DOCSLIB.ORG

Cold War Guided Viewing Unit.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cold War Guided Viewing Unit.Pdf ©Reading Through History Excerpt from The Cold War by Jake Henderson & Robert Marshall ©2012 To this videos series, click one of the links below!: Reading Through History on YouTube: The Cold War Reading Through History: The Cold War ©Reading Through History Name________________________ Communism: Guided Viewing: Fill in the blanks below to create complete sentences. 1. For many years, communism was the dominant economic system used in many countries across __________________________ and Asia. 2. The modern idea of communism was first proposed by German philosophers __________________________ and Friedrich Engels. 3. Together, they wrote a short book known as The Communist _______________. 4. One of the key principles of communism is the concept of a _____________________ society. 5. More importantly, the salaries of employees, regardless of the job performed, were all _____________________________. 6. The eventual goal of this 'classless society' would be a state in which there was no _____________________ at all. 7. In a true communist nation, there is to be no private ownership of _______________________. 8. This would also mean that the state controlled all means of producing __________________________. 9. Finally, in 1917, a group of Communists in Russia, known as _______________________, started a revolution. 10. At one point during what came to be known as the Cold War era, a full ___________ of the world’s population lived under some type of communist rule. ©Reading Through History Page 1 Name________________________ The Soviet Union: Guided Viewing: Fill in the blanks below to create complete sentences. 1. During the Cold War, the United States and the Soviet Union were the world's only two “___________________________”. 2. The Soviet Union spanned more than _____________________ miles from east to west and included 11 time zones. 3. In 1917, a revolution was orchestrated in Russia by a man named _____________________ and his followers known as the Bolsheviks. 4. In 1922, the Bolshevik Army, known as the _____________________, gained control. 5. In 1924, _______________________________ became the leader and maintained that position until his death. 6. Stalin led the Soviet Union through a period of rapid _______________ in an attempt to modernize the nation. 7. In 1941, _________________________ invaded the Soviet Union, bringing the USSR into World War II. 8. After WWII, the USA and the _____________________ emerged as the world’s two super powers. 9. The testing of an atomic bomb by the Soviets marked the beginning of the ___________________ struggle known as the Cold War. 10. The Cold War ended in ___________________________ when the Soviet Union finally collapsed. Page 2 ©Reading Through History Name________________________ The Berlin Airlift: Guided Viewing: Fill in the blanks below to create complete sentences. 1. One of the first major incidents during the Cold War became known as the _________________________. 2. At the conclusion of World War II, __________________________ was divided into four portions. 3. The city of _____________________________, which was located in the Soviet sector, was also split into four similar segments. 4. In 1948, the American, British, and French regions of Germany announced that they would be creating, and using, a new currency called the _________________________. 5. The Soviet Union halted all _________________________ between East Berlin and West Berlin. 6. Since Berlin was located _________________________ inside the Soviet sector, it left the non-Soviet region of Berlin completely isolated. 7. The Allies began _________________________ into West Berlin. 8. If the Soviets had opened fire on the planes, it would have been considered an __________________________. 9. On May 12, 1949, the Soviet __________________________ came to an end. 10. The cost of the airlift was ___________________________. ©Reading Through History Page 3 Name________________________ The Iron Curtain: Guided Viewing: Fill in the blanks below to create complete sentences. 1. The phrase ______________________ is frequently used in relation to the Cold War era. 2. British Prime Minister _____________________ used the phrase “Iron Curtain” to describe the divide between Western and Eastern Europe. 3. The nations of _____________________ were communist dictatorships with little personal freedom. 4. The concept of the Iron Curtain was best defined by the rivalry between what came to be known as _________________ and the Warsaw Pact. 5. In 1949, the United States, along with the United Kingdom, France, Canada, and eight other nations, signed a treaty creating the ____________________________. 6. The member nations agreed that an armed attack against any one of them would be viewed and treated as an armed attack against __________________________. 7. Several years later, in 1955, the Eastern European nations created the ________________________. 8. Led by the Soviet Union, _____________________ communist nations established a mutual defense treaty. 9. The feud between the rival factions persisted for ____________ years. 10. The _____________________ officially disbanded in 1991 with the collapse of the Soviet Union. Page 4 ©Reading Through History Name________________________ The Truman Doctrine: Guided Viewing: Fill in the blanks below to create complete sentences. 1. In March of 1947, President Harry Truman delivered a speech regarding the potential fate of two nations, ___________________________. 2. Truman feared that if Greece and Turkey were left to their own accord, they would become ________________________________ nations. 3. Truman believed communism must be ______________________ and not allowed to spread to other nations. 4. The president’s speech established the ______________________ as America's policy towards communism. 5. The Truman Doctrine was a policy of _______________________. 6. The reason for the containment policy was known as the __________________________. 7. The _____________________ was a monetary assistance program. 8. The nations of Western Europe were given more than ______________________ in aid. 9. The Marshall Plan was implemented in hopes of preventing Western democracies from falling under the influence of the ________________. 10. The policy of containment was also responsible for the US entry into multiple ________________________ throughout the 1950s, ‘60s, ‘70s, and ‘80s. ©Reading Through History Page 5 Name________________________ The Chinese Civil War: Guided Viewing: Fill in the blanks below to create complete sentences. 1. China has been a communist nation since _________________. 2. Starting in 1927, China began fighting a ____________________. 3. Mao Tse Tung gained prominence in the Red Army because of an event known as the _______________________. 4. As the Red Army retreated, they evaded ______________________ forces for 370 days and traveled more than 8,000 miles. 5. In 1937, the Chinese Civil War was put on hold when _____________ invaded China. 6. In _____________________,at the conclusion of World War II, the Chinese Civil War resumed. 7. The fighting continued for another four years, with the Red Army of _______________________________ eventually defeating Chiang Kai-Shek’s Chinese Nationalists. 8. The Nationalists fled and established the island nation of ___________________________. 9. China was renamed _________________________________ and officially became a communist nation. 10. To this day, Taiwan claims to be the legitimate government of __________________________. Page 6 ©Reading Through History Name________________________ The Korean Conflict: Guided Viewing: Fill in the blanks below to create complete sentences. 1. In 1945, Korea, which had been controlled by Japan during the war, was divided into two pieces along the ___________________________. 2. The Soviet Union assisted ______________________________ in establishing a Communist government. 3. On _____________________________ North Korea, with the assistance of the Soviet Union, invaded South Korea. 4. Approximately ___________________ of the Allied fighting force was supplied by the United States. 5. The American soldiers were commanded by one of the heroes of World War II, ________________________________. 6. After early difficulties, the combined forces of the US and South Korea were able to recapture _____________________________. 7. In April of 1951, President _________________________ made the controversial decision to remove MacArthur from command. 8. There were significant battles such as Heartbreak Ridge and Pork Chop Hill, but the end result was a prolonged ______________________. 9. The DMZ is a 2.5 mile wide zone between the two nations where no _________________________ or equipment is allowed. 10. At the conclusion of the Korean Conflict, the United States had suffered more than _____________________________ deaths. ©Reading Through History Page 7 Name________________________ Cold War Spies: Guided Viewing: Fill in the blanks below to create complete sentences. 1. In 1948, a man named _________________________ was accused of being a Communist by Whittaker Chambers. 2. Whitaker Chambers presented 65 pages of documents and several rolls of 35 mm film, all of which proved Hiss's ties to __________________. 3. The evidence against Hiss became known as “_______________________________.” 4. Alger Hiss was found guilty of ______________________ and sentenced to 44 months in prison. 5. To his dying day, Hiss insisted that he was ____________________. 6. In 1949, the Soviet Union
Load more

Recommended publications
  • Whitlam and China
    WHITLAM AND CHINA Prime Ministers Series November 2014 FRONT COVER IMAGE: Gough and Margaret Whitlam visit the Temple of Heaven in Beijing November, 1973. © File photo/NLA/Xinhua CONTENTS Introduction 4 Whitlam and China: 6 Transcript of Panel Discussion, Sydney, November 6 2014 A Note from Graham Freudenberg - Terrill and Taiwan (November 9 2014) 35 Whitlam Timeline 38 Further Reading 40 The Panellists 42 Published by Australia-China Relations Institute (ACRI) University of Technology, Sydney PO Box 123 Broadway NSW 2007 Australia t: +61 2 9514 8593 f: +61 2 9514 2189 e: [email protected] w: www.acri.uts.edu.au © Australia-China Relations Institute (ACRI) 2015 ISBN 978-0-9942825-0-7 The publication is copyright. Other than for uses permitted under the Copyright Act 1968, no part may be reproduced by any process without attribution. INTRODUCTION ACRI is proud to have hosted this discussion of Gough Whitlam’s 1971 visit which opened up the contemporary relationship between Australia and China. It is sad that we weren’t able to interview Gough Whitlam about China in the way we intend to interview other Australian Prime Ministers. But we are honoured to add this transcript to the many tributes to Australia’s 21st Prime Minister. In our panel conversation, a long-term Whitlam advisor and friend, 81 year old Graham Freudenberg, recreated the tension around the visit. Mr Whitlam was Opposition Leader; he was taking a political risk in going to ‘Red China’. Mr Freudenberg, a master of story- telling, captured the sense of excitement felt by the Whitlam party encamped at the Peking Hotel.
    [Show full text]
  • The Pennsylvania State University
    The Pennsylvania State University The Graduate School Department of Communication Arts and Sciences THE LONG TWILIGHT STRUGGLE: PRESIDENTIAL RHETORIC AND NATIONAL SECURITY IN THE COLD WAR, 1945-1974 A Dissertation in Communication Arts and Sciences by Sara Ann Mehltretter Drury © 2011 Sara Ann Mehltretter Drury Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2011 The dissertation of Sara Ann Mehltretter Drury was reviewed and approved* by the following: J. Michael Hogan Liberal Arts Research Professor of Communication Arts and Sciences Dissertation Advisor Chair of Committee Jeremy Engels Assistant Professor of Communication Arts and Sciences J. Philip Jenkins Edwin Erle Sparks Professor of Humanities Department of History and Religious Studies Thomas W. Benson Edwin Erle Sparks Professor of Rhetoric Head of Department of Communication Arts and Sciences *Signatures are on file in the Graduate School iii ABSTRACT This study explores the discourse of U.S. presidents as they defined and redefined the concept of “national security” during the Cold War. As commander-in- chief and the most visible spokesman for the United States in world affairs, the president has enormous power to shape understandings of national security strategy and foreign policy. The project consists of a series of four case studies in presidential speech making on national security: Harry S. Truman’s “Truman Doctrine” speech; Dwight Eisenhower’s “Age of Peril” radio address; John F. Kennedy’s “Inaugural Address”; and the speeches of Richard Nixon during his February 1972 trip to the People’s Republic of China. I argue that each of these episodes marked a significant moment in the rhetoric of national security, as each president promoted a new understanding of the nature of the threats to U.S.
    [Show full text]
  • Nixon's Communications Strategy After Lam Son
    Chapman University Chapman University Digital Commons War and Society (MA) Theses Dissertations and Theses Winter 12-9-2019 Stop Talking about Sorrow: Nixon’s Communications Strategy after Lam Son 719 Dominic K. So Chapman University, [email protected] Follow this and additional works at: https://digitalcommons.chapman.edu/war_and_society_theses Part of the Military History Commons, Political History Commons, and the United States History Commons Recommended Citation So, Dominic K. Stop Talking about Sorrow: Nixon’s Communications Strategy after Lam Son 719. 2019. Chapman University, MA Thesis. Chapman University Digital Commons, https://doi.org/10.36837/ chapman.000102 This Thesis is brought to you for free and open access by the Dissertations and Theses at Chapman University Digital Commons. It has been accepted for inclusion in War and Society (MA) Theses by an authorized administrator of Chapman University Digital Commons. For more information, please contact [email protected]. Stop Talking about Sorrow: Nixon’s Communications Strategy after Lam Son 719 A Thesis by Dominic K. So Chapman University Orange, CA Wilkinson College of Arts, Humanities, and Social Sciences Submitted in partial fulfillment of the requirements for the degree of Master of Arts in War and Society Studies December 2019 Committee in charge: Gregory Daddis, Ph.D., Chair Lori Cox Han, Ph.D. Robert Slayton, Ph.D. The thesis of Dominic K. So is approved dis, Ph.D., Chair Lori Cox Han, Slayton, Ph.D December 2019 Stop Talking about Sorrow: Nixon’s Communications Strategy after Lam Son 719 Copyright © 2019 by Dominic K. So III ACKNOWLEDGEMENTS Firstly, thank you to my advisor, Dr.
    [Show full text]
  • 1 SYLLABUS the Modern US Presidency
    SYLLABUS The Modern U.S. Presidency – Fifty Years of Political Evolution BLHV-461-01 Bachelor of Arts in Liberal Studies Program, Georgetown University, Spring 2014 Day and Time: Mondays – 5:20 p.m. to 7:50 p.m. Location: TBA Instructor: Ambassador Paul A. Russo Adjunct Professor of Liberal Studies Telephone: (202) 256-3467 E-Mail: [email protected] The syllabus is subject to change. Course Summary This course will present an overview of the American political process, with focus on the executive branch of the U.S. Government, comparing and contrasting the role and style of modern presidents and their decision- making process in dealing with crisis situations – from John F. Kennedy to Barack Obama --with emphasis on foreign policy decisions. We will also consider the changing role of the U.S. President at the beginning of the 21st Century, specifically discussing the impact of terrorism, two wars, and the financial crisis, on the governing process. The course offers an insider’s perspective on how major events shape both foreign and domestic White House policy. We will examine America’s new role in a rapidly changing world, with emphasis on how the White House is affected by modern technology, the 24-hour news cycle, and globalization. The course will also scrutinize the functions of key White House staff and their expanding role in the governing process, and consider the mechanics and the politics of staffing over 3,500 senior federal positions, including the U.S. Senate confirmation process. Students are expected to keep abreast of current affairs, and also to read historical materials on modern U.S.
    [Show full text]
  • Teacher's Guide
    1970–1979 Lesson 8 LESSON 8 The Decade of 1970–1979 LESSON ASSIGNMENTS You are encouraged to be very attentive while viewing the video program. Review the video objectives and be prepared to record possible answers, in abbreviated form, as you view the video. The topics and time periods may differ from the chapters of the textbook your school system is using. Each video program chronicles a wide array of events and personalities during a specific decade of the 20th century. Keep in mind that one of the overarching goals of each lesson is to help you understand how past historical events and actions by historical personalities did not occur in a vacuum, and that they are inextricably interwoven in your society today. Video: “The Decade of 1970–1979” from the series, The Remarkable 20th Century. Activities: Your teacher may assign one or more activities for each lesson. OVERVIEW The decade of the 1970s saw the end of the Vietnam War, the death of Elvis Presley and the revelation of Watergate and the birth of the microprocessor, or “the computer on a chip.” Videocassette recorders changed home entertainment forever. The sites of DNA production on genes were discovered, and the fledgling research in genetic engineering was temporarily halted pending further development of safer techniques. Three presidents (Nixon, Ford, and Carter) tried to provide leadership for the nation as it marched towards advances for women, civil rights, the environment, and space exploration. Many of the “radical” ideas of the 1960s reached fruition in the 1970s and were mainstreamed into American life and culture.
    [Show full text]
  • A Comparison of Nixon-China and Trump-Korea Policies* D
    2018 ВЕСТНИК САНКТ-ПЕТЕРБУРГСКОГО УНИВЕРСИТЕТА Т. 11. Вып. 4 МЕЖДУНАРОДНЫЕ ОТНОШЕНИЯ МЕЖДУНАРОДНЫЕ СРАВНИТЕЛЬНЫЕ ИССЛЕДОВАНИЯ UDC 324 Permanent сampaigning as an issue for foreign policy analysis: A comparison of Nixon-China and Trump-Korea policies* D. A. Lanko, I. S. Lantsova St. Petersburg State University, 7–9, Universitetskaya nab., St. Petersburg, 199034, Russian Federation For citation: Lanko D. A., Lantsova I. S. Permanent campaigning as an issue for foreign policy analysis: A comparison of Nixon-China and Trump-Korea policies. Vestnik of Saint Petersburg University. Inter- national Relations, 2018, vol. 11, issue 4, pp. 404–414. https://doi.org/10.21638/11701/spbu06.2018.406 The article seeks to extend the limits of applicability of permanent campaigning as a concept helpful in understanding politics in the field of foreign policy analysis. It should start with ex- ploring how applicable the saying “it took Nixon to go to China” is not only to foreign policy analysis, but also to the studies of public and even business administration. In early 1970s Nixon’s reputation of a tough anti-Communist helped him win domestic support to his policy towards Communist China. In a similar manner, in 2017 Trump sought a reputation of a fierce critic of North Korea, by means of publicly threatening the latter with ‘fire and fury’, in order to not only convince North Korea’s Kim to make concessions, but also to gain domestic support to possible change in U.S.-North Korean relations. The Trump-Korea situation differed significantly from the Nixon-China situation, which limited Trump’s ability to win domestic support to possible rapprochement with North Korea by means of permanent campaigning.
    [Show full text]
  • EUI WORKING PAPERS Access European Open Author(S)
    Repository. Research Institute University European Institute. Cadmus, EUROPEAN UNIVERSITY INSTITUTE EUI WORKINGEUI PAPERS on University Access European Open Author(s). Available The 2020. © in Library EUI the by produced version Digitised Repository. Research Institute University European European University Institute 3 Institute. 0001 Cadmus, on 0036 University 3926 Access European 9 Open Author(s). Available The 2020. © in Library EUI the by produced version Digitised Repository. Research Institute University European Institute. Cadmus, on University Access Ross: EUI Working Paper RSC No. 99/4 European Open “BeyondLeft andRight": The New 'Partisan' Politics of Welfare Author(s). Available The 2020. © in Library EUI the by WP 3 0 9 EUR produced version Digitised Repository. Research Institute University European Institute. directed by Professors Maurizio Ferrera (Universities of Pavia and Bocconi, Milano) and This Working Paper has been written in the context of the 1998-1999 European Forum European European welfare states; a broad, Adopting long-term comparative and the perspective, will aim to: Forum Rhodes Martin (Robert Schuman Centre). programme on sub-national sub-national and supra-national level; scrutinize the ■ complex web of social, economic and political challenges to contemporary • and, more generally, outline broad the and scenarios change. trajectories of • discuss the • role of the various actors in promoting or hindering this reform at the the national, various optionsidentify and constraints for, on institutional reform; - Cadmus, on University Access Recasting Recasting the European Welfare State: Options, Constraints, Actors, European Open Author(s). Available The 2020. © in Library EUI the by produced version Digitised Repository. Research Institute University European Institute. Cadmus, EUROPEAN UNIVERSITY INSTITUTE, FLORENCE on BADIA FIESOLANA, SAN DOMENICO (FI) University The New Access Jean Monnet Fellow, European Forum Forum (1998-99) Jean European Monnet Fellow, EUI EUI Working EUFPaper No.
    [Show full text]
  • Thank God for That
    Rich Pliskin Washington, DC [email protected] richpliskin.com 202-549-1453 THANK GOD FOR THAT A novel by Rich Pliskin 84,000 words THANK GOD FOR THAT/1 OUR BRAND IS OUR BUTTER Denny Dash worked fast. He ripped the pencil drawer from his office desk and poured the debris of a once-glittering marketing career into a Felcher Communications Corp. travel tote: one leaky tube of 3-2-1 BlistOff lip balm, some loose change from no- count countries, a sample baggy of Quendle’s CheeseChumps, and a handful of Horvath for President buttons: “I Think Not,” “Thank God for That,” “Enough With the Slogans Already!” and the emotive core of the campaign: “In Your Heart, You Know He’s Wrong. But So What?” And the crumpled envelope with the key in it. The one thing he was looking for. It had been a week since CEO Harold Felcher, Denny’s ostensible boss, had thrust the key on him. Denny had been fingering through restive correspondence from the New York State Family Court when Harold padded in, waving the envelope over his head like Chamberlain bringing home the Munich Agreement. Had Chamberlain been a hundred pounds heavier, wheezed often and been unable to keep his shirttail tucked in, the resemblance would have been uncanny. Goering was a closer match. THANK GOD FOR THAT/2 Harold had correctly judged that Denny Dash, FC2’s erstwhile creative engine, had hurtled off the rails and plunged into a very deep, weed-choked mental gully that nothing less than an open-ended tropical sabbatical could hoist him out of.
    [Show full text]
  • U.S. Human Rights Policy in the Post-Cold War Era
    Bryant University Bryant Digital Repository History and Social Sciences Faculty Journal History and Social Sciences Faculty Articles Publications and Research Summer 2006 U.S. Human Rights Policy in the Post-Cold War Era John W. Dietrich Bryant University Follow this and additional works at: https://digitalcommons.bryant.edu/histss_jou Recommended Citation Dietrich, John W., "U.S. Human Rights Policy in the Post-Cold War Era" (2006). History and Social Sciences Faculty Journal Articles. Paper 78. https://digitalcommons.bryant.edu/histss_jou/78 This Article is brought to you for free and open access by the History and Social Sciences Faculty Publications and Research at Bryant Digital Repository. It has been accepted for inclusion in History and Social Sciences Faculty Journal Articles by an authorized administrator of Bryant Digital Repository. For more information, please contact [email protected]. U.S. Human Rights Policy in the Post-Cold War Era: Continued Structural Constraints Across Time and Administrations John W. Dietrich Bryant University 1 Historically, the implementation of U.S. human rights policy has been a case of “two steps forward, one step back.” From its earliest days, the United States has attempted, at least to some degree, to include morality, the protection of individual rights, and the spread of democracy in foreign policy calculations. These efforts became more prominent after World War II. By the late-1980s, human rights concerns were firmly embedded in U.S. foreign policy rhetoric, policy-making institutions, and global actions. Despite these long-term trends, full policy implementation of human rights principles was constrained over time by lack of U.S.
    [Show full text]
  • Prison Revolt: a Former Law-And-Order Conservative Takes a Lead on Criminal-Justice Reform
    June 29, 2015 Issue Prison Revolt: A former law-and-order conservative takes a lead on criminal-justice reform. By Bill Keller Patrick J. Nolan’s own experience led him to challenge decades of conservative policy. Illustration by Stanley Chow n the mid-nineteen-eighties, shortly after the convictions of six members of the House of Representatives and one senator in the IF.B.I. bribery sting code-named Abscam, one of the bureau’s anticorruption units turned its attention to the California legislature, where an informant had reported that lawmakers were on the take. Agents posing as representatives of a shrimp-processing company announced plans to build a plant near Sacramento, provided that a state-loan guarantee could be procured. They offered to reward legislators who would help secure their financing. The operation, inevitably, was known as Shrimpscam. Patrick J. Nolan, an earnest law-and-order conservative representing Glendale and Burbank, was the leader of the Republican minority in the assembly. He had already voted for a bill making the company eligible for the guarantee, but Governor George Deukmejian, who was aware of the sting, had vetoed it. Now one of the agents wanted to meet Nolan to entice him to intercede with Deukmejian. On June 29, 1988, Nolan and a legislative aide, Karin Watson, arrived at a bugged suite in the Sacramento Hyatt Regency, across from the Capitol. They declined the agent’s offer of champagne (it was not yet noon) in favor of Diet Pepsi, admired the view, engaged in some awkward small talk, and left twenty minutes later, with two five-thousand-dollar checks.
    [Show full text]
  • 9 U.S. Foreign Policy in Transition
    U.S. Foreign Policy 9 in Transition Is the United States relinquishing its global supremacy?distribute By Bill Wanlund or AP Photo/Jim Mone At an annual security conference of the United States’ European Michael Petefish stands inside a soybean bin at his allies in February, a gathering that normally celebrates trans-Atlantic farm near Claremont, Minn., in July 2018. When unity, German Chancellor Angela Merkel delivered a harsh assess- President Trump imposed $250 billion in tariffs on mentpost, of U.S. foreign policy. Chinese exports, China responded with its own Merkel criticized the Trump administration’s unilateral tariffs. The trade war, which has cooled, has hurt approach to international affairs, specifically questioning U.S. some U.S. farmers. China is the largest buyer of American soybeans. plans to pull troops out of Syria and Afghanistan and a decision to abandon the 31-year-old intermediate-range nuclear weapons treaty with Russia. Both actions, she said, would endanger Europe while strengthening Moscow’s position. copy, The liberal world order—the U.S.-led system of institutions and alliances created after World War II and credited with establishing postwar global peace and prosperity—“has collapsed into many tiny parts,” Merkel said.1 not Attendees gave the German leader a standing ovation, in contrast to the cool reception that met Vice President Mike Pence hours later when he extended greetings from Trump. In that speech, Pence defended the administration’s foreign policy, saying that under Do President Trump, “America is leading the free world once again.” From CQ Researcher, Pence also urged Europeans to “do more” in their own defense and March 29, 2019 “stop undermining” U.S.
    [Show full text]
  • From State Foreign Policy to Strategic Interaction Jeffrey R
    Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2010 From State Foreign Policy to Strategic Interaction Jeffrey R. Weber Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF SOCIAL SCIENCES AND PUBLIC POLICY FROM STATE FOREIGN POLICY TO STRATEGIC INTERACTION By JEFFREY R. WEBER A Dissertation submitted to the Department of Political Science in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Summer Semester, 2010 The members of the committee approve the dissertation of Jeffrey R. Weber defended on June 30, 2010. Will H. Moore Professor Directing Thesis Michael Creswell University Representative Sean D. Ehrlich Committee Member Mark A. Souva Committee Member Approved: Dale L. Smith, Chair, Department of Political Science David W. Rasmussen, Dean, College of Social Sciences and Public Policy The Graduate School has verified and approved the above-named committee members. ii To put one brick upon another, Add a third and then a forth, Leaves no time to wonder whether What you do has any worth. But to sit with bricks around you While the winds of heaven bawl Weighing what you should or can do Leaves no doubt of it at all. -Philip Larkin, Collected Poems 1988 iii ACKNOWLEDGMENTS I would like to thank my parents, Robert and Teresa Weber. What they have taught me over my life has been guided me throughout this intellectual journey. They provided me with a strong foundation and the tools I needed to persevere.
    [Show full text]