Ancient Egyptian Religion :: essays research papers

Ancient Egyptian Religion Religion guided every aspect of Egyptian life. Egyptian religion was based on polytheism, or the worship of many deities, except for during the reign of Akenaton. The Egyptians had as many as 2000 gods and goddesses. Some, such as Amun, were worshipped throughout the whole country, while others had only a local following. Often gods and goddesses were represented as part human and part animal. For example, Horus, the sky god, had the head of a hawk, and body of a human. They considered animals such as the bull, the cat, and the crocodile to be holy. Their two chief gods were Amon-Ra and Osiris. Amon-Ra was believed to be the sun god and the lord of the universe. Osiris was the god of the underworld. Stories about him revolved around the idea of immortality. Osiris was the god that made a peaceful afterlife possible. The Egyptian "Book of the Dead" contains the major ideas and beliefs in the ancient Egyptian religion. Because their religion stressed an afterlife, Egyptians devoted much time and wealth to preparing for survival in the next world. The Egyptians had many tales about how the world began. According to one legend, it started with an ocean in darkness. Then a mound of dry land rose up and the sun god Re appeared. He created light and all things. Another version has the sun God emerging from a sacred blue lotus that grew out of the mud, while a third version has him appearing as a scarab beetle on the eastern horizon. Temples were considered dwelling places for the gods. They were everywhere. Each city had a temple built for the god of that city. The purpose of the temple was to be a cosmic center by which men had communication with the gods. As the priests became more powerful, tombs became a part of great temples. Shown below is a typical temple flood plan with the purposes of each section given. The priests duty was to care for the gods and attend to their needs. The priests had many duties such as funeral rites, teaching school, supervising the artists and works, and advising people on problems. Death and Funerals The Egyptians saw death as a transitional stage in the progress to a better life in the next world. They believed they could only reach their full potential after death. Each person was thought to have three souls, the "ka," the "ba," and the "akh." For these to function properly, it was considered essential for the body to survive intact.

Cocultural Communication :: Essays Papers

Cocultural Communication A co-cultural experience When asked to write this paper about a co-cultural experience there was one that jumped right in to my mind. My experience occurred right around a year ago while I working for United Airlines. I worked out of the Canton-Akron Airport so the planes we flew were smaller then the jets out of Cleveland and were propeller planes. One day while checking in passengers like normal for our 5:50pm flight my co-cultural experience came up to the counter to check in. She was probably in her 30’s and was with two of her friends. She was on her way to Chicago to be a guest speaker at a large conference. There was a few things that made this woman unique to me from first sight. First of all she was in an electric wheelchair. Secondly this woman was overweight. Third she appeared to be slightly retarded judging by her actions. And lastly this woman had no arms and no legs. When I found out she was flying to Chicago and not her friends, I recommended that she fly out of Cleveland and that United Airlines would provide her with transportation up to the airport. The reason I recommended this is due to the fact that propeller planes do not have jet-ways that you walk or roll out in to the plane on. But rather propeller planes have approximately 8 or 9 narrow steps that people have to climb up to get in to the plane. For people with disabilities that could not walk up the steps we had a straight back chair to carry them up the steps with. The straight back chair involved a guy at the top of the chair and one at the bottom carrying the chair while walking up the steps. A woman of her size though would be very difficult to carry up the stairs and the fact that the steps are narrow could come in to play also. After my suggestion her friends were very disgusted with me and walked away upset I could tell. No less than a minute later I had a phone call from a represenative of the Americans with Disabilities Act telling me that it was discrimination what I was doing. I explained to him the situation with the steps and that in Cleveland she would be able to roll right onto the plane through a jet-way. Cocultural Communication :: Essays Papers Cocultural Communication A co-cultural experience When asked to write this paper about a co-cultural experience there was one that jumped right in to my mind. My experience occurred right around a year ago while I working for United Airlines. I worked out of the Canton-Akron Airport so the planes we flew were smaller then the jets out of Cleveland and were propeller planes. One day while checking in passengers like normal for our 5:50pm flight my co-cultural experience came up to the counter to check in. She was probably in her 30’s and was with two of her friends. She was on her way to Chicago to be a guest speaker at a large conference. There was a few things that made this woman unique to me from first sight. First of all she was in an electric wheelchair. Secondly this woman was overweight. Third she appeared to be slightly retarded judging by her actions. And lastly this woman had no arms and no legs. When I found out she was flying to Chicago and not her friends, I recommended that she fly out of Cleveland and that United Airlines would provide her with transportation up to the airport. The reason I recommended this is due to the fact that propeller planes do not have jet-ways that you walk or roll out in to the plane on. But rather propeller planes have approximately 8 or 9 narrow steps that people have to climb up to get in to the plane. For people with disabilities that could not walk up the steps we had a straight back chair to carry them up the steps with. The straight back chair involved a guy at the top of the chair and one at the bottom carrying the chair while walking up the steps. A woman of her size though would be very difficult to carry up the stairs and the fact that the steps are narrow could come in to play also. After my suggestion her friends were very disgusted with me and walked away upset I could tell. No less than a minute later I had a phone call from a represenative of the Americans with Disabilities Act telling me that it was discrimination what I was doing. I explained to him the situation with the steps and that in Cleveland she would be able to roll right onto the plane through a jet-way.

Reflection of Educational Philosophy

More than ever, teachers have myriad of decisions to make in their classrooms. Naturally, they have to determine curricula, how to rate the students on their work and the specific grades to give to each pupil. However, a teacher's responsibility goes far beyond this. They must decide what other skills would be helpful, or even essential, to live in this fast-paced global environment. Beyond the academics, students need education in intercommunication, diversity and multiculturalism, time management, critical thinking, creativity and expression, and multi-tasking. Many students also need self-esteem building, stress reduction methods, psychological support and just a caring, nonjudgmental hand of support. According to the class readings, educational philosophy reflects the personal values/principles that guide teachers in making choices in their classroom. To determine these choices, they should take into consideration the nature of reality (metaphysics); the study of knowledge that has been disclosed to man by God (revealed); knowledge that is confirmed trough the senses (empirical); knowledge that is accepted as true because it comes form noted experts in their respective fields (authoritative); knowledge that comes from within (intuitive); the study of objective or subjective values; permanent and unchanging values (absoluteness of values) as well the hierarchy of values. My hope is that I will have a broad educational philosophy based on my personal and religious values that guides me in the long run, but, at the same time, the ability to see each child as an individual who has his/her unique needs. Each student exists in a different reality of circumstances, is surrounded by and reacts to different sensual stimulation, learns accepted knowledge at a varied pace and aptitude, and has a special mindset and internal belief system. A teacher should not compare students based on their talents or abilities-each child is special in his/her own way. The pupil's strengths should be encouraged and their challenges improved. I believe that the students of today must learn their academics. That goes without saying. However, above all else it is essential to instill within them respect for others and themselves, the ability to manage change, and the patience to accept temporary setbacks. As they get older, their life decisions will become increasingly difficult. With a strong foundation of self-worth and the ability to respect the differences and needs of others, it is hoped that they can make the decisions that are best for them and their world at large.

Mother to Son and the Coora Flower: a Poetry Analysis

Mother to Son and The Coora Flower: A Poetry Analysis In poetry, more so than any other form of literature, understanding sound, meaning and theme are key to understanding the work itself. In the case of the poems â€Å"Mother to Son† by Langston Hughes and â€Å"The Coora Flower† by Gwendolyn Brooks these elements, when heavily focused upon, allow the reader to discover the message that these writers were attempting to convey.Thought both writers use these elements to their fullest to communicate their respective messages, the method and messages vary greatly. In the poem Mother to Son, Hughes tells the tale of a mother speaking to her son about life and the hardships that one must face to make it in the world. Hughes uses extended metaphor to establish this view. In the second line he writes â€Å"Life for me ain’t been no crystal stair†, which initiates the metaphor.He then proceeds to describe the stair of her life. With the lines, â€Å"It’s h ad tacks in it, and splinters, and boards torn up, and places with no carpet on the floor†¦Ã¢â‚¬  he support the mothers claim that like has not been a crystal stair case by using the metaphor to make a direct comparison between imperfections in the staircase and the pitfalls in life. He continues on with the line â€Å"bare† symbolizing rock bottom, nothingness, the absence of value.Then poem then begins to rise in action to signify the continued climb and the need to continue on, which is seen in the following lines; â€Å"I’se been a-climbin’ on,/ and reachin’ landin’s,/ and turnin’ corners,/ and sometimes goin’ in the dark†¦Ã¢â‚¬  the narrator states to the son once more that they still continue to climb and that life was easy for them. The language and the line structure chosen by Hughes help facilitate the message. He use very simple language but is able to invoke strong emotions from the reader.The language would p otentially lead the reader to believe that this is truly a simple woman who had to struggle everyday of her life to make it. If Hughes had used more formal language within the work I do believe the mood would have been lost. The use of â€Å"And† at the beginning of lines creates almost a stepping motion within the rhythm of the words. Lines four, five and six in conjunction with the use of â€Å"And† creates a feeling of stepping or maybe even falling down stairs. Each lines description gets progressively worse until there is nothing left, which signified having nothing left to lose.Then with lines ten, eleven and twelve the use of â€Å"And† creates the sense of climbing back up with the same speed at which you fell. Line twelve ends the climb in sound and creates a leveling off that coincides with the walk through the dark stated in the poem. This established a mood of cautiousness, feeling things are. I thought this was a perfect example of theme and sound c oming together to support meaning. I especially like the lines, â€Å"Don’t you set down on the steps. / ‘Cause you find it’s kinder hard. It shows that giving up isn’t an option; that quitting is the easy way out and that continuing to struggle on and fight is what’s really difficult. She asks no more of the son than she would ask of herself because she knows that it can be done, she was able to accomplish it herself. In Brooks’ poem The Coora Flower, she writes about escapism and reality. The poem starts off with the narrator telling the reader what she learned about and then we are snatched back into reality with the lines, â€Å"Now I am coming home. / This, at least, is Real, and what I know.The following stanzas construct the comparison between life in school which is the escape and the life outside which is reality; â€Å"It was restful, learning nothing necessary. / School is a tiny vacation. At least you can sleep†¦/ But now it’s Real Business. I am Coming Home. † And as we read on we discover that reality is harsh, cold, painful and unrelenting and that the other world is more optimistic, warm and liberated. â€Å"My mother will be screaming in an almost dirty dress. / The crack is gone. So a Man will be in the house. / I must watch myself. / I must not dare to sleep. These lines define reality within the poem. Brooks also relies heavily on nuances within the structure and language to establish the message. The stanzas that contain information about school are longer and articulate. The lines flow and are inviting. When the lines about reality are read they are short, cold and very deliberate; they give a sense of rigidity. The language is very direct and in some case demanding â€Å"I must†¦Ã¢â‚¬ . All stanzas about what’s â€Å"real† are two lines long while the ones that focus on school are four lines long. The statements toward school came off as being very cynica l to me. It was restful, learning nothing necessary†¦ At least you can sleep†, the use of â€Å"at least† in these lines and the line that follows are what created the cynicism for me. It seemed as if she didn’t respect what went on in school because it wasn’t the harshness of her everyday life. Capitalization is something that caught my attention. The word â€Å"Real† always has the first letter capitalized, which to me established a mood of seriousness within the statements that contained it. I feel this is true the second use of â€Å"Coming Home† and â€Å"Man† in line fourteen.The capitalization on these words was carefully chosen to continue facilitating the theme and meaning. There is one line in this poem that caught my attention and required me to reread repeatedly to get what she truly meant that line is â€Å"which is not free from grief†. At first I thought it was just in reference to the previous line â€Å"At least you can think of love or feeling your boy friend against you† but upon multiple readings I realized that this was in reference to the whole stanza. She’s hinting at the fact that even good things come with their element of heartache.I found that to be an interesting idea and it shows that the narrator may never be able to find peace, maybe she thrives on the hardship and anguish that comes with her life because that is all she knows. When the two works are placed side by side one would have a hard time make a connection between them. It is true that the differences between the works are great but elements exist in both; some minor, some major but all important. One could make the simple connection both individual were African- American doesn’t give them the respect they deserve.Also that connection would have to be made off historical references outside of the work because nothing in either work given you indication that they are African American. The conn ection that should be made is that the both wrote of adversity and hardship; that both used elements like structure, language, tone to convey their message but end the came out with very different view points. From a psychological perspective the reader can focus on the fact that in Hughes’ poem the adversity within it was deemed to be external to the one relationship shown.In the case of Brooks the adversity was internal to the shown relationship. In both situations the writers own their material, you get the sense that these works are true to life for both of them. But where Hughes’ work is empowering, Brooks’ work is saddening because you can’t see the light at the end of the tunnel for her narrator you just she the cold, harsh reality that is life, which was her intention. Her story was never meant to be uplifting it was meant to depress and sadden. Even in her few moments of joy, the narrator still could be happy because she knew at any moment it cou ld all end.Both writers are successful at establishing a mood and theme throughout there works. I believe if these writers had an opportunity to sit down with either they would see elements of themselves in the other. In one case the young and still hopefully individual and in the other harden and scared individual that the young may become. But in the end these are my interpretations and it up to you to make your own. That’s the wonderful part about poetry it’s different for everyone who reads it.

Cigarette smoking Essay Example | Topics and Well Written Essays - 500 words

Cigarette smoking - Essay Example Further, it showed that 17% of youth in university and colleges used tobacco products in 2011. It is significant to understand that cigarette smoking causes various illnesses. Therefore, unless Americans change the habit of smoking cigarette, they will eventually die because of the illnesses associated with the use of tobacco. Cigarette kills more American citizens than suicide, AIDS, illegal drugs, car accidents, and alcohol combined. For instance, cigarette smoking accounts for more than 80% of lung cancer mortalities. Cancer of the lungs is the main cause of deaths related to cancer in both women and men and is one of the difficult cancers to cure or treat. Apart from lung cancer, other health problems that cigarette smoking brings include stroke, bronchitis, and heart diseases. In addition, cigarette smoking can destroy a woman’s reproductive organs or even lead to infertility since the use of tobacco is associated with greater risk of miscarriage and decreased fertility. Cigarette smoking implies that the smoker will die young than those who do not smoke. For instance, the CDC found out that cigarette smoking shortened women smoker’s life by 14.5 years and male smokers by 13.2 years. Summarily, the effects of smoking are many in that they pose many health problems to the smoker by damaging all important body organs, which eventually leads to death. In order to curb the increasing rate of cigarette smoking, people should be educated to understand the risks of tobacco products.

Exercise Psychology Assignment Example | Topics and Well Written Essays - 1000 words

Exercise Psychology - Assignment Example The right side of the heart pumps deoxygenated blood to the lungs. In the lungs the inhalation of oxygen then oxygenates this blood. The heart’s left atrium sends this now oxygenated blood through the bicuspid valve into the left ventricle. This ventricle contracts and pumps the blood into the aorta and then into the blood through the arteries as a means of supplying oxygen. This blood is then deoxygenated and returns to the body through the veins. This blood then enters the superior vena cava and the right atrium. After passing through the right atrium the blood goes through the right ventricle and finally back to the lungs and the pulmonary artery. 2. The aerobic energy system functions within the body as a means of producing energy. There are three specific parts to this system: glycolysis, Krebs cycle, and the electron transport chain (‘What is exercise’). The glycolysis component of the aerobic system is the primary energy source for cell activities. The body receives energy from the glycolic system through a process referred to as oxidation. During this process the body produces two ATP molecules, a reduced molecule of NAD (NADH), and two pyruvate molecules. The specific oxidation occurs within the cytoplasm of normal body cells or within the sarcoplasm of muscle cells. The second stage of the aerobic system is the Krebs Cycle. The Krebs Cycle specifically refers to the process where chemical reactions occur to produce carbon dioxide and ATP. Subsequently, these items are implemented for energy. This occurs in a cyclical process where oxygen is implemented towards the production of energy; it is then implemented through oxidation to convert ADP to ATP. The Krebs Cycle turns twice for each molecule of glucose that passes through the aerobic system (McMahon 1984, p. 112). In these regards, pyruvate molecules enter the Krebs Cycle and are converted to Acetyl Coenzymes. During this process for each molecule of pyruvate that is converted to acetyl coenzyme A, an NAD is also reduced (McMahon 1984, p. 112). Notably, the entirety of this process occurs within the matrix of the cells’ mitochondria. The final part of the aerobic system is the electron transport chain. Within the electron transport chain, stored energy is implemented as a gradient between protons across cells. This is then used to create ATP, or known as energy. This stage of the aerobic cycle occurs on the cristae; this is the unfolding of the membrane of the mitochondria (McMahon 1984, p. 112). The NADH+ from glycolysis and the Krebs Cycle, and FADH+ pass through this electron transport chain and provides enough energy to produce three molecules of ATP (McMahon 1984, p. 112). Additionally, the molecules of FADH+ that are produced each provide two molecules of ATP. Many exercises implement the aerobic energy system. These forms of exercise are also referred to as cardio exercises as they impact the cardiovascular system. These exercises specifically implement oxygen via aerobic metabolic processes. As such the forms of exercise that most prominently implement the aerobic system are exercises such as running, jogging, or swimming (Fox 2001, p. 12). Additionally, there are specific exercise programs aimed to target the aerobic system, such as ‘aerobics’ or pilates. 3. The anaerobic energy system is contrasted from the aerobic energy system. One considers that there are two types of anaerobic energy

Misconception about Theories and Laws (Nature of Science) Essay

Misconception about Theories and Laws (Nature of Science) - Essay Example The lack of absolute truth in science validates the existence of laws. Laws in science refer to systematically generalized observation. From such observations, scientists make particular patterns thus developing a law on the behavior and manifestation of the observations (Hanzel 121). Scientific laws have no exceptions; such is a vital feature that proves scientific laws. The law of gravity is one of the most phenomenal scientific laws. In making the law, Isaac Newton observed the behavior of falling objects. He observes that objects must always fall and that their speed intensifies as they near the ground. His theory can only predict that objects must always fall to the ground. However, the theory does not explain why they fall. Scientific theories on the other hand are summaries of existing and tested hypothesis. Scientific theories rely on the quality of the supporting tests that prove their factuality. This implies that a scientific theory survive only for as long as there is no any other evidence to disprove them. With effective supporting evidence, a theory explains a phenomenon. Such is a major difference between a theory and a law. Scientific laws predict phenomenon while theories explain the phenomenon. The two are therefore interrelated but each exists and functions independently with its own set of supporting evidence. Among the most common scientific theories is the big bang theory (Gregersen 66). The theory explains the origin of the earth by explaining that the universe formed 14million years ago following an event of gigantic expansion. Numerous scientists have researched the theory and found substantial evidence to prove its factuality. In 1965 for example, Arno Penzias and Robert Wilson disc overed radiations arising from cosmic microwave they believe arose from the expansion process. In retrospect, theories and laws are distinct bodies of knowledge in science. The two have systematic evidence to prove their existence. As explained earlier,