The Navajo Code Talkers
During the Pacific portion of World War II, increasingly frequent instances of broken codes plagued the United States Marine Corps. Because the Japanese had become adept code breakers, at one point a code based on a mathematical algorithm could not be considered secure for more than 24 hours. Desperate for an answer to the apparent problem, the Marines decided to implement a non-mathematical code; they turned to Philip Johnston's concept of using a coded Navajo language for transmissions.
Although this idea had been successfully implemented during World War I using the Choctaw Indian's language, history generally credits Philip Johnston for the idea to use Navajos to transmit code across enemy lines. Philip recognized that people brought up without hearing Navajo spoken had no chance at all to decipher this unwritten, strangely syntactical, and guttural language (Navajo). Fortunately, Johnston was capable of developing this idea because his missionary father had raised him on the Navajo reservation. As a child, Johnston learned the Navajo language as he grew up along side his many Navajo friends (Lagerquist 19). With this knowledge of the language, Johnston was able to expand upon the idea of Native Americans transmitting messages in their own language in order to fool enemies who were monitoring transmissions. Not only did the Code Talkers transmit messages in Navajo, but the messages were also spoken in a code that Navajos themselves could not understand (Paul 7).
This code actually proved vital to the success of the Allied efforts in World War II. Because the Code Talkers performed their duty expertly and efficiently, the Marines could count on both the ...
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...ation Fund: 1975.
McColm, George. "An Ungrateful Nation." American History. May 12 1999.
The service of the code talkers was not declassified until 1969, after which public attention grew. The purpose of this investigation is to assess what factors led to differences in the amount of public attention given to the Navajo code talkers and their Comanche counterparts after the declassification. Factors possibly affecting the fame of both tribes’ code talkers will be examined to gain an understanding of why the Navajo received more public attention. These factors include circumstances surrounding their training prior to their service, their performance during the war, and their situation after the war. Due to the limited number of works regarding the Comanche co...
There are many different types of characters in stories, and each has been described differently leaving different impression to readers. Reading some stories gives the readers the feeling of empathy for characters. Speaking about characteristic, it is great to know how a character feels in order to understand the story. Through this essay, I would like to show how stories make the readers feel empathy to other’s concerns, feelings, and troubles.
Along with other code talkers, he was one of the easiest going ones too.
Choctaw and Comanche Indians first used their native language in 1940 during World War I. This was the first time an attempt was made to encrypt messages in the native language. Unfortunately due to the limited vocabulary in the Comanche and Choctaw language, it was difficult for these Indians to translate English terminology to their language. Words like reconnaissance, right flank, and various other military terms had no expressions in their vocabulary. Toward the end of the war substitute words were implemented in order to pass coded messages that could not be broken by the German and Japanese soldiers. After Pearl Harbor was attacked in 1942, the need for coded messages for a second time is a main concern for the military. Messages in...
After accepting Philip Johnston’s offer, Marine recruiters visited Navajo schools in Fort WIngate, Arizona and Shiprock, New Mexico to find the most educated Navajos to create an unbreakable and successful code. The Marines agreed to only take 30 Navajos, because they didn’t want to lose much money in case of a disaster. After a long search and the men were selected, the chosen Navajos were taken to a San Diego training camp in California (Aaseng 22). While living in the camps, Navajo men had to adapt to many different things such as new foods, living quarters, mechanical equipment, and competition which was never part of Navajo culture. These were all hard, temporary parts of life for the Navajo, but not as hard as adjusting to military discipline (Aaseng 27). Navajos never hurt anyone, so the physical discipline was hard, cruel, and new to them. The physical training, however, came easily to the Navajos because these men were used to being tired and walking (Aaseng 28). After training in San Diego, the Navajos were sent to a camp right outside of San Diego in a town called Pendleton to learn how to communicate messages. During their time at the Pendleton camp, Navajos studied Morse Code, the techniques of military message writing, wire laying, pole climbing, communicating procedures, and using radios (Aaseng 29). When the Navajos were finally able to start creating the written code, they were given 211 English words likely to be used to during the war. Their goal was to create a written Navajo equivalent for each word. Navajos were given strict instructions to have their code fully memorized because the U.S. needed acceleration and speed from their translators. The U.S. set up rules and requirements regarding creating the code....
He was seen as wanted and needed in the Marines, because he was in order to send coded messages to the allied forces. Ned explains, “For so many years I had been in schools where I was told never to speak our sacred language. I had to listen to the words of bilaga’anaa teachers who had no respect at all for our old ways, and who told us that the best thing we could do would be to forget everything that made us Navajos. Now practically overnight, that had all changed.”(Burchac 81) As Ned explains, for the Navajos they were told to stop being Navajo, but now as they become Code Talkers that all changes.
It is estimated that there are about 250 million of migrant workers in China (Browne, 2014). They come from rural areas and go to cities to earn a living, acting as the cheap labor supplies for the country’s prosperous manufacturing industry. However, because of the Household/ Hukou System in China, most of the migrant workers’ children cannot go to cities with their parents. The Hukou system is originally designed to ensure the rural population stay with their land and provide enough agriculture products for the country’s total population. Under the Hukou system, government provide healthcare, education, and other services as welfare to people only within the town/county where their Hukou are registered. In the recent decades, the higher income in the cities attracts work forces to immigrant to urban areas, but their children can only receive free 9-year education at their hometown. Most of the parents have no choice but to leave their children at the rural areas. These children are called left-behind children(留守儿童) in China. There are more than 61 million left-behind children(under 18 years old), and the number is still growing (China Labor Bulletin, 2013).
Morse Code is still used today in the military as a way of communication during harsh conditions due to universal means of communication. Experienced operators can copy text they received without the need to write what they receive, and when transmitting, they can easily converse at 20 to 30 words per minute. Morse Code can be conveyed using sound or light, which sometimes happens between ships at sea using lights. In emergencies, people use Morse Code to transmit distress signals when there is no other option. The standard international distress signal is ...---... (SOS). Since December 2003, Morse Code has even included the “@” symbol and it is a combination of a and c “.--.-.”. This is the first
half have a stronger desire to live in the more rural western China (Hsu 4).
In Europe and China, the introduction of major factories and other, similar establishments lead to a considerable increase of urban jobs. In Europe, these factories began producing a large quantity of products, at a faster speed, and with the final quality being equal to rural workers’. With this new growing trend of buying cheaper, manufactured goods, many European workers, specifically craftsmen and independent producers, began being displaced (Spodek, 575). With the factories offering job positions to the newly unemployed rural workers, cities saw a boom in the workforce and the overall population. This migration brought in many young women and rural families with young children. This European trend is being repeated today in China. In a survey from 2015, there had been a 30% increase of China’s urban population from 1990 to 2015 (Farrar) and most of the new population were younger adults and small families coming from rural provinces. Another direct parallel between Europe and China’s industrialization is the shift of demographics and the rise of a middle class. In Europe during the Industrial Revolution, many young women came to the city to create a profit or living for themselves before getting married. However, the increase of independent women in urban settings wasn’t the only thing that drove the shift of male to female workers. In Europe during the
“The utilization of the term white collar (bailing) in China, does not merely delineate an occupational segment, but rather it additionally recommends a way of life and perspective that is emblematic of global capitalism as it originates in modern-day China” (Duthie, 2005). The middle class in China is consist of entrepreneurs, managers, professionals, and administrative representatives and they are perceived as the most fundamental level of laborers because they each represent a distinct status of class interest and relationship to the market. The middle class is from diverse degree backgrounds, and some have very high scores and degrees from college.
World War II was a radical war in many ways, but one of the most significant novelties was that of increased use of the radio. Communicating by means of wireless radio became imperative to military forces and their ability to in contact. The need to stay in contact and be able to receive directions was vital to the military. However, there was a significant problem with the use of these radio messages. This problem was that the messages could easily be intercepted and thus important information would often fall into the wrong hands. This important information could include such intelligence as secret plans and instructions. To combat the interception of information by enemies, information was often communicated through using secret codes. Each of the major world powers had their own code machines that would turn any normal text into code. They each had machines that could decrypt their adversaries’ codes also. The ability to decrypt enemy codes became an extremely important and momentous development in World War II.
The entire community plays an essential role in the growth and development of children within our community. As a school leader, building an inclusive school culture that is open and friendly to all stakeholders using a variety of effective methods is crucial. There is no magic formula to incorporating a positive school culture, much depends on the leadership of the campus. The leadership on campus cultivates the climate providing support and respect for everyone invested in the student’s education.
The aim of my study is to find the importance of School Culture in the development of future of the students studying in a school. In the past years, many studies has been done by different people to find the role of school culture in the life of students, teachers and parents.
Much of what is taken for granted in schools today are the things that will form the foundation for lifelong achievements of students. The imperatives are not only for schools to achieve top GSAT scores or have a group of students transitioning to traditional high schools, but to ensure that all the students that pass through the system are mold, shaped and equipped with the appropriate skills that will prepare them for life. Such skills include the ability to think critically, communicate well and work effectively in a team. If students are taught how to live and work together, they will be able to function harmoniously in a group, (Baker, 2006). A sustainable positive school climate fosters holistic development which is necessary for a productive contributory and sustainable life in a democratic society, (National School climate council, 2013.)