The Difference Between Being Smart, Educated, and Intelligent

I’ve always been intrigued by the subject of intelligence. As a child my mother would refer to me as “smart,” but I quickly noticed that all parents refer to their children as smart. In time I would discover that all children are not smart, just as all babies are not cute. If that were the case, we’d have a world full of beautiful, smart people – which we don’t.

Some of us are smart; but not as smart as we think, and others are smarter than they seem, which makes me wonder, how do we define smart? What makes one person smarter than another? When do “street smarts” matter more than “book smarts”? Can you be both smart and stupid? Is being smart more of a direct influence of genetics, or one’s environment?

Then there are the issues of education, intelligence and wisdom.

What does it mean to be highly educated? What’s the difference between being highly educated and highly intelligent? Does being highly educated automatically make you highly intelligent? Can one be highly intelligent without being highly educated? Do IQs really mean anything? What makes a person wise? Why is wisdom typically associated with old age?

My desire to seek answers to these questions inspired many hours of intense research which included the reading of 6 books, hundreds of research documents, and countless hours on the Internet; which pales in comparison to the lifetime of studies and research that pioneers in the fields of intelligence and education like Howard Gardner, Richard Sternberg, Linda S. Gottfredson, Thomas Sowell, Alfie Kohn, and Diane F. Halpern whose work is cited in this article.

My goal was simple: Amass, synthesize, and present data on what it means to be smart, educated and intelligent so that it can be understood and used by anyone for their benefit.

PRENATAL CARE

With this in mind, there was not a better (or more appropriate) place to start than at the very beginning of our existence: as a fetus in the womb.

There is mounting evidence that the consumption of food that’s high in iron both before and during pregnancy is critical to building the prenatal brain. Researchers have found a strong association between low iron levels during pregnancy and diminished IQ. Foods rich in iron include lima beans, kidney beans, pinto beans, spinach, asparagus, broccoli, seafoods, nuts, dried fruits, oatmeal, and fortified cereals.

Children with low iron status in utero (in the uterus) scored lower on every test and had significantly lower language ability, fine-motor skills, and tractability than children with higher prenatal iron levels. In essence, proper prenatal care is critical to the development of cognitive skills.

COGNITIVE SKILLS

Cognitive skills are the basic mental abilities we use to think, study, and learn. They include a wide variety of mental processes used to analyze sounds and images, recall information from memory, make associations between different pieces of information, and maintain concentration on particular tasks. They can be individually identified and measured. Cognitive skill strength and efficiency correlates directly with students’ ease of learning.

DRINKING, PREGNANCY, AND ITS INTELLECTUAL IMPACT

Drinking while pregnant is not smart. In fact, it’s downright stupid.

A study in Alcoholism: Clinical & Experimental Research has found that even light to moderate drinking – especially during the second trimester – is associated with lower IQs in offspring at 10 years of age. This result was especially pronounced among African-American rather than Caucasian offspring.

“IQ is a measure of the child’s ability to learn and to survive in his or her environment. It predicts the potential for success in school and in everyday life. Although a small but significant percentage of children are diagnosed with Fetal Alcohol Syndrome (FAS) each year, many more children are exposed to alcohol during pregnancy who do not meet criteria for FAS yet experience deficits in growth and cognitive function,” said Jennifer A. Willford, assistant professor of psychiatry at the University of Pittsburgh School of Medicine.

Paul D. Connor, clinical director of the Fetal Alcohol and Drug Unit and assistant professor in the department of psychiatry and behavioral sciences at the University of Washington has this to say about the subject:

“There are a number of domains of cognitive functioning that can be impaired even in the face of a relatively normal IQ, including academic achievement (especially arithmetic), adaptive functioning, and executive functions (the ability to problem solve and learn from experiences). Deficits in intellectual, achievement, adaptive, and executive functioning could make it difficult to appropriately manage finances, function independently without assistance, and understand the consequences of – or react appropriately to – mistakes.”

This is a key finding which speaks directly to the (psychological) definition of intelligence which is addressed later in this article.

ULTRA SOUNDS

Studies have shown that the frequent exposure of the human fetus to ultrasound waves is associated with a decrease in newborn body weight, an increase in the frequency of left-handedness, and delayed speech.

Because ultrasound energy is a high-frequency mechanical vibration, researchers hypothesized that it might influence the migration of neurons in a developing fetus. Neurons in mammals multiply early in fetal development and then migrate to their final destinations. Any interference or disruption in the process could result in abnormal brain function.

Commercial companies (which do ultrasounds for “keepsake” purposes) are now creating more powerful ultrasound machines capable of providing popular 3D and 4D images. The procedure, however, lasts longer as they try to make 30-minute videos of the fetus in the uterus.

The main stream magazine New Scientist reported the following: Ultrasound scans can stop cells from dividing and make them commit suicide. Routine scans, which have let doctors peek at fetuses and internal organs for the past 40 years, affect the normal cell cycle.

On the FDA website this information is posted about ultrasounds:

While ultrasound has been around for many years, expectant women and their families need to know that the long-term effects of repeated ultrasound exposures on the fetus are not fully known. In light of all that remains unknown, having a prenatal ultrasound for non-medical reasons is not a good idea.

NATURE VERSUS NURTURE…THE DEBATE CONTINUES

Now that you are aware of some of the known factors which determine, improve, and impact the intellectual development of a fetus, it’s time for conception. Once that baby is born, which will be more crucial in the development of its intellect: nature (genetics) or nurture (the environment)?

Apparently for centuries, scientists and psychologists have gone back and forth on this. I read many comprehensive studies and reports on this subject during the research phase of this article, and I believe that it’s time to put this debate to rest. Both nature and nurture are equally as important and must be fully observed in the intellectual development of all children. This shouldn’t be an either/or proposition.

A recent study shows that early intervention in the home and in the classroom can make a big difference for a child born into extreme poverty, according to Eric Turkheimer, a psychologist at the University of Virginia in Charlottesville. The study concludes that while genetic makeup explains most of the differences in IQ for children in wealthier families, environment – and not genes – makes a bigger difference for minority children in low-income homes.

Specifically, what researchers call “heritability”- the degree to which genes influence IQ – was significantly lower for poor families. “Once you’re put into an adequate environment, your genes start to take over,” Mr. Turkheimer said, “but in poor environments genes don’t have that ability.”

But there are reports that contradict these findings…sort of.

Linda S. Gottfredson, a professor of educational studies at the University of Delaware, wrote in her article, The General Intelligence Factor that environments shared by siblings have little to do with IQ. Many people still mistakenly believe that social, psychological and economic differences among families create lasting and marked differences in IQ.

She found that behavioral geneticists refer to such environmental effects as “shared” because they are common to siblings who grow up together. Her reports states that the heritability of IQ rises with age; that is to say, the extent to which genetics accounts for differences in IQ among individuals increases as people get older.

In her article she also refers to studies comparing identical and fraternal twins, published in the past decade by a group led by Thomas J. Bouchard, Jr., of the University of Minnesota and other scholars, show that about 40 percent of IQ differences among preschoolers stems from genetic differences, but that heritability rises to 60 percent by adolescence and to 80 percent by late adulthood.

And this is perhaps the most interesting bit of information, and relevant to this section of my article:

With age, differences among individuals in their developed intelligence come to mirror more closely their genetic differences. It appears that the effects of environment on intelligence fade rather than grow with time.

Bouchard concludes that young children have the circumstances of their lives imposed on them by parents, schools and other agents of society, but as people get older they become more independent and tend to seek out the life niches that are most congenial to their genetic proclivities.

BREAST-FEEDING INCREASES INTELLIGENCE

Researchers from Christchurch School of Medicine in New Zealand studied over 1,000 children born between April and August 1977. During the period from birth to one year, they gathered information on how these children were fed.

The infants were then followed to age 18. Over the years, the researchers collected a range of cognitive and academic information on the children, including IQ, teacher ratings of school performance in reading and math, and results of standardized tests of reading comprehension, mathematics, and scholastic ability. The researchers also looked at the number of passing grades achieved in national School Certificate examinations taken at the end of the third year of high school.

The results indicated that the longer children had been breast-fed, the higher they scored on such tests.

TALKING TO YOUR CHILDREN MAKES A DIFFERENCE

Thomas Sowell, author of Race, IQ, Black Crime, and facts Liberals Ignore uncovered some fascinating information that every parent should take note of. He writes:

There is a strong case that black Americans suffer from a series of disadvantageous environments. Studies show time and again that before they go to school, black children are on average exposed to a smaller vocabulary than white children, in part due to socioeconomic factors.

While children from professional households typically exposed to a total of 2,150 different words each day, children from working class households are exposed to 1,250, and children from households on welfare a mere 620.

Yes, smart sounding children tend to come from educated, professional, two-parent environments where they pick-up valuable language skills and vocabulary from its smart sounding inhabitants.

Mr. Sowell continues: Black children are obviously not to blame for their poor socioeconomic status, but something beyond economic status is at work in black homes. Black people have not signed up for the “great mission” of the white middle class – the constant quest to stimulate intellectual growth and get their child into Harvard or Oxbridge.

Elsie Moore of Arizona State University, Phoenix, studied black children adopted by either black or white parents, all of whom were middle-class professionals. By the age of 7.5 years, those in black homes were 13 IQ points behind those being raised in the white homes.

ACCUMULATED ADVANTAGES

At this juncture in my research it dawned on me, and should be fairly obvious to you, that many children are predisposed to being smart, educated, and intelligent, simply by their exposure to the influential factors which determine them long before they start school.

An informed mother, proper prenatal care, educated, communicative parents, and a nurturing environment in which to live, all add up to accumulated advantages that formulate intellectual abilities. As you can see, some children have unfair advantages from the very beginning.

Malcolm Gladwell, author of top-selling book Outliers, wrote that “accumulated advantages” are made possible by arbitrary rules…and such unfair advantages are everywhere. “It is those who are successful who are most likely to be given the kinds of social opportunities that lead to further success,” he writes. “It’s the rich who get the biggest tax breaks. It’s the best students who get the best teaching and most attention.”

With that in mind, we turn our attention to education and intelligence.

WHAT DOES IT MEAN TO BE WELL EDUCATED?

Alfie Kohn, author of the book What Does It Mean To Be Well Educated? poses the question, does the phrase well educated refer to a quality of schooling you received, or something about you? Does it denote what you were taught? Or what you remember?

I contend that to be well educated is all in the application; the application and use of information. Information has to be used in order to become knowledge, and as we all have heard, knowledge is power.

Most people are aware of the floundering state of education in this country on some level. We tell our children that nothing is more important than getting a “good” education, and every year, due to government budget shortfalls, teachers are laid off, classes are condensed, schools are closed, and many educational programs – especially those which help the underprivileged – are cut.

The reality is, we don’t really value education. We value it as a business, an industry, political ammunition, and as an accepted form of discrimination, but not for what it was intended: a means of enriching one’s character and life through learning.

What we value as a society, are athletes and the entertainment they offer. The fact that a professional athlete makes more money in one season, than most teachers in any region will make in their careers, is abominable. There’s always money to build new sports stadiums, but not enough to give teachers a decent (and well-deserved) raise.

Ironically, the best teachers don’t go into the profession for money. They teach because it’s a calling. Most of them were influenced by a really good teacher as a student. With the mass exodus of teachers, many students are not able to cultivate the mentoring relationships that they once were able to because so many are leaving the profession – voluntarily and involuntarily – within an average of three years.

At the high school level, where I got my start, the emphasis is not on how to educate the students to prepare them for life, or even college (all high schools should be college-prep schools, right?), it was about preparing them to excel on their standardized tests. Then the controversial “exit” exams were implemented and literally, many high schools were transformed into testing centers. Learning has almost become secondary.

This mentality carries over into college, which of course there’s a test one must take in order to enroll (the SAT or ACT). This explains why so many college students are more concerned with completing a course, than learning from it. They are focused on getting “A’s” and degrees, instead of becoming degreed thinkers. The latter of which are in greater demand by employers and comprise the bulk of the self-employed. The “get-the-good-grade” mindset is directly attributable to the relentless and often unnecessary testing that our students are subjected to in schools.

Alfie Kohn advocates the “exhibition” of learning, in which students reveal their understanding by means of in-depth projects, portfolios of assignments, and other demonstrations.

He cites a model pioneered by Ted Sizer and Deborah Meier. Meier has emphasized the importance of students having five “habits of mind,” which are: the value of raising questions about evidence (“How do we know what we know?”), point of view, (“Whose perspective does this represent?”), connections (“How is this related to that?”), supposition (“How might things have been otherwise?”), and relevance (“Why is this important?”).

Kohn writes: It’s only the ability to raise and answer those questions that matters, though, but also the disposition to do so. For that matter, any set of intellectual objectives, any description of what it means to think deeply and critically, should be accompanied by a reference to one’s interest or intrinsic motivation to do such thinking…to be well-educated then, is to have the desire as well as the means to make sure that learning never ends…

HISTORY AND PURPOSE OF IQ

We’ve always wanted to measure intelligence. Ironically, when you look at some the first methods used to evaluate it in the 1800s, they were not, well, very intelligent. Tactics such as subjecting people to various forms of torture to see what their threshold for pain was (the longer you could withstand wincing, the more intelligent you were believed to be), or testing your ability to detect a high pitch sound that others could not hear.

Things have changed…or have they?

No discussion of intelligence or IQ can be complete without mention of Alfred Binet, a French psychologist who was responsible for laying the groundwork for IQ testing in 1904. His original intention was to devise a test that would diagnose learning disabilities of students in France. The test results were then used to prepare special programs to help students overcome their educational difficulties.

It was never intended to be used as an absolute measure of one’s intellectual capabilities.

According to Binet, intelligence could not be described as a single score. He said that the use of the Intelligence Quotient (IQ) as a definite statement of a child’s intellectual capability would be a serious mistake. In addition, Binet feared that IQ measurement would be used to condemn a child to a permanent “condition” of stupidity, thereby negatively affecting his or her education and livelihood.

The original interest was in the assessment of ‘mental age’ — the average level of intelligence for a person of a given age. His creation, the Binet-Simon test (originally called a “scale”), formed the archetype for future tests of intelligence.

H. H. Goddard, director of research at Vineland Training School in New Jersey, translated Binet’s work into English and advocated a more general application of the Simon-Binet test. Unlike Binet, Goddard considered intelligence a solitary, fixed and inborn entity that could be measured. With help of Lewis Terman of Stanford University, his final product, published in 1916 as the Stanford Revision of the Binet-Simon Scale of Intelligence (also known as the Stanford-Binet), became the standard intelligence test in the United States.

It’s important to note that the fallacy about IQ is that it is fixed and can not be changed. The fact is that IQ scores are known to fluctuate – both up and down during the course of one’s lifetime. It does not mean that you become more, or less intelligent, it merely means that you tested better on one day than another.

One more thing to know about IQ tests: They have been used for racist purposes since their importation into the U.S. Many of those who were involved in the importation and refinement of these tests believed that IQ was hereditary and are responsible for feeding the fallacy that it is a “fixed” trait.

Many immigrants were tested in the 1920s and failed these IQ tests miserably. As a result, many of them were denied entry into the U.S., or were forced to undergo sterilization for fear of populating America with “dumb” and “inferior” babies. If you recall, the tests were designed for white, middle class Americans. Who do you think would have the most difficulty passing them?

Lewis Terman developed the original notion of IQ and proposed this scale for classifying IQ scores:

000 – 070: Definite feeble-mindedness

070 – 079: Borderline deficiency

080 – 089: Dullness

090 – 109: Normal or average intelligence

110 – 119: Superior intelligence

115 – 124: Above average (e.g., university students)

125 – 134: Gifted (e.g., post-graduate students)

135 – 144: Highly gifted (e.g., intellectuals)

145 – 154: Genius (e.g., professors)

155 – 164: Genius (e.g., Nobel Prize winners)

165 – 179: High genius

180 – 200: Highest genius

200 – higher ?: Immeasurable genius

*Genius IQ is generally considered to begin around 140 to 145, representing only 25% of the population (1 in 400).

*Einstein was considered to “only” have an IQ of about 160.

DEFINING INTELLIGENCE

Diane F. Halpern, a psychologist and past-president of the American Psychological Association (APA), wrote in her essay contribution to Why Smart People Can Be So Stupid that in general, we recognize people as intelligent if they have some combination of these achievements (1) good grades in school; (2) a high level of education; (3) a responsible, complex job; (4) some other recognition of being intelligent, such as winning prestigious awards or earning a large salary; (5) the ability to read complex text with good comprehension; (6) solve difficult and novel problems.

Throughout my research and in the early phases of this article, I came across many definitions of the word intelligence. Some were long, some were short. Some I couldn’t even understand. The definition that is most prevalent is the one created by the APA which is: the ability to adapt to one’s environment, and learn from one’s mistakes.

How about that? There’s the word environment again. We just can’t seem to escape it. This adds deeper meaning to the saying, “When in Rome, do as the Romans do.” It means recognizing what’s going on in your environment, and having the intelligence adapt to it – and the people who occupy it – in order to survive and succeed within it.

There are also many different forms of intelligence. Most notably those created by Dr. Howard Gardner, professor of education at Harvard University.

Dr. Gardner believes (and I agree) that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live.

He felt that the traditional notion of intelligence, based on IQ testing, was far too limited and created the Theories Of Multiple Intelligences in 1983 to account for a broader range of human potential in children and adults.

These intelligences are:

Linguistic intelligence (“word smart”)

Logical-mathematical intelligence (“number/reasoning smart”)

Spatial intelligence (“picture smart”)

Bodily-Kinesthetic intelligence (“body smart”)

Musical intelligence (“music smart”)

Interpersonal intelligence (“people smart”)

Intrapersonal intelligence (“self smart”)

Naturalist intelligence (“nature smart”)

Not associated with Dr. Gardner, but equally respected are:

FLUID & CRYSTALLIZED INTELLIGENCE

According to About.com, Psychologist Raymond Cattell first proposed the concepts of fluid and crystallized intelligence and further developed the theory with John Horn. The Cattell-Horn theory of fluid and crystallized intelligence suggests that intelligence is composed of a number of different abilities that interact and work together to produce overall individual intelligence.

Cattell defined fluid intelligence as “…the ability to perceive relationships independent of previous specific practice or instruction concerning those relationships.” Fluid intelligence is the ability to think and reason abstractly and solve problems. This ability is considered independent of learning, experience, and education. Examples of the use of fluid intelligence include solving puzzles and coming up with problem solving strategies.

Crystallized intelligence is learning from past experiences and learning. Situations that require crystallized intelligence include reading comprehension and vocabulary exams. This type of intelligence is based upon facts and rooted in experiences. This type of intelligence becomes stronger as we age and accumulate new knowledge and understanding.

Both types of intelligence increase throughout childhood and adolescence. Fluid intelligence peaks in adolescence and begins to decline progressively beginning around age 30 or 40. Crystallized intelligence continues to grow throughout adulthood.

SUCCESSFUL INTELLIGENCE

Then there’s Successful Intelligence, which is authored by intelligence psychologist and Yale professor, Robert J. Sternberg, who believes that the whole concept of relating IQ to life achievement is misguided, because he believes that IQ is a pretty miserable predictor of life achievement.

His Successful Intelligence theory focuses on 3 types of intelligence which are combined to contribute to one’s overall success: Analytical Intelligence; mental steps or components used to solve problems; Creative Intelligence: the use of experience in ways that foster insight (creativity/divergent thinking); and Practical Intelligence: the ability to read and adapt to the contexts of everyday life.

With regard to environment, Mr. Sternberg writes in his book Successful Intelligence: Successfully intelligent people realize that the environment in which they find themselves may or may not be able to make the most of their talents. They actively seek an environment where they can not only do successful work, but make a difference. They create opportunities rather than let opportunities be limited by circumstances in which they happen to find themselves.

As an educator, I subscribe to Mr. Sternberg’s Successful Intelligence approach to teaching. It has proven to be a highly effective tool and mindset for my college students. Using Successful Intelligence as the backbone of my context-driven curriculum really inspires students to see how education makes their life goals more attainable, and motivates them to further develop their expertise. Mr. Sternberg believes that the major factor in achieving expertise is purposeful engagement.

EMOTIONAL INTELLIGENCE

In his best-selling 1995 book, Emotional Intelligence, Daniel Goleman reported that research shows that conventional measures of intelligence – IQ – only account for 20% of a person’s success in life. For example, research on IQ and education shows that high IQ predicts 10 to 25% of grades in college. The percentage will vary depending on how we define success. Nonetheless, Goleman’s assertion begs the question: What accounts for the other 80%?

You guessed it…Emotional Intelligence. What exactly is emotional intelligence? Emotional intelligence (also called EQ or EI) refers to the ability to perceive, control, and evaluate emotions. Many corporations now have mandatory EQ training for their managers in an effort to improve employee

relations and increase productivity.

TACIT KNOWLEDGE aka “STREET SMARTS”

You’ve heard the phrase, “Experience is the greatest teacher…”

In psychology circles knowledge gained from everyday experience is called tacit knowledge. The colloquial term is “street smarts,” which implies that formal, classroom instruction (aka “book smarts”) has nothing to do with it. The individual is not directly instructed as to what he or she should learn, but rather must extract the important lesson from the experience even when learning is not the primary objective.

Tacit knowledge is closely related to common sense, which is sound and prudent judgment based on a simple perception of the situation or facts. As you know, common sense is not all that common.

Tacit knowledge, or the lessons obtained from it, seems to “stick” both faster and better when the lessons have direct relevance to the individual’s goals. Knowledge that is based on one’s own practical experience will likely be more instrumental to achieving one’s goals than will be knowledge that is based on someone else’s experience, or that is overly generic and abstract.

BEING BOTH SMART AND STUPID

Yes, it’s possible to be both smart and stupid. I’m sure someone you know comes to mind at this precise moment. But the goal here is not to ridicule, but to understand how some seemingly highly intelligent, or highly educated individuals can be so smart in one way, and incredibly stupid in others.

The woman who is a respected, well paid, dynamic executive who consistently chooses men who don’t appear to be worthy of her, or the man who appears to be a pillar of the community, with a loving wife and happy kids, ends up being arrested on rape charges.

It happens, but why? I found the answer in Why Smart People Can Be So Stupid. Essentially, intellect is domain specific. In other words, being smart (knowledgeable) in one area of your life, and stupid (ignorant) in another is natural. Turning off one’s brain is quite common especially when it comes to what we desire. A shared characteristic among those who are smart and stupid, is the difficulty in delaying gratification.

Olem Ayduk & Walter Mischel who wrote the chapter summarized: Sometimes stupid behavior in smart people may arise from faulty expectations, erroneous beliefs, or merely a lack of motivation to enact control strategies even when one has them. But sometimes it is an inability to regulate one’s affective states and the behavioral tendencies associated with them that leads to stupid and self-defeating behavior.

The central character in this book who many of these lessons regarding being smart and stupid revolve around is Bill Clinton and his affair with Monica Lewinksky.

WISDOM & CONCLUSION

My great grandmother, Leola Cecil, maybe had an 8th grade education at the most. By no stretch of the imagination was she highly educated, but she had what seemed like infinite wisdom. She was very observant and could “read” people with startling accuracy. Till the very end of her life she shared her “crystallized intelligence” with whomever was receptive to it.

She died at the age of 94. I often use many of her sayings as a public speaker, but most importantly, I use her philosophies to make sure that I’m being guided spiritually and not just intellectually. Many of us who are lucky enough to have a great grandparent can testify that there is something special about their knowledge. They seem to have life figured out, and a knack for helping those of us who are smart, educated and intelligent see things more clearly when we are too busy thinking.

What they have is what we should all aspire to end up with if we are lucky: wisdom.

Wisdom is the ability to look through a person, when others can only look at them. Wisdom slows down the thinking process and makes it more organic; synchronizing it with intuition. Wisdom helps you make better judgments regarding decisions, and makes you less judgmental. Wisdom is understanding without knowing, and accepting without understanding. Wisdom is recognizing what’s important to other people, and knowing that other people are of the utmost importance to you. Wisdom is both a starting point, and a final conclusion.

The Importance of Food in Our Life

Food is the basic necessity for all of us and we all earn money to get this basic necessity. We need to eat 3 meals a day to keep our body running so that we can manage our daily functions. Many of us ” Eat food to live” while there are others who “Live to eat food”. In fact, nutrition assumes a special importance in each and everyone’s life.

Types of Foodstuff

The food is normally divided into two main categories given below:-

1- Vegetarian food- These include stuffs like milk, fruits and vegetables. These are those stuff that are obtained from plants and trees.

2- Non- Vegetarian food- These include stuffs like meat and meat products, chicken, turkey, fish, squid etc. Non vegetarian food are generally obtained by killing animals.

Nutrition from Foodstuff

Nutrition from food is necessary and without this daily dose of nutrition animals may not survive for long. It is important to support life as nourishment obtained helps the cells present in our body to carry out its routine functions. Different stuffs provide different levels of nutrition. The nutrients are divided into six classes which are given below:-

1- Carbohydrates- These provide energy to the body and are found in items like rice, bread and other grain products.

2- Fats- It consists of a group of compounds that are generally insoluble in water. These are found in items like butter, ghee, fish oil, lard etc. Fats are stored in the human body for use at a later use for energy.

3- Minerals- These are needed for the maintenance of proper functions in the body like the transport of oxygen throughout the body, stimulating growth, normalizing the nervous system etc. Minerals can be found from a variety of food items such as meat, cereals including cereal products such as bread, fish, milk and dairy foods.

4- Protein- These are important components of muscles, skin and hair. Proteins are helpful in creation of various enzymes in the body that control various important functions. Major sources of protein include milk, meat, fish, egg, and vegetables.

5- Vitamins- They are an essential component of animal body required for good health. It is organic compound required as a nutrient. Good sources of vitamins are fruits, vegetables, cereals, milk and eggs.

6- Water- It is popularly known as the”elixir of life”. The human body comprises of 55-78 % of water. It is required for the essential functioning of the various important parts of the human body.

Thus, these points given above reflect the importance of food and nutrients in our diet. As long as a human is alive, he needs water and foods in the required quantity.

A Few Fantastic Health Benefits of Yoga

There are so many of us who inevitably end up associating yoga with its “physical” attributes. In fact, they shy away from it simply thinking that yoga is strictly meant for the physically fit or the athletic ones. A highly erroneous notion. The concept is far from truth-very far! Yes, it’s a physical exercise. No doubt about it. However, one needs to understand that this ancient practice entails much more than just “body”- yogis aim for that perfect realm of stability where the mind, body and spirit work in cohesion. Today, we will be primarily discussing the health benefits of yoga but not before clearly pointing out that you can practice it even if you are not athletic! Here’s what you need to find out about the health benefits of yoga. They are simply fantastic.

It can bolster the function of lungs

Deep purposeful breathing is a part of the yogic experience. Such exercises, as per studies, can actually improve the functioning of lungs. With a better-functioning pair of lungs you can expect to perform a lot of activities better – like running or walking long distances without getting tired.

Exercises bolster the condition of your heart as well

Patients with high blood pressure and cholesterol can benefit a lot from yogic exercises. Studies, for instance, have shown that individuals practicing yoga on a regular basis have lower blood cholesterol levels and reduced risks of blood cholesterol level. What more? The efficaciousness of the breathing exercises is now even harnessed by doctors to address heart ailments. Medical practitioners duly acknowledge the usefulness of the right breathing techniques and exercises when it comes to reversing symptoms of several stress induced diseases or heart ailments.

These exercises help you master the right postures

The importance of sitting, working and walking in the right posture is mostly undermined by us. We often fail to identify the evils of wrong postures. For instance, we just fail to realize that wrong postures can actually give birth to a number of problems including neck pain, shoulder pain and so much more.

Practicing yoga can help you build stronger muscles so that they can support the right postures. Yogic exercises also add flexibility to your body thereby eliminating muscle tension so that you are able to walk and sit with your shoulders straight. You can sit with your stomach tucked in as well.

Yoga can also help you fight depression

Meditation or relaxation exercises can help you get out of depressive thoughts as well. For many depressed people, when every measure fails, yoga turns out to be the answer.

So, what exactly are you waiting for? It doesn’t matter how old you are or how athletic (or not) you are, you can always trust the therapeutic benefits of yoga in a major way. Find a credentialed instructor and get going! Make sure you are exploring more about these exercises and their benefits by reading up about the same. There is no dearth of resources to help you there. Make sure you’re keeping these points in view.

How To Stop a Dachshund Puppy From Biting

Dachshunds are tenacious, independent and smart, originally bred to hunt and kill badgers.  These characteristics have been passed down the generations which can cause problems with barking, biting and aggression if Dachshunds are not well trained from a young age

As soon as you see your Dachshund puppy biting it is time to address the problem.  Dachshund puppies look cute and you wouldn’t think that the small nips they give would be a problem, but not stopping the behavior can result in significant aggression problems later in life.

Start Young

If you were to watch a puppy grow up in a litter you would see that biting is regulated by the puppies themselves.  When one puppy bites another, the outcome is typically that the puppy they bite turns round and bites them back.  This is a very effective deterrent resulting in most puppies knowing not to bite by the time they are ready to go to their new home.

If you have problems with your Dachshund puppy biting, take immediate action!  At this young age your puppy is play biting.  You should never hit your Dachshund, especially not at this age when they will not understand what they have done wrong.  Doing so will frighten them and can lead to problems with anxiety and aggression as they grow up.

To stop your Dachshund puppy biting you need to take a consistent, fair approach, not just to the biting, but to their behavior in general.  Reward good behaviors and discourage bad behaviors, making certain that you are not giving mixed messages.  For example, if you want to stop your Dachshund puppy biting then you shouldn’t play games that involve chasing.  Remember, Dachshunds were bred to chase and catch prey and will likely grab hold of you if you run from them.

Ways to Stop Puppy Biting

When your Dachshund puppy bites your instinct may be to punish them, but this is the wrong thing to do.  Instead tell them “no”, or make a high pitched squeal when they bite, then giving them something acceptable to chew on such as a dog toy as soon as they let go.  Making a yelping noise can be very effective in stopping biting as it is similar to the noise that your puppies litter mates made when they were bitten.  Your Dachshund puppy will soon learn that biting you is not OK, but biting their toys is.

If you get an older Dachshund puppy who has not been taught not to bite your task may be more difficult.  If the technique described above doesn’t work then you should consider taking them to puppy training classes.  In addition to having expert help with the biting problem, your Dachshund puppy will have the opportunity to be well socialized with both people and other dogs their age.

How Your Choice in Cars Reflects Your Personality

Automobiles have become an integral part of our society. Intended to be used as a tool to get from point A to point B cars have extended their use in today’s society.

This article discusses a few points on car selection and personality. Cars have long stopped being tools that get us from one point to another and have transformed into status symbols and reflect the driver’s values and personality.

Often people judge a person by the car they drive. If you are stepping out a Bentley for example, you would garner much respect from just about anyone who witnesses you getting out of the car.

The condition and look of your car has extended the mantra of your discipline being reflected on how your wear your clothes. Being seen parking a dirty car is the equivalent to going to the office in a disheveled suit. Analogously, alighting from an impeccably detailed car is the prim and proper look that many office executives are known for.

In fact nowadays what you drive adds more to your reputation than what you wear. Studies have shown than rides reflect more of the personality of the person than clothes. Cars have ceased becoming tools and have transcended into the realm of lifestyle.

Playboys want fast looking coupes while daddies are opting to get minivans. Buicks are said to cater to the less internet savvy drivers compared to Honda which has an overwhelmingly digital age buyer group.

This trend even goes to driving tendencies. Sports cars owners tend to be a little less patient on the stop light than station wagon drivers. The gigantic proportions of some SUVs tend to make their owners bully smaller sized vehicles in rush hour traffic.

Brands like Lexus are tend to be bought by wealth and well educated owners. Aside from that demographic the brand caters mostly to married couples. This reflects stability and a more settled down personality for the buyers.

Your choices in the car you are driving very much reflect your personality. Stop thinking of your car as something that takes from one place to another but take great care in choosing your car. You may not think it matters but your peers will gauge your personality on the car you drive.

The Importance of Warming Up and Cooling Down

One of the most important factors in injury prevention is warming up and cooling down, and should not be neglected.

Warming up refers to a preparatory phase at the beginning of an exercise session. Warming up generally involves a period of low-impact exercise regimes which prepare the body for the more strenuous aspects of the sporting activity. Warming up is an important aspect of exercise in reducing the risk of injury that would possibly happen if over stretching occurred, without the person being physically warmed up and prepared for the exercise.

Cooling down refers to a short period at the end of an exercise session. The cooling down phase, again, tends to involve a short period of low-impact exercise which gradually returns the body to its ‘resting state’. The cooling down phase is believed to reduce the risk of muscular soreness which may occur the day after an exercise session, and reduce the risk of fainting or collapse after such a session.

The Warming Up Session

An exercise session should always commence with a period of warm up. In some cases it may take the form of a series of specially designed preparatory exercise, whilst in other sessions it will simply involve performing the activity at a low density before increasing the intensity to the desired level. The warming up period is important for the following reasons:

  • It gets the body ready for the physcal exertion that follows. This optimises the physical condition, enabling the body to cope more easily with the activity. It also enables the athlete to get the most benefit from the session.
  • If the warm-up session has specific movements relating to the sporting activity the muscles can be re-educated in preparation for the coming activities.
  • It reduces the risk of injury (cold muscles do not stretch very easily) and it reduces the risk of premature fatigue which can occur if the cardiovascular system is unprepared for strenuous activity.
  • It prepares cardiac function for increased activity and reduces the risk of stress being placed on the heart.

A typical warm-up may involve some ‘loosening exercises’ followed by a few minutes of low-impact aerobic activity and then a series of stretching exercises. This may last for approximately five to fifteen minutes depending upon the intensity of the session which follows. Loosening exercises at the start of the warm up may include activities such as ‘stretching’ and ‘running on the spot’. These are gentle activities which begin to prepare the body for exercise and are especially important if the athlete has been inactive for a while.

The aerobic exercise may involve activities such as cycling on an exercise cycle. This has the effect of increasing the heart rate, diverting blood to the exercising muscles and raising the overall temperature of the muscles.

Stretching exercises provide the final phase of warm up and ensure that the muscles and tendons are prepared for the exercise. An important reason for stretching exercises is to prevent the muscles and tendons from being overstretched during the session. Such a warm up will also prepare the joints for physical activity.

The Effects of Warm Up on the Body are:

  • Cold muscle, tendons and connectinve tissue do not stretch very easily. Stretching without a warm-up is therefore unlikely to produce the best effects. Warming up also relaxes the body and muscle which further allows them to be stretched effectively. It is also believed that cold muscles and tendons are more prone to damage since they are more likely to tear when cold.
  • A warm-up increases the heart rate gradually, and aerobic exercise prepares the heart and cardiovascular system, together with the muscles, gradually, for exercise.
  • A warm-up also causes the blood to be diverted to the exercising muscles. This is achieved by getting the blood vessels that supply the muscles being used, to dilate. This extra blood is diverted from areas of the body not as important for exercising, such as the gut.
  • Exercising, without warming up, may cause the muscles to work without an adequate oxygen supply. This forces them to use anaerobic processes to supplement their production of Adenosine Triphosphate (ATP). As a consequence, lactic acid accumulates and the muscles may become prematurely fatigued.

A warm-up increases the temperature of the body. This increase in temperature facilitates and speeds up many of the processes associated with exercise metabolism. It increases the rate of nerve impulse transmission, the rate of oxygen delivery to the muscles and the speed of the reactions associated with the production of ATP. Therefore, in this context, a warm up may be said to optimise the condition of the body.

Cooling Down

A cool-down involves a short period at the end of an exercise session during which the physical activity of the body is gradually reduced to almost its resting level. A cool-down therefore often involves a period of low-impact aerobic exercise which is gradually reduced, followed by a few gentle stretching exercises. This has a number of effects.

The gentle aerobic activity helps to get rid of any metabolic waste products which may have accumulated during the exercise session. The benefits of an active recovery are believed to be related to the muscles continuing to receive a more extensive supply of oxygenated blood, which will also assist with the removal of metabolic waste products.

During exercise the blood is being pumped around the body by the action of the heart. However, the blood is assisted in its return to the heart via the venous system and muscular contraction. If an athlete stops exercising suddenly, the heart continues to beat fast, sending blood around the body, but, because the exercise has ceased, the blood is no longer assisted in its return to the heart. It is suggested that this is one of the reasons why people sometimes feel faint after exercise. During a cool-down, the heart rate is gradually lowered to its resting level and the venous return continues to be assisted by the actively contracting muscles, thereby preventing this problem.

After exercising, and following the cool-down period, the athlete’s heart will still need a period of time to settle back down to its full resting rate but should be within 30 beats of what it was before the exercise session started. This will, of course, be influenced by the overall physical condition of the individual. It may also be influenced by the content of the session, with more demanding sessions requiring a more extensive cool-down. The cooling down period also provides an opportunity for the inclusion of additional stretching exercises, which may be desirable especially if they were not included as part of the main session. The inclusion of stretching exercises within the cool-down period not only helps to gradually lower the activity level of the body at the end of the session, but it may also prevent stiffness the following day.

The cool-down period is also likely to take place when the body is warm, making the muscles more receptive to stretching. The most effective stretching can therefore be performed at this time.

Four Different Types of Roofing Materials

A home can never be complete without a roof. Roofing is obviously the very first line of defense against any harsh weather, as well as other types of elements which could affect a certain home’s quality, appearance and value. Therefore, it is significant to put some thought into choosing the right type of materials for your roof. The good news is that there is always a wide variety of choices in materials and manufacturers to choose from for quality roofing.

To begin with, an asphalt material shingle is a very common type of product, especially with American homes. It will work great for a wide range of styles of roofs and may be a perfect choice for your home. Asphalt shingles do not cost that much and run from around 1 to 5 dollars for every square foot depending on your provider, as well as the kind of home that you have.

Asphalt roofing shingles come with a lot of advantages for your home. Usually the most important factor to a home owner, it is affordable. Secondly, this kind of roofing is a lot easier to repair compared to others. It can work well on just about any style of roof and is manufactured in various colors, shapes, depths of dimensions. This kind of roofing material is also resistant to any effect that great heat from the sun and inclement weathers conditions could cause.

Now, let’s move on to the second type of roof which is rubberized materials. This is an eco-friendly choice that can assure durability, cost-effectiveness and also proven to be leak proof even when it’s made from various recycled materials. Also, it does no require heavy maintenance due to the light weight and flexibility it carries. Rubber roofing comes in two types: shingled and whole roof. The shingled ones are made from synthetic materials and are better for simple structured homes while the whole roofs are great for a more detailed architectural design.

The third kind would be the tile roofing which is considered as an internationally recognized type of roofing. Just like the above types, this one can ensure durability. As a matter of fact, it is proven to be invulnerable from fire. Also, its longevity could last for up to 100 years and can highly improve air ventilation. Tile roofing comes in various patterns, textures, colors and shapes which can make things more fun upon the process of choosing the right ones in order to bring true elegance out of your home through the roofing.

Last but not the least, wood roofing is popular for homes that need to undergo major renovations. This roofing material usually runs anywhere from 4 to 8 dollars for every square foot. The price also depends on the way of cutting. Wood roofing is essential if you want to give your home a warmer look. It also has the great ability to prevent the occurrence of heat transmission.

Any of these types of roofs can be a great choice for you to make. However, it is still best to consider getting consultation from an expert in order to know what’s best for the type of home that you have in terms of safety, design and efficiency.

Hemorrhoids and Anal Warts

It’s pretty bad when you find out you’ve got hemorrhoids, but it can be a lot worse if you get hemorrhoids confused with another health issue. I mean, the pain, anxiety and embarrassment of discovering something wrong in the anal area is bad enough, much less not knowing exactly what you’ve got. On the bright side, there aren’t too many health conditions that can come up in that area. One of the most common health conditions confused with hemorrhoids is anal warts. While neither is very much fun, they stem from entirely different causes and are treated in very different ways.

Anal warts, also known as condyloma acuminata, are caused by the human papilloma virus (HPV). This virus is highly contagious and most often transmitted through sexual intercourse. Some strains of HPV can lead to increased risk of cervical cancer, but these are not the same strains as the ones that cause anal warts. The virus gets into the skin or mucous tissue cells and starts making them grow in the distinctive wart pattern. HPV infection does not lead to hemorrhoids. Hemorrhoids originate from weak points in hemorrhoidal veins below the skin or mucous tissue. As the weak point gives way, it stretches out and takes surrounding tissue with it. Traumatized hemorrhoids may get infected with a variety of bacteria and/or viruses, but infection does not lead to hemorrhoids. That would be like putting the cart before the horse.

Anal warts and hemorrhoids can both feel like lumps or masses of tissue around the anal area. However, there are several differences that can lead to a proper identification upon close inspection. While doing a close inspection may not sound like fun, it’s much better than trying unsuccessfully to treat the wrong thing. Upon said close inspection, anal warts have a distinctive “rough” texture and range in size from the head of a pin to about the size of a pea and are rather hard to the touch. They occur in clusters around the anal opening and may sometimes continue up towards the genital area. They almost never occur alone. Hemorrhoids, on the other hand, have a smooth texture that’s identical to the tissue they originate from, whether that’s external skin or internal mucous membrane. They are often soft or “squishy” to the touch, and they range in size from the size of a pea to the size of a grape. You’ll never find them anywhere except right around the anal opening. In addition, warts almost never hurt, though they may itch a bit. External hemorrhoids, on the other hand, often hurt quite a lot.

Hemorrhoids are usually best treated at home through a high-fiber diet, a healthy amount of exercise, and easily obtained over the counter relief. Home remedies often work well on hemorrhoids and surgery is only rarely needed. Anal warts, on the other hand, always have to be treated surgically, usually on an outpatient basis. The warts will not go away on their own. Instead, a physician has to use liquid nitrogen to freeze them off. In addition, hemorrhoids can often be kept away by keeping the lifestyle changes that were made to help cure them. Anal warts will often come back for no reason under your control, because the virus can live dormant in your skin cells for a long time. One day that virus can wake up and bam, you’ve got anal warts again.

So, as you can see, getting anal warts confused with hemorrhoids can lead to some serious problems. At the least you’ll be stuck trying to treat a problem you don’t have for a while. Why waste all that time and discomfort? If you can’t figure out what you’ve got on your own, make a doctor’s appointment and get your diagnosis confirmed. It’ll save you a lot of trouble, pain and grief in the long run.

IPv4 Vs IPv6 (Advantages and Disadvantages)

We can see the rapid growth of internet users in last few years and this increase also create challenges for internet management groups, stake holders and service providers. Day by day infrastructure of internet is expanding and we can even enjoy the service of internet in villages and remote areas. Increased of usage also increase online devices. In start internet protocol addressing (a specific IP addressing for each online entity) was designed on 32 bit and this scheme IP version called IPv4.IPv4 addressing is like 203.128.076.001. decimal is used to make the IPv4 addresses more palatable for humans and a 32-bit address becomes 4 decimal numbers separated by the period (.) character. If we calculate these decimal values and we can get the total number of devices can be participate on this protocol (256x256x256x256) = allows for 4,294,967,296 addresses. It is about 4 billion of addresses and in early days of internet no one can think, 4 billion slot will be full. here we shall discus some disadvantages of IPv4 as we have seen addressing capability problem and after that we shall go through the solution which will replace IPv4 and addressing structure of the new addressing scheme. we shall go through some disadvantages of IPv4 and new features of IPv6.

Rapid Growth of the Internet and the Exhaustion of the IPv4 Addressing

IPv4 allows for 4,294,967,296 addresses which is about 4 billion and IP allocation limits the public IP addresses to a few hundred million. Cause of this limitation companies using NAT (Network Address Translator) to map single public IP to multiple private IP addresses.

IPv4 Security at IP Level

When we communicate at public medium we need to encrypt data to maintain security and privacy. After a passage of time we have now security for IPv4 packets. This security knows as internet protocol security or IPSec but this is an optional for IPv4.

Internet Backbone Maintaining Large Routing Tables

In IPv4 network IDs allocation is very critical and currently more than 87000 routes in the routing tables of internet backbone routers today. The routing infrastructure is based on flat and hierarchical routing.

Quality of Service Concern in IPv4

Now a days internet users are not only limited with browsing and searching data. Current users are well aware of text and voice and video chat and video conferences and online video libraries. This kind of communication need real time data transfer for quality of service. Normally for these kind of services we use UDP (User Data-gram Protocol) or TCP (Transmission Control Protocol).IPv4 TOS field has limited functionality and, over time, has been redefined and locally interpreted. Additionally, payload identification that uses a TCP or UDP port is not possible when the IPv4 packet payload is encrypted.

IPv6

As we can see we have some basic problems in practice of IPv4 now we will check some new features of IPv6. here I like to describe the some of basic features of IPv6. Deployment of IPv6 is a big challenge for internet management groups, stake holders and service providers. It is difficult but not impossible. We can see benefits of IPv6 here. Biggest upgrade jump from IPv4 32 bit to IPv6 128 bit.

IPv6 Header Format

New header is designed to minimize header overhead. by moving both nonessential and optional fields to extension headers that are placed after the IPv6 header. IPv6 header is more efficiently processed at intermediate routers and that generates efficiency. IPv6 is 4 time larger than IPv4 and its header size is twice than older version.

IPv6 Large Addressing Space

In IPv6 source and destination addresses is based on 128 bit. 128 bit addressing can produce over 3.4 x 1038 possible combinations. Currently we can say this is enough but who know about future may be it also face same problem like IPv4 after some decades. 128 bit addressing allow us multiple levels of sub-netting and address allocation. So we can say that we have plenty of address for use in future.

Addressing and Routing Infrastructure Efficiency in IPv6

IPv6 designed to create an efficient, hierarchical, and summarize able routing infrastructure that is based on the common occurrence of multiple levels of Internet Service Providers. It reduce the size of routing table of backbone routers. Which is can cause of efficient internet experience.

Security features is now built-in

IPv6 has been design to support IPsec (AH and ESP header support required) also support mobility version Mobile IPv6. IPSec based on two types of extension headers and a protocol to negotiate security settings. The Authentication header (AH) provides data integrity, data authentication, and replay protection for the entire IPv6 packet. It is better form developers who built-in security features in development of IPv6 rather we bolt on later.

Quality of Service (QoS) of IPv6

As we have already seen about the UDP and TCP protocols for streaming and other multimedia services on internet. Cause the usage of these services are increasing day by day IPv6 have a flow level field in its header which make better and special handling for packets from source to destination. Data traffic is identified in the IPv6 header, support for QoS can be achieved even when the packet payload is encrypted with IPSec and ESP.

Thomas Nagel And His Article On Death

Thomas Nagel begins his collection of essays with a most intriguing discussion about death. Death being one of the most obviously important subjects of contemplation, Nagel takes an interesting approach as he tries to define the truth as to whether death is, or is not, a harm for that individual. Nagel does a brilliant job in attacking this issue from all sides and viewpoints, and it only makes sense that he does it this way in order to make his own observations more credible.

He begins by looking at the very common views of death that are held by most people in the world, and tells us that he will talk of death as the “unequivocal and permanent end to our existence” and look directly at the nature of death itself (1). The first view that Nagel decides to discuss is the view that death is bad for us because it deprives us of more life. Most people are in the view that life is good; even though some experiences in life can be bad, and sometimes tragic, the nature of life itself is a very positive state. Nagel also adds that when the experiences of life are put aside, this state is still positive, and not simply “neutral” (2).

Nagel goes further to point out some important observations about the value of life. Mere “organic survival” cannot be said to be a component of value (2). Nagel gives the example of death and being in a coma before dying. Both of these situations would be equally bad situations. Another observation is that “like most goods” the value can become greater with time (2).

Looking now at what is bad about death instead of what is good about life, Nagel presents some obvious thoughts regarding this point. Life is good because we have the conscious ability to experience and appreciate all that life has to offer. So death is bad because it deprives us of these experiences, not because the actual state of death is bad for us.

The next point that Nagel makes is that there are certain indications that show how people do not object to death simply because it “involves long periods of nonexistence” (3). It is said that people would not look at the temporary “suspension” of life as a terrible misfortune, because the fact that it is temporary tells us that this will ultimately bring the state back to that of conscious life. Also, we do not look at the state being before we are born as a misfortune, or deprivation of life, because that life has not yet begun and, (as Nagel states later), he refutes the possible argument that the person could have been born earlier and had more life, with the fact that if that person was born substantially earlier, he would cease to be that person, but instead someone else entirely.

Nagel discusses next three problems. The first is a view that there are no evils that are not rooted in a person consciously “minding” those evils. Nagel puts this view in to easier terms by saying that this is the same as saying “what you don’t know can’t hurt you” (4). There are several examples that can illustrate this theory. People who think this way would say that it is not a harm for a person to be ridiculed behind his back, if he doesn’t know about it. If he doesn’t experience the evil, it is not bad for him. Nagel thinks this view is wrong. The natural discovery here is that it is bad to be betrayed, this is what makes the whole situation unfortunate; not because the discovery of this betrayal makes us unhappy.

The second problem is that which has to do with who the subject of harm caused by death is, and when exactly this occurs. Harm can be experienced by a person before death, nothing can be experienced after death, so when is death itself experienced as a harm? The third problem deals with posthumous and prenatal existence.

Contemplating the good or bad aspects of death, Nagel observes that we must look at the possible circumstances surrounding a death, and the pertinent history of the person who dies. This is important because we miss a lot that is important to the argument if what we take into consideration is exclusively the state of the person at the moment of death. Nagel gives an example of a very intelligent man sustaining an injury that causes him to regress to the mental capacity of an infant. His needs can be fulfilled like those of an infant and be kept happy as long as simple needs are met. His family and friends would look at this as a terrible misfortune, even though the man himself is not aware of his loss. This situation is unfortunate because of the deprivation of what might have been had he not been injured in this way. He could have gone on to accomplish great things for the world and his family, and live out his life through old age as an accomplished and acclaimed individual. This would have lead him to great happiness, but it can be observed that this same man in a state of mental capacity to match that of a child is also happy, but Nagel agrees that what happened to this man is a tragedy because of the terrible loss of the life the intelligent man could have led. This situation can relate to death in this way of thinking about deprivation. Death is bad because it robs you of what could have been.

After making these observations, Nagel states that “This case should convince us that it is arbitrary to restrict the goods and evils that can befall a man to non-relational properties ascribable to him at particular times” (6). There are endless circumstances and happenings going on that affect a person’s fortune or misfortune. Many of these never coincide directly to the person’s life. We must consider that there is no way to pinpoint the exact position of a misfortune in a person’s life, nor a way to define the origin. People have dreams and goals in life that may or may not be fulfilled. There is no way to find all of the circumstances and possibilities that go into whether or not these hopes and dreams are eventually fulfilled, but Nagel tells us that we must simply accept that “If death is an evil, it must be accounted for in these terms, and the impossibility of locating it within life should not trouble us” (7).

There are some who view the time before birth and the time after death as the same. We exist in neither, though Nagel argues that there is a difference. This whole essay has expressed exactly his view that though we do not exist in either case, death deprives us of time that we could have been living our lives.

Nagel makes an interesting observation about whether we can assign as a misfortune an event or aspect of life which is normal to all humans in general. We all know that we all will die and that the maximum amount of life is somewhere around 100 years. So is it still plausible to say this is a misfortune? He also gives the example of moles, which are blind. It is not a misfortune for a mole to be blind because they are all blind, and they will never know sight and be able to appreciate it. But Nagel also presents the example of a situation in which everyone goes through six months of pain and anguish before dying. Everyone knows that this is going to happen, but does that make the event any less of an event to dread and fear?

We are brought into this world and brought up with aspects of our lives that we appreciate. The deprivation of these things that we learn to appreciate is a misfortune, because we have learned to live with these privileges. It is unfathomable for a human being to grasp the concept of a finite life, in the truest meaning of understanding. We do not think of our lives right now as a set out plan or a finite sequence of events. We do not live day to day thinking of what we should do according to how much time we have left. Our lives are essentially an open-ended sequence of good and bad circumstances and possibilities. Death is the abrupt interruption of this sequence that we cannot help but be in the mindset will never end. This is how death is a deprivation, and ultimately, a bad thing for a person.

In conclusion, Nagel offers a good argument in his essay on death about death itself being a harm. Whether a person believes in the immortal life or not, it must still be considered that dying deprives you of the goods and experiences of life. This view seems unavoidable. A person who dies at age 92 has lived a full life to the best of his ability and has experienced more than someone who dies at age 32. The person dying at age 32 had many things that he wished to accomplish and experience in his life, and since the event of death has taken away all possibility of any of these goals coming to pass, and undermines all the work that he has put forth up to that point in pursuit of his goals, death is a terrible tragedy for him.

Work Cited

Nagel, Thomas. Mortal Questions. Cambridge: Cambridge UP, 1979.