| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "JAPANESE INTERNMENT CAMPS": |
|
|
Japanese-Americans and Internment Camps, 2002.
A look at the Japanese internment camps during WWII in America.
2,400 words (approx. 9.6 pages), 9 sources, $ 89.95
»
Click here to show/hide summary
Abstract
This ten-page paper looks at the treatment of the Japanese Americans prior to and during the second world war. Also looking at the regimental Combat Team known as the 422nd and 100th battalions and their courageous successes during the Second World War.
| |
|
Japanese American Internment Camps, 2006.
Details the events before, during and after the internment of Japanese Americans in World War II.
1,946 words (approx. 7.8 pages), 12 sources, MLA, $ 61.95
»
Click here to show/hide summary
Abstract
Both the United States and Canadian World War II era leadership participated in the internment of Japanese immigrants and Japanese Americans in an effort to ensure national security. This paper reviews the historical events surrounding the Japanese internment camps of World War II. The paper also examines how Americans learned from their mistakes after this incident.
From the Paper
"Daily life in these camps was not as difficult or harsh as the work camps of Europe, however the overall happiness, prosperity, and functionality of these Japanese Americans was compromised. These people were forced to live in intimidating circumstances, behind barbed wire fences and surrounded by armed guards (Satsuki, 15). A significant percentage of those interned died from simple illnesses and injury due to inadequate or nonexistent medical care. Internees were shot for allegedly disobeying orders or trying to run away. The conditions were so unpleasant that President Roosevelt himself referred to these locations as "concentration camps" (Gallavan, and Roberts). These camps are filled with overzealous American military personnel who encouraged riots and incited unrest within the facilities."
| |
|
Japanese Internment Camps, 2004.
Examines the camps set up to imprison Japanese nationals in the U.S.A. during WWII.
2,317 words (approx. 9.3 pages), 4 sources, MLA, $ 71.95
»
Click here to show/hide summary
Abstract
This paper presents a detailed discussion about the internment camps for the Japanese that were set up and implemented by President Franklin D. Roosevelt. The internment of Japanese-Americans was drastic and shocking, but it was supported by the majority of non-Japanese Americans. It was a decision that left a bruise on the psyche of the nation, however. The writer explores the history leading up to the decision and the decision itself. The paper includes photographs and a timeline of events leading up to and including the internment camps.
From the Paper
"He was considered one of the top military police officers in the nation at the time. He was largely responsible for making sure there was peace and order in the military areas of the nation, which included the military camps that the Japanese were being brought to. Gullion was considered an expert in legal affairs as well when it came to the actions of the military. He had serious concerns about the legal ability to lock up civilians who had done nothing wrong. He argued that the military could not get away with interfering in civilian lives."
| |
|
The Japanese Internment Camp, 2006.
An overview of the conditions and lasting impact of the Japanese internment in America during World War II.
2,154 words (approx. 8.6 pages), 5 sources, MLA, $ 67.95
»
Click here to show/hide summary
Abstract
This paper discusses some background of the Japanese internment of World War II and the impact that the internment had on the American-Japanese population as well as the Japanese nation as a whole. The paper puts particular emphasis on the internees of the Minidoka Camp of South Central Idaho.
From the Paper
"To fully understand the relocation of Japanese Americans one must understand how these people first came to this foreign land, and how later as they prospered, they came to be the recipients of racial prejudice from their white neighbors. The Japanese first came to America seeking their fortunes. Many worked as itinerate laborers with Californian fruit and Hawaiian sugar cane. As they continued to live in their new land, however, they eventually became businessmen, fishermen, and farmers themselves. In fact, by 1940 the Japanese Americans, despite discriminatory laws, owned 4% of the farmland in California. In 1920, twenty years earlier, they had already brought in 10% of California's agricultural production. "
|
| Term Paper # 26836 |
temporarily unavailable
|
|
|
|
Japanese Internment, 2004.
This paper offers an analysis of the forced relocation of Japanese Americans to internment camps after the attack on Pearl Harbor.
2,250 words (approx. 9.0 pages), 11 sources, MLA, $ 79.95
»
Click here to show/hide summary
Abstract
The paper discusses the forced relocation of Japanese Americans to internment camps after the attack on Pearl Harbor. The paper includes a discussion of those who favored and those who opposed the action.
From the Paper
"Similar to the fear and paranoia directed at Arab-Americans after the terrorist attacks of September, fear and paranoia erupted in American society after the surprise attack on Pearl Harbor in December. The US government took swift action after the attack on Pearl Harbor. Any immigrants arriving in America from Japan were officially classified as enemy aliens. As fear mounted that Japanese citizens of the US would undermine the US war effort, President Franklin Delano Roosevelt issued the Executive Order."
| |
|
Internment Camps, 2005.
A discussion on whether the United States was justified in placing Japanese-Americans in internment camps during WWII.
2,594 words (approx. 10.4 pages), 5 sources, MLA, $ 78.95
»
Click here to show/hide summary
Abstract
This paper examines how, although the bombing of Pearl Harbor by the Japanese on December 7, 1941, created a hatred and distrust of all Japanese-American citizens, Japanese-Americans stayed loyal to the nation that they loved. It looks at how they suffered through executive orders restricting their rights as human beings, forced mandatory imprisonment, and much other barbaric indifference.
From the Paper
"Even before the bombing of Pearl Harbor, the Japanese were segregated from the rest of the American people, similar to the segregation of the African-Americans, and Native Americans. The Anti-Alien Land act was passed in 1913, placing limits on Japanese people owning American land. Years before the Japanese gave The United States any legitimate reason to distrust the Japanese citizens, the Japanese -American citizens were denied the right to own land in the nation in which they lived, solely due to their race. When the President presented this Act, it was solely to limit the Japanese in America. Congress made him change his wording, but not the meaning. So having been blamed for the actions of their forefathers, the Japanese-Americans suffered through the forced segregation."
| |
|
Japanese Internment, 2007.
This paper discusses the internment of Japanese-Americans following Japan's attack on Pearl Harbor.
3,215 words (approx. 12.9 pages), 6 sources, MLA, $ 92.95
»
Click here to show/hide summary
Abstract
In this article, the writer maintains that Japan's attack on Pearl Harbor on December 7, 1941 led U.S. government officials to believe that West Coast Japanese residents, especially the Issei and the Nisei population, helped plan the attack. The writer points out that in response, these officials, including U.S. Attorney General Francis Biddle, Los Angeles Congressman Leland Ford, and California Attorney General Earl Warren, called for the internment of first-generation Issei people and the second generation, American-born Nisei people in camps where they would spend the rest of the period of World War II. The writer notes that the intent was to prevent them from committing further acts of disloyalty to the U.S. The writer then discusses that, acting on their recommendation, U.S. President Franklin D. Roosevelt signed Executive Order 9066 on February 19, 1942, which evacuated almost 120,000 West Coast residents of Japanese descent from their homes to 10 government War Relocation Authority camps in the West, South and Southwest areas. The writer discusses the treatment of the Japanese internees and looks at the impact of and reactions to the internment.
From the Paper
"The internment caused them further and deeper losses and sufferings. The internees lost their jobs, social networks, and education as well as work opportunities for being separated from the mainstream of life. The bitterness they felt towards the American government but could not direct to it was instead directed towards one another. There were conflicts between pro-Japanese and pro-American groups. As a result, hundreds of Nisei students who attended schools, like the College of Oberlin in Ohio, left the camps. Some Christian churches helped by taking Nisei people to work for them in the South and Midwest. Around a thousand joined the US military forces as part of the all-Nisei 442nd Regimental Combat Team. Four internees coursed their grievances through the courts and challenged the constitutionality of the relocation order. Their petitions were initially denied. But in December, 1944, the US Supreme Court found the petition of Mitsuye Endo as meritorious and decided that her detention violated her civil rights. In January, 1945, the War Department rescinded the evacuation orders and arranged for the release of the internees."
| |
|
A Military Necessity: the Japanese American Internment, 2006.
An examination of the interment of Japanese Americans during World War II.
2,100 words (approx. 8.4 pages), 8 sources, MLA, $ 65.95
»
Click here to show/hide summary
Abstract
This paper discusses how, due to military necessity, 120,000 Japanese Americans were unjustly interned in 1942, permanently scarring America, and creating a future precedence. The paper argues that this was an unjustified response to the Japanese attack on Pearl Harbor.
Surprisingly, the paper points out, many of the internees proved that they were able to make the best of a bad situation. Furthermore, despite the unfair treatment, a select few Japanese Americans were still willing to fight for their country and eventually became part of the most decorated unit in American history, the "Purple Heart Battalion". The paper concludes that this story proves that even in the face in adversity, people can do great things.
Table of Contents:
Introduction
Journey to the Internment camps
Living Conditions
Leisure
Education
Release and Reparations
Conclusion
From the Paper
"Education was another serious concern among the camps. Schools had to be set up quickly, and materials were in short supply. Most schools opened around October, an unusual month compared to normal schools. In Wyoming, "A block of barracks was set aside for use as classrooms. Books did not arrive until December and then only in limited numbers. If a student had homework, he or she had to check out the textbook for the evening. Paper and pencils were also in short supply. The chalkboard was a piece of plywood painted black. Students sat on benches, and though some teachers had a table, others used boxes for desks. Students who sat in the front of the classroom near the potbellied stoves roasted, while those who sat in the back wore coats to keep from freezing. The open ceilings made for continuous distractions as the noise from one classroom invaded adjacent rooms." Other camps had it even worse though, holding classes in dinning halls, which proved to be both noisy and crowded. Teachers were also extremely hard to come by, but were appreciated when they did. Students were eager to learn and naturally cooperative. Later in the years, real schools began to appear complete with libraries, auditoriums, and even wood shops. To make things even better, "Graduates from the high schools in the relocation centers who qualified for colleges and universities, went to these schools in the mid-west and east coast states, usually on full scholarships. By the end of the war, many of these "students" were ready to graduate with college degrees and enter the job market at the same time the returning service men were just getting ready to enter college." So many people received college degrees that many camps were even able hold reunions for the students."
| |
|
Japanese Internment in WWII, 1996.
Background, sociopolitical conditions & moral & legal argument against putting Japanese in camps in U.S. as threat to security.
1,800 words (approx. 7.2 pages), 4 sources, $ 63.95
»
Click here to show/hide summary
From the Paper
"During World War II, the United States interned Japanese residents of the Western states in internment camps such as that at Manzanar in California. The reason was indicated in Executive Order 9066, signed in 1942 by President Roosevelt to give authority to the War Department to define military areas in the western states and to exclude anyone who might be seen as threatening the war effort (Houston and Houston xi-xii). Japanese living in the Western states were seen as potential subversives and were summarily removed to camps to prevent this. The camps operated until after the surrender of Japan, though the U.S. Supreme Court ruled at the end of 1944 that loyal citizens could not be held in detention camps against their will (Houston and Houston, 1973, xii). The United States was wrong to place any Japanese who had not committed any offense into these..."
| |
|
Japanese Cuisine: Japanese Culture and What They Eat, 2000.
A look at the exotic world of Japanese cuisine, including its health benefits and the importance that Japanese place on the presentation of a meal.
2,136 words (approx. 8.5 pages), 3 sources, $ 66.95
»
Click here to show/hide summary
From the Paper
"Within the Japanese cuisine, there contains many strange meals but there are myriads of delights that would make anybody's tastes buds melt. Coming from a Japanese decent I have tried many of these tasty meals, but I would not take it too an extreme to say that I drink "snakes blood for longevity"(Steinberg 6). Japanese meals are actually considered very healthy and low fat considered to the traditional American, southern fried chicken. Japanese food is served in little portions and displayed in a very exciting way to liven up every aspect of each savory bite. To liven up these dishes we often cut vegetables or fruits into tiny designs or animals, or organize each piece of meat and each small vegetable in a way that flatters the plate. Cutting and Slicing, mostly vegetables into meticulous designs, makes a dish its own work of art. "
| |
|
American-Japanese Women, 2004.
An examination of the life of Japanese women, before, during, and after their internment in the American internment camps that were established during World War II.
1,956 words (approx. 7.8 pages), 5 sources, MLA, $ 62.95
»
Click here to show/hide summary
Abstract
This paper examines how Japanese women came to America from their homeland and how, instead of starting anew, they simply brought the repressive culture with them. It looks at how, during the time they were in camps, they were forced to let go of tradition in many areas of life and how they found they had the ability and strength to make decisions, survive, and handle adversity. It also examines how, once they were out of the camps, they still faced attitude problems from those who blamed the residents for the Pearl Harbor attack. It shows how the camps were an atrocity and unfair to all who were forced into them and how, for Japanese women, they did help break a multi-generational pattern of self-doubt.
From the Paper
"While the women were in the camps their treatment was a catalyst for their future. Women were ripped away from everything and everyone they had depended on before the camps were constructed. Their husbands were often sent to far away places, and if the females had married Americans then their husbands were not interned, but the women were. They were ripped away from their children many times as well. With very little notice, everything that they nurtured and lived for each day was suddenly gone. Their existence was stripped from them and once they were placed in the camps they were forced to re-invent and identify their existence."
| |
|
This study will consider a number of elements of the "submissive" middle class in Japanese society as described and analyzed in Karel van Wolferen's "The Enigma of Japanese Power"., 1991.
This study discusses the elements of the "submissive" middle class in Japanese society as described and analyzed in This study will consider a number of elements of the "submissive" middle class in Japanese society as described and analyzed in Karel van
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
»
Click here to show/hide summary
From the Paper
"This study will consider a number of elements of the "submissive" middle class in Japanese society as described and analyzed in Karel van Wolferen's "The Enigma of Japanese Power".
The basis of much of the power and order of Japan in the world in the late years of the 20th century is what van Wolferen calls the "submissive" nature of that society. As the author notes, "The post-war aims of the Japanese System have been entrusted mainly to the economic organizations. The System is preoccupied with industrial and commercial pursuits.. " And industrial and commercial pursuits are successful because of submissive and obedient workers, who are modeled on the "salaryman" model.
As the author writes, " . . . The term 'salaryman' connotes much more than 'office clerk' or 'white-collar worker'; it stands ... "
| |
|
Boot Camps, 2000.
An examination of boot camps as used to solve youth crime problems.
9,930 words (approx. 39.7 pages), 30 sources, MLA, $ 201.95
»
Click here to show/hide summary
Abstract
This paper aims at researching boot camps in an effort to go beyond the overly simplistic media portrayal, to clarify the who, what, when, where and why of the issue. The paper illustrates all the issues involved in the designing of a successful boot camp which will allow for maximal societal adjustment of juvenile criminals and minimal recidivism. The writer outlines the effectiveness and ineffectiveness of boot camps and discusses the future of boot camps.
Table of Contents
Introduction
The History of Juvenile Boot Camps
What is a Boot Camp?
Why Do Juvenile Boot Camps Exist?
Who Occupies Juvenile Boot Camps?
Where Are Juvenile Boot Camps?
Boot Camp Design
A Made-In-Ontario Solution: Canada's First Juvenile Boot Camp
Types of Offenders
Youth Demographics
Factors Associated with Delinquency
The Effectiveness of Boot Camps
The Ineffectiveness of Boot Camps
The Negative Impact of Boot Camps
Boot Camps as a Less Costly Alternative to Incarceration
Positive Impacts on Behavior
Aftercare
Public Response and Boot Camps
The Future of Boot Camps
Conclusion
References
From the Paper
"If the average North American were to rely solely on the media for accurate information about youth crime, we would have a continent of misinformed people. The media would like us to believe that there is an epidemic of youth crime despite extensive evidence to the contrary. This media attention, however inaccurate, has led the public to demand the justice system deal more harshly with young offenders. The result of this public outcry was the establishment of boot camps for juvenile offenders."
| |
|
Japanese Use of Coercion to Maintain Power, 2004.
This paper discusses the use of coercion by the Japanese in the course of Japanese imperialism in the 19th and 20th centuries in Asia.
1,983 words (approx. 7.9 pages), 2 sources, MLA, $ 63.95
»
Click here to show/hide summary
Abstract
This essay is a discussion of how great a role coercion played in the enforcement of Japanese imperialism in Asia. The paper focuses on the Japanese occupation of Korea, while also alluding to other areas that the Japanese controlled. Various examples of coercion are presented and discussed at length.
From the Paper
"In the course of Japanese imperialism, the Japanese used coercion extensively to maintain their rule, but also employed some other methods at times. Their coercive policies were often harsh and brutal, with the Japanese authorities refusing to relent until their goals had been reached. In certain instances, however, they allowed their subjects to have some level of choice in matters like education and employment. In response to the Korean Independence Movement that developed after World War I, for example, the Japanese appeared to "return to the Koreans a modicum of personal choice" and allowed them to publish their own newspapers, create their own schools, and to be employed in the government (Kang, 15). Such concessions certainly existed outside the realm of coercive policies, even though they were somewhat cosmetic in nature. The people were still often subjected to the same horrid treatment and the same unreasonable regulations that they had become familiar with from the coercive rule of the Japanese, but there were glimpses of light that shone through the dark cloud of Japanese rule."
|
|
|
