| The young people are motivated to do bad things | | | | and mistreatment. For this reason, I believe that the |
| like robbing, killing, drug trafficking, and others. They | | | | death penalty is not the solution to the problem. It is |
| are juniors that are able to comment big misdeeds, | | | | an easy exit to the problem, because it will not end |
| but the law has been soft with them; so they | | | | the violence in the streets; people say that these |
| continue in the streets robbing and killing because | | | | boys should die because of their actions, but they do |
| they know that nothing will happen to them, because | | | | not know the suffering of these boys. The real |
| they are minors. I think that these boys must receive | | | | solution is to encourage the moral values and to |
| psychological help, to motivate them to study, to | | | | rescue these boys by acquiring social conscience. |
| teach them how to live a good life without problems | | | | The death punishment is against human rights |
| with the lay. I do not, however, accept the death | | | | because we all have the right of a court trial, but no |
| penalty for them. Some people say that it's the best | | | | one can take the life of another person. To accept |
| for everyone to punish them with death, but they | | | | the death penalty like an option is the action of a |
| are not even emotionally mature to be judged like | | | | declining society that cannot solve the problem from |
| adults. | | | | its root. For that reason, I invite you to take a stand |
| The most important thing is that these boys could | | | | because the death penalty for them is not the |
| receive help to improve their quality of life. These | | | | solution. If we accept it, we are going to become |
| boys are victims because their parents do not worry | | | | assassins too. We must offer them opportunities to |
| about them, so they do not know anything else | | | | be useful people to society. |
| other than their daily situations like hunger, suffering | | | | |