Causes of Tension Between Cuba and the United States Essay Example for Free

Causes of Tension Between Cuba and the United States Essay On January 9, 1959, following their successful overthrow of the oppressive Batista regime, a band of freedom fighters, anchored by Fidel Castro, marched through the Cuban capital city of Havana. Upon his arrival, Castro immediately seized control of the Cuban government and declared himself the highest executive of the island nation, Premier of Cuba. In April of 1959, Castro visited the United States in order to gain support for his policies in leading Cuba. The majority of Americans warmly embraced Castro, assuming that this charismatic leader would guide Cuba to democracy (Cuba). Some Americans remained cautious in accepting Castro, however, primarily disturbed by his previously demonstrated socialist sympathies. In the following month, Americans were given reasons to become anti-Castro as the Premier took hold American owned sugar plantations, Cubas multi-national companies, and the nations petroleum holdings (Cuba). By the end of 1959, the nation began to show signs of Communist involvement. Communist affiliated groups took control of the nations military, bureaucracy, and labor movement, and Soviet interest in the island increased. In February of 1960, Anastas Mikoyan, vice-prime minister of the Soviet Union, came to Cuba. . . . A major topic [of the meeting] was the Soviet Unions purchase of Cuban sugar and [the Cuban] purchase of Russian oil (Franqui 66). Following the meeting, the Soviet Union entered into a trade agreement with the USSR, causing the United States to drastically limit the import of Cuban sugar into the nation. In response, Cuba nationalized all remaining American properties and negotiated an expanded trade agreement and loans with the Soviets, causing the United States to break all diplomatic relations with the country (Cuba). Before the end of 1960, the USSR had begun sending military aid to the Cubans. (Cuba) The U. S. government was by now convinced that Cuba had become a Communist state (Dolan 92-93). The falling of Cuba into a Communist regime proved extremely important to the U. S., primarily due to Cubas proximity to the United States, only 90 miles. In addition, there were reports that the Soviet Union intended to make a staging base out of Cuba for the  communization of the other Latin-American countries and rumors that construction projects inside Cuba appeared to be designed for launching missiles (Rivero 170). To stop the spread of Communism in the Western Hemisphere, Americans felt that the islands government had to be toppled (Dolan 93). Upon hearing from Cuban exiles that a great deal of unrest had been present on the island, Washington saw the time as ripe for an invasion attempt (Rivero 183). The U.S. government put the Central Intelligence Agency in charge of plotting the attempt, along with officers from the Pentagon. The goal of the CIA-planned attempt would be to mask American involvement in the coup, so that the United States could not encounter accusations of illegally endangering the sovereignty of an established foreign government (Dolan 93). The plan entailed using Cuban exiles to carry out an uprising, seemingly attempting to liberate their country. Following the planning of the invasion, the CIA utilized their Guatemalan bases in training 1,300 exiles (Dolan 93). News of the supposedly secret plan leaked to Castro, who accused Washington of planning the worst sort of intervention in the islands affairs and damned the United States for dropping the attitude of neutrality it had long professed in regard to Cuba (93). The Premier put the islands defense forces on alert and ordered them to prepare and be ready for an attack. On March 29, 1961, President John F. Kennedy gave the CIA permission to proceed with the launch the Cuban invasion. Changes were made to the plan however, the most important being the ban of U.S. air support of the campaign, excluding air attacks on three Cuban air bases (Rivero 184). Along with the ban came the necessity of a simultaneous mass uprising by the Cuban people (184); without mass popular support, the invasion was doomed to failure. Two days prior to the invasion, B-26 bombers attacked three crucial Cuban air bases, San Antonio, Cubas main base, Camp Liberty in Havana, Castros main headquarters, and the military airport at Santiago de Cuba (Rivero 184). A second wave of B-26 strikes was planned as well, but was called off by President Kennedy, who was suspected to have felt that strong U.S. participation would threaten a war with Russia (Dolan 95). The cancellation of the second group of air strikes left Castro with one-third of his air  force and the goal of destroying the entire air force unfulfilled. Two days after the air strikes took place, approximately 1,500 CIA-supported Cuban exiles landed near the Bay of Pigs. The men were accompanied by old, unmarked American B-26 bombers that dropped leaflets urging the Cuban people to rise against Castro and join the attack force (Dolan 93). The invaders assumed that the leaflets would draw the widespread support of Cubans unhappy with their government. In the three days in which the people would supposedly aid in holding off Castros forces, the invaders were to set up a provisional government and appeal for American help. From there, the United States would recognize the provisional government and intervene in overthrowing the Castro regime (93). The CIA plan assumed excessively, mostly due to the optimism derived from the agencys previous successes in staging coups in Guatemala and Iran, and all of the invasion plans resulted in complete failure: The expected assistance did not come from the islands dissidents. On being hit by Castros air force, the attackers asked that U.S. Navy jets be sent to help them. The planes, however, never appeared, due to the Kennedy-issued ban on U.S. air involvement (Dolan 95). After two days, Castros forces had thoroughly suppressed the attack, killing 150 of the men, and capturing approximately 1,200 of the attackers (95). According to the authors of Cuba and the United States: Troubled Neighbors, Kennedy had never liked the idea (Dolan 95) of an American-sponsored invasion of Cuba, mostly due to his belief that it would undoubtedly fail. The plan had been created under the Eisenhower administration, and Kennedy had little input in its creation. Nevertheless, the President allowed the invasion to occur, and despite his opposition to the whole affair, he accepter full responsibility for its failure because he was in office at the time it was staged (95). While Kennedy had been assured that the plan he approved would be both secret and successful, he discovered too late that it was too large to remain secret and too small to succeed (Wyden 310). Kennedy was greatly upset by the failure of the invasion, and he held himself personally responsible, for both the lives of the men who died as well as for the 1,200 men whom his government had helped send to their imprisonment (qtd. in 310). Kennedy viewed the failure as the ultimate  failure of his career (310), and from the defeat, his prestige suffered a severe blow (Dolan 96). About a year and a half later, however, he was to regain that lost prestige (96), in his impressive handling of the Cuban Missile Crisis. Works Consulted Cuba Exhibit History. The Sixth Floor Museum at Dealey Plaza. 2001 . Dolan, Edward E., and Margaret M. Scariano. Cuba and the United States: Troubled Neighbors. New York: Franklin Watts, 1987. Franqui, Carlos. Family Portrait with Fidel. New York: Random House, 1984. Rivero, Nicholas. Castros Cuba: An American Dilemma. New York: Van Rees P, 1962. Sierra, J.A.. Timetable History of Cuba: After the Revolution. 27 Aug. 2001 www.historyofcuba.com/history/timetbl4.htm Wyden, Peter. Bay of Pigs: The Untold Story. New York: Simon, 1979.

to thine own self be true: The Wise Polonius of Hamlet :: GCSE English Literature Coursework

The Wise Polonius of Hamlet      Ã‚  Ã‚   In Shakespeare’s tragedy Hamlet there is one character, besides the protagonist, who is very quotable because of the wisdom of his comments. This is the father of Laertes and Ophelia, namely Polonius. He is the subject of this essay. In â€Å"Shakespeare’s Nomenclature† Harry Levin discusses the name â€Å"Polonius’ and other names from the play: The Latinism Polonius reminds us of the Polish question, moot throughout Hamlet, where the onomastics are polyglot. If Marcellus and Claudius are Latin, Bernardo and Horatio are Italian, and Fortinbras signifies â€Å"strong arm† not in Norwegian but French (fort-en-bras). On the other hand, the son of Polonius has a Greek godfather in Laertes, the father of Odysseus. The Scandinavian names, at least the Germanic Gertrude, stand out because they are in the minority. (79) What’s in a name like Polonius? Here is a literary critic who respects his advice: Rebecca West in â€Å"A Court and World Infected by the Disease of Corruption† talks about Polonius: Polonius is interesting because he was a cunning old intriguer who, like an iceberg, only showed one-eighth of himself above the surface. The innocuous sort of worldly wisdom that rolled off his tongue in butter balls was a very small part of what he knew. It has been insufficiently noted that Shakespeare would never have held up the action in order that Polonius should give his son advice as to how to conduct himself abroad, unless the scene helped him to develop his theme. But â€Å"This above all – to thine own self be true; And it must follow, as the night the day, Thou canst not then be false to any man† (I.3.78), has considerable . . . value when it is spoken by an old gentleman who is presently going to instruct a servant to spy on his son, and to profess great anxiety about his daughter’s morals, when plainly he needed to send her away into the country if he really wanted her to retain any [. . .].(108) Polonius’ entry into the play occurs at the social get-together of the royal court. Claudius has already been crowned; Queen Gertrude is there; Hamlet is present in the black clothes of mourning. When Laertes approaches Claudius to give his farewell before returning to school, the king asks Polonius: â€Å"Have you your father's leave? What says Polonius?† And the father dutifully answers:

Study On Child Focused Practice

All the instructors in the assorted schools have the duty of supplying a safe environment for the kids that are in their several schools even as they carry out their primary end of educating them. This is a state of affairs where the instructors will be in a place to maintain themselves safe while besides maintaining the kids safe. Child focused pattern has two chief components. First, the act is founded on a kid focussed belief that all the kids have the right to safe transition during their childhood and besides the right to turn up in an environment that is safe. Second, the public assistance and demands of the kid are the cardinal elements and the cardinal focal point of pattern. The instructors in this instance should hence hold equal professional cognize how and experience in order to supply the best attention possible to the kids. It is hence really of import that the disposal in a school ensures that the instructors have equal cognition and preparation in the country of kid f ocussed pattern so as to guarantee that the kids in the school are in an environment that is contributing for larning. It is even of import for the instructors themselves because they will be in a place to be able to associate good with the scholars in general. Many scholars particularly the immature 1s look up to their instructors as function theoretical account or as responsible people whom they may desire to emulate. The instructors should guarantee that they have the proper preparation in order to supply the most appropriate environment to the kids. This paper will therefore focal point on given an account of what the kid focal point pattern is and why it is built-in to being a instructor. Bing kid focused leads to an environment where the experience of the kid is the most important and the instructors and scholars are judged harmonizing to the results and larning procedures of the kid. They are both important and hence they should be given equal attending because of otherwise it will non be helpful. The instructor being learner focussed agencies that he/she acknowledges the significance of cognition and of the kid. However the focal point is on the kid as a scholar and the acquisition procedure. Where instructor concentrates on the kids and the acquisition procedure and he/she integrates that with their cognition, category and school organisation that will take to the highest grade of accomplishment and motive for scholars, that is what being kid focused is about ( McCombs & A ; Whisler, 1997 ) . Making an appropriate environment for larning involves values. The values are by and large cosmopolitan but they differ in some countries or states due to the difference in civilizations and norms. The values are what that affairs and they shape the instruction pattern. If what really affairs is non clear or what the jurisprudence shapers think affairs is non in line with what affairs to the scholars or instructors so the environment suffers. Child focused pattern besides has a relationship with beliefs, characters, patterns and features of instructors. The single instructor will hence hold an influence on the result of the pattern. Where the instructor does non believe that the pattern is appropriate for the kids, the instructor will most likely neglect it or pattern it shoddily ( McCombs & A ; Whisler, 1997 ) . Teachers who base their patterns on the kid focused attack have some alone features. Such instructors will acquire the scholars involved in doing the determinations refering what and how they are to larn and how the appraisal of that acquisition should be conducted ( Crick, 2006 ) . The relationship of the instructor and the scholars is of import because they will experience that they comfortable in that environment. Such instructors besides value the different positions of the assorted scholars and do non eschew down any of the scholars. It is of import that the instructors encourage the kids to portion their sentiments for them to experience that they are in a safe environment. This is a manner that the instructor can demo the kids that he/she attentions about them and their positions. Teachers who are focused on the kids have regard and accept the difference in the background, abilities, involvements, and experiences of the assorted scholars ( Crick, 2006 ) . This is of import because the instructors will be in a place to appreciate each and every kid merely as he or she is. It is of import that the instructor has a clear apprehension of the different kids because it even determines how such a instructor will turn to the kids separately. Respect is of import because the instructor will merely acquire it from the kids if she/he respects them excessively. The instructors should besides see the scholars to be their spouses in the acquisition and learning procedure ( Crick, 2006 ) . The instructor should non try to travel entirely but should instead indulge the kids in the patterns. Such features are of instructors who have the proper cognition and apprehension of what it means to be child focussed and those are the instructors who create a good environment for the in struction and acquisition to take topographic point expeditiously. Focus on the kids allows the immature scholars to incite their ain acquisition. Through this, the instructor is able to concentrate on the kid and it puts accent on emotional and cognitive growing. Child focused acquisition is based on the criterions of major educational research workers and child psychologists. In a schoolroom that is child focussed, the kids will be allowed to originate their ain acquisition by taking the activities that they are interested in. they are allowed to work on their ain to detect their potency without being directed as to what they should make. This will besides let the kids to originate their ain acquisition in ways that are easy for them.to understand. They will take their ain acquisition manners by themselves. The assorted kids in a schoolroom learn in their ain alone ways and there is no manner in which they can all larn every bit through the usage of a common attack to all ( Crick, 2006 ) . A kid focussed schoolroom is comprised of much acquisition by manner of playing. This is why it is really apparent that this sort of acquisition is used at the really early phases of larning. It is of import the kids play together with their equals so that they grow socially. There is besides the publicity emotional development in a kid focused environment where emotional look and ego assurance are encouraged. It is of import that the instructors understand the significance of drama and particularly to the really immature kids. This is of import because the instructors will so be in a place to promote the kids to play therefore advancing larning. The instructors should move as facilitators instead than teachers. They should be at that place merely to steer the kids instead that state them what to make. This is because in such an environment the kids are supposed to be encouraged to originate their ain acquisition. The instructor should besides be involved in giving a proper organisat ion and construction in the schoolroom and go forth the kids to research their ain potency ( Hersh, 2009 ) . The construction of the schoolroom in a kid focused attack should besides be different. It can be done by administering the scholars otherwise in the schoolroom harmonizing to their accomplishments and involvements. The kids can be divided into multi age groups or larning communities. This will assist the kids in a certain group to turn together and assist each other because they will likely hold better apprehension among themselves. Due to the fluctuation in the ability of the scholars, the manner in which that they are assessed can besides be customized to the pupil undertakings. The instructors will hence hold to follow flexible rubrics and other methods that may even be informal ( Hersh, 2009 ) . The instructors have the duty of guaranting that the kids in their several schools develop in the best manner possible and accomplish the best result. The instructors play a large function in guaranting that the kids learn in a proper environment for the result to be desirable. The kid focused pattern by instructors ensures that the kids initiate their ain acquisition. The instructors should hold equal cognition and apprehension of the pattern in order to use it in the most effectual mode. The beliefs and values of the instructors will hold an consequence on the impact that the pattern will hold on the kids. The instructor should besides be in a place to esteem and understand the different backgrounds, abilities, involvements, and experiences of the assorted scholars.

The Key Aspects of the Industrial Revolution in the United States of America Free Essay Example, 1750 words

One of the major disadvantages of the revolution was that because it was so fast paced, many industries and people were not yet ready to cope with it. Farmers, for example, after having always been the focal point of the country s economy, were almost suddenly forced to relinquish the reigns of the economy to manufacturers and factory workers. This led to resentment between the different types of workers and, more importantly, unemployment. The resentment led to many angry farmers moving towards the bigger cities, staging riots, and wreaking chaos by burning factories and protesting in front of them. Many rioters were consequently arrested and put away, but the resentment could not be ignored. One major reality of the revolution was that although in theory, it did provide jobs and work opportunities for a large segment of the population, most of these jobs provided the workers humiliating conditions, such as long work hours, unsafe working environment, and very low pay. Therefore, i n this way, many people argued that although the revolution did give the economy a positive push, this increase in activity did little for the working class except make them work harder for what they earned. We will write a custom essay sample on The Key Aspects of the Industrial Revolution in the United States of America or any topic specifically for you Only $17.96 $11.86/page This expansion of the social classes also meant that the poor children never really could rise up on the social ladder because of the compromise that was made on their education in return for earnings.