Eisenhower Presidency Essay Example for Free

Eisenhower Presidency Essay Republican candidate General Dwight D. Eisenhower was inaugurated as the 34th President of the United States on January 20, 1953, becoming the first Republican in twenty years to be elected as president. President Eisenhower broke tradition by reciting his own prayer after taking the oath instead of kissing the Bible and jumping right into his inaugural speech. When elected for a second term, his inauguration fell on a Sunday (January 20, 1956), so President Eisenhower was sworn in privately by Chief Justice Earl Warren in the East Room of the White House (Eisenhower Public Library and Museum 2012); his public inauguration into office followed the next day. President Eisenhower was 62 years old when he was sworn into office in 1953. Due to the ratification of the 22nd Amendment Eisenhower became the first president to be constitutionally prevented from running for re-election to the office after serving the maximum two terms allowed (Eisenhower Public Library and Museum 2012). President Eisenhower’s ability to perform his role as president came after a long career in the United States Army. In 1911 Dwight D.  Eisenhower entered the United States Military Academy at West Point, NY, graduating in 1915 as a 2nd Lieutenant, going on to serve as a young officer through World War I and World War II moving his way up the chain of command until reaching the rank of five star general after leading the D-Day invasion in 1944, the highest rank an officer can reach in the United States Army. In 1948 General Eisenhower Resigned from the Army (Eisenhower Public Library and Museum 2012). President Eisenhowers military role with world leaders transitioned over into his role as president seamlessly. President Eisenhower’s tenure as the 34th president was full of accomplishments and milestones: ending the Korean War, enduring the Supreme Court rulings on ending segregation, enforcing the rulings, balancing the budget three times in his eight year tenure, Hawaii and Alaska becoming the 49th and 50th States during his presidency, to signing the bill establishing National Aeronautics and Space Administration (NASA), to delivering his Farewell Address to the Nation warning of the â€Å"Military- Industrial Complex† (Eisenhower Public Library and Museum 2012) are only a few of the highlights of Eisenhower’s presidency. No other president before Eisenhower was given the amount of chaos that he contended with in his presidency. â€Å"Eisenhower was confronted with major Cold War crises every year he was in office: Korea, Vietnam, Formosa, Suez, Hungary, Berlin and the U-2. While more than once America seemed on the brink of war and those around him clamored to drop the Bomb, Eisenhower always kept a level head. He dealt calmly and rationally with each situation, always finding a solution that avoided war without diminishing America’s prestige (NPS 2012). He endured and kept our beloved country at peace during his presidency despite the numerous crises’s the country faced. President Eisenhower’s first major accomplishment in the oval office and true to his campaign promise, attempted to end the Korean War. â€Å"In July 1953 after President Eisenhower threatened to use nuclear weapons, an armistice was signed, ending the Korean War. Despite the Korean War, Korea remains divided at the 38th Parallel. President Eisenhower’s leadership style of sincerity, fairness, and optimism helped to comfort the nation after the war (AP 2012). This also called for a demilitarized zone and voluntary repatriation of soldiers in the armistice. In December 1953, President Eisenhower gave â€Å"Atoms For Peace speech† at the United Nations proposing an international atomic energy agency and peaceful development of nuclear energy; thus, making it very clear the power of America’s nuclear arsenal in his first year in office. On July 29, 1957, the United States ratified International Atomic Energy Agency to pool atomic resources for peaceful use as proposed by President Eisenhower in his speech to the United Nations previously (â€Å"US History 2012†). During his first term, President Eisenhower endured the ruling of the Supreme Court in â€Å"Brown Vs. Topeka Board of Education† in 1954 with the Supreme Court ruling segregated schools are â€Å"inherently unequal† and unconstitutional. In 1955, the Supreme Court reaffirmed its stance on principles of school segregation, ordering gradual compliance by local authorities. On September 9, 1957 President Eisenhower signed the Civil Rights Act of 1957, the first since the reconstruction amendments over eighty years before (Dwightdeisenhower 2012). On September 27, 1957 President Eisenhower ordered federal troops to the scene of violence at Little Rock Central High School in Little Rock, Arkansas to enforce integration of Negro students who had been barred by the National Guard as ordered by Arkansas Governor Orval Faubus (Eisenhower Presidential Library and Museum 2012). Then â€Å"Nine Negro students entered the high school doors, under Army guard sat thru a full day of classes. The governors of southern states then asked the president to remove the troops, and the president’s reply was: â€Å"his own responsibilities under the Constitution were not subject to negotiation. (Korda, p 698). † Thus, Eisenhower resolved the crisis. This action was the most serious domestic challenge of his presidency. President Eisenhower felt that desegregation should start small like with parks and restaurants also with the Armed Forces then move up steadily until every citizen was equal. Today, we still see areas of racial problems that President Eisenhower faced during his presidency. On several occasions Eisenhower had expressed distaste for racial segregation, though he doubtless believed that the process of integration would take time (Encyclopedia Britannica 2012). † These are only a few of the tremendous milestones that President Eisenhower endured or accomplished during his tenure in the Oval Office. Today we still see the effects of his accomplishments and milestones. Although most do not realize that President Eisenhower was a brilliant man, he had one image, and behind the scenes he was an outstanding leader who could bluff anyone. When President Eisenhower turned over the Oval Office to newly elected John F. Kennedy, Eisenhower let it be known that he would like his title of General of the Army (5 Star General) be restored. This required Congressional legislation; the new president asked a military assistant why Eisenhower would want to give up the title of Mr. President to be called General. The military assistant explained that the military was an integral part of Eisenhower’s life. President Kennedy then understood, created the legislation, and the bill was passed in March 1961(Korda, p. 61-762). † Eisenhower and George Washington were the only two United States President with military service to reenter the Armed Forces after leaving the office of President (Eisenhower Presidential Library and Museum 2012). Nine years later at the age of seventy eight, Eisenhower passed away from heart failure, as he was dying Eisenhower gave one last order â€Å"Lower the shades! I want to go. God take me (Korda, p. 723). † Per his wishes General Eisenhower was taken by train from Washington, DC to Abilene, Kanas for burial after his body laid in state at the capital.

Laura Briggs Reproducing Empire: Race, Sex, Science, and U.S. Imperial

Laura Briggs' Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico In Reproducing Empire, Laura Briggs provides her readers with a very thorough history of the mainland U.S. and Puerto Rican discourses and its authors surrounding Puerto Rico and Puerto Ricans, from Puerto Rico's formation in the mainland elite's "mind" as a model U.S. (not) colony in 1898* to its present status as semi-autonomous U.S. territory. Briggs opens her book by discussing the origins of globalization in U.S. and western European colonialism, and closes with a review of her methods, in which she calls for a new focus on subaltern studies, including a (re)focus on the authors of information (who she claims as the subjects of this book) as a lens through which to circumvent the "neglect and obsessive interest†¦in the service of the imperial project in Puerto Rico" (207). Briggs identifies herself in her epilogue- "I am a US. Anglo whose ties to the island are only love and a relentless sense that that just as the history of the island is inescapably tied to the mainland, so the mainland's history is reciprocally tied to the island" (206). Briggs notes that there is an active history of dissociation of Puerto Rico as part of the U.S., and that to speak only of Puerto Ricans in Puerto Rico as true Puerto Ricans, or to construct Puerto Rico as economically unconnected to the U.S. is a misconception, which has been historically employed to blame Puerto Rico for the U.S.' subordination of it. Briggs' records Puerto Rico's history as a "model," "testing site," or "laboratory' for U.S. colonial rule, centering on the ways in which this has functioned in relation to or through (control of) Puerto Rican working class women an... ... note that island organizations that supported birth control for other reasons often utilized funding from these larger foundations. *****While Briggs condemns the stance of most radical to conservative mainland organizations in terms of the sterilization/anti-sterilization debate, she notes at length the ways in which a variety of Puerto Rican activists, such as the Young Lords, circumvented the racist culture of poverty arguments and the dominant tendency to deny agency to their subjects in their political activism outside of this debate. Her judgments on the subject of engagement with a culture of poverty argument are complex, as are the usefulness of deciding what activism is better from her perspective as an academic outsider. I will return to this in terms of the potential usefulness of the intersections between internal and (external?) colonial theory.

Bromination of trans-cinnamic acid Essay

Abstract The bromination of trans-cinnamic acid was completed to determine dibromide’s stereochemical structure and its mechanism. After the addition of bromine to trans-cinnamic acid, the product was identified by its melting point and infrared spectrum resulting in erythro-2,3-Dibromo-3-phenylpropanoic acid after comparing similar properties. Introduction In this lab, the bromination of trans-cinnamic acid was completed to determine dibromide’s stereochemical structure, and from there determine whether the reaction is carried out by the usual bromonium ion mechanism or a different mechanism. This is important in the determination of dibromide’s stereochemical structure, as a mechanism can be affected by changing a reactant’s structure. Cinnamic acid was used in this lab because as a naturally occurring compound, it has many different uses. It is used as a flavoring, in perfumes, and is a source to a large number of other natural substances. Cinnamic acid is helpful in providing flowers with their bright colors, butterflies with their colorful wings, and gives fall leaves their distinguishable color. These examples reveal the day-to-day uses of cinnamic acid, and shows that the addition of bromide to this particular acid is nothing extremely complex or an uncommon chemical compound, it is easily obtainable. After the addition of bromine to trans-cinnamic acid, the product is identified by its melting point and infrared spectrum. The product could be erythro-dibromo, threo-dibromo, or a combination of both. Although obtaining a product consisting of both erythro and threo is possible, it results in an impure substance with a broad melting point range that contrasts pure dibromide. These particular compounds of erythro and threo are named as such to distinguish their two chiral centers, but no plane of symmetry. Both of these compounds are derived from simple sugars, erythrose and threose (Figure 1). Figure 1. Structures of Erythro and Threo Products Compared to Erythrose and Threose After completing the addition of bromine ion acetic acid to a solution of trans-cinnamic acid in the same solvent, the product that is obtained can be identified by comparing the properties of erythro-2,3-Dibromo-3-phenylpropanoic acid and threo-2,3-Dibromo-3-phenylpropanoic acid. Results and Discussion Melting Point: The melting point was determined to be 202 °C, which is extremely close to the literature value of erythro-2,3-Dibromo-3-phenylpropanoic acid, 204 °C. This is the first indicator that the product obtained possess a stereochemical structure resembling erythro-2,3-Dibromo-3-phenylpropanoic acid. Infrared Spectrum: The Infrared Spectrum’s collected from the starting material and the product look almost identical, with functional groups C=O(1700 cm-1), O-H(3300-2600 cm-1), and C=C (1680-1640 cm-1) present. Mechanisms: Although a variety of mechanisms can be suggested for the addition of bromine to an alkene, the addition of bromine to the C = C in our final product illustrates an anti-addition. Experimental The reaction was done in the fume hood with proper safety gloves on throughout the entire experiment. 10.0 mmol of trans-cinnamic acid was combined with 6.0 mL of glacial acetic acid with a stirbar in a 50 mL round-bottom flask. The round-bottom flask was placed on a magnetic stirrer with a separatory funnel over the flask with the stopcock closed. 8.2 Ml of 1.25 M solution of bromine in acetic acid was poured into the separatory funnel and stoppered immediately. After starting the stirrer, the bromine/acetic acid solution was added in 5 portions once the color had faded to a light orange, about every 6 minutes, totaling 30 minutes for this process. Once the last addition of the bromine solution was added, the reaction stirred at 50 °C for 15 minutes. At the end of the 15 minutes,  cyclohexenes were added drop wise while the stirring continued until the solution was colorless. To separate, the mixture was cooled in ice water until crystallization was observed. Through vacuum filt ration, the solid product was collected and rinsed with portions of ice cold water until the odor derived from the acetic acid had disappeared. The 2.3-dibromo-3-phenylpropanoic acid was dried in order to measure its melting point. References 1 Experiment is a modified version of an experiment found in: Lehman, J.W. Operational Organic Chemistry: a problem-solving approach to the laboratory course, 3rd ed., Prentice-Hall, Upper Saddle River, New Jersey, 1999. 2 www.sigmaaldrich.com 3. www.chemicalbook.com

Organizational Structure Of The Atha Corporation Essay

Organizational Structure Human Resources Functional Area As the Atha Corporation grows changes will need to occur to the structure of each functional area. Within H.R. we added two more Human Resource Generalists. These generalists will simply be used for management to delegate more tasks and take on the goals planned. One new generalist will focus on culture, incentives, welfare and safety, and employee counseling. The other will focus on recruiting, building space planning, performance management, and committee facilitation. Each of these focused tasks tie directly into the goal, objectives, and plan already laid out for this department. As H.R. goes I would more these four generalists into a supervisory role, if permitted. One manager would not be enough for each of these functions as more generalists are added, we would need a new chain of command to dived focus. The current Human Resource manager would then focus on directing the supervisors and be available for more escalated issues. Accounting Finance Functional Area I had a difficult time deciding on the organizational structure of Accounting and Finance without understanding the full scope of this department but I decided on three additional positions set to include: another Receivable Clerk, another Payable Clerk, and a second Financial Analyst. The Analysts will split the tasks of forecasting, budgeting, trends, data analytics, cost analysis, and organizational data requests. The analysts will assist withShow MoreRelatedAtha Executive Plan Essay4887 Words   |  20 Pages U05A1 Atha Executive Plan Human Resource Functional Area Accounting and Finance Functional Area Debra Marzett Instructor: Crystal Neumann Spring Quarter 2013 BUS3011 May 10, 2013 CONTENTS Executive Summary 4 Purpose Statement 5 Human Resource 5 Accounting and Finance 5 Goals and Activities 6 Human Resource 6 Accounting and Finance 7 Organizational Structure 8 Human Resource 8 Accounting and Finance: 9 Interview Questions 10 Human Resource Generalist 10 Accounting and Finance Analyst 11 PerformanceRead MoreExecutive Plan of Top Quality Lighting Products Provider Atha3508 Words   |  15 PagesTitle: Atha Executive Plan Human Resource Department Accounting and Finance Department Stephen Nystrom Professor Gotches Winter Quarter BUS 3011 Table of Contents 1. Executive Summary pages 3 - 4 2. Description of the Functional Area and Purpose Statement pages 4 - 6 A. Human Resource Area Read MoreAtha Corporation5510 Words   |  23 PagesAtha Corporation Accounting amp; Finance Department Plan Human Resources Department Plan Melanie Hanson Patrick Blessinger Bus3011 Spring 2014 Table of Contents 3. Executive Summary 4. Human Resources Description 4. Accounting and Finance Description 4. Human Resources Purpose Statement 4. Accounting and Finance Purpose Statement 5. Human Resources Goals and Activities 5. Accounting and Finance Goals and Activities 5. Management Goals and Activities 6. Human Resources OrganizationalRead MoreAtha Corp Executive Plan4583 Words   |  19 PagesAtha Coorporation’s Executive Plan Table of contents: Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Description of functional area and purpose statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Goals and Activities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Organizational Structure†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦........... 5 Interview Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Performance Standards†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 Conclusion of Personal Insight†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦