World War Ii - Conflic in the Pacific and East Asia

THE WAR IN THE PACIFIC AND EAST ASIA: JAPAN ON THE OFFENSIVE: 1941-42 When the nations of Western Europe became embroiled in World War II, Japan began to expand into the Southeast Asian colonies of the European powers. After the United States retaliated with economic sanctions, Japan planned a concerted attack on the American naval base at Pearl Harbour, Hawaii, and other Pacific and Asian targets. For a time Japan was master of the central and western Pacific and East Asia. Japanese Expansion and U.S. Response: 1940-41 Japans invasion of Manchuria in 1931 and its subsequent full- scale assault against China in 1937 brought expressions of disapproval from the†¦show more content†¦Surprise Attack on Pearl Harbour In late 1941 more than 75 U.S. warships--including battleships, cruisers, destroyers, submarines, and auxiliaries--were based at this Gibraltar of the Pacific. All U.S. aircraft carriers were elsewhere. On November 26 a Japanese task force, consisting of 6 carriers, 2 battleships, 3 cruisers, and several destroyers and tankers under command of Vice Adm. Chuichi Nagumo, departed in secret from the Kuril Islands. Observing radio silence, it reached a launching point at 6 AM, December 7. At 7:50 AM, the first wave of Japanese planes struck Pearl Harbour, bombarding airfields and battleships moored at the concrete quays. A second wave followed. The surprise attack was over before 10 AM. The results were devastating; 18 U.S. ships were hit, and more than 200 aircraft destroyed or damaged. The battleship Arizona was a total wreck; the West Virginia and California were sunk; and the Nevada was heavily damaged. Approximately 2,400 Americans were killed, 1,300 wounded, and 1,000 missing. Japanese losses were fewer than 100 casualties, 29 planes, and 5 midget submarines. The Japanese scored a brilliant tactical victory, apparently crippling U.S. naval power in the Pacific. The attack was, however, a colossal political and psychological blunder, for it mobilised U.S. public opinion against the Japanese and served as the catalyst that brought the United States into the war. December 7, 1941, said President Franklin D.

Society s Norms Of Sexual Activity - 1587 Words

Social norms are rules of behavior that are considered acceptable in society. If one does not follow social norms one might be shamed or suffer some kind of consequence. This leads to the actions of slut shaming. Slut shaming is the act of making a female feel degraded of certain sexual behaviors that deviate from social norms. Feminist believe that women deserve equality, and therefore stand up for women’s rights. Society’s norms of sexual activity is different from men and women, when men seem sexually active they are praised, but when women seem sexually active they are judged and called â€Å"sluts.† In society, from a very young age people, including women, have been unintentionally teaching their children about double standards in gender, being unintentionally sexist. In Toronto, a police officer addressed young women about safety by saying,  ¨women should avoid dressing like sluts in order not to be victimized.† Because of this, feminist have s tarted â€Å"slut walks† where the movement goes againts seuxal injustice, victiam blaming, derogatory labeling and gender inequality. Unspoken gender education stereotypes are social norms that lead to slut shaming: oppressing females in the imposition of social norms. ¨ Society makes sexual objectification a social norm for females but not for males, equality is impossible. Children are being taught that girls may not have boyfriend while young, but for boys they are praised if they do. Double standards make it difficult not toShow MoreRelatedGender Differences Between Sexuality And Gender888 Words   |  4 Pagesphysical description. 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ThroughRead MoreSocial Control of Prostitution Essay781 Words   |  4 PagesSocial Control of Prostitution Prostitution is ambiguous to define. The Macquarie dictionary defines prostitution as 1. the act or practice of engaging in sexual intercourse 2. any base or unworthy use of talent, ability, etc. But the act of prostitution involves many other associated facets that are included under this extensive act. There’s the act itself, soliciting, advertising, pimping, house brothels, street prostitution, phone sex and even computer sex. Sweden treats prostitution as legalRead MoreThe Social Process Theories1247 Words   |  5 Pagesï » ¿A social norm is a specified code of conduct that is acceptable within a society or group. These norms include both appropriate and inappropriate values, beliefs, attitudes and behaviors that are expected of individuals under given circumstances (Lewis, 1969). They are neither static nor universal as they keep on changing with time and vary with respect to culture, class and groups. There are two different types of social norms, namely behavioral or descriptive norms and attitudinal or injunctive

Safeguarding the Welfare of Children and Young People. Free Essays

UNIT: TDA 2. 2 SAFEGUARDING THE WELFARE OF CHILDREN AND YOUNG PEOPLE. Question 1. We will write a custom essay sample on Safeguarding the Welfare of Children and Young People. or any similar topic only for you Order Now TDA 2. 2: LEARNING OUTCOME 2. 4 Describe in detail the actions that you would take response to the following emergency situations in your setting to include: †¢ Fire †¢ Security incidents †¢ Missing children and young people *********************************************************************** EMERGENCY SITUATIONS FIRE: If i discovered a fire on the premises i would immediatly raise the alarm, if i was near to a phone i would also dial 999. On hearing the alarm the head teacher would dial 999 or instruct a member of staff to do so). I would only tackle the fire if possible using the appliance provided if it was a small fire and i knew how to use the appliance provided correctly and safely. On hearing the fire alarm, i would follow the instructions of the teacher in charge. I would calmly assist in gathering all pupils and guiding them out through the nearest fire exit immediatly. If i was the last person out i would ensure i closed all doors behind me. All persons, staff and pupils would report to the assembly point (in my case it would be the front yard). A register would be taken. The school policy states any absentees an immediate search will be made. The policy also states do not take risks and do not return to the building until authorised to do so. I would closely listen and follow instructions from the head or teacher in charge. I know where all the fire alarms are and fire exits within the school and have read the fire notes that are on the wall in the classroom. SECURITY INCIDENTS: Any persons entering the school must do so through reception. At reception there is a signing in book any visitors to the school must sign in here. The visitor must indicate time of arrival, name, reason for visit, and if necessary provide i. d. All visitors are required to wear an i. d badge, and must sign out as they depart. If i noticed any unidentified people on the school premises i would challenge them immediately, and report to the teacher or head my concerns. All door are secure so people cannot enter from outside but they can be opened easily from the inside in the event of emergencies such as a fire. Should there be a security alert within the school i would follow the instructions of the person in charge and ensure all children are in the classroom, where a register would be taken. I would assist in keepin children calm and keeping them in the classroom. nobody would be allowed to enter or leave the building until the head gave permission. MISSING CHILDREN OR YOUNG PEOPLE.. If i realised a child was missing i would report to the teacher in charge immediately, i would state where and when i last seen the child. I would assist in keeping the children calm and gathering all the children together whilst a search was organised. I would follow instructions from the teacher in charge and assist in the search for the missing child if i was required to do so. The school would be put on lockdown and no one would be allowed to enter or leave the building. If the child was not found on the premises the childs parents/guardians and the police would be contacted. How to cite Safeguarding the Welfare of Children and Young People., Papers

Walden The Heaven Below Essay Research Paper free essay sample

Walden: The Heaven Below Essay, Research Paper The Heaven Below Henry David Thoreau # 8217 ; s clip spent at Walden Pond led him to a complex, multiplex apprehension of nature itself, every bit good as the nature of adult male. Thoreau # 8217 ; s clip on Walden Pond, nevertheless, led him to an every bit luxuriant and intricate consciousness of religious truths. As Thoreau writes in # 8220 ; The Pond in Winter # 8221 ; chapter of Walden, # 8220 ; Heaven is under our pess every bit good as over our caputs # 8221 ; ( 283 ) . Although apparently placed rather coolly at the terminal of the paragraph, this statement is a cardinal into the understanding of Thoreau # 8217 ; s find. As a doctrine that asserts the primacy of the subtle and intangible over the stuff and empirical, the really definition of Transcendentalism implies that one must lift above the sludge and quag of the earthly in order to derive true apprehension of the religious. In fact, the root verb of this genre, which characterizes Thoreau # 8217 ; s authorship, is transcend, which means to lift above and travel beyond bounds. Having understood these basic constructs, it is merely logical for one to expect Thoreau # 8217 ; s eyes to be cast skyward in his attempt to detect some religious truth. Of class, at several points during his narrative of his visit at Walden Pond, Thoreau, whether or non deliberately, obliges the anticipant reader. However, in a lone sentence, Thoreau manages to appeal to the reader # 8217 ; s safe givens every bit good as baffle him or her with a new, critical, unanticipated theory: # 8220 ; Heaven is under our pess every bit good as above our heads. # 8221 ; This is surely a startling thought for a reader knowing in logic and religious tradition. By the appellation of # 8220 ; up # 8221 ; as a positive way and # 8220 ; down # 8221 ; as a negative way, the powers that be someplace along the manner besides located heaven above the Earth and snake pit below the Earth. Thoreau, in one fell slide, tears this thought to tear up. The arrangement of Eden below our pess displaces the reader. But his statement is non even a simple renunciation of a cultural phenomenon. For Thoreau, Eden is above, but he asserts that Eden can besides be found below our pess. It is of import to observe here that Thoreau # 8217 ; s Eden is non needfully the Heaven of Judeo-christian divinity. Simply put, Thoreau # 8217 ; s Eden is a topographic point of intense self-awareness and satisfaction. Still, no affair what Thoreau thinks of Eden, his thought is a extremist 1. Throughout Walden, the reader takes notice of the topographic points where Thoreau finds peace or apprehension. # 8220 ; The Pond in Winter # 8221 ; is such a topographic point. Is the reader to presume that the repose of # 8220 ; the quiet parlour of the fishes, pervaded by a softened visible radiation as through a window of land glass # 8221 ; ( 283 ) is Thoreau # 8217 ; s motive for reasoning that a heaven exists below our pess if we merely choose to see it? Somehow, the account of his statement seems excessively simplistic, although this may be due to the reader’s ain inventive defects which hinder his or her vision of Thoreau’s observation. Then rises the possibility that uncertainty and obfuscation are portion of Thoreau # 8217 ; s program for the reader. Thoreau # 8217 ; s word pick is notable here. By playing on the phrase # 8220 ; above our caputs, # 8221 ; Thoreau implies a dual significance. Yes, heaven is literally above our caputs, but Eden is besides a cryptic construct and worlds are incapable of understanding it. Heaven, like his allegation, is full of concealed meaning.Thoreau # 8217 ; s interplay between surfaces and deepnesss is important in trying to bring out this implicit in significance. As he writes in the # 8220 ; Where I Lived and What I Lived For # 8221 ; chapter of Walden, # 8220 ; I perceive that we dwellers of New England live this average life because our vision does non perforate the surface of things. We think that that is what appears to be # 8221 ; ( 96 ) . Thoreau states in this transition that visual aspects are lead oning ; truth, or at least a way to it, can merely be found thr ough active sight, a impression besides put away by Ralph Waldo Emerson in his essay entitled # 8220 ; Nature. # 8221 ; Emerson uses his thought of a # 8220 ; transparent orb # 8221 ; to exemplify and body the act of dynamic sight and observation. Much like Thoreau, Emerson describes a province of self-awareness so acute that the ego blends into the milieus and leads one into the frame of head required to indisputably see and take portion in his or her milieus. The metabolism would besides let one to witness the forces behind and under nature. Although Emerson did non truly mention to this heightened self-awareness as Eden, it is possible to see it in Thoreau # 8217 ; s reading, given his ain thought of Eden. Emerson # 8217 ; s thoughts of nature as the Ussher, transforming theoretical constructs existent merely in the head into touchable, definite affair come into drama here. The Eden below our pess is, so, touchable and able to be felt and experienced physically. The joy of the experience is what Thoreau believed to be another heaven.Thus, the religious truths gained by Thoreau are non confined to Walden Pond. Thoreau seems to be stating his readers to travel out and happen topographic points of their ain which inspire and impel them to alter their lives and to see and see the joys of nature. The peace and joy found in such a procedure, Thoreau argues, are every bit satisfying as being in Eden. So heaven itself is non confined to a topographic point far off, unachievable in life. Living, or genuinely life is besides a Eden, one that can be found throughout nature, above every bit good as below. 337