Interviews involve questions with no right answer, such as: Is the death penalty a just and effective sanction for parking on double yellow lines?

This should be a discussion with the student rather than having a particular correct answer. However, a student will be following the right path by first discussing what is meant by 'just' and 'effective', acknowledging that such a sanction may be effective since it would prevent people parking on double yellow lines, but that it may not be considered just. The tutor would then push for a discussion on what it means for a law to be 'just' - there are utilitarian interpretations (least amount of harm), perhaps proportionality, to punish or to merely deter? Whichever view they take, question whether they can find evidence of this in the current system of law? Does their view reflect the current legal system or are they taking a position as to what it should be?Regarding effectiveness, question whether there can be laws which are so severe that they have the opposite effect to that intended - consider revolutions.Finally, we could focus on the death penalty itself and encourage the student to take a position as to when the death penalty should be permitted. Take a 'Devil's advocate' position and encourage the student to argue their view