Normal Communication Culture and Deaf Communication Culture

Culture is how human beings relate with each other, how they express themselves in the context of relating with others. Through culture, individuals form a group, and identify themselves as unique and in unity with each other. One distinct value that makes up the deaf culture is the ‘deaf pride’.Advertising We will write a custom essay sample on Normal Communication Culture and Deaf Communication Culture specifically for you for only $16.05 $11/page Learn More Deaf people do not consider themselves disabled, instead they demand for fairness, equality and they are proud of their language. Deaf culture therefore is the tradition, social belief, behavior, history and institution of communities that use sign language as a major mode of communication because of their inability to communicate verbally. Deaf culture has mainly been obtained from schools which deal with deaf students only. The main barrier that divides hearing people from the deaf i s communication, which hinders interaction between people. For the deaf, they do not accept that they are handicapped, and for this reason they make sure that they remain independent, and that they work towards making it in the world. They encourage each other, build confidence among themselves, and ensure that they do not get discouraged. The deaf are very straightforward in the way they communicate with each other, unlike those who hear, they appear rude because of this directness. Hearing people try to cover the truth by not highlighting the real meaning, this brings confusion in communication. Since the deaf use the sign language, they tend to read the body language first, and get the true meaning of communication even if the words do not rhyme with the body language. Deaf communication language is basically visual, that is, gesture based which involves; body movements, gestures, facial expression and hand shapes. The hearing people on the other hand depend on; tone variation, s ound, information, volume and sometimes on expressions and body language. Deaf music is different from the one that hearing people listen to. It is beat-based and it consists of timing, coordination and flow. The hearing music consists of melody, harmony and rhythm. The deaf organize themselves in cliques and they find it hard to allow anybody in their clique. The hearing individuals accept each other so long as they do not violate the rights of the group.Advertising Looking for essay on communication strategies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The deaf are slightly slower in learning compared to the hearing people; this is because of the concepts used in teaching them, especially when the concept is abstract. In terms of thinking, they do it differently from the normal communication people; they have to involve visual concepts. It is really hard to handle deaf students as compared to the hearing students. Most trained student s fall out of colleges because they find it hard to study the sign language. A trained person should be a link between the two worlds, which means that he should be able to understand English and be able to interpret it to the sign language. Dealing with deaf people requires one to be knowledgeable about the deaf culture. The major area is that of communicating with them. When talking to a deaf person, one is not supposed to bend so low to the deaf person, because they get irritated and it also makes communication difficult. When talking to a deaf person, one should be at a good position, visible and should also have good lighting so as to allow the deaf person to view every move they make clearly. In a forum where a group is involved in a communication, one person should talk at a time. If it is a board, it is important to distribute the agenda to every member of the group. In a situation where you want their attention, you should touch the hand or tap their shoulders. If they are closer to you or in a gathering, you should use flash lights. Also, when talking to a deaf person, one needs to be patient with them, this is because they take time to conceptualize a certain sign in a given time period. We should also minimize the wrongs that we do to them so as to reduce their anger. This may lower their esteem, which may affect their struggle in making it in the world, and also in their progress towards being self reliant. It is very important for the normal people to study deaf culture so as to boost the interaction between the two groups. For instance, in a case of emergency, one should be able to alert all the people including the deaf effectively by learning the various signs that fit particular situations.Advertising We will write a custom essay sample on Normal Communication Culture and Deaf Communication Culture specifically for you for only $16.05 $11/page Learn More It is also important for the hearing parents to know about deaf culture, so that incase they give birth to deaf children or their children become deaf after some time in life, then, they are aware of what they ought to do. Sometimes deaf children fail to get access to appropriate education for the deaf because their parents have no idea of what most educational institutions have to offer. In most countries, education is freely given to the deaf children. It is also important to be aware of the deaf culture so as to promote communication between the deaf and the hearing people, hence ensuring that the deaf are able to participate in similar activities with those that hear. Since the deaf do not admit that they have a disability, it means they have the capability of performing like the rest. Thus, we need to consider them as normal human beings and distribute opportunities to them without looking at them as unable to produce desirable results. They are capable people who need support and encouragement for them to stand for themselves. This essay on Normal Communication Culture and Deaf Communication Culture was written and submitted by user Jillian Farmer to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

20 Critical Essay Topics on the Dangers of Antibiotics

20 Critical Essay Topics on the Dangers of Antibiotics How often have you been given a task to write a critical essay, only to find out that you don’t have the slightest idea of how to approach the task at hand? You seem to have everything you need at your disposal, but not a single thought comes to mind – does this situation look familiar? So, if you have to write an essay about antibiotics and possible dangers associated with their use and misuse, feel free to take one of the topics we’ve prepared for you: Short-Term and Long-Term Adverse Effects of Antibiotics Antibiotics and Their Role in Disturbing Natural Gut Microflora Antibiotics as the Primary Cause of Bacterial Drug Resistance Antibiotics and Their Influence on Increasing the Healthcare Costs Antibiotics and Their Side-Effects Do Antibiotics Increase the Risk of Allergy? Antibiotics and Their Influence on Human Immune System Fluoroquinolone Antibiotics and Fluoroquinolone Toxicity Syndrome Can Antibiotics Lead to Chronic Illnesses? Misuse and Overuse of Antibiotics The Use of Antibiotics in Agriculture and Possible Adverse Effects on Human Health Agricultural Use of Antibiotics and Its Influence on Drug Resistance of Bacteria Can Antibiotic Resistance Be Stopped? Antibiotic Resistance and Its Possible Ramifications for Human Civilization Antibiotics as a Possible Reasons of Excess Weight and Obesity Possible Ramifications of Prenatal Exposure to Antibiotics Cellular Damage Caused by Fluoroquinolone and Its Possible Repercussions Side Effects, Adverse Reactions and Allergies to Antibiotics The Dangers of Wrong Usage of Antibiotics Common Misconceptions about Antibiotics and Associated Health Risks Good topics, aren’t they? Among them, you will find anything you may wish for, from careful examination of specific aspects of the issue to ones aimed at generalized descriptions of the situation. And, if you still have problems deciding how to perform the task you were given, don’t forget to glance at the facts on the dangers of antibiotics. Moreover, there are tips on writing a critical essay that will assist you in a difficult situation. But now let’s check out the example of an essay written on one of these topics. A Sample Critical Essay on Short-Term and Long-Term Adverse Effects of Antibiotics The discovery of penicillin by Alexander Fleming in 1928 was one of the greatest and most important world-changing discoveries ever made by a human being – there is no doubt about that. This discovery has saved and continues to save the lives of millions who would have been swept away by bacterial infections. However, just like many other wonders of science, antibiotics come at a price. When we misuse or overuse them, the price is even greater, especially if it goes on for a long time. Antibiotics were never intended to be used in a way they are used today – to quickly kill off any ailment that makes our lives even the slightest bit uncomfortable. They initially were aimed at and were used to treat serious, life-threatening infections that would otherwise lead to death or impairment. However, their effectiveness and usefulness in treating all kinds of diseases made antibiotics a go-to solution for a wide range of conditions, including even something as trivial as a common cold. Ironically, although prescriptions for common cold are among the most widespread usages of antibiotics today, in most cases they don’t do anything to fight the actual disease – most upper respiratory infections are caused by viruses, not bacteria, and antibiotics are useless against them. Which doesn’t mean that they are harmless as well. Depending on the patient, the type of antibiotic, other medications and substances imbued by the patient and a myriad other factors, antibiotics may have all kinds of adverse effects, ranging from short-term, personal and annoying at best, to long-term, lethal and having a global importance. The most easily recognized adverse effect of antibiotics is the so-called drug resistance of bacteria. Although bacteria don’t mutate as fast as viruses, they still are fairly quick to develop resistances to drugs that kill them. Some strains of staph aureus, for example, have developed resistance to penicillin just four years after the drug started being mass-produced. As the bacteria grow more resistant, doctors have to use either more potent antibiotics or the older ones in greater doses, increasing their side-effects and toxicity for humans. Some â€Å"superbugs†, bacteria that are non-responsive to most known forms of treatment, already exist, and the prospect of the world in which antibiotics no longer work is a terrifying one indeed. But this apocalyptic image is not the only danger posed by antibiotics. There are many more immediate and personal problems that may be caused by them, ranging from relatively mild side-effects, such as excess weight and allergies, to much more serious ones, including psychiatric problems, cardiac attacks, tendon ruptures, a wide range of chronic illnesses caused by cellular damage and much, much more. Thus, when all is said and done, antibiotics still remain an incredibly useful (and in many instances – life-saving) invention. However, the way they are used today, be it in healthcare or in agriculture, is a way that is likely to cause the entire human race a great many problems in not so distant future – unless something is done quickly, and we start using them responsibly as soon as possible. Antibiotics are certainly not a quick fix to get rid of every little ailment that may befall us. References Andrews, K.T., G. Fisher, T.S. Skinner-Adams. â€Å"Drug Repurposing and Human Parasitic Protozoan Diseases.† International Journal for Parasitology: Drugs and Drug Resistance 4.2: 95-111. Print Meikle, James. â€Å"GPs Who Limit Use of Antibiotics Risk Worse Patient Ratings†. The Guardian. Dec. 7 2015 Parker-Pope, Tara. â€Å"Frequent Antibiotics May Make Children Fatter†. The New York Times. Oct. 21 2015 Siddique, Haroon. â€Å"Antibiotic Use if Food Fuels Resistance to Vital Drugs – Report†. The Guardian. Dec. 8 2015 Stone, Judy. â€Å"Common Antibiotics Cause Arrhythmias, Death and Everything Else†. Forbes. Nov. 9 2015 Strom, Stephanie. â€Å"Perdue Sharply Cut Antibiotic Use and Jabs at Its Rivals†. The New York Times. Jul. 31 2015 Tavernise, Sabrina. †White House Meeting Elicits Pledges to Reduce Antibiotic Use†. The New York Times. Jun. 2 2015

Public relations officer interview Essay Example | Topics and Well Written Essays - 1500 words

Public relations officer interview - Essay Example The Richmond Veterans Hospital offers services to over two hundred thousand veterans who dwell in the central and southern parts of North Carolina. Their services are offered in their outpatient clinics that have been located in Emporia, Charlottesville and Fredericksburg. The Hunter Holmes Hospital was actually the first hospital in VA to execute heart transplants on its patients. The Richmond VAMC is also the hospital that offers patients suffering from heart failure with medical care throughout the country. In addition, the hospital offers a variety of services to its patients that range from comprehensive outpatient care to the multifaceted inpatient services like heart, kidney, liver and lung transplantations. The medical facility also provides medical care to patients suffering from traumatic spinal and brain injuries. The hospital has about 415 operating beds and an acute care department, mental health services and nursing home. In addition, a new polytrauma transitional rehab ilitation center was recently opened to assist injured veterans adjust to living normal lives (US Department of Veteran Affairs, 2012). Ms. Edwards, the public relations officer at the Richmond Veterans Hospital plays various roles on behalf of the facility. ... situation with the police officers, determine who and how the family of the deceased should be informed and deliver a statement to the hospital staff and the press. In another instance, an employee who was engaged to another employee fell out with his fiancee and shot his fiancees cousin as they arrived at the facility (the cousin was a veteran who had been receiving cancer treatment and was killed). Ms. Edwards immediately communicated with the police, offered statements to the press and communicated the situation to the hospital’s employees. On the same day that I interviewed Ms. Edwards, the assailant was in court pleading not guilty though she ensured that the employees who had been affected by the incident were okay. The Richmond VAMC hosted the wheelchair Olympics this summer with Ms. Edwards being put in charge of coordinating the event which took a great deal of her time and energy. Prior to the event she resided at the downtown Marriot hotel which was the center for o perations for this event. She was charged with the tasks of directing the events, the staff members, various organizers, participants, medical staff and everyone else who was a part of the event. The public relations officer for the Richmond VAMC was also responsible for arranging the itinerary and making clearances with the hospital’s director when public figures like Michelle Obama visited the facility. According to the WWBT news, the first lady, Michelle Obama’s visit to the Richmond region came less than three months after the president had visited. It was a high profile visit to the state which was considered an important swing state during the coming elections. The news channel reported that at around lunchtime on Wednesday, the country’s first lady would attend a high profile

Can and should the marketplace be inclusive to all consumers Essay

Can and should the marketplace be inclusive to all consumers - Essay Example It will examine the problem that the aged face when companies decide to advertise and sell their commodity through the media and social networks. The paper will also try to explain how the aged can be integrated in the fashion industry. According to Macnicol (2005), age discrimination has a long history going back to 1930s, and even today it is a topic of debate in Britain. In the current world, many old people have a feeling that they are overlooked and ignored in the market. For example, in the designing of shopping complexes in the street. There are many old people who cannot obtain a service or the product that they want- whether from cinemas, restaurants or newspaper. This is because things have changed, so there is nothing that suits their taste. According to Mumel and Prodnik (2005), this discrimination has led the aged to stay away from this market. They consider themselves less fortunate and burden to society. According to Birtwistle and Tsim (2005), a fashion designer that can adopt and agree to cater for the individual needs of aging women will do quite well because it has a high potential, unsaturated market. Fashion designers have failed to provide old people with clothes that are psychologically, physically and socially comfortable. Psychological comfort gives the old person a well-being sense (Kunze, Boehm, & Bruch, 2011). Old people want clothes that will make the public have a positive mind and respect them. Physical comfort is achieved when the older people put on clothes that protect them from heat, humidity and cold. Their social comfort will be achieved by wearing clothes that will make them presentable and create a good impression to the public. The old also feel excluded in todays media. Images of the youth dominate the media today. Older peoples pictures are of two categories: one portrays old people as decrepit, aimed at generating sympathy and enable other people to contribute to them (

History of Philosophy Essay Example for Free

History of Philosophy Essay Refer to next paragraph. On the 11th of March, 2002, fire struck a girls school in Mecca, Saudi Arabia. Firemen and concerned citizens were quickly on the scene. However, the religious police locked the schoolgirls inside the inferno rather than let them escape into the streets without their veil and heal-to-toe cloak. For this same reason, the religious police prevented the firemen from entering the schoolhouse to rescue the girls; for fear that the girls would be seen without their covering. Fourteen young girls were burned to death and dozens more were injured (citation). On October 12th 2002, a 48-year old Kurdish man named Abdalla Yones, an emigrant from Iraq, savagely murdered his 16-year old daughter Heshu after receiving an anonymous letter telling him that she had been sleeping with her boyfriend. (Asthana Mistry). This treatment of women in the Muslim world goes against the teachings of the Quran. This isn’t the real assignment. Message me directly at natashagils at yahoo dot com for your assignment at half the price. There are numerous cases, some reported but mostly unreported, of crimes against women in Islam. Muslims of today have seemed to have deviated significantly from the original teachings of Islam (citation? ). Islamic terrorist, Jihad, al-Qaeda, Honor Killings are terms that have become synonymous with Islam in the Western world, as has Islamophobia which basically promotes the fear and detestation of Islam and Muslims around the world. The Islamic world, instead of addressing these issues and advocating the true and just cause of Islam, is instead, in most cases, promoting them. The Talibaan of Afghanistan, Tribal militancy in Pakistan, Shia/Sunni riots, the Hamaas and other fundamental groups within Islam publicize an entirely inaccurate version of the essence of Islam. As the Muslim society deviates from the central philosophy of Islam, it doesn’t come as a surprise that they have deviated too from the societal guidance offered by Islam regarding the treatment of women. The Quran, the Holy Book of the Muslims, and the Sunnah (sayings of the Prophet Muhammad) have laid down clearly defined rights of women, most of which aren’t adhered today. Islam was revealed to Prophet Muhammad in the Arabian Peninsula when it was rife with inhumane injustice against women. Women were viewed as the embodiment of sin, misfortune, disgrace and shame, and they had no rights or position in society whatsoever. Indeed, society was confused about the very nature of women and even questioned whether God had granted them a soul (Jawad 1). Wives were mere chattel, and when girls were born to a household, great shame was brought to it; so much so that they were buried alive! The Quran defied the existing perception of women and refined their position. It outlawed female infanticide and restored their birth rights . Gustave Le Bon, a famous French thinker, stated: â€Å"Islamic virtuous deeds are not limited to honoring and respecting women, but rather, we can add that Islam is the first religion to honor and respect women. We can easily prove this by illustrating that all religions and nations, prior to the advent of Islam, caused much harm and insult to women. † (Bon 488). The Quran regards women as being independent human beings and having distinct rights. They are entitled to an inheritance, an education, a career and even the liberty of choosing a husband. Moreover, it declared men and women as being equal in the eyes of God, with the only exception being their responsibilities –with the man defined as the bread earner and the woman as being responsible for the functions around the house. According to the Quran, O you who believe! You are forbidden to inherit women against their will, and should not treat them with harshness (Holy Quran, Surah An-Nisa 4:19) The Prophet Muhammad, in this context, is said to have said, ‘All people are equal, as equal as the teeth of a comb. There is no claim of merit of an Arab over a non-Arab, or of a white over a black person, or of a male over a female. Only God fearing people merit a preference with God’. Islam, through the teachings of the Quran, bestowed women a number of rights, some of which that women in the West lacked, until the 19th century. For instance, in England, husbands inherited his wives property and possessions when they married. This unfair tradition continued till as late as 1882 (citation? ). Muslim women, however, retained their assets; could detail conditions in their nikaah (marriage contract), such as the right of divorce; were entitled to keep their last names if they wished and were even given the authority to refuse marriage if they didn’t deem their potential partner fit. The Quran laid down these injunctions in 610 A. D. (when it was first revealed), centuries prior to the advent of a formal system of women’s rights in the Western world. Some of the fundamental rights the Quran gives women are: 1. Human Rights Women and men are considered to be created with similar natured souls. They are considered equal to men in all spheres of life. And for women are rights over men similar to those of men over women. (Holy Quran, 2:226) And O mankind! Be dutiful to your Lord, Who created you from a single person (Adam), and from him (Adam) He created his wife (Eve), and from them both He created many men and women and fear Allah through Whom you demand your mutual (rights), and (do not cut the relations of) the wombs (kinship). Surely, Allah is Ever and All-Watcher over you. (Holy Quran, Surah Al-Nisa 4:1). 2. Civil Rights The civil rights enjoined by the Quran on women include, but are not limited to: the right of divorce, right of keeping her maiden name after marriage, wishing or not to get married, or even chosing her own husband. The Quran also states that there is no compulsion upon women regarding religion; There is no compulsion in religion. Verily, the Right Path has become distinct from the wrong path. Whoever disbelieves in Taghut [anything worshipped other then the Real God (Allah)] and believes in Allah, then he has grasped the most trustworthy handhold that will never break. And Allah is All-Hearer, All-Knower. (Holy Quran, Surah Al-Baqarah 2:256). 3. Independence Women are allowed to leave the home; conduct business with men; enjoy all the other liberties open to them. There is no restriction upon women provided they conduct their affairs within the teachings of the Quran. Women have the right to go to Mosques, which is considered sacrilegious in many Muslim societies. Not only that, but women have also the right to be Muslim pastors. Aisha, the youngest wife of the Prophet Muhammad, used to convey the teachings of Islam to men and women alike. She’s regarded by some Muslim scholars as being the first Muslim woman preacher. The Quran is very clear in its laws regarding women. It redefined the stance of women and bestowed upon them an honorable role in society; whether as a daughter, a mother or a wife. Men are instructed in their fair and kind dealing towards women. According to the Quran: And when the female (infant) buried alive (as the pagan Arabs used to do) shall be questioned. For what sin she was killed? † (Holy Quran, Surah At-Takwir 81:8-9). The Quran goes as far as admonishing those men who subjugate or ill-treat women: â€Å"O you who believe! You are forbidden to inherit women against their will. Nor should you treat them with harshness, that you may take away part of the dowry you have given them except when they have become guilty of open lewdness. On the contrary live with them on a footing of kindness and equity. If you take a dislike to them, it may be that you dislike something and God will bring about through it a great deal of good†. (Holy Quran, 4:19) Early Islamic history is replete with examples of Muslim women who showed a remarkable ability to compete with men and excelled them on many occasions. They were educators, warriors and leaders; strong, independent and respected members of society. Unfortunately, that isn’t the case in most of the Muslim world today. Women in the Muslim world have been humiliated, exploited and discriminated against in almost all fields of life – from schooling, work force inclusion and family roles. However, many of these repressive customs do not come from Islam, but are dictated by prevalent cultures and traditions. Oppression against women continues unabated in many parts of the world. Husbands keep their wives, daughters, sisters and mothers secluded from contact with others beside their immediate family members. Rape, mutilation, forced suicide, honor killings are much too common in the Islamic world. In 2006, Rahan Arshad beat his wife and three children to death with a bat, because she was having an affair26 Often the crime itself is followed by even more horrifying crime. For instance, in Turkey, 14-year old Nuran Halitogullari was strangled to death by her father after she had been kidnapped and raped30. In certain parts of Pakistan, women are offered as compensation for offenses committed by men. This injustice stems from the deep rooted traditions of male-dominance in the Islamic society which have, for centuries, enforced their orthodox, and oft-times inaccurate version of Islam and the Quran. Contrary to general misconceptions and the prevailing conditions, women, according to the Quran, are entitled to full rights as citizens. Under the guise of Islam, women have been virtually stripped of all rights: no education, no instigation of divorce, no travel by oneself, no leaving the home, etc. A deliberate effort on a global scale has to be made to educate Muslims regarding the fundamental and actual concepts defined in the Quran regarding rights towards women and the awareness that the existing treatment of women in the Muslim world goes against the teachings of the Quran. Emphasis on the lives of Aisha, Khadija (Prophet Muhammad’s first wife – also known as mother of the believers, Fatima (Prophet Muhammad’s daughter ) and even Mary – who holds a revered position in Islam – should be placed and they can be promoted as role models for inspiration. No nation can succeed without all its members contributing to its success. Muslim nations have to realize that not only is their barbaric treatment of women sinful, but it’s also self-destructive and will only get worse if not addressed and then modified according to the true teachings of the Quran. Treat your women well and be kind to them for they are your partners and committed helpers. (Ismail 83). ? Works Cited Asthana, A. and Mistry. U. For Families that Fear Dishonor, There is Only One Remedy†¦ Murder. The Observer, 5 October, 2003. Bon, Gustave Le. The Arab Civilization. Paris: Firmin-Didot, 1884. Ismail, Imam Vehbi. Muhammad, the Last Prophet: The Last Prophet. Jordan: Amana

Digestive Process :: essays research papers

Digestive Process Digestive Process It is in the mouth, that the Thanksgiving feast begins its journey through the fabulous digestive system. It is here that the lips, cheeks and tongue, carefully position the food that the teeth will chew. This chewing process breaks up the food, this being a part of mechanical digestion. While the teeth grind up the turkey and tasty stuffings, the salivary glands begin emitting enzymes, these enzymes being contained in saliva. This saliva helps to dissolve some foods, and adds mucus to make the food's passage through the digestive system a little more "speedy". The saliva also attacks dangerous microorganisms which enter the mouth. Saliva also contains an enzyme which helps to break down carbohydrates into sugars. As the food is being ground and coated with saliva, it's passed over the taste buds, which in turn send messages to the brain. The brain uses this information to decide whether or not the food should be swallowed. The food is then gathered into a ball, cal led a bolus, and it is pushed down into the pharynx by way of the tongue. This bolus of "Thanksgiving meal" is then passed down the esophagus, the esophagus being a 24cm long tube which connects the pharynx and stomach. Lining the walls of the esophagus are rings of muscle which contract in waves, pushing the bolus down the length of the esophagus. At the base of the esophagus, where the esophagus and stomach join, a thick ring of muscle called a sphincter, is found. This sphincter acts like a valve, as it allows food to pass into the stomach but does not permit it to pass back up through the esophagus. The stomach, which is in the essence a large muscle sack, contains three sets of glands which produce gastric fluids. One set produces mucus which coats the food, making it slippery, and it protects the stomach walls from being digested by its own secretions. The second set of manufactures hydrochloric acid, which aids in the "break-down" of foods. In conjuction with hydrochloric aci d, pepsin, which aids in the "break-down" of protein into smaller polypeptides, begins the process of protein digestion. The stomach's muscular walls move around the "food" and mucus, mixing them with the gastric fluids produced. The "food" becomes a pasty substances referred to as chyme, after about 2 or 3 hours of grinding within the stomach.

Ancient Egyptians

Table of Contents Thesis Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 1 Time period†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Geography/Location†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 Political Characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5 Economy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 8 Religious Beliefs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 12 Social Structure†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 Achievements/Accomplishments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18 Decline of Ancient Egypt†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦20 Personal Observations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 22 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 Thesis Statement Ancient Egypt has made incredible achievements at all aspects of a civilization. Over the years, Ancient Egypt has had many cultural accomplishments in art, architecture, and different philosophies which are still cherished today. Egypt is located in the northeastern corner of Africa, bordering on the Mediterranean Sea to the north and the Red Sea to the east. Religiously speaking the ancient Egyptians are polytheistic and believe in multiple deities or gods. They overall believe that there are divine forces that rule the Earth and the afterlife. The ancient Egyptians have gone through a long and interesting line of rulers. In our modern time period today, we can look back, learn and cherish the ancient Egyptians. Time Period †¢3100 BC – Hieroglyphics developed and King Menes united the Upper and Lower Kingdoms. †¢2700 BC – Pyramid building began, also the beginning of the Old Kingdom †¢2200 BC – The collapse of the Sixth Dynasty and the Old Kingdom; beginning of the Middle Kingdom †¢1700 BC – Earliest evidence of diagnostic medicine in Egypt and foreign invaders occupied the delta region; the fall of the Middle Kingdom †¢1550 BC – The rise of the New Kingdom 1503 BC – Woman ruler exercised all the rights of a pharaoh †¢1200 BC – Ramses became the most powerful pharaoh †¢1100 BC – The collapse of the New Kingdom †¢670 BC – The Assyrians attacked Egypt †¢525 BC – The Persians conquered Egypt †¢330 BC – Alexander the Great conquered Egypt †¢30 BC – The Romans conquered Egypt The ancient Egyptians went through many turning points from the Old, Middle, and New Kingdoms. The most important events were when the Egyptians were getting invaded and taken over by many different people, including the Persians, Alexander the Great and his men, and for the longest period of time, The Romans. During these times ancient Egypt was stripped down from some of their freedoms and traditions and also some cultural diffusion was forced upon them. 2 Geography/Location As you read in the â€Å"Thesis Statement†, Egypt is located in the northeastern corner of Africa, bordering on the Mediterranean Sea to the north and the Red Sea to the east. The Egyptians most important natural resource was the Nile River, which flows from the Mediterranean Sea. They believed that they were blessed by the Nile and believed that the river was a gift from the Gods. The ancient Egyptians geographically ivided their land into two types, the â€Å"black land† and the â€Å"red land†. The â€Å"black land† was considered the fertile land on the banks of the Nile. Ancient Egyptians used this land for growing crops. This was the only land in Egypt that could be farmed because a layer of rich, black silt was spread on the land every year after the Nile flooded. The â€Å"red lan d† was the barren desert that protected Egypt on two sides. These deserts 3 protected ancient Egypt from nearby countries and invading armies. They also provided the ancient Egyptians with a source for different kinds of metals and stones. Egypt’s proximity to the Nile River enabled the Egyptians the trade, farm, make clothing, and ultimately use the river to its fullest. The ancient Egyptians use to sing a hymn of praise to the Nile for nourishing their land, these are the lyrics†¦ â€Å"If the Nile smiles, the Earth is joyous, Every stomach is full of rejoicing, Every spine is happy, Every jawbone crushes its food†. 4 Political Characteristics The Ancient Egyptian Government was dominated by a single man, the Pharaoh. The Egyptians believed that the ruler was more a man, but that he was a god. This gave the Pharaoh absolute control over affairs of the Empire and its people. Ancient Egypt was also considered as a theocracy, which was controlled by the clergy. The Pharaoh’s advisors and ministers were almost all priests, who were considered the only ones worthy and able to carry out the god-king’s commands. In most of the religious ancient societies, priest has a special status above the rest of the citizens. The governmental officials included the prime minister, the chief treasurer, the tax collector, the minister of public works, and the army commander. These officials were directly responsible to the Pharaoh. The land itself was divided up into provinces called nomes. Each nome had a governor, and was appointed by the Pharaoh, and responsible to the prime minister. Taxes were paid in goods and labor. Citizens were drafted into the army and forced labor for periods of time to pay the labor tax. Slaves, mercenaries, and draftees were often used in the army. It is believed, 5 however, that Egyptian slaves were not used to construct sacred monuments, such as the Pyramids. Egyptologist were led to this conclusion by recent finding of worker burial grounds near such monuments. The workers received proper Egyptian burials, where as slaves did not. The majority of Egyptian people were peasants who worked he land along the fertile Nile flood basin. These people had no voice in the government, and accepted the fact because it was backed by their religion. This aspect of the Egyptian’s religion helped keep Egypt so powerful and centralized during its high points. One of the most powerful rulers of ancient Egypt was the mighty Ramses II. Ramses was very ambitious and looked to expand the Egyptian empire northward as far as Syria. He constructed many temples and monuments and boasted of his conquest. In a battle against the Hittites, Ramses had outstanding bravery and prevented himself from a crushing defeat. Ramses was well respected and went in history for his achievements. His tomb is located in the Valley of the Kings, and his mummy is thought to be one of the most best-preserved mummies ever found. 6 Another greatly respected pharaoh of Egypt was King Menes. Menes was actually known as the first true leader of Egypt. He accomplished much, including the unification of the Upper and Lower Kingdoms of early Egypt. After Menes united the Kingdoms the Egyptian monarchy lasted in a recognizable form for over three thousand years. 7 Economy There were many aspects to the Ancient Egyptian economy. The Egyptians traded, educated, and farmed. The Egyptians had a large range of resources at their disposal varying from food and cloth, to metals and gems. Some of Egypt’s agricultural products were grain, vegetables, fruit, fish, attle, goats, pigs and fowl which were the primary food resources and flax was also grown to be spun into linen. A large proportion of grain was used for beer production. In ancient Egypt there was a good variety of metals, but only a small number were used including copper, bronze, and iron. Gems for the upper classes and the pharaoh and much stone were used for the construction of temples and of course the pyramids. The majority of the population more than nine tenths lived on the land in mostly village 8 communities. The land they worked in belonged in theory to the gods and in particularly the gods â€Å"Osiris† and â€Å"Horus† and his earthly incarnation or â€Å"avatar†, the pharaoh. The ancient Egyptian economic system was called a â€Å"command economy†. Administrators, priests, traders, and craftsmen lived mostly in the cities along the Nile. Some of the most commercial cities or capitals of ancient Egypt were Zawiyet el-Mayitin, Abydos, Naqada, el-Kula, Edfu, Seila and the island of Elephantine in the Nile River at modern Aswan. These provincial capitals were popular religious and economic centers serving the surrounding countryside. In ancient Egypt, a major part of the taxes imposed on the 9 people were used to keep the society running smoothly. Grain was one of the most taxed resources as it could be stored relatively easy and was very vital in years of bad harvests. Three thousand years of development pointed out just how effective this economy was. With the help from transportation by the Nile River, the Egyptians sold their products sold on the market. The Egyptians set up trade routes to reach distant countries. They often visited the countries along the Mediterranean Sea and the near the Upper Nile River because they were immediately adjacent to Egypt and contained materials that the Egyptians desired. These visited countries included Cyprus, Crete, Greece, Syro-Palestine, Punt, and Nubia. Some of the items that the Egyptians would bring back to Egypt would be leopard skins, giraffe tails, monkeys, cattle, ivory, ostrich feathers/eggs, and gold. When the Egyptians visited Punt, there a major source for incense, also Syro-Palestine provided ceder, oils, unguents, and horses. Horses were originally used in 10 ancient Egypt, and then the domesticated camel was introduced at around 500 BC. The economy in ancient Egypt was overall mainly very stable and structured over the years. 11 Religious Beliefs Religion was very important to the Ancient Egyptians. Their religion was strongly influenced by tradition, which caused them to resist change. Egyptians did not question the beliefs which had been handed down to them; they did not desire change in their society. Their main aim throughout their history was to emulate the conditions which they believed had existed at the dawn of creation. The Egyptians were polytheistic people that believed in multiple gods/deities. The god represented various forces of nature, thought patterns and power, and expressed by the means of complex and varied archetypes. These deities were worshipped with offerings and prayers in local household shrines, as well as in formal temples managed by priests. Different gods were prominent at different periods of Egyptian history, and the myths associated with them hanged over time, so Egypt never had a coherent 12 hierarchy of deities or a unified mythology. The religion of the Egyptians, however, contained many overarching beliefs. Among these were the divinity of the pharaoh, which helped to politically unify the country, and the complex beliefs about an afterlife, which gave the Egyptians’ elaborate burial customs concluding the process of mummification. Ancient Egyptians had many deities, here are some examples of the most important and famous ones.. Amun – The Egyptians believed that this god created himself in the beginning of time. They also believed him to be the father of the pharaohs. This god looks like a man with a beard, feathered crown, and shown as a ram or a ram-headed man. His name means the hidden one. Geb – Geb was a bearded god with a goose on his head. He was known as the healer and provider of crops. The Egyptians believed that when that Geb laughed that’s what caused the earthquakes. Egyptians had feared he might imprison the dead. 13 Mut – Mut is Egyptian goddess, also known as the mother of all living things. Her hieroglyphic symbol is the vulture. She is a woman wearing a vulture headdress sometimes. She also sometimes wears a double crown to represent lower and upper Egypt. Osiris – Orsiris was a strong element in Egyptian mythology. He was one of the five children born from the god of earth and the goddess of skies. He was inherirted to the throne of Egypt. Ra – The God Ra is the Egyptian god of the sun, light, heat, and the supreme judge. Also he was known as â€Å"Re- Horakhty†, which means Horus of the Horizon. A god with a sun disk around his head, he is worshipped all along Egypt. Egyptians believed he created the world, and the rising sun is the symbol of creation. The sun rising and setting meant renewal. He is ultimately known as the master of life. 14 Social Structure In the ancient times of Egypt the top of the social importance was the pharaoh, then the government officials such as the nobles priests, next were the soldiers, then scribes, merchants, artisans, farmers, and lastly slaves/ servants. The pyramid has been used as a visual metaphor to describe the social structures of ancient Egypt. The position of an individual in the social pyramid was determined by birth circumstances such as class, gender, race, and the relationship among social groups were determined by their occupations. Ancient Egypt was ruled by a very small rich upper class who enjoyed power and wealth while the large masses of Egyptian workers and peasants struggles to subsist. The ruling class depending on a social system of administrators, who organized the work force, managed resourced and taxed the surplus production. For their services, these government officials received favors and could rise to the highest ranks in the administration. 15 The upper class of Egypt despised the lower classes as inferiors, and many instances of abuse were committed, but peasant and farmers were not slaves. They had property rights and servants could inherit their master’s possessions when is they died without children. Other members of the working class, artisans, were their own masters. They owned property and land, and could freely buy and sell their products in the market. Education in ancient Egypt was not very advanced. At a young age children were mainly taught by their parents. Most parents would try to instill in their kids various educational principles, moral attitudes, and views of life from a tender age. For girls, they would always stay with their mothers. Very few careers were open to most women. While most woman trained for motherhood and how to be a good wife, some girls could train to be dancers, entertainers, weavers, or bakers. Only the daughters of wealthy nobles received an education in reading or writing. The boys were mainly raised by their fathers. Son usually followed the same trade that their fathers practices. Some of the boys at this time attended a general village school while others attended a school 16 designed for a specific career such as a priest or a noble. Schools taught writing, reading, math, and sports as well as morals and manors. At the age of fourteen, the sons of farmers or craftsmen joined their dads in their profession. Those children whose parents had higher status careers continued their education at special school usually attached to temples or government centers. The educational experiences in ancient Egypt had both similarities and differences compared to the present education in the U. S. A. It was similar because most parents like in ancient Egypt teach their kids moral values and educational principles. Unlike Egypt, in America it is a law that all American children must go to school and get an education. The selective school in Egypt taught similar subjects to the children, but it America present time , there is a lot more variety and opportunities for the future. 17 Achievements/Accomplishments There were many achievements of the ancient Egyptians including the quarrying, surveying and constructional techniques that facilitated the building of monumental pyramids, temple, and obelisks. They also established a system of mathematics, a practical and effective system of medicine, irrigation systems and agricultural production techniques. They had the first known ships, Egyptian faience and glass technology, new forms of literature, and the earliest known peace treaty. Egypt truly left a lasting legacy. Their art and architecture were widely copied, and sent around the world today. Egypt’s monumental ruins have inspired the imaginations of travelers and writers for centuries. In the mathematical area, Egyptians used a numbering system based on ten. They used vertical tally marks to represent the numbers one through nine, then they used symbols for larger numbers. For example, a heel stood for 10, a crook was 100, a flower was 1000, a finger was a 10,000, and a tadpole represented 100,000. 18 In the science department, the Egyptians believed that â€Å"Thoth†, in the form of an ibis, was the inventor of astrology and mathematics, he was known as the god of wisdom and magic. The Egyptians had many outstanding cultural achievements concluding mainly art and architecture. The Egyptian art was highly symbolic and a painting or sculpture was not meant to be a record of as the result of subtle changes, not as altered conception of arts or its role in society. The pyramids of Egypt are the most famous and mind-blowing structures built by the Egyptians. The Egyptian also had some literature mostly written on papyrus, also contains elements of art. The writings included hymns to the gods, mythological and magical texts, and mortuary texts. 19 Decline Egypt was once one of the most powerful civilizations on the planet. The decline of Egypt started at around 1000 BC when there was struggle for power by priests and nobles and the country started to spilt up. Rich people wanted to take over Egypt and hired men to conquer certain areas of Egypt. As there was a struggle for power, enemies from other countries invaded Egypt. The Cushites ruled Egypt from about 767 BC until they were defeated by the Assyrians in 671 BC and then Egypt took back their country in 525 BC. In 343 BC, the Persians took over Egypt as a part of their conquest. Later, a man named Alexander the Great conquered most of Europe and Africa including Egypt. Alexander became the Pharaoh of the Egyptian Empire and he was loved by the Egyptian people. He was committed to the well being of people so he chose not to change their ways. After Alexander died, his generals each ruled areas he conquered, this period of Alexander lasted for 20 300 years until the Romans took it over. The Romans ruled Egypt for seven centuries, Egypt was a great source of wealth to the Romans. The Romans brought Christianity to Egypt. The Roman period of Egypt was peaceful even though the ancient religion of Egypt was taken over by the fast spread of Christianity. The period of ancient Egypt lasted from 3000 BC – 639 AD, was at the end when Arabs brought the religion of Islam to Egypt. The fall of this rich civilization is probably one of the most interesting parts, in not just Egyptian history, but ancient history in general, since Egypt was the most powerful civilization in the world at the time. 21 Personal Observations I truly think Egypt is one of the most amazing ancient civilizations of all time. I choose Egypt for my research paper because I believe that they have so much unique culture and mind-blowing accomplishments. From this research paper I have learned many new things about ancient Egypt that I never knew before. I thought that all the monuments and pyramids were very impressive. Also the architectural design of the Egyptians is truly creative and inspiring. I hope that people in our modern time can learn how to appreciate the integrity of the Egyptians, and hopefully by reading this research paper it well help. 22 Bibliography Books – The school textbook of world history, â€Å"Egyptian art† by Cryril Aldred, â€Å"Egypt† by DK Publishing Websites – www. wsu. edu, www. ancientegypt. co. uk, www. kingtutone. com, www. reshafim, www. ancient-egypt. org 23