The Greatest Hero Figure Of Ancient Mesopotamia Essay

It is reasonable that the origin of interests and concerns of societies would fascinate many because of the ability to learn about how the interests have been created and evolved. Learning about interests can bring knowledge about how people in the past had believed in and how it is thought of compared to today s society and culture. The best-known individual of Mesopotamia was Gilgamesh. He was in a cycle of stories called Epic of Gilgamesh. Gilgamesh was the greatest hero figure of ancient Mesopotamia. Though the stories focus on the adventures of both Gilgamesh and his friend Enkidu, the stories explored themes like ambition and the longing for immortality. These themes reflected the interests of the urban-based society that emerged in Mesopotamia. In Mesopotamia there was a quest for order, a formation of a complex society and cultural traditions, broad influence of the society, and Indo-European migrations. There was a quest for order in Mesopotamia. During the fourth millennium B.C.E., human population increased. Through adaptation they created states and governmental machinery. Sumerians from the land of Sumer were dominant in Mesopotamia. In Sumer population increased likely because of agricultural potential. There were new arrivals who were Semitic people. Sumerians built the world s first cities. There were Sumerian cities that then established states. There were palaces, temples and defensive walls. The impressive buildings were ziggurats which housedShow MoreRelatedEpic of Gilgamesh Essay1021 Words   |  5 PagesEpic of Gilgamesh . Mesopotamia, current day Iraq, derived its name from words meaning, the land between the rivers, which refers to the Tigris and Euphrates. This land was inhabited during the fourth millennium B.C.E. and throughout time transcended into political and military organizations. The significance of these cultures revolved around important warrior figures and their impact on society. 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Hear the Audio for Chapter 1 at www.myhistorylab.com CRAIMC01_xxxii-031hr2.qxp 2/17/11 3:22 PM Page xxxii EARLY HUMANS AND THEIR CULTURE page 1 WHY IS â€Å"culture† considered a definingRead MoreImmorality In Gilgamesh2049 Words   |  9 Pageswild man Enkidu to confront Gilgamesh† (34). Enkidu was created. The people of Uruk was saying that Gilgamesh was not a good person. He is very arrogant to the people. According to the book â€Å"The Gilgamesh of the epic is an awe-inspiring, sparkling hero, but at first also the epitome of a bad ruler: arrogant, oppressive, and brutal† (34). Enkidu was formed by the goddess Aruru out of water and clay for Gilgamesh, as an equalizing weight or force. Gilgamesh is the king of Uruk. 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Is Childhood A Uniform Global Experience - 1268 Words

Is Childhood a uniform global experience? Childhood can be defined as many things, a time of growing up and for the majority a happy time filled with imagination and laughter. However, this is not always the case for all. Depending on where you are in the world your childhood will be different, not everybody’s childhood is the same it varies on where you live, the time you live in and whom you live with. It would seem that the idea of 2.4 children with a mother father and two children is rarity these days this could be due to the economic climate and the cost of bringing up children is putting people off having children so many are becoming families with one child. Thus being the case the childhood one would experience as an only child†¦show more content†¦This usually leads to a moody and anxious child but most of the time a well behaved child. A Permissive Parent - These types of parents are affectionate and very anxious to please, they tend to finish every sentence with asking If â€Å"that’s ok?† they cannot say no and stick to it and are usually manipulated. This then leading the child in to be demanding and whiney they also get frustrated very easily and lack empathy and kindness. The passive parent – these are the more emotionally removed parents they remove the discipline are very inconsistent and unpredictable. These children are very likely to be clingy and needy rude and likely to get into trouble. There is many a literature on how one can parent a child for example The Incredible Years. This explains how a parent can interact though play and praise and ignore bad behaviour. (Webster-Stratton, 2005). The Incredible Years claims to be a â€Å"a troubleshooting guide for parents of children aged 2-8 years†. (Webster-Stratton, 2005). It bases itself on a parenting pyramid where each level of the pyramid builds upon the previous tier to create to create a strong parent child relationship. This is by play, praise, effective limit setting, ignoring bad behaviour and time out. (Appendix 1). The advice given is to use the play and praise liberally and use with one’s child frequently

School Life in the 1950s free essay sample

School Life in the 1950’s was harder than today because the facilities were few and inadequate. Teachers were stricter and corporal punishment was still in use. They had fewer subjects and wealth, discrimination, sexism and racism meant they could only do certain subjects. After World War 2 there was a baby boom and as a result in the 1950’s schools were quickly filling up as the children enrolled. The enrolments increased as much as 30% over the ‘baby-boomers’ decade. In the year 1950 there were 166 437 existing elementary and secondary schools in the USA to educate over 29 million students. As the amount of students increased, the schools and resources declined. It was reported by the Office of Education in 1953 that there was a shortage of 345 000 classrooms, meaning overcrowding in 60% of America’s classrooms and up to 20% of schools failed to meet basic safety standards (statistics- www.encyclopedia.com/doc/1G2-3468301830.html 6/08/2013) School facilities were even more unpleasant for the coloured people of America. Their schools were separate from the white people and they were poorly funded by the government. â€Å"By 1950, the inequality in educational achievement between white students and minority students had increased since 1900, when very few Americans or and race or gender attended high schools, and formal education was only marginally a factor in national economic and social life†- historians Mondale and Patton. (www.illinoishistory.gov/Illinois%20History/Jan05-21Vargas.pdf 14/08/2013). This all changed in 1954; when a father named Mr Brown took his case to the United States Supreme Court declaring his daughter should be allowed to go to school with white children. â€Å"Mr Brown was upset that his daughter had to walk over a mile through railroad yards to get to a black school when a white one was only seven blocks away† (www.livinghistoryfarm.org/farminginthe50’s/life_12.html 14/08/2013). The United States Supreme Court declared a â€Å"Separate but equal† system (desegregation) in schools and made a start on ending discrimination in other institutions. The country school buildings were usually â€Å"made of wood with weatherboards outside and tongue-and-groove timber for the interior walls. Most schools were elevated on stumps to provide a rudimentary play area underneath, which was usually concreted. The rough-hewn stumps would be painted with tar to deter white ants, and constant checking of stumps,  walls, toilets and even toilet seats for termites was part of the head teacher’s job†. Up the front of the classroom there were â€Å"two large blackboards, almost square in shape, fixed to the wall. Sometimes an extra blackboard would stand on an easel as well. A wooden cupboard with doors, known as a ‘press’, held all the class books and teaching materials. There was usually no other shelving† (www.starfieldobservatory.com/Nambour/Schooling.html 14/08/2013). The school facilities in 1950 were basic and inadequate and the students and teachers had to make do with what they had. The schools of 1950 were lacking equipment but one piece of equipment was most certainly not lacking in most schools and that was the cane or ruler. Teachers used the cane to spank the disobedient and troublesome students and it was usually very effective – â€Å"I really can’t remember kids sort of stepping out of line very much because they knew that they would be getting disciplined severely. There was very little leeway, but then again, there were very little problems† – Student in 1950 (www.angelfire.com/falcon/hist232/interviews%20l.html 14/08/2013). The main reason students got spanked were: â€Å"talking or being disruptive in class, not lining up properly or being rambunctious either inside or outside the school† (www.angelfire.com/falcon/hist232/interviews%20l.html 14/08/2013). Teachers could cane across the hand or across the buttocks or often slap around the head without fear of punishment, as the offence was â€Å"caused† by the child. If the offence was viewed serious enough the student went to the headmaster for ‘6 of the best’ with a heavy cane. â€Å"They used the cane a lot, usually first resort not last. She said it was normal for girls to get the cane in front of all the class with skirt, or as it was for her, gymslip raised up. They could get 2, 3, 4 strokes in front of class, occasionally some got 6 strokes. But if it was thought serious they were sent to the headmaster. Always bare off headmaster, skirt up knickers down. Six minimum, could be up to 12. She said it was normal to see someone being caned† (http://www.experienceproject.com/stories/Used-To-Get-The-Cane-At-School/2211915 16/08/2013). There was no appeal against that system of punishment and many parents believed the teacher was acting in the child’s best interests. Other methods of punishment were intimidation, strapping, removal from  class, loss of privilege, writing lines and verbal put-downs were all regularly used. As stated before, the class numbers were increasing so teachers had to teach more students, meaning discipline was becoming more stringent as the teacher tried to keep the class in control. The 1950’s was the time of the cold war and there was a great tear of nuclear war. In certain areas of America the ‘fallout’ tests were being brought in where the students were required to go through a fake atomic bomb attack and they would find refuge under their desks (little did they know this wouldn’t protect them from radiation!). It was more for the teacher and parent’s piece of mind. Teachers of 1950 were sterner and more stringent than today, corporal punishmen t was in use making sure students did all their work and behaved in the right manner. The main subjects taught to high school students in the 1950’s were reading, writing, arithmetic, history, biology, domestic science or home economics and woodwork, â€Å"Social sciences, history, geography, sociology, economics, political science, and psychology† (http://www.viu.ca/homeroom/content/topics/programs/Curriclm/ss1950.htm 16/08/2013). Some more advanced subjects like music, trigonometry, Latin or Spanish and algebra, were added to the richer schools as it was rare to find a decent and qualified teachers. In nearly all schools it was â€Å"necessary† for girls to do domestic science and learn the skills of cooking and needlework. For the boys it was â€Å"necessary† for them to do woodwork or woodshop and learn the skills of craftsmanship. Girls couldn’t do the ‘boy’ subjects and vice versa. Science was taught theoretically and there was rarely a chance for them to do experiments. Subjects were taught in a ‘chalk and talk’ system where the teacher would stand up at the front of the classroom and talk to the class and write the topic information on the chalkboard. The students would listen and copy the work into their books. It wasn’t very common for students to do practical work and field trips were very basic. In the out of the way country schools teachers had to teach many subjects and most didn’t just have their certain subject they specialised in, meaning the teachers most of the time weren’t fully trained to be teaching some subjects and were giving out false information. (http://www.livinghistoryfarm.org/farminginthe50s/life_12.html 16/08/2013).  The black people schools had limited teachers and facilities. Most of their schools just had the basic subjects and it was only after 1954 when the Supreme Court announced desegregation did this change and the black people were allowed to go to school with the white people and have access to their assortment of subjects. â€Å"The subjects taught in elementary school were maths, reading, social studies, science, art and music† (http://library.thinkquest.org/J002606/1950-60S.html 14/08/2013). Although music was usually just a basic sing-a-long with the teacher and it would happen once, maybe twice a week. The schools in the 1950’s didn’t have the variety of subjects we have today and it was limited even more because of many social issues such as racism, sexism and families wealth. School life was harder in the 1950’s because of the lack of facilities and their poor conditions, the students had to cram into overcrowded dingy classrooms and the coloured children had to walk miles to get to their black people schools. Schools were stricter and corporal punishment meant teachers were allowed to hit the students on the hand or over the head and parents let this happen as they believed it was good for the their child. The assortment of subjects choices available to the students in the 1950’s was limited and became even less as social issues such as racism, sexism, wealth and discrimination got in the way. The children and teens of 1950’s had to put up with an inadequate education system nevertheless many went on to become successful in business and life.