersfield and Batley and Mediac in Sheffield develop projects that encourage people to experiment with state-of-the-art technologies. Many of the cultural projects they are engaged in require people to acquire sophisticated ICT skills such as image compression, converting sound into streamed media and output from digital format to video. It goes without saying that a medium that is increasingly adopted into society is approaching average parts of the population.However, in my view, digital divides are about relative differences between categories of people. In the 1980s and 1990s, most of these divides concerning possession of computers and Internet connections increased, as was convincingly demonstrated by the American and Dutch official statistics supplied earlier. One is free to predict that these divides will close rapidly, an argument to be dealt with later, but their existence in the present and recent past cannot be denied. The argument about cheaper hardware is correct, but only partly so. It neglects many facts like:(a) The new media add to the older mass media that do not disappear: One still needs a TV, radio, VCR, telephone, and perhaps a newspaper; low income hous eholds continually have to weigh every new purchase (with the newspaper beginning to lose); (b) Computers are outdated much faster than any of the medium and continually new peripheral equipment and software has to be purchased; and (c) â€Å"Free† Internet access or computer hardware is not really free, of course. There are nominal monthly fees, long-term service agreements, privacy selling, and low-quality service, for instance.However, the most important problem of this interpretation, and the next one, is their hardware orientation. Perhaps the most common social and political opinion is that the problem of the digital divide is solved as soon as every citizen or inhabitant has the ability to obtain a personal computer and an Internet connection. In contrast, my analysis suggests that the biggest problems of information and communication inequality just start with the general diffusion of computers and network connections.

Playing God A Consideration of Capital Punishment Essay

I live in a state where capital punishment is still being practiced. In fact, I live thirty minutes away from a prison that executes the death penalty. Are we playing God by controlling who does not deserve to live? How can we kill anyone who is no longer a threat to the society? Most have committed terrible crimes in order to get the death penalty, but there are those that were wrongfully convicted. The law system is not perfect, it will never be perfect. Sure, they can get numerous appeals before they are executed. If there is no new evidence or new technology to prove their innocence, there is no use in giving them any number of tries before being executed. It was said that it cost more to execute the death penalty (from the time of†¦show more content†¦If your crime fits the capitol punishment and you are convicted, thats the end of the road for you. The only thing mandatory is one plus one equals two. The average cost to house an inmate is $26894 according to the California Department of Correction. It might seem like it cost less to execute someone than to give them a life sentence. The real cost in capitol punishment is related to numerous court reviews, hearings, and appeals. As technology advances, we are able to test on things that we had no way of testing before. A little over 100 years ago, finger printing was invented. Before finger printing was invented, there were more wrongful convictions. Many years ago, the only tests for blood in forensic was only by blood types. There are practically millions of people in any given blood type. A couple decades ago, DNA started to be used for forensic investigation. At that time, you needed a good sized sample for DNA tests. Today, you only need a very small amount of DNA sample because now we have the ability to duplicate DNA. In California, there has been at least one death row inmate that had his case over turned due to DNA evidence proving his innocence. As we move forward in this technology driven world, we can not predict what technologies will be invented in forms of forensic tests. We will never know what the next big leap in forensic science is; that is an unforeseen able future. Capital punishment en ds in death that can not beShow MoreRelatedIs the Death Penalty Cruel and Unusual Punishment? Essay1245 Words   |  5 PagesCapital punishment remains a cause for debate with people continuing to disagree on what cruel and unusual punishment consists of. Cruel and unusual punishment being defined as torture or a deliberately degrading punishment, in no way does the death penalty fall into this category. Having the death penalty in our society deters potential violent offenders from committing crimes, saves the government money, and guarantees that offenders will not commit these crimes again. The United States shouldRead MoreThoughtful Reasoning For The Ultimate Punishment1613 Words   |  7 PagesLinda Chin Mr. Hoague AP Lit and Comp, Period 1 14 October 2015 Thoughtful Reasoning for the Ultimate Punishment Only the most dangerous criminals in the world are faced with society’s ultimate penalty, or at least that is the theory. Capital punishment, commonly referred to as the Death Penalty has been debated for many decades regarding if such a method is ethical. While there are large amounts of supporters for the death penalty as a form of retribution, the process is avoidable financiallyRead MoreThe Capital Punishment Debate Essay1396 Words   |  6 PagesCapital Punishment, also known as the death penalty is a legal sentence for a criminal to be put to death. The Punishment is rising to a controversial topic and has led to a lot of heated debates. 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He died there the following year† (Brumbaugh, Robert S.). Before he had died, the Athenians charged Aristotle, like Socrates, with impiety that means a lack of reverence to the gods. He rememberedRead More The Problem of Capital Punishment Essay3342 Words   |  14 PagesThe Problem of Capital Punishment The issue of capital punishment is a divisive topic that encompasses many moral and empirical aspects of human justice. Ultimately, the key issue regarding the death penalty is as follows: is the death penalty an appropriate form of punishment for the United States of America’s judicial system to impose? This key issue incorporates the empirical and moral claims of the opponents both for and against capital punishment in America. The main empirical issuesRead More America Needs Capital Punishment Essay2044 Words   |  9 Pagesposition. I shall also try to criticize the case against the death penalty with individual arguments. Finally, I will demonstrate that no alternative to capital punishment can be reached and try to convince you for its fairness. Despite ethical and moral concerns, the issue of capital punishment must not be dismissed without serious consideration and scrutiny.   Ã‚  Ã‚  Ã‚  Ã‚  Is our judiciary system working the way it is suppose to? Many people and countries are convinced that the judiciary system of theRead More Genetic Engineering Essay example2745 Words   |  11 Pagesis Pascals famous wager-argument regarding our belief in the existence of God. (2) If God exists, Pascal argued, and if we fail to believe in Him, we stand to lose everything, whereas by believing in His existence we stand to gain an afterlife of eternal happiness. If, on the other hand, there is no God, we can only lose a few earthly pleasures by acting as if there was. Since the happiness and misery we encounter if God exists are infinite, it is always, no matter how small the probability, inRead MoreHistory Of The Second Temple Period3405 Words   |  14 Pagescompletion of NBST 510-C02 New Testament Introduction by Morid Rouhi 28 March 2015â€Æ' Introduction Oppressed, disseminated, exiled, time and again mistreated, the Jews not only endured but contributed indispensably to the Western civilization, playing a critical role in almost every vital episode of world history. This survey of the second temple period will capture the survival of Jews and the advancement of Judaism under foreign rulers that took place in the span of six hundred years. These turn