Symbolism in Battle Royal Essay Essay Example

Imagery in Battle Royal Essay Paper Ralph Ellison, Battle Royal: Literary Analysis Symbolism †the aesthetic and intentional utilization of portrayals in scholarly works †helps with introducing to crowds both express just as verifiable implications of different ideas and elements. Creators, artists, and different arrangers therefore utilize this exceptionally powerful scholarly gadget as they try to pass on shifted messages to crowds. To represent, through the ‘battle royal’ component inside the Invisible Man tale, creator Ralph Ellison utilizes this scholarly gadget to instigate crowds to frame shifted demonstrative just as denotative implications. In particular, the way that the novel’s storyteller, just as his individual schoolmates (all blindfolded), are occupied with a duel is exceptionally emblematic. To strike nearer home, the blindfolded idea of the hopefuls has a profound representative denotative and just as suggestive implications. On the indicative side, such a blindfolded circumstance exhibits the numbness that the gatherings, who are on the whole Blacks, normally uphold. On the other hand, by being occupied with a duel while blindfolded, the ten Black adolescents show that the Black populace is for the most part in reverse concerning trying to pick up information and comprehension. What's more, by utilizing this representative component, Ellison adds a further wind to the story’s by and large significance. For instance, it is prominent that the Blacks don't exhibit any huge opposition towards going head to head their individual Blacks in a visually impaired duel. It in this way appears just as the Blacks are latent partakers of the embarrassment that the Whites dispense on them. We will compose a custom paper test on Symbolism in Battle Royal Essay explicitly for you for just $16.38 $13.9/page Request now We will compose a custom paper test on Symbolism in Battle Royal Essay explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on Symbolism in Battle Royal Essay explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Furthermore, note that the creator utilizes a regular representative component by depicting the Blacks as being blindfolded. This is on the grounds that blindfolds have the ordinary importance of suggesting absence of sight or comprehension. With everything taken into account, in the Invisible Man epic, Ellison consolidates a traditional emblematic component, especially; the creator presents the Black hopefuls as being blindfolded to exhibit their numbness just as their (the Blacks’) general lack of concern towards looking for equity, progress and improvement. For instance, with respect to the suggestive ramifications of this representative component, by being blindfolded, the Black young people point to a general reluctance of the Black people group to shake for constructive change. For example, it is truly striking that the Blacks have apparently consented to be blindfolded, with no important opposition, and afterward proceeded to take part in a duel. This perspective portrays the Blacks as being individuals who are in a type of safe place as to upholding for sociopolitical changes with respect to the predicament of the Blacks. Consequently, the Blacks are viewed just like a for the most part unconcerned gathering of individuals with respect to looking for financial rights like those of the Whites. Then again, the denotative emblematic significance of the blindfolded state of the Black adolescents is that Blacks don't by and large cautiously contemplate over the vast majority of their activities. For example, it is without question that the duel that the Blacks are occupied with is muddled attributable to the absence of the commitment of the significant feeling of sight. It in this way follows what the young people utilize generally as they duel is instinct and even simple mystery. So also, Blacks are emblematically depicted as doing their things erratically through this representative component. Taking everything into account, Ellison’s Invisible Man novel’s ‘battle royal’ component utilizes the representative component of the dueling and blindfolded Black young people to investigate certain Black characteristics. For instance, this delineation shows that Blacks by and large come up short on an unequivocal concentration in their exercises. Then again, the general disregard among Blacks is illustrated.

Semiotic is a discipline, which can provide a unified framework for Essay

Semiotic is a control, which can give a bound together structure to leading the various exercises inside data syste - Essay Example These components will give the premise of the conversation on how the bound together structures alongside different capacities will assist associations with tackling the difficulties involved in planning, fabricating and keeping up data frameworks. The Quest for Meaning Henry Stubbes was credited to have originally authored the expression semeiotics when he recognized it as a part of clinical science that decipher signs (Bhaduri, 2008, pp.246). John Locke additionally alluded to the terms semeiotike and semeiotics when he clarified his idea about the parts of science. He expressed: All that can fall inside the compass of human comprehension, being either, first, the nature of things, as they are in themselves, their relations, and their way of activity: or, besides, that which man himself should do, as a sound and willful operator, for the achievement of any end, particularly satisfaction: or, thirdly, the available resources whereby the information on both the one and the other of t hese is accomplished and imparted; I figure science might be separated appropriately into these three sorts (Locke, 1823, pp.174). It was Locke’s third branch, where he referenced semiotics as one of those piece of definite information. Crafted by Charles Pierce and later on Ferdinand de Saussure, nonetheless, settled the cutting edge idea of the control. Penetrate alluded to the idea of semiotic as a semi fundamental or formal principle of signs. His situation on signs depends on his three characterizations of its measurements: symbols, records and images (Rahmann, 2001, pp.4). Saussure added to the semiotic idea through his talk of his adaptation of semiotics, which he called as semiology. In 1915, he announced that: A science that reviews the life of signs inside society is possible; it would be a piece of social brain research and subsequently of general brain research; I will call it Semiology. Semiology would give what comprises indications, what laws administer themâ⠂¬ ¦ Linguistics is just a piece of the general study of semiology; the laws found by semiology will be relevant to etymology (refered to in Rahmann, pp.3) Today, disciples of semiotics consider, decipher, arrange and break down signs as per the way of transmission. The code is a vital variable in this procedure since it is the methods by which significance is comprehended. Another word, for instance could without much of a stretch be authored. Saussure did this with his â€Å"semiology† term. The demonstration alone didn't guarantee that importance is transmitted. In the first place, the word must be perceived by the general public. At that point, it must be transmitted by the linguistic structures and codes of such society. This is the general structure that supports semiotics. In the current language, semiology is semiotics. Let us think about the instance of a sonnet. It is a case of a semiotic framework since it is comprised of signs as substance or cadence, wherein each establish a term and an idea similar to the vibe that one will involvement in the style of the saying. One can likewise refer to the instance of a tune. State, in Kenny Loggins’ melody Footloose: the verses is the message, the score turns into a book and the gadget where these are conveyed could be a computerized music player. These models show how semiotic frameworks are viewed as the association of examples that encapsulate signs, which â€

Where to Park

Where to Park When one attends the University of Illinois, they will find a time when they need to park on campus. The experience can be a nerve-racking, stressful, and surprisingly difficult situation. After being on campus for nearly a semester, I have had some eventful moments parking, including lack of signage, meter madness, and simple logistical woes. Courtesy: IP Innovations One of the first parking experiences I had was when I needed to get to a class in little time. Not knowing about parking phone apps and places to park beforehand, I rushed to the building of my lecture, only to find nowhere to park. Later, I settled for a spot a block away, but had no change to pay. Luckily, I found that there was a phone app, Mobile Meter, to pay. With that, I made it to class on time and just want to recommend planning parking ahead on campus. Another adventure was the result of a class which went over on time. When on campus, one has to remember that non-permit parking is timed, and as a result, needs to be calculated. I made the mistake of assuming normal class time and came out to a parking ticket for $10. It was a small price to pay for learning how to park on a large campusâ€"or city, for that matter. It also brought up the lesson that campus parking is something which you need to think about with room for error or great consideration. In other words, add extra meter time and remember when you must re-attend you car. Courtesy: Meridian City Lastly, the final lesson I could share relates to the time in which I parked in an unmarked lot on campus near another lecture building. All of the lots I had seen before had signs all over for permit parking and meters. However, to my surprise, I found on my way out a notice of parking in a permit space. Lucky for me I was able to appeal the fine because of the lack of notification, and in the process, I learned no parking spot is free on campus, no matter how badly labeled. Courtesy: Strivin 2 Be Green Hence, parking can be a bother at the University of Illinois without knowing details such as these. A student needs to remember that to park, they need to plan out their trip and lot ahead of time, keep track of the meter time, and never assume a section on campus has free parking available. Truly the best options are to walk, bus, or bike to class. Jacob Class of 2018 I am a transfer student studying Engineering Physics in the College of Engineering. I started with the Illinois Engineering Pathways program through the College of DuPage. I am from Naperville, Illinois.

What You Need to Know About Weekend MBA Programs

A weekend MBA program is a part-time business degree program with class sessions that are held on the weekend, usually on Saturdays. The program results in a Master of Business Administration degree. Weekend MBA programs are typically campus-based but may incorporate some form of distance learning, such as video-based lectures or online discussion groups. Most weekend MBA programs are just that: programs that take place on the weekend. However, there are some programs that have weekend and evening classes. Programs like this have classes on the weekend as well as classes that take place in the evening on weekdays. Types of Weekend MBA Programs There are two basic types of weekend MBA programs: the first is a traditional MBA program for students who would enroll in a typical MBA degree program, and the second is an executive MBA program. An executive MBA program, or EMBA, is specifically designed for corporate executives, managers, and other working professionals with extensive work experience. Although work experience can vary, most executive MBA students have 10-15 years of work experience on average. Many executive MBA students also receive full or partial company sponsorship, meaning that they typically receive some form of tuition reimbursement. Top Business Schools With Weekend MBA Programs There are a growing number of business schools offering weekend MBA programs. Some of the top business schools in the country offer this program option for people who want to attend school part-time. Some examples include: The University of Chicago Booth School of Business: At Chicago Booth, students meet every Saturday for 11 weeks at a time and earn an MBA degree in 2.5 to 3 years. The curriculum for the weekend MBA program is the same as the curriculum for the full-time MBA program.The University of California Berkeley Haas School of Business: At Berkeley Haas, students can choose from a weekend or evening schedule for MBA classes and could earn their degree in as little as 2.5 years. Weekend MBA classes are held on Saturdays in the spring and fall, but year-round activities are available.Kellogg School of Management at Northwest University: Kelloggs weekend MBA program takes place on Saturdays, but students can choose to take evening classes in addition to weekend classes. There are two weekend MBA options: traditional pace and accelerated. The traditional option takes 20.5 months to complete, while the accelerated option requires fewer credits and evening classes and takes 15.5 months to complete. Pros and Cons of Weekend MBA Programs There are many good reasons to consider a weekend MBA program, but this education option might not be the best choice for everyone. Lets explore a few pros and cons of weekend MBA programs. Pros The biggest advantage of weekend MBA programs is that you can take all of your classes on the weekend, which makes it easier to work part-time or full-time while you earn your degree.A weekend MBA program may make it easier to attend a business school that is not located near your home. It is not unusual for MBA students to fly in from somewhere else for weekend classes.Some full-time MBA programs take two years to complete. You can often earn your degree in the same amount of time (or close to it) as you would in a full-time program by attending part-time weekend MBA programs.Some weekend MBA programs allow you to reduce your tuition costs. In other words, you might pay less for a weekend MBA program than you would for a traditional, full-time MBA program. Cons Classes might take place just one day per week in a weekend MBA program, but you will have to put in work on other days of the week to keep up with your studies.Being able to put what you learn into practice right away in an advantage for students who work while they attend school, but it is also important to remember that it can be exhausting to work and study at the same time. Furthermore, there will come a day when you have to choose between work and academic commitments, and one is likely to suffer because of your choice.Students in full-time programs sometimes get the opportunity to spend more time with their cohorts, which is conducive to relationship building. In a weekend MBA program, you may not have as many opportunities to network or make friends.

Marilyn Monroe And Frankenstein Essay - 1589 Words

Marilyn Monroe is one of Hollywood’s most famed actresses and sex symbols. Typically cast in the â€Å"dumb-blonde† roles, Monroe’s true personality and intelligence was not reflected in the stereotypical characters she portrayed. Despite her fame and popularity, Monroe faced numerous struggles throughout her life until her death, an apparent suicide by drug overdose, in 1962. In this sense, she was actually quite similar to Frankenstein’s monster from the novel, Frankenstein, by Mary Shelley. The monster is brought to life by Victor Frankenstein only to be abandoned moments after his creation. Desperate to find companionship and make sense of the world, the monster ventures off on his own, only to be shunned by society because of unnatural†¦show more content†¦In a desperate attempt to cure her depression and anxiety, Monroe resorted to drugs and eventually became addicted (Henrikson). This drug addiction led to Monroe’s apparent suicide c aused by a drug overdose in 1962 (History.com Staff). Despite facing this long list of struggles, Monroe continued acting and even got professional help. In 1961, Monroe admitted herself to the Payne-Whitney Clinic in New York, but soon transferred to Columbia-Presbyterian Medical Center (Doll). Several conspiracy theories have arisen over the decades regarding Monroe’s apparent suicide, some claim that her psychiatrists messed up her prescription and killed her accidentally (Henrikson). One of the most popular theories is that she was murdered by the Kennedys after a rumor emerged saying that she had a â€Å"brief fling† with President John F. Kennedy (Henrikson). Regardless of whether these theories are true, Monroe was an incredible woman with amazing â€Å"strength and resilience† to be able to accomplish all that she did, despite the struggles she faced. Frankenstein’s monster is actually quite similar to Monroe in the sense that he also faced many difficulties throughout his short life. The monster’s struggles begin the moment he is created when Victor Frankenstein, filled with â€Å"breathless horror and disgust†, flees from the monsterShow MoreRelated The Pros and Cons of Human Cloning Essay3781 Words   |  16 Pageshuman cloning by a misinformed public would be a sorry episode in human history. This essay will discuss both the advantages and the alleged negative consequences of human cloning. What is a Human Clone? A human clone is really just a time-delayed identical twin of another person. Science fiction novels and movies have given people the impression that human clones would be mindless zombies, Frankenstein monsters, or doubles. This is all complete nonsense. Human clones would be human beingsRead MoreThe Studio System Essay14396 Words   |  58 Pagesaspect of the business . During the 1920s, and 1930s the Hollywood film studios undertook a major evolutionary period. The inception of the Hollywood ‘studio system’ was to change the film making process radically. The following essay will examine how these changes took place, and what impact it had on the film making industry in America. We shall also examine how the system relates to the current production methods used in film making. The main issues raised within

Cultural Event Pan’s Labyrinth Free Essays

XI LIU Cultural Event Paper: Pan’s Labyrinth I like watching movies, and I want to learn about different cultures from different countries. So I attended the cultural event of 2012 Foreign Film Series at 7:00 pm in October 9th. I was so excited that the Art History Organization gave us a chance to watch a Spanish film called Pan’s Labyrinth. We will write a custom essay sample on Cultural Event: Pan’s Labyrinth or any similar topic only for you Order Now I had heard of it before, but I had never watched it. This film combined the fantasy world and the real world perfectly. That is to say, it is a film of magic realism. I was attracted by the plot of the film, and I was astonished by the director’s conception and the visual effects even though a few scenes were a little bit disgusting and scary. The background of the story was traced to 1944, five years after the end of the Spanish Civil War. Spain was shrouded under the haze of fascist dictatorship. Those who were communist party members and the democratic persons were hunted down and killed savagely by the army. The plot of the movie develops with resistance against forces of General Francisco Franco, whose leader was Captain Vidal and who ruled Spain as dictator. The protagonist Ofelia entered a magic world with three challenges that Pan gave to her. The film opened with the sound of a faint melody which was accompanied by the sound of Ofelia’s breathing and the frames of blood streaming from Ofelia’s nose while she was lying on the ground. With the background of white words showing on the screen and the voiceover telling us Ofelia’s status of princess in underground realm, the story started. Ofelia, who was twelve years old, took her pregnant mother to the north to rendezvous with her stepfather Vidal, whose real identity was a fascist officer responsible for repression of the local guerrillas. The purpose of Vidal’s living with Ofelia and her mother was his flesh and blood son to be born, and Vidal’s only pleasure was to study all kinds of ways to torture people who were caught. After watching her cold stepfather doing evil for fun, her sick mother and witnessing violence, Ofelia, who was surrounded by loneliness and fear, became addicted to fantasy for consolation. She was led to a deserted mill which was the entrance to the labyrinth by an insect elf, and the labyrinth porter who had long horns with goats and transparent eyes was waiting for her arrival. Pan told Ofelia that she was actually a lost princess from the underground kingdom and she had to accept three challenges and complete the tasks in order to go back to her kingdom. The first task was to save an old tree. Because there was a huge toad living in the root of the tree, the tree was on the edge of death. She had to take out a golden key from the toad’s stomach. The second task was to use the golden key to retrieve a dagger. In that room, there was an evil creature sitting at a table with a feast of beautiful foods which she could not eat. She was within an inch of her life after giving in to temptation. At the same time, her stepfather began more offensive activities of killing people above ground. Ofelia’s struggling with nightmares blurred the boundaries of reality and fantasy. The third task was to use her half-blooded brother’s pure blood to open the door of underground. Ofelia refused this requirement due to her virtuous heart. She didn’t realize that her stepfather had followed her, and she got shot by him. The scene was back to the initial scene of Ofelia’s streaming blood from her nose lying on the ground at the start of the movie. The ending of the movie can be interpreted in two ways. If it was real, she rejoined the kingdom using her own pure blood and opening the door of entrance. If not, then she ended the movie happy and certain that she was going to a better place, with the dictator powerless to stop her. Pan’s labyrinth is a movie based in a real historical background. It is clear to show us the antiwar attitudes with the development of the two main plots. However, it combines the cruel reality and the beautiful fantasy world perfectly to indicate the damages and hurt of the Second World War from the angle of a girl’s point of view. The role of Ofelia represents the whole group of children who were the victims who suffered most at that time. They were eager to live in a world of fairy tale. However, the war destroyed their real dream, leaving despair, hate and agony. One of the director’s obvious artistic characteristics is that he did well in applying contrasts to achieve great artistic effects. He uses the nice fairy tale to contrast the cruel reality and the darkness of humanity. The scene at the end of the movie, which was the same as the beginning, gives me a deep impression of an innocence girl. Thus it clarifies the abhorrence to the war and spiritual sustenance of longing for beauty. The question at issue that Pan’s labyrinth brings to us is whether fantasies can rescue us from fascism. Around this theme, the director set out two main lines of the plot; one is the reality and the other is the girl’s fantasy world. Three challenges that the girl aced with and the atrocities of Captain Vidal which center on the question at issue reveal that fantasies cannot rescue us from fascism finally. In terms of importance, relevance and sufficiency, a very famous writer Justin Zhang for Slant Magazine stated that this film used a large number of symbolisms of blood to unveiled Pan’s labyrinth god’s mysterious veil (Zhang 24). This movie provides us suff icient and detailed content to reflect the inhumanity of Captain Vidal and the innocence of the little girl. The military executed justice with brutality, violence, cruelty, and no respect for civil rights. The examples of Vidal executing the man that was telling the truth about hunting rabbits, the doctor without any trial, and shooting Ofelia for no real crime, in addition to the brutal interrogation methods, embodies the inhumanity of Vidal. When Ofelia’s mother was in dystocia, he chose to save his baby son’s life but not his wife. These examples are important and relevant to reflect the character of Vidal. The example of Ofelia’s giving up using her half-blooded brother’s pure blood to open the door to the underground kingdom indicates her essence of innocence. All these examples of Vidal and Ofelia are important and relevant to the question at issue and the purpose. Pan’s labyrinth is a movie with deep understanding and implications. At first, it conveys a meaningful anti-war topic. The three tasks that Pan gave to Ofelia were to see if she dared to question when she realized that she was wrong. Eating grapes without resisting temptation in the second task and her refusal of handing over her brother indicates that she was an innocent girl with a rebellious spirit. All the settings of the roles and scenes have their unique meaning. For instance, the scene of Vidal having his mouth cut open by Mercedes is derived from a tradition of Chelsea Smile. British people will cut the traitors’ or the enemies’ mouth as the shape of smile for punishment. The painting of Saturn Devouring One of his Children which was drawn by Spanish painter Goya, hung on the wall in the room where Ofelia finished her second task, is derived from a legend of Greek Mythology. It’s a painting with dark humor to interpret anti-war means. The design of the name of the leading role Ofelia is from Hamlet, written by Shakespeare. This may imply the tragic destiny of the little girl. In short, it is a film that has deep meaning regarding anti-war believing, rebellious spirit and challenges. Not only does it set out an issue that is worth thinking, but it also eulogizes justice and bravery. All these symbolism and settings reflect on its depth and make it a perfect film. However, Pan’s labyrinth does not exist. It was made up by the director, but it is based on a real background. It is precise in describing all the characters of the roles in detail. And, also, it describes the violent scene more directly, such as the face with bloody pile of flesh and the scene of Vidal’s sewing his own mouth which was cut open. It has a visual power to make us know the cruelty of the reality. The scenes switch with accuracy and precision so that we do not feel the movie boring and long. It arranges all three challenges which interlace with Captain Vidal’s atrocities within two hours. So, I think that the movie is a success in its precision of characterization and mysterious scenes. In all, I like this movie. It gives me both visual impact and strong emotional shock. It’s a fantasy story based on the real history. The fantasy world gives me an illusion of beauty, but the cruel reality makes me sober enough to rethink profoundly and see the history clearly. This movie arouses people’s thinking about whether fantasies can rescue us from fascism. The director used the deep symbolism and settings to make the film more thoughtful and have anti-war meaning in depth. The film also gives me a chance to do some research on the background and analyze the implications that the director made. I wish I could watch more movies like this in the future. Work Cited Zhang, Justin. â€Å"The Esoteric Interpretation of â€Å"Pan’s Labyrinth†. †Ã‚  Slant Magzine. 06 2006: 24. print How to cite Cultural Event: Pan’s Labyrinth, Essay examples

Life in Japanese Internment Camp free essay sample

The evacuees produced own food and other products for themselves. II. The evacuees adapted to their new environment by creating means of joy and happiness. A. The internees played games and sports. B. The internees made use of arts and music to create joy. C. The internees, especially women, enjoyed the freedom from having to do housework. D. The internees continued with what they did outside the barbed wire. III. The internees had no privacy and were always reminded of the fact that they are being controlled and supervised. A. Everywhere, they are surrounded by factors that force them to acknowledge the fact that they are being interned such as barbed wire and soldiers. B. The lack of privacy can be shown during meal time. C. The structure of the camps are meant to give the internees no private time. IV. The internees lost relationship with people around them. A. The internees lost relationship with their families. We will write a custom essay sample on Life in Japanese Internment Camp or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page B. The internees lost relationship with their village people. . C. The internment forced the internees to lose the traditional relationship etween Issei and Nisei. Conclusion The Unimaginable: The Life in Japanese American Internment Camp World War II was a time of mass hatred and unnecessary sufferings of innocents. This belief is, in most part, based off of the establishment of Jewish concentration camp for the Holocaust. However, that is not the whole picture. Japanese Americans in the United States of America were forcefully moved to concentration camps, what they called relocation camps, and lost all their possessions just because they looked like the citizens of Japan who attacked the U. S. in December 7th, 1941. These Japanese Americans, men, women, and babies, had to suffer the consequences of the action taken by the people on the other side of the world just because of their appearance and ethnicity. During the internment, even though the Japanese Americans were able to adapt to their new environment, the Japanese American internment camps robbed the evacuees of their basic rights. The evacuees adapted to their new environment by establishing communities and creating joy within the harsh conditions. Despite so, the camps took away the internees’ rights to have privacy and forced them to lose relationship with people they love and care. Since the 1880s, the Japanese came to United States of America for sugar and pineapple crops in Hawaii (Fremon 12). By 1900, there were almost 25,000 Japanese Americans, including Issei, first generation, and Nisei, Issei’s children, in the Pacific Coast (12). However, more and more anti-Japanese groups including the Japanese Laundry League formed as Japanese succeeded in their American lives (13). Starting from there, the Japanese Americans had to face discrimination from every corner of their lives. In 1906, San Francisco removed Japanese students from white school and made them attend the segregated school in Chinatown (13). This problem was resolved by the Gentlemen’s agreement between America and Japan in which Japan agreed to stop Japanese immigration and American agreed to stop the segregated school system (14). Facing discrimination, the Issei and Nisei still did well; only 1600 Issei owned farms, but they produced almost 30%-35% of all fruits or vegetables in California (18). They united with each other and helped each other live in the U. S. A. Continuing with the discrimination from whites and the endurance of that discrimination, Japanese population was less than one-tenth of U. S. population, and they were not a threat to American neighbors by number (20). However, the Japanese Americans’ lives were diminished by the Japanese aircraft attack of Pearl Harbor, Hawaii in December 7, 1941 (Grapes 12). In addition to the already-existing Japanese discrimination, the Pearl Harbor attack and the accusation of â€Å"fifth column† activity by Japanese triggered the anti-Asian sentiment (12). The attack of Pearl Harbor made the Japanese Americans the target of Americans; a few hours after the attack, about 3000 suspected spies, mostly Japanese Americans, were arrested by the Federal Bureau of Investigation (FBI) (Yancey 25). By the night of December 7, 1942, hundreds of people were in custody (Fremon 22). Also, on December 8, 1942, President Franklin Delano Roosevelt spoke to Congress for a Declaration of War against Japan (7). Then, on February 19, 1942, President Roosevelt signed Executive Order 9066, which was one of the greatest violations of civil rights in American history (31). This order, recommended by Secretary of War Henry L. Stimson and General John DeWitt, gave the army the right to â€Å"relocate all persons of Japanese lineage as well as others who might threaten the security of the country† (Yancey 29). With this order, more than 112,000 Japanese Americans, treated as traitors, were evacuated from the western coast in 1942 (Fremon 8). After the passage of the order, DeWitt issued first proclamation on March 2, 1942 which â€Å"called for two military zones: zone 1 covered the western third of California, Oregon, and Washington, and the southern quarter of Arizona; Zone 2 covered remainder of four states† (34). Japanese Americans had to leave the zone by direct and indirect force, and the government passed the law which gave the military authority to move Nisei and Issei (34). Along with that, the Executive Order 9012, passed in March, created the War Relocation Authority (WRA) (35). The WRA’s job was to take charge of the internees after they were moved to the camps (35). The Japanese American Citizen League (JACL) tried to fight against it. However, because it was too young and they were afraid that Americans would think they were really spies if they won’t cooperate, JACL decided to follow WRA (36). Furthermore, in â€Å"March 27, DeWitt issued Public Proclamation Number 4 which forced persons of Japanese ancestry to stay in military zone 1 after the end of the month, and on March 27, DeWitt issued Exclusion Order Number 1 in which persons of Japanese ancestry were moved from Washington to camp in Manzanar, California† (37). During the war, there were more than 100 evacuation orders and, through this, the innocent Japanese Americans suffered the consequences (37). Despite the abrupt news of internment, the Japanese Americans managed to quickly adapt to the newly provided environment. One of the ways that the Japanese Americans adapted to their new environment was by forming communities at the camps. This is one of the first things that the evacuees did at the camps, and they, with WRA, did so by establishing schools. One of every four evacuees was a child, â€Å"so college-educated Nisei began organizing schools, some of the first institutions to be established in the camps† (Yancey Life in a Japanese 53). On September 15, 1942, nursery and elementary schools opened in Manzanar Camp, a relocation camp in Manzanar, under the leadership of Dr. Genevieve W. Carter, a female superintendent of education for the camp (Cooper 31). The classes began in assembly centers, led by inexperienced, but eager volunteers. After the WRA took over, it hired Caucasian teachers to live and work in the camps (Yancey Life in a Japanese 54). However, not many came to the camp because the pay was low, $1,620 a year. At Manzanar Camp, along with the 1,100 elementary school students, there were almost 1,400 high school students. The high school opened in September 28 and â€Å"it filled block seven: the mess hall, recreation building, and all fourteen barracks† (Cooper 31). There were as many as sixty students in a classroom (Cooper 31). At first, the classes did not have supplies such as blackboards, books, chairs, tables, and lab equipment (Yancey Life in a Japanese 55). However, many eagerly studied and thousands graduated high school in the camp and went to college or professional schools (Yancey Life in a Japanese 55). With the establishment of the school system, the evacuees got used to their new environment little by little. Along with the school system, the establishment of self-government helped to shape the new community in the camp. Each camp had its own Caucasian administrator and staff who were businesslike individuals who tried to overn fairly and give residents as much freedom as possible. One of the examples of this is when director Harry Stafford allowed the Minidoka, Idaho, Nisei baseball team to go to Idaho Falls to participate in the state championship. Also, at Manzanar, a camp official said, ‘The back gate of the camp was often open; the farm hands went freely in and out and [director Ralp h] Merritt looked with lenience upon recreational sorties [outings], since they were no danger to military security’† (Yancey The Internment 53). However, the Caucasian administration lacked the ability to control every aspect of the large camp. Thus, the evacuees elected or appointed spokespersons, or block managers, usually respected Issei, who linked the internees and staff (Yancey The Internment 53). These managers â€Å"supervised grounds maintenance, ensured that everyone had necessary provisions, and passed on official WRA announcements† (Yancey The Internment 53). In addition to the administrator and the block manager, there were community councils, mostly young adult Nisei who spoke English and were Americanized. These people worked on jobs such as policy making and dealing with mild infractions of the law (54). The fact that the evacuees organized themselves into different levels or ranks show that they are willing to adapt to the new camp life. Finally, the evacuees established community through producing their own food and other products. At first, the WRA took responsibility of feeding the evacuees and they did so by giving the evacuees American food (Yancey The Internment 51). One internee said, â€Å"They issued us army mess kits, the round metal kind that fold over, and plopped in scoops of canned Vienna sausage, canned string beans, [and] steamed rice that had been cooked too long† (Yancey The Internment 51). Then, when the evacuees did not finish their portion because the food was too bad, the authorities decided to cut down the portion; the authorities thought the evacuees did so because the portion was too large (51). In response, the internees took the responsibility. The farmers and laborers plowed, planted, and produced crops such as â€Å"cabbage, squash, tomatoes, and soybeans (51). These crops they produced are the main ingredient for most of the Japanese diet (51). In addition, some raised cattle, poultry, and hogs, and with these, the menus became more various and the life in camp became much more tolerable. Along with food production, the evacuees worked in food processing; the internees at Manzanar made their own soy sauce, and tofu-making plants were a part of each camp (51). To obtain jars for glassware, they ate great amount of peanut butter (52). By doing so, the evacuees were able to establish small repair shops, beauty parlors, and dry-goods stores which resembled communities from outside the barbed wire (52). As the internees gained more authority over some aspects of their lives, such as diet, they were able to establish their own communities at the camps. Another way that the evacuees adapted to their new environment was by making their lives more enjoyable by actually creating happiness in the situation they were given. One way to create happiness was through sports. Aside from the common belief that the internees could only sleep, eat, and work, sports were one of the activities that took the time of many evacuees (Fremon 49). Even in normal society, sports are used to entertain both players and the audience, and the fact that sports existed at the camps show how the evacuees also tried to create some entertainment at the camps. Some of the sports they played include basketball, volleyball, and sumo wrestling with baseball being the most popular (Fremon 50). For example, a baseball team, Livingston Dodgers, brought their uniforms and equipment to the camp and one of the players, Gilbert Tanji, said that he actually liked camp better than outside because there was more competition (50). In fact, there were as many as 100 teams active at one time at some centers and they ranged from children to Issei in their sixties (Yancey The Internment 56). The big number shows how popular sports were and how great people’s longing for entertainment and joy was at the camps. These teams competed against each other and some, the Hunt team, even went out to the state championship (Yancey The way 62). Indoor sports were present too though they were limited to those that took little space like â€Å"Ping-Pong, judo, boxing and badminton† (Yancey The Internment 56). Also, by the end of 1943, the evacuees were occasionally permitted to leave the grounds so that hiking and swimming became popular pastimes (56). From these sports, the internees were able to create happiness and enjoy the life in camp more. In addition to sports, which were mostly for men, women tried to make their lives at camp better by enjoying the freedom they were provided. They were freed from the obligation of the traditional role and filled that time with what they actually wished to do. Before entering the camp, women had their time filled with unending hard work such as cleaning, shopping, cooking, sewing, and more (Yancey Life in a Japanese 53). Because they had to help both their children and their husbands when they were in need, they had almost no leisure time to sit and talk with friends (53). However, their lives changed after they got in the camps. They did not have to clean too much given that the houses were single-room apartments, did not have to prepare meals given that they were served three times a day, did not have to clean much given that the government provided some clothes, and did not have to care about paying bills too much given that there were only few bills to be paid (Yancey Life in a Japanese 53). With the new free time, women were able to develop friendships and take care of themselves more often (Yancey Life in a Japanese 53). They enjoyed the newly earned leisure time and began developing hobbies or new interests at the camps (Yancey Life in a Japanese 53). Therefore, women were able to enjoy the life at the camps with their acceptance to the new leisure time. Furthermore, the continuing of activities from outside the barbed wire also provided happiness for the evacuees. One example of these activities is the gardening (Fremon 59). The internees who enjoyed gardening and who continued to do so in the camps took great pride in making their barren surroundings as beautiful as possible (Yancey Life in a Japanese 61). By working together to create large gardens and landscaping parks that required constant care, the internees were able to spend time with their favorite actions. In general, people forget their current situation when they concentrate on an activity they enjoy very much (Yancey Life in a Japanese 61). With these gardeners, the Gila Camp, located in Arizona desert, turned into a beautiful community with lawns, trees, and vegetable gardens (Yancey Life in a Japanese 31). At other camps, there were small gardens planted by the evacuees in front of their shelters (Fremon 60). Similar to gardening, the farmers took great pride in products they produced (Yancey Life in a Japanese 59). At Manzanar camp, the farmers cultivated almost fifteen hundred acres of land and at Gila River camp, they cultivated over seven thousand (Yancey Life in a Japanese 59-60). The crops ranged from vegetables, including cabbage, squash, and tomatoes, to field crops such as soybeans and guayule (Yancey Life in a Japanese 60). The farmers at Manzanar camp also provided the internees with fresh apples and pears by reviving abandoned an orchard from a previous owner (Yancey Life in a Japanese 60). By doing gardening and cultivating crops, the internees felt proud and created joy inside the barbed wire. Lastly, the internees became happy was through arts and music. At the camps, former musicians formed bands and orchestras and performed music from classical music to the â€Å"jitterbug for high school dances† (Yancey Life in a Japanese 62). Also, schools embraced music by having classes such as choir classes and performing concerts (Houston and Houston 90). At the camps, there were, as examples provided, music, the schools performed in concerts, assemblies, and talent shows. With these activities, the internees were kept busy and distracted from thinking about the fact that they are guiltlessly arrested (Houston and Houston 90). Despite the Japanese Americans’ attempts to adapt to their new environment, the camps continuously reminded the internees that they are being arrested. During the camp life, it was almost impossible for the internees to forget about the fact that they were being arrested and were always being watched. The relocation centers were surrounded by barbed wire fences, guard towers with machine guns, and searchlights (Yancey Life in a Japanese 47). Though they were just barbed wire fences, the mindset and the feeling of being trapped were very much present within the existence of the fences. With these fences, along with the machine guns and searchlights, the evacuees must have realized that they were being trapped every second. Furthermore, most of the relocation camps were located in desolate regions of the country, far from cities, highways, and railroads. Also, they were built at the most unproductive land; the Jerome and Rohwer camps were built on â€Å"Arkansas swampland infested with malarial mosquitoes† (Yancey Life in a Japanese 46). At some camps, the temperature went up high as 106 degrees Fahrenheit: Topaz center (Yancey Life in a Japanese 46). The climate was so bad that one internee said, â€Å"The desert was bad enough The constant storms loaded with sand and dust made it worse Down in our hearts we cried and cursed this government every time when we were showered with dust† (Yancey Life in a Japanese 47). With the weather so disastrous, the internees were kept reminded of the fact that they are at relocation camps and that their lives had changed because of the internment. With the continuous reminder that they are being interned by their own government, the internees faced the lack of privacy. One of the evidence that the life in camps showed lack of privacy was the meal time. The meals were provided three times a day, as mentioned above, and they were communal (Yancey Life in a Japanese 44). The internees ate at noisy cafeteria-style mess halls where people stood in long lines and ate at big tables (Cooper 25). One of the evacuees said, â€Å"It wasn’t like having a meal made at home with loving hands† (Cooper 25). For most Japanese people, mealtime was the center of their family scene, but after they came to the internment camps, they lost the big part of family private time Houston and Houston 30). Therefore, the mealtimes show that the evacuees lacked privacy they used to enjoy. In addition to the mealtime, the whole building structure of the camps prevented the evacuees from having any private time. First of all, the houses were very small with one-room apartment measuring twenty by twenty five feet where, in most cases, two families had to live (Cooper 25). Thus, for every apartment, there were about eight to ten people who did not know each other. They had sleep while â€Å"listening to the heavy snoring of strange bedfellow† (Cooper 25). Not only were the evacuees forced to sleep in small rooms that looked like â€Å"chicken coops† where â€Å"there were no ceilings so that if a baby cried 150 feet down on the other end of this long line of cubicles, the crying could be heard throughout the entire building,† the fact that they had to share even that room with other strangers made the condition seem inhumane (Alonso 40). Also, the camps were built in a way that even the bathrooms and showers had no dividers (Alonso 41). The toilets were back-to-back down the middle of the room and for the internees who enjoyed the luxury of hot, relaxing bath before, this was very shocking (Yancey Life in a Japanese 44). One woman felt like the camps were dehumanizing the internees and said that one â€Å"cannot deport 110,000 people unless [he] has stopped seeing individuals† (Alonso 42). Regarding the information, one can undoubtedly state that the internees were given no right to have privacy or even be humans at the camps. Lastly, the Japanese Americans had to suffer loss of relationship with the people they love. The internment forced the Japanese Americans to lose relationships with their families. For the Japanese Americans, it is their culture to eat together and have mealtime as center of their family scene. However, after they were arrested, they were forced to eat at the mess halls where it was almost impossible to bring families together. For example, the older members of family, mostly grandparents, had to get their food delivered because they could not walk three blocks three times a day. Also, children began eating with their friends instead of their family (Houston and Houston 30-31). After continuing with this kind of life for few years, the Japanese Americans collapsed in the end. One of the internees said that â€Å"whatever dignity or feeling of filial strength we may have known before December 1941 was lost, and we did not recover it until many years after the war† (Houston and Houston 32). Having a good family relationship is one of the key points in living a happy life, but the internment forced the Japanese Americans to lose their rights to do so. In addition to family relationships, the Japanese Americans lost relationships with their beloved neighbors and village people. Mary Tsukamoto, one of the internees, and her family had to experience separation with their beloved community people. Their community, consisting of mostly Japanese Americans, went through hardships, such as the Depression, and were very close to each other. They laughed, cried, and mourned together. However, they had to be separated when the internment of Japanese Americans were announced; the line that divided people into different camps was drawn in the middle of the community. This was such a big shock that one of the community member said, â€Å"We’ll never forget the shock and grief and the sorrow on top of everything else that was happening to us† (Grapes 132-133). Because of the internment, the Japanese Americans had to give up on their relationship with people they love, and this is something that should not have happened just because of their ethnicity and appearances. Lastly, the traditional relationship between the Issei and Nisei was lost because of the internment. Before the internment, the young Issei listened nd respected the older and experienced Nisei. However, at the camps, the Issei began forming gangs because they did not have to help their parents after school anymore. Not only that, they used the fact that they are United States citizens and that they outnumber Nisei to overpower them. In response, Nisei generation ridiculed the Issei for having powerless citizenship (Fremon 64-65). From these, it is apparent that the Nisei and Issei lost their traditional relationship and some internees never regained the relationship even when the internment was over. After all, the Japanese Americans adjusted to their new environment and at the same time, suffered consequences of the attack of the Pearl Harbor. They adjusted by forming new communities and creating joy, and they suffered the lack of privacy and loss of relationships because of the internment. On December 18, 1944, the United States Army finally declared that the evacuation of Japanese Americans is over. However, the order formally came into effect on January 2, 1945 (Alonso 96). Even though they were free from internment, they still had to suffer the aftermath of the internment through rebuilding trust, wealth, and communities; in some cases, they were still treated as if they are threat to the American community (Alonso 97). Therefore, in 1948, the federal government passed the Japanese American Evacuation Claims Act which â€Å"allowed those who were in internment camps to file claims with the federal government, asking the United States government to pay back Japanese Americans for the money or property they lost† (Alonso 97). However, this Act had many problems. The Act was passed too late for it to help many Japanese Americans and the lost financial papers and records made the Japanese Americans to defend their lost properties. Also, the process for the repay too long, while the government had to spend almost three times the amount to fight for it (Alonso 97-98). Most of all, the Act did not pay the real price for the properties and the kind of emotional sufferings (Alonso 98). In order to prevent events like this to happen again, President Nixon, in 1971, signed a law that required â€Å"action by Congress before any order like Executive Order 9066 could ever be issued again† (Alonso 99). Later, in 1988, the Japanese Americans felt like they deserved real reparations for their sufferings. Therefore, on August 10, 1988, against many oppositions, the bill for reparation was passed. The bill said that the U. S. government was wrong on suspecting the Japanese Americans of spying and their actions were too extreme. Also, the bill â€Å"promised twenty thousand dollars tax free to each prisoner of the internment camps who was alive when the bill passed† (Alonso 104-105). Even though the Japanese Americans Internment was officially over, the impact of the unjustness will remain forever, so this type of events should never happen in the United States ever again. Works Cited Alonso, Karen. Korematsu V. United States. Springfield: Enslow Publishers, 1998. Cooper, Michael. Remembering Manzanar: Life In a Japanese Relocation Camp. New York: Clarion Books, 2002. Fremon, David. Japanese-American Internment. Springfield: Enslow Publishers, 1996. Grapes, Bryan. Japanese Americans Internment Camps. San Diego: Greenhaven, 2001. Houston, Jeanne Wakatsuki and James Houston. Farewell To Manzanar: A True Story Of Japanese American Experience Of During And After The World War II Internment. Boston: San Francisco Book Company and Houghton Mifflin Book, 1973. Yancey, Diane. Life in a Japanese American Internment Camp. San Diego: Lucent Books, 1998. Yancey, Diane. The Internment of the Japanese. San Diego: Lucent Books, 2001.