The Story of the Flood- the Epic of Gilgamesh Essay Example for Free

The Story of the Flood- the Epic of Gilgamesh Essay You know the city Shurrupak, it stands on the banks of Euphrates? That city grew old and the gods that were in it were old. There was Anu,-lord of the firmament, their father, and warrior Enlil their counsellor, Ninurta the helper, and Ennugi watcher over canals; and with them also was Ea. In those days the world teemed, the people multiplied, the world bellowed like a wild bull, and the great god was aroused by the clamour. Enlil heard the clamour and he said to the gods in council, The uproar of mankind is intolerable and sleep is no longer possible by reason of the babel. So the gods agreed to exterminate mankind. Enlil did this, but Ea because of his oath warned me in a dream. He whispered their words to my house of reeds, Reed-house, reedhouse! Wall, O wall, hearken reed-house, wall reflect; O man of Shurrupak, son of Ubara-Tutu; tear down your house and build a boat, abandon possessions and look for life, despise worldly goods and save your soul alive. Tear down your house, I say, and build a boat. These are the measurements of the barque as you shall build her: let hex beam equal her length, let her deck be roofed like the vault that covers the abyss; then take up into the boat the seed of all living creatures.†. . . . . In the first light of dawn all my household gathered round me, the children brought pitch and the men whatever was necessary. On the fifth day I laid the keel and the ribs, then I made fast the planking. The ground-space was one acre, each side of the deck measured one hundred and twenty cubits, making a square. I built six decks below, seven in all, I divided them into nine sections with bulkheads between. I drove in wedges where needed, I saw to the punt poles, and laid in supplies. The carriers brought oil in baskets, I poured pitch into the furnace and asphalt and oil; more oil was consumed in caulking, and more again the master of the boat took into his stores. I slaughtered bullocks for the people and every day I killed sheep. I gave the shipwrights wine to drink as though it were river water, raw wine and red wine and oil and white wine. There was feasting then as -there is at the time of the New Years festival; I myself anointed my head. On the seventh day the boat was complete. . . . . . For six days and six nights the winds blew, torrent and tempest and flood overwhelmed the world, tempest and flood raged together like warring hosts. When the seventh day dawned the storm from the south subsided, the sea grew calm, the, flood was stilled; I looked at the face of the world and there was silence, all mankind was turned to clay. The surface of the sea stretched as flat as a roof-top; I opened a hatch and the light fell on my face. Then I bowed low, I sat down and I wept, the tears streamed down my face, for on every side was the waste of water. I looked for land in vain, but fourteen leagues distant there appeared a mountain, and there the boat grounded; on the mountain of Nisir the boat held fast, she held fast and did not budge . . . . When the seventh day dawned I loosed a dove and let her go. She flew away, but finding no resting-place she returned. Then I loosed a swallow, and she flew away but finding no restingplace she returned. I loosed a raven, she saw that the waters had retreated, she ate, she flew around, she cawed, and she did not come back. . . . .

The Fish Gone Fishin :: Bishop Fish Essays

The Fish  - Gone Fishin' "The Fish" by Elizabeth Bishop is saturated with vivid imagery and abundant description, which help the reader visualize the action.     Bishop's use of imagery,   narration, and tone allow the reader to visualize the fish and create a bond with him, a bond in which the reader has a great deal   of admiration for the fish's plight.   The mental pictures created are, in fact, so brilliant that the reader believes incident actually happened to a real person, thus building respect from the reader to the fish.   Initially the reader is bombarded with an intense image of the fish; he is "tremendous,"   "battered," "venerable," and "homely."   The   reader is sympathetic with the fish's situation, and can relate because everyone has been fishing. Next, Bishop compares the fish to familiar household objects: "here and there / his brown skin hung in strips / like ancient wallpaper, / and its pattern of darker brown / was like wallpaper;" she uses two similes with common objects to create sympathy   for the captive.   Bishop then goes on to clearly illustrate what she means by "wallpaper": "shapes like full-blown roses / stained and lost through age."   She uses another simile here paired with descriptive phrases, and these effectively depict a personal image of the fish. She uses the familiar "wallpaper" comparison   because it is something the readers can relate to their own lives.   Also the "ancient wallpaper" analogy can refer to the fish's age. Although faded and aged he wit hstood the test of time, like the wallpaper.   Bishop uses highly descriptive words like "speckled" and "infested" to create an even clearer mental picture.   The word "terrible" is used to describe oxygen, and this is ironic because oxygen is usually beneficial, but in the case of the fish it is detrimental.   The use of   "terrible" allows the reader to visualize the fish gasping for breaths and fighting against the "terrible oxygen," permitting us to see the fish's predicament on his level.  Ã‚   The word frightening does essentially the same thing in the next phrase, "the frightening gills."   It creates a negative image of something (gills) usually considered favorable,   producing an intense visual with minimal words.  Ã‚   Another simile is used to help the reader picture the fish's struggle: "coarse white flesh packed in like feathers."   This wording intensifies the reader's initial view of the fish, and creates a visual, again, on the reader's level.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Bishop next relates to the fish on a personal basis: "I looked into his eyes.

Kaplan Higher Education Essay

1) You have been asked to design a LAN with operation over a distance of about 100m. Compare and contrast twisted pair cable, coaxial cable, fiber-optics, and wireless for this application. You should create a table or flow chart which would facilitate choosing between these options depending on circumstances. The table or flow chart should be submitted as part of your document. You may not submit a separate file Unshielded twisted pair Fiber optic Coaxial cable Medium Length Baseband: 10/100/1000mbps (CAT 3/5/5e/6) EMI Wavelength (nm): 850/1300 RG Type RG58BU/CU RG59/BU Protection: Shielded/Unshielded Max. Attn.(dB/Km): 3.0/0.9 Conductor Type TC CCS Maximum Segment Length(Thicknet) 500m Min. Bandwidth (Mhz*Km): 200/500 Sheath PVC Cost: Relatively inexpensive Velocity Ratio 666 Toxicity: Plenum/Non Plenum 2) Rank the following five media examples in order from highest data transmission speed to lowest data transmission speed: twisted pair, coaxial cable, fiber-optic cable, microwave, and satellite. 3) a) Satellite b) Fiber Optic c) Coaxial cable d) Microwave e) Twisted pair 4) An entrepreneur is interested in establishing her own world-wide satellite radio infrastructure and has requested your help. Describe and justify the infrastructure that you would develop. Be sure to include the number of satellites needed, the orbits employed for those satellites, and the type and frequency of transmission utilized. a) She will need a multiplexed Earth station satellite system. The ground station accepts input from multiple sources and in some fashion interweaves the data streams, either by assigning different frequencies to different signals or by allowing different signals to take turns transmitting. With frequencies about 2-4 GHz 5) A typical signal sequence in a synchronous connection contains a significant amount of information in addition to just the intended message or data. Identify each of the blocks commonly employed and utilize an analogy to sending a physical package to explain what each block does. a) An analogy of this type of connection would be the transmission of a large text document. Before the document is transferred across the synchronous line, it is first broken into blocks of sentences or paragraphs. The blocks are then sent over the communication link to the remote site. With other  transmission modes, the text is organized into long strings of letters (or characters) that make up the words within the sentences and paragraphs. These characters are sent over the communication link one at a time and reassembled at the remote location. 6) For the network that you have chosen to characterize for this class, identify the primary types of media employed. Be sure to include both how the computers individually connect into the network devices as well as how network devices interconnect and how the connection to the Internet is achieved. Briefly explain the purpose in the network of each type of media employed and identify at least one alternative media which could also fulfill this purpose. a) The network that I have chosen for this class is a Peer to peer network. I will have four computers, one printer/copy/fax machine, and they will be connected with an Ethernet cord and through a local area network. This network is designed for a small business office. References Newman, C. (2014, January 10). Help – AIX 7.1 Information Center. Help – AIX 7.1 Information Center. Retrieved , from http://publib.boulder.ibm.com/infocenter/aix/v7r1/index.jsp?topic=%2Fcom.ibm.aix.commadmn%2Fdoc%2Fcommadmndita%2Fasynch_synch.htm synchronous. (2014, March 9). Merriam-Webster. Retrieved , from http://www.merriam-webster.com/dictionary/synchronous Synchronous and Asynchronous Communication Tools – Articles – Resources – ASAE. (n.d.). Synchronous and Asynchronous Communication Tools – Articles – Resources – ASAE. Retrieved , from http://www.asaecenter.org/Resources/articledetail.cfm?itemnumber=13572

The American And French Revolutions - 1517 Words

The American French Revolutions The American Revolution and French Revolution were unique in world history because they used the ideas of freedom and equality from the Enlightenment, but understood them differently at the same time. Both revolutions occurred around the same time- the 18th Century, the American Revolution began on the 4th of July when Thomas Jefferson wrote the Declaration of Independence (Dr. Taylor). The French Revolution then follows in 1789, provoked by â€Å"...a greater demand for food and consumer goods† and â€Å" the social structure of the West† (Encyclopedia Britannica). Although they ended with different results, France later reverted from a republic back to a dictatorship when Napoleon rose to power (Acemoglu, Cantoni, Johnson, Robinson 13 ; Godechot). This merely one example of how France differed from the patriotic colonists of America. To begin, the French Revolution held two elements that make it special, influence by the Enlightenment , as well as its inclusion of women. According to Dr. Landes’ â€Å"Women and the Public Sphere in the Age of the French Revolution†, â€Å" Despite the excessively personal and patriarchal character of Old Regime monarchical power, women of the period participated in and influenced political events and public language† (Landes 2). The quote explains the involvement of women, opposite of the usual removal of female voice, especially in times before equal right arose in countries such as the United States. This may haveShow MoreRelatedThe French Revolution And The American Revolution1395 Words   |  6 PagesHonors English 29 September 2014 The French Revolution Some do not know what the real cause of the French Revolution was. There are many considerable factors, yet none of them have been pinned down as the true reason (SparkNote Editors). The French Revolution started as a rebellion for equality, but eventually turned out to be more and show the problems throughout the French government. As said before, there is no exact reasoning behind the French Revolution. but there are many possible factorsRead MoreThe French Revolution And The American Revolution1137 Words   |  5 PagesAltogether, the American, French, and Haitian revolutions in some way all made radical changes to varying degrees, however the French revolution was the most radical of the three. The American revolution revolved around American gaining independence from Britain and ensured its citizens’ natural rights. The French revolution involved the strong institution of law focused on Enlightenment ideas. Social reform is what the Haitians’ focus was in changing the governing of its people. The revolutions of eachRead MoreFrench Revolution And The American Revolution Essay1293 Words   |  6 Pagespowerful countries in Europe. This all changed with the French Revolution which began in 1789 (Lefebvre 1). The French Revolution dramatically changed France politically and culturally. I will apply Lawrence Stone’s model to the French Revolution to examine how France’s debt, the unpopularity of the nobles and monarch, and the formation of the National Assembly led to the outbreak of the French Revolution. The preconditions of the French Revolution involve France’s massive debt, their involvement inRead MoreThe French Revolution And The American Revolution1294 Words   |  6 Pagespolitical and social causes of the French Revolution the most important cause was actually economic. A few years before the French’s revolution the French spent approximately 13 billion dollars on the American’s Revolution. This gracious contribution caused trouble at home. I will discuss how conflicts around the world affect one another, give a brief history of the French Revolution, and explain how the revolution was fueled by an economic conflict. The French Revolution was arguably one of the mostRead MoreThe French Revolution And The American Revolution843 Words   |  4 PagesThe French Revolution: The event that led to the transformation of the globe into the world we know it as today. One of the most revolutionary events in human history was started by a group of individuals sitting in the Palace of Versailles who decided that enough was enough and that the only answer to the injustices of the ruling regime was Revolution. These people eventually became known as the National Constituent Assembly, or, colloquially, the National Assembly. Over the course of two yearsRead MoreThe American Revolution And The French Revolution Essay1304 Words   |  6 Pages The American Revolution was of a progressive nature and had a world-historical significance. The American Revolution had several features that distinguish it from the English bourgeois revolution, and the French Revolution. The first feature of the American Revolution is that it occurred in the territory, which actually did not know feudalism as a socio-economic system. The American Society of revolutionary period did not know the hereditary aristocracy, lords and serfs, the state bureaucracy (exceptRead MoreThe French Revolution And The American Revolution1184 Words   |  5 PagesA revolution is not an event that comes around every few years. In fact, for an event to be considered a revolution that event must bring about significant political, social, ideological, religious or even technological change. Throughout history there have been some very noteworthy revolutions such as the Agricultural Revolution, the American Revolution, and the French Revolution. Of all the revolutions in history, it is perhaps the French Revolution that remains the most romanticized in the mindsRead MoreThe American Revolution And The French Revolution1673 Words   |  7 PagesThe American Revolution and the French Revolution marked a change in history for both nations. The American Revolution led to freedom and also their rise to power as their own nation. However the French Revolution marked a change in their government for the worse. Both nations fought to remove the corruption of the monarchy. With the same general idea both nations sought to better themselves. Though both were revolutions one nation really captured what they were fighting for. The war did not officiallyRead MoreThe French Revolution And The American Revolution1051 Words   |  5 Pagesrebirth in French. Revolution- A fundamental change that requires a goal that wants to be achieved, a leader or leaders follower and supporters of the cause. There are many different types of revolutions. Economic Revolution- A fundamental change in how people deal with money and other currency related issues. For example, Europe and many other countries have a different money system. Political Revolution- A fundamental change in the way a government is run. This kind of revolution can lead toRead MoreThe French Revolution And The American Revolution1254 Words   |  6 PagesThe French Revolution was an influential period of social and political upheaval in France that lasted from 1789 until 1799, and was partially carried forward by Napoleon during the later expansion of the French Empire. The Revolution overthrew the monarchy, established a republic, experienced violent periods of political turmoil, and finally culminated in a dictatorship by Napoleon that rapidly brought many of its principles to Western Europe and beyond. Inspired by liberal and radical ideas, the