Death Object – Exploding the Nuclear Weapons
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Biographies of Edison Lecturers
Harold Agnew, UC San Diego Professor Agnew was born in Denver, Colorado, in 1921. He received a B.A. in chemistry from the University of Denver in 1942. He joined Fermi’s research group at Chicago as a graduate student in 1942. He was sent to Columbia and then moved with Fermi back to Chicago and participated in the construction of the pile under the west stands of Stagg Field. He was a witness at the initiation of the first controlled nuclear chain reaction on December 2, 1942. Following this event he moved to Los Alamos in 1943. He participated at the Trinity test, the first test explosion of a nuclear bomb at the White Sands Missile test facility in New Mexico. On August 6, 1945; he flew with the 509th Composite Group to Hiroshima with Luis Alvarez (UC Berkeley) and Bernie Waldman (Notre Dame). He participated at the measurement of the yield of the first atomic bomb directly from air over the target. In 1946 he returned to Chicago to complete his graduate studies and received a Ph.D. in 1949 under Fermi’s direction. Following his stay at Chicago he returned to Los Alamos in the Physics Division and eventually became the Weapons Division leader (1964-70). In 1970 he became director of the Los Alamos Scientific Laboratory. In 1979 he retired and became president of General Atomics and retired in 1983. Harold Agnew was scientific advisor to SACEUR at NATO (1961-64), a member of the President’s Science Advisory Committee (1965-73), and a White House science councilor (1982-89). -
Geschichte Neuerwerbungsliste 2. Quartal 2009
Geschichte Neuerwerbungsliste 2. Quartal 2009 Geschichte: Einführungen........................................................................................................................................2 Geschichtsschreibung und Geschichtstheorie ..........................................................................................................2 Teilbereiche der Geschichte (Politische Geschichte, Kultur-, Sozial- und Wirtschaftsgeschichte allgemein) ........4 Historische Hilfswissenschaften ..............................................................................................................................6 Ur- und Frühgeschichte, Mittelalter- und Neuzeitarchäologie.................................................................................8 Allgemeine Weltgeschichte, Geschichte der Entdeckungen, Geschichte der Weltkriege......................................13 Alte Geschichte......................................................................................................................................................19 Europäische Geschichte in Mittelalter und Neuzeit ...............................................................................................20 Deutsche Geschichte..............................................................................................................................................22 Geschichte der deutschen Laender und Staedte .....................................................................................................30 Geschichte der Schweiz, Österreichs, -
Honolulu Advertiser & Star-Bulletin Obituaries January 1
Honolulu Advertiser & Star-Bulletin Obituaries January 1 - December 31, 1995 M Paul Lawrence Madison Jr. , a jazz tenor saxophonist who played with such greats as Charlie Parker and Dizzy Gillespie, died Jan. 22, 1995 at his Wahiawa home. He was 64. Madison was born Nov. 11, 1930 in Hutchinson, KA. His father was a musician and he received his first saxophone – a toy one – at age 3. Two years later he got a real one. By the time he was 15, Madison was heading up his own band. Among his musical associates were some of the greatest names in jazz. They included bassist Charles Mingus, Nat King Cole, guitarist Joe Comfort and pianist Art Tatum. “And of course Charlie Parker was his mentor,” said Madison’s wife, Classie. “He sort of sat at his knee and learned from him.” “From Gillespie, she said, Madison learned more than just blow.” He had a feel for quality and that’s what he tried to do in his music.Madison came to Hawaii in 1963 with a band, Classie said, and “stayed because he met me.” She was living in Haleiwa she said and was introduced to Madison by a close friend. They married on Jan. 19, 1965 and celebrated their 30th wedding anniversary a few days before Madison’s death. In Hawaii, Madison started a roofing business, but he condinued playing as often as possible. He played with the Doug McDonald Trio at the Ilikai Hotel and various other hotels, clubs and restaurants, including the Sheraton Waikiki’s Hanohano room. He once recorded a cassette with McDonald. -
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. -
Annual Report 2013.Pdf
ATOMIC HERITAGE FOUNDATION Preserving & Interpreting Manhattan Project History & Legacy preserving history ANNUAL REPORT 2013 WHY WE SHOULD PRESERVE THE MANHATTAN PROJECT “The factories and bombs that Manhattan Project scientists, engineers, and workers built were physical objects that depended for their operation on physics, chemistry, metallurgy, and other nat- ural sciences, but their social reality - their meaning, if you will - was human, social, political....We preserve what we value of the physical past because it specifically embodies our social past....When we lose parts of our physical past, we lose parts of our common social past as well.” “The new knowledge of nuclear energy has undoubtedly limited national sovereignty and scaled down the destructiveness of war. If that’s not a good enough reason to work for and contribute to the Manhattan Project’s historic preservation, what would be? It’s certainly good enough for me.” ~Richard Rhodes, “Why We Should Preserve the Manhattan Project,” Bulletin of the Atomic Scientists, May/June 2006 Photographs clockwise from top: J. Robert Oppenheimer, General Leslie R. Groves pinning an award on Enrico Fermi, Leona Woods Marshall, the Alpha Racetrack at the Y-12 Plant, and the Bethe House on Bathtub Row. Front cover: A Bruggeman Ranch property. Back cover: Bronze statues by Susanne Vertel of J. Robert Oppenheimer and General Leslie Groves at Los Alamos. Table of Contents BOARD MEMBERS & ADVISORY COMMITTEE........3 Cindy Kelly, Dorothy and Clay Per- Letter from the President..........................................4 -
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 Pacific War As Total War
[Chairman’s Summary] The Pacific War as Total War Junichiro Shoji The Forum of this fiscal year is the fifth project on the Pacific War starting from FY2007 and its theme was set as the “Pacific War as Total War”. In this year, the word called “post disaster” was born instead of “postwar” because of the Great East Japan Earthquake that occurred on March 11, 2011. This shows that the great earthquake had a considerable impact on the Japanese society and it is still in our mind. On the other hand, this year is the 70th anniversary of the outbreak of the Pacific War and the 150th anniversary of the U.S. Civil War that occurred in the U.S. mainland and caused a total of about 600,000 deaths from the two armies. This war is said to be a precedent of total war. Nowadays the word “total war” is used vaguely without careful consideration in many cases, and it is occasionally used as a pronoun that means “put all efforts”. For example, a commentator described the championship game between Japanese team and the U.S. team in the FIFAWomen’s World Cup as the “total war”. A person who introduced the concept of “total war” for the first time in the history is French politician Leon Daudet. He published La guerre totale (The Total War) in 1918 based on the lessons learnt from the battle with Germany in the First World War. In the background, there was recognition that World War I was a totally different type of war from traditional wars in which only armies participated. -
The USS Arizona Memorial
National Park Service Teaching with Historic Places U.S. Department of the Interior Remembering Pearl Harbor: The USS Arizona Memorial Remembering Pearl Harbor: The USS Arizona Memorial (National Park Service Photo by Jayme Pastoric) Today the battle-scarred, submerged remains of the battleship USS Arizona rest on the silt of Pearl Harbor, just as they settled on December 7, 1941. The ship was one of many casualties from the deadly attack by the Japanese on a quiet Sunday that President Franklin Roosevelt called "a date which will live in infamy." The Arizona's burning bridge and listing mast and superstructure were photographed in the aftermath of the Japanese attack, and news of her sinking was emblazoned on the front page of newspapers across the land. The photograph symbolized the destruction of the United States Pacific Fleet at Pearl Harbor and the start of a war that was to take many thousands of American lives. Indelibly impressed into the national memory, the image could be recalled by most Americans when they heard the battle cry, "Remember Pearl Harbor." More than a million people visit the USS Arizona Memorial each year. They file quietly through the building and toss flower wreaths and leis into the water. They watch the iridescent slick of oil that still leaks, a drop at a time, from ruptured bunkers after more than 50 years at the bottom of the sea, and they read the names of the dead carved in marble on the Memorial's walls. National Park Service Teaching with Historic Places U.S. Department of the Interior Remembering Pearl Harbor: The USS Arizona Memorial Document Contents National Curriculum Standards About This Lesson Getting Started: Inquiry Question Setting the Stage: Historical Context Locating the Site: Map 1. -
Radiation Poisoning , Also Called Radiation Sickness Or a Creeping Dose , Is a Form of Damage to Organ Tissue Due to Excessive Exposure to Ionizing Radiation
Radiation poisoning , also called radiation sickness or a creeping dose , is a form of damage to organ tissue due to excessive exposure to ionizing radiation . The term is generally used to refer to acute problems caused by a large dosage of radiation in a short period, though this also has occurred with long term exposure. The clinical name for radiation sickness is acute radiation syndrome ( ARS ) as described by the CDC .[1][2][3] A chronic radiation syndrome does exist but is very uncommon; this has been observed among workers in early radium source production sites and in the early days of the Soviet nuclear program. A short exposure can result in acute radiation syndrome; chronic radiation syndrome requires a prolonged high level of exposure. Radiation exposure can also increase the probability of contracting some other diseases, mainly cancer , tumours , and genetic damage . These are referred to as the stochastic effects of radiation, and are not included in the term radiation sickness. The use of radionuclides in science and industry is strictly regulated in most countries (in the U.S. by the Nuclear Regulatory Commission ). In the event of an accidental or deliberate release of radioactive material, either evacuation or sheltering in place are the recommended measures. Radiation sickness is generally associated with acute (a single large) exposure. [4][5] Nausea and vomiting are usually the main symptoms. [5] The amount of time between exposure to radiation and the onset of the initial symptoms may be an indicator of how much radiation was absorbed. [5] Symptoms appear sooner with higher doses of exposure. -
THE MEETING Meridel Rubenstein 1995
THE MEETING Meridel Rubenstein 1995 Palladium prints, steel, single-channel video Video assistance by Steina Video run time 4:00 minutes Tia Collection The Meeting consists of twenty portraits of people from San Ildefonso Pueblo and Manhattan Project physicists—who met at the home of Edith Warner during the making of the first atomic bomb—and twenty photographs of carefully selected objects of significance to each group. In this grouping are people from San Ildefonso Pueblo and the objects they selected from the collections of the Museum of Indian Arts and Culture to represent their culture. 1A ROSE HUGHES 2A TALL-NECKED JAR 3A BLUE CORN 4A SLEIGH BELLS 5A FLORENCE NARANJO Rose Hughes holding a photograph of WITH AVANYU One of the most accomplished and (Museum of Indian Arts and Culture) Married to Louis Naranjo; her father, Tony Peña, who organized (plumed serpent) made by Julian and recognized of the San Ildefonso Sleigh bells are commonly used in granddaughter of Ignacio and Susana the building of Edith Warner’s second Maria Martinez, ca. 1930 (Museum of potters. Like many women from the ceremonial dances to attract rain. Aguilar; daughter of Joe Aguilar, who house. Hughes worked at Edith Indian Arts and Culture) Edith Warner pueblos, she worked as a maid for the Tilano Montoya returned with bells like helped Edith Warner remodel the Warner’s with Florence Naranjo one was shown a pot like this one in 1922 Oppenheimers. these from Europe, where he went on tearoom. Edith called her Florencita. summer. She recalls that Edith once on her first visit to San Ildefonso, in the tour with a group of Pueblo dancers.