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A Comparison between the Babylonian creation myth, Enuma Elish and the Greek creation myth, Creation of gods and the titans
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Myths
Question 1: A Comparison between the Babylonian creation myth, Enuma Elish and the Greek creation myth, Creation of gods and the titans
The above creation myths have varied similarities as well as differences. The very first similarity pertains to the fact that both of these are creation myths. They detail the creation of natural things and the influence of different powers in the process of creation. At the beginning, both myths indicate that the earth was devoid of any creature. The creation of the creatures takes place through time in both myths. Then, the gods constituting both myths seem to be related in some way to the natural facet of the earth. For example, there is the god of the sky that is represented by Anu and Zeus, the god of waters represented by Posiden and Tiamat and so forth.
The storyline in both myths seems to be the same, only that the details differ considerably. The fathers in the stories are afraid of having to be overthrown by their sons or children. Because of this fear, the fathers devise different plans to get rid of the children in order to secure their status as the most superior. Although the plans in both stories are different and are pursued differently, the results of the plans are the same. The children or sons win the fights; in the Greek creation, Zeus takes the throne while in the Babylonian creation myth, Marduk assumes leadership of all gods after becoming a hero.
The most obvious difference between the two myths includes the fact that they are used by different religions. This implies that relative beliefs influence the life of the populations differently. The Babylonian creation myth brings to light a number of females such as Tiamat, Kishar and Lahamu (Rosenberg 155). Females in the Babylonian myth primarily perform the role of procreation. However, one of the female in the Greek myth is used as an agent to transfer destruction and evil to man. The treatment that the hero gods in both myths accord their enemies or enemies is also different. Marduk approaches the enemies more directly by involving them in a war and finally destroying them. Zeus on the other hand simply sends his presumed enemies a gift containing the evil spirits as well as punishes them directly (Rosenberg 8). Unlike Zeus who was at some point in time corrupted by power and control, Marduk remained strong and was marveled by all the gods. He was considered a king and appreciated by all the gods because of his power and strength.
Question 2: Contrasting creation of gods and titans, the Greek myth with the Hindu myth, creation, death and rebirth of the universe
The two myths are different from each other in various ways. While the Hindu creation myth revolves around reincarnation, the Greek myth primarily details events from one generation to the other. The war that the generations in Greek mythology engage in is waged by the creatures. These wars are not present in the Hindu myth, rather the suffering that humans experience in this comes from the severities of the weather. Unlike the Greek myth in which the creatures are constantly exposed to some kind of forces, the Hindu myth details a phase in which there is utmost peace (Rosenberg 327). The age of moral perfection and virtue does not have any anger, sickness or sadness. In the Greek myth, the creatures are in sole control of the universe and influence natural occurrences in different ways. This is unlike in the Hindu creation myth where the natural forces that influence the occurrence of drought and rain are fundamentally controlled by a higher power. The creatures that are represented by humans do not have any form of influence on the natural forces; rather they only suffer the negative implications that are associated with the natural forces.
The climate has a great influence on the development of the two myths. Climatic conditions in the Greek myth are instrumental in shaping the behavior of the Hecatonchires. Reportedly, he was wild and played with lightening, thunder and earthquakes. This disappointed his father the sky and strained the relationship that the two shared. The climate is used as a form of weapon to fight against the enemies in the Greek mythology. This is because it had far reaching implications on the creatures and had the potential to destroy them. Climate in the Hindu creation myth also exhibits negative characteristic or attributes. The heat from the sun is used to punish to punish humans and destroy life. The flood that comes after this prolonged drought plays an important role in rebirth. Generally, the climate sustains life in both myths. In the Hindu mythology, good climate support he growth of fruit trees in the first phase of life. These provide food for humans who depend on them for survival. The climate in the Greek myth on the other hand helps the creatures to pursue their goals during the war.
Question 3: Analyzing the epic hero, Zeus
In Greek mythology, Zeus was the epic hero after he defeated is father Cronus and assumed the leadership of the gods. He was powerful and from the point of view of the Greeks, e was the protector of the city, society, state, law, strangers and family. His decision to exile all the titans or rebels that fought against him was wise. This is because it helped in retaining peace in his kingdom. He was protective of his children and even freed Gaea from the dangerous hands of Typhoeus. This was morally acceptable because he was furthering the good and happiness of his son. Moreover, he exhibited courage and persistence in his struggle for justice. Although Typhoeus was fearsome, Zeus still faced him and using his superb fighting skills, he was able to kill him. This was admirable because besides freeing his son, he freed the entire gods from the fear of Typhoeus (Rosenberg 6).
The cruel punishment that Zeus extended to Prometheus after he refused to reveal the secret of other sons was however immoral. This is because it led to intense suffering of Prometheus. However, had a forgiving heart as he allowed his son to free Prometheus after being pleaded with. Likewise, his use of a woman to punish man who was innocent in this regard implies that Zeus was immoral in this regard. Indeed, the misery, despair, plague, hatred, famine, warfare and innumerable other types of suffering that were contained in the gift box have had adverse effects on the quality of life of man to date. Although he also included hope in the box, this came last and did not have the ability to counter the negative effects that were related to the preceding forms of suffering that had already been released in the universe.
There are various virtues that can be learnt from the character of Zeus. Arguably, virtues related to persistence and confidence are important in attaining one’s goals and objectives. Another important lesson that can be learnt from Zeus pertains to the use of power. Seemingly, power and control can corrupt an individual. Therefore, leaders need to exercise it with caution to avoid impacting negatively on the subjects.
Question 4:
The behavior and character of Zeus was related to the Greek culture in different ways. To begin with, the Greek society was stratified in different social classes. Those that assumed the higher social classes were powerful and controlling. In light of the character of the Zeus, his power gave him an upper hand and was instrumental in influencing his leadership. In other words, his ability to fight his enemies gave him a chance to be herald and accorded leadership by the other gods. Also, in the Greek culture, women were not allowed to assume any public space. They were merely seen as helpers and were confined to procreation and domestic life. This can be used to explain why Zeus chose to use a woman to pursue his evil ways towards man. Although women were not pronounced in the public sphere, it should be appreciated that they greatly influenced the decisions that man took in different ways.
The ancient Greeks also depended heavily on the natural resources and more specifically land for their survival. Although the climate and their land made farming difficult, they still depended heavily on this and grew grains and wheat or barley. Notably, Zeus also benefited significantly from the climate. Seemingly, he used thunderstorm and lightening as his weapons to fight against the rebels. The fact that he had control over the natural occurrences made it easy for him to manipulate them for his own good.
The character of Zeus regarding constant involvement in war is closely related to the Greek culture regarding engaging in war with other states. The wars enabled the Greeks to attain slaves and prisoners to provide them with labor on their farms and homes. Seemingly, the government was responsible for maintaining law and order. Relative status was assumed by the leaders of the society that were also powerful. In light of the character of Zeus, he was vigilant and sought to maintain law and order. This explains why he punished Prometheus for failing to reveal vital and sensitive information that could undermine harmonic co existence. Zeus in this regard was simply taking precautionary measures towards maintaining stability in his kingdom.
Question 5:
The Ramayana is an Indian epic that is important in different ways. From an emotional point of view, it is an exemplification of the importance of ideal behavior. It also shows the significance of relating well with other individuals, family and the society at large. The Ramayana indicates that virtues of righteousness or truth are of paramount importance to the wellbeing of an individual (Rosenberg 337). The underlying lessons postulate that humans need to uphold truth and righteousness at all times in order to live a fulfilling life. The Ramayana teaches that an individual needs to uphold the teachings of the parents and respect them at all times in order to live a righteous life. This according to Rama needs to be upheld at all times, regardless of the circumstances that an individual finds himself or herself in.
The Ramayana story is relevant to the plight of humans on various levels. It is important to the children because it teaches them to obey their parents at all times. The story cites that parents are ordained by God and therefore basically instruments of Gods. They should therefore be respected and there commandments followed at all times. This is important as it aids in addressing incidences of disrespect that undermine the quality of life of humans. The Ramayana also teaches that couples need to respect each other and should be dedicated to bringing up a happy family. Currently, incidences such as divorces are having far reaching implications on the holistic wellbeing of humans. The Ramayana in this regard would be useful for addressing the emergent problems.
Finally, the Ramayana teaches about the importance of good leadership. As a King, Rama is dedicated and holds the needs of his subjects in high regard. He is responsible and instills relative values in his subjects. In addition, he makes efforts to reconcile the differences within his kingdom and ensures that justice prevails. Currently, it can not be disputed that a significant percentage of human problems emanate from poor leadership. The inherent social disparities and leadership wrangles have adverse effects on the local populations. Ramayana teaches current leaders the importance of humility. Seemingly, the Rama was humble and went as far as foregoing his leadership position as way of respecting his parents. Likewise, leaders need to exhibit humility and be more dedicated to serving rather than being served. Most importantly, they need to uphold important values and virtues that guide behavior. Righteousness and truthfulness is undoubtedly requisite for addressing the current problems that humanity is grappling with.
Work Cited
Rosenberg, Donna. World Mythology: An Anthology of the Great Myths and Epics. McGraw Hill, 2001. Print
Critical thinking Japanese society
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Critical thinking: Japanese society
The rise of militarism in Japan came with the ultranationalists and the conservative people from the time of Meiji restoration. This was a very contributing element to the politics of before the war. The western influence was a considerable factor to the change that occurred in Japan in relation to the rise of militarism. The wise japan people took what they thought was good to them from the westerners and left the other for them. After fighting wars with the western powers and winning some, the Japanese had a lesson to learn from the westerners that greatly triggered the political changes in the country. For example, japan fought against Russia and won. The country also outdid China over Korea and took territory as its first colony. It had very crucial relations with the United States and some of the western powers. After falling out with the USA, japan learned that the western powers were not supporting imperialism by an Asian country. The people of japan, therefore, had to consolidate their power to earn a recognizable status in the world.A decrease in the centralized power came in the period of expansion in industrialization as japan tried to redefine its position in the world. This period was characterized by many interest groups like the civil bureaucrats, the parliament, the imperial household and the military. Some of the interests groups took advantage of the loss of control by the political class to champion the interests of the people. Since this was a period of economic and political tension, they gained roots. The rulers had no option rather than to relinquish power. The strict rule and order became popular because japan had already learnt lessons from the past. The country had interacted with friend-turned enemy and had known that Asian imperialism was not a darling to the West.
The problems and solutions to a Shortage of Skilled Jobs to Accommodate Degree Holders
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The problems and solutions to a Shortage of Skilled Jobs to Accommodate Degree Holders
Introduction
Research indicates that the people that have post-secondary education have better lives get better jobs with more money, are happier, healthier, and more engaged in civic duties. Education is an integral aspect of American meritocracy. It is through education that people from poor backgrounds improve their lives and socioeconomic status. However, there is a large number of people out there who are jobless or working jobs that are way below their skills. Graduates are struggling to find positions that are corresponding to their education. According to a study by Horowitz (2018), skilled jobs are too few compared to the number of college graduates. The Bureau of Labor Statistics (BLS) and the National Center for Education Statistics report that there are 6 million more graduates than the jobs available. This paper seeks to identify problems and solutions to this phenomenon.
Problems
The BLS projects that the number of jobs that require degrees will increase to 29,176,700 by 2020 from 26,033,000 in 2012 (Snyder & Dillow, 2014). This means that the number of unemployed graduates will still exceed the number of available jobs. In an interview with Neal Lesley a director of education at a local community college, he identified credential inflation as one of the reasons for these statistics. He said, “employers include an additional credential that is not necessary for a certain job.” “Most employers ask candidates for credentials just because they have the power to do so.”
Stacy Jones is an educator in the same institution and had this to say in addition to the comments of Mr. Lesley, “only two-thirds of bachelor degree-holders are working in positions that require their skill set, the rest are working in jobs that do not require the credentials they possess. This number does not just represent new graduates but also includes people who have been working the same career track for many years.”
My parents were also interviewed and being degree holders, they were the perfect candidates to represent parents. This is what my father had to say, “I am not sure if this can be considered a problem, but the reason why there are more graduates without jobs is that the investment in higher education has grown significantly over the years. A few years back there was not as much incentive to join tertiary institutions as they are now.” Further research on this claim showed that this is called education expansion and it has a deleterious outcome on bachelor degree holders. As a hiring officer, my mother says that “we are now forced to include a B.A as a requirement even for jobs that do not require such credentials because of the huge number of job seekers in comparison to the available posts.” This explains why college graduates are working lower-skilled jobs although this has not helped a lot because there are still a significant number of unemployed graduates.
The next interviewees were a group of former workmates at my last summer job. The interview that stood out was with Blake Eastwood an educator by profession but works as a manager at a printing firm. His opinion was that “since schooling was made compulsory, a lot of mechanization, specialization, and routinization have followed.” He says that the need for skilled labor has fallen significantly. “For instance, car assembly lines do not require a craftsman to build an entire vehicle using their knowledge and skill but instead one person is required to add a few screws to cars as they go through the assembly belt.”
Solutions
The solution to education expansion is making high-quality education more accessible. Education expansion is a result of the expansion of low-quality education. The programs that are given to most students do not do much to promote social mobility. According to McMillan (2017), not-for-profit colleges have focused on getting more people degrees than offering education that raises human capital. Dysfunctional labor markets and social contracts are the reason why there are so many problems with higher education. The microeconomic paybacks of human capital can only be realized if higher education is in fact able to deliver human capital.
The other solution is investing more in jobs that need high skills. It is obvious that the shortage of college graduates is not something to expect. However, the increased number of graduates means a decline in the value of these degrees, which is also a sign of having fewer high-skilled jobs. research initiatives by universities can help in the generation of skilled jobs. According to Abel and Dietz (2009) on behalf of the Federal Reserve Bank of New York, colleges and universities have a significant role in increase human capital in the regions they are located in. This is done through research and development activities. Research and development activities increase the levels of human capital because spillovers from these activities have a positive correlation to increased demand for human capital. Metropolitan areas that have more college and university activities are found to have a larger share of graduates working jobs in high human capital occupations (Abel & Dietz, 2009). In essence, colleges and universities are able to raise the levels of human capital by increasing the demand and supply of a certain skill.
The third solution should focus on easing the pressure on education to fix inequality. The education system is not able to fix the problem of what is referred here as “bad jobs.” Bad jobs are those that pay poverty-level wages without enough benefits. Relying on education to change the economic status of workers does not consider the fact that many graduates are still working bad jobs ensuring the stability of inequality. There should be long-term strategies by employers and the government to provide better training opportunities that increase human capital and reverse the trend of unemployed or unprotected degree holders working bad jobs, which is not so different than being unemployed.
Conclusion
More than 6 million graduates are unemployed and the projected increase in jobs does not promise to cater to this number, which will grow as well considering more people graduate each year. credential inflation is one reason for this statistic where employers abuse their mandate by requiring credentials unnecessarily. The other issue is that increased investment in education has not been matched by investment in jobs requiring a higher level of human capital. Instead, education has resulted in a reduced number of skilled jobs as automation has increased. This in essence is education working against itself. To fix this, it should be understood that education cannot solely handle the problem of poverty and inequality, there should be other strategies to go with it including increasing the demand for these skills. There should be more to making education accessible which is making quality education accessible not just education for the sake of it.
References
Abel, J. R., & Deitz, R. (2009). Do Colleges and Universities Increase Their Region’s Human Capital? Staff Report No. 401. Federal Reserve Bank of New York.
Horowitz, J. (2018). Relative education and the advantage of a college degree. American sociological review, 83(4), 771-801.
Kalleberg, A. L. (2011). Good jobs, bad jobs: The rise of polarized and precarious employment systems in the United States, 1970s-2000s. Russell Sage Foundation.
Snyder, T. D., & Dillow, S. A. (2014). Digest of education statistics 2011. National Center for Education Statistics.