Ancient Civilizations Of Mesopotamia And Mesopotamia

Sumerian (3500-2300BC)Babylonian (1792-1750 BC) both belong to civilizations of Mesopotamia, but they existed different period. The ancient civilizations of Mesopotamia are the source of the earliest surviving art; these civilizations were situated between the Tigris and the Euphrates Rivers. Dating back to 3500 B.C.E., Mesopotamian art was intended to serve as a way to glorify powerful rulers and their connection to divinity. Art was made from natural resources such as stone, shells, alabaster and marble, and was often created as didactic pieces. No artist signatures can be found on most of the work, because the pieces were meant to embody the subject matter, rather than the creator. Popular items that typify this time period include cylindrical seals, steles, narrative relief sculptures, and lavishly decorated tombs. More than 4,000 years ago the valleys of the Tigris and Euphrates rivers began to teem with life--first the Sumerian, then the Babylonian, Assyrian, Chaldean, and Per sian empires. Here too excavations have unearthed evidence of great skill and artistry. Examples of fine works in marble, diorite, hammered gold, and lapis lazuliahve been found. Stone, wood, and metal was imported. Sumerian art and architecture was ornate and complex - primarily used for religious purposes - painting and sculpture the main median used. Of the many portraits produced in this area, some of the best are those of Gudea, ruler of Lagash. Some of the portraits are in marble,Show MoreRelatedAncient Mesopotamia And Ancient Civilizations896 Words   |  4 Pages Throughout many cultures in ancient civilizations, humans have held a belief in superior beings to which they called gods. 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This ancient civilization hou ses one of the earliest cities throughout human history, appearing around 3500 BC, though human settlementRead MoreEssay on Egypt, Mesopotamia and Ancient Greek Civilizations1810 Words   |  8 PagesMichael Jones 10/5/2012 Cabrera Egypt, Mesopotamia and Ancient Greek Civilizations The Ancient Egyptians, Mesopotamia, and Greeks were some of the oldest complex societies, although similar in many aspects. Mesopotamia is located in the Fertile Crescent, land in and between the Tigris and Euphrates rivers usually known as modern day Iraq and Eastern Syria.(24) In Egypt, the Nile River creates a fertile valley which is rich in nutrients and essential to their survival. The Nile flows fromRead MoreSimilarities And Differences Between Civilizations, Mesopotamia And Ancient China868 Words   |  4 PagesMany of the early world civilizations had similar experiences when evolving to become the influential societies that affected other societies. 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For the Mesopotamians, theseRead MoreHow Did the Geographic Features of Ancient Egypt and Mesopotamia Impact Civilization Development?1786 Words   |  8 Pagesimpacted a civilizations development in great measures. Depending on the resources available or the detriments present due to certain topographical characteristics like rivers or deserts, a civilization could flourish or collapse. By studying the geographic features of growing societies like the Nile, Euphrates, and Tigris Rivers as well as the Mediterranean Sea of Egypt and Mesopotamia, the link between developing cultures and geography will be examined through sources, including Egypt: Ancient CultureRead MoreRelevance Of Mesopotamia Essay1566 Words   |  7 Pagesâ€Å"The relevance of ancient Mesopotamia can be simply stated: Mesopotamia produced the world’s first humanists - studying ancient Mesopotamia enables students to explore what it is to be human,† (Jamieson Ancient Mesopotamia: Discovering Civilisation 23). The Fertile Crescent is where the start of civilization occurred, and it is often called the ‘cradle of civilization,’ (Jamieson Ancient Mesopotamia: Discovering Civilisation 23). Understanding the development, the of civilization in the Fertile CrescentRead MoreMesopotamia, Egypt and China Essay871 Words   |  4 PagesThe civilizations of ancient Egypt, Mesopotamia and China were all different but were also developed similar ways of doing things. The political, economic and intellectual outlooks of these ancient peoples say a lot about their ways of life. The religious views of Egypt and Mesopotamia were rather different. II. Politics The political thinking of these ancient civilizations definitely had their differences and also their similarities. A. Mesopotamia Mesopotamia was divided into city-statesRead MoreTrends in Ancient Civilizations1234 Words   |  5 Pagesï » ¿Trends in Ancient Civilizations Over the course of human history, humans and our ancestors have made tremendous strides. From Homo habilis making the first stone tools to the Egyptians building The Pyramids of Giza, human history is nothing short of intriguing. If it wouldn’t have been for each stride made by our ancestors we probably wouldn’t live in the world that we live in today. When the Neolithic Era began in 9600 BCE, human civilizations gradually started to spring up all over the worldRead MoreEssay on Compare and Contrast Egypt and Mesopotamia901 Words   |  4 Pagesdeveloped around the Nile River, while Mesopotamia developed between the Tigris and Euphrates rivers. Egypt and Mesopotamia grew into complex civilizations. Politically, both Egypt and Mesopotamia had a government with one main ruler, but Egypt had a centralized government with a pharaoh, while Mesopotamia had a decentralized government with a king. Socially, both civilizations were patriarchal, but Egypt was more lenient tow ards women while Mesopotamia was stricter. The political and social

‘the Lottery’ by Shirley Jackson Free Essays

‘The Lottery’ by Shirley Jackson is a short story that uses plot. characterisation and suspense to develop several themes. In doing so Jackson deepens our understanding of people and the nature of society. We will write a custom essay sample on ‘the Lottery’ by Shirley Jackson or any similar topic only for you Order Now The story begins in a growing village which holds an annual lottery, but instead of being rewarded the person who receives the marked paper gets stoned to death. This itself demonstrates one of the main themes of man’s inhumanity to man. Jackson also shows this by telling the reader that it is a small community that murders one of its own members which shows the shocking and cruel nature achieved by humans. We can see this by looking at the start of the story when a group of boys play at the lake: â€Å"Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example† This shows inhumanity in an unclear way because the reader doesn’t know why they are doing collecting stones but soon realise at the end that it was so they could throw them at the person who was about to get stoned. Another aspect which shows that the civilisation is inhumane is that the village barely conceal the savagery of killing a member of its own community. Jackson shows this by telling us that the killings are done by ‘decent’ people who are show themselves to be kind generous people, but a family realises that it is no their family they proceed with an unsympathetic disinterest for the family that does receive the marked paper. Also, the village does not attempt to hide their actions from other villages, which tells us that they think that their actions are the right actions to take. This story also makes the reader question: â€Å"Is life expandable? It may make us think of this because good innocent people still suffer, and that it was all down to chance that decides what happens to whom. Characterisation adds something to our understanding of nature and society because the author does not focus on one character alone or tell anything about them; instead Jackson focuses on a group of people united by a common objective, which is to avoid receiving the marked paper which will conclude in the person being stoned to death . When looking at the characterisation of the characters, it is important to know that Jackson does not give any detail about any of the characters. We can see this when Tessie Hutchison first arrives at the lottery ceremony: â€Å"Mrs Hutchison came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place. † This proves that Jackson doesn’t go into any detail when it comes to the characters, because when we first see Mrs Hutchison, it tells us that she has a jumper over her shoulders, yet does not tell us what she looks like or what else she is wearing. This does not happen to just one character but all characters throughout the story. `Although all the characters aren’t given in any detail, there are a few characters that stand out through the story. The main person who stands out is the character who gets stoned to death, which happens to be Tessie Hutchison who was also late for the lottery ceremony. When it was Mrs Hutchison who received the marked paper and was chosen to be stoned to death she exclaims: â€Å"â€Å"It isn’t fair, it isn’t right! † Mrs Hutchison screamed, and then they were upon her. This shows Tessie’s selfish nature because she hasn’t objected to any of the stoning’s before, even though it is wrong and cruel. In this context ‘fair’ and ‘right’ mean the same thing to Tessie because it was her who received the marked paper and not someone else, and if it was someone else she would’ve took part in the stoning. This also reflects th e cruel nature of the whole community because they are happy to murder one of their own members as long as it is not themselves that gets stoned. Another character which stands out is Mr Summers, the organiser of the lottery. Mr Summers is perceived as a cold hearted person near the end of the story even though at the start he is saw as a person who â€Å"had time and energy to devote to civic activities† which tells us that he is saw as a nice kind person. We can see that he is actually a cold hearted person after Tessie receives the marked paper. â€Å"â€Å"That was done pretty fast, now we’ve got to be hurrying a little more to get done I time. †Ã¢â‚¬  This shows that he is cold hearted because he says that sentence as if he has better things to do. It also tells us that he is a very organised person because he talks like he is sticking to a specific timetable. Another important group of characters are at the very beginning of the story. They are the children. The children are important because they create suspense in the beginning of the story and also show how the savagery of the parents is transferred onto the children and they will then grow up believing in the same things as their parents. It also shows that the nature of people and society are cruel because they are only children and no one thinks that children playing by a lake are evil. We can see that the children are related to the savagery of man towards man when we look at the children by the lake. â€Å"Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example† This shows the barbaric nature of the village because it is only the start of the story and already children are preparing for the stoning of a person in their village. The Lottery’ is quite different from other short stories, because short stories are usually made up of three main things: * A normal beginning * Some sort of adventure occurs and the main character gets dragged into the plot * And some sort of twist at the end. ‘The Lottery’ is not like most short stories because it has the same story line all the way throughout, and doesn’t involve any action or adventure. However there is a twist at the end because the reader doesn’t suspect that the person is going to be stoned to death, and it is only until we re-read the story that we realise that everything was connected to each other in some way. For example the boys picking up the stones at the beginning and then throwing them at Tessie at the end. Jackson also creates suspense to add something to our understanding of people and the nature of society. Jackson creates suspense by giving full details of the preparation of the lottery to stall for a while before actually talking about the lottery. She also creates suspense by creating lots of conversations among the villagers, which also shows the barbarity of the village because they all talk to each other like normal neighbours would, and makes the reader unaware of what is about to happen. In conclusion, Shirley Jackson has made me aware that people may think that they are civilised, but we also have the potential to be barbaric savages who all follow one leader. It has also made me aware that society can turn against you if people think it is for the right reasons. How to cite ‘the Lottery’ by Shirley Jackson, Papers

Thesis About English Proficiency Among Bshrm Students free essay sample

The researchers also wanted to  thank their family  who inspired ,encouraged and fully supported for every trials that comes in their way . In giving them not just financial ,but morally and spiritually . To their group  mates  who willingly helped gather the  necessary  data’s and  information  needed  for  this  compilation. The researchers also  wanted  to express their  gratitude to all the people  who have given their heart whelming fullsupport  in  making  this  compilation  a  magnificent  experience  . For being hospitable, a special thanks to the Staff and Administrator of National Library. Their thanks must go also to the Librarians and Faculty staff who give them a full support for making their thesis. To God the father of all ,they thank for the strength that keep them standing  and for  the hope  that  keep  them  believing that  this  would  be possible  and  more  interesting. Only then can he/she be sure that the learning experience is pleasant, relevant and realistic to the learner. Since English is very much a part of the intellectual and social life of most Filipinos, It plays an important role in relation to all school activities s well as to life outside the school. It is in the vein that the English language is still a medium of instruction in the present Philippine educational system mandated in article XIV sec. 07 of the 1987 constitution. As the country’s second language, the significance of mastering skills in English is clearly recognized by the school system. English Proficiency is considered one of the indicators of a student’s success. A proficient English speaker and writer possess a valuable tool that open him a vast storehouse of knowledge and opportunities that he uncovers between covers of any printed medium and conversations. Educators and even leaders are alarmed by the seeming retrogression of the youth and students in the learning of the language. Many teachers lament or bewail the inability of their students to communicate effectively in English. Educators and even administrators are concerned with the negative turn off events. Since formal education is the best vehicle for language learning, it is not surprisingly why the school is the easy suspect for the problem. If learning takes place in the school, as indeed it does, then English instruction should be improved. Many factors could be cited for the deterioration of English in the country- taking most of the blame is school. Communication Arts in English is one of the core subjects in college. Yet, for all its importance, English teachers have been played a great number obstacles in their attempt to create an ideal communicative learning situation in the classroom. English, as a second language, requires a good deal of mastering before it can be used adequately by the student. This suggests that teacher’s parents and school officials should be aware of the student’s strengths and weaknesses so as to avoid activities that may prove to be hindrance in language learning in the classroom. The identification of the strengths and weaknesses as well as problems and deficiencies constitutes one of the basic functions of the educative process. It allows for the objective evaluation of learning gains as well as the identification of answers were difficulties or obstacles are present. It follows that teaching standards have to be streamlined and raised. One way of doing this is through the development of language skills using present structures of the students Language. It becomes imperative therefore that both skills and deficiencies, in English be identified toward a view of correcting them. Collarly to this, the researcher believes that the variables which bear a relationship to the proficiency in English need to be studied and analyzed and therefore, must be identified to strengthen their effects. The ability to read and comprehend English makes vast amounts of Philippine history and heritage, along with East Asian and world history, accessible to Filipinos. Constantly promoting English, as a means for contract workers to find jobs abroad or in domestic call centers, perpetuates a colonial mentality and degrades an important academic discipline. English should be regarded primarily as an educational tool which enhances a students or the general publics knowledge of the Philippines, builds up national intellectual capabilities and enriches national culture and identity. Books in English also open up vast reservoirs of collective human nowledge regarding world history, science, religion, political theory, literature and the arts. Works originally written in English or translated into modern English over the last several centuries make up the largest repository of printed information. Despite the marvels of the Internet, I still believe reading full-length printed books is the best way to absorb complex information. Spend a few hours in a library or in any of the new bookstores opening in the malls around Manila and you will be surrounded by an overwhelming number of fascinating publications for all ages and all interests. There are illustrated books and magazines ranging in topic from art to architecture, biology to biography, cooking to crime, erotica, the environment, finance, fiction, gardening, philosophy, sports, travel and on and on. This phenomenon of big, full service bookstore chains, many connected to international publishers, is blossoming in Singapore, Bangkok and Hong Kong and in upscale malls around the world. For harder to find or out-of-print books just click Amazon or ABE books on the Internet and search by title, author or subject. If the Philippines loses its college level English language skills, which seems to be happening at present, it will be losing access to much of its own indigenous history and national memory. Some parochial nationalists argue that this is just fine with them; let the nation build its future on a local Malay-based language such as Tagalog. What they overlook is that the majority of educated Filipinos have been writing in English or have been translated into English from Spanish for well over a century. Despite the fact that many Filipinos were reported to be literate in various dialects at the time of the Spanish conquest in 1565 there is virtually no evidence of a substantial canon of work written in native Filipino languages. In the 16th, 17th and 18th centuries there were travel accounts of the Philippines in Spanish, French and English, voluminous reports to Spain by officials and friars, and Spanish dictionaries of Filipino languages phonetically spelled out in the Roman alphabet. Many Filipinos were writing eloquently in Spanish in the 19th century — Jose Rizal, Pedro Paterno, Graciano Lopez Jaena, Marcelo H. Del Pilar, ApolinarioMabini, and other leaders of the Philippine Revolution and Wenceslao E. Retana, the great bibliographer. During the first years of American occupation of the country, American scholars translated thousands of Spanish books and documents into English and added a tremendous amounts of new sociological, cultural and scientific information in their lengthy reports. Emma Blair and James A.Robertsons 55 volume, annotated set of Philippine historical material is an outstanding example of the American dedication to written documentation. By the 1920s and onwards Filipinos such as Maximo M. Kalaw, Claro M. Recto, Manuel Quezon, CamiloOsias and Rafael Palma were writing in both Spanish and English. After the Second World War, major Filipino writers wrote mostly in English, including National Artists for Literature Nick Joaquin, F. Sionil Jose and Bien Lumbrera. Political theorists like Renato Constantino and eminent historian O. D.Corpuz, Resil B. Mojares, also choose English. These are just a few of the distinguished Filipino thinkers and writers who wrote almost all their work in Spanish and later in English. Today the large majority of Filipino writers, historians, scholars and journalists are working almost entirely in English. English is very much part and parcel of the Philippines national birthright. Unfortunately for the ardent nationalists, the sheer practicality of trying to acquire a college graduate level education in the humanities solely in Filipino is not feasible. Young people in third world countries, especially in the case of the Philippines, can spurn the serious study of foreign languages in the name of national sovereignty but ironically they will end up sacrificing a large portion of their own national memory and individual heritage. A nation that forgets its past identity and place in world history is ill-prepared for the inevitable challenges of future colonial pressures. Pop culture flooding the Philippines from other Asian countries is as shallow as anything Hollywood churned out in the 1950s. The serious thinking arriving here from our East Asian neighbors is almost all in the form of books published in English in Tokyo, Hong Kong and Singapore. Filipino regional languages and their many spoken dialects are beautiful and deeply expressive of local cultures and the modern Philippine nation. They represent ancient and modern oral and written traditions which capture the finest nuances of the Filipino character and the Filipino world. However, as is true in all parts of the world, local languages are dying off or being hybridized at a rapidly increasing rate. Much is being done to try to record and save these linguistic traditions but the loss is an inevitable result of high-speed, electronic, global communication. The positive side of this phenomenon is that greater and greater numbers of people across the globe are now able to communicate with each other in the remaining international languages and can share massive amounts of knowledge and information, stored in the collective libraries and archives of the world. The current government policy seems to give every poor Filipino a bit of fractured English and send them on their way abroad, hopefully to earn foreign exchange. No class of people should be groomed to be overseas workers; they need jobs here at home, near their families, in the country they love. The high social cost of this public policy is broken homes, not to mention that intelligent and motivated citizens are being forced overseas when they should be home mentoring their children. Working the graveyard shift at call centers catering to foreign clients, is not much more desirable. Tremendous resources, local and foreign, are now being spent on teaching English to impoverished elementary school kids. The current mantra being that English is ones passport out of the Philippines to high-paying jobs. It would be better to strongly promote English for high school and college students, especially reading and writing skills, so they can build a strong new nation from within, on their own terms. Rich Filipinos automatically provide their children with this type of English instruction. It should be available to all who want it. High-quality text books, instructional material, libraries and reading centers should be available in every high school and college with standardized testing and mandatory reading assignments. Not only English but Chinese and Spanish should be promoted by the Board of Education. For the evolving Philippine middle class this would create a new generation of highly articulate readers and writers with excellent abilities to access information and form critical opinions and thoughtful analysis of their society and leaders. By (Jonathan Best is the curator for the Ortigas Foundation Library and Philippine Studies Center in Pasig. ) Box 1 contains the input. The description of who the respondents are. It includes year level, Parent’s educational attainment, Parent’s occupation, combined family income, secondary school graduated, final grade in English IV. The techniques and method that will be implemented to assess the respondents English Proficiency and identify some factors that need intervention in order to arrive at the expected outcome. Box 3 contains output. The perceived outcome of the study that is an HRM Student that is proficient in English and effective in communication skills will eventually excel in his/her future careers. This study is focused on the English Proficiency level of BSHRM students especially on their communication skills, reading, listening, speaking, and writing ability.