UGA and Score Choice - UGA Undergraduate Admissions

UGA and Score Choice - UGA Undergraduate Admissions UGA and Score Choice It is nearing the end of summer, and so begins the season of doubt. Should I send my SAT/ACT to UGA now, or wait until I see how I did? Fear not, because this question is a non-issue at UGA. UGAs policy on test scores is that we only look at the highest sub-scores of the SAT and the ACT, also known as super-scoring. This means that we take the highest Critical Reading, Math and Writing SAT scores from all your SAT tests to get your best overall combination, and your best ACT scores from each section to make the highest composite score. The one thing we do not do is overlap the SAT and ACT (we will not take your ACT English of 34 and match it with your 740 Math SAT). But remember, UGA will only look at your best scores for the SAT and ACT, and if you take both the SAT and ACT, we will use whichever test has the strongest overall best scores. In other words, we are only focused on your best scores (I am trying to see how many different ways I can say this statement). So do not worry about which test scores to send (my best suggestion is to always request them to be sent when you sign up for the test), and enjoy your senior year!

Human Cloning Should be Condemned Essays - 594 Words

Human Cloning Should be Condemned nbsp; On November 25, 2001, the news that a firm called Advanced Cell Technology had created human embryos by cloning added new urgency to Congresss and the nations deliberations on this issue. nbsp; This past summer, by a 265-to-162 margin, the House of Representatives passed a carefully worded ban on human cloning (H.R. 2505) which President Bush has said he will sign into law. The leadership of the Senate nonetheless has refused to take action on this measure, or even to consider a temporary moratorium on human cloning research. Further delay will only encourage some researchers to take further irresponsible steps toward the laboratory manufacture and destruction of human life. Such†¦show more content†¦When cloning is done to pursue medical research, the reduction of human life to a mere instrument is even more complete, for a new human being is created solely to be destroyed for his or her cells and tissues. Even if medical benefits could be derived from such destruction, it is never morally permissible to achieve good ends through evil actions. nbsp; Neither practice should be allowed in a society that claims to respect inherent human dignity. As a representative of the Holy See recently stated to a committee of the United Nations General Assembly: The act of cloning... is actually a form of imposing dominion over another human being which denies the human dignity of the child and makes him or her a slave to the will of others (31 Origins, December 6, 2001, p. 439). nbsp; Evasions and misstatements have entered the public debate to obscure this moral issue. At a recent Senate hearing, even the scientists who published articles about their success in cloning human embryos tried to avoid the word embryo and even the word cloning to hide the reality of what they are doing. The fact remains that when somatic cell nuclear transfer is used to initiate embryonic development, a new human embryo is created with the same genetic constitution as another human being. While some may wish to debate the moral status of this new humanShow MoreRelatedCloning And Its Implications On Human Cloning1497 Words   |  6 PagesCloning and Its Sociobiological Implications Picture this: walking down a street and seeing someone who looks exactly like you. They do the same things as you, act the same way you do, and are exactly alike in several ways. But have people ever considered the consequences of human cloning if it becomes permitted? Human cloning might seem like something out of a science-fiction novel, but it may someday be possible with advances in science and technology. This will result in the creation of severalRead More The Benefits of Cloning Research Essay1449 Words   |  6 PagesThe Benefits of Cloning Research   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"To be or not to be†¦Ã¢â‚¬  In the last fifty years new forms of technology have been the center of attention for every human being. It seems that every day scientists come up with some new, perhaps even controversial, and exciting ways to improve the quality of life. These new technologies affect every aspect of life, as we know it. One such technology is the research being done in the area of cloning. Cloning is the production of one or more cells, individualRead MoreThe List Of Pros And Cons Of Human Cloning1624 Words   |  7 Pageslist of Pros and cons of human cloning Summary: The necessary technology has been created, as evident in the story of Dolly the sheep. People still pose questions such as the role of God in Society. Here is a list of pros of human cloning : It could eliminate defective genes , It is considered as the logical next step in the reproductive technology, It could aid in faster recoveries from injuries, it gives a new meaning to genetic modification. As all things human cloning also has cons. Here is aRead More Cloning Essay2110 Words   |  9 Pagesand morality aspects of human cloning. A stance taken by many religions and their congregations. In reality the public has a very narrow sense of what human cloning is. Rather than research and understand the scientific aspect of human cloning, they instead take faith in what the media and movies portray human cloning to be. It is from this information source that a majority base their decision on weather human cloning is ethical or unethical. Human cloning is a new challengeRead MoreGene Splicing1258 Words   |  6 PagesThe Future Evolution of Human: Gene Splicing Gene Splicing: Survival of the Fittest Long ago stories, legends, and myths were created describing humans who were infused with the body parts of animal. Creatures such as mermaids, centaurs, and Satyrs were placed into our minds and we could only imagine what it would be like to meet these creatures. They became so numerous that they were given a category, Anthropomorphism. Over time and with our knowledge of science increasing, body parts thatRead MoreCloning: The Benefits and Where to Draw the Line Essays1826 Words   |  8 PagesParkinson’s) and over twenty-five million have been diagnosed with diabetes (Statistics about Diabetes). Cloning could offer a cure to these diseases and more. A clone is defined as an identical copy of an organism or cell, produced from the genetic material of a single organism (Cloning). Although the process of cloning is still developing, it is quickly becoming a reality. There are two distinct types of cloning: reproductive and therapeutic. Both processes can be achieved using the same technology calledRead MoreThe Effects Of Cloning On Human Life1808 Words   |  8 PagesWeston Erbert Mrs. McEwen English 12 11 February 2016 The Effects of Cloning Cloning. The very word instills feelings of excitement, hope, possibilities and a montage of futuristic images of test tubes and beakers and DNA ladders spinning through space. But the word also conjures anxiety, fear and internal struggle over right and wrong, good vs. evil, science vs. religion. The cloning of vital organs or cells to cure diseases could potentially save the lives of millions of people around the worldRead MoreEssay about Human Cloning2551 Words   |  11 PagesCloning humans has recently become a possibility. It is achieved by the production of a group of identical cells or organisms that all derive from a single individual (Grolier 220). It is not known when cloning humans really became a possibility, but it is known that there are two possible ways that we can clone humans. The first way involves splitting an embryo into several halves and creating many new individuals from that embryo. The second method of cloning a human involves taking cells fromRead MoreAn alysis Of Mary Shelley s Frankenstein3500 Words   |  14 Pagesto what extent a child’s choices reflect those of his or her parent. Mary Shelley represents this parental relationship with the relationship between a creator and his creation, Victor Frankenstein and his monster. In the novel, the monster kills humans out of revenge and anguish but consequently, Dr. Frankenstein is plagued with guilt while feeling ultimately responsible since the monster is his own creation. When Victor Frankenstein begins to digest the situation of Justine’s false declarationRead MoreThe Ethics Of Stem Cell Research1643 Words   |  7 PagesMichael Thomas Philosophy 3520 Bioethics The Ethics of Stem Cell Research Science fiction has tried to encapsulate social responses that could arise with the development of genetically altered or â€Å"enhanced† human beings. Regenerative medicine, genetic cloning and life extension are all terms that sound like they came out of a fantastic film or novel, though they are in fact subjects of great research and heated debates. Embryonic stem cells are arguably the quintessential building block of

The Holocaust And The Nazi Party - 1719 Words

â€Å"If we bear all this suffering and if there are still Jews left, when it is over, then Jews instead of being doomed, will be held up as an example† (Vollhardt). Universally, genocide is viewed in various ways by every party involved and has eight specific steps. In Germany, Adolf Hitler’s persistent lectures on the Jews and their role in World War One created tension in the government and in the people. The Holocaust can be looked at through eight itemized stages. Genocide can only be stopped with intervention on a worldwide scale. It disheartens me to know that mass murders have taken place throughout Europe because the Nazi Party declared themselves the higher being and therefore gave themselves the right to be the judge, jury, and executioner of the people less fortunate. Finally, The Holocaust, driven by the power and influence of Hitler and the Nazi Party, was based on the belief that Jews, inferior to the human race, should be eradicated from existence. Various explanations and descriptions of genocide exist. â€Å"Genocide is foremost an international crime for which individuals, no matter how high in authority, may be indicted, tried, and punished by the international criminal court† (Rummel). In general, it is considered genocide when the following are committed with intent to destroy, in whole or in part a group: Killing members of a group; causing serious bodily or mental harm to members of a group; deliberately inflicting conditions of life calculated toShow MoreRelatedThe Holocaust And The Nazi Party1312 Words   |  6 Pages This Jewish girl was one of the many orphaned during the Holocaust, forcing her to live on the streets of the ghetto amongst the filth and grime. She lies on the street, holding her sister who is dying of starvation and disease. Many walk past and neglect to help the girl; for fear that they will draw unnecessary attention to themselves and attract the Jewish Ghetto police. This picture only illustrates the suffering of two girls, but acts as a representation of the many millions of Jews that wereRead MoreThe Holocaust Of The Nazi Party791 Words   |  4 PagesBy 1933 the Nazi Party had fully risen to power. Their policies included â€Å"purifying† Germany, taking over the world, and exterminating any group of people that contradicted their idea of a perfect society, namely the Jewish. By 1945 twenty million people died, including gypsies (Romanian), the Polish, Soviet citizens, the disabled, Jehovah’s Witnesses, homosexuals and yes the Jewish. The Holocaust is a prime example of genocide. The Nazis sent their prisoners to concentration camps where they wereRead MoreThe Holocaust And The Nazi Party1505 Words   |  7 Pagesinner beast. Some likely never knew this inner brutality existed within them and others had kept it hidden deep inside intentionally. Irma Grese used the Holocaust to express her inner most anger and hate. She abused, killed, and controlled the people in the camps she worked at, all with the blessings of the German Nazis she worked for. A Holocaust survivor, Olga Lyngel, later described Grese as a â€Å"twenty-two year old girl†¦completely without pity.† This description of Irma Grese only gives a glimpseRead MoreThe Nazi Party and The Holocaust1119 Words   |  4 Pages A horrid event known as The Holocaust took place in 20th century Germany. It all began when Adolph Hitler was appointed as chancellor of Germany on January 30th, 1933. Soon after, Hitler gained a numerous amount of foll owers and rapidly developed his Nazi Germany. Led by visions of racial purity and spatial expansion, the Nazis mainly targeted Jews. In addition, Nazis also targeted Gypsies, homosexuals, Jehovahs Witnesses and disabled people along with anyone who resisted them. This tragic eventRead MoreThe Nazi Party and The Holocaust Essay610 Words   |  3 PagesThe Holocaust was a terrible time. This terrible time was all a plan, led by Adolf Hitler. Adolf Hitler was sent to prison for treason. Even after he got out, he worked with the government of Germany. He even rose to be the Dictator of Germany, with the luck of the last leaders passing. He blamed others for his struggle. He passed laws, to make it legal to descriminate and to single out groups of people, races, and religions. During the Holocaust, terrible and devistating things happened. JewsRead MoreThe Holocaust Was The Systematic And Bureaucratic Murder Of Six Million Jews By The Nazi Party1099 Words   |  5 PagesAnalyzing Night Style The Holocaust was the systematic and bureaucratic murder of six million Jews by the Nazi party and its collaborators. During the era of the Holocaust, German authorities targeted many groups of people because of their perceived racial inferiority including Gypsies, the disabled, and some of the Slavic peoples. Other groups were persecuted on political, ideological, and behavioral grounds. Several authors have written about the Holocaust, but one author that touched manyRead MoreThe Holocaust : A More Perfect Union1060 Words   |  5 Pagesper 3 Although many recognize the Holocaust as one of the most catastrophic genocides in history, few acknowledge its underlying causes. Historians often attribute the combination of German aggression and foreign appeasement with the Nazi rise to power and success in completing the Final Solution. However, the power of the totalitarian regime originated from its domestic policy, allowing one man to manipulate the thoughts and actions of an entire nation. The Nazi indoctrination of Germany with propagandaRead MoreDifferent Perspectives of The Jewish Holocaust 1641 Words   |  7 PagesThe Holocaust tends to be a bitter memory and an unpleasant subject to discuss. Although this event took place many years ago, repercussions are still present in the twenty first century. Especially in Germany, the Holocaust not only influences patriotism, but it also influences education and immigration policies. In contrast to other countries where nationalism is common, Germany has been forced to lessen t he sense of nationalism in order to dispose false beliefs some individuals have of GermanRead MoreThe World Of The Holocaust934 Words   |  4 PagesThe Holocaust was the systematic, organized, frighten, vicious event that sponsored by Nazi Party throughout the Europe continent that approximately took away six million Jews’ life with assisted from Nazi Germany and its collaborators, the event also caused different extent of casualties to contemporary third party countries in the Europe simultaneously. The official beginning date of event started from January 1933 when Adolf Hitler first came to power in Germany with Nazi as his backup to openlyRead MoreAdolf Hitler : Leading The Genocide1182 Words   |  5 Pages5 23 March 2015 Adolf Hitler: Leading the Genocide The Holocaust was the mass murder of Jews under the German Nazi regime in 1941 to 1945. There are many components of this significant event. One important component was Adolf Hitler, the leader of the Nazi Party and Chancellor of Germany from 1933 to 1945. Hitler contributed to the execution of Jews during WWII through his ideology, his dictatorship, and his leadership of the Nazi Party. To initiate, Hitler’s early life had a great impact on his

Explain How You Could Promote Inclusion, Equality and Diversity with Your Current/Future Learners Free Essays

Explain how you could promote inclusion, equality and diversity with your current/future learners. Identify other points of referral available to meet the potential needs of learners. Susan Wallace states that equality in this context â€Å"†¦. We will write a custom essay sample on Explain How You Could Promote Inclusion, Equality and Diversity with Your Current/Future Learners or any similar topic only for you Order Now requires us, as teachers, to ensure that we show no favouritism or antipathy towards any learner and that we are entirely non-partisan in our dealings with them. Whether they are keen and motivated or bored and disengaged; or whether they are friendly and sociable or morose and threatening, they are nevertheless equal and should be treated equally. † (2007, p 46) When working with a range of ages, races, religions different genders and disabilities, I have to be rather sensitive when conducting classroom discussions or approaching individuals so as not to offend them. I ensure that each student receives the same equality and equal opportunity regardless of sex, colour or creed. I use a different range of teaching styles due to the various abilities of my learners. Visually I use demonstration videos, which play continuously throughout the lesson, I find this helps the learners to retain information more easily and giving out handout to learners I have them printed in larger than normal print with Comic sans font to aid anyone within the group who may have dyslexia or may be visually impaired. G. Petty points out that, â€Å"Dyslexia may be a gift as well as a disability. Psychologist studying entrepreneurs for Mind of a millionaire, a BBC Two TV programme, found that 40% of the most successful had learning difficulties, mostly dyslexia (Sunday Times, 5 October 2003). If you are not born dyslexic, sadly there is no way of making you so â€Å"! (Petty. G2009) As my lessons are mainly practical the learners get plenty of hands on experience with tools and materials this is a simple way of getting them to engage in the lessons. Auditory by explaining in detail to the students the task they are doing and get plenty of QA. I get some good feedback from my learners finding out what went well and wrong. By keeping the lesson as simple as possible, and setting each member relevant task to develop specific weaknesses, I find I get better all round results. I also timetable into their lesson a one to one tutorial where I can get some individual feedback. This is where I can promote ALS and Learner Support services on offer a the College. How to cite Explain How You Could Promote Inclusion, Equality and Diversity with Your Current/Future Learners, Papers

The Beginnings of World War 1 an Example of the Topic History Essays by

The Beginnings of World War 1 On June 28, 1914, Gavrilo Princip assassinated Archduke Franz Ferdinand, the heir to the Austrian throne, in Sarajevo. In the last week of July and the first week of August of that year, the First World War broke out, with Austria declaring war on Serbia, and Germany declaring war against Russia and France. It was a war that took the lives of 9 million soldiers and many more millions of innocent civilians. France, Russia, and the United Kingdom, with Italy and the United States joining them much later, fought the Austro-Hungarian empire, Germany, Bulgaria and Turkey (then Ottoman Empire), in a war to end all wars, as the First World War is called sometimes. The assassination in Sarajevo acted as a catalyst that set off the biggest war in the history until that time. In 1966, Vladimir Dedijer, a leading expert on the Sarajevo assassination, claimed that already over 3,000 books had been published what studied that fateful day (Hamilton & Herwig 2003). It was a tragic murder because of the consequences it led to. But the war had indeed long been building up, and most probably would have happened anyway even without any such assassination ever happening. Need essay sample on "The Beginnings of World War 1" topic? We will write a custom essay sample specifically for you Proceed Just before the outbreak of World War I, the balance of power in Europe existed in two major political and military groups, the Triple Alliance and the Triple Entente. The Triple Alliance contained Austria-Hungary, Germany and Italy (Chant 2002). The Triple entente consisted of France, Russia, and the United Kingdom. There was a strong element of militarism on both sides of the war. All the member countries on both sides had been building large armies and navies in the years before the war itself. They were eagerly preparing for the war, making perfect plans for army mobilization. This military build-up and preparedness existed in a climate of hatred that is based on nationalistic emotions. French were opposed to Germans, and Russians were opposed to the Austrians. Mainly in Germany, but elsewhere too, there were many nationalistic speeches and writings which talked about fighting a war in order to assert national superiority. Students Usually Tell EssayLab professionals:How much do I have to pay someone to write my assignment in time?Essay writer professionals recommend: Get Academic Writing At Reasonable Price With UsEssay Writing Help Service Buy Essay Online Cheap Top Essay Writing Cheap Essay Writing Service For about three weeks after the Sarajevo assassination, nothing much happened. But then Austria-Hungary started reacting (Duffy 2004). It thought that there was the hand of Serbian government behind the assassination and demanded Serbia the assassins and their groups be given over to it for punishment. Serbia did not like to be issued an ultimatum in that way, and went for the support of its ally Russia. Meanwhile, Austria-Hungary asked the support of Germany, in case Russia comes into picture. Germany wanted Austira-Hungary to go out on a war. Austria-Hungary then declared war on Serbia. And Russia started sending its huge army to support Serbia. For Germany it was an opportunity that it was waiting for, and it declared war on Russia on Aug 1. Since France was a close ally of Russia, it was brought in the war too. Germany declared war on France, and invaded Belgium in order to quickly reach Paris. Britain was on the side of France, and it declared war on Germany on August 4. The Bel gian King also appealed Britain for help. With Britain coming into the war, its several major colonies, like Australia, Canada, India, offered their full support to it. But the United States wanted to keep itself out of war, and did not take sides. It would remain neutral until almost the last year of the war. Japan had an agreement with Britain, and therefore it joined the side of Britain. Italy was the ally of Germany and Austria-Hungary. But it did not join the war until after several months. However, it joined the Allied forces of France and England against Germany. In the August of 1914 itself, the situation was quickly escalating beyond the worst expectations of anyone. In order to explain the complex deeper causes and roots of the Great War, historians have always looked into the European history of the 19th century. What began as a Balkan war exactly after one month after the assassination of Archduke Ferdinand became the First World War, within just a week (Williamson 1998) . In 1914, Europe was a civilized, prosperous, mostly content place. Then, following an assassination in an obscure capital of an obscure Balkan province, it suddenly started blowing itself up and tearing itself down.... It is a story of international politics crossing the line into world madness and collective suicide. (Axelrod 2000) One year on, in Aug 1 1915, the war was being fought on all Western, Eastern, and Southern with full intensity. The first major event to happen in the twentieth century, the First World War was crucial in shaping many fundamental aspects of the 20th century history. The international political scene after the war became completely different from the one before the war. Britain, which was the world's foremost superpower until then, started to decline, and America began to rise (pbs.org, 2004). Also, the road to Second World War started in the First World War. References: Axelrod. A. (2000). Complete Idiot's Guide to World War I. Indianapolis, IN : Alpha Books Chant, C. (2002). Austro Hungarian Aces of World War 1. Oxford : Osprey Publishing. Duffy, M. (2004). The Causes of World War One. Retrieved Nov 14 2006 from http://www.firstworldwar.com/origins/causes.htm Hamilton, R. F. & Herwig H. H. (2003). The Origins of World War I. Cambridge : Cambridge University Press Pbs.org. (2004). The Great War. Williamson, S.R. (1998). The Origins of the War. In, World War 1: A History, by H. Strachan. pp.9-25. Oxford University Press.

Free Essays on Thanks To My Mother

Thanks to My Mother by Schoschana Rabinovici is one of the most moving memoirs I have ever read about the Holocaust. Born Susie Weksler, Rabinovici was only eight when Hitler's forces invaded her Lithuanian city of Vilnius, a great center for Jewish learning and culture. Soon after, her family faced hunger and fear in the Jewish ghetto, but the worse was yet to come. When the ghetto is liquidated, some Jews are selected for forced labor camps and the rest are killed. Susie would live because of her mother's courage and ingenuity. She carries Susie, hidden in a back pack, to the group destined for the labor camps. Susie is disguised as an adult to fool the guards into believing she is 17. Her mother cares for her body and soul through gruesome conditions in three concentration camps and a winter death march. This is a haunting book. It is amazing what the human spirit can endure when there is only a bit of hope. Susie's mother is determined that not only will they both survive, but that she will retain her humanity in the process, often sharing rations and thinking of ways to help other prisoners. Rabinovici is unsparing in her recollections: she describes "selections" when babies abandoned by their mothers are trampled, a bathhouse abortion, and a hellish journey on the cargo deck of a ship where the passengers are sprayed with feces and vomit. The only concession made to younger readers is footnotes that define religious, political and historic terms. Its biggest fault is that the author lacks the redemptive vision of, for example, Livia Bitton-Jackson in I Have Lived a Thousand Years. Readers whose interests include Holocaust testimonies and do not depend on literary polish, and are mentally prepared for the harshness of Rabinovici's experiences, will come away with renewed appreciation of the extraordinary fortitude required to survive those dire times.... Free Essays on Thanks To My Mother Free Essays on Thanks To My Mother Thanks to My Mother by Schoschana Rabinovici is one of the most moving memoirs I have ever read about the Holocaust. Born Susie Weksler, Rabinovici was only eight when Hitler's forces invaded her Lithuanian city of Vilnius, a great center for Jewish learning and culture. Soon after, her family faced hunger and fear in the Jewish ghetto, but the worse was yet to come. When the ghetto is liquidated, some Jews are selected for forced labor camps and the rest are killed. Susie would live because of her mother's courage and ingenuity. She carries Susie, hidden in a back pack, to the group destined for the labor camps. Susie is disguised as an adult to fool the guards into believing she is 17. Her mother cares for her body and soul through gruesome conditions in three concentration camps and a winter death march. This is a haunting book. It is amazing what the human spirit can endure when there is only a bit of hope. Susie's mother is determined that not only will they both survive, but that she will retain her humanity in the process, often sharing rations and thinking of ways to help other prisoners. Rabinovici is unsparing in her recollections: she describes "selections" when babies abandoned by their mothers are trampled, a bathhouse abortion, and a hellish journey on the cargo deck of a ship where the passengers are sprayed with feces and vomit. The only concession made to younger readers is footnotes that define religious, political and historic terms. Its biggest fault is that the author lacks the redemptive vision of, for example, Livia Bitton-Jackson in I Have Lived a Thousand Years. Readers whose interests include Holocaust testimonies and do not depend on literary polish, and are mentally prepared for the harshness of Rabinovici's experiences, will come away with renewed appreciation of the extraordinary fortitude required to survive those dire times....

Persepolis (Iran) - Darius the Greats Persian Empire

Persepolis (Iran) - Darius the Great's Persian Empire   Persepolis is the Greek name (meaning roughly City of the Persians) for the Persian Empire capital of Pà ¢rsa, sometimes spelled Parseh or Parse. Persepolis was the capital of the Achaemenid dynasty king Darius the Great, ruler of the Persian Empire between 522–486 B.C.E. The city was the most important of the Achaemenid Persian Empire cities, and its ruins are among the best known and most visited archaeological sites in the world. The Palace Complex Persepolis was built in a region of irregular terrain, on top of a large (455x300 meters, 900x1500 feet) man-made terrace. That terrace is located on the Marvdasht Plain at the foot of the Kuh-e Rahmat mountain, 50 kilometers (30 miles) northeast of the modern city of Shiraz and 80 km (50 mi) south of Cyrus the Greats capital, Pasargadae. Atop the terrace is the palace or citadel complex known as Takht-e Jamshid (The Throne of Jamshid), which was built by Darius the Great, and embellished by his son Xerxes and grandson Artaxerxes. The complex features 6.7 m (22 ft) wide double stairways, the pavilion called the Gate of All Nations, a columned porch, an imposing audience hall called Talar-e Apadana, and the Hall of a Hundred Columns. The Hall of a Hundred Columns (or Throne Hall) likely had bull-headed capitals and still has doorways decorated with stone reliefs. Construction projects at Persepolis continued throughout the Achaemenid period, with major projects from Darius, Xerxes, and Artaxerxes I and III. The Treasury The Treasury, a relatively unassuming mud-brick structure on the southeastern corner of the main terrace at Persepolis, has received much of the recent focus of archaeological and historical investigation: it was almost certainly the building which held the Persian Empires vast wealth, stolen by Alexander the Great in 330 B.C.E. Alexander used the reported 3,000 metric tons of gold, silver and other valuables to fund his conquering march towards Egypt. The Treasury, first built in 511–507 B.C.E., was surrounded on all four sides by streets and alleys. The main entrance was to the west, although Xerxes rebuilt the entrance on the north side. Its final form was a one-story rectangular building measuring 130X78 m (425x250 ft) with 100 rooms, halls, courtyards, and corridors. The doors were likely built of wood; the tiled floor received enough foot traffic to require several repairs. The roof was supported by more than 300 columns, some covered with mud plaster painted with a red, white and blue interlocking pattern. Archaeologists have found some remnants of the vast stores left behind by Alexander, including fragments of artifacts much older than the Achaemenid period. Objects left behind included clay labels, cylinder seals, stamp seals, and signet rings. One of the seals dates to the Jemdet Nasr period of Mesopotamia, some 2,700 years before the Treasury was built. Coins, glass, stone and metal vessels, metal weapons, and tools of different periods were also found. Sculpture left behind by Alexander included Greek and Egyptian objects, and votive objects with inscriptions dated from the Mesopotamian reigns of Sargon II, Esarhaddon, Ashurbanipal, and Nebuchadnezzar II. Textual Sources Historical sources on the city begin with cuneiform inscriptions on clay tablets found within the city itself. In the foundation of the fortification wall at the northeastern corner of the Persepolis terrace, a collection of cuneiform tablets were found where they had been used as fill. Called the fortification tablets, they record the disbursement from royal storehouses of food and other supplies. Dated between 509-494 BC, almost all of them are written in Elamite cuneiform although some have Aramaic glosses. A small subset that refers to dispensed in behalf of the king is known as the J Texts. Another, later set of tablets were found in the ruins of the Treasury. Dated from the late years of the reign of Darius through the early years of Artaxerxes (492–458 B.C.E.), the Treasury Tablets record payments to workers, in lieu of a part of or all of the total food ration of sheep, wine, or grain. The documents include both letters to the Treasurer demanding payment, and memoranda saying the person had been paid. Record payments were made to wage-earners of various occupations, up to 311 workers and 13 different occupations. The great Greek writers did not, perhaps surprisingly, write about Persepolis in its heyday, during which time it would have been a formidable opponent and the capital of the vast Persian Empire. Although scholars are not in agreement, it is possible that the aggressive power described by Plato as Atlantis is a reference to Persepolis. But, after Alexander had conquered the city, a wide array of Greek and Latin authors like Strabo, Plutarch, Diodorus Siculus, and Quintus Curtius left us many details about the sacking of the Treasury. Persepolis and Archaeology Persepolis remained occupied even after Alexander burned it to the ground; the Sasanids (224–651 C.E.) used it as an important city. After that, it fell into obscurity until the 15th century, when it was explored by persistent Europeans. The Dutch artist Cornelis de Bruijn, published the first detailed description of the site in 1705. The first scientific excavations were conducted at Persepolis by the Oriental Institute in the 1930s; excavations were thereafter conducted by the Iranian Archaeological Service initially led by Andre Godard and Ali Sami. Persepolis was named a World Heritage Site by UNESCO in 1979. To the Iranians, Persepolis is still a ritual space, a sacred national shrine, and a potent setting for the spring festival of Nou-rouz (or No ruz). Many of the recent investigations at Persepolis and other Mesopotamian sites in Iran are focused on preservation of the ruins from ongoing natural weathering and looting. Sources Aloiz E, Douglas JG, and Nagel A. 2016. Painted plaster and glazed brick fragments from Achaemenid Pasargadae and Persepolis, Iran. Heritage Science 4(1):3.Askari Chaverdi A, Callieri P, Laurenzi Tabasso M, and Lazzarini L. 2016. The Archaeological Site of Persepolis (Iran): Study of the Finishing Technique of the Bas-Reliefs and Architectural Surfaces. Archaeometry 58(1):17-34.Gallello G, Ghorbani S, Ghorbani S, Pastor A, and de la Guardia M. 2016. Non-destructive analytical methods to study the conservation state of Apadana Hall of Persepolis. Science of The Total Environment 544:291-298.Heidari M, Torabi-Kaveh M, Chastre C, Ludovico-Marques M, Mohseni H, and Akefi H. 2017. Determination of weathering degree of the Persepolis stone under laboratory and natural conditions using fuzzy inference system. Construction and Building Materials 145:28-41.Klotz D. 2015. Darius I and the Sabaeans: Ancient Partners in Red Sea Navigation. Journal of Near Eastern Studies 74(2):267-280.