What The Theory of Everything?

A large machine designed to create a mass explosion of two matter particles which have being rushed at extreme velocity. The result of this collision will produce a massive chain reaction that will break move and disperse these matter particles to produce, everything we know, including life.

A Matter particle known as Higgs Boson or God Particle helps these particles to reach different locations and aid the production of life. It is imperative that this Higgs Boson gets found during the explosion the problem is that a larger space is a most have to reproduce the big bang explosion and create mini matter particles and open the door the possibilities of finding this Higgs Boson particle. Life is created by the Matter Particle known as Higgs Boson or God's particle.

A larger machine or space will help generate a large explosion of matter thus larger amounts of material will offer the right conditions to recreate the big bang theory and find the particle Higgs Boson. Gravity is also an essential part to this massive explosion scientists will need to learn to harness it and channel it to introduce it to explosion of matter. Gravity is necessary for the explosion to disperse the newly broken particles at the right time and speed. How much do we know about the God Particle We do not know much about it, just that it will give the conditions that will at the right time of the explosion create that fabulous moment of enlightenment, that moment that provides with the answer to the question about the purpose of an enormous explosion and life creation.

Could it be that gravity is undoubtedly that elusive God Particle we desperate search for? It will bring so much understanding and deep achievements as part of humanity to find the answer to this incredible question of the purpose of life and life meaning! Only time will tell for now the work of science is cut up and is possible that the world is getting close to a moment of change.

Studying Abroad Is A Viable Option For Most College Students

Students who are thinking about studying abroad in college must make some decisions when it comes to fitting this valuable experience into their degree programs. After all, many students have tight schedules when it comes to completing college, but that doesn't mean they want to give up on a meaningful study abroad experience. Looking into your options when it comes to the length of your study abroad program can help you decide whether you can fit this experience in.

In some cases, students want to experience a full immersion in the culture of their host country. These students may opt to spend an entire academic year living and learning in a country of their choice. While studying abroad, students will have an experience similar to that of a college student native to that host country. They will attend classes at a local college or university and have the opportunity both to acquire the local language and to truly get to know the surrounding area.

Studying abroad for an entire year is an educational and life-changing experience for students who opt to make this long-term commitment. Of course, this choice is not right for everyone. Students who study abroad for a year should be prepared for transitional periods that will occur when relocating to the host country as we;; as when returning to the United States at the year's close. This intense experience is rewarding but may be too long of a period for some students to spend away from family and friends.

For many students, spending a semester abroad is just right. A semester can go by quickly, but it will also provide ample time to explore your host country, improve your language skills, and meet many interesting people. You will live and learn at a local college or university in a slightly less intensive way.

A semester abroad is usually the most common choice for college students looking to get this experience. A semester abroad does come with big changes, and students must allow themselves time to adapt to the culture and language of their host country. This experience is often more manageable for students than an entire year abroad.

A Field Waiting to Be Explored

Fiction throughout its history has embraced many subjects, and viewpoints. It is a potent tool of education, but, 'educational fiction' is a field waiting to be studied and accepted. This commentary will propose a rationale for considering 'educational fiction' as a genre.

Educational fiction arguably began with Geoffrey Chaucer (1340 -1400): J. D. Rolleston in a Lancet article 'Chaucer and Medieval Medicine (1932)' argues that Chaucer's works - notably The Canterbury Tales - are as concerned with medical conditions (plague, leprosy and malaria) as with literary innovation.

Medically trained Sir Arthur Conan Doyle (1859-1930) could be termed the 'father' of modern education fiction. Medicine and medical instruments feature heavily in his novels, from the cataract knife in 'Silver Blaze' (1892) to the obscure poison of 'The Lion's Mane' (1926). His interest in ophthalmology appears in Round the Red Lamp, a 1894 collection of short stories; one of these, 'The Doctors of Hoyland' describes an iridectomy. Laura Synder's article Sherlock Holmes: Scientific Detective credits Doyle and Holmes with reawakening the public's interest and trust in forensic science. In 1932 the Lancet in an editorial The Sherlockian Method in Epidemiology commented that Sherlock Holmes' methods of deduction were widely used in epidemiology.

Doyle's Sherlock Holmes inspired many scientist-writers who recognised fiction's educational power. Jonathan Kellerman, a psychologist, has penned several bestselling novels incorporating psychology themes. When the Bough Breaks (1985) explained the mind's workings in layman's terms and received huge critical acclaim. The novel's reception, and Kellerman's continual success, demonstrates that the public is willing to be educated in conventionally academic and medical topics.

Any line of work now has a fresh angle to approach the public. The radiographer and radiologist are a crucial part of diagnosis, yet few are acquainted with their roles. The American College of Radiology commissioned research into exactly this problem in 2008, resulting in a 'Face of Radiology' campaign. However in 2009 Gunderman and Mortell examined scripts from several TV programs. They found that radiologists were either portrayed negatively, or missing. Perhaps the 'Face' campaign's repercussions had yet to filter through print and film media - but it could also be argued that, had an established writer penned an edufictional novel with a radiologist as a main character, the results could have been more dramatic. Education fiction is not simply about incorporating technical language into a novelistic format.

Current readers of fiction are more inter-disciplinary in their tastes than their Holmes-era counterparts, perhaps due to widespread multimedia and increasing university attendance. So we need a standardised classification of fictional books with accurate references under the genre of 'education fiction' (abbreviated to 'edufiction'). A reader of an 'edufiction' would be assured, perhaps, of a bibliography to verify some of the assumptions it makes. Any specialist terms could be explained in a glossary, and an appendix would include recommendations for further reading. I propose the following generic definition:

"An edufictional novel intends to educate its reader, and may also seek to promote awareness about its chosen topics. Although the narrative is fictitious, all its references are verifiable, and all its assumptions plausible in the light of current thought."