By slowing the pace, Dubus elongates the first day, thus making his suffering more long- lasting for the reader. That he does not give up, even when his body does as seen by his vomiting , shows his intensity. Elicit from students their opinions on whether he responds to these challenges reasonably. Ask students whether they have had similar experiences that may have helped them mature, perhaps painfully. Orwell clearly shows that he has no personal choice to shoot or not shoot the elephant.
Orwell considers the monetary worth of the elephant, the practicality of leaving it alone, and the derision to which he would be subjected were he to fail. Have students voice opinions on which of these reasons is the most powerful for Orwell and why.
Discussion should reveal whether or not students recognize Orwell as a type of victim. As the imperialist amid subjugated people, as a rational man being forced by expectations to act irrationally, and as the previous butt of jokes unwilling unable?
Student opinion may vary here. Ask students if shortening paragraphs 11 and 12 totaling over words to a short, less detailed paragraph would improve or damage the essay.
There are many purposes for drawing mentioned in the essay. Do not refuse any that students can connect to the text. Have students examine further the parallels Zwinger makes between drawing and musical composition, pottery making, and musical performance. Perhaps some of them will share experiences where success only came after ignoring many less-than-perfect attempts. Related Papers. One is that the integrated drainage of the Nile is of young age, and that the Nile basin was formerly broken into series of separate basins, only the most northerly of which fed a river following the present course of the Nile in Egypt and Sudan.
Rushdi Said postulated that Egypt itself supplied most of the waters of the Nile during the early part of its history. The other theory is that the drainage from Ethiopia via rivers equivalent to the Blue Nile, the Atbara and the Takazze flowed to the Mediterranean via the Egyptian Nile since well back into Tertiary times.
Salama suggested that during the Paleogene and Neogene Periods 66 million to 2. This rift is possibly still active, with reported tectonic activity in its northern and southern boundaries.
The Sudd swamps which form the central part of the basin may still be subsiding. Geophysical exploration of the Blue Nile Rift System estimated the depth of the sediments to be 5—9 kilometers 3. These basins were not interconnected until their subsidence ceased, and the rate of sediment deposition was enough to fill and connect them. The Egyptian Nile connected to the Sudanese Nile, which captures the Ethiopian and Equatorial headwaters during the current stages of tectonic activity in the Eastern, Central and Sudanese Rift Systems.
The River Atbara overflowed its closed basin during the wet periods that occurred about , to , years ago. The Blue Nile connected to the main Nile during the 70,—80, years B.
The Greek historian Herodotus wrote that 'Egypt was the gift of the Nile'. An unending source of sustenance, it provided a crucial role in the development of Egyptians civilization. Silt deposits from the Nile made the surrounding land fertile because the river overflowed its banks annually. The Ancient Egyptians cultivated and traded wheat, flax, papyrus and other crops around the Nile.
Wheat was a crucial crop in the famine-plagued Middle East. This trading system secured Egypt's diplomatic relationships with other countries, and contributed to economic stability. Far-reaching trade has been carried on along the Nile since ancient times.
A tune, Hymn to the Nile, was created and sung by the ancient Egyptian peoples about the flooding of the Nile River and all of the miracles it brought to Ancient Egyptian civilization. Water buffalo were introduced from Asia, and Assyrians introduced camels in the 7th century BC.
These animals were killed for meat, and were domesticated and used for ploughing—or in the camels' case, carriage. Water was vital to both people and livestock. The Nile was also a convenient and efficient means of transportation for people and goods. The Nile was an important part of ancient Egyptian spiritual life. Hapi was the god of the annual floods, and both he and the pharaoh were thought to control the flooding.
The Nile was considered to be a causeway from life to death and the afterlife. The east was thought of as a place of birth and growth, and the west was considered the place of death, as the god Ra, the Sun, underwent birth, death, and resurrection each day as he crossed the sky.
Thus, all tombs were west of the Nile, because the Egyptians believed that in order to enter the afterlife, they had to be buried on the side that symbolized death. As the Nile was such an important factor in Egyptian life, the ancient calendar was even based on the 3 cycles of the Nile. These seasons, each consisting of four months of thirty days each, were called Akhet, Peret, and Shemu.
Akhet, which means inundation, was the time of the year when the Nile flooded, leaving several layers of fertile soil behind, aiding in agricultural growth. Owing to their failure to penetrate the sudd wetlands of South Sudan, the upper reaches of the Nile remained largely unknown to the ancient Greeks and Romans. Various expeditions failed to determine the river's source.
Agatharcides records that in the time of Ptolemy II Philadelphus, a military expedition had penetrated far enough along the course of the Blue Nile to determine that the summer floods were caused by heavy seasonal rainstorms in the Ethiopian Highlands, but no European of antiquity is known to have reached Lake Tana.
Europeans began to learn about the origins of the Nile in the 14th century when the Pope sent monks as emissaries to Mongolia who passed India, the middle east and Africa, and described being told of the source of the Nile in Abyssinia ancient European name for Ethiopia [54] [55] Later in the 15th and 16th centuries, travelers to Ethiopia visited Lake Tana and the source of the Blue Nile in the mountains south of the lake.
Europeans had been resident in Ethiopia since the late 15th century, and one of them may have visited the headwaters even earlier without leaving a written trace. Telles also used his account. The White Nile was even less understood. The ancients mistakenly believed that the Niger River represented the upper reaches of the White Nile. For example, Pliny the Elder wrote that the Nile had its origins 'in a mountain of lower Mauretania', flowed above ground for 'many days' distance, then went underground, reappeared as a large lake in the territories of the Masaesyli, then sank again below the desert to flow underground 'for a distance of 20 days' journey till it reaches the nearest Ethiopians.
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Endlich kann ich eigene Formulare und Visitenkarten kreieren. Ich bin Sehr zufrieden. You also want to share your experience with the product? CDs, DVDs, access codes, or lab manuals. A final thematic unit illustrates all of these modes. The readings represent diverse voices and views from some of the most respected professional essayists working in the English language, along with short stories. Essays in this edition serve as structural models for students to emulate in their writing and as sources of content for classroom discussion and paper topics.
Headnotes and post-reading material analyze each reading in context, helping students better understand the craft of writing and apply what they learn to their own work. Rent The River Reader 11th edition today, or search our site for other textbooks by Joseph F.
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