Eligibility and Requirements for the GED Test

September 30, 2008 Uncategorized No Comments

For today’s 34 to 38 million adults in the US who didn’t graduate from high school, the GED credential is the best available ‘diploma’ to demonstrate skills and proficiency levels that are necessary to progress in education or career.

Developed in 1942, the first GED Tests were designed to help military veterans finish their basic education. Military service members are still eligible for the General Education Development test. However, the GED credential is awarded to others who can pass the full test series that measures academic knowledge and proficiency in science, social studies, math, reading and writing.

Who’s eligible to take the GED test?

You aren’t currently enrolled in high school;
You haven’t graduated from high school;
You are at least 16 years old or older; and
You meet state, provincial, or territorial requirements regarding age, residency, and the length of time since leaving school.

What other circumstances apply to GED test candidates?

Some candidates elect to take the test when they have a high school diploma from an unaccredited high school or they’ve been home-schooled.
Candidates who graduated from a non-US high school are eligible to take the GED test if they meet all other state and federal requirements.
US citizenship is not a requirement to take the GED test.

Is the GED test given online?

No, the GED is not available online. The GED is administered by the American Council of Education, which oversees and monitors GED testing regulations and the tests. Official GED tests are ONLY given at designated test centers throughout the U.S., U.S. Territories and Canada. To locate official testing centers, visit passged.com/test_state.php.

What makes a GED credential equivalent to a high school diploma?

The GED test is a rigorous 7.5-hour exam, equal to or exceeding high school proficiency. Tests are standardized and normed using a national random sample of graduating high school seniors. To pass the GED tests, a candidate must demonstrate a level of skill that meets or exceeds that demonstrated by 60% of graduating high school seniors. This means that 40% of graduating high school seniors wouldn’t pass the GED tests.

Approximately 97 percent of colleges and universities in the U.S., and 95 percent of employers accept the GED credential.

More GED Resources:

- Free resources and information on GED testing, official testing sites, financial aid and student support are available at passGED.com/. The website also provides links to federal agencies and nonprofits that serve GED students, instructors and workforce development programs.

- The American Council on Education and most local libraries and community colleges will also have additional resources designed specifically for GED students and adult learners.

About the Author: Leonard Williams, an e-learning instructor with passGED.com passGED.com,
is also a curriculum specialist who focuses on research and development, implementation and assessment of best-practice learning solutions for adult learners and people with educational challenges. Leonard’s email is mailto:LeonardWilliams@passGED.com LeonardWilliams@passGED.com.
He invites feedback and questions from GED students and instructors.

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Classroom Management That Works – 3 Tips to Reduce Inappropriate Student Behavior

September 30, 2008 Uncategorized No Comments

Classroom management that works is the holy grail for many tired, and stressed out teachers. So how exactly do you go about finding an effective classroom management plan that actually works to reduce inappropriate student behavior?

Well, there is no one size fits all classroom management solution. All teachers are unique, with differing personalities and teaching styles, and so each teacher needs a different classroom management plan. However, even though each teacher needs a different solution to help reduce inappropriate student behavior, there are some core ideas that every teacher can implement in the classroom to help them find classroom management skills that works for them.

1. Be consistent

If you want to enjoy a peaceful classroom environment, then you must be consistent. If you are not, you will quickly lose the respect of the students that your teach, and the classroom management in your classroom will deteriorate fast.

2. Be positive

If you are looking for classroom management that works, then being positive is a core skill. Approach each lesson in positive frame of mind and expect the best from the students that you teach. And when your students reach the standards that you expect, make sure they know it. Walk into the classroom fearing the worst, and acting negative towards the students that you teach, and they will act negative towards you. And that’s not a recipe for effective classroom management that works.

3. Be proactive

The teachers with the most effective classroom management skills are the teachers who proactively deal with classroom management problems before they occur. If you anticipate the problems that usually occur, you can go some way towards implementing solutions which prevent them from happening in your classroom. Classroom management problems prevention is much better than cure.

If you’re looking for classroom management that works, then there isn’t a one size fits all solution. But if you follow the three top effective classroom management tips above, then you will experience an improvement in the behavior of the students that you teach.

Teaching is hard! Make it easier by learning about some classroommanagement101.com classroom management that works!

Visit classroommanagement101.com ClassroomManagement101.com now and claim back your classroom and start enjoying being a teacher again.

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Passion: Fire in Your Soul

September 30, 2008 Uncategorized No Comments

Many people try to hold a raging fire within themselves, but it restlessly and relentlessly gnaws at their core. Some have tried to cover it up with alcohol, numb it with drugs, hide it with shopping, kids, work, or religion, or fuel it with sex. The Baby Boomers looked for eternal youth and to change the world. They thought they would never grow up, but they did. They thought they would change the world and they did.

The previous generation looked for the American Dream. Some found it. Many did not. The present generation seems to be seeking success. Yet, the gap between the “haves” and the “have nots” widens. Each generation and each individual, in turn, searches for something, but it often slips from their grasp.
The fire carries both energy and discomfort. The key is to use the discomfort as a motivator and the energy as fuel.

Redfield in the “Celestine Prophecy” talks of the need for a historical perspective. The first man or woman met his/her physical needs. Then he or she explored and conquered the world and put it to their collective service. Now we seek something and we don’t seem to know what it is.

When we are connected to our roots and our souls, passion rises quickly and pushes us the next level of life or learning or love. It does not have to be love of a mate. It could be creative passion, fueling what we do for ourselves, work, community, or family. Anything where the totality of who you are is absorbed in the doing, requires passion. To loose it, is soul death, or at least deep sleep. It will cry to be heard when it sleeps.

I’ve sometimes been afraid of my passion. It seems so fierce at times. I guess I fear it will consume me and nothing else will matter. I know that can happen. I’ve had a small taste of it when I work for hours into the night, so absorbed by my work that I forget time, sleeping, and eating. But, I also know that I must have time in my life to live the every day life of doing the mundane things that must be done. Balance is probably still the key, but you must not loose your passion all together. Your life will be too dry and dull without it.

Remember your first love? Nothing else mattered. You felt as if you would walk to the ends of the earth for that love. Remember that? While that first passionate, all consuming love does not last, it gives us a taste of a force within ourselves that carries tremendous energy. Look for your passion and it will find you.

Dr. Kathryn Seifert has over 30 years experience in mental health, addictions, and criminal justice work. She has authored the CARE and numerous articles. Dr. Seifert has lectured internationally on youth and family violence and trauma. careforusall.com careforusall.com

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Setting Up Online Training (Part 1)

September 30, 2008 Uncategorized No Comments

If you’re a business owner looking for a way to train your employees, online training is a convenient and affordable way to get the job done. Training programs can be set up on your office network or the internet and employees can access them from work or home. This makes training convenient for workers, and affordable for employers, who don’t have to pay the expenses of sending people out of town for training or shut their businesses down while employees train. Companies use online training for anything from introducing new software, to improving the way workers answer the phones, to keeping employees aware of new workplace legislation.

To begin your online training program you need to develop a lesson plan detailing how the information will be presented to your workers. Then you need to implement the plan, setting up the website where employees will access their lessons. Finally, you’ll want a way of measuring their progress. Later in this article we’ll examine your employees’ needs when it comes to online learning and the methods you can use for training. First let’s look more closely at what’s involved in starting the training program.

Most likely you already know what you want employees to learn, but unless you have previous experience as a teacher, it’s unlikely you’ll know the best way to get this message through to them. You can approach this problem in two ways. The first is to use an employee training school. These schools have online programs designed to handle common work place training topics and their programs can be implemented in your office. As well, many of them design custom programs if they don’t already have something that fits your requirements. The level of assistance they provide is entirely up to you. They may just design the lessons for you, or they may put together the entire website and even help you find a place to host it online. Try looking on the internet for “employ training online” or “custom employee training” and your search engine is likely to return a list of companies that provide these services.

If you already have experience in web design, a second way to approach the situation would be to consult an online teacher. A teacher can develop the lesson plans or advise you as to the best method you can use to get your message through to workers. An online teacher can help you convert a classroom based training program into one that works online. Depending on the nature of the training, you might need to hire an online teacher to assist your workers. For example, a teacher may be needed to grade exams or they may interact with students daily, helping them understand the lessons.

The final component of your training program is developing a method of measuring progress. You could use online quizzes that students take after each lesson or a final exam that is taken once all the lessons are complete. Both multiple choice and long answer tests can be created with online software. Another option is to monitor the training website keeping track of how often employees log on and how long they stay logged on per session. The method you choose will depend on the type of training you’re offering and will be covered in part 2.

Rick Boklage manages the large training resource specific website Focus My Training. For more information visit focusmytraining.com focusmytraining.com

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Five Questions to Ask When Choosing a College

September 29, 2008 Uncategorized No Comments

There are plenty of good colleges. But just because a college is popular among your friends or highly ranked by a magazine doesn’t mean it’s a good fit for you.

Hanging out with your high school friends can be part of college, but it shouldn’t be the focus. Attending a college just for the comfort of your friends and the parties that will ensue is a quick path to dropping out. Similarly, just because a college has a prestigious basket weaving major doesn’t mean you will feel comfortable on campus.

To find the college that fits you must weight many factors. Here are five questions to ask when looking at potential colleges:

Do they have what I need? There are a couple of basic questions you should ask yourself when choosing a college other than “How many of my friends will be there?” First, ask yourself “What is my passion?” What are your future goals? If you want to be a writer look for schools with strong English and communications programs. If you want to be an engineer then a small liberal arts school may not have what you need.

What’s my size? Do you want to go to a big school or a small school? There are advantages and disadvantages to both. A big school can be intimidating and overwhelming, but it may offer more programs, options and opportunities. Smaller schools may offer more personal attention in the classes you take, but they may not offer as many majors. If you learn better with direct attention from a teacher then perhaps a smaller school is best for you. If you don’t mind the anonymity and enjoy seemingly endless resources, look into the larger schools.

What are my strengths? Knowing your strengths and weaknesses can help you find a school where you are more likely to succeed. Do you need study groups to be successful? Do you prefer alone time? Do you work better in large lectures or small discussions? Do you like tests or long-term projects? Find what a school emphasizes before you say yes.

What’s my address? Something that is important, yet often overlooked, is a school’s location. A big city offers an endless amount of fun and nightlife, but the campus may be spread throughout. Some schools in smaller towns are community anchors. Recreation activities at these schools are more focused around the university. Also, keep in mind the environment. Does the weather suit you? Too much heat or cold could make your school year miserable. You may want to look at schools in areas that suit your outdoor recreation needs. Not every school is located near hiking trails in the mountains or surf-friendly waves.

What’s plan B? Many students change their major once enrolling in college. Some even go through three or four areas of study. So before you commit to a highly specialized school be sure of your passions. You don’t have to decide on a major now. Giving leeway from the start of your college search could save headaches later. Examine more than one academic department at your school, and see what other areas of study interest you.

During the cappex.com/ college admissions process you may feel as if you are auditioning for colleges. The truth is you are interviewing the schools, looking for the one that fits you just right.

I want to make sure that everyone has the opportunity to go to college. This means getting in, finding the right college fit and paying for school. I love to share what I’ve learned and I hope you can find some useful information useful in your college search.

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Isaac Newton’s Alchemical Studies

September 29, 2008 Uncategorized No Comments

Out of all Isaac Newton’s myriad interests, alchemy appears to have been his passion. His famous works on optics, mechanics and mathematics were mere side-thoughts in comparison to the thirty years he spent on alchemy. He read hundreds of alchemical texts and wrote more than one million words in his notebooks. These notebooks include experimental notes, which appear to only hint at the many hours spent in his laboratory. His thoughts on alchemy developed throughout his life but he seems to have never let go from the belief in a ‘subtle, vegetative agent’ that produces all of nature’s marvellous forms. He kept his studies secret because ‘vulgar eyes’ were not yet worthy to view the noble truths he was attempting to uncover. Both ancient and contemporary sources influenced his ideas: the Stoic philosophy of Greece and Eiremaeus Philalethes among these. Theology had perhaps the greatest influence on his thought. After all, to know the nature of God was the end of all his studies. With this common link, his work on alchemy was directly related to his work in other sciences. Finally, Newton’s reputation today is as a ‘man of reason’; his studies in alchemy do not contradict this. Newton was devoted to God and alchemy was simply a means to the end of unveiling the divine workings of nature.

It can be said, without too much doubt, that today we have entirely different notions of what alchemy and chemistry involve than those which Newton believed in the 17th Century. The modern conceptions we have of terms used in the past are necessarily irrelevant when we are studying Isaac Newton’s work, because they postdate the work itself. This being said, there was a distinction made between chemistry and alchemy in Newton’s time. Newton considered ‘vulgar chymistry’ as merely the imitation of mechanical changes in nature, whereas the art of inducing vegetation (alchemy) was a much nobler and more divine pursuit. Alchemists sought spiritual perfection or the knowledge of perfection, not a study of nature for its own sake. However, there was some overlap between the fields of alchemy and chemistry. Both shared a similar interest in the manipulation and transformation of the different forms of matter by chemical techniques.

Even sceptics of Newton’s work as a pure ‘alchemist’, such as Marie Boas Hall, believe the work was deep and prolonged. Newton’s goal was to penetrate the symbolic vocabulary of alchemy; this required intensive reading of alchemical texts. It also required extensive reading (in order to collate accounts from many different texts to find the truth within). As Jan Golinski points out, ‘Newton was probably better acquainted with the whole body of alchemical writing than anyone before him, certainly more than anyone since…’ Newton acquired manuscripts and books from alchemical sources going back to Hermes Trismegistus. For Newton, encountering many different systems of thought tended to be complementary rather than competitive because each different author could possess a single aspect of the fundamental Truth. The assumption is that each author could specialise in their greatest interest.

In addition to his heavy regimen of reading, Newton was a keen experimenter; there is a very lengthy series of alchemical experiments recorded in his notebook. He thought that an irrefutable scientific demonstration of alchemical occurrences would provide evidence for the existence and activity of the Christian God. He continued to hold this belief throughout his life. The goal of his experiments was to produce ‘philosophic mercury’ as the first step in the preparation of the Philosopher’s Stone (the elixir of life, and universal solvent). He sought first to extract the ‘mercury of the metals’ by adding lead filings to a solution of mercury, believing the sulphur of lead would precipitate the mercury of lead. He eventually became dissatisfied with this process, instead turning to the higher aim of discovering the ‘Star Regulus of Antimony’- the crystallizing star formation that appears when antimony is prepared from antimony ore. This, he believed, was able to purify gold of any contaminating metals. There was supposedly a correspondence between the antimony regulus and the celestial star, because the lion of the alchemists symbolised antimony ore. Newton claimed to have found in his experiments many examples of the generation of metals by ‘male’ and ‘female’ counterparts (for example, Mars was iron, Venus was copper) and evidence of active principles at work. He also noticed that one substance did not join with all others, only those with which it was related to; the doctrine of ‘like joins with like’ was common in alchemical literature.

Newton began to compose alchemical writings of his own by 1680. One major undertaking was the Index Chemicus. It was initially designed to be a vast alchemical lexicon but grew to include small essays. Its purpose, throughout its three editions, was to expound the ‘one alchemical work’ behind the myriad of symbols. Also, alchemical theories seeped into his better known works; the Principia and the Opticks. In the Opticks he related light to the alchemical ‘agent’: ‘May not bodies receive much of their Activity from the Particles of Light which enter their Composition?’ In his notes, collected in the Keynes Manuscripts, he writes a number of original chapters, including some on the alchemical agent itself. The vital agent is seen to: ‘accommodate itself to every nature. From metallic semen it generates gold, from human semen, men, etc. And it puts on various forms according to the nature of the subject. In metals it is not distinguished from the metallic substance, in men, not from the human substance, etc.’

Early in Newton’s career (while he was still an undergraduate at Cambridge) he began to believe in the ‘aether’, a substance that was thought to be the cause of changes to all forms. It accounted for surface tension (the fly walking on water without touching it), the cohesion of solids, animal motion, static electricity, magnetism and the gravitating principle. This vital agent is diffused throughout all things – it assumed the particular form of the subject so as to be indistinguishable from the subject. Newton called this agent many different things over the course of his alchemical career: the ‘mercurial spirit’, ‘fermental virtue’, ‘vegetable spirit’ and finally the ‘force of fermentation’. It was the natural agent God used to put his will into effect in the natural world. Some time after the publication of the Principia, Newton has a problem with the material nature of the aether; – he could not reconcile this with his theological beliefs – so he dismisses the theory and instead develops the general concept of attractive and repulsive forces. These are influenced by the alchemical principle, with one important difference: the forces were not separate from the matter they inhabited, unlike the ‘seeds’ to be added to the ‘dough’ of matter. They were simply facts of nature; all effected by God in the creation.

Throughout his study, Newton was at pains to keep his endeavours secret. ‘…The Mercurial principle… has been thought fit to be concealed by others that have known it, and therefore may possibly be an inlet to something more noble that is not to be communicated without immense damage to the world if there be any verity in [the warning of the] Hermetic writers. There are other things besides the transmutation of metals which none of them understand.’ Newton only communicated his alchemical ideas to a few fellow devotees. He believed he was penetrating a secret tradition of knowledge, which had been (and needed to be) protected from the scrutiny and naïveté of the vulgar by its symbolic language. Precisely because the tradition was secret, it was sacred, noble and powerful. As Dobbs points out, in Foundations of Newton’s Alchemy: the reason Newton never produced a work on alchemy probably means he had enough success to think that he might be on the track of something of fundamental importance and so had a good reason for keeping his ‘high silence’.

Newton scoured many ancient alchemical authorities in his search for the ‘Truth’ of nature. His early concept of the aether was similar to the Stoic philosopher’s pneuma. Both were material in nature, and both inspire the forms of bodies and give to bodies the continuity and coherence of form that is associated with life. They believed – like Newton – that the cosmos is living, ordered and rational and under the benevolent, providential and constant care of the Deity. Spiritualised forms of the pneuma entered early Christian theology in discussions of the immanence and transcendence of God and the Holy Spirit. The Stoic argument for the existence of God from design also entered Christianity. Newton had clearly read some of the Stoic’s texts – or at least texts influenced by Stoic philosophy. The universal spirit and its fermental nature were all originally Stoic ideas, passed down through Neo-Platonism.

Contemporary (or near cotemporary) authorities such as: Johannes Grasshoff, Michael Maier and Eiremaeus Philalethes were all cited frequently in Newton’s work. Newton’s theory of light was especially influenced by Philalethes. Henry More, the Cambridge Platonist, influenced Newton’s scientific methodology. It was a self-correcting approach; because every science was subject to error, a more certain approach was to be obtained by utilizing each separate approach to correct the other. This explains why Newton never neglected any area of his interest: no endeavour was better than any other. They could all provide aspects of the whole Truth.

Cartesianism and corpuscularianism posed significant problems for Newton. The atoms in their theories were not guided by God. Newton could not accept this; he believed it would only lead to the belief in a much weaker deity and eventually materialism and atheism. The Cartesians tried to solve the problem by advocating Deism. Later, they instated a Christian providence among the atoms. Only providence could account for the obviously designed forms of plants and animals. The difficulty for them was the question of how providence could operate in a law-bound universe. Newton responded by saying that the mechanical action of matter was not enough, it could account for some but not all processes of life, and certainly not the most important processes. ‘Blind metaphysical necessity’, as he called mechanical action, could not produce variety, because it is always and everywhere the same. Variety required a divine spirit. This spirit is what he provided in his alchemical and theological studies alike.

Newton’s search for the Philosopher’s Stone was closely related to his belief in the Arian Christ. Both were God’s agents in the creation and governance of the world and they were both agents of perfection and redemption. Newton believed that if he could demonstrate laws of divine activity in nature, he could then demonstrate the existence and, most importantly, the providential care of God. Because Newton’s God was so transcendent, it required an ‘active principle’ to connect and interact with the natural world. This was Newton’s ‘vegetative spirit’ that would shape the passive matter of the universe.

Newton also believed that creation had been an alchemical process: ‘that the spirit of God moved upon the waters which was an undigested chaos, or was created before by God’. By doing alchemy he was mimicking God’s providential work. Light was a major factor in Genesis. By illuminating the world God was using his power to activate and reactivate lifeless matter. Newton’s belief in the special nature of light was clearly influenced by this, along with all light’s associations with inspiration divinity prophesy and beauty.

Alchemy held Newton’s interest for over 30 years, much longer than his optical, mathematical and mechanical work. More than one tenth of his collection of books and manuscripts were alchemical. His work on alchemy cannot be reduced to youthful folly; more than half of his alchemical papers were produced after the Principia. In Newton’s mind his scientific work on forces such as gravity and inertia were not separate from alchemical forces. In Opticks he proposed that microscopic analogues of the force of gravity, acting between tiny particles of matter, could explain a variety of chemical phenomena: precipitation, deliquescence and displacement. He insisted that microscopic forces were observable, only the causes of which were hypothetical. Newton was quite explicit that alchemy was the most important science: gravity and vulgar chemistry were purely mechanical. The transformability of matter and the notion of the unity of all matter are two principles that form a bond between Newton’s alchemy and mechanical philosophies. His aether is material, so when set to work to explain natural phenomena its role was virtually indistinguishable from ‘material media’ in mechanics. This can partly explain why his system was co-opted by others (mechanists, materialists, deists and atheists alike) whose beliefs would really be antithetical to Newton’s. These people have helped shaped the view we have of Newton in contemporary society.

Newton’s reputation today as the brilliant and reasonable father of modern science blurs our perception of his involvement in alchemy. Marie Boas Hall defends Newton by saying that lesser men also tried to do what he was doing. He was simply a ‘man of his times’. He was performing ‘chemistry’ not ‘alchemy’. And his habit of looking back to antiquity to find the Truth was seen to be a ‘touching tribute’ to his predecessors rather than naïveté; believing the Truth was available further back in history. However, it cannot be denied that Newton was an alchemist. By Newton’s day alchemy had been pursued consistently for 2000 years in a series of widely divergent cultures. He very much wanted to be a part of this tradition. His goal was to translate the alchemists’ expressions into a simpler, more reasonable philosophy of nature. He believed his endeavours to be both noble and sacred. Additionally, he rejects occult qualities that some in the Hermetic tradition have espoused: ‘These [alchemical] principles I consider, not as occult qualities supposed to result from the specific forms of things, but as general laws of nature, by which the things themselves are formed, their truth appearing to us by phenomena, though their causes be not yet discovered… To tell us that every species of things is endowed with an occult specific quality by which it acts and produces manifest effects is to tell us nothing.’ However, Leibniz charge that Newton’s theory contained ‘occult qualities’ caused Newton’s credibility as a public figure to diminish, and thus it was impossible for Newton to reveal his indebtedness to ancient alchemical traditions – he had to emphasise the observable status of force – which further explains the backseat status of his alchemy today. Nowadays, the interest in divinity has diminished and the interest in the science of nature for its own sake has heightened. This has led some scholars to read Newton narrowly; selecting only mathematics, experiments, observation and reason as the essential components of his scientific method.

To do this would be a mistake; not only in omitting what seems to be the main focus of his life’s work, but also to dismiss the most thorough analysis of alchemy ever seen. Newton cannot be seen as any less scientific or reasonable simply because he is a product of the time in which he lived. Newton’s alchemical work is an important document in the history of science and also of history in general, for it encompasses theology, science and philosophy.

Bibliography

Barnes, Barry, ‘Traditions of Research’, T. S. Kuhn and Social Science, New York, 1973.

Dobbs, B. J. T., Foundations of Newton’s Alchemy, online, nd, available at: alchemylab.com/isaac_newton.htm

Dobbs, B. J. T., ‘Newton as Final Cause and First Mover’, Isis, December 1994, in a History 240 class handout, 2005, pp. 642-643.

Dobbs, Betty Jo Teeter and Margaret C. Jacob, ‘Newton’s Early Alchemy’ and ‘Newton’s Discovery of Stoic Philosophy’ in Newton and the Culture of Newtonianism, Atlantic Highlands, New Jersey, 1995.

Dobbs, Betty Jo Teeter, ‘Isaac Newton, philosopher by fire’ and ‘Vegetability and providence’, in The Janus Faces of Genius, Cambridge, 1991.

Casini, Paolo, ‘Newton, a Sceptical Alchemist?’, in M. L. Righini Bonelli and William R. Shea, eds, Reason, Experiment and Mysticism in the Scientific Revolution, London, 1975.

Golinski, Jan, ‘The Secret Life of an Alchemist’, in John Fauvel, et al., eds, Let Newton Be!, New York, 1998.

Hall, Marie Boas, ‘Newton’s Voyage in the Strange Seas of Alchemy’, in M. L. Righini Bonelli and William R. Shea, eds, Reason, Experiment and Mysticism in the Scientific Revolution, London, 1975.

Linden, Stanton J., ‘Sir Isaac Newton (1642-1727)’, in The Alchemy Reader, Cambridge, 2003.

Newton, Isaac, ‘Queries 1-7 and 31’ Opticks, 1704, in a History 240 class handout, 2005, pp. 51-53.

Newton, Isaac, ‘Remarks on an Alchemical Treatise, “Manna”’, 1675, in Malcolm Oster, ed., Science in Europe 1500-1800, New York, 2002.

Olby, R. C., G. N. Cantor, J. R. R. Christie, and M. J. S. Hodge, ‘Turning Points – Newton and Natural Philosophy’, in Companion to the History of Modern Science, London, 1990.

Westfall, Richard S., ‘ The Role of Alchemy in Newton’s Career’, in M. L. Righini Bonelli and William R. Shea, eds, Reason, Experiment and Mysticism in the Scientific Revolution, London, 1975.

I am an anarcho-communist from Auckland, New Zealand. I have a Bachelor of Arts degree in politics and philosophy from the University of Auckland.
Please go to my blog on anarchist theory at anarchism.tk/blog anarchism.tk/blog

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Our #1 Study Tip

September 29, 2008 Uncategorized No Comments

I am teaching my law students a class on preparing to take exams. I have all the usual exam preparation information but is there any new slant on things you can offer?

The best advice you can offer your students is for them to “sleep on it.” Research shows that getting a good night’s sleep facilitates memory consolidation. Sleep appears to help the brain commit new information to memory. Without a good night’s sleep your students mental processing time will slow down and they are more likely to make poor decisions plus their thinking will be foggy and they will have poorer concentration. If your students don’t get enough sleep their memory will be impaired and their ability to think and process information will be impaired.

Throughout the day there is an important sleep chemical called adenosine that builds up in the brain. The more you use the brain (e.g. study) the more adenosine builds up. As adenosine builds up it slows down the rate of nerve firing in the brain and you get sleepy. Adenosine also increases blood flow to the brain, which helps the brain restore itself more efficiently during the night. While you sleep, your brain recycles adenosine to use the next day.

If you don’t sleep long enough to reprocess your brain’s supply of adenosine you will stay sleepy until you do sleep long enough to clear the residual adenosine. The more your students are using their brain the day before the exam (i.e. by studying) the more sleep they may need the night before the exam to avoid that sleepy state created by unprocessed adenosine.

Also, the quality of their sleep is important for improving their cognitive functioning. Good quality sleep is composed of five distinct stages during which the brain’s activity changes.

In stage I, you drift toward sleep and the brain’s electrical activity slows. Stage II is a light sleep in which your body prepares for deep sleep by lowering body temperature and relaxing muscles. In stages III and IV you enter slow wave sleep. REM (intense dreaming) sleep occurs in Stage V.

Your body is restored during slow wave sleep in stages III and IV. In Stage V – REM sleep- your mind is restored. It is during Stage V sleep that the neural connections are made that support the retention and organization of information and space is created to learn new information and tasks.

All of these five stages together compose one sleep cycle. For improved cognitive performance it is important that you cycle through these five stages of sleep for a full five to six cycles a night. If you are not going through the full five stages of sleep and descending down into REM sleep your ability to retain information, organize your memories, and prepare to learn something new will be compromised. Also, the longer you are in REM sleep the more aggressively your brain will recycle adenosine and the more refreshed you will feel when you wake up.

Some research even suggests that if you are an early riser and miss that late stage of sleep that your performance on learning certain tasks may decrease by 20%. It appears that during sleep your brain organizes all information you learned that day, sends some information to long term storage, other information gets deleted, and some is slated for retention and redesignation in the next sleep cycle. The brain uses a good night’s sleep to consolidate memories and skills learned during the day.

If your students will be taking their exam later in the day you can advise them to become good nappers. Research shows that frustration and poorer performance on mental tasks sets in as the day goes on. Scores on some mental tasks appear to worsen over the course of a day. But taking a 30 minute nap prevents this deterioration and a one hour nap actually boosts later day performance to morning levels. If your students can nap long enough (50-60 minutes) and thus cycle through their slow wave deep sleep their learning may be fostered.

The average need for good quality sleep is between 7 and 8 hours a night with some of us needing up to 10 hours and a few needing 6 hours. So helping your students learn and find ways to get the amount of sleep they need can go a long way in helping them to perform better with less struggle. Hope that helps!

Mary Ann Copson is the founder of the Evenstar
Mood & Energy Wellness Center for Women.
With Master’s Degrees in Human Development and in
Psychology and Counseling, Mary Ann is a Certified
Licensed Nutritionist, a Certified Holistic Health
Practitioner, a Brain Chemistry Profile Clinician, a
Professional Life Coach, Human Development
Consultant and Eco-therapist. For resources about
reconnecting to your natural rhythms through better
management of your physical, emotional, mental,
psychological and spiritual energy visit
evenstaronline.com evenstaronline.com

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