Monday, February 24, 2020

Discuss the relationship between the design of religious architecture Essay - 1

Discuss the relationship between the design of religious architecture and the interests and requirements of the religious tradition associated with it - Essay Example This paper will provide more insight into this analogy through discussing four historical religious architectures: the Altar of Zeus, Egyptian pyramids, Suleymaniye Mosque and St. Peter’s Basilica. The Altar of Zeus was for ancient Greeks, Egyptian pyramids were created by ancient Egyptians, Suleymaniye Mosque was for Muslims and the Basilica was designed by Romans. The Altar of Zeus provides a good Hellenistic Greek sculpture example, which was built between 166 and 156 BCE. The altar is crafted with art and sculpture, which depicts narrations. The Gigantochamy frieze, which adorns the base of the altar, has at least 100 distinct panels that show combats between gods and giants. Here, one connects with the Greek legend where Zaas decided to abandon Gaia’s after the new gods (led by Zeus and in support by Zaas) defeated the old gods (led by Cronus). The East Frieze sculpture, on the other hand, constitutes significant Olympic gods such as Hecate, Artemis, Zeus, Athena and Ares. In the same way, the north, south and west frieze sculptures continue with sculptural and relief narrations of various Greek gods.1 The altar, also known as the Altar of Pergamon, stands at 115 feet in width and 110 feet in depth. The altar was accessible through a stairway, from the west, which led up to a roofed hall extending to the front and sides of the altar . This alter is very important to the people, who regard it highly and its highly respected. It has been in existence for quite a long time and many people have high regard for the alter. Due to this fact, the alter of Pergamon is well preserved or taken care of. Ancient Egyptian pyramids held similar themes in architectural designs. The pyramids were erected on the west bank of the Nile. This was in accordance with Egypt’s religious doctrine which stated that the dead should rest where the sun sets.2 In addition, most pyramids were covered with limestone, which was meant to give them a shiny

Saturday, February 8, 2020

SYNTHESIS MATRIX about the dangers of smoking Assignment

SYNTHESIS MATRIX about the dangers of smoking - Assignment Example Preventive Medicine, 52 (6), 428-433. Shahid, K. & Elahi, R. (October 19, 2011). Effect of Smoking on Total Serum Cholesterol Level: An investigation of the association between Smoking and Total Serum Cholesterol level from District Peshawar, Pakistan Paperback. United Kingdom: LAP LAMBERT Academic Publishing. The researcher find that some company do not associate with smoker due to the issue of insurance and the nature of the insurance they provide to their worker has a certain limit of money to be provided, higher than for that person suffering from smoking problems The researchers figured out that those children whose mothers used to smoke at the time of pregnancy experienced the issue of shorter height as well as smaller circumference of the head and other abnormalities for as long as 4 years since the time they were born. The researchers figured that a pregnant woman uses a lot of energy during pregnant period and hence smoking dehydrates the body, leading to abnormal functioning of the body tissue and hence affecting pregnancy at

Wednesday, January 29, 2020

Risky Behaviors in Teens Essay Example for Free

Risky Behaviors in Teens Essay â€Å"Teens are at high behavioral risk for acquiring most STDs. Teenagers and young adults are more likely than other age groups to have multiple sex partners, to engage in unprotected sex, and, for young women, to choose sexual partners older than themselves. Moreover, young women are biologically more susceptible to chlamydia, gonorrhea and HIV. † (http://www. cdc. gov/std/Trends2000/trends2000. pd). In the United States alone teen births are extremely high, they represent about 10 percent of 4 million births each year. Not only does having a child during the teenage years causes social, emotional, and physical problems it also cost the United States 9 billion dollars a year. When having unprotected sex, not only pregnancy is a concern but receiving a sexually transmitted disease is a huge concern as well. In order to treat STDs in America it cost the government $17 million a year. The two most common STDs that teenagers catch are chlamydia, and gonorrhea. As a public health official it is important to know why do teenagers continually put themselves in situations that can alter their lives. Another thing public officials need to look into is the adolescents psychosexual health. There have been so many studies looking at the vantage point on the amount STDs, abortions, and pregnancies teens have. Now that depression is a growing concern in adolescents today, looking into the correlation between sexual activity and depression will be of great help to the public health community (Kosunen,Heino, Rimpela, and Laippala). In order to find these answers we must first examine two human behavioral theories: 1) Bronfenbrenner’s ecological theory and 2) the attachment theory. Once we have the answers to the question of why, then we can start the prevention of teen pregnancies and the spread of STDs amongst our youth. Bronfenbrenner is the leading contributor to the ecological systems theory. The ecological theory uses four types of roles and norms that shape children’s development. In order to make the theory is easy-to-understand Bronfenbrenner described it as the microsystem, mesosystem, exosystem, and macro system. It is stated that, â€Å"This theory looks at a child’s development within the context of the system of relationships that form his or her environment. Bronfenbrenner’s theory defines complex â€Å"layers† of environment, each having an effect on a child’s development. This theory has recently been renamed â€Å"bio ecological systems theory† to emphasize that a child’s own biology is a primary environment fueling her development. The interaction between factors in the child’s maturing biology, his immediate family/community environment, and the societal landscape fuels and steers his development. Changes or conflict in any one layer will ripple throughout other layers. To study a child’s development then, we must look not only at the child and her immediate environment, but also at the interaction of the larger environment as well† (http://pt3. nl. edu/paquetteryanwebquest. pdf). The microsystem is where the child has direct daily contact with certain structures. The microsystem includes the child’s family, school, daycare, and the child’s neighborhood. Since this is the most important part of the ecological system the relationships have an impact that can go into different directions(both away from the child and towards the child). For example, a child’s parents may affect his beliefs and behavior; however, the child also affects the behavior and beliefs of the parent. Bronfenbrenner calls these bi-directional influences, and he shows how they occur among all levels of environment. The interaction of structures within a layer and interactions of structures between layers is key to this theory. At the microsystem level, bi-directional influences are strongest and have the greatest impact on the child. However, interactions at outer levels can still impact the inner structures. † ((http://pt3. nl. edu/paquetteryanwebquest. pdf). The mesosystem is the connection between the child’s microsystems. This can be the connection between the teacher and the child’s parents. The exosystem is the layer where the child does not function directly. This could be the parent’s work place or work schedule; even though the child does not function directly in this atmosphere the child can still feel the positive or negative consequences associated with the interaction. The macrosystem consists of the child’s culture, values, customs, and laws. For example if the child’s culture believes that it takes a village to raise a child, not only will mom and dad punish you but Ms.  Susie the next door neighbor will too. This gives the parent’s many more resources in order to raise their child in the appropriate way. â€Å"Attachment theory describes the dynamics of long-term relationships between humans especially as within families and between life-long friends. Its most important tenet is that an infant needs to develop a relationship with at least one primary caregiver for social and emotional development to occur normally, and that further relationships build on the patterns developed in the first relationships. Attachment theory is an interdisciplinary study encompassing the fields of psychological, evolution , and ethological theory. † (http://www. absoluteastronomy. com/topics/Attachment_theory). For a lot of adolescents, going into the teen years can be a very stressful transition. This met with a lot of intense challenges and changes. During this time the teen is moving away from his or her parents as their primary attachments figure and are looking towards their friends to be their primary attachment theory. If the teen’s friends are engaging in risky behaviors such as having more than one sexual partners, having unprotected sex, and etc. he teen is more likely to engage in the same type of behavior(Tracey and Shaver p. 2). â€Å"Adolescents interact simultaneously in several social spheressuch as family, peer, and neighborhood systemsthat can serve to either restrain or promote individual behaviors† (DiClemente, Salazar, Crosby, Rosenthalp. 1). The roles of the parents are very important; studies have shown that if parents are more focused on their child’s wellbeing and know the whereabouts of their child, the adolescent is less likely to engage in risky behaviors (Voisin and DiClemente p. ). in understanding how the ecological theory works, if the child or adolescent is surrounded by teen pregnancy, risky behaviors, and the prevalence of sexually transmitted diseases this adolescent will believe that this behavior is okay. It is important for the adolescent to have support inside and outside of his or hers home. It is a belief that teen pregnancy and STDs can be prevented, but the question is how do public health officials began to combat these problems? In January 2011 Frayser high school made national news because 90 girls were pregnant who currently attended the school. â€Å"In Memphis, the teen pregnancy rate is between 15 percent and 20 percent – and in Frayser, the rate is 26 percent, said Deborah Hester Harrison, executive director of Memphis’ Girls Inc. It’s no surprise that Harrison places at least part of the blame on the media, such as the popular MTV shows â€Å"16 and Pregnant† and â€Å"Teen Mom. † (http://fieldnotes. msnbc. msn. com/_news/2011/01/14/5841767-90-pregnancies-at-o ne-high-school). In order for Memphis to fight this epidemic, they have received funding from the Center of Disease Control (CDC) in order to conduct a youth risk behaviors survey and implement effective policies, programs, and practices to avoid, prevent, and reduce sexual risk behaviors among students that contribute to HIV infection, sexually transmitted diseases (STDs), and pregnancy. (http://www. cdc. gov/healthyyouth/states/locals/tn-memphis. htm). The youth risk behavior survey shows that 90% of teenagers in Memphis do not use protection when having intercourse. The survey also shows that over 60% of teens have had sex are sexually active. Memphis City Schools are implementing a lot of different programs that will teach teens the importance of using protection during sex and the different effects that STDs and pregnancy can have on their lives (http://www. cdc. gov/healthyyouth/states/locals/tn-memphis. htm#1). It is a well-known fact that parents play an important part in their child’s development, there should be a free parenting class to parents that will teach them how to deal with their teens risky behaviors. Also teachers need to be better trained on how they deal with a student’s situation. Schools represent another socializing agent for adolescents and can be a significant source of support. This may be particularly important for many high-risk teenagers, whose families may lack adequate resources and parental support. Adolescents who believe that they are receiving high levels of support in school and feel that they are connected to teachers are less likely to engage in risky sexual behaviors compared with peers reporting less school support or teacher connectedness† (DiClemente, Salazar, Crosby, Rosenthal, p. 1). By involving the parents and teachers into the preventive process teen pregnancy and STDs will decline.

Tuesday, January 21, 2020

Sustainable Design and Construction Essay -- Green Building, Sustainab

Our world faces energy concerns, global warming, climate change, water shortages, soaring housing costs, economic instability, and dwindling natural resources. In addition, an inordinate amount of construction waste is produced each day. It is essential to begin taking steps to prevent this pattern from continuing to take us down the road t environmental destruction. The engineers, architects and developers of today, more than ever, share an obligation to create new and innovative structures to turn this cycle around. Buildings and development have an enormous impact on our quality of life and the quality of our environment, both in construction and in operations. Buildings expend 40% of the world’s energy, 25% of its wood harvest and account for 16% of its water consumption 1, all resources we cannot afford to waste. Buildings of the future need to take the step beyond shelter and work places and perform as efficient, economic, environmentally sound spaces in which we can thrive and endure. It is our responsibility to utilize our knowledge and scientific research to move forward in the realm of design. Sustainable design, or â€Å"green building,† looks to create high performance buildings that improve our health as well as the health of the environment we live in. What is Green Building? According to the Environmental Protection Agency (EPA), â€Å"Green or sustainable building is the practice of creating healthier and more resource-efficient models of construction, renovation, operation, maintenance, and demolition.†2 Among the many constituents of sustainable design are improvements in water usage, waste reduction, use of recycled materials, reduced energy consumption, and an aesthetically pleasing environment for inhabitants... ...02.pdf. United States Green Building Council, Meet the USGBC, 2003, USGBC, 27 Feb. 2004, http://www.usgbc.org/AboutUs/mission_facts.asp. Ian Barbour, Ethics in an Age of Technology: The Gifford Lectures, Volume two (New York: HarperCollins, 1993) 34. The Engineering Handbook, Chapter Six: Ethics, Santa Clara University School of Engineering, 27 Feb. 2004, http://cseserv.engr.scu.edu/NQuinn/ENGR019_301Winter2004/EngrHandbook_Ethics.pdf. James Rachels, The Elements of Moral Philosophy, 4th ed. (San Francisco: McGraw Hill, 2003) 128. The Engineering Handbook, http://cseserv.engr.scu.edu/NQuinn/ENGR019_301Winter2004/EngrHandbook_Ethics.pdf. Barbour, 57. Thomas Shanks, S.J., Ph.D., How Did I Live Today?, 2003, Markkula Center for Applied Ethics, Santa Clara University, 27 February 2004, http://www.scu.edu/ethics/practicing/decision/today.html.

Monday, January 13, 2020

A Plan to write an evaluation of the ways in which the European Enlightenment has influenced modern schooling

Introduction The plan includes an introduction, which will include an explanation of what European Enlightenment is and what transpired within this period, as well as the general objective of the brief, which is to evaluate the ways in which it influenced modern schooling. It will highlight the point that history and reason were the two significant characteristics of this period (e.g. Saenz 1999, p. 119; Lesaffer 2009, p. 446). The European Enlightenment and its influence on modern schooling The foregoing discussions involve the clarification of the concept of ‘modern schooling’ and an evaluation of how European Enlightenment influenced it. It will discuss the critical view of Enlightenment thinkers (e.g. Voltaire, Gibbon) on the irrationality of the past, alongside their often established incisive historical discontinuities for the sake of history and reason. False paradigms and privileges during the European Enlightenment violated the natural law and configured irrational social organisations (e.g. Saenz 1999). This is an important point in the evaluation. The evaluation will demonstrate the link between the prevalent constructs during the European Enlightenment (history and reason) and the characteristics of modern schooling. It will specifically point out that the methods and techniques of modern science could be utilised to explore and understand all areas of life (e.g. Romano 2010). Conclusion The conclusion will include a summary of important points/discussions/arguments, such as the idea of scientific method and commitment to reason that embody modern schooling. References to be used: Avrich, P. (2006) The Modern School Movement: Anarchism and Education in the United States. Oakland, CA: AK Press. Bartlett, R. C. (2001) The Idea of Enlightenment: A Postmodern Study. Toronto: University of Toronto Press Incorporated. Beales, D. (2005) Enlightenment and Reform in Eighteenth –Century Europe. I. B. Taurus & Co. Ltd. Feiner, S. (2004) The Jewish Enlightenment. Pennsylvania: University of Pennsylvania Press. Grell, P. and Cunningham, A. (2007) Medicine and Religion in Enlightenment Europe. England: Ashgate Publishing Limited. Grell, P. and Porter, R. (2000) Toleration in Enlightenment Europe. Cambridge, UK: Cambridge University Press. Hille, T. (2011) Modern Schools: A Century of Design for Education. NJ: Wiley & Sons. Lesaffer, R. (2009) European Legal History: A Cultural and Political Perspective. New York: Cambridge University Press. Lindemann, M. (2010) Medicine and Society in Early Modern Europe. NY: Cambridge University Press. Melton, J. V. H. (2001) The Rise of the Public in Enlightenment Europe. Cambridge, UK: Cambridge University Press. Pilbeam, P. (2012) Themes in Modern European History 1780-1830. New York: Routledge. Romano, M. J. (2010) AP European History. Second Edition. NJ: Wiley & Sons. Selwyn, N. (2011) Schools and Schooling in the Digital Age: A Critical Analysis. First Edition. Oxon: Routledge. Saenz. M. (1999) The Identity of Liberation in Latin American Thought. Maryland: Lexington Books. Zafirovski, M. (2011) The Enlightenment and its Effects on Modern Society. NY: Springer.

Sunday, January 5, 2020

Database Environment - 1114 Words

Database Environment Paper DBM-380 November 18, 2012 Introduction A database defines a structure for storing information and it collects information that is organized in such a way that a computer program can quickly select desired pieces of data. A database can also be thought of as an electronic filing system. Data and information are extracted from a database by creating a query and then submitting it to the query database management system (DBMS) and it is posed in a language that only the DBMS can understand. The query can be in the form of a question or just a keyword and once these queries run against the database, it will find a matching record (Reynolds, 2004) . Database Decisions When building a system for†¦show more content†¦This DB is high usage throughout the day and has to backup and saved daily so that repairs’ upkeep and maintenance can be done by the night IT crew. Database Management/Upkeep Both of these databases, the Command Directory and MCamp;SME have to be managed and regular maintenance has to be done in order to keep the information up to date. There are so many changes for associate / employee information if they leave the company or switch department or even if a department is no longer functioning all of this information has to be current. With MCamp;SME, there are so many changes to job procedures qualifications Etc... every day in order to minimize fraud or if new products are on the market and other ones are no longer being offered, MCamp;SME sends an alert immediately so if it affects your part of production, you will have to read it right away and make all necessary changes on how your work is done so the administration of both databases are important in order to take full advantage of the output to the relevant query. 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Saturday, December 28, 2019

Social, Economic and Political Differences Between the New...

During colonial times, European nations quickly colonized the New World years after Columbus’ so called discovery. England in particular sent out a number of groups to the east coast of the New World to two regions. These areas were the New England and the Chesapeake regions. Later in the late 1700s, these two regions would go though many conflicts to come together as one nation. Yet, way before that would occur; these two areas developed into two distinct societies. These differences affected the colonies socially, economically, and politically. Social differences are one of the reasons New England and Chesapeake developed into two distinct societies. People in England were tired of being oppressed by the government, so they wanted to†¦show more content†¦They are treated in a way that benefits their situation. This is what America is all about, having opportunity even from a rank in the social structure. But a source that contradicts this fact comes from Captain Joh n Smith, History of Virginia â€Å"he writes, â€Å"those of us that had money, spare clothes, credit to give bills of payment, gold rings, fur†¦were ever welcome to[purchase supplies. The rest of us patiently obeyed our] vile commanders and [bought] our provisions at fifteen times the values [.]† (Document F) This is important because it shows that wealthier people are more favored in than poor people. It is unethical to charge poor people way more than they can afford. It seems that colonist of the Chesapeake region only wanted wealthier people to trade with so that the colonies don’t have to build their economy from scratch. The colonists are hiking up the prices for poor people because they feel that poor people are not contributing enough to build the economy. This shows that New England and Chesapeake colonies developed differently because the less fortunate/ poor people who came to New England colonies benefited more there then they did in the Chesapeake colonies. Economic differences also led to New England and Chesapeake developing into two distinct societies. Colonist of different colonies used different sources of labor to get work done. New England used indentured servants for most ofShow MoreRelatedSocial, Economic, and Political Differences between the Southern Chesapeake Colonies and the New England Colonies952 Words   |  4 Pagesthere started a migration to the new world by people of English origin. This migration first started in the south known as the Chesapeake region. Further along, as social, political, and economic events occur, this migration expands north to what would eventually be known as New England. 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Both of the colonies hadRead MoreThe New World1640 Words   |  7 PagesAfter settlement of â€Å"The New World† by the English in the early 17th century, there was a surge of Englishmen hoping to strike rich, escape the religious government of England, or start a new life with their family. Specific reasons for leaving England had its respective colonies to travel to. For this reason, the northern New England colonies and the southern colonies like Virginia and Maryland in the Chesapeake bay area started to establish ways of life that began to develop very different lifestylesRead More Comparing the New England and Chesapeake Regions Essay530 Words   |  3 PagesComparing the New England and Chesapeake Regions The New England colonies were formed by Protestants who were escaping England. They ‘planned’ their society. When they came over they brought entire families, not just random people. The Chesapeake region colonies were formed by whoever signed up. The reasons that resulted in the differences between the New England and the Chesapeake colonies were political, social, and economic. The political reasons for the differences were that in New EnglandRead MoreThe New England And Chesapeake Colonies1471 Words   |  6 Pageswas the formation of the thirteen colonies along the North American east coast. These colonies are generally divided into New England, Middle and South or the Chesapeake regions. Most of these colonies were settled by the British, yet they developed differently as the years went by. Some developed into more egalitarian colonies and some not. The greatest differences could be seen in the New England and Chesapeake regions. Even though the New England and Chesapeake regions were settled originally byRead More1993 Apush Dbq1277 Words   |  6 Pagestheir heads and see the â€Å"New World† for all its infinite possibilities. There were many reasons for people to look for refuge or wealth in the newly discovered world. Some wanted to escape from harsh laws and strict religions of the European government, and others went for glory and money. W hen the new colonies like Jamestown was formed, so was two new societies. Both areas were settled for different reasons. The different reasons led to distinctive social, political, economic, and cultural hardshipsRead MoreThe Reasons For The Europeans Voyage Of Exploration At The End Of The Sixteenth Century1429 Words   |  6 Pagessearch for new trading partners, new goods, and new trading routes. The major differences among the colonists in the Chesapeake, Middle Colonies, and New England were there governance, economy, social structure, and the American Indians. In the Chesapeake, Virginia was governed by a royal charter until 1624 and Maryland was a proprietary colony which gave the Calvert all the right to appoint governors and also control the government. 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The New England Settlers were in search of religious freedom whereas the Virginians were in search of profit. New England was founded for religious purposes. (Doc. A) The Puritans were seeking religious freedom from England. Puritans believedRead MoreDifferences between the Chesapeake Bay and New England Colonies1875 Words   |  8 PagesDifferences between the Chesapeake Bay and New England ColoniesThere are many key differences that distinguish the inhabitants of the New England colonies from those of the Chesapeake Bay colonies. These dissimilarities include but are not limited to the differences between the social structure, family life, forms of government, religion, and the lives of indentured servants and children in the two colonies. The social structure and family life of the two colonies varied greatly. The inhabitants