Social Skills

Crime and Good Human Beings Free Essays

Now-a-days, the crimes are increasing everywhere. Everyday we hear the news that someone was robbed or murdered. This has lead to instability in many countries. We will write a custom essay sample on Crime and Good Human Beings or any similar topic only for you Order Now In India, it has many adverse effects. The crime rate is going up at a very fast rate in India. Most of the crimes in India involves robbery, theft, etc. Sometimes shops are looted or sometimes houses are looted. Recently in Kolkata, fire broke out in a hospital in which about 92 people died. Also in past, in BHOPAL GAS TRAGEDY, about 22,000 people died and thousands of people were seriously injured. These crimes are not intentional. But they accidentally took place. Criminals should not be punished severely. But before punishing, we should try to know why they did so. No one wants to do crime, but situation forces them to commit it. Many people commit crime because they need money to maintain their families. When criminals are kept in jail, they become hardened criminals. They loose their respect and only thinks to hurt others. But now-a-days, the government has started many rehabilitation programs to help criminals to convert them into good human beings. When jail – authorities see improvement in criminals, they release them even before completion of their period of imprisonment. SUPREME COURT OF INDIA has also said that severe punishment cannot be given for any small crime. The court while sentencing the convicts should deal with them under the PROBATION OF OFFENDERS ACT, 1958. The courts should release the convicts of minor offences by giving them the benefit of probation. Crimes are to be hated not the criminals. So at last, I want to say that the criminals should not be given severe punishment. They can be converted into good human beings by humanitarian values like love, careness, etc. So, they should be guided not to do such actions in future instead of sending them to jail. AGAINST No man take birth as a criminal. Their circumstances force them to do what their heart never wills. Their circumstances can be anything it can be due to poverty, ailments or shortage of food. As in the drama bishops candlesticks the convict steals to save his wife from suffering which he never wanted to do. But there was no way other than stealing. But after stealing as by his luck he was caught. And the punishment given to him was too big for his shoes. This was just an example. Imagine how many people in this world would be suffering like this. Instead of understanding the pros and cons of the prisoner he is chained and whipped behind the bars. After a great suffering in the jail they just convert the criminals into a wild beast. Criminals are also human beings and they need to be consulted. No man is born great and no man is a criminal. They want to get wok but there is no employement for them because of shortage of wealth. Society should treat them like normal people. They should be consulted and given a job. People are the future. People should change the world. In this generation by stealing or by lazing around there is no escape. They have to be preached in a certain manner. By these i conclude that criminals arent wicked and do not deserve punishment. we can leave even 1000 criminals to escape but nowhere should one innocent be prosecuted CRIMINALS ARE NOT WICKED AND SO DONOT DESERVE PUNISHMENT I do not agree with the statement that All Criminals Are Wicked And Deserve Punishment. No body is a criminal from birth. It is the environment in which he grows that makes him a criminal or a respected man. Some people turn into criminals due to poverty as they are not able to nourish their family as the Convict in the Bishop’s Candlesticks. He is a good man but his poverty made him worst. Crime needs punishment but first one must look into the reason of the crime and then punish the culprit. Nowadays it is seen that criminals are roaming free and innocent people are sent to prison. One wrong step can turn innocent people into criminals. To remove crime and criminals we have to clean and purify this world and there should bejustice for everyone. How to cite Crime and Good Human Beings, Papers

Jellyfish Essays - Developmental Biology, Zoology, Biology

Jellyfish - Because Cnidarians, including jellyfish, have two primary germ layers, they are considered dibloblastic . - Jellyfish are not the only example of radially symmetric organisms in the world. In fact, most members of the phylum to which jellyfish belong, HYPERLINK "http://animaldiversity.org/accounts/Cnidaria/" \t "_blank" Cnidaria , exhibit radial symmetry, including most hydras, corals and sea anemones. The only other animals with this type of symmetry are echinoderms - Cephalization is the concentration of sensory organs as well as a brain in a specified head area. The anterior, or head, is where the sensory cells and organs, clusters of nerve cells, and organs for ingesting food are located. The posterior is on the opposite end of the cephalized animal, which may have a tail. Jellyfish do not have a brain, so they would not be considered cephalized . - A few animals, such as jellyfish and related creatures, are diploblasts . That means that they developed from only two basic tissue layers: the ectoderm and the endoderm. A coelom is the gut of tripolblasts . It is a completely encased, fluid-filled body cavity lined by mesodermic tissue. You will often see literature classifying animals as having or not having a coelom. The majority of animal phyla have coeloms. (Study.com 2014) - Cnidaria (Jellyfish) No Segmentation Habitat : Jellyfish are found in all of the Earth's oceans, including the very deep sea, as well as shallow saltwater lakes. Locomotion: Most jellyfish are essentially passive drifters carried along by currents; therefore even large jellyfish are classified as planktonic. Though mostly purely planktonic, most have structures that allow them to change direction and move up or down in the water column and some can even swim against weak currents. Body Systems and Adaptations : Most jellyfish do not have specialized digestive , osmoregulatory , central nervous , respiratory , or circulatory systems. The manubrium is a stalk-like structure hanging down from the centre of the underside, often surrounded by oral arms, which connects with the mouth/anus at the base of the bell. (Wiki 2015)

WEB Du Bois essays

WEB Du Bois essays WEB Du Bois was born a free man in his small village of Great Barington, Massachusetts, three years after the Civil War. For generations, the Du Bois family had been an accepted part of the community since before his great-grandfather had fought in the American Revolution. Early on, Du Bois was given an awareness of his African-heritage, through the ancient songs his grandmother taught him. This awareness set him apart from his New England community, with an ancestry shrouded in mystery, in sharp contrast to the precisely accounted history of the Western world. This difference would be the foundation for his desire to change the way African-Americans co-existed in America. As a student, Du Bois was considered something of a prodigy who excelled beyond the capabilities of his white peers. He found work as a correspondent for New York newspapers, and slowly began to realize the inhibitions of social boundaries he was expected to observe every step of the way. When racism tried to take his pride and dignity, he became more determined to make sure society recognized his achievements. Clearly, Du Bois showed great promise, and some influential members of his community. Although Du Bois dreamt of attending Harvard, these influential individuals arranged for his education at Fisk University in Nashville. His experiences at Fisk changed his life, and he discovered his fate as a leader of the black struggle to free his people from oppression. At Fisk, Du Bois became acquainted with many sons and daughters of former slaves, who felt the pain of oppression and shared his sense of cultural and spiritual tradition. In the South, he saw his people being driven to a status of little difference from slavery, and saw them terrorized at the polls. He taught school during the summers in the eastern portion of Tennessee, and saw the suffering firsthand. He then resolved to dedicate his life to fighting the terrible racial oppression that held the black p...

The 11 ACT Science Strategies You Must Be Using

The 11 ACT Science Strategies You Must Be Using SAT / ACT Prep Online Guides and Tips The ACT Science section, more than any other, is about strategy over knowledge. Because every graduating high school senior has a varied level of science education, the only way to make a "fair" or "standardized" test is to test very basic concepts. If the ACT Science tested basic concepts in an easy way everyone would get a 36, so instead, the ACT tests these basic concepts in new and confusing ways. In order to get the best score, you need to use a strategy to attack this strange test and practice the strategy on several ACT Science practice tests. For information about practice tests, check out our other article. You only have 35 minutes to answer 40 questions (or 52.5 seconds per question) and each question has the same point value, so you also need a strategy that helps you answer as many questions as possible in the shortest amount of time. In this article, I will cover the basic ACT Science strategy: Knowing the section format and using it to your advantage 1-Save Conflicting Viewpoints for last, Start with Data Representation and Research Summaries Passages Conflicting Viewpoints Strategies 2-Write yourself brief summaries Data Representation and Research Summaries Passage Strategies 3-Do not read the passage on Data Representation and Research Summaries Passages 4-Start with the questions 5-Use every part of the visuals to your advantage 6-Skim only if absolutely necessary 7- Practicing is a key to success 8- Only use real ACT Science Practice Materials 9- Use the real timing when practicing. 10- Review your mistakes, so you improve. 11- Study the material the ACT Science section expects you to know I will provide more information on each below: Knowing the section format and using it to your advantage If you were unfamiliar with the 3 Types of ACT Science Passages, I'd recommend reading that article first. As a brief summary, there are 3 types of passages (7 passages total) used on the test: 3 Data Representation Passages, 5 questions each 3 Research Summaries Passages, 6 questions each 1 Conflicting Viewpoints Passage, 7 questions It is not important for you to be able to differentiate between Data Representation Passages and Research Summaries Passages because the strategy we will use for both is the same. Both of these passages use visuals as the primary way to convey information: there will be graphs, tables, scatterplots, and/or bar graphs. It is important that you can separate the Conflicting Viewpoints Passage from the other two types because the strategy for this passage is very different. It should be pretty simple to identify because the Conflicting Viewpoints Passage has no graphs or tables. Instead, there are two or more scientists/students/theories presented in short paragraphs. The questions ask you about each viewpoint and the differences and similarities between the viewpoints. To answer the questions, you need to read and understand the entire passage; therefore, this passage will take the longest. ACT Science Strategy #1: Save Conflicting Viewpoints for last, Start with Data Representation and Research Summaries Passages As I said, you only have 52.5 seconds per question and each question has the same value. Since Conflicting Viewpoints takes longer, save it for last so it doesn't kill your pace. I will dive into the specific strategy for Conflicting Viewpoints passages next. Conflicting Viewpoints Strategy As I said before, Conflicting Viewpoints passages require you to read the entire passage to answer the questions. The two types of questions with Conflicting Viewpoints Passages are called Understanding Viewpoints Questions and Comparing Viewpoints Questions. To read more in-depth about Conflicting Viewpoints Passages and questions, read our article about Attacking Conflicting Viewpoints Questions. As a brief overview, the passage starts with an introduction and then presents you with the viewpoint of 2 or more scientists/students/theories. Understanding viewpoints questions require you to understand what each scientist/student/theory is arguing. Comparing viewpoints questions require you to point out the similarities and differences of the viewpoints. When attacking conflicting viewpoints passage, start by reading the passage in its entirety (including the introduction). ACT Science Strategy #2: Write yourself brief mini-summaries as you read each viewpoint. Writing summaries will help you remember what each scientist/student/theory argued and will help you when answering the question. These summaries should be no more than 3-4 words, more than that and you are taking too much time. Here is an example from a real ACT Science practice test: This way when you are asked a question such as: Which of the following findings support Scientist 2? A. A Scientist confirmed the fragments were from an asteroidB. A Scientist confirmed the fragments were from a cometC. A Scientist determined nothing struck the earth.D. A Scientist found out a bomb exploded. Obviously, this may be easier than other ACT Science questions, but the methodology is the same. Look back at your summary for Scientist 2. Our summary says, "Pro-Asteroid." That matches A, so A is the correct answer. Writing summaries saves you time that you would spend re-reading paragraphs and helps you get to the correct answer quicker. The strategy is very different for the other 2 passages: Data Representation and Research Summaries Strategies As I said before, distinguishing between these two passages is not important. If you would like to know the difference, it is that Data Representation Passages discusses experiments (like how varying amounts of enzyme concentrate changes reaction time) whereas Research Summaries Passages discuss summaries where something is observed (like the beak depth of finches in the wild). Knowing this difference does not help you answer questions. Both of these passages have a brief introduction, a few paragraphs (separated by experiment 1/2/3 or student 1/2/3) and visuals (graphs, tables, scatterplots, bar graphs, etc.). Almost all of the questions require reading the visuals to answer the question. ACT Science Strategy #3: Don't Read the Passage on Data Representation and Research Summaries Passages It is a waste of your time to read these passages in their entirety. As I just said, to answer most of the questions, you just need to read the visuals, so: ACT Science Strategy #4: Start With the Questions Skip reading and go right to the questions. Then, look back at the corresponding visual(s) to try to answer the question. ACT Science Strategy #5: Use Every Part of the Visuals to Your Advantage The visuals contain the majority of the answers to the questions, so you need to become an expert at reading visuals and pulling tons of information out of a single visual. Check out our article on Factual Questions: How to Read Graphs, Visuals and Data for more information, but I will give a brief overview of how to get the most out of a visual. Sometimes, you will be looking at weird graphs like this one: Yes, this is from a real ACT Science practice test. Here is the accompanying question: Let's break it down. The question is asking you which of the answer choices has the highest intensity at a given frequency. Whenever a question states "at a given X," it means across all values of X. In other words, this question is asking you to pick the answer choice with the highest intensity across all frequencies. There is a lot of information in the graph above, but the answer choices only require us to consider four conditions: in air or in water, and at S of 100% or at 10^-8%. Looking at the graph above, you may have no idea where to begin. Start by finding the locations of S 100% and S 10^-8% (it is completely fine that you don't understand what these mean). I don't even think the passage helped you understand what these mean. I don't know what they mean, but I can still answer the question correctly. You see S 10^-8% is represented by the two vertical lines at the far left of the graph. S 100% is represented by the two vertical lines at the far right of the graph. Now, you need to locate intensity, since the question asked specifically which has the highest intensity. Intensity is measured on the x-axis. Both lines for S 10^-8 % have a measured intensity between -20 and 0 db. Both lines for S 100% have a measured intensity between 180 and 220 db. The S 100% are at a higher intensity, so we can eliminate both S 10^-8% answer choices, G and J. Now, to decide between F and H, we need to figure out whether the intensity was greater in water or air. To do this, we need to distinguish which S 100% line represents water and which one represents air. According to the key, the small dotted line represents water, and the thicker line represents air. The small dotted line is just to the right of the thicker line, so it is at a higher intensity than the thicker line. S 100% in water has an intensity of approximately 205 db and S 100% in air has an intensity of approximately 195 db, so the answer is F. To get the most out of visuals, you need to be scanning every axis, curve, and key. Pinpoint just what you need to answer the question and ignore what is not useful to you. Occasionally the visual alone will not be enough to answer the question, if you need more information, use our next strategy: ACT Science Strategy #6: Skim Only If Absolutely Necessary Usually, you don't need to read, as I just showed you in the addressing the last question. You will probably only need to read/skim for 2 out of 5 or 6 questions per passage. Save the question(s) that you can't answer with visuals alone for the end of the passage. Let's check out an ACT Science practice question where you need to skim: In order to the answer this question, you need to start by looking at Figure 2 for Experiment 2. At 0.2 mL of titrant added, the color was yellow. At 1.8 mL of titrant added, the color was blue, so you can eliminate B and D. However, you don't know what the difference between yellow and blue means in terms of pH, so you need to skim. You only need this sentence from the very end of the introduction to find the final answer. So, according to the passage, blue means greater pH than yellow, so the answer is A. You can now see how skimming can quickly lead you to the correct answer. Never ever take the time to read the entire passage. It is a waste of your valuable, precious, limited time. Just skim for key terms and you will get to the answer quicker. ACT Science Strategy #7: Practicing Is the Key to Success. I recommend taking a minimum of 7 practice tests. This test is so unique that during your first 2-3 practice tests you will just be getting used to the format. You need the additional 4-5 tests to solidify using all of the above strategies. I improved 5 points from my first ACT Science test to my last; if you want to see that kind of improvement or better, you need to put in the time. Make sure you have the best study materials available. ACT Science Strategy #8: Only Use Real ACT Science Practice Materials. The ACT Science section is so different from other tests that any old science study material will not cut it. As I said before, the ACT Science section is unique in that it tests basic science skills in new and confusing ways. Check out our article on where to find ACT Science practice materials (most of which is free!) and which practice materials to avoid. When studying, you also need to make sure you are paying attention to timing. ACT Science Strategy #9: Use the Real Timing When Practicing. One of the biggest challenges of the ACT Science section is time management. My problem when I first took the ACT Science section was that I couldn't finish the thing. With all of the above strategies, you should be able to finish in time. However, if you do not practice the timing, you will not finish in time. Practice completing the entire section in 35 minutes, and try to limit yourself to 5 minutes per passage, so you keep yourself on track. Use this timing on every practice test, so that the fast pace becomes second nature to you. After taking a practice test, you need to review. ACT Science Strategy #10: Review Your Mistakes, So You Improve. The only way to get better is with practice and reviewing your mistakes. Not reviewing your mistakes is like a professional football team losing a game 60-0 and just moving on to the next one without a post-game review. It would never happen, and it should never happen for you. Reviewing your mistakes allows you to process where you went wrong and make sure it doesn't happen again. For help in how to review your mistakes, check out our articles on The Best Way to Study and Practice for ACT Science and The 9 Reasons You Miss ACT Science Questions. Practice tests and review will not get you all the way to a 36. ACT Science Strategy #11: Study the Material the ACT Science Section Expects You to Know. On every ACT Science section, there are about 4 questions that you cannot answer correctly without outside knowledge. I wrote an entire article dedicated to these questions: The Only Actual Science You Have to Know for ACT Science. There are 13 topics that the ACT Science section expects you to know (all of them are covered in the other article). Make flashcards for these topics and study them until you know them cold. The ACT Science section just expects you to have basic knowledge of these topics, so you don't need to study in-depth. Also, if you are aiming for a 30 or below on the ACT Science section, this step is not as important, as there are only 4 outside knowledge questions per test. Recap Apply these strategies to your ACT Science practice, and you'll be on your way to a 36 on the ACT Science section: #1: Save Conflicting Viewpoints for last. Start with Data Representation and Research Summaries Passages. #2: Write yourself brief mini-summaries for Conflicting Viewpoints Passages. #3: Do not read the passage on Data Representation and Research Summaries Passages. #4: For Data Representation and Research Summaries Passages, start with the questions. #5: For Data Representation and Research Summaries Passages, use every part of the visuals to your advantage. #6: For Data Representation and Research Summaries Passages, skim only if absolutely necessary. #7: Practicing is the key to success. #8: For practice, only use real ACT Science Materials. #9: For practice, use the real timing. #10: For practice, review your mistakes, so you improve. #11: Study the material the ACT Science section expects you to know. What's Next? For future ACT Science study, I recommend checking out our other articles on the 3 Types of ACT Science passages to learn more about the other types of questions asked on the ACT Science section, factual questions to learn more about this question type and to practice your visual reading skills, and the best way to study and practice for ACT Science to make the most out of your limited study time. Looking for help on the other sections? Check out our guides to ACT Math, ACT English, ACT Reading, and ACT Writing. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Science lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The Growth of California in the Late 19th Century and the Development Essay

The Growth of California in the Late 19th Century and the Development of a Unique State History - Essay Example Change came for California beginning in the middle of the 19th century. Previously owned by Mexico, then the Spanish as a consequence of Spanish advance towards the Pacific, in 1848 the land changed from the Spanish2, and in 1850 it was admitted to the Union of the United States of America3. Despite this, interest in the state by Americans was not immediate, and it took until near the end of the 19th century for the news of ‘merchant adventures’ to reach the ears of Americans, and for them to begin to develop a fascination with the state4. This change in statehood was of crucial importance, as under Spanish rule, colonists of California were restricted from trading with the Americans. However, as a consequence of the necessity of the trading, and the daring of the Americans, trade often happened despite the restrictions5. A second force that struck in the middle of the 19th century was the gold rush which began in 1849. This resulted in the rapid migration of many more i ndividuals that would normally occur in the course of settlement. Men, women and children travelled many hundreds of miles of dangerous and unknown terrain for the hope California and the promised riches offered. The gold was not the only driver, for California offered a large supply of game, natural resources and many possibilities6. In May of 1869, another monumental step was made; the Central Pacific Railway was completed. The tracks spanned the United States from the East to the West, linking the Pacific and the Atlantic Oceans. This success meant large changes for California, oxen were no longer crossing the terrain carrying weary travelers, and the populations at the mines were dwindling. Instead the cities and agriculture began to grow substantially, with migrants coming to the state through the railroad7 (Cleland – 394-396). The final change which set California free to grow as a state and to form its own history and future was the rewrite of the constitution of 18798 .By this time the state was already growing rapidly, and was recognized among the ten most urbanized states within the United States, with its agricultural prowess growing at a fast rate9. The constitution developed in 1949 was powerful, and the constitutions of 21 other states were consulted when deciding how to word the constitution. It represented a complete rejection of all the legal systems that had occurred in California prior to it becoming a state10. The 1879 rewrite of the constitution built on this, becoming a strong document, and empowering California to move forward as a state. The period between the mid and the late 19th century was a period of turbulent change for California. Before it even joined the Union, the Spanish state had experienced an extreme influx of migrants from throughout the country as a consequence of the gold rush and the desire for a better land to settle. The changes incorporating the growing state into the new Union as well as the increase connecti on through the rail system, and the revised constitution gave California the space to grow and to develop as a state in its own right, forming its own unique history. Bibliography Cleland, R. G. A History of California: The American Period, The Macmillan company 1922). Pincetl, S. S. Transforming California: A Political History of Land

Systems Analysis and Design Assignment Example | Topics and Well Written Essays - 3000 words

Systems Analysis and Design - Assignment Example Unlike C++, which combines the syntax for structured, generic, and object-oriented programming, Java was built almost exclusively as an object-oriented language. All code is written inside a class, and everything is an object, with the exception of the intrinsic data types (ordinal and real numbers, boolean values, and characters), which are not classes for performance reasons. Java uses similar commenting methods to C++. There are three different styles of comment: a single line style marked with two slashes (//), a multiple line style opened with a slash asterisk ( ), and the Javadoc commenting style opened with a slash and two asterisks ( ). The Javadoc style of commenting allows the user to run the Javadoc executable to compile documentation for the program. Source files must be named after the public class they contain, appending the suffix .java, for example, HelloWorld.java. It must first be compiled into bytecode, using a Java compiler, producing a file named HelloWorld.class. Only then can it be executed, or launched. The java source file may only contain one public class but can contain multiple classes with less than public access and any number of public inner classes. A class that is not declared public may be stored in any .java file. The compiler will generate a class file for each class defined in the source file. The name of the class file is the name of the class, with .class appended. For class file generation, anonymous classes are treated as if their name were the concatenation of the name of their enclosing class, a $, and an integer. The keyword public denotes that a method can be called from code in other classes, or that a class may be used by classes outside the class hierarchy. The class hierarchy is related to the name of the directory in which the .java file is located. The keyword static in front of a method indicates a static method.