Artemis Temple Essay Example for Free

Artemis Temple Essay She presided over the transition of a woman from virgin (parthenos) to married woman (gyne) and protected the virginity of those who were unmarried or wished to remain virgins (2). Artemis also oversaw marriage, childbirth and assisted with child-rearing (3). Virginity was especially emphasized in the Temple of Artemis at Ephesus: only virgins and men were allowed access and married or sexually active women were excluded under penalty of death. Artemis is commonly regarded as a fertility goddess, mostly because of the multitude of ‘breasts’ that cover her cult image (4). This essay will discuss three aspects of the Ancient Temple of Artemis, the style, the restoration of its architecture and its importance. The temple of Artemis was built around 550 BC and was the first temple to be entirely of marble and the largest temple ever built. The temple was financed by the wealthy king of Lydia and was designed by the Greek architect Chersiphron. Marshy ground was selected for the building site as a precaution against future earthquakes. The foundation was laid on a bed of packed charcoal and sheepskins, the column drums and architraves moved from the quarry, relates Vitruvius, by fitting them with large wheels and then, like rolling axles, having them pulled by oxen (5). It resembles the classical Greek temple: a stoic rectangular structure with mighty columns (6). The temple measured 350 by 180 feet and from the outside, its most striking feature was its more than 100 marble columns. Since it was built in the Ionic architectural style, the columns were decorated with sculptural reliefs at their bases and rosettes in their capitals (7). There were two rows of columns stretched across the front of the temple, standing about 21 feet apart and extending from the front to the back of the temple at 17 feet apart. The door in the pediment along with two windows was intended for Artemis own use (8). Inside the temple was the statue of Artemis herself, which was built from gold, silver, ebony and other stones. The temple brought in merchants, kings, and sightseers, many of donated jewellery and other treasures to Artemis and her temple. Its splendor also attracted many worshipers and pilgrims, strengthening the cult of Artemis (9). Since she was an influential figure, her fame went higher as soon as her temple was built. The Temple of Artemis was a very famous and attracted visitor from far and near. Its purpose was both a religious institution and market place. The market place itself had small models of the temple and its goddess Artemis for the fellow tourists as souvenirs to take with them. The columns at the front were decorated with intricate sculptures. It was built to honor Artemis as inside the temple was an inner room called the sanctuary that housed  a magnificent statue of the goddess. The temple was destroyed and rebuilt several times, each time it was built more impressively than the time before it. The first time it was destroyed was on the night of July 21, 356 BC, a man named Herostratus set fire to the temple in an attempt to immortalize his name (10). It caused the roof to cave in, the columns collapsed, and the statue of the goddess crashed to the ground. After the town created a law stating whoever mentioned his name would be put to death immediately. In the following two decades the temple was restored with the help of Alexander the Great. But then again in 262 AD, the temple was destroyed by the Goths and later swamped by floods, but still the residents of Ephesus vowed to rebuild it (11). However this time it was not rebuilt due to the high construction costs. A little later the temple began to lose its importance and many people were switching to Christianity and the town was completely isolated. There were attempts made to reconstruct the temple, but so far only a couple columns have been erected upon the remaining foundation.

Galileo: Scientist, Scholar, Rebel Essay -- essays research papers

Seventeenth-century European study was controlled by two powerful forces: the Roman Catholic Church, headed by the Pope, and ancient philosophy dominated by the 2000-year-old ideas of the Greek philosopher, Aristotle. The Church had an overwhelming influence on the lives of most Europeans. During Galileo’s time one in twelve people living in Rome was either a cleric or a nun.1 The Church forbid any teaching that deviated from what was taught in the Bible. To enforce this control, the Church set up the Inquisition. Galileo was targeted by the Inquisition for his observations and experiments. 2 Because his teachings differed from the socially accepted ideas of Aristotle, the Inquisition believed he should be persecuted. Even though Galileo’s observations were much more factual than Aristotle’s and, more important, backed up by experiments and the use of the telescope, he was still sentenced to house arrest for life.   Ã‚  Ã‚  Ã‚  Ã‚   Galileo Galilei was born on February 15, 1564, in Pisa Italy.3 Galileo was born into a family considered nobility, and his father, Vincenzo Galilei, was an accomplished musician.4 Galileo was tutored privately and also educated by his father until the age of eleven, when his family moved to Florence and sent him to a Jesuit monastery to study medicine.5 Three years after his son began school, Vincenzo was surprised to learn Galileo had decided to become a monk. Somewhat angered, his father withdrew him from the monastery, and Galileo continued his high school education in Florence.   Ã‚  Ã‚  Ã‚  Ã‚   At age seventeen Galileo began college at the University of Pisa, where he reluctantly studied medicine. 6 Throughout his first term attending the university, Galileo became more interested in mathematics than medicine. A court mathematician, by the name of Ostillo Ricci, noticed Galileo in his lectures.7 Impressed with Galileo’s knowledge, he urged Galileo change his major to mathematics. Against his father’s wishes, Galileo changed courses, and by the end of his first term he was a mathematics undergraduate.8   Ã‚  Ã‚  Ã‚  Ã‚   Galileo made his first important discovery while attending the University of Pisa. Galileo noticed a swinging lamp above him during a church sermon. Extremely bored, Galileo conducted an experiment to see if the amount of time in between each swing was the same. Using hi... ...i. School of Mathmatics and St. Andrews, Scotland, August 1995; available from http://www.history.mcs.standrews.ac.uk/history/mathmatics/galileo.html;Internet. 4 Ibid. 5 Ibid. 6 Ibid. 7 Jack Meadows, The Great Scientists. Oxford University; New York, 1987, p. 35. 8 Deborah Hitzeroth and Sharon Heerbor, Galileo Galilei. Lucent Books Inc; California, 1992, p.15. 9 Ibid., p.16. 10 J.V. Field, Galileo Galilei. School of Mathmatics and St. Andrews, Scotland, August 1995; available from http://www.history.mcs.standrews.ac.uk/history/mathmatics/galileo.html;Internet. 11 Ibid. 12 Galileo Galilei- Astrology. Available from http://www.astrology.about.com/library/weekly/aa0zz00b. 13 Ibid. 14 Ibid. 17 Ibid. 18 Jack Meadows, The Great Scientists. Oxford University; New York, 1987, p.41. 19 Deborah Hitzeroth and Sharon Heerbor, Galileo Galilei. Lucent Books Inc; California, 1992, p.24. 20 Jack Meadows, The Great Scientists. Oxford University; New York, 1987, p.44. 21 Ibid., p.45. 22 Giorgio De Santillan, The Crimes of Galileo. Time Inc; University of Chicago Press, 1962, p.185. 23 Ibid., p.257. 24 Ibid. 25 Jack Meadows, The Great Scientists. Oxford University; New York, 1987, p.48. 26 Ibid

My experience, role and learning support Essay

In accordance to the ethical guidelines written by The British Education Research Association (BERA, 2004), the names of the children and school, where used, have been changed in order to maintain confidentiality and anonymity. My role (Hancock et al. , 2013 p1) States that â€Å"the practice of learning support as carried out by teaching assistants has developed considerably in recent times†. In the nursery I work along side two higher level teaching assistants and the nursery teacher. At this stage of school life, the majority of learning is through play, so we encourage the use of structured, well thought out fun educational games and play either in small groups or on a one to one basis, I carry out structured activities i. e. drawing, writing, crafting and reading, either on a one to one basis or with a small group of usually 4-6 children. I help identify any child or children that may benefit from further one to one help, through keeping well informed observation notes (KU1. 1) (KS3. 1) (PPS4. 3) In my role as classroom assistant in year one, my role is very similar to that of the classroom assistant, Margaret Verrecchie, in reader book 1 (Hancock et al. , 2013, pg4) A classroom assistant) I work along side the teacher and one teaching assistant. I help the teacher in the classroom, prepare resources’ for the session and offer the children extra support with reading and writing, it depends on what the teacher wants and needs and on what she asks me to do. Each day is different, and my duties vary accordingly. (PPS4. 3) (KS3. 1) As a midday supervisor, I work along side 10 other midday supervisors, supervising the children in the dining area and other parts of the school during the lunch time break. I help the children with a variety of tasks such as cutting up food, unwrapping of pack lunches and help teach good eating habits, After the children finish eating, we go to the playground, or if it’s wet play, a classroom, where I supervise the children at play. I ensure pupils keep out of areas that are out of bounds, deal with misbehaviour, reporting any problems that I’m unable to resolve to my duty manager, I attend to all pupils who are sick or injured, ensuring they receive the appropriate medical attention, reporting all accidents in the accident report book, I am aware of my responsibilities under the child protection legislation, reporting any concerns I may have to my senior supervisor or child protection officer. I enjoy this role as it allows me to see the children in a more relaxed environment, giving me the invaluable opportunity to get to know the children, on a more personal level, getting to know their personalities outside of the classroom. As lunchtimes are a great opportunity for the children to burn of f some steam, I try to encourage the children to take part in lots of physical activities like skipping and hoopla hoops. (PPS4. 3) I can personally relate to the parent helper in the (The Open University, 2013) E111 DVD sequence –Pam Crawford is a parent helper with a son who is special needs statemented, In the sequence, Pam states that she originally started to volunteer mainly to support her son, but along the way she decided that being a teaching assistant was what she wanted to be, so started a college course to train to become a qualified teaching assistant, which is exactly the same as why I am doing this course. Framework I provide a varied and broad array of duties and tasks on a daily basis in support to the pupils, the teacher, the school and the curriculum, through performing activities on a one to one basis or as part of a team with my work colleagues. Although they do tend to regularly overlap each other, I offer the four levels of support as suggested in the DfEE framework. (PPS4. 3) To support the pupils I encourage them to act independently in an appropriate way, to interact with each other and engage enthusiastically in all the classroom activities. I try to establish a good relationship with all the pupils, acting as a good role model, being aware of and responding appropriately to all individual needs. I supervise and support all the pupils ensuring their safety and make sure they have access to learning at all times. I help them to develop their skills in listening, to express their feelings and ideas, help them to understand, describe, select and retrieve information, show them ways in which to help with problem solving, communication etc. I also attend to all pupils’ personal needs including social, health, physical, hygiene, minor first aid and general well being. To help support the teacher, I prepare the classroom as and when needed for the lessons then clear everything away at the end of the lesson. I also help display pupils work around the classroom; I keep records as and when asked to do so by the teacher. I also support the teacher by managing pupil behaviour, reporting all difficulties appropriately, to the relevant member of staff. I also gather and report and information to and from parents or careers at the end of the school day and I provide administration duties as and when the teacher requires. To support the school I participate in any training and learning activities and any performance development meetings as and when required, I contribute to the overall ethos of the school, I am aware of and support difference and ensure all pupils have equal access to opportunities to learn and discover and to be aware of and comply with policies and procedures relating to child protection, health, safety and security, confidentiality and data protection, reporting all concerns to an appropriate person. To help support the curriculum I help prepare and maintain equipment/resources as directed by the teacher and assist the pupils in their use, also supporting the pupils in using basic ICT as directed by the teacher. I support the pupils in respect to national and local learning strategies e. g. literacy, numeracy, early years as directed by the teacher and help pupils understands instructions that have been given by the teacher. Previous interests and experiences I enjoyed school and took part in lots of school activities like the school productions and the school summer floats at carnival time, I also learnt to play the flute which gained me a place in the school orchestra. I was confident and never had problems making friends, although I did struggle with my school work, but I never let it beat me, I always strived to do my best. I have always been able to take the initiative and have a positive and adaptable personality. I find it easy to fit in with my surroundings and work well as part of a team or on my own. Since leaving school, I’ve worked for various companies, big and small. I’ve been a company administrator for a large company, which built up my confidence working as part of a team which encouraged me to be more efficient with my time as I had to work to strict deadlines, gaining knowledge on company policies and procedures and improving my ICT, and communication skills. I was also a care worker for a care agency where confidentiality was paramount; I went to client’s homes to perform various duties from personal care to shopping and housework. It’s through this job that I learnt skills to encourage people to be independent and carry out simple instructions/tasks. It’s also through this job that I learnt the importance of confidentiality and to keep completely accurate, up to date client observational records. I have three children of my own now and the experiences gained from being a mother, on top of the experiences gained from previous employment and my current employment, has enabled me to make the clear decision that I would like to pursue a career as a teaching assistant as I feel that the skills I’ve gained through life are all relevant to a teaching assistant’s role and skills that I have acquired for life. Key theories and concepts Both Piaget and Vygotsky were instrumental in forming a scientific approach on cognitive development in children. Jean Piaget was one of the first psychologists to reveal that children reason and think differently at different periods in their lives. Piaget considered development went through four stages: Sensori-motor: Pre-Operational: Concrete Operational and the formal Operational stage. The Sensori-motor period (0-2 yrs) is the first stage, as the infants interactions are based on exploring their environment through their senses and abilities, such as grasping and sucking, this also includes practice play as the infant is able to repeat actions continually, but with no intention. The pre-Operational stage (2-7 yrs) is where children’s language is rapidly developed, allowing them to express themselves. They start to use pretend play and parallel play which means children are talking but it is not directed at anyone in particular. The Concrete operation (7-11 yrs) and Formal Operational (11-adult) periods are the third and fourth stages. These are not usually considered in early childhood education but they are still equally important as they are able to think realistically and logically about situations and understand their world (Pulaski. 1980) Vygotsky believes children’s learning of new cognitive skills is guided by an adult or a more skilled child, such as an older sibling, who structures the child’s learning experience, a process Vygotsky called scaffolding. To create an appropriate scaffold, the adult must gain and keep the child’s attention, model the best strategy and adapt the whole process to the child’s developmental level. Vygotsky used this term to signify tasks that are too hard for the child to do alone, but can manage with guidance. Children do seem to follow a certain internal structure, for example grasping and touching, but not all children learn in the same way or at the same pace. A classic example of Vygotskys scaffolding theory can be seen with my two sons, the youngest that at the time was in nappies wanted to use the big toilet like his big brother, so as suggested by Vygotsky, my eldest son used the scaffolding technique. Vygotskys ideas have important educational applications, like Piagets, Vygotskys theory suggest the importance of opportunities for active exploration. But assisted discovery would play a greater role in a Vygotskian classroom than in a Piagetian class: The teacher would provide the scaffolding for children’s discovery, through questions, demonstrations and explanations. To be effective, the assisted discovery processes would have to be within the zone of proximal development of each child (Bee and Boyd, p38. (2009) Cognitive learning is not just internal but also external. Piaget believed that developmental growth was learned in stages. Vygotsky believed that learning was a social and progressive process that did not start or stop at a certain stage or age. A child’s activity plays a key role in the way they learn. I believe that both these theories go hand in hand and that the environmental factors do influence learning behaviours. Training needs My overall aim is to become a qualified teaching assistant, for primary school aged children, which I will gain through completing this course and with the ongoing training I am receiving at work. I aim to develop a better understanding of the ways in which children learn and be more involved in the planning and preparation of lessons. Even though I am a valued member of staff, I still feel that I need to develop my relationships further with professional bodies. I feel I also need to develop my leadership skills further, in order for me to improve my effectiveness in leading pupils through a class activity.

Methods Of Interviewing And Surveying - 879 Words

To achieve the research aim both methods of interviewing and surveying will be employed. To complete the first objective doctors will be interviewed in order to assess how they justify using therapeutic privilege and what influence their medical experience has. In terms of the second objective previous patients will be surveyed on their opinions of not giving fully informed consent and what effect they would expect to experience if the therapeutic privilege was used. Investigative interviews I propose to interview eight doctors to obtain their personal opinions on therapeutic privilege. In addition to what arguments they feel they would employ to justify the use of such. This will be dependant on doctors’ willingness to participate. Encouraging doctors to get involved will be difficult. There may be a need for a gatekeeper. Before getting doctors involved, specific permission will be required. In Scotland, any NHS research must be approved by the Research Scotland Permissions Coordinating Centre. This body will also hopefully aid me in getting in contact with doctors. Before conducting such interviews ethical clearance will be sought. In these interviews, I aim to include doctors from both genders, with a range of ages and ranges of professional experience. This will maintain fairness and show if there are any differences between justifications depending on their previous medical experience. In the interests of time and cost saving these interviews will be conductedShow MoreRelatedPrimary Research Comes Directly from the Customers682 Words   |  3 Pagesare several ways we can get information directly from customers. We can interview customers. We can survey customers. We can observe customers actions and behaviors. All of these methods have their pros and cons. Interviewing Customers We need to identify target customers. 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