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Math assignment Essay

Social Structure Of Mesopotamians And Egyptians History Essay

Social Structure Of Mesopotamians And Egyptians History Essay The social structure from one empire to another can vary a lot. It depended mostly on the wealth of the empire, the way the empire came to be, and other factors. In the case of the Mesopotamians and Egyptians, there were some similarities, but also some differences. Those differences included the social roles that women played in their respective empires, among other things. The Mesopotamian Empire had many opportunities to accumulate wealth. Thus, their social structure became much more clearly defined than other Neolithic communities. In early Mesopotamia, the ruling class consisted of kings and nobles who previously were great warriors. Later on, however, royal status became hereditary. The royal class was looked upon highly, and people often thought of them as part divine. Next in the social chain were the priests and priestesses, many of whom were related to the rulers in some way. Their main responsibility was to intervene with the gods and ensure good fortune for their communities. In exchange for this service, priests and priestesses led a luxurious life. Also in the social structure were free commoners. They mostly worked as farmers in the countryside or in other manufacturing jobs. Dependent clients were another class in the social structure. They possessed no property and usually worked as agricultural laborers. The last rung on the social lad der were slaves. Slaves came from three main sources: prisoners of war, convicted criminals, and people who sold themselves into slavery in order to satisfy their obligations. Most slaves were domestic servants in wealthy households, but some worked as agricultural laborers as well. The Egyptian social structure had some similarities and differences. Like the Mesopotamians, Egyptians had a well-defined social class system. Also, the Egyptian peasants and slaves played a similar role in society as the Mesopotamian peasants and slaves. However, the organization of the ruling classes differed significantly. While Mesopotamians had a series of urban kings, Egyptians had one supreme, central ruler called the pharaoh. The Egyptians had no need for nobles since the pharaoh was the absolute ruler. Instead, Egyptians relied on professional military forces and government officials. This allowed for individuals of common birth to have a higher likelihood of attaining high positions compared to Mesopotamians. The differences between the social classes of the Egyptians and Mesopotamians allowed each of them to have their own unique empires. The conditions of women were also very different between the Mesopotamians and the Egyptians. In Mesopotamia, women had subordinate legal status. However, they did have a certain amount of influence politically, economically, and socially. At ruling courts in Mesopotamia, women sometimes advised the government. Other held great power as high-ranking priestesses. Other Mesopotamian women were able to receive a formal education and pursue a career. Unfortunately, Mesopotamian men began to progressively tighten their control over the social and sexual behavior of women in the second millennium B.C.E. Egyptian women were able to have an even bigger impact on society. There was a time when a woman pharaoh took power (Queen Hatshepsut). Other women also had substantial amounts of power as priestesses. Some got formal educations as well. The Mesopotamian and Egyptian social structures had both differences and similarities. Both empires social systems were well-defined, and included similar roles for peasants and slaves. However, the rest of their system was somewhat different, especially their ruling classes. Though both gave women some social influence, Egyptians provided more powerful opportunities for women. Both empires had a successful and well-enforced social class system.

When Did Global Warming Become Climate Change? :: Climate Change vs Global Warming

"If we want to address global warming, along with the other environmental problems associated with our continued rush to burn our precious fossil fuels as quickly as possible, we must learn to use our resources more wisely, kick our addiction, and quickly start turning to sources of energy that have fewer negative impacts." -- David Suzuki Earlier this year one of my friends asked, â€Å"So which essay topic did you decide on?† To which I responded, â€Å"Global warming.† Then my friend responded, â€Å"That is impossible. Global warming was not even an option,† I was worried. I rushed back to my apartment and opened my course binder to find that I was actually writing about climate change and not global warming. Then I wondered, "When did global warming morph into climate change? Am I in school to learn about fashion? Are we all just following the latest trend? What does any of this have to do with science? According to Erik Conway of NASA, â€Å"Global warming refers to surface temperature increases, while climate change includes global warming and everything else that increasing greenhouse gas amounts will affect† (Conway). Recently the United States has experienced a drop in temperature. This past weekend I was walking with a friend. With nothing to talk about, the awkward silence was finally filled with a comment on the weather. He said, â€Å"It’s so incredibly cold! So much for global warming!!† What my friend, nor I at the beginning of the semester, did not understand was that â€Å"temperature change itself isn’t the most severe effect of changing climate. Changes to precipitation patterns and sea level are likely to have much greater human impact than the higher temperatures alone† (Conway). Thankfully the national media has begun to increasingly reference the more scientifically significant term: climate change.

Bioethics’s Hot Topic of Growth Hormones Essay -- Science Growth Hormo

Bioethics’s Hot Topic of Growth Hormones In the article â€Å"Does Shortness Need a Cure?† Ronald Bailey, the author, indicates Food and Drug Administration (FDA) approval of growth hormone use offers a treatment plan for those who are short in stature. Bailey also acknowledges bioethics as a seriously debated topic in the medical field. Bioethics deals with the studies of â€Å"moral issues in the fields of medical treatment and research† (Caplan). Bailey touches on the topic of bioethics as it deals with the use of growth hormones, specifically Human Growth Hormone (HGH) for people who are distinguished by their short stature. FDA Ruling and the Ethics Behind it In July of this year, the FDA announced growth hormones, traditionally reserved for people with growth disorders, will be made available for use by children who are naturally short (Bailey). According to Bailey, â€Å"pediatric endocrinologists are permitted to prescribe HGH for children whose predicted adult height is below 4 feet 11 inches for women and 5 feet 3 inches for men† (Bailey). HGH is not a new drug; it has been used for years and prescribed for those with growing disorders. The number of patients for whom the drug is prescribed is expected to increase because of the new FDA ruling. The FDA ruling states use of the drug is no longer just for those with growth disorders (Bailey). What is Normal? The perceived goal of children, or their parents, in Bailey’s article is to be of normal height at adulthood; but what is normal? The average height for American men is 5’9† and for women it is 5’4† (Bailey). According to Robert W. Steele, M.D., â€Å"alterations [in growth] may be in the form of a growth slow down, accelerated growth, or disproportionate grow... .... 2002-2003 http://bioethics.net/beginners/introduction.php HGHcompany.com. Human Growth Hormone. 5 November 2003. 2003 http://www.hghcompany.com/ Human Growth Foundation. Personal Testimony. 5 November 2003. 10 June 2003 http://www.hgfound.org/Testimony_sNDA.htm Short Persons Support. Children. 5 November 2003. 2002-2003 http://www.shortsupport.org/health/children/index.html Short Persons Support. Height Increase: Arguments Against. 5 November 2003. 2002- 2003 http://www.shortsupport.org/health/increase/arguements.html Steele, Robert. â€Å"Growth charts: Is your baby growing normally?† ParentsPlace.com 5 November 2003. 6 January 2002 http://www.parentsplace.com/babies/physical Steele, Robert. â€Å"Predicting how tall your child will be.† ParentsPlace.com 5 November 2003. 24 April 2001 http://www.parentsplace.com/babies/physical

“The Sad Fate of Coral Reefs” Essay -- Ecology

It was at a young age that I fell in love with the ocean and the splendor of its biodiversity. It was when I gazed upon the magnificent blue waters of the world that I found my passion. At this young age, I decided that I would pursue a path that involved helping endangered marine organisms. Many conclude that I speak of the more common marine animals, such as dolphins and whales. However, that is not the case. My passion lies with the â€Å"Rainforests of the Sea†, the coral reefs. Coral reefs are the most diverse and biologically richest of all marine ecosystems. As with almost every ecosystem and its members, coral reefs provide several ecosystem services. For instance, coral reefs serve as natural barriers against hurricanes and catastrophic storm surges, their chemicals may treat diseases, and they are a nitrogen fixation. On of the most important functions of coral reefs are that they are a major source of food for people. While they serves as a benefit to humans, coral reefs serve as shelter and food for many organisms, such as sponges, fish, turtles, dolphins, and several other marine life. Coral reefs are, to me, the most incredible organisms present in the world. Generally, coral reefs are overlooked; many do not see their beauty or even know much about them. As I mentioned earlier, coral reefs benefit mankind in many ways, a few examples listed above. Now, I did, indeed, neglect to mention how mankind benefits corals. The reason for this missing aspect is that, as of yet, mankind has truly failed to serve as a benefit for coral reefs. I mentioned that my calling was to help endangered marine animals. Why is it that coral reefs are in need of help? How has mankind affected coral reefs? To begin to discuss how the coral... ...on growth, fishing, and tourism. Nevertheless, I believe that somehow, mankind had positively affected coral reefs. I believe that there have to be people who share my deep admiration for coral reefs and truly value their absolute beauty. Like myself, I believe these people will stop at nothing to protect the reef and its habitats. I hope to, in contrast, further explore mankind’s positive affects on coral reefs before writing my major paper. Works Cited "NOAA's Role." NOAA Coral Reef Conservation Program. N.p., 02 September 2011. Web. 27 February 2012. "How Pollution Affects Coral Reefs." National Oceanic and Atmospheric Administration. N.p., 12 December 2006. Web. 27 February 2012. â€Å"Anthrosphere.† Exploring the Environment, Coral Reefs. N.p. 8 March 2004. Web. 27 February 2012. â€Å"Coral reefs: threats.† World Wildlife Fund. N.p. N.d. Web. 27 February 2012.

Socrates On the Unexamined Mind

James Perkins Liberty University (Philosophy) â€Å"Unexamined Life is not worth Living† Socrates believed that people do not think for themselves he also believe that if an individual cannot â€Å"think† that person is not open for others to question his/hers thoughts. The outcome of this dilemma in Socrates mind is â€Å"life is not worth living†. According to our presentational lectures â€Å"Philosophy† is a critical examination of our thoughts â€Å"Critical thinking†.If we cannot think our way through life, then life has no meaning, and it is not worth living. I believe Socrates quote is true, what purpose are we pursuing in life? If any at all, Socrates carefully chooses the word â€Å"unexamined† our lecture teaches us that philosophy is a critical examination of our basic beliefs concerning reality. In my opinion reality is life; therefore we must ask ourselves the question, what is life? Speaking from a philosophical point of view, I believe life has no meaning, if we do not know who we are or what our purpose in life is.In our culture today many people want to exclude their past and forget what they have gone through in life. I believe as Socrates did in his time, to examine your past and the outcome of your future will lie before you. Again, I strongly believe Socrates famous quote is true, not only is it true, this quote has â€Å"step on the toes† of many people for many years. Why? In our current culture today we the people have issues on just using basic common sense. I believe common sense is a gift from God, therefore it is a natural gift.

The impact of parental involvement

There is important research over the last 30 old ages affirms that parental engagement is a vehicle by which to raise academic accomplishment ( Hara, 1998 ) . Henderson and Berla ( 1994 ) reviewed 66 surveies of parental engagement and concluded, â€Å" Regardless of income, instruction degree or cultural background, all households can- and make lend to their kids ‘s success. † In the undermentioned extract from The Evidence Grows: Parent Involvement Improves Student Achievement, Anne Henderson ( 1987 ) summarises the decisions drawn from 52 surveies on the topic of parental engagement in secondary instruction: When parents show an involvement in their kids ‘s instruction and high outlooks for their public presentation, they are advancing attitudes that are keys to achievement, attitudes that can be formed independently of societal category or other external fortunes. It is at this point that the school enters the image. Schools can promote parents to work with their kids and supply helpful information and accomplishments, thereby reenforcing a positive rhythm of development for both parents and pupils. The surveies show clearly that such intercession, whether based at place or at school, and whether begun before or after a kid starts school, has important, durable effectsaˆÂ ¦ The opposite, of class, will besides be true. If schools treat parents as unimportant, or as negative educational influences on their kids, or if they discourage parents from going involved, they promote the development of attitudes in the household that inhibit accomplishment at school. There is a direct nexus between parental engagement and kids ‘s higher accomplishments in linguistic communication and mathematics, registration in more ambitious programmes, greater academic continuity, better behavior, better societal and version to school, better attending and lower drop-out rates ( Heymann, 2000, Henderson & A ; Mapp, 2002 ) . Cotton and Reed Wikelund ( 2001 ) identifies that all research surveies which focused on affectional steps found that parental engagement has a positive consequence on pupils attitudes and societal behavior. Parental engagement supports pupil acquisition, behavior and attitudes irrespective of factors such as parent ‘s income, educational degree and whether or non parents are employed. All parental engagement plants and works wellaˆÂ ¦ so disadvantaged kids have the most to derive from parent engagement programmes. In a study on the Educate Together Ethos and Parental Participation, Nugent and Mooney ( 2008 ) they province that when parents have the chance to take part in their kid ‘s instruction, there are benefits for both the kid ‘s cognitive development and their public presentation as scholars and their parents ‘ attitude to school. The benefits of parent engagement goes beyond instruction and includes societal and economic benefits ( OECD, 1997 ) . These include improved wellness benefits, a decrease in dependance on societal public assistance and degrees of offense ( Wolfe and Haveman, 2002 ) . The most interesting determination in the OECD 1997 Report highlights the comparatively untapped potency of parental instruction in helping parents from disadvantaged socio-economic backgrounds to back up their kids ‘s larning more efficaciously. It was noted that parental engagement can cut down exclusion and better equality. â€Å" Education is a powerful tool in the integrating procedure † ( OECD, The economic and societal facets of migration 2003 study ) . Research within 2nd degree instruction would bespeak that parents go less involved in their kid ‘s instruction as the kid gets older, there are many grounds for this: a more hard course of study, bigger schools – larger staff, location of the school, the kid is more independent etc. Recent pupils indicate that American instructors and educational psychologist topographic point great importance on parental engagement to promote educational results, peculiarly among deprived pupils ( Eccles & A ; Harold, 1993 ; Jeynes, 2005a ; McBride & A ; Lin, 1996 ) . The benefits of parental engagement are so great, parental and community engagement is used as a cardinal scheme in school effectivity. ( Smit and Driessen 2007 ) . The inquiry, therefore emerges: can parental engagement through the execution of the Academic Intervention Model ( AIM ) truly better the educational results of deprived pupils within Fairhill Community College? More specifically, this inquiry can be farther defined into four separate inquiries that are applicable to the writers country of research: To what grade is parental engagement associated with higher degrees of school accomplishment among deprived pupils registered on the AIM Programme? What aspects of parental engagement aid disadvantaged pupils the most: Can the Home School Completion Programme/Home School Liaison Officer positively influence parental engagement of deprived pupils? Does the relationship between parental engagement and academic accomplishment clasp across racial groups?