Rene Descartes Lived From 1596 To 1650. He Was A French Mathematician,

Rene Descartes lived from 1596 to 1650. He was a French mathematician, philosopher, and anatomist. He contributed to modern ideas, mainly those associated with science, rational thought, and the scientific method. He was born in La Haye, a city in central France. His father was a lawyer and left him an annual income for life. He attended the college of Henri IV at La Fleche when he was 10, ordered by his father. Descartes left La Fleche in 1614 to study civil and anon law at Poitiers and two years later he had received the baccalaureate and licentiate degrees in law. In 1918 he joined the army of Prince Maurice of Nassau as a volunteer. In his early life he wanted to accomplish something in life, something like a new and stable basis for all knowledge.. In 1637 he published Discourse on the Method for Conducting Ones Reason Rightly and for Searching for Truth in the Sciences which he wrote in France. This book introduced three ideas, one on optics, one on geometry, and one on meteorology. Four yeas later he wrote Meditations on First Philosophy which is his version of a unified and certain body of the human knowledge. The Catholic and Protestant Church was angered by his book, claiming that Descartes hope was to replace the teachings of Aristotle. In 1644 he publish Principles of Philosophy which he hoped would in-fact replace Aristotles teachings. His last important work was called Passions of the Soul where he explored topics such as the relationship of the soul to the body, the nature of emotion, and the role of the will in controlling emotions. In 1649 Queen Christina of Sweden convinced Descartes that he should come to Stockholm to teach her philosophy. On his way home from one of the queens lessons he caught pneumonia in Febru ary 1650 and after suffering for a week he died on February 11. Descartes philosophical system of thought is called Cartesian which was based on the idea of his statement, I think therefore I am. He also made the first systematic account of mind and body relationship, and souls contact with the body. In the fields of mathematics and astronomy, he was one of the founders of coordinate geometry and a change in algebraic notation. Also, he said that external motion affects the nerve divers, and it is because of this that he is credited with the founding of the reflex theory. He claimed that the world is created by god, and that it is made up of two substances, matter and spirit. In Descartes Treatise he first discussed specific problems in physics, including an echo, resonance and water pressure. He then considered mathematical problems such as the drawing of a tangent at an angle of 45 degrees to a curve, and set out his working of the complete equation in detail. He then considered the problem of perfect numbers, stating his belief that he will be able to demonstrate that no even numbers are perfect except those of Euclid. He also discussed the center of gravity of a sphere, work on balances and levers, a point concerning burning glass, development of spectacles for old men, condensation and rarefaction, the law of falling bodies, and his theory of matiere subtile. Descartes invented what we now call Cartesian coordinates, or the system by which we can graph mathematical functions in two-or three-dimensional space. So, all of those problems you have been working in algebra are his fault. It is interesting to consider how Descartes came to develop Cartesian coordinates. Descartes was lying on his bed watching a fly. Slowly, it came to him that he could describe the fly's position at any instant by just three numbers. Those three numbers were along the planes of the floor and two adjacent walls, what we now call the x,y,z coordinate system. Most cities today are laid out in Cartesian fashion, so we give directions as x,y coordinates easily and without realizing it. When we tell a stranger to go three blocks down Main Street and then turn right on Jackson and go 10 blocks, we are using Cartesian coordinates. The Cartesian coordinate system is made up of two number lines, one usually labeled the x-axis

Using an Essay Sample For Applying Scholarship

Using an Essay Sample For Applying ScholarshipIt's not that you need a more creative essay to get into a college but if you want to get into the better colleges, you need a more original essay. Instead of copying down what you read in a book or newspaper, you need to be able to make it your own. The way to do this is by using an essay sample for applying scholarship.You can find these essay samples in many places. You just have to know where to look. First of all, the best source would be your high school. They may still have one on hand from a class you took years ago and you could easily access it.Of course, if you don't know how to go about finding it, you can always ask your teacher for a copy of it. This is a very good source because you can see the tone and style of the paper and the person who wrote it. The student who wrote it could give you some advice for you to use in your own essay.Another great source would be the school's library. There are usually piles of old high sch ool and college papers there. You can go through them and take out any paper that looks interesting to you.If none of those are possible, then check online. The best place to look is usually in a college's website. Many schools have their websites that have essay samples for applying scholarship so all you have to do is put in your information.Make sure that you take the time to check over every sample you are given. It would be silly to just rely on one essay if you can find a dozen or more that are similar. This means that you have to devote a lot of time to your search.Finally, if you want a more original essay, you can always go to a college or university and speak to someone about the essays that they have available. They may be able to help you get one that will be original. All they have to do is find out what kind of student you are and they will be able to tell you what essay you should be submitting.Use an essay sample for applying scholarship when you're preparing for you r college essay. By doing this, you can make sure that you have an original essay that you can use for your college essay.

Celebrating New Years Eve in France

Celebrating New Years Eve in France In France, the New Years celebration begins on the evening of December 31 (le rà ©veillon du jour de l’an) and carries through January 1 (le jour de l’an). Traditionally, its a time for people to gather with  family, friends, and community. New Year’s Eve is also known as La Saint-Sylvestre because December 31 is the feast day of Saint Sylvestre. France is predominantly Catholic, and as in most Catholic or Orthodox countries, specific days of the year are designated to celebrate specific saints and are known as feast days. Individuals who share a saints name often celebrate their namesakes feast day like a second birthday. (Another noted French feast day is La Saint-Camille, shorthand for la fà ªte de Saint-Camille.  Its celebrated on July 14, which is also Bastille  Day.) French New Years Eve Traditions There arent too many traditions specific to New Years Eve in France however, one of the most important ones is kissing under the mistletoe (le gui) and counting down to midnight. While theres no equivalent to the ball dropping in Times Square, in larger cities, there may be fireworks or a parade and theres usually a big variety show on television featuring France’s most famous entertainers. New Years Eve is most often spent with friends- and there may be dancing involved. (The French like to dance!) Many towns and communities also organize a ball which is often a dressy or costumed affair. At the stroke of midnight, participants kiss one another on the cheek two  or four times  (unless they are romantically involved). People may also throw des cotillons (confetti and streamers), blow into  un serpentin (a streamer attached to a whistle), shout, applaud, and generally make a lot of noise. And of course, the French make les rà ©solutions du nouvel an (New Years resolutions). Your list will, undoubtedly, include  improving your French, or perhaps maybe even scheduling a trip to France- et pourquoi pas? French New Years Meal Theres no single food tradition for the French New Years celebration. People may choose to serve anything from a formal meal to something buffet style for a party- but no matter whats being served, its sure to be a feast. Champagne is a must, as are good wine, oysters, cheese, and other gourmet delicacies. Just be careful not to drink too much or you may end up with a serious gueule de bois (hangover). Typical New Years Gifts in France In France, people dont generally exchange gifts for the New Year, although some do. However, its traditional to give monetary gifts to postal workers, deliverymen, the police, household employees, and other service workers around Christmas and the New Year. These gratuities are called les à ©trennes, and how much you give varies greatly depending on your generosity, the level of service you got, and your budget. French New Years Vocabulary Its still customary to send out New Years greetings. Typical ones would be: Bonne annà ©e et bonne santà © (Happy New Year and good health)Je vous souhaite une excellente nouvelle annà ©e, pleine de bonheur et de succà ¨s. (I wish you an excellent New Year, full of happiness and success.) Other phrases youre likely to hear during New Years celebrations: Le Jour de lAn- New Years DayLa Saint-Sylvestre- New Years Eve (and the feast day of Saint Sylvester)Une bonne rà ©solution- New Years resolutionLe repas du Nouvel An- New Years mealLe gui (pronounced with a hard G ee)- mistletoeDes confettis- confettiLe cotillon- a ballLes cotillons- party novelties such as confetti and streamersUn serpentin- a streamer attached to a whistleGueule de bois- hangoverLes  Ãƒ ©trennes- Christmas/New Years Day present or gratuityEt pourquoi pas?- And why not?

Learning to Learn Skills as a Foundation

Learning to Learn Skills as a Foundation Children with Autism Spectrum Disorders and other developmental disabilities often lack skills that are pre-requisites for success in school. Before a child can acquire language, hold a scissors or pencil, or learn from instruction, he or she needs to be able to sit still, pay attention and imitate the behaviors or remember the content of instruction. These skills are commonly known, among practitioners of Applied Behavior Analysis, as Learning to Learn Skills: In order to succeed with children with Autism, it is important that you evaluate whether they have those learning to learn skills. The Skill Set Waiting: Can the student stay in place while you arrange materials, or begin a session?Sitting: Can the student stay seated, on both buttocks, in a chair?Attending to others and materials: Can you get the student to pay attention to you (the instructor) or when presented with materials?Changing responses based on prompts: Will the student change what he/she is doing if directed to do so, with physical, gestural or verbal prompts.Following instructions: When given instructions, will the child comply? This implies that the child has receptive language.Following choral, or group instructions: Does the child follow directions when given to a whole group? Or does the child only respond to directions given with their name? The Continuum The learning to learn skills above are really arranged in a continuum. A child may learn to wait, but may not be able to sit appropriately, at a table. Children with Autism Spectrum Disorders often have co-morbid problems, such as Obsessive Compulsive Disorder (OCD) or Attention Deficit Hyperactivity Disorder (ADHD ) and may have never sat for more than a few seconds in one spot. By finding reinforcement that a child really wants, you can often shape these primary behavioral skills. Once you have completed a reinforcement assessment (evaluating and discovering reinforcement that your child will work for,) you can begin to assess where a child is on the continuum. Will he sit and wait for a preferred food item? You can move from the preferred food item to a favorite or preferred toy. If the child has sitting and waiting skills, you can expand it to find if the child will attend to materials or instruction. Once that is evaluated, you can move on. Most often, if a child has attending skills, he may also have receptive language. If not, that will be the first step of teaching the ability to respond to prompts. Prompting. Prompting also falls on a continuum, from hand over hand to gestural prompts, with the focus on fading prompts to reach independence. When paired with language, it will also build receptive language. Receptive language is critical for the next step. Following directions If a child will respond correctly to prompts, when paired with words, you can teach following directions. If a child already responds to verbal directions, the next thing to assess is: Does a child follow choral or group instructions? When a child can do this, he or she is ready to spend time in the general education classroom. This should hopefully be an outcome for all our children, even if only in a limited way. Teaching the Learning to Learn Skills The learning to learn skills can be taught either in one to one sessions with an ABA therapist (should be supervised by a Board Certified Behavior Analyst, or BCBA) or in an early intervention classroom by the teacher or a classroom aide with training. Often, in early intervention classrooms, you will have children who come in with a range of abilities in the learning to learn skills and you will need to focus the attention of a single aide on children who most need to build the basic sitting and waiting skills. The instructional model for ABA, like the model for behavior, follows an ABC sequence: A: Instruction. This needs to fit the outcome. If the first instruction is to sit, you may have to physically guide the child into the chair, accompanied by a verbal description of what is happening: Sit down, please. Okay, were sitting with our feet on the floor, our bum on the chair.B: Behavior. What the behavior is will determine the next step.C: Feedback. This is either correcting the response or praise, either paired with reinforcement, a token (secondary reinforcement) or once you have some behavioral momentum, every second to fourth correct response, or correction. The most important thing is to be clear about what is the desired response - you never want to reinforce an incorrect response (although an approximation is appropriate when shaping behavior. Called Discrete Trial Teaching, each instructional trial is very brief. The trick is to mass the trials, in other words, bring the instruction on hard and heavy, increasing the amount of time that the child/client is engaged in the targeted behavior, whether it is sitting, sorting, or writing a novel. (Okay, thats a bit of an exaggeration.) At the same time the teacher/therapist will be spreading out the reinforcement, so that each successful trial will get feedback, but not necessarily access to reinforcement. The Goal The final outcome should be that students with Autism Spectrum Disorders will be able to succeed in more naturalistic settings, if not actually in a general education classroom. Pairing secondary or social reinforcers with those primary reinforcers (preferred items, food, etc.) will help children with more challenging disabilities function appropriately in the community, interact with people appropriately and learn to communicate, if not to use language and interact with typical peers.

SUDAN Essay Example | Topics and Well Written Essays - 750 words

SUDAN - Essay Example While rainfall is rare in the north, the southern region gets rainfall in plenty. The country also has a variety of wildlife that includes hippopotamus, crocodiles, elephants, birds and reptiles. The capital city is Khartoum and along with Khartoum North and Omdurman, they form the urban center. The government and commerce are centered in Khartoum, and Omdurman is the official capital of Sudan. North Khartoum harbors a majority of the industries in Sudan. With a population of 33.5 million, about 52 % of the population is black, 39 % are Arab, 6 % are Beja, 2 % foreign and the remaining 1 % are from other ethnic populations (Culture of Sudan; About the Republic of Sudan). Sudan also has about 597 tribes in which more than 400 different languages and dialects are spoken (About the Republic of Sudan). The average growth rate is at 3% and there is also a steady migration of people from rural to urban areas. Arabic is the official language which is spoken by a majority of the population, apart from which there are nearly 100 different languages which are spoken by the indigenous populations. English is taught as a foreign language at schools. The Sudanese government is an authoritarian government in which all the powers are vested on the President and the ruling National Congress Party (NCP). The current President Omar-al-Bashir ousted the political government lead by the Prime Minister in 1989 and transformed Sudan into an Islamic authoritarian state through the creation of the National Islamic Front (NIF) which is the most powerful political organization in Sudan. Following an internal civil war the southern region of Sudan has been granted autonomy with the Sudan People’s Liberation Army (SPLA) as the most important political organization (Culture of Sudan; About the Republic of Sudan). The most widely practiced religion is Islam with nearly 70 % of the population being Sunni Muslims. While 25% follow indigenous beliefs

Conferences in Cairo and Teheran in 1943 Research Paper

Conferences in Cairo and Teheran in 1943 - Research Paper Example This time Joseph Stalin of Soviet Union joined the meeting and hence it is considered to be the first conference between the Big Three1. It immediately followed the Cairo Conference and was held during November 28 and December 1, 1943 in Teheran, Iran. This meeting focused on the opening of the second front in Western Europe and finalized the stratagem for the war against Nazi Germany and its allies2. The purpose of this paper is to attempt a close study of the conferences held in Cairo and Teheran in order to evaluate the larger picture of the World War situation. It is through revisiting these conferences that one can properly assess and analyze the occurrences that led to the world war. The main purpose of the argument at both the conferences in Cairo and Teheran was the act and measures taken by the U.S. and the U.K. regarding the Overlord and the Mediterranean invasion, for which they needed support3. The U.S. leaders were keen on grabbing the opportunity to attack from the nort hwest, which was the Overlord from which the British seemed to withdraw. What mainly came into conflict between the core parties was whether to postpone the Overlord operation to proceed with the eastern invasion of Mediterranean during the war. This decision depended upon the availability of landing craft which was provided by the United States, called the Landing Ship Tank (LST). There were almost 139 of these, headed towards the Mediterranean and 67 allocated to the United Kingdom for the Overlord right after the Italian campaign was finished4. The Cairo-Teheran Conferences allow the historians to analyze and develop a deeper understanding of the intricacies of the cross-channel invasion which was resisted by both Stalin and Roosevelt for different reasons. One can get a closer look at the real intentions of the American ideas and suspicions towards their ally5. The Cairo Conference led to the defeat of Japan and eventually the Cold War was aggravated in East Asia. Hence, the mee ting was significant in relation to the bond developed between the Great Britain, the United States and China. The conference took its official start by Generalissimo demanding a fixed amount for military equipment for the South East Asia Command operations. The Generalissimo reasserted the demand of providing 10,000 of tonnage per month expressing the need to Mountbatten irrespective of his own demands. In a series of meetings in Cairo other demands were heard and possible solutions were derived. General Eisenhower the Allies Supreme Commander laid stress on the significance of â€Å"maximum possible operations† in the existing scenario because a new base would take up a lot of time6. These were some of the major demands that were placed in the conference and these demands had an impact on the overall result of the conference. The same can be said about the Teheran collaborations of Churchill, Roosevelt and Stalin. But there was a clash of cultures as the decisions were fina lized at a high level and Heiferman writes, â€Å"Summit conferences may make for good theater, but do not necessarily result in good policies, as an examination of the Cairo Conference reveals.†7 Heiferman reasserts that the conferences were a mixture of contradictory agendas due to differences in culture and various stereotypes and myths about realities. China’s inclusion in the Cairo conference was primarily Roosevelt’s concern. He gave Chiang the impression that he would

Applying Theory To Practice Problem Nursing Essay

Applying Theory To Practice Problem Nursing Essay This paper focuses on use of Betty Neuman systems Model in practice using a case study. The model focuses to finding a solution for a patient is none compliance with his care at home after being discharged. This case is a case that involves a patent who is discharged from hospital after treatment for a cognitive heart failure. The patient none compliance involves the continuing with the habit of smoking. This habit results chest pains which are because of the smoking habits. This model is selected for the practice to reflect the congruency that exists between the practitioners values and the assumptions of the model. The Neuman model perceived clients as being in a state of dynamic equilibrium with the environment. The environment is also considered a perceptual field that surrounds each person. Neumann has focused on the stress factors and the reaction of each person to the condition that bring about the stress. She brought forth the conviction that stress factors comprise the environment. The further argued that the disequilibrium in the body system that is caused the stress as a tension. This tension act as the stimuli, which has the potential of causing the illness to the individual that, is suffering from the stress. The environment is subdivided into two components that include the internal and external factor. The internal factors comprises of the forces that occur within an individual or intrapersonal stress factor. In our case, the example is smoking which the patient is involved in after being discharged. The external environment consists of interpersonal stress factors that result from interaction with other individuals. This is in terms of changes in the roles that can bring about stress to an individual. The physiological issues in patient perspective involve things like the ability to see, hear, and have mobility. There other things like the ability to breath, sleeping, feeling, eating, speaking, and the vital signs. This variable focuses on the physiological well being of the patient. By ensuring, that all this things are in appropriate in the patient the health can be guaranteed the way for them. The psychological variables involve the non-verbal behavior, attitudes, coping pattern, and response to stress. These things focus on the psychological status of the patient. Therefore, by ensuring that the patient psychological status is appropriate one can be able to facilitate the things that ensure the well-being of the patient is considered. There are various expectations in this variable that are recognized through evaluation of the patients behaviors and the way the patient handle stress. The social variable reflects much on the individuals values and culture. This is by exploring the social and cultural functions of the individual. This can be mainly approached in terms of the way this functionality influences the life of the individual. There are certain cultural believes that affect the life of a given individual negatively in terms of undergoing the medication. This is by getting involved in things that affect their well-being after the discharge form hospital. The other dimension is the developmental variable, which focuses on the process of life in an individual. This is in terms of the factors that are related to the present situation and they have an influence on the situation. The developmental dimensions in the human life make them to move from one stage in life to the other as time goes by. Therefore, the main objective of this variable is to determine how this change of development is affecting the particular patient in the problem. The other variable, which is considered significant in the life of a patient, is the spiritual variable. This focuses on the aspect of spirituality on a continuum from entire awareness of an individual. The patient may also be in a condition of denial to a consciously developed high level of spiritual understanding. There is a lot of usefulness to understand the spiritual well being of the patient since it can also contribute to the provision of quality health care services that will be beneficial to them. There is a way that a client perceives a stressor. In our case, the patient is concern about the fact that he had experienced the chest pain. This problem interfered with the way he undertook his daily activities before he was hospitalized. The patient can even find it hard to do all he wanted to do. This experience with a health problem is difficult to describe how he is planning to deal with other situation. His expectations are to carry on with his daily routine after being discharged from the hospital and recovering. It would be definitely be a source of stress if he does not manage to accomplish what he intend to after the experience with the illness. There is also a way in which a nurse perceives the stressors which is different from the perspective of the patient. The perception is through assessment of the patient by the nurse concerning the problem he is experiencing. According to the nurse perspective, the patient is not able to alter the way of living after the hospitalization. This becomes the reason why the patient is still suffering from the chest pains. It is evident that is the patient is continuing with the initial habit of smoking he is still bound to continue experiencing the pains in the chest. This is despite the fact that the individual have never coped with the same problem in the past. Therefore, the nurse perceives the stressor as being the behaviors that the patient gets involved in after the discharge from the hospital. There are short-term goals that the nurses focus on achieving in order for them to ensure that the patient has received quality health care. One of these goals is for the patient to stop suffering from this chest pains. The other goal is to make the patient to learn to live in a way that will facilitate his recovery. The next goal is to facilitate the increase of the tolerance of the patient to his daily activity. There are also some long-term goals that the nurses are focused on achieving in terms of treating the patient. These long-term goals entail the creation of an optimal degree of harmony and balanced between his external and internal environment. This is in terms seizing smoking habit, attaining the deal weight and development of a lifestyle which commensurate with a satisfying and fulfilling retirement. The nurses are also bound to prevent the invasion of stressors by providing the resources that strengthen the patients system and coping with positive functioning. This is though motivating the patient and using stress as a positive intervention strategy. The nurses can also engage in mobilizing the patients internal and external resources focusing on the achieving stability. They can also seek to maintain the stability through educating and reorienting the patients system as required. Conclusively, this model is considered to provide a reliable guide of different levels of nursing education. The models have managed to incorporate all the significant variables that enable the patient to improve in their conditions. The model lastly focuses on the way the patient can be encouraged to be involved in a good lifestyle. Â   Â   Â   Â