A Critical Reflection on Learning Society and Learner Identities Essay

The paper draws on the historical experiences of learning society and learner identities from the normative and sociological paradigms which have extensively determined how the experiences of learning have been shaped and how learning society should be constituted. In light of this, patterns of participation in learning process are engaged through a concise interplay between the course of life and their determinants. Focusing on examination as a key factor in the official discourse of learning society, the whole concept of learning society and learner identity can comprehensively be argued within the parameters of sociological construction through theories of human capital, functionalism, symbolic, post modern among others. Through a critical evaluation and reflection, the history of learning society as well as learner identities reveal that the underlying motivation of learning society leans on the uncalled for abstraction of economic behaviors which range from social relations to the individual learner’s participation in the lifetime process of learning. Introduction The underlying principle of learning society and leaner identity is founded within the fundamental of the predominant interplay between social capital and cultural aspects with education. Exploring the inherent meaning of education and learning in the lives of individuals typifies a particular focus on the perpetual element of learning in the social milieu of a rapidly changing society. Researchers contend that the social revolution towards a contemporary society is typical of globalization therefore, life long learning portend a relationship with learning society within the theoretical paradigm that will help in analyzing and evaluating the inherent meaning of education (Coffield, 2001). The process focus on leaving learners with options of developing their own learner identities as inspired by the learning process as well as the pedagogic approaches to education. The experiences and the hitherto identities propel a situation that determine whether the learner goes back to school and learn at least something knew; because, the whole question of the learning society is to enhance the individual’s bargaining power to better their social and economic positions in life through a clear understanding of themselves. Learning Society: A Reflection on the Influence of formal Education on Learner Identity In a multiple deprived modern global community, learning society and learner identities facilitates a broader evaluation of maximum social utility of learning guided by the pedagogical approaches used in the social construction. As a result, learning identities become created and basing on the model of community development, participants in the community development are learners who exhibit such characteristics through a learning process. They are thus encouraged to learn irrespective of age or status; all in a bid to gain accreditation of developing their own knowledge and skills. This extensively develops their leaning identities and gives them a leeway to access other learning. According to Alheit (1992), education as a national social institution can be argued to form part of the global structure. This means that information technology and largely the digital age forms the modern global infrastructure of education and thus, the learning society is inspired and directed by technology to impact on the experiences of a learner within the realms of education. Maguire (2006) further asserts that as the goal of education continues to change over the years due to the element of social integration and formation of economic advantage, many individuals who had dropped out of school or similarly stopped at some level prefer to go back and begin learning. Significantly, it is obvious that from a symbolic and conflict theoretical understanding, the concept of adult education comes into play guided by the principle of skill formation in the context of a strengthened global economic competition. Arguably, increased convergence system of education has become a trend which remarkably points the difference between the traditional attitudes of education versus the modern attitudes. The meaning of education is clearly construed in three levels which are elaborate. Firstly, learning society and learners identity is historically and sociologically explained within the efforts to understand how people use education and the resultant knowledge and skills to construct their courses in life. Secondly, the educational and learning experiences mean different phenomenon to different learners especially within the content of producing as well as forming their identities. Finally, learning society and learner identity become the epicenter of understanding significant experiences that people have with regard to different stages in their lives. This also borders the line whether those experiences originate at work, in school, during leisure time pursuits or during adult study (Antikainen et al, 1996). Accordingly, questions such as the substance, social context and formal education form the important milestones in the learning experience. From the traditional outlook, educators and many members of the society have believed that education is productive. This means that the effects of education are reflected in the experiences a learner goes through in the process of learning as well as after learning. In view of this, the experiences one endures in relation to education break down the universal function of education and somewhat give it a different understanding. Hodgson (2000) postulates that the individualized learning experiences have led scholars to hypothesize several emancipatory meaning of education. Essentially, it is plausible to argue that with the existence of life long and cultural patterns of education in the society, a learning society continues to emerge thus inspiring many individuals to go back to school and learn something new based on the social or economic significance attached to the concept that is learned. For instance, as an immigrant to the United States, there is dire need to learn English for both social communicative purposes as well as official business transactions. In light of this, although the immigrant may be an adult, he goes to learn at a mature age due to the cultural shift and social position in the society. The trends in the educational circles necessitate the learning society. In essence, the flow of information, knowledge as well as students from across regional and national borders is a contemporary trend that can serve as a typical example of westernization as well as global diffusion of local educational products (Husen, 2004). Young (2009) further outlines that globalization is key to learning society and leaner identities. To illustrate, it is evident that regardless of the age, status and racial backgrounds, individual members of the society tend to embrace a contemporary computer based approach of education to continue learning. Such cases are characteristic of E-learning, distant leaning as well as the emergence of virtual institutions; a factor that inspires the attitude for lifelong learning and shapes the identities of learners to reflect a more contemporary one as opposed to the historical approach towards learning. Every situation in the present society calls for problem solving, critical and creative thinking and apt communication skills and this deep feature of the globalised society steers individuals to be always on the search for education, skills and knowledge.

The Social Psychology of the Salem Witch Trials

There are several other terms that could replace mob psychology such as group think, group control, social psychology. Social psychology is termed as a branch of human psychology dealing with the behavior of groups and the influence of social factors on the individual. (Donahue) â€Å"An individual is subjected to a more powerful control when two or more persons manipulate variables having a common effect upon behavior†. (Skinner 323) The psychology behind this simply states that two people are more influential than one and four people more Influential than two, etc.In the case of the Salem witch trials, this Is extremely evident. Having started with just two young girls from the same household and to grow into a state wide panic at such a fast rate supports this idea. In 1692, Salem was a Puritan village outside of Boston. The puritan teachings and beliefs were deeply revered and a way of life for the followers. The preacher of the church was Reverend Samuel Paris. His sermon s were fiery, emphasizing on spiritual warfare between the saved and the dammed. Norton 18) Before the trials began, Pearls preached a series of sermons about the first verse of Psalm 1 10: â€Å"Sit thou at my right hand, till I make thin enemies thy footstool. † (Norton 1 8) His reticular style of teaching emphasized on the vast differences between â€Å"us† and â€Å"them†; â€Å"us† being the saved and â€Å"them† being the dammed, thus instilling fear in the congregation and giving him control of his followers. To put it in a better perspective, David Hackett Fisher wrote concerning Puritan religion â€Å"Anyone outside of or contrary to that church was an agent of the devil†¦It was the responsibility of the church to help such a person by introducing him to confess the indwelling of an evil spirit and free himself. If he did not confess, it were better he be killed, lest he be a vehicle through witch the devil contaminate others. (Eleph ant 134) With this being the Puritan mindset, it would be common to fear the repercussions of not conforming to the rules and standards of the religion. Some religious leaders use the fear that sin will keep you from Heaven and that only the leader could save you from damnation. Skinner 3 The Puritans were on a crusade against evil and those who practiced witchcraft. (Schnapps, Ties 133-148) Samuel Paris was not the only religious figure who was preaching these messages at the time. Cotton Matter was a very well known and prestigious minister at Boson's Old North Church. He firmly believed in the practice f witchcraft. His father, Increase Matter, was extremely influential as well at the time. Both had published works about evil in the very real presence of witchcraft. These, as well as other writings were available to the public and influenced public thinking.Cotton Matter's first book length publication was Memorable Providence's, Relating to Witchcraft. This publication was based on his experience with the Goodwin family. Their children became â€Å"possessed† and Matter was personally involved in the children's deliverance. (Hill 20) Eighteen months after the Goodwin trial in Boston, Samuel Paris' young daughter ND niece began exhibiting the same strange behavior. Having read Cotton Matter's book, he feared the worst for the children. Once examined by Dir. Grids, and finding no plausible reason for their illness, the doctor concluded that it must be witchcraft. Starkey 45) The Paris' owned a slave couple named Tuba and John Indian. Tuba's growing concern for the girls inspired her to bake a witch cake. This cake contained the young girls' urine and was to be fed to a dog. If the dog were to behave strangely, the presence of witchcraft would be confirmed. (Hill 23) Samuel Paris was horrified of these actions. After hearing what Tuba did, the girls announced that it was in fact Tuba who had bewitched them. Along with these accusations, the girls also stated two other women in the community were responsible: Sarah Osborne and Sarah Good. Norton 44) The three women were of lower nobility which made the accusations much more plausible. These women were typical suspects of witchcraft. In both Europe and America, witches were mostly female, in their forties or older, had no social power, and did not conform to the social norm. (Elephant 136) â€Å"It was easy to make that assumption because they seemed more obnoxious, that kind of seasoning is dangerous. † (Borer 137) Many references to the accused are merely called Hags thus placing the women beneath those accusing her. In no time at all, the number of accusations and accusers increased rapidly.Young women were receiving attention and had access to public power. The girls could shriek and scream and not be punished, but instead be looked upon as victim. (Elephant 137) The amount of fear greatly increased through out the village. To be against the group would put you in danger , thus the group grows out of fear. (Skinner 323) The girls not only grew in number but in age as well. Each girl would vary in heir emotional patterns and would feed off of each others reactions. (Starkey 45) Those who were imprisoned were accusing others and chaos rapidly ensued.The community response became more agitated as the trials continued. Those who confessed were neither tried nor sentenced. (Elephant 138) The number of confessions only supported the girls' accusations allowing them more credibility. Those who claimed to be innocent were hung following their trial or for one man tortured. At this point, the presence of a strong governing body could have brought a more peaceful solution and calmed the growing fear of the people. Instead, the Judges a owe ten tentacles In ten courtroom anon ten solution spun quickly out AT control.This is an example of how mob psychology affected the outcome of these trials. The peoples' fears were compounded by the girls' emotional out burs ts, the religious view points being expressed at this time and growing distrust of people seen as different from themselves. There was no governing body, civil or religious, that was willing or able to control public response. On the contrary, the establishment of Court of Ore and Determiner, in May of 1692, brought a new level of seriousness. Norton 194) Grand and petty Juries were formed, witnesses were called in and the charades escalated.On December 23, the court appointed new Juries of men who felt the proceedings were too violent and they would use â€Å"another method† while conducting future trials. (Norton 291) Once these men took control of the trials, order was slowly becoming restored into play and the storm began to calm. Many who were still imprisoned were only there because they could not pay the fees to be released. Tuba was one of the last remaining to be freed since Samuel Paris refused to pay her cost of imprisonment. Norton 292) When the trials finally cam e to an end, twenty people had died.This tragic and unfortunate event could have had a much more positive out come had the control of the group been enforced at an earlier time. It is clearly evident that the force of the mob caused the Salem witch trials to become so overwhelming. Increase Matter played a major influential part toward the end of the trials by opposing the manner in which Salem officials handled the allegations. (Norton 291). Luckily for the town of Salem, new laws were put into action as to how to conduct a witch trial properly. Works Cited Borer, Paul S, and Stephen Einsteinium.

Online classes and attend traditional classes Essay

Online classes and attend traditional classes - Essay Example Online classes however have their disadvantages over traditional classes that limit effectiveness of leaning and both advantages and disadvantages of the types of classes need to be explored before a learner selects a type of class. I, in this paper argue that traditional classes are better than online classes. Conducting a comparative analysis of traditional classes and online classes requires an understanding of fundamental factors to learning processes and effectiveness of the fundamentals to achieving learning objectives. Applied approach to delivery of learning materials and learning concepts, student’s active role in the learning process, and quality of involved activities and processes in learning are some of the determinant of effective learning. Administration of learning processes and support to learners are other fundamentals of effective learning and forms bases for understanding relative effectiveness of traditional classes and online classes. The fundamentals als o explain strengths and weaknesses of the two modes of learning (Kats 290). Two perspectives support application of traditional class system over the online class system. ... The well-defined environment also dictates direct interaction between learners and educators and encourages learners’ participation through questions to educators and responses to prompts from educators. The structured scope also aids administration of learning processes and therefore facilitates achievement of learning objectives because the learning process, learners, and educators all exist in the same physical environment. Traditional class also offers a â€Å"more personal relationship† between learners and their instructors. Physical presence and the role of face-to-face communication such as developed confidence and trust develop a link between the parties and this facilitates interaction and freedom towards better understanding of concepts. This is partly because students are free to ask questions and have confidence to respond to questions when they are in a favorable environment. Traditional classes, unlike online classes, allow for instant responses to questi ons by learners and educators and this facilitates effective learning. It is contrary to the experience in online classes in which an educator may forget to respond to a question, a phenomenon that may discourage a learner and limit the learner’s confidence in asking questions. Learners in a traditional class set up also have the opportunity to interact with one another, develop social ties, and form study groups, and these occurrences expands sources of knowledge to facilitate learning (Sharpe 240). Numerous disadvantages of online classes that traditional classes manage also offer rationale into the preference of traditional classes. Unlike in traditional classes in which educators are able to identify each learner’s need and motivate the learners, the distance in an online class

A true leader Essay Example | Topics and Well Written Essays - 500 words

A true leader - Essay Example A true leader is able to motivate the members of his group to not give up during tribulations. He drives them to keep on believing the power of teamwork and realize that aims and aspirations are better attained when people cooperate. Amidst hard times, a good leader is able to think and act strategically in order for the team to fight and in the end prevail. Leadership is about sacrifice and selflessness. It is not about abusing power or position so as to promote self-interest. Rather, it is about putting other people's welfare on top of one's own since this bodes well for the future of the entire team. This means that leaders think and even care more about their constituents or subordinates than themselves. For me, these qualities are best exemplified by Martin Luther King, Jr., the legendary leader of the black people's movement. Prior to his ascension as a great civic leader, King witnessed and experienced the injustices towards the black minority. Rules on separating the white people from people of color were being implemented in education, transportation and other public facilities. This made the black minority as second class citizens. In this regard, he valiantly fought for equal rights and racial integration. Through his po

Quantitative research critique Paper Example | Topics and Well Written Essays - 1500 words

Quantitative critique - Research Paper Example The authors feel that the distinction between these atypical medications and the comorbidity with weight gain and diabetes is an important distinction. Furthermore, this certainly has ramifications for nursing in regards to the diet and importance of monitoring signs of diabetes and increased weight gain in this cohort. The population under study and the quantitative analysis of the data is appropriate and meaningful for this study. Literature Review: The references cited, while not extensive, are suitable for the size of the study. Twenty-two references are used directly. Of these, seven are directly related to the effects the study is analyzing. The others relate to the specific mediations under study as well as the general information regarding diabetes and adiposity. Twenty are current and date from 2002 forward, only two are older, (1) the American Diabetes Association’s â€Å"Report of the expert committee on the diagnosis and classification of diabetes mellitus.† dates from 1997 but is only used as a general reference and (2) Gray and Fujioka (1991) â€Å"Use of relative weight and body mass index for the determination of adiposity,† also for general guidelines. ... In a survey of diabetes associated with clozapine, glycemic control improved after clozapine was stopped in 78% of individuals who developed diabetes; 62% of these patients no longer required hypoglycemic drugs. Of 12 patients who were restarted on clozapine, 9 developed hyperglycemia again. (Cohen, 2004, 3) While other references used generalized this effect there is other literature that directly supports it. For instance, in a study they did not reference, Koller and Doraiswamy (2002) showed in their research that 78% of the group had improved glycemic balance once they stopped taking or decreased the dosage of olanzapine and that if olanzapine was restarted eight out of ten patients had a recurrence of hyperglycemia. So it is clear that there were previous studies which connected the same inferences the authors are stating. There is also some research that counter-indicates their results as to weight gain to some extent: †¦patients taking antipsychotic drugs can develop diab etes without significant weight gain or can lose weight. Furthermore, their diabetes usually improves rapidly when the antipsychotic drug is withdrawn, without significant reduction in body weight, and often recurs rapidly if the drug is started again. (Wirshing, 2001, 8) They do cite another study from Wirshing, Boyd and Meng (2002) which does concur with their weight gain hypothesis. Furthermore, as far back as 1999, the diabetic inducing effects off clozapine and olanzapine were already known: Several cases of new-onset diabetes attributed to clozapine and olanzapine were associated with acute pancreatitis. It is possible, therefore, that antipsychotic-induced diabetes results from chemical damage to the pancreas. However, diabetes

Electric car Research Paper Example | Topics and Well Written Essays - 4000 words

Electric car - Research Paper Example There is not a single category of cars manufactured by the automobile manufacturing companies; rather they are categorized into many types based on mechanical specifications, shape, performance, and size. Any new model of a car brand includes some technical, mechanical, and technological enhancements, which make that specific model of car superior to earlier models. Apart from difference in brands, there also exist some differences in the types of cars. Some of the most renowned types include electric car, gasoline cars, and hybrid cars. All these types of cars have some advantages and disadvantages, which make the people switch from one car type to another. In this research paper, we will discuss those reasons that make people switch from gas cars to electric cars. Along with that, we will also take a closer look at the advantages and disadvantages of different types of cars which include gasoline cars, electric cars, and hybrid cars in order to get a better understanding of why peo ple’s choice shifts from one car to another type of car. What are Electric Cars? An electric car is a vehicle that makes use of electric motors and batteries instead of engines used by the gasoline cars. The rechargeable batteries control the main parts of electric cars, which give power to the electric motors that run the cars. Until the advancement in the internal combustion engine, electric cars were the most popular cars in the whole world. People used to travel in electric cars because they were the most popular transport in the late 19th century and the earlier decades of the 20th century. When the car manufacturing companies introduced internal combustion engine and less expensive gasoline cars, the demand for electric cars decreased. Another factor, which proved to be a reason for the decrease in interest for electric cars, was the energy crises of late 1970s. In that era, it became very difficult for the automobile manufacturing companies to gain profits by manufactu ring electric cars because of the decreased interest in electric cars, which had resulted due to the energy crises. The demand shifted from electric cars to gasoline and petrol cars because the prices of oil and petroleum were very low in that age as compared to today. However, electric cars have again started gaining popularity among the public not only due to various attractive features but also as the result of increased fuel prices all over the world. Today, those people who can have enough money to buy an electric car, do not want to buy gasoline cars. Some of the world’s most renowned car manufacturing companies such as Honda and Toyota are developing such cars, which are able to attract a large number of people towards electric cars. Features of Electric Cars A number of features make electric cars different from gasoline cars. Some of the most considerable features of electric cars include durability, convenience, much more efficiency as compared to gas engines, up to 500 hundred percent more efficiency than internal combustion engines, regenerative breaking system, and no emission production. There is no emission of fuels from electric cars because electric cars do not use gas at all for any purpose. â€Å"Once electricity is more commonly produced by water or wind, getting clean power to run electric cars will leave an even smaller carbon footprint† (Cultrona, n.d.). Compared to the internal comb

Deaf experience Essay Example | Topics and Well Written Essays - 500 words

Deaf experience - Essay Example 488). Further, I learned that this group of people was impulsive to the signs whose underlying meaning seemed abusive or complicated to them despite the use being a normal one. I was nervous while communicating to the deaf people because I was unable to inform them that I was capable of hearing and speaking contrary to their expectations since the majority members in the chatroom were deaf. The fact that I was inconsistent in signing to them with the same speed they took to communicate to me spurred anxiety and I could not contemplate the alternative measures to establish in solving the imminent misunderstandings that would emanate from the delays. Despite bearing knowledge on the signs used by the majority population of people in the deaf culture, I was incompetent in elevating the desired skills as there different types of misunderstandings would result from the different perceptions that different chat members bore towards the signings (Davidson 792). Despite the challenges experienced during the chatroom conversations, the deaf people cooperated and educated me in their experiences while living with the condition as they were growing up. The chatroom experience influenced the understanding that the people were aggressive towards the people who were capable of hearing and speaking holding the belief that such people were ignorant of their inability to hear; hence, the use of verbal communication was deliberate and abusive. Further, I learned that the deaf community perceived that they were normal; hence, they were against any practices expressed by different people whose meaning communicated their inability to participate in verbal communication. Other members with whom I communicated to in the chatroom expressed their dissatisfaction to the practices used by the society in providing special learning centers to the deaf (Hauser

The Future of Airline Operators amidst the Oil Crisis Essay

The Future of Airline Operators amidst the Oil Crisis - Essay Example Theories abound the origin of oil, and like other forms of fossil fuel, is believed to have come from ancient animal and plant remains that was buried under soil and mud through a very long period of time and settled down into the Earth's crusts. The buried ancient animal and plant matter piled upon the Earth's crust and eventually compressed and heated by the Earth's immense internal pressure and temperature. The oil then seeped through the rock layers forming reservoirs, most of which are found in desserts, ocean bottoms, ice layers and many other external terrain formations (Wikipedia, 2006a). These oil reservoirs are being harvested right now by countries that were fortunate enough to have an oil reserve in their midsts, particularly in the Middle East where the most abundant oil reserves are found. These countries now form the organisation known as OPEC (Oil Producing and Exporting Countries) which controls most of the world's oil supply and prices. While it seems like the suppl y of oil is unlimited it is not, the supply of oil is beginning to dwindle. ... d was way cheaper back in the period of the World Wars it was at these period that oil was still abundant and conflicts on the price and supply of oil were non-existent. The OPEC was not founded yet and inflation was not too much prevalent back then. Brandly (2004) the current oil crisis is predicted by Hubbert's Peak (or Hubbert's model or theory as some authors put it) which states and assumes that oil is non-renewable and that even though organic matter is currently added to the Earth's crust and that the rate of decomposition and conversion of this organic matter into crude oil will not catch up with the world's demand for oil. The 'peak' in Hubbert's Peak refers to the highest point of oil production at a certain area which will be soon followed by a sudden drop leading to a crisis. According to those who believe in Hubbert's theory, the world is now at its peak and is nearing another major oil crisis not because of political conflict but mainly due to a real short in oil supply . In a National Geographic article written by Appenzeller (2004), oil companies are now putting more human and financial resources in finding new oil sources. It only means that the actual crisis is happening not after the 1st drop of oil has been extracted but rather in the present when oil production is at its peak. The world is predicted to run out of oil in about 5 to 30 years from now. The oil shortage will not only affect transport and power generation, but also other factors as Amos (2004) reported, stating that oil process will affect birth rates, food prices and other commodities. This is especially true with Third World countries where the price of oil on the world market affects the basic commodities. Amos (200) points out that the economic depression will force people

Babylonians vs Hebrews Essay Example for Free

Babylonians vs Hebrews Essay The Hebrew creation story, found in Genesis from the Hebrew Bible, was based upon the story of one creator, God, the order of how things were created and the lives of the first man and woman. The Babylonian creation story, Enuma Elish, instead of having one god, had two god in the beginning, Tiamat and Apsu, and was the story of how several gods were born, thus creating different elements of earth, as well as the creation of the different features of the world after the battle between Tiamat and Marduk. Though, at first glance, these two different creation stories are dynamically different, closer inspection leads us to know that there are several similarities between these two accounts of the formation of the earth: the way the story was told, how many celestial beings were in each myth, how the earth was created, how humans were created, and the reason for humans to exist. In the Bible, Eve had eaten from the Tree of the Knowledge of Good and Evil thus banishing both Adam and Eve from the Garden of Eden. As punishment, God told Eve, â€Å"†¦thy desire shall be to thy husband, and he shall rule over thee. (Leeming 28) This shows that the Hebrew was a patriarchal society, and this story had an innuendo of justification of why men must control women. In the Enuma Elish, humans are not as prominent as the Hebrew Bible, but the creation of humans was more of an afterthought, but it does teach us about what is really important to the Babylonians and that is to serve the gods. Enuma Elish explained how man was created to serve the gods. In both myths there is a presence of the ability to make things appear with speaking. In the Hebrew Bible, God was able to create the heavens, earth, and everything within them by just simply speaking (minus humans). In the Enuma Elish, Marduk to prove to the other gods that he is different than they are made a cloth disappear and reappear by simply speaking. The close proximity between the two cultures, there was sure to have had a mixing between the two. The Hebrews Bible was not created until centuries after the Babylonian, so it is to be inferred that the Hebrews basically wanted to prove that their one god is better than the strongest god of the Babylonians. In the Hebrew Bible there was only God and Chaos (the waters), and in the Enuma Elish Tiamat and Apsu were the first beings, and they are the gods of salt and fresh water, So both started with water. Both stories started with water and in the end the creation of humans. Man was created in the image of God from â€Å"the dust from the ground, and breathed into his nostril the breath of life. â€Å" (Leeming 27), and woman we created from the ribs of man in the Bible. In a similar fashion, the Babylonian myth depicted that Marduk created man from the blood and bone. This shows that both the Hebrews and Babylonians showed that humans were created from celestial beings and are different from everything else that was created, because they were fashioned differently and are to serve a purpose: to take care of everything God created (Hebrews), and to serve the gods (Babylonians). Enuma Elish and the Hebrew creation story are similar in the way of how these myths are presented. In both myths, water was there before anything else in some variation . The idea of a firmament to hold the skies up is also prominent in both stories, because of the wonderment of how the ‘water’ stays up in the sky. Also the notion of sets of twos are pronounced: light and darkness, sky and ocean, beasts of the water and beasts of the sky (Hebrew), Apsu and Tiamat, Lahmu and Lahamu, dividing Tiamat in half, blood and bone (Mesopotamian). Humans created last in Enuma Elish and in the Bible chapter one are also similarity. A subtle relationship between the two myths is the power of creating things through speech. God from the Bible created everything through speaking, and Marduk was able to math a garment disappears and reappear with speech as well. The Babylonians did not just have one god like the Hebrews but several gods depicting different things: Salt water, fresh water, sky, etc. The Hebrews just had one ultimate god that created and encompassed everything living. Also the two myths focused on two things. The Babylonians focused on the stories of the gods and how each was created, the war between Tiamat and Marduk, and how man was created as to serve the gods. The Hebrews had two stories of creation: an explanatory showing how the heavens and earth was created, and a narrative that explained how humans fit in the world that God created and why we have mortal sin. The Hebrews wanted to push the point across that humans were created to take care of the earth and everything God has created, and the Bablyonians wanted to show that they were created to serve the gods. The Bible Genesis Chapter One shows Campbell’s first function of myth: mystical. The first chapter explains on how the world was created and why we have certain aesthetics of the world. Campbell’s third function of myth, cosmlogical, is depicted in the Enuma Elish at the end explain how we were created to serve the gods and that is how we fit into the Universe. The Hebrews explain that Eve (woman) was the reason that mortal sin exist in this world, and enhances the reason why Hebrews were a patriarchal society and that men have to rule over woman as punishment of Eve’s sin. To sum it up, Enuma Elish and the Bible are from two different cultures, in two different locations, but despite this they are very similar . There are several motifs that are prominent that prove this, however, these two myths are still radically different in certain aspects of organization and the belief system.

IMPORTING AND EXPORTING Essay Example for Free

IMPORTING AND EXPORTING Essay I think that this argument is in the best interests of the country as a whole because they would not be worried about jobs and it will keep the overall populations wages low to increase countrys overall manufacturing exports. Yes, China is a mercantilist Nation because Chinas commercial engagement with the rest of the world is largely contributed from mercantile theory. No mercantilism is not a bankrupt theory and it has a place in the modern world because to lower the cost of production and hence cheaper products to increase exports and domestic demand of such domestic goods. Yes China has an economic policy that can be characterized as neo-mercantilist. What should the United States, and other countries, do about this Chinas commercial engagement with the rest of the world is largely scripted from mercantile theory: export boosting policies that are meant to stimulate a balance of payment in Chinas favor, ie, manipulating their currency to keep it artificially devalued in support of cheap capital exports and a mechanism of forced high savings, which in effect promotes policies that subsidizes Chinese manufacturers (to lower their cost of production and hence cheaper products to increase exports and domestic demand of such domestic goods) at the expense of their own households and manufacturing jobs in the consumption-crazed US-and-Eurozone a process that leaves Chinas state-coffers endowed in huge surplus reserves. b) What incentive does China have to open its markets to foreign products? Why might China resist such a move? Incentives: By opening its markets to foreign products, China can exploit its comparative advantage and specialize in the production of goods that it produces most efficiently and to buy good that it produces less efficiently from other countries, even if this means buying goods from other countries that it could produce more efficiently itself. Hence, companies in China can lower their overall cost structure or improve the quality and functionality of their product offering, allowing them to compete more effectively. Besides, globalization is becoming

Magnetic Resonance Imaging Study of Cerebrospinal Fluid

Magnetic Resonance Imaging Study of Cerebrospinal Fluid Magnetic Resonance Imaging Study of Cerebrospinal Fluid Dynamics in Congenital Brain Anomalies Protocol of Thesis for Partial Fulfillment of Master Degree in Radiodiagnosis By Eman Mahmoud Elsayed Sobh M.B.B.Ch Radiodiagnosis Resident Ministry of Health Supervisors Prof. Dr. Amany Ezzat Mohammed Mousa Professor of Radiodiagnosis Faculty of Medicine Mansoura University Dr. Mahmoud Abd Ellatif Mohammed Assistant Professor of Radiodiagnosis Faculty of Medicine Mansoura University 2017 Introduction Congenital brain anomalies are abnormal developments of the brain that happen during intrauterine life and they are rare among the congenital anomalies of various organ systems. These anomalies of the central nervous system cause approximately 25% of perinatal deaths and account for about 33% of all major anomalies diagnosed at or after birth. The etiology of congenital brain anomalies is poorly understood, albeit some clinical and experimental evidence indicates that a variety of factors, including genetic (chromosome abnormality), environmental (ionizing radiation, toxic agents), infection (rubella and cytomegalovirus), and nutrition (hypervitaminosis A) might play some roles(Chen Zimmerman, 2000). It is important to diagnose these conditions as early as possible due to its far reaching neurological deficit and detrimental outcome. Most of the congenital brain anomalies can be reliably diagnosed by neuroimaging (computed tomography or magnetic resonance imaging) of the brain. Radiologist and treating physician should be aware of various specific imaging appearances and unique signs of these anomalies to avoid delay in diagnosis and thereby further treatment (Singh, Srivastav, Singhania, Devi, 2014). Imaging techniques may be underutilized when clinicians are unaware of the technique or dont recognize its potential. During the last three decades, flow-sensitive magnetic resonance imaging (MRI) techniques have been increasingly applied to quantitatively and qualitatively assess cerebrospinal fluid (CSF) flow dynamics in congenital brain disorders. CSF flowmetry is an extremely valuable tool because it is rapid, sensitive, non-invasive, easily performed and provides critical information in preoperative assessment as well as post-operative follow up of these patients. It is also effective in treatment planning (Yildiz, Yazici, Hakyemez, Erdogan, Parlak, 2006; Zhang Li, 2012). Phase contrast MRI is one the magnetic resonance angiography techniques that have been modified to study the CSF hydrodynamics. The normal and abnormal CSF hydrodynamics can be assessed quantitatively by measuring the peak velocity of CSF in the aqueduct using two-dimensional phase-contrast MRI which demonstrates mechanical coupling between cerebral blood and CSF flow during the cardiac cycle. The normal physiologic motion of CSF is pulsatile which synchronizes with the cardiac cycle. Quantitative analysis of CSF flow in pathways such as aqueduct that is tubular and relatively regular in diameter is desirable because the resulting laminar flow can be measured accurately by phase-contrast MRI. Qualitative assessment provides visual appreciation of the CSF flow through the aqueduct and basal cisterns. (Giiang, Chen, Chen, Huang, Chung, 2000). Aim of Work The aim of this work is to assess the CSF flow dynamics in different congenital brain anomalies using phase-contrast magnetic resonance imaging (PC MRI). Patients Site of the study: Mansoura University Hospital, Radiodiagnosis Department, MRI unit Sample size: 30 patients Duration: within 1 year Inclusion Criteria Patients with congenital brain anomalies diagnosed clinically or radiologically Exclusion criteria Patients / Guardians refusing the procedure Patients have contraindications to MRI studies Patients with associated known arrhythmias Methodology All patients will be subjected to: Full clinical examination Radiological investigations (MRI including phase contrast study of CSF flow dynamics) Electrocardiograph (ECG) Informed consent will be obtained from all patients after full explanation of the benefits and risks of the procedure. Any unexpected risks appear during the course of the research will be cleared to the participants and the ethical committee on time Any patients will be treated in the hospital if any complications occur to them related to the technique Privacy and confidentiality will be maintained to all patients. References Chen, C.-Y., Zimmerman, R. A. (2000). Congenital brain anomalies Neuroimaging (pp. 491-530): Springer. Giiang, L.-H., Chen, C.-Y., Chen, M.-Y., Huang, T.-Y., Chung, W. (2000). Normal and abnormal cerebrospinal fluid dynamics evaluated by optimized cine phase-contrast MR imaging. Chin J Radiol, 25, 191-195. Singh, T. G., Srivastav, V., Singhania, P., Devi, S. M. (2014). Congenital brain anomalies: Neuroimaging findings. Journal of Dr. NTR University of Health Sciences, 3(2), 77. Yildiz, H., Yazici, Z., Hakyemez, B., Erdogan, C., Parlak, M. (2006). Evaluation of CSF flow patterns of posterior fossa cystic malformations using CSF flow MR imaging. Neuroradiology, 48(9), 595-605. doi:10.1007/s00234-006-0098-8 Zhang, B., Li, S. B. (2012). Cine-PC MR in assessment of cerebrospinal fluid velocity in the aqueduct of the midbrain correlated with intracranial pressureinitial study. Med Hypotheses, 78(2), 227-230. doi:10.1016/j.mehy.2011.10.031

50s Essay examples -- essays research papers

Rebellious characters lead to various actions   Ã‚  Ã‚  Ã‚  Ã‚  The 1950’s in Great Britain was a post-war era of vastly different experiences. For many, it was a time of hope, victory and promise. For others it was a time of depression and healing. And for some it was a time of rebellion. Various literary characters of the decade represented each of these emotions. Three of these characters, including Nancy Hawkins of Muriel Spark’s A Far Cry from Kensington, Jim Dixon of Amis Kingsley’s Lucky Jim, and Jimmy Porter of John Osborne’s A Look Back in Anger, represent the rebellious side of civilization in the 1950’s.   Ã‚  Ã‚  Ã‚  Ã‚  Each of these drastically different characters takes a different approach to their personal rebellion. Jim Dixon can arguably be considered an anarchist in many of the traits he exhibits throughout the text. Whether it be drinking the night away as a means of rebellion or burning the bed sheets of an over-night host, Dixon lacks certain social abilities that lead to a normal existence. Jimmy Porter on the other hand takes an extremely passive-aggressive approach to his personal rebellion. Though he complains frequently he is hard pressed to affect any kind of social evolution. In other words, he dreams of a better existence but strives to achieve none of it. Nancy Hawkins is much more active in her rebellion as she   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  von Metzke 2 subconsciously works towards social change in terms of personal happiness in the 50’s. She is free with advice and always willing to help another in need. Because of these traits, Nancy Hawkins is perhaps the best spokeswoman for her generation of these three characters.   Ã‚  Ã‚  Ã‚  Ã‚  Jim Dixon, the protagonist of Lucky Jim, is quite arguably an anarchist in the ways he acts towards others. He is considered a Cinderella in a Cinderella story as it relates to the various things that happen to him throughout the course of the text and yet he continues his private rebellion against certain aspects of life that are socially expected such as common courtesy when he burns the table and bed sheets of the Welsh’s and hides them rat... ...hange her life for the better. When she decides she is out of shape and overweight, she makes strides by only eating half of everything. This results in her rapid loss of weight. Nancy also determines she needs a change in her personal religious beliefs. She abruptly stops saying her Hail Mary’s at noon as she sees it as nothing more than a silly superstition. Regardless of the obstacle, Nancy seems ready for the challenge in this story. This is the major quality that separates her character with that of Jim Dixon and Jimmy Porter. Nancy Hawkins above all else believes in herself and that is her true rebellion against society. Nothing can keep her down if she doesn’t let it.   Ã‚  Ã‚  Ã‚  Ã‚  The greater picture being examined by these authors is how these characters relate to the era in which they are set. The 1950’s was an optimistic time filled with hope and promise for a better life than the previous decade. More so than Jim Dixon or Jimmy Porter, Nancy represents this optimism in the way she advises others, takes positive action to better her reality, and truly believes in her own potential. She greatly defines the era in question.   Ã‚  Ã‚  Ã‚  Ã‚  

Aspects & Impacts of Porous Pavements Essay -- Pavement Driving Surfac

Short Memo: Aspects & Impacts of Porous Pavements The purpose of this short memo is to discuss aspects of use, applicability, and environmental impacts of porous pavements as gleaned from practical findings and pertinent examples. A porous pavement is one with high enough porosity and permeability to allow rain and snowmelt to pass through it, thereby reducing the runoff from a site and surrounding areas. In intensely built up areas, pavements account for more than half of all the land, and for about two-thirds of total built cover (Ferguson, 2005, 2-3). Parking lots, in particular, account for the majority of paved areas. Pervious paving materials have the capability of providing a dual purpose in parking and other areas with low to moderate traffic; they serve both as a parking/traffic area and to manage stormwater. Components & Function There are several types of porous pavements, namely porous asphalt, porous concrete, and numerous modular paver systems. Both a construction material and a design technique, systems may be used individually or enhanced through a combination of types. Porous asphalt consists of an open-graded coarse aggregate bonded together by asphalt cement. The mixture contains fewer fines than traditional asphalt and sufficient void space between aggregate particles allows water to drain through quickly. Porous concrete also consists of an open-graded coarse aggregate, formulated with Portland cement and water. Modular porous pavers are structural units, such as concrete blocks or reinforced plastic mats, with void areas that are filled with pervious materials, to achieve a load-bearing permeable surface. The pervious fill materials include sand, grass turf, and gravel. Each of these surfaces is typical... ...rent purposes. Residential streets and interstate shoulders have been constructed of porous systems, and more extensive weight-bearing roads are functioning in Europe. More research and site study of porous paving techniques and specifications are needed to continue to increase knowledge and implementation of these systems, and to further their capacity for use. Works Cited Adams, Michele (May/June 2003). â€Å"Porous Asphalt Pavement With Recharge Beds,† Stormwater Magazine. www.forester.net/sw_0305_porous.html Ferguson, Bruce (2005). Porous Pavements. FL: CRC Press. Georgia Stormwater Management Manual (2001). â€Å"Porous Concrete.† Vol. 2, 3.3-33 - 3.3-40. Georgia Stormwater Management Manual (2001). â€Å"Modular Porous Paver Systems.† Vol. 2, 3.3-41 – 3.3-46. U.S. EPA (September 1999). Stormwater Technology Factsheet: Porous Pavement. Washington, DC: EPA 832-F-99-023.

Life in a High School

Cliques are small groups of between two and twelve individuals. Cliques are small enough that the members feel that they know each other better than do people outside the clique. Members of a clique share common activities and friendships. They are social settings in which adolescents hang out, talk to each other, and form closer friendships. Groups of friends, called cliques can be important for social upgrading, but in most cases the enormous power and effects of these cliques can create alienation, exclusion, and destructive results. In my high school, as well as every other high school in America there are social groups of individuals, called cliques, that effect every individual whether they are an insider or an outsider. Generally there are the cool cliques, the athletic cliques, the freak clique, the skater clique, the smart clique, and the average clique. Almost everyone finds their place in one of these cliques, but there are always a few outsiders who go through high school never knowing where they belong. these are the people who are constantly ridiculed, picked on, and talked about day in and day out. The effects can be devastating, even deadly. In Littleton, Coloraldo two outcast teenagers came into school one day and began shooting, targeting the athletes and other students who had made their lives awful by ridiculing them constantly. Seniors Eric Harris and Dylan Klebold stormed their suburban Denver school with guns and bombs last April 20, killing 12 students and a teacher before taking their own lives(Kenworthy 1). Augustana University education professor Larry Brendtro explained kids who feel powerless and rejected are capable of doing horrible things(Cohen 4). A high school student, Jason Sanchez understands why the two outsider snapped by saying If you go to school, and you dont have friends, it drives you to insanity(Cohen 4). So what do these lonely outcast kids do if they are rejected by everyone Roger Rosenblatt discusses in his article, Welcome to the Works of the Trench Coat, how kids will discover self-worth by hating an enemy(Rosenblatt 1). The kids of Columbine for example look alike; they conceal differences. People who are attracted to clans and cults seek to lose their individuality and discover power and pride in a group. As individuals, the killers Eric Harris and Dylan Klebold, were vulnerable, taunted by the other tribes in school– the cliques, the athletes– as geeks and nerds(Rosenblatt 1). The end result as a young girl involved in the murders reported was, He just put a gun to my head, and he started laughing and saying it was all because people were mean to him last year(Rosenblatt 1). The social warfare of cliques has no limits or boundaries; anything can and will happen. Columbine High School is only one example of how high school cliques can be damaging to teenagers. At Glen Ridge High School a group of jocks raped a retarded woman. In that attractive upper-middle-class New Jersey suburb, thirteen jocks were present in the basement where the young womans body was penetrated by a baseball bat and a broomstick. The country was sickened by the inhumanity of a bunch of guys who were among the most admired and envied young men in their community and high school (Lefkowitz 653). These star athletes were not even afraid of being punished. They told their friends and schoolmates of the incident not trying to hide it at all. Athletes are treated as kings of the school. This is not only true for the athletes, but for the cheerleaders too. In the article by Adam Cohen he says While others plod through high school, they glide: their exploits celebrated in the pep rallies and recorded in the school paper and trophy cases(Cohen 2). Another high school student Blake McConnell says that The jocks and the cheerleaders have the most clout, they get out of punishment — even with the police. Joe Blow has a wreck and has been drinking, and he gets the book thrown at him. The quarterback gets busted, and he gets a lighter sentence ( Cohen 2). How does this prepare the so called stars for the real world whenever they are just an average working man How does this make the normal and less special students feel What about the smart people, where is their recognition for all their hard work and success Cohen noted that assemblies to honor the best students rarely lasted twenty minutes. The school yearbook displayed ten photographs of the most mediocre football player. But the outstanding scholar was lucky to get one grainy photo ( Lefkowitz 654). This is leaving the impression on many teens that the jocks are superior while everyone else is below them. What kind of lasting impression will this leave on the kids Lefkowitz stated in her essay, I received hundreds of letters from people, some in their seventies and eighties, who recalled how excluded they felt when their schools anointed one group of guys as leaders(Lefkowitz 654). High school teaches us all many important lessons that stay with us all through our life, and sometimes the lessons inside the classroom are the least of it. High school is a chance for us all to invent ourselves. High school for me was the best of times, even though when I was still in school and someone told this to me I just thought they were crazy. My senior prom, the football games, the pep rallies, and even the trouble I got into are all memories that I will look back upon for the rest of my life and just think how great life was then. I guess though while I was caught up in all the fun and games of high school I never stopped and noticed all the people being left behind. The people who remember high school as pain and suffering. The outsiders that we all picked on not stopping to realize what we had cost them, the best years of their lives.

Landscape Procurement Plan

Landscape Project Procurement Plan 1. Overview: Following a major renovation and addition to the house, a redesign of the front yard is required. This redesign will encompass the front yard that is approximately 65 ft wide by 70 ft deep. The area is bounded on the south side by the house and a wooden fence, on the west side by a continuation of the wooden fence for approximately 40 feet. The north side is to the property line, and the east side is bound by the driveway. There is a sidewalk that comes away from the house to about 25 feet and turns to the driveway. The area enclosed by the driveway and sidewalk is approximately 350 ft2.The major components of this redesign consist of grading and removing excess soil remaining from remodel, install electric wiring for exterior lighting, install hardscape, landscape design and installation of the plants and trees. What is not included in the scope of this project is the seeding of the lawn area, lawn maintenance, removal of existing plan ts and painting/staining of existing fence. 2. Make or Buy Analysis: While my husband and I have the ability to perform the majority of the tasks associated with the landscape redesign, the constraints of time and manpower limit the amount of work that we will perform.Below is the Make or Buy Analysis. Task| Make/Buy| Reason| Excavate/Grade yard| Buy| Limited experience on a Bobcat. More cost effective to hire the work out. Landscape companies routinely perform this type of work| Install electric wiring| Make| Husband is an electrician and is qualified to perform the work| Landscape design| Buy| Not skilled in landscape design| Installation of plants| Make & buy| This task will be a combination. The larger trees and plants will be installed by the nursery. We will install the smaller plants. Install hardscape| Make| These items will be purchased and installed following the plants as time and budget allow. | 3. Procurement needs: a. Excavation/grading b. Electrical materials c. Lands cape design d. Installation of plants e. Installation of hardscape 4. Statement of work: Task| Statement of Work| Excavation /grading| Soil remains from the excavation of the foundation and new basement sections of the addition. The majority of the soil will be removed to another location on the property to fill in low spots.This soil will be spread in a manner that will result in a reasonably level location relative to the surrounding area. Following removal of the excess soil, the front yard will be re-contoured according to the specifications outlined in the landscape design. | Electrical| The electric will consist of exterior grade wiring/conduit running from the main electric panel located in the northeast corner of the basement. The exterior lighting will be on its own circuit with dedicated breakers. The conduit will be placed below grade and extend beyond the sidewalk, to the edge of the driveway.An exterior rated junction box will be installed with additional connections to allow expansion of the exterior lighting as needed in the future. An exterior light pole and fixture will be installed that includes, at a minimum, one exterior outlet. Additional conduit will be placed below grade to the northwest corner of the house. An LB will be installed to bring the electric wiring aboveground to provide power to two exterior outlets for general use. | Landscape design| Evaluation of soil type and condition, elevation and directionality of front yard to be completed.Based on this evaluation, any modification or supplementation of the soil will be performed as needed. A selection of trees, shrubs, and perennial plants will be chosen, collectively identified as â€Å"plants† throughout the remainder of the plan. The design of the landscape shall include the overview diagram, the planting schematic and all care instructions for selected plants. A minimum of three alternate plants will be provided in addition to the plant identified in the design. The majo rity of the plants should be considered native to the Midwest. Trees and tall shrubs must be located away from overhead power and phone lines.The design must include what is collectively known as 3 season plants, which have blooms, seed heads, etc. visible during spring, summer and fall. All ornamental grasses must be less than 4 foot tall. A minimum of 2 flowering trees must be included in the design. One large tree, defined as 10 – 12 foot tall, with trunk diameter of at least 6 inches, must be included as well. The design will include evergreen as well as deciduous plants and shrubs. The overall design should be identified as low maintenance, consisting of sufficient plantings to minimize weeds, identification of various covers, such as hardwood mulch and decorative rock/gravel. Installation of plants| The plants will be installed according to the agreed upon design and plant selection. If, for any reason, a plant is not available, a substitute will be chosen and installed in its place. Plants will be installed with appropriate care to minimize any shock or trauma sustained by the plants. Following installation, return visits to evaluate the health of the plants will occur at agreed upon intervals as appropriate. Should any plant not be thriving, or performing as expected, the plant may be replaced with a substitute identified in the design plan. Installation of hardscape| Hardscape is generally defined as permanent fixtures, such as statuary, fountains, etc. in a garden or landscape setting. All locations will be prepared according to the design and the hardscape features identified in the landscape design will be purchased OTS or built as time and budget allow. | 5. Procurement Documentation: The documentation required to obtain services for each activity is listed below. Task| Documentation Type| Appendix| Excavation/grading| Request for Quote| A| Electrical materials| Request for Quote| B| Landscape design| Request for Proposal| C|Installation of plants| Request for Proposal| D| Installation of hardscape| Request for Quote| E| 6. Contract Types: The type of contract that will be offered with each task. Task| Contract Type| Excavation/grading| Firm Fixed Price| Electrical materials| Purchase Order| Landscape design| Firm Fixed Price| Installation of plants| Time and Material| Installation of hardscape| Purchase Order| 7. Evaluation criteria and selection process f. Available alternatives per activity g. Evaluation criteria h. Recommendation Pre-Qualified Sellers per Activity Task| Supplier| Location| Phone number|Excavation/grading| Waldbart & Sons LandscapingEarthtones LandscapingThe Garden Kingdom| Bunker Hill, IlLebanon, IlGlen Carbon, Il| | Electrical materials| Frost ElectricHome DepotLowes| Collinsville, IlEdwardsville, ILEdwardsville, IL| | Landscape design| Waldbart & Sons LandscapingEarthtones LandscapingThe Garden Kingdom| Bunker Hill, IlLebanon, IlGlen Carbon, Il| | Installation of plants| Waldbart & Sons Landscap ingEarthtones LandscapingThe Garden Kingdom| Bunker Hill, IlLebanon, IlGlen Carbon, Il| | Installation of hardscape| Waldbart & Sons LandscapingEarthtones LandscapingThe Garden Kingdom| Bunker Hill, IlLebanon, IlGlen Carbon, Il| | Evaluation Criteria & Selection Process Task| Evaluation Criteria| Weight|Excavation/grading| CostQualityReferences| 50%25%25%| Electrical materials| CostService| 50%50%| Landscape design| CostQualityReferences| 40%30%30%| Installation of plants| CostQualityReferences| 40%30%30%| Installation of hardscape| CostQualityReferences| 50%30%20%| Criteria Analysis Excavation/Grading| | | Waldbart & Sons| Earthtones| Garden Kingdom| Criteria| Weight (%)| Score| Weighted Score| Score| Weighted Score| Score| Weighted Score| Cost| 50| 75| 37. 5| 88| 44| 92| 46| Quality| 25| 92| 23| 97| 24. 25| 89| 22. 25| References| 25| 97| 24. 25| 95| 23. 75| 83| 20. 75| Total| 100| | 84. 75| | 92| | 89| Electrical Materials| | | Frost Electric| Home Depot| Lowes|Criteria| Weight ( %)| Score| Weighted Score| Score| Weighted Score| Score| Weighted Score| Cost| 50| 85| 42. 5| 93| 46. 5| 93| 46. 5| Service| 50| 98| 49| 80| 40| 98| 49| Total| 100| | 91. 5| | 86. 5| | 95. 5| Landscape Design| | | Waldbart & Sons| Earthtones| Garden Kingdom| Criteria| Weight (%)| Score| Weighted Score| Score| Weighted Score| Score| Weighted Score| Cost| 40| 86| 34| 91| 36. 4| 88| 35. 2| Quality| 30| 92| 27. 6| 89| 26. 7| 97| 29. 1| References| 30| 96| 28. 8| 89| 26. 7| 98| 29. 4| Total| 100| | 90. 4| | 89. 8| | 93. 7| Installation of Plants| | | Waldbart & Sons| Earthtones| Garden Kingdom| Criteria| Weight (%)| Score| Weighted Score| Score| Weighted Score| Score| Weighted Score| Cost| 40| 90| 36| 96| 38. 4| 85| 34|Quality| 30| 93| 27. 9| 90| 27| 92| 27. 6| References| 30| 95| 28. 5| 88| 26. 4| 93| 27. 9| Total| 100| | 92. 4| | 91. 8| | 89. 5| Installation of Hardscape| | | Waldbart & Sons| Earthtones| Garden Kingdom| Criteria| Weight (%)| Score| Weighted Score| Score| Weighted Score | Score| Weighted Score| Cost| 50| 75| 37. 5| 80| 40| 85| 42. 5| Quality| 30| 75| 22. 5| 85| 25. 5| 90| 27| References| 20| 88| 17. 6| 70| 14| 92| 18. 4| Total| 100| | 77. 6| | 79. 5| | 87. 9| Final Selection Each of the identified vendors have the ability to perform all required tasks outlined in the statement of work and generally perform these tasks as a single contracted job.The final selection of vendor is based on the highest average weighted score. My husband will perform the electrical work, purchasing materials from the selected vendor below. Task| Company| Excavation/grading| The Garden Kingdom| Electrical materials| Lowe’s| Landscape design| The Garden Kingdom| Installation of plants| The Garden Kingdom| Installation of hardscape| The Garden Kingdom| 8. Schedule Dates: At least 10 days lead time will be given to the initiation of the project to ensure electrical work will be completed. The lead times will also be dependent on weather conditions. If rain postpones w ork, the schedule will be adjusted accordingly. Task| Lead time| Start Date| End Date|Landscape design| 2 weeks| April 2, 2012| April 13, 2012| Electrical materials| 2 weeks| April 16, 2012| April 20, 2012| Excavation/grading| 2 weeks| April 23, 2012| May 4, 2012| Installation of plants| 2 week| May 14, 2012| May 25, 2012| Installation of hardscape| 3 weeks| May 7, 2012| May 14, 2012| 9. Contract Administration: We will act as general contractors for this project. We will be responsible for all phases of the project. We will also be responsible for having underground utility location performed in advance of any excavation. Since there will be one vendor performing the work, the contract administration is as follows: Activity| Constrains/Assumptions| Payment Schedule|Excavation/grading| * Underground utilities have been located and appropriately marked before work starts * There will be no delays due to weather * Within budget| Deposit plus invoice upon completion| Electrical materia ls| * There will be no delays due to weather * Availability of materials * Within budget| Invoice at purchase, payable 30 days net| Landscape design| * There will be no delays due to weather * Availability of selected plants * Within budget| Deposit plus invoice upon completion| Installation of plants| * There will be no delays due to weather * Within budget| Deposit plus invoice upon completion| Installation of hardscape| * There will be no delays due to weather * Within budget| Invoice upon completion| 10. Procurement Metrics: The success of each activity will be evaluated by the below criteria: Activity| Metric| Specific Metric|Excavation/grading| * Cost * Speed * Satisfaction| Actual vs planned costWork completed on scheduleIssues resolved satisfactorily | Electrical materials| * Cost * Speed| Actual vs planned costWork completed on schedule| Landscape design| * Cost * Aesthetic design * Satisfaction| Actual vs planned costDesign meets criteria in SOWI’m happy with the de sign| Installation of plants| * Cost * Speed * Quality| Actual vs planned costWork completed on scheduleMinimal plant death/replacement| Installation of hardscape| * Cost * Speed * Quality| Actual vs planned costWork completed on scheduleIssues resolved satisfactorily| Appendix A: Request for Quote: Excavation/Grading Request for Quote Landscape Installation May 2012Specifications: * Must be bonded and insured * The front yard area needs to be graded and leveled in preparation of landscaping * Grading will consist of leveling and smoothing according to landscape design plan * Features such as berms, dry creek beds will be created as defined in the landscape plan * Excess soil will be moved to another location on the property as fill and leveled * Underground utilities will be located and marked prior to work starting * Provide a minimum of 3 references Please respond no later than March 30, 2012 Contract will be awarded on April 13, 2012 Appendix B: Request for Quote: Electric Reque st for QuoteLandscape Installation May 2012 Specification: * Must be bonded and insured * The electric will consist of exterior grade wiring/conduit running from the main electric panel located in the northeast corner of the basement. * The exterior lighting will be on its own circuit with dedicated breakers. * The conduit will be placed below grade and extend beyond the sidewalk, to the edge of the driveway. * An exterior rated junction box will be installed with additional connections to allow expansion of the exterior lighting as needed in the future. * An exterior light pole and fixture will be installed that includes, at a minimum, one exterior GFCI outlet. Switches for exterior lighting will be installed in the front entryway * Additional conduit will be placed below grade to the northwest corner of the house. An LB will be installed to bring the electric wiring aboveground to provide power to two exterior GFCI outlets for general use. * Provide cost breakdown of materials to be used Please respond no later than March 30, 2012 Contract will be awarded on April 13, 2012 Appendix C: Request for Proposal: Landscape Design Plan Request for Proposal Landscape Design Plan May 2012 Specifications: * Must be bonded and insured * Evaluation of soil type and condition, elevation and directionality of front yard will be completed. * Based on this evaluation, any modification or supplementation of the soil will be performed as needed. A selection of trees, shrubs, and perennial plants will be chosen, collectively identified as â€Å"plants† throughout the remainder of the plan. * The design of the landscape shall include the overview diagram, the planting schematic and all care instructions for selected plants. * The design will also include any hardscape items such as fountains, trellis’, etc. * A minimum of three alternate plants will be provided in addition to the plant identified in the design. The majority of the plants should be considered native to the Midwest. * Trees and tall shrubs must be located away from overhead power and phone lines. * The design must include what is collectively known as 3 season plants, which have blooms, seed heads, etc. visible during spring, summer and fall. All ornamental grasses must be less than 4 foot tall. * A minimum of 2 flowering trees must be included in the design. * One large tree, defined as 10 – 12 foot tall, with trunk diameter of at least 6 inches, must be included as well. * The design will include evergreen as well as deciduous plants and shrubs. * The overall design should be identified as low maintenance, consisting of sufficient plantings to minimize weeds, identification of various covers, such as hardwood mulch and decorative rock/gravel. * The proposal shall have 2 prices; 1. ) Complete design and installation, and 2. ) just the overview diagram, the planting schematic and all care instructions for selected plantsPlease respond no later than March 30, 2012 Contrac t will be awarded on April 18, 2012 Appendix D: Request for Proposal: Landscape Installation Request for proposal Landscape Installation May 2012 Specification: * Must be bonded and insured * The plants will be installed according to the agreed upon design and plant selection. If, for any reason, a plant is not available, a substitute will be chosen and installed in its place. * Plants will be installed with appropriate care to minimize any shock or trauma sustained by the plants. * Following installation, return visits to evaluate the health of the plants will occur at agreed upon intervals as appropriate. Should any plant not be thriving, or performing as expected, the plant may be replaced with a substitute identified in the design plan. * Responsible for removal of all waste Please respond no later than March 30, 2012 Contract will be awarded on April 18, 2012 Appendix E: Request for Quote: Installation of Hardscape Request for Quote Hardscape Installation May 2012 Specification s: * Must be bonded and insured * All locations will be prepared according to the design and the hardscape features identified in the landscape design will be purchased OTS or built as time and budget allow. * Any permanent placements requiring electrical or plumbing connections should be identified and specified before completion of the electrical work found in the SOW.

Sensorial

Maria Montessori described the sensorial materials as the â€Å"key to the universe† Discuss this statement and give examples to support your discussion. â€Å"The senses, being explorers of the world, open the way to knowledge. Our apparatus for educating the senses offers the child a key to guide his explorations of the world, they cast a light upon it which makes visible to him more things in greater detail than he could see in the dark, or uneducated state. â€Å"(1. Montessori Maria, the Absorbent page 190, chapter 17). Montessori believed that sensorial experiences began from birth to six. At this stage, children learn and develop by using their five senses which help in making mental order in their environment. These five senses are visual sense the child learns how to visually discriminate differences between similar objects and differing objects. Second is tactile sense, the child learns through his sense of touch. â€Å"Although the sense of touch is spread throughout the surface of the body, the Exercises given to the children are limited to the tips of the fingers, and particularly, to those of the right hand. (Montessori, Maria (1997) The Discovery of the Child) This allows the child to really focus on what he is feeling, through a concentration of a small part of his body. In the Stereognostic Sense Exercises, the child learns to feel objects and make recognitions based on what he feels. â€Å"When the hand and arm are moved about an object, an impression of movement is added to that touch. Such an impression is attributed to a special, sixth sense, which is called a muscular sense, and which permits many impressions to be stored in a â€Å"muscular memory†, which recalls movements that have been made. (Montessori, Maria (1997) the Discovery of the Child, Oxford, England: Clio Press) . In the Baric sense, the child learns to feel the difference of pressure or weight of different objects, this sense is heightened through the use of a blindfold or of closing your eyes . In the Thermic Sense, the child works to refine his sense of temperature. In the Olfactory and Gustatory Sense Exercises, the child is given a key to his smelling and tasting sense. Although not all smells or tastes are given to the child in these Exercises, the child does work to distinguish one smell from another or one taste from another. He can then take these senses, and apply them to other smells or tastes in his environment. In the Auditory Sense Exercises, the child discriminates between different sounds. In doing these different Exercises, the child will refine and make him more sensitive to the sounds in his environment; there are four kinds of sounds human, animal, natural and mechanical sounds. Dr. Montessori felt that this was the ideal period in the child’s life to introduce him the equipment that would sharpen his senses and facilitate his comprehension of the many impressions he receives through them. So that Sensorial lessons enable the child to learn him by using his hands and his mind. We find that Dr. Benjamin Franklin once said â€Å"tell me and I forget. Teach me and remember. Involve me and learn†. In order to serve this purpose; Dr. Maria Montessori introduced a subject called ‘Sensorial', it comes from the word sense or senses. As there are no new experiences for the child to take from the Sensorial work where the materials are specially designed to enable the child to use his senses to explore different attributes of the world†¦ he child is able to concentrate on the refinement of all his senses, from visual to stereognostic. Dr. Montessori based her method of teaching young children considering the fact that a child between two to six years passes through the ‘sensitive period' for the refinement of sense along with the others and they can be helped in the development of the senses while they are in this formative period. â€Å"It is necessary t o begin the education of the senses in the formative period, if we wish to perfect this sense development with the education which is to follow. The education of the senses should be begun methodically in infancy, and should continue during the entire period of instruction which is to prepare the individual for life in society. † (Montessori Maria, internet) Dr. Montessori describe Sensorial education as â€Å"the key to the universe† because it revealing to the children, a deeper knowledge about the outside world. All of the material is aesthetically pleasing. They attract the child’s attention to the objects and allow the child to manipulate the materials with easy way. The material must be complete. This allows the child who is working with the material to finish through the whole piece of work without having to stop and find a missing piece. All of the material is limited. The first use of the term limited refers to the fact that there is only one of each material in the environment. This calls for other students to build on their patience. The second use of the word limited is in reference to the idea that not all of one quality or piece of information is given to the child. This child is not given every color in the world, but only a select few. This gives the child the keys to the information so it peaks his curiosity and leads him to learn more out of his own interest. Most importantly, all of the material could be called â€Å"materialized abstractions†. This means that though Montessori’s Sensorial materials, abstract concepts are made into concrete materials. â€Å"The sensorial materials comprise a series of objects which are grouped together according to some physical quality which they have, such as colour, shape, size, sound, texture, weight, temperature, and so forth. Every single group of objects represents the same quality but in different degrees; there is consequently a regular gradual distinction between the various objects and, when this is possible, one that is mathematically fixed. Every series of objects is graded so that there is a maximum and a minimum, which determines its limits, or which, more properly, are fixed by the use which a child makes of them† (Montessori Maria, The Discovery of Childhood, Page. 100 chapter 6). Dr. Montessori believed in the same ideal and with her development of Sensorial teaching brought a new concept to teaching the world throughout her Sensorial materials. So that the sensorial materials in the Montessori classroom enable the child to become aware of details by revealing to him strongly contrasting sensations like black and white and progressing to various gradations of this sensation such as; the many different shades of red in the colour tablets as an example, facilitate his knowledge of colours and eventually his understanding of the abstraction of a certain colour and finally the abstraction of color itself. The sensorial equipment, worked on systematically, builds a rooted and comprehensive foundation for the child's intellectual future. This is why Montessori has appropriately named the sensorial materials as â€Å"the key to the universe†. We find that the sensorial materials related with the environment around the child, he try to discover on his own how to make things he see in the environment, he often want to make his own books and do so with tools of ruler and stapler, make his own constructive triangles, or geometric solids. He often explores different ways of making the same end product – e. g. making a cylinder with paper, and then trying with clay. The other areas of the curriculum for the children of this age are related with the ‘sensorial’ materials such as mathematics, language and culture. The sensorial materials respond to the way that the child learns at this age through the senses rather than the intellect. There are materials for the refinement of each sense, with each activity isolating one particular quality, for example; color, size, sound, taste or weight. We can take a pink tower as an example, it made up of ten pink cubes of varying sizes. In 3 year-old the child constructs a tower with the largest cube on the bottom and the smallest on top. This material isolates the concept of size. The cubes are all the same colour and texture; the only difference is their size. Other materials isolate different concepts: colour tablets for colour, geometry materials for form and so on. As the child's exploration continues, the materials interrelate and build upon each other. Later, in the primary years, new aspects of some materials unfold. When studying volume, for example, the child may return to the pink tower and discover that its cubes progress incrementally from one cubic centimeter to one cubic decimetre. At the pre-school age when the child is use the sensory information, these materials help the child to order and make sense of his world and heighten his perception and wonder of it. Through working with the different sensorial materials the child has refined his discrimination of size to the point where he wants to know how much one object is bigger than other one. The mathematic materials flow naturally from here. When a child reaches this point, he needs to introduce to concrete representations of mathematical concepts and given language to describe these, for example: large, long, thick, heavy. They are required to sort, pair, grade and sequence using all of their senses – visual, tactile, auditory, gustatory and olfactory. Through these activities they develop the ability to solve mathematical problems for example: decimal system, geometry and algebra –by compare, contrast, and make judgments. The same applies with language. The subtle preparation the child has been given in this environment such as songs, stories, poems, or the control over the movement of the hand through knobbed cylinders and geometric cabinet, they allow the child from 4 and 5 year olds to effortlessly start to write and read. Montessori education has been using a set of ‘sandpaper letters’ individual boards with the primary symbol for each of the 26 letters as the sounds in the English language. Three year-old children see and feel these symbols and make the corresponding sound, bsorbing the combination of sound and symbol through three different senses (auditory-visual and tactile sense. Finally, the cultural materials bring to the child his world and the animals, plants and people within it. Like everything offered to the child at this age, the materials are sensory-based and are introduced to the child in an orderly way; first the world, then the plants; the child is introduced to the botanical classification in plants and their parts through classified cards, and an experience of how leaves can be classified by their shape through the leaf cabinet. Through these, the child is given keys to enhance his exploration of the outdoor environment and garden, and ultimately the world. The child starts to notice shapes of leaves as he walks in the park, and this deepens his appreciation of his environment. The sensorial materials also are the extension for the world of animals, then mammals, birds, amphibians, reptiles and fish; in the same way as with the world of plants, the child is given presentations of animal classification through the classified cards. Through his exploration he finds the keys to understanding the characteristics of each family and this is applied to his locality. The sensorial materials extend to geography: The children discover how our world can be divided into land and water, and how these two can further be classified by their shape – land into islands, peninsulas, isthmuses and capes; water into lake, gulf, strait and bay. These offer a key to the young mind so attuned to order and pattern, and children start to appreciate even the lakes and islands they discover in their local parks. They also explore how our world is divided into continents, and how each continent is divided into countries, and towns and so on. In this way they get an appreciation of where their ‘place’ is in the world. The education of senses makes men observers. The child who has worked with the sensorial materials has not only acquired a greater skill in the use of senses but also guides his exploration of the outside world. The aim of sense training is not only that a child shall know the colours forms and textures but also that he refines his sense through an exercise of attention and through comparison. The Sensorial Materials have been given many names: materialized abstractions, key to universe, path to culture. The goal of sensorial is to aid a child refine his senses so they can learn more from his environment and grow spiritually and physically. This is done through manipulation with carefully designed materials and direct experience with the world around them. The Sensorial technique is a multi-faceted method of learning. Through the use of singular quality focus activities the child’s senses are awakened. The sensory revelation that is experienced by the child during this period leads to a greater intellectual capability. The sensorial practice sets the groundwork for further intellectual growth. The crucial roles the senses have in education are illustrated through the connection between the various sensorial experiences the child has and all of the activities in the Sensorial environment. Because of Montessori’s focus on sensorial exploration and the Sensitive Periods for crucial brain development, there may be no computers for children’s use in the Children’s House environment. However, through the Montessori materials the children are building strong foundations to be able to learn to use this technology when appropriate. They are learning how to think, solve problem and create. It is striking how several pioneers and highly successful individuals in this field have Montessori backgrounds (e. g. Sergey Brin and Larry Page, inventors of Google; Will Wright, inventor of The Sims). They even attribute their success in innovation to their childhood years in a Montessori classroom. BIBLOGRAPHY Montessori Maria: The secret of childhood. Montessori Maria: absorbent mind. Montessori Maria, quotes, Internet) Montessori Maria: discovery of the childhood

Georgiana Cavendish background

During the 18th century, gender roles in England were resonated against high levels of chastity, compliance, delicacy as well as modesty that defined a truly virtuous female. It was believed that the greatest female achievement lay in total obedience and not in intellectual pursuits. This was mostly contributed by the nature and delineation of power that was largely vested in men during this period and earlier on. However, this was very wrong as women could contribute positively to the societal development. It was also wrong as it disregarded their integrity and underestimated their capacity to effectively participate to important decisions.Besides, they formed a key pillar in the development and growth of the children in the society which demanded high level wisdom and clear wits. This book gives a clear outlay of the gender roles in England during the 18th century in the highly autocratic setting system. With reference to Georgiana Cavendish there is a clear outlook of how the soci ety started to defy the widely defined and accepted norms for the women in the society. This report gives the changing realities during this period and acted as a major pillar that would define later considerations of both genders in the society.A clear comparison of that moment and present day women's roles in the society is given with a view of outlining proper recommendations that should be used in determining the roles for both genders. Georgiana Cavendish background. Georgiana Cavendish was born of John Spencer in 1757 and married to the 5th Duke of Devonshire at the age of 17 years. However, lovers had started admiring her at an early age of 11 years but resisted from getting married by her parents. She was a celebrated beauty and an active political campaigner in the country (Brian, 11-17).To add to that, she liked gambling and was involved in sexual promiscuity later in her marital life. The author portrays her as a totally defiant icon that defied the odds of major societal expectations of the time. Societal expectations of Georgiana and other women in aristocratic England. Brian (12-16) indicates that women in England were less regarded and required to take a low profile on major issues like political and family matters. Georgiana was therefore expected to be obedient and submissive to her husband from the time of marriage throughout their lives.All the women in England were required to take care of their husbands and follow their demands in terms of their physical and sexual desires. Therefore, they were expected to remain in their homes to serve their husbands and children. Being the wife of a Duke, of great importance from her was to bear children for her husband and the monarch. The author insists that the wife specifically supposed to bear sons who would later be heirs of the monarch to continue the autocratic regime. With women's position and roles being at the home setting, they were not supposed to be involved in active politics of the countr y.During this period, women’s suffrage was unheard of and it was required that they remained silent with their main contribution being to give the Duke an heir of the system. To add to that, the society expected them to remain faithful to their husbands at all times. This was strongly emphasized for Georgiana as she was expected to set the pace for other women to emulate in their lives and depict the king’s pride. Challenges by Georgiana to these conventions. As the book continues to unfold, it is clear that Georgiana challenged majority of these society demands strongly and with great courage.Though success was not immediate, the challenges acted as main center points in liberation of women in the entire England and other regions during the subsequent years. To begin with, the author puts it very clear that Georgiana was a strong political campaigner and was always found in gatherings of political an literally figures. Prior to 1784 general elections she campaigned fo r the Whigs particularly Charles James Fox. Major icons emerged later in the country's leadership improving the involvement of women in core decision making processes (Brian, 51-56).Most remarkable was Britain first prime minister and the leader of conservative party Margaret Thatcher. Unlike the societal expectations, Georgiana never brought happiness to the Duke of Devonshire. The marriage was an unhappy one with high levels of temperaments. Making it even more sorrowful to the people in the society and the Duke himself, in their initial years she never bore any children as she was rocked by vast miscarriages. Later, when she managed to give birth, she bore girls until the much awaited third born son. Besides, she introduced her husband to a mistress who was her friend leading to later marriage to her as a second wife.This was a major challenge as women were expected to strongly insulate the monarch from external genes that would interfere with the overall ‘integrity' of the ruling family. Openly defying major demands in the monarch and the society, Georgiana was promiscuous and had an affair with Charles Grey with whom she had a daughter. She was also reported to have traded kisses for votes during the 1784 general elections. To add to that, Georgiana was never home tied like other women as she went out to meet with other people of different classes.She was always involved in major places that women were prohibited from getting to. Being addicted to gabling, the book indicates that she died with major debts despite being from a very rich background. Mistresses and involvement of women in major activities that brought them out to meet with others later increased drastically in the whole country with open and hidden affairs characterizing majority of the young people and married couples. Conclusion. Women roles in England during late 18th century were highly oppressive and segregative in the aristocratically defined England.As indicated by the book, bre aking these considerations was hard and required courage as well as major sacrifice. As depicted by Georgiana Duchess, women were strongly valued for their fertility that was largely used by their ruling husbands as a major source of pride due to guaranteed heredity and therefore increased ability to sustain the monarch in their lineages. Though her defiance was met with resistance, it formed a clear icon that marked later liberation for the women in their social-political and economic delineations in all dimensions.With the current women contribution in the society being of vital essence it is clear that this oppression was a deterrent to fast growth and development in the region during that period. Women roles should therefore be fully appreciated and their participation is equal to those of men as they are equally capable of initiating and contributing to societal growth. Reference list. Brian, M. (1981). Georgiana, Duchess of Devonshire: Duchess of Devonshire. London: Routledge.

Changes In History

Changes In History Essay In the historical process there have been many changes for the advancement of society. Greece, Europe, and Italy all went through radical changes. Their new styles and remarkable advances led them through the Classical and Renaissance periods. Greece was referred to as Classical Greece during the period of Greek history between 500 B.C.E and 338 B.C.E. This was considered to be a time of brilliant achievement. The Greek culture was certainly changed over this time. The History of the Persian Wars was a work that was considered the first piece if real history in Western Civilization. Many great historians came out of Greece during this time period. Thucydides was one of these great historians. One of his greatest achievements was the History of the Peloponnesian War. Another point to be made about Thucydides was his insight into the human condition. He stated, It will be enough for me, however, if those who want to understand clearly the events which happened in the past and which (human nature being what it is) will, at some time or another, and in much the same ways, be repeated in the future. Other changes came about in Greece during this time. The Greeks introduced drama. The origins remain to be unclear, but historians believe that it was developed from religious rituals. Tragedy was also intended to educate individuals as well as entertain them. Greek tragedies dealt with problems such as the nature of good and evil, the conflict between spiritual values, and the demands of the state or family, the nature of the divine forces, and the nature of human beings. The arts were also going through changes during the Classical Greece period. The standards established by the Greeks were dominated throughout the Western world. Classical Greek art usually portrayed human beings as the subjects and represented them as objects of great beauty.Greece was not the only place that went through changes. Europe went through a Renaissance period, or a rebirth of learning. Education was provided for the clergy and government officials. The strong will for learning led to a revival among the people. Compared to Greece, Europe did not undergo as many changes; education and the revival of classical studies were the mo st important. There was an attempt to assimilate and preserve Latin and early Christian culture. Monks were required to copy manuscripts. The practice of scriptoria was introduced during this time. Scriptoria, or writing rooms, were where monks copied the works of Christianity. The time period that was mostly associated with the idea of the rebirth was the Italian Renaissance. Some of the greatest advocates of the Renaissance culture were the popes. Pope Julius II patrolled the culture because he wanted to tear down the old basilica of Saint Peter and begin the construction of the new one in the Christendom.The Renaissance was also an age of recovery from the fourteenth century. Many practices were changed during the Renaissance period including literature, printing, education, and art. One of the greatest works was the Divine Comedy by Dante, which was about the souls progression into salvation. Another great author was Geoffrey Chaucer, who wrote Canterbury Tales. This was a collection of stories about a group of pilgrims on their way to the tomb of Saint Thomas of Canterbury. Printing also flourished during this time. The newest development was moveable type, and because of this rapid change Johannes Gutenburg published the first book.Printing then became one of the largest industries in Europe. The humanist movement had a profound impact on education. They produced secondary schools based on their educational theory.A treatise titled Concerning Character was established during this time, stressing the importance of liberal arts. Finally one of Italys greatest changes came with art. During this time Leonardo da Vinci was thriving. The works of da Vinci, Raphael, and Michaelangelo dominated the High Renaissance. Leonardo represented a transitional figure into the shift to the High Renaissance. One of his most famous works was The Last Supper. Raphael tried to achieve an ideal of beauty in his work. He is well known for his Frescoes in the Vatican Palace. Michaelangelo was a man of all trades. Neopolatonism influenced him. This was evident in his figures in the Sistine Chapel.Changes and rebirth are evident in the Italian, Greek, and European cultures, although more prominent in some areas. Rebirth for many meant a new beginning and a new life. This flourishing time gave the p eople a feeling of great hope for what lied ahead. READ: Will this work EssayWords/ Pages : 800 / 24