Today, many grade-school children do not know that milk comes from cows and eggs come from chickens. They think it all comes from the refrigerator. And if it is not there, it comes from mom—and she brings it home from the car. The Texas Nature Project in Mason, Texas, is a program initiated to help such students develop a better relationship with nature and understand that bounties do not come from mom’s small kitchen but rather, the generous kitchen of the All-Merciful and All-Providing, one as broad as the earth. Kelli Angelone interviewed Dr. Sherra Theisen on this project. Since locating to the 100-acre Northpoint Ranch in June of 2006, the project has provided hands-on programming for over 10,000 college students and their families on site, and over 100,000 young Texans through outreach programming. Dr. Theisen also has a book published online The Thoughtful Child’s Book of Rhymes with Reason that guides caregivers in helping their children aged 3-12 or so, to work through the kinds of moral dilemmas they already face. Book proceeds support programming for Texas Nature Project. Poetry by Jan Schultz, Illustrations by Sherra Theisen.

“Oak trees always make acorns. How do they know? They don’t have to know, but somebody does!” Dr. Sherra Theisen gestures to the landscape just a few hundred yards away. The two of us lounge on the porch behind her big country home in Mason, Texas. My travelling companion drifts comfortably back and forth in Dr. Theisen’s porch swing and our photographers alternate between exploring the property and photographing our conversation. Millie the Beagle can’t decide whether she should lie in Dr. Theisen’s lap or continue making friends with the photographers traipsing around in her yard.

Millie’s yard is big enough for all of us. It extends for a hundred acres, and she need not worry that the nice young men might ruin the grass. Most of her ‘yard’ is forested land, with rocks, a stream, cactus, and even a herd of deer that pop in every evening, right behind the fence that separates the house from the wilderness. Dr. Sherra Theisen, doctor of philosophy, is a one-woman (pacifist) army out on the front lines of the war between community and apathy, justice and chaos.

She and Ms. Jan Schultz organized the Texas Nature Project in Mason, Texas, a program through which they help high school and college students to have a better relationship with nature. They live in a house on the edge of Texas wilderness, inviting students to visit and learn about nature and, by extension, about themselves. The Texas Nature Project was born out of the Saint Augustine Program at the University of St. Thomas in Houston, Texas. After designing and implementing the St. Augustine Program to introduce incoming freshman to nature, God, philosophy, and service learning, Jan and Dr. Theisen realized they could be offering a more intensive program that reached out to students of all ages. In addition, they hope the Texas Nature Project will soon be able to offer college credits.

As a former student of Dr. Theisen’s, I was thrilled to learn about her new program and the philosophy behind it, which was surely similar to the St. Augustine Program, but much more exciting in the wilderness setting. The University of St. Thomas is located in the middle of Houston, Texas—not quite as breathtaking as the beautiful scenery around us in Mason.

K.A: What do you hope students will take away from the Texas Nature Project in relation to the environment?

DR. THEISEN: Can you imagine thinking that we don’t need trees? Thinking that planting trees is some kind of luxury, or something childish? More than 50% of Americans live in urban areas. And that means that they don’t have experiences like people my age took for granted. If you didn’t live in the country, you always knew somebody who had a farm. So you would spend some time [there], and you knew how to milk cows and you knew how to pick up eggs…

Today, grade-school kids—many of them don’t know that milk comes from cows or eggs come from chickens. They think it all comes from the refrigerator. And if it’s not there, where does it come from before that? From mom. Where does mom get it? She brings it in from the car. I’m serious. This is what I do when I go to do the outreach programming [for Texas Nature Project]—letting the parents see that the kids do not know that they are natural beings themselves, that their health depends on the health of the whole planet.

Americans now spend 4% of their time outdoors. Four percent in outdoor activities. Because they’re terrified, terrified of the outdoors… Kids are more and more two-dimensional. And they have computers everywhere they go, technology everywhere they go, cell phones, video games, big screen televisions, computers, but it can have an alienating effect because what you can learn on the computer is about rainforests and everything else, and that you have no power to effect any change. So it can be overwhelming. And that’s why we’re focusing on ethics of place.

K.A: Who wants to go outside when they think their air is bad, when there is ozone depletion and it’s dangerous to go outside?

DR. THEISEN: [That] could be, but if you’re afraid, the thing is that the fear comes from what we don’t know. Like how healthy it is for us to be outdoors.

At the University of St. Thomas, a Catholic university, the mission was to try to connect and educate the entire human person. So, at the Augustine program that you were a part of, that was the goal. We knew that everything is integrated, that what it means to be a human person is to be an incredibly complex reality, a totality that has an intrinsic relationship to self, to others, to nature, and to the Divine, we would highlight each of those aspects in the readings, but also in the service.

What we found again and again was that it was the experiences in nature that were the most powerful and effective for absolutely everyone. And that is where people found themselves! Suddenly, instead of being very egocentric, students became aware of something larger than themselves that they don’t have complete control over. They encountered the world, the universe in its vastness. And that humility lets them find out who they are in relation to an entire universe, the need for more than one person in the universe.

Really understanding of the land and conversation with it, working together, that co-creative act and then [the students] start to see the Divine in just the vastness and the beauty and the order, the purposefulness, the intelligence…the evidence is suddenly overwhelming for it. From a philosophical standpoint it’s that St. Thomas approach where he says “It’s impossible to deny the existence of God, if you just pay attention.” ‘There’s this whole world—I didn’t make it, I can’t make it, I can barely understand it, but something does, and it’s bigger than me.’ And that’s opening up to the Divine.

K.A: How is the program run? Why bring it to Mason, Texas?

DR. THEISEN: That experience, [the Augustine program] after four years, was incredibly successful and continues to be: people like yourself continue to come back. We’ve developed these long-term friendships and associations, and people’s lives have changed to service-lives. What we decided to do was to do [the same program] in a more directed and serious and intensive way.

Jan was the co-creator of that program and then co-runner. Hers is more administrative and student development, mine is more academic and service maybe. And that’s the origin of Texas Nature Project.

We want to make this available to all Texas college students instead of just the ones that happen to be at ‘this’ university, we want to do it year-round, we want to be able to do it for every major, which is really a critical thing too. We don’t leave it to the experts—we recognize that there’s purposefulness in every single human life. If we didn’t need 7 billion people, they wouldn’t be here.

K.A: Do you hope to do that with the Texas Nature Project also (as was done with the St. Augustine Program)—bring in people of different faiths and different backgrounds?

DR. THEISEN: It’s about the shared experience of, well, there’s just this one planet (laughs). That we share our common humanity, that we share the planet, and people relax in nature, that’s the other beautiful thing—every architectural structure is somehow inculcating culture, right? And you have presuppositions about what is an appropriate activity that occurs in this space or that space. When you get outdoors, it’s open. And everybody kind of relaxes and breathes, and they can warm up, and it is a place to share everything in a safe way.

K.A: What role does science play in your curriculum?

DR. THEISEN: Science has a really important role. Now again we’re operating from a trans-disciplinary viewpoint. What that means to say is that it’s interdisciplinary, but frequently the idea of interdisciplinary is [the thought that] maybe I can connect 3 or 4 disciplines, but what we mean to say by transdisciplinary is (and I didn’t make up the word, it was Vartan Gregorian that introduced the word. He was president of the Carnegie Foundation) that we recognize everything is connected.

But, education has come so far with specialties and sub-specialties and sub- sub-specialties that it becomes more and more fragmented in practice. And if somebody is going to specialize in biology, they can’t even do that. It’s got to be microbiology or macrobiology or plant biology.

K.A: That’s what I’ve found with my own career.

DR. THEISEN: Yes, and what you need now is a specialist who’s a generalist as a speciality. That’s what a philosopher’s always been, so perfectly natural. But, so what you do is you specialize in the connections.

Scientifically, we’re working with the LCRA, which is the Lower Colorado River Authority, in doing monthly water testing of the Llano River. So we have on this property a live spring and two seasonal creeks, and they feed into Comanche Creek, and Comanche Creek feeds into Llano river, and the Llano River feeds into the Colorado River which means that you’re serving millions of people in Texas with water.

Then you get a sense of the whole, how land use is filtering into the water that people are drinking a hundred miles away. And so again you’re seeing the interconnectedness instead of doing chemistry just in a classroom where you test a sample that you picked up somewhere.

K.A: What other philosophical leaders, or founders, thinkers, not even necessarily philosophical thinkers, have you based this program on?

DR. THEISEN: In some ways what we’re doing is not brand new. A somewhat influential philosopher in the West—Plato, [she says with a grin] in the Republic, his most mature work, says, “All education begins at birth, and it starts with a noble lie. And the lie is: The earth is your mother. And the rest of your formal education, until you are 35 years old, or 50 if you intend to be a leader, will be based on that: The earth is your mother.”

It’s noble because if you don’t understand it, you will not live in the right ways. You will not be able to defend and protect your mother earth, right? And so you get your nobility from your recognition that the earth is your mother. It’s a lie because the earth is not your biological mother and of course you have a biological mother, but so much more is the earth your mother because she is a means of providing you with food and shelter throughout your entire life, and your biological mother does not and cannot.

Up until that time, 15-1600s, everybody who went to college was a philosopher because it meant you had to know everything. In order to answer any question you had to have a view—a universal view—of how your specialty fit in. It was all philosophy, all PhDs—that’s why it’s called a Ph.D.—a doctor of philosophy. So for the last 400 years though, now we’ve got these specializations, sub-specializations, so literature is still a Ph.D., but they don’t get that they need a bigger view. So the economist, it’d be a PhD but they don’t get that they need the bigger view, and the biologist is getting a Ph.D., but they don’t get that they need the bigger view because they’re working so hard on their own specialty.

K.A: There needs to be a connection to the bigger picture?

DR. THEISEN: [She nods] Our program is integrative, trans-disciplinary. Not just integrating disciplines, but integrating theory and practice. Connecting learning and life, so what we’re connecting is people to other people, people to their communities, learning to other learning, and all learning to life—not just the practical life and theoretical life, but the day to day living. I’m sure you know that service learning is kind of a new idea, maybe a decade old in universities, because students were reporting again and again that they found their education irrelevant.

As soon as they graduated they didn’t know why they spent all that time just to get a piece of paper. They didn’t see how it connects to their life. You need to be more deliberate in not just talking about how it connects but day to day showing people. That was what the Augustine program was about, day in and day out a community of research and of education and discussion and getting the connections. ‘Interdisciplinary’ in getting the connections between, but in the end you get a universal so you always know how you fit in. And so that ethics of place is: how do I live given this is my ecosystem?

K.A: So, is there an inherent connection here between philosophy and environmental science?

DR. THEISEN: Absolutely. The number one overriding concern of philosophy and philosophers is justice. Justice is the achievement of the good for everything and everyone. And what we’re always trying to do is bridge the gap, but there is no gap. It’s one place. It’s your home. It’s all about what is the right way to live? What is a good way? A worthwhile—not ‘right’ in the oppressive way but what’s a worthwhile way for human beings to live? The worthwhile way is that I work hard to achieve your good because your good is my good.

You can find more information about the non-profit Texas Nature Project at: www.texasnatureproject.org. The website contains information regarding the program’s curriculum as well as contact information for Dr. Sherra Theisen and her co-founder, Jan Schulz. The Texas Nature Project is currently accepting donations through its website to further its goals of nature education and community involvement.

Kelli Angelone is a former student of Dr. Theisen’s. She currently works as an Air Quality Planner in the Houston area, managing grants and conducting outreach. Kelli is also working on her Master of Liberal Arts in English at the University of St. Thomas, where she previously received her Bachelor’s in Environmental Studies and minors in Creative Writing and Philosophy.

If you are involved in an educational system either as an educator or the parent of a high school student, then you might be familiar with the important role of AP courses in the life of high school students across the United States. AP courses also play important roles for high school students in other countries because AP courses are offered at all International schools opened by the United States. For instance, according to the 7th AP Report to the Nation, “universities in more than 60 countries recognize AP Exam scores in the admission process and/or award credit and placement for qualifying scores” (College Board, 2011, p. b). In other words, students enrolled in AP courses in any of those countries can earn college credit the same way they would do in the United States. So this is not a local phenomenon at all. Naturally, any parent or educator might wonder what the history of AP courses is, and what their benefits and roles are for high school students.

I have worked as an AP Coordinator and Guidance Counselor for a public school for more than three years. Unsurprisingly, many middle and high school parents have asked me numerous questions regarding the AP program. The following interview, which took place between one of the parents who had a daughter at the school and myself, should help the reader develop a good understanding of AP programs and their benefits for both parents and students.

Q: What is the Advanced Placement program?

A: The AP Program was created by the US College Board in 1955 with the motto “Connecting Students to College Success.” The AP program aims to prepare students for an academically demanding college experience. “Advanced Placement is a curricular option for academically superior tenth, eleventh, and twelfth-grade students. Naturally, courses offered in the program are more demanding in terms of time and intellectual skills than corresponding courses in the regular high school curriculum” (Postsecondary Educational Planning Commission, 1988, p. 4). Initially, AP courses began as a program for elite private school students to take college-level course while still in high school. This way, outstanding students could begin college with already earned credits needed for freshman year, which potentially would help them graduate college earlier.

Q: What is the role of the College Board regarding AP courses?

A: AP courses are developed and maintained by a non-profit organization, the US College Board, founded in 1900. This organization provides training for AP teachers, provides curriculum resources for both teachers and students of AP courses, and supports universities as they define their policies regarding AP grades, and develops and coordinates the administration of annual AP examinations. According to the US College Board, the AP program offers more than 30 different courses as of 2010. In 2009, nearly 1.7 million students worldwide took 2.9 million AP exams.

Q: Are AP takers increasing or decreasing?

A: According to the recent data released in the 7th AP Report to the Nation, the number of seniors taking at least one AP course and scoring 3 or more on AP exams has increased significantly (College Board, 2011, see Table I). The increases are due to growing awareness of the program, obvious benefits of taking AP courses, and the significant role of AP courses in the college admission process (Reichard & Keirn, 1999). Moreover, the No Child Left Behind Act (2001) offers states substantial federal funding, $24 million annually, to expand AP programs in underserved populations (Manzo, 2005).

Q: Are AP classes smaller than regular classes?

A: Since only academically outstanding students are accepted into AP classes, they are to be smaller, usually less than 15, as opposed to regular classrooms with 25 to 35 students. For instance, smaller schools like charter schools, might provide better opportunities for AP students in terms of class size because their student population is usually smaller than local public schools. Therefore, as is the case in my school, it is not a surprise to see AP classes with as low as 2 or 3 students per course. On the other hand, smaller schools may not offer as many AP courses as other public schools due to its student size.

Q: What about teacher quality? Do better teachers teach AP classes?

A: Yes, it is likely that AP teachers have either better training than other regular course teachers or more years of teaching experience, with higher degrees in subject areas. Moreover, AP teachers receive annual trainings in the subject they teach which is organized by the College Board. For example, I attended one of those trainings when I was assigned to teach AP Calculus in 2009. In trainings, you learn how to teach the course and they provide you with lots of resources to teach your course in depth. Conclusively, I believe that AP teachers may be better prepared in their content area as opposed to non-AP teachers.

Q: Can my daughter graduate early from college if she takes AP courses?

A: Yes, taking AP courses in high school will enable your daughter to realize her goal of graduating early from college because students can pursue college level studies while still in high school. That means AP students can transfer their high school credits to college and can replace them with their required college classes thus eliminating some freshman courses and graduating early. As a result, AP courses have become very popular among parents. They want their children to take as many AP courses as they can take. But taking an AP course is not enough to earn a corresponding college credit.

Q: What else should my daughter do in order for her to earn college credit?

A: For that purpose, students are required to take the AP exams administered annually in May prepared by the Educational Testing Service located in Princeton, New Jersey. This is where AP teachers, parents, and students’ decide if students should take the AP exams of the courses they are taking. They usually look at students first semester performances in those classes. If students do not perform well in those classes, they are either recommended to continue taking the AP courses but not to take the exams or drop the course before first semester ends and start taking regular classes of the same course. AP exams consist of a multiple-choice section and a free response section. College professors and AP teachers score the open-ended questions once a year in June. The results of the multiple-choice and free response sections are combined to determine a composite score and then converted to a 5-point scale: 5 being extremely well qualified; 4, well qualified; 3, qualified; 2, possibly qualified; and 1, no recommendation.

Q: Do all colleges give credits for AP courses?

A: As common practice, more than thirty five hundred colleges give college credit to test scores 3 and above. Although this is still a common practice in almost all colleges, some universities and colleges have recently started to limit credits by requiring either a 4 or 5 exam score. For example, the University of Pennsylvania is very strict in awarding the AP Calculus credit and MIT is requiring its students to re-take a college introductory chemistry course at their institution regardless of their AP Chemistry scores while they are all still accepting other AP courses (Manzo, 2005).

Q: Do having AP courses on my daughter’s transcript increase her chance in college admission?

A: The use of AP courses in the admission process began after the 1980s. At first, only highly selective colleges and universities considered AP courses to make fine distinctions among the increasing number of applicants (Reichard & Keirn, 1999). Today, AP and honors courses receive special consideration by almost all selective colleges and universities in the admissions decision. The way AP scores are used may vary from one institution to another. For example, the University of California recalculates an applicant’s high-school grade-point average (HSGPA) by giving additional “bonus points” for approved AP courses while others do not recalculate but accept the school’s weighted HSGPA. Regardless of how colleges evaluate students’ AP courses, yes, having AP courses on a transcript puts a student in a more advantageous position as compared to non-AP students in admission decisions. Once, I remember a parent who was evaluating all the high schools in her district in terms of their AP offerings to enroll her son. When she was asked why she was doing so, she said it was because colleges look at the number of APs on an applicant’s transcript to make an admission decision. As a high school counselor, I know that this is a common practice among upper middle-class parents to ensure their children get a college admission. Thus, this puts great pressure on schools to expand their AP offerings.

Q: Then, can I say that I will pay less tuition and save time?

A: Yes, indeed, taking AP courses in high school will save the student and parent, both time and money. As of today, skipping an introductory course in college could translate to an average of $3,000 per course. For example, one of my students took 9 AP courses while she was in high school. It is equivalent to almost a year of time and $27,000 money. Why would a reasonable parent and/or student miss this great opportunity?

Q: But I am afraid that my daughter may not graduate from a college because many high school students are not ready for college challenges both in terms of academics and in life?

A: Yes, you are right to have such concerns because Lewis (2010) reports that just 56 percent of those who enroll in a four-year college earn a bachelor’s degree. The number one reason why the rate is low is because students are mostly unprepared for the college experience. On the other hand, research has revealed that students who pass AP exams are more likely to graduate college on time (College Board, 2011). For example, in a study sponsored by the College Board, it was found that taking AP courses in high school and passing the exams appear to help students perform better in college classes and graduate on time. They analyzed four incoming classes at the University of Texas from 1998 to 2001 by looking at their ten individual AP subjects. These researchers reported that, “AP Credit students consistently outperformed non-AP students of similar academic ability in all college outcome measures” (Keng & Dodd, 2008, p. 1). Thus, taking AP courses and passing its exams usually put students one step ahead of their non-AP counterparts.

Moreover, according to Dillon’s (1986) study, completion of AP courses convey to colleges that students who have taken AP classes have developed scientific inquiry, reasoning, problem solving, and analysis methods. In other words, they are more ready for college challenges. As a result, it is not surprising to see that academically prepared high school students are not only more successful in academic work in college, but they are often more self-confident, have increased aspirations and “fit-in” more easily into college. This is true because AP students are exposed to the academic rigor, expectations, and autonomy, which are usually linked with the content and rationale of college curriculum. For instance, Syracuse University found that students with AP credits showed as high as a 96% first-year retention rate while the national average was 79% (Miller, 1994). Therefore, taking and completing AP courses help students have a smoother transition from high school to college in terms of both curriculum and lifestyle.

Q: My last concern is about my daughter’s senior year. I know from my oldest son who didn’t study much and skipped his classes a lot. Therefore, he barely passed his classes and graduated. Thus, he did not get an admission to a 4-year college. Can my daughter really take AP exams during her senior year?

A: All high school counselors know that “senioritis” is a disease and that it is contagious and there’s no vaccination or cure for it. Delicath (1998) found trends in AP courses as they deal with high school seniors. Delicath stated that AP classes help solve the problem of “senioritis,” defined as senior-year boredom among capable high school students who complete most of their graduation requirements by the end of their junior year. The good news is that the seniors who enroll in AP courses often remain more focused and attached to learning than their non-AP counterparts. Thus, seniors overcome their stresses and last year boredom.

In conclusion, in light of all its benefits, I would strongly suggest all high school administrators and counselors to be more knowledgeable about AP and try to create a very strong AP program at their schools so they can send more students to four-year colleges. Also, having a strong AP program at schools prevents students from dropping out due to financial reasons, first generation fear, and so on. Therefore, it should be the goal and duty of all high school teachers and counselors to inform and prepare their capable students to benefits from this great opportunity.

Alpaslan Sahin, PhD from Texas A&M University, College Station TX, is a school administrator. His research area is Mathematics Education.

References

• College Board. (2011). The 7th annual AP report to the nation (100084202 10b-2333).
• Delicath, T. A. (1998). The influence of advanced college credit on college students’ integration and goal attainment: A longitudinal study. Dissertation. (UMI No. 9911930).
• Dillon, D. H. (1986). The advanced placement factor. Journal of College Admissions, 113, 14-17.
• Keng, L., & Dodd, B. (2009). A comparison of college performances of AP and non-AP student groups in 10 subject areas (College Board Research Report No. 2008-7). New York: The College Board.
• Lewis, K. R. (2010). High college dropout rate threatens U.S. growth. The Fiscal Times. Retrieved March 19, 2011, from
• http://www.thefiscaltimes.com/Articles/2010/10/28/High-College-Dropout-Rate-Threatens-US-Growth.aspx
• Manzo, K. K. (2005). Mass appeal. Teacher Magazine, 16(5), 11-12.
• Miller, L. (1994). Effects of racial and socioeconomic factors on advanced placement programs. Dissertation. (UMI No. 9606827)
• Mores, R (2009). Methodology: America’s best high schools. Retrieved February 27, 2011, from http://education.usnews.rankingsandreviews.com/education/high-schools/articles/2009/12/09/methodology-americas-best-high-schools
• Newsweek (2008). FAQ: best high schools. Retrieved February 8, 2011, from
• http://www.newsweek.com/2008/05/17/faq-best-high-schools.html
• Postsecondary Education Planning Commission (1988). Funding of acceleration mechanisms. Report 1. Tallahassee, FL: Author. (ERIC Document Reproduction Service No. ED 293 452).
• Reichard, G. W., & Keirn, T. (1999). The advanced placement exam in history: Growth, controversies, and new perspectives. The History Teacher (Long Beach, Calif.),
• 32(2), 169-73.

While discussions on the education of creation in schools continue, generations grow up with lack of knowledge about the Creator and understanding of His Actions. The current education system in high schools and colleges are giving knowledge about the universe, nature, earth, and life but courses are not directed to understand the Actions of the Creator. How and where can people learn about their Creator? Although there are various means such as the internet, religious groups, and journals, it is not always feasible and enough to understand directly the Creator’s Actions without a good understanding of sciences. Fortunately, every science continuously mentions God with their unique language and speaks of the Creator, but we will need a point of view, windows to see beyond our sight and knowledge, just like we need a microscope to see microorganisms or a telescope to discover depths of the universe. With some attention, everyone can understand what sciences reflect from God’s Actions. That’s why we should listen to what sciences tell us in their own language.

Imagine there is a simulation program to analyze a car crash. In this program, let us say you enter different parameters such as velocity, weight, angle of hit, general structure of the car, hardness of the body, and weather information like wind velocity and its direction and so on. After you click on the OK button in this imaginary simulation program, you almost get the same results with real physical crash tests. This obviously shows us a skillful software programmer and his great knowledge in mathematics and physical events. Noticeably, nature is composed of millions and millions of parameters determining final result just like this simulation program. For instance, when you throw a stone to a lake or into water, first of all it falls down with a velocity and then you see a wave of water expanding to its surrounding from the center affected by that velocity. The velocity of this stone at a certain time and place and wave formation on the surface of water can be explained with some physical laws described with mathematical equations. Whoever put these rules for the physical events also created the universe in a perfect mathematical order. From these and the knowledge we get from computer sciences, physics, and mathematics, we can open windows to understand the ruler of the universe as Glorious Creator.

We are at the time of great advancements in gene technology and huge increase in knowledge about molecular biology; even individual structures of biological molecules are known and many more discovered about cellular mechanisms. The more we learn, the more we face complexity and organization in the tiniest compartments of cell. Cell is no longer a small room filled with a gel-like structure in our minds, it is a massive factory that contains all required machinery and it is automatic, well balanced, and continuously renewed. Things are in constant motion; uptake follows release of substances and signal from outside results in a response produced inside. With increase in understanding of how living things are working and necessity to answer how these things originated caused discussions in scientific research. Some scientists like to talk only at scientific platforms or on so-called testable scientific subjects, but this does not change the reality. We wonder about the beginning and we wish to live forever. We are finite but dream of infinity. How can we think of eternal life if we were a product of something that is not eternal?

Imagine there is a high-tech, but small self-working factory producing highways and trucks to carry items, fuel engines for the energy that can be used in many different processes and containing solar energy collectors. There are great photocopy machines for the production of a new factory, feedback systems to control and repair any problems as well. Without any concern, control of all these events and thousands of machines, engines, highways in such a small sized factory without any problem involves a perfect engineer, scientist, architect, and chemist. Similarly, believe it or not, the cell is an excellent composition of around one million molecules, thousands of machines, and energy producing engines. There are highways, trucks, feedback systems and more in an arranged and fine control in such a small size. Mitochondria, for instance, is one of the most essential cellular organelle and produces ATP molecules as carrier of energy obtained from organic molecules for energy requiring cellular processes. In addition, cellular requirements vary by time and vesicles carry required molecules as cargo on molecular motors using microtubule pathways to different places. Those and many other examples we learn from biological sciences point to the Glorious Creator of the Earth.

When you consider a cell coming into existence by causes other than the hands of a Creator with numerous levels of regulation, coordination of subcellular compartments like organelles, information storage in DNA, and use of this information required for their specific function, it means molecules come together under the effect of natural causes and form an artistic cellular structure in a wise-manner. Actually, this reminds us of a very famous experiment by Stanley Miller to make amino acids, the building blocks of proteins, to demonstrate that life on earth has originated by natural causes and chance. Miller, in his experiment, took molecules which were supposed to represent the major components of the early Earth’s atmosphere and put them into a closed system. He used methane (CH4), ammonia (NH3), hydrogen (H2), and water (H2O) in his experiment and ran a continuous electric current to stimulate lightning storms and to drive these unfavorable reactions. He found that three amino acids have been synthesized in these conditions. Later, it was found that this composition was different from the early Earth’s atmosphere and arguments raised to his experiment due to continuous energy input not possible in nature. However, this was exciting at that time and some used headlines like “Miller created life.” On the other hand, what Miller had managed to synthesize was only a few inanimate lifeless molecules.

People who do not believe in God also do not believe in creation. That’s why they tend to conclude that “nothing is created out of nothing, and nothing goes to nothing; there is only composition and decomposition.” But, the All-Powerful One has two ways of creating. The first way is through origination and invention and the second way is through composition and through art. He creates from out of nothing together with everything necessary for, again, nothing. In the second way of creating, He forms beings from materials of universe in order to show his delicate wisdom, perfection, and the manifestations of His Names. “O people! be careful of (your duty to) your Lord, Who created you from a single being and created its mate of the same (kind) and spread from these two, many men and women…” (Quran 4:1)

When we think about the lessons learnt from these examples and natural sciences with their special focus areas, we realize that every science somehow declare the Glorious Creator of this universe. However, there may not be an opportunity in school to discuss and go deep into the understanding of the Actions of the Creator. With the window of what sciences open to us about God, we can uncover the hidden truths.

Ali Fethi Toprak is a PhD candidate at Southwestern Medical Center, Texas University, Dallas.

The brief history of character education

Character education remains a contentious form of education in America. The debate among ethical theorists over moral and character education dates back to colonial America (Glanzer & Milson, 2006). Once considered as part of religious teachings, this concept was altered as states began passing laws in the early 1800s, separating issues of church and state. As a result of this separation, the educational system developed non-sectarian public school policies (Glanzer & Milson, 2006), and character education was adopted by public schools in Massachusetts with the purpose of increasing literacy among children.

The Bible was used as part of the curriculum throughout 17th and 18th centuries, and was then preceded by texts written by William McGuffey. These texts were used to teach children to develop virtues such as honesty, courage, and kindness. During the 20th century however, there was a decline in the use of these texts in public schools in America due to pluralism and the philosophy of moral relativism. Over the past few years, American educators have been examining character education in schools and grants are being awarded to facilitate research in this field (Vardin A. Patricia Montessori Life, spring 2003). This study will illustrate some definitions of character education and its benefits as an intervention.

The definitions of character education

Character education is an umbrella term that has historically included a wide range of components such as traditional character education, the caring approach, and the developmental approach. The goal of character education is to teach children to consider and behave in ethical ways. Firstly, traditional character education has emphasized virtues and the magnitude of ethical issues. Secondly, the caring approach underscores the significance of identifying and improving caring relationships and infusing caring, relational, and social-emotional themes into school curricula (Howard, Berkowitz, & Schaeffer, 2004). Third, the developmental approach stresses that decision-making and social action are important; theorists who ascribe to this approach strongly advocate the power of student participation in creating a moral classroom and a larger moral community (Cohen, 2006). Ontario’s Premier, Dalton McGuinty, defines character education as “the deliberate effort to develop virtues that are good for the individual and good for society” (McGuinty, 2003, p. 15). Character eduction is sometimes defined as an approach that is comprehensive in fostering the moral development of students (Berkowitz, Marvin, & Bier, 2005). For decades, character education was inclined to focus on the importance of good character and values such as honesty, respect, friendship, and caring (Cohen, 2006). Thomas Likona (1991), a developmental psychologist, defined the goal of character education as knowing the good, desiring the good, and doing the good.

What is meant by school violence?

In terms of lawful responsibility, school violence is the violence that occurs on school grounds, on school-supported transportation, and at school-sponsored events. Nevertheless, violence committed on school grounds often derives from conflicts reflected in society. This finding indicates that the lines are blurred between school and community violence and suggests that school staff should be cognizant of the community and its issues in which a school is positioned. It is also suggested that members of society should become involved in school-based violence prevention initiatives. It is more complicated and multidimensional to define what school violence is (Furlong & Morrison, 2000).

The proposals for reducing school violence

By 1997, over two-thirds of secondary schools had either implemented some form of violence prevention program or were preparing to do so (Price & Everett, 1997). These methods have included punishment, health education and random weapons searches (Farrington, 1996). Handheld metal detectors are increasingly used to carry out random or targeted weapons searches in major public school systems. In some places in America, it seemed that there had been a significant reduction in weapons related events; however, it was later discovered that students had learned the routine days when the metal detectors would not be used (Muir 1992).

One of the most significant educational programs is character education. For example, The California Department of Education supports incorporating character education into a standards-based educational system in a variety of ways such as providing resources to build and develop character in youth; supports the core values of trustworthiness, respect, responsibility, fairness, caring and citizenship. The California Department of Education underscores that character education is a trait of effective schools. Effective schools seek to develop and reinforce character traits such as caring, citizenship, fairness, respect, responsibility, and trustworthiness through a systematic approach that includes adult modeling, curriculum integration, a positive school climate, and access to comprehensive guidance and counseling services (Elementary Makes the Grade! CDE, 1999).

The affects of character education on academic achievement

Studies have also found that character education helps increase academic achievement (Elias, Zins, Weissberg et al., 1997). Studies have acknowledged many social and academic attitudes associated with enhanced student success (Benninga, Berkowitz, Kuehn, & Smith, 2003). Academic achievement is bond to critical thinking skills (Esquith, 2003), and according to Brooks (2002), skills such as endurance, decision-making, problem solving, and critical thinking are fundamental principles entrenched in character education. Character education asserts that non-test related academic improvements are also made due to performance of a character education program. Students attending schools exerting the Child Development Program were known to have more motivation to learn and possessed closer ties to their school compared to students who attended schools not implementing the Child Development Program (Benninga, et al., 2003). Students attending Character Counts elementary schools were shown to complete their assignments more often with increased academic sincerity than students who did not attend such schools (Benninga, et al., 2003).

In order to understand character education it is imperative to understand the characteristics of the students. The schools that are strong academically and sturdy in building accomplished students are characterized by five main characteristics indentified by Elias, Zins, Weissberg et al., (1997):

1. They have a school climate articulating specific themes, character elements, and/or values.
2. They have explicit instruction in social-emotional skills.
3. They have explicit instruction in health promotion and problem prevention skills.
4. They have systems to enhance coping skills and social support for transitions, crises, and resolving conflicts.
5. They have widespread, systematic opportunities for positive, contributory service.

After considering these traits one can conclude that students attending schools performing character education programs feel respected and valued which results in reduced non-attendance (Colgan, 2003). Reduced absenteeism, produced by the increased desire to attend school, could be translated into achievement gains (Colgan, 2003). These factors together make available more classroom instructional time and an enhanced learning occasion.

Tremendous progress has been made over the past two decades in establishing effective school-based violence prevention programs. Nevertheless, programs designed to decrease violence in schools have largely focused on reducing student-to-student aggressive behavior through school-based curricular programs (SBCPs), essentially ignoring interpersonal relationships between students and adults in schools, student bonding to schools, disproportionalities in the application of student discipline, and related organizational factors that comprise the school climate.

After considering several vantage points, it is the conclusion of this study that character education is a stellar attempt to reduce school violence and for increasing academic achievement. Educators should emphasize character development, as it is a culmination of a strong union of streams of evidence about factors influencing learning. According to Nucci and Narvaez (2008), moral and character education should be considered by educators as being congruent with learning individual values and identity formation.

Character education has several positive outcomes that address the various needs of schools and communities. For example, it includes values such as tolerance, humility, modesty, and trustworthiness. Moreover, it is emphasized that cheating is a negative characteristic for every student. That is, every student should not enterprise cheating, even when they hear about it, they should not condone it. Thus, it is stressed that academic learning and performance is linked to social-emotional skill and character development, such as in recent studies aiming to understanding the functioning of the brain and its role in learning. These studies have only provided further evidence of the role of social and emotional factors in academic accomplishments (Kusche & Greenberg, 2006). These studies support the notion that every educator should take character education into account.

How could character education be applied toward prevention?

Character education may incorporate some local and state programs to help students increase achievement by developing their behaviors not just in schools, but also in contexts outside of schools. One program called “Your Environment Education Program,” is mentioned by Starr (1999). According to this program, each week, a word is chosen such as tolerance and honesty, to be discussed in the class. At least 10-15 minutes are allocated for these discussions. These discussions are meant to facilitate the comprehension of the meaning of the value by illustrating real life implications, motivational quotes, and recommending some beneficial assignments for students to complete. All of these elements enhance students’ deep understanding of the word. This program also encourages parents to help their children by providing some books containing the word for that week. Parents are also encouraged to stress the meaning of the word at home by incorporating it into daily activities that families do together. Starr (1999) states that the community in Pittsburg also promotes Your Environment Education through program media outlets, local business sponsorships as well as the mayor’s office to promote the importance of character education.

There are negative implications for not employing character education in schools when the opposite methods are considered. The evidence indicates that punishment or incarcerating large numbers of young people for prolonged periods is ineffective and counterproductive (Wilson, 1994). A major problem with using targeted weapons searches in schools is that they implicitly stigmatize those students who are screened as potentially dangerous. The sudden and unexpected arrival of security personnel with metal detectors is also intimidating, anxiety provoking, and disruptive to learning. Serious conflicts also have a tendency to erupt suddenly and to go up out of control before mediation efforts can be initiated, therefore, as long as guns and other weapons can be brought freely into schools, educational approaches alone cannot be expected to solve the problem.

Recommendations

Recommendations based on the information outlined in the study include: providing teachers, administrators and school psychologists with extensive and effective training about development; while character education program is implemented teachers should be aware of their expression toward students. For example, teachers should not give commands to students for preventing a mistake, instead it should be posed to the student as a question of morality such as why they should not engage in a certain behavior and what the consequences might be and whether or not they are willing to accept these consequences. A model should be embraced for serving students that focuses on early interventions and offers access to character education. The environment and society should be informed about character education in order to foster a place, where the students can develop their pro-social skills and improve academic quality. Last, character education curriculum should be supported with media so that while behaving, students can be easily reminded of their objectives, for example, cartoons could be used as an impactful reminder.

References

• Benninga, J., Berkowitz, M., Kuehn, P., & Smith, K. (2003). The relationship of character education implementation and academic achievement in elementary schools. Retrieved May 9, 2006, from the ProQuest database.
• Berkowitz, Marvin W. and Bier M.C. (2005). Character education Parents as Parents. Association for Supervision and Curriculum Development, 64-69.
• Berkowitz, Marvin W. and Hoppe, Mary Anne (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142
• Brooks, B. (2002). Increasing test scores and character education: The natural connection. Retrieved May 2, 2006, from http://www.youngpeoplespress.com/Testpaper.pdf.
• Cohen, J (2006). Social, Emotional, Ethical, and Academic Education: Creating a Climate for Learning, Participation in Democracy, and Well-Being. Harvard Educational Review, 76(2), 201-237
• Colorado State Department of Education, Denver. (2000). Shaping the future through character education: Colorado state conference on character education. (ERIC Document Reproduction Service No. ED468627).
• Clayton , C, Ballif-Spanvill, B. L., & Hunsaker M. D. (2001). Preventing violence and teaching peace : A review of promising and effective antiviolence, conflict-resolution, and peace programs for elementary school children. Birmingham Young University, Women’s Research Institute
• Durant, R. H., Kahn, J., Beckford, P. H., & Woods, E. R. (1997). The Association of Weapon Carrying and Fighting on School Property and Other Health Risk and Problem Behaviors among High School Students. Archives of Pediatric and Adolescent Medicine, 151, p. 360–366.
• Elementary Makes the Grade! CDE, 1999, http://www.cde.ca.gov/ci/gs/em/emgsummary.asp
• Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.
• Elliott, D. S., B. A. Hamburg, and K. R. Williams, eds.(1998). Violence in American Schools: A New Perspective. New York: Cambridge University Press.
• Esquith, R. (2003). There are no shortcuts. New York: Pantheon Books.
• Farrington, D. P. (1996). Understanding and Preventing Juvenile Youth Crime. York, U.K.: York Publishing
• Furlong, M., & Morrison, G. (2000). The school in school violence: Definitions and facts. Journal of Emotional and Behavioral Disorders. 812, p. 71-82
• Glanzer, P. L., & Milson, A. J. (2006). Legislating the good: A survey and evaluation of character education laws in the United States. Educational Policy, 20(3), p. 525.
• Howard, R, W., Berkowitz, M. W., & Schaeffer, E. F. (2004). Politics of character education. Educational Policy, 18(1), p. 188-215.
• Kusche, C., & Greenberg, M. (2006). Brain development and social-emotional learning: An introduction for educators, In M. J. Elias & H. A. Arnold (Eds.), The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, CA: Corwin Press
• McGuinty, D. (2003). “Character education: A key part of the Ontario Liberal Plan.” Orbit, 33(2), p. 15.
• Miller,T.W., Kraus, R. F., and Veltkamp, L. J., (2008) Character Education as a Prevention Strategy for school-related Violence, T. W. Miller(ed.) In School Violence and Primary Prevention, p. 377-390.
• Muir, E. (1992). School Staff Victimization: Monitoring the Trends. School Safety (fall), p. 4-6.
• Nucci, L., & Narvaez, D. (Eds.). (2008). Handbook of moral and character education, New York: Taylor & Francis
• Price, J. H., and S. A. Everett. (1997). A National Assessment of Secondary School Principals Perceptions of Violence in Schools. Health Education & Behavior, 24, p. 218–229.
• Samples, F., and L. Aber. (1998). Evaluations of School-Based Violence Prevention Programs, In D. S. Elliot, B. A. Hamburg, & K. R. Williams (Eds.), Violence in American Schools: A New Perspective, New York: Cambridge University Press.
• Starr L. (1999). Is character education the answer? Retrieved August 1, 2008 from http://www.education-world.com/a_issues/issues047.shtml.
• Vardin A Patricia Montessori Life, (Spring 2003). Character education in America. ProQuest Education Journals, 15(2), p. 32
• Wilson, J. Q. (1994). Just Take Away the Guns. New York Times Magazine, 20 March, p. 46-47.

We have a book written in golden letters lying in front of us. The decoration of the pages is attractive and impressive.. the small diamonds that are spread out over the pages are so shiny.. the cover is attractive.. the pages are velvety like a rose.. the colors are lively and bright.. the letters have been written by a talented calligrapher and are so harmonious; each one is a work of art.. While one may be interested in the book and its material another will find understanding what has been written and its content more compelling…

We recognize and perceive that which exists and evaluate that which is happening around us by using our natural senses, intelligence, and experience; as a result we are able to make inferences about the world through methods of deduction or induction. Positivism claims that the only true and valid knowledge is that which is based on actual sensual experience. According to materialism, the only thing that can be truly proven to exist is matter. In general, in analyzing matter and physical phenomena the deterministic approach is employed; all events are thought to be unavoidable consequences of the preceding sufficient causes. Sometimes the deterministic descriptions and formulations may end up in chaos. Chaos theory deals with the chaotic character of such formulations qualitatively. The quantum theory could also be interpreted as a deterministic tool that describes physical phenomena, more specifically, the behavior of matter and energy, within a range of probabilistic likelihood.

Some philosophers tend to include other factors in the cognitive faculties and the means that shape human perception and cognition: for example, emotions and intuition (e.g. Kant, Bergson). This apparently is a diversion from materialism and the deterministic point of view. The human being is not only an elegant combination of atoms; we also have a part that is not a function of matter or time: and this is the soul. If we restrict ourselves only to the natural senses and matter, as the positivist and materialist approaches do, then severe limitations on human perception are imposed, as demonstrated below. In general, it is not possible to perceive the truth completely without using all of one’s cognitive faculties. The question is then, how can a new program of reasoning be systematized to combine the senses and mind along with the emotions and intuition in a coherent manner? This novel program, which is called qualitative inference, is defined in this article using examples; however, first there is a brief introduction to a related topic, known as qualitative reasoning.

Qualitative reasoning is a relatively new approach in the estimation of possible solutions to real-world problems through non-quantitative reasoning. This approach provides a program to reason about the behavior of physical systems, such as the physiology of the human body, automobiles, etc., especially in the case of inexact or incomplete data, or when there is a lack of the precise quantitative information that is required by conventional methods. Qualitative models are more able to express states of incomplete knowledge about continuous mechanisms than traditional models which have been developed for the analysis of physical phenomena, as the former guarantees the ability to find all possible behaviors consistent with the knowledge in the model.

To get a flavor of what is meant by qualitative reasoning, consider this everyday scenario: You are confronted with a water-filled pan on a lit stove. You can easily predict that the pan will warm up, which will warm the water. At some point, the water will start to boil, and the pan might eventually become empty. To make these predictions, the exact values of the variables involved, such as the amount of water, the temperatures of the stove and the water, or the boiling temperature need not be known.

Observing pouring rain and a river’s steadily rising water level is sufficient to make a prudent person take measures against possible flooding-without knowing the exact water level, the rate of change, or the time the river might flood.

Qualitative inference is a program of qualitative reasoning that extends inference to the non-physical aspects of physical information, including reason, the relation between subjects and objects, etc. The universe itself is a great set of information, but this may not be exact or complete enough for metaphysical inductions. Needless to say, any such possible inductions should be consistent with known physical information. Consequently, in qualitative inference, the two key points we are referring to, namely the use of incomplete or inexact data and consistency with physical knowledge, are crucial.

While the deterministic approach could be considered to be the interpolation of existing physical knowledge and information in order to justify what is known or to discover what is unknown, qualitative inference can provide a tool for the extrapolation of existing physical knowledge and information. It can be used to reach what is unknown, physically unobservable, or even impossible to validate, regenerate, repeat, comprehend, or completely embrace by using standard scientific techniques.

Qualitative inference

With some examples we will explain how qualitative inference can be applied to everyday, real life experiences for inferences and inductions that are beyond our physical world.

A coincidence or a gift?

Let us take the example of a package sent to a person in the mail. Let us specify that it is a shirt. Let us further specify that the color of the shirt is the favorite color of the receiver, it fits him very well, the design is his preference, and the brand and the fabric of the shirt are those that he generally chooses. Based on this information, as it is incomplete, it would be difficult to answer questions about the possible relationship between the sender and receiver, the purpose of this shipment, etc. from a positivist or deterministic point of view. Through qualitative inference one could conclude, however, that the sender is someone who knows and is close to the receiver, who would like to please him likely because the sender likes him, and that the shirt has been mailed as a gift. This inference is obviously consistent with the known information. If we were to exclude the sense of love, enjoyment, pleasure, and closeness between two people it would not be possible to make these conclusions.

The apple

The apple is one of the most abundant types of fruit on the earth. “An apple a day keeps the doctor away,” goes an old saying. Doctors in modern times agree that the apple is important as a nutrient. An apple with its skin includes about 4 grams of dietary fibers. Potassium, calcium, phosphorus, magnesium, and selenium are minerals that can be found in an apple in different amounts. It also contains small amounts of iron, manganese, copper and zinc. The vitamins contained in an apple include vitamins A, C, E, and folic acid, which is an important nutrient during pregnancy. While eating an apple, one also strengthens the gingiva gums often without being aware that this is happening. The different colors of apples are very pleasant, as are their smell. How many artists have used the apple as their subject, due to its compelling beauty? It leaves a pleasant taste on the tongue and in the mouth. Many cuisines would be severely handicapped without the apple as an ingredient. The size is just right to grasp in the hand, and its flesh is succulent to bite. Different types of apples give the feeling of experiencing a new thing, yet remaining within the limits of our acquaintance. Apples are attractive and important sources of nutrients for animals as well. There is so much more to say about the apple and its importance to human and animal life, about how it is a very good source of nutrients that matches our needs, and addresses our tastes and pleasures.

With this information, the positivist perspective looks at the apple itself, its attributes, nutritional value, material properties, as well as the physical functions of the human being, and their need for the nutrients that are naturally included in the apple. This physical information, although valuable, is incomplete in understanding the perfect correlation between not only the need of the human being, but also our sense of taste and the apple, as we have briefly summarized above. Through qualitative inference, however, one could conclude that apple is a gift not only to the human being, but to most other living creatures, much like the shirt that was sent as a gift in the example above. This conclusion does not include any contradictions with the known, but incomplete, physical information. Although the sender of this gift is not known, one can infer that such a being exists and this being knows the human very well and is able to make and send this gift via the trees; this being possibly likes human beings and others who benefit from the apple, and likes to please them. However, without reference to the senses of love, enjoyment, and pleasure, it would not be possible to derive such conclusions.

Robot vs. mother

Now, we will consider another event, that in which a mother prepares food for her child. If she is feeding the baby with a formula, the steps she is likely to follow are sterilizing the bottle, boiling the water, refrigerating the water or waiting for the water to reach the appropriate temperature to mix the formula with the water, and stirring it carefully and thoroughly to make this a pleasant experience for her baby. From time to time, the order, attention of the mother, and duration of the steps may change without a clear difference in the underlying conditions. If one were to study this case scientifically, from a positivist perspective, then one would study the temperature of the water, the hygiene of the bottle, the actions of the mother, etc. for some possible inferences. But, these would be far from being a complete account of the situation and cannot reflect the entire picture or truth. The main point that a prudent person can derive from these scenes is clearly the mercy, compassion, and love of the mother towards her baby. This is the fact and main motivation that ensures that the mother take the actions mentioned above voluntarily, willingly, carefully, and repeatedly.

The Earth’s circulatory system

With this example in mind, let’s now review what we learned in high school about the earth’s circulatory system, a wonderful mechanism that purifies, cleans, and processes the water, the most important factor of the life. Human beings can survive for only a few days without water. Water is stored under the ground in natural reservoirs, whose formation alone is the topic for a series of scientific articles. Although the temperature increases as one approaches the center of the earth, sometimes the water comes to the surface at very cold temperatures; such cold clear water is the most desired substance on a hot, sunny day. Rain drops in their natural form are pure water and do not have a pleasant taste. These rain drops and the water used by people or animals is processed, that is, the water is cleaned, filtrated, and purified under ground. Minerals essential to human and animal life and some chemicals that naturally exist in the soil mix with the water. The addition of all these substances is good not only for the water’s nutritional value, but also creates a more pleasant taste. It is with these constituents that water becomes an essential nutrient for human beings and animals. Some of these additions are fluorine that strengthens the bones, fluoride, which is beneficial in low concentrations, sodium, potassium, and chloride, all of which play a role in the metabolism of the body. When the water comes to the surface as hot water, it can be used as a treatment for some diseases. The water is not processed only under the ground, as we have described here, but surface water is also atomized for the ultimate purification. When water evaporates, the vapor rises to a certain location in the atmosphere, accumulates there and forms clouds (which are a subject matter for poets, due to their beauty, especially when they appear on a sunny day). When water is condensed and catalyzed by the wind, the vapor returns to the earth as rain drops to complete the cycle.

Each step in the mechanism of circulatory system mentioned above can be analyzed scientifically, from a positivist perspective, to attain useful and important information. On the other hand, these results will never allow us to make inferences about the reason behind the perfect correlation between the needs of human beings and other living creatures and the availability of water in its most useful form as an essential nutrient with a pleasant taste, or the continuous availability of clean, fresh water for the living creatures who have no control over never-failing mechanism of the circulatory system, or the availability of water with the perfect chemical combination that allows coexistence of water in three different physical forms (ice, water, and vapor). On the other hand, using such incomplete physical information, namely the perfect match between the nature, properties, and availability of water, and the needs, the sense of taste of living creatures, a sensible person could easily infer that there is a hidden mercy and compassion acting behind the scenes, just as with the case of the mother preparing food for her baby. Without this qualitative inference, which is consistent with the known physical information and refers further to the sense of mercy and compassion, the entire picture of this phenomena and the truth can never be captured, regardless of scientific developments, the technology used in labs, or the computer systems that can carry out extremely complicated computations.

Conclusion

Qualitative inference leads us to arrive at conclusions about the non-physical or metaphysical aspects of physical phenomena. This program of reasoning considers physical phenomena and the universe as an incomplete source of information for understanding the metaphysical aspects of the physical world, helps us to make inferences that are consistent with this incomplete physical information, and to use all our cognitive faculties, including intelligence, senses, intuition, and even emotions, to arrive at non-physical inferences. Qualitative inference leads one to consider the apple as a gift and the availability of the fresh water through the natural water cycle as an indication of universal compassion and mercy for all living creatures; no living creature would be able to carry out such a process on their own. Without this reasoning, as exemplified above, only a very limited portion of natural phenomena can be understood sufficiently; the main points will always be missing or overlooked.

Through the same program of reasoning, a gift necessitates a loving sender, universal compassion and mercy requires a being that is compassionate and merciful. Just like the case studies presented above, all real life events have similar messages that can be understood by those who do not restrict themselves to physical nature. All physical events, for example, indicate a universal consciousness that implies the existence of someone who is conscious of everything. Such a being should be able to do all these things according to His will, so He is All Mighty… These examples shed light onto some of His attributes, such as His mercy, compassion, will, might, and consciousness. When other phenomena are analyzed in a similar manner, one can discover other essential attributes of this Supreme Being. As a result, qualitative reasoning not only proves the existence of the Supreme Being, it provides a useful tool in understanding His attributes.

Similarly, the rebirth of trees, insects, and the earth as a whole every spring after their death in the winter is a physical phenomena that we have all experienced. This information, through qualitative inference, can lead us to understand the Hereafter, that is, the resurrection of all human beings in another world. All the attributes of the Supreme Being mentioned above also support this inference. Mercy cannot be absolute and universal, for example, if the oppressed people and tyranny are treated the same; unfortunately, this is what seems to be happening in this world.

In brief, positivist and materialist approaches impose severe limitations on human perception. In reality, all the cognitive faculties of the human being play roles in our evaluation of our being, our position and role in this world, and our relation to others. The truth can only be obtained by a person through the systematic use of all such faculties. Qualitative inference suggests a program for doing so. While the positivist approach puts mankind into the position of being an observer of the things they can touch or see by invalidating all other sources of knowledge, qualitative inference allows one to address the non-physical or metaphysical aspects of the physical phenomena by freeing all of our cognitive faculties, and in particular allows to be a believer while observing the universe in a similar manner.

God willing, you are to be an expert hardware specialist or a good-quality programmer or a first-class network builder or a high-quality system administrator by now

But ever bear these important points in your mind: This Universe has such a Hardware Engineer who created all beings and the Earth as well; He made Sun a Power Source, Moon a System Clock. Such an Uninterrupted Power Source and such a System Clock that never goes astray and is never confused, so as to show the vast knowledge and the art of that Hardware Engineer.

This Person, at the same time, is such an Exalted Programmer who composed and assembled the gigantic Software called Life in the best way to operate on this vast globe, and has been operating it for millions of years; error-free, bug-free and devoid of any system crash. If you want to know how an Exalted Programmer He is, take a good look at yourself at the outset:

He saved your entire life code into one of your microscopic, infinitesimal cells, which you cannot see with naked eyes, and He too executes that code in that same minuscule cell of yours. Since it is obvious as clear as the daylight that the DNA is a program, and a program cannot exist without its Programmer, therefore your programming is like a mirror to that Exalted Persons Art of Programming.

Again, as he makes those cells communicate through innumerable protocols within your network which He made up of your entire cells, and since He also bestowed on you the essential hardware along with you to enable you to converse with another people in various languages and protocols, he also makes you see, talk and listen as before. And since, He prepared and enabled you to use various media such as light and sound, so that you can come to know about the things around you “ and you can discover and utilize those things, but you cannot add a new component “ hence there is such a Great Network Resource Person who knows what you need and gives your equipments as per your requirements. Your flair of networking is only a little piece bestowed on you by Him out of His infinite knowledge and a great blessing.

O my friend, do not be deceived! This beautiful World Life Software is just a trial version, as you can see; in any case you cannot save the properties and treasures that you hoarded so far. Therefore, know the Writer of this Beautiful Software of the Universe. Is it ever possible that a programmer to build up such a beautiful program, and never include an about file to introduce Himself? Therefore; see and learn the About files, which have been included by the Greatest Programmer, Hardware Expert, Network Professional and the System Administrator of this Universe, and work for acquiring the Full version of the Software. Do not forget, without skipping any of your actions, log files are being carefully saved in the background. These log files are going to be checked by that System Administrator, whose Power envelopes every being. O Man: If you are a Human, do not mix nature, coincidence, absurdity, and unbelief into these beautiful tasks; do not make it ugly, do not perform it ugly and do not be disgusting!

Biological weapons (BWs), defined as infectious bacterial or viral agents used to harm others, have a long history2: Primitive peoples used arrows poisoned with biological toxins from animal and plant extracts, and also poisoned their enemy’s water supply with fecal extracts. Medieval warriors besieging the Russian city of Kaffa catapulted plague-infected corpses over its walls. Europeans knowingly gave smallpox- or measles-infected blankets to Native Americans, who had no resistance to these diseases. BWs reportedly were used during WWII. Over time, BWs have come to include biologically derived toxins and poisons.3 Among the most dangerous agents are smallpox, botalinum toxin (Btx), anthrax, and ricin.4 Some are highly lethal, while others incapacitate the host or primarily harm animals and plants. Today, many countries are believed to fund such research.

BWs Become a Modern Issue

Japan started the first offensive biological weapon program in 1918 with Unit 731, a special army unit dedicated to BWs production and experimentation. In 1931, it moved to Man-churia, China, where it conducted experiments on Chinese people and actually attacked several cities with different BWs until 1942. At least 10,000 Chinese died during those experiments. In 1942, the U.S. learned of this program and started its own. By 1969, it had weaponized the agents causing anthrax, botulism, tularemia, brucellosis, Venezuelan equine encephalitis, and Q fever.5

In 1969, President Nixon declared that the U.S. unilaterally renounced first use of lethal or incapacitating chemical agents and weapons, and unconditionally renounced all methods of biological warfare. Henceforth, the U.S.’s biological program would research only strictly defined measures of defense, such as immunization. All stockpiles were ordered to be destroyed. The U.S. and 165 other countries have signed the Biolog-ical and Toxic Weapons Convention (BWC), and 144 countries have ratified it.6

But the BWC cannot be effective if it cannot be enforced. For example, the USSR signed it but continued its programs. In 1979, at least 66 people died after an accidental anthrax release from a plant near Sverdlovsk. Soviet authorities denied any BWs production, but years later President Yeltsin confirmed that anthrax was being researched at that time.7 Yeltsin further asserted that all such programs were stopped and that stockpiles were being removed. However, evidence suggests that part of the offensive programs continue.8

The USSR’s demise (1991) led to the spread of BWs production information. According to Margolis, some of the 60,000 scientists and technicians formerly employed by its biological warfare establishment reportedly are working in Iraq, Israel, Iran, Syria, and Serbia, all of which already have extensive arsenals of biowarfare weapons. India also may have received substantial Russian aid.9

Iraq announced its BWs program in 1995. Fortunately, such agents were not used during the Gulf War, possibly due to fear of nuclear retaliation. The UN destroyed whatever it could find of Iraq’s BWs program in 1996.10 China, Iran, Taiwan, Syria, Cuba, North Korea, Egypt, Israel, and Libya are suspected of having similar programs.11

Why Would Anyone Use BWs?

In the eyes of nations or groups that put their own ideology or interests above all other considerations, including human life and future generations, such weapons might appear attractive. Consider the following points:

BWs probably are more effective on a per-quantity basis than more conventional weapons. Just 8 ounces of Type-A botalinum toxin, “the most lethal substance known,” could kill every living creature on Earth.12 One gram of anthrax contains 100 million lethal doses, and a few kilograms can kill as many people as died at Hiroshima.13 Generally speaking, several kilos of a biological agent can have the impact of several tons of nerve gas. BWs are extremely effective because they are highly toxic and are living organisms that multiply in and infect target hosts.

Producing chemical and nuclear weapons requires sophisticated equipment and highly trained personnel; BWs require only a modest level of education and investment. Kathleen C. Bailey, a former assistant director of the U.S. Arms Control and Disarmament Agency, is “absolutely convinced” that a major biological arsenal could be built with $10,000 worth of equipment in a 15×15 ft. room.14

For example:

To infect 1 sq. km., it would cost approximately $2,000 using conventional weapons, $800 using nuclear weapons, $600 using chemical weapons, and $1 using biological weapons. Any nation with a reasonably advanced pharmaceutical and medical industry can mass produce BWs.15

Weaponized anthrax probably could be produced in a small house, apartment or RV for less than $100,000. The program could be run by perhaps less than a dozen technicians with the equivalent of a BS degree led by one supervisor with a Ph.D. The relevant basic knowledge for most biological weapons-grade microbes is freely available, and equipment and chemicals can be obtained from dozens of suppliers.16

A live weapon needs only a small sample for mass production. Some agents exist naturally in the soil or can be ordered from a biotech company. Various researchers have claimed that Saddam Hussein used the latter method to acquire his original anthrax culture.17 BWs are hard are to detect in the production phase, for most bioweapons can be produced in hidden and/or mobile conditions.18 When detected, the place can be quickly cleaned and transformed into an ordinary pharmaceutical research or biology lab. Furthermore, such anti-terrorist sensor systems as metal detectors, x-ray machines, trained dogs, or neutron bombardment cannot detect BWs.19

Damage is confined to people (and possibly other living things), thus leaving infrastructure intact20; the sheer terror caused by such a threat21; ensuing governmental panic22; and the time lag between release and detection makes identification and apprehension very remote.23 But BWs also have certain drawbacks, among them:

The need for effective delivery. Most biological agents infect through inhalation. Too-large particles are caught in the respiratory system; too-small particles are exhaled. To stay in the lungs, the particle should be between 1 and 5 Angstroms. In fact, a BW attempt in Japan failed because the dissemination tool was ineffective.24

Even if disseminated, the desired result is far from certain. Most biological materials, including spores, are destroyed by exposure to ultraviolet light and drying. Agents released in the air may disperse in unexpected ways due to changes in wind patterns. Rain may wash the agents out of the air before they reach their target. Also, BWs can turn around and infect those who released them.

BWs’ live nature is a two-edged sword. The disease spreads easily, but no one can know when it is safe to live in the infected area. An agent’s lifespan is a major concern, for it can become part of the local microflora and thus threaten any military follow-up activities for an unknown length of time.25

Vulnerability to Attack

BWs have two main uses: on the battlefield and on a civilian population. Battlefield Use: BWs have several drawbacks here, such as high dependence upon external conditions, delayed effects, possible self-infection, uncertainty over when an infected area is safe enough to return to, and neutralization by vaccination or protective clothing. Use on a Civilian Population: This is the true horror, for civilians would not be prepared for such an attack and the resulting epidemic would be very hard to control. If the attack is covert, authorities would be unable to identify the source and unaware of the attack until infected people start showing up in the hospitals. When they finally identified the agent, the infection would be widespread. If a vaccine did not exist, health professionals would be unable to offer much help. The U.S. considers itself very vulnerable to such an attack and is working to protect itself.

Given that BWs are not hard to obtain, why have they not been used on civilian populations so far? The main reasons seem to be fear of a reprisal attack and of alienating the public to one’s cause. Potential users apparently feel that the disadvantages far outweigh the advantages. But as they may not always feel that way, the U.S. and other nations are studying how to prepare their national health care infrastructures and personnel to deal with such an event.

A Recent Development

On July 26, 2001, the Washington Post announced that the U.S. would withdraw from the BWC on the grounds that a newly proposed protocol “would not prevent cheating, and could encourage espionage against the U.S. pharmaceutical and chemical industries.” One wonders if other countries will follow suit.

Conclusion

Many Web sites discuss this vital issue, such as: www.brad.ac.uk/acad/sbtwc/: strengthening the BWC; www.cbiac.apgea.army.mil/about_us/general.html: Department of Defense focal point for data related to Chemical Warfare/Chemical and Biological Defense technology; www.asanltr.com/: specializes in nuclear, biological, and chemical defense and protection issues; www.geocities.com/nbclinks/: gateway for nuclear, biological, and chemical warfare data on the Web; and www.seanet.com/~gtate/cwoff.htm: gives access to various chemical warfare-related Web pages.

All religions condemn such horrific weapons on the grounds that all life is inherently sacred and worthy of respect. However, realpolitik, greed for profits, ideological conflict, and the need to assert or maintain control of natural and other resources deafens many governments and people to the appeals of religion.

Unfortunately, one nation’s and even one group’s decision to head down this path causes others to follow for the sake of self-preservation. We are well-advanced on this path, and no one can say where it will end

Footnotes

1. Rod Hafemeister, “Vaccines Will Not Suffice Fight Vs. Anthrax Needs Other Ammo,” Belleville News-Democrat (28 Dec. 1997). Online at: www.militaryreporter.org/anthrax.html.
2. R. E. Hurlbert, Microbiology 101, “Chapter XV, Adden-dum: Biological Weapons; Malignant Biology,” Washington State Univ. 1997). Online at: www.slic2.wsu.edu:82/hurlbert/micro101/pages/101biologicalweapons.html.
3. Henry E. Hardy, “Biological Weapons FAQ v. 0.44,” (1999): Online at: www.ocean.ic.net/ftp/doc/disaster/bio/biowfaq.html.
4. Partial online list: www.fas.org/nuke/intro/bw/agent.htm.
5. Thomas W. McGovern and George W. Christopher, Biological Warfare and Its Coetaneous Manifestations. Online at: www.telemedicine.org/BioWar/biologic.htm.
6. http://projects.sipri.se/cbw/docs/bw-btwc-mainpage.html.
7. F. A. Abramova et al., “Pathology of inhalational anthrax in 42 cases from the Sverdlovsk outbreak of 1979,” Proc Natl Acad Sci USA, no. 90 (1993): 2291-94; G. W. Christopher et al., “Biological Warfare: A Historical Perspective,” J Am Med Assoc, no. 278 (1997): 412-17.
8. Eric Margolis, “Another Doomsday Clock Is Ticking, Ticking,” Foreign Correspondent (20 June 1999). Online at: www.foreigncorrespondent.com/ archive/doomsday.htm.
9. R A. Zilinskas, “Iraq’s biological weapons: The past as future?” J Am Med Assoc, no. 278 (1997): 418-24.
10. Chemical and Biological Weapons Nonproliferation Project Web Page: www.stimson.org/cwc/bwissues.htm.
11. Margolis, “Another Doomsday,”(20 June 1999).
12. Robert H. Kupperman and David M. Smith, “Coping with Biological Terrorism,” in Brad Roberts, ed., Biological Weapons: Weapons of the Future? (Washington: Center for Strategic and International Studies, 1993), 35-46; Wayman C. Mullins, “An Overview and Analysis of Nuclear, Biological, and Chemical Terrorism: The Weapons, Strategies and Solutions to a Growing Problem,” American Journal of Criminal Justice 16:2 (1992): 95-119.
13. M. Asperilla, “Bioterrorism: The threat of the future.” Online at: www.sun-herald.com/2000/fron9.htm.
14. L. Cole, “The Specter of Biological Weapons,” Scientific American. Online at: www.sciam.com/1296issue/ 1296cole.html#1.
15. Ibid.
16. R. E. Hurlbert, “Biological Weapons: Black Biology,” Focus on Microbiology Education Newsletter (Spring 1998). Online at: www.microbelibrary.org/newsletter/nltrs98.htm.
17. For this and other claims of how the U.S. helped Iraq obtain the necessary ingredients for both biological and chemical weapons, consult Mark Phythian and Nikos Passas, Arming Iraq: How the U.S. and Britain Secretly Built Saddam’s War Machine (Northeastern Univ. Press: 1996); Alan Friedman, Spider’s Web: The Secret History of How the White House Illegally Armed Iraq (New York : Bantam Books, 1993).
18. Hurlbert, Microbiology 101 (see footnote 8).
19. Robert S. Root-Bernstein, “Infectious Terrorism,” Atlantic Monthly (May 1991): 44-50.
20. Stanley L. Wiener 1991. “Terrorist Use of Biological Weapons.” Terrorism 14:2, (1991): 129; “Chemical and Biological Weapons and Terrorism,” in Susan Flood, ed., International Terrorism: Policy Implications (Chicago: Office of International Criminal Justice, The University of Illinois at Chicago, 1991), 65.
21. Robert H. Kupperman and Darrell M. Trent, Terrorism: Threat, Reality, Response (Stanford, CA: Hoover Institution Press, 1979).
22. Harvey J. McGeorge, “Reversing the Trend on Terror,” Defense & Foreign Affairs 16:4 (April 1988): 16-22.
23. Jeffrey D. Simon, Terrorists and the Potential Use of Biological Weapons: A Discussion of Possibilities R/3771-AFMIC (Santa Monica, CA: RAND Corp., 1989): 10; William E. Burrows and Robert Windrem, Critical Mass: The Dangerous Race for Superweapons in a Fragmenting World (New York: 1994), 483.
24. The ease of dissemination remains controversial. A detailed summary of the BWs delivery scenarios can be found in Ron Perver, Chemical and Biological Terrorism: The Threat According to the Open Literature. Online at: www.csis-scrs.gc.ca/eng/miscdocs/purv_e.html#tab2.
25. Dr. Dane Jones. Online at: www.calpoly.edu/~drjones/ biowar-e3.html.

“Everybody talks about the weather, but nobody does anything about it.” – Mark Twain

Time is illusive, for it is hard to define, capture, or imagine. Just like the weather, we talk about it but cannot comprehend it or affect its passage. We complain about how quickly time passes, how modern life puts us into a permanent state of urgency, and how we cannot find time for such (usually indefinitely) postponed activities as reading a particular book, spending quality time with our family members, building new social or business relationships, or starting an exercise program. Yet nobody seems to be able to stop or even slow down time. Will better self-management lead to better time-management? Is managing time even important? What exactly is time? The General Conference of Weights and Measures defines one second of time as the interval needed for 9,192,631,770 oscillations of the Cesium atom.¹ A minute is 60 times that, and an hour is 60 times the latter. Thus we know what time is … or do we? Such definitions give no insight into time’s true nature. And there are further, more complex questions: Why do we seem to be unable to go back in time? What does it mean for one event to happen after another event? What do present and future mean?

Time-Management Is Really Self-Management

Even though we do not have a precise definition for time, we still try to manage it. Bookstores and libraries are full of books on time-management, and time-management seminars enjoy wide popularity within the business community. After becoming familiar with the field, one fact stands out: The subject being discussed is actually self-management with respect to time. To be more precise, we can manage ourselves only with respect to what we are doing as the rest of the universe continues to move.²

A successful self-management regimen requires a series of practical techniques, principles, approaches, methods, steps, tools, and strategies arranged in a way designed to construct a realistic framework. Erecting such a structure allows us to understand exactly what our goals are, how they will be reached, and how to begin internalizing the entire system. To make this a long-term program, we need to bring this new outlook from our forebrains to our hindbrains, thereby transforming them from abstract concepts into actual reflexs and habits.

A holistic approach to self-management with respect to time can help us accomplish this goal, for it is built around each person’s self. Incorporating the self’s physical, psychological, and sociological aspects allows a complete and coherent framework to emerge. And, moreover, it reflects the integrity of our existence because it is based on all of the various aspects of our existence.

Holistic Time-Management

The holistic approach to self-management is distinguished by its emphasis on self-knowledge. After all, both logic and common sense dictate that only that which is understood can be managed and led. If a business manager knew nothing about human psychology, behavior, or sociology, would it be logical to assume that he or she could manage a department successfully? Of course not. Using the same analogy, how can a person manage and lead his or her self without understanding its underlying dynamics and structure?

Both Western and Eastern schools of thought have developed definitions for “I,” the term we commonly use to distinguish ourselves from all others. They have many points in common. 

For example, both state that each person has:

A physical aspect to his or her existence (the body), as well as features in common with animals and others that are unique to him or her.

Various non-physiological aspects, such as a soul, mind, consciousness, conscience, ego, willpower, sixth sense, and so on. These indicate the existence of a non-material existence tightly connected to our physical existence. Sufism teaches us about constituents of our spiritual existence: the carnal self, the ego, the soul, the heart, the divine receiver, the evil receiver, and the mind, among others.³

Other people in his or her life with whom he or she has some kind of relationship.

Holistic Self-Management

The holistic approach to self-management requires that we understand the physiological, psychological and spiritual, and sociological aspects of our existence.

The Physiology Front. The logical place to start is learning how our body functions. One important aspect of this is familiarizing ourselves with its many rhythms, which can last anywhere from an hour to several weeks, as well as its timed release of the hormones secreted in our bodies.⁴ A realistic scheduling of our daily activities depends upon knowing which periods are conducive to what activities. For instance, it makes sense to schedule mentally taxing and difficult problems during the early morning, as that is a period of active energy hormones and mental clarity. On the other hand, afternoons are ideal for socializing and building relationships and long-term memory.

We experience mental lows during the day. Usually, we attribute these to the food we have consumed, a lack of sufficient sleep, or other external factors. While such assumptions might be correct, there is a more fundamental cause: our body’s circadian rhythm. This biorhythm, lasting for approximately 90 minutes, is the body’s way of asking for a short break. The most common manifestations of this are yawning, daydreaming, or loosing concentration. Listening to and honoring these signals allows our body to re-energize and achieve a peak during the next hour. Eliminating these signals with caffeine or other stimulants may bring a temporary rise in mental alertness, but also makes it impossible for us to obtain a natural mental peak. This need for a break does not go away; it either returns more strongly in the next period or causes us to experience stress during the rest of the day.

The type and amount of food we consume also affects our self-management. Just consider how much time we spend preparing, consuming, and digesting food, not to mention the time we spend in the restroom and what we do after the meal is finished. Furthermore, certain foods may energize or slow down our mental functions,⁵ and can even affect our sleep patterns. Another important element of our physiological life is regular exercise, for this helps us maintain good health. Certain exercises help reduce stress and increase energy levels throughout the day.

Establishing a suitable program of self-management with respect to time requires that we understand our body and treat it accordingly.

The Psychological Front. A correct understanding of those metaphysical inner faculties that affect our behavior helps us control that behavior. The self consists of such inner faculties as the carnal self, the intellect, and the heart. Each of these have different roles and tendencies in affecting our behavior. For example, the carnal self has the vital role of preserving our physical existence. If it is not disciplined, it can lead us to gluttony and other harmful habits that ultimately destroy our self-control and self-esteem. The key to controlling it is to exercise our willpower when experiencing moments of weakness or temptation.

Turning desirable behaviors into habits also allows us to take advantage of the resulting benefits. For instance, if we make it a habit to wake up early and do lightweight exercises or meditate, we reap the benefits of early morning energy hormones. Even if we cannot achieve all of our targets for that day, at least we will have the satisfaction of accomplishing one of our daily goals: spending time on self-improvement and spiritual advancement.

Another essential human trait is our need for simplicity. The best way to achieve this is to use only one planner and concentrate on one task at a time, thereby eliminating lost notes, misplaced contact information, and missed meetings. Concentrating on one task at a time and minimizing interruptions allows the brain to use less time when beginning to concentrate on a difficult task (start-up time). An interruption of only a couple of minutes can have a negative impact upon this start-up time. Most experts agree that the best way to overcome this is to establish, and then inform your co-workers and friends of, a personal “interrupt-free period.” Other methods are changing your location, turning off your telephone and cell phone, and posting “do not disturb” signs.

Such time robbers as procrastination can be overcome by determining their root causes. For example, procrastination is often caused by a fear of failure. But this is a self-defeating behavior, for procrastination does not make the task go away; it only makes it harder to deal with and causes us to miss an opportunity. One easy way to beat it is to break the task into smaller segments and begin working on it segment by segment. Such an approach takes away our fear of failure, because we can see how success in one segment leads to success in the next. Other root causes of procrastination, such as a fear of success, negative associations, perfectionism, and disorganization, can be overcome in the same way.

As we are by nature visual beings, most of our mental capability is devoted to visual processing. About 80 percent of all input to our brains arrives through our eyes. Our visual memory is also far superior to our auditory and tactile memories. Thus, as time is invisible, we find it hard to imagine and fit it into our overall plan. One way to deal with this difficulty is to make time visible through a time map (also known as a time budget or a time policy). For example, using a calendar as our sole scheduling tool allows us to map every piece of time we have for the next several months. Writing down our activities, tasks, appointments, and other commitments makes time visible. Drawing borders, as well as putting signs, cushion periods, and other visible indicators, allows us to budget our time effectively. It becomes just like a blueprint to our house.

The Sociological Front. Finally, we have to acquire an understanding of how other people think and behave, how they respond to our actions, and why they need to communicate with us, for such things have to be factored into our time-management policy. Since our relationships with others can affect our emotional state, and hence our ability to manage ourselves with respect to time, we need to learn how others may help or hinder our efforts to reach our goals. We need to learn how to support our willpower by cooperating with others, to delegate effectively so that other people can help us achieve our goals as well as their own, to set up and run meetings, and to communicate effectively in order to minimize potential misunderstandings.

Some tools designed to help us manage our time are now on the market: MSProject, day planners, cell phones, and a whole host of computer-related gadgets and software packages. Choosing and then using them wisely and efficiently can make or break our time-management program.⁶

Conclusion

In summary, time-management is really self-management and deciding what to do and when to do it. Success requires self-discipline and self-management. Therefore time-management is actually self-management with respect to a schedule. Effective self-management is predicated upon a correct understanding of the self’s physiological, psychological and spiritual, and sociological aspects. The better we know ourselves, the easier it is to manage and control ourselves. The absence of such control invites failure.

The comprehensive approach envisaged by a holistic self-management program makes successful and effective self-management possible by showing us how to manage the different aspects of our existence effectively and efficiently

Footnotes 

1. “International System of Units (SI).” Online at: www3.sk.sympatico.ca/gregtami/si-base.html; also see www.bipm.fr/enus/2_Committees/cgpm.html.
2. Harold L. Taylor, Making Time Work for You (Ontario, Canada: Harold Taylor Time Consultants Inc., 1998).
3. M. Fethullah Gulen, General Concepts in the Practice of Sufism (Fairfax, VA: The Fountain, 1999).
4. Michael Smolensky and Lynne Lamberg, Body Clock Guide to Better Health (New York: Henry Holt and Co., 2001).
5. Michael D. Chafetz, Smart for Life (New York: Penguin Books, 1992).
6. Jan Jasper, Take Back Your Time (New York: St. Martin’s Press, 1999).

What is reality? What is illusion? Do we have free will, or is our life somehow preprogrammed? Such questions have vexed humanity from the beginning. Technology has added another wrinkle: virtual reality. Now that we can create reality, how do we know that what we consider reality is really real? Might we be in somebody elses virtual reality program?

External Reality

Nobody remembers being born. By learning about ourselves, we learn things from our surroundings and people, and how to experience events on our own. If our senses function normally, we begin to wonder about our sense-related experiences and seek meaningfulness: Who am I? How were I and the world created? Why am I here?

Each normal person is aware of himself or herself and the external world. We learn how to distinguish colors and shapes through sight and touch. But how would blindness or an impaired sense of touch alter our perception and understanding? Perhaps we would ask: Is the red that I see, the roundness that I see and touch, inside or outside of me?

No one can explain what red is. Yet we know what it is because people tell us that a ripe tomato is red, or that beaming the 620 to 740 nanometers wavelength into our eyes lets us experience redness. In both cases, someone else causes us to see red. Redness is also in the mind, for we can see it behind closed eyes. This is true for the other senses as well.

Recent brain studies reveal that neither light nor sound reaches our brain. Rather, it receives electrical stimuli produced by our senses and then processes them into meaningful sense impressions.(1) As the brain cannot distinguish between a real and an artificial electrical stimulus, we can make it see and respond to imaginary pictures as if they were real. When we see a red apple, what do we really see? What does its reality mean? Is it outside of us, are our senses tricking us, or is the world presented to us in another way?

What Is Virtual Reality?

Scientists and philosophers traditionally considered space and time absolute, as defined by Aristotle and formulized by Newton.(2) In other words, the space we inhabit existed before us and will exist after us, and time flows over and through it at a uniform rate. Modern science, particularly Einsteins theory of relativity, undermines this assumption.(3) Time and space are not absolute; they exist with us, partly because we invest them with reality and meaning. If we define real by what we feel, smell, taste, hear, and see, then real is simply electrical signals interpreted by our brain. The world may exist as part of a neural-interactive simulation, meaning that we might be living in a dream world.

Virtual reality is defined as a cartoon that we can enter; an interactive computer system so fast and intuitive that the computer disappears from our mind and leaves its generated environment as reality; and a computer-synthesized, 3-D environment in which more than one person can engage and manipulate simulated physical elements and interact with human representations or invented creatures.(4) Essentially, it is a hardware system that uses headgear, gloves, and other items to make us feel that we are in a computer program. Its core is a simulation system based on a programmed process that handles all interactions, scripted object actions, simulations of physical laws (real or imaginary), and determines the worlds status. This simulation is a discrete process that is iterated once for each time step or frame. Several systems can be coordinated to create a smooth virtual world.

Is Virtual Reality Possible?

As we are conscious beings, our senses gather data and transmit it to our brain for processing. But we cannot consider this data processing, which is a computers main task. We experience things; computers process data.

Virtual reality appears to go a step further because it creates a reality. Miniature screens in goggles, stereophonic sound in headphones, and a pressure-sensitive glove can create an illusory immersion in another 3-D space. But such informatic technologies still depend upon our sense organs to have any effect. Virtual-reality goggles display moving imagery to the retina, but that information must be transported along the optic nerve to the brains visual cortex. Only the brain can render this bio-information into conscious experience.

Theoretically, a computer can create a desired reality via an electrical stimulation of nerve fibers. The brain can be manipulated to see red by stimulating nerves in our retina, feel tension in our shoulders, and so on. Some say scientists can construct a virtual world that is just as real as the real world. Others disagree, citing two objections: the direct mind“body connection, and the necessity of simulating the entire universe.

The Direct Mind Body Connection: Pressing a finger causes a sensation in that fingera specific, visible location in 3-D spacenot in the brain or mind. But if we swing a numb leg, we feel a tingling sensation along it. This numbness and tingling is caused by a compressed nerve further up the leg, maybe in the knee, while the sensations paradoxically seem to be spread toward the foot. Apparently, the brain receives signals from a particular nerve fiber and imaginatively projects the resulting sensation back to the nerve ending. Since the brain receives only a bundle of nerve fibers bearing pulsed signals from the leg, and no information about where these signals originated, it assumes that they originated in the leg’s nerve endings and projects the sensation to that site. As the mind can be fooled, we can say that it creates a complete, subjective body image and then assigns all bodily sensations to specific locations. Do we press our physical or body-image finger? We press our body-image finger, for this is the finger recognized by the brain. Some people say that such feelings as love and toge-therness cannot be simulated. But they can, for the world we experience exists inside the mind and is projected onto the physical world. Seeing love in a spouse’s eyes is the result of light reflected from his or her eyes, focused onto our eyes’ retinas, and coded electrical signals transmitted from the eyeballs to the brain. Thus the only connection is one mediated by electrical (albeit biological) signals. Whether we have bionic or normal eyes is irrelevant, for what matters is the person behind the eyes, not the eyes’ mere visual apprehension. If a couple is immersed in virtual reality, they can still look into each others’ eyes in exactly the same manner. The same is true for togetherness and other feelings, as well as what our five senses experience. Simulating the Universe: This argument overlooks two points: First, we focus on certain things, relegating everything else to the background. Our optic nerve can be stimulated to ignore what we consider un-important. Second, as our sight and hearing are limited to a narrow spectrum of light and sound, the computer only has to focus on that particular spectrum.

An Interesting Experiment

A Ph.D. project in Manchester involves communicating with a robot located 40 miles from the lab.(6) Sensors in its hand read temperature, pressure, and humidity. When wired to a fast communication net, it sends collected data to a glove worn by an operator in the lab so that he or she can feel what the robot feels. This two-way communication system enables the operator to command the robot to move its hand and touch nearby objects by moving the glove. In one test, the hand touched a hot object and the operator’s hand felt the burn. The operator sees what the robot sees, thanks to two video cameras in the latter’s eyes.

What Would Happen If ? (7)

We can simulate a world. A normal brain stores at least 1018 bits and processes information at about 1015 bits per second.(8) Thus we can make an hour seem like a year. The subject will see changing seasons, solar and lunar movements, and lengthening and shrinking shadows. We know that our program causes these effects, but he believes cause and effect to be operative: Have you not seen how your Lord spread the shadowif He willed He could have made it still thus We have made the sun its guide (25:45). This verse indicates that the sun rises toward noon, and that shadows shrink and then begin to lengthen as the sun declines. The subject is limited by the program. For example, he appears to throw a stone, but only if the computer generates the necessary images and sensations. His action is virtual, as in: You killed them not, but God killed them. You threw them not when you threw, but God threw, that He might test the believers by a fair trial from Him (8:17). Let’s send in a virtual messenger to inform the subject of the programmer’s rules. If he does not obey, he will be punished. For example, we could easily rewrite the program to exclude sunlight. After terminating the program, the programmer could explain and demonstrate the truth of the virtual messenger’s words. The subject would have to accept the programmer’s control of, and his lack of influence upon, his life. This is a lesson for those who struggle with their perception of the physical world and the reality of the unseen spiritual world. Two Qur’anic verses show that such speculations are not so different from the subject’s virtual world: Say: Tell me, if God made night perpetual for you until the Day of Resurrection, who is a god beside God who could bring you light? Will you not then pay heed? (28:71), and: How can you reject faith in God? Seeing that you were without life and He gave you life; then He will cause you to die and will bring you again to life; and to Him you will return? (2:28)

Conclusion

For believers, such advances bring one question to mind: Are we living in a virtual world created by God? Most religions answer yes. Although their goals or understandings may differ, the main point is the same: Our life in this world is only a prelude of what is to come.

Footnotes

1. The Brain Tumor Foundation of Canada. Online at: www.oncolink.upenn.edu.
2. Online at: http://eserver.org/ philosophy and www-groups.dcs.st-and.ac.uk/history, respectively.
3. The Virtual Reality Store. Online at: www.thevrstore.com.
4. http://ksi.cpsc.ucalgary.ca.
5. Christianity, Judaism, and Islam consider this world a testing ground for the eternal life. Buddhism and Hinduism consider it an illusion that must be penetrated to achieve enlightenment.
6. Osman Kocak, Virtual Reality in Medicine (Ph.D. diss., Salford University [Manchester, UK], 1996).
7. Adapted from H. Baki, Virtual Reality (Ph.D. diss., Newcastle University [Newcastle, UK], 1997).
8. Ibid.

But sometimes messages can lead to malicious results. Some carry viruses, defined as unwanted and sometimes harmful computer codes. Others are hijacked and spill their secrets without a fight, or seem to come from friends who “decided” to send you false news.

Given today’s reliance on e-mail, any security gap is a problem. Fortunately, such gaps are filled easily and can keep important e-mail safe and secret.

Is E-mail Privacy an Illusion?

The most common fear is prying eyes. Just as standard mail may not be private, e-mail is not entirely private, for it is easy to intercept e-mail messages. However, the risk of this occurring is often overstated.

Surveys show that many employers occasionally read employees’ e-mail. If the messages are on company-owned computers, such “snooping” is legal. If you send and receive e-mail on your own computer, you will face a similar problem: hackers. You cannot ignore the small chance of nosy hackers at servers along the way. Even worse, it is easy to make e-mail look like it came from someone else.

How can your e-mail privacy be protected? Fortunately, suitable tools are available. One is encryption, which prevents any message modification or disclosure. Digital signatures can be used for authentication purposes. While these may seem to aggravate the problem, they are proper steps to take if you are concerned about your e-mail’s privacy. Reliably identifying the message’s sender is even mentioned in the Holy Books, as in: O believers. If a wicked person comes to you with news, ascertain the truth, lest you harm people unwittingly and afterwards become full of repentance for what you have done (Qur’an 49:6).

Many other solutions, most of them free, also are available. For example Microsoft’s Outlook, the leading e-mail program, includes several built-in security features to protect your sent e-mail. Outlook can “digitally sign” messages with a special code to show that the message is from you, and also verify the sender’s signature. Second, you can encrypt messages and attachments to ensure privacy.

To sign or encrypt messages with such e-mail programs as Outlook, you need a digital ID (also known as a certificate or key). Digital IDs consist of a public key and private key. The private key is stored on your machine and is never sent to anyone. You can e-mail the public key to correspondents, or they can access it from a central server. When you send a signed message, your private key generates a code that only your public key can decode. Thus your public key verifies that you sent the message with your private key. When you send an encrypted message, you use their public key to encrypt it so that only their private key can decrypt it. If you follow this procedure, only the recipient with the correct private key will be able to read the message.

Digital IDs are available from such third-party companies as VeriSign. Once an ID has been imported, you can use the features on the Security tab in your e-mail program’s Options dialog box to establish a standard security procedure. Alternatively, individual users can download a free program based on the Pretty Good Privacy (PGP) standard for noncommercial use. PGP integrates itself with several e-mail programs and allows users to generate an ID for signing and encrypting e-mail or files. PGP also works with Web-based e-mail systems by allowing you to select text in any program and then sign or encrypt it.

Encryption keep messages secret. Even people sending e-mail at work can count on a PGP-type system to keep unwanted readers locked out, as long as both sender and recipient encrypt.

Things to Remember

Keep Passwords Secret: Web-based e-mail, such as Yahoo! Mail or Hotmail, presents another security concern: Subscribers can use any computer to check their messages. User IDs and passwords protect unauthorized access. But going somewhere without logging off lets someone else read your e-mail and send e-mail under your name. To avoid this, Yahoo! Mail or Hotmail automatically clear sensitive information from the browser’s cache when you log off. In addition, after you log off someone else cannot log on by clicking the back button.

Another strategy is to choose an unusual password and keep it secret. A simple e-mail password is easy to remember-and easy to crack. Many password cracking applications are online, and most use a dictionary of common words to search for your password. Your best bet is to use an alphanumeric password.

E-mail Viruses: New viruses, some of them quite harmful, pop up almost daily. One of the fastest ways to spread them is via e-mail. Recent examples are the Melissa and the so-called “I love you” viruses, which could copy and mail themselves to the first 50 people in your Outlook address book. To avoid this, learn the basic limitations of viruses. Receiving, opening, or reading an e-mail message will not infect your system. Viruses are not that wily yet, so you can open the messages. However, be careful about any attachments. Attachments are usually displayed as file icons at the message’s bottom or perhaps as hyperlinks that you need to download. Opening an attachment can allow a virus to escape and infect your system.

Some attached files are more virus-friendly than others. Watch out for files with .exe .com, and .bat extensions, for they can contain viruses. The fastest growing category of viruses today ride Microsoft Office Document (.doc) files as macros, executable files that record common keyboard and mouse actions to a single key with word processing, spreadsheet, and other documents.

One way to protect your computer is not to open attachments from strangers. A better and easier solution is to get an antivirus program that scans attachments before they can run. Such programs can hunt continuously in the background for macro viruses, as well as for the more traditional executable foes. Such virus-fighter sites as McAfee or Symantec allow you download a free demonstration version of their leading programs. Virus checkers cannot keep up with new viruses, so it is still smart not to open attachments from unidentified sources. Beware of an attachment that appears out of nowhere, even if you have loaded a virus program.

Misleading Links: Another threat is hyperlinks to odd Web sites. Many e-mail programs allow users to send Web links within a message so that recipients can click and begin loading the page in their browser. However, Web pages can contain scripts (a sequence of executable commands) designed to weasel through the browser’s security measures and infect your computer with virus-like programs. This is more a matter of browser security than e-mail security. Although you probably will not encounter a Web page sophisticated enough to take advantage of browser security problems, you should be prepared by ensuring that your browser’s security options are set appropriately. Also, keep your browser current.

You ‘ve Got E-mail: Although most security problems could strike anyone, most of us do not need to turn e-mail habits into something out of a spy novel. Just be aware of the possibilities and take a few steps to see that your e-mail is protected.

Try not to create e-mail security holes. Almost everyone sometimes sends an e-mail message to a wrong address. When addresses are no more than initials, numbers, and meaningless gib berish, this is easy. Often the results are slightly embarrassing-sometimes almost catastrophic.

Consider the case of the Illinois man who left Chicago’s snow-filled streets for a Florida vacation. His wife was on a business trip, and was planning to meet him there the next day. He sent her a quick e-mail upon reaching the hotel. Unfortunately, he missed one letter and his note reached the elderly wife of a preacher who had died the day before. When she checked her e-mail, she took one look at the monitor, screamed, and fainted. Her family rushed in and saw this note on the screen:

To My Dear Wife:

Just got checked in. Everything prepared for your arrival tomorrow.

Your Loving Husband

PS. Sure is hot down here.

References 

• http://email.about.com/internet/email/.
• www.emailtoday.com.
• www.lv.psu.edu/ojj/collectn/humor/dead-email.html.
• www.macafee.com.
• www.messagingonline.com/mt/html/feature031400.html.
• www.pgp.com/.
• www.publicdoman.com/email.html.
• www.smartcomputing.com/email.asp?emid-11018.
• www.symantec.com.
• www. timrichardson.net/misc/security.html.
• www.verisign.com/client/index.html.