The History Of Cleopatra VII

The History Of Cleopatra VII Cleopatra VII was the last person to rule Egypt as an Egyptian pharaoh. After her death Egypt became a Roman province. She was a member of the Ptolemaic dynasty (a royal family which ruled Egypt during the Hellinistic Period-323 BC to 146 BC) of Ancient Egypt. She is therefore considered to be a descendant of one of Alexander the Greats generals who had seized control over Egypt after Alexanders death. Cleopatra learned Egyptian unlike other Ptolemies who spoke Greece and refused Egyptian and represented herself as the reincarnation of an Egyptian Goddess. Cleopatra VII ruled originally with her father Ptolemy XII Auletes (commonly name as Auletes and who ruled Egypt from 80 to 58 BC) and later with her brothers, Ptolemy XIII and Ptolemy XIV. Later she became a sole ruler. As pharaoh, she kept good relations with Julius Caesar (Roman General who played a critical role in the transformation from Roman Republic to Roman Empire) that solidified her grip on the throne. After Caesars assassination in 44 BC, she aligned with Mark Antony in opposition to Caesars legal heir and she bore the twins Cleopatra Selene II and Alexander Helios, and another son, Ptolemy Philadelphus. Mark Antony was defeated by Octavian (the future emperor Augustus) and hence Egypt became the Roman province of Aegyptus. Though Cleopatra was an Egyptian pharaoh but she basically belonged to the Ptolemaic dynasty which was Hellenistic. Cleopatras mother language was Greek but still was the first ruler of the dynasty to learn Egyptian. She also adopted Egyptian beliefs and deities. Her patron deity was Isis (a Goddess in Ancient Egyptian religious beliefs) and thus was considered the re-incarnation and embodiment of the goddess. Her death marked the end of the Ptolemaic Kingdom and Hellenistic period and the beginning of the Roman era in the eastern Mediterranean. The above picture displays the bust of Cleopatra VII who is depicted as a great beauty and her legacy still survives in various works of art and dramas. William Shakespeares Antony and Cleopatra, Jules Massenets opera, Clà ©opà ¢tre are some examples of dramatizations inspired by Cleopatras life. REIGN 51 BC TO 12 August 30 BC SUCCESSOR None (Egypt was annexed by Rome) SPOUSE Ptolemy XIII Theos Philopator Ptolemy XIV Julius Caesar (not legally wed) Mark Antony FATHER Ptolemy XII Auletes MOTHER Cleopatra V of Egypt BORN 69 BC DIED 12th August 30 BC (aged 39) BURIAL Burial was done in Alexandria, Egypt Cleopatra in the Roman Civil War In the Roman civil war between the Caesarean party which was led by Mark Antony and Octavian and party led by Marcus Junius Brutus and Gaius Cassius Longinus who assassinated Julius Caesar. Cleopatra sided with the Caesarean party because of her past. Brutus and Cassius together and sailed to the East of the Roman Empire and conquered large areas and established their military bases. Now Cassius wanted to invade Egypt to seize the treasures of that country and to take the revenge from the queen as she refused his request to send him supplies punish the queen for her refusal of Cassius request to send him supplies and her support for Dolabella (a Roman General). At that time in Egypt there was famine and an epidemic which became an important reason why Cassius thought that Egypt could easily be conquered. But still he could not execute the invasion of Egypt because at the end of 43 BC Brutus called him back to Smyrna (an ancient city located at a central and strategic point on the Aegean coast of Anatolia now located in Turkey). Cassius tried to blockade Cleopatras way to the Caesareans. Nevertheless Cleopatra sailed with her military from Alexandria to the west along the Libyan coast to join the Caesarean leaders but she was forced to return to Egypt because her ships were damaged by a violent storm and she became ill. Relationship with Julius Caesar Cleopatra became Caesars mistress, and nine months after their first meeting, in 47 BC, Cleopatra gave birth to their son, Ptolemy Caesar, nicknamed Caesorian , which means little Caesar. At this point Caesar cancelled his plans to annex Egypt, instead backing Cleopatras claim to the throne. After a war lasting six months between the party of Ptolemy XIII and the Roman army of Caesar, Ptolemy XIII was drowned in the Nile (longest river of the world situated in Egypt) and Caesar restored Cleopatra to her throne and assigned her younger brother Ptolemy IV as her new co-rule. Although Cleopatra was 21 years old when they met and Caesar was 52, they became lovers during Caesars stay in Egypt between 48 BC and 47 BC. Cleopatra claimed Caesar was the father of her son and wanted his son to be the heir of Julius Caesar but instead of making his son caesorian, his heir, he chose his grandnephew Octavian. But Caesar even erected a golden statue of Cleopatra represented as Isis in the temple of Venus Genetrix (the mythical ancestress of Caesars family), which was situated at the Forum Julium (a forum built by Julius Caesar in Rome). Caesar was assassinated on 15 March, 44 BC. At that time Cleopatra was in Rome along with her outrages. After Caesars assassination Cleopatra returned to Egypt with her relatives. After the death of Ptolemy XIV who was allegedly poisoned by his elder sister, Cleopatra made her son Caesorian, her successor and gave her an epithet (an epithet as a descriptive word or phrase given to someone) Theos Philopator Philometor which means Father and mother loving God. Cleopatra and Mark Antony Coin of Antony and Cleopatra In 41 BC, Mark Antony, one of the triumvirs (name historians give to the official political alliance of Gaius Julius Caesar Octavians, later known as Augustus) who ruled Rome after the assassination of Julius Caesar. Dellius had to summon Cleopatra to Tarsus (a historical city in south eastern Turkey) to meet there Antony and answer questions about her loyalty. During the Roman civil war she allegedly paid much money to Cassius due to which Antony lost his trust on Dellius. Actually it seemed that in reality Antony wanted Cleopatras promise to support his war against the Parthians (citizens of Parthia a region of North eastern Iran). Cleopatra had Antony order the death of her sister Arsinoe to safeguard herself and her son, Caesarion. Arsinoe at that time was living at the temples of Artemis in Ephesus (Artemis is one of the religious Greek deities which is situated in Ephesus which is an ancient Greek city). On 25 December 40 BC, Cleopatra gave birth to twins fathered by Antony, Alexander Helios and Cleopatra Selene II. Four years later, Antony visited Alexandria again on route to make war with the Parthians. Donations of Alexandria was a religious-political statement by Cleopatra VII and Mark Antony in which they distributed lands of Rome and Parthia amongst Cleopatras children and granted them many titles especially for Caesarian who was the son of Julius Caesar. Donations of Alexandria was announced in late 34 BC, followed by Antonys conquest of Armenia (a client state of roman and Persian Empires stretching from Caspian to Mediterranean sea), Cleopatra and Caesarian were crowned co-rulers of Egypt and Cyprus. Cleopatra Selene II was crowned ruler of Cyrenaica and Libya and Ptolemy Philadelphus was crowned ruler of Phoenicia, Syria, and Cilicia. Donations of Alexandria were also a main reason for The Final war of the Roman Republic. Cleopatra was also given the title of Queen of Kings by Antonio. Her enemies in Rome feared that Cleopatra was planning a war of revenge that was between the whole of East against the Rome and establish herself as empress of the world at Rome and inaugurate a new universal kingdom. Caesarian was given co-regency with Cleopatra and was also given many titles such as god, son of god and king of kings. Egyptians thought Cleopatra to be a reincarnation of goddess Isis, as she called herself (NEA Isis). Relations between Antony and Octavian finally broke down in 33 BC, and Octavian declared a war against Egypt. In 31 BC Antonys forces faced the Romans in a naval action off the coast of Actium. Cleopatra was present with an army of her own. But Octavians invaded Egypt in the Battle of Actium and thus Antony and Cleopatra lost this war and thus the Roman Empire took over the Egypt. As he approached Alexandria, Antonys armies deserted to Octavian on August 1, 30 BC. DEATH This picture above shows the death of Cleopatra which was drawn by Guido Cagnacci in 1658. There have been many stories about the death of Cleopatra VII such as according to the ancient sources; particularly the Roman ones think that Cleopatra killed herself by inducing an Egyptian cobra to bite her. The oldest source is Strabo who was a Greek historian, geographer and a philosopher says that there are two stories: That she applied a toxic ointment OR That she was bitten by an asp. Other authors have questioned these historical accounts, stating that it is possible that Augustus had her killed. In 2010, the German historian Christophe Schaefer challenged all other theories, declaring that the queen had actually been poisoned and died from drinking a mixture of poisons. After studying historic texts and consulting with toxicologists, the historian concluded that the asp could not have caused a slow and pain free death, since the asp (Egyptian cobra) venom paralyses parts of the body, starting with the eyes, before causing death. Schaefer and his toxicologist Dietrich Mebs decided Cleopatra used a mixture of hemlock, wolfsbane and opium. Plutarch, writing about 130 years after the event has also mentioned the asp to be the major reason for Cleopatras death. He reports that Octavian succeeded in capturing Cleopatra in her Mausoleum after the death of Antony. He ordered his freedman Epaphroditus to guard her to prevent her from committing suicide because he allegedly wanted to present her in his triumph. But Cleopatra still was able to suicide by provoking the asp (cobra) to bite her on her arm. Suetonius, writing about the same time as Plutarch, also says Cleopatra died from an asp bite. Shakespeare also gave his own theory on the death of Cleopatra which gives us the image of Cleopatra clutching the snake to her breast. Before him, it was generally agreed that she was bitten on the arm. The site of their Mausoleum (a monument) is uncertain, though it is thought by the Egyptian Antiquities Service, to be in or near the temple of Taposiris Magna south west of Alexandria. Cleopatras son by Caesar, Caesarian, was proclaimed pharaoh by the Egyptians, after Alexandria fell to Octavian. Caesarean was captured and killed by Octavians. CONCLUSION: Why the women in world history were not given due importance? By taking the example of Cleopatra VII, the reasons why women were not given importance are: Cleopatra being the mother was more concerned about her children. She always tried her children to get throne unlike Julius Caesar who chose his grandnephew. Women are more directed towards their own children rather than caring about their kingdom. Cleopatra was not much concerned for her empire or the kingdom and was more aligned towards her family. Donations of Alexandria is the most important example which clearly explains that Cleopatra cared only about her family. She could have given those empires to some more educated or strong and a better person which could have helped her and Antony in the battle against Octavians. Well these were the main reasons why I think women were not given due importance in history.

Operant Conditioning Essay -- B.F. Skinner Behavior Papers

Operant Conditioning Overview: The theory of B.F. Skinner is based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment. A response produces a consequence such as defining a word, hitting a ball, or solving a math problem. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. The distinctive characteristic of operant conditioning relative to previous forms of behaviorism (e.g., Thorndike, Hull) is that the organism can emit responses instead of only eliciting response due to an external stimulus. Reinforcement is the key element in Skinner's S-R theory. A reinforcer is anything that strengthens the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction. The theory also covers negative reinforcers -- any stimulus that results in the increased frequency of a response when it is withdrawn (different from adversive stimuli -- punishment -- which result in reduced responses). A great deal of attention was given to schedules of reinforcement (e.g. interval versus ratio) and their effects on establishing and maintaining behavior. One of the distinctive aspects of Skinner's theory is that it attempted to provide behavioral explanations for a broad range of cognitive phenomena. For example, Skinner explained drive (motivation) in terms of deprivation and reinforcement schedules. Skinner (1957) tried to account for verbal learning and language within the operant conditioning paradigm, although this effort was strongly rejected by linguists and psycholinguists. Skinner (1971) de... ... as well as teaching and instructional progress. Consider the suggestions of this theory for the development of programmed instruction: 1. Practice should take the form of question-answer frames that expose the student to the subject in steady steps. 2. Guarantee the learner makes a response for every frame and also receives immediate advice. 3. Arrange the difficulty of the questions so the response is always correct and that's why there is a positive back up. 4. Ensure that a good presentation in the lesson is paired with secondary support such a verbal praise, rewards, and good grades. Behavior that is positively supported will reoccur; constant support particularly effective. Information should be presented in small amounts so that responses can be reinforced. Reinforcements will simplify across the same ‘stimulus generalization’ giving secondary conditioning.

Comparing Story of an hour vs The Yellow Wall Paper :: essays research papers

Comparing Short Stories   Ã‚  Ã‚  Ã‚  Ã‚  Kate Chopin’s â€Å"The Story of an Hour† and Charlotte Gilman’s â€Å"The Yellow Wallpaper† are both centralized on the feministic views of women coming out to the world. Aside from the many differences within the two short stories, there is also similarities contained in Chopin’s â€Å"The Story of an Hour† and Gilman’s â€Å"The Yellow Wallpaper,† such as the same concept of the â€Å"rest treatment† was prescribed as medicine to help deal with their sickness, society’s views on the main character’s illness, and both stories parallel in the main character finding freedom in the locked rooms that they contain themselves in.   Ã‚  Ã‚  Ã‚  Ã‚  Both â€Å"The Story of an Hour† and Charlotte Gilman’s â€Å"The Yellow Wallpaper† display women discovering freedom from society’s standards during the setting’s time period. In â€Å"The Story of an Hour,† Louise locks herself in her room after discovering that her husband has died and at that point in the story she finds herself more confident in herself. She exclaims, â€Å"Free! Body and soul free!† (Chopin 83). After she believed her husband died she finally had reason to take initiative in life and did not have to live a life were nothing was expected of her. She found freedom in locked quarters. Just as John’s wife did in â€Å"The Yellow Wallpaper.† As the wife’s sickness progressed, her anxiety over the yellow wallpaper increased. The patterns developed within the walls showed the image of a woman creeping along, and as the shadows of the bars from the window cast across the woman. Th is can symbolize how she is like the shadow, imprisoned in her room and mansion. As time moved forward, the wife fully identifies with the image in the wall, and by the end of the story she locks herself in her room and frees the woman behind the bars by pealing off most of the wallpaper.

Diagnostic Essay

Of all the things high school students complain about, being sleep deprived and tired ranks first as most problematic. The issue isn't that kids simply choose not to get enough sleep; it is that the majority genuinely cannot. Students are constantly being badgered by parents, doctors and school faculty to get at least eight hours of sleep, but with school starting as early as 7:20, that makes getting a decent amount of sleep an almost impossible task.Though there are numerous other reasons as to why students are lacking leap, the start time of school is ultimately the main contributor and leads to many severely negative results. A policy causing high schools to start at 8:30 instead would greatly improve the number of better rested students. Firstly, there are a plethora of other variables preventing students from adequate sleep. Such examples include an excruciating amount of homework, extra-curricular activities and striving to maintain the Triangle Of Health. These additional issu es make It even more difficult to get enough sleep.The large amount of homework sometimes has students staying up all hours of the night. Some might argue that if students manage their time efficiently they should be able to go to sleep at a reasonable hour, but even the most organized, intelligent students have trouble completing their huge quantity of homework by the time recommended getting to bed. Next, students are greatly encouraged to participate in after school activities, however, enough sleep is practically impossible to attain when most activities run until five and time is lost to complete work.Finally, students are educated in health class to maintain the Triangle of Health, a diagram representing three crucial elements to being an overall healthy person – physical, mental, and social health. So, students are trying to maintain each form of health by attempting to make time for friends and family, hobbies, at least a half hour of exercise, and stimulation of the mind through education. Overall, when students have these other things to worry about, the early start of school is really an issue when endeavoring to get enough sleep.Secondly, students' lack of sleep affects their overall performance in school, academically and physically. Inadequate sleep in adolescents, defined as less than nine hours per night, is a known problem and a major public health concern. Sleep is food for the brain. Without the nourishment of enough sleep one can look awful, feel moody, and perform badly. While it's true that delaying school would cause complications in bus runs and after school activities, there are many convincing reasons to do so. A study made by Dry.Kyle Hailstorm at the University of Minnesota, saw an improvement in attendance and enrollment rates, increased daytime alertness, and decreased student-reported depression in seven schools whose start time changed from 7:15 to 8:40. Other studies have shown less likelihood of experiencing depressed m oods, reduced possibility for tardiness, reduced absenteeism, better grades, reduced risk of drowsy driving, and reduced risk of metabolic and nutritional deficits associated with insufficient sleep, including obesity. Another doctor, Judy Owens, MD and sleep expert undertook studies as well.She found that there was a significant average increase in sleep duration on school nights of 45 minutes across all grades nine to 12 after the change in the school start time. Her report also showed a drastic decline in students who said they rarely or never got enough sleep. The pros more than surpass the cons when it comes to a delayed school start time. All in all, if a little time and effort was put into finding solutions to the few complications that might arise in school starting at 8:30 rather than 7:20, students overall health and academic performance would improve aromatically.If there is one thing students are lacking in their lives, it is most definitely sleep and unfortunately it is a major issue. With all the incredible benefits of suitable sleep and depressing negative effects of not enough, if given the option, students would most definitely choose to sleep rather than be working on hours of school work and staying at after school activities. But, when the start time of school is as early as 7:20, students will be continuing to be sleep deprived and performing the tiring ritual of complaining of lack of sleep. Diagnostic Essay English class that I will have to take I am excited; I come with a great expectation of leaving behind my bad writing experiences; although a kind of weakness opaque my writing strengths I am going to take full advantage of each and every concept learn during the English 1301 class. First of all, I come with a great expectation of leaving behind my writing experiences presented in my lasts English classes.The memory of the first official essay that I wrote in life is enormously disturbing. Do not remember err well the date but it is truly an experience that will always be impossible to forget. It all started when the professor assigned to each one of us a topic from which we had to develop an essay. I have to mention that the word â€Å"plagiarism† was not in my vocabulary, so I immediately went into the site of lazy people called â€Å"Wisped† and started to copy and paste all the useful information that I found.That way my worked was finished in less than 10 minutes. As well, it was no longer necessary to put attention to the professor essay explanation. Consequently, the teacher did not even take ten seconds o detect my cheat when she was grading my work. After a horrible F in my grade and after a great shame in front of everyone in my class, I realized that the lessons that the teacher had given during the class was going to help me write my essay and obviously what I did was wrong and it was considered â€Å"plagiarism†.Above all, the positive part of this bad writing experience is that promised that will never do it again, and that I was going to use every skill learned in each and every English class in order to be able to develop perfect essays without any plagiarism. On the other hand, especially in this class, a weakness opaque my writing retries; this is due to the fact that English is considered my second language. I come from Monterrey, Mexico and I moved 3 years ago to this country. My first language is Spanish.All my thoughts and ideas in my head are produced in Spanish and in a matter Of seconds I translate it into English. Of COUrse, that point that I see it as a weakness will only disappear if I give the double of the effort. However, through the pass of the years realized that one of my greatest virtues is my agility in the development themes, especially if the theme has to do with science or social problems. As a matter of fact, spent woo to three hours every day reading science magazines or books, and that has helped me when need to develop essays.That's exactly what will do in this English 1301 course; I am going to squeeze 100% each and every knowledge given by the teacher. Improving and enhancing the area of reading comprehension through the ‘Mercury Reader book As well as learning how to adequately answer each and every question used to complete the journals. My goal is to get into the nursing program. Come with the clearly idea that every lesson, every concept learned in this course dur ing this semester will have a positive impact on my future.