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Modernization of japan (1868_ 1905)
Japan's modernization
Modernisation of japan in meiji restoration
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In 1868, The Meiji Restoration in Japan begins as the Emperor Meiji oversees an era of rapid modernization, creates a conscript army, and abolishes the samurai-class ranking which has defined order in Japan since the 1600's. Education is reformed, a constitution is created; a parliament established. Victory in wars with Russia and China will begin the dominant period of Japanese nationalism and influence leading to World War II.
Japan in modern times is one of the most technologically advanced countries in the world. This “modern” image that Japan hasn’t been around forever, Japans decision to change from an old traditional country to a westernised one came in 1868, and it took only 50 years for the improvements to be made. In order to successfully modernise Japan had to make several sacrifices, risks and well planned out strategies. These developments can be explained in 5 areas: the Meiji Restoration, Government, Industrialisation, Education and Armed Forces.
With the installment of the "enlightened rule" or the Meiji restoration, Japan emerged from the world of the past into the world of the present. The young Emperor was a fifteen-year-old boy, but he was fortunate in having as advisors a course of the new Japan. Working enthusiastically, they brought about a relatively amalgamation of eastern and western cultures most of these ministers came from the samurai class and had been reared in the warrior tradition of responsibility and leadership. Some, who now push...
"(Doc. A) The beliefs Japanese grew up with were that the Emperor was sublime and his empire should be followed everywhere nerveless by everyone. They were trained to be dedicated; willing to do anything to please their superior. “An old order... (European and American)... is now crumbling.
The establishment of the Japanese archipelago assumed its present shape around 10,000 years ago. Soon after the era known as the Jomon period began and continued for about 8,000 years. Gradually they formed small communities and began to organize their lives communally. Japan can be said to have taken its first steps to nationhood in the Yamato period, which began at the end of the third century AD. During this period, the ancestors of the present Emperor began to bring a number of small estates under unified rule from their bases around what are now Nara and Osaka Prefectures. At the beginning of the seventeenth century, Tokugawa Ieyasu set up a government in Edo (now Tokyo) and the Edo period began. The Tokugawa regime adopted an isolationist policy that lasted for more than 200 years, cutting off exchange with all countries except China and the Netherlands. The age of the Samurai came to and end with the Meiji Restoration of 1868, and a new system of government centered on the Emperor was set up. The new government promoted modernization, adopted Western political, social and economic systems, and stimulated industrial activity. The Diet was inaugurated, and the people began to enjoy limited participation in politics.
When being cool you can see it as being socially constructed (Waren, 2014). Most people see cool as not being an object but just as seeing it as a word and self-confidence. Once one feel they are cool their self-esteem goes up and they find more self-control of how they life should be played out. The audience don’t have to be mean or break the rules to be cool there are many other things like helping out people in need or doing things you way without people telling you how things should be done. Once the readers can live their life how they want to and make up their own rules then that makes a person one step closer to being in the category
At the beginning of The Hobbit, Bilbo was sensible and when it came to his actions he was cautious, as well as being wise in thought. “We are plain quiet folk, and I have no use for adventures” (4). This was Bilbo's response when Gandalf mentioned going on the adventure with him. The idea of going outside of the Shire scared him. Gandalf basically
Cognitive Behavioural Therapy (CBT) is a form of therapy which can be used to treat a wide range of mental health problems. Cognitive Therapy is an active, directive, time limited, structured approach used to treat a variety of psychiatric disorders, for example depression, anxiety, phobias (Beck, 1967). It emerged as a rational amalgam of behavioural and cognitive theories of human behaviour and is based on the idea that our thoughts determine our behaviour and feelings (Kendall PC, 1979). On average a patient attends between 5 and 20 appointments with their therapist. (Blenkiron 2013)
Bilbo assumes that he is an inadequate companion for the adventure, and that idea is apparent as he and the dwarves equally doubt his skills that Gandalf is so confident about. " 'I have chosen Mr. Baggins and that ought to be enough for you...There is a lot more in him than you guess, and a deal more than he has any idea of himself. '" (Tolkien 33) The dwarves allow Bilbo to join their company, but they do not completely take Gandalf 's word and have a difficult time becoming accustomed to the hobbit. The party describes him during the journey as being "more trouble than use so far" and wished Gandalf had "chosen someone with more sense" (119). However, once they realize that in spite of how traumatic a situation is for Bilbo, he still finds a way to help them when they can 't defend themselves, and because of that they accept him as a friend and stay loyal to him until the end of the quest and the
Cognitive Therapy (CT) and Cognitive Behavior Therapy (CBT) is a type of psychotherapeutic treatment that helps clients better understand and uncover their feelings and thoughts that may influence their behaviors. Cognitive therapy aims its treatments at treating a wide range of disorders, such as depression, anxiety, addictions, and phobias. Cognitive therapy focuses on dealing with a specific problem of a client and is short-term in its therapy style. While clients are in therapy, they are guided in how to identify and correct disturbing thought patterns that have a negative influence on their behavior.
The correlation exists because some children developed signs of autism shortly after being vaccinated. However, the only real relationship between the two is the timing of early childhood vaccinations and the first appearance of symptoms of autism (“Top 20 Questions”). Unfortunately, because of this many parents choose not to get their children vaccinated. This leads to many children facing serious illnesses and possibly infecting others, because parents believe the illness is less of a risk compared to ASD even though there is no proof. A 2013 CDC study added to the research showing that vaccines do not cause autism spectrum disorder. The study looked at the number of antigens from vaccines during the first two years of life. The results showed that the total amount of antigen from vaccines received was the same between children with ASD and those that did not have ASD (Knopf). This shows that although it is not a proven fact that vaccines cause autism it is very unlikely. Therefore, parents should ensure that their children are vaccinated because they have nothing to fear. Vaccines are only beneficial to the child's
Since the 1980s Hip Hop has a positive impact on black Americans when trying to empower the citizens of this country. Since blacks have tense to this country many have been looked down on, so many artist just want them to know that Africans Americans are more than what many other ethnicities say that they are. Therefore, the hip hop cultures and movements of the 1980s through the 2000s had a positive impact on contemporary young Africans Americans identities. This is due to, Hip Hop artists wanting to share their stories and insights on the issues that affect society. In addition, the rap artists and their lyrics serve as musical depiction of their culture’s rich history. Furthermore, Hip hop artist want African Americans to know that there
Dewey is often misrepresented and wrongly associated with child-centered education. The curriculum traditions that have dominated north America and UK schooling over the last century cannot be easily slotted into any of Dewey’s work. Dewey believed that human beings learn through a hands-on approach. He also believed the teacher should observe the interest of the students, observe the directions they naturally take, and then serve as someone who helps develop problem-solving skills. This made Dewey’s view of the classroom more realistic, which promoted equal voice among all participants in the learning experience. Dewey believed in interdisplinary curriculum, or a curriculum that focuses on connecting multiple subjects, where students are allowed to freely move in and out of classrooms as they pursue their interests and construct their own paths for acquiring and applying knowledge. Dewey described an image as “an anticipatory sensation,” a phrase in which sensation points to a classic understanding of image as our senses and anticipatory refers to an enlarged understanding of the image as an on-going experience (Russell. 1998). Dewey saw reflective thinking as part of the historical development of the social mind and the life process of an individual human. This was Dewey’s belief during the period of his life, during the years he worked with teachers, children, and parents at Chicago Elementary School. Dewey later went to work in the Department of Philosophy at the University of Chicago, which included teaching courses in pedagogy (the art, science of teaching as a profession). During this an elementary school that served as a kind of laboratory where teachers could conduct experiments in curriculum development. Dewey found evidence for stages of mental development in young children from an early imaginative stage grows experimental,
Dewey started off as a Hegelian idealist, but changed from idealism to experimentalism, which studied the human mind and real life issues, and which emphasized the ways in which human intelligence may be applied to the solution of real problems in real life.
Hip-hop was a cultural movement. It emerged in the early 1970s from the South Bronx. Hip-hop came from the “ghetto” and it became a cultural force of social protest and creativity. But from the 1990s and onward hip-hop changed from a cultural creative production to one of mass consumption. Hip-hop began to grow and through mass marketing targeting larger and whiter audiences hip-hop evolved in to relying on the images of crime and sex. Hip-hop has changed from a tool of social change to cars, women, and drugs. There is a gap between the civil rights movement and the newer hip-hop generation. This is not to say that there are not artists in the hip-hop community that talk about things that need to change such as racism, exploitation of the poor, police brutality, and the lack of education for the black and the poor. But the mainstream music on the radio is mostly about female body parts shaking and grinding, having sex, getting really drunk, high, and/or violent. It is not entirely the fault of hip-hop artists there are people who do not know Malcom X, Susan B. Anthony, or Thurgood Marshall but most people will know overrated artists with trash lyrics such as Lil Wayne, Nicki Minaj, Soulja Boy, and 2 Chainz.What once was a helpful tool for creating social change is now hurtful. Hip-hop has created a lot of powerful African Americans with a lot of money and influence but it has ceased to have its power reflect and reveal social awareness to inspire culture change because not many rap about the need for change. By exploring the change of hip-hop from the civil rights movement to the modern day hip-hop this paper will attempt to show that hip-hop has been grown from a powerful tool of social awareness in to a monster of mass consumpt...
John Dewey was one of the most influential American philosopher born in Vermont in 1859. He graduated from the University of Vermont and eventually got his Ph.D. and went on to teaching at other universities. In his book Experience and Education he talks about traditional education, the theory of experience, criteria of experience, social control, the nature of freedom, the meaning of purpose, progressive organization, and at the end he raps it up with the means and goals of education. Dewey was a well-known philosopher and his ideas travel all around during the early 20th century. He had two main principles; the principle of continuity and the principle of interaction that led to what he believed was the proper way to educated students.
...high power status, Japan had to have a self-reliant industrial common ground and be able to move all human and material resources (S,195). Through the Shogun Revolution of 1868, the abolition of Feudalism in 1871, the activation of the national army in 1873, and the assembly of parliament in 1889, the political system of Japan became westernized (Q,3). Local Labor and commercial assistance from the United States and Europe allowed Japan’s industry to bloom into a developed, modern, industrial nation (Q,3). As a consequence production surplus, and food shortage followed (Q,3). Because of how much it relied on aid of western powers, Japan’s strategic position became especially weak. In an attempt to break off slightly from the aid of the west Japanese leaders believed that it would be essential for Japan to expand beyond its borders to obtain necessary raw materials.
Our preliminary class gave a brief, yet detailed outline of major events affecting the East Asian region. Within that class, prompted by our limited geographical knowledge of Asia, we were given a fundamental explanation of the geographical locations of the various events taking place in the region. In subsequent classes, we were introduced to the major wars, political shifts, and economic interests which shaped Japan, China and Korea to what they are today. We examined the paradigm of pre-modern Japanese governance, the Shogunate, and the trained warriors which defended lord and land, Samurai. In addition, we examined the socio-economic classes of Medieval Japan, which included the Samurai, peasants, craftsmen, and the merchants. We also examined pre-1945 Japan’s policies toward foreign entities, notably the Sakoku Policy, which sought to expunge all foreign presence and commerce in an effort to protect its borders and culture. 1945, however, saw ...