Gilgamesh VS “Genesis” Noah and the Flood - 1121 Words

â€Å"Religion is about turning untested belief into unshakable truth through the power of institutions and the passage of time- Richard Dawkins†. We all know the breath taking story of the Genesis flood, but have we ever noticed how similar it is to the Epic of Gilgamesh. Genesis is the story of how one God created mankind, along with everything else on Earth, and what punishments he put upon them when they acted wrong .Genesis is a chapter in the Holy Bible, which was written in the 18th century B.C. by Moses. Genesis is a Hebrew story about the creation of life and how God once destroyed it and Earth. The main characters were Adam, Eve, and the serpent. Each of them was provided a task from God, but disobeyed him and was punished forever.†¦show more content†¦Noah respected God and did every duty that was asked of him. â€Å"Noah was kindhearted and followed the rules† (Genesis 6:7). On the other hand in The Epic of Gilgamesh, Utnapishtim’s, the one Enlil called to build the arch, name means â€Å"He Who Saw Life† (The Flood of Noah). Utnapishtim was forced to carry a heavy load of guilt mainly because unlike in Genesis Noah was awarded the power to survive, and also did every task God asked of him alone. While in the Epic of Gilgamesh the gods were upset with mankind because they couldn’t get any restso they sent Utnapishtim to build an arc. He doesn’t know why Ea, another god chose him to live, but he does know that he tricked hundreds of his neighbors into laboring day and night to build the boat that would carry him and his family to safety while he abandoned them. He received a promise from the gods that from now on only individuals would be subject to death and that humankind as a whole would endure. Both stories are based on a flood and humankind being sinful, but their point views differ dramatically. God’s plan was val id and he did not regret it the action he took because he felt it was his fault and that it had to come to a stop, but the gods plan was injustice and evil. In the very prologue of the Epic of Gilgamesh, we see a reference to the number seven. Throughout Gilgamesh, as is throughout the Bible, the number seven appears continually throughout the text. The Epic of Gilgamesh isShow MoreRelatedFlood Narrative ( Genesis 6-9 ) Vs. Epic Gilgamesh And Genesis1259 Words   |  6 Pages Flood Narrative (Genesis 6-9) vs. Epic Gilgamesh, Tablet XI The Flood Narrative (Genesis 6-9) and the Epic of Gilgamesh, Tablet XI have certain parallels that are undeniable, yet many noticeable differences. The parallels are strange yet oddly common in any flood narrative and the differences often lie behind the reasons, responses, and decisions made by the main characters. In both texts, each of the main characters, Noah and Uta-napishti, were ordered to build an ark or a boat due to an incomingRead MoreEssay on Gilgamesh vs. Genesis1436 Words   |  6 PagesGilgamesh vs. Genesis In our society, which is overwhelmingly Judeo-Christian, students often find it difficult to compare Bible stories with tales from other cultures, because our own belief system is wrapped up in the prior, and it is hard for many of us to go against our traditional faith to evaluate them objectively. But in a comparison of the Biblical book of Genesis with the ancient Sumerian text, Epic of Gilgamesh, many parallels suggest that the same type of spiritualRead MoreThe Between Humans And The Gods1515 Words   |  7 Pagesfocuses most of their tales on a man named Gilgamesh. A king who reigned over the Sumerian city-state of Uruk. He was two thirds a god and one third a man and created by the god’s themselves to guide humans. The relationship between humans and the gods was complicated, the Gods come off as very powerful and interfere with the lives of humans as they chose, For example ,when people complain about Gilgamesh being a ruler who does not treat his people well â€Å" Gilgamesh sounds the tocsin for his amusement Read MoreBiblical Vs. Classical Phenomenon2078 Words   |  9 PagesBiblical vs. Classical Phenomenon Throughout the semester, we have analyzed various texts that constitute some of the most important publications in the history of humankind. These myths and legends are known as the oldest in centuries and possibly the first sight of written text that humans have encountered. Dating back to the times of traditional oral-based stories, texts such as The Epic of Gilgamesh have given humankind a sense of emergence in the old times of script and literature. The Epic

The Ethics Of Ambiguity, By De Beauvoir - 1283 Words

All human beings deserve equally, the opportunity to participate in the direction of their life. This basic right is characteristic of what it means to be human. The essence of humanity is our freedom to make choices. This is more eloquently described in by De Beauvoir in her work The Ethics of Ambiguity, in which she explains that taking this right away from someone is oppressive and inhumane. One of the greatest examples of this immoral actions is the slavery that happened in the United States. This tragic historical event provides us with the illustration of what it looks like to take away someone’s basic right to choice. It is also imperative to understand that slavery, although having physically ended, effects of such still exist.†¦show more content†¦This exploitive process sets up enslaved people to become stuck in the system because they may not even realize that what is happening to them. Education also plays a part of social class, leaving a lasting impa ct on people of color. Even when enslaved people became free they were left with the stigma that was created because of their inability to gain knowledge. This situation was forced upon them by their once masters. Stigmas such as this are something that does not dissolve overnight. Freed slaves would have a hard time finding work and making their way up the system because they did not have the same opportunity to an education that their white counterparts did. On a more physical level, Douglass describes in his narratives his experience of going to another plantation which was meant to make trouble slaves more submissive to their masters. This was accomplished by forcing the slaves to work in all circumstances till the stop. Douglass then goes on to say this type of work would turn a human into a brute giving the implication that he saw this as one of the ways that enslaved people were dehumanized. Douglass saw this as dehumanization because of the harsh treatment of slaves and the disregard for their wellbeing. They were treated even worse than property because even then people had respect for their property and would not overuse it or neglect their property. This type of treatment was meantShow MoreRelatedThe Ethics of Ambiguity Essay1519 Words   |  7 PagesAmbiguity can be defined as a lack of precise meaning or interpretation, so how can we describe human existence as â€Å"ambiguous†? Surely, there must be some essence, or characteristic thing, that we can use to solidify the meaning of our existence. However, it becomes difficult to pin down exactly what every human existence has in common. Dreams of fame and fortune motivate and consume the lives of some people, others dedicate their lives to help people less fortunate, and still there are those thatRead MoreAbsurdity Vs Ambiguity By Simone De Beauvoir1205 Words   |  5 Pages27 April 2016 Absurdity v Ambiguity Simone de Beauvoir’s argument in part three section five, titled â€Å"Ambiguity† rejects Albert Camus’s nihilism and makes a clear distinction between the concepts of absurdity and ambiguity. De Beauvoir states that ambiguity cannot be confused with absurdity, and that declaring existence absurd is the same as saying that existence can never have meaning. If existence is absurd, the rationalization of the real world leaves no room for ethics. Saying that existence isRead MoreJean Paul Sartre ´s Existential Philosophy Essay1059 Words   |  5 Pagesinauthentic. In contrast to Sartre, De Beauvoir proclaimed that while human beings are free and create our own meaning, we do so not in a vacuum which belongs to nothingness, but from an ocean of interconnection with other people and the world around us. For De Beauvoir, it is ambiguity and intentionality, not nothingness and juxtaposed subject-object relationships, that allow the individual to cultivate an essence and live an authentic life. De Beauvoirs Ethics of Ambiguity begins with an examination ofRead MoreA Concrete Human Existence, And The Conditions Of Such Existence1689 Words   |  7 PagesJean-Paul Sartre, Albert Camus and Simone de Beauvoir. The heavily influenced post WWII movement spurred up a whole new way of thinking. Sartre made the movement popular in that he defined â€Å"Existentialism† and wrote many works solely centered on his views. Simone de Beauvoir- An important existentialist who spent much of her life alongside Sartre, wrote about feminism, and existential ethics in her works. These included The Second Sex and The Ethics of Ambiguity. She shows how, at each stage of her upbringingRead MoreIs One Action Better Or Worse Than Another?1555 Words   |  7 Pagesand good guidance. Now, if that is just one example of two different people who have two different definitions of what a good action might be, then one can only imagine how many different definitions are out there. In the book â€Å"The Ethics of Ambiguity† by Simone de Beauvoir there are many situations and examples about how there can be conflict when people have different definitions of what a good action might be. Actions can be good or bad. Its how you perceive the situation in that moment. Under theRead MoreExistentialism : Simone De Beauvoir And Angst994 Words   |  4 PagesJack Curry Mrs. Firmender Great Books Honors 22 September 2015 Simone de Beauvoir and Angst Existentialism is somewhat of an open topic. For some, it is a way of life, and everything they do goes along by the rules of existentialism. Other people know what it is, yet don’t follow by it. And then there are the people who have no idea what it is. Nevertheless, existentialism is by definition â€Å"a philosophical theory or approach that emphasizes the existence of the individual person as a free and responsibleRead MoreWhat It Means to Have Freedom860 Words   |  3 Pagesstill fighting to keep and extend our freedom. In the center Simone de Beauvoir’s understanding of freedom is the understanding that people cannot achieve an authentic existence if they do not help others achieve and understand freedom. For her a person lives in a word full of other people and he or she cannot live his or her life if he/she does not respect the freedom of others. For De Beauvoir freedom is an ambiguity. The ambiguity is the fact that people make their own choices and they them selfRead MoreSimone Ernestine Lucie Marie Bertrand De Beauvoir1784 Words   |  8 PagesSimone Ernestine Lucie Marie Bertrand de Beauvoir was born January 9, 1908 in Paris, France. She died of a pulmonary edema on April 14, 1986. The seventy-eight years between her birth and death were filled with rigorous academia, philosophical exploration, rich literary production and fascinating polyamorous intimate relationships. Although astutely aware of the philosophical ponderings of God’s existence, de Beauvoir struggled with religious ideas until the age of fourteen, despite her mother Franà §oiseRead MoreSpongebob Squarepants : Character Analysis1468 Words   |  6 Pageshis neighbors’ past influence their future, which signifies the becoming. In the Ethics of Ambiguity, De Beauvoir writes, â€Å"†¦painting itself is this movement toward its own reality† (De Beauvoir 414). When an artist creates a painting, it represents the becoming; every different moment the art itself is something different until the artist finishes. However, the completed painting does not mean it is fixed. De Beauvoir continues, â€Å"it has to found itself, though it is prohibited from ever fulfillingRead More Is The Second Sex Beauvoirs Application of Sartrean Existentialism?3713 Words   |  15 PagesIs The Second Sex Beauvoirs Application of Sartrean Existentialism? ABSTRACT: Simone de Beauvoirs 1949 feminist masterpiece, The Second Sex, has traditionally been read as an application of Sartrean existentialism to the problem of women. Critics have claimed a Sartrean origin for Beauvoirs central theses: that under patriarchy woman is the Other, and that one is not born a woman, but becomes one. An analysis of Beauvoirs recently discovered 1927 diary, written while she was a philosophy

‘The Making of Modern Russia’, 1856-1964 Free Essays

a) To what extent do these sources agree that Russian government policy on agriculture consistently failed and that peasants resisted it under both Tsarist and Communist rule? Source1 concerns the emancipation statute of 1861. Western historian Ronald Hingley cites the introduction of redemption payments â€Å"serfs resented receiving too little land for their needs† this undermines the fundamental aims of the policy. Source 1 makes reference to how the Mir was in charge of paying the redemption payments for the whole village. We will write a custom essay sample on ‘The Making of Modern Russia’, 1856-1964 or any similar topic only for you Order Now Hingley points out that â€Å"individual peasants were bound in various ways to their village communes†; peasants were detained in their villages until the payments were received. Hingley notes the creation of Special Courts delegated to discipline unruly peasants â€Å"the flogging of recalcitrant peasants† this is evidence of peasant rebellion, mainly due to the fact they were in a poorer position after emancipation than they were before the policy was introduced. Source 1 suggests agricultural policies were a failure, and provoked peasant uprising, due to the hope the emancipation edict gave peasants of being free. Source 2, meanwhile, presents a mixed view on Stolypin’s agricultural reforms. Unlike Source 1 from 1992, this piece of evidence was documented circa 1906. It is therefore unaffected by later analysis or post-Communist interpretation. The first quote is from Stolypin himself, stating that the government has placed â€Å"its wager† on the â€Å"sturdy and the strong†, this indicates that past agricultural reform, such as emancipation have failed, as further â€Å"wagers† or reforms were needed. The other two quotes deal with Stolypin’s reforms more directly. The second quote is from a Tsarist Official. It provides direct evidence of rebellion by peasants towards Stolypin’s reforms â€Å"The peasants were very hostile to the Law of 9 November† rebellions were commonplace, peasants feared that if land belonged to an individual as opposed to the commune, a consequence would be some would be left with nothing. The third quote is from a peasant, it is important to not that 10% of the peasants in Russia did take up Stolypin’s proposals. Segei Semenov endorses Stolypin’s reforms anticipating a â€Å"bright new future† this challenges the notion that all agricultural policies consistently failed. Stolypin’s reforms were based on good principles that could have revitalized agriculture in Russia. This does suggest that this reform did bring some success, but the general consensus confirms that many peasants preferred social security resulting in the failure of the policy. Source 3 is an excerpt from a meeting between Churchill and Stalin during the Second World War. We se Stalin’s personal view regarding the collective farm policy, it is thus a subjective piece of evidence. Stalin implies suggests that the collective farm policy was a failure; he refers to the policy as â€Å"a terrible struggle†. Stalin insinuates peasant resistance against the policy, stating some kulaks were â€Å"wiped out by their labourers† the resistance was a product of peasant reluctance to work on collectivised farms. The farms provided little reward or incentive to the actual peasants growing the grain resulting in the dramatic deterioration of the quality and quantity of the grain. Source 3 ends with an important comment that food supply had been â€Å"vastly increased† this indicates policy victory. However modern evidence undermines Stalin’s statement, STATISTIC more and more people were dying of famine during the period of collectivization. Although, Source 3 opposes the view that agricultural policy failed, its reliability is debateable and should be questioned before it is taken into account. Source 4 is an extract from Eduard Shevardandse’s ‘The future belongs to Freedom’ Source 4 describes the Virgin Land Schemes introduced by Khrushchev/. One must note that the writer was a Communist Youth League activist, and may have been more likely to exaggerate the support the peasants actually gave to the scheme. There is no mention of opposition to the scheme, on the contrary Shevardandse describes the â€Å"trains packed with young volunteers† this stands for optimism on part of peasantry towards the scheme. Source 5 confirms the implication in Source 4 of support in some measure for the project as the scheme did successfully increase the amount of grain produced between 1958 to 1965 from 100 to 114. While the evidence in Source 4 may be true to some extent, the reliability of the source is questionable. The other factor source 4 presents is the relative success of the scheme. Source 5 does seem to disagree with the statement that the policy failed due to the increase in grain production. In Source 4 it is suggested that the policy could have been a triumph had it not been for â€Å"stupid decisions† which weighed down many successes. These â€Å"ill-conceived strategies† included lack of coherence between the crops and the terrain, and deficiency of storage place for the grain, consequently the â€Å"crops rotted in the fields†. Source 5 reinforces the feeling that the scheme was a failure, as the agricultural output during the seven year plan only increased by 14%, the target for 1965 was 170, only 114 was achieved. Source 6 also argued that Khrushchev’s policy was for the most part unsuccessful. However the failure is blamed on Khrushchev’s inheritance of â€Å"a generation of neglect†. The reliability of some sources must be taken into consideration. Some sources suggest subjectivity and bias such as Sources 3 and 4. Policies such as Stolypin’s land reforms and Khrushchev’s Virgin Land Schemes are shown to have limited success, but ultimately they both failed to reach targets required. By and large, all the sources do converge in the belief that most of the agricultural policies did fail consistently to a degree. Similarly there is evidence that it was resisted by Peasantry both under Tsarist and Communist rule. How to cite ‘The Making of Modern Russia’, 1856-1964, Papers

Government scholarship free essay sample

Transcripts from all high school and post-secondary institutions Copies of any degrees or certificates achieved Proof of completion of work experience relevant to course (Post graduate applications only) Letter of Acceptance from college or university (provisional or unconditional) Note: Unconditional offer must be produced prior to disbursement of funds Correspondence from the institution regarding successful transfer of credits (if req’d) Official documentation from college/university stating specific costs per semester Degree Plan, outlining schedule of courses throughout programme Birth certificate and proof of having the Right to be Caymanian (notarized copies will suffice). If applicable, adoption papers are also required. Proof of Domicile in the Cayman Islands Letter from parents’ employer(s) verifying salary Letter from surety’s employer, if over 21 2 Character References: Academic Reference letter from parents’ bank Reference letter from surety’s bank, if over 21 Personal Applicant’s cover letter, to be addressed to the Scholarship Secretariat, Ministry of Education, Employment Gender Affairs, 3rd Fl. , Government Administration Building, 133 Elgin Avenue, P. O. Box 2256,Grand Cayman, KY1-9000, CAYMAN ISLANDS FOR OFFICIAL USE ONLY o Copy of Offer Letter o Financial Statement for Surety 0 Contact Details Form 0 Student Bond o Authorisation of Release of Grades Section 1: APPLICANT DETAILS Degree Type: ASSOC BACH MAST PhD Solomon Kayla Sherelle Name: _________________________________________________________________ (last/family) (first) (middle) 07/12/1994 Single Date of Birth: _______________________ Marital Status: _________________________ (dd/mm/yyyy) P. O. Box 511 Savannah Local Mailing Address: _____________________________________________________ KY1-1502 Local Postal Code: ________________ Email Address: ____________________________ [emailprotected] com Local Telephone: ___________________ Alternate Telephone: _____________________ 345-917-3889 345-947-1856 128 Rackley Blvd. Savannah Local Physical Address: ____________________________________________________ Overseas Mailing Address: ___________________________________________________ __________________________________________________________________________ ____________________________________________________________________ Overseas Telephone: __________________ Alternate Telephone: ___________________ Email Address (if different from above): _________________________________________ OFFICIAL USE ONLY Date of Application Submission: ____________________ Confirmation Receipt Sent: _______Date: _____________ Date of Interview: ________________________________ Panel Recommendation: ______________________________ Panel Comments: _____________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ Date of Council Review :_____________________________________________________________________ _________________________ Council Decision: _____________________________________________________________________________ ________________________ Council Comments:___________________________________________________________________________________________________ ________________________________________________________________________________________________________________________ Decision Notification Letter Sent: ________Date: ___________________ Programme available locally: ________ Is the institution: accredited? : ________ competitive? : _______ better than competitive? : _______ Is the programme accredited? : ________ Section 2: INSTITUTION AND PROGRAMME OF STUDY University of Portsmouth Name of Institution: _______________________________________________________ Physical Address: _________________________________________________________ Winston Churchill Avenue, Portsmouth P01 2UP,United Kingdom www. port. ac. uk + 44 (0) 20 8411 5555 Telephone Number: + 44 (0) 23 9284 8484 Website Address: _________________________ ________________ September 15, 2014 Proposed Start Date: _________________ Estimated Graduation Date: ________________ 2017 Proposed Major: _____________________Minor: ________________________________ Early Childhood Studies Total length of Programme: __________________________________________________ 3 Years Number of Semesters Completed (if any): ________________________________________ none minimum of 60 credits at Level 3 Graduation Requirements: ___________________________________________________ Is the Institution Accredited: YES / NO The minimum accreditation rating is Regional Council for National Academic Awards Please name the Accrediting Body: ______________________________________________ US $29847. 43 Total Programme Cost: ____________________ (*Please complete the University Cost Excel Spread sheet and attach official university documentation to verify the amounts. ) Have you submitted application for private sector scholarship funding: YES / NO (* If yes, please give details of where applications have been submitted to and attach the award / decline letter from private sector indicating their decision and reasons, if available. ) Maples and Calder __________________________________________________________________________ HSBC __________________________________________________________________________ Cayman Insurance Managers Association __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Section 2: INSTITUTION AND PROGRAMME OF STUDY Middlesex University Name of Institution: _______________________________________________________ Physical Address: _________________________________________________________ The Burroughs, London NW4 4BT, United Kingdom www. mdx. ac. uk + 44 (0) 20 8411 5555 Telephone Number: + 44 (0) 20 8411 5555 Website Address: _________________________ ________________ October 1, 2014 Proposed Start Date: _________________ Estimated Graduation Date: ________________ 2017 Proposed Major: _____________________Minor: ________________________________ Early Childhood Studies Total length of Programme: __________________________________________________ 3 Years Number of Semesters Completed (if any): ________________________________________ none unsure Graduation Requirements: ___________________________________________________ Is the Institution Accredited: YES / NO The minimum accreditation rating is Regional Quality Assurance Agency Please name the Accrediting Body: ______________________________________________ US $32848. 15 Total Programme Cost: ____________________ (*Please complete the University Cost Excel Spread sheet and attach official university documentation to verify the amounts. ) Have you submitted application for private sector scholarship funding: YES / NO (* If yes, please give details of where applications have been submitted to and attach the award / decline letter from private sector indicating their decision and reasons, if available. ) Maples and Calder __________________________________________________________________________ HSBC __________________________________________________________________________ Cayman Insurance Managers Association __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Section 3: EDUCATIONAL BACKGROUND SECONDARY SCHOOLS NAME OF SCHOOL SCHOOL MAILING ADDRESS Clifton Hunter High School Cayman Prep and High School SCHOOL TELEPHONE DATES ATTENDED P. O. Box 10013 KY1-1001 345-947-7353 Sept. 2010 June 2011 345-949-5932 P. O. Box 2736 Savannah KY1-1508 Sept. 2011 June 2014 SECONDARY SCHOOLS EXAMINATION RESULTS EXAMINATION SUBJECT GRADE DATES CIE CIE Business Studies AS Level B CIE Travel and Tourism AS Level C June 2013 June 2013 WJEC Spanish AS Level D January 2013 POST-SECONDARY SCHOOLS NAME OF SCHOOL SCHOOL MAILING ADDRESS SCHOOL TELEPHONE DATES ATTENDED SAT SCORES Year Taken: _______ Critical Reading: _______ Math: _______ SWE: ________ Total: _______ Year Taken: _______ Critical Reading: ______ Math: _______ SWE: ________ Total: _______ ACT SCORES SAT II Year Taken: _________ Year Taken: _________ Score: _________ Score: _________ International Baccalaureate (IB) Year Taken: ________ Date of Completion: _________ *Please note that original/notarized transcripts, official SAT scores, diplomas or certificates verifying the above information must be attached to this application. Extracurricular activities/community service/awards received: Key Club, Cayman Mentoring ___________________ Programme ___________________________________________________________________________ _____________________________________________________________________ POST GRADUATE APPLICATIONS ONLY: Last Degree completed: ____________________ Final GPA: ________ Class (UK): ______ Section 4: PERSONAL STATEMENT REFERENCES PERSONAL STATEMENT In the space provided below, or on an attached sheet, please respond to the following: ? Why do you believe you are deserving of a government scholarship? ? Following completion of your course of study, what type of work do you intend to pursue upon return to the Cayman Islands? ? How will this proposed work be of service to the Cayman Islands? ? Please detail any personal circumstances that you believe to be relevant when considering your application for an Education Council scholarship. ? What, if anything, has been done to secure other funding? I I believe I believe I deserve a government scholarship because my parents are financially unstable to pay for me to __________________________________________________________________________ attend an overseas university and by being granted a scholarship from government I will be able to do so. __________________________________________________________________________ __________________________________________________________________________ After completing my course of study Early Childhood Studies I intend to work in the field of education by being an __________________________________________________________________________ elementary teacher for either grade one or two in one of our local government schools. __________________________________________________________________________ __________________________________________________________________________ By becoming an Elementary Teacher , I would be able to educate and nourish the minds of the future generation __________________________________________________________________________ of the Cayman Islands and hopefully inspire some to follow in the path of becoming a teacher as I think teaching __________________________________________________________________________ is not seen as a top paying job in the Cayman Islands. Also, I feel there is a gap in the education sector of __________________________________________________________________________ Caymanian teachers and I would gladly love to fill and help fill that gap in order to better the education standard __________________________________________________________________________ here in Grand Cayman. __________________________________________________________________________ __________________________________________________________________________ Although the grade requirement for a government scholarship in my case A-Levels is a minimum C grade in __________________________________________________________________________ three subjects, I failed to achieve a minimum C grade in one of my three subjects. However, I am going to re-sit __________________________________________________________________________ this exam to be able to qualify for the government scholarship and be able to go overseas and further my studies __________________________________________________________________________ for the next three years. __________________________________________________________________________ __________________________________________________________________________ I