The book, Farewell to Manzanar was the story of a young Japanese girl coming of age in the interment camp located in Owens Valley, California. Less than two months after the Japanese bombed Pearl Harbor, President Roosevelt signed an Executive Order, which stated that the War Department had the right to declare which people were a threat to the country, and move them wherever they so pleased. Since the West Coast had a large number of Japanese immigrants at the time, the Executive Order was basically an act that authorized the government to remove Japanese residing on the West Coast away from their homes and put them in these interment camps. As harsh as it may sound, the interment camps were nothing like the infamous Nazi interment camps of World War II. Manzanar residents enjoyed relatively comfortable living conditions, and lived fairly comfortable lives as compared to those of German interment camps. However, it was still rough, as many families were separated and emotional scars lingered long after the experience. Farewell to Manzanar is the story of one girl making the difficult transition to womanhood, at a difficult time, and at a difficult location. Two of the main life lessons that Jeannie learned during her stay at Manzanar dealt with the issues of her identity as an American against her Japanese heritage, and also with her treatment in school.
During her time at Manzanar, Jeannie was surrounded by almost exclusively Japanese people, and did not have much exposure to Caucasians, or people of other races. Therefore, she did not know what to truly expect when she went out into the “school world” outside of Manzanar. She had received some schooling while in Manzanar; however, the American schools were drastically different from the schools inside of Manzanar. While inside Manzanar, Jeannie learned more skills in the fine arts, such as baton twirling, and ballet. Though “hard” subjects were taught, Jeannie didn’t mention them as much as she did about the baton twirling, ballet, and Catechesis. The schools at Manzanar were not much until the second year. The first year, volunteers taught the schools, and resources were pretty scarce. However, in the second year, teachers were hired, and the number of available supplies increased. One key thing that Jeannie remembers about her Manzanar schooling was her participation in the yearbook, and also with the ...
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...he fact that she was pretending to be of a culture which she did not belong to. She was dressed as an American, acting as an American, even though she was of Japanese descent. Under Papa’s orders, she signed up for odori class, however, she performed terribly and was basically kicked out of class by the instructor.
Jeannie Wakatsuki lived a very diverse life, as she was subjected to both life inside of an interment camp and American high school. Attending American high school was a character shaping experience, and even more so for someone of a minority race or gender. The experience lets them know where their race stands among others, and if they will be completely accepted in the “outside world”. Unfortunately for Jeannie, she was not totally accepted by others throughout her life, and that left psychological scars on her. However, she came out of these experiences a better and more well rounded person, so they were not totally negative for her. A note of interest is that she ended up marrying a non-Japanese person, possibly due to her growing up and maturing around non-Japanese. The book Farewell to Manzanar fully illustrates her thoughts and feelings throughout this process.
Farewell to Manzanar, written by Jeanne Wakatsuki Houston, Japanese American, and James D. Houston, describes about the experience of being sent to an internment camp during World War II. The evacuation of Japanese Americans started after President Roosevelt had signed the Executive Order 9066 on February 19, 1942. Along with ten thousand other Japanese Americans, the Wakatsuki was sent on a bus to Manzanar, California. There, they were placed in an internment camp, many miles from their home with only what they could carry. The lives of the Japanese Americans in the internment was a struggle. But for some of the Japanese Americans, it was even harder after they were discharged from the internment camp. The evacuation and the internment had changed the lives of all Japanese Americans. The evacuation and internment affected the Wakatsuki family in three ways: the destruction of Papa’s self-esteem, the separation of the Wakatsuki family, and the change in their social status.
going fine, her father owning two fishing boats, and they lived in a large house
Farewell to Manzanar by Jeanne Wakatsuki Houston is a riveting about a women who endured three years of social hardships in camp Manzanar. Jeanne Wakatsuki was born on September 26, 1934, in Inglewood, California, to George Ko Wakatsuki and Riku Sugai Wakatsuki. She spent her early childhood in Ocean Park, California, where her father was a fisherman. On December 7, 1941 Jeanne and her family say good bye to her Papa and her brothers as they take off on their sardine boat. The boat promptly returned and a “Fellow from the cannery came running down to the wharf shouting that the Japanese had just bombed Pearl Harbor” (Wakatsuki, 6). That very night Papa went home and burned anything that could trace them back to their Japanese origins paper, documents, and even the flag that he had brought back with him from Hiroshima. Even though Papa tried hard to hide his connections with his Japanese heritage the FBI still arrested him but he didn’t struggle as they took him away he was a man of “tremendous dignity” (Wakatsuki, 8) and instead he led them.
The most prevalent way that society impacted Jeanne was by discriminating against her and her entire race. Her view of racial divides was swiftly distorted and manipulated in the brief time before the move to Manzanar. Before the war, hostility towards Japanese Americans was rare: after the attack on Pearl Harbor, public “attitudes towards the Japanese in California were shifting rapidly . . . Tolerance had turned to distrust and irrational fear” (604). One of the first instances in which an American was ill-disposed towards Jeanne was in school. Jeanne was having trouble with the assignments, but the teacher was remote and aloof. In spite of Jeanne...
Manzanar allowed her to explore and be curious, yet she experienced both direct and indirect discrimination outside of the camp. Jeanne arrived at Manzanar when she was only seven years old. She did not know what to expect and handled internment camp differently than her parents. Jeanne recognized the cramped living conditions and gross food, but she made the best of her time at Manzanar. The internees began turning the camp around; they created a school, clubs, and various activities for all age ranges to participate in. Jeanne grew and learned more about herself through the activities offered. As the war began to slow down, it was announced that all the camps would be closed within a year. The announcement seemed positive as long as there was a home to go back to, this was not the case for Jeanne, “In our family the response to this news was hardly joyful. For one thing we had no home to return to.” (Manzanar 127). Jeanne was scared not knowing what home meant to her family, and also scared to face the world outside of Manzanar. She knew of the wartime propaganda, racist headlines, and hate slogans that were advertised. When Jeanne and her family left Manzanar, they saw signs such as, “Japs go back where you came from.” Jeanne constantly questioned and wondered why they were so hated. On Jeanne’s first day of sixth grade, outside of Manzanar, she felt isolated, foreign, and
One of these inner conflicts is Animal’s attraction with women, because he cannot deny his vehemently human feelings toward human women. Seen as a lesser being by many people, he sees “the warnings in the faces of old women who caught me looking at [Nisha]. Animal mating with human female, it’s unnatural, but I’ve no choice but to be unnatural” (78). His urges to be with a human woman give away his humanity to himself, no matter how much he does not want it to. Animal is stuck between loving and lusting for Nisha, but if he stays an Animal he would never be able to act on his thoughts. This inner conflict within him brings out his humanity because of how the thought of him and Nisha being together gives him hope, a human emotion. His philosophy on his own humanity is also affected by his perceptions on other events and ideas. While talking to Ma Franci, she mentions that, “To be trapped in a human body… is hell, if you happen to be an angel” and Animal sympathizes “with these angels. To be trapped in an animal body is hell, if you dream of being human” (210). At this moment in the novel, Animal is accepting that his soul is human. He may be inside the body of an ‘animal’, but he acknowledges that he yearns for a human body. This yearning inherently makes him human, because dreaming is a human trait. Animal truly discovers that he is not a human while he is hallucinating and discovers that he cannot perform basic animal functions or instincts. He is starving, but will not kill a lizard to eat it so the lizard tells him, “a broken rib may mend… but your nature you can never change. You are human, if you were an animal you would have eaten me” (346). The situation between Animal and the lizard takes place in the subconscious of Animal, due to the hallucinations, but the fact
In an effort to gain a working understanding of the Human Resources field, I chose to interview the Director of Human Resources for an organization in Miami, Florida. What I learned goes far beyond any classroom or textbook instruction. It is clear; the field of Human Resources will never be static, as society, technology, and legal environments change, so will the field of Human Resources.
Thought experiments such as The Trolley Problem can help give insight into how people make moral decisions and from there, what they rely on to make the decision. In the first situation of The Trolley Problem, you could pull a switch and kill one person instead of five. Here most people would pull the switch. However, in the second situation you would push someone off of a bridge to stop the trolley before it reached the five other people. In the second situation, even though one person dies to save five, the same as the first situation, more people would consider pushing someone off the bridge to be wrong (Levy). This suggests that we are not utilitarian and are not solely rational in our morals as even though both situations have the same number of deaths to save the same number of lives, one is considered to be more morally
Human resource management and the organizations in which it takes place are facing challenges from a changing environment. Hiring the proper people with the appropriate skills is an essential part of maintaining the workplace. Economic issues which include downsizing, organizational culture, productivity, ethics, demographics, and diversity plays a significant role when redesigning a company 's Human Resource Department. Success in the field of Human Resource requires an update of knowledge continually. Training, certifications, hands-on experience, and tactic knowledge helps to perform a difficult redesigning task with speed and sensitivity. Human Resource actions are comprised of but not limited to equal employment, staffing, compensation, benefits, labor relations, and safety. Ethical issues are
This paper will explore the three elements of innate evil within William Golding's, Lord of the Flies, the change from civilization to savagery, the beast, and the battle on the island. Golding represents evil through his character's, their actions, and symbolism. The island becomes the biggest representation of evil because it's where the entire novel takes place. The change from civilization to savagery is another representation of how easily people can change from good to evil under unusual circumstances. Golding also explores the evil within all humans though the beast, because it's their only chance for survival and survival instinct takes over. In doing so, this paper will prove that Lord of the Flies exemplifies the innate evil that exists within all humans.
Lord of the Flies provides one with a clear understanding of Golding's view of human nature. Whether this view is right or wrong is a point to be debated. This image Golding paints for the reader, that of humans being inherently bad, is a perspective not all people share. Lord of the Flies is but an abstract tool of Golding's to construct the idea of the inherent evil of human nature in the minds of his readers. To construct this idea of the inherent evil, Golding employs the symbolism of Simon, Ralph, the hunt and the island.
Ralph and Piggy’s sense of responsibility and maturity initially brings to the island a voice for everyone, calling for a brotherhood among the boys in order to survive and eventually be rescued. Early on the novel reads “There was a stillness about Ralph's as he sat that marked him out: there was his size and attractive appearance; and most securely, yet most powerful there was the conch.” (Golding Pg. 22). This quote describes the presence Ralph promoted on the island early on in their adventure. He encouraged equal say amongst the boys through the conch. In order to speak, one had to have possession of the symbolic shell. The shell representing the Parliamentary government in which they had left at home. Furthermore, Piggy, gaining an influential voice through Ralph, shouts his concern to the immature reckless boys “The first thing we ought to have made was shelters down there by the beach... Then when you get here you build a bonfire that isn’t no use. Now you been and set the whole island on fire.” (Golding pg. 47). Like Ralph, Piggy’s responsibility and ability to plan for the future contradicts the actions of the boys, which in turn is the main reason for the separation between Jack and Ralph. Ralph and Piggy strive for a civilized way of life, yet find Jack leading an indirect revolt against any attempt to maintain order. Ralph and Piggy represent the good, civilized world in which they
We have our own moral codes but our decisions are solely based on the impact of our perspective on the people’s welfare and happiness. Although it is in our perspective as utilitarian to decide what actions to make, the theory of utilitarianism has strengths and weaknesses.
Human resource is the most valuable and unique asset of an organization. The successful management of an organization’s human resource is an exciting, dynamic and challenging task , especially at a time when the world has become a global village and economies are in a state of flux. The lack of talented resource and the growing expectation of the modern day employee has further increased the difficulty of the human resource function.
To reiterate these six components, which are innovation, technical package, communication, management, and political commitment – the community is hand in hand associated with core functions of Public Health. In Public Health the three main core functions are assessment, policy development, and assurance. Assessment is a tool that helps monitors different health and environmental statutes to create, deploy, and identify solutions. It also used a diagnostic tool to investigate health-related problems and different health hazards. Policy development is an act of informing and educating those developed ideas and topics that help the communities and different organizations in their health care efforts. Lastly, assurance utilizes different laws and regulations to help in the aid of protecting the public or environment at risk. It also re-evaluates the laws and regulations to see its effectiveness and its quality (Schneider,