Critical Thinking: Prof. Barton Bernstein's Take Did the A-Bombs
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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. -
Welfare, Achievement, and Self-Sacrifice
WELFARE, ACHIEVEMENT, AND SELF-SACRIFICE BY DOUGLAS W. PORTMORE JOURNAL OF ETHICS & SOCIAL PHILOSOPHY VOL. 2, NO. 2 | SEPTEMBER 2007 URL: WWW.JESP.ORG COPYRIGHT © DOUGLAS W. PORTMORE 2007 JOURNAL OF ETHICS & SOCIAL PHILOSOPHY | VOL. 2, NO. 2 WELFARE, ACHIEVEMENT, AND SELF-SACRIFICE Douglas W. Portmore Welfare, Achievement, and Self-Sacrifice Douglas W. Portmore* ANY PHILOSOPHERS HOLD that the achievement of one’s goals can contribute to one’s welfare apart from whatever inde- pendent contributions that the objects of those goals, or the proc- M 1 esses by which they are achieved, make. Call this the Achievement View, and call those who accept it achievementists. Below, I argue that achievementists should accept both (a) that one factor that affects how much the achieve- ment of a goal contributes to one’s welfare is the amount that one has in- vested in that goal, and (b) that the amount that one has invested in a goal is a function of how much one has personally sacrificed for its sake, not a func- tion of how much effort one has put into achieving it. So I will, contrary to at least one achievementist (viz., Keller 2004, 36), be arguing against the view that the greater the amount of productive effort that goes into achieving a goal, the more its achievement contributes to one’s welfare. Furthermore, I argue that the reason that the achievement of those goals for which one has personally sacrificed matters more to one’s welfare is that, in general, the re- demption of one’s self-sacrifices in itself contributes to one’s welfare. -
War and Sacrifice in the Post-9/11 Era
Social & Demographic Trends October 5, 2011 The Military-Civilian Gap War and Sacrifice in the Post-9/11 Era FOR FURTHER INFORMATION, CONTACT Pew Social & Demographic Trends Tel (202) 419-4372 1615 L St., N.W., Suite 700 Washington, D.C. 20036 www.pewsocialtrends.org PREFACE America’s post-9/11 wars in Afghanistan and Iraq are unique. Never before has this nation been engaged in conflicts for so long. And never before has it waged sustained warfare with so small a share of its population carrying the fight. This report sets out to explore a series of questions that arise from these historical anomalies. It does so on the strength of two nationwide surveys the Pew Research Center conducted in the late summer of 2011, as the 10th anniversary of the start of the war in Afghanistan approached. One survey was conducted among a nationally representative sample of 1,853 military veterans, including 712 who served on active duty in the period after the Sept. 11, 2001 terrorist attacks. The other was among a nationally representative sample of 2,003 American adults. The report compares and contrasts the attitudes of post-9/11 veterans, pre-9/11 veterans and the general public on a wide range of matters, including sacrifice; burden sharing; patriotism; the worth of the wars in Afghanistan and Iraq; the efficiency of the military and the effectiveness of modern military tactics; the best way to fight terrorism; the desirability of a return of the military draft; the nature of America’s place in the world; and the gaps in understanding between the military and civilians. -
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. -
Aztec Human Sacrifice
EIGHT AZTEC HUMAN SACRIFICE ALFREDO LOPÉZ AUSTIN, UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO, ANO LEONARDO LÓPEZ LUJÁN, INSTITUTO NACIONAL DE ANTROPOLOGíA E HISTORIA Stereotypes are persistent ideas of reality generally accepted by a social group. In many cases, they are conceptions that simplify and even caricaturize phenomena of a complex nature. When applied to societies or cultures, they l11ayinclude value judgments that are true or false, specific or ambiguous. If the stereotype refers to orie's own tradition, it emphasizes the positive and the virtuous, and it tends to praise: The Greeks are recalled as philosophers and the Romans as great builders. On the other hand, if the stereotype refers to another tradition , it stresses the negative, the faulty, and it tends to denigrate: For many, Sicilians naturally belong to the Mafia, Pygrnies are cannibals, and the Aztecs were cruel sacrificers. As we will see, many lines of evidence confirm that hurnan sacrifice was one the most deeply rooted religious traditions of the Aztecs. However, it is clear that the Aztecs were not the only ancient people that carried out massacres in honor of their gods, and there is insufficient quantitative inforrnation to determine whether the Aztecs were the people who practiced hu- man sacrifice 1110stoften. Indeed, sacred texts, literary works, historie documents, and especially evidence contributed by archaeology and physical anthropology, enable religious historians to determine that the practice of hurnan sacrifice was common in most parts of the ancient world. For exarnple, evidence of sacrifice and can n iba lism has emerged in l11any parts ofEurope, dating to the Neolithic and Bronze Ages. -
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. -
Taglines Taglines Have Become Very Popular Lately. Local Businesses
GRACE. LOVE. FELLOWSHIP. 2 Cor. 13:11-14 6/7/20 – Trinity Sunday Living Word, Montrose Taglines Taglines have become very popular lately. Local businesses and new churches, large corporations and world-wide organizations uses phrases or a set of words or compact sentences to explain what they’re all about in a succinct way. And it’s not just to use in a commercial or a marketing campaign. Taglines are supposed to summarize who they are, what they do, what they offer, the reason they exist. In order to accomplish that goal, taglines are usually short, sometimes they’re clever, they need to be accurate of course, and they’re meant to be memorable. We have a tagline as a congregation. Years ago as we put together a new website, we came up with this phrase for Living Word that is still on our homepage: “Hear It. Learn It. Live It.” Our entire ministry revolves around the living Word of God after all and that seemed to be a decent way of conveying this defining characteristic of our congregation in an easy-to- understand way. But whether our tagline is good or not isn’t really the point here. The point here is that this isn’t a recent phenomenon. God gave himself a tagline thousands of years ago. And I want to be careful that I don’t give the impression that our almighty eternal God wants to be hip or trendy. He isn’t all that concerned about marketing himself to modern American sensibilities. But he does describe who he is, what he does, what he offers, and the reason we exist in short, succinct phrases all over the Bible. -
The Importance of Sacrifice: New Approaches to Old Methods*
Kernos Revue internationale et pluridisciplinaire de religion grecque antique 20 | 2007 Varia The importance of sacrifice: new approaches to old methods Gunnel Ekroth Electronic version URL: http://journals.openedition.org/kernos/204 DOI: 10.4000/kernos.204 ISSN: 2034-7871 Publisher Centre international d'étude de la religion grecque antique Printed version Date of publication: 1 January 2007 ISSN: 0776-3824 Electronic reference Gunnel Ekroth, “The importance of sacrifice: new approaches to old methods”, Kernos [Online], 20 | 2007, Online since 10 February 2011, connection on 26 February 2021. URL: http:// journals.openedition.org/kernos/204 ; DOI: https://doi.org/10.4000/kernos.204 Kernos Kernos 20(2007),p.387-469. Revue des Livres . Compte rendu critique * The importance of sacrifice: new approaches to old methods byGunnelEKROTH Thestudyofsacrificeinantiquityhasrecentlybeenenrichedbytwoimportantcontribu- tionsintheformoftheactaofconferences,oneorganizedatGöteborgin1997andthe otherinParisin2001.Thescopeandaimsofthesetwoeventswerehighlydifferent.The Göteborg seminar focused specifically on the Olympian and chthonian aspects of Greek sacrificial ritual, while the Paris conference aimed at evaluating and broadening the work presentedintheseminalstudy La cuisine du sacrifice en pays grec ,publishedin1979. 1 Olympianandchthonian Greek sacrificial ritual. Olympian and chthonian isthesixthoftheseminarsonancientGreek cultorganizedbyRobinHägg,firstattheSwedishInstituteinAthensandlateratGöteborg, inordertodiscussaspecificcategoryofevidenceoraspectofGreekcultsuchasiconogra- -
2018/19 Annual Report the Shadow of STIGMA People with Mental Health Challenges Say the Stigma Is Worse Than the Illness
Treatment and Support for children, youth and families. 2018/19 Annual Report The shadow of STIGMA People with mental health challenges say the stigma is worse than the illness. Meet Ken Client talks Stigma When it comes to STIGMA, I think about feelings or misunderstandings that usually come from fear or anger. For instance, anyone who is angry at an addict, or who believes addicts should be treated like criminals or lesser-than, those feelings probably come from fear. And I think that fear comes from a lack of understanding. You have to ask, ‘Why is a person an addict? Why are they willing to sacrifice so much?’ As soon as you’re willing to ask those questions, you’ll begin to understand and break down the stigma toward people who are addicts and who are struggling. And if we want to see all of us grow in terms of quality of life, our quality as people, as individuals, we need to take care of one another – no matter what that looks like. If you see someone suffering, it hurts all of us to simply look down your nose at them. It’s simple. If you want the world to be a better place, if you want to be a better person, try to make things better for people around you. Sometimes that’s as simple as listening to a person and really trying to understand their situation. Anyone who is willing to listen, is already making things better for those who are misunderstood. And it breaks down the fear and the anger. -
A Guide for Employees Salary Sacrifice and Pension (Including Bonus Sacrifice)
A guide for employees Salary sacrifice and pension (including bonus sacrifice) MPEN15D NG08052 04/2021 Did you know that salary sacrifice (also known • It provides you with a tax-efficient way to save for as salary exchange, SMART Pensions and Smart your retirement. Pay) can provide you with an opportunity to Depending on your circumstances there may be disadvantages to salary sacrifice and it’s important you understand these. increase your pension contributions without We explain these in ‘What you need to be aware of affecting your net income (this is the income about salary sacrifice’ later in this guide, and it’s left after you have paid tax and national important you read this section. insurance contributions)? How is salary sacrifice What is salary sacrifice? arranged? A salary sacrifice scheme is an arrangement between you and Strict rules apply to salary sacrifice to protect both you your employer in which you agree to a reduction in your salary and your employer. The following factors laid down by or bonus, and in return you receive a benefit. The benefit here HM Revenue & Customs (HMRC) for salary sacrifice is a contribution by your employer of an equivalent amount need to be met: into your pension. This way you can save on income tax and • Your terms and conditions of employment need to both you and your employer can save on national insurance be revised. contributions (NIC). • This revised contract must state that you are entitled to The sacrifice is achieved by varying your terms and conditions a lower cash payment and separately a benefit (in this of employment as you are giving up your contractual right to case an enhanced employer pension contribution) as a future cash payments of the amount sacrificed.