Why I Am A Teacher - 933 Words

We are first taught to speak, because we need words to acquire the skill of writing, and then we are taught to write, because we need a way to express ourselves. There has to be a beginning, each and every distinct story has a beginning, but how can we find the beginning when we were incoherent of who we were? In the society that we grew up in writing is a must, in fact the better writers we are the further we will go in life, or that’s what everyone says right? So at a young age I remember that being drilled into my brain, if you don’t learn to write you won’t go into the next grade, if your handwriting is too bad you won’t get into the next grade, I remember those words being shoved down my throat every single solitary year of school. When I was starting kindergarten I could already write the basics because my parents thought this was a very important skill and made sure both my brother and I could both read and write well enough. I remember the nights w here I would lay in my bed and my mom or dad would sit on the side of the bed and read me stories. I can still visualize myself looking over at the book shelf and just loving every single book on the shelf, the lights were just dim and they would read, I can still hear their voices and remember how their words would affect me. I can truly thank my parents for first developing me into both a reader and a writer at such a young age. When I was trekking through elementary school I can remember multiple times when a teacher orShow MoreRelatedWhy I Am A Teacher807 Words   |  4 Pageswhat kind of job a person is going to take, a basic question to answer is about why. Why I want to be a teacher? This is one thing about which I has to be very clear before I decide on anything else such as what type of teacher I desire, or which subject, or where I want to teach. There are several aspects that have motivated me to be a teacher. First, the significant position of education in China makes teacher a most honored and respected role that attracts me. Second, my interest in teachingRead MoreWhy I Am A Teacher909 Words   |  4 Pagesin school. At the beginning of high school, I had already acquired plenty of experience writing and had found my style of writing. High School has given me a chance to further explore different ways to write and allowed me to learn what I do and do not like writing about. This past semes ter of DE English has felt like the next step in my evolution as a writer. During middle school I wrote in my english classes many times just like everyone else. However, I was in a program called â€Å"Focus† from fifthRead MoreWhy I Am A Teacher1287 Words   |  6 PagesThe first reason I decided to become a teacher because I have always enjoyed interacting, inspiring and guiding young people. I remember as a kid I always used my little chalkboard and pretend to teach to my friends what I had learned in school. I am also very patient and love to learn new material and explain it to others. The second reason, my ESL teacher during my first high school year was a real inspiration to me; I admire her ability to guide students. The third reason, when I started workingRead MoreWhy I Am A Teacher1425 Words   |  6 PagesThe people in my life I have always looked up to the most have been my teachers. When I was a child, they seemed all-powerful, the givers of the knowledge I didn’t even know I sought. Now, as a teenager, I still hold the opinion that educating the next generation is one of the noblest tasks a person can devote themselves to. Like many children, I went through many â€Å"dream career† phases: astronaut first, inspired by the â€Å"Magic School Bus† books, then veterinarian, a seemingly natural fit with my loveRead MoreWhy I Am A Teacher Essay1577 Words   |  7 PagesDream Big I clearly remember the day my mother brought home a small wooden desk for me. I cherish that desk so much because not only did I use it to do my homework, but I also used to play school. Even though I was very young, I knew I wanted to be a teacher. So the years went by and I was now a senior in high school and so close to achieving my goal of being a teacher. I knew attending college would be difficult, my parents, older sister, and I had no clue where to begin, or if it was evenRead MoreWhy I Am A Teacher1913 Words   |  8 PagesEver since I can remember, I’ve wanted to be a teacher. I remember sitting in grade school thinking, â€Å"Someday, I’d love to be doing what my teacher is doing now.† And amazingly, as I grew older, the age level at which I wanted to teach got bigger and bigger. However, as I approached the completion of my high school years, I realized that while teaching was a passion, it wasn’t a profession. It wasn’t the mone y necessarily (though that is daunting to a student going into education) but I realizedRead MoreWhy I Am A Teacher1194 Words   |  5 PagesIntroduction Growing up, I was the daughter and granddaughter of excellent teachers. I always saw how dedicated my mother and grandmother were to their profession. I saw first-hand the late night grading, the parent-teacher conferences, and all the joys and burdens of being a teacher. So, without a doubt I knew I wanted to experience the same joy of being a teacher and being able to inspire students to learn, just like my mother and grandmother. I learned early on that teaching was not a regularRead MoreWhy I Am A Teacher1221 Words   |  5 Pagesunique, influential teacher to drive a student into a specific field, and in my case, those teachers were Ms. Kim and Mr. Salters. When I entered fifth grade, I thought math was fun and interesting, but then in Mr. George’s class, I was berated quite loudly in front of the entire class for being an idiot after misplacing a digit. I had loved science and math until that point. For many students, this would be the end of the road for loving math and science. Thankfully, later I was fortunate enoughRead MoreWhy I Am A Teacher Essay1559 Words   |  7 Pages INTRODUCTION I believe that because I have wanted to be a teacher since I was a little girl. Not only have I wanted becoming a teacher for many years, but also I have had many teachers in my past, good and bad, who have assisted me in realizing that teaching was the profession for me. I have started to work as a teacher assistant in a school for autistic children. Teaching is a challenging task. One shall perform his duty with the highest degree of excellence, professionalismRead MoreWhy I Am A Teacher Essay859 Words   |  4 PagesTeacher Questionnaire 1. Yes. And I believe teacher minister students beyond just what he/she lectures. When I was teaching art in the university, just my students are asked to be committed in their studies in art, making connection with the practical fields, I hold myself to set an example for students in commitment and integrity as an artist. I believe a teacher plays the role as a guide and a supporter in students’ learning progress. 2. Growing up, I was blessed with several passionate teachers

Dbq12 the Industrial Revolution Beginnings Answers Free Essays

DOC #1 This document would help support the geographical/resource paragraph for the essay question – essentially, England had coal which powered machines, iron which created the machines and wool which the machines made into thread and then textiles. If the map is to scale, it is easy to infer that the resources were fairly close to canals or ports which meant less expense and faster shipping to the factories. DOC#2 This document supports the geographical/resource paragraph for the essay – factories needed a large, mobile population to work in the factories. We will write a custom essay sample on Dbq12: the Industrial Revolution: Beginnings Answers or any similar topic only for you Order Now DOC#3 This document supports an innovation paragraph because the idea of the assembly line was first used in the textile mills to increase production. This document could also be used to support the resource paragraph because if there were not so many people available to work in the factories, then there would not be enough people to man the assembly line. DOC#4 This document aids the resource/geography paragraph as it discusses the coal, iron and wool resources’ proximity to ports and rivers. These waterways cut down on shipping time and cost, as land shipping is usually more costly due to the length of time it takes. Because thee resources are close together, they can also be easily experimented with, due to the lower shipping costs. DOC#5 This document would support an innovation/scientific paragraph as it focuses on how English thinkers are able to work on their inventions. DOC:6 This document can be used in an innovation paragraph as it focuses on what inventions produced which results. It could also be used to support a resource paragraph as it infers that with these inventions, less people were needed to work, so more people were available to work in factories. It could also be used to support a factory paragraph as it describes the inventions that created the first textile mills, the first industry in England. Doc7 This document could support an innovation paragraph due to the improvements in agriculture which are able to support a growing number of city dwellers due to increased harvests. It could also support a resource paragraph as it infers that less people are needed on farms to plant and harvest crops; therefore, people are available to work in factories. Doc8 This document would support a resource paragraph as it describes how farms create more food and infers that more people are available for other jobs. It could also support a political paragraph as it states that Parliament id not interfere with the consolidation of land into large farms. Doc9 This document would support a political paragraph as it states that England’s freedom in politics and economics, as compared to other countries like France and Germany where businesses are strictly regulated and shipping costs are prohibitive toward industrial development, led to its status as being the first country to industrialize. How to cite Dbq12: the Industrial Revolution: Beginnings Answers, Papers

Fat Tax free essay sample

This report proposes that these costs and problems need to be addressed, and one avenue through which they can be is a junk food tax. This report proposes that there be a federal tax placed on junk food purchases, similar to the taxes placed on gasoline and tobacco products. This tax would dissuade people from purchasing unhealthy food items. At the same time it would help the nation offset some of the financial costs that obesity has generated. The proposition is not a fix-all, but it is a good start. Taxation of Junk Food, A Proposition to Battle the Obesity Epidemic in America Obesity is a condition that can be found in nearly every social class, geographic location, and age group in our society today. Every year there are more people who fit this profile; more people who are obese. While many view this condition as merely a cosmetic one, the truth is that there are serious consequences to being overweight. We will write a custom essay sample on Fat Tax or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some of these consequences include: the health risks such as diabetes and heart disease, early death because of those conditions, economic impacts due to lower productivity, astronomical health care costs, and numerous social problems that arise due to the lethargy and early mortality of obese parents and the inactivity of overweight children. These issues are significant, and need to be addressed in order to solve the problem. First, the causes of obesity must be understood, so that adequate solutions can be generated. Then solutions need to be created and put into effect such that the causes of the epidemic will be addressed at a minimal social cost. The information in this report shows that a large portion of those who suffer from obesity can attribute a large portion of their weight to junk food. This food is high in calories and low in nutritional value. This report also shows that many of these people choose to consume these products due to its convenience and relative low cost. I propose that in order to address this cause, and decrease consumption of junk food due to convenience and low cost, a federal tax should be levied against all foods that fit the profile of a junk food. I propose that this action would decrease economy purchases of less nutritious foods, and encourage consumers to consume more healthy diet options based on economic feasibility. Â  The Obesity Epidemic The issue of obesity is one that is complex and widespread. In order to understand the scope and implications of this condition, one must first understand what it is, and who it affects. Not everyone who is overweight is obese. Scott Ingram describes the difference between obesity and overweight as overweight being anyone who weighs more than the someone in the normal range for how old and tall they are, while in order for a person to be labeled obese, they must have enough body fat to put them 20 percent higher or more than their ideal weight (Ingram, 2005, p. 23). In other words, if a person’s ideal weight for their height and age is 140 pounds, and they weigh 150 pounds, they are overweight; but if they weigh over 168 pounds they are obese. This difference is important, as it indicates exactly how much overweight obese people are. They are all more than 20 percent over their target weight, which is significant enough to cause the problems that are being discussed in this report. The health and social issues caused by the state rest of the population that have not reached the 20 percent mark, but are still overweight are not even considered in this report. However, these issues will be positively affected by this proposal as well. It is also important to note that this problem is not isolated to a specific group of individuals, although there are groups that are higher risk than others.

Universal Neurosis Essays - Freudian Psychology, Sigmund Freud

Universal Neurosis SIGMUND FREUD and UNIVERSAL NEUROSIS Sigmund Freud defined the goal of psychoanalysis to be to replace unconscious with conscious awareness, where the ?id was ego shall be,' and through this an individual would achieve self-control and reasonable satisfaction of instincts. His fundamental ideas include psychic determinism, the power and influence of the unconscious, as opposed to the pre-conscious mind, the tripartite division into id, ego and super-ego, and of course the ideas of universal illusion and universal effects of the Oedipal Complex. The examination of the Oedipal Complex is the most essential to the understanding of Freud's theories since he claimed that due to the resistance, repression, and transference of early sexual energies the world had developed a universal complex which did not allow for the healthy development of individual's but lead instead to the neurosis and mass illusion of religion. For his perceivably vicious attacks on religion and his logical and yet totally undermining examination of reli gion and other vital social issues, Freud has been slandered and his theories criticised simply because of the away he addressed these painful issues. Through the systematic development of the theories of psychoanalysis, all stemming from one another and all tied together into a universal Oedipal Complex and religious illusion, the ideas of the tripartite human psyche and wish-fulfilment that Freud developed came under fire from critics for their controversial messages and analysis. Briefly stated, the Oedipus Complex is the preservation in the adult individual of the perceptions, strategies and scars of a conflict the individual underwent during his/her pre-school years. According to Freud, these perceptions, etc, later colour and shape the individual's future experiences. This psychological crisis results when a young child's sexual desire for the parent of the opposite sex collides with the competition, rivalry and overwhelming power of the parent of the same sex. According to Freudian theory, the ghosts of this Oedipal crisis haunt us our entire lives. Psychopathology, slips of the tongue, dreams, and religious experience all were understood to be functions whose origins and energy resulted from this repressed material. In his later work, Freud interpreted the reports of his clients (reports offered under hypnosis, under verbal encouragement and suggestion, and finally, in the later work, reports given through free-associations) as revealing a universal Oedi pal drama. Freud found what he took to be evidence for the universal existence of the Oedipus Complex in the testimony of patients, in his analysis of the repressed in dreams, in slips, wit, and the transference phenomenon, as well as in art, philosophy and religion. As the child develops, he/she identifies with the parent of the same sex and renounces incestual desire. This renunciation is achieved and strengthened by the formation of the super-ego, a section of the child's ego identified with the childhood image of the parents (the parental Imago) perceived in consciousness as conscience and as the ego ideal. The ego ideal is the self's conception of how he/she wishes to be and is a substitute for the lost narcissism in childhood when ?I' was my own ideal. When projected onto or into the world, the Imago (a word used by Freud to describe unconscious object-representations) is taken by the experience to be a veridical perception of a divine being. Throughout life, these experiences of this childhood conflict are alive and present in the unconscious of the individual. This childish, magically thinking, ever desiring, instinctually driven self is described topographically by Freud in his tripartite division of the person as the ?id' (Latin for ?it '). That part of the individual responsible for maintaining congress and connection with reality and mediating between the id and reality is the ?ego.' That part of the ego, largely and usually unconscious, which bears and enforces the ego ideal, is the ?super-ego.' An activity is ego-syntonic just in case it strengthens the ego in its function of mediating between the demands of reality, basic instinctual drives (of appetite, aggression, and sexuality), and conscience. As mediator, the ego needs to make adequate contact with both the external and internal demands involved. Thus, one of its main tasks is ?reality testing' - making an accurate determination of the limits imposed on the organism by the external world including one's

Sample of Words Essay on Social Studies Career Goals

Sample of Words Essay on Social Studies Career GoalsWhen a student is trying to figure out how to structure a sample of words essay on social studies career goals, it is a good idea to organize the material in a logical way. There are many different formats and directions that students can take to organize the materials for their sample of words essay on social studies career goals.One of the first things a student should do is to write down what they want to accomplish from writing this essay. From here, they should write down the different areas that they want to cover with their essay. This helps them identify what areas of writing they will need help with and that they will be able to handle on their own.Students should start by writing their goals for this essay on topics related to the topic of their academic essays. This will allow them to focus on areas of their goal writing where they can learn more about this subject. This will also give them something to focus on as they b egin to write the first drafts of their sample of words essay on social studies career goals.Next, students should write their reasons for wanting to study a specific career. They should choose careers that interest them most. This can be a broad topic like world history or a more specific topic like international politics. They can use their interests to create the best sample of words essay on social studies career goals that they can.Students should then write a description of the different kinds of careers that they want to work on. They should write different types of careers and choose topics that are related to those careers. By listing the different kinds of careers that they want to study in this way, they will be able to make a list of the various careers that they have listed.Finally, they should include a few paragraphs that describe their experiences in the field that they want to write about in their sample of words essay on social studies career goals. These paragraph s should include information about the different experiences that they have had in the career. It should also include information about the challenges that they faced and the strategies that they used to overcome these challenges.Students should also make sure that they use their key skills in their essay. These skills can be anything from language skills to critical thinking skills. By having these skills as a part of the samples of words essay on social studies career goals, students will be able to use those skills to help them organize the material for their writing assignments.Making sure that the sample of words essay on social studies career goals contains the skills that a student needs to succeed in college is an important aspect of making sure that the essay is the most effective. By making sure that students can use the key skills that they learned in high school to help them learn about careers and about other subjects, students will be able to get the most out of their research.

Battle of New Market in the Civil War

Battle of New Market in the Civil War The Battle of New Market occurred on May 15, 1864, during the American Civil War (1861-1865). In March 1864, President Abraham Lincoln elevated Major General Ulysses S. Grant to lieutenant general and gave him command of all Union armies. Having previously directed forces in the Western Theater, he decided to give operational command of the armies in this region to Major General William T. Sherman and moved his headquarters east to travel with Major General George G. Meades Army of the Potomac. Grants Plan Unlike the Union campaigns of the preceding years which sought to capture the Confederate capital of Richmond, Grants primary goal was the destruction of General Robert E. Lees Army of Northern Virginia. Recognizing that the loss of Lees army would lead to the inevitable fall of Richmond as well as would likely sound the death knell of the rebellion, Grant intended to strike the Army of Northern Virginia from three directions. This was made possible by the Unions superiority in manpower and equipment. First, Meade was to cross the Rapidan River east of Lees position at Orange Court House, before swinging west to engage the enemy. With this thrust, Grant sought to bring Lee to battle outside of the fortifications the Confederates had constructed at Mine Run. To the south, Major General Benjamin Butlers Army of the James was to advance up the Peninsula from Fort Monroe and threaten Richmond, while to the west Major General Franz Sigel laid waste to the resources of the Shenandoah Valley. Ideally, these secondary thrusts would draw troops away from Lee, weakening his army as Grant and Meade attacked. Sigel in the Valley Born in Germany, Sigel had graduated from the Karlsruhe Military Academy in 1843, and five years later served Baden during the Revolution of 1848. With the collapse of the revolutionary movements in Germany, he had fled first to Great Britain and then to New York City. Settling in St. Louis, Sigel became active in local politics and was an ardent abolitionist. With the start of the Civil War, he received a commission more based on his political views and influence with the German immigrant community than his martial ability.   After seeing fighting in the west at Wilsons Creek and Pea Ridge in 1862, Sigel was ordered east and held commands in the Shenandoah Valley and the Army of the Potomac. Through poor performance and an unlikable disposition, Sigel was relegated to unimportant posts in 1863. The following March, due to his political influence, he obtained command of the  Department of West Virginia. Tasked with eliminating the Shenandoah Valleys ability to provide Lee with food and supplies, he moved out with around 9,000 men from Winchester in early May. Confederate Response As Sigel and his army moved southwest through the valley towards their goal of Staunton, Union troops initially encountered little resistance. To meet the Union threat, Major General John C. Breckinridge hastily assembled what Confederate troops were available in the area. These were organized into two infantry brigades, led by Brigadier Generals  John C. Echols and Gabriel C. Wharton, and a cavalry brigade led by Brigadier General John D. Imboden. Additional units were added to Breckinridges small army including the 257-man Corps of Cadets from the Virginia Military Institute. Armies Commanders: Union Major General Franz Sigel6,275 men Confederate Major General John C. Breckinridge4,090 men Making Contact Though they had marched 80 miles in four days to join his army, Breckinridge hoped to avoid using the cadets as some were as young as 15. Advancing towards each other, Sigel and Breckinridges forces met near New Market on May 15, 1864. Deploying on a ridge north of the town, Sigel pushed skirmishers forward. Spotting the Union troops, Breckinridge opted to take the offensive. Forming his men south of New Market, he placed the VMI cadets in his reserve line. Moving out around 11:00 AM, the Confederates advanced through thick mud and cleared New Market within ninety minutes. The Confederates Attack Pressing on, Breckinridges men encountered a line of Union skirmishers just north of the town. Sending Brigadier General John Imbodens cavalry around to the right, Breckinridges infantry attacked while the horsemen fired on the Union flank. Overwhelmed, the skirmishers fell back to the main Union line. Continuing their attack, the Confederates advanced upon Sigels troops. As the two lines neared, they began exchanging fire. Taking advantage of their superior position, the Union forces began to thin out the Confederate line. With Breckinridges line starting to waver, Sigel decided to attack. With a gap opening in his line, Breckinridge, with great reluctance, ordered the VMI cadets forward to close the breach. Coming into line as the 34th Massachusetts began their attack, the cadets braced themselves for the onslaught. Fighting with Breckinridges seasoned veterans, the cadets were able to repel the Union thrust. Elsewhere, a thrust by Union cavalry led by Major General Julius Stahel was turned back by Confederate artillery fire. With Sigels attacks faltering, Breckinridge ordered his entire line forward. Surging through the mud with the cadets in the lead, the Confederates assaulted Sigels position, breaking his line and forcing his men from the field. Aftermath The defeat at New Market cost Sigel 96 killed, 520 wounded, and 225 missing. For Breckinridge, losses were around 43 killed, 474 wounded, and 3 missing. During the fighting, ten of the VMI cadets were killed or mortally wounded. Following the battle, Sigel withdrew to Strasburg and effectively left the Valley in Confederate hands. This situation would largely remain until Major General Philip Sheridan captured the Shenandoah for the Union later that year.

Living Fossil Plants - Ginkgo, Metasequoia, Wollemia

Living Fossil Plants - Ginkgo, Metasequoia, Wollemia A living fossil  is a species that is known from fossils looking just the way it looks today. Among animals, the most famous living fossil is probably the  coelacanth. Here are three living fossils from the plant kingdom. Afterward, we will point out why living fossil is no longer a good term to use. Ginkgo, Ginkgo biloba Ginkgoes are a very old line of plants, their earliest representatives being found in rocks of Permian age  some 280 million years old. At times in the geologic past, they have been widespread and abundant, and the dinosaurs surely fed upon them. The fossil species Ginkgo adiantoides, indistinguishable from the modern ginkgo, is found in rocks as old as Early Cretaceous (140 to 100 million years ago), which appears to have been the ginkgos heyday. Fossils of ginkgo species are found throughout the northern hemisphere in rocks dating from Jurassic to Miocene times. They disappear from North America by the Pliocene and vanish from Europe by the Pleistocene. The ginkgo tree is well-known today as a street tree and ornamental tree, but for centuries it appears to have been extinct in the wild. Only cultivated trees survived, in Buddhist monasteries in China, until they were planted across Asia starting about a thousand years ago. Ginkgo Photo GalleryGrowing GinkgoesLandscaping with Ginkgoes Dawn Redwood, Metasequoia glyptostroboides The dawn redwood is a conifer that sheds its leaves every year, unlike its cousins the coast redwood and giant sequoia. Fossils of closely related species date from late in the Cretaceous  and occur all over the northern hemisphere. Their most famous locality is probably on Axel Heiberg Island in the Canadian Arctic, where stumps and leaves of Metasequoia sit still unmineralized from the warm Eocene Epoch some 45 million years ago. The fossil species Metasequoia glyptostroboides was first described in 1941. Its fossils were known before that, but they were confused with those of the true redwood genus Sequoia and the swamp cypress genus Taxodium for more than a century. M. glyptostroboides was thought to be long extinct. The latest fossils, from Japan, dated from the early Pleistocene (2 million years ago). But a living specimen in China was found a few years later, and now this critically endangered species is thriving in the horticultural trade. Only about 5000 wild trees remain. Recently, Chinese researchers described a single isolated specimen in Hunan province whose leaf cuticle differs from all other dawn redwoods and exactly resembles the fossil species. They suggest that this tree is truly the living fossil and that the other dawn redwoods have evolved from it by mutation. The science, along with much human detail, is presented by Qin Leng in a recent issue of Arnoldia. Qin also reports vigorous conservation efforts in Chinas Metasequoia Valley. Wollemi Pine, Wollemia nobilis The ancient conifers of the southern hemisphere are in the araucaria plant family, named for the Arauco region of Chile where the monkey-puzzle tree (Araucaria araucana) lives. It has 41 species today (including the Norfolk Island pine, kauri pine and bunya-bunya), all of them scattered among the continental fragments of Gondwana: South America, Australia, New Guinea, New Zealand and New Caledonia. Ancient araucarians forested the globe in Jurassic times. In late 1994, a ranger in Australias Wollemi National Park in the Blue Hills found a strange tree in a small, remote canyon. It was found to match fossil leaves going back 120 million years in Australia. Its pollen grains were an exact match to the fossil pollen species ​Dilwynites, found in Antarctica, Australia, and New Zealand in rocks as old as Jurassic. The Wollemi pine is known in three small groves, and all specimens today are as genetically alike as twins. Hard-core gardeners and plant fanciers are very interested in the Wollemi pine, not just for its rarity but because it has beautiful foliage. Look for it at your local progressive arboretum. Why Living Fossil Is a Poor Term The name living fossil is unfortunate in some ways. The dawn redwood and Wollemi pine present the best case for the term: recent fossils that appear identical, not just similar, to a living representative. And the survivors were so few that we may not have enough genetic information to explore their evolutionary history in depth. But most living fossils dont match that story. The plant group of cycads is an example that used to be in the textbooks (and may still be). The typical cycad in yards and gardens is the sago palm, and it had supposedly been unchanged since Paleozoic time. But today there are about 300 species of cycad, and genetic studies show that most are only a few million years old. Besides genetic evidence, most living fossil species differ in small details from todays species: shell ornamentation, numbers of teeth, configuration of bones and joints. Although the line of organisms had a stable body plan that succeeded in a certain habitat and lifeway, its evolution never stopped. The idea that the species became evolutionarily stuck is the main thing wrong about the notion of living fossils. There is a similar term used by paleontologists for fossil types that disappear from the rock record, sometimes for millions of years, and then appear again: Lazarus taxa, named for the man that Jesus raised from the dead. A Lazarus taxon is not literally the same species, found in rocks millions of years apart. Taxon refers to any level of taxonomy, from the species through the genus and family up to the kingdom. The typical Lazarus taxon is a genus- a group of species- so that matches what we now understand about living fossils.