The Soviet Union and the United States

After WWII The Soviet Union and the United States had many different political ideologies particularly communism and capitalism. Capitalism is a belief that private property should be replaced by community ownership. Communism is opposed private ownership economies of the United States and its allies. Based on Document A, a document was first telegraphed to American officials in Washington on February 22, 1946 and it happened after WWII. In Document A the United States made the idea of containment.Containment is the idea of the Soviet Union and Soviet communism should not be allowed to spread. One idea of containment was the Berlin Airlift and the Berlin Blockade. The Berlin airlift went from June 27th 1948 to May 12th, 1949(Document B). Between these two dates Stalin and The Soviet Union decided to stop any shipments including food coming into West Berlin. What happened to West Berlin was that they were completely surrounded by communism and may have to surrender if it not been for the US and it allies.Then a year after on May 12th,1949 Stalin stopped the blockade ( Document B). This is a good demonstration of containment because it shows that Stalin failed with the blockade because he caused the West Berliners to quit and give up all they and had and turn to Communism. Another idea of containment was the United States answers to the Korean War. The war started on June 25th 1950 and ended on July 27th 1953( Doc C). What happened was the on June 25th, 1950 North Korea first invades South Korea ( Document C).North Korea was supported by Harry Truman and the Soviets and attacked South Korea which was supported by General Douglas MacArthur and help of the United Nations The war had caused 50,000 American death and 2 million of others. China decided to help North Korea because they lacked the logistical support to supply any further pressure to the south ( Document C). The Korean War shows Containment by keeping North Korea contained and communism did not work to s pread. The last demonstration of containment was the Cuban Missile Crisis.On January 1959 the country Cuba becomes communist under a guy named Fidel Castro. Three years after that on May 1962 the soviets secretly begin the shipping of 40,000 troops, 60 missiles and 158 nuclear warheads to Cuba. ( Document D). In response to this the Unites States announced a separation against ships carrying offensive weapons to Cuba. Then in April 1963 in a quiet agreement with the soviets United States removes the missiles from Turkey. This shows containment by the Cubans failing to use the soviets missiles against the US.

The Rule Of The Many essays

The Rule Of The Many essays Democracy, literally, means the rule of the many. Here in Canada, we are lucky enough to live in a liberal democracy. We all have the right to vote and elect officials to represent us in government, a priviledge that citizens of only 69.2% of coutries currently have1. But how much of a say does the average person really have in how the country is run? We do not have a say in the day to day activities of the government, nor do we get to vote in major decisions facing our society that will affect us directly. Every four years, we walk down the street, check off a box on a ballot, and leave feeling proud that we just made our contribution to society. While this process is democratic, there are several flaws in it as well, and many would argue that there is a better alternative. In this paper, I will compare our current liberal representative democracy to direct democracy, which would in theory put more power into the hands of ordinary citizens. The liberal democracy that we live in now is a representative democracy. In this system, we elect people to represent us in the government and to make choices on our behalf. We vote for people that share the same values and ideals as us, so that we can remain confident that our voices are being heard in parliament. It is by this method that our society remains ruled by the many, and that every adult, regardless of sex, race, or age has a say in how our country is run. In a true direct democracy, every person would have an equal say in government. We may elect officials to represent us in government, but they would not vote or speak on our behalf, we would do it ourselves. Each decision would ultimately be left in the hands of the citizens. Every person would have an equal say in what went on, and each persons vote would count equally. This would definitely ensure a more truly democratic process than a representative democracy would, but it would be virtually imposs...

Favorite Spanish Proverbs With English Translations

Favorite Spanish Proverbs With English Translations The Spanish language is rich with refranes, sayings or proverbs that often become a shorthand way of conveying a thought or expressing a judgment. Here you will find a collection of a sayings, one for each day of the month. Of the literally hundreds of sayings that are a part of the language, this list includes some of the most common as well as a few others that were chosen simply because they are interesting. Refranes espaà ±oles  / Spanish Sayings Ms vale pjaro en mano que cien volando.  A bird in the hand is worth more than 100 flying. (A bird in the hand is worth two in the bush.) Ojos que no ven, corazà ³n que no  siente.  Eyes that do not see, heart that does not feel. No por mucho madrugar amanece ms temprano.  Not through much awaking early does the dawn come earlier. El amor es ciego.  Love is blind. Perro que no camina, no  encuentra  hueso.  The dog that doesnt walk doesnt find a bone. (You cant succeed if you dont try.) Dime con quià ©n  andas  y te dirà © quià ©n eres.  Tell me with whom you walk and I will tell you who you are. (A man is known by the company he keeps.) El diablo sabe ms por viejo que por diablo.  The devil knows more due to being old than by being the devil. A la luz de la tea, no hay mujer fea.  By the light of the torch there is no ugly woman. Haz el bien, y no mires a quià ©n.  Do the good, and dont look at whom. (Do what is right, not what will gain approval.) El que nacià ³ para tamal, del cielo le caen las hojas.  The leaves fall from the sky for him who was born for the tamal (a traditional Mexican food made from corn leaves). No hay mal que por bien no venga.  There is no bad from which good doesnt come. Quien no tiene, perder no puede.  He who doesnt have is unable to lose. (You cant lose what you dont have.) No todo lo que brilla es oro.  Not all that shines is gold. (Not everything that glitters is gold.) Perro que ladra no muerde.  The dog that barks doesnt bite. A caballo regalado no se le mira el diente.  Dont look at the tooth of a horse that was given. (Dont look a gift horse in the mouth.) A Dios rogando y con el mazo dando.  To God praying and with the mallet using. (God helps those who help themselves.) Eso es harina de otro costal.  That is wheat from a different bag. (Its a bird of a different feather.) De tal palo, tal astilla.  From such a stick, such a splinter. (A chip off the old block.) Para el hombre no hay mal pan. (O, para el hambre no hay mal pan.)  There is no bad bread for man. (Or, there is no bad bread for hunger.) Las desgracias nunca vienen solas.  Misfortunes never come alone. (Bad things happen in threes.) De buen vino, buen vinagre.  From good wine, good vinegar. El que la sigue, la consigue.  He who follows it attains it. (You get what you work for.) Saliste de Guatemala y te metiste en Guatepeor.  You left Guate-bad and went to Guate-worse. A quien madruga, Dios le ayuda.  God helps the one who arises early. (God helps those who help themselves. The early bird catches the worm. Early to bed, early to rise, makes a man healthy, wealthy and wise.) Camarà ³n que se duerme, se lo lleva la corriente.  The shrimp that falls asleep gets carried away by the current. Del dicho al hecho, hay mucho trecho.  From the saying to the act, there is much distance. (Saying something and doing it are two different things.) Si quieres el perro, acepta las pulgas.  If you want the dog, accept the fleas. (If you cant stand the heat, get out of the kitchen. Love me, love my faults.) De noche todos los gatos son negros.  At night all cats are black. Lo que en los libros no est, la vida te enseà ±ar.  That which isnt in books, life will teach you. (Life is the best teacher.) La ignorancia es atrevida.  Ignorance is courageous. Cada uno lleva su cruz.  Everyone carries his cross. (We each have our own cross to bear.)

Fox in Socks Essay Example | Topics and Well Written Essays - 500 words

Fox in Socks - Essay Example Materials †¢ Fox in Socks †¢ Ball †¢ Chalkboard †¢ Chalk Pre-lesson (attention gaining) activity (10-15 min.) †¢ Play 'Rhyme Time' with class, having leader give the word and pass the ball, each student giving a rhyming word or passing until the game goes full circle, then the next person gets to choose a word. Introduction (Stimulus Material) (15 min.) †¢ Bring students to the carpet †¢ Introduce title of book that the class will be working with : Fox in socks †¢ "What do you notice about this title?" (It rhymes) †¢ "We're going to be doing a lot with rhyming today." †¢ "What are some other words you can think of that rhyme with fox, besides socks? If you've got a rhyme, raise your hand." †¢ Record rhyming words on paper/board †¢ As we go through the story, keep a lookout for these words, I bet we'll find most of them! If we come across some words in the book that we didn't think of, we can add them." Procedure (15 min. ) †¢ "If you're not already sitting criss-cross, quickly get into position. It will be necessary for the second activity we're going to be doing while I read you the book." †¢ Do read aloud with Fox in Socks (Instruct students to clap when they hear 'Knox' and slap their knees when they hear 'Fox') (Cross off/highlight words on list as they are read in book, after children point them out) †¢ "Fox in Socks is a book that is made up of tongue twisters, phrases that are really hard to say.

Factors in hiring educational leaders Assignment

Factors in hiring educational leaders - Assignment Example Rather than focusing on the composition of the school, those tasked with the duty of hiring of educational leaders ought to focus on data that revolve around student performance, such as the curriculum being offered, differences in instruction and the level of assessment (Reeves, 2007). The influence of the above data on student achievement by far outweighs the influence of school demographic, which will focus on issues of race, gender, ethnic minorities and the number of second language students (Reeves, 2007). An educational leader should not be picked as the better candidate for simply being white, black, Asian or for representing a large part of the student demographic. This will not only ensure that the interviewing panel does not get it wrong in the choice they make, but will also ensure that equality of all candidates is upheld, where no person gets an upper hand for belonging to this demographic or the other (Reeves, 2007). In my view, all students have the ability to learn, and educational achievement should not be pegged on one’s demographic. Educational institutions and those charged with picking their leaders should not create the wrong perception that the various student demographics have different levels of learning ability (Reeves, 2007). Instead, the education leader ought to be a person who is a uniting factor, with vast knowledge of the various cultures of the different members of their student body. This will enable them to tackle each student individually and not as a member of a certain demographic (Reeves, 2007). Educational leaders such as principals and college deans who will be more effective at their job are those who focus their attention on the current and previous actions of the institutions they hope to lead rather than the constitution of the student

Meditations on First Philosophy by Ren Descartes Essay

Meditations on First Philosophy by Ren Descartes - Essay Example For the first mediation, the philosopher realizes that throughout his life he has accepted great many falsehoods as truth and based since he judged their validity through his senses. However he has realized that his senses are not objective and can easily be deceived or manipulated, thus for him to find the ultimate truth that cannot be questioned, he needs must deconstruct everything he has learnt so far. He decides them to demolish all his former beliefs and assertions upon which doubt can be cast and start afresh with, what he can be sure can be verified as true beyond any doubt. However, the mediator does not examine for doubt his former believes individually, he puts them together and questions their authenticity by introspecting on the method by which he formed these conclusions. Ultimately, he realizes that the conclusions on which he has based opinions were formed by means of senses he admits that human senses are on the large quite sturdy. At most, they are only likely to mi sconceive when it comes to small far away object; he acquiesces to the fact that his senses have in the past played him false on several occasions. Bearing that in mind, he concludes that t would be unwise, nonetheless, to trust wholly anything has proven capable of deception in the past. Ergo, Descartes creates enough reason and justification to put into doubt what he has learnt through the five human senses, which are also the primary method by which scientific data is collected. As he is creating this line of thought, the philosopher seated by the fire realizes that by virtue of the fact he can feel the warmth of the fire and determine that he is awake and alert. However, this reasoning is easily challenged under the theory of doubt; he says that although he uses the fire to determine he is awake, even when he is dreaming, he experiences similar sensations to the ones he is currently feeling. Descartes also argues that even in matters of simple arithmetic and geometry, it is poss ible to be misguided and deceived; he presumes that since he at times assumes that others may be wrong in a matter in which they believe are right, such may still be applied to him by a higher being. As such, it is possible when he adds two and two to find four or when he counts four sides in a square; it is possible he is being deceived. The superior being in this case would be God who is supposed to be all good and all-powerful; if his existence is real, then it translates that the simple perceptions such as arithmetic problems should be real. However, that would only be true under the premises that God does indeed exist and possess the aforementioned attributes, the other option would be that God is capable of deliberately deceiving us or that he does not exist. Under the premises of his nonexistence, it would then mean that man is controlled and manipulated by another being, which postulates could be an evil genius, as opposed to, a supremely good God or possibly in his place. H e thus determines that in consideration of such occurrences being true, in his mediation he would suspend his believes on the authenticity of even these elementary truths. Such are the basic parts that make up the universe such as colors shapes and numbers viewing them as â€Å"nothing but bedeviling hoaxes of my dreams†, which the deceiver can lay snares for his skepticism. The second mediation serves to develop

New Fitness Trends And Crazes Physical Education Essay

New Fitness Trends And Crazes Physical Education Essay The fitness industry is constantly diversifying with new fitness trends and crazes. The most recent trend is Zumba. Zumba is being marketed as a new exciting way to stay active and healthy. It boasts of its fun aspect and its ability to bring people together to get fit and have fun at the same time. Founder, Alberto Perez a Miami based dancer once forgot his traditional music to a fitness class he was leading and instead used some Latin music tapes. He delivered the session letting the music lead and guide him like in a club. The participants loved it and so Zumba was born. Now, more than 3 million DVDs have been sold in over 30 countries. In a recent poll, Zumba ranked 9th for international fitness trends in the year 2012 (Thompson, 2012). Zumba currently has well over 9,000 instructors worldwide and on October 15, 2007 Zumba was showcased on the Today Show. In October 2008, worldwide Virgin Active sport centres started proposing Zumba classes in their programs (Zumba Fitness, 2012). Today, Virgin Active in Norwich offers an exclusive range of fitness classes including; body pump, body combat and step classes. Zumba features in their aerobic classes, and is fast growing in popularity says the Norwich Virgin Active Fitness Manager in an interview (see appendices). However despite the ever-growing popularity and widespread of Zumba, there is still very little documented research highlighting the potential fitness and health benefits of the dancing phenomenon. The author, a volunteer at Virgin Active agreed with fitness managers that determining the average exercise intensity and energy expenditure during a Zumba class could provide valuable information about the classes Virgin has to offer and a unique selling point. This project set out to determine the average exercise intensity and energy expenditure during a Zumba fitness class at Virgin Active. Literature review Melissa Napier conducted a case study, investigating if and how, Zumba fitness has impacted womens participation in Doon Valley Leisure Centre. The objectives were to source out the reasons and factors that were impacting female participation levels within physical activity. The research found that for a fitness centre in Dalmellington, the majority of Zumba participants were aged between 40-59 years. However these results were obtained from both Zumba and Aqua Zumba participants which supports evidence in the secondary research that Aqua fitness is popular and recommended to the elderly population. Zumba participants said they attend classes because they think Zumba is an enjoyable exercise and allows them to socialize whilst increasing their fitness. Section 2 of the questionnaire asked the Zumba participants what they think makes Zumba different and more appealing than other forms of exercise, 44% answered Fun. Other activities that the Zumba participants said they enjoy include: Aqua Zumba and swimming. For the non Zumba participants they said they preferred gym, swim and fitness classes other than Zumba. This is not surprising as 80% of non Zumba participants are members and all these services are accessible to them as they are included in the membe rship prices. Evidence in Secondary research shows that interest in sport declines with age however the investigators primary research shows that 53% of Zumba/Aqua Zumba participants are 40-59 years old with only 7% aged 16-24 years old. Although Zumba may not appeal to all, it is 16-24yrs with latent demand for more physical activity options according to the Active People Survey carried out by the Womens Sport and Fitness Foundation. The only other literature which examined the exercise intensity of Zumba was conducted at Adelphi University (Otto et al., 2011). It reported caloric expenditure during Zumba to be between 6.6 and 7.4 Kcal ·min-1 depending on the particular dance style being performed. However there appears to be a wide range in the intensity of Zumba and other group fitness classes, depending upon the choreography and enthusiasm of the instructor. The enthusiasm of the instructor, as well as the experience of being in a group setting, often spills over to the participants, who then work harder. This cannot be captured when following video-taped workouts and the growing popularity of Zumba warrants additional research into this growing fitness trend. Methodology Twelve healthy female volunteers (20  ± 1.5 years, 1.57  ± 0.08 m, 61.9  ± 22.6 kg) were selected from the Virgin Active fitness club in Norwich. All participants were regular exercisers and were relatively experienced at participating in Zumba fitness classes. Prior to participating in the research project, all subjects were asked to complete a PAR-Q and provide written informed consent. Participants completed a health history questionnaire to check for any contra-indications which would prevent them from participating, and were informed that they could withdraw from the study at any time, even after giving their written consent. The data produced from the study was kept confidential and the participants were able to access their particular data if requested. Prior to the Zumba class, each participant had to perform an incremental, maximal treadmill test in the Norwich City College sports laboratory. This test measured the participants heart rate (HR) and oxygen consumption (VO2). Test procedures can be found in appendices. From this test, an individual linear regression equation was developed for each subject to predict VO2 from HR. This equation was subsequently used to predict VO2 (ml ·kg-1 ·min-1) during the Zumba session for that subject. Measurements of steady state oxygen uptake by the participants were used as an indirect method to measure energy expenditure (calorimetry). Energy expenditure was calculated from the predicted VO2 data assuming a constant of 5 Kcal ·L-1 of O2 consumed. Similar studies had demonstrated that the HR-VO2 relationship during treadmill exercise accurately reflected the HR-VO2 relationship during Zumba. After treadmill testing, subjects were given a Zumba DVD and told to practice the routine at least three times prior to the class. Following the treadmill test, all participants took part in a Zumba session. The Zumba class was delivered by a fully qualified zumba instructor in a sports hall at Virgin Active. During the class, all participants wore a heart rate monitor which recorded all the data throughout the session. After the session, the data was inserted into the individuals HR-VO2 regression equation to estimate the VO2 and energy expenditure of the participant during the class. Sampling Participants were recruited from Virgin Active. Participants were found using a simple snowball sampling technique because of the social networks that existed between class members. Zumba enthusiasts were asked to recommend other appropriate people for the project. Data collection The research design relied heavily on numerical data, therefore the research project adopted a quantitative approach. Numerical data included heart rates, vO2 max data and Kcal data. The project used regression analysis to identify the relationship between exercise intensity and calorie expenditure. Data were analysed using the statistical package IBM SPSS, PC program, version 7.5 Data Analysis Physiological responses to the Zumba session can be found in Table 1. The average HR was 154  ± 14 bpm, which corresponded to 79  ± 7.0% of HRmax. The average estimated VO2 was 66  ± 10.5% of VO2 max. The average estimated energy expenditure of participating in a Zumba session was 9.5  ± 2.69 Kcal ·min-1, which corresponded to an average of 369  ± 108 Kcal per class. To improve cardiovascular fitness, ACSM recommends that apparently healthy adults should exercise between 64-94% of HRmax and 40-85% of VO2max (ACSM,  2010). In order to control body weight, it is recommended individuals expend an average of 1500 or more kcal per week, which is 300 kcal per exercise session when exercising five times a week (ACSM,2010). Based upon the above recommendations, the Zumba class met ACSM guidelines for both parameters. Exercise intensity averaged 79% of HRmax and 66% of VO2max, respectively, and every subject fell within the recommended guidelines. Conclusions and recommendations Zumba is likely best suited for those who are already comfortable with fitness routines and with dance, as it could offer a pleasant change and participants would already know that they could keep up with dance fitness routine. However Zumba is also suitable for participants of all age and fitness levels. The intensity of the workout is relatively subjective so this means the participants can make the workout however hard or easy they would like depending on their enthusiasm and inhibitions. ACSM recommends that individuals should burn atleast 300 Kcals per workout in order to promote weight loss and maintain a healthy body composition (ACSM, 2010). This study concluded that participating in a Zumba dance class used an average of 369 Kcal for an average length class. It should be pointed out that average class length in the current study was approximately 39 minutes in length. Longer classes would obviously result in greater energy expenditure. Thus, regular participation in Zumba sh ould positively affect body composition. Future studies may want to focus on the physiological benefits following an 8-12 week Zumba training period. 1475 WORDS