...Enkidu: The Greater Hero of the Epic What makes a hero a hero? This is what I thought when I first encountered the “Epic of Gilgamesh” and found Enkidu far better than Gilgamesh. Strangely, his character outshone the main protagonist because of some reasons that may only be my own. He captured my attention because of his strong will and because of some things I can relate him with. Am I too vague or narrow to think such? Well this is an opinion worth valuing since it may steer away from the supposed preference of many to Gilgamesh' character. Apologies to fanatics or to those who oppose my arguments. I'd like to share what I think is right, and why it's right for me. INNOCENT ENKIDU “So the goddess conceived an image in her mind, and it was of the stuff of Anu of the firmament. She dipped her hands in water and pinched off clay, she let it fall in the wilderness, and noble Enkidu was created. There was virtue in him of the god of war, of Ninurta himself. His body was rough, he had long hair like a woman's; it waved like the hair of Nisaba, the goddess of corn. His body was covered with matted hair like Samugan's, the god of cattle. He was innocent of mankind; he knew nothing of the cultivated land.” (Assyrian International Books) Enkidu was first introduced in the epic of Gilgamesh as an innocent man, one with nature and though strong, he never used his strength to harm others. Son of a wild ass and gazelle, he is very primitive and eats with the animals. His encounter...
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...The Psychology of Racism Introduction Throughout history the superiority of the winners has been connected to a denial of feelings - what, in the British empire, was called the stiff upper lip. The conquerers of nature and "natives" claimed their right to the world as their possession because they had first conquered themselves. Powerful people get others to do their bidding. It is the people that they subordinate who are forced to make adapt their lives to their masters bidding. The people with power can look aloof, calm and collected because they find it is easier to appear to be like this. They have the easier life, they are not being treated like beasts of burden, they are not being robbed and murdered. The ideology and culture of power often turns things upside down. Distress is the result of subordination and in human relationships the emotional display of distress then becomes the proof of inferiority. It proves that you need "protection". It becomes part of the power way of thinking, embedded in the culture, that the unemotional life style is evidence of superiority. The "Stiff upper lip" is the way you hold your face so as not to smile, snarl or cry. It is colonialism in facial expression when times, occaisionally, don't go so well. In contrast the emotional excitability of "the natives" proves their inferiority, it proves they have to be 'civilised'...
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...Hamlet Essay A great amount of events occurred in Act IV of Shakespeare’s famous play Hamlet, which helped to further the plot of the story and enhance the theme of revenge and justice. Some events that took place are; the Queen betrayed her son and told Claudius of the murder of Polonius, Ophelia became insane and eventually drowned herself in the river, and King Claudius plotted to ship Hamlet off to England to be killed. Shakespeare wrote his plays during the Elizabethan era, and life was much different for people of that era, then it is for people of present day. How words and dialogue were written in the play, is hard for us to understand with are modern day language and slang; the same can be said for the ideas and influences certain parts of the play have on us. Someone who was alive during the Elizabethan era and attended one of Shakespeare’s plays would view the live production very differently than a modern day audience would. There are a few points that come to mind when comparing the differences between the Elizabethan era and modern day; such as the great chain of being, extreme importance on religion, and the pride in defending your honor. These examples of the differences between the two eras are very noticeable in Act IV Scene IV lines 53-66, when Hamlet exclaims: Rightly to be great Is not to stir without great argument But greatly to find quarrel in a straw When honor’s at the stake. How stand I then, That have a father killed, a mother stained, ...
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...When thinking about nazi portrayal in films today there is an immediate connection to terror, violence, fear and world domination led by a ruthless inhuman leader and his vast army of followers as deceptively represented. We also now know that through incredibly well though and complex film aesthetics the Nazis manage to trick if not even hypnotize their nation into their leader's plans of hyper segregation, world domination and power generated by fear and intimidation. The german cineast Wim Wenders even stated that "never before and in no other country have images and language been abused so unscrupulously as here, never before and nowhere else have they been debased so deeply as vehicles to transmit lies". (Rentschler, 1996 pg 1). it is then clear to us that the national socialist cinema is today considered one, if not the biggest atrocity in cinemas history. But if such is so obvious today, how was it possible for such movies to appeal to such vast number of people ? The most obvious one would be the incredible shocking and emotionally charged portrayal of the families which lived in great poverty and led immensely degrading lives due to the economic and political situation at the time. After having been defeated in the World War 1, a socialist revolution took place which led to the creation of the Weimar republic. They were also forced to pay an incredible amount of money due to damages and saw parts of its territory being distributed away between other nations....
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...accurate one is not entirely true, since the dawn of time people have wanted to learn about what’s going on around them, within their streets and communities as well as further afield nationally and internationally, crime in particular in all its guises is probably the most fascinating and main topic for discussion and exploration by the general public, the Media institutions are only too happy to help out in this reporting , of course with a financial cost to the public, but not necessarily with reporting truths or with integrity, within this essay I will demonstrate instances of inaccuracy through the research. There are many on-going debates into Mass Medias influences on crime and violent crime in particular, but is this a true reflection of the current culture crisis or a fabrication to sell copy, taking for instance the Murder case of James Bulger in 1993, after the then 10year old boys Robert Thompson and Jon Venable led 2year old James away from a shopping centre in Liverpool to a brutal /senseless and pointless murder the Media was instantly ‘all over’ the case , even though a murder of children by children was extremely rare the reporting of and style of reporting throughout the case was reflecting to the public all that was now wrong in Britain, The Sun instantly called for ‘a crusade to rescue a sick society’, a ‘breed’ of violent children , single mother parenting , and dysfunctional underclass families where being painted as those whom would bare these types of...
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...again--whilst they are so far apart. Cold Mountain opens with Inman staying in a Virginia hospital trying to recover his wound from the war. One day he speaks to a blind man he usually saw through the window of the hospital’s room. When the blind man asks Inman to “cite me one instance where you wished you were blind,” Inman doesn’t know where to begin. There are many like: Malvern Hill, Sharpsburg, Petersburg, but “Fredericksburg was a day particularly lodged in his mind.” At that time, he wishes that he himself had been blind at Fredericksburg when his regiment shot down thousands of Federal troops. He wishes that there is no war that takes many lives of soldiers, partitions families and makes him shatter by the violence he has witnessed while fighting in the Confederate army. Inman returns to the ward and opens his copy of Bartram’s Travels at random. He finds himself lose in descriptions that remind him of his home near Cold Mountain. One day in town, he writes a letter to Ada inform her that he will return home. That night, he leaves the hospital through a window and sets out on his journey back to North Carolina. On his way to Cold Mountain, he faces many challenges, tries to survive from starving and being murdered, but his mind always turns to...
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...Clausewitz: In Praise of Hate ACT 1, SCENE VIII. A field of battle. MARCIUS I'll fight with none but thee; for I do hate thee. AUFIDIUS We hate alike: Not Afric owns a serpent I abhor More than thy fame and envy. Fix thy foot. The Tragedy of Coriolanus William Shakespeare Over the last fifteen years, the U.S. government has wrestled continuously with how properly to approach the ongoing phenomena of burgeoning regional terrorism and global insurgency. In an effort to cognitively frame the rising power of ethnic and racial groups resident in formerly weak or powerless states that are the main sources of current conflict, it has settled upon characterizing the new operational environment as “complex.”1 To some, this characterization may seem to imply that the socio-political and socio-cultural operational environments in which military forces had to operate previously were not complex; that the operational environments in which such conflicts as the American Civil War, World War I or II, or Vietnam were fought were simpler. Irrespective, the reason the now somewhat voguish term complex may have gained its current ascendancy in the lexicon is that it expiates semantically the frustration strategists and policy makers feel toward pesky conflicts not only in Iraq and Afghanistan waged by resilient adversaries, but emerging conflagrations throughout the Middle East and Africa led by stateless entities such as Al Qaida and the Islamic State that they...
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...TABLE OF CONTENTS Regional Conflicts in Africa • Introduction……………………………………………………………………….2 • Regional Conflict…………………………………………………………………...2 • Angola: • Angolan War for independence…….…………………………………………...3 • Angolan Civil War………………………………………………………………...5 • Sudan: • Darfur Conflict…………………………………………………………………....5 • Burundi: • Burundian Conflict………………………………………………………………7 • Nigeria: • Nigerian civil war………………………………………………………………..9 • Rwanda: • Civil War of Rwanda……………………………………………………………..11 • Liberia: • Sierra Leon vs. Liberia………………………………………………………….12 • Democratic Republic of Congo…………………………………………………….13 • South Africa……………………………………………………………………….14 REGIONAL CONFLICTS IN AFRICA Since gaining independence many West African nations have undergone political instability. There have been many wars in Nigeria, Sierra Leone, Liberia, and Cote d’Ivoire. Since the end of colonialism, West African states have often been affected by instability, corruption, violence, and authoritarianism. The region has seen the most brutal and serious conflicts that have ever taken place, such as the Angolan Civil War, First Liberian Civil War, Second Liberian Civil War, Guinea-Bissau Civil War, Ivorian Civil War, and the Sierra Leone Civil War. In this paper we’ll try to analyze the causes, costs and impacts of these regional conflicts and war, while giving a brief history of it. REGIONAL CONFLICT: According to Rightspeak Glossary, “Regional conflict is a war requiring...
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...Peace Child Don Richardson Online Information For the online version of BookRags' Peace Child Premium Study Guide, including complete copyright information, please visit: http://www.bookrags.com/studyguide-peace-child/ Copyright Information ©2000-2007 BookRags, Inc. ALL RIGHTS RESERVED. The following sections of this BookRags Premium Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare & Contrast, What Do I Read Next?, For Further Study, and Sources. ©1998-2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design® and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". © 1994-2005, by Walton Beacham. The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". © 1994-2005, by Walton Beacham. All other sections in...
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...for most all Native Americans. This film is compiled with drama, love, loyalty, courage, and racism all with lasting impact on its audience. Directed by Kevin Costner in a simple cinematographic technique that allows the audience to experience the characters every move. This movie was written by Michael Blake and directed by Kevin Costner who also is the lead actor throughout the film. Other actors include Mary McDonnell, Graham Greene, Rodney Grant, and Floyd Red Crow Westerman. The story starts with a wounded Civil War soldier about to have his foot amputated when he makes an attempt at his life by stealing a horse and running recklessly across the open battlefield nearly getting shot. The build from this scene is that the soldiers fighting see his act of desperation and encouragement and a distraction and use the fact that the enemy is so focused on shooting him off his horse that they never see the final attack coming. The end of this scene Kevin Costner throws up his arms and glides with the horse like they were one in a full gallop and is deemed a hero and the general not only gives him the horse(Cisco) but also lends his personal surgeon to save his foot. This is the start to a beautiful and emotional story that builds into a love story between the soldier, a white Indian woman, and the entire Lakota tribe. The bond between the soldier and...
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...Home Page Title Page LORD OF THE FLIES Contents Page 1 of 290 Go Back Full Screen Close Quit Home Page Title Page LORD OF THE FLIES Contents a novel by WILIAM GOLDING Page 2 of 290 Go Back G LOBAL V ILLAGE C ONTEMPORARY C LASSICS Full Screen Close Quit This e-book was set with the help of KOMAScript and LaTeX Home Page Title Page Contents Page 3 of 290 Go Back Full Screen Close Quit Home Page Title Page Contents Contents 1 The Sound of the Shell 5 2 Fire on the Mountain 42 3 Huts on the Beach 65 4 Painted Faces and Long Hair 80 5 Beast from Water Page 4 of 290 106 Go Back 6 Beast from Air 134 7 Shadows and Tall Trees 155 8 Gift for the Darkness 177 9 A View to a Death 207 Full Screen Close Quit 10 The Shell and the Glasses 221 Home Page 11 Castle Rock 242 12 Cry of the Hunters 262 Title Page Contents Page 5 of 290 Go Back Full Screen Close Quit Home Page 1 The Sound of the Shell Title Page Contents The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering ...
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...Home Page Title Page LORD OF THE FLIES Contents Page 1 of 290 Go Back Full Screen Close Quit Home Page Title Page LORD OF THE FLIES Contents a novel by WILIAM GOLDING Page 2 of 290 Go Back G LOBAL V ILLAGE C ONTEMPORARY C LASSICS Full Screen Close Quit This e-book was set with the help of KOMAScript and LaTeX Home Page Title Page Contents Page 3 of 290 Go Back Full Screen Close Quit Home Page Contents 1 2 3 4 5 6 7 8 9 The Sound of the Shell Fire on the Mountain Huts on the Beach Painted Faces and Long Hair Beast from Water Beast from Air Shadows and Tall Trees Gift for the Darkness A View to a Death 5 42 65 80 106 Title Page Contents Page 4 of 290 Go Back 134 155 177 207 Quit Full Screen Close 10 The Shell and the Glasses 11 Castle Rock 12 Cry of the Hunters 221 Home Page 242 262 Title Page Contents Page 5 of 290 Go Back Full Screen Close Quit Home Page 1 The Sound of the Shell The boy with fair hair lowered himself down the last few feet of rock and began to pick his way toward the lagoon. Though he had taken off his school sweater and trailed it now from one hand, his grey shirt stuck to him and his hair was plastered to his forehead. All round him the long scar smashed into the jungle was a bath of heat. He was clambering heavily among the creepers and broken trunks when a bird, a vision of red and yellow, flashed upwards with a witch-like...
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...ENGLISH LITERATURE ITS HISTORY AND ITS SIGNIFICANCE FOR THE LIFE OF THE ENGLISH-SPEAKING WORLD A TEXT-BOOK FOR SCHOOLS BY WILLIAM J. LONG, PH.D. (Heidelberg) TO MY FRIEND C H T IN GRATITUDE FOR HIS CONTINUED HELP IN THE PREPARATION OF THIS BOOK CANTERBURY PILGRIMS From Royal MS., 18 D.ii, in the British Museum PREFACE This book, which presents the whole splendid history of English literature from Anglo-Saxon times to the close of the Victorian Era, has three specific aims. The first is to create or to encourage in every student the desire to read the best books, and to know literature itself rather than what has been written about literature. The second is to interpret literature both personally and historically, that is, to show how a great book generally reflects not only the author's life and thought but also the spirit of the age and the ideals of the nation's history. The third aim is to show, by a study of each successive period, how our literature has steadily developed from its first simple songs and stories to its present complexity in prose and poetry. To carry out these aims we have introduced the following features: (1) A brief, accurate summary of historical events and social conditions in each period, and a consideration of the ideals which stirred the whole nation, as in the days of Elizabeth, before they found expression in literature. (2) A study of the various literary epochs in turn, showing what each gained from...
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...Unlearning Deficit Ideology and the Scornful Gaze: Thoughts on Authenticating the Class Discourse in Education Paul C. Gorski Founder, EdChange Assistant Professor, Integrative Studies George Mason University http://www.EdChange.org gorski@EdChange.org December 2010 Unlearning Deficit Ideology and the Scornful Gaze 2 It is popular in the education milieu today to talk about the dangers of assuming a deficit perspective, approaching students based upon our perceptions of their weaknesses rather than their strengths. Such a perspective deteriorates expectations for students and weakens educators’ abilities to recognize giftedness in its various forms (Ford & Grantham, 2003). The most devastating brand of this sort of deficit thinking emerges when we mistake difference—particularly difference from ourselves— for deficit. If one concentrates best while sitting still it may be difficult to imagine that somebody else—a student or colleague, perhaps—concentrates more effectively while pacing or tapping a pencil. Similarly, if one always has lived among people who speak a certain language variation, such as what people commonly refer to as “standard English,” she or he might mistake somebody’s use of a different variation, such as the Appalachian variety spoken by my grandmother, as an indication of intellectual inferiority or, worse, deviance (Collins, 1988). Over the past ten or so years a critical discourse challenging the deficit perspective has emerged among educators....
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...remains one of the most influential books of the last quarter of twentieth century. In an informative manner, Said locates the seeds of Orientalism right in the medieval European imagination that solidifies itself in the nineteenth century. It is through knowledge, power, reason, scientific technologies and disciplinary set-up, philosophical supremacy and commercial benefit that the Europeans tried to redefine and restructure the East. The result was the emergence of a new form of ‘power’ based on information and control. Behind all the sacrificial and religious garb of the ‘white man’s burden’, Said notes, there runs hideous machinery that distorts the forms of knowledge, and remoulds the subject-object relationship in a Eurocentric mirror reflection. The orient becomes a textual study, a place, seen in mass, and considered to be transformed in such implacable homogeneity. Said writes: “In the system of knowledge about the Orient, the orient is less a place than a topos, a set of references, a congeries of characteristics, that seems to have its origin in a quotation, or a fragment of a text, or a citation from someone’s work on the Orient.”1 The Orient, like the ‘terra nullius’ notion of Australian imperialism, never exists, or exists in a manner which is vast, amorphous, and intractable. A proper administration of it requires both the ‘accumulation of human beings and territories’ and the channeling of ‘documented knowledge’statistical cognition, methodological verification and calculated...
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