James Decartes essays

James Decartes essays World War I left many families dead, creating large numbers of orphans. Jamaie (later to become James) Decartes was one of those orphans. His father died in the trenches in France, and his mother was stolen away, never to be seen again. James was 14 when this happened, he hid under floor boards when his mother was taken away. His humble french hometown village, was over run with german foot traffic, traveling to and from the front line. James decided this was no life for him, so he ran south, towards Switzerland, which he knew wasn't involved in the war, trying to seek asylum. He traveled by the cover of night, seeking charity from locals, and trying dodge the german military machine. James refused to be beaten by the germans, he would sabotage trucks, and other equipment, to do his part for his country. His spirit was undominatable, which is probably why his sire Sven Troile took notice of him. Sven had recently left Russia, due to the war, and the hardships with kindred p olitics there. Sven sought to establish a brujah presence in the toreador dominated france after the war. For this Sven would need help, taking notice of James, he watched over him and his travel, not letting himself be known. James may very well have died, if it werent for Sven, but James didn't know that. Eventually James made it to switzerland, being a neutral party in the war, the soilders would not let him enter the country. Confused as to what to do than, he started towards spain, but feared that he would find no security there. Along his way towards spain, he met up with a swiss farmer outside the country lines (through some persuasion down the road from sven), he was invited to be smuggled inside the country. This is when he first met Sven, whos very presence awed James. James, who was still young and impressionable, quickly latched onto Svens magnetic personality. James thought Sven was hiding for the war also, which gav...

Difference Between Wie and Als

Difference Between 'Wie' and 'Als' In German,  wie  means as.   The word  als  also means as. Its no wonder that people learning German get confused between the two. Luckily, if you can memorize two simple rules then you can master the difference and continue on your way toward German fluency.   The Mistake Wie (adverb/conjunction) is often used instead of als (only a conjunction) and vice versa. For example, incorrect use might read: Er ist grÃ" §ÃŽ ²er wie sein Vater. (Intended to say: He is taller than his father.)Dieses Auto ist teurer wie mein letztes.  (Intended to say: This car is more expensive than my last one.) The correct way to phrase these sentences would be: Er ist grÃ" §ÃŽ ²er als sein Vater.Dieses Auto ist teurer als mein letztes. Whats the Difference? Though both wie and als  are used when comparing two items or people, remember that: Wie is used solely when both things compared are equalAls is used only when the items compared are unequal. Can You Say Als Wie? There is also the tendency, even among Germans, to use both als wie together in a phrase when comparing two items. For example, one popular slogan for the clothing store KiK states Besser als wie ​man denkt. (Better than you think.)Grammatically correct, this should read: Besser als man denkt. The  wie is unnecessary and incorrect.   Try This Memorization Trick So how can you remember what  wie and als stand for when comparing two things? Try this memorization trick: anders als:  different than If you remember als with the other A-word and that it means different, then you know you cannot insert als for wie, which is used when comparing two equal (not different) things.

Older peoples' experiences of crime Essay Example | Topics and Well Written Essays - 3000 words

Older peoples' experiences of crime - Essay Example ultural and political authorities came into being with the passage of time, to evade disturbance and control deviancy from the prescribed manners prevailing in some specific area. Punishment and penalties were implemented leading towards the formulation of the sets of laws and penal codes. Agencies were originated to cope with the individuals deteriorating the peace and stability of society. Abnormal attitude creating public nuisance was declared as crime against the state and its individuals. Durkheim views crime, states Coser (1977:141), as normal in terms of its occurrence, and even as having positive social functions in terms of its consequences. In his words: "Where crime exists, collective sentiments are sufficiently flexible to take on a new form, and crime sometimes helps to determine the form they will take. How many times, indeed, it is only an anticipation of future morality--a step toward what will be." As criminal behaviour contains universality in its concept, it is not limited to one social class or age group only. Though there is no hard and fast rule for the victimization of specific crime on specific group, yet there are some types of pestering which can be attributed to particular group or class. The nature of crimes varies from one age group to the other. Also, there is diversity in respect of gender while enduring criminal behaviour. For instance, crimes like sexual assaults, rape and abduction are inflicted upon women and children, and males are often victim of robbery and murder. In the same way, older people are usually victim of theft, embezzlement, robbery, misrepresentation and white collar crimes. â€Å"Although individuals may be abused†, McDonald and A. Collins view, â€Å"at virtually any life stage – childhood, adolescence, young adulthood, middle age or old age – the nature and consequences of abuse may differ depending on an individualâ⠂¬â„¢s situation. Older adults experiences of abuse, for example, may be related to their

Women Entrepreneurship Essay Example | Topics and Well Written Essays - 1000 words

Women Entrepreneurship - Essay Example Despite an encouraging upturn in women entrepreneurs in the past decade, much still needs to be done to overcome some specific factors that hinder us from actively participating in startup ventures. According to Casserly (2013), unleashing the power of women entrepreneurs can have a dramatic positive impact on a country’s economy. While the top ranking nations consistently performed well in sectors such as banking, education, and economic development, U.S remains at the top with the best indicators of good institutional foundations and a story dynamic entrepreneurial environment. The frequency and contributions of women-owned companies continue to rise in the U.S as reported by Casserly (2013). The same report indicates that between 1997 and 2013, the number of women-owned enterprises in the U.S increased by 59% while the number of businesses increased by 41%. This generated approximately $ 1.3 trillion in revenue as well as employing over 8 million people. Measures to encoura ge women to venture in entrepreneurship and accessing such opportunities easily are necessary to enable them obtain the needed financial capacity for startup businesses. Different nations have tackled these problems facing women entrepreneurs in various ways, but none of them has all the answers to the problems. Improving these situations. It is ideal for us to exchange good practices and experiences among different states.Access to financial support is one of the major problems facing us as women entrepreneurs today.

Biology Gcse Revision Essay Example for Free

Biology Gcse Revision Essay Small living organisms; there are 3 types * Bacteria – ecoli, salmonella * Fungi – mushrooms, athletes foot * Virus – influenza (flu), HIV * When they enter our body, they multiply and release toxins / harmful chemicals into our blood * They duplicate every 20 minutes Physical barriers: eyelashes prevent MO’s from entering through our eyes, nasal hairs reduce them, skin is a barrier to them (although they can enter through cuts), chemicals in tears and sweat, acid in the stomach kills most MO’s * Also called pathogens (microorganisms that cause disease) * Our body provides MO’s with ideal conditions to multiply in (warm and moist) The immune system: * All white blood cells are part of this system * Phagocyte – a type of white blood cell that will eliminate the virus by engulfing then digesting the bacteria, the process of this is called phagocytosis. Lymphocyte – a type of white blood cell that carry antibodies * Antigen – certain chemicals that are foreign to the body in pathogens * E. g. : 1. James is infected by some bacteria that cause a disease. 2. The bacteria reproduce and produce toxins that make James ill 3. A white blood cell detects the bacteria and it makes antibodies to attach to it. Other white blood cells engulf the labelled bacteria and destroy them 4. The white blood cells that produce the right antibodies reproduce meaning there are lots of them making antibodies 5. Most of the white blood cells that make this antibody die, but there are few that stay in the blood called memory cells 6. The bacteria are killed and James gets better 7. He is then infected by the same bacteria 8. The memory cells that stayed in James’ blood from last time respond quickly and kill the bacteria before he becomes ill * Memory cell – a type of white blood cell that stay in the blood after the infection has been fought off * They respond quickly when it meets a microorganism for the econd time and produce the right antibody for the particular microorganism and destroy it before you feel unwell meaning you become immune to a disease. Vaccinations: * Vaccination involves exposing the body’s immune system to a dead or inactive version of the pathogen in order to stimulate white blood cells to produce antibodies for a disease or group of diseases * People can be immunised against a pathogen through vaccination. Different vaccines are needed for different pathogens * The vaccine contains only a weakened or harmless version of a pathogen, which means that the vaccinated person is in no danger of developing the disease * Epidemic – a widespread occurrence of an infectious disease in a community at a particular time * To prevent epidemics a large percentage of the population needs to be vaccinated Antimicrobials: Chemicals that inhibit the growth of MO’s or kill them, but don’t kill viruses * Antibiotics – type of antimicrobial that kill bacteria but don’t kill viruses * MO’s can sometimes become resistant to antimicrobials (leads to a gene for resistance being passed down to offspring) * Antibiotic resistance – when some of the bacteria are resistant to the antibiotics, this can be slowed down by finishing the course and only taking them when needed * The main steps in the development of resistance are: 1. Random changes or mutations occur in th e genes of individual bacterial cells 2. Some mutations protect the bacterial cell from the effects of the antibiotic 3. Bacteria without the mutation die or cannot reproduce with the antibiotic present 4. The resistant bacteria are able to reproduce with less competition from normal bacterial strains * Mutations in bacteria can result in them becoming resistant to antibiotics, turning the bacteria into a ‘superbug’ * MRSA is a superbug resistant to almost all antibiotics Clinical trials: * When a new drug is tested on humans to find out whether or not it is afe and if it works * Groups are chosen at random to make sure that the results of the study are reliable * The control group is the group that will be given the same drug again, or a placebo * Placebo – a ‘fake’ drug in the form of a medicine that doesn’t do anything, it just dissolves in your system * In some trials where patients are seriously ill, placebos aren’t used because it is unethical not to allow them to get the potential benefits of the new drug * Blind trial – patients don’t know if they’ve been given a drug or placebo because a patient who knows they are being treated might feel better for psychological reasons even if there hasn’t been any improvement * Double-blind trial – as well as the patients, the scientists carrying out the research also don’t find out until the end which patients were given real drugs/placebos * Open-label trials – the patients and the scientists are both aware of the treatments that have been used because they can’t be masked, e. g. if one is a drug and the other is exercise Circulatory system: * Blood is circulated around the body in tubes called blood vessels * Oxygen and nutrients are carried in the blood to the body cells and waste substances (e. g. arbon dioxide) are carried away from the cells * Cell – a basic unit of life * The heart is a pumping organ that keeps the blood flowing through the vessels * The heart is a double pump * The right side pumps deoxygenated blood to the lungs to collect oxygen and remove carbon dioxide * The left pumps oxygenated blood around the body * Aorta – biggest artery in the body * Coronary arteries – branch from the aorta and provide the heart with oxygen, blood and nutrients * Lumen – the inside space of a vessel Blood vessel| Structure and adaptation| Arteries| * Carry blood away from the heart to the body cells * The blood comes out of the heart at a high pressure so the artery walls ave to be thick, strong and elastic| Veins| * Carry blood back to the heart * The blood is at a lower pressure so the walls are thinner * The lumen is bigger than arteries so the blood can flow more easily * The valves keep the blood flowing in the right direction| capillaries| * Carry blood really close to every cell in the body to exchange substances (the walls are permeable to substances diffuse in and out) * Branches of very small arteries (a microscope is needed to see them) * Supply nutrients and oxygen and remove wastes (e. g. carbon dioxide) * Walls are only one cell thick which increases the rate of diffusion| Heart rate / blood pressure: Blood needs to be under pressure to be able to travel around our body * The pressure is kept up by the heart continuously pumping * Heart rate – number of times the heart beats in one minute * Pulse rate  œ number of times an artery pulsates in one minute * The pulsation of an artery is caused by blood being pumped through it by a heart beat * When the heart muscle contracts, blood is forced out of the heart and increases blood pressure * When the heart muscle relaxes, the heart fills with blood and blood pressure decreases * Blood pressure measurements – e. g. 135/85 the higher value is the pressure when the heart contracts and the lower value is when it relaxes * Normal / average blood pressure – 80-110/60-80 * Normal / average heart rate – 60-100bpm High blood pressure increases the risk of heart disease * High blood pressure can damage the smooth and unbroken lining of an artery * Fatty deposits can build up in these damaged areas and they restrict blood flow, increasing the blood pressure to increase * If a fatty deposit breaks through the inner lining of an artery, a blood clot can form around it which could completely block the artery * If a coronary artery becomes completely blocked, an area of the heart muscle will be totally cut off from its blood supply, receiving no oxygen – this causes a heart attack * A heart attack can cause serious damage to the heart or cause death of the heart muscle Heart disease: * Heart disease can be caused by genes but is often linked to lifestyle factors * Poor diet – cholesterol makes up a large part of fatty deposits increasing blood cholesterol which increases the risk of heart disease, food with a lot of salt increases blood pressure * Smoking – carbon monoxide reduces how much oxygen the blood can transport and nicotine increases heart rate * Stress – increases blood pressure Drugs – ecstasy and cannabis increase heart rate which increases blood pressure * Excessive alcohol – increases blood pressure * Regular moderate exercise reduces the risk of developing heart disease * Heart disease is more common in industrialised countries (e. g. UK and USA) because they can afford high fat food and don’t need to be very active because they can afford cars, etc Epidemiological studies: * Epidemiology is the study of patterns of diseases and the factors that affect them * Lifestyle factors – studying a group of people who all died from heart disease to look for similarities in their lifestyle that may be linked to heart disease, e. g. hey were all smokers or they had poor diets * Genetic studies – studying the genetic makeup of a large group of people and looking out for genetic similarities between the people who affected by heart disease Homeostasis: * Balancing inputs with outputs to maintain a constant internal environment * Body temperature and water levels are both kept constant * The environment is constantly ch anging so the conditions inside the body need to be kept steady in order for cells to function properly * Automatic control systems maintain body temperature and water levels * The three main parts to maintaining homeostasis are: 1. The receptors – detect a change in the environment 2. Processing centres – receive information and determine how the body systems respond 3. Effectors – produce the response * Negative feedback – information that causes a reversal in a control system, e. g. when we get too hot our body responds by bringing our temperature back to normal (37 degrees) * Vasodilation – when blood vessels become wider and closer to the skins surface * When body temperature goes over 37 degrees, it is detected by the receptors and a message is sent to the processing centre in the brain (hypothalamus). The effectors produce the response and the blood vessels vasodilate so that heat is lost and temperature drops. The vessels then return to their normal diameter. The kidneys maintain levels of water, urea, salts and other chemicals in the blood * Urea comes from broken down proteins and needs to be excreted because it has poisonous chemicals that can get into the blood stream * Inputs – water can be gained from drinks, food an d respiration * Outputs – water can be lost through sweating, breathing and in faeces and urine * The kidneys balance water levels by producing dilute or concentrated urine * Blood plasma – the liquid that carries blood cells and dissolved substances * The concentration of urine depends on the concentration of blood plasma (which varies with external temperature, exercise levels and the intake of fluids and salt) External temperature| Exercise | Intake of fluids and salts| * Sweat contains water so sweating causes water loss * When it’s hot, the kidneys reabsorb more water back into the blood * A small amount of concentrated urine will be produced| * Exercise makes you hotter so you sweat to cool down * Same effect as heat produced * Small volume of concentrated urine| * Not drinking enough water or eating too much salt will produce concentrated urine * Drinking lots of water will produce lots of dilute urine| * The concentration of urine is controlled by a hormone called ADH (anti-diuretic hormone) * The pituitary gland releases ADH into the bloodstream * The process of water content regulation is controlled by negative feedback When the concentration of blood plasma falls†¦| When the concentration of blood plasma rises†¦| The pituitary gland secretes†¦| Less ADH| More ADH| The kidneys reabsorb†¦| Less water| More water| The urine volume†¦| Increases| Decrease s| The urine concentration†¦| Decreases| Increases| 1. A receptor in the brain detects that the water content is too high 2. The processing centre in the brain receives the information and coordinates a response 3. The pituitary gland releases less ADH so the kidneys reabsorb less water Or 1. A receptor in the brain detects that the water content is too low 2. The processing centre in the brain receives the information and coordinates a response 3. The pituitary gland releases more ADH so the kidneys reabsorb more water * ADH production can be affected by drugs * Alcohol suppresses (restrains or forcibly stops) ADH production so the kidneys will reabsorb less water * Drinking alcohol can result in a larger amount of more dilute urine being produced * More water passes out of the body as urine which can cause dehydration * Ecstasy is an illegal recreational drug * Taking it can result in a smaller amount of more concentrated urine being produced * Ecstasy causes the production of ADH to increase so the kidneys will reabsorb more water * Less water passes out of the body as urine

Post-Depression Industrialization in Latin America Essay -- World Hist

Post-Depression Industrialization in Latin America For most of the first century after independence, all republics in Latin America followed an economic policy of export-led growth based on primary-product exports. The tremendous economic crisis of the 1930s that had a crushing and widespread impact on Latin America; precipitated by the global economic depression, forced Latin American nations to re-evaluate this exogenous economic growth model and to transform their economic policies in the direction of long-neglected diversification of the economy, particularly toward an endogenous model oriented to industrialization. In order to understand the economic growth model shift from export-led to industrialization through the substitution of imports (or import-substituting industrialization) it is important to have some historical context in relation to Latin American dependence on the former export-led growth model and the degree to which the global economic crisis of the 1930s impacted Latin America. It is generally accepted that, beginning in the 1930s and continuing for approximately fifty years, Latin America embraced increased industrialization, in the form of import-substituting industrialization (ISI), as the new growth model on which hopes for an economic recovery, long-term stability, and growth would rest. This endogenous model is the primary focus of the analysis to be undertaken in this paper. In order to appropriately complete the discourse in relation to this topic, some brief examination must be turned toward the vast social and political upheaval and the major transformations in the social and political structures that resulted from the crisis, ensuing from the over reliance on an export orientation of th... ...86. Diaz Alejandro, Carlos. "Latin America in the 1930s", In Latin America in the 1930s; the role of the periphery in world crisis, ed. R. Thorp, pp. 17-49. London: Macmillan Press, 1984. Dietz, James. "A Brief Economic History." In Latin America's Economic Development, ed. James Dietz, pp. 3-19. London: Lynne Rienner Publishers, 1995. Furtado, Celso. Economic Development of Latin America: A Survey from Colonial Times to the Cuban Revolution. London: Cambridge University Press, 1970. Glade, William. The Latin American Economies: A Study of their Institutional Evolution. New York: American Book, 1969. Swift, Jeannine. Economic Development in Latin America. New York: St. Martin's Press, 1978. Weaver, Frederick. Latin America in the World Economy: Mercantile Colonialism to Global Capitalism. Boulder: Westview Press, 2000.

Children with special educational needs Essay

The home environment and lifestyle of a child can be influenced from as early as conception. In pregnancy if a mother chooses to drink alcohol they run the risk of alcohol crossing the placenta, which can lead to foetal alcohol syndrome. This condition affects foetal growth and causes delayed development, learning difficulties and congenital abnormalities. In addition there is a risk of miscarriage. Furthermore, increasing hours of work pressured upon parents from their place of work can lead to bad eating habits, for example, fast food takeaways giving children snacks, fizzy drinks, sweets and crisps, which in-turn could lead to obesity and all the health problems that are associated with obesity, such as diabetes and osteo-arthritis. Moreover they could be the subject of bullying at school. The child may become socially excluded because of their size; they may feel depressed and withdrawn hindering their learning potential. Gender influences: Children are aware of their gender identity. Read more: Explain how children and young people’s development is influenced by a range of external factors essay Research indicates: â€Å"By the age of 21/2 years, children think girls prefer to play with dolls and engage in domestic activities with mum, while boys prefer to play with cars or construction toys and helping dad. † (www. geocities/gender. edu. ) Gender stereotyping is damaging to children’s social development and their personality as it damages their self-image, in addition too the identity of girls because it can affect their confidence and lower their self-esteem. Boys too can be limited by gender stereotypes by being forced to behave tough or less caring, in order to conform and by accepted by others. This can be overcome by early year’s practitioners providing role-play opportunities including dressing-up clothes, which allow children to explore different roles. Furthermore, books and games should be avoided, which demonstrate gender stereotyping. Special Educational Needs: The range of special educational needs, (SEN) is vast and the starting point for looking if a child may have a learning difficulty can be seen through their level of academic attainment. Learning difficulties can be described as moderate, severe or profound and multiple. They can range from a mild hearing impairment, to a severe impairment, for example, Cerebral palsy. This condition affects the part of the brain that controls movement. This may cause disability of all four limbs. Children with this condition may have motor problems, visual and hearing impairments, in addition to speech and perceptual difficulties. Dyspraxia is referred to as, â€Å"Clumsy child Syndrome† in this condition the child has difficulty with physical movement, language development may be delayed. In addition learning difficulties can occur where fine or gross motor skills are needed. Dyslexia is a condition where the child has difficulty with words and learning to read, spell and write. This could cause the child to have low self- esteem and become frustrated, or even disruptive. These examples are just a few of the conditions that may have an impact on a child’s ability to learn and develop to their full potential. It is just as important recognising the child has SEN, as to meeting their needs to help them achieve. Communication is of paramount importance, in addition to remembering to put the needs of the child first and then the disability. In conclusion it can be shown that a child’s learning and development can be affected by many factors, throughout the human life-span. This is why it is imperative that these factors are highlighted to early year’s professionals, so they can recognise and act upon them in the child’s best interests, to promote their well being and education. REFERENCES: Alcott, M. (2002) Children with special educational needs, 2nd edition, Hodder & Stoughton, London. Haralambos, Rice, D. (2002) Psychology in Focus A level, Causeway, Lancs  www.geocities.com