And Then There Were None essays

And Then There Were None essays The author: Agatha Christie was born in 1890 in Torquay in England. Her father was called Frederick Miller so she was born as Agatha Mary Clarissa Miller. She was educated at home and studied singing and piano in Paris. In 1914 she married Archibald Christie, but then World War I had broken out. Agatha worked as a nurse in a Red Cross hospital in Torquay at that time and that experience was useful later on. The book: I recently read a mystery book by the name of "And Then They Were None" by Agatha Christie. I read this book because a lot of people that read Agatha Christies books recommended them to me and because I like mystery stories. One of the mysteries to this book was, of course, who killed all of the innocent people. Another mystery was that every time another person was killed a little Indian figure would disappear from the edges of a serving plate. SUMMARY: Ten people are invited to an island, called "Indian Island", by letters that were signed by people they had met before. When they got to the island, they found out that their host, U.N.Owen, had not arrived yet. At dinner, they heard a voice, accusing each of them of a murder, which they were all guilty of. After one of them is killed, according to the first verse of a poem that is framed above each of their beds called "Ten Little Indians", they figure out that the murderer is one of them! As more people are killed off, one by one, the group narrows the suspect list down, until only one is left alive but she figured that she would never get off the island anyway, and she hung herself from the ceiling by putting a noose around her neck and kicking the chair away on which she was standing, but she was not the SETTING: In "And Then There Where None" by Agatha Christie, they didnt say when it took place, but I wouldnt be surprised that it was in the 1900s because thats when she wrote it. It w ...

Cepillarse Conjugation in Spanish, Translation, Examples

Cepillarse Conjugation in Spanish, Translation, Examples The Spanish verb cepillar  means to brush. It is a regular  -ar  verb like  caminar  and  desayunar. However, this verb can also be used in its  reflexive  form  cepillarse,  which implies that the action returns to the subject of the verb. You will often hear the verb used reflexively, thus the tables below show the conjugations for the reflexive form  cepillarse,  including the  reflexive pronouns  (me, te, se, nos, os, se). The conjugation tables include  the present, past and future indicative, the present and past subjunctive, the imperative, and other verb forms. How to Use the Verbs Cepillar and Cepillarse When cepillar is used non-reflexively, it is simply a transitive verb that means to brush something. For example, El hombre cepilla sus zapatos para limpiarlos  (The man brushes his shoes to clean them). Also, it can be used to talk about brushing someone elses hair or teeth. In that case, you need to use the indirect object pronouns, which indicate who receives  the action. For example, La mam le cepilla los dientes a su hijo  (The mom brushes her sons teeth).   When used reflexively, cepillarse  is most often used to talk about brushing ones hair or teeth. For example, Ella se cepilla el pelo antes de acostarse  (She brushes her hair before going to bed) or El nià ±o se cepilla los dientes por la maà ±ana  (The boy brushes his teeth in the morning). However, there are two other verbs that are also used for the same contexts. Peinarse  is used to talk about combing ones hair, and lavarse  is commonly used to talk about washing ones teeth.   Cepillarse Present Indicative Yo me cepillo I brush Yo me cepillo los dientes tres veces al da. T te cepillas You brush T te cepillas el pelo con cuidado. Usted/l/ella se cepilla You/he/she brushes Ella se cepilla el cabello. Nosotros nos cepillamos We brush Nosotros nos cepillamos la barba. Vosotros os cepillis You brush Vosotros os cepillis los dientes despus de comer. Ustedes/ellos/ellas se cepillan You/they brush Ellos se cepillan el pelo por la noche. Cepillarse Preterite  Indicative Yo me cepill I brushed Yo me cepill los dientes tres veces al da. T te cepillaste You brushed T te cepillaste el pelo con cuidado. Usted/l/ella se cepill You/he/she brushed Ella se cepill el cabello. Nosotros nos cepillamos We brushed Nosotros nos cepillamos la barba. Vosotros os cepillasteis You brushed Vosotros os cepillasteis los dientes despus de comer. Ustedes/ellos/ellas se cepillaron You/they brushed Ellos se cepillaron el pelo por la noche. Cepillarse  Imperfect  Indicative The imperfect tense  can be translated as used to brush or was brushing.  It is used to talk about ongoing or habitual  actions in the past.   Yo me cepillaba I was brushing Yo me cepillaba los dientes tres veces al da. T te cepillabas You were brushing T te cepillabas el pelo con cuidado. Usted/l/ella se cepillaba You/he/she was brushing Ella se cepillaba el cabello. Nosotros nos cepillbamos We were brushing Nosotros nos cepillbamos la barba. Vosotros os cepillabais You were brushing Vosotros os cepillabais los dientes despus de comer. Ustedes/ellos/ellas se cepillaban You/they were brushing Ellos se cepillaban el pelo por la noche. Cepillarse Future  Indicative Yo me cepillar I will brush Yo me cepillar los dientes tres veces al da. T te cepillars You will brush T te cepillars el pelo con cuidado. Usted/l/ella se cepillar You/he/she will brush Ella se cepillar el cabello. Nosotros nos cepillaremos We will brush Nosotros nos cepillaremos la barba. Vosotros os cepillaris You will brush Vosotros os cepillaris los dientes despus de comer. Ustedes/ellos/ellas se cepillarn You/they will brush Ellos se cepillarn el pelo por la noche. Cepillarse Periphrastic Future  Indicative The periphrastic future is formed with the verb  ir  (to go) conjugated  in the present indicative tense, plus the  preposition  a,  and the infinitive of the verb. With reflexive verbs remember to put  the reflexive pronoun before the conjugated verb  ir. Yo me voy a cepillar I am going to brush Yo me voy a cepillar los dientes tres veces al da. T te vas a cepillar You are going to brush T te vas a cepillar el pelo con cuidado. Usted/l/ella se va a cepillar You/he/she is going to brush Ella se va a cepillar el cabello. Nosotros nos vamos a cepillar We are going to brush Nosotros nos vamos a cepillar la barba. Vosotros os vais a cepillar You are going to brush Vosotros os vais a cepillar los dientes despus de comer. Ustedes/ellos/ellas se van a cepillar You/they are going to brush Ellos se van a cepillar el pelo por la noche. Cepillarse Conditional  Indicative The conditional tense  is used  for talking about possibilities or probabilities. In English it is translated as would brush.   Yo me cepillara I would brush Yo me cepillara los dientes tres veces al da. T te cepillaras You would brush T te cepillaras el pelo con cuidado. Usted/l/ella se cepillara You/he/she would brush Ella se cepillara el cabello. Nosotros nos cepillaramos We would brush Nosotros nos cepillaramos la barba. Vosotros os cepillarais You would brush Vosotros os cepillarais los dientes despus de comer. Ustedes/ellos/ellas se cepillaran You/they would brush Ellos se cepillaran el pelo por la noche. Cepillarse Present Progressive/Gerund Form The  present participe or gerund  for  -ar  verbs is formed by adding the ending  -ando. You can use the present participle to form progressive verb forms like the present progressive.   Present Progressive of  Cepillarse  se est cepillando   She is brushing  Ella se est  cepillando el cabello. Cepillarse  Past Participle The past participle for -ar  verbs is formed by adding the ending -ado.  You can use the past participle  to form compound tenses like the present perfect.   Present Perfect of  Cepillarse  se ha cepillado   She has brushed  Ella se ha cepillado el cabello Cepillarse Present Subjunctive The  subjunctive mood  is used in subordinate clauses for situations that describe doubts, desires, emotions, or situations that are pending or subjective. Que yo me cepille That I brush El dentista recomienda que yo me cepille los dientes tres veces al da. Que t te cepilles That you brush La estilista espera que t te cepilles el pelo con cuidado. Que usted/l/ella se cepille That you/he/she brush Mam quiere que ella se cepille el cabello. Que nosotros nos cepillemos That we brush Federico recomienda que nosotros nos cepillemos la barba. Que vosotros os cepillis That you brush Lucas espera que vosotros os cepillis los dientes despus de comer. Que ustedes/ellos/ellas se cepillen That you/they brush Leo recomienda que ellos se cepillen el pelo por la noche. Cepillarse Imperfect  Subjunctive The imperfect subjunctive  can be conjugated in two different ways. Below you can find the two conjugations, which are both considered correct. Option 1 Que yo me cepillara That I brushed El dentista recomendaba que yo me cepillara los dientes tres veces al da. Que t te cepillaras That you brushed La estilista esperaba que t te cepillaras el pelo con cuidado. Que usted/l/ella se cepillara That you/he/she brushed Mam quera que ella se cepillara el cabello. Que nosotros nos cepillramos That we brushed Federico recomendaba que nosotros nos cepillramos la barba. Que vosotros os cepillarais That you brushed Lucas esperaba que vosotros os cepillarais los dientes despus de comer. Que ustedes/ellos/ellas se cepillaran That you/they brushed Leo recomendaba que ellos se cepillaran el pelo por la noche. Option 2 Que yo me cepillase That I brushed El dentista recomendaba que yo me cepillase los dientes tres veces al da. Que t te cepillases That you brushed La estilista esperaba que t te cepillases el pelo con cuidado. Que usted/l/ella se cepillase That you/he/she brushed Mam quera que ella se cepillase el cabello. Que nosotros nos cepillsemos That we brushed Federico recomendaba que nosotros nos cepillsemos la barba. Que vosotros os cepillaseis That you brushed Lucas esperaba que vosotros os cepillaseis los dientes despus de comer. Que ustedes/ellos/ellas se cepillasen That you/they brushed Leo recomendaba que ellos se cepillasen el pelo por la noche. Cepillarse Imperative   In order to give orders or commands, you need the imperative mood. You can use positive or  negative commands, which differ in the  tà ºÃ‚  and vosotros conjugations. Notice that the placement of the reflexive pronoun is also different in the positive and negative commands.   Positive Commands T cepllate Brush! Cepllate el pelo con cuidado! Usted cepllese Brush! Cepllese el cabello! Nosotros cepillmonos Lets brush! Cepillmonos la barba! Vosotros cepillaos Brush! Cepillaos los dientes despus de comer! Ustedes cepllense Brush! Cepllense el pelo por la noche! Negative Commands T no te cepilles Dont brush! No te cepilles el pelo con cuidado! Usted no se cepille Dont brush! No se cepille el cabello! Nosotros no nos cepillemos Lets not brush! No nos cepillemos la barba! Vosotros no os cepillis Dont brush! No os cepillis los dientes despus de comer! Ustedes no se cepillen Dont brush! No se cepillen el pelo por la noche!

Analysis of Child Labor in Photographs Research Paper

Analysis of Child Labor in Photographs - Research Paper Example The first photo is that of a young boy working as a garbage picker. This was taken Mexico in the year 1996. The second photo is of two young girls pictured outside a brick factory, taken on 9thof February 2002. Pictures do not have the power to tell people how to think but they direct them on what to think about. This means that they have the power to make something the center of focus. Another important aspect of pictures is that they are able to achieve a high conviction of power. This is because they are able to appeal to the innermost part of a human being and cause them to demand that justice is granted to the oppressed. In order to achieve greater convincing power and emotional impact, Lewis Wickes Hine capitalizes on the facial expressions of his subjects as seen in the pictures of children fetching wood scraps to be used at the brick factory. The most striking detail in the Kabul picture is the faces of the children featured as they express emotional suffering and exhaustion. The innocent children without a doubt are tired of the kind of work they have to do to make ends meet. They are clearly unhappy at face. The work that they have to do is heavy and especially so considering that the location at which they are working looks desolate. The picture shows the child at the background having a face contorted possibly due to exhaustion and helplessness. A closer look reveals that the child is weeping; possibly wiping her tears. Both the children are dressed in a manner that clearly defines their state of poverty. The children walk with their heads focused on the ground. This shows how downcast they are. This is justified given the fact that other children of their ages are in school or at least playing together somewhere. Between the two girls, the younger is weary to an extent that she is not even able to keep up with the walking pace of her sister. The garbage picker’s face reveals a shade of sorrow even though his face is focused on the photograph er. He is clearly tired, possibly having worked a long time searching in the garbage. He works in a place where all around is garbage. His merchandise therefore comprises pieces of waste material. Both of his hands tightly hold whatever treasures he has retrieved from the garbage pit. The garbage picker carries a box on his back, an item that clearly is big for a person his size. He seems to be helpless and hopeless going by his facial expression. What is evident in both pictures is the depiction of children subjected to child labour and the effect this has on the emotional wellbeing of the victims.

The New Terrorism Essay Example | Topics and Well Written Essays - 2000 words

The New Terrorism - Essay Example This modern structure is in the forms of a network, eased by information technology, the modern personnel are amateurs, who in most case, collaborate in ad hoc or transitory groups, as well as the modern attitude an intensified willingness of causing mass casualties, maybe by using weapons of chemical, biological, nuclear or radiological (CBNR). Both network organizations, along with amateur participation have the perception that the "new terrorists" are no longer in need of state sponsorship compared to their predecessors thereby being extremely dangerous or at least extremely difficult in countering than its predecessor (Andrew & Kumar 2002, p.10). Terrorists have the capability and willingness of developing network king of organization for similar reasons as those of businesses. This is the necessitated by the information revolution, which lowers the cost of communication, thereby permitting organizations in pushing for functions out of a controlling hierarchical structure. Theref ore, organizations are capable of flattening out their pyramids of authority, while, at the same time, controlling and approaching a network form, a grouping of more or less independent, dispersed entities, connected by developed communications and maybe nothing more than a common reason. Motivating or forcing the shift from hierarchy to network happens to be the advantages acquired by an organization while transforming itself (Gutteridge 1986, p.35). It turns out to be more supple, adaptive, as well as resilient since each of its units is capable of sensing and reacting on its own in unfastened integration with the others. This increases the opportunities for the organization for learning, while making it extremely flexible, as well as adaptive. The organization turns out to be extremely resilient since if one or even a number of its constituent entities get destroyed, the others are persistent; therefore, a network, not like a hierarchy, is incapable of getting destroyed through d ecapitation. In terrorists’ case, there is a possibility that the loosely connected autonomous entities making up a network could be individuals, for instance Ramzi Yousef accredited for organizing the World Trade Center bombing. There is also a possibility that the entities framing terrorist networks could be large, formal, or hierarchical organizations thereby working altogether devoid of any common hierarchy or main commanding authority amongst them. No matter what the constituents of the network are, the absence of this innermost authority or control is what makes it a network. It is this characteristic giving networks their suppleness, adaptiveness, as well as resilience, permitting them gains over organizations such as the U.S. government, which seem to be hierarchical industrial-age relics (Hallstorm 2011, p.51). An ideal example of manifestation of this networking happens to be the propagation of the amateur terrorist, along with the ad hoc terrorist grouping. Amateur s collaborate with the like-minded in conducting a terrorist attack and eventually getting disbanded. They do not undergo training or other logistical backing from state-sponsors; rather depend on networks of supporters, studying what is necessary from publications or the Internet or dismissed soldiers.

Conflict in Short Story Essay Example for Free

Conflict in Short Story Essay Essay on the Conflict Presented in William Faulkner’s Short Story, â€Å"Barn Burning† Conflict in literary works can be presented in a multitude of ways and it can be about almost everything that presents opposing forces. In William Faulkner’s short story, Barn Burning, the conflict is indeed about two opposing forces—that of the father and the son who values different things and who sees things differently. However, this is not the only conflict that the story illustrates. More than the physical conflict which the father and the son so obviously have, there is a hidden conflict present which is within the son. This conflict is the battle between what is right as defined by the law which the son upholds versus what is correct as defined by familial loyalty. The story revolves around the case of the father, Mr. Snopes who is accused of burning the barn of Mr. Harris. Though the case is dismissed, the Snopes name is forever tainted and the family decides to leave town and relocate. In the beginning of the story itself, Colonel Sartoris Snopes, the little boy protagonist and youngest son of Mr. Snopes is in turmoil since he knows that his father did indeed order that the barn of Mr. Harris be burned. Readers are able to see the conflict within the character of Sartoris who wants to say the truth but who wants to be loyal to his father, a father who nurtured, sheltered, fed and protected him. Sartoris decides that he will be loyal to his father even to the point of regarding Mr. Harris as their common enemy: â€Å"our enemy he thought in that despair; ourn! Mine and hisn both! He’s my father! † (Faulkner, 1939, p. 1137). This parade of thoughts that Sartoris conjures up in his mind is the beginning of the battle of his conscience of whether he wants to abide by the loyalty that he owes his father and family or abide by societal laws. These thoughts are actually also a reflection of Sartoris convincing himself that he must at all cost, abide by familial loyalty. The same strain of thought pops again when the judge in charge of the case calls on Sartoris to testify whether his father really had a hand in the burning of the barn: â€Å"He aims for me to lie, he thought, again with that frantic grief and despair. And I will have to do it. † (Faulkner, 1939, 1138). Sartoris knows that his father is guilty and yet he also knows that he must lie to protect his father and the reputation of the rest of the family members, that he has no choice. Later on when the family leaves town to relocate, the father calls the son to ask him whether he would tell the judge the truth. This moment is where the father explains to the son what to do and what the importance of familial piety and loyalty is: â€Å"You got to learn to stick to your own blood or you ain’t going to have any blood to stick to you† (Faulkner, 1939, p. 1140). This explanation of the father sums up the conflict that they have with each other: the father thinks that even if a family member is wrong, the others have to stick to that wronged member while the son thinks that truth and justice are more important. This difference in opinions, values and perspectives turn out to be crucial points in the end when the father runs into trouble again and decides to burn another barn. The son finally decides without hesitation that he will not stand up for his father and for the rest of the family who chose to stand with the father. The son decides to stop the father by calling the attention of the barn owner that there is something amiss. Thus, the son wins over the father twice in the sense that he chooses to abide by his own beliefs while at the same time upholding the laws of society and saving the property of the other. However, there is also a sense of loss of the boy since he has lost his family and he causes the death of his own father by reporting him to De Spain, the barn owner. In a way, the father’s explanation with the son comes true: since the son did not stick to his blood, his blood will also not to stick to him meaning that his family (the rest of the Snopes) will also decide to leave him or be disloyal to him. In conclusion, the conflict in the story is between father and son; and between the son’s loyalties to his family versus his moral obligations to the laws of society. Both conflicts are also resolved by the end of Faulkner’s short story with the death of the father. However, there is a possibility that a new conflict arises in the loneliness that the son is now going to experience as he makes his own way in the world and whether he can survive that loneliness. References Faulkner, W. (1939). Barn burning. The Harper American literature, v. 2, 2nd ed. Ed. McQuade, D. , et al. New York: HarperCollinsPublishers Inc. pp. 1137-1149.

The House of Mirth by Edith Wharton Essay -- lily, society

Edith Wharton’s novel of manners The House of Mirth is a satirical representation of upper society. The personification of this satire is the character Lily Bart. The leader is led to believe that Lily is trapped by her upbringing in higher society, which is seen in Wharton’s use of characterization, imagery, and motifs throughout the novel. Wharton’s characterization of Lily Bart focuses on her beauty as the reason for her acceptance into high society. During the tableaux vivants at the Welly Brys’, Lily’s simple costume was the main focus of the men at the party: â€Å"This was the world [Lily] lived in, these were the standards by which she was fated to be measured! Does one go to Caliban for a judgement on Miranda?† (130). Wharton notes through Selden’s thoughts that Lily’s only place in high society is as a result from her beauty. The allusion to The Tempest by Shakespeare only furthers this fact, as Wharton then implies that without her beauty, Lily would not have a place in high society. Wharton’s concept of fate associated with Lily furthers the idea that Lily is trapped because of the predetermination of life and Lily’s upbringing culminate into Wharton’s trapped character of Lily Bart. The next time that Selden sees Lily again, it is on the train t o Nice when he comments on her beauty: â€Å"[At the Brys’, Lily’s beauty] had had a transparency through which the fluctuations of the spirit were sometimes visible; now its impenetrable surface suggested a process of crystallization which had fused her whole being into one hard brilliant surface†¦ to Selden it seemed like that moment of pause and arrest when the warm fluidity of youth is chilled into its final shape† (182). Wharton’s indirect characterization of Lily through Selden s... ...it to love because she still desires money and power. Wharton creates Lily with her character flaw of indecisiveness to lead her down her fated path; she is trapped by her desire of association in society and longs for the freedom that love would bring. Edith Wharton created The House of Mirth to mock the society that she lived in and gave Lily the negative traits associated with it. With these negative traits and Lily’s upbringing, Wharton creates a character that is trapped by her upbringing desire to have a permanent place in society but also yearns for love, expressed through Wharton’s characterization of Lily Bart, imagery associated with Lily, and the motif of Lily’s fatal flaw. The end result is Wharton’s fated demise of her heroine with neither love nor a position in society. Works Cited Wharton, Edith. The House of Mirth. Toronto: Bantam, 1986. Print.

Felon Disenfranchisement Essay

Disenfranchised felons should be reintegrated into society and recover their right to vote. Disenfranchisement is the harshest civil sanction imposed by a democratic society. Some of the problems involved with disenfranchisement include racism, inaccurate polls, and the massive amount of people affected. If the voice of the entire population does not include all sources and agendas, the polls will not be accurate. In Camilli’s research, it is assumed that the enfranchisement of the population is important for a fair and effective democratic community: those governed by this community must be able to vote. (2-3). Racism, although seemingly not the topic at hand, is indeed a primary contributor to this problem. One such limitation of felon disenfranchisement is the disproportionate impact of felon disenfranchisement on racial minorities in the United States, also the close election vote totals in recent prominent elections which may have been swung by the existence of felon dise nfranchisement. As Joseph Camilli points out, disenfranchisement has a disproportionate impact upon racial minorities. African Americans are affected more and also men are affected more in general. This brings forth the argument that the outcome is racist or even sexist. This is important when looking at recent elections involving racial minorities (3). Even if the desire is not intended to have racist outcomes, sometimes disenfranchisement laws still do. In Elizabeth Hulls research, she explains the number of black juveniles in the penal system, forty percent of whom will be prohibited from voting during some or all of their adult lives is astoundingly high. Many are first-time offenders who readily accept a guilty plea in exchange for probation. In the process, they often forfeit voting rights before they have even had an opportunity to exercise them. Given these consequences, it is hardly surprising that the United States Civil Rights Commission recently concluded that the disenfranchisement of ex-convicts is â€Å"the biggest hindrance to black voting since the poll tax†(Hull 1). In retrospect, maybe disenfranchising the nation’s future is not the best idea. Racism is a large problem of disenfranchisement. Disenfranchisement also affects this nation’s polls because large groups of people are not represented. The sheer number of felons with no right to vote skews the elections, especially those on the local level, and smaller communities. If the amount of felons were not so great, it may not be such an important issue. Since about one out of every forty-four people cannot vote, it implies that the polls are not accurate. Disenfranchisement is crippling in some areas where voting should be important. Small communities are completely underrepresented, and a small group has a larger influence. This has a large impact on certain issues when the entire population is required to make a sound choice. Felons have paid their debt to society; they should be reintegrated into mainstream society as smoothly as possible. It also may be a deterrent to future crime if they were to be able to re-experience a normal life, and include all of the rights they were missing. Perhaps they would even un derstand how important their rights were and serve to discourage fellow members of the community from future crime. Ex-Felons deserve the right to vote and for a strong democratic community should not be disenfranchised. In some cities, more than 50 percent of young African-American men are disenfranchised. A vast majority of prison inmates are African-Americans. Twelve percent of all African-American men in their twenties are incarcerated. This suggests that of the current population, more than a third of the black male community will be disenfranchised. More than a third of the 4.7 million disenfranchised felons are African-Americans. In four of the states with lifetime bans for felons, a quarter (Virginia, Iowa) and a third (Florida, Alabama) of all black men are ineligible to vote. As noted in Guy Stuart’s research, between 1935 and 1970, about 106 out of 100,000 Americans were incarcerated in federal or state prison; by 1980, the rate was 139 per 100,000; and in 2000, it was 478 per 100,000. The increases have not been solely confined to those incarcerated; the jail population and the number on probation and parole have also increased, from 662 per 100,000 in 1980 to 1,878 in 2000. Furthermore, the high incarceration rates disproportionately affect African Americans and Lati nos (5). â€Å"In its 1974 decision in Richardson v. Ramirez, the Supreme Court held that this language in the Fourteenth Amendment (the so-called Penalty Clause) provides an affirmative sanction for at least some forms of felon disenfranchisement,† (Hinchcliff 1). Hinchcliff also points  out that disenfranchisement upon minorities right now is greater than in any other time in history, especially upon African American males (1). The amending law in 1984 specified that if they resulted in racism despite intentions, it would be unconstitutional. About 3.9 million citizens in the U.S. were not able to take part in this year’s election, because of U.S. disenfranchisement laws regarding convicted felons. It is also important to focus on future obstructions such as how much the United States population has increased in the past few decades. Further obstructions that impede felons’ reintegration and lifelong barriers that affect their entire future are difficulties in employment, buying or renting a house, going to college, and other advantages open to the public. These ex-felons are continually punished by society. They must state if they have a felony when attempting to gain a job. The federal government claims that it is the stateà ¢â‚¬â„¢s prerogative. This causes much confusion, and many felons were able to vote in their area but did not know it due to the common misconception that felons could not vote. Some states ban voting by felons on probation or parole or even those who are no longer under any supervision by the criminal-justice system. Felons should be punished but not continually throughout their lives. Once their debt to society has been repaid, why should their rights still be forfeited? If people show criminals that their votes counted after they were released from prison perhaps it would encourage law abiding behavior. Why should these felons be excluded when they are also affected by elected leaders? According to Siegel’s research, Today, there are over 1. 5Million adults currently incarcerated in state or federal facilities, with an additional 700,000 individuals serving time In local jails (Sabol & Couture, 2008). Minorities of color are severely overrepresented within the criminal justice system. (Despite representing 13 percent of the U.S. population, African Americans compose 38 percent of presently incarcerated inmates; similarly, Hispanic total just over 15 percent of the overall population and 20 percent of inmates. (1) According to the research done by Guy Stuart, U.S. incarceration rates have been rising quickly in the past few decades. Most of the country has disenfranchisement laws. Almost forty percent of those disenfranchised are African American men. Slightly over six percent of the African American community has been disenfranchised. â€Å"This level of disfranchisement may have  had a significant impact on electoral outcomes in a number of states over the past twenty years, largely because those disfranchised would more likely have voted for the Democratic Party candidate† (1). Some people suggest a cool down period. They believe the felon should have to wait for years after serving his/her sentence. Sometimes this is so far out of hand that the felon would die of old age before he/she could vote again. They should be given the chance to prove they have been rehabilitated. Another argument against this unjust disenfranchisement is the felon knew the crime called for punishments, including loss of privileges. Some people believe since they already knew the punishments involved, that the ex-felons should not be given a second opportunity. A felony should not call for a lifetime punishment, especially when the crime does not always fit the punishment. Disenfranchisement is immoral, unbeneficial, and illegal. Unless an ex- felon has committed voter fraud, why should their punishment include disenfranchisement? Since it affects largely African American men more than other cultural and ethnic backgrounds, it has perhaps unintended racist outcomes. Felons have already paid their debt to society with the ir prison time and any fines they may have had to pay. A life sentence is an unnecessary addition to their sentence. They may not feel very accepted by people if they cannot vote. Normally people may want an ex-felon to feel very at home in society so as not to alienate them. Polls that are accurate are important to all people, because they do not just affect law-abiding citizens. They also affect felons and ex-felons. Works cited Camilli, Joseph â€Å"Minnesota’s Felon Disenfranchisement: An Historical Legal Relic, Rooted in Racism, That Fails To Satisfy a Legitimate Penological Interest.† Hamline Journal Of Public Law & Policy 33.1 (2011): 235-267. Legal Collection. Web. 23 Apr. 2013. Hinchcliff, Abigail M. â€Å"The ‘Other’ side Of Richardson V. Ramirez: A Textual Challenge To Felon Disenfranchisement.† Yale Law Journal 121.1 (2011): 194-236. Academic Search Elite. Web. 23 Apr. 2013. Hull, Elizabeth. â€Å"Disenfranchising Ex-Felons: What’s the Point?† 1 Mar. 2003. Web. 3 Mar. 2013. Siegel, Jonah A. â€Å"Felon Disenfranchisement and the Fight for Universal Suffrage.† Social Work 56.1 (2011): 89. MasterFILE Premier. Web. 23 Apr. 2013. Stuart, Guy. â€Å"Databases, Felons, and Voting: Bias and Partisanship of the Florida Felons list in the 2000 Elections.† Political Science Quarterly 119.3 (2004): 453-475. Academic Search Elite. Web. 23 Apr. 2013.