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First Underground Nuclear Weapons Test In
AT THE NEVADA TEST SITE: First Underground Nuclear Weapons Test in Four Years this June 18 Note: There will be vigils on June 17 in Las weapons design laboratories, Lawrence Livermore It is a sign of moral numbness that serious bud- Vegas and Livennore, please see the Calen- and Los Alamos, plan to begin conducting under- getary discussions continue among elected federal dar Section, page 3. Please call or write Presi- ground weapons-related subcritical nuclear tests at officials in Washington, DC that blame the poor, dent Clinton to stop rhe scheduled under- the Nevada Test Site this June. The DOE says the the imprisoned, and the sick in our society for un- experiments will not produce a self-sustaining balanced budgets. It is a crime against humanity ground nuclear test June 18. (202) 456-1111, nuclear chain reaction, hence the term "subcrltical". that our nation's human, scientific and material re- 1600 Pennsylvania, Washington D.C. 20500 Various reports indicate each of these planned sources continue to be squandered by such forces. Since 1945, the world has lived under the cloud tests will detonate between 50 and 500 pounds of The SS&M should not be used to upgrade nuclear of over 2,000 nuclear tests. These tests have harmed high explosive charge and involve undisclosed weapons, but rather, should be used to eliminate, human health and the environment, squandered eco- amounts of special nuclear material, including bomb- safely, the nuclear stockpiles and nuclear waste. nomic resources and driven a dangerous arms race. grade plutonium. The DOE says the first two un- The NIF should not be constructed! The subcritical The nations of the world can and must reach agree- derground blasts, scheduled for this year, will not tests should be stopped! ment this year on a Comprehensive Test Ban (CTB) utilize actual nuclear warheads, warhead prototypes Treaty that will ban all nuclear tests worldwide. -
'Art of a Second Order': the First World War from the British Home Front Perspective
‘ART OF A SECOND ORDER’ The First World War From The British Home Front Perspective by RICHENDA M. ROBERTS A Thesis Submitted to The University of Birmingham For The Degree of DOCTOR OF PHILOSOPHY Department of Art History, Film and Visual Studies School of Languages, Art History and Music College of Arts and Law The University of Birmingham September 2012 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Abstract Little art-historical scholarship has been dedicated to fine art responding to the British home front during the First World War. Within pre-war British society concepts of sexual difference functioned to promote masculine authority. Nevertheless in Britain during wartime enlarged female employment alongside the presence of injured servicemen suggested feminine authority and masculine weakness, thereby temporarily destabilizing pre-war values. Adopting a socio-historical perspective, this thesis argues that artworks engaging with the home front have been largely excluded from art history because of partiality shown towards masculine authority within the matrices of British society. Furthermore, this situation has been supported by the writing of art history, which has, arguably, followed similar premise. -
Tyranny Could Not Quell Them
ONE SHILLING , By Gene Sharp WITH 28 ILLUSTRATIONS , INCLUDING PRISON CAM ORIGINAL p DRAWINGS This pamphlet is issued by FOREWORD The Publications Committee of by Sigrid Lund ENE SHARP'S Peace News articles about the teachers' resistance in Norway are correct and G well-balanced, not exaggerating the heroism of the people involved, but showing them as quite human, and sometimes very uncertain in their reactions. They also give a right picture of the fact that the Norwegians were not pacifists and did not act out of a sure con viction about the way they had to go. Things hap pened in the way that they did because no other wa_v was open. On the other hand, when people acted, they The International Pacifist Weekly were steadfast and certain. Editorial and Publishing office: The fact that Quisling himself publicly stated that 3 Blackstock Road, London, N.4. the teachers' action had destroyed his plans is true, Tel: STAmford Hill 2262 and meant very much for further moves in the same Distribution office for U.S.A.: direction afterwards. 20 S. Twelfth Street, Philadelphia 7, Pa. The action of the parents, only briefly mentioned in this pamphlet, had a very important influence. It IF YOU BELIEVE IN reached almost every home in the country and every FREEDOM, JUSTICE one reacted spontaneously to it. AND PEACE INTRODUCTION you should regularly HE Norwegian teachers' resistance is one of the read this stimulating most widely known incidents of the Nazi occu paper T pation of Norway. There is much tender feeling concerning it, not because it shows outstanding heroism Special postal ofler or particularly dramatic event§, but because it shows to new reuders what happens where a section of ordinary citizens, very few of whom aspire to be heroes or pioneers of 8 ~e~~ 2s . -
Final Site-Wide Environmental Impact Statement for the Y-12 National Security Complex
DOE/EIS-0387 Final Site-Wide Environmental Impact Statement for the Y-12 National Security Complex February 2011 U.S. Department of Energy National Nuclear Security Administration Y-12 Site Office Volume II: Comment Response Document COVER SHEET RESPONSIBLE AGENCY: United States (U.S.) Department of Energy (DOE), National Nuclear Security Administration (NNSA) TITLE: Final Site-Wide Environmental Impact Statement for the Y-12 National Security Complex (DOE/EIS-0387) (Final Y-12 SWEIS) CONTACT: For further information on this SWEIS, For general information on the DOE contact: National Environmental Policy Act (NEPA) process, contact: Pam Gorman Carol Borgstrom, Director Y-12 SWEIS Document Manager Office of NEPA Policy and Compliance, GC-54 Y-12 Site Office U.S. Department of Energy 800 Oak Ridge Turnpike 1000 Independence Avenue, SW Suite A-500 Washington, DC 20585 Oak Ridge, TN 37830 (202) 586-4600 (865) 576-9903 or leave a message at 1-800-472-2756 (865) 483-2014 fax Abstract: NNSA, a separately organized agency within DOE, is responsible for maintaining the safety, reliability, and security of the U.S. nuclear weapons stockpile to meet national security requirements. NNSA manages nuclear weapons programs and facilities, including those at the Y-12 National Security Complex (Y-12) at Oak Ridge, Tennessee. This Final Y-12 SWEIS analyzes the potential environmental impacts of the reasonable alternatives for ongoing and foreseeable future operations and activities at Y-12, including alternatives for changes to site infrastructure and levels of operation (using production capacity as the key metric for comparison). Five alternatives are analyzed in this Y-12 SWEIS: (1) No Action Alternative (maintain the status quo); (2) Uranium Processing Facility (UPF) Alternative; (3) Upgrade-in-Place Alternative; (4) Capability-sized UPF Alternative; and (5) No Net Production/Capability-sized UPF Alternative. -
Nevada Desert Experience Uranium Waste for NNSS Making History
PAGE 1 PAGE 6 Desert Voices Newsletter Nevada Desert Experience 1420 West Bartlett Avenue Summer 2015 Las Vegas, NV 89106 Volume 28 Issue No. 1 Making History and Uranium Waste for NNSS NDE is very happy to by Judy Treichel announce the arrival of our Building a Future PLEASE SEE OUR WEBSITE FOR FULL ARTICLE: two new office managers by Brian Terrell Ming and Laura-Marie. They www.NevadaDesertExperience.org/waste.htm are both current NDE council On March 26, I was in Nevada in my role members and have graciously as event coordinator for Nevada Desert There are significant and bad differences offered to live at NDE©s Experience, preparing for the annual Sacred between this program and the Yucca headquarters and take care of Peace Walk, a 65-mile trek through the Mountain repository project. There is no the day-to-day work of NDE. desert from Las Vegas to the nuclear Test Nuclear Regulatory Commission (NRC) They will be doing this as full Site at Mercury, NV, an event that NDE has licensing required at [NNSS] or any of the time volunteers. We are all truly sponsored each spring for about 20 years. weapons production facilities. There is not blessed and grateful to them. Two days before the walk was to begin, a even certification by the Environmental car load of us organizers traced the route. Protection Agency (EPA) as there is at the Welcome Laura-Marie and Ming. The last stop on the traditional itinerary Waste Isolation Pilot Plant in New Mexico or is the ªPeace Camp,º a place in the desert EPA standards that apply to repositories. -
Nuclear Weapons Are Indiscriminate
Copyright 2019 by Champion Briefs, LLC All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by an information storage or retrieval system, without the prior written permission of the copyright owner and the publisher. The Evidence Standard Jan/Feb 2020 The Evidence Standard Speech and Debate provides a meaningful and educational experience to all who are involved. We, as educators in the community, believe that it is our responsibility to provide resources that uphold the foundation of the Speech and Debate activity. Champion Briefs, its employees, managers, and associates take an oath to uphold the following Evidence Standard: 1. We will never falsify facts, opinions, dissents, or any other information. 2. We will never knowingly distribute information that has been proven to be inaccurate, even if the source of the information is legitimate. 3. We will actively fight the dissemination of false information and will provide the community with clarity if we learn that a third-party has attempted to commit deception. 4. We will never knowingly support or distribute studies, news articles, or other materials that use inaccurate methodologies to reach a conclusion or prove a point. 5. We will provide meaningful clarification to any who question the legitimacy of information that we distribute. 6. We will actively contribute to students’ understanding of the world by using evidence from a multitude of perspectives and schools of thought. 7. We will, within our power, assist the community as a whole in its mission to achieve the goals and vision of this activity. -
The Commune Movement During the 1960S and the 1970S in Britain, Denmark and The
The Commune Movement during the 1960s and the 1970s in Britain, Denmark and the United States Sangdon Lee Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of History September 2016 i The candidate confirms that the work submitted is his own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement ⓒ 2016 The University of Leeds and Sangdon Lee The right of Sangdon Lee to be identified as Author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988 ii Abstract The communal revival that began in the mid-1960s developed into a new mode of activism, ‘communal activism’ or the ‘commune movement’, forming its own politics, lifestyle and ideology. Communal activism spread and flourished until the mid-1970s in many parts of the world. To analyse this global phenomenon, this thesis explores the similarities and differences between the commune movements of Denmark, UK and the US. By examining the motivations for the communal revival, links with 1960s radicalism, communes’ praxis and outward-facing activities, and the crisis within the commune movement and responses to it, this thesis places communal activism within the context of wider social movements for social change. Challenging existing interpretations which have understood the communal revival as an alternative living experiment to the nuclear family, or as a smaller part of the counter-culture, this thesis argues that the commune participants created varied and new experiments for a total revolution against the prevailing social order and its dominant values and institutions, including the patriarchal family and capitalism. -
Why Do We Build More?" by Andreas Toupadakis, Ph
"If We ~aveEnouah weaDons to destrov the earth manv times over: Why Do We Build More?" by Andreas Toupadakis, Ph. D. unleashed power of the atom: "This ba- Science, which ought always to be Former Employee of both Los Alamos sic force of the universe cannot be fitted aiming at the good of humanity, is assist- National Laboratory and Lawrence into the outmoded concept of narrow ing in the work of destruction, and is con- Livermore National Laboratory nationalisms." The Lawrence Livermore stantly inventing new means for killing the This is an appeal to every secretary, National Laboratory's logo is: Science greatest number of people in the short- technician, custodian, scientist, engineer, in the National Interest. I believe that if est amount of time. This twentieth cen- and any other person whose participa- Albert Einstein were alive today, not only tury proved to be a century of inhuman tion supports the world war machine to would he not be working at LLNL, but slaughter. In the 1914 war, 15% of ca- withhold their skills fiom weapons work he would also be strongly condemning sualties were civilian; in 1939: 50%; in and from activities that support or en- its mission. And what is the logo of Los the wars fought in the 1950s: 75%; in able weapons work. Alamos National Laboratory? Science the 1990s: 90% of war casualties were "The unleashed power of the atom has Serving Society. Do the national labs civilian. Science that is used to terrorize changed evewngexcept our thinking. believe that they are serving society by people, kill them, or make them invalids Thus, we are drifting toward catastro- endangering its very existence through the is immoral science. -
Nevada Test Site: Desert Annex of TESTS SINCE the Nuclear Weapons Laboratories 1945 Q Denotes “Subcritical” Introduction Test
Western States Legal Foundation Nevada Desert Experience Information Bulletin Summer 2005 update 1,000+ U.S. NUCLEAR The Nevada Test Site: Desert Annex of TESTS SINCE the Nuclear Weapons Laboratories 1945 q denotes “subcritical” Introduction test Aardvark 1962 Abeytas 1970 The Nevada Test Site (NTS), an immense tract of desert and mountains northwest of Las Abilene 1988 Able 1946 Able 1951 Vegas, is the test range where the United States government set off over 900 nuclear Able 1951 Able 1952 explosions during the Cold War phase of the arms race. For most Americans, the Test Site is Abo 1985 Absinthe 1967 only a symbol of a closed chapter of history, a time of great danger that now is over. Even Ace 1964 Acushi 1963 those who know that the Nevada Test Site still is used for “subcritical” testing of nuclear Adobe 1962 Adze 1968 weapons materials and components underground may think operations largely have been Agile 1967 Agouti 1962 Agrini 1984 suspended, with unused facilities retained only against the eventuality of a return to full scale Ahtanum 1963 Ajax 1966 underground nuclear testing. But the Test Site remains an important part of the nuclear Ajo 1970 Akavi 1981 weapons complex, both a remote site where dangerous activities can be conducted with little Akbar 1972 Alamo 1988 public knowledge and a weapons laboratory unto itself. High risk programs involving nuclear Aleman 1986 Algodones 1971 material, such as nuclear criticality experiments, are slated for transfer to the Test Site, and it Aligote 1981 Aliment 1969 Allegheny 1962 also is being considered as a location for a proposed factory to mass produce plutonium pits, Alma 1962 Almendro 1973 the atomic explosive “triggers”at the core of most nuclear weapons. -
Download the Newsletter
P.E.A.C.E. News for January 2021 Peace Educators Allied for Children Everywhere, Inc. (P.E.A.C.E., Inc.) Please contribute to our future as we support the peaceful world we and the children need to thrive. • Donate Now • Please keep using your mask, with social distancing & hand washing, until we’re all safe again. ACTION ALERTS! DEY Guidelines for Talking with Young Children About the Insurrection at the US Capitol On January 6, the world witnessed an unprecedented assault on democracy when a violent mob, incited by President Trump, invaded the Capitol building in Washington, DC to disrupt the certification of Joe Biden and Kamala Harris as the next President and Vice-President of the United States. Threatening the safety of members of Congress, Hill staff, and the Capitol’s everyday working people, all trapped inside and terrorized while this mob ransacked the People’s Building. Watching this unfold was shocking to many adults and, despite their best efforts to shield young children from this reality, they may have been exposed to this despicable event anyway, whether through the media, siblings, friends, or overhear-ing adults’ conversations. This can undermine their sense of safety as well as their social and emotional well-being. While young children are not able to comprehend complicated concepts like an attack on our democracy or the meaning of an attempt-ed coup, they will undoubtedly be frightened and confused by the violent images of the mob as well as the deep and obvious concerns of the adults around them. Defending the Early Years (DEY) offers guidelines for implementing an age-appropriate, meaningful, and caring approach to help young children deal with this shocking event: ● Protect young children from exposure to news on TV, radio, social media, or hearing adults talk about it as much as possible. -
Introduction
Notes Introduction 1. Michael Gove, 15 November 2010, Hansard Parliamentary Debates,column 634, www.publications.parliament.uk/pa/cm201011. 2. Ofsted made a statement to this effect on 11 July 2004 which was reported on by the BBC (http://news.bbc.co.uk/1/hi/education/3884087.stm) and The Telegraph (www.telegraph.co.uk/education/educationnews). 3. There is a growing literature on the Falklands War, most of which does not contextualise the conflict in terms of the British Empire despite the jingoistic use of imperial ideology during the conflict. 4. Bill Schwarz (2011) The White Man’s World, Memories of Empire, 1 (Oxford University Press), p. 6. 5. Avner Offer (1993) ‘The British Empire, 1870–1914: A Waste of Money?’, The Economic History Review 46, no. 2, 215–38. 6. Bernard Porter (2004) The Absent-Minded Imperialists: Empire, Society, and Culture in Britain (Oxford University Press); John M. MacKenzie (1984) Pro- paganda and Empire: The Manipulation of British Public Opinion, 1880–1960 (Manchester University Press). 7. Alan Sked (1987) Britain’s Decline: Problems and Perspectives (Oxford: Basil Blackwell). 8. Catherine Hall and Sonya Rose (2006) ‘Introduction: Being at Home with the Empire’, in Catherine Hall and Sonya O. Rose (eds), At Home with the Empire: Metropolitan Culture and the Imperial World (Cambridge University Press). 9. Bill Schwarz (1996) ‘ “The Only White Man in There”: The Re-Racialisation of England, 1956–1968’, Race and Class 38, no. 1, 65. 10. Stuart Ward (ed.) (2001) British Culture and the End of Empire,Studiesin Imperialism (Manchester University Press). 11. Stuart Ward (2001) ‘Introduction’, in idem (ed.), British Culture and the End of Empire (Manchester University Press), p. -
The Peace Journalist
IN THIS ISSUE • PJ project in Northern Ireland • Dispatches from South Korea, Cameroon, Uganda, Ghana • Jake Lynch: 20 years of peacebuilding media At Park University, discussing Peace Journalism with Prof. Raj Gandhi A publication of the Center for Global Peace Journalism at Park University Vol 8 No. 2 - October 2019 October 2019 October 2019 Contents 3 Gandhi at Park U. 14 U.S. Was Gandhi a peace journalist? Filmmaker meets “The Enemy” Cover photos-- Left and top right by Phyllis Gabauer Park Univ. 16 Worldwide peace stud- The Peace Journalist is a semi- Lynch: 20 yrs of peace media ies student annual publication of the Center Alyssa Williams for Global Peace Journalism at Park 18 South Korea discusses the University in Parkville, Missouri. The Journalists gather to discuss PJ elements of Peace Journalist is dedicated to dis- peace with Prof. seminating news and information 19 Ghana Raj Gandhi. for teachers, students, and Radio as a change agent practitioners of PJ. 6 Gandhi, Hate speech 20 Kashmir Submissions are welcome from all. Gandhian principles combat hate We are seeking shorter submissions Outlet gives voice to youth (300-500 words) detailing peace S. Sudan-Uganda journalism projects, classes, propos- 8 21 Cameroon als, etc. We also welcome longer Network connects communities PJ prize;Community media Prof. Gandhi enlightens Park University submissions (800-1200 words) By Steven Youngblood of our opponents.” Indian Opinion journal, Gandhi said, “I about peace or conflict sensitive 10 Northern Ireland 22 South Sudan When asked to describe Mahatma cannot recall a word in those articles journalism projects or programs, as Project energizes journalists Govmt.