Ministry of the Army
The Army Ministry known as the Ministry of War, was the cabinet-level ministry in the Empire of Japan charged with the administrative affairs of the Imperial Japanese Army. It existed from 1872 to 1945; the Army Ministry was created in April 1872, along with the Navy Ministry, to replace the Ministry of War of the early Meiji government. The Army Ministry was in charge of both administration and operational command of the Imperial Japanese Army. However, with the creation of the Imperial Japanese Army General Staff Office in December 1878, it was left with only administrative functions, its primary role was to secure the army budget, weapons procurement, relations with the National Diet and the Cabinet and broad matters of military policy. The post of Army Minister was politically powerful. Although a member of the Cabinet after the establishment of the cabinet system of government in 1885, the Army Minister was answerable directly to the Emperor and not the Prime Minister. From the time of its creation, the post of Army Minister was filled by an active-duty general in the Imperial Japanese Army.
This practice was made into law under the "Military Ministers to be Active-Duty Officers Law" in 1900 by Prime Minister Yamagata Aritomo to curb the influence of political parties into military affairs. Abolished in 1913 under the administration of Yamamoto Gonnohyōe, the law was revived again in 1936 at the insistence of the Army General Staff by Prime Minister Hirota Kōki. At the same time, the Imperial Japanese Army prohibited its generals from accepting political offices except by permission from Imperial General Headquarters. Taken together, these arrangements gave the Imperial Japanese Army an effective, legal right to nominate the Army Minister; the ability of the Imperial Japanese Army to refuse to nominate an Army Minister gave it effective veto power over the formation of any civilian administration, was a key factor in the erosion of representative democracy and the rise of Japanese militarism. After 1937, both the Army Minister and the Chief of the Army General Staff were members of the Imperial General Headquarters.
With the surrender of the Empire of Japan in World War II, the Army Ministry was abolished together with the Imperial Japanese Army by the Allied occupation authorities in November 1945 and was not revived in the post-war Constitution of Japan. Under-Secretary of the Army Military Affairs Bureau Personnel Bureau Weapons Bureau Army Service Bureau Administration Bureau Intendance Medical Judicial Bureau Economic Mobilization Bureau Aeronautical Department Economic Mobilization The Army Ministry and Imperial General Headquarters were located in Ichigaya Heights, now part of Shinjuku, Tokyo. Imperial Japanese Army General Staff Office Edgerton, Robert B.. Warriors of the Rising Sun: A History of the Japanese Military. Westview Press. ISBN 0-8133-3600-7. Harries, Meirion. Soldiers of the Sun: The Rise and Fall of the Imperial Japanese Army. Random House. ISBN 0-679-75303-6. "Foreign Office Files for Japan and the Far East". Adam Matthew Publications. Accessed 2 March 2005
Economic history of Japan
The economic history of Japan is most studied for the spectacular social and economic growth in the 1800s after the Meiji Restoration, when it became the first non-Western great power, for its expansion after the Second World War, when Japan recovered from devastation to become the world's second largest economy behind the United States, from 2013 behind China as well. Scholars have evaluated the nation's unique economic position during the Cold War, with exports going to both U. S.- and Soviet-aligned powers, have taken keen interest in the situation of the post-Cold War period of the Japanese "lost decades". Renaissance Europeans were quite admiring of Japan when they reached the country in the 16th century. Japan was considered a country immensely rich in precious metals, a view that owed its conception to Marco Polo's accounts of gilded temples and palaces, but due to the relative abundance of surface ores characteristic of a volcanic country, before large-scale deep-mining became possible in Industrial times.
Japan was to become a major exporter of silver during the period. Japan was perceived as a sophisticated feudal society with a high culture and advanced pre-industrial technology, it was densely urbanized. Prominent European observers of the time seemed to agree that the Japanese "excel not only all the other Oriental peoples, they surpass the Europeans as well". Early European visitors were amazed by the quality of Japanese metalsmithing; this stems from the fact that Japan itself is rather poor in natural resources found in Europe iron. Thus, the Japanese were famously frugal with their consumable resources; the cargo of the first Portuguese ships that arrived in Japan consisted entirely of Chinese goods. The Japanese were much looking forward to acquiring such goods, but had been prohibited from any contacts with the Emperor of China, as a punishment for Wakō pirate raids; the Portuguese therefore found the opportunity to act as intermediaries in Asian trade. From the time of the acquisition of Macau in 1557, their formal recognition as trade partners by the Chinese, the Portuguese started to regulate trade to Japan, by selling to the highest bidder the annual "Captaincy" to Japan, in effect conferring exclusive trading rights for a single carrack bound for Japan every year.
The carracks were large ships between 1000 and 1500 tons, about double or triple the size of a large galleon or junk. That trade continued with few interruptions until 1638, when it was prohibited on the ground that the ships were smuggling priests into Japan. Portuguese trade was progressively more and more challenged by Chinese smugglers on junks, Japanese Red Seal Ships from around 1592, Spanish ships from Manila from around 1600, the Dutch from 1609, the English from 1613; the Dutch, rather than "Nanban" were called "Kōmō" by the Japanese, first arrived in Japan in 1600, on board the Liefde. Their pilot was the first Englishman to reach Japan. In 1605, two of the Liefde's crew were sent to Pattani by Tokugawa Ieyasu, to invite Dutch trade to Japan; the head of the Pattani Dutch trading post, Victor Sprinckel, refused on the ground that he was too busy dealing with Portuguese opposition in Southeast Asia. In 1609 however, the Dutch Jacques Specx arrived with two ships in Hirado, through Adams obtained trading privileges from Ieyasu.
The Dutch engaged in piracy and naval combat to weaken Portuguese and Spanish shipping in the Pacific, became the only westerners to be allowed access to Japan from the small enclave of Dejima after 1638 and for the next two centuries. The beginning of the Edo period coincides with the last decades of the Nanban trade period, during which intense interaction with European powers, on the economic and religious plane, took place. At the beginning of the Edo period, Japan built her first ocean-going Western-style warships, such as the San Juan Bautista, a 500-ton galleon-type ship that transported a Japanese embassy headed by Hasekura Tsunenaga to the Americas, continued to Europe. During that period, the bakufu commissioned around 350 Red Seal Ships, three-masted and armed trade ships, for intra-Asian commerce. Japanese adventurers, such as Yamada Nagamasa, were active throughout Asia. In order to eradicate the influence of Christianization, Japan entered in a period of isolation called sakoku, during which its economy enjoyed stability and mild progress.
But not long after, in the 1650s, the production of Japanese export porcelain increased when civil war put the main Chinese center of porcelain production, in Jingdezhen, out of action for several decades. For the rest of the 17th century most Japanese porcelain production was in Kyushu for export through the Chinese and Dutch; the trade dwindled under renewed Chinese competition by the 1740s, before resuming after the opening of Japan in the mid-19th century. Economic development during the Edo period included urbanization, increased shipping of commodities, a significant expansion of domestic and foreign commerce, a diffusion of trade and handicraft industries; the construction trades flourished, along with banking facilities and merchant associations. Han authorities oversaw the rising agricultural production and the spread of rural handicrafts. By the mid-18th century, Edo had a population of more than 1 million and Osaka and Ky
A war crime is an act that constitutes a serious violation of the laws of war that gives rise to individual criminal responsibility. Examples of war crimes include intentionally killing civilians or prisoners, destroying civilian property, taking hostages, performing a perfidy, using child soldiers, declaring that no quarter will be given, violating the principles of distinction and proportionality, such as strategic bombing of civilian populations; the concept of war crimes emerged at the turn of the twentieth century when the body of customary international law applicable to warfare between sovereign states was codified. Such codification occurred at the national level, such as with the publication of the Lieber Code in the United States, at the international level with the adoption of the treaties during the Hague Conventions of 1899 and 1907. Moreover, trials in national courts during this period further helped clarify the law. Following the end of World War II, major developments in the law occurred.
Numerous trials of Axis war criminals established the Nuremberg principles, such as notion that war crimes constituted crimes defined by international law. Additionally, the Geneva Conventions in 1949 defined new war crimes and established that states could exercise universal jurisdiction over such crimes. In the late 20th century and early 21st century, following the creation of several international courts, additional categories of war crimes applicable to armed conflicts other than those between states, such as civil wars, were defined; the trial of Peter von Hagenbach by an ad hoc tribunal of the Holy Roman Empire in 1474 was the first "international" war crimes trial, of command responsibility. He was convicted and beheaded for crimes that "he as a knight was deemed to have a duty to prevent", although he had argued that he was "just following orders". In 1865, Henry Wirz, a Confederate States Army officer, was held accountable by a military tribunal and hanged for the appalling conditions at Andersonville Prison, where many Union prisoners of war died during the American Civil War.
The Hague Conventions were international treaties negotiated at the First and Second Peace Conferences at The Hague, Netherlands, in 1899 and 1907 and were, along with the Geneva Conventions, among the first formal statements of the laws of war and war crimes in the nascent body of secular international law. The Geneva Conventions are four related treaties adopted and continuously expanded from 1864 to 1949 that represent a legal basis and framework for the conduct of war under international law; every single member state of the United Nations has ratified the conventions, which are universally accepted as customary international law, applicable to every situation of armed conflict in the world. However, the Additional Protocols to the Geneva Conventions adopted in 1977 containing the most pertinent and virulent protections of international humanitarian law for persons and objects in modern warfare are still not ratified by a number of States continuously engaged in armed conflicts, namely the United States, India, Iraq and others.
Accordingly, states retain different values with regard to wartime conduct. Some signatories have violated the Geneva Conventions in a way which either uses the ambiguities of law or political maneuvering to sidestep the laws' formalities and principles. Three conventions were revised and expanded with the fourth one added in 1949: First Geneva Convention for the Amelioration of the Condition of the Wounded and Sick in Armed Forces in the Field. Second Geneva Convention for the Amelioration of the Condition of Wounded and Shipwrecked Members of Armed Forces at Sea. Third Geneva Convention relative to the Treatment of Prisoners of War. Fourth Geneva Convention relative to the Protection of Civilian Persons in Time of War. Two Additional Protocols were adopted in 1977 with the third one added in 2005, completing and updating the Geneva Conventions: Protocol I relating to the Protection of Victims of International Armed Conflicts. Protocol II relating to the Protection of Victims of Non-International Armed Conflicts.
Protocol III relating to the Adoption of an Additional Distinctive Emblem. A small number of German military personnel of the First World War were tried in 1921 by the German Supreme Court for alleged war crimes; the modern concept of war crime was further developed under the auspices of the Nuremberg Trials based on the definition in the London Charter, published on August 8, 1945. Along with war crimes the charter defined crimes against peace and crimes against humanity, which are committed during wars and in concert with war crimes. Known as the Tokyo Trial, the Tokyo War Crimes Tribunal or as the Tribunal, it was convened on May 3, 1946 to try the leaders of the Empire of Japan for three types of crimes: "Class A", "Class B", "Class C", committed during World War II. On July 1, 2002, the International Crimi
Education in the Empire of Japan
Education in the Empire of Japan was a high priority for the government, as the leadership of the early Meiji government realized the critical need for universal public education in its drive to modernize and westernize Japan. Overseas missions such as the Iwakura Mission were sent abroad to study the education systems of leading Western countries. During the Edo period the common citizens of Japan were given limited means of education. What these low-class citizens did learn was geared towards the basic and practical subjects such as reading and arithmetic; the change came forth during the Meiji period. After sending several learned Japanese representatives to travel abroad, the government was able to learn many aspects of the West, from that developed a new process of education for the country. By the late 1860s, the Meiji leaders had established a system that declared equality in education for all as a means by which to help in the process of Japan entering into a more modernized nation, it was required by law.
This was done for the purpose of not only instilling the values of what it meant to be a Japanese citizen, but to bring about the knowledge necessary for the people to understand how the new nation would work under Western methods. With the change in education there was brought about more opportunities to prosper in the newly evolving and modernizing Japanese nation. Individuals and families moved up in society in ways beyond the freedoms or abilities of their ancestors; as education changed, so too did the range of talents and efforts applied by the Japanese people to enhance their society. In 1871, the Ministry of Education was established, with a school system based on the American model, which promoted a utilitarian curriculum, but with the centrally-controlled school administration system copied from France. With the aid of foreign advisors, such as David Murray and Marion McCarrell Scott, Normal Schools for teacher education were created in each prefecture. Other advisors, such as George Adams Leland, were recruited to create specific types of curriculum.
Private schools run by Buddhist temples and neighborhood associations were nationalized as elementary schools. However, they added a new curriculum which emphasized conservative, traditional ideals more reflective of Japanese values. Confucian precepts were stressed those concerning the hierarchical nature of human relations, service to the new Meiji state, the pursuit of learning, morality; these ideals, embodied in the 1890 Imperial Rescript on Education, along with centralized government control over education guided Japanese education until the end of World War II. In December, 1885, the cabinet system of government was established, Mori Arinori became the first Minister of Education of Japan. Mori, together with Inoue Kowashi created the foundation of the Empire of Japan's educational system by issuing a series of orders from 1886; these laws established an elementary school system, middle school system, normal school system and an imperial university system. Elementary school was made compulsory from 1872, was intended to create loyal subjects of the Emperor.
Middle Schools were preparatory schools for students destined to enter one of the Imperial Universities, the Imperial Universities were intended to create westernized leaders who would be able to direct the modernization of Japan. With the increasing industrialization of Japan, demand increased for higher education and vocational training. Inoue Kowashi, who followed Mori as Minister of Education established a state vocational school system, promoted women's education through a separate girls' school system. Compulsory education was extended to six years in 1907. According to the new laws, textbooks could only be issued upon the approval of the Ministry of Education; the curriculum was centered on moral education, design and writing, Japanese calligraphy, Japanese history, science, drawing and physical education. All children of the same age learned each subject from the same series of textbook. During the Taishō and early Shōwa periods, from 1912-1937, the education system in Japan became centralized.
From 1917-1919, the government created the Extraordinary Council on Education, which issued numerous reports and recommendations on educational reform. One of the main emphases of the Council was in higher education. Prior to 1918, "university" was synonymous with "imperial university", but as a result of the Council, many private universities obtained recognized status; the Council introduced subsidies for families too poor to afford the tuitions for compulsory education, pushed for more emphasis on moral education. During this period, new social currents, including socialism, communism and liberalism exerted influences on teachers and teaching methods; the New Educational Movement led to teachers unions and student protest movements against the nationalist educational curriculum. The government responded with increased repression, adding some influences from the German system in an attempt to increase the patriotic spirit and step up the militarization of Japan; the Imperial Rescript to Soldiers and Sailors became compulsory reading for students during this period.
Specialized schools for the blind and for the deaf were established as early as 1878, were regulated and standardized by the government in the Blin
Employment is a relationship between two parties based on a contract where work is paid for, where one party, which may be a corporation, for profit, not-for-profit organization, co-operative or other entity is the employer and the other is the employee. Employees work in return for payment, which may be in the form of an hourly wage, by piecework or an annual salary, depending on the type of work an employee does or which sector she or he is working in. Employees in some fields or sectors may receive bonus payment or stock options. In some types of employment, employees may receive benefits in addition to payment. Benefits can include health insurance, disability insurance or use of a gym. Employment is governed by employment laws, regulations or legal contracts. An employee contributes labor and expertise to an endeavor of an employer or of a person conducting a business or undertaking and is hired to perform specific duties which are packaged into a job. In a corporate context, an employee is a person, hired to provide services to a company on a regular basis in exchange for compensation and who does not provide these services as part of an independent business.
Employer and managerial control within an organization rests at many levels and has important implications for staff and productivity alike, with control forming the fundamental link between desired outcomes and actual processes. Employers must balance interests such as decreasing wage constraints with a maximization of labor productivity in order to achieve a profitable and productive employment relationship; the main ways for employers to find workers and for people to find employers are via jobs listings in newspapers and online called job boards. Employers and job seekers often find each other via professional recruitment consultants which receive a commission from the employer to find and select suitable candidates. However, a study has shown that such consultants may not be reliable when they fail to use established principles in selecting employees. A more traditional approach is with a "Help Wanted" sign in the establishment. Evaluating different employees can be quite laborious but setting up different techniques to analyze their skill to measure their talents within the field can be best through assessments.
Employer and potential employee take the additional step of getting to know each other through the process of job interview. Training and development refers to the employer's effort to equip a newly hired employee with necessary skills to perform at the job, to help the employee grow within the organization. An appropriate level of training and development helps to improve employee's job satisfaction. There are many ways that employees are paid, including by hourly wages, by piecework, by yearly salary, or by gratuities. In sales jobs and real estate positions, the employee may be paid a commission, a percentage of the value of the goods or services that they have sold. In some fields and professions, employees may be eligible for a bonus; some executives and employees may be paid in stocks or stock options, a compensation approach that has the added benefit, from the company's point of view, of helping to align the interests of the compensated individual with the performance of the company.
Employee benefits are various non-wage compensation provided to employee in addition to their wages or salaries. The benefits can include: housing, group insurance, disability income protection, retirement benefits, tuition reimbursement, sick leave, social security, profit sharing, funding of education, other specialized benefits. In some cases, such as with workers employed in remote or isolated regions, the benefits may include meals. Employee benefits can improve the relationship between employee and employer and lowers staff turnover. Organizational justice is an employee's perception and judgement of employer's treatment in the context of fairness or justice; the resulting actions to influence the employee-employer relationship is a part of organizational justice. Employees can organize into trade or labor unions, which represent the work force to collectively bargain with the management of organizations about working, contractual conditions and services. Either an employee or employer may end the relationship at any time subject to a certain notice period.
This is referred to as at-will employment. The contract between the two parties specifies the responsibilities of each when ending the relationship and may include requirements such as notice periods, severance pay, security measures. In some professions, notably teaching, civil servants, university professors, some orchestra jobs, some employees may have tenure, which means that they cannot be dismissed at will. Another type of termination is a layoff. Wage labor is the socioeconomic relationship between a worker and an employer, where the worker sells their labor under a formal or informal employment contract; these transactions occur in a labor market where wages are market determined. In exchange for the wages paid, the work product becomes the undifferentiated property of the employer, except for special cases such as the vesting of intellectual property patents in the United States where patent rights are vested in the original personal inventor. A wage laborer is a person whose primary means of income is from the selling of his or her labor in this way.
In modern mixed economies such as that
Flag of Japan
The national flag of Japan is a rectangular white banner bearing a crimson-red disc at its center. This flag is called Nisshōki, but is more known in Japan as Hinomaru, it embodies the country's sobriquet: Land of the Rising Sun. The Nisshōki flag is designated as the national flag in the Law Regarding the National Flag and National Anthem, promulgated and became effective on August 13, 1999. Although no earlier legislation had specified a national flag, the sun-disc flag had become the de facto national flag of Japan. Two proclamations issued in 1870 by the Daijō-kan, the governmental body of the early Meiji period, each had a provision for a design of the national flag. A sun-disc flag was adopted as the national flag for merchant ships under Proclamation No. 57 of Meiji 3, as the national flag used by the Navy under Proclamation No. 651 of Meiji 3. Use of the Hinomaru was restricted during the early years of the Allied occupation of Japan after World War II; the sun plays an important role in Japanese mythology and religion as the Emperor is said to be the direct descendant of the sun goddess Amaterasu and the legitimacy of the ruling house rested on this divine appointment and descent from the chief deity of the predominant Shinto religion.
The name of the country as well as the design of the flag reflect this central importance of the sun. The ancient history Shoku Nihongi says that Emperor Monmu used a flag representing the sun in his court in 701, this is the first recorded use of a sun-motif flag in Japan; the oldest existing flag is preserved in Unpō-ji temple, Kōshū, older than the 16th century, an ancient legend says that the flag was given to the temple by Emperor Go-Reizei in the 11th century. During the Meiji Restoration, both the sun disc and the Rising Sun Ensign of the Imperial Japanese Navy became major symbols in the emerging Japanese Empire. Propaganda posters and films depicted the flag as a source of pride and patriotism. In Japanese homes, citizens were required to display the flag during national holidays and other occasions as decreed by the government. Different tokens of devotion to Japan and its Emperor featuring the Hinomaru motif became popular during the Second Sino-Japanese War and other conflicts; these tokens ranged from slogans written on the flag to clothing items and dishes that resembled the flag.
Public perception of the national flag varies. Both Western and Japanese sources claimed the flag was a powerful and enduring symbol to the Japanese. Since the end of World War II, the use of the flag and the national anthem Kimigayo has been a contentious issue for Japan's public schools. Disputes about their use have led to lawsuits; the flag is not displayed in Japan due to its association with ultranationalism. To some Okinawans, the flag represents the events of World War II and the subsequent U. S. military presence there. For some nations that have been occupied by Japan, the flag is a symbol of aggression and imperialism; the Hinomaru was used as a tool against occupied nations for purposes of intimidation, asserting Japan's dominance, or subjugation. Several military banners of Japan are based including the sunrayed naval ensign; the Hinomaru serves as a template for other Japanese flags in public and private use. The exact origin of the Hinomaru is unknown, but the rising sun seems to have had some symbolic meaning since the early 7th century.
In 607, an official correspondence that began with "from the Emperor of the rising sun" was sent to Chinese Emperor Yang of Sui. Japan is referred to as "the land of the rising sun". In the 12th-century work, The Tale of the Heike, it was written that different samurai carried drawings of the sun on their fans. One legend related to the national flag is attributed to the Buddhist priest Nichiren. During a 13th-century Mongolian invasion of Japan, Nichiren gave a sun banner to the shōgun to carry into battle; the sun is closely related to the Imperial family, as legend states the imperial throne was descended from the sun goddess Amaterasu. One of Japan's oldest flags is housed at the Unpo-ji temple in Yamanashi Prefecture. Legend states it was given by Emperor Go-Reizei to Minamoto no Yoshimitsu and has been treated as a family treasure by the Takeda clan for the past 1,000 years, at least it is older than 16th century; the earliest recorded flags in Japan date from the unification period in the late 16th century.
The flags belonged to each daimyō and were used in battle. Most of the flags were long banners charged with the mon of the daimyō lord. Members of the same family, such as a son and brother, had different flags to carry into battle; the flags served as identification, were displayed by soldiers on their backs and horses. Generals had their own flags, most of which differed from soldiers' flags due to their square shape. In 1854, during the Tokugawa shogunate, Japanese ships were ordered to hoist the Hinomaru to distinguish themselves from foreign ships. Before different types of Hinomaru flags were used on vessels that were trading with the U. S. and Russia. The Hinomaru was decreed the merchant flag of Japan in 1870 and was the legal national flag from 1870 to 1885, making it the first national flag Japan adopted. While the idea of national symbols was strange to the Japanese, the Meiji Government needed them to communicate with the outside world; this became important after the landin