Guns and Other Weapons in Schools Research Paper

Guns and Other Weapons in Schools - Research Paper ExampleThe linages of with child(p) penalisation date back to ancient propagation, where it was used to punish and deter crime and as a policy-making tool, to suppress rebellion and dissent among the masses (Aiken 207). One of the most famous examples of capital punishment is the ending of the philosopher Socrates, who was required to drink poison for heresy (Schabas, The Death penalisation 164). Seventh century Athens, meanwhile, decreed capital punishment for any and all proven crimes (Murrie, Anumba and Keesler 125). Regio cites that ancient Babylon also decreed capital punishment for certain crimes - though it is surprising that murder was not among these. Research also highlights the role of religion in the origin of capital punishment - Islam, for example, commanded capital punishment for offenses such as treason and rape while photomosaic Law did the same for other crimes (Regio). By the eighteenth century, British col onies were enforcing the capital punishment for over dickens hundred different crimes (Murrie, Anumba and Keesler 125). This shows a varied and liberal use of the death penalty it is possible to estimate from this kind of use that the barriers to putting someone to death for crime till the nineteenth century, were anything but great. Reviewing publications on capital punishment highlights two striking features of capital punishment in ancient and gallant times the lack of due legal address preceding it, and the brutality characterizing it. Burns demonstrates how the witch hunts of atomic number 63 are a classic example of both these features - between the thirteenth and seventeenth centuries, thousands were tortured and destroy alive for practicing witchcraft, often after trials by ordeal - in a large number of cases, unrighteousness was decided by submerging the accused in a body of water, and seeing whether the accused sank or floated (95). Jewish traditions included execut ion through stoning, crucifixion and sawing through convicts (Regio). The absence of an objective legal process is also seen in the norm of torturing people who would not confess to their crimes and executing criminals by simmering them - some for several hours - until they died (Regio). Researchers take hold argued that it is important to see all of this in context - olden times were different from the red-brick era, their societal laws and values built in an environment of fear, hardness and suspicion that had resulted from irrepressible and rampant disease and death, as well as the difficulty of finding practical evidence (Schabas, The abolition of Death Penalty, Burns 94) - but, whatever the debate on why capital punishment was so put to death may be, what all researchers can agree on is a general lack of regulation and virtue in capital punishment before the modern era. With humankinds progress towards civilization, both of these things have changed. Schabas believes this is because the advance towards civilization has changed the nature of human motivation - the author argues that the socialization and interdependence that characterize the modern era, also lead to a legal system where the promotion of ethics - and not harsh intimidation - becomes the core function of criminal law (The Abolition of the Death Penalty). Over the centuries, then, societies around the human race have moved towards a legal system which regulates the nature of capital punishment, and the reasons and processes for awarding it (Schabas, The Death Penalty 159). One of the first steps towards this was made in the 1966