Early Mesopotamian dwellings were typically made from mud and baked brick. These were often simple, windowless structures, but in areas like Sumer, dwellings for wealthier households were larger and included several rooms. Other societies built homes in tightly clustered formations for protective purposes.
Historically, human dwellings in early Mesopotamia were mostly made of mud and baked brick. Housing commonly consisted of simple, windowless structures with thick walls constructed to keep out the oppressive heat of summer. Some advanced dwellings showcased a form of plaster to prevent moisture and maintain the brickwork. The interior was typically modest, often including stairs to the roof where activities such as drying vegetables or performing religious rituals took place.
In the urban setting of the Southern Mesopotamian civilization, such as Sumer, dwellings indicated social distinctions. Wealthier households would often have larger structures built around a central courtyard with several rooms intended for different purposes, including kitchens, bathrooms, reception areas, and storage spaces. The development of this style of dwelling reflects the shift from a nomadic, hunter-gatherer lifestyle to a sedentary agricultural way of life.
Simultaneously, other societies, like the people of Çatalhöyük, constructed their homes with mud bricks, but in a tightly clustered manner without streets or passageways. Such design led residents to enter their homes through the roof, providing a degree of defense from external threats.
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b. have a specified number of years of experience.
c. have a certain level of academic achievement.
d. provide an album of teaching experiences for evaluation
Answer:
we know what is right or wrong from our life
The concept of right and wrong can be understood through multiple frameworks which include religious beliefs, societal norms, natural laws, and individual moral compasses. Philosophers like Augustine of Hippo and Thomas Aquinas played significant roles in shaping our understanding of ethics. Meanwhile, frameworks like the Noble Eightfold Path in Buddhism, provide a clear path towards understanding right and wrong.
Understanding what is right and wrong is a complex task that draws from various sources of ethical frameworks. These sources can range from religious beliefs, societal norms, natural laws, to individual moral compasses. The philosophical conundrum called the Euthyphro problem poses an interesting question in this context: Is something good because God commands it or does God command it because it's good?
The medieval philosopher Augustine of Hippo proposed that many things we claim to know are actually based on faith. This means that our ethics, including our understanding of right and wrong, are often tied with both faith and knowledge.
Thomas Aquinas laid out a structure of four types of laws: eternal, natural, human, and divine. He posited that human laws should be in accordance with natural laws, establishing further connection between our natural world and moral judgments.
Additionally, ethical naturalism suggests that fulfilling human nature results in good actions, while distorting it results in evil actions. Thus, our nature itself may guide us towards understanding right and wrong.
Religious practices like in Buddhism, the Noble Eightfold Path serves as a moral guide providing a clear framework for ethical actions.
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A. the American Federation of Labor
B. the Congress of Industrial Organizations
C. the Socialist Workers of America
D. the Anarchy Association of America
Answer:
Formal operational thought is most similar to A. fluid intelligence.
Explanation:
Formal operational thought beings to develop around the 11 years of age and it is when an individual begins to think in a more abstract manner. He/she develops logical thinking and deductive reasoning, amongst others.
Fluid intelligence is one's capacity to think in a logical manner, it is one's ability to solve problems and even notice patterns in thought.
Both of these concepts are similar to one another since they require the development of logical thinking.