Strategic Logistics and Logistical Strategies: How the Allies
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The Making of an Atomic Bomb
(Image: Courtesy of United States Government, public domain.) INTRODUCTORY ESSAY "DESTROYER OF WORLDS": THE MAKING OF AN ATOMIC BOMB At 5:29 a.m. (MST), the world’s first atomic bomb detonated in the New Mexican desert, releasing a level of destructive power unknown in the existence of humanity. Emitting as much energy as 21,000 tons of TNT and creating a fireball that measured roughly 2,000 feet in diameter, the first successful test of an atomic bomb, known as the Trinity Test, forever changed the history of the world. The road to Trinity may have begun before the start of World War II, but the war brought the creation of atomic weaponry to fruition. The harnessing of atomic energy may have come as a result of World War II, but it also helped bring the conflict to an end. How did humanity come to construct and wield such a devastating weapon? 1 | THE MANHATTAN PROJECT Models of Fat Man and Little Boy on display at the Bradbury Science Museum. (Image: Courtesy of Los Alamos National Laboratory.) WE WAITED UNTIL THE BLAST HAD PASSED, WALKED OUT OF THE SHELTER AND THEN IT WAS ENTIRELY SOLEMN. WE KNEW THE WORLD WOULD NOT BE THE SAME. A FEW PEOPLE LAUGHED, A FEW PEOPLE CRIED. MOST PEOPLE WERE SILENT. J. ROBERT OPPENHEIMER EARLY NUCLEAR RESEARCH GERMAN DISCOVERY OF FISSION Achieving the monumental goal of splitting the nucleus The 1930s saw further development in the field. Hungarian- of an atom, known as nuclear fission, came through the German physicist Leo Szilard conceived the possibility of self- development of scientific discoveries that stretched over several sustaining nuclear fission reactions, or a nuclear chain reaction, centuries. -
The Manhattan Project and Its Legacy
Transforming the Relationship between Science and Society: The Manhattan Project and Its Legacy Report on the workshop funded by the National Science Foundation held on February 14 and 15, 2013 in Washington, DC Table of Contents Executive Summary iii Introduction 1 The Workshop 2 Two Motifs 4 Core Session Discussions 6 Scientific Responsibility 6 The Culture of Secrecy and the National Security State 9 The Decision to Drop the Bomb 13 Aftermath 15 Next Steps 18 Conclusion 21 Appendix: Participant List and Biographies 22 Copyright © 2013 by the Atomic Heritage Foundation. All rights reserved. No part of this book, either text or illustration, may be reproduced or transmit- ted in any form by any means, electronic or mechanical, including photocopying, reporting, or by any information storage or retrieval system without written persmission from the publisher. Report prepared by Carla Borden. Design and layout by Alexandra Levy. Executive Summary The story of the Manhattan Project—the effort to develop and build the first atomic bomb—is epic, and it continues to unfold. The decision by the United States to use the bomb against Japan in August 1945 to end World War II is still being mythologized, argued, dissected, and researched. The moral responsibility of scientists, then and now, also has remained a live issue. Secrecy and security practices deemed necessary for the Manhattan Project have spread through the govern- ment, sometimes conflicting with notions of democracy. From the Manhattan Project, the scientific enterprise has grown enormously, to include research into the human genome, for example, and what became the Internet. Nuclear power plants provide needed electricity yet are controversial for many people. -
A New Effort to Achieve World
Marshall and the Atomic Bomb Marshall and the Atomic Bomb By Frank Settle General George C. Marshall and the Atomic Bomb (Praeger, 2016) provides the first full narrative describing General Marshall’s crucial role in the first decade of nuclear weapons that included the Manhattan Project, the use of the atomic bomb on Japan, and their management during the early years of the Cold War. Marshall is best known today as the architect of the plan for Europe’s recovery in the aftermath of World War II—the Marshall Plan. He also earned acclaim as the master strategist of the Allied victory in World War II. Marshall mobilized and equipped the Army and Air Force under a single command, serving as the primary conduit for information between the Army and the Air Force, as well as the president and secretary of war. As Army Chief of Staff during World War II, he developed a close working relationship with Admiral Earnest King, Chief of Naval Operations; worked with Congress and leaders of industry on funding and producing resources for the war; and developed and implemented the successful strategy the Allies pursued in fighting the war. Last but not least of his responsibilities was the production of the atomic bomb. The Beginnings An early morning phone call to General Marshall and a letter to President Franklin Roosevelt led to Marshall’s little known, nonetheless critical, role in the development and use of the atomic bomb. The call, received at 3:00 a.m. on September 1, 1939, informed Marshall that German dive bombers had attacked Warsaw. -
The Quandary of Allied Logistics from D-Day to the Rhine
THE QUANDARY OF ALLIED LOGISTICS FROM D-DAY TO THE RHINE By Parker Andrew Roberson November, 2018 Director: Dr. Wade G. Dudley Program in American History, Department of History This thesis analyzes the Allied campaign in Europe from the D-Day landings to the crossing of the Rhine to argue that, had American and British forces given the port of Antwerp priority over Operation Market Garden, the war may have ended sooner. This study analyzes the logistical system and the strategic decisions of the Allied forces in order to explore the possibility of a shortened European campaign. Three overall ideas are covered: logistics and the broad-front strategy, the importance of ports to military campaigns, and the consequences of the decisions of the Allied commanders at Antwerp. The analysis of these points will enforce the theory that, had Antwerp been given priority, the war in Europe may have ended sooner. THE QUANDARY OF ALLIED LOGISTICS FROM D-DAY TO THE RHINE A Thesis Presented to the Faculty of the Department of History East Carolina University In Partial Fulfillment of the Requirements for the Degree Master of Arts in History By Parker Andrew Roberson November, 2018 © Parker Roberson, 2018 THE QUANDARY OF ALLIED LOGISTICS FROM D-DAY TO THE RHINE By Parker Andrew Roberson APPROVED BY: DIRECTOR OF THESIS: Dr. Wade G. Dudley, Ph.D. COMMITTEE MEMBER: Dr. Gerald J. Prokopowicz, Ph.D. COMMITTEE MEMBER: Dr. Michael T. Bennett, Ph.D. CHAIR OF THE DEP ARTMENT OF HISTORY: Dr. Christopher Oakley, Ph.D. DEAN OF THE GRADUATE SCHOOL: Dr. Paul J. -
The Myth of U.N. Collective Security
Emory University School of Law Emory Law Scholarly Commons Emory International Law Review Recent Developments Journals Spring 1-1-2018 The Myth of U.N. Collective Security Mohamed S. Helal Follow this and additional works at: https://scholarlycommons.law.emory.edu/eilr-recent-developments Recommended Citation Mohamed S. Helal, The Myth of U.N. Collective Security, 32 Emory Int'l L. Rev. Recent Dev. 1063 (2018). Available at: https://scholarlycommons.law.emory.edu/eilr-recent-developments/9 This Essay is brought to you for free and open access by the Journals at Emory Law Scholarly Commons. It has been accepted for inclusion in Emory International Law Review Recent Developments by an authorized administrator of Emory Law Scholarly Commons. For more information, please contact law-scholarly- [email protected]. HELAL GALLEYFINAL 4/19/2018 10:04 AM THE MYTH OF U.N. COLLECTIVE SECURITY Mohamed S. Helal∗ INTRODUCTION 2017 was a busy year for the United Nations Security Council. It held 296 formal meetings during which it adopted sixty-one Resolutions, passed twenty- seven Presidential Statements, and issued ninety-three Press Statements. These meetings, resolutions, and statements addressed a variety of issues, ranging from the politically profound, such as the North Korean nuclear weapons program, to the prosaic and the procedural, such as receiving routine reports from the U.N. bureaucracy, renewing the mandates of longstanding U.N. peacekeeping operations, and electing Judges to the International Court of Justice.1 Whenever it acted promptly to preempt the outbreak of war or to resolve an international crisis, the Security Council was applauded for its effectiveness and its members were commended for their unity in confronting threats to international peace and security. -
Pacifica Military History Sample Chapters 1
Pacifica Military History Sample Chapters 1 WELCOME TO Pacifica Military History FREE SAMPLE CHAPTERS *** The 28 sample chapters in this free document are drawn from books written or co-written by noted military historian Eric Hammel. All of the books are featured on the Pacifca Military History website http://www.PacificaMilitary.com where the books are for sale direct to the public. Each sample chapter in this file is preceded by a line or two of information about the book's current status and availability. Most are available in print and all the books represented in this collection are available in Kindle editions. Eric Hammel has also written and compiled a number of chilling combat pictorials, which are not featured here due to space restrictions. For more information and links to the pictorials, please visit his personal website, Eric Hammel’s Books. All of Eric Hammel's books that are currently available can be found at http://www.EricHammelBooks.com with direct links to Amazon.com purchase options, This html document comes in its own executable (exe) file. You may keep it as long as you like, but you may not print or copy its contents. You may, however, pass copies of the original exe file along to as many people as you want, and they may pass it along too. The sample chapters in this free document are all available for free viewing at Eric Hammel's Books. *** Copyright © 2009 by Eric Hammel All rights reserved. No part of this document may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. -
P-38 Lightning
P-38 Lightning P-38 Lightning Type Heavy fighter Manufacturer Lockheed Designed by Kelly Johnson Maiden flight 27 January 1939 Introduction 1941 Retired 1949 Primary user United States Army Air Force Produced 1941–45 Number built 10,037[1] Unit cost US$134,284 when new[2] Variants Lockheed XP-49 XP-58 Chain Lightning The Lockheed P-38 Lightning was a World War II American fighter aircraft. Developed to a United States Army Air Corps requirement, the P-38 had distinctive twin booms with forward-mounted engines and a single, central nacelle containing the pilot and armament. The aircraft was used in a number of different roles, including dive bombing, level bombing, ground strafing, photo reconnaissance missions,[3] and extensively as a long-range escort fighter when equipped with droppable fuel tanks under its wings. The P-38 was used most extensively and successfully in the Pacific Theater of Operations and the China-Burma-India Theater of Operations, where it was flown by the American pilots with the highest number of aerial victories to this date. The Lightning called "Marge" was flown by the ace of aces Richard Bong who earned 40 victories. Second with 38 was Thomas McGuire in his aircraft called "Pudgy". In the South West Pacific theater, it was a primary fighter of United States Army Air Forces until the appearance of large numbers of P-51D Mustangs toward the end of the war. [4][5] 1 Design and development Lockheed YP-38 (1943) Lockheed designed the P-38 in response to a 1937 United States Army Air Corps request for a high- altitude interceptor aircraft, capable of 360 miles per hour at an altitude of 20,000 feet, (580 km/h at 6100 m).[6] The Bell P-39 Airacobra and the Curtiss P-40 Warhawk were also designed to meet the same requirements. -
World War Ii Internment Camp Survivors
WORLD WAR II INTERNMENT CAMP SURVIVORS: THE STORIES AND LIFE EXPERIENCES OF JAPANESE AMERICAN WOMEN Precious Vida Yamaguchi A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2010 Committee: Radhika Gajjala, Ph.D., Advisor Sherlon Pack-Brown, Ph.D. Graduate Faculty Representative Lynda D. Dixon, Ph.D. Lousia Ha, Ph.D. Ellen Gorsevski, Ph.D. © 2010 Precious Vida Yamaguchi All Rights Reserved iii ABSTRACT Radhika Gajjala, Advisor On February 19, 1942, President Franklin D. Roosevelt’s Executive Order 9066 required all people of Japanese ancestry in America (one-eighth of Japanese blood or more), living on the west coast to be relocated into internment camps. Over 120,000 people were forced to leave their homes, businesses, and all their belongings except for one suitcase and were placed in barbed-wire internment camps patrolled by armed police. This study looks at narratives, stories, and experiences of Japanese American women who experienced the World War II internment camps through an anti-colonial theoretical framework and ethnographic methods. The use of ethnographic methods and interviews with the generation of Japanese American women who experienced part of their lives in the United State World War II internment camps explores how it affected their lives during and after World War II. The researcher of this study hopes to learn how Japanese American women reflect upon and describe their lives before, during, and after the internment camps, document the narratives of the Japanese American women who were imprisoned in the internment camps, and research how their experiences have been told to their children and grandchildren. -
Unit I Spiral Exam – World War II (75 Points Total) PLEASE DO NO
Mr. Huesken 10th Grade United States History II Unit I Spiral Exam – World War II (75 points total) PLEASE DO NO WRITE ON THIS TEST DIRECTIONS – Please answer the following multiple-choice questions with the best possible answer. No answer will be used more than once. (45 questions @ 1 point each = 45 points) 1) All of the following were leaders of totalitarian governments in the 1930’s and 1940’s except: a. Joseph Stalin b. Francisco Franco. c. Benito Mussolini d. Neville Chamberlain. 2) In what country was the Fascist party and government formed? a. Italy b. Japan c. Spain d. Germany 3) The Battle of Britain forced Germany to do what to their war plans in Europe in 1942? a. Join the Axis powers. b. Fight a three-front war. c. Put off the invasion of Britain. d. Enter into a nonaggression pact with Britain. 4) The Nazis practiced genocide toward Jews, Gypsies, and other “undesirable” peoples in Europe. What does the term “genocide” mean? a. Acting out of anti-Semitic beliefs. b. Deliberate extermination of a specific group of people. c. Terrorizing of the citizens of a nation by a government. d. Killing of people for the express purpose of creating terror. 5) The term “blitzkrieg” was a military strategy that depended on what? a. A system of fortifications. b. Out-waiting the opponent. c. Surprise and quick, overwhelming force. d. The ability to make a long, steady advance. 6) In an effort to avoid a second “world war”, when did the Britain and France adopt a policy of appeasement toward Germany? a. -
1 Battle Weariness and the 2Nd New Zealand Division During the Italian Campaign, 1943-45
‘As a matter of fact I’ve just about had enough’;1 Battle weariness and the 2nd New Zealand Division during the Italian Campaign, 1943-45. A thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in History at Massey University New Zealand. Ian Clive Appleton 2015 1 Unknown private, 24 Battalion, 2nd New Zealand Division. Censorship summaries, DA 508/2 - DA 508/3, (ANZ), Censorship Report No 6/45, 4 Feb to 10 Feb 45, part 2, p.1. Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author. Abstract By the time that the 2nd New Zealand Division reached Italy in late 1943, many of the soldiers within it had been overseas since early 1941. Most had fought across North Africa during 1942/43 – some had even seen combat earlier, in Greece and Crete in 1941. The strain of combat was beginning to show, a fact recognised by the division’s commanding officer, Lieutenant-General Bernard Freyberg. Freyberg used the term ‘battle weary’ to describe both the division and the men within it on a number of occasions throughout 1944, suggesting at one stage the New Zealanders be withdrawn from operations completely. This study examines key factors that drove battle weariness within the division: issues around manpower, the operational difficulties faced by the division in Italy, the skill and tenacity of their German opponent, and the realities of modern combat. -
A Secret Revealed
LESSON PLAN (Image: US Army/Air Force, public domain.) A SECRET REVEALED GRADE LEVEL: 7-12 TIME REQUIREMENT: 1-2 CLASS PERIODS INTRODUCTION OBJECTIVES After the United States dropped Little Boy on Hiroshima, Japan, In reading different letters about the atomic bomb sent the morning of August 6, 1945, the world learned of the great to and from a worker in the Manhattan Project, students secret behind the Manhattan Project. Even with thousands of should be able to determine how people from various people involved in the construction of atomic bombs, the secrecy backgrounds reacted to the news of its existence and around the manufacture of nuclear weapons remained tightly held. its use in combat. Students should also assess how the Outside of limited cases of espionage, news of the atomic bomb differing perspectives affected the way certain individuals went unnoticed among the general public until after the bombing reacted to the dropping of such bombs on Japanese of Hiroshima, and the dropping of Fat Man three days later on cities. By contrasting the views preserved in these Nagasaki. As knowledge of atomic weapons reached the general primary sources, students will be able to see how limited public, reactions varied widely. In this lesson, students will examine the knowledge of nuclear weapons was in 1945, how primary source materials from The National WWII Museum’s debates on use of the bomb emerged in the aftermath collection in which differing responses to the atomic bomb of the war, and how even those who participated in the appear. Looking at the letters of civilians living near Alamogordo, Manhattan Project had concerns about the existence of New Mexico, of a participant in the Manhattan Project, and of such weapons. -
World War Looms
WORLD WAR LOOMS John Naisbitt SECTION 1: DICTATORS THREATEN WORLD PEACE • For many European countries the end of World War I was the beginning of revolutions at home, economic depression and the rise of powerful dictators driven by nationalism and territorial expansion Two powerful 20th Century dictators were Stalin & Hitler FAILURE OF VERSAILLES • The peace settlement that ended World War I (Versailles Treaty) failed to provide a “just and secure peace” as promised • Instead Germany grew more and more resentful of the treaty that they felt was too The Versailles Treaty (above on crutches) harsh and too punitive took a beating in the U.S. and abroad WEIMAR REPUBLIC RULES GERMANY • The victors installed many new democratic governments in Europe after World War I including the Weimar Republic in Germany • Most were overwhelmed from the start and struggled A German woman is seen here in 1923 feeding economically bundles of money into the furnace. .why? Exchange rates, US Dollar to Mark, 1918-1923 Source : Gerald D. Feldman, The Great Disorder, Oxford : UP 1997, p.5 Jan. 1918 5.21 Mar. 1923 21,190.00 Jan. 1919 8.20 Apr. 1923 24,475.00 Jan. 1920 64.80 May 1923 47,670.00 Jan. 1921 64.91 June 1923 109,966.00 Jan. 1922 191.81 July 1923 353,412.00 April 1922 291.00 Aug. 1923 4,620,455.00 July 1922 493.22 Sept. 1923 98,860,000.00 Oct. 1922 3,180.96 Oct. 1923 25,260,000,000.00 Jan. 1923 17,972.00 Nov. 1923 2,193,600,000,000.00 Feb.