About World War II Japanese Soldier Lt. Hiroo Onoda

In 1944, Lt. Hiroo Onoda was sent by the Japanese army to the remote Philippine island of Lubang. His mission was to conduct guerrilla warfare during World War II. Unfortunately, he was never officially told the war had ended; so for 29 years, Onoda continued to live in the jungle, ready for when his country would again need his services and information. Eating coconuts and bananas and deftly evading searching parties he believed were enemy scouts, Onoda hid in the jungle until he finally emerged from the dark recesses of the island on March 19, 1972. Called to Duty Hiroo Onoda was 20 years-old when he was called up to join the army. At the time, he was far from home working at a branch of the Tajima Yoko trading company in Hankow (now Wuhan), China. After passing his physical, Onoda quit his job and returned to his home in Wakayama, Japan in August of 1942 to get into top physical condition. In the Japanese army, Onoda was trained as an officer and was then chosen to be trained at an Imperial Army intelligence school. At this school, Onoda was taught how to gather intelligence and how to conduct guerrilla warfare. In the Philippines On December 17, 1944, Lt. Hiroo Onoda left for the Philippines to join the Sugi Brigade (the Eighth Division fromHirosaki). Here, Onoda was given orders by Major Yoshimi Taniguchi and Major Takahashi. Onoda was ordered to lead the Lubang Garrison in guerrilla warfare. As Onoda and his comrades were getting ready to leave on their separate missions, they stopped by to report to the division commander. The division commander ordered: You are absolutely forbidden to die by your own hand. It may take three years, it may take five, but whatever happens, well come back for you. Until then, so long as you have one soldier, you are to continue to lead him. You may have to live on coconuts. If thats the case, live on coconuts! Under no circumstances are you [to] give up your life voluntarily. 1 Onoda took these words more literally and seriously than the division commander could ever have meant them. On the Island of Lubang Once on the island of Lubang, Onoda was supposed to blow up the pier at the harbor and destroy the Lubang airfield. Unfortunately, the garrison commanders, who were worried about other matters, decided not to help Onoda on his mission and soon the island was overrun by the Allies. The remaining Japanese soldiers, Onoda included, retreated into the inner regions of the island and split up into groups. As these groups dwindled in size after several attacks, the remaining soldiers split into cells of three and four people. There were four people in Onodas cell: Corporal Shoichi Shimada (age 30), Private Kinshichi Kozuka (age 24), Private Yuichi Akatsu (age 22), and Lt. Hiroo Onoda (age 23). They lived very close together, with only a few supplies: the clothes they were wearing, a small amount of rice, and each had a gun with limited ammunition. Rationing the rice was difficult and caused fights, but they supplemented it with coconuts and bananas. Every once in a while, they were able to kill a civilians cow for food. The cells would save up their energy and use guerrilla tactics to fight in skirmishes. Other cells were captured or were killed while Onodas continued to fight from the interior. The War Is Over...Come Out Onoda first saw a leaflet that claimed the war was over in October 1945. When another cell had killed a cow, they found a leaflet left behind by the islanders which read: The war ended on August 15. Come down from the mountains!2 But as they sat in the jungle, the leaflet just didnt seem to make sense, for another cell had just been fired upon a few days ago. If the war were over, why would they still be under attack? No, they decided, the leaflet must be a clever ruse by the Allied propagandists. Again, the outside world tried to contact the survivors living on the island by dropping leaflets out of a Boeing B-17 near the end of 1945. Printed on these leaflets was the surrender order from General Yamashita of the Fourteenth Area Army. Having already hidden on the island for a year and with the only proof of the end of the war being this leaflet, Onoda and the others scrutinized every letter and every word on this piece of paper. One sentence in particular seemed suspicious, it said that those who surrendered would receive hygienic succor and be hauled to Japan. Again, they believed this must be an Allied hoax. Leaflet after leaflet was dropped. Newspapers were left. Photographs and letters from relatives were dropped. Friends and relatives spoke out over loudspeakers. There was always something suspicious, so they never believed that the war had really ended. Over the Years Year after year, the four men huddled together in the rain, searched for food, and sometimes attacked villagers. They fired on the villagers because, We considered people dressed as islanders to be enemy troops in disguise or enemy spies. The proof that they were was that whenever we fired on one of them, a search party arrived shortly afterward.  It had become a cycle of disbelief. Isolated from the rest of the world, everyone appeared to be the enemy. In 1949, Akatsu wanted to surrender. He didnt tell any of the others; he just walked away. In September 1949 he successfully got away from the others and after six months on his own in the jungle, Akatsu surrendered. To Onodas cell, this seemed like a security leak and they became even more careful of their position. In June 1953, Shimada was wounded during a skirmish. Though his leg wound slowly got better (without any medicines or bandages), he became gloomy. On May 7, 1954, Shimada was killed in a skirmish on the beach at Gontin. For nearly 20 years after Shimads death, Kozuka and Onoda continued to live in the jungle together, awaiting the time when they would again be needed by the Japanese Army. Per the division commanders instructions, they believed it was their job to remain behind enemy lines, reconnoiter and gather intelligence to be able to train Japanese troops in guerrilla warfare in order to regain the Philippine islands. Surrendering at Last In October 1972, at the age of 51 and after 27 years of hiding, Kozuka was killed during a clash with a Filipino patrol. Though Onoda had been officially declared dead in December 1959, Kozukas body proved the likelihood that Onoda was still living. Search parties were sent out to find Onoda, but none succeeded. Onoda was now on his own. Remembering the division commanders order, he could not kill himself yet he no longer had a single soldier to command. Onoda continued to hide. In 1974, a college dropout named Norio Suzuki decided to travel to the Philippines, Malaysia, Singapore, Burma, Nepal, and perhaps a few other countries on his way. He told his friends that he was going to search for Lt. Onoda, a panda, and the Abominable Snowman.  Where so many others had failed, Suzuki succeeded. He found Lt. Onoda and tried to convince him that the war was over. Onoda explained that he would only surrender if his commander ordered him to do so. Suzuki traveled back to Japan and found Onodas former commander, Major Taniguchi, who had become a bookseller. On March 9, 1974, Suzuki and Taniguchi met Onoda at a pre-appointed place and Major Taniguchi read the orders that stated all combat activity was to be ceased. Onoda was shocked and, at first, disbelieving. It took some time for the news to sink in. We really lost the war! How could they have been so sloppy? Suddenly everything went black. A storm raged inside me. I felt like a fool for having been so tense and cautious on the way here. Worse than that, what had I been doing for all these years? Gradually the storm subsided, and for the first time I really understood: my thirty years as a guerrilla fighter for the Japanese army were abruptly finished. This was the end. I pulled back the bolt on my rifle and unloaded the bullets. . . . I eased off the pack that I always carried with me and laid the gun on top of it. Would I really have no more use for this rifle that I had polished and cared for like a baby all these years? Or Kozukas rifle, which I had hidden in a crevice in the rocks? Had the war really ended thirty years ago? If it had, what had Shimada and Kozuka died for? If what was happening was true, wouldnt it have been better if I had died with them? During the 30 years that Onoda had remain hidden on Lubang island, he and his men had killed at least 30 Filipinos and had wounded approximately 100 others. After formally surrendering to Philippine President Ferdinand Marcos, Marcos pardoned Onoda for his crimes while in hiding. When Onoda reached Japan, he was hailed a hero. Life in Japan was much different than when he had left it in 1944. Onoda bought a ranch and moved to Brazil but in 1984 he and his new wife moved back to Japan and founded a nature camp for kids. In May 1996, Onoda returned to the Philippines to see once again the island on which he had hidden for 30 years. On Thursday, January 16, 2014, Hiroo Onoda died at age 91. Resources and Further Reading Hiroo Onoda,No Surrender: My Thirty-Year War (New York: Kodansha International Ltd., 1974) 44.Onoda,No Surrender;75. 3. Onoda,No Surrender94. 4. Onoda,No Surrender7. 5. Onoda,No Surrender14-15.Hiroo Worship.  Time  25 March 1974: 42-43.Old Soldiers Never Die.  Newsweek  25 March 1974: 51-52.Onoda, Hiroo.  No Surrender: My Thirty-Year War. Trans. Charles S. Terry. New York: Kodansha International Ltd., 1974.Where It Is Still 1945.  Newsweek  6 Nov. 1972: 58.

Plagiarism, Research Skills and the Role of Assessment and...

Contents Page Introduction 4 Plagiarism 4 1.1 Definition 4 1.2 Tackling Plagiarism 4 Research Skills†¦show more content†¦Research Skills Thomas(2004) defines research skills as the abilities that someone has to acquire in order to be able to understand, manage and efficiently use the processes of defining and explaining phenomena. Craig (2009) identifies and suggests some tips and the steps that have to be included in an effective research. The first stage includes the students’ necessity to be aware of the available resources that may need to be used. After defining what is needed to be researched and collecting the information required, researchers should be selective as well as using their own critical thinking in order to understand whether it is worth reading an article or not regarding the essay or report’s title and the validity of the sources. Daft (1983, p.539 cited in Thomas (2004)) who describes research as a ‘craft’, states that research includes certain ways of perceiving and approaching ideas and behaviours. 2.1 Are research skills important? Flyvbjerg (2011, p.34 cited in Thomas (2004)) clearly explain that the process someone has to undertake in order to acquire the fundamentals of research skills, is similar to every other type of skills. Moreover, Flyvbjerg states that researchers do not need to comply with a set of basic rules in order to be proficient at what they do. 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Science Tsunami and New York Free Essays

Dependent Variable: Velocity of wave (wave velocity) Constants: Plastic storage container Piece of wood Height from which the wood is dropped and the way it is held before each time it is dropped Gravel-like substance that creates an uneven bottom—this includes both its physical material and the amount of it that is placed on the bottom of the tank during each treatment Time at which the stopwatch is started after the wooden block is dropped and a wave is created Problem: It is a known fact about tsunamis that if the level of the water is higher, then the velocity of the wave will be greater. How does an uneven bottom affect the velocity of tsunami waves at different water levels? Hypothesis: I believe that an uneven bottom will still result in the velocity of the wave being greater when the water level is higher. 5 MLA References with Annotations: 1. We will write a custom essay sample on Science: Tsunami and New York or any similar topic only for you Order Now Michelle, Maranowski, PhD. â€Å"The Science Behind Tsunamis: Study the Effect of Water Depth on Wave Velocity. † Science Buddies. Science Buddies, 2005-2012. Web. 13 Sept 2012. http://www. sciencebuddies. org/science-fair-projects/project_ideas/OceanSci_p014. html#background †¢This electronic source inspired my project idea, and provided me with the materials and procedure that I would need to execute my project. In addition, it helped me understand exactly what the original project would be testing, and also how I could make it my own. 2. â€Å"What are Tsunamis? † CBC News. Canadian Broadcasting Corporation/Radio Canada, 29 Sept 2009. Web. 13 Sept 2012. http://www. cbc. ca/news/world/story/2009/09/29/f-tsunami-forces-of-nature. html †¢This electronic source provided me with basic tsunami information. I believe that it is important to have as much information as possible about my topic, so that I am able to get the most out of my project and understand it to the fullest. 3. â€Å"Tsunamis. † National Geographic. National Geographic Society, 1996-2012. Web. 13 Sept 2012. http://environment. nationalgeographic. com/environment/natural-disasters/tsuna mi-profile/ †¢This electronic source was helpful to me by providing me with even more background information on tsunamis and their effects. In addition, a video on National Geographic allowed me to view a real tsunami in action. 4. Luhr, James F. Earth. Smithsonian. Smithsonian Institution. New York, New York: DK Publishing, 2003. Print. (P. 123, 143, 151, 190, 192, 271, 429, 501) †¢This printed source helped me understand the different things that can cause a tsunami. This includes a variety of submarinal conditions, and-although this is rare- those reasons related to meteors. 5. Cramer, Deborah. Ocean. Smithsonian. Smithsonian Institution. New York, New York: Collins Publishing, 2008. Print. (P. 62) †¢This printed source was very helpful, because it showed me a tsunami’s effect on the whole ocean. This is an important thing to note, because it helps put into perspective how a tsunami is not only devastating once it hits shore, but also before it hits shore and is still a violent wave uncontrollably speeding across the ocean toward the shore, destroying almost everything in its path. Materials: 1. Plastic storage box (at least 40 cm long x 5 cm deep) 2. Source of water 3. Small gravel or pebbles (to be spread over bottom of storage box as representation of an uneven bottom in the ocean) 4. Piece of wood (2 in thick x 4 in wide x 8 in long) 5. Sharpie permanent marker 6. Metric ruler 7. Digital stopwatch . Bright ceiling light (above location of experiment) 9. Hand towel 10. Volunteer to run stopwatch 11. Lab notebook 12. Graph Paper Procedure: 1. Find a well-lit location at which to execute experiment (favorably indoors and free of commotion) 2. Remove any items away from location that could be damaged by potential splashing water from storage box 3. Place storage box on white sheet and under bright ceiling light with no surrounding lights in order to see waves as clearly as possible 4. Cover bottom of storage box with layer(s) of gravel/pebbles as needed until bottom of box cannot be seen 5. Fill storage box with a few centimeters (cm) of water 6. Draw small line with sharpie on a shorter end of the box’s exterior, approximately 2. 5 cm below rim of box (this marks the spot from where piece of wood will be dropped) 7. Begin practicing making and tracking waves 8. Line up bottom of wood at marked line and drop, immediately thereafter watching for resulting wave traveling from one end of tank to the other 9. Begin executing real experiment once comfortable creating and tracking waves 10. Empty/fill water tank after practice runs until 1 cm of water is left in tank. Use metric ruler for accuracy. This water depth will be used as the measurement for the first treatment 11. Create appropriate data table in lab notebook 12. Notify volunteer with stopwatch when they should start and stop timing the wave’s path (those times should be as soon as wooden block is dropped and wave is formed, and as soon as wave returns and hits other end of box) 13. Record the time in data table from lab notebook 14. Repeat step 11 nine more times (nine more tests), always waiting for water to settle before dropping wood again from consistent position each test 15. Fill box with water depth 2 cm (confirm with ruler) 16. Repeat steps 11-13 17. Fill box with water depth of 3 cm (confirm with ruler) 18. Repeat steps 11-13 19. Empty box and repeat steps 9-16 four times so that end result is 5 trials (10 tests per trial) for each of the 3 depths 20. Analyze data for each water depth for each trial across the 10 tests and record data in notebook 21. Average time data across the three trials from the numbers calculated in step 19 22. Measure and record distance between where wave was created (leading edge of mark from where wood was dropped) and other end of box 23. Divide distance by average time it took for wave to move from one end of tank to the other for each water depth. The answer recorded in notebook will be wave velocity 24. Plot data (x-axis=water depth, y-axis=wave velocity) 25. Answer the following questions: †¢What is the relationship between the water depth and the wave velocity? †¢Is it a linear relationship? †¢Does the wave velocity increase or decrease with increasing water depth even with an uneven bottom? †¢Does this result make sense to you according to the research that you have done on tsunamis that seems to state that, in general, if the level of the water is higher then the velocity of the wave will be greater? If it does not match, then the conclusion should be that an uneven bottom does affect the velocity of tsunami waves. 26. Equation 1, below, shows the mathematical relationship between the wave velocity in shallow water as a function of water depth. Equation 1 states that velocity is the square root of the product of the acceleration of gravity and the water depth: V = vgd V = Velocity in meters/second (m/s ) g = Acceleration of gravity (9. 8 meters/second2) d = Water depth in meters (m) 27. Using equation 1, plot wave velocity as a function of water depth. How does the plot compare to results from the storage box/model-tsunami? How to cite Science: Tsunami and New York, Essay examples

Music Therapy in Critical Care Units free essay sample

A look at the different methods of therapy available with music. This paper provides a detailed account of the Music therapy method of treatment especially in the critical care units. It shows how modern scientists agree that many different kinds of music can be therapeutic. Some people respond well to reggae or jazz. Others are uplifted or in fact healed, when they listen to Gregorian chant, or heavy metal. From the paper: Music Therapy is a form of sound wave therapy which includes several other different tools and methods. The music therapists or the sound therapists in general work with tuning forks, song pods, toning, and music. Tuning Forks produce pure sounds when tapped. The human bodies in actual acts like a resonating board to the pulses of the universe as the major part of the human body is water. The human cells resound with the vibrations of the sounds by which they are surrounded in the daily life. We will write a custom essay sample on Music Therapy in Critical Care Units or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When tuning forks are being used the energy blocks can be released and the physical system can be brought back into alignment. The sounds can also balance the spiritual, emotional and mental bodies by creating sounds through the tuning fork that the nervous system and the whole body can harmonize to. The other tool is the song pods.