Although it is an issue that I find myself torn on

Although it is an issue that I find myself torn on, if I have to support one position, I would have to say that ultimately I do not agree with capital punishment. There have been instances where I have supported the decision of the death penalty in relation to certain cases. I have learned of some heinous crimes in which I feel capital punishment was justified, or even should have been applied. However, the personal reasons that I am against capital punishment are strong enough to way my decision against it. One of the reasons that cause me to side against capital punishment is the issue of innocent people being put to death. Eric M. Freedman raises the point in his essay that Capital punishment inevitably will be inflicted on the innocent. Prisoners have been released off of death row that were found guilty in court, sentenced to death, and then found innocent. There are a number of executions that have been found to be unjustified after the fact, and Im sure numerous more that have and will go unfound. Capital punishment is the most permanent form of punishment we have. There is no room for error. If a mistake is made, it can never be rectified once someone is put to death. Humans are faulty by nature. Judges, jury panels, detectives, police, and the smartest lawyers are all fallible. When an innocent life is taken this is an irreversible, and unforgivable. A second reason why I am against capital punishment is not backed up in any publication. It is something drawn from my personal morals. People killing people is wrong. It does enrage me when I hear of horrific crimes committed against innocent people. At the moment I hear of it I find myself wishing that the person who committed this crime receives the same if not worse punishment. This I think is a natural human reaction driven by emotion. However, the result of one death that invokes such emotion in pe

How to Teach the Present Continuous to ESL Students

How to Teach the Present Continuous to ESL Students Teaching the present continuous usually takes place after the present, past, and future simple forms have been introduced. However, many books and curricula choose to introduce the present continuous immediately after the  present simple. This order can be confusing as students may have difficulties understanding the subtlety of something that happens as a routine and an  action that takes places at the moment of speaking. No matter when you introduce this tense,  its important to provide as much context as possible by using appropriate time expressions, such as now, at the moment, currently, etc.   How to Introduce the Present Continuous Start by Modeling the Present Continuous Begin teaching the present continuous by speaking about what is happening in the classroom at the moment of introduction. Once students recognize  this usage, extend to other things you know are happening now. This can include simple facts such as The sun is shining at the moment. Were learning English at the moment. etc. Make sure to mix it up by using a number of different subjects. Im teaching the present continuous right now.My wife is working in her office at the moment.Those boys are playing tennis over there.etc. Choose a magazine or web page with lots of activity, go through a number of pages, and ask students questions based on the photo. What are they doing now?What is she holding in her hand?Which sport are they playing?etc. To teach the negative form, use the magazine or web pages to ask yes or no questions focusing on eliciting a negative response. You may want to model a few examples before asking students. Is she playing tennis? - No, she isnt playing tennis. Shes playing golf.Is he wearing shoes? - No, hes wearing boots.(Asking students) Are they eating lunch?Is she driving a car?etc. Once students have practiced a few rounds of questions, distribute magazines or other pictures around the classroom and ask students to grill each other on what is happening at the moment. How to Practice the Present Continuous Explaining the Present Continuous on the Board Use a present continuous timeline to illustrate the fact that the present continuous is used to express what is happening at the moment. If you feel comfortable with  the level of the class, introduce the idea that the present continuous can be used to speak about what is happening around the present moment in time. Its a good idea at this point to contrast the present continuous auxiliary verb to be with other auxiliary verbs, pointing out that ing must be added to the verb in the present continuous form. Comprehension Activities Comprehension activities such as using photos in magazines will help with the present continuous. Present continuous dialogues can also help illustrate the form. Present continuous worksheets will help tie in the form with appropriate time expressions. Review quizzes contrasting present simple with the present continuous will also help. Continued Activity Practice Its a good idea to compare and contrast the present continuous with the present simple form once students have understood the difference. Using the present continuous for other purposes such as discussing present projects at work or speaking about future scheduled meetings will help students become familiar with other uses of the present continuous form. Challenges with the Present Continuous The greatest challenge with present continuous is understanding the difference between a routine action (present simple) and an activity occurring at the moment. Its quite common for students to use the present continuous to speak about daily habits once theyve learned the form, so comparing the two forms early on will help students understand the differences. The use of the present continuous to express  future scheduled events  is best left for intermediate level classes.  Finally, students might also have difficulties understanding that stative verbs may not be used with continuous forms. Present Continuous Lesson Plan Example Greet the class and talk about what is happening at the moment in class. Make sure to pepper your sentences with appropriate time expressions such as at the moment and now.Ask students what they are doing at the moment to help them begin using the form. At this point in the lesson, keep things simple by not diving into the grammar. Try to get students to provide correct answers in a relaxed conversational manner.Use a magazine or find pictures online and discuss what is happening in the picture.  As you discuss what he/she or they are doing in photos, begin to differentiate by asking questions with you and we.  At the end of this discussion, write up a few example sentences on the whiteboard. Make sure to use different subjects and ask students to identify the differences between each sentence or question.  Point out the helping verb be changes, but note that the main verb (playing, eating, watching, etc.) remains the same.Begin contrasting the present continuous with the prese nt simple by alternating questions. For example:  What is your friend doing at the moment?  and  Where does your friend live?   Get student input on the differences between the two forms. Help students understand as necessary. Make sure to point out differences in time expression use between the two forms.  Ask students to write out ten questions, five with the present continuous and five with the present simple. Move around the room helping students with any difficulties.  Have students interview each other using the ten questions.  For homework, ask students to write a short paragraph contrasting what a friend or family member does every day and what they are doing at the moment. Model a few sentences on the board so that students clearly understand the homework assignment.

Legal job protections Essay Example | Topics and Well Written Essays - 250 words

Legal job protections - Essay Example Social Security Act enacted August 14, 1935, the Consolidated Omnibus Budget Reconciliation Act (COBRA) of 1986, and Title VII of the Civil Rights Act of 1964 may protect Amanda. The 1935 Social Security Act requires eligible people to receive unemployment benefits when due (State of Wisconsin, 2014). Title VII protects employees from unlawful termination of employment (U.S Equal Employment Opportunity Commission, 2014). The COBRA guarantees Health Care Benefits to eligible employees who have lost their jobs. The 1935 Social Security Act may protect Amanda because she will qualify for unemployment benefits. The company will fire Amanda for unintentional actions. She has also worked for more than 680 hours in the company and received significant wages to launch a claim (The Employment Development Department, 2014). Amanda will be available and able to work though wholly unemployed. Amanda may enjoy unemployment benefits for 46 weeks. The COBRA may protect her health benefits for a limited period if the company terminates her employment. Indeed, Amanda and her family will enjoy their health benefits since her termination may not relate to gross misconduct. Moreover, the firm has more than 20 employees, and Amanda was a participant in the company’s health plan that mandates the company to continue maintaining the health scheme (U.S. Department of Labor, 2014). After termination, COBRA may guarantee health benefits to Amanda for a maximum of 18

Business and Society Essay Example | Topics and Well Written Essays - 1250 words

Business and Society - Essay Example resent day intend to contribute to a situation of equitable position in the society, a balanced environment and the development of a sustainable economy. Although most of the large corporations are chiefly engaged in these types of social activities, the smaller houses are also not beyond the scope of CSR. The smaller manufacturing and production companies are equally responsible for the exhaustion of the environmental resources and therefore it is also a part of their duty to give back some thing to nature and the society. If the present generation makes complete use of the existing resources there would be nothing left for the future generations to sustain in the long run. Therefore the companies that are operating in any economy should think beyond the interest of the shareholders and maximisation of profit but should formulate their policy that would add to the social welfare by and large. The ideal mission and vision of a particular company has remained a topic that has been discussed and deliberated on at length. The stakeholder theory is often used to talk about the corporate social responsibility activities of the organisations. The corporations have legal obligations towards the shareholders of the businesses. Since the stakeholders are people belonging to the society contribution by the corporations in the CSR activities would contribute to the welfare of those shareholders implicitly. The organisations also have a moral and social responsibility which encourages them to take up social projects. The environmental impact that entails in the activities of the companies makes it a mandatory responsibility of them to take part in the contribution to social welfare. Thus as the companies move towards a goal of sustainability in the society the businesses are benefitted. It adds to the welfare of the businesses. On the other hand, the company board of directors are considered to be only employees of the shareholders (Manne, 1972). The shareholders invest in

Our Free Will :: essays research papers fc

Our Free Will We ought then regard the present state of the universe as the effect of its previous state and the cause of the one which is to follow. An intelligence knowing at a given instant of time all the forces operating in nature, as well as the position at that instant of all things of which the universe consists, would be able to comprehend the motions of the largest bodies in the universe and those of the smallest atoms in a single formula - provided that it was sufficiently powerful to submit all these data analysis. To it nothing would be uncertain and the future would be present to its eyes as much as the past. This passage comes from P.S. de Laplace's â€Å"Philosophical Essay on Probabilities.† If such determinism is true, then everyone's every thought and action must be inevitable; that no one really has any choice about anything, because we are all helpless products of blind forces which have made us what we are. In this paper concerning the free will and determinism debate I will argue that determinism is not plausible, I shall do this by giving reasons for determining how determinism is false, give arguments for determinism, and then refute those arguments.   Ã‚  Ã‚  Ã‚  Ã‚  There are those who think that our behavior is a result of free choice, but there are others who presume â€Å"we are servants of cosmic destiny or that behavior is nothing but a reflex of heredity and environment.† The position of determinism is that every event is the necessary outcome of a cause or set of causes. That everything is a consequence of external forces, and such forces produce all that happens. Man is not free. If we accept the determinist argument and assume human behavior as a consequence of external factors rather than of free choice, then we must realize that our explanation of human behavior leaves no room for morality. If people do not choose their actions, then they are not really responsible for them, and there is no need for praising or blaming them. If determinism were true, then there would be no basis for human effort, for why should a person make an effort if what he or she does doesn't make a difference? If what will be will be, then one has an excuse for doing nothing. Life would not be so meaningful for people on deterministic grounds. â€Å"The nature of human life may be such that man must understand himself as being free, for human life as we know it would not make much sense without the concept of freedom.

Comparison: Shakespeare’s Sonnets and Sonnet

Compare and Contrast Sonnet 18 and Sonnet 130 by William Shakespeare In this essay I am going to highlight the comparisons and contrasts between William Shakespeare’s Sonnet 18 and Sonnet 130 and also give my opinions. A similarity between the two poems is that they are both about a man’s love for a woman. Shall I compare thee to a summer’s day? Thou art more lovely and more temperate: Meaning that the woman that Shakespeare loves in Sonnet 18 is ‘more lovely’ than a ‘summer’s day’ and she is just right for him, as summer can sometimes be too hot. In Sonnet 130, it’s also about Shakespeare’s love for a woman.And yet, by heaven, I think my love as rare As any she belied with false compare. This shows that Shakespeare still loves the woman that the poem is about. Even though in the rest of the poem Shakespeare highlights all of her bad points. My Mistress’ eyes are nothing like the sun; Coral is far more red tha n her lips red; This means that the woman’ s eyes in this poem are nowhere near as bright as the sun and her lips aren’t as red as coral, but even though she has her bad points, Shakespeare still loves her. This shows that Sonnet 18 and Sonnet 130 are similar in the way they are both about Shakespeare’s love for a woman.Another comparison between Shakespeare’s Sonnet 18 and Sonnet 130 is that in both the poems Shakespeare uses metaphors to describe the two women in the poems. Shall I compare thee to a summer’s day? Thou art more lovely and more temperate: Here, Shakespeare compares the woman to a summers day and says that she is ‘more lovely and more temperate’ meaning that the woman is not too hot or not too cold. Shakespeare also uses metaphors in Sonnet 130. If snow be white, why then her breasts are dun; This compares the woman’s skin in Sonnet 130 to the colour of snow.This shows that a comparison between Sonnet 18 and Sonn et 130 is that they both do use metaphors. Another comparison of Shakespeare’s Sonnet 18 and Sonnet 130 is, in the sonnets, the women aren’t named. Shall I compare thee to a summer’s day? In Shakespeare’s Sonnet 18, Shakespeare calls the woman he talks about ‘thee’ and in Sonnet 130 the woman is also anonymous. My mistress’ eyes are nothing like the sun; In Sonnet 130 Shakespeare calls the woman ‘his mistress’. This shows that another comparison between the two poems is that the women in both of them are anonymous.One of the differences between Shakespeare’s Sonnet 18 and Sonnet 130 is that in Sonnet 18, Shakespeare highlights the woman’s beauty, but in Sonnet 130, Shakespeare highlights the woman’s faults. But thy eternal summer shall not fade, Nor lose possession of that fair thou ow’st, Here, in Sonnet 18, Shakespeare is saying that the woman’s beauty never fades whereas summer fades a fter a while. In Sonnet 130 Shakespeare highlights the woman’s bad points. Coral is far more red than her lips’ red; Here Shakespeare is saying that the woman’s lips aren’t red like coral, which to Shakespeare is a bad thing, which he highlights.This proves that a difference between Shakespeare’s Sonnet 18 and Sonnet 130 is that in Sonnet 18 he highlights the woman’s good features, whereas in Sonnet 130 Shakespeare highlights the woman’s bad features. Another difference between the two sonnets is that in Sonnet 18 Shakespeare pays the woman lots of complements, whereas in Sonnet 130 Shakespeare insults the woman. So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee. This is a complement from Sonnet 18, which means, as long as people can see and as long as she is alive she will be beautiful and full of life.In Sonnet 130 though, Shakespeare insults the woman. And in some perfumes is there more de light Than in the breath that from my mistress reeks. This insult from Sonnet 130 is saying that perfumes smell a lot better than his wife’s breath. This shows that a difference between Shakespeare’s Sonnet 18 and Sonnet 130 is that in Sonnet 18 Shakespeare complements the woman, whereas in Sonnet 130, Shakespeare insults the woman. My view is that these two sonnets are both love poems. I think in Sonnet 130 Shakespeare insults and highlights the woman’s bad points, but he still loves the woman he talks about.And yet, by heaven, I think my love as rare As any she belied with false compare. This means that in Shakespeare’s Sonnet 130, even though all of the woman’s bad points he still loves her. In Shakespeare’s Sonnet 18 Shakespeare highlights the woman’s good points and says how beautiful she is. Shall I compare thee to a summer’s day? Thou art more lovely and more temperate: This shows one of the complements that Shakespeare pays the woman in Sonnet 18. This shows that both the sonnets are love poems. In this essay I have highlighted similarities and differences between Shakespeare’s Sonnet 18 and Sonnet 130 and gave my opinion of them.

Why Millennials Not Getting Married - Free Essay Example

Sample details Pages: 2 Words: 706 Downloads: 8 Date added: 2019/08/02 Category Sociology Essay Level High school Tags: Millennials Essay Did you like this example? Â  Millennials are not getting married as much as people did in previous generations because of many reasons. The reasons are, that some Millennials are not financially stable, some are not ready to start a family yet, some are just not ready to give a commitment, and some think that they are too young. According to time.com, about 20% of Americans older than 25 had always been single in 2012. Don’t waste time! Our writers will create an original "Why Millennials Not Getting Married?" essay for you Create order Each decade, the percentage of people of marriageable age who are single has grown (Luscombe 2014). The two reasons why people give for their singlehood are that they have not found the right person and arent financially stable enough. Firstly, millennials are not getting married as much as people did in previous generations because they have not found the right person. Millennials prefer someone who has a secure job, who they may be compatible with, and who have similar thoughts and opinions. People in previous generations would get married because they did not have many preferences of what they wanted in a person, and the world was not as well developed as it is right now. People in previous generations did not have a high standard of thinking than that of Millennials have in this generation. Seeing how well-developed the world is right now, most millennials will not rush into something like marriage because they are most probably aware that a marriage needs dedication and some scarification. Millennials who are rushing into marriage without being one-hundred percent sure, end up getting a divorce, losing interest in the other person, and/or getting side-tracked. Young adulthood is a time when people are vested in themselves. They want to figure themselves out before going into a marriage. They do not want to invest their time into someone else before creating a fulfilling life for themselves and then stepping into something big like marriage. According to huffingtonpost.com, Alison Sher says, when we try to commit, we often get burned. We end up sacrificing our path and purpose to take care of someone else, who hasnt figured out how to do it on their own. We form chemical attachments with people before we know the type of person wed truly be compatible with. We get hooked to what we think the future is going to look like and try to control someone else so that our dreams work out (Sher 2017). Basically, theyre afraid to commit. People nowadays escape from the word commitment. They do not want to give someone their one-hundred percent until they have figured out themselves. Lastly, some Millennials are not yet financially stable enough. According to forbes.com, from aGallop poll in August, 28% of 18 34-year-olds are currently married, while 56% are unmarried but aspire to the institution.Among Millennials, those of 51% who were earning more than $75,000 a year were actually the most likely to be married by a wide margin. Compared to 19% for the lowest earning Millennials earning less than $30,000, and 21% for those pulling in mid-range salaries between $30,000 $75,000 (Henderson 2014). Looking at these statistics, it was clear that, Millennials who more financially stable than the ones who were not, were the ones likely to get married. So, a financial state does matter a lot when it comes to marriage because without being financially stable, you cannot start your own family, and nor will the family increase. The two reasons why Millennials are not getting married as much as people did in previous generations is because they have not found the right person and they are not financially stable. In this generation (21st century), people are so busy with their lives, busy with accomplishing so many goals, that the thought of getting married does not occur to them. They want to become successful, get a good education so that they can earn good, and become financially stable to where they can then think about marriage and starting a family. According to forbes.com, instead of viewing marriage as a stepping stone to greater economic stability, it seems as if Millennials see economic stability as a prerequisite for marriage (Henderson 2014). If Millennials think more than just economic stability as a prerequisite for marriage, then they may want to change their minds about waiting until their late 30s or 40s to get married.