Missionary Work Of Early Missionaries Like Paul, Barnabas, And Timothy

Missionary work of early missionaries like Paul, Barnabas, and Timothy, was different from the missionary work of missionaries in the Dark Ages, such as Patrick and Boniface. These differences arose because of the differences in political, religious, and cultural environments. It made the missionaries different by making them adapt to the customs and environment of the area. One main area of difference was the way the gospel was preached. The early missionaries worked in different political, religious, and cultural environments compared to the missionaries of the Dark Ages. The early missionaries worked in an environment that was against Christianity. People were persecuted for even talking about it. This just made it that much harder to spread the news of the Gospel. Most of the people were Jews and some were Gentiles. Most of the Jews rejected Christianity but some did accept it. However, most of the Gentiles accepted Christianity. The culture of the people in the early ages was based on the synagogue. Life revolved around the synagogue. These differences made it hard for the missionaries to spread the word. Paul, for example, came across many situations where his life was in danger. Paul traveled with Barnabas, Silias, and Timothy on at least one of his journeys. As they traveled from city to city, rejection was common. With most of the population Jewish, Paul had a hard time preaching the Gospel. Jews rejected Christianity because it was completely against their beliefs. Instead of wasting his time, Paul traveled on to other cities to preach the word. Since the life of the people revolved around the synagogue, Paul had to do much of his preaching there. This was very dangerous because sometimes the people he was preaching to would become unruly and violent. Because of this, Paul began to preach the Gospel in a different way. He began writing letters, called Epistles, to many different church communities. Each of the letters addressed topics specific to the church he was writing to. These letters were read aloud during community prayers and the Eucharist. Copies were also sent around to neighboring communities. This helped spread the word of the Gospel even farther than his preaching did. In his letters Paul used the word "church" and made the Christians feel that they were an assembly of people to celebrate their belief. This made them stronger. It led to these people spreading the word also. These differences in the way the gospel was preached existed for a very simple reason: the people and the environment were different. Paul had to curve his message to fit certain groups. He also had to make sure the people understood him. The missionaries of the Dark Ages had to work in a different environment than the early missionaries had to work in. The political situation of the Dark Ages was somewhat vague. There was not always a definite ruler. Sometimes they had to turn to the local bishop or church to help them. The religious environment was mostly Pagan, much different from the Jews that Paul had to deal with. The cultural environment in which they had to work was also pretty vague. People tended to hang around in groups and were influenced by outside sources. The environment in which Patrick and Boniface had to work, effected their work dramatically. Pagans were a hard bunch to please. They didn't really want any outside sources trying to convert them. If you made them angry you could possibly end up dead. For those people who were not pagans, they sometimes looked up to the missionaries and accepted what they said as fact. One major thing that the missionaries of the Dark Ages did differently was set up monasteries. These were places that monks and others would go to learn about Jesus and Christianity. They also learned other subjects in the process which made monasteries attractive. This drew in people and eventually converted them to Christianity. In these monasteries, word of the gospel was spread by reading and copying books. These books were preserved for others to read and learn about Christianity. Another way they preached the Gospel was by using logic. Logic was a very resourceful tool for the missionaries. Boniface, for example, used logic in one incidence with

Causes and Effects of Government Shutdowns

Causes and Effects of Government Shutdowns Why would much of the U.S. federal government shut down and what happens when it does?   The Cause of Government Shutdowns The U.S. Constitution requires that all expenditures of federal funds be authorized by Congress with the approval of the President of the United States. The U.S. federal government and the federal budget process operate on a fiscal year cycle running from October 1 to midnight September 30. If Congress fails to pass all of the spending bills comprising the annual federal budget or continuing resolutions extending spending beyond the end of the fiscal year; or if the president fails to sign or vetoes any of the individual spending bills, certain non-essential functions of the government may be forced to cease due to a lack of congressionally-authorized funding. The result is a government shutdown. The Current Border Wall Shutdown of 2019 The most recent government shutdown, and the third of the Donald Trump presidency began on December 22, 2018, when Congress and the White House failed to agree on the inclusion in an annual spending bill of $5.7 billion requested by President Trump for the construction of an additional 234 miles of fencing to be added to the existing security barrier along the U.S. border with Mexico. On January 8, with no end to the impasse in sight, President Trump threatened to declare a national emergency empowering him to bypass to fund the border fencing. However, by January 12, what had become the longest lasting government shutdown in U.S. history had shuttered nine of the 15 federal executive branch agencies, and left over 800,000 federal workers- including Border Patrol officers, TSA agents, and air traffic controllers- either working without pay or sitting at home on furlough. Trash began piling up and visitor safety became an issue at national parks as park rangers had been sent home. Although Congress had passed a bill on January 11 providing eventual full back pay for the employees, the strain of missed paychecks became obvious.   In a televised address on January 19, President Trump offered a proposal he hoped would bring Democrats back to the bargaining table to negotiate on an immigration reform for border security deal that would end the then 29-day-long government shutdown. The president offered to back immigration policies Democrats and had long requested, including a three-year revival of the DACA- Deferred Action for Childhood Arrivals- program in return for approval of a permanent $7 billion border security package, including $5.7 billion for the border wall. DACA is a currently expired immigration policy enacted by President Obama allowing eligible individuals who were brought to the United States illegally as children to receive a renewable two-year period of deferred action from deportation and become eligible for a work permit in the U.S. Less than an hour after the president’s address, Democrats rejected the bargain because it failed to offer permanent protection for the DACA immigrants and because it still included money for the border wall. Democrats again demanded that President Trump end the shutdown before negotiations continued. On January 24, Government Executive magazine reported that based on salary data from the U.S. Office of Personnel Management (OPM), the then 34-day-long partial government was costing U.S. taxpayers more than $86 million a day in back pay promised to more than 800,000 furloughed workers. A Temporary Agreement Reached On January 25, President Trump announced that an agreement had been reached between his office and Democratic leaders in Congress that would temporarily reopen the government until February 15 without the inclusion of any funding for construction of additional border fencing. The agreement also provided that all federal employees affected by the shutdown would receive full back pay. According to the President, the delay would allow for further negotiations on funding of the border wall, which he said remained a necessity to national security. Finally, the President stated that if funding for the border wall was not agreed to by February 15, he would either reinstate the government shutdown or declare a national emergency allowing him to reallocate existing fund for the purpose. However, on February 15, the president signed a compromise spending bill averting another shutdown. The same day, he issued a National Emergency Proclamation redirecting $3.5 billion from the Defense Department’s military construction budget to the construction of new border wall. Under the terms of the Antideficiency Act, the shutdown may not have been legal in the first place. Since the government had the $5.7 billion needed to build the border wall, the shutdown had been based on an issue of political ideology rather than an issue of economic necessity, as required by the law. The Ghosts of Shutdowns Past Between 1981 and 2019, there were five government shutdowns. While the first four went largely unnoticed by anybody but the federal employees affected, the American people shared the pain during the last one.   1981: President Reagan vetoed a continuing resolution, and 400,000 federal employees were sent home at lunch and told not to come back. A few hours later, President Reagan signed a new version of the continuing resolution and the workers were back at work the next morning. 1984: With no approved budget, 500,000 federal workers were sent home. An emergency spending bill had them all back at work the next day. 1990: With no budget or continuing resolution, the government shuts down during the entire three-day Columbus Day weekend. Most workers were off anyway and an emergency spending bill signed by President Bush over the weekend had them back at work Tuesday morning. 1995-1996: Two government shutdowns beginning on November 14, 1995, idled different functions of the federal government for various lengths of time until April of 1996. The most serious government shutdowns in the nations history resulted from a budget impasse between Democratic President Clinton and the Republican-controlled Congress over funding for Medicare, education, the environment, and public health. 2013: For 17 tedious days, from October 1 through October 16, the perennial disagreement between Republicans and Democrats in Congress over spending forced a partial shutdown that saw more than 800,000 federal employees furloughed, U.S veterans locked out of their own war memorials, and millions of visitors forced to leave national parks. Unable to pass a conventional annual budget, Congress considered a continuing resolution (CR) that would have maintained funding at current levels for six months. In the House, Tea Party Republicans attached amendments to the CR that would have delayed implementation of President Obama’s healthcare reform law–Obamacare–for one year. This amended CR had no chance of passing in the Democrat-controlled Senate. The Senate sent the House a â€Å"clean† CR with no amendments, but Speaker of the House John Boehner refused to allow the clean CR to come to a vote of the House. As a result of the impasse over Obamacare, no funding CR was passed by October 1- the end of the government’s 2013 fiscal year- and the shutdown began. As the shutdown drug on, public opinion of Republicans, Democrats and President Obama began to plummet and, to make matters worse, the U.S. was set to reach its debt limit on October 17. Failing to pass legislation raising the debt limit by the deadline could have forced the government to default on its debt for the first time in history, placing the payment of federal benefits in danger of being delayed. On October 16, faced with the debt limit crisis and increasing public disgust with Congress, Republicans and Democrats finally agreed on and passed a bill temporarily reopening the government and increasing the debt limit. Ironically, the bill- driven by the government’s need to reduce spending- also spent billions of dollars, including a tax-free gift of $174,000 to the widow of a deceased senator. The Costs of Government Shutdowns The first of the two government shutdowns in 1995-1996 lasted only six days, from November 14 to November 20. Following the six-day shutdown, the Clinton administration released an estimate of what the six days of an idled federal government had cost. Lost Dollars: The six-day shutdown cost taxpayers about $800 million, including $400 million to furloughed federal employees who were paid, but did not report to work and another $400 million in lost revenue in the four days that the IRS enforcement divisions were closed.Medicare: Some 400,000 newly eligible Medicare recipients were delayed in applying for the program.Social Security: Claims from 112,000 new Social Security applicants were not processed. 212,000 new or replacement Social Security cards were not issued. 360,000 office visits were denied. 800,000 toll-free calls for information were not answered.Healthcare: New patients were not accepted into clinical research at the National Institutes of Health (NIH) clinical center. The Centers for Disease Control and Prevention ceased disease surveillance and hotline calls to NIH concerning diseases were not answered.Environment: Toxic waste clean-up work at 609 sites stopped as 2,400 Superfund workers were sent home.Law Enforcemen t and Public Safety: Delays occurred in the processing of alcohol, tobacco, firearms, and explosives applications by the Bureau of Alcohol, Tobacco, and Firearms; work on more than 3,500 bankruptcy cases reportedly was suspended; cancellation of the recruitment and testing of federal law enforcement officials reportedly occurred, including the hiring of 400 border patrol agents; and delinquent child-support cases were delayed. US Veterans: Multiple veterans services were curtailed, ranging from health and welfare to finance and travel.Travel: 80,000 passport applications were delayed. 80,000 visas were delayed. The resulting postponement or cancellation of travel cost U.S. tourist industries and airlines millions of dollars.National Parks: 2 million visitors were turned away from the nations national parks resulting in the loss of millions in revenue.Government-Backed Loans: FHA mortgage loans worth more than $800 million to more than 10,000 low-and-moderate-income working families were delayed. How a Government Shutdown Might Affect You As directed by the Office of Management and Budget (OMB), the federal agencies now maintain contingency plans for dealing with government shutdowns. The emphasis of those plans is to determine which functions should continue. Most notably, the Department of Homeland Security and its Transportation Security Administration (TSA) did not exist in 1995 when the last long-term government shutdown took place. Due to the critical nature of their function, it is highly likely that the TSA would continue to function normally during a government shutdown.Based on history, here is how a long-term government shutdown might impact some government-provided public services. Social Security: Benefit checks would probably keep coming, but no new applications would be accepted or processed.Income Tax: The IRS will probably stop processing paper tax returns and refunds.Border Patrol: Customs and Border Patrol functions will probably continue.Welfare: Again, the checks would probably continue, but new applications for food stamps might not be processed.Mail: The U.S. Postal Service supports itself, so mail deliveries would continue as usual.National Defense: All active duty members of all branches of all armed services would continue duty as usual, but might not get paid on time. More than half of the Defense Departments 860,000 civilian employees would also work, the others sent home.Justice System: Federal courts should remain open. Criminals will still be chased, caught, prosecuted and thrown in federal prisons, which would still be operating.Farms/USDA: Food safety inspections will probably continue, but rural development, and farm credit and loan progra ms will probably close down. Transportation: Air traffic control, TSA security personnel, and the Coast Guard will remain on the job. Applications for passports and visas may not be processed.National Parks/Tourism: Parks and forests will probably close and visitors told to leave. Visitor and interpretive centers will be closed. Non-volunteer rescue and fire control services might be shut down. National monuments and most historic sites will probably be closed. Parks police will probably continue their patrols.

How to Read an Italian Menu

How to Read an Italian Menu If you’ve been to northern regions, like Milan, and the south of Italy, like Cosenza, you know that the items on restaurant menus won’t be similar and, depending on where you’ve chosen to eat, may be written in an Italian that isn’t so standard. That’s because each region of Italy, and oftentimes, individual cities, have their own piatti tipici, or traditional dishes. What’s more, sometimes the same thing can be called different things from the north to the south, like how the popularly-known is called schiacciata in Tuscany. Despite the variations you will most definitely encounter, there are some standards that you can learn about in advance when it comes to eating in Italy, and more specifically, being able to read an Italian menu. In this quick guide, we’ll go through the types of restaurants in Italy, how make a reservation, the order of Italian dishes during a meal, how to ask for the bill, and a few other cultural tidbits that may be useful for you. Types of Restaurants in Italy Autogrill - Roadside snack bar Pizza al taglio - Shop that sells slices of pizza cut by how much you want. Tavola calda - Informal restaurant, like a cafeteria as you often order buffet-style. Osteria - Informal restaurant, like a diner. Trattoria - Medium-priced restaurant that’s often family-run. Ristorante - Restaurant. You can learn some vocabulary that’s specific  to the dining experience here. If you want to learn some phrases that will help you find the most authentic restaurants and get the best recommendations, explore our article on Italian phrases thatll allow you to experience authentic Italian food. How to Make a Reservation While it’s not common practice to make reservations at all restaurants in Italy, it is recommended at places that tend to be busier or are the pià ¹ gettonate, the most popular. Youll, of course, have to know some common Italian phrases and how to say the time in Italian for this. To make a reservation for two people at 8:00 PM, use this phrase: Vorrei fare una prenotazione per due, alle otto. Order of Italian Dishes In Italy, dishes are usually served on separate plates in a specific order. In order of appearance on a typical menu there is: Lantipasto, which literally means before the meal and includes hot and cold appetizers, such as crostini  and  bruschetta.Il primo, or first course usually consisting soup.Il secondo, or second course, and is the main course.Il contorno, or side dish, which consists of vegetables such as (eggplant), (spinach), or (mixed salad).Il dolce, or dessert, which includes such favorite sweets as  tiramisà ¹, torta della nonna  (custard shortbread pie), or (custard of egg yolks with wine and brandy). Get the Bill (Or Should You Leave a Tip?) To ask for the bill, say: Il conto, per favore. Unless you ask, it’s not likely that they’ll bring the check to you. When it comes to tipping, by Italian law, gratuity is included in the bill, and extra tipping isnt necessary. Remember that a coperto - a cover charge - is included as well. If the service warrants it, feel free to leave your waiter a little extra. If you want the waiter to keep the change, say: Tenga pure il resto. Extra Tips In Italy, those milky concoctions - cappuccino and caffà ¨ latte - are consumed only at breakfast, so before 11 AM.Al dente means to the tooth, or slightly chewy. It is used to describe pasta and rice. The inside should be somewhat crisp-tender.Italians often say Buon appetito! or Enjoy your meal when the first course is served, and Salute! or To your health when toasting with a drink.Most likely you will have to purchase water. You’ll have a choice between bubbly water - frizzante or con gas - or regular water - liscia or naturale.

Safety Plant Essay Example | Topics and Well Written Essays - 5000 words

Safety Plant - Essay Example In the 1980s, the platform received an overhaul to allow for natural gas production, which changed some of the dynamics of its operational and technological systems. Piper Alpha was a fixed platform in the North Sea, consisting of four modules that were segregated by a series of firewalls. Two modules were isolated for gas and oil production, with one module for gas compression and a fourth containing platform wellheads. Later analysis indicated that these firewalls were inefficient for the multiple activities occurring on the platform. The remaining levels of Piper Alpha contained control rooms, helipad operations, and personnel areas (e.g. sleeping quarters and recreational centres). On board were a variety of life rescue boats to facilitate evacuation in the event of emergencies. The events leading to the disaster and occurring during the series of fires were attributed to operational deficiencies, management failures, and process/procedure dysfunction, making this a complex scena rio of human and tangible factors. This report highlights the inter-connectivity of these failures as well as discussion of the sweeping safety and procedural changes that occurred in the industry post-disaster. The events leading to Piper Alpha destruction Piper Alpha maintained two different condensate pumps (Pumps A and B). A condensate pump is designed to remove excess condensate (water vapour) to facilitate compression and production functions. On the morning of July 6, routine maintenance was scheduled for Pump A which called for the removal of the pressure safety valve. For reasons unknown, the actual maintenance was delayed and instead of reassembly, Pump A was closed off with a temporary metal flange and scheduled for lock out. As was part of the Piper Alpha operations and safety processes, a work permit was handwritten by the current technician with information that Pump A should not be turned on due to the temporary inability to handle pressure loads. Up until this point, the safety and operational processes were in-line with platform practice and expectations. Six hours later, the written permit indicating that Pump A should, under no circumstances, be turned on was somehow misplaced by the next shift working in the operations control room. Unknown to the technician who wrote the permit, there was a supplementary permit already posted that authorized construction overhaul of Pump A in the control room. No verbal exchanges occurred between the technician in charge of Pump A lockout and the control room operators as another problem was being dealt with on the platform at the time (Caplan 2005). Thus, the permit was left in the control room and the technician returned to the employee housing area. Earlier in the day, Piper Alpha had been experiencing blockage problems caused by hydrate buildup, a form of ice produced when gas and water molecules form solids under certain temperature and pressure conditions (Sheen 1987). This hydrate blockage stopped P ump B and the control room was unable to get the pump back online. The significance of this was that operations of Pump B were inter-connected with every power system on Piper Alpha, therefore there were only a matter of minutes after Pump B ceased production to ensure no power supply disruption. The control room identified an overhaul permit for Pump A, but no indication about the warning of not turning on Pump A since, as previously identified, it had been misplaced. Therefore, the manager of the control room determined that Pump A was an effective

Religion Essay Example | Topics and Well Written Essays - 250 words - 11

Religion - Essay Example In numerous occurrences, Jesus usually started his sermons by giving statements that equated the kingdom of God to various aspects. This use of metaphors enabled Jesus to link unknown things to those that were known and thus increased the understanding the people had of the known. Jesus employed the aspect of reversal in several parables that involved the characters, which were considered as most desirable behaving in a manner that was in contradiction to what the God’s kingdom required. For instance, when Jesus was recounting the story of the Pharisees, Jesus created a reversal of how his disciples understood the Kingdom of God through demonstrating that it did not value splendor, instead, it valued sincerity. The main attributes of the Christianity are dependent on the four ancient biographies of the life of Jesus and if they provide an accurate account of His life, then the faith they have in Jesus is completely ratified and all the opposing perceptions become illogical. If Jesus taught the aspects that were the gospels stated, then believing in Him is the only means of attaining unending salvation while any other ways would result in an everlasting parting from

Learning Notes Essay Example for Free

Learning Notes Essay |STAGE 1 | |CONTENT STANDARD: The learner understand the different types and forms of drama, the features ,elements and conventions which distinguish | |them from narratives thereby leading him/her to produced a reaction paper. | |PERFORMANCE STANDARD: The learner writes a meaningful reaction paper on a drama presentation. | |ESSENTIAL UNDERSTANDING: The learner exhibits understanding and appreciation of drama by making sense of and reacting to the different issues| |presented in it.. | |ESSENTIAL QUESTION: How does one show appreciation of Philippine Drama? | |Learners will know: | |Types of Drama | |Forms of drama | |Drama conventions | |Expressions showing agreement and disagreement | | | |Learners will be able to: | |Explain types of drama | |Distinguish various forms of drama. | |Apply various graphic organizers to illustrate key concepts in a drama. | |Perform an array of reading techniques to concretize and unlock drama concept. | |Respond in various ways to express understanding of drama. | |Relate how drama mirrors real life. | |Deduce authentic experiences that can be incorporated in a drama. | |Analyze descriptions, dialogs and actions to discover, articulate, and justify characters in a drama. | |Draw insights on main and sub issues presented in a drama. | | | |STAGE 2 | |Product Performance Task: A meaningful reaction paper on a drama presentation. | | | |Evidence at the level of understanding: The learners should be able to demonstrate understanding by covering the six (6) facets of | |understanding. | |Explanation-Explain how the playwright justifies the actions, feelings, and attitudes of the character. | |Describe characters, and situation to show how drama reflects culture. | | Interpretation- interpret the series of connected events in a drama plot. Using events line | |Application-Apply role playing strategies in delivering dialogs between the protagonist and antagonist in the play | |Perspective- Develop perspective by evaluating a drama presentation. | |Empathy-assume role in Critiquing a drama presentation. | |Self-knowledge- self-assess one’s strengths and weaknesses in presenting assessment of a drama presentation. | |Evidence at the level of performance: Performance assessment of an original extended dialog for drama presentation based on the following | |criteria: | |1. Focus/Theme | |2. Accuracy | |3. Language | |4. Unity | |5. Coherence | |6. Style | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |A. EXPLORE- At this stage, the teacher should be able to do the following: | |Make the learners aware of the desired result that is, for him/her to demonstrate understanding of understanding of the different types and | |forms of Philippine drama as well as the features, elements, and conventions which distinguish them from narratives | |Introduce the Essential Question (EQ), â€Å"How does one show appreciation of Philippine drama? † with the learners. Make them answer the questions| |as exhaustively as possible and cue them into the big ideas by activating their prior knowledge or past experiences. | |Use non-formative assessment procedure to check/evaluate learners’ readiness and competence on the prerequisite skills to the tasks at hand. | |Inform the learners of how they will be assessed. Their major output after the lesson is a meaningful reaction paper on a drama presentation. | |Likewise explain the rubrics. | |Activities |Materials |Date |Remarks | |1. Life is a drama TG. P. 4 |Types of Drama listed on a manila |August 15,2011 | | | |paper. | | | |2. Illustrate it TG. P. 4 |1. Manila paper |August 16,2011 | | | |2. Pentel pen/ pencil | | | | |3. crayons | | | |Note: | |1. Pre-test is given to students. To test their prior knowledge. | |2. Ask the EQ-essential Question | |3. Clarify expectation | |4. Hook and engage interest. | |5. Give the essential understanding. | | | | | | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |B. FIRM UP- At this stage, the teacher should be able to do the following: | |Make the learners enhance their knowledge of the different types and forms of Philippine drama, as well as the features, elements and | |conventions which distinguishes them from narratives. | |Highlight the grammar item by providing sufficient examples of word/phrase showing agreement or disagreement. | |Provide the learners with activities that are motivating and challenging | |Maximize learners’ participation in various tasks from controlled practice to free association phase of learning | |Provide feedback to check for understanding. | |Activities |Materials |Date |Remarks | |1. Which one are you TG. P. 6 |1. A copy of the words â€Å"JOLOGs and | | | | |â€Å"CONOS† | | | |2. A day for a play TG. P6 | | | | |- Read and write words in the play |2. A photocopy of the Drama- â€Å"Call | | | |that shows AGREEMENT and |Me Flory† by Wilfrido Ma. Guerrero | | | |DISAGREEMENT. | | | | |3. Lexicon TG. P6 | | | | |- Write the meaning of the phrases. |3. Manila Paper with the Phrases | | | | |taken from the play. | | | |4. Simple Recall TG. P7 | | | | |- Comprehension Questions |4. Manila paper with the | | | | |comprehension questions. | | | |5. Agree or Disagree TG. P9 | | | | |- Expressing agreement and |5. Manila Paper with two column A | | | |Disagreement |and B Agreement and Disagreement. | | | | | | | | |6. In my opinion TG. P10. |6. Various topics written on a | | | |- Choose one topic then write an |Manila paper. | | | |opinion paragraph stressing their | | | | |greatest argument for agreeing or | | | | |disagreeing. | | | | | | | | | |Note: Discuss and explain | | | | |expressions on agreement and |Outline of the topic | | | |disagreement. | | | | | | | | | | | | | | |STAGE 3 | |TEACHING LEARNING SEQUENCE | |C. DEEPEN- At this stage, the teacher should be able to do the following: | |Provide learners with thought – provoking questions that will make them reflect, revisit, rethink, and revise earlier assumptions about the | |types and forms of Philippine drama, the features, elements, and conventions that distinguish them from narrative. | |Enable learners to apply the grammar items learned by giving them activities within the confines of higher order thinking skills. | |Address the learners’ uniqueness, their strengths and weaknesses by providing them with differentiated instruction as needed. | |Provide them with meaningful and challenging activities that will reinforce what they have learned. | |Engage them in meaningful self-evaluation. | |Give feedback. | |Activities |Materials |Date |Remarks | |1. Curtailed Freedom TG. P. 11 | 1. Topic on specific reality or | | | |- Have them agree or disagree†¦ |game show. | | | | | | | | |2. Mock Election TG. P11 | | | | |-Write and express their ideas | | | | | |2. â€Å"Written issue on a manila | | | | |paper- â€Å"Are you in favor of using | | | |3. Drama Inventory TG. P12 |the Filipino language during | | | |- Complete the table after |English time? † | | | |watching/listening to various drama| | | | |media. |3. Written CHART on a manila paper | | | | |as guide to the activity. | | | |4. Airing Feedback TG. P12. | | | | |- Role play any situation | | | | | | | | | | | | | | | |4. Rubrics | | | |Notes: | | | |1. Discuss the Elements of Drama | |2. types of drama | |3. drama conventions | | | | | | | | | | | |D. TRANSFER- At this stage, the teacher should be able to do the following: | |Have the learners make independent application of the various processes (drama review, play reaction paper production, critiquing an original | |extended drama script, ect) they have learned. | |Make them do independent performance or project using varied and complex assessment procedure. | |Harness the learners’ growing proficiency by letting them establish the interface among the activities they have performed. | |Have them see the connections between tasks and the world. | | | |Activities |Materials |Date |Remarks | |1. Drama Review TG. P13 | 1.evaluation Chart | | | |- Complete the evaluation chart | | | | |after watching a scene in a drama | | | | |or play. | | | | | | | | | |2. DRP (Drama Reaction Paper) TG. | | | | |P13 | | | | |- evaluate the strength and |2. List of criteria written on a | | | |weaknesses of a play or drama. |manila paper | | | | | | | | | | | | | |References: | | | | |Laarni- A Dream by Loreto | | | | |Paras-Sulit | | | | | | | | | |Call Me Flory, by Wilfrido Ma. | | | | |Guerrero | | | | |The World is an Apple | | | | | | | | | | |Prepared by | | | |FERDINAND A. SANGAO | |Subject Teacher Noted: | |NORA D. DALAPNAS | |Head Teacher In Charge | | | | | | |

Death, Why Do They Write Thee Essay -- Literary Analysis

The medical world affects our qualms and contemplations every day, whether it is that disease one may struggle with every day or that stomach ache one may have tussled with after consuming some horrendous food. Today, although it may not seem like it, we are privileged to have our prime worries be that of cancer, Alzheimer’s, and mental ailments. All of those terrible infirmities, that we have yet to conquer, seemingly slip into occupations, conversation, compositions, and the routine of our everyday lives. This dilemma has always been a part of history, since colds were life threatening. At one point in time life expectancy was young, almost half of what it is today, many infants didn’t survive birth and diseases went rapid. One can imagine how petrified the people of those periods were. Scientific advancements in the medical field certainly affect the emotions and actions of death in daily life; this correlation is evident in literature throughout the ages, in arrange ments by authors, such as John Dunne, Jonathan Keats, and Elizabeth Barrett Browning. From the ages of superstition and homemade remedies arose the foundation of a complex medical world. The 1600s marked the termination of the Renaissance; however, the urge to learn more about the sciences persisted. One improvement was found in the previously women ran apothecary shops or pharmacies (Strocchia). The medical world was reformed when William Harvey discovered how blood circulates in 1628, which became â€Å"the basis for modern research on the heart and blood vessels† (Strocchia). Blood endured as a topic of interest and several years later in 1656 experimentation began on blood transfusion (â€Å"Medical Advances Timeline†). Towards the end of the decade blood cells, tissue,... ...y Reference Bank (H.W. Wilson). Web. 2 Apr. 2012. "The Life of Elizabeth Barrett Browning." The Victorian Web: An Overview. Web. 20 Mar. 2012. . â€Å"Medical Advances Timeline†. Infoplease. Web. 19 Mar. 2012. . Mulrooney, Jonathan. "Keats In The Company Of Kean." Studies In Romanticism 42.2 (2003): 227-250. Academic Search Premier. Web. 21 Mar. 2012. "Renaissance Medicine." ThinkQuest. Oracle Foundation. Web. 20 Mar. 2012. . Strocchia, Sharon T. "The Nun Apothecaries Of Renaissance Florence: Marketing Medicines In The Convent." Renaissance Studies 25.5 (2011): 627-647. Academic Search Premier. Web. 21 Mar. 2012. Thomas, Christina. "Jonathan Keats." English IV. Wheelersburg High School, Wheelersburg. Winter 2012. Lecture.

Accidents, Illness and Emergencies in the Early Years Setting

Describe the policies and procedures for dealing with accidents, injuries, illnesses and other emergencies that are in place within the school setting (P3). These policies and procedures of accident, injury, illness and other emergencies are in place within the school setting to govern working practices and provide quality and an agreed framework for action. The management within the school setting is responsible for creating the policies and for checking that they are being followed, and the staffs are responsible for implementing the policies.As all staff and parents must be aware of these policies, you will often find them on a notice board, or in the settings brochure. It is also important that new staff are informed of these policies and procedures during their induction.The school policy states, â€Å"†¦Our paramount importance is to regard the health and safety of all employees, pupils and other visitors to Windwhistle Primary School†¦Ã¢â‚¬  The following statement s, dealing with accidents, injuries, illnesses and other emergencies is issued in pursuance of the Health and Safety at Work Act. 1974 and the policy of the County Council.Accidents and Injuries Policy and Procedures†¢All accidents must be reported to the Head Teacher and entered into the accident book which is found in Health and Safety Rep's first aid folder.†¢Fatal or Major Injuries must be reported immediately by telephone to Health and Safety Office and also to the Chair of Governors. This must be followed up by the completion of an accident report form and sent to the Education Health and Safety Officer.†¢Dangerous Occurrences must also be reported immediately by telephone to Health and Safety Officer as above.First Aid – Dealing with Accidents, Injuries, Illnessess and Other Emergencies.The appointed person(s) by the head are qualified to administer first aid to casualties. The responsibilities of the appointed person(s) are: †¢To take charge in the situation where personal injury or illness has occurred and where further medical help is needed.†¢To ensure that the first aid boxes/cupboards are fully stocked with designated items only. In the case of serious injury (other emergency), responsibility of the appointed person ends when the patient is handed over to medical care or parent/guardian.The first aid boxes/cupboards in Windwhistle Primary School are located in: †¢The Main Office †¢The Staff Room †¢Class Year 4D †¢And Class Year 1J All outside class rooms hold basis first aid equipment. Notices giving details of whereabouts of first aid facilities will be displayed at appropriate sites.The Head Teacher will assume responsibilities of the appointed person in the absence of the appointed person. However, these instances should be very few and far between as planned cover should be achieved and only in the case of unplanned absence will this situation occur. All teaching staff act in loco parentis du ring the time that the school is open for children.All injuries, whether to staff, pupils or visitors, must be recorded via the school accident book or for more serious injuries, on the accident report forms. North Somerset's guidance for accident reporting should be followed at all times (covered later on). Any serious injuries or illness should be transported to hospital by ambulance as the patient's condition could worsen. Accidents or illnesses of this type should be reported by telephone or fax in the first instance to the Health and Safety Officer and then followed by a written report/investigation using appropriate North Somerset paperwork.No attempt to move an injured person should be made until a proper  examination and assessment has been completed. There is clear evidence that premature handling of the casualty has worsened injuries.Minor injuries and may be treated on a self-help basis or by any members of staff in loco parentis.THE CARE OF SICK CHILDREN (DEALING WITH ILLNESSESS)Windwhistle Primary School recognises its responsibility to promote a learning environment that is safe for all. In order to maintain a clean and healthy environment this policy provides guidance for staff and parents as to when children should or should not be in school if showing signs of illness. The health and wellbeing of all children is of paramount importance to enable them to be successful learners and to be the best that they can be.Guidance†¢Children should not be brought to school if they are displaying signs of illness. If parents do bring children to school and staff feel that they are unfit for school, parents / carers / emergency contact will be contacted and requested to come and collect their child and requested not to return their child to school until symptom free.†¢If a child is thought to be unwell while at school they will be seen by a qualified first aider as the condition of the child needs to be assessed. This should be done in a kind an d caring manner. The Head Teacher of should be informed of any sick children.†¢Should a child become ill whilst at school, a member of staff will contact the parent / carer / emergency contact. While awaiting the arrival of parents, the staff will ensure the comfort of the child in the school office, taking appropriate action, which would include seeking medical advice if necessary. If the child is in danger, the staff will seek medical advice immediately. Should a member of staff consider an illness / situation to warrant immediate medical attention, they will report to a First Aider and Head Teacher who will contact emergency services or take the child directly to Hospital and the parent / carer notified accordingly.†¢Staff will report any worries about a child's health to the parents / carers immediately. Parents are responsible for keeping the school informed about their child's health.†¢Children with infectious or contagious diseases will be excluded for certain periods. If staff suspect that a child has an infectious or contagious disease, they will request that parents / carers consult a doctor before returning the child to school and the school will seek advice from the Health Protection Agency.†¢We recommend that children do not attend school while suffering from one of the communicable diseases and they should be excluded for the minimum periods recommended by their Doctor. Although exposure of children to a communicable disease in itself is not sufficient reason to require their absence from school, any child who becomes a home contact of diphtheria, poliomyelitis, typhoid and paratyphoid fevers will be requested to remain absent from school for the recommended time. The school will take advice from the Health Protection Agency.†¢Coughs and colds do not normally require the child to be absent from school but this depends on the severity and how the child is able to cope with the school routine. A child who is, or who appears to be unwell may be asked to return home.†¢A child who has sickness or diarrhoea whilst at school should be collected immediately and kept absent from school for 48 hours following the last bout of sickness or diarrhoea.†¢Parents will always be contacted and informed if their child has a high temperature of 101F / 38C or above.†¢To prevent the spread of conjunctivitis, suspected cases will be reported immediately to parents who will be requested to take their child from school  to seek medical advice. When treatment commences, the child may return to school.†¢Chicken Pox – children need to be absent from school for a minimum of 5 days from the onset of the rash. After this time, if all spots have dried and scabbed over, the child can return to School. Parents / carers will also be contacted if their child develops a rash or suspected thrush. This will need to be checked by a Doctor whose advice should be followed.†¢If your child has not been his/he r normal self at home but is not showing signs of illness when brought to school, parents should mention this to staff and ensure that contact details are correct and that they are obtainable.†¢The school understands the needs of working parents and do not aim to exclude children from school unnecessarily. However the decision of school is final when requesting the exclusion of a child for illness or infection. Decisions will take into account the needs of the child and those of the other children and staff in school.OTHER EMERGENCIES – FIRE DRILLSFire and Emergency Procedures†¢Each week the alarm will be tested to ensure that it is effective. Points from different zones should be used to trigger the alarm to ensure that all break glass or other points are in working order. Details should be recorded in the Fire Log Book.†¢Fire drills must be carried out at least once per term to enable everyone to become familiar with the evacuation procedure. Details should b e recorded in the Fire Log Book.†¢In each room there should be a diagram showing exit and line up points.†¢The location explosive substances such as gas and paint should be known and the Senior Fire Officer informed upon arrival.†¢At present gas cylinders are stored in locked safety cages outside the classrooms†¢Temporary heaters are located in the storage area at the foot of the stairs.†¢Other highly flammable/explosive substances are not held on this site.†¢Fire exits and fire exit routes should be free from obstruction. At all times all exit doors must be unlocked whilst there are people in the building.†¢All fire exits must be clearly labelled and comply with legislation e.g. should be pictorial rather than just writing.†¢The use of display materials must be controlled in fire exit corridors. Display/notice boards should be covered in Perspex to limit combustible materials in fire corridors.†¢All visitors spending any length of time i n the school should be made aware of arrangements in case of fire.†¢The fire log book is kept in the Care Takers cupboard. Full and detailed records are kept of evacuations, call point testing, alarm system servicing, fire fighting equipment checks etc.On Discovery of A Fire†¢Operate the nearest alarm call point †¢Go to the nearest telephone and dial 999 †¢Carry out any previously arranged duties to be done in the event of fire or go to the nearest line up point.†¢On sounding the alarm, the fire brigade will be summoned if necessary by senior management. All staff, pupils and visitors must leave the building immediately, closing doors behind them as necessary.†¢Line up points have been designated and a diagram displaying where they are is placed in each room.†¢Only if there is no risk to personal injury should attempts be made to tackle a fire using a suitable fire extinguisher. In addition, if there is no risk of injury, mains services such as gas and electricity should be turned off.†¢The mains isolator for gas can be found †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..N/A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. and the mains isolator for electricity can be found in the downstairs stock cupboard.Action on Hearing a Fire Alarm†¢Teacher or responsible adult will supervise children leaving the building by appropriate exit, closing the door when the last person is out. (Diagrams located in each room).†¢Proceed to line up point in the allocated playground.†¢Walk quickly. Do NOT run.†¢Keep calm.†¢Do not stop to collect any personal belongings or books.†¢Registers will be taken to the line up points by the secretary and distributed to teachers for roll call.†¢If the fire brigade has been called there must be clear access to the site by emergency services.Explain how the school should ensure that the policies and procedures are followed effectively (M2).To ensure that the policies and procedures are followed effectively the s chool should: †¢Ensure that all staff are aware of the policies and have a duty to co-operate with them.†¢Ensure that all policies and procedures are easily accessible for reference.†¢Provide adequate training and instruction to enable all employees and pupils to perform their duties safely and efficiently.†¢The Head Teacher, Senior Members of staff and School Governors should make regular reviews on the policies and procedures to make sure they are in a good working order.†¢Teaching staff could try to incorporate the health, wellbeing and safety procedures into activities for pupils. For example, role modelling activities in what to do in case of a fire or what to do if a peer falls ill.†¢Routines as stated by policy and procedure, for example fire drills, should be practiced on a regular basis. This is to ensure on real occurrences, the routines can be followed effectively.

Becky

The government, business, and consumers all have an important role a play in the field of environmental protection. The three components should form an interrelated system in which the government and consumers exert pressure upon businesses to act ethically in environmental matters, and business executives are committed to the issues of sustainable development that forms part of corporate social responsibility.Alan Larson in his remarks on corporate social responsibility addressing the National Policy Association Conference noted that although he believed in profit maximisation as the CEO’s primary objective, â€Å"in a global marketplace where reputation matters deeply, shareholder value depends more than ever on corporate values† (Larson 2001). Thus, corporations cannot be interested in profits as the only priority; instead, they should be interested in the situation on the planet in general.Just as â€Å"sustainable development† is an appropriate measure for s ocial progress, so â€Å"sustainable profits† should become part of the accounting vocabulary indicating that the corporation can â€Å"increase shareholder value by communicating to shareholders, employees, customers, regulators, and the general public how it is practicing environmental stewardship and social consciousness in its operations† (Larson 2001). Thus, business has an independent incentive to act ethically. However, Larson notes, the government can enhance this incentive by offering, for instance, the Award for Corporate Excellence only to environmentally conscious companies.Another way is to include the government regulations into guidelines of state structures, for instance, OECD Guidelines on Multinational Enterprises or guidelines of the World Bank and the International Finance Corporation (IFC). Consumers in the 1980s and later decades became aware of the influence of their purchasing choices upon the environment. Their responsibility to the environment , among other things, was included for discussion at the 1992 Earth Summit in Rio under Agenda 21 (Yu ). Their role in sustainable consumption has to be defined through a range of consumer initiatives.Thus, the three parties can cooperate in enhancing environmental protection. References Larson, A. (2001, June 11). Role of the U. S. Government in Promoting Global Corporate Responsibility. Remarks to the National Policy Association Conference. Retrieved November 25, 2005 from http://www. state. gov/e/rls/rm/2001/3526. htm. Yu, N. (n. d. ). The Green Consumption Movement: The Roles of Government, Business, Academia, NGOs and Consumers. Retrieved November 25, 2005 from http://www. apo-tokyo. org/gp/e_publi/gsc/0315RES_PAPERS. pdf.

Free Essays on The Education Of Odysseus And Gilgamesh

The Education of Odysseus and Gilgamesh Odysseus and Gilgamesh are both characters in epics who become heroes through the challenges they face on their respective journeys. During each character’s journey he learns the qualities that a good leader and hero must possess. They both start off as flawed men and leaders- and the tests they face on their journeys teach them to overcome their flaws and become better leaders as well as heroes. A true leader must be comfortable in his solitude and able to act alone. In each epic both characters are in situations where they are both isolated and feel overwhelmingly lonely. Gilgamesh encounters loneliness more than once throughout the epic. In the beginning, he is so lonely that he acts as a tyrant, ignores his duties as a king and pursues young children and maidens throughout his kingdom in a quest for companionship. Later on Gilgamesh becomes lonely again after the death of Enkidu which sets him off into deep depression and he feels as though he has no purpose for living any longer. Odysseus, on the other hand, is stuck on an island with Calypso for seven years with almost no hope of returning home. He longs to return home to his wife and son, but he has no ship and no crew to help him get there. Both Odysseus and Gilgamesh are able to overcome this unbearable loneliness with help from their gods. To keep Gilgamesh out of trouble and less lonely, the gods Anu and Aruru create Enkidu as a rival for Gilgamesh. Enkidu is Gilgamesh’s match and equal in terms of mind and strength and after a brief initial battle, the two become good friends right away. However, Enkidu proves to be only a temporary fix to Gilgamesh’s loneliness and when he dies Gilgamesh is miserable once again. But Enkidu’s death is the event that ultimately sends Gilgamesh on his quest for immortality. And at the end of the epic when Gilgamesh comes back to his homeland, he realizes that it isn’t the en... Free Essays on The Education Of Odysseus And Gilgamesh Free Essays on The Education Of Odysseus And Gilgamesh The Education of Odysseus and Gilgamesh Odysseus and Gilgamesh are both characters in epics who become heroes through the challenges they face on their respective journeys. During each character’s journey he learns the qualities that a good leader and hero must possess. They both start off as flawed men and leaders- and the tests they face on their journeys teach them to overcome their flaws and become better leaders as well as heroes. A true leader must be comfortable in his solitude and able to act alone. In each epic both characters are in situations where they are both isolated and feel overwhelmingly lonely. Gilgamesh encounters loneliness more than once throughout the epic. In the beginning, he is so lonely that he acts as a tyrant, ignores his duties as a king and pursues young children and maidens throughout his kingdom in a quest for companionship. Later on Gilgamesh becomes lonely again after the death of Enkidu which sets him off into deep depression and he feels as though he has no purpose for living any longer. Odysseus, on the other hand, is stuck on an island with Calypso for seven years with almost no hope of returning home. He longs to return home to his wife and son, but he has no ship and no crew to help him get there. Both Odysseus and Gilgamesh are able to overcome this unbearable loneliness with help from their gods. To keep Gilgamesh out of trouble and less lonely, the gods Anu and Aruru create Enkidu as a rival for Gilgamesh. Enkidu is Gilgamesh’s match and equal in terms of mind and strength and after a brief initial battle, the two become good friends right away. However, Enkidu proves to be only a temporary fix to Gilgamesh’s loneliness and when he dies Gilgamesh is miserable once again. But Enkidu’s death is the event that ultimately sends Gilgamesh on his quest for immortality. And at the end of the epic when Gilgamesh comes back to his homeland, he realizes that it isn’t the en...

Biography of Nathaniel Hawthorne

Biography of Nathaniel Hawthorne Nathaniel Hawthorne was one of the most admired American authors of the 19th century, and his reputation has endured to the present day. His novels, including The Scarlet Letter and The House of the Seven Gables, are widely read in schools. A native of Salem, Massachusetts, Hawthorne often incorporated the history of New England, and some lore related to his own ancestors, into his writings. And by focusing on themes such as corruption and hypocrisy he dealt with serious issues in his fiction. Often struggling to survive financially, Hawthorne worked at various times as a government clerk, and during the election of 1852 he wrote a campaign biography for a college friend, Franklin Pierce. During Pierces presidency Hawthorne secured a posting in Europe, working for the State Department. Another college friend was Henry Wadsworth Longfellow. And Hawthorne was also friendly with other  prominent writers, including Ralph Waldo Emerson and Herman Melville. While writing Moby Dick, Melville felt the influence of Hawthorne so profoundly that he changed his approach and eventually dedicated the novel to him. When he died in 1864, the New York Times described him as the most charming of American novelists, and one of the foremost descriptive writers in the language. Early Life Nathaniel Hawthorne was born July 4, 1804, in Salem, Massachusetts. His father was a sea captain who died while on a voyage to the Pacific in 1808, and Nathaniel was raised by his mother, with the help of relatives. A leg injury sustained during a game of ball caused young Hawthorne to restrict his activities, and he became an avid reader as a child. In his teens he worked in the office of his uncle, who ran a stagecoach, and in his spare time he dabbled with trying to publish his own small newspaper. Hawthorne entered Bowdoin College in Maine in 1821 and began writing short stories and a novel. Returning to Salem, Massachusetts, and his family, in 1825, he finished a novel he had started in college, Fanshawe. Unable to get a publisher for the book, he published it himself. He later disavowed the novel and tried to stop it from circulating, but some copies did survive. Literary Career During the decade after college Hawthorne submitted stories such as Young Goodman Brown to magazines and journals. He was often frustrated in his attempts to get published, but eventually a local publisher and bookseller, Elizabeth Palmer Peabody began to promote him. Peabodys patronage introduced Hawthorne to prominent figures such as Ralph Waldo Emerson. And Hawthorne would eventually marry Peabodys sister. As his literary career began to show promise, he secured, through political friends, an appointment to a patronage job in the Boston custom house. The job provided an income, but was fairly boring work. After a change in political administrations cost him the job, he spent about six months at Brook Farm, a Utopian community near West Roxbury, Massachusetts.   Hawthorne married his wife, Sophia, in 1842, and moved to Concord, Massachusetts, a hotbed of literary activity and home to Emerson, Margaret Fuller, and Henry David Thoreau. Living in the Old Manse, the house of Emersons grandfather, Hawthorne entered a very productive phase and he wrote sketches and tales. With a son and a daughter, Hawthorne moved back to Salem and took another government post, this time at the Salem custom house. The job mostly required his time in the mornings and he was able to write in the afternoons. After the Whig candidate Zachary Taylor was elected president in 1848, Democrats like Hawthorne could be dismissed, and in 1848 he lost his posting at the custom house. He threw himself into the writing of what would be considered his masterpiece, The Scarlet Letter. Fame and Influence Seeking an economical place to live, Hawthorne moved his family to Stockbridge, in the Berkshires. He then entered the most productive phase of his career. He finished The Scarlet Letter, and also wrote The House of the Seven Gables. While living in Stockbridge, Hawthorne befriended Herman Melville, who was struggling with the book that became Moby Dick. Hawthornes encouragement and influence was very important to Melville, who openly acknowledged his debt by dedicating the novel to his friend and neighbor. The Hawthorne family was happy in Stockbridge, and Hawthorne began to be acknowledged as one of Americas greatest authors. Campaign Biographer In 1852 Hawthornes college friend, Franklin Pierce, received the Democratic Partys nomination for president as a dark horse candidate. In an era when Americans often did not know much about the presidential candidates, campaign biographies were a potent political tool. And Hawthorne offered to help his old friend by quickly writing a campaign biography. Hawthornes book on Pierce was published a few months before the November 1852 election, and it was considered very helpful in getting Pierce elected. After he became president, Pierce paid back the favor by offering Hawthorne as diplomatic post as the American consul in Liverpool, England, a thriving port city. In the summer of 1853 Hawthorne sailed for England. He worked for the U.S. government until 1858, and while he kept a journal he didnt focus on writing. Following his diplomatic work he and his family toured Italy and returned to Concord in 1860. Back in America, Hawthorne wrote articles but did not publish another novel. He began to suffer ill health, and on May 19, 1864, while on a trip with Franklin Pierce in New Hampshire, he died in his sleep.

Impacts of Johann Carl Friedrich Gauss as a Mathematician Term Paper

Impacts of Johann Carl Friedrich Gauss as a Mathematician - Term Paper Example In his lifetime, Gauss had hardly made a contribution to the field of mathematics. It is said that the German mathematician was aloof to the pubic world of the mathematicians notable in his days. Gauss only communicated to a few of his trusted friends who were also strongly inclined to mathematics. Besides Bolyai, Schumacher was one of Gauss’s trusted correspondence in which the latter confided to the former about his spending a â€Å"considerable time on geometry† (Tent, 2006, p. 214). On the other hand, upon the death of the gifted mathematician -- and the subsequent discovery of his mathematical notes and ideas -- the world of mathematics had never been the same. Particularly his contribution to the shaping of the so-called non-Euclidean geometry, Gauss had made an impact to the sphere of geometry. His schoolmate Bolyai had asked him, for several times, pertaining to his view to Euclid’s fifth postulate -- also known as the parallel postulate. But Gauss did no t disclose his discovery concerning the existence of the non-Euclidean geometry for the reason that he did not want to â€Å"rock the boat† (Tent, 2006, p. 215). True, Gauss’s non-Euclidean geometry -- first he called it as anti-Euclidean -- had caused a stir in the area of mathematics marked in the late 18th century. Non-Euclidean geometry is basically defined as an area in geometry in which Euclid’s first four postulates are held but the fifth postulate has a quite different and distinct version in contrast to what is stated in the Elements (Weisstein, 2011). Among various versions of non-Euclidean geometry, the so-called hyperbolic geometry is where Gauss belongs to. In one of their conversations, Gauss revealed to Schumacher about his anti-Euclidean geometry: â€Å"I realized that there also had to be triangles whose three angles add up to more or less than 1800 in the non-Euclidean world. I had it all mapped out† (Tent, 2006, 214, my italics). Here, Gauss categorized the fundamental elements of his newly found mathematics. That is to say, Gauss’s non-Euclidean geometry is a departure from two-dimensional geometry characterized in Euclidean mathematics. Gauss’s hyperbolic geometry, in fact, works greatly in three-dimensional geometry or space. Thence, the impact of Gauss’s mathematical discovery, if not innovation, was quite evident especially within the field of mathematics. For one, Gauss had opened up a new world or knowledge about the wider space or scope of mathematics, particularly geometry. That is, man does not live in a narrow two-dimensional space. Based from this paradigm (i.e., hyperbolic geometry), one can explore the multifarious possibilities laid open by non-Euclidean geometry. Perhaps the greatest impact of Gauss’s hyperbolic mathematics is found in the sphere of astronomy. In 1801, for instance, Gauss’s mathematics had greatly facilitated the discovery of a dwarf planet named Ceres (Tyson, 2004). Evidently, this is the triumph of mathematics. Utilizing the non-Euclidean geometry, it became possible for man to calculate the universe even without the use of advanced technology such as the telescope. Using Gauss’s hyperbolic geometry, man is able to see the cosmos beyond the Euclidean geometry can offer. Space, after all, is three-dimensional -- be it space in/on earth or in the universe. Generally, non-Euclidean geo