Power of Culture to Create Better Future Essay Example for Free

Power of Culture to Create Better Future Essay It is rightly emphasized that â€Å"The future depends on what you do today. † And whatever we do today represents our culture. Actually Culture is a word for people’s ‘way of life’, meaning the way they do things. Different groups of people may have different cultures. Culture is seen in people’s writing, religion, music, clothes, cooking, and in what ever they do which makes their country different and unique from others. Culture simply means to control the over nature. It includes the outlook, attitude, values, goals and practices shared by society. As different people have different cultures, they have different ways of thinking about and understanding the world and their own lives. As for my country, I believe that my culture is a lot different from others. My culture says to meet everyone with a smile. My culture teaches me how to do good deeds. It teaches me to prevail brotherhood. How would a nation survive without brotherhood? Without peace? How would u want your future to be? Violent? No right? So that’s how our culture helps to create a better future. We all would definitely want a peaceful future and if we follow our culture, we would definitely have it like we want. Our culture also includes the way we dress. Our dressing plays one of the most important parts in our culture. It shows our belonging to our country. As in my country women are supposed to cover themselves or they are said to be half responsible for violence. If we don’t follow this tradition then definitely our future can’t be good. If we follow these traditions now, our children who are the actual future will learn this and this would lead them towards betterment and as it is said, â€Å"A person without the knowledge of their past history, origin and culture is like a tree without roots† Culture also means the integrated pattern of human knowledge and belief. And whatever people believe today comes from education. As Malcolm X said, â€Å"Education is the passport to the future, for tomorrow belongs to those who prepare for it today. † Education is the main way for a better future. If we won’t be educated now, what will happen in the future? My country’s culture teaches me to get education, no matter how long you have to travel. And if we follow the culture today, we would get what we want in the future. Education is the key to success. It can help us in the development of our nation. People now days usually forbid women education but The founder of Pakistan, Quid-e- Azam M. A. Jinnah said, â€Å"NO nation can achieve anything, until it is women who go side by side with men even to the battle field. † Women and men are equal. This difference has been finished now days. There are working and successful women who influence our daughters to do something better for the future. That is the power of our culture. It influences the today’s world which inspires the new generation. Education also enables us to create new technology which makes our lives easier. Today, the world is much more problem free than the olden times. The reason is because technology is invented. More technology may help our lives get easier and lead us towards a better future. Cultures influence our lives. They teach us the rules to live in a country. Our culture also says to follow rules. We follow rules and this can be counted as a step towards betterment. Not following rules may lead to accidents and accidents are the first step towards violence and terrorism. Following rules, whether in our country, home, school or anywhere, can be counted as a help towards a better future. In the end I would just like to say that now a day’s people are forgetting about our culture. Following our culture might help us create a better future. Every little step counts. Now it’s up to us if we want to start the journey because as Bob Marley said â€Å"Every man gotta right to decide his own destiny. †

Comparing the Epic of Gilgamesh Flood Myth and Book of Genesis Biblical

Comparing the Gilgamesh and Genesis Floods      Ã‚  Ã‚   The rendition of the historic, worldwide Flood recorded in Genesis of the Old Testament is similar to the account recorded on Tablet 11of the Sumero-Babylonian version of the epic of Gilgamesh, discovered in the 1800’s by British archaeologists in Assyria. Let us compare the two in this essay.    Alexander Heidel in his book, The Gilgamesh Epic and Old Testament Parallels, provides a background for the survivor of the Sumero-Babylonian Flood, Utnapishtim:    Utnapishtim was the son of Ubara-Tutu, the Otiartes, or, rather, Opartes of Berossus. According to Berossus, the deluge hero was the tenth Prediluvian king in Babylonia. Also in the Sumerian inscription he is referred to as king; there he occupies also a priestly office, viz., that of the administrator of the temple provisions of a certain god. In the Gilgamesh epic, Utnapishtim is not invested with any royal power or entrusted with any priestly office; from it we learn simply that he was a citizen of Shurippak (Tablet XI:23) and a man of considerable wealth (XI:70ff). (227)    N.K. Sandars in the Introduction to his book, The Epic of Gilgamesh, sums up the involvement by the pagan gods in the Sumero-Babylonian Flood narrative:    In the Gilgamesh flood Ishtar and Enlil are as usual the advocates of destruction. Ishtar speaks, perhaps in her capacity as goddess of war, but Enlil prevails with his weapon of the storm. Only Ea, in superior wisdom, either was not present, or being present was silent, and with his usual cunning saw to it that at least one of the race of men should survive. (41)    Column 1 on Tablet 11 begins the Sumero-Babylonian Flood narrative (Gardner 226). The sage Utnap... ...nd his family to â€Å"be fruitful and multiply, and fill the earth.† God promises that â€Å"never again shall there be a flood to destroy the earth.† The offering of sacrifice, and its acceptance by God – these are repeated in both accounts of the Flood.    WORKS CITED    Gardner, John and John Maier. Gilgamesh: Translated from the Sin-leqi-unninni version. New York: Alfred A. Knopf, 1984.    Harris, Stephen L. â€Å"Gilgamesh.† The Humanist Tradition in World Literature. Ed. Stephen Harris. Columbus, OH: Charles E. Merrill Publishing Co., 1970.    Heidel, Alexander. The Gilgamesh Epic and Old Testament Parallels. Chicago: University of Chicago Press, 1949.    Ignatius Holy Bible. Revised Standard Version, Catholic Edition. San Francisco: Ignatius Press, 1966.    Sandars. N. K. The Epic of Gilgamesh. New York: Penguin Books, 1972.   

Cloning human Beings is not ethical Essay

† Here Dickens abruptly changes the atmosphere and creates one of sadness and regret, and so he uses his mutual technique to change the atmosphere in reflection to Scrooges feelings, and he does this here to link the moral message with emotive feelings the reader is experiencing, to make it more powerful. Here he is aiming to imply that you will regret not giving money and love to the more unfortunate than you, even if you don’t feel that way at the time. Further on in this chapter, Dickens creates powerful atmospheres to develop his moral message further. He most notably does this when Scrooge enters his joyful old boss’ (Fezziwig) warehouse where he was apprenticed. Whilst Dickens is describing the Christmas event as happy and ecstatic, this develops a powerful atmosphere by numerous significant ways. For example, whilst the event is happening, he repeats over and over again: â€Å"In came†¦ in came†¦ in came†¦ in came,† to describe the entry of the guests at Fezziwig’s event, and Dickens uses this to develop an atmosphere and a theme of joyfulness and togetherness, and that consequently shows, due to Dickens’ recurring technique, that the intended effect on the reader is to make him/her feel happy. This suggests that nearly everyone was keen to be celebrating Christmas together by all appearing one by one at this event. He is intending the reader therefore to feel part of the happy occasion, and this is emphasized by the fact that lots of people are coming, which essentially suggests that everyone is welcome. This conveys richly with the spirit and meaning of Christmas that Dickens is attempting to put forward in his moral message, through the use of this atmosphere. He is expressing that Christmas time is a time for sharing and spending time with your family and friends, which is reflected in Scrooge’s youth, but contrasts with Scrooge’s life at present. Therefore, this makes Scrooge, due to the ‘Ghost of Christmas Past’, think more about how he is acting at the present, where he is anti-social and refuses to acknowledge that he has to be sharing and caring during Christmas time. As well as successfully creating, building, and developing atmospheres to develop a moral message in chapter two, Dickens uses suspense in chapter 4 to try and make the effect of the moral message more powerful to the reader by using a darker theme. Dickens creates a spookier and sinister atmosphere straight away at the start of chapter four, and he does this so the reader can then appreciate the suspense. Dickens does this because he intends the reader to get gripped into the darker theme and storyline, and as said above, this makes the moral message more influential to the reader. For instance, he does this at the start of chapter four, when Dickens describes the entrance of the ‘Ghost of Christmas Yet to Come’ as he writes: â€Å"The Phantom slowly, gravely, silently approached. The very air through which this Spirit moved seemed to scatter gloom and mystery. † This creates sudden suspense and it also creates a dark theme to lay the foundations for this chapter. Then, Dickens creates more suspense by not making the ghost/phantom talk. By doing this, Dickens is deliberately developing suspense by leaving the reader in the unknown, and is equally implying by this that everyone is going to die at some point, due to the dark theme and the places this ghost takes Scrooge to. In addition, making the ghost just use its hands to guide the way for Scrooge makes him as a result become more timorous and this adds to the suspense and atmosphere. Dickens uses even more clever techniques to draw the reader’s attention and make them even more aware of the moral message. He writes: â€Å"`It’s likely to be a very cheap funeral,’ said the same speaker;’ for upon my life I don’t know of anybody to go to it. Suppose we make up a party and volunteer. ‘ `I don’t mind going if a lunch is provided,’ observed the gentleman with the excrescence on his nose. `But I must be fed, if I make one. ‘† The man’s attitude here is that he does not take Scrooge’s death seriously and is using it as an opportunity to make a joke out of. Dickens uses powerful dramatic irony as the reader knows that those people were talking about Scrooge, however, Scrooge is not aware of this until later. Dickens does this appropriately in the light of the darker theme, because he intends to again powerfully convey his moral message to the reader, and because he portrays those people to be talking carelessly about Scrooge, and approaching his death with a considerable amount of blasi , he hopes to indirectly tell the reader that if you spend your life keeping all your riches to yourself and not being generous and kind-hearted, nobody will care about you and show respect for you when you are dead. – Scrooge is used as an example to what the fate is of those who do not follow Dickens’ moral message. Another example of suspense and atmosphere revealing this moral message is when ‘old Joe’ and ‘Mrs Dilber’ are pictured having stolen a bundle of Scrooge’s possessions and are looking through them. Dickens builds on the uncanny atmosphere and theme he has created in chapter four, and writes about more people talking indifferently about Scrooge’s death: â€Å"`If he wanted to keep them after he was dead, a wicked old screw,’ pursued the woman,’ why wasn’t he natural in his lifetime. If he had been, he’d have had somebody to look after him when he was struck with Death, instead of lying gasping out his last there, alone by himself. ‘† This later extract ceases to be dramatic irony once Scrooge has found out that these people had been talking about his death, and therefore it plays an important part in the development of Scrooge’s characterisation, because after having seen the consequences of his unkind and selfish behaviour with all three ghosts, his reactions to this dialogue suggest that he wants to change his character, and this is confirmed soon after when he wakes up in chapter five, and greets everyone a ‘Merry Christmas’ in the street.. In conclusion, it would be fair and accurate to say that this novel was written solely for the purpose of getting the people of Victorian Britain to change their attitudes towards the ‘deserving’ and the ‘undeserving poor’, through the use of haunting and ghosts. It was intended to deliver its moral message through the use of atmosphere and suspense, and to convey this message through varying themes. On the whole I have thoroughly enjoyed reading this novel, especially chapter two whilst looking through Scrooge’s past, as it reveals a lot of what his true inner personality is, regardless of what his spiteful character is described as in chapter one. I also like this novel as it has a fitting end regarding the moral message, which is, in this case, we all have the possibility to change our personality for the good. My opinion is that Dickens without a doubt achieves all his intentions with the successful use of the Ghosts of Christmas Past, Present, and Yet to Come being the key in Scrooge’s characterisation and Dickens’ utter proficiency in the art of the English language enables us to depict his novel as a fine one. And, as for Scrooge’s journey, it is a lesson to be learnt from by all of us, in any era.

Unit 22 Level 3 Health and Social Care - 4073 Words

Unit 22... Understanding the Context of Supporting Individuals with Learning Disabilities. 1.1 Identify Legislation and policies that are designed to promote the human rights, inclusion, equal life chances and citizenship of individuals with learning disabilities. Human Rights Stereotyping labelling Discrimination Anti Discrimination Oppression Anti Oppression Valuing people Mental Capacity Act Human Rights Act 2000. No Secrets – Guidance published by the Department of Health, builds upon the governments respects for human rights and highlights the need to protect vulnerable adults through effective multi-agency work. National Care Standards Commission, now the Commission for Social Care†¦show more content†¦After birth or (post-natally) causes can occur because of illness, injury or environmental conditions, for example: Meningitis.....Brain injury......Malnutrition. 2.3 Describe the medical and social models of disabilities. The medical model of disability views disabilities as a problem that belongs to the disabled person. It is not seen as a problem that needs the concern of anyone else apart from the disabled individual affected, for example if a wheelchair user is unable to get into a building because there are steps then, the wheelchair is seen as the problem not the steps, according to the medical model. The social model suggests that it is the steps that are the issue not the wheelchair, as it is the steps which are disabling the person access, which is seen as a barrier. This model suggests that it is society disabling people through designing everything to meet the needs of the majority of people, who are not disabled. The social model believe that there is a great deal that society can do to reduce and ultimately remove, some of the barriers. This task is the responsibility of society rather then the person, as far as is reasonably practical – which by if it is a big organisation and it is financially possible and financially beneficial, then it would make sense to adapt and make provisions for disabled people to have access for example, wider doors,Show MoreRelatedResearch: Scientific Method and Social Care1464 Words   |  6 PagesAssignment front sheet Qualification Unit number and title BTEC L3 : Health and social care Year 1 Unit 22: Research Methodology for Health and Social Care Learner name Assessor name Nadia Anderson, Shauna Silvera Date issued Deadline Submitted on September 2013 (Individual issue dates set throughout the year) July 2014 (Individual deadline dates set throughout the year) Assignment title Research Methodology for Health and Social Care In this assessment you will have opportunities to provideRead MoreUnit 2 Assignment P2 P3 M11036 Words   |  5 Pagesï » ¿BTEC Level 3 90 Credit Diploma in Health Social Care Student Name: Date Submitted: Unit: 2.2 Equality, diversity and rights in health and social care I certify that the attached work is original and my own: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Student Signature Assessment Title: Concepts and discriminatory and discriminatory practices Lecturer: Nicky Edwards, Patricia Britto Issue Date: w/c 6th October 2014 Hand in date: 24th October 2014 Criteria 1st Referral Hand in DateRead MoreDiploma in Health and Social Care Level 3782 Words   |  4 PagesUnit Title: Unit sector reference: Level: Credit value: Guided learning hours: Unit accreditation number: Promote communication in health, social care or children’s and young people’s settings SHC 31 3 3 10 J/601/1434 Unit purpose and aim This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. 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