Japanese Economic Nationalism Essay Example for Free

Japanese Economic Nationalism Essay Economic nationalism refers to the use of policies that are guided by the idea of protecting domestic consumption, labor, and capital formation, even when these policies require the imposition of tariffs in addition to other restrictions on the movement of labor, goods, and capital. In many cases, economic nationalism is opposed to globalization or unrestricted free trade. Economic nationalism could include doctrines such as protectionism and import substitution (Economic Nationalism, 2007). What is more, Japan is a master in the use of policies that define economic nationalism (Hall). To other nations around the world, Japanese economic nationalism appears as self-seeking behavior. Besides, this self-serving attitude of Japan can drive other nations also to feel particularly touchy about their own national interests with respect to Japan. Thus, Patrick J. Buchanan (1995) speaks for the American people: With the collapse of U. S. Japan trade talks, the hour of the economic nationalist may be at hand. In British Columbia, U. S. demands that Japan open her markets to more American autos and parts were rudely rebuffed. Japans top negotiator virtually dared us to impose sanctions. We will haul you up before the World Trade Organization. Tokyo warns; and there we will have you branded a violator of the free trade principles you so noisily preach – before an international tribunal you yourselves set up. Angry Clintonites intend to impose 100 percent tariffs on $6 billion of Japans exports. This JAPANESE ECONOMIC NATIONALISM Page # 2 doesnt even qualify as a spanking. Americans are in a mood for action; and the GOP should demand more serious sanctions. Enough is enough. In 1953, we had 60 percent of Japans auto market; by 1960, our share had been slashed to 1 percent. That is all we have now. Since 1970, Japan has purchased 400,000 U. S. cars, while selling us 40 million. Nationalism is emotion arousing. And, Luke S. Roberts (1998) seems to know about the subconscious roots of economic nationalism in the Japanese mind. According to the author, these roots lie in an eighteenth century concept of political economy referred to as â€Å"kokueki† or â€Å"national prosperity. † The concept of kokueki was articulated in Tosa, which was one of more than 230 Japanese domains that made up Japan during the Tokugawa period. The domains were autonomous with regards to internal administration. Nevertheless, they were often expected to sacrifice their own economic interests to meet obligations and services required by the shogun and his government. During a period of economic crises in the first half of the eighteenth century, Tosa was compelled to adopt mercantilist policies in order to protect its own wellbeing. The concept of kokueki was at the heart of these policies. In this way, Tosa looked upon itself as a nation instead of holding itself responsible for the economic wellbeing for all Japanese domains under the shogun (Roberts). By pursuing the interests of the domain instead of those of the entire government and the shogun, Tosa acted as a model for the rest of the Japanese domains who too began to look upon JAPANESE ECONOMIC NATIONALISM Page # 3 self-interest as a lucrative attitude. Tosa had thus prepared the ground for the overthrow of the shogun’s government. Eventually, the domain along with few others like itself engineered the fall of the Tokugawa shogunate in the year 1868. Furthermore, Tosa and partners extended the concept of kokueki from their domains to the entire country. This provided the new Meiji government with a model for the establishment of a nationally organized political economy (Roberts). Economic nationalism has worked for Japan for many years, and there is no law on earth against it (Hall). Even so, Buchanan (2006) complains about it once again: â€Å"China and Japan manipulate their currencies and tax polices to promote exports, cut imports and run trade surpluses at Americas expense. † Besides putting financial pressure on Japan, in the name of tariffs, America seems to have a less burdensome and more reasonable way to convince Japan to move toward liberalization. Tariffs are, of course, burdensome also for American consumers who love Japanese cars. The United States can convince Japan to move toward liberalization more easily by the use of reason, that is, by expressing the fact that economic nationalism did the nation no good when it was time for the Asian crises of the 1990s. Prior to Japan’s prolonged doldrums at the time, its economic nationalism was looked upon as its formula for success. But this changed when Japan saw that all of the nations that followed its formula were in crises during the 1990s (Hall). International support was the need of the hour. And so, Japan should have realized that nationalist economic policies have no place in an age of economic globalization (Hall). The fact that Japan did not see economical nationalism as the real problem, is the cause of Buchanan’s JAPANESE ECONOMIC NATIONALISM Page # 4 complaint. All the same, the author may discover that in order to see the changes that he wants to see through in the Japanese economic policies – it is best to appeal to Japanese reason, and put the facts before the country before another crisis occurs. After all, economic nationalism is to the mainframe computer as globalization and internalization are to the Japanese PC!

Summary Of Latex Allergy :: essays research papers

Summary on Latex Allergy in the Workplace (from JADA) Latex Allergy in the Workplace first talks about the background of the obvious problem of Latex allergy. Natural rubber latex is extracted from the milky sap of the rubber tree Hevea Braziliensis namely in Malaysia. The history of Latex gloves began over a hundred years ago. The first recorded incidence of hypersensitivity (allergic reaction) to the natural rubber Latex occurred in 1939. Because of the upsurge of infectious diseases there was an increase in imported Latex gloves increased from one million in 1987 to eight million in 1988. Also, because of this increase in demand, foreign suppliers didn't live up to the US requirements in manufacturing the gloves, which has of course resulted in a higher latex exposure. And because of Latex being an allergen, the repeated exposure to it may become life threatening. Some types of allergic reactions are as follows: ICD – Irritant Contact Dermatitis – Because of around 200 different compounding chemicals in the gloves, and not properly washing hands after use an itchy, irritated, dryness occurs on the hands. ACD – Allergic Contact Dermatitis (Type IV) – is a delayed reaction to the Latex and usually occurs 24 to 96 hours after exposure. The symptoms of this certain reaction, is similar to poison ivy. Immediate Hypersensitivity (Type I) – Although the least common reactions to latex, these are the most severe and life-threatening. There have been serious reactions to Latex when inhaled as the proteins are aerosolized during glove cleaning and removal. In 1997 62% of Latex related deaths were from gloves alone. A positive diagnosis of Latex allergy is made by using the results of a medical history, physical exam, diagnostic/exposure related evaluation, and tests. Some tests include, the patch test, the prick skin test, and radio allegro-sorbent tests. With all these tests there is yet to be a 'gold standard'; for diagnosing Latex allergy. The big problem with these tests is that there are a significant number of wrong diagnosis results. The article goes on to tell just who is at risk to this allergy and who has increased risk. Everyone really is at risk to developing an allergy to Latex because even if you are not healthcare providers, workers that produce Latex products, or children with spina bifida or urogenital defect (all which have increased risk) you can still be exposed to Latex in many ways.

Character Developement

Major characters exponentially develop mentally and morally by interacting with minor characters, society, and applying the themes of the story to their lives. In Harper Lee's novel To Kill A Mockingbird the reader can see the protagonist of the story, Scout Finch, mature from her child like mentality and thoughts to become a strong feminine character with high morals. This is achieved through the characters and situations in her life that influence her to see reality, past her childhood mirage, for what it really is.The roles of people such as Attic's Finch, and other minor harassers, greatly influences how she views the topics of racism, prejudice, and stereotypes. Attic's' character embodies the word humanity for his actions towards changing the stereotypes and prejudice of the Macomb Community are inspiring and motivational. Macomb is evidently a community that cannot tolerate differences and discriminate people based on their appearances. Their hostility towards the â€Å"Negro es† shows the reader and the protagonist how racism can affect and change ones life.As the story progresses one can see the struggles and obstacles the protagonist faces when dealing with racism, from trying to protect her family name ND reputation, to protecting loved ones from judgmental people. Such situations and incidents cause the protagonist to be forced to see how one has to recognize the validity and value of lives unlike hers. To begin with, Scouts father Attic's Finch plays a major role in her moral development as a person due to his paternal relationship and influence on her.This can be seen through his parenting skills and techniques that help Scout be more open-minded unlike the other residents of Macomb County. For instance, when Scout says † Our battles were epic and always one sided. California always won, mainly because Attic's always took her side† (Lee 6). This quote not only proves that Attic's apathy towards Scaloppini's race reinforces their relationship, but It additionally fortifies the fact that scout learns that white and colored people are equals and no different from each other.In addition, Attic's' exemplary actions towards different circumstances in his life greatly impact how Scout views her own life and societies false preaching's on equality. Referring to the Tom Robinson case Scout questions Attic's on why he is defending a â€Å"Negro† in court and he responds y saying † If I didn't I couldn't hold up my head in town, I couldn't represent this county in the legislature, I couldn't even tell you or Gem not to do something again† (Lee 75).Although he acknowledges the fact that his family and him will be judged and ridiculed by his community for taking the case, he moves forward with the case because It's consciously the moral thing to do. Attic's' optimistic mind-set and ability to see the good qualities of the situation encourages Scout to be more forgiving and understanding of the negativ e atmosphere In the Macomb society. Pursue what she believes in no matter what the consequences are. Attic's later on tells Scout to â€Å"never kill a mockingbird† (Lee 273); the term is used as a metaphor to symbolize how you should never taint or kill the innocence of a person.The mockingbird refers to characters such as Tom Robinson and Arthur â€Å"Boo† Raddled, mockingbirds whose purity and innocence are polluted by racism, stereotypes, and rumors and are progressively â€Å"killed†. Scout learns that her perspective of life as being black and white are erroneous and that in certain situations, some things are best left unsaid, referring to one's opinions on people based on their appearance. Furthermore, minor characters found throughout the novel teach and help develop Scout's knowledge on good versus evil. Mrs†¦Double's commentary towards the children shows Scout how ignorance breeds ignorance. This is shown when Mrs†¦ Dubos holds up Gem and Sc out and says † Not only a Finch waiting on tables but one in the courthouse laming for naggers† (Lee 101). This quote characterizes Mrs†¦ Dubos as someone who strongly believes that colored people are not equal individuals and don't deserve to have the same rights and privileges such as lawyers like white people. Her age and how she was raised and taught to believe that white and lorded people were two very different and separate races can explain her beliefs.Scout acknowledges the fact that even though characters such as Mrs†¦ Dubos and Mr†¦ Lowell are considered to be adults, they behave like ignorant children who have not been scolded, corrected, or taught better by their parents. For instance at the court Scout observes the fact that † the Negroes having waited for the white people to go upstairs to the balcony first, started to go up† (Lee 173). This shows the reader the small gestures that the white people do, such as allowing the â€Å" Negroes† to sit down after them causes tension and distress in the society.Such gestures can be translated as downgrading the colored people and treating them as though they were insignificant and a burden to the community. Despite the example set by the white people, Scout and Gem go up and sit down with the black people instead, indirectly challenging the Macomb society and setting their own examples. The actions of one person can start a chain reaction of change, a lesson that helps shape Scout's independence and confidence in herself. She uses this newfound confidence in herself to express what she thinks and feels about stereotypes and racism, to advertise her beliefs and promote them to others around her.Similarly, the Macomb County's community is filled with hate, racism, stereotypes, and prejudice, factors that help Scout see how this shouldn't blind ones perception on people. Scout sees how stereotypes can be altered and obscured from the truth. This is seen when she goes with Gem and California to the colored church where she sees that † Negroes worshipped on Sunday while white men gambled† (Lee 118). The assumption in the novel is that white people are more religious then colored people but Scout see's how this statement is false.She also sees that even though the Negroes don't have as much as the white churches or have the same materials such as songbooks, etc. They pray the same if not more then the white churches. Scout learns how stereotypes are fabricated and misleading, generalizations groups held in a manner that renders them largely, though not entirely, immune to counterproductive and how you shouldn't assume things about people. Then there is the prejudicial Judgment caused by the ethnicity. This is proven when Scout says, † Judge Taylor, who had been concentrating on his fingernails, looked up† (Lee 167).This not only shows that the Judge has already come to the conclusion that Tom Robinson did in fact rape t he girl but it also shows that he doesn't care or find it necessary for Attic's to defend him since his verdict has already been made. She learns to never Judge by appearances because they really can be far from the truth. Due to this incident Tom also teaches Scout how she should keep a clear mind and never doubt oneself when others doubt you during ones darkest points in life because as long as you believe in oneself you will be able to overcome all obstacles in

Figurative Language To Kill A Mockingbird - 1014 Words

To Kill a Mockingbird Brooke L. Oct. 17-20, 2017 This paper is on how Scout explains her father through her own language. Sometimes she is metaphorical, other times, just in figurative language. You will notice throughout the paper, she has different feelings depending on the situation that she is in with her father. When Scout explains her father metaphorically, she usually is pretty hard on him. For example: â€Å"Our father doesn’t do anything. He worked in an office, not in a drugstore. Atticus did not drive a dump-truck for the country, he was not the sheriff, he did not farm, work in a garage, or do anything that could†¦show more content†¦All of her metaphors compare different things to Atticus. One is Atticus to other fathers, another is Atticus’s occupation to other occupations, and Atticus’s loud booming voice. â€Å"It took Atticus’s courtroom voice to drag us away from the tree.† (pg 91) These metaphors are definitely not complements, but as I explained before, these are just things that Scout has pointed out about her father that aren’t perfect. Even though Atticus seems feeble, (as she states in the book, â€Å"Atticus was feeble, he was nearly fifty.† (pg 102)), he knows and understands children more than she expected; atticus is always aware of what his children are doing. During one conversation that Scout was eavesdropping on, Atticus made sure he said things that he wanted her to hear. When he was done with the conversation or didn’t want her to hear anymore, he sent her off to bed. Scout brings this up once in the book. â€Å"I later learned that he had wanted me to hear every word he had said.† (pg 101). So far, the main thing I conclude is that through a metaphorical language, Scout’s view of her father varies depending on the situation. Sometimes she thinks of him as wise or sensible. For example: â€Å"Scout saw Atticus carrying Miss Maudie’s heavy oak chair, and thought it was sensible of him to save what she valued most. (pg 78)† Other times she finds him boring: â€Å"He did not do the things our schoolmates’ fathers did: he never went hunting, he did not play pokerShow MoreRelatedEssay On Figurative Language In To Kill A Mockingbird1010 Words   |  5 PagesLiteral Context Taken from Chapter 20 of To Kill A Mockingbird by Harper Lee, the context of this excerpt is founded on the prejudices that the young character Scout has of a man named Mr. Raymond. Scout has gone to the trial of Tom Robinson with her friend Dill, but due to the sight of injustice and the eruption of Dill’s tears, Scout and Dill leave the court to run into Mr. Raymond. 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