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Cuban missile crisis impact on American citizens
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Cuban missile crisis impact on American citizens
If there is anything that kept many people in America and the world at large worried since the Second World War and during the Cold War, it must be the Cuban missile crisis. This crisis started in October, 15 1962 when an American spy plane noticed and reported the presence of Soviet SS-4 Nuclear Missiles in Cuba. Although these were medium range missiles, the proximity of Cuba, 90 miles off the cost of the US, meant that such a missile could perfectly hit any town or city in American continental land (McConnell, 12). Although the Soviet Union, which was entangled in a cold war with the US, denied any intentions of installing offensive weapons in the Western Hemisphere, the mere presence of the missiles and the news of more being shipped from USSR to Cuba betrayed any honest they may have harboured. The US quickly placed its defence on alert, to wad of any invasion or aggression. Tension between US and the Soviet Union rose to enormous proportions, and many people became weary of a Third World War which would be devastating due to the use of nuclear weapons. For fourteen days in that month, “October 1962, humanity stood on the precipice of a nuclear war as the US demand for withdrawal of the weapon” (McConnell, 17). Any miscalculation on either of the sides, the Kremlin and the White house could have orchestrated a catastrophe. During this time, the Americans experience a great feeling of panic, fear, anxiety and an anticipation of an Armageddon.
Julia Álvarez, story is the first good example of the panic and anxiety the American had. People had their hearts in their mouths since it was only a matter of time before their lives came to an end cutesy of nuclear warheads. Any mention of a bomb was enough to cause confusion among the people. For instance, when the narrator in Alvarez book saw snow flakes and shouted “Bomb! Bomb!” everyone was very frightened and even the girls in her class started crying (Álvarez 184). Sister Zoe who was in charge of the girls was also shocked. She rose and rushed to Alvarez side, her action betraying her fear and panic. Alvarez states that the shock on the Sister Zoe’s face faded away after she saw what made the narrator shout “Bomb! Bomb!” certainly signifying the Zoe was relieved to know that there was no bomb around. The relief she exhibit after realisation that the young girl had confused snow flakes for bombshells is symbolic of the relief the American had after fourteen days when the crises came to an end.
Due to the fear of contamination of food and water resources by nuclear poisoning, most American made early preparation to avoid the contaminations. According to George (69) some citizens bought all bottled water and food from retailers exhibiting their desire not to feed on food contaminated by radiations or drink contaminated water. Most retailers ran out of theses products. The other products that the Americans wiped for the retailers shelves include guns and transistor radios. It seems that the citizens wanted to know what was happening at all time and were ready to engage in the war to protect themselves if the war reached the mainland. This move, which clearly indicated planning for war, shows that the Americans expected the crisis to end in a Third World War, and they did not want the be found flat footed. With the nuclear missiles as close as Cuba, the citizens’ faith in their country defence system to defend them was certainly undermined.
The absence of protection from nuclear radiations encouraged the citizen to move from one place to another in search for safety. Although, the government had shelter the could protect people from long-term effects of radio active radiations resulting from nuclear bombs, the shelters were not enough and were mostly preserved for government official and politicians such as the congressmen. Only a few other citizens could be accommodated because the government had no appropriate plans for its citizens. As a result, most urban dwellers migrated to rural areas that were believed would survive nuclear attacks. This was a product of the belief that if a nuclear attack was launched against the country, cities and large metropolis and towns would bare the brute of the destruction (McConnell, 12). The rural areas would generally be safe and; therefore, most people chose to remote areas far away from urban centres. Ironically, some citizens remained ambivalent and took no preparations to defend themselves or avoid the effect of a nuclear attack. They did this due to the conviction that the nuclear war would not become a reality or that take any precaution to protect one against nuclear attacks was an exercises in futility. This group went on with business as usual.
Children of a school going age were also negatively affected. Juts as Álvarez writes, children had no understanding of nuclear weapons and only learned about them for their parent and the mushroom like structures their teachers. For instance, the narrator in Alvarez story states “Sister Zoe explained how it would happen. She drew a picture of a mushroom on the blackboard and dotted a flurry of chalk marks for the dusty fallout that would kill us all” (Álvarez, 184). This means that all the news they got came from the senior member of the society, despite the trust they had in their senior counterparts, the information was not enough to stop their anxiety. According George (139) children learned about the nuclear war from parents, teachers and media and could include the drawing of nuclear mushroom in their doodles. The information was just not enough and served to increase the fear in both older members of the society and in children. Álvarez narrator states that when she picked up English and could understand some conversation, she quickly learned about the crisis. She vividly reports what she saw on TV: President Kennedy’s worried look, informing the nation that the country might be on the verge of a war against the communists (Álvarez 184). Such image sowed fear in the hearts of the young ones, and compounded by the information they received from the adults such as Sister Zoe, it is not surprising that the young girl was freaked and shouted “Bomb! Bomb!” when she saw the snow through the window. George (139) also reports similar encounter for children. According to her account, the information children receive denied them the innocence children experience in their homes (George139). The stories of the Hiroshima and Nagasaki nuclear bombs had given children nightmares. According to George “by the end of 1950s, 60% of children had reported nightmares about nuclear wars” (139). Now that the reality of a nuclear war that could eliminate them, was obvious to them, the anxiety and emotional torment they experienced was great.
Under the panic and threat, American adults too had to accept a fact that had all along shunned-an all nuclear war on their land. The preparation of those who moved away from urban centres and those who purchased consumer goods from sellers is an indication of the acceptance of the reality. After the Hiroshima and Nagasaki nuclear bombing, newspaper articles, novels among others had propagated an idea of an all nuclear war that would be totally devastating to the world as we know it (George 19). Most people looked at them as comics and myths that had no foundation. This disregard was also reported by the Director of Civil Defence Administration in Eisenhower government. He stated that, “Most American people have simply not accepted yet the possibility of an enemy attack on the United States from the Skies by intercontinental bombers carrying these tremendous nuclear weapons. It is also something that still appears fantastic” (George 19). The director also felt the Americans imagination of a nuclear war portrayed it as fantastic fantasy. However, the prospect brought about by the Cuban Missile Crises changes their believe system. The government, which had also shared the citizen believe had no means of providing protection to the citizens in case of an attack other than retaliating and engaging the enemy. This is why all citizens other that the government officials, and politician who had bankers, had to rush to the rural areas to protect themselves.
The preparation of the government to engage the enemy also served to add the fear. The narrator in Álvarez story notes that they heard air drills while at school. During the drills “an ominous bell would go off and we’d file into the hall, fall to the floor, cover our heads with our coats, and imagine our hair falling out, the bones in our arms going soft” (Álvarez, 184). Clearly, the citizens remained in a state of uncertainty for fourteen days.
In conclusion, the Cuban Missiles Crisis placed the American citizens in fear, panic and anxiety with some of them not understanding what would become of them as some hungered for information about the attack. Any single alarm was enough to throw people in confusion. Most people took precaution stocking food and water as others rushed to places that were believed to be safe, certainly indicating their acceptance that the possibility of a nuclear assault was a reality and not a myth from comic books and novels. Children too were also tormented with the information they received from the older members of the society and the media. The end of the crisis was a relief to the citizens. However, the crisis made a clear statement to the American, that the possibility of a nuclear was a reality and not a fantastic fantasy.Work Cited
Álvarez, Julia. “Snow” Literature: A World of Writing. Ed. David L. Pike and Ana Acosta. London: Longman Publishing Group, 2011. P.184-P.185. Print.
George, Alice L. “Awaiting Armageddon: How Americans Faced the Cuban Missile Crisis.” Chapel Hill: University of North Carolina Press, 2003. Print.
McConnell, William S. “The Cuban Missile Crisis.” San Diego: Greenhaven Press, 2005. Print.
Neuroscience has to do with
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Neuroscience has to do with the scientific study of the nervous system, including the brain. Neuroscience analyses the brain’s composition and the broader nervous system, including its biological and chemical processes. Behavioral genetics is the study of the relative effects of heredity and the environment on behavior and organisms’ mental processes. There are two theories as regards the origin of behavioral genetics. The view of nature maintains that hereditary factors and genes influence who we are, including our personality characteristics and physical appearance. On the other hand, nurture has to do with the fact that all the environmental variables impact us, including aspects such as our upbringing, our childhood experiences, our surrounding culture, and our social relationships. Human beings inherit 23 chromosomes from each parent, and each chromosome contains thousands of genes.
Heredity is one of the methods of studying inheritance among human beings. Human heredity can be understood more by engaging in studies including family studies, twin studies, adoption studies, and genetic abnormalities. Heredity is a statistical formula that shows a variation in percentage in a population attributed to genetic factors instead of the differences in the environment.
There are various misconceptions about genetics that exist. The first misconception is that genetic traits are inflexible; hence they cannot be fixed, which is not true. Environmental factors and lifestyle have the ability to determine if genes will be expressed or not. Additionally, the other misconception is that estimates of heredity only apply to groups and not individuals. In the real sense, estimates only apply to populations and not individuals. Another misconception is that gene and the environment and inseparable. The truth is that it is impossible to separate the influences of the environment and genes because the two affect each other.
Neurons, also known as nerve cells are the basic building blocks of the nervous system and are responsible for processing, receiving, and transmitting electrochemical information. The glial cells are responsible for providing nutritional, structural, and other support for neurons and communicating with the nervous system. The main parts of a neuron are the axon, cell body and dendrites. The dendrite is the fibrous root that branches out of the cell body. They receive and process signals coming from axons of other neurons. The cell body is the core of the neuron. It carries information, provided energy for activities, and maintains the structure of the neuron, Axon is a tail-like long structure that connects the cell body at the junction called the axon hillock. Axons are insulated with fatty substances called myelin. Myelin help axons conduct electrical signals. Terminal buttons are found towards the end of the neuron, and their function is to send alerts to other neurons. Neural communication is an electrochemical event made possible by various specialized structures in the neuron such as axons, dendrites, terminal buttons, and synaptic vesicles.
Neurotransmitters affect us in various ways. For instance, acetylcholine, which is found in acting drugs such as marijuana, nicotine, and amphetamines, is known for various effects such as rapid-eye movements, learning, muscle action, attention, and sleep motivation. Additionally, a decrease in acetylcholine plays a role in Alzheimer’s disease. Dopamine (DA) is a transmitter that is known for its effects on memory, movement, emotions and has been linked to Parkinson’s disease. On the other hand, endorphins affect memory, learning, mood, pain, appetite, and sexual activity. Epinephrine affects memory storage, energy release, and metabolism arousal. Serotonin affects moods, sleep, pain suppression, sleep, and appetite. Glutamate is known for its effects on movement, memory, and the nervous system. Drugs and poisons also affect our brains in various ways. Foreign chemicals such as drugs and poison can mimic and block ongoing actions of neurotransmitters, thus interfering with the body’s normal functioning.
The endocrine system is a network of glands found in the body which manufacture and secrete hormones and release them into the bloodstream. Hormones circulate in the bloodstream leading to bodily changes. The central nervous system comprises the spinal cord and the brain, while the peripheral nervous system entails all the neurons that are connected to the central nervous system. The brain has the ability to reorganize and change its structure through the formation of new neural connections. Reflexes of the spinal cord are produced by the central nervous systems’ pathways that lie entirely on the spinal cord. Sensory fibers evoke reflexes that enter the spinal cord activating spinal motor neurons directly or using a chain of spinal interneurons.
The brain is made up of three parts the hindbrain, forebrain, and midbrain. The hindbrain has the medulla, cerebellum, and pons. The medulla carries out automatic and vital functions such as heartbeat and respiration. Pons carries out movement, respiration, sleeping, waking, and dreaming. Cerebellum coordinates balance, muscle movement, perception, and cognition. The midbrain is a collection of structures responsible for coordinating sleep, movement patterns, and arousal. The forebrain comprises the thalamus, limbic system, cerebral cortex, and hypothalamus. The limbic system carries out primary physiological functions and is involved with memory and emotions. Hippocampus is involved in retrieving memories, while the hypothalamus governs sex drive and hormones. The amygdala controls emotions such as fear and aggression. Frontal lobes of the brain are responsible for speech production and motor control. Parietal lobes found at the top of the brain receive and interpret bodily sensations. Occipital lobes are responsible for vision. Temporal lobes are involved in audition and language comprehension. The Corpus callosum is responsible for conveying information between the two sections of the cerebral cortex.
Cuba Missile Crisis
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Cuba Missile Crisis
The Cuban missile crisis and it effect was most grave outcome of the Soviet Union and United States confrontations during the Cold War. Despite the fact that the crisis was short lived it was extremely intense and consumed all the attention it could get for the American president of the time, President Kennedy and his advisers. The crisis lasted only sixteen days on October 1962 and only came to close following the agreement between Kennedy and his Soviet counterpart, Khrushchev, popularly known as the Kennedy-Khrushchev Agreement of 1962, signed on 28th October of the same year. This importance of this document can not be overstated and as a result many scholars have put it to scrutiny and wrote several books about it. The agreement may have ended what would have resulted in a third world war, a war that would have been devastating more than all those that had been fourth before given the nuclear weapon that both the countries US and USSR had in their arsenal stock piles.
The Cuba missile crisis was simply a product of the rivalry between the United State and the Soviet Union that hand built up during the cold war, a war the developed from the class of communist ideas and capitalist ideas.
The Soviet Union lead by Nikita Khrushchev believed that installing intermediate-range nuclear missiles in the United State rebellious neighbor Cuba would counter the growing lead of the United State in manufacturing and deploying strategic missiles arsenals. Khrushchev also devised a plan on how to provide protection to Cubans defense against any U. S. orchestrate invasion similar the failed Bay of Pigs invasion of 1961. The Soviets obtained permission from Cuba’s Fidel Castrol and immediately embarked on developing missile installation in the country. The developments went on for a while without the knowledge of the United States which on the other hand was so engrossed in plans on how to deal with the Fidel Castrol menace.
By July 1962 there was overwhelming indication of increased support to the Cubans by the Soviets Military. The missile installation was very noticeable for instance there was confirmed present of air defense missiles, IL-28 medium-range bombers, medium range ballistic missiles, high altitude air surveillance, and increased strategic air command.
Numerous photographs of the soviet installations, some complete and some under construction were taken and show to president Kennedy and his advisers. This was an awakening call to the U.S on the seriousness of the situation and in the preceding week, president Kennedy and his military and civilian advisors embarked on exploring various options available to the U.S. Strong debates ensued in the U.S. administration ranks as Soviet diplomats strongly denied any installation of Soviet offensive missiles in Cuba.
Following the discovery, President Kennedy addressed his nation in a televised announcement on the 22nd of October 1962. His announcement informed the American citizens of the discovery of Soviet installations in Cuba and stated that any nuclear missile attack originating from Cuba would be considered a Soviet Union attack and the American authorities would respond accordingly. President Kennedy also impose a naval burn on Cuba to curtail further shipment of Soviet offensive military artilleries into Cuba. The restrictions affected military equipments that were under shipment to Cuba as well as raised the level or surveillance on Cuba. The use also reinforced its base at Guantanamo and explores various diplomatic channels such as sanctioning quarantine by the Organization of American States. Once the sanction was in effect, Kennedy issue Proclamation 3504 which established the quarantine was in effect from the 24 of October. He then directed the Defense secretary to take appropriate measures to ensure the quarantine is not violated.
Several steps had already been taken to activate military force for emergency situation since the discovery of the military installations in Cuba. Security was beefed and naval as well as air force activities in the Arabian were increased although the defense of the southeastern coast of the united states had started earlier in the year. It was not clear what course the Soviet Union would take, and following the increase rumors of the increased military operation, the United States left nothing to chance. All its entire defense system was on alert. The US was ready to counter any nuclear attack from the soviet.
The America strategic air command started dispatching bombers as well as placed all military planes on alert, equipped and ready to take off within fifteen minutes of a take off signal. The B-52 heavy bomber were placed of extensive airborne alert from the 25 of October to engage in flights for 24 hours a day, each time one landed another one took of. In addition, the Intercontinental Ballistic Missile (ICBM) crews enacted a similar alert status. Submarines were assigned various stations and also stay on alert as the American nuclear firepower was deployed to dissuade any careless confrontation. In Sum All the subdivision is the American armed and defense forces, navy, air force, etc were on high alert and ready to engage. These included North America Defense Command (NORAD), Continental Army Comand, (CONARC), Tactical Air Command (TAC), Army Forces Atlantic (ARLANT), and Air Forces Atlantic (AFLANT) and many other divisions.
The operation to oversee the quarantine was also allocated another command created under a special task force to ensure that the quarantine was not violated. Amy, navy and air force resources were committee to ensure that nothing was shipped into Cuba. A carrier was locate near Cuba with provide support to the military operation in the area and support the Guantanamo US base. The surveillance in the area was beefed to monitor about 2000 ships that operate in the Sothern Atlantic area and searches were conducted frequently by navy aircrafts and SAC bombers. The speed of the movement of military personnel, ships, and aircrafts was amazing
The continued stream of photographic intelligence information that continued to flow from Cuba indicated a rapid build up of offensive weapons. There was continuous construction of intermediate-rage ballistic missiles permanent sites and additional strategic positioning of mobile medium-range ballistic missiles. With all these development in Cuba, the positioning of American forces, it was only a matter of time before a confrontation would develop. Ironically, the potentially devastating exchanges that arise from quarantines similar to that that had been place upon Cuba failed to arise. The first Cuba bound soviet ship was intercepted on 25th of October, however the ship was allowed to proceed to proceed to Cuba after it was ascertained that it was carrying oil and not any dangerous materials. Cuban ships that had suspicious material change course and returned to the home coasts. Tension rose on 27 when U-2 aircraft was destroyed and the Soviet Union called to duty 14, 000 air force reservists, after activating 24 troop carrier squadrons and their supportive units.
During the crises, there was constant communication between the two sides. Communication mostly involved letter, however there was both formal communication and secrete channel communication. The Soviet President sent formal letter to his American counterpart explaining the deterrent nature of its Cuba missile mission, stating the Soviet Union had peaceful intentions. Khrushchev also sent a letter informing Kennedy the if America promised to invade Cuba, or participate in any invasion of Cuba, the Soviet missile installations would be dismantled and the personnel returned to USSR. Next, Khrushchev sent a letter on October 27 demanding demolition of U.S missile installations in turkey in exchange for demolition of its installation in Cuba. The American decided to ignore the second set of demand and honor the first one.
A break through in the crisis was attained on October 28 after the Soviet Union consented to demolition of offensive weapons from Cuba and subjected to United Nations verification. The US promised not to invade Cuba and all the surveillance and quarantine that had been placed upon Cuba were removed. However some Arial surveillance continued to ensure that all missile installation were removed from Cuba.
However, a second crisis emerged concerning removal of Soviet IL-28 bombers for Cuba. The US considered the bomber offensive. Diplomatic talks we held and these bombers were also shipped away under supervision like the previous weapons. The quarantine ended on November 20. The inter America quarantine force was dismantled. An agreement was later struck by the two presidents and America would never invade Cuba again.
Annotated bibliography
Khrushchev, Nikita. Letter. “American Experience.” 23 Oct. 1962
This is a letter written in response to a previous latter by Kennedy which confirm the reception of the letter and also states USSR demands for removal of offensive military installations Cuba.
May, Earnest R. and Philip D. Zelikow. The Kennedy Tapes. President and Fellows of Harvard College. 1997.
This text is important for understanding the Cuban Missile crises. It contains all communications within the white house during the crisis. It is thus important for understanding what ensued in the white house during the crisis.
Medland, William J. “The Cuban Missile Crisis: Evolving Historical Perspectives.” History Teacher, v23 n4 p433-47 1990
This text provides an extensive exploration of the views of various scholars on the Cuban Missile crises and the active surrounding it.
Nathan, James, A. Anatomy of the Cuban Missile Crisis: (Greenwood Press Guides to Historic Events of the Twentieth Century). Greenwood Press. 2000.
These books explore how the Cuba missile crisis almost plunged the world into a devastating nuclear based third world war. It explore how the conflict developed and its consequences
Presidential Library and Museum. “Cuban Missile Crisis.” John F. Kennedy Presidential Library and Museum. The US Government, 2011. Web. 20 Jan. 2011. HYPERLINK “http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx” http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx
This is a secondary source. He website highlights and discuses all the measure taken by the American president Kennedy to handle to missile crisis issue. It state all effort of Kennedy to stop the crisis
Walser, Ray. “Cuban Communism.” Global Museum on Communism. Global Museum on Communism, 2009. Web. 27 Jan. 2011. <http://cuba.globalmuseumoncommunism.org/cuba/history>.
This article published by Dr Walser explores issues of communism, in Cuba and its relation to the Cuban missile crisis.
Work Cited
Khrushchev, Nikita. Letter. American Experience. 23 Oct. 1962
May, Earnest R. and Philip D. Zelikow. The Kennedy Tapes. President and Fellows of Harvard College. 1997.
Medland, William J. “The Cuban Missile Crisis: Evolving Historical Perspectives.” History Teacher, v23 n4 p433-47 1990
Nathan, James, A. Anatomy of the Cuban Missile Crisis: (Greenwood Press Guides to Historic Events of the Twentieth Century). Greenwood Press. 2000.
Presidential Library and Museum. “Cuban Missile Crisis.” John F. Kennedy Presidential Library and Museum. The US Government, 2011. Web. 20 Jan. 2011. http://www.jfklibrary.org/JFK/JFK-in-History/Cuban-Missile-Crisis.aspx
Walser, Ray. “Cuban Communism.” Global Museum on Communism. Global Museum on Communism, 2009. Web. 27 Jan. 2011. <http://cuba.globalmuseumoncommunism.org/cuba/history>.