Female Textile Workers and the Failure of Early Trade Unionism in Japan
Author(s): E. Patricia Tsurumi
Source: History Workshop, No. 18 (Autumn, 1984), pp. 3-27
Published by: Oxford University Press
Stable URL: https://www.jstor.org/stable/4288585
Accessed: 28-03-2020 22:22 UTC
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ARTICLES AND ESSAYS
Female Textile WVorkers and the Failure
of Early Trade Unionism in Japan
by F Patricia Tsurumi
INTRODUCTION
Students of Japanese labour history all agree that attempts to organize factory
workers in Japan during the Meiji period (1868-1912) were largely unsuccessful.
During the first phase of Japan's industrialization after the Meiji Restoration of
1868,1 there were. spontaneous outbursts of protest from factory workers; and by
the late 1890s a few locally-based trade unions and support groups aimed at
encouraging trade unionism had been formed.2 Despite the harsh Public Peace
Police Law (Chian keisatsu h6 of 1900, pioneer socialists like Katayama Sen
(1859-1933) and K6toku Shtfisui (1871-1911) made strenuous attempts to develop
a class-conscious labour movement, but strong roots did not take firm hold during
this first phase of industrialization.3 As the Meiji period was drawing to a close,
large-scale arrests of suspected left-wing sympathizers and the execution of 24
anarchists falsely accused of high treason in 1910 dramatically ended organizing
attempts. Too weak to fight back, the labour movement went into a state of
suspended animation for almost a decade.4
As Stephen S Large rightly observed, 'The failure of the Meiji labor movement
is easier to chronicle than to explain.'15This, however, has never stopped historians
from explaining it. Explanations have to date involved discussion of all or some
This content downloaded from 128.195.78.54 on Sat, 28 Mar 2020 22:22:11 UTC
All use subject to https://about.jstor.org/terms
4 History Workshop Journal
of the following five factors of Meiji labour history: 1) government repression; 2)
management hostility; 3) class backgrounds of labour leaders; 4) rural backgrounds
of factory workers; 5) high percentages of industrial workers who were female
(nearly all of these were textile workers in cotton spinning, silk reeling, cotton
weaving, and silk weaving trade.
The Children Who Built Victorian BritainJennifer York
The document discusses the role of children during the British Industrial Revolution. It describes how children worked in cotton mills and faced abuse both physically and financially. Doctors who examined the children found injuries from machinery and described the mills as unhealthy. Overall, the document argues that children were mistreated and their health was put at risk during this period.
During the Industrial Revolution, workers faced difficult conditions but began organizing to improve their situations. Children as young as 6 worked long hours in dangerous conditions for little or no pay in factories, mines, and other industrial jobs. Women also often worked outside the home in industries like textiles. Workplaces could be hot, physically demanding, and unsafe, with long hours over 12 hours a day and few breaks or safety protections. Workers eventually realized they deserved better treatment and started unions to fight for improved wages, hours, and working conditions.
The document discusses the history of women's participation in industry in India during the colonial period. It notes that women often worked alongside male family members. Women were predominantly employed in textile mills as spinners and weavers, as well as in bid rolling, pottery, and quarrying. However, their presence in mills declined after the 1922 Factory Act due to a lack of accommodations for women workers who were often married with children. The document also compares the treatment of women workers in India to those in Japan, where unmarried women were housed in dormitories and received very low wages.
This document discusses the history of women's roles in industry in India. It includes images and descriptions of girls at school, child marriage, and women training with Gandhi. It also discusses the Factory Act of 1891 which regulated child and women labor. Several paragraphs discuss the types of industries that employed women, such as cotton and jute mills, mining, pottery, and hand spinning. Women often worked alongside family members. The document also examines the migration of labor to jute mills in Bengal and its impact on the proportion of female workers. Mill managers manipulated ideas of women's domestic roles to meet labor needs.
Industrialization had many impacts on society and the economy. It led to increased production through new technologies like the assembly line, improving productivity and growing wealth. However, industrialization also had negative consequences, subjecting many workers, including children, to unsafe and unhealthy working conditions for long hours with little pay or rights. Overall industrialization brought both benefits and costs to society as it transformed the economic system.
Ireland began industrializing in the 1960s and 1970s due to several factors:
- The government implemented policies to attract foreign investment through low corporate taxes and incentives. This attracted many multinational companies to set up operations in Ireland.
- Ireland joined the EU in 1973, gaining access to larger European markets and attracting more foreign investment.
- A young, growing population provided a ready workforce for the new industries setting up in Ireland.
- After decades of economic struggles and emigration, Ireland was poised to transition from an agricultural to a more industrialized economy in this period of strong global economic growth following World
Is It Feasible to Include Ready-Made Garments Sector in Badajoz Zone under Sc...Samsul Alam
The Ready-Made Garments (RMG) might have a remarkable contribution to a country's economy once it possesses an understandable application of technology and innovation in its style attractiveness, healthier aspects of body and its environmental settings. The primary purpose of this study is to explore the relevance of including RMG sector in the Science and Technology Park of Extremadura (PCTEx) in Badajoz province of Spain. For this purpose, a case study based on face to face interview method is followed where primary data was collected through an unstructured open ended questionnaire. The author's observation in this case is also used. The findings of this qualitative study support that it is relevant to include the sector in this particular zone. It concludes with the statement that PCTEx has the opportunity to include the sector in this area which can ensure greater impact in social and financial gain in this region. The findings also support that if this proposal is implemented and is supervised by the PCTEx authority in Badajoz, with the influence of this non-government association, it will flourish with its superior performance and in turn will contribute to the development of the region by creating employment opportunity for a number of unemployed people especially for women as well as to the country economy as a whole. The availability of low cost human resources especially high tech infrastructure and industry-friendly environment all work behind the motivation of the sector inclusion in this region.
Anatomy of a Textile Cluster – Problems and Prospects of Textile Business Own...Dr. Amarjeet Singh
The study on Anatomy of a textile cluster -
problems and prospects of textile business owners with
respect to business expansion and operations was carried
out to find the problems and prospects of Erode textile
cluster as a pilot survey with a sample size of 80
respondents. The primary study was carried out in two
stages. An exploratory study was done among the textile
merchants and textile buyers to understand the nature,
administration, status, problems and scope of the textile
merchants in Erode Cluster. Firstly, the researcher had
personnel interview with the officials of four major textile
markets namely, Texvalley, Gani market, Ashokapuram
market, and central market.Secondly an interview schedule
was carried with a structured questionnaire . The interview
schedule was prepared with four variables namely business
factors, financial factors, marketing factors and market
facility concerned. Each items in the variable was measured
with a 5 point Likert scale. And there were few items which
captured their present level operations and future plans.
The results revealed the present status of their operations
which is a key in factors for planning for a better
operational efficiency for next level.
The Children Who Built Victorian BritainJennifer York
The document discusses the role of children during the British Industrial Revolution. It describes how children worked in cotton mills and faced abuse both physically and financially. Doctors who examined the children found injuries from machinery and described the mills as unhealthy. Overall, the document argues that children were mistreated and their health was put at risk during this period.
During the Industrial Revolution, workers faced difficult conditions but began organizing to improve their situations. Children as young as 6 worked long hours in dangerous conditions for little or no pay in factories, mines, and other industrial jobs. Women also often worked outside the home in industries like textiles. Workplaces could be hot, physically demanding, and unsafe, with long hours over 12 hours a day and few breaks or safety protections. Workers eventually realized they deserved better treatment and started unions to fight for improved wages, hours, and working conditions.
The document discusses the history of women's participation in industry in India during the colonial period. It notes that women often worked alongside male family members. Women were predominantly employed in textile mills as spinners and weavers, as well as in bid rolling, pottery, and quarrying. However, their presence in mills declined after the 1922 Factory Act due to a lack of accommodations for women workers who were often married with children. The document also compares the treatment of women workers in India to those in Japan, where unmarried women were housed in dormitories and received very low wages.
This document discusses the history of women's roles in industry in India. It includes images and descriptions of girls at school, child marriage, and women training with Gandhi. It also discusses the Factory Act of 1891 which regulated child and women labor. Several paragraphs discuss the types of industries that employed women, such as cotton and jute mills, mining, pottery, and hand spinning. Women often worked alongside family members. The document also examines the migration of labor to jute mills in Bengal and its impact on the proportion of female workers. Mill managers manipulated ideas of women's domestic roles to meet labor needs.
Industrialization had many impacts on society and the economy. It led to increased production through new technologies like the assembly line, improving productivity and growing wealth. However, industrialization also had negative consequences, subjecting many workers, including children, to unsafe and unhealthy working conditions for long hours with little pay or rights. Overall industrialization brought both benefits and costs to society as it transformed the economic system.
Ireland began industrializing in the 1960s and 1970s due to several factors:
- The government implemented policies to attract foreign investment through low corporate taxes and incentives. This attracted many multinational companies to set up operations in Ireland.
- Ireland joined the EU in 1973, gaining access to larger European markets and attracting more foreign investment.
- A young, growing population provided a ready workforce for the new industries setting up in Ireland.
- After decades of economic struggles and emigration, Ireland was poised to transition from an agricultural to a more industrialized economy in this period of strong global economic growth following World
Is It Feasible to Include Ready-Made Garments Sector in Badajoz Zone under Sc...Samsul Alam
The Ready-Made Garments (RMG) might have a remarkable contribution to a country's economy once it possesses an understandable application of technology and innovation in its style attractiveness, healthier aspects of body and its environmental settings. The primary purpose of this study is to explore the relevance of including RMG sector in the Science and Technology Park of Extremadura (PCTEx) in Badajoz province of Spain. For this purpose, a case study based on face to face interview method is followed where primary data was collected through an unstructured open ended questionnaire. The author's observation in this case is also used. The findings of this qualitative study support that it is relevant to include the sector in this particular zone. It concludes with the statement that PCTEx has the opportunity to include the sector in this area which can ensure greater impact in social and financial gain in this region. The findings also support that if this proposal is implemented and is supervised by the PCTEx authority in Badajoz, with the influence of this non-government association, it will flourish with its superior performance and in turn will contribute to the development of the region by creating employment opportunity for a number of unemployed people especially for women as well as to the country economy as a whole. The availability of low cost human resources especially high tech infrastructure and industry-friendly environment all work behind the motivation of the sector inclusion in this region.
Anatomy of a Textile Cluster – Problems and Prospects of Textile Business Own...Dr. Amarjeet Singh
The study on Anatomy of a textile cluster -
problems and prospects of textile business owners with
respect to business expansion and operations was carried
out to find the problems and prospects of Erode textile
cluster as a pilot survey with a sample size of 80
respondents. The primary study was carried out in two
stages. An exploratory study was done among the textile
merchants and textile buyers to understand the nature,
administration, status, problems and scope of the textile
merchants in Erode Cluster. Firstly, the researcher had
personnel interview with the officials of four major textile
markets namely, Texvalley, Gani market, Ashokapuram
market, and central market.Secondly an interview schedule
was carried with a structured questionnaire . The interview
schedule was prepared with four variables namely business
factors, financial factors, marketing factors and market
facility concerned. Each items in the variable was measured
with a 5 point Likert scale. And there were few items which
captured their present level operations and future plans.
The results revealed the present status of their operations
which is a key in factors for planning for a better
operational efficiency for next level.
. Review the three articles about Inflation that are found below thi.docxadkinspaige22
. Review the three articles about Inflation that are found below this.
2. Locate two JOURNAL articles that discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources.
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. Find an invertebrate that is endemic to Florida. Endem.docxadkinspaige22
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Find an invertebrate that is endemic to Florida. Endemic means that the species only lives in Florida. Where does it live and what does it eat?
What is its impact on the local ecosystem? Is it endangered, threatened, or not?
Why is it your favorite?
Attach a picture of your invertebrate to your discussion post.
Cite at least one website using APA forma
.
. Go to a news site and look at the headlines of several articles. A.docxadkinspaige22
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AND
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PS: Use the construction estimating rsmeans book for any additional information. The excel file for the assignment is uploaded and additional notes are posted.
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. Record your initial reaction to the work (
suggested length of 1 paragraph or half a page
) by doing the following:
1. Describe your initial thoughts and/or feelings about the work.
2. Describe in detail
at least
one
aspect of the work that most interests you.
B. Analyze the work (
suggested length of 2–4 pages
) by doing the following:
1. Describe the historical context of the period in which the work was created.
2. Discuss insights into the work that can be gained from the artist’s biography.
3. Analyze how this work explores a particular theme and/or stylistic characteristic from its period.
4. Explain the relevance of this work for today’s audiences.
C. Discuss how the deeper knowledge you gained through your analysis has informed or altered your thoughts and/or feelings about the work (
suggested length of 1 paragraph or half a page
).
D. When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes the following:
• author
• date
• title
• location of information (e.g., publisher, journal, website URL)
E. Demonstrate professional communication in the content and presentation of your submission.
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-Describe the concept of relative value units (RVU).
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--------250 words---------Chapter 18 – According to literatu.docxadkinspaige22
--------250 words---------
Chapter 18 –
According to literature review and the EU Energy Security and ICT Policy, the authors indicated that, the points of departure of the EU’s (European Commission 2007) energy policy was threefold: combating climate change, limiting the EU’s external vulnerability to imported hydrocarbons, and promoting growth and jobs, thereby providing secure and affordable energy for consumers. The main focus of the EU’s policy ideally was to move towards a single global regime and the mainstreaming of climate into other policies; and hence receiving a 20% portion out of the entire 2014–2020 EU budget. The focus at the urban level was to produce the greatest results in an energy-efficient effort that will integrate three sectors.
Q1
– What are these three sectors? Identify and name the
three sectors
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
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five ICT enablers
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-TOPIC= Civil Right Movement and Black Power Movement#St.docxadkinspaige22
-TOPIC= Civil Right Movement and Black Power Movement
#Students must submit
a short research paper that compares and contrasts two events: one from the past, and one from the present.
(Note: the term “events” broadly refers to notable developments or issues, recognized political and social leaders, organizations, and/or social movements.) This assignment focuses on the Core Objective of Social Responsibility. However Critical Thinking Skills and Communication Skills will also be assessed.
Suggested outline
·
Page 1
–
Provide a historical overview of this subject, such as when it took place, why it took place . Page 2, 3 and 4 instructions come directly from information received in terms of what is to be a part of this assignment. However I provided what I believe what may be a more clearer question in red lettering..
Page 2
What issues of fairness and/or inequality were addressed by individuals and groups involved with the events? Be sure to include a discussion of racial prejudice, discrimination, and ethical behaviors. (What key events took place to cause this event to take place.. for example..if you selected Black Lives Matter you can site the names and other info of those murdered which prompted this movement)
·
Page 3
How did individuals and groups involved with the events under analysis take a proactive role in changing society and/or participating in the democratic process? (Was this a one time protest or event? Was it spontaneous or organized and who were the organizers and key people involved? Was in confined to one city or did it occur in other places?)
·
Page 4
How can our nation overcome problems of race relations in establishing a fair and equal society? How have conditions for African Americans changed? How have they remained the same? (What was or is the outcome of this event? What is its relationship to the discipline of African American Studies? What are the future implications of this for Black People specifically and all people in general…Share your thoughts)
*
Double-spaced, in 12-point font, range between 800 and 1200 words, (3 ½ to 4 ½ pages, approximately 6 to 8 paragraphs.. 5-7 sentences in each paragraph)
*Paper must be A++ with no plagarism.
*Paper must be critically sound.plagiarism
.
- Wordcount 500 to 1000 words- Structure Cover, Table of Conte.docxadkinspaige22
- Wordcount: 500 to 1000 words
- Structure: Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
- WRITTEN LIKE AN ESSAY with Intro, Main Part & Conclusion
- Citation: The in-text References and the Bibliography must be in Harvard’s citation style.
It assesses the following learning outcomes:
Outcome 1: understand the fundamental aspects of contractual relations.
Outcome 2: identify different issues and laws applicable in contractual context.
Outcome 3: learn how to address those issues and sustain solid arguments.
Task:
On August 1, Daniel visited local the electronics shop to purchase a new TV. He saw one he liked but was not sure if he could afford the 850€. The store owner agreed to write up and sign an offer stating that it would be held open for ten days, which he did. On August 2, the owner changed his mind and sent Daniel an e-mail revoking the offer, which Daniel received immediately. On August 3, Daniel sent a reply e-mail accepting the original offer.
o Is there a contract in the above-mentioned case? Explain why/why not.
o In interpreting agreements for the purpose of establishing whether a valid contract exists, what standards are generally
applied by the courts?
o What is understood as offer in Contract Law? When is an offer valid?
o What is an acceptance under Contract Law? When is an acceptance considered effective?
.
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-What were at least 1 specific or general “push” and 1 "pull" factor which motivated the Great Migeration of many African Americans out of the rural south?
-What are at least 2 Great Migration themes in August Wilson's "The Piano Lesson" play/film; (what pull and/or push factors do you see illustrated/demonstrated in the play/film)?
-As a tactic, to solve real problems/challenges, would you say the "leaderless" Great Migration movement was one of
accommodation, radical-protest
, and/or
nationalism
; how so specifically?
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.
- We learned from our readings that the use of mobile devices in our.docxadkinspaige22
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In consideration with this revelation, identify and name these factors, and provide a brief discussion about them.
-
add 3 scholarly source and document should be in APA format.
- Write 250 words.
.
- Goals (short and long term) and how you developed them; experience.docxadkinspaige22
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- Strengths developed through experiences you've had which you can offer the internship as well as areas you would like to improve
- Reasons you would like to be part of Andrews University's Dietetic Internship Program specifically.
.
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ONE
Theme for the 5 short stories (ex: setting, characters, comedy, irony, etc.)
Each short story should reflect the theme chosen.
- 1 page per story (1-2 paragraphs describing how the works in that story...
NO SUMMARIES PLEASE!)
Total of 6 pages. one page for each story and one index page
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World Systems Theory (discuss all three economic zones) of global inequality.
Then discuss the fundamental difference between the two theories in their
perception of the role high-income nations play in the economy of low-income
nations.
- Discuss the four reasons that Davis and Moore give for why social stratification is
functional and universal. Then discuss Tumin’s three responses to Davis and
Moore’s assertions. Lastly, provide your view on the matter. That is, do you feel
Davis and Moore are accurate in their explanation for social stratification? Or,
are you in agreement with Tumin’s responses to Davis and Moore? Or, do you
see valid points made by Davis and Moore as well as Tumin? (Be sure to explain
your position.)
- Write an essay on Marx’s and Weber’s approaches to social stratification. In a
paragraph for each theory, elaborate on the key points discussed in the lecture.
For Weber, be sure to thoroughly discuss the three dimensions of social class and
the interplay between the three dimensions in determining socioeconomic status.
Moreover, please clearly discuss the two main differences between Weber’s
theory and that of Marx.
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slavery.
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affect women’s employment status? How do these roles affect their life choices
and living conditions? In your response, be sure to discuss the concepts of human
capital and the second shift.
- Discuss the influence of nature and nurture in the formation of gender identities.
What are the arguments that biology primarily shapes gender? What are the
sociological views on gender socialization? Summarize your conclusions about
this fundamental question regarding gende
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+16159390825Whats app the test online on time .docxadkinspaige22
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(philosophy1. why is mills philosophy closely identified with.docxadkinspaige22
(philosophy
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2. why is lying regardless of result *generally considered morally wrong by mill?
3. how is mill's philosophy si milar to that of aristotle?
4. what is the role of one's rational faculties in Kant's philosophy
.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
. Review the three articles about Inflation that are found below thi.docxadkinspaige22
. Review the three articles about Inflation that are found below this.
2. Locate two JOURNAL articles that discuss this topic further. You need to focus on the Abstract, Introduction, Results, and Conclusion. For our purposes, you are not expected to fully understand the Data and Methodology.
3. Summarize these journal articles. Please use your own words. No copy-and-paste. Cite your sources.
.
. Find an invertebrate that is endemic to Florida. Endem.docxadkinspaige22
.
Find an invertebrate that is endemic to Florida. Endemic means that the species only lives in Florida. Where does it live and what does it eat?
What is its impact on the local ecosystem? Is it endangered, threatened, or not?
Why is it your favorite?
Attach a picture of your invertebrate to your discussion post.
Cite at least one website using APA forma
.
. Go to a news site and look at the headlines of several articles. A.docxadkinspaige22
This document discusses analyzing news headlines and articles for persuasive techniques and assumptions. It prompts the reader to examine headlines for hidden assumptions and ways writers try to persuade clicks. It also suggests quickly reading an article and considering how the arguments and evidence connect with the intended audience's values and beliefs, as well as assumptions the author takes for granted the audience will accept.
-Describe the Plessy v. Ferguson Supreme Court Case of 1896; how was.docxadkinspaige22
-Describe the Plessy v. Ferguson Supreme Court Case of 1896; how was this ruling an example of legal discrimination?
-What is another example of legal descrimination (state or local)?
-What are at least 2 examples of extra-legal practices (i.e., KKK, banishment, …) of the Jim Crow South, used to terrorize Blacks socio-economically; what do you think motivated these racist acts and policies?
-What organizations and/or individuals examplify the tactics of of accommodation, radical-protest, and nationalism tactics during this "nadir" period of Jim Crow?
-Based on the unit resources provided, what are you left wondering about; what questions are left unanswered for you?
.
-Do the schedule with Activity on Node and also draw the schedule.docxadkinspaige22
-Do the schedule with Activity on Node and also draw the schedule
AND
-Do the schedule with Activity on Arrow and also draw the schedule
PS: Use the construction estimating rsmeans book for any additional information. The excel file for the assignment is uploaded and additional notes are posted.
.
. Record your initial reaction to the work (suggested length of 1.docxadkinspaige22
. Record your initial reaction to the work (
suggested length of 1 paragraph or half a page
) by doing the following:
1. Describe your initial thoughts and/or feelings about the work.
2. Describe in detail
at least
one
aspect of the work that most interests you.
B. Analyze the work (
suggested length of 2–4 pages
) by doing the following:
1. Describe the historical context of the period in which the work was created.
2. Discuss insights into the work that can be gained from the artist’s biography.
3. Analyze how this work explores a particular theme and/or stylistic characteristic from its period.
4. Explain the relevance of this work for today’s audiences.
C. Discuss how the deeper knowledge you gained through your analysis has informed or altered your thoughts and/or feelings about the work (
suggested length of 1 paragraph or half a page
).
D. When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes the following:
• author
• date
• title
• location of information (e.g., publisher, journal, website URL)
E. Demonstrate professional communication in the content and presentation of your submission.
.
-Describe the existing needs for cost information in healthcare firm.docxadkinspaige22
-Describe the existing needs for cost information in healthcare firms.
-Describe how cost information relates to the three key activities of management: planning, budgeting, and control.
-Describe the three main phases of the costing process.
-Explain the two systems necessary to accurately cost healthcare encounters of care.
-Describe the concept of relative value units (RVU).
.
--------250 words---------Chapter 18 – According to literatu.docxadkinspaige22
--------250 words---------
Chapter 18 –
According to literature review and the EU Energy Security and ICT Policy, the authors indicated that, the points of departure of the EU’s (European Commission 2007) energy policy was threefold: combating climate change, limiting the EU’s external vulnerability to imported hydrocarbons, and promoting growth and jobs, thereby providing secure and affordable energy for consumers. The main focus of the EU’s policy ideally was to move towards a single global regime and the mainstreaming of climate into other policies; and hence receiving a 20% portion out of the entire 2014–2020 EU budget. The focus at the urban level was to produce the greatest results in an energy-efficient effort that will integrate three sectors.
Q1
– What are these three sectors? Identify and name the
three sectors
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)? Identify and name the
five ICT enablers
,
.
-Please name the functions of the skeletal system.2-Where are lo.docxadkinspaige22
The document contains questions about human anatomy including the functions of the skeletal system, locations and examples of long bones, the definition and functions of the epidermis, location of the anterior fontanel and bones it is between, definitions of anatomical structures like the epicondyle, fossa, sinus and trochanter, definition of a sarcomere, steps of impulse transmission at the neuromuscular junction, differences between three types of muscles, naming the nine abdominal regions and organs in each, and functions of the frontalis and deltoid muscles.
-TOPIC= Civil Right Movement and Black Power Movement#St.docxadkinspaige22
-TOPIC= Civil Right Movement and Black Power Movement
#Students must submit
a short research paper that compares and contrasts two events: one from the past, and one from the present.
(Note: the term “events” broadly refers to notable developments or issues, recognized political and social leaders, organizations, and/or social movements.) This assignment focuses on the Core Objective of Social Responsibility. However Critical Thinking Skills and Communication Skills will also be assessed.
Suggested outline
·
Page 1
–
Provide a historical overview of this subject, such as when it took place, why it took place . Page 2, 3 and 4 instructions come directly from information received in terms of what is to be a part of this assignment. However I provided what I believe what may be a more clearer question in red lettering..
Page 2
What issues of fairness and/or inequality were addressed by individuals and groups involved with the events? Be sure to include a discussion of racial prejudice, discrimination, and ethical behaviors. (What key events took place to cause this event to take place.. for example..if you selected Black Lives Matter you can site the names and other info of those murdered which prompted this movement)
·
Page 3
How did individuals and groups involved with the events under analysis take a proactive role in changing society and/or participating in the democratic process? (Was this a one time protest or event? Was it spontaneous or organized and who were the organizers and key people involved? Was in confined to one city or did it occur in other places?)
·
Page 4
How can our nation overcome problems of race relations in establishing a fair and equal society? How have conditions for African Americans changed? How have they remained the same? (What was or is the outcome of this event? What is its relationship to the discipline of African American Studies? What are the future implications of this for Black People specifically and all people in general…Share your thoughts)
*
Double-spaced, in 12-point font, range between 800 and 1200 words, (3 ½ to 4 ½ pages, approximately 6 to 8 paragraphs.. 5-7 sentences in each paragraph)
*Paper must be A++ with no plagarism.
*Paper must be critically sound.plagiarism
.
- Wordcount 500 to 1000 words- Structure Cover, Table of Conte.docxadkinspaige22
- Wordcount: 500 to 1000 words
- Structure: Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
- WRITTEN LIKE AN ESSAY with Intro, Main Part & Conclusion
- Citation: The in-text References and the Bibliography must be in Harvard’s citation style.
It assesses the following learning outcomes:
Outcome 1: understand the fundamental aspects of contractual relations.
Outcome 2: identify different issues and laws applicable in contractual context.
Outcome 3: learn how to address those issues and sustain solid arguments.
Task:
On August 1, Daniel visited local the electronics shop to purchase a new TV. He saw one he liked but was not sure if he could afford the 850€. The store owner agreed to write up and sign an offer stating that it would be held open for ten days, which he did. On August 2, the owner changed his mind and sent Daniel an e-mail revoking the offer, which Daniel received immediately. On August 3, Daniel sent a reply e-mail accepting the original offer.
o Is there a contract in the above-mentioned case? Explain why/why not.
o In interpreting agreements for the purpose of establishing whether a valid contract exists, what standards are generally
applied by the courts?
o What is understood as offer in Contract Law? When is an offer valid?
o What is an acceptance under Contract Law? When is an acceptance considered effective?
.
-What benefits can a diverse workforce provide to an organization.docxadkinspaige22
-What benefits can a diverse workforce provide to an organization?
-What are the possible negative consequences for an organization that does not embrace diversity?
-What strategies can managers implement to enhance cultural awareness and overcome preconceived biases or stereotypes?
.
-How would you define or describe the American Great Migration m.docxadkinspaige22
-How would you define or describe the American "Great Migration" movement; and what were some of the motivations or reasons for this ‘demographic shift’ of many African Americans out of the South?
-What were at least 1 specific or general “push” and 1 "pull" factor which motivated the Great Migeration of many African Americans out of the rural south?
-What are at least 2 Great Migration themes in August Wilson's "The Piano Lesson" play/film; (what pull and/or push factors do you see illustrated/demonstrated in the play/film)?
-As a tactic, to solve real problems/challenges, would you say the "leaderless" Great Migration movement was one of
accommodation, radical-protest
, and/or
nationalism
; how so specifically?
-After exploring dynamics of the Great Migration, what are you left wondering about; what questions are left unanswered;and why?
.
- We learned from our readings that the use of mobile devices in our.docxadkinspaige22
- We learned from our readings that the use of mobile devices in our society today has indeed become ubiquitous. In addition, CTIA asserted that over 326 million mobile devices were in use within The United States as of December 2012 – an estimated growth of more than 100 percent penetration rate with users carrying more than one device with notable continues growth. From this research, it’s evident that mobile computing has vastly accelerated in popularity over the last decade due to several factors noted by the authors in our chapter reading.
In consideration with this revelation, identify and name these factors, and provide a brief discussion about them.
-
add 3 scholarly source and document should be in APA format.
- Write 250 words.
.
- Goals (short and long term) and how you developed them; experience.docxadkinspaige22
- Goals (short and long term) and how you developed them; experiences, interests, responsibilities and mentors who have guided your development should be mentioned.
- Strengths developed through experiences you've had which you can offer the internship as well as areas you would like to improve
- Reasons you would like to be part of Andrews University's Dietetic Internship Program specifically.
.
- Pick ONE Theme for the 5 short stories (ex setting, character.docxadkinspaige22
- Pick
ONE
Theme for the 5 short stories (ex: setting, characters, comedy, irony, etc.)
Each short story should reflect the theme chosen.
- 1 page per story (1-2 paragraphs describing how the works in that story...
NO SUMMARIES PLEASE!)
Total of 6 pages. one page for each story and one index page
.
- Briefly summarize the Modernization Theory (discuss all four stage.docxadkinspaige22
- Briefly summarize the Modernization Theory (discuss all four stages) and the
World Systems Theory (discuss all three economic zones) of global inequality.
Then discuss the fundamental difference between the two theories in their
perception of the role high-income nations play in the economy of low-income
nations.
- Discuss the four reasons that Davis and Moore give for why social stratification is
functional and universal. Then discuss Tumin’s three responses to Davis and
Moore’s assertions. Lastly, provide your view on the matter. That is, do you feel
Davis and Moore are accurate in their explanation for social stratification? Or,
are you in agreement with Tumin’s responses to Davis and Moore? Or, do you
see valid points made by Davis and Moore as well as Tumin? (Be sure to explain
your position.)
- Write an essay on Marx’s and Weber’s approaches to social stratification. In a
paragraph for each theory, elaborate on the key points discussed in the lecture.
For Weber, be sure to thoroughly discuss the three dimensions of social class and
the interplay between the three dimensions in determining socioeconomic status.
Moreover, please clearly discuss the two main differences between Weber’s
theory and that of Marx.
- Discuss three factors related to industrialization that undermined the system of
slavery.
- How do traditional gender roles regarding housework and the raising of children
affect women’s employment status? How do these roles affect their life choices
and living conditions? In your response, be sure to discuss the concepts of human
capital and the second shift.
- Discuss the influence of nature and nurture in the formation of gender identities.
What are the arguments that biology primarily shapes gender? What are the
sociological views on gender socialization? Summarize your conclusions about
this fundamental question regarding gende
.
+16159390825Whats app the test online on time .docxadkinspaige22
+16159390825
Whats app the test online on time
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(philosophy1. why is mills philosophy closely identified with.docxadkinspaige22
(philosophy
1. why is mill's philosophy closely identified with democratic political theory?
2. why is lying regardless of result *generally considered morally wrong by mill?
3. how is mill's philosophy si milar to that of aristotle?
4. what is the role of one's rational faculties in Kant's philosophy
.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptx
Female Textile Workers and the Failure of Early Trade Uni.docx
1. Female Textile Workers and the Failure of Early Trade
Unionism in Japan
Author(s): E. Patricia Tsurumi
Source: History Workshop, No. 18 (Autumn, 1984), pp. 3-27
Published by: Oxford University Press
Stable URL: https://www.jstor.org/stable/4288585
Accessed: 28-03-2020 22:22 UTC
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2. ARTICLES AND ESSAYS
Female Textile WVorkers and the Failure
of Early Trade Unionism in Japan
by F Patricia Tsurumi
INTRODUCTION
Students of Japanese labour history all agree that attempts to
organize factory
workers in Japan during the Meiji period (1868-1912) were
largely unsuccessful.
During the first phase of Japan's industrialization after the
Meiji Restoration of
1868,1 there were. spontaneous outbursts of protest from
factory workers; and by
the late 1890s a few locally-based trade unions and support
groups aimed at
encouraging trade unionism had been formed.2 Despite the
harsh Public Peace
Police Law (Chian keisatsu h6 of 1900, pioneer socialists like
Katayama Sen
(1859-1933) and K6toku Shtfisui (1871-1911) made strenuous
attempts to develop
a class-conscious labour movement, but strong roots did not
take firm hold during
this first phase of industrialization.3 As the Meiji period was
drawing to a close,
large-scale arrests of suspected left-wing sympathizers and the
execution of 24
anarchists falsely accused of high treason in 1910 dramatically
ended organizing
3. attempts. Too weak to fight back, the labour movement went
into a state of
suspended animation for almost a decade.4
As Stephen S Large rightly observed, 'The failure of the Meiji
labor movement
is easier to chronicle than to explain.'15This, however, has
never stopped historians
from explaining it. Explanations have to date involved
discussion of all or some
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4 History Workshop Journal
of the following five factors of Meiji labour history: 1)
government repression; 2)
management hostility; 3) class backgrounds of labour leaders;
4) rural backgrounds
of factory workers; 5) high percentages of industrial workers
who were female
(nearly all of these were textile workers in cotton spinning, silk
reeling, cotton
weaving, and silk weaving trades).
Different analysts weigh these five factors differently; not all
see all five as
bearing strong causal relationships to the failure of Meiji trade
unionism. However,
the fifth factor enumerated, the high percentage of women in
the factory work
force, has usually been singled out as an important element.
4. Frequently it is linked
with the fourth, the rural origins of workers of both sexes. In
the words of Okochi
Kazuo, one of Japan's most venerable labour historians:
The predominance of voung farm girls among factory workers
in the Meiji
period did much . . . to determine the character of the labor
movement. Since
two-thirds of the labor force consisted of ignorant young girls
for whom a
factory job was only a short interlude in their lives, it is easy to
understand why
even deplorable working conditions gave rise to no movements
of protest.6
This essay is about these 'ignorant young girls.' Its aim is to
examine their labouring
lives and discover if they do indeed offer support for the
arguments which connect
the high percentages of female factory workers from rural
districts with the failure
of the Meiji labour movement.7
EARLY INDUSTRIALIZATION AND FEMALE TEXTILE
WORKERS
In 1868 the most urgent concern of Japan's new rulers was
resistance to the
Western imperialist encroachment that had already ensnared
their country in a
web of unequal treaties.8 Resistance required, they had quickly
learned, rapid
industrialization. The earliest industrialization during the Meiji
period, heavy
industry to support the military build-up political leaders
5. perceived to be the
country's most immediate goal, was entirely government
initiated.9 Engineer
works, arsenals, shipbuilding, railroads, mining and smelting
were developed
under government control with government funding and with
modern equipment
imported and technical specialists hired from abroad. "'
Employed in heavy industry
were two kinds of workers, both of which were mainly male.
Unskilled labour
was used in mining, dockwork, and construction projects; while
engineering,
shipbuilding and large-scale transport enterprises engaged
skilled workers. "
Skilled workers were often recruited through master craftsmen;
unskilled labourers
were generally supplied by labour bosses.'2
Although strategic industry related directly to military
considerations was
established first, it was soon joined by production of consumer
goods, the most
important of which were textiles.'3 The Meiji government built
factories to turn
out building materials and machine tools during the 1870s and
founded during the
same decade a woollen industry to produce Western style
clothing, especially
uniforms for the armed forces, but governmental efforts in light
industrial fields
went most heavily into support of cotton spinning, silk reeling,
and cotton and
silk weaving. This support included extensive aid to private
entrepreneurs -
particularly to entrepreneurs in cotton - as well as
6. establishment of model govern-
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Female Workers in Japan 5
ment mills with imported technology.'4 Spinning and weaving
products not only
became important exports; they were badly needed to combat
foreign textiles,
which made up more than half of Japan's imports between 1868
and 1882.
Textiles, predominantly private enterprise, were the first
industries to develop
extensive factory production in Japan. Thus textile workers
formed a large propor-
tion of the Meiji industrial labour force. In 1882 when the
government had just
begun to sell its major enterprises to private industrialists,
textile plants, which
accounted for one half of all private factories, employed about
three quarters of
all factory employees in Japan.'5 Most textile workers were
women or girls,
hired by contracted labour recruiters who travelled on behalf of
textile companies
7. throughout the countryside recruiting daughters of poor peasant
families.16 The
large numbers such recruiters hired put a female stamp upon
private industry
during the Meiji period: in 1900 female workers made up 62
percent of the labour
force in private factories, and ten years later women and girls
were 71 percent of
the workers in private plants.'7
LIFE AND WORK FOR WOMEN AND CHILDREN IN THE
TEXTILE
INDUSTRIES
In 1903, Factory Workers' Conditions (Shokko jijo), five
volumes of official reports
published by the Ministry of Agriculture and Commerce,
revealed the shocking
conditions in the cotton spinning mills, silk reeling plants,
cotton and silk weaving
factories and sheds to governmental and industrial leadership
and to a small
body of social reformers. Unfortunately, among those with
least access to this
information were potential mill hands and their parents. In the
main, these people
were natives of districts remote enough from the factories to
make recruiters' lies
about excellent working conditions with recreational and
educational opportunities
8. sound plausible. Fathers who signed contracts binding their
daughters to three to
five years labour at a mill would be advanced cash. These
advances would be
deducted from their daughters' future wages. All expenses of
the recruiting agents
such as lodging, transportation, meals, entertainment,
travelling clothes and equip-
ment, as well as the recruiters' fees were paid out of the
recruits' future wages.
This, however, was not explained to the young women and
children or to their
families at the time contracts were signed. New workers
therefore entered factory
employment encumbered by sizeable debts incurred through
recruitment costs and
loans to their poverty-stricken parents.18
Most recruits were young. In 1901, among cotton spinning
hands in 16
companies surveyed, less than one percent were under 10,10
percent were aged
10 to 13, and almost 37 percent were aged 14 to 19. The rest of
the cotton spinners
were aged 20 or over, but most of these appear to have been
under 30.19 In silk
reeling the work force was even younger. Of 13,620 silk
workers in 205 factories
9. in 1898, one percent were under 10, 16 percent under 14, 46
percent between 14
and 20.20 Weavers were youngest of all. In the numerous
weaving sheds employing
three or four or perhaps six but always less than 10 weavers,
those employed were
frequently children of tender years; while in larger plants ages
varied from district
to district. Factory Workers' Conditions reveals that in 1899 in
one important
textile district near Osaka, 10 percent of the silk weavers were
under 10 years of
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2020 22:22:11 UTC
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6 History Workshop Journal
age, 40 percent were aged 10 to 13, 45 percent were aged 14 to
19, and only five
percent were between the ages of 20 and 25.21
Unlike the much smaller number of male employees in textile
plants, who
were usually paid fixed wages, female textile workers were
only nominally paid at
fixed rates; in actuality they were paid on a piece-work basis.
This was because
they were paid according to job performance as well as
10. seniority. Workers' perfor-
mances were rated daily by inspectors. Hosoi Wakizo, the mill
hand who docu-
mented the plight of Meiji cotton mill women, reports that in
cotton mills workers
given the top rating received their full wages, those with a
second class rating
received 80 percent of their stipulated wages, those with a third
class rating got
only 50 percent of their stipulated wages.22 Thus workers who
produced the most
were paid the wages agreed upon but each time a worker failed
to meet a top pro-
duction target she was fined for poor performance, and
received then less wages
than stipulated in her contract. In addition to a worker's skill
and health, a host
of factors - including machinery breakdowns and the condition
of materials to be
processed - could contribute to a 'poor performance.' Stipulated
wages were often
irrelevant to what the girls and women were paid, because
many companies did
not pay them weekly or monthly. Instead employers would pay
them only once a
year - after deducting interest on and principal installments on
cash advances to
fathers, expenses for room and board, casualty insurance
payments, a host of fines
for low production and innumerable trivial offences against
factory regulations.
Some companies periodically paid their female workers what
amounted to small
amounts of pocket money. These payments were also deducted
11. from wages. And
some factories also deducted from wages obligatory sums to be
sent home to
parents. In addition, amounts from an individual's pay were
regularly held back to
be confiscated in case she ran away before her term of
employment was completed
or broke some factory rule. Wages varied according to the
location of factories,
and Tokyo mills usually paid more than plants elsewhere, but
female wages were
always lower than wages of male workers - usually 20 to 25
percent lower.23
The Ministry of Agriculture and Commerce reports show that
hours of work
for both sexes were officially 12 or 13 hours per day or night in
the spinning trades.
However, for a variety of reasons, including the requirement
that workers spend
pre-operating hours preparing their machines for work and
post-operating time
cleaning those machines, the actual hours of work were usually
longer. In silk
reeling, during the winter, the hours would be about 12 or 13 a
shift plus machine
maintenance time. But during the seasons when the daylight
hours were longer,
operatives were kept at their machines for up to eighteen hours
a shift, as factory
managers exploited the seasonal work rhythms of the
countryside from which their
workers came. When a plant was on double shifts it was a
particularly hard struggle
12. for night shift workers to stay awake at two and three in the
morning. They sang
to keep from falling asleep. A former cotton spinning hand,
Yamanouchi Mina,
who started work in a Tokyo mill at the age of 12 in 1913,
recalls one of the songs
from her night shift experience.
At two and three in the middle of the night,
The grass and the trees get to sleep.
Is it too much that I should be sleepy?
If the cotton spinning maids are human beings,
Then the dead trees in the mountains are blooming.24
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Female Workers in Japan 7
In weaving factories and sheds, hours were longer than in the
spinning trades. 12
to 13 hours was a short shift in weaving, and weavers often put
in 17 or 18 hours
of work a day. In some districts, 15 to 18 hour shifts were
standard. In small
weaving sheds it was not unusual for women and girls to labour
from five in the
morning until midnight.25
In both spinning and weaving, employers sought to squeeze as
much labour
13. out of each individual labourer as they possibly could. Speed-
ups to meet produc-
tion deadlines and competitive systems of rewards and
punishments which pitted
individual operatives against each other were used to get more
work out of a shift.
Workers were organized into competing teams, and individuals
and teams with
the greatest production would win inexpensive prizes or receive
minute monetary
rewards. Those whose production fell below demanded
standards would be heavily
fined. It was not uncommon for a poorly performing worker,
such as an ill worker,
to lose most or all of her wages in this way.
The workers might get two days off work a month if they were
lucky - and
many were not.26 Rest periods during working days were few
and short. They
usually consisted of 15 minutes in the morning, 30 minutes at
noon, and 15 minutes
during the evening. During these breaks, mill hands had to rush
back and forth
from factory floor to dining room as well as to eat meals. Rest
periods were
sometimes shortened during speed-ups, forcing operatives to
stuff their food into
their mouths while they manipulated their looms. Not
surprisingly, workers were
often too exhausted at the end of the day to take a bath if it
were bath night -
though a trip to the bath is the one journey even very weary
Japanese are extremely
reluctant to pass up.
14. It did not take the women and girls long to gulp down their
meals during the
short rest breaks, because the quantities of food served were
small. Each meal
consisted of a bowl of an inferior grade of rice or of rice mixed
with other grains,
accompanied by a few pickles and soup or vegetables.
Sometimes small portions
of bean curd or dried fish were substituted for the thin soup.
Hosoi Wakizo, who
wrote his classic, The Pitiful History of Female Factory
Workers (Joko aishi), from
first hand experience, describes kitchen workers dishing out
food for thousands of
mill hands on humid summer days, when the food on the plates
began to spoil
before the workers came into the dining room and had a chance
to consume it.27
Hunger drove workers to spend considerable amounts of their
meagre incomes
on sweets and other food sold for profit in company stores or
by vendors who
visited the factories.28
Dormitories, built adjacent to mills, were designed to keep the
women and
girls inside factory walls and 'intruders' outside of them.
Usually dormitories were
either surrounded by eight-foot fences or connected to the plant
by a bridge eight
feet above the ground. On top of fences and walls were broken
glass, sharpened
bamboo spears, barbed wire, and other forbidding objects. To
be on the safe side,
management locked the boarding labourers in the dormitories
15. when they were not
working. Factory Workers' Conditions contains reports of
women and children
who had been locked in their dormitories after work by their
employers 'allegedly
to protect their morals.'29
Actually, they were locked in to keep them from running away.
This, of
course, rendered them helpless when fires broke out in their
wooden buildings.
In late January of 1900, in Aichi prefecture a fire killed more
than 30 young girls
who were securely locked into the dormitory of a spinning and
weaving factory.
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8 History Workshop Journal
They could not flee the flames because the door at the only exit
was heavily bolted
from the outside. They could not jump from the windows
because the windows
were covered with thick iron bars. Huddled together crying,
they perished. Their
bodies were burned so severely that identification was
impossible. Awareness of
such fires was expressed in a song the hands sung:
Crowded into an overflowing dormitory,
While the factory burns.
16. May the doorkeeper die of cholera.
Harder than that of a bird in a cage
Or of an inmate in a prison,
Is the life of those who live in dormitories.30
Dormitories were divided into drafty, japanese-style tatami
rooms, into which as
many workers as possible were crammed. At best a young
woman had one tatami
mat of about six feet by three feet as her living space, but ten
individuals were
often crowded into eight mat rooms. If the plant was on day
and night shifts, two
girls might share the same space, using the same inadequate
bedding. With such
sleeping arrangements there was no place for a sick worker to
convalesce. Toilet
and washing facilities were limited, and access to them was
only permitted at
stipulated times. Lice were an ever-present annoyance.
Each dormitory room was headed by a room supervisor, a
veteran worker
older than most of the others. Supervisors routinely checked all
outgoing post for
any information unflattering to the comapny. When such
information was found,
the letter containing it was thrown away. The supervisor also
tried to scrutinize
each piece of correspondence the women and children under
her charge received.
Authority to withhold incoming parcels and letters was an
important source of
power to supervisors because news from distant families was
17. all many of the lonely
youngsters lived for. To know that news had come but was
being withheld must
have been unbearable.31
Not to be granted permission to get away from the mill on a
worker's infre-
quent free day was one of the restraints most resented by the
dormitory residents.
If a woman returned five minutes late from an outing outside
the factory gates,
not only might she be kept in for months but all of her
roommates might be denied
permission to leave the grounds. An article entitled 'Our Lives'
(Watakushitachi no
seikatsu) written by a textile worker appeared in a special
women's edition of
Rod6 (Labour), the organ of Nihon Rodo Sodomei (Japan
General Federation of
Labour) in April. 1924. Although the anonymous author of this
article was a
conscientious energetic worker, it took her three months to get
permission to
leave the mill premises on her day off. Even when she finally
gained the longed-for
permission she was ordered to return to the dormitory by three
pm.32 Dormitory
supervisors could deny such permission to the young women
under their care and
this too enhanced their petty power.
On the work floor it was male supervisors who 'could wield
considerable
arbitrary power over the young operatives . . . . The young
operatives, single and
vulnerable, were open targets for personal whims and sexual
18. abuse by these low-
ranking supervisors, and provocations led to constant tension
between textile
hands and their overseers.'33 Owners in small factories and
sheds were as abusive
as supervisors and managers in larger plants. The verses which
textile workers
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Female Workers in Japan 9
sang warned against sexual exploitation, mentioned it as a
matter-of-fact part of
everyday life, and bitterly resented the humiliating
powerlessness of the sexually
exploited.34
Don't fall in love with male workers.
You'll end up discarded like tea dregs.
At parting one is like a fan,
Discarded when a breeze is no longer needed.
Meet him often and the factory gets upset.
Don't meet him and the master gets upset.
This company is like a brothel.
We are whores who live by selling our faces.
19. In Hide geisha get thirty-five sen.
Common prostitutes get fifteen sen.
Spinning maids get one potato.
Work places were hazardous in other ways too. Dust and noise
reached intolerable
levels, and hands were known to pass out from heat and lack of
ventilation. Loss
of fingers and toes on the job was considered so common and
so minor that such
injuries were not even listed in the mills' injury compensation
lists. Yet such
accidents could drastically cut a worker's skill and thus
income. And the compens-
ation for loss of limbs, eyes, hearing, noses, was small. A
worker would not
receive even this unless her injury was so incapacitating that
the company dismissed
her. And compensation came from the workers' pay not their
employers' pockets:
each operative paid a percentage of her wages into the mutual
insurance fund
which provided pittances for disabled operatives.35 Because of
public pressure, the
outraged families of the Aichi girls who burned to death while
locked in their
dormitory in 1900 were bought off with unusually high
compensation payments.
Each family received 170 yen 70 sen (100 sen equals 1 yen) at
a time when 25 sen
bought one kin (1.32 pounds) of rice.36
Fatigue, dangerous and unhealthy work places, unhygienic
20. dormitories, little
opportunity for wholesome exercise, poor nutirition, constant
close proximity to
a large number of fellow workers, including fatally ill
individuals kept at their
machines until the last stage of their illnesses - all these factors
contributed to a
high rate of disease and death among the women and children
in the textile
factories. In 1913 details of what appears to have been a rather
thorough study of
health and hygiene among female factory workers were
published in the medical
profession's Journal of the National Medical Association
(Kokka igakukai zasshi),
to be picked up by news media catering to a less specialized
readership afterwards.
This study demonstrated that illness and death rates among
women and girls
working in textiles were much higher than those rates among
the population at
large. Illness and death rates were especially high in the 16 to
20 year-old age
bracket. Tuberculosis and beriberi were the worst killers and
disablers.37
What has been described above was general throughout the
textile industries,
although some employers were better than others and food and
accommodation
varied from factory to factory. They no doubt appear more
horrendous to mid-
twentieth-century inquirers than they did to the girls and
women of the Meiji
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10 History Workshop Journal
period who endured them. These girls and women came from
Japan's poorest
farming families where work was hard and food was often
scarce. However the
high rates of death and illness suggest that life in a silk or
cotton factory could be
as hazardous to survival as life on the farm. And the reluctance
of some families
- sometimes entire villages - to send their daughters to the
textile mills after
conditions there became known suggests that the trials of
factory work were not
always considered lesser than the hardship of agricultural life.
RURAL FEMALE WORKERS ARE DOCILE AND
SUBMISSIVE?
These then were the conditions of work and life for the female
textile workers
who were so difficult to organize into unions because,
traditions holds, their
circumstances led them to passively endure hardship rather
than to protest against
it.38 First, they, like male workers, were overwhelmingly from
the countryside.
Secondly, and this too applies to male as well as to female
labourers, any education
22. they may have received before they became factory workers
would have helped
make them responsive to employer paternalism because it
would have been 'formal
schooling in which great emphasis was placed on respect for
hierarchy, loyalty to
the State, and the duty of laboring diligently in order to fulfil
one's obligations to
society.'39 To reinforce these values employers provided
'education,' consisting of
regular lectures by factory management. These lectures argued
that the way to
fulfil one's obligation to state and society was to put every iota
of one's energy
into working in the factory. Thirdly, young female workers,
filial and obedient in
their attitudes towards their parents, supposedly responded to
the paternalism of
their employers because the latter stood in loco parentis as
providers of dormito-
ries, meals, and other 'welfare facilities.'40 Fourthly, the
women and.children came
to the factories on short-term contracts, to work only a few
years before returning
to rural districts to spend the rest of their lives as farmers'
wives. Let us now look
a little closer at these four lines of reasoning.
1. Certainly women and girls in the factories were - as were
factory menfolk -
overwhelmingly from rural areas. Those who link workers'
rural origins to the
failure of Meiji unionism often seem to be implying that
Japanese who lived in
the country have been more 'submissive,' less ready to fight in
23. groups against
perceived wrongs than were Japanese who lived in town. Where
does this assump-
tion come from? (City intellectuals' suppositions about country
bumpkins?) It
appears to ignore the strong strain of peasant rebellions in both
pre-1868 history
and the peasant uprisings which occurred during the first two
decades of the Meiji
period.41 It also seems to ignore the fact that during the 1920s
and the 1930s a
large-scale agricultural tenant movement surfaced in the
villages these rural factory
workers came from. If country people are docile, why did
hundreds of thousands
of them join thousands of tenant unions and take part in from
2,000 to almost
7,000 disputes with landlords every year during the 1920s and
1930s?42 The so-
called proclivity towards humble, docile, passive behaviour of
Japanese peasants
can be argued only at the expense of historical evidence to the
contrary.
2. Formal education as an inhibitor of union organization
among female workers
does not survive close scrutiny either. It is true that public
elementary education
stressing the values mentioned above made remarkable strides
from at least the
1890s. By 1910, 98.83 of the boys and 97.38 percent of the
girls in the elementary
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24. :~~~~~~~7
Th yon wmnadcidewhwokdithMejtetlfatrecaermte
pors pesn fanlis
.. . ... .
. .. . . . .
... . .. ..... .
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~. .......
The young women and children who worked in the Meiji textile
factories came from th..e..
poorest~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~. peasnt.amiies
.... ~. ,: : ........s .
ww.~~~~~~~~~~~. ...sa.
Young textile workers of elementary school age.
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12 History Workshop Journal
school-aged population were attending elementary school
regularly.43 Until the
25. turn of the century, however, factory workers often had little
schooling. Reporting
on surprisingly extensive surveys of education levels among
factory workers in
Osaka area, an educationally advanced district in 1898,
Yokoyama Gennosuke
estimated that 38 percent of factory workers there had no
schooling and another
50 percent had very little schooling.44 The young girls and
women in the textile
trades came from the country's poorest families who were
among the last to send
their children regularly to school. Factory Workers' Conditions
reported a 1900
survey which revealed that out of 958 female factory workers
surveyed only 252
could read simple kana script and that only 62 of the 958 had
gotten as far
scholastically as the fourth year of elementary school.45 The
252 who could read
kana would not have been able to read a newspaper; the 62 who
reached the
fourth grade might …