World History Essay Example for Free

World History Essay Two civilizations have been hailed as being important to the history of the world and are usually referred to as the cradle of mankind. These are the Mesopotamia and the Ancient Egypt. The development of the city states of Mesopotamia and the stability of the ancient Egypt has been seen driven by geographic factors. Indeed the origin of these civilizations is almost similar; however due to geography, they differ in a number of factors both in the development and in their stability. It is this geographic aspect of their differences that will be the focus of this paper.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Both these civilizations owe their origin to the presence of important water mass, their people survived on the abundant resources that the rivers provided.   Egyptian civilization would have been non existent had there not been a river Nile. It is this river that owes the survival of the livelihood of the Egyptians and a culture that was carried forth from one generation to another. Mesopotamia city states on the other hand were supported by two rivers. Indeed Mesopotamia is a Greek word that means ‘the land between two rivers’, these are Tigris and Euphrates lying in what is currently referred to as Iraq. Inadvertently, it is important to mention that similarities can be drawn on how these two civilizations were able to survive. Parallels can be drawn on the flooding patterns of the Nile, Tigris and Euphrates. River Nile used to flood once in a year bringing with it huge deposits of rich silt, leaving the surrounding areas well irrigated, â€Å"when the waters receded, they left behind deposits of black silt that were rich with vitamins and minerals.† (M. Solodky , 2006, 5) Euphrates and Tigris had similar behaviors only that they were largely unpredictable leaving dead trails and destroyed crops in their wake. The rich soil and well irrigated banks were viable for farming and agriculture. This attracted huge number of settlements and villages and small towns began cropping up along the banks (Waddel,l 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     One difference that can be discerned in the nature of these two civilizations between Egypt and the city states of Mesopotamia lie in the population dispersion. In Mesopotamia, settlement was around the two rivers meaning that it was highly clustered compared to the highly dispersed settlement along the Nile stretch. The growth of the Egyptian civilization was facilitated by the ease of transportation along the river Nile thus expanding the civilization’s influence (David, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The development of the Mesopotamia civilization was greatly inhibited by one geographic factor, lacking in the advantage that the Egyptian civilization had.   Egypt had natural geographic barriers that acted as a natural line of defense allowing the civilization to thrive in isolation. The Mesopotamia city states lacked in this and they lived in constant collision with others, â€Å"the geographical features of Mesopotamia contributed to lack of stability, as there was no natural barrier to protect the city states from outside invaders.† (Deborah Preston, 2006, 11). The Mesopotamia city states could hence not stand for long and they fell under constant attack from the neighbors. On the other hand, the ancient Egyptian civilization was able to thrive well as there was no competition and the population was dispersed evenly, the existing villages and the small towns â€Å"had approximately equal access to the river and did not have to compete among themselves for water as their contemporaries in Mesopotamia were forced to do.† (Douglas Emily, 2004, 65). Trade was well coordinated and facilitated by the immense harbors along the Nile, a stark contrast to Mesopotamia.   These two civilizations though similar in their economic activities and their reliance on the rivers had different geographic characteristics that would either ensure or derail their survival (á ¸ ¤agai Gershoni, 2000). References Douglas J Brewer, Emily Teeter (2004) Egypt and the Egyptians. Cambridge   Ã‚   University Press, 2004 Solodky (2006). The Technology of Ancient Egypt. The Rosen Publishing Group, Deborah Vess, Preston Jones (2006). AP World History (REA) The Best Test Prep for the AP World History: The Best Preparation for the AP World History   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Exam. Research Education Assoc. David Christian (2004). Maps of Time: An Introduction to Big History. University of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   California Press. a. Waddell (2003) Egyptian Civilization Its Sumerian Origin and Real Chronology. Kessinger Publishing. á ¸ ¤agai Erlikh, I. Gershoni (2000). The Nile: Histories, Cultures, Myths. Lynne Rienner   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Publishers.

The Puritans - Creating the Perfect God Fearing Society Essay -- Ameri

The Puritans - Creating the Perfect God Fearing Society The Puritans dream was to create a model society for the rest of Christendom. Their goal was to make a society in every way connected to god. Every aspect of their lives, from political status and employment to even recreation and dress, was taken into account in order to live a more pious life. But to really understand what the aspirations of the puritans were, we must first understand their beliefs. â€Å"Their goal was absolute purity; to live with out sin in a sinful world was to them the supreme challenge in life. They were derisively called Puritans because they sought to purify the Church of England of the popish and antichristian stuff with which they believed the simplicity of the primitive Christian church had been encrusted.† The Puritans believed that man’s only purpose in life was â€Å"to glorify God on earth and, if he were especially fortunate, to continue the good work in Heaven.† For the puritans, to glorify god meant keeping him in mind at all times, working to the best of their ability at whatever job god had fated them to do, and following a strict moral code based on the bible. â€Å"Every act and thought was either a glorification of god or its opposite.† Thus, leading a pious life in the form of working hard, praying, and churchgoing, was considered paying homage to God. Through all of these things, the most important was to be mindful of God at all times. Pride, complacency, and gratification of the senses could not be permitted if they captured the place in the mind reserved for the Almighty. This does not mean, however, (as many people have believed) that the Puritans did not allow themselves to be comfortable and happy. First of all, the Purita... ... influential enough to prevent Winthrop’s reelection as governor in sixteen thirty-six. The next year he returned to office and had her tried for heresy. Even though she displayed remarkable knowledge of theology, she still defied clergy, and was eventually banished for sedition. Williams and Hutchinson were only a few of the growing number of colonists who were discontented with the Puritan government. The Puritans dreamed of creating the perfect god fearing society as a model for the entire Christian world. They did everything in their power to keep this dream alive. They created strict laws, and enforced them vigorously all in the name of God. But it was destined to fail because of the growing political liberty in England and the numerous advancements during the age of enlightenment, which eventually came into direct conflict with established Puritan beliefs.

Consorcio comes to America

The goal of Be American is the understanding of the reality of the immigrant life, which is filled with the difficulty of getting past the cultural barrier, and of getting acquainted with a new land's idea of ignorance and literacy. Consorcio has a big problem: he wants to become an American. He soon finds out that the times and events will not agree with him. Consorcio comes to America and soon realizes the hard work involved in getting a better life in America. Right away, the reader is greeted with the problem of Consorcio's illiteracy.The story starts immediately with â€Å"it was not Consorcio's fault†, referring to his inability no read or write English and his native dialect. Consorcio has to deal with his own ignorance, which showed in many little ways—he breaks plates because he only knew coconut shells and wooden utensils, sleeps on top of the sheets, does not want to eat bread and butter. Consorcio is typical of most immigrant peasants who came to America for a â€Å"better life†, knowing little but the provincial life full of farm work. Still, Consorcio is intent on becoming American, even buying books to hasten himself along his Americanization.But when he asks his cousin how long he would have to wait, Consorcio is unpleasantly surprised when he discovers from his cousin that he needs to wait five years to become American. A year later, when his cousin visits him, Consorcio no longer has his books. He has sold them because he is unable to read, with no way to learn. Consorcio is now working as a baker's assistant. Consorcio is still intent on becoming American, though. When his cousin suggests a free night school, he agrees to change his job so he can study.Two years later his cousin returns to find Consorcio gone, with an untraceable address. But soon Consorcio sends his cousin boxes of fruit and produce of the company he works for. Consorcio's and the cousin meet again after two years later, in Los Angeles. Consorcio is disa ppointed. He has no job, hasn't finished school, and has become aware that he could not obtain American citizenship. More than two years later the cousin starts to receive letters (Consorcio has finally become literate). Consorcio starts to see the resolution of his dream of Americanization in his literacy.Consorcio becomes American in a different way from what he has been desiring all the years of his stay in America. Consorcio begins a publication defending the rights of American and immigrant workers. Because of his activist literature, Consorcio experiences jail. Here we see that in spite of ongoing contradictions, Consorcio was, in a way, able to control his situation. For want of his American ideal, Consorcio fights with his words. He becomes American in this way, not officially, but in the American way of fighting for the ideal of liberty.This is what America is all about—at least this is what we understand from the cousin—and he did what so many before him did, and that is fight for justice, and equality. Then war comes, and Consorcio's â€Å"crusade† ends. Fifteen years after arriving on America, Consorcio dies. The (anti)climax comes with Consorcio's death. Before his death, as his cousin says, he has become American in his own right. Still, he never really experiences the â€Å"good life† promised by America, and dies with the embers of his dream.

Test Anxiety and Unseen Potential of the Subconscious Mind - Free Essay Example

Sample details Pages: 3 Words: 913 Downloads: 5 Date added: 2019/04/01 Category Psychology Essay Level High school Tags: Anxiety Essay Did you like this example? Prominent genres of literature and excellent films interchangeably preserve and commemorate the idea that education exists as an admirable opportunity to ignite in oneself the spark of knowledge. However today, students regard the fortuitous chance to travel along the path of success to school as a duty rather than a favorable circumstance. This idea emerged when teachers and parents perceived the increase in excessive anxiety predominantly caused by schools. Don’t waste time! Our writers will create an original "Test Anxiety and Unseen Potential of the Subconscious Mind" essay for you Create order One common type of anxiety that influences the lives of kindergarteners to even Ph.D. applicants is test anxiety. In the face of an exam or test, students gain excessive restlessness and perturbation that may negatively affect their academic performance, but measures of proactivity can minimize the dreadful impacts on numerous lives. Due to the causes of successive and overwhelming experiences of stress, test anxiety arises in students. This results in detrimental effects that may vary, but numerous tips for coping with this type of performance anxiety exists. The causes of test anxiety, often neglected and misunderstood in schools, lies inside the complex brain. Mark Greenberg, the chairman of prevention research at Pennsylvania State University and a developer of the Programming Alternative Thinking Strategies curriculum states that commonly nervous people frequently experience exam apprehension and uneasiness, but this restlessness may also emerge in a substantial amount of individuals who arent usually agitated, but nevertheless, still capable of encountering this angst for specific topics (qtd. in Sparks). Even though anyone can experience test anxiety, some cases are worse than others. Gerardo Ramirez, an assistant professor in development and cognitive psychology at the University of California at Los Angeles, remarks that when an on edge scholar starts a test, unsettled thoughts about the plausibility of disappointment commence. Due to students anxiety, stress can affect their brain to make it extremely difficult for them to concen trate (qtd. in Sparks). Moreover, multiple distinct factors can cause performance anxiety to impact someones academic achievement (Spencer J). Salend, professor of education at the State University of New York and author of Creating Inclusive Classrooms: Effective and Reflective Practices clarifies, A student may initially do badly on a test due to inadequate study habits or a poorly developed test, and then experience family pressures and negative self-statements, which collectively increase the probability that the student will experience high levels of anxiety that interfere with subsequent test performance (Teaching Students not to sweat the test 22). If teachers, parents, and students knew the causes of test anxiety, students could detect if they have this apprehension and they could get the help that they desperately need. The effects of test anxiety range from inconsequential to calamitous, and it greatly influences the physical, emotional, and behavioral wellbeing of young children. According to Spencer Salend for Teaching students not to sweat the test, test anxiety results in various negative consequences for students, including debilitating stress, negative academic performance, and adverse emotions regarding school and self-image (20). Additionally, exam uneasiness frequently becomes generally applicable to numerous evaluative circumstances, providing further prevalent underachievement, and developing diminished self-esteem, decreased exertion, and reduced incentive for school assignments (Huberty). Similarly, many physical symptoms of test anxiety exist as well. According to Dawn Marie Barhyte, a multi-skilled writer and organized researcher, There are physical symptoms, such as a pounding pulse, nausea, rapid breathing, sweating, and/or butterflies. The mental symptoms include an inability to o rganize thoughts, forgetting what you know, careless mistakes, reading without understanding the questions, and blanking out. Though the effects of test anxiety elicit affliction, treatment, medication, and coping mechanisms exist to assist people who need it the most. By experiencing performance anxiety, students possess the ability to comprehend their symptoms and monitor their anxiety levels with various coping mechanisms. Preparation exists as an essential part of learning because it reduces stress and anxiety will slowly recede, strengthening the confidence of a person. Studying and planning for a test may sound interminable and endless, but it allows for successful achievement (Barhyte). In addition to preparation, the incorporation of serenity proficiency into a persons daily schedule for the diminishing of test anxiety will enhance confidence and will keep them concentrating on the exam. This expertise may guide someone in remaining optimistic and shooting for accomplishments, instead of idealism (Barhyte). Furthermore, if these coping mechanisms do not positively affect a persons life, then a student may use treatment or medication from a doctor, or even visit a counseling center. According to Thomas J. Huberty, a professor at Indiana University, School psychologists, social workers, and counselors, can develop and implement interventions for students and consult with teachers about how to identify and work with students. Several interventions can be used in the school setting to help students prevent and control test and performance anxiety. Planning ahead, developing superior test-taking skills, and practicing relaxation techniques helps alleviate the fear and anxiety associated with tests and exams. Though the effects of test anxiety may seem unconquerable, it is important to understand that managing and dealing with this type of anxiety remains possible. Although anxiety may not disappear with a snap of someones fingers, treatment in extremely severe cases exist, which can lead to a happy and healthy lifestyle. Students may now perceive that test anxiety will no longer exist as an obstacle in their extensive journey to success. With schools igniting a glimmering spark of knowledge into the souls of many students around the world, they can emancipate the influence of essence and refinement and bestow upon a community a gift of their hard work.