The Brutality of Japanese Imperialism to Korea Research Paper

The Brutality of Japanese Imperialism to Korea - Research Paper Example The use of Forced labor and draft from Korea 2. The subjugation of Women 3. Experimentation on the human body. The colonial period of Japanese relations with Korea is haunted with memories of the oppressed as well as narratives that describe the brutal enforcement of their policies. The Prime Minister Naoto Kan said the following, "Through the colonial rule that was against their will... the people of Korea were deprived of their nation and culture and their ethnic pride was deeply hurt," (Australian, 2010). The perpetuation of cultural genocide against the nation was an attempt to assimilate the Koreans into the Japanese way of life. This prompted Japan to promise the return of cultural relics that were confiscated during the imperial occupation. This can be described as an attempt by the Japanese to forge closer relationships with the individuals of the Korean peninsula (Australian, 2010). Mr Kan expressed his "feelings of deep remorse and heartfelt apology for the tremendous damag e and suffering brought by the colonial rule"(Australian, 2010). ... The recruitment techniques regularly involved specific coercion techniques where individuals were forced into labor against their will. By the year of 1942 the Japanese ruling class passed what is known as the National Mobilization Law which outlined the policy for forced conscription of Korean workers in factories and mines. This policy also included the involuntary relocation of Koreans which contributed to the cultural genocide that was committed against the peoples (Fukuoka, 1996). There were a total of 5.5 million Koreans who were forced into this programs where nearly 1 million of them were relocated to the main island of Japan. The workers were forced to work under conditions that were unsafe and dangerous. As a result of the conditions of the work facilities there were reports of about 60,000 workers who were killed under those conditions. The total estimated deaths between the period of 1939 and the end of the occupation was nearly 1 million. After the conflict was over, the end of the war resulted in the creation of internally displaced persons who were not allowed repatriation to either mainland Japan or the Korean peninsula. These individuals came from the area of Russia that was controlled by the Japanese empire but returned, called Sakhalin. This created what is known as Sakhalin Koreans whose existence is a testament to the brutal campaign of the Chinese. In 1985, the Japanese government offered transit rights and funding for the repatriation of the original group of Sakhalin Koreans, but roughly 1500 were returned of the time period of 2 decades. The rest refused the offer and chose to stay in Sakhalin(Lee, 1999). The National Mobilization Law

School Uniforms Essay Example for Free

School Uniforms Essay This essay will discuss about school uniforms. This is important because school uniforms is a big topic with a lot of opinion, so now i will tell my opinion about it. As an example for a pro argument is that every student would be seen as equal. And for a counter argument would be that they cant express their own individuality. It is firmly my belief that school uniforms is not needed in school. One of the most common argument that you hear is about bullying. But if someone in the school wants to bully someone they dont care about the clothes that the person is wearing. So what i mean is that even if we would have uniforms they will find something else to bully the person for. But it might make people understand that they should not judge people of what they are wearing. A lot of people talk about individuality, and a uniform would stop so that you cant express yourself through your cloths. And this is an important time in a teens life to be able to find yourself, where you belong and where you feel comfortable. And this will affect how you are as a person when you become older. But on the other hand you should be able to express yourself through your appearance not only buy clothes. A big problem with school uniforms would cost for the uniforms. It would not be that much of a cost , but if you have more than one child it would be a lot of money in the length of time and especially when the children is in the state of growing so they would need to buy new uniforms quite often. to summarize it all together, it would be hard to say to the students that they would need to wear uniforms because we need our clothes to feel safe as who we are and it would not live up to what they expected as a result if we were given uniforms. This is a big topic that have both pro and cons argument but mine opinion will always be against school uniforms.

Generations Repeated :: essays research papers

Sine the start of the town Macondo, the Buendia family has made very poor decisions in their lifetime. The choices they have made have caused the generations from then on to be repeated. Descisions that had been made in the beginning were being made in the end. In the novel, One Hundred Years Of Solitude, Gabriel Garcia Marquez displays how poor decisions made in he beginning can effect life in the future. At the end of the book, Gabriel Garcia Marquez tells how aureliano has finished classifying the alphebet of the parchments made by Melquiedes six generations before. For instance, he says, "Melquiedes revealed to him that his opportunities to return to the room were limited" (Marquez 384). Melquiedes is warning him and trying to let him know that he will never be able to leave and have a normal life outside of Macondo. The mistakes made from his ancestors had condemned him to never getting out of Macondo. Initially, One critic states that the character is wishing to treasure his origins: the cost he pays is large because, in doing so, he is obligated to forget about his future.(Alicia Borinsky) The critic is sayin the author is wishing to find his origins. Resulting from families mistakes, he will have to pay and forget about his future. Everything that his family had done in the past, he will have to pay for in the future. While reading the prophecies, Aureliano discovers the mystery of the family. For instance, the author says, "Before reading the final line, however, he had already understood that he would never leave that room, for it was foreseen that the city of mirors(or mirages) would be wiped out by the wind and exiled from the memory of men at the precise moment when Aureliano Babilonia would finish deciphering the parchments, and that everything written on them was unrepeatable since time immemorial and forever more, because races condemned to one hundred years of solitude did not havea second opportunity on earth" (Marquez 448). The prophecies tell him he will never be able to leave the city. He will be exiled from his memory of everything. One critic says, For Aureliano Babilonia, the earth of the parchments he reviews is indistinguishable from his world, the world of the town, Macondo: for Aureliano, reading as a pocket addition of the interpretation gives way to a mode of b eing. Generations Repeated :: essays research papers Sine the start of the town Macondo, the Buendia family has made very poor decisions in their lifetime. The choices they have made have caused the generations from then on to be repeated. Descisions that had been made in the beginning were being made in the end. In the novel, One Hundred Years Of Solitude, Gabriel Garcia Marquez displays how poor decisions made in he beginning can effect life in the future. At the end of the book, Gabriel Garcia Marquez tells how aureliano has finished classifying the alphebet of the parchments made by Melquiedes six generations before. For instance, he says, "Melquiedes revealed to him that his opportunities to return to the room were limited" (Marquez 384). Melquiedes is warning him and trying to let him know that he will never be able to leave and have a normal life outside of Macondo. The mistakes made from his ancestors had condemned him to never getting out of Macondo. Initially, One critic states that the character is wishing to treasure his origins: the cost he pays is large because, in doing so, he is obligated to forget about his future.(Alicia Borinsky) The critic is sayin the author is wishing to find his origins. Resulting from families mistakes, he will have to pay and forget about his future. Everything that his family had done in the past, he will have to pay for in the future. While reading the prophecies, Aureliano discovers the mystery of the family. For instance, the author says, "Before reading the final line, however, he had already understood that he would never leave that room, for it was foreseen that the city of mirors(or mirages) would be wiped out by the wind and exiled from the memory of men at the precise moment when Aureliano Babilonia would finish deciphering the parchments, and that everything written on them was unrepeatable since time immemorial and forever more, because races condemned to one hundred years of solitude did not havea second opportunity on earth" (Marquez 448). The prophecies tell him he will never be able to leave the city. He will be exiled from his memory of everything. One critic says, For Aureliano Babilonia, the earth of the parchments he reviews is indistinguishable from his world, the world of the town, Macondo: for Aureliano, reading as a pocket addition of the interpretation gives way to a mode of b eing.

total war Essay -- essays research papers

â€Å"[B]oth sides had seen, in a sad scrawl of broken earth and murdered men, the answer to the question†¦.Neither race had won, nor could win, the War. The War had won, and would go on winning.†1 These are the words of Edmund Blunden, a British soldier who survived the Battle of the Somme, who came to the realization that nobody could claim victory in the twentieth-century mass warfare, because both winners and losers paid a high price. The new type of warfare launched in the twentieth-century had a great impact on the modern world that went beyond the immediate cost of casualties.2 The psychological, social, economic and technological effect these wars had on those who survived earned this type of conflict a new name: total war, which encompassed all aspects of life. Before 1914, Western society believed in progress, peace, prosperity, reason, and the rights of the individual. During that time, people believed in the Enlightenment, and industrial developments and scie ntific breakthroughs were a daily reality apparent in the rising standard of living. But World War I crushed all hopes and dreams. It plunged society in an age of anxiety and uncertainty in almost every area of human life. The social impact of total war was also profound. The role of women changed dramatically as the war greatly expanded their activities and changed attitudes towards them. This change was brought about by the total national readjustment and the mobilization of the home front. In order to wage unrestrained warfare, belligerents had to intervene in the economies, diverting production from peacetime goods to the manufacture of munitions and military equipment. Technological advances also took place, which increased the number of â€Å"mechanical contrivances†3 such as heavy artilleries, tanks, submarines, and airplanes, which made war an â€Å"untrammeled, absolute manifestation of violence†4 as Carl von Causewitz so eloquently put it.   Ã‚  Ã‚  Ã‚  Ã‚  Total war marked the beginning of a revolution in thought and ideas, where turmoil, uncertainty, and pessimism replaced the cherished values and beliefs of peace, prosperity, and progress. Men and women in the West felt â€Å"increasingly adrift in a strange, uncertain and uncontrollable world.†5 In his essay â€Å"The Crisis of the Spirit† written in 1919, Paul Valà ©ry, one of France’s most outstanding poets, wrote that Europe â€Å"doubted itsel... ... wars because of the types of weapons used. Hand grenades, machine guns, poisonous mustard gas, tanks, submarines, and airplanes were introduced for the first time. During the Second World War strategic bombing was used, as well as the form of combat called blitzkrieg. The new type of warfare launched in the twentieth century called total war had a great impact on the modern world. It plunged society into an age of uncertainty and pessimism. It also had a devastating psychological effect on the soldiers that survived the war and returned home. In addition, unlimited conflict created a social impact that was seen in the increased participation of women in the economy, and their newly gained right to vote. The â€Å"all-out† war involved as well the massive mobilization of the home front and the establishment of the first totalitarian society. The introduction of machine guns, poisonous gases, tanks, submarines, and airplanes made total war extremely deadly. Hopefully, the lessons learned from the past major wars will be applied by today’s society, and efforts will be made to avoid at all costs another total war. World War I and World War II should remain to be the Wars to End All Wars.

How Do You Ensure Pupils Understand Explanations? Essay

The purpose of this essay is to look at the ways in which a child retains information, how that information is processed and the possible barriers involved. There will be some focus on the theories of learning and the strategies and practices employed in the classroom. At this juncture it must be stated that ‘ensuring’ may be an ambiguous word, and that ‘enabling’ the understanding may be more precise, as no matter how vociferous the intention to ‘ensure’ there will always be pupils who fall through the net or may even have developed their own strategies to cope with not understanding yet leading the teacher to believe they have. Surely the answer to this statement must begin with good ‘communication’. It is recognised that communication is a ‘two way process’, starting as far back as pre-birth as stated by Elisbeth Hallett in her book ‘Soul Trek Meeting our Children on the Way to Birth’ (1995). If this idea is to stand the test of time, the pupils must therefore be given the opportunity to verbalise their level of understanding before a task is attempted. This relatively obvious procedure may not be possible in pupils with any existence of special educational need. Difficulties affecting the brain’s processing ability and auditory impairment may not always manifest themselves but will result in poor communication (Dittrich and Tutt, 2008). Therefore the need for effective two communication and pupils feeling empowered to be able to ask for help becomes a priority in teaching. Ed Balls (2007) states ‘effective communication and language skills are fundamental to young people’s learning, developing social skills and fulfilling their potential’. Whatever the age of the learner, the cognitive ability, the language or SEN barriers, good clear, age specific, decipherable communication must be the key to understanding. Piaget (cited Pound, 2005) believed that children learnt in stages dependent on age and awareness of their environment and surroundings. These stages will also impact on the ability for a child to understand an explanation. Therefore before logical thinking arrives at around 7-11 years of age, visual, tactile clues and instructions, will be  more easily absorbed. However the need still exists to enable understanding of the need to progress on to attempting and succeeding. Creating that perfect classroom setting where the teacher delivers the starter and instructions and the class independently commences the task without any clarification is an ideal not often witnessed. This could be for many reasons; the class size, noise levels or even visibility of the teacher. Psychologists such as Maslow (1954) talk about the 5 levels of need in life, from the very basics of environmental issues to self-actualisation and problem solving. Therefore being conscious of these factors, room layout, and temperature, even lighting, may influence the ability to understand and disseminate instructions independently. These physical ideals are not always possible, given the large number of pupils in the classroom. As reported in a study by the Dfe (2011), ‘research findings from England show that in smaller classes, individual pupils are the focus of a teacher’s attention for more time; there is more active interaction between pupils and teachers; and more pupil engagement’. Taking all these possible barriers into account and the different learning styles that exist, it is paramount therefore to create the correct atmosphere conducive to learning in the classroom. Planning should incorporate this and the use of good vocal skills will promote confidence and assertiveness (Bruce, 2005). Instilling a sense of self belief and esteem that encourages children to engage and be able to ask for help or explanation. However despite all these strategies being in place it must be noted that levels of understanding will differ and aiming the teaching at the correct level of ability is essential. Froebel (cited, Pound 2005) states ‘to begin where the learner is’. A valid statement that is underpinned by most theorists who believe that cognitive understanding relates to developmental stages in age and maturity. Piaget believed that learning was supported by action. That thought is developed by experiencing and active experimenting. With the knowledge of al l the impediments in place let us know consider the classroom strategies available. A tried and tested method is to ask the pupils what they think their course of action will be. For example ‘what do you think I want you to do when you have read through the text?’. (Case, 2010). This in itself for some, may take some  coding and decoding and therefore present vast possibilities of misunderstanding (Denby, 2012). Obviously the message has to be first ‘coded’ by the teacher , in other words putting it into a form that can be understood, this may be visual or written. As many theorists claim however, interpretation of the spoken word is not only auditory. Approximately 35% of meaning is in the way it is actually said and a further 55% in body language and facial expression (Mehrabian, 1971). Highlighting as previously mentioned the importance of the positioning of the teacher in the room and the classroom layout. If the pupils cannot see the teacher, they may miss important facets of the instruction that will then mean them having to fill in the gaps by guessing. As Piaget states ‘ learning is a process of active discovery’ (Piaget sited MacNaughton, 2003). As teachers there is a need to facilitate the understanding by firstly using age and ability levelled speak. If the cognitive level is pitched too high there may only be a small number of the class that understand. Merely asking â€Å"do you all understand ?â€Å", is as good as useless as Swift (2007) demonstrates. This question will leave those that haven’t understood too shy to admit it and some that think they have understood but may in fact have not. A more successful way would be to ask them to repeat back the instructions, making sure a less able pupil is asked so there is a better gauge of the whole class and not just the brightest pupils. It may be a practical task that two pupils could demonstrate to show their level of understanding, or if it’s a written task, they might offer the answer to the first question for instance. A further method for tasks that are known to the pupils, ask them what they think they have to do. This draws on prior learning and offers the teacher information for future planning also. It may be possible to just give instructions for the first part of the lesson. Stopping half way through to do a mini plenary, and then giving the second set of instructions to finish the task can also help to pace out the amount of instructions being given. Having the explanation and expected outcomes within the Learning Intention that the pupils write in their books can offer help to those who may wander off track too. Or indeed having them all written on the whiteboard or displayed on the IWB. (1339) Balls, E. (2007) Department for Children Schools and Families. [online],  available at http://www.literacytrust.org.uk/talktoyourbaby/quotes.html [Accessed 4 No 2012]. Bruce, T. (2005) Developing learning in early childhood. Buckingham: Open University Press. Case, A. (2010) Making Sure Students Understood Your Instructions. [online]. Available at http://edition.tefl.net/articles/teacher/instructions/ [Accessed 18 Nov 2012]. Denby, N. (2012) Training to Teach- A guide for students. London: Sage Publications. Department for Education, ( 2011). Economics, Evaluation and Appraisal Team Education Standards Analysis and Research Division. [online] at : https://www.education.gov.uk/publications/eOrderingDownload/DFE-RR169.pdf Dittrich,H. and Tutt, R. (2008) Educating Childern with Complex Conditions. London : Sage Publications. Hallett, E. (1995) Soul Trek: Meeting our Children on the Way to Birth. Montana : Light Heart Publishing. MacNaughton, G. (2003) Shaping Early Childhood : Learning, curriculum and context. Oxford: Oxford University Press. Maslow, A. (1954) Maslow’s Hierarchy of Needs. [Accessed : 16.11.12]. online at : http://www.simplypsychology.org/maslow.html Mehrabian, A. (1971) Silent Messages. California. Wadsworth. Pound, L. (2007) How children learn. London: Step forward publishing. Swift, S. (2007) Giving and Checking Instructions. [online] at : http://ezinearticles.com/?Giving-and-Checking-Instructions&id=404950 [Accessed : 19 Nov 2012].

DNA Technology and its Application to Disease Essay Example

DNA Technology and its Application to Disease Essay Example DNA Technology and its Application to Disease Essay DNA Technology and its Application to Disease Essay Name: Course: Lecturer: Date: DNA Technology and its Application to Disease DNA technology has noted significant progression since 1990 and has become an essential diagnostic measure within medical laboratories. First, it is utilized during the detection of diseases through replication of DNA strands associated with a given ailment. The clones are then employed in tracing the presence of ailments or faulty DNA structuring that also contributes to various ailments. This has been highly employed in the analysis of AIDS especially within developing and underdeveloped nations and thereby underlining the technology’s significance. Secondly, recombinant DNA is utilized in gene therapy where DNA replicas are created to replace defective ones (Solomon, Linda and Diana 282). DNA extracted from bone marrow acts as the best form of recombinant DNA due to high replication levels. This approach has been helpful in overcoming genetic disorders like klinefelters syndrome that is being noted in at least one in every five hundred males. With the given ailment occurre nce, DNA technology is highly demanded. The third application in DNA technology is noted in forensic work, as it is very useful in crime scenes for analysis purposes. Criminal patterns have progressed with many incidents noted as being impeccably performed and thus DNA technology becomes helpful. Fourth, DNA modification is highly useful in cultivation practices especially in the creation of resistant crops. With global warming and the enhancement of desertification in various regions, the technology has aided with the creation of crops that endure adverse weather patterns (Solomon, Linda and Diana 285). DNA technology has demonstrated its usefulness and effectuality as identified within the presented areas and therefore as more investigations are accorded for technological progression, the technique will be highly used in the future. Additionally, cost elements within the subsequent years, say three to five years, will be lower thereby creating an opportunity for enhanced usage. DNA technology has been intensively employed within the criminology field. Law enforcers have incorporated DNA knowledge with computerized systems in the creation of the Combined DNA index system, mainly referred to as CODIS that allows storage of DNA materials from individuals such that when a search is created, identification is achieved through the likening mode (Federal Bureau of Investigation, 2011). With increased crime instances, DNA testing through the CODIS has created a restraint with the system being overwhelmed by the workload. Therefore, the government cites a prospective need for the program’s expansion in a bid to effectually deal with the program’s demand. Presently, due to the change in weather patterns, the agricultural technology remains the most appropriate DNA technology from a subjective standpoint. As rainfall becomes more inadequate in various regions due to global warming, DNA technology is useful as it supports the creation of enhanced crops in terms of temperature resistance and minimal water utilization. Presently, African nations notably Kenya, Ethiopia and Somali have noted famine patterns necessitating food supplements from other regions (Mitchell, 2011). The Sub-Saharan regions and other arid sections of the world bear increased likelihood of such food deficiency. In fact, investigators have ascertained that the Sahara progresses towards the south by about ten kilometers per year. Within the US, the southwest region evidences the same tendency and climatologists have noted that within the future periods aridity will be amplified. Therefore, in anticipation of such situations DNA technology should be employed in creating favorable crops as a means of food safeguard (Solomon, Linda and Diana 285). Following this interest, I would like to study agricultural modifications on crops and employ the knowledge in assessing whether such plants hold long-term health impacts on the human populace. This is because the scientific community has been able to ascertain that DNA modified crops pos e no health challenges to individuals within the short-term yet the same cannot be said authoritatively in regard to long-term effects. Federal Bureau of Investigation. â€Å"Frequently Asked Questions (FAQs) on the CODIS Program and the National DNA Index System.† 2011. Web. 10 Aug. 2011. . Mitchell, Andrew. â€Å"Africa drought: World ‘must do more’†. BBC News UK 3 Aug. 2011. Web. 10 Aug. 2011. . Solomon, Eldra, Linda Berg and Diana Martin. Biology. Belmont: Cengage Learning, 2004. Print.

Lockes Second Treatise of Civil Government Essays

Lockes Second Treatise of Civil Government Essays Lockes Second Treatise of Civil Government Paper Lockes Second Treatise of Civil Government Paper Essay Topic: Second Treatise of Government For example, Lockers Second Treatise of Call Government contains his analysis of human nature. While keeping individuals in mind, Locke proposes certain regulations necessary for a functioning government. Lockers treatise is primarily a reflection of the Protestant Ethic and its correlation to administration. The Second Treatise of Civil Government discusses a nation of peace and safety, a society based on equality, and a country that with all of Its individuals still maintains a sense of unity. The Protestant Ethic states that persons must be rational. Consequently, Locke believes that a functioning moonwalks requires thinking reasonably and following the rules set forth by common authority. The legal systems that were put in place had to be done so carefully and skillfully. Citizens feared being taken advantage of and controlled by authority, so any changes that would take place had to keep in mind the effects the Old Regime had on its community. The Protestant Ethic evolved during a period when a growing number of people were growing skeptical to those In control. Locke clearly Illustrates that to ensure the authorities dont abuse their power the need for a man to give consent before each of the laws or punishments are carried out. The Second Treatise of Civil Government is a reflection of the peoples fear of injustices imposed by those in power. In Lockers viewpoint, authorities as well as citizens must agree to follow all laws regardless of social rank. In direct correlation to the growing skepticism of authority, Locke discusses the necessity of a man being guaranteed liberty. Man being born, as has been proved, with a title to perfect freedom, and an uncontrolled enjoyment of all the rights and privileges of the law of nature, equally with any other man Liberty means that man has free range to be an individual. The citizens demand the freedom of individuality because they feel as though they deserve to be able to do whatever they want when they want to do it (as long as they didnt inhibit another man). In order for this idea to work, Locke assumes that people have the capacity to behave sensibly and think logically. Perhaps the key component to both Lockers Second Treatise of Call Government and the Protestant Ethic described by Weber is the necessity of rationality. Weber states rationality is the key element of a functioning nation, powerful incentive to achieve worldly success by carrying out their calling or duty to promote the social welfare. If people were behaving rationally, they would realize that they had to do whatever it meant as an individual to benefit the group as a whole. In order for social welfare to succeed people need to think logically. Rationality Is key to the functioning and creation of a tangling commonwealth wader Turner explains Tanat In order Tort a person to live, en or she must be a part of a community. Locke also argues the necessity of people feeling that he or she belongs to a group. As quoted in The Second Treatise, such a fife as our nature doth desire, a life fit for the dignity of man; therefore to supply those defects and imperfections which are in us, as living single and solely by ourselves, we are naturally induced to seek communion and fellowship with others. Humans cannot survive alone. The only way for a person to stay alive is to give consent that they belong to a group. Living as a part of a group requires there be guidelines. These guidelines are imposed as laws to ensure the safety of its citizens. In the preface of his Treatise Locke states, l suppose no body hereafter will have either the confidence to appear against our common safety. It is this preface that lays the foundation for the remainder of his document, this idea of a society based on the word common. Previously in early Europe a commoner was to be regarded as a place in society one desired. This common place one held was always at the very bottom of the social order. As the nation progressed this group, which made up the majority of the population, took bold steps to legitimate their place in the social order. The word common is repeated countless times throughout Lockers treatise and correlates directly with the Protestant Ethic. Max Weber characterizes the Protestant Ethic by stating, this new ethos was an essential component of a long term cultural transformation that dramatically changed the way individuals defined themselves in relation to their society. It is not so much coincidence as it is the new mindset of people that evokes modification within a given community. Locke claims that once mindsets change, everyone must re-evaluate their place on the social ladder. Many changes were taking place at the time the Protestant Ethic spread throughout Europe. It is obvious that Locke would be aware of the Calvinist ideas and how they affected European society. There are many connections between Lockers Second Treatise and the foundational characteristics of the Protestant Ethic.