The FloodStarting at Lines 785, p. 93 of the PDF, we encounter one of the first flood narratives in recorded history; why do you think imagery of a flood--seen perhaps more famously in modern America through Noah's story in the Old Testament--were so powerful and pervasive for people living in the ancient world? Think that most civilizations grew up around rivers and oceans where floods and tidal events were among their greatest dangers and fears.What details in Utnapishtim's tale sticks out to you, especially knowing that the Hebrew Bible would be composed/constructed from earlier texts centuries later?In Greek Mythology (which came well after Mesopotamian stories and cultures were developed from them as well as Egyptian and other sources), the god Poseidon was given dominion over of the oceans, the tides, tsunamis/tidal waves, and earthquakes and the people feared him nearly as much as they feared Zeus, Poseidon's brother and King of the Gods--how might we see mythic figures Poseidon (or Neptune as the Romans would call him) as following from such stories as this one in Gilgamesh?The Return Home:For nearly all epic heroes, the return home is an important element in the conclusion of the journey (or journeys) undertaken in the story)--Gilgamesh goes back home starting at line 1024, p. 207 of the PDF--why is this important to the story? What has he learned? What does he accept that he didn't at first?Look especially at the idea of Gilgamesh being given the gift of immortality as a plant--Urshanabi tells him that he can remain young forever, and Gilgamesh intends to bring it back to Uruk and cultivate it for all others--how has he changed from the start of the poem?That the poem has a serpent take the plant--does this remind you of another story? How do both stories use so many people's seemingly primordial, instinctual fear of and revulsion to snakes?What have we learned through reading this poem? What does it hold for us as readers in 2018?Femininity in GilgameshThink about what the story suggests about the role(s) of and for women--the harlot is sent to tempt and temper Enkidu and make him more man than beast.What does this mean for the image of 'woman' in this text?What are your thoughts on this image as well as images of femininity in the poem?Further, how can we see images of women and goddesses in the poem as setting up patterns we can see in later sacred and other texts? Examples of femininity in more modern texts that you can trace back to Gilgamesh?Gilgamesh and Enkidu as CharactersWhat do you make of the character of Gilgamesh--is he good person? Would you like to know him? Why or why not?From the start of the poem, what do we learn about him--especially as both a man and a ruler? is he a good character? Would you want to live under his leadership?What drives Gilgamesh at different points in his story?How does Enkidu figure as a character in Gilgamesh's story?Can we see them as the father-figures (if you will) of so many "buddies" in other texts all the way to today's characters such as Batman and Robin, Han Solo and Chewbacca, the 'Bridesmaids,' the 'Hangover' gang, and other groups in contemporary media?The GodsWhat do you make of the Gods as depicted in this work?How do they differ from the Gods in Greek or Roman myths you might know (Zeus/Jupiter, Athena/Minerva, e.g.) or the God of Abraham (sometimes just referred to as 'God' or Yahweh/YWWH)?What makes them seem more human, shall we say, than the God of Abraham, and what do you think that the Mesopotamians thought about their Gods?Early in the poem, starting at line 24, we can see a little of the relationship of the people and the gods, especially with regard to Gilgamesh himself--how would you describe the relationship the people have towards their gods? Does it seem different from how contemporary Jews, Christians, Muslims, et. al. see themselves and their God? What do you make of this?Why Does Gilgamesh Persist?It is based, all historical evidence suggests, on a living king from the 27th Century B.C.E. ('Before Christian or Before Common Era' depending on who you ask--I prefer 'Common Era' myself) or ~5000 years ago.The story was written in cuneiform on tablets that were created ~2700 years ago in the 7th Century BCE. Gilgamesh, though we have it as a prose narrative, is the first epic poem in recorded literature, and the epic, while under great changes in the last 27 centuries remains one of the most popular story forms in all Western culture--the Harry Potter series is one of the most recent examples and borrows many elements directly from Gilgamesh--e.g. a chosen hero with superior abilities, great friends who aid him in times of trouble, meetings with monsters, quests for immortality, etc. So, why does Gilgamesh still reward readers?What do you like in the work?What doesn't work for you?This PDF is free and Open-Source: https://ung.edu/university-press/books/compact-ant...No words limit. Answer all questions.

Documentation Plan ExplanationCD 34 Documentation Plan 40pointsBased on course knowledge and the information gathered through observation, the student will generate at least three developmentally appropriate recommendations of follow-through plans to positively influence children’s development and learning.The observation narrative and recommendations are clear, logical in their sequencing, typed, and contain fewer than five spelling grammatical or format errors.Now that you have completed 4 observations using three different tools (Narrative, Anecdotal, Checklist) on the same child, you will synthesize the impact of the environment, interactions, and curriculum on the development of the child in order to make Developmentally Appropriate prescription (recommendations) to assist the child in their developmental milestones. In order to do this you must refer to your narrative/running record, anecdotal, and checklist observations of the child and respond to the following on the chart and template provided:Identify at least three areas (see Developmental Checklist) where the child showed strength and confidence (2 pts per area = 6pts)Support each strength observed by identifying the Assessment Tool you used for evidence (1pt per tool = 3pts)State whether it was the environment, interactions, or curriculum that impacted the child’s development at that time (I pts per impact = 3pts)Discuss three areas the child needed to strengthen within their developmental milestone on the basis of your interpretations from your observations (2 pts per area = 6pts)Support each area needing strengthening by identifying the Assessment Tool you used for evidence (1pt per tool = 3pts)State whether it is was the environment, interactions, or curriculum that impacted the child’s development at that time (1 pt per impact = 3pts)Compile Developmentally Appropriate prescriptions (recommendations) of two activities per area needing strength to that will assist the child to progress in their development (2 pts per recommendation = 12 pts)You will use the following template to assist you in organizing your interpretations, data, and recommendations. (4pts for correctly filling out and editing with less than 5 errors)CD34DocumenationPlanWest.doc

Choose one of the following three sets of videos to watch and then respond to the short answer questions in the next task.Set 1: Emma vs. CluelessJane Austen’s novel Emma dates from the early 1800s and explores the adventures of a young woman of means who serves as a matchmaker for her friends, but has poor luck herself in finding a mate. Compare the expression of this story in the two films for which the trailers are presented here. The film Emma follows Austen’s novel closely, while Clueless provides a modern spin on the 200-year-old story.Emma (1996) Official Trailer (1:52)- Caption Video: link HUM-100 Emma 1996 Official Trailer (CC).Clueless Trailer (2:32)- Caption Video: link HUM-100 Clueless Trailer (CC).Set 2: Romeo and Juliet vs. West Side StoryShakespeare’s play Romeo and Juliet is one of the most popular dramas in English literature. Note the different ways it has been translated to the screen in these three excerpts. You will see a conventional interpretation of the Shakespeare play, a version set in modern times, and West Side Story, a musical loosely based on the drama featuring rival gangs in New York City.Romeo and Juliet (1968) Trailer (3:46)- Caption Video: link HUM-100 Romeo and Juliet 1968 Original Trailer (CC).Romeo + Juliet (1996) Trailer (2:15)- Caption Video: link HUM-100 Romeo and Juliet 1996 Trailer (CC).West Side Story Official Trailer (1961) (3:54)- Caption Video: link HUM-100 West Side Story Official Trailer 1961 (CC).Set 3: Pride and Prejudice vs. Bridget Jones’s DiaryPride and Prejudice by Jane Austen is an early nineteenth-century British novel about the role of communication in interpersonal relationships. In this clip from a BBC dramatic series based on the novel, we are introduced to Mr. Darcy, who appears to be smug and aloof, at least in the eyes of Miss Elizabeth Bennet. As the story unfolds, however, we learn the reasons behind this not-quite-accurate first impression.The popular film Bridget Jones’s Diary is loosely modeled after Pride and Prejudice. The film is based on a 1996 novel by Helen Fielding. This clip features an exchange between Bridget and Mark Darcy (note the same last name as in Pride and Prejudice.) At this point, Bridget is infatuated with her boss, Daniel Cleaver, and does not see the real virtues of her own “Mr. Darcy.”Pride and Prejudice 1995 Trailer (1:19)- Caption Video: link HUM-100 Pride and Prejudice 1995 Trailer (CC).Pride and Prejudice Official Trailer (2005) (2:21)- Caption Video: link HUM-100 Pride and Prejudice 2005 Trailer (CC).Bridget Jones’s Diary (1:40)- Caption Video: link HUM-100 Bridget Jones's Diary Trailer (CC).Following review of one set of the videos in the previous task, respond to the following questions in 1–2 sentences.How do you think the new and old versions represent different aspects of their societies/times? What are the similarities and differences?How does each version reflect the culture and time period in which they exist?After considering the examples presented, think about the artifact that you chose for Project 1. Pose one question regarding the relationship between human culture and expression in relation to your artifact. In one sentence, explain one approach you may take to find the response to the question posed.To complete this assignment, review the 3-3 Short Answer Rubric document.