Friday, January 31, 2020
What accounted for Japan's rapid economic growth in the post-war era Essay
What accounted for Japan's rapid economic growth in the post-war era - Essay Example policies towards the country, effect of the international market, pre-war industrial capacities, social mobilization and favorable government policies. After the end of WWII, the urge to catch up and level with the western nations coupled with nationalism persisted in japan. Unlike during the war period where the efforts and Japanese energies were focused on military development, post WWII efforts focused on economic development. For instance, the Japanese factories tasked with the production of machine guns were turned into producing sewing machines whereas those tasked with production of optical weapons reverted to the production of binoculars and cameras for the local and international market. This easy conversion of military industries into profitable industries boosted the rapid economic growth of japan (Allen 67). The United States allowed japan to export its products to the USA while simultaneously allowing it to protect its domestic market during the raging on of the cold war. This led to a beneficial trade relationship between japan and the United States of America. Additionally, japan greatly benefited from joining the international markets which offered it low tariffs, the needed raw materials and cheap or lowered prices of oil. Moreover, Japan enacted article 9 of its constitution that forbade it from re arming itself, hence it is protected by the United States. As a consequence, it spends less than one percent of its GDP on its military (Allinson 94). The huge savings propelled the nation to develop rapidly after WWII. Rather than the Japanese possessing a welfare state, a welfare society exists which is defined by the creation of total employment. Small to medium sized cartels of Japanese companies were present to prevent Japanese companies from becoming bankrupt hence maintaining total employment. As a result, the Japanese nation re directed the resources and funds it would have used on welfare to the development of it industries. This led to
Thursday, January 23, 2020
Apu and his dog :: essays research papers
Scene     Starting - A Hobo walks up to a group of chairs, where 2 other people are      Sitting, and sites next to them. Nar.     This poor old Hobo use to be rich, now he has nothing left in the world except his pride Hobo     Hello Sir. Sir     (Turns to the side) I can’t believe this hobo is talking to me. What Gaul, to think he wants to talk to me. (Turns back toward the hobo And say in a snobby voice) Can I help you? Hobo     Why yes, would you listen to my story? Sir     (Gets up) Sorry this is my bus. Sir 2     Excuse me sir (the Hobo) I will listen to you.(moves over one seat, next to the Hobo) Hobo     why sure, this story starts a long time ago. When mullets, bell-bottoms, and disco was in style. Sir 2     O.K. keep going. Nar.     A flashback back to a time when Apu wasn’t always called a hobo. A time when Apu was young, and full of spunk. A time when Apu, didn’t have a tan. Scene     Flash back - Desk/chairs moved out, Apu is all alone. Apu     Everywhere I go, I see girls with guys. (Emphasis) Why can’t I get one? Girl     (walks up) Hey your kind of cute. (Walks away snickering) Nar.     Another girl teases him. By now Apu has gotten use to this kind of attention. But longs for the other kind. Man     (across the room) Hey you! Apu     (look around, behind you, to the side, look around again, then finally point to yourself, and have kind of a speechless look on your face) Man     Ya you, come over here. Apu     (In a shaky voice) Why do you want to talk to me? Man     (looks left) Hey Baby, shake a leg and go get in the car.(pause) Man     O.K. Back to what we were talking about. Man     I’ve noticed that girls walk all over you, (Apu starts nodding), they make fun of you, tease you/ Apu     (cuts in) Hey, hey, (emphasis) hey I get the point.      So why did you want to talk to me? Man     I’m going to let you in on a little secret, don’t tell anyone. Apu     Sure? Man     A long, long time ago, I was just like you. A scrawny little loser who couldn’t get anyone to even walk in the same directions as myself. Apu     (loud) Whoa! You’re lying. Man     Shh, do you want me to tell you my secret or not? Apu     Go on Man     A long time ago, a man came up to me, just as I’m doing to you. He told me the same things that you are about to hear. Nar.     (Apu and the Man look like your talking to each other) The Man and Apu talked for a long time.
Wednesday, January 15, 2020
Positive Impact of Internet on Internet Essay
E-government, based on The World Bank definition is â€Å"the use of information technology by government offices for better services to people, business and to facilitate cooperation among government institutions†. The use of E-government has a prospect of empowering the society through public access to information resources available. (Krisna Sen, 2005) For example, a number of American and European sites feature extensive government reports and scientific studies as well as dynamic debates about government and politics. Analogous Indonesian sites usually offer little beyond public relations materials from government agencies and corporations. Krisna Sen, 2005) There are unlimited advantages in the application of e-government. The wide use of e-government provides services and assists in communication between government and communities. It, also, provides services and makes a communication possible between government and business sector. Finally, â€Å"e-government facilitates communication in intergovernmental and among government institutions†(David Lazer, 2007). Basically, it supports the communication between central and local governments and balances their authority. Indonesia could use E-government for other reasons as well. E-government can maintain the government change towards a democratic future. Online E-government services will motivate general public to use internet and transform the society towards an information epoch. There are many factors that, unfortunately, contribute to the low use of Internet. Most of the ICT development has been concentrated in the metropolis centers like Jakarta, Bandung, Bali, and Surabaya, while rural areas lack access to even the most basic telecom infrastructure. Telephone and computer access have gradually increased over the years, but these figures are still very low. Another main aspect contributing to the little use of ICTs is the narrow knowledge and use of English in Indonesia. The national language of Indonesia, a dialect of Malay, is used in education, government, and business. That is why the ability to use the Internet is very limited. However, despite an array of geographical, political, and economic obstacles, progress has been made in the operation and use of the Internet in Indonesia with the support of local communities. Also, a significant steps forward has been made in the distribution of ICT education in the country.
Tuesday, January 7, 2020
The generation which sustained democracy through and after...
The generation which sustained democracy through and after the Second World War is dying, and the baby boom that followed is passing into old age (Youniss 99). An older generation can ignore addressing the issues of climate change, social security, and lack of cooperation among elected officials, but today’s children and youth have to deal with the consequences (98). A democratic society should worry because we are not preparing youth to engage in politics and community affairs (Syvertsen et al 593). A new electorate unwilling to act will allow these problems to continue unattended and to worsen. â€Å"A democracy cannot maintain itself without active citizens, and young people cannot live up to their full potential as citizens unless they†¦show more content†¦These challenges demand a coherent response, forcing people to think better. Public discussion is a key part of the deliberative arts, which teach students how to identify and develop a plan to solve a problem. The first art is framing, in which the group identifies all potential options for achieving a goal. The next art is democratic deliberation, where students discuss each option and judge it in relation to the group’s goal. The next is working together for mutual goals, wherein each member has to resist the urge to solve the problem on their own. Students must also learn how to work together over an extended time, and how to evaluate their own goals, actions, and results (Fleming 43-44). A high school business teacher in Howard, South Carolina used these practices together to show his students how to affect change. He obtained a grant from a local university to study the community’s cash flow. He took the problem to his students, who then conducted meetings with local business owners, consulted with county auditor, and surveyed community members. From the data they found that people were spending money in larger cities some distance away. 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