Blogger Freebie #2

Blogger Freebie #2 Well, that was a crazy week. If youve been reading the blogs a long time, you may have noticed a few trends. Every year, each blogger gets two freebie posts; for fall and spring semester, you can write about your schedule. Easy, over, done. However, the nature of MIT lends itself to one more blogger freebie. In four years of reading the blogs, I dont remember ever seeing it advertised as such, but thats what it is. Its not a freebie in the sense that it requires little effort or thought to write about, but in the sense that MIT gives you the topic with little effort on your part. Yep, Im talking about failure. Marcela has already written about 18.022; Id like to elaborate a little on my experiences in that class. The first test was altogether not that bad for me. However, it seemed that way at first. I walked out of it with a horrible sinking feeling, not wanting to talk to anybody. I thought it was fairly likely that Id failed the test, even though Id studied hard; near the end I took the time to figure out that I had barely completed 65 out of 100 points. I had been able to confidently complete at least some of that material, guaranteeing that I would receive points. I suppose thats better than nothing, right? Either way, I walked out of Walker Memorial (one of the common exam-taking-areas) completely crestfallen. After a little walking around, I ran into a friend, a senior, who asked me what was wrong; I told him I thought Id failed my first test, and he somehow refrained from smacking me (which I wouldve deserved; I was being ridiculous about the entire ordeal). Failing tests isnt all that bad, around here, and completing 65% of the material isnt all that bad either. However, even though people had said that to me, I hadnt quite come to accept it, so I felt horrible. He cheered me up a little before I moved on in my mindless wandering. Eventually, I decided to stop moping and do something about it. I had been considering dropping 18.022 for weeks, and taking 18.02 a less challenging multivariable calculus course, the one that most freshmen take. I had been struggling since the beginning in 18.022, and everything seemed impossible; still, I wasnt sure if that was how it should be, and I wasnt sure how to make a decision to drop the class. I wandered over to the professors office Professor Kemp and talked with him about it for a few minutes. He was busy, but he told me not to worry so much; he had made the test too long, and very few people had finished. Since I was thinking about dropping the class, he offered to schedule a meeting with me later in the week to discuss it. After that, I cheered up a good deal, and distracted myself for a few hours. I had an evening class, but I skipped it to make myself some comfort food; a steak and mashed potato dinner later, I was feeling worlds better. Finally, the grades came online. I was shocked: 65. Having barely completed that many points, I was more surprised than disappointed with my score. Soon after, I received an e-mail from Professor Kemp (also a great lecturer, with the unfortunate ability to write faster on a chalkboard than I can on paper) telling me that my grade was (slightly, as it turned out) above the class average, and that looking at both that and my pset grades, I probably had a B in the class. I was amazed; I almost immediately stopped thinking about dropping the class, and realized that I had to adjust my standards from what theyd been in high school. However, that was the last test; all in all, it went fairly well, and is certainly not a story about failure. I did learn a lesson or two from it, but it is not the story of this blogpost. The story of this blogpost can be summarized in a slightly-trimmed-to-50023 screenshot: Err, yes. And, just to be clear: on the first exam, the average was a 60, so a 65 was a decent grade. Two hours after I saw the above results online, Professor Kemp sent an e-mail to the class, containing the following: The average on Exam 2 was 70%, with a standard deviation of 18%. Passing was 50%. If you would like to speak to me about anything grade-related, please e-mail me to make an appointment, and Ill be happy to meet you sometime this week. Onward we go! Cheers, Prof. Kemp. This places me squarely in the failing category; the average is almost twice my score, and I am close to two standard deviations below the mean. Some statistics (say, a normal model) would say that this places me in the 2.9th percentile for this exam. In a class of. 100? Wonderful. Hey, at least I get a blog post out of it, right? Im still not really sure what to think of failure, at MIT. Despite all my studying, my test average is now a 50.5 in that class, something that wouldve slaughtered me in high school; although I was not an A student, and not at the top of my class, (if memory serves) I dont think I got a grade lower than a 70 on any test or quiz until my senior year. And this test was different than the last one; there was no panic-y rushing through the exam, looking for problems I could solve. This time, I sat there (much more painfully) for an hour and watched myself be completely unable to do the problems. 10 of my points came from the 10-point bonus question. This exam was not too long at all; that gave me a good 40 minutes of uncomfortable thought, exploring the same mathematical dead-ends over and over again. Can I still pass the class? Hopefully. I still usually feel like I can follow along, at least, in lectures, and I can kind-of do the psets (one of which I will be attacking as soon as I fin ish this post; theyre due Monday mornings, ugh). However, I may take Professor Kemp up on that meeting offer, now (I didnt, after the first exam, because I did much better than Id expected after walking out of Walker), and Ill see where things go from then. Now I know, and I really know I dont just hear people say it that failure is something youll have to get used to at MIT. The fact that this wasnt as crushing to me as my above-average performance on the first exam says that, at least a little, its something Im learning to deal with (gasp, ending in a preposition; I wonder if a tacky parenthetical fixes that? meh). However, my crazy exam week didnt end there. Im taking both 18.022 and 8.012; the extra digit indicates theyre harder versions of the standard freshman classes, Calc 2 and Physics 1, respectively. I would say that 18.022 and 8.012 are definitely my hardest classes. On Tuesday morning, I walked to physics lecture for the first time in weeks. We had a test coming up on Thursday, and so I thought Id go to the lecture before the test to make sure I had been roughly keeping pace with the class. On the way into building 6, I joked with Christie and Paul, two other freshmen, that I hoped we could still recognize people in the class; itd been a long time since any of us had sat through a lecture. With nothing but a laptop under my arm and the clothes I was wearing, I walk into the physics room. Christie: why does everybody have papers on their desks? .oh, dang. I took my 8.012 exam completely cold, not having been to lecture in (two) weeks, and not having studied at all. I had little idea what the exam would even cover, and yet I walked in there and took it as if Id prepared all weekend; at that point, theres no use in panicking. I asked Professor Zwierlein (another *awesome* lecturer; my (fairly recent) lack of attendance has had only to do with the 9AM time slot for the class) if I might borrow a pencil, and he looked at me like I was absolutely mad. An hour and half later, I walked out of that room and promptly burst into laughter. When asked how I thought Id done, I said between a 0 and a 90; it felt like I had played some kind-of paper-based form of Russian roulette. That night, I received the following e-mail: Results for the second midterm exam are online please click on the Gradebook link in the left menu panel on the 8.012 homepage. Statistics for the exam scores are as follows: mean: 71 standard deviation: 20 There were two perfect scores (100+10 bonus). And the following results (out of 100 points, even though it says 110): .w00t. So, you cant win them all. But you can at least win a few :) Now, that 18.022 pset. Till next time, -Cam Oh, P.S.: I may have sprained or broken my foot yesterday; I have an x-ray tomorrow morning. Either way, blog posts may be about things closer to my dorm room, for the next few weeks. Oh, and Im pumped to go to 8.012 lectures again, because I think were starting to study gyroscopes score.

Racial Discrimination Within the Welfare System - Free Essay Example

Sample details Pages: 5 Words: 1501 Downloads: 5 Date added: 2019/02/05 Category Society Essay Level High school Tags: Racial Discrimination Essay Racism Essay Did you like this example? When Franklin D. Roosevelt was nominated president in 1933, he acted fast to provide relief to those who were in need. On June 8, 1934, Roosevelt sent a message to congress that guaranteed a plan for social insurance as a safety net â€Å"against the hazards and vicissitudes of life.† Then, only fourteen months later, on August 14, 1935, President Franklin Roosevelt signed the Social security Bill in into law (Martin and Weaver). The Social Security Bill enabled several states to make more adequate arrangements for people over sixty-five, blind people, crippled adults and children, public health, and unemployment compensation. The act also included programs that promoted the health and welfare of children. Under this, Welfare was created. Don’t waste time! Our writers will create an original "Racial Discrimination Within the Welfare System" essay for you Create order Welfare is a government program that gives financial aid to people who can’t support themselves. Welfare is paid by tax payers’ money, and because of this, many people find the welfare system susceptible to be being taken advantage of. Although many people think this, many facts prove that to be untrue or hypocritical. The welfare system has been discriminatory since it has been created, which in return has led to discrimination for minorities in everyday life. During the 1930’s and 40’s racial discrimination made it almost unimaginable for blacks to get involved in programs such as Aid to Dependent Children (ADC), which would allow low income families to get financial aid to support their children. In fact, at this time the majority of single mothers using ADC were Caucasian. Due to the extreme hatred of minorities at this time in history, it was unimaginably hard for especially blacks to earn and income. So, they were taking any job they could get. Because of this, many were paid in cash, which made them unqualified for social programs such as ADC. These issues continued, and even got worse through the 50’s and 60’s (Carten). The 50’s and 60’s was known as the time of prosperity. The economy grew by about 37% during this time. By the end of the decade, the average American family had about 30% more purchasing power than ever before (Shmoop). While life improved for whites, it was quite the opposite for blacks. Black women were particularly discriminated against in the welfare system at this time. There were different requirements and rules such as the â€Å"man in the house rule,† where workers would check to see if a man was in the house at any time of the night, and if he was, welfare benefits would be taken away. This was quite unconstitutional but allowed and accepted in the southern states. There were also requirements that the welfare recipient had to have an exceptionally clean house. If this was not followed through, welfare workers could take welfare away from the recipients (Ackerman). Because of these strict laws in the south, many single-parent black families tried to move to the north hoping for a better life, with better welfare, but that was proved to be difficult. Housing was hard to come by because of residency requirements. Many â€Å"desirable neighborhoods† were too expensive or didn’t accept blacks at all. This resulted in pushing blacks into the slums of the north (Library of Congress). As previously stated, if the welfare recipients’ housing was not a good environment, they would not be able to continue to receive welfare benefits, and because the blacks were being pushed into the slums, some could not receive welfare checks, leaving them extremely poor and having no where to turn. Eventually, presidents retreated from the safety net philosophy that was enforced in earlier decades. Specifically, Ronald Reagan enforced New Federalism. New Federalism is the transfer of certain powers from the federal government to the states government. As shown above, when the welfare system was in the states hands, it did not go well. Regan had a philosophy that poor people were poor because of their own misfortune, they didn’t need assistance, and that they could only help themselves if they wanted to get better. Because he believed this, he made plenty of budget cuts under New Federalism. The 1982 cuts exceeded 20% in many of the programs introduced since the 1960’s that were designed to help the unprivileged. These programs included AFDC, Food Stamps, Medicaid, education aid, Low-income Energy Assistance, and training and employment programs. It’s estimated that the typical mother on welfare who worked had a 20 to 30 percent decline in their monthly income (Danziger and Haveman). â€Å"Blacks will suffer disproportionately from the Reagan programs because a higher proportion of blacks are poorer than whites, a greater proportion will be affected by the reductions,† (Danziger and Haveman). Then, Reagan went onto expose a woman who allegedly took advantage of the welfare system. Reagan said, â€Å"There’s a woman in Chicago. She has 80 names, 30 addressees, 12 Social Security cards and is collecting veterans’ benefits on four nonexistent deceased husbands. She’s got Medicaid, is getting food stamps and welfare under each of her names. Her tax-free cash income alone is over $150,000.† Although some people believed that Reagan was using this as campaign strategy, since it wasn’t actually proven, this still reinforced black stereotypes among white people. Which then lead to discrimination, and problems within the system throughout the 90s. During the 90s, welfare was no longer about the people. It turned into politics. In 1996, the Republican-controlled Congress passed the Temporary Assistance for Needy Families Block Grant of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996. This was known as the â€Å"welfare reform.† â€Å"Welfare reform in 1996 had little to do with poverty; it had a lot to do with racialized politics of poverty. Conservatives declared that anything was better than the old welfare system for poor women and that their plans for tough work requirements and time-limited benefits was a policy of hope. What they were really interested in was politically exploiting the issue and painting the Democrats as defenders of ‘amoral’ black women in ghettos. Liberals rationalized welfare reform as necessary, but they also understood it to be a way of banishing race, and racialized poverty, from the political lexicon† (Brown 47). In fact, Jared Bernstein of The Washington Post claims, â€Å"It was and is about convincing a group of voters that, while you’re working hard to make ends meet, somebody’s making a bundle ripping off the system. And that somebody is an â€Å"other,† a minority or an immigrant.† So, since the welfare debate was now politically fueled, poor families, which was now mainly made up of minorities, were harshly treated and punished. With the new welfare reform bill in place, there were new requirements in the system. Single mothers were required to get a job two years after they started getting benefits. Then, they could only receive the benefits for up to five years for the rest of their lives. Also, teenage mothers were no longer allowed to receive benefits. To add to that, â€Å"States were banned from using federally funded TANF for certain groups of immigrants and restrictions were placed on their eligibility to Medicaid, food stamps and Supplementary Social Security Income† (Carten). Because of these requirements, many people were left without the help they needed. This has caused issues within the system today. Evidently, welfare has been a struggle for minorities since 1935. Despite the longevity, there are still issues within the system today. There is an over-representation of children of minorities within the welfare system. â€Å"In 2017, the State of California had 11,301 Black children in dependency care which was 23.8% of the total number of children in care (California Child Welfare Indicators Project, (2018). This becomes the true definition of disproportionality, when Black children only make up about 592,333 (7%) of the entire state of California’s population but make up 23.8% of the total number of children in care† (Long 1). Many believe that minority families face more disadvantages in the welfare system compared Caucasians. Disadvantages such as systematic circumstances that minorities can’t necessarily change, and this causes the disproportionate representation in the welfare system. This disproportionality is also due to the lack of cultural comp etency within the welfare system (Font qt. In Long 2). For example, although a major portion of welfare recipients are of minority groups, the adults who provided social services to these children are predominantly white. The welfare system claims that for over a decade, they have been trying to raise â€Å"awareness and sensitivity.† â€Å"Additional efforts have sought to increase knowledge and understanding about the unique aspects of the history and culture of specific groups, primarily African Americans and Latino Americans. These efforts however, have not addressed culturally effective practice in a comprehensive and sustained manner, and have been inadequate† (Jackson and Brissett-Chapman 252). Furthermore, a substantial amount of minority families who live in undesirable communities are prone to constant surveillance by police or other reporters that make child welfare reports more often. This also causes social worker bias, and harsh treatment from welfare workers (Long 2). Although the issues today are slightly different than those in the twentieth century, they still need to be solved. Ideally, cultural competence needs to be instilled into every welfare worker.

Essay on The Importance of Homosexual Rights - 2292 Words

The bestowed rights of humans have been distorted throughout time. Regarding all who deserve the same privileges as others, compassion is not shown with respect. Given that times are changing, it is only right that everybody follows suit and makes the necessary alterations to equalize all humans. I believe, if individuals are more informed on Gay Rights such as marriage, adoption and the military discussion of Don’t Ask Don’t Tell (DADT) maybe we can fight to give same-sex couples the opportunities that the rest of the population have. The first and topic to establish a more equal world is same-sex marriage, collectively known as Gay Marriage. Marriage throughout time has been instituted as opposite sex only unions. As of†¦show more content†¦Vermont was the first state to permit civil unions in 2000 (HRC, 2011). Civil Unions are only recognized in states where they are preformed. But there are states that recognize the union no matter where it is performed. The states that permit the recognition of those unions consist of Rhode Island, Maryland, California, New Mexico and New York. They have also vowed not to discriminate against marriages formed in sanctioned states. There are roughly 24 states that are completely anti-gay rights. Outside of The United States, the very first country to legalize marriage was The Netherlands in 2001. Though they only accept the union if one of the members is Dutch. There are seventeen other countries in Europe who have legalized gay and lesbian marriage. Outside of Europe, South Africa and New Zealand accept the matrimony. Many countries in The Middle East have made it punishable by death to be homosexual (HRC, 2011). Judging by the knowledge I have acquired, it seems that most of the world will only grant marriage between a man and a woman. My answer to the ongoing debate reckons to state that everybody, no matter your orientation, should have the same rights. The last topic we can discuss in gay marr iage is the ethics of it. The religious aspect states marriage should be between a man and a woman. In Leviticus chapter twenty verse thirteen it says ‘if a man also lie with mankind, as he lieth with a woman, both of them haveShow MoreRelatedDiscrimination Imposed Upon Minority Groups Throughout History1446 Words   |  6 Pagescommunity has been a dominant and commanding principle, regardless of the increasing pressure to shift the constructs and discourse surrounding the current illegitimacy of homosexual relationships. 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Although it is the United States of America and everyone deserves to be equal, gay marriage is still wrong, because if equal rights takes away another’s rights, it is not correct. Many gay people don’t even support homosexual marriage, which seems to make it less of an importance to people than previously thought. When you think of homosexual people, you think of incredibly militant people who are advocatingRead MoreHomosexual Marriage Should Be Legal Essay1111 Words   |  5 PagesHomosexual marriage should be legal because marriage is a symbol of love and passion for one another, the homosexual family life is just as good as heterosexual family life, and prohibiting gay marriage is unconstitutional discrimination. Homosexuality occurs in over four hundred and fifty species, but homophobia (irrational fear or dislike against homosexuality) only occurs in one. 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According to the United States, a traditional marriage is the union of opposite sexes, a heterosexual union. One man and one woman unite to bind their marriage. This has been the tradition for many years until the issue of same sex marriage arose around the 1970s. The Defense of Marriage Act was passed in 1996 and gave the states the decision on whether or not they authorized homosexual marriage. It describes marriage as a â€Å"legal union betweenRead MoreEssay on Homosexuality in Hong Kong1477 Words   |  6 Pagesmovies and occasional news revealing celebrities homosexual behaviors. Simultaneously there has also been sign ificant growth in commercial venues such as restaurants and bars, catering to gays and lesbians. In short, the social context of Hong Kong and the attitudes gays and lesbians are likely to hold about their sexual orientation are very different from those of previous generations. However, this is not proper to indicate that the homosexual minority, which consists of 6 to 10 percent of populationRead MoreHomosexuality And The Modern Day Civil Rights Movement1701 Words   |  7 PagesIt is even considered that the battle for gay rights is the modern day civil rights movement. Just like in the 1960’s with African Americans, the government has began to regulate the personal lives of those who are openly homesexual. It is becoming a major part of the presidential election since Barack Obama announced his support of gay marriage.The controversy of homosexuality is centered around people s moral objections and the fight for gay rights. Some people see homosexuality as morally wrongRead MoreHomosexuality Is Genetic Or Merely A Learning Process?1697 Words   |  7 PagesThe topic of â€Å"homosexuality† in a political view attracts my interest because of the importance, in which it has in are government, people, and society we live in. People often argue of what is right and what is wrong, and for many years â€Å"homosexuality† has been a quite topic until recent years, and the argument wither homosexuality is genetic or simply a learning process? This is what brings a lot of attention to the media, scientist, and professors to keep trying to learn this different life style

C.S.I †Myth vs. Reality Free Essays

Jennifer Weaver L. Leggo Law Monday April 19, 2010 C. S. We will write a custom essay sample on C.S.I – Myth vs. Reality or any similar topic only for you Order Now I – Myth vs. Reality Crime Scene Investigation is a series that followers investigators that use evidence to solve murders. The show is very popular due to its courageous matter and popular characters. However, despite CSI’s popularity it has been heavily criticized for realism to actual crime solving. CSI portrays an inaccurate, to say the least, image of how police solve crimes. To begin with, CSI has depicted many manifestations to people who watch it. Two main things noticed in the episode watched are the myth of crime scene investigating and DNA testing. The show does a really good job â€Å"hollywooding† the field of forensic science. One clear myth of the show is it’s characters and how attractive they are. Forensic scientists are more likely to look like fat men with glasses rather than sexy women who wear camisoles to a crime scene, as seen in the show. In addition, the show depicts solving a case as easy and not time consuming, when in reality the majority of these cases would take months or even years to solve. Moreover, when collecting evidence and DNA in the show, it shows DNA results returning in a matter or hours when it would normally take years. This false interpretation contributes to viewers manifestation of DNA testing in real cases; thinking that its an easy process. The only reality of the show found was when one of the investigators collected a finger print, however, even that was glamorized because a print would never come out so clear, as it did in the show. Overall, the show itself is a good show, it is very entertaining, from its graphics to the acting, however, its realism is non-existent and it exemplifies the forensic field falsely. How to cite C.S.I – Myth vs. Reality, Papers

Public School Licensing Essays - Wyoming, License, Accreditation

Public School Licensing Section 1. Purposes. The purposes of the rules are: (a) To establish a procedure for the licensing of post secondary education institutions (colleges, universities, correspondence schools offering degrees, etc.) with the exception of the University of Wyoming and the Community Colleges of Wyoming (21-2-102 and 21-2-103) or any post-secondary post secondary education institution possessing current accreditation by a recognized and accepted accrediting agency. (b) To establish minimum standards for post secondary education institutions until accreditation by a recognized and accepted accrediting agency may be achieved. (c) To protect persons enrolled in a course of study in post secondary education institution. Section 2. Authority. These rules are promulgated pursuant to W.S. 21-2-401 and 403 of the Private School Licensing Act, and have been adopted by the Wyoming State Board of Education in accordance with the Wyoming Administrative Procedure Act (W.S. 16-3-101 through 16-3-115). They are effective upon filing with the Secretary of State. Section 3. Applicability. These rules govern the operation of all post secondary education institutions not accredited by a recognized and accepted accrediting agency as defined by rules of the Wyoming Department of Education, which are located within the state, or have their principal place of business out of state but do business in the state. These rules do not apply to any parochial, church, or religious school as defined by W.S. 21-4-101(a)(iv), home-based educational programs as defined by W.S. 21-4- BC 101(a)(v), aircraft flight training schools approved and authorized by the Federal Aviation Agency of the United States of America, or a school teaching techniques of outdoor recreation, leadership, ecology, or conservation domiciled in the state of Wyoming. nor do they apply to post secondary Instit accredited by a recognized and accepted accrediting agency Section 4. Amendment of Rules. Any amendments to these rules shall become effective upon filing with the Secretary of State. Section 54. Definitions. (a) "Agent" means any person owning any interest in, employed by, or representing for remuneration or other consideration a post secondary education institution located within or without this state who enrolls or who, in places other than the principal school premises, offers or attempts to secure the enrollment of any person within this state for education in a post secondary education institution. (b) "Attorney General" means the Attorney General of the State of Wyoming. (c) "Degree" means any award, earned or honorary, conferred with the designation of associate, baccalaureate, master, professional, specialist or doctorate. (d) "Post Secondary Education Institution" means any post secondary institution offering a degree, earned or honorary, conferred with the designation of associate, baccalaureate, master, professional, specialist or doctorate. (e) "License" means a non-transferable document issued by the Wyoming Department of Education to a post secondary education institution located within this state or located outside the state, but whose agent solicits students from within the state in the name of such Institution, which permits the Institution to solicit, offer, and maintain a course(s) of instruction or study in compliance with the provision of the Private School Licensing Act and the rules of the Wyoming State Board of Education promulgated pursuant to the Act. (f) "Recognized and Accepted Accreditation Agency" includes those agencies recognized by the United States Department of Education through National Advisory Committee on Accreditation and Institutional Eligibility. If the post secondary education institution originates in a foreign country, accreditation recognized and accepted by that country's Department of Education or equivalent agency is required. (g) "StaDepartment" means Wyoming Department of Education. (h) "StateBoard" means Wyoming State Board of Education. (i) "Licensing year" is from July 1 through June 30 of the following calendar year. Section 65. Granting, Refusing or Revoking Licenses. Denial, suspensions, or revocations of a license may occur when it is found that a school has failed to comply with Wyoming Post Secondary Education Institution Licensing statutes and the Post Secondary Education Institution rules adopted by the Wyoming State Board of Education. Such action will be governed by the Wyoming Administrative Procedure Act (W.S. 16-3-101 through 16- BC 3-115). Licensure is not required once accreditation is achieved from a recognized and accepted accreditation agency and documentation of such is provided to the office of the Secretary of State and the Department. Section 6. Licensing Application Procedure. Application for a license shall be made to the Department. The applicant must submit the following: (a) Documentation that the institution: (i) is currently seeking appropriate accreditation and detailing steps taken during the year to achieve that goal, or (ii) is not seeking accreditation and explaining why it is not necessary to achieve its goals. (b) The application shall be accompanied by a certified check or

Darwin and Marx essays

Darwin and Marx essays After the French Revolution, the second half of the nineteenth century was dominated by science and industrialization. New ideas began to form in the progressively secular culture. Realism, positivism, Darwinism, Marxism, and liberalism all reacted against romantic, religious, and metaphysical interpretations of nature and society and focused on the empirical world (Perry, pg. 585). Darwinism and Marxism were the main points discussed during this time. Darwinism, named after Charles Darwin (1809-1882), was one of the most important advances in our scientific view of the world. Darwin did for biology what Newton had done for physics: he made it an objective science based on general principles (Perry, pg. 592). He formulated most of his ideas during a five-year expedition to the South Pacific. His theories on evolution were taken from similarities he observed between extinct and living species. His evolutionary ideas were placed into two of his books, the Origin of Species and the Descent of Man. Darwins theory convinced many on how there is a large diversity between different species in a short time period. Another one of his key ideas was adopted from the Malthusian idea that reproduction by a species is quicker than the food that particular species consumes. Finally, all of his ideas formed one main concept, explained in four simple words: survival of the fittest. Like most other radical thinkers before him, Darwins theor ies were contrary to Christian beliefs. One theologian declared, If the Darwinian theory is true, Genesis is a lie, the whole framework of the book of life falls to pieces, and the revelation of God as man, as we Christians know it, is a delusion and a snare. (Perry, pg. 593). Darwinism changed peoples way of looking at religion as a form of reason and transformed it into the faith that it is today. Marxism, named after Karl Marx (181...

I tweet, therefore I am - Emphasis

I tweet, therefore I am I tweet, therefore I am Thinking about jumping onto this bandwagon. But where will it all end? So might read my inaugural tweet by definition: an answer to the question what are you doing? in 140 characters or fewer on the micro-blogging site Twitter. And bandwagon begets bandwagon: those not tweeting are bleating about tweeting. The public is being divided into for and against camps; and perhaps the real question posed is: is there anything left now that is considered not appropriate to write about? Twitter has seen some incredible successes in its young life. It is a popular medium for celebrities, who get to by-pass the media and connect directly with their fans. Barack Obamas presidential campaign succeeded in large part because he embraced such types of social media. He updated subscribers via the site, keeping them up-to-date on his public appearances and decisions. No doubt this was key in working himself and his message into the nations psyche, while reinforcing his image as a modern man of the people. The potential of Twitter from a marketing point of view is evidently enormous. And so it is working its way into schools and university curriculums. A recent book, by money-making strategist Joel Comm, teaches the ways of Twitter Power How to Dominate Your Market One Tweet at a Time. Supporters predict a day when users will be able to search the consciousness of the planet in real-time. With a mere 140 characters to work with, Twitterers have no choice but to be succinct; and we Emphasisers are all in favour of keeping it short and simple. Whats missing is content control. Granted, escape from Big Brother (in all its forms) is generally welcome. And of course people have the right to express themselves creatively. But were considering writing instructions for this exciting new toy. The Daily Mail is using the service to send out nuggets of news to those for whom newspapers are just too darn heavy. The BBC experimented with including Twitter updates in its coverage of the Mumbai terror attacks back in November 2008, in an apparent desire to be first with the news. This rather clumsy attempt to cover a fast-moving story with equally fast-moving technology caused a considerable backlash on their website, amid accusations of inaccuracy and lazy journalism. Sky news rather glibly (and arguably massively inappropriately) sent tweets out from the courtroom where Joseph Fritzl stood trial for his horrendous crimes against his own daughter. Of course, skill in writing has little or nothing to do with Twitter, barring perhaps the occasional impressive haiku. What does is the attitude that whether youve just survived a plane crash (see the Guardians article) or youve just sat down with a cup of Bovril, the immediate prevailing thought is to publish oneself. Faced with this unrelenting, unverified barrage of thought bubbles, will we all have to become active editors of our own (and everyone elses) lives? Or will we just be tweeting while Rome burns?