Economic Research Paper - Poverty in Japan

Intro Eating 3 meals a day, having a good-paying job, not having much money issues- sounds great right? Well, not everyone has that. There’s this thing called poverty... it means being poor. Well, Japan suffers much from poverty. With children, family’s and single women(or men), over 15.7% of Japan is in poverty. Doesn't sound very fun to be in, does it? Now, think of falling below the poverty line; being a single mother with a child-- with a low paying job, working all day, then having to feed you and your child with the little money you make. Sounds tough.
Paragraph 1: In Japan, Women poverty is one of their bigger issues. Most women are married, but there is also a good bit of who are single mothers suffering. If married, most women do everything for the man they are married to. To avoid rough nights, they try their best to do what they can, even if it involves things they don't want to do. (Yoshiaki) In Japan, most single mothers live on less than most of the national median income. Single mothers in Japan have increased numbers in poverty. They get very little public support. Women in Japan tend to be not as noticed or respected as married women or men. (Abe) They aren't getting paid as well as most men are, or if they are its unfair payment. In the text, Abe made a statement that Japan makes it difficult for single moms to work after having children. (Women tend to make less than men in the industry) Single-parent families are falling below the poverty line by 55%, while children are living with 16%. (Fifield) As years go on, more and more parents and children are living/having to deal with poverty.
Paragraph 2:
As said in the prior paragraph, children in Japan are also falling below the poverty line. Children in Japan have a high poverty rate, holding the highest among the U.S. (Nohara) If the poor are mostly children, income says that targeting children such as child allowance is effective, but in the same way, the need to understand in the ratio of poor women is important. (Abe) It is known that Japan has one of the worst wealth equalization and the highest rates of child poverty. McCurry added that “I’ve got two daughters and a son, and they’re at that age when they have growing appetites. I cook at home but I can’t give them much. If we didn’t have this place to come to life would be much harder.” (McCurry) This is saying how that if the mother did not have a place to go to eat for free, her kids would not be able to eat as much, or they would be struggling for money with food. (McCurry)There are children in Japan who have eaten once, or not at all in one day. Single parents often can not afford to pay for enough food to feed their kids 3 times a day, giving them the nutrients they need. Child poverty is rising, having some of the worst wealth inequality in Japan. (McCurry) 2019-11-21 17:13:40
The writing style and the way an author incorporates different literary elements in their work can have an impact on the reader’s opinions about their own ability to captivate their audience. Emily Dickinson is one of the most famous female poets of all time because she takes these factors into consideration when she writes. She “...created in her writing a distinctively elliptical language for expressing what was possible but not yet realized” (“Emily Dickinson”). This means that she wrote in a way that may not have been the easiest to understand, but her writing could be analyzed to display how she explained the unheard of, but true, facts of life. Her poems are still heavily admired and are read in today’s society. They each use a variety of different ways to explain different elements of the lessons of life in a thorough and extremely interesting way. Throughout her infamous poetry, Emily Dickinson has a very unique writing style and uses several themes within a variety of her poems such as “Because I Could Not Stop for Death” and “I’m Nobody! Who are you?”
Emily Dickinson brings to the table a numerous amount of different themes within each of her writings. Many of her poems include a central theme that would revolve around a conflict and then ultimately end with a happy ending (Chase 99). Her poems usually discuss the idea that most hardships included a reward, usually involving a higher rate in status (Chase 99). In her poems, words that were commonly used to describe these people of a “higher rate” are “queen,” “royal,” and “empress” (Chase 99). Throughout her poetry, Dickinson explains the theme of love more than most poets tend to do in their poems (“Emily Dickinson: An Oerview”). “Her poems run the gamut from renunciation to professions of love to sexual passion; they are generally intense” (“Emily Dickinson: An Oerview”). This quote explains how the feelings of intense affection and devotion are seen around the topic of love (“Emily Dickinson: An Oerview”). She employs this amorous theme with genuine directness throughout most of her ballads (“Emily Dickinson: An Oerview”). Dickinson’s religion did not only play a huge role in her own personal life, but it was also the focus in a countless number of her writings (“Emily Dickinson: An Oerview”). Dickinson’s relationship with God had its ups and downs. For example, sometimes she felt as though she had a strong and loving relationship with the Lord, and at other times, she felt frustrated and upset with Him (“Emily Dickinson: An Oerview”). “Her attitude toward God in her poems ranges from… at times indifferent, at other times cruel” (“Emily Dickinson: An Oerview”). This quote shows that even though Dickinson did not have a perfect relationship with God, she never gave up on him, and never stopped worshiping and loving him with her whole heart (“Emily Dickinson: An Oerview”). Each of her poems include their own unique theme which are all influenced by Emily Dickinson’s point of view on the different situations that we have to face at one point or another in our lives.
Dickinson’s most famous writings are an assortment of short, personal poems that display her certain style of writing. “If Miss Dickinson had undergone the austere curriculum indicated, she would, I am sure, have become an admirable lyric poem of the second magnitude” (Aldrich 18). This quote explains that if Dickinson had stayed in the education system for a little bit longer, then she may have been an even more successful writer. She was so passionate about her poetry that she did not care about the grammatical structure of her writings. Dickinson was most likely heavily shaped by many different poets during her time. “Although it is impossible to judge whether or not her practice directly influenced theirs, it is certain that her striking aesthetic effects account for a good deal of the attention given her by twentieth-century writers” (Ferlazzo 149). “Many well-known scholars such as Albert J. Gelpi and Brita Lindberg-Seyersted discuss how her style shares many characteristics from other poets in her era” (Ferlazzo 150). This quote shows how other well-known poets heavily shapes how she articulates her point to individuals. Even though she does utilize a similar manner in her small poems as other poets, she still has a special technique that consists of her ability to personalize her message to the reader. “No one can read these poems...without perceiving that he is not so much reading as being spoken to” (Macleish 38). This quote explains her unique way of using her words to be interpreted as if someone was casually having a conversation with her. Unlike other authors, she does not make it seem as though the reader is being spoken to; she makes it feel like the reader and her are having a casual interaction. In contrast to the other famous writers of her time, Dickinson’s works are a prime example of how a writer should connect with individuals as opposed to a general crowd.
In Dickinson’s most famous poem, “Because I Could Not Stop for Death,” her writing style and the literary elements of theme and personification are highly shown. The central theme within this piece is her idea of mortality and eternity (Spacey, “Summary”). According to Spacey, “This could be the speaker's last day on earth.” Dickinson is trying to portray the fact that after we leave this earthly life, there may not be a heaven (Spacey, “Summary”). “Dickinson does not emphasize what is gained after death; rather she emphasizes what is lost because of death” (Privatsky 35). In this quote, Privatsky explains how when we die, any connection we have to the earth could be lost, and all we become is dust (Privatsky 35). The style of writing Dickinson uses is “...6 stanza poem with full rhyme and slant rhyme” (Spacey, “Summary”). Also, according to Spacey, “The most striking feature of this poem is the use of the dash (-) to temporarily pause a sentence or clause, where the reader takes a fleeting breath before continuing” (Spacey, “Summary”). This is a more effective way to both split these lines up. This minor tactic also adds a major amount of emphasis on what each line is trying to say (Spacey, “Summary”).. Another primary literary element within this poem is the personification of death. In this poem, “... death here is personified as a suitor who takes his potential bride away from her busy life” (Semansky 33). This quote explains how she personifies death as a gentleman whose job is to help his lady before she dies and then ceases to exist as a human being. She displays death in this array because she views it as a way she was “...seduced, driven to her death, and abandoned (Semansky 33). This statement goes into detail about how she acknowledges her idea of the process before death and her concept of what the afterlife may or may not be like. Within this specific poem, Dickinson conveys her opinions and thoughts on what her personal concept of what life after death may include.
Another one of Dickinson’s most famous pieces of poetry, “I’m Nobody! Who Are You?”, displays her style of writing and the literary devices of theme and paradox. The central theme within this poem is self-identity (Spacey, “Analysis”). Figuring out who we are and “the pressure to be a somebody” is still relevant in today’s society (Spacey, “Analysis”). Looking for this sense of self-worth is somewhat juvenile, though, since it will not matter as much as it does in today’s world when the present humans are all dead and gone. “This work is one of Emily Dickinson's short poems, being only two stanzas, eight lines, in length” (Spacey, “Analysis”). It also uses dashes (-) just as the ones in “Because I Could Not Stop for Death” to separate and add effect onto what every single line is trying to communicate to the reader. “The first line has become one of the most popular of quotes and is often cited as the title of the poem, but in reality none of Emily Dickinson's poems are titled” (Spacey, “Analysis”). This statement shows how just like her other writings, Dickinson never titled her work (Spacey, “Analysis”). Writers that published her poems after her death are the ones that chose the first sentence of each poem as the title (Leyda 15). An additional literary element Dickinson applies to this poem in particular is paradox. “The first line contains a declaration, the speaker boldly claiming that she is a nobody, a nonentity, which is a paradox in itself” (Spacey, “Analysis”). This quote explains how she contradicts herself when she explains how the narrator of this poem, a person thinks that they are a nobody, when it is impossible to both exist and not exist at the same time. Dickinson may be trying to show how “The Nobody is a decent thing to be, private and selfless, with no need of recognition from the vulgar mob. Contrast that with the Somebody, a loud, repetitive egotistical thing who sits with other like-minded drearies, craving the worship of the masses” (Spacey, “Analysis”). This poem in particular shows how someone can feel like an outsider if they do not learn who they truly are on both the inside and on the outside plus how that relates to their place in society at large.
Emily Dickinson has a similar trend in her writings which entail an uncommon style of writing and many themes within her poems like the highly recognized “Because I Could Not Stop for Death” and “I’m Nobody! Who are you?” Her style of writing resembled the other poets of her era while also including her own opinion of love and how struggles deserve to resolve in happy endings. Her use of the different themes each explain their own lessons on the given poem. The poem, “Because I Could Not Stop for Death,” contains the literary elements of theme and personification while also conveying her own style of writing. Her other poem, “I’m Nobody! Who are you?” uses the literary devices theme and paradox and reveals her brilliant fashion of writing. “... The human spirit may be rejuvenated, amended, and healed by the perception and application of truth and beauty is perhaps the most important legacy Emily Dickinson has bequeathed to a restless and troubled modern age” (Ferlazzo 151). Dickinson’s writings are still read and analyzed today because their meanings are still and will remain relevant in our society for future years to come.
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