...October 8, 2015 Cuban Missile Crisis Analysis Due to the Cold War, in October 1962, tensions were high between the United States and the Soviet Union. The Cuban Missile Crisis began on October 14, 1962. This was by far the most significant event to happen in the Cold War. The Soviets had been using Cuba as a place to set their missiles from which they would be able to launch a nuclear attack at any time on almost anywhere in the Southeastern parts of the United States, this including places like Washington D.C., New York City, New Orleans, and other major cities in the United States. Photographers were able to capture pictures of these missiles with high-altitude U-2 spy planes giving evidence that the missiles were 90 miles off the American costal line. Although it seems as if the Cuban Missile Crisis happened at a blinding pace, this crisis actually was a culmination of a much longer process. In this essay I will be focusing on the events that led up to the terrifying 14 day event of the Cuban Missile Crisis as well as looking at the crisis from an individual level of analysis and from a realist point of view. In order to fully understand the Cuban Missile Crisis, we must first take a look at all of the events that had lead up to the crisis. Among many of the factors leading up to the nuclear standoff between the countries, one of the factors, of course, was the genuine concern of defense of each leader, John F. Kennedy, Nikita Khrushchev, and Fidel Castro. Each leader would...
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...prospect of nuclear conflict, it was the ideological differences of the Sino-Soviet relationship that caused the events. Similarly, the personalities and rivalries of China and the USSR can be explained in the same way and whilst they certainly exacerbated the Sino-Soviet situation, the argument fails to take into account what caused the argument to exist in the first place – ideological differences. Khrushchev’s Secret Speech (1956) attacked Stalinism and the “Cult of Personality” as well as outlining Khrushchev’s aim for peaceful coexistence with the West. China, being based along Stalinist lines since the Sino-Soviet Pact (1950), interpreted the speech as an attack on them, with Mao labelling Khrushchev as a “revisionist” and accusing him of “ideological heresy”. It was, then, the Secret Speech that made the ideological differences in the relationship first visible – not only this, but the speech also generated an ideological competition over who was the true Marxist-Leninist state. In the long term, Mao’s accusations, as well as being hypocritical, gave Khrushchev an incentive to attack the Chinese form of communism directly and increasing tension not only in the short term but in the long. This was furthered with Mao’s ‘Cultural Revolution’ (1966) – He indoctrinated the Chinese youth to establish his own cult using the Little Red Book. This in itself was an ideological antagonisation, with the USSR’s previous denouncing of the “Cult of Personality”. The attack on the Soviet...
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...STALIN, THE GREAT PURGE, AND RUSSIAN HISTORY: A NEW LOOK AT THE ~EW by MARSHALL SHATZ Paper No. 305 1984 CLASS' STALIN, THE GREAT PURGE, AND RUSSIAN HISTORY: A NEW LOOK AT THE 'NEW CLASS' ~ MARSHALL SHATZ Paper No. 305 1984 Marshall S. Shatz received his B.A. from Harvard College and his M.A., Certificate of the Russian Institute, and Ph.D. from Columbia University. He edited The Essential Works of Anarchism (New York: Bantam Books, 1971; Quadrangle Books, 1972) and is the author of Soviet Dissent in Historical ¥erspective (Cambridge and New York: Cambridge University Press, 1980). He is Professor of History, University of Massachusetts at Boston. 1 STALIN; THE GREAT PURGE; AND RUSSIAN HIsroRY: A NEW IOOK AT '!HE • NEW CLASS' Though nearly fifty years in the past; Stalin •s Great Purge of the 1930s still loans as one of the nost enigmatic events of the twentieth century. Whether we think of the Great Purge as a IOOre or less continuous process fran the assassination of Kirov in 1934 to Ezhov's replacement by Beria as head of the secret police at the em of 1938; or limit it to the EzhoVshchina of 1937 and 1938; When the terror reached its peak; operation is astounding. the sheer nagnitude of the The nuniber of arrests; deportations; imprisonments; and lives lost in these years is impossible to measure; and attempts to do so have varied wildly. Even the lOi/est estimates; however; are staggering.l It ...
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...The Cuban Missile Crisis: Reading the Lessons Correctly Author(s): Richard Ned Lebow Source: Political Science Quarterly, Vol. 98, No. 3 (Autumn, 1983), pp. 431-458 Published by: The Academy of Political Science Stable URL: http://www.jstor.org/stable/2150497 Accessed: 10/11/2008 23:45 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aps. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. The Academy of Political Science is collaborating with JSTOR to digitize, preserve...
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...The Cuban Missile Crisis: Reading the Lessons Correctly Author(s): Richard Ned Lebow Source: Political Science Quarterly, Vol. 98, No. 3 (Autumn, 1983), pp. 431-458 Published by: The Academy of Political Science Stable URL: http://www.jstor.org/stable/2150497 Accessed: 10/11/2008 23:45 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aps. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. The Academy of Political Science is collaborating with JSTOR to...
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...invest in the president greater resources of command. Although in the past half century presidents have surrounded themselves with a vast national security apparatus, consisting of intelligence agencies and the National Security Council, it is not at all clear that presidents have been effective as crisis managers. They often lack crucial information, use incomplete or misleading analogies to understand crisis situations, find it difficult to micromanage events, and are unable to project force effectively. Even when they are successful, it is often in spite of, rather than because of, the resources of the institutionalized presidency at their disposal. The Cuban Missile Crisis of 1962 provides a case study of how John F. Kennedy and Nikita Khrushchev almost blundered into a nuclear war through the crisis management approaches of their advisory systems, but then managed to extricate themselves using personal diplomacy and old-fashioned political horsetrading. They did so without revealing to the world how they had defused the crisis, a decision to maintain confidentiality with far reaching consequences for subsequent presidential crisis decision making. The illusion that presidential crisis management can compel an adversary to submit and that a nuclear crisis can be successfully managed left Kennedy's successors with impossible burdens of public expectations. The United States and the Soviet Union were on the brink of nuclear war between 22 October, the evening that President Kennedy...
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...A2 Russia and its Rulers 1855–1964 Past Questions workbook How to use this booklet Your Russia and Cold War teachers will discuss what they want you to do in each Cold War lesson (now that your coursework is finished). This booklet has a page for each examination question that has been asked about our course since the change of course in 2010. For each question there is a section from the guidance given to examiners for marking it, and a section from the examiner’s report on each question. Each page also contains a section where you can record what you have learned about answering each question. Tackling past questions is an excellent way of revising. You could be doing several things in any order: * Reading the examiner’s remarks; * Planning an answer to the question; * Using your notes to find the evidence you’ll need to answer each question; * Sending a plan to a friend for constructive criticism. Before you get going – please note the advice that the Chief Examiner has given to his exam markers for the last year: ------------------------------------------------- “Candidates are expected to demonstrate understanding of the issues in each of their selected questions over a period of at least a hundred years (unless an individual question specifies a slightly shorter period.) Candidates are reminded of the synoptic nature of the Unit. Answers are required to demonstrate understanding of the processes of historical continuity, development...
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...Kennedy’s years in office were flagged as the foreign tensions between the Soviet Union. Rhetorical Analysis In 1961, John F. Kennedy made his appearance as president of the United States and gave his inaugural address. Essentially, it was short and to the point. Throughout his speech, he immediately establishes the use of ethos, pathos, and logos. Starting off his speech with “Vice President Johnson, Mr. Speaker, Mr. Chief Justice, President Eisenhower, Vice President Nixon, President Truman, reverend clergy, fellow citizens, we observe today not a victory of party, but a celebration of freedom – symbolizing an end, as well as a beginning – signifying renewal, as well as change.” With this, Kennedy ensures his victory is not exclusively victory for the Democratic Party. Kennedy gave off the impression as a president who values unity over partisanship. He promised to “support any friend, oppose any foe to assure the survival and the success of liberty.” By foe, Kennedy was referring primarily to communist countries like the Soviet Union. Besides this, Kennedy was still willing to be pragmatic. He reached out to the Soviet Union and expressed his desire to reduce tensions with his statement: “Let us never negotiate out of fear. But let us never fear to negotiate.” Quickly after becoming President, negotiations would take place, as Kennedy and Soviet leader Nikita Khrushchev resolved their problem of the Cuban Missile Crisis, therefore narrowly avoiding World War III. Kennedy...
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...Soviet Union Purnea Gillani Author Note This report was prepared for International Relations Practice, BS (Hons) Major in Political Science and Minor in Management, taught by Professor Sajaad Naseer ABSTRACT The collapse of the soviet empire is often heralded in the West as a triumph of capitalism and democracy, as though this event was a direct result of the policies of the Reagan and Thatcher governments. This analysis has little relation to measurable facts, circumstances and internal political dynamics that were the real historical causes of the deterioration of the Soviet empire. The key to understanding the reasons for the demise of the Soviet Union and communism in Eastern Europe is to be found not in the speeches or policies of Western politicians, but in internal Soviet history. Through our report we have attempted to discern the various complex factors that came together and led to the unraveling of the Soviet Union and the end of communism in Europe. This report contains an analysis of how social, political and economic factors culminated in the sudden and unprecedented collapse of the Soviet Union at the perceived height of its power. ACKNOWLEDGMENT We would like to thank … Contents ABSTRACT 2 ACKNOWLEDGMENT 3 INTRODUCTION 5 LITERATURE REVIEW 8 ROLE OF PUBLIC OPINION IN COMMUNISMS COLLAPSE 11 ROLE OF SOCIETY AND CULTURE IN COMMUNISMS...
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...= 25% of total marks • Written exam: 2 hours • Answer ONE question from Section A (30 marks), and ONE from Section B (40 marks) - choice of 2 questions in both sections • Section A – discuss an historical issue • Section B – use source material & knowledge to discuss an historical event Section A – themes to explore in your revision: 1. The post-Stalin thaw and the bid for peaceful coexistence in 1950s: a) USSR: Khrushchev b) USA: the responses of Dulles, Eisenhower and Kennedy. • the continuation of the Cold War in the 1950s following the retirement of Truman & death of Stalin, despite the bid for improved relations on the part of the USSR in the form of unilateral cuts in the size of the Red Army and withdrawal from Austria and Finland. • the concept of peaceful coexistence & what motivated Khrushchev & the Soviet leadership, & why the USA under Eisenhower & his Secretary of State, Dulles, and later Kennedy and his staff, responded in the way they did. • the role of personality, particularly that of Khrushchev, in shaping relations in these years should be addressed & students should be aware of the Paris Summit, the U2...
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...John F. Kennedy – the background and the path to success……………………….......3 Leadership capabilities of John F. Kennedy..…………………………………….……5 1. Leadership strengths……………………………………………….………………5 2. Leadership weaknesses.……………………………………………………………6 3. Emotional intelligence .……………………………………………………………7 Conclusion ………………………………………………………………………….…7 References ………………………………………………………………………....…..8 1. Introduction This work’s aim is to show leadership capabilities of great man – John F. Kennedy. He was the 35th President of U.S.A., the youngest and very modern. After his tragic death, his legend is still alive and his influence on American life and politics was seen for a long time. This paper will provide analysis of how Kennedy’s leadership style and present how successful leader he was. 2. John F. Kennedy – the background and the path to success John F. Kennedy’s way to Presidency started in 1917 in Brookline, Massachusetts, where he was born as the second son of Joseph and Rose Kennedy. The Kennedy family was reach, Joseph Kennedy was successful businessman, Rose’s father, John Fitzgerald, was the mayor of Boston.(Ratma, 2002) Both Joseph and Rose expected from their children to achieve a lot, especially from sons. Parents believed that all citizens should serve their country and being politician is the most honorable way of doing that. They pay attention to education and they can afford for sending their children to the best elite schools...
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...HISTORY 4C: WESTERN CIVILIZATION: 1715-PRESENT Description of the Course: This course surveys the history of Europe from the beginning of the 18th century until the end of the 20th century. We will study major political, economic, social and intellectual developments that affected European societies during that time period and changed lives of people throughout the world. Major themes of the course will include the French and Industrial Revolutions, emergence of ideologies such as liberalism, nationalism and socialism as well as their practical impact on politics and culture, the rise and fall of European global dominance, wars and revolution of the 20th century. Goals of the Course: I. Understanding Historical Heritage of our Civilization: The major purpose of this course is to familiarize you with heritage of the western civilization and help you understand significance of its impact on contemporary world. This class will aim to illustrate how the past impacts people’s lives in the present and how our actions, ideas, and self-image are shaped by historical developments. II. Acquiring Critical Thinking: History consists of more than just memorization of names, dates and narratives of historical events. Although knowledge of factual information is imperative, it is important to realize that history is interpretation of facts, trends and ideas. Therefore, neither professor nor Teaching Assistants will give you “right” or “wrong” answers. Instead, another major...
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...------------------------------------------------- Post–World War II economic expansion From Wikipedia, the free encyclopedia "Golden Age of capitalism" redirects here. Other periods this term may refer to are Gilded Age and Belle Époque. In the United States and several other countries, the boom was manifested insuburban development and urban sprawl, aided by automobile ownership. Many Western governments funded large infrastructure projects during this period. Here the redevelopment of Norrmalm and theStockholm Metro, Sweden. The post–World War II economic expansion, also known as the postwar economic boom, the long boom, and the Golden Age of Capitalism, was a period of economic prosperity in the mid-20th century which occurred, following the end of World War II in 1945, and lasted until the early 1970s. It ended with the collapse of the Bretton Woods system in 1971, the 1973 oil crisis, and the 1973–1974 stock market crash, which led to the 1970s recession. Narrowly defined, the period spanned from 1945 to 1952, with overall growth lasting well until 1971, though there are some debates on dating the period, and booms in individual countries differed, some starting as early as 1945, and overlapping the rise of the East Asian economies into the 1980s or 1990s. During this time there was high worldwide economic growth; Western European and East Asian countries in particular experienced unusually high and sustained growth, together with full employment. Contrary to early...
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...Text and Context in Russian Legislation With Specific Reference To The Russian Constitution Nigel J. Jamieson* ABSTRACT Law and politics have a closer inter-textual relationship in Russian jurisprudence than would be understood generally of any European legal system. The closeness of this inter-textual relationship can be partly explained by history, culture, and language, as also by dialectics, ideologies, and literature. Concepts of law, government, and the state, together with concepts of federalism, democracy, and the rule of law, can vary so markedly from their apparently translatable equivalents that, even when recognising the formal concept of a codified Constitution, the inter-textual relationship between the enacted law and politics remains so dynamic as to be impossible to tell which it is, of law or of politics, that is the text, and which the context. This inter-textual relationship remains so strongly and continuously dynamic at the level of public and international law that the customary division by which lawyers, and common lawyers especially, assume law to be the text and politics to be the context carries a critical risk. This paper identifies that risk in terms of law, literature, and logic, as well as in terms of history, politics, and dialectics. To focus solely on law as a specialism without any more syncretic and synergic account of the other contributing disciplines, is to make the textual tail of the law wag the contextual dogsbody...
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...Origins of the Cold War Author(s): Arthur Schlesinger Jr. Source: Foreign Affairs, Vol. 46, No. 1 (Oct., 1967), pp. 22-52 Published by: Council on Foreign Relations Stable URL: http://www.jstor.org/stable/20039280 . Accessed: 21/08/2013 03:57 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . Council on Foreign Relations is collaborating with JSTOR to digitize, preserve and extend access to Foreign Affairs. http://www.jstor.org This content downloaded from 27.254.22.254 on Wed, 21 Aug 2013 03:57:18 AM All use subject to JSTOR Terms and Conditions THE RUSSIAN REVOLUTION?FIFTY YEARS AFTER ORIGINS OF THE COLD WAR By Arthur THE Cold War Schlesinger, Jr. in its original form was a presumably mortal antagonism, arising in the wake of the Second World War, between two rigidly hostile blocs, one led by the Soviet the other by the United States. For nearly two somber Union, and dangerous decades this antagonism the fears of dominated itmay even, on occasion, have come close to blowing up mankind; the planet. In recent...
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