...2012: Studied Poetry: 2 (b) Explain why you found the work of your chosen poet impressive Seamus Heaney – “Mid-Term Break” and “Mother of the Groom” |Point |Quote from “Mid-Term Break” |Quote from “Mother |Explanation | | | |of the Groom” | | |Universal and personal themes – family, loss of a loved |“At ten o’ clock the ambulance arrived with the corpse” |“hands in her voided lap” (loss) |Engaging poetry, the reader can relate to Heaney’s | |one |(loss) | |experiences as they are likely to have experienced them in| | | |“kicked when lifted and slipped her soapy hold” (loss) |some form themselves | | |“I met my father crying” (family) | ...
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...Compare and Contrast how feelings of fear and confusion are conveyed through the use of imagery and other poetic techniques. I am going to compare the use of poetic devices to portray fear and confusion in 3 different poems, they are; Patrolling Barnegat by Walt Whitman, On the Train by Gillian Clarke, and Storm on the Island by Seamus Heaney. These poems all portray a feeling of confusion, often it is linked with the theme of war. In Patrolling Barnegat, Walt Whitman uses repetition to enhance the power of the storm he is describing. "Wild, Wild the storm, and the sea high running" The repetition of wild in this line helps to enforce the power of the storm and nature. Whitman also uses personification in this line where he compares the movement of the sea to a person running, as if he is saying that the sea will move for nobody. He is also making it sound as if the sea is rushing to get somewhere as if it is on a mission. Whitman also incorporates rhyme in his poem. This gives his poem a strong rhythm and this rhythm ties in with the image of the rolling sea, and gives this image more effect. In Storm on the IslandSeamus Heaney also describes a vivid, powerful storm. He describes the storm like he has learnt from past experience. He describes preparing for the storm as if he has gone through it many times before. "Can raise a tragic chorus in a gale" Here Seamus Heaney is comparing the storm to a tragic chorus, which ...
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...Parallel Evolution and Inheritance of Quantitative Traits Hypothesis: * Do the similarities in the lateral armor plates of the Threespine Stickleback indicate parallel evolution in a species? Methods: * The differences in plate number and body shape were examined in two populations of threespine stickleback in both a stream in Canada and a stream in Japan. Both populations were feral and completely independent of the other population. The researchers made three hybrid crosses by breeding the Canadian species with other Canadian sticklebacks, Japanese sticklebacks with other Japanese sticklebacks, and one strain of a Candian/Japanese generation. After hatching, the fish were raised separately from each other. They would then kill the fish at 18 months so they could accurately measure the fish’s lateral armor plates. * The lateral armor plates where then measured on each side of each fish. They then took digital picture of each fish using a ruler for reference in each photo. They found that each fish had similarities in the number of lateral armor plates, each differing by only about two or three plates on the left side. Results: * Parallel evolution was shown heavily between the Canadian and the Japanese strains of the stickleback. The number of lateral armor plates were very similar to start with and the number that the amount of plates was reduced by almost the exact same amount on the next generation in the two different strains. * They also noticed...
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...Seamus Heaney Seamus Justin Heaney was born in Castledawson, County Londonderry, Northern Ireland in 1939 and died in Dublin, the Republic of Ireland in 2013 at the age of 74. Seamus was born into a typical Irish farming family, and later had nine younger siblings to look after. His father, Patrick Heaney came from a farming family as well, and his mother Margaret Heaney came from At the age of 12, Seamus received a scholarship to attend the boarding school of St. Columb’s in Derry and after school he studied English at the Queens University, Belfast and graduated in 1961. He worked as a schoolteacher before becoming a collage lecturer in Oxford University and then eventually a freelance scribe in the early 70’s. In 1965, he married a fellow writer Marie Devlin and they had three children, and from 1976 onwards they lived together in Sandymount, Dublin. A lot of Seamus’s poems “tend to revolve around several common themes” and “are all interconnected”. His memories of his childhood and death are two major themes, which make an appearance in many of the poems he has written. Due to where, and in that certain time period, he grew up in, a lot of Seamus’s poems also focus on nature, farming, his homeland, war, family and religion. There are many critics that suggest, Heaney’s poems on the Northern Irish troubles which he liked to write about had an “overcautious approach, aesthetically and politically, and [gravitated] instinctively towards Parnassian inoffensiveness”...
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...Hogarth Blake Presents: Wonderful Ethiopians Of The Ancient Cushite Empire By Drusilla Dunjee Houston First published in 1926 This e-book was edited by Hogarth Blake Ltd Download this book and many more for FREE at: hh-bb.com hogarthblake@gmail.com ‘Wonderful Ethiopians Of The Ancient Cushite Empire’ by Drusilla Dunjee Houston Reproduction & duplication of this work for FREE is permitted. Refer to the terms & conditions page for more details. Terms & Conditions Scanned at sacred-texts.com, October, 2004. John Bruno Hare, redactor. This text is in the public domain in the United States because it was not renewed at the US Copyright Office in a timely fashion as required by law at the time. These files may be used for any non-commercial purpose, provided this notice of attribution is left intact in all copies and subject to the sacred texts Terms of Service at http://www.sacred-texts.com/tos.htm Hogarth Blake presents this e-book FREE of charge; it may be used for whatever purpose you see fit. The only limitations are that you may not decompile, disassemble, reverse engineer, modify, create derivative works based upon, sell, publish, license or sub-license the work or any part of it without the express written consent of Hogarth Blake Ltd. The work is provided as is. Hogarth Blake Ltd. makes no guarantees or warranties as to the accuracy, adequacy or completeness of or results to be obtained from using the work via hyperlink or otherwise, and expressly...
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...Hogarth Blake Presents: Wonderful Ethiopians Of The Ancient Cushite Empire By Drusilla Dunjee Houston First published in 1926 This e-book was edited by Hogarth Blake Ltd Download this book and many more for FREE at: hh-bb.com hogarthblake@gmail.com ‘Wonderful Ethiopians Of The Ancient Cushite Empire’ by Drusilla Dunjee Houston Reproduction & duplication of this work for FREE is permitted. Refer to the terms & conditions page for more details. Terms & Conditions Scanned at sacred-texts.com, October, 2004. John Bruno Hare, redactor. This text is in the public domain in the United States because it was not renewed at the US Copyright Office in a timely fashion as required by law at the time. These files may be used for any non-commercial purpose, provided this notice of attribution is left intact in all copies and subject to the sacred texts Terms of Service at http://www.sacred-texts.com/tos.htm Hogarth Blake presents this e-book FREE of charge; it may be used for whatever purpose you see fit. The only limitations are that you may not decompile, disassemble, reverse engineer, modify, create derivative works based upon, sell, publish, license or sub-license the work or any part of it without the express written consent of Hogarth Blake Ltd. The work is provided as is. Hogarth Blake Ltd. makes no guarantees or warranties as to the accuracy, adequacy or completeness of or results to be obtained from using the work via hyperlink or otherwise, and expressly...
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...ARTS TEACHERS’ GUIDE Grade 9 ARTS Teacher’s Guide Unit I WESTERN CLASSICAL ART TRADITIONS GRADE 9 Unit 1 ARTS TEACHERS’ GUIDE GRADE 9 Unit 1 WESTERN CLASSICAL ART TRADITIONS LEARNING AREA STANDARD The learner demonstrates an understanding of basic concepts and processes in music and art through appreciation, analysis and performance for his/her self-development, celebration of his/her Filipino cultural identity and diversity, and expansion of his/her world vision. key - stage STANDARD The learner demonstrates understanding of salient features of music and arts of the Philippines and the world, through appreciation, analysis, and performance, for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. grade level STANDARD The learner demonstrates understanding of salient features of Western music and the arts from different historical periods, through appreciation, analysis, and performance for self-development, the celebration of Filipino cultural identity and diversity, and the expansion of one’s world vision. CONTENT STANDARDs The Learner: demonstrates understanding of art elements and processes by synthesizing and applying prior knowledge and skills demonstrates understanding that the arts are integral to the development of organizations, spiritual belief, historical events, scientific discoveries, natural disasters/ occurrences and other external phenomenon ...
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.... . 0/ The GOD of the Hebrews versus the Egyptian gods Rev. Bryant S. Williamson Prof. Linda Reaves Writing and Research 215, Strayer University November 8, 2011 Intoduction There is a belief in a supreme being by all religions on earth. I believe that the same GOD of the Hebrews is this GOD because of his display of power over the Egyptian gods. This report looks at one account of many in the bible where GOD uses an ordinary man to free his people from bondage in Egypt using signs and wonders. The God of the Hebrews Versus the Egyptian gods One of the most awesome displays of power and love in the Bible is the deliverance of Gods’ people from Egypt. They were lead out of Egypt by Moses, a Hebrew found floating in an ark by Pharaohs daughter as a child. Moses, now grown, went out unto his people and saw an Egyptian beating one of his brethren and killed the Egyptian. After hearing of what Moses had done the Pharaoh sought to kill him but Moses had fled to the city of Midian and as time went on the King of Egypt died and the children of Israel (Hebrews) cried out to God because of their bondage. Thus the Lord remembered his covenant with Abraham, with Isaac, and Jacob and sent Moses as the deliverer of his people. Moses is then encountered in the presence of God being called out of the mist of a burning bush and is given instructions to return to Egypt with Aaron where he demands that Pharaoh set his people free. And Pharaoh replies “Who is the Lord that...
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...Life as a woman in Athens A historic view point by Cecil Fuson. Being a woman in Ancient Athens was not what the movies and Plays led me to believe. The Athenian Democracy was a democracy of the minority. Every man, no matter their class had equal say in the ruling of the government. But Women, Slaves and Foreigners had zero civil rights and no influence on how things were done. Because the Athenian’s were a very exclusive society, they rarely allowed outsiders share in the privileges the citizens had. As Such, Female Children were raised to serve. To produce new citizens for the polis. It was not uncommon for a young woman’s freedom to be restricted during their reproductive years. Or even to be married off to a family member. Doing so ensured that the financial resources were kept within the family. That leaves a very dark image of life for a woman in Athens. However this was not the way it was for all women. There were the Mistress of upper class. They were trained in the general arts. Thus allowing them to participate in debates and other acts that most women were cut off from. However life was not all peaches and cream for the mistress. They paid for their freedom. They gave up all possibility of having kids as well as of ever having a normal home life. Some believe that the Hetaera as they were called were borderline prostitutes. There was a big difference between the poor and wealthy families. Women from poor families, while not able to take part of normal...
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...Egyptian art Egyptian art remained unchanged while Greek art changed rapidly because of there beliefs in the afterlife. Egyptians believed that there life on earth was all about trying to get to the after life. They would have extravagant tombs with gold and gems to help get them to the afterlife. The Egyptians would put gold in the pyramids because it was unchanging it would help protect the body so the spirts would be able to come back to a mummified body and cross over to the afterlife. Egyptians believed that the spirt wouldn’t come back to a body that was altered or not intact. So the art in the pyramids had to all remain the same because there was no telling when the spirt would come back to reenter the body. The Egyptians were rooted in there old ways and were not willing to change they did have some outside influence in there style inevitably but most of there styles were unchanged because of the one single ruler the pharaoh he was rooted in the old way and with him being the ruler what he said went. The priest who were responsible for the fallow through of the pharaoh. They believed that there was Devine kingship and that was directly shown in there stagnate style of art. The pharaohs court laid down the standards applied throughout Egypt. Individual artist had very little opportunity to exercise there own inuegity by deviating from the accepted standard. The Egyptians would put face masks on the dead mummified bodies jewels rapped in the bandages and perfume on them...
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...Rome- Engineering an Empire As the saying goes “Rome wasn’t built in a day”, it really wasn’t, Romans revolutionized architecture. They did everything from perfecting the arch and making vaulted ceilings, to making the first efficient waterways, and encasing an empire with security in the form of stone walls. These very feats are what make the Romans great in my eyes. I don’t think people of the 21st century can even comprehend what kind of work force was necessary to complete the tasks they did. My reaction to what the Romans accomplished is nothing short of truly shocker. As previously stated, I don’t think people can actually comprehend what kind of work force was needed to do these architectural pieces. We currently have to employee people which in turn makes it difficult to produce truly staggering pieces. Having to employee workers and not just enslave employers makes things like the Pantheon more difficult to do because it would cost much more to make. It would make it harder to build because of employing the workers and the resources now days have inflated to a greater degree. We would also not be able to complete the Pantheon as fast as they did because of slave labor you can make them work around the clock, unlike the times of today with all of the regulations. Another one of my reactions to the Romans Architecture is how many pieces of architecture they actually completed. Between all of the aqueducts to all of the governmental builds and squares. But, but...
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...[pic] |Title |Pompeii: Temple of Isis: reconstruction drawing with sacred enclosure and shrine for the sacred water of the Nile | |Date |c.1st C. B.C | |Location |Pompeii (Extinct city) | | |Roman Italy | |Subject |Pompeii (Extinct city)--Temple of Isis | | |Architecture:Site--Roman Italy--1st C. B.C | | |Isis (Egyptian deity) | | |Temples--Roman Italy | |ARTstor Collection |ARTstor Slide Gallery | |Source |Data from: University of California, San Diego | |Image Id |ARTSTOR_103_41822003505425 ...
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...Interpreting Antiquity Archaeology 1- what is archaeology and ancient history? Archaeology- the study of past cultures through their material remains Archaeology and ancient history? Material remains vs written records Contrast ‘pre history’ Texts written by ancient writers about the Greek and Roman past - Herodotus, Polybius, Tacitus, Livy Mostly survived as manuscripts copied by medieval monks- NOT found on archaeological sites Exceptions- some that combine archaeology material evidence and historical written records Eg Inscriptions- written records (on stone, bronze etc) AND material remains (eg a statue base with inscription on to Lucius Licinius Primitivus, Misenum, Italy) Kinds of material evidence: Pottery, building foundations, human/faunal remains, weapons, tools, coins, floral remains, fruit seeds, fish bones, works of art (tell us about myth, culture, games etc) Culture - human behaviour in societies- religion, economy, military, entertainment, political, social stature, food preparation and eating, death and burial Archaeology vs collecting and antiquarianism Archaeology involves the study of material remains for a reason =in order to study culture Contrast with collecting and ‘antiquarianism’ – in which the objects collected are themselves the sole focus of interest Archaeology and History Archaeology and history are not the same History deals primarily with written evidence Archaeology deals primarily with material evidence We must...
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...Comparative Essay Classical Chinese and Ancient Egyptian cultures reveal the complexities of love through their works of literature, which involves the feminine chastity in a romantic plot. Throughout history, women set the role model for the appropriate engagement in premarital sexual behavior with men. In the Classical Chinese poem, “Zhongzi, Please,” we uncover a conservative female character who is afraid of society's criticisms if she is seen with a male figure. On the other hand, in the Ancient Egyptian poem, "The Beginning of the Song that Diverts the Heart," we encounter a rebellious female character who embarks on a mission to persuade her lover to indulge in a sexual relationship. Both poems in Ancient Egypt and Classical China share similarities because the character’s response to love reflects their cultural beliefs. Confucius’ teachings about respect and obedience are reinforced several times in the Classical Chinese poem, “Zhongzi, Please,” through a female character’s reaction to her lover. The respectful manner to say “please” is used several times by the female to kindly ask her lover to pull back on his amorous advances. Also, we can infer the female’s usage of the word “please” as a strategy to attract her lover. The word “please” (1, 9, 17) conflicts with Confucius’ ideals of a women to restrain from romantic exposure, but his teachings are again reinforced with the repetition of line breaks of sentence for example, “Zhongzi, please / don’t cross my...
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...Michael Miranda 12-20-10 The Han and Romans were very large empires that existed from 200 B.C.E through 200 C.E. Technology was key to both empires but they both had different views on technology. Both empires used water to their advantage but the way they used it was different, for example the Han used water to benefit the everyday man while the Romans built the aqueducts, which only benefitted people that had homes. The way they treated the people was different because the Han followed Confucius’ teachings while the Romans were selfish towards the people. The Romans and Han had a huge thing in common which was that they felt superior to the rest of the world. These two empires had many similarities but the way they viewed things was different. A thing that was very vital to both empires was water because without it they probably would have not been the empires that they were. The Romans had aqueducts, which benefitted any landowners, and they were very proud of according to Frontinus who said “The abundance of water is sufficient not only for public and private uses and applications but truly even for pleasure”. According to Huan Tan the Han used the water to make inventions because he said, “Water power was also applied (pestle and mortar)”. Although they both used water to build inventions the Romans built their inventions on a large scale while the Han built theirs on a small scale. The Han treated the lower class with respect while the Romans...
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