For a country as powerful as the United States, there comes a responsibility to protect its allies, neighbors, and supremely itself. However, there are times when this sense of responsibility misleads the U.S. into using force that is excessive or unnecessary. We are walking a fine line of political laissez-faire and obligation to intervene, but add the element of a ¡°Lyndon Johnson¡¯s obsessive fear of the spread of Castro-style communism¡± (Musicant 363), and consequently, we will find ourselves resurrecting gun boat diplomacy and the Monroe Doctrine. Although under the veil of ensuring safety to our citizens, the invasion of Grenada is an example of where we overstepped our legal bounds, fabricated justifications and reacted without preparation, inconsiderate of the criticism which was definite to follow.
A main concern of the United States was its 1,000 citizens on the island. Of these citizens, 600 were medical students at St. George University. Because of the political turmoil, the U.S. stated to its public that the students and citizens on Grenada were in danger. President Reagan also stated to the press that there was no way for our citizens to get off the island. However, the State Department had issued a formal note to Grenada asking about the safety of its citizen, to which the minister of external affairs replied, ¡° The interest of the United States citizens are in no way threatened by the present situation ... which the Ministry hastens to point out is a purely internal affair¡±(Musicant 374). The Chancellor of the school, Charles Modica, was announcing that the students were in no danger, and that the school was expected to continue to have good relations with the ¡°Government¡± (Weinberger 108). This display of good will coincided with the report Margaret Thatcher, Britian¡¯s Prime Minister, received from the Deputy High Commissioner in Bridgetown, Barbados, who had visited Grenada, that the British citizens were safe and that the new regime was cooperating in making arrangement for those who wished to leave(Thatcher 330). The same cooperation was being offer to the U.S., contradicting the President¡¯s statement, which was made long after notification from Grenada that Americans were free to leave on regular or charter flights. Also clearly in contradiction was Lieutenant Colonel Oliver North report to the press stating that the airports were open for two hour even the day before the invasion (Speakes 161-162). There was no evidence that the student or citizens were in any danger, except during the invasion.
The Monroe Doctrine reflected the concerns and ambitions of a fledgling nation that was brave enough to declare its sovereignty on the world stage. The Doctrine, in stating that European powers ought not to intervene in America’s affairs, established the US as a world power, although one that had inadequate, hemispheric aspirations. However, these aspirations would extend, and in future years the Doctrine would substantiate its usefulness for interventionists, as well as protectionists. Being conceivably the most distinguishable and the most revered as regards principles of diplomacy, the doctrine’s influence on the popular imagination was so great that it described the limits of standard decisions on policy, in turn influencing the choice of preferences that US Presidents had for most of the last two centuries.
The U.S.’s relationship with Cuba has been arduous and stained with mutual suspicion and obstinateness, and the repeated U.S. interventions. The Platt agreement and Castro’s rise to power, served to introduce the years of difficulty to come, while, the embargo the U.S. placed on Cuba, enforced the harsh feelings. The two major events that caused the most problems were the Bays of Pigs and Cuban Missile Crisis.
It is the intention of this essay to explain the United States foreign policy behind specific doctrines. In order to realize current objectives, this paper will proceed as follows: Part 1 will define the Monroe Doctrine, Sections 2, 3, 4, and 5 will concurrently explicate the Roosevelt Corollary, Good Neighbor Policy, and the Nixon Doctrine, discuss how each policy resulted in U.S. involvement in Latin American countries, describe how it was justified by the U.S. government, respectively, and finally, will bring this paper to a summation and conclusion.
“One Holy Night” by Sandra Cisneros and “Seventeen Syllables” by Hisaye Yamamoto both center on the idea of being in love on a low social class. Ixchel being the protagonist in One Holy Night falls in love with a man who kept coming back to buy fruits and vegetables from her while she was working the pushcart ever Saturday. Later on she discovers the man she once loved was arrested for being a serial killer but even still loved him since that was her first love. In Seventeen Syllables, Rosie the main character is told about the importance of her culture frequently by her parents. Rosie falls in love with a boy who works with her in the field but soon is told not to marry him by her mother. They are both similar because they both fall in love, come from a social class that might prevent them from marrying, family members are protective of their love life, and have boyfriends that might end up leaving them.
Data proves that America does not have enough African American males teaching in today’s schools. As a matter of fact, only 2% of America’s nearly five million teachers are black men (Bryan 1). In our American society, more and more African American females are fiercely taking over both public and private classrooms. Although this might be a great accomplishment, school officials believes that if more black males teach, it would reduce the numbers of minority achievement gaps and dropout rates. According to the Bureau of Labor Statistics, about 44% of students nationwide are minorities, but nearly 90% of teachers are white. Polls and surveys further read that if there were more African American male teachers, the dropout rate would decrease while the graduation rate increases. In urban societies most African American teens would be more likely to succeed if there were more black males instructing secondary classrooms.
In Topeka, Kansas, the school for African-American children appeared to be equal to that of the white school. However, the school was overcr...
“We conclude unanimously that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal” (qtd. in Irons 163). Many African-Americans waited to hear this quote from Chief Justice Earl Warren after many years of fighting for better educational opportunities by means of school desegregation. African-Americans went through much anguish before the Brown v. Board of Education trial even took place, especially in the Deep South. Little did they know that what looked like the beginning of the end was just another battle in what seemed like an endless war. Brown v. Board of Education was an important battle won during the Civil Rights Movement; however, it did have a major drawback simply because no deadline existed, an issue that author James Baldwin grasped from the moment the decision was made. The South took full advantage of this major flaw and continued to keep its segregated schools with no intention of ever integrating.
History plays a tremendous role in the present-day. Awareness of one’s history aids in understanding the significance of its effects. The Brown v. Board of Education case is a landmark in the history of the United States society and the judiciary system. It drastically affected education systems, the civil rights movement, and is known as one of the first cases to acknowledge social science results. This Brown v. Board of Education case took place over sixty years ago, and its affects continues to influence many aspects of today’s society, and more specifically today’s education systems. Despite its numerous accolades, it is still argued that Brown v. Board of Education failed to successfully accomplish its goal of desegregating
What was the major strategy applied by the United States in these cases? How would the most powerful nation react, lead or response to the threats? As I pointed out before, there was no stringent course recognizable. America reacted in every case differently with no clear guidelines to use of force or national interest visible. To prove this statement, I will take a look at the lecture of each case and draw...
“IT IS NO ACCIDENT that the pivotal Supreme Court decision launching the modern civil rights movement was an education case -- the 1954 Brown v. Board of Education of Topeka ruling. IN MANY WAYS, the drive to end segregated education and to put African American and white children in the same classrooms was the most radical and potentially far-reaching aspect of the civil rights movement” (ww.civil rights.com). And since this time the faces of the classroom have changed and been redefined. Students of all races, language backgrounds and learning abilities create a classroom of learners like never before. But, often the impact of the 1954 ruling was questioned because many wondered were all students in a better position now? It wasn’t until 2002 under NCLB that schools now mandated all schools must prove that infact all students were offered the same education. “Under the 2002 law, states are required to test students in reading and math in grades 3–8 and once in high school. All students are expected to meet or exceed state standards in reading and math by 2014” (www.k12.com). Unfortunately,
Nicaragua The area of Nicaragua is 50,193 sq. ft. mi. The Nicaraguan highlands, with an elevation of about 2000 ft, cross Nicaragua from the northwest to the southeast. Several mountain ranges, the highest of which, the Cordillera Isabelia, reaches an elevation of more than 6890 ft, cut the highlands from east to west.
Even though Brown vs. Board of Education had some impact in ensuring safe and equal public schools for African Americans we still have ways to go. The Brown Vs. Board of Education case in 1954 was huge for the United States Supreme Court because it declared states laws establishing separate public schools for white and African American students to be unconstitutional due to the fourteenth amendment. This was the start of all public school getting desegregated, but it still wasn’t equal. 14th amendment said that everyone should be treated equally. “No state shall make or enforce any law which shall abridge the privileges of citizens of the United States; nor shall any State deprive any person of life, liberty or property, without due process
Quality training and instruction is a critical factor for educators, more specifically those who belong to minority ethnic groups. As the PK-12 population continues to increase in the number of minority students, education programs of Historically Black Colleges and Universities have become a focal point of education reform. In “Historically Black Colleges and Universities in Teacher Education Reform”, Mary E. Dilworth inadvertently poses the question what have Historically Black Colleges and Universities (HBCU’s) done to improve the presence and retention of minority teachers in the classroom. According to Dilworth, minority students are inclined to prosper under the guidance of someone who has similar racial or ethical backgrounds (as cited in Goldhaber and Hansen, 2010). The increase of minority students in PK-12 classrooms validates the need for a greater number of minority educators. At roughly sixteen percent, a significant decrease from the twenty six percent years ago, the presence of minority educators in the classroom is considerably low. Although education programs of HBCU’s have thrived and introduced minority educators to the classroom, efforts and goals of these institutions have failed to prepare educators for a successful occupancy in the classroom.
In accordance with one of their main principles to redesign primary care services and structures, organizations are implementing new ways of delivering care. Using new methods allows organizations to build on and improve the quality of old methods (McCarthy & Klein, 2010). For example, the Center of Global Initiatives is studying a way to improve healthcare though Psychology. This relates to the topic of cultural competency mentioned earlier because they believe that psychologists are better equipped to handle cultural situations than other most other health professionals. Also, having knowledge of the human mind and emotions will aid medical professionals in handling stressful medical situations. Studies have shown that a content patient heals faster and is more cooperative, which in turn decreases the time and amount of care needed (Weir,
There are many challenges that teachers encounter when teaching children with learning disabilities, learners that are English language learners, or learners who are culturally and linguistically diverse. As a nation we are faced with the challenged that our schools are becoming more diverse. The majority of our schoolteachers are still predominately white females, but our student population is slowly changing. We are seeing more minority groups in our schools that are facing different challenges. The scary part of it all is that our teachers do not have the skills to accommodate those differences. “The nation’s changing school demographics are creating a demand for new teaching skills” (Utley, Obiakor, & Bakken 2011, pg. 5). Our student population