The Death Penalty Is Justified Essay - 1856 Words

Is the death penalty right or wrong for the inmates or the justice for the victim’s family? Believers for the death penalty and opponents against the death penalty have challenged this situation since the beginning of time as for capital punishment and for revenge. Advocates supporting for the death penalty are discouraged because it prevents future murders and prevents future funerals; and that in the death penalty serves as bitter sweet revenge because in a society full of evil, no one cares about the other. Uncertainty that someone takes a life, then their life should end as well. Abolitionist on the other hand is against the death penalty because they feel it is corrupt, served unfairly, and serves to agreement revenge instead of dealing with the consequence of jail time. â€Å"I believe that people would be alive today if there were a death penalty† (Nancy Regan). Death is not always the death. If the defendant and victim are dead, who is getting justice and who wi ll serve the consequence? Many believe the death penalty is the superior consequence instead of serving life without parole. Other realize that the inmate death is an easy way out from the crime and it will not bring the victim back to life. Overall, not a soul is satisfied until justice is served for the victim. Education on the death penalty, knowing the expenses, and the death penalty methods to kill an inmate can surprise the one that learns. Together with the death penalty and life without parole,Show MoreRelatedIs the Death Penalty Justified?1824 Words   |  8 PagesIs the Death Penalty Justified? Jessica Valentine PHI 103 Informal Logic Professor Stephen Carter March 20, 2012 Is the Death Penalty Justified? The death penalty will always be a topic some people refuse to talk about. When in fact, it is a very serious topic and people should know how and why the death penalty is not justified. I believe the death penalty is not justified in the least bit because there are people sitting up in prison just living life because the state does not want toRead MoreIs Death Penalty Justified?995 Words   |  4 Pages995 Is Death Penalty Justified? Death penalty is the capital punishment given to the person where a person is put to death who has done crime or involved in a crime. It is for those people who is doing the crime intentionally. It is given by the government to the traitors, murderer and so on. The sentence is vindicated by the type of offense committed. There are certain conditions where a death penalty can be correct and should be consider Justified by the government. The death penalty guaranteesRead MoreThe Death Penalty Is Justified1534 Words   |  7 Pagesit is ethical to kill a convicted criminal. People who oppose the death penalty often argue mistaken identity and wrongful conviction. They argue that long-term imprisonment is the better course of action, because it allows for the possibility that if a mistake was made in the conviction of a suspect, they would be able to correct it without ending the life of an innocent person. They also state that the threat of the death penalty is not a deterrent and people will commit crimes regardless, as oftenRead MoreThe Death Penalty Is Justified1346 Words   |  6 Pagespast and recent years, the death penalty has remained a huge debate between individuals that agree or disagree whether the death penalty is justifiable punishment or not. Is capital punishment truly a justified and powerful approach to the violations of specific prisoners? Many individuals believe that having the death penalty is cruel and inhumane. Others believe that people who commit such heinous crimes should be punished with the death penalty. Instilling the death penalty is the same as saying â€Å"eyeRead MoreThe Death Penalty Is Justified1828 Words   |  8 PagesThe Death Penalty Daniel Heydari Professor Sheldon Philosophy 262-0 12 October 2015 1.) The author of this letter, submitted to the New York Times, claims that the death penalty is wholly and morally justified, seeing as its existence results in the lessening of violent deaths and gun use due to the perpetrator’s fear of killing a person in haste and thus being given the death penalty. 2.) The author argues his claim of the death penalty being justified as a means of punishment for violent crimesRead MoreThe Death Penalty Is Justified923 Words   |  4 Pagespilots who also had to bomb innocents to win the war,† (Gorman). More recently, a common trend has been the disapproval of the death penalty, exhibited by the thirteen percent drop in the number of people on death row since Spring of 2005 (Death Penalty Info. Center). Life without parole has become the preferred sentence of unavoidable capital punishment. The death penalty has frequently been viewed as inhumane. However, isn’t lack of remorse for such vile acts inhumane? In cases of intentional murderRead MoreThe Death Penalty Is Justified1143 Words   |  5 PagesAllison Shu 2/25/16 Period 2 Objective paper on the death penalty Capital punishment is legally authorized killing as punishment for a crime. The death penalty questions the morality of killing a person as justification for their crime. It also brings to question whether the death penalty actually serves as a deterrent for crime, and that some of the people executed are found innocent afterwards. The debates over the constitutionality of the death penalty and whether capital punishment should be usedRead MoreThe Death Penalty Is Justified995 Words   |  4 PagesThe Death penalty has been a controversial topic for many years and recently the debate about it has been getting bigger and bigger to where at some point soon a decision will have to be made. Many people will disagree with the death penalty because it goes against their moral beliefs, this is thought process is seen more in the northern states. However, here in the south the death penalty is strongly believed in by most, but who is put to death and why? Did they deserve this sentence or were theyRead MoreThe Death Penalty Is Justified1603 Words   |  7 PagesTHE DEATH PENALTY Many nations have criminals to punish, but what’s changing is how they punish their criminals. Most countries, even some states, have come to the realization that the death penalty is an unfair, inhumane, unconstitutional, and irreversible punishment that’s much too severe and is an unfit punishment for a fair and just society. Internationally, the U.S. ranks fifth in terms of the number of prisoners put to death, putting America in such ill-esteemed company as the regimesRead MoreThe Death Penalty Is Justified858 Words   |  4 PagesSince the foundation of our nation the Death Penalty has been a way to punish prisoners that have committed heinous crimes, however since the turn of the 20th century the practice of Capital Punishment has been questioned on its usage in America and the world as a whole. The Death Penalty is used in America to punish criminals who have committed murders, or taken the life of an innocent person, and while the death penalty seems like it is doing justice to those who have killed others it is actually

Career Biography of John Locke Essay - 608 Words

English philosopher, who founded the school of empiricism. Locke was born in the village of Wrington, Somerset, on August 29, 1632. He was educated at the University of Oxford and lectured on Greek, rhetoric, and moral philosophy at Oxford from 1661 to 1664. In 1667 Locke began his association with the English statesman Anthony Ashley Cooper, 1st earl of Shaftesbury, to whom Locke was friend, adviser, and physician. Shaftesbury secured for Locke a series of minor government appointments. In 1669, in one of his official capacities, In 1675, after the liberal Shaftesbury lost is power, Locke went to France. In 1679 he returned to England, but in view of his opposition to the Roman Catholicism favored by the English monarchy at that time, he†¦show more content†¦Locke also held that all persons are born good, independent, and equal. Political Theories In his work Two Treatises of Government, written in 1690, John Locke attacked the theory of divine right of kings and the nature of the state. He also believed in religious freedom and in the separation of church and state. In Two Treatises of Government he argued that the power did and should not exist within the state but within the people. He continued to say that the state is â€Å"supreme,† but only if it is bound by what he called â€Å"natural† law. NATURAL LAW: Locke was not the first theorist to come up with natural law, in fact the idea was originated by ancient Greeks. Similar to Greeks, Locke argued that humans (in the state of nature) are free and equal. He stated that when humans enter society they surrender only the rights that are necessary for their security and for the common good. He believed that each individual has fundamental rights drawn from what is called the â€Å"natural law.† Many of Lockes political ideas, such as natural rights, property rights, the duty of the government to protect those rights, and the rule of the majority, were later incorporated in the U.S. Constitution. Also, his natural-rights theory provided a philosophical basis for both the American and French revolutions. Locke further preached that revolution was not only a right but often an obligation.Show MoreRelatedEssay on John Locke: Illuminating Path to Life, Liberty, and Property642 Words   |  3 Pagesprominent man by the name of Thomas Jefferson, were greatly influenced by the Enlightenment’s most profound philosopher, John Locke. Since the beginning of Enlightenment to the 21st century, Locke’s ideas have been behind countless innovators, philosophers, and politicians; including our very own Founding Fathers. From being an enlightened philosopher to creating bold, new ideas, John Locke is the single most influential person in history because he helped establish the basis of modern philosophical empiricismRead More The Influence of John Locke Essay examples970 Words   |  4 PagesJohn Locke was someone more than just an ordinary man. He was the son of a country attorney and born on August 29, 1632. He grew up during the civil war and later entered the Church of Christ, Oxford, where he remained as a student and teacher for many years. (Rivitch 23) With a wide variety of political and religious views, he expressed most of his personnel views on education and social and political philosophies. Once he noted the five lasting pleasures throughout his careerRead MoreThe Contributions of Nicolo Machiavelli and John Locke to Political Thought1763 Words   |  8 PagesThe Contributions of Nicolo Machiavelli and John Locke to Political Thought In political thought, there have been many people that have progressed political theory. Nicolo Machiavelli and John Locke are two of those famous individuals. The research here will be focused on them. Each Machiavelli and John Locke support a different political theory. At first, the background and relevant contexts will be discussed. Each person has written something that has influencedRead MoreWilliam Blake was born in London on November 28, 1757 to James and Catherine Blake. His father,1600 Words   |  7 PagesWilliam Blake was born in London on November 28, 1757 to James and Catherine Blake. His father, James was a hosier (seller of legwear) in London. Blake had four brothers, James, John, Richard and Robert; and a sister named Catherine (Harris 5). Blake got along best with his younger brother, Robert as they shared an interest in art (Clarke 1). As a young boy, Blake claimed to have had visions of God, spirits, prophets and angels. When he was four he is claimed to have se en God’s head in his windowRead MoreAyn Rands Philosophy1029 Words   |  4 PagesAlissa Rosenbaum, but she is better known as the famous Ayn Rand. Rand taught herself to read at age six and decided she wanted to make a career out of writing when she was only nine years old. Because of the Russian Revolution, Rand was thrown into poverty when she was young. Her family suffered times of near starvation because of the Communist’s victory. (Biography of Ayn Rand) However, these tough times ultimately led to some of her greatest accomplishments that are now known worldwide. Ayn RandsRead MoreZora Neale Hurston A Genius of the South Essay1664 Words   |  7 Pagessignificance in the canon of women’s writing. Hurston’s career appeared at the paths of her success as a writer and an anthropologist (â€Å"Hurston,† Gale). Her first short story, known as â€Å"John Redding Goes to Sea,† was produced in a literary magazine during her career (â€Å"Hurston,† Authors). The publication settled in the month of May 1921 (Reuben). Hurston did a fantastic job getting an attention to the best writer and professor, Alain Locke (Reuben). Anthropology enriched and explored her literaryRead MoreZora Neale Hurston Essay1890 Words   |  8 Pagescommunity. This dinner party resulted in the Survey Graphic, a magazine whose attention was upon social and cultural pluralism, to publish a special Harlem edition, which would feature the works of Harlems black writers and was to be edited by Alain Locke. Locke, a literary scholar, black philosopher, professor and authority on black culture, later expanded the Harlem special edition of the Survey Graphic into and anthology he titled Th e New Negro. Soon, the very cultural movement Survey Graphic hopedRead MoreThe Life of Zora Neale Hurston Essay1284 Words   |  6 Pagestrajectory. Her given name is said to be Zora Neale Lee Hurston was born on January 2, 1891, even though there has been some mystery surrounding her real date of birth. Nevertheless, Hurston was born in Notasulga, Alabama to a baptist preacher named John Hurston, and to a seamstress named Lucy Potts. Hurston was the fifth child in the family. When Hurston was a toddler, her family relocated to Eatonville, Florida which was the first black town in the United States. After moving to Eatonville, Hurston’sRead MoreLeaders Are Born Not Made2148 Words   |  9 Pagesthe requisite traits (qualities) must take certain actions to be successful (e.g. formulating a vision, role modeling, setting goals). Possessing the appropriate traits only makes it more likely that such actions will be taken and be successful†. (Locke 1991) There are proofs to support these claims that some great leaders are born to be leaders because of their natural abilities. Let us dive into each of these qualities . Result Oriented. This is a quality that most people are born with, some areRead MoreLeaders Are Born Not Made2133 Words   |  9 Pagesthe requisite traits (qualities) must take certain actions to be successful (e.g. formulating a vision, role modeling, setting goals). Possessing the appropriate traits only makes it more likely that such actions will be taken and be successful†. (Locke 1991) There are proofs to support these claims that some great leaders are born to be leaders because of their natural abilities. Let us dive into each of these qualities. Result Oriented. This is a quality that most people are born with, some are

Rosa Parks free essay sample

Rosa Parks was born in Tuskegee, Alabama February 4, 1913. She was an African American Civil Rights activist. She was also well known as â€Å"the first lady of Civil Rights,† and â€Å"mother of the freedom movement† (Rosa parks biography, 2013). She is a well-known and respected as a woman, because of her inspirational, yet defensive action. Parks is famous for her refusal to obey the bus driver who demanded that she relinquish her seat to a white man. Mrs. Parks was charged with violation of the city code that dealt with segregation, though she technically did not violate the law (Makow, 2005)Although she acted alone with her action, her defiance began a movement that ended legal segregation in America. Her ensuing arrest and trial provoked the Montgomery Bus Boycott, one of the most immense and successful widespread movements against racial segregation in history. Rosa Parks was raised in Pine Level, Alabama where segregation was very extreme. She walked to and from school every day (Rosa Parks Book). There were no school busses that went to either her home or the school (Rosa Parks Book). Mrs. Parks attended the Montgomery Industrial School for girls, Booker T Washington High School, and Alabama State College. With the support of Raymond, she was able to attend school again and obtain her high school diploma in 1933. She met and married Raymond Park in 1933 as her first and last mirage even after he passed. Rosa Parks had always carried herself as a hard believer knowing the wrong in segregation (The story behind, 2012). Though she was very tiresome of being mistreated, she always believed that she was just as good as any other, even the white people who treated her like anything less of a human. One afternoon, Rosa Parks paid her fare to go the Cleveland Avenue Bus in downtown Montgomery. She was on her way home from work, the Montgomery Fair department store, when she had just so happen to get on the bus with the same bus driver from thirteen years earlier, who had kicked her off the bus and left her in the rain (The story behind, 2012). She sat in an empty seat in the first row of back seats reserved for blacks in the â€Å"colored† section of the bus. It was near the middle of the bus and directly behind the ten seats reserved for white passengers only. As the bus driver proceeded on to the third stop, all of the reserved seats for the white passengers were full. When the bus arrived at the Empire theatre, several white passengers boarded and all the â€Å"white-only† seats were taken. In the 1900’s, the city of Montgomery, Alabama passed a city ordinance that allowed bus drivers to segregate their passengers by race. However, no passengers were to be required to give up their seat and stand if the bus was crowded and no other seats were available (Ogletree, 2006). Over some time, most bus drivers had adopted the implementation of demanding the black riders to relinquish their seats to the white passengers boarding the bus with no seats available. On December 1, 1955, when Rosa was 42 years old, she was arrested for not giving up her seat in the black section of the bus to a white man who had just boarded on the bus (Ogletree, 2006). The driver, Blake, noted that the front of the bus was filled with white passengers and there were two or three men standing, which moved the colored section sign behind Parks and demanded that four black people give up their seats in the middle section so that the white passengers could sit down. (Rosa parks biography, 2013). The bus consisted of about thirty six seats per bus: the front row were for â€Å"whites only,† the middle were for both, and the back seats were for blacks which came with a rear door that they had to enter and exit from. Parks only agreed to challenge the segregationist law in court after she consulted with her husband Raymond, her mother, and her attorney. She was arrested for taking her stand. The bus incident led to the formation of the Montgomery Improvement Association, which was led by Dr. Martin Luther King, Jr. The Association called for a boycott of the city-owned bus company (Makow, 2005). The boycott lasted for about 382 days and it brought such an inspirational and mass attention to the world. An anonymous agreement was made that the â€Å"colored† people would boycott the bus until fair seating was arranged and that they would hire more African American men to be bus drivers as well. Martin Luther King and Rosa Parks encouraged blacks and white of the same to find a wide range of nonviolent ways to protest the segregation issue (The story behind, 2012). The Montgomery Advertiser supported the boycott by helping spread the word out to many. Because seventy-five percent of the bus riders were â€Å"colored,† the boycott was such a successful and a significant movement that it ended segregation throughout Montgomery and other places around the United States as well (Rosa parks biography, 2013). After the boycott, Rosa Parks became such an iconic and leading spokesperson of the civil rights movement of the U. S. In 1987, Rosa distinguished the Institute for Self Development for young people. In 1992, she published her first book; Rosa Parks, My Story. Rosa Parks also continued to be active and involved in the civil rights struggle, giving speeches and attending marches even after all that has happened (Rosa parks biography, 2013). She had received much recognition, awards, and was honored many times for her outstanding movement. Her courage changed the lives of many and impacted the history of many generations significantly. On October 4, 2005, Rosa Parks passed at the age of ninety-two with such a very well respected and memorable funeral. After she passed, her casket was placed in the rotunda of the United States capitol for two days for the world to pay their respect (Rosa parks biography, 2013). She was the first and only woman, but the second African American to lie in the state capitol, which is an honor reserved presidents of the U. S. After the funeral, Parks’ casket was put on an antique, gold-trimmed, horse-drawn carriage for the seven-mile procession to the cemetery. Her body was to be entombed in a mausoleum along with those of her husband and mother. Rosa Parks was described as â€Å"both a warrior and a woman of peace who never stopped working toward a future of racial equality; a woman and mother of freedom movement (The story behind, 2012). †

Mathematics

In understanding multiplication, it is essential for students to comprehend addition rules, since they are interrelated in a big way. Multiplication is sometimes referred to as repeated addition whose applications are quicker and more effective.Advertising We will write a custom essay sample on Mathematics – Concept of Multiplication specifically for you for only $16.05 $11/page Learn More For example, instead of adding 4+4+4=12, multiplication simplifies it to 4*3=12. If there are for instance three students each with four rulers, this can be shown by putting four rulers in three groups and allow the student to count them individually. The result is that same answer will be obtained. This indicate that addition involves using the actual number of times one would multiply the number to add it. For example, 4*5= 4+4+4+4+4= 5+5+5+5= 20, on the other hand, multiplication involves dealing with many groups with equal size, or groups with same amount of items in every group. Ability of counting the group number and the items is necessary for one to be able to multiply them. This then shows that addition is an instigator for multiplication where one is able to solve a multiplication problem through repeated addition. This enables the students to understand addition concepts which include manipulation of groups in order to obtain the total product. Moreover, this assists the students in finding out the quantity or the size of items in several groups of equal size. For instance, if there are eight pencils in a pack and one decides to buy five such packs, one will be able to know the number of pencils he is having. This problem can be dealt with by addition method of 8+8+8+8+8=40 which is a repeated addition, replaceable by multiplication method of 8*5=40. In addition, students are able to realize that math is all about how to formulate and solve problems but not memorizing or reciting. This enables students to instead of memorizing m ath such as 4*8=32; they instead consider that the same answer can be obtained through other methods like 4*8= 8+8+8+8= 24+8=32. This is a good method that lucidly shows multiplication and addition relationship. In addition, student can be able to manipulate groups and the item to obtain similar answer, for example 6*7= 3*7+3*7= 21+21= 42 an aspect that gives a creative method of learning multiplication tables, the exact working of math. The Commutative property is an operation that occurs when one changes the order of the items involved without alteration of the results. For example, 3-2 is not equal to 2-3. Examples of commutative in addition and multiplication are: x+y=y+x or 12+13=13+12; and x*y=y*x, or 9*5=5*9. Associative property is a process where one can regroup numbers in any way without altering the answer. In this property, the answer is not altered by the way the numbers are combined.Advertising Looking for essay on math statistics? Let's see if we can help you! G et your first paper with 15% OFF Learn More For example, (x+y) +z= x+(y+z). or 3+(5+4)= (3+5)+4=3+(9)=(8)+4= 12; and x*(y*z)= (x*y)*z or 3*(5*4)=(3*5)*4=60. On the other hand, in distributive property a number is capable of being multiplied by a sum of two other numbers or be distributed to this numbers separately and give the same answer. For example, x*(y+z) =x*y+x*z or 4*(3+2) =4*(5)=20 or 4*3+4*2=12+8=20. These properties help the students through supporting memorization, enabling them to understand properties involved through inclusion of patterns and strategies such as fives and nines. For example, skip counting assists students in finding multiples of two as well as of five by realizing what they already know. For example, an array could be provided to read 2 roes and 6 columns which can be interpreted as 6 columns of 2 or 2 rows of 6 by turning it around. The same applies in three rows of 5 which a student can interpret as 15 put into 3 rows makes 5 columns- or 5 in each row. In distributive property personal invented strategy is used when trying to recall one of the handfuls of multiplication facts. For example, a student may realize that 7*9 is hard and opt to add 2 more 7’s to already known 7 multiple: 49 to get 63 hence making it easier to know 7*9=63. In addition, it enables using facts of five to get sixes. For example, in 6*3 problems the student can think that this mean 5 groups of 3 and one more group of 3. That is, 6*3= (5*3)+(1*3)=18. However, there are some conceptual errors that students make, with common errors involving forgetting the previous knowledge taught. For example, it is common for students to forget the addition and multiplication rules. For example, the rule that 4*3 means counting a group of 4 items three times and instead they add the two figures. Here, it is important for teachers to review the some important information from the previous topic to activate student’s memories in recalling what they lea rned about these rules. This is an error brought about by the fact that math is a cumulative subject. Additionally, students get confused by change of signs when dealing with addition or multiplication at the same time. For example, in a problem such as 3*7+3*7, student may solve it by dealing with addition first and multiplying later, that is 3*(10)*7=210 instead of 21+21=42. This is due to confusion of signs application rule as per the order (which one comes first).Advertising We will write a custom essay sample on Mathematics – Concept of Multiplication specifically for you for only $16.05 $11/page Learn More Here teaching the student BODMAS RULE, will ensure they deal with problems containing more than one sign effectively by applying the first sign first. Also illustrating the sign different and cautioning student to ensure that they identify when they are dealing with multiplication and not addition will enable them to deal with this proble m. Another conceptual error arises from confusion of the associative rules with Distributive property rules. Students forget these rules and in many cases, they forget to interpret the signs ending up solving the problems wrongly. For example if a problem of 4+ (3+5) is provided to the student, they sometime confuse it with 4*(3+5) and instead of solving it as 4+(8)= 12 they end up with (12)+(20)= 32. Here, explaining to the student how the sign before the parenthesis affect the numbers within the parenthesis will enable them when it is needed to distribute and when not. Also this calls for intensive practice and reiteration to develop student’s habit. Understanding that math is a confusing subject to many students, it is essential to parents, teachers and tutors. This is because mathematics contains many rules as well as formulas to memorize and recall. One way of assisting students to memorize these rules and formulas is correlating them with examples in real life. This wil l create reasons behind the formulas enabling students to identify problems within them. For example, in multiplication of length and width to obtain an area, this can be correlated to real life examples such amount of paint to apply on a classroom wall. On the other hand, when adding length twice and width twice to get the perimeter of a rectangle, this can be correlated with measurement of a fence around a piece of land. Thus math will become less threatening to the student as they will view it as real life phenomenon. Moreover, integrating the examples with multiplication and addition will assist the students in reinforcement of these concepts. This essay on Mathematics – Concept of Multiplication was written and submitted by user G1selle to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Abortion And Ethics Essays (756 words) - Law, Reproductive Rights

Abortion And Ethics Many people believe abortion is a moral issue, but it is also a constitutional issue. It is a woman's right to choose what she does with her body, and it should not be altered or influenced by anyone else. This right is guaranteed by the ninth amendment, which contains the right to privacy. The ninth amendment states: " The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people." This right guarantees the right to women, if they so choose, to have an abortion, up to the end of the first trimester. Regardless of the fact of morals, a woman has the right to privacy and choice to abort her fetus. The people that hold a "pro-life" view argue that a woman who has an abortion is killing a child. The "pro-choice" perspective holds this is not the case. A fetus is not yet a baby. It does not posess the criteria derived from our understanding of living human beings. In a notable defense of this position, philosopher Mary Anne Warren has proposed the following criteria for "person-hood": 1) consciousness (of objects and events external and or internal to the being), and in particular the capacity to feel pain. 2) reasoning (the developed capacity to solve new and relatively complex problems) 3) self-motivated activity (activity which is relatively independent of either genetic or direct external control) 4) the capacity to communicate, by whatever means, messages of an indefinite variety of possible contents, but on indefinltely many possible topics. 5) the presence of self-concepts, and self-awareness, either individual or social, or both. (Taking Sides -Volume 3). Several cases have been fought for the right to choose. Many of these have been hard cases with very personal feelings, but the perserverance showed through and gives us the rights we have today. Here are some important cases: 1965 - Griswold v. Connecticut - upheld the right to privacy and ended the ban on birth control. Eight years later, the Supreme Court ruled the right to privacy included abortions. Roe v. Wade was based upon this case. 1973 - Roe v. Wade: - The state of Texas had outlawed abortions. The Supreme Court declared the law unconstitutional, but refused to order an injunction against the state. On January 22, 1973, the Supreme Court voted the right to privacy included abortions. In 1976, Planned Parenthood v. Danforth (Missouri) ruled that requiring consent by the husband and the consent from a parent if a person was under 18 was unconstitutional. This case supported a woman's control over her own body and reproductive system. Justice William Brennan stated: "If the right to privacy means anything, it is the right of the individual, married or single, to be free from unwanted governmental intrusion into matters so fundamentally affecting a person as the decision to bear or beget a child." Abortion is one of the most controversial issues in the world today. Everyone has their own individual opinion. A woman's body is hers and hers alone. Nobody has the right to make her do something that she does not want to. The Supreme Court has stated it is the women's right to have an abortion, if she so chooses, according to Roe v. Wade. In later cases however, the Court has upheld Roe in Planned Parenthood of Pennsylvania v. Casey (1992). In the same ruling, though, the Court gave states new powers to restrict access to abortions. (Hardy, pg. 189). Abortion deals with one's private life and should have nothing to do with the government. However, abortion should not be used as a means of birth control, but if a fetus will be unwanted, it is better to be aborted than to be abused or neglected. Many people try to force their beliefs on others and judge them for their actions. These people need to judge themselves before they start to judge others. The bottom line is no matter what anyone thinks the laws speak for themselves. It is a woman's right to privacy to control her reproductive system guaranteed by the constitution. Although there are some restrictions on abortion, due to the states' rights, it is still ultimately the woman's choice. It is not a requirement for some states to fund for abortions, therefore, especially in these states it should be the woman's choice. Abortion is an issue of women, and so it should be the woman's right to choose. She has the free will to consider others views and opinions such as that

The Old Man And Sea essays

The Old Man And Sea essays The Old Man And The Sea A= . Santiago (The Old Man) is the main character of The Old Man and the Sea. His occupation is a fisherman. Unlike the rest of the fishing community, Santiago continues to fish using traditional methods. These methods, however, do not allow Santiago to catch many fish. Thus, he is forced to live a semi-impoverished life A= Manolin (the young boy) is a young man and good friend of Santiago. Santiago has spent several years teaching and instructing Manolin in the traditional methods of fishing. Where and when the story takes place? A= In Cuba and out in the Gulf Stream, in the 50. A= During the last few moments of the Marlin's life. Santiago battles furiously with the huge fish as it thrashes about in the water. The danger to Santiago is immense because the size of the marlin is much greater than the Santiago's boat. A= Yes because is about the hard existence of the man fighting against his destiny, conditioned by the social and cultural structures that mark his life. A= The story is about Santiago a Cuban fisherman who goes through many conflicts with nature and himself. He experiences poor luck in the latter part of his life which leaves him poor and destitute, relying on a boy to feed him and to be his only true friend. In spite of his skill as a fisherman, only his diligent perseverance ended his eighty-five day drought of fish. In this time of need, Santiago's pride prevailed over his hunger and need of supplies. While fishing in solitude, Santiago's eighty-five day ordeal ended with the snaring of a marlin. During the contest between himself and the fish, Santia ...

THE ROAD TO DISUNION Coursework Example | Topics and Well Written Essays - 250 words

THE ROAD TO DISUNION - Coursework Example The era marked the beginning of abolishment of the slave trade. The Andrew Jackson administration advanced policies that enabled the development of social amenity facilities. The term of Andrew Jackson as the president of America between 1829 and 1837 marked a new political era in America. For the first time, a common man from a humble background rose to the highest political office in America. Contrary to his predecessors, who came to power due their families’ prestige, wealth and education, Andrew Jackson was born and raised in humble circumstances. The election of Andrew Jackson demonstrated that individual’s lineage gave no assurance for a place in the office; rather the ability to obtain favor from the voters. His election was a defining moment when the rise of the â€Å"common man† began. Andrew Jackson administration believed in universal suffrage of all white men. He agitated for a situation where all men, regardless of social class, would be allowed to exercise the voting rights. By the end of 1850, the Jacksonian democracy had dropped most of the requirements to qualify as a voter. Requirements such as ability to pay tax or own property had been abolished. The abolishment allowed a large number of voters to exercise their democratic rights. In addition, President Andrew Jackson introduced the patronage policy. The policy allowed the president to appoint his political supports to offices. The patronage policy encouraged common man’s politics participation. These and other political reforms many more common men to clinch power. Andrew Jackson administration agitated for an economy of artisans and small farmers. Majority of the American were small farmers, laborers and artisan. He believed that this sort of economy encouraged financial independence and virtue. His administration saw implementation of policies that favored the common man. Andrew Jackson heavily criticized

Identify the defining features of Realist perspective and assess their Essay

Identify the defining features of Realist perspective and assess their relevance to the analysis of contemporary world politics - Essay Example This easy explores the defining features of realist perspective such as state actors, egoism, anarchy, power, security, and morality with the aim of presenting an assessment of their relevance to the analysis of contemporary world politics. In their analysis of international politics, realists assert the central role played by the state in dictating international relations as opposed to other theories of international relations like liberalism that accepts international institutions as being part of the actors day (Kegley, 2013). Realists saw the state as triumphant over other forms of political authority like feudal principalities, city-states, and empires such as the Soviet Union. According to the views of realists such as Hobbes, the state enjoys a distinctive monopoly of legitimate violence given that in the global arena, all the people regardless of nationality, language, culture, ethnic background or religion have accepted or have a state that force them to resolve their confli cts. Such a people also look for the state to protect their interests against aggressions from other states and international actors (Kolodziej, 2005). The assertion of the state as the main player in international relations means that actors in the international politics will put the importance of state interest the centre of any interactions with other players in the global area. Realist conception of the state as the central actor in international relations through its exercise of power in certain ways has far-reaching significances on the relationship between states and other actors on the international arena (Kaarbo & Ray, 2011). Such assumptions are essential in the contemporary world politics where such bodies as multinational corporations have no legal or political right to act as independent or autonomous actors in the international economy since they are only part of state power or instrument of foreign policy. Multinational corporations are not in themselves, substantial economic and political force, in their exercise of power and influence, they are only an extension and reflection of the power and might of specific states under which they act (Steans, Pettiford, & El-Anis, 2013). The main concern for realist is the state of anarchy, which stands for a situation where there is no international government to intercede on interstate conflicts. Realist believes that the main concern in international relations is the condition of anarchy, which is based on their view that the world lacks a central sovereign power to regulate relations between states. The absence of international body with the authority to create and enforce regulatory measures on interstate relationships, realists argue, means the states as main players put in place their own scheme for survival and are free to define their own interests and pursuit of power day (Kegley, 2013). Anarchy in the international politics therefore, leads to a circumstance where power has the superseding role of dictating interstate relations (Steans, Pettiford, Diez & El-Anis, 2013). Realists point out the failure of international institutions like the Permanent Court of International Justice and the League of Nation is because such international organizations exert minimal pressure on behaviour of states. This realist assumption is clear in the way contemporary states peruse their interests by choosing to overlook international

Unemployment in Brazil after the Financial crisis of 2008 Essay

Unemployment in Brazil after the Financial crisis of 2008 - Essay Example The tax cuts made the corporations use the money to keep already employed and even hire new ones despite the harsh economic times. The actions though not much helped to lower the unemployment thereby saving the economy from collapsing. The trends witnessed in the year 2009 and 2010 shows unemployment lower in 2010 was lower than in 2009, on average it showed a decrease of 61% between the two years. Unemployment has a direct bearing on Brazil’s debt, at the time unemployment began to improve in 2009 – 2010 fiscal year, the country debt was on the decline, and trade increased and thus exports were up due to favorable climate to conduct business (Turner, 2012). Unemployment rate is the number of unemployed persons divided by the total labor force, where the labor force is the number of unemployed plus the number of employed persons. Employment rate measures the percentage of employable people in a country’s’ workforce who are aged 18 years and have either los t their job, or unsuccessfully sought jobs during the last month. This workforce is supposed to be actively seeking employment. Unemployment Rate =Number of Unemployed/ Total Labor Force. Unemployment rate in Brazil is averaged 8.84% from 2001 to 2013, reaching an all time high of 13% in 2004 and record low of 4.60% in December 2012 (OECD, 2013). In Brazil, unemployment measures the number of people actively seeking employment as a percentage of the labor force. This is measured monthly in the major metropolitan cities of Brazil. The  summary is as represented below: Table 1 Brazil metropolitan areas 2003 -2009 Unemployment Rate in Percentage points Year Recife Salvador Belo Horizonte Rio de Janeiro Sao Paulo Porto Alegre Curitiba Total 2003 13.8 16.7 10.8 9.2 14.1 9.5... This essay offers a modern analysis of the issue of unemployment in the Brazilian economy and reviews federal measures, introduced by the government to fight this problem. The international financial crisis after the 2008 September had a considerably negative impact on Brazilian economy, leading to a significant increase in the unemployment level. Unemployment is the situation arising from a willing and able person to undertake paid work responsibilities, being unable to get a job. There are several classifications of unemployment. Demand Deficient Unemployment occurs in recession or a period of low growth. Voluntary Unemployment happens when workers prefer not to work. Frictional Unemployment occurs when workers are in between jobs. Structural unemployment occurs as a result in inefficiencies in the labor market resulting from a mismatch of skills or geographical location. Classical unemployment occurs when wages are artificially kept high above the equilibrium leading to excess supply of labor Employment and economy are directly related in any country. Any change in the economy whether positive or negative, has an implication in employment. Brazil’s unemployment rate is seen on the decline thanks to federal measures introduced by the government. Programs meant to protect workers such as the expanded unemployment insurance were of great significance during the period of economic recession. Additional efforts were put in place aiming towards the sustained supply of credit and recovery of the growth trajectory of the economy.

Assessment of Hydraulic Conductivity of Soil

Assessment of Hydraulic Conductivity of Soil Hydraulic Conductivity Soil Chapter 1 Introduction Hydraulic conductivity or permeability of a soil is one important soil properties used in geotechnical engineering. It can be seen from the difficulty in measuring accurate and reliable values of hydraulic conductivity. Hydraulic conductivity of soil is basically the capacity of water to let water to pass through the pores or voids in the soil. There are many methods developed in order to measure the hydraulic conductivity of soil; both laboratory and in-situ field methods. Some of the common laboratory methods are the constant-head test and falling head test. On the other hand, the common in-situ field methods are pumping well test, borehole tests (e.g. slug test, variable head test), infiltrometer tests and using porous probes (BAT permeameter). All these in-situ field test methods were used to measure the hydraulic conductivity of subsoil for both saturated and unsaturated media. One other in-situ field measurement method that has been introduced is the Two-Stage Borehole (TSB) test, also known as the Boutwell permeameter test. This testing method is commonly used to test a low hydraulic conductivity soil such as compacted clay liner used in landfill barrier system or covers used at waste disposal facilities, for canal and reservoir liners, for seepage blankets, and for amended soil liners. The advantage of using this method is that it can be used to measure both the vertical and horizontal hydraulic conductivity values of soil, kv and kh respectively. One other advantages of using this method is that it can be used to measure the rate of infiltration of water or other fluid into a large mass of soil which can represent the tested site. However, the application of the TSB/Boutwell permeameter test for natural soil or other soils having a higher permeability value has been limited. This report will discuss the theory behind the TSB/Boutwell permeameter test and the application of this method on natural soil. The methodology of this test will also be included in this report. In addition to the standard TSB setup, this report will also discuss the modification made to the standard TSB test which can be easily and quickly installed in shallow boreholes for subsequent testing. The methodology and results from the modified setup will also be included. The results from both the standard and modified setup will then be compared. Objectives The objectives of this project is summarised into four stages. In the first stage, the objective is to measure the hydraulic conductivity of the soil using the standard TSB/Boutwell permeameter setup. The second stage involves the modification of the standard TSB/Boutwell Permeameter setup. The aim is to obtain a simple installation setup which can be easily and quickly installed in shallow boreholes for subsequent testing. In the third stage, the objective is to test the modified TSB/Boutwell Permeameter test in the field. This is done by carrying out a series of tests in varied subsurface media at the assigned site location. The results from both the standard and modified TSB/Boutwell Permeameter test will be compared. The last stage of the project consists of particle size analysis of the soil obtained from site. The results from the two setups will again be compared to the hydraulic conductivity values obtained from the derivation of the Particle Size Distribution curves. The tasks that are done in this project include: The review of TSB/Boutwell Permeameter methodology Developing the modify TSB/Boutwell Permeameter Completion of field tests using the TSB/Boutwell Permeameter Collection of soil samples and subsequent particle size analysis Chapter 2 Literature Review 2.1 Soil Water Soils are consists of separate solid particles. The pore spaces between the solid particles are all interconnected which mean that water is free to flow through these interconnected pore spaces (Whitlow, 2001). The water will flow from a higher pore pressure point to a lower pore pressure point. The pressure of the pore water is measure relatively to the atmospheric pressure. The level in which the pressure is zero (i.e. atmospheric) is defined as the water table (Craig, 2004). The soil above the water table is assumed to be unsaturated and the soil below the water table is assumed to be fully saturated. The level of water table changes in relation with climate conditions and can also be affected by any constructional operations (Craig, 2004). It is usual to express a pressure as a pressure head or head which is measured in metres of water when considering water flow problems. According to Bernoullis equation, the total head at a point in flowing water can be given by the sum of three head components; pressure head (u/ÃŽ ³w), velocity head (v2/2g) and elevation head (Z). This relationship is illustrated in the equation below: (Equation 1) where; h = total head u = pressure v = velocity g = acceleration due to gravity ÃŽ ³w = unit weight of water Z = elevation head However, since the seepage velocities in the soil are so small due to the high resistance to flow offered by the granular structure of the soil, the velocity head is often omitted from the equation (Whitlow, 2001). The total head at any point is then can be adequately represented by: (Equation 2) In saturated conditions, the one-dimensional water flow in soil is governed by the Darcys Law, which states that the velocity of the groundwater flow is proportional to the hydraulic gradient: (Equation 3) where; v = velocity of groundwater flow = flow/area (q/A) k = coefficient of permeability or hydraulic conductivity (constant) i = hydraulic gradient = head/length (h/L) The empirical validity of Darcys Law depends heavily on the hydraulic conductivity, k, which must be carefully determined so that it can represent the soil mass (Azizi, 2000). The different practical methods that can be used to measure the hydraulic conductivity will be discussed in Section 2.3. It is important to study the flow of water through porous media in soil mechanics. This is necessary for the estimation of underground seepage under various conditions, for investigation of problems involving the pumping of water for underground constructions, and for making stability analyses of retaining structures that are subjected to seepage forces (Das, 2006). Hydraulic Conductivity (Coefficient of Permeability) Hydraulic conductivity, k, of a soil is the capacity of the soil to allow water to pass through it. The value of hydraulic conductivity is often used to measure the resistance of a soil to water flow. Hydraulic conductivity has units of length divided by time. The most common unit used of measurement is meter per second (m/s). Although hydraulic conductivity has the same unit as those to describe velocity, it is not a measure of velocity (Coduto, 1999). Importance of Hydraulic Conductivity Hydraulic conductivity is a very important parameter in geotechnical engineering or in determining the widespread of contamination. This can be seen in the difficulties in measuring it. This is because hydraulic conductivity can varies from one point in a soil to another, even with small changes in the soil characteristics. It is also, as mentioned in the previous section, influenced by the viscosity and unit weight of the fluid flowing through the soil. Hydraulic conductivity is also dependent to the direction of flow which means that the vertical hydraulic conductivity would not be the same as the horizontal hydraulic conductivity. This condition of the soil is said to be anisotropic. Studies that have been made indicate that the value of vertical hydraulic conductivity (Kv) of a soil is usually higher than the horizontal hydraulic conductivity (Kh) in one or two order of magnitude (Chen, 2000). Some applications in which information on hydraulic conductivity is very important are in modelling the groundwater flow and transportation of contaminants in the soil. Hydraulic conductivity data of a soil is also important for designing drainage of an area and in the construction of earth dam and levee. In addition, it is very important in tackling most of the geotechnical problems such as seepage losses, settlement calculations, and stability analyses (Odong, 2007). Factors Affecting Hydraulic Conductivity The hydraulic conductivity of a soil depends on many factors. The main factor that affecting the value of hydraulic conductivity is the average size of the pores between particles in the soil, which in turn is related to the distribution of particle sizes, particle shape and roughness, pore continuity, and soil structure (Craig,2004). In general; the bigger the average size of the pores, the higher the value of hydraulic conductivity is. The value of hydraulic conductivity of a soil that has a presence of small percentages of fines will be significantly lower than the same soil without fines. In the other hand, the presence of fissures in clay will result in a much higher value of hydraulic conductivity compared to that of unfissured clay (Craig, 2004). The range of the hydraulic conductivity value is very large. Table 1 below illustrates the range of hydraulic conductivity which differs from one soil type to another which is mainly due to the different average size of the pores between the soil particles. Table 1 Range of hydraulic conductivity values (m/s) with different soil type (Whitlow, 2001) 102 101 1 10-1 Clean gravels Very good drainage 10-2 10-3 10-4 Clean sands Gravel-sand mixtures 10-5 10-6 Very fine sands Silts and silty sands Fissured and weathered clays Good drainage Poor drainage 10-7 10-8 10-9 Clay silts (>20% clay) Unfissured clays Practically impervious The hydraulic conductivity is also dependent to viscosity and density of water in which both are affected by temperature. It is therefore conclude that the value of hydraulic conductivity will then be affected by changes in temperature. Theoretically, it can be shown that for laminar flow and saturated soil condition the relationship between temperature and hydraulic conductivity: (Equation 4) Where; ÃŽ ³w= unit weight of water ÃŽ · = viscosity of water K = absolute coefficient (units m2). This value is dependent on the characteristic of the soil skeleton. Since most of the laboratory graduations were standardised at 20C, the value of hydraulic conductivity at this temperature is taken as 100% (Craig, 2004). Other value of hydraulic conductivity at 10C and 0C are 77% and 56% respectively (Craig, 2004). Hydraulic Conductivity Tests Most of the tests for measuring hydraulic conductivity measured one average value of hydraulic conductivity. However, some tests measured both the vertical and horizontal hydraulic conductivity values to obtained more accurate estimation. There are numbers of experiments and test that can be done to measure the hydraulic conductivity of a soil. These tests to measure the hydraulic conductivity can be done both in the laboratory and in the field. The following sections will briefly discussed the most common laboratory and in-situ tests practiced today to measure the hydraulic conductivity of a soil. Although with all the various tests developed to measured the hydraulic conductivity, there are uncertainties arise on how the soils that being tested represent the whole soil condition at the site of interest. It is therefore a good practice to perform different tests and comparing the results obtained. Laboratory Permeability Tests One problem with laboratory tests is that the samples collected do not adequately represent the detailed conditions of the soil, e.g. fissures, joints or other characteristics in the site of interest. Even with carefully conducted tests and good sampling techniques, it is impossible to obtain a very accurate result. The results typically have a precision of about 50% or more (Coduto, 1999). It is therefore important to take this into consideration if any construction activities or contamination remediation operations to be perform at the site of interest. Constant Head Permeability Test The constant head test is used to measure the hydraulic conductivity of more permeable soils such as gravels and sands which have a hydraulic conductivity value of 10-4 m/s (Whitlow, 2001). The equipments used for this test is called a constant head permeameter. A schematic illustration of this equipment is shown in Figure 2.1. The constant head permeameter was developed base on the basic idea of Darcys Law (Equation 3). The soil sample is contained in a cylinder of cross-sectional area A. Continuous water supply is let to flow from a tank to the sample to maintain a constant head. The water that flow through the sample is collected in a collection jar or container and the discharge through the sample is measured by calculating the volume of the water in the collection container over a period of time t. h Figure 2.1 Schematic diagram of Constant Head Permeameter (www.geology.sdsu.edu) The hydraulic conductivity, k of the tested soil is then calculated by: From equation 3: (Equation 5) Where; Q = the discharge through the sample (m3/s) L = the length of the sample (m) A = cross-section of the sample (m2) h = hydraulic head (m) The above diagram shows a simple setup of the constant-head permeameter. Other setup is also available which make use a pair of standpipes to measure the pore pressure and potential at two points. This is illustrated in Figure 2.2 below. Although both the setups are different, it makes used of the same concepts; Darcys Law. Figure 2.2 Alternative setup of Constant Head Permeameter (Whitlow, 2001) Falling Head Permeability Test The falling head test is used to measure the hydraulic conductivity of less permeable soils such as fine sands, silt and clay. The water flow resistance in these types of soil are very high which unable to measure accurate measurements of hydraulic conductivity if used with constant head permeameter. Undisturbed samples are required to perform laboratory test to measure the hydraulic conductivity of a soil. However, a small degree of disturbance of the sample is accepted as it is very hard to obtain a perfect undisturbed sample. An undisturbed sample can be obtained usually using a U100 sample tube or a core-cutter tube (Whitlow, 2001).The schematic illustration of the falling head test setup is shown in Figure 2.3. Figure 2.3 Laboratory setup of falling head test (Whitlow, 2001) The sample is place in a cylinder container with a wire mesh and gravel filter at both end of the cylinder. The base of the cylinder is left to stand in a water reservoir fitted with a constant level overflow. At the other end, which is the top of the cylinder, it is connected to a glass standpipe of known diameter (Whitlow, 2001). These standpipes are then filled with de-aired water and it is allow to flow through the soil sample. The height of the water in the standpipe is measured at several time intervals. The test is then repeated using standpipes of different diameters. It is a good practice to take note of the initial and final unit weight and water content of the sample to get additional information about the properties of the sample (Whitlow, 2001). The hydraulic conductivity of the sample is then calculated from the results obtained from the tests. The Darcys Law concept is still used in determining the hydraulic conductivity. The derivation of the hydraulic conductivity for the falling head test is done as follow (Whitlow, 2001). Deriving from Equation 3: With reference to Figure 2.3, if the level of the water in the standpipe fall dh in a time of dt the flow, q will be and the hydraulic gradient, i Therefore; (Equation 6) Where; a = cross-sectional area of the standpipe A = cross-sectional area of the sample When equation 6 is rearranged and integrated, the final equation to calculate the hydraulic conductivity is given as (Equation 7) Particle Size Analysis Particle size analysis is commonly used to classify the physical properties of the soil being tested. This testing method is used for both soil science and engineering purposes (Keller and Gee, 2006). In context of engineering purposes, it is commonly used to define the particle size distributions of the soil. The data obtained from the particle size distributions can then be used to estimate the pore-size classes needed in calculating the hydraulic properties of the soil such as hydraulic conductivity (Keller and Gee, 2006). There are various methods of measuring particle size analysis. Traditional methods include sieving, hydrometer and pipette. Other new techniques are also been developed; one example is laser-diffraction techniques (Eshel et al, 2004). However, particle size analysis is dependent on the technique used for defining the particle size distribution. It is therefore a common practice to do more than one method to define the particle size distribution (Keller and Gee, 2006). The results from all the different methods can then be compared to obtain more representative result. For the traditional particle size analysis methods, two separate procedures are used in order to obtain wider range of particles sizes (Head, 1980). The two procedures are sieving and sedimentation procedures (hydrometer or pipette method). Sieving is used to categorise large particle such as gravel and coarse sand. The particles can be separated into different size ranges using a series of standard sieves. For the finer particles such as silt and clay, sedimentation procedure is used (Head, 1980). Once the particle size distribution is defined from the particle size analysis, the hydraulic conductivity of the tested soil can then be estimated using a number of established empirical equations. However, the applicability of the above equations depends on the type of soil that is being tested. The following paragraphs summarised several empirical equations from previous studies (Odong, 2007). Hazens equation: (Equation 8) Kozeny-Carmans equation: (Equation 9) Breyers equation: (Equation 10) Slitchers equation: (Equation 11) Where; g = acceleration due to gravity v = kinematic viscosity n = porosity of the soil d10 = grain size in which 10% the sample is finer than The estimation of the hydraulic conductivity from these equations required information on the kinematic viscosity v and porosity n of the soil. The kinematic viscosity can be calculated by: (Equation 12) Where; = dynamic viscosity ÃŽ ¡ = density of water The porosity n can be calculated using the empirical relationship below: (Equation 13) Where U is the coefficient of grain uniformity and is given by: (Equation 14) The values of d60and d10 can be obtained from the particle size distribution. d60and d10 represent the grain size for which 60% and 10% of the sample respectively is finer than. In-situ Field Permeability Tests Due to the problems associated with reliability and laboratory tests, as mention in Section 2.3.1, field methods of measuring the hydraulic conductivity should be used to obtain more accurate and reliable measurements. In the field test, the soil disturbances is kept to a minimum level and they usually involves the testing of larger, more representative samples. Although, in term of cost and time, field measurement method is more expensive, it will as well provide more reliable measurement of hydraulic conductivity when dealing with a wide range of soil macro-structural characteristics. Other more economic option of field measurement can also be done. Such example is by performing borehole test, provided the pumping observation sequences are carefully planned and controlled (Whitlow, 2001). Well Pumping Tests This method is more suitable if used to measure hydraulic conductivity in homogenous coarse soil strata (Craig, 2004). The procedure involves the measurement of water that is being pumped out of a well at a constant rate, then observing the effect of these pumping activities to the drawdown of the groundwater level at other wells. The diameter of the well is normally at least 300mm and penetrates to the bottom of the stratum under test (Craig, 2004). The pumping rate and the groundwater levels in two or more monitoring wells are then recorded. The analysis of the results depends whether the aquifer is confined or unconfined. Well pumping test in a confined aquifer In confined aquifer the permeable stratum is squeezed in between two impermeable layers. This is illustrated in Figure 2.4 below. To perform the test, the pumping rate must not be too high to reduce the level in the pumping well below the top of the aquifer. The interface between the top aquifer and the overlying impermeable stratum therefore forms the top stream line (Whitlow, 2001). Figure 2.4 Pumping test in confined aquifer (Azizi, 2000) Figure 2.4 illustrates the arrangement of the pumping well and two other monitoring wells. Two assumptions were made at this point; the piezometric surface is above the upper surface of the aquifer and the hydraulic gradient is constant at a given radius (Whitlow, 2001). In steady state condition, the hydraulic gradient through an elemental cylinder with radius r from the well centres estimated as follow: where; dr = thickness h = height The area in which the water flow, A: where; D = the thickness of the aquifer Substituting the area A into the Darcys Law (Equation 4) will give; Hence: And therefore the hydraulic conductivity is: (Equation 15) In the case that the piezometric level is above ground level, where the water level inside the well inserted into the confined aquifer rises above the ground level, this scenario is called Artesian conditions (Azizi, 2000). This is illustrated in Figure 2.5. Figure 2.5 Artesian conditions (Azizi, 2000) Well pumping test in unconfined aquifer An unconfined aquifer is a free-draining surface layer that allows water to flow through the surface. The permeable stratum is not overlain by an impermeable layer. The piezometric surface is therefore in the same level of the water table. This is illustrated in Figure 2.6 below. The surface layer permeability is very high, thus allowing the water table to fluctuate up and down easily. Figure 2.6 Pumping test in an unconfined aquifer (Whitlow, 2001) Under steady state pumping conditions, the hydraulic gradient i at a given radius is assumed to be constant in a homogenous media. Homogenous unit is where the properties at any location are the same. For instance, sandstone has grain size distribution, porosity and thickness variation within a very small limit (Fetter, 2001). With reference to the arrangement of pumping well and two monitoring wells in Figure 2.6 above, the hydraulic conductivity can be determine by: Deriving from Equation 3: where; Hydraulic gradient i is And area through which the water flow, Then, Thus, hydraulic conductivity for an unconfined aquifer (after integrating the above equation) is (Equation 16) Borehole Permeameter Tests There are many borehole tests developed to determine the hydraulic conductivity of a soil. The most common in-situ borehole tests are as follow: Slug test Two-stage borehole test/ Boutwell Permeameter Variable head test In-situ constant head test Slug test is one of the cheapest in-situ field methods to determine the hydraulic conductivity of a soil. The procedure of this test involves the rapid adding or removing a slug or water into a monitoring well. The slug can be of anything that can displace the volume of the water in the well, e.g. water, plastic tubing capped at both ends, and other material of known volume and can fit into the monitoring well. The rate of rise and fall of the groundwater level is then observed until it reaches an equilibrium state. In a variable head test, a slug is introduced into the monitoring well by either adding in a measured volume of water into the well or other materials mentioned earlier. The rate of water level fall is then measured in time. This is called falling head test. The water can also be removed out from the well by using a bailer or a pump. The rate of water level rise is then measured with time. This is called a rising head test. Depending on the properties of the aquifer and the soil, and the size of the slug used the water can either returns to its original water level before the test quickly or very slowly. For instance, if the porosity of the soil is high then the water level will returns very quickly to its original water level before the test is done. There is also the constant head test. In this test the water level or head is maintained throughout the test at a given level. This is done by adjusting and measuring the flow rate of the water at intervals from start to the end of the test (Whitlow, 2001). The constant head test is said to give more accurate results, provided the water pressure is controlled so that it would not cause fracturing or other disturbance to the soil (Whitlow, 2001). There are several assumptions made for this test: The soil is homogenous, isotropic, uniformly soaked Infinite boundaries Soil does not swell when wetted The expressions use to calculate the hydraulic conductivity for the above tests depend on whether the stratum is unconfined or unconfined, the position of the bottom of the casing within the stratum and details of the drainage face in the soil (Craig, 2004). The horizontal hydraulic conductivity is tend to be measured if the soil is anisotropic with respect to permeability and if the borehole extends below the bottom of the casing. On the other hand, the vertical hydraulic conductivity is often measured if the casing penetrates below soil level in the bottom of the borehole (Craig, 2004). The following expressions are all recommended in BS 5930 to calculate the hydraulic conductivity (Whitlow, 2001). For variable head test: (Equation 17) Or, (Equation 18) For constant head test: Hvorslevs time lag analysis (Equation 19) Gibsons root-time method (Equation 20) where; A20% clay) Unfissured clays Practically impervious The hydraulic conductivity is also dependent to viscosity and density of water in which both are affected by temperature. It is therefore conclude that the value of hydraulic conductivity will then be affected by changes in temperature. Theoretically, it can be shown that for laminar flow and saturated soil condition the relationship between temperature and hydraulic conductivity: (Equation 4) Where; ÃŽ ³w= unit weight of water ÃŽ · = viscosity of water K = absolute coefficient (units m2). This value is dependent on the characteristic of the soil skeleton. Since most of the laboratory graduations were standardised at 20C, the value of hydraulic conductivity at this temperature is taken as 100% (Craig, 2004). Other value of hydraulic conductivity at 10C and 0C are 77% and 56% respectively (Craig, 2004). Hydraulic Conductivity Tests Most of the tests for measuring hydraulic conductivity measured one average value of hydraulic conductivity. However, some tests measured both the vertical and horizontal hydraulic conductivity values to obtained more accurate estimation. There are numbers of experiments and test that can be done to measure the hydraulic conductivity of a soil. These tests to measure the hydraulic conductivity can be done both in the laboratory and in the field. The following sections will briefly discussed the most common laboratory and in-situ tests practiced today to measure the hydraulic conductivity of a soil. Although with all the various tests developed to measured the hydraulic conductivity, there are uncertainties arise on how the soils that being tested represent the whole soil condition at the site of interest. It is therefore a good practice to perform different tests and comparing the results obtained. Laboratory Permeability Tests One problem with laboratory tests is that the samples collected do not adequately represent the detailed conditions of the soil, e.g. fissures, joints or other characteristics in the site of interest. Even with carefully conducted tests and good sampling techniques, it is impossible to obtain a very accurate result. The results typically have a precision of about 50% or more (Coduto, 1999). It is therefore important to take this into consideration if any construction activities or contamination remediation operations to be perform at the site of interest. Constant Head Permeability Test The constant head test is used to measure the hydraulic conductivity of more permeable soils such as gravels and sands which have a hydraulic conductivity value of 10-4 m/s (Whitlow, 2001). The equipments used for this test is called a constant head permeameter. A schematic illustration of this equipment is shown in Figure 2.1. The constant head permeameter was developed base on the basic idea of Darcys Law (Equation 3). The soil sample is contained in a cylinder of cross-sectional area A. Continuous water supply is let to flow from a tank to the sample to maintain a constant head. The water that flow through the sample is collected in a collection jar or container and the discharge through the sample is measured by calculating the volume of the water in the collection container over a period of time t. h Figure 2.1 Schematic diagram of Constant Head Permeameter (www.geology.sdsu.edu) The hydraulic conductivity, k of the tested soil is then calculated by: From equation 3: (Equation 5) Where; Q = the discharge through the sample (m3/s) L = the length of the sample (m) A = cross-section of the sample (m2) h = hydraulic head (m) The above diagram shows a simple setup of the constant-head permeameter. Other setup is also available which make use a pair of standpipes to measure the pore pressure and potential at two points. This is illustrated in Figure 2.2 below. Although both the setups are different, it makes used of the same concepts; Darcys Law. Figure 2.2 Alternative setup of Constant Head Permeameter (Whitlow, 2001) Falling Head Permeability Test The falling head test is used to measure the hydraulic conductivity of less permeable soils such as fine sands, silt and clay. The water flow resistance in these types of soil are very high which unable to measure accurate measurements of hydraulic conductivity if used with constant head permeameter. Undisturbed samples are required to perform laboratory test to measure the hydraulic conductivity of a soil. However, a small degree of disturbance of the sample is accepted as it is very hard to obtain a perfect undisturbed sample. An undisturbed sample can be obtained usually using a U100 sample tube or a core-cutter tube (Whitlow, 2001).The schematic illustration of the falling head test setup is shown in Figure 2.3. Figure 2.3 Laboratory setup of falling head test (Whitlow, 2001) The sample is place in a cylinder container with a wire mesh and gravel filter at both end of the cylinder. The base of the cylinder is left to stand in a water reservoir fitted with a constant level overflow. At the other end, which is the top of the cylinder, it is connected to a glass standpipe of known diameter (Whitlow, 2001). These standpipes are then filled with de-aired water and it is allow to flow through the soil sample. The height of the water in the standpipe is measured at several time intervals. The test is then repeated using standpipes of different diameters. It is a good practice to take note of the initial and final unit weight and water content of the sample to get additional information about the properties of the sample (Whitlow, 2001). The hydraulic conductivity of the sample is then calculated from the results obtained from the tests. The Darcys Law concept is still used in determining the hydraulic conductivity. The derivation of the hydraulic conductivity for the falling head test is done as follow (Whitlow, 2001). Deriving from Equation 3: With reference to Figure 2.3, if the level of the water in the standpipe fall dh in a time of dt the flow, q will be and the hydraulic gradient, i Therefore; (Equation 6) Where; a = cross-sectional area of the standpipe A = cross-sectional area of the sample When equation 6 is rearranged and integrated, the final equation to calculate the hydraulic conductivity is given as (Equation 7) Particle Size Analysis Particle size analysis is commonly used to classify the physical properties of the soil being tested. This testing method is used for both soil science and engineering purposes (Keller and Gee, 2006). In context of engineering purposes, it is commonly used to define the particle size distributions of the soil. The data obtained from the particle size distributions can then be used to estimate the pore-size classes needed in calculating the hydraulic properties of the soil such as hydraulic conductivity (Keller and Gee, 2006). There are various methods of measuring particle size analysis. Traditional methods include sieving, hydrometer and pipette. Other new techniques are also been developed; one example is laser-diffraction techniques (Eshel et al, 2004). However, particle size analysis is dependent on the technique used for defining the particle size distribution. It is therefore a common practice to do more than one method to define the particle size distribution (Keller and Gee, 2006). The results from all the different methods can then be compared to obtain more representative result. For the traditional particle size analysis methods, two separate procedures are used in order to obtain wider range of particles sizes (Head, 1980). The two procedures are sieving and sedimentation procedures (hydrometer or pipette method). Sieving is used to categorise large particle such as gravel and coarse sand. The particles can be separated into different size ranges using a series of standard sieves. For the finer particles such as silt and clay, sedimentation procedure is used (Head, 1980). Once the particle size distribution is defined from the particle size analysis, the hydraulic conductivity of the tested soil can then be estimated using a number of established empirical equations. However, the applicability of the above equations depends on the type of soil that is being tested. The following paragraphs summarised several empirical equations from previous studies (Odong, 2007). Hazens equation: (Equation 8) Kozeny-Carmans equation: (Equation 9) Breyers equation: (Equation 10) Slitchers equation: (Equation 11) Where; g = acceleration due to gravity v = kinematic viscosity n = porosity of the soil d10 = grain size in which 10% the sample is finer than The estimation of the hydraulic conductivity from these equations required information on the kinematic viscosity v and porosity n of the soil. The kinematic viscosity can be calculated by: (Equation 12) Where; = dynamic viscosity ÃŽ ¡ = density of water The porosity n can be calculated using the empirical relationship below: (Equation 13) Where U is the coefficient of grain uniformity and is given by: (Equation 14) The values of d60and d10 can be obtained from the particle size distribution. d60and d10 represent the grain size for which 60% and 10% of the sample respectively is finer than. In-situ Field Permeability Tests Due to the problems associated with reliability and laboratory tests, as mention in Section 2.3.1, field methods of measuring the hydraulic conductivity should be used to obtain more accurate and reliable measurements. In the field test, the soil disturbances is kept to a minimum level and they usually involves the testing of larger, more representative samples. Although, in term of cost and time, field measurement method is more expensive, it will as well provide more reliable measurement of hydraulic conductivity when dealing with a wide range of soil macro-structural characteristics. Other more economic option of field measurement can also be done. Such example is by performing borehole test, provided the pumping observation sequences are carefully planned and controlled (Whitlow, 2001). Well Pumping Tests This method is more suitable if used to measure hydraulic conductivity in homogenous coarse soil strata (Craig, 2004). The procedure involves the measurement of water that is being pumped out of a well at a constant rate, then observing the effect of these pumping activities to the drawdown of the groundwater level at other wells. The diameter of the well is normally at least 300mm and penetrates to the bottom of the stratum under test (Craig, 2004). The pumping rate and the groundwater levels in two or more monitoring wells are then recorded. The analysis of the results depends whether the aquifer is confined or unconfined. Well pumping test in a confined aquifer In confined aquifer the permeable stratum is squeezed in between two impermeable layers. This is illustrated in Figure 2.4 below. To perform the test, the pumping rate must not be too high to reduce the level in the pumping well below the top of the aquifer. The interface between the top aquifer and the overlying impermeable stratum therefore forms the top stream line (Whitlow, 2001). Figure 2.4 Pumping test in confined aquifer (Azizi, 2000) Figure 2.4 illustrates the arrangement of the pumping well and two other monitoring wells. Two assumptions were made at this point; the piezometric surface is above the upper surface of the aquifer and the hydraulic gradient is constant at a given radius (Whitlow, 2001). In steady state condition, the hydraulic gradient through an elemental cylinder with radius r from the well centres estimated as follow: where; dr = thickness h = height The area in which the water flow, A: where; D = the thickness of the aquifer Substituting the area A into the Darcys Law (Equation 4) will give; Hence: And therefore the hydraulic conductivity is: (Equation 15) In the case that the piezometric level is above ground level, where the water level inside the well inserted into the confined aquifer rises above the ground level, this scenario is called Artesian conditions (Azizi, 2000). This is illustrated in Figure 2.5. Figure 2.5 Artesian conditions (Azizi, 2000) Well pumping test in unconfined aquifer An unconfined aquifer is a free-draining surface layer that allows water to flow through the surface. The permeable stratum is not overlain by an impermeable layer. The piezometric surface is therefore in the same level of the water table. This is illustrated in Figure 2.6 below. The surface layer permeability is very high, thus allowing the water table to fluctuate up and down easily. Figure 2.6 Pumping test in an unconfined aquifer (Whitlow, 2001) Under steady state pumping conditions, the hydraulic gradient i at a given radius is assumed to be constant in a homogenous media. Homogenous unit is where the properties at any location are the same. For instance, sandstone has grain size distribution, porosity and thickness variation within a very small limit (Fetter, 2001). With reference to the arrangement of pumping well and two monitoring wells in Figure 2.6 above, the hydraulic conductivity can be determine by: Deriving from Equation 3: where; Hydraulic gradient i is And area through which the water flow, Then, Thus, hydraulic conductivity for an unconfined aquifer (after integrating the above equation) is (Equation 16) Borehole Permeameter Tests There are many borehole tests developed to determine the hydraulic conductivity of a soil. The most common in-situ borehole tests are as follow: Slug test Two-stage borehole test/ Boutwell Permeameter Variable head test In-situ constant head test Slug test is one of the cheapest in-situ field methods to determine the hydraulic conductivity of a soil. The procedure of this test involves the rapid adding or removing a slug or water into a monitoring well. The slug can be of anything that can displace the volume of the water in the well, e.g. water, plastic tubing capped at both ends, and other material of known volume and can fit into the monitoring well. The rate of rise and fall of the groundwater level is then observed until it reaches an equilibrium state. In a variable head test, a slug is introduced into the monitoring well by either adding in a measured volume of water into the well or other materials mentioned earlier. The rate of water level fall is then measured in time. This is called falling head test. The water can also be removed out from the well by using a bailer or a pump. The rate of water level rise is then measured with time. This is called a rising head test. Depending on the properties of the aquifer and the soil, and the size of the slug used the water can either returns to its original water level before the test quickly or very slowly. For instance, if the porosity of the soil is high then the water level will returns very quickly to its original water level before the test is done. There is also the constant head test. In this test the water level or head is maintained throughout the test at a given level. This is done by adjusting and measuring the flow rate of the water at intervals from start to the end of the test (Whitlow, 2001). The constant head test is said to give more accurate results, provided the water pressure is controlled so that it would not cause fracturing or other disturbance to the soil (Whitlow, 2001). There are several assumptions made for this test: The soil is homogenous, isotropic, uniformly soaked Infinite boundaries Soil does not swell when wetted The expressions use to calculate the hydraulic conductivity for the above tests depend on whether the stratum is unconfined or unconfined, the position of the bottom of the casing within the stratum and details of the drainage face in the soil (Craig, 2004). The horizontal hydraulic conductivity is tend to be measured if the soil is anisotropic with respect to permeability and if the borehole extends below the bottom of the casing. On the other hand, the vertical hydraulic conductivity is often measured if the casing penetrates below soil level in the bottom of the borehole (Craig, 2004). The following expressions are all recommended in BS 5930 to calculate the hydraulic conductivity (Whitlow, 2001). For variable head test: (Equation 17) Or, (Equation 18) For constant head test: Hvorslevs time lag analysis (Equation 19) Gibsons root-time method (Equation 20) where; A

Heaven and Hell Divided in C. S. Lewiss The Great Divorce :: Lewis Great Divorce

Heaven and Hell Divided in C. S. Lewis's The Great Divorce    C. S. Lewis is known throughout the world for his ability to tuck theology into fantasy. He's the author of many books such as the Chronicles of Narnia, The Screwtape Letters and Mere Christianity. One of his less popular books, but one that he considered among his favorites, was The Great Divorce. The title refers to the separation of Heaven and Hell.    Although a relatively thin book, it is packed with thought provoking questions concerning ones faith. In this story, the narrator and main character, embarks on a bus ride from the twilight of Hell to the outskirts of Heaven. Here he encounters many people, called ghosts, who have also been in Hell. The narrator observes their struggle with whether to stay in Heaven, or hold onto their petty sins and return to the lonely darkness of Hell. C. S. Lewis' descriptions and characters are what really make this story incredible.    The main character of the story never receives a name. This was done in order to make him seem less like another character, and more like a mirror image of oneself. He is the character that the reader seems to relate with the most. Not only does the audience relate to him but so do the other characters in the book. One such example of this is on Page 14, while the narrator is getting on the bus. "I thought you wouldn‚Äà ´t mind my tacking on to you . . . for I've noticed that you feel just as I do about the present company." This is interesting because the narrator has neither seen nor spoken to this character before. Another case is on page 29, "What's the sense of allowing all that riff-raff to float about here all day. Look at them." Here again, another ghost seems to be drawn to the narrator and speaks to him as if they had already met.    Those people who were already in Heaven the main character referred to as "solid people." He called them this because, unlike the ghosts, they were not transparent. The narrator‚Äà ´s solid person, or teacher as he calls him, is George MacDonald and is introduced at the beginning of chapter 9. George MacDonald is a famous writer and C. S. Lewis has never tried to hide the fact that he admires Mr.

Plagiarism Paper Essay

Plagiarism is a very important issue nowadays. More and more students are becoming lazy in their work and find plagiarism which is basically ‘copy and pasting’ paragraphs or sentences from internet sites or books the easiest way of doing work. The usual way of plagiarism is going on a website; inserting key facts and words that will make it easier to find, then find a source which explains exactly what you are looking for and from there copy a sentence or paragraph and paste it into your ‘essay’ or ‘work’ document. This issue has been said that has been going on for a few years but only now it has been recently acknowledged and seen as a problem for society. As students go on their lives copying work from others their mental processes are undeveloping because they aren’t using their creativity and imagination for such work as they are meant to, by using your own words and knowledge it shows a clear understanding of the research provided. Plagiarism which is basically the use of other people’s words or ideas without giving them credit is only part of the general problem of cheating and cheaters. It is hard to detect cheating as it mostly passes undetected by professors and teachers. In many subjects, plagiarism can be minimized almost completely by appropriate design of the questions asked by the professor or lecturer. By doing this it will make it more difficult for the students to look for the complete answer on the internet therefore could not be plagiaries. Another issue of plagiarism is the honor code the school or college has which most of all of them do and they are given out and read out to the students in the beginning of the year which states in a complete clear manner that plagiarism is wrong and will be penalized. Nevertheless, it is very difficult to penalize and know who and which student is indeed plagiarism which makes it a universal goal for all faculties and departments to ensure this ethical issue and make us, students realize how wrong this is before we get into a lot of trouble. The policy states that ‘Universities, faculties and perhaps departments need to have clear, well-publicized policies on plagiarism. These policies need to do more than say â€Å"do not plagiaries.† They need to explain what plagiarism means in practice with examples of correct and incorrect citations.’ By doing so, students will be completely aware of the incorrect manners of plagiarism. Although there is different cases all around, some might say that the only way a student can survive highschool and university is if he plagiarises or even copies most of the work given to him, what the main issue is that these students whom think this way don’t even paraphrase paragraphs researched, they just do it and hope for the best. This makes work a lot easier for them but of course not at all appreciated as it is not there own work but someone elses. A research shows that ‘cheating is starting younger—in elementary school. And by the time they get to middle school or high school they see cheating as perfectly ok’, this fact is concerning. How can kids that age even know what cheating is? Who shows them? These questions are ones not to be ignored, it is a very thought through issue and it needs to be defeated because if not†¦ cheating will be no longer invalid but valid because of the substantial manners it is coming across making it almost impossible to make it stop. Students who get caught are penalized. Or at least that is what I thought, I did High school at an international school doing the International Baccalaureate, which I know for a fact that if I would have gotten caught plagiarism I would have been expelled from the diploma and not given another chance. We had an internet site where we had to hand in all our work –via online- called turnitin, this method was a great one for students and teachers; it was easy, efficient and most of all comfortable. Also, this way, teachers could know exactly what sentences or paragraphs were plagiarized in our work if it wasn’t cited, but as the research paper states ‘ What it wont catch is students who crib the ideas, not the words’, this being very true is still a manner of making our minds react to explanations and re-writing them in the manner we feel is correct, which I think is correct. Plagiarism is a very harsh factor nowadays because students are doing it more and more and professors and teachers don’t have the ways to stop such acts. It is a debacle that one day could be fixed with more website protections or more ‘turnitin’ sites used my universities and schools but for now the ethical issues and the trust issues lie in the hands of the teacher and the student. Work Cited Published in Tertangala (University of Wollongong Students’ Representative Council), 20 July – 3 August 1992, p. 20. The case of the purloined paper by Brigid Schulte (Washington Post) September 23, 2002

The Case of Convicted Killer Jeffrey MacDonald

The Case of Convicted Killer Jeffrey MacDonald On February 17, 1970, a horrific crime took place in the Fort Bragg, North Carolina army base home of U.S. Army surgeon Captain Jeffrey MacDonald. The doctor claimed strangers had broken in, attacked him, and slaughtered his pregnant wife and their two young daughters in a manner that eerily resembled the recent Tate-LaBianca murders carried out by the Manson Family in California. Army investigators didnt buy his story. MacDonald was charged with the murders but later released. Though the case was dismissed, it was far from over. In 1974, a grand jury was convened. MacDonald, now a civilian, was indicted for murder the following year. In 1979, he was tried, found guilty, and sentenced to three consecutive life sentences. Even in the face of conviction, MacDonald has staunchly maintained his innocence and launched numerous appeals. Many people believe him; others do not, including Fatal Vision author Joe McGinnis, who was engaged by MacDonald to write a book exonerating him- but got one condemning him instead. Jeffrey and Colette MacDonalds Bright Beginnings Jeffrey MacDonald and Colette Stevenson grew up in Patchogue, New York. Theyd known one another since grade school. They began dating in high school and the relationship continued during their college years. Jeffrey was at Princeton and Colette attended Skidmore. Just two years into college, in the fall of 1963, the couple decided to marry. By April 1964, their first child Kimberly was born. Colette put her education on hold to become a full-time mother while Jeffrey continued his studies. After Princeton, MacDonald attended Northwestern University Medical School in Chicago. While there, the couples second child Kristen Jean was born in May 1967. Times were tough financially for the young family but the future looked bright. After graduating from medical school the following year and completing his internship at Columbia Presbyterian Medical Center in New York City, MacDonald decided to join the U.S. Army. The family relocated to Fort Bragg, North Carolina. Advancement came quickly for Captain MacDonald, who was soon appointed Group Surgeon to the Special Forces (Green Berets). Colette was enjoying her role as a busy homemaker and mother of two but she had plans to return to college with the eventual goal of becoming a teacher. Over the Christmas holidays in 1969, Colette let friends know that Jeff would not be going to Vietnam as theyd feared he might. For the MacDonalds, life seemed normal and happy. Colette was expecting a third child- a boy- in July but just two months into the new year, Colettes life and those of her children would come to a tragic and terrifying end. A Horrific Crime Scene On February 17, 1970, an emergency call was forwarded from an operator to the military police at Fort Bragg. Captain Jeffrey MacDonald was pleading for help. He begged for someone to send an ambulance to his home. When the MPs got to the MacDonald residence, they found 26-year-old Colette, along with her two children, 5-year-old Kristen and 2-year-old, Kimberly, dead. Lying beside Colette was Captain Jeffrey MacDonald, his arm stretched over his wifes body. MacDonald was wounded but alive. Kenneth Mica, one of the first MPs to arrive on the scene, discovered the bodies of Colette and the two girls. Colette was on her back, her chest partially covered by a torn pajama top. Her face and head had been battered. She was covered in blood. Kimberlys head had been bludgeoned. The child also suffered stab wounds on her neck. Kristen had been stabbed in her chest and back 33 times with a knife and 15 more with an icepick. The word Pig was scrawled in blood on the headboard in the master bedroom. MacDonald appeared to be unconscious. Mica performed mouth-to-mouth resuscitation. When MacDonald came to, he complained of not being able to breathe. Mica says that while MacDonald did request medical attention, he attempted to shove him away, urgently demanding that the MP tend to his children and wife instead. The Woman in the Floppy Hat When Mica questioned MacDonald about what had happened, MacDonald told him that three male intruders accompanied by a hippie-type woman had broken into the home and attacked him and his family. According to MacDonald, a blonde female, wearing a floppy hat, high-heeled boots and holding a candle had chanted, Acid is groovy. Kill the pigs, as the carnage took place. Mica recalled noticing a woman who fit that description while en route to the crime scene. She was standing outside in the rain on a street not far from the MacDonald home. Mica informed a superior at the armys Criminal Investigation Division (CID) about having seen the woman but says his observations were ignored. The CID chose to remain focused on the physical evidence and the statements MacDonald made regarding the crimes to formulate their theory of the case. The First Murder Charges At the hospital, MacDonald was treated for wounds to his head, as well as various cuts and bruises to his shoulders, chest, hand, and fingers. He also sustained several puncture wounds around his heart, including one that punctured his lung, causing it to collapse. MacDonald remained hospitalized for a week, leaving only to attend the funerals of his wife and daughters. MacDonald was released from the hospital on February 25, 1970. On April 6, 1970, MacDonald underwent an extensive interrogation by CID investigators, who concluded that MacDonalds injuries were superficial and self-inflicted. They believed that his story about intruders was a fabrication created as a coverup and that MacDonald himself was responsible for the murders. On May 1, 1970, Captain Jeffrey MacDonald was formally charged by the U.S. Army for the murder of his family. Five months later, however, Colonel Warren Rock, the presiding officer over the Article 32 hearing, recommended that the charges be dropped, citing insufficient evidence to indict. MacDonalds defense civilian defense attorney Bernard L. Segal had argued that the CID botched their jobs at the crime scene, losing or compromising valuable evidence. He also floated a credible theory of alternative suspects, claiming to have found Helena Stoeckley, the woman in the floppy hat, and her boyfriend, a drug-using army veteran named Greg Mitchell, as well as witnesses who claimed Stoeckley had confessed to her involvement in the murders. After a five-month inquisition, MacDonald was released and received an honorable discharge in December. By July  1971 he was in living in Long Beach, California, and working at the St. Mary Medical Center. Colettes Parents Turn Against MacDonald Initially, Colettes mother and stepfather, Mildred and Freddie Kassab, fully supported MacDonald, believing him innocent. Freddie Kassab testified for MacDonald at his Article 32 hearing. But all that changed when they reportedly received a disturbing phone call from MacDonald in November 1970, during which he claimed to have hunted down and killed one of the intruders. While MacDonald explained away the call as an attempt to get an obsessive Freddie Kassab to let go of the investigation, the revenge story made the Kassabs uneasy. Their suspicions were stoked by several media appearances MacDonald made, including one on The Dick Cavett Show in which he showed no signs of grief or outrage over the murders of his family. Instead, MacDonald spoke angrily of the Armys mishandling of the case, going so far as to accuse CID investigators of lying, covering up evidence, and scapegoating him for their bungling. MacDonalds behavior and what they deemed arrogant demeanor led the Kassabs to think that MacDonald might have actually murdered their daughter and grandchildren after all. After reading a full transcript of MacDonalds Article 32 hearing, they were convinced. Believing MacDonald to be guilty, In 1971, Freddie Kassab and CID investigators returned to the crime scene, where they attempted to recreate the events of the killings as described by MacDonald, only to arrive at the conclusion that his account was totally implausible. Concerned that MacDonald was going to get away with murder, in April of 1974 the aging Kassabs filed a citizens complaint against their former son-in-law. In August, a grand jury convened to hear the case in Raleigh, North Carolina. MacDonald waived his rights and appeared as the first witness.  In 1975, MacDonald was indicted on one count of first-degree murder in the death of one of his daughters, and two counts of second-degree murder for the deaths of his wife and second child. While MacDonald awaited trial, he was released on $100,000 bail. During this time, his lawyers appealed to the 4th Circuit Court of Appeals to dismiss the charges on the grounds that his right to a speedy trial had been violated. The decision was overturned by the U.S. Supreme Court in on May 1, 1978, and MacDonald was remanded for trial. The Trial and the Verdict The trial opened on July 16, 1979, in Federal Court in Raleigh, North Carolina with Judge Franklin Dupree presiding (the same judge who’d heard Grand Jury arguments five years before). The prosecution entered into evidence a 1970 Esquire magazine found at the crime scene. The issue featured an article on the Manson family murders, which they argued had given MacDonald the blueprint for his so-called â€Å"hippie† murder scenario. The prosecution also called an FBI lab technician whose testimony regarding physical evidence from the stabbings wholly contradicted the events as described by MacDonald. In Helena Stoeckley’s testimony, she claimed never to have been inside the MacDonald’s home. When the defense attempted to call rebuttal witnesses to refute her assertions, they were denied by Judge Dupree. MacDonald took the stand in his own defense but despite a lack of motive, he was unable to come up with a convincing argument to disprove the prosecution’s theory of the murders. On August 26, 1979, he was convicted of second-degree murder for the deaths of Collette and Kimberly, and first-degree murder of Kristen.   The Appeals On July 29, 1980, a panel of the 4th Circuit Court of Appeals overturned MacDonald’s conviction, again as a violation of his 6th Amendment right to a speedy trial. In August, he was released on $100,000 bail. MacDonald returned to his job as the Head of Emergency Medicine at the Long Beach Medical Center. When the case was heard once again in December, the 4th Circuit upheld their earlier decision but the U.S. government appealed to the U.S. Supreme Court. Oral arguments in the case took place in December 1981. On March 31, 1982, the Supreme Court ruled 6-3 that MacDonald’s right to a speedy trial had not been violated. He was sent back to prison. Subsequent appeals to the 4th Circuit Court of Appeals and the U.S. Supreme Court have been denied. A 2014 appeal was based on DNA testing of hairs found on Collette’s leg and hands that didn’t match any member of the MacDonald family. It was denied in December of 2018. MacDonald continues to maintain his innocence. He was originally eligible for parole in 1990 but refused to consider it because he says it would have been an admission of guilt. He’s since remarried and is next eligible for parole in May 2020.   Sources The MacDonald Case Website.McGinnis, Joe, FatalVision. New American Library, August 1983Lavois, Denise. â€Å"‘Fatal Vision’ Doctor Denied New Trial in Family Triple Murder.† Associated Press/Army Times. December 21, 2018Balestrieri, Steve. â€Å"Jeffrey MacDonald Stands Trial For His Wife and Daughters Murders in 1979.† Special Operations. July 17, 2018