The Pyramids Essays (222 words) - Giza Plateau, Egyptian Pyramids

The Pyramids The Great Pyramids of Egypt The Pyramids of Egypt were built from 2700-2500 BC. It's located in Giza, Egypt, on the West Bank of the Nile River. The pyramids are the oldest and the only one surviving of all the ancient wonders. Its believed to have taken 100,000 slave laborers and about 20 years to build the massive pyramid using about 2.3 million blocks of stone. Each block averaging 2 ? tons of weight. Of the ten pyramids the first three are held in the highest regard. The first and largest pyramid was built for the Pharaoh Khufu. Which is known as the Great Pyramid. It's about 430 ft and covers 13 acres. For many centuries before and after the construction of the Great Pyramid the Egyptians intended that the King Pharaoh-Kings, whom they believed to be living gods, in intricate tombs. Some Pharaohs were above ground like the pyramids and others were cut in the rock below the mountains. All the dead leaders were outfitted with many things because they believed in the after live to come. So many were buried wi th untold treasures. When it was built the Great Pyramid 145.75 m high. Over the years is lost 10 m off its top. It ranked the tallest structure on Earth for more than 43 centuries History Essays

The Benefits of Mandating Physical Education in Schools Essays

The Benefits of Mandating Physical Education in Schools Essays The Benefits of Mandating Physical Education in Schools Essay The Benefits of Mandating Physical Education in Schools Essay Physical Education classes have always been a part of school systems all over the world. However, budget cuts, rising academic requirements, and ultimately, laziness, have put this essential course in Jeopardy. This has resulted In many parents, teachers, education officials, and most Importantly, students, speaking up and working to make physical education mandatory in schools across the nation because they believe that it has an abundance of positive outcomes. Physical Education promotes academic learning, teaches individuals to lead a healthy lifestyle, and is also proven to build self esteem, as well as character, in individuals. The aforementioned reasons should be more than enough to convince any skeptic of the importance of physical education. One of the most important benefits resulting from mandating physical education in schools is that it has the power to promote academic learning. Many studies have shown a direct connection between physical activities and good quality grades. For example, a study conducted by the Canadian Department of Health and Human Services states that In 201 1, 25 percent of teens who had taken part In physical education classes had achieved generally higher grades than those teens that did not take those classes. Additionally, it is proven that Physical activity increases blood flow and supports the brain to function more efficiently when dealing with academic work. Keeping this fact in mind, it would be much easier for children of all ages to succeed in classes such as Math, English or Science if they also had to take a Physical Education class. Also, in some cases, this physic al activity provides an energy release that helps kids from getting distracted and agitated when in the classroom. As we grow older, classes unfortunately get longer, which results in an accumulated amount of energy that students may find hard to release In a positive way. Gym classes provide an excellent option for students to release all that energy. The direct relation between good grades and participating In physical activity, making It easier for students to succeed In all kinds of subjects and providing an outlet for built up energy are all superb reasons as to why mandating Physical Education In schools promotes academic learning. Besides promoting academic learning, P. E classes also promote exercising, which leads to healthier bodies and lives. Mandating physical education will teach individuals about healthy living styles and also will take a preventive measure against diseases and illnesses. Regular physical activity, especially for growing bodies (children), is one of the most important measures, if not the most important measure, you can take for your health. According to the Centers for Disease Control and Prevention, Heart Disease and stroke are two of the leading causes of death in the united States. The article goes on to remark that Eating at least 2 hours and 30 minutes of physical activity a week can put you at a lower risk for these diseases. The author concludes the article with Regular physical actively can also lower your blood pressure and Improve your cholesterol levels. It Is also proven in numerous articles that physical activity plays a big role in helping to compulsory to attend physical education classes will inform studen ts about the aforesaid benefits, and these kids are more likely to go off and live healthier lives Han children that are not as informed. Another great bonus of authorizing physical education classes in schools is that students (particularly older students) are given the opportunity to improve their health and mood. Regular physical activity can help decrease your risk of depression and may even help with sleeping habits! Research has shown that doing muscle-strengthening activities such as aerobics, can give many mental health benefits, for instance, decreasing your risk of depression. In addition, physical activity can definitely increase your chances of living longer. Many tidies show that physical activity is able to reduce the risk of death caused by diseases such as heart disease and some cancers. A remarkable statistic conducted by the Centers for Disease Control and Prevention is that People who are physically active for about 7 hours a week have a 40 percent lower risk of dying early than those who are active for less than 30 minutes a week. Not only will mandating physical education take a preventive measure against diseases and increase the chances of longer lives, it will also help build character in students. Last but not least, if physical education in schools becomes compulsory, students will certainly benefit from it because physical activity is proven to build self esteem and character in individuals. In gym classes at school, children are exposed to team sports and leadership early on in their lives. Children are more likely to continue being co-operative at a work place or take initiative in the real world n the future, if they were exposed to such traits at a younger age. Moreover, if physical education is made compulsory, it will result in the boost of self esteem in many students. Physical activity gives students of all ages sense of mastery; they will think l accomplished something! This will also encourage students to set and work towards goals, building character, initiative and determinacy. For example, a gym student may work towards setting a better time for the mile run. Each time this student runs the race and sheds an extra couple of seconds off their time, they will visually and physically see their improvement and feel great about how their hard work paid off and improved their performance. It is difficult for students to find and actually feel the same sense of accomplishment anywhere else in their lives. It would be abundantly beneficial if schools decided to make Physical Education necessary in schools. A progress in academic learning, preventing diseases and helping people live longer and healthier lives, and building self esteem and character in individuals are the aforementioned benefits of mandating physical education in schools. Now that some strong reasons as to why physical education should be made compulsory have been made, does laziness still seem like a superior reason to why Physical Education should not be made mandatory?

SEPTIC SHOCK Essay Example | Topics and Well Written Essays - 2500 words

SEPTIC SHOCK - Essay Example The objective of these definitions was to give a more differentiated understanding of sepsis to enable precise management. As a result the concept of systemic inflammatory response syndrome (SIRS) evolved with its diagnostic criteria put in place. Then sepsis was defined on the basis of SIRS, whereby sepsis was defined as â€Å"suspected or microbiologically proven infection together with SIRS†. Severe sepsis was then defined as â€Å"sepsis together with sepsis-induced organ dysfunction†. Finally septic shock was defined as â€Å"sepsis-induced hypotension persisting despite adequate fluid resuscitation† (Marik & Lipman, 2007). A very valid question arises as to the need for such differentiated definitions. There is justification for these differentiated definitions, which is provided from the study of recent data on the mortality rates associated with each of these differentiated definitions. Mortality from sepsis ranges ten to fifteen percent; severe sepsis ranges from seventeen to twenty percent and septic shock ranges from forty-three to fifty-four percent. Thus the hierarchical definitions get justified by this. (Marik & Lipman, 2007). Deeper examination of this data suggests that there is a wide difference in the mortality figures for severe sepsis and septic shock. This finding clearly indicates that it is most important to distinguish between severe sepsis and septic shock, so that they can be grouped into low and high mortality risk groups. It is in this aspect that the hierarchical definitions as created in 1991 are found to be deficient. The diagnostic criteria for septic shock still remain unclear and vague. To remove this deficiency Marik and Lipman, 2007, suggest that septic shock be defined as â€Å" a systolic blood pressure less than 90mmHg (or a fall in systolic blood pressure of > 40mmHg), or a mean arterial pressure less than 65mmHg after a crystalloid fluid challenge of