Dwight D. Eisenhower Library Abilene, Kansas
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Systemic Constraints on POTUS Foreign Policy
Pittsburg State University Pittsburg State University Digital Commons Electronic Thesis Collection Spring 6-10-2020 Systemic Constraints on POTUS Foreign Policy Dan Hodges Pittsburg State University, [email protected] Follow this and additional works at: https://digitalcommons.pittstate.edu/etd Part of the Political History Commons Recommended Citation Hodges, Dan, "Systemic Constraints on POTUS Foreign Policy" (2020). Electronic Thesis Collection. 359. https://digitalcommons.pittstate.edu/etd/359 This Thesis is brought to you for free and open access by Pittsburg State University Digital Commons. It has been accepted for inclusion in Electronic Thesis Collection by an authorized administrator of Pittsburg State University Digital Commons. For more information, please contact [email protected]. SYSTEMIC CONSTRAINTS ON POTUS FOREIGN POLICY A Thesis Submitted to the Graduate School in Partial Fulfillment of the Requirements for the Degree of Master of History Daniel Clayton Hodges Pittsburg State University Pittsburg, Kansas June 2020 SYSTEMIC CONSTRAINTS ON POTUS FOREIGN POLICY Daniel Clayton Hodges APPROVED: Thesis Advisor __________________________________________________ Dr. John Daley, The department of History, Philosophy and Social Sciences Committee Member _______________________________________________ Dr. Mark Peterson, The department of History, Philosophy and Social Sciences Committee Member _______________________________________________ Dr. Kelly Woestman, The department of History, Philosophy, Social Sciences ACKNOWLEDGEMENTS I thank Dr. Mark Peterson and Dr. Kelly Woestman for their understanding and willingness to assist me with this project. I am grateful for your service as my committee members. I extend the most gratitude to Dr. John Daley for his wisdom, counsel, friendship, and, most of all, his patience. If the final measure of our worth within our professions is patience, then Dr. -
Waging Peace: an Eisenhower Exhibit for the Classroom
NATIONAL EISENHOWER MEMORIAL EDUCATIONAL MATERIALS LESSON Waging Peace: An Eisenhower Exhibit for the Classroom Duration One 45-minute period Grades 7–12 Cross-curriculum Application U.S. History, World History NATIONAL EISENHOWER MEMORIAL LESSON: WAGING PEACE | 1 EDUCATIONAL MATERIALS Historical Background Dwight Eisenhower believed that the post-World War II world had an opportunity to enjoy an era of peace and prosperity following the ravages of depression and world war. However, just a few months after his election as president in 1952, he faced the complications of a rapidly chang- ing world. The long-time leader of the Soviet Union, Joseph Stalin, died, and no one knew who the next leader would be or whether their attitude toward the United States might be less cooper- ative. The United States had developed a new and vastly more destructive weapon, the hydrogen bomb, in November 1952, and the Soviet Union would also develop its own hydrogen bomb the following year. Within the context of these events, President Eisenhower outlined his views on the role of the United States in the world in a speech entitled “A Chance for Peace.” In it, Eisenhower stressed that Americans and other free nations had chosen one road and the Soviet Union had chosen another. As a result, fear and mistrust created the need for arms, armies, and nuclear weapons when all of the money spent for these items could be used to give the neediest people of the world necessities such as food, housing, and health care. Eisenhower believed that “all people want peace” (as he stated in a speech at a People to People Conference) and that the average person could make a real difference toward ensuring world peace. -
The Merchants of Death
THE MERCHANTS OF DEATH The Military-Industrial Complex and the Influence on Democracy Name: Miriam Collaris Student number: 387332 Erasmus University Rotterdam Master thesis: Global History & International Relations Supervisor: Prof. Wubs Date: June 12th, 2016 Merchants of Death Miriam Collaris Erasmus University Rotterdam June 12, 2016 PREFACE This is a thesis about the Military-industrial Complex in the United States of America, a subject, which has been widely discussed in the 1960s, but has moved to the background lately. I got inspired by this subject through an internship I have done in Paris in 2012. Here I was working for an event agency that organized business conventions for the defense and security sector, and in particular the aerospace industry. This was the first time I got in touch with this defense industry and this was the first moment that I realized how much money is involved in this sector. Warfare turned out to be real business. At the conventions enormous stands emerged with the most advanced combat vehicles and weaponry. These events were focused on matchmaking between various players in this sector. Hence, commercial deals were made between government agencies and the industry, which was very normal and nobody questioned this. When I read about this Military-industrial Complex, years later, I started to think about these commercial deals between government and industry and the profits that were gained. The realization that war is associated with profits, interested me in such a way that I decided to write my master -
Eisenhower's Dilemma
UNIVERSITY OF MICHIGAN Eisenhower’s Dilemma How to Talk about Nuclear Weapons Paul Gregory Leahy 3/30/2009 Leahy 2 For Christopher & Michael, My Brothers Leahy 3 Table of Contents Introduction….6 Chapter 1: The General, 1945-1953….17 Chapter 2: The First Term, 1953-1957….43 Chapter 3: The Second Term, 1957-1961….103 Conclusion….137 Bibliography….144 Leahy 4 Acknowledgements I would to begin by taking a moment to thanks those individuals without whom this study would not be possible. Foremost among these individuals, I would like to thank Professor Jonathan Marwil, who had advised me throughout the writing of this thesis. Over countless hours he persistently pushed me to do better, work harder, and above all to write more consciously. His expert tutelage remains inestimable to me. I am gratified and humbled to have worked with him for these many months. I appreciate his patience and hope to have created something worth his efforts, as well as my own. I would like to thank the Department of History and the Honors Program for both enabling me to pursue my passion for history through their generous financial support, without which I could never have traveled to Abilene, Kansas. I would like to thank Kathy Evaldson for ensuring that the History Honors Thesis Program and the Department run smoothly. I also never could have joined the program were it not for Professor Kathleen Canning’s recommendation. She has my continued thanks. I would like to recognize and thank Professor Hussein Fancy for his contributions to my education. Similarly, I would like to recognize Professors Damon Salesa, Douglass Northrop, and Brian Porter-Szucs, who have all contributed to my education in meaningful and important ways. -
The Persuasive Voice: Communication As a Resolution to the Cold War
Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2007 Volume I: American Voices: Listening to Fiction, Poetry, and Prose The Persuasive Voice: Communication as a Resolution to the Cold War Curriculum Unit 07.01.08 by Matthew Cacopardo On March 19th 2003 President George W. Bush addressed the nation, "My fellow citizens, at this hour, American and coalition forces are in the early stages of military operations to disarm Iraq, to free its people and to defend the world from grave danger." (Bush). That evening American forces began dropping bombs on the ancient city of Bagdad without the sanction of the United Nations Securtiy Council. It was broadcast to our nation and the world. School aged children watched and learned that our nation had begun a war with a country that posed a threat to our security. What did these children learn from this message? Behavioral psychologists suggest that children learn from modeling adults (Papalia et al.). Are we then teaching them to use force when conflict arises? How am I supposed to encourage a peaceful solution to a disagreement between two enraged students when our government resolves its conflicts through military force? By dropping bombs on our enemies a message is being sent to our youth: use force to solve a problem. This idea needs to be changed, but how? I value my position as an educator not for my responsibility to instruct youth in academics but for my role in promoting social responsibility and understanding of diversity. We as teachers have an uphill battle as we try to change this destructive character of our students and community. -
LILLY, EDWARD P.: Papers, 1928-1992
DWIGHT D. EISENHOWER LIBRARY ABILENE, KANSAS LILLY, EDWARD P.: Papers, 1928-1992 Accession: 01-10 and 02-15 Processed by: DJH Date Completed: November 2005 The Papers of Edward P. Lilly were deposited in the Eisenhower Library by his son Frank Lilly in two shipments in 2001 and 2002. The Library staff returned a small quantity of personal material to Mr. Frank Lilly at his request. Linear Feet: 24 Approximate Number of Pages: 46,100 Approximate Number of Items: 35,000 Mr. Frank Lilly signed an instrument of gift for the Papers of Edward P. Lilly on October 7, 1982. Literary rights in the unpublished writings of Edward P. Lilly in this collection and in any other collections of papers received by the United States government are given to the public. Under terms of the instrument of gift, the following classes of items are withheld from research use: 1. Papers and other historical materials the disclosure of which would constitute a clearly unwarranted invasion of personal privacy of a living person. 2. Papers and other historical materials that are specifically authorized under criteria established by statute or executive order to be kept secret in the interest of national defense or foreign policy, and are in fact properly classified pursuant to such statute or executive order. SCOPE AND CONTENT NOTE Edward P. Lilly was born October 13, 1910 in Brooklyn, New York, the son of Joseph T. and Jennie Lilly. After graduating from Brooklyn Preparatory School in1928, Lilly attended the College of the Holy Cross in Worcester, Massachusetts where he received a Bachelor’s of Arts degree with a major in philosophy and a minor in history. -
The White House Correspondence and Memoranda Series
A Guide to the Microfilm Edition of The Papers of John Foster Dulles and of Christian A. Herter, 1953-1961 THE WHITE HOUSE CORRESPONDENCE AND MEMORANDA SERIES UNIVERSITY PUBLICATIONS OF AMERICA The Presidential Documents Series The Papers of John Foster Dulles and of Christian A. Herter, 1953-1961 THE WHITE HOUSE CORRESPONDENCE AND MEMORANDA SERIES Microfilmed from the holdings of the Dwight D. Eisenhower Library Project Coordinator Robert E. Lester A microfilm project of University Publications of America, Inc. 44 North Market Street • Frederick, Maryland 21701 Library of Congress Cataloging-in-Publication Data Dulles, John Foster, 1888-1959. The papers of John Foster Dulles and of Christian A. Herter, 1953-1961 [microform]. (The White House correspondence and memoranda series) (The Presidential documents series) "Microfilmed from the holdings of the Dwight D. Eisenhower Library." Includes index. 1. United States-Foreign relations-1953-1961-- Sources. 2. Dulles, John Foster, 1888-1959--Archives. 3. Herter, Christian Archibald, 1895-1966-Archives. I. Herter, Christian Archibald, 1895-1966. II. Lester, Robert. III. Dwight D. Eisenhower Library. IV. Title. V. Series. VI. Series: Presidential documents series. [E835] 327.73 87-13343 ISBN 0-89093-891-1 Copyright © 1986 by University Publications of America, Inc. All rights reserved. ISBN 0-89093-891-1. TABLE OF CONTENTS Acronym List v Scope and Content Note vii Reel Index Reels 1 -4 John Foster Dulles: White House Memoranda Series Chronological Subseries 1 Reel 5 John Foster Dulles: White House Memoranda Series cont. Chronological Subseries cont 14 General Foreign Policy Subseries 15 Intelligence Subseries 16 Internal Security Subseries 16 John Foster Dulles: Draft Presidential Correspondence and Speeches Series 17 Reels 6-7 John Foster Dulles: Draft Presidential Correspondence and Speeches Series cont 17 Reel 8 John Foster Dulles: Draft Presidential Correspondence and Speeches Series cont 23 Christian A. -
Dwight D. Eisenhower from Wikipedia, the Free Encyclopedia
Dwight D. Eisenhower From Wikipedia, the free encyclopedia Dwight David "Ike" Eisenhower (/ˈaɪzәnˌhaʊ.әr/ EYEzәnHOWәr; October 14, 1890 – March 28, 1969) was an American politician and Army general who served as the 34th General of the Army President of the United States from 1953 until 1961. He was a fivestar general in the Dwight D. Eisenhower United States Army during World War II and served as Supreme Commander of the Allied Expeditionary Forces in Europe. He was responsible for planning and supervising the invasion of North Africa in Operation Torch in 1942–43 and the successful invasion of France and Germany in 1944–45 from the Western Front. Eisenhower was born in Denison, Texas, and raised in Kansas in a large family of mostly Pennsylvania Dutch ancestry by parents with a strong religious background. His mother was born a Lutheran, married as a River Brethren and later converted to Jehovah's Witnesses. Eisenhower did not belong to any denomination until he was President.[5] He graduated from West Point in 1915 and later married Mamie Doud, with whom he had two sons. During World War I, he was denied a request to serve in Europe, instead commanding a unit training tank crews. Following the war, he served under several notable generals, and was promoted to the rank of brigadier general in 34th President of the United States 1941. After the U.S. entered World War II, Eisenhower oversaw the successful In office invasions of North Africa and Sicily before supervising the invasions of France and January 20, 1953 – January 20, 1961 Germany. -
Propaganda, Information and Psychological Warfare: Cold War and Hot
PROPAGANDA, INFORMATION AND PSYCHOLOGICAL WARFARE: COLD WAR AND HOT A List of Holdings Dwight D. Eisenhower Presidential Library Page 1 of 69 Page 2 of 69 Compiled by: David J. Haight April 2008 INTRODUCTION Such terms as “information,” “political warfare,” “propaganda,” “psychological strategy,” and “psychological warfare” are frequently used, often interchangeably, but are difficult to define. In preparing this guide, the Library staff recognizing this difficulty, have, therefore, interpreted the meanings of these related words broadly to cover actions, activities, symbols, thoughts, beliefs and media aimed at influencing public opinion at home and abroad. Efforts to “win the hearts and minds” of people have been attempted through many means including such conventional methods as radio and television broadcasts, public speeches, leaflets, newspapers, and the like. In addition, these efforts have covered such things as trade fairs, cultural diplomacy (a term which may itself mean different things to different people), the People-to-People program as well as actions of governments themselves and developments within countries. For example, efforts to restore and protect civil rights for minority groups within the United States certainly had and continue to have an impact on opinion at home and abroad. Wide use of labels such as “Free World,” is, itself, a form of propaganda intended to influence particular audiences. One of the best known “psychological warriors,” C.D. Jackson, pointed out that psychological warfare (or any of its related terms) cannot be separated from the actions of the sponsoring entity (in Jackson’s case and in most instances listed herein, the United States Government). Instead, each policy implemented or action taken by the government has an impact on national and/or international opinion. -
The Discursive Emergence of Us Nuclear Weapons Policy
BUILDING MORE BOMBS: THE DISCURSIVE EMERGENCE OF US NUCLEAR WEAPONS POLICY by JOHN M. VALDEZ A DISSERTATION Presented to the Department of Political Science and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy June 2018 DISSERTATION APPROVAL PAGE Student: John M. Valdez Title: Building More Bombs: The Discursive Emergence of US Nuclear Weapons Policy This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Political Science by: Jane K. Cramer Chair Gerald Berk Core Member Lars Skalnes Core Member Greg McLauchlan Institutional Representative and Sara D. Hodges Interim Vice Provost and Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded June 2018. ii © 2018 John M. Valdez iii DISSERTATION ABSTRACT John M. Valdez Doctor of Philosophy Department of Political Science June 2018 Title: Building More Bombs: The Discursive Emergence of US Nuclear Weapons Policy This dissertation investigates the social construction and discursive emergence of US nuclear weapons policy against the backdrop of the nuclear taboo and its associated anti-nuclear discourse. The analysis is drawn from poststructuralism with a focus on the discourses that construct the social world and its attendant “common sense,” and makes possible certain policies and courses of action while foreclosing others. This methodology helps overcome the overdetermined nature of foreign policy, or its tendency to be driven simultaneously by the international strategic environment, the domestic political environment, and powerful domestic organizations, and while being shaped and delimited by the discourses associated with the nuclear taboo. -
I Massacri Nazisti Nel Mezzogiorno D'italia
I massacri nazisti nel Mezzogiorno d’Italia Gloria Chianese Il saggio analizza le tipologie di massacri compiuti dai This essay examines the features of the massacres nazisti nel Mezzogiorno dopo l’8 settembre 1943. perpetrated by the Nazi in the South of Italy after L’occupazione tedesca comportò anche in quest’area the 8th September 1943. Even though for a short del paese, sia pure per una breve fase, un ulteriore ina period, also in this area the German occupation sprirsi del conflitto, che acquisì i caratteri di una vera determined a harshening of the conflict, which ac e propria guerra di sterminio. Nella strategia nazista i quired the characters of a real extermination war. civili diventavano una sorta di nemico interno che ve In Nazi strategy the local population was regar niva coinvolto in una tragica sequenza di rastrellamenti, ded as a sort of internal enemy and involved as deportazioni coatte, rappresaglie, saccheggi e distru such in a tragic chain of mopping-ups, deporta zioni di intere comunità. Nel Sud le rappresaglie na- tions, retaliations, sacks and destructions of enti ziste avevano una funzione preventiva perché, non es re communities. These reprisals were preventive sendovi resistenza organizzata, in nessun caso pote in character, since by no means could they be con vano essere poste in relazione con azioni partigiane; nected with partisan actions, any organized resi il tenore nazista era teso piuttosto a punire i compor stance appearing simply inexistent. Rather, Nazi tamenti di ribellione con cui i civili cercavano di di terror was meant to punish the rebellious attitude fendere e proteggere le proprie realtà familiari e co of civilians who tried to defend and protect their munitarie. -
Shoah Memorial of Milan
Fondazione Memoriale This publication has been made possible thanks to the contribution of della Shoah Guides What the Memorial is Fondazione Memoriale della Shoah was founded in 2007 with the objective of creating a “workshop of memory” in Milan. The final plans, by Morpurgo de Curtis Architetti The nonprofit organization Milano Loves You was founded SHOAH Associati, were presented in 2008 on the occasion of in 2012 by the publishers of “Where® Milan” with the the agreement signed between the Ferrovie dello Stato purpose of publicizing and promoting on the international MEMORIAL (Italian State Railways) and the Fondazione Memoriale level the excellence of the Milan area in tourism, culture della Shoah. The first stone was laid on 26 January 2010 and commerce. and the “heart” of the Memorial was inaugurated on 27 OF MILAN January 2013: entrance hall, Wall of Indifference, access www.milanolovesyou.com ramp, Place of Reflection, four original railcars restored by the Milan section of the Italian Railway Engineers, stone The Memorial to the Shoah of Milan has been created in a plaques recording the dates and destinations of the hidden part of the Central Station, beneath the main track level, deportation trains, and the spiral stairway to the sublevel originally designed for loading and unloading the mail with where the auditorium and public facilities are located. “Where® Milan” is an integrated communication tool for direct access from Via Ferrante Aporti. Between 1943 and 1945, Work is still in progress on the library, the permanent reaching international visitors in Milan. far from prying eyes, this was where hundreds of deportees – installations, the support facilities and the north entrance.