The First Step to Accept Immigrants in Japan Essay -- Japanese Immigra

"For many decades, Japan was the only advanced industrial country in the world that did not rely on unskilled foreign labor" (Tsuda 687). However, because the shrinking and aging population is an upcoming serious problem for Japan, the demand for foreign workers has increased. The U.S. is a great example of how to take the immigrants’ help to drive an economy. Primarily, the U.S. is a nation of immigrants, and it is known to be the multiracial and multicultural successful country. One of their ideologies is no discrimination against any groups. Neither legal nor illegal immigrants are discriminated against. Their children are given U.S. citizenship, and they can assimilate better in the multicultural society. On the other hand, Japan has a fundamentally different structure of society and has different ideologies from the U.S. Japan is highly known for â€Å"the country’s economic miracle to its â€Å"one ethnic group, one language society† (Solinger 457). This miracle has structured Japan with "a strong, historically-derived ideology emphasized racial homogeneity, which shores up the national bias against outsiders† (Solinger 457). Therefore, Japan is afraid that the foreign workers, "those who work in a foreign country without initially intending to settle there", will become immigrants, "one who comes to another country for the purpose of permanent residence" (Webster dictionary). Japan will be one of the "[m]any countries [that] can’t live without foreign workers—but don’t want to live with them. The message to unskilled migrants is almost always: get the job done and get lost" (Silverman 60). In this paper, with my hope to lessen the discrimination against outsiders in the near future, I will examine why Japanese hesitate to accept imm... ...panese starts seeing that foreign workers will not settle in Japan illegally, not cause educational issues, and will not hold animosity toward to Japanese, I believe their negative perspectives of outsiders will change to positive. On top of this positive foundation between Japanese and outsiders, they should finally be able to build on multiracial and multicultural successful society. With this achievement, it is the time for Japan to loosen the restriction on foreign workers and to live with immigrants peacefully. Therefore, after examining why Japanese hesitate to accept immigrants and also how they can manage numbers of upcoming foreign workers, my conclusion is to make restrictions on acceptance of foreign workers. The restrictions like Hirata's two suggestions is the first step to open their homogeneous society to the multiracial and multicultural success. The First Step to Accept Immigrants in Japan Essay -- Japanese Immigra "For many decades, Japan was the only advanced industrial country in the world that did not rely on unskilled foreign labor" (Tsuda 687). However, because the shrinking and aging population is an upcoming serious problem for Japan, the demand for foreign workers has increased. The U.S. is a great example of how to take the immigrants’ help to drive an economy. Primarily, the U.S. is a nation of immigrants, and it is known to be the multiracial and multicultural successful country. One of their ideologies is no discrimination against any groups. Neither legal nor illegal immigrants are discriminated against. Their children are given U.S. citizenship, and they can assimilate better in the multicultural society. On the other hand, Japan has a fundamentally different structure of society and has different ideologies from the U.S. Japan is highly known for â€Å"the country’s economic miracle to its â€Å"one ethnic group, one language society† (Solinger 457). This miracle has structured Japan with "a strong, historically-derived ideology emphasized racial homogeneity, which shores up the national bias against outsiders† (Solinger 457). Therefore, Japan is afraid that the foreign workers, "those who work in a foreign country without initially intending to settle there", will become immigrants, "one who comes to another country for the purpose of permanent residence" (Webster dictionary). Japan will be one of the "[m]any countries [that] can’t live without foreign workers—but don’t want to live with them. The message to unskilled migrants is almost always: get the job done and get lost" (Silverman 60). In this paper, with my hope to lessen the discrimination against outsiders in the near future, I will examine why Japanese hesitate to accept imm... ...panese starts seeing that foreign workers will not settle in Japan illegally, not cause educational issues, and will not hold animosity toward to Japanese, I believe their negative perspectives of outsiders will change to positive. On top of this positive foundation between Japanese and outsiders, they should finally be able to build on multiracial and multicultural successful society. With this achievement, it is the time for Japan to loosen the restriction on foreign workers and to live with immigrants peacefully. Therefore, after examining why Japanese hesitate to accept immigrants and also how they can manage numbers of upcoming foreign workers, my conclusion is to make restrictions on acceptance of foreign workers. The restrictions like Hirata's two suggestions is the first step to open their homogeneous society to the multiracial and multicultural success.

Course Syllabus Essay

COURSE DESCRIPTION An introduction to the authorship and contents of the New Testament books. Special attention will be given to important persons, places, events, as well as to key chapters in the New Testament revelation. RATIONALE The aim of this course is structured to help the student interpret New Testament biblical passages in their proper context. Within the New Testament, there are insights to mankind, teachings for virtuous living, truths about the Savior, and principles for living an abundant life for Christ. The student will also be challenged to evaluate traditional and critical options of interpretation. I.PREREQUISITES None II.REQUIRED RESOURCE PURCHASES Duvall, J. S., and J. D. Hays. Journey into God’s Word: Your Guide to Understanding and Applying the Bible. Grand Rapids: Zondervan, 2008. ISBN: 9780310275138. Towns, Elmer L., and Ben Gutierrez. The Essence of the New Testament: A Survey. Nashville: B&H Publishing, 2012. ISBN: 9781433677052. Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources. III.ADDITIONAL MATERIALS FOR LEARNING A.Computer with basic audio/video output equipment B.Internet access (broadband recommended) C.Microsoft Word (Microsoft Office is available at a special discount to Liberty University students.) D.The Holy Bible IV.MEASURABLE LEARNING OUTCOMES Upon successful completion of this course, the student will be able to: A.Explain the role and significance of the New Testament and how it pertains to the Christian today. B.Describe the content of the New Testament including authorship, literary style, theological development, and the major themes and key verse of each book. C.Correctly list the books of the New Testament in the order found in the English Bible. D.Organize the content of the New Testament chronologically, book by book, into the framework of the Gospels and Acts. E.Explain the historical, political, cultural, and religious background of the New Testament. V.COURSE REQUIREMENTS AND ASSIGNMENTS A.Required readings from the New Testament and course textbook B.Course Requirements Checklist After reading the Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1. C.Discussion Board Forums (2) The student will complete 2 graded Discussion Board Forums. The student is required to provide a thread in response to the provided prompt for each forum. Each thread must be at least 250 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be at least 75–100 words. D.Interpretation Projects (2) The student will complete 2 Interpretation Projects. The projects are based on specified portions of the Duvall-Hays textbook. The student will study the specified New Testament text, and apply the various steps of interpretation in order to gain a better understanding of the biblical texts. E.Biblical Worldview Essay The student will describe what Romans 1–8 teaches regarding the natural world, human identity, human relationships, and culture. The student will  also be required to explain how this teaching affects his/her worldview. The paper must be 1,000–1,200 words and formatted in a single Word document using APA, MLA, or Turabian style (whichever corresponds to your degree program). F.Reading Reports (8) The student will read through the entire New Testament over the course of the term. A New Testament Reading Guide and Checklist is provided. Each module/week, the student must complete the assigned Bible readings and submit a Reading Report stating which of the Bible readings they completed. For each specified Bible reading, the student will check either yes or no. G.Tests (4) The student is required to take 4 tests. Each test contains 50 multiple-choice and true/false questions. Each test is open-book/open-notes and must be completed in 1 hour. In each corresponding Reading & Study folder, the student will find a document of study questions which will prepare him/her for the tests. VI.COURSE GRADING AND POLICIES A.Points Course Requirements Checklist10 Discussion Board Forums (2 at 37.5 pts ea)75 Interpretation Projects (2 at 75 pts ea)150 Biblical Worldview Essay75 Reading Reports (8 at 25 pts ea)200 Tests (4 at 125 pts ea)500 Total1010 B.Scale A = 900–1010 B = 800–899 C = 700–799 D = 600–699 F = 0–599 C.Late Assignment Policy If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email. Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions: 1.Late assignments submitted within one  week of the due date will receive a 10% deduction. 2.Assignments submitted more than one week late will receive a 20% deduction. 3.Assignments submitted two weeks late or after the final date of the class will not be accepted. 4.Late Discussion Board threads or replies will not be accepted. Special circumstances (e.g. death in the family, personal health issues) will be reviewed by the instructor on a case-by-case basis. D.Disability Assistance Students with a documented disability may contact LU Online’s Office of Disability Academic Support (ODAS) at LUOODAS@liberty.edu to make arrangements for academic accommodations. Further information can be found at www.liberty.edu/disabilitysupport.

The American War of Independence - 665 Words

The American Revolutionary War, also known as the War of Independence, began on April 19th, 1775 with the Battle of Lexington and Concord. The American Revolution was a war between the thirteen colonies and Great Britian. The colonies wanted to gain independence from Great Britian. It was also a rebellion against the monarchy, which lead to the establishment of the republic [CROSS]. The outcome of the war was a victory for the thirteen colonies. The colonist gained independence and British recognition. The Battle of Lexington and Concord was a significant battle because it was the start of the Revolutionary War; there are many events that led to the colonist fighting back. The war started because Great Britain was taxing the colonies. Great Britain imposed the Sugar Act, Stamp Act, Townshend Acts, etc. It was â€Å"taxation without representation.† Many people wrote about what colonists should do. John Dickinson wrote â€Å"The Letters From a Pennsyvlanvia Farmer† and Thomas Paine wrote â€Å"Common Sense†. Both were the actions that they believed that colonist should take and their opinion on the matters. Americans rebelled with the Boston Massacre in 1770 and the Boston Tea Party in 1773 [CITE]. This caused Great Britain to enact the Coercive Acts. The Coercive Acts were divided into three parts: Boston Port Act, Administration of Justice Act, and the Massachusetts Government Act. The Boston Port Act shut down Boston’s harbors in June of 1774 until the colonies paid for the tea that wasShow MoreRelatedThe War Of American Independence1780 Words   |  8 Pages The New American Government The War of 1812 should be referred to as â€Å"Second War of American Independence†. It is obvious that this was a small matter to the English, as they let the Americans win. 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