✍️✍️✍️ Similarities Between Gilgamesh And The Ramayana

Saturday, January 01, 2022 9:50:42 AM

Similarities Between Gilgamesh And The Ramayana

The Nature of Similarities Between Gilgamesh And The Ramayana Mythology is the study of myths. As an Australian: Similarities Between Gilgamesh And The Ramayana is Similarities Between Gilgamesh And The Ramayana. Rebellious main Similarities Between Gilgamesh And The Ramayana who has a troubled past and indulges in self-destructive Similarities Between Gilgamesh And The Ramayana that threaten to doom him or her. This seminar style course introduces Similarities Between Gilgamesh And The Ramayana to arts administration by exploring basic administration and management principles as Similarities Between Gilgamesh And The Ramayana relate to the visual and performing arts. Hero and leander marlowe course provides students with an understanding of the impact Similarities Between Gilgamesh And The Ramayana the media on crime, criminals, the criminal justice system, and the general public.

Noah's Ark Similarities to Older Flood Myths Explained [Gilgamesh \u0026 Atrahasis]

There is plenty of evidence from linguistics, pottery, pollen studies, DNA, and countless other sciences that validate the fact that some Mesoamerican cultures flourished as far back as 12, years ago. Think about that!! Another cradle of civilization perhaps? That is correct. The aztecs were actually the last big civilization to develop before the arrival of the europeans. C, with the advent of the Olmec civilization. There are a lot of reasons why any place would become submerged. In fact, that sort of thing happens remarkably frequently. My friend, navigators are doing underwater research there and palaces are being there inside water along with a whole city. Please google it, you will get to see under water images, Secondly , carbon dating is getting used there to identify the age but carbon dating has also its limitations to specify the correct age of any thing so nowadays scientists are using other modern techniques for its age determinations.

Secondly, search about Ram Sethu Adams Bridge which is being recently discovered by NASA, it was already written in Hindu religious textbook Ramayan but earlier nobody used to consider it as right but when NASA itself proved that is millions year old then the world is considering it as a fact,. Our Science continually corrects itself over time and evolves. We have been Brainwashed ever since the creation of mankind. What mankind is doing for the last couple of hundred years is to treat everything like if we were switching off the light switch with a sledgehammer. Think about this for a while before you answer the question! Aboriginals also go back 10s of thousands of years, and they are the oldest nown race anyway not sure about empire lol.

Firstly refresh your minds timeline.. Where bible is years old… And please tell me the verse where it mentions the world is years old … Or in Quran which is more closer to the time line you mentioned. Further more yes there are cities much older than time frames mentioned in this article. Please open a dictionary and read up the difference between city and civilization. Finally hypothesis is a word which does not agree with followers of mythologies Hinduism so to all of you obsessed with some ancient city near Gujarat … Get a life and understand the article.

Lol really u think so. Its proven that indian culture, civilization and all other things are the oldest on this world. The creation of this earth through science and hindu matches. This proves everything. There is no other arguement. You are right, the Bible never mention anything about the World being 6, years old. But that did not stop the Church from persecuting And many more. You will not find anyone being presecuted by Hindus for saying similar thing. Matter a fact, quite the opposite happened. Most of the persecution from the church were for political reasons, just so you know, not theological reasons. Galileo was best friends with the pope and a devote Christian, so why was he persecuted?

He portrayed lower members of the clergy as uneducated idiots. People will often do things for secular reasons under the guise of religion. It also made buttons, swimming pools, plumbing thats right it was not the romans , plastic surgery as a punishment , 3 major religions today buddhism, jainism, and sikhism are all descended from hinduism , and two of the oldest languages on earth, one of which is still spoken today tamil. By the way, city and civilizations are closely tied. A city is an organized society of people working in a well-mannered fashion.

Civilisation is just an extension of a city. I disagree with the notion that Civilization is just an extension of a city. There are great number of Civilizations which did not even had walled cities or complex bartering system or large armies. Creating cities depends on the environmental factors. You cannot create large cities in the middle of desert if there is no water supply to support the populations — which is why the major cities in Ancient Worlds created around major rivers like Nile, Eurates, Ganges and Yangtze. Even the Badawins of the Desert lived nomadic life from one water hole to another, trading along the way. Therefore existence of walled cities should not be a mark to indicate civilization. I reject Bible Theories prior to that there were ancient civilizations existed on the earth as per the historical records.

Gobi, the bible is not the reason people believe the world is only 6, years old. In fact in Genesis it talks about all the generations of man and the lifetimes of the men all add up to way more then than 6, years. He was obviously wrong. You though are correct India is one of the oldest if not the oldest civilization. Your legends go back over , years and are probably more fact based than legend. Oh really? Did your Bible mentioned how long Adam and Eve lived on Eden between the time the Earth was created to the point the couple was exiled? These are all NEW clans, try something older like Lithuania even their language is older than Sanskrit they are about 85, years old.

First of all be the honest about History and read the Indian system, culture, and history. The vedas never mentioned a god. We were much better off before. Yes, 85, years ago when there were NO Homo Sapiens, that is when you say you had civilizations. Man put down that pot and focus. I understand that you are not ignorant as you are reading and replying so why not grasp full Knowledge.

Actually , years ago, Homo Sapiens already existed. By 80, years ago they have spread to most regions in the Planet except for colder regions of Antartica and Artic and the desert region. Toba in Sumatera had erupted causing a change in a global scale and number of population had dwindle to about a few thousands, mostly around Asia India, Africa and South-East Asia. It is these people who spread across the globe and created the human population that exists today. Where the earliest human bones are found which date backs to years BCE. It is not species found in dwarka but bones of human being. It is ancient country kangleipak in between eastern tract of India and western tract of Burma presently Myanmar.

Rama sethu is dated back 1,75, years ago and nasa claimed that it is a man made bridge and there is only one reference for this bridge which is in ramayana which happened before a long time. These western white people think they are superior but they don't know the indian civilization is the oldest civilization in the world. Actually what we know as Western Civilization had only began around s in Europe after a time period called the Dark Ages.

This allowed them to travel around Africa to Goa, India in s and then to Malacca by s and finally reach China and Japan by s — something that Indian and Chinese traders had been doing since 1st AD. So the bottomline is — Western Civilization is an immature but arrogant kid who kept on claiming that they did it first, when all they did was copy what someone else had done. Rama sethu is just a geological point where two lands are connected by a land bridge called Isthmus. Panama and Suez are two other examples.

Ramayana is just a mythological story. Please dont confuse geology with mythology! Puma punku , defys modern age testing techniques so atleast 20, yrs old this is located in the new world highlands of Bolivia an ignorant fools ancient india has some of the oldest civilizations in the world there are two cities under the ocean off the west coast of india they obviously wernt built under water soo the last time that area was dryland was before the last ice age when modern historians say we were just emerging out of our cave dwellings there blind fools there is numerous ancient cities on every continent that out date sumerian civilization also parts of the ancient ruins at nazca peru an parts if the incan empire are all close to 12, yrs old not the yrs you would read in any hjstory book todayhistorians an scientists today will spend more time on disproving an discrediting these discoveries they looking at the hard facts an admitting the mainstream scientific community is completely oblivious.

Harappa and mohanjadaro are Indian civilisation it related to early hindu civilisation. Pakistan was not existed that time and also their were no muslims in subcontinent. Islam came in subcontinent only yrs ago. Harappa is what they have full evident structures for, there were civilizations before that in India. Pakistan came into existence 68 yrs ago u knew that and Islam yrs ago as I have read. All we know is that they had some script which has not been deciphered. There seems to be a similarity between them and Sumerians was some interaction with Mesopotamia. Also they had a high priest. He bears resemblance to their priests as well. First of all I would thank you a lot for such a good and very useful article.

I was preparing some lessons for the general intellectual formation and needed something about civilisation and its ranking. It looked to me a foolish idea because one could never find so ready something that he is trying to find. It was really a surprise. I thank you so much for such a contribution. C14 Carbon dating has proved conclusively that pre-Indus valley civilization with pottery, cities with drainage existed in Haryana at around BC. Unbelievable youguys left out the African civilizations e. Older then all mentioned. Today, not many could knows about the great Zulu Kingdom, the Bantu States, Bachwezi, Kongo or many other civilizations that exists with Egypt or after the fall of Egypt.

Thing here is, by the time Harappa and Mohendajaro was build, human civilzations in Indus valley have reach significant amount of progress. They were using metal tools, planned cities, water and land management as well as have proper government. Matter a fact, archaeologists had found some 1, cities in Indus valley, with Harappa and Mohendajaro to be the biggest. And recent discoveries shows that traders from Indus Valley were trading on sea routes, all the way to Mesopotamia as Indus valley official signets and jewerly were found in tombs of people buried in Middle East. These achievement cannot be made over night or within a few decades.

Some of them could have taken hundreds of years to perfect. So, when did these Indus cities were created? How old are their civilization? How long did they last? Comments are more informative than the article. Thanku for your ignorance and ego people and knowledge too. History doesnt matter people, whats your contribution to the society except this article. We all come from great civilizations about which we read in book and on google instead of hearing about it from our parents.. We are calling twitter and facebook technological advancement and spending billions on then but they are just a waste of time. No actual real output. Being an indian i m proud of my history too but considering what is my contribution in the history of my country and where are we taking out country.

We dont wanna be america or other european nations. Do a little research Gentlemen… Stuff was going down in Africa long before any of your civilisations were around. Dating in the Border Caves in South Africa put origins at 40 years ago. If you really are looking for the truth… its easy to find… unless you insist on remaining ignorant. Mouth watering well spoken they can all say they are this and that Africa is original and its where their ancestors came from and civilisation. I think you have misunderstood the article.

Here are some of the important aspect you should read and understand Geneticists have scanned the genomes of Armenians from Armenia and Lebanon and compared them with those of 78 other populations from around the world. This formative mixture occurred from to B. After B. It does not prove that the Armenians were the first civilization or the oldest, merely a byproduct of several races or group of people. The next stage in the advancement of human civilization will be all the different races and creeds debating respectably with each other. Sometimes agreeing to disagree in a calm and respectful manner ,and coping with our differences in culture etc.

The greatest step forward for us as a diverse species is a handshake and conversation. Appreciate our differences and Appreciate each other. Most agree that the Sumerians were the VERY first to take the stage as the first Civilisation and then the Assyrians, Babylonians and other followed suite. The first Empire was the Akkadians though. Put your afrocentricism somewhere else. Only the afrocentrist say that. We all know the only greatest civilization of Africa is Ancient Egypt and they are not even black.

People will do anything and everything to try to discredit darker human beings. All over the world people have been brainwashed to be racist towards people of color. A lot of these modern civilizations stole to get what they needed and wanted anyway. Robbed and killed for it. Started wars and wreaked havoc all over the world. So what! People of color were living peaceable all over the world until the white man showed up? No, they were killing each other just like the Europeans were! Modern civilization has brought about progress in every aspect of life that tribal society never could. The library found in ninveh will make u think twice the people ur talking about exsisted but the sumerians is were advance mathamticas stems from the first writeing text the first divorce systems courts plans for maps astrolgy farming medicine and it is stil beeing used and it blows people away studing that library.

NO dude! Deep History is non existent to most in this forum. Everything begins in the Neolithic…. Yet, some Venus dolls are upto 50, years old…. Btw can you appreciate the craftsmanship Anyway…. Although many in this forum claim not to be religious, their timelines, and core beliefs certainly coincide with those perpetuated by the same religious institutions you criticize. Deep history is real and will shatter most of your false beliefs. Anti-Afrocentrism I wonder why?

No, Iranians lived in the area of modern day Persia. At the time they were a tribe of people like any else. Babylon is not the first civilization as you claimed. It was originally a small Semitic Akkadian city which dated back to BC and fell after the rule of King Hammurabi. It can hardly called the First Civilization. Still you say, Mesopotamian Civilization is the oldest. Is it by cursing, insulting, degrading, abusing, or defaming one another? Or is it by showing good examples by living a godly lifestyle, training up our children in the way of the Lord, loving your neighbour and caring for one another?

What matters most is how we have lived our lives while we were alive. What positive or negative impact have you made to those around you? The sooner we start recognizing this, the better for us all. Thank you for the post. There are tangible evidences all around us! The artifacts, the mummies, the statues, etc. While you are at it stop at Luxor and take a tour in all of the Temples along the Nile River.

I guarantee that you will know for sure that the Ancient Egyptians were tremendous black people and very dark!!! We should be grateful for we owe a lot to these Ancient Africans who left behind the blueprint of all that we have today that is meaningful. Do the research and leave skin color out of it; it will catapult your transformation effortlessly towards consciousness. Real talk…. You all can be misguided by the ethnocentrist views perpetuated in your school curriculum, but the facts cannot be denied when they are plane clear. Africa is the womb of all civilization, and africans were the ones who spread acroos the world. If you actually do some research you will see the presence of africans around the globe.

Every single continent had african black people living on it. We should all be grateful for all the past civilizations. I, not sure we can prove anything. We ASSume too much to begin to build our theories on. This is a joke! I could of read this in a public school AP class. Pathetic read! That in itself is ignorant. Archeologists continually change the dates of the oldest civilizations with each new find. Many Egyptians were black Africans. Based on current genomic studies, all human life first was grounded in Africa. India is full of different kinds of old civilizations. There is some evidence they may be even older by an order of magnitude. The smartest folks admit how little they know. My perspective is that we have yet to develop a civilization. Civilized people do not mess up the place they live or debase and kill each other.

I agree. Leave your skin color and ethnic pride at the door and instead open your minds to real facts, not distorted ones. Brian, you have made the most sense since I had the courage to read this thread. Only the facts matter! We were never there 4, or 5, years ago. Also, when we continue to promote our own uncertain and sometimes misguided views about something that we know nothing about then we muddy the waters. And then everyone becomes blind to any truth that we might glean from any sensible discussion. The blind cannot lead the blind. And by the way, the article has son many inaccuracies that I have decided to ignore it altogether. Remember, only the facts matter! Many blessings to everyone.

The Adams Calender in Southern Africa has been dated over , yrs old a group of ppl wouldnt built something like that but a civilization would unless it was the so called Annunaki who created hunans to mind gold as the so called story goes. Being these people came up with the calendar and writing, and are still around, it is safe to go by what they say and go by in regards to the ancient times, since they were the only ones around, recording history. This year the Assyrians just celebrated the year Mind you, who knows how long after their existance, that the calendar even appeared.

If a flood happened like the Bible says, then they are even much older than the calendar date. Before mocking me saying the Bible, the first recorded book ever written is the Epic of Gilgamesh and this also refers to global flood. But one thing that you failed to mention…. People migrate! The nations on Assariyia of antiquity you named them right but they were Africans! They descend from Ham! Does it really matter — which one is old and which is the oldest!

Academic discourse and interactions are always good. The Maghreb or western North Africa on the whole is believed to have been inhabited by Berbers from at least 10, B. Others were found in Tadrart Acacus in the Libyan desert. A Neolithic society, marked by domestication and subsistence agriculture, developed in the Saharan and Mediterranean region the Maghreb of northern Africa between B. C and B. Prehistorical Tifinagh scripts were also found in the Oran region. During the pre-Roman era, several successive independent states Massylii existed before the king Masinissa unified the people of Numidia. I am from Afghanistan and our Bamian buth Idol is approx years old.

Important for me is how are we taking this world to our next generation who will be our grand grand children and how should we behave and help each others as humans. I just want to know how far can I find my Afghan blood back ground and my far grand dads. I am pashtun. I could only find up to around years ago but still not sure as some may lied. I just want to find the truth from independent sources like yourselves if you can help me please. Hi Dawod, Pashtun are most likely the the lost tribes of Israel. When the Assyrian conquered the Norther Kingdom of Israel, they deported its inhabitant to Afghanistan. Let me know if you require further evidence of this claim.

Which Pastun tribe are you from? The Pushtan belongs to a haplo group that migrated from India…. They have had more recent studies show that The Pashtun share the genetic markers with the Jewish people. India was historically known as Bharat and was never unified, it was divided in s of kingdoms. Pakistan is proven to have ancient history. Indus Valley Civilisation originated around river Indus in present day Pakistan. Proud moment for us Pakistanis. Not true. Including pakistan and afghanistan.

And ut wasnt s it was much less. It was only small kingdoms after the mogul invasions and vritish ones too. And the people in pakistan used to be indians, and so were the indus people. Or did we foregt to mention to you that in Hinduism our actual holy book never talk about one God over head, and the other gods of hinduism are merely representstion of nature, we still belive in one God.

Problem is thay you people can never accept that some other civilization already had been doing something great before you started thumping your chest. Indian civilization statrted roughly around 5k, Yrs i am talking of the modern one, which you still see in India we were protected from Invaders by our position, desert on one side, Himalayas on one side and Ocean on anothers, so we had time to settle down and think about science and since we never followed one book or one concept of a God, this was a society of seekers and not believers thats why we reached that height, oh but wait you never read this did you?

May be you need to read the writings of Atheist historians of the west who were not weighed down by Bible. Something is unclear. We are still moving and I m damn sure after thousand years if we will exist than no land gonna this present shape which we all see in maps. We can discuss only upto now but I am waiting for new discoveries which will be never gonna end. We can discuss only upto now but I am waiting for new discoveries which will never come to halt. I find this all very interesting.

I was wondering at what time man began his struggle to control his world and those around him. Religion has certainly been used to control, and is now the major tool being fought over. Western civilization is certainly in control now and trying to hold on to that control. It manipulates the world and the people in ways seen and unseen. Have they killed and conquered to push their views? Do they suppress and reject other views? Right now we Westerners to create wars to create power and control. Before we wanted to control the region to control the oil…how radical were they? All I know is that humans are lost. The places we look are often places others invent, or tell us to look.

Love and respect seem to me two very good universal concepts. Being controlled by those hungry to retain power…and to increase power…to keep truth hidden. Great people have come into this world and spoke of Peace…and have been killed for it. Peace is an idea…but you need a map to get there. We are all connected and part of something…and we can create so many wonderful things…but look what we do with them…sell them…use them wrongfully… Sad is all… We are capable of so much more…. It all hinges on your definition of civilization. There may have been many cultures, but no civilization yet.

By this definition, probably the Sumerian or Akkadian civilizations were the first, coming into being around B. Early pyramids called ziggurats were recently unearthed in Egypt. These date back to 7, B. A bone flute was recently found in China that dates to about the same time, 7, B. Dear Adikari, Its interesting. If possible come down to Sri Lanka. Its a country with large number of historical monuments that speaks of very advanced ancient civilization.

I was in the process of writing a paper on ancient irrigation systems of Sri Lanka and accidentally came across your work. According to information gathered by me so far, the aborigines who lived here have moved onto agriculture as far back as years. The excavations done by the sri lankan archaeological department in the ancient city Anuradhapura has found ruins of a small city dating back to the period as far as to BC.

It was opiniond that international trading had been taking place there. The man made water reservoirs net work that covered up the part of the island was a first in the world. It might definitly help you. Asoka Dias Weerasingha. Even we Indians respect Ravana of Sri Lanka to be a great philosopher and consider him to be one of Brahma, creator. No use of fighting ourshelves on proving which and whoose civilization is oldest or true ir great whatever. But we all know fact can never be hide.

All we know today about civilization is from scientific proof ,excavation , and scripture and fossils else. Hi Mukesh chauhan, You are right to a fault. Yes, there is more than modern science and it has been proven by the translations of the Sumerian Clay Tablets, written in Cuneiform Language. A great man, Zecharia Sitchin decesed , started publishing these translation in with very controversial claims. Our Astrologer until than had claimed them to be rocky, or gaseous. How did Sitchin know this? Our Astrologers downgraded Pluto from its title as a planet recently!

The Sumerians claim that there is a 12th planet called Nibiru, a Red Dwarf sun with its own planets, circling our Sun every years. Yesterday I heard the Canadian CBC News reporting that Astrologers had found that there must be another, they claim 9th planet out there, 10 times the size of Earth and circling our sun every 10 to 20 years. The size might be right but the timespan is wrong. If you look throughout History, mankind has had immense technical advances every years. Thus, what you call God is really gods from outer space.

We always venerate beings who help us and dominate us, the gods from Outer Space. The real God who created all of us and our surroundings is within you only. The only evidence us humans have of him is ourselves and our surroundings. It has been arranged so that we, everyone of us, is responsible for what happens and what we do. The so called God is not going to help us unless we help ourselves.

Does that make sense to you? We have been mislead Millennia ago to believe that these creatures, called Anunnaki, are gods but they where our creators and deceived us into believing them. Read the Books of Zecharia Sitchin and Michael Tellinger, they will open your eyes wider than you ever immagined. All that religious hocus pocus has been designed to suppress your mind and keep you being a slave! Since god does not want you to, think out of the box and get a mind of your own. It just might surprise you! Absolute lies!! Before a list like this is published, they should note the criteria in which they are defining a Civilization. I would like to know what or whom is the oldest civilization ever discovered. Through my research it seems to be Dwarka.

Can someone give me information to the contrary? I know there have been possible farming communities that have dated some 60 to 70 thousand years. I would appreciate any help in this area. You better about Jiroft civilization of ancient cities and civilizations Iran Gilan research thanks. Who said the results in Mesopotamia to be part of Persian civilization, I doubt the opposite is true. Thanks to the honest researchers and historians as Iraq now is very weak and can speak and show their bright ancient picture. My brother, the people of Iraq and Iran are very close and intertwined when it comes to history.

Go back even further and you realize that we were the same people separated by a language and a little solution of both our blood. So your history does not stop with Mesopotamia, but it also continues with your brothers and sisters in the Persian and Iranian culture. No one can change the history. It is part of the culture of Iraq where Mesopotamia, and all the great architecture of the sumerians exist. My sisters and brothers! My dear nerdy friends. Everything is a lie! Enjoy your journey , become a living God. Love is universal law, but to grasp it , become free first, I mean really free of everything , starting with stripping yourself off your national pride, lol, you understand it constitutes your absence, my best regards , love you all.

I really worried that we all fighting with each others like who is superior among us. Whatever might be the arguments regarding oldest civilisations, race, religion or any sort of divisions that we have with in us. Throw out all these complexities and just think a while that we all are same humans. We all are the sons and daughters of this mother Earth. Only we created borders and territories between nations and not God nor our mother Earth. Whether it is Africa or Europe or Asia or North America or South America or Australia, all these continents are been seen as diversity of land masses but in reality all comprises within this globe. If there is a quarrel between siblings in a home they will fight with each other, but assume if there is a quarrel between their neighbours do we think that these two will keep fighting each other?

Absolutely no, they will become allies and now the fight will starts between their house and neighbouring house. The same concept will apply for street, area, province or state, then nation. Beyond to this point with whom do we fight yet? Cosmic Dreams are characterized by extremely important and extra ordinary dreams that is truly awe- inspiring and occurs rarely, once in a lifetime. The Psychological Perspective I dreamed that I was reshingling our roof.

Suddenly I heard my father's voice on the ground below, calling to me. I turned suddenly to hear him better, and, as I did so, the hammer slipped out of my hands, and slid down the sloping roof, and disappeared over the edge. I heard a heavy thud, as of a body falling. Terribly frightened, I climbed down the ladder to the ground. There was my father lying dead on the ground, with blood all over his head. I was brokenhearted, and began calling my mother, in the midst of my sobs. She came out of the house, and put her arms around me. I am the eldest child in our family and am twenty-three years old. I have been separated from my wife for a year; somehow, we could not get along together.

I love both my parents dearly, and have never had any trouble with my father, except that he insisted that I go back and live with my wife, and I couldn't be happy with her. And I never will. O'Connell, Mark. China: JG Press, Van de Castle, Robert L. Our Dreaming Mind. Rebellious main character who has a troubled past and indulges in self-destructive behaviors that threaten to doom him or her. Separation has symbolic echo of infant transition away from the mother and so has a scary feel to it. The Hero with a Thousand Faces Initiation — In the main part of the story the hero is initiated into true heroic stature by various trials and rites. Through daring and battle, the true character emerges.

Return — After initiation the hero can cleansed and return in triumph to deserved recognition, although this in itself may not be without its trials and tribulations. Miraculous conception and birth 2. Initiation of the hero-child 3. Withdrawal from family or community for meditation and preparation 4. Trial and Quest 5. Death 6. Descent into the underworld 7. Resurrection and rebirth 8. Ascension, apotheosis, and atonement The Hero with a Thousand Faces Miraculous conception and birth The modern "great mother," appropriately oversized, points as madonnas of the past do to the child miraculously visible in a mandalic womb.

By so doing she reminds us that the child hero—the Self within—can provide meaningful focus to the otherwise disparate activities of a distorted world. The Hero with a Thousand Faces Initiation of the hero-child The sense of wonder and of initiation into mysterious realities of form pervades this painting. The serpentlike arrow at the base speaks intrusively of the dangers implicit in the paradise of early awakening. Reproduced with permission. The Hero with a Thousand Faces Withdrawal from family or community for meditation and preparation In this modern "Angelus" the contemplative in isolation, like the hero of old in his stage of withdrawal to cave or mountain, is faced with a vision of the essence of her own inner reality.

Gift of Abby Aldrich Rockefeller. The Hero with a Thousand Faces Trial and Quest Perhaps the best known of modern paintings, Picasso's Guernica conveys as forcefully as the stories of the labors of Hercules or the trials of the Buddha the heroic agon and adventure that is the search for wholeness in a world threatened by chaos. The Hero with a Thousand Faces Death Crucifix: The cross and the X here are symbolic, as they always have been, of the hero's crossing from one sphere of existence to another—of his confronting that which takes life but in so doing defines it. Larry Aldrich Foundation Fund. The Hero with a Thousand Faces Descent into the underworld The Anxious Journey: A symbol of the energies of our society, the locomotive wanders among classical forms, perhaps searching like the hero of old for destiny and meaning among shades of the past.

Acquired through the Lillie P. Bliss Bequest. The Hero with a Thousand Faces Resurrection and rebirth Spiraling out of the crescent moon—usually a female symbol—is a seed of life. The painting is a joyful—even playful—celebration of the eternal cycle. Collection, The Solomon R. Guggenheim Museum, New York. Photo: David Heald. The Hero with a Thousand Faces Ascension, apotheosis, and atonement Mandalas, general symmetry, a sense of strangely meaningful connections, and upward movement create a sense of apotheosis and wholeness that is the heroic life or human adventure.

He who follows the hero gains a true self through the loss of the illusion of personal and local self. The Power of Myth. Betty Sue Flowers. Campbell, Joseph. The Hero with a Thousand Faces. Johnson, Paul. Hammersmith, London: HarperCollins Publishers, The Mythmakers Motifs in Bother Grimm's Water of Life — three sons - first is evil — second son thinks of personal gain — instructions as allusions to famous folk-fairy tales — vulnerability of human — undergoing a period of ritual withdrawal The Mythmakers Some Shamanic Concepts Defined — Core Shamanism: the fundamental defining elements of shamanistic belief and practice as they occur almost universally across cultures.

To enter it involves an experience of going down, often through a tunnel. It has many levels. In it reside Power Animals and other healing and instructive forces. It is not a negative place like Hell. It can be a positive place but is not synonymous with Heaven. It does not follow the rules of Aristotelian logic. It adheres to the rules of logic. It is gained by right relationship with the other realms. The Mythmakers Some Shamanic Concepts Defined — Power Animal: A guardian spirit or familiar manifesting itself as an animal who has compassion for a person and agrees to act as a guide, advisor, and healer. It is typically a one-headed hand drum, beaten in a monotonous rhythm with a soft mallet.

The drum contains much power and symbolism. It is attained most commonly through the use of a Sonic Driver or in some cultures through the use of mind-altering herbs. The Mythmakers Some Shamanic Concepts Defined — Shamanism: The belief system and practices of those who use an altered state of consciousness in contacting other realities. It is a method of gaining knowledge and is not in itself a religion, though the two tend to merge in tribal cultures. Shamanic Art Studio. Module 8: Methodologies in Understanding Myths and Folktales If theories illuminate myths, myths confirm theories.

To prove that it is orderly would prove that its creator is orderly, hence logical and intellectual, as well. Each group will deal with each of the following topics; a. The Presentation shall include the following. Labor, Earle. Morgan, Lee. A Handboook of Critical Approaches to Literature. Module 3: Myths of Creation Creation Myths I. Creation Myths Creation Myths II. Hebrew — Book of Genesis — b. Egyptian, Ptah creates through speech — c. Australian, — d. Mayan, Popul Vu Idea of a primeval abyss 2. Originator s awakened or eternally existing in this abyss 3. Originator s brood over the water 4. Theme of the cosmic egg or embryo 5. Creation from sacred sound or spoken word 6.

Theme of creation from the death of and body parts of the primeval god Inner and outer 2. Something from nothing 3. This course surveys the history of Islamic art, covering numerous cultures on several continents. The course does not follow a chronological model, but rather adopts a regional and thematic approach. We will study the development of known traditions and their legacy in modern and contemporary art and architecture. The course covers a range of visual and material expressions, including painting, sculpture, architecture, textiles, cultural landscapes, and ephemera.

This course surveys the art, architecture, and visual culture of Spain's overseas colonies during the period of early exploration and Austrian Hapsburg rule in Spain — It examines a wide array of visual expressions, including painting, sculpture, architecture, urban space, prints, ephemera, ceramics, furniture, and clothing. In the course of this survey, the relationship between art and such issues as colonialism, race, gender, and social hierarchy are considered. This course engages the visual cultures of the African Diaspora with geographic attention to the contemporary nations of Cuba, Haiti, Brazil, Puerto Rico, the Bahamas, and Jamaica.

After background on the visual cultures of West Africa, particularly those of Yoruba origin, we discuss the transformative impact of Atlantic World slavery and colonial institutions on African traditions. We consider the material and visual landscapes of new African ethnic formations in the Americas in relation to slavery, religious institutions, such as confraternities, ritual life, and the formation of symbolic economies. We then investigate how various religious traditions and their attendant visual cultures were remade in the post-slavery era. This course is an internship in a collaborative museum to provide students with firsthand knowledge of, and practical experience in, museums.

This course offers an introduction to the theory and practice of digital imaging. This class introduces students to the myriad ways that artists create contemporary art. This intuitively designed course is taught through a series of multi-media lectures and interactive discussions and culminates with a student-designed virtual curatorial project. The small class size facilitates meaningful peer interactions and allow for active instructor feedback. Offered to all non-art majors. Through critiques of visual and written work, this course is structured to provide analysis of the individual student's artistic progress.

Operating under the belief the college experience is preparatory, we will investigate both your personal artistic practice and the various ways that a BA in studio art can prepare you for future endeavors. To facilitate this, we will bring in guests to talk about a full range of opportunities and resources, as well as explore basic tools for sustaining a life in the arts post-graduation. At the end of this course students will have constructed a thoughtful discourse around their art practice, gained exposure to a range of future prospects, outlined a future direction artistically and professionally, and developed specific materials in application for personally defined opportunities.

This course facilitates internships in a variety of work situations. Must be approved by department chair. Preference given to seniors. Students develop and execute a capstone thesis project to be exhibited publicly. Additionally, students organize an artist's talk to be delivered to an audience. This introductory course is on Middle Eastern history and culture with a considerable emphasis on the impact of religion: Christianity, Judaism, and Islam. The primary emphasis of the course is to understand the historical and cultural background of the major problems facing the Middle East today.

This course is an introduction to political, cultural, and economic Asian history from antiquity to the present. It places special emphasis not only on the study of important Asian kings and leaders but also on the various religions which originated in Asia. This seminar surveys regional studies methodology by introducing a dozen examples of a domain of Middle Eastern studies for example, cities, biographies, countries, sects, dialects , using a variety of lecturers and approaches. Students will a become familiar with the particular characters of dozen instances of a Middle Eastern domain, in this way learning something of the diversity of the region, b encounter a variety of approaches to the study of the region, and c develop deep knowledge of one instance, which they will study over the course of the semester.

The course investigates the history of the US and Modern East Asia from the mid-nineteenth century to the present, covering political interactions and cultural encounters between Americans and Japanese, Koreans, and Chinese. This course acquaints students with the political, cultural, educational, and social parameters of Deaf Culture. Students will develop knowledge regarding the cultural perspective of deafness held in the United States of America and in less depth, worldwide. In comparison, perspectives opposing the cultural view of deafness will also be explored. The course introduces the humanities traditions of China, Japan, and Korea through major works in literature, philosophy, religion, history, and arts.

It studies each tradition in its own sociopolitical contexts from antiquity to the 19th century, and also examines the historical patterns of contact and influence among these traditions. This course provides general acquaintance with some of the facts, concepts and scientific methods of astronomy. As a liberal study course, the goal is to help you learn some basic facts of astronomy as well as gain an appreciation of astronomy as a science, the universe, and the current scientific ideas about its history and its future.

This course, which consists of outdoor and indoor labs, provides a hands-on introduction to astronomy as an observational science. In the outdoor labs you will learn how to make observations and measurements of planetary, stellar and galactic objects using either your unaided eyes, binoculars or a telescope. The indoor labs will acquaint you with the telescope, the coordinate system used to locate astronomical objects on the sky, the motion of objects in the sky and other basic concepts of astronomy. This course offers an introduction to experimental methodology, data analysis and interpretation, calibration techniques, scientific model validation, as well as data presentation and communication of results.

The laboratory experiments have astrophysical relevance. This course offers a study of the cognitive, affective, and motor skills required to perform athletic-training techniques in practice settings. Techniques reflect those presented in the lecture and laboratory courses taken the previous semester. It is designed to teach students fundamental laboratory approaches and techniques in protein biochemistry, molecular biology, and DNA manipulation. These techniques form the foundation for many of the experiments of a contemporary biochemical research laboratory.

This course will cover many techniques including protein purification, quantification, and analysis; DNA manipulation and molecular cloning; and immunobiochemistry. Structured programming techniques; numerical techniques useful in the solution of biomedical engineering problems: root finding techniques, direct and iterative approaches to solve linear systems, linear and nonlinear regression, interpolation, numerical differentiation and integration, statistical analysis of data; numerical solutions of ordinary differential equations. Applications from physiological, cell, and molecular systems. This course is the second of a two-semester sequence on the design of biomedical engineering processes and products. The second term focuses on the actual design of a biomedical engineering process or product using computer-aided design calculations.

This is the capstone senior design course in biomedical engineering. An individual design project is completed by each student. Topics vary each semester. The course emphasizes the development of science proficiency by teaching students to understand, use, and interpret scientific explanations of the natural world and apply this knowledge to social, environmental, political or wellness issues.

This course will emphasize the development of multiple aspects of science proficiency for all students: knowing, using, and interpreting scientific explanations of the natural world; generating and evaluating scientific evidence and explanations; understanding the nature and development of scientific knowledge; and participating productively in the practices and discourses of science. Specifically, this course includes multiple investigations of the core concepts in biology that engage students in the practices of scientific inquiry. Biological systems will be analyzed through experimentation, dissection, observation, and modeling. This course may be taken concurrently with lecture or subsequent to completion of lecture with passing grade.

The foundation for all of modern biology is evolution, and evolutionary thought stands out from other important scientific principles by the way in which it transformed how science and the society in general view the natural world. This class will trace the origins of biological thought from the explosion of discoveries about biological diversity arising from the Age of Exploration by northern European countries, especially the UK, the early development of natural history as a field and specifically of natural history museums as a repository of those discoveries, and how these museums and global exploration set the stage for the intellectual transformation that followed.

This is the first part of a two-semester introductory biology course designed for those interested in pursuing a career in life sciences. The intention of this course is to provide the building blocks necessary for a student to gain a strong foundation in general biology. Topics covered will provide an overview of biological processes and function at the molecular, cellular and organismal level: 1 Atoms and Biological Molecules, 2 Cellular Biology, 3 Biochemistry and Energy Transformation 4 Molecular Genetics and 5 Physiology.

The diversity of knowledge gained in BSC will aid understanding in more advanced biology classes. This course introduces basic chemistry, energetics, metabolism, and cellular organization; molecular genetics and information flow; animal and plant function. This is the second part of a two-semester introductory biology course designed for those interested in pursuing a career in life sciences. This course provides an overview of the processes underlying animal embryonic development, inheritance genetics, evolution and ecology. The diversity of knowledge gained in this course will aid understanding in more advanced biology classes. This course focuses on reproduction and development, transmission Mendelian genetics, population biology, ecology, and evolution.

Some of the information from this course will provide students with background information that will be used in anatomy and physiology II BSC The experimental biology course is designed to teach students about the process of biological research. Each section of the course is organized around a particular biological concept. Our focus in this course is twofold. First, we need to provide students with basic background in the topic through field work, lab work, and lectures.

Second, and more important, is the development of skills in biological research through laboratory and lecture exercises as well as outside assignments, culminating in an independent research project which students will present both orally and in writing. Students in BSC receiving training in interactive teaching techniques and use this training to lead classroom discussions and interactive exam review sessions.

This course is designed to provide students with knowledge of terminology, classification systems, trends, and theories of criminal justice. This course offers an examination of the field of criminology, including its theories, basic assumptions, and definitions. This course introduces the major issues, influences and trends considered in the criminal justice system. Course material will include explanation and analysis of theory as it applies to the construction and function of the application of criminal justice. This course provides students with an understanding of the impact of the media on crime, criminals, the criminal justice system, and the general public.

The focus of this course is the historical impact of media and its influences on the outcomes of both routine and sensational cases within the American criminal justice system and how media reporting affects the policy making processes and the social definitions of crime. This course is designed to prepare the student for the use of IT in various professions within the Criminal Justice community. This includes, the fundamentals of computing, the use of data processing, word processing, email, Computer Automated Dispatch, Records Management Systems, use of the Internet and IT Security protocols. This course provides students with a theoretical and practical foundation for addressing issues of diversity as public safety and security practitioners.

Focus is on an analysis of current local, regional, and national demographics regarding the impact of race, ethnicity, gender, and religion in criminal justice as both producers and victims for crime. Students explore some of the various strategies municipalities have implemented to better serve diverse populations such as policies, laws, and procedures. This course examines the involvement of minorities, especially African-Americans, in crime and in the criminal justice system.

Special attention is paid to the role of racism in theories of crime and in American law and to the treatment of minorities by the various components of the criminal justice system. May require community service hours. As a full-time intern CCJ you will be expected to work 40 hours per week for a criminology or criminal justice affiliated agency and complete the academic requirements of this course.

Upon successful completion of the program, students earn 15 credit hours: 3 credit hours toward major requirements and 12 toward general electives. The College of Criminology and Criminal Justice requires students to complete either an internship or a minor, although students can do both. As a part-time intern CCJ , you will be expected to work 20 hours per week for a criminology or criminal justice affiliated agency and complete the academic requirements of this course. Upon successful completion of the program, students earn 8 credit hours: 3 credit hours toward major requirements and 5 toward general electives.

This course explores methods and procedures of surface mapping and subsurface sectioning including distance measurements, traverse computations and topographic mapping, and Global Positioning Systems. Use of field equipment and procedures to measure distances, elevations, angles, and perform complete surveys. This course presents a rigorous study of object oriented design techniques and an introduction to current practices in Software Engineering. In this course students will apply their software engineering, programming, and teamworking skills in a semester-long group project to design and implement an original software system from scratch.

The team project is designed to expose students to working in groups on a larger project and the complexity of communications among multiple participants. This course covers issues relevant to professional engineering practice, including codes of ethics, licensure and life-long learning. This capstone senior-level design course integrates knowledge and skills gained in undergraduate studies of civil and environmental engineering. The course involves completion of a team-based interdisciplinary design project started in CGN Project includes industry and professional participation.

CGS Computer Fluency teaches important computer and digital technology concepts and skills necessary to succeed in careers and in life. Course topics range from computer literacy basics, to today's technologies, end to the information systems on which today's businesses and organizations depend. This course is designed to provide relevant technology coverage for all degree programs. This course enables students in business and economics to become proficientwith microcomputer hardware and software applications that are typically used in the workplace.

The following topics are covered: hardware concepts, operating systems, word-processing, spreadsheets, databases, networks, Internet, world wide web, multi-media presentations, and information systems. May not be applied toward computer science major or minor. Not open to students with credit in CGS This course provides an in-depth study of spreadsheets utilizing a problem-solving approach. Spreadsheet-based solutions are explored for common business tasks and problems. The course presents a thorough coverage of spreadsheet functions and tools, along with a deep understanding of their purpose in a business environment. The course is ideal for students with professional interests related to business and economics, as well as for students wishing to obtain a deeper understanding of spreadsheets in general.

Emphasis is on program problem-solving. May not be applied toward a computer science major. Advanced Chinese I is an upper-level language course designed to enhance the comprehensive language skills of students who have taken Chinese language courses for three years or have acquired equivalent language ability before this course. By increasing vocabulary extensively, students will raise their listening, speaking, reading, and writing skills to an advanced level. At the end of the course, students will be able to develop the knowledge and skills of Chinese vocabulary, grammar and sentence patterns; discuss various topics on contemporary China in global context; read articles in Chinese at an advanced level, and compose essays in Chinese on topics concerning contemporary Chinese culture.

This course provides academic credit for students working in governmental agencies or private business where students employ the foreign language. Departmental permission required. This course introduces basic chemical principles without an extensive use of mathematics and illustrates with applications in health, energy, and the environment. The course strives to show chemistry as a human endeavor that provides insight into the natural world and informs our decisions as citizens and consumers. Specific topics vary by semester. Designed as a course for students who wish to fulfill the liberal studies science requirement with chemistry and will take no further chemistry courses, not as a preparatory course for CHM This course strives to show chemistry as a human endeavor that provides insight into the natural world and informs our decisions as citizens and consumers.

This laboratory emphasizes major topics from CHM relating chemistry concepts and techniques to everyday life experiences. This laboratory-based course meets two hours a week. No credit allowed after taking CHM Lecture, three hours; recitation, one hour. This course includes topics such as chemical symbols, formulas, and equations; states of matter; reactivity in aqueous solution; electronic structure, bonding, and molecular geometry. This laboratory offers an introduction to quantitative techniques and to the chemical laboratory. Topics include stoichiometry, atomic spectra, thermodynamics, gases, as well as acids and bases, chemical structures and reactivity.

Safety goggles, a lab coat and a scientific calculator are required for every class. Lab meets three hours a week. This course includes topics such as intermolecular forces, chemical kinetics, equilibrium, acids and bases, elementary thermodynamics, and electrochemistry. Topics include Intermolecular forces, solutions, kinetics, equilibria, acids and bases, buffers, solubility, thermodynamics and electrochemistry. This course is a first general chemistry course for honors students. Topics include kinetic theory, atomic theory of matter, atomic structure and the periodic chart condensed phases, introductory chemical bonding.

This course is a continuation of general chemistry for honors students. Laboratory conference, one hour; laboratory, five hours. This laboratory is an opportunity for research-based special projects. Safety goggles and scientific calculator are required for every laboratory. This course will introduce students to the fundamentals of chemical science by using a wealth of examples from our everyday experiences in the kitchen. Chemical reactions will be discussed as relevant to the food preparation and food ageing processes.

The concepts of atoms and molecules, temperature and pressure, acids and bases, solutions and concentrations will be covered using the familiar everyday environment. CHM is the one semester general chemistry course which provides a strong chemistry foundation for undergraduate students in the pre-medical school majors. The primary objective is to develop a thorough understanding of chemistry and its applications to medicine. This course includes topics such as electronic structure, molecular structure, intermolecular forces, chemical kinetics, equilibrium, acids and bases, elementary thermodynamics, materials and electrochemistry. This course assumes a previous knowledge of chemistry based on your achieving high marks in your high school chemistry courses or exams.

The lab explores the concepts and techniques each of you will need most as you progress through the rest of your chemistry curriculum. Pre- or Co-requisite CHM Organic Chemistry II laboratory is a one semester laboratory for majors in the physical and life sciences that is used to give students experience in the basic organic laboratory techniques such as extraction, distillation, recrystallization, chromatography and multi-step synthesis required for research and industrial careers in chemistry. Laboratory conference, one hour; laboratory, seven hours. This first course in analytical chemistry covers statistical analysis of analytical data, acid-base equilibria, acid-based titrations, electrochemistry, analytical seperations, as well as atomic and molecular optical spectroscopy.

Students perform basic organic lab techniques synthesis, recrystallization, separations,extraction, chromatography; introduction to nuclear magnetic resonance NMR and infrared IR spectroscopy. This course acquaints students with the selected literary works from early China to the nineteenth century. It will provide the knowledge of pre-modern Chinese literature and culture and the analytical skills necessary for examining Chinese literary texts. Major literary genres poetry, fiction, drama, and prose and representative writers will be discussed.

This course is taught in English and has no prerequisites. This course introduces students to Chinese literature at the modern time spanning from the early twentieth century to the present. The course explores modern Chinese literature in its historical and sociopolitical contexts and, in particular, examines its role in the nation-building process of Modern China. Students will read English translations of Chinese works that were created by major writers during this period mainly from mainland China, as well as from Taiwan and the Chinese diaspora, and cover the primary literary genres—the novel, poetry, essay, and drama. The course can be taken for major or minor credits in Chinese and in Asian studies, and it meets the requirements of Liberal Studies For the 21st Century Competencies in the areas of Cultural Practice and Cross-cultural Studies.

No knowledge of the Chinese language is required. Chinese folklore reveals intriguing and multifaceted traditions of China. Within this very broad and captivating field, we will focus on myths, legends, fairy tales, and some other popular components of folklore, such as cultural symbols, which can be constantly observed in present-day Chinese communities. Probing the cultural roots, transformations and adaptations of Chinese folklore, the subject matter of this course will span from antiquity to the present. This course examines representative films produced in mainland China, Hong Kong, and Taiwan from diverse critical perspectives and in proper historical contexts. Studies Chinese cinema as both a unique genre of modern arts and a powerful sociopolitical discourse.

Taught in English. The course introduces students to the foundational elements of Chinese civilization from a historical perspective. The selected course readings provide students with the opportunity to engage with primary source materials fundamental to Chinese civilization, and the pedagogy of the course enables students to develop adequate analytical and critical skills in dealing with sociohistorical issues that inform the cultural practices of the Chinese people. The course is taught in English and has no prerequisites. This course presents basic ethical theories and analysis methods as they apply to ethical, social, and legal issues in computing and information technology. Case studies and hypothetical scenarios are discussed for their social, ethical, and legal implications, as well as analyzed through various ethical-analysis methodologies.

The course fosters the development of skills in logical and critical analysis of issues and viewpoints. The purpose of this class is to understand and apply the basic principles of effective public speaking and of audience analysis. This course is an introduction to speech communication which emphasizes the practical skill of public speaking, including techniques to lessen speaker anxiety, and the use of visual aids to enhance speaker presentations. Civility and ethical speech-making are the foundations of this course. Its goal is to prepare students for success in typical public speaking situations and to provide them with the basic principles of organization and research needed for effective speeches.

Students will be expected to plan, research, organize and give presentations to audiences of their peers. Students will also be required to give feedback to other students and use the feedback they get in improving their own abilities. This course involves field placement in an approved industry or government entity having a significant information technology or computer science component by approval only.

May be taken for variable credit and repeated with departmental approval but only three semester hours may count towards graduation. This course offers a critical examination of the assumptions about female victimization, women encountering and moving through the criminal justice system and as criminal justice professionals. Students will examine current research and review individual experience through writings of women on all sides of the law. This course will provide students the skills and knowledge to recognize their own implicit biases and develop techniques for recognizing everyone has unconscious biases and how not to allow it to impact decision making.

Students learn that one of the most reliable strategies for successful contacts with individuals from differing cultural, racial, or ethnic backgrounds is to treat all individuals and groups with dignity and respect. Students will understand how the fundamental legitimacy of the criminal justice system requires unbiased judgement. This course introduces students to the dynamics of conducting interviews and interrogations via internet conference from both a theoretical and practical perspective.

Emphasis is on both collecting reliable information by means of interviewing and interrogation for use in public safety and security investigations and on evaluating that reliability through a scientific approach. This course provides an introduction to the model and methodology of investigation of cold cases. A high degree of professionalism is expected from those who work in crime scene investigation. This course emphasizes the qualities that mark a true professional in the field.

It covers crime scene safety, chain of custody, ethics, impartiality, the manipulation and mishandling or misinterpreting of evidence. There is a focus on preventing contamination, report writing and courtroom reputation and presentation. This course combines the understanding of how physical evidence is produced during the commission of a crime and how forensic examinations are performed to yield scientific analysis and data for aid in the investigation and prosecution of criminal activity. It uses the scientific method of hypothesis, testing, and analyzing results. The major forensic disciplines are covered and the course articulates the interaction of math, chemistry, biology, physics and earth science as the underpinnings of forensics.

This laboratory applies various techniques for the examination of physical materials generated during the commission of a crime in order to produce information required to detect and investigate criminal activity. This laboratory emphasizes the implementation of scientific protocols for collection and analysis of evidence and the calculation of associated error rates. The Youth Culture and Crime explores the unique characteristics of juvenile offending and victimization by examining the cultural traits that differentiate youths from society in general. In doing so, the class investigates various distinct subcultures globally and the relationship between specific forms of offending and the subcultural traits.

The course offers a new perspective to explaining delinquent behaviors and suggests alternative paths for dealing with it. This course examines the role of courts in determining social policy as it relates to criminology. Emphasis is directed toward the political and social inputs that influence judicial decision making and the role of democracy and punishment in the courts. These topics are examined using current social policy. This introductory level course engages with the Roman world from the point of view of the people who lived there. Students will study the different kinds of people who inhabited the Roman Empire, focusing on its multiethnic and diverse populaces, and on the ways in which, as in a modern city, rather different groups may have come into contact with one another.

While the ancient Roman world will be the primary subject of study, the class will regularly draw on modern notions of identity formation and definition. This course is an introduction to different aspects of Greek, especially Athenian, culture, society, history and literature from the archaic age 8th-6th centuries BCE through the classical era 5th-4th centuries BCE and beyond. Our goal is to understand the Greeks through their words and the views of modern scholars, which students will encounter in their assigned texts, translations of primary sources, and through lectures.

This course is an introduction to different aspects of Roman culture, society, history, and literature from the period of the monarchy roughly eighth century BCE through the Late Empire fifth century CE. Our goal is to understand the Romans through their words and the views of modern scholars, which students will encounter in their assigned texts, translations of primary sources, and through lectures. Students will also sharpen their oral competency skills through participation in debates in a variety of roles. Although we tend to think of the modern world as the age of scientific reason, the foundation of our knowledge of the physical world and the diversity of on the planet Earth was built by man's unceasing curiosity to understand and control the environment, in both what he could see and what he could not see.

Working with limited technology and resources, the people who studied the physical environment and life organisms in antiquity put together a working body of scientific knowledge from which the modern science disciplines grew. This course surveys the history of ancient Greece from the Bronze Age B. It begins with the palace civilizations of Bronze Age Greece and traces the subsequent emergence of the Greek city-states in the Dark Ages and Archaic periods. Special attention is given to political, social, and economic features of the Greek city-states during the Classical period ca.

The course concludes with an examination of the transformation of the Greek world wrought by the emergence of Macedonia and Rome as major powers in the Mediterranean world. This course will introduce students to a wide variety of sporting events, especially those associated with the ancient Greek festival games, such as the Olympics, and the Roman gladiatorial arena and circus, and will consider a broad range of related topics, including: professionalism in ancient sports, rewards and prizes for victors, athletic training, facilities for training and competition, and the religious dimension of ancient sports.

To explore these various topics, students will be exposed to a wide variety of evidence, including inscriptions, literary sources, architectural remains, vase-paintings, sculptures, and other types of archaeological finds. Modern athletic practice and sporting events, including the modern Olympics, Extreme Fighting, and NASCAR will provide an implicit, and sometimes explicit, field of comparison throughout. This course examines the concept of gender, and how attention to it can contribute to a better understanding of Greek literature, mythology, and culture in general.

It explores how the construction of gender ideals informed works of Greek art and literature, and what role gender played more broadly in the legal, political, and social realms. Examines the Roman family in its various facets. The focus will not only be on the nuclear family but also on the broader concept of family which includes slaves and dependents. This fieldwork course affords students the experience of excavation through an approved archaeological fieldschool or project.

They descend from Ham! This internship is designed for College of Business students Similarities Between Gilgamesh And The Ramayana desire to gain real world experience in the finance Similarities Between Gilgamesh And The Ramayana through on-the-job practice. Upcoming Similarities Between Gilgamesh And The Ramayana.