Monday, January 27, 2020

Repressive And Ideological State Apparatus Cultural Studies Essay

Repressive And Ideological State Apparatus Cultural Studies Essay Althusser (xxxx) points out that, to assure its existence and continuity, every (industrialized) social formation must reproduce the conditions of its production at the same time as it produces. Therefore, societies must be able to reproduce and maintain their productive forces as well as the exiting relations of production. He makes clear that, in order for these processes to be successful, capitalist societies put into operation (repressive) state and ideological state apparatuses. On the one hand, departing from stringent Marxist ideas, Althusser states that the repressive state apparatus is embodied by the prison , the courts, the police, the army, etc. which ensure the domination of the bourgeois capitalist society over the working classes by securing the political conditions of the reproduction of relations of production so the latter is subjected capitalist exploitation. This apparatus function mainly by violence, which not necessarily always take physical form. In other words, force is used to obtain compliance in the society (Francis, 1995). However, a distinction is made between state apparatus and state power, being the latter related to the objective of the class struggle while the former is the concerned repressive actions and may survive circumstances affecting the tenure of the state power. On the other hand, ideological state apparatuses (ISAs) refer to a body of specialized institutions including the church, the educational, the family, etc. the communications which function predominantly by ideology, and secondarily, by repression since school and church often apply mechanisms of repression such as punishment, expulsion, selection, etc. According to Althusser, ideology functions or acts by recruiting and transforming every single individual into subjects in a process is called interpellation. At the same time, ideology allows mutual recognition among subjects and, eventually, the subjects recognition of himself, which assures that the subject freely recognizes and accepts his own subjection to a meaningful, natural and commonsensical way of viewing the world. McLaren states that ideology can be described as the intersection of meaning and power in the social world where rituals, social practices, values and beliefs are seen as common sense. Extending this idea he adds that: (Ideology) produce(s) in the individuals distorted conceptions of their place in the sociocultural order and thereby serve to reconcile them to that place and to disguise the inequitable relations of power and privilege. In spite of their differences, the unity of the ISAs is secured as long as they work under the principles of the ruling ideology as the ruling class has the power of the (repressive) state apparatus so it is acceptable that this same ruling class is active on that Ideological State apparatuses insofar as it is ultimately the ruling ideology which is realized. As long as the (repressive) state apparatus is unified under the leadership of representatives of the classes in power the ISAs are relatively autonomous and provide a buffer zone to mitigate the clash between capitalist and proletarian classes. Therefore, the (repressive) state apparatus provides a shield for ISAs, which concentrate the ruling ideology, to largely secure the reproduction specifically of the relation of production. The Educational State Apparatus Althusser special attention to Educational state apparatus and puts forward the idea of school as the dominant ISA due to its paramount role in the reproduction of the relations of production. This apparatus has been installed by the bourgeoisie, the author explains, to replace the previously predominant ISA: the church the reason for this is that school has replaced church in its functions. He states that the power of this ISA resides on that no other ISA has the obligatory function of leading the children at their most vulnerable age, squeezed between family and school, into the capitalist social formation during such long periods of time weekly. It is by transmitting the skills and knowledge necessary for workers to adjust to their role in capitalist mode of production (Francis, 1995) and producing marketable knowledge (Phillipson, xxxx) that the relation between exploiter and exploited is intensively reproduced. School appears as a neutral environment where parents can endeavor their children to free and conscious teachers for them to lead students along a path of liberating virtues. In other words, school fulfills three basic functions in capitalist societies: economic-reproductive, ideological (inoculation of values, attitudes and beliefs) and repressive (the imposition of sanctions for not accede the demands of the school) (Phillipson, xxxx). Hegemony Antonio Gramsci (as cited in Stillo, 1999) develops the concept of hegemony departing from the Marxist concepts of base/superstructure, economic determination and class struggle. However, he considers these ideas as overly deterministic and focuses on the superstructural institutions where political and ideological institutions as well as the hopes, dreams and culture of a society can be found, i.e. ,as McLaren (2003) states, hegemony could not do its work without the support of ideology. Gramsci states that the supremacy of the bourgeoisie is based on two equally important concepts, these being the economic domination and intellectual and moral leadership. He claims that class struggle must always involve ideas and ideologies, which would make the revolution or prevent it. Furthermore, Stillo (1999) states the Gramsci recognizes the importance of the human agency since economic crises by themselves would not subvert capitalism and builds up a more dialectic than deterministic theory stressing the autonomy, independence and importance of culture and ideology. Stillo (1999), on referring to Gramcis theory discuss that the concept of hegemony as a process where the ruling class persuades subordinated classes to accept its moral, political and cultural values. Hegemony, in this sense, can be understood as a set of ideas by means of which dominant groups strive to secure the consent of the subordinated groups to their leadership. In other words, hegemony is a struggle in which the dominant win the consent of the oppressed, with the oppressed unknowingly participating in their own oppression (McLaren, 2003). However, consent in not always achieved peacefully and may combine coercion with intellectual, moral and cultural inducement In other words, social control be sustained in two ways: coercive and consensual. While the latter is exercised by direct force and threat, the latter arises when the individuals voluntarily assimilate the worldview of the dominant group. Dominant groups will provide the symbols, representation and social practices i n such a way that the unequal relations of power remain hidden (McLaren, 2003). Thus, the oppressed Furthermore, hegemony must be constantly renewed, re-negotiated and can never be taken for granted. In fact, during revolutionary scenarios, the function of the hegemonic does not disappear but changes its character (Stillo, 1999). In this fashion, hegemony goes beyond culture and ideology. Culture represents the way in which men and women define and shape their lives, while ideology is a system of values and meanings projects a particular class interest, thus the form in which consciousness is at once expressed and controlled (Stillo, 1999). Strinaty, 1995: 168-169) holds that Hegemony operates culturally and ideologically through state ideological apparatuses which characterizes capitalist societies and that these institutions namely the church, the family, the school, popular culture, etc. are determinant in the construction of our beliefs, identity, opinions under the rule of a dominant common sense. In other words, hegemony is entirely related to the issues of ideology and is itself ideology that has been institutionalized and legalized by ruling classes (Cheng Hsiao, 2001). English Language and cultural hegemony. As described above, the dominant culture is able to exercise its domination through over the subordinates classes or groups through hegemony (McLaren, 2003). That is, a struggle in which the dominant classes win the consent of those oppressed with the latter unknowingly participating in its own oppression. Here dominant culture refers to a set of practices, ideologies, and values that asserts the interests and concerns of the social class in control of the material and symbolic wealth of society. McLaren (2003), states that dominant cultural forms are referred as those symbols and social practices that express the dominant cultures way of shaping their lives and make sense of the world. Cultural forms include music, clothes, food, religion and education as well as television, films and video. Extending this idea, he suggests that it seems central to link the concept of dominant culture and its cultural forms with wider structural scope: Cultural forms dont exist apart from sets of structural underpinnings which are related to the means of economic production, the mobilization of desire, the construction of social values, asymmetries of power/ knowledge, configuration of ideologies, and relations of class, race and gender In this view, language becomes a key element for the transmission of the dominant culture, and its correspondent cultural forms, to the subordinated classes. The learning of English unavoidably brings with it an invasion of Western Culture (Qiang Wolff, 2004) as well as fosters western countries cultural, economic and political domination that goes hand-in-hand with the language that encodes the cultural practices that it helps to sustain. Reinforcing this idea, Whorf (1986) states that the structure of language directly influences how speakers will understand and organize the world around them and contributes enormously to the formation of personal and cultural meanings and identity. But for these aspects to remain hidden, English language needs to be divorced from cultural and social matters and be presented as non-political, divorced from wider social, educational and cultural issues (Phillipson, xxxx). This makes of English a marketable, standard product focused on technical and pedagogical aspects, which allows cultural hegemonic matters without scrutiny. Another aspect that contributes to the hegemony of the dominant culture is the intimate relationship between English Language and economic prosperity. Gaffey (xxxx) suggests that the success of English worldwide relies on that learning the language is believed to help people to achieve a better quality of life and on the dogmatic idea of English as concrete solution for the economic disadvantage. English also promotes the entrance to a culturally modern western-like world, which enhances the ideological incorporation intensively and extensively. Furthermore Pennycook (xxxx) explains that: teaching [and learning] English as a second or foreign language is not only good business, in terms of the production of teaching materials of all kinds à ¢Ã¢â€š ¬Ã‚ ¦ but also it is good politics. (p. 63). Given the connections à ¢Ã¢â€š ¬Ã‚ ¦ between English and the export of certain forms of culture and knowledge, and between English and the maintenance of social, economic and political à ©lites, it is evident that the promotion of English around the world may bring very real economic and political advantages to the promoters of that spread. (p. 22) Extending this idea, Moffat (2004) suggests that the link that exist between English and economic prosperity is a prove of how the economic power of the centre is transferred to English Language. Furthermore, she asserts that when non-English speakers realize about the economic benefits of speaking English, such us higher paid jobs, they are induced to accept the language as a possibility of better life. In this sense, the learning of English appears to be as commonsensical and as the natural state of affairs and, even more important, the interest of a whole nation rather than a personal choice reflecting specific interests (Gaffey, xxxx) Hence, English language becomes the vehicle that allows the dominant culture to become hegemonic since dominated classes voluntarily accept not only the language, but the dominant culture which the language brings with it through the operation non-coercive forces in view of becoming part of prosper, modern world. English Linguistic Hegemony. As stated above, ideology is a constituent element of hegemony and latter cannot function without the former. A comprehensive definition of linguistic hegemony is offered by Wiley (2000): Linguistic hegemony is achieved when dominant groups create a consensus by convincing others to accept their language norms and usage as standard or paradigmatic. Hegemony is ensured when they can convince those who fail to meet those standards to view the failure as being result of the inadequacy of their own language. Ideological structures supported by the dominated are vital for the operation of hegemony. Thus, non-coercive forces are to be present in the process of internalization of the dominant group ideas by the dominated and legitimated through the Ideological states apparatuses. Suarez (2002) Linguistic hegemony is asserted and legitimated when the dominant language is promoted as a way of getting social, cultural or economic benefits out of its use. For example, Gaffey (xxxx) suggests that the success of English worldwide relies on that the sole act of learning the language is believed to help people to achieve a better quality of life and on the dogmatic idea of English as concrete solution for the economic disadvantage. These ideas are enthusiastically supported by the benefits that monolingual communication may bring about due to the link that exist between communication and financial success. At the same time, English promotes the entrance to a culturally modern western-like world, which enhances the ideological incorporation intensively and extensively through pop-music, films, television and magazines. Extending this idea, Moffat (2004) suggests that the link that exist between English and economic prosperity is a prove of how the economic power of th e centre is transferred to English Language A theory that reinforces the hegemonic conception of English is Bourdieu à ¢Ã¢â€š ¬Ã‚ ¦.. Pennycook (1994) draws from Ndebele (1987) to support this view that English produces and reproduces à ©lites who consistently profit from knowing that language: teaching [and learning] English as a second or foreign language is not only good business, in terms of the production of teaching materials of all kinds à ¢Ã¢â€š ¬Ã‚ ¦ but also it is good politics. (p. 63). Given the connections à ¢Ã¢â€š ¬Ã‚ ¦ between English and the export of certain forms of culture and knowledge, and between English and the maintenance of social, economic and political à ©lites, it is evident that the promotion of English around the world may bring very real economic and political advantages to the promoters of that spread. (p. 22) These à ©lites are mostly people for whom English is the first language. However, a large number of non-native English speakers are convinced that by learning English they will enter the inner circle of those with very real economic and political advantages. ( no iria) ELT Ideology (also include something from Trojan horse article) However, although ELT ideology relies on its benefits, there are corresponding inferred threats that negative consequences will result from a failure to convert to the dominant (ELT) ideology, which are used to enhance the desire for learning the language (Gaffey, xxxx). For example, negative minority languages might be associated to poverty and conflict, which might be interpreted as disadvantages in accessing educational and economic resources. Furthermore, it may argued that success of ELT ideology, also remains in the asymmetrical relationship that exist between the centre and periphery regarding authority in the production of ELT material and immaterial resources. The former being books, teaching positions, etc. while the latter includes ideas, teaching principles and pedagogy that the periphery should seek as the norm imparted by universities and experts of the centre (Phillipson, xxxx). This unidirectional flow of information, which eventually poses English as dominant a language, is legitimized by anglocentricity and professionalism. Anglocentricity refers to the representation and functions of English, i.e. where English can lead people to. Professionalism includes the whole body of techniques, methods and procedures, which are constantly renewed to maintain the periphery in a dependant situation. In other words, ELT professionalism and anglocentricity discourse disconnects culture from structure by presenting ELT as neutral and non-political, thus becoming a marketable, standard product worldwide focused on a technical approach to ELT, divorced from wider educational issues (Phillipson, xxxx). This narrows ELT spectrum to procedural and pedagogical matters, but leaves aside social, cultural and political issues (Phillipson, xxxx), which allows ideological matters without scrutiny. ELT Hegemony (anda a finding the path y dejate de joder) As discussed above, the concepts of ideology and hegemony and close intertwined, being latter a constituent part of the former. Phillipson (xxxx) states that ELT hegemony can be understood as: referring to the implicit and explicit values associated, beliefs, purposes, and activities which characterize ELT profession and which contribute to the maintenance of English as a dominant language Williams (as cited in Phillipson, xxxx) also suggests that this term is more useful than ideology since the hegemonic ideas associated with ELT are just not a deliberate manipulation but a more sophisticated and complex set of personal and institutional norms and experienced meanings and values. Phillipson (xxxx) proposes that these concepts are part of the base as well as the superstructure since they arise from an economic conception of ELT based on institutions, publishing houses, project funds, and ultimately the mode of production which these are an outcome of, and from the consciousness of the ELT profession which are intellectual manifestations evolving from dialectic interaction with the economic base. Furthermore, Tsuda (2008) claims English Language Learning hegemonic position is also reflected in the threats that ELT represents to other languages causing differences between those who speak the language and those who not, the former having more resources and power than the later who is usually discriminated. In this sense, the learning of English appears to be as commonsensical and as the natural state of affairs and, even more important, the interest of a whole nation rather than a personal choice reflecting specific interests. ESL Teachers and textbooks Tengo que escribir sobre los teachers y los textbooks. Garigner (lo que respecta a los concejos que da para elegir libros), + book + giroux. Es decir, tengo que explicar cual es la funcià ³n del teacher en la relacià ³n con el libro. ELT materials Here I will comment on the publishing houses. Tengo que decir que los libros son esenciales para la reproduccià ³n de las condiciones de produccià ³n asà ­ como para la diseminacià ³n y ejercicio de la hegemonà ­a del centro. Tambià ©n contenido ideolà ³gico en imà ¡genes. Tambien hacer diferencia entre ideologà ­a y hegemonà ­a. Despuà ©s de todo estas estudiando hegemonà ­a en estos contextos. Influence, power and control are all legitimate and complementary interpretations of what hegemony means and how it plays itself out in our lives. While ideology is the direction in which these are orientated. State and ELT in Capitalist Societies. (agregar lo de Penny cook CDA acritical introduction social and cultural reproduction in schooling) As discussed above, state plays a decisive role in reproduction of relations of production of Capitalist societies in which schools are to impart education that contributes the continuation of the modes of production by generating and distributing knowledge which is useful and marketable Phillipson (xxxx). In fact, it is the state the one which ensures the reproduction of knowledge and skills reproduced in schools. Therefore, being ELT organized by the state it turns to be relatively simple to scrutinize how ELT serves the three main functions of education: economic-reproductive, ideological and repressive. The economic-reproductive function of ELT education is based on that English Language qualifies people to build up a nation and provides people with the tools to operate the technology the English provides access to, and which the state has decided to embrace. Hence, ELT brings a nation the possibility of becoming part of the globalization process, thus obtaining profits coming from the participation on trade, business and technology. In fact, Phillipson states that this is what language skills, such as those specified in syllabuses, are to be used for. ELT ideological function within schools since, as Phillipson (xxxx) proposes, English is to bring modern ideas and to be a channel for interpersonal, social and cultural values and a getaway for communications, better education, and so a higher standard of living and better understanding. Language is critical in defining individual identity, culture and community membership (Phaahla, 2006) so the learning of English also contributes to the formation of particular cultural meanings thus helping to the dissemination of western ideologies making us blind to structural realities (Phillipson, xxxx). The repressive function of English at school is performed when students are not allowed to apply their own language, thus limiting their communication within the classroom only to the target language. The repressive effect is more profound when English is applied for Education in subject rather than the language itself (Phillipson, xxxx)

Sunday, January 19, 2020

Letters to a Young Poet

Late in his life, the Czech great poet Rainer Maria Rilke maintained a correspondence with a young poet, Franz Xaver Krappus through his well-known ten letters.   While in military academy, Young Franz full of passion and deep-seated appreciation for good poetry, on reading a collection of Rilke's poetry, decided to send Rilke some of his poetry for Rilke to read and offer some advice in form of commendations and criticisms. The correspondence was thoughtful and filled within insight in various life themes, with profound messages for every one. It began in lasted from 1902 to 1908 and in June, 1929 three years after Rilke’s death, Franz gathered and published the letters in Berlin. Frank’ introduction of the letters detailed his encounter with the writings of Rilke while he was in the Military Academy, Vienna. He interacted with Professor Horacek who talked to him about the life of Rilke as a gifted serious gentle calm and introverted fellow while in the same academy who was dedicated to his training; Rilke continued his education at home in Prague when he could not cope in his new school away from the military academy. Through this correspondence, one understands the life of Rilke within the sentences he sent to this young poet. There is a hint to the transformation that he undergoes the principles that guide his life and how these changes influence his writing. The progression in the life of Rilke is visible in the letters sent to this 19-year old poet: his life is based on the finding of the direction of the inner pursuit; answering the basic question of life and then wait until the inner voice speaks with a bold answer. This is his opinion of the foundation of a viable career. He believes in the power of reading to build a strong writing career: good writers read and good readers write. To approach productive reading, it is important to come with an open mind and be ready to love the work. This is how best to understand writings and be in the best position to criticize them if need be. The central theme is love. He understands the difficulty associated with loving. He tells the young poet about the travail of learning how to love. He leaves him with the advice: keep learning. Sadness, aloneness also show in his write-up. This conflict with love may reflect the hitches he experiences in his family life, and why he seldom mentions his family. As an introvert, this is allowed. Rilke’s search for solitude is important in discovering the pace and direction of the inner man: this is a major theme of his life. This also keeps him away from the pressures of the outside world and its attendant conflicts. Let’s take a look at the letters: Letter One: ‘There is only one way: Go within. Search for the cause, find the impetus that bids you write.’ He writes this to advice Franz about life career starting with an introspective search for discovery of the true reason for essence in life. This letter shows the basis for his life pursuit and advice for the young poet on career choice. Letter Two: Live awhile within these books.   Learn of them, whatever seems worth the learning, but above all,  love them.   To live within the books is to be able learn, and to love them is the way to be open to its lessons and make appropriate life changes as required. Letter Three: Let me ask you right here to read as little as possible of aesthetic critiques.   It shows his distaste for criticisms that are not appreciative of the exclusive work of arts. Love is a prerequisite for true criticism. Letter Four: Try to love the questions themselves, like locked rooms and like books written in a foreign language.   Do not now look for the answers.    They cannot now be given to you because you could not live them.   The questions that arise in life do not come with answers by merely asking but until the questions are incorporated into daily living; that’s where they get answered. Letter Five: There is much beauty here because there is much beauty everywhere. Life is beauty, it al depends on what you see not where you are. Letter Six: Why don't you think of him as the coming one, who has been at hand since eternity, the future one, the final fruit of a tree, with us as its leaves? Live your life knowing there would be pain, but you still joy. Letter Seven: To love is also good, for love is difficult. For one human being to love another is perhaps the must difficult task of all, the epitome, the ultimate test. This letter was explicit on love, and detailed the enigmatic way he sees and experienced love. Letter Eight: And this is the reason the sadness passes: the something new within us, the thing that has joined us, has entered our heart, has gone into its innermost chamber and is no longer there either– it is already in the blood. Letter Nine: Your doubt can become a good attribute if you discipline it. It must become a knowing; it must become the critic. This gives advice on how to turn doubt to a useful tool in life and career. Letter Ten: Art also is only a way of life, and we can, no matter how we live, and without knowing it, prepare ourselves for it. He admonishes the Young Franz about the existence of art; he asserts that that art is part of us and our lives whether we accept the fact or not. REFERENCE Rainer Maria Rilke. Letters to a young poet Letters to a young poet. Accessed from www.sfgoth.com/~immanis/rilke/letter1.html Letters to a young poet. Accessed from www.carrothers.com/rilke_main.htm Rilke’s writing. www.floozy.com/allison/rilke/r.index.html    Letters to a Young Poet Brenda Benson Letters to a Young poet by Rainer Maria Rilke Letters 1-5 Letters to a Young Poet, letter 1: â€Å"No one can advise or help you- no one. There is only one thing you should do. Go into yourself. † I believe this advice goes for anyone, but I can identify with this. The reason is that you really can’t depend on anyone, because the other person will not care for the situation or whatever the way you do. Many of times, where I thought I could seek for other for help, they hadn’t come through for me.Even though, it is something disappointing, but it is life, we must deal with disappointment constantly. In the end, what doesn’t kill will only make you stronger, how true those words are. For when you are at your lowest point, that is when your strength shines through. Letter to a Young Poet, Letter 2:† Learn from what you feel is worth learning† Learning is not just learning from a book, it can also be about life, the experiences that a person has gone through.People have often advised me what I should do with my life and how I should live about it. It’s always difficult because we all are manipulated by society, and the slightest difference in personality makes for the biggest commotion. Well anyways, you can be told so many things, what is right and what is wrong. Sure, you listen to them, some of the advice you’ll take in and others just let it drift away. All in all, it doesn’t matter what people may say, it’s what you feel what is right.Letter to a Young Poet, Letter 3: â€Å"Always trust yourself and your own feeling, as opposed to argumentations, discussions, or introductions of that sort† This I believe is the hardest situation, which is being able to trust yourself. We always have doubts if we’re ever good enough, and always making things into a competition. Where we should make things into a learning experience, and appreciate others wisdom. When I began this sch ool I would say that I was intimidated by the students the class, they were so talented.I doubted if I could really accomplish my goals that I had here in New York and in Parsons. Later that day, I spoke to special people; they lend me their ear and some advice. All I needed to do, all I still need to do is believe in myself, trust myself, know that my abilities are exceptional, and keep moving forward. Letters to a Young Poet, Letter 4:†Don’t hate anything† Hating is a very strong emotion, hating consumes the heart and you don’t feel much. Your mind when preoccupied by hate has nothing much to offer. It’s an emotion that tiring, and hard to let go.When you learn you stop hating, your feel so relieved, and is at peace with the world. As a young girl, I hated many things, and I had let it consumed my heart. When you hate you feel very alone, and you feel that no one is there for you, nor do you believe they will understand you. When I grew older I rea lize how much energy it took, how much it keeps you in the past. To move forward you must forgive, and relinquish your hatred towards things. If I hadn’t my situation would be a lot different where life would probably be miserably for me.Letters to a Young Poet, Letter 5:† But there is much beauty here, because everywhere there is much beauty† In all the chaos of the world, in all the imperfections in the world, there is still beauty. I feel that people have to go through some tragic situation; for once they encounter something different, they can find and appreciate the beauty that is presented to them. At least that’s how I look at it, life is full of different shapes and colors, it’s very much easy to miss, but when I slow down time, I’m able to see things that I couldn’t see before.

Saturday, January 11, 2020

Economic Nationalism in China Essay

The political economy of a nation is the interplay between its politics and its economy. Economic nationalism, a part of the political economy, wherever it applies, 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). China follows Japan’s footsteps closely when it delivers its political economy into the hands of economic nationalism (Gamble 2006). Although the economies of Japan and China differ considerably – that is, the Japanese economy is certainly more developed than the emerging economy of China – there are lessons for China in the Japanese experience of economic nationalism. Lessons from Japan To other nations around the world, Japanese economic nationalism appears as self-seeking behavior. Besides, the self-serving attitude of Japan could drive other nations to also feel particularly touchy about their own national interests with respect to Japan. Thus, Buchanan (1995) writes on behalf of 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 nd parts were rudely rebuffed. Japan’s 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 Japan’s exports. This doesn’t 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 Japan’s 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. Seeing that international trade is a matter of exchanging value for value, the trading partners of nations that indulge in economic nationalism are expected to reduce their trade interests in such nations over time. Nevertheless, nationalism is emotion arousing for the nations that believe in it. Roberts (1998) writes 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 (Roberts). † The concept of kokueki was articulated in Tosa, only one of more than 230 Japanese domains that made up Japan during the Tokugawa period. The domains were autonomous with regards to internal administration. Even so, they were often expected to sacrifice their own economic interests to meet their obligations to 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 of 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 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 America’s expense. † In other words, these countries would like to make profits only for themselves, even if it means that these profits are made at the expense of other nations that have trade interests with them. 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 failed the nation during the Asian crisis 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, however, is the cause of Buchanan’s 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 before another crisis occurs. The Case of China Gamble, writing for the International Assessment and Strategy Center, reports that China’s trading partners are â€Å"cautiously expressing dissatisfaction at the country’s growing economic nationalism and failure in fact to liberalize. † Although China had been aggressively courting foreign investment since the mid-1990s and growing its economy dramatically thereby, since the latter part of 2006 the Chinese government has been heard saying that it needs to protect homegrown organizations from unfair international competition. What is more, the Chinese government has put on a multitude of new regulations for foreign firms wanting to do business in the country (Parker 2007). According to Parker, it is evident that China’s political economy is today moving in the direction of economic nationalism or protectionism. As a matter of fact, Americans believe that they may now sell little to China as compared to what the Chinese would sell to them. Furthermore, China has manipulated currency exchange rates to assure this. Hence, Parker writes: â€Å"Now they aren’t even going to let US companies benefit from Chinese economic growth. † American companies are, in fact, pulling back on their China plans now because legal changes are blocking their entry and/or growth in the Chinese market. eBay, for example, has already declared that it would close its website in China because it is difficult to do business in the face of new Chinese regulations that limit the types of financial transactions that foreign companies may conduct. Warner Bros. International Cinemas had also been planning a massive expansion in the Chinese market. However, the company abruptly announced that it would close its operations in China, citing a recent policy change that no longer permits foreign companies to control domestic theatres in the few large cities there are (Parker). Unlike Japan, China had suspended its attitudes of economic nationalism since the 1970s, in order to attract foreign investment and promote export-led economic growth. All the same, the Chinese attitude toward economic nationalism has not changed (Gamble). According to Gamble, the only interesting point concerning Chinese economic nationalism is that the Chinese leaders were able to keep economic nationalism at bay for a long time. The Chinese attitude toward economic nationalism is also deep-rooted like the Japanese attitude toward this aspect of the political economy. In the case of China, an anecdote recalls that in the year 1793, the Qing Emperor, Qianlong, informed his Britannic Majesty’s first Ambassador, Lord George Macartney: â€Å"As your Ambassador can see for himself, we possess all things. I set no value on objects strange or ingenious, and have no use for your country’s manufactures (Gamble). † To put it another way, China has believed in the self-sufficiency of its economic system for a pretty long time (Gamble). At the time that China had suspended its attitudes of economic nationalism, the country was moving toward liberalization only because of its economic desperation after thirty years of Mao style communism. China needed foreign money, management, markets and technology at the time in order to modernize its economy and buy time before reasserting its deep-rooted faith in economic nationalism. Once its economy had been revived through the suspension of economic nationalism, however, the country was to renew its self-seeking policy of economic nationalism through direct obstruction of foreign direct investment. And so, the country introduced a variety of trade barriers to stymie direct investment. As an example, Wal-Mart Stores Inc. , despite its vocal opposition to unions, was forced to accept a union in the country. This union was none other than the All-China Federation of Trade Unions, an arm of the Chinese government (Gamble). Now that its chief interest has been served, that is, the Chinese economy has become a hit in the world economy, the country is also indirectly attacking foreign goods through Chinese regulation. Proctor & Gamble was recently a victim of such an attack when the Shanghai General Administration of Quality Supervision, Inspection and Quarantine declared that it had found traces of chromium and neodymium in three of the products in one of P&G’s lines of cosmetic products. P&G denied the allegation. Moreover, no contamination was ever proved. Still, P&G’s brand was damaged due to negative publicity and the company was forced to provide refunds. Other international companies that have faced similar attacks include Dell, General Mills, Heinz, KFC, Lipton teas, Colgate-Palmolive, and Sony (Gamble). The National Development and Reform Commission (NDRC) is the top economic planning agency of China, which has stated that it would now like China to shift to a â€Å"quality, not quantity† policy in terms of FDI (Gamble). Seeing that the Chinese government is now making life very difficult for international companies, even those foreign companies with an emphasis on quality will be thinking twice about investing in China (Gamble). Gamble writes that the Chinese government is now expected to do all that it possibly can to squeeze the highest premium from foreign investors, especially when a foreign company is competing with a local state owned company. Conclusion Like many countries of the European Union that are presently concerned about globalization’s impact on their respective cultures, China would like to protect its age-old customs from foreign infiltration by means of economic nationalism. As a matter of fact, Chinese leadership is returning to the economic policy of the Qing dynasty, disappointing plenty of international corporations that continue to consider China as a fertile ground for investment. The Japanese, on the other hand, had been following the policy of economic nationalism or kokueki even when China had given up on economic nationalism. Both of these nations had, moreover, developed their subconscious roots of economic nationalism around the same time. The economy of Japan is better developed than the economy of China. Hence, Gamble has written that it will not be easy for China to move from its current dependence on exports and foreign investment to internally generated growth. After all, moving from liberalization to economic nationalism is a transition very much like the move that the country had made earlier on from liberalization to economic nationalism. China has been through rather difficult changes in the recent past. Needless to say, the new move is expected to require tremendous effort to boot. It may be that China would consider part liberalization and part economic nationalism for its new economic policies, for it is certain that the country is interested in globalization in addition to economic nationalism at the same time. Japan – the master of economic nationalism – continues to serve as a model for China, prodding it on toward greater economic growth with economic nationalism. The fact that Japan suffered because of economic nationalism during the Asian financial crisis of the 1990s should serve as a lesson for China. However, the fact that the Japanese economy began to recover soon after the crisis is expected to boost China’s confidence in economic nationalism. What is more, the two nations do not seem to be concerned about America’s or the rest of the world’s reaction to their policies of economic nationalism as yet. Only political and economic history in the making would tell how far both countries will go by adhering to their deep-rooted belief in economic nationalism.

Friday, January 3, 2020

SEO Instructions to Blog Posting + BONUS!

SEO Instructions to Blog Posting + BONUS! As repeatedly mentioned in our previous posts (this one  including), blogging is one of the most essential skills and activities required for successful promotion among customers. For example, blogging helps you remain in the limelight and show your expertise. It’s great, if you are already heavily exploiting this feature for self PR. But are you doing it right? Today we offer short and simple SEO guidelines. Only 3 steps that can dramatically change your ranking and position! 1. Keep Your Title Simple and Short. 5 Words Will Do â€Å"Crestfield Furniture Industries. INC: Allocation of the communication budget analysis report.† Perhaps this is very relevant and subject-related title. But, come on, it’s too long. Try to present the topic from another angle and in a much shorter manner. As a prolific writer, you are sure to find the way out. And know why you need a short title? Every time you enter a long title, a long link to your blog post is generated. And search engines don’t like long links, short ones are much more preferable. So why miss the opportunity? PS. Do not forget to capitalize at least the first letter of the first word in the title. Such details say a lot about your writing. 2. Color Your Writing: Add Images It’s been proved by multiple studies that â€Å"text+image† formula has a much bigger perception rate among readers than simple text. With images you spice up the information, attract attention and simply make the text more interesting and beautiful to read. The same thing with search engines: they love interesting texts! To add image into the blog post: go to Images tab; upload the image; after the upload, copy the generated URL; go back to Post Details tab; click Image Properties icon; insert the URL. 3. Do a Bit of Formatting â€Å"Its the little details that are vital. Little things make big things happen.† As John Wooden said. Search engines also pay attention to every single detail presented in your blog post. And if you do formatting right your post is more likely to be noticed by the almighty search engines and, thus, ranked higher. So, put key ideas and keywords in bold; use lists; write subtitles. You might have noticed that we often use this approach in our own posts. And not only to make the posts more readable for search engines, but for you as well. When the information is nicely structured and formatted, the reader’s eyes comprehend it much more easily. BONUS: Search engines love, and simply can’t live without keywords. Thus you need to feed them with selling keywords! But do you know which keywords sell in our business? We do! And we are ready to share! Below are the patterns you can use safely in your blog posts: â€Å"custom + PAPER TYPE†(e.g. custom essays, custom research paper, etc.) â€Å"buy/order/pay for + PAPER TYPE† ( e.g. buy thesis, order term paper, pay for dissertation, etc.) â€Å"SUBJECT + PAPER TYPE† (e.g. management essay, economics term paper, etc.) â€Å"PAPER TYPE + on + TOPIC†(e.g. essay on abortion,argumentative essay on gas prices, etc.) How to use keywords? It’s simple as well: use 1 (!!!) keyword pattern for 1 blog post; mention this keyword pattern twice per post, but not too often; interchange the keyword patterns from post to post. Hope, it got a bit clearer to you. If you have some questions, leave them below in comments and we shall help you out!