Gender Roles and Nuclear Disarmament Activism
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Richard G. Hewlett and Jack M. Holl. Atoms
ATOMS PEACE WAR Eisenhower and the Atomic Energy Commission Richard G. Hewlett and lack M. Roll With a Foreword by Richard S. Kirkendall and an Essay on Sources by Roger M. Anders University of California Press Berkeley Los Angeles London Published 1989 by the University of California Press Berkeley and Los Angeles, California University of California Press, Ltd. London, England Prepared by the Atomic Energy Commission; work made for hire. Library of Congress Cataloging-in-Publication Data Hewlett, Richard G. Atoms for peace and war, 1953-1961. (California studies in the history of science) Bibliography: p. Includes index. 1. Nuclear energy—United States—History. 2. U.S. Atomic Energy Commission—History. 3. Eisenhower, Dwight D. (Dwight David), 1890-1969. 4. United States—Politics and government-1953-1961. I. Holl, Jack M. II. Title. III. Series. QC792. 7. H48 1989 333.79'24'0973 88-29578 ISBN 0-520-06018-0 (alk. paper) Printed in the United States of America 1 2 3 4 5 6 7 8 9 CONTENTS List of Illustrations vii List of Figures and Tables ix Foreword by Richard S. Kirkendall xi Preface xix Acknowledgements xxvii 1. A Secret Mission 1 2. The Eisenhower Imprint 17 3. The President and the Bomb 34 4. The Oppenheimer Case 73 5. The Political Arena 113 6. Nuclear Weapons: A New Reality 144 7. Nuclear Power for the Marketplace 183 8. Atoms for Peace: Building American Policy 209 9. Pursuit of the Peaceful Atom 238 10. The Seeds of Anxiety 271 11. Safeguards, EURATOM, and the International Agency 305 12. -
Activity E: Peace Symbols
Activity E: Peace symbols Teacher’s Briefing Activity E: Peace symbols Further notes Plenary activity Curriculum links Materials for Students Peace symbol Download this resource www.cnduk.org/activity-e 37 Activity E: Peace symbols: Activity overview Concepts to examine Overview Peace and conflict in daily life, how – After identifying symbols and logos from everyday life, students go on to logos represent ideas and products, examine how body language can be construed as violent. They then examine how peace is portrayed through existing peace symbols and resistance art and go on to design their own symbol. images and artwork. The following activities can also be used as stand alone parts of a lesson. Materials and space needed Instructions Projector/interactive whiteboard for Activity One showing images, space for role play, Aim: Exploration symbols/logos and their meanings paper and art materials for logo – Show students symbols/logos that may be familiar to them design. (brands/charities/political). Ask them to identify them in teams, awarding points for correct answers. Learning outcomes – Discuss the power of logos in small groups and feedback. How do they By the end of the lesson: represent their meanings? What does the school logo represent? What would All students should have been able they wear? Why do they prefer some logos to others? to produce their own peace symbol (including using the CND symbol Activity Two template). Aim: Identify contrasts between body language – Show students pictures of people greeting each other in non-violent ways, such Most students will be able to explain as handshakes and embraces. -
English Edition of Mayors for Peace News Flash
January 2021 / No.133 Check our website and follow us on SNS: Mayors for Peace Member Cities Website http://www.mayorsforpeace.org/english/index.html 8,002 cities Facebook in 165 countries and regions https://www.facebook.com/mayorsforpeace Twitter (as of January 1, 2021) https://twitter.com/Mayors4Peace Help us achieve 10,000 member cities! “Like” and share our Facebook and Twitter posts to help spread awareness of our mission. Table of Contents ➢ Mayors for Peace membership passes 8,000! ➢ Release of the 2020 Vision Executive Report ➢ Selection Results: Children’s Art Competition “Peaceful Towns” 2020 ➢ Treaty on the Prohibition of Nuclear Weapons has entered into force ➢ Report by Executive Advisor ➢ Member city recruitment model cases ➢ Regional chapter activities ➢ Mayors for Peace Member Cities - 8,002 cities in 165 countries/regions ➢ Request to promote various measures based on the Mayors for Peace Action Plan ➢ Call for input: examples of initiatives to foster peace-seeking spirit ➢ Peace news from Hiroshima (provided by the Hiroshima Peace Media Center of the CHUGOKU SHIMBUN) ---------------------------------------------------------------------------------------------------------------------- Mayors for Peace membership passes 8,000! ---------------------------------------------------------------------------------------------------------------------- On January 1, we welcomed 28 new member cities, leading us to surpass 8,000 member cities. We truly appreciate our Lead Cities and member cities for their long-term support. The following are our recent initiatives for expanding membership and messages from related organizations and bodies that work with us. Recent initiatives for expanding membership ⚫ Recruitment by the President President Matsui (Mayor of Hiroshima) asks ambassadors and representatives attending the Peace Memorial Ceremony, held annually on August 6 in Hiroshima, to invite municipalities in their countries to join Mayors for Peace. -
The United Kingdom's Defence Nuclear Weapons Programme
Publications and Reports The United Kingdom's Defence Nuclear Weapons Programme A Summary Report by The Ministry of Defence on the Role of Historical Accounting for Fissile Material in the Nuclear Disarmament Process, and on Plutonium for the United Kingdom's Defence Nuclear Programme Introduction 1. The Government is committed to transparency and openness about the defence nuclear programme when compatible with continuing national security requirements and the United Kingdom’s international obligations under Article I of the Nuclear Non-Proliferation Treaty (NPT). The Government is also committed to work towards the goal of the global elimination of nuclear weapons As the Strategic Defence Review stated, eliminating nuclear weapons will require States which have had nuclear programmes outside international safeguards to account for the fissile material that they have produced. This contributes to the process of nuclear disarmament by developing confidence that as States reduce and eventually eliminate their nuclear weapons, they have not retained concealed stocks of fissile material outside international supervision with which to construct clandestine nuclear weapons. Such accounting was crucial to the International Atomic Energy Agency’s initial verification of the comprehensive safeguards agreement signed by South Africa when it eliminated its nuclear weapons programme and joined the Nuclear Non-Proliferation Treaty as a non-nuclear-weapon State. The United States has produced a comprehensive report on its production of plutonium for defence purposes, and is working on a similar study on its production of High Enriched Uranium. 2. It is important not to overestimate the contribution such historical accounting can make to the verification of the reduction and elimination of nuclear weapons. -
Visible Witness: a Testimony for Radical Peace Action
University of Central Florida STARS PRISM: Political & Rights Issues & Social Movements 1-1-1961 Visible witness: A testimony for radical peace action Wilmer J. Young Find similar works at: https://stars.library.ucf.edu/prism University of Central Florida Libraries http://library.ucf.edu This Book is brought to you for free and open access by STARS. It has been accepted for inclusion in PRISM: Political & Rights Issues & Social Movements by an authorized administrator of STARS. For more information, please contact [email protected]. Recommended Citation Young, Wilmer J., "Visible witness: A testimony for radical peace action" (1961). PRISM: Political & Rights Issues & Social Movements. 314. https://stars.library.ucf.edu/prism/314 A Tesbony for Radical Peace Action Wilmer J. Young Pamphlet 118 - 35 a!nt!3 VISIBLE WITNESS A Testimony for Radical Peace Action By Wilmer J. Young PENDLE HXU PAMPHLET 118 About the Author / WILMER YOUNG, born in the Comenative Quaker community in Iowa, attended the oId Scattergood Boarding School, Westtown School and Bav- crford College. He was a teacher for 22 years, beginning with four yertrs at Friends Boarding School at Bmesville, Ohio, and ending with twelve years at Wwesttown School in Pennsylvania, where he was Dean of Boys and taught mathematics. In 1936, Wilmer Young, his wife, Mildred Binns Young, and their three children began a stay of nine- teen years in the South, working fmt in Mississippi and then for fifteen years, under the care of the American Friends Service Committee, in South Carolina, Their work in both states was witb white and Negro sharecroppets and tenant farmers. -
Democratic People's Republic of Korea
; Democratic People's Republic ofKorea PERMANENT MISSION TO THE UNITED NATIONS 820 Second Avenue, 13th Floor, New York, N.V: 1001.7 Tel: (212) 972-3105/3106 Fax: (212) 972-3154 Press Release Please Check against Delivery STATEMENT BY H.E. Mr. PAKKIL YON VICE MINISTER OF FOREIGN AFFAIRS DEMOCRATIC PEOPLE'S REPUBLIC OF KOREA AT THE HIGH-LEVEL MEETING ON NUCLEAR DISARMAMENT OF THE 68th UN GENERALASSEMBLY NEW YORK, 26 SEPTEMBER 2013 Mr. President, First ofall, on behalf ofthe delegation ofthe Democratic People's Republic ofKorea (DPRK), I would like to congratulate you for your assumption of the important duty as the president of this session. Furthermore, I am confident that under your able leadership, this meeting will be a significant occasion in the United Nation's endeavors for nuclear disarmament. Mr. President, Prevention of nuclear arms race and realization of the world free from nuclear weapons through nuclear disarmament is becoming a pressing task in ensuring peace and security of the world. 45 years ago, nuclear powers made a commitment to nuclear disarmament through the Treaty on Nuclear Non-Proliferation (NPT) and ~hey put obligations on non-nuclear weapon states to use atomic power for peaceful purposes only. These commitments for nuclear disarmament were reconfirmed in 1995 when the NPT was extended for indefinite period without any amendments and through "Thirteen Action Plan for Nuclear Disarmament" which was taken at the NPT Review Conference in 2000. However, notwithstanding this, there is a tendency in which. priority is being given to non-proliferation, rather than nuclear disarmament. Under .the pretext of nuclear disarmament, development of new types of nuclear weapons of enhanced capability are constantly pushed ahead and furthermore maneuvers to conduct. -
Resource Guide on Nuclear Disarmament for Religious Leaders
RESOURCE GUIDE ON nuclear disarmament FOR RELIGIOUS LEADERS AND COMMUNITIES RESOURCE GUIDE ON nuclear disarmament FOR RELIGIOUS LEADERS AND COMMUNITIES Now, I am become Death, the destroyer of worlds. — J. Robert Oppenheimer, Director of the Manhattan Project, which created the first atom bomb, quoting the Bhagavad Gita as he witnessed the atom bomb test at Alamogordo, New Mexico, on July 16, 1945 When scientific power outruns spiritual power, we end up with guided missiles and misguided men. — Martin Luther King, Jr. Inside cover: Baker Test, Marshall Islands, July 25, 1946. Photo: U.S. Department of Defense. CATASTROPHIC IMPACT OF NUCLEAR TESTS ON HUMAN HEALTH Now we have this problem of what we call “jelly-fish babies.” These babies are born like jelly-fish. They have no eyes. They have no heads. They have no arms. They have no legs. They do not shape like human beings at all. When they die they are buried right away. A lot of times they don’t allow the mother to see this kind of baby because she will go crazy. It is too inhumane. — Darlene Keju-Johnson, Director of Family Planning 1987–1992, Marshall Islands, on the impact of U.S. nuclear testing in the Marshall Islands. ACKNOWLEDGEMENTS Religions for Peace (RfP) would like to express its gratitude and appreciation to the Norwegian Min- istry of Foreign Affairs and Rissho Kosei-Kai for their years of generous support and partnership in RfP’s education and advocacy program to mobilize religious leaders and their constituencies around a credible, cohesive and bold advocacy and action agenda for peace and shared security, particularly in the area of nuclear disarmament. -
Chapter 3: the Rise of the Antinuclear Power Movement: 1957 to 1989
Chapter 3 THE RISE OF THE ANTINUCLEAR POWER MOVEMENT 1957 TO 1989 In this chapter I trace the development and circulation of antinuclear struggles of the last 40 years. What we will see is a pattern of new sectors of the class (e.g., women, native Americans, and Labor) joining the movement over the course of that long cycle of struggles. Those new sectors would remain autonomous, which would clearly place the movement within the autonomist Marxist model. Furthermore, it is precisely the widening of the class composition that has made the antinuclear movement the most successful social movement of the 1970s and 1980s. Although that widening has been impressive, as we will see in chapter 5, it did not go far enough, leaving out certain sectors of the class. Since its beginnings in the 1950s, opposition to the civilian nuclear power program has gone through three distinct phases of one cycle of struggles.(1) Phase 1 —1957 to 1967— was a period marked by sporadic opposition to specific nuclear plants. Phase 2 —1968 to 1975— was a period marked by a concern for the environmental impact of nuclear power plants, which led to a critique of all aspects of nuclear power. Moreover, the legal and the political systems were widely used to achieve demands. And Phase 3 —1977 to the present— has been a period marked by the use of direct action and civil disobedience by protesters whose goals have been to shut down all nuclear power plants. 3.1 The First Phase of the Struggles: 1957 to 1967 Opposition to nuclear energy first emerged shortly after the atomic bomb was built. -
FOR a FUTURE of Peketjiktice
WDMENS ENCAMPMENT FOR A FUTURE OF PEKEtJIKTICE SUMMER 1983'SENECA ARM/ DEPOTS 1590 WOMEN OF THE H0TINONSIONNE IROaiMS CONFEDERACY GATHER AT SENECA TO DEMAND AN END TO MMR AMONG THE NATIONS X 1800s A&0LITI0NIST5 M4KE SENECA COUNTY A MAJOR STOP ON THE UNDERGROUND RAILROAD HITO HARRIET TUBMAW HOUSE NEAR THE PRESENT DAI ARMV DEPOTS EARL/ FEMINISTS HOLD FIRST WDMENS RIQHTS CONVENTION AT SENEGA FALLS ID CALL FOR SUFFRAGE & EQUAL MPTICJMTION IN ALL OTHEP AREAS OF LIFE ' TOD/W URBAN & RURA. WOMEN JOIN TOGETHER IN SENECA G0UNI7 TO CHALLENGE "ME NUCLEAR THREAT TO UFE ITSELF^ WE FOCUS ON THE WEAPONS AT 1UE SENECA ARMY DEPOT TO PREVENT DEPU)yMENT OF NATO MISSILES IN SOUDARITY WITH THE EUPOPE/W PEACE MO^MENT^ RESOURCE HANDBOOK Introduction The idea of a Women's Peace Camp in this country in solidarity with the Peace Camp movement in Europe and the Greenham Common Women's Peace Camp, in particular, was born at a Conference on Global Feminism and Disarmament on June 11, 1982. The organizing process began with discussions between Women's International League for Peace and Freedom and women in the Upstate Feminist Peace Alliance (NY), to consider siting the camp at the Seneca Army Depot in Romulus, NY. The planning meetings for the Encampment have since grown to include women from Toronto, Ottawa, Rochester, Oswego, Syracuse, Geneva, Ithaca, Albany, New York City, Boston, Philadelphia, and some of the smaller towns in between. Some of the tasks have been organized regionally and others have been done locally. Our planning meetings are open, and we are committed to consensus as our decision making process. -
From Wilderness to the Toxic Environment: Health in American Environmental Politics, 1945-Present
From Wilderness to the Toxic Environment: Health in American Environmental Politics, 1945-Present The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Thomson, Jennifer Christine. 2013. From Wilderness to the Toxic Environment: Health in American Environmental Politics, 1945- Present. Doctoral dissertation, Harvard University. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:11125030 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA From Wilderness to the Toxic Environment: Health in American Environmental Politics, 1945-Present A dissertation presented by Jennifer Christine Thomson to The Department of the History of Science In partial fulfillment of the requirements for the degree of Doctor of Philosophy in the subject of History of Science Harvard University Cambridge, Massachusetts May 2013 @ 2013 Jennifer Christine Thomson All rights reserved. Dissertation Advisor: Charles Rosenberg Jennifer Christine Thomson From Wilderness to the Toxic Environment: Health in American Environmental Politics, 1945-Present Abstract This dissertation joins the history of science and medicine with environmental history to explore the language of health in environmental politics. Today, in government policy briefs and mission statements of environmental non-profits, newspaper editorials and activist journals, claims about the health of the planet and its human and non-human inhabitants abound. Yet despite this rhetorical ubiquity, modern environmental politics are ideologically and organizationally fractured along the themes of whose health is at stake and how that health should be protected. -
Educating for Peace and Justice in America's Nuclear
EDUCATING FOR PEACE AND JUSTICE IN AMERICA’S NUCLEAR AGE IAN HARRIS AND CHARLES F. HOWLETT Abstract The emergence of peace education as embodied in the context of peace studies, which emerged during the post-World War II ideological struggle between capitalism and Communism, the nuclear arms race pitting the United States against the former Soviet Union, the Vietnam War, and the civil rights movement in America, met with considerable criticism. There were many within and outside the academic community who argued that peace studies had very little to offer in terms of “real scholarship” and were primarily politically motivated. Some went so far as to insist that this new area of study lacked focus and discipline given the complexities associated with war and peace. It also became fashionable to attack those teaching and studying peace issues as anarchists, communists, and pacifists. They were ridiculed as subversives for challenging the hegemony of the U.S. military establishment. Over time all that would change as the early years of experimentation resulted in programs more rigorous in academic content and serious in focus. Although there are many who still question the viability of peace education/peace studies among schoolchildren and undergraduates, the historical record of the last fifty years or so provides a far different picture. It presents a progression of peace education/peace studies in our society today from an antidote to the science of war to a comprehensive examination of the causes of violence and related strategies for peace. The evolution of peace education in the United States since the 1950s is characterized by four developments: (1) disarmament schemes of international law in reaction to the horrors of World War II; (2) the civil rights movement and opposition to the Vietnam War; (3) response to President Reagan’s ramping up the arms race in the 1980s; and (4) a holistic form of peace and justice studies marked by efforts on peer mediation, conflict resolution, and environmental awareness. -
ES-Hist 335 Nuclear America S17 Syll
Environmental Studies/History 335 Nuclear America Spring 2017 _________________________________________________ TTH, 9:40-11:10, Clow 103 Professor: Jim Feldman Email: [email protected] Office: Sage 3453 Telephone: 920-424-3235 Office Hours: TTH, 1:15-2:45, or by appt. Course Description: After the first successful nuclear test in 1945, Robert J. Oppenheimer—the father of the atomic bomb—reportedly quoted Indian scripture: “Now I am become Death, the destroyer of worlds.” Thus began America’s long and strange interaction with nuclear energy. In this research and reading seminar, we will explore this interaction by examining topics such as foreign policy and the arms race, civil defense planning, nuclear energy, the peace movement, the environmental movement, climate change, and many more. But in confronting nuclear energy, Americans thought and reflected on much more than just the power of the atom. They have wrestled with elemental questions such as the human relationship to nature, the nature of progress, the obligations of citizenship, and the balance between national security and democracy. Exploring nuclear energy will allow us to investigate these larger themes in American history. The course will be run as a reading seminar. There will be very little lecture. Class time will be spent discussing and analyzing the readings. A majority of the readings will be primary sources—that is, the documents written or created as Americans encountered nuclear energy. These include, for example, press releases from the White House, letters and speeches written by government officials and nuclear industry representatives, promotional materials for anti-nuclear rallies, and much more. A central goal of the course is to learn how to critically analyze these documents, and then to use them in creating your own original arguments about American encounters with nuclear energy.