Ancient History Essay Example for Free

Ancient History Essay New research has immensely impacted on our understanding of daily life in both Pompeii and Herculaneum. Experts in archaeology, science and other fields have revealed copious amounts of information about people, buildings and food found in the two cities prior to the eruption in 62 AD. Experts such as Estelle Lazer and Sarah Bisel have assisted in heightening our understanding of the daily life in Pompeii and Herculaneum. From 1986 Estelle Lazer worked on a sample of over 300 individuals who were represented by a collection of disarticulated bone. The techniques of forensic medicine and physical anthropology were used to determine sex, age-at-death, height, signs of disease and population affinities of the victims. The results indicated that almost equal numbers of males and females from all age groups did not manage to escape the town before it was destroyed. Sarah Bisel worked with the bone analysis of the skeletons of Herculaneum to determine and study the lifestyle differences between the social classes present within Herculaneum. She discovered many things about the people of Herculaneum such as the town was a genetically diverse society, children were often malnourished due to the lack of calcium in their teeth and the bodies had high levels of lead. This new information has majorly effected and broadened our understanding of daily life in Pompeii and Herculaneum. The evidence of food in the two towns and the study of these by experts such as Wilhelmina Jashemski and the team of principal researchers known as the Pompeii Food and Drink Project, further develop our knowledge of daily life in these famous towns of Campania. Jashemskis project had the purpose of studying animal and plant remains in order to gain an understanding of the kinds of gardens in and around Pompeii as well as gathering information on the wine and oil industries of the area. By examining soil contours and carbonised plant remains, archaeologists have gained a more accurate picture of produce and ornamental gardens in Pompeii. The purpose of the Pompeii Food and Drink Project was to analyse the patterns of daily life in a non-invasive way to study the structures that are associated with food and drink. The Project has collected many ancient artefacts and information, and answered many questions about the food and drink storage, distribution, preparation, serving, and consumption in Ancient Pompeii. All these sources combine to give us a more acute knowledge of the ancient towns of Pompeii and Herculaneum. The buildings found in Pompeii and Herculaneum provide extensive information about the lifestyle of people living there. The House of Pompeii Project, started in 1977, had the focus of investigating and salvaging buildings which had been excavated in previous years but had not necessarily been recorded. The two houses that were particularly studied was the House of the Ancient Hunt and the House of the Coloured Capitals. The Project has not uncovered any new information, only recorded findings on certain housing which were either not properly recorded or completely ignored. The Insula of Menander Project had much the same aim as the House of Pompeii Project, in that they were redressing the deficiencies in earlier records. Their main focus, though, was the insula conducted under Amedeo Maiuri. The Project provided a detailed history of the insula showing that there had been frequent building changes over time and that there appeared to be a late appearance of shops and the addition of upper storeys in the last years of the city. The Pompeian Forum Projects main objective was to produce more accurate plans of surviving remains by the use of architectural analysis to widen the understanding of contemporary urban problems. The traditional view that the Forum was a builder’s yard after the 62 AD earthquake was disproved. There was also evidence found of a comprehensive earthquake plan for the Eastern side of the Forum. In Source A we can see how new research has amplified our knowledge of Pompeii and Herculaneum. Through research by Italys National Institute of Optics, it has been discovered that the famous Pompeian red was a colour created from the mixture of yellow paint and the gases from Vesuvius. In conclusion, the impacts of new research and technologies have considerably expatiated our enlightenment of the daily life in Pompeii and Herculaneum. The many sources uncovered and analysed from these towns have been much more useful as a result of developing technology and research. In the years to come, technology will continue to develop, along with more information being discovered and this will result in more and more information being provided about the famous ancient towns of Pompeii and Herculaneum.

Mother Savage & Desirees Baby-Compare and contrast Essay -- essays res

Mother Savage takes place in Virelogne during the Franco-Prussian War of 1870. The narrator retells the story behind the ruins of a thatched cottage. At thirty-three years of age, Mother Savage’s son volunteered in the war (on the French side), leaving his mother alone. Mother Savage lived alone in her cottage until the Prussians came one day. Since she was known to have money, she had to take four of them. They seemed to be good boys. Since they saw Mother Savage was an elder lady, they showed consideration toward her and helped with as much as they could. She fed them and treated them well even though they were the enemy and her own son was fighting against them. One day she asked them if they know where the French regiment was, since her son was in the 23rd of the line. The Prussians said they knew nothing.   Ã‚  Ã‚  Ã‚  Ã‚  After one month of living with those four soldiers, Mother Savage received a letter. In this letter she was informed of her son Victor’s death in detail. She did not shed a tear at first. She was too stunned by the news. Bloody images of her Victor’s death ran through her mind. Never again would she be able to kiss her only child. Victor’s life had been taken away similar to his father who was killed by the police. Shortly after reading the letter, the Prussians came home and she greeted them as if nothing had happened. In her mind, she had already planned a way to get revenge on the Prussians for her son’s death. She set her own cottage on fire after the four Prussians fell asleep. When the police came, Mother Savage told them exactly what had happened. Then, she handed the German police a piece of paper with the four Prussians names and addresses so that they could contact their families about what happened. Mother Savage did not regr et what she did. The German police went ahead and killed her on the spot.   Ã‚  Ã‚  Ã‚  Ã‚  In Mother Savage we can see violence throughout the story. First of all, it takes place during the Franco-Prussian War. Violence is very significant in this story, not only because of the war, but since it is used as retaliation for the death of a loved one. Mother Savage received a heart-breaking letter informing her of Victor’s death:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Maddam Savage: This letter has a sad story to tell you. Your boy Victor was killed yesterday ... ...e turning point of the story of Mother Savage. She understood that the four soldiers she had living in her cottage were enemies, but she had absolutely no problem. â€Å"She liked them well enough, too, those four enemies of hers; for country people do not as a rule feel patriotic hatred-those feelings are reserved for the upper classes† (page 66). After receiving the letter informing her son’s death, Mother Savage could only think of how tragic the scene was at the time her son was brutally killed by Prussian soldiers during battle:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The police had killed his father, and now the Prussians had killed her son†¦he had   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  been cut in two by a cannonball. And it seemed to her she could see it all, the whole   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  horrible thing: his head falling with his eyes wide open, his teeth still gnawing the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  corners of his thick mustache the way he used to be when he was angry. (page 67)

Language Acquisition Theories

It is reported by Waggoner that one in six United States adolescents between the age of 14 and 19 speaks a foreign language at home besides English. Some schools expect these children to speak English fluently and at a rapid pace. They also have this hidden expectation that there will be no interference with their academic progress in the classroom. The information that is taught to English language learners is prolific in words and phrases. This can at times become baffled due to the literal and figurative language of words. Children who are fluent in English have a solid understanding of those figurative phrases.Lazar, Warr-Leeper, Nicholson, and Johnson (1998) reported that 11.5% of lessons taught in the classroom contain figurative language and teachers use idiomatic looks in one out of ten words used when teaching in the classroom. Idioms are very difficult for English language learners to translate. Often the English language learner also has difficulty understanding figurative language in the social setting.Figurative language is indeed a needed portion for the English language learner instruction. These students must have the appropriate instruction so that they can master the difficult task of speaking, reading, and writing a foreign language to them which is English. Palmer and Brooks (2004), states that if the English language learner is unable to understand and translate figurative language this will cause a disruption to their comprehension, which will cause frustrations and may hinder the student from wanting to become a reader of English.Classroom teachers must scaffold their instruction for the English language learner. The lessons must consist of comprehension strategies that are fostered around figurative language. This may have some challenges for the classroom teacher because the English language learner is diverse with a broad range of cultures and linguistics in the classroom.Alejandro’s ObservationAs a classroom teacher who possess es students who are English language  learners I could relate to some of the issues concerning Alejandro. According to MacGillivary and Rueda (2001), children like Alejandro will assist their parents who speak a little English and those who don’t speak English at all to translate for them any and everything that pertains to school, the doctor, or just everyday situations that may require English. Alejandro’s teacher created appropriate and purposeful lessons for him. These lessons were tailored around figurative language.This teacher modeled explicitly taught him how to translate words and phrases into English and also how to decide what the meaning is when it pertains to context clues. Alejandro is now able to communicate in both worlds English and Spanish.Strategies for Figurative LanguageExplicit Instruction:According to Palmer and Brooks (2004), â€Å"figurative language interpretation is based on students’ schemata; therefore, direct, or explicit, instru ction is often needed to provide the knowledge necessary to understand not only the figurative language expressions but the context surrounding them as well† (p.375). When the English language learner receives instruction that is clear and direct this will aide those students who may not be familiar with figurative language. This will also help them students who possess a limited knowledge to recognize figurative language.Connections to the Real WorldWhen the English language learner uses figurative language in their communities they create this connection that allows them to communicate naturally. Tompkins (2002), states that children who are English language learners have challenges comprehending the figurative phases used in the real world. He suggests that classroom teachers use hands on objects like posters created by the students that will show the figurative meaning of those phrases. Figurative language can help the English language learner to see this world in a new li ght. It also magnifies their perceptions about the world. Dialogue in ContextEducators of English language learners should explain the importance of  figurative language to their students. They should be aware of how this skill will be taught to them so they can create learning goals centered on figurative language. The classroom teacher should gear her lessons on the different types of figurative languages and provide explicit examples of the phrases used in paragraphs and sentences. It is also recommended that classroom teachers connect context clues with the use of figurative language. Using these context clues will allow the English language learner to construct meaning with the text.Modeling and Independent PracticeHow the English language learner grasps the concepts of figurative language depends upon their back ground knowledge and also what they have been exposed too. When the classroom teacher models explicitly the strategies for figurative language and provides opportuni ties for the students to practice what was taught this will strengthen their skills. These strategies should be modeled and practiced with students orally and written on a daily basis. The classroom teacher can use learning logs with the students during observations.VisualizationWith the use of illustrations provides the English language learner with a brighter interpretation of the figurative phrases used in the real world. Students can create literal pictures of the figurative phrases. For example, busy as a bee. Classroom teachers must keep in mind that the English language learner may need to communicate what was learned through pictures. This can be used for literal and figurative phrases.Use of the Native LanguageThe English language learner who has a firm structure in bilingual education will achieve higher than those English language learners who have not had the opportunity for bilingual education. These students are impelled to use their native dialect which will help them to comprehend English. The classroom teacher must remember their students who are English language learners are on several different levels which can create challenges. Because the English language learner is learning two combined languages, they will make gains from the skills they accumulated from their back ground knowledge.ReflectionThe strategies provided in this article can aid the English language learner when they have difficulty with figurative language in the real world and in texts. The background knowledge of the English language learner has an important role in how they comprehend figurative phrases. Once they have mastered this skill they can transfer what they learned to context clues. Having visuals for these students will support them in language arts. It is important that these students continue to speak in their native dialect. These strategies will give them a sense of accomplishment which will inspire them to become proficient readers and writers.

Pride and Prejudice the Merchant of Venice - 2099 Words

The question asks us, â€Å"Explore the ways in which Jane Austen and Shakespeare present strong feelings in ‘Pride and Prejudice’ and ‘The Merchant of Venice’. Shakespeare and Jane Austen both present strong feeling of love, revenge, hatred and friendship. They are two different types of stories, ‘Pride and Prejudice’ is a novel and ‘The Merchant of Venice’ is a play so therefore they both have different ways of presenting strong feelings but they do have some similarities. In ‘Pride and Prejudice’ strong feelings are presented by: 1. The Narrator 2. Letters 3. Dialogue Whereas in ‘The Merchant of Venice’ strong feelings are presented by: 1. The characters 2. Long Speech’s One way that Jane Austen presents strong feelings is†¦show more content†¦35 This makes Shylock, Jessica’s dad very angry because when Jessica marries Lancelot she becomes a Christian. Another way that Jane Austen and Shakespeare present strong feelings in ‘Pride and Prejudice’ and ‘The Merchant of Venice’ is through strong characters. In both stories there are many characters, but the two main characters are Elizabeth and Shylock. They are both very strong minded and not afraid to speech their mind. In ‘Pride and Prejudice’ Elizabeth is very different to other characters in the novel. Female characters in the novel believe that looking good, behaving well and keeping their feelings to themselves is very important, Elizabeth isn’t bothered about speaking out or not looking well, for example when Elizabeth walks to see her sister Jane in the Bingleys house, Bingleys sister and friend are very surprised that she walked all this way in the mud and they even say that it isn’t very ladylike! Lady Catherine De Bourgh who is very high in class asks Elizabeth if she wants to come to London with her, and Elizabeth says no . â€Å"You are all kindness, Madam; but I believe we must abide by our original plan.† Pg.175 In ‘The Merchant of Venice’ Shylock is very strong minded and is singled out of the play because he is a mean Jew that charges interest. Shylock is very stubborn and determined to keep to his bond; a pound of flesh of Antonio.Show MoreRelatedEssay on Methods of Overcoming Prejudice in Society1115 Words   |  5 PagesPrejudice can be seen from an individual having biased opinions about a certain group, with very little knowledge. Prejudice can be defined in many ways, such as an attitude of how people think about others or people judging ignorantly. But to Gordon Allport, â€Å"Prejudice is a thinking ill of others without a sufficient warrant.. This is how prejudice is defined to an individual who is still witnessing this crisis. 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