Child molester and a killer Essay Example for Free

Child molester and a killer Essay As we talk about behavior, we can discuss about how certain behavior runs to becoming evil in such a way that nowadays and even before time, where war has occurred, this behavior exist. McCarthy wrote a book entitled â€Å"Blood Meridian† where he puts all the unprovoked violence by the monstrous Judge, Holden, who is a compulsive child molester and a killer as well. This is an epic novel during the expansion of West America sabotage Western novel and the mythology of the Wild West with full violence and wickedness. In this book, it shows the styles of evil acts and wants us to witness evil for us to fully affirm its mysterious reality. As we studied about the origins of behavior, we can also say that man has a natural evil instinct which can be manifested by certain evil actions. McCarthy expresses human behavior in the same way he talks about the animals in his stories. He used such magnificent language which was cited by the critics, and it merely represents the uncompromised crucial period of American history and McCarthy exclaim in his Blood Meridian, that goes ahead of Gothicism and naturalism, to conjure up a bloodletting feast in the American Southwest. Elie Wiesel comes into picture, who in real life; experience a deep shocking experiences and emotions during the Holocaust in the hands of the Nazis. At these times, he and many other prisoners experience mental and physical torture and they have been stripped of their humanity. According to Elie, prisoners become wild beasts of prey, with animal hatred in their eyes; a strange energy had held them, and their teeth and nails had been sharpened. This elevates humanity from immorality at its separation point. She wrote a book entitle â€Å"Night† which reveals that cruelty raise cruelty. Both McCarthy and Elie have written about the negative side of human behavior and depict the scenario during those times. She said prisoners turn against each other rather than giving comfort to each one of them. Captured from the book itself, when a Kapo is speaking to Eliezer, he saidâ€Å"Here, every man has to fight for himself and not think of anyone else. . . . Here, there are no fathers, no brothers, no friends. Everyone lives and dies for himself alone† which illustrates the wickedness of some human beings. In contrast with Elie and Cormac McCarthy, in woman in the person of Hannah Arendt tries not to compare human behavior to animals. Hannah had written â€Å"Eichmann in Jerusalem† wherein she made an authoritative report about the trial of Adolf Eichmann, a Nazi leader. She takes account of supplementary factual material that gives enlightenment after the trial. She soberly state in her book that Eichman was not actually a Nazi at heart, and he was in fact a meek man because he was not really aware of Hitler’s euthanasia program and he is also helpful to the Jews in Palestinian immigration. Hannah Arendt’s shows that she is not only a thinker but also a moral human being because of putting herself in the place of the judge and jury in the courtroom of Jerusalem to major perpetrators of the murder of European Jewry. Hannah Arendt analyze Eichman’s personality instead of looking at him does not try to psychologically analyze it. It was in the end come out that Eichman is just an ordinary man who has been driven by the call of his career, and it turns out that he doesn’t really have personal hatred with the Jews. As we try to analyze the three authors point, we can generalize that evil behavior of man only comes out when time calls for it and is the result of frustration for human desires, denial human faculty, failure to realize human potential as well lack of education. It is indeed true that mans animal nature or human nature is not basically evil. It just happened when there is an incomplete development, deficient cognition and dichotomous perception of reality that would ultimately direct to misinterpretation and disagreement, obliteration, and wars by the people who the power and has no understanding which we have greatly seen it in this study.

Mentor Graphics :: essays papers

Mentor Graphics Objective To complete all aspects of the exercise regarding D type flip-flop, TTL and CMOS and to familiarize us with the HDL software which is Mentor Graphics. This software is capable of constructing and simulating a particular design. As for this assignment 1, we are given 4 weeks to complete the assignment. It is compulsory to attend every lab sessions as there is no alternative software to use. Only a certain limit of time is given for the use of the software and therefore designing of circuit is required to be completed before attending the lab. To give students a first-hand understanding of the EDA lab and most importantly Mentor Graphics, a powerful tool in HDL technology. This assignment allows the students to understand or rather familiarize themselves with the design flow of the EDA software and to fully explore what the software is capable and powerful to do. Lastly, to prepare the students for the next assignments which uses the similar software. Introduction – D(elay) Flip-Flop (What You Have to Know First!) The D flip-flop is useful when a single data bit (1 or 0) is to be stored. An additional inverter to the S-R flip-flop at the R input creates a D flip-flop. The D flip-flop shown below is a modification of the clocked SR flip-flop. The D input goes directly into the S input and the complement of the D input goes to the R input. If there is a HIGH on the D input when a clock pulse is applied, the flip-flop SETs and stores a 1. If there is a LOW on the D input when a clock pulse is applied, the flip-flop RESETs and stores a 0. The truth table below summarizes the operations of the positive edge-triggered D flip-flop. As before, the negative edge-triggered flip-flop works the same except that the falling edge of the clock pulse is the triggering edge. (a) Logic diagram with NAND gates (b) Graphical symbol InputsD CP(CLK) OutputsQ Q’ Comments 1 1 0 SET (stores 1) Mentor Graphics :: essays papers Mentor Graphics Objective To complete all aspects of the exercise regarding D type flip-flop, TTL and CMOS and to familiarize us with the HDL software which is Mentor Graphics. This software is capable of constructing and simulating a particular design. As for this assignment 1, we are given 4 weeks to complete the assignment. It is compulsory to attend every lab sessions as there is no alternative software to use. Only a certain limit of time is given for the use of the software and therefore designing of circuit is required to be completed before attending the lab. To give students a first-hand understanding of the EDA lab and most importantly Mentor Graphics, a powerful tool in HDL technology. This assignment allows the students to understand or rather familiarize themselves with the design flow of the EDA software and to fully explore what the software is capable and powerful to do. Lastly, to prepare the students for the next assignments which uses the similar software. Introduction – D(elay) Flip-Flop (What You Have to Know First!) The D flip-flop is useful when a single data bit (1 or 0) is to be stored. An additional inverter to the S-R flip-flop at the R input creates a D flip-flop. The D flip-flop shown below is a modification of the clocked SR flip-flop. The D input goes directly into the S input and the complement of the D input goes to the R input. If there is a HIGH on the D input when a clock pulse is applied, the flip-flop SETs and stores a 1. If there is a LOW on the D input when a clock pulse is applied, the flip-flop RESETs and stores a 0. The truth table below summarizes the operations of the positive edge-triggered D flip-flop. As before, the negative edge-triggered flip-flop works the same except that the falling edge of the clock pulse is the triggering edge. (a) Logic diagram with NAND gates (b) Graphical symbol InputsD CP(CLK) OutputsQ Q’ Comments 1 1 0 SET (stores 1)

How to Write a Ccot Essay

WHAT IS THE CCOT ESSAY -the CCOT deals specifically with analysis of continuities and changes over time covering at least one of the perisds in the coarse outline -for examples it might address technology ,trade, culture, migrations, or environment -the CCOT questions requires analysis of process and explanation of the cause with specific examples THE PURPOSE -the evaluate your availing to analyze historical changes and continuities that. Have shaped events social political economical developments in history and ability to gauge your analysis of global processesWHAT YOU NEED TO DO -CHANGE -recognize it as it occurs in history -identify and understand the causes of change -CONTINUITY -recognize factors which remain the same throughout and entire period -identify and understand factors which allow this to continue THE CHANGE -must discuss (use concrete details) and analyze changes that occurred relevant to the question -if the questions discusses specific terms such as social and polit ical ,you need to focus on political and social changes -if the questions is more vague, you need to think of aspects to base your analysis on.THE CONTINUITY -the questions also ask you to adress continuities general these are patterns or cultural tendencies that remain stagnant for years and years – for example think of the role of women,reliegons,philosophies,or conflict between social classes -it very important to remember that you need to have concrete details to back up your continuity STARTING AND ENDING POINTS -I order to get complete credit for the CCOT you need to address the starting point -I order to analyze changes you must discuss what it was like before -however pay attention to time period given the question you essay may require -starting point transistor and ending condition or -starting point and ending condition -meaning the outline/pure write is essential GOOD AND BAD CHANGES -you must identify the change and make it clear why that change occurred -bad Pri or to 1948 the Jewish people had no homeland on 1948 Isreal was established – Good -in the early 20th century , few people saw a need for establishing of an independent Jewish state.However, once the world realized the massive gene code of Jews that took place during World War Two , support for the establishment of Isreal began to grow FUNDAMENTALS OF THE CCOT -thesis should define areas of change and areas of continuity -establishment time period boundaries and address entire period -this can be done in 2 sentences -address both continuity and change – everyone forget s to do continuity -analyze the cause of changes – use the word because a lot -discuss global context Connect to world processes and change HELPFUL HINTS draw a timeline to help connect the era and events you will talk about -identify what the situation was at the beginning of the ra also known as a baseline – cite a fact about this -identify the situation was at the end of The era -cite a fact about this -try to explain the process of change -why did this happen? COMMON TRIGGERS FOR CHAMGE -consider that change happens enevenly in places and overtime -often speeding up to the change -are their steps to the change -intermediate points between the beginning and end period are importantHISTORICAL CONTEXTS -remember that changes and continuities in a particular region do not happen on a vacuum -use varying scope -global trend vs regional vs local -don't be afraid to note exceptions to a trend HOW TO ANSWER THW CCOT ESSAY APPROACH #1-DIRECT -basis body paragraph around the changes and continuities you identify 1 topic sentence 2 baseline 3 causes of change or context 4 evidence – early middle late 5 summary of change – status attend of period & significance HOW TO ANSWER THE CCOT ESSAY APPROACH # 2-NARRATIVE describe the foo of history from begging to end with embedded changes continuities -bases body paragraph around sub periods -topic sentience -context -c haracteristics deve to and processes that change/stay the same -causes of changes seen in period and significance How did geography effect the development mod early civilizations -location -climate -physical landscape -how do they irrigate crops? -what Crops do they grow – how do they trade, over land,river,seas? -how do they interact with the environment? -many more questions your can ask†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..

Freedom of the Press and Student Newspapers

Generally, American journalists enjoy the freest press laws in the world, as guaranteed by the First Amendment of the U.S. Constitution. But attempts to censor student newspapers—usually high school publications—by officials who dont like controversial content are all-too-common. Thats why its important for student newspaper editors at both high schools and colleges to understand press law as it applies to them. Can High School Papers Be Censored? Unfortunately, the answer sometimes seems to be yes. Under the 1988 Supreme Court decision Hazelwood School District v. Kuhlmeier, school-sponsored publications can be censored if issues arise that are reasonably related to legitimate pedagogical concerns. So if a school can present a reasonable educational justification for its censorship, that censorship may be allowed. What Does School-Sponsored Mean? Is the publication supervised by a faculty member? Is the publication designed to impart particular knowledge or skills to student participants or audiences? Does the publication use the schools name or resources? If the answer to any of these questions is yes, then the publication can be considered school-sponsored and can potentially be censored. But according to the Student Press Law Center, the Hazelwood ruling doesnt apply to publications that have been opened as public forums for student expression. What qualifies for this designation? When school officials have given student editors the authority to make their own content decisions. A school can do that either through an official policy or by simply allowing a publication to operate with editorial independence. Some states — Arkansas, California, Colorado, Iowa, Kansas, Oregon and Massachusetts — have passed laws beefing up press freedoms for student papers. Other states are considering similar laws. Can College Papers Be Censored? Generally, no. Student publications at public colleges and universities have the same First Amendment rights as professional newspapers. The courts have generally held that the Hazelwood decision applies only to high school papers. Even if student publications receive funding or some other form of support from the college or university where they are based, they still have First Amendment rights, as do underground and independent student papers. But even at public four-year institutions, some officials have tried to smother press freedom. For example, the Student Press Law Center reported that three editors of The Columns, the student paper at Fairmont State University, resigned in 2015 in protest after administrators tried to turn the publication into a PR mouthpiece for the school. This occurred after the paper did stories on the discovery of toxic mold in student housing. What About Student Publications at Private Colleges? The First Amendment only bars government officials from suppressing speech, so it cant prevent censorship by private school officials. As a result, student publications at private high schools and even colleges are more vulnerable to censorship. Other Kinds of Pressure Blatant censorship isnt the only way student papers can be pressured to change their content. In recent years many faculty advisers to student newspapers, at both the high school and college level, have been reassigned or even fired for refusing to go along with administrators who want to engage in censorship. For instance, Michael Kelly, faculty adviser to The Columns, was dismissed from his post after the paper published the toxic mold stories.