...2015 Internment Camp Research Paper Japanese and Holocaust camps were very active during the mid 1900's, causing a vigorous movement between each group. The camps tended to be unfair, and were created due to dictatorship by one persep or group. The Holocaust and Japanese internment camps were major events in the mid 1900's that moved thousands of people to different locations, that people never thought would be relevant in their lives. The Holocaust work camps were harsh labor camps that were spread across Europe. Each camp was planned out by the Nazi soldiers. The Japanese relocation camps were located along the Pacific Coast. The Japanese were sent to a location ordered by the government...
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...the internment camps during the war, Texas probably does not come to mind, however, Texas had the largest of any of the World War II internment camps. The camp held American civilians of German, Japanese, and Italian ancestry. In Europe, concentration camps were growing rampant and innocent people were being shipped like cattle in train cars to work there or sadly be killed. Comparing and anaylzing the differing camps between Europe and Texas, reveals that they had their differences, but there were also too many similarities to the mindest against prisoners of war. Crystal City had humble beginnings early...
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...unjustified internment of Japanese and Japanese Americans during World War II. The forced evacuation and internment of U.S citizen was not justified and changed the lives of people of Japanese descent. Japanese American and Japanese were moved to internment camps racism and social reasons. Throughout the history of the United States of America, there has been evidence of racism. This can be seen through slavery, treatment of Native Americans, and imprisonment of Japanese Americans in internment camps. Racism was a key factor for the Japanese...
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...land. And with the attack of Japanese in Pearl Harbor, many Americans could not help but blame the Japanese for the deaths of thousands of American soldiers. This then results to suspicion and mistrust on the thousands of Japanese-Americans in the United States and later on urged President Franklin Roosevelt to pass the Executive Order 9066, which promoted Internment Camps for the Japanese and granted military commanders powers to unconstitutionally take control over many Japanese in the camp. To add to that, the Internment Camps highlighted the failure of political leaders to secure the rights and safeness of each...
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...Andy Vu ETHN 14 PROF Mark 26 November 2015 Japanese Internment Camps during World War II: Sports in the Camps. The Bombing of Pearl Harbor, on December 7, 1941 resulted in President Roosevelt to issue Executive Order 0966 on February 19th 1942, which effected all Japanese ancestry, both citizens and aliens living in America or outside of the Pacific zone. The Executive Order's primary objective were to prevent any espionage and to protect the Japanese people from any harm against Americans who slowly began to become very strong anti-Japanese people who were growing their hate and racial discrimination to the Japanese due to the bombing. With the Executive Order in act, if affected “117,000 people of Japanese descent, two-thirds of whom were native-born citizens of the United States” (as stated through the National Archives.) Evacuation orders were posted in Japanese American communities giving them instructions on what they were to do. This included the Issei who were the first generation Japanese to immigrate to American and also the Nisei who were the second generation Japanese in America. The Japanese were allotted a few days to pack whatever they could and bring it with them. Many families had to sell off their homes, businesses and their belongings at a much lower price they had purchased it for. The 117,000 people of Japanese decent living in the U.S were later removed from their homes and moved to internment camps to prove their loyalty to the United States. During...
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...Racism and Power A Formal Research Paper on Racism HSP-3UI-03 Jenna Yates 06/16/2014 -1- Introduction Over the generations, there have been horrific examples of racism around the globe. The holocaust, the slave trade and Apartheid in South Africa are all examples of appalling events throughout history that display racism. In addition to these extreme examples, racism exists on a smaller scale in peoples day to day lives. For example, there are people who face certain disadvantages, like being denied employment, denied an apartment or denied a friendship all because of their race. While there is definitely a movement to eradicate racist actions and beliefs, they still exist. Despite education and a history of horrible experiences with racism, it is still a huge issue in our culture and in our environment. This is so, because there is always a group who benefits from racism and it is hard to let this power and privileges go. Racism has been an effective tool for those in a position of power and privilege to maintain their status, income, recourses, the ability to make decisions, etc. Racism empowers some and disempowers others. Even though we have seen the down side of racism, it is something we continue to repeat from country to country and decade to decade because we know it works to maintain power. Despite all the advances society has seen in research, knowledge and technology, mankind has not been able to abolish racism. Therefore, in spite of our understanding...
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...lost the identity unique to the context? What should be the interior design educator’s attitude toward teaching design and culture in the current age? We encounter dilemmas in global design, the results of which are sometimes almost identical regardless of unique settings because of our tendency to grasp design as a whole with respect to particular style or trend without fully apprehending the core and the deviation. Perceiving the entire design project as a mere symbolic expression also hinders our true understanding of design and culture. In this article, I attempt to answer fundamental questions regarding the complex, innate relationship between design and culture and suggest restructuring a conceptual framework applicable to related research and education that effectively reveals the multi faceted characteristics of design and culture in the present age. From the perspective of morphology, current individual design practice can be redefined as one entity comprising two coexisting components: One is a set of particular principles that construe a certain design pattern or type of design practice, and the other is another set of morphed elements embedded in design that reflects the context. The conceptual framework on which this article is based derives from George Kubler’s...
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...Module 1: Digital Photography Critical Analysis Digital Photography 1. Introduction A sailor planting a wet one on a nurse, Man walking on the moon, a student standing up to a line of tanks, and the horrifying moment a plane crashed into a skyscraper. Figure 1 –"V-J Day, Times Square, 1945", a.k.a. "The Kiss" “Man on the Moon, Apollo 11, 1969” "Tiananmen Square, China, 1989" “9/11 Attacks, New York City, 2001” All of these iconic images from history would be nothing but memories without the invention of photography. The power of photography has allowed us to see distant places, events before our lifetime, people from foreign lands and tragedies including war; all through the view of a lens. In just under 200 years, photography has transformed the world we live in enabling us to see not only beyond the boundaries of time and location but also beyond the range of human vision through macro, infrared and high-speed photography. Figure 2 – High Speed Photography, Bullet shot through an apple 1 Module 1: Digital Photography Critical Analysis Photography has changed a lot since its inception, what once was a painstakingly slow process involving specialized equipment and chemicals has become a revolutionary digital medium accessible by virtually anyone. 2. A Brief History of Cameras While the founding ideas behind what would become photography date back as far as the ancient Romans, the real history of cameras starts in the 17th century. Photography’s...
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...Appendix D ETH_125 August 12 2012 University of Phoenix Material Appendix D Part I Define the following terms: Term | Definition | Ethnic group | People of the same race and have the same culture living together. | Anti-Semitism | Hatred and prejudice thoughts against the Jewish religion. | Islamophobia | Fear and prejudice thoughts against people of the Muslim faith. | Xenophobia | Fear and prejudice thoughts against people of different countries. | Persecution | A segregated mistreatment of an individual or group. | Religious group | Is a group of people with the same religious beliefs as each other. | Part II Select at least 1 religious and 1 ethnic/racial group not your own from the list below. * Religious groups (based on http://religions.pewforum.org/pdf/affiliations-all-traditions.pdf) * Christianity * Evangelical Protestant * Mainline Protestant * Historically Black Churches * Roman Catholic * Latter-Day Saints (Mormons) * Jehovah’s Witnesses * Orthodox (Greek, Eastern) * Judaism (Orthodox, Conservative, or Reform) * Buddhism (Theravada or Mahayana) * Islam (Sunni, Shia, Sufism) * Hinduism * Racial/Ethnic groups (based on divisions in U.S. Census Bureau documents) * Asian (Asian descent) * Black (African descent) * Hispanic and Latino (South or Central American descent) * Pacific Islander (Polynesian descent) * White (European...
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...AU/ACSC/0607C/97-03 UNDERSTANDING THE IMPACT OF CULTURAL DIVERSITY ON ORGANIZATIONS A Research Paper Presented To The Research Department Air Command and Staff College In Partial Fulfillment of the Graduation Requirements of ACSC by Maj Molly K. Moon March 1997 Disclaimer The views expressed in this academic research paper are those of the author(s) and do not reflect the official policy or position of the US government or the Department of Defense. ii Contents Page DISCLAIMER ................................................................................................................ ii LIST OF ILLUSTRATIONS.......................................................................................... iv PREFACE....................................................................................................................... v ABSTRACT................................................................................................................... vi INTRODUCTION .......................................................................................................... 1 FROM GRUDGING ACKNOWLEDGMENT TO MANAGING DIVERSITY .............. 3 IMPACT OF DIVERSITY ON INDIVIDUALS AND ORGANIZATIONS.................... 9 Diversity Climate Factors.......................................................................................... 12 Identity Structures................................................................................................ 12 Prejudice...
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...COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or |All sets are repeatable and| | ...
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...HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born in Germany), 1830–1902 Valley of the Yosemite, 1864 (detail) Oil on paperboard 30.16 × 48.89 cm (11 7/8 × 19 1/4 in.) Museum of Fine Arts, BostonGift of Martha C. Karolik for the M. and M. Karolik Collection of American Paintings, 1815–1865 47.1236 Buyer:...
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...E SSAYS ON TWENTIETH-C ENTURY H ISTORY In the series Critical Perspectives on the Past, edited by Susan Porter Benson, Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by ...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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