Elevated Parking Lot free essay sample

Parking is an important aspect of the transportation system as it is an efficient means of storing vehicles while they are not in use, and it causes little disruption to the neighbouring roadways. It also ensures the comfort of the people who want their vehicles to be secured to prevent mishaps or accidents. A multi-storey car park (also called a garage parking structure) is therefore recommended given that it is designed for car parking where a number of floors or levels are available for the motorists’ use. It is essentially a stacked car park. The group would like to propose an elevated parking lot in Saint Pedro Poveda College. Our school lacks parking space for teachers, students and other school personnel. In response to the desire of the students of Saint Pedro Poveda College to bring their own vehicle to school, the group came up with a proposal of having an elevated parking lot inside the school which is guarded and safe. The school has its parking lot inside the campus but it is only for the use of the teaching and non-teaching staff. SIGNIFICANCE OF THE PROPOSAL Why does this group want to build a parking space for the teachers, staff and students? It is common for schools to have its own parking space for their staff and students. Hence, we would like to build a parking lot or commonly known as off-street parking, for teachers, staff and students so they may experience the comfort of having their own vehicles situated inside the school premises which is guarded and safe. This parking lot will be safe as it will be positioned near the guard house of the school. In addition, the school will have enough parking space limiting the people to be disturbed should their cars be blocking the way. It will also be beneficial as the school can earn profits from this project by means of yearly/monthly due. III. Program 1. How will it be conducted? Proposal will be submitted to Dean’s Office for approval and later a consultant will be appointed to study the required space, vehicle parking capacity and the number of storeys required for the parking lot. Measurement of the lot Poveda Parking Measurement: Canvass equipment and materials needed: Steel bars, Cement, Gravel Sand, Wielding rod, bolts, Paint. Canvass of contractor Construction of the proposed project (Durability of the elevated parking lot – how long it will last ? Durability: 20 years 2. Time table Estimated Completion time: 5 months (March – August ) During the summer break of 2014, the elevated parking lot is to be built. There will be 5 months intended for the building of the elevated parking lot. It is foreseen to be finished before second semester starts. By the start of second semester, the elevated parking lot should be ready for the population’s use. Anticipated Outcome After the project is completed, the school will benefit from the project. This project will be convenient to students, teachers and staff. There will be less hassle for the part-time teachers. Financially, it is much better to pay the school for a monthly parking fee than to park and pay everyday at Robinson’s Galleria as funds may be used for other school projects or enhancements. Evaluating the Results The results will be evaluated through conducting a survey and giving out test questionnaires which will gather information on how the project is going. The group would also be able to gather comments and suggestions from the people with regards to the project. The group will also gather the areas of improvements which will make the project more successful. II. STATEMENT OF NEED The group wants to propose an elevated parking lot beside the Victoria building. The Size of the elevated parking lot is shown above. The elevated parking lot will be very useful to students, teachers and staff because there will be enough space for their own vehicle and they will experience the comfort of having their own vehicles situated inside the school premises which is guarded and safe. This parking lot will be safe since it is situated near the guard house of the school. In addition, the school will have enough parking space limiting the people to be disturbed should their cars be blocking the way. It will also be beneficial as the school can earn profits from this project by means of yearly/monthly dues. (ADDRESS ALL THE PROBLEMS THAT OCCUR IN POVEDA – like Blocking the way , Security , Space , Far place to park ) III. Project Description A. Objectives ( Measurable Outcomes ) B. Methods ( Activities to achieve the objective ) C. Administration ( How it will be managed, operated and sustained ) 3,488. 63 - 3,500PHP Yearly due 2500 for the parking + 1000 for the sticker 3,500 x 55 CARS x 20YEARS = 3,850,000 (Labor fee which will be asked monthly/yearly to cover the cost of the proposal) D. Evaluation E. Sustainability IV. BUDGET Capacity: 15 cars in first stack 20 cars in second stack 20 cars in third stack 3 stacks equivalent to 55 cars. Estimated Cost: 1. Material Cost – P2,500,000. 00 2. Labour at 30% Material Cost – P750,000. 00 Total: P3,250,000. 00 3. Consumable Material – P100,000. 00 4. Mark-up at 15% of total – P487,500. 00 Grand Total: P3,837,500. 00 V. Conclusion The cost of building the elevated parking lot may be costly however, the benefits that the school can earn from the project will be most achieved once it has been completed. It will help ease the existing problems in terms of lacking parking spaces for the Saint Pedro Poveda College population but likewise earn the comfort of having their own vehicles situated inside the school premises which is guarded and safe. In addition, to help relieve the funding of the project, monthly/yearly dues must be executed which will help maintain the structure for the years to come. Additional funds derived from the project may also be used in other school activities.

Good Title For A Stonehenge Essay Example For Students

Good Title For A Stonehenge Essay Behind every great structure in the world, there are the people who made them, and who took the time and effort to design them. Those who made Stonehenge succeeded in creating an incredibly complex and mysterious structure that lived on long after its creators were dead. The many aspects of Stonehenge and the processes by which it was built reveal much about the intelligence and sophistication of the civilizations that designed and built the monument, despite the fact that it is difficult to find out who exactly these people were. They have left very little evidence behind with which we could get a better idea of their everyday lives, their culture, their surroundings, and their affairs with other peoples. The technology and wisdom that are inevitably required in constructing such a monument show that these prehistoric peoples had had more expertise than expected. The planning and assembling of Stonehenge took a very long time (about one thousand years, from 2800 BC to 1500 BC*), and not one but many different groups of people were involved in the process. How they came about plays an important role in understanding them. Some of the first men to come to England that are connected to the Stonehenge builders came when the ice blocking Britain and France melted around 10,000 BC (Souden, 104). After them, many more groups of people came from the mainland, and had great influence on those already living there. The first group involved in the building of Stonehenge was the Windmill Hill people. These people were semi nomadic farmers, mainly just keeping their flocks of cattle, sheep, goats, pigs, and dogs, and growing wheat, who had arrived as some of the last Neolithic (or New Stone Age, 4300 2200 BC) newcomers in England. Not only were they farmers they also hunted, mined flint, made and traded axes, and could almost be called industrialists. The Windmill Hill people had a very strong religion with a great respect for their dead and their ancestors. They have exc eptional collective graves, in the form of long barrows, or long manmade piles of dirt, sometimes 300 feet long. Many riches such as food, tools, and pottery were buried with the dead (Hawkins, 36). The next group to contribute to Stonehenge was the Beaker people, known for the beaker-like pottery they would frequently bury with their dead. These people did not practice the ritual of collective burials, rather single or double burials, and the dead were accompanied by more weapons such as daggers and axes. These single burials were in the form of round barrows. The Beaker people were well organized, active, and powerful, and also probably more territorial (Hawkins, 36). They practiced commerce with other cultures, and their graves give an impression of there being an aristocracy in the society (Niel, 84). The last major group to put time into the construction of Stonehenge was the Wessex culture group. They arrived on Salisbury plain around 1400 BC, and were involved in building the most prominent part of Stonehenge- the great stone circles (Niel, 86). These people were well organized, and probably less aggressive than their predecessors, while more industrious. The people of Wessex were less concerned with war than they were with art, peace, and trade. In the graves of their chieftains (the only members of society who were preserved for afterlife), were goods such as daggers, bows, and various other ornaments. Their access to such treasures can perhaps be attributed to their great international traders who probably traded with people from the Mediterranean Sea area (Hawkins, 37). They built the final phase of Stonehenge, and perhaps brought about many cultural changes to the monument such as giving the monument visual magnificence and more astronomical precision (Service + Bradbery, 255). It is necessary, in order to understand the complexity involved in the assembling of Stonehenge, to know the process by which and the environment in which the monument was b uilt. By the time Stonehenge was built, the landscape around the area on Salisbury Plain was rather open with more farmland and grazing land, and less forest. Underneath the first few feet of soil on Salisbury Plain there was a substantial layer of hard chalk, which made building rudimentary structures somewhat easier for the people of the era. The first phase in building Stonehenge was that of the earth monument, which consisted of a circular bank of dirt (originally about 6 feet tall, now barely 2 feet tall) with a ditch running along the outside of the bank. There are two breaks in the ditch and bank, forming two entrances, and in addition there are 56 Aubrey Holes, named for John Aubrey, their discoverer, in a circle just inside the earth bank (Souden, 30). This first phase, Stonehenge I, built by the Windmill Hill people, took from about 2950 to 2900 BC to construct. Slightly more detailed than the first, the second phase of building Stonehenge involved the creation of a wooden monument. The postholes scattered about the floor of the monument are evidence for this stage. There seem to have been a roughly corridor shaped structure at the southern entrance of the earth monument, and a more detailed setting around the northeastern entrance (Souden, 32). The Avenue, made up of a pair of long, straight, and parallel ditches, was also said to have been part of this second phase of Stonehenge. Stonehenge II could be credited to the Beaker people, approximately betweens the years 2800 and 2300 BC. The third and most impressive stage of the monument is that of the stone monument. Since the building of this phase extended from about 2500 to 1600 BC, it was the longest and most complex of the three, and was so divided up into six sub phases. First in the sequence was the arrival of the bluestones (the first, and smaller, type of stone involved in Stonehenge III), and then the arrival of the sarsen stones (the larger, bulkier stones in Stonehenge III), followed by a possible bluestone arrangement, then the stones were erected to their final settings (after a little rearranging), and finally small holes called the X and Y holes were dug around the outside of the stone circles (Souden, 35). The builders of Stonehenge III were the people of the Wessex Culture, most likely in alliance with other peoples. It is understandable, through all of the complexity shown in the monument, that it many long hours to build and much patience and persistence to complete the construction. The bluestones had to be carried 200 to 250 miles from their source in the Prescelly Mountains back to the Stonehenge site. They were probably carried by waterways for most of the route because waterways are safer, quicker, and less difficult. One probably route was that the stones would be dragged to the coast nearest the Prescelly Mountains, then along the coast of the Bristol Channel, and then into the river systems of England, to the Stonehenge Avenue, and then the stones may have been carried up the Avenue toward the monument. (Hawkins, 65). The most simple was to transport the stones over land is by having a crew of men to haul the stones on rollers. Similar transport methods were used for the sarsen stones, however their location was much more close as the source of the sarsen stone was in the Marlborough Downs, only about 20 miles north of Stonehenge. There was somewhat of a clear land path for these stones to be carried on, so water transport was minimum. But these stones weighed about 30 tons each, and hauling these stones over 20 miles of hills could have easily used a total of 1,000 men and 7 years to be completed (Hawkins, 66). The sarsen stones were put into large holes in the ground, and joined to their lintels by a mortise-and-tenon joint, and the lintels joined to each other (in the outer circle) with a tongue-and-groove joint (Souden, 88). Much organization skills are needed to coordinate such a large number of men to perform the physical labor of constructing such a monument. The effort put into fabricating this monument is incomparable to anything that would be done today. When all of the constructing, refining, and arranging was finished, the resulting structure was extraordinary. There is an outermost circle (still considerably inside the ditch and bank) of 30 of the sarsen stones, each averaging 13 feet 6 inches tall (Niel, 28), and each connected by a lintel stone to each stone on either side. Just inside that circle of sarsens is a circle of bluestones, smaller stones which are usually not too much more than 6 feet tall. Inside of the bluestone circle is the trilithon horseshoe, or a horseshoe-shaped setting of sarsens in trilithons, or two sarsens standing next to each other with one lintel across the top. The open end of the horseshoe faces the northeast. Inside the trilithon horseshoe is a bluestone horseshoe. Inside the bluestone horseshoe, somewhat towards the center, is the altar stone, which might not h ave been used for that purpose. At the entrance to the monument, the heel stone stands just south of the line that runs down the center of the avenue, and not far off lies the slaughter stone, laying on the ground in the break of the circular bank. There are four station stones just inside the earth bank- one that points north, one that points to the south, and two that together make a line perpendicular to the axis of the avenue. The faces of all of the sarsen stones were dressed and shaped, and they were mostly given a convex shape to exaggerate the impression of grandeur one gets when looking up at the monuments. Being that there is little evidence for what Stonehenge could have been created, other than the people buried in and what we directly observe about the monument, there have been many hypotheses about its purpose, and many of these hypotheses seem to be appropriate. Among the most accepted of these conjectures is that the stone monument was meant to be a temple, a burial ground, and, seemingly the most apparent of these, a solar/lunar observatory. The main entrance of Stonehenge that has the Avenues opening, towards which the entire stone monument is situated, points directly at the sunrise on the summer solstice. When standing in the center of the monument, on the longest day of the year, one can see the sun rise directly over the heel stone. This seems to force a viewer to notice the sunrise on the longest day of the year. The original four station stones placed around the circle make many alignments to point to rise and set points of the sun and moon on winter and summer solstices. Noteworthy is that the combination of sun and moon solstice rise and set points could only be collectively arranged in a perfect rectangle at the latitude at which Stonehenge is situated. A few miles north or south and the combination would have to be a parallelogram. (Cohen, 8). In addition to the station stone alignments, each trilithon in the center horseshoe corres ponds to certain alignments, as there are two sunset trilithons, a sunrise trilithon, and two for lunar alignments. (Hawkins, 109). Not only does this show that the builders and planners of Stonehenge had a great regard for the heavens, but also that they had great knowledge of geometry and science to be able to find exact angle measurements and proportions. It can also be seen that the Aubrey Holes could be used as a system of predicting eclipses. The 56 Aubrey Holes correspond to 3 cycles of the moons orbital wobble (The moons orbit wobbles in cycles of 18.66 years) and these could be used to line up with various solar alignments in Stonehenge to predict when the sun and moon would be at the same point in the sky. (White, 194). By a system of moving three markers around the 56 positions of the Aubrey holes, when all three were in the same spot, an eclipse was to occur. (Dimitrikopoulos, file: enigma.cfm). Within places in Stonehenge, such as the Aubrey Holes and the outer ditch, c remation remains of almost hundreds of people were found. This infers that Stonehenge was used as a primary burial site in the Stone and Bronze Ages*. Remarkable is that a great amount of cremations were found on the southeast side of the circle, which is where the moon rises at its most southerly point (Bragard, Ancient Voices). The many cultures of the Neolithic and Bronze ages seemed to have a preoccupation with death and the afterlife, and consequently took great regard to having the dead buried properly. In addition, since it is not possible to give each member of a society a proper burial in such a small area, the people must have had a hierarchical society in which some individuals had precedence over others for a glorious afterlife. As a place of worship, Stonehenge shows much detail and substance. Many of the celestial alignments put focus on things that are greater and more eternal than human beings, and these things could very well be the basis of the religion of the preh istoric cultures in the area. When seen from above, the lintels on the outer sarsen circle form a perfect circle that is impeccably level with the ground. Since this cannot be appreciated by people standing on the ground, it seems as if it is meant to be seen by someone above. (Niel, 33). The fixation with death and the afterlife among the peoples of Salisbury Plain seems to be a religion in itself. Perhaps the sun and moon gods, in being born and dying within their own cycles of rising and setting (and especially the moons cycle of growing dark and then bright again), could aid the soul of the human in being reborn in the afterlife. (Bragard, Ancient Voices). The strategy for showing their gods of their worth was clearly well thought-out and well planned by the builders and peoples of the Stone Age. The complexity and intelligence of the peoples of Stonehenge can also be seen in surrounding monuments created by them and their neighbors. Most of the enclosures and round barrows in t he vicinity of Stonehenge were created for burial purposes, with one or two people buried within them, usually accompanied by valuables such as daggers, pottery, and in some cases, gold ornaments (Souden, 44). These treasures often represent high status or high political position, indicating a structured government and system of beliefs that the cultures of Salisbury Plain possessed. Stonehenge represents the evolving and changing society of prehistoric times that gradually changed into a well-developed society with rulers, priests, and a working and farming class, as well as relations with other cultures from far away with which to engage in trade and associate. The idea that men from the Stone Age were unintelligent, ill-mannered barbarians is far from the truth in the case of Stonehenge. The cultures of Windmill Hill, the Beaker people, and Wessex all thoroughly demonstrate organized systems and communities of the Stone and Bronze Ages. Stonehenge, one of the great Seven Wonders of the World, but what do we really know about it. What was its purpose, how was it built and by whom. Many different answers come up when asking the question What is Stonehenge? Behind every great structure in the world, there are the people who made them, and who took the time and effort to design them. Those who made Stonehenge succeeded in creating an incredibly complex and mysterious structure that lived on long after its creators were dead. The many aspects of Stonehenge and the processes by which it was built reveal much about the intelligence and sophistication of the civilizations that designed and built the monument, despite the fact that it is difficult to find out who exactly these people were. They have left very little evidence behind with which we could get a better idea of their everyday lives, their culture, their surroundings, and their affairs with other peoples. The technology and wisdom that are inevitably required in constructing such a monument show that these prehistoric peoples had had more expertise than expected. The planning and assembling of Stonehenge took a very long time (about one thousand years, from 2800 BC to 1500 BC*), and not one but many different groups of people were involved in the process. How they came about plays an important role in understanding them. Some of the first men to come to England that are connected to the Stonehenge builders came when the ice blocking Britain and France melted around 10,000 BC. After them, many more groups of people came from the mainland, and had great influence on those already living there. The first group involved in the building of Stonehenge was the Windmill Hill people. These people were semi nomadic farmers, mainly just keeping their flocks of cattle, sheep, goats, pigs, and dogs, and growing wheat, who had arrived as some of the last Neolithic (or New Stone Age, 4300 2200 BC) newcomers in England. Not only were they farmers they also hunted, mined flint, made and traded axes, and could almost be called industrialists. The Windmill Hill people had a very strong religion with a great respect for their dead and their ancestors. They have exceptional collective graves, in the form of long barrows, or long manmade piles of dirt, sometimes 300 feet long. Many riches such as food, tools, and pottery were buried with the dead. The next group to contribute to Stonehenge was the Beaker people; known for the beaker-like pottery they would frequently bury with their dead. These people did not practice the ritual of collective burials, rather single or double burials, and the dead were accompanied by more weapons such as daggers and axes. These single burials were in the form of round barrows. The Beaker people were well organized, active, and powerful, and also probably more territorial. They practiced commerce with other cultures, and their graves give an impression of there being an aristocracy in the society. The last major group to put time into the constructio n of Stonehenge was the Wessex culture group. They arrived on Salisbury plain around 1400 BC, and were involved in building the most prominent part of Stonehenge- the great stone circles. These people were well organized, and probably less aggressive than their predecessors, while more industrious. The people of Wessex were less concerned with war than they were with art, peace, and trade. In the graves of their chieftains (the only members of society who were preserved for afterlife), were goods such as daggers, bows, and various other ornaments. Their access to such treasures can perhaps be attributed to their great international traders who probably traded with people from the Mediterranean Sea area. They built the final phase of Stonehenge, and perhaps brought about many cultural changes to the monument such as giving the monument visual magnificence and more astronomical precision. It is necessary, in order to understand the complexity involved in the assembling of Stonehenge, to know the process by which and the environment in which the monument was built. By the time Stonehenge was built, the landscape around the area on Salisbury Plain was rather open with more farmland and grazing land, and less forest. Underneath the first few feet of soil on Salisbury Plain there was a substantial layer of hard chalk, which made building rudimentary structures somewhat easier for the people of the era. The first phase in building Stonehenge was that of the earth monument, which consisted of a circular bank of dirt (originally about 6 feet tall, now barely 2 feet tall) with a ditch running along the outside of the bank. There are two breaks in the ditch and bank, forming two entrances, and in addition there are 56 Aubrey Holes, named for John Aubrey, their discoverer, in a circle just inside the earth bank. This first phase, Stonehenge I, built by the Windmill Hill people, took from about 2950 to 2900 BC to construct. Slightly more detailed than the first, the second phase of building Stonehenge involved the creation of a wooden monument. The postholes scattered about the floor of the monument are evidence for this stage. There seem to have been a roughly corridor shaped structure at the southern entrance of the earth monument, and a more detailed setting around the northeastern entrance. The Avenue, made up of a pair of long, straight, and parallel ditches, was also said to have been part of this second phase of Stonehenge. Stonehenge II could be credited to the Beaker people, approximately between the years 2800 and 2300 BC. The third and most impressive stage of the monument is that of the stone monument. Since the building of this phase extended from about 2500 to 1600 BC, it was the longest and most complex of the three, and was so divided up into six sub phases. First in the sequence was the arrival of the bluestones (the first, and smaller, type of stone involved in Stonehenge III), and then the arrival of the sarsen stones (the larger, bulkier stones in Stonehenge III), followed by a possible bluestone arrangement. Then the stones were erected to their final settings (after a little rearranging), and finally small holes called the X and Y holes were dug around the outside of the stone circles. The builders of Stonehenge III were the people of the Wessex Culture, most likely in alliance with other peoples. It is understandable, through all of the complexity shown in the monument, that it many long hours to build and much patience and persistence to complete the construction. The bluestones had to be carried 200 to 250 miles from their source in the Prescelly Mountains back to the Stonehenge site. They were probably carried by waterways for most of the route because waterways are safer, quicker, and less difficult. One probable route was that the stones would be dragged to the coast nearest the Prescelly Mountains, then along the coast of the Bristol Channel, and then into the river systems of England, up the Stoneh enge Avenue, and toward the monument. The most simple was to transport the stones over land is by having a crew of men to haul the stones on rollers. Similar transport methods were used for the sarsen stones, however their location was much closer as the source of the sarsen stone was in the Marlborough Downs, only about 20 miles north of Stonehenge. There was somewhat of a clear land path for these stones to be carried on, so water transport was at a minimum. But, these stones weighed about 30 tons each, and hauling these stones over 20 miles of hills could have easily used a total of 1,000 men and 7 years to be completed. The sarsen stones were put into large holes in the ground, and joined to their lintels by a mortise-and-tenon joint, and the lintels joined to each other (in the outer circle) with a tongue-and-groove joint. Much organization skills are needed to coordinate such a large number of men to perform the physical labor of constructing such a monument. The effort put in to fabricating this monument is incomparable to anything that would be done today. When all of the constructing, refining, and arranging was finished, the resulting structure was extraordinary. There is an outermost circle (still considerably inside the ditch and bank) of 30 of the sarsen stones, each averaging 13 feet 6 inches tall, and each connected by a lintel stone to each stone on either side. Just inside that circle of sarsens is a circle of bluestones, smaller stones which are usually not taller than 6 feet. Inside of the bluestone circle is the trilithon horseshoe, or a horseshoe-shaped setting of sarsens in trilithons, or two sarsens standing next to each other with one lintel across the top. The open end of the horseshoe faces the northeast. Inside the trilithon horseshoe is a bluestone horseshoe. Inside the bluestone horseshoe, somewhat towards the center, is the altar stone, which might not have been used for that purpose. At the entrance to the monument, the heel stone stands just south of the line that runs down the center of the avenue, and not far off lies the slaughter stone, lying on the ground in the break of the circular bank. There are four station stones just inside the earth bank- one that points north, one that points to the south, and two that together make a line perpendicular to the axis of the avenue. The faces of all of the sarsen stones were dressed and shaped, and they were mostly given a convex shape to exaggerate the impression of grandeur one gets when looking up at the monuments. Being that there is little evidence for what Stonehenge could have been created for, other than the people buried there and what we directly observe about the monument, there have been many hypotheses about its purpose, and many of these hypotheses seem to be appropriate. Among the most accepted of these conjectures is that the stone monument was meant to be a temple, a burial ground, and, seemingly the most apparent of these, a solar/lunar observat ory. The main entrance of Stonehenge that has the Avenues opening, towards which the entire stone monument is situated, points directly at the sunrise on the summer solstice. When standing in the center of the monument, on the longest day of the year, one can see the sun rise directly over the heel stone. This seems to force a viewer to notice the sunrise on the longest day of the year. The original four station stones placed around the circle make many alignments to point to rise and set points of the sun and moon on winter and summer solstices. Noteworthy is that the combination of sun and moon solstice rise and set points could only be collectively arranged in a perfect rectangle at the latitude at which Stonehenge is situated. A few miles north or south and the combination would have to be a parallelogram. In addition to the station stone alignments, each trilithon in the center horseshoe corresponds to certain alignments, as there are two sunset trilithons, a sunrise trilithon, and two for lunar alignments. Not only does this show that the builders and planners of Stonehenge had a great regard for the heavens, but also that they had great knowledge of geometry and science to be able to find exact angle measurements and proportions. It can also be seen that the Aubrey Holes could be used as a system of predicting eclipses. The 56 Aubrey Holes correspond to 3 cycles of the moons orbital wobble (The moons orbit wobbles in cycles of 18.66 years) and these could be used to line up with various solar alignments in Stonehenge to predict when the sun and moon would be at the same point in the sky. By a system of moving three markers around the 56 positions of the Aubrey holes, when all three were in the same spot, an eclipse was to occur. Within places in Stonehenge, such as the Aubrey Holes and the outer ditch, cremation remains of hundreds of people were found. This infers that Stonehenge was used as a primary burial site in the Stone and Bronze Ages. Remarkabl e is that a great amount of cremations were found on the southeast side of the circle, which is where the moon rises at its most southerly point. The many cultures of the Neolithic and Bronze ages seemed to have a preoccupation with death and the afterlife, and consequently took great regard to having the dead buried properly. In addition, since it is not possible to give each member of a society a proper burial in such a small area, the people must have had a hierarchical society in which some individuals had precedence over others for a glorious afterlife. As a place of worship, Stonehenge shows much detail and substance. Many of the celestial alignments put focus on things that are greater and more eternal than human beings, and these things could very well be the basis of the religion of the prehistoric cultures in the area. When seen from above, the lintels on the outer sarsen circle form a perfect circle that is impeccably level with the ground. Since this cannot be appreciate d by people standing on the ground, it seems as if it is meant to be seen by someone above. The fixation with death and the afterlife among the peoples of Salisbury Plain seems to be a religion in itself. Perhaps the sun and moon gods, in being born and dying within their own cycles of rising and setting (and especially the moons cycle of growing dark and then bright again), could aid the soul of the human in being reborn in the afterlife. . The strategy for showing their gods of their worth was clearly well thought-out and well planned by the builders and peoples of the Stone Age. The complexity and intelligence of the peoples of Stonehenge can also be seen in surrounding monuments created by them and their neighbors. Most of the enclosures and round barrows in the vicinity of Stonehenge were created for burial purposes, with one or two people buried within them, usually accompanied by valuables such as daggers, pottery, and in some cases, gold ornaments. These treasures often repr esent high status or high political position, indicating a structured government and system of beliefs that the cultures of Salisbury Plain possessed. Stonehenge represents the evolving and changing society of prehistoric times that gradually changed into a well-developed society with rulers, priests, and a working and farming class, as well as relations with other cultures from far away with which to engage in trade and associate. The idea that men from the Stone Age were unintelligent, ill-mannered barbarians is far from the truth in the case of Stonehenge. The cultures of Windmill Hill, the Beaker people, and Wessex all thoroughly demonstrate organized systems and communities of the Stone and Bronze Ages. Legalize Cannibus Essay BIBLIOGRAPHYAncient Voices: The Secret of Stonehenge. Dir. Jean-Claude Bragard. Narrator Mark Hammil. Videocassette. BBC/Time Life, 1998. Cohen, I.L. The Secret of Stonehenge. Greenvale, NY: New Research Publications, Inc., 1977. Dimitrakopoulos, Sandra. (2000). Mystic Places: Stonehenge, Online}. Available HTTP: http://exn.ca/mysticplaces/stonehenge.cfm. Hawkins, Gerald S. Stonehenge Decoded. New York: Doubleday, 1965. Mackie, Euan. The Megalith Builders. Oxford: Phaidon Press Ltd., 1977. Niel, Fernand. The Mysteries of Stonehenge. New York: Avon Books, 1975. Service, Alastair, and Jean Bradbery. Megaliths and Their Mysteries. New York: MacMillan Publishing Co., Inc., 1979. Souden, David. Stonehenge Revealed. New York: Facts on File, Inc., 1997. White, John B. Afterward. Stonehenge Decoded. By Gerald S. Hawkins. New York: Doubleday, 1965. 191-197.

Tourism and Sustainability Whale

Characteristics for Development of Whale-Watching Industries On the social front, it is evident that although the community in the Vava’u area comprises of only 16,000 people, it has been on the forefront in whale conservation efforts and demonstrates a friendly nature to tourists. Additionally, the community has been effective in using promotional material involving the humpback whales to put Tonga on the world map.Advertising We will write a custom assessment sample on Tourism and Sustainability: Whale-Watching Industries specifically for you for only $16.05 $11/page Learn More On the economic front, it is clear that tourism is the economic mainstay of the Vava’u area due to the fragile nature of other economic activities mainly in the manufacturing, agricultural, forestry and service sectors, hence making the area a fertile breeding ground for the development of modern whale-watching industries. Concerning the natural environment, the Va va’u Island group in the Kingdom of Tonga is not only located in a tropical climate with warm, sheltered waters but also prides itself for hosting one of the whale species most popular for tourism. The high-quality marine environments in the area ensure the availability of humpback whales, which often visit the area for mating, birthing, and raising young calves. Non-Economic Impacts of Whales and Whale-Watching As demonstrated by the author of the article, tourism activities occasion both economic and non-economic impacts in the destination area or country. In the context of the Island of Tonga, whales and whale-watching activities are likely to occasion difficulties in hosting large numbers of tourists, environmental pollution and degradation, conflict between operators, resentment in the local community fuelled by increasingly large numbers of tourists, and internalization of vices such as prostitution and gambling among the local people. Other non-economic impacts of whal es and whale-watching activities likely to affect the Island of Tonga include inflationary pressure in the local economy, loss of local control on how local resources are managed and distributed, as well as environmental degradation due to the establishment of numerous whale-watching businesses in the area. However, a positive non-economic impact for the Island concerns the change of attitudes and value systems among the local community, especially in terms of valuing and conserving the humpback whales as a critical resource for social and economic development of the Kingdom. Factors influencing Potential Future Growth of Whale Watching Some of the factors that will guarantee the future growth of whale-watching industry in Vava’u Island group, as demonstrated by the author, include (1) developing adequate transportation, accommodation, and other elements of the tourism infrastructure, (2) attaining long-term political stability not only in the Island of Tonga but also in Sout h Pacific region, (3) establishing convenient and reliable airline connections to boost tourists’ arrivals, (4) dealing with unsustainable whale hunting practices, (4) establishing proper management practices for whale-watching activities, (5) dealing with negative social, economic and environmental impacts associated with tourism, (6) maintaining a stringent code of practice for whale-watching operators to minimise negative impacts associated with competition, and (7) establishing adequate conservation initiatives for the humpback whales to maintain their health and value.Advertising Looking for assessment on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is important to note that several factors discussed in the article, including degradation of the natural environment, non-involvement of the local community and proliferation of unsustainable hunting practices may actually hamper the growth of the whale-wat ching industry in the future if immediate corrective measures are not taken. Overall, it can be suggested that the sustainability efforts undertaken to guarantee the expansion of the whale-watching industry in the Island of Tonga are bearing fruits. This assessment on Tourism and Sustainability: Whale-Watching Industries was written and submitted by user Nickolas U. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Importance of Current Essay Topics Usa 2018

The Importance of Current Essay Topics Usa 2018 Essay writing is a significant portion of the XAT Exam especially because it's conducted together with the principal exam. Typically, it doesn't include references and quotes in it. Students need more practical subjects to learn the way to use distinctive things. A lot of students put on a uniform. As a rule, they find it complicated to choose a proper topic. The student must create a thorough conclusion which should support the degree of students' writing skills. One of the greatest ways to select your topic is to find one which you get a strong opinion about. The option of compare and contrast essay topics isn't a simple task because you must demonstrate your analytical skills. It's important to understand that essay topics are just basic ideas that leave you pondering an idea that might be a huge deal to somebody else. For instance, you can pick a topic for elementary, middle, or higher school. The Benefits of Current Essay Topics Usa 2018 So be certain that you decide on a subject, which has values in it. If you get to select your own topic, that's excellent. Therefore, the topic needs to be debatable! You will likely find a different and fantas tic topic you will love to write about. Odds are, all you have to do is relax and locate a topic you're passionate about and, needless to say, one that's debatable. With the aid of our tips for writing and our interesting collection of topics, you're guaranteed to have a high grade! In general, the hardest thing is to select a topic. You will be assigned a topic, or your professor will permit you to select your own. All you will need is to select the field you're good at. Thus, you can ask all the essential questions and consult on some points. To let go you need to receive your mind to concentrate on various goals and various objectives. It's important to select debatable argumentative essay topics as you need opposing points you can counter to your own points. What the In-Crowd Won't Tell You About Current Essay Topics Usa 2018 Social crises may also bring about a household to fall beneath the poverty line almost instantly. Hence, if you believe banking essays are boring just like your company studies are, the n you're probably wrong here. There are many steps which you should take to be able to compose an outstanding essay. Most of the folks have a tendency to run away from politics and thus the politics essays also, therefore it is quite important to grab the eye of the readers till the conclusion of the essay and that would be much difficult I know. There are a lot of intriguing topics that could be become a persuasive essay if you take the opportunity to think about doing it. You don't need to find super technical with legal argumentative essays, but don't forget to do your homework on what the recent laws about your preferred topic actually say. Analyzing a present event appears to be a favorite topic chosen for argumentative essays. There are lots of aspects about a sport that may be argued in an essay. The reach of the research shouldn't be too wide. Following are a few of the advised sociology essay topic for those students that are unable to pick a great topic for their assignment. If you need assistance with research paper, you may use essay writing services. If you need to write your whole essay in 1 day, do your very best to give yourself breaks so you don't burn out. Before writing the essay, it's important to pick an intriguing topic. To do so, you will need to get a guide to compose the very best essay on the selected topic. If you're in a college and need to compose an argumentative essay, you should select a subject of high importance. The argument can stay unresolved for a very long time until at least one of the parties considers how they're arguing. When you start focusing on more positive things you start attracting positive circumstances. When discussing the many facets of your college life, it's important to express your own personal concerns. Students are part of the educational system and in addition, they play a part in politics so such issues touch virtually all students in all nations.

Arts Education Research Paper Topics

Arts Education Research Paper TopicsArt education research is done by professionals that do know the field and can present you with the right information. Often you will find that a student's art research paper topics are different from others in the class, often times, because of personal choice. Other times, it is due to how the art education research paper topic is presented in the assignment or because the assignments is one that he or she has done before.Common topics in most arts education research paper topics would be the human body and how artists and scientists view the body. How are the human body treated in art and how are artist suppose to make art out of it? You will also learn about how organs and body parts are used in the creation of art.The examination of gender in art is a very large topic that is difficult to study for many students in school. Gender is very important in art and must be included in some of the arts education research paper topics. Though it may se em like a more difficult subject to study, there are many ways that this can be done and explained to you.Are you just making drawings? You will learn that the first step in drawing is to understand the concepts behind a line, shape, and color. There are many different terms that are used to explain these concepts and you will need to have knowledge about these concepts before beginning to draw. Some of the arts education research paper topics would be how to recognize shapes and patterns, different types of lines and shapes, and different colors that will make a drawing look better or worse.There are other great topics that are about the human eye and how an artist perceives it. The students may need to create drawings of different types of paints, different types of paint brushes, and how paint reacts to different types of surfaces. The different techniques and procedures that are needed to paint and how an artist's eyes react to different things.The next few arts education resear ch paper topics will be about creating a body in art. You will learn about the different types of materials that you need to create the human body that you are interested in. You will learn about the different materials that will help you create the right proportions of the body, how each type of material should be used, how to use a shadow box to learn about light and shadow, and how to learn about a canvas for understanding your painting on canvas.The last subject that is discussed in these arts education research paper topics will be about famous painters. You will learn about why painters do what they do and what influences their works of art. You will learn about influences, different types of influences, and why some painters say that they are influenced by certain artists and some never touch certain artists.The final subjects that are discussed in these arts education research paper topics will be about different types of style and technique that you can use in your art. You will learn about different ways that you can use a shadow box, different ways that you can use different types of paints, how to create the right shape with a brush, how to apply the right texture to your canvas, and the number of methods that you can use in order to achieve the right results for your art. All of these subjects are important and will help you understand your art and learn how to become a better artist.

Sacramento Snr Best College Essay Contest

Sacramento Snr Best College Essay ContestThe Sacramento Snr Best College Essay Contest is going to give you the opportunity to win some money, it is not free. There are several ways that you can win. You can buy a ticket, or you can enter the online format.Entering the online format is a good way to win a prize. Not only can you enter for free, but you can win a prize when you enter by e-mail. With e-mail there is a great chance of winning this contest.Tickets can be purchased from the site, and you have the option of buying them in packs of five or ten. There are also different prices available. Some places will give you fifty percent off your ticket price.To help you choose the contest that is best for you the first thing you should do is check to see if there is a deadline. Sometimes there is a deadline to be entered or a deadline to win a prize. Other times there is no deadline.You should also look at what you will be allowed to write for the contest. You may be limited to writin g about the main location of the event. This is not a good option if you want to win a prize because you would not be able to write about all the other attractions that the city has to offer.You can use a search engine to find a website that has what you need. You can also use the Yahoo! and Google.Sometimes you will be able to enter the online version of the essay contest. You do not have to buy tickets to enter. There are several different sites that you can enter the contest with.You should check out the Sacramento Snr Best College Essay Contest. It is going to give you the chance to win some money. It is not free, but it is worth it.

Computer Essay Topics - Which Writing Essay Topics Is Effective?

Computer Essay Topics - Which Writing Essay Topics Is Effective?MLA Essay topics are indeed a great way to start out writing a computer essay. These kinds of topics are very popular at colleges and universities. Whether you're applying for a college class or a PhD program, if you really want to get into a great school, then you should look into using the MLA Essay topics.There are so many reasons why you should use the MLA essay topics. First of all, they are easy to write. Most students do not take time to read through different essay topics before writing. While it is true that there are many topics that you can use when writing an essay, many of them require a lot of research to find the right details that will help you make your essay better.If you look at the MLA essay topics, you will find that most of them are extremely easy to write. Although there are some sections where you may need a lot of research, in most cases, the MLA Essay topics are very easy to use.The MLA essays a re also very easy to format and edit. Most of the times, students will start to read through the topics and feel that they are not able to understand the structure. However, with the MLA essay topics, the structure and how to use the topics are simple to understand.The MLA Essay topics are also very interesting and fascinating. Students who write their own papers generally want to get into the main topic in their essay, however, because they need to know everything about the topic, they tend to focus more on the facts instead of making their paper interesting. If you want to write an essay that is of interest to others, the MLA Essay topics are a great way to do it.In addition to that, the MLAEssay topics are very well designed. In many cases, the authors use complex and meaningful words that actually help the reader comprehend the concepts better. In fact, some of the topics are almost impossible to read if you do not know about the different types of vocabulary.If you are still lo oking for ways to use the essay topics, you should check out the online sources and the online manuals that come with the software. These include topics that include the topic structure, how to add graphics, and more. With these tips, you will be able to write the best essay for you.