Discrimination Essay Example | Topics and Well Written Essays - 750 words - 2

Discrimination - Essay Example It can be called much close to ethnic discriminatory behavior. This Essay is based on one of the many victims of language-based discrimination. The subject is one Mr. Gafur Leka who will elaborate on the hard ships he had to face in his personal and professional life due to the bare fact that he was not well versed with the English language. Though it cannot be said as a serious handicap but people made him believe so. Mr. Gafur Leka believes that Discrimination in any form is bad for the unity and diversity of our society and men couldn’t grow and contribute positively to the society if either they are victims or perpetrators of Discrimination. He is equally critical of the Discrimination based on Language as often it goes un-noticed and seldom comes under the scanner. According to him the maximum cases of language based discrimination happen at the work place and often go un-noticed. According to Mr. Gafur Leka language based discriminatory behavior is equally bad and obnoxious for the social fabric. Mr. Gafur Leka works at Harvard maintenance at a fairly senior position of Maintenance supervisor for projects. But his position and standing in the society doesn’t reflect the prejudices and discrimination he had to face before finally attaining this position and gaining the respect of his peers. In the words of Mr. Gafur leka â€Å" I came here in the year 1970, armed with a mechanical engineering diploma from a reputed institute based in India.† It were tough times then for foreign emigrants who came, Mr. leka came here with stars in his eyes, but the moment he landed here it was a rude awakening for him. He was asked uncomfortable questions at the emigration counter about his ethnicity, his purpose of visit and more than anything he was poked at his inability to converse in English. â€Å" It was such a embarrassing experience for me, though I was able to understand a bit about what they were saying but couldn’t

Leadership "Persuade five or more people to do some note-worthy Essay

Leadership "Persuade five or more people to do some note-worthy activity together for at least two hours that they would not otherwise do without your intervention" - Essay Example Moreover, different external and internal factors call these challenges (Recognizing the Challenges of Leadership, n.d.). The external challenges can be one’s inability to take advantage of the opportunities and inability to resolve conflict situations connected with the lack of financing or the presence of interpersonal problems. The internal challenges can be lack of confidence, impatience or intolerance. Depending on the leadership style, according to Wall Street Journal (n.d.), those democratic, pacesetting, visionary or commanding styles influence leaders in their reaction on such challenges and decisions-making in a completely different manner. Recently I got acquainted with the volunteers at the shelter for homeless people and they told me how great it would be if more people took cared of homeless and could contribute to the collecting of certain things for poor people or those disabled that have no possibility to leave their homes. For that reason, I have decided to organize an informal meeting of my friends, former colleagues, in order to help in the shelter and in particular to gather clothes and food for homeless and poor people. Due to the inability to meet everyone personally and the busy way of life of each of the team member, I have arranged meeting with my friends for further discussion of the problem. We agreed to meet at the same cafà © and I have prepared a short informative speech so everyone would know about the purpose of our further help. Sofia, John, Rachel and Lisa were my former colleagues with the experience of administrative work and dealing with many people, while Ana used to organize different corporate events. Therefore, their professional experience would help volunteering at shelter. However, the idea of helping to collect clothes and then deliver them to the shelter was not welcomed much. My idea of helping people inside shelter was also challenged. Sofia and Rachel were

Theories of Reflection in Teaching

Theories of Reflection in Teaching Understand the application of theories and models of reflection and evaluation to reviewing own practice. Analyse theories and models of reflection and evaluation. Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice. (use SWOT analysis if possible) Introduction: Reflecting allows the teacher to mentally process, analyse and utilise an experiential knowledge in changing and replicating an outcome. The use of reflection allows the tutor to progress in their tuition. David Berliner (1992) indicates that the tutor advances in phases going from novice to expert Donald Schon in his book The Reflective Practice (1983) introduced reflective practice in which he used John Dewys learning through experience notion, based on other theories of learning and development like Jean Piaget, Kurt Lewin, William James and Carl Jung. Reflection according to Donald Schon is the ability of professionals to think what they are doing while they are doing it. He states that managing the indeterminate zones of professional practice requires the ability to think on the run and use previous experience to new conditions. This is important and needs the ability to reflect-in-action. As a teacher, I try to be student-centred, understanding, evidence-based and economical all at the same time. Schon also gives insight into how the reflective professional is formed. He describes the main ideas as: Reflective Practicum: A practicum is a setting created for the task of learning a practice D. Schon (1983). This links to learners learning by doing, with the tutors assistance. The practicum is reflective in two reasons: its intention of helping learners becoming proficient in a type of reflection-in-action, and when it functions properly, it entails a tutor learner dialogue of teacher taking the form of reciprocal reflection-in-action. (Argyris and Schon 1978) Tacit knowledge: arises from Michael Polanyis work where he describes the ability of picking out a familiar face in a crowd, without any thought, or a systematic features analysis. We cannot tell how this is done; hence the knowledge is unspoken or tacit Knowing-in-action: is also Schions idea which stems from the tacit knowledge concept. It is a type of knowledge that can be revealed in the manner we perform our duties and tackle problems. The knowing is in the action. It is shown by the skilful execution of the performance we are notably not able to make it verbally explicit. This tacit knowledge is obtained from investigations and also from the practitioners own reflections and experience. Reflection-in-action: occurs whilst a problem is being addressed, in what Schon termed the action-present. It is a response to a surprise such that the expected outcome is out of our control. This reflective process is conscious, but may not be verbalised. Reflection-in-action is about challenging our assumptions (since knowing-in-action is the basis of assumption). It is about thinking again, in a new way, about an already encountered issue. Reflection-on-action: is reflection after the event. Carefully carried out and recorded, willing suspension of disbelief. This phrase was made use of by Samuel Taylor Coleridge for describing the method of committing into an experience without judgement, in order to learn from it. Schon applies the term in association with the concept of learning by doing. One cannot will oneself to believe until one understands. But understanding often will only come from experience D. Schon (1983). Hence there is a need for the experience to occur. Operative attention: relates to the readiness to use new information. This concept is partly obtained from Wittgensteins contention that the meaning of an operation can only be learned through its performance. It prepares the student for feedback on that activity and builds understanding. The Ladder of reflection: Argyris and Schon describe a vertical dimension of analysis which occurs in the dialogue between student and tutor. In order to climb the ladder you must reflect on an activity. In order to move down the ladder you move from reflection to experimentation. This being a ladder, you can also reflect on the process of reflection. From my point of view, this process assists to modify stuck situations. Moving up or down the ladder is not essential as long as it assists tutor and learners in achieving together convergence of meaning. Kolb: Kolbs theory and model relies on the idea that the tutor and learner learn by experience and then modify collected information into knowledge. Kolb was encouraged by both Dewy and Piaget in the 1970s as were many other theories. Concrete Experience (doing/having an experience): is the doing part which arises from the content and process of the classroom tuition together with other teaching duties and practices. Concrete experience also arises from ones own experience of being a learner. Reflective Observation (reviewing/reflecting on the experience): associates with analysis and judgements of events and the discussion about the learning and teaching between tutor, mentor and colleagues. Tutors reflect on their teaching experiences specifically when they are not experienced and have seen a lesson that did not progress well. This may be called common-sense reflection. It is essential to express our reflections in some systematic way in order not to forget thoughts and develop on that experience for further reference. This might be carried out through self-reflections or evaluations after the event through keeping a log or journal. It might also include learner feedback and peer observation of teaching. Reflection in itself is not enough for promoting learning and professional development. Unless acted upon, reflection on its own without an action equals no development. Abstract Conceptualisation (concluding/learning from the experience): In order to plan what could be done differently next time, one must be informed by educational theory and advancement, for example, through CPD. Reflection is therefore a middle ground that brings together theories and analysis of past experiences. It allows a conclusion referring to practice. Active Experimentation (planning/trying out what you have learned): The conclusions formed at the Abstract Conceptualisation phase then create the basis for planned changes Active Experimentation. Active Experimentation then begins the cycle again; To implement change in teaching practice, one generates further concrete experience which in turn creates reflection and review to form conclusions referent to the effectiveness of those changes. Strengths Weaknesses Skills: Organization, interpersonal communication, problem solving, multitasking, and creative abilities. Education: Postgraduate degree, Diploma in Education Training (in view) Experience: One year teaching experience Networking: Have kept contact with teaching colleagues Character traits: Determined, hardworking, motivated, enduring, loyal, trustworthy, thrifty, and resourceful. Gaps in experience: One year teaching experience which might not be enough for senior roles in the education sector. Not yet achieved a Qualified Teacher Status Gaps in networking: Need to know a wide range of key players in the education sector. Opportunities Threats Technology: Online marketing, YouTube, mass communication Legislation: Government favours education sector Economy: May be buoyant for career growth. Demographics of Population: Large population, city, lots of job opportunities. Geographical: Schools and FE colleges are in the area. Sectors: Much growth in high-tech and hospitality sectors. Legislation: Government regulations restrict some education institution practices in pending privacy laws. Social Values: Some people may discriminate against being a democrat in a republican state. Economy: Current situations are terrible, unemployment is sky high. Demographics of Population: because I live in a crowded area there is more competition. Geographical: May have to move out of state to get a job. In analysing Kolbs theory model, I observed that it hugely depends on trying and re-trying of the complete instead of the step-by-step approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the complete inefficiency that could become enormous making smaller detail to be overlooked. The impact of the above-mentioned theories, models and principles amongst others is obvious in the reflective tutor and in my own practice, reflection is an importance aspect of my practice and Schons Ladder of reflection is an easy means of quantifying and analysing the advances and shortcomings of my practice, paving way for assessment and re-assessment of small aspects of teaching to be analysed and modified without changing the main part of the content and delivery. References: Argyris, C., Schon, D.   (1978) Organisational learning: A theory of action perspective.   Reading, Mass: Addison Wesley. Berliner, D. (Ed.). (1992). Exemplary performances: Studies of expertise in teaching. Reston, VA: The National Art Education Association. Dewy, J. (19930 How we think. A restatement of the relation of reflective thinking to the educative process. (revised edition), Boston: D. C. Heath. Kolb, D. A. (1984) Experiential Learning experience as a source of learning and development, New Jersey: Prentice Hall. Schà ¶n, D. (1983). The Reflective Practitioner: How professionals think in action. London:  Temple Smith Schon, D. (1991) The Reflective Practitioner How Professionals Think in Action, London: Avebury

Adrian is currently running Gunner Pass with no other employees. So he :: Business and Management Studies

Adrian is currently running Gunner Pass with no other employees. So he does not need to use ICT to communicate between departments. Gunner Pass. 2 Describe the type of work done in functional areas of Gunner Pass. 2 Describe how ICT is used within these functional areas of Gunner Pass. 3 Explain how the functional areas help to achieve the aims of Gunner Pass. 3 Explain how ICT helps Gunner Pass work together 4 Analyse how effectively the functional areas work together to achieve the aims of Gunner Pass 4 Suggest how and possible improvements or developments in ICT might help the functional areas work together more effectively. 5 Cummins UK.. 6 Describe the type of work done in the functional areas of Cummins. 6 Describe how ICT is used within these functional areas of Cummins. 7 Explain how the functional areas help to achieve the aims of Cummins. 7 Explain how ICT helps Cummins work together 8 Analyse how effectively the functional areas work together to achieve the aims of Cummins 8 Suggest how and possible improvements or developments in ICT might help the functional areas to work together more effectively. 8 Gunner Pass Describe the type of work done in functional areas of Gunner Pass A function in a business is the area of activity in the business. Adrian is a sole trader. As Adrian currently doesn’t employ anyone, he must run all the functions in a business. The functions in business are: marketing and sales, customer service, production and operations, human resources, finance, administration and ICT. Some sole traders will have an employee who in specialised or skilled in a certain area, such as a sole trader may have a marketing and sales manager. Adrian works on his own so he as to do work in all these areas of his business. In a normal working day, Adrian does work in more than one function of his business. He writes out adverts, designs new leaflets, this would be marketing and sales. When he pays cheques into the bank, or pays out insurance on his vehicle, that is in the Finance department. When Adrian receives a call from a new customer, and the customer wants to know the services and prices he offers. Then that is in the Customer Services department. All the areas are needed to keep Gunner Pass running. Finance: Consists of paying bills and receiving payments. Adrian must keep a record of his expenditure and his incomings. He does this because he never earns the same amount of money each month. He receives a tax statement at the end of each year. By doing this he will be able to calculate his net profit per month/year.

List some good things about stress and some bad

List some good things about stress and some bad and try to give examples. Include short write-up about Holmes and Rahe scale on the definition of stress. The right amount of stress can be used as stimulus to bring about an improvement in performance or a more pro-active action.   In the school setting, a student may be forced to study as a result of stress brought about by failing marks/failing grades.   Similarly, in the work setting, a notice of promotion, incentive or even demotion can bring about activities or outputs from an employee. However, at work or in school, too much stress can also lead to burnouts and decreased quality outputs. Over stress can affect a person’s health and emotional, physical, and psychological well-being.   Excessive stress can cause severe anxiety, work dissatisfaction, fatigue, heart ailment and other health-related problems. Stress comes about when we are faced with changes in our life.   These occurrences can be positive changes in our life, or it can be considered negative changes. Whatever their result, the fact that our equilibrium has been disturbed causes stress because they force our body to react to the stressors/factors that were introduced in our routines. According to the Holmes-Rahe Scale, different kinds of stress we encounter (whether resulting from positive or negative events) in our daily lives increase probability of illness or even death.   Values are given to correspond to these stressors.   The higher value in the scale, the higher the likelihood of illness and/or death. Give one criticism of the Holmes and Rahe live events scale as a means of measuring stress. In studying the scale, it can be observed that some positive stress are given points/score almost equal to negative stress. I believe that this should not be the case because we have a sense of what affects us positively or negatively, and happy events are not destructive at all. A specific example is the score for Reconciliation in Marriage is 45 while Dismissal from a Job is scored 47.   Reconciliation with loved ones usually brings a happy feeling. Happy events should not be considered as factors causing our illness.   In fact, joyous events provide us with inspiration and an eagerness to live our lives to the fullest. 1 of the factors that increase stress in commuters is the delays caused by traffic jam suggest 1 other factor in commuting that will cause stress. Aside from the delays caused by slow moving traffic, another stressor is the feeling that your plans/objectives for the delay are being slowed down by the traffic.   This feeling of non- attainment is also causing stress. Name two life events which are known to cause stress in humans. There are many life events/universal events in a person’s life that brings about stress. This may be related to change in work setting or responsibilities or it may be health-related. To name two life events, one is personal/loved one’s illness and death or loss of a loved one. Describe 2 psychological effects of stress. Two psychological effects of stress include anxiety and nervousness which may lead to bodily health risks such as heart ailments from high blood pressure, and possibly adult diabetes.   There are also some instances of memory loss as a result of stress. What is one advantage of the stress response? One advantage of stress response is being able to react to stress.   This reaction can become positive actions that will benefit the individual and provide enthusiasm in a particular task.   An example would be an individual â€Å"stressed† from a marital reconciliation would probably approach his mornings happier and his more energetically.   He would also be more pleasant to friends and acquaintances, all because of the current change in his routine life (life without his wife to share insights with). Outline an example from everyday life when an increased physiological arousal has positive effect on a person. One example from everyday life is when a person is driving and hits a bump in the road making him more alert to what he is doing.   This alertness is a physiological arousal that makes him more attentive to driving, which results in a safer road trip. The general adaptation syndrome has 3 phases: stage of resistance stage of exhaustion, and alarm reaction, place them in correct order. The first stage in the GAS syndrome is the Alarm reaction where the body’s reaction to stress is immediate such as body movement or motion. Alarm reaction usually happens when the body is exposed to sudden or instantaneous stress. The second stage in the syndrome is the stage of resistance where the body tries to resist or adapt to the stressor hoping to diminish its effects.   When the body gets tired/can no longer resist the stress, the third stage, the Stage of Exhaustion, comes into play. According to the Yerkes Dodson Law, what happens to performance as arousal increases? Based on the Yerkes Dodson Law, your performance will improve when arousal increases.   But a person’s stress tolerance will only be to a certain extent.   Too much stress will also cause poor performance. According to this Law, stress should be applied moderately to obtain optimum performance level. The term locus of control refers to how much control individuals believe that they have over the events that happen to them. What effect does locus of control have on stress? There are two types of locus of control perceived by an individual. One is internal locus of control where the individual feels that most if not all events that happen are influenced by his own activities/actions while external locus of control is where the individual feels that all events is not directly affected by him. Internal and external locus of control is two ends of a rope. The higher the internal locus of control, the lower an individual perceives his external locus of control. Based on abstracts of Occupational Studies, research showed that higher the external locus of control perceived, the higher stress comes into play.   This implies that the more the person feels he is not in control of the events happening around him, the higher the stress, the more he becomes stressed-out, which results in higher job dissatisfaction, and ultimately job burn-out. Describe 2 emotion-focused strategies for reducing stress. Two emotion-focused strategies for reducing stress is by avoidance of cognitive attention from the source of stress, and by altering the perception of the individual by positive thinking. Not focusing on something stressful somehow controls/minimizes a person’s reaction to this stressor.   Likewise, positive thinking approach to â€Å"stressful† things can help in reducing stress by changing the individual’s perception of what are considered stressful. Sources: By David Fontana, D. (1989).Stress. From Managing Stress, The British Psychology Society and Routledge, Ldt Retrieved on June 6, 2007 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/stress.htm Shwartz, M. (2007). Robert Sapolsky discusses physiological effects of stress. Stanford Report 2007 Retrieved on June 6, 2007 from http://news-service.stanford.edu/news/2007/march7/sapolskysr-030707.html Hennessy, D.W. et.al The Influence of Traffic Congestion, Daily Hassles, and Trait Stress Susceptibility on State Driver Stress: An Interactive Perspective Retrieved on June 6, 2007 from http://72.14.235.104/search?q=cache:sS1BKtW4pwUJ:www.bellpub.com/jabr/2000/th000206.pdf+stress+from+traffic&hl=en&ct=clnk&cd=1&gl=ph Heathfield,S.M.(2007).Understanding Stress and Workplace Stress. Retrieved on June 6, 2007 from http://humanresources.about.com/od/stressandtimemanagement/a/stress_time.htm Zuck, M.V. (2002).General Adaptation Syndrome. Gale Encyclopedia of Medicine, Published December, 2002 by the Gale Group Retrieved on June 6, 2007 from http://www.healthatoz.com/healthatoz/Atoz/common/standard/transform.jsp?requestURI=/healthatoz/Atoz/ency/general_adaptation_syndrome.jsp Bambrick, L. (2006). The Yerkes-whatzy law of who now? Retrieved on June 6, 2007 from http://secretgeek.net/ydlaw.asp Rahim, MA (1995).A comparative study of entrepreneurs and managers: stress, burnout, locus of control, and social support. J Health Hum Serv Adm. 1995 Summer;18(1):68-89. Retrieved on June 6, 2007 from www.ncbi.nlm.nih.gov/sites/entrez?cmd=Retrieve&db=PubMed&list_uids=10152341&dopt=Abstract Jain, V.K., et.al. (1996). Effects of locus of control, occupational stress, and psychological distress on job satisfaction among nurses. Psychol Rep. 1996 Jun;78(3 Pt 2):1256-8. Retrieved on June 6, 2007 http://www.ncbi.nlm.nih.gov/sites/entrez?cmd=Retrieve&db=PubMed&list_uids=8816047&dopt=Abstract Behson, S.J.Informal Work Accommodations to Family: A Potential Coping Strategy for Reducing the Stress Associated with Work-Family Conflict among Professional Employees. Retrieved on June 6, 2007 from http://www.chrms.org/library/informal/inform1a.htm         

Abolishing the Death Penalty Thesis

Abolishing the Death Penalty October 18, 2010 Abolishing the Death Penalty The death penalty has been an active force in the United States for decades. In the early history of our country, public executions were quite popular. Thousands have been executed with the majority occurring in the early twentieth century. But public sentiment towards the executions began to wane as the concepts of basic human rights were being developed throughout the century. As a result, a kind of unofficial moratorium was placed on all executions while several Supreme Court cases were taking place to determine the legality of the punishment.The result of the cases actually made the death penalty illegal as it stood, so several states rewrote their laws, being more specific as to the circumstances as to which the penalty can be applied. The Supreme Court reversed its decision and those states that met the new compliance could reinstate the death penalty. Today, it is legal to execute death row prisoners in all but fifteen states. While it may be legal, it still holds that the death penalty has not and cannot accomplish the task that it has been reinstated to fulfill. Part I: ThesisThe death penalty should be abolished for a variety of reasons. Initially, the death penalty has long been held to be inherently unjust. It is considered unjust in relation to its application, unjust as to the type of punishment utilized and unjust as a punishment at all. It has and continues to be argued in court that the executions amount to what is considered cruel and unusual punishment and so barbaric that it should be done away with as a type of punishment. It is a sad but true statement to say that the United States is one of the last democratic nations to continue to utilize the death penalty.Our country has wavered back in forth on the issue of capital punishment being illegal and a breach of human rights. Additionally, even while continuing to use the death penalty it has not shown to be a deterre nt of crime and actually may increase it. Opponents of the death penalty also recognize that it has not been applied fairly. For instance, minorities, the poor, and the mentally disabled tend to receive the death penalty with far greater consistency than their counterparts. That cannot be a punishment representative of a great industrialized country.Those against the death penalty also recognize the cost involved with executing a prisoner. To actually take a death row inmate through the complete appellate system, so as to ensure the inmate’s guilt without any doubt, would cost exponentially more than housing the same inmate for the duration of their life. The monies saved could be better served if used towards something positive, like victim’s programs or the like. Lastly, the death penalty is a punishment that is irrevocable; its effects are permanent and there is the sad reality that innocent lives may be lost. There is no perfect system and mistakes are bound to be made.This is one mistake, however, that cannot be corrected. This is why the death penalty cannot be the United States’ answer for grave offenders of the law. Part II: Anti-Thesis Proponents of the death penalty are large in number. According to many polls, as many as 80% of the American population still favor capital punishment. One reason for this is society as a whole believes that if a person kills another person, the killer forfeits his right to his own life. (Christie, 1990). If a person shows such complete and utter disregard for human life, the question is posed, why should any regard be shown for the person?Also, those in favor of using the death penalty argue that it is a just punishment for the crime and it is reliable. After all, though some states are trying to punish people with death for other heinous crimes, such as rape and repeat child molestation, so far the death penalty can only be imposed on murder cases. As far as the reliability argument, supporters wi ll always point out that because of the thoroughness in applying and appealing death penalty cases, the process itself will weed out the innocent and wrongly convicted. Proponents of the death penalty also view it as a deterrent to crime. â€Å"Same old†, 1990). Just by having the possible punishment of death as an end result to a heinous crime has lowered the murder rate in some states. The feeling is that the more executions you have, the lower the homicide rate you will have. Not to mention the innocent lives you will save. Supporters of capital punishment will cite studies showing that murderers who are allowed to live will inevitably kill again. Studies have shown that murderers awaiting their death penalty sentence to be carried out have killed correction officers, knowing there could be no additional fate assigned to them.Another argument made in favor of the death penalty is one of Biblical proportions. There are some activists that say the Bible itself proclaims the right to execute a perpetrator of the most serious of crimes by quoting a scripture from Leviticus 24:20 – â€Å"†¦fracture for fracture, eye for eye, tooth for tooth. As he has injured the other, so he is to be injured. † The old adage has not been lost on those who feel that it is their God given right to enforce the laws that God has given them regarding the taking of a human life. Gray, 2010) Lastly, many supporters of capital punishment feel that it is appropriate to give a punishment that fits the crime and one that is universal. It doesn’t matter a person’s color, race, creed, ethnicity, nationality, gender, or financial status; if two people, one white and one â€Å"non-white†, commit the exact same crime under the exact same circumstances, they in fact should receive the exact same punishment. It is believed that the death penalty, when applied under the circumstance of murder in the first degree with aggravating circumstances, is the great equalizer, with everyone being treated the same in the eyes of the law.Part III: Synthesis It is important that the United States realizes, sooner than later, that the death penalty has to be abolished. Proponents want us to think that a killer forfeits his own life. But the reality is all life is precious, regardless of its form or merit. (Thomson, 2001). Although someone has taken a life, and in no way should that be trivialized, it does not change that situation by killing the offender. All it does is show that two wrongs do not make a right. The execution of the murderer does not bring the victim back to life.Quite frankly, the death penalty often provides a way out for the offender and if punishment was the true desire of the sentence then there are situations, other than execution that may be far more punitive than the taking of his or her life. (Thomson, 2001). When it comes to reliability, the argument on behalf of the death penalty doesn’t hold up to scrutiny. Yes, it is true that the exhaustive appeals process does on occasion help to find innocent people who have been convicted of murder. This is largely due to the relatively new innovation of DNA technology as it relates to crime scene investigation. (Gzedit, 2010).Well, if anything, this proves the fallibility of the death penalty process. If over 131 death row inmates could be exonerated and released from death row, that shows just how faulty the system is and proves it is unreliable. Again, as stated previously, once a prisoner has been executed, there is no returning from the grave to say a mistake has been made. At least if the inmate was serving a life sentence and found innocent, they could be released, although still wronged by a jail sentence, but it is a correctable injustice. One of the main arguments in favor of the death penalty is that it serves as a deterrent to serious crime.Would it surprise you to know that this simply is not true? It is a proven fact that the death penalty has not demonstrably deterred crime. (â€Å"Same old†, 1990). The 2004 Uniform Crime Report that was published by the FBI published that Southern states demonstrated the highest murder rate in the country, despite being responsible for 85% of the nation’s executions. (Friedman, 2006, p. 37). As further evidence that the death penalty doesn’t deter crime I introduce you to the state of Texas which has been nicknamed the â€Å"killing machine† because they tend to exercise the death penalty frequently and rapidly.Even with capital punishment Texas has a disturbing murder rate of 5. 6 per 100,000 persons s opposed to Massachusetts, which banned executions and only has a murder rate of 2. 6. (Gzedit, 2010). As for the idea that people who kill once develop an appetite to kill again, there have been no definitive studies that prove this theory. This mindset is based on gut reaction, conjecture, and hysteria. Perhaps one of the most controversial argume nts in favor of the death penalty is the interpreted law given by God to exact the same punishment on the criminal as was forced upon the victim.Supporters of this notion quote scripture from the Holy Bible as a sort of guideline to follow. However the Bible also has scripture that specifically refutes the idea of the death penalty as retribution for man to man. For example, Matthew 5:38-39 insists that violence shall not beget violence. James 4:12 says that God is the only one who can take a life in the name of justice. Leviticus 19:18 warns against vengeance (which, really, is what the death penalty amounts to). In John 8:7, Jesus himself says, â€Å"let he who is without sin cast the first stone. This is truly what Jesus would do! Finally, proponents of the death penalty exclaim that executions are given with perfect exactness according to the crime, without regard to race, color, creed, nationality, etc†¦ , basically saying without bias. However, many different studies hav e show that the likelihood of you receiving the death penalty increases according to those very attributes. People of color are more likely than their white counterparts to receive the death penalty for committing the same crime under the same circumstances.Also, blacks that murder white victims are far likelier to end up on death row than whites killing blacks. Furthermore, studies show that prosecutors are more likely to seek the death penalty against blacks than they will for whites who commit the same crime. (Friedman, 2006, pp. 86-89). So much for all being equal under the law! So, as you see, we are a country somewhat divided. While the majority of Americans still favour the idea of using the death penalty, it has become an increasingly more controversial subject.The United States always holds its head up high as the leader of the free world and is quick to condemn other countries with regards to their human rights violations. How then can we continue to justify our use of thi s antiquated, archaic method of punishment? It is time that our country steps in line with the rest of the industrialized countries into the 21st century and do away with the death penalty once and for all.References Gzedit. (2010, January 27). Pro-death: :America alone. The Charleston Gazette,A. 4. Retrieved October 13, 2010, from ProQuest Newsstand. Document ID: 1948771421). Christie, J. (1990, March 29). At Last, Punishment Fits the Crime Death penalty: It has wide support because ordinary citizens identify with media images of brutalized victims :[Home Edition]. Los Angeles Times (pre-1997 Fulltext),p. 7. Retrieved October 13, 2010, from Los Angeles Times. (Document ID: 60026222). Friedman, L. (2006). The death penalty. Greenhaven Press Gray, L. (4   November). Houston Chronicle Lisa Gray column: Life, death and the prodigal son. McClatchy – Tribune Business News. Retrieved October 19, 2010, from ProQuest Newsstand. (Document ID:  1893533451). Same old anti-crime hype . (1990, October 15). Milwaukee Journal,p. a06. Retrieved October 13, 2010, from ProQuest Central. (Document ID: 64063217). Thomson, R. (2001, June 18). A consistent pro-life stance rules out the death penalty :[SARASOTA Edition]. Sarasota Herald Tribune,p. BS1. Retrieved October 13, 2010, from ProQuest Newsstand. (Document ID: 74204727).