Family Responsibilities and Discrimination

Family Responsibilities and Discrimination The purpose of this essay will be to discuss the family responsibilities that might affect the progression of women into senior management positions within organizations and businesses that are in the hospitality industry. The essay will look at the work-life balance initiatives that working women can be able to use to progress in their careers. Over the years, more and more women have joined the labour market electing to relegate the role of being a mother and homemaker to the back (ILO 2004).Advertising We will write a custom essay sample on Family Responsibilities and Discrimination specifically for you for only $16.05 $11/page Learn More More women have now joined the global work force with a growing number of this population taking up managerial positions within different organizations around the world. Industries such as the hospitality sector have recorded high numbers of women employees who have decided to balance between their work and families to a chieve career progression (Davidson and Burke 2002). Despite the number of women employees in management positions increasing by over 60 percent in the past decade, the general number of women in senior management positions has continued to remain small over time (Powell and Graves 2003). A survey conducted by Fortune magazine in 1992 showed that women who were in senior management positions within organizations accounted for only 4.8 percent. The major reason that was given for this small number was that women in managerial positions were being stereotyped against by the society which still viewed the role of a woman as being that of a mother and homemaker (Witz 1997). The general attitude of women as employees may have changed overtime but women are still perceived as less suited for managerial positions when compared to men. According to organizational researchers, the differences that exist between male and female managers that make it difficult for women to gain senior manageri al positions within organizations include the poor self confidence in women, the emotional instability of women, their lack of inconsistency and poor leadership capabilities. Such assumptions have made it difficult for women to gain managerial positions within organizations (Padevic and Reskin 2002). According to a report released by People 1st on female workers within the hospitality industry, 310,000 female workers were reported to have left hospitality industry sectors such as leisure, travel and tourism sectors every year around the world. This meant that the hospitality industry lost  £2.8 billion every year as a result of replacement recruitment programs and also additional training to ensure that the employees were conversant with their work duties.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The report highlighted five major barriers that prevented women from advanci ng to senior management roles within the hospitality industry which included the challenge of balancing between work and family, gender bias and inequality in the work place especially in the case of female head chefs and sous chefs, poor networking on the part of women, a lack of visible women in managerial positions within the hospitality industry and a dominant male culture for certain positions within the industry especially in the case of hospitality where most managers and head chefs have been predominantly male (Bracken 2010). According to a study conducted by Ismail and Ibrahim (2008) of 78 women executives working for a Multinational oil company in Malaysia, the family responsibilities that prevented them from advancing to senior management positions within the company included taking care of the children and the home, adding nutritional content to their family meals, building a stronger bond with the children and husband, maintaining family ties within the household, ensur ing that the children have emotional stability within the home, ensuring that there was a strong psychological foundation in the home setting where concern, understanding and encouragement from the female parent was deemed to be important to the children, ensure that the children were developing and growing intellectually, ensure that there was behavioural support in child care activities and ensuring that the work-family balance was properly maintained. Such family responsibilities according to the study were identified to be the major reasons why many of the women in executive positions within the oil company were unable to advance to more senior managerial positions (Ismail and Ibrahim 2008). Women executives who hold managerial positions in the hospitality and leisure industry face a lot of discrimination which makes it difficult for them to advance to more senior management positions within organizations (Wirth 2001). This discrimination is usually in the form of negative stere otyping where societal protagonists argue that women tend to place the needs of their families first before any work considerations. Because they have a home and children to take care of, they lose time concentrating on their families which means that they allocate a small amount of time to their work duties making them unsuitable for managerial positions which require a lot of work time. Another form of negative stereotyping that prevents women from holding senior managerial positions is that women are very emotional and they are unable to separate their feelings from their work duties (Clements and Spinks 2009). Their inability to separate their emotions from their work makes it difficult for them to hold managerial positions which require executives to be devoid of any emotions when they perform their work duties. Their inability to control emotional feelings also makes it difficult for them to take criticism or negative feedback well especially if it is related to their work per formance. They also lack aggressiveness which is necessary in most managerial positions especially when dealing with complex business transactions such as mergers and acquisitions. Such discrimination and negative stereotyping makes it difficult for many women who want managerial positions to achieve a breakthrough through in their work place as they are treated differently from their male colleagues (Thomson and Graham 2005).Advertising We will write a custom essay sample on Family Responsibilities and Discrimination specifically for you for only $16.05 $11/page Learn More Work-life balancing involves achieving a proper prioritization between work where career progression and ambition are involved and life where aspects such as pleasure, leisure and family are involved. The individual’s needs, experiences and life goals are usually considered when determining how the balance will be achieved between the aspects of work and life (Kodz et al 2002). It should however be understood that work-life balance does not provide strategies that can be used to provide an equal balance in time units which are necessary in performing work and life activities. Work-life balance provides an opportunity for individuals to be able to manage the various aspects of the jobs and personal life that they deem to be important (Clutterbuck 2003). In the hospitality industry, achieving a work-life balance is a complex exercise given the long and unsocial hours that most employees are required to work. The strict work rules also make it difficult for employees especially women to balance between their families and their work. The high turnover rates that exist in the hospitality industry also make it difficult for female employees to manage their work-life balance activities effectively (Ross 2005). The poor job attitudes that exist among employees in the hospitality sector have contributed greatly to the high employee turnover rates that have been exper ienced by many businesses in the industry. Poor job satisfaction has also contributed to high turnover rates in the hospitality industry especially among female employees who find the poor working conditions and poor pay in most hospitality businesses such as hotels and restaurants to be unbearable. Such conditions have made it difficult for women workers to develop suitable work-life balance strategies and initiatives that would make it possible for them to achieve work-life balance (Deery and Jago 2009). There are many strategies and initiatives that exist which can be used to help women achieve career progression within the hospitality industry. Many of these work-life balance initiatives have focused on the aspect of time flexibility and work scheduling which is important in achieving a work-life balance (Hyman and Summers 2004).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Such work-life initiatives include job sharing where job duties that are meant for one person are shared amongst two or more people (Doherty 2004). For example in the hospitality industry, hotels could incorporate job sharing in housekeeping, visitor entertainment and administrative activities for most of their female workers (Deery 2008). Other work-life balance strategies that can be incorporated by businesses in the hospitality industry include parental leave where women employees are given off days to take care of their families, paid special leave time to take care of children or to study (Smith and Gardner 2007), working from home especially for women administrators that have children in need of constant care, telecommuting or part time work where the number of hours worked in a day are reduced from eight hours to four or five hours, flexible starting and finishing work hours (Wang and Walumbwa 2007), child care benefits such as baby day care facilities within the work place a nd the buying/controlling of time where employees are paid according to the number of hours they have worked (Roberts 2007). Such initiatives, if properly utilised within the hospitality industry, will ensure that more women are able to achieve a work-life balance enabling them to take up senior managerial positions within the industry. References Bracken, M., (2010) Over 300,000 female workers leave the hospitality industry every  year. Available at:  http://craftguildofchefs.org/over-300000-female-workers-leave-hospitality-industry-every-year-finds-research Clements, P. and Spinks, T. (2009) The Equal Opportunities Handbook. London, UK: Kogan Page. Clutterbuck, D. (2003) Managing work-life balance. London, UK: CIPD. Davidson, M.J., and Burke, R.J. (2002) Women in Management. London, UK: Sage. Deery, M. (2008) Talent management, work-life balance and retention strategies.  International Journal of Contemporary Hospitality Management, Vol. 20, No. 7, pp 23–28. Deery, M . and Jago, L. (2009) A framework for work–life balance practices: addressing  the needs of the tourism industry. Tourism and Hospitality Research, Vol. 9, pp  97-108 Doherty, L. (2004) Work–life balance initiatives: Implications for women. Employee  Relations, Vol. 26, No. 4, pp 433–452. Hyman, J. and Summers, J. (2004) Lacking balance? Work-life employment practices in the modern economy. Personnel Review, Vol. 33, No. 4, pp. 418-429. International Labour Office (ILO) (2004) Breaking through the glass ceiling. Geneva: ILO. Ismail, M., and Ibrahim, M., (2008) Barriers to career progression faced by women: evidence from a Malaysian multinational oil company. Gender in Management:  An International Journal, Vol. 23, No. 1, pp 51-66. Kodz, J., Harper, S. and Dench, S. (2002) Work-life balance: Beyond the rhetoric. Brighton, UK: Institute for Employment Studies. Padevic, L. and Reskin, B. (2002) Women and men at work. 2nd Edition. London, UK: Pineforge Pres s. Powell, G.N., and Graves, L.M., (2003) Women and men in management, 3rd Edition. London UK: Sage Publications. Roberts, K. (2007) Work–life balance: the sources of the contemporary problem and the portable outcomes. Employee Relations, Vol. 29, No. 4, pp 334–351. Ross, G. (2005) Tourism industry employee work stress: a present and future crisis.  Journal of Travel Tourism Marketing, Vol. 19, No. 2, Issue. 3, pp 133–147. Thomson, P. and Graham, J. (2005) A woman’s place is in the boardroom. Basingstoke: Palgrave MacMillan. Smith, J. and Gardner, D. (2007) Factors effecting employee use of work–life balance initiatives. New Zealand Journal of Psychology, Vol. 36, No. 1, pp 3–12. Wang, P. and Walumbwa, F. (2007) Family-friendly programs, organizational commitment, and work withdrawal: The moderating role of transformational leadership. Personnel Psychology, Vol. 60, pp 397–427. Wirth, L. (2001) Breaking through the glass ceiling: W omen in management. Geneva: International Labour Office. Witz, A. (1997) Women and work. In Robinson, V. Richardson, D. (eds) (1997)  Introducing women’s studies: Feminist theory and practice, 2nd Edition. Basingstoke: Macmillan.

Java Identifier Definition and Examples

Java Identifier Definition and Examples A Java identifier is a name given to a package, class, interface, method, or variable. It allows a programmer to refer to the item from other places in the program. To make the most out of the identifiers you choose, make them meaningful and follow the standard Java naming conventions. Examples of Java Identifiers If you have variables that hold the name, height, and weight of a person, then choose identifiers that make their purpose obvious: String name Homer Jay Simpson; int weight 300; double height 6; System.out.printf(My name is %s, my height is %.0f foot and my weight is %d pounds. Doh!%n, name, height, weight); This to Remember About Java Identifiers Since there are some strict syntax, or grammatical rules when it comes to Java identifiers (dont worry, they arent hard to understand), make sure youre aware of these dos and dont: Reserved words  like class, continue, void, else, and if cannot be used.Java letters is the term given to the acceptable letters that can be used for an identifier. This includes not only regular alphabet letters but also symbols, which just includes, without exception, the underscore (_) and dollar sign ($).Java digits include the numbers 0-9.An identifier can begin with a letter, dollar sign, or underscore, but not a digit. However, its important to realize that digits  can  be used so long as they exist after the first character, like e8xmpleJava letters and digits can be anything from the Unicode character set, which means characters in Chinese, Japanese, and other languages can be used.Spaces are not acceptable, so an underscore can be used instead.The length does not matter, so you can have a really long identifier if you choose.A compile-time error will occur if the identifier uses the same spelling as a keyword, the null literal, or boolean literal.Since the list of SQL keywords may, at some point in the future, include other SQL words (and identifiers cant be spelled the same as a keyword), its usually not recommended that you use an SQL keyword as an identifier. Its recommended to use identifiers that are related to their values so theyre easier to remember.Variables are case-sensitive, which means myvalue does not mean the same as MyValue Note:  If youre in a hurry, just take away the fact that an identifier is one or more characters that come from the pool of numbers, letters, the underscore, and the dollar sign, and that the first character must never be a number. Following the rules above, these identifiers would be considered legal: _variablename_3variable$testvariableVariableTestvariabletestthis_is_a_variable_name_that_is_long_but_still_valid_because_of_the_underscoresmax_value Here are some examples of identifiers that are not valid because they disobey the rules mentioned above: 8example(this starts off with a digit)exaple (the plus sign isnt allowed)variable test (spaces are not valid)this_long_variable_name_is_not_valid_because_of_this-hyphen(while the underscores are acceptable like in the example from above, even the one hyphen in this identifier renders it invalid)

Tax Accounting II Case Essay Example | Topics and Well Written Essays - 500 words

Tax Accounting II Case - Essay Example Schneider as his tax professional in the latest filing of his income tax returns.1 The accountant may be considered to have knowledge of things done in the past about deducting the cost of artwork as part of deductible expenses. As to whether there could be tax assessment by IRS because of possibly underreported income due to higher reported expenses in the past, the same should be viewed as tax avoidance because there was really no intention to avoid or cheat on taxes. Moreover, it could be inferred from the case fact that claiming the cost of artworks as deductible business expense is allowed if treated or given as a kind of employee compensation.2 The difference between tax avoidance and tax evasion is that the former is legal as a way to reduce tax but the latter is against the law because there is an intention to defraud the government for the correct payment of taxes. In the case of Mr. Conor, he did not intend not to pay taxes, he claimed in good faith the cost artwork as business expense with the presumed knowledge of the accountant although the latter failed to object in previous years. In tax avoidance, which is a legitimate minimizing of taxes, the taxpayer should use methods approved by the IRS.3 Mr. Conor was only lacking in knowledge of method on how deduction could be made legitimate. Thus his CPA said that expense is allowed if given as employee compensation. It would have been tax evasion if Mr. Conor was not allowed at all to have claimed as expense the cost of artworks. The same would amount to reporting expenses that are not allowed and thereby understating income and the related tax. The fact also that half of the cost of artwork was now claimed in the latest tax return with the consent of the CPA should support the argument that the method used earlier was an allowed by and therefore a tax avoidance was more applicable than tax evasion.4 This researcher views that Mr. Schneider has not fully complied with the professional norms of

Reflecting on Food Systems Personal Statement Example | Topics and Well Written Essays - 2000 words

Reflecting on Food Systems - Personal Statement Example I still enjoy a Whopper and fries, but when I eat one now I am more keenly aware of the path that the burger has taken to get to my table, the lives that it has impacted, the social footprint it has made, and the alternatives I have when choosing the foods I eat. I have listened for years as the news has told about the health issues that surround the foods we eat. It seems like every week there is another new health scare that portrays the American diet as dangerous and unhealthy. Trans fat, bacon, mayonnaise, and cheese have all come under fire as health advocates have suggested the limiting or elimination of certain foods from our diet. At some point it becomes like the boy who cried wolf too often. I have to wonder what is the food of the week that has drawn the attention of dieticians and nutritionists. If I had taken it as serious as they portrayed it then my favorite double cheeseburger with a large fries would have been out and replaced by a bowl of greens and alfalfa sprouts. Still, I had only a few sources for my food and had no knowledge how different it all was. If I didn't get my food from Burger King, then what alternatives did I have I had never given much thought about how the food had arrived at my table, or how the process h ad taken its toll on the nutritional benefits of the food I was eating. Being told my food was unhealthy didn't ... I need facts and figures and they need to make a connection that I can understand. The learning that I have done in food systems has been instrumental in fundamentally changing the ways that I think about food, the decision I make regarding the foods I buy, and my future plans for creating an alternative means of acquiring it. Yet, this would not have been possible without being involved in this class, my exposure to the UCD student farm, and the education that I have gotten in regards to alternative means of food production. I am far more aware of the risks we take when deciding what foods to eat and the ways it impacts growers and farmers around the world. It wasn't that I didn't care about the health of the food I ate; it was that I simply was not aware of the myriad issues that surrounded the topic. One of the issues that I became more aware of was the use of chemicals that are required to feed the population of the world. I never stopped long enough to think that there are other species on the planet that are competing for the same food that the human race is. I didn't know how the smallest of insects could damage and kill a field of vegetables before they are even given an opportunity to grow. They can feed off the roots or the vines and bring death to the plant long before there are any signs of fruit. Killing the pests can be accomplished through the use of chemical pesticides, but they leave a residue that works its way into the plant. We then ingest the food and in doing so we consume some trace of the original pesticide. Weeds can overtake a field or garden plot as they also compete for space. Many weeds have evolved for the m illennia to endure the harsh outdoor conditions and are a

Comparison between the South Asia and East Asia during WW1 Essay Example for Free

Comparison between the South Asia and East Asia during WW1 Essay In the twentieth century, WWI was a political tornado of change, sweeping over the entire world, augmenting everything in its path. Although the Allied and Axis powers were affected the most by WWI, East Asia and South Asia were also transformed as well, through considerable social and political reform. In East Asia, China was the country outside of the Allied and Axis powers affected the most in WWI, through the creation of the Chinese Communist Party. After WWI was over, the Treaty of Versailles transferred all German holdings in East Asia, including those in China, to Japan. To China, this was an outrageous offense. Although China certainly didn’t enjoy Germany owning part of their land, to have their worst enemy, Japan, owning it would be positively loathsome. A demonstration broke out in Beijing in protest over Versailles. After being defeated by both Japan and the West, China had enough humiliation and demanded social reform. It was then that Mao Zedong came forth and established the Chinese Communist Party. Although the Nationalists would crush the Communists efforts to overthrow the government, the Communist Party would eventually return and take control, changing China forever, because of the outcomes of WWI. In South Asia, India was affected by WWI through the heightened support of the Indian Nationalist movement. When England forced their colony India to support the war effort, the Indians complied, and the Nationalist movement remained dormant during the war. After WWI was over, most of the world saw Europe as a time bomb of conflict, and this combined with the oppressive efforts to force Indian soldiers into the war cause the Indian Nationalist movement to return full force. Intellectuals like Gandhi appeared with ideas as to what a post colonial India would look like, and almost everyone in India, Muslims and Hindus alike, could agree they wanted England out. Soon, England complied with India’s cries for independence and simply pulled out of South Asia. After discordant internal conflicts, India finally stabilized, with its independence intact, because of the outcomes of WWI. WWI changed the world forever and left many problems unsolved that would return again more forceful than before. In China and India, WWI provoked  social and political reform, but the two outcomes were very different. India gained its independence and set up a Western-style democracy, whereas China would eventually be ravished by the tormenting policies and killing-spree of Mao Zedong. Both India and China were directly affected by the outcomes of WWI.

The Problem of Teen Alcoholism in the United States Essay -- essays re

General View: It's very interesting that I find myself writing about something that not only is commonsense, but what is more, something that every one knows about in general but may not in particular. Alcohol use among teenagers is a serious problem and is responsible for death and injury in automobile accidents, physical and emotional disability, deterioration of academic performances, aggressive behavior that causes a number of other sociological problems in families and among friends. It is also the primary cause of criminal behavior and a leading cause of broken marriages. As we know it's a broad topic therefore I'll look at the role that alcohol plays in the society and it's impact on teenage addiction. MATTER OF CONCERN (Causes and effects) The age when young people are taking their first drink is becoming lower each year. Many studies show that preteens are experimenting with alcohol and many are already heavy drinkers (Cahalan 1997). It may be difficult for parents and teachers to believe that a seventh grade student can have an alcohol problem, but a study of student drinking practices shows that 5% of seventh-grade boys and 4.4% of seventh-grade girls are seriously abusing alcohol (Royce 1996). That's why we see the consequences in terms of antisocial behavior, school failure, attention deficit, learning disabilities and road accidents among the teenagers. THE MAIN CAUSE †¦..MEDIA. Despite the problems caused to young and old by alcohol, society sends mixed signals to its youth. Media presents alcohol drinking with peers as not only acceptable but also to insure friendship and as a romantic beverage. Movies present a realistic picture of alcohol abuse. A report by "scientific analysis corporation" examined drinking practices on television and found that out of 225 programs 701 alcoholic drinking acts were recorded which were against the voluntary code (Jean Lennane,1995) of the liquor industry. The code states that: a) Any actor shown drinking must be over the age sixty. a) Any drinking shown should be natural, sensible and responsible. a) Ads should not suggest that drinking alcohol contributes toward social, sexual or supporting success or as being a pre-requisite of relaxation. a) Ads should not challenge or dare people to consume alcohol. We can see the ads any night and judge rather how many don't... ...ries in traffic accidents, loss of productivity, child abuse, broken homes and other serious societal problems linked to alcohol. REMEDY: In my suggestion, an intensive education program supported by the community with qualified persons and also supported by the government in terms of financial support can positively change the attitudes and cause significant change in knowledge about alcohol. Schools can play an important role to initiate education and preventive efforts because they reach more students than any other place. It also involves complete commitment with extensive planning. ********************************************************************* REFERENCES  · Grant 1996,adolescent drug abuse, vol 76, pgg 84,85.  · Cahalan 1997, underage use and abuse of alcohol, pg 87  · Royce 1996, alcohol,the national hangover, pg 44  · Jean Lennane 1995, alcohol, pg 56  · Alcohol, the facts, 1997, Australian government publishing service,pg148  · Key Healey, 1997,Alcohol, The facts, pg 176 ADDITIONAL READINGS  · Gall T.L., 1996 , Statistics on alcohol use,gale research inc.  · Alcoholism, 1998,vol 64, Neil kessel and Henry Walton.

Dbq for American Imperialism

The period 1875-1920 has been described by some historians as a period of â€Å"selflessness† during which the United States helped weaker nations from dominant European powers and spread the â€Å"blessings of democracy and civilization.† Others have described the â€Å"New Manifest Destiny† as a time of â€Å"ruthless American expansion† at the cost of weaker nations and in violation of our own principles of consent of the governed and popular sovereignty.Using the documents, and your knowledge, how would you characterize this period of â€Å"Becoming a World Power†?Document ADocument Bâ€Å"The title to territory of indefinite but confessedly very large extent is in dispute between Great Britain and the Republic of Venezuela. . . . Venezuela can hope to establish her claim only through peaceful methods. . . . The Government of the United States has made it clear to Great Britain that the controversy is one in which both its honor and its interes ts are involved. . . . The people of the United States have a vital interests in the cause of popular self-government. . . . To-day the United States is practically sovereign on this continent, and its fiat is law upon the subjects to which it confines its interposition. . . . Its infinite resources combined with its isolated position render it master of the situation and practically invulnerable as against any or all other powers. . . .All the advantages of this superiority are at once imperiled if the principle be admitted that European powers may convert American States into colonies or provinces of their own. . . . Great Britain can not be deemed a South American state within the purview of the Monroe Doctrine. . . . It being clear, therefore, that the United States may legitimately insist upon the merits of the boundary question being determined, it is equally clear that there is but one feasible mode of determining them, viz., peaceful arbitration.† Richard Olney, Secret ary of State, 1895.Document CDocument Dâ€Å"The Republic of Hawaii hereby cedes absolutely and without reserve to the United States of America all rights of sovereignty of whatsoever kind in and over the Hawaiian Islands and their dependencies; and it is agreed that all territory of and appertaining to the Republic of Hawaii is hereby annexed to the United States of America under the name of the Territory of Hawaii. . . .The existing laws of the United States relative to public lands shall not apply to such lands in the Hawaiian Islands, but the Congress of the United States shall enact special laws for their management and disposition. . . . There shall be no further immigration of Chinese into the Hawaiian Islands, except upon such conditions as are now or may hereafter be allowed by the laws of the United States, and no Chinese by reason of anything herein contained shall be allowed to enter the United States from the Hawaiian Islands.† Treaty of Hawaiian Annexation, 1898 .Document Eâ€Å"The principles which this Government is particularly desirous of seeing formally declared by His Imperial Majesty and by all the great Powers interested in China, are: First. The recognition that no Power will in any way interfere with any treaty port or any vested interest within any leased territory or within any so-called â€Å"sphere of interest† it may have in China.Second. That the Chinese treaty tariff of the time being shall apply to all merchandise landed or shipped to all such ports as are within said â€Å"sphere of interest† (unless they be â€Å"free ports†), no matter to what nationality it may belong, and that duties so leviable shall be collected by the Chinese Government.Third. That it will levy no higher harbor dues on vessels of another nationality frequenting any port in such â€Å"sphere† than shall be levied on vessels of its own nationality over equal distances.The declaration of such principles by His Imperial Maj esty would not only be of great benefit to foreign commerce in China. . . .† John Hay, Open Door In China , Pg.168.Document Fâ€Å"On March 31 Captain-General Blanco issued a decree putting an end to reconcentration in the provinces of Pinar del Rio, Havana, Matanzas, and Santa Clara, and on April 9 the Spanish Cabinet decided to grant an armistice to the insurgents, while both the Pope and the great Powers of Europe were using their influence to avert a Spanish-American war. Nevertheless the replies at this time of the Madrid government to President McKinley's demands concerning the pacification of Cuba, notwithstanding the Spanish offer to arbitrate the Maine trouble, led the authorities at Washington to believe that pacification could not be attained without the armed intervention of the United States.The President's message to Congress . . . . stated the entire issue, rightly considering the Maine disaster a subordinate matter, stated that the only hope of relief and repo se from a condition which can no longer be endured is the enforced pacification of Cuba. In the name of humanity, in the name of civilization, in behalf of endangered American interests, which give us the right and the duty to speak and act, the war in Cuba must stop.† â€Å"Outbreak Of The War With Spain†, America, Vol.10, Pg.120.Document Gâ€Å"For more than a year the exact whereabouts of the elusive chieftain of the insurgent Filipinos had been a mystery. Rumor located Aguinaldo in all sorts of impossible places. Running up the bank toward the house, we were met by Segovia, who came running out, his face aglow with exultation, and his clothing spattered with the blood of the men he had wounded. He called out in Spanish, â€Å"It is all right. We have him.† We hastened into the house, and I introduced myself to Aguinaldo, telling him that we were officers of the  American army, that the men with us were our troops, and not his, and that he was a prisoner of war.He was given assurance that he need fear no bad treatment. He said in a dazed sort of way, â€Å"Is this not some joke?† I assured him that it was not, though, as a matter of fact, it was a pretty bad one, on him. With Aguinaldo in our hands, the Filipinos soon lost heart and the insurrection collapsed.† Senator George Frisbie Hoar, Subjugation of the Philippines Inquitous, The World's Famous Orations, Vol.3, Pg.220.Document Hâ€Å"The Republic of Panama grants to the United States in perpetuity, the use, occupation and control of a zone of land and land under water for the construction, maintenance, operation, sanitation and protection of said Canal of the width of ten miles extending to the distance of five miles on each side of the center line of the route of the Canal to be constructed; the said zone beginning in the Caribbean Sea three marine miles from mean low water mark and extending to and across the Isthmus of Panama into the Pacific Ocean to a distance of three marine miles from mean low water mark with the proviso that the cities of Panama and Colon and the harbors adjacent to said cities, which are included within the boundaries of the zone above described, shall not be included within this grant. . . .The Republic of Panama further grants in like manner to the United States in perpetuity, all islands within the limits of the zone above described and in addition thereto, the group of small islands, in the Bay of Panama, named Perico, Naos, Culebra and Flamenco. . . .The Republic of Panama grants to the United States all the rights, power and authority within the zone mentioned and described in Article II of this agreement, and within the limits of all auxiliary lands and waters mentioned and described in said Article II which the United States would possess and exercise, if it were the sovereign of the territory within which said lands and waters are located to the entire exclusion of the exercise by the Republic of Panama of an y such sovereign rights, power or authority.† Theodore Roosevelt, Convention Between U. S. And Panama, Pg.480.Document Iâ€Å"In view of the constant reiteration of the assertion that there was some corrupt action by or on behalf of the United States Government in connection with the acquisition of the title of the French Company to the Panama Canal and of the repetition of the story that a syndicate of American citizens owned either one or both of the Panama Companies, I deem it unwise to submit to the Congress all the information I have on the subject.These stories were first brought to my attention as published in a paper in Indianapolis, called the â€Å"News,† edited by Mr. Delavan Smith. The stories were scurrilous and libelous in character and false in every essential particular. Mr. Smith shelters himself behind the excuse that he merely accepted the statements which had appeared in a paper published in New York, the â€Å"World,† owned by Mr. Joseph Pul itzer.† Theodore Roosevelt, Purchase Of The Panama Canal, Pg.240.Document Jâ€Å"Alfred Thayer Mahan (1840-1914), American naval officer and historian, born in West Point, New York, and educated at the United States Naval Academy. A Union naval officer during the American Civil War (1861-1865), Mahan served in the navy for nearly 40 years. He was promoted to the rank of captain in 1885. In 1886, Mahan was invited to lecture at the Naval War College in Newport, Rhode Island. He also served as president of the college from 1886 to 1889, and again in 1892 and 1893. His lectures were published under the title of The Influence of Sea Power upon History, 1660-1783 (1890). The book received international recognition as a comprehensive exposition of naval strategy. Mahan stressed the important role of sea power in the world, and this idea had a profound influence on the policies of many nations, including the United States and Germany.† Microsoft EncartaDocument Kâ€Å"And now of a sudden, without cool deliberation, without prudent preparation, the nation is hurried into war, and America, she who more than any other land was pledged to peace and good will on earth, unsheathes her  sword, compels a weak and unwilling nation to a fight, rejecting without due consideration her [Spain's] earnest and repeated offers to meet every legitimate demand of the United States. It is a bitter disappointment to the lover of his country; it is a turning back from the path of civilization to that of barbarism. There never was a good war,† said Franklin. There have indeed been many wars in which a good man must take part. . . .But if a war be undertaken for the most righteous end, before the resources of peace have been tried and proved vain to secure it, that war has no defense. It is a national crime. The plea that the better government of Cuba, and the relief of the reconcentrados, could only be secured by war is the plea either of ignorance or of hypocrisy. Bu t the war is declared; and on all hands we hear the cry that he is no patriot who fails to shout for it, and to urge the youth of the country to enlist, and to rejoice that they are called to the service of their native land. The sober counsels that were appropriate before the war was entered upon must give way to blind enthusiasm, and the voice of condemnation must be silenced by the thunders of the guns and the hurrahs of the crowd. Stop! A declaration of war does not change the moral law.â€Å"The Ten Commandments will not budge† at a joint resolve of Congress. . . . No! the voice of protest, of warning, of appeal is never more needed than when the press and too often the pulpit, is bidding all men fall in and keep step and obey in silence the tyrannous word of command. Then, more than ever, it is the duty of the good citizen not to be silent, and spite of obliquity, misrepresentation, and abuse, to insist on being heard, and with sober counsel to maintain the everlasting validity of the principles of the moral law.† Public Opinion 24 (June 23, 1898): 775-776.Document LCaribbean interventionsDocument Mâ€Å"Even if the condemnation of barbarous warfare in the Philippines by the imperialist press is somewhat belated, we welcome it, as we welcome everything that compels Americans to give attention to a subject to which too many of them have become increasingly indifferent. Silence, we know, is consistent with shame, and may be one of the signs of its existence; and the fact that only a few of the more unblushing or foolish newspapers have defended Gen. Smith's policy of extermination shows what the general sentiment is. To allege the provocation which our soldiers had is to set up a defense which President Roosevelt brushed aside in advance.To fall back on the miserable sophistry that â€Å"war is hell† is only another way of making out those who engage in that kind of war to be fiends. It is, besides, to offer an excuse for ourselves whi ch we did not tolerate for an instant in the case of Spanish atrocities. That is our present moral humiliation in the eyes of the world.We made war on Spain four years ago for doing the very things of which we are now guilty ourselves. As the Chicago News pointedly observes, we are giving Spain as good reason to interfere with us on the ground of humanity as we had to interfere with her. Doubtless she would interfere if she were strong enough and thought she could acquire some islands in the virtuous act.† Nation (New York) 74 (May 8, 1902): 357.Document Nâ€Å"How long are the Spaniards to drench Cuba with the blood and tears of her people? How long is the peasantry of Spain to be drafted away to Cuba to die miserably in a hopeless war, that Spanish nobles and Spanish officers may get medals and honors? How long shall old [Cuban] men and women and children be murdered by the score, the innocent victims of Spanish rage against the patriot armies they cannot conquer? How long shall the sound of rifles in Castle Morro at sunrise proclaim that bound and helpless prisoners of war have been murdered in cold blood? How long shall Cuban women be the victims of Spanish outrages and lie sobbing and bruised in loathsome prisons?† New York Journal, 1898Document Oâ€Å"When next I realized that the Philippines had dropped into our laps, I confess I did not know what to do with them. I sought counsel from all sides–Democrats as well as Republicans–but got little help. I thought first we would take only Manila; then Luzon; then other islands, perhaps, also. I walked the floor of the White House night after night until midnight; and I am not ashamed to tell you, gentlemen, that I went down on my knees and prayed Almighty God for light and guidance more than one night. And one night late it came to me this way–I don't know how it was, but it came: (1)That we could not give them back to Spain–that would be cowardly and dishonorable; (2 ) That we could not turn them over to France or Germany, our commercial rivals in the Orient–that would be bad business and discreditable. (3) That we could not leave them to themselves–they were unfit for self-government, and they would soon have anarchy and misrule worse than Spain's was; and (4) That there was nothing left for us to do but to take them all, and to educate the Filipinos, and uplift and civilize and Christianize them and by God's grace do the very best we could by them, as our fellow men, for whom Christ also died.And then I went to bed and went to sleep, and slept soundly, and the next morning I sent for the chief engineer of the War Department (our map-maker), and I told him to put the Philippines on the map of the United States (pointing to a large map on the wall of his office), and there they are and there they will stay while I am President!† This document is a report of an interview with McKinley at the White House, November 21, 1899, wri tten by one of the interviewers and confirmed by others present. Published in Christian Advocate, January 22, 1903.Document Pâ€Å"It is not true that the United States feels any land hunger or entertains any projects as regards the other nations of the Western Hemisphere, save such as are for their welfare. All that this country desires is to see the neighboring countries stable, orderly, and prosperous. . . . If a nation shows that it knows how to act with reasonable efficiency and decency in social and political matters, if it keeps order and pays its obligations, it need fear no interference from the United States.Chronic wrongdoing, or an impotence which results in a general loosening of the ties of civilized society, may in America, as elsewhere, ultimately require intervention by  some civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoi ng or impotence, to the exercise of an international police power. . . . Our interests and those of our southern neighbors are in reality identical. We would interfere with them only in the last resort. . . .† [Theodore Roosevelt] A Compilation of the Messages and Papers of the Presidents (New York: Bureau of National Literature, 1906) vol. 16 (December 6, 1904), pp. 7053-7054.Document Qâ€Å"There is not a civilized nation which does not talk about its civilizing mission just as grandly as we do. . . . . We assume that what we like and practice, and what we think better, must come as a welcome blessing to Spanish-Americans and Filipinos. This is grossly and obviously untrue. They hate our ways. They are hostile to our ideas. Our religion, language, institutions, and manners offend them.† W. G. Sumner, War and Other Essays (1919), pp. 303-305.Document Râ€Å"No document has proved more harmful to the prestige of the United States in the Western Hemisphere [than the Roo sevelt corollary]. No White House policy could be more distasteful to Latin Americans–not even, perhaps, outspoken imperialism. Latin Americans are usually inclined to admire strength, force, a nation muy hombre [very manly]. This was imperialism without military glamour. . . . Moreover, it was a total distortion of the original Message. Monroe's Doctrine was defensive and negative: defensive, in that it was essentially an opposition to eventual aggression from Europe; negative, in that it simply told Europe what it should not do–not what the United States should do.The Monroe Doctrine of later corollaries became aggressive and positive; aggressive, because, even without actual European attack, it urged Unites States â€Å"protection† of Latin America–and that was outright intervention; positive, because instead of telling Europe what not to do, it told the United States what it should do in the Western Hemisphere. From a case of America vs. Europe, the c orollaries made of the Doctrine a case of the United States vs. America. President Monroe had merely shaken his head, brandished his finger, and said to Europe, â€Å"Now, now, gentlemen, if you meddle with us, we will not love you any more,† while Teddy Roosevelt, brandishing a big stick, had shouted, â€Å"Listen, you guys, don't muscle in–this territory is ours.† Luis Quintanilla, A Latin American Speaks (New York: The Macmillan Company 1943), pp. 125-126.Document Sâ€Å"Open Door or not, patriotic Chinese did not care to be used as a doormat by the Europeans. In 1900 a superpatriotic group known as the â€Å"Boxers† broke loose with the cry â€Å"Kill Foreign Devils.† Over two hundred missionaries and other ill-fated whites were murdered, and a number of foreign diplomats were besieged in the capital, Beijing (Peking). A rescue force of some eighteen thousand soldiers, hastily assembled, arrived in the nick of time. This multi nation contingen t consisted of Japanese, Russian, British, French, German, and American troops, with the American contribution some twenty-five hundred men. Such participation in a joint military operation, especially in Asia, was plainly contrary to the nation's time-honored principles of nonentanglement and noninvolvement.† David Kennedy, The American Pageant, Chapter 31.Document Tâ€Å" . . . .largely as a result of the dislocations and tax burdens, numerous Japanese laborers, with their wives and children, began to pour into California. By 1906 approximately seventy thousand Japanese dwelt along the Pacific Coast. Nervous Californians, confronted by another â€Å"yellow peril,† feared being drowned in an Asian sea. . . . Following the frightful earthquake and fire in San Francisco, the local school authorities, decreed that Japanese children should attend a special school. Instantly, this brewed an international crisis, and irresponsible war talk sizzled. This led to the Gentleman ’s Agreement.† David Kennedy, The American Pageant, Chapter 31.Document Uâ€Å"Cuba, scorched and chaotic, presented another headache. An American military government, set up under the administrative genius of General Leonard Wood of Rough Rider fame, wrought miracles in government, finance, education, agriculture, and public health. Under his leadership a frontal attack was launched on yellow fever. Spectacular experiments were performed by Dr. Walter Reed and others upon American soldiers, who volunteered as human guinea pigs; and the stegomyia mosquito was proved to be the lethal carrier.A cleanup of breeding places for mosquitoes wiped out yellow fever in Havana, while removing the recurrent fear of epidemics in cities of the South and Atlantic seaboard. The United States, honoring its self-denying Teller Amendment of 1898, withdrew from Cuba in 1902. Old World imperialists could scarcely believe their eyes. But the Washington government could not turn this rich an d strategic island completely loose on the international sea; a grasping power like Germany might secure dangerous lodgment near America's soft underbelly. The Cubans were therefore forced to write into their own constitution of 1901 the so-called Platt Amendment. The hated restriction severely hobbled the Cubans. They bound themselves not to impair their independence by treaty or by contracting a debt beyond their resources.They further agreed that the United States might intervene with troops to restore order and to provide mutual protection. Finally, the Cubans promised to sell or lease needed coaling or naval stations, ultimately two and then only one (Guantanamo), to their powerful â€Å"benefactor.† The United States is still there on about twenty-eight thousand acres under an agreement that can be revoked only by the consent of both parties.† Thomas A. Bailey, The American Pageant, Chapter 30.Document VA thorny legal problem was posed by the various territorial a cquisitions: did the Constitution follow the flag? Did American laws, including tariff laws, apply with full force to the newly acquired possessions, chiefly the Philippines and Puerto Rico? Beginning in 1901 with the Insular Cases, a badly divided Supreme Court decreed, in effect, that the flag did outrun the Constitution, and that the outdistanced document did not necessarily extend with full force to the new territories. The Congress was therefore left with a free hand to determine the degree of applicability.â€Å"The question before us is, has Congress incorporated Puerto Rico into the Union as distinguished from merely belong to the United States? Constitutional guarantees clearly apply in territories destined for statehood, but not in those not destined for statehood. . . . Mr. Balzac, the editor of a Puerto Rican newspaper, was convicted of criminal libel in the territorial court without trial by jury. He appealed to the Supreme Court for his right of trial by jury. . . . W ithout express provision by Congress, territory acquired by the nation remains unincorporated and the inhabitants are not entitled to all the protections of the Constitution.† Balzac v. ‘Puerto Rico 258 U.S. 298, 1922.

Teaching and Coaching

The teaching-coaching function of the domains of nursing practice is a very important aspect that nurses must practice to be effective. We learn many things from textbooks, clinical environments and job placements; but I think some of the most valuable lessons and skills that I have learned were from my fellow nurses and other healthcare providers while on the job. I work with adolescents on a daily basis that are cognitively impaired that need to be taught many life skills.The competencies that I want to emphasize in my post are the first that is listed which is; â€Å"Timing: Capturing a Patient’s Readiness to Learn†. This one particular patient that was on my unit was a 14 year old male that was being resistant to the teaching of proper use of his metered dose inhaler. The patient did not want to accept the fact that he had asthma. He stated that the only reason that he has shortness of breath was, â€Å"because I smoke too many cigarettes†. I recognized that the patient just simply wasn’t ready to learn at this time. Assessing where a patient is, how open he is to information, deciding when to go ahead even when the patient does not appear ready, are key aspects of effective patient teaching† (Benner, 2001). So I waited a few hours later and gathered some information about asthma and the benefits of using the inhaler. After hours upon hours of speaking with the patient, he was finally able to realize that the inhaler would give him a better quality of life when used correctly. This was about a month ago, and the patient is now using the inhaler as needed, the correct way.This may seem like a small achievement to some, but I felt very complete when I went home that night after speaking with this patient. Thank you for reading my post, I look forward to reading your feedback. James 5:15 – And the prayer of faith shall save the sick, and the Lord shall raise him up; and if he have committed sins, they shall be forgiven him. Reference Benner, P. (2001). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Upper Saddle River: Prentice Hall.

Life after Death - notes Essays - Philosophy Of Mind, Ontology

Life after Death - notes Essays - Philosophy Of Mind, Ontology Life after Death - notes Pascal's Wager is the idea that, if you don't know whether there is an afterlife. Dualists There are two aspects to human beings, a physical body and a non-physical soul They tend to believe in life after death Monists/materialists The monist view states that we are physical bodies only. Once we die, that's it. Emotions are simply psycho-chemical reactions and nothing more. The Problem Whether the mind and body are one of the same nature (monistic view) or whether they have two natures (dualistic view). What therefore happens when we die? Dualism This is the notion that humans have composite natures (the material part is the physical body and the non-material part is the mind/soul). The mind and body both exist though and are linked in some way. Plato Although Platos beliefs have changed over time, his general belief about the soul is that it is immaterial, and the real me. It is pre-existent and immortal. We come back in our next life as something better or worse depending on how we were during our previous life, until we fulfil our potential and enter a type of heaven. Descartes Our body is spatial but not conscious, while the mind is not spatial but is conscious. Even though this mind and body were separate, they interact within the brain. The state of the body will affect the mind and vice versa. When people die their body is left behind although their soul is able to continue with God. We are simply survival machines, Dawkins says, and we exist only to pass on our genes: "There is no spirit-driven life force" He states that belief in the soul/life after death is just wish fulfilment for those who fear death. There are problems with dualism though: How do souls and bodies interact if they are completely separate things? Gilbert Ryle dismissed dualism as a theory about a ghost [mind] in a machine [body]. He felt that this separation of the mind and body was a category mistake. Use the example of *Cambridge University and asking where is the university. Materialism/Monism/Behaviourism This is the view that the mind cannot be separated from the body Aristotle We are made up of two things a body (matter) and a soul or psyche (the form), and (unlike Plato) the soul is an integral part of the body. You cant have one without the other (e.g. a cake cannot be a cake without its ingredients or form). The soul animates the body, by organising a potential living body into an actual living body. Aquinas took on these ideas. Gilbert Ryle Rejects the idea of the soul. All mental events are physical events interpreted in a mental way. But what if for example we were wishing? This is not a physical event. He believes that an individual is a physical living body and no more, and so when the body dies thats it, the whole person is dead. Dawkins Biological materialist. Doesnt believe in a soul. He believed that life is simply physical matter made up of DNA. We are the survival machines for this DNA as we are simply gene machines driven by our genes to protect and duplicate themselves. He takes a reductionist approach believing that the mind is nothing but a computer made of meat. Evolution filters in the good genes and filters out the bad. Does believe in consciousness though (as more important that DNA). Once the DNA has developed the brain, it can begin to think for itself as an individual and consider the consequences of its own actions. Is this simply what others call a soul though? And although Dawkins believes that everything points away from a creator, as Peter Williams pointed out, where did this information/DNA originally come from. Was there no mind behind this? Hick He is also a materialist although, unlike Dawkins, he believes in a life after death as well as God. Hicks Replica Theory believes that the soul cannot be separated from the body, and at the point of death on earth, God creates an exact replica of that person in another space. They would look the same and have the same memories. This theory is very vague though. A Mixture between Monism and Dualism Aquinas He modified Aristotles thinking. Believed that the soul is the form of the body and therefore the body needs the soul to

The Harold Long Form Improv Game Activity

The Harold Long Form Improv Game Activity The Harold is a long form improv activity first developed in the 60s by theater director/teacher Del Close. Long-form improvisational activities allow actors more time to develop believable characters and organic storylines. Whether the performance is a comedy or a drama is entirely up to the cast members. Long form improv can last from 10 to 45 minutes (or beyond)! If done well, it can be absolutely mesmerizing. If done poorly it can elicit snoring sounds from the audience. It begins with a suggestion from the audience. Can someone name an object?Okay, people, choose an emotion.What is an activity you did yesterday?Name your favorite / least favorite word. Once selected, the word, phrase, or idea becomes the centerpiece for the Harold. There are limitless ways to begin the improv. Here are a few possibilities: Each cast member delivers an impromptu monolog.A word association game is played.The cast does an interpretative dance based on the suggestion.Each cast member recaps a personal (or fictional) memory connected with the audiences suggestion. The Basic Structure During the opener, cast members should listen intently and utilize some of the material In later scenes. The opening scene is usually followed by: Three vignettes related to the theme.A group theater game (involving some or all cast members).Several more vignettes.Another group theater game.Two or three final scenes that pull together the various themes, characters, and ideas that have been developing throughout the performance. Heres an example of what might happen: The Opener Cast member: (Speaking cheerfully to the audience.) For our next scene, we need a suggestion from the audience. Please name the first word that comes to mind. Audience Member: Popsicle! The cast members might then gather around, pretending to look at a popsicle. Cast Member #1: You are a popsicle. Cast Member #2: You are cold and sticky. Cast Member #3: You are in a freezer next to the waffles and beneath the empty ice cube tray. Cast Member #4: You come in many flavors. Cast Member #1: Your orange flavor tastes like orange. Cast Member #2: But your grape flavor tastes nothing like a grape. Cast Member #3: Sometimes your stick tells a joke or a riddle. Cast Member #4: A man in an ice cream truck carries you from one neighborhood to the next, while sugar-starved children chase after you. This can go on a lot more, and as stated above there are many different variations of the Harold beginning. Typically, whatever is mentioned in the opening might become a theme or a topic of an upcoming scene. (Thats why having a good memory is a bonus for Harold participants.) Stage One Next, the first set of three brief scenes begins. Ideally, they might all touch upon the theme of popsicles. However, the actors may choose to draw out other ideas mentioned in the moderators monolog (childhood nostalgia, dealing with grown-ups, sticky food, etc). Scene A1: Hyperactive children pester their mother for a popsicle, but first they must do their chores.Scene A2: A popsicle discusses life in the freezer with his friends Mr. and Mrs. Waffle.Scene A3: A trainee experiences her first day at the Popsicle Factory, working as a writer of lame jokes to be placed on the popsicle stick. Noises, music, cast member gestures, and interaction can take place throughout, helping to transition from one scene to him next. Stage Two: Group Game Whereas the previous scenes may have involved several cast members, Stage two typically involves the entire cast. Note: The games used should be organic. They might be something often seen in improv shows, such as freeze or alphabet; however, the game could also be something spontaneously created, some sort of pattern, activity or scene structure that one cast member generates. the fellow cast members should be able to tell what the new game is, then join in. Stage Three The group game is followed by another series of vignettes. The cast members may choose to broaden or narrow the theme. For example, each scene might explore The History of Popsicles. Scene B1: Popsicles during Cavemen TimesScene B2: Popsicles during the Middle Ages.Scene B3: Popsicles during the Old West. Stage Four Another game is in order, preferably involving the entire cast. This one should be very lively to build the energy for the final portions of the Harold. (In my humble opinion, this is the perfect spot for an improvised musical number but it all depends on Stage Five Finally, the Harold concludes with several more vignettes, hopefully calling back to several of the topics, ideas, even characters that have been explored earlier in the piece. Possible examples (although it seems counter-intuitive to give written out examples of improv ideas!) Scene C1: Caveman experiences worlds first case of brain freeze.Scene C2: Mr. and Mrs. Waffle decide to see other people; she visits the fridge.Scene C3: The Ice Cream Man is on his death bed, and his life flashes before his eyes. If the cast members are clever, which I am sure they are, they could tie the ending with material from the beginning. However, the Harold doesnt need to tie everything together to be fun or successful. A Harold might begin with a specific topic (like popsicles) but drift away too many different subjects, themes, and characters. And thats fine too. Remember, any improv game can be changed to suit the needs of the cast and the audience. Have fun with the Harold!

Compare and Contrast two Counterinsurgency campaigns Research Paper

Compare and Contrast two Counterinsurgency campaigns - Research Paper Example They used various tactics to win the support of the people; both policies of attraction and chastisement. After taking over, the Americans, set their bases in Philippines and colonized it. The Americans used the policies of attraction and chastisement to woo the support of the locals. This paper is going to highlight the application of policies of attraction and chastisement in both Cuba and Attraction. The policy of attraction was an appealing message, while the policy of chastisement was using of force. It will show how Americans were trying to bring change in a short time. Spanish were failing the economies of both Cuba and Philippines and this paper will highlight the reason Americans removed Spanish authorities in these two countries. Spain was in the war with Cuba. They had invaded the territory of the South American nation. Americans used their press called the yellow papers to spread the news of the war all over the world (Company, 1999). American policy makers felt the investments, which Americans had invested in Cuba would face destruction. Many people lost their lives. The European countries put in place the Monroe Doctrine that prohibited any form of war, whether internally or externally. European countries felt they had to react and stop the war too. There was pressure from all quarters towards Spain, so that they stopped the war. The American government sent a warship to Cuba as a warning to Spain as they wanted a lasting peace. The ship sent to deliver the warning was bombed (Archives, 2014). American press sent out rumors that the Spanish troops destroyed the ship. In reality, Cuban rebels were responsible for the ambush. This triggered American congress to declare war against the Spanish forces in Cub a (Blumenfeld, 2003). US wanted the Spanish to withdraw its troops immediately. America declared war. It was the first time for almost eighty years since US was in the war against a European country.

American History Since 1865 Essay Example | Topics and Well Written Essays - 500 words

American History Since 1865 - Essay Example One can safely conclude that the containment policy was somewhat of a success. The strategy acknowledged that the Soviets will continue to expand. From Kennan’s perspective, it was a dangerous policy as it flared tensions between two superpowers. It also initiated the ruthless intention of the USA to build up arms and support dictatorships to fight anti-communism. Kennan’s strategy was overblown as the government took this as a chance to launch a full-scale war against communism. The ultimate goal went from containment to overthrowing a regime. However, policy was a success as it did halt Soviet expansionism as democracy prevailed. The risks that were implemented with this policy were too high compared to the benefits. The three most important events that occurred in the civil rights movement were: the bus incident of the Rosa Parks, the Civil Rights act of the 1964, and the â€Å"dream speech† of Martin Luther king. These events were vital to the development and progression of the civil right movements for various reasons. The Rosa Parks incident was critical to the Civil Rights movement because it initiated the Montgomery bus boycott. The boycott was essential because it boycotted all the buses because it implemented social and political campaign that attempted to eliminate segregation.