Importance of Maintaining Accurate Financial Statements Research Paper

Importance of Maintaining Accurate Financial Statements - Research Paper Example The paper will explore why accurate financial statements are important for outside business interests Customers Customers are external parties that deal with the company by purchasing its products and services and are therefore interested in the financial statement of a company that needs to be accurate. Customers would be interested in the accurate financial statement for them to be able to know how the company spends its funds and manages its debts. Accurate statement of financial position and statement of comprehensive income will show the customers how the company is performing in terms of the profits the company makes relative to the debts it incurs, or the amount the company spends on its marketing strategies in comparison with operations (Horngren, Harrison & Oliver, 2012). A customer would be interested in the financial statement for them to be able to gage whether the company is profitable and would continue as a going concern. If the financial statement reflects that the co mpany may go under receivership, the customer may get a good picture and strategies on where they will get their products in case the business collapses a\s reflected in the financial statement. ... Customers require that the companies they deal with handle themselves responsively toward the environment and giving back to the society through corporate social responsibility. Therefore, accurate financial statement should contain corporate social responsibility that customers have become increasingly looking for in the company. This is because through financial statement customers would be able to know whether their preferred companies measure the overheads, returns, and their impacts on corporate responsibility initiative (Williams & Williams, 2006). Customer is always interested in knowing the plans of the management. This can be known only through an accurate financial statement that contains the section of executive manager’s discussions and analysis of what had happen in the past and the future prospects. The management analysis is also considered as one way by which customers who does not understand other parts of the financial statement can gain some important inform ation pertaining to company’s plans. Shareholders The shareholders of a company would also be interested in an accurate financial statement so that they can be able to determine whether their investments are being utilized effectively. This would be reflected in the Statement of financial position. Through financial statement, shareholders would be able to know whether the company is profitable and is likely to pay dividends in the near future or not (Horngren, Harrison & Oliver, 2012). Creditors Creditors just like the customers use financial statements in a number of ways. They use the statement of financial position to know the company’s

Homelessness Essay Example | Topics and Well Written Essays - 500 words - 1

Homelessness - Essay Example His name is John Doe and I have seen him before near Wal-Mart about five blocks away. I have read somewhere that the homeless tend to shy away from public contact. So I was a bit hesitant to approach John. I was, hence, quite surprised and thankful that he was accommodating to my pleasantries. And so, after introducing myself and declaring my intentions, I immediately asked him about his attitudes about other people, if it’s true that they avoid contact or that if he asked for help. He replied that it was obvious: â€Å"You see us, yes? I am not exactly proud of my condition. Even if I am like this, I am ashamed to ask for help. Being homeless is bad enough but being refused help is worse. Dignity is all I have left.† He added that the other homeless he knows have experienced being driven out by relatives and friends while there are those who have simply lost contact with them or that some have simply died. â€Å"Just gone, and we’re alone. That’s the fact.† We chatted further and I found that he has a daughter living in San Diego. He was not keen on talking about her and from the most I could understand from bits of information he was willing to share was that she doesn’t know about his plight and he does not want to trouble her with the new family she’s starting. There was this faraway look in his eyes that perhaps again saw the past regrets. So I asked about more mundane things such as how they eat, sleep and socialize with other homeless people. He told me it depends. Since he is constantly on the move, there is no opportunity for friendship or socialization. â€Å"It is sad that most of the time the only relationship I have with them is driven by competition.† He was referring about food. Also, it appears that there is no social hierarchy among the homeless and that the closest to this would be the kind of territoriality that comes in foraging food and in asking for alms. The

The Byzantine Empire Essay Example for Free

The Byzantine Empire Essay When the western Roman Empire descended into chaos in 500 C.E. much of the Roman culture on the west side was lost, while the Eastern empire survived and preserved much of the surviving Roman Culture, but changed it’s name to the â€Å"Byzantine Empire,† showing individuality in many aspects between Rome and Byzantine. The Byzantine Empire was the surviving reminisces of the Roman Empire, which flourished into the oldest and longest lasting empire in our history. It began with the emperor Constantine who based much of the Byzantine Empire social structure of Rome. For example, the romans had two distinct classes, the Patricians and the Plebeians, the poor and the elite. The Byzantines had the poors and the Vassals. Although there was a severe gap between the social classes, the Byzantines had something called a Pepacy or the office of the people. â€Å"The laws of every people governed by statutes and customs are partly peculiar to itself, partly common to all mankind†¦..† This shows that although it continued on the Greek style of democracy, it incorporated its own laws and writings in it (Document 1 and Document 4) When the Western Roman Empire crumbled down, many people don’t know the extent of the damage the Western Empire endured. â€Å"And having a mind set upon evil, they took in hand unlawful deeds, thinking to suppress altogether the depicting of the venerable images.† This displays the chaos and anarchy roaming in Western Rome. And when the Byzantine Empire came about, it was the nail in the coffin, marking the decline of the Roman Empire (Document 3) Originally Roman religion worshipped the emperor as a god, a single deity, however that all changed when Constantine came into power. He quickly established the Byzantine capital as Constantinople, and made Christianity as the national religion. This marked the start of Christian ascendancy, which quickly globalized Western Europe. â€Å"We should be the slaves, not the sons of such as Church, and the Roman See would not be the pious mother of sons but a hard and imperious mistress of slaves.† The following quote depicts many citizens against and the Christian way of life, which eventually switched over to Islam and Constantinople was renamed to modern day â€Å"Istanbul.† (Document 2 and Document 5) If given a bonus document it would explain how people lived day in and day out living in the Byzantine Empire. Because it will explain how much of their daily lives are parallel to that of the ancient Romans.

The Irrationality Of The Mathematical Constant E Mathematics Essay

The Irrationality Of The Mathematical Constant E Mathematics Essay This dissertation gives an account of the irrationality of the mathematical constant. Starting with a look into the history of irrational numbers of which is a part of, dating back to the Ancient Greeks and through to the theory behind exactly why is irrational. 1. Introduction: In this paper, I aim to look at some of the history and theory behind irrational numbers ( in particular). It will take you through from learning the origins of irrational numbers, to proving the irrationality of itself. The mathematical constant is a very important and remarkable number; it is sometimes referred to as Eulers number. It has many vital applications in calculus, exponential growth/decay and also compound interest. One of the most fascinating things however is taking the derivative of the exponential function; defined. The derivative of is simply, i.e. it is its own rate of change. An irrational number can be defined as any number that cannot be written as a fraction; that means to say any number that cannot be written in the form. 1.1 History of Irrational Numbers: The first proof of the existence of irrational numbers came a few centuries BC, during the time when a prevalent group of mathematicians/philosophers/cultists called Pythagoreans (after their leader and teacher Pythagoras) believed in the purity of expressions granted by numbers. They believed that anything geometric in the Universe could be expressed as whole numbers and their ratios. It is believed a Pythagorean by the name Hippasus of Metapontum discovered irrational numbers while investigating square roots of prime numbers; he found that he could not represent the square root of 2 as a fraction. Bringing his findings to his mentors (Pythagoras) attention brought the death sentence upon himself. As story has it, Pythagoras (who believed in the absoluteness of numbers) had him drowned to death. According to Plato (a prominent Greek philosopher and mathematician; 428/427 BC 348/347 BC), the irrationality of the surds of whole numbers up to 17 was proved by Theodorus of Cyrene. It is understood that Theodorus stopped at the square root of 17 due to the algebra being used failing. It wasnt until Eudoxus (a student of Plato) that a strong mathematical foundation of irrational numbers was produced. His theory on proportion, taking into account irrational and rational ratio featured in Euclids Elements Book V. The sixteenth to nineteenth century saw negative, integral and decimal fractions with the modern notation being used by most mathematicians. The nineteenth century was particularly important in the history of irrational numbers as they had largely been ignored since the time of Euclid. The resurgence in the scientific study of irrationals was brought upon by the need to complete the theory of complex numbers. An important advancement in the logical foundation of calculus was the construction of the real numbers using set theory. The construction of the real numbers represented the joint efforts of many mathematicians; amongst them were Dedekind, Cantor and Weierstrass. Irrational numbers were finally defined in 1872 by H.C.R. Mà ©ray, his definition being basically the same as Cantor suggested in the same year (which made use of convergent sequences of real numbers). Leonhard Euler paid particular attention to continued fractions and in 1737 was able to use them to be the first to prove the irrationality of and. It took another 23 years for the irrationality of to be proved, of which was accredited to Eulers colleague Lambert. The nineteenth century brought about a change in the way mathematicians viewed irrational numbers. In 1844 Joseph Liouville established the existence of transcendental numbers, though it was 7 years later when he gave the first decimal example such as his Liouville constant.Charles Hermite in 1973 was the first person to prove that was a transcendental number. Using Hemites conclusions Ferdinand von Lindemann was able to show the same for in 1882. 1.2 History of the Mathematical Constant: The number first arrived into mathematics in 1618, where a table in an appendix to work published by John Napier and his work on logarithms were found to contain natural logarithms of various numbers. The table did not contain the constant itself only a list of natural logarithms calculated from the constant. Though the table had no name of an author, it is highly assumed to have been the work of an English mathematician, William Oughtred. Surprisingly the discovery of the constant itself came not from studying logarithms but from the study of compound interest. In 1683 Jacob Bernoulli examined continuous compound interest by trying to find the limit of as tends to infinity. Bernoulli managed to show that the limit of the equation had to lie between 2 and 3, and hence could be considered to be the first approximation of. 1690 saw the constant first being used in a correspondence from Gottfried Leibniz to Christiaan Huygens; it was represented at the time by the letter. The notation of using the letter however came about due to Euler and made its first appearance in a letter he wrote to Goldbach in 17318. Euler published all the ideas surrounding in his work Introductio in Analysin infinitorum (1748). Within this work he approximated the value of to 18 decimal places; The latest accurate account of is to 1,000,000,000,000 decimal places and was calculated by Shigeru Kondo Alexander J. Yee in July 2010. 1.3 A few representations of e: can be defined by the limit: (1) By the infinite series: (2) Special case of the Euler formula: (3) Where when, (4) 2. The Proofs: 2.1 Proving the infinite series of e: In proof 2.2.2 we will use the fact that: (5) As this paper dedicated to, it would be useful to know where this equation comes from. The answer lies in the Maclaurin series (Taylor series expansion of a function centred at 0). (6) Let our, and we have that all derivatives of is equal to We now have that. (7) We now let and we have equation (5). 2.2 The irrationality of e and its powers. Continued fractions are closely related to irrational numbers and in 1937 Leonhard Euler used this link and was able to prove the irrationality of and. The most general form of a continued fraction takes the form: (6) Due to the complexity that can arise in using the format in equation (6), mathematicians have adopted a more convenient notation of writing simple continued fractions. We have that can be expressed in the following manner: (7) With the use of continued fractions it is relatively easy to show that the expansion of any rational number is finite. So it is obvious to note that all you would have to do to prove that a given number is irrational, would be to show its regular expansion not be finite. Using this tool we will now show the Eulers expansion for: We have: (8) Equation (8) shows, we now invert the fractional part: (9) Here we have, once again we invert the fractional part: (10) Hence, we continue in the same way to produce: (11) So. (12) So. (13) So. (14) So. (15) So. (16) So. Using the figures above provides the following result: (17) Observing equation (17) allows us to notice pattern and we can show this by re-writing in the following way: (18) Clearly it seems that the sequence will clearly increase and never terminate. Similarly Euler shows this in other examples using. (19) Equation (19) shows an arithmetic increase by 4 each time from the number 6 and onwards. Noticeably equation (18) and (19) do not provide proof that is irrational and are merely just observations. However Euler uses his previous work on infinitesimal calculus, which then proves this sequence is infinite. The proof that Euler uses is very long and complicated as it involves transforming continued fractions into a ratio of power series, which in turns becomes a differential equation of that he can transform into the Ricatti equation he needs. Since Eulers time mathematicians have found far more manageable and direct ways in proving the irrationality of. 2.2.1 Proving the irrationality of e: While Euler was the first to establish a proof of the irrationality of using infinite continued fractions, we will use Fouriers (1815) idea of using infinite series to prove more directly. Proof: Defining the terms: Using the Maclaurin series expansion we have: (20) Now lets define to be a partial sum of: (21) For we first write the inequality: (22) Equation (22) has to be positive as we stated to be the partial sum of, which is the infinite sum. Now well find the upper limit of equation (22): (23) Taking out a factor of: (24) Now as we are looking for an upper limit, we need an equation greater than equation (24): (25) We take note that the terms in the square bracket in equation (25) for the upper limit is a geometric series with. Right hand Side (RHS) of equation (25): (26) (27) (28) (29) We have: (30) Multiply through by: (31) Now lets assume i.e. is rational. Using the substitution implies: (32) Now by expanding the RHS gives us the following result: (33) (34) We note the following: is an integer. , this implies that divides into and hence is an integer. Each term within the square bracket is an integer; we know that can be divided by and upwards to and produce integer values. Therefore as all terms are integers, we have: (35) where is an integer value. Observe that by choosing any we have and furthermore. Using equation (31) we now obtain the following result: (36) (37) Equation (37) implies is not an integer. This is a contradiction to the result obtained in 1) and so therefore is proven to be irrational. 2.2.2 Proving the irrationality of ea: Proof 2.1 successfully shows how is irrational however, the proof is not strong enough to show the irrationality of. Using an example, we have the as a known irrational number, whose square is not. In order to show all integer powers (except zero) of are irrationals, we need a bit more calculus and an idea tracking back to Charles Hermite; where the key is located in the following lemma. Proof: Lemma: For some fixed, let: (38) The function is a polynomial of the form, where the coefficientsare integers. For we have The derivatives and are integers for all Proof: (see appendix) Theorem 2: is irrational for any integer. Proof: Take to be rational, where is a non-zero rational number. Let with non-zero integers and. being rational implies that is rational. This is a contradiction to theorem 2 and hence is irrational. Assume where are integers, and let be large enough that. State , (39) where is the function of the lemma. Note that can also be written in the form of an infinite sum as we see that any higher derivatives where for vanishes. We now want to obtain a first order linear equation using equation (39). We start by differentiating: (40) Now from observation we see that by multiplying equation (39) by and then eliminating the first term we end up with equation (40). (41) Equation (41) takes the form our required first order linear equation, which is solved in the following manner: First re-write in the standard form: (42) Next we find the integrating factor  µ to multiply to both sides of the equation: (43) From equation (43) we now have the following equation: (44) (45) Note the limit runs as stated in of the lemma. We now manipulate equation (45) by multiplying by so that we can apply of the lemma. (46) (47) We have that , so thereforeand hence: (48) As is just a polynomial containing integer values multiplying derivatives of, we can state using of the lemma that is an integer. Part of the lemma states . With this we can now estimate the range that lies within. Firstly we know that is a positive value and hence. For the upper limit we have: (49) Note that to find the upper limit we eliminate the integral and substitute the upper bounds for and. From before we have and also that we took n large enough so that, which can be re-written , which implies the following: (50) (51) Equation (51) states that cannot be an integer and hence contradicts Equation (48). Therefore we have that is proven to be irrational. 3. Further Work: Following on and further proving the irrationality of, would be to prove that is a transcendental number. Irrational numbers can be split into two categories algebraic and transcendental; hence transcendental numbers are numbers that are not algebraic. Algebraic numbers are defined as any number that can be written as the root of an equation of the form. A minimal polynomial is achieved when is the smallest degree possible for a given. The square root of 2 is an example of an irrational number, but also it is an algebraic number of degree 2, of which the minimal polynomial is simply. Euler in the late 18th century was the first person to define transcendental numbers, but the proof of their existence only came around in the papers of Liouvilles in 1844 and 1851. The number was the first important mathematical constant to be proven transcendental and was done so by Charles Hermite in 1873. The techniques Hermite used influenced many future mathematical works including the first proof of being transcendental by Ferdinand von Lindemann; also used in the creation of the Lindemann-Weierstrass theorem. Further work on transcendental numbers involving can be still seen today. Mathematicians knowis a transcendental number, but as of yet have not been able to prove this. 4. Conclusion: Overall, the main objective of this paper was to give an account of the irrationality of. This has been achieved and with it we have been able to see the progress from the first discovery of irrational numbers by the Pythagoreans of Ancient Greek, through to the work covered on Eulers number. References: Webpage Resources: Cook, Z. (2000), Irrational Numbers, The Guide to Life, The Universe and Everything, BBC [Online]. Available: http://www.bbc.co.uk/dna/h2g2/A455852, [Accessed: 6th January 2011]. OConnor, J.J and Robertson, E.F. (1999), Theodorus of Cyrene [Online]. Available: http://www-history.mcs.st-and.ac.uk/Biographies/Theodorus.html, [Accessed: 6th January 2011]. OConnor, J.J and Robertson, E.F. (1999), Eudoxus of Cnidus [Online]. Available: http://www-groups.dcs.st-and.ac.uk/~history/Biographies/Eudoxus.html, [Accessed: 6th January 2011]. OConnor, J.J and Robertson, E.F. (2001), The number e, Number Theory [Online]. Available: http://www-history.mcs.st-and.ac.uk/HistTopics/e.html, [Accessed: 6th January 2011]. Russel, D. (2002), Hippasus Expelled!, Irrational Pythagoreans [Online]. Available: http://math.about.com/library/blpyth.htm, [Accessed: 6th January 2011]. Sondow, J and Weisstein, E.W. e. MathWorldA Wolfram Web Resource [Online]. Available: http://mathworld.wolfram.com/e.html, [Accessed: 6th January 2011]. Weisstein, E.W. Irrational Number, MathWorldA Wolfram Web Resource [Online]. Available: http://mathworld.wolfram.com/IrrationalNumber.html, [Accessed: 6th January]. Yee, A.J. (2010), e, Mathematical Constants Billions of Digits [Online]. Available: http://www.numberworld.org/digits/E/, [Accessed 6th January 2011]. Zongju, L. Shuxue Lishi Diangu (Historical Stories in Mathematics), Chiu Chang Publishing Company [Online]. Available: http://db.math.ust.hk/articles/calculus/e_calculus.htm, [Accessed 6th January 2011]. Arithmetic Sequences and Series, Arizona State University [Online]. Available: http://fym.la.asu.edu/~tturner/MAT_117_online/SequenceAndSeries/Geometric_Sequences.htm, [Accessed: 6th January 2011]. Online PDF Resources: Collins, DC. Continued Fractions, [Online]. Available: http://www-math.mit.edu/phase2/UJM/vol1/COLLIN~1.PDF, [Accessed 6th January 2011]. Conrad, K. (2005), Irrationality of, [Online]. Available: http://www.math.uconn.edu/~kconrad/math121/121piande.pdf, [Accessed: 6th January 2011]. Field, B. (2010), Irrational and Transcendental Numbers, page 23 [Online]. Available: http://maths.dur.ac.uk/Ug/projects/library/CM3/0910/CM3_BenField.pdf, [Accessed: 6th January 2011]. Sandifer, E. (2006), Who proved e is irrational?, How Euler Did it [Online]. Available: http://www.maa.org/editorial/euler/How%20Euler%20Did%20It%2028%20e%20is%20irrational.pdf [Accessed: 6th January 2011]. Online Video Resources: Adams, C, Garrity, T and Burger, E. (2006), Pi verses e, The Mathematical Association of America [Online]. Available: http://www.youtube.com/watch?v=whpAX30vjoE, [Accessed: 6th January 2011] Delaware, R. A Proof e is irrational, Proof, University of Missouri [Online]. Available: http://www.youtube.com/watch?v=FtIL7nGgDNM, [Accessed: 6th January 2011]. Book Resources: Aigner, M and Ziegler, G.M. Proofs from THE BOOK, Third Edition, [Berlin: Springer, 2004]. Dorrie, H and Translated by Antin, D. 100 Great Problems of Elementary Mathematics, THERE HISTORY AND SOLUTION, [New York: Dover Publications, Inc., 1965]. Sandifer, C.E. The early mathematics of Leonhard Euler, [USA: The Mathematical Association of America (Incorporated), 2007].

E-governance :: Technology, GIS

A very hot topic in public administration research today is e-government. Due to continued technology growth, organizations now have new avenues to approach their missions through fresh and multifaceted methods. E-government may just be the cure for many of today’s ailing cities. E-government as defined by Denhardt and Denhardt (2009) is the â€Å"use of IT to provide information, deliver services, support organizational management systems, ad/or to offer opportunities for dialogue and citizen input† (p. 378). In order to truly understand e-government one must look at the benefits and opportunities as well as specific applications in which it can be used. According to Denhardt and Denhardt (2009) e-government can have many benefits: these include but are not limited to; facilitating communication, aiding in information sharing between public officials and with the general public, increasing efficiency, making elections and voting more accurate, and in turn assisting public administrators to better serve citizens (p. 378-379). E-government also has opportunities, the two main gaps presented by Denhardt and Denhardt (2009) are novelty and cooperation (p. 379). Novelty causes obstacles because it can sometimes be difficult to choose between the many different choices public administrators have access to. Another issue with novelty is that these innovative and varied options often require substantial change which can be very costly and complicated to maneuver through. Cooperation is also a key opportunity; e-government calls for interaction and sharing between all levels of government and government agencies. (Denhardt and Denhardt, 20 09) If cooperation is lacking, e-government initiatives cannot be successful. In a particular case study of â€Å"Sun County†, the real location name was changed for confidentiality purposes; the implementation of a new GIS (Geographic Information System) was followed for several years in order to focus on the process of e-government rather than the outcome or outputs that other research has focused on (Tsai, Choi, & Perry, 2009). The goal of the new GIS database was for the Department's staff to have the ability to enter data into the GIS database, run reports, and generate maps in a real time manner from their own workstations; this would allow them to provide a high level of service without having to allocate a lot of resources. Another goal of the project was to ease the decision making process of management by giving them the ability to perform analyses to better understand County resources and circumstances (Tsai, Choi, & Perry, 2009).

Epic of Beowulf Essay - Beowulf and Its Formulas -- Epic Beowulf essay

Beowulf   and Its Formulas    The making of Beowulf involved the choosing of formulas mostly, from a common body of narrative, rather than individual words, and largely on the basis of alliterative needs.    In his esay, â€Å"The Pessimism of Many Germanic Stories,† A. Kent Hieatt says:    The Germanic peoples seem to have inherited a common body of narrative, which is a key to understanding the often incomplete and puzzling allusions and interpolated stories forming a large part of Beowulf† (45).    In his essay â€Å"The Point of View and Design for Terror,† Alan Renoir states: â€Å"The theory that Old English poetry was formulaic and composed orally at the time of recitation is all but generally accepted today† (154). About 20% of the half-lines are repeated at least elsewhere in the poem. An essential part of 50% of the half-lines are likewise repeated. A large percentage of these essential parts, or formulas, have a resemblance to others in the poem, suggesting that the poet was guided by the sense of the poem, and perhaps by other factors like its sound or rhythm. â€Å"The diction of Beowulf is schematized to an extraordinary degree† (Creed 141).    The concept of â€Å"formula† needs defining perhaps. A formula can be a half-line, a whole line, a line-and-a-half sometimes, or as small as a single-syllable word as long as it is a significant part of the scop’s rhythm. If not a phrase or a clause, a formula should be an article and its noun, a noun/pronoun and its verb, a verb and its object, a preposition and its noun, etc. For example the verb-adverb pair hwearf pa is proven to be a formula because it is repeated at the beginning of lines 1188 (hwearf pa bi bence), 1210 (gehwearf pa in Francna faepm), and 1573 (hw... ...er to Egbert. New York: Oxford University Press, 1969.    Creed, Robert P.. â€Å"The Making of an Anglo-Saxon Poem.† In TheBeowulf Poet, edited by Donald K. Fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Hieatt, A. Kent. â€Å"The Pessimism of Many Germanic Stories.† In Readings on Beowulf, edited by Stephen P. Thompson. San Diego: Greenhaven Press,1998.    Magoun, Frances P. â€Å"Oral-Formulaic Character of Anglo-Saxon Narrative Poetry.†Ã‚   In TheBeowulf Poet, edited by Donald K. Fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Renoir, Alan. â€Å"The Point of View and Design for Terror.† In TheBeowulf Poet, edited by Donald K. Fry. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.    Ward & Trent, et al. The Cambridge History of English and American Literature. New York: G.P. Putnam’s Sons, 1907–21; New York: Bartleby.com, 2000   

Rene Descartes and Lao Tzu Essay

Rene Descartes remains one of the most significant philosophers of the West in the past few centuries. In his lifetime, the fame and popularity of Descartes is just like that of a mathematician or a physicist. But today, he is considered as an original philosopher and his ideas and thought are one of the most studied in philosophy. Descartes made attempts to bring philosophy to a new direction. His school of though has rejected the thoughts of Aristotle and scholastic traditions that had dominion on the whole of philosophical thought during the medieval period. It instead made attempts to integrate fully his philosophy of with sciences that were considered at that time to be new. Descartes altered the relationship between theology and philosophy. These new directions that Descartes had initiated made him a philosopher that is revolutionary, The most famous of his ideas are those that employ a method of hyperbolic doubt. Hi argument consist of the possibility that he may doubt but he cannot doubt that he exists. An essential aspect of this philosophical method is on the first of is ideas. In searching for the foundation of philosophy, whatever that has the possibility to be doubted must be rejected. He resolves the argument by saying that we must only trust what is clearly and distinctively seen that is free from doubt. It is in this way that Descartes peels or takes away the layers of beliefs and ideas that would only obstruct his perspective of the truth. His next philosophical thought is reconstructing knowledge little by little and by piece in such a way that the there will be no instance that doubt will be back. Descartes has proven th he himself should have the basic ability of thinking. This thinking mind is separate from the body, the existence of God, nature and the outside world. Descartes has shown that knowledge is truly possible and that a scientific knowledge of the material world is possible that is based on mathematics. Descartes also speaks about innate ideas. If exterior objects are known to have any clarity and that they really are, then there must be the existence of innate ideas. These ideas do not come from imagination or from the senses. These ideas came from the operation of the mind on its own. Only innate ideas have features of necessity or even universality. Ideas that are experienced are only contingent. He said that ideas do not have any similarity to the objects that they represent. Because of this statement, the mind is essentially a thinking entity and the body is just a substance that is extended and therefore essentially different. There is no idea of extension that can be formed in the mind using the senses. To have a thought of an extended substance, the idea of an extension must be innate or should first belong to the mind. The theory of innate ideas basically speaks about certain pieces of knowledge that are known to exist in man even before birth and not acquired from experiencing the outside world. Descartes used this in his claim that man has innate idea of God’s existence and basic nature. These innate ideas are not immediately made known to man but require reason in their discovery. The knowledge of God is innate because it is a product of the faculty of faith (Kenny 1997). Lao Tzu, a famous Chinese philosopher, treats the acquisition of knowledge is dictated because it is based on language and socialization. The composition of knowledge is of arbitrary, historically, accidental social systems of creating differences, guiding desires and acting. Lao Tzu justifies the abandoning of knowledge as a method of recovering the natural, genuine and spontaneous impulses of humanity. Society will mold the desires through the use of words and differences. The acquisition of a sophisticated taste will shape the desires of man and also actions and choices that man will take. Man will not desire things naturally because they are just simple and few. Lao Tzu accepts the idea of having pre-social desires. If man will forget or abandon the learned desires that rose from language socialization, then man cam return to nature. The social analysis of knowledge come with the conceptualization of the natural or innate knowledge (Henricks 1989). Although the teachings of Lao Tzu cannot be considered as part of dualism, his ideas will seem to support the primary idea of Descartes as evident in his book, Tao Te Ching. The book talks about the way of Tao that does not vary and compared it to something like a bellow that is inexhaustible but empty. In spite of this unchanging way that makes the world to what it is, everything relies on this unchanging way because it completes everything. There are some similarities to the philosophy of Lao Tzu and Descartes on knowledge. Descartes believed on the innate knowledge of things that man has before he was ever born. Lao Tzu also believed on knowledge that is acquired before pre-socialization wherein man has knowledge before he is immersed in the context of a social world and language. They also have similarities in ideas of dualism. Tao is not extensive and to the world’s order, it has a spiritual entity as a factor by affecting it by using the mind. Te will become the tool that the unvarying way will utilize to show the effects in the body or the natural world. Tao is the one controlling Te and Te follows what Tao says. Tao is being depicted here as God. The real Tao cannot be defined for when it can defined then it is not the real Tao. The Tao that cannot be named is the one who created heaven and earth. It is in reference of something that nothing greater can be thought of. Tao already existed before all the other beings. For Descartes, the knowledge of God’s existence is innate because it is the result of the faculty of faith. In man, there is this idea that lies of a perfect being that Descartes is incapable of creating this idea on his own. This kind of idea must have a cause or a formal reality. This cause cold not have come from a less than perfect being or reality. The attributes of God were of being independent, supremely intelligent and powerful and created everything else in this world. God exists necessarily. Note the similarities of Lao Tzu and Descartes of a supreme being. The only difference is that Lao Tzu did not call it a God. Descartes called it a God, being that it is something that cannot be explained or defined and one that existed before the world was created and the One who created everything else that is found in the world. Lao Tzu did not identify with the being as a personal creator.

The Limits of Human Power.

Home > globalism > The Limits of Human Power The Limits of Human Power Monday 5 September 2011Ed HurstLeave a commentGo to comments Current plans to take over the world will fail, as usual. It’s offered as some key piece of evidence, something never before seen: NWO Plans EXPOSED by Insider in 1969. Actually, it’s one several such exposes I’ve seen over the years. For example, if you read John Taylor Gatto’s reports, you’ll realize some of these plans were formalized before the creation of the Federal Reserve.Keep reading back, and you’ll find plenty of documentation of such thinking all the way back into the 1700s. It would seem we are still chugging along the trajectory established back there by the Rothschild family (actually the name was Bauer). I’m not sure how much control they maintain over the whole enterprise, and I tend to think they are hardly the only ones involved. I’ve said often I’m convinced there is some division of interests up in that stratosphere of human rule. There seems to me more than one plan for global rule, though I’m pretty sure they all arose from the original thread started by that family.But if you trace the thinking espoused by Amschel Bauer’s writing and reports of his thoughts, you realize it goes back even farther. In other words, it’s been around since humans began recording anything at all. It doesn’t take much to discover a long list of worthy efforts which didn’t quite make it. We now read them as empires of history, though some come through in highly garbled and questionable accounts. For example, the most dubious chronology today is that of Ancient Egypt. While most people agree on a working assumption about it, those who really understand it admit there is much room for debate.But the one thing no one questions is the firm belief these people had in their destiny to rule all humanity. So the current run at this global rule seems to be somewhat fragmented. That is, the really big shots involved are having trouble keeping themselves on the same sheet of music. The linked article recounting a speech by Dr. Day is one thread of this story; I’ve seen material suggesting conflicting goals. There is a huge overlap, though. Certain elements are recognizable in both fiction and factual reports, because they represent borrowed wisdom from ancient attempts and failures.The whole point behind the Social Sciences, which includes History, is a broad attempt to understand human nature. What seems to be a point of limited debate between the plutocrats is the best way to take control. Even bigger is the disparity between the apparent reasons why they want it. In the theology to which I adhere, the Devil offers varying lures to anyone who can be suckered into wanting such power. His own objectives are incomprehensible, but certain patterns do come through. One of them is the lust for causing human misery in gene ral. In this, the plutocrats are making great progress right now.But another pattern is the assurance any measure of success in holding such great power will be short lived. It seems people can be harnessed to some grand vision with all manner of cynical brilliance about human foibles, and keep that wisdom alive across several generations, but when they are on the verge of gaining what they seem to seek, they somehow lose their hunger, lose their sharp sense of situational awareness. Something else kicks in and they do something stupid, and the Devil gets to laugh at his suckers. The whole thing comes apart and somebody else gets to start the cycle afresh.I’m pretty sure we haven’t hit the break point yet. Whomever is currently working to gain that universal power is still hungry, still pretty sharp, but the flies are buzzing around the cauldron. One or two have already fallen into the mix. It’s not going to turn out quite as they hope, but they’re too fa r into it to change directions much. The problem for them is, you can’t see this very clearly unless you disentangle yourself, divest yourself of any real interest in the whole thing. By no means is my intelligence in their league, but I simply don’t place much value on this level of existence.I’m hardly alone in this, but I do find myself pretty lonely, in that there aren’t that many of us. I’m not sure any of us can explain it, but the mere awareness itself somehow works to weaken this vast dark cloud of evil hovering over our heads. We aren’t blind, just not worried, and we refuse to contribute any fear energy to the process. A part of my weirdo theology indicates Satan’s power is affected by the level of fear he can create, and when people begin to lose that fear, even if only a few people, his efforts run out of gas.His only real power over us is our willingness to accept his story; when you become skeptical of it, the effect is somewhat more than mere counting of noses, but is exponential. That’s because the truth reflected by such skepticism is simply far more powerful. The simple truth in the minds of just a few that life on this plane is not the real story is enough to weaken the whole plan. In the midst of my holy cynicism and skepticism is a very high confidence God can and does show at least as much to others as He does me. I don’t award myself a very high rank, as it were, in this wisdom.I’ve brushed up against too many who were way ahead of me. But the very moral fabric which rules this universe responds to just a little truth in the mix, and my faith is richly rewarded. I’m watching, along with others, as this whole big plan or global rule starts coming apart just as it seems successful. Things are altogether ugly right now, with a broad, fat layer of misery resting on humanity as a whole. It’s a lot worse than it has to be; anyone can see that. But there is a si gnificant trend of suckers becoming unstuck from the big lies.People can be pretty smart when they want to be, and I’m watching a trend of folks waking up, if only partially. While their efforts will mostly be aimed at the wrong things, insofar as I can estimate, their awareness alone is making a powerful difference they probably can’t quite see. The divine principle here is God rewards a good desire by making things work out to our good in the end. This is my Father’s world, and He gets the final say in things. It won’t matter how much or how well we understand that, only that we live as best we can accordingly.This is just another round at the Tower of Babel, and it will end the same as before, in mass confusion. About these ads [pic][pic] [pic][pic][pic][pic][pic][pic] [pic]Share this: †¢ Print †¢ Email †¢ Facebook †¢ Digg †¢ LinkedIn †¢ StumbleUpon †¢ Reddit †¢ Twitter †¢ Google +1 †¢ Pinterest †¢ Tumblr †¢ Like this: Like Loading†¦ Categories: globalismTags: government, oppression, propaganda, religion [pic]Comments (0)Trackbacks (0)Leave a commentTrackback 1. No comments yet. 1. No trackbacks yet. Leave a Reply

Edward and Adam role play Essay

The piece did not have a title. As it was an assignment we didn’t name our play. It is called Edward and Adam role play, because in this scenes we show when Edward has just been captured and he meets Adam for the first time. Edward is really confused, and when Adam try to calm him down, he thinks that Adam is an Arab who’s there to beat him up again.  AIM OF THE PIECE: I think that the main aim of the piece is to show how two men kept in captivity would react when they meet for the first time. Adam is an American doctor, while Edward is an Irish journalist. Edward, is steady and thoughtful. A hard-living, hard-driven man, he is tormented by the regret that he has pushed away his wife and not taken the time to know his children, and now never may. He is a complex, charismatic, charming and irritating man, whose best weapons against despair and self-pity are quick jokes, biting humor and a healthy awareness of his failings. When Edward is being taking into the cell he tries to fight back, by spitting at the Arabs. The reaction of the Arabs is shown with violence, and Edward get beaten up. When Adam sees what is happening he tries to help the new arrived, but he gets beaten up as well. When Edward wakes up, he ears the voice of a stranger, that stranger is Adam, who is trying to reassure him that everything is fine. Edward first response is trying to get away from the chains, and trying to find a way out of the jail. When he finally realises that he’s locked up with a stranger, he starts screaming that he’s Irish, and that he’s country is neutral. In all this time Adam is trying to interrupt him, but Edward completely ignores him, until then he starts asking questions. What he hears, he’s not what he expected. In fact he has been told that he would stay in the cell for an indeterminate time. In the scene there isn’t much movement as they are both suppose to be chained up. The only movement we get in the scene is when Adam starts exercising, and tell Edward that he should do something as well, to keep his mind full. Edward is still really confuse and want to know more about his new â€Å"friend†. He keeps on asking questions, and they start to know each other better. The scene finish up when Adam tells Edward that he’s not alone as he has got him to watch over him. We of course choose this ending by the title of the play. PRESENTATION: The piece has been presented well, and my partner and I have done a good job as the piece was understood by everyone in the audience. As we weren’t able to use the stage once more, we used another space in the room. We planned the scene carefully, and we decided to have Adam sitting down lining against the wall, reading the Koran. When Edward is coming in we have both of the characters trying to fight back the Arabs but as both get beaten up they faint. When Edward wakes up, he’s very scared as he founds out that he is chained. For a moment he thinks he’s dreaming, but when he realizes that that is reality, we can feel the stress and the fear coming out of his voice. Adam is tries his best to welcome him in the cell. But how can you make someone welcome when you are kept in chain? Edward is really stressed and keeps on asking more questions as he wants to know more about what it’s happening. After a while Adam start getting exercising, but this only makes Edward more confuse and makes him ask more questions. When the two men get to know each other more, Edward start to relax, and they start to talk normally and calmly, about everyday things, such as family, sports, jobs and so on.  For most of the scene the two men are sitting down lining on the wall, talking.  In this scene we had a big contrast between two different men, such as Adam and Edward.. Adam, is very calm, kind, and tries to reassure Edward. While Edward is very aggressive, as he’s just been captured, and in first place he thinks that Adam is an Arab, and he doesn’t trust him. STRENGTH AND WEAKNESSES: The piece strength as weaknesses as well. Once again I think that my partner and I have done a good job, because we have done a original piece, which I think has impressed the audience, as we have explored the inner side two men who meets for the first time in a situation of hostages. We wrote a script of the piece so that we would have been able to remember the piece. I think that the main strength of this piece is that I had the opportunity to work with the same partner, and we put very good ideas together. Some of the weaknesses of this piece were that we couldn’t act the piece on the stage, I think that it would have been more effective as we would have had more space, and we could have used the lights as well.  PROBLEMS I HAVE EXPERIENCED: The major problem in acting this piece was that I was suppose to calm down a man who has just been captured and thrown into a cell. I had to be very patient into the play as Edward kept on interrupting, and kept on asking questions.  Looking back at the play I think that I have done a good job into acting Adam, and I also enjoyed it.

Mysteries in Life

Mystery In Life Mystery of Life Elite is a wonderful gift tot God that given to us, even elite on earth or in heaven. Elite is the source of existence of every living creature. Life Is almost close to perfect as I have seen but you cannot deny the fact that life is not perfect. However. Life has its own mystery and mystery is Just unknown truth that we do not know yet or perhaps truth that will remain undiscovered forever. It is the domain responsible for man's curiosity and stupidity. Our life becomes more mysterious because of man's questions and lies, The curiosity of a man can lead him into his own stupidity.Many people wonder about the beginning of something or the destination of it but no one wonders about the purpose of existing something. Man starts to wonder when he does not know why those things happen, when he has an unanswered question or unsolved problems. We wonder because our minds are not capable enough to understand such thing called mystery. We are living now to the world that has a great number of secrets around us. Even though some of the questions before are answered now there are still mysteries that continue to reproduce.As time goes by, people still encounter those enigmatic facts, which make them curious and most of the time it makes them weird especially when they started to feel it and to tell it with somebody that close to them. It is very unusual to meet something that Is unique or a thing that hard to explain precisely and difficult for anyone to believe in It. Because of this, It may remain forever a mystery†¦ Origin of Humans For centuries, rolling of human Is soul a big question mark In our society. In fact, there are many theories and legends about the origin of man.The religion and the science have a rivalry about the derivation of humanity. Religion especially Christianity lamed that man was create by God (Heehaw). Scriptures say that man was create out tot mud and Adam and Eve were the great ancestor of mankind. However , science opposed It. According to Charles Darwin, a scientist, man Is actually comes from the apes and eventually evolved Into man, but this theory does not have a strong evidence because there is a missing link that Charles Darwin is not able to figure out. One more evidence that religion and science is not really agreeing each other is the origin of the universe.Based on bible, universe was create by God on the first day of His creation. While science has many theories about the creation of universe but they all contribute that universe isn't made by God. This phenomenon has been the main reason of man's maze. The conflict between the religion and science became the mystery of origin of life. They don't know which statement they will believe because some people do not really know which is really true. But the worst of all, ignorant people believe on the lies about human. Religion is like a bridge where the other side of it is you God, waiting for you.It is like a road to your fin al destination, a paradise, which is so beautiful and peaceful; all round you was cover with love. Humans were not much different from the other humans, but their beliefs made the most of their difference. In fact, because of these differences they declare a war from each other, thus it produces anger, sadness longing for someone, hatred, hindrances, and new that is why love is being vanished. Christianity is the one of the major religion in the world that believes in Jesus- Christ, Christianity is actually derived from Judaism but they are not the same.Islam the religion of the Muslims and has a great number of believer. It is also the religion he dominating the world in terms of followers. Hinduism is the religion that believes in the three Gods, (Brahmas, Shiva, and Vishnu). It is the dominant religion in India. Buddhism is the dominant religion in South-East Asia, however Philippines is the only Christian country in South-East Asia. In China, there were three religions, which ar e Confucianism, Taoism, and Legalism. There are actually some religions but they were not embrace by the other people. Nevertheless, some people do not have a religion.The Atheist is the non-believer people they believe only in humanity. I think religion is Just only geography. For example, if you will born in a Christian country probably you are a Christian and if you are born in a Muslim country you are probably a Muslim. People were so confused and hungry for the truth because of these differences. Meaning of Love According to the dictionary, the literal meaning of love is an emotion of a strong affection and personal attachment. Love is also said to be a virtue representing all of human kindness, compassion, and affection.Love may describe compassionate and affectionate actions towards other humans. If I ask someone who's in love they would say this words. But if I ask someone who's heartbroken and I say, What's love? Do you think his/her answer is different now? What if I ask y ou what's love? What would be your answer? To love someone unconditionally meaner that you love the person exactly as they are, exactly as they were before, and exactly as they will be in the future because people change all the time, so if you love the person, you will love them even if they become something you disagree with. Love is not about you, your pleasure, or your amusement.It is not about what you get out of it or what the other person can give to you. It's not about having a trophy you can show off with and tell people This is my girlfriend, boyfriend, wife, husband, son, daughter, whatever. You do not own anyone. It's not about you feeling proud to be with someone who always agrees with everything you say and do and never does anything you disagree with. Unconditional love meaner that the person can Just live their life exactly as they choose and you will always be there for them no matter what. Beyond Death No one can confidently say that he will still be living tomorro w.We must do things final stage of life. It is the absence of life. If you are afraid to faced death, it meaner you do not want to see God then. Death is the only way to see God. After you die you will not leave home, you are now going home. The ‘Near Death Experience' is phenomenon where people rose from the death after they have declared dead. There is a story about NEED; a woman, who is suffering from certain disease, is schedule to operate. As the operation goes by the woman felt that there was unidentified force that lift her up in to the top of the hospital, and then she saw a shoe on the rooftop.Woman serves as a spectator when she saw the operation of her win body on the bed, trying to revive her, but it wasn't end successful. The doctor proclaimed her death, suddenly the woman grabbed the doctor's hand and the doctor was shocked because the woman came back to life , then the woman started to tell what she had experienced. The woman precisely explained about the operat ion and the tools that had use to her. The woman also, mention about the shoe on the rooftop, then the doctor goes up trying to find the shoe. Suddenly, he saw a shoe, and then he asks to the woman if the shoe she saw is the shoe he is holding on.The woman replied yes. All of the staff in that hospital was amazed of what was happen to the woman and how the woman cheated death. There are really mysteries in our life and beyond death that cannot be explained by anyone. Heaven and Hell The heaven and the hell are the two final destination of a man. They are the two choices of eternity. Life there is both eternal. Heaven is a place or a condition of supreme happiness and peace where good people are believe to go after death, and especially in Christianity, where God and the angels are believed to dwell.Heaven is he sky and the universe as seen from earth or the place where God, divine beings, and saved souls live. On the other hand, Hell is the place of eternal punishment for the wicked after death, presided over by Satan. If a soul is in hell, it can never go to heaven. People are so confused because they don't know where they are heading to. They say, they want to go in heaven but their act like hell and they also saying that they do not want to go in hell, but their action are still the same. The real question is there really a heaven or hell. If there, where is it?Why it is hidden or why we have to go here? These two places affect the destiny of a man together with his way of living. However, some people do not believe in this place. They Just believe that death is the final destination of man and nothing else would be. They have some points on what they are saying if you Just believed in you and yourself alone. However, for me, death is not the final destination of humanity it is whether heaven or hell. Moreover, if you really want to saved, have faith in Him; change now the way of your living. If not now, when would it be? Life is too short don't waste it.Yo u must hurry up before all things messed up. Surprises of Future Wicked you be surprised if the future has a plan for you? Maybe you will be happy or sad of what future will bring unto you. We are all busy now trying to ensure our future. We do a lot of works and we consume our time Just to accomplish it. We are We do not know yet our future or rather no one knows what is going to be in the future. If someone already knows his future, it would Just be a disadvantage for him because he is cheating his own destiny and cheating is a sin. All we can do is to live our life with perseverance and love.

80 Idioms with the Word Time

80 Idioms with the Word Time 80 Idioms with the Word Time 80 Idioms with the Word Time By Mark Nichol Considering that time is such a critical element in our lives, it’s no surprise that the word time should crop up so often in English idiomatic usage. Here’s a list of phrases that refer directly to time. 1. a devil of a time: said of an ordeal 2. a legend in one’s own time: one who gains renown within his or her lifetime (also inspired â€Å"a legend in (one’s) own mind,† referring to an egotistical person who believes himself or herself to be more significant than he or she actually is) 3–4. a matter/question of time: said in reference to a state that will soon change 5. a rare old time: an enjoyable experience 6. a race against time: said of trying to accomplish something critical in a short time frame 7. a stitch in time: the first half of a proverb (ending with â€Å"saves nine† and with an obscure origin) that refers to the wisdom of taking precaution 8. a whale of a (good) time: an especially exciting or fun experience 9. ahead of time: before the agreed time 10. ahead of (one’s) time: said of someone or something that has an innovative approach or style or one that the world is not ready for 11. all in good time: an expression that encourages patience 12. all the time in the world: an unlimited amount of time 13. all the time: in addition to referring to habitual or continuous occurrence, can refer to knowing about something throughout a given period 14. at a set time: at the agreed time 15. at all times: always 16. at no time: never 17. at the appointed time: at the agreed time 18. bad time: an inconvenient moment or an unfortunate experience 19. before (one’s) time: said of something that existed or occurred before one was born or when one was too young to recall that thing, or said in reference to someone’s unexpectedly early death 20–21. behind its time/the times: late, not keeping up, or obsolete 22. bide (one’s) time: be patient 23. big-time operator: someone who is or thinks he or she is important or influential 24. big-time spender: one who spends a lot of money, or said ironically about a frugal person 25. borrowed time: an uncertain amount of time, at the end of which something will no longer exist or occur 26. buy time: postpone an event for one’s advantage 27. by the time: said in reference to a time after something else has occurred 28. caught in a time warp: unchanged in an antiquated or obsolete way 29. crunch time: a critical period 30. face time: time spent in someone else’s company 31. for the time being: for now 32. from time to time: occasionally 33. do (the) time: serve time in jail or prison 34. down time: rest period 35. get the time: become available 36. give (one) a hard time: be critical 37. good-time Charlie: one who seeks pleasure 38. good times: pleasant experiences 39. hardly have time to breathe: said when one is busy 40. have a time of it: experience difficulty 41. having quite a time: having a pleasurable experience, or having difficulty 42. have time on (one’s side): don’t have to hurry 43. I’ll catch you some other time: I’ll talk to you later when it’s more convenient for you 44. in next to no time: almost instantly 45. in the fullness of time: after enough time passes 46. in the right place at the right time: in a figurative sense, fortuitously prepared for some eventuality; also, literally, located in a position that is advantageous or fortunate 47. it’s about time: said to express impatience, or relief that something has finally occurred (usually accompanied by an exclamation point) 48. it’s high time: it is the appropriate time; one has waited long enough 49. keep time: maintain the beat in music 50. lose no time: do something immediately 51. make good time: proceed quickly or in a reasonable amount of time 52. make time for: set aside a period of time to accommodate someone or something 53. make up for lost time: catch up on time wasted or as a result of going slowly or not going at all 54. mark time: wait 55. not able to call (one’s) time (one’s) own: too busy 56. old-time: old-fashioned 57. on time: punctual 58. once upon a time: long ago 59. out of time: said in reference to no longer having time to do something 60. pass the time (of day) with: chat with 61. pressed for time: lacking enough time to do something 62. run that by me one more time: say that again 63. sands of time: a poetic reference to the passage of time as represented by sand in an hourglass 64. the big time: said in reference to achieving prominence in some endeavor 65. the time has come: the occasion is appropriate 66. the time of (one’s) life: a memorable experience 67. time and tide wait for no man: the world makes no allowance for one being late 68. time bomb: something that will inevitably result in a negative consequence 69. time flies: a reference to the fleeting nature of time 70. time is money: time is important because using it wisely or unwisely affects one’s ability to earn money 71. time on (one’s) hands: spare time 72. time out: in sports, a short period when play ceases; by extension, a break from activity (also used as the announcement of a request for a time out, as is time by itself) 73. (stuck in a) time warp: said in reference to observing something that or someone who appears outdated 74. time was: there was a time when 75. time’s a-wastin’: time is running out 76. time to hit the road: time to depart 77. time works wonders: the passage of time resolves problems 78. when the time is ripe: when the time is appropriate 79. withstand the test of time: endure 80. wouldn’t give (one) the time of day to: ignored 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 Expressions category, check our popular posts, or choose a related post below:36 Adjectives Describing LightTaser or Tazer? Tazing or Tasering?Preposition Review #1: Chance of vs. Chance for

Why after school jobs are benificail pursausive speech essays

Why after school jobs are benificail pursausive speech essays In a world where getting ahead less of what you know and more of what youve done, I think that after school jobs for students are increasingly beneficial. I dont believe the myths that with a job there is no time for school work of extracurricular activities. I am a junior, I have had jobs since I was 15, I have never had my G.P.A drop below 3.2, and I have always been involved in at least three school activities. A teenager that has a job is more apt to be taught responsibility, learns more about money and gets a jump start on the real world after high school. One challenge that I have had to overcome, but ultimately grown stronger from is that of finding an appropriate time to finish my homework. I no longer take class time to work on my assignments for granted. While most of my friends who dont work usually go home and sit on their sofa for four hours before opening their bookbag, I have found that Friends and ER can still run their show without me watching, something I am afraid many of my peers have yet to discover. And shockingly enough it is possible to go for weeks without watching any television! Having a job has also taught me to respect authority. I have held jobs as a carhop, a waitress, and a grocery checker and sacker. Like most jobs that high schooler have, I am constantly around people. After being yelled at for undercooked steak or smashed bread, it is much easier to deal with rude people in other situations, I am much less likely to lose my patience and I understand that many problems and attitudes depend on circumstance. Many adults are also extremely impressed that is is automatic for me to address people older than me as maam or sir when I have a question or request. I think another positive was that jobs impact teenagers is that it teaches them about money. At the risk of sounding like a codjity old man, kids these days dont know ...

Persuasive Essay on Bullying in Schools

Persuasive Essay on Bullying in Schools Bullying is a major problem in many schools across the world. The media has reported many cases where students injure or even kill other students due to the bullying acts. Not only that, but some victims of bullying have committed to suicide. Bullying is never acceptable. For that reason, all stakeholders in the education sector must work together to find ways of dealing with the problem in an effort to guarantee the safety of all students. One way of helping students to become aware of the issue is to educate students about why bullying is to be discouraged and what to do if someone tries to bully them. One strategy in helping students to understand the issue is to have them write a persuasive essay on why bullying is wrong. Writing a good persuasive essay involves several guidelines. Guidelines for Writing a Good Persuasive Essay on Bullying: First, plan out the main points to be discussed in each body paragraph. Ideas should be well-organized and easily followed by the reader. Language must be clear and precise. Word choice can also have some emotional impact while at the same time completely appropriate for school use. Details to support main ideas may include facts, statistics, examples, and anecdotes. Secondly, the essay should stimulate the students’ desire to end bullying or to intercede on the behalf of someone being bullied, such as a classmate in a school setting. The writer might share an experience with bullying or something heard in the news. The writer could also discuss common types of bullying to help the reader understand what constitutes bullying. The idea is to help the reader develop empathy and understanding for those who have been bullied or tend to be victimized by others. The tone of the persuasive essay is also important. The writer wants to come across as understanding the issue and caring about the victims and potential victims of bullying, especially in school and among student social circles. The tone also needs to be persuasive in nature. It helps to give the reader a reason for caring. Has the reader ever been bullied? Did he participate in bullying, and if so, why? How can preventing or stopping others from being bullied help the reader? How would he feel if his brother or sister or friend was bullied? Finally, the essay should include suggestions on how to recognize incidents or potential incidents of bullying and what to do to stop it. In addition, it could provide some resources for those who are or have been bullied as well as for those who tend to bully others. Resources might include teachers, parents, and organizations. The idea is to prevent or stop bullying. If you need a quality custom persuasive essay dont hesitate to contact our academic paper writing service now.

Explore the effects of a needs orientated approach to care using a nursing model alongside a nursing process in order to create a framework The WritePass Journal

Explore the effects of a needs orientated approach to care using a nursing model alongside a nursing process in order to create a framework Introduction Explore the effects of a needs orientated approach to care using a nursing model alongside a nursing process in order to create a framework IntroductionAssessmentPlanningImplementationEvaluationConclusionReference listRelated Introduction The aims of this assignment are to provide a needs orientated approach to care using a nursing model alongside a nursing process in order to create a framework. The nursing model for the purpose of the assignment will be Roper, Logan and Tierney (RLT). A nursing model is used to determine what is important and relevant to providing individualized care (Barrett, Wilson, Woollands 2009). RLT   state that a nursing model helps to identify the â€Å"core of nursing activities across any field of nursing practice† (Holland, Jenkins, Soloman and Whittam, 2004). This will be discussed in detail providing evidence of strengths and weaknesses of the model. The nursing process that will be discussed will be APIE which is assess, plan, implement and evaluate. A nursing process is a systematic approach which focuses on each patient as an individual ensuring that the patients holistic needs are taken into consideration. These include physical, social, psychological, cultural and environm ental factors. . The nursing process is a problem solving framework for planning and delivering nursing care to patients and their families (Atkinson and Murray 1995). When used collaboratively the nursing model and the nursing process should provide a plan of care that considers the patient holistically rather than just focusing on their medical diagnosis (Moseby’s 2009). It will also discuss an example of a care plan done for a fictional patient Mabel Dunn and evaluate and discuss how the nursing plan and the nursing process have created a plan of care and how effective this was or was not. Care planning is a highly skilled process used in all healthcare settings which aims to ensure that the best possible care is given to each patient.   The Nursing and Midwifery council state that care planning is only to be undertaken by qualified staff or by students under supervision. The Department of health (2009) says that ‘Personalised care planning is about addressing an individual’s full range of needs, taking into account their health, personal, social, economic, educational, mental health, ethinic and cultural background and circumstances’ with the aim of returning the patient to their previous state before they became ill and were hospitalized considering all of these needs to provide patient centered care. It recognizes that there are other issues in addition to medical needs that can impact on a person’s total health and well being. It provides a written record accessible to all health professionals where all nursing interventions can be documented. Care planning is extremely important as it enables all staff involved in the care to have access to relevant information about the patients current medical problems and how this affecting them in relation to the 12 activities of living as well as any previous medical history. Barrett et al (2009) state that taking care of an individual’s needs is a professional, legal and ethical requirement. There are many different nursing models all of which have strengths and weaknesses and it’s up to the nurse to choose the right one for individual patient, the model which is used will vary between different specialties depending on which is more relevant to the patient and their illness and needs. Although a vast majority of hospitals now use pre-printed care plans it is important to remember that not all the questions on them will be relevant to all patients. An example of this would be that activity of breathing may not have any impact on a healthy young adult be would be a major factor for an elderly man with COPD. There are four stages to the nursing process which are Assess, plan, implement and evaluate (APIE) but Barrett et al state that there should be six stages to include systematic nursing diagnosis and recheck (ASPIRE)   as although they are included in the nursing process they are not separate stages and could be overlooked.(Barrett et al 2009). It is important that a nursing process is used and it is set out in a logical order, the way in that the nurse would think this helps minimize omissions or mistakes. Roper, Logan and Tierney model of nursing suggests that there are five interrelated concepts which need to be taken into consideration when planning and implementing care which are activities of living, lifespan, dependence/independence continuum, factors influencing activities of living and individuality in living (Roper, Logan and Tierney 2008). Assessment Assessment is a fundamental nursing skill required to gather all the information required about the patient in order to meet all or their needs (Hinchliff, Norman and Schober 2008). ‘Assessment is extremely important because it provides the scientific basis for a complete nursing care plan’ (Moseby’s 2009). The initial assessment untaken by nurses is to gather information regarding the patients needs but this is only the beginning of assessing as the holistic needs of the patient including physical, physiological, spiritual, social, economic and environmental needs to be taken into consideration in order to deliver appropriate individualized care (Roper, Logan and Tierney 2008). When using the 12 activities of living (ALs) for assessment it gives a list a basic information required but must not just be used as a list as the patient will respond better to questions asked in an informal manner and when just part of the general conversation. RLT (2008) state that alt hough every AL is important some are more important than other and this can vary between patients. It is important for nurses to obtain appropriate information through both verbal and non-verbal conversation patients are more likely to give correct information but without jumping to conclusions or putting words into their mouths. ‘Assessment is the cornerstone on which a patients care is planned, implemented and evaluated (RLT 2008). ‘Poor or incomplete assessment subsequently leads to poor care planning and implementation of the care plan’ (Sutcliffe 1990). Information can be gained from the patient, the patients family and friends as well as any health records (Peate I, 2010) During this process of gathering information it is important to find out what the patient can do as well as what they cant. , McCormack, Manley and Garbett (2004) state that gathering the information requires a certain kind of relationship between the nurse and the patient and nurses need to be able to communicate effectively in order to be able to build this relationship.   A full assessment needs to consider how the patient was before they became ill or hospitalized in relation to their medical diagnosis as well as how the patient was dealing with it, how they are now, what is the change or difference if any, do they know what is causing the change, what if anything they are doing about it, do they have any resources now or have they have in the past to deal with the problem (barrett et al). RLT (2008) state that there are 5 factors that influence the 12 activities of living which are biological, psychological, sociocultural, environmental and politicoeconomic, these may not all have an effect on each patient but all need to be taken into consideration.The more information gained in the assessment process the easier the other steps will follow. RLT (2008) suggest that assessing is a continuous process and that further information will be obtained through observations and within the course of nursing the patient. At the end of the initial assessment the nurse should to identify the problems that the patient has. There are limitations to using a nursing process which are   the 12 als are often used as a list as part of a core care plan and are not always individualized Walsh (1998) argues that the 12 activities of living may just be used as a list which could result in vital information being missed which could be detrimental to the patient. The Nursing and Midwifery Council (NMC 2008) states a nurse is personally and professionally accountable for actions and omissions in practice and any decisions made must always be justifiable. There are many benefits to using a nursing process it is patient centered and enables individualized care for each patient. It also gives patients input into their own care and gives them a greater sense of control it is outcome focused using subjective and objective information which helps and encourages evaluation of the care given. It also minimizes any errors and omissions. When I carried out the assessing stage on mabel I did this using the 12 activities of living as suggested by Roper et al (2008) but this was used too much like a checklist. I didn’t gather enough information in order to be able to do the best plan of care possible for her although I don’t feel this could have been detrimental to the care she received it needed more information than I had. I also found it difficult deciding which information should go where so I ended up repeating information in more than one of the 12 als, Which although this wouldn’t have made a difference to the planning of the care plan there was too much irrelevant information which could mean that it wasn’t read thoroughly just skimmed over as it would take too much time. As I am inexperienced in doing this I realized when writing the care plan that there were many questions that I didn’t ask so there where many parts that could not be filled in. I also didn’t gather eno ugh objective data for certain parts so I didn’t have   any evidence that the care had worked or how effective it had been. If using ASPIRE rather than APIE the next stage would be systematic nursing diagnosis where a nursing diagnosis is established which differs from the medical diagnosis but the two do overlap (Barrett et al 2009). The nursing diagnosis takes into account the medical diagnosis as well as the holistic needs of the patient considering their biopsychosocial and spiritual needs (Hinchliff et al 2008) and the effect these may have on the patient and how they deal with their illness. The next part of the systematic diagnosis is to establish baselines of where the patient is now in relation to the 12 als and their illness and set goals accordingly in collaboration with the patient in a way in which they understand (Barrett et al 2009). Planning The next stage of the nursing process is planning this is where all the information gained in the assessment part to plan the care of the patient. The planning stage of the process is where achievable goals need to be made through discussion with care givers and the patient or the patients representative. Kemp and Richardson (1994) Suggest that ‘One of the advantages of goal setting is that it can act as a stimulus for the patient’ and encourages them to work towards this. The plan of care is to solve the actual problems the patient has and to prevent potential problems from becoming actual ones, it also aims to help the patient cope with their illness in a positive way and to make them as comfortable and pain free as possible (RLT 2008). Marriner (1983) states that ‘The patient should be included in the planning of his nursing care’ goals set need to be agreed with nursing staff, the patient and the patients relatives or representative although some of them will be more focused towards the patient and some of them will require the expertise of the nurse. Individualised care aims to have the best possible outcome for the patient by educating the patient and involving them in their care. There are disadvantages to providing individualized care one of these being the time it takes to write the care plan which is why core care plans are often used but Roper et al (2000) say that these can be used effectively when used appropriately such as in post-operative care. Although when using core care plans it is important not to standardize care as patient react differently to illnesses and treatments. Faulkner (2000) Suggests that one of the benefits of using a core care plan is that potential problems can be foreseen. The more information gathered in assessment the easier the plan of care will be. The main objective of a nursing plan is to ‘provide the information on which systematic, individualized nursing can be based and individualized nursing can be based and implemented by any nurse’ (RLT 2008). Through a detailed individualized plan of care any nurse caring for a particular patient should be able to see exactly what is required of them as all the information will be recorded in the care plan.   The NMC (2008) says that nursing interventions need to be specific for that particular patient, based on best evidence, measurable and achievable. There are many different criteria for setting goals just one of these is PRODUCT which stands for, Patient centered, recordable, observable and measurable, directive, understandable and clear, credible and time related. This is just meant as a way of helping nurses to set goals by giving them guidelines to follow (Barrett et al 2009). When planning care a great emphasis needs to be based on the dependence/independence continuum which will have been established in the assessment phase. The care to be given will encourage the patient to get back to as reasonably possible or as close to where they were on the continuum as they were before they were admitted to hospital. Planning also needs to take into account the resources available to implement the care as they need to ensure that the care they are planning is achievable and will not be compromised by lack of resources or a shortage of nursing staff (Roper et al 2008). When I did a plan of care for mabel it quickly became evident how inexperienced I was. I didn’t gather enough information in the assessing period to be able to do an effective plan of care. I also didn’t know how achievable the goals where as I wasn’t aware of how long they would take to improve or if they where achievable or not, I also found it difficult determine which problems were interrelated and as a result tried to link anxiety in with another problem when in fact it was a problem on its own. I was able to write the needs statements effectively that were not long but on a couple of these the influencing factors were missed out which would be necessary when providing holistic care. Planning care for a patient requires a great deal of knowledge in the chosen specialty which is why it must be carried out by a qualified member of staff or a student under supervision. Implementation Implementation is the next part of the nursing process and where all the goals which were set in the planning stage are put into motion and the goals can start to be achieved through nursing and medical interventions. ‘Implementation is the actual giving of nursing care’(Marriner 1983).This is done with nursing staff, the multidisciplinary team members involved in the patients care such as doctor, dieticians and physiotherapists and the patient themselves in order for the patient to be able to return to how they were previously before they were admitted to hospital. The plan of care will be specific to the particular patient and will focus on the biopsychosocial aspects of the patient (Marriner 1983) and how these will affect the patients ability to carry out the activities of living. Implementation also provides emphasis on individualized care which is why it is important to establish in the previous phases where they are on the dependence/independence continuum and what they are able to do now and what they were able to do before. If this hasn’t been established then it will be impossible to evaluate how effective the care has been. Individualised care is associated with how the patient did things before such as how the person carries out the ALs and how often they carry these out. An example of this would be when carrying out the AL of personal cleansing and dressing to individualise the care it would be necessary to have determined in the assessing stage how the patient usually did this and how often it wouldn’t be individualized if in the care plan it was stated that they got a shower every morning if at home they only did this once a week. The NMC (2008) state that nurses are required to ‘Make the care of people your first concern, treating them as individuals and respecting their dignity’. Core care plans may be used in certain situations this can provide a greater level of care as potential problems can be foreseen if related to a certain problem on the other hand it is also important not to standardize care as patients react differently to different illnesses and treatment. (Faulkner A, 2000). In order to deal with certain problems or situations people often develop coping strategies which can be either adaptive or maladaptive. Adaptive coping strategies are usually helpful to the patient whereas maladaptive ones could be detrimental to their health such as smoking or drinking, the patient may feel this helps them to deal with a present situation but it is actually causing them harm.   Patients need to be discouraged from using maladaptive coping strategies this could be done by introducing them to adaptive coping strategies and encouraging them to change their maladaptive ones into adaptive ones. During the implementation of Mabel I found that although I was able to implement the care effectively I hadn’t recognized all of the nursing interventions needed to provide holistic care and I wasn’t fully aware of timescales of the planned care. I feel I also needed to research further into Mabel’s problems in order to gain the appropriate knowledge to provide the best care available as this would ensure that are the interventions are evidence based and best practice (NMC 2008). Barrett et el (2008) state that this is where recheck should take place which would enable the health care provider to establish how effective the plan of care is before the treatment ends this would enable them to re-evaluate the plan of care while the treatment is still ongoing and adjust the goals accordingly. Evaluation Evaluation is where the care that has been given can be assessed to evaluate the care given and whether it has worked or not. Chalmers (1986) describe that it is an ongoing and continuous process and also occurs at timed points in a formal setting. Roper et al (2000) say that evaluating care also provides a basis for ongoing assessment, planning and evaluation. There are two different parts to evaluation summative evaluation and formative evaluation. Formative evaluation is done with the patient taking into account whether they feel the care given has worked when done with consideration of the dependence/independence continuum information regarding the patients previous place on the dependence/independence continuum can be obtained from the patient, their friends and relatives as well as other health care professionals in the multidisciplinary team involved in the care of the patient. Summative evaluation is when the holistic view of the patient is taken into consideration how they feel about the treatment, whether they felt that the goals were achievable. It so where all the measureable data stated in the baselines and data received after this time is analyzed to show how effective or not the treatment has been. When evaluating care consideration needs to be given to the influencing factors such as biological factors as the bodies physical ability varies according to age the physical ability of an older person is generally less efficient, therefore the plan of care needs to take this into consideration so that when the evaluation takes place it its hoped to have been effective. A nurse needs to evaluate her patient’s status regularly for some patients this will be just once a day but for others it will be much more frequent depending on their illness and healthcare status. RLT (2008) says that evaluation must be individual to the specific patient and not just a standard goal that is related to a specific problem. If goals haven’t been achieved then it is up to the nursing staff to determine why. Maybe the goals set weren’t measureable or achievable. Parsley and Corrigan (1999) say that if goals haven’t been measureable or achievable then new goals need to be set. It could also be that the nursing interventions were not successful in which case new interventions should be set. There are also legal and ethical issues that may have an impact when evaluating care The Nursing and Midwifery Council (NMC 2002) state you must obtain consent before you give any treatment or care. If consent wasn’t gained then the care to be implemented wouldn’t have been effective and goals will not have been achieved. Through my evaluation of Mabel it was evident that I did not require all the information to do a comprehensive plan of care. Although I did set baselines which meant I could compare data I wasn’t experienced enough to set goals to the correct timeframe I also didn’t obtain enough measureable information in certain problems to be fully able to assess how effective or ineffective the care had been. Had I had more experience I feel that the evaluation wouldn’t be a problem.   Evaluation requires checking and rechecking in order to see the effectiveness of the care delivered. It requires knowledge and expertise to be able to effectively evaluate and amend the goals and interventions set as necessary. The whole care planning process took me a long time and I still was not very good at certain aspects of it. When setting goals a lot of detailed information is required in order for the plan of care to be effective so I can now understand why it is necessary for a trai ned member of staff to carry out the task. Conclusion This assignment has shown that when used together the nursing process and the nursing model provide a good basis to providing care. It sets out a systematic approach to providing care. Care needs to be set out in a way that both the nurse and the patient know exactly what is happening as well as any other health care professional in the multidisciplinary team providing care for the patient. It has also shown that involving patients in their care enables them to feel they are part of the team and are more likely to help themselves with their care. Reference list Sutcliffe E 1990, Reviewing the process progress. A critical review of literature on the nursing process. Senior Nurse, 10(a), 9-13. Applying the Roper-Logan-Tierney model in practice 2008 Elsevier ltd. Roper N, Logan W, Tierney J (2008) The Roper Logan Tierney model of nursing, Churchill Livingstone:London. Dimond, B. (2008) Legal Aspects of Nursing, 4th ed. Harlow: Pearson Education. Barrett D, Wilson B, Woolands A (2009) Care planning a guide for nurses: Pearson, Essex. Faulkner A (2000) Nursing The reflective approach to adult nursing. Stanley Thornes: Cheltenham. Hinchcliff S, Norman S, Schober J (2008) Nursing practice and healthcare 5th ed. Edward Arnold:London. Holland K, Jenkins J, Soloman J and Whittam S (2004) Applying the Roper, Logan, Tierney model in practice, Churchill Livingstone:London. Kemp N, Richardson E (1994) The nursing process and quality care p38. Arnold:London. Peate I (2010) Nursing care and the activities of living 2nd ed. Wiley-Blackwell: West Sussex. Roper N, Logan W, Tierney A (2000) The Roper, Logan and Tierney model of nursing. Churchill Livingstone: Edinburgh. Yura H, Walsh M (1983) The nursing process: Assessment, Planning, Implementing, Evaluating. Appleton Century: Crofts Norfolk. Cook S (1995) The merits of individualized measures within routine clinical practice. . dh.gov.uk/en/Healthcare/Longtermconditions/DH_093359(2009) (29/04/11) Alfaro R (2002), Applying the nursing process: Promoting collaborative care 5th ed. Lippincott: London. Moseby’s Medical Dictionary (2009), 8th ed, Elsevier. nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Accountability/[Date Accessed 11/04/2011]. McCormack B, Manley K and Garbett R (2004) Practice Development in Nursing, Blackwell Publishing, Oxford. Atkinson L Murray E, (1995), Clinical guide to care planning, McGraw, Oxford. NMC (2002), The NMC code of professional conduct, Nursing and Midwifery Council Publications Marriner A (1983) The nursing process. Ascientific approach to nursing care p170, Mosby:London. nmc-uk.org/Nurses-and-midwives/The-code/The-code-in-full/ Barrett D, Wilson B, Woolands A (2009) Care planning a guide for nurses: Pearson, Essex. nmc-uk.org/Nurses-and-midwives/Advice-by-topic/A/Advice/Consent/ dh.gov.uk/handwashingtechnique Date accessed 11/04/2011 nursingtimes.net/nursing-practice-clinical-research/aseptic-non-touch-technique/206134.article dbh.nhs.uk/Library/Patient_Policies/PAT%20T%2032%20v.1%20-%20Aseptic%20Non%20touch%20Technique%20policy.pdf

Lynn Margulis - Biography of an Evolution Scientist

Lynn Margulis - Biography of an Evolution Scientist Lynn Margulis was born March 15, 1938 to Leone and Morris Alexander in Chicago, Illinois. She was the oldest of four girls born to the travel agent and lawyer. Lynn took an early interest in her education, especially science classes. After only two years at Hyde Park High School in Chicago, she was accepted into the early entrant program at the University of Chicago at the young age of 15. By the time Lynn was 19, she had acquired a B.A. of Liberal Arts from the University of Chicago. She then enrolled at the University of Wisconsin for graduate studies. In 1960, Lynn Margulis had obtained an M.S. in Genetics and Zoology and then went on to work at getting a Ph.D. in Genetics at the University of California, Berkeley. She ended up finishing her doctoral work at Brandeis University in Massachusetts in 1965. Personal Life While at the University of Chicago, Lynn met the now famous Physicist Carl Sagan while he was doing his graduate work in Physics at the college. They married shortly before Lynn finished her B.A. in 1957. They had two sons, Dorion and Jeremy. Lynn and Carl divorced before Lynn finished her Ph.D. work at the University of California, Berkeley. She and her sons moved to Massachusetts shortly thereafter. In 1967, Lynn married crystallographer Thomas Margulis after accepting a position as a lecturer at Boston College. Thomas and Lynn had two children- a son Zachary and a daughter Jennifer. They were married for 13 years before divorcing in 1980. In 1988, Lynn took a position in the Botany department at the University of Massachusetts at Amherst. There, she continued to lecture and write scientific papers and books over the years. Lynn Margulis passed away on November 22, 2011, after suffering uncontrolled hemorrhaging caused by a stroke. Career While studying at the University of Chicago, Lynn Margulis first became interested in learning about cell structure and function. Particularly, Lynn wanted to learn as much as possible about genetics and how it related to the cell. During her graduate studies, she studied the non-Mendelian inheritance of cells. She hypothesized that there had to be DNA somewhere in the cell that wasnt in the nucleus due to some of the traits that were passed down to the next generation in plants that did not match the genes coded in the nucleus. Lynn found DNA within both mitochondria and chloroplasts inside of plant cells that did not match the DNA in the nucleus. This led her to begin formulating her endosymbiotic theory of cells. These insights came under fire immediately, but have held up over the years and contributed significantly to the Theory of Evolution. Most traditional evolutionary biologists believed, at the time, that competition was the cause of evolution. The idea of natural selection is based on the survival of the fittest, meaning competition eliminates the weaker adaptations, generally caused by mutations. Lynn Margulis endosymbiotic theory was the opposite. She proposed that cooperation between species led to the formation of new organs and other types of adaptations along with those mutations. Lynn Margulis was so intrigued by the idea of symbiosis, she became a contributor to the Gaia hypothesis first proposed by James Lovelock. In short, the Gaia hypothesis asserts that everything on Earth- including life on land, the oceans, and the atmosphere- work together in a sort of symbiosis as if it were one living organism. In 1983, Lynn Margulis was elected to the National Academy of Sciences. Other personal highlights include being the co-director of the Biology Planetary Internship Program for NASA and was awarded eight honorary doctorate degrees at various universities and colleges. In 1999, she was awarded the National Medal of Science.

How to Get Students to Talk in Your Class

How to Get Students to Talk in Your Class Most elementary students like to talk, so it usually isnt a problem when you ask a question that you will have a lot of hands go up into the air. However, most activities in an elementary classroom are teacher-directed, which means the teachers does most of the talking. While this traditional way of teaching has been a staple in classrooms for decades, todays teachers are trying to steer away from these methods and do more student-directed activities. Here are a few suggestions and strategies to get your students talking more, and you talking less. Give Students Time to Think When you ask a question, dont expect an immediate answer. Give your students some time to gather their thoughts and really think about their answer. Students can even write down their thoughts on a graphic organizer or they can use the think-pair-share cooperative learning method to discuss their thoughts and hear the views of their peers. Sometimes, all you need to do to get students talking more is just let it be silent for a few extra minutes so they can just think. Use Active Learning Strategies Active learning strategies like the one mentioned above is a great way to get students talking more in class. Cooperative learning groups offer students the opportunity to work together with their peers and discuss what they are learning, rather than having to take notes and listen to the teacher lecture. Try using the Jigsaw method where each student is responsible for learning part of the task, but must discuss what they learned within their group. Other techniques are round robin, numbered heads, and team-pair-solo. Use Tactical Body Language Think about the way students see you when you are in front of them. When they are talking, do you have your arms folded or are you looking away and are distracted? Your body language will determine how comfortable the student is and how long they will talk. Make sure that you are looking at them when they speak and that your arms are not folded. Nod your head when you agree and do not interrupt them. Think about Your Questions Take some time to form the questions that you ask students. If you are always asking rhetorical, or yes or no questions then how can you expect your students to talk more? Try having students debate an issue. Formulate a question so that students will have to choose a side. Divide students into two teams and have them debate and discuss their views.   Instead of telling a student to look over their answer because it may be incorrect, try asking them how they came to get their answer. This will not only give them a chance to self-correct and figure out what they did wrong, but it will also give them the opportunity to talk with you. Create a Student-Led Forum Share your authority by having students pose questions. Ask students what they want to learn about the subject that you are teaching, then ask them to submit a few questions for classroom discussions. When you have a student-led forum students will feel more free to talk and discuss because the questions were posed from themselves, as well as their peers.