English is a World Language Essay Example | Topics and Well Written Essays - 2500 words

English is a World Language - Essay Example Perhps the presence of English mkes people lzy bout lerning other lnguges, or reduce their opportunities to do so. Perhps English hstens the disppernce of minority lnguges, or - the ultimte thret - mke ll other lnguges unnecessry. ' person needs only one lnguge to tlk to someone else', it is sometimes rgued, 'nd once world lnguge is in plce, other lnguges will simply die wy'. Linked with ll this is the unpltble fce of linguistic triumphlism - the problems tht society meets in the contemporry world. It is importnt to fce up to these fers, nd to recognize tht they re widely held. In the following essy I will discuss couple of problems tht rise out of "English going globl" new lndmrk report commissioned by the British Council on the position of the English lnguge in the world shows tht the globl dominnce of English poses mjor problems for Britin. Prticulrly, the globl spred of English, which hs brought tngible benefits to Britin nd other ntive-speking countries, will led to serious economic nd politicl disdvntges in the future in Britin unless plns re put in plce immeditely to remedy the sitution. Monolingul English grdutes fce blek economic future s qulified multilingul young people from other countries re proving to hve competitive dvntge over their British counterprts in globl compnies nd orgniztions. "English is, s ever, n importnt tool for operting on the world stge," sid John Whitehed, director of the British Council. "But Grddol's reserch highlights tht once everyone speks English, compnies will nturlly look for employees who spek other mjor lnguges such s Mndrin Chinese or Spnish s well. There is need to tke rdicl ction nd pln for the future, otherwise we in the UK will find ourselves t permnent disdvntge." (Butist, 2006) Figures indicted tht there hs been n explosion in English lnguge teching since 1945 so tht in his previous reserch, Grddol ws ble to show tht two billion people would be speking or lerning English within decde. (Grddol, 2006) But in "English Next" the reson for the huge rise in populrity of English is becuse it is no longer foreign lnguge for most of its lerners. English is rpidly turning into ner universl bsic skill. Sttistics showed tht nerly 60 per cent of primry school children now lern English in Chin. Wht's more, the totl numbers of English spekers in Indi nd Chin now exceed the number of spekers elsewhere in the world. s globl English mkes the trnsition from 'foreign lnguge' to bsic skill, it seems to generte n even greter need for other lnguges. Even in English-speking countries such s the United Sttes nd Britin, immigrnts hve discovered tht they not only need to lern the lnguge of their host society, but lso other lnguges. Since they tend to live nd work longside other ethnic communities, they my find they hve to lern other lnguges s well. ccording to n ssocited Press rticle lst yer, s new immigrnts rrive in lredy diverse neighbourhoods, the lnguge they embrce isn't lwys English. If left to themselves, such trends will diminish the reltive strength of the English lnguge in interntionl eduction mrkets s the demnd for eductionl resources in lnguges, such s Spnish, rbic or Mndrin,

A Uniformed Education Essay Example for Free

A Uniformed Education Essay Even though it is believed that students need to make life decisions based on their own standards, instead of the procedures and guidelines set for them, and that this is vitally critical for them as they grow into adults. Uniforms are a good idea as it causes students to focus on their academics and learning rather than on latest fashions or what the next student is wearing, also to respect themselves, their instructors and each other. Students are more likely to feel safe in schools with uniforms and they are also more inclined to attend classes and perform better academically. Faculty members in an inquiry believed that uniforms increased the learning climate by reassuring morality amongst students, augmenting the communication between teachers and students and bettering the administration of discipline. Many school officials agree that wearing uniforms helps decrease bullying and student detachment, and many educators are convinced that school uniforms increase students ability to thrive in the classroom. As Huss (2007) states, School uniforms are tangible; they are seen as a concrete and visible means of restoring order to the classrooms. Uniforms cause change in appearance and performance while in class. First, students are more likely to feel safe in schools with uniforms and they are also more inclined to attend classes and perform better academically. Students perform better academically when they feel safe and are not threatened in school. There has been a lot of scrutiny concerning school safety, due to the increased activity and violence of gangs in schools. After taking note of these actions (increased violence and gang presence) officials are always considering ways to establish the security of the students and the faculty. King (1998) states, Those who fear for their safety in school or on the way to school may not learn effectively, and they may turn to truancy as a viable alternative to facing daily threats of violence. School safety, a  more disciplined student and stu dent learning is believed to be the outcome if school uniforms would be enforced. Wearing school uniforms helps a school limit the wearing of gang colors, theft and school violence. Enforcing school uniforms should be taken seriously considering the ability of them making a student feel secure and safe to learn. When uniforms are required and worn it makes it easy to identify those that are not from the school or that are actually out of uniform by wearing regular street clothes. Students from schools where uniforms were required reported they did feel more safe and compelled to be concerned more about their education and succeeding in the classroom than to have to identify who was a member or which gang from day to day. King (1998) states, Approximately one in four students reports worrying about becoming a victim of crimes or threats at school, and one in eight reports having been victimized at school. The wearing of school uniforms should be expected in all schools and not just targeted areas; this would increase the true benefit of wearing uniforms in our educ ation system. Creating a system where uniforms are worn in all schools would limit the thought of a school that actually has a uniform policy in place as being considered a bad school or unsafe to send a child. Uniforms should not be associated with a schools safety and or truancy problems. The safety of our children should be a priority every day. Additionally, teachers in a study believed uniforms enriched the schooling climate by stimulating morality amidst students, augmenting the interactions between the teachers and students and bettering control. Similarly, of the 5,500 principals surveyed as attendees of the National Association of Secondary School Principals annual conference in February 1996, more than 7-% believed that requiring students to wear uniforms to school would reduce violent incidents and discipline problems. Moreover, greater than 80% of Long Beach Telegram readers supported uniforms. (King 1998) â€Å"A school reported the effects of wearing uniforms and in the first year alone crime decreased by 36%, sex offenses by74% and physical fights among students by 51%.† (King 1998) Students have shown to behave at a higher standard when in uniform and it also has been reported to have an effect on the interaction between a teacher and student. When in uniform students mannerisms are different and they carry themselves in a higher regard. It is believed that both the students and teachers operate based on the way they are dressed. A school  official has been quoted as saying Students here understand why they are in school; Students work hard to complete their assignments; and Students in this school have fun but also work hard on their studies. (Murray, R. K. 1997) This in no way means that all students will act accordingly and excel academically, but it would assist in creating an environment where both students and teachers were appreciative of their school and more consi derate to each other. It is believed that teachers interact differently with students when they are clothed in a more uniformed manner. Students have also been noted as having better mannerism and more care in how they handle each other as well as the faculty. Finally, the most important reason uniforms are a good idea as it causes students to focus on their academics rather than on the latest fashions because â€Å"wearing uniforms helps students to get into learning mode and reminds them to respect themselves, their instructors and each other.† (Wade, K. Stafford, M. 2003) The administrators instantly point out that normally; purchasing school uniforms for a school year can cost between $80 and $90 per child, this cost is lower than what parents would spend when having to buy the designer clothing that a student desires. So, a student and parent would be better off purchasing uniforms financially which is looked at as a bonus in these economic times. Students in a school that requires uniforms are less likely to feel or receive peer pressure because of their lack of the designer clothing that other families may be able to afford. In a climate where uniforms are mandatory your family’s financial situation is not noticeable thus making it a more comfortable learning environment. A parent was quoted saying, â€Å"I know I spent less money and needed far fewer items of clothing for my children when they wore school uniforms.† (Walmsley, A. 2011) This also lessen the occurrence of the morning fights between parents and students as to what to wear for the day the selection is simple and minimal at the same time. At this age youths are at the point of attempt to find their own individuality and ideas of what suits them clothes wise be it baggy or tight jeans, cartooned t-shirts, and political clothing. Getting away from wearing those types of clothing and requiring a uniform causes the student to not focus on what someone is wearing but instead their schooling and academics which is way more important. Fashion should take a backseat when it comes to your education. A youths individuality can be expressed in other ways if shown  and at the same time there should be limits set on the possibilities of accessories worn with the uniforms. Students have been intensely wounded and or killed for their designer shoes, clothing and accessories. School uniforms are believed to cut down on these occurrences. Being dressed in a different manner has been shown to cause a different reaction in class and in a student’s day to day life. School climate has been shown to be related to student achievement as well as how students behave and feel about themselves, their school, and other individuals. Furthermore, positive school climate has been identified as a characteristic of an effective school. Given the significant impact of school climate on student achievement, practitioners should consider these new findings when considering implementing a school uniform policy as a means of improving school climate and student behavior. (Murray, R. K. 1997) Requiring uniforms in schools changes the climate and the reaction to learning significantly. Walmsley (2011) states, â€Å"Because students dress in uniforms, they’re reminded that their â€Å"job† is to be a student.† A uniform causes a different behavior and creates such a reaction in the students that their attitudes ch ange automatically. On some occasions students have even decided to opt out of the days allowed for â€Å"street clothes† after they have experienced a school uniform environment. When dressed in street clothes students tend to behave in a manner of â€Å"play† and not take their education as serious. Just as stated before when in uniform â€Å"they’re reminded that their job is to be a student,† it’s presenting them with the idea that during these hours you are expected to give your all and not limit yourself in anyway and behave in a more professional or sophisticated manner much like if they were going to an actual 9 – 5 job this behavior is expected from them. Indeed, while wearing a school uniform does not allow for self-expression some think that students should make choices in regards to life based on their own personal values instead of the precedent and governance chosen for them and this is important for their own well-being and development as they con tinue to grow up. Anderson (2002) states, â€Å"four basic reasons for promoting school uniforms: 1) enhanced school safety, 2) improved learning climate, 3) higher self-esteem for students, and 4) less stress on the family.† Uniforms are a good idea as it causes students to focus on their academics and learning rather than on latest fashions or what the next student is wearing because  wearing uniforms helps students get prepared and ready to learn and it reminds them that certain level of respect is required of them towards their instructors, themselves and the other students. The use and purchase of uniforms can also improve Schools should provide a safe environment for learning. Wearing uniforms could be considered a form of good discipline and causing students to learn and adhere to rules. Calling for uniforms in schools can reduce violence and propel our students into a better category academically in the world as a whole. The wearing of a school uniform may not resolve all or any of the problems that occur day to day in our schools now but there are some other benefits to wearing them and those benefits should be taken into account. (Lester 106-12) With classrooms today needing a more respect for teachers and each other wearing school uniforms can help with that. Conformity should be painless with uniforms being incorporated in our education system, as the guidelines are definite and straightforward. References Anderson, W. (2002). School Dress Codes and Uniform Policies. Policy Report. Washington, D.C.: Office of Educational Research and Improvement. ERIC document ED 471 528. Huss, J. A. (2007). The Role of School Uniforms in Creating an Academically Motivating Climate: Do Uniforms Influence Teacher Expectations? Journal of Ethnographic Qualitative Research, 131-39. King, K.A. (1998, January). Should school uniforms be mandated in elementary school? Journal of School Health. p. 32. Murray, R. K. (1997). The Impact of School Uniforms on School Climate. NASSP Bulletin, 81(593), 106-12. Wade, K., Stafford, M. E. (2003). Public School Uniforms: Effect on Perceptions of Gangs Presence, School Climate, and Student Self-Perceptions. Education and Urban Society, 35 (4), 399-420. Walmsley, A. (2011). What the United Kingdom Can Teach the United States About School Uniforms. Phi Delta Kappan, 92(6), 63-66.

Everest :: Essays Papers

Everest Mount Everest, the world’s highest point at 29,035 feet, is a special trophy among high altitude mountaineers. Standing atop the world’s highest point a hypoxic climber clad in a fluorescent down suit is above everything else on the planet, for a moment that individual can reach farther into the sky than any other. Arms raised in a victorious salute, a climber feels like they have conquered something that few others ever have, and justifiably so. The summit is usually the final fruition of months, sometimes years of planning, weeks of travel and acclimatization, and days of endless plodding at a feeble, learning-to-walk pace. Climbers who have devoted years to the sport may never have a chance at Everest, yet it seems that those with the monetary means can get to the top, not through years of preparing, but by the simple addition of a signature to a check. Those without the experience somehow make up for their lack of skills by paying others to cover their shortcomings, in preparing everything from travel and logistics, to providing gear, food, accommodations, and a support team. The clients of guided trips can go so far as to have a mountain professional literally lead the way, every step, to the top. A major problem with the amateurs on Everest is the inherent need for a guide to the summit. In a high altitude alpine setting one person’s skills or experience should not be used as coverage for a lack in another’s. Being literally led by hand along a lofty snow-ridge, towards the summit, and then back down again, is no way to climb, descend or spend any amount of time on a mountain. Guiding, although a monetarily lucrative business, and possibly fine at lower altitudes, is not responsible in a high altitude mountaineering setting. In a May 23rd, 1996 Outside Magazine online chat with Jon Krakauer, a client on a guided expedition and the to-be author of Into Thin Air, an account of the 1996 Everest disaster, expressed his feelings about guiding on Everest. He agreed with a contributor that guides on Everest are bound to their clients and actually are paid to take care of them. He also contributed that, although he was an extremely accomplished climber, he would never consider guiding, if only for the fact that he wouldn’t â€Å"want (his) life to be determined by some guy tripping over his crampons and pulling (him) off (the mountain).

ISO 9000 :: Business Companies Essays

ISO 9000 Introduction In order to stay competitive, businesses have to be the best at what they do. Company's must be efficient and presise in all aspects of the job. (Metcalfe 1). ISO 9000 is made up of management's responsibility, the producers involved in the Quality Management System, the contract review, the design control, document and data control, purchasing, process control, inspection and testing, control of non-conforming product, corrective action, handling, storage, packaging and delivery, internal quality audits, training, servicing and statistical techniques (Prasanna 1). Quality control and quality assurance is very important there are certain requirements that take time and money to be met but in the end there are benefits. Types of specifications are very significant and the documentation of those is even more. Manufacturers and purchasers have major responsibility in the process of being successful. The quality of a product is so important, especially to the customer. A company's quali ty management system must become the documented proof of a firm's commitment to quality management. A plan put together with quality procedures and work instructions is provided to help companies design their own quality management system. After completing the quality procedures, companies are audited and then determined if they should be certified for ISO 9000 or not (Parsanna 2). ISO: International Organization of Standards Founded in 1947 in Geneva Switzerland, ISO developed international standards and helped exchange goods and services worldwide. It is made up of over 90 countries including the US, which is called the American National Standards Institute. The name ISO came from the Greek word, "isos," meaning equal (Henkoff 2). ISO was created by business men (Henkoff 2). These business men knew what businesses needed to become more competitive and how they could get higher customer satisfaction, so ISO was developed. ISO is not government regulated, but is ran by organizations like the US Registrar Accreditation Board. Such organizations authorize registrars which issue ISO certificates (Barrier 2). In Europe some organizations are government regulated. The American National Standards Institute runs the ISO in the US and authorizes the US Registrar Accreditation Board (Barrier 2). ISO's job is to set standards for companies all over the world so that their products come out efficiently and to the best quality. This helps the customers who receive the exports know exactly what they are getting and are satisfied with the product. Setting these standards is done by ISO members at assembly meetings.

Great Gatsby and Elizabeth Barrett Browining Essay

The Great Gatsby by F.Scott Fitzgerald and Sonnets from the Portuguese by Elizabeth Barrett Browning are influenced by their varying context in their portrayal of love in their respective texts. Both authors explore the concept of love using various language features such as metaphors the use of irony. The Great Gatsby explores how the desire for the American Dream has taken prevalence over romantic love during post world war 1. This is contrasted with Elizabeth Barrett Browning’s Sonnets from the Portuguese where we are able to visualise her passion towards her lover through linguistic construct and also through the construction of an intimate sonnet. The Great Gatsby is set in what is commonly known as â€Å"The Roaring Twenties† or â€Å"The Jazz Age.† Given the 20s was about opulence, the nihilist attitude is reflected in romantic needs. Fitzgerald dismisses the idea of idealised love and refers to America’s love with the American Dream. Post World War 1 was a period of hedonism that reflected people’s determination to forget the sufferings and loss of the war. It was also a time of moral confusion. There was a mood of superficial optimism as people tried to hide their disillusionment. Fitzgerald explores the difficulty of individuals maintaining moral integrity in a material society that values wealth above all others. It was a time where there was great importance placed on what people had and not what people were. Fitzgerald’s use of Nick as the unreliable narrator is meant to represent cultural mores of the 20s. He represents the voice, failings and cynicism of the time and acts as a filter through which ideas and characters are reflected and mediated. We gain a pessimistic and fragmented insight into the tragic love story of the novel. The fragmentation and complex structure of the novel builds up Gatsby as the paragon of the Jazz Age and epitome of the American Dream. Ultimately, someone who represents the 20s cannot gain true love in the face of Tom’s wealth and riches. At the end of the play, Nick comes to fear that he is living in a loveless and faithful w orld. The narrative structure shows that time is a representation of love. The exploration of love in The Great Gatsby is treated with great ambiguity as Gatsby who is to be admired for his hope and vision, is sadly tragic and is unworthy in a society in which he loves. Fitzgerald is alluding to the fact that in successful America at the time, many were preoccupied with their social standings and wealth. The American Dream took precedence over romantic relationships. He condemns  love to be distrustful and faithless. This is shown through the numerous relationships throughout the novel. The relationship between Daisy and Mr. Gatsby is a clear example. Before Gatsby went to war, Daisy promised to wait for him but instead, married the very wealthy Tom. It becomes clear that Gatsby loves and wants the idea of Daisy rather than the real version. In order to eligible for Daisy’s love, Gatsby recreates himself to become a successful and wealthy man; hence he shows Daisy all his possessions after their meeting at Nick’s house. When Daisy cries over Gatsby’s â€Å"beautiful shirts† it highlights, the materialistic views she possesses and the relationship between love and money at that time. Part of Gatsby’s yearning for Daisy is her link to an exclusive society that he desperately wants to join. Gatsby’s love for Daisy is clear when he takes the blame for the death of Myrtle. We are positioned to see his devotion to Daisy as being foolish. â€Å"I love you now, isn’t that enough?† Although Daisy is unsatisfied with her marriage and enjoys her relationship with Gatsby, she never intended to leave Tom. In the end, it is not enough as Gatsby is not accepted in society or accepted by Daisy. F.Scott Fitzgerald shows the shallowness of love through the relationship of Myrtle and Tom. Their relationship is a symbol of an exploitative relationship. Myrtle is not content with her marriage and vies for a higher position. Myrtle admires ‘breeding’ and the aristocratic society and sees nothing immoral about her position as Tom’s mistress. She feels more superior when walking around New York with Tom and looks down on people who cannot afford materialistic goods although she normally would not be able to afford these products either. Tom provides Myrtle with presents that she normally would not receive. Ironically, Myrtle condemns her husband, George Wilson, for not owning his wedding suit. However, Tom doesn’t want to sustain the relationship with her. It is purely for his sexual needs. Hence, Fitzgerald depicts love to be superficial and is determined by the amount of wealth and social standing of a person. F.Scott Fitzgerald critiques the American Dream. Gatsby is an apparent self-made man who went from almost nothing to extravagance and wealth. However, Gatsby, Myrtle and George are seeking a better life but only achieve humiliation and death. Myrtle dies in the pursuit of the American Dream. Ironically, she is killed by Daisy who represents the idealised woman of her time in terms of wealth and status. Elizabeth  Barrett Browning’s Sonnets from the Portuguese explores love from the perspective of a 19th century women in order to convey the passion she feels for her lover. Barrett Browning ref lects a society where idealised love is admired and where there is faith in the individual. Barrett Browning presents an optimistic view of love. She manipulates the Petrarchan sonnet form, which is traditionally written from a male perspective, by subverting the writing scheme. She subverts the form by writing as the subject and object of the poem. Elizabeth Barrett Browning writes of her personal experience of love and idealised love. She is challenging how the art form challenges woman and celebrates love as a liberating force. By exploring her emotions, she explores her own identity. Elizabeth Barrett Browning believes her love with Robert has elevated so much that they approach transcended beings, â€Å"Our two souls stand up erect and strong.† Barrett browning is suggesting that if they didn’t have a body they would still move towards each other in passion. She captures the intensity of their love and the depth of their love through the line â€Å"Until their lengthening wings break into fire† This reiterates their passion and connection of love. There is a stark contrast with F.Scott Fitzgerald’s bleak view towards idealised love to Barrett Browning’s optimistic representation of love. In each sonnet, Browning portrays the notion of love has empowered her and made her value herself as an individual, â€Å"I love thee with the love I seemed to lose† (sonnet 43) She reveals to us that before she met Robert, her life was characterised by fragmentation and loss. This reinforces how love has transformed her life. She attempts to measure her love for Robert through the line, â€Å"I love thee to the depth & breath & height.† The use of the half-rhyme unifies Sonnet 1 but fractures it at the same time. Half rhymes show the impact of the love she is feeling and the reassessment she is feeling. The half rhymes are created to show how the predictable known ways of seeing the world have led her to innovation. In conclusion, it can be seen that both authors deal with love in their respective texts. However, F.Scott Fitzgerald takes a pessimistic view towards idealised love and rather, comments on the love for the American Dream in his society. Elizabeth Barrett Browning takes a more optimistic view, suggesting that it is a liberating force.

Free Essays on Physical Punishment

Physical Punishment Physical punishment has been a problem in hitting their children so they can have discipline or not hitting them because it is not right, so what can parents do and what can they not do? Should the parents hit them to learn discipline, or should they not hit them and figure out another way to make them learn what discipline is? Because many parents do not know or are confused in showing their children how to gain discipline they do not know whether to hit them or not to hit them. Many people think that by hitting their children that they are showing them violence but other people say that if you do the children would understand that they did something wrong and would not repeat it and gain discipline. What can parents do? First of all parents feel that the children are theirs, and they can spank them when they misbehave. There are many factors that lead to physical punishment: parents were to young and not ready for children, parents are going trough a divorce and need to take out their anger on something or someone, or parents do not know another way to punish their children. These children grow up to be aggressive and often abusive towards others. Although parents think this is the only way of educating their children there are many other alternatives. There are other alternatives to punishing the children for their bad behavior. Less severe punishments besides spanking. First, they can take away their television privileges, computer use, and playing outside with their friends. Next, they could ground them for the weekend and cancel plans. Last of all parents could take the time to sit and talk to their children about their bad behavior. Physical punishment may cause a child psychological problems. First, if the physical punishment starts at an early age the child will be used to being physically punished, therefore, his or hers self-esteem may severely negative as he or she grows up. Second, it... Free Essays on Physical Punishment Free Essays on Physical Punishment Physical Punishment Physical punishment has been a problem in hitting their children so they can have discipline or not hitting them because it is not right, so what can parents do and what can they not do? Should the parents hit them to learn discipline, or should they not hit them and figure out another way to make them learn what discipline is? Because many parents do not know or are confused in showing their children how to gain discipline they do not know whether to hit them or not to hit them. Many people think that by hitting their children that they are showing them violence but other people say that if you do the children would understand that they did something wrong and would not repeat it and gain discipline. What can parents do? First of all parents feel that the children are theirs, and they can spank them when they misbehave. There are many factors that lead to physical punishment: parents were to young and not ready for children, parents are going trough a divorce and need to take out their anger on something or someone, or parents do not know another way to punish their children. These children grow up to be aggressive and often abusive towards others. Although parents think this is the only way of educating their children there are many other alternatives. There are other alternatives to punishing the children for their bad behavior. Less severe punishments besides spanking. First, they can take away their television privileges, computer use, and playing outside with their friends. Next, they could ground them for the weekend and cancel plans. Last of all parents could take the time to sit and talk to their children about their bad behavior. Physical punishment may cause a child psychological problems. First, if the physical punishment starts at an early age the child will be used to being physically punished, therefore, his or hers self-esteem may severely negative as he or she grows up. Second, it...

The Cuban Missile Crisis

The Cuban Missile Crisis Free Online Research Papers The Cuban Missile Crisis of October 1962 brought the world close to a nuclear confrontation between the United States and the Soviet Union. The political positions adopted by both sides nearly prevented a resolution, but at the last moment, a compromise was found and nuclear war averted.Putting ballistic missiles equipped with nuclear weapons into Cuba salved the insecurities of two men. Although John F. Kennedy had claimed that the U.S. lagged behind the Soviet Union in nuclear capabilities when he campaigned for the presidency, Soviet Premier Nikita Khrushchev knew otherwise. By the summer of 1962, Khrushchev also was certain that the Americans knew the same thing. Soviet missiles could reach Europe, but American missiles located in Turkey could strike almost anywhere in the Soviet Union. Khrushchev feared that the imbalance would tempt the U.S. to launch a first strike. Fidel Castro harbored his own concerns. He had already withstood the Bay of Pigs Invasion in 1961 and President Kennedy made little effort to conceal his continued desire to see Castro deposed. Cuban intelligence had uncovered documents dating to April 1962 that described a plan to invade Cuba and overthrow Castro through Operation Mongoose, which ironically was scheduled for October 1962. Thus when Khrushchev proposed that the Soviet Union should install missiles in Cuba aimed at the U.S., Castro agreed. Construction of missile sites began in mid-July 1962. By August, increased shipping activity between the Soviet Union and Cuba had come to the attention of American intelligence. On August 10, John McCone, director of the CIA, told Kennedy that, in his opinion, the Soviets intended to install medium-range ballistic missiles (MRBMs) in Cuba. On August 29, a U-2 spy plane on reconnaissance over Cuba brought back evidence that surface-to-air (SAM) missiles had been installed at locations in Cuba. While not themselves offensive weapons, their installation indicated Cuba’s strong desire to defend those locations. Soviet Ambassador Anatoly Dobrynin advised Attorney General Robert F. Kennedy, who was one of President Kennedys closest advisors, that the installations were entirely defensive in nature. But in fact, MRBMs began to arrive 11 days later. Continued reports of Soviet missiles in Cuba prompted the decision to send another U-2 to take a closer look on October 9. Bad weather delayed the flight until October 14. The photographic evidence was analyzed and in addition to the SAMs, six larger missiles, 60 to 65 feet in length, were identified. It was clear to analysts on the 15th that those missiles were likely to have nuclear capability. Kennedy was informed of the situation during his breakfast on the 16th. He quickly convened the Executive Committee of the National Security Council (EX-COMM). That hand-picked group of 12 men would advise Kennedy throughout the unfolding crisis. They included Secretary of State Dean Rusk, Secretary of Defense Robert S. McNamara, CIA Director John McCone, Secretary of the Treasury Douglas Dillon, National Security Adviser McGeorge Bundy, Presidential Counsel Ted Sorenson, Undersecretary of State George Ball, Deputy Undersecretary of State U. Alexis Johnson, Joint Chiefs of Staff Chairman Maxwell Taylor, Assistant Secretary of State for Latin America Edward Martin, Adviser on Russian Affairs Llewellyn Thompson, Deputy Secretary of Defense Roswell Gilpatric, and Assistant Secretary of Defense Paul Nitze. Kennedy wanted to maintain complete secrecy. He did not want the Soviets to know how much he knew and he also didnt want to panic the American public. So for the next four days, Kennedy maintained his announced schedule of public appearances. On the 17th, the president flew to Connecticut in support of Abraham Ribicoffs bid for a U.S. Senate seat. On the same day, another U-2 flight revealed the existence of intermediate-range ballistic missiles (IRBMs) that would be able to strike nearly anywhere in the continental United States. On the 18th, Kennedy met with Soviet Foreign Minister Andrei Gromyko. The missiles were not directly brought into the discussions by either side. Gromyko again denied that the Soviet Union was doing anything in Cuba except assisting in that countrys defense. Kennedy re-read his statement from September 4, in which he had said that offensive weapons in Cuba would not be tolerated. That evening, Kennedy received a recommendation from EX-COMM to blockade Cuba rather than launch a military strike. Kennedy agreed, but instructed his speechwriter, Theodore Sorenson, to prepare two speeches: One would announce the blockade and the other an invasion. Kennedy continued to appear in public as though nothing were happening. On the 19th, he flew to the Midwest for a series of campaign appearances. Meanwhile, back in Washington, his brother Robert continued intense discussions with EX-COMM. The Joint Chiefs of Staff wanted to exercise the military option, but consens Research Papers on The Cuban Missile CrisisAppeasement Policy Towards the Outbreak of World War 2Twilight of the UAWQuebec and CanadaOpen Architechture a white paperNever Been Kicked Out of a Place This NiceHonest Iagos Truth through DeceptionAssess the importance of Nationalism 1815-1850 EuropeEffects of Television Violence on ChildrenWhere Wild and West MeetGenetic Engineering