Sunday, January 26, 2020

Prisoners Of War In Japan Ww2 History Essay

Prisoners Of War In Japan Ww2 History Essay The Japanese attack against the United States in Pearl Harbor happened so quickly that most Americans were captured in the opening weeks of World War II. The Japanese captured a total of 140,000 American soldiers and held them in Japanese camps from 1942-1945. These prisoners were treated cruelly and inhumanely by their captors. In fact, more prisoners died in Japanese camps than did in German war camps. To prevent enemy soldiers from returning to their troops, the Japanese held prisoners of war in horrible camps throughout Japan, forced them to work in horrendous conditions, and treated them inhumanely. The living conditions the prisoners had to endure on the way to the camps was truly awful. When transported, the men were crammed into rusty old freighters and spent several nights in these hell ships (The POW Camps). The men on the ships had no room to move, were ill with dysentery and had very little food. Sometimes they were transported from one hell ship to another on their journeys to work camps. The camps were surrounded by barbed wire and closely guarded by Japanese soldiers (Wukovits 37). Prisoners of war slept in crowed barracks on mats (World War Two Japanese) and slept eight to thirteen prisoners to a room (Wukovits 37). Because the living conditions were so bad, the health conditions in the camps were also horrendous. In 1942, the Japanese decided that each prisoner would get fifteen ounces of rice or barley, a few vegetables and sometimes a few bits of meat each day (Wukovits 39). They suffered from starvation, malnutrition, ulcers and cholera (World War Two Japanese). 1-in-3 prisoners died from starvation, work, or diseases (World War Two Japanese). More prisoners died from disease and illness than from torture. The Japanese took no pity on the sick. If they were incapable of doing their assigned task because of their illness, they were made to do other jobs and their allotment of food was cut in half. Many men died because they were starved to death. One structure in each camp was known as the Zero Ward, because men who entered the ward with illness did not leave it alive (Wukovits 63). The prisoners of war were treated as slaves by the Japanese. In May 1942, the Japanese Prime Minister announced a no work- no food policy (Wukovits 39). They were forced to work in mines, fields, shipyards and factories (World War Two Japanese). Prisoners had to build bridges, dig ditches, garden and raise chickens. One of the most famous work assignments was the Burma-Thailand Railroad. Prisoners of war were forced to work side-by-side with Asian laborers to build the 260 mile railroad by hand. They worked from dawn until dusk moving earth and building bridges for 10 days straight (World War Two Japanese). They worked 16- hour days in 50-man teams cutting down trees, building roads and laying ties for the railroad (The POW Camps). Prisoners did not remain in the same areas for long. They were shipped off to various camps throughout Asia. A camp near Changi was the most notorious POW camp where prisoners who did not work were not fed (Trueman). In the beginning, the prisoners of Ch angi were not asked to do much and had plenty of food. However, in Easter of 1942 the Japanese changed their minds and formed work parties providing the men with very little food (Trueman). Many of the prisoners jobs were in conflict with the rules established by the Geneva Convention, but the Japanese did not care (La Forte, Marcello, and Himmel 115). The Japanese believed in Extreme Measures and treated the prisoners of war inhumanely. Japanese soldiers lived under the code of Bushido which involved complete obedience, bravery, honor and ultimate loyalty (Wukovits 14). The worst offense a Japanese soldier could commit was to surrender in battle. By this action he shamed his action and village, and his name would be removed from the towns registry (Wukovits 14). Therefore, American soldiers who surrendered were considered to have dishonored their country and were treated with contempt. Prisoners who tried to escape were killed either in groups or individually (Gevinson). The aim was to not allow a single escape, but to annihilate them all and not leave a single trace (Gevinson). One of the many difficulties the prisoners of war were faced with was the language barrier. The Japanese guards spoke very little English and prisoners were forced to learn Japanese to follow commands (World War Two Japanese). Those who did not follow com mands were beaten (Gevinson). Annelex Hofstra Layson in her memoirs of life in a World War II Japanese prison camp as a little girl said, The soldiers did a lot of arm waving and yellingà ¢Ã¢â€š ¬Ã‚ ¦ When we couldnt understand what they wanted us to do, the guards became angry. Their facial expressions would change, and they would start hitting and shoving people around. Even though no guard ever hurt me, I lived in constant fear that one would (41). Prisoners of war suffered horribly in Japanese camps during World War II. The living conditions were barbaric, because soldiers were forced to live in crowded barracks on mats. They suffered from starvation, diseases and malnutrition not only because of their living conditions, but because they were given very little to eat each day. Prisoners of war were forced to work side by side building a 260-mile railroad in 16 hour days doing hard labor with very little food (World War Two Japanese). Injured and sick prisoners were still made to work, but their food was restricted even more. The Japanese believed in a no work no food policy (Wukovits 39). The working conditions violated the laws of the Geneva Convention. Extreme measures were used by the Japanese with the prisoners of war, because they believed the soldiers were dishonoring their country by surrendering or being captured. The aim of the Japanese was not to allow any prisoners to escape. Their main goal was to eliminate all p risoners and not leave any traces of their existence. The Japanese did not speak any English and the soldiers spoke no Japanese, therefore they had difficulty following the commands and were beaten because of this. In conclusion, during World War II Japanese prisoners of war were held in appalling conditions, forced to work as slaves, and were treated inhumanely to prevent their return to their troops and to punish them for abandoning their country. Prisoners of War in Japan WW2

Saturday, January 18, 2020

This is Water Summary Essay

Wallace delivered the Kenyon College commencement address that was not the typical commencement address you would normally hear at a graduation. He starts off his speech by telling a story having the idea that even the most â€Å"important realities are often the ones that are hardest to see and talk about. † He talks about living in the adult world that these soon to be graduates will enter and how it can be ere dull at times.And how learning about how to think about the choice we make in our life, the choices we make will impact our life whether it be a good impact, or a bad impact. Wallace delivers this speech (in a way to get these graduates not necessarily discouraged) giving the former students a face of reality that life is dull when you go through the same thing every day. And that when people go through the same thing â€Å"day in and day out† people tend to forget about the others around us.When forgetting about the other people around us occurs, Wallace belie ves that makes us believe that we are the â€Å"center of the universe. † This way of thinking as Wallace states is to be our â€Å"default setting† where we tend to block everyone our except for ourselves and if anyone gets in our way, then they must the ones at fault. Wallace also states, â€Å"if you really learn to pay attention, then you will know there are other options. † We have the choice to think of those other options, but we also have he choice to not think of those other options.Choosing the option to pay attention to the others around us and not be a â€Å"prisoner of our own brain† could possibly let ourselves live happier lives. Having awareness as Wallace stated, † Is unimaginably hard to do this, to stay conscious and alive In the adult world day In and day out. But, your education really Is the Job of a lifetime. † In conclusion, Wallace believes that we have choices to be aware of and to really think of the choices we make.

Friday, January 10, 2020

The Cheap Term Paper Help Game

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Thursday, January 2, 2020

The Role Of Transactional Communication On Children

There are many concepts that appear in Margaret Edson’s play, W;t that also appear in the classroom textbook, Communicating in Health, by Athena du Pre. Throughout pages nineteen through thirty-one of Edson’s W;t, important concepts that appear include transactional communication, physician centered interview, motivational interviewing, patient centered interview, health history form, self-advocacy, and teamwork. As defined by du Pre, transactional communication is when â€Å"communicators exert mutual influence on each other such that the approach one participant takes suggests how the other might respond (du Pre p. 51).† Vivian and Jason demonstrate transactional communication, as Jason begins her medical history interview. This concept can be seen on pages 21, 22 and 23. Pages 21 and 22 demonstrate a more conversational interview, almost friend-like, while the pace begins to quicken and turns impersonal on page 23. The interview is also physician-centered. According to du pre (2014), â€Å"Medical communication is considered physician-centered if caregivers do most of the talking, choose conversational topics, and begin and end communication episodes (du Pre p.52).† This is demonstrated throughout the interview, as Jason chooses to speak about Vivian’s tough course and ends their conversation by leaving Vivian to find Susie. An important concept that was not demonstrat ed in this scene is motivational interviewingV. According to du Pre (2014), motivational interviewing is when â€Å"aShow MoreRelatedHow Effective Is Integrating Social Communication Emotional Regulation753 Words   |  4 PagesI want to research, â€Å"How effective is incorporating Social Communication Emotional Regulation Transactional Supports (SCERTS) model to support individuals with ASD?† â€Å"Teachers are often caught between the service delivery system embraced by parents and the services the school actually provides†, (E. Amanda Boutot, 2011, p. 68). 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