Learning to swim at the age of 15 Essay Example | Topics and Well Written Essays - 500 words

Learning to swim at the age of 15 - Essay Example It was on a rampage to literally swallow me and end the basis of my life. Terrified, I buried my sharp, long nails into the back of my friend’s neck attempting to hold on, but when we thumped into the wet surface, the vicious coerce tore me away and inundated me into the deep, bleak, blue water. At that instant, a stream spurted rapidly up my nose and I began to dread. In the aspiration of reaching the surface, I hastily kicked my legs like a tantrum-throwing two-year infant. Regrettably, every time my head dashed up, the water immediately hauled me back down. I then had nothing else to do but wait for all I could. Seconds later, I caught a glimpse of my friend pacing towards my course. He withdrew me from the aqueous tank and expressed regret for what had happened by then. Then, I confessed that I was fifteen years old and did not know how to swim. I had made up my mind to learn how to swim. Period. Clock struck two o’clock – it was Thursday afternoon, my swim classes at the YMCA commenced. Pacing towards the building, I swiftly halted when I saw my classmates there. It shocked me in entirety. Neither of the swim class attendees looked more than eight years old nor was their physique disproportional with their age group. I nonchalantly entered the water, whilst attempting to blend in, but within seconds, the seven elf-sized heads turned to look at me. I did not know what to do at that point in time. For all the goodness that could have happened then, the instructor arrived and started the class. We embarked by learning how to cup our hands and rotate our arms. She even described the basis of our arms pretending to be made like the bus’ wheels that go â€Å"round and round.† Afterwards, she demonstrated to us as to how to place our bodies before diving as she held her hands above her head, palms touching, and her arms touched her ears all this while. She also gave us kicking advice in order to move quicker. She told us to do small quick kicks without

Strategic Thinker Essay Example for Free

Strategic Thinker Essay After reading through, the tactical planner and logistician. I would consider myself to be a strategic thinker. Strategy has never been more challenging, or more important, than in todays environment of global competition, in which, corporate strategies must transcend the borders of nations and markets. Too many organizations try to be everything to everyone, wasting resources in markets that may never provide a worthwhile return on investment. What is strategic thinker? The ability to come up with effective plans in line with an organizations objectives within a particular economic situation. Strategic thinking helps business managers review policy issues, perform long term planning, set goals and determine priorities, and identify potential risks and opportunities. Systems perspective; being able to understand implications of strategic actions. A strategic thinker always have a mental model of the complete end-to-end system of value creation, his or her role within it, and an understanding of the competencies it contains. Intent focused; more determined and less distractible than rivals in the marketplace. Crediting Hamel and Prahalad with popularizing the concept, Liedtka describes strategic intent as the focus that allows individuals within an organization to marshal and leverage their energy, to focus attention, to resist distraction, and to concentrate for as long as it takes to achieve a goal. Thinking in time means being able to hold past, present and future in mind at the same time to create better decision making and speed implementation. Strategy is not driven by future intent alone. It is the gap between today’s reality and intent for the future that is critical. Scenario planning is a practical application for incorporating thinking in time into strategy making. Hypothesis driven, ensuring that both creative and critical thinking are incorporated into strategy making. This competency explicitly incorporates the scientific method into strategic thinking. Intelligent opportunism; which means being responsive to good opportunities. The dilemma involved in using a well-articulated strategy to channel organizational efforts effectively and efficiently must always be balanced against the risks of losing sight of alternative strategies better suited to a changing environment. There are two types of strategic approach: Emergent Strategy: Emergent strategy, on the other hand, is characterized by recursive learning loops, as an organization sets about on a course and then senses and reacts to opportunities that may not have been recognized at the onset. Deliberate Strategy: Deliberate strategy is process driven. Traditional calls for strategic planning indicate a desire for an analytic and somewhat linear approach to strategy. Importance of a strategic thinker The purpose of Strategic Thinking is to create a strategy that is a coherent, unifying, integrative framework for decisions especially about direction of the business and resource utilization. To do it, Strategic Thinking uses internal and external data, qualitative synthesis of opinions and perceptions. It is conscious, explicit, and proactive and defines competitive domain for corporate strategic advantage. Strategy is a key outcome of a relevant strategic thinking process. Tregoe and Zimmerman outlined the relationship between strategy and operations in their work on strategy, Top Management Strategy: What It Is and How To Make It Work Strategic Decisions: The object of strategy is to bring about advantageous conditions within which action will occur. In the military context, this means positioning forces for best advantage and judging precisely the right moment to attack or withdraw. Strategic decisions prior to D-Day in 1944, for example, included setting the day and time of the invasion of the European mainland as well as the choice of battleground. The campaign and each battle were conducted within the boundaries of space and time as set forth by strategy. Once strategy is determined, second tier or operational decisions can be made in the proper context. By definition, operational decisions are those that pertain to the broad execution of strategy. In the realm of business, operational planning is usually conducted with a one-year time horizon, fitting into the context of a longer-range strategic plan. In the military, endeavors resulting from operational decisions are often called campaigns. A campaign is a series of military operations or battles carried out over a large geographical area—such as WWII Normandy—in order to achieve a  large-scale objective during a war. The operational plans for D-Day, for example, set the stage for landing hundreds of thousands of men and significant amounts of equipment and materials on five Normandy-area beaches as part of the overall strategy for taking back France and ending the war in Europe. Other famous military campaigns include Sherman’s march through the Civil War South, Napoleon’s incursion into Russia, and Schwarzkopf’s Desert Storm conflict in Iraq. The Vietnam War presents an excellent example of tactical and operational success but strategic failure. Shortly after the war, a victorious North Vietnamese general was approached by an American general in a diplomatic setting. â€Å"You know,† said the American, â€Å"you never beat us on the battlefield.† Pondering the comment for a moment, the Vietnamese general replied, â€Å"That may be so. But it is also irrelevant.† Indeed, history shows that the American military never lost a significant battle in Vietnam. The war was lost, though, at the strategic level. The mission of the United States drifted to the point that merely finding a way out was considered a successful outcome. Napoleon once said that â€Å"in war, the moral is to the material as three to one.† With every material advantage possible, America did not have the strategic consensus—or the will—necessary to accomplish a military victory.

Genealogical Experiment of Fish Types

Genealogical Experiment of Fish Types David Hess Abstract: To introduce us to proteins, which truly make one organism different from another in terms of phenotype, our instructor challenged us to study the physical and proteomic traits of salmon, catfish, turbot, halibut, and yellow-fin tuna and estimate how each fish is related on the evolutionary tree. To do so, our lab group first accessed online research websites to compare the phenotypes of the different Ichthyoids. We specifically researched sizes, swim types, biological features, habitat preferences, and taxonomic names that derive from the evolutionary tree. After this, we then obtained samples of the muscle tissue in each fish, which were provided by the instructor, and then extracted the proteins from each sample. By treating the samples with sodium dodecyl sulfate and applying heat. We were able to denature the[D1] tertiary and quaternary structures of the proteins, which left the proteins long, stringy, and negatively charged. Next, we were able to separate the proteins by length a la gel electrophoresis, and compare the different proteins in the fish as we observed the different bars that appeared on the gel. After comparing both the physical traits and the proteins in each fish, we were to predict which species preceded the next according to evolution. Purpose: The purpose of this lab is to study the physical attributes and proteomics of different species of fish to determine the potential genealogical tree connecting these species Instructor/Background: Proteins often bind together, forming polypeptide chains. Some atoms on these chains are hydrophilic, while others are hydrophobic. This is due to the fact that the different r-groups (the only part of an amino acids that distinguishes it from another), may or may not form hydrogen bonds with the water molecules that they are summered in. When a hydrophobic group enters the body of water, the hydrogen bonds in the water break apart, yet cannot bind to the r group on the amino acids, so the water forms bonds with itself again around the r-group, thus pushing the r-group away due to the magnetic forces that push similarly charged atoms away from eachother. However, if a hydrophilic group is exposed to water, hydrogen bonds are formed with the r-group, pulling the r-group out of the remaining protein structure due to magnetic forces pulling the two bodies together as they are oppositely charged. These two interactions cause the protein to bundle up, making it hard to perform accurate ge l electrophoresis on. It becomes especially difficult when these proteins bind together with disulfide bonds. Heat and sodium dodecyl sulfate break apart the disulfide and hydrogen bonds. This allows us to separate the proteins in electrophoresis, which can then be compared. [A] Data/Organization [D2]of Records: The following data results from reseach using the Fishbase website to compare phenotypes between the studied fish Common Name: Salmon Scientific Fish: Oncorhynchus Keta Taxonomic Classification: Family Salmonidae (Salmonids) Order Salmoniforms (Salmons) Class Actinopterygii (Ray-Finned Fish) Size: Max Published Weight: 15.9kg Environment: Marine; Freshwater; Brackish; Benthopelagic; Anadromous Depth Range: 0-250m Biology: Inhabits Ocean and Coastal streams. Adults cease eating in freshwater. Die After Spawning. Migrating fry forms schools in estuaries, remain close to shore for a few months, and disperse and enter into the sea. Epilegic. Swim Type: Anguilliform (Moves Body and Caudal Fin) Additional Factors: Definitions of Unfamiliar Terms: Epilogic-Living in the upper zone of the ocean from just below the surface to about 100m in depth Common Name: Halibut Scientific Fish: Hippoglossus Hippoglossus Taxonomic Classification: Family Pleuronectidae (Right-Eye Flounders) Order Pleuronectiformes (Flatfish) Class Actinopterygii (Ray-finned Fish) Size: Max Recorded Length: 470.0cm Max Recorded Weight: 320.0kg Environment: Marine; Demersal Depth: 50-2000m Biology: Adults are Benthic, but occasionally Pelagic. Feeds mainly one other fishes, but also eats cephalopods, large crustaceans, and other bottom-living animals. Seriously affected by overfishing Swim Type: Anguilliform: Body and Caudal Fin Additional Factors: Dorsal Spines Definitions of Unfamiliar Terms: Benthic: Lives one the bottom of a body of water Pelagic: Lives far away from land Common Name: Catfish Scientific Fish: Neoprius Graeffei Taxonomic Classification: Family Arildae (Sea Catfishes) Order Siluriformes (Catfish) Class Actinopterygii (Ray-Finned Fishes) Size: Max Length 60.0cm Environment: Marine; Freshwater; Brackish; Demersal PH Range 7.5-8.2 Anadromous Biology: Inhibit freshwater rivers and lagoons, Brackish estuaries, coastal marine waters. Feeds on arthropods, insects, aquatic plants, mollusks, prawns, crayfish, fishes, and bottom detritus Swim Type: Anguilliform (moves body and caudal fin) Additional Factors: 1 Dorsal spine, 7 dorsal soft rays, and 15-19 soft anal spines Definitions of Unfamiliar Terms: Anadromous: Migrates from freshwater to spawn in salt-water Common Name: Yellowfin Tuna Scientific Fish: Thunaus Albacarares Taxonomic Classification: Family Scombridae (Mackerels, Tunas, Bonitos) Order Perciformes (Perch-Likes) Class Actinopterygii (Ray-Finned Fishes) Size: Max Weight: 200.0kg Max Length: 230.0cm Environment: Marine; Brackish; Pelagic-Oceanic; Oceandromous Depth Range: 1-250m Biology: Lives above and below thermoclines, Pelagic in open water, rarely seen around reefs, school by size, large fish school with porpoise, sensitive to low concentrations of oxygen, resides near ocean debris Swim Type: Anguilliform (Movements of body and/or Caudal fin) Additional Factors: 11-14 Dorsal Rays, 12-16 Dorsal soft rays,11-16 Anal Soft Rays, 39 Vertebrae Definitions of Unfamiliar Terms: Common Name: Turbot Scientific Fish: Scophthalmus Maximus Taxonomic Classification: Family Actinopterygii (Ray-Finned Fish) Order Pleuronectiformes (Flatfish) Class Actinopterygii (Ray-Finned Fish) Size: Max Published Weight: 25.0kg Environment: Marine; Brackish; Demersal; Oceandromous; Temperate Depth Range: 20-70m Biology: Live one sand, rock, or mixed bottom. Almost Circular Bottom. Eye side without scales, but instead bony tubercles. Feeds one bottom-living fishes (sand eels, gobies, etc.) and larger crustaceans and bivalves. Lives especially in Brackish Waters Swim Type: Anguilliform: Movements of body and/or caudal fin Additional Factors: Larvae are initially systematic, but after 40-50 days, the right eye moves to its left side. Definitions of Unfamiliar Terms: Oceandromous: migratory one salt-water Upon the conclusion of our lab, we obtained a gel with protein bands that looked like this: The following graph shows a standard curve based on the distance that the bars travelled and the weight of said bars: The following table describes the distances various bands of proteins moved down their wells. We would use this information to calculate the weight of these bands by comparing them to our standard curve:[D3] By using the band distances and the standard curves that we made, we were able to calculate the weight of these protein bands in Kilo Daltons: By comparing the bands on the gel, our lab group made the following tables showing which fish had certain proteins in their muscles tissue. *Each, â€Å"X† represents the presence of the mentioned protein on the left-hand side of the table in the fish This table compares the proteins located in the chart above, and shows the similarities of proteins between the species. Results: Upon the completion of the analysis of our results, we obtained the following Celptogram[D4]. We knew that Species E only shared a common protein with species B, so it needed to be on one of the ends of the Cleptogram[D5]. We also noted that species C and D shared multiple common proteins in common, so they needed to be close together on the tree. During our analysis of the proteins, our teacher identified which letter represented each fish (it had remained a blind experiment up till this point) as the following: Fish A-Salmon Fish B-Yellow fin Tuna Fish C-Halibut Fish D-Turbot Fish E-Catfish With this extra information, we were able to analyze both our results and the evolutionary tree to create the cleptogram. For example, we noticed that species C and D both had a similarity with D, so we looked at the evolutionary tree to measure whether Tuna or Halibut were closer to Salmon evolutionarily to finish our prediction. Discussion: When reviewing the data once more, we noticed some discrepancies in our cladogram compared to the evolutionary tree. For example, our Yellow-fin Tuna found its way onto the beginning of the tree, when it should have landed near the end according to the evolution tree in our packet. Otherwise, we believe this experiment [D6]was a success, as we learned about how proteins can be used to supplement genetics and give us another tool in understanding our history. This could possibly be result of contamination in the fish muscle samples, due to touching the muscles with the same pair of gloves when transferring them into the tunes for protein extraction. If we were ever to do this experiment again, we would be sure to use tweezers of another similar tool to handle the muscles. Work cited â€Å"Hydrophobic_Interactions†http://chemwiki.ucdavis.edu/Physical_Chemistry/Physical_Properties_of_Matter/Atomic_and_Molecular_Properties/Intermolecular_Forces/Hydrophobic_interactions [D1]Include secondary here as well. Get this published! http://www.journys.org/content/procedures [D2]â€Å"Could this have been organized into a data table which contains all the fish and is still able to describe these different features of the bioinformatics? Thank you for getting the bioinformatics in here! [D3]Good connection between data sets. [D4]cladeogram [D5]? [D6]Great work! This experiment went swimmingly! Hah!

Symptoms of ADD/ADHD Essay -- Disease, Disorders

You know that person; the one that can’t stay on subject, the one who will be talking then all of a sudden the conversation goes off in a totally different direction, like a squirrel searching for nuts that keeps dropping the one it is carrying because something else caught its eye. Chaotic, frazzled, impulsive, unorganized, daydreamer, procrastinator, inattentive, goof off and lazy are just a few descriptions of an adult that has Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD). At one time ADD/ADHD was thought of as just childhood complications that did not affect adults, but since there is no cure for ADD/ADHD, adults are affected also. Most adults that have ADD/ADHD were not diagnosed with it as children, because ADD/ADHD wasn’t recognized except by a very few people that were aware of it at the time (Smith and Segal, 2012). Instead as children they were labeled as lazy, trouble makers, day dreamers and other labels and they grew into adults with those same labels and tendencies. They may have learned to adjust during the teen years but as they became adults and responsibilities and demands on their time grew, the challenges of dealing with ADD/ADHD also grew. ADD/ADHD affects 4-5 percent of all adults, more than 11 million in the United States (Barkley). When not diagnosed and treated it can impact all areas of life including work, home and social relationships. With treatment adults, and children, with ADD/ADHD can learn to compensate and overcome the symptoms and challenges they face with ADD/ADHD on a daily basis to lead productive lives. Symptoms of ADD/ADDHD aren’t the same in adults as in children and do not present themselves the same in each individual. Some common adult symptoms of A... ...d Treatment. Retrieved from www.helpguide.org/mental/adhd_add_adult symptoms.htm (March 20,2012) Mayo Clinic Staff, (January 8, 2010). Adult ADHD (attention-deficit/hyperactivity disorder)- Comprehensive overview covers symptoms, diagnosis, treatment of adult ADHD. Retrieved from http://www.mayoclinic.com/health/adult-adhd/ds01161 Attention Deficit Hyperactivity Disorder. In Adults Adult ADHD- a Misunderstood Potential/Symptoms/Treatment/Self Help Adult ADHD copyright 2012 Retrieved from http://www.adultadhd.net (March 20, 2012) Reviewed by Amal Chakraburtty, MD March 1, 2010 for Webmd ADHD in Adults: Symptoms, Statsitics, Causes, Types, Treatments, and More Attention Deficit Hyperactivity Disorder: ADHD in Adults Retrieved from http://www.webmd.com/add-adhd/guide/adhd-adults (March 20, 2012)

Plagiarism research Essay

Introduction: The irresponsible illustration of others’ thoughts, words or point of views without the acknowledgment of the person from whose ideas it has been taken is called Plagiarism. Thus it is also using of others’ ideas and pretending to be the writers’ own. For understanding the meaning of plagiarism, it is helpful for understanding the creating and sharing of thoughts and views in an institution. The knowledge which we acquire is related and built from the knowledge gained previously. The knowledge which is gained is from others’ ideas and from that we create our own ides. While writing to the instructor about it, it is necessary to differentiate the new and your own ideas and the ideas of the people which are the building block. This distinction is made by giving credit by citing the source from which it has been taken. While citing a source, we are actually giving the reader the proof of the expert’s ideas. Wherever others ideas are used without the appropriate citation of source, plagiarism occurs. Plagiarism checker is applied to any of the work performed formally in any academic or scholarly medium or discipline. (Alex P, 2002) So for avoiding the involuntary plagiarism, we are supposed to develop the practice of giving acknowledging and saying gratitude to the original source Plagiarism can be avoided by only using others ideas and theories and expressing them as your own, quoting directly the exact wordings of the original source and paraphrasing all the ideas, point of views, theories, which are expressed in words either written or oral. It can also be avoided by citing sources while writing a report or completing the final project or using of the figures, facts and other statistical data by citing the actual source. Since the word plagiarism is come from the Latin word means kidnapping, thus plagiarism is stealing or kidnapping others thoughts and ideas. So others’ thoughts and words should not be taken for granted since they are their personal property and if used, then should be acknowledged. Stealing others ideas and replicating those ideas and then presenting those ideas as our own without giving any credit to the person whose ideas are taken is dishonesty and unethical, since we are using it for our own means. Thus any form of plagiarism is termed as cheating and it is strongly condemned and is not accepted anywhere. If someone steals others ideas as your own then it means that he is not capable of expressing his ideas and he has no thoughts of his own, or his ideas are not as worthy as others ideas. Thus stealing involves not only stealing others but also ourselves. (Ann, 2005). By this, plagiarist shows that he is unable to express his own ideas thus by plagiarism one is depending himself or herself with the ideas of others. In any organization the plagiarist is exposed to costly lawsuits to his employer. By this, plagiarist shows that he is unable to express his own ideas thus by plagiarism one is depending himself or herself with the ideas of others. In any organization the plagiarist is exposed to costly lawsuits to his employer. As a consequence plagiarism is a kind of fraud and thus no employee will be hired by an employer if his honesty is being doubted. Thus one gives self harm and also harms others and gives disrespect to others. If one understands plagiarism and still commits it the he is violating the integrity of others as well as of himself. References Kellogg, Alex P. (2002). Students plagiarize online less than many think, a new study finds. Chronicle of Higher Education, V. 48 Issue 23, p. A44 Lathrop, Ann, and Kathleen Foss. (2005). Guiding Students from Cheating and Plagiarism to Honesty and Integrity: Strategies for Change. Westport, CT: Libraries Unlimited.

Descartes’ Philosophy Essay

Rene Descartes is one of the most distinct rationalists of the modern period who boldly claim that knowledge can be achieved through reason. He suggested that in the pursuit of knowledge one should be able to distinguish that which is true and that which is not true. This opens the idea towards his criticisms against experience as a source of knowledge. Experience, as Descartes puts it, cannot be trusted to produce genuine knowledge because experience can deceive a person (Heyward & Jones). It is a fact that experience comes from the external environment derived by the sensory organs (e.g. eyes, ears, nose, skin, and tongue). These sensory organs are deceptive in such a way that it can generate ideas that are not really existing or happening. Because of this fallibility of experience, Descartes argues that it cannot arrive at true knowledge. In effect, Descartes suggests that in order to obtain genuine knowledge, one should suspend his judgment on things that he or she perceives unless those things are proven to be certain and indubitable. With this method he called his pursuit of knowledge as the Methodic Doubt (Heyward & Jones). Discourse on Method In his Discourse on Method, he gives four laws which guide the person from pursuing the genuine knowledge (Heyward & Jones). The first law states that one should not admit anything as true that is not clearly and lucidly comprehended by reason. As he claims, truthfulness of an idea is based on it’s the clarity which is examined by reason. Reason tells which ideas are clear and generated by distinct intuitions. Having this law, he proceeds to the second and third laws. The second law suggests that because the mind can absorb complex ideas, these complex ideas should be able to transform to simple ideas that can be intuitively analyzed by reason. This emphasizes that simple ideas are the only ideas that reason can recognize such that complex ideas should be breakdown to simpler ideas in order for the reason to understand it clearly and distinctly. While the second law appears to be the analysis of the ideas, the third law is the synthesis of the ideas which attempts to figure out the connection and relationship among different ideas that are presented in the mind. This synthesis enables the mind to sort out ideas, and abstract them to arrive at conclusions, generalizations and judgments. The fourth and the final law suggests that the use of induction and deduction assures the achievement of knowledge since the ideas derived through induction and deduction are clearly and distinctly recognized by reason (being represented in simple ideas). Method of Doubt The discussion on the laws given above is essential in discussing Descartes’ Method of Doubt. As emphasized by the laws, ideas in order to serve as knowledge should be strongly recognized by reason in a sense that the reason cannot deny them at all. Hence, his Method of Doubt functions so as to arrive at certainty – that which cannot be doubted or denied by reason (Heyward & Jones). His method is different from the method used by the skeptics in such a way that the latter suspends their judgments only for the sake of doubt while the former suspends judgment for the achievement of certitude. As mentioned earlier, one should come up with a starting point which can be clearly recognized by reason and that which cannot be doubted. Descartes arrives at a conclusion that the thing that cannot be doubted by reason is the fact that one cannot doubt his existence. This is for the reason that if one is on the stage of doubting, it is certainly that he is thinking, and that thinking implies that there is something or someone who or which does the act of thinking. Hence, the thinking-thing exists. And that thinking-thing is, as Descartes put sit, â€Å"I.† Therefore, that which cannot be doubted is the fact that a thinking-thing exists (I think therefore I am [existing]) (Heyward & Jones). On God’s Existence As Descartes recognizes that one can be deceived by experience, such implies that there is true and false belief. This false beliefs which come into the mind as ideas are not caused by God for Descartes. For him, God is the most perfect entity that which cannot be doubted and that which cannot cause doubt. Hence, God is that which is certain and that which causes certainty that is why he cannot inflict deception (Still). The existence of simple, clear, and distinct ideas is the manifestation of the existence of the most perfect being that which is absolute and certain that is God. Therefore, God exists (He causes the most clear and distinct simple ideas which make up the certainty of things and ideas). Furthermore, Descartes advocates the idea that there are innate ideas. These innate ideas are not cause by the thinking-thing which is first established by him as that which cannot be doubted anymore. And those ideas have objective reality which is not influenced and caused by the thinking-thing; it appears then that there is actually another thing that certainly exists which caused the ideas absorbed by the thinking thing. And this thing that which exists prior to my existence is something which is absolute and the most certain of all certain things and ideas. As Descartes puts it, it is God. Another way of proving God’s existence is the idea of perfect and less perfect. As the thinking-thing is obligated to doubt so as to arrive at genuine knowledge, it implies that he is exposed to deception caused by the fallibility of the experience. And since the thinking-thing cannot discern all things with certainty it follows then that his power is limited. But the concept of perfection implies certain and absolute attributes (Still). As the thinking-thing recognizes the concept of perfection and his being an inferior and thus imperfect being, he concludes that there is something which is superior and that which is perfect, certain and absolute – that is God. Evaluation of Descartes Arguments on Knowledge Descartes is correct in saying that the mind can only and intuitively recognize simple ideas that are represented in the mind with perfect clarity and distinctiveness. He is also correct in saying that our sense perception can be deceived (e.g. optic illusions, the bending of the pen when submerged in water, etc.). And finally, he has a good point in saying that the foundation or the most fundamental thing or idea that is indubitable or cannot be doubted is the fact that the thinking-thing exists which does the doubting. However, his account on the existence of God and the innate ideas that he advocates are questionable in a way that they leave controversy and uncertainty. He equated the thing that causes the simple, clear and distinct ideas to God as well as the bearer of the attribute of being perfect. Being perfect, God is not caused by anything other than himself. But the mind is in fact the creator of such entity. If God is perfect how can be that he is not visible or perceptible to us? It is not enough to say that we are imperfect that is why we cannot perceive him. How can it happen that something which is perfect does not have a corporeal body, which the imperfect entities have? As a perfect being he should possess all the qualities that even the mere imperfect entities have. Works Cited Heyward, Jeremy and Jones, Gerald. Meditations: Rene Descartes. Hodder Murray, 2005. Still, James. â€Å"Descartes’ Meditations Ontological Argument.† 30 November 2005. Internet Infidels. 08 November 2007