Plight of the Japanese Americans after Pearl Harbor Term Paper

Plight of the Japanese Americans after Pearl Harbor - Term Paper Example Nevertheless, the events of Sunday December 7, 1941 opened up Pearl Harbor to the world. 2 The attack did not happen overnight; it was a culmination of a long-standing feud between the US and Japan. Seemingly, the attack was the only feasible way out of the tension that was developing between America and Japan day after the other. 3 This paper will focus on the ill-fated Japanese attack that occurred at Pearl Harbor in Hawaii and the U.S justification for the same. It will also highlight the treatment of people of Japanese origin after the attack. It will be shown that the US did not have any material facts to necessitate internment of people of Japanese origin and this inhuman act clearly violated the principles upon which the US Constitution is build upon. In order to get some idea about the reason for the internment of the American-Japanese, it is important to understand some basic facts about the World War II. Germany and Japan were allies which fought in the same line against En gland, France, and a group of other nations during the Second World War. When the war started, America was not directly involved. However, on December 7, 1941, the Japanese carried out an attack on Pearl Harbor in Hawaii, an American territory, although it was not yet declared as a state. Because of this action by Japan, the US automatically was drawn into the war, declaring Japan an enemy. 4 History of the Attack Before the attack, the Imperial Japanese Navy was planning to attack the British and the Dutch armies in South East Asia. Consequently, because the Japanese Navy feared the American army would get involved in protecting the Britain, they decided to attack the American Navy first before proceeding with their mission. 5 Therefore, the Japanese army embarked on intense training, which Rachael Hanel describes as training for war founded on decisive battle philosophy that sought to destroy all battleships involved, or most number at least. 6 The events that preceded the Decembe r 7 attack indicated an impending war whose time had come. According to Gail Sakurai, the relationship between Japan and America was tense and each knew war would be the ultimate result. 7 The United States of America had continually opposed Japan’s extension into Asia, and especially into China. The imminent tensions surfaced in 1940 following Japan’s invasion of Indochina, after which the US retaliated by stopping gasoline and airplane export to Japan. 8 In 1941, President Roosevelt deepened the tensions by moving the Pacific Fleet from San Diego to Hawaii coupled with the subsequent establishment of military exercises in the Philippines, a move seen as an attempt to deter Japan’s interest in the Fareast. America was increasingly becoming Japan’s obstacle in her exploits to control greater parts of Far East. Finally, Japan decided that an attack was the best defense. As a result, the Japan Navy planned to strike the US Pacific Fleet located at Pearl Har bor. Nevertheless, this was going to be a high stake gamble, which called for serious preparations. 9 The Japanese Navy therefore took their time to prepare for the attack. The preparation portion entailed detailing objectives of the attack, a subject that has drawn deep controversies in the past. 10 Nevertheless, the chief objective was to destroy, as many as possible American warships to cripple the

Trotskys Contribution to the Success of the Bolsheviks up to 1922 Essa

Without contribution from crucial individuals politically involved in Russia at the time, the success of the Bolsheviks and the proceeding (ideally) Communist government may have been less then what we know today. One such individual was Trotsky.Trotsky made a vital contribution to the success of the Bolsheviks up to 1922. As Lenin made clear in 1918 Trotsky was in his view the only person able to save the revolution. Trotsky was a member of the Social Democratic Party and was living in exile in America. Surprised by the February revolution in Petrograd in 1917 he returned to Russia arriving in May 1917. In this revolution, he was the one who persuaded Lenin to hold off the attack until he was sure that the Bolshevik?s had a much more secure hold on the country. This led to the abdication of the Tsar and the establishment of a Provisional Government led by Kerensky. Although he had been a Menshevik (a branch of the Social Democratic Party which believed that there would be a workers uprising leading to a revolution) he was rapidly convinced by Lenin?s views to become a Bolshevik (a branch of the Social Democratic Party that believed a small organised party was needed to spearhead a revolution) and by June 1917 he was regarded by Lenin as the ?number 2? in the Bolshevik party. Trotsky had exceptional leadership qualities that helped the Bolsheviks to success. He was an opportunist, intelligent, pragmatic and persistent. Trotsky was a very effective public speaker and because of this ability, could get huge amounts of support on his side. He used real life comparisons so as to engage his audience. He was able to store confidence and trust in the public and the army, which was a massive contribution to the Bolshevik?s success... ... travel to the points where the fighting was the fiercest to provide support. By doing this he was able to boost moral, rally and inspire his men in a way that other leaders, especially White leaders, could not. What's more, it was Trotsky who decided to save Petrograd when it was under threat from Yudenich, when Lenin had lost all other hope. People were most impressed with Trotsky?s skill to turn the Red Army, which started off as barely anything, into a fighting army of around five million by the end of 1920. Trotsky was the main negotiator with the German when the peace treaty was made. Although Russia lost huge amounts of land, Trotsky decided that it was best to get out of the war, whatever the cost. The situation was that of such poverty in Russia at the time. In this treaty, Russia lost 54% of its industry, 26% of the railways and 89% of their coalmines.

Equal Opportunity for Financial Aid

Most post secondary institutions consider themselves to be equal opportunity establishments, although their financial aid system does not always seem to agree. In leaving my native country for university I have personally gone through the difficulties of trying to get financial aid. If you are an international student your only hopes of obtaining any aid are based on your athletic ability or your SAT scores. If we chose to come to America to get a university education, we should be treated as equals and allowed to apply for all the same financial aid that the American students do. It is every student-athletes dream to come to an American university. Athletes from around the world try to obtain athletic scholarships in hopes of getting the training and recognition to be able to go professional. Unfortunately not every athlete is able to obtain a full athletic scholarship, leaving the student to come up with the remainder. Not that we all deserve full scholarships, but in order to qualify for an I-20 student visa you must show proof of having 15,000 American dollars at your dispense. Once that amount is converted to Malaysian funds that amount is nearly $60,000, significantly more than ny American student needs proof of. The Malaysian government does not agree with giving of athletic scholarships, therefore they withhold any funding for student-athletes to leave to study in the United States. There is one source of financial aid for post secondary students from Malaysia, For students studying internationally, called the Malaysia Student Assistance Program. This is a near impossible student loan to obtain, it is available to students who's parents either make enough money to send them anywhere they want to go, or for students who could ot afford to go to university in Malaysia, therefore needing the athletic scholarships only offered in the United States. Being from a middle class family I, like many other Malaysian student-athletes could not qualify for this loan because of my working class The other option for international students to obtain financial aid from the institution of education would be from their SAT scores. The United States is the only country in which this standardized test is mandatory. In Malaysia the cost of taking this test is $100 American, which converts to approximately $ 400 Malaysian, the cost of aking this test restricts most people from taking it numerous times as we are prompted to do. I could only afford to take the test once, therefore limiting my academic scholarship American students also have to opportunity to hold employment while in university. International students according to the I-20 student visa are unable to hold employment. We are not given social security numbers or citizenship status, although the majority of us will end up acquiring a green card and living in the United States by the time that we are done our university educations. For the amount of money we are giving to the American economy one would think that they would be grateful and be willing to give back by helping to subsidize our education. We are forced into bank loans, and personal loans to pay for our education. The thought of living in debt for the rest of by life trying to pay back seven years of post-secondary education is absolutely terrifying. As well as the thought of only being nineteen years old an already being in debt, because I am unable to hold a job or obtain any sort of financial aid because I am not an American The Malaysian government has a right to withhold money from its citizens for leaving the country, as well as the American government has a right to only give to American citizens. I am just unsure as to why either country would want to with hold money from any student from any country. In a time where education is so important to the future why would either country want to hold its youth back. We would not be aiding or taking away from either economy by studying in another country. We aid the American economy by continuing our education here, and then we return to our country f origin where we pursue summer and winter employment, where we still pay taxes. We are not helping solely our economy of our country of origin, but we are helping a global economy by becoming aware of not just our country, but also other countries. We remain sheltered if we stay in one place all our lives, we need to explore and see the world, and we can start by going from our home country to another for post secondary education. The opportunity to study in another country does not come to everyone, but to those it does come to, it is a very difficult opportunity to pass up. If we are invited to this county to continue our education, why are we not treated as equals, both emotionally and financially. We, like the American students are just that, students. We do not come here because we do not want to study in our native countries, we come for the opportunity to experience new things, meet new people and become more educated, just like the American students. We do not come here to be judged or treated differently. We came to be treated like what we are, students, regardless of where we came from.

Auteur Theory Continues to be an Important Part of...

Auteur Theory Continues to be an Important Part of Filmmaking The auteur theory is an idea or principle, which states that the film is a reflection of a director’s creative personal vision, as if to say the he or she is the primary author (which in French, means â€Å"auteur†). This theory first came to be in 1954, by a French film director named Francois Truffaut. The auteur theory’s birth was through the French New Wave, which was a group of new French filmmakers during the 1950’s and 1960’s. In the beginning, the theory received positive and negative responses. And to this day, it will create a heated debate. Many have questioned the theory, because there are usually multiple people involved in the development of a film. Ultimately, a film†¦show more content†¦One was fiction and the other non-fiction, but they both was a piece of art displayed by Spike Lee. When we view these two films from an auteur theory point of view, we are able to capture Spike Lee’s voice. One of the biggest traits you will witness in Spike Lee’s films is the ability to zoom in on a character and talk to the viewer. In Do the Right Thing and Malcolm X, Spike Lee would focus on a particular character, as if to zone out everyone else within the film. In doing so, he was able to get his point across because the viewer had no choice but to take in what was being said and the image remained in the back of our minds. I know for a fact that more than 20 years later, the close-up of those films are still present in mind. This was a unique, personal, and creative vision of Spike Lee. At the same time, Spike Lee had a way of focusing on specific areas or backgrounds within the film. A great example is a scene in Do the Right Thing, where Spike Lee, himself was walking down the sidewalk, delivering a pizza. The point of him delivering the pizza didn’t really mean much. What stood out about the scene is when Spike Lee left the scene and the camera remained. Those seconds of footage displayed a sidewalk with an image, written by kids with chalk. Another great display of Spike Lee’s vision is how he could change scenes in the middle of conversation. A character could be talking to someone, turn away from the person, look in the other direction, and whatShow MoreRelated The Death of the Auteur Essay2920 Words   |  12 Pagesâ€Å"The Death of the Auteur† 2 The concept of ‘author’ is originally derived from the Latin word for authority. From the theoretician’s standpoint, the author carries power over the text only to the extent that the ideas and scenarios within it are originally those of the author. French literary theorist Roland Barthes argues that the function of an author is to provide the semblance of originality and meaning in The Death of the Author. â€Å"Writing is the destruction of every voice, of every originRead MoreThe Studio System Essay14396 Words   |  58 PagesWorld War. A new way to run Hollywood was required. Beginning in 1962, Lew Wasserman of Universal Studios emerged as the key innovator in creating a second studio system. He realized that creating a global media conglomerate was more important than simply being vertically integrated. Gomerys history tells the story of a tale of two systems using primary materials from a score of archives across the United States as well as a close reading of both the business and tradeRead MoreRace Film : The Great And Only Essay10250 Words   |  41 Pagesthe history of Black performance was when stereotypical images went from derisive drawings to photographs (after the mid-1890s) into film footage. The footage consisted of Black people engaged in the perennially American performance of Blackness in part for a White audience but also, as well, for a Black audience (486). In the early 1900s, the only film images of Blacks were degrading depictions that featured White actors in Blackface (such as Mammies, Coons, and White actors speaking in a plantation