Gilgamesh Was a Real Historical Figure - Free Essay Example

Scholars have undertaken research to ascertain the argument of whether or not the legend of Gilgamesh is real. The question has become intriguing with some scholars making comparisons between the King that Gilgamesh was and the epic accounts that have been discovered about the legend. The work of Haubold, (2014) notes that most scholars agree that the legendary accounts developed surrounding Gilgamesh have been largely fictionalized. However, historians are in a position to justify that Gilgamesh existed as a king in his time. Gilgamesh is a significant literary character in most literature works whose origin is Mesopotamia. Works of poetry mention a rival king in the Sumerian Gilgamesh and the work is documented to have been created in the late third millennium BCE. Most of the poetry works dated in the late third millennium BCE have been verified by archeology. However, the history, myths and legend that surround Gilgamesh as a king and his contribution to his society raises enquiries on whether or not he is a real historical figure. Most scholars have explored the composition and meaning of the epic of Gilgamesh. According to Foster, (2014), most scholars who have encountered sources on the life and legend of Gilgamesh, use different approaches. Further, the essay will give a summary of the eleven tablets and provide a justification to support the thesis of the paper. The paper will argue that Gilgamesh was a real historical figure and provide sufficient evidence to support the argument. Gilgamesh was a legendary hero who was considered as such during the time he lived in 2700 BC. He was the fifth ruler of Uruk dynasties in Sumerian city which is the modern-day Iraq (Villiers, 2005). Lugalbanda, his father was king of Uruk while his mother Ninsun ruled as an intelligent cow goddess. In the King list of the Sumerians, he records an era of 126 years. Gilgamesh had a son, Urlugal whom together they rebuilt Ninlil a goddess sanctuary in Tummal, in the sacred city of Nippur (Villiers, 2005). He is the significant character revolving around Epic Gilgamesh which a substantial existing works in the early literature of Mesopotamia. According to Jones, (2011), in the Mesopotamian mythologies, he is recognized as a demigod with extraordinary strength that built Uruk city walls to defend the Sumerians from threats and external conflicts. Gilgamesh emphasis as a historical figure is further justified as he fought against Sargon of Akkadian’s military in a conflict that lasted for ages destroying the walls of Uruk (Jones, 2011). The Sumerians recognize him for travelling to meet Utnapishtim the sage that overcame the Great Deluge. Interestingly Gilgamesh is described as a one third of a human being and two thirds of a god (Villiers, 2005). The presence and significance of Gilgamesh as a historically significant figure is evident in the multiple historical accounts that make a direct or implied refence to the king or his reign. In the Epic of Gilgamesh, Gilgamesh is illustrated as a young, athletic, handsome king of the Uruk city. In Mesopotamia, the tales of Gilgamesh are exploited in narratives in five poems existing among the Sumerians (Jarman, 2014). Most Sumerian texts have identified Gilgamesh by the name Bilgrames. Some of the epic fragments found in Tell Haddad demonstrate Gilgamesh burial. Uruk people diverted river Euphrates with the objective to bury the king under the river bed (Villiers, 2005). The evidence of existence of Gilgamesh was recorded on twelve clay tablets in cuneiform that are dated between 1000 and 1300B.C. (Foster, 2014). The Epic of Gilgamesh describes the adventures of Enkidu and Gilgamesh who is reported to have killed and conquered Humbaba, the monster set over by the gods in Forest of Cedar. Gilgamesh is recognized as a historical king among the people of Uruk and an epic hero who is featured in archeological inscriptions and contemporary letters (Haubold, 2014). The Epic of Gilgamesh illustrates numerous themes that are significant in understanding the culture of Mesopotamia and the heredity of kings (Caputo, 2016). The role of the king, immortality, civilization, enmity and the relation between gods and human are themes that have been exemplified in the Mesopotamian mythology (Ilnitzki, n.d.). In the poems Gilgamesh faced various challenges that have shaped the culture of Mesopotamia. The manifestation of numerous events provides proof of the existence of kings and gods in the past that defined human civilization (Gadotti, 2005). The success of Gilgamesh has led him to be featured in narratives that have developed to myths and legends that are similar to historical heroes such as Charlemagne, Arthur and Sigurd in Western Civilization (Putra, 2013). Moreover, Gilgamesh attracted accomplishments and names of various kings that existed during the period. The Epic of Gilgamesh The Epic of Gilgamesh since reconstruction and rediscovery has created controversy among historians. The narrative is contrary to the Bible exemplifying 4,000 years in the society of Mesopotamia (Heidel, n.d.) The tale manifests religious and cultural heritage of the people of Mesopotamia in world literature. Throughout the religion and culture of Mesopotamia, that is reflected in the contemporary society. The existence of council of elders and firm male leader as well as the aspect of gender division in culture and religions is essential in contemporary societies (Haubold, 2014). Mesopotamia was religiously a polytheist society that is linked to natural phenomenon and the existence of gods is personified heavily (Ilnitzki, n.d.). In his life Gilgamesh encounters gods, creatures and kings who are vital enhancing human feelings, friendships, fear of death and relationships (Villiers, 2005). The people of Uruk believe and pray to the god of Anu to liberate them from the harsh rule of Gilgamesh. The gesture demonstrates the existence of religion among the people of Mesopotamia (Haubold, 2014). According to Jarman, (2014), in the events of Gilgamesh, death has been portrayed as a symbol relative to the epic and culture. The culture of Mesopotamia death exemplifies strange images of a dangerous and dark underworld where deceased souls are trapped underground (Heidel, n.d.). In Epic, death occurs as Enkidu and Gilgamesh are killing the Bull of Heaven and when Gilgamesh kills Humbaba. In the culture of Mesopotamia, the people of Uruk find peace in death (Caputo, 2016). Similarly, in contemporary religious beliefs, people find peace through transition of death. Although historians pay more attention on Hammurabi and his code of law, other civilizations account like that of the Tigris -Euphrates and other first civilizations explain their existence by focusing on Gilgamesh and other prominent legends (Villiers, 2005). From the multiple accounts documented on Gilgamesh as a Legend, are characterized by mythical accounts and were written about 2000 B.C (Foster, 2014). The writings were on clay tablets and in Sumerian language. History shows that Sumerian language does not reflect any similarities to any other known language. The writings were in cuneiform whose translation means ‘wedge-shaped’. The twelve tablets that have been retrieved and translated by historians contain a chronological account originally written in Akkadian language (Jones, 2011).   In most of the accounts presented by the tablets, Gilgamesh is accorded a heroic nature and a superhuman presentation. Gilgamesh is presented as two-thirds god and one-third human. He is said to be the greatest king on earth. However, Gilgamesh is described as a young ruthless king who oppresses his people. The people are helpless and call to Anu, the sky-god to rescue them (Ilnitzki, n.d.). As a response to their prayers, Anu created and sent a wild man Enkidu from the wild forests of Gilgamesh’s land. Enkidu is created with wild powers and exceptional abilities and his purpose is to salvage the subhuman citizens who have been oppressed by the superhuman Gilgamesh (Jarman, 2014). The news spread rapidly from the first time that a trapper’s son encounters Enkidu running with the wild animals. Upon his father’s advice, the son takes Shamhat, a temple harlot to Enkidu as a test to see if the wild man would succumb to sexual desires. Even though he succumbs and loses his strength and wildness, he gains understanding and knowledge. Shamhat offers to take Enkidu to the city and show him Gilgamesh, whom she argues is the only one deserving Enkidu’s friendship (Foster, 2014). At the same time, Gilgamesh dreams twice with the first dream showing meteorite fall on earth. Gilgamesh is unable to overpower its might and his people celebrate around it. Although Gilgamesh is open to embrace it as though it were his wife, his mother forces a coemption between the meteorite and Gilgamesh (Ilnitzki, n.d.). The second dream portrays an axe on Gilgamesh’s door and still he is unable to turn or lift it. Again, people gather and celebrate it and Gilgamesh is willing to embrace it. However, his mother forces Gilgamesh to compete with the axe. Gilgamesh seeks explanation about the dreams from his mother who informs him that a great man would come into Uruk (Jones, 2011). Gilgamesh will collaborate with the mighty man and accomplish great deeds. Enkidu is introduced to civilization by receiving education and apprenticeship on tending flocks, civilized eating, wearing clothes and speaking properly. Enkidu’s formal introduction into Uruk happens on a day of great celebration (Villiers, 2005). The encounter between Gilgamesh and Enkidu happens when Gilgamesh is about to claim his self-declared right to have sexual intercourse with a new bride on her wedding night. Enkidu is infuriated by the abuse and prompts the two into a furious fight. Gilgamesh gets the upper hand as the fight resolves and the two embraces a sign of their devoted friendship. The two friends become weak with time and grow lazy living in the city. Gilgamesh proposes that for their friendship, they should take an adventure and journey through great Cedar Forest and cut all cedar trees (Ilnitzki, n.d.). However, they would have to kill the guardian of the forest first who is believed to be a Humbaba the Terrible. Enkidu is aware of the powers of Humbaba and tries to convince his friend not to undertake the adventure. It is important to note that most contents on tablets were not in existence. The salvaged information reports that the elders of the city undertook a protest against Gilgamesh’s but eventually agree (Haubold, 2014). The elders assigned Enkidu the responsibility to protect the king and required that the Enkidu takes the forward position in the battle. The king’s mother laments her sons’ fate asking the sun-god Shamash why he gave Gilgamesh a restless heart (Gadotti, 2005). The sun-god promises to watch over the king’s life. After being commanded by the queen mother to protect her son, Enkidu panics and tries to convince Gilgamesh to quit the adventure without success. The tablets explain the tale of the voyage to the cider forest. In the six-day voyage, Gilgamesh prayed to Shamash who sends oracular dreams to Gilgamesh in the night to respond to his prayers.   In another dream, Gilgamesh wrestles a bull that breaks the earth (Gadotti, 2005).   The dreams are ominous creating fear to Gilgamesh. The interpretation of the dream by Enkidu reveals Shamash protection. The revelation of Enkidu on his dreams illustrates success to his coming battles. The tablet exemplifies the unity between Enkidu and Gilgamesh to fight the demon of Humbaba. As Gilgamesh enters Cedar Forest, he shakes with fear praying and reminding Shamash of the promise of safety he had on Ninsun (Jarman, 2014). Shamash directs Gilgamesh to kill Humbaba when he is not wearing his armor of seven coats. The tablet provides an account of the two friends entering the magnificent Cedar Forest. Gilgamesh and Enkidu begin to cut the trees and Humbaba, the guardian, hears the sound and comes running with a roar to warn them off (Haubold, 2014). Enkidu tries to defend the king and warned Humbaba that the two are stronger that a mere demon. Overlooking Enkidu, Humbaba taunts the King for taking orders from nobody. Humbaba begins a fight with the two when he turns his face into a hideous form. Although Gilgamesh is too frightened and goes into hiding, Enkidu inspires courage and the two friends fight against Humbaba (Jarman, 2014). The sun-god intervenes in favor of Gilgamesh and Enkidu who acquire victory against Humbaba. Humbaba begs for his life as Gilgamesh holds a sword to his head. However, Enkidu convinces him that he would gain renowned fame across time and lands if he kills Humbaba. Gilgamesh succumbs to the yearning of such power and cuts Humbaba’s head (Ilnitzki, n.d.). Un fortunately, before dies, Humbaba curses Enkidu to never find peace and not live longer. Nevertheless, the two friends accomplish their adventure, cut down cedar trees even the tallest cedar tree and make a magnificent gate for the city Sumerian Poems of Gilgamesh In ancient writings from Mesopotamia, the name of Gilgamesh appears in different forms like Bilgames. Through history, five Sumerian poems have been copied about Bilgames on the varying degree of popularity in Babylonian schools with greater improvements on particular translations. The texts were collected to facilitate the epic Babylonian standard with other materials illustrated by Akkadian (Caputo, 2016). In the Babylonian epic, Gilgamesh Sumerian poems play the role of reconstruction and recovery from pieces of clay tablets preserved in museums in various countries. With increased text discovery, it is possible to observe and compare between Babylonian epic and Sumerian poems (Caputo, 2016). It enables people to appreciate the skills portrayed by Old Babylonian poets who expressed traditional stories and themes as primary materials in literature (Gadotti, 2005). However, it is difficult to determine if the knowledge used was derived from individual experience or written existing traditions in scribal schools or even knowledge from oral Sumerian traditions presented in Akkadian. According to Jones, (2011), the evident borrowing is present in adaptation of the story of Sumerians’ Huwawa and Bilgames that furnish elaborate narrative Expedition in Tablets III- V in the Babylonian epic. The simple efforts demonstrated by the Bull of Heaven and tale of Sumerian Bilgame’s achi eve episodes of Tablet VI Bull of Heaven and Ishtar (Caputo, 2016). Recent discoveries have been revealed in the Akkadian tale in Tablet VIII of Enkidu’s funeral which is closely related to Bilgame’s funeral and the traditional customs where Gilgamesh acquired the knowledge of Flood Heroes that restore cultic life practices of the land (Jones, 2011). The historical origin of the Sumerian poems is briefly covered. Ideally, the language of the Sumerians is used figuratively in expressing Akkadian that makes an abrupt opaque passage (Jones, 2011). The existing translations are aimed at presenting an original version to produce clear texts that have limited liberties on occasional phrasing. The five poems have survived numerous recessions with relative periodical intervals. In some cases, the texts can be repetitive as tablets have shared passages or abbreviated versions. The adopted policies provide a translation producing texts in the simplest form. Gilgamesh reigned between 2500 B.C with most historians agreeing that he ruled for about 126 years in Sumerian king List. Legendary accounts that surround his existence present Gilgamesh as a son of goddess Ninsum born to the king who reigned before him. Gilgamesh is a significant historical figure and this position is justifiable through multiple arguments. In the Epic of Gilgamesh, the king is the center character. The epic provides a chronological account of Gilgamesh. Having been written originally on stone tablets provides a confirmation that the Epic of Gilgamesh is an account of a king who had existed. A historical figure is justified to have multiple accounts written in his name or about him. In his own right, Gilgamesh is a historical figure. Being studied alongside other figure of importance in history, Gilgamesh represents a concept of true devotion of a leader and his commitment to expansion of his territory. Through such ambitions, Gilgamesh triggered wars and his quest to conquer new territories present a historically significant aspect. The other aspect of significant is that account that has been discovered containing documented information about Gilgamesh. However, the accounts provide more information about Sumerian kingdom, its people and development. For instance, in one of the tablets is an account about when Gilgamesh and his friend Enkidu set off to an adventure into the Cider Forest to cut cider trees. The information in the tablet informs of the society’s religious beliefs, political order and economic status. Through studying information about Gilgamesh, scholars are able to acquire information that helps them patch-up other semi-reconstructed works of history. As such, Gilgamesh is a relevant historical figure in the contemporary society. Gilgamesh might fail to meet the requirements for a hero according to the contemporary standards but it is with no doubt he is a sign of historical significance for the society. References Caputo, D. (2016). From Sumerian tales to Babylonian epic: an interdisciplinary student guide to Gilgamesh. The International Journal of Literary Humanities, 14(4), 39-54. doi: 10.18848/2327-7912/cgp/v14i04/39-54 Foster, B. (2014). A new edition of the epic of Gilgamesh | Review by: Benjamin R. Foster | download. Retrieved from https://booksc.xyz/book/27681472/bb69d6 Gadotti, A. (2005). A. R. George: The Babylonian Gilgamesh Epic: Introduction, Critical Edition And Cuneiform Texts. 2 vols. xxxv, 741 pp., iii, 743–986 pp., 147 plates. Oxford: Oxford University Press, 2003.  £175. Bulletin of The School of Oriental and African Studies, 68(01). doi: 10.1017/s0041977x05260056 Haubold, J. (2014). Gilgamesh among Us: modern encounters with the ancient epic by theodore ziolkowski. American Journal of Philology, 135(4), 669-672. doi: 10.1353/ajp.2014.0045 Heidel, A. The Gilgamesh epic and old testament parallels [Ebook]. London: The University of Chicago Press. Ilnitzki, M. Gilgamesh and the Quest for Immortality [Ebook] (pp. 5-9). Jarman, M. (2014). When the light came on: the epic gilgamesh. Retrieved from https://booksc.xyz/book/27162289/03b5b7 Jones, S. (2011). Review of the buried foundation of the gilgamesh epic: the akkadian huwawa narrative. Journal Of Hebrew Scriptures, 11. doi: 10.5508/jhs. 2011.v11.r21 Putra, J. (2013). Gilgamesh among us: modern encounters with the ancient epic. English, 62(237), 218-220. doi: 10.1093/english/eft012 Villiers, G. (2005). Understanding gilgamesh: his world and his story (Masters). University of Pretoria.

Labor And The Roots Of Progressivism - 1539 Words

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The Declaration Of Biafra Speech - 1428 Words

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Values Attitude and Diversity in Workplace †MyAssignmenthelp.com

Question: Discuss about the Attitude and Diversity in Workplace. Answer: An insight into workplace cultural diversity Within a workplace, different employees are employees for achieving successful completion of the business projects. As a matter of specification, the employees belong to different socio-cultural backgrounds. However, the aspect of cultural diversity in workplace attains different connotations in developed and underdeveloped countries[1]. This assignment, through the reference of the movie, Manufactured Landscape, enhances the perceptions of the businesspersons towards the maintenance of workplace culture for attaining professional development. Relation between the movie and the actual workplace scenario Seeing the world as a manufactured landscape provides an altogether different concept to the aspect of the workplace culture. The depiction of the constructions in the movie is merely a part of the vast workplace operations conducted by the businesspersons. The phrase, bombed landscape destroys the integrity of the workplace culture. The word bombed relates with the aspect of conflicts, discriminations and harassments among the employees in the workplace, represented the word landscape[2]. Intentional breakage of the integrity, coordination and unity of the workplace reflects the unwillingness towards maintaining the workplace culture. This mentality makes the employees unfit within the workplace environment, nullifying the training. New way of thinking can be considered as the need for innovations in terms of preserving the workplace culture. Thinking can be enhanced through the exposure of the employees towards different practical and theoretical examples in the form of trainings[3]. Hofstedes cultural dimensions prove apt in this discussion. Assessment of provided power helps the personnel to examine their position in the workplace environment. Herein lays the collaboration with the dimension of individualism. Delving deep into the aspect, this assessment can also be considered as a comparative assessment of individualism and collectivism in terms of the professionalism of the employees. Attachment of short term and long term goals in the assessment reflects the effectiveness and appropriateness of the exercized power[4]. The reference of China in the movie is a part for the whole in terms of the workplaces as a whole. Import of the raw materials from the neighboring countries aligns with the workplace activities for expansion of business[5]. As a matter of specification, the workplace activities are diversified in nature. For their successful completion, employees from different social and cultural backgrounds are needed, so that the business activities can be done in an efficient and effective manner. Herein, the dialogue, new way of thinking can be applied, as it generates a feeling of innovation for maintaining the workplace culture in terms of enhancing the reputation[6]. References Olson, S. D. "Shaping an ethical workplace culture."SHRM Foundation Effective Practice Guidelines Series(2013). Youtube.com (2017). Manufactured Landscapes. Available at: https://www.youtube.com/watch?v=Jv23xwe0BoU

The Ultimate Guide to Results Day 2016

The Ultimate Guide to Results Day 2016 Results Day is an important time of the year for any student! Finally finding out if all your hard work in those exams and the extra hours of revision you put in were all worth it! Whether you're waiting for your A-Level results to move onto University, your A2 results to move onto your second year of A-Levels or even just your GCSE results. Your future is just inside that envelope. You probably have a lot of questions, hence why we've put together "The Ultimate Guide to Results Day 2016"! When is Results Day? We're pretty sure everyone should know when their results day is since it's only one of the biggest days in the upcoming month! But just in case you didn't know, we'll remind you! The dates for 2016 are: A-Levels: 18th August 2016GCSEs: 25th August 2016 You're probably not focusing on the years to come but the dates for 2017 are as follows: ​A-Levels: 17th August 2017GCSEs: 24th August 2017 What Should I do Before Results Day? You should have already sorted everything for before Results Day, so this should probably just be a checklist to you: ​If you're waiting on your A-Level results prior to going to University, then the smart thing to do is, check Track  and find out how your application is going. The University may have already confirmed your place - this would appear as "unconditional" within Track. You're probably wondering how they could possibly accept your application without you giving them your results, but they actually get your results before you do! If you're waiting for your GCSE results, you should already know if your chosen college has accepted your application. You will usually get a letter before results day, letting you know that provided you achieve the required grades, you already have a place. If you didn't achieve the required grades, don't be disheartened, you may still get a place. Picking Up Your Results The night before Results Day can be a restless one, but make sure to get some sleep and stop panicking, getting worked up and worrying about your results isn't going to change them, no matter how hard you wish it would. Get some breakfast in the morning and relax! When you get to  school, there's likely to be a full year of people thinking the same thing you are: "How did I do?". Usually, you'll find a table or member of staff handing out everybody's results. Open it up and find out how you did! Whether you did great or you fell short of your expectations, don't worry, you still have plenty of options! What Should I Do When I Get My GCSE Results? So you've finally got your GCSE results! Hopefully, you did well! Your GCSE results will be the main impact on your A-Level choices, usually a grade C or above is needed to continue a subject to A-Level. If you fell short of the requirements, you should speak to your head of year or anyone in charge of the subject you fell short in, provided you're studying your A-Levels at the same school. If you plan on going to a different school or college  you'll need to phone the school or college and explain everything to them, they may tell you that you can still study the A-Level you have chosen, but may also suggest an alternative that isn't reliant on GCSE results. If this is something you wouldn't be open to, you could always retake your paper to bring your final mark back up and hopefully achieve your desired grade. It's advisable that if you haven't achieved a grade C or higher in core subjects such as Science, Maths, and English you should retake those exams if possible as employers will require these, at a minimum. What Should I Do When I Get My AS/A-Level  Results? Sometimes you'll get your AS-level results in raw UMS (Uniform Mark Scale) marks, which will leave you having to calculate your own grades. Your AS-level results will not make a huge difference, other than giving yourself and your teachers a signal of how well you are doing in relation to your predicted grade. An AS-Level is equivalent to half an A-Level. When receiving your A-Level results, you should take any university letters along with you so you can check the requirements  they have asked in order to secure your place. You might also need to work out your grades depending on how you receive your results (UMS or Graded). You  Achieved My Expectations: If you have met the offer requirements of the university, your place will be virtually guaranteed, if you're checking your progress on Track, it'll appear as "Unconditional". You are also likely to get a letter in the post confirming your place and detailing any other requirements to confirm your place. You Exceeded Your Expectations: If you did better than you expected in your A-Levels, you will have the freedom to explore more courses through a process known as 'Adjustment', which you can apply for through Track. If this is something that interests you, be sure to phone the university and ask about available places and whether they'd be open to accepting you, be sure to let them know that you're going through 'Adjustment', rather than 'Clearing'. If they offer you a place on an alternative course and you accept, they will update your track for you. You Fell Short Of Expectations: So your results weren't as good as you'd expected. Don't worry, there is still the possibility that your chosen university might still be willing to accept you, especially if you only missed out on the grade by a short margin (Universities don't usually see your UMS points but instead your actual grade, so they won't know if you missed your grade by 1 point or by 40!). Check your Track, if it says "Unsuccessful" you have been rejected by the university and they're unlikely to change their mind. If it says "Conditional" then phone the university and find out what is going on with your application.   What Is UCAS Clearing? Sometimes you might be rejected from both your first and second choice of university (Be sure to try asking if either of the universities would be willing to accept you despite your lower than requested grades). If you have tried asking if they'd accept you despite your grades and they still reject you it's time to get to work finding an alternative university place through  UCAS clearing. UCAS clearing is a way for universities to fill any spaces they have left for the new academic year. This basically means logging into your UCAS account, searching for a suitable course at a university that you'd be open to attending and phoning them for an interview to see if they'll accept your application. If nothing in clearing takes your eye, perhaps you might want to take a year out and go travelling? Get your papers remarked (This will cost you a fee and doesn't guarantee  your grade will go up, it could even go down!), or even maybe re-sit your papers and try to get the grades you need. What Not To Do On Results Day Assume You Won't Need To Do Anything: You'll probably be fine, most students get into their first choice university. But even if you're confident of getting the grades you need to acquire your desired place, you should still be prepared. Make sure you have all the numbers needed in case anything happens. Get Your Parents To Call: You're not 10 years old anymore... If you need to call universities to talk about your options make sure you do it yourself. You're the potential student, not your parents. Have answers to all potential questions you think they might have and remain calm. Accept Any Courses: If you didn't get accepted into your universities, you might think about just accepting any course in order to get into a university, although you do have to work quickly to get the courses that are in demand, you should always take a little time and make sure you find the right course for you. Crumble To Pressure: You might have had second thoughts about yoiur choices. Perhaps you did better or maybe worse than you expected and feel like you need to make chnages to your courses. While this is acceptable, don't feel like you have to, if you don't want to. PANIC!: DO NOT PANIC! Results Day is a hugely stressful time, especially if you haven't got the grades you wanted, but, most of the time everything works out. Just go with the flow and see what happens, panicing never helps. Good Luck!

Composition of the Universe

Composition of the Universe The universe is a vast and fascinating place.   When astronomers consider what its made of, they can point most directly to the billions of galaxies it contains. Each of those has millions or billions- or even trillions- of stars. Many of those stars have planets. There are also clouds of gas and dust.   In between the galaxies, where it seems there would be very little stuff, clouds of hot gases exist in some places, while other regions are nearly empty voids. All that is material that can be detected. So, how difficult can it be to look out into the cosmos and estimate, with reasonable accuracy, the amount of luminous mass (the material we can see) in the universe, using  radio, infrared and x-ray astronomy? Detecting Cosmic Stuff Now that astronomers have highly sensitive detectors, they are making great advances in in figuring out the mass of the universe and what makes up that mass. But thats not the problem.  The answers theyre getting dont make sense. Is their method of adding up the mass wrong (not likely) or is there something else out there; something else that they cant see? To understand the difficulties, its important to understand the mass of the universe and how astronomers measure it. Measuring Cosmic Mass One of the greatest pieces of evidence for the mass of the universe is something called the cosmic microwave background (CMB). Its not a physical barrier or anything like that. Instead, its a condition of the early universe that can be measured using microwave detectors. The CMB dates back to shortly after the Big Bang and is actually the background temperature of the universe. Think of it as heat that is detectable throughout the cosmos equally from all directions. Its not exactly like the heat coming off the Sun or radiating from a planet. Instead, its a very low temperature measured at 2.7 degrees K. When astronomers go to measure this temperature, they see small, but important fluctuations spread throughout this background heat. However, the fact that it exists means that the universe is essentially flat. That means it will expand forever. So, what does that flatness mean for figuring out the mass of the universe? Essentially, given the measured size of the universe, it means there has to be enough mass and energy present within it to make it flat.The problem? Well, when astronomers add up all of the normal matter  (such as stars and galaxies, plus the gas in the universe, thats only about 5% of the critical density that a flat universe needs to remain flat. That means that 95 percent of the universe hasnt yet been detected. Its there, but what is it? Where is it? Scientists say that it exists as dark matter and dark energy.   The Composition of the Universe The mass that we can see is called baryonic matter.   It is the planets, galaxies, gas clouds, and clusters. The mass that cant be seen is called dark matter. There is also energy (light) that can be measured; interestingly, theres also the so-called  dark energy. and nobody has a very good idea of what that is.   So, what does make up the universe and in what percentages? Heres a breakdown of the current proportions of mass in the universe. Heavy Elements in the Cosmos First, there are the heavy elements. They make up about ~0.03% of the universe. For nearly half a billion years after the birth of the universe the only elements that existed were hydrogen and helium They arent heavy. However, after stars were born, lived, and died, the universe started getting seeded with elements heavier than hydrogen and helium that were cooked up inside stars. That happens as stars fuse hydrogen (or other elements) in their cores. Stardeath spreads all those elements to space through planetary nebulae or supernova explosions. Once they are scattered to space. they are prime material for building the next generations of stars and planets.   This is a slow process, however. Even nearly 14 billion years after its creation, the only a small fraction of the mass of the universe is made up of elements heavier than helium. Neutrinos Neutrinos are also part of the universe, although only about 0.3 percent of it. These are created during the nuclear fusion process in the cores of stars, neutrinos are nearly massless particles that travel at nearly the speed of light. Coupled with their lack of charge, their tiny masses mean that they do not interact readily with mass except for a direct impact on a nucleus. Measuring neutrinos is not an easy task. But, it has allowed scientists to get good estimates of nuclear fusion rates of our Sun and other stars, as well as an estimate of the total neutrino population in the universe. Stars When stargazers peer out into the night sky most of what the see is stars. They make up about 0.4 percent of the universe. Yet, when people look at the visible light coming from other galaxies even, most of what they see are stars. It seems odd that they make up only a small part of the universe.   Gases So, whats more, abundant than stars and neutrinos? It turns out that, at four percent, gases make up a much bigger part of the cosmos. They usually occupy the space between stars, and for that matter, the space between whole galaxies. Interstellar gas, which is mostly just free elemental hydrogen and helium makes up most of the mass in the universe that can be directly measured. These gases are detected using instruments sensitive to the radio, infrared and x-ray wavelengths. Dark Matter The second-most-abundant stuff of the universe is something that no one has seen otherwise detected. Yet, it makes up about 22 percent of the universe.  Scientists analyzing the motion (rotation) of galaxies, as well as the interaction of galaxies in galaxy clusters, found that all of the gas and dust present is not enough to explain the appearance and motions of galaxies. It turns out that 80 percent of the mass in these galaxies must be dark. That is, its not detectable in any wavelength of light, radio through gamma-ray. Thats why this stuff is called dark matter.   The identity of this mysterious mass? Unknown. The best candidate is cold dark matter, which is theorized to be a particle similar to a neutrino, but with a much greater mass. It is thought that these particles, often known as weakly interacting massive particles (WIMPs) arose out of thermal interactions in early galaxy formations. However, as yet we have not been able to detection dark matter, directly or indirectly, or create it in a laboratory. Dark Energy The most abundant mass of the universe is not dark matter or stars or galaxies or clouds of gas and dust. Its something called dark energy and it makes up 73 percent of the universe.   In fact, dark energy isnt (likely) even massive at all. Which makes its categorization of mass somewhat confusing.   So, what is it?   Possibly its a very strange property of space-time itself, or maybe even some unexplained (so far) energy field that permeates the entire universe. Or its neither of those things. Nobody knows. Only time and lots and lots more data will tell. Edited and updated by Carolyn Collins Petersen.

Why Do Students Cheat Essay Example | Topics and Well Written Essays - 1500 words

Why Do Students Cheat - Essay Example The major factors that have been highlighted by researchers as amongst the major causes of cheating are limited time available to students, the prevailing culture that encourages cheating, weak regulations and punishments that discourage students from cheating in future as well as getting the opportunities to cheat. These causes have been explored in greater depth and their strength in leading students towards cheating has been highlighted. Cheating, often termed as academic dishonesty, is a frequently reported academic crime by various colleges and universities. According to the statistics by Duke University, approximately 10% of students in their graduating year had been guilty of cheating (Conlin). Further research in this area has explained the fact that cheating is not the story of just one college or university; it is the story of most universities and colleges across the globe. So much is the frequency of cheating that it has been defined as â€Å"rampant† according to one study (Simkin and McLeod). Statistics have depicted a continuous rise in the percentage of college students who have cheated, from 60% to as high as 86% (Whitley). The phenomenon of cheating is a matter of great concern not only to academic institutions today but also employers because it has been observed that cheating at the college level translates to immoral behavior at the workplace. Researchers have found a link between cheating and unethical practices at work (Thompson). Cheating is, thus, rooted in individuals’ attitudes towards dishonesty and is less a superficial practice and more of a serious issue. Thus, dishonesty in academics translates to dishonesty at work. A less obvious form of cheating is the practice of individuals who, for a large fee worth several dollars, take the test for an individual (Simkin and McLeod). A significant cause of cheating is the access to technology, particularly the internet that has encouraged the practice of cheating. The interne t has boosted options for students to cheat; it provides various channels through which students can view solution manuals, test banks and quizzes (Simkin and McLeod). Exchange of solutions to future test questions amongst students is another major aspect of cheating. The mobile technology has also been used to take images of test papers as well as text the correct answers to students during exams. However, this has raised questions as to what are acceptable practices and what are not. If individuals are to succeed in managerial positions, they have to engage in sharing of information and resources as well as team work. According to some individuals, the practice of getting one’s exam written by someone else is seen as a sign of creativity on the part of students who look for new ways of succeeding (Conlin). According to these individuals, what matters is the concern that students have for getting the work done correctly, not the means through which it is done. Those who are against the practice of cheating, however, argue that cheating is looked down upon because it degrades the reputation of institutions, reduces the value of the degrees given to students, and results in dissatisfaction of employees who find that their employees are unable to perform the tasks that are depicted by their majors (Knowledge). In an interesting study regarding cheating in business schools, it was pointed out that business schools struggle to encourage ethical principles in students so that they display ethical behavior at workplace. This goes along with the expectation that business schools will put special effort to encourage ethical principles in students such that they will display true professionalism at work. The concern for cheating is especially high for business