Cut Flower Preservative Recipes

Cut Flower Preservative Recipes You know if you put fresh cut flowers in water it will help keep them from wilting. If you have a packet of cut flower preservative from a florist or the store, it will help the flowers to stay fresh much longer. You can make cut flower preservative yourself, however. There are several good recipes, made using common household ingredients. Keys to Keeping Cut Flowers Fresh Give them water.Give them food.Protect them from decay or infection.Keep them cool and out of direct sunlight. The floral preservative provides flowers with water and food and contains a disinfectant to prevent bacteria from growing. Making sure your vase is clean will also help. Try to minimize air circulation, since it speeds evaporation and can dehydrate your flowers. Preparing the Flowers Start by discarding any decaying leaves or flowers. Trim the bottom ends of your flowers with a clean, sharp blade before arranging them in the vase containing the floral preservative. Cut the stems at an angle to increase the surface area for water and to prevent the ends from resting flat on the bottom of the container. The Water In all cases, mix the floral preservative using warm water (100-110 F or 38-40 C) because it will move into the stems more effectively than cold water. Clean tap water will work, but if it is very high in salts or fluorides, consider using distilled water instead. Chlorine in tap water  is fine since it acts as a natural disinfectant. Recipe 1 2 cups lemon-lime carbonated beverage (e.g., Sprite or 7-Up)1/2 teaspoon household chlorine bleach2 cups warm water Recipe 2 2 tablespoons fresh lemon juice1 tablespoon sugar1/2 teaspoon household chlorine bleach1 quart warm water Recipe 3 2 tablespoons white vinegar2 tablespoons sugar1/2 teaspoon household chlorine bleach1 quart warm water More Tips Trim away any foliage which would be below the water line. The wet leaves encourage microbial growth that can rot your flowers.Remove any unnecessary leaves because they will accelerate dehydration of the flowers.Flowers with milky latexs of these flowers include poinsettia, heliotrope, hollyhock, euphorbia, and poppy. The sap is meant to prevent water loss by the stem, but in a cut flower, it keeps the plant from absorbing water. You can prevent this problem by dipping the bottom tips (~1/2 inch) of the stems in boiling water for about 30 seconds or by flashing the tips of the stems with a lighter or other flame.

Shinto Reflection Essay Example | Topics and Well Written Essays - 750 words

Shinto Reflection - Essay Example Shinto Shrine is one of the most common sacred spaces among religious groups. It is a sacred space designed for worship purpose of the Shinto groups of Japan. Shinto is an indigenous religious group professed by the people of Japan and it involves action-based religious beliefs and practices (Breen and Teeuwen 2000). Ritual practices are practiced by this religious group diligently to connect between modern Japan and the ancient Japan. It is a traditional religion of Japan as opposed to modern Christianity, Islam and Buddhism. Shinto involves the worship of Kami, which refers to divinity, spirits or sacred essence. These sacred essences and divinities include animals, rivers, trees, rocks and places. Shinto people believe that people and Kami are inseparable (Hardacre 1986). Therefore, Shinto use the Shinto shrines to meet and worship the Kami as a way of demonstrating their sacred life and beliefs. The design of Shinto Shrines also shows the architectural style of Japanese history, which reveals values, beliefs and practices of the Shinto. At the front there is a Japanese gate consisting of two upright bars and two crossbars that show the separation between common space and sacred space (Hardacre 1986). These gates are known as torii, and they exist in twenty styles that match the buildings and the enshrined Kami and lineage. Therefore, the Shinto shrine reflects the sacred worship of Kami by the Shinto from the gate. The Shinto shrine also reflects the beliefs of the Shinto people who worship there through various symbolic and real barriers between the normal world and the shrine space.

Global Issues in Youth and Community Development Essay

Global Issues in Youth and Community Development - Essay Example One of the ways this is achieved is through enhancement of local-global development themes that can be practiced locally through learning from the larger global context; this is particularly because globalization has transformed the world into a ‘global village’ (Sallah, 2014, p.6). Technological developments in communication now enables youth across the world to learn from each other and interact in real time through social networks and other platforms that are increasingly being used to enhance community development education (Bourn and McCollum, 1995, p.26). The main theme under discussion in this paper and for which an education manual will be prepared is self-enhancement of youth through small and micro enterprise. Self-enhancement of youth through enterprise is a theme that has been promoted and encouraged in the local and global contexts in many countries across the globe (Bourn, 2008, p.11). As indicated above, many programs and projects continue to emerge in both developed and developing countries across the world with the aim of streamlining the energy and innovativeness of youth towards socio-economic development (Cohen et al., 2013). Globalization and the internet have brought about the concept of the ‘global village’, this is based on the fact that is now possible for communication to take place between people globally in real time. Young people can therefore be able to learn what their peers are doing at the local level in other parts of the world while they are also able to share their activities through the sam e channel to a global audience (Sallah, 2014, p.8). This implies that youth can learn from each other globally as well as locally with regard to development of small and micro enterprises for their socio-economic enhancement and advancement of their communities. Youth self-enhancement through enterprise is a significantly useful theme as it targets the most active and viable portion of

( individual Posters presentation ) for my project Speech or

( individual Posters ) for my project - Speech or Presentation Example Each poster must include: a. Customer Service and Demand Management The products of Al Ain mineral water organization is not without competition. Thus, to remain competitive in the market, Al Ain must also extend exceptional customer service in addition to the high quality and ready availability of their products. The demand side of the product is constant since water is an inelastic demand. It meant that the product that of Al Ain will always have a demand regardless of market condition because the market or its customers cannot live without water. It does not mean however that the company should be complacent in meeting this demand because if Al Ain fails to deliver its product, the competition will instead take its place and that would mean lost business for the company and will erode its market share. Demand management and customer service must come together to keep Al Ain relevant in the market. This means that Al Ain must have enough products to satisfy the customers while prov iding its customers with exceptional customer service to encourage loyalty to their brand. b. Inventory Management Al Ain mineral products must be readily available to the customers through its effective supply chain. It is not enough that the company has a good product but also has to ensure that their products reach the customer by keeping sufficient inventory to match the demand. But in doing so, it must not also overwhelm its inventory because large inventory will incur additional holding cost. In the case of Al Ain, they manage the number of inventory by matching the holding cost that will be incurred by stocking up with the ordering cost to determine the ideal quantity of their inventory. The ideal number of inventory must be enough to satisfy the anticipated demand without keeping too many products in the inventory. By maintaining an effective inventory management, Al Ain also reduces other costs such as unnecessary transportation cost and holding cost. It is important to not e that the life cycle of Al Ain’s products is less than 6 weeks so the company places its reorder in the fifth week to avoid selling spoiled products to the customers. c. Sourcing and Supply Management Supply management includes those processes which involve manufacturing the product to delivering it in the market which in the case of Al Ain mineral products, procurement of the water from the mountains and the fruits for its Capri Sun fruit drink. The bottled mineral water product lines have a straightforward procurement system because they not have to deal with a third party vendor since water is a product and fruits are products of nature. These resources must be use at its optimum to create a product that will bring optimum profit to the organization. It could also add value in the process such as the inclusion of flavoured water and added fluoride and calcium water in its product line not just to offer variety to its customers but also to optimize the products that can be made with the available supply. The life cycle of these stocks is not more than 6 weeks (Shauter & Theillio, 2006). In the fifth week of the inventory cycle the organization used to place reorder in order to utilize the time of distribution. The reason why a reorder has to be made in the fifth week as part of supply management to ensure that there will be available products when customer needs it without overwhelming its inventory. As part of its supply management, Al A

Relating Critical Incident To Communication Theory And Knowledge Nursing Essay

Relating Critical Incident To Communication Theory And Knowledge Nursing Essay The aim of this report is to look at a critical incident that occurred in placement and relate this to the theory and knowledge regarding communication and interpersonal skills, so as to demonstrate an understanding of my views on the art and science of reflection and the issues surrounding reflective practice Reflection is part of reflective practice and a skill that is developed. It can be seen as a way of adjusting to life as a qualified healthcare professional and enhancing the development of a professional identity (Atwal Jones, 2009). Reflection is defined as a process of reviewing an experience which involves description, analysis and evaluation to enhance learning in practice (Rolfe et al 2001).  This is supported by Fleming (2006), who described it as a process of reasoned thought. It enables the practitioner to critically assess self and their approach to practice. Reflective practice is advocated in healthcare as a learning process that encourages self-evaluation with subsequent professional development planning (Zuzelo, 2010). Reflective practice has been identified as one of the key ways in which we can learn from our experiences. The incident that was chosen was so for the reasons that the situation made the student aware of inadequacies on his own part and those of the staff on the team, which made him reflect upon the situation and how this could be learned from, so as not to make the same mistake again. Before the critical incident is examined it is important to look at what a critical incident is and why it is important to nursing practice. Girot (1997), cited in Maslin-Prothero, (1997) states that critical incidents are a means of exploring a certain situation in practice and recognising what has been learned from the situation. Benner (1984, cited by Kacperek, 1997) argues that nurses cannot increase or develop their knowledge to its full potential unless they examine their own practice. Confidentiality will be maintained as required by the Nursing Midwifery Council Code (NMC, 2008).    MODELS In order to provide a framework for methods, practices and processes for building knowledge from practice, there are several models of reflection available. All can help to direct individual reflection. Reflective models, however, are not meant to be used as a rigid set of questions to be answered but to give some structure and encourage making a record of the activity. Johns (2004) model reflects on uncovering the knowledge behind the incident and the actions of others present. It is a good tool for thinking, exploring ideas, clarifying opinions and supports learning. Another model, Schon (1987), however, identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Reflection-in-action can also be described as thinking whilst doing. Reflection-on-action involves revisiting experiences and further analysing them to improve skills and enhance future practice. Terry Bortons (1970) 3 stem questions:  What?,  So What?  and  Now What?  were developed by John Driscoll in 1994, 2000 and 2007. Driscoll matched the 3 questions to the stages of an  experiential learning cycle, and added trigger questions that can be used to complete the cycle. However, Driscoll (2006) notes that reflective practice is often represented as a choice for health professionals, whether to be reflective or not to be, about their clinical practice. Finally, Gibbs (1988) reflective cycle is fairly straightforward and encourages a clear description of the situation, analysis of feelings, evaluation of the experience, analysis to make sense of the experience, conclusion where other options are considered and reflection upon experience to examine what one would do if the situation arose again. In spite of all these models advantages, there are known barriers which prevent practitioners being able to reflect effectively and time plays a huge role. Smyth (2004) questions whether there is any time to think and be reflective because of the busy work environment that practitioners are involved in. CHOSEN MODEL In this report, I have chosen to use Gibbs Reflective Cycle (1988) as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. Gibbs (1988) will help me to explore the experience further, using a staged framework as guidance and I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. This model comprises of a process that helps the individual look at a situation and think about their thoughts and feelings at the time of the incident; and consists of six stages to complete one cycle. Its cyclical nature starts with a description of the situation. This includes e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing. Next is to analysis of the feelings that is, trying to recall and explore those things that were going on inside your head? The third stage is an evaluation of the experience; making a judgement regarding the reasons behind the event and its possible consequences. The fourth stage is an analysis to make sense of the experience. At this stage the event is broken down into its component parts so they can be explored separately. The fifth stage is a conclusion of what else could I have done; the creation of insight through the reflective process towards individual roles within the event being considered. And final stage is an action plan to prepare if the situation arose again. That is, recognitions leading towards behavioural adjustments where faced with similar events in the future (NHS, 2006). The use of this model represents a fundamental shift from the ideas of Kolb in that Gibbs model specifically refers to the key processes within reflection itself, rather than as reflection as a process within general learning. Reflective practice can mean taking our experiences as an initial point for our learning and developing practice (Jasper, 2003). Many literatures have been written in the past that suggest the use of reflective assignments and journaling as tools to improve reflection and thinking skills in healthcare (Chapman et al, 2008). Reflective journals are an ideal way to be actively involved in learning (Millinkovic Field, 2005) and can be implemented to allow practitioners to record events and document their thoughts and actions on daily situations, and how this may affect their future practice (Williams Wessel, 2004). The experience gained in this can then be used to deal with other situations in a professional manner. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Context of incident In the scenario the patients name will be given as Xst.   Ã‚  The consequences of my actions for the client will be explained and how they might have been improved, including what I learned from the experience. My feelings about the clinical skills used to manage the clients care will be established and my new understanding of the situation especially in relation to evidence based practice will be considered.   I will finally reflect on what actions I will take in order to ensure my continued professional development and learning.    Xst is 55 year old woman who has a 10 year old daughter.   She suffers from psychiatric problems, lack of motivation and has difficulties in maintaining her personal hygiene and the cleanliness of her flat. She was one of my mentors clients to whom I had been assigned to coordinate and oversee her care under supervision. Nurses owe their patients a duty of care and are expected to offer a high standard of care based on current best practise, (NMC 2008).   Ã‚   Description Xst had been prescribed Risperidone Consta 37.5mg fortnightly, which is a moderate medication. Risperidone belongs to a group of medicines called antipsychotic, which are usually used to help treat people with schizophrenia and similar condition such as psychosis. Xst did not like attending depot clinic and she missed three consecutive appointments. My mentor decided after the third non-attendance to raise the issue in the handover meeting where it was decided to see Xst in the morning but when we arrived she was not there. We left a note for her to call the office. We did not hear from her and a further home visit was carried out to arrange for her next depot clinic appointment. I was asked to call a meeting of the multi-disciplinary team (MDT) who, at the meeting agreed that there would be a problem if the next injections were missed. At the next clinic, we waited for about an hour but she failed to attend. At a subsequent meeting with the patient, she agreed a joint visit with the CPN, my mentor and me to re-assess her condition and consider if it was necessary to   Ã‚  refer her case to the Consultant. I was given the opportunity to participate in the assessment, which showed that her behaviour was very unpredictable and very forgetful. Her inability to take her medication and to manage her personal hygiene clearly demonstrated that she was not well and indeed, had no insight into her illness and was in denial (Barker, 2004). However, the patient had been very upset because of the lack of communication and interpersonal skills that the staff and the student had displayed. I talked to Xst about her non-concordance with her medication, whilst stroking her hand but she persisted in saying she was well.   I reminded her that continuous use of the medication would benefit her mental health and protect her against relapse.   We agreed that she could discuss this with the doctor on her next outpatient appointment, with the option of reviewing or reducing her medication. I stressed the importance of her communicating any side effects or reservations she may have about the medication to doctor. She appeared to understand this and following the discussion, she finally complied with her depot injection. Feeling During the handover, I was nervous as I felt uncomfortable about giving feedback to the whole team. I was worried about making mistakes during my handover that could lead to inappropriate care being given to Xst or could cause her readmission to hospital. As a student nurse I felt I lacked the necessary experience to be passing information to a group of qualified staff members.   However, I dealt with the situation with outward calm and in a professional manner. I was very pleased that my mentor was available during the handover to offer me support and this increased my confidence. Evaluation What was good about the experience was that I was able to carry out the initial assessment and identify what caused Xst failure to comply with the treatment regime.   From my assessment I documented the outcome and related what had happened to the MDT with minimal assistance. Accurate documentation of patients care and treatment should communicate to other members of the team in order to provide continuity of care (NMC, 2008).   The experience has improved my communication skills immensely, I felt supported throughout the handover by my mentor who was constantly involved when I missed out any information. Thomas et al, (1997) explains that supervision is an important development tool for all learners. The team were very supportive throughout the process as they took my information without doubt.   What was not good about the experience was the fact that my mentor had not informed me that I was going to handover the information; as a result I had not mentally prepared myself for it.   I also felt that I needed more time to observe other professionals in the team carrying out their handovers before I attempted to carry out mine.   During the first MDT meeting, I felt that we did not provide enough time to freely interact with Xst to identify other psychosocial needs that could impact on her health. However, in any event, she was unable to fully engage because of her mental state. Turley (2000) suggests that nursing staff should include their interaction with the patient when recording assessment details, which can be used to provide evidence for future planning and delivery of care. Dougherty and Lister (2004) have suggested that healthcare professionals should use listening as part of assessing patient problems, needs and resources.      Analysis The literature regarding communication and interpersonal skills is vast and extensive. Upon reading a small amount of the vast literature available, the author was able to analyse the incident, and look at how badly this situation was handled. I realised communication is the main key in the nursing profession as suggested by Long (1999) who states that interpersonal skills are a form of tool that is necessary for effective communication. The behaviour of the person listening to the person who is talking is important during the interpersonal process (Burnard, 1992).The author used touch to convey support, genuineness and empathy, which is essential for the helping relationship (Betts, 2002, cited in Kenworthy et al, 2002). Carl Rogers (1967, cited by Betts, 2002, in Kenworthy et al, 2002) recommended three principal conditions necessary for effective counseling: empathic understanding, congruence or genuineness and unconditional positive regard. The terms genuineness and congruence ar e used interchangeably and used to describe the helper always being real in the helping relationship (Betts, 2002, cited in Kenworthy et al, 2002). I found it difficult to communicate with the patient initially because I did not understand her condition (  Adams,2008). It was also difficult for me not to take her behaviour to heart and show emotion at the time and thought this to be a failure. Even though the NMC (2008) maintains that nurses have a responsibility to empower patient in their care and to identify and minimise risk to patient, the principle of beneficence (to do well) must be balanced against no maleficence (doing no harm) (Beauchamp and Childress, 2001).   All these transactions were recorded in Xsts care plan file and on computer. Good record keeping is an integral part of nursing and midwifery practice, and is essential to the provision of safe and effective care. It is not an optional extra to be fitted in if circumstances allow NMC (2009).   The consequences of my actions for the patient and her daughter were that she attended to her daughters needs and to her personal hygiene, and made regular fortnight ly visits to the clinic. Her mental condition was improved. She was allowed to continue on her moderate medication and she did not have to be readmitted in the hospital. However, Bulman Schutz (2008) argue that this failure is to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Through effective communication I was able to convince Xst of the need to take her medication. I was able to pass on the information to the MDT for continuity of care.     Roger et al (2003) concluded that communication is an on-going process but can be a difficult process when dealing with mental health problems.  Whilst talking I attempted to use Egans SOLER (Egan, 1990, cited in Burnard, 1992).The SOLER acronym is an aid to identifying and remembering the behaviours that should be implemented in order to promote effective listening (Burnard, 1992). I Sat facing Xst; assumed an Open posture; Leaned towards Xst slightly (in order to express interest); maintained Eye contact and attempted to appear Relaxed, as advised by Egan. During the handover I was pleased that the MDT members were supportive and interested in what I was saying and they asked questions. My mentor explained that a patient with schizophrenia can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about schizophrenia and I am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion   In conclusion, I have learnt that through effective communication, any problem can be solved regardless of the environment, circumstances or its complexity.  Therefore, nurses must ensure they are effective communicators.   I have identified the weaknesses that should be turned to strengths. I am now working on strengthening my assertiveness, confidence and communication skills. Participating in the care of Xst I have realised that a good background information and feedback about mental health problems before providing care to clients can assist in accurate diagnosis and progress monitoring.  Ã‚   A good relationship between client and staff nurse is therapeutic and help in building trust.   This can be achieved by a free communication that allows the client to express their feelings and concern without the fear of intimidation.   From the experience, I feel the knowledge I have acquired will aid me in future practice should such situation arise again. Action Plan So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future. I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. Learning Need To improve my knowledge about patients illnesses and the risks of relapse associated with not taking medication. To identify and have good background information and feedback about patients mental health problems before providing care to them. To ensure a good rapport exist between my patient and I, in order to build up a therapeutic relationship with them and to gain their trust. To have effective communication with the patients and other members of the multidisciplinary team and being prepared. Planned action to meet these learning needs I aim to read books about different illnesses and causes of relapse and to read my patients notes. I will be talking with senior members of staff and allocating time to talk to patients and their relatives and participating in the ward round. Finally, I will have regular meetings with my clients. Target time to meet the learning needs I hope by the end of third year and some will be on-going skills to develop throughout the training. CONCLUSION I have clearly demonstrated that by using a reflective model as a guide, I have been able to break down, make sense of, and learn from my experience during my placement. At the time of the incident I felt very inadequate It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. Nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what some writers refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. The invaluable use of non-verbal communication has now become clearer to the author. The author believes he has become more self-aware regarding his own non-verbal communication and hopes that in the future he will use his communication skills to become a better advocate for the patient in his care.

Sweeteners :: essays research papers fc

Sweeteners Saccharin is an organic petroleum-based compound that is three to five hundred times sweeter than sucrose. It is non-nutritive because the human body is unable to metabolize the foreign chemical. Saccharin does not contribute calories; for this reason it is commonly used in diet foods. "The obese [feel] that saccharin is their lifeline to slimdom, and diabetics [claim] it is essential to control their blood sugar" (Brody 482). The same people who consume saccharin certainly would not knowingly eat something that is classified as toxic waste; however, they do it on a daily basis. Saccharin's alias is EPA Hazardous Waste number U202. In fact, workers who handle saccharin are cautioned, "EXERCISE DUE CARE. AVOID CONTACT WITH EYES, SKIN, CLOTHING. WASH THOROUGHLY AFTER HANDLING. IF SWALLOWED, IF CONCIOUS, IMMEDIATELY INDUCE VOMITING" (MSDS). Saccharin has always been surrounded by controversy. As early as 1907, the public was concerned over its safety and proposed banning it. Theodore Roosevelt, a diabetic, fought the idea. He said, "My doctor gives it to me every day...Anybody who says saccharin is injurious to health is an idiot"(Corcoran 12). Saccharin survived the onslaught for another forty years. It wasn't until the bittersweet chemical hit the mainstream consumer market in such things as diet sodas, pharmaceuticals, and chewing gum that it came under fire again. Scientists suggested that saccharin might be a carcinogen in 1951. In 1958, however, saccharin was added to the GRAS (Generally Recognized as Safe) list, another paradox. In 1972, the results of a long-term study showed that rats fed saccharin had developed bladder tumors. Subsequently, the Food and Drug Administration (FDA) removed saccharin from GRAS status and issued a regulation limiting the use of saccharin in foods. Then in 1974, a National Academy of Science review found that, "Saccharin itself could not be identified as the cause of the tumors because of possible impurities as well as problems with experimental design and procedures" (Kennedy 131). Therefore, the FDA decided not to ban saccharin until they received the results of a study being conducted in Canada. In March 1977, the Canadian study showed that feeding large doses of saccharin to pregnant rats and their weanlings produced bladder cancers in the male offspring. The Canadians immediately banned saccharin. When the FDA announced its intentions to follow suit, public outcry led to a Congressionally voted eighteen-month moratorium. The American people wanted more time to evaluate the results of the study. Shortly thereafter, Congress enacted the Saccharin Study and Labeling Act, which stayed the FDA's hand temporarily and ordered a warning label on all saccharin products: "Use of this product may be hazardous to your health.

One in a Million Essay

Socrates once said in his Apology that â€Å"The unexamined life is not worth living †(Apology). Stating that a life without knowledge, understanding, or context is one that has no value. This means that everyone who questions their own actions is inputting more value into their own life. Those who think about questions, who question anything are simultaneously applying value into their life. Likewise, when we apply a dollar value to a diseased life, their shouldn’t be someone who is worth $0.00, for that would mean that in their life they were not regarded as a person, but as an object. So the question of assigning value to a life can be essentially answered by the amount of contemplation that person has done in their life, but this answer isn’t practical. As a result, I have divided the value into three aspects, each component will be measured individually and the final â€Å"score† will be an overall report of how much that person’s life is worth . The first category is how much the person valued the life of others, how empathic they were overall. For example the terrorist hijackers of 9/11 have less value than the parents of Audrie Pott’s as the terrorists regarded their ideals to a higher value than the lives of the passengers, and the parents regard the life of their daughter higher than their own reputation (Sulek). The second category is the effect on others that the deceased had while they were alive. To further examine the same comparison, Audrie Pott’s life would be worth less than the terrorists responsible for the September 11th attacks as   the attacks produced a more drastic consequence, increased airport security, occupations in the Middle East, War on Terrorism, etc. than the suicide of Audrie Pott (Sulek). The last category is the potential revenue that the family of the deceased would be deprived from if not for the fiscal compensation they receive from an organization or those held accountable. Allow me to state here that I am not valuing the life of someone on an emotional level, as this is not applicable, nor am I saying that these categories will affect the amount of money that the family receives. This is merely a way to organize the data from somebody’s life to measure the impact they had on the lives of others, in order to have a legible representation of that person’s value. I am also not proposing that this is their exact value, as that would demote the person to descend from the universal god ­like nature that every human has within them down to words on a page against their will. To conclude, I do believe that we must assign value to someone’s life based on the amount of reasons or arguments that can be used to further give value to that person’s life. The amount of money that someone made within their lifetime is used to sustain their lifestyle when they are alive and to fulfill their desires. To further use this logic, the family that is directly affected by the death of the main revenue producer in the household should gain compensation in the event of a sudden cease of income so they may have less worries while they mourn the loved one’s death. This isn’t the value of someone’s life in terms of their personality, but a value of their life’s career, or â€Å"net worth† for lack of a better term. When the September 11th victim’s family were receiving their compensation for the maintenance of their lives they interpreted the government funds as a compensation for the governments mistake. However, this was not the   intention, one of the many reasons was to allow the family’s to not have to adjust to a radical change in a short amount of time adding to the fact that their loved one had just died. To ask if â€Å"†¦it’s degrading to presume that money can make a family whole again?†(Ripley) is a mistaken representation of what the 9/11 victim’s fund was aiming to provide. To think that any material object can make a family whole again is wrong, so to ask that question in itself a vacuous attempt at asking critical questions. Even from the â€Å"cold calculus†(Ripley) that is made to determine how much someone is worth, there is also one formal truth to be concluded from this method of assigning value to someone, no one is worth the nightmarish $0.00, everyone, albeit slowly, will get an amount of money to, hopefully, sustain their lives. Another category is the affect the person’s actions had on others. This includes if there were programs bestowed in their honor, if a great conflict was ended in their honor, etc. Essentially if the celebrity status that the person had was either born or transitioned into their afterlife in the form of celebration. For example, the terrorists of The September 11th attacks are valued more than the average man in that their deaths were the cause for a drastic and radical war against terrorism that affects the world even today. Had Pearl Harbor never had happened, September 11, 2001 would surely have been deemed â€Å"A day that will go down in infamy..† as the consequences of the attacks have caused changes in the economy, national security and even cultural changes as well. This being one way we measure their lives, another is the amount of involvement the person, or group of people had in their community. The people in The World Trade Center weren’t just active within the community of Manhattan, but were essentially a sub ­community, one that was populated with companies, around 430 from 28 countries (List of World Trade   Center Tenants) each providing a different product from Government services, to  personal finances. Consequentially, it would be that the victims who perished in the towers are all valued on par as those who died on Pearl Harbor, or the Germanic ambush in the Teutoburg Forest on Roman legions during the Roman Conquest of Germania. On a further note, the treatment the person bestowed upon people had for others also becomes a factor in deciding how we value that person’s life. Any soldier who ever lived, no matter how noble, or docile will be lower than volunteers who helped villages in Third World Countries. The boys who caused the preparatory environment inviting Audrie Pott to commit suicide (Sulek) are less valuable than Hamlet when he is questioning whether he should act or not according to his knowledge. Last but not least, the final category of valuing someone’s life is the way they themselves value their own lives. Rather, how they are perceived to have valued their life. Robin Williams and Audrie Pott’s for example, will â€Å"score† lower in this category from their suicides (Sulek) than the passengers who died on Flight 93 during the September 11th attacks. This is a factor since it demonstrates another reason for us to use, a sort of self ­advocacy that the person proposes of their life, such as a biography that documents their achievements. This is why iconic social figures such as Martin Luther King Jr. stay rigidly fixed in the cultural atmosphere as if they were timeless. From the simple fact that Dr.King valued his life, and the lives of others more, that he would lay down his own life to fulfill his â€Å"dream†. Another way we could view this is from the amount of value that the person invests into their ideas, and convictions. For example, the fervor The Westboro Baptist Church demonstrates through picketstands and protest   for their beliefs that â€Å"God hates Fags† is why they are in our awareness in the first place. The final example we can use is the amount of questioning the person had done throughout their life, if they were an intellectual or not. Had Audrie Pott given her situation a bit of thought she would’ve come to the conclusion that the very situation she found herself in would, just as everything else, dissipate into her past. Furthermore, those who question life, are building the foundations of Western Civilization as we know it in their minds, for had it not been for the philosopher’s inquiries then the disciplines regarding Mathematics, Science, Psychology would never have been created. Even religions such as Buddhism, with their innate nature of self ­reflectiveness would not have been created had it not been for the reflective nature of humans. In conclusion, all of these aspects I have touched on are all to be combined in one final report to value someone’s life. They are not to be considered individually as that would not only misrepresent the life of the person, but also hinder any true progress in trying to value someone’s life in that this formula would be used incorrectly. Through our legacies from our own actions, determined from our character we create the bits of value that others may pick up on so that they may adequately judge how valuable we were, for a human is not just like a piece of furniture that you value based on it’s utilization or aesthetics, but by their character, and actions.  Through their monetary value to be used to maintain their family’s life and to ensure that they may adjust appropriately to the loss of a loved one. The effect that we have on each other is a vital part in determining how the person is to be valued as we must hold them accountable to their actions, be them beneficial or malicious.