Eisenhower Doctrine Definition and Analysis

The Eisenhower Doctrine was an official expression of U.S. foreign policy delivered to a joint session of Congress by President Dwight D. Eisenhower on January 5, 1957. Eisenhower’s proposal called for a more proactive economic and military role on the part of the United States in the increasingly tense situation threatening peace in the Middle East at the time. Under the Eisenhower Doctrine, any Middle Eastern country being threatened by armed aggression from any other country could request and receive economic assistance and/or military assistance from the United States. In a â€Å"Special Message to the Congress on the Situation in the Middle East,† Eisenhower tacitly pointed to the Soviet Union as the most likely aggressor in the Middle East by promising the commitment of U.S. forces â€Å"to secure and protect the territorial integrity and political independence of such nations, requesting such aid against overt armed aggression from any nation controlled by international communism.† Key Takeaways: Eisenhower Doctrine Adopted in 1957, the Eisenhower Doctrine was a key aspect of U.S. foreign policy under the administration of President Dwight D. Eisenhower.The Eisenhower Doctrine promised U.S. economic and military combat assistance to any Middle Eastern country facing armed aggression.The intent of the Eisenhower Doctrine was to prevent the Soviet Union from spreading communism throughout the Middle East.   Background The rapid deterioration of stability in the Middle East during 1956 greatly concerned the Eisenhower administration. In July 1956, as Egypt’s anti-Western leader Gamal Nasser established ever-closer ties to the Soviet Union, both the U.S. and the United Kingdom cut off their support for the construction of the Aswan High Dam on the Nile River. In response, Egypt, aided by the Soviet Union, seized and nationalized the Suez Canal intending to use ship passage fees to fund the dam. In October 1956, armed forces of Israel, Britain, and France invaded Egypt and pushed toward the Suez Canal. When the Soviet Union threatened to join the conflict in support of Nasser, its already delicate relationship with the United States crumbled. Israeli Tanks Occupy Gaza During Suez Canal Crisis of 1956. Hulton Archive / Getty Images Though Israel, Britain, and France had withdrawn their troops by early 1957, the Suez Crisis left the Middle East dangerously fragmented. Regarding the crisis as a major escalation of the Cold War on the part of the Soviet Union, Eisenhower feared the Middle East could fall victim to the spread of communism. In the summer of 1958, the Eisenhower Doctrine was tested when civil strife—rather than Soviet aggression—in Lebanon drove Lebanese president Camille Chamoun to request U.S. assistance. Under the terms of the Eisenhower Doctrine, nearly 15,000 U.S. troops were sent to put down the disturbances. With its actions in Lebanon, the U.S. confirmed its long-term commitment to protecting its interests in the Middle East. Eisenhower Foreign Policy President Eisenhower brought what he called a â€Å"New Look† to U.S. foreign policy, emphasizing the need to respond to the spread of communism. In that context, Eisenhower’s foreign policy was greatly influenced by his staunch anti-communist Secretary of State John Foster Dulles. To Dulles, all nations were either part of the â€Å"Free World† or part of the communist Soviet bloc; there was no middle-ground. Believing that political efforts alone would not stop Soviet expansion, Eisenhower and Dulles adopted a policy known as Massive Retaliation, a scenario in which the U.S would be prepared to use atomic weapons if it or any of its allies were attacked.  Ã‚   Along with the threat of communist expansion in the region, Eisenhower knew the Middle East held a large percentage of the world’s oil reserves, which were badly needed by the U.S. and its allies. During the 1956 Suez Crisis, Eisenhower had objected to the actions of U.S. allies—Britain and France, thus establishing the U.S. as the lone western military power in the Middle East. This position meant that America’s oil security was more at risk should the Soviet Union succeed in imposing its political will in the region.   Impact and Legacy of the Eisenhower Doctrine The Eisenhower Doctrine’s promise of U.S. military intervention in the Middle East was not universally embraced. Both Egypt and Syria, supported by the Soviet Union, strongly objected to it. Most of the Arab nations—fearing Israeli â€Å"Zionist imperialism† more than Soviet communism—were at best skeptical of the Eisenhower Doctrine. Egypt continued to accept money and arms from the U.S. until the Six-Day War in 1967. In practice, the Eisenhower Doctrine simply continued the existing U.S. commitment of military support for Greece and Turkey pledged by the Truman Doctrine of 1947. In the United States, some newspapers objected to the Eisenhower Doctrine, arguing that the cost and the extent of American involvement were left open-ended and vague. While the doctrine itself did not mention any specific funding, Eisenhower told Congress he would seek $200 million (about $1.8 billion in 2019 dollars) for economic and military aid in both 1958 and 1959. Eisenhower contended that his proposal was the only way to address the â€Å"power-hungry communists.† Congress voted overwhelmingly to adopt the Eisenhower Doctrine. In the long run, the Eisenhower Doctrine failed to succeed in containing communism. Indeed, the foreign policies of future presidents Kennedy, Johnson, Nixon, Carter, and Reagan all embodied similar doctrines. It was not until December 1991 that the Reagan Doctrine, combined with economic and political unrest within the Soviet bloc itself, brought the dissolution of the Soviet Union and the end of the Cold War. Sources The Eisenhower Doctrine, 1957. U.S. Department of State, Office of the Historian.Foreign Policy Under President Eisenhower. U.S. Department of State, Office of the Historian.Elghossain, Anthony. When the Marines Came to Lebanon. The New Republic (July 25, 2018).Hahn, Peter L. (2006). Securing the Middle East: The Eisenhower Doctrine of 1957. Presidential Studies Quarterly.Pach, Chester J., Jr. Dwight D. Eisenhower: Foreign Affairs. University of Virginia, Miller Center.

Ethics Code - 1617 Words

The Ethics Code is intended to support us in differentiating between suitable and deplorable behavior in regards to all individuals. When working with adolescents and children, the guidelines become a little more ambiguous. Adolescents require consent from a legal guardian in most cases to seek treatment, but confidentiality permits some information discussed from being released to the parent that requested the treatment. When working with youth the primary focus can include not only the ethical decision, but the legal and moral decisions, as well. In the article Vocal Cord Operation on a Constantly Screaming Autistic Teen there is reference made to Standard 3.10, informed consent. This article talks about a child named†¦show more content†¦We are to presume that an irate, nervous adolescent has brought a handgun to school where he has taken a classroom full of student’s captive. The principle has called in a SWAT team that devises to raid the classroom; ma rksmen center their laser sights on the armed youth. Now, presume that a psychologist employed by the police department consults with the parents of the captor. Based, alone, on the information collected from the parents, the psychologist contacts the hostage taker by means of a cell-phone, endeavors to create a bond, asks questions, and involves the teen emotionally. Due to the deliberate efforts of the psychologist, the teen eventually becomes distracted and briefly puts down his firearm, permitting the SWAT team to rush in and neutralize the captor. In a series of flawless situations this would be the outcome every time, but what if the exertion to have the firearm put down does not work? The psychologist would have to choose whether or not to change gears and entice the hostage taker into a SWAT shooter’s sights. When focusing on the weaknesses of this article I find it lacks substantial detail when describing the hostage situation. I felt that there were several m issing details that would have been useful for furthering the debate on when the standard to avoid harm would be tested. At the same time I felt that GeraldShow MoreRelatedCode Of Ethics : Code Ethics1334 Words   |  6 PagesRunning head: CODE OF ETHICS 1 CODE OF ETHICS 5 Code of Ethics Hieu Le Columbia Southern University Code of ethics is the most essential aspect of the society that organizations and individuals need to fulfill and apply this aspect in their workplaces and families in order to achieveRead MoreEthics Of The Code Of Ethics946 Words   |  4 PagesIt is a violation of the code of ethics and they don’t consequentially suggest lawful accountability or infringement of the law. Such strength of character can be capable of simply be situated in the perspective of lawful and official procedures. 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Knowledge acquisition free essay sample

How Nike inc. in acquiring knowledge and developing it over the years since its stated first movement in shoes, sport apparel and equipment business . The knowledge is not just data or information it is a constantly changing mixture of experience, values, contextual information and expert insight that creates a background for evaluating and implementing new experience and information (Lynch, 2006). It originates and is applied in the minds of knower. Company tries to put this concept in the mind of every managers and employees. Nike implements it know-how to achieve great success consequently to great sale. Company uses divisional structure to allocate resource and tools to operate efficiently. It divided whole company to 5 departments: HR, Marketing Sale, Accounting, Production, and Design Development that have two distinct tacit and explicit forms of knowledge and tools to exploit. Tacit knowledge is difficult to specify. It is unclear, often complex, unwritten, and unrecorded. We will write a custom essay sample on Knowledge acquisition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page And knowledge that can be given precise definition further analysis is called explicit knowledge. Every single department has unique way to operate individually and within organization. Knowledge in Marketing Sales Tacit knowledge Marketing and Sales staff has experience in creating sustainable relationship with customers that helps to generates positive outcomes in selling goods. Through dealing with customers, may quickly identify the needs and wants of customers and may understand customer’s feeling while young staff may not have those. Core competency in Nikes strategy is strong brand building through heavy advertising and sponsorship in local and international sport competitions. Nike employs very successfully images of popular athletes to make especially young people to associate every Nike branded products with successfull and stylish sport stars in order to promote its product to presuade cutomers to but them. For example, Michael Jordans athletic ability and the image of number one US basketball star was used to develop Nike Air shoes advertising capaign. Other sportmen have got sponsorship deals from Nike are famous tennises John McEnroe and Andre Agassi, golf star Tider Woods, and soccer players David Beckham and Ronaldo. One of the latest Nike’s brand promotion took in the London Olympic Games 2012, Nike cleverly used Olypic Games to it advantage, it choosed not to be the official sponsor instead it managed â€Å"ambush marketing† by delivering many game-changing products and attracted publicity through linking product to world’s famous athletes. Explicit knowledge Marketing Sales Department has to store new policies about future growth of company and based on it to develop new strategies. Moreover, it also requires sales data of company, the customer profile, and customer feedback to analyze the current situation of Nike. In 1976, the company hired John Brown and Partners as its first advertising agency and following year agency created the first brand ad for Nike under the name There is no finish line. But the most famous slogan Just do it was created in 1988 by Wieden+Kennedy ad agency and until now it remains Nikes primary as agency. Nikes Swoosh emblem is one of the most recognizable symbol in the world and it is presence in 46 counties gives huge advantages to operate in many markets and reach a lot of customer.

Institution Kentucky Christian UniversityInstruct Essays

Institution: Kentucky Christian UniversityInstructor: Bill Baumgardner Email: [emailprotected] Phone: 606-474-3151 Course Description A one-hour course required of all incoming freshmen at Kentucky Christian University provides both an introduction to higher education and a general orientation to the functions, values, and resources of KCU. The course is designed to help new students adjust to college; to develop a better understanding of the learning process and to acquire basic academic "survival skills"; culture and traditions of KCU; and, ethical and spiritual development. The course provides a "support group" for students in a critical year by examining problems common to new students, especially freshmen, in an atmosphere somewhat less formal and rigorous than traditional courses. Faculty, staff and administrative personnel who have a special interest in freshman education assist the course facilitator in teaching the class. Course Objectives Students will learn strategies for academic success including planning, time management, prioritizing, and study skills. Emphasis will be placed on discovering and adapting personal strengths to meet academic and personal goals. Students will be introduced to techniques that aid the comprehension of written non-fiction texts, and will practice these techniques during the course Students will review basic college-level academic standards as they relate to reading, writing, presentation, academic integrity and course requirements. The student will become familiar with the resources available at KCU to assist in academic success, spiritual support and development, health and wellness, and recreation and will be encouraged to participate in activities that will foster personal growth and success. 4.The student will become familiar with the social, cultural and religious aspects of life on the KCU campus, including ethical and behavioral standards. Course Textbooks: (required) Thriving at College by Alex Chediak Additional reading (optional): Lusby, J. Lowell. For the Good of the Cause. Kentucky Christian College 1986 Beck, John A and Marmy A Clason. Light on the path: A Christian Perspective on College Success. Thompson Wadsworth 2006 Course Requirements Class attendance and active participation is required. I expect you to be in class, on time and prepared for class. Please refer to the KCU student handbook pp11-12 for policies regarding absences. Papers must be typed, not handwritten. Class exercises should be completed in blue or black ink. No other color is acceptable. All assignments must include your name and KCU box number. Assignments may be submitted in person, via email at [emailprotected], or through the assignments tool on SAKAI. Class participation is a very important element of this course, and distractions affect everyone in the classroom. Personal electronics such as cell phones, mp3s, and other devices must be turned off during class time. Talking, texting, sleeping, chronic tardiness or other disturbances will negatively affect your grade. Students are expected to complete all assignments and attend lab sessions according to schedule. Late assignments will lose one point per day. This is a 10 week course and all work and competencies must be completed by the end of the 10 weeks. Course Grading This course is pass/fail. That means that you must meet all the requirements for passing in order to complete the course for credit. Failure to pass FND 101 means you will have to retake it the next semester. Attendance - Students are expected to attend FND 101. The latest revised policy and stated in the latest KCU Catalog allows no more than 20% of class to be missed - That means no more than 4 class sessions excused/unexcused absences will be allowed. You are allowed only 2 unexcused absences. Just because an absence is excused does NOT mean it doesn't count as one of the 4. If you're an athlete or part of a KCU music team, you must keep track of your absences. 4 excused absences means you cannot afford to be sick. If you find yourself with 4 absences, excused or otherwise, and you have a game, you'll have to miss that game in order to pass the course. Plan ahead! If absences occur, it is the student's responsibility to acquire any and all covered material (i.e., notes, assignments, etc.) that he/she missed and any assignments that were due will be due at the beginning of the next class meeting (along with any other already due assignments). Only excused absences will be allowed make-up work. If you are out of town on a school-sponsored