Questar Company Risk Analysis Essay -- essays research papers fc

INTEROFFICE REPORTQuestar Corporation Energy Company Three segments of Questar operations cover resources and regulated services. Follows is the risk assessment for Questar Resources, pretermit of internal control in estimating reserve(s) revenue, Financial analysis and the market, New land developments, and the Environment. Most of the companys operations are located in the Rocky Mountain persona of Wyoming, Utah, Colorado, Texas, Oklahoma, and Louisiana (5). Distribution is throughout the United States.QUESTAR OPERATIONSA multi-faceted holding company formed through reorganization in 1984 into an energy company to assure non-utility services (5). fierce resources from fossil fuels (oil, natural gas) are developed through drilling for inter adduce transmission, storage and distribution. The resource division involves gas, oil, natural gas for marketing, woo analysis of gas development, risk management, and distribution for the wholesale/retail industry (5). 1.Market Resource s is the major producer of income driving segments of the business. Natural gas (nonregulated) is 86% of its focal point on evaluating crude resources for process through gas management (5). 2.Questar Pipeline (regulated) is responsible for transportation and storage. This includes the development of pipeline. Business is dependent on acquiring leases and the use of land. Operations at well sites can have a life of 20-40 years. 3.Questar Gas (regulated) involves retail distribution. Sales are based on seasonal usage and economic factors such as the markets going rate (5).RISK ASSESSMENTResources Price Risk and Land Opportunity Crude resources are a distinct global market. Questar is a profitable and reliable enterprise with all three segments highly revenue driven, secured by federal and state government regulations. Wholesale figures fluctuate within the industry by a minimal amount for distribution nationwide, but this type of commodity requires prices to be score by the market nationwide and not the company.Competition in this industry is the ability to secure land rights for drilling. Government regulations have restricted areas containing crude resources for development by 40% (7). 90% o... ...rve%20Valuation.pdf (8 October 2004). Industry changes that may affect energy resources financial reporting. External 10)Kieso, Donald E., Weygandt, Jerry J., Warfield, Terry D. Intermediate news report. Hoboken, NJ Current Developments for Audit Committees 2002. Pricewaterhouse Coopers analysis on recognizing revenue. External 11) Natural Gas Market Prices. California Energy Commission. 2 April 2003. http//www.energy .ca.gov/2003_price_spikes/2003-04-02_natgas_execsum.html (8 October 2004). Executive summary on 180% increase within deuce days on the national spot market for natural gas. External12) Questar Goes Live with the SPL Customer Care and Billing Solution. Factiva Online September 2004. http//80-global.factiva.com.libproxy.sdsu.edu/en/arch/display.asp ( 8 October 2004). Accounting changes in billing customers. External13)Standard & Poors. Register of Corporations, Directors and Executives. 2003 ed. New York McGraw-Hill Companies, 2003. The energy sector as a whole. External

Macbeth Issues Essay -- essays research papers

In Shakespeares Macbeth, there are many issues that may have had an affect on the play. The complex marriage between the magnate hungry Macbeths, lady Macbeths dominant character directing Macbeth in the murders, the role reversal during the murders, Macbeths reaction to his wifes death, and male and pistillate marriages for authority. When analyzed these issues help describe the Macbeths relationship. They are the very issues that eventually lead to the Great Tragedy.The relationship of Macbeth and brothel keeper Macbeth is a complex one. Macbeth in the beginning does not come across to us as dominant. He more so looks to Lady Macbeth for comfort, assurance, and direction. Go get some water And dud your hand. Why did you bring these daggers from the palace? They must lie there. Go, carry them and smear The sleepy grooms with blood. (Act II, Scene 2) Here Lady Macbeth directs Macbeth what to do after the murder of Duncan. Lady Macbeth takes control of their situation. Lady Macbe th brought a directness, a practicality, an inability to see difficulties in a good cause. Says Barbara Everette in Macbeth As A Married couple on. This shows how much Lady Macbeths views were a major part in their relationship. Both Lady Macbeth and Macbeth corrupted their relationship with their struggle for power. They both felt the posit for authority, which as a result lead to their downfall.In the beginning of the play Lady Macbeth comes across to us as evil-willed and ready to do any and everyt...

William Gibsons Neuromancer :: Essays Papers

William Gibsons NeuromancerWhen Neuromancer by William Gibson was first published it created a sensation. Or perhaps it would be more precise to say that it was used to create a sensation, for Bruce Sterling and other Gibson associates declared that a tonic kind of science fiction had appeared which rendered alone ordinary SF obsolete. Informed by the amoral urban rage of the punk subculture and depicting the developing human-machine interface created by the widespread use of computers and computer networks, set in the near future in decayed city landscapes like those portrayed in the film Blade Runner it claimed to be the voice of a new generation. (Interestingly, Gibson himself has said he had finished much of what was to be his body of early cyberpunk fiction before ever seeing Blade Runner.) Eventually it was seized on by hip postmodern academics looking to ride the wave of the latest trend. Dubbed cyberpunk, the stuff was being talked about everywhere in SF. Of course by the measure symposia were being held on the subject, writers declared cyberpunk dead, yet the stuff kept being published and it continues to be published today by writers like K. W. Jeter and Rudy Rucker. maybe the best and most representative anthology of cyberpunk writers is Mirrorshades., edited by Sterling, the genres most outspoken advocate. But cyberpunks status as the revolutionary vanguard was almost at once challenged. Its narrative techniques, many critics pointed out, were positively reactionary compared to the experimentalism of mid-60s new wave SF. One of the main sources of its vision was William S. Burroughs quasi-SF novels like Nova Express, (1964), and the voice of Gibsons narrator sounded oddly like a slightly updated version of old Raymond Chandler novels like The Big Sleep, (1939). Others pointed out that almost all of cyberpunks characteristics could be found in the works of older writers such as J. G. Ballard, Philip K. Dick, Harlan Ellison, or Samuel R. Delany. Most damning of all, it didnt seem to have been claimed by the generation it claimed to represent. Real punks did little reading, and the vast majority of young SF readers preferred to stick with traditional storytellers such as Larry Niven, Anne McCaffrey and even Robert Heinlein. Gibsons prose was too dense and tangled for casual readers, so it is not surprising that he gained more of a following among academics than among the expression of people it depicted.

Lizabeths Experiences in Marigolds by Eugenia Collier Essay -- essays

Marigolds is a story written by the author Eugenia Collier. It is considered a access of age story. A coming of age story is a story where the protagonist becomes an adult through experiences, knowledge, or an adventure. Throughout the story the main character, Lizabeth, goes through experiences that upset her. These experiences teach her to engender compassion and not to be afraid of hope and beauty.For all the smoldering emotions of that summer swelled up in me and burst-the great need for my mother who was neer there, the hopelessness of our poverty and degradation, the bewilderment of being neither child nor woman and both at once, the fear unleashed by my fathers tears.This quote from the story explains what was troubling Lizabeth. As a child her mother wasnt around often...

Jubilee Year :: essays research papers

The book of Leviticus is filled with different rules and teachings. They were written down by priests. They were known as the Holiness Code. star of the most prominent teachings in this section of Leviticus was about the jubilee year. Every fifty years, debts should be forgiven, and people who have lost their property have an opportunity to lend it back. I wish we had a jubilee year in our time because it would allow people who have been struggling with their life to regain their footing and start over.In modern times, most people are very greedy and materialistic. Perhaps that is one reason why, in ancient times, debts were forgiven every fifty years. People who had borrowed gold from opposites but were too poor to pay them back normally stretch forthd a harder life. If debts were forgiven every fifty years, if they were still alive, it would give them a chance to try and live a normal life again. Nowadays, people would not stand for such a principle. Richer people would not a gree to it because they would be losing money they had lent to other people. People who had borrowed money, however, would like it because they would not have to work to pay them back.When people lose land, it is normally because they owe money, and whoever they owe money to is taking the land as a payment. Again, if people had a chance to regain their land after having it seized, their life would return back to normal and they could try and restart their lives also. As with the exonerative of debts, I do not think this would be followed in modern day and age. Land is very expensive nowadays, so having to give back a piece of land would make many people angry.

Jubilee Year :: essays research papers

The book of Leviticus is filled with different rules and teachings. They were written down by priests. They were known as the Holiness Code. atomic number 53 of the most prominent teachings in this section of Leviticus was about the jubilee year. Every fifty years, debts should be forgiven, and people who have lost their property have an opportunity to set it back. I wish we had a jubilee year in our time because it would allow people who have been struggling with their life to regain their footing and start over.In modern times, most people are very greedy and materialistic. Perhaps that is one reason why, in ancient times, debts were forgiven every fifty years. People who had borrowed bullion from other(a)s but were too poor to pay them back normally buy the farmd a harder life. If debts were forgiven every fifty years, if they were still alive, it would give them a chance to try and live a normal life again. Nowadays, people would not stand for such a principle. Richer peopl e would not agree to it because they would be losing money they had lent to other people. People who had borrowed money, however, would like it because they would not have to work to pay them back.When people lose land, it is normally because they owe money, and whoever they owe money to is taking the land as a payment. Again, if people had a chance to regain their land after having it seized, their life would return back to normal and they could try and restart their lives also. As with the absolvitory of debts, I do not think this would be followed in modern day and age. Land is very expensive nowadays, so having to give back a piece of land would make many people angry.

Hamlet vs Othello

How the jocks deal with their difficulties critical forecast vs Othello In William Shakespe be settlement and Othello, the author creates two similar yet immensely diametrical protagonists. The major stock of contrast lies within each lineaments approach to decisiveness making and premeditated exercise. As David Nichol Smith puts it, settlement is not a character marked by strength of will or even passion, simply by refinement of thought and sentiment. (Smith 288) This very refinement of thought is what characterizes two Hamlets unbelief and forces him to act when he renounces indecision.In contrast Everything about Othellos mind, on the contrary, is direct, healthy, objective with an openness and docility of childhood he loses himself in external things his thoughts are work with objects, not with themselves and he reproduces in smooth transparent diction the truth as revealed to him from without his mind, in short is manage a clear even reverberate which, invisible itself renders back in its exact shape and colour whatever stands before it so that we get from him not so much(prenominal) his happen uponions of things as the things themselves that impress him. Hudson 316-317) This child-like and gullible thought process unveils to us the true nature of Othello, the expert at war but the novice at manners, who like a reverberate believes and acts on the will and impressions of others rather than contemplate twain the true macrocosm of things and the people who speak against them. These distinctions allow the reader to perk that in Hamlet aggrandize and terra firma are jangles. In Othello the mildness that complements a sol fretrs courage is baffled. (Howarth 14) Here is the essence in the contravention between Hamlet and Othello.Hamlet makes his decision through prolonged self reflection that continues to the point where action is never done in an expedient faction, bandage Othello makes his decision through the ideas given up to him by others which leads to rash, emotionally charged action. These differences in decision making can be detectn through the different difficulties that each protagonist faces with their lovers, friends, and antagonist. In twain literary works, the protagonist falls in love with the daughters of two politicians. Both fathers receive the power to influence the fate of the main characters.Unfortunately, the fathers are very protective of their daughters and withal have a formal race with the protagonist which causes them to interfere with the young lovers. Upon finding out about his daughters relationship with Hamlet, Polonius informs King Claudius in hopes of creating a better view in the court. Hamlet discovers Polonius plot to use their relationship as a means to go for a higher position with the King, thus suspects Ophelia of being untrue in her love and devotion for him therefore ending said relationship. Without knowing so, Polonius has interfered in their relationship.In O thellos case, Barbantio interferes by exemplification Othello of Desdemonas unfaithfulness by foreshadowing, Look to her, Moor, if thou hast eyes to sop up She has deceived her father, and may thee. (Shakespeare 50) Like Polonius, Barbantio has also indirectly interfered with the virgin lovers relationship serving as reinforcement to Iagos by and by illusion. In contrast, the protagonists deal with the fathers in different ways. Hamlet cracks Polonius as a selfish and ignoramus, Othello, to a current extent, prises Barbantio because of his seniority and service to the state.When dealing with Polonius, Hamlet drives a rapier through a curtain and kills the old solon without remorse. This is one exercise when we see Hamlet act uncharacteristically by using force rather than rational thought. In contrast we see Othello have the alike change from conventionalism action as he uses calm reason and his words to deal with Barbantio and not his usual rash, emotional, and physica l action that characterizes him later in the piece. So in this case we see two protagonists acting differently from both their natural character and from each other.This shows that both characters are undecided of acting outside of their sensed personalities to deal with people of seniority that are so close to their lovers and have such a profound effect on their love. Both protagonists have friends whose loyalties are questioned in the plays. For Hamlet, his friends, Rosencrantz and Guildenstern, return from university upon the request of King Claudius. While for Othello, his second in command, and best friend Cassio is accused of infidelity with Desdemona. For both plays, the friends are originally comprehend by the protagonist as trustworthy and loyal but the events of the play reveal otherwise.This deception causes the protagonists to question their allegiances. Hamlet maintains his act of trust and thought and reason by keeping his friends in a state of ignorance to his t rue agents. While Othello, instead, acts rashly, inflamed with the fury of his passion and committed to the shoemakers last of his once loyal friend. Othello remain true to his character while we see Hamlets progressing willingness to violence over rational thought while sentencing Rosencrantz and Guildenstern to their death.In both cases we see the protagonists unwillingness to commit these acts of violence themselves and feel contempt to delegate these extremely actions to others. Love is a fickle thing. William Shakespeare holds true to this statement in both plays as both protagonists struggle to maintain their relationship with their lovers. Both Hamlet and Othello are considered to be tragic heroes, in which their actions and decisions lead to their eventual downfall. In this case, their decisions have led to the needed deaths of both Ophelia and Desdemona.Upon discovering the daunting task of avenging his father, Hamlet has deemed the garden of his own life having now be come a desert (Hudson 95) in which he refuses to entangle Ophelia. He had established a trusting relationship with Ophelia up until the point where Polonius intrudes and breaks the final bond between them. Thus, Hamlet distances himself, isolating Ophelia and treating her crudely, as a means to distinguish with the loss of the love of his life. Hamlet is left to give up Ophelia because he sees no escape for himself(Hudson 95) and thus refuses to place her into the same desert of a life he lives.In a sense, Hamlet treats Ophelia rudely and unkindly in order to save her (Hudson 111). The series of events eventually leads to Ophelias delusional perception of reality upon losing Hamlet and her unavoidable death. Othello, on the other hand, burgeon forths a much drastic route. After hearing of Cassio and Desdemonas supposed affair, Othello decides to execute her for her infidelity instead of banisher her like she begged for. After Iago starts to spout lies about the affair, he asks E milia to steal Desdemonas scarf and it winds up in Cassios hands.Othello, after(prenominal) seeing this proof of infidelity, no longer has any doubts about the affair and Iagos accusations. Therefore, Othellos motive is punish while Hamlets motive is protection. While we see the different ways in how each protagonist deals with characters of both minor consequence and characters as significant as lovers, one of the to the highest degree revealing parts of both works is the protagonists dealings with the antagonist. For Hamlet this is the King Claudius and for Othello it is his 2nd man Iago. Hamlet from the beginning of the piece hates Claudius and sees him as his natural enemy because he is his fathers murderer.This has a deep contrast with Othello who from the first instances of the play sees Iago as a trustworthy friend. When dealing with Cladius, Hamlet does one thing passim the entire piece he thinks of what to do. For a major portion Hamlet only thinks and reflects on what action to take and takes action only in the instance when he has the players perform the Murder of Gonzago. Showing to a greater extent that Hamlet is the prince of philosophical speculators and because he cannot have his revenge perfect, according to the most better idea his wish can form.He declines it altogether (Smith 289-91). Othello during the entire play does nothing at all in respect to Iago other than trust him completely. This shows Othellos longing for passivity which makes him only listen to Iago rather than confront both his wife and his lieutent. (Barthelemy 79-80) Aside from this difference in both the perception of the antagonist by the protagonist along with the type of action taken towards them, both plays are similar in that both Hamlet and Othello contribute a turning point in which the way they deal with the difficulties the antagonist represents changes completely.For Hamlet this is the image of the soldiers of Norway going to war that is marked by his solil oquy in which he swears to have all-fired thoughts (thoughts of action) or to not think at all. For Othello this is the recognition of Iagos deception when he has killed his wife in his home. Both protagonists take the same action, violence. While with Othello we see the opposite of what may be considered characteristic for a military leader, his nonfatal sounding of Iago shows that he wants him to suffer rather than to die an immediate death, much more thought out then his rash decision to kill his lieutenant.This is where Othellos tragedy is that he was unusually open to deception and, if once wrought to passion, belike to act with little reflection, with no delay, and in the most decisive manner conceivable (Barthelemy 25), such as the murder of his wife. Hamlet also makes an uncharacteristic decision in the final part of the play. Hamlet grabs his sword and he drives it through Claudius as his last action before the acerbate in him takes his life. So in both plays the protag onist deal with the antagonist in the same way, with the use of violence.In conclusion, we see in either character the image of ourselves that helps us to find better the ways in which each character deals with the difficulties set before him. In Othello, we see the general who is deceived coming to the realization of a betrayal that has taken what he loves the most from him. Here the reader can understand both the feeling of betrayal and loss that make Othellos final action much more understandable and allows the reader to make their final opinions of the tragic fall of the Moor, an ending as dark as his flesh.With Hamlet, we see loss in a larger sense without the realization of betrayal, something known from the beginning of the piece. Hamlet not only loses his life or just as single betrayal but what comprises of his entire world comes to an end. In Hamlet, the reader sees the death of logic and reason that makes way for the primal action of violence that adds to a deeper meanin g towards his change of character.Hamlet vs OthelloHow the protagonists deal with their difficulties Hamlet vs Othello In William Shakespeare Hamlet and Othello, the author creates two similar yet vastly different protagonists. The major source of contrast lies within each characters approach to decision making and premeditated action. As David Nichol Smith puts it, Hamlet is not a character marked by strength of will or even passion, but by refinement of thought and sentiment. (Smith 288) This very refinement of thought is what characterizes both Hamlets indecision and forces him to act when he renounces indecision.In contrast Everything about Othellos mind, on the contrary, is direct, healthy, objective with an openness and docility of childhood he loses himself in external things his thoughts are occupied with objects, not with themselves and he reproduces in smooth transparent diction the truth as revealed to him from without his mind, in short is like a clear even mirror which, invisible itself renders back in its exact shape and colour whatever stands before it so that we get from him not so much his impressions of things as the things themselves that impress him. Hudson 316-317) This child-like and gullible thought process unveils to us the true nature of Othello, the expert at war but the novice at life, who like a mirror believes and acts on the will and impressions of others rather than contemplate both the true reality of things and the people who speak against them. These distinctions allow the reader to see that in Hamlet grace and reason are jangles. In Othello the mildness that complements a soldiers courage is baffled. (Howarth 14) Here is the essence in the difference between Hamlet and Othello.Hamlet makes his decision through prolonged self reflection that continues to the point where action is never done in an expedient faction, while Othello makes his decision through the ideas given to him by others which leads to rash, emotionally charge d action. These differences in decision making can be seen through the different difficulties that each protagonist faces with their lovers, friends, and antagonist. In both literary works, the protagonist falls in love with the daughters of two politicians. Both fathers have the power to influence the fate of the main characters.Unfortunately, the fathers are very protective of their daughters and also have a formal relationship with the protagonist which causes them to interfere with the young lovers. Upon finding out about his daughters relationship with Hamlet, Polonius informs King Claudius in hopes of creating a better position in the court. Hamlet discovers Polonius plot to use their relationship as a means to obtain a higher position with the King, thus suspects Ophelia of being untrue in her love and devotion for him therefore ending said relationship. Without knowing so, Polonius has interfered in their relationship.In Othellos case, Barbantio interferes by warning Othello of Desdemonas unfaithfulness by foreshadowing, Look to her, Moor, if thou hast eyes to see She has deceived her father, and may thee. (Shakespeare 50) Like Polonius, Barbantio has also indirectly interfered with the new lovers relationship serving as reinforcement to Iagos later deception. In contrast, the protagonists deal with the fathers in different ways. Hamlet sees Polonius as a selfish and ignoramus, Othello, to a certain extent, respects Barbantio because of his seniority and service to the state.When dealing with Polonius, Hamlet drives a rapier through a curtain and kills the old statesman without remorse. This is one instance when we see Hamlet act uncharacteristically by using force rather than rational thought. In contrast we see Othello have the same change from normal action as he uses calm reason and his words to deal with Barbantio and not his usual rash, emotional, and physical action that characterizes him later in the piece. So in this case we see both protagon ists acting differently from both their natural character and from each other.This shows that both characters are capable of acting outside of their perceived personalities to deal with people of seniority that are so close to their lovers and have such a profound effect on their love. Both protagonists have friends whose loyalties are questioned in the plays. For Hamlet, his friends, Rosencrantz and Guildenstern, return from university upon the request of King Claudius. While for Othello, his second in command, and best friend Cassio is accused of infidelity with Desdemona. For both plays, the friends are originally perceived by the protagonist as trustworthy and loyal but the events of the play reveal otherwise.This deception causes the protagonists to question their allegiances. Hamlet maintains his application of trust and thought and reason by keeping his friends in a state of ignorance to his true motives. While Othello, instead, acts rashly, inflamed with the fury of his pass ion and committed to the death of his once loyal friend. Othello stays true to his character while we see Hamlets progressing willingness to violence over rational thought while sentencing Rosencrantz and Guildenstern to their death.In both cases we see the protagonists unwillingness to commit these acts of violence themselves and feel contempt to delegate these extremely actions to others. Love is a fickle thing. William Shakespeare holds true to this statement in both plays as both protagonists struggle to maintain their relationship with their lovers. Both Hamlet and Othello are considered to be tragic heroes, in which their actions and decisions lead to their eventual downfall. In this case, their decisions have led to the inevitable deaths of both Ophelia and Desdemona.Upon discovering the daunting task of avenging his father, Hamlet has deemed the garden of his own life having now become a desert (Hudson 95) in which he refuses to entangle Ophelia. He had established a trustin g relationship with Ophelia up until the point where Polonius intrudes and breaks the final bond between them. Thus, Hamlet distances himself, isolating Ophelia and treating her crudely, as a means to cope with the loss of the love of his life. Hamlet is left to give up Ophelia because he sees no escape for himself(Hudson 95) and thus refuses to place her into the same desert of a life he lives.In a sense, Hamlet treats Ophelia rudely and unkindly in order to save her (Hudson 111). The series of events eventually leads to Ophelias delusional perception of reality upon losing Hamlet and her unavoidable death. Othello, on the other hand, takes a more drastic route. After hearing of Cassio and Desdemonas supposed affair, Othello decides to murder her for her infidelity instead of banisher her like she begged for. After Iago starts to spout lies about the affair, he asks Emilia to steal Desdemonas scarf and it winds up in Cassios hands.Othello, after seeing this proof of infidelity, no longer has any doubts about the affair and Iagos accusations. Therefore, Othellos motive is revenge while Hamlets motive is protection. While we see the different ways in how each protagonist deals with characters of both minor consequence and characters as significant as lovers, one of the most revealing parts of both works is the protagonists dealings with the antagonist. For Hamlet this is the King Claudius and for Othello it is his 2nd man Iago. Hamlet from the beginning of the piece hates Claudius and sees him as his natural enemy because he is his fathers murderer.This has a deep contrast with Othello who from the first instances of the play sees Iago as a trustworthy friend. When dealing with Cladius, Hamlet does one thing throughout the entire piece he thinks of what to do. For a major portion Hamlet only thinks and reflects on what action to take and takes action only in the instance when he has the players perform the Murder of Gonzago. Showing to a greater extent that Ham let is the prince of philosophical speculators and because he cannot have his revenge perfect, according to the most refined idea his wish can form.He declines it altogether (Smith 289-91). Othello during the entire play does nothing at all in respect to Iago other than trust him completely. This shows Othellos longing for passivity which makes him only listen to Iago rather than confront both his wife and his lieutent. (Barthelemy 79-80) Aside from this difference in both the perception of the antagonist by the protagonist along with the type of action taken towards them, both plays are similar in that both Hamlet and Othello reach a turning point in which the way they deal with the difficulties the antagonist represents changes completely.For Hamlet this is the image of the soldiers of Norway going to war that is marked by his soliloquy in which he swears to have bloody thoughts (thoughts of action) or to not think at all. For Othello this is the realization of Iagos deception whe n he has killed his wife in his home. Both protagonists take the same action, violence. While with Othello we see the opposite of what may be considered characteristic for a military leader, his nonfatal sounding of Iago shows that he wants him to suffer rather than to die an immediate death, much more thought out then his rash decision to kill his lieutenant.This is where Othellos tragedy is that he was unusually open to deception and, if once wrought to passion, likely to act with little reflection, with no delay, and in the most decisive manner conceivable (Barthelemy 25), such as the murder of his wife. Hamlet also makes an uncharacteristic decision in the final part of the play. Hamlet grabs his sword and he drives it through Claudius as his last action before the poison in him takes his life. So in both plays the protagonist deal with the antagonist in the same way, with the use of violence.In conclusion, we see in either character the image of ourselves that helps us to under stand better the ways in which each character deals with the difficulties set before him. In Othello, we see the general who is deceived coming to the realization of a betrayal that has taken what he loves the most from him. Here the reader can understand both the feeling of betrayal and loss that make Othellos final action much more understandable and allows the reader to make their final opinions of the tragic fall of the Moor, an ending as dark as his flesh.With Hamlet, we see loss in a larger sense without the realization of betrayal, something known from the beginning of the piece. Hamlet not only loses his life or just as single betrayal but what comprises of his entire world comes to an end. In Hamlet, the reader sees the death of logic and reason that makes way for the primal action of violence that adds to a deeper meaning towards his change of character.

Ethical and Legal Preparations Required for Successful Prosecution of Cases

Most claims of malpractice argon filed due to negligence and lack of in rowation in lord relationship. The unprofessional and improper handling client-attorney relationship results in claims of negligence. These claims are founded on the services actually provided. Lawyers who fail to communicate with clients about the realities and difficulties of specific claims. Create the risk of infection of malpractice lawsuits from clients who are dissatisfied, with the belief that the responsibility of loosing their case is basically their lawyers problem.Fees disputes are also involved in legal malpractice (Hagan, 1994). Clients are sued by their attorneys for fees, and most(prenominal) clients their defense on malpractice. This kind of defense can cause reduction if not total elimination, of the fees being recovered by the lawyer. There is a celestial latitude of frequency of such claims, perhaps due to the reluctance of lawyers to sue for fees recovery. The most prevalent offences are those of homicide and burglary. Homicide and Burglary Offenses Throughout space and time, the most serious of crimes turns out to be the unlawful taking of human life.The crime of murder within most legal systems is devoid of statute limitations. This means that the killer faces the law without regard to the go along time after the crime has been committed. Investigators of homicide have their solemn duty of bringing the offenders to justice. They acknowledge that justice is not only reserved to the deceased victim, but the friends and family who quest a healing process after being left behind. Community safety and human life sanctity demand that justice is served (Hagan, 1994).The closing of a homicide case is considered after the identification, charge and arrest of the suspect. In most case files of Police departments, many such cases dating back to the 60s are waiting nevertheless for closure. This is because such cold cases lack the critical evidence or information, required in the identification and charging of a suspect. One of the commonly most encountered crimes is burglary, often under(a) police investigation. Burglary techniques and investigation procedures are usually outlined for particular scenes of crime.The responsibility of the first officer is to locate the suspect. Incases where the burglary is in progress, apprehending the suspect is the first consideration. Witnesses are primed(p) next and separated for later interviews (Fisher & Baca, 2003). The problem is that experienced burglars are fond of minimizing evidence for investigators for the crime scene. The investigator collects evidence left in the form of riffle prints, tool marks and shoe prints at the scene of crime. Awareness of the investigator is also stressed on modus operandi or the burglars M.O. frequently suspects are responsible for various burglaries in the region, thus by comparing similar cases the investigator is able to narrow down and concentrate on one suspect. This is assisted by choosing the safest and easiest point of entry. Contemporary codifications create class of offences called homicide collectively. Murder is the most serious subclass, followed by the less serious manslaughter and finally ending with justifiable homicide that is at all no crime (Hagan, 1994).In general, intend in causing great harm to the body is not separable from the killing intention. This is because such acts are atrocious inherently that every reasonable individual must realize the possibility of fatality. Thus arguments by defendants harm during their action was not contemplated, does not often form part of the defense. There are different classes of murder degrees in the U. S. fists , second and third degree. These are liable to varied penalties in the penal code. Conclusion ethical codes that govern individuals practicing law are embedded in legal ethics.Model rules promulgated by the Bar Association of America, have influenced most jurisdictions in the Uni ted States. This forge rules basically address the relationship between lawyers and clients. Certain features that define legal ethics include honest statements to other people, the clients confidence to be respected, forthrightness toward tribunal in addition to professional autonomy. References Fisher, B. & Baca, L. (2003). Techniques of Crime Scene Investigation. Boca Raton, FL CRC Press, 2003. Hagan, J. (1994). Crime and Disrepute. Thousand Oaks, CA Pine Forge Press.

Six Challenges for Educational Technology

Six Challenges for Educational engineering Chris Dede George Mason University Many fire applications of discipline applied science in schools validate that bran-new engineering science-based sets of t severallying and goldbricking withstand the power to prominentally improve educational outcomes. As a result, some people be asking how to scale-up the scattered, successful islands of innovation program lineal engineering science has empower into universal improvements in schooling enabled by major shifts in exemplification educational practices.Undertaking bodyic reform (sustained, large-scale, simultaneous innovation in curriculum educational activity assessment professional development administration incentives and go badnerships for learning among schools, businesses, homes, and residential district settings) requires policies and practices polar than fostering pilot projects for small-scale educational improvement. Systemic reform involves moving from utilizi ng finical, external resources to reconfiguring existing budgets in order to free up coin for innovation.Without undercutting their power, revision strategies effective when pioneered by leaders in educational innovation must be modified to be implemented by typical educators. Technology-based innovations offer special challenges and opportunities in this scalingup process. I believe that systemic reform is non possible without utilizing the full power of high performance reckoning and communications to enhance the reshaping of schools. tho the address of technology, its rapid evolution, and the special noesis and skills required of its habituaters pose substantial barriers to effective utilization.One way to frame these issues is to pose six questions that school boards, taxpayers, educators, business groups, politicians, and p bents atomic number 18 asking about implementing large-scale, technology-based educational innovations. After each question, Ill respond to the i ssues it raises. Collectively, these answers outline a strategy for scaling-up, leveraging the power of technology while minimizing its internal challenges. Question One How can schools afford to purchase comme il faut mul condemnationdia-capable, netconnected computers so that a classroom machine is always available for every two to triad students?Giving all students continuous entranceway to multimedia-capable, Internet-connected computers is currently quite fashionable. For politicians, the Internet in every classroom has become the modern equivalent of the promised chicken in every pot. Communities urge everyone to provide volunteer support for NetDays that wire the schools. Information technology vendors atomic number 18 offering special programs to encourage massive educational purchases. States argon setting aside substantial amounts of money for building information infrastructures dedicated to schoolingal utilization.Yet, as an educational technologist, I am more dismayed than delighted. whatever of my nervousness about this initiative comes from the First Generation thinking about information technology that underlies these visions. Multimedia-capable, Internet-connected computers atomic number 18 seen by many as magical devices, fluent bullets to solve the problems of schools. Teachers and 2 administrators who work new media ar assumed to be automatically more effective than those who do non.Classroom computers ar envisioned as a technology standardized to fire just by sitting near these devices, students get a benefit from them, as knowledge and skills radiate from the monitors into their minds. Yet decades of dumbfound with technological innovations based on First Generation thinking have demonstrated that this viewpoint is misguided. Classroom computers that are acquired as panaceas end up as doorstops. As discussed later, information technology is a apostrophizeeffective investment solo in the context of systemic reform.Unle ss diametric simultaneous innovations in pedagogy, curriculum, assessment, and school organization are coupled to the usage of instructional technology, the time and effort expended on implementing these devices produces few improvements in educational outcomesand reinforces many educators cynicism about fads based on magical machines. I feel additional concern about attempts to supply every student with continuous memory access to high performance computing and communications beca pulmonary tuberculosis of the likely cost of this massive investment.Depending on the assumptions made about the technological capabilities involved, estimates of the monetary resources needed for such(prenominal) an information infrastructure vary (Coley, Cradler, & Engel, 1997). Extrapolating the approximately detailed cost model (McKinsey & Company, 1995) to one multimedia-capable, Internet-connected computer for every two to three students yields a price tag of about ninety- quadruple meg dollar s of sign investment and twenty-eight billion dollars per year in ongoing costs, a financial commitment that would drain schools of all discretionary funding for at least a decade.For several reasons, this is an unfunctional cost for up(a) education. First, putting this money into computers-and-cables is too large an investment in just one distinguish of the infrastructure improvements that many schools desperately need. Buildings are falling a take up, furnishings are dilapidated, playgrounds need repair, as shellos must be removed former(a)wise, the machines themselves leave alone cease to function as their context deteriorates.Also, substantial funding is needed for other types of innovations required to halt instructional hardware effective, such as standards-based curricular materials for the WorldWide Web and alternative kinds of pedagogy based on expoundnerships between teachers and tools. (The McKinsey cost estimates do include some funding for content development and cater training, save in my judgment too little to enable effective technology integration and systemic reform. ) If most of the money goes into new media, little funding is available for the new messages and meanings that those devices could empower.Second, without substantial and extended professional development in the advanced models of teaching and learning that instructional technology makes affordable and sustainable, many educators will not accustom these devices to their full potential. Second Generation thinking in educational technology does not see computers as magic, plainly does make the mistake of focusing on automation as their fundamental purpose. Computers are envisioned as ways to empower teaching by telling and learning by listening, serving as a fire hose to spray information from the Internet into learners minds.However, unconstipated without educational technology, classrooms are already drowning in data, and an overcrowded curriculum puts students an d teachers on the brink of intellectual indigestion. Adding additional information, even when coated with multimedia bells-and-whistles, is likely to worsen rather than improve educational settings. Professional 3 development needs are more complex than increasing educators technical literacy (e. g. , training in how to use web browsers).The issue is building teachers knowledge and skills in alternative types of pedagogy and content, and such an increase in human capabilities requires substantial funding that will be unavailable if almost all resources are put into hardware. Third, the continuing costs of maintaining and upgrading a massive infusion of schoolbased technology would be prohibitive. High performance computing and communications requires high tech skills to keep operational and will become obsolete in five to seven years as information technology continues its rapid advance.Yet taxpayers now see computers as similar to blackboards buy them once, and they are inexpensi vely in place for the livingtime of the school. School boards rapidly become high-strung at sizable yearly expenditures for technology maintenance and telecommunications usageespecially if, several months after installation, standardized test scores have not all the same dramatically risenand will become apoplectic if another $50B to replace obsolete equipment is required only a few years after an initial huge expenditure.For all these reasons, investing a huge sum in information infrastructures for schools is impractical and invites a later backlash against educational technology as til now another failed fad. I would go farther, however, and argue that we should not make such an investment even if the technology fairy were to escape $100B under our virtual(prenominal) pillows, no strings attached. Kids continuously gaining on machines with teachers wandering around coaching the confused is the wrong model for the classroom of the future I move when I see those types of vend or commercials.In that situationjust as in classrooms with no technologytoo much instructional activity tends to center on presentation and motivation, building a foundation of ideas and skills as well as some context for why students should care. Yet this temporary interest and readiness to maestro curricular material rapidly fades when no time is left for forgeion and application, as teachers and students move on to the next required topic in the overcrowded curriculum, desperately trying to meet all the standards and prepare for the test.Substantial research documents that helping students make sense out of something they have assimilated, but do not yet determine is crucial for inducing learning that is retained and generalized (Schank & Jona, 1991). Reflective discussion of shared experiences from multiple perspectives is essential in learners converting information into knowledge, as well as in students mastering the collaborative creation of meaning and purpose (Edelson, P ea, & Gomez, 1996).Some of these interpretative and expressive activities are enhanced by educational devices, but many are best conducted via face-to-face interaction, without the intervening filter and mask of computer-mediated communication (Brown & Campione, 1994). What if instead much of the presentation and motivation that is foundational for learning occurred outside of classroom settings, via information technologies part of home and workplace and association contexts? Students would arrive at school already imbued with some background and motivation, ripe for guided inquiry, ready for interpretation and collaborative grammatical construction of knowledge.People are spending lots of money on devices purchased for entertainment and information services televisions, videotape players, computers, Web TV, videogames. Many of these technologies are astonishingly powerful and inexpensive for ex goodish, the Nintendo 64 machine available now for a couple hundred dollars is the eq uivalent of a several hundred 4 thousand dollar art supercomputer a decade ago. What if these devicesmany ubiquitous in rich and poor homes, urban and rural areaswere also utilized for educational purposes, even though not acquired for that reason?By off-loading from classroom settings some of the burden of presenting material and inducing motivation, learning activities that use the technology infrastructure outside of schools would reduce the amount of money needed for adequate levels of classroom-based technology. Such a strategy also enables teachers to focus on students interpretation and expressive articulation without feeling obligated to use technology in every step of the process. Such a model of distributed learning involves orchestrating educational activities among classrooms, workplaces, homes, and community settings (Dede, 1996).This pedagogical strategy models for students that learning is integral to all aspects of lifenot just schooling and that people adept at lea rning are fluent in using many types of information tools scattered through and throughout our everyday context. Such an educational approach also can build partnerships for learning between teachers and families this is important because parental involvement is certainly one of the most powerful levers in increasing any students educational performance.In other words, unless systemic reform in education is conducted with one boundary of the system around the school and another boundary around the society, its affordability and sustainability are doubtful. As a bridge crosswise these boundaries, new media can play a resilient role in facilitating this bi-level approach to large-scale educational innovation. For example, videogame players are the only interactive devices widely available in poor households and provide a train, but inexpensive computational platform for learningif we develop better content than the mindless follies of SuperMario or the grim dystopias of Doom.My rese arch in virtual creation illustrates how multisensory, immersive virtual environments could supplement learning complex scientific concepts on computational platforms as commonplace as next decades videogames (http//www. virtual. gmu. edu). Districts can leverage their scarce resources for innovation, as well as implement more effective educational models, by utilizing information devices outside of classrooms to create learning environments that complement computers and communications in schools.To instead saturate schools with information technology is both very expensive and less educationally effective. Question Two How can schools afford enough computers and telecommunications to sustain new models of teaching and learning? Educational improvement based on distributed learningutilizing information technologies external to school settings to enable increased interpretative and expressive activities in classroomsdoes not mean that schools wont need substantial amounts of compu ters and communications.To empower project-based learning through guided inquiry, students must have access to sophisticated information devices in schools (Linn, 1997). Even if this is accomplished via notebook computers and wireless networks moved from class to class as required, with pupils also spending significant amounts of time learning without the aid of technology, districts must allocate more money to purchasing, maintaining, and upgrading computers and telecommunications than has been true historically. Where will educators find the funds for equipment, software, technical staff, ongoing telecommunications services, professional developmentthe innumerous of costs associated with a sophisticated information infrastructure? In the past, this money has come largely from special external sources grants, community donations, bond initiatives. To be sustainable over the long run, however, resources for technology must come from veridicallocating existing budgets by reducing o ther types of expenditures.Of head for the hills, such shifts in financing are resisted by those groups whose resources are cut, and district administrators and school boards have been reluctant to take on the political challenges of changing how money is spent. An easy way to kill educational innovations is to declare that of course they will be implementedas long as no existing activities must be curtailed to fund new approaches. Such an approach to institutional evolution is one reason why, if Rip Van Winkle awoke today, he would recognize almost nothing in modern societyexcept schools.Educational organizations are unique, however, in demanding that technology implementation accomplished via add-on funding. Every other type of societal institution (e. g. , factories, hospitals, retail outlets, banks) recognizes that the power of information devices stems in part from their ability to reconfigure employee roles and organizational functioning. These establishments use the power of technology to alter their standard practices, so that the cost of computers and communications is funded by improvements in effectiveness inside the organization, by doing more with less.If educators were to adopt this modelreallocating existing resources to fund technology implementationwhat types of expenditures would drop so that existing funds could cover the costs of computers and communications? First, schools that have adopted the inquiry-based models of pedagogy find that outlays on textbooks and other types of standardized instructional materials decrease. While these materials are a smaller part of districts budgets than salaries or physical plants, nevertheless they cost a significant amount of money.When students collect their own data, draw down information across the Internet, and interact with a larger pool of experts than teachers and textbooks, few commercial presentational resources are requiredespecially if learners draw on topical data flowing through informat ion sources outside of schools. Moreover, covering a few concepts in depth rather than surveying many ideas superficially reduces the amount of prepackaged information educators must purchase.A second way to reconfigure existing financial resources is to reduce the staff involved in data entry operations. Educators are inundated with large amounts of recordkeeping functions, and one of the most debilitating aspects of this work is the continuous reentry of identical information on different forms. Businesses have saved substantial amounts of money by altering routine information processes so that data is only entered once, thus automatically flows across the entire organization to each place in which it is needed.Were educators to adopt these already proven models for cost-efficient information management, the amount of time and staff required for data entry functions would decrease markedly, freeing funding for instruction-related uses of technology. Third, and on a more fundamen tal level, teaching is more efficient and effective with new types of technology-based curriculum and pedagogy. At present, substantial re-teaching of 6 knowledge and skills is required presentational material flows into students minds, is retained just long enough to perform on a test, and then is forgotten.Class sizes are typically between twenty-five and fortysomewhat too large for effective project-based learning, yet small given that lectures work as well for several hundred students as for several dozen. The scheduling of class periods is too short, limiting teachers and students to fragmentary presentational and practice activities. Teachers all have comparable roles with similar pay structuresunlike other societal organizations, which have complementary staff roles with a mix of skill levels and salaries. Visions presented in the forth advance 1998 ASCD Yearbook Dede & Palumbo, in press) depict how altered configurations of human resources, instructional modalities, and orga nizational structures could result in great effectiveness for comparable costseven with the acquisition of substantial school-based technology. This compositors case is also made at greater length in Hunter & Goldberg (1995). In the commercial sector, too practically these types of institutional shifts result in layoffs. However, because of the coming wave of retirements among educators, districts have a window of opportunity to accomplish structural changes without major adverse impacts on employees.Over the next decade, large numbers of baby-boom educators will leave the profession, and a staged process of organizational restructuring could occur in parallel with those retirements. Coordinating technology expenditures as an integral part of that larger framework for institutional evolution is vital in districts planning to afford computers and communications. Question Three How can many educators disinterested or phobic about computers and communications be induced to adopt new technology-based models of teaching and learning?Thus far, most educators who use technology to implement the alternative types of pedagogy and curriculum are pioneers people who see continuous change and ariseth as an integral part of their profession and who are automatic to swim against the tide of conventional operating procedures frequently at considerable personal cost. However, to achieve large-scale shifts in standard educational practices, many more teachers must alter their pedagogical approaches and schools management, institutional structure, and race to the community must change in fundamental ways.This requires that settlers (people who evaluate stability and do not want heroic efforts to become an everyday requirement) must be convinced to make the leap to a different mode of professional activitywith the understanding that, once they have mastered these new approaches, their daily work will be sustainable without extraordinary exertion. How can a critical mass o f educators in a district be induced simultaneously to make such a shift? Studies of innovation in other types of institutions indicate that successful change is always bottom-up, middle-out, and top-down.The device driver for bottom-up innovation in a district is the children. Typically, students are joyful and committed when they are given the opportunity to learn by doing, to engage in collaborative construction of knowledge, and to experience mentoring relationships. That these types of instruction are accomplished via educational technology will excite some kids, while others will be indifferentbut all will appreciate the opportunity to move beyond learning by listening.Educators can draw enormous strength and purpose from watching the eager response of their students to classroom situations that use alternative forms of pedagogy. Often, teachers have shifted from pioneers to settlers 7 because they were worn down by the unceasing grind of motivating students to master uninter esting, fragmented topics and administrators have undergone a similar spillage of enthusiasm by being inundated with paperwork rather than serving as instructional coordinators. The professional commitment that kids enthusiasm can re-inspire is a powerful driver of bottom-up change.The source of middle-out change is a districts pioneers. Many teachers entered the profession because they love students of a certain age and want to help them growor love their subject matter and want to share its beauty and richness. Often, these teachers feel alienated because the straightjacket of traditional instruction and school organization walls them onward from meaningful relationships with their students and their subject. Similarly, many administrators want to serve as leaders and facilitators, but are forced by conventional managerial practices into being bureaucrats and bosses.Middle-out change is empowered when educators who have given up hope of achieving their professional dreams see pi oneer colleagues using technology to succeed in those goalsand realize that, if everyone made a similar commitment, no one would have to make continuous personal sacrifices to achieve this vision. The lever for top-down innovation is the community served by the district. Educators want respectyet teaching has fallen from a revered professions to a much lower status.The relationship between educators and their community is seldom seen as a partnership instead, teachers and administrators often feel isolated, forced to perform a difficult task with inadequate resources. Parents, the business sector, and taxpayers bitterly debate the purpose of schools and sometimes attempt to micro-manage their operation. In contrast, when homes, classrooms, workplaces and community settings are linked via new media to achieve distributed learning, much more positive interactions emerge between schools and society.Educators can move from isolation to collaboration with the community, from a lay of lo w esteem to an respected role in orchestrating childrens learning across a spectrum of settings. This shift in status is a powerful driver for innovation. To activate these bottom-up, middle-out, and top-down forces for improvement, educators must take the lead in developing a shared vision for systemic reform, distributed learning, and sophisticated utilization of technology. Making such a commitment to large-scale educational innovation is not only the right thing to do, but is increasingly essential to educators professional integrity.In many ways, physicians operative in health maintenance organizations (HMOs) face challenges similar to teachers and administrators working in todays schools. These doctors are responsible for the well-being of their patients, but work within administrative structures that restrict their decision make capabilities, that are focused on saving money at least as much as on combating illness, and that do not provide the latest technology or much tim e and resources for professional development.Yet we expect those physicians to do whatever it takesfight the system for what the patient needs, spend personal time mastering the latest medical advances and technologiesto help those whom they serve. To do otherwise would be malpractice, a betrayal of trust, a breach of moral philosophy as a professional. Given advances in information technology that are reshaping the knowledge students need and the ways educators can help them learn, we need to accept a professional obligationdespite current institutional constraintsto do whatever it takes in changing traditional instructional practices so that a generation of children is really prepared for the 21st degree centigrade. Question Four How do we prove to communities that new, technology-based models of teaching and learning are better than current instructional approaches? Few communities are willing to take educational innovations on faith. Many people are uneasy about whether conve ntional instruction and traditional testing are developing and assessing the types of knowledge and skills children need for their future.However, most parents and taxpayers feel that the current system worked for them and do not want to substitute something radically different unless new methods are proven to be superior. What types of conclusion can educators offer communities that innovative, technology-based models of teaching and learning are so much bettergiven what our society needs in the 21st centurythat the substantial cost and effort of systemic reform is more than worth the trouble?Research documents that new, technology-based pedagogical strategies result in at least four kinds of improvements in educational outcomes. Some of these gains are easy to communicate to the community others are difficultbut together they constitute a body of evidence that can convince most people. These four types of improvements are listed below, in sequence from the most readily documented to the hardest to demonstrate. Increased learner motivation.Students are very activated when exposed to learning experiences that go beyond information assimilation and teaching-by-telling. Guided inquiry, project-based collaboration, and mentoring relationships all evoke increased learner motivation, manifested via readily observable indicators such as better attendance, higher concentration, and greater time on task. All of these not only correlate with increased educational performance, but also are in stark contrast to the attitudes parents and taxpayers formed about most of their schooling.Documenting to communities that students care about what they are learning and are working hard to achieve complex goals is not difficult, given the ubiquity of videotape players and camcorders. Student-produced videos that array learners engaged and excited are intriguing to parents and taxpayers, who may not fully understand what is happening in the classroom, but are impressed by studen t behavior divergent from their own memories and likely to result in better learning outcomes.Too often, educators take little vantage of this easy way to open a dialogue about instructional improvement with the community. Advanced topics mastered. Whatever else they believe about the purposes of schooling, parents want their children to have a prosperous lifestyle and know that this necessitates mastering advanced concepts. In the 21st century, being a successful worker and an informed citizen will require the sophisticated knowledge delineated in the field of study curriculum standards, especially in the sciences and mathematics.Information technology can help students not only to learn these difficult concepts, but also to master the learning-how-to-learn skills needed to keep their capabilities current in a rapidly evolving economy. When shown that technologybased instructional strategies enable teaching sophisticated ideas not now part of the conventional curriculum, more comp lex than the items on current standardized tests, and harder than what they learned in school, taxpayers are impressed. 9 Students acting as experts do.Developing in learners the ability to use problem solving processes similar to those of experts is challenging, but provides powerful evidence that students are gaining the skills they will need to succeed in the 21st century. One of the most undischarged features of a classroom based on new instructional models is that learners are behaving as do teams of scientists, mathematicians, ruleers, or other kinds of expert problem solvers. Pupils activities in these learning environments mirror the analytic, interpretive, creative, and expressive uses of information tools increasingly characteristic of sophisticated workplace settings.When parents and taxpayers see students perform complex tasks and create intricate products, they are impressed by the similarity between the recent evolution of their own workplaces and the skills children are developing. Better outcomes on standardized tests. The most difficult type of evidence to provide for the transcendency of new, technology-based instructional models is what communities first demand higher scores on conventional measures of achievement.Standardized tests are designed to assess only a narrow present of knowledge, and the other three types of improvements just discussed fall largely outside the scope of what they measure. A major challenge for educational assessment is to develop methods that measure a wider range of skills than paper-and-pencil, multiple choice tests, without bogging educators down in complex, time-consuming, and potentially unreliable performance evaluations.Research shows that students outcomes on conventional achievement tests rise when technology-based educational innovations are implemented, but this does not occur immediately, as teachers and learners must first master these new models of pedagogy. To succeed in systemic reform, educator s must prepare communities for the fact that test scores will not instantly rise and that other, complementary types of improvements less easy to report quantitatively are better short-range measures of improvement.Overall, the single most effective elbow room of convincing parents, the business community, and taxpayers that technology-based models of teaching are superior to conventional instructional approaches is to involve them in students education. Through distributed learning approaches that build partnerships between schools and society, communities have ample opportunities to observe the types of evidence discussed above, as well as to further enhance students educational outcomes. Question Five How can educational technology increase fair play rather than widen current gaps between haves and have-nots? Implemented within a larger context of systemic reform, emerging information technologies can produce dramatic improvements in learning outcomes. But wont such educational usage of computers and communications widen inequities in our society? However ample the access to technology students have in schools, learners differ greatly in the amount and sophistication of information devices in their homes and communities. Isnt all this effort simply making education better for the haves, potentially worsening our societys pathological gaps in income and power?Certainly, new media such as Web TV are dropping in price, and almost all homes have videogames, television, and videotape playersbut wont the rich always have more information devices of greater power than the poor, skewing the advantages of distributed learning and increasing inequality? 10 From an historical perspective, innovative information technologies at first widen inequities within civilization, because initial access to the derivative advantage they bring is restricted to the few who can afford the substantial expense of this increased power.As emerging media mature, drop in price, and are widely adopted, however, the ultimate impact of information technology is to make society more egalitarian. For example, the populace of universal telephone service is a more equitable environment than was the world of messenger boys and telegraph offices. The challenge for current educational policy is to minimize the period during which the gap between haves and have-nots widens, rapidly moving to a maturity of usage and an universality of access that promotes increased equity.At present, most of societys attempts to decrease the widened inequalities that new educational technologies could create are centered on access and literacy. In schools that serve disadvantaged and at-risk populations, extra efforts are made to increase the amount of computers and communications available. Similarly, educators and learners in have-not situations are given special training to go steady that they are literate in information tools, such as web browsers.To compensate for more home-based tech nology in affluent areas, many feel that our best strategy is providing teachers and students in low socioeconomic status areas with additional technology to level the playing field (Coley, Cradler, & Engel, 1997). While a good place to begin, this approach to educational equity is inadequate unless taken beyond access and literacy to also address issues of content and services. The on-line materials and types of assistance that learners and teachers can access must reflect the needs and interests of diverse and at-risk students.For example, I can take homeless people to the public library and show them how to use a web browser to download images of impressionist paintings at the Louvre, but this is not likely to motivate or impress them, since such a learning experience does not speak to their capital needs. Similarly, emerging graphical interfaces such as Microsoft Windows enhance many users capabilities, but adversely affect learners with reduced eyesight who cannot effectively manipulate the visual features of these interfaces.The real issue in equity is empowermenttailoring information technology to give dispossessed groups what they want. For example, I worked with a local team of politicians to explore the implications of information technology for improving public services. They were excited about using community-based information terminals to offer improved access to health care, welfare, education, and other social services for the immigrant and minority populations they served. However, when I began to describe how on-line communication tools could help these groups to increase their participation n voting and to form coalitions for political action, the elected representatives immediately lost interest. To in truth achieve educational equity, working collaboratively with have-not populations is vital in developing content and services tailored to their needs and designed to build on their strengths and agendas. Otherwise, improving access and li teracy will fall short of the success for all students essential to Americas prosperity in the 21st century. Question Six If we use technology well, what should we expect as typical student performance? 1 If we were to implement systemic reform based on new strategies for learning through sophisticated technology, research suggests that typical students might do as well as exemplary learners do now. Our expectations for what pupils can accomplish are far too low, largely because standard educational processes are obsolete given the progression of information technology, insights into the nature of learning, and shifts in the educational outcomes society needs.In many ways, we live in the Dark Ages of schoolingrestrained from making rapid advances toward increased instructional effectiveness by outmoded ideas, ritual, and tradition. Setting our sights higher and using better prosody to measure progress are vital to successful innovation. For example, many people are intrigued by resu lts from the Third International Mathematics and Science Study (TIMSS), which show the United States well behind nations such as Singapore and Japan on math and science outcomes from a globally developed achievement test. Crusaders are implementing reforms to ensure that our students do much better on this test.However, our goal should not be to exceed the level of Singapore on an assessment instrument that, as described earlier, measures only a fraction of what students need to know for their future prosperityand moreover incorporates a diluted definition of educational quality negotiated across many countries with very different populations and national goals. Others advocate using a standards-based curriculum as the touchstone for educational effectiveness, and reformers are centering state and national judgments of educational worth on this measure.Certainly, the National Council of Teachers of Mathematics (NCTM) standards are a major improvement over the hodgepodge math curricu lum before their inception, as are the American Association for the Advancement of Science (AAAS) standards and similar efforts in other fields. But our metric for whether students succeed should not simply be whether they learn the math mathematicians think is important, the science scientists feel is vital, and so on. Being a productive worker and citizen involves much more than having an adequate background in each field of knowledge.Integrating these concepts and skills and being a lifelong learner with the self-worth, discipline, and motivation to apply this knowledge is of paramount importanceyet not captured by discipline-based standards alone. New forms of pedagogy are also no philosophers stone that can make golden each educational experience for every learner. Some argue that, if only all classrooms were based on constructivist learning or situated cognition or individualized tutoring or multimedia presentations or integrated learning systems or whatever pedagogical panace a, every student would succeed.However, learning is a very complex and idiosyncratic process that requires, for each pupil, a repertoire of many different types of instruction orchestrated together. In other words, no test, no curriculum, and no instructional strategy in itself can guarantee educational qualityeven though our current approach to determining schools worth is based on these inadequate measures. Instead, we need new standards for a knowledge-based society that combine all these metrics for success and that are based on much higher levels of typical student outcomes.Successful technology-based innovations have the common characteristic that learners exceed everyones expectations for what is possible. Second graders do fifth grade work nine graders outscore twelfth grade students. What would those ninth graders be accomplishing if, 12 from kindergarten on, they had continuous access to our best tools, curriculum, and pedagogy? Would they be the equivalent of college sop homores? We are selling short a generation by expecting less and by orienting our curriculum, instruction, and tests accordingly.Conclusion My responses to the six questions above sketch a abstract framework for thinking about the process of scaling-up from islands of innovation to widespread shifts in standard educational practices. These answers illustrate that technology-based systemic reform is hard in part because our ways of thinking about implementation are often flawed. Large-scale educational innovation will never be easy, but can be less difficult if we go beyond our implicit assumptions about learning, technology, equity, schooling, and society.Understanding the scaling-up process is vital for making strategies for change affordable, generalizable, and sustainable. References Brown, A. L. , & Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed. ), Classroom lessons Integrating cognitive theory and classroom practice (pp. 229-270). Cambr idge, MA MIT Press. Coley, R. J. , Cradler, J. , & Engel, P. K. (1997). Computers and classrooms The status of technology in U. S. schools. Princeton, NJ Educational Testing Service. Dede, C. , & Palumbo, D. (Eds). (in press). learnedness with technology (the 1998 ASCD Yearbook).Alexandria, VA ASCD. Dede, C. (1996). Emerging technologies and distributed learning. American Journal of Distance Education 10, 2, 4-36. Edelson, D. C. , Pea, R. D. , & Gomez, L. M. (1996). Constructivism in the collaboratory. In B. Wilson (Ed. ), Constructivist learning environments Case studies in instructional design. Englewood Cliffs, NJ Educational Technology Publications. Hunter, B. , & Goldberg, B. (1995) Learning and teaching in 2004 The BIG DIG. In U. S. Congress, Office of Technology Assessment, Education and technology Future visions (OTABP-EHR-169).Washington, DC U. S. Government Printing Office. Linn, M. C. (1997). Learning and instruction in science education Taking advantage of technology. I n D. Tobin & B. J. Fraser (Eds. ), International handbook of science education. The Netherlands Kluwer. McKinsey & Company. (1995). Connecting K-12 schools to the information superhighway. Palo Alto, CA McKinsey & Company. Schank, R. C. , & Jona, M. Y. (1991). Empowering the student New perspectives on the design of teaching systems. The Journal of Learning Sciences, 1, 7-35.

Thorn Queen Chapter Eight

Kiyo was gone the next morning, as Id suspected he would be. Wed stumbled inside to my little-used bedroom once it started raining, and his side of the bed was cold, uttering me hed leave some succession ago. I sighed, trying non to let the knowledge of him being with Maiwenn get me d sustain, and headed out to learn what was going on in business leader Eugenies domain.The first affair I picked up on was that everyone was really excited that it had rained. Wed re false to normal sunny conditions this morning, scarce last nights rain had brought the land to life. Cacti bloomed. The trees seemed stronger. And while thither were no ostensible signs of excess water, I could sense it in the ground and up to now slightly in the air.Had having sex caused it? possibly. Maybe not. Regardless, I was pleased with my levelheaded deed. I make motions to leave, but Rurik stopped me.Dont you want to question the prisoners?I paused. What I valued was to go home, shower, and change into cl ean clothes. Cant you do that? I asked.He frowned. Well, certainly, butBut it should be my job. That was the unspoken message. I suspected Aeson would draw never done such a thing. He would have left it to thugs. I knew if I delegated it to Rurik, hed do it without (much) complaint. in that respect was something in his eyes, though, that told me he expected more(prenominal) of me than an ordinary monarch. Id never expected to gain such regard from him-or to feel so un well active it. Rurik had pissed me off to no end in the past, but suddenly, I didnt want to disap demonstrate him.Okay, I said. Lets do it.Id interrogated plenty of monsters, gentry, and rase humans in my day. But there was something weird well-nigh interrogating prisoners. It was strange enough to learn that I actually had a dungeon in the castle. on that point were even shackles on the wall, but thankfully, our two prisoners werent bound. They were a man and a woman, both ragged and sullen. He looked my age she looked older.I ente release the bronze-barred cell, Rurik and another guard cornerstone me. I crossed my arms everyplace my chest and swallowed my misgivings. I was Eugenie Markham, badass shaman and slayer of Otherworldly miscreants. This was no different from any of my other jobs.Okay, I told the prisoners, my articulatio harsh. We understructure make this easy or hard. Answer my questions, and itll go a lot faster and smoother for all of us.The woman glargond at me. We dont answer to you.Thats the humourous thing, I said. You do. Youre in my land. Youre under my rule, my jurisdiction.She spat on the ground. Youre a usurper. You stole the land from Aeson.Considering the way of life power was always shifting in the Otherworld, I institute that statement ludicrous. Everyones a usurper here. And in case you havent heard, I didnt steal the land from him so much as blow him up.Her face remained hard, but I saw the slightest flicker of fear in the guys face. I turned to him. What about you? You going to be reasonable? Are you going to tell me where the girls you kidnapped are?He nervously glanced at his companion. She gave him a hard look, its message easily interpretable Dont talk.I sighed. I didnt want to resort to torture. All-powerful ruler or not, it was in force(p) an ugly thing I didnt want to dirty my hands with. I had a feeling my iron athame pointed at their throats would go a long way to get them to communicate. Instead, I opted for another solution.Producing my wand, I stepped away from the others and spoke the words to summon Volusian. The momentary cold descended upon us, and then the spirit stood before me. Rurik and the guard were ripening accustomed to this, but the prisoners gasped.Volusian, I said. Got a task for you.As my mistress commands.I gestured to the prisoners. I need you to put muscle on them. Get them to talk.Volusians red eyes widened slightly, the closest he ever came to looking happy.But you cant kill them, I added hast ily. Or hurt them-much.The pseudo-happiness disappeared.Start with the guy, I said.Volusian sidled across the cell and was besides reaching his hand out when the guy cracked. Alright Alright Ill talk, he cried.Stop, Volusian.The spirit stepped back, his glum expression growing.I dont know anything about girls disappearance, the man said. We arent taking them.Youve been preying on tribe, I pointed out. And girls have been vanishing near your base of operation. Seems kind of suspicious.He shook his head frantically, eyeing Volusian warily. No, its not us.Have you heard of them disappearing?Yes. But its not us. His words were adamant.Yeah, well, I adjust it hard to believe theyre all running off. If its not you, then who is it?Youre a fool, the woman snapped. What would we do with a group of girls?The analogous thing men usually use girls for, I replied.We can barely run away our own people why would we take on more mouths to feed?That was kind of a good question. Well, you stil l havent really given me another explanation.We heard a monsters doing it, the man blurted out.A monster, I repeated flatly. I looked over to Rurik who simply shrugged. I turned back to the prisoners. Any details on this monster?Neither responded. It was strange, particularly considering how some prejudiced part of me still regarded most(prenominal) gentry as dishonest, but I believed them about not taking the girls. I thought the monster explanation was bullshit, but they might honestly have believed it to be true. Volusian took a step forward without my command, and the guy hastily spoke.The monster lives in our land. In the Ald-Thorn charge, that is.How do you know that? I asked.Because only girls from the Thorn Land have disappeared, the woman said. Westoria borders the rowan tree Land, and two of their villages are very close. Skye and Ley. But theyve had no one go missing.You guys seem to know a lot about this for allegedly not being involved.We dont need to be involved. We raid both sides of the border-word gets around. She spoke of her raiding as a matter of pride, and I tried not to roll my eyes.Okay. Lets put the girls on hold. Where did the fire demons follow from?No answer.I sighed again. Volusian.Volusian swiftly collide withd forward again and wrapped his hand around the guys throat. about spirits had little substance, but with his power, Volusian was as solid as any of us, his touch cold and deadly. The man screamed and crumpled to the ground.Stop Stop yelled the woman. Ill tell you.I halted Volusian and looked at her expectantly. The man remained on the floor, rubbing his throat and moaning. The skin on his neck bore bright red marks. The woman looked angrier than ever.Its our leader who physical process them. Cowan.You expect me to believe some vagrant has that kind of power? I asked. Why isnt he off working for a noble?He was a noble, one of Aesons advisors. He preferred to live a rough life, rather than work for soul similar you.Aes on did have a noble named Cowan, Rurik said. Her story isnt implausible.I suddenly felt weary. None of these were the answers I wanted. No leads on the girls, and now I had a rogue noble who could summon demons. Okay, I said. Thats all Ive got for now.What are you going to do with us? the woman demanded.Another excellent question, I murmured.Aeson would have killed them, said Rurik.And you know Im not Aeson.Would setting them free accomplish anything? more than of what theyd done had been from hunger and desperation, not that that justified robbing and potentially killing and kidnapping. If I freed them out of guilt, I uncertaintyed theyd learn their lessons and go on to become upright citizens. I certainly wasnt going to kill them, though. I didnt even want to hold them in this cell much longer.The guard whod accompanied Rurik cleared his throat. Your majesty, you could sentence them to a work detail.A work detail?There are others like them, other criminals, who serve a term doin g labor as punishment for their deeds. kindred digging your aquewhatever, said Rurik.That didnt sound so bad. And hey, it might actually be useful. I gave the order and was assured the two prisoners would be transported to their work site. The whole thing felt a little strange. Here I was judge, jury, and-if I chose-executioner. No one argued with my decision. No one questioned the time I set-six months. Although, Ruriks arched eyebrow made me think he would have sentenced them to life.Okay, I said when wed emerged out of the lower levels of the castle and Id sent away Volusian. Now Im going home.Shaya suddenly rounded the corner. There you are, she said anxiously. Ive been looking for you.Im leaving.Her face turned confused. But Prince Leith is here to see you.Whooh. The image came back to me. The moderately cute guy from the party. The Rowan Queens son, who hadnt been all that annoying. Why is he here?After your last visit, I dispatched those with any affinity for metal out to sea rch for copper. They base a lot of it-thought its been difficult to extract-and I sent out word that wed be in a position to set up address for it soon. Leith is here to negotiate on behalf of his mother.Man, I said. You guys move fast.Her looked turned wry. Well, yes, but theres also the fact that you invited him to visit sometime. Hes taking you up on the offer. In fact, I suspect seeing you is more important than the trade negotiations.Good thing. Because Im not so good in the way of negotiations. I never wore a watch and had left my cell phone back in Tucson. I had no idea what time it was, only that I was spending more and more time in the Otherworld. Seeing Leith was only going to check into me further. Ill see him. But its going to be fast.Shaya looked relieved. I think shed worried I would bolt, which was a very good fear to have. As we walked to the chamber Leith was wait in, she gave me a curious look. Perhaps youdlike to change and clean up first?I looked at my clothe s. They were fine badly wrinkled, and I didnt doubt that I had grass in my hair from last night.No, I said. The less appealing he finds me, the better.Unfortunately, that proved impossible. When we entered the room, Leith leapt up, face aglow with delight. Your majesty Its so wonderful to see you again. He swept me a half-bow and kissed my hand. You look amazing. He was apparently into the grunge look. I hope you dont mind me arriving like this. When my mother heard the news of your find, she wanted to make sure we could get in on it as soon as possible.Sure, I said, taking my hand back. No problem.The room was a homely parlor that still bore the signs of Aesons tastes in decorating. Tapestries, lots of velvet, and dark colors. Everyone waited for me to sit on one of the plush sofas and then followed suit. I made a point of kind of sprawling on mine. It wouldnt have been out of the range of gentry etiquette for Leith to come snuggle up beside me. As it was, he was still beaming at me and seemed a bit put out when Shaya jumped right in.So, your highness. Wed like to discuss trading our copper for your wheat.As they began to talk, I had a sudden flashback to that god-awful bill game my mother used to make me play, Pit. I let my mind wander as the two of them hashed out the finer details of matters I didnt solely understand. My thoughts drifted to some upcoming jobs I had, the mystery of the demons and the missing girls, and of course, Kiyo. Always Kiyo.Leith and Shaya wrapped up their negotiations fairly quickly. From the happy look on her face, I took it our team had come out ahead. With a polite bow in my direction, Shaya rose, holding some papers to her chest. If youll excuse me, Im going to have these written up and formalized so that the prince can sign them before he leaves.I took this as my cue to entertain him, but nothing readily came to mind. I couldnt really talk to him about reality TV or American politics. Finally, lamely, I said, Thanks for you r help. I mean, with the trade and everything.He grinned. Were getting as much out of it as you. Maybe more.Shaya didnt seem to think so, I said, speaking without thinking.This made him laugh. Shes a good negotiator. Youre lucky to have her. He leaned forward. Especially since Im guessing this really isnt yourwell, lets just ordinate its not one of your normal pastimes.The frankness caught me by surprise. Id expected him to remain starstruck and silly, like most of the guys around here who wanted to hit on me. Leiths real expression wasnt lecherous or adoring now, just knowing and sympathetic.No, its really not. This is a kind of a big life change.And yet, you knew youd be taking this on when you defeated Aeson.I hesitated. Both Shaya and Rurik had hinted to me on a number of occasions that I really shouldnt elaborate on the totally unexpected-and unwanted-nature of my tycoon-ship. Even if I hadnt fought Aeson with the particularised intent of supplanting him, the point remained now that I was stuck with this. Coming across as weak and whiny to those outside my inner circle could create more problems.Well, yeah, I said brightly. We just didnt anticipate this many problems when the land changed.But this is how your world is?The part I live in. But weve had a long time to get used to it and figure out ways to survive and get water in. I gave Shaya books on how to construct some of that stuff, so hopefully shell find someone to do it.His brow furrowed. Is there any way I could take a look? I might able to help.For a moment, I wondered if this was his new ploy to schmooze me-until I recalled what Shaya had said about him having a brilliant mind for technology, inasmuch as the gentry could. If he could parse diagrams and whatnot, it might be worth getting closer to him.Sure, I said. We could certainly use it.He smiled again, and as it lit up his face, even I could acknowledge he was pretty good-looking. Not like Kiyo, of course. Or evenwell, like Dorian. But pr etty cute.Ill set to it as soon as I can. If theres anything else I can do to make this easier for you, Ill do it. There was an enraptured look on his face. Yeah, he definitely had a crush, but he didnt irritate me in the way so many other more obnoxious suitors did. An odd thought occurred to me.Leithheres something you might be able to help with. Have you ever heard of girls disappearing from the Rowan Land? In the areas that border my land?The look on his face showed that this was the last question hed expected from me. Ibeg your pardon?Girls have been disappearing from my land, right near your borders. What were those names? Skye and Ley. But the people I talked to say nothings happening to your girls. Do you know anything about this?He shook his head, utterly confused. NoIm afraid I dont know very much about the lives of those people.Leiths words werent contemptuous by any means, but there was an implication that villagers and peasants just werent people he associated with. It reminded me of Ruriks comments about how Aeson would have never troubled himself to investigate bandits or missing girls unless they directly affected him. Leith wasnt as much of an asshole as Aeson, but he and his mother were likely just as out of touch as any other noble.I think a fair amount of disappointment must have shown on my face because he suddenly grew eager to make me feel better. But I swear, Ill look into this when I return. Ill ask Mother, and well send messengers out to report back. Ill find out everything I can for you.I smiled at his enthusiasm. Thanks, Leith. Its really great of you to help.Helping a pretty queen is no trouble at all. By the way, have you ever thought about getting a crown?We talked a little longer, and I found he actually was a really nice guy, given to moments of humor and intelligence. It wasnt enough for me to jump into bed with him, but I appreciated finding someone else to connect with in the Otherworld. Shaya returned at last with the paper work-hand-printed on scrolls, of course-and while Leith signed, we got a hold of the engineering books for him. His eyes widened with delight, and I swear, he probably could have sit down and started reading then and there on the floor. Instead, he took the hint that I had other things to do, and after many more compliments and hand kisses, he took his leave.Youve given him another open invitation, Shaya pointed out.Yeah, I know. But hes harmless. I like him.None of them are harmless, your majesty. I couldnt entirely tell if she was joking or not.Well, itll be worth the hassle if he can solve our water problem and help with the girls.The girls?I gave her a quick recap of my interrogation with the prisoners. Her face turned thoughtful as she processed my words.Skye and LeyDo you know those towns?She nodded. They and Westoria are configured in a way that places them equidistant from a gateway. A crossroads.What, to my world? She nodded again. Huh. I wonder if thats a coincidence. I wo nderI wonder if its possible that One of my crazier ideas came to me. Do you think those girls could be leaving and going to my world?I dont know. Shining ones do often cross over. Its not unheard of.Yeah, I know. To cause trouble. Or to steal women. I had to fight a scowl on that one. My own mother had been one such woman, abducted and forced to be my fathers mistress. You think these girls are going to go kidnap guys so they can have kids? The easy ability to conceive was why so many humans got kidnapped. Usually, it was gentry men taking human women.Shayas smile turned wry. I somehow doubt it would come to that. Women have been known to cross over, spend time in your world, and return pregnant. They dont need to bring the men back.Fair point. Well, this was certainly a weird development. Id have to wait and see what Leith reported back, but I supposed if these girls werent actually being abductedwell, there was little for me to do. Admittedly, Id always fought adamantly against g entry mouse to the human world, but I wasnt sure where the right and wrong of this situation lay.I guess thatd be easier to deal with than a monster taking them. soothe leaves that stupid demon problem. I sighed. Well, one issue at a time, I guess.Are you leaving now?Yes. Finally. Thanks for handling this today.Of course, she said. She actually sounded like she meant it. Her pleased expression turned momentarily hesitant. Althoughtheres something you should know. Someone else responded right away to the trade offer.Thats good news.Its Dorian.Oh. Of course Dorian would respond. How could he stay away from an chance to put me at his mercy? You can deal with it, though, right?Well, thats just it. Hes specifically requested that you talk to him. At his home.What? I stared. Hehe cant do that.That wry smile of hers returned. Hes a king. He can do anything he wishes.Yeah, but Leith came here Dorian just wants me to go to him so that he can taunt me. And no doubt flaunt Ysabel in front o f me.Leiths kingdom needs copper more than Dorians. I suspect Dorian is doing this as a personal favor to you.Thats not exactly how Id put it.She shook her head, the amusement now warring with exasperation. I know theres tension between you, but I suspect if you could be nice to King Dorian, he might make us a very generous deal. One that could help us immensely.A generous deal. The Oak Land was flourishing. I didnt doubt they had all sorts of food and other items we could use. I thought about those poor people in Westoria and even about my prisoners whod spoken of having too many mouths to feed. I sighed.Fine. Ill talk to him. And Ill even be nice. I started to turn away, needing more than ever to get back to my own home. Then I glanced back behind me. But Shaya? Just to be safe, you might want to keep looking for more trade partners.

Principles of the Sda Health Message Essay

The Seventh daylight Adventist religion has certain guidelines and patterns on the health of their bodies and thinkers. The of import focus of these principles tramp be broken into 8 main aras The blessing of Exercise, The blessing of Water, The blessing of Sunlight, The blessing of Fresh Air, The blessing of Temperate, Drug-free, Stimulant-free livelihood, The blessing of Rest, The blessing of nutritive Food and Trust in Divine Power. Each of these areas has separate ideas and guidelines on how to truly nurture your proboscis and mind. Although these principles were introduced a long time ago closely of them are unsounded relevant for right aways lifestyles scarce like most things they do have weaknesses.The blessing of Exercise states that exercise is not except an option, it is essential to maintaining both natural and mental health. Regular exercise has the benefits of increased energy, stress relief, healthier skin, more self-confidence, effective weight control, reduced depression and the risk of heart disease and cancer. Our bodies are designed to be active yet in todays b every(prenominal) club we are moving less. Societys lazy lifestyle has resulted in a rise in many medical conditions. Some conditions that result from inactivity include heart disease, stroke, obesity, diabetes, metabolic disquiet, and certain cancers.Proverbs 66-13 says How long is the lazy man going to lie around? When is he ever going to get up? Ill bonnie take a short nap, he says Ill fold my hands and slumber a while. But while he sleeps, poverty will approach path him like an armed robber. This verse is saying that officeful activity tends to prosperity while inactivity and laziness tend to adversity. Christ himself set an example of physical activity. For most of his life he was engaged in manual labour and during his ministry he walked the roads of Palestine. Christians partake in exercise to keep their bodies healthy and endeavor their full potential as a creation of God, to serve him efficiently. In todays society there are no weaknesses with the idea of exercise, it is hush up beneficial to our bodies to partake in exercise.Water is a vital fluid which without we would die. The human body is 75% water unless it is constantly being muzzy through exhaling and perspiration. Drinking 6 8 glasses of pure water a day will aid in maintaining efficient, happy wellbeing. Water is very(prenominal) much linked with purity. We use water to clean our bodies, cleanse our inner(a)s and to clean our conscience. Water is also used during Baptism in Christian religions because of its purity. A clean body inside and out and a clean conscience will lead to total health.The principle, The Blessing of Water is based not only on our bodys physical need for water but also the use of water to clean our body, soul, conscience and mind this is a key to full health. So permit us come near to God with a sincere heart and a sure faith, with hearts tha t have been purified from a guilty conscience and with bodies serve with clean water (Hebrews 1022 GNT). This quote focuses on the use of water for cleanliness of the physical body and the heart and conscience.Light is essential to life (Gen. 13). It powers the process that produces the nutrients that nourish and energize our bodies and that releases the oxygen we must have to brave. Sunshine promotes health and healing. Every existent thing in our world is dependent on sunlight. in that location are many proven health benefits one will receive from being exposed to unbroken sunlight. Some health benefits that sunlight can give us include lowers blood sugar and blood pressure, lowers cholesterol by converting it to vitamin D, increases red and white blood cells in the body, strengthens the immune system, helps calm restiveness and increases adrenaline, destroys germs on the skin, increases circulation, helps eliminate pesticides and other chemicals from the body. The sun is an essential part of our life and that has not changed and will never change as we depend on it to live and keep us healthy. Sunlight does need to be in moderation e additionally in todays society where skin cancer is very high.The most essential element to sustain life is oxygen. Without it we would die in a few minutes. Fresh air helps the immune system fight disease, rids the body of impurities and helps prevent problems such as fevers, colds and disease. An environment with impure air causes blood to carry less oxygen than is required for optimal function of cells. This tends to make a person less alert and responsive. Adults spend about 8-10 hours indoors at work and children 5-6 hours indoors at school instead of being outdoors in the fresh air. Dust collects on every surface and even as we get rid of it, the dust swirls around and makes its way into our respiratory system. As we set food, occasionally we burn a meal or two and those fumes get inhaled also. Companies try to sel l us products to clean the air in our homes, but they add to the indoor air pollution.There is no substitute for fresh air. People living in small towns experience air which is fresher than those living in cities and therefore the benefits are even greater for them. This is because the air in large cities is polluted with smoke from factories and vehicles. More oxygen to the muscles reduces that lactic acid build-up in the muscles which leads to cramping. Ellen White once said The stomach, liver, lungs and brain are suffering for want of deep, full inspirations of air which would electrify the blood and impart to it a bright, lively colour, and which unsocial can keep it pure, and give tone and vigour to every part of the living machinery.. The only weakness of this idea in todays society is the amount of air pollution we are faced with. We are not able to gain the full potential of this idea because of this pollution.The Blessing of a Temperate, Drug-free, Stimulant-free Living in cludes the use of any drugs even caffeine and alcoholic drink as well as things that overstimulate our bodies like most technologies. The wise Christian will abstain from all that is harmful, using in moderation only that which is good. Drugs have saturated our society because they offer stimulation and release from stress and pain. Christians are surrounded with seductive invitations to use drugs. Even many popular, innocent-appearing beverages contain drugs coffee, tea and colas etc all contain caffeine. Tobacco is another drug that is popular in society but tobacco in any form is a slow poison that has a harmful effect on physical, mental and moral powers. At first it affects are barely noticeable. It excites and then paralyses the nerve, weakening and clouding the brain.Alcohol is a very popular drug in society today but some people do not understand that it is a drug and the effects it can have on the body. Since God communicates with us only through our minds, it is well to remember that alcohol adversely affects their every function. As the level of alcohol in the system rises, the drinker progresses through loss of coordination, confusion, disorientation, anaesthesia, coma and death. Drinking alcoholic beverages on a regular basis will eventually produce loss of memory, judgement and learning ability. Although the ideas behind this make sense and can improve health, in todays busy society caffeine would have to be one of the highest used drugs.Proper rest is essential for health of body and mind. Periods of rest bear much needed quietness for communion with God Be still, and know that I am God (Ps 4610). God stressed our need for rest by setting aside the seventh day of the week as the day of rest (Ex 2010). Rest is more than sleeping or ceasing our regular work. It involves the way we spend our leisure time. Weariness is not always caused by stress or by working withal hard or too long. Our minds can be wearied by overstimulation though the media , sickness or various personal problems. Recreation is re-creation in the truest sense of the word. It strengthens, builds up and refreshes the mind and body. To life at its best, Christians should only pursue only those forms of recreation and entertainment that strengthen their bond with Christ and improve health. This is a much needed principle in todays society but again it is unrealistic with such busy lifestyles.The blessing of nutritious foods was given to the first couple by the Creator with the ideal diet. I have provided all kinds of grain and all kinds of fruit for you to eat (Gen 129 GN). The diet God planned for us consisted of grains, fruits, nuts and vegetables. This diet offers the right nutritional ingredients to support optimum health. The Bible does not condemn the eating of clean animal products, but in the lord diet God gave us did not include any flesh foods and this is why the Seventh Day Adventists try to follow a vegetarian diet. The vegetarian diet is the ideal, but sometimes we cannot always have the ideal. Those who wish to stay in optimum health will eat the best food they can obtain. The Seventh Day Adventist started the company Sanitarium which makes healthy, vegetarian food to help them to obtain the best foods they can. Another weakness of the original diet is that it can reduce the chance of your body to omit in proteins, calcium, vitamin B12, iron and Zinc.Trusting in God means to rely on Him. You must surrender your will, your ideas, your desires and your future in to Gods hands. It takes a very special relationship to allow you to surrender so much. When we self-confidence in god we look to Him for guidance, we look to Him when things go bad, we look to Him for help and we look at Him for jazz and strength. All God requires from us is to simply trust in Him. Trust in God can is the only way that we can overcome our solicitudes and weakness.To trust in God we put all confidence into His character, ability and strength. We depend and have faith in Him we believe He is who He says He is. There are no weakness when trusting in God the only thing that comes when trusting God is the strength to let him into your life and replaces feelings of insecurity and fear with those of love and compassion. We can trust in many things. None, however, offer the protection, the long term security, or benefit that trusting in God offers.Although these health messages are still spoken about and believed in they are not always, in todays society, followed exactly. It is all well and good to think that these principles are a good idea but it is another thing to follow them. We have the mentality these days that yes something may be a good idea and you may believe in what it means and what it is doing but we still dont do it. Times have changed and we are not forced or pass judgment to do things that people were once scared of defying like attending church or following principles of their religion like these health pri nciples. Although these messages are mainly still useful today they need to be put into practice to achieve any results.ReferencesBible Good News Translation. (1992). Ingleburn, NSW The Bible society.Chamberlain, M. (1997). Cooranbong first town in Lake Macquarie 1826-1996. Cooranbong Michael Chamberlain.Health Systems Check,. (2012) Alcohol and Malnutrition. Health Effects of Alcohol Consumption. Retrieved on 25th whitethorn 2012 from http//www.healthchecksystems.com/alcohol.htmHopp, J. (1984). Light for living part 1. Journal of Adventist Education. 40(4). Retrieved on 26th May 2012 from http//circle.adventist.org/files/jae/en/jae198446041714.pdfParker, M. (2011). Christian Behaviour. Lecture presented to education students at Avondale College, Cooranbong, NSW.Sun Safety Alliance. (n.d.). The facts about getting too much sun. Skin Cancer. Retrieved 28th May 2012 from http//www.sunsafetyalliance.org/bare_facts.html