SpaceShipOne The First Private Aircraft in Space

On June 21, 2004, an aircraft called SpaceShipOne  was air-launched from the Mojave Desert in California. SpaceShipOne resembled an airplane, but rather than coasting at 35,000 feet as most commercial airplanes do, it kept climbing upward. Finally, it reached a peak altitude slightly beyond the Kà ¡rmà ¡n line—the 100-kilometer-high boundary between the earth’s atmosphere and outer space—and returned to Earth. With this accomplishment, the experimental rocket-powered SpaceShipOne aircraft and its crew achieved a major milestone: the first-ever successfully manned private spaceflight.  Ã‚   Breaking NASAs Monopoly Before SpaceShipOne, space travel was only  possible through the collective aspirations of entire nations. After all, it was the former Soviet Union’s space program that put humans in space on April 12, 1961, while the United States’ own National Aeronautics and Space Administration leapfrogged them eight years later by being the first country to put a human on the moon. With monopolistic legal restrictions and an average shuttle mission cost topping $450 million, private enterprise had little incentive to pursue commercial spaceflight. That all changed around the turn of the 21st century. By then, the U.S. government had reversed significant barriers through legislation such as the Commercial Space Launch Act of 1984, which opened up opportunities for private companies to develop and test expendable launch systems. At the time, the legislation was meant primarily to encourage advancements for transporting satellites. The 1990 Launch Services Purchase Act, which directed NASA to enlist launch services from companies when necessary, also removed a significant hurdle.   This trend toward deregulation encouraged a slew of entrepreneurs to boost investment in what was shaping up to be a new kind of space race. In 2000, Amazon founder and CEO Jeff Bezos set up Blue Origin, an aerospace startup aimed at developing technologies that would make space travel a feasible reality. Two years later, then-CEO of PayPal Elon Musk launched a competing firm, SpaceX. Not to be outdone, the billionaire founder and CEO of Virgin, Richard Branson, followed suit  in 2004 with his own commercial space unit, Virgin Galactic.        Ã‚   A Top Secret Project The Tier One project, a once-secret commercial space program, was one of the first private enterprise space exploration projects. Tier One was started in the mid-1990s by leading aerospace engineer Burt Rutan and supported with funding from billionaire and Microsoft co-founder Paul Allen. In earnest, Rutan started on designs for SpaceShipOne. The aircraft was intended to be capable of carrying three human passengers and powered by a rocket system once it reached an altitude of 15 kilometers. Once in outer space, it would be piloted back down to Earth’s atmosphere and land horizontally on a runway.   The prototype Rutan  was 28 feet long with a five-foot wide fuselage and a wingspan of 16 feet. When fully fueled, it weighed roughly 800 pounds. Powered by a hybrid rocket motor commissioned from satellite firm SpaceDev, propulsion was generated by burning a fuel mixture made up of hydroxy-terminated polybutadiene (tire rubber) and nitrous oxide (laughing gas), which cut  down on the possible hazards and costs of storing separately the fuel and the oxidizer used to generate combustion. To complete the trip from land to outer space and back again, SpaceShipOne  transformed  into three different figurations, depending on the stage of the journey. One particularly innovative configuration was called feathering. Once in space, the pilot would prepare for re-entry by folding and positioning the rear of the wings upward, forming a nearly-perpendicular V shape angle with the front part of the wings. The idea  was to increase the drag and help  stabilize the aircraft as it glided back down, which in turn made it easier for the pilot to steer. The interior of SpaceShipOne was pressurized so that passengers would have a sea-level breathable atmosphere. Keeping the cabin at a consistent and comfortable pressurized level meant that space suits weren’t necessary. The plane was piloted using a proprietary flight navigation system that utilized  GPS and sensors to relay information and a display interface that primed the pilot for each phase of the flight (boost phase, coast, reentry, and gliding). To launch the aircraft, Rutan custom-designed a carrier plane named White Knight, otherwise known in aviation as the mother ship. The White Knight had long thin wings that stretched to about 82 feet, enabling it to haul SpaceShipOne beneath it in what’s called a parasite configuration. It featured the same cabin as the rocket ship so that pilots could  practice and better identify issues that may occur during a manned space flight. To Outer Space and Retirement SpaceShipOne made its first powered test flight on December 17, 2003 (which, coincidentally, was the hundredth anniversary of the worlds first powered flight, launched by the Wright Brothers). But it wasn’t until the fourth test flight, code-named 15P, that the privately-funded manned aircraft would finally leave Earths atmosphere. The SpaceShipOne team achieved other milestones, as well. Prior to launch day, the Mojave Air and Space Port launch site became the first licensed commercial spaceport. A few days after the test flight, pilot Mike Melvill became the first person to obtain a commercial astronaut license. SpaceShipOne carried  out two more test flights, soaring to an altitude as high as 112 kilometers, before being retired. After the aircraft’s final test flight on October 4, 2004, it was showcased at a few airshows and presentations before being carried by the White Knight to Smithsonian Institutions National Air and Space Museum, where it is on display for visitors.               Significant progress has been made since SpaceShipOne’s historic flight. Private aerospace firms hope to make space travel less costly by perfecting a reusable launch system thats safe and efficient. Aerospace engineers at companies like SpaceX continue to make progress, moving us closer to a future of commercial space flight.   Sources Bray, Nancy. â€Å"Space Shuttle and International Space Station.† NASA, NASA, 28 Apr. 2015, www.nasa.gov/centers/kennedy/about/information/shuttle_faq.html.Moon, Mariella. â€Å"What You Need to Know about Commercial Spaceflight.† Engadget, 14 July 2016, www.engadget.com/2014/08/18/commercial-space-flight-explainer/.Charlton, Alistair. â€Å"Space Race 2.0: How SpaceX, Virgin Galactic, Blue Origin and More Will Take Us to the Stars.† International Business Times UK, Blizzard Entertainment, 11 July 2017, www.ibtimes.co.uk/space-race-2-0-how-spacex-virgin-galactic-blue-origin-more-will-take-us-stars-1627455.Sharp, Tim. â€Å"SpaceShipOne: The First Private Spacecraft | The Most Amazing Flying Machines Ever.† Space.com, Space.com, 2 Oct. 2014, www.space.com/16769-spaceshipone-first-private-spacecraft.html.Valdes, Robert. â€Å"How SpaceShipOne Works.† HowStuffWorks Science, HowStuffWorks, 8 Mar. 2018, science.howstuffworks.com/spaceshipone.htm.â€Å" How SpaceShipTwos Feathered Wings Were Supposed to Work.† NBCNews.com, NBCUniversal News Group, www.nbcnews.com/storyline/virgin-voyage/how-spaceshiptwos-feathered-wings-were-supposed-work-n240256.â€Å"Discover.† Mojave Air Space Port, www.mojaveairport.com/discover.html.Chmielewski, Tom. â€Å"Space Shuttle Pilot Salary.† Chron.com, 21 Nov. 2017, work.chron.com/space-shuttle-pilot-salary-1618.html.â€Å"SpaceShipOne.† The Wright Brothers | The Wright Company, Smithsonian Institute, 9 June 2018, airandspace.si.edu/collection-objects/spaceshipone.

Prison System Rehabilitation And Self Growth - 1217 Words

Today’s prison system is riddled with problems, filled with corruption, crime, and little to no programs for rehabilitation. The current goal of the owners and operators of the prisons is to punish prisoners and to make as much money as possible. The welfare of the people locked in cages is not accounted for as much as it should be— safety, physical, and mental health of the inmates is should be prioritized over money and self-interest. Prison should be about rehabilitation, acknowledging the mistakes a person has made, and accepting the consequences of their actions. It should not be about dehumanization, judgment, and punishment. Therefore, I have developed a prison system based on these principles that will help people move on with†¦show more content†¦Keeping people locked away by themselves for extended periods of time can lead to mental insanity; and no social interaction is dangerous for the well being of humans. Solitary confinement is a barbaric way to punish someone—it is a legal way to torture people. The removal of solitary confinement would be the first strep in a more effective incarceration system. There are other, more effective ways to enforce rules other than throwing a person in a dark hole for days or weeks or even months on end. In order to get rid of solitary confinement, there has to be another system of punishment that is not as cruel but still gets the point across. I wanted to create a system of positive reinforcement and negative punishment among our system of incarceration. The more the inmates follow the rules and listen to the guards, the easier their lives are in prison. They can gain privileges such as extra phone time, extended visiting hours, priority on jobs, the ability to wear clothing of their choice, etc. for good behavior. For breaking the rules, their privileges can be taken away from them. They will not be allowed to see their family members, use the phone, etc. until the exhibit a change i n behavior and follow the rules. They will also have mandatory work added to their schedules or mandatory therapy sessions. However, the prisoners will feel more compelled to follow the rules if they are rewarded for their good behavior and they will not want to lose their

Who Killed Reconstruction Free Essays

North or South: Who Killed Reconstruction? Harper’s Weekly September 1, 1868 Harper’s Weekly September 1, 1868 â€Å"Is This a Republican Form of Government? Is This Protecting Life, Liberty, or Property? † â€Å"Is This a Republican Form of Government? Is This Protecting Life, Liberty, or Property? † Overview: The twelve years after the Civil War proved to be a difficult time for America. Called Reconstruction by historians, this era saw an increase of freedom for former slaves. However, there was also great resistance to change. We will write a custom essay sample on Who Killed Reconstruction? or any similar topic only for you Order Now In 1877 attempts to reconstruct the South officially ended, leaving white-only governments in power. This DBQ asks you to decide who, North or South, was most responsible for the end of Reconstruction Background Essay North or South: Who Killed Reconstruction †¦ the slave went free; stood a brief moment in the sun; then moved back again toward slavery. -W. E. B. Dubois 1876 was an exciting year for America. It was the 100th anniversary of The Declaration of Independence and America was on the move. Homesteaders and ranchers were filling up the land west of the Mississippi River. Railroads were being built at an astounding rate. It seemed the United States was creating enough opportunity that all Americans and millions of immigrants could pursue their hopes for happiness just as Thomas Jefferson had envisioned 100 years earlier. So it is a great irony of history that the election of 1876 officially crushed the American dream for millions of black Americans. This election saw Rutherford B. Hayes, the Republican candidate and eventual winner, square off against Samuel J. Tilden, the Democratic nominee. Although Tilden won the popular ote by a wide margin, election results in Florida, South Carolina, and Louisiana were so close that a winner could not be determined. If these three states went for Hayes, he would win the Electoral College vote and become President. Talk of a new Civil War was in the air as the opponents in the disputed states submitted separate sets of electoral ballots. An informal agreement, now called The Compromise of 1877, avoided the crisis by granting Hayes the Presidency. In return, Hayes promised to remove the last Federal soldiers from the South, almost guaranteeing that all-white governments would rise to power. The dream of Reconstruction was officially dead. For a while, however, it had seemed that the dream of Reconstruction might be realized. The 13th Amendment ended slavery. The 14th Amendment gave black Americans citizenship and civil rights. A Military Reconstruction Act was passed to make sure African-Americans’ new rights were protected. Black churches were founded. Public schools were built for black children, and universities like Howard, Fisk, Morehouse, and Hampton were founded for black students seeking higher education. Sixteen African-Americans were elected to Congress and numerous others served at state and local levels. Finally, the 15th Amendment was ratified making it illegal to deny someone the right to vote based on race. Indeed, real progress was made. However, in the early 1870s, the tide shifted. Southern states began to elect governments dedicated to whites-only rule. Between 1870 and 1876 all but three Southern states turned back Reconstruction efforts. When Rutherford B. Hayes agreed to remove federal soldiers, he was simply putting an end to an already dying effort. But dying or dead, what had gone wrong? Your job is to read the documents that follow and answer the question: North or South: Who killed Reconstruction? 1. Why was 1876 an important year for America? 2. Who ran for President in 1876? What were their political parties? 3. An â€Å"irony† is something you don’t expect, something that doesn’t seem to fit. What was the irony of history that occurred in 1876? 4. What was the Compromise of 1877? Who got what? 5. Describe each of the following Amendments to the Constitution. a. 13th Amendment: b. 14th Amendment: . 15th Amendment: Document A Source: In the years following the Civil War – throughout the South -state, city, and town governments passed laws to restrict the rights of free African-American men and women. These laws were often called â€Å"Black Codes. † The example below of â€Å"Black Codes† comes from laws passed in Opelousas, Louisiana immediately after the Civil War. —— ——————————————- 1. â€Å"No negro or freedmen shall be allowed to come within the limits of the town of Opelousas without special permission from his employers. Whoever breaks this law will go to jail and work for two days on the public streets, or pay a fine of five dollars. † ————————————————- ————————————————- 2. â€Å"No negro or freedman shall be permitted to rent or keep a house in town under any circumstances. No negro or freedman shall live within the town who does not work for some white person or former owner. † ————————————————- ————————————————- 3. No public meetings of negroes or freedmen shall be allowed within the town. † ————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————- 4. â€Å"No freedman shall be allowed to carry firearms, or any kind of weapons. No freedman shall sell or exchange any article of merchandise within the limits of Opelousas without permission in writing from his employer. † ————————————————- ————————————————- 5. â€Å"Every negro is to be in the service of (work for) some white person, or former owner. Document Analysis How did black codes restrict the freedom of freedmen? Document B Document Analysis Based on the document above and your knowledge of U. S. history, what was the real end result o f sharecropping? Document C Source: Albion Tourgee, Letter on Ku Klux Klan Activities. New York Tribune, May 1870. Note: Tourgee was a white, Northern soldier who settled in North Carolina after the War. He served as a judge during Reconstruction and wrote this letter to the North Carolina Republican Senator, Joseph Carter Abbott. ————————————————- ———————————————— It is my mournful duty to inform you that our friend John W. Stephens, State Senator from Caswell, is dead. He was foully murdered by the Ku-Klux in the Grand Jury room of the Court House on Saturday†¦ He was stabbed five or six times, and then hanged on a hook in the Grand Jury room†¦ Another brave, honest Republican citizen has met his fate at the hands of these fiends†¦ —â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- I have very little doubt that I shall be one of the next victims. My steps ave been dogged for months, and only a good opportunity has been wanting to secure to me the fate which Stephens has just met†¦ I say to you plainly that any member of Congress who, especially if from the South, does not support, advocate, and urge immediate, active, and thorough measures to put an end to these outrages†¦is a coward, a traitor, or a fool. ————————————————- Source: Independent Monitor, September 1, 1868. Document Analysis What group(s) is the KKK threatening? According to Tourgee, what types of people are being attacked by the KKK? Why would the KKK attack these people? How do these documents help answer the DBQ question? Document C Source: Abram Colby, testimony to a joint House and Senate Committee in 1872. Note: Colby was a former slave who was elected to the Georgia State legislature during Reconstruction. ————————————————- Colby: On the 29th of October 1869, [the Klansmen] broke my door open, took me out of bed, took me to the woods and whipped me three hours or more and left me for dead. They said to me, â€Å"Do you think you will ever vote another damned Radical ticket? I said, â€Å"If there was an election tomorrow, I would vote the Radical ticket. † They set in and whipped me a thousand licks more, with sticks and straps that had buckles on the ends of them. ———————————————â€⠀- ————————————————- Question: What is the character of those men who were engaged in whipping you? ————————————————- ————————————————- Colby: Some are first-class men in our town. One is a lawyer, one a doctor, and some are farmers†¦ They said I had voted for Grant and had carried the Negroes against them. About two days before they whipped me they offered me $5,000 to go with them and said they would pay me $2,500 in cash if I would let another man go to the legislature in my place. I told them that I would not do it if they would give me all the county was worth†¦ No man can make a free speech in my county. I do not believe it can be done anywhere in Georgia. Source: Harper’s Weekly, October 21, 1876. Caption: â€Å"Of Course he wants to vote the Democratic ticket. † Document Analysis Why did the KKK attack Abram Colby? According to Colby, what types of people make up the KKK? What seems to be the ultimate goal of the KKK? What is the main idea of the cartoon? Document D Source: Gerald Danzer et al. , The Americans, McDougall Littell, 1998. ————————————————- †¦ in the 1870s, Northern voters grew indifferent to events in the South. Weary of the ‘Negro Question’ and ‘sick of carpet-bag’ government, many Northern voters shifted their attention to such national concerns as the Panic of 1873 and corruption in Grant’s administration†¦. Although political violence continued in the South†¦ the tide of public opinion in the North began to turn against Reconstruction policies. Source: Kenneth Stampp, The Era of Reconstruction, 1865-1877, Vintage, 1967. ————————————————- Meanwhile southern Democrats gained strength when Congress finally removed the political disabilities from most of the prewar leadership. In May 1872, because of pressure from the Liberal Republican, Congress passed a general amnesty act which restored the right of office holding [and voting] to the vast majority of those who had been disqualified†¦After the passage of this act only a few hundred ex-Confederates remained unpardoned. Document Analysis Explain the phrases â€Å"weary of the ‘Negro Question’† and â€Å"‘sick of carpet-bag’ government. † Why might increased anger about the corruption in government lead to less interest in government attempts to reconstruct the South? How did the restoration of voting rights to white Southerners undermine efforts to preserve and protect the voting rights of the freedmen? Document E Source: Heather Cox Richardson, The Death of Reconstruction: Race, Labor and Politics in the Post-Civil War North, 1865-1901. Harvard University Press, Cambridge, Massachusetts, 2001. ————————————————- In the fall of 1873, even the staunchly (firmly) pro-Grant and pro-freedman Boston Evening Transcript ran a letter †¦ arguing that â€Å"the blacks, as a people, are unfitted for the proper exercise of political duties†¦. The rising generation of †¦ blacks needed a period of probation and instruction; a period †¦ long enough for the black to have forgotten something of his condition as a slave and learned much of the true method of gaining honorable subsistence and of performing the duties of any position to which he might aspire. Northern artist’s portrayal of the South Carolina State Legislature during Reconstruction. Source: The Cover of Harper’s Weekly, March 14, 1874 Document Analysis According to the letter from the Boston Evening Transcript, why did some people believe blacks were unfit to be government officials? How does this letter show racism existed in the North? How do this cartoon letter help explain why Northerners lost interest in Reconstruction? How does the image above depict black politicians in the South? Document F Document Analysis How was it possible that Hayes â€Å"won† the election of 1876? How did this disputed election lead to the end of Reconstruction? How to cite Who Killed Reconstruction?, Essay examples

Morality and Death Penalty Essay Example

Morality and Death Penalty Paper Morality of Capital Punishment Every human life is precious. This is something that has been taught by the Roman Catholic Church for years. Each day one is alive can be seen as a gift from God. As a result of this gift, we hear many people come up with phrases such as â€Å"Live everyday as your last†, or â€Å"Live as if you’ll die tomorrow†. Unfortunately, for some, these phrases can be more than just a saying. They can be facts. The people, for whom this holds truth, tend to be disliked by many and even hated by some. The type of person who faces a simple phrase such as â€Å"Live as if you’ll die tomorrow† as something that is actually the truth, is typically not a person with much freedom. This type of person, like many other in the same situation, fall under one category; a criminal. A criminal is one held under imprisonment for committing a violent or unlawful act. The type of criminal who lives in uncertainty of their own life is left with the fear of execution every day, due to their act of murder on another human being. This idea brings forth the moral argument of Capital Punishment. We will write a custom essay sample on Morality and Death Penalty specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Morality and Death Penalty specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Morality and Death Penalty specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Capital Punishment is defined as the legally authorized killing of someone as punishment for a crime. The idea of taking a life as a means of punishing someone for murder has been the subject of a long and often heated debate. While many contend that Capital punishment serves the judicial system as a deterrent to crime and as a lawful penalty many others contend that Capital Punishment is both morally and ethically wrong. Capital Punishment has been used by the United States Government for decades. The government has found that the idea of the death penalty as a just way to punish those who have committed murder. Across the United States of America there are 34 states that actively use Capital Punishment. Most notably are Texas, California, Florida, and even smaller states such as Delaware. The other 16 states, for example, New York, have abolished Capital Punishment at some point in their history. Most recently is Illinois, who abolished the death penalty in their state earlier this year. Of those states that continue to use capital punishment, Texas remains the highest enforcer with 477 executions since 1976. This alone is an astonishing number, and it does not include the high execution rate up to the 50’s. In total, the United States of America, as a whole, have executed 1277 criminals. So far to date, there have been 43 executions in 2011. Most prisoners are forced to wait on Death Row prior to their execution for roughly 170 months. Nonetheless, when their day does come, many prisoners are forced to decide in what manner they wish to be killed. There are five methods of execution that consist of: lethal injection, electrocution, firing squad, hanging, and a gas chamber. The most frequently used in the U. S is the lethal injection. The least likely to be used is a firing squad or a gas chamber. A total of 1103 prisoners have been put to death by lethal injection since 1976 (Dieter 1). Overall, Capital Punishment has been held as a viable way to punish those convicted of a serious murder, despite its brutal method. Many find that Capital Punishment is a practical manner to punish those convicted of murder. This belief stems from the idea that Capital Punishment is a deterrent of crime. In other words, many find that the use of the death penalty publicly decreases the average crime rate. Researchers, who believe this, have found that each execution can be associated with 3 fewer murders in the state of which the execution took place. These scientists are stating that with the execution of one, three lives are saved. In addition, researchers have discovered that executions deter the murder of not only whites, but African-Americans as well. Each execution prevents the murder of one white person, 1. 5 African-Americans, and 0. 5 persons of other races. In other terms, one execution saves the life of not only one race of people, but many. Lastly, they have discovered that shorter waits on death row are connected with increased prevention. For each additional 2-year decrease in the death row wait, one murder is deterred (Muhlhausen 1). This means that if a criminal is executed quicker, it is most likely that people will not murder, therefore saving one life. In general, these people have found that one public execution can save up to 18 lives (Muhlhausen 1). It follows that, the execution of one has the potential to save many others. In contrary, many find this factual evidence to be falsified and over interpreted. As an opposition, many scientists have shown how Capital Punishment does not deter crime. For example, it is a known fact that the South has accounted for roughly 80% of the U. S’s executions. On top of this, the South also holds the U. S’s highest crime rate. Clearly, executing it’s prisoners has little affect on other criminals. Researchers have also used those nations without Capital Punishment to prove how it is an ineffective way to decrease crime. For example, Canada’s crime rate has dropped 27% since their abolishment of the death penalty. Scientists have also discovered factual evidence within the United States to demonstrate the ineffectiveness of Capital Punishment (Beadue 1). A clear example of this is shown by the New York Times survey that illustrates that those states without a death penalty have a lower murder rate. Many of these facts can be classified as coincidental, but nonetheless these facts show that the death penalty alone does not deter crime (Fessenden 1). One simple public execution cannot be given the credit for deterring crime based on this evidence. To conclude, public execution can only be coincidental to a decrease or increase in crime rates, proving it as a less effective way to deter crime across America. Whether or not it deters crime can be a miniscule fact to those who find that Capital Punishment as the only just punishment for one who has been convicted of murder and to those who find it completely unjust. Through surveys across the country, those in favor of Capital Punishment have said that only by putting murderers to death can society ensure that convicted killers do not kill again. In addition, many find that the cost to aid an imprisoned killer is unnecessary. Therefore, killing him proves to be cost efficient and easier on the government. On top of this, many find that if you have taken the life of another human being, you yourself do not deserve to live. Although a harsh statement, many refer back to the Old Testament to show the justification through â€Å"An eye for an eye†. Another example is seen through the fact that a prisoner can end up on parole and therefore never is handed the justice he or she deserves for murdering someone. In contrary, many find that Capital Punishment is unjust. For example, many view Capital Punishment as an example of an uncivilized society. In other words, a nation who uses Capital Punishment demonstrates to its citizens an uncivilized way to live (Muhlhausen 1). In addition, many find the death penalty to be a denial of civil liberties. This meaning that the government has no right to simply take a citizens life. Lastly, Capital Punishment is often gone about in an unjust manner. Those executed typically are poor and lack a good attorney, therefore are almost â€Å"set up† for murder. Ethically, Capital Punishment is dreadful. Typically criminal’s who are African American, poor, and in many cases both are executed because of a court appointed attorneys lack of skill. Evidently, they are convicted without a fair trial (National 1). Clearly, there are two sides to the argument that Capital Punishment is justifiable. Through all the facts and fictions of Capital Punishment, ultimately there is one question. This one question asks whether or not Capital Punishment is moral. Morality is defined as a system of ideas of right and wrong conduct. Because everyone’s moral code is different there can be many interpretations of whether or not Capital Punishment is a morally justified behavior. Many find Capital Punishment to be morally correct. This belief is caused by the idea that society has a moral obligation to protect the safety and welfare of its citizens. Many also find that society should support practices that bring about the utmost balance of good as opposed to evil. Clearly, those who believe this credit Capital Punishment as being one of these practices. Finally, those who find it morally correct state that justice itself is moral. In more concrete terms, justice to a convicted murderer is death, and since justice is morally good, this murderer must be murdered them self. It is after the murder of the criminal that â€Å"justice for all† is established. Despite the argument for Capital Punishment being morally right, many find it to be morally wrong. Many people find that capital punishment is morally deplorable on the basis that society has a moral obligation to protect human life, not take it. This means that we are all called upon to protect the sacredness of human life and not to take it away. On top of all this, it has been said that locking a criminal away for life achieves the same goal as Capital Punishment. This goal is to stop the violent acts committed by the criminal. Therefore, taking away a life is nonsensical and not necessary according to those who find Capital Punishment morally incorrect. The death penalty also proves to be morally wrong as it decreases the value of life, according to many. Many state that the death of anyone, even a convicted killer, diminishes us all. Evidently, morally Capital Punishment can be seen as not only wrong, but unacceptable. Ultimately, there are cases given both for the moral correctness of Capital Punishment and the moral wrongfulness (Andre 1). The decision on which one is correct lies in the hands of the individual. After researching Capital Punishment and based on my religious background and beliefs, I have formed my own opinion. In every aspect, especially morally, I find Capital Punishment to be wrong. As a living person, I respect life in every form. I believe that life is a gift from God and not one person is ustified to take that gift away. Growing up and going to church I have discovered that every day is a gift no matter what the circumstances. Whether in prison or living freely, God has granted you another day to experience life. This experience is different for everyone, but meaningful for all. This is simply another reason I find it deplorable to take the life of an individual. The ethics of Capital Puni shment is another aspect that fuels my reasoning against it. It is deeply upsetting to me that simply because of your lack of wealth or your race affect your chance at life. I believe that no matter your stature, you deserve a good attorney and a fair trial, because without a fair trial or good attorney it has been proven you are more likely to lose that trial. Being African American should not lower your chances at survival simply based on America’s court system. For a nation who claims to be almighty and great, I find it astonishing that they continue to hurt those who live there based on race and wealth. Aside from this, I am appalled by America and their lack of sacredness for life. As stated, life is a gift. If America looked at life as something sacred, as it should be, many would come to see the cruelness that comes with Capital Punishment. Lastly, as a Roman Catholic I believe â€Å"In one God, the Father almighty†. By stating this, I state that there is only one God. This one God is the only one who can grant and take away life. It is then that I ask America’s governing system, who gave them the right to play God. I do not believe that anyone has the right to simply take life away from someone. God, and only God, has the right to give and to take a life. Because If I am not mistaken, the United States of America did not grant me or anyone else life, God did. This is why I am astonished at my country’s government’s ability to take away someone’s life. Overall, I find Capital Punishment to be unjust and a moral flaw in America’s punishment system. In conclusion, Capital Punishment is still today, a consequence faced by many criminals. Many states continue to use this form of punishment, as others continue to abolish it. Nonetheless, it is a national moral issue faced by all. The case has been given by both counterparts and leaves many questioning their own belief. Many state how Capital Punishment deters crime, as others state that it has little effect. In addition, it has been said that Capital Punishment is just and lawful, despite the belief of many that it is just the opposite. Thus, I am only left to ask, if the government says it is illegal to take a human life, then why are they able to do so? Works Cited Andre, Claire, and Manuel Velasquez. Capital Punishment: Our Duty or Our Doom? Santa Clara University Welcome. Saint Clara University. Web. 20 Nov. 2011. http://www. scu. edu/ethics/publications/iie/v1n3/capital. tml. Beadue, Huggo. The Case Against the Death Penalty Cons, Anti Death Penalty Arguments. American Civil Liberties Union. American Civil Liberties Union, 2011. Web. 20 Nov. 2011. http://www. aclu. org/capital-punishment/case-against-death-penalty. Dieter, Richard. Death Penalty Information Center. 2011. Web. 20 Nov. 2011. http://www. deathpenaltyinfo. org. Fessenden, Ford. Deadly Statistics: A Survey Of Crime and Punishme nt New York Times.   NY Times Advertisement. New York Times, 22 Sept. 2000. Web. 20 Nov. 2011. http://www. ytimes. com/2000/09/22/us/deadly-statistics-a-survey-of-crime-and-punishment. html. Muhlhausen, David. The Death Penalty Deters Crime and Saves Lives. Conservative Policy Research and Analysis. Heritage Foundation, 28 Aug. 2007. Web. 20 Nov. 2011. http://www. heritage. org/research/testimony/the-death-penalty-deters-crime-and-saves-lives. National Coalition to Abolish Death Penalty. NCADP The National Coalition to Abolish the Death Penalty. 25 Dec. 2008. Web. 20 Nov. 2011. http://www. ncadp. org/index. cfm? content=25.

Passing essays

Passing essays Being truthful about who we are as individuals can be difficult and scary. People put on certain facades to make life more bearable. For example, we might say that a bully at school is only cruel to others so as to hide his/her insecurities. Coleman Silk, Clare Kendry and Irene Redfield have all taken part in the act of passing, the movement of a person who is legally or socially designated black into a white racial category or white social identity, (viii, Larsen). Although this act was used by these characters to ease lifes burdens, it only brought them loss and hardship. Passing has been a large part of many peoples lives; however, it is a very difficult way of living. In the novel The Human Stain by Philip Roth, we find Coleman Silk living his life threw passing. This is a man that worked so hard to erase his past so as to secure his future as a white man. Growing up he had faced many difficult challenges that made him make some harsh decisions. While living in New York he had met a woman by the name of Steena Palsson. She was one of his first loves. They had a great relationship, but Coleman never shared his secret with her. The day came when he took her to meet his family. It was a pleasant meeting in which Steena had the opportunity to discover Colemans secret and see what the other aspects of his life were all about. On there train ride home she was very quiet and it seemed she was resting. When they finally came to stop Coleman noticed her sadness. He tries to comfort her and she says I cant do it ! she cried, and without another w ord of explanation, gasping, violently weeping, clutch her bag to her chest and forgetting her hat, which was in his lap, where hed been holding it while she slept-she raced alone from the train as though from an attacker and did not phone him or try ever to see him again (p. 125, Roth). She left him knowing ...

Defining Homogeneous Groups in Education

Defining Homogeneous Groups in Education Homogeneous groups in educational settings is defined as groups of students organized so that students of similar instructional levels are placed together, working on materials suited to their particular level, as determined through assessments.  These groups are also known as ability groups. Homogeneous groups can be contrasted directly with heterogeneous  groups  in which students of varying abilities are grouped together. Also Known As: Ability-Based Groups Examples of Homogenous Groups in Educational Settings When organizing reading groups, the teacher puts all of the high students together in their own group. Then, the teacher meets with all of the high readers at the same time and read a higher book with them, and so on, through the various reading levels that exist in the class. When composing classrooms for the year, a school may group the talented and gifted students into a TAG classroom, while grouping students who have intellectual, emotional, or physical challenges into a different classroom. Students who fall into the middle of the spectrum are assigned to a different classroom. Students may be grouped by ability for specific subjects, but be in a heterogenous classroom most of the day. There may be an advanced math group and a group for students who need more assistance in meeting grade level for math. Advantages of Homogenous Groups A homogenous group can have a lesson plan tailored to the ability of the group as a whole, rather than having to address students with a variety of abilities and needs. Students may feel more comfortable in a group of their peers who are able to learn at about the same speed. Advanced students may not feel the pressure they experience in a heterogenous group to be an assistant instructor and always help the students who are trailing. Advanced students may not feel held back to learn at a slower pace than they can achieve when with other advanced students. Parents of advanced students are often pleased that their child is in the advanced group. This may further spur the child to achieve even more. Students who have lesser abilities than average may feel less pressure when in a homogenous group. They may have felt stigmatized by always being the slowest learner in a heterogenous group. The teacher assigned to such a group may have additional training in assisting students who have special needs or a slower learning pace. Disadvantages of Homogenous Groups There has been a move away from homogenous groups. One reason is the stigmatization of groups of students of lesser learning ability, emotional needs, or physical needs. Some studies showed that reduced expectations for such groups were a self-fulfilling prophecy. Students may be given a curriculum that wasnt challenging and therefore didnt learn as much as they would in a heterogenous group. There have been concerns that minority and economically disadvantaged students were more likely to end up in a lower-level group. Students may have varying abilities by subject and therefore being grouped into a classroom that labels them either gifted or special needs ignores that they may be high-performing in some subjects and need more assistance in others.

Application for a doctorate program in special education Personal Statement

Application for a doctorate program in special education - Personal Statement Example One thing that brings great contentment in somebody’s life is getting the opportunity to pursue one’s path that later enables him/her to see his or her aspirations become a reality. More specifically, attaining one’s academic objectives and ultimately being able to utilize the gained knowledge towards positive contribution in one’s area of specialty is great success. This is a key driving force in persons’ lives, including mine. I am requesting for a chance to participate in a doctorate program in Special Education, not because I have a yearning for a master program graduate title, but because I have a passion of delving into this field thus accomplishing my career objectives – to teach, become an administrator in the educational field and eventually teach special education practitioners at the university level. I also aspire to guarantee high performance in my area of specialization to the best of my interest and that of the public by employ ing my skills directed by integrity and accountability for progressive competence. My educational background has greatly given me exposure to invaluable essential knowledge, which will give me great backing once I enroll for this program. I possess a Masters of Arts in Special Education w/ a concentration in Autism with an overall GPA of 3.52, which is perchance the most powerful facet of my application.