Operation Urgent Fury Essay - 1838 Words

An Evaluation of Operation Urgent Fury and How the Utilization of Intelligence Assets May Have Changed the Outcome Operation Urgent Fury was a response by the U.S. government to the socio-political situation happening at the time on the island of Grenada. Due to anti-government upheaval, a growing communist presence in the area and a significant number of Americans on the island, the Reagan administration felt the need to intervene with military force to normalize the situation. Operation Urgent Fury could have been more successful if U.S. forces had sufficient intelligence to include enemy disposition, adequate maps and known locations of all the U.S. medical students located on and outside of the campus St. George’s University Medical†¦show more content†¦After the execution of Bishop, Hudson Austin, an early member of the NJM and now head of the military forces of Grenada disbanded the PRG and formed the RMC to rule until the country returned to normalcy. The military government lasted for six days until the United States invaded Grenada on October 25, 1983. The United States had grown increasingly uneasy about the expansion of Soviet and Cuban influence in the Caribbean and in Grenada in particular. With the building of a new airport with a 9,000-foot runway that could be used for Soviet or Cuban military operations, President Ronald Reagan decided to invade the island, not only to rescue U.S. citizens but, also restore democracy and eliminate a growing communist presence. Operation Urgent Fury joint task force was commanded by Vice Adm. Joseph Metcalf III, USN, Commander, Second Fleet. It included elements of army, navy air force and marines. Initially, Air Force E-3 AWACS and F-15 fighters patrolled the Caribbean Sea North and West of Grenada to detect any air and sea movement from Cuba. At the same time, USAF recon aircraft flew over Grenada to compileShow MoreRelatedTheu.s. Invasion Of Grenada2143 Words   |  9 PagesThe U.S. invasion of Grenada was the first major U.S. military operation ever since the end of the Vietnam War. Undeniably, many have concluded that it may have in part been an assessment of the purported Vietnam syndrome, the alleged condition that makes it problematic for the American public to support U.S. military interference deprived of a just cause. As with Iraq, the early defences for the invasion proved to be either extremely debatable or obviously false, hitherto it still received bipartisanRead MoreDeveloping Management Skills404131 Words   |  1617 PagesClaudia Fernandes Director of Marketing: Patrice Lumumba Jones Marketing Manager: Nikki Ayana Jones Senior Marketing Assistant: Ian Gold Senior Managing Editor: Judy Leale Senior Production Project Manager: Kelly Warsak Senior Operations Supervisor: Arnold Vila Operations Specialist: Ilene Kahn Senior Art Director: Janet Slowik Interior Design: Suzanne Duda and Michael Fruhbeis Permissions Project Manager: Shannon Barbe Manager, Cover Visual Research Permissions: Karen Sanatar Manager Central

The Great Gatsby By F. Scott Fitzgerald - 960 Words

The Great Gatsby Essay One phrase that an American is bound to hear at some point in his or her life, is the American Dream, but most don’t fully understand that concept. The majority of people never really have, they always think it’s supposed to be tangible, but it’s not. In his novel, The Great Gatsby, F. Scott Fitzgerald criticizes many aspects of American culture. One aspect that he criticizes very strongly is the American Dream. Fitzgerald shows the misconception that many have of what the Dream really is. He also shows that heritage is the most influential factor as to whether or not someone would manage to live the Dream. F. Scott Fitzgerald uses the book to show how many Americans do not fully understand what it means to have the American Dream. In The Great Gatsby, Fitzgerald uses Jay Gatsby to represent Americans who weren’t born into riches, but wanted to become rich. Gatsby wanted what he assumed was the American Dream, he wanted to be h appy. Gatsby, however, didn’t fully understand what it took to be happy. Gatsby could only see it as something tangible. He aspired to become wealthy, he believed that money could buy him his happiness. Soon Gatsby found that something was missing, he needed someone to love. For him that was a girl he had once known, Daisy Buchanan. The only issue was that Daisy was already married to Tom Buchanan, a man born into money. Gatsby feels like if he can get the girl, he can get his happiness. So he does everything inShow MoreRelatedThe Great Gatsby by F. Scott Fitzgerald1393 Words   |  6 PagesF. Scott Fitzgerald was the model of the American image in the nineteen twenties. He had wealth, fame, a beautiful wife, and an adorable daughter; all seemed perfect. Beneath the gilded faà §ade, however, was an author who struggled with domestic and physical difficulties that plagued his personal life and career throughout its short span. This author helped to launch the theme th at is so prevalent in his work; the human instinct to yearn for more, into the forefront of American literature, where itRead MoreThe Great Gatsby By F. Scott Fitzgerald1343 Words   |  6 PagesHonors English 10 Shugart 18 Decemeber 2014 The Great Gatsby F. Scott Fitzgerald s 1925 novel The Great Gatsby is a tragic love story, a mystery, and a social commentary on American life. The Great Gatsby is about the lives of four wealthy characters observed by the narrator, Nick Carroway. Throughout the novel a mysterious man named Jay Gatsby throws immaculate parties every Saturday night in hope to impress his lost lover, Daisy Buchanan. Gatsby lives in a mansion on West Egg across from DaisyRead MoreThe Great Gatsby By F. Scott Fitzgerald1155 Words   |  5 PagesThe Great Gatsby The Jazz Age was an era where everything and anything seemed possible. It started with the beginning of a new age with America coming out of World War I as the most powerful nation in the world (Novel reflections on, 2007). As a result, the nation soon faced a culture-shock of material prosperity during the 1920’s. Also known as the â€Å"roaring twenties†, it was a time where life consisted of prodigality and extravagant parties. Writing based on his personal experiences, author F. ScottRead MoreThe Great Gatsby By F. Scott Fitzgerald1166 Words   |  5 Pagesin the Haze F. Scott Fitzgerald lived in a time that was characterized by an unbelievable lack of substance. After the tragedy and horrors of WWI, people were focused on anything that they could that would distract from the emptiness that had swallowed them. Tangible greed tied with extreme materialism left many, by the end of this time period, disenchanted. The usage of the literary theories of both Biographical and Historical lenses provide a unique interpretation of the Great Gatsby centered aroundRead MoreThe Great Gatsby by F. Scott Fitzgerald845 Words   |  3 PagesIn F. Scott Fitzgerald’s novel, The Great Gatsby, colors represent a variety of symbols that relate back to the American Dream. The dream of being pure, innocent and perfect is frequently associated with the reality of corruption, violence, and affairs. Gatsby’s desire for achieving the American Dream is sought for through corruption (Schneider). The American Dream in the 1920s was perceived as a desire of w ealth and social standings. Social class is represented through the East Egg, the WestRead MoreThe Great Gatsby By F. Scott Fitzgerald Essay970 Words   |  4 Pagesrespecting and valuing Fitzgerald work in the twenty-first century? Fitzgerald had a hard time to profiting from his writing, but he was not successful after his first novel. There are three major point of this essay are: the background history of Fitzgerald life, the comparisons between Fitzgerald and the Gatsby from his number one book in America The Great Gatsby, and the Fitzgerald got influences of behind the writing and being a writer. From childhood to adulthood, Fitzgerald faced many good andRead MoreThe Great Gatsby By F. Scott Fitzgerald2099 Words   |  9 Pagesauthor to mirror his life in his book. In his previous novels F. Scott Fitzgerald drew from his life experiences. He said that his next novel, The Great Gatsby, would be different. He said, â€Å"In my new novel I’m thrown directly on purely creative work† (F. Scott Fitzgerald). He did not realize or did not want it to appear that he was taking his own story and intertwining it within his new novel. In The Great Gatsby, by F. Scott Fitzgerald, he imitates his lifestyle through the Buchanan family to demonstrateRead MoreThe Great Gatsby By F. Scott Fitzgerald1607 Words   |  7 Pages The Great Gatsby is an American novel written in 1925 by F. Scott Fitzgerald. One of the themes of the book is the American Dream. The American Dream is an idea in which Americans believe through hard work they can achieve success and prosperity in the free world. In F. Scott Fitzgerald s novel, The Great Gatsby, the American Dream leads to popularity, extreme jealousy and false happiness. Jay Gatsby’s recent fortune and wealthiness helped him earn a high social position and become one of the mostRead MoreThe Great Gatsby By F. Scott Fitzgerald1592 Words   |  7 PagesMcGowan English 11A, Period 4 9 January 2014 The Great Gatsby Individuals who approach life with an optimistic mindset generally have their goals established as their main priority. Driven by ambition, they are determined to fulfill their desires; without reluctance. These strong-minded individuals refuse to be influenced by negative reinforcements, and rely on hope in order to achieve their dreams. As a man of persistence, the wealthy Jay Gatsby continuously strives to reclaim the love of hisRead MoreThe Great Gatsby By F. Scott Fitzgerald1646 Words   |  7 PagesThe 1920s witnessed the death of the American Dream, a message immortalized in F. Scott Fitzgerald’s The Great Gatsby. Initially, the American Dream represented the outcome of American ideals, that everyone has the freedom and opportunity to achieve their dreams provided they perform honest hard work. During the 1920s, the United States experienced massive economic prosperity making the American Dream seem alive and strong. However, in Fitzgerald’s eyes, the new Am erican culture build around that

Child Protection Policy free essay sample

Approximately 4 out of 10 children in Grades 1-3 and 7 out of 10 in higher grade levels have complained of verbal abuse by their teachers; 36. 53 % of children in Grades 4-6 and 42. 88% of high school students surveyed indicated they have experienced verbal sexual violence in school and 11. 95% of children in Grades 4-6 and 17. 60% of high school students have experienced inappropriate touching. †¢Source: â€Å" Towards A Child –Friendly Education Environment†, PWU- C. CWC- UNICEF for Plan Philippines in 2009 Physical, Verbal and Sexual Abuse and Violence Among Children , (i. . Bullying, etc. ) A. 73. 58% of children in Grades 4-6 and 78. 36% in high school surveyed in urban areas have suffered verbal abuse violence from their peers; 30. 17% of children in Grades 4-6 and 37. 57% in high school surveyed in rural areas have experienced physical abuse or violence committed by their peers; 26. 74% of children in Grades 4-6 and 43. 71% in high school in urban areas surveyed have experienced verbal sexual abuse committed by their peers and 9. 65% of Grades 4-6 and 17. 71 of high school students experienced inappropriate touching. Source: â€Å" Towards A Child –Friendly Education Environment†, PWU- B. C. CWC- UNICEF for Plan Philippines in 2009 MANDATE ? Art. XV. Sec. 3(b). 1987 Philippine Constitution: â€Å"the State shall defend the right of children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development†¦Ã¢â‚¬  Article XIV, Section 3, (b): â€Å" all educational institutions shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights†¦Ã¢â‚¬  ? ? Article 218, 220, 233 of the Family Code of the Philippines and PD 603 â€Å"gives the school, its administrators and teachers, or the individual, entity or institution engaged in child care the special parental authority and responsibility over the minor child while under their supervision, instruction or custody†Ã¢â‚¬ ¦.. â€Å"Authority and responsibility shall apply to all authorized activities whether inside or outside the premises of the school, entity or institution†¦. † DECLARATION OF POLICY †¢ Deped shall ensure that our schools are conducive to the education of children. The best interest of the child shall be the paramount consideration in all decisions and actions involving children. Teachers are their substitute parents and are expected to discharge their functions and duties with this in mind. DepED shall promulgate a zero tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse. †¢ OVERVIEW HIGHLIGHTS OF THE POLICY ? 1. Goal: effective implementation of a zero tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse. 2. PROHIBITED ACTS . Child abuse; 2. Discrimination against children; 3. Child Exploitation; 4. Violence Against Children in School; 5. Corporal Punishment; 6. Any analogous or similar acts; and 7. Bullying or Peer Abuse ? â€Å"Violence against children committed in schools† refers to a single act or a series of acts committed by school administrators, academic and non-academic personnel against a child which result in or is likely to result in physical, sexual, psychological harm or suffering, or other abuses including threats of such acts, battery, assault, coercion, harassment or arbitrary deprivation of liberty. It includes, but is not limited to the following acts: 1. 2. 3. 4. Physical violence Sexual violence Psychological violence Other acts of violence ? â€Å"Corporal Punishment† refers to a kind of punishment or penalty imposed for an alleged or actual offense, which is carried out or inflicted, for the purpose of discipline, training or control, by a teacher, school administrator, an adult, or any other child who has been given or has assumed authority or responsibility for punishment or discipline. â€Å"Bullying or Peer Abuse† – refers to willful aggressive behavior that is directed towards a particular victim who may be out-numbered, younger, weak, with disability, less confident, or otherwise vulnerable, more particularly: a. Bullying b. Cyber-bullying 3. DUTIES AND RESPONSIBILITIES OF SCHOOLS ? Ensure the institution of effective child protection policies and procedures and monitor compliance thereof; Ensure that the school adopts a child protection policy, organize and convene Child Protection Committee (CPC) for the school; Conduct the capacity building activities for the members of the CPC and Guidance Counselors/Teachers; Ensure that the participatory and other rights of children are respected and upheld in all matters and procedures affecting their welfare; Coordinate with appropriate offices and other agency or instrumentality for appropriate assistance and intervention, as may be required in the performance of its functions ? ? ? 4. ESTABLISHMENT OF CHILD PROTECTION COMMITTEE (CPC) Composition: School Head/Administrator – Chairperson Guidance Counselor/ Teacher –Vice Chairperson Representative of the Teachers as designated by the Faculty Club Representative of the Parents as designated by the PTA Representative of pupils/students as designated by the Su preme Student Council Representative from the Community as designated by the Punong Barangay, preferably from the BCPC. ? ? ? ? ? ? Functions of CPC’s: ? Initiate information dissemination programs and organize activities for the protection of children; Establish a system for identifying students who may be suffering from significant harm based on any physical, emotional or behavioral signs; Monitor the implementation of positive measures and effective procedures in providing the necessary support for the child and for those who care for the child; and Ensure that the children’s right to be heard are respected and upheld in all matters and procedures affecting their welfare. ? ? ? 5. PREVENTIVE MEASURES: Capacity Building of School Officials, Personnel, Parents and Students ? Strategies: ? Conducting sessions, trainings and seminars on positive peer relationships and enhancement of social and emotional competence; ? Using training modules which include positive and non-violent discipline in classroom management and gender sensitivity; ? Employing of means which enhance the skills and pedagogy in integrating and teaching children’s rights in the classroom. 6. PROTECTIVE AND REMEDIAL MEASURES TO ADDRESS BULLYING AND OTHER ACTS OF ABUSE ? PROCEDURES: All bullying incidents shall be reported to the School Head. The School Head shall in turn inform the parents of the pupils concerned and a meeting shall be held for that purpose. The student shall be referred to the CPC for counseling and other interventions. The School may impose Non-punitive Measures in accordance with the principles of Positive and Non-Violent Discipline. ? ? ? Punitive measures will be a las t resort. 7. PROCEDURES IN HANDLING CHILD ABUSE, EXPLOITATION, VIOLENCE AND DISCRIMINATION CASES 1. Expeditious conduct of investigation and reporting of cases; 2. School Head or the Schools Division Superintendent shall forward the complaint within 48 hours to the Disciplining Authority, who shall issue an Order for the conduct of a fact-finding investigation, not later than 72 hours from submission; 3. If the person complained of is a non-teaching personnel, the Schools Division Superintendent shall cause the conduct of a fact-finding investigation within the same period; 4. Criminal and civil liability shall not be a bar to the filing of an administrative case; 5. The Revised Rules of Procedure of DepED in Administrative Cases shall apply in all other aspects; 6. The identity or other information that may reasonably identify the pupil or student shall remain confidential; and 7. The identity of a respondent-teacher shall likewise be kept confidential. 8. ASSESSMENT AND REFERRAL OF VICTIMS TO LSWDO ? The CPC shall accomplish the Intake Sheet; ? The School Head may refer the victims and offenders to LSWDP for assessment and appropriate intervention thank you