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Academic Search Complete
Academic Search Complete Pavadinimas Prenumerata nuo Prenumerata iki Metai nuo Metai iki 1 Technology times 2021-04-01 2021-12-31 20140601 20210327 2 Organization Development Review 2021-04-01 2021-12-31 20190101 3 PRESENCE: Virtual & Augmented Reality 2021-04-01 2021-12-31 20180101 4 Television Week 2021-04-01 2021-12-31 20030310 20090601 5 Virginia Declaration of Rights and Cardinal Bellarmine 2021-04-01 2021-12-31 6 U.S. News & World Report: The Report 2021-04-01 2021-12-31 20200124 7 Education Journal Review 2021-04-01 2021-12-31 20180101 8 BioCycle CONNECT 2021-04-01 2021-12-31 20200108 9 High Power Computing 2021-04-01 2021-12-31 20191001 10 Economic Review (Uzbekistan) 2021-04-01 2021-12-31 20130801 11 Civil Disobedience 2021-04-01 2021-12-31 12 Appeal to the Coloured Citizens of the World 2021-04-01 2021-12-31 13 IUP Journal of Environmental & Healthcare Law 2021-04-01 2021-12-31 14 View of the Revolution (Through Indian Eyes) 2021-04-01 2021-12-31 15 Narrative of Her Life: Mary Jemison 2021-04-01 2021-12-31 16 Follette's Platform of 1924 2021-04-01 2021-12-31 17 Dred Scott, Plaintiff in Error, v. John F. A. Sanford 2021-04-01 2021-12-31 18 U.S. News - The Civic Report 2021-04-01 2021-12-31 20180928 20200117 19 Supreme Court Cases: The Twenty-first Century (2000 - Present) 2021-04-01 2021-12-31 20 Geophysical Report 2021-04-01 2021-12-31 21 Adult Literacy 2021-04-01 2021-12-31 2000 22 Report on In-Class Variables: Fall 1987 & Fall 1992 2021-04-01 2021-12-31 2000 23 Report of investigation : the Aldrich Ames espionage case / Permanent Select Committee on Intelligence,2021-04-01 U.S. -
James Russell Lowell Among My Books
JAMES RUSSELL LOWELL AMONG MY BOOKS 2008 – All rights reserved Non commercial use permitted AMONG MY BOOKS First Series by JAMES RUSSELL LOWELL * * * * * To F.D.L. Love comes and goes with music in his feet, And tunes young pulses to his roundelays; Love brings thee this: will it persuade thee, Sweet, That he turns proser when he comes and stays? * * * * * CONTENTS. DRYDEN WITCHCRAFT SHAKESPEARE ONCE MORE NEW ENGLAND TWO CENTURIES AGO LESSING ROUSSEAU AND THE SENTIMENTALISTS * * * * * DRYDEN.[1] Benvenuto Cellini tells us that when, in his boyhood, he saw a salamander come out of the fire, his grandfather forthwith gave him a sound beating, that he might the better remember so unique a prodigy. Though perhaps in this case the rod had another application than the autobiographer chooses to disclose, and was intended to fix in the pupil's mind a lesson of veracity rather than of science, the testimony to its mnemonic virtue remains. Nay, so universally was it once believed that the senses, and through them the faculties of observation and retention, were quickened by an irritation of the cuticle, that in France it was customary to whip the children annually at the boundaries of the parish, lest the true place of them might ever be lost through neglect of so inexpensive a mordant for the memory. From this practice the older school of critics would seem to have taken a hint for keeping fixed the limits of good taste, and what was somewhat vaguely called _classical_ English. To mark these limits in poetry, they set up as Hermae the images they had made to them of Dryden, of Pope, and later of Goldsmith. -
Attack on Pearl Harbor
Attack on Pearl Harbor From Wikipedia, the free encyclopedia Attack on Pearl Harbor Part of the Pacific Theater of World War II Photograph from a Japanese plane of Battleship Row at the beginning of the attack. The explosion in the center is a torpedo strike on the USS Oklahoma. Two attacking Japanese planes can be seen: one over the USS Neosho and one over the Naval Yard. Date December 7, 1941 Primarily Pearl Harbor, Hawaii Location Territory, U.S. Japanese major tactical victory U.S. declaration of war on the Result Empire of Japan. Germany and Italy declare war on the United States. Belligerents United States Empire of Japan Commanders and leaders Husband Kimmel Chuichi Nagumo Walter Short Isoroku Yamamoto Strength Mobile Unit: 8 battleships 6 aircraft carriers 8 cruisers 2 battleships 30 destroyers 2 heavy cruisers 4 submarines 1 light cruiser 1 USCG Cutter[nb 1] 9 destroyers 49 other ships[1] 8 tankers ~390 aircraft 23 fleet submarines 5 midget submarines 414 aircraft Casualties and losses 4 battleships sunk 3 battleships damaged 1 battleship grounded 4 midget submarines sunk 2 other ships sunk[nb 2] 1 midget submarine 3 cruisers damaged[nb 3] grounded 3 destroyers damaged 29 aircraft destroyed 3 other ships damaged 64 killed 188 aircraft destroyed 1 captured[6] 159[3] aircraft damaged 2,402 killed 1,247 wounded[4][5] Civilian casualties Between 48 - 68 killed[7][8] 35 wounded[4] [show] v t e Hawaiian Islands Campaign [show] v t e Pacific War The attack on Pearl Harbor[nb 4] was a surprise military strike conducted by the Imperial Japanese Navy against the United States naval base at Pearl Harbor, Hawaii, on the morning of December 7, 1941 (December 8 in Japan). -
Historic Barriers to Anglo-American Nuclear Cooperation
3 HISTORIC BARRIERS TO ANGLO- AMERICAN NUCLEAR COOPERATION ANDREW BROWN Despite being the closest of allies, with shared values and language, at- tempts by the United Kingdom and the United States to reach accords on nuclear matters generated distrust and resentment but no durable arrangements until the Mutual Defense Agreement of 1958. There were times when the perceived national interests of the two countries were unsynchronized or at odds; periods when political leaders did not see eye to eye or made secret agreements that remained just that; and when espionage, propaganda, and public opinion caused addi- tional tensions. STATUS IMBALANCE The Magna Carta of the nuclear age is the two-part Frisch-Peierls mem- orandum. It was produced by two European émigrés, Otto Frisch and Rudolf Peierls, at Birmingham University in the spring of 1940. Un- like Einstein’s famous letter to President Franklin D. Roosevelt, with its vague warning that a powerful new bomb might be constructed from uranium, the Frisch-Peierls memorandum set out detailed technical arguments leading to the conclusion that “a moderate amount of U-235 [highly enriched uranium] would indeed constitute an extremely effi- cient explosive.” Like Einstein, Frisch and Peierls were worried that the Germans might already be working toward an atomic bomb against which there would be no defense. By suggesting “a counter-threat with a similar bomb,” they first enunciated the concept of mutual deterrence and recommended “start[ing] production as soon as possible, even if 36 Historic Barriers to Anglo-American Nuclear Cooperation 37 it is not intended to use the bomb as a means of attack.”1 Professor Mark Oliphant from Birmingham convinced the UK authorities that “the whole thing must be taken rather seriously,”2 and a small group of senior scientists came together as the Maud Committee. -
The 2000 Npt Review Conference
THE 2000 NPT REVIEW CONFERENCE CHALLENGES AND PROSPECTS TARIQ RAUF Center for Nonproliferation Studies Table of Contents Introduction……………………………………………………………………………………………………...…..4 NPT BARGAIN………………………………………………………………………………………………………5 Nuclear Nonproliferation Concerns…………………………………………………………………………………..5 Nuclear Disarmament Concerns….………………………………………………………………………………… 5 Impediments to Sharing of Civilian Nuclear Technology…………………………………………………………….5 NPT REVIEW………………………………………………………………………………………………………..6 THE NUCLEAR NONPROLIFERATION TREATY…………………………………………………………….6 Decision 1: Strengthening the Review Process for the Treaty……………………….…………………………….….7 Decision 2: Principles and Objectives for Nuclear Non-Proliferation and Disarmament…………………………. 10 Decision 3: Extension of the NPT…………………………………………………………………………………….11 The Resolution on the Middle East…………………………………………………………………………………...12 SUBSTANTIVE ISSUES AT THE 2000 NPT REVIEW CONFERENCE……………………………………...13 Non-proliferation (Articles I / II)……………………………………………………………………………………..13 Strengthened IAEA Safeguards (NPT Article III) and Export Controls……………………………………………...15 Cooperation in Peaceful Uses of Atomic Energy (NPT Article IV)………………………………………………….17 Peaceful Nuclear Explosions (Article V)……………………………………………………………………………..17 Nuclear Disarmament (Article VI)…………………………………………………………………………………...18 Update on the 1995 Programme of Action…………………………………………………………………………...19 Comprehensive Nuclear-Test Ban Treaty…………………………………………………………………………….19 Fissile Material Cut-off Treaty……………………………………………………………………………………….20 Nuclear Disarmament………………………………………………………………………………………………...21 -
FDR and Pearl Harbor (Free Press, 2000), 258-260
CONFRONT THE ISSUE Almost as soon as the attacks occurred, conspiracy theorists began claiming that President Roosevelt had FDR AND prior knowledge of the assault on Pearl Harbor. Others have claimed he tricked the Japanese into starting a war with the United States as a “back door” way to go to war with Japan’s ally, Nazi Germany. However, PEARL after nearly 65 years, no document or credible witness has been discovered that prove either claim. Most HARBOR scholars view Pearl Harbor as the consequence of missed clues, intelligence errors, and overconfidence. The causes behind the Japanese attack are complex and date back to the 1930s, when Japan undertook a military/colonial expansion in China—culminating in a full-scale invasion in 1937. America opposed this expansion and used a variety of methods to try to deter Japan. During the late 1930s, FDR began providing limited support to the Chinese government. In 1940, Roosevelt moved the Pacific fleet to the naval base at Pearl Harbor as a show of American power. He also attempted to address growing tensions with Japan through diplomacy. When Japan seized southern French Indo-China in July 1941, Roosevelt responded by freezing Japanese Scroll down to view assets in the United States and ending sales of oil to Japan. Japan’s military depended upon American oil. select documents Japan then had to decide between settling the crisis through diplomacy or by striking deep into Southeast from the FDR Library Asia to acquire alternative sources of oil, an action that was certain to meet American opposition. and excerpts from the historical debate. -
Hiroshima-Nagasaki, Teachings of Peace for Humanity
INSTITUTO DIOCESANO DEL PROFESORADO M. RASPANTI HIROSHIMA-NAGASAKI, TEACHINGS OF PEACE FOR HUMANITY 1. Members of the chair1 Lecturer E-mail Cecilia Onaha [email protected] Nélida Shinzato [email protected], [email protected] Matías Iglesias [email protected] Vicente Haya [email protected] Osvaldo Napoli [email protected] Tomoko Aikawa [email protected] 2. Targets The course is part of the curriculum of the Special Education Teacher Training, Religious Education and Psychopedagogy programs. For our students it will be a compulsory course. It will form the content of the subjects "Field of Practice" and "Tools of the Field of Professional Teaching Practice". It will also be open to professionals and agents of the field of education, social work and social health, as well as students and teachers of related careers, to whom an institutional certificate of the course will be given. 3. Area in which the course is located within the programs The course is in the Culture of Peace course of studies, within the area of Education for Global Citizenship, within the framework of the UNESCO Chair Education for Diversity based in our Institute. 4. Justification of the course In virtue of our UNESCO Chair, we have taken as our own the axis of global citizenship that emerges from the Sustainable Development Goals of the UNESCO 2030 Agenda, in particular, Goal 4.7, which aims to ensure that all students acquire the 1 See last page for a brief resume of the lecturers. 1 theoretical and practical knowledge to promote, among other things, sustainable development, human rights, the promotion of the culture of peace and non-violence, world citizenship and the appreciation of cultural diversity. -
An Analysis of American Propaganda in World War II and the Vietnam War Connor Foley
Bridgewater State University Virtual Commons - Bridgewater State University Honors Program Theses and Projects Undergraduate Honors Program 5-12-2015 An Analysis of American Propaganda in World War II and the Vietnam War Connor Foley Follow this and additional works at: http://vc.bridgew.edu/honors_proj Part of the Cultural History Commons, and the United States History Commons Recommended Citation Foley, Connor. (2015). An Analysis of American Propaganda in World War II and the Vietnam War. In BSU Honors Program Theses and Projects. Item 90. Available at: http://vc.bridgew.edu/honors_proj/90 Copyright © 2015 Connor Foley This item is available as part of Virtual Commons, the open-access institutional repository of Bridgewater State University, Bridgewater, Massachusetts. An Analysis of American Propaganda in World War II and the Vietnam War Connor Foley Submitted in Partial Completion of the Requirements for Commonwealth Honors in History Bridgewater State University May 12, 2015 Dr. Paul Rubinson, Thesis Director Dr. Leonid Heretz, Committee Member Dr. Thomas Nester, Committee Member Foley 1 Introduction The history of the United States is riddled with military engagements and warfare. From the inception of this country to the present day, the world knows the United States as a militaristic power. The 20th century was a particularly tumultuous time in which the United States participated in many military conflicts including World War I, World War II, the Korean War, the Vietnam War, the Persian Gulf War, and several other smaller or unofficial engagements. The use of propaganda acts as a common thread that ties all these military actions together. Countries rely on propaganda during wartime for a variety of reasons. -
Famous Speeches: Franklin D. Roosevelt's Pearl Harbor Address by Original Speech from the Public Domain on 03.29.16 Word Count 578
Famous Speeches: Franklin D. Roosevelt's Pearl Harbor Address By Original speech from the public domain on 03.29.16 Word Count 578 President Franklin D. Roosevelt delivers his "Day of Infamy" speech to Congress on Dec. 8, 1941. Behind him are Vice President Henry Wallace (left) and Speaker of the House Sam Rayburn. To the right, in uniform in front of Rayburn, is Roosevelt's son James, who escorted his father to the Capitol in Washington, D.C. Photo: U.S. National Archives/ Wikimedia Commons On Dec. 7, 1941, at around 1:30 p.m., Navy Secretary Frank Knox told President Franklin D. Roosevelt that Pearl Harbor, a U.S. military base in Hawaii, had been attacked and more than 2,400 Americans were killed. Previous to Pearl Harbor, a war with Japan seemed likely but the attack made it imminent. The next day, a somber Roosevelt delivered this speech to Congress and the nation. Mr. Vice President, Mr. Speaker, members of the Senate and the House of Representatives: Yesterday, December 7th, 1941 — a date which will live in infamy — the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan. The United States was at peace with that nation, and, at the solicitation of Japan, was still in conversation with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in the American island of Oahu, the Japanese Ambassador to the United States and his colleague delivered to our Secretary of State a formal reply to a recent American message. -
Pearl Harbor and 9/11: a Comparison
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2008 Pearl Harbor and 9/11: A Comparison. Chad L. Nielsen East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Cultural History Commons, and the United States History Commons Recommended Citation Nielsen, Chad L., "Pearl Harbor and 9/11: A Comparison." (2008). Electronic Theses and Dissertations. Paper 1928. https://dc.etsu.edu/etd/1928 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Pearl Harbor and 9/11 A Comparison _____________________ A Thesis presented to the faculty of the Department of History East Tennessee State University In partial fulfillment of the requirements for the degree Masters of Art in History _____________________ by Chad L Nielsen May 2008 _____________________ Dr. Stephen Fritz, Chair Dr. Henry Antkiewicz Dr. Tom Lee Keywords: Pearl Harbor, September 11, 9/11, 911, World War II ABSTRACT Pearl Harbor and 9/11 A Comparison by Chad L Nielsen Pearl Harbor and 9/11 have been compared together since the 9/11 attacks. This thesis analyzes the two from the viewpoints of the politicians, the media, and finally the effects on culture. Sources were gathered from newspapers, books, journal articles, government resources, and internet web sites. Pearl Harbor and 9/11 are similar on the surface, but upon looking into further circumstances, dissimilarities are found between the two events. -
World War II: America's Motivation and Impact How Did the United States’ Motivations for Entering World War II Impact Our Actions?
TEACHING WITH PRIMARY SOURCES World War II: America's Motivation and Impact How did the United States’ motivations for entering World War II impact our actions? Following World War I, the United States hoped to avoid further entanglement with European politics that had drawn us into war. A strong isolationist sentiment developed that questioned the wisdom of our entry into The Great War as it was then known. However, the rise of military government in Germany, Italy and Japan and their invasions of neighboring countries became a major concern for United States leaders including President Franklin Delano Roosevelt. Germany Instigates World War I In Europe, Adolf Hitler led the rise of the Nazi Party, which claimed that Germany was treated unfairly in the peace treaty that ended WWI. He also sought to unite all German-speaking peoples, a policy that put him at odds with several neighbors like Austria, Poland and Czechoslovakia. Great Britain and France tried to negotiate an end to German expansion, but the Soviet Union on Germany’s eastern front signed a non-aggression treaty with Hitler that opened the door to Germany’s invasion of Poland in 1939. France and England came to the aid of the Poles and declared war on Germany. Hitler’s armies quickly overran Poland and then France, leaving Britain alone against German armies and air force. President Roosevelt wanted to come to the aid of our British allies, but public sentiment was not yet ready to send American soldiers to fight in another European war. Meanwhile, Germany and Italy became partners with Japan that had designs on domination of Eastern Asia. -
Evangelicalismo E Cultura Escrita: O Papel Dos Fanzines Na Construção De Uma Identidade Contracultural Cristã Em Belo Horizonte Entre Os Anos 1980 E 1990
UNIVERSIDADE FEDERAL DE MINAS GERAIS PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO: CONHECIMENTO E INCLUSÃO SOCIAL JAIME MAGALHÃES SEPULCRO JÚNIOR EVANGELICALISMO E CULTURA ESCRITA: O PAPEL DOS FANZINES NA CONSTRUÇÃO DE UMA IDENTIDADE CONTRACULTURAL CRISTÃ EM BELO HORIZONTE ENTRE OS ANOS 1980 E 1990 Belo Horizonte, MG Junho de 2019 UNIVERSIDADE FEDERAL DE MINAS GERAIS PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO: CONHECIMENTO E INCLUSÃO SOCIAL JAIME MAGALHÃES SEPULCRO JÚNIOR Evangelicalismo e cultura escrita: o papel dos fanzines na construção de uma identidade contracultural cristã em Belo Horizonte entre os anos 1980 e 1990 Dissertação apresentada ao Programa de Pós- Graduação em Educação: Conhecimento e Inclusão Social, da Universidade Federal de Minas Gerais, como requisito parcial para obtenção do título de Mestre em Educação. Linha de Pesquisa: História da Educação Orientadora: Ana Maria de Oliveira Galvão Belo Horizonte, MG Junho de 2019 FICHA CATALOGRÁFICA FOLHA DE APROVAÇÃO EVANGELICALISMO E CULTURA ESCRITA: o papel dos fanzines na construção de uma identidade contracultural cristã em Belo Horizonte entre os anos 1980 e 1990 Jaime Magalhães Sepulcro Júnior Dissertação submetida à Banca Examinadora designada pelo Colegiado do Programa de Pós- Graduação em Educação, Conhecimento e Inclusão Social, da Faculdade de Educação da Universidade Federal de Minas Gerais como requisito para obtenção do grau de mestre em Educação como requisito parcial para a obtenção do título de Mestre em Educação em 28 de junho de 2019, aprovada pela banca examinadora composta pelos seguintes membros: _________________________________________________________________ Profa. Dra. Ana Maria de Oliveira Galvão (FaE/UFMG) – Orientadora __________________________________________________________________ Profa. Dra. Isabel Cristina Alves da Silva Frade (FaE/UFMG) – Convidada __________________________________________________________________ Prof.