Pantheon Essays - Domes, Pantheon, Rome, Ancient Roman Architecture

Pantheon Introduction I chose to report on the pantheon because I've seen pictures and I am also very fascinated by all the Roman monuments. I looked all around the internet and libraries. The Pantheon was very hard to find information about. It was very challenging but I found enough information to complete this report. This famous building stands in the business district of Romemuch as it was built some 18 centuries ago. Amazingly, it has withstood the ravages of both the elements and war permitting a firsthand view of a unique product constructed by Roman hands. Now, it is exposed to acid rain and fumes from passing automobiles and overshadowed by buildings of inferior taste; but, with trust in the future, the Pantheon will survive. Unrecognized, the design of this ancient concrete building reveals unparalleled features not encountered in modern design standards. Recent studies reveal several major cracks in the dome, but it still functions unimpaired. This condition will surely excite the curiosity of our structural engineers. The building was built entirely without steel reinforcing rods to resist tensile cracking, so necessary in concrete members, and for this concrete dome with a long span to last centuries is incredible. Today, no engineer would dare build this structure without steel rods! Modern codes of engineering practice would not permit such mischief. No investor with knowledge of concrete design would provide the funding. Additional constraints when attempting to build a structure as large as the Pantheon will be discussed later, but briefly they include the use of inadequate hand tools and unsafe lifting devices. I believe we can learn from this activity. Workers can build from a plan and can successfully use their proven practices only if construction quality controls are maintained. History tells us that the Pantheon is a Greek word meaning to honor all Gods (particularly the Olympian divinities). It is ironic that our building has existed throughout many wars while being dedicated to all Gods; one can readily perceive this to be a temple for our one God. And, the Church has claimed this holy structure as a resting place for its most famous Popes, so we continue to honor its magnificent divinity. The first incarnation of this ancient temple was built by Agrippa, the son-in-law of the Roman Emperor Augustus, about 27 B.C. Today, above the entrance carved in stone are the words M. AGRIPPA L. F. COS. TERTIUM FECIT which is translated, Marcus Agrippa, son of Lucius, in his third consulate, made it. Indeed, it is worth mentioning that Agrippa's engineering talents were used in building the famous Pont de Gard aqueduct in France. As with many cities, tragedy in the form of large fires such as those of 60, 64, 79, 100 and 110 A.D. seemed to strike Rome. Originally, many Roman buildings contained travertine (limestone rock) which easily cracked in fires. The first Pantheon was severely damaged and required replacement except for some pa rts of the lower porch section and foundation. The Pantheon was rebuilt by the Emperor Hadrian during the period 118 to 128 A.D. (a time given by Ward-Perkins).2 But the Ward-Perkins's period is disputed by, Lugli who said the building was started sometime after 123 A.D. and was finished by Emperor Pius about 140 A.D.3 However, most of the bricks were made and placed in the Pantheon in 123 A.D., a date that the maker stamped on his bricks. This was discovered in 1892 by the French archaeologist, George Chedanne. It appears the construction of the rotunda walls took a period of 4 to 5 years, and the dome required a like period because of its height and the meager tools the Romans used. This long construction period was fortunate as it gave this pozzolan concrete ample time to cure and gain strength. Was the second temple like the first? Yes, the fundamental principle of the old Roman religion required that the temples be rebuilt without changes in original form. Tradition required th at the main entrance face north, and thus the whole building was oriented on the north-south axis of the building. A description of its structural features is separated into the configuration, foundation ring, circular walls, and dome to more clearly define various

Dwecks Growth Mindset to Close the Achievement Gap

Dweck's Growth Mindset to Close the Achievement Gap Teachers often use words of praise to motivate their students. But saying â€Å"Great job!† or â€Å"You must be smart at this!† may not have the positive effect that teachers hope to communicate. Research shows that there are forms of praise that may reinforce a student’s belief that he or she is either â€Å"smart† or â€Å"dumb†. That belief in a fixed or static intelligence may prevent a student from trying or persisting at a task. A student may either think â€Å"If I am already smart, I don’t need to work hard,† or â€Å"If I am dumb, I won’t be able to learn.† So, how can teachers intentionally change the ways students think about their own intelligence? Teachers can encourage students, even low-performing, high-needs students, to engage and achieve by helping them to develop a growth mindset. Carol Dwecks Growth Mindset Research The concept of a growth mindset was first suggested by Carol Dweck, a  Lewis and Virginia Eaton Professor of Psychology at Stanford University. Her book, Mindset: The New Psychology of Success  (2007) is based on her research with students that suggests that teachers can help develop what is called a growth mindset in order to improve student academic performance. In multiple studies, Dweck noticed the difference in a students performance when they believed that their intelligence was static versus students who believed that their intelligence could be developed. If students believed in a static intelligence, they exhibited such a strong desire to look smart that they tried to avoid challenges. They would give up easily, and they ignored helpful criticism. These students also tended not to expend efforts on tasks they saw as fruitless. Finally, these students felt threatened by the success of other students. In contrast, students who felt that intelligence can be developed exhibited a desire to embrace challenges and to demonstrate persistence. These students accepted helpful criticism and learned from advice. They also were inspired by the success of others. Praising Students Dwecks research saw teachers as agents of change in having students move from fixed to growth mindsets. She advocated that teachers work intentionally to move students from a belief that they are â€Å"smart† or â€Å"dumb† to being motivated instead to â€Å"work hard† and â€Å"show effort. As simple as it sounds, the way teachers praise students can be critical in helping students make this transition.   Before Dweck, for example, standard phrases of praise that teachers might use with their students would sound like, I told you that you were smart, or You are such a good student! With Dwecks research, teachers who want students to develop a growth mindset should praise student efforts using a variety of different phrases or questions. These are suggested phrases or questions that can allow students to feel accomplished at any point in a task or assignment: You kept working and concentratedHow did you do that?You studied and your improvement shows this!What do you plan to do next?Are you pleased with what you did? Teachers can contact parents to provide them information to support a students growth mindset. This communication (report cards, notes home, e-mail, etc.) can give parents a better understanding of the attitudes that students should have  as they develop a growth mindset. This information can alert a parent to a students curiosity, optimism, persistence, or social intelligence as it relates to academic performance. For example, teachers can update parents using statements such as: Student completed what she began Student tried very hard despite some initial failure Student stayed motivated, even when things didn’t go wellStudent approached new tasks with excitement and energyStudent asked questions that showed he or she had a desire to learn  Student adapted to changing social situations Growth Mindsets and the Achievement Gap Improving academic performance of high needs students is a common goal for schools and districts. The U.S. Department of Education defines high needs students as those who are at risk of educational failure or otherwise in need of special assistance and support. The criteria for high needs (any one or combination of the following) include students who: Are living in povertyAttend high-minority schools (as defined in the Race to the Top application)Are far below grade levelHave left school before receiving a regular high school diplomaAre at risk of not graduating with a diploma on timeAre homelessAre in foster careHave been incarceratedHave disabilitiesAre English learners High-needs students in a school or district are often placed in a demographic subgroup for purposes of comparing their academic performance with those of other students. Standardized tests used by states and districts can measure  the differences in the performance between a high needs subgroup within a school and the statewide average performance or a states highest achieving subgroups, especially in the subject areas of reading/language arts and mathematics. The standardized assessments required by each state are used to evaluate school and district performance. Any difference in the average score between student groups, such as regular education students and high needs students, measured by standardized assessments is used to identify what is called the achievement gap in a school or district. Comparing the data on student performance for regular education and subgroups allows schools and districts a way to determine if they are meeting the needs of all students. In meeting these needs, a targeted strategy of helping students to develop a growth mindset  may minimize the achievement gap. Growth Mindset in Secondary Schools Starting to develop a students growth mindset early in a students academic career, during pre-school, kindergarten, and the elementary school grades ​can have long-lasting effects. But using the growth mindset approach within the structure of secondary schools (grades 7-12) may be more complicated. Many secondary schools are structured in ways that may isolate students into different academic levels. For already high performing students, many middle and high schools may offer  pre-advanced placement, honors, and advanced placement (AP) courses. There may be international  baccalaureate (IB) courses or other early college credit experiences. These offerings may inadvertently contribute to what Dweck discovered in her research, that students have already adopted a fixed mindset - the belief that they are either â€Å"smart† and able to take high-level coursework or they are â€Å"dumb† and there is no way to change their academic path. There are also some secondary schools that may engage in tracking, a practice that intentionally separates students by academic ability. In tracking students may be separated in all subjects or in a few classes using classifications such as above average, normal, or below average. High needs students may fall disproportionately in the lower ability classes. To counter the effects of tracking, teachers can try employing growth mindset strategies to motivate all students, including high needs students, to take on challenges and persist in what may seem difficult tasks. Moving students from a belief in the limits of intelligence can counter the argument for tracking by increasing academic achievement for all students, including high needs subgroups.   Manipulating Ideas on Intelligence Teachers who encourage students to take academic risks may find themselves listening to students more as students express their frustrations and their successes in meeting academic challenges. Questions such as Tell me about it or Show me more and Let’s see what you did can be used to encourage students to see efforts as a path to achievement and also give them a sense of control.   Developing a growth mindset can happen at any grade level, as Dweck’s research has shown that student ideas about intelligence can be manipulated in schools by educators in order to have a positive impact on academic achievement.

8 Fun SAT Test Facts to Give You a Break from Studying

8 Fun SAT Test Facts to Give You a Break from Studying SAT / ACT Prep Online Guides and Tips Unfortunately, studying for the SAT isn’t much fun. There’s really no way to make reading passages or dissecting math problems super entertaining - and believe me, I’ve tried. But if you’re looking for a quick break from studying, check out these 8 random SAT test facts. You may even learn something helpful! Fact #1: SAT doesn’t actually stand for anything SAT originally stood for Scholastic Aptitude Test. But after the idea that the SAT tested "aptitude"became too controversial, the namewas changed to the Scholastic Assessment Test. Of course, "assessment" and "test" are spectacularly redundant, so in 1997 the College Board got fed up with the whole namingfiascoand decided that the SAT was now just the name of the test, not an abbreviation of something else. Fact #2: The College Board once canceledthe test for an entire country The College Board takes cheating veryseriously. In 2013, ETS, which administers the SAT, found out that tutoring companies in South Korea had conspired to obtain the test in advance, so theycanceledthe May test date entirely. Similarly, when a group of Long Island teens were caught paying college students to take the test for them they faced harsh consequences: criminal charges. Seoul, South Korea, where some unlucky students had their SAT canceled. Fact #3: There's a play about SAT tutoring Jenny Lyn Bader’s play None of the Above is all about the relationship between a trouble-makingteenager and her SAT tutor. I suspect the play issomewhat more dramatic than reality, soif you have questions about tutoring I'd recommendtaking a look at our guide instead. Fact #4: The scale on the original College Board test wasbrutal The College Board actually predates the SAT. It was founded in 1901 to administercollege specific tests, which were gradedas Excellent, Good, Doubtful, Poor, or Very Poor. That system may have beenless confusing than the current scale,but it also sounds kind ofharsh! Fact #5: Someone wrote an SAT vocabnovel about vampires There’s an entire genre of novels specifically designed to help you learn vocab words for the SAT, and they sound completely bizarre.Test of Time investigates what would happen if Mark Twain's manuscript forHuckleberry Finn was swapped with a modern day college student's laptop.Vampire Dreams is basicallyTwilight without the whole glittering in the sun thing. The reviews from students aren't kind, so I would recommend sticking to regularnovels with high level vocab words. You're probably better off just readingDracula.(Len "Doc" Radin/Flickr) Fact #6: Stanley H. Kaplan started the first SAT test prep company in 1938 When he startedtutoring college-bound students in his basement in Brooklyn, Kaplancharged $128 per student. Despite considerable demand, he didn'texpand outside of New York until the 1970s. Fact #7: The SAT started out asa military IQ test Before it was used for college admissions, an early version of the SAT wasused by the army to screen recruits during World War I. The first SAT, which was given in 1926, wasalso much, much more difficult than today’s version. Itincludedsections in which the test takerhad to translate sentences into a made-up language, judge whetherpropositions were perfectly logical,and complete baffling analogies. I don’t know about you, but I can’t make heads or tails of these analogies. Fact #8:George W. Bush used the SAT as part of his presidential campaign No, he didn't touthis own scores- those weren't particularly impressive. Instead, he bragged about the 100 point increase in Texas students’ SAT scores during his term as governor. Unfortunately, that increase had nothing to do with improvements in education: it was actually caused by the College Board rescaling the test in 1995. What's Next? If you're having trouble motivating, try reading about how a higher SAT score can help you get into the school of your dreams. Are you struggling to improve or have actually seen your scores go down? Try these strategies to turn it around. For tons of other free SAT prep resources, take a look at the right sidebar to find our posts sorted by topic. Disappointed with your scores? Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Alex Heimbach About the Author Alex is an experienced tutor and writer. Over the past five years, she has worked with almost a hundred students and written about pop culture for a wide range of publications. She graduated with honors from University of Chicago, receiving a BA in English and Anthropology, and then went on to earn an MA at NYU in Cultural Reporting and Criticism. In high school, she was a National Merit Scholar, took 12 AP tests and scored 99 percentile scores on the SAT and ACT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Financial Research Report Math Problem Example | Topics and Well Written Essays - 1250 words

Financial Research Report - Math Problem Example These locations are thus the operational locations of the bank. The bank has been operated throughout the past 115 years and during this long term history, banking system all over the world has underwent a lot of change with respect to the technologies along with innovated products and services. The most interesting feature of the bank is that its mode of operating and doing business within the community did not change along with the market trend during its past numerous years of existence. The Chairman of Capital City Bank Group believes that his bank provides a favorable environment to the employees who work over there and provides great benefits to them through promotion of family values and various other amenities for making them feel like home (Capital City Bank Group, 2011). Capital City Bank Group is an outstanding performer in the US banking industry and the bank holds an excellent position of repute not only within the industry but within the business communities as well. Th e success of the bank is evident through the various achievements it has attained throughout its years of operations within the industry. During the recent past, the bank has expanded towards a wide geographical location outside the area of Tallahassee. Along with expansion through physical location spreading, the bank has also increased its reach of client towards various locations of the country (Capital City Bank Group, 2011). Capital City Bank Group is a financial services company which comprehensively values to its customers and this form of the bank’s business operations has added genuine value towards the prospect of the company. The prospect will be validated in the next sections of this research paper in terms of ratio and trend analysis of the banks’ performance over the past three years and projecting those of the future three years. Along with the projection of future performance of the bank, the stock performance will also be compared with that of S&P†™s 500 Index for evaluating the prospect of investing in the bank’s stocks. Ratio Analysis The ratio analysis and the trend analysis in this section will be performed with the help of past three years’ financial figures collected from the annual reports of Capital City Bank Group. The sources from where the data related to financial performance of the bank has been collected have been provided at the end of this research report. Ratios Actual 2008 Actual 2009 Actual 2010 Projected 2011 Projected 2012 Projected 2013 Liquidity Ratios Current Ratio= Current asset / current liability 1.34 0.96 1.86 1.89 1.94 1.98 Debt to equity ratio= Total liabilities / Owner’s equity 7.53 8.13 8.99 9.23 9.46 9.55 Operating Efficiency Ratio 64.91 % 77.33 % 84.23 % 86.25 % 88.37 % 92.33 % Profitability Ratios Return on sales or profit margin= (Net profit / Net Sales) *100 10.66 % - - 2.89 % 3.56 % 6.89 % Return on assets= (Net Profit / Total Assets)*100 0.59 % - - 0.52 % 0.56 % 0. 62 % Return on equity= (Net profit / Owner’s equity)*100 5.06 % - - 4.11 % 6.45 % 9.12 % Note: Ratios related to net profit during the years 2009 and 2010 have been kept blank due to the reason that

Capital Investment Decision Making Research Paper

Capital Investment Decision Making - Research Paper Example The institution must also decide on a payment and delivery modes of the van that would be cost-effective. Other decisions would include appropriate model of the van and urgency of acquiring the van (Cleverley, Cleverley & Song, 2011). Information for evaluation of the investment on the van shall include the institution’s financial capacity, inventory, and expected trends; a clear record of prospective patient’s physical locations to determine the urgency for acquiring the van; other vehicles available that have the ability to be converted to self-contained ambulances; and the institution’s capacity to maintain such form of capital investment. At the decision making process, there is a likelihood of several challenges (Klonowski, 2010). Conflict of interest among and between stakeholders and shareholders may slow down the decision making process. The participants at the decision-making forums would have divergent views regarding the subject that may make the decision making sluggish (Jackson, Sawyers, & Jenkins, 2009). Moreover, availability of the required information for evaluation of alternatives shall determine the pace of the decision-making process. If the information is not available readily, the process might be tedious and

When Light Pierced the Darkness by Nechama Tec Essays -- Pierced Darkn

When Light Pierced the Darkness by Nechama Tec â€Å"Altruism: Concern for the welfare of others, as opposed to egoism; selflessness† (American 99). In her book entitled When Light Pierced the Darkness, Nechama Tec asserts that people who aided Jews during the Nazi Holocaust may have acted altruistically; however, they did so under a modified definition of altruism. Furthermore, she offers her own definition of altruism within the context of the Holocaust and designates six traits, which she found rescuers of Jews to exhibit. While many of these traits are apparent in the personalities of characters in the films: Shop on Main Street, Cold Days, Divided We Fall, and Europa Europa, some of them are glaringly absent. Tec offers the general definition of altruism, â€Å"†¦doing things for others without expectation of external rewards† (Tec 151). She indicates that this definition does not apply to people who saved Jews because it does not take into account the tremendous amount of risk (e.g., the possibility of losing one’s life) involved in their actions. Consequently, she offers the biological science definition of altruism, â€Å"†¦self destructive behavior performed for the benefit of others,† which she perceives to be more applicable to the exploits of non-Jews who rescued Jews (151). Moreover, Tec personally defines altruism within the context of the Nazi Holocaust as, â€Å"†¦ that [behavior] which is carried out to benefit another?with a possibility of very high, rather than inconsequential, personal costs to the giver† (151). In addition, within the parameters of this broad definition she offers two sub-definitions: normative altruism and au tonomous altruism. Tec explains that normative altruism (e.g., a father donating a kidney... ... were outsiders may have contributed to their selfish, cowardly behavior. Thus, it is the individual who demonstrates a high degree of independence, a strong sense of duty where charity is concerned, and an ability to value every human life regardless of religion or ethnicity that will be most likely to selflessly aid people in distress. Conversely, it is the individual that lacks the aforementioned traits, who will be the least effective in assisting those in need. Works Cited American Heritage Dictionary. Second College Edition. Boston, MA: Houghton Mifflin Company.1982. Holland, Agnieszka. Europa Europa. Orion, 1991. Hrebejk, Jan. Divided We Fall. Czech Republic, 2000. Kadar, Jan, and Elmar Klos. Shop on Main Street. Czechoslovakia, 1965. Kovacs, Andras. Cold Days. Hungary, 1966. Tec, Nechama. When Light Pierced the Darkness. 1986.

Development through the life stages P2 Essay

The causes of the life factor Down Syndrome Foetal alcohol syndrome Bullying Peer groups Smoking The effect on the development on an individual (PIES)The physical side effect to a child with down syndrome is that they have a small nose and they have a flat nasal bridge, they also have a small mouth, their eyes slant either upwards or downwards. They have weak muscle tone which means they are very floppy; they have big hands and have short fingers. They may have a weight problem which will cause them to put on weight and will affect how they do activities if they start to get overweight and be limited in what they do. They may share physical features from their parent which will make them different. For intellectual, the child may develop a lot of mental health issues while they grow older, many of them face having anxiety, repetitive and obsessive compulsive behaviours. For emotional, they may develop behaviours that could affect their emotions, they may start to get frustrated at th e fact they are delayed with their communication. For social, they are not very confident and people will need to get them to interact with other people and get them into social groups.The physical side effect is the child will have low birth weight, their body features will not be fully developed which will mean they will have a small head, a flat face with a snub nose, they will also have a thinner top lip, they will also have widely spaced eyes. They may develop general or specific learning difficulties. For intellectual, the child may develop a few learning difficulties which will include poor memory, they also have difficulty to understand concepts such as the time and counting money. They also have bad language. For emotional, the child will have a lot of behavioural problems and for this they become hyperactive, they don’t have the ability to concentrate, they have a lot of anxiety and are very stubborn. For social, they have a lot of socialization problems which causes difficulty to build and maintain friendships. The physical side effect is that it can affect the way a person can act, they may resort into eating disorders especially girls. There may be the physical signs, for example bruising around the neck or arms, also scratches and scars. For intellectual, this can affect the way they are towards education if they are being bullied during school, they will not want to attend school so they can get away from the bullies, this will then effect there future. For emotional, it is an emotional distress, which will cause a lot of physical  and emotional pain to them. For social, this will affect how they will interact with other people; due to them being bullied they may find it hard to trust other people and to also want to become friends in case they are bullied again. This will affect how they develop in the future because they may start to isolate themselves from people if they believe they are not strong enough to stand up for themselves. The physical side may have positive and negative sides to peer groups, if you’re in a group and everyone in the group is skinny, it may lead to that person losing weight in a way they should which would affect the body functioning. For intellectual, the groups may tend to be distracted with work which will allow them to fall behind on their work and affect their future. For other groups, it may be different and they may all work together to help each other with work and to achieve what they came to education for. For emotional, the groups may lead to becoming violent towards other people which will bring out aggression in them, they may also have a friendly group which won’t do any harm to people. For social, being in groups will give them the opportunity to develop their social skills, which includes leadership, teamwork or sharing. The physical side effect is they will have a reduce the performance at all the physical training they will do. They have a higher risk of heart attacks/ strokes and will have a higher heart resting rates than non-smokers. It may also affect the financial strain which will cause more worry on a person especially if they have low income. For intellectual, smoking will lead a person to not concentrate for long; it may also lead for the person to be affected mentally. For emotional, the smoking will relieve the stress that they will be building up. For social, it can be a social activity which people will be able to interact with one another when they are outside smoking, sometimes depending on the people, it may cause negativity on relationships. Can the factor be identified before the birth of a babyAntenatal screening can be given at 13 weeks to determine the likelihood of the baby developing or developed the condition. When the women goes for her monthly check-ups, they can notice th e child’s development growth and they will know when the baby is born whether they have been drinking throughout the process of the pregnancyThis factor cannot be identified before the birth because it is the society and the  environment around them that will cause this.This factor cannot be identified because it’s the environment and the friendships that the person will develop when they are in education.The cannot be identified because they are either brought up with a family smoking which will make them more likely to smoke or they want to smoke because other people are smoking. How many the factor influence the life of an individualAll people will down syndrome depending on the condition may be able to live separate from their parents, they may find it difficult to cope but they could get a little bit of work to help them be like other people and not be different. Sometimes they get married and will live their lives.Most adults who have a drinking problem will need help to get them back on track and to be able to look after their child without them resorting back to alcohol. They can get lots of supervision help which they will be able to make day to day decisions with themFor some people, if they were bullied at a young age, it may affect the way they will interact with other people and will tend to isolate themselves, they are at a higher risk of having anxiety or depression. But if the bullying for them was a short term memory, they will forget about what has happened and will carry on with their lives. Depending on how the group has been, if the group had a negative affect then that person may be rude, mean and harsh to other people just like they have grown up doing with in their group. But if there was a positive affect then the person will stay the kind, innocent person they were which will give them more of a social life.Smoking may cause long term effects especially if they are addicted to it, some people along the way may develop cancer which is caused by the smoking which will lose their independents, depending on the condition it may lead to them not being able to live on their own. Care needs to be fulfil individual needsBoth children and adults both need regular check-ups to see how they are getting on and to monitor their health. They may develop some certain health problems and with the check-up doctors will be able to do something about it. The children may need help if they have learning difficulties, they will be able to have someone to keep close eye on them and to make sure that they are progressing, for the adults they will need help in controlling their drinking problem if they have one and to understand the damages that has happened.Any person will be able to receive counselling if they believe they cannot get over it and will need to open up  about how they feel, also having a friendly face who had not bullied the person could help to open up and talk about what had happened. Parents are the people who will be able to influence the child to change the way they were and to not be who they are or how they are turning into. This is when they will need to have someone to be there for them so they are able to open up about how they feel and to let all their aggression outThere can be talking therapies which will help change a person’s thinking and acting towards the smoking and change it positively to help t hem cut smoking and eventually quit.