12 Expository Essay Topics on Sanxingdui Culture

12 Expository Essay Topics on Sanxingdui Culture The ancient Chinese Sanxingdui culture is one of the mysterious cultures which researchers are still trying the best to learn about till this day. Understanding this fact, your instructor may recommend that you write an expository essay so that you can learn beyond your textbook and find new sources of information on this subject. Be forewarned: writing expository essays involves meticulous research about your chosen topic. As your essay cannot cover very broad themes, try to focus on a specific aspect instead. This lends your essay a logical flow and internal consistency. Besides, a few threads of ideas running through the text are easier to manage as compared to complex and multi-layered concepts. If you are assigned an expository essay on Sanxingdui culture, here are 12 facts you can use to come up with a topic for your essay and even use while writing it. If you would rather take a shortcut, check out our 20 expository essay topics on Sanxingdui culture. Here are the most useful facts about Sanxingdui culture: The village of Sanxingdui located in the Sichuan province of China was the stage of a major archeological find. In the year 1986, two huge sacrificial pits were unearthed. With this discovery, a lost chapter of Ancient Chinese history was also discovered. The pits were created by an ancient civilization which flourished in the region some 3000 5000 years ago. The Sanxingdui archeological site is located in the city of Guanghan, 40 km away from Chengdu. It has been internationally recognized as one of the most important ancient remains worldwide. The major factors which make it unique are its lengthy period of the reign, vast size and rich cultural contents. The discovery has turned Sichuan into a focal point in the study of ancient China. The pits were not the first time a major find had been unearthed. The first signs of the presence of an ancient civilization were discovered in 1929. A farmer digging in the area accidentally discovered a huge collection of well-preserved jade relics. Lots of Chinese archeologists tried to find more remains after the discovery, but nothing turned up. After decades of failure, two large pits were discovered in 1986, containing a large amount of artifacts, all of which had been broken, burned and then buried. The objects found in the pits were remarkable and showed that people had advanced technical and artistic skills. Archeologists found sculptures which had animal faces. Masks with open mouths, grinning teeth, and dragon ears were also found. Moreover, sculptures of snakes, dragons and different birds, a huge wand, a large sacrificial altar, a bronze tree 4 meters in length, rings, axes, and knives among hundreds of small objects were excavated. Of these objects, the most impressive one is probably the 2.62-meter tall bronze humanoid statue. Carbon dating of the artifacts shows that they belong to the time period between 12th – 11th centuries BC. The bronze statues were made using an advanced casting technique which involved mixing lead, copper and tin to create an alloy of superior strength and malleability. This enabled the people of that area to create statues of stunning length. The artistic style of all the artifacts found is quite unique. No other ancient Chinese culture is known to possess a similar style. Archeologists have linked the Sanxingdui culture with the ancient kingdom of Shu. They have also linked the artifacts to early legendary kings. However, the references to the Shu period are not very accurate because historical records for this period are scant. Sanxingdui at its prime was a metropolis; it covered an area of three square kilometers. Its people had a highly developed agricultural system and were capable of making wine and creating ceramics. The making of sacrificial tools and mining were common trades as well. Archaeological findings from the excavation sites show that the settlement at Sanxingdui was suddenly abandoned sometime around 1000 BC. The culture was at the peak of its development, which is why this unexplained end is a mystery which has not been solved yet. Archeologists and historians believe that these pits served as sacrificial sites. The ancient Shu people sought to appease to the earth, heaven, mountains, rivers and other gods by offering sacrifices to them. In fact, the artifacts found there, such as the human-like bronze statues and masks with animal-like faces, were representations of the gods worshipped by these people. Till this date, not much is known about the lives of the people of this ancient culture. The site does not contain any inscriptions. This Bronze Age civilization has gone unrecorded in ancient texts and, by all estimates, remained relatively unknown to the world. The discovery of the site created a fundamental shift in the way historians thought about Ancient China. Traditional views held that there was a single center of civilization in northern China, but Sanxingdui proved that multiple regional centers existed. The Sanxingdui culture most likely worshipped the sun and also their ancestors. There have been signs which point to the likelihood that ancestral and religious temples existed simultaneously. This leads historians to conclude that power was shared between the priest and the king. The Sanxingdui civilization is significantly different from the Xia-Shang Zhou civilization, and therefore enriches the pluralistic characteristic of Ancient Chinese civilizations. These facts can be used in your expository essay to illustrate the uniqueness of the archeological site and the Sanxingdui culture. If you need more information, you can check out the sources listed at the end of this page and learn more about this fascinating culture. If you need more help with the technicalities of writing an expository essay, check our guide on how to write an expository essay on Sanxingdui culture. References: Holloway, A. (2014). The Ancient Artefacts of Sanxingdui That Have Rewritten Chinese History. Epoch Times. Retrieved from http://printarchive.epochtimes.com/a1/en/sg/nnn/2014/09%20September%202014/495/SEPTEMBER19-OCTOBER2_18_lowres.pdf DONG, R. W., DONG, J. (2008). On Outstanding Eyes of Bronze Statuaries in Sanxingdui Relic. Journal of Chengdu University of Technology (Social Sciences), 2, 006. CHEN, C., YIN, M. (2005). Symbolic Research of the Bronze Trees from Sanxingdui [J]. Sichuan Cultural Relics, 6, 006. Ge, Y., Linduff, K. (1990). Sanxingdui: a new Bronze Age site in southwest China. Antiquity, 64(244), 505-513. http://dx.doi.org/10.1017/s0003598x00078406 Xing-shi, L. I. U. (2005). Sanxingdui Civilization and Ancient Geographic Environment [J]. Journal of Changdu University of Technology Social, 1, 000. Xu, J. (2003). Defining the Archaeological Cultures at the Sanxingdui Site. Journal Of East Asian Archaeology, 5(1), 149-190. http://dx.doi.org/10.1163/156852303776173006 Hui, W. (2007). The Character of Sanxingdui Bronze Head Picture and the Origin of the Chu History Book TAOWU [J]. Journal of Historiography, 4, 007.

Grievances of the Colonists during the American Revolution essays

Grievances of the Colonists during the American Revolution essays The Declaration of Independence was signed on July 4, 1776. This document stated that the American colonies were now the United States of America, and were now an independent country, separate from Britain. This document also explains to the world the reasons for the revolt against the British. The grievances that were felt by the colonists and their reactions to certain events were justified, and were also stated in this document. The Sugar Act in 1764 did not effect colonists outside of the traders and merchants, but it was an injustice that the colonists suffered. The Sugar Act did three things; it halved the duty on foreign-made molasses, placed duties on certain imports that had never been taxed before, and it strengthened the enforcement of the law allowing prosecutors to try smuggling cases in a vice-admiralty court rather than a colonial court. These taxes were imposed to help pay off Britains large war debt. Many merchants and traders protested that it was taxation without representation because the colonists had not elected any representatives. They also claimed that the British government had violated their rights, but these charges were unheard by the British. Although many colonists were unaffected by the Sugar Act, those that were affected had cause for concern and anger. This injustice was justified because the colonists had not elected representatives, they were not being tried fairly i n court, and their rights were being violated. In 1767, new taxes were imposed on the colonists. These new taxes were a part of the Townshend Acts, which put an indirect tax on imports such as glass, lead, paint, and paper. It also put a three-penny tax on tea. The Townshend Acts were created to gain revenue from the American colonies. Unfortunately for the British, the colonists reacted with rage against these new taxes. The educated people said it was taxation without representation. The colonist...

The relationship between United States and Israel and its effect on Research Paper

The relationship between United States and Israel and its effect on other Middle Eastern countries - Research Paper Example The liaison between Israel and the United States is one of the most unstable and contemplated relationships in world history. From the period since its establishment in 1948 to today, Israel has faced up to eight diverse American presidents, and eight different outlooks toward Israel as a state, how the U.S.-Israeli relationship should be dealt with, and the issue of Palestine and its people. The relationship between the United States and Israel in the past six decades can be segregated into two schools of thought: the â€Å"special relationship paradigm† and â€Å"national interest orientation† stated Professor Robert Lieber of Georgetown University, an expert on US-Israeli relations . The United States was the first country to recognize Israel as an independent State because at the time in 1948, and until today, the U.S. Government presumes that it shares certain common values and political aims. Under the special relationship paradigm, which forms the basis of U.S. s upport of Israel even today, the Truman Administration sensed that Israel, like the U.S., held a revolutionary fortitude, was compiled of a diverse societal symphony, and shared its democratic ideals. The national interest orientation transpired over time and included mutual aims such as extenuating the Arab-Israeli conflict, sustaining Western access to Middle Eastern Oil, the battle against Islamic Fundamentalism, and with Israel in place, the U.S. was assured continued influence in the Middle East. Definitely, the initial support of the U.S. for Israel was not all politically motivated rather they were initiated on the basis of moral, cultural, and religious sentimental grounds stemming from the mayhem committed in Europe during the Holocaust, which resulted in the major immigration of Jews to Jerusalem and the surrounding areas in the first place (Ben-Zvi 2009). The period from 1948-1957 forms the first phase in the history of U.S.-Israeli relationship. As stated before, the Uni ted States was the first nation to give de facto recognition to the State of Israel primarily on grounds of moral obligation and geo-strategic concerns. This unambiguous assertion of support gave birth to a lifetime relationship between the two countries. However, in these starting years, the United States’ faith in Israel was low, and they were not provided any assistance in monetary or military form. The primary reason of U.S. for making Israel its ally during this period was that in the midst of the Cold War, Israel stood alone as the solitary supporter of the West and discourager of communism in the Middle East. The Truman Administration called this approach an eccentricity of the modus operandi, or method of operation, of stemming Soviet influence in the

Article Analysis Assignment Example | Topics and Well Written Essays - 750 words

Article Analysis - Assignment Example Constructing Conceptions of Central Banking Historically Central Banks acted as both bankers and government’s bank. As a government banker, the Central Banks helped in debt management, development programs, currency evaluation and public finances. As a private bank, it facilitated in maintaining banking stability and payment robustness etc. The role of the central banks as a government banker shows its historical links with fiscal policies. Over time, the primary role of the central bank has been confined in framing monetary policies. Previously, Keynes considered Central Banks as organs of state and instrument of government policy. Central banks role was to maintain economic and financial stability, check states control over currency and manage public finances. Prices of goods and services were fixed under the Keynesian regime. Friedman and Hayek claimed that the central banks should only try to check the powers of governments by controlling the money supply of the economy an d framing monetary policies (Marsh, 1992). ... All the nations in the EMU under this regime decided to use Euro as their common currency. The ECB was supposed to formulate the monetary policies for all these nations. The central bank of Germany, Bundesbank has seemed to highly influence the policies set by the ECB. Germany’s strong authorities in the EMU have made other nations suspect the virtues of ECB’s policies towards the economic progress of the EMU. Under this regime the governments of all these nationals had no power to control the monetary supremacies of ECB (Kolb, 2005). Both Super Strong and Extraordinarily Weak The ECB did not make direct public debts purchases and imposed high constraints in public debt financing. The member states in the EMU were instructed to maintain their budgets in balance or in surplus. If the budget deficit of a nation increased by 3% of its GDP then that nation was penalized under the regime of Excessive Deficit Procedure. Rather no implicit bail outs were offered on the failed government projects. ECB started to act as inflation tighter, while the supreme powers of the Bundesbank made other nations of the EMU hostile. Rather lack of funds started to imbibe economic crisis in the EMU. ‘The same dress does not fit everyone’, the German policies and norms introduced by ECB were highly unsuitable for many nations in EMU. The price stability and structural changes made in the labour market made income distributions inequitable between the European nations and also reduced the domestic demands (Szapary, 2000). ECB Anti-growth Bias and Pre-crisis Performance The ECB’s antigrowth biased monetary policies following the Stability and Growth Policy is actually responsible

International and global language

International and global language Introduction During the time, human societies across the world begin to contact with each others. When we travel to different countries we can find many similarities. The style of living, eating, shopping among people of different cultures are in the same way. Mc Donalds restaurants around the world are an example of these similarities. Globalization, which includes these meanings, is the process in which interrelation and interdependence of the world increases, specially in the last two decades. Technological improvements made easy for people to communicate better, for instance through internet they can communicate, travel and do international businesses easily. Globalization has increased opportunities for almost every one. Globalization helps human to exchange the ideas and beliefs. Today, much religion, historic and scientific books are available among different people from different nationalities. In the 21th century the English language plays an important function in the development of globalization. Today English become an important language for communicating. Many people use English language for varies purposes in their daily life. English is the language of technology and internet. Without knowing English we cant have a successful life. English is a vehicle for participation in the global economy. Parents want their children to learn English to have a better future. By learning English they can enter to the international trade and business. The global spread of English over the last 40 years is remarkable. English penetrate into many societies. Over 1.4 billion people live in countries where English has official status. One out of five of the worlds population speaks English. The number of people who speak English as a second or foreign language will exceed the number of native speakers. Know we are going to express why English become an international and global language in the world: After industrial revolution in 18th century and also during the 20th century many technological inventions such as telephone, electricity, fax, internet, etc became from English language countries. Countries with the economic and political powers can spread their languages into other countries. There are 3 parts in the world that English spoken in them. Native speaker such as: 1- England , USA, Canada, New Zealand Non native speaker: 2- South Africa 3-Asia: India, Malaysia, Pakistan There is a different view among people in learning English. Some of them have a positive view and others are negative. Many believe, learning a new language would be treating their own language. This idea is strong especially among those countries which believe English is an imperialism language developed by powerful countries. They believe powerful countries try to impose their language and culture to the world. When a new language merge to these societies, people realize their identity and respected language is going to be devaluated. In some cases people may look at a person who uses English in speaking as a segregationist or as people who want to corrupt a unity of people by bringing a new language or they are westernized. Occasionally those people who speak English in a localized context are ostracized by others. They have a negative view about English and English speakers; this view is coming from the policy and culture of the government which spread it among people. In a society which the majority of people speak a common language and reflexes their identity through this tool, speaking another language is then an unusual phenomenon. In addition the significant point is, the effect of environment on those people who speak English, they avoid using English in a public place, this is because they fear of condemnation and prohibition of their countryman. Many people believe during the time by knowing English, their culture and belief gradually would be change, English bring a power to them. Although others believe by knowing English they can access to information, because today many scientific materials such as books or internet are in English. teaching and learning English is a more complex task. And language learner is a complicated social being. ESL speakers are aware of the opportunities that mastering English as the dominant world language can bring to their lives Today English is an important second language and is the official second language and also it is used in the urban cities, in business and commerce and private sector. The view of rejecting English speaking people by some countries sounds to be true about postcolonial countries as Malaysia and some others which have a negative view about learning a new language. In contrast, in some countries knowing and speaking English is considered as a great advantage to be attracted by others. For instance, in Iran the person who is proficient in English is always respected by others especially in an academic environment. The students being aware of the need for English as an international language and also the language of technology particularly in 21st century (the age of communication) try to gather around this competent person to get benefit of his/her knowledge. As it mentioned in above, there is a positive view about learning a global language among the students of Iran. One of the desires of the students and parents in Iran is to be proficient in English. Parents register their children from the early age in the English institute; hope their children learn English to have a better future. Unfortunately the government policy is in contrast. The educational system in teaching English has many problems. In recent years there werent any significant progress in making a better system in teaching the students of schools. Unfortunately in Iran, the ministry of education doesnt make any decision. As I mentioned in the previous texts they believe by learning English their culture and identity would be in danger. This policy has damaged in many cases. For example we dont have enough international people in our country. Although Iran is one of the most beautiful countries in the Middle East but the number of people who travel to Iran for entertaining and visiting is not suitable. People can see hardly international people in their country, thats why they lose their chance to improve their English by communicate with them. People in Iran wish to be fluent in English but they can hardly achieve to this goal. Many of them try to learn English by their own sources. Speaking and listening skills among the students in Iran is poor. As we know this skills improve by communicating in the social context. Another problem that we have in Iran; There are many English books for educational purposes which are available in bookstores, most of them written by foreign author, few of them written by Iranian author. It is believed that English books which is written by foreigner have specific style and goal and they are not suitable .This books dont provide our specific goals. Definition of constructivism: Constructivism is one of the best structures in learning. This theory describes how students can understand the new world and constructs it by connecting their own experiences, those kinds of experiences which they gain during their life time. Each of us produces the specific rules and models which arises from our mental activity. By thinking and engaging in mental activity we can make new information and knowledge. The purpose of learning among learners is to construct hisher own meaning, not only memorize what others express to them, or imitation someone else meaning. In the school constructivism teacher encourage students to be independence and try to give them limit resources and information and led them to think individually in the lessons. Teachers want students to think, explore new hypotheses and information. Unfortunately in Iran we can see the learners do not participate in the process of learning. They have a fix curriculum which schools give it to them at the beginning of the year and they have specific books. They necessarily need to learn from the resources which schools give it to them. They cant engage in any other activity. They should listen to what teacher teaches, without challenging in the class. Also one of the beliefs in the constructivism theory is to connect the data and make a new fact. Students in Iran dont have enough background in English language and its culture. They start learning English from guidance school which is late in the process of learning. As we mentioned, they hardly can see an Englishman and it culture in their country, this lead to a culture shock. When they start learning, every thing is new, both culture and language, so thats why they dont have any information to connect with each other and make a new one. Socio-constructivism: In socio constructivism, the learners negotiate and share meanings with each other and also teacher. They discuss about the lessons in groups. Students cooperate and express new ideas in the class. Students work together and build new knowledge in cooperation with one another while benefiting from the knowledge and skill of others. Learning is a social activity .Our learning is associated with others human beings, our teachers, classmate and e.g. Schools in Iran are in contrast. The classes are teacher-center. This means the teacher teaches and students listen without exchanging any information and idea. Students must seat for a long time without participating in any activity. They feel tired after finishing the class. The teachers need to engage students in work group to think about issues and questions. One of the best methods that we see in UKM University in the school of English linguistic study is lectures want students to do assignments in group work these help students to interact with their classmates and discuss about their study. By sharing idea and information students create a new meaning and by this way they can understand and memorize better. We have a problem in the university as well as schools. Memorizing is popular in Iran. Students must study the certain books which schools provide them. Social Cognitive Theory, used in psychology, education, and communication, posits that portions of an individuals knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences(Wikipedia) Through culture children acquire enough knowledge and they would be able to think. In short, according to the social cognition learning model, culture teaches children both what to think and how to think. Cognitive development can be appearing between students by discussing in the classroom with their classmates. Through discussion they learn to chare experiences and solve their problem. As I mentioned in the previous texts, in Iran the role of teachers in the class is only teach the certain book and material. Teachers dont encourage students in work group. Students study individually. They dont have any interaction in the class for learning better. English language in Iran is teaches as a foreign language not as a second language. Teachers have responsibly to give enough motivation to students but unfortunately they dont attention to it because they think English couldnt help learners in their social life. Therefore they look at English as a foreign language and usually foreign languages and cultures couldnt help people in social life. That why they dont attention to their duties to give motivation to learners and just obey the system of education in Iran. This view causes teachers dont use English well in the class and they mostly mention to grammar. Student in this environment would not learn the culture of English language and skills for speaking and communicating.

Harper Lees To Kill a Mockingbird :: essays research papers

One of the principal aims of To Kill a Mockingbird is to subject the narrator to a series of learning experiences and then observe how much she profits from her experiences. There is rarely a chapter that does not teach Scout something new or does not build toward a new learning experience. So, one rewarding approach to the novel is throughout an examination of these experiences.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In the largest view, Scout learns about (1) justice and injustice through the Tom Robinson trial; (2) prejustice and its effects on the processes of the law and society; (3) courage as manifested in ways others act; and (4) respect for individuality of the human being. On a smaller scale, Scout learns numerous things about numerous people; she becomes aware of the difficulty of being a lady, particularly when under dressed; and she learns when to fight and not to fight.   Ã‚  Ã‚  Ã‚  Ã‚  Many of scouts learning experiences being in clearly insignificant scenes. Ultimately she must learn to respect the difference in behavior between vastly different people, especially when the behavior differs from the normal as radically as in the cases of Boo Radley, Mrs. Dubose, and the Cunninghams. So early in the novel, Scout in the novel, Scout is faced with some confusing experiences at school, where she confronts a teacher who dosen’t understand why she can read and where she meets Walter Cunningham. Later, Atticus explains to her that to judge a person you must try to see things from that person’s point of view. You must learn to walk aroun in his skin. Then you cab uderstand better why a person acts or belives what he does.   Ã‚  Ã‚  Ã‚  Ã‚  Only at the end of the novel does Scout finally learn to respect this saying. Until then, she remains curious and confused why Boo never came out of his house. In the meantime she goes through a series of maturing experiences. She learns how to see her from the teachers point of view; she tries to judge the Cunninghams and the Ewells from their side; she bears the insults of the town and particularly the apperent viciousness of Mrs. Duboes. From all of these, she learns to look at the individuality of the others!   Ã‚  Ã‚  Ã‚  Ã‚  For Scout, courage is most often something with physical act and involves personal danger. It is very difficult for Scout to see that greater courage is often required in other places of life. Scout learns that the greatest courage can be found in a situation where a person knows that he is going to lose and still continues to fight.

John Williams (Composer) Essay

Born in Queens, NY, in 1932, John Williams is arguably the most sought-after composer in Hollywood today. Musically, John Williams greatly influences my work and I find his grandiose, sweeping scores a benchmark to which I would like to progress to in my composing career. With 47 Academy Award nominations, he is the most nominated musician in Academy Awards history and the second-most nominated person of all-time (second to Walt Disney). However, Williams’ rise to fame has been slow and it has taken many years for him to become the household name he is today. This encouraged me, as it showed that even a musical legend like John Williams started out small and worked his way up. During his time studying at Juilliard, he worked as a jazz pianist in New York clubs and after his studies, he moved to L.A. where he began working as a studio pianist for renowned composers, such as Henry Mancini and thus, some of his more comedic scores show Mancini’s influence. He soon gained notice in Hollywood for his versatility in composing jazz, piano and symphonic music. When composing a piece of music, I always look to John Williams for inspiration. One of his most famous techniques, and a technique I greatly appreciate, is the concept of leitmotif and his ability to write a fitting and recognisable piece of music to accompany a particular character; a favourite of mine being â€Å"Princess Leia’s Theme† from Stephen Spielberg’s space epic Star Wars. Williams’ collaboration with Stephen Spielberg began when Spielberg was an all but unknown director, with the film The Sugarland Express and with the momentum of that success, they began a long collaboration together, working on films such as Indiana Jones, Schindler’s List, Harry Potter, Jaws, Jurrasic Park and Close Encounters of the Third Kind, with the latter’s musical and film concepts being worked on simultaneously by Spielberg and Williams, an unusual step for a Hollywood film but typical of John Williams for pushing boundaries. His ability to write so many different styles of music, from Schindler’s List to Indiana Jones, is a skill I which greatly inspires me, as well as his flair for conveying a particular theme; particularly in E.T, where his music depicts the childlike innocence of the film. He is a chameleon of sorts and his seemingly effortless approach to composing exquisite pieces of music for completely different genres makes him stand out amongst other notable musicians of our modern culture. He also takes a lot of inspiration from composers such as Richard Strauss and Wagner, and it is evident in the style of some of his work that he admires the grand, symphonic scores and neoromatic style of Golden Age composers Max Steiner and Erich Wolfgang Korngold. When orchestras are performing his pieces, John Williams likes to be the one to conduct, adding more passion and depth to the music that wouldn’t be there if it were another conductor. I have viewed many videos on Youtube of orchestras playing Williams’ creations and each time they have played with a fervour and respect that spawns a magical, tangible atmosphere, making the music stay with you long after the orchestra has stopped playing. The fact that his scores are not particularly technically difficult, yet still require a musician of great calibre to play them, shows how much effort Williams puts in to evoke the emotion and theme of the film. Star Wars is perhaps Williams’ most famous and memorable scores and is the highest-grossing non-popular recording of all-time. The combined scores add up to more than 14 hours of orchestral music – a magnitude unheard of by most musicians. It is this tenacity and dedication that I admire most about John Williams and is, most likely, what gave him the remarkable career he has enjoyed for so many years.