The Southern Manifesto, from the History of the Federal Judiciary, comprises
public domain material from the Federal Judicial Center, US Courts.
Bush v. Orleans Parish School Board and the Desegregation of New
Orleans Schools
Historical Documents
The Southern Manifesto
On March 12, 1956, in response to the Supreme Court’s decisions in Brown v. Board of Education, 101
U.S. Senators and Members of the House of Representatives from the eleven states of the old
Confederacy—including the entire Louisiana congressional delegation—signed this “Southern
Manifesto.” The manifesto characterized the “unwarranted” Brown decision as a “clear abuse of judicial
power.” South Carolina Senator Strom Thurmond, the presidential candidate of the Dixiecrat Party in
1948, played a major role in drafting the manifesto.
[Document Source: U.S. Congress, Congressional Record, 84th Cong., 2d sess., 1956, 102, pt. 4: 4515–
16.]
Declaration of Constitutional Principles
The unwarranted decision of the Supreme Court in the public school cases is now bearing the fruit
always produced when men substitute naked power for established law.
The Founding Fathers gave us a Constitution of checks and balances because they realized the
inescapable lesson of history that no man or group of men can be safely entrusted with unlimited
power. They framed this Constitution with its provisions for change by amendment in order to secure
the fundamentals of government against the dangers of temporary popular passion or the personal
predilections of public officeholders.
We regard the decision of the Supreme Court in the school cases as a clear abuse of judicial power. It
climaxes a trend in the Federal judiciary undertaking to legislate, in derogation of the authority of
Congress, and to encroach upon the reserved rights of the States and the people.
The original Constitution does not mention education. Neither does the 14th amendment nor any other
amendment. The debates preceding the submission of the 14th amendment clearly show that there was
no intent that it should affect the systems of education maintained by the States.
1
http://www.fjc.gov/history/home.nsf/page/tu_bush_doc_6.html
The very Congress which proposed the amendment subsequently provided for segregated schools in the
District of Columbia.
When the amendment was adopted, in 1868, there were 37 States of the Union. Every one of the 26
States that had any substantial racial differences among its people either approved the operation of
segregated schools already in existence or subsequently established such schools by action of the same
lawmaking body which considered the 14th amendment. . . .
In the case of Plessy v. Ferguson, in 1896, the Supreme Court expressly declared that under the 14th
amendment no person was denied any of his rights if the States provided separate but equal public
facilities. This decision has been followed in many other cases. ...
[2] Alex de Waal describes the ideas of Thomas Malthus (1766 –1834.docxgerardkortney
[2] Alex de Waal describes the ideas of Thomas Malthus (1766 –1834) as getting in the way of a proper understanding of the causes of famines and the proper actions to take in order to avoid them. (Sen and Keneally agree with this position.) Explain what is wrong with Malthus’ ideas here and how belief in them leads or has led to bad outcomes. Consider and respond to the more significant objection to your line of thought.
Southern Manifesto (1956)
Following the Supreme Court decision in the case of Brown v. Board of Education, all but
twenty-six of the 138 southern members of Congress signed this Southern Manifesto. The
document denounced the court's decision as a "clear abuse of power" and encouraged
southerners and their representatives to resist desegregation by "any lawful means." Throughout
the South, schools were shut down rather than desegregated, white students were offered
vouchers for alternative, private schooling, and militant symbols of segregation like the
Confederate battle flag were introduced into state flags and over state capitols. As you read the
manifesto, consider what principles these representatives felt had been violated by the court.
How did they try to reconcile the practice of racial segregation in education with the American
ideal of freedom and equality?
THE DECISION OF THE SUPREME COURT IN THE SCHOOL CASES – DECLARATION
OF CONSTITUTIONAL PRINCIPLES
Mr. [Walter F.] GEORGE. Mr. President, the increasing gravity of the situation following the
decision of the Supreme Court in the so-called segregation cases, and the peculiar stress in
sections of the country where this decision has created many difficulties, unknown and
unappreciated, perhaps, by many people residing in other parts of the country, have led some
Senators and some Members of the House of Representatives to prepare a statement of the
position which they have felt and now feel to be imperative.
I now wish to present to the Senate a statement on behalf of 19 Senators, representing 11
States, and 77 House Members, representing a considerable number of States likewise. . . .
DECLARATION OF CONSTITUTIONAL PRINCIPLES
The unwarranted decision of the Supreme Court in the public school cases is now bearing the
fruit always produced when men substitute naked power for established law.
The Founding Fathers gave us a Constitution of checks and balances because they realized the
inescapable lesson of history that no man or group of men can be safely entrusted with unlimited
power. They framed this Constitution with its provisions for change by amendment in order to
secure the fundamentals of government against the dangers of temporary popular passion or the
personal predilections of public officeholders.
We regard the decisions of the Supreme Court in the school cases as a clear abuse of judicial
power. It climaxes a trend in the Federal Judiciary undertaking to legislate, in derogation of the
authority of.
Discuss purpose and the claim of the speech. Explain how the speech .docxtenoelrx
Discuss purpose and the claim of the speech. Explain how the speech supports this claim (logos, ethos, and/or pathos). Is the opposing side mentioned? Also, describe the method of argumentation you believe is used in the speech (Toulmin? Rogerian? A mixture of both?). Give citations to back up your points, and create a final works cited citation for this essay.
200 words
Anthony, Susan B. “
On Women’s Right to Vote
.”
EmersonKent.com.
2012.
Web. 11 May 2012
Friends and Fellow-citizens:
I stand before you to-night, under indictment for the alleged crime of having voted at the last Presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's right, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any State to deny.
Our democratic-republican government is based on the idea of the natural right of every individual member thereof to a voice and a vote in making and executing the laws. We assert the province of government to be to secure the people in the enjoyment of their unalienable rights. We throw to the winds the old dogma that governments can give rights. Before governments were organized, no one denies that each individual possessed the right to protect his own life. liberty and property. And when 100 or 1,000,000 people enter into a free government, they do not barter away their natural rights; they simply pledge themselves to protect each other in the enjoyment of them, through prescribed judicial and legislative tribunals. They agree to abandon the methods of brute force in the adjustment of their differences, and adopt those of civilization.
Nor can you find a word in any of the grand documents left us by the fathers that assumes for government the power to create or to confer rights. The Declaration of Independence, the United States Constitution, the constitutions of the several states and the organic laws of the territories, all alike propose to protect the people in the exercise of their God-given rights. Not one of them pretends to bestow rights.
"All men are created equal, and endowed by their Creator with certain unalienable rights. Among these are life, liberty and the pursuit of happiness. That to secure these, governments are instituted among men, deriving their just powers from the consent of the governed."
Here is no shadow of government authority over rights, nor exclusion of any from their full and equal enjoyment. Here is pronounced the right of all men, and "consequently," as the Quaker preacher said, "of all women," to a voice in the government. And here, in this very first paragraph of the declaration, is the assertion of the natural right of all to the ballot; for, how can "the consent of the governed" be given, if the right to vote be denied. Again:
"That whenever any form of government becomes destructive o.
(1) Please explain how the Constitution provides for a system of s.docxkatherncarlyle
(1) Please explain how the Constitution provides for a system of separation of powers and checks and balances. Provide a fully developed essay of at least 500 words, and cite sources used
(2) Describe how a bill becomes a law at the national level, in a fully developed essay of at least 500 words
Top of Form
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WEEK 1: FEDERALISM » Part 1: Foundations of American Government
WEEK 1: FEDERALISM
Part 1: Foundations of American Government
Lesson 1, Part 1: Foundations of American Government
"Liberty, when it begins to take root, is a plant of rapid growth."
-George Washington
· The Declaration of Independence
· The U.S. Constitution and its Bill of Rights
· The Enlightenment and Political Philosophy
Expected Outcomes
To understand the philosophical principles behind the Declaration of Independence and the Constitution, and how these principles influence the structure and process of government.
Overview
The United States, as a nation, was born of the American Revolution of 1776. This revolution cut the political ties between England and its American colonies. Many "Americans" living in the colonies had complained about harsh British rule. King George of England had ruled over the colonies with a heavy hand, increasing taxes with the Stamp Act and the Sugar Act, for example. These abuses began to divide the "patriots" in favor of independence and the "loyalists" in favor of the English Crown.
Tensions between the American colonials and British soldiers boiled over in the Boston Massacre, when a mob harassed British soldiers, who then fired their muskets into the crowd, killing three, mortally wounding two others, and injuring six.
Another famous incident which helped inspire the American Revolution was the Boston Tea Party of 1773, launched as a protest to the British Tea Act. This Act gave the British East India Company a tea monopoly, shutting out American traders. Bostonians disguised themselves as Mohawk Indians, then boarded the British ships and dumped all 342 containers of tea into the harbor.
Two years later, in 1775, there were more serious conflicts between colonials and British troops: the Battles of Lexington and Concord, the prelude for a full conflict. The American Revolutionary War was long, bloody and ended with the French-assisted victory of the American Continental Army in Yorktown in 1781.
An understanding of American government and politics should consider two documents related to this war and its aftermath. The first is the Declaration of Independence, which launched the American Revolutionary War; and the second is the U.S. Constitution, which replaced the post-war Articles of Confederation and which remains the highest law of the land.
This lesson analyzes these documents, noting how they were part of a trans-Atlantic Enlightenment movement with emphasis on reason, freethinking, natural law, popular sovereignty, and human ...
Racial Diversity--High School students did research, prepared a report, and summarized their work at the Salina Public Library's Community Learning Center. Their talk is entitled "The Eisenhower Roots of Judicial Diversity: Race and Gender," sponsored by the Salina League of Women Voters.
[2] Alex de Waal describes the ideas of Thomas Malthus (1766 –1834.docxgerardkortney
[2] Alex de Waal describes the ideas of Thomas Malthus (1766 –1834) as getting in the way of a proper understanding of the causes of famines and the proper actions to take in order to avoid them. (Sen and Keneally agree with this position.) Explain what is wrong with Malthus’ ideas here and how belief in them leads or has led to bad outcomes. Consider and respond to the more significant objection to your line of thought.
Southern Manifesto (1956)
Following the Supreme Court decision in the case of Brown v. Board of Education, all but
twenty-six of the 138 southern members of Congress signed this Southern Manifesto. The
document denounced the court's decision as a "clear abuse of power" and encouraged
southerners and their representatives to resist desegregation by "any lawful means." Throughout
the South, schools were shut down rather than desegregated, white students were offered
vouchers for alternative, private schooling, and militant symbols of segregation like the
Confederate battle flag were introduced into state flags and over state capitols. As you read the
manifesto, consider what principles these representatives felt had been violated by the court.
How did they try to reconcile the practice of racial segregation in education with the American
ideal of freedom and equality?
THE DECISION OF THE SUPREME COURT IN THE SCHOOL CASES – DECLARATION
OF CONSTITUTIONAL PRINCIPLES
Mr. [Walter F.] GEORGE. Mr. President, the increasing gravity of the situation following the
decision of the Supreme Court in the so-called segregation cases, and the peculiar stress in
sections of the country where this decision has created many difficulties, unknown and
unappreciated, perhaps, by many people residing in other parts of the country, have led some
Senators and some Members of the House of Representatives to prepare a statement of the
position which they have felt and now feel to be imperative.
I now wish to present to the Senate a statement on behalf of 19 Senators, representing 11
States, and 77 House Members, representing a considerable number of States likewise. . . .
DECLARATION OF CONSTITUTIONAL PRINCIPLES
The unwarranted decision of the Supreme Court in the public school cases is now bearing the
fruit always produced when men substitute naked power for established law.
The Founding Fathers gave us a Constitution of checks and balances because they realized the
inescapable lesson of history that no man or group of men can be safely entrusted with unlimited
power. They framed this Constitution with its provisions for change by amendment in order to
secure the fundamentals of government against the dangers of temporary popular passion or the
personal predilections of public officeholders.
We regard the decisions of the Supreme Court in the school cases as a clear abuse of judicial
power. It climaxes a trend in the Federal Judiciary undertaking to legislate, in derogation of the
authority of.
Discuss purpose and the claim of the speech. Explain how the speech .docxtenoelrx
Discuss purpose and the claim of the speech. Explain how the speech supports this claim (logos, ethos, and/or pathos). Is the opposing side mentioned? Also, describe the method of argumentation you believe is used in the speech (Toulmin? Rogerian? A mixture of both?). Give citations to back up your points, and create a final works cited citation for this essay.
200 words
Anthony, Susan B. “
On Women’s Right to Vote
.”
EmersonKent.com.
2012.
Web. 11 May 2012
Friends and Fellow-citizens:
I stand before you to-night, under indictment for the alleged crime of having voted at the last Presidential election, without having a lawful right to vote. It shall be my work this evening to prove to you that in thus voting, I not only committed no crime, but, instead, simply exercised my citizen's right, guaranteed to me and all United States citizens by the National Constitution, beyond the power of any State to deny.
Our democratic-republican government is based on the idea of the natural right of every individual member thereof to a voice and a vote in making and executing the laws. We assert the province of government to be to secure the people in the enjoyment of their unalienable rights. We throw to the winds the old dogma that governments can give rights. Before governments were organized, no one denies that each individual possessed the right to protect his own life. liberty and property. And when 100 or 1,000,000 people enter into a free government, they do not barter away their natural rights; they simply pledge themselves to protect each other in the enjoyment of them, through prescribed judicial and legislative tribunals. They agree to abandon the methods of brute force in the adjustment of their differences, and adopt those of civilization.
Nor can you find a word in any of the grand documents left us by the fathers that assumes for government the power to create or to confer rights. The Declaration of Independence, the United States Constitution, the constitutions of the several states and the organic laws of the territories, all alike propose to protect the people in the exercise of their God-given rights. Not one of them pretends to bestow rights.
"All men are created equal, and endowed by their Creator with certain unalienable rights. Among these are life, liberty and the pursuit of happiness. That to secure these, governments are instituted among men, deriving their just powers from the consent of the governed."
Here is no shadow of government authority over rights, nor exclusion of any from their full and equal enjoyment. Here is pronounced the right of all men, and "consequently," as the Quaker preacher said, "of all women," to a voice in the government. And here, in this very first paragraph of the declaration, is the assertion of the natural right of all to the ballot; for, how can "the consent of the governed" be given, if the right to vote be denied. Again:
"That whenever any form of government becomes destructive o.
(1) Please explain how the Constitution provides for a system of s.docxkatherncarlyle
(1) Please explain how the Constitution provides for a system of separation of powers and checks and balances. Provide a fully developed essay of at least 500 words, and cite sources used
(2) Describe how a bill becomes a law at the national level, in a fully developed essay of at least 500 words
Top of Form
Top of Form
· View
· Preferences
Prev
|
Table Of Contents
|
Next
WEEK 1: FEDERALISM » Part 1: Foundations of American Government
WEEK 1: FEDERALISM
Part 1: Foundations of American Government
Lesson 1, Part 1: Foundations of American Government
"Liberty, when it begins to take root, is a plant of rapid growth."
-George Washington
· The Declaration of Independence
· The U.S. Constitution and its Bill of Rights
· The Enlightenment and Political Philosophy
Expected Outcomes
To understand the philosophical principles behind the Declaration of Independence and the Constitution, and how these principles influence the structure and process of government.
Overview
The United States, as a nation, was born of the American Revolution of 1776. This revolution cut the political ties between England and its American colonies. Many "Americans" living in the colonies had complained about harsh British rule. King George of England had ruled over the colonies with a heavy hand, increasing taxes with the Stamp Act and the Sugar Act, for example. These abuses began to divide the "patriots" in favor of independence and the "loyalists" in favor of the English Crown.
Tensions between the American colonials and British soldiers boiled over in the Boston Massacre, when a mob harassed British soldiers, who then fired their muskets into the crowd, killing three, mortally wounding two others, and injuring six.
Another famous incident which helped inspire the American Revolution was the Boston Tea Party of 1773, launched as a protest to the British Tea Act. This Act gave the British East India Company a tea monopoly, shutting out American traders. Bostonians disguised themselves as Mohawk Indians, then boarded the British ships and dumped all 342 containers of tea into the harbor.
Two years later, in 1775, there were more serious conflicts between colonials and British troops: the Battles of Lexington and Concord, the prelude for a full conflict. The American Revolutionary War was long, bloody and ended with the French-assisted victory of the American Continental Army in Yorktown in 1781.
An understanding of American government and politics should consider two documents related to this war and its aftermath. The first is the Declaration of Independence, which launched the American Revolutionary War; and the second is the U.S. Constitution, which replaced the post-war Articles of Confederation and which remains the highest law of the land.
This lesson analyzes these documents, noting how they were part of a trans-Atlantic Enlightenment movement with emphasis on reason, freethinking, natural law, popular sovereignty, and human ...
Racial Diversity--High School students did research, prepared a report, and summarized their work at the Salina Public Library's Community Learning Center. Their talk is entitled "The Eisenhower Roots of Judicial Diversity: Race and Gender," sponsored by the Salina League of Women Voters.
11217, 227 PMMilitary-Industrial Complex Speech, Dwight D. .docxaulasnilda
1/12/17, 2:27 PMMilitary-Industrial Complex Speech, Dwight D. Eisenhower, 1961
Page 1 of 4http://coursesa.matrix.msu.edu/~hst306/documents/indust.html
Military-Industrial Complex Speech, Dwight D. Eisenhower, 1961
Public Papers of the Presidents, Dwight D. Eisenhower, 1960, p. 1035- 1040
My fellow Americans:
Three days from now, after half a century in the service of our country, I shall lay down the responsibilities of
office as, in traditional and solemn ceremony, the authority of the Presidency is vested in my successor.
This evening I come to you with a message of leave-taking and farewell, and to share a few final thoughts
with you, my countrymen.
Like every other citizen, I wish the new President, and all who will labor with him, Godspeed. I pray that the
coming years will be blessed with peace and prosperity for all.
Our people expect their President and the Congress to find essential agreement on issues of great moment, the
wise resolution of which will better shape the future of the Nation.
My own relations with the Congress, which began on a remote and tenuous basis when, long ago, a member
of the Senate appointed me to West Point, have since ranged to the intimate during the war and immediate
post-war period, and, finally, to the mutually interdependent during these past eight years.
In this final relationship, the Congress and the Administration have, on most vital issues, cooperated well, to
serve the national good rather than mere partisanship, and so have assured that the business of the Nation
should go forward. So, my official relationship with the Congress ends in a feeling, on my part, of gratitude
that we have been able to do so much together.
II.
We now stand ten years past the midpoint of a century that has witnessed four major wars among great
nations. Three of these involved our own country. Despite these holocausts America is today the strongest,
the most influential and most productive nation in the world. Understandably proud of this pre-eminence, we
yet realize that America's leadership and prestige depend, not merely upon our unmatched material progress,
riches and military strength, but on how we use our power in the interests of world peace and human
betterment.
III.
Throughout America's adventure in free government, our basic purposes have been to keep the peace; to
foster progress in human achievement, and to enhance liberty, dignity and integrity among people and among
nations. To strive for less would be unworthy of a free and religious people. Any failure traceable to
arrogance, or our lack of comprehension or readiness to sacrifice would inflict upon us grievous hurt both at
home and abroad.
Progress toward these noble goals is persistently threatened by the conflict now engulfing the world. It
1/12/17, 2:27 PMMilitary-Industrial Complex Speech, Dwight D. Eisenhower, 1961
Page 2 of 4http://coursesa.matrix.msu.edu/~hst306/documents/indust.html
commands our whole attention, absorbs our ve ...
Please read the case Fraud at WorldCom in the book provided below .docxchristalgrieg
Please read the case Fraud at WorldCom in the book provided below (chapter 13) Page 310
And answer the following questions
1. What is the dilemma?
2. Do shareholders have de facto control over managers? What decisions do shareholders typically make? Please explain
One double-spaced page.
.
Please read the below two discussion posts and provide the response .docxchristalgrieg
Please read the below two discussion posts and provide the response for each discussion in 75 to 100 words.
Post#1
Nowadays, there are numerous advancements in technology. As a result, the traditional workplace has gradually transformed with home offices and virtual workplaces where employees can hold meetings using video teleconferencing tools and communicate through email and other applications such as Slack (Montrief, et al., 2020). This makes the cloud more busy which brings up the need for improved cloud security.
Generally, in a public cloud, there exists a shared responsibility between the user and the Cloud Service Provider (CSP). Due to the rise of cyber-related crimes over the years, security for things like data classification, network controls and physical security need clear owners. The division of such responsibilities is called shared responsibility model for cloud security. “According to Amazon Web Services (AWS), security responsibility is shared by both CSP and CSC and they called it as Shared Security Responsible Model” (Kumar, Raj, & Jelciana, 2018). “While client and endpoint protection, identity and access management and application level controls are a shared responsibility the responsibility resides largely with the client organization” (Lane, Shrestha, & Ali, 2017). However, the responsibilities may vary depending on the cloud service provider and the cloud environment the user is using to operate. Nevertheless, despite the cloud services used, the burden of protecting data lays upon the user.
Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
The customer is responsible for the following components. First, the customer is responsible for data security. While the provider is responsible for automatically encrypting data in transit and in storage, the customer is expected to configure file system encryption and protection of network traffic. Secondly, the customer is responsible for physical security of computers and other devices used to access the cloud. Thirdly, the customer is responsible for application security. Security of manag.
Please read the below discussion post and provide response in 75 to .docxchristalgrieg
Please read the below discussion post and provide response in 75 to 100 words
Post#1
Cloud security plays an important role in every field like business and personal world. With a large number of benefits it has some myths also. Cloud security is solely the cloud provider’s responsibility: a standard misconception is that the cloud provider automatically takes care of all the safety needs of the customer’s data and process while in the cloud. Password policies, release management for software patches, management of user roles, security training of staff, and data management policies are all responsibilities of the purchasers and a minimum of as critical because the security is done by the general public cloud provider. While users are hardening internal security, don’t assume that cloud provider backs up data and will be able to restore it just in case of a security breach. It is instrumental and important that users simply implement a backup solution that backs up data that's hosted on the cloud to an onsite backup or to a different cloud provider. In addition, in case of a security breach, user will get to restore data from backups. “There is indeed a good case to make for fair taxation and that uneven effective tax rates can distort competition and lead to smaller tax revenues” (Bauer, 2018).
Don’t get to manage the cloud: many people believe that since the cloud infrastructure is usually basically just a managed service, that the safety of the services is additionally managed. Many cloud based systems are left inadvertently unsecured because the customer doesn't know that they have to try to something to secure them, as they assume that the provider has done what an in-house staff would traditionally have done by default. Cloud security requires an equivalent discipline for security of any data center. Cloud data centers are as resilient as any, but the weakness comes if the policies, processes and tools aren’t regularly monitored by the IT operations staff responsible (Determann, 2016).
Ignore BYOD and be more secure: not supporting and implementing a BYOD policy does not mean an enterprise will be less at risk of a data breach, SVP of cloud and hosting sales. The BYOD movement is here to stay. Some experts recommend deploying a mobile content management (MCM) solution, as protecting the data will be what ultimately defines business’ security and compliance requirements. “Despite the Australian Federal Government's ‘cloud-first’ strategy and policies, and the Queensland State Government's ‘digital-first’ strategy, cloud services adoption at local government level has been limited—largely due to data security concerns” (Ali, Shrestha, Chatfield, & Murray, 2020). Cloud data isn’t saved on mobile devices: I still hear people speaking about cloud deployment as if using this service means users are not saving any enterprise data on mobile devices, which this might make device data protection a moot point. Apps that are connecting to de.
Please read the assignment content throughly Internet Resources .docxchristalgrieg
Please read the assignment content throughly
Internet Resources Chart [due Mon]
Assignment Content
Create
a chart of Internet-based resources for early childhood literacy development.
Include
at least two different resources for each of the following topics:
Oral language
Environmental print
Morphemic analysis
Spelling
Vocabulary
Summarize
each resource. A total of 700 words should be used in the chart.
Submit
your assignment.
.
Please read the article by Peterson (2004). Your responses to th.docxchristalgrieg
Please read the article by Peterson (2004). Your responses to the following questions must be typed. Please be sure to include an APA-style citation
1. What is the purpose of this review paper
2. Describe
Incidental teaching
Mand-model
Time delay
Milieu language teaching
How are they the same?
How are they different?
3. What is discrete trial training? How is naturalistic teaching different?
4. What is generalization in language acquisition? How does naturalistic teaching promote generalization in language acquisition?
5. What were the conclusions of this review?
6. Be sure to provide and APA-style source citation for Peterson (2004) at the end of your paper
.
Please read the article which appears below. Write and submit an.docxchristalgrieg
Please read the article which appears below. Write and submit an
600 word report.
There is no right or wrong answer. Your report will be graded on your understanding of the problem of teenagers in high school having babies - and the attitude of the teens - whether you agree or disagree it is a good idea for the school to open a day care center to help these mothers (tell us why you agree or disagree), whether you agree or disagree with the teacher who wrote this article - tell us why you agree or disagree - why sociologists might want to study problems like this one, what sociologists might be able to contribute to solving problems like the one described . Link your answer to material we are studying. How well you express yourself - grammatical construction - spelling - is important. Maybe you can't make up your mind about this article. That's OK too. But it is important that you explain WHY.
Material you studied about agents of social change, primary and secondary groups in the chapters on
Culture - Socialization- Social Interaction - Social Structures - Groups and Organizations- should give you lots of ideas for your assignment.
They're Having Babies. Are We Helping?
By Patrick Welsh
The girls gather in small groups outside Alexandria's T.C. Williams High School most mornings, standing with their babies on their hips, talking and giggling like sorority sisters. Sometimes their mothers drop the kids (and their kids) off with a carefree smile and a wave. As I watch the girls carry their children into the Tiny Titans day-care center in our new $100 million building, I can't help wondering what Sister Mary Avelina, my 11th-grade English teacher, would have thought.
Okay, I'm an old guy from the 1950s, an era light-years from today. But even in these less censorious times, I'm amazed -- and concerned -- by the apparently nonchalant attitude both these girls and their mothers exhibit in front of teachers, administrators and hundreds of students each day. Last I heard, teen pregnancy is still a major concern in this country -- teenage mothers are less likely to finish school and more likely to live in poverty; their children are more likely to have difficulties in school and with the law; and on and on.
But none of that seems to register with these young women. In fact, "some girls seem to be really into it," says T.C. senior Mary Ball. "They are embracing their pregnancies." Nor is the sight of a pregnant classmate much of a surprise to the students at T.C. anymore. "When I was in middle school, I'd be shocked to see a pregnant eighth-grader," says Ball. "Now it seems so ordinary that we don't even talk about it."
Teenage pregnancy has been bright on American radar screens for the past year: TV teen starlet Jamie Lynn Spears's pregnancy caused a minor media storm last December. The pregnant-teen movie "Juno" won Oscar nods. And there was Bristol Palin, daughter of Alaska Gov. Sarah Palin, bringing the issue front and center d.
Please Read instructions Role Model LeadersChoose one • 1 .docxchristalgrieg
Please Read instructions
Role Model Leaders
Choose one • 1 point
In a study by Kouzes and Posner, who was identified as the person that the majority of people would select as their most important role model for leadership?
Teacher or coach
Business leader
Family member
Community or religious leader
QUESTION 2
Five Practices
Choose one • 1 point
Which of the following is
not
one of the Five Practices of Exemplary Leadership?
Model the Way
Leave a Legacy
Encourage the Heart
Enable Others to Act
QUESTION 3
Organizational Behavior
Choose one • 1 point
Organizational Behavior is a defined business function that has nothing to do with human behavior.
True
False
QUESTION 4
Leader and Constituents
Choose one • 1 point
What strengthens and sustains the relationship between leader and constituents is that leaders are:
Obsessed with what is best for others, not themselves
Obsessed with what is best for making the most money for themselves
Obsessed with what is best for themselves, not others
Obsessed with what is best for the business, not others
QUESTION 5
The Most Fundamental Truth
Choose one • 1 point
According to Kouzes and Posner, which of the Ten Truths about Leadership is the most fundamental truth of all?
Credibility is the Foundation of Leadership
Challenge is the Crucible for Greatness
You Can’t Do It Alone
You Make a Difference
QUESTION 6
Credibility
Choose one • 1 point
A culture of leadership ______________ and ______________ is created when people at all levels genuinely expect each other to be credible, and they hold each other accountable for the actions that build and sustain credibility.
Excellence and integrity
Independence and coerciveness
Confidence and charisma
Dissatisfaction and distrust
QUESTION 7
Organizational Behavior
Choose one • 1 point
The study of Organizational Behavior helps us to understand organizational culture, power, and political behavior.
True
False
QUESTION 8
Organization’s vision and values
Choose one • 1 point
Who is the person that has the most influence over your desire to stay or leave an organization, and your commitment to the organization’s vision and values?
CEO
Co-workers
Board of Directors
Your most immediate manager
QUESTION 9
Willingly Follow
Choose one • 1 point
In a survey by Kouzes and Posner, which of the following characteristics scored the highest that people looked for in someone that they would be willing to follow:
Independent
Supportive
Honest
Straightforward
QUESTION 10
Expectation of Leaders
Choose one • 1 point
In addition to the three factors that measure source credibility, the vast majority of constituents have one other expectation of leaders. They expect leaders to be:
Admired
Forward-looking
Independent
Enthusiastic
QUESTION 11
Leadership is a Relationship
Choose one • 1 point
Leadership is a relationship between those who aspire to lead and those who are learning to lead
.
Tru.
Please read each attachment for instructions, please answer each q.docxchristalgrieg
Please read each attachment for instructions, please answer each question all 8 with an answer after reading each attachment. Do not answer each question in a running paragraph. question/answer in at least 200 -300 word detailed with references from attachments and one extra where needed.
I do not have a second chance to correct
Activity: Counseling Immigrants
Instructions:
This activity is composed of three parts. In order to complete part I, you must read the article “Counseling Haitian Students and their Families: Issues and Interventions.” In order to complete part II, you must read the “APA Immigration Report Executive Summary,” and in order to complete part III, you must read “Counseling Model for Immigrants.”
Part I
1) Explain the differences between what parents are expected to do in American schools and what parents are expected to do in Haitian schools.
2) Why did Jean’s parents did not seek contact with teachers?
3) Haitian students face significant prejudice from teachers and classmates based on their race, the negative image of voudou, their former classification as a high-risk group for AIDS, and the violence and corruption of Haiti’s domestic politics. Name the interventions suggested by Joseph (1984).
Part II
1. The United States today has approximately _______ million immigrants—the largest number in its history. As a nation of immigrants, the United States has successfully negotiated larger proportions of newcomers in its past (______% in 1910 vs. _____% today). Notably, nearly _________ ____________of the foreign-born are naturalized citizens or authorized noncitizens.
2. Nearly a ___________ of children under the age of 18 have an immigrant __________.
3. One third of the foreign-born population in the United States is from ________, and a total of _______% originate from Latin America (U.S. Census Bureau, 2010).The four states with the largest numbers of immigrants (California, __________, New Mexico, and _________) have already become “majority/minority” (______ than ________% White) states (U.S. Census Bureau, 2011a).
4. Immigrants arrive in the United States with varied levels of education. At one end of the spectrum are highly educated immigrant adults (Portes & Rumbaut, 2006) who comprise a ___________ of all U.S. __________, ________% of the nation’s __________ and ____________ workers with bachelor’s degrees, and _______% of scientists with ______________.
5. An estimated ________ languages are currently spoken in homes in the United States.
6. Psychological acculturation refers to the dynamic process that immigrants experience as they __________ to the culture of the new country.
7. The constellation of presenting issues for immigrants tends to fall within the areas of _________________- based presenting problems, __________-based presenting problems, and _________________, ____________, and ______________–based problems.
8. To increase the accessibility and efficacy of services, clinicians and p.
PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I.docxchristalgrieg
**PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I HAVE PROVIDED BELOW. ESSAY QUESTION IS RIGHT BELOW AS WELL.**
Three common approaches to understanding leading – traits, behaviors, and situational or contingency approaches - may or may not be effective in leading/managing a healthcare program. Briefly summarize each and its appropriateness for healthcare management.
Health Program Management (Longest, 2015)
“Leading effectively means influencing participants to make contributions that help accomplish the mission and objectives established for a program.” (Longest, 2015, p. 139)
Traits approach
“Based on the proposition that traits - encompassing skills, abilities, or characteristics - inherent in some people explain why they are more effective at leading than others.” (Longest, 2015, p. 140)
Kirkpatrick and Locke (1991, 48) stated, “Key leader traits include: drive (a broad term which includes achievement, motivation, ambition, energy, tenacity, and initiative); leadership, motivation (the desire to lead but not to seek power as an end in itself); honesty and integrity; self-confidence (which is associated with emotional stability); cognitive ability; and knowledge.” (as cited in Longest, 2015, p. 140)
Behaviors approach
“Traits cannot fully explain effectively leading, is based on the assumption that particular behaviors or sets of behaviors that make up a style of leading might be associated with success in leading.” (Longest, 2015, p. 140)
Planning, clarifying, monitoring, problem solving, supporting, recognizing, developing, empowering, advocating change, envisioning change, encouraging innovation, facilitating collective learning, networking, external monitoring, representing (Longest, 2015, p. 142)
Tannenbaum and Schmidt’s continuum of leader styles model: (Longest, 2015, p. 147)
Autocratic leaders - makes decisions and announces them to other participants
Consultative leaders - convince other participants of the correctness of a decision by carefully explaining the rationale for the decision and its effect on the other participants and on the program
Participative leaders - present tentative decisions that will be changed in other participants can make a convincing case for different decisions
Democratic leaders - define the limits of the situation and problem to be solved and permit other participants to make the decision
Laissez-faire leaders - permit other participants to have great discretion in decision making
“Leaders must adapt and change styles to fit different situations.” (Longest, 2015, p. 147)
“An autocratic style might be appropriate in certain clinical situations in programs where work frequently involves a high degree of urgency. But this style could be disastrous in other situations, such as when a manager must decide how to offer a new service in a program or improve communication with participants.” (Longest, 2015, p. 147)
Situational/Contingency approach
“.
Please read Patricia Benners Five Stages of Proficiency. Explai.docxchristalgrieg
Please read Patricia Benner's Five Stages of Proficiency. Explain the importance of this theory through a nurse's perspective. No references are required. Your summary should be at least 300 words using good spelling and grammar. Can be single or double spaced.
Attached Files:
Dr. Patricia Benner is a nursing theorist who first developed a model for the stages of clinical competence in her classic book “From Novice to Expert: Excellence and Power in Clinical Nursing Practice”. Her model is one of the most useful frameworks for assessing nurses’ needs at different stages of professional growth. She is the Chief Faculty Development Officer for Educating Nurses, the Director of the Carnegie Foundation for the Advancement of Teaching National Nursing Education and honorary fellow of the Royal College of Nursing.
Dr. Benner was born in Hampton, Virginia, and received her bachelor’s degree in Nursing from Pasadena College in 1964, and later a master’s degree in Medical-Surgical Nursing from the University of California, Berkeley. After completing her doctorate in 1982, she became an Associate Professor in the Department of Physiological Nursing at the University of California, San Francisco. Dr. Benner is an internationally known lecturer and researcher on health, and her work has influenced areas of clinical practice as well as clinical ethics.
This nursing theory proposes that expert nurses develop skills and understanding of patient care over time through a proper educational background as well as a multitude of experiences. Dr. Benner’s theory is not focused on how to be a nurse, rather on how nurses acquire nursing knowledge – one could gain knowledge and skills (“knowing how”), without ever learning the theory (“knowing that”). She used the Dreyfus Model of Skill Acquisition as a foundation for her work. The Dreyfus model, described by brothers Stuart and Hubert Dreyfus, is a model based on observations of chess players, Air Force pilots, army commanders and tank drivers. The Dreyfus brothers believed learning was experiential (learning through experience) as well as situation-based, and that a student had to pass through five very distinct stages in learning, from novice to expert.
Dr. Benner found similar parallels in nursing, where improved practice depended on experience and science, and developing those skills was a long and progressive process. She found when nurses engaged in various situations, and learned from them, they developed “skills of involvement” with patients and family. Her model has also been relevant for ethical development of nurses since perception of ethical issues is also dependent on the nurses’ level of expertise. This model has been applied to several disciplines beyond clinical nursing, and understanding the five stages of clinical competence helps nurses support one another and appreciate that expertise in any field is a process learned over time.
Dr. Benner’s Stages of Clinical Competence
Stage 1 Novice: .
***************Please Read Instructions **************
OBJECTIVES:
Use personal influence with a group or team.
Identify the behaviors that exemplify the leadership truths.
Understand the stages of team development.
Explain how motivation impacts performance.
GOAL:
The purpose of this assignment is to provide an opportunity to express understanding of content associated with the chapters covered in Week Two (
Values Drive Commitment
,
Focusing on the Future Sets Leaders Apart
, and
You Can't Do It Alone
). For this assignment, you must use the Full Sail Online Library resources for at least one source in answering the questions. Make sure you clearly indicate which source(s) are from the online library. To access the Full Sail Library sources, go to Connect/Departments/Library. You will see a list of databases available. The library is open Monday-Friday 8:00 am - 9:00 pm and Saturday 8:00 am - 5:00 pm and can be reached at x8438.
Chapter Five
discusses the importance of
working in teams
and the
importance of emotional intelligence
in both your personal and social skills. How well are you in these areas? The goal of this week's discussion is to use the resources from this week to
develop, create, and implement a team activity with you being the leader.
INSTRUCTIONS:
First Post – due Thursday by 11:59pm EST *Due date extended due to the nature of the activity. Use this time to create an amazing activity!
Persuade at least four to eight people to do some notable activity together for at least two hours
that they would not otherwise do without your intervention. Your only restriction is that you cannot tell them why you are doing this.
The group can be any group of people: friends, family, teammates, club members, neighbors, students, or work colleagues
. It can be almost any activity
except for
watching television, eating, going to a movie, or just sitting around talking. It must be more substantial than that. Some options include a party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter, visiting a nursing home, or helping on a community project.
After completing your leadership activity, be prepared to discuss:
1. What was the activity selected?
Use specifics to describe your activity including
who attended (friends, family, co-workers, etc), location, and date. What did it feel like to make something happen in the world that would not have happened otherwise without you?
2.
Emotional Intelligence (EQ)
is important to develop to build relationships with others. How did you use EQ to empower others, listen to individual needs, and build relationships?
3. With this act of leadership,
what values did you exemplify
? (Use the
Values Drive Commitment c
hapter
concepts in your response.)
4. Were your members a group or a team? Using the
stages of team development
(Forming, Storming, Norming, Performing), describe the specific behaviors that de.
Please react to this student post. remember references and plarigari.docxchristalgrieg
Please react to this student post. remember references and plarigarism
Descending Spinal Tract
Corticospinal, reticulospinal, and vestibulospinal
Sends impulses from the brain to muscle groups
Control muscle tone, posture, and motor movements
Efferent
A
scending Spinal Tract
Spinothalamic and spinocerebellar
Sends sensory signals to accomplish complex tasks
Ascending tracts recognize exact stimulus and location
Contains fibers that discriminate rough from light touch, temperature and pain
Afferent
If the spinal cord is completely severed, then complete loss of function below the point if injury is expected (Ball, Dains, Flynn, Solomon & Stewart, 2015).
The nervous system is a group of nerves and neurons that transmit messages to different parts of the body. It is in charge of coordinating and controlling the body (Ball et al., 2015). The nervous system is divided into the central and the peripheral nervous system, further subdivided into autonomic, sympathetic and parasympathetic. The central nervous system is comprised of the brain. The peripheral nervous systems is comprised of the cranial and spinal nerves and the ascending and descending pathways (Ball et al., 2015). With all parts functioning properly the nervous system is able to receive and identify stimuli, control voluntary and involuntary body functions (Ball et al., 2015).
The three major units of the brain are the cerebrum, the cerebellum and the brainstem (Ball et al., 2015).
The difference between the ascending and descending tracts is that the ascending is sensory (afferent) because it delivers information to the brain and the descending tract delivers motor (efferent) information to the periphery (Ball et al., 2015)
The pituitary gland regulates metabolic processes and controls growth, lactation, and vasoconstriction through hormonal regulation (Ball et al., 2015).
The fourth cranial nerve is called trochlear and it is in charge of the downward and inward movement of the eye (Ball et al., 2015).
Risk factors for cerebrovascular accidents include hypertension, obesity, sedentary lifestyle, smoking, stress, high cholesterol/triglycerides/lipoproteins, congenital conditions and family history of cerebrovascular accidents (Ball et al., 2015).
The 5.07 monofilament test is used to test sensation in different parts of the foot in patients suffering from diabetes mellitus or peripheral neuropathy (Ball et al., 2015).
The 0 to 4+ scale is used to grade the response when testing the reflex. 0 indicates no response and 4+ indicates hyperactive reflex (Ball et al., 2015).
Older adults may be taking medication for other conditions that can affect their balance, mental status and coordination and it is important know this in order to rule out whether a symptom is due to a side effect or a cause for concern (Ball et al., 2015).
Meningitis that occurs during the first year may cause epilepsy later on in life, also any infection in the first year of life can impa.
Please provide the following information about your culture which is.docxchristalgrieg
Please provide the following information about your culture which is the ANCIENT EMPIRE:
Content
Introduction with a thesis statement
Provide a brief history of your culture
Explain how your chosen culture is represented in the United States
Is your culture individualistic or collectivistic? Provide at least one example
What are some of the artistic (art, music, architecture, dance) contributions of your culture?
What are some values of your culture? Provide at least three examples
Discuss your culture’s religion(s)? Include name and basic belief system of at least one of the major faiths
What are some of the sex and gender role differences in your culture? Provide at least three examples
Discuss what we would need to know to acculturate into your culture (if it is a culture from the past, what would we need to do in order to fit in during that timeframe). Provide at least one concrete suggestion
Conclusion
Specific Paper Requirements:
Four-page minimum: six-page maximum (Times New Roman, 1-inch marginsm 12-pt. font, double-spaced)
Quality of writing: Must contain in-text citations in APA format
Spelling and Grammar
Correct APA style format
A minimum of three or more credible sources (books, journal articles, magazine/newspaper articles, etc.)
Paper Outline:
Introduction
History
Cultural Context
Represented in the United States
Individualistic/Collective
Artistic
Values
Religion
Sex and Gender Roles
Acculturation
Conclusion
References
.
Please proof the paper attached and complete question 6 and 7..docxchristalgrieg
Please proof the paper attached and complete question 6 and 7.
Moore Plumbing Supply Company
Capital Structure
Mort Moore founded Moore Plumbing Supply after returning from duty in the South Pacific during World War II. Before joining the armed forces, he had worked for a locally owned plumbing company and wanted to continue with that type of work once the war effort was over. Shortly after returning to his hometown of Minneapolis, Minnesota, he became aware of an unprecedented construction boom. Returning soldiers needed new housing as they started families and readjusted to civilian life. Mort felt that he could make more money by providing plumbing supplies to contractors rather than performing the labor, and he decided to open a plumbing supply company. Mort’s parents died when he was young and was raised by his older brother, Stan, who ran a successful shoe business during the 1920’s. Stan often shared stories about owning his own business and in particular about a large expansion that was completed just before the market collapsed. Because of the economic times, Stan lost the business but was lucky to find employment with the railroad. He dutifully saved part of each paycheck and was so thankful that his brother returned home safely that he decided to use his sizable savings to help his brother open his business. Mort kept in mind his brother’s failed business and vowed that his company would operate in such a way that it would minimize its vulnerability of general business downturns.
Moore’s extensive inventory and reasonable prices made the company the primary supplier of the major commercial builders in the area. In addition, Mort developed a loyal customer base among the home repair person, as his previous background allowed him to provide excellent advice about specific projects and to solve unique problems. As a result, his business prospered and over the past twenty years, sales have grown faster than the industry. Because of the large orders, the company receives favorable prices from suppliers, allowing Moore Plumbing Supply to remain competitive with the discount houses that have sprung up in the area. Over the years, Mort has kept his pledge and the company has remained a very strong financial position. It had a public sale of stock and additional stock offers to fund expansions including regional supply outlets in Milwaukee, Wisconsin and Sioux City, Iowa.
Recently, Stan decided that the winters were too long and he wanted to spend the coldest months playing golf in Florida. He retired from the day-to-day operations but retained the position of President and brought in his grandson, Tom Moore, to run the company as the new Chief Executive Officer. Tom was an excellent choice for the position. After graduating summa-cum-laud with a degree in communications from the University of Wisconsin, he worked in the Milwaukee operation where he was quickly promoted to manager. In ten years, sa.
Please prepare PPT( 5 Slides and 1 citation slide) and also explain .docxchristalgrieg
Please prepare PPT( 5 Slides and 1 citation slide) and also explain all slides in word format about 300 words to give presentation
Types of Stakeholders:
Suppliers - Sandeep
Owners - Sandeep
Employees - Sandeep
Stakeholder Impact of Ethics on Stakeholders – Ravi/Rushil/Sandeep/Krishna
References
.
Please prepare a one-pageProject Idea that includes the .docxchristalgrieg
Please prepare a
one-page
Project Idea
that includes the following:
1. What type of project
would you like to do: develop a proposal for a new business; develop a plan to green an existing business; creative project; or research project?
2. What is the big idea
that you would like to pursue? (1-2 sentences)
3. Why
did you decide on this idea? (2-3 sentences)
4. If working in a team
, please list each team member and include either one specific role that they will play in the project or one link to a helpful resource that they have found that will inform the team’s project.
If doing an individual project
, please list at least one resource that will inform your thinking.
5. Develop a
proposed timeline
for the project (including the deliverables below, plus additional steps needed to produce the deliverables).
See the project guidelines under Course Documents or linked
here
for more information.
.
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1/12/17, 2:27 PMMilitary-Industrial Complex Speech, Dwight D. Eisenhower, 1961
Page 1 of 4http://coursesa.matrix.msu.edu/~hst306/documents/indust.html
Military-Industrial Complex Speech, Dwight D. Eisenhower, 1961
Public Papers of the Presidents, Dwight D. Eisenhower, 1960, p. 1035- 1040
My fellow Americans:
Three days from now, after half a century in the service of our country, I shall lay down the responsibilities of
office as, in traditional and solemn ceremony, the authority of the Presidency is vested in my successor.
This evening I come to you with a message of leave-taking and farewell, and to share a few final thoughts
with you, my countrymen.
Like every other citizen, I wish the new President, and all who will labor with him, Godspeed. I pray that the
coming years will be blessed with peace and prosperity for all.
Our people expect their President and the Congress to find essential agreement on issues of great moment, the
wise resolution of which will better shape the future of the Nation.
My own relations with the Congress, which began on a remote and tenuous basis when, long ago, a member
of the Senate appointed me to West Point, have since ranged to the intimate during the war and immediate
post-war period, and, finally, to the mutually interdependent during these past eight years.
In this final relationship, the Congress and the Administration have, on most vital issues, cooperated well, to
serve the national good rather than mere partisanship, and so have assured that the business of the Nation
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that we have been able to do so much together.
II.
We now stand ten years past the midpoint of a century that has witnessed four major wars among great
nations. Three of these involved our own country. Despite these holocausts America is today the strongest,
the most influential and most productive nation in the world. Understandably proud of this pre-eminence, we
yet realize that America's leadership and prestige depend, not merely upon our unmatched material progress,
riches and military strength, but on how we use our power in the interests of world peace and human
betterment.
III.
Throughout America's adventure in free government, our basic purposes have been to keep the peace; to
foster progress in human achievement, and to enhance liberty, dignity and integrity among people and among
nations. To strive for less would be unworthy of a free and religious people. Any failure traceable to
arrogance, or our lack of comprehension or readiness to sacrifice would inflict upon us grievous hurt both at
home and abroad.
Progress toward these noble goals is persistently threatened by the conflict now engulfing the world. It
1/12/17, 2:27 PMMilitary-Industrial Complex Speech, Dwight D. Eisenhower, 1961
Page 2 of 4http://coursesa.matrix.msu.edu/~hst306/documents/indust.html
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Please read the case Fraud at WorldCom in the book provided below .docxchristalgrieg
Please read the case Fraud at WorldCom in the book provided below (chapter 13) Page 310
And answer the following questions
1. What is the dilemma?
2. Do shareholders have de facto control over managers? What decisions do shareholders typically make? Please explain
One double-spaced page.
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Please read the below two discussion posts and provide the response .docxchristalgrieg
Please read the below two discussion posts and provide the response for each discussion in 75 to 100 words.
Post#1
Nowadays, there are numerous advancements in technology. As a result, the traditional workplace has gradually transformed with home offices and virtual workplaces where employees can hold meetings using video teleconferencing tools and communicate through email and other applications such as Slack (Montrief, et al., 2020). This makes the cloud more busy which brings up the need for improved cloud security.
Generally, in a public cloud, there exists a shared responsibility between the user and the Cloud Service Provider (CSP). Due to the rise of cyber-related crimes over the years, security for things like data classification, network controls and physical security need clear owners. The division of such responsibilities is called shared responsibility model for cloud security. “According to Amazon Web Services (AWS), security responsibility is shared by both CSP and CSC and they called it as Shared Security Responsible Model” (Kumar, Raj, & Jelciana, 2018). “While client and endpoint protection, identity and access management and application level controls are a shared responsibility the responsibility resides largely with the client organization” (Lane, Shrestha, & Ali, 2017). However, the responsibilities may vary depending on the cloud service provider and the cloud environment the user is using to operate. Nevertheless, despite the cloud services used, the burden of protecting data lays upon the user.
Normally, security is broken down into two broad categories: security of the cloud and security in the cloud. Security of the cloud is a section of the shared responsibility model handled by the cloud service provider. It comprises of hardware, host operating systems and physical security of the infrastructure. Most of these logistical challenges are offloaded when an organization moves its operations to the cloud. In contrast, security in the cloud is the security responsibility handled by the user. “The cloud service customer is responsible for securing and managing the applications that run in the cloud, the operating systems, data-at-rest, data-in-transit, policies and other responsibilities” (Bennett & Robertson, 2019). Since access to customer data remains the most critical component in cloud computing, it also determined the level of security in the cloud to be implemented by the customer.
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Please read the below discussion post and provide response in 75 to .docxchristalgrieg
Please read the below discussion post and provide response in 75 to 100 words
Post#1
Cloud security plays an important role in every field like business and personal world. With a large number of benefits it has some myths also. Cloud security is solely the cloud provider’s responsibility: a standard misconception is that the cloud provider automatically takes care of all the safety needs of the customer’s data and process while in the cloud. Password policies, release management for software patches, management of user roles, security training of staff, and data management policies are all responsibilities of the purchasers and a minimum of as critical because the security is done by the general public cloud provider. While users are hardening internal security, don’t assume that cloud provider backs up data and will be able to restore it just in case of a security breach. It is instrumental and important that users simply implement a backup solution that backs up data that's hosted on the cloud to an onsite backup or to a different cloud provider. In addition, in case of a security breach, user will get to restore data from backups. “There is indeed a good case to make for fair taxation and that uneven effective tax rates can distort competition and lead to smaller tax revenues” (Bauer, 2018).
Don’t get to manage the cloud: many people believe that since the cloud infrastructure is usually basically just a managed service, that the safety of the services is additionally managed. Many cloud based systems are left inadvertently unsecured because the customer doesn't know that they have to try to something to secure them, as they assume that the provider has done what an in-house staff would traditionally have done by default. Cloud security requires an equivalent discipline for security of any data center. Cloud data centers are as resilient as any, but the weakness comes if the policies, processes and tools aren’t regularly monitored by the IT operations staff responsible (Determann, 2016).
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Please read the assignment content throughly Internet Resources .docxchristalgrieg
Please read the assignment content throughly
Internet Resources Chart [due Mon]
Assignment Content
Create
a chart of Internet-based resources for early childhood literacy development.
Include
at least two different resources for each of the following topics:
Oral language
Environmental print
Morphemic analysis
Spelling
Vocabulary
Summarize
each resource. A total of 700 words should be used in the chart.
Submit
your assignment.
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Please read the article by Peterson (2004). Your responses to th.docxchristalgrieg
Please read the article by Peterson (2004). Your responses to the following questions must be typed. Please be sure to include an APA-style citation
1. What is the purpose of this review paper
2. Describe
Incidental teaching
Mand-model
Time delay
Milieu language teaching
How are they the same?
How are they different?
3. What is discrete trial training? How is naturalistic teaching different?
4. What is generalization in language acquisition? How does naturalistic teaching promote generalization in language acquisition?
5. What were the conclusions of this review?
6. Be sure to provide and APA-style source citation for Peterson (2004) at the end of your paper
.
Please read the article which appears below. Write and submit an.docxchristalgrieg
Please read the article which appears below. Write and submit an
600 word report.
There is no right or wrong answer. Your report will be graded on your understanding of the problem of teenagers in high school having babies - and the attitude of the teens - whether you agree or disagree it is a good idea for the school to open a day care center to help these mothers (tell us why you agree or disagree), whether you agree or disagree with the teacher who wrote this article - tell us why you agree or disagree - why sociologists might want to study problems like this one, what sociologists might be able to contribute to solving problems like the one described . Link your answer to material we are studying. How well you express yourself - grammatical construction - spelling - is important. Maybe you can't make up your mind about this article. That's OK too. But it is important that you explain WHY.
Material you studied about agents of social change, primary and secondary groups in the chapters on
Culture - Socialization- Social Interaction - Social Structures - Groups and Organizations- should give you lots of ideas for your assignment.
They're Having Babies. Are We Helping?
By Patrick Welsh
The girls gather in small groups outside Alexandria's T.C. Williams High School most mornings, standing with their babies on their hips, talking and giggling like sorority sisters. Sometimes their mothers drop the kids (and their kids) off with a carefree smile and a wave. As I watch the girls carry their children into the Tiny Titans day-care center in our new $100 million building, I can't help wondering what Sister Mary Avelina, my 11th-grade English teacher, would have thought.
Okay, I'm an old guy from the 1950s, an era light-years from today. But even in these less censorious times, I'm amazed -- and concerned -- by the apparently nonchalant attitude both these girls and their mothers exhibit in front of teachers, administrators and hundreds of students each day. Last I heard, teen pregnancy is still a major concern in this country -- teenage mothers are less likely to finish school and more likely to live in poverty; their children are more likely to have difficulties in school and with the law; and on and on.
But none of that seems to register with these young women. In fact, "some girls seem to be really into it," says T.C. senior Mary Ball. "They are embracing their pregnancies." Nor is the sight of a pregnant classmate much of a surprise to the students at T.C. anymore. "When I was in middle school, I'd be shocked to see a pregnant eighth-grader," says Ball. "Now it seems so ordinary that we don't even talk about it."
Teenage pregnancy has been bright on American radar screens for the past year: TV teen starlet Jamie Lynn Spears's pregnancy caused a minor media storm last December. The pregnant-teen movie "Juno" won Oscar nods. And there was Bristol Palin, daughter of Alaska Gov. Sarah Palin, bringing the issue front and center d.
Please Read instructions Role Model LeadersChoose one • 1 .docxchristalgrieg
Please Read instructions
Role Model Leaders
Choose one • 1 point
In a study by Kouzes and Posner, who was identified as the person that the majority of people would select as their most important role model for leadership?
Teacher or coach
Business leader
Family member
Community or religious leader
QUESTION 2
Five Practices
Choose one • 1 point
Which of the following is
not
one of the Five Practices of Exemplary Leadership?
Model the Way
Leave a Legacy
Encourage the Heart
Enable Others to Act
QUESTION 3
Organizational Behavior
Choose one • 1 point
Organizational Behavior is a defined business function that has nothing to do with human behavior.
True
False
QUESTION 4
Leader and Constituents
Choose one • 1 point
What strengthens and sustains the relationship between leader and constituents is that leaders are:
Obsessed with what is best for others, not themselves
Obsessed with what is best for making the most money for themselves
Obsessed with what is best for themselves, not others
Obsessed with what is best for the business, not others
QUESTION 5
The Most Fundamental Truth
Choose one • 1 point
According to Kouzes and Posner, which of the Ten Truths about Leadership is the most fundamental truth of all?
Credibility is the Foundation of Leadership
Challenge is the Crucible for Greatness
You Can’t Do It Alone
You Make a Difference
QUESTION 6
Credibility
Choose one • 1 point
A culture of leadership ______________ and ______________ is created when people at all levels genuinely expect each other to be credible, and they hold each other accountable for the actions that build and sustain credibility.
Excellence and integrity
Independence and coerciveness
Confidence and charisma
Dissatisfaction and distrust
QUESTION 7
Organizational Behavior
Choose one • 1 point
The study of Organizational Behavior helps us to understand organizational culture, power, and political behavior.
True
False
QUESTION 8
Organization’s vision and values
Choose one • 1 point
Who is the person that has the most influence over your desire to stay or leave an organization, and your commitment to the organization’s vision and values?
CEO
Co-workers
Board of Directors
Your most immediate manager
QUESTION 9
Willingly Follow
Choose one • 1 point
In a survey by Kouzes and Posner, which of the following characteristics scored the highest that people looked for in someone that they would be willing to follow:
Independent
Supportive
Honest
Straightforward
QUESTION 10
Expectation of Leaders
Choose one • 1 point
In addition to the three factors that measure source credibility, the vast majority of constituents have one other expectation of leaders. They expect leaders to be:
Admired
Forward-looking
Independent
Enthusiastic
QUESTION 11
Leadership is a Relationship
Choose one • 1 point
Leadership is a relationship between those who aspire to lead and those who are learning to lead
.
Tru.
Please read each attachment for instructions, please answer each q.docxchristalgrieg
Please read each attachment for instructions, please answer each question all 8 with an answer after reading each attachment. Do not answer each question in a running paragraph. question/answer in at least 200 -300 word detailed with references from attachments and one extra where needed.
I do not have a second chance to correct
Activity: Counseling Immigrants
Instructions:
This activity is composed of three parts. In order to complete part I, you must read the article “Counseling Haitian Students and their Families: Issues and Interventions.” In order to complete part II, you must read the “APA Immigration Report Executive Summary,” and in order to complete part III, you must read “Counseling Model for Immigrants.”
Part I
1) Explain the differences between what parents are expected to do in American schools and what parents are expected to do in Haitian schools.
2) Why did Jean’s parents did not seek contact with teachers?
3) Haitian students face significant prejudice from teachers and classmates based on their race, the negative image of voudou, their former classification as a high-risk group for AIDS, and the violence and corruption of Haiti’s domestic politics. Name the interventions suggested by Joseph (1984).
Part II
1. The United States today has approximately _______ million immigrants—the largest number in its history. As a nation of immigrants, the United States has successfully negotiated larger proportions of newcomers in its past (______% in 1910 vs. _____% today). Notably, nearly _________ ____________of the foreign-born are naturalized citizens or authorized noncitizens.
2. Nearly a ___________ of children under the age of 18 have an immigrant __________.
3. One third of the foreign-born population in the United States is from ________, and a total of _______% originate from Latin America (U.S. Census Bureau, 2010).The four states with the largest numbers of immigrants (California, __________, New Mexico, and _________) have already become “majority/minority” (______ than ________% White) states (U.S. Census Bureau, 2011a).
4. Immigrants arrive in the United States with varied levels of education. At one end of the spectrum are highly educated immigrant adults (Portes & Rumbaut, 2006) who comprise a ___________ of all U.S. __________, ________% of the nation’s __________ and ____________ workers with bachelor’s degrees, and _______% of scientists with ______________.
5. An estimated ________ languages are currently spoken in homes in the United States.
6. Psychological acculturation refers to the dynamic process that immigrants experience as they __________ to the culture of the new country.
7. The constellation of presenting issues for immigrants tends to fall within the areas of _________________- based presenting problems, __________-based presenting problems, and _________________, ____________, and ______________–based problems.
8. To increase the accessibility and efficacy of services, clinicians and p.
PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I.docxchristalgrieg
**PLEASE READ BEFORE STARTING! 500 WORD PAPER ONLY USING THE NOTES I HAVE PROVIDED BELOW. ESSAY QUESTION IS RIGHT BELOW AS WELL.**
Three common approaches to understanding leading – traits, behaviors, and situational or contingency approaches - may or may not be effective in leading/managing a healthcare program. Briefly summarize each and its appropriateness for healthcare management.
Health Program Management (Longest, 2015)
“Leading effectively means influencing participants to make contributions that help accomplish the mission and objectives established for a program.” (Longest, 2015, p. 139)
Traits approach
“Based on the proposition that traits - encompassing skills, abilities, or characteristics - inherent in some people explain why they are more effective at leading than others.” (Longest, 2015, p. 140)
Kirkpatrick and Locke (1991, 48) stated, “Key leader traits include: drive (a broad term which includes achievement, motivation, ambition, energy, tenacity, and initiative); leadership, motivation (the desire to lead but not to seek power as an end in itself); honesty and integrity; self-confidence (which is associated with emotional stability); cognitive ability; and knowledge.” (as cited in Longest, 2015, p. 140)
Behaviors approach
“Traits cannot fully explain effectively leading, is based on the assumption that particular behaviors or sets of behaviors that make up a style of leading might be associated with success in leading.” (Longest, 2015, p. 140)
Planning, clarifying, monitoring, problem solving, supporting, recognizing, developing, empowering, advocating change, envisioning change, encouraging innovation, facilitating collective learning, networking, external monitoring, representing (Longest, 2015, p. 142)
Tannenbaum and Schmidt’s continuum of leader styles model: (Longest, 2015, p. 147)
Autocratic leaders - makes decisions and announces them to other participants
Consultative leaders - convince other participants of the correctness of a decision by carefully explaining the rationale for the decision and its effect on the other participants and on the program
Participative leaders - present tentative decisions that will be changed in other participants can make a convincing case for different decisions
Democratic leaders - define the limits of the situation and problem to be solved and permit other participants to make the decision
Laissez-faire leaders - permit other participants to have great discretion in decision making
“Leaders must adapt and change styles to fit different situations.” (Longest, 2015, p. 147)
“An autocratic style might be appropriate in certain clinical situations in programs where work frequently involves a high degree of urgency. But this style could be disastrous in other situations, such as when a manager must decide how to offer a new service in a program or improve communication with participants.” (Longest, 2015, p. 147)
Situational/Contingency approach
“.
Please read Patricia Benners Five Stages of Proficiency. Explai.docxchristalgrieg
Please read Patricia Benner's Five Stages of Proficiency. Explain the importance of this theory through a nurse's perspective. No references are required. Your summary should be at least 300 words using good spelling and grammar. Can be single or double spaced.
Attached Files:
Dr. Patricia Benner is a nursing theorist who first developed a model for the stages of clinical competence in her classic book “From Novice to Expert: Excellence and Power in Clinical Nursing Practice”. Her model is one of the most useful frameworks for assessing nurses’ needs at different stages of professional growth. She is the Chief Faculty Development Officer for Educating Nurses, the Director of the Carnegie Foundation for the Advancement of Teaching National Nursing Education and honorary fellow of the Royal College of Nursing.
Dr. Benner was born in Hampton, Virginia, and received her bachelor’s degree in Nursing from Pasadena College in 1964, and later a master’s degree in Medical-Surgical Nursing from the University of California, Berkeley. After completing her doctorate in 1982, she became an Associate Professor in the Department of Physiological Nursing at the University of California, San Francisco. Dr. Benner is an internationally known lecturer and researcher on health, and her work has influenced areas of clinical practice as well as clinical ethics.
This nursing theory proposes that expert nurses develop skills and understanding of patient care over time through a proper educational background as well as a multitude of experiences. Dr. Benner’s theory is not focused on how to be a nurse, rather on how nurses acquire nursing knowledge – one could gain knowledge and skills (“knowing how”), without ever learning the theory (“knowing that”). She used the Dreyfus Model of Skill Acquisition as a foundation for her work. The Dreyfus model, described by brothers Stuart and Hubert Dreyfus, is a model based on observations of chess players, Air Force pilots, army commanders and tank drivers. The Dreyfus brothers believed learning was experiential (learning through experience) as well as situation-based, and that a student had to pass through five very distinct stages in learning, from novice to expert.
Dr. Benner found similar parallels in nursing, where improved practice depended on experience and science, and developing those skills was a long and progressive process. She found when nurses engaged in various situations, and learned from them, they developed “skills of involvement” with patients and family. Her model has also been relevant for ethical development of nurses since perception of ethical issues is also dependent on the nurses’ level of expertise. This model has been applied to several disciplines beyond clinical nursing, and understanding the five stages of clinical competence helps nurses support one another and appreciate that expertise in any field is a process learned over time.
Dr. Benner’s Stages of Clinical Competence
Stage 1 Novice: .
***************Please Read Instructions **************
OBJECTIVES:
Use personal influence with a group or team.
Identify the behaviors that exemplify the leadership truths.
Understand the stages of team development.
Explain how motivation impacts performance.
GOAL:
The purpose of this assignment is to provide an opportunity to express understanding of content associated with the chapters covered in Week Two (
Values Drive Commitment
,
Focusing on the Future Sets Leaders Apart
, and
You Can't Do It Alone
). For this assignment, you must use the Full Sail Online Library resources for at least one source in answering the questions. Make sure you clearly indicate which source(s) are from the online library. To access the Full Sail Library sources, go to Connect/Departments/Library. You will see a list of databases available. The library is open Monday-Friday 8:00 am - 9:00 pm and Saturday 8:00 am - 5:00 pm and can be reached at x8438.
Chapter Five
discusses the importance of
working in teams
and the
importance of emotional intelligence
in both your personal and social skills. How well are you in these areas? The goal of this week's discussion is to use the resources from this week to
develop, create, and implement a team activity with you being the leader.
INSTRUCTIONS:
First Post – due Thursday by 11:59pm EST *Due date extended due to the nature of the activity. Use this time to create an amazing activity!
Persuade at least four to eight people to do some notable activity together for at least two hours
that they would not otherwise do without your intervention. Your only restriction is that you cannot tell them why you are doing this.
The group can be any group of people: friends, family, teammates, club members, neighbors, students, or work colleagues
. It can be almost any activity
except for
watching television, eating, going to a movie, or just sitting around talking. It must be more substantial than that. Some options include a party, an organized debate, a songfest, a long hike, a visit to a museum, or volunteer work such as picking up litter, visiting a nursing home, or helping on a community project.
After completing your leadership activity, be prepared to discuss:
1. What was the activity selected?
Use specifics to describe your activity including
who attended (friends, family, co-workers, etc), location, and date. What did it feel like to make something happen in the world that would not have happened otherwise without you?
2.
Emotional Intelligence (EQ)
is important to develop to build relationships with others. How did you use EQ to empower others, listen to individual needs, and build relationships?
3. With this act of leadership,
what values did you exemplify
? (Use the
Values Drive Commitment c
hapter
concepts in your response.)
4. Were your members a group or a team? Using the
stages of team development
(Forming, Storming, Norming, Performing), describe the specific behaviors that de.
Please react to this student post. remember references and plarigari.docxchristalgrieg
Please react to this student post. remember references and plarigarism
Descending Spinal Tract
Corticospinal, reticulospinal, and vestibulospinal
Sends impulses from the brain to muscle groups
Control muscle tone, posture, and motor movements
Efferent
A
scending Spinal Tract
Spinothalamic and spinocerebellar
Sends sensory signals to accomplish complex tasks
Ascending tracts recognize exact stimulus and location
Contains fibers that discriminate rough from light touch, temperature and pain
Afferent
If the spinal cord is completely severed, then complete loss of function below the point if injury is expected (Ball, Dains, Flynn, Solomon & Stewart, 2015).
The nervous system is a group of nerves and neurons that transmit messages to different parts of the body. It is in charge of coordinating and controlling the body (Ball et al., 2015). The nervous system is divided into the central and the peripheral nervous system, further subdivided into autonomic, sympathetic and parasympathetic. The central nervous system is comprised of the brain. The peripheral nervous systems is comprised of the cranial and spinal nerves and the ascending and descending pathways (Ball et al., 2015). With all parts functioning properly the nervous system is able to receive and identify stimuli, control voluntary and involuntary body functions (Ball et al., 2015).
The three major units of the brain are the cerebrum, the cerebellum and the brainstem (Ball et al., 2015).
The difference between the ascending and descending tracts is that the ascending is sensory (afferent) because it delivers information to the brain and the descending tract delivers motor (efferent) information to the periphery (Ball et al., 2015)
The pituitary gland regulates metabolic processes and controls growth, lactation, and vasoconstriction through hormonal regulation (Ball et al., 2015).
The fourth cranial nerve is called trochlear and it is in charge of the downward and inward movement of the eye (Ball et al., 2015).
Risk factors for cerebrovascular accidents include hypertension, obesity, sedentary lifestyle, smoking, stress, high cholesterol/triglycerides/lipoproteins, congenital conditions and family history of cerebrovascular accidents (Ball et al., 2015).
The 5.07 monofilament test is used to test sensation in different parts of the foot in patients suffering from diabetes mellitus or peripheral neuropathy (Ball et al., 2015).
The 0 to 4+ scale is used to grade the response when testing the reflex. 0 indicates no response and 4+ indicates hyperactive reflex (Ball et al., 2015).
Older adults may be taking medication for other conditions that can affect their balance, mental status and coordination and it is important know this in order to rule out whether a symptom is due to a side effect or a cause for concern (Ball et al., 2015).
Meningitis that occurs during the first year may cause epilepsy later on in life, also any infection in the first year of life can impa.
Please provide the following information about your culture which is.docxchristalgrieg
Please provide the following information about your culture which is the ANCIENT EMPIRE:
Content
Introduction with a thesis statement
Provide a brief history of your culture
Explain how your chosen culture is represented in the United States
Is your culture individualistic or collectivistic? Provide at least one example
What are some of the artistic (art, music, architecture, dance) contributions of your culture?
What are some values of your culture? Provide at least three examples
Discuss your culture’s religion(s)? Include name and basic belief system of at least one of the major faiths
What are some of the sex and gender role differences in your culture? Provide at least three examples
Discuss what we would need to know to acculturate into your culture (if it is a culture from the past, what would we need to do in order to fit in during that timeframe). Provide at least one concrete suggestion
Conclusion
Specific Paper Requirements:
Four-page minimum: six-page maximum (Times New Roman, 1-inch marginsm 12-pt. font, double-spaced)
Quality of writing: Must contain in-text citations in APA format
Spelling and Grammar
Correct APA style format
A minimum of three or more credible sources (books, journal articles, magazine/newspaper articles, etc.)
Paper Outline:
Introduction
History
Cultural Context
Represented in the United States
Individualistic/Collective
Artistic
Values
Religion
Sex and Gender Roles
Acculturation
Conclusion
References
.
Please proof the paper attached and complete question 6 and 7..docxchristalgrieg
Please proof the paper attached and complete question 6 and 7.
Moore Plumbing Supply Company
Capital Structure
Mort Moore founded Moore Plumbing Supply after returning from duty in the South Pacific during World War II. Before joining the armed forces, he had worked for a locally owned plumbing company and wanted to continue with that type of work once the war effort was over. Shortly after returning to his hometown of Minneapolis, Minnesota, he became aware of an unprecedented construction boom. Returning soldiers needed new housing as they started families and readjusted to civilian life. Mort felt that he could make more money by providing plumbing supplies to contractors rather than performing the labor, and he decided to open a plumbing supply company. Mort’s parents died when he was young and was raised by his older brother, Stan, who ran a successful shoe business during the 1920’s. Stan often shared stories about owning his own business and in particular about a large expansion that was completed just before the market collapsed. Because of the economic times, Stan lost the business but was lucky to find employment with the railroad. He dutifully saved part of each paycheck and was so thankful that his brother returned home safely that he decided to use his sizable savings to help his brother open his business. Mort kept in mind his brother’s failed business and vowed that his company would operate in such a way that it would minimize its vulnerability of general business downturns.
Moore’s extensive inventory and reasonable prices made the company the primary supplier of the major commercial builders in the area. In addition, Mort developed a loyal customer base among the home repair person, as his previous background allowed him to provide excellent advice about specific projects and to solve unique problems. As a result, his business prospered and over the past twenty years, sales have grown faster than the industry. Because of the large orders, the company receives favorable prices from suppliers, allowing Moore Plumbing Supply to remain competitive with the discount houses that have sprung up in the area. Over the years, Mort has kept his pledge and the company has remained a very strong financial position. It had a public sale of stock and additional stock offers to fund expansions including regional supply outlets in Milwaukee, Wisconsin and Sioux City, Iowa.
Recently, Stan decided that the winters were too long and he wanted to spend the coldest months playing golf in Florida. He retired from the day-to-day operations but retained the position of President and brought in his grandson, Tom Moore, to run the company as the new Chief Executive Officer. Tom was an excellent choice for the position. After graduating summa-cum-laud with a degree in communications from the University of Wisconsin, he worked in the Milwaukee operation where he was quickly promoted to manager. In ten years, sa.
Please prepare PPT( 5 Slides and 1 citation slide) and also explain .docxchristalgrieg
Please prepare PPT( 5 Slides and 1 citation slide) and also explain all slides in word format about 300 words to give presentation
Types of Stakeholders:
Suppliers - Sandeep
Owners - Sandeep
Employees - Sandeep
Stakeholder Impact of Ethics on Stakeholders – Ravi/Rushil/Sandeep/Krishna
References
.
Please prepare a one-pageProject Idea that includes the .docxchristalgrieg
Please prepare a
one-page
Project Idea
that includes the following:
1. What type of project
would you like to do: develop a proposal for a new business; develop a plan to green an existing business; creative project; or research project?
2. What is the big idea
that you would like to pursue? (1-2 sentences)
3. Why
did you decide on this idea? (2-3 sentences)
4. If working in a team
, please list each team member and include either one specific role that they will play in the project or one link to a helpful resource that they have found that will inform the team’s project.
If doing an individual project
, please list at least one resource that will inform your thinking.
5. Develop a
proposed timeline
for the project (including the deliverables below, plus additional steps needed to produce the deliverables).
See the project guidelines under Course Documents or linked
here
for more information.
.
Please prepare at least in 275 to 300 words with APA references and .docxchristalgrieg
Please prepare at least in 275 to 300 words with APA references and citation.
1) Please describe the meaning of diversification. How does diversification reduce risk for the investor?
2) What is the opportunity cost of capital? How can a company measure opportunity cost of capital for a project that is considered to have average risk?
.
Please provide references for your original postings in APA form.docxchristalgrieg
Please provide references for your original postings in APA format.
1. Discuss the types of backup locations, per the text and Powerpoint presentation raeadings for the week.
2. Would a single backup location be adequate or should a combination be used? What combination would you recommend?
.
Please provide an update to include information about methodology, n.docxchristalgrieg
Please provide an update to include information about methodology, new literature discovered, or even questions regarding current progress. Topic selection is Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems can be found at https://www.jstage.jst.go.jp/article/iasme/10/1/10_100103/_pdf. APA citation is the following. Dawson, M. (2018). Cyber Security in Industry 4.0: The Pitfalls of Having Hyperconnected Systems. Journal of Strategic Management Studies, 10(1), 19-28. (250 words)
.
Please provide an evaluation of the Path to Competitive Advantage an.docxchristalgrieg
Please provide an evaluation of the Path to Competitive Advantage and Motivation and
Feedback and answer the following questions:
1. How can managers enhance employee motivation through performance management
techniques?
2. It is well known that individuals on international assignments operate under unique
contextual and cultural realities. How would motivation differ in such environments?
*********
1 page follow APA 7 citation.
.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The Southern Manifesto, from the History of the Federal Judici.docx
1. The Southern Manifesto, from the History of the Federal
Judiciary, comprises
public domain material from the Federal Judicial Center, US
Courts.
Bush v. Orleans Parish School Board and the Desegregation of
New
Orleans Schools
Historical Documents
The Southern Manifesto
On March 12, 1956, in response to the Supreme Court’s
decisions in Brown v. Board of Education, 101
U.S. Senators and Members of the House of Representatives
from the eleven states of the old
Confederacy—including the entire Louisiana congressional
delegation—signed this “Southern
Manifesto.” The manifesto characterized the “unwarranted”
Brown decision as a “clear abuse of judicial
power.” South Carolina Senator Strom Thurmond, the
presidential candidate of the Dixiecrat Party in
1948, played a major role in drafting the manifesto.
[Document Source: U.S. Congress, Congressional Record, 84th
Cong., 2d sess., 1956, 102, pt. 4: 4515–
16.]
2. Declaration of Constitutional Principles
The unwarranted decision of the Supreme Court in the public
school cases is now bearing the fruit
always produced when men substitute naked power for
established law.
The Founding Fathers gave us a Constitution of checks and
balances because they realized the
inescapable lesson of history that no man or group of men can
be safely entrusted with unlimited
power. They framed this Constitution with its provisions for
change by amendment in order to secure
the fundamentals of government against the dangers of
temporary popular passion or the personal
predilections of public officeholders.
We regard the decision of the Supreme Court in the school cases
as a clear abuse of judicial power. It
climaxes a trend in the Federal judiciary undertaking to
legislate, in derogation of the authority of
Congress, and to encroach upon the reserved rights of the States
and the people.
The original Constitution does not mention education. Neither
does the 14th amendment nor any other
amendment. The debates preceding the submission of the 14th
amendment clearly show that there was
no intent that it should affect the systems of education
maintained by the States.
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3. The very Congress which proposed the amendment subsequently
provided for segregated schools in the
District of Columbia.
When the amendment was adopted, in 1868, there were 37
States of the Union. Every one of the 26
States that had any substantial racial differences among its
people either approved the operation of
segregated schools already in existence or subsequently
established such schools by action of the same
lawmaking body which considered the 14th amendment. . . .
In the case of Plessy v. Ferguson, in 1896, the Supreme Court
expressly declared that under the 14th
amendment no person was denied any of his rights if the States
provided separate but equal public
facilities. This decision has been followed in many other cases.
. . .
This interpretation, restated time and again, became a part of
the life of the people of many of the
States and confirmed their habits, customs, traditions, and way
of life. It is founded on elemental
humanity and commonsense, for parents should not be deprived
by Government of the right to direct
the lives and education of their own children.
Though there has been no constitutional amendment or act of
Congress changing this established legal
principle almost a century old, the Supreme Court of the United
States, with no legal basis for such
action, undertook to exercise their naked judicial power and
substituted their personal political and
social ideas for the established law of the land.
4. This unwarranted exercise of power by the Court, contrary to
the Constitution, is creating chaos and
confusion in the States principally affected. It is destroying the
amicable relations between the white
and Negro races that have been created through 90 years of
patient effort by the good people of both
races. It has planted hatred and suspicion where there has been
heretofore friendship and
understanding.
Without regard to the consent of the governed, outside agitators
are threatening immediate and
revolutionary changes in our public-school systems. If done,
this is certain to destroy the system of
public education in some of the States.
With the gravest concern for the explosive and dangerous
condition created by this decision and
inflamed by outside meddlers:
We reaffirm our reliance on the Constitution as the fundamental
law of the land.
We decry the Supreme Court’s encroachments on rights
reserved to the States and to the people,
contrary to established law and to the Constitution.
We commend the motives of those States which have declared
the intention to resist forced integration
by any lawful means.
2
5. We appeal to the States and people who are not directly affected
by these decisions to consider the
constitutional principles involved against the time when they,
too, on issues vital to them, may be the
victims of judicial encroachment.
Even though we constitute a minority in the present Congress,
we have full faith that a majority of the
American people believe in the dual system of Government
which has enabled us to achieve our
greatness and will in time demand that the reserved rights of the
State and of the people be made
secure against judicial usurpation.
We pledge ourselves to use all lawful means to bring about a
reversal of this decision which is contrary
to the Constitution and to prevent the use of force in its
implementation.
In this trying period, as we all seek to right this wrong, we
appeal to our people not to be provoked by
the agitators and troublemakers invading our States and to
scrupulously refrain from disorders and
lawless acts.
3
President Dwight D. Eisenhower: Message to the Congress on
the Situation in the Middle East,
January 5, 1957, “The Eisenhower Doctrine”, from Sage
American History, is available under a Creative
7. The Middle East has abruptly reached a new and critical stage
in its long and important history. In past
decades many of the countries in that area were not fully self-
governing. Other nations exercised
considerable authority in the area and the security of the region
was largely built around their power.
But since the First World War there has been a steady evolution
toward self-government and
independence. This development the United States has
welcomed and has encouraged. Our country
supports without reservation the full sovereignty and
independence of each and every nation of the
Middle East.…
Russia's rulers have long sought to dominate the Middle East.
That was true of the Czars and it is true of
the Bolsheviks. The reasons are not hard to find. They do not
affect Russia's security, for no one plans to
use the Middle East as a base for aggression against Russia.
Never for a moment has the United States
entertained such a thought.
The Soviet Union has nothing whatsoever to fear from the
United States in the Middle East, or anywhere
else in the world, so long as its rulers do not themselves first
resort to aggression.
That statement I make solemnly and emphatically. …
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stwarpart1.html
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8. stwarpart1.html
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http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US
The reason for Russia's interest in the Middle East is solely that
of power politics. Considering her
announced purpose of Communizing the world, it is easy to
understand her hope of dominating the
Middle East.
This region has always been the crossroads of the continents of
the Eastern Hemisphere. The Suez Canal
enables the nations of Asia and Europe to carry on the
commerce that is essential if these countries are
to maintain well-rounded and prosperous economies. The
Middle East provides a gateway between
Eurasia and Africa.
It contains about two thirds of the presently known oil deposits
of the world and it normally supplies the
petroleum needs of many nations of Europe, Asia and Africa.
The nations of Europe are peculiarly
dependent upon this supply, and this dependency relates to
transportation as well as to production!
This has been vividly demonstrated since the closing of the
Suez Canal and some of the pipelines.
Alternate ways of transportation and, indeed, alternate sources
of power can, if necessary, be
developed. But these cannot be considered as early prospects.
These things stress the immense importance of the Middle East.
If the nations of that area should lose
their independence, if they were dominated by alien forces
hostile to freedom, that would be both a
tragedy for the area and for many other free nations whose
9. economic life would be subject to near
strangulation. Western Europe would be endangered just as
though there had been no Marshall Plan,
no North Atlantic Treaty Organization. The free nations of Asia
and Africa, too, would be placed in
serious jeopardy. And the countries of the Middle East would
lose the markets upon which their
economies depend. All this would have the most adverse, if not
disastrous, effect upon our own nation's
economic life and political prospects.…
International Communism, of course, seeks to mask its purposes
of domination by expressions of good
will and by superficially attractive offers of political, economic
and military aid. But any free nation,
which is the subject of Soviet enticement, ought, in elementary
wisdom, to look behind the mask.
Soviet control of the satellite nations of Eastern Europe has
been forcibly maintained in spite of solemn
promises of a contrary intent, made during World War II.
Stalin's death brought hope that this pattern would change. And
we read the pledge of the Warsaw
Treaty of 1955 that the Soviet Union would follow in satellite
countries “the principles of mutual respect
for their independence and sovereignty and non-interference in
domestic affairs.” But we have just seen
the subjugation of Hungary by naked armed force. In the
aftermath of this Hungarian tragedy, world
respect for and belief in Soviet promises have sunk to a new
low. International Communism needs and
seeks a recognizable success.
Thus, we have these simple and indisputable facts:
10. • The Middle East, which has always been coveted by Russia,
would today be prized more
than ever by International Communism.
2
• The Soviet rulers continue to show that they do not scruple to
use any means to gain
their ends.
• The free nations of the Mid East need, and for the most part
want, added strength to
assure their continued independence. ...
There is general recognition in the Middle East, as elsewhere,
that the United States does not seek
either political or economic domination over any other people.
Our desire is a world environment of
freedom, not servitude. On the other hand many, if not all, of
the nations of the Middle East are aware
of the danger that stems from International Communism and
welcome closer cooperation with the
United States to realize for themselves the United Nations goals
of independence, economic well-being
and spiritual growth.
If the Middle East is to continue its geographic role of uniting
rather than separating East and West; if its
vast economic resources are to serve the well-being of the
peoples there, as well as that of others; and if
its cultures and religions and their shrines are to be preserved
for the uplifting of the spirits of the
peoples, then the United States must make more evident its
willingness to support the independence of
11. the freedom-loving nations of the area.
Under these circumstances I deem it necessary to seek the
cooperation of the Congress. Only with that
cooperation can we give the reassurance needed to deter
aggression, to give courage and confidence to
those who are dedicated to freedom and thus prevent a chain of
events which would gravely endanger
all of the free world.
… It is nothing new for the President and the Congress to join
to recognize that the national integrity of
other free nations is directly related to our own security.
We have joined to create and support the security system of the
United Nations. We have reinforced
the collective security system of the United Nations by a series
of collective defense arrangements.
Today we have security treaties with 42 other nations which
recognize that our peace and security are
intertwined. We have joined to take decisive action in relation
to Greece and Turkey and in relation to
Taiwan.
Thus, the United States through the joint action of the President
and the Congress, or, in the case of
treaties, the Senate, has manifested in many endangered areas
its purpose to support free and
independent governments-and peace-against external menace,
notably the menace of International
Communism. Thereby we have helped to maintain peace and
security during a period of great danger. It
is now essential that the United States should manifest through
joint action of the President and the
Congress our determination to assist those nations of the Mid
East area, which desire that assistance.
12. The action which I propose would have the following features.
• It would, first of all, authorize the United States to cooperate
with and assist any nation
or group of nations in the general area of the Middle East in the
development of
economic strength dedicated to the maintenance of national
independence.
3
• It would, in the second place, authorize the Executive to
undertake in the same region
programs of military assistance and cooperation with any nation
or group of nations
which desires such aid.
• It would, in the third place, authorize such assistance and
cooperation to include the
employment of the armed forces of the United States to secure
and protect the
territorial integrity and political independence of such nations,
requesting such aid,
against overt armed aggression from any nation controlled by
International
Communism. These measures would have to be consonant with
the treaty obligations of
the United States, including the Charter of the United Nations
and with any action or
recommendations of the United Nations. They would also, if
armed attack occurs, be
subject to the overriding authority of the United Nations
Security Council in accordance
13. with the Charter.
• The present proposal would, in the fourth place, authorize the
President to employ, for
economic and defensive military purposes, sums available under
the Mutual Security
Act of 1954, as amended, without regard to existing limitations.
The legislation now requested should not include the
authorization or appropriation of funds because I
believe that, under the conditions I suggest, presently
appropriated funds will be adequate for the
balance of the present fiscal year ending June 30. I shall,
however, seek in subsequent legislation the
authorization of $200,000,000 to be available during each of the
fiscal years 1958 and 1959 for
discretionary use in the area, in addition to the other mutual
security programs for the area hereafter
provided for by the Congress.
This program will not solve all the problems of the Middle East.
Neither does it represent the totality of our policies for the area.
There are the problems of Palestine
and relations between Israel and the Arab States, and the future
of the Arab refugees. There is the
problem of the future status of the Suez Canal. These
difficulties are aggravated by International
Communism, but they would exist quite apart from that
threat.…
The proposed legislation is primarily designed to deal with the
possibility of Communist aggression,
direct and indirect. There is imperative need that any lack of
power in the area should be made good,
not by external or alien force, but by the increased vigor and
14. security of the independent nations of the
area.…
It is my hope and belief that if our purpose be proclaimed, as
proposed by the requested legislation, that
very fact will serve to halt any contemplated aggression. We
shall have heartened the patriots who are
dedicated to the independence of their nations. They will not
feel that they stand alone, under the
menace of great power. And I should add that patriotism is,
throughout this area, a powerful sentiment.
It is true that fear sometimes perverts true patriotism into
fanaticism and to the acceptance of
dangerous enticements from without. But if that fear can be
allayed, then the climate will be more
favorable to the attainment of worthy national ambitions.
4
And as I have indicated, it will also be necessary for us to
contribute economically to strengthen those
countries, or groups of countries, which have governments
manifestly dedicated to the preservation of
independence and resistance to subversion. Such measures will
provide the greatest insurance against
Communist inroads. Words alone are not enough.
Let me refer again to the requested authority to employ the
armed forces of the United States to assist
to defend the territorial integrity and the political independence
of any nation in the area against
Communist armed aggression. Such authority would not be
exercised except at the desire of the nation
attacked. Beyond this it is my profound hope that this authority
15. would never have to be exercised at all.
Nothing is more necessary to assure this than that our policy
with respect to the defense of the area be
promptly and clearly determined and declared. Thus the United
Nations and all friendly governments,
and indeed governments which are not friendly, will know
where we stand.
In the situation now existing, the greatest risk, as is often the
case, is that ambitious despots may
miscalculate. If power-hungry Communists should either falsely
or correctly estimate that the Middle
East is inadequately defended, they might be tempted to use
open measures of armed attack. If so, that
would start a chain of circumstances which would almost surely
involve the United States in military
action. I am convinced that the best insurance against this
dangerous contingency is to make clear now
our readiness to cooperate fully and freely with our friends of
the Middle East in ways consonant with
the purposes and principles of the United Nations. I intend
promptly to send a special mission to the
Middle East to explain the cooperation we are prepared to give.
The policy which I outline involves certain burdens and indeed
risks for the United States. Those who
covet the area will not like what is proposed. Already, they are
grossly distorting our purpose. However,
before this Americans have seen our nation's vital interests and
human freedom in jeopardy, and their
fortitude and resolution have been equal to the crisis, regardless
of hostile distortion of our words,
motives and actions.
Indeed, the sacrifices of the American people in the cause of
16. freedom have, even since the close of
World War II, been measured in many billions of dollars and in
thousands of the precious lives of our
youth. These sacrifices, by which great areas of the world have
been preserved to freedom, must not be
thrown away.
In those momentous periods of the past, the President and the
Congress have united, without
partisanship, to serve the vital interests of the United States and
of the free world.
5
President Eisenhower on “The Domino Theory”
From a Presidential News Conference of April 7, 1954
In this press conference President Eisenhower answered various
questions about foreign policy. It is
worthwhile recalling that 1954 was the year of the fall of the
French garrison at Dien Bien Phu in
North Vietnam, and that Senator Joseph McCarthy (the "certain
senator" referred to in a question)
was still conducted his anti-Communist witch hunts. The names
of the questioners and most questions
on domestic issues have been omitted.
The President. We will go right to questions this morning,
ladies and gentlemen.
Q. Mr. President, concerning the hydrogen bomb, are we going
17. to continue to make bigger and bigger H-
bombs and, as the H-bomb program continues or progresses, are
we learning anything that is directly
applicable to the peacetime uses of atomic energy?
No, we have no intention of going into a program of seeing how
big these can be made. I don't know
whether the scientists would place any limit; and, therefore, you
hear these remarks about "blow-out,"
which, I think, is even blowing a hole through the entire
atmosphere. We know of no military
requirement that could lead us into the production of a bigger
bomb than has already been produced.
Now, with respect to the potentiality of this development for
peace-time use, our people study, I think
in almost every aspect of human affairs, how this whole atomic
science, this nuclear science, can be
applied to peacetime uses. It would be rash to say that the
hydrogen bomb doesn't add to the
possibilities; yet, at the moment, I know of no direct connection
or direct application of the hydrogen
bomb principle to peacetime power. I asked that very question
of the scientists, and they gave an
answer as nearly as I have just stated it as I can recall.
Q. Sir, on that subject, a certain Senator said last night there
had been a delay of 18 months in the
production of the hydrogen bomb, and suggested it was due to
subversion in Government. Do you know
anything about that?
No, I know nothing about it. I never heard of any delay on my
part, never heard of it.
Q. Mr. President, aren't you afraid that Russia will make bigger
18. hydrogen bombs before we do?
No, I am not afraid of it. I don't know of any reason for building
a bigger bomb than you find to
represent as great an efficiency as is needed or desirable, so I
don't know what bigger ones would do.
...
Q. Mr. President, would you mind commenting on the strategic
importance of Indochina to the free
world? I think there has been, across the country, some lack of
understanding on just what it means to
us.
6
You have, of course, both the specific and the general when you
talk about such things. First of all, you
have the specific value of a locality in its production of
materials that the world needs. Then you have
the possibility that many human beings pass under a
dictatorship that is inimical to the free world.
Finally, you have broader considerations that might follow what
you would call the “falling domino”
principle. You have a row of dominoes set up, you knock over
the first one, and what will happen to the
last one is the certainty that it will go over very quickly. So you
could have a beginning of a disintegration
that would have the most profound influences.
Now, with respect to the first one, two of the items from this
particular area that the world uses are tin
19. and tungsten. They are very important. There are others, of
course, the rubber plantations and so on.
Then with respect to more people passing under this
domination, Asia, after all, has already lost some
450 million of its peoples to the Communist dictatorship, and
we simply can't afford greater losses.
But when we come to the possible sequence of events, the loss
of Indochina, of Burma, of Thailand, of
the Peninsula, and Indonesia following, now you begin to talk
about areas that not only multiply the
disadvantages that you would suffer through loss of materials,
sources of materials, but now you are
talking really about millions and millions and millions of
people.
Finally, the geographical position achieved thereby does many
things. It turns the so-called island
defensive chain of Japan, Formosa, of the Philippines and to the
southward; it moves in to threaten
Australia and New Zealand.
It takes away, in its economic aspects, that region that Japan
must have as a trading area or Japan, in
turn, will have only one place in the world to go-that is, toward
the Communist areas in order to live. So,
the possible consequences of the loss are just incalculable to the
free world.
Q. Mr. President, what response has Secretary Dulles and the
administration got to the request for
united action in Indochina?
So far as I know, there are no positive reactions as yet, because
the time element would almost forbid.
The suggestions we have, have been communicated; and we will
20. have communications on them in due
course, I should say.
Q. Mr. President, do you agree with Senator Kennedy that
independence must be guaranteed the people
of Indochina in order to justify an all-out effort there?
Well, I don't know, of course, exactly in what way a Senator
was talking about this thing. I will say this:
for many years, in talking to different countries, different
governments, I have tried to insist on this
principle: no outside country can come in and be really helpful
unless it is doing something that the local
people want.
Now, let me call your attention to this independence theory.
Senator Lodge, on my instructions, stood
up in the United Nations and offered one country independence
if they would just simply pass a
resolution saying they wanted it, or at least said, “I would work
for it.” They didn't accept it. So I can't
7
say that the associated states want independence in the sense
that the United States is independent. I
do not know what they want. I do say this: the aspirations of
those people must be met, otherwise there
is in the long run no final answer to the problem.
Q. Do you favor bringing this Indochina situation before the
United Nations?
I really can't say. I wouldn't want to comment at too great a
21. length at this moment, but I do believe this:
this is the kind of thing that must not be handled by one nation
trying to act alone. We must have a
concert of opinion, and a concert of readiness to react in
whatever way is necessary. Of course, the
hope is always that it is peaceful conciliation and
accommodation of these problems.
Here we have a situation for which I have stood for a long time,
Hawaiian statehood. I thought there
were certain considerations of national security, and so on, that
made the other case a separate one. If
these bills are put together, I will have to take a look at them at
the time and study and decide what I
believe to be right at that moment. I just can't predict.
Q. Secretary Dulles has said that the Chinese Communists are
awfully close to open aggression in
Indochina. Can you tell us what action we are prepared to take
if their intervention reaches the point of
open aggression?
No, Mr. Clark, I couldn't answer that one for the simple reason
that we have got this whole troublous
question now under study by a group of people. The only thing I
can say is that here is a problem that is
of the utmost moment to all of us, not only the United States, to
the free world. It is the kind of thing to
which there is more attention given, I guess, at the given
moment of real acute occurrence than almost
any other thing. It is getting study day by day, and I can't tell
you what would be the exact reaction.
Q. Sir, I found many Senators and House members this week
who said that while you were allaying their
fears, that Secretary Dulles was making them fear more, and I
22. wonder if he is going to clear his
statements on Indochina with you?
So far as I know, Secretary Dulles has never made an important
pronouncement without not only
conferring and clearing with me, but sitting down and studying
practically word by word what he is to
say. Now, I am not aware of any antagonism between the
statements he has made and I have made. I
have plead with America to look facts in the face; I have plead
with them not to minimize what the
possibilities of the situation are, but to realize that we are 160
million of the most productive and the
most intelligent people on earth; therefore, why are we going
around being too scared? Now, on the
other hand, we would be completely foolish not to see what
these facts are and what their potentialities
are. I see those two statements a completely compatible, not as
incompatible.
Q. Mr. President, you have touched on this, but I wonder if you
could tell us whether there is any truth to
these reports in the last couple of days that the United States is
asking some of the other free nations to
join in a joint declaration warning Communist China against
any aggression in Southeast Asia?
8
No; in approach, Mr. Arrowsmith, you call attention to the
problem and say that this looks like a place
where the interests of all of us are involved, and now let us talk
this over. You don't propose the answer
before you study it, put it that way.
23. Q. Mr. President, would you say that the last statement of the
Secretary of State of last week about
Indochina has improved the chance of reaching a negotiated
solution at Geneva of the Indochinese
controversy?
Your question is really, do I think there is a good chance of
reaching a negotiated solution? [“That is
right.”] Well, I wouldn't class the chances as good, no, not one
that the free world would consider
adequate to the situation. I must say, let me make clear again, I
am certain the United States, as a
whole, its Congress and the executive portions of its
Government, are ready to move just as far as
prudence will allow in seeking any kind of conciliation or
negotiated agreement that will ease any of the
problems of this troubled world. But one thing: we are not
going to overstep the line of prudence in
keeping ourselves secure, knowing that the agreements we made
have some means of being enforced.
We are not simply going to take words. There must be some
way of making these things fact and deed.
Q. Does the executive branch want any action by Congress now
about Indochina?
Not at this moment. I should point out, with all the sincerity I
have, there is nothing partisan about this
problem. There is nothing, so far as I know, in which the
executive branch and the Congress are apart.
We not only must confer upon the broadest scale with the
leaders of Congress as we proceed toward a
decision, we go just as far as they would think it would be
necessary in such a conference. If some
specific authority or anything else were necessary, it would be
24. asked for after the leaders had already
agreed on a bipartisan basis this is what we should do. I know
of nobody that is trying to escape his
responsibility in this whole business, because we realize that it
is America and the free world we are
talking about, and nothing else.
Q. Mr. President, in response to the question about whether you
knew anything of Senator McCarthy's
charge that the building of the H-bomb had been delayed for 18
months as a result of Communist
influence in our Government, you replied you didn't know
anything about that. That might leave the
implication, sir, that there is some possibility of truth in that
charge. It is a very serious charge, of
actually high treason in Government.<
I don't know. As a matter of fact, I don't know of any speech,
first of all; I get from here the first
knowledge that there was a speech. But, secondly, I have been
very close to the Chairman of the Atomic
Energy Commission. He tries to keep me informed not only of
present developments but of history. He
has never mentioned such a thing as you speak of, and I gave a
perfectly honest answer: I never heard of
it.
Q. Mr. President, as the last resort in Indochina, are we
prepared to go it alone?
Again you are bringing up questions that I have explained in a
very definite sense several times this
morning. I am not saying what we are prepared to do because
there is a Congress, and there are a
9
26. and diseases were greatly stimulated by the demands of warfare
and its impact upon civilian
populations. The research that went into the development of the
atomic bomb also produced
information about the phenomenon of radiation and how it
applied to such things as x-ray technology.
The first jet aircraft were developed by Germany during the
Second World War, and all-purpose vehicles
such as the famous Jeep (general purpose vehicle) fostered
advances in automotive design. Radar and
other sophisticated technology devices had uses that would later
be applicable in the civilian arena for
civil air control. Methods developed by companies such as
Kaiser advanced the technology necessary for
building ships of all sorts. The Kaiser-Permanente health plan
was created by that corporation in the
World War Two era.
The Legacy of World War II
As typified by the mythical figure of Rosie the Riveter, the
roles of American women had changed
dramatically during the world war. Approximately 800,000
women served in the Armed Forces in a
variety of capacities. For the 13 million men who served, the
military experience was also eye opening:
farm boys, city dwellers, college students, businessmen,
teachers, musicians, artists, laborers and skilled
technicians serving together—not to mention an unparalleled
mixing of racial and ethnic groups, and
men from different geographic areas—brought new perspectives
to the men who served in the armed
forces during the World War II era.
The difficulty was that when those men returned, they had
changed, often drastically, and so had the
27. women they had left behind. The younger soldiers and sailors
had gone off as boys of 18 and returned
as old men of 21. The girls had gone to work in factories,
businesses, USOs and Red Cross or other
patriotic agencies and were now independent-minded women,
not necessarily ready to resume the
status quo. The end of the war was indeed a time for
celebration, and the returning GIs were treated as
heroes. But getting back to a “normal” life was difficult. Many
men and women who had married during
whirlwind courtships of weeks or even days before the men left
discovered that their spouses were
strangers; the person they remembered had changed. The result
of all these changes was that marriage,
birth and divorce rates all rose dramatically in the postwar
years.
Domestic Issues and the Cold War. Nothing happens in a
vacuum in the real world. In post-World War II
America, Cold War issues and domestic issues overlapped
significantly. As citizens of the most powerful
nation in the world, the people of the United States were not
ready to reembrace the posture of prewar
isolationism; indeed, most Americans probably felt that the
United States had a responsibility to help
order things in the rest of the world. Programs like the Marshall
Plan, which provided massive economic
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28. aid to the recovery of the devastated nations of Europe, was a
measure of that sense of responsibility.
The development of the interstate highway system, a project
that had an enormous effects on the
domestic lives of Americans, was nevertheless justified in part
by national security needs. The space
race, which began with the launching of the Soviet satellite
Sputnik, might be viewed as a domestic
initiative. Yet part of the motivation for the massive effort to
conquer space was clearly the fact that, as
one political figure put it, “I do not want to sleep at night under
the light of a Russian moon.”
The civil rights movement was perhaps the most significant and
important domestic development in
post-World War II America, at least until the end of the 20th
century. Yet even that issue was propelled
to a certain extent by concerns about how segregation in
American society might be used against us in
the competition among nations. It was difficult for Amerficans
to point fingers at nations that ruled their
citizens with an iron fist while millions of Americans lacked
full freedom at home.
Economic issues certainly resonated with respect to the
international position of America. President
Eisenhower's warning in his farewell address of the “military-
industrial complex” illustrated the fact that
our industries, and the research being down in our universities,
were focused heavily on the
development of weapons and tools for the waging of war.
American movies and television, created
primarily for domestic consumption, nevertheless provided a
window on American society to the rest of
29. the world, and that view did not always portray America in a
favorable light. Indeed, one recent
Secretary of Defense pointed out that a certain American
international spy drama might well have
unfortunate propaganda uses for America's enemies.
The treatment of Cold War issues and domestic issues will,
therefore, require some back-and-forth.
Where appropriate, links will be provided to issues that straddle
historic events in both the international
and domestic arenas.
The Postwar Economy. Another thing that was obviously true
after the war was that the Depression was
over. Massive government spending during the war—twice as
much as in all of America’s prior history
combined—had ended unemployment and created tens of
thousands of new jobs for men and women.
Dust bowl farmers who had arrived in California destitute in the
1930s had found jobs in aircraft and
ship building plants and were well off by 1943. Soldiers with
families sent their paychecks home; there
was little to spend them on in many places where they were
stationed. Instead those paychecks went
into savings accounts because their wives were working and
also had little on which to spend the extra
income: no appliances, no new cars, and very few luxury items,
for industry had devoted its full
attention to the war effort.
The post-war era was a time of economic boom. Soldiers
returned with hundreds of dollars in back pay,
and wives who had been working had been able to save because
there were few luxuries on which to
spend income. Many consumer products had been mostly
unavailable; companies that had made
30. appliances had been building the implements of war. American
labor had prospered; by 1945 union
membership was at almost 15 million, over 35% of the
nonagricultural labor force, an all-time high. In
1946 President Truman recommended measures to Congress
designed to help the economy recover.
With the huge demand for consumer goods and new homes, anti-
inflation measures were instituted to
2
keep the overheating economy under control. Life did not return
to what it had been in 1940—it took
off in exciting and often confusing new directions.
Fears that the returning GIs would cause economic hardships
did not materialize, for the need to shift
the economy back to peacetime production demanded a lot of
labor. Although local conflicts occurred
over hiring priorities and preferences for veterans, there was
plenty of work to go around. Americans
spent, but not wildly, for memories of the Depression returned
as those of the war began to fade.
Though the economy boomed, it did not get out of control, and
fear of another depression gradually
waned. The postwar agonies historically faced by many
nations—rampant inflation, rioting, labor
disorders—were not completely absent in the U.S. from 1945-
1955, but they did not rise above
manageable proportions. For one thing, the demands of the Cold
War and other factors kept
government spending at high levels, and the demand for
consumer goods and new homes kept the
economy moving upward. Americans had never had it so good.
31. They knew it and were proud, feeling
they had earned it.
The Truman Years, 1945-1950
One of the great American films of all time, “The Best Years of
Our Lives” (1947), explores the
readjustments that had to be made by returning veterans. The
ex-Army master sergeant who goes back
to his position as a banker views loan applications from his
fellow ex-servicemen very differently from
the bank officials who had stayed behind. The sailor who
returns with metal hooks instead of the hands
he lost in a shipboard fire discovers that his family has even
more trouble adjusting to his injury than he
had in adjusting to the mechanical devices. The former Army
Air Corps bomber pilot discovers that the
skills required in leading 10 men in a complex machine over
enemy territory do not translate readily into
the postwar workplace. He also discovers that his bride, whom
he had known for only days before his
departure, is a total stranger; he can’t wait to get out of
uniform, but she wants to parade him around in
it to show him off to her friends.
The Best Years of Our Lives, directed by William Wyler,
starred Fredric March, Myrna Loy, and Dana
Andrews. Harold Russell played the part of a sailor who had
lost his hands. The film won 7 Academy
Awards, including a special Oscar for Harold Russell, whose
handicap was real.
I was nine years old when the war ended, but the memories
remain vivid. My best friend and I each lost a
brother. In the village of Pleasantville, New York, where I
lived, every year on Memorial Day a parade
32. began and ended at the village plaza near the railroad station. A
scroll of honor had been erected there
with the names of all the young men from Pleasantville who had
served in the war. Next to the name of
each one killed was a gold star. As part of the ceremony ending
the parade, the names of all those who
had died were read over a loudspeaker. While I do not recall the
names or numbers, I remember vividly
the weeping of many of the people in the crowd, for everyone in
the village knew at least one person
who had been killed.
Looking back, it is hard to imagine how many things we now
take for granted were different in 1945. To
mail a first-class letter cost three cents; air mail was extra.
Practically no homes had a television set;
even by 1949 less than 3% of residences had one. There were no
pushbutton or dial telephones; you
3
would pick up the receiver and wait until an operator, inevitably
female, said, “Number, please?”—and
you gave her the number. You had to ask for a special operator
for long-distance. A significant
percentage of farm homes were still without electricity or
indoor plumbing; appliances such as
refrigerators and washing machines and dryers were luxuries
which many working-class families could
not yet afford.
As virtually no automobiles had been manufactured from 1943
to 1945 because the auto companies
were busy building tanks, jeeps, 5-ton trucks and military
33. aircraft, the old 1940 and 41 models were
brought out again until designs could be revamped. The Singer
company went back to making sewing
machines instead of machine guns, and silk was once again used
for stockings instead of parachutes.
Butter, sugar, meat and gasoline were no longer rationed.
People took their old cars down off the blocks
where they had sat during the war because of tire and gasoline
rationing, and the top half of headlights
no longer had to be painted black for air defense.
The Housing Boom. The critical need for the returning men
starting families was housing. University
campuses provide an interesting glimpse of how different
effects of the war came together. The GI Bill
of Rights, which included provisions for college tuition
assistance, as well as job training and help with
home loans, helped create a new phenomenon. Veterans who
might never have thought about going to
college decided that it was worth a try, since Uncle Sam was
footing part of the bill. Men who chose to
attend college on the GI Bill did not necessarily delay marriage,
as they had postponed their lives long
enough while at war. They often delayed having children so that
their wives could work, but they were
still families, and around the fringes of college campuses
makeshift structures such as tin Quonset huts,
old military barracks or other temporary buildings were
converted into cheap apartments. The married
college student—until 1945 an oddity for the most part—was
now a fixture on the campus.
Elsewhere the demand for housing was equally strong, and
thousands of young families were willing to
move into new suburban communities such as Levittown, Long
Island, (left) where prefabricated houses
34. were constructed from one set of plans in row after row, even to
the placing of a single tree in the same
place in every yard. Some social critics found such communities
appalling in their sameness. But the
occupants, who perhaps remembered growing up in the
Depression 1930s, found that paint, do-it-
yourself landscaping and other improvements could create some
sense of personal identity. All the
same, cartoonists and song writers had fun with this “ticky-
tacky” life style.
The Age of the Automobile.
One extra that did not come with suburban houses but which
was often indispensable to this new
suburban way of life was the automobile. In the immediate
postwar years, Ford, GM, Chrysler, Kaiser,
Studebaker, Hudson, Packard and the other manufacturers
retooled their plants from making trucks,
tanks and jeeps. They dusted off prewar designs and began
producing cars that looked very much like
1939 and 1940 models. But within two or three years newer,
sleeker, more streamlined and modern
designs appeared, and the automobile age took off. Cars and
gasoline were cheap—in fact the gas war
became a roadside feature in the 1950s, as did the drive-in
restaurant with curbside service, the drive-in
movie theater, and a new form of temporary lodging, the motel.
At first few new cars had air-
4
conditioning, fancy radios or automatic transmissions, which
through the 1950s were often expensive
35. extras. But they were bright, shiny and colorful, and when the
interstate highway system was begun
under President Eisenhower in the 1950s, they would take you
almost anywhere in unprecedented
comfort and speed.
American labor had also prospered during World War II. By
1945 union membership was at almost 15
million, over 35% of the nonagricultural labor force, an all-time
high. In 1946 President Truman
recommended measures to Congress designed to help the
economy recover. With the huge demand for
consumer goods and new homes, anti-inflation measures were
instituted to keep the overheating
economy under control. This attempt was made despite the fact
that the Office of Price Administration,
which had kept a lid on inflation during the war, was abolished
in 1947. Life did not return to what it had
been in 1940, it took off in exciting and often confusing new
directions.
As Franklin Roosevelt’s successor, President Harry Truman
faced enormous challenges. Truman had not
even wanted to be vice president, and when he received the
shocking news of the president’s death
from Eleanor Roosevelt at the White House, his first words
were, “Mrs. Roosevelt what can we do for
you?” Maintaining her composure, the president’s widow
answered, “No, Harry, what can we do for
you? For you are the one in trouble now.”
Truman initially promised to carry on with Franklin Roosevelt’s
policies, but he eventually designed his
own legislative program. Although President Truman did
succeed in overseeing a reasonably orderly
transition to a healthy peacetime economy, his ambitious
36. political program ran into difficulty with the
Republican Congress elected in 1946. Opponents of Roosevelt’s
New Deal had used the war to get rid of
many of Roosevelt’s measures, and conservative Democrats and
Republicans were not prepared for a
second new deal.
By 1947 the Armed Forces had been reduced to a size of 1.5
million, and the discharged veterans were
eager to take advantage of the GI Bill. Veterans were entitled to
financial support for education and
vocational training, medical treatment, unemployment and loans
for building houses or starting
businesses. They were eager to marry and start families, and by
1946 the well-known baby-boom was
underway; the birth rate in 1946 was 20% higher than in 1940
and continued at a high rate until the
1960s.
President Truman made significant advances in the area of civil
rights. Because Congress was not
prepared for major civil rights legislation, President Truman
used the power of his office to desegregate
the Armed Forces and forbid racial segregation in government
employment. (See Executive Order 9981,
Appendix.)
With a strong labor flexing its muscle, and with the huge
demand for consumer goods, the American
economy was vibrant. But workers were in a position to make
demands, and they did. President Truman
was at the center of the struggle between labor and
management, and in order to strengthen his
position with labor, a natural Democratic constituency, he
vetoed the controversial Taft-Hartley Act of
1947. It was called by some the “slave labor act” because it was
37. seen as unfriendly to labor and unions.
Truman’s veto was overridden, and the act banned the closed
shop (union only shop.) It also prohibited
5
union contributions to political campaigns, required union
leaders to swear that they were not
Communists, and included other stern measures.
Despite conflict between President Truman and the Republican
Congress, much was accomplished in the
postwar years. The National Security Act of 1947 revised the
Armed Forces, creating the Department of
Defense, a separate United States Air Force and the new
National Security Council. In addition the law
made the Joint Chiefs of Staff a permanent entity and
established the Central Intelligence Agency, an
outgrowth of the wartime Office of Strategic Services, or OSS,
to coordinate intelligence gathering
activity. In 1951, in a reaction against the extended term of
Franklin Roosevelt, Congress passed and the
states ratified the 22nd Amendment, which limited all
presidents after Truman to two terms.
The 1948 Election. The 1948 presidential election was one of
the most memorable in American history.
The Republican candidate, Governor Thomas Dewey of New
York, had gained fame for his anti-crime
work and had run against Roosevelt in 1944. Because of Harry
Truman’s support for civil rights, including
the integration of the Armed Forces and the United States Civil
Service, a number of Southern
Democrats left the Democratic Party. They nominated South
38. Carolina Governor J. Strom Thurmond on a
States’ Rights Democratic ticket; they were called the
“Dixiecrats.” Meanwhile the left wing of the
Democratic Party nominated Henry A. Wallace on a Progressive
Party ticket. Those two defections from
the Democratic ranks seemed to doom President Truman's
chances for reelection.
By mid-September the polls were predicting a sure victory for
Governor Dewey, and taking the polls
seriously Dewey conducted a lethargic campaign, assuming that
he had the election in hand. President
Truman, however, went on a whistle-stop campaign by train in
which he covered 31,000 miles and made
speeches all along the way. He criticized the “do-nothing
Congress,” and people in the audience yelled,
“Give 'em hell, Harry!” The President responded, “I don't give
them hell—I just tell the truth and they
think it's hell!” His supporters would roar with laughter and
applause. Post-election analyses later
showed that Truman was closing the gap rapidly in the last few
days before the election. Without the
assistance of modern computers, however, the pollsters were
unable to keep up with the changes. Thus
on election night everyone still assumed that Governor Dewey
could rest easy.
In one of the most famous journalistic gaffes in American
political history, the Chicago Tribune came out
with its famous headline, “Dewey defeats Truman.” The next
morning a victorious Harry Truman held up
the paper grinning broadly—he had won 49% of the vote and
had achieved a 303 to 189 margin in the
Electoral College. Harry Truman had won his second term and
was president in his own right. The blunt,
plain-spoken Missourian, who had a famous sign on his desk—
39. “The Buck Stops Here”—would serve four
more years.
In 1949, President Truman, inspired by his stunning upset
victory in the election, introduced a new
legislative agenda, which he called the “Fair Deal.” It sought to
take up where the New Deal had left off
and included repeal of the Taft-Hartley Act, raising the
minimum wage and expanding social security.
Conservatives, however, feeling that they had seen government
programs advance more than far
enough under Roosevelt, gave lukewarm support at best to
Truman’s ideas, although some bills were
passed. Congress had also passed the 22nd Amendment, which
was ratified in 1951. Although it did not
6
apply to President Truman, his election in 1948 was the fifth
straight Democratic victory. Had he chosen
to run again in 1952, he probably would have met the same fate
as Adlai Stevenson, who lost in a
landslide to World War II hero General Dwight Eisenhower.
For more on the political career of Harry Truman see David
McCullough, Truman (New York: Simon &
Schuster, 1992) and Harry S Truman, Memoirs of Harry S.
Truman: 1945 Year of Decisions (New York:
Doubleday, 1955) & Years of Trial and Hope, 1946-1952 (New
York: Doubleday, 1956). See
also Truman (1995), starring Gary Sinise & Diana Scarwid,
directed by Frank Pierson, based on
McCullough's book.
40. The 1950s: The Eisenhower Years
The 1950s were a decade of both stability and change. Inflation
was tamed even as the economy
continued to grow; for example government workers and
military personnel received no pay raises from
1955 to 1963 because inflation remained at near zero. The civil
rights revolution in the South got started
in 1954 and 55 with the Supreme Court decision in Brown v.
Board of Education of Topeka and the
Montgomery bus boycott begun by the courageous Rosa Parks.
For most of middle America, however,
the 1950s were a time of flashier cars, the expansion of
television, the rise of rock 'n roll, mass
production, the accelerated movement to suburbia, and a rising
but strangely dissatisfied middle class.
Underneath the somewhat tranquil exterior of American society
the beat generation brought a foretaste
of the rebellious 1960s.
General Dwight D. Eisenhower was elected president in 1952.
He was nominated over conservative
Senator Robert Taft of Ohio following a lively contest at the
Republican convention. He selected as his
vice president Senator Richard Nixon of California. By election
day it was clear that everyone liked Ike,
and he was elected in a landslide. Eisenhower was better
prepared for the Presidency than many
imagined, for in his job as Supreme Allied Commander in
Europe during the war he had had to deal with
both political and military matters. But that experience did not
quite prepare him for all the political
machinations of Washington. (See Dwight D. Eisenhower,
Crusade in Europe, New York: Doubleday,
1949.)
41. Along with the civil rights turmoil in the South that increased
during the 1950s, an undercurrent of fear
and anxiety persisted because of the nuclear arms race. With the
growing threat from the Soviet Union,
the military was enlarged, and military spending helped
stimulate the economy. One project begun by
President Eisenhower as a national defense measure was the
creation of the interstate highway system.
Within a decade Americans could drive almost literally from
coast to coast without encountering a stop
light. American life became ever more focused on the
automobile. Although a significant number of
families still did not own a car, and few families had two cars,
the automobile had become a necessity
rather than a luxury for most Americans.
By the mid 1950s the Depression years seemed far away. Most
Americans were enjoying a standard of
living that was unprecedented. Not all of the economic news
was good, however. Americans had
benefited in the immediate postwar years because their
industrial facilities had been untouched by the
war. But as the European nations built new factories to replace
the ones that had been bombed out,
7
American industries faced obsolescence. As farming methods
continued to improve, farmers were able
to produce more and more, driving the prices of agricultural
goods down. The federal government
initiated various price supports to prop up farm commodities.
The struggles of American farmers never
seemed to cease, from the Populist era through the twenties and
42. the Depression and into the late 20th
century.
Suburban life centered around the family, and most Americans
felt that life was pretty good. However,
an undercurrent of frustration persisted. One tale about the
apparent sameness of the suburbs had a
man getting off his commuter train, walking absently toward his
home, accidentally walking a block too
far, entering a house that seemed to be just like his own, to be
greeted by a wife who seemed familiar.
Only after the couple had sat down to dinner and started to talk
did everyone realize that the man had
arrived at the wrong house. Sloan Wilson’s novel, The Man in
the Grey Flannel Suit, and the film of the
same name starring Gregory Peck reveal the pressures of 1950s
conformity and the haunting memories
of the Second World War. Although the modern feminist
movement had not yet begun, its seeds were
being planted among bright, educated women who were finding
that being a housewife and mother
were not always fulfilling. (The recent AMC TV series Mad
Men covers the same era and has won awards
for historic authenticity.)
Although he had suffered a heart attack in 1955, President
Eisenhower felt fit and competent to run for
reelection in 1956, and he won by another landslide.
Recognizing that that many people still “liked Ike,”
the Democrats decided to stay with their 1952 candidate,
Governor Adlai Stevenson. The rather dull
Democratic convention suddenly came to life when Stevenson
announced that he would not designate
his own candidate for vice president, but opened the nomination
to the convention. A lively contest
ensued, pitting Senator Estes Kefauver and others against the
43. young Senator John F. Kennedy of
Massachusetts. Although Kefauver won, Kennedy made a very
graceful concession speech, which
Democrats in 1960 obviously remembered.
For all the subliminal discontent, Americans were generally
self-assured and confident in their ability to
meet life challenges, both domestic and international. That
certitude was ruptured, however, with the
startling announcement in 1957 that the Soviet Union had
launched the first orbital satellite. It was
called Sputnik. While fascinating to scientists, the Russian
satellite struck fear in the hearts of many who
believed that the Soviets would convert their successes in outer
space into military advantage. Before
the United States could get its first satellite aloft, the Russians
had sent a cosmonaut, Yuri Gagarin, into
orbit. While Soviet rockets seemed capable of sending large
payloads into space, American rockets often
blew up on the launch pad. It was not until President Kennedy
announced a national goal of landing an
astronaut on the moon and returning him safely to Earth before
the end of the decade of the 1960s that
America began closing the gap in the space race.
In reaction to the launching of Sputnik Congress passed a bill
creating the National Aeronautics and
Space Administration (NASA) and another, the National
Defense Education Act, to improve American
education by beefing up programs in mathematics and science.
While Americans continued to like and
respect President Eisenhower, he seemed like a grandfather
figure to many. By the time of the election
8
44. of 1960, Americans sought a younger more vigorous president,
whom they got in John Fitzgerald
Kennedy.
Life in the 1950s in America had about it rather glaring
inconsistencies. On the surface, much seemed
well. People were making more money than ever before; men
and women were going to college in far
greater numbers than ever before; television was a new form of
entertainment, which by the mid-1950s
was a feature of a majority of households, though most
households had only one small black-and-white
set (left). Sports were more popular than ever, popular music
was going off in new directions with the
emergence of Elvis Presley and rock and roll, and industries
like aircraft changed people’s transportation
habits almost as much as the train or automobile. The St.
Lawrence Seaway connecting the Great Lakes
with the Atlantic Ocean was also opened in 1959. Ceremonies in
Chicago and elsewhere were attended
by President Eisenhower and Queen Elizabeth II. Nostalgic
films have shown the 1950s to be good,
comfortable, at least, and free from turmoil, although some
might say they were bland and often
uninteresting, maybe even boring. But overall, the “nifty
fifties” were still good.
But there were dark sides. In the South, and in parts of the
North as well, racial tensions that had been
smoldering since Reconstruction began to emerge with the birth
of the modern civil rights movement.
And while the world was relatively at peace, various crises in
Europe, Asia and the Middle East kept
tensions high. And above all-there was the bomb. Until 1949 the
45. U.S. was the only nation that had
produced (and used) atomic weapons. When Soviet Union
scientists, whom many believe were aided by
secrets stolen from the U.S., exploded its first atomic device,
the atomic (later nuclear) arms race was
on.
The two superpowers established what became known as the
balance of terror as more and more
powerful weapons were produced and tested. School children
were drilled on what to do in case of a
nuclear attack, subterranean bomb shelters were built
(sometimes in people’s back yards), and for a
long time the assumption was that sooner or later World War
III—more horrible than World Wars I and
II put together—was bound to start. One did not have to be a
pessimist to think the unthinkable, that it
was not a matter of “if,” but “when.” It was for understandable
reasons that the Cold War was also
known as the balance of terror.
The Kennedy Years
The 1960 election was a milestone in terms of the impact of
television on electoral politics. Richard
Nixon, who had been vice president under President Eisenhower
for eight years, and who had a number
of notable achievements on his record, was a formidable,
intelligent candidate with broad experience
and a sophisticated understanding of foreign affairs. Although
he received only lukewarm support from
the outgoing president, Richard Nixon was not to be taken
lightly.
Senator Kennedy of Massachusetts, on the other hand, had many
visible assets, including a charming
46. young wife and family, a Harvard education, a record of
heroism in World War II, and the backing of a
wealthy and powerful family. Yet his years in Congress and the
Senate had been undistinguished, and
when Adlai Stevenson opened the nomination for vice president
during the 1956 Democratic
convention, Kennedy lost his bid to Estes Kefauver. Kennedy
also had to reckon with the fact that he was
9
attempting to become the first elected Irish Catholic president
in American history. If he won, he would
also be the youngest man ever elected president of the United
States.
In retrospect the outcome of the election and seems to have
turned on the first televised debate
between Senator Kennedy and Vice President Nixon. Kennedy's
movie star good looks and smooth
performance overshadowed the haggard, pale appearance of
Richard Nixon, who had recently been
hospitalized, and who looked far less appealing to the television
audience, having declined to use
makeup. Those who heard the debate on the radio and did not
see it divided their sentiments regarding
the winner 50-50 between the two candidates. For those who
saw the debate on television, Kennedy
came out ahead by a substantial margin. The vote was one of the
closest in American history; Kennedy's
margin was 118,000 votes out of 68 million cast.
The 1960 election was also notable in that for the first time,
citizens in Hawaii and Alaska were able to
47. vote in a presidential election; both had become states in 1959.
JFK Inaugural address.
Probably because of his assassination and the nonstop television
coverage of all of events during the
weekend leading up to the funeral, including the heroic
performance by Jacqueline Kennedy and the
tragic image of the her two young children saying farewell to
their father on camera, Kennedy's
popularity was probably even greater after his death than during
his administration, and people without
a deep knowledge of politics considered him to have been a
great president. In fact, Kennedy's domestic
record was quite modest. He was unable to persuade Congress
to follow his lead in a number of his
initiatives, and most of his proposals, especially in the civil
rights area, were finally realized under the
powerful Lyndon Johnson, who succeeded Kennedy after his
death. Congress did support Kennedy's
creation of the Peace Corps and passed economic programs for
urban renewal, raising the minimum
wage, and increasing Social Security benefits. Critics have
claimed that Kennedy's performance in office
had more style than substance, but there is no question that the
White House seemed a far more
glamorous place with the Kennedy family in residence. There is
also little doubt that his handling of the
Cuban missile crisis was his finest hour.
See also Cold War.
The question still discussed about President Kennedy’s foreign
policy—one for which there is no
satisfactory answer—is: “What would Kennedy have done in
Vietnam if he had not been assassinated?”
48. Some believe that he was prepared to end what he saw as a
misguided venture; however, advisers close
to the Kennedy administration have indicated that if his intent
was to begin a full withdrawal from
Vietnam, they had seen little evidence that he would carry it
further. True, he had drawn down the
number of advisers in Vietnam slightly during the last months
of his presidency, but some believe that
that was just preparation for the election of 1964.
In the end, Kennedy followed the path of Presidents Truman and
Eisenhower as a leader determined to
prevent the further spread of Communism in the world and to
use all reasonable means to keep the
Soviet Union from taking advantage of any perceived American
weakness. He had campaigned on the
10
issue of a missile gap between United States and the Soviet
Union, and even his plan to place a man on
the moon in the decade of the 1960s was, to a large extent,
aimed at defeating the Russians in space.
The military implications were obvious. It was, of course,
during Kennedy's administration that the most
dangerous point in the Cold War was reached: the Cuban
Missile Crisis of October 1962.
The Space Race. During the mid 1950s most Americans were
aware that the government was doing
research on the exploration of space and that one day, probably
in the far distant future, men would go
to the moon and beyond. But when the Soviet Union launched
Sputnik, an artificial satellite, into Earth
49. orbit in 1957, Americans were stunned. Russian scientists had
been portrayed as less capable than their
American counterparts, and Soviet successes were supposedly
based on borrowing of western ideas.
But when the Soviets leaped out in front in space exploration,
even with a primitive vehicle, Americans
reacted with a combination of disbelief and panic. Articles with
titles like “Why Johnny Can’t read-And
Why Ivan Can” began to appear, and the entire U.S. educational
system was hauled into court and
placed under scrutiny. Reflecting people’s attitudes, Congress
passed legislation that created the
National Aeronautics and Space Administration and passed
additional laws meant to improve American
science and math curricula. The space race was seen as part of
the cold war, and Americans felt they
had to win.
No one played this theme more strongly than President
Kennedy. Early in his administration he
dedicated that nation to putting a man on the moon and
returning him safely by the end of the decade,
defined as January 1, 1970. The seven Mercury astronauts made
flights in the early 1960s, and then the
Gemini and Apollo programs began to prepare for an eventual
lunar landing. With the assistance of
former German V-weapon rocket scientists and an aviation
industry with much talent, the Americans
caught up with and passed the Soviets and reached Kennedy’s
goal: Astronauts Neil Armstrong and Buzz
Aldrin walked on the moon in July, 1969.
NASA eventually oversaw six landings on the moon, the last
one on December 11, 1972. Since then all
space flights have been limited to low orbits. The Space Shuttle
program, which followed Apollo,
50. accomplished much but was plagued by accidents, as the
Challenger shuttle was destroyed during a
launch in 1986, and the Columbia was destroyed during re-entry
to the Earth’s atmosphere in 2003.
NASA plans to retire the remaining shuttle craft in 2010 and
replace them with a new vehicle, the Orion,
designed to take astronauts back to the moon and perhaps
beyond.
See Tom Wolfe, The Right Stuff and the film of the same title;
Norman Mailer, Of A Fire on the Moon;
Also dramatic and historically sound are the Tom Hanks film
Apollo 13 and his HBO series, From the
Earth to the Moon. The NASA web site is one of the most
popular and frequently visited on the World
Wide Web.
11
Entrenchment of a Bi-Polar Foreign Policy, from Milestones
1953-1960, comprises public domain
material from the Office of the Historian, US Department of
State.
Entrenchment of a Bi-Polar Foreign Policy
MILESTONES: 1953–1960
1953–1960: Entrenchment of a Bi-Polar Foreign Policy
51. Concerns about the international spread of communism and the
growing power of the Soviet Union
dominated most foreign policy decisions during the
administration of President Dwight D. Eisenhower.
U.S. foreign policymakers observed with concern as the Soviets
tightened their hold on Eastern Europe.
In Africa and Asia nationalist movements challenged colonial
governments. U.S. officials suspected that
communists dominated these movements and received support
directly from the Soviet Union. In order
to counterbalance the Soviet threat, President Eisenhower
supported a doctrine of massive retaliation,
which called for the development of technology necessary to
match and even surpass Soviet nuclear
capability. Recognizing that nuclear war was a last resort, U.S.
officials supported engaging in
conventional limited wars. In an effort to prepare for potential
military conflicts, President Eisenhower
exercised unprecedented executive authority in deploying the
U.S. military abroad, without specific
authorization from the U.S. Congress. These Cold War policies
served to increase the foreign
policymaking power of the presidency and to expand U.S.
international obligations.
1
http://history.state.gov/milestones/1953-1960
America and the Cold War: The Truman, Eisenhower and
Kennedy Years, from Sage American History, is
53. invent. He launched his “project” with a
speech in February, 1950. The press zeroed in on McCarthy's
charges, which sounded serious (though
they were in fact fabricated), and McCarthyism was born.
Taking the already present suspicion and fear of the Soviets to
new levels, McCarthy went on a frantic
chase after Communist conspirators, who he claimed existed in
virtually every corner of American life.
With little or no evidence, he carried out what can only be
called a witch hunt, ruining lives and
reputations in the process and eventually bringing himself into
disgrace.
McCarthy attacked all branches of government, including the
State Department and the U.S. Army, the
latter of which proved more than a match for McCarthy’s
recklessness. In a series of televised hearings,
McCarthy and aide Roy Cohn (many called him McCarthy’s
hatchet-man) tangled with a tough Army
lawyer named Joseph Welch. Welch put Cohn on the spot over
some doctored photographs. When
McCarthy tried to protect his protégé by slandering a lawyer in
Welch’s law firm, Welch turned on
McCarthy with a withering indictment. He accused the Senator
in front of television cameras of being
shameless and dishonorable, as spectators applauded.
The first Senator to attack McCarthyism on the floor of the
Senate was Republican Margaret Chase
Smith of Maine. She called for an end a smear tactics in her
“Declaration of Conscience” speech,
although she did not mention McCarthy by name. McCarthy was
eventually censured by the Senate. An
alcoholic, McCarthy died in 1957, but much of the damage done
by the Senator and his aides such as
55. devotion to duty, he held important positions in the years
preceding World War II and helped develop
doctrine for armored warfare. When World War II broke out, he
was brought to Washington to work for
General George C. Marshall, the Army Chief of Staff, serving
as Chief of the War Plans Division.
In 1942 General Eisenhower went to Europe to take command of
American forces for the invasion of
North Africa, Operation Torch, in 1942. He was subsequently
named Supreme Commander Allied Forces
Europe and planned and oversaw Operation Overlord, the Allied
invasion of Normandy on D-Day, June
6, 1944. As Supreme Commander, he dealt with many
challenging personalities, including Winston
Churchill, French General Charles de Gaulle, British Field
Marshal Bernard Montgomery, senior Soviet
Russian officials and his military and civilian superiors in
Washington.
A measure of Eisenhower’s character is revealed in a message
he prepared in advance of the landings in
Normandy on D-Day:
Our landings in the Cherbourg-Havre area have failed to gain a
satisfactory foothold and I have
withdrawn the troops. My decision to attack at this time and
place was based on the best
information available. The troops, the air and the Navy did all
that bravery and devotion to duty
could do. If any blame or fault attaches to the attempt, it is
mine alone.
Fortunately, the general never had to release that message.
When World War II ended in Europe, General Eisenhower
56. accepted the surrender of German leaders
and took steps to reveal the horrors of the Nazi concentration
camps. (He accurately predicted that at
some future time people would deny that the events called the
Holocaust ever occurred. His quotation
about that prediction is inscribed on the rear wall of the
Holocaust Memorial in Washington, DC.)
Following the war, General Eisenhower replaced George C.
Marshall as Chief of Staff of the Army. Partly
as a reward for his service, and mostly because of his
demonstrated leadership skills, Eisenhower held
several important positions following his retirement from active
duty. In 1948 he became president of
New York’s Columbia University, a position which allowed him
to be involved in high-level discussions of
American foreign policy. In the process, he made many useful
contacts and learned more about the
workings of the American political system. (He once claimed to
have been so little involved in politics
that he had never even voted.) Until President Harry Truman
decided to run for reelection in 1948, the
Democrats had been considering Eisenhower for their candidate.
In 1952 a movement began among
senior Republicans to nominate General Eisenhower as their
candidate for president.
1
http://www.sageamericanhistory.net/coldwar/topics/coldwar.htm
l#mccarthy
http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US
Eisenhower faced a strong challenge from conservative Senator
Robert Taft of Ohio, the front runner for
57. the nomination, who was known as “Mr. Republican.”
Following a tough battle at the Republican
Convention, Eisenhower won the nomination on the first ballot.
He selected California Senator Richard
Nixon for vice president. With his grandfatherly image and the
slogan “I like Ike,” he comfortably
defeated Democratic candidate Democratic Governor Adlai
Stevenson of Illinois with almost 58% of the
popular vote. Eisenhower thus became the first former general
to enter the White House since Ulysses
S. Grant.
When Dwight D Eisenhower assumed the presidency on January
20, 1953, twenty years of Democratic
Party occupancy of the White House ended. President
Eisenhower was the only former general to
occupy that office in the 20th century, and he was extremely
well prepared for the position. What
served the former soldier well as he entered office when Cold
War tensions threatened was his
experience in dealing with other world leaders during the
Second World War. He dealt with future
adversaries such as top generals of the Russian Army, prickly
allies like France's Charles de Gaulle, and
powerful Allied leaders like Winston Churchill. As leader of the
largest and most complex military
operation ever undertaken by Americans—the invasion of
Europe and conquest of Nazi Germany—he
had management experience of the highest order.
President Eisenhower and the Cold War. President Eisenhower's
most significant challenges came in
the area of foreign-policy. Tensions had begun to arise between
the Soviet Union and the West even
before World War II was over. The Soviets had recently
developed a powerful nuclear arsenal, and the
58. death of Joseph Stalin in 1953 heightened the uncertainty of
relations with the communist world. Thus,
by the time Eisenhower took office in January 1953, the Cold
War, which had been underway for
practically a decade, had reached a dangerous level. Anti-Soviet
feelings ran deep; the McCarthy era was
in full swing. Americans, enjoying products that had sprung
from the technologies and events during
World War II and dealing with civil rights issues, were not
completely focused on foreign affairs.
Those who have examined the political career of General
Eisenhower (as he preferred to be called even
after becoming president) have generally agreed that he was a
shrewd observer of the world scene. Yet
he was sometimes naïve in his understanding of American
political practice. He seemed to some to be
working too hard to appease his political opponents, lacking the
experience of having dealt with a “loyal
opposition.” At the same time, he guided American foreign
affairs in a cautious, measured fashion.
No American politician could ignore the threat posed by the
Soviet Union, especially as the nuclear arms
race had begun to produce weapons of stupefying power,
thousands of times more powerful than the
bombs which had destroyed Hiroshima and Nagasaki. Assisting
in the formulation of Eisenhower's
foreign policy was Secretary of State John Foster Dulles, who
took a stern view of the Soviets. Dulles’s
brother, Allen Dulles, was Director of Central Intelligence
(CIA) and contributed to the administration's
harsh view of the Soviets.
Like all postwar presidents, including his predecessor, Harry
Truman, President Eisenhower felt that the
59. greatest threat to America came from an expansive, monolithic
communism centered in the Soviet
Union. He stated in his first inaugural address that, “Forces of
good and evil are massed and armed and
2
opposed as rarely before in history. Freedom is pitted against
slavery, lightness against dark,” those
being reasons why he named John Foster Dulles as Secretary of
State. The Eisenhower-Dulles foreign
policy was, at least in its rhetoric, harsher than that of President
Truman; Dulles coined the phrase
“massive retaliation,” which was to be used if the Soviets
became aggressors.
Eisenhower was comfortable allowing Secretary Dulles to heat
up the rhetoric of the Cold War while he
himself worked more quietly behind the scenes to reduce
international tension. The new president was
far more clever than his critics at the time realized. An avid
golfer, Eisenhower had a putting green
installed on the south lawn of the White House, and a popular
ditty had the president “putting along” as
the world around him seethed. In fact, the president was deeply
engaged in monitoring foreign affairs
and was well aware of how dangerous the world had become.
When the Hungarians revolted against their Soviet oppressors in
1956, there were calls for the United
States to intervene to help the freedom fighters. Even if
Eisenhower had been tempted to act, however,
getting aid to landlocked Hungary would have been a
monumental undertaking. The Soviets quickly
60. repressed the revolt in any case. Yet the episode led some to
believe that the United States under
President Eisenhower was slow to respond to calls from
assistance by those beleaguered by
international communism.
In 1954 when the French Army found itself in a critical
situation in Indochina, President Eisenhower
declined to support the French at Dien Bien Phu with military
assistance. He did, however, offer military
and economic aid to South Vietnam. He defended his action by
describing what became known as the
Domino theory—that if one nation fell to communism, other
nations would certainly follow.
An additional crisis erupted in the Middle East in 1956. In 1955
the Soviet Union had begun arms
shipments to Egypt. In response, Israel strengthened its
defenses and requested arms from the United
States, a request that president Eisenhower rejected, fearing a
Middle East arms race. When United
States canceled a loan offer of $56 million to Egypt for
construction of the Aswan Dam, Egyptian leader
Gamal Abdel Nasser, who had grown closer to the Soviet Union,
took action to nationalize the Suez
canal and extract tolls from users. Israel responded by
advancing troops toward the Suez Canal, and
Britain and France began airstrikes against Egypt. British and
French leaders called for assistance from
the United States, but president Eisenhower refused on the
grounds that he did not support the use of
force in the settlement of international conflicts.
Fearing that the Soviets would come to dominate the Middle
East, Eisenhower and his Secretary of State
Dulles requested a resolution from Congress authorizing the
61. president to extend economic and military
aid to Middle Eastern nations. He based his request on the
following principle:
We have shown, so that none can doubt, our dedication to the
principle that force shall not be
used internationally for any aggressive purpose and that the
integrity and independence of the
nations of the Middle East should be inviolate. Seldom in
history has a nation's dedication to
principle been tested as severely as ours during recent weeks. …
3
Let me refer again to the requested authority to employ the
armed forces of the United States
to assist to defend the territorial integrity and the political
independence of any nation in the
area against Communist armed aggression. Such authority
would not be exercised except at the
desire of the nation attacked. Beyond this it is my profound
hope that this authority would
never have to be exercised at all. (Dwight D. Eisenhower,
Message to Congress, January 5,
1957.)
Congress responded by granting the president the authority to
use force to protect nations threatened
by communism. This policy became known as the “Eisenhower
Doctrine.” While deploring the use of
force, Eisenhower recognized that the threat of force could be a
deterrent to its use. In response to a
request from the President of Lebanon, President Eisenhower
sent 5,000 Marines into that country to
62. protect Lebanon’s territorial integrity. They remained there for
three months.
Although criticized in some quarters for his inaction in the Suez
Crisis, Eisenhower was as aware as
anyone on the planet of the horrors that could be unleashed by
another widespread war, now made an
even more terrifying prospect because of the spread of nuclear
weapons. With new and more powerful
hydrogen bombs being built, the Eisenhower administration
followed a policy designed to use the threat
of nuclear war only as a deterrent to the Soviet Union in case
vital United States interests should be
threatened. Eisenhower also rejected any possible use of atomic
or nuclear weapons in defense of
French Indochina or Taiwan. In retrospect, Eisenhower's
cautious policy has been deemed wise and
prudent, given the volatility of international relations in the
1950s. The rhetoric of “massive retaliation”
was strong, but a first use of nuclear weapons probably never
entered President Eisenhower’s
consciousness; like General MacArthur, he abhorred the use of
atomic or nuclear weapons. His recent
biographer, Jim Newton describes Eisenhower in these words:
Shrewd and patient, moderate and confident, Ike guided
America through some of the most
treacherous moments of the Cold War. He was urged to take
advantage of America’s military
advantage in those early years—to finish the Korean War with
nuclear weapons, to repel
Chinese aggression against Taiwan, to repulse the Soviets in
Berlin, to rescue the French
garrison at Dien Bien Phu. … Eisenhower was not complacent,
nor was he reckless or unhinged.
(See Jim Newton, Eisenhower: The White House Years(New
63. York: Doubleday, 2011.)
Dwight Eisenhower might be considered a great American for
things he did not do as well as for those
he did. Later in his life he reflected: “The United States never
lost a soldier or a foot of ground in my
administration. We kept the peace. People ask how it
happened—by God, it didn't just happen, I'll tell
you that.”
Sputnik: The Space Race Begins. In the years following World
War II blustering Soviet propaganda had
provided ammunition for comedians who suggested that the
Russians were all talk and no action. When
they exploded their first nuclear device in 1949, however, the
jokes quickly fell flat. When the Soviet
Union launched the first Earth satellite, Sputnik, in 1957, the
reaction among many Americans was close
to panic. Fears of the military use of space ran rampant, and the
United States was placed on a crash
course to match the Soviet achievement. The American
educational system came under severe criticism
4
suggesting that “Ivan” was far better educated than “Johnny,”
especially in math, science and
engineering.
With the knowledge that the missiles used by the Soviets to
launch satellites into space could also be
used to rain warheads on the United States, Eisenhower
authorized surveillance flights by U-2 aircraft
over the Soviet Union. The high flying spy planes were thought
64. to be invulnerable to anti-air missiles,
but in 1959 a U-2 aircraft (left) piloted by Major Francis Gary
Powers was shot down over the Soviet
Union. The administration initially issued denials, but when
pictures of the U.S. airman and the downed
aircraft were shown on Soviet television, it was clear that the
story was real. When President
Eisenhower refused to issue an apology, Soviet Premier Nikita
Khrushchev canceled a scheduled summit
meeting with the president, which further heightened tensions.
Despite President Eisenhower’s caution,
the world was still a dangerous place.
Shortly before his departure from the White House, President
Eisenhower, following the example first
set by George Washington, delivered a farewell address to the
nation on radio and television, in which
he cautioned the American people of the forces that threatened
to take over the direction of American
foreign policy. The speech has become known as his “Military-
Industrial Complex Speech.” In the
course of his remarks he said:
In the councils of government, we must guard against the
acquisition of unwarranted influence,
whether sought or unsought, by the military-industrial complex.
… We must never let the weight
of this combination endanger our liberties or democratic
processes. …
Today … the free university, historically the fountainhead of
free ideas and scientific discovery,
has experienced a revolution in the conduct of research. Partly
because of the huge costs
involved, a government contract becomes virtually a substitute
for intellectual curiosity. … The
65. prospect of domination of the nation's scholars by Federal
employment, project allocations, and
the power of money is ever present -- and is gravely to be
regarded.
Another factor in maintaining balance involves the element of
time. As we peer into society’s
future, we—you and I, and our government—must avoid the
impulse to live only for today,
plundering for our own ease and convenience the precious
resources of tomorrow. We cannot
mortgage the material assets of our grandchildren without
risking the loss also of their political
and spiritual heritage. We want democracy to survive for all
generations to come, not to
become the insolvent phantom of tomorrow.…
Disarmament, with mutual honor and confidence, is a
continuing imperative. Together we must
learn how to compose differences, not with arms, but with
intellect and decent purpose.
Because this need is so sharp and apparent, I confess that I lay
down my official responsibilities
in this field with a definite sense of disappointment. As one
who has witnessed the horror and
the lingering sadness of war, as one who knows that another war
could utterly destroy this
civilization which has been so slowly and painfully built over
thousands of years, I wish I could
say tonight that a lasting peace is in sight.…
5