Mahatma Gandhi essays

Mahatma Gandhi essays There are many heroes in our world. We have Mother Teresa, Martin Luther King Jr., Corrie Ten Boom, Amy Carmichael, John Wesley, Mary Slessor, and then we had Mahatma Gandhi. One of the greatest heroes that I have heard of is Mahatma K. Gandhi. Mahatma Gandhi is my hero because he always has a positive attitude towards everything. He also had the ability to do anything he set his mind to. Also Mahatma Gandhis actions were always non-violent. Gandhi has a positive attitude towards everything. Gandhi was jailed many times. He responded by protesting the second he got out, he would be thrown back in jail. Gandhis attitude just towards life showed that Gandhi was always happy. No one ever got to him. He always just kept his head up and told himself he could do it. This shows that Gandhi was also very courageous because he stood up to people who could have just simply shot him. This shows that Gandhi has a positive attitude towards life. Gandhi had the ability to do anything he set his mind to. Mahatma Gandhi has accomplished the one true goal in his life when he got independence from Britain for India on August 15, 1947. This was a big accomplishment for India because before the citizens of Indian had no power, so when India got freedom form Britain. Gandhi was being thanked from people he had never met. Gandhi loved that feeling of accomplishing his dream and being thanked by everyone. This is how I know that Gandhi had the ability to do anything he set his mind to. Gandhis actions were very strong but always nonviolent. Violence is the weapon of the weak; non-violence the weapon of the strong Gandhi said. This was a new strategy in protest, and when Gandhi did this he was thrown in jail, but he didnt give he came out of jail, protested again, and starved himself. His actions always were stronger that words, because he never used violence as an answer but he still got through to people. Mahatma G...

The New SAT Math What’s Changing

The New SAT Math What’s Changing SAT / ACT Prep Online Guides and Tips Starting in March 2016, there will be a newly redesigned SAT. The new SAT only has two sections: Evidence-Based Reading and Writing and Math. While most people are focused on the changes to the Reading and Writing section, there have been a few changes to the SAT Math section that are important to know. What are these changes? How will your SAT study strategy need to change? I’ll delve into that and more in this guide. Math: The Major Changes in the 2016 New SAT Let's go through each of the important alterations to the math section of the test. Two Sections: One With Calculator, One With No Calculator On the old SAT, the whole math section allowed you to use a calculator. On the new SAT, the math section is divided into two portions: one which allows calculator and one which does not. The non-calculator portion will always be the third section of the test. The calculator portion will always be the fourth section of the test. Don't be afraid of the no-calculator section. The reason you’re not allowed a calculator is you should be able to solve these questions without one. Some of the skills required to answer these no calculator questions include: Simple math (addition, subtraction, multiplication, division) Simplifying single equations or phrases (using the FOIL method) Solving a system of two equations Knowing square roots (or being able to find a square root by multiplying) Being familiar with powers (and how to reconfigure powers). These questions can get somewhat challenging. Here is a sample no calculator question (from an official practice SAT) that requires you to use your knowledge of powers: If $3x-y=12$, what is the value of ${8^x}/{2^y}$? A) $2^12$B) $4^4$C) $8^2$D) The value cannot be determined from the information given. Answer Explanation: One approach is to express $${8^x}/{2^y}$$ so that the numerator and denominator are expressed with the same base. Since 2 and 8 are both powers of 2, substituting $2^3$ for 8 in the numerator of ${8^x}/{2^y}$ gives $${(2^3)^x}/{2^y}$$ which can be rewritten $${2^(3x)}/{2^y}$$ Since the numerator and denominator of have a common base, this expression can be rewritten as $2^(3x−y)$. In the question, it states that $3x − y = 12$, so one can substitute 12 for the exponent, $3x − y$, giving that the $${8^x}/{2^y}= 2^12$$ The final answer is A. Here is a sample no calculator question that requires you to simplify: If $x3$, which of the following is equivalent to $1/{1/{x+2}+1/{x+3}}$? A) ${2x+5}/{x^2+5x+6}$ B) ${x^2+5x+6}/{2x+5}$ C) $2x+5$ D) $x^2+5x+6$ Answer Explanation: In order to find the answer, you need to rewrite the original phrase and to do that you need to multiply it by ${(x+2)(x+3)}/{(x+2)(x+3)}$. When you multiply through, you should get ${(x+2)(x+3)}/{(x+2)+(x+3)}$. Continue simplifying by multiplying $(x+2)(x+3)$ in the numerator and simplifying the denominator by completing the addition of $(x+2)+(x+3)$. You should then get: $${x^2+5x+6}/{2x+5}$$ That matches answer choice B, so that is the final answer! Less Emphasis on Geometry Geometry took up about 25-35% of questions on the old SAT, but it will now account for less than 10% of questions on the new SAT. The questions will remain relatively the same, but there will simply be less of them. Here is a sample Geometry question from a new SAT practice test: Answer Explanation: The volume of the grain silo can be found by adding the volumes of all the solids of which it is composed (a cylinder and two cones). The silo is made up of a cylinder (with height 10 feet and base radius 5 feet) and two cones (each with height 5 ft and base radius 5 ft). The formulas given at the beginning of the SAT Math section (Volume of a Cone $V={1}/{3}Ï€r^2h$ and Volume of a Cylinder $V=Ï€r^2h$) can be used to determine the total volume of the silo. Since the two cones have identical dimensions, the total volume, in cubic feet, of the silo is given by $$V_(silo)=Ï€(5)^2(10)+(2)({1}/{3})Ï€(5)^2(5)=({4}/{3})(250)Ï€$$ which is approximately equal to 1,047.2 cubic feet. The final answer is D. Also, somewhat ironically, although the number of Geometry questions is decreasing, the College Board decided to give you more Geometry formulas in the reference section, which is at the beginning of the SAT Math sections. The reference section lists some formulas and laws for you to use when answering questions. Here is the old reference section: Here is the new reference section: In addition to the formulas included in the old reference section, the College Board has included the volume formulas for a sphere, cone, and pyramid. Also, the College Board gives you an additional law of Geometry: "the number of radians of arc in a circle is 2Ï€." For a full list of provided formulas and formulas you should memorize, read our guide to formulas you must know. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Increased Focus on Algebra Algebra will now account for more than half of the questions in the SAT math section. While algebra was always a part of the math section, it’s now being emphasized even more. These questions can be very tricky because they ask you to apply algebra in unique ways. Some of the algebra skills required to succeed on the SAT math section include: Solving linear equations Solving a system of equations Creating linear equations or system of equations to solve problems (used in the example below). Creating, analyzing, solving and graphing exponential, quadratic, and other non-linear equations. The following example algebra question is from a real new SAT practice question: Answer Explanation: To solve this problem, you should create two equations using two variables ($x$ and $y$) and the information you’re given. Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information given in the problem, the number of right-handed female students will be $5x$, and the number of right-handed male students will be $9y$. Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x + y = 18$$ $$5x + 9y = 122$$ When you solve this system of equations, you get $x = 10$ and $y = 8$. Thus, 50 of the 122 right-handed students are female. Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is 0.410. The final answer is A. Increased Focus on Modeling The new SAT math section has a new type of question which asks you to think about what equations or models mean. You will be given a model or equation and be asked to explain what certain parts mean or represent. These questions are weird because they're asking you to do something you rarely do: they ask you to analyze the significance of the number or variable in context rather than solve the equation. Here is a sample modeling question from a new SAT practice test: Kathy is a repair technician for a phone company. Each week, she receives a batch of phones that need repairs. The number of phones that she has left to fix at the end of each day can be estimated with the equation $P=108-23d$, where $P$ is the number of phones left and $d$ is the number of days she has worked that week. What is the meaning of the value 108 in this equation? A) Kathy will complete the repairs within 108 days.B) Kathy starts each week with 108 phones to fix.C) Kathy repairs phones at a rate of 108 per hour.D) Kathy repairs phones at a rate of 108 per day. Answer Explanation: In the given equation, $108$ is the value of $P$ in $P = 108 − 23d$ when $d = 0$. When $d = 0$, Kathy has worked $0$ days that week. In other words, $108$ is the number of phones left before Kathy has started work for the week. Therefore, the meaning of $108$ in the given equation is that Kathy starts each week with $108$ phones to fix because she has worked $0$ days and has $108$ phones left to fix. The final answer is B. More Advanced Topics Addition of Trigonometry Trigonometry had never been asked on the SAT Math section†¦ until now! Trigonometry will now account for as many as 5% of math questions. You'll be tested on your knowledge of sine and cosine. Here is a sample trigonometry question from a real new SAT practice test: In triangle $ABC$, the measure of angle $∠  B$ is 90 °, $BC=16$, and $AC=20$. Triangle $DEF$ is similar to triangle $ABC$, where vertices $D$, $E$, and $F$ correspond to vertices $A$, $B$, and $C$, respectively, and each side of triangle $DEF$ is $1/3$ the length of the corresponding side of triangle $ABC$. What is the value of sin$F$? (This is a grid-in question, not multiple choice, so there are no answer choices listed with the question.) Answer Explanation: Triangle ABC is a right triangle with its right angle at B. Therefore, $\ov {AC}$ is the hypotenuse of right triangle ABC, and $\ov {AB}$ and $\ov {BC}$ are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB =√{20^2-16^2}=√{400-256}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of $\angle ∠  {F}$ equals the measure of $\angle ∠  {C}$. Therefore, $sin F = sin C$. From the side lengths of triangle ABC, $$sinF ={\opposite \side}/{\hypotenuse}={AB}/{AC}={12}/{20}={3}/{5}$$ Therefore, $sinF ={3}/{5}$. The final answer is ${3}/{5}$ or 0.6. Addition of i Questions asking you to use $i$ have been added to the new SAT math section. On the exam, problems that use $i$ will always remind you that $i=√(-1)$. However, you should know that this also means $i^2=-1$. You should otherwise approach problems that use $i$ in the same way you'd approach any other math problem. Let's attempt this $i$ example problem below: $${8-i}/{3-2i}$$ If the expression above is written in the form $a+bi$, where $a$ and $b$ are real numbers, what is the value of $a$? (Note: $i=√{-1}$) A) $2$ B) $8/3$ C) $3$ D) $11/3$ Answer Explanation: To rewrite ${8-i}/{3-2i}$ in the standard form $a + bi$, you need to multiply the numerator and denominator of ${8-i}/{3-2i}$ by the conjugate, $3 + 2i$. This equals $$({8-i}/{3-2i})({3+2i}/{3+2i})={24+16i-3i+(-i)(2i)}/{(3^2)+(2i)^2}$$ Since $i^2=-1$, this last fraction can be reduced simplified to $$ {24+16i-3i+2}/{9-(-4)}={26+13i}/{13}$$ which simplifies further to $2 + i$. Therefore, when${8-i}/{3-2i}$ is rewritten in the standard form $a + bi$, the value of a is 2. The final answer is A. How Does Your Study Strategy for SAT Math Need to Change? Let's go through the key steps you need to take to prepare for this new version of the test. Practice Mental Math Since there is a non-calculator portion of the new SAT math section, you need to be prepared to do math without a calculator! Make sure you’re sharp on your basic math skills (adding (including adding fractions), subtracting, multiplying, dividing). Also, make sure you know some common square roots (and squared numbers). My advice for making sure you're ready for the non-calculator portion of the new SAT math section is to practice a lot. Make sure you take every free new SAT practice test available. Don’t use your calculator on the non-calculator section and see how you do! Practice makes perfect! However, to get really good at your mental math, you need to stick to the real testing conditions. Realistic practice makes perfect! Spend Most of Your Study Time on Algebra Since algebra counts for 50% or more of the new SAT math section, you need to make sure your algebra skills are at maximum strength! Check out our two fantastic algebra guides for help with systems of equations and linear, quadratic, and algebraic functions. Make sure you get realistic practice. Take every free new SAT practice test available, and make sure to do a thorough review of your test. Get Familiar With Advanced Topics For trigonometry, don’t worry about spending too much time on it since it accounts for less than 5% of questions, but you should make sure you know the basic trigonometry formulas you’ll need to use and how to apply them. If you have the basic trigonometry formulas (sine and cosine) memorized and know how to apply them, then you should be able to answer most SAT math trigonometry questions. Since trigonometry only accounts for about 5% of the math section, only spend about 5% of your SAT math study time on it. For $\bi i$, also don't worry too much. There are usually only 1-3 $i$ questions per test. As I said before, the problems that use $i$ will always remind you that $i=√(-1)$. Just make sure you remember that if $i=√(-1)$ then $i^2=-1$. If you keep this in mind, you should be able to solve the $i$ questions on the SAT. The Bottom Line Though the changes to the new SAT math section might feel major, they're actually relatively subtle. There has been a slight shift in the material covered, which means there needs to be a shift in how much time you spend studying certain math topics. The questions asked are generally more straightforward than those on the previous SAT math. The Major Changes to Math Are: #1: Less geometry (down to less than 10%)#2: More algebra and modeling (50% or more of the test)#3: Trigonometry and $i$ have been added#4: You’re not allowed to use your calculator on one portion of the math test You Should Change Your Study Strategy By: #1: Knowing your mental math#2: Focusing your time on algebra#3: Learning trigonometry and $i$ (but not spending too much time on them) What’s Next? Need to brush up on some basic math in preparation for the no-calculator section? Our articles on the distributive property, perfect squares, inequalities, adding and subtracting fractions, and tips for easy multiplication can help. Want a ratio and proportions challenge? Try calculating how many seconds there are in a day, week, and year, then check your process and answers here! Interested in testing yourself with the hardest SAT math questions out there? Check out our 13 toughest SAT math question guide. Running out of time on the SAT math section? Our guide will help you beat the clock and maximize your score. Aiming for a perfect score? Check out our guide on how to get a perfect 800 on the SAT math section, written by a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Investments in Education May Be Misdirected Article

Investments in Education May Be Misdirected - Article Example Consequently, the impact of poverty on intelligence is also addressed in the article using experiments conducted to link poverty with cognitive development (Porter). The findings indicate that poverty plays an integral role in shaping the cognitive development of the children. In summary, the article addresses the impact of family environment on cognitive development of children with the focus being on poverty and education of the mother. In spite of the ideas state, the title of the article is misleading because it does not link the government funding and failure in the education system. Surprisingly, the problem of the parents level of education is not directly linked with the government investment in the education sector. Therefore, improving the education of the parents cannot be linked directly with government funding. However, the impact of financial and educational gap between parents and its impact on child development can be solved by supporting children from poor families. Therefore, the article does not link the issues perfectly leading to bias in reasoning. The environmental challenges should be addressed by different government department in order to improve education. The head-start given to children from educated and wealthy parents can be countered by supporting children from the poor families, which will reduce the gap and increase student performance. Porter, Eduardo. "The New York Times." 2 April 2013. Investments in Education May Be Misdirected. Online. 27 October 2013. http://www.nytimes.com/2013/04/03/business/studies-highlight-benefits-of-early-education.html?_r=0

Advanced medical-surgical nursing Essay Example | Topics and Well Written Essays - 3000 words

Advanced medical-surgical nursing - Essay Example rocedures and equipment, coping with incomplete and rapidly changing medical knowledge, addressing workforce shortages and ensuring appropriate adherence to correct procedures with right nursing attitude. These finer concepts in nursing when applied lead to the identification and establishment of a patients risk management process within the overall ultimate design of a health care process. Such processes are more required at the Intensive Care Unit (ICU)/facilities of any hospital as ICU is one of the most critical services of any hospital and the quality of such critical patients response is important in determining the success of the entire hospital itself. In the following paragraphs we examine the application of the finer concepts of nursing care in three specific areas of nursing the critically ill patient. Areas discussed, with relative analysis are; airway management, sensory imbalance/overload and family communication within the intensive care unit. The discussions in these areas of nursing care become more pertinent if the patient is mechanically ventilated. Both short and long duration airway management in critically ill patients require substantial caution and skills. Right approach which can be termed a model approach is still being evolved in research algorithms. Difficult ventilation has generally been reckoned as a state in which a trained anesthetist experience inability to maintain the oxygen saturation more than 90% using a face mask for ventilation and 100% inspired oxygen, given that the pre-ventilation oxygen saturation level was within the acceptable range.(American,1993) Difficult intubation ,on the other hand, has been reckoned as the need for more than three intubation attempts or attempts at intubations that last more than 10 minutes.(American,1993) Schwartz et al (1995) furnish data that 3% of critically ill patients hospitalized suffer death within 30 minutes of administering emergency intubation, and another 8% of intubation events

Globalization, Australia and the Asia-Pacific Essay Example for Free

Globalization, Australia and the Asia-Pacific Essay In terms of international relationships, â€Å"the end of the second millennium and the start of the third are characterized by two developments of major importance†¦ the successful conclusion of the most ambitious round of multilateral trade negotiations in the history of humankind [and the] proliferation of regional trading arrangements unprecedented at any period in history. † Through it all, Australia has been a major participant in these agreements. Owing to the steady progress of Australia’s economy and politics, it has been involved in all of the international policy-making in that span in history. However, due to these numerous activities, there are different circumstances that require variations of these treaties. Multilateral trade treaties are trade agreements made between multiple nations, over multiple regions, at one time. Although multilateral treaties are generally complex and difficult to negotiate and implement, these treaties are very powerful when all interested parties agree on it. The primary advantage of multilateral treaties is the equal treatment, at least relatively, of all parties, regardless of size or power. Examples of these are Australia’s â€Å"Protocol of 1988 relating to the International Convention for the Safety of Life at Sea†, â€Å"United Nations Convention on Conditions for Registration of Ships† and â€Å"Convention for the Suppression of Unlawful Acts against the Safety of Maritime Navigation†. Regional trade treaties are parallel to multilateral trade treaties. Both are generally complex and involve multiple countries. However, they do institute a condition that has both advantages and disadvantages. Regional trade treaties are confined to countries within a certain geographic area, such as the Americas, the Atlantic or, in Australia’s case, the Asia-Pacific region. This comes from the perspective of â€Å"conceiving of the world in terms of structures is what some analytical perspectives in international relations and the social sciences more generally suggest. † according to Breslin. The obvious disadvantage of regional trade treaties is that it would exclude other countries from the agreement. There are, however, advantages that outweigh this negative aspect. Regional agreements would be easier to negotiate since countries within a certain geographic area generally have similar or related economic products, conditions and concerns. Such agreements would also mean that the general concerns of that certain area are given due consideration when viewed by the rest of the international community. Examples are the â€Å"Free Trade Area of the Asia-Pacific Region† and â€Å"South Pacific Regional Trade and Economic Cooperation Agreement†. Bilateral trade treaties are the simplest and most basic agreements. These are the agreements negotiated exclusively between to countries. Simple they may be, however, â€Å"the pursuit of discriminatory trading agreements is arguably the most dramatic development in intergovernmental relations in the western Pacific since the financial crises of 1997-98†, in Jayasuriya’s view. An example of this is Australia’s â€Å"Treaty between Australia and the Republic of Austria concerning Extradition† Australia resides in the South Pacific area but has a mixed economy in the pattern of many Western countries. Its main exports are coal, gold, coal, gold, meat, wool, alumina, iron ore and wheat. It has strong relations with countries in Asian, notably Japan and Korea, and Western countries such as Germany and the United States. Bilateral agreements would ensure mutually advantageous situations for Australia and its partner countries. This would go a long way in cementing international political relations as well as economic strength. However, bilateral agreements are limited in their potential to affect great international change. Regional trade agreements would prove to be more advantageous to Australia and the Asia-Pacific region. Their interests would be represented and protected in the international arena. However, the full potential to affect significant change is not realized when only a few countries are involved. Ideally, Australia should prioritize multilateral trade agreements because these are the ones that have to greatest potential to affect positive change in the international community. These are also the agreements the ones that require the most planning and negotiation and should be kept at the forefront for the process to be as quick as possible. BIBLIOGRAPHY Sampson and Woolcock, Regionalism, multilateralism and economic integration: The recent experience United Nations University Press, 2003 Amadeo, Kimberly, US Economy (2005) [http://useconomy. about. com/od/glossary/g/ multilateral. htm] accessed 06/04/08 Treaty Database DFAT online database, accessed: 06/07/08 [http://www. info. dfat. gov. au/info/treaties/treaties. nsf/WebView? OpenFormSeq=2] Breslin, Shaun et al. , New Regionalism in the Global Political Economy: Theories and Case London: Routledge, 2002 Jayasuriya, Kanishka, Asian Regional Governance: Crisis and Change New York: Routledge, 2004

When Will We Learn :: essays research papers

The gods must be crazy. Strange pollen is in the air. Like Mr. Dylan said, 'The times, they are a-changin' '. What has it been, thirty years since he penned that line? What has changed? America, as a whole has wallowed in the pitfalls of it's own failures and mistakes for so long that we can't seem to break through this bad habit. Sitting here in out artificial pride and patriotism as we go out on the limb of World War Three. We tap dance on the landmines of world dominance. We are not in control anymore. And yet, we think he have this power over all. And it's this grand feeling of strength that fills our weakening hearts every time we look at that flag, that is going to spread it's poison through out us when we least expect it. 'The times they are a changin' '. Or at least we thought they were. Or have we just spent our lives covering up every threat, masking every failure, and then proceed with advances with hopes that they will overshadow that horrible truth? The fact of the matte r is, we have grown too comfortable. Spontaneity is dead and gone. Or maybe it is just buried alive, and someone or something will dig through the soil and revive the American Dream. Because it has been discarded from our minds. We have lost that motivation, that inner drive, that heart and soul of what made this blistered nation appear to be great. We've degenerated so far that now the warts are beginning to emerge from underneath the surface. Underneath where the truth lies. And the truth lied underneath because no one ever learns from their mistakes. No one owns up to the responsibility. Which explains this whole conflict in Kosovo. God willing this will be the end of times, the final straw. On the brink of nuclear war. Just wipe the whole fucking world, and cut God a break from having to do it himself. Of course, that is what the book of Revelation is really saying. I don't honestly find the apocalyptic nature of that book very frightening, not after I stop and take one look aro und me. I don't think that I will be woken from the sounds of sleep by the beckoning blows of trumpets from the sky to see Jesus Christ descend from the clouds.

No one knowingly does evil: an essay on the Socratic principle

The contention that no one knowingly does evil is one of the most fundamental principles championed by Socrates. The very essence of this Socratic principle dwells on the assumption that if a man understands very well that such and such acts are wrong or result to evil, or such that if a man is indeed aware in the first place that this action is wrong in the strictest sense of the word, then that man will tend to revert himself away from committing the act. Socrates stalwartly advances his pivotal idea that men in general cannot, in any conceivable manner, transform man into being fully wise or utterly foolish.Rather, men are inclinedto perform actions at an unfixed and random way, with no great propensity to be inclined to do more evil or to do more good. Consequently, an inexhaustible capability for performing either good or bad conducts is what men do not fundamentally possess. Another principal feature of Socrates’ thoughts is his claim that knowledge is directly associate d to that which is good and that ignorance is tied to that which is evil. Thus, it can be clearly observed that by claiming that no one knowingly does evil what is being meant is that to know and understand one’s actions is to understand that which has goodness.Since ignorance is significantly affixed to evil, Socrates observes, then, that no one knowingly does evil. In instances where man acts, it is immaterial for one to put great emphasis on the goodness or evilness of the action itself. What one should all the more consider is whether such actions are either within the proximity of being just or unjust and not necessarily that of being good or evil. In general, what Socrates is trying to point out is that the very causes of evil acts can ultimately be drawn from ignorance. For example, revulsion of one person to another person results from misapprehension, from ignorance of the related facts.Further, the Socratic assertion that no one knowingly does evil refutes normal re lativism for a few several points. Given such Socratic principle, it implies that it applies to all men who have the innate capacity to act. Likewise, to assert that no one knowingly does evil is to assert as well the claim that human beings by nature cannot be consciously aware that they are doing evil and that, instead, they assume that they are acting in order to amplify pleasure. The term â€Å"no one† in the phrase obviously refutes any relative conception of the principle since â€Å"no one† refers to that which is universal.To have relative views, then, on what actions count as evil and good is to essentially refute the claim that no one does evil voluntarily and willingly, and vice versa. Several contemporary counter-examples can be given to attempt at refuting the Socratic principle. Apparently, suicide, terrorism and sadism all have one thing in common in the context of Socrates’ principle no one knowingly does evil: they purport to exemplify cases whe rein human beings appear to be capable of doing evil with their knowing.All these three may in fact provide crucial grounds for claiming that men have the potential and the actual capacity to inflict harm and do evil while they are fully aware of these actions. However, we might go on to argue that men in these instances are ignorant of the good. Yet, even if they are ignorant of the good, it does not necessarily follow that they know sadism, suicide and terrorism as evil deeds for the fact that no one identifies what is good without actually noting those which are evil or have the actions which have the propensity to result in evil.Thus, these actions could not have been evil in the first place if one has no sense of what it is that is deemed to be good. It might be held valid and true that people who engage themselves in these actions have a leaning towards the evil as others may view them to be, but nevertheless these very people who are a part of the actions are ignorant of the evil that they might have been doing. This is pegged on the presupposition that men have the mental framework that the things they do are aimed at obtaining that which incites pleasure.For the most part of the claims of Socrates, there are hardly any strong refutations which might prove to be callous enough to dismantle the ancient philosopher’s arguments. There is a deep sensibility in Socrates’ dialogues with his fellowmen in the Apology as with the other parts of Plato’s Republic such that, with the Socratic method of inquiry, one arrives at an understanding about one’s little knowledge, that much is left to be understood and that only through a removal of one’s ignorance can one begin to achieve genuine knowledge.

Vampire Academy Chapter 8

EIGHT BURNING WITH ANGER, I FOUGHT harder and better that day than I ever had in any of my classes with the novices. So much so that I finally won my first hand-to-hand pairing, annihilating Shane Reyes. We'd always gotten along, and he took it good-naturedly, applauding my performance, as did a few others. â€Å"The comeback's starting,† observed Mason after class. â€Å"So it would seem.† He gently touched my arm. â€Å"How's Lissa?† It didn't surprise me that he knew. Gossip spread so fast around here sometimes, it felt like everyone had a psychic bond. â€Å"Okay. Coping.† I didn't elaborate on how I knew that. Our bond was a secret from the student body. â€Å"Mase, you claim to know about Mia. You think she might have done that?† â€Å"Whoa, hey, I'm not an expert on her or anything. But honestly? No. Mia won't even do dissections in biology. I can't picture her actually catching a fox, let alone, um, killing it.† â€Å"Any friends who might do it for her?† He shook his head. â€Å"Not really. They're not really the types to get their hands dirty either. But who knows?† Lissa was still shaken when I met her for lunch later, her mood made worse when Natalie and her crew wouldn't shut up about the fox. Apparently Natalie had overcome her disgust enough to enjoy the attention the spectacle had brought her. Maybe she wasn't as content with her fringe status as I'd always believed. â€Å"And it was just there,† she explained, waving her hands for emphasis. â€Å"Right in the middle of the bed. There was blood everywhere.† Lissa looked as green as the sweater she wore, and I pulled her away before I even finished my food and immediately launched into a string of obscenities about Natalie's social skills. â€Å"She's nice,† Lissa said automatically. â€Å"You were just telling me the other day how much you liked her.† â€Å"I do like her, but she's just incompetent about certain things.† We stood outside our animal behavior class, and I noticed people giving us curious looks and whispering as they passed. I sighed. â€Å"How are you doing with all this?† A half-smile crossed her face. â€Å"Can't you already feel it?† â€Å"Yeah, but I want to hear it from you.† â€Å"I don't know. I'll be okay. I wish everyone wouldn't keep staring at me like I'm some kind of freak.† My anger exploded again. The fox was bad. People upsetting her made it worse, but at least I could do something about them. â€Å"Who's bothering you?† â€Å"Rose, you can't beat up everyone we have a problem with.† â€Å"Mia?† I guessed. â€Å"And others,† she said evasively. â€Å"Look, it doesn't matter. What I want to know is how this could have? ­that is, I can't stop thinking about that time – â€Å" â€Å"Don't,† I warned. â€Å"Why do you keep pretending that didn't happen? You of all people. You made fun of Natalie for going on and on, but it's not like you've got a good grip on your control switch. You'll normally talk about anything.† â€Å"But not that. We need to forget about it. It was a long time ago. We don't even really know what happened.† She stared at me with those big green eyes, calculating her next argument. â€Å"Hey, Rose.† Our conversation dropped as Jesse strolled up to us. I turned on my best smile. â€Å"Hey.† He nodded cordially to Lissa. â€Å"So hey, I'm going to be in your dorm tonight for a study group. You think? ­maybe? ­Ã¢â‚¬  Momentarily forgetting Lissa, I focused my full attention on Jesse. Suddenly, I so needed to do something wild and bad. Too much had happened today. â€Å"Sure.† He told me when he'd be there, and I told him I'd meet him in one of the common areas with â€Å"further instructions.† Lissa stared at me when he left. â€Å"You're under house arrest. They won't let you hang out and talk to him.† â€Å"I don't really want to ? ®talk' to him. We'll slip away.† She groaned. â€Å"I just don't know about you sometimes.† â€Å"That's because you're the cautious one, and I'm the reckless one.† Once animal behavior started, I pondered the likelihood of Mia being responsible. From the smug look on her psycho-angel face, she certainly seemed to be enjoying the sensation caused by the bloody fox. But that didn't mean she was the culprit, and after observing her over the last couple of weeks, I knew she'd enjoy anything that upset Lissa and me. She didn't need to be the one who had done it. â€Å"Wolves, like many other species, differentiate their packs into alpha males and alpha females whom the others defer to. Alphas are almost always the strongest physically, though many times, confrontations turn out to be more a matter of willpower and personality. When an alpha is challenged and replaced, that wolf may find himself ostracized from the group or even attacked.† I looked up from my daydreams and focused on Ms. Meissner. â€Å"Most challenges are likely to occur during mating season,† she continued. This, naturally, brought snickers from the class. â€Å"In most packs, the alpha pair are the only ones who mate. If the alpha male is an older, seasoned wolf, a younger competitor may think he has a shot. Whether that is true works on a case-by-case basis. The young often don't realize how seriously outclassed they are by the more experienced.† The old-and-young-wolf thing notwithstanding, I thought the rest was pretty relevant. Certainly in the Academy's social structure, I decided bitterly, there seemed to be a lot of alphas and challenges. Mia raised her hand. â€Å"What about foxes? Do they have alphas too?† There was a collective intake of breath from the class, followed by a few nervous giggles. No one could believe Mia had gone there. Ms. Meissner flushed with what I suspected was anger. â€Å"We're discussing wolves today, Miss Rinaldi.† Mia didn't seem to mind the subtle chastising, and when the class paired off to work on an assignment, she spent more time looking over at us and giggling. Through the bond, I could feel Lissa growing more and more upset as images of the fox kept flashing through her mind. â€Å"Don't worry,† I told her. â€Å"I've got a way – â€Å" â€Å"Hey, Lissa,† someone interrupted. We both looked up as Ralf Sarcozy stopped by our desks. He wore his trademark stupid grin, and I had a feeling he'd come over here on a dare from his friends. â€Å"So, admit it,† he said. â€Å"You killed the fox. You're trying to convince Kirova you're crazy so that you can get out of here again.† â€Å"Screw you,† I told him in a low voice. â€Å"Are you offering?† â€Å"From what I've heard, there isn't much to screw,† I shot back. â€Å"Wow,† he said mockingly. â€Å"You have changed. Last I remembered, you weren't too picky about who you got naked with.† â€Å"And the last I remember, the only people you ever saw naked were on the Internet.† He cocked his head in an overly dramatic fashion. â€Å"Hey, I just got it: it was you, wasn't it?† He looked at Lissa, the back at me. â€Å"She got you to kill the fox, didn't she? Some weird kind of lesbian voo-ahhh!† Ralf burst into flames. I jumped up and pushed Lissa out of the way – not easy to do, since we were sitting at our desks. We both ended up on the floor as screams – Ralf's in particular-filled the classroom and Ms. Meissner sprinted for the fire extinguisher. And then, just like that, the flames disappeared. Ralf was still screaming and patting himself down, but he didn't have a single singe mark on him. The only indication of what had happened was the lingering smell of smoke in the air. For several seconds, the entire classroom froze. Then, slowly, everyone put the pieces together. Moroi magical specializations were well known, and after scanning the room, I deduced three fire users: Ralf, his friend Jacob, and – Christian Ozera. Since neither Jacob nor Ralf would have set Ralf on fire, it sort of made the culprit obvious. The fact that Christian was laughing hysterically sort of gave it away too. Ms. Meissner changed from red to deep purple. â€Å"Mr. Ozera!† she screamed. â€Å"How dare you – do you have any idea – report to Headmistress Kirova's office now!† Christian, completely unfazed, stood up and slung his backpack over one shoulder. That smirk stayed on his face. â€Å"Sure thing, Ms. Meissner.† He went out of his way to walk past Ralf, who quickly backed away as he passed. The rest of the class stared, open-mouthed. After that, Ms. Meissner attempted to return the class to normal, but it was a lost cause. No one could stop talking about what had happened. It was shocking on a few different levels. First, no one had ever seen that kind of spell: a massive fire that didn't actually burn anything. Second, Christian had used it offensively. He had attacked another person. Moroi never did that. They believed magic was meant to take care of the earth, to help people live better lives. It was never, ever used as a weapon. Magic instructors never taught those kinds of spells; I don't think they even knew any. Finally, craziest of all, Christian had done it. Christian, whom no one ever noticed or gave a damn about. Well, they'd noticed him now. It appeared someone still knew offensive spells after all, and as much as I had enjoyed the look of terror on Ralf's face, it suddenly occurred to me that Christian might really and truly be a psycho. â€Å"Liss,† I said as we walked out of class, â€Å"please tell me you haven't hung out with him again.† The guilt that flickered through the bond told me more than any explanation could. â€Å"Liss!† I grabbed her arm. â€Å"Not that much,† she said uneasily. â€Å"He's really okay – â€Å" â€Å"Okay? Okay?† People in the hall stared at us. I realized I was practically shouting. â€Å"He's out of his mind. He set Ralf on fire. I thought we decided you weren't going to see him anymore.† â€Å"You decided, Rose. Not me.† There was an edge in her voice I hadn't heard in a while. â€Å"What's going on here? Are you guys? ­you know ­Ã¢â‚¬  â€Å"No!† she insisted. â€Å"I told you that already. God.† She shot me a look of disgust. â€Å"Not everyone thinks – and acts – like you.† I flinched at the words. Then we noticed that Mia was passing by. She hadn't heard the conversation but had caught the tone. A snide smile spread over her face. â€Å"Trouble in paradise?† â€Å"Go find your pacifier, and shut the hell up,† I told her, not waiting to hear her response. Her mouth dropped open, then tightened into a scowl. Lissa and I walked on in silence, and then Lissa burst out laughing. Like that, our fight diffused. â€Å"Rose? ­Ã¢â‚¬  Her tone was softer now. â€Å"Lissa, he's dangerous. I don't like him. Please be careful.† She touched my arm. â€Å"I am. I'm the cautious one, remember? You're the reckless one.† I hoped that was still true. But later, after school, I had my doubts. I was in my room doing homework when I felt a trickle of what could only be called sneakiness coming from Lissa. Losing track of my work, I stared off into space, trying to get a more detailed understanding of what was happening to her. If ever there was a time for me to slip into her mind, it was now, but I didn't know how to control that. Frowning, I tried to think what normally made that connection occur. Usually she was experiencing some strong emotion, an emotion so powerful it tried to blast into my mind. I had to work hard to fight against that; I always sort of kept a mental wall up. Focusing on her now, I tried to remove the wall. I steadied my breathing and cleared my mind. My thoughts didn't matter, only hers did. I needed to open myself to her and let us connect. I'd never done anything like this before; I didn't have the patience for meditation. My need was so strong, however, that I forced myself into an intense, focused relaxation. I needed to know what was going on with her, and after a few more moments, my effort paid off. I was in.

Free Essays on Endangered Species - American Crocodile

Endangered Species Paper The definition of an endangered species according to the U.S. Fish and Wildlife Service is one that is in danger of extinction throughout all or most of its range of habitat. The only exception to this definition is in regards to insects that are considered pests and would represent a threat to the well being of humans under the provisions of the Endangered Species Act. The Endangered Species Act protects species classified as endangered from being hunted, imported, exported, sold, or threatened by other means. In addition to the protection the FWS also develops recovery plans for the species in which they work to re-establish the species in its natural habitat to a point where protection under the ESA is no longer needed. The American crocodile was first listed as endangered on September 25, 1975. The only place that it can be found in the U.S. is in the wetlands of Florida. American crocodiles live in areas where fresh and salt water mix together, such as coastal wetlands and canals. Crocodiles are large primitive looking reptiles with long bodies covered in jagged, leathery skin. They are closely related to the alligator and can be distinguished by a longer more slender snout, also they are light gray or tan while alligators are dark gray or black. One important adaptation of the crocodile is the ability to survive in waters of high salt concentration. American crocodiles eat a variety of crabs, fish, waterfowl, and small mammals. Their wide selection of prey constitutes them as a generalist in that regard. As babies crocodiles are vulnerable to many predators such as raccoons, birds, fish, and other crocodiles. Most hatchlings are eaten before they reach adult size. As adults crocodiles are at the top of their food chain and are threatened for the most part only by humans. Because of its wide selection of food crocodiles face little competition besides perhaps from the alligators who oft... Free Essays on Endangered Species - American Crocodile Free Essays on Endangered Species - American Crocodile Endangered Species Paper The definition of an endangered species according to the U.S. Fish and Wildlife Service is one that is in danger of extinction throughout all or most of its range of habitat. The only exception to this definition is in regards to insects that are considered pests and would represent a threat to the well being of humans under the provisions of the Endangered Species Act. The Endangered Species Act protects species classified as endangered from being hunted, imported, exported, sold, or threatened by other means. In addition to the protection the FWS also develops recovery plans for the species in which they work to re-establish the species in its natural habitat to a point where protection under the ESA is no longer needed. The American crocodile was first listed as endangered on September 25, 1975. The only place that it can be found in the U.S. is in the wetlands of Florida. American crocodiles live in areas where fresh and salt water mix together, such as coastal wetlands and canals. Crocodiles are large primitive looking reptiles with long bodies covered in jagged, leathery skin. They are closely related to the alligator and can be distinguished by a longer more slender snout, also they are light gray or tan while alligators are dark gray or black. One important adaptation of the crocodile is the ability to survive in waters of high salt concentration. American crocodiles eat a variety of crabs, fish, waterfowl, and small mammals. Their wide selection of prey constitutes them as a generalist in that regard. As babies crocodiles are vulnerable to many predators such as raccoons, birds, fish, and other crocodiles. Most hatchlings are eaten before they reach adult size. As adults crocodiles are at the top of their food chain and are threatened for the most part only by humans. Because of its wide selection of food crocodiles face little competition besides perhaps from the alligators who oft...

Aurignacian Period

Aurignacian Period Definition: The Aurignacian period (40,000 to 28,000 years ago) is an Upper Paleolithic stone tool tradition, usually considered associated with both Homo sapiens and Neanderthals throughout Europe and parts of Africa. The Aurignacians big leap forward is the production of blade tools by flaking pieces of stone off a larger piece of stone, thought to be an indication of more refined tool making. Some Recent Studies Balter, Michael 2006 First Jewelry? Old Shell Beads Suggest Early Use of Symbols. Science 312(1731). Higham, Tom, et al. 2006 Revised direct radiocarbon dating of the Vindija G1 Upper Paleolithic Neandertals. Proceedings of the National Academy of Sciences 10(1073):1-5 (early edition). Bar-Yosef, Ofer. 2002. Defining the Aurignacian. pp 11-18 in Towards a Definition of the Aurignacian, edited by Ofer Bar-Yosef and Joo Zilho. Lisbon: Portuguese Institute of Archaeology. Straus, Lawrence G. 2005 The Upper Paleolithic of Cantabrian Spain. Evolutionary Anthropology 14(4):145-158. Street, Martin, Thomas Terberger, and Joumlrg Orschiedt 2006 A critical review of the German Paleolithic hominin record. Journal of Human Evolution 51:551-579. Verpoorte, A. 2005 The first modern humans in Europe? A closer look at the dating evidence from the Swabian Jura (Germany). Antiquity 79(304):269-279. This glossary entry is part of the Dictionary of Archaeology. Examples: St. CÃ ©saire (France), Chauvet Cave (France), LArbreda Cave (Spain)

Education Programme of Tayside Essay Example | Topics and Well Written Essays - 1250 words

Education Programme of Tayside - Essay Example To direct my own learning process, I made use of a learning contract with my mentor and the Diabetes Specialist Dietician and prepared a learning program. Diabetic patients are increasing in number which incurs a lot of healthcare cost to the government. 1.2mg of Victoza taken daily is a cost effective way to treat Type-2 Diabetes. Victoza enhances insulin secretion and reduces glucagon secretion. Patients can take Victoza when the blood glucose becomes higher as measured by the HBAIC blood test, or when they have BMI greater than or equal to 35kg/m. Diabetic patients are referred to the nurses by the diabetes consultants for treatment. The GLP-1 Victoza Group Education Program was started only two years ago but became very popular in very short time, thus imparting the need to start the treatment in group setting. The group setting increased the productivity of the DSNs. Various studies have found Victoza very effective for the treatment of Type-2 Diabetic patients. Particularly whe n it was taken with Metformin daily, it improved the blood sugar control in patients and helped them lose weight. Control of diabetes and patient education reduces a patient’s susceptibility to the risk of nephropathy, retinopathy, and cardiovascular diseases. All diabetic patients should receive structured education to be able to self-manage their disease. The cheapest way of educating patients is group education as more patients are educated in lesser time, thus saving the time and effort of both the nurses. Group education encourages the adoption of innovative learning approaches, and is thus recommended by payors, educators, and policy makers. I experienced slight difficulty when the teaching session commenced, but the stress wore off me as time passed. I have learnt how to educate the patients with due assistance of the specialist dietician using visual aids which made the sessions interesting for me as well as for the learners. Learners were taught how to administer Vic toza. They were asked to do their first injection themselves. Knowledge of the treatment made the patients feel relieved. The patients were also taught the use of blood sugar meters and the principles of healthy eating. It was an overall good experience, though patients would have developed better concepts of treatment, had they been provided with structured education about diabetes and its treatment beforehand. In addition to the treatment education, patients also need to be made aware of the potential implications of not taking the treatment upon their health, so that they are intrinsically motivated to get the treatment. The treatment program should be supplied with adequate resources. Every treatment program should be supported with a structured curriculum. The current education programme can be accorded with the criteria established by NICE by integrating the philosophy of GLP1 (Victoza/Exenatide) Group Education Programme, curriculum, hand-outs, patient evaluation tools, perio dic peer review, internal quality assurance, and improvement of patients’ diabetes control twice a year in the program. To integrate these factors into the current education programme, I have used the Tayside Diabetes Education Programme to enhance the structure of the GLP-1 Victoza Group Education P