Chapter 5. Pioneering a New Course, 1945–1947
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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.
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												  The Manhattan Project and Its LegacyTransforming 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.
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												  General Vertical Files Anderson Reading Room Center for Southwest Research Zimmerman Library“A” – biographical Abiquiu, NM GUIDE TO THE GENERAL VERTICAL FILES ANDERSON READING ROOM CENTER FOR SOUTHWEST RESEARCH ZIMMERMAN LIBRARY (See UNM Archives Vertical Files http://rmoa.unm.edu/docviewer.php?docId=nmuunmverticalfiles.xml) FOLDER HEADINGS “A” – biographical Alpha folders contain clippings about various misc. individuals, artists, writers, etc, whose names begin with “A.” Alpha folders exist for most letters of the alphabet. Abbey, Edward – author Abeita, Jim – artist – Navajo Abell, Bertha M. – first Anglo born near Albuquerque Abeyta / Abeita – biographical information of people with this surname Abeyta, Tony – painter - Navajo Abiquiu, NM – General – Catholic – Christ in the Desert Monastery – Dam and Reservoir Abo Pass - history. See also Salinas National Monument Abousleman – biographical information of people with this surname Afghanistan War – NM – See also Iraq War Abousleman – biographical information of people with this surname Abrams, Jonathan – art collector Abreu, Margaret Silva – author: Hispanic, folklore, foods Abruzzo, Ben – balloonist. See also Ballooning, Albuquerque Balloon Fiesta Acequias – ditches (canoas, ground wáter, surface wáter, puming, water rights (See also Land Grants; Rio Grande Valley; Water; and Santa Fe - Acequia Madre) Acequias – Albuquerque, map 2005-2006 – ditch system in city Acequias – Colorado (San Luis) Ackerman, Mae N. – Masonic leader Acoma Pueblo - Sky City. See also Indian gaming. See also Pueblos – General; and Onate, Juan de Acuff, Mark – newspaper editor – NM Independent and
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												  A New Effort to Achieve WorldMarshall 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.
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												  Grand Teton National Park Youngest Range in the RockiesGRAND TETON NATIONAL PARK YOUNGEST RANGE IN THE ROCKIES the town of Moran. Others recognized that dudes winter better than cows and began operating dude ranches. The JY and the Bar BC were established in 1908 and 1912, respectively. By the 1920s, dude ranch- ing made significant contributions to the valley’s economy. At this time some local residents real- ized that scenery and wildlife (especially elk) were valuable resources to be conserved rather than exploited. Evolution of a Dream The birth of present-day Grand Teton National Park involved controversy and a struggle that lasted several decades. Animosity toward expanding governmental control and a perceived loss of individual freedoms fueled anti-park senti- ments in Jackson Hole that nearly derailed estab- lishment of the park. By contrast, Yellowstone National Park benefited from an expedient and near universal agreement for its creation in 1872. The world's first national park took only two years from idea to reality; however Grand Teton National Park evolved through a burdensome process requiring three separate governmental Mt. Moran. National Park Service Photo. acts and a series of compromises: The original Grand Teton National Park, set Towering more than a mile above the valley of dazzled fur traders. Although evidence is incon- aside by an act of Congress in 1929, included Jackson Hole, the Grand Teton rises to 13,770 clusive, John Colter probably explored the area in only the Teton Range and six glacial lakes at the feet. Twelve Teton peaks reach above 12,000 feet 1808. By the 1820s, mountain men followed base of the mountains.
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												  Mark Twain's Theories of Morality. Frank CLouisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1941 Mark Twain's Theories of Morality. Frank C. Flowers Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Flowers, Frank C., "Mark Twain's Theories of Morality." (1941). LSU Historical Dissertations and Theses. 99. https://digitalcommons.lsu.edu/gradschool_disstheses/99 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. MARK TWAIN*S THEORIES OF MORALITY A dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College . in. partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of English By Prank C. Flowers 33. A., Louisiana College, 1930 B. A., Stanford University, 193^ M. A., Louisiana State University, 1939 19^1 LIBRARY LOUISIANA STATE UNIVERSITY COPYRIGHTED BY FRANK C. FLOWERS March, 1942 R4 196 37 ACKNOWLEDGEMENT The author gratefully acknowledges his debt to Dr. Arlin Turner, under whose guidance and with whose help this investigation has been made. Thanks are due to Professors Olive and Bradsher for their helpful suggestions made during the reading of the manuscript, E. C»E* 3 7 ?. 7 ^ L r; 3 0 A. h - H ^ >" 3 ^ / (CABLE OF CONTENTS ABSTRACT . INTRODUCTION I. Mark Twain— philosopher— appropriateness of the epithet 1 A.
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												  WEATHER-PROOFING Poems by Sandra Schor“Weather-Proofing” Shenandoah. Fall, 1974: 18-19. WEATHER-PROOFING Poems by Sandra Schor Acknowledgments Some of the poems in this manuscript have previously appeared in The Beloit Poetry Journal, The Centennial Review, Colorado Quarterly, Confrontation, Florida Quarterly, The Journal of Popular Film, The Little Magazine, Montana Gothic, Ploughshares, Prairie Schooner, Shenandoah, Southern Poetry Review. Table of Contents I Weather-Proofing A Priest’s Mind . 1 Weather-Proofing . 2 Riding the Earth . 3 Small Consolation . 4 To the Poet as a Young Traveler . 6 The Fact of the Darkness . 7 Outside, Where Films End . 9 On Revisiting Tintern Abbey . 10 The Coming of the Ice: A Sestina . 11 House at the Beach . 13 Postcard from a Daughter in Crete . 15 Spinoza and Dostoevsky Tell Me About My Cousins . 16 Looking for Monday . 17 On the Absence of Moths Underseas . 18 II The Practical Life The Practical Life . 19 Taking the News . 21 In the Best of Health . 22 In the Center of the Soup . 23 Masks . 24 They Who Never Tire . 25 Decorum . 26 After Babi Yar . 27 Death of the Short-Term Memory . 29 Open-Ended . 30 Joys and Desires . 31 Snow on the Louvre . 32 Night Ferry to Helsinki . 33 The Unicorn and the Sea . 35 III Hovering Hovering . 36 Gestorben in Zurich . 37 In the Church of the Frari . 39 Death of an Audio Engineer . 40 For Georgio Morandi . 42 Piano Recital from Second Row Center . 43 In the Shade of Asclepius . 44 The Accident of Recovery . 45 On a Dish from the Ch’ing Dynasty . 46 Swallows on the Moon .
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												  Unit I Spiral Exam – World War II (75 Points Total) PLEASE DO NOMr. 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.
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												  Letters of Blood and Other Works in EnglishLetters of Blood and other works in English Göran Printz-Påhlson Robert Archambeau (ed.) Publisher: Open Book Publishers Year of publication: 2011 Published on OpenEdition Books: 11 January 2013 Serie: OBP collection Electronic ISBN: 9781906924584 http://books.openedition.org Printed version ISBN: 9781906924577 Number of pages: 210 Electronic reference PRINTZ-PÅHLSON, Göran. Letters of Blood and other works in English. New edition [online]. Cambridge: Open Book Publishers, 2011 (generated 19 décembre 2018). Available on the Internet: <http:// books.openedition.org/obp/858>. ISBN: 9781906924584. © Open Book Publishers, 2011 Creative Commons - Attribution-NonCommercial-NoDerivs 2.0 UK: England & Wales - CC BY-NC-ND 2.0 UK Göran Printz-Påhlson Letters of Blood and other works in English EDITED BY ROBERT ARCHAMBEAU LETTERS OF BLOOD Letters of Blood and other works in English Göran Printz-Påhlson Edited by Robert Archambeau https://www.openbookpublishers.com © 2011 Robert Archambeau; Foreword © 2011 Elinor Shaffer; ‘The Overall Wandering of Mirroring Mind’: Some Notes on Göran Printz-Påhlson © 2011 Lars-Håkan Svensson; Göran Printz-Påhlson’s original texts © 2011 Ulla Printz-Påhlson. Version 1.2. Minor edits made, May 2016. Some rights are reserved. This book is made available under the Creative Commons Attribution- Non-Commercial-No Derivative Works 2.0 UK: England & Wales License. This license allows for copying any part of the work for personal and non-commercial use, providing author attribution is clearly stated. Attribution should include the following information: Göran Printz-Påhlson, Robert Archambeau (ed.), Letters of Blood. Cambridge, UK: Open Book Publishers, 2011. http://dx.doi.org/10.11647/OBP.0017 In order to access detailed and updated information on the license, please visit https://www.
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												  A Secret RevealedLESSON 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.
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												  Visualizing Tourist Development in Jackson Hole, Wyoming, 1967-2002Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2009 From Sagebrush to Subdivisions: Visualizing Tourist Development in Jackson Hole, Wyoming, 1967-2002 Clinton R. Pumphrey Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the History Commons Recommended Citation Pumphrey, Clinton R., "From Sagebrush to Subdivisions: Visualizing Tourist Development in Jackson Hole, Wyoming, 1967-2002" (2009). All Graduate Theses and Dissertations. 393. https://digitalcommons.usu.edu/etd/393 This Thesis is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies, School of 5-1-2009 From Sagebrush to Subdivisions: Visualizing Tourist Development in Jackson Hole, Wyoming, 1967-2002 Clinton R. Pumphrey Utah State University Recommended Citation Pumphrey, Clinton R., "From Sagebrush to Subdivisions: Visualizing Tourist Development in Jackson Hole, Wyoming, 1967-2002" (2009). All Graduate Theses and Dissertations. Paper 393. http://digitalcommons.usu.edu/etd/393 This Thesis is brought to you for free and open access by the Graduate Studies, School of at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Take a 1 Minute Survey- http://www.surveymonkey.com/s/ BTVT6FR FROM SAGEBRUSH TO SUBDIVISIONS: VISUALIZING TOURIST DEVELOPMENT IN JACKSON HOLE, WYOMING, 1967-2002 by Clinton R.
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												  A Brief History of the Trails of Grand Teton National Park 55Pritchard: A Brief History of the Trails of Grand Teton National Park 55 A BRIEF HISTORY OF THE TRAILS OF GRAND TETON NATIONAL PARK JAMES A. PRITCHARD IOWA STATE UNIVERSITY AMES ABSTRACT reconstructed during the MISSION 66 era, but some of the stone stairs along the way from the boat dock This project investigated the history of the to Hidden Falls date back to the CCC era. backcountry trail system in Grand Teton National Park (GTNP). In cooperation with GTNP Cultural Walking on a beautiful mountain path, one Resources and the Western Center for Historic might never guess the extensive preparation of rock Preservation in GTNP, we located records describing materials (expediting drainage) that is required before the early development of the trail system. Only a few the surface ―treadway‖ is laid down (Barter et al. historical records describe or map the exact location 2006). In fact, trails are significant engineering of early trails, which prove useful when relocating achievements that need constant care and upkeep, trails today. The paper trail becomes quite rich, including annual clearance of vegetation and the however, in revealing the story behind the practical occasional repair to sections of trail. development of Grand Teton National Park as it joined the National Park Service system. Pre-existing Trails Archeological sites are present in the upper INTRODUCTION parts of Berry Creek drainage, thought to represent ―basecamps‖ occupied consistently over 8,000 years. Grand Teton National Park and its trail A notable pre-historic travel route traversed the system developed together during the early years of northern end of the Teton Range, from the west into National Park Service (NPS) administration.