Can we trust our emotions in the pursuit of knowledge Essay Essays

Can we trust our emotions in the pursuit of knowledge Essay Essays Can we trust our emotions in the pursuit of knowledge Essay Essay Can we trust our emotions in the pursuit of knowledge Essay Essay I feel that cognition is larning or experiencing something that you didn’t cognize before. The chase of cognition comes through sheer experience. Knowledge surpasses formal schooling. Schooling is educational but neither text edition nor instructor can let one to see cognition that is experienced when on a journey. a journey to research new things. With emotion on will dig deep and learn more than of all time opening up avenues neer seen earlier. That is the chase of cognition. With emotions helping the chase of cognition one will larn a broader spectrum of things. Using emotions in history and the humanistic disciplines is a trusty action. In history one will see that emotions are entwined in every narrative because that is what history is. a digest of narratives from different beginnings and point of positions. Who’s to state what the truth in history is? Who is the justice on whether a historical history is true or non? No 1 is the justice. This is what makes the chase of cognition in history a strictly emotional experience. It is difficult to truly cognize what is true because in different civilizations and parts of the universe history is told from different angles. History that one learns in school is non told from different angles. It is told from an angle that portrays a certain attitude from the compiler of historical facts. Depending on what side you are on in history reflects the promotion of certain events. In schools certain subjects are talked about more frequently. such as triumphs. Although the events in history may be emotional the chase of this cognition is non emotional. It is lone information ; hence. emotions should non be trusted when covering with this type. Familial history is different for every individual because everyone has backgrounds that are of many beginnings. When a individual learns about their history it is many times unwritten history that has been told for coevalss. Oral history is bound to alter dramatically because as the narrative is told. different fluctuations and hyperboles are added. When one individual tells a narrative one part of the narrative may be enhanced and talked about more. but that parts that aren’t told as much may be the truth and most of import parts of the narrative. Familial history is emotional. This history encompasses battles and successes. Each thing that happens in a family’s history holds an emotional impact on the individual or people that witnessed these things. Many times if the yesteryear is difficult to speak about. due to heavy emotional impact. the narrative is changed or non reported. Tiing emotions to pursuit of cognition in history is unpreventable because history is an emotional topic. When a individual sees art many emotions arise that causes admiration. The journey to understanding what art is conveying is what brings Forth emotion that lead one to understanding. African drumming and dance is something that I grew up making and listening to. In the beginning it was something that I did and neer wondered about. After my retirement from beating and dancing I saw a public presentation and it set me on a roller coaster of ideas. Through the rotations and deep thump traveling in synchronism I experienced something I neer felt while playing all of those old ages. Through the drumming I felt the beat of my ain bosom and through the motions life was breathed into the auditorium. The Swift and athletic motion represented construction and heroism. The membranophones frequently turned into a unsmooth chant that spoke combatant tones and softened. as the motions became more fluid. The membranophones spoke and the motions of the dancer’s organic structures told a narrative. Through emotions. art comes alive and new cognition was gained from that individual experiences. Because there is non a incorrect reply in art it is frequently easier to swear emotions. Art is emotional. Emotional is what worlds are ; this makes us all creative person. Because swearing emotions in art is simple one can dispute their head and seek to understand what is behind the art signifier. Through pictures and assorted media different ideas could be conveyed harmonizing to what emotions it causes a individual to hold. The creative person could hold intended for it to convey one emotion when harmonizing to past experiences of the spectator it conveys a different tone. In the linguistic communication arts†¦ Although one can swear emotions in the chase of cognition one mustn’t trust emotion to formalize cognition. Peoples have their ain truths. Truth alterations. but knowledge doesn’t. Truth alterations because of a different perceptual experience that each individual has. Truth is what we all believe to be valid. Knowledge is different in every individual. The chase of cognition is a journey. When the finish is met one can’t trust emotions to weave through the truths and disproofs. but swearing your emotions on the journey is decidedly possible and makes the expedition unique to the traveller.

Ellen Fairclough Biography

Ellen Fairclough Biography About Ellen Fairclough Ellen Fairclough became the first Canadian woman federal cabinet minister when she was appointed Secretary of State by Prime Minister Diefenbaker in 1957. Vivacious, intelligent and competent, Ellen Fairclough had a mixed record in cabinet. Her attempt to restrict family immigration sponsorships to immediate family members caused an uproar in the Italian community, but she was successful in introducing regulations that largely removed racial discrimination from Canadian immigration policy. Birth January 28, 1905 in Hamilton, Ontario Death November 13, 2004 in Hamilton, Ontario Professions Before entering politics, Ellen Fairclough was a Chartered Accountant and owner of a Hamilton accounting firm.She was active in the Consumers Association of Canada, the Girl Guides, the I.O.D.E., the United Empire Loyalist Association, and the Zonta Club of Hamilton and Zonta International.After leaving politics, she worked in a trust company and was then chairman of Ontario Hydro.Ellen Fairclough published her memoirs Saturdays Child in 1995. Political Party Progressive Conservative Federal Riding (Electoral District) Hamilton West Political Career of Ellen Fairclough She was first elected to the House of Commons in a by-election in 1950. She was the only woman in the House of Commons until three others were elected in the 1953 general election. Ellen Fairclough was elected to Hamilton City Council in 1946. She served on the Hamilton City Council for five years until 1949.As Progressive Conservative labour critic, Ellen Fairclough introduced a private members bill requiring equal pay for equal work and advocated the creation of a Department of Labour Womens Bureau.With the election of a Conservative minority government in 1957, John Diefenbaker grudgingly appointed Ellen Fairclough to cabinet as Secretary of State. As Secretary of State, Ellen Fairclough initiated Dominion Day celebrations on Parliament Hill.The Conservatives won a majority government in 1958, and Ellen Fairclough was appointed Minister of Citizenship and Immigration. At the beginning of her time at Citizenship and Immigration, Ellen Fairclough ran into political problems, especially from the Italian community, when she tried to limit immigration family sponsorships to immediate family members, and was forced to back down. In 1962 however, she successfully b rought in regulations which went a long way towards the elimination of racial discrimination in Canadian immigration policy. She was moved to the Postmaster General portfolio in 1962.Ellen Fairclough was defeated in the 1963 election.

CRM Essay Example | Topics and Well Written Essays - 250 words - 1

CRM - Essay Example Additionally, the article has provided 8 reasons as to why managements should embark on CRM systems. In essence, the reasons for investing in a CRM system are centered on improving a company’s operations and customer experience (Inside CRM 1). The reasons are; CRM aids in establishing a connection between the company and customers in social media, creating personalized marketing by researching on a customer’s social media activity, â€Å"crowd-source†; get ideas and timely feedback from customers. CRM mobile apps provide managers with the customer and product information that is up to date (Inside CRM 1). Other reasons listed, in the article for companies, to invest in CRM systems are; meet customer expectations by availing real time customer support in blogs, chat-windows and feeds, integrate CRM system with the critical business applications. Companies also stand to benefit from a new CRM system that is user friendly compared to the earlier issued systems. Moreover, CRM system improves a company’s operations by targeting a market and cross-selling and up-selling to current customers. Ultimately, decision-making process is enhanced since the management has in hand timely data pertaining to customers and their product preferences and experiences (Inside CRM

Evolution of Mass Communication Essay Example | Topics and Well Written Essays - 500 words

Evolution of Mass Communication - Essay Example There had been past references to the power of mass media to influence its audience in a large measure, but it was in the 1920s and 1930s, through the growing influence of radio and newspapers, that theories were formulated. One of the earliest theories on mass media is called Magic Bullet. This concept is anchored on the early thinking that messages were like magic bullets that struck the audience equally, creating uniform effects in terms of perception. It is postulated on the belief that everyone is passive and equally susceptible to media messages. A classic application of the Magic Bullet Theory happened on October 30, 1938, when on the eve of Halloween, regular radio program was interrupted for the first time with a "news bulletin" that Martians had begun an invasion of Earth in Gover's Mill, New Jersey. About 12 million people in the United States heard the broadcast, with at least one million actually believing that a serious alien invasion was happening, creating a wave of hysteria that triggered traffic jams and clogged communication lines. The aftermath of the broadcast suggested that media could manipulate a passive and gullible public, leading media theorists to believe the power of mass media. Not everyone believed in

Video Games and Art Essay Example for Free

Video Games and Art Essay â€Å"No video gamer now living will survive long enough to experience the medium as an artform† â€Å"No one in or out of the field has ever been able to cite a game worthy of comparison with the great poets, filmmakers, novelists and poets, composers, painters and so on† â€Å"They will not evolve..† These are the arguments emphasized in Rogert Ebert’s article about video games which for me, are striking and disturbing. Appreciation of the video games as art depends on one’s own definition of what is art. Ebert said that the most articulate definition of art he has found is stated in Wikepedia. It goes, â€Å" Art is the process of deliberately arranging elements in a way that appeals to the senses or emotions. Plato, on the other hand, spoke that â€Å"art should be defined as the imitation of nature. Roger Ebert, however, defined art as creation of one artist. This only implies that one interprets a certain medium or form depending on his/her own criteria and framework. Ebert is able to consider video games as not art because his own definition of art does not match with how video games are created, executed and manipulated. In Ebert’s article, he cited Wikepedia saying that â€Å"games are distinct from work.† Games are more concerned with the expression of ideas and its key components are goals, rules, challenge, and interaction. He even mentioned and singled out the difference between art and games. Adding more to the description of games, he further cited that games have to be won. Games have rules, objectives and an outcome. Meanwhile, he uttered that art in the forms of story, novel, play, dance and film cannot involve the aspect of winning. You cannot win. Rather, you can only experience them. That’s the point. Ebert tried to see both aspects in their physicality or form, not in the way they are able to affect their audience, not really in a way how audiences experience them. Video Games are indeed art I can’t help but be amazed on how Michael Mirasol argued that video games can be or indeed art. His points were rich of supporting facts, details and insights that can really convince its readers. To him, a video game is not a meaningless form of mindless entertainment. He made it clear. Video games should be considered art. He pointed out how video games evolved through time. Video games started as monotone blocks or blips on Cathode Ray Tubes until it evolved into more advanced and complicated features. Before, video games were only created to facilitate competition but today, they are creatively made to give entertainment, pleasure and ofcourse, profit. Thanks to the leap to advanced technology that made way to its innovations and developments. I would love to exemplify Super Mario, as the first ever video game to incorporate a fairy tale story. This is what Michael Mirasol is saying. There is incorporation of the narrative, setting and characterization. Hence, audiences or games engage themselves to the game in a more intimate and exciting manner. There is emotional investment. This is the reason why video gamers get hooked to this kind of game. I would just like to quote what British author, journalist and critic, Steven Poole wrote, â€Å" A beautifully designed videogame invokes wonder as the fine arts do, only in a uniquely kinetic way. Because the videogame must move, it cannot offer the lapidary balance of composition that we value in painting; on the other hand, because it can move, it is a way to experience architecture, and more than that to create it, in a way which photographs or drawings can never compete. If architecture is frozen music, then a videogame is liquid architecture† Videogame is not merely a game. It is a medium, just like art. It conveys specific message and it forms an interaction with the gamer. The video game’s goals and the video gamer’s response complement each other. Michael Mirasol said that games are evaluated according to their components instead of the experience the video gamer is able to get from playing. Exactly. Video Game is a kind of modern art I would just like to get the idea, Mirasol cited from wikepedia. â€Å"Games are more concerned with the expression of ideas and its key components are  goals, rules, challenge, and interaction.† An art is no doubt, an expression of one’s thoughts, dreams or emotions. To me, an art is the freedom to express oneself through different forms and processes. An art indeed has goal. It is to convey message and meaning. It is to manifest talent and skill. It is to entertain, to inform, to liberate, to propagate, to persuade. Meanwhile, an art may create its own rule, depending on the creator. In terms of challenge, it is left in the hands of the reader whether he or she acccepts the challenge of going deeper into the meaning the art form conveys. Lastly, the interaction always takes place between the artform and the reader once the art is read and seen. The production of meaning is automatic. However, we cannot only leave the comparison by only comparing the similarity or di fferences of the two aspects in their components and aesthetic. Just like what I said, leave it to the experience or the overall impact the two bring. I am not really a video gamer but because of my brothers who are fond of playing video games, I also engaged myself not miss the fun and excitement. I used to play playsations with them in my elementary days. We have collections of video DVDs that contain a variety of games. There were sports, combats and alike. I remember playing Pacman, Street Fighter, Tennis, Car race, Lilo and Stitch, Resident Evil and many more. During those days, playstations were really hit. Our neighbors, playmates and cousins come over to our house everyday and play with us whole day. I only enjoyed playing video games whenever I played with them. There, I found satisfaction. When I win the game, I almost jump in joy. When I lose, it was an ordinary thing because my brothers were the masters of the video games. Then the computer came in. I was hooked with playing simcity where I build my own city, own houses and businesses and manage them. That was fantastic. I get to become the mayor of a city, virtually. And there are more decoration games, cooking games, fashion games that developed, really, my artistic and creative side. It was always a fulfillment to be able to make my own design or what I would consider, my artwork. I was even hooked to playing dress up games and cityville in computer. I really love those games. It does not matter to me whether someone says that video games cannot be art. That someone is only a small portion of the population which believes that video games are highly art. Even I,do not really eye on the label. What important to me is the feeling and the reward I get from valuing  video games as significant part of my life and as significant component of a rich culture. Nowadays, video games are no longer merely games. They mean some more else. I agree to the study about video gamers that Ma’am Eloi once mentioned. Video gamers are indeed people who can be considered wise because they know and develop strategies as the game progresses. They are able to design tactics and win battles. They are able to master their skills and sharpens their minds. They are able to squeez their creative and critical juices and come up with outputs in the end. They also get to socialize while playing the games. Thanks to the technology for the breakthrough in video games and for the convenient and more pleasurable way of playing them. More and more brilliant ideas are coming up and I will not wonder if someday, a different kind of video game is existing. Consequently, perspectives on video games will eventually change. I am certain that the evolution of video games is continuing. Someday, the mass audience will consider it an art or yet, something different and something more meaningful than labeling it as art.

Bipolar Disorder and the Essay example -- Biology Essays Research Pape

Bipolar Disorder and the "War on Drugs" Bipolar disorder, also known as, "manic-depressive illness," is a brain disorder that results in unusual shifts in a person's mood, energy, and ability to function. More than two million American adults (or, about one per cent of the population aged eighteen and older in any given year) are afflicted by this affective disorder (1). Yet, because it cannot be revealed by a blood test or other physiological means, patients may suffer for years before it is properly diagnosed and treated. Fortunately, once one is diagnosed with bipolar disorder, the acute symptoms of the disease can be effectively mitigated by lithium and certain anticonvulsant drugs, the most popular being Depakote (also known as valproate). However, not all drugs are created equal. The New York Times recently featured an article elucidating that Lithium, the first drug utilized to treat bi-polar disorder, is more conducive to preventing suicide in people who have manic-depressive illness than Depakote, what has become the most commonly prescribed drug (2).. The new study, published in The Journal of the American Medical Association, found that patients taking Depakote were 2.7 times as likely to kill themselves as those taking lithium (2).. Although studies conducted prior to this have concluded that lithium could in fact prevent suicide, this report is the first to compare suicide and attempted suicide rates in lithium and Depakote users (2). Approximately fifty years ago, lithium "opened the modern era of psychopharmacology (3)." Its therapeutic effect is indeed very rapid. Administered in the form of lithium carbonate, it is most potent in treating the manic phase of a bipolar affective disorder; once the mania... ...ring of patients and critical treatment experimentation and evaluation may help physicians soon find peace. Sources Cited 1. National Institute of Mental Health: Bipolar Disorder http://%20www.nimh.nih.gov/publicat/bipolar.cfm 2. New York Times, 9/17/03: An Older Bipolar Drug Is Linked to Fewer Suicides in a Study (Denise Grady) 3. The British Journal of Psychiatry, 2001. Long-term Clinical Effectiveness of Lithium Maintenance Treatment in Types I and II Bipolar Disorders (Leonardo Tondo, MD) http://bjp.rcpsych.org/cgi/content/full/178/41/s184%20 4. Physiology of Behavior (textbook, 7th edition, Neil R. Carlson) 5. American Psychiatric Association. Practice Guidelines for the Treatment of Patients With Bipolar Disorder; Part B: Background Information and Review of Available Evidence http://www.psych.org/clin_res/bipolar_revisebook_5.cfm

The Thomas Theorem

The Thomas Theorem states that in a social world, the interpretation of the situation influences the actions of the members of society. This would mean that when a number of people believe that some social issue, phenomenon or event is true, those same people would be driven to act on those issues or phenomenon which will then lead to the said issue to occur in reality (Macionis, 2007). A personal example of the Thomas Theorem is how my family has a tradition on a curing soup. The soup’s recipe has been learned by the women in the family and is said to be effective in making people better if they have the flu, colds, cough and other maladies.Thus, whenever a family member show symptoms of illnesses, my mother and sister will make the soup and then oblige the sick family member to eat that soup as much as they can. The healing component of the soup is attributed to its nutritional value and in some way; it is really nutritious since it has tons of vegetables in it. However, the soup is cooked for a long time which may have caused the break down of the nutrients that was in the vegetables and it contains a lot of salt. This would indicate that whatever nutritional value the soup has, it is not enough to heal the person’s sickness.On the other hand, since most of my family members believe that the soup is indeed effective, we consume the soup heartily. Consequently, after eating bowls of the soup, we do get better. The flu, colds and coughs may be caused by viral infections that are self-limiting, thus, after some time, the virus weakens and we get better. Eating bowls of soup may just coincide with the weakening of the virus, hence we attribute getting better with the soup even if they are not related at all.

The Importance of French Education for Engineers

French education for engineers is significantly different from that of the United States. This fact will be the topic of this paper as well as the sequencing of French education. There are four schools in France that provide for the bulk of the engineering education after high school. These are called National Instituts For Applied Sciences or INSA. These institutions are very comprehensive and high level. The National Instituts For Applied Sciences or INSA take students who have completed their secondary school studies and select them on the basis of their examination results and their academic records. The recruitment is highly selective. In 1991, 11,000 candidates with a science baccalaureat applied for about 1,200 places.[1] It is therefore obvious, that the INSAs attract students with a high level of scientific education in mathematics, physics and chemistry. The studies begin with a two-year basic study program in the Premier Cycle, which is comprised of general science courses in mathematics, physics, chemistry, mechanics and computer science. These courses are also complimented with courses in the Liberal Arts. The students who pass the first and second year exams are admitted to the Engineering Departments where they continue their studies for three additional years. This enables the students to specialize in nearly all the different engineering sciences: computer studies, mechanics, physics, chemistry and biochemistry. One original aspect of the INSAs is that, the number of students in a department can vary depending on the state of employment prospects. All the INSAs train their students according to the same principles and curricula as the other four institutions. The First cycle is a two-year program of common core classes that welcomes secondary school graduates. Its goal is to prepare students for entry into one of the Institute's specialized departments. The initial qualifications of those who apply for admission to INSA guarantee the high quality of the students: 80% of them graduate in 5 years and 5% in 6 years. [1] Engineering studies start concurrently with the first year of their training. After a two-year preparatory phase, the first cycle begins putting an ambitious regiment into place. The goal of this regiment is, first of all, to give students the common scientific, technical, and liberal arts training necessary for all departments. In order to achieve this goal, course work is divided into modules that are independent of each other. The second goal of the regiment is to encourage students to make the transition from high school student to a responsible higher level student with clearly defined professional goals. As a result of the quality of these different goals, the first cycle plays an important role in both engineering sciences as well as the liberal arts through both years. EURINSA is another two-year European first cycle in engineering studies that has, since 1991, been training European students (including French students) to be part of an international team. The scientific training, conducted in French but adapted to engineering students from different backgrounds (language abilities), allows the students to enroll in any one of the four INSAs in France or even in one of their European counter parts. The program is open to approximately 100 students (at each institution) of whom 1/3 are French, 1/3 are from other European countries, and 1/3 from Central and Eastern Europe.[3] The INSAs produce highly qualified engineers. There are some main differences between studying at an INSA and in the universities of the other European countries. One difference is that French students specialize only at the end of the first two years (the â€Å"Premier Cycle†). This form of training provides them with a vast scientific background, which guarantees a good overall training in the engineering sciences. This method also allows them to change their area of concentration, if necessary during the course of their career. As the INSAs and the â€Å"Grandes Ecoles† are highly selective, very few students drop out during the Premier Cycle whereas, in the traditional university system, there is a high dropout rate or at least a decision to change their course of study. Unlike the University system, the students at an INSA have many general courses. Although all European countries announce a training scheme which lasts approximately 5 years, the fact that attendance is not 100% and that students are permitted to repeat years, means that becoming a qualified engineer could take two or three years longer.[3] Engineering training fields and engineer status differ widely among countries. In other European Countries as well as the United States for example, the seemingly simple problem of correspondence among degrees, not to mention equivalence, is far from being solved, and the notion of harmonizing the numerous systems does not seem realistic. Educational system's specification's are deeply rooted in the country's culture, industry and economy. Large discrepancies appear in Europe between: kinds of high-school studies and their length before college entrance, means of student recruitment, length of training (in terms of number of years of study), degree awarding, academic recognition, professional recognition, etc. In many countries, two engineer profiles coexist: a design engineer with a broad background training, and a production and application engineer. For each profile, there are nevertheless important national particulars. With such diversity, one may understand why a foreign candidate admission in a French engineering college does not assume automatic level equivalence rules. Instead results from various factors: number of study years, major and minor fields of studies, major projects, etc. Therefore, there is only one European general objective in this area, dealing with recognizing degrees obtained after at least three higher education years. These are valued for entrance in professions having regulated access. Because of this definite lack of equivalence standards, Europeans have decided to develop student and professional mobility by recognizing and validating studies engaged in at colleges in other countries . This process has strongly developed in some cases, through the development of programs leading to double degrees, or through the E.C.T.S. project (European Credit Transfer System), based on academic credits which are transferable within higher education institutions of the European Union.[3] Institutions wishing to participate in E.C.T.S., particularly those following non-university framework, must make great efforts to adapt. They have to reorganize their training programs or curriculum with credit hours and they have to use a universal grading scale. The University of Technology of Compiegne (UTC) was the first French engineering school to engage in ECTS in the field of mechanical engineering. Other schools, like INSA of Lyon have more recently done the same. Apart from this very structured system, recognition of study periods among institutions from several countries appears more and more to be an essential component of an international open policy. Partnership agreements exist also with American universities, for instance between the Institut National Polytechnique de Lorraine and Kansas State University and University of Wisconsin at Madison. Developing this practice and expanding the student exchanges depends on firm relationships between foreign schools. A new attitude has developed, where one takes notice of differences between systems, without making value judgements. Thus, these new relations are creating more awareness of the equivalence problem and providing better methods for rectification. The École Polytechnique constitutes the â€Å"graduate schools.† It takes 2 to 3 years of study and, in 1993, there were 46,000 students enrolled in the second cycle.[3] Each year, the École Polytechnique admits slightly more than 400 students into the Second Cycle, via traditional competitive examinations.[4] These students are of both sexes, may be either French or foreign, and are approximately 21 years old. The instructional program for the Second Cycle consists of two years of advanced courses in the fundamental sciences. The program is evenly divided between a core curriculum, and an elective curriculum that includes individual research projects. All students follow the core curriculum, which includes courses in pure and applied mathematics, computer science, mechanics, physics, chemistry, biology and economics. The core curriculum also includes courses in the humanities and social sciences, as well as in several modern languages. Upon successful completion of these two years, students are awarded the diploma of Ingenieur de l'École Polytechnique. Relatively few of them begin their careers upon graduation. The vast majority of graduates choose to follow their studies with specialized training in engineering or business administration, or with the preparation of a doctoral degree. The French nationals, in view of the obligations of their status as polytechniciens, may choose to pursue technical training in France, at one of its engineering schools (such as the École des Mines, the École des Ponts et Chaussees, or the École des Telecommunications) They complete their last two years of education, and receive the corresponding Diplome d'Ingenieur. Since 1996, French nationals have undertaken such training at foreign institutions, in Europe, America or Asia: they have a choice among 100 different instructional programs, at 29 foreign institutions, leading to an Engineering degree or a Masters of Applied Science or Engineering, depending on the institution selected.[3] These programs generally require between two and two and a half years. Special arrangements with the École facilitate admission to some of these institutions. After research training in France or at a foreign university, engineering school, or public or private research center, approximately four years, they obtain a doctoral degree, a Ph.D. or a similar degree in a basic or applied science. For business studies abroad, after several years of practical experience, they earn an MBA degree at one of seven institutions. Foreign students may undertake specialized training or prepare dissertations at institutions of their choice, including, of course, their home institutions. The past shows, however, that they tend to favor the programs offered to their French classmates. In any case, the École attempts to arrange that the two years of study at Palaiseau be properly validated in the programs of the students' home universities. Foreign students are entitled to the same agreements as those offered to French nationals. The École Polytechnique's Second Cycle in the fundamental sciences together with a specialization acquired at another first class institution, represents a training that is proving to be in particular demand in today's economic market place. Indeed, each year large corporations come forward with expressions of their needs and suggestions as to where they believe the necessary applied training may best be obtained.

Italian Adult Slang Words Starting With the Letter C

Italian Adult Slang Words Starting With the Letter C As with any language, there are many ways to talk about seduction, flirtation, a little naughtiness, and sometimes get downright raunchy in Italian. Below is a list of Italian slang words and phrases not found in standard texts that range from suggestive to downright vulgar. Many native speakers wont admit to being familiar with all of these phrases, but chances are most of them have heard or used at least one. A word of advice: Before you unleash the somewhat shocking words and phrases on your new Italian friends, at least get to know each another with some basic introductions. C cacare  v.t./i.  (vulgar) to defecate;  cacarsi addosso  to defecate in ones pantscacarella  f.  (vulgar) diarrheacacasenno (un/una)  n.  a know-it-all, a smart-ass; (lit.): one who [defecates] wisdomcacasentenze  m./f. inv.  one who likes to moralize, one who acts like he/she is very smart, a smart ass; (lit.): one who shits sentencescacasodo  m./f. inv.  an arrogant person, someone who thinks his/her [feces] doesnt stink; (lit.): one who defecates hard (from the verb  cacare, meaning to [defecate] and the adjective  sodo, meaning tough or hardcacasotto  m./f. inv.  a very fearful person; (lit.): one who [defecates] down belowcacatoio  m.  (vulgar) john, loocacchio  m.  (vulgar) peniscafone  s.m. (f. -a)  (pejorative) boor, ill-mannered personcavolo  (vulgar)  non me ne importa un cavolo!  I dont give a damn about it!; (vulgar)testa di cavolo  blockheadcazzata  (vulgar) bloody nonsensecazzo  (vulgar) term for peniscazzone  (v ulgar) term for penisceffo  m.  jerk; (lit.): big dickcesso  m.  (vulgar) public washroom chiavare  v.t.  (trivial) to have sexual intercoursechiavata  f.  (vulgar) to have sexual intercoursecioccie  f.p.  (vulgar) breastsciucca  m.  (vulgar) drunkennesscoglione  m.  (vulgar) testicle;  rompere i coglioni a qualcuno  to break someones [testicles]cornuto  m.  (vulgar) deceived partner; (generic insult) cuckoldedcosina veloce (una)  f.  a quickie; (lit.): a quick little thingculata  f.  (vulgar) shove or bump with the behindculo  m.  (vulgar) buttocksculone  m.  (vulgar) one with a big fat [buttocks]

Typical Course of Study for 12th Grade

Typical Course of Study for 12th Grade In their last year of high school, most students are wrapping up required courses, shoring up any weak areas, and using electives to explore potential career options.   College-bound seniors may need guidance  in selecting the best courses to support their secondary-education plans. Some students may be planning a gap year to allow themselves time to figure out their next steps while others may be going directly into the workforce. Because 12th-graders plans can vary so widely, its essential to help them customize their coursework for their final high school credits.   Language Arts Many colleges expect a student to complete four years of high school language arts. A typical course of study for 12th grade includes literature, composition, grammar, and vocabulary. If a student has not completed British, American, or World Literature, senior year is the time to do so. A focused study of Shakespeare is another option, or students may choose from other books recommended for high school seniors. It is common for students to spend a semester each researching, planning and writing two in-depth  research papers. Students should learn how to complete a cover page, cite sources, and include a bibliography.   It is also wise to use the time when theyre writing their research papers to ensure that students have a strong working knowledge of standard computer software and programs used to format and print their document. This may include word processing, spreadsheet, and publishing software. Students also need to continue writing a variety of essay styles across the curriculum on a wide range of topics. Grammar should be incorporated in this process, ensuring that students understand the difference between formal and informal writing, when to use each, and how to use correct grammar, spelling, and punctuation in all types of writing. Math By 12th grade, most students have completed Algebra I, Algebra II, and geometry. If they have not, they should use their senior year to do so.   A typical course of study for 12th-grade math includes  a solid understanding of algebra, calculus, and statistics concepts. Students may take classes such as pre-calculus, calculus, trigonometry, statistics, accounting, business math, or consumer math. Science Most colleges expect to see only 3 years of science credit, therefore a fourth year of science is not required for graduation in most cases, nor is there a typical course of study for the subject. Students who have not already completed 3 years of science should work on completion during their senior year. Students who are going into a science-related field may wish to take an additional science course. Options for 12th-grade science include physics, anatomy, physiology, advanced courses (biology, chemistry, physics), zoology, botany, geology, or any dual-enrollment college science course.   Students may also wish to pursue purely interest-led courses in the science field, such as equine studies, nutrition, forensics, or horticulture. Social Studies As with science, most colleges expect to see only 3 years of social studies credit, so there is no standard course of study for 12th-grade social studies. Students may be interested in elective courses that fall under the category of social studies such as psychology, sociology, anthropology, geography, world religions, or theology. If they have not previously studied them, the following topics are good options for 12th grade: principles of U.S. government; primary documents of the U.S.; United States agriculture; urbanization; conservation; business and industry in the U.S.; propaganda and public opinion; comparative governments; comparative economic systems; consumer education; economics; and taxation and finance. Students may also wish to study topics such as international relations and organizations and  American foreign policy or take a dual-enrollment college course. Electives Most colleges expect to see at least 6 elective credits. College-bound students should consider courses such as foreign language (at least two years of the same language) and the visual and performing arts (at least one year of credit).   Students who are not college-bound should be encouraged to earn elective credit in areas of potential career interest. Students can study almost any topic for elective credit.   Some options include graphic design, computer programming, digital media, typing, public speaking, debate, home economics, test prep, or drafting. In many cases, students can count work experience for elective credit. Many colleges also expect to see at least one year of physical education credit and one semester of health or first aid.

Choose a topic that will go with the paper Essay

Choose a topic that will go with the paper - Essay Example (supplementing historical and sociological writings) that detail the problems of the average family trying to survive the tough times of The Great Depression; d) tales of women struggling for independence and self-expression in an America just before the Women’s Liberation Movement; or e) as tales of the woman’s necessity to submerge what she likes to do to the demands of domestic responsibility†¦ Here, we shall look at Olsen’s ‘I Stand Here Ironing’ (ISHI) from angle (a) mentioned above, as a story that explores the mother daughter relationship, and also touch upon the impact of the early experiences that a child has (in this case the daughter) on her ability to have a ‘well-adjusted’ childhood, and on the kind of adult she grows up to be. In ISHI, the Mother is the protagonist, standing there and doing something as mundane as ironing clothes. And while ironing, she looks up occasionally to speak with someone — perhaps a teacher, perhaps a counselor, who feels that she should be paying more attention to her daughter. There is no counselor really there — what we see of her is merely what is reflected in the mirror-monologue of the Mother. Olsen’s style may be far removed from the Shakespearean dramatic tradition. But it packs the punch of a Shakespearean soliloquy, albeit in a low-key manner. There is nothing ostensibly dramatic about the woman talking in snatches, going back and forth from present to past, dwelling on the various incidents of her life. In setting and story the scene is far removed from that of a Hamlet. But the self-searching is the same: â€Å"To be or not to be† says Hamlet in torment; â€Å"I will become engulfed with all I did or did not do, with what should have been and what I cannot help,†(Olsen 1-2) echoes Emily’s Mother. She feels guilt for what she did not do for her baby, but wonders whether she could really have done it differently. The Mother admits to herself that even when her daughter was a baby, she gave