The End of the Diem Regime essays

The End of the Diem Regime essays The Kennedy administration was responsible for the overthrow of the Diem regime and Diems assasination.The U.S. did not have a problem with Diem, the real problem was with Diems brother Nhu.Nhu was responsible for many protests by Bhuddist monks where Mrs. Nhu would call the monks who set themselves on fire in protest barbecues. The Kennedy administration had a lot to do with the overthrow of the regime although they did not have much to do with Diems assasination. The Kennedy administration was the main influence in overthrowing the Diem regime.The State Department wanted to give Diem a chance to rid himself of Nhu and replace him with the best military and political personalities available. Ambassador Lodge said that the possibility of Diem meeting are demands are virtually nil. The only way to get rid of Nhu is to get rid of the entire Diem regime. In a cablegram from Ambassador Lodge to Secretary Rusk, Lodge said; We are launched on a course from which there is no turning back: the overthrow of the Diem government. Lodge also stated that there is no turning back because the U.S. is publicly committed to the end of the Diem regime. In a cablegram transmitted from President Kennedy to Ambassador Lodge, Kennedy said that the U.S. should not actively help the coup, but be ready to make good relations with the group that overthrows the Diem regime. In a later cablegram from the whitehouse they said that the U.S. does not wish to leave an impression that they are opposed to a new regime. When the U.S. says this they are basically telling the coup that they are backing them. Because of the Kennedy administrations responsibility in the overthrow of the Diem regime it also leads to the eventual assasination of Diem.The U.S. was not as involved with his assasination as they were with the overthrow of Diems regime. Diem was told by ...

Job Analysis & Design in the Organization Essay

Job Analysis & Design in the Organization - Essay Example 6. Promoting the organization as an employer of choice. Employee Interaction: 1. Supervision of the activities of all staff members in the Human Resources Area. 2. Determining the number and type of positions that need to be created and filled in the HR Department, as well as judging the competencies of the staff and placing them accordingly. 3. Creating and setting up the overall structure of the HR Department with its divisions into Recruitment, Compensation and Benefits, Payroll & Accounting, Training and Development and Legal Counsel. 4. Having knowledge of what each HR staff member is doing, his or her responsibility areas and assigning duties and goals to each area and each employee through his or her reporting authority. Management Responsibilities: 1. To see that the HR Department is working as a cohesive unit and meeting its generally accepted responsibilities. 2. To look after the Administrative functions that invariably form a part of HR duties and responsibilities. 3. To act in compliance with company guidelines on good corporate governance and ethical behavior. 4. To guarantee and ensure employee confidentiality of events reported, as and when required. 5. To act as the custodian of HR policies and procedures, preparation and updating of the HR Manual and communicating all revised policies throughout the organization with the approval of the CEO/CFO or other relevant Head of Departments. 6. To liaise with Payroll, Accounting, and Administration staff to see that salaries, bonuses, increments and deductions are made on a timely basis and in accordance with legal and tax guidelines. 7. To take disciplinary action where and when required, in conformity with organizational policy and management directives, involving legal counsel as needed. 8. To participate in salary surveys within the industry, incorporating these into increment and bonus packages for employees. 9. To take employee satisfaction surveys and monitor employee morale. 10. To create a suc cession plan for key management staff and keep senior management informed of staff turnover at all levels. Qualifications: Bachelors or Masters in Psychology, Human Relations or Organizational Development. Experience of at least 10 years in handling Human Resources or Administration related functions- with at least 5 years in a middle to a senior management position. Must have completed the requirements of the CIPD and SHRM and be a member of these organizations. Working Conditions: 1. Must be a confident and competent individual, a self-starter willing and able to work without supervision, both individually and as part of a team. 2. Must be able to create, organize and manage a team of competent HR professionals that hold value for the organization. 3. Must be able to work long hours when required, with considerable human interaction at all levels within the organization. Work Schedules: The position is normally a 9 to 5 job; however being a management position, the working hours c an be extended from time to time as necessary in order to perform the requirements of the job. Management positions do not attract overtime.  

What lead Orestes Brownson to coin the term Manifest Destiny Research Paper

What lead Orestes Brownson to coin the term Manifest Destiny - Research Paper Example Orestes Brownson, is considered to be a founding father of one â€Å"school of thought†, as he declared out of all of the states of the Western Hemisphere, the America only had a â€Å"destiny.† This meant that America as he saw it had been chosen to do marvellous things in the history of humanity. Thus, the Manifest Destiny concept is based on the idea that America had a divine providence. However, there were concerns that were cropping up, which seemed to challenge this notion and slavery was the main issue. It raised issues on whether they should be allowed into the territories and the impact it could have on America being the divine destiny. Various aspects such as that of George Bancroft, of The American Republic stipulates that the state originates in man's social nature and derives its rights, not from consent or agreement of individuals, or the surrender of the rights of individuals, but, under God, from society itself, and therefore has for its mission to prote ct and defend the rights on one hand of society, and an individual. There is no society without individuals, but there are no individuals without society George Bancroft (1866). George (1866), continues to state that Orestes, though believing in theme of society, he had difficulty with this concept of the "people" as it was not always clear who the people" were, or who were to be recognized as their legitimate or illegitimate spokesmen. George (1866) continues to state that, there was unease of an apotheosis of a people that was together, which was the origin of "socialism." George states that as, â€Å"...for if the society, were great or supreme in the best sense, the final court of questions, assertion of individual liberty in the face of the democratic nation would not exist.† On America as a Nation, Orestes Brownson believed that Countries can be viewed as individuals from a big picture or scale, have life, sense of individuality, reason, a mind of their own and same law that govern development and growth or even decay as a person. Moreover, a nation had to know itself, understand why it exists, power that it has faculties, rights and destiny. This meant that a nation provided sub-categories, that made it whole. The Mission of the nation, according to Orestes, meant that: â€Å"Every living nation has an idea given it by Providence to realize, and whose realization is its special work, mission, or destiny. Every nation is, is some sense, a chosen people of God. It mean that the Jews were considered to be the the chosen people of God, from whom the tradition were to remain until the messiah came back. History did not save its mission, and as far as they are known, they have contributed to the development or issues such as corruption of religion and civilization. Despotism is barbaric and abnormal.† Orestesbrownson online (2009). Another issue that Orestes found necessary for the nation to be a manifest destiny was the need to understand the c onstitution. This was because the constitution of America being defective. He argued that if the states that had slaves was as a simple agreement, then they would never prosper. However, the issue was How to assert union, without there being consolidation and state rights without disintegration. Moreover, the nation had to have a nature for it to be a government. He believed that; The nature or essence of government is to govern. A government that does not govern is simply no government at all. If it has not the ability to govern and governs not it may be an agency, an instrument in the hands of individuals for advancing their private interests, but it is not government. To be government it must govern both individuals and the community. If it is a

American Meat Industry Writing Assignment Essay Example for Free

American Meat Industry Writing Assignment Essay Three main reasons why my feelings towards meat have changed is that I now know that the meat that is supposed to be ‘better for you, isn’t really better, the animals we eat are treated so badly before they are slaughtered, and that we are depleting our resources. For a long time I thought that eating grass-fed beef was a healthy alternative to eating feed-lot beef, which according to the article â€Å"What are Feedlot Beef, Organic Beef, and Grass-fed Beef’s† explanation in the section â€Å"What is Feedlot Beef†, treats the animals badly and gives them growth hormones and antibiotics. Eating grass-fed beef, which normally doesn’t use antibiotics and treats their animals better, still isn’t a good replacement though. It takes up too much land and causes around 50% more greenhouse gases according to â€Å"What’s Wrong with Grass-Fed Beef† in the section â€Å"Land Use† and â€Å"50% more Greenhouse Gases. Now that I know that there isn’t a healthy, safe type of meat, I no longer think eating it meat is a good idea. Another reason I now believe meat isn’t a wise choice is that animals are put in such awful conditions just so people can eat meat. The article â€Å"Factory Farming Facts† says â€Å"A majority of the animals that are raised for food live miserable lives in intensive confinement in dark, overcrowded facilities† in its first paragraph. In the paragraph â€Å"Broiler Chickens† it talks about how chickens are put in things called factory farms that do gruesome things like cut off chickens beaks in toes. The article â€Å"Factory Farming† even said that 99% of animals we eat come from factory farms. After hearing that most of our meat could have been treated like that, I don’t think eating meat is worth hurting so many animals. The third reason my opinion on meat has changed is that I learned how much our animals are being killed for meat. We are depleting the world of so many animals by eating meat. The article â€Å"What’s Wrong With Eating Fish† in the section â€Å"Overfishing†, said that by 2048 we may have completely ran out of seafood because of overfishing. They also talked about the Chesapeake Bay and how its oyster population is depleted and that has affected the Bay’s health overall. Learning that really changed my mind about eating meat and seafood because the Chesapeake Bay is something that can actually affect me and hits close to home. I used to think that eating farmed animals was normal and completely okay. I never knew any better so I never questioned it, until I learned about what I was eating. When I learned that I was hurting the environment and my body, hurting animals, and hurting animal’s populations, my opinions on meat changed drastically. Now I know to not eat as much meat, if any, and to be much more aware of any meat that I do eat.

Statement of Educational Philosophy Essay -- Philosophy of Education T

Statement of Educational Philosophy A person’s philosophy of education is important because it affects the way that their classroom will be run. To be a good teacher, a person should genuinely like the students and want to make a difference in their lives, giving them the confidence to succeed. There are many things that go into developing an educational philosophy: The nature of the students, the nature of knowledge, the purpose of education, the method of education, and the curriculum. I believe that every student is very different. Each student should be treated as an individual and not be just grouped together without any personal identification of their own. Most children seem to learn better by watching adults rather than listening to them, hence the old saying, â€Å"actions speak louder than words.† Children seem to be pretty stubborn and want to find things out for themselves. For example, you can tell a child over and over again not to touch a hot stove but it may not really sink in until they touch it that one time and get burnt. This is also an example of children wanting to do their own thing. I agree with Foucoult in that most humans desire the power to have their own way. In my opinion, knowledge is both relative and absolute. Some things are constructed while others are discovered. For example, the sun rises in the east. This was discovered many years ago and is true everywhere and throughout time. A person that writes computer programs constructs knowledge. They take different pieces of knowledge and put them together to develop new things and new knowledge. Some knowledge is always changing because of the technological advancements in today’s society; however, some things never change. I... ...ing that everyone should know Calculus, but people should have a basic knowledge of addition, subtraction, multiplication, and division. These basic skills are essential to everyday life and I think that everyone should be able to use them. In conclusion, I feel that education is a very important thing. Everyone should be educated at least in the basics. People should care about themselves and want to make themselves the best that they can be and not just settle for what they are. Education should instill the desire to achieve in our students. New things are discovered everyday. Keeping up with society can be difficult but I definitely think that it has its rewards. I feel that God has given me a gift for being able to help others by teaching. I want to do all that I can to help shape the future of our society by using my talent to the best of my ability.

Board of Education

In the history of the contemporary United States, there has been no issue that has touched off more debate than the issue of discrimination based on the skin color of an individual. The fact that one skin color is superior to another has been the topic of many a political, social and at one point military struggle in the chronology of the United States. In one of the many Supreme Court cases that have dealt with the race issue, one of them became the benchmark of cases regarding such issues, Brown vs. Topeka Board of Education( 347 U. S. 483 (1954) (Find Law).In the deliberations that went on in the High Court, the Warren Court found that the Plessey vs. Ferguson decision (163 U. S. 537 (1896) (The Oyez Project), had no legal ambit under the laws of the United States (Nina Totenberg). The Plessey vs. Ferguson ruling of the Supreme Court (163 U. S. 537 (1896) (The Oyez Project) stipulated that the term of â€Å"separate but equal† as enshrined in the 14th Amendment of the Unite d States Constitution was adequately met in the decision (The Oyez Project).In the facts of the case, Homer Plessey was incarcerated for the offense of taking a seat in a tram car designated for white people in 1892 (Lisa Cozzens). Plessey was in fact technically a white person, having only an eighth part of him being black, and the rest white (Cozzens). In the case of Plessey vs. the State of Louisiana (163 U. S. 537(1896) (Cornell University School of Law), which the state argued that Plessey was black under their laws, Homer argued that the law for which he was jailed for was unconstitutional (Cozzens).Plessey further argued that the Separate Car Act was in direct infringement of his rights under the 13th and 14th Amendment rights (Cozzens). In the opinion of Judge Howard Ferguson, the law was constitutionally infirm if the train traveled across state lines (Cozzens). But in the case of Louisiana, Ferguson ruled that the state can regulate the operations of the trains that are in their jurisdiction (Cozzens). When Plessey appealed to the Louisiana State Supreme Court, the court affirmed the ruling made by Ferguson (Cozzens). Arguing before the United States Supreme Court, the Court again found Plessey guilty of the offense (Cozzens).In their decision, with Justice Henry Brown as ponente, the law that separated blacks from whites in the trains in Louisiana did not clash with the 13th Amendment, which abolished slavery (Cozzens). In the ruling, the law did not espouse inequality; it just made a separation in the color of the skin of the two parties (Cozzens). But Justice John Harlan, who voiced the lone opposing vote, averred that the United States Constitution, did not classify men according to the color of their skin, and that all individuals were covered equally by the law (Cozzens).Harlan also drew on the decision of the Court on the Dred Scott case and said that the decision will be just as controversial (Cozzens). The Plessey case was at the crux of the matter in the arguments presented in the Brown vs. Board of Education issue (Totenberg). Before the initiation of the Brown legal action, the NAACP was getting favorable rulings with regard to its cases that centered on challenging school policies that segregated or even barred black students from some universities’ schools of law (Totenberg).In the 1950’s, the NAACP turned its legal crosshairs on the issue of segregation in the nation’s primary and secondary education system (Totenberg). With future Supreme Court Chief Justice manning the offensive for the NAACP, the group first tested the waters so to speak in a case filed in Clarendon County, South Carolina (Totenberg). The case however was remanded back to the lower courts (Totenberg). Analysts aver that the decision of the High bench was heavy with political insinuations coming on the heels of the year’s electoral exercise (Totenberg).With the Topeka, Kansas argument, it was joined by several other motions along the same argument (Totenberg). The Chief Justice at the time, Fred Vinson, had just passed away, allowing for the nomination of then California governor Earl Warren to the post (Totenberg). In the decision of the Warren Court, the practice of segregation of white and black children in the schools was unlawful (Find Law). In the decision, the practice of separating black from white children, if only guided by racial concerns, is abrogation of the rights of children of color of equal coverage of the laws as enshrined in the 14th Amendment (Find Law).In the court’s opinion, the â€Å"separate but equal† legal doctrine found in Plessey vs. Ferguson was deemed infirm in law (Find Law). The cases argued together with Brown all centered on the minority children seeking legal relief to their cause of admission into their local schools on a non-segregated mode (Find Law). In the history of the Supreme Court, the Court has ruled on at least six cases all discussing the â€Å"separate but equal† clause in Plessey (Find Law). In the cases of Cumming vs. Board of Education (175 U. S.528), and Gong Lum vs. Rice (275 U. S. 78), the doctrine itself was not argued (Find Law). In some of the more recent cases, the equal rights guarantee was breached in that white students were acquired with better benefits than their African American counterparts (Find Law). Examples of these cases include Sipuel vs. Canada (332 U. S. 631) and Sweatt vs. Painter (339 U. S. 629) (Find Law). In essence, the Court found that the â€Å"separate but equal† doctrine found in the Plessey decision was not espousing equality, but inequality (Totenberg).The Supreme Court at the time was fully cognizant of the social and political ramifications of the case in Brown (Library of Congress). The National Association for the Advancement of Colored People (NAACP) had staged a calculated attack on the Plessey doctrine (Library). Aware of this scenario, the Supreme Court heard the case in as many years as times it heard the case, a total of three years (Library). In coming out with their decision, the Court had ordered that both sides prepare legal briefs in the case (National Archives).The briefs that the High Bench wanted each side to prepare was to focus on the opinions of the counsels if the Congress had this question in mind, the segregation of students in public schools, when they framed the 14th Amendment (Library). Several cases were in the list of cases cited by counsels in the argument of Brown (Library). The first case was the test case sent up by the NAACP, Briggs vs. Elliot (342 U. S. 350 (1952) (Library). In the particulars of the Elliott case, Harry Briggs claimed that the Clarendon County School Board, led by its President R.W. Elliott, violated their 14th amendment rights for affirming the school segregation policy (Library). In their arguments, they used the theory of noted child psychologist Dr. Kenneth Clark, who said that segreg ation affected the outlook of the child of African American children (Library). In the reargue phase of the deliberations before the court, future Chief Justice Thurgood Marshall concluded that the court can rule against their cause by declaring that African Americans were second class human beings in comparison to Caucasian Americans (Library).After waiting for close to half a year, the Warren Court, on May 17, 1954, rendered a unanimous verdict (Totenberg). It declared that the â€Å"separate but equal† doctrine as applied in the area of public education was not sufficiently argued and overturned the Plessey doctrine (Totenberg). With this decision, Thurgood Marshall led the cause to destroy the legal structure that sustained segregation practices in the country (Michael Jay Friedman, p. 1). In the next year, the Supreme Court ordered that the implementation of the decision with all possible speed (Library).The Brown decision proved to be a turning point in the fight agains t segregation (National Archives). With this decision, it rendered the Plessey decision inutile and unconstitutional (National Archives). In the rendering the decision, the Court formally ended close to six decades of legally supported practices of segregation in the public schools systems (National Archives). So is this the final indubitable expression of equality? In the article of Owen Fiss, â€Å"Groups and the Equal Protection Clause†, he argues that there should be a new interpretation of the equal protection clause in the Constitution (Roberto Gargarella).In his interpretation, the individual protection ambit of the Amendment must be replaced with one that takes into consideration of the inequalities of a certain group (Gargarella). In the theory, the wisdom of the justices in the Supreme Court cannot produce the equality that a certain group merits (Gargarella). The contrast is that the framers of the fundamental law had the question in mind; they intended judges that will interpret the law as it applies to certain disadvantaged groups (Gargarella). Marshall contributed to the legal basis for the legal motions to be used by Martin Luther King, Jr.(Civil Rights Digital Library). The Brown decision did prove to be an effective tool for the demolition of segregation, but wasn’t the driver to effect wide scale change in the society (Friedman 5). Marshall helped King, Jr. by being their attorney in the famous Montgomery bus boycott issue (Friedman 8). Both Marshall and King espoused together the peaceful way to end segregation, Marshall in the courts, King through his peaceful non violent marches. Both men stand as vanguards of the freedoms and rights that many African American people enjoy today. Works Cited Civil Rights Digital Library.â€Å"Thurgood Marshall, 1908-1993†. Cornell University Law School. â€Å"Plessey vs. Ferguson†. Cozzens, Liza. â€Å"Plessey vs. Ferguson†. Find Law. â€Å"Brown vs. Board of Educatio n†. Friedman, Michael Jay. â€Å"Justice for all: the legacy of Thurgood Marshall†. Gargarella, Roberto. â€Å"Group rights, judicial review, and personal motives†. Library of Congress. â€Å"Brown vs. Board of Education of Topeka, Kansas†. National Archives. â€Å"Teaching with documents: order of arguments in the case, Brown vs. Board of Education†. Totenberg, Nina. â€Å"The Supreme Court and â€Å"Brown v. Board of Ed. †.

The Culture Of Saudi Arabia - 1588 Words

THE CULTURE OF SAUDI ARABIA SSG LUCAS, TIMOTHY 13B40 SENIOR LEADER COURSE (003-17) THE CULTURE OF SAUDI ARABIA The Kingdom of Saudi Arabia is a very diverse group of people with a heavy religious background. The Kingdom, located on the Arabian Peninsula situated amongst a very hot and arid climate. The people of Saudi Arabia remain very family oriented and have transformed from a nomadic culture to a very wealthy and thriving nation, largely due to their large deposits of oil. Daily life in Saudi Arabia remains predominately dominated by the observance of their faith. The Culture of Saudi Arabia The Kingdom of Saudi Arabia stands ruled by a monarchy that has been in place†¦show more content†¦Islam is practised by all Saudis and governs their personal, political, economic and legal lives. Islam originated in the area surrounding Saudi Arabia leading to the country being visited by millions of Muslims yearly. The Prophet Muhammad is seen as one of God s emissaries to bring revelation to mankind. He was distinguished with bringing a message for the whole of mankind, rather than just to a certain group of people. Moses brought the Torah and Jesus, the Bible, Muhammad brought the last book, the Quran. The Quran and the actions of the Prophet remain used as the basis for all guidance in the religion. Muslims must pray five times a day - at dawn, noon, afternoon, sunset, and evening. Friday is the Muslim holy, day meaning many businesses close on Thursday, making a long weekend Thursday thru Sunday. During the holy month of Ramadan all Muslims fast from dawn to dusk and may be only permitted to work no more than six hours per day. Fasting includes no eating, drinking, or cigarette smoking. Non-Muslims may not be required to fast; however, they must not eat, drink, or smoke in public. 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