Analysis Of The Epic Of Gilgamesh Essay - 2178 Words

Georgia Perimeter College Epic of Gilgamesh Jung M Gu World Literature 129 Liam Madden 12/2/2016 Jung Gu Professor Liam Madden World Literature 11/30/16 The Epic of Gilgamesh The story about Gilgamesh is one of the earliest pieces of world literature dating back to the second millennium B.C.E. This story has been evolved gradually over a long span of a millennium, and has been enjoyed by many nations. The Epic of Gilgamesh teaches life lessons that apply to the past and present while revolving around the question of what it means to be human, and to experience the phenomenon of friendship, love, and death. Notably, the thing about human life is that everyone desires friendship or to be simply not be alone. In the story of the epic of Gilgamesh talks about how friendship changed his whole life. Gilgamesh used to be a terrible ruler led by arrogance, and brutality of his people. He was overconsumed with power, therefore doing whatever he wanted whenever he wanted. It seemed that Gilgamesh grew bored of life, and had a deep hole in his heart as such something was missing from his life. One day Gilgamesh told his mother â€Å"I want a friend for my own counselor, for my own Counselor do I want a friend† (Foster 106). He needed someone to confide in as well as talk too about his plans and future. Gilgamesh had everything in his life from riches to power, but it seemed like the thing he craved more than success was someone to take the journey beside him. In aShow MoreRelatedThe Epic Of Gilgamesh And Analysis1436 Words   |  6 Pages The Epic of Gilgamesh –Summary and analysis Introduction The Epic of Gilgamesh is an excerpt of the original text of the Epic listed in the Sources of the Western Tradition, 5th edition, by Perry, Peden and Von Laue (2003). The Epic of Gilgamesh is the story of King Gilgamesh who is the powerful king of Uruk, the incidents in his life, the associations he makes, the encounters he has, and the transition that occurs in his life in relation to his gainingRead MoreAnalysis Of The Epic Of Gilgamesh 1647 Words   |  7 PagesThe Epic of Gilgamesh is a story of heroes fighting a war not in a battlefield but within their own selves and amongst each other, struggling with their own emotions and attributions to attain the best version of themselves and to fulfill the utmost quest of life. With the use of two very different yet so similar characters: Enkidu and Gilgamesh, the epic explains two aspects of same psyche, and different imageries, one of which is door, have been used in the text to explain interactions betweenRead MoreAnalysis Of The E pic Of Gilgamesh Essay1361 Words   |  6 PagesHERE As readers delve into the depths of The Epic of Gilgamesh, they perceive the allure to dreams which has captivated humanity for centuries. The epic poem uses dreams as a symbolic representation of the human mind and its ceaseless bounds. Given the Mesopotamian culture’s importance in regards to their religion, dreams provide the only means of one connecting with their future and deities. Furthermore, each mental fantasy referenced within the epic delineates the rationale of all beings to actRead MoreAnalysis of the Epic of Gilgamesh Essay1122 Words   |  5 PagesAnalysis of the Epic of Gilgamesh The epic of Gilgamesh is the earliest primary document discovered in human history dating back to approximately 2,000 B.C.E. This document tells a story of an ancient King Gilgamesh, ruler of Sumer in 2,700 B.C.E. who is created gloriously by gods as one third man and two third god. In this epic, Gilgamesh begins his kingship as an audacious and immature ruler. Exhausted from complaints, the gods send a wild man named Enkidu to become civilized and assist GilgameshRead MoreEpic Of Gilgamesh Literary Analysis1837 Words   |  8 Pagesmortality, divinity, punishments are told through stories of individuals and societies. The Epic of Gilgamesh is a Mesopotamian book that was written long before the Bible. A comparison of the literary elements show several similarities that lead many religious and cultural scholars, as well as historians to contend that the accounts in the Old Testaments were derived from the Gilgamesh. The Epic of Gilgamesh and Bible were both written as sources o f moral messages for religious practices and guidesRead MoreAnalysis Of The Epic Of Gilgamesh 1311 Words   |  6 PagesThe Epic of Gilgamesh is a very popular epic that is difficult to understand at first, which is why there is different translations of the same book. Although Foster and Sander’s translations have a lot of similar words and the stories are basically the same, there are also a lot of differences between the two. One of which is more straightforward and easier to understand, whereas the other is more of an in depth thoughtful read for the reader. Both translations differences have their own particularRead MoreAnalysis Of The Epic Of Gilgamesh 1449 Words   |  6 Pagesbeginning in The Epic of Gilgamesh, Gilgamesh is a bully king who frightens and annoys the people of Uruk. After the gathering with Enkidu and becoming his friend does Gilgamesh transform, into a hero worthy of history. The brotherly or â€Å"bromantic† ( considering the questionable r elationship they have) love the two have for each other helps Gilgamesh become an better leader to his people by permitting him to better understand and identify with them. Even though the myth of Gilgamesh is very ancientRead MoreAnalysis Of The Epic Of Gilgamesh 979 Words   |  4 PagesThe Epic of Gilgamesh tells the legend of King Gilgamesh of Uruk and his adventures with the feral human Enkidu. At the beginning Gilgamesh shares a lot of similarities to Egyptian Pharaohs. He’s worshiped by his people in a way that’s almost pious and holds himself up with a certain arrogance. The only difference with Gilgamesh is he is one part deity and two parts human. Over the coarse of the Epic we see Gilgamesh’s demeanor change to a more humble one. This change can be attributed to the trialsRead MoreAnalysis Of The Epic Of Gilgamesh 738 Words   |  3 PagesBaily Broussard Mr. Guidry World History 4 December 2015 The Epic of Gilgamesh In The Epic of Gilgamesh, Gilgamesh terrorizes the people or Uruk. Because of this, they call out to the sky god Anu for help. Anu decides to turn to the goddess of creation, Aruru whom makes an equal for Gilgamesh. Aruru created Enkidu to be just like Gilgamesh and for them to contend together and leave Uruk in quiet. When Gilgamesh got up and went to the house of a bride waiting for the bridegroom, Enkidu stepped outRead MoreAnalysis Of The Epic Of Gilgamesh 1284 Words   |  6 PagesPerhaps one of the earliest pieces of literature, The Epic of Gilgamesh is a tale about a Mesopotamian king named Gilgamesh who crudely dominates the natural world surrounding his gleaming society. Juxtaposing Gilgamesh’s godlike stature, Enkidu is a wild beast used to counterbalance the king in a literary sense. The hierarchical dichotomy expressed in the epic has appeared thematically within numerous mediums, including the revered artwork of Jean-Michel Basquiat. Raised in the Lower East Sid e (LES)

The Vital Strategic Issues in Relation to Human Resource Development from the International Perspective Free Essay Example, 2250 words

Human resource development: performance is the key. Retrieved April 22, 2011, from http: //cmapspublic. This article, focuses on the three major options for viewing human resource development which include views of human resource development, the theoretical basis of HRD and visual image. This article generally focuses on the leader of human resource development and their role in the organization. The three major ingredients of the article have also been emphasized on the business process in the organization. The article will be helpful for the leader and managers in the organization as it discusses the overall HRD performance of the organization. The various theories of HRD are also included in this paper. The article seeks to define the theory, practical experience and research associated with HRD efforts. This article is advantageous for managers, students and the professionals of HRD to attain knowledge along with experience. This article will also be beneficial for undergraduat e as well as graduate courses in business management, educational administration, and various other fields. The article discusses the complete field of HRD along with skill training towards career development in addition to organizational development. We will write a custom essay sample on The Vital Strategic Issues in Relation to Human Resource Development from the International Perspective or any topic specifically for you Only $17.96 $11.86/pageorder now This article focuses on line management and HRM in relation to HRD. This article may provide broad concepts to the managers along with supervisors who possess limited experience of human resource development. This will help them to grow and to become trainer together with developers and also to develop into an informed consumer of HRD of the organization. This article covers the importance of HRD on the modern competitive international business environment. The article also reflects about the market change as well as requirements for production over time. The article also throws light on the vital strategic issues in relation to human resource development from an international perspective. This article will be helpful for an individual who is working in an international organization. The managers in the international organization will be benefitted from this report. Human resource development: impacting on all four perspectives of the balanced score card.

Everyday Use By Alice Walker - 1002 Words

In the story â€Å"Everyday Use† the author Alice Walker describes the family as being dysfunctional. The sisters Maggie and Dee despise each other. Mama feels as if she is not the way her daughters will like and or appreciate her. The mother adores both of her children, they all want the best for each other, but the relationship between Mama, Maggie, and Dee is flawed. Mama has insecurities about herself that give her a negative outlook on the world around her. Mama describes herself as being a â€Å"large, big-boned woman with rough, man-working hands† (p.315). She thinks her daughters will appreciate her more if she was â€Å"a hundred pounds lighter, skin like an uncooked barley pancake, and hair that glistens in hot bright lights† (p.315). She has†¦show more content†¦Mama exclaimed, â€Å"Why don’t you do a dance around the ashes?† (316). Dee always wanted nice things, although mama felt that Dee was ungrateful, she still managed to r aise money for her church to send Dee off to school in Augusta. Throughout the many trails in tribulations the family faces, Mama will always make a way for her daughters to have what they need. Mama shows favoritism towards Maggie because of her disability. Maggie’s disability allows Mama to become closer with Maggie instead of Dee. Dee wanted to be sent off to school to get away from the rural and deficiency lifestyle. Mama and Maggie gain a close bond while Dee is away. Maggie appreciated their heritage and did not mind staying with Mama and doing household work. Mama’s viewpoint on Maggie is more appreciative than her views on Dee. Maggie is the younger sister of the two. Parallel to Mama, Maggie also suffer from insecurities. Dee is lighter than Maggie with nicer hair and a fuller figure. Maggie was burned in the house fire and she shuffles when she walks. She is described as being shy, unable to make eye contact, and does not like to be seen when other people a re around. The story tells how â€Å"she stand hopelessly in the corners, homely and ashamed of the burn scars down her arm and legs, eyeing her sister with a mixture of envy and awe† (p.315). Maggie’s thought of her sister is that she has always held life in the palm of one hand, that’s â€Å"no† is a word the world never learned to

Remedial Reading free essay sample

Students are taught to monitor their reading to ensure that what they are reading makes sense. This â€Å" mini remedial reading course† consists of 14 lessons. The duration of the lesson is 45 minutes. The type of the lessons is pupil-to teacher ratio. There is no question that one-to-one tutoring is the most powerful form of teaching invention. It seems highly likely that at least some children who are encountering very serious problems in learning to read need the intense support of one-to-one tutoring. For my lessons I was going to use the book â€Å" You Can Do It ! † by Dr Sharon Azaria. I chose it because the units in it are well- organized . Each unit consists of several reading rules, a text based on them reading comprehension and writing activities. New vocabulary is given as well. The types of texts are very predictable which is excellent in early intervention programs. They have recurring language patterns, and include repetition of language elements, which makes them easy for students to read. I think even children with very restricted word recognition capabilities can quickly begin to think of themselves as readers because they are successful with these predictable texts. It is great that the degree of predictability decreases from unit to unit to ensure that students attend to the printed texts in order to build a multifaceted word recognition strategy that will make them increasingly independent readers. I like the fact that texts and exercises become longer and more challenged as the reading capabilities of students grow. So there are many reasons to choose this book: length of texts, challenge of vocabulary, complexity of language, sophistication of concepts, etc. , so that students are challenged to apply the strategies and skills they are learning. MEANS OF TEACHING THE CHILD Texts are carefully selected and sequenced to ensure student success. The stories of the book â€Å" You Can Do It â€Å" contain a great amount of words with a letter or a letter combination on the topic of the lesson. It’s good they are followed by pictures. Reading for meaning . The book â€Å"You Can Do It† will provide me with a series of lessons which can be used as a very effective program for remedial reading. It reflects a model of reading as an active, meaningful, constructive process. Before-reading activities are used to build relevant background knowledge, concepts and vocabulary. With the help of this book the pupil will be taught to monitor his reading to ensure that what he is reading makes sense. The texts he’ll be asked to read are for enjoyment and for the information. Other activities are developed within the framework of reading for meaning. Reading for meaning is the constant point of reference. Intervention instruction is frequent, regular and of sufficient duration to make a difference. Weekly contact with a student ensures that progress is steady and allows me to become very familiar with the pupil and his strengths and needs. It also allows the teacher to reinforce and extend strategic behaviors that the student is acquiring. An instructional period of at least 15-20 minutes allows time for instruction and practice along a number of demonstrations that provide the pupil with the strategies he needs to become an effective reader. Pupil-to-teacher ratio. It seems reasonable to begin with group instruction for most students and to switch to individual instruction for those ones who have difficulty making progress. Word learning activities are used to help children become very familiar with print. Reading new texts and rereading familiar ones ensure that the pupil engages in meaningful, connected reading. This reading course (â€Å" I Can Do It†) includes activities that help students focus on and become familiar with printed words. The student is presented with the letters that form a word from a selection he read. Words are selected because they contain word identification elements that will be usef ul to the student. Progressively longer words are built from the letters. I can begin by asking the pupil to make take two letters and form the word ( for example the word â€Å"at† ). Next, he can be asked to add a letter to form rat, to change a letter to form cat, to rearrange the letters to form act. Using similar directions he can move through eat, ate, tea. Writing is used to teach and extend word identification skills. It has been recognized that asking students to write words ( not to copy them) is a very effective approach to developing word recognition and reading. For example, my pupil has difficulty with phonemic wareness ( according to the test analysis) I can draw a box for each of the sounds in the word. The pupil is guided to think about the number of sounds in a word and the letters that represent those sounds. Activities completed at home extend student opportunities for reading. I always mention the importance of cooperation between home and school ( or individual lessons like in our case). Parents will be informed about the nat ure of our course and regularly updated on their child’s progress, and told about ways in which they can support the child and contribute to his progress. They can reread familiar texts for building fluency. I will care to send home only materials that the pupil can successfully respond to at home without teacher support. Again, the emphasis is on consistent success and the avoidance of failure. Conclusion: Every child has the right to develop into a thoughtful, competent reader. The remedial reading course ( the book â€Å" I Can Do It†) like many other programs calls for considerable teacher decision making, but within a well- defined sequence of instructional activities. When the pupil is reading aloud, I must decide when to coach a child in the use of strategic behavior and which strategies and skills to teach the child to use. When the pupil is writing, decisions must be about how and which forms of support should be given. Through the use of a regular sequence of activities, the pupil quickly come to know what will be happening in each instructional session and the order in which it will happen. Time is not lost in transition or deciding on activities.