Humanities Essay Example | Topics and Well Written Essays - 500 words

Humanities - Essay Example When the Babylonians of Semitic origins invaded Mesopotamia near the end of 2000 BC, as the civilization reached its imperial turning point, these ancient Amorites bore significance on the aspect of science through the belief of over sixty thousand gods. Babylonian priests discerned much about the stars and other heavenly bodies and profoundly believed beyond mere embodiment that every planet was a god – Jupiter being Marduk, the god of war, Mars pertaining to Nergal or the god of death for instance, as well as the sun that was also known as Shamash (Babylonian). Religion thus enabled Babylonians to earn recognition in the field of astronomy and astrology which helped establish the twelve zodiac signs on which most cultures to this day depend, accepting the possibility that man’s destiny can be governed by the stars and the planets (Babylonian). In the similar manner, the Egyptian history had documented a belief system which shaped the early minds to materialize cultura l and architectural insights into physical structures crafted according to the religion which regarded truth in life after death. Hence, Egyptians have since managed to live with a burial custom that bathed and embalmed corpses, widely known as ‘mummies’ which were then entombed in pyramids – a tradition thought to prepare the dead for life in another dimension (Resurrection).

English Language Essay Example | Topics and Well Written Essays - 1500 words

English Language - Essay Example In context of the communicative approach to language learning, I would like to start touching upon the models proposed by Krashen as far as motivation and effectiveness of technology in teaching goes. This will lay the structure for us to consider the nuances of shared reading in the linguistic context. (Mercer et al, 1996) The first model is called affective filter hypothesis. We will study this model from the perspective of bilingualism. It has been assumed that every child has a first language before he or she knows it. But we must remember, there are also many homes in various parts of the world where children are brought up with a more or less equitable exposure to two and sometimes, even three languages – both in the written and spoken forms. For example, an average curriculum in India for any school includes English as well as a second language, which is more often than not Hindi (the national language), and finally a third language until the age of 13 (this is generally the regional or local language). Therefore, to study this hypothesis we must keep in mind that there are individuals who grow up with equally strong holds over two or even more languages. (Mercer et al, 1996) To begin with this hypothesis works on the assumption that there is a filter in every individual’s mind that impedes the process of the second (or third) language or L2 entering into one’s awareness. The elements that are required to cross this phase include relaxing techniques and the creation of a congenial learning environment. A congenial environment more often than not signifies cooperation and a certain comfort level in carrying out various reading and writing exercises. This further sets the platform for shared reading. It is therefore, an accepted fact that shared reading must be initiated among children when they are very small as this is the time when they are the least intimidated by interaction with other