Assessment And Repair Of Fire Damaged Structures Engineering Essay

Assessment And Repair Of Fire Damaged Structures Engineering Essay This chapter explains how a structure is assisted and repaired after the aftermath of a fire. Often the initial response when looking over a fire-damaged structure is one of despair and horror at the extent of damage. This situation is shown by the amount of non-structural debris lying around together with the unpleasant smell of many combustion products. In most cases, the damage is not as severe as is at first thought, even though immediate decisions must be taken on the short-term safety of the structure and whether any temporary propping is necessary or, indeed, whether some demolition work is necessary. This judgment will often need to be taken very quickly after the fire and will generally be based on a visual survey and expert judgement. It should be pointed out that the assessment of fire damaged structures is very much a black art in that it relies heavily on experience.. 4.1 Visual Inspection The aim of the visual inspection is to determine: Structural stability of the structure and The extent and severity of the fire. 4.1.2 Structural Stability If possible, the original drawings for the structure should be consulted at this stage these allow assessment of how the structure transmits the applied loading and enables the principal load carrying members to be identified, as well as those providing structural stability. The inspection needs to check any excessive deformation, deflection or cracking in the main load-carrying members and integrity at the connections between the main members (1). It is vital to check for structural stability if excessive bowing of structural elements such as masonry cladding or internal compartment walls, which would be observed in the inspection stage of a structure. Anywhere the fire has only affected part of the structure, it is crucial that the inspection also extend to any part of the structure not damaged indirectly by the fire; it is possible that a significant redistribution of forces can occur into the unaffected part of the structure. For a example in the Broadgate fire scenario when the structure behaved during the fire in a totally different manner to the way it was designed, in that forces were redistributed away from the fire by columns acting in tension to transmit forces to the relatively cool upper stories of the structure(2). 4.1.3 Estimation of fire severity The first method of obtaining a rough estimate of the fire severity is by the use of the fire brigade records in terms of the number of vehicles called out, the length of time taken to fight the fire, the length of time between the fire being noted and the arrival of the brigade, the operation of any automatic fire detection or fire fighting equipment and the degree of effort required to fight the fire. The second method is to estimate the temperature reached in the fire by studying the debris caused by the fire and therefore it is essential that no debris is removed until such a study is carried out in order to maintain evidence. Provided the materials generating the debris can be identified, the knowledge may be used to give an indication of temperature reached, since most materials have known specific melting or softening temperatures. Table.1 gives typical melting temperatures of different materials that could be found in a fire according to the Building Research Establishment (BRE). material Behaviour Approximate temperature (ËÅ ¡C) Softening or collapse of polystyrene 120 Melting of polystyrene 250 Aluminium softens 400 Aluminium melts 650 Softening of glass 700-800 Melting point of brass 800-1000 Melting point of sliver 950 Melting point of copper 1100 Melting point of cast iron 1100-1200 Table.1: melting point data (Source: Parker and Nurse (1956) BRE) It is very important that care is taken in consideration when using data as the temperatures varies over the height of a fire compartment; therefore the original position of a particular artefact is important. This method of assessment only gives an Indication that particular temperatures were reached but not the duration of exposure to that temperature. The third method that is available to give an estimate in terms of either the standard furnace test duration or a known fire, is to measure the charring depth on any sizeable piece of timber known to have been exposed to the fire from the start of the fire. The charring depth can be related back to the standard furnace exposure since timber of known, or established, density can be assumed to char at a constant rate between 30 and 90 min standard exposure. The position of the timber specimen in the compartment should also be noted. A fourth method is to calculate the fire severity from estimates of the compartment size, the fire load density and the area of openings (ventilation factor). In practice, no one of the above methods is completely reliable and therefore a combination of methods must be used to give a reasonable answer. The visual inspection, once carried out, will have identified those areas which must be either immediately demolished (where the damage is beyond that capable of being repaired) or those areas which may be capable of being repaired if sufficient strength can be attained (1). The inspection will also identify where there is no, or only very apparent damage. If repair of a structure is considered feasible, then a much more detailed investigation is required to ascertain the extent and severity of any damage and the residual strength of the structure. To do this, it is first necessary to clear all debris from the structure and to clean as much smoke damage as possible to allow an unhindered examination of all surfaces. 4.2 Damage Assessment In order to carry out any assessment of damage on a steel structure a number of stages needs to be carried out. The first stage involves a complete fully detailed survey of the structure. The second stage ascertains the residual strength of both the individual members and of the complete structure. 4.2.1 Structural survey For all structures, the first stage is to carry out, where appropriate, a full line and level survey. This is required to assess the residual deformations and deflections in the structure. The measured deflections should be compared with those for which the structure was designed. Care should be taken to note the effect of any horizontal movements due to thermal actions during the fire. Such effects of horizontal movement are often apparent away from the seat of the fire (Malhotra, 1978; Beitel and Iwankiw, 2005). In steel structures, since most structural steels regain more strength on cooling, there will be a slight loss in strength. However, the resultant deformations are likely to indicate the state of the structure. In this case, it is important to assess the integrity of the connections; it is possible that bolts could have failed within the connection or could have become excessively deformed. Where the floors comprise of profile sheet steel decking and in situ concrete, examination should be made for any separation between the decking and the beams. This separation can still occur even if thorough deck stud welding was used. Another potential point of failure is the shear bond between the decking and the in situ concrete. Fig 4.1 shows concrete separated away from the metal deck floor. Even with substantial damage of the types mentioned above, the structure may still be intact as demonstrated after the fire tests on the steel frame structures at Cardington (Bailey, 2004a)(6). Fig 4.1 Measurement of the gap of concrete gap after the fire (http://www.google.ie/images) Whilst carrying out the visual survey, attention should be given to the need for carrying tests on the structural materials to ascertain their residual strengths. The testing methods used may either be non-destructive or involve the taking of samples from damaged portions on the structure, together with control specimens from undamaged areas. 4.3 Testing There are two approaches that may be used to assess residual steel strengths for steel. The first is to remove test coupons or samples and subject those specimens to a standard tensile test.Fig.4.1 shows test results for a piece of S350GD+Z structural steel. Great Care should taken in removing test specimens in that the damaged structure is not further weakened, and that again any necessary propping should be used. Fig 4.2 Tensile test results for structural steel S350GD+Z, the test pieces taken before and after high temperature compression tests, where the material reached temperatures up to 950 °C, (Y. C. Wang P6) The second is to use non-destructive tests of which the most suitable is a hardness indentation test usually measuring the Brinell hardness. There is a direct, sensibly linear, relationship between the Brinell hardness number (BHN) and tensile strength as shown in fig.4.2. It is important that care is taken in using this test since a number of results are needed before the strength estimates are statistically reliable. Fig4.2: Relationship between steel strengths and Brinell hardness number (BHN) (Kirby, Lapwood and Thompson, 1986, p 370). 4.3.1 Residual strength For Grade 43A (S275) steel there is no residual strength loss based on the 0,2% proof s0 tress when the steel is heated to temperatures up to 600à ¢- ¦C but a 30% reduction at a temperature of 1000à ¢- ¦C(5). The variation in residual strength between these temperatures is sensibly linear. The pattern for Grade 50D (S355 J2) steel is similar except that the strength loss at 1000à ¢- ¦C is only about 15%. It should be noted that in all the tests, except for the American steel at 800à ¢- ¦C, the measured tensile strengths exceeded the minimum guaranteed yield strength. Data on such steels are presented in Fig. 4.4 (Holmes et al., 1982), where it is seen that the yield strength for reinforcing steel shows an increase above ambient strength at temperatures below about 550à ¢- ¦C, but a decrease at temperatures above 550à ¢- ¦C. Pre-stressing steels show no change in strength below 300à ¢- ¦C, but a substantial drop after this point such that at 800à ¢- ¦C only around 50% of strength remains Wrought iron appears to show a marginal strength increase at temperatures up to 900à ¢- ¦C and thus appears able to perform well in a fire provided however, that excessive deformations do not occur. Cast iron will also perform reasonably well unless undue large bending moments are applied to the member during the fire. The good fire performance in real structures is in part due to the very low stresses to which cast iron members were subjected in design. One problem that can occur is that brittle failure is possible if cast iron is quenched by cold water from firemens hoses whilst still red-hot, or if additional loads are induced during the fire (7). Fig.4.4: Variation of residual strengths of reinforcing and pre-stressing steels with temperature (Holmes et al., 1982). 4.4 Methods of repair As far as steelwork is concerned, any repair will be in the form of partial replacement where the original structure has deformed beyond the point at which it can be reused. Where the steelwork is still intact, it is almost certain that the fire protection system used will need partial or total replacement. Any intumescent paint systems will certainly need renewing. 4.5 Demolition of fire damaged structures Clearly, the same safety hazards that exist for structures being demolished for reasons other than fire damage exist for those so damaged; except that problems of stability are exacerbated for fire-damaged structures as the structure itself is naturally weaker, often to such an extent that little physical effort may be needed for demolition. 4.6 Re-use of steel after a fire An often quoted general rule for fire affected hot rolled structural steels is that if the steel is straight and there are no obvious distortions then the steel is probably still fit for use. At 600 °C the yield strength of steel is equal to about 40% of its room temperature value; it follows therefore that any steel still remaining straight after the fire and which had been carrying an appreciable load was probably not heated beyond 600 °C, will not have undergone any metallurgical changes and will probably be fit for re-use. However, where the load in the fire was less than the full design load, and also with high strength steels, this cannot always be held to be true. In such cases it is recommended that hardness tests are carried out on the affected steel. In practice it is recommended that, in all instances, some hardness tests should be carried out. For grade S275 steel, if the ultimate tensile strength resulting from the tests are within the range specified in  the table 2 below, then the steel is reusable. Table.2Ultimatetensilestrengths (source:http://www.corusconstruction.com/en/design_guidance/structural_design) For grade S355 steel additional tensile test coupons should be taken from fire affected high strength steel members when hardness tests show that: There is more than 10% difference in hardness compared to non-fire affected steelwork, or Hardness test results indicate that the strength is within 10% of the specified minimum. Where deflections are visible, general guidelines on the maximum permissible levels of deflection to ensure satisfactory performance are difficult to specify. The amount of deflection or distortion must be checked so that its effect under load can be calculated to ensure that permissible stresses are not exceeded and the functioning of the building is not impaired. Therefore every building should be considered as a separate case and the structural engineer involved in the reinstatement exercise must decide what level is acceptable to satisfy the relevant Codes. 4.7 Conclusion It can be concluded that the assessment of steel structures after a fire is crucial in order to judge the structural stability of the structure and seen can the building can be reused after the fire. Steel structure can behave different that they have been designed for and this can have a effect on the structural stability of the building, for example the broadgate fire behaved in a different manner than it designed for. It is essential that testing of steel is carried out after the fire in order to see if the steel is capable of been reused.It can be conclude that for Grade 43A steel there is no residual strength loss based on the 0,2% proof stress when the steel is heated to temperatures up to 600à ¢- ¦C but a 30% reduction at a temperature of 1000à ¢- ¦C. The variation in residual strength and temperatures has a linear relationship as they are directly proportional to each other. [1] Steel Construction Industry Forum (SCIF), 1991. Structural Fire Engineering: Investigation of Broadgate Phase 8 Fire, Steel Construction Institute, UK. [2] Fire Safety Engineering Design of Structures Second Edition John A. Purkiss BSc(Eng), PhD [3] Outinen,J.Mà ¤kelà ¤inen,P.,2004.Mechanical properties of structural steel at elevated temperatures and after cooling Fire and Materials, 28 (2-4), pp. 237-251. [4] Kirby, B.R., Lapwood, D.G. Thomson, G., 1986. The Reinstatement of Fire Damaged Steel and Iron Framed Structures, British Steel Corporation (now Corus), London, p. 46 [5] Wang Y.C., Wald F., Tà ¶rà ¶k A., Hajpà ¡l M., 2008. Fire damaged structures, in Technical sheets Urban habitat constructions under catastrophic events, Print PraÃ…Â ¾skà ¡ technika, Czech Technical University in Prague. [6] Bailey, C.G. (2004b) Structural Fire Engineering Design: Materials Behaviour- Steel, Digest 487 Part 2, BRE. [7] Holmes, M., Anchor, R.D., Cooke, G.M.E., and Crook, R.N. (1982) The effects of elevated temperatures on the strength properties of reinforcing and prestressing steels. Structural Engineer, 60B, 7-13 [8] Barnfield,J.R. and Porter, A.M. (1984) Historic buildings and fire; fire performance of cast-iron structural elements. Structural Engineer, 62A, 373-80. 4.0 Assessment and repair of fire-damaged structures 4.1 Visual Inspection 4.1.2 Structural Stability 4.1.3 Estimation of fire severity 4.2 Damage Assessment 4.2.1 Structural survey 4.3 Testing 4.3.1 Residual strength 4.4 Methods of repair 4.5 Demolition of Fire-Damaged Structures

European Colonization of the Americas and What It Meant

Chloe Chandler European colonization of what would become North America was motivated by various reasons, including the desire for religious freedom, profit, or a chance to start over. The colonies were populated by religious groups seeking freedom to practice their religions without interference from England, indentured servants, debtors seeking a clean slate, settlers hoping to find a profit and people who were brought to America involuntarily as slaves from Africa. The establishment of European colonies in North America meant dealing with the Native American tribes who had already lived in the area for centuries.More often than not, colonists treated the native peoples as lesser beings and savages, and tensions between natives and Europeans led to many inhumane acts and deaths, particularly deaths of the native peoples. English colonization took many trial and error attempts before they were able to establish the famed thirteen colonies that would eventually go on to become the Un ited States of America. Despite the catchy assertion that â€Å"in 1492, Columbus sailed the ocean blue† and became the first person to discover the â€Å"New World†, he was not the first foreigner to set foot in what would become North America.Aside from the native tribes that had already been in the Americas for centuries, there was another group of people to find America before Columbus. The Vikings were the first to discover what would become North America. However, the Vikings did not remain in the area and their discovery of North America became something of a Viking legend. In 1492 an explorer named Christopher Columbus set out to find a new route to Asia in order to maximize the efficiency of the spice trade between Asia and Europe. Instead of discovering a shorter route to Asia, Columbus stumbled across the new world that would come to be known as America.Though his discovery is referred to as the new world, there were countless groups of Native American tribe s who had been living in America for centuries and had their own cultures and ways of life. Columbus did not arrive in the new world with an open mind regarding the native populations. Like many people at the time, Columbus regarded those with a skin color different from his own to be inferior. On Columbus’ second trip to America, he wrote a letter to the King and Queen suggesting that they enslave a large portion of the Native American population. â€Å"Their Highnesses will see that I can give them as much gold as they desire†¦ nd as many slaves as they choose to send for, all heathens† (Columbus’ first letter, 1493) After the monarchy refused this suggestion, Columbus proceeded to enslave the native peoples regardless. 1,200 natives were taken from their homes and enslaved by Columbus. 560 of these natives were forcibly sent on a ship to Spain where 200 of them died of illness during the trip (Weatherford). In 1584, Sir Walter Raleigh established the col ony of Roanoke on an island off of present-day North Carolina. Roanoke became the first European colony established in America.The charter to establish Roanoke was granted to Raleigh by the Queen Elizabeth I with the intentions of discovering riches in America as well as having a base from which the privateers she had commissioned could raid Spanish ships. The colony of Roanoke survived for three years before mysteriously disappearing, earning it the title â€Å"the lost colony†. One of the most commonly held beliefs regarding Roanoke’s fate, is that trouble with the native populations led to the deaths of several colonists, while the rest integrated into the Native lifestyle rather than face starvation or death by other means.In 1534 Jacques Cartier, an explorer for France, founded the settlement New France in the area of present-day Canada and the northern US. The French had a better relationship with the native inhabitants than any of the other countries that had, o r would colonize the Americas. The French realized that trouble with the natives could be detrimental and that a positive relationship with them could be beneficial. The French treated the natives with respect instead of viewing them as savages or lesser beings like the Spanish and British did.The French established a polite trading system of fur with the Native Americans. The French’s respect for the indigenous peoples would later be rewarded by the native’s help in the French and Indian War between the colonial French and the colonial British. A group of French Protestants called the Huguenots settled in what would become the southern US, but were eventually killed or driven away by colonial Spain to the south. In 1624, the Dutch settled the area of present day New York and New Jersey. They named their settlement New Amsterdam. The Dutch remained in the area until 664 when the British took over the colonies and renamed part New York and part New Jersey. The British a lso gained the colony of New Sweden from the Dutch, which went on to become a part of present-day Delaware. By the year 1600 the Spanish had established an expansive empire in America from present-day California to present day Florida, and down into Central America. The Spanish sought to expand their empire in the search of a profit and also to spread their Catholic faith. The Spanish obtained this vast empire by destroying the native peoples that stood between them and conquest.The three well-known cultures that were decimated during the Spanish conquest of the Americas were the Aztecs, the Maya and the Inca. In 1565, the Spanish attacked and took the French’s colonial settlement of Fort Caroline, killing 200 settlers. The Spanish then renamed the settlement St. Augustine. The Spanish desire for expansion would later cause tension between colonial Spain and colonial Britain. In 1606, King James I of England sold charters to the Plymouth Company and to the London Virginia Com pany. The charter was divided between the two companies, giving the Plymouth Company the northern half in the current-day Maine area.The colony established by the Plymouth Company did not succeed and was soon abandoned. With their Southern half of the charter, The London Virginia Company established the colony of Jamestown, Virginia which would become the first overseas English colony to succeed. The colonists of Jamestown faced many hardships in their first few years. The settlers of Jamestown arrived in the area at an inopportune time, as the area was experiencing a severe drought that made the cultivation of crops impossible. The lack of food resulted in many colonists dying of starvation.Aside from the drought, the settlers also experienced encounters from the native tribes who did not welcome their presence. Many settlers were killed by the Native Americans in the area, particularly in the long-standing rivalry that ensued between colonists and the neighboring tribes and result ed in the deaths of colonists and natives alike. Many other colonists died of diseases as a result of their malnutrition (Wolfe). When trouble with the neighboring Powhatan tribe finally subsisted, the colonists were introduced to the idea of using tobacco as a cash crop.With the introduction of tobacco as a cash crop the colony was finally able to succeed, though a darker issue arose from this success. As the tobacco trade became more and more successful for the colony, the issue arose of how to work the fields while spending the least amount of money on labor. Thus began America’s dark history of slavery. Several colonies were founded in order to seek religious freedom that was not offered in England. In 1620, a group of Protestants called the Pilgrims settled in Plymouth, Massachusetts.The Pilgrims chose to settle in America in order to be able to freely practice their religion. Nine years later, another religious group called the Puritans established a colony called the M assachusetts Bay Colony. The Puritans were unaccepting of other religions and established their colony in order to be able to practice their religion and also to be able to keep other religions out. In 1681, yet another colony was established for religious regions. William Penn, a Quaker, founded the colony of Pennsylvania in order to create a haven where Quakers could live and practice their beliefs in peace.In 1670, the establishment of the colony of Carolina was funded by a private group of Englishmen who were seeking to make a profit off of the colony. Carolina was settled but initially failed because no one had any motivation to move to the area. The colony of Carolina finally succeeded once farmable land was found in present-day Charleston. The establishment of South Carolina was motivated by the desire for profit, rather than for religious reasons as was the case in some of the other colonies.The motivations of the Carolinian settlers became apparent in their actions. Since t hey were profit-driven rather than being driven by religion as with some of the other colonies, the colonists of Carolina were most interested in how to maximize profits and did not mind if other people were hurt in order for their businesses to flourish. The Carolinian settlers came mainly from the British colony of Barbados, and they brought African slaves along with them. Being profit motivated, South Carolina began a trading relationship with the Caribbean Islands.Among the â€Å"items† traded were Native Americans that had been kidnapped and enslaved by the Carolinians in order to trade them to the Caribbean. Alongside their atrocities committed against the natives, the settlers of Carolina also brought in slaves from Africa to work in rice fields once they decided that slaves were cheaper to maintain than indentured servants. In 1733, the southern colony of Georgia was founded by James Oglethorpe in order to separate the colony of Carolina from the Spanish-populated Flo rida area due to tensions between Spain and Britain.These tensions were caused by Spain’s desire to be ever-expanding, and their history of attacking and taking over colonies that were close by. The English helped add to this tension through the practice of English privateers frequently raiding Spanish ships, stealing their gold or supplies and killing anyone in the way. Since the idea of living in a colony created as a buffer between two rivaling areas is not particularly appealing, Oglethorpe did not expect anyone to willingly settle in Georgia. This opened the question of how Georgia would be settled.The answer became a solution to another of England’s issues– what to do with their large number of debtors. At the time in England to be in debt meant to remain in prison until the debt could be paid. James Oglethorpe pitied the debtors who could not pay their debts, and this pity gave him an idea that would solve two problems at once. The colony of Georgia was p opulated by debtors in England who were given the choice of colonization or remaining in prison in England until their debts could be paid. During the time of colonization, as many as 300,000 colonists were indentured servants (US-History. om). An indentured servant was a person whose boat fare, housing and food were all paid by the person who hires them. In exchange, the indentured servant entered into a contract and agreed to work for their master for as many years as it took for their debt to be paid off. Indentured servants worked in fields or as house servants and often were not treated well. While indentured servants did enter into the contract voluntarily, it was only because they could not afford to go to America on their own and they desperately wanted a chance to start over in the new world.As it became too expensive to keep indentured servants, colonists who owned plantations began to look for cheaper ways to work their fields. Between 1500 and 1800, over half of the popu lation of the colonies consisted of African slaves who were brought to America against their will (Brinkley, 18). Many colonists and slave owners viewed African slaves as primitives and hardly regarded them as being human at all. The slaves were not given wages or promised freedom after a set number of years as with indentured servitude, but instead were regarded as the permanent property of the person who purchased them.The colonist’s poor treatment of anyone with a skin color different from theirs was also exhibited in their treatment of the Native Americans. As aforementioned, some colonies such as South Carolina forcibly enslaved the native populations and sold them in order to make a profit. The colonists also encroached on the native’s lands and were eager to expand westward without any regard for the native’s homes or lands. Colonists frequently regarded the natives as savages who were uncivilized and, like the Africans, hardly human. During colonization, several wars broke out between the settlers and the Native Americans.The war between the Powhatan tribe and the Virginians began when the colonist Captain John Smith began stealing food and supplies from the Native Americans as well as kidnapping several of them. Another dispute caused by the mistreatment of the Native Americans was King Philip’s War which began as a result of the natives defending themselves when the English colonists began to demand that the natives be held under the English colonist’s rule (Umass. edu). Another dispute between colonists and natives known as Bacon’s Rebellion began when a native tribe attacked the plantation of a colonist who had not paid them for goods.Colonists then returned attack– on the wrong tribe of natives. Several native chiefs were killed throughout the dispute and some innocent and friendly natives were kidnapped by colonists (nps. gov). In conclusion, the new world was settled by many different kinds of peo ple with many different motivations. Some settled in order to seek religious freedom, while others sought a profit, and some to escape their debt while others were brought to the colonies forcibly as slaves. Several colonies were only able to thrive by depending on the institution of slavery.The colonies also settled without any regard for the Native Americans who had already been living in the area. Many natives lost their lives in war with the colonists and many more lost their lives as a result of unfamiliar diseases brought over by the colonists. It took many failed colonies before the new world was settled by Europeans. After the colonization of Georgia in 1733, the English had established 13 English colonies in North America. They had also developed a successful economy grounded in tobacco, rice, and slavery.Sources: Brinkley, Alan. The Unfinished Nation: A Concise History of the American People. 6th ed. Vol. 1. New   Ã‚  Ã‚  York, NY: McGraw-Hill, 2012. Weatherford, Jack. à ¢â‚¬Å"Examining the Reputation of Columbus. † Understanding Prejudice. Last modified   Ã‚  Ã‚  2002. Accessed February 18, 2013. http://www. understandingprejudice. org/nativeiq/weather. htm. Wolfe, Brendan. â€Å"Early Jamestown Settlement. † Encyclopedia Virginia. Ed. Caitlin   Ã‚  Ã‚  Ã‚  Newman. 13 Feb. 2013. Virginia Foundation for the Humanities. 29 Jan. 2013 Columbus, Christopher.Letter, â€Å"The Letter of Columbus to Luis De Sant Angel Announcing His   Ã‚  Ã‚  Discovery,† 1493. Historic Documents. Independence Hall Association. United States History. â€Å"Indentured Servitude. † Accessed February 18, 2013. http://www. u-s-history. com/pages/h1157. html. â€Å"King Philip's War. † University of Massachusetts. http://www. bio. umass. edu/biology/conn. river/   Ã‚  Ã‚  philip. html. McCully, Susan. â€Å"Bacon's Rebellion. † Edited by Jen Loux. National Park Service. Last modified June   Ã‚  Ã‚  1987. Accessed February 18, 20 13. http://www. nps. gov/jame/historyculture/bacons-rebellion. htm.

Essay on Relationship Between Law and Morality - 1268 Words

In this essay I intend to discuss the relationship between law and morality through the perspectives of legal philosophers, I will provide a brief explanation of law, and what does law intend to achieve in the society. When discussing the relationship between law and morality I will consider the distinction between the theory of natural law and legal positivism and how these two theories influence each other and whether there is a legal or moral duty for the society to obey the law. Legal philosophers have tried to provide a brief explanation for the meaning of law; however their definitions have been vague and ambiguous. John Austin explained law as ‘something which is man-made and separate from morality and justice, furthermore provided†¦show more content†¦Law also provide facilities for people to make their own arrangements, law protect and facilitate different arrangements between people, and law settles disputes about what law is and whether a certain conduct conflicts with legal rules. It aims to create laws that are predictable, that are able to be easily analysed and understandable by the general society. Morality is what the society regard as right and wrong which is highly subjective, some legal philosophers believe that there is a certain moral standard which human laws must contain. Chapter 2 in The Constitution of the Republic of South Africa, 1996 which is the Bill of Rights contains moral values which the country is based. Section 1 of the Constitution provides that South Africa is an independent sovereign, democratic state which was based on following values: ïÆ'Ëœ ‘Human dignity, achievement of equality and advancement of human rights and freedom, ïÆ'Ëœ Non racialism and non sexism.’ South African Constitution is entrenched with moral standards in the Bill of Rights, these is also noted in the case of S v Makwanyane where the court declared death penalty unconstitutional based on that it conflict on the right to life , human dignity and right not to inflict bodily harm. Natural law dictates and limits the scope in which positive lawyers can enact and enforce the law, as we note inShow MoreRelatedThe Relationship Between Law And Morality909 Words   |  4 PagesThe relationship between law and morality is that law is specific and straight forward, whereas morality concentrates on what is wrong and right which makes it vague. 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The Importance Of Online News - 839 Words

On the front page of today’s online business section of the Wall Street Journal, two headlines were presented side by side. While one referenced the â€Å"Uncommonly Strong U.S. Economic Picture,† buoyed by strong job growth, the other, written a week later, lamented the â€Å"Sluggish U.S. Economy† that has consistently posted lackluster growth figures (). Both articles, written by respected economic correspondents at the Journal—itself a reputable paper—reference official, credible figures; yet, despite the apparently high degree of credibility, the two articles make diametrically opposite claims about the state of the economy. The inherent contradiction between these two headlines, both based in fact, illustrates the point that adherence to†¦show more content†¦As a result, Washington and Seoul are making incredibly impactful decisions based on assumptions that cannot be fully verified. As somebody who has avidly been following the e scalation of tensions, I, like decision makers in allied capitals, have learned to suspend my disbelief concerning whether these allegations are true, and instead focus on our best course of action in the case that they are true. In this way, articles that speak loudest to me concerning the North Korean threat are those that make sound conclusions based on partial information that could, for all we know, turn out to be false. That being said, articles and authors that rely on patently false information are not to be taken seriously. The above articles concerning North Korea reference incomplete information by necessity; the tools currently at the disposal of American and South Korean militaries are unable to provide more reliable information. In contrast, the proliferation of so-called â€Å"fake news†Ã¢â‚¬â€those articles that spread false information—deliberately ignore widely-held truths. 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The Ethical Hacking Program On Pluralsight.com - 1488 Words

The first week of this class was a challenge because I was not prepared with a project. I felt I had plenty of time before I had to come up with a project or plan for this class but all too soon I was enrolled and the class had begun. After looking at a few possible projects and subjects for a thirty page thesis I decided on going through the Certified Ethical Hacking program on Pluralsight.com. Over the past fourteen weeks I watched the lectures on Pluralsight.com, took quizzes on skillset.com, read chapters and took chapter review tests in the Certified Ethical Hacker version 9 book by Sean-Philip Oriyano. I watched approximately sixty-one hours of lectures, spent several hours taking assesments and quizzes on skillset.com and spent somewhere in the neighborhood of thirty-five hours reading and taking chapter review tests in the CEH version 9 book. A Certified Ethical Hacker must understand and know how to test for vulnerabilities and weaknesses in systems. This is done using the same knowledge and tools as a malicious hacker but in a legal manner to assess the security and preparedness of a target system. The CEH credential certifies individuals in the discipline of Ethical Hacking from a vendor neutral perspective. The first week of class I had to agree to the Certified Ethical Hacker Rules and submit a candidate application and certification agreement. Once done with that I had to setup a test workstation running Microsoft Server 2012r2 with Hyper V virtual

The Hunters Moonsong Chapter Eighteen Free Essays

string(52) " affects this campus does not seem to discriminate\." The next morning, Elena woke to find Damon gone, his blanket folded neatly at the foot of her bed. Meredith was dressing for a morning workout, sleepy-eyed and silent, and she only nodded as Elena passed her; Elena had learned long ago that Meredith was useless for conversation before she’d had her first cup of coffee. Bonnie, who didn’t have class until that afternoon, was only a lump under her covers. We will write a custom essay sample on The Hunters: Moonsong Chapter Eighteen or any similar topic only for you Order Now Surely Meredith would have said something if she had noticed Damon on the floor, Elena thought as she dropped in at the cafeteria to grab a muffin before class. Maybe Damon hadn’t stayed. Elena bit her lip, thinking about that, kicking little stones on her way to class. She had thought he would stay, that he would want to try and keep her safe. Was it right that she liked that and that she felt more than a twinge of hurt at the idea that he had left? She didn’t want Damon to be in love with her, did she? Wasn’t part of the reason she put her romance with Stefan on hold so that she and Damon could get each other out of their systems? But†¦ I am a lousy person, she realized. Musing on her own lousiness took Elena al the way into her History of the South class, where she was doodling sadly in her notebook when Professor Campbel – James – came in. Clearing his throat loudly, he walked to the front of the class, and Elena reluctantly pul ed her attention away from her own problems to pay attention to him. James looked different. Unsure of himself, Elena realized. His eyes didn’t seem quite as bright as usual, and he appeared to be somehow smal er. â€Å"There’s been another disappearance,† he said quietly. An anxious babble rose up from the rest of the class, and he held up his hand. â€Å"The victim this time – and I think we can say at this point that we’re talking about victims, not students simply leaving campus – is, unfortunately, a student in this class. Courtney Brooks is missing; she was last seen walking back to her dorm from a party last night.† Scanning the class, Elena tried to remember who Courtney Brooks was. A tal , quiet girl with caramel-colored hair, she thought, and spotted the girl’s empty seat. James raised his hand again to quel the rising clamor of frightened and excited voices. â€Å"Because of this,† he said slowly, â€Å"I think that today we must postpone continuing our discussion of the colonial period so that I can tel you a little bit about the history of Dalcrest Col ege.† He looked around at the confused faces of the class. â€Å"This is not, you see, the first time unusual things have happened on this campus.† Elena frowned and, looking at her classmates, saw her confusion mirrored on their faces. â€Å"Dalcrest, as many of you doubtlessly know, was founded in 1889 by Simon Dalcrest with the aim of educating the wealthy sons of the postwar Southern aristocracy. He said that he wanted Dalcrest to be considered the ‘Harvard of the South’ and that he and his family would be at the forefront of intel ectualism and academia in the soon-to-begin new century. This much is frequently featured in the official campus histories. â€Å"It’s less Wellknown that Simon’s hopes were dashed in 1895 when his wild twenty-year-old son, Wil iam Dalcrest, was found dead with three others in the tunnels underneath the school. It was what appeared to be a suicide pact. Certain materials and symbols found in the tunnels with the bodies suggested some ties to black magic. Two years later Simon’s wife, Julia Dalcrest, was brutal y murdered in what is now the administration building; the mystery surrounding her death was never solved.† Elena glanced around at her classmates. Had they known about this? The col ege brochures mentioned when the school was founded and by who, but nothing about suicides and murders. Tunnels underneath the school? â€Å"Julia Dalcrest is one of at least three distinct ghosts who are rumored to haunt the campus. The other ghosts are those of a seventeen-year-old girl who drowned, again under mysterious circumstances, when visiting for a weekend dance in 1929. She is said to wander wailing through the hal s of McClel an House, leaving dripping pools of water behind her. The third is a twenty-one-year-old boy who vanished in 1953 and whose body was found three years later in the library basement. His ghost has reportedly been seen coming in and out of offices in the library, running and looking backward in terror, as if he is being pursued. â€Å"There are also rumors of several other mysterious occurrences: a student in 1963 disappeared for four days and reappeared, saying he had been kidnapped by elves.† A nervous giggle ran through the class, and James waved a reproving finger at his audience. He seemed to be perking up, sWelling back to his usual self under the influence of the class’s attention. â€Å"The point is,† he said, â€Å"that Dalcrest is an unusual place. Beyond elves and ghosts, there has been a plethora of documented unusual occurrences, and rumors and legends of far more spring up around campus every year. Mysterious deaths. Secret societies. Tales of monsters.† He paused dramatical y and looked around at them. â€Å"I beg you, do not become part of the legend. Be smart, be safe, and stick together. Class dismissed.† The students glanced at one another uneasily, startled by this abrupt dismissal with stil more than half an hour left in the class. Regardless, they started to gather their possessions together and trickle out of the room in twos and threes. Elena grabbed her bag and hurried to the front of the room. â€Å"Professor,† she said. â€Å"James.† â€Å"Ah, Elena,† James said. â€Å"I hope you were paying attention today. It is important that you young girls be on your guard. The young men, too, real y. Whatever affects this campus does not seem to discriminate. You read "The Hunters: Moonsong Chapter Eighteen" in category "Essay examples"† Up close, he looked pale and worried, older than he had at the beginning of the semester. â€Å"I was very interested in what you said about the history of Dalcrest,† Elena said. â€Å"But you didn’t talk about what’s happening now. What do you think is going on here?† Professor Campbel ‘s face creased into even grimmer lines, and his bright eyes gazed past her. â€Å"Well, my dear,† he said, â€Å"it’s hard to say. Yes, very hard.† He licked his lips nervously. â€Å"I’ve spent a lot of time at this school, you know, years and years. There’s not a lot I wouldn’t believe at this point. But I just don’t know,† he said softly, as if he was talking to himself. â€Å"There was something else I wanted to ask you,† Elena said, and he looked at her attentively. â€Å"I went to see the picture you told me about. The one of you and my parents when you were students here. You were al wearing the same pin in the picture. It was blue and in the shape of a V.† She was close enough to James that she felt his whole body jolt with surprise. His face lost its grim thoughtfulness and went blank. â€Å"Oh, yes?† he said. â€Å"I can’t imagine what it was, I’m afraid. Probably something Elizabeth made. She was always very creative. Now, my dear, I real y must run.† He slipped past Elena and made his escape, hurrying out of the classroom despite a few other students’ trying to stop him with questions. Elena watched him go, feeling her own eyebrows going up in surprise. James knew more than he was saying, that was for sure. If he wouldn’t tel her – and she wasn’t giving up on him just yet – she’d find out somewhere else. Those pins were significant, his reaction proved that. What kind of mystery could be tied to a pin? Had James said something about secret societies? â€Å"After my parents died,† Samantha told Meredith, â€Å"I went to live with my aunt. She came from a hunter family, too, but she didn’t know anything about it. She didn’t seem to want to know. I kept on doing martial arts and everything I could learn by myself, but I didn’t have anyone to train me.† Meredith shone her flashlight into the dark bushes over by the music building and waved the beam around. Nothing to see except plants. â€Å"You did a good job teaching yourself,† she told Samantha. â€Å"You’re smart and strong and careful. You just need to keep trusting your instincts.† It had been Samantha’s idea to patrol the campus together after sundown, to check out the places where the missing girl, Courtney, had been spotted last night, to see if they could find anything. Meredith had felt powerful at the beginning of the evening, poised to fight, with her sister hunter beside her. But now, even though it was interesting to patrol with Samantha, to see the hunter life through her eyes, it was starting to feel like they were just wandering around at random. â€Å"The police found her sweater somewhere over here,† Samantha said. â€Å"We should look around for clues.† â€Å"Okay.† Meredith restrained herself from saying that the police had already been through here with dogs, looking for clues themselves, and there was a good chance they had found anything there was to find. She scanned the flashlight over the grass and path. â€Å"Maybe we’d be better off doing this during the day, when we can see better.† â€Å"I guess you’re right,† Samantha said, flicking her own flashlight on and off. â€Å"It’s good that we’re out here at night, though, don’t you think? If we’re patrol ing, we can protect people. Keep things from getting out of control. We walked Bonnie home last night and kept her safe.† Meredith felt a flicker of anxiety. What if they hadn’t come along? Could Bonnie have been the one who disappeared, instead of Courtney? Samantha looked at Meredith, a little smile curling up the corners of her mouth. â€Å"It’s our destiny, right? What we were born for.† Meredith grinned back at her, forgetting her momentary anxiety. She loved Samantha’s enthusiasm for the hunt, her constant striving to get better, to fight the darkness. â€Å"Our destiny,† she agreed. Off across the quad, someone screamed. Snapping into action without even thinking about it, Meredith began running. Samantha was a few steps behind her, already struggling to keep up. She needs to work on her speed, cool y commented the part of Meredith that was always taking notes. The scream, shril and frightened, came again, a bit to the left. Meredith changed direction and sped toward it. Where? She was close now, but she couldn’t see anything. She scanned her flashlight over the ground, searching. There. On the ground nearby, two dark figures lay, one pinning the other to the ground. Everyone froze for a moment, and then Meredith was racing toward them, shouting â€Å"Stop it! Get off! Get off!† and a second later, the figure that had been pinning the other down was up and running into the darkness. Black hoodie, black jeans, the note taker said calmly. Can’t tell if it’s a guy or a girl. The person who’d been pinned was a girl, and she flinched and screamed as Meredith ran past her, but Meredith couldn’t stop. Samantha was behind her so she could help the girl. Meredith had to catch the fleeing figure. Her long strides ate up the ground, but she wasn’t fast enough. Even though she was going as fast as she could, the person in black was faster. There was a glimpse of paleness as the person looked back at her and then melted into the darkness. Meredith ran on, searching, but there was nothing to be found. Final y, she halted. Panting, trying to catch her breath, she swept the beam of the flashlight over the ground, looking for some clue. She couldn’t believe she had failed, that she had let the attacker get away. Nothing. No trace. They had gotten so close, and stil , al she knew was that the person who attacked this girl owned black clothes and was an insanely fast runner. Meredith swore and kicked at the ground, then pul ed herself back together. Approximating calmness, she headed back toward the victim. While Meredith was chasing the attacker, Samantha had helped the girl to her feet, and now the girl was huddled close to Samantha’s side, wiping her eyes with a tissue. Shaking her head at Meredith, Samantha said, â€Å"She didn’t see anything. She thinks it was a man, but she didn’t see his face.† Meredith clenched her fists. â€Å"Dammit. I didn’t see anything either. He was so fast†¦Ã¢â‚¬  Her voice trailed off as a thought struck her. â€Å"What is it?† Samantha asked. â€Å"Nothing,† Meredith said. â€Å"He got away.† In her mind, she replayed that momentary glimpse of pale hair she had seen as the attacker looked back at her. That shade of pale – she had seen it somewhere very recently. She remembered Zander, his face turned toward Bonnie’s. His white-blond hair was that same unusual shade. It wasn’t enough to go on, not enough to tel anyone. A momentary impression of a color didn’t mean anything. Meredith pushed the thought away, but, as she gazed off into the darkness again, she wrapped her arms around herself, suddenly cold. How to cite The Hunters: Moonsong Chapter Eighteen, Essay examples

The fall of Rome Essay Summary Example For Students

The fall of Rome Essay Summary The fall of Rome in 476 AD, the subsequent 1000 years made up a period of time called the Middle Ages. The Middle Ages are often referred to as the Dark Ages because of the way of life in Europe during that age. William Manchester suggests that this time period was actually a dark age, in his A World Lit Only By Fire. He also states how famines and plague repetitively thinned the population, and that rickets afflicted the survivors. Manchester strengthens his argument by establishing the fact that after a thousand years of neglect, the roads built by Romans were still the best on the continent, and that their was practically no stone buildings raised for ten centuries. Another situation that Manchester comments on is that only one of every hundred murderers was every brought to justice. In addition, he goes on to talk about how brutal the medieval tournaments were, and how Christianity was the foremost principal in medieval life, that the Church became the wealthiest landowner on the continent, and the life of every European, from baptism through matrimony to burial, was governed by popes, cardinals, prelates, monsignors, archbishops, bishops, and village priests. Manchester also insists that the Medieval world was a society that had not reached a relatively high level of cultural and technological development. Manchester also enlightens us on the fact that less than once percent of the souls in Christendom were wellborn, and that the rest nearly 60 million Europeans were known as Hans, Jacques, Sal, Carlos, Will, or Wills wife, Wills son, or Wills daughter. Since most peasants rarely left their birthplace, there was seldom need for any tag beyond One-Eye, or Roussie (Redhead), or Bionda (Blondie) . He also informs us that in the medieval mind there was no awareness of time, and that medieval men hardly ever knew what century they were living in, and he calls the Middle Ages a meaningless, timeless blur, where generations succeeded one another, and that popes, emperors and kings died and were succeeded by new popes, emperors, and kings. In his piece, Manchester feels that the term Dark Ages is a more suitable title than Middle Ages or Medieval Period. Fred C. Robinson basically rebuts William Manchesters standpoint on the argument of the term Dark Ages vs. Medieval Period in his piece Medieval; The Middle Ages. Robinson begins his argument by stating that medieval is most often used in Modern English, simply as a vague pejorative term meaning outmoded, hopelessly antiquated, or even simply bad. Robinson feels that the term medieval is misunderstood in the sense that most people view the word to simply mean evil. He also informs us how that around 1980, writers for most newspapers and magazines seem to have reached the conclusion that medieval was an official title for Ayatollah Khomeini. Robinson also comments on the fact that during the Middle Ages, the power of the monarchs was typically limited by the power of the church. Furthermore, Robinson states how he can set only three lonely examples of medieval used in a purely positive sense. In his piece, Robinson illustrates how he feels that the modern uses for the word medieval are inaccurate, and that medieval can not be synonymous of the words bad or evil. The position that I take in the argument has to be on the side of Robinson, that the Middle Ages was a time of new discoveries, and that during that time period, many new and brilliant ideas were set up, and that these thoughts set precedents for the future scholars that would soon revolutionize the world. I feel that there is no debate here, and that Manchesters piece is full of beliefs that I deem to be blatant ignorance, and that Manchester is strictly opinionated to his side of the argument. I feel that Manchester is unaware of the inspirational and ingenious thoughts that many Medieval scholars brought upon the world.