DOCSLIB.ORG

Atomic Engery Education Volume Three.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Atomic Engery Education Volume Three.Pdf THE STATI OF IOWA 0.. Molntt State of Iowa 1950 THE ATOM AND YOU A Unit for Secondary Schools VOLUME I I I THE IOWA PLAN FOR ATOMIC ENERGY EDUCATION ISSUED BY THE DEPARTMENT OF PUBLIC INSTRUCTION JESSIE M . PARKER SUPERINTENDENT DES MOINES , IOWA PUBLISHED BY THE STATE OF IOWA State of Iowa 1950 THE ATOM AND YOU THE IOWA PLAN FOR ATOMIC ENERGY EDUCATION A Unit for Secondary Schools CENTRAL PLANNING COMMITTEE G. E. Holmes, Department of Public Instruction, Des Moines, Chairman Emil C. Miller, Luther College, Decorah Barton Morgan, Iowa State College, Ames M. J . Nelson, Iowa State Teachers College, Cedar Falls Hew Roberts, State University of Iowa, Iowa City L.A. Van Dyke, State University of Iowa, Iowa City Jessie M. Parker, State Superintendent of Public Instruction (Ex-officio) Production Committee ) for VOLUME THE ATOM AND YOU John H. Haefner, University High School, State University of THE IOWA PLA N FOR Iowa, Chairman Richard W. Burns, University High School, State University of Iowa ATOMIC ENERGY EDUCATION William B. Hutchison, State University of Iowa John L. Martin, State University of Iowa (Now at Coronado Schools, Coronado, California) Emil C. Miller, Luther College, Decorah, Iowa Don E. Rhoades, Corning High School, Corning, Iowa ISSUED BY THE Alvin H. Schild State University of Iowa (Now at University of Kansas) DEPARTMENT OF Willard D. Unsicker, University High School, State University of Iowa PUBLIC INSTRUCTION Cover Design: by Russ Paulding, State University of Iowa JESSIE M. PARKER SUPERINTENDENT DES MOINES , IOWA ) PUBLISHED BY THE STATE OF IOWA TABLE OF CONTENTS Page I. Introduction ---------------------------- ------------- ------------------------------------------------- 1 Specific Aspects of the Secondary Education Program_______________ _ 1 How to Use This ManuaL_____ __ ____________ ______________________ ___________________ ___ 2 II. General Objectives ------------------------------------------------------- ----- --- ------ --------- 3 III. Keyed References and Kits of Materials -------------------- -- -------------------- 4 IV. Teacher Lesson Plans and Student Assignments ---------------------------- 5 V. .Supplementary and Follow-Up Activities ---------- ------------------------------ 35 Copyright 1950 VI. Suggested Audio-Visual Aids ------------------------------------------------------------ 36 by THE STATE OF IOWA VII. Evaluation and Test Suggestions ------- ---- --------- ---- ---- ------ -- ---- -----·-------- 37 VIII. Recommended Books, Pamphlets, Documents, and Magazines on Atomic Energy for the School Library --- ---- ----- -------------- -- ------------ 43 IX. Appendices --------------------------- -- -------·---------- -- ---------- ----- ----------- --- -- ---- -------- 45 . A. Summary of the Kinetic Molecular Theory of Matter __ ____ __ 45 B. Demonstrations for Problem L ______________________________________________ 45 C. Atomic Weight Supplement_ _____________________________________________________ 46 D. Demonstration for Problem 4------------------------------- -------···----·---- 46 E. The Peacetime Applications of Atomic Energy ___________________ _ 46 F. Definitions ---------------------------- ---------------------------------------------------- 50 G. Historical Data -------------------------------------------------------------- ---------- 51 H. Basic Scientific Facts and Principles as Appli ed to Matter and Energy ------------ ---------- ----·---- ---------- --- ------------------------ ------ 52 ) THE IOWA PLAN FOR ATOMIC ENERGY EDUCATION THE ATOM AND YOU (A Unit for Secondary Schools) I. INTRODUCTION Atomic energy is a part of our lives today and it will Specific Aspects of the Secondary progressively become a more important part. When man Education Program learned to release energy by breaking the nucleus of the atom, a ,fundamental advance of knowledge was made, The purpose of this manual is to aiel in accomplishing as great as man has ever witnessed; an advance of the purposes of the "Iowa P lan for Atomic JL'nergy lmowleclge which has tremendous implications for all Education" as they pertain to the high school. It is aspects of our life, socially, politically, and economically. intended, first, to demonstrate that teaching about An awareness of atomic energy on the part of the public atomic energy at the high school level is possible; was first brought about by the use of atomic energy as a second, to suggest what can and should be clone in the weapon. The atomic bomb, however, is only the first high school; third, to suggest procedures and techniques application or the new knowledge, the potential appli­ which it is believed will prove successful; and fourth, cations of which seem a lmost limitless. Atomic energy to introduce ancl make available suitable materials for holds forth great promise for a better and happier life both teachers and pupils. For those schools which have for this ancl succeeding generations. It also presents a developed programs and materials, it is hoped that this serious threat to our present civili zation. In ancl o[ manual will serve as a supplement and as a source for itself, atomic energy is neither goorl nor bad but what additional suggestions and materials. The manua l pre­ man does with it may be either or hoth. sents specific objectives, lesson plans, and text refer­ ences, not for the purpose of limiting programs of study, The existence of atomic energy poses important and but rather to give concrete aid to those schools who far reaching problems, both international and domestic want to teach about atomic energy but are somewhat at in scope. These problems are vital, real, and demanding a loss as to what to do and how to begin. of a solution. An intelligent and correct solution to these problems will make possible the potential bene­ The teaching of atomic energy is not entirely new to fi cial results o•f atomic energy. The price we may have the high schools of Iowa. The recently published state to pay for wrong solutions will be great, perhaps devas­ course of study includes units which contain most of tating. Attempting to ignore the problems or relying the scientific facts and some of the social implications upon impulse and emotion for a solution is a certain of atomic energy. The present material expands upon means of ensuring wrong solutions. Intelligent, rational, the suggestions given there and represents a conscious and correct solutions can result only from knowledge effort at correlation between science and the social and understanding. The very basis of our democracy is studies. The program is conceived as consisting of a sound judgment rendered by a rational, informed fifteen-day unit taught in the social studies class. It is citizenry. It is essential that Americans know ancl un­ recommended that the science teacher conduct the social derstand the facts and issues involved in atomic energy; studi es cJass for the first seven clays of the unit ancl that they realize the price which might have to be paid that the social studies teacher conduct it for the re­ for wrong choices; and that it is up to them as to maining eight clays. If possihle, it would be desirable whether atomic energy will make their lives better or for both teachers to be present during the entire unit. destroy them. They must r ealize that the atomic bomb A correlated program as here suggested involves some and intemational control are only manifestations of a administrative problems in that teacher assignments larger problem. The domestic issues involved are will have to be adjusted so as to free the science teacher similarly far reaching, and decisions conceming them from regular duties during the hours be teaches the will greatly affect this and succeeding generations. social studies class. This does not seem to constitute an insurmountable problem relative to the advantages The absolute necessity of American citizens gaining involved in a correlated program. It does, however, atomic literacy quickly, places a heavy responsibility place a measure of responsibility for the effective func­ upon education at all levels. It is possible, through tioning of this program upon the administration. Even education, to acquire the necessary facts and under­ though it is highly recommended that the administration standings for intelligent decisions concerning atomic make possible the adoption of the above procedure. the energy, The basic information is neither secret nor plan does not rule out one teacher's teaching the entire difficult. That our citiz ens do acquire such lmowledge unit. The material is adequate and the manual so de­ is a responsibility which no educator can avoid. signed that either the science or the social studies teacher can conduct the entire program. "The Iowa Plan for Atomic Energy Education" is an attempt to partially meet the need as indicated above. The logical grade placement of a unit on atomic Tt is an attempt to help remove fears concerning atomic energy seems to be in eleventh grade social studies, energy and to assist in pointing the way toward a and this for several reasons: (1) eleventh grade social sensible and sane consideration or what American studies is required of all pupils and this material is of citizens can and should know and do about atomic such vital importance that all pupils must be included; energy. It is a plan which extends from the elementary (2) e leventh grade social studies commonly consists of grades through adult education. This teaching unit. American history and atomic energy constitutes a para­ THE
Load more

Recommended publications
  • 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.
    [Show full text]
  • Nobel Prizewinner Seaborg Went Ahead with Mcmillan's Research Project and Within a Few Months He and His Associates Produced EDWITM
    Nobel Prizewinner Seaborg went ahead with McMillan's research project and within a few months he and his associates produced EDWITM. MCMILL\N, co-winner of the 1951 Nobel plutonium. which proved to be a vital element in the Prize for Chemistry. is the fourth Caltech scientist to construction of the atomic bomb. While working on the be awarded this highest of all scientific honors. The atom bomb project during the war. and after his return otheis: R. A. Millikan, who received the award in physics to the University of California, Seaborg produced, one in 1923; Thomas Hunt Morgan, honored in 1933 for his after another, elements 95 (americium), 96 ( curium), research in heredity: and Carl Anderson, whose discov- 97 (berkelium) and 98 (californium). ery of the positron won him a physics award in 1936. During the war Dr. McMillan not only worked on Dr. McMillan graduated from Caltech in 1928, re- microwave radar, but assisted in the development of ceived his M.S. here in 1929. and his Ph.D. from Prince- sonar a~ the Navy Radio and Sound Laboratory in San Ion iii 19:32. In that same year he went LO the [Tniversity Diego, California. and later joined the Los Alamos of California JLBerkeley as a National Research Fellow. Scientific Laboratory. McMillan helped Prof. J. Robert He has been on the faculty at Cal ever since. and has Oppenheirner organize the lab foi ihe development of lieen Professor of Physics there since 1946. the atomic bomb. He was in charge of early development Dr. McMillan shares this year's Nobel Chemistry of the Hiroshima bomb and later worked on the Naga- Award with his colleague at the University of California, saki type bomb.
    [Show full text]
  • Revisiting One World Or None
    Revisiting One World or None. Sixty years ago, atomic energy was new and the world was still reverberating from the shocks of the atomic bombings of Hiroshima and Nagasaki. Immediately after the end of the Second World War, the first instinct of the administration and Congress was to protect the “secret” of the atomic bomb. The atomic scientists—what today would be called nuclear physicists— who had worked on the Manhattan project to develop atomic bombs recognized that there was no secret, that any technically advanced nation could, with adequate resources, reproduce what they had done. They further believed that when a single aircraft, eventually a single missile, armed with a single bomb could destroy an entire city, no defense system would ever be adequate. Given this combination, the world seemed headed for a period of unprecedented danger. Many of the scientists who had worked on the Manhattan Project felt a special responsibility to encourage a public debate about these new and terrifying products of modern science. They formed an organization, the Federation of Atomic Scientists, dedicated to avoiding the threat of nuclear weapons and nuclear proliferation. Convinced that neither guarding the nuclear “secret” nor any defense could keep the world safe, they encouraged international openness in nuclear physics research and in the expected nuclear power industry as the only way to avoid a disastrous arms race in nuclear weapons. William Higinbotham, the first Chairman of the Association of Los Alamos Scientists and the first Chairman of the Federation of Atomic Scientists, wanted to expand the organization beyond those who had worked on the Manhattan Project, for two reasons.
    [Show full text]
  • *Revelle, Roger Baltimore 18, Maryland
    NATIONAL ACADEMY OF SCIENCES July 1, 1962 OFFICERS Term expires President-Frederick Seitz June 30, 1966 Vice President-J. A. Stratton June 30, 1965 Home Secretary-Hugh L. Dryden June 30, 1963 Foreign Secretary-Harrison Brown June 30, 1966 Treasurer-L. V. Berkner June 30, 1964 Executive Officer Business Manager S. D. Cornell G. D. Meid COUNCIL *Berkner L. V. (1964) *Revelle, Roger (1965) *Brown, Harrison (1966) *Seitz, Frederick (1966) *Dryden, Hugh L. (1963) *Stratton, J. A. (1965) Hutchinson, G. Evelyn (1963) Williams, Robley C. (1963) *Kistiakowsky, G. B. (1964) Wood, W. Barry, Jr. (1965) Raper, Kenneth B. (1964) MEMBERS The number in parentheses, following year of election, indicates the Section to which the member belongs, as follows: (1) Mathematics (8) Zoology and Anatomy (2) Astronomy (9) Physiology (3) Physics (10) Pathology and Microbiology (4) Engineering (11) Anthropology (5) Chemistry (12) Psychology (6) Geology (13) Geophysics (7) Botany (14) Biochemistry Abbot, Charles Greeley, 1915 (2), Smithsonian Institution, Washington 25, D. C. Abelson, Philip Hauge, 1959 (6), Geophysical Laboratory, Carnegie Institution of Washington, 2801 Upton Street, N. W., Washington 8, D. C. Adams, Leason Heberling, 1943 (13), Institute of Geophysics, University of Cali- fornia, Los Angeles 24, California Adams, Roger, 1929 (5), Department of Chemistry and Chemical Engineering, University of Illinois, Urbana, Illinois Ahlfors, Lars Valerian, 1953 (1), Department of Mathematics, Harvard University, 2 Divinity Avenue, Cambridge 38, Massachusetts Albert, Abraham Adrian, 1943 (1), 111 Eckhart Hall, University of Chicago, 1118 East 58th Street, Chicago 37, Illinois Albright, William Foxwell, 1955 (11), Oriental Seminary, Johns Hopkins University, Baltimore 18, Maryland * Members of the Executive Committee of the Council of the Academy.
    [Show full text]
  • Nuclear Winter and the End of the Age of Agriculture by Dr
    Nuclear Winter and the End of the Age of Agriculture By Dr. Lawrence Badash Professor Emeritus of History of Science Department of History University of California Santa Barbara, CA 93106-9410 [email protected] Prepared for The Jeffrey Rubinoff Sculpture Park MAY 2010 COMPANY OF IDEAS FORUM Dr. Lawrence Badash University of California, Santa Barbara Lawrence Badash received a B.S. in physics from Rensselaer Polytechnic Institute in 1956, and a Ph.D. in history of science from Yale University in 1964. He is Professor Emeritus of History of Science at the University of California, Santa Barbara, where he taught for thirty-six years. He has been a NATO Postdoctoral Science Fellow at Cambridge University, a Guggenheim Fellow, Visiting Professor of International Studies at Meiji Gakuin University in Yokohama, Director of the University of California Institute on Global Conflict and Cooperation's Summer Seminar on Global Security and Arms Control, a lecturer on the nuclear arms race at the Inter-University Center of Postgraduate Studies in Dubrovnik, Croatia, a Council member of the History of Science Society, a Member-at-Large of the Section on History and Philosophy of Science of the American Association for the Advancement of Science, and a member of the Executive Committee of the Forum on Physics and Society of the American Physical Society. Badash is a Fellow of the American Physical Society and of the American Association for the Advancement of Science. His research is centered on the physical sciences of the past century, especially the development of radioactivity and nuclear physics; on the role of scientists in the nuclear arms race; and on the interaction of science and society.
    [Show full text]
  • Interview with Rudd Brown
    RUDD BROWN (b. 1920) INTERVIEWED BY SHIRLEY K. COHEN January 31, 1995 Photo courtesy of Tom Apostol ARCHIVES CALIFORNIA INSTITUTE OF TECHNOLOGY Pasadena, California Subject area Geology, geochemistry, social sciences, United States Congress Abstract An interview on January 31, 1995, with Rudd Brown, on the subject of her former husband, Harrison Brown (1917-1986), who was a professor of geochemistry in the Division of Geological and Planetary Sciences at Caltech from 1951 to 1977, with a joint appointment in the Division of Humanities and Social Sciences as professor of science and government, from 1967. Among other policy positions, he was foreign secretary of the National Academy of Sciences from 1962 to 1974. In 1977, he left Caltech to become director of the Resource Systems Institute at the East-West Center, in Honolulu, remaining there until 1983. Brown came to Caltech from the University of Chicago, and was shortly followed there by several other Chicago geochemists, including Clair Patterson and Samuel Epstein. He and Rudd were married c. 1950 and divorced in 1975. In this interview, she outlines his family background and childhood in Sheridan, Wyoming, and San Francisco and his wartime work at Oak Ridge. She recalls their early life together at the University of Chicago after World War II and their subsequent years at Caltech, including its social life. She discusses his interest in the problems of overpopulation, resource sustainability, agricultural productivity, http://resolver.caltech.edu/CaltechOH:OH_Brown_R and East-West relations. She recalls his help in her political campaigns for Congress in 1958 and 1960 and concludes with recollections of his involvement with the Center for the Study of Democratic Institutions in the 1960s.
    [Show full text]
  • Atomic Engery Education Volume Four.Pdf
    ~ t a t e of ~ ofua 1952 SCIENTIFIC AND SOCIAL ASPECTS OF ATOMIC ENERGY (A Source Book /or General Use in Colleges) Volume IV The Iowa Plan for Atomic Energy Education Issu ed by the D epartment of Public Instruction J essie M. Parker Superintendent Des Moines, Iowa Published by the State .of Iowa ''The release of atomic energy on a large scale is practical. It is reasonable to anticipate that this new source of energy will cause profound changes in our present way of life." - Quoted from the Copyright 1952 Atomic Energy Act of 1946. by The State of Iowa "Unless the people have the essential facts about atonuc energy, they cannot act wisely nor can they act democratically."-. -David I Lilienthal, formerly chairman of the Atomic Energy Com.mission. IOWA PLAN FOR ATOMIC ENERGY EDUCATION FOREWORD Central Planning Committee About five years ago the Iowa State Department of Public Instruction became impressed with the need for promoting Atomic Energy Education throughout the state. Following a series of Glenn Hohnes, Iowa State Col1ege, Ames, General Chairman conferences, in which responsible educators and laymen shared their views on this problem, Emil C. Miller, Luther College, Decorah plans were made to develop material for use at the elementary, high school, college, and Barton Morgan, Iowa State College, Ames adult education levels. This volume is a resource hook for use with and by college students. M. J. Nelson, Iowa State Teachers College, Cedar Falls Actually, many of the materials in this volume have their origin in the Atomic Energy Day Hew Roberts, State University of Iowa, Iowa City programs which were sponsored by Cornell College and Luther College two or three years L.
    [Show full text]
  • ABSTRACT Title of Dissertation: the PRINCIPAL UNCERTAINTY: U.S
    ABSTRACT Title of Dissertation: THE PRINCIPAL UNCERTAINTY: U.S. ATOMIC INTELLIGENCE, 1942-1949 Vincent Jonathan Houghton, Doctor of Philosophy, 2013 Dissertation directed by: Professor Jon T. Sumida Department of History The subject of this dissertation is the U. S. atomic intelligence effort against both Nazi Germany and the Soviet Union in the period 1942-1949. Both of these intelligence efforts operated within the framework of an entirely new field of intelligence: scientific intelligence. Because of the atomic bomb, for the first time in history a nation’s scientific resources – the abilities of its scientists, the state of its research institutions and laboratories, its scientific educational system – became a key consideration in assessing a potential national security threat. Considering how successfully the United States conducted the atomic intelligence effort against the Germans in the Second World War, why was the United States Government unable to create an effective atomic intelligence apparatus to monitor Soviet scientific and nuclear capabilities? Put another way, why did the effort against the Soviet Union fail so badly, so completely, in all potential metrics – collection, analysis, and dissemination? In addition, did the general assessment of German and Soviet science lead to particular assumptions about their abilities to produce nuclear weapons? How did this assessment affect American presuppositions regarding the German and Soviet strategic threats? Despite extensive historical work on atomic intelligence, the current historiography has not adequately addressed these questions. THE PRINCIPAL UNCERTAINTY: U.S. ATOMIC INTELLIGENCE, 1942-1949 By Vincent Jonathan Houghton Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2013 Advisory Committee: Professor Jon T.
    [Show full text]
  • Science, Scientific Intellectuals and British Culture in the Early Atomic Age, 1945-1956: a Case Study of George Orwell, Jacob Bronowski, J.G
    Science, Scientific Intellectuals and British Culture in The Early Atomic Age, 1945-1956: A Case Study of George Orwell, Jacob Bronowski, J.G. Crowther and P.M.S. Blackett Ralph John Desmarais A Dissertation Submitted In Fulfilment Of The Requirements For The Degree Of Doctor Of Philosophy Imperial College London Centre For The History Of Science, Technology And Medicine 2 Abstract This dissertation proposes a revised understanding of the place of science in British literary and political culture during the early atomic era. It builds on recent scholarship that discards the cultural pessimism and alleged ‘two-cultures’ dichotomy which underlay earlier histories. Countering influential narratives centred on a beleaguered radical scientific Left in decline, this account instead recovers an early postwar Britain whose intellectual milieu was politically heterogeneous and culturally vibrant. It argues for different and unrecognised currents of science and society that informed the debates of the atomic age, most of which remain unknown to historians. Following a contextual overview of British scientific intellectuals active in mid-century, this dissertation then considers four individuals and episodes in greater detail. The first shows how science and scientific intellectuals were intimately bound up with George Orwell’s Nineteen Eighty Four (1949). Contrary to interpretations portraying Orwell as hostile to science, Orwell in fact came to side with the views of the scientific rig h t through his active wartime interest in scientists’ doctrinal disputes; this interest, in turn, contributed to his depiction of Ingsoc, the novel’s central fictional ideology. Jacob Bronowski’s remarkable transition from pre-war academic mathematician and Modernist poet to a leading postwar BBC media don is then traced.
    [Show full text]
  • Alert Today, Alive Tomorrow Living with the Atomic Bomb, 1945 – 1965
    Alert Today, Alive Tomorrow Living with the Atomic Bomb, 1945 – 1965 Alert Today, Alive Tomorrow explores how Americans experienced the atomic threat as part of their daily lives from 1945 to 1965. The exhibition focuses on how media messages in print, on the radio, in film, and in popular mass‐culture objects like toys conveyed a climate of heightened preparedness and fear that became an integral part of Cold War life through the early 1960s. Alert Today starts at the moment when Americans first learned of the dropping of the atomic bomb on Hiroshima, Japan on August 6, 1945. The exhibition then leads visitors through three chronological displays and four main thematic sections to show how civil defense publications, household objects, books and magazines, toys, and scientific equipment all changed over the course of twenty years in response to the changing political and technological threats of the Atomic Age. The messages were inescapable. While images like Bert the Turtle and pamphlets announcing “6 Survival Secrets” to an atomic attack may seem naïve or futile to us, Alert Today asks audiences to take a step back in time and understand how thoroughly the culture of atomic awareness permeated every aspect of life during the 1950s. How would we respond today if a similar set of concerns so dominated every arena of our lives —at home, at school, in the community, and even at play? These docent notes follow the order of the chronological and thematic areas of Alert Today, Alive Tomorrow. You may wish to combine this material with a reading of the exhibition script (e.g.
    [Show full text]
  • 70 Years of and Counting
    Federation of American Scientists 70 years of and counting Alexander DeVolpi Retired, Argonne National Laboratory Freeman Dyson Retired, Institute for Advanced Study, Princeton University Charles D. Ferguson President, FAS Richard L. Garwin IBM Fellow Emeritus, IBM Thomas J. Watson CHARLES D. FERGUSON Research Center Editor in Chief Frank von Hippel ALLISON FELDMAN Co-Director, Program on Science and Global Managing and Creative Editor Security, Princeton University ___________ Robert S. Norris Senior Fellow for Nuclear Policy, FAS B. Cameron Reed Charles A. Dana Professor of Physics, Alma FAS Public Interest Report College 1725 DeSales Street NW Megan Sethi Suite 600 U.S. Historian and Adjunct Professor, Cal Poly Washington, DC 20036 Pomona and Southern New Hampshire PHONE: 202.546.3300 University FAX: 202.675.1010 Daniel Singer EMAIL: [email protected] Of Counsel, Fried, Frank, Harris, Shriver & The PIR welcomes letters to the editor. Letters Jacobson LLP should not exceed 300 words and may be edited Jeremy J. Stone for length and clarity. Founder, Catalytic Diplomacy ___________ Annual print subscription is $100.00. An archive of FAS Public Interest Reports is available online at: http://fas.org/publications/public-interest- reports/. Cover image: U.S. military observe the explosion during Operation Crossroads Baker, a nuclear test conducted on Bikini Atoll on July 25, 1946. Source: U.S. Department of Defense. PRESIDENT’S MESSAGE: REINVENTION AND RENEWAL Charles D. Ferguson………………………………………………………………………………..1 THE LEGACY OF THE FEDERATION OF AMERICAN SCIENTISTS Megan Sethi………………………………………………………………………………………...5 SCIENTISTS AND NUCLEAR WEAPONS, 1945-2015 Robert S. Norris…………………………………………………………………..…………….....12 GOVERNMENT SECRECY AND CENSORSHIP Alexander DeVolpi……………………………………………………………………………......15 FAS HISTORY, 1961-1963 Freeman Dyson…………………………………………………………………………...………23 FAS IN THE 1960s: FORMATIVE YEARS Daniel Singer………………………………………………………………………………...……26 REVITALIZING AND LEADING FAS: 1970-2000 Jeremy J.
    [Show full text]
  • America's Fear and Fascination of the Atomic Bomb As Evidenced Through Popular Media, 1946-1962
    Eastern Kentucky University Encompass Online Theses and Dissertations Student Scholarship January 2017 Bombs, Bikinis, and Godzilla: America's Fear and Fascination of the Atomic Bomb as Evidenced Through Popular Media, 1946-1962. Joshua Samuel Scott Cornett Eastern Kentucky University Follow this and additional works at: https://encompass.eku.edu/etd Part of the American Popular Culture Commons, and the United States History Commons Recommended Citation Cornett, Joshua Samuel Scott, "Bombs, Bikinis, and Godzilla: America's Fear and Fascination of the Atomic Bomb as Evidenced Through Popular Media, 1946-1962." (2017). Online Theses and Dissertations. 480. https://encompass.eku.edu/etd/480 This Open Access Thesis is brought to you for free and open access by the Student Scholarship at Encompass. It has been accepted for inclusion in Online Theses and Dissertations by an authorized administrator of Encompass. For more information, please contact [email protected]. STATEMENT OF PERMISSION TO USE In presenting this thesis/dissertation in partial fulfillment of the requirements for a Master's degree at Eastern Kentucky University, I agree that the Library shall make it available to borrowers under rules of the Library. Brief quotations from this thesis are allowable without special permission, provided that accurate acknowledgment of the source is made. Permission for extensive quotation from or reproduction of this thesis may be granted by my major professor, or in [his/her] absence, by the Head oflnterlibrary Services when, in the opinion of either, the proposed use of the material is for scholarly purposes. Any copying or use of the material in this thesis for financial gain shall not be allowed wi? ~ writt~~ ~sion.
    [Show full text]