Seeds of the Peace Essay Example | Topics and Well Written Essays - 500 words

Seeds of the Peace - Essay Example He is of the opinion that if Palestine and Israel join hands then they can also become one of the dominant powers of the world. As both the sides have an efficient and effective workforce. All they need is the clear direction towards the achievement of common goals. Israeli people associated with Seeds of the peace are of the opinion that military action is not the way to bring peace in the region. They admitted the fact that Israeli army is not the representative of the thought and feelings of an ordinary Israeli person. After surfing through the videos related to the Seeds of the Peace project it can be inferred that the youth of Palestine consider themselves as a suppressed nation. Majority of the Palestinian participants have highlighted the fact that their families are at the mercy of Israeli Army. They can kill their loved ones at any time and at any place without having any reason. Therefore based on this observation it can be concluded that there is a great residue of hatred always in inside as they are born with it as well as grew up with it (Peretz iii). Palestinian participants seem too depressed with the situation prevailing in their areas. Most of the participants are of the opinion that after Yasir Arafat they did not find any leader who can project the problems of the region in front of the world in and efficient and effective manner. Palestinian also cleared their point of view regarding the suicide bombing. They suggested that although it is a reaction towards the action of what has been done by the Israeli army however they still do not support the killing of innocent. By analyzing the thoughts of Palestinian participants it can be inferred that the young generation of Palestine has realized the fact that Israel is also a reality. Therefore they can not deny the existence of such a big group prevailing in the region. Christians, Muslims and Jews can live together like they in any other part of the world. Seeds of

Piper Aircraft Co v Reyno Essay Example for Free

Piper Aircraft Co v Reyno Essay Piper Aztec, co-manufactured by American petitioners, crashed in Scotland in July 1976, killing all on board. The plane was under Scottish air traffic control, registered in Great Britain, owned/maintained by Air Navigation and Trading Co. Ltd. , and operated by McDonald Aviation Ltd. , a Scottish air taxi service. California probate court appointed Gaynell Reyno in July 1977. Procedural Facts:Â  Reyno filed a case against the petitioners, claming negligence and strict liability in the Superior Court of California, while explaining that the rules and law in California were more positive than those in Scotland. The case was removed to the US District Court for the Central District of California, before it was transferred in December 1977 to the US District Court for the Middle District of Pennsylvania, where petitioners filed a motion to dismiss on the ground of forum non conveniens. After finding an alternative forum in Scotland, the District Court granted the motion and dismissed the complaint in October 1979. However, the United States Court of Appeals for the Third Circuit reversed the District Court’s decision on the grounds that dismissal is automatically barred when the law of an alternative forum is less favorable for the plaintiff than the law of the forum that has been chosen by the plaintiff.

Opposing Models in Health Promotion

Opposing Models in Health Promotion HND Health, Diet Nutritional Studies – Unit Four INTRODUCTION Health promotion is provided by various organisations working together towards the same goal – overall health and wellbeing for everyone. It aims to prevent and reduce the risk of disease, manage illness, recovery and rehabilitation. Its objectives are to involve the public in their own quest for a healthier life through education and awareness, to improve services, support and continuity of care and provide a safe environment for people to live and work in with equal opportunities giving everyone the means to achieve, wherever possible, optimum health. We know children learn from parents and teachers but if parents fail to educate their children to make healthy choices at home in an informal setting, even if teachers do so to a preset curriculum in a formal setting, it may not happen. I recall a report on a TV news channel some years ago where Jaime Oliver introduced healthy meals in schools but the parents were against the idea so they squeezed Macdonald’s burgers to them through the school fence at lunchtime because that is the type of food they had grown to know. In social learning theory Albert Bandura suggests â€Å"behaviour is learned from the environment through the process of observational learning† (Bandura A. (1977)), we all know this to be true. Children often refuse vegetables etc when they are young but perseverance is a necessity if they are to receive the nutrients they require for a healthy, disease free life. According to the BBC Breakfast news this morning (31.05.14) researchers say that if a variety of foods are introduced to a child from a very early age and it is repeated at least ten times the child will grow up liking that particular food. Another story that springs to mind was when a friend’s husband claimed to be vegetarian, in reality as a child he could not be bothered to chew meat but his parents gave in to him and let him have what he wanted so his meals consisted mainly of egg and chips. How is it possible to teach children right from wrong when parents act this way?† The answer must be to educate them as well?† Health education and promotion requires repeatedly conveying the message to those at risk, through media advertising, health and welfare campaigns and organised frameworks to promote change. No smoking zones, for example, takes away the freedom to participate in harmful actions in public places making people stop and think about what they are doing to themselves and others. If people understand the consequences of their actions and believe that the changes will make a difference to them and those around them they are more likely to change their habits which in turn will reduce the associated social and economic costs. Making these practices illegal may sound like the individuals rights, liberty and freedom of movement are being taken away however the rights of their â€Å"victims† are of equal importance and it would be unethical for them to have to suffer as a consequence of another’s ignorance or selfishness e.g. second hand smoke or the cost of medical treatment for the driver of the vehicle injured as a result of an accident where he was not wearing a seatbelt. RESEARCH AND EVALUATION Researchers are constantly gathering information, from population surveys and health statistics etc, about people’s habits and behaviour, the environment they live in and how it affects them, their attitudes, where specific incidences are occurring, to whom and how often, they do not however, include ideas, opinions or the observations of the individual. This is known as quantitative research as it is deals with quantity i.e. the number of individuals affected and the causes contributing to health problems. Once collected the data can be divided into smaller categories e.g. demographic, lifestyle, education, ethnicity etc then used to identify where health promotion needs to be directed. This is an ongoing evaluation method with set criteria allowing statistical analysis and dissemination of informative data regarding the adequacy of service provision, number of incidences of certain diseases or where new trends are manifesting etc. and gives a â€Å"flavour† of a given situation at any one time. Other researchers gather data from healthcare facilities and charity organisations etc based on one to one or small group contact where people and things can be observed and where changes can be made, if necessary, to try to reach the desired outcome, this is known as qualitative data. Hospital wards, clinical trials etc record the effect and outcome of â€Å"tests†, their aim is to research holistically allowing results to be seen and patterns evaluated in the short term. Once the outcome of qualitative research has been determined the results can be built upon to further improve i.e. one thing can lead to another or the what if scenario, it has been seen where researchers look for a cure for one thing then stumble across another. Both these types of research are valuable in different ways e.g. for comparison or effect but can often be used together however, one important consideration before carrying out any research is that the researcher is competent in what his is aiming to achieve, that research will be carried out under a strict code of ethics and follows the legal guidelines laid down by the relevant authorities e.g. ensuring that there is no danger to the patient, he is fully informed about what to expect and that he is informed as to how the data will be utilised etc. HEALTH MODELS Individual Models By showing people the detrimental effects of unhealthy lifestyles versus the benefits of healthy lifestyles it is possible to change their views. They have to go through what is known as the â€Å"Stages of Change† (Prochaska J.O. DiClemente C.C. (1983)) whereby the individual has no wish or interest in changing (pre-contemplation) until an idea is sown in his mind, he begins to think about how he would benefit from change and realises the sense of it so decides to try (contemplation) he puts a plan into place (preparation). Day one arrives and he discontinues the habit (action), he is enthusiastic, he begins to see and feel the benefits encouraging him to continue (maintenance). At some stage he may falter so seeks help and support from others to keep him motivated during the difficult times. Intervention like this can come from many sources, often depending on the circumstances e.g. smokers decide they want to quit so they visit their local GP who prescribes a course of nic otine patches, he suggests contacting a local support group where individuals, who understand and have experienced the same situation, can advise and help him reach his goal and help prevent relapse, once a person sees that success is possible he will be motivated to continue. Some of the barriers encountered in changing behavioural habits are down to individual beliefs. If someone believes he is insusceptible to a particular disease, perhaps because no family member has been affected by it he is unlikely to feel threatened but if he sees a family member suffering he is more likely to want to avoid the disease himself. On the other hand, he sees someone living with a disease who looks fine he may do nothing, this could be because he may not fully understand or believe the severity of the disease to worry about it, but when that person dies he realises the implications and decides to take preventative action because he sees living longer is better than the alternative. Again the person may require help and support to maintain the new regime because without any visible signs it can seem pointless. Both of these models are similar in that they happen in stages, from pre-contemplation through to maintaining change, often without actually â€Å"seeing† immediate benefits and this is where continued reinforcement of the message is necessary. Individual and group methods are both effective ways for promoting health whether they are in supporting e.g. helping to overcome barriers and providing feedback or educating roles e.g. explaining and influencing ways to change behaviour but the main point is that the person must want to and believe he can change otherwise he will always find reasons not to try. Social and Community Models Promoting health in groups and communities relies on the collaboration of individuals to work towards the same goals within their particular environments where they can prepare for and react to situations that affect them all e.g. the recent flooding on the Somerset Levels brought everyone together to help strengthen barriers and limit damage to themselves and their properties. Their situation encompassed the social learning theory in that personal and environmental factors led to interaction by everyone affected to prevent further disaster and they came together on a community level to evaluate and plan effective strategies to solve and improve their situation. Together they organised themselves and put forward their ideas to government bodies responsible for keeping them safe and demanded policy changes to help prevent similar situations in the future along with financial funding for their loss of businesses and income. No single model or theory is better or worse it depends entirely on the particular situation e.g. the thoughts, feelings and beliefs of individuals or the structure, regulations and policies that exist in groups, organisations or communities. There are many other methods for communities and organisations to support, educate and effect positive change e.g. mother and toddler groups, wellness centres, school and workplace participation programmes, social networking etc. where peer and professional knowledge can be exchanged and support provided. CONCLUSION Many years may pass before we can confirm whether health education and promotion has helped us reach our goals because the outcomes will not be immediately apparent e.g. mortality rates due to obesity or the recent flood disasters however, we can measure if our objectives are being met through quantifying whether people have learned from the messages being conveyed by e.g. evaluating their lifestyle changes; are there fewer deaths due to heart attack or stroke? Are people safe in their environment? Has public policy changed to address the floodwater problem so that lives or property are not again put at risk in the event of heavy rains and have the measures proved satisfactory? We must carryon educating people about the benefits of a healthy lifestyle, continue research and development and anticipate future problems in order to reduce these leeches on our society and utilise the funding in a better more rewarding way. TASK 2 INTRODUCTION Health education and promotion helps people to take control of and improve their own health and wellbeing. The idea is to teach people how to prevent disease and make improvements to attain that (primary level), to understand and manage current illnesses and aid recovery and rehabilitation (secondary level) and in the case of the terminally ill to help them and their families cope with the illness and provide counselling and care services that will alleviate some of the strain (tertiary level). Health education and promotion not only deals with illness but attempts to ensure that all factors relating to overall health and wellbeing are being achieved e.g. an end to poverty. Health education and promotion can be passed on formally or informally through a variety of sources e.g. schools, workplaces, NHS services, charities or voluntary organisations. HEALTH PROMOTION AND EDUCATION Teachers convey messages in a formal way by following a preset curriculum and involving students in the learning and practice with measured outcomes e.g. teaching children road safety. In the 1960’s The Society for the Prevention of Accidents â€Å"invented† a squirrel character, named Tufty, to help teach children road safety. It became so popular that there were 24,500 Tufty Clubs formed in the UK during that decade (http://www.rospa.com/about/history/tufty.aspx). Certificates and badges were awarded to children after they successfully completed the course, I will always remember the slogan (and the lesson) from those school days. A voluntary organisation known as Hope UK (http://www.hopeuk.org) train volunteers to educate and promote the dangers of drug, alcohol and smoking addiction to all ages. Their training techniques are planned to appeal to different ages of society so volunteers attend school assemblies or youth clubs to relay their message in a fun, interesting and interactive way while adults may be taught in an informative way highlighting signs and symptoms etc. followed by a QA session. Informing parents and teachers of the pitfalls of addictions, or whatever the subject may be, can strengthen the understanding of children and young people when they ask them informal questions. Sometimes it can work the other way e.g. if a child learns at school that smoking is bad for you and can affect other people he may then relay that message to a parent who is a smoker and this has been seen to make the parent stop to think about the damage it is doing to himself and his children and decide to give it up. Schools, workplaces and hospitals are all being encouraged to offer balanced, healthy meals in their eateries and introduce a variety of social activities to help people keep moving. I watched a television programme recently where they were testing a new invention where a school or office desk can be raised so that the operator can work alternately sitting or standing as sitting for long periods is known to be detrimental to health; research and innovation I believe it is called. It is becoming more and more fashionable nowadays to eat well and exercise more and a prime example of this is the number of sales Jamie Oliver has achieved with his books on 15 and 30 minute meals and his new one â€Å"Save with Jamie†, written in response to popular demand, which is aimed at eating healthily on a budget. We own two of these at home, we did not buy them because we do not know what to eat, but the inspiration and ideas they provide and the speed in which meals can be prepared as well as the pre-calculated nutritional balance has the hard work done for you. Celebrities are often advertising their exercise DVDs, endorsing exercise equipment and taking part in charity sporting events to encourage followers to take part. These are examples of health education and promotion aimed at prevention and improvement but there are people who are currently suffering and recovering from disease and illness who also need educating in its management and ways of reducing further risk. To do this we must ensure they are aware of how and why these diseases occur and what can be done to help them during its course while securing funding to enable further treatment research to help eliminate them altogether e.g. Cancer and Alcoholism. Most people will have seen the advertising campaigns for Drink Awareness and the fund raising campaign â€Å"Race for Life† (raceforlife.cancerresearchuk.org) held each year in support of Cancer Research UK. The NHS and many charities are continually drumming into people what signs and symptoms to regularly check for e.g. breast or testicular lumps or sexual dysfunction and advising them where to go for screening and advice, the sooner these signs are detected the better chance th ere is of survival. Practically every week of the year there is an awareness campaign for one or more disease or illness that can affect anyone. Terminally ill people will require care of some description as will their families who can also suffer indirectly due to the situation. Either of these parties may need to talk to someone about it, terminally ill people can become depressed while their families find it difficult to get through their lives due to the strain and heartache, just having someone to listen can help immensely. There are many organisations that can help e.g. The Macmillan Cancer Support (www.macmillan.org.uk) can arrange to give families a â€Å"holiday† from caring for their sick family member to providing assistance and support for the families themselves. Others may join an informal support group where they can discuss how their illness, or that of a family member, is affecting them, their fears for when they are gone or how their passing will affect their family, this can give a great deal of comfort and support as it is sharing the experiences with people who are in the same situation. CONCLUSION The fact that people’s habits are steadilly changing shows that health promotion is working however, there is a long way to go before everyone is â€Å"on board†. Changing the views of people still in the pre-contemplation stage is probably the most difficult hurdle to cross but on the same token the more people that change the more the others will begin to face it which might be enough itself so getting to as many as possible, whether formally or informally, can only do more good in the long run. REFERENCES Bandura A. (1977). Social Learning Theory. New York: General Learning Press. Prochaska J.O. DiClemente C.C. (1983). Stages and processes of self change of smoking: Toward an integrative model of change. Journal of Consulting and Clinical Psychology, 51, 390 395. http://www.rospa.com/about/history/tufty.aspx Tufty Club (Online) (Accessed 25.06.14) (http://www.hopeuk.org) (Online) (Accessed 22.05.14) http://raceforlife.cancerresearchuk.org/index.html Race For Life Cancer Research UK(Online) (Accessed 22.05.14) http://www.macmillan.org.uk/Home.aspx We are Macmillan Cancer Support (Online) (Accesssed 24.05.14)

Leadership versus Management Essay -- Expository Essays

Is every good manager a good leader? Is every leader a good manager? Leadership and management are often used in similar perspectives, yet they do not share the same meaning. Leaders are exactly what the name says - they lead team members to success. Managers, like leaders, have the meaning referenced in the name. Managers manage over employees, striving for success. The two titles can be used simultaneously with one person, but this is a rare occurrence. According to MSN Encarta Dictionary, the term manage has several meanings. One of the explanations state that to manage is to â€Å"administer or run something - to be in charge†¦and be responsible for its smooth running and for any personnel† (Encarta, 2008). MSN Encarta Dictionary also shows the meaning for a leader. The first definition states that a leader is â€Å"somebody whom people follow - someone who guides and directs others† (Encarta, 2008). These two definitions are similar, but differ slightly. A leader nurtures and guides the employees. A leader helps them on the way to success. A manager is one who is in charge and is ultimately responsible for the outcome. A manager’s first responsibility is the outcome of a task. This outcome is detailed by rules and regulations. The manager must ensure that employees are adhering to company policies in order to be successful with the task. This task may be one that the manager is personally handling or one that has been delegated to subordinates. The manager is held responsible for the completion of the tasks regardless of the quantity. Sometimes, the manager completes the tasks personally, while other times require the manager to assign tasks to certain employees. Either way, the final results need to be successful. ... ....com/dictionary_/leader.html Encarta. (2008). Manage. Retrieved August 17, 2008 from http://encarta.msn.com/dictionary_1861628098/manage.html Kotelnikov, V. (Dec-Jan 2008). Manager's skill sets.(MANAGEMENT)(managerial leadership and coaching). Today's Manager, p.27 (1). Retrieved August 18, 2008, from Academic OneFile via Gale: http://find.galegroup.com/ips/start.do?prodId=IPS Teik, T. C. (Dec-Jan 2008). Ideal bosses are scarce: in moments of frustration at work, we wish we had a better boss. We admire our friends who are fortunate to have cordial and understanding bosses. What are the characteristics of an ideal boss? Ideal bosses are normally found in ideal companies--firms that you are proud to work for. (MANAGEMENT). Today's Manager, p.11 (3). Retrieved August 18, 2008, from Academic OneFile via Gale: http://find.galegroup.com/ips/start.do?prodId=IPS Leadership versus Management Essay -- Expository Essays Is every good manager a good leader? Is every leader a good manager? Leadership and management are often used in similar perspectives, yet they do not share the same meaning. Leaders are exactly what the name says - they lead team members to success. Managers, like leaders, have the meaning referenced in the name. Managers manage over employees, striving for success. The two titles can be used simultaneously with one person, but this is a rare occurrence. According to MSN Encarta Dictionary, the term manage has several meanings. One of the explanations state that to manage is to â€Å"administer or run something - to be in charge†¦and be responsible for its smooth running and for any personnel† (Encarta, 2008). MSN Encarta Dictionary also shows the meaning for a leader. The first definition states that a leader is â€Å"somebody whom people follow - someone who guides and directs others† (Encarta, 2008). These two definitions are similar, but differ slightly. A leader nurtures and guides the employees. A leader helps them on the way to success. A manager is one who is in charge and is ultimately responsible for the outcome. A manager’s first responsibility is the outcome of a task. This outcome is detailed by rules and regulations. The manager must ensure that employees are adhering to company policies in order to be successful with the task. This task may be one that the manager is personally handling or one that has been delegated to subordinates. The manager is held responsible for the completion of the tasks regardless of the quantity. Sometimes, the manager completes the tasks personally, while other times require the manager to assign tasks to certain employees. Either way, the final results need to be successful. ... ....com/dictionary_/leader.html Encarta. (2008). Manage. Retrieved August 17, 2008 from http://encarta.msn.com/dictionary_1861628098/manage.html Kotelnikov, V. (Dec-Jan 2008). Manager's skill sets.(MANAGEMENT)(managerial leadership and coaching). Today's Manager, p.27 (1). Retrieved August 18, 2008, from Academic OneFile via Gale: http://find.galegroup.com/ips/start.do?prodId=IPS Teik, T. C. (Dec-Jan 2008). Ideal bosses are scarce: in moments of frustration at work, we wish we had a better boss. We admire our friends who are fortunate to have cordial and understanding bosses. What are the characteristics of an ideal boss? Ideal bosses are normally found in ideal companies--firms that you are proud to work for. (MANAGEMENT). Today's Manager, p.11 (3). Retrieved August 18, 2008, from Academic OneFile via Gale: http://find.galegroup.com/ips/start.do?prodId=IPS

Development of the Renaissance Centralized Church Plan Essay

Analyze the development of the centralized church plan in Renaissance architecture (15th and 16th centuries). In your examples, include an analysis of meaning and symbolism. During the Renaissance period, new centralized church plans developed as a result of a more scientific approach to nature. The idea of precise proportions and measurement emerged through Vitruvius’ theory regarding human anatomy. Vitruvius described how human body, with extended arms and legs, fits perfectly into the most basic geometrical shapes: circle and square. This concept triggered the minds of artists during the Renaissance to take on a new approach for church plans (Honour and Fleming 444-445). However, it is not until the fifteenth century that the centralized plan was regarded as a divine expression when Alberti discussed scientific method of maintaining God’s image through mathematical approach in De Re Aedificatoria, a treatise containing the first full program of the ideal Renaissance church (Tavernor 30). From Alberti’s perspective, a centralized plan should reveal God’s symbol while keeping pure forms of absolute mathematics in the structure, therefore the Greek-Cross figure is favored (Heydenreich 36). His theory influenced many others to realize the importance of the Greek-Cross planning method, and this is reflected in works such as S. Sebastiano, Maria Della Carceri and St. Peter’s. Thus, the Greek-Cross centralized church plan was developed, that became the divine figure for Renaissance architecture. The development of Greek-Cross plan is derived from Alberti’s theoretical demands based on Vitruvius’ basic principles of accuracy and proportions. In the early sixteenth century, Vitruvius began answering questions regarding how a buildings proportion is constructed through human anatomy (Wittkower 22). Such question is further raised through Vitruvian figures drawn within a square and circle became a symbol of the mathematical relationship between man and god through geometry (Wittkower 25). Alberti, who suggested that to obtain architectural perfection, one must follow the basic laws of symmetry and proportions, expanded on these early ideas. In his treatise, he had defined the laws of symmetry and proportion through the physical characteristics of the human body (Tavernor 40). There, he combined a square and circle to generate the image of the geometrical shapes in relation to human anatomy, identical to Leonard Da Vinci’s drawing of a man with outstretched limbs located within a circle and square (figure 1). Alberti’s intention was to clarify the ideal architectural beauty for others during the time, through accuracy and precision (Tavernor 40). The Greek Cross central plan is developed through three transformations from the square, square plus one-half, square plus one third, and the square doubled (Murray 58). If these square ratios are applied to architectural plans, more complex figures can be produced; subsequently the centralized Greek Cross plan was developed and was a visible expression of the Divine Proportion. (Smith) Alberti’s obsession over geometrical perfection involved applying his theory within the interior structure as well. For example, the height of the wall up to the vaulting in round churches should be one-half, two thirds of three quarters of the diameter of the plan. These proportions of one to two, two to three, and three to four conform to Alberti’s law of harmony, written in his treatise (Murray 58 58). It was Alberti who expressed the theory of beauty in his writing, which became so influential for the High Renaissance. He defined beauty, â€Å"harmony and concord of all the parts, so that nothing could be added or subtracted except for the worse† (Smith). From Alberti’s explanation, the symbolism of the Greek Cross is regarded as a beautiful and natural figure, representing every aspect of God due to the precise measurements on all sides of the shape. Therefore, Alberti argued â€Å"Beauty will result from the beautiful form and from the correspondence of the whole to the parts, of the parts amongst themselves, and of these again to the whole; so that the structures may appear an entire and complete body† (WIttkower 31). He believed to thoroughly appreciate Renaissance architecture, one should understand architecture is not based on theories of function but rather view it as mathematical theory of proportion (Smith). Another significance from the Greek Cross central plan is signifying the development of Renaissance architecture. For Alberti and architects of the Renaissance, the emphasis on classicism is ideal, which challenges a different approach from the previous. Pursuing mathematical order and simplicity of pure whites have replaced the Roman gothic style churches (Heydenreich 27). Also, the prominence of classical features is more suited for Alberti’s theory of proportion so that all sizes and shapes are defined. A clear example of Renaissance classicism is S. Sebastiano, where Alberti used Greek-Cross plan that shows almost all of his own theoretical requirements as well as several classical elements in the architectural design (figure 4) (Murray 59). Alberti’s argument for incorporating classicism, a high flight of steps and pilasters at the temple front is best supported by architect Palladio’s correspondence with Alberti’s ideas: â€Å"buildings in which the supreme Being is invokved and adored should stand in the most noble part of the city, raised above the rest of the city†¦they ought to be built so that nothing more beautiful could be imagined and those who enter should be transported into a kind of ecstacy in admiring their grace and beauty. Buildings dedicated to the omnipotent God should be strong and everlasting†¦Ã¢â‚¬  (Wittkower 31) This idea of rising above is coherent to Leonardo Da Vinci’s principle, which he adhered to in all his designs (Wittkower 26). S. Sebastiano exemplifies the meticulous image of Renaissance beauty, and developing architectural style beyond the Roman gothic style (Smith). Another example of a building resembling absolute proportion is St. Maria Della Carceri, designed by architect Giuliano Da Sangallo. After Alberti’s treatise on architecture was published in 1485, the centrally planned church became popular. Many architects during the Renaissance conformed to his law of harmony. Within the same year, the church of St. Maria Delle Carceri was the first Greek-Cross structure built. The entire interior and exterior description of Giuliano da Sangallo’s church complies with Alberti’s theoretical demands, demonstrating the impact Alberti made through his publication (Wittkower 31). The plan for St. Maria Delle Carceri is based on the two elementary figures of square and circle, where the depth of the arms is half their length and the four end walls of the cross are as long as they are high, therefore forming a perfect square (figure 2). The structure contains desirable symbolic feature by integrating a dome in the center. It appeals more to Christianity to represents closure towards heaven or God’s presence. The grand church is viewed as â€Å"†¦a majestic simplicity, the undisturbed impact of its geometry, the purity of its whiteness are designed to evoke in the congregation a consciousness of the presence of God – of a God who has ordered the universe according to immutable mathematical laws, who has created a uniform and beautifully proportioned world, the consonance and harmony of which is mirrored in His temple below.† (Wittkower 31) Donato Bramante was another architect who responded to historian’s theory concerning centralized plan. His designs are similar to Leonardo Da Vinci’s drawings on centralized plan, where he sketched numerous centrally planned forms and illustrates complex geometrical forms from the first simple shape (figure 5). Da Vinci’s intentions were interpreting Vitruvius’ explanation more accurately through visual art (figure 1) (Wittkower 25). The importance of these drawings reflects Da Vinci’s conscious theoretical speculations for which a new technique of representation is produced (Wittkower 25). Although Da Vinci did not build anything, through his illustrations, Bramente was profoundly influenced that affected the sixteenth century approach. It is likely that those drawings allowed Bramante to comprehended the versatile of geometrical shapes, influencing architecture (figure 4) (Honour and Fleming 444-445). There is even evidence to believe that Bramante’s early design for St. Peter’s was much influenced by Leonardo’s drawings of centrally planned structures. (Honour and Fleming 444-445) When Bramante was appointed to redesign the Saint Peter’s at the beginning of the sixteenth century, he envisioned the new it as a grander version of his previous architectural design: a central, Greek cross plan building. The design must continue the ancient Roman tradition of domed temples, therefore St. Peter’s is crowned by an enormous dome. Bramante, like others before him, combined the symbol of the Greek cross with the symbolic values of centralized geometry. (Wittkower 34). Bramante submitted his Greek cross design on a large scale, which reflects Alberti’s humanist-Christian idea in pure form. In Renaissance thinking, Bramante’s St. Peter’s central plan and dome also symbolized the perfection of God (Honour and Fleming 444-445). Certainly, so overwhelming was Bramante’s design that none of his successors could divert his influence (Honour and Fleming 444-445). The impact of the Greek cross was enormous for the development of Renaissance centralized plan. The geometrical figure is a result of Alberti’s in depth mathematical approach of viewing nature (Tavonor 42). Many Renaissance architects utilized the Greek Cross plan due to Alberti and other historians theory regarding obtaining architectural beauty. For them, comparing building structures to human anatomy proportion was essential in defining what is ideal. More importantly, the Greek cross symbolizes divinity. Vitruvius also discussed the relationship between the human body and geometry, which is crucial for the creation of the Greek cross (Wittkower 25). Such explanation expanded by Alberti influenced the formation in several significant churches, such as the Maria Della Carceri, St. Peter’s design and S. Sebastiano. Architects who designed these churches corresponded with Alberti’s argument, therefore demonstrating the wide acceptance of the Greek Cross. MLA Citations Heydenreich, L. Architecture in Italy, 1400-1500. rev. ed., New Haven, 1996. Honour and Fleming, The Visual Arts: a History, 4th ed, 1995, 444-445. http://www.phs.poteau.k12.ok.us/williame/APAH/readings/Bramante’s%20Tempietto,%20St%20Peters,%20Michelangelo.pdf Murray, P. The Architecture of the Italian Renaissance. London, 1963. Smith, Bernard. â€Å"University of Melbourne.† University of Melbourne. Print. http://shaps.unimelb.edu.au/public-resources/database-resources/bernardsmith/lectures/BSmith-HighRenaissance.pdf. Tavernor, R. On Alberti and the Art of Building. New Haven, 1998. Wittkower, R. Architectural Principles in the Age of Humanism. 3rd ed., London, 1962. Figures Figure 1: Da Vinci’s human anatomy drawing http://www.centopietrevenice.typepad.com/ca_centopietre_bed_and_br/2009/11/leonardothe-vitruvian-man-between-art-and-science-accademia-galleries.html Figure 2: S. Maria Della Carceri centralized plan by Giuliano Da Sanglio Figure 3: S. Sebastiano front view http://architecturetraveljournal.blogspot.ca/2008/02/san-sebastiano-mantua.html Figure 4: S. Sebastiano centralized plan http://www.studyblue.com/notes/note/n/14-italian-renaissance-ii-/deck/2633566 Figure 5: Leonardo Da Vinci’s drawing on centralized plan http://www.art.com/products/p12016104-sa-i1452778/leonardo-da-vinci-sketch-of-a-square-church-with-central-dome-and-minaret.htm Figure 6: Bramante’s St. Peter’s design http://mexichino-jr.blogspot.ca/2011/06/bramantes-st-peters-rome.html

How useful and reliable are these sources in explaining how women’s lives were affected by World War One? Essay

World War One began in 1914 and ended in 1918. Women’s lives were majorly affected during the war. My role is to find out if the lives of women were greatly affected by the First World War. During the war since most of the men were off fighting, the women were needed to stay home and run things so that the economy would not completely fall apart. Women had to take over men’s work to ensure that the jobs were fulfilled this was a huge step for most women as before all that they knew was house work and how to look after the kids. The following source explains the wages and problems women had whilst working. Source A5, is useful to me because it tells me how much women earned in the munitions factories and whether or not they liked it. In domestic service women did not like the work, but when they started to work in such places like the munitions factory some changed their minds and actually enjoyed it. ‘I started on hand-cutting shell fuses, we worked twelve hours a day apart from the journey morning and night, as for wages; I was very well off earning  £5 a week’. Source A5 was written by the memories of women’s lives that were altered by the war the main write being Mrs H. Felstead. These memories are shown in the ‘Imperial War Museum’ for the public. This source is reliable because it states when it was written and who wrote it. However the source might not be completely reliable because the memories of the women may have changed since then; I think that source A5 could also be biased in some way or another. The purpose of this source is to show what it was like 1914-1918. Source A7 links in with source A5 because it is also talking about wages in the First World War. Source A7 is reliable to me because of what is written in the poem, it was about the munitions factory in 1917. The source might not be entirely reliable because there is a chance that somebody made it up for entertainment. The poem explains someone earning high wages; ‘She can buy all of the jewellery that she wants, she takes taxis and even has a sergeant to walk with’, basically she can afford anything that she wants. This tells me that her life was affected in a positive way during the war. Another interesting source that backs up A5 is A10, I think that source A10 is useful to me because it says when the war ended at an exact date, ‘11th November 1918’ and how the  government practically forced women to go back to their old jobs. ‘Many women were pressurised into handing in their notice, within months of the end of the war, hundreds were out of work.’ I think that this source is reliable because the book was written by a Historian name is Josh Brooman who would have spent many years researching this subject, years in College and University, read sources and facts and gathering enough evidence to provide this information, He was chosen to be the author for a school’s history textbooks for GCSE students so he would have been respected and valued for his job as a Historian. Also a key part that is useful in this source is at the beginning where he states the exact date that the war ended, this is not opinion; but fact. But, this source could not have been completely reliable because it was written in 1994 for students, The truth could have been shaded a little in the book ‘People in change’ Parts of the text may have been edited a little not because they are wrong but so that it was suitable for the students learning about this subject for example information about how dangerous it was. I think that the purpose of source A10 is to explain to future children when the ‘First World War’ ended and both what women did during and after the war. Source A6 is another interesting source that I choose; I think that this source is useful to me because it is about a man, who does not want things to change. To me it already sounds as if the source is biased, I also think that this source is reliable because it was written by a soldier from the first world war that could tell us everything that happened, His name is H.V Shawyer, he would have no reason to lie about his past and things he witnessed and would have told the truth people should respect this. It makes the source ALOT more reliable coming from a man who took part in the war because he has a first account of what really happened. ‘Many of the girls earned ten times my pay as a full corporal’ The source came from a book called ‘Voices and Images from the great War’. However, this so urce could not be entirely reliable because the book was written in 1990 and the soldiers memories of what happened me have been played out so many times in his mind that they change slightly psychologically and he may of tried to block out certain aspects of war meaning his opinion and past might not seem the same now as it did back then. I think that the purpose of this source is to explain what men and women did in their spare time during World War 1 and share a man’s account  of past events. During the war many women campaigned for women’s rights they were called campaigners. Suffragettes also were involved with these campaigners but they focused more on the privilege to be able to vote. This was a positive thing to happen because they began being able to voice their opinions of the world and how things worked without men’s input and opinions that were not fair. Source A8 explains some of this. The source was written in 1932 by Sylvia Pankhurst (An author and campaigner for women’s rights) Writing in a history book called ‘The Home Front: A mirror to life in England during the First World War’. In my opinion from hearing that Sylvia is a campaigner for women’s rights, this could be biased. I find that this source is useful to me because it explains what most women felt like when working in an aircraft factory. This source Is reliable to me because it states when it was written and who wrote it. ‘They were painting aircraft w ings with dope varnish at a wage of 15s a week, For which they had to work from 8am to 6:30pm. It was common they told me, for six or more of the 30 women to be laying ill outside the workshop’ This means that it was a dangerous job where workers earned little money for working long hours. This means that the government didn’t really care about the workers nor support them despite them having to take over men’s jobs and keep the quality of work up. I think that the purpose of this source is to explain to other men and women what it was like working in an aircraft place. In conclusion from all the information that I have gathered I have learnt that The war affected women in a number of ways. For one thing, women were told to begin working to help the economy. Some became nurses and many had to work in dangerous factories. A lot of women did not enjoy this line of work, it was tiring dangerous and underpaid. But, quite a few women were happier with their lives during the war. They fought to be heard, were allowed to vote were even seen to be more equal to men after the war. Many women lost men in their lives, their husbands, brothers, and fathers this would have been devastating. Before the war began, women were known to work in the kitchen, feed the kids, complete housework and look after their husbands. Many enjoyed the change of working to help everybody and were  proud that they could prove they were just as capable as men, this changed the way of everything. In my opinion, Women’s lives were affected greatly by World War One and it was a massive change in history. I have the evidence from sources to prove this.