Why Babylonians Saw Humans as Slaves of The Gods

Why Babylonians Saw Humans as Slaves of The Gods Free Online Research Papers Why Babylonians Saw Humans as Slaves of The Gods Myth, as defined by Cambridge Advanced Learner’s Dictionary, is an ancient story or set of stories, especially explaining in a literary way the early history of a group of people or about natural events and facts. Mythology has no author and is considered to be the collective memory of a group of people. Before myths were written, they were preserved orally and entrusted to priest and poets who passed them down for generations. This essay will be concerning myths from Mesopotamia, a country that lied between the Tigris River and Euphrates River in what is now Iraq. Mesopotamia was a rich country which prospered through agriculture, pastoralism and extensive trading. The purpose of this essay will be to prove that the Babylonians understood humans to be the workers and slaves of the gods, made to serve them. Based on the excerpt of the Epic of Creation: â€Å" ‘It was Quingu who started the war, He who incited Tiamat and gathered an army !’ They bound him and held him in front of Ea, Imposed the penalty on him and cut off his blood. He created mankind from his blood, Imposed the toil of the gods (on man) and released the gods from it.† (Epic of Creation IV) In this passage, primeval man is created by the god Ea from the blood of the warrior Quingu who Tiamat, the primeval goddess who is the mother of the first generation of gods in this epic, had chosen to lead her battle. Quingu represents the vengeance of Tiamat who failed avenge the death of her husband Apsu. Quingu also represents humanity in the sense that man is made from him. In a way, he is the â€Å"mother† of humanity much in the same way that Tiamat is the mother of the first generation of gods in this myth. Since humanity sprung from the death and blood from Quingu, it only makes sense that primeval man would have some qualities of him. The warrior Quingu is a leader; you could say it was in his blood. That same blood was passed down to man. In this way, it shows that the Babylonians thought of men as leaders. At the same time, however, Quingu was singled out as the one who started the war. This also shows the side of humanity in which people can cause conflicts, flare tempers and be toilsome, which has been proven true time and time again through the wars and conflicts of the social world in the past thousands of years. Humans have tempers and will stand up for things they believe in just as Quingu did in the Epic of Creation. Another reason why mankind was created was to bear the burden of the gods, so they could fully become gods in the sense that they had no real duties, just a life of leisure. Man is being punished for Quingu’s war in a way because through him, they are created to become the slaves of the gods and carry out their duties. This proves that Babylonians thought of humans as the slaves of the gods, put on this earth for one reason, and that is to serve them. I believe that the Epic of Gilgamesh shows how the Babylonians perceived mankind just as well, if not better, than the Epic of Creation. Gilgamesh, though not completely human, is a good example of the average man, not in the sense that he is a hero because very few humans today are true heroes, but because of the way that he has faults just like any other person. He is lustful, always looking for a young girl to court. He is also proud, which sometimes can be a fault when it is in excess. Gilgamesh is also easily influenced as we all are at times once he discovers his companion and brother Endiku, who was created by the mother goddess Aruru from a piece of clay. Endiku was meant to be created as a rival for Gilgamesh, someone to compete with for women and someone who would become a rival for him. Instead, Endiku became a brother, soul mate, and best friend to Gilgamesh, which shows the unpredictability of humans. Once the wild Endiku has made love to a woman, the harlot Shamhat, he has become human and the wild will no longer accept him. Soon, after a quarrel between Endiku and Gilgamesh, they each of them show their emotions; show that they are but mere mortals, and form a bond which can never be broken. This scene from the Epic of Gilgamesh shows that all humans have weak moments, and have emotions. I believe the most important lesson we learn from this duo is that sometimes people bring out the worst in each other. Gilgamesh is easily persuaded by Endiku to commit feats that he would normally never undertake such as hunting the Humbaba, the keeper of the forest. This act is to prove that they are strong and powerful, so people will remember and respect them, which is a common attribute of humans. We would all like to be remembered after we’re gone, become legends and do something great that no one else did. Even though Gilgamesh is not completely mortal, he embodies all of the characteristics of humans. We are promiscuous, we cry, we are proud and stubborn. We plot against other people and strive to become great. And we scar both physically and emotionally, as Gilgamesh did after the death of his dear Endiku. Both the Epic of Creation and the Epic of Gilgamesh show how the early Babylonians perceived mankind, but in different ways. Gilgamesh shows the softer side of humans, while the Epic of Creation shows the raw and primordial side of man. Bibliography: Dalley, Stephanie, trans. Myths From Mesopotamia. Revised ed. New York: Oxford UP, 2000. Littleton, C. S., ed. Mythology. London: Duncan Baird, 2002. Research Papers on Why Babylonians Saw Humans as Slaves of The GodsCanaanite Influence on the Early Israelite ReligionMind Travel19 Century Society: A Deeply Divided EraThe Masque of the Red Death Room meaningsHarry Potter and the Deathly Hallows EssayAssess the importance of Nationalism 1815-1850 EuropeCapital PunishmentAnalysis Of A Cosmetics AdvertisementBook Review on The Autobiography of Malcolm XThree Concepts of Psychodynamic

Writing College Admissions Essays From the Heart

Writing College Admissions Essays From the Heart There are several different ways that you can write a college admissions essay. One way is to be very analytical in your approach, and direct your argument as you would toward a group of impartial strangers. Another is to be extremely conversational in your essay, as if you were talking to a friend. In my opinion, however, the best approach to take when writing your college admissions essay is to write it as you would a well organized, passionate, and heartfelt speech. As previously covered, college admissions personnel require personal essays from their applicants both as a method to test applicants writing skills as well as to get to know them personally. With this in mind, you should speak from the heart when composing your college admissions essay. Now, this doesnt mean that the tone of your essay should be casual and/or conversational, but it should be relaxed enough so that the people reading it feel as though they capture your individuality. I feel that the biggest mistake a person can make when writing a college admissions essay is to approach it as if it was a research paper and/or subject analysis. The point of college admissions essays is to write about yourself and discuss your goals for the future! That is what admission board members want to know they want to know about you. Composing an admissions essay from an impartial perspective will only stand to alienate the admissions council. . .and hurt your chances of admission. Writing a college admissions essay doesnt have to be excruciating. As long as you are honest in your approach, you can rest assured that your voice will be heard. If you would like help writing your college admissions essay or if you would like to know where you can find a professional editor who is qualified in proof-reading college admissions essays, please dont hesitate to contact me.

English Legal Methods Essay Example | Topics and Well Written Essays - 3000 words

English Legal Methods - Essay Example The most authoritative decision is the [1996] AC 563 as it is the House of Lord’s decision. The House of Lord is the highest court in England. The doctrine of judicial precedent states that the decisions of this court are binding on the lower courts. Question 3 [6 marks available in total] What were the facts giving rise to Mr R’s criminal trial and what was the outcome of that trial? Mr R had a relationship with the mother of four children. They gave birth to two children and the other two were from a previous marriage. The father was Mr H, and C was the eldest daughter, who alleged that in September 1993, Mr R had raped her continuously when she was between 7 and 8 years. This continued for over 5 years. Mr R was then charged with rape. He was tried in October 1994. The allegation involved four charges of rape. The main witness in this case was the daughter C. Mr R was consequently acquitted of the charges. Question 4 [6 marks available in total] At the hearing of thi s case at first instance what, in summary, were the two key conclusions the judge reached in respect of D1’s allegations against Mr R? The judge made the following conclusions. The first substantive issue was whether D1 was sexually abused. The judge averred that D1had proved, in her statement, the fact that there was abuse. Her story was consistent and factual. Mr. R had lied that he had never had an opportunity to be alone with any of the children, which was proved by D1 testimony. The judge felt that that D1’s allegations were true. He felt that the evidence presented by her and her statement in court was true. Mr. R had not rebutted these assertions by his evidence or his behavior in court. He felt that the allegations of abuse by D, which were true were based on presentation of evidence. He believed the evidence tendered by the girl was true. Her statement could also be reasonably suspected to be true Question 5 [4 marks available in total] Summarise the issues ce rtified for Their Lordships’ consideration in this case. The issues before the Lordships are three, and they are as follows. The first issue is the standard of proof, which is to be proved where an allegation has been made that a child will suffer significant harm under the second part of 31(2) (a) of the Children Act. The second issue is in relation to the requirement of proof of sexual abuse, which is the standard of proof being higher than the normal civil standard of balance of probability, but lower than the criminal standard of proof. There is a question as to whether the evidence needed to prove the charge needs to be based on the seriousness of the charge. This means that the more serious the charge, the more evidence one needs to prove their case as opposed to a question of proving on a balance of probability. The final issue is where an allegation is made that a considerable injury is likely to impact on the child. The question raised here is: should one prove the l ikelihood to suffer harm on a balance of probability or does the presence of a substantial risk suffice instead of a speculative future risk? Question 6 [8 marks available in total] Summarise the submissions made before Their Lordships on behalf of: (a) The Local Authority (3marks) (b) The Guardian Ad Litem (2 marks) (c) The parents (3 marks) Submissions made on behalf of the Local Authority. The counsel submitted that the question of law to be addressed was on the

Medieval Spanish Literature. Topic Proposal. Annotated Biblio Research Paper

Medieval Spanish Literature. Topic Proposal. Annotated Biblio - Research Paper Example Since women were looked down upon in Medieval Spain as their lives having less value than men, it is interesting how Estrella Tabera reverses the societal expectation of her to be only a lady of the night—and how she ends up garnering power, wealth, and prestige with the paramour of Sancho IV pursuing her in the play, and Philip IV pursuing Francisca de Tabara in real life. It is no surprise, then, that Estrella Tabera, being a sort of outcast in Medieval Spain, is able to reimagine the role of seductress and have a revolutionary leitmotif for women everywhere. II. Thesis (50 words) It is thought that, how we know and based on what we know of The Star of Seville, that: Philip IV is represented by the fictional character Sancho IV; Francisca de Tabara is represented by the fictional character Estrella Tabera; and that Villamediana is represented by the fictional character Busto. III. Annotated Bibliography (500 words) Source Citation: De Armas, Frederick Alfred. Heavenly Bodies : The Realms of La Estrella de Sevilla. US: Bucknell University Press, 1996. ... (100 words) Contributors: Frederick A. De Armas Last Edited: 1996 Source Citation: Magill, Frank N., et. al. Masterplots. US: Salem Press, 1996. Summary: In Masterplots, Magill and Mazzano masterfully work through the cast of main characters in The Star of Seville and parse each character’s importance in the play. They analyze the plot of the The Star of Seville and talk about how the play is relevant not only for today’s audiences, but also how The Star of Seville will always be a relevant play for Medieval Spanish literature in the future. Masterplots seeks to chart a course for the reader, taking the reader on a tour through the play’s highs and lows as it tries to evaluate, simply, the play’s overall effectiveness. (100 words) Contributors: Frank Northen Magill, Laurence W. Mazzano Last Edited: 1996 Source Citation: McKendrick, Melveena. Playing the King: Lope de Vega and the Limits of Conformity. US: Boydell and Brewer Ltd., 2000. Summary: This book c ritically evaluates Lope de Vega’s works, and his delicate dance of openly criticizing the Spanish throne during Medieval times. McKendrick weaves a masterful tale of Lope de Vega’s struggle to temper subversiveness with cleverness, and use political themes overtly—but in a manner that cannot be immediately detected by the untrained eye. Lope de Vega fools the reader into thinking that he or she is reading a play about some fictional characters—when actually his characters stand for allegorical allusions to what is really going on in Medieval Spain, and we see his characters lived out in real-time. (100 words) Contributors: Melveena McKendrick Last Edited: 2000 Source Citation: Anonymous. The

To what extent does Dead Set reinforce or challenge codes and conventions Essay Example for Free

To what extent does Dead Set reinforce or challenge codes and conventions Essay Horror films generally incorporate a set of codes and conventions which make it clear to the audience which type of genre the film belongs to. Dead Set follows conventional horror film narratives in that many of the codes and conventions shown within the narrative are depicted to an effect that suggests crucial aspects of the film, for instance main characters and their alignment (good/bad). An example of this is when Patrick shields himself from the horde of zombies using a disabled person, this denotes Patrick as a villainous character to the viewer. Props character function theory suggests there are generally eight broad character types in media productions, one of which being the villain, which Patrick fulfils in this scene. These character types are included as they build expectations within the audience such as the direction of the plot, these expectations can either be met by the producers or challenged. By shielding himself with the wheelchair user the audience also learn of Patricks disdain towards his employees, a concept that becomes more apparent throughout the series. This scene ends after Patrick enters the cubical and locks the door, following Barthes enigma code theory which explains how plot elements are included in media text to plant questions in the mind of the audience, they do not know whether Patrick has survived unless they watch the next episode. Another notable example is when Marky, Space and Kelly depart in a van from the Big Brother set, this cliff hanger poses questions in the audiences minds, a common technique used in horror texts further more it is recurring throughout Dead Set purposefully used as it engages the audience and helps ensure they continue to watch the following episodes. Character development is a cornerstone of reality television however Dead set challenges this convention to an extent because the characters arent explored in a huge amount of depth. Kellys strained relationship is the one a few exceptions, this is more to the tune of horror texts. The lack of character development may have been included to move the action forward also to keep the narrative primarily focused on action as this may be more gripping for the audience. Dead Set features many technical and symbolic codes used in conventional horror films for instance the extreme gore and violence; even in the first episode as the protagonist Kelly hits the skull of a zombie with a fire extinguisher exposing its brains, this intense violence ensures fans of the horror genre will be satisfied. Less extreme violent behaviour is also demonstrated by the characters in other scenarios such as the frequent hostile exchanges between Grayson and Marky, the foul language used by the characters is common place in the reality television sub-genre. Shortly after the zombie has been killed we are shown Kelly clearing up the remains with a dustpan and brush, Dead Set challenges typical horrors as the high level of realism isnt a traditional feature of horror texts, this particular code helps align Dead Set with the reality television sub-genre. The mise en scene in Dead Set further perpetuates the conventions seen in the reality television sub-genre through the incorporation of alcohol, cigarettes and a provocatively dressed Veronica also the use real past contestants and the actual big brother set add a sense of realism to the production which help to immerse the audience in the action. The mise en scene also denotes violence in particular the characters costumes are soaked in blood, weapons such as knives, guns and fire extinguishers are featured heavily, props such as these are similarly used in other horror texts, these techniques used by the producers of Dead Set follow the codes and conventions used in other horror films such as Dawn Of The Dead these assist in categorizing Dead Set into the same zombie apocalypse sub-genre. Tracking shots of Veronicas body objectify her sexually which in turn help appeal to reality television fans as this technique is used conventionally in the genre. The establishing shot sees the house mates talking to one another in the big brother house, these fantastically colourful shots are then juxtaposed to desaturated, grey behind the scenes footage which open the story. This may have been included as it adds realism also it is Brookers way of perpetuating the idea to the viewer that reality television is far from true reality. The polysemic signs within the narrative arent conventional in horror or reality television however they are featured numerous times throughout Dead Set, an example of this is during eviction night, Joplin describes the audience as â€Å"animals† however they are actually zombies, this is Brooker comparing BB audience to the brain dead zombies, this satirising of society contrasts typical horror texts. Non-diegetic music is also incorporated, during the first epsiode it epitomises the dim situation of the characters, this may have been included as it points the audience to the bleakness of the narrative. The contrapuntal music used in the final episode sounds calming and somewhat optimistic however it contrasts greatly to the images on screen, the zombies devouring one another. This philosophical music may have been included to emphasise the sub-textual meanings to help the viewer see past the literal signs, for example the zombie looking at Kelly on the television, the inclusion of the music makes the satire more evident to the audience in this instance it isnt just the zombie watching Kelly, it is Brooker satirising the reality television audience more specifically those who watch Big Brother.

Smart Impaired :: essays research papers

Smart Impaired Traditional values have always implemented the idea of an intellectual life style, that education is the sole key to success in life. Although there is an undeniable truth in that spectrum in the long run, there are advantages to being stupid when the run is short. Stupid is so politically incorrect, but then it does no harm to the spoken party since their comprehension of vocabulary words whose spelling exceeds three letters is dim. When can you say that you are under no pressure than when you're stupid? Lowered expectations only lead to less disappointments, so stupidity is not a bad quality to have. Smart kids, are two kinds, one whose gift of smart is common sense and one who is just plain gifted. They constantly work their butts off to achieve some award, and in statistical artificial jargon, ninety-eight percent fall to the hell pit of being average students. And who remembers average kids, surely stupid kids are noted more for the last hilarious thing they did, such as irritating the most revered teacher with enthusiastic inquiries about unrelated subjects. A stupid kid is never erased from the memory, you'll always find yourself recalling their incessant wit. " What year was the war of 1812 again ? " I remembered so well when Jeremy Hershonmire asked that question about, oh, a million times. It all sent us laughing about his seriousness while asking the question. There was also a school wide spelling bee with mandatory participation. It was a show that supposedly displayed the accelerated curriculum at our school. After the spelling bee, while most smart kids would of been frustrated because of their failure to capture victory, Jeremy Hershonmire was content with being able to spell the d-i-s in the word dissipated. Stupid people are also counted on to do less work. They are never picked on at math class, so they are not reluctant to incorrectly elucidate Desargues's theorem, or be in the inconvenience of trying to show everybody how to solve a problem. In algebra last year, the class was subsequently segregated in three groups: people who did their homework, people who understood algebra and did their homework, and people who were dunces. Lucas Kaith was one of the dunces, he sat in class everyday and I almost literally saw algebra go through one ear and out the other. And through the course of the year I never heard Mrs.

Abc Apparel Case

ABC Apparel Case | | | | |Questions | | | | | | | |1 |What are the respective amounts and percentages of Materials, Labor, Overhead and Other in total COGS for ABC? | |* Illustrate on an Excel pie chart showing amounts and percentages for each slice. | | | | |[pic] | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |2 |What percentage of total COGS is represented by what Mr. Price called â€Å"full package† (purchased finished goods)? | | | | | |â€Å"Finished Garments† represent $647 Million. This assumes the purchased finished goods are supplied freight and duty paid; otherwise, applicable freight and duty| | |costs would have to be added.Note that not all freight and duty can be added to this category, since freight and duty must also support the owned supply chain | | |operations. | | |$647 / $2528 = 25. 6% | | | | |3 |Where do you see the largest opportunities for cost reduction? List your Top 3, with strategies to pursue each one. | | |* Explain your selections. | | |Purchas e price or cost of supply (TCO) reductions in purchased finished goods. At 38% of COGS, these represent the largest single opportunity for cost | | |management / reduction. | |Material price reductions (30% of COGS) through supply chain procurement practices. | | |Other Costs. Freight and Duty represent almost 10% of COGS, which is probably ripe for improvement. Evaluate reducing carriers from 4-5 to fewer. | | |Labor – At 20%, Labor is a substantial percentage of cost but has probably already given up the â€Å"low hanging cost fruit† in the relocation to offshore | | |geography, and would probably be difficult to further reduce. | | | | |4 |Which functional areas would you prioritize in your cost reduction efforts? Why? | | | | |Following the same priorities in Question 3: | | |Purchase price or cost of supply (TCO) reductions in purchased finished goods. Apply supply chain procurement practices such as negotiated price reductions, | | |reverse auctions, global sour cing, target costing, centralizing procurement, spend analysis or supplier rationalization. | | |Material price reductions. Apply supply chain procurement practices such as negotiated price reductions, reverse auctions, global sourcing, target costing, | | |centralizing procurement, spend analysis or supplier rationalization. | | |Other Costs Reduction.Freight and Duty represent almost 10% of COGS, which is probably ripe for improvement. | | |Labor Cost Reduction. At 20%, Labor is a substantial percentage of cost but has probably already given up the â€Å"low hanging cost fruit† in the relocation to | | |offshore geography, and would probably be difficult to further reduce. | | | | |5 |Which internal manufacturing processes would you prioritize for improvement? Why? | | |Evaluate moving the textile manufacturing processes (yarn through Fabric Finishing) from US to offshore, preferably close to the cutting operations.If the key | | |materials could be sourced in-region, this would eliminate the cost, risk and lead time of shipping these products from the US to Central America / Caribbean, | | |reducing the high freight costs. | | |Evaluate Supplier Relationship Management programs with Asia garment suppliers. Objective would be to fully identify and reduce â€Å"hidden† costs of supply from | | |this region through collaborative problem-solving and joint incentives (â€Å"gainsharing†) for improved performance. | | |Pursue lead time reductions and reduced lead time variability through improved logistics practices. Seek use of technologies to identify logistics wait times | | |and unplanned delays.Consider use of a 3PL to become accountable for coordinating all Western Hemisphere logistics, negotiating with the major carriers to | | |reduce costs, pre-clearing all shipments through customs, etc. | | | | |6 |What is the ratio of internal manufacturing cost to purchased garment cost? | | | | | |Ratio, internal to external costs | | |275% | | | | | Internal $1,881 | | |External | | |$647 | | | | | | | | | | | | | |7 |Assuming a SG&A rate of 24% and a gross margin of 35%, what annual revenue would you estimate for ABC? Show your calculations. | | | | | |[pic] | | | | |8 |What is ABC's net profit margin, in dollars and percent? | | | | |11% | | |$428 | | | | | | | | | | | | | |9 |What is ABC's â€Å"profit leverage effect† of reducing purchased item costs? How much additional revenue would be required to equal a 5% reduction in purchased | | |prices paid? | [pic] | | | | | | | | | | | | | †¢ 5% of 1404 = $70 Million. So, reducing purchased costs by 5% reduces COGS and increases profit by $70M. †¢ To yield an equivalent increase through sales, sales must increase by ($70/. 35) = $200 Million (6%).