Toxic Chemicals from Peeing in the Pool

Toxic Chemicals from Peeing in the Pool Lets face it. Its not just babies who pee in the pool! Is that guy on the other side of the pool trying to look cool or is he concentrating on a little public urination? You dont know, because there isnt a chemical you can put in the pool as a urine indicator that wouldnt be toxic or respond to a whole host of other fluids. The Water Quality and Health Council conducted a survey that revealed one in five Americans admit to urinating in the pool. So, unless that pool was filled an hour ago, youre swimming in pee. But, urine doesnt just sit there in the water or harmlessly disperse. It reacts with chemical treatments in the water. For the same reason you dont want to rinse out a really nasty kitty litter box with bleach, you might not want to inhale too deeply in a pool full of people. The chemical reactions form two particularly nasty compounds: cyanogen chloride (CNCl) and trichloramine (NCl3). In high concentrations, these are chemical warfare agents. In the minute quantities produced in a pool, you wont die, but youre not doing your lungs any favors, not to mention your nervous and circulatory systems. Chlorine treatments, in particular, react with uric acid from urine to form toxic chemicals. The pool treatments themselves often aggravate respiratory and other health problems, since chlorine is (you guessed it) a toxic chemical agent. Its really not something to worry about, as researchers have found levels of the chemicals are lower than the World Health Organization (WHO) limits for public drinking water. However, if it bothers you, you have a few options. Swim in an outdoor pool rather than an indoor one, so vapors become diluted in the air rather than trapped in an enclosed space. Switch to a different pool disinfection method. Or, you can build your very own private pool and resist the urge to pee in it. Reference:  Volatile Disinfection Byproducts Resulting from Chlorination of Uric Acid: Implications for Swimming Pools,  Lushi Lian, Yue E, Jing Li, and Ernest R. Blatchley , III,  Environ. Sci. Technol.,  2014,  48  (6), pp 3210–3217.

Cmo afecta la ley HB87 de Georgia a los indocumentados

Cmo afecta la ley HB87 de Georgia a los indocumentados La ley de Georgia HB 87, considerada como restrictiva de la inmigracià ³n, impone castigos a los inmigrantes indocumentados que viven dentro de las fronteras de ese estado. Y es que aunque las leyes de la inmigracià ³n son federales y, por lo tanto, son iguales todo Estados Unidos sin importan donde se resida lo cierto es que cada estado puede pasar medidas de apoyo a los migrantes, legales y/o indocumentados o, por el contrario, restrictivas de los derechos de los sin papeles. Ese à ºltimo es el caso de Georgia, pero no es el à ºnico. Destacan en ese sentido las leyes de Arizona, Alabama y Carolina del Sur. Si usted es uno de los 480 mil indocumentados que vive en Georgia o se planea mudarse a vivir a ese estado es conveniente saber los puntos bsicos de la ley HB-87 tal y como se aplica en la actualidad despuà ©s de que varias organizaciones demandaran con à ©xito irregular la suspensià ³n de algunas partes de la ley. Cà ³mo afecta la ley de Georgia HB-87 a los indocumentados En primer lugar, en aplicacià ³n de la ley de Georgia HB-87 las empresas con ms de un cierto nà ºmero de trabajadores deben utilizar el programa federal e-Verify para garantizar que sus los empleados son ciudadanos americanos o estn legalmente autorizados para trabajar en Estados Unidos. Asà ­, todas las agencias estatales y todos los empresarios privados con ms de 500 empleados deben verificar el estatus legal de todos los nuevos trabajadores. Desde el 1 de julio de 2012, est obligacià ³n se ha extendido a todas las empresas con ms de 100 empleados y desde el uno de enero de 2013 se extender a todas que tengan ms de 10 trabajadores. Adems, la utilizacià ³n de documentos falsos como licencias de manejar, tarjetas de la seguridad social o green cards con el objeto de obtener empleo est castigado con multas de hasta $250,000 y con penas de prisià ³n por un mximo de 15 aà ±os. Asimismo, todas las peticiones de ayudas para la vivienda o para la compra de alimentos (food stamps) debern acompaà ±arse por la presentacià ³n de determinada documentacià ³n que pruebe el estatus legal del solicitante. Y quiz lo ms digno de resaltar es que  la policà ­a estatal y local puede verificar el estatus migratorio de las personas a las que para o detiene. Es lo que se conoce como la polà ­tica de muà ©strame los papeles (show me your papers, en inglà ©s). Es de destacar que se autoriza a la policà ­a a pedir los papeles pero no se hace mandatorio que debe hacerlo. Asà ­, por ejemplo, las fuerzas del orden del estado de Georgia podrn pedir papeles para verificar el estatus migratorio de las personas que manejen un auto sin la debida licencia. Disposicià ³n de la ley de inmigracià ³n de Georgia HB-87 que est suspendida   Por decisià ³n de la Corte de Apelaciones de Atlanta sigue en suspenso la seccià ³n de la ley que penaliza a todas las personas que a sabiendas, acogen en sus viviendas o transportan a un inmigrante indocumentado cuando se est cometiendo un delito. Derechos de los migrantes indocumentados Los migrantes indocumentados, a pesar de su estatus, tambià ©n tienen derechos si son arrestados o parados. En estos casos es muy importante que reciban un buen asesoramiento legal si sus caminos cruzan el de las autoridades y, por su puesto, si reciben una citacià ³n para presentarse en una corte de Inmigracià ³n, ya que el no hacerlo tiene consecuencia una orden de deportacià ³n (de la que es posible no saber que se tiene). Adems, en casos de arresto o/y inicio de procedimiento de deportacià ³n conviene consultar con un abogado si es conveniente solicitar una salida voluntaria, ya que puede tener ventajas si no hay forma legal de parar la deportacià ³n. Por à ºltimo, destacar que incluso en Georgia los muchachos con la Accià ³n Diferida aprobada (DACA, por sus siglas en inglà ©s) pueden obtener la licencia de manejar. Y que hay ciertos beneficios sociales mà ­nimos reconocidos por las leyes federales que se tienen que cumplir, como el acceso a Wic para el caso de bebà ©s, infantes y embarazadas o la asistencia en clà ­nicas comunitarias e incluso en ER de hospitales en los casos de peligro para la vida. Este artà ­culo es informativo. No es asistencia legal para ningà ºn caso concreto.

How movies affect the audience Term Paper Example | Topics and Well Written Essays - 1500 words

How movies affect the audience - Term Paper Example For example, most films in Bollywood in India feature more on strong family values. There are only little or no sex and violent scenes. In Nollywood, located in Nigeria, most films have their basis on the reality that most Africans face, such as family struggles, faith conflicts and achieving a balance between modernity and traditional values. In most cases, the films are depicted in a satirical outlook. The South Korean film industry also focuses on what most Asians go through, the historical and personal impacts of life events. In all these film industries, the films have had an impact on viewers. For example, films in Nigeria have raised concerns in most African countries with people worrying that there will be â€Å"Nigerianization† of their cultures given that their films possess a lot of Nigerian culture and dialect. How does the effect of the film impact on the audience? In Hollywood, perhaps the films cannot be said to have the same effect such as making the rest of Europe â€Å"Americanized†, but the effect is still notable. Even when a person is one of the healthiest, watching certain films is likely to have an effect on a person in ways they cannot imagine. The films have cuts, camera angles and scenes that change and these are the film aspects that have an effect on human behavior, views and decision-making process (Plantinga, 2009). Admittedly most people are never conscious about the cuts that film editors make in a film. Camera angles also change so many times in a scene, but people are usually too engulfed in the film to notice such changes. To keep most audiences in America and the rest of the world entertained, filmmakers are well aware that making certain shift cuts in certain scenes have more impact than if the same cuts are made in other scenes of a film. Cutting that occur s in the films might seem very unrealistic, but moving the

The Attack on Black Tom Island (Known as Liberty State Park) June Research Paper

The Attack on Black Tom Island (Known as Liberty State Park) June 30th, 1916 - Research Paper Example Introduction The location of Black Tom Island was at the convergence of Upper New York Harbor and the Hudson River, on the New Jersey side of the bay, immediately offshore of Jersey City. Initially, it was actually little more than a forested mudflat. The name of the island accrues from one resident, who resided in the island referred to as Tom. Studies indicate that this dark-skinned inhabited the island for a long time. Around 1880, a there was erected a causeway to link the island to the Jersey shore and the builders also constructed a railroad on the causeway. Expansion also occurred in the island with landfills and there was construction of warehouses and piers. The Lehigh Valley Railroad Company owned and controlled the railway while the National Dock and Storage Company managed the warehouses. The use of these facilities was for shipping all-purpose consignment (Bryant, 2009). Black Tom was approximately 1,200 feet. It encompassed approximately 20 acres, magnitude of roughly 8 00 feet north and south and 1,200 feet east and west. German saboteurs destroyed the Black Tom warehouse before the United States went into World War I (Groundspeak, Inc, 2011). The attack of Black Tom Island and the resulting explosion of July 30, 1916 in New Jersey was an operation of sabotage on American armory supplies by German agents. The German agents did this as a way of preventing their Allies from using such powerful ammunitions in the First World War. The extension that occurred in the Island by use of landfill added up the boundaries of the Island to the limits of Jersey City. The ammunitions majorly stored in the Island came from the northeast (Unsolvedmysteries.com, 2011). The attack was successful since general rules favored the attackers in a great way although technically, America was a neutral nation during the explosion. Many people thought that the major aim of the attack was for the persuasion of the America to join the Allies and arbitrate in the war in Europe (Waronyou.com, 2011). The attack on Black Tom Island Before a 1915 obstruction of the Central Powers by the British Royal Navy, American companies were open to trade their materials to any buyer, but during the time of the attack, Germans were the solitary likely customers. Investigations indicated that during the night of the explosion, there were two million pounds of ammunition stored at the warehouse in cargo vehicles. This included one hundred thousand pounds of TNT on the Johnson Barge No.17, all pending for final delivery to France and Britain (Unsolvedmysteries.com, 2011). Investigations on the explosion also indicate that there was prior planning before the attack. In 1914, immediately after the beginning of war in Europe, the German administration posted a new ambassador in Washington. Count Johann Von Bernstorff came with a group staff not of envoys, but of trained German intelligence operators. In addition, the staff had an abnormally high budget of 150 million dollars. Although the staff carried out normal consular duties, they also guided a system of other agents in the Unites States. They selected targets for damage, and used their funds to purchase materials and bribe officials. In addition, German agents, for instance master spy Franz von Rintelen, endeavored to augment the injuries imposed by their attacks. Von Rintelen invented a volatile charge called a pencil bomb devised to explode when a ship was already out to sea

Parenting in Diverse Cultures Essay Example for Free

Parenting in Diverse Cultures Essay Culture may influence child activities and behaviors through the organization of the physical and social settings of every day life. Social as well as cultural norms, values, and conventions can direct and control the childs behavior through the progression of social evaluation. Throughout childhood and preadolescence, due to childrens particular need for peer assimilation and closeness, peer evaluation and social recognition in the peer group can play a critical role in the mediation of cultural influences on individual functioning. Moreover, in the development of socialization, culturally shaped parental belief systems and parenting practices can mediate and restrained childrens acquisition of cultural messages. Finally, formal training in educational institutions such as the school constitutes another significant channel for the transmission of human knowledge and cultural values from adults to children in modern societies. Culturally diverse children can have an expectation concerning confidentiality as do American-born children. Also, this concept in fact runs counter to therapeutic attempts to enlist the parents as partners in their childrens treatment. Discretion with culturally diverse adolescents can be particularly challenging. Often, culturally diverse families experience conflict while children reach adolescence and instigate to identify mainly with the values of their American peer culture. On the contrary to the elongated American adolescence phase devoted to ongoing education and the development of peer relationships, culturally diverse parents can have experienced their own abbreviated adolescence cut short by the need to find employment, by early marriage, and/or by parenting. They do not recognize the push for independence among American adolescents. Culturally diverse adolescents can want to pursue the activities of American youth despite knowing their parents would condemn. Researchers are interested in parental ideologies concerning childrearing as they may provide useful information concerning the explanation of different parenting behaviors across cultures. Moreover, it is a practical assumption that parental cognitions, ideas, and beliefs serve a mediating function in development of cultural influences on parental attitudes and behaviors toward the child (Goodnow, 1995). Indeed, it has been found that parents in diverse cultures have different expectations and goals regarding parenting and that socialization goal are linked with parental judgment and valuation of normal and abnormal child behaviors (Hess, Kashiwagi, Azuma, Price, Dixon, 1980). In traditional Chinese cultures, for instance, â€Å"filial piety† is a Confucian doctrine dictating that children vow obedience and reverence to parents. Chinese parents, in turn, are accountable for â€Å"governing† (i. e. , teaching, disciplining) their children, and are held responsible for their childrens failures. While individualistic values are underlined in Western cultures, with children being mingled to be independent and self-assertive (Hess et al. , 1980), Chinese children are socialized to be moderate, well-mannered, reciprocally dependent, and concerned with the collective. Cross-cultural differences in parenting ideology can be illustrated also in different values concerning child independence in collectivistic and individualistic cultures. A sense of autonomy is measured crucial to adaptive development in many Western cultures (Maccoby Martin, 1983), but might not bear such implication to the adaptive development of children raised in other cultures. Indeed, there is little emphasis on socializing children to be independent in Japanese culture (Rothbaum, Pott, Azuma, Miyake, Weisz, 2000). While American mothers are more likely than Japanese mothers to persuade their children personal autonomy and forcefulness such as defending ones rights, Japanese mothers are more likely to socialize their children to be polite and deferential to authority figures (Hess et al. , 1980). Weisz, Rothbaum, and Blackburn (1984) argued that diverse emphases on self-sufficiency might account for such cross-cultural differences as Japanese children showing more self-control and sympathy to others and American children being more self-expressive. Parental belief systems consist of a wide range of thoughts, perceptions, values, and expectations regarding normative developmental processes, socialization goals, and parenting strategies (Goodnow, 1995). Cultural disparities in parental beliefs and values are a major source of involvement to cross-cultural differences in parental attitudes, actions, and behaviors in parenting. Nevertheless, it must be noted that the links between parental beliefs and behaviors characteristically range from weak to modest in the Western literature (Sigel, McGillicuddy-DeLisi, Goodnow, 1992). It is largely indefinite how belief systems might be linked with parenting practices at the cross-cultural level, as these two constructs have not been obviously differentiated in several cross-cultural studies. Parents of diverse culture have the same hopes as well as dreams for their children and families that the general population does. Most desire their children to get a good education and become prolific members of society. In the more traditional families, these desires comprise learning about tribal values, beliefs, and customs. These families want successful children in a manner reliable with cooperative, noncompetitive tribal, community, and family values as well as aspirations (Burgess, 1980). Parents in diverse culture often take an dynamic role in socializing their children concerning the consequences of their ethnicity in the larger society (Harrison et al. , 1990). Oppression provides the framework of teaching about the assaults of typical culture. Parents teach their children to watch for subtle clues about whether they are welcome in a given situation (Cross, 1995). As children mature, they are more well-informed about differences in race, and they come to recognize themselves with a particular tribe; though, they appear to prefer toys, activities, and friendships from the prevailing culture. Parents (Dawson, 1988) emphasize the significance of self-esteem in their children: â€Å"If my children are proud, if my children have an individuality, if my children know who they are and if they are proud to be who they are, theyll be able to meet anything in life† (p. 48). Positive self-esteem provides self-assurance, energy, and optimism to master lifes tasks. This positive sense of self and confidence is significant for parents as well as children. Parents who feel capable in their parenting are more able to involve themselves in their childrens lives outside the home. Parental involvement is significant to the future educational development of their children (Dawson, 1988). In diverse culture families believe that their children should have the opportunity to grow into adulthood with the considerate that they are worthwhile individuals who are equal to all other Americans. American children should believe that they are respected for their culture, as they value the worth of others. They should believe that they are valued in American society and that they can attain in any way they choose according to their individual talents (Noley, 1992). In diverse culture, children view themselves more pessimistically than do their dominant culture counterparts, let say self-concept of Native American children is negatively linked with chronological age and years of schooling. Soares and Soares (1969) found that in spite of living in poverty, disadvantaged children in elementary school did not essentially suffer from lower self-esteem and a lower sense of self-worth. These findings suggest that just being poor is not the leading factor in the low self-esteem of Native American students. Though, researchers have long been interested in family influences on child social and cognitive functioning. The general consent is that family, as a main socialization agent, plays a significant role in the development of individuals adaptive and maladaptive functioning. This belief has been sustained by the results of numerous empirical studies concerning the associations amongst parenting practices, family organization and family socio-ecological conditions, and child adaptive and maladaptive functioning in diverse settings, although different opinions still exist (Harris, 1995). Among family variables, parenting beliefs and practices compose a central theme in the cross-cultural study of upbringing. Several explanations for cross-cultural variations in parenting have been suggested. First, an anthropological viewpoint proposes that differential vulnerability to threats to the survival of children accounts for the changeability in parenting practices (LeVine, 1974). on the other hand, it has been suggested that parental needs to engender the values and attitudes essential for becoming a competent adult, able to achieve expected roles in his or her respective culture, may be related to diverse parenting practices across cultures (Hoffman, 1987). It has also been argued that cross-cultural differences in parenting attitudes and behaviors can reflect variability in beliefs pertaining to childrens distinctiveness and to the world in general (Super Harkness, 1986). Reference: Burgess, B. J. (1980). Parenting in the Native-American community. In M. D. Fantini R. Cardenas, Parenting in a multicultural society (pp. 63–73). New York: Longman. Cross, T. L. (1995). The worldview of American Indian families. In H. I. McCubbin, E. A Thompson, A. I. Thompson, J. E. Fromer (Eds. ), Ethnic minority families: Native and immigrant American families (Vol. 1, pp. 143–58). Boston: Sage Dawson, J. (1988). â€Å"If my children are proud†: Native education and the problem of selfesteem. Canadian Journal of Native Education, 15 (1), 43–50. Goodnow, J. J. (1995). Parents knowledge and expectations. In M. H. Bornstein (Ed. ), Handbook of parenting, Vol. 3, Status and social conditions of parenting (pp. 305-332). Mahwah, NJ: Erlbaum. Harrison, A. O. , Wilson, M. N. , Pine, C. J. , Chan, S. Q. , Buriel, R. (1990). Family ecologies of ethnic minority children. Child Development, 61, 347–62. Hess, R. D. , Azuma, H. , Kashiwagi, K. , Holloway, S. D. , Wenegrat, A. (1987). Cultural variations in socialization for school achievement: Contrasts between Japan and the United States. Journal of Applied Developmental Psychology,8, 421-440. Hess, R. D. , Kashiwagi, K. , Azuma, H. , Price, G. G. , Dixon, W. P. (1980). Maternal expectations for mastery of developmental tasks in Japan and the United States. International Journal of Psychology,15, 259-271. Hoffman, L. W. (1987). The value of children to parents and parenting patterns. Social Behavior,2, 123-141. LeVine, R. A. (1974). Parental goals: A cross-cultural view. Teachers College Record,76 (2), 226-239. Luftig, R. L. (1983). Effects of schooling on the self-concept of Native American students. The School Counselor, 30 (4), 251–60. Maccoby, E. E. , Martin, C. N. (1983). Socialization in the context of family: Parentchild interaction. In E. M. Hetherington (Ed. ), Handbook of child psychology, Vol. 4, Socialization, personality, and social development (pp. 1-102). New York: Wiley. Noley, G. (1992). Educational reform and American Indian cultures. Tempe, AZ: Division of Educational Leadership and Policy Studies, Arizona State University. (ERIC Document Reproduction Service No. ED 362 341) Rothbaum, F. , Pott, M. , Azuma, H. , Miyake, K. , Weisz, J. (2000). The development of close relationships in Japan and the United States: Paths of symbiotic harmony and generative tension. Child Development,71, 1121-1142. Sigel, I. E. , McGillicuddy-DeLisi, A. V. , Goodnow, J. J. (1992). Parental belief systems: The psychological consequences for children. Hillsdale, NJ: Erlbaum. Soares, A. T. , Soares, L. M. (1969). Self-perceptions of culturally disadvantaged children. American Educational Research Journal, 6 (1), 31–45. Super, C. M. , Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development,9, 545-569. Weisz, J. R. , Chaiyasit, W. , Weiss, B. , Eastman, K. L. , Jackson, E. W. (1995). A multimethod study of problem behavior among Thai and American children in school: Teacher reports versus direct observations. Child Development,66, 402-415. Weisz, J. R. , Rothbaum, F. , Blackburn, T. C. (1984). Standing out and standing in. American Psychologist,39, 955-969. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , Walter, B. R. (1987). Over- and undercontrolled referral problems among Thai and American children and adolescents: The wat and wai of cultural differences. Journal of Consulting and Clinical Psychology,55, 719-726. Weisz, J. R. , Suwanlert, S. , Chaiyasit, W. , Weiss, B. , Walter, B. R. , Anderson, W. W. (1988). Thai and American perspectives on over- and undercontrolled child behavior problems: Exploring the threshold model among parents, teachers, and psychologists. Journal of Consulting and Clinical Psychology,56, 601-609.

Compare and contrast - Huckleberry Finn (Huck) and Tom Sawyer Essay

Compare and contrast - Huckleberry Finn (Huck) and Tom Sawyer. Huckleberry Finn (Huck) and Tom Sawyer are two of the characters created by Mark Twain for two of his timeless books. They are as different as night and day but in some cases as similar as an alligator and a crocodile. Tom is a born leader and Huck is a follower. Tom is unaccustomed to the fierceness of life on the streets and Huck is very familiar with it. However, both Tom and Huck enjoy playing tricks on people and causing trouble in the town where they live. Another way that they are similar is that they both confuse information. For example, Huck tells Jim that Henry VIII married a new wife everyday after cutting off the head of the previous one. Huck also says that each of the wives would tell the king a story and he collected the stories until he had 1001. There is factual information in both of those statements. Henry VIII did cut off some of his wives heads, but only so he could marry another woman in hopes that she would bear him a son to rule in his place. The part about collecting stories comes from the legend of how 10001 Arabian Nights was composed, which states that a wife of an Arab king told him various stories for 1001 nights. Tom on the other hand confuses information from books. For example, he convinces his friends to help him raid a caravan that was transporting jewels through the woods and after it turns out that they were raiding a Sunday school picnic, Tom tells Huck that genies transformed the treasure and its guards into children. This explanation is the merging of the windmill scene in Don Quixote and Aladdin from 1001 Arabian Nights. The fact that Tom can turn a Sunday school picnic into a caravan of Arabs prov... ... signs being able to make up his own mind about things. That being evident from his blending of the reality he reads about in books and the real world. Huck furthers his inclination to determine whether or not he believes someone by spotting almost instantly that the two men he and Jim pick up are not even remotely related to any form of royalty as they claim to be. Huck ability to reason seems almost ingrained in him. It appears that way because he has had very little schooling and it is doubtful that the schooling he has had covers practicality. That is most likely why Huck is found to be a very complex character, where as Tom is almost transparent. Both are magnificent creations of Mark Twain's imagination. Their friendship just goes to prove that opposites do attract one another. And their adventures are what cause them to be read about to this day.

Student Politics

Students are the backbone of the society and if they are not brought up properly, the future of the society will be darkened. Students have nothing to do with the politics of the country and they have to devote their full attention to their physical, mental, intellectual and spiritual growth. Their studies and the method of education in that age went ahead in helping them to grow properly as an asset to the society. The students have full say in their own affairs and the best way of teaching was by discussion. That discussion involved their personal politics and the politics of students' life.Modern critics who are of opinion that students should be kept away from politics forget that our society within organic concepts can only advance. The students are also a part of our society that is our body. Any organ of the body which is undeveloped makes the body cripple and infirm. Thus we can assume that for the betterment of the society, of the welfare of the student community, for the pr osperity of the nation and for every lasting peace in the universe, the students should be allowed to have their say in all matters, which concern them. But There is also the dark side of it.It has been seen that the students who actively participate in politics often do not pay attention on their studies. The indiscipline and unrest among the students prove that the modern politics has totally failed to tackle their problems. Needless to say that students' prime duty is to devote much of their time to studies. If this period is wasted by any reason, they will have to face life long problems. They become burden on their families because they do not get any suitable job. Even they fail to grasp basic concept of politics. They have no Understanding of national and international issues because they are not mature enough.Thus neither they become good students nor good politicians. They become the mixture of the two which brings total failure to their life. It has also been seen quite af ter that the students play into the hands of clever politicians. They become tools in their hands. They are in favour of student's participation in politics. They try to use the young blood for the welfare of their own party purposes. This endangers the students' life. As far as the former is concerned, the politicians should understand that to meet their selfish ends, they should not misuse the young blood.They should remember that the coming generation would never pardon them. The first and foremost task of a student to attain excellence in their studies any division during students' life would make than a miserable figure in the society. If he is not well versed in his studies, he would not be able to become a good politician. Therefore the students' participation in politics should be limited only to the academic interest and acquisition of knowledge of working of various political systems. The student life must be distinct in order to achieve the best. It must not be mingled wi th politics.