Atomic Bombings of Hiroshima and Nagasaki
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The Smithsonian and the Enola Gay: the Crew
AFA’s Enola Gay Controversy Archive Collection www.airforcemag.com The Smithsonian and the Enola Gay From the Air Force Association’s Enola Gay Controversy archive collection Online at www.airforcemag.com The Crew The Commander Paul Warfield Tibbets was born in Quincy, Ill., Feb. 23, 1915. He joined the Army in 1937, became an aviation cadet, and earned his wings and commission in 1938. In the early years of World War II, Tibbets was an outstanding B-17 pilot and squadron commander in Europe. He was chosen to be a test pilot for the B-29, then in development. In September 1944, Lt. Col. Tibbets was picked to organize and train a unit to deliver the atomic bomb. He was promoted to colonel in January 1945. In May 1945, Tibbets took his unit, the 509th Composite Group, to Tinian, from where it flew the atomic bomb missions against Japan in August. After the war, Tibbets stayed in the Air Force. One of his assignments was heading the bomber requirements branch at the Pentagon during the development of the B-47 jet bomber. He retired as a brigadier general in 1966. In civilian life, he rose to chairman of the board of Executive Jet Aviation in Columbus, Ohio, retiring from that post in 1986. At the dedication of the National Air and Space Museum’s Udvar- Hazy Center in December 2003, the 88-year-old Tibbets stood in front of the restored Enola Gay, shaking hands and receiving the high regard of visitors. (Col. Paul Tibbets in front of the Enola Gay—US Air Force photo) The Enola Gay Crew Airplane Crew Col. -
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. -
Record of the Istanbul Process 16/18 for Combating Intolerance And
2019 JAPAN SUMMARY REPORT TABLE OF CONTENTS EVENT SUMMARY .................................................................................................................................... 3 PLENARY SESSIONS ................................................................................................................................. 7 LAUNCHING THE 2019 G20 INTERFAITH FORUM.......................................................................... 7 FORMAL FORUM INAUGURATION – WORKING FOR PEACE, PEOPLE, AND PLANET: CHALLENGES TO THE G20 ............................................................................................................... 14 WHY WE CAN HOPE: PEACE, PEOPLE, AND PLANET ................................................................. 14 ACTION AGENDAS: TESTING IDEAS WITH EXPERIENCE FROM FIELD REALITIES ........... 15 IDEAS TO ACTION .............................................................................................................................. 26 TOWARDS 2020 .................................................................................................................................... 35 CLOSING PLENARY ............................................................................................................................ 42 PEACE WORKING SESSIONS ................................................................................................................ 53 FROM VILE TO VIOLENCE: FREEDOM OF RELIGION & BELIEF & PEACEBUILDING ......... 53 THE DIPLOMACY OF RELIGIOUS PEACEBUILDING .................................................................. -
The Blitz and Its Legacy
THE BLITZ AND ITS LEGACY 3 – 4 SEPTEMBER 2010 PORTLAND HALL, LITTLE TITCHFIELD STREET, LONDON W1W 7UW ABSTRACTS Conference organised by Dr Mark Clapson, University of Westminster Professor Peter Larkham, Birmingham City University (Re)planning the Metropolis: Process and Product in the Post-War London David Adams and Peter J Larkham Birmingham City University [email protected] [email protected] London, by far the UK’s largest city, was both its worst-damaged city during the Second World War and also was clearly suffering from significant pre-war social, economic and physical problems. As in many places, the wartime damage was seized upon as the opportunity to replan, sometimes radically, at all scales from the City core to the county and region. The hierarchy of plans thus produced, especially those by Abercrombie, is often celebrated as ‘models’, cited as being highly influential in shaping post-war planning thought and practice, and innovative. But much critical attention has also focused on the proposed physical product, especially the seductively-illustrated but flawed beaux-arts street layouts of the Royal Academy plans. Reconstruction-era replanning has been the focus of much attention over the past two decades, and it is appropriate now to re-consider the London experience in the light of our more detailed knowledge of processes and plans elsewhere in the UK. This paper therefore evaluates the London plan hierarchy in terms of process, using new biographical work on some of the authors together with archival research; product, examining exactly what was proposed, and the extent to which the different plans and different levels in the spatial planning hierarchy were integrated; and impact, particularly in terms of how concepts developed (or perhaps more accurately promoted) in the London plans influenced subsequent plans and planning in the UK. -
Standard Usii.7A
UU..SS.. HHiissttoorryy:: 11886655 ttoo tthhee PPrreesseenntt SSttuuddyy GGuuiiddee -- UUSS22..77 -- WWoorrlldd WWaarr IIII HISTORY AND SOCIAL SCIENCE STANDARDS OF LEARNING CURRICULUM FRAMEWORK -- 2015 STANDARDS Reformatted version created by SOLpass - www.SOLpass.org STANDARD USII..7A The student will demonstrate knowledge of the major causes and effects of American involvement in World War II by a) identifying the causes and events that led to American involvement in the war, including the attack on Pearl Harbor. Political and economic conditions in Europe following World War I led to the rise of fascism and to World War II. The rise of fascism threatened peace in Europe and Asia. As conflict grew in Europe and Asia, American foreign policy evolved from neutrality to direct involvement. Causes of World War II • Political instability and economic devastation in Europe resulting from World War I: – Worldwide depression – High war debt owed by Germany – High inflation Gradual change in American policy from neutrality to – Massive unemployment direct involvement • Political instability marked by the: • Isolationism (Great Depression, legacy of World War I) Rise of Fascism: • Economic and military aid to Allies (Lend-Lease program) – Fascism is political philosophy • Direct involvement in the war in which total power is given to a dictator; War in the Pacific – individual freedoms are denied • Rising tension developed between the United States and and nationalism and, often, Japan because of Japanese aggression in East Asia and racism are emphasized. the Pacific region.. – Fascist dictators included Adolf Hitler (Germany), Benito • On December 7, Mussolini (Italy), and Hideki Tojo (Japan). 1941, Japan – These dictators led the countries that became known as attacked the United the Axis Powers. -
The US Navy Japanese/Oriental Language School Archival Project
The US Navy Japanese/Oriental Language School Archival Project The Interpreter Archives, University of Colorado at Boulder Libraries Number 243 Remember September 11, 2001 [email protected] May 1, 2018 Our Mission stationed. All of that stopped not know what it did exactly. I draft. A Russian complimented when I landed at Cold Bay. The told him what it was, and he at me on using the correct and In the Spring of 2000, the best I could do was to draw a last recognized it. rather obscure word for “draft” Archives continued the origi- picture of snow on the envelope, in Russian. American Lifestyle nal efforts of Captain Roger to give my wife a hint that I was In addition to seeing movies Pineau and William Hudson, somewhere cold. Seeing life from the Russian side about America, the Russians had and the Archives first at- Because of my language was interesting. For example, heard about our lavish life style. tempts in 1992, to gather the skills, I had been assigned to Russian cooks liked how we had They wanted to know how many papers, letters, photographs, Project Hula, although it was so pictures of the food on the cars I owned. When I told them I and records of graduates of secret, the Navy never outside of the cans [some did not own a car; I had to the US Navy Japanese/ mentioned the name or what it imagination required]. In explain that I was only 20 years Oriental Language School, was about. Much later, I found America, many different old and a student before the war, University of Colorado at out the United States was companies sell the same kind of so I had not had a chance to buy Boulder, 1942-1946. -
Three Views of the Attack on Pearl Harbor: Navy, Civilian, and Resident Perspectives
MARJORIE KELLY Three Views of the Attack on Pearl Harbor: Navy, Civilian, and Resident Perspectives POPULAR UNDERSTANDING of the attack on Pearl Harbor will undoubtedly be colored by the release of the $135 million epic Pearl Harbor, the fifth most expensive film in movie history. Described as "an adventure/romance in which everything blows up at the end," Disney's Touchstone Pictures recreated the December 7, 1941 Japa- nese attack on the U.S. Navy as its visual climax with an impressive array of special effects. During the film's production, Honolulu Star- Bulletin journalist Burl Burlingame was already at work enumerating the movie's technological inaccuracies and shortcomings.1 In a sec- ond article which focused on the film's portrayal of race, Burlingame noted that originally the producers, executives, and director of Pearl Harbor said they would spare no expense in accurately portraying the attack—even obtaining the approval of veterans groups. During the filming, however, producer Jerry Bruckheimer "waffled mightily on the subject of accuracy," recharacterizing his project as "gee-whiz-it's- just-entertainment."2 With the film's release on Memorial Day of 2001, a new generation's perception of the attack will likely forever be influenced by the images and impressions engendered by the film. Also influential, however, have been the two films used to orient the more than one million visitors a year to the USS Arizona Memo- rial, administered by the National Park Service (NPS) on the Pearl Marjorie Kelly is a cultural anthropologist whose research specialty is the representation of culture in museum and tourist settings. -
The Axis Advances
wh07_te_ch17_s02_MOD_s.fm Page 568 Monday, March 12, 2007 2:32WH07MOD_se_CH17_s02_s.fm PM Page 568 Monday, January 29, 2007 6:01 PM Step-by-Step German fighter plane SECTION Instruction 2 WITNESS HISTORY AUDIO Objectives Janina’s War Story As you teach this section, keep students “ It was 10:30 in the morning and I was helping my focused on the following objectives to help mother and a servant girl with bags and baskets as them answer the Section Focus Question they set out for the market. Suddenly the high- and master core content. pitch scream of diving planes caused everyone to 2 freeze. Countless explosions shook our house ■ Describe how the Axis powers came to followed by the rat-tat-tat of strafing machine control much of Europe, but failed to guns. We could only stare at each other in horror. conquer Britain. Later reports would confirm that several German Janina Sulkowska in ■ Summarize Germany’s invasion of the the early 1930s Stukas had screamed out of a blue sky and . Soviet Union. dropped several bombs along the main street— and then returned to strafe the market. The carnage ■ Understand the horror of the genocide was terrible. the Nazis committed. —Janina Sulkowska,” Krzemieniec, Poland, ■ Describe the role of the United States September 12, 1939 before and after joining World War II. Focus Question Which regions were attacked and occupied by the Axis powers, and what was life like under their occupation? Prepare to Read The Axis Advances Build Background Knowledge L3 Objectives Diplomacy and compromise had not satisfied the Axis powers’ Remind students that the German attack • Describe how the Axis powers came to control hunger for empire. -
Bomber Command Free
FREE BOMBER COMMAND PDF Sir Max Hastings | 544 pages | 17 Sep 2010 | Pan MacMillan | 9780330513616 | English | London, United Kingdom Bomber Command - Official TerraTech Wiki Most who flew were very young, the Bomber Command majority still in their late teens. It took astonishing courage to endure the conditions. Flying at night over occupied Europe, running the gauntlet of German night fighters, anti-aircraft fire and mid-air collisions, the nerves of these young men were stretched to breaking point. RAF Bomber Command was formed in At the time, it was argued that a strong bomber force provided a deterrent to aggression, as bombing would result in complete and inescapable destruction on both sides. The reality was very different. War came despite the threat of the bombers. To Winston Churchill, and to most of Bomber Command British people, only the bombers offered a chance to take the fight to the Nazis. Initially the prospects were bleak. Bomber Command Command was compelled to switch to inaccurate night bombing in an effort to reduce casualties. Harris was appointed as commander in chief of Bomber Command in Februarywith a mandate to begin attacking German industry, much of which was located in large cities. To understand these intentions, the mood and desperation of the country has to be Bomber Command. Times were hard. U-Boats were roaming the Atlantic, sinking merchant shipping in an effort to starve Britain into submission. Harris' promise to make the German people "reap the whirlwind" resonated with a desire to strike back at the mighty Nazi war machine, no matter what the cost. -
The BG News October 1, 1993
Bowling Green State University ScholarWorks@BGSU BG News (Student Newspaper) University Publications 10-1-1993 The BG News October 1, 1993 Bowling Green State University Follow this and additional works at: https://scholarworks.bgsu.edu/bg-news Recommended Citation Bowling Green State University, "The BG News October 1, 1993" (1993). BG News (Student Newspaper). 5580. https://scholarworks.bgsu.edu/bg-news/5580 This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This Article is brought to you for free and open access by the University Publications at ScholarWorks@BGSU. It has been accepted for inclusion in BG News (Student Newspaper) by an authorized administrator of ScholarWorks@BGSU. 4? The BG News Volume 76, Issue 27 Bowling Creen, Ohio Friday, October 1, 1993 Briefs Only two of six state goals met Weather by John Chalfant will demonstrate competency in all sections of ninth-grade profi- Rain this weekend: The Associated Press English, mathematics, science, ciency tests in reading, writing, "Where are we world class? D-plus. history and geography. mathematics and citizenship Friday, partly sunny The fact is that we, relatively Other goals: U.S. students will after two attempts. early. Increasing clouds COLUMBUS, Ohio - Gov. speaking, compared to other be first in the world in science during the afternoon with George Volnovich handed out an and mathematics achievement; The state for the first time is scattered showers develop- education report card Thursday nations in the world, are not getting every adult will be literate; every using results of surveys to ing. Thunderstorms also that showed the state's progress the job done, period." school will be free of drugs and measure adult literacy and the possible. -
Downloads of Technical Information
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2018 Nuclear Spaces: Simulations of Nuclear Warfare in Film, by the Numbers, and on the Atomic Battlefield Donald J. Kinney Follow this and additional works at the DigiNole: FSU's Digital Repository. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES NUCLEAR SPACES: SIMULATIONS OF NUCLEAR WARFARE IN FILM, BY THE NUMBERS, AND ON THE ATOMIC BATTLEFIELD By DONALD J KINNEY A Dissertation submitted to the Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2018 Donald J. Kinney defended this dissertation on October 15, 2018. The members of the supervisory committee were: Ronald E. Doel Professor Directing Dissertation Joseph R. Hellweg University Representative Jonathan A. Grant Committee Member Kristine C. Harper Committee Member Guenter Kurt Piehler Committee Member The Graduate School has verified and approved the above-named committee members, and certifies that the dissertation has been approved in accordance with university requirements. ii For Morgan, Nala, Sebastian, Eliza, John, James, and Annette, who all took their turns on watch as I worked. iii ACKNOWLEDGMENTS I would like to thank the members of my committee, Kris Harper, Jonathan Grant, Kurt Piehler, and Joseph Hellweg. I would especially like to thank Ron Doel, without whom none of this would have been possible. It has been a very long road since that afternoon in Powell's City of Books, but Ron made certain that I did not despair. Thank you. iv TABLE OF CONTENTS Abstract..............................................................................................................................................................vii 1. -
Gustavus Quarterly
01 Fall 07 masters.2bak:Winter 03-04 MASTERS.1 8/8/07 11:11 AM Page 1 THE GustavusGustavus Adolphus College Fall 2007 QUARTERLY BigBig stinkstink onon campuscampus Plus I Three Views of Virginia I Stadiums Come and Go I Stringing Along with the Rydell Professor 01 Fall 07 masters.2bak:Winter 03-04 MASTERS.1 8/8/07 11:11 AM Page 2 G THE GUSTAVUS QUARTERLY Fall 2007 • Vol. LXIII, No. 4 Managing Editor Steven L. Waldhauser ’70 [email protected] Alumni Editors Randall M. Stuckey ’83 [email protected] Barbara Larson Taylor ’93 [email protected] Design Sharon Stevenson [email protected] Contributing Writers Laura Behling, Kathryn Christenson, Gwendolyn Freed, Teresa Harland ’94, Tim Kennedy ’82, Donald Myers ’83, Brian O’Brien, Paul Saulnier, Dana Setterholm ’07, Randall Stuckey ’83, Matt Thomas ’00, Thomas Young ’88 Contributing Photographers Anders Björling ’58, Ashley Henningsgaard ’07, Joel Jackson ’71, Joe Lencioni ’05, Tom Roster, Wayne Schmidt, Sharon Stevenson, Matt Thomas ’00, Stan Waldhauser ’71 Articles and opinions presented in this magazine do not necessarily reflect the views of the editors or official policies of the College or its board of trustees. The Gustavus Quarterly (USPS 227-580) is published four times annually, in February, May, August, and November, by Gustavus Adolphus College, St. Peter, Minn. Periodicals postage is paid at St. Peter, MN 56082, and additional mailing offices. It is mailed free of charge to alumni and friends of the College. Circulation is approximately 35,000. Postmaster: Send address changes to The Gustavus Quarterly, Office of Alumni Relations, Gustavus Adolphus College, 800 W.