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- Creators: Barrett, The Honors College
- Creators: Poulenc, Francis, 1899-1963
The purpose of this paper is to make the beyond a reasonable doubt standard in criminal trials more comprehensible for the modern juror while also increasing the modern juror’s motivation and ability to apply this standard consistent with trial proceedings. The major problems addressed include why the beyond a reasonable doubt standard is so difficult for modern jurors to understand in addition to why modern jurors lack both the motivation and ability to perform their integral function in criminal trials due to their enforced passive role. This paper traces the origins of the modern jury, delving into the centuries-long transition of the jury from an active to passive function, and the impacts historical change has had on the modern juror’s role in criminal trials. It also looks to define the beyond a reasonable doubt standard in terms of case law and pattern jury instructions and through contrast with its constituent lower civil standards of evidentiary certainty. The solution posed to remedy the aforementioned issues rests on a unique application of metaphor and imagery that can be implemented in lawyers’ rhetorical methods to instruct jurors on their paramount function in modern criminal suits.
• Are current college undergraduates interested in the idea of saving for retirement?
• Do they have realistic expectations about how much money they need to save in order to live comfortably during retirement?
• Are there differences in expectations between people who are interested in saving for retirement using traditional means and people who are interested in saving for retirement using the extreme-saving FIRE (Financial Independence Retire Early) method?
This paper examines students’ interest in the idea of saving for retirement through a series of lenses: demographics, financial retirement literacy, and expressed commitment to save for retirement. I hypothesized that traditional retirement expected savers and FIRE expected savers, who correctly answer financial retirement literacy questions, are realistic about how much money they will need to save in order to live comfortably during retirement. To investigate this, a survey was sent out to two ASU Tempe campus business classes; 171 completed responses were analyzed. The statistical analysis of the unfiltered survey results showed three findings, but one finding stood out the most: Students who know what a 401k is (Question 5 in Exhibit 1) are significantly more likely to plan on saving for retirement, when compared to students who don’t know what a 401k is.
When filtering survey results to only show responses from students who know what a 401k is, median responses show that traditional retirement expected savers are somewhat realistic with their retirement savings expectations, while FIRE expected savers are not realistic with their retirement savings expectations.