Observing Stars Essays - Electromagnetic Radiation,

Observing Stars Observing Stars Our view of the sky at night is possible because of the emission and reflection of light. 'Light' is the better-known term for the electromagnetic spectrum, which includes waves in the visible, ultra-violet, infra-red, microwave, radio, X-ray and gamma-ray regions. The scale of the spectrum is so large that no region is distinct, several overlap each other. Each of these regions in the electromagnetic spectrum represent transverse waves, travelling as electrical and magnetic fields which interact perpendicularly to each other, with different ranges of wavelength. The magnetic field oscillates vertically and the electric field horizontally, and each field induces the other. By the end of the nineteenth century, Maxwell gave a realistic value for c, the speed of light: c = __1__ = 3 x 108 ms-1 ?(mo eo) The relationship between the speed of all electromagnetic radiation, wavelength (l) and frequency (f) is shown to be c = l f. Because the Universe is so vast, interstellar distances are so great that light emitted can take upwards of millions of years to reach us. Such large distances are often measured in ?light-years'; one light-year (ly) is the distance travelled by a wave of light in a year. Because of the massive speed of light and distances, the light arriving at us would have left the object many years ago, so that looking at a far away star is much like looking back in time. Scientific observation of the stars is difficult because of the distorting effect of the Earth's atmosphere. One problem is atmospheric refraction-where light is bent. Turbulent air currents cause varying refractive indices, as there is no uniform air density. This causes an effect called scintillation, where stars appear to twinkle. The effect on regions of the electromagnetic spectrum other than the visible part, such as the absorption of certain frequencies by atmospheric chemicals, and the reflection of waves by charged molecules in the ionosphere, means that some spectral data is simply invisible to us on Earth. The Earth receives electromagnetic radiation of all wavelengths from all directions in space, but most of the electromagnetic spectrum is blocked out by the atmosphere well above the Earth's surface, where our eyes and instruments are mostly based. However, wavelengths from only two regions of the electromagnetic spectrum are able to penetrate the atmosphere. These two spectral windows in the atmosphere through which we can observe the Universe are called the optical window-which allows the visible wavelength region through; and the radio window-which includes the wavelength region from about 1 mm to 30 m. The telescopes used by astronomers on the ground are therefore classed as optical and radio telescopes. Optical telescopes work by either reflecting or refracting light, using lenses or curved mirrors to focus the light from a subject to form an image. Radio telescopes consist of a parabolic reflector and receiver on which the waves are focused. The gathering and resolving power de pend on the diameter of the antenna. Radio observations are unaffected by the weather or time of day, and because of the larger wavelength of radio waves, dust in space and atmospheric convection currents are not a problem. Radio astronomy is used in the chemical analysis of elements (by emission and absorption spectra); to detect the motion of bodies due to the Doppler effect; and in investigation into the early Universe and the Big Bang. We can analyse radio waves from the centres of galaxies, including our own. Despite the radio window, there are still wavelengths that do not penetrate the atmosphere. Some radio waves are reflected from the ionosphere, part of the thermosphere, where streams of charged particles from the sun ionise gas molecules: this is photo-ionisation. Ultra-violet radiation, X-rays and gamma-rays are also absorbed at this layer. Absorption of the electromagnetic spectrum at various altitudes above Earth occurs to varying degrees. Much infra-red radiation does not reach ground level because of absorption in the upper atmosphere by water, and some carbon dioxide and oxygen molecules that lie between the ground and about 15 km of altitude (the troposphere). Ozone (tri-oxygen) and di-oxygen in the stratosphere absorbs much of the ultra-violet radiation (hence the ?ozone layer' at about 30km). A side effect of the ozone layer is that molecules re-radiate

Juvenile Delinquency And Religion Essays - Criminology, Free Essays

Juvenile Delinquency And Religion Essays - Criminology, Free Essays Juvenile Delinquency And Religion Over the years, countless efforts have been made to find a comprehensive explanation for delinquency. The results of these efforts have offered possible reasons as being both biological and social. It is still debatable as to what forces have the greatest influence on youth crime, but it is undoubted that several factors clearly make an impact. The direct relationships a child has with concrete social elements, like his family and friends, are likely to give some intimation of his involvement in crime. However, it must be noted that there are more abstract contexts for socialization that also exist as potential explanations for a childs behavior. The most prominent of these less specific forces are the media, community, and religion. It has been argued extensively that these three elements represent a major source of delinquency in the U.S. today. Everyone has at one time or another heard accusations against television, for instance, and how it has such degenerating capabilities in r elation to young minds. Equally common are the various public proclamations about the lack of brotherhood among citizens of this country. These complaints are nothing new to our society; before television was vilified, it was radio, and before radio it was comic books. In short, these problems merely exist as different manifestations of an age-old concern. Another, seemingly less obvious, aspect of this argument deals with the role of religion in society. In paralleling it to delinquency, for all its power and influence, religion is much more perplexing than the media or sense of community. For one, religion exists on many different levels and is extremely difficult to define in a fashion suitable to the debate. In addition, the fact that religion is such a controversial and sensitive subject only complicates the pursuit of characterizing and understanding it. These obstacles notwithstanding, the multifaceted effects of religion on crime have been argued for centuries. They will lik ely continue, as people observe that religion influences the behavior of people, serves as a set of values for society, and correlates with delinquency in several ways. The relationship between crime and religion has been explored for many years, with only a handful of theorists drawing any direct conclusions. Among few others, three of the most influential social philosophers of the past 200 years, Marx, Durkheim, and Weber, have all commented on the importance of religion to this issue. Marx believed that religion existed to give people a false hope for the future and to keep them motivated during the present. In accomplishing this, religion also deterred people from crime by making them concentrate on their social roles, while ignoring the oppression of stratified economic systems. Durkheim asserted that social order could be maintained only if people had common beliefs in something greater than themselves (Jensen and Rojek 309). He saw religion as very interconnected with social values as it contributed to a loss of strong communal bonds between the tenants of Western society. As people begin to believe more in themselves and less in a higher po wer, Durkheim argued, they become less committed to an interdependent society and highly prone to selfish acts of lawlessness. Weber, another distinguished sociologist, attributed social deviance to religious factors as well. He believed that religious institutions were intertwined with other institutions, contributing to both progressive and regressive social development (Jensen and Rojek 309). These three attempted to explain the social importance of religion, while only scratching the surface of its relationship to crime. Although they fail to adequately expand on the subject, the ideas of these influential thinkers represent some basic thoughts on the religious causes of crime, and they have led to successive investigations of religion and delinquency. Surprisingly, facts about crime and religion over the years have been rather indecipherable, as research findings from different studies have frequently produced contradicting results. Studies have shown delinquents being less religious than nondelinquents, religiously similar to nondelinquents, and in some cases more religious than nondelinquents. Even when differences between delinquent and nondelinquent relations to religion have been found, those differences have been only minor and insignificant. In one major study by Hirschi and Stark, it was discovered that high school students held interesting social beliefs relative to their church attendance

Affect vs. Afflict

Affect vs. Afflict Affect vs. Afflict Affect vs. Afflict By Maeve Maddox A reader has asked for a discussion of the words affect and afflict: Please discuss the two words and tell me the difference and under which situations/circumstances they should be used. Affect has a more general application than afflict. Affect transitive verb: influence, act on, have an effect on (materially or emotionally). For example: The steady seaside wind affected the growth of the tree. How will the new law affect homeowners? Being homeless affected the child’s sense of worth. Afflict connotes the idea that suffering accompanies the influence. afflict transitive verb: To distress with continued physical or mental suffering; to torment. Consider the following sentences: 1. Mrs. Baxter’s hands are affected by arthritis. 2. Mrs. Baxter is afflicted with arthritis. The first sentence states an unemotional fact. The disease of arthritis is acting on Mrs. Baxter’s hands. The second sentence suggests that, as arthritis affects Mrs. Baxter, it causes her to suffer. Writers sometimes choose afflict where affect would suffice, in order to infuse an issue with emotional appeal. For example, compare the following sentence pairs: Deep cutbacks have affected public schools this year. Local elementary school districts didnt escape state funding cutbacks that  afflicted public schools  across the state this year.   Budget cuts are  affecting public libraries  all over the country. Many of the ills afflicting  public libraries in Delaware also were found to  afflict public school  libraries. We are presently engaged in various initiatives throughout the York Region with the purpose of creating awareness of the real issues that affect low-income residents in our communities. Transportation, education, economic development- these are all issues that afflict our low-income residents.   Related post Affect Is Usually a Verb Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Homograph ExamplesItalicizing Foreign WordsComma Before Too?

Labeling and crime Research Paper Example | Topics and Well Written Essays - 2500 words

Labeling and crime - Research Paper Example These difficulties notwithstanding, this particular analysis will seek to engage the reader with a broader understanding for how labeling of individuals contributes to the pervasive levels of crime that are oftentimes found within certain demographics. As with so many of the questions concerning causality, the analysis will seek to understand how labeling and societal definitions of expectation impact upon the way in which individuals within groups tend to understand the environment within the world around them. Accordingly, rather than tackling the impact of societal â€Å"labels† throughout the criminal justice system, the essay will instead focus upon the way in which racial/ethnic labels tend to reinforce or create unnatural constraints that define the behavior and expectations of individuals within the system. With regard to the segregation into distinct neighborhoods, this a sociological construct that has existed since the dawn of time. Taking the United States as an example, it can be seen that since the United States was ultimately a nation that was founded upon immigration, the power of this influx of â€Å"new† people into the United States created a need for a high level of housing space for them to live (Peterson & Krivo, 2012). Naturally, as Italians, Irish, Polish, and a litany of others began to arrive in a foreign land, they found themselves at a distinct disadvantage; oftentimes not speaking the language and having few if any opportunities. As a function of this, and the level of rejection that they received by clannish groups of more established Americans, ghettos began to pop up all over the nation. Looking further back in history, the freedom from slavery created a situation in which tens of thousands of African Americans moved North in search of a better life and m ore equality (Plumm & Terrence, 2013). Sadly, this search oftentimes led to a dead

Review of Cornel West's Malcolm X and Black Rage for a college-age Essay

Review of Cornel West's Malcolm X and Black Rage for a college-age audience - Essay Example The issues of cultural hybridity, psychic conversation, authoritarian organizations, black supremacy, boundaries and borders in sexuality and other issues looms large in the present society. West states that, ‘ In order to build the best out of Malcolm X’ s ideologies, we must expand and preserve the notion of psychic conversion that cement the groups and networks in which black community, care, love, humanity and concerns grows and take root (West, 170). West has employed pathos, ethos and logos to make his message persuasive to the readers. Cornel west tries to clarify how Malcolm’s Black rage was not only directed to the white population but also to the black Americans, minds. He explains that Malcolm’s psychic conversation will promote blacks to appreciate and love their self worth and culture. Malcolm X was a revolutionary figure and anti-thesis of Martin Luther King Jr. and Gandhi who utilized non-violent ideologies to achieve the same goals as his predecessors. He wanted to put an end to the oppression that targeted the black people. West describes Malcolm X as an ideological leader for the black radicalism including Black Nationalism (collective actions and institutional building), black religion (morality and spirituality), socialism (justice/ freedom and anti-imperialism) as well as panafricanism (internationalism and identity) (West, 172). Malcolm X’s deep pessimism targeted the possibility and the capability of the white Americans to shade their racism led him to downplay the present and past bonds between the whites and the black people. West explains that Malcolm ideologies focused on freedoms of the black population even though he was aware that the majority of the population was racist. Malcolm X questioned the American democracy stating that it had made the black people non citizen. Ideally, constitutional

Education - Gymnasium Essay Example for Free

Education Gymnasium Essay Education in India today is nothing like it was in Pre-Independence and Post-Independence Era. Education System in India today went through a lot of changes before it emerged in its present form. Present education system in India is also guided by different objectives and goals as compared to earlier time. Present system of education in India, however is based around the policies of yesteryears. After independence, it was on 29th August 1947, that a Department of Education under the Ministry of Human Resource Development was set up. At that time the mission was the quantitative spread of education facilities. After, 1960’s the efforts were more focussed to provide qualitative education facilities. The present research focus on steps through which our indian education system had gone through. The basic moto of this research is to show that india has done serious efforts in education nd has shotremendous development but it is still lacking in comparison with developed nations. This study is an effort to suggest some measures for its improvement. INTRODUCTION Education in every sense is one of the fundamental factors of development. No country can achieve growth without substantial investment in human capital. Education improves the quality of their lives and lead to broad social benefits to individuals and society. Education including formal education, public awareness and training should be recognized as a process by which human beings and societies can reach their fullest potential. The pre british indian Education system comprised of three types  Elementary education Secondary education Higher education Although Higher education is seen as the producer of elite class in society which largely contribute in the system of governance. The dawn of independence saw the significance of higher education in its reach and coverage. At the time of independence, there was bleak situation of higher education in India as the three important indicator:the number of Educational institutions, the number of teachers and the students enrollment in Education. OBJECTIVE OF THE STUDY First objective of the research is to get a understanding of various Educational changes that have taken place in India from pre Independence era. To study various Act launched for Education growth. To Find current scenario of Education sector in India To suggest some meaningful meausures to improve our Education sector. MYTHODOLOGY The study is based upon secondary data. Data has been collected from various sources like www. world bank. in,UNESCO,UNTDA. Statistical figures are main vehicle to achieve objective. It has studied internet research as well as policy papers and other official documents. CHANGES IN EDUCATION The changes which we are watching today due to education are may be because of various policy of government . Few of them are following: The National policy on Education 1986 had underscored the constitutional resolve to provide quality Education to all. under this policy government decided to review the growth and development of higher Education through five year plan which paid rich dividend in promoting education in India. The Eighty sixth constitutional amendment act in December 2002,made elementary Education a fundamental right for all children in the age group of 6-14. The Government initiated the scheme of area intensive program for Educationally backward minority and scheme of financial assistance of madrasa Education as part of its revised programme of action(1992). Taking into consideration the need for technical Education so that skill is acquired, the Government took steps to open industrial training Institute, medical colleges,polytechnics. At present there are 1500 such Institutes. National adult Education programme was taken up in 1978. The aim was to reach 100 percent literacy (age 15-35) by the year 1990. Its basic pupose was to promote small family. As a result of announcement of national policy on Education priority is given to vocationalisation of secondary Education to make Education relevant to work. A central Institute of Education technology was set up in NCERT to purchase equipment for state Institute of Educational technology. UGC was set up in 1955 for coordination and determination of standards. UGC  has taken steps to implement the recommendations of new policy on education such as autonomous colleges,centers of advanced studies in universities, establishment of education media research center and audio visual research center for the use of media and setting up academic staff colleges for training and orientation of college teachers National program for nutritional support to primary Education was launched in 1995 under which food grains is provided to childrens in primary classes. The program assures 199 gm of grain per day for attending school for at least 80 percent of total school days in a month. Following India independence a number of rules were formulated for backward scheduled caste and scheduled tribes of India. Special reservation are also provided for scheduled caste and scheduled tribes example a reservation of 15 percent in kendriya vidyalaya for scheduled caste and another reservation of 7. 5 percent in kendriya vidyalaya fot scheduled tribe. CURRENT STATUS There were 20 universities and 496 college at the time of Independence At present universities and university level institutions-504 State universities-243 State private universities-53 Central universities-40. Deemed universities-130 Institutions of National importance established under act of Parliament-33 Institutions established under various state legislation-5 In addition there are 25951 college including atound 2565 women college Table-1: All India Growth of institutions Year. Universities Colleges. Total 1947-48. 20 496. 516 1950-51 28. 578. 606 1960-61. 45 1819. 1864 1970-71. 93 3227. 3320 1980-81. 123. 4738 4861 1990-91. 184 5748 5932 2000-01 266 11146. 11412 2004-05 348 17625. 17973 2005-06. 355. 18064. 18419 2006-07. 367. 19000 19367 2007-08. 416. 20677 21093 2008-09. 480 22000. 22480. 2009-10 504. 25951. 26455 Source: UGC To promote higher education, college were established to provide specialized professional or vocational training. The first ever college in india was during the British rule in 1817,the CMS college kottaysm in kerela. After induction of new education policy, college education got flip and has increased manifold. Women enrolment was less than 10 percent of total enrollment on eve of Independence and it was risen to 41. 40 percent Number of teachers in 1950 were 15000 , in 1991 teachers were 272 thousand and in 2004 it was 457 thousand , in 2010 it was 699 thousand. Number of students enrolled in 1950 was 0. 1 million , in 1991 it was 4. 9 million,in 2004 it was 9. 95 million and in 2010 it reaches to 14. 6 million. EVIDENCE As Indias higher Education system is one of the world largest, enrolling nearly 22 million students in more than 46000 institutions. The changing landscape of higher education should be noted by key administrator, particularly government should be aware of the opportunity for institutions to nurture entrepreneurial growth and establish partnership with various organization to address community needs. Indias government currently plays a command and control role in higher Education. Under government oversight, public universities set curricula, determine courses offering, administer exam and grant degrees. But in 12th five year plan government key policy for economic development theory 2017 proposes a steer and evaluate role that allows a greater degree of self regulation and enforces higher level of accountability across the education system institutions The Economic development through Education is clearly evident in market ,demand for service which have pace. ADVANCEMENT Today development of Education in India has attained new level essentially after the independence of country. India is developing nation and it has been expanding in every field. Development of Education in India brought about a transformation and the concept of Education got modified. India got well known Educational institutions such as IITs,IIMs,AIIMS,, ISB,ISI. Indias higher Education system is the third largest in world after China and Uk. The Development of Education has traveled a longway and thus Indian Education system introduced certain advantageous system such as online Education in India. Online Education is a system of Education training which is delivered primarily via the Internet to students at remote location. Online Education enables the students to opt for many online degrees or courses from various university In the modern times, students are provided with extensive scope and courses to choose from and they enjoy the opportunity of selecting the required field. The system of distance Education in India is becoming increasingly popular. The student choosing distance learning process are benefitted with modern pattern followed. Development of Education in India ensures that all Indian citizens will receive Education in spite of financial constraints or unavailability of college and school. In addition the non formal Education is launched which is about acknowledging the importance of Education, learning and training which takes place outside recognized Educational institutions. It is the process of learning throughout life. PROBLEMS Undoubtedly India has made a vast improvement in education sector but stilk it lacks in some or the other way like  1)The enrollment rate in India had shown progress of gross enrollment rate in higher education to 17. 2 percent over the years yet it was short as per the world standard as seen,the Country was behind China 19 percent and UK 60 percent and USA 82 percent 2) The teacher strength in institutions of higher education was far from adequate. 3)Gross enrollment has increasd but were not matching anywhere with developed countries 4)Wide variations are seen in rural and urban areas 5)Regional disparities are also visible. 6)Education given is irrelevant according to job market  7)Innovation and creation are missing from the field 8)Education is seen as a object of providing immediate skills and tools, not means for future growth 9)By far one of the most pressing problem is that unavailability of money or inadequate funding of Indian Education system. RECOMMENDATIONS Our Education system still in this era faces many problems. funny thing is that from colonial times, few things have changed. we have established IITs,IIMs and other Institute of excellence. Students now routinely score 90 percent marks still find difficult to get into college of their choice. we live in a country where the people see Education as means of climbing the social and economic ladder. Some of the useful measures to improve our education system are following: 1)Private capital should be allowed in Education to reach at excellence level and compete with developed nations 2)Personalize education should focused as one size does not fit all humans. So Education should be given according to its demand. 3)Implement massive technology infrastructure for Education 4)Focus on skill based technology according to modern era 5)Reward creativity, original thinking, research and innovation. 6)Redifine the purpose of Education system 7)Take mediocrity out of the system 8)Policy makers in India should continue to develop and implement an accreditation system that can over time become a key measure of quality. 9)An Effort is needed to gradually phase in methods to link funding to quality measure. 10)Raising the level of Education, to be competitive like developed nations. 11)Identify the need of business and industry, then supply Education to fulfill their demand REFERENCES Ministry of Human Resource Development. (2001). Selected Educational Statistics 2001-2002, Government of India, New Delhi. Ministry of Human Resource Development. (2001). Annual Report, 2003-2004, MHRD, Government of India, New Delhi. Shukla, Snehlatha, et. al (1998). Attainment of Primary School Children in India, NCERT. Strides in Education in India, Ministry of Human Resource Development, Government of India Registrar General and Census Commissioner. (2001). Census of India 2001. Provisional Population Totals Paper-I of 2001, Controller of Publications, New Delhi. Ministry of Human Resource Development, Analysis of Budgeted Expenditure on Education 2000-01 to 2002-03, Government of India,New Delhi.

Computer Crime :: Criminal Justice

Formatting Problems In today's society our most valuable commodity is not grain, steel or even technology; it is information. Because of computer networks, just about everyone can now access an astounding range of information. The Internet is international, even though 80 percent of the Internet use occurs in the United States, and a staggering amount of information on every subject imaginable is available for free. Because so many people now have access, computer crimes have become more frequent. Everyone with a computer and a modem can commit a computer crime if so inclined. Anyone, conceivably, could become a "white collar" computer criminal. When the term "white collar" crime came into wide spread use several decades ago, it was thought that certain crimes were committed by persons whom no one would normally suspect of criminal behavior: professional, "white collar" workers. In the late 1990's, however, the term "white collar" is somewhat inaccurate. The playing field has been leveled by the widespr ead use of computers. Now "white collar crime" tends to mean simply "non violent crime" or "economic crime." As technology becomes increasingly accessible to more and more people, it also becomes a potential tool for increasing numbers of criminals. Most computer crimes do not involve violence but rather greed, pride, or play on some character weakness of the victim. They are based on dishonesty and not force. For these reasons, computer crimes are considered white collar. Just as the term "white collar crime" designates several kinds of crime, the term computer crime also designated several types of crime. It includes crimes that are committed with a computer, crimes that occur in cyber space, and crimes committed against a computer. Some of the crimes are completely new; while others are older crimes that merely use the computer as a tool. The endless and constant growing variety of computer crimes makes it difficult to pass laws that adequately cover new computer crimes. Some cri mes such as embezzlement, wire fraud, and forgery, are already covered under existing law. Others, such as cyber vandalism, cyber terrorism, and cyber espionage, are relatively new. For these newer crimes, the letter of the existing law sometimes does not allow prosecution of what clearly is criminal behavior. Employees and ex-employees of the victimized company commit most "white collar crimes". Likewise about 75 to 80 percent of prosecuted computer crimes are committed by current or former employees. There are many different kinds of computer crimes ranging from identity theft to sexual harassment to otherwise ordinary "white collar" crimes that happen to involve a computer.