Cuban Missile Crisis The Height Of The Cuban War

Cuban Missile Crisis At the height of the Cuban War, the United States and the Soviet Union risked nuclear confrontation in an event known as the Cuban missile crisis. The Event was the closest the two countries came to a nuclear war. Even though the confrontation lasted a span of 13 days the crisis is considered one of the most fascinating events in American history due to the fact the war could have led to the destruction of the world. â€Å"When Fidel Castro’s revolutionary July 26 Movement assumed power in Cuba in 1959, it marked the end of U.S. political and economic dominance over the island. Ever since the late nineteenth century, the United States, supported by loyal Cuban politicians, had enjoyed control over all Cuba’s commerce and industry. Castro, however, refused to adhere to U.S. interests, and as a result, the United States attempted to overthrow Castro’s government.† (Salem Press Encyclopedia). The Cuban Missile Crisis was as a 13-day confrontation between the United States and the Soviet Union over Soviet ballistic missiles deployed in Cuba. The tension between the two countries begins after the United States failed to overthrow the Cuban regime in Cuba in an invasion called the Bay of Pigs. Skeptical of the United States planning another invasion of Cuba, the Soviet Union leader, Nikita Khrushchev settled a classified agreement with the Cuban premier Fidel Castro to plac e nuclear missiles in Cuba to prevent any future intrusion attempt. When rumors spreadShow MoreRelatedKhrushchev s Influence On America1543 Words   |  7 PagesKhrushchev took part in many events that defined the climate of the Cold War. In the Berlin Crisis, where a significant number of people were leaving East Berlin for West Berlin, Khrushchev played a key role by demanding Kennedy attend a meeting to discuss the problem, and subsequently disrespecting the young president. Later on, in the Cuban Missile Crisis, where an American U-2 Spy Plane discovered offensive nuclear missiles in Cuba, Khrushchev further complicated the dire situation through his refusalRead MoreTaking a Quick Look at Cuba623 Words   |  3 PagesAmerica was breaking, Cuba remained loyal. Toward the end of the nineteenth century, Cuban loyalty began to fade as a result of Creole rivalry with the Spaniards for the governing of the island, increased Spanish taxation, and the growth of Cuban nationalism. Thes e developments continued to produce a prolonged war, the Ten Years’ War against Spain, which lasted from 1868 to 1878, hence the name of the war. This war failed to gain independence for Cuba. As a result of constant strained relations betweenRead MoreThe Cold War Essay1245 Words   |  5 Pages 2010, p. 58) It was a time when the Cold War was at its height and nuclear weapons a mass threat and source of power. This doctrine was aimed at using alternative means before opening into combat. This, in light of the Cuban Missile Crisis in 1962, it succeeded in doing. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office. During President John F Kennedy’s term in office, there was the Cuban missile crisis. This occurred in 1962 and had America notRead MoreThe United States And Cuba1534 Words   |  7 Pagesalter their relationship in the years ahead. Those efforts are controversial to a number of Americans who oppose engaging the Cuban government. Prior to the Spanish American War of 1898, Cuba was a Spanish colony with extensive commercial relations with U.S. businesses, particularly with regard to the production of sugar. Following the U.S. victory in the Spanish American War in 1898, Cuba, which is located just 90 miles off the coast of Florida, became a U.S. territory and then gained its independenceRead MoreCuba s Current Gross National Income Per Person Of $ 5890 ( Talley )1433 Words   |  6 PagesJason Lee Captain Czak History 300 21 October 2016 Cuba Cuba’s current gross national income per person of $5,890 (Talley), enormous debt, and other poor economic conditions can be explained by events tracing back post-World War II in 1945. The island of Cuba was inhabited by different Mesoamerican cultures but introduced to European cultures in 1492 with the arrival of Christopher Columbus. Spain began to colonize Cuba among other Caribbean islands in the 16th century and utilized the island asRead MoreAmerican Wars Abroad1567 Words   |  7 PagesDuring the Cold War the United States was involved in numerous conflicts overseas. As the Cold War progressed there were occasions where the US extended its participation beyond what was necessary by not acting in a quick and decisive manner. When dealing with crisis or conflict, America must not prolong foreign involvement. The Vietnam War and the Arms Race between the U.S. and the Soviet Union are two instances where America prolonged involvement past what was necessary. Certain asp ects of bothRead MoreThe Beginning Of The Cold War1718 Words   |  7 PagesThe year 1945 is the year that became known as the beginning of the Cold War. This war was and continues to be an ideological standoff between the ideas of Russian Communism and American Democracy and Capitalism. According to Webster’s dictionary, â€Å"Communism is a political theory derived from Karl Marx, advocating class war and leading to a society in which all property is publicly owned and each person works and is paid according to their abilities and needs†. Webster’s dictionary also describesRead MoreFreedom After 50 Years By Nelson A.denis Essay1475 Words   |  6 PagesFreedom Called After 50 Years The book War Against All Puerto Ricans Revolution and Terror In America’s Colony by Nelson A.Denis, was called to freedom after fifty years, this untold story is about the life of Pedro Albizu Campos and what he had went through while being the leader of helping Puerto Rico find their freedom. He saw Puerto Rico not being able to have their freedom and independence and horribly facing difficulties as a country, the Nationalist Party of Puerto Rico was in a rough positionRead MoreWar Is A Very Traffic And Devastating Event That Not Only1637 Words   |  7 PagesWar is a very traffic and devastating event that not only affects those directly involved with the fight but also the rest of the population sitting and waiting back in their homes. The idea of war such as the Cold War being associated with Dr.Suess s, The Butter Battle Book, should not be the focus of a children s book. People like Joseph Stalin and events such as the creation of missiles and bombs and the cuban missile crisis played a significant role in the Cold War. Joseph Stalin was a powerfulRead MoreLaffey M. And Weldes J. ‘Decolonizing The Cuban Missile1813 Words   |  8 PagesLaffey M. and Weldes J. ‘Decolonizing the Cuban Missile Crisis’. and Harrington de Santana, A. â€Å"Nuclear Weapons as the Currency of Power: Deconstructing the Fetishism of Force.† At first glance, one can believe that those two articles would concern the same subject which could be the place of nuclear weapons in the rivalry between the United States and the Soviet Union during the Cold War. Why? Firstly, because the Cuban Missile Crisis of October 1962, discussed by Laffey and Weldes in their

The Poverty Of The United States Essay - 1385 Words

The Character of Poverty in America Poverty has always been a key factor in United States History. Ever sense Americas birth there have been groups affected by poverty, but the forms of the poverty that affected these groups have changed as well as the nature of poverty itself in the USA. The abolition of slavery, the forced assimilation of native Americans, and mass immigration changed character of poverty within the united states change due to an evolution from agriculture to industry and a change in the domestic policies of the government. The abolition of slavery changed the character of poverty for African Americans in the USA. In the years 1865 to 1870 the thirteenth, fourteenth, and fifteenth amendments were added to the United States constitution, successfully abolishing slavery in America and giving all citizens their basic rights. When these amendments were passed, most freed slaves have very little money and owned nothing. According to the well-known abolitionist Fredrick Douglas when slaves were emancipated â€Å"they were sent away empty-handed, without money, and without friends and without a foot of land upon which to stand† (Doc 4, 12). Given this many former slavers turned to the job they had been doing most of their lives, farming, to provide for themselves, but given that many could afford to purchase land numerous groups of blacks turned to the system of sharecropping. Sharecropping was a system in which landless workers, often former slaves, farmed landShow MoreRelatedThe Poverty Of The United States1727 Words   |  7 PagesPoverty defined by the American Heritage Dictionary is â€Å"lack of the means of providing material needs or comforts† (Hirokazu Yoshikawa, 2012). Poverty in the United States is an issue that is often times overlooked because the focus of poverty is on developing and struggling countries. People often think America does not experience poverty because it is such a thriving country. The problem with this is that America is indeed struggling with poverty: â€Å"there are currently 488 counties in America whereRead MoreThe Poverty Of The United States1548 Words   |  7 Pagescitizens in poverty has risen. Several organizations have been set up to help those who suffer from poverty and provide their everyday needs. There are always ways where a community can help eliminate the amount of people suffering poverty. Gov ernment has an influence on how much money flow there is in the United States such as the FED, which was created to help maintain a stable monetary and financial system and control the money supply. People themselves can also help from falling into poverty, butRead MorePoverty Of The United States1408 Words   |  6 PagesWhen people hear the word poverty many people think of the bad connotations that come with it like, smelly homeless people that are crackheads and disease holders. Some people may even think they are uneducated or not hard working enough and rather ask for money instead of trying to get a job. Although a small portion of that may be true to some homeless people due to addictions on drugs and the toll it takes on their lives. The majority of homeless people are either veterans or immigrants, who findRead MorePoverty in the United States755 Words   |  4 PagesPoverty in the United States is getting in inferior quality every day and nothing is being done about it . Many people who want to help the poor, but no one knows exactly how to help them. A primary reason for people not taking action is because of lack of information that is provided about issues on poverty. Poverty is defined as the state of one who lacks a usual or socially acceptable amount of money or material possessions. According to the U.S. Census Bureau data released Tuesday September 13thRead MorePoverty Of The United States Essay1369 Words   |  6 PagesPoverty within the United States is defined as â€Å"having an income below a federally determined poverty threshold. † Poverty thresholds were developed by the United States government in the 60s. Over time these thresholds are adjusted to account for inflation; it is typical to adjust the poverty threshold levels annually. They represent the government’s estimate of the point below which a family has insufficient resources to meet their basic needs. Any family with less income than that establishedRead Mo reThe Poverty Of The United States1531 Words   |  7 Pagessuch dialog, topics on the increasing and rather consistent levels of poverty in some regions in America are touched on as well. Poverty is defined as a condition where one’s basics needs for food, clothing, and shelter are not being met (What Is Poverty? â€Å"). From sea to shining sea, more than 15 percent of the American population live in poverty, a total of people over 46 million. Many who live in poverty within the United States live in areas that were once thriving from the country’s economic growthRead MoreThe Poverty Of The United States1746 Words   |  7 PagesWhat is poverty? A question most Americans will not have to think twice before answering. Poverty is, of course, simply a lack of money. The views of a specific person will defer when politics or morals are introduced, however, the idea stays the same. Those in poverty are there because they have less money than what has been decided to be livable. Poverty has changed significantly over the last two hundred years in the United States, and yet, the measurement has hardly changed since it was createdRead MorePoverty in the United States1061 Words   |  5 PagesThe Background of Poverty in America In the United States, there are about more than forty-six million people living in impoverished conditions today. Poverty is a major conflict issue in this country amongst people who are part of the lower class because American families always had a hard time making ends meet, even before the Great Recession began. Living in poverty puts them at a disadvantage because they have to choose between necessitates like health care, child care, and food in order toRead MorePoverty Of The United States1475 Words   |  6 Pages â€Æ' Poverty in the United States is defined as a social problem. As outlined in the text, a social problem is â€Å"a condition that undermines the well-being of some or all members of a society and is usually a matter of public controversy†. It is easy to see that there is a large economic divide in the United States, but with only a small percentage of people in the highest income stratification and the vast majority struggling to get by, the majority of United States citizens agree that there is tooRead MorePoverty Of The United States1529 Words   |  7 PagesPoverty is an important issue in the United States. In fact, child poverty in the US is at its highest point in 20 years. [Flores Lesley, 2014] The poor are at a disadvantage, because they have an unfulfilled right to a good education. A majority of children attending public schools come from low-income families. It is hypothesized that a low household income correlates with poor achievement in school. A solution to poverty is for everyone to have a good education so everyone can be equally

Exercises from Financial Management Book, Chapter14 Free Essays

Solutions to Exercises Session 2 (Capital Structure) 14-1QBE = [pic] QBE = [pic] QBE = 500,000 units. 14-4From the Hamada equation, b = bU[1 + (1 – T)(D/E)], we can calculate bU as bU = b/[1 + (1 – T)(D/E)]. bU = 1. We will write a custom essay sample on Exercises from Financial Management Book, Chapter14 or any similar topic only for you Order Now 2/[1 + (1 – 0. 4)($2,000,000/$8,000,000)] bU = 1. 2/[1 + 0. 15] bU = 1. 0435. 14-8Facts as given: Current capital structure: 25% debt, 75% equity; rRF = 5%; rM – rRF = 6%; T = 40%; rs = 14%. Step 1:Determine the firm’s current beta. rs= rRF + (rM – rRF)b 14%= 5% + (6%)b 9%= 6%b 1. 5= b. Step 2:Determine the firm’s unlevered beta, bU. bU= bL/[1 + (1 – T)(D/E)] 1. 5/[1 + (1 – 0. 4)(0. 25/0. 75)] = 1. 5/1. 20 = 1. 25. Step 3:Determine the firm’s beta under the new capital structure. bL= bU[1 + (1 – T)(D/E)] = 1. 25[1 + (1 – 0. 4)(0. 5/0. 5)] = 1. 25(1. 6) = 2. Step 4:Determine the firm’s new cost of equity under the changed capital structure. rs= rRF + (rM – rRF)b = 5% + (6%)2 = 17%. 14-9a. a. If net income = $1,000,000 and dividend payout ratio = 40%, then the total amount of dividend paid in Year 0 was 40% x $1,000,000 = $400,000. Therefore, the current dividend per share, D0, = $400,000/200,000 shares = $2. 0. D1 = $2. 00(1. 05) = $2. 10. Therefore, P0 = D1/(rs – g) = $2. 10/(0. 134 – 0. 05) = $25. 00. b. Step 1:Calculate EBIT before the recapitalization: The firm is 100% equity financed, so there is no interest expense. (EBIT = EBT NI = EBT – Taxes = EBT – EBT(T) = EBT (1-T) ? EBIT = EBT = NI/ (1-T) = $1,000,000/(1 – T) = $1,000,000/0. 6 = $1,666,667. Step 2:Calculate net income after the recapitalization: EBT = EBIT – Interest expense = $1,666,667 – 11%($1,000,000) $1,666,667 – $110,000 = $1,566,667 NI = EBT (1–T) = $1,566,667(. ) = $934,000 Step 3:Calculate the number of shares outstanding after the recapitalization: The company takes out a $1,000,000 to repurchase stock currently prices at $25. Number of shares after recapitalization: 200,000 – ($1,000,000/$25) = 160,000 shares. Step 4:Calculate D1 after the recapitalization: Given the 40% payout ratio: D0 = 40%($934,000/160,000) = $2. 335. D1 = $2. 335(1. 05) = $2. 45175. Step 5:Calculate P0 after the recapitalization: P0 = D1/(rs – g) = $2. 45175/(0. 145 – 0. 05) = $25. 8079 ( $25. 81. How to cite Exercises from Financial Management Book, Chapter14, Papers

Support Literacy and Numeracy Activities free essay sample

Support literacy and numeracy activities K8 the strategies and resources used at your school for developing pupils: a reading skills b writing skills c speaking/talking and listening skills d mathematical knowledge, understanding and skills The classes in my school are of mixed ability and key stage 1 year 1 and 2 contain pupils from two adjacent year groups. Throughout the school, we use a variety of teaching styles including whole class, group and individual teaching, depending upon the task and needs of the pupils. In line with government requirements, the school lays particular emphasis upon the teaching of basic skills of reading, writing and numeracy. All children in the main school have an hour of numeracy and an hour of literacy each day but these periods are frequently supplemented by further activities leading to the development of these vital, basic skills. Strategies and resources for developing reading skills Teachers, parents and teaching assistants should all be working together to encourage pupils to enjoy and benefit from reading. The main focus of development will be through the Literacy lesson, although reading will be promoted through all areas and curriculum subjects. Shared reading This takes place in the classroom and everyone looks at a text together. The texts include various types, such as plays, fiction, non-fiction and are on a range of different subjects and themes. Guided/group reading This takes place in small groups within the class while other pupils are working independently. Individual reading This usually involves pupils quietly reading books from the classroom or library, or those used during guided reading, which pupils can read without adult support. I hear individual pupils read as much as possible as it is an important way of developing their reading skills. For those pupils who need extra help, they are taken out of the class by an assistant and have one to one time to encourage and help them with their reading. When supporting pupils reading, I use a range of strategies and check with the teacher whether any pupils have specific targets. However, it is important to involve all pupils if I am working with a group and to be aware if I have pupils who are reluctant to talk about what they are reading. I ensure I give them plenty of praise and encouragement to build up their confidence and reassure them when putting their ideas forward. Careful questioning also helps me find out about pupils understanding of texts so they can tell me what they are reading about. Strategies and resources for developing writing skills As pupils develop writing skills, they need support both in English/Literacy lessons and in other subject areas as they form basic words. I therefore need to help them with the technical aspects of writing, including spelling, grammar and handwriting. Strategies for developing writing skills can be done by carrying out shared writing activities. Using pictures and key words or phrases. Using workbooks to encourage writing skills. Strategies and resources for developing speaking/talking and listening skills Pupils who are not confident when speaking need to be aware that I value what they have to say. I can show them that I am interested by- Giving them eye-contact when they are talking to me Smiling or encouraging them to continue while they are talking Repeating back what they have told me Asking them open-ended questions to encourage them to answer in more detail I can also support pupils by allowing them time to think about and formulate ideas before they give their answers. Some pupils find it very difficult to sit quietly and listen to what others are saying. Young pupils find activities such as â€Å"carpet time† where they need to spend a long time listening to others, quite difficult or easier in a smaller group. Pupils who lack confidence in speaking and listening situations in class, for whatever reason, are given opportunities to develop these skills in smaller groups, which they find less threatening. We can develop speaking and listening skills in many different situations, not necessarily as planned events. Literacy resources I am able to identify the location of literacy resources within individual classes. These support basic writing with younger pupils for example lists of words or sound cards or may be books such as dictionaries. The school also has a range of technical resources such as computer programs and software to support literacy activities. Strategies and resources for developing mathematical knowledge, understanding and skills When working with pupils on Maths tasks, I will use different strategies to support the development of their skills. It is likely that I will adapt how I do this depending on the needs of the pupil, so I need to know about individual pupils targets for Maths. I might use some of the following strategies. Helping pupils to interpret and follow instructions Some pupils find it hard to recall instructions or follow a series of points given by the teacher. I may need to help them follow what is required. Reminding pupils of teaching points made by the teacher Some pupils may find a task challenging because of their individual learning needs or ability to focus on it. I may need to remind them about specific teaching points to enable them to continue. Questioning and prompting pupils It is likely that I will use this strategy regularly with all pupils, as they often need to be refocused or have specific questioning to redirect their hinking. Helping pupils to select and use appropriate mathematical resources I may need to prompt or encourage pupils to think about resources available to them when working on Maths activities. Explaining and reinforcing the correct use of mathematical vocabulary – to reinforce vocabulary used by the teacher, extend pupil vocabulary and check pupil s understanding of the terms used. Introducing follow-on tasks to reinforce and extend learning The teacher may have given additional tasks for pupils to work on if they have finished the initial activity. More able pupils may be asked to develop concepts and find their own objectives, but it is likely that I will still need to check these with them. Numeracy resources I know how to use any resources that I need and where they are kept. All pupils are given the opportunity to look at and explore resources before starting to use them, and some pupils may need help if they are unfamiliar with particular resources. Resources for Maths may range from measuring apparatus for length and weight to number equipment, such as number lines, cards or cubes and games to develop different Maths skills. There is also numeracy software on our computers.