Egypt and the Nile Essay Example for Free

Egypt and the Nile Essay The ancient Egyptians were polytheistic. They believed in over one thousand gods. Ancient Egypt was a highly agricultural society. But the land received almost no rainfall annually. Thanks to the River Nile, Egyptians had a steady source of water. The seasonal floods were highly predictable and made Egypt into a major agricultural empire. Ancient Egyptians were one of the earliest civilizations to practice large scale agriculture. To properly use the river Nile, the Egyptians created their own irrigation system which helped to expand the empire. As the civilization flourished, so did it’s people and culture. The Nile was inspiration for the Egyptian religion and culture. Most of the Egyptian arts follow a strict cannon. Usually the subjects of Egyptian art are Gods and Pharaohs. The Pharaohs were considered as gods themselves. The Egyptians worshipped their gods with so much passion. They believed that they could achieve immortality and be like gods themselves. Prominent Egyptians had tombs and they were embalmed. The body was mummified and the tomb contained items that the mummy would need in the afterlife. Some pharaohs’ tombs even contained large ships so that he could sale in the Nile for eternity. The Egyptian sunken relief of the God Horus, showcased in the Menil Collection displays the use of several different techniques used in ancient Egyptian Art. This sculpture can be compared to other Egyptian work like Ti’s hunt and also to the Greek cannon for building sculptures. The description reads â€Å"The Beautiful Horus, The great god, Lord of Heaven; one who is foremost in Bahet [possibly Edfu]. † This relief sculpture is presented by combining both frontal and profile view of Horus. Most of the Egyptian arts created are in sunken relief. Usually the subjects of Egyptian art are Gods and Pharaohs. The Egyptians worshipped their gods with so much passion. â€Å"Egyptian artists regularly ignored the endless variations in the body types of real human beings. Painters and sculptors did not sketch their subjects from life but applied a strict cannon, or system of proportions, to the human figure† (Kleiner, 64). This method of drawing lasted for centuries. Before drawing anything the Egyptians drew a grid on the wall. Then specific human body parts were placed in each of the squares. The height of the subject is already pre-determined. The Sculpture of Horus, from the Menil collection is dated to be from 1320 to 1200 BC. The 19th dynasty was in control during 1320 to 1200 B. C. The ancient Egyptians feared and adored their gods. They built huge temples and monuments to praise their gods. They aspired to become like their gods. The Egyptians wanted to become immortal. This is why there is the embalming process when someone is buried. The statues built in burial chambers were for this reason. The artist’s aim was not to portray living figures, but to suggest the timeless nature of the stone statue that was designed to provide an eternal substitute home for the ka† (Kleiner, 63). A look at scroll of Hu- Nefer illustrates what the Egyptians believed what would happen to a dead person’s soul. â€Å"At the left, Anubis, the jackal-headed god of embalming, leads Hu- Nefer into the ha ll of judgment. The god then adjusts the scales to weigh the dead man’s heart against the feather of the goddess Maat, protectress of truth and right. A hybrid crocodile-hippopotamus-lion monster, Ammit devourer of the sinful, awaits the decision of the scales. If the weighing had been unfavorable to the deceased, the monster would have eaten his heart. The ibis-headed god Thoth records the proceedings. Above, the gods of the Egyptian pantheon are arranged as witnesses while Hu- Nefer kneels in adoration before them. Having been justified by the scales, Hu-Nefer is brought by Osiris son, the falcon headed god Horus, into the presence of the green faced Osiris and his sisters Isis and Nephthys to receive the award of eternal life† (Kleiner, 77). All of the Egyptian art followed the Egyptian cannon. Even the sculptures followed this method. The statues of Pharaohs were rigid structures. The Pharaoh were all known to be patrons of art and built many monuments to please the gods. The sculpture of Horus was probably created for worshipping purposes too. Looking at the sphinxes can show us the further connection the ancient Egyptians had with the animals. The sphinx is a statue that has the body of a lion and the head of a human being. This could mean that The Egyptians thought that human beings had the power to be beastlike and have the mind ability of a god. Looking at almost any of the artwork representing Egyptian gods, one can observe the deep connection Egyptians had with animals. The jackal was a representation of the god Anubis. Scholars believe that the jackal was associated with Anubis was because Anubis is the god that opens the road to the afterlife, and jackals were seen to be roaming around the tombs and deserts. Almost every god that was worshiped was represented by an animal and these animals characteristics were then attributed to the god. Ancient Egypt was a place filled with culture. The Nile River played a major role in building this civilization. With the Niles help, Egypt was able to flourish and become a large empire. Ancient Egyptian religion played a huge role in the making of the Egyptian art. Most of the art from this era was depiction of gods and pharaohs. The sunken relief of Horus shows the cannon used by ancient Egyptian artists. Egyptian culture and gods had a large impact on the artwork created during this era and the same culture dominated the area for several hundred years. Reference Kleiner,Fred. Gardner’s Art Through the Ages. Boston: Wadsworth, 2011. Print.

The Internet: An End to the Cultural and Historical Diversity of Style

Introduction: The Internet is a fairly new tool and has been recently increasing in popularity. Where it was once inconceivable that a new way to stay in touch could challenge the telephone, the Internet has managed to do so. With the Internet, one can do nearly anything that one would want to do from keeping in touch with relatives, writing research papers, and watching one's bank account. Generally, everything done over the Internet is quick and effortless. Since the Internet is relatively new, there have been relatively few scientific studies done on it. Therefore, the discussion of the Internet in this paper will be limited to personal experiences and interpretations. This essay will describe a new style of quickness that has emerged as a result of the Internet. The style has been modified and tested by those on the Internet, creating a homogenous way of communicating which is ending the diversity in composition. In turn, the style has affected the Internet, making quickness a priority to services on the web. By looking at common uses of the Internet, it is apparent that a new kind of style based on instant gratification and convenience has emerged, which in turn has influenced the Internet. Communicating Instantaneously: One of the more prevalent services of the Internet is instant messaging, which has helped to shape a style of quickness. There are a plethora of messaging services to choose from, such as AOL's Instant Messenger, ICQ, and MSN Messenger. Instant messaging is exactly what it sounds like- messages are typed and sent instantly to another person. This type of interaction has slowly been replacing the telephone as it allows people to stay in contact over long distances without having to pay a fee. Acco... ... style has also affected the Internet. The need for speed has evolved so that the success of services and other offerings for the Internet, such as connection speed, is highly important. The style of speed in the world of today will become increasingly accepted and used as more and more people join the Internet craze. Footnotes: 1. Beard 2. Beard 3. Pastore 4. Look at the Graph 5. Beard Works Cited: 1. Beard, Marty. "Hello, email, and soon good-bye: Instant messaging becoming way to communicate." February 5, 2002 Â © 2002 Media Life. <http://medialifemagazine.com/news2002/feb02/feb04/2_tues/news4tuesday.html> 2. Gartner Advisory, Web Site Performance, June 2000. 3. Pastore, Michael. "E-Mail Continues Dominance of Net Apps." July 25, 2001. <http://cyberatlas.internet.com/big_picture/applications/article/0,1323,1301_808741,00.html>

The Process of Conditioning

Florida Sahay Professor Griffin Psychology 1101 Fall 2009 The Conditioning Process It was raining when Sarah was driving home from work. Both she and the driver of the car in front of her were speeding. The car in front of her had immediately braked. There was not enough distance between that car and her own car to safely slow to a stop, so she had quickly switched lanes to avoid a car accident. Instead, the slick pavement caused her car to swerve out of control. When her car finally skidded to a stop, it was inches away from colliding into a tree.Two weeks later, Sarah noticed that she had become anxious every time she had to drive in the rain. Believe it or not, Sarah’s anxiety is due to an associative learning process called conditioning. According to Weiten (2008), conditioning involves learning associations between events that occur in an organism’s environment (p. 169). Although psychology has a grasp on how we learn through classical and operant conditioning, it is impaired by biological constraints.Classical conditioning, also referred to as Pavlovian conditioning (Weiten, 2008), was discovered by a Russian physiologist, Ivan Pavlov. This form of learning presents how an unconditioned stimulus (UCS), or a neutral event, is initially unable to evoke an unconditioned response (UCR), or a reflexive response, but attains the ability to do so by pairing with another stimulus that can elicit such a response. Sarah’s situation would be an example of classical conditioning. The UCS would be Sarah’s near-death experience. The UCR from Sarah was anxiety and fear.Now that she feels anxiety and fear every time she must drive when it rains, even if there is no chance of another accident, her reaction has become a conditioned response (CR) to the rain, which is now the conditioned stimulus (CS). Another type of conditioning is operant conditioning. Operant conditioning (Weiten, 2008) can be distinguished from classical conditioning in that classical conditioning explains how manipulations by events occur before the reflexive response, whereas operant conditioning explains how the response is influenced by the following result of an event.The response in operant conditioning is not reflexive, but rather, voluntary. Therefore, according to Weiten (2008), operant conditioning is a form of learning in which voluntary responses come to be controlled by their consequences. Operant conditioning occurs on an everyday basis. It can be identified when a child studies hard to earn good grades, an employee works hard to earn a raise in his/her salary, or even a dog performing tricks to earn a treat.Conditioning was assumed to be applied to any species that could respond to a stimulus. On the contrary, discoveries in recent decades have shown that there are limits to conditioning. These limits are due to an organism’s biological heritage (Weiten, 2008). Instinctive drift is one of the many biological constraints. Instincti ve drift was first described by the Brelands who were operant psychologists in the business of training animals for commercial purposes (Breland & Breland, 1966 as cited in Weiten, 2008).This occurs when the conditioning process is hindered by an animal’s response due to innate predispositions. For example, a dog can be trained to fetch a stick, but if the dog is presented with a bone, the dog would most likely run off somewhere to bury the bone. This is because of the dog’s innate food- preserving behavior. As stated by Michael Domjan (2005 as cited in Weiten, 2008), organisms have developed distinctive response systems to deal with vital tasks and survival skills over the course of evolution.The principal view of psychologists today on learning is that learning mechanism among different species are analogous, but some of these mechanisms have been altered due to the demands of the organism’s environment. Theories of conditioning did not allocate the role of co gnitive processes until recent decades. Edward C. Tolman and his colleagues (Tolman & Honzik as cited in Weiten, 2008) developed an experimentation in which they used three groups of rats. All three groups were to run through a complicated maze. Group A was rewarded food daily when they were able to get to the end of the maze.Group B did not receive any food and group C was rewarded food on their 11th trial. Group A showed a much improvement in a short course of time (approximately seventeen days) due to the reinforcement. Group B and C, however, showed little improvement over the course of 10 days. After the 11th trial, group C showed a drastic improvement and even exceeded group A. Tolman determined that the rats in group C have been learning the maze just as much as group A. The motivation of the reward seemed to increase group C’s potential.He termed this as latent learning, which is dormant knowledge that an organism has, but does not express until it is needed. Later on in the study of psychology, cognitive factors were integrated into the study of conditioning. A major theme during the study of conditioning was nature vs. nature (Weiten, 2008). Behavioral traits were thought to be explained through environmental factors, but the recent decades of evidence from the study of classical and operant conditioning has proved that the process of conditioning is impaired by biological constraints.Heritage and the environment once again challenge the theories of nurture when influencing behaviors in organisms. Child-care facilities, schools, factories, and major businesses have all been applied with principles of conditioning in order to improve. Classical and operant conditioning has been a significant contribution and has had a major influence to society.References Weiten, W. (2008). Psychology: Themes & variations briefer version (7th ed. ). Belmont, CA: Wadsworth.

How I Can Become An Ideal Project Manager - 1619 Words

Since I have no experience as a project manager, according what I have collected from above literatures and what I have perceived in my own point of view, I have the following ideas of how I can become an ideal project manager. 1. To be a leader During the past years of working, I have always played the role of team member but never tried to lead a team to actually accomplish a project, so the most challenging trait for me to learn as a project manager is to be a leader. I now know that a project leader should do a lot more than plan, organise, control, coordinate, monitor and closure. While such activities are all very important and must be correctly done, those functions are not enough for a good leader to accomplish. That is to say,†¦show more content†¦3) Leadership means dealing with risks During the process of a project, various kind of risk is inevitable because of uncertainties. There is always possibility for threats which may harm the success or completion of the project. As a leader, it is best to eliminate the risk before it really cause any loss of the project, which requires prospective and forward thinking. They are always looking for better ways to take actions on potential risks. And when risk really happens, leaders should be able to take the procedure to minimize the adverse effect of a possible loss, which requires fresh information at any time. The leader should be competent to abstract useful information and find the most efficient ways to deal with risks. 4) Leadership means the ability to motivate those around you To motivate people to realize their maximum potential, a good leader can is get all the team members to perform enthusiastically, confidently. As people around you are from different cultures, motivating implies listening, trusting, empowering, coaching, enable them to work discreetly and creatively. 2. 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