...The dropping of the atomic bomb on Japan in the summer of 1945 changed the face of all mankind as we know. Even though it was only Japan getting hit with the bomb the entire world had their eyes opened to the infamous force that is nuclear power. The question people ask know is if dropping the bomb could have been avoidable. “When the scientists succeeded (completion of the 2 billion dollar secret atomic bomb), it became all but impossible to argue that their weapon, one that could prevent a bloody invasion, should be she.”( Lsaacson, Walter (2008, April 18). Why Did We Drop the Bomb. Time, 28-31). Another point that is made by the author in this Time article is, “If Truman had not used the Bomb, how could he have explained it to the families of the boys who would subsequently have died, be it 40,000 of them or a million.” ( Lsaacson, Walter (2008, April 18). Why Did We Drop the Bomb. Time, 28-31). The thesis of this article is why it was a good idea to drop the bomb. MTS- 2B- Understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines This article is obviously one side of the story so I would divide the class into a pro and con debate for dropping the bomb. Students would gather information the day prior to the debate. I believe that this article is very important because it points out many good reasons for the dropping of the bomb and I believe that for the pro side of a debate this article can...
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...President Truman’s Moral Dilemma President Truman’s Decision of dropping the Atomic Bomb brought much controversy to the U.S and other countries that were involved in the war, controversy which can be argued to be both good and bad. The U.S was the very first country to develop an atomic bomb, and their focus was to use it and show the world they had it. This action saved and took many lives around the entire world. The question on whether such a powerful attack was necessary to end the war has often been asked. Harry S. Truman became president after Theodore Roosevelt had died of a brain hemorrhage in April 1945. Roosevelt sadly passed away while World War II was still going on. The death...
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...Associate Program Material Appendix C World War II and the Atom Bomb Complete the charts in Parts 1 and 2 by providing the requested information. An example is provided in Part 1. Answer the questions in Part 3. Part 1: Western Front Campaign Dates Allied objective Major turning point Outcome EXAMPLE: North Africa October 1942 to May 1943 Attack Germans from the southern side; expose the vulnerability of the Nazi empire Battle at El Alamein: German forces driven out of Egypt The American offensive finally drove the Germans from Africa, allowing the Allies to move toward Italy Italy July 10 1943 Aug 17 1943 Attack Germans and Italian and open the Mediterranean sea lanes Taking Sicily from the Germans and Italians by over throwing the Mussolini Over throwing the Mussolini Normandy June 6 1944 June 8 1944 To conquer the Germans and gain a second front within Europe. Breaking through the Atlantic wall and had pushed inland. Allies gaining control of a 50 mile stretch on the coast of France, allowing the allies to move toward Paris. Liberation of Paris August 19 1944 August 25 1944 To get the Germans out and to gain control of Paris. The capture of Aachen city German garrison surrendered Part 2: The Pacific Campaign, Battle, or Major Event Dates Allied objective or role Major turning point Outcome Battle of the Coral Sea May 4 1942 May 8 1942 To stop the Japanese from...
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...Modern History Conflict in the Pacific 1937-1941 Due: Thursday 28th of August, 2008 Alyce Wearne Task: Evaluate the argument that America was justified in using atomic weapons against Japan in 1945. As one of the most significant and consequential decisions in the history of the world, President Harry Truman’s allowance of atomic weapons towards the end of World War II, of which he himself understood would cause both mass devastation and indignation, is still one of the most controversial and heavily debated topics in today’s society. This was partially due to the adverse underestimation and seemingly ignorant approach the American’s had towards their latest development of mass destruction; almost oblivious to the immense aftermath of physical injury, civilian death and emotional torment it would produce for those involved. This decision, ultimately made by one man, affected not only America and Japan, but the world. Dispute over this was, and continues to be highly generated, the event causing anger and infuriation to millions across the world. This resentment did not just accumulate from the lack of awareness and slaughter of innocent life, but from the graphic images shown in newspapers, the casualties, and the torturous amount of death underwent as a result of the bomb. As a Japanese survivor documented: “The appearance of people was . . . well, they all had skin blackened by burns. . . . They had no hair because their hair was burned, and at a glance you...
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...In 1945, World War II was still raging in the Pacific. The end was not going to be easy. President Truman wanted to end the war with the Japanese. There are many pros and cons to making the atomic bomb in 1940. The 2005 textbook A History of the United States adopts a familiar tone, arguing that President Truman based his decision to drop the bomb mainly on a calculation of the cost in human lives if the war were to keep going on. Some of the pros included saving the lives of millions of American soldiers and ending the war with Japan. Having found the bomb we have used it. We have used it in order to shorten the agony of war, in order to save the lives of thousands and thousands of young Americans. (Speech by President Truman, 9 August 1945.) Some of the downs included the US being blamed for a massacre of Japanese soldiers and civilians. Two atomic bombs were dropped on August 6, 1945 killing 120,000 Japanese citizens and soldiers. Japanese scientist stated that effect of the bomb head to outcomes. One being to in the war with Japan into being to show off to Russia them in a power that the US had. President Truman had received notice of the Successful contest on July 17. The effective date on my phone it's more than simply that it gave Truman confidence to end the war. It...
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...Ethical Relativism Vs. Utilitarianism Last time we saw Jim, he was returning from a day hike through the rainforest in South America. Unfortunately, he was captured by government troops along with rebel fighters who were being detained for execution. Fortunate enough for him, the government commander put Jim in a life changing situation, kill the rebel leader himself and he along with the remaining rebels get let go. If he failed to do so, the commander and his troops will execute all the rebels, sack their village for anything of value, and leave Jim stranded in the rainforest with no supplies, resulting in almost certain death. Through analyzing the theory of ethical relativism, we were able to decide that Jim should in fact kill the rebel leader, but what if we analyze another ethical theory? Will we come up with the same answer as we did before? Or is it possible that through the research of different theories and ideas we can come up with a completely different response to Jim’s unusual predicament? Using a new theory, utilitarianism, or, the idea that actions are right if they are useful or for the benefit of a majority, we can further analyze why Jim should still kill the rebel leader and why it is a better answer than if we were to use relativism. This paper will describe the ethical theory of utilitarianism in great detail, it will than be applied to Jim’s situation just like before, challenge opposing viewpoints of utilitarianism, refresh ourselves on why we originally...
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...Domestic Drone Exploration Presented by Team B Jamie Eads Daniel Flores Cindy Greer Amanda Hall August 24, 2014 DeVry University Technology, Society, and Culture LAS432 Professor: Dr. Kenneth Melichar TABLE OF CONTENTS I. INTRODUCTION 3 II. DESCRIPTION OF TECHNOLOGY Amanda 4 III. HISTORICAL DEVELOPMENT Amanda 6 IV. CONTEXT OF THE TECHNOLOGY Amanda 7 V. POLITICAL INFLUENCE Cindy 15 VI. LEGAL INFLUENCE Cindy 17 VII. ENVIRONMENTAL INFLUENCE Cindy 22 VIII. ECONOMY OF DRONE Jaime 23 VIIII. PSYCHOLOGICAL CONSIDERATIONS Daniel 32 X. SOCIOLOGICAL AFFECTS Daniel 36 INTRODUCTION Technology is applying science to improve on an existing task to make it easier. Technology can be used for all types of things, from science applications to mechanical engineering. Changing the way something is done often improves it. This is the heart of technology. Technology has evolved into nanotechnology. Nanotechnology is a “technology executed on the scale of less than 100 nanometers, the goal of which is to control individual atoms and molecules, especially to computer chips and other microscopic devices.” Nanotechnology may one day improve the quality of life, thereby extending the life span of humans, by using “small autonomous robot, or nanobot, that can be sent into the human body to repair cells and cure cancers.” (nanotechnology). It is the continued advancement in nanotechnology that has been used to downsize the combative drones that we associate...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...E SSAYS ON TWENTIETH-C ENTURY H ISTORY In the series Critical Perspectives on the Past, edited by Susan Porter Benson, Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by ...
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...CoNTE j\:\PORA.R'f Contents Foreword Preface iii v Chapter 1 The Cold War Era 1 Chapter 2 The End of Bipolarity 17 Chapter 3 US Hegemony in World Politics 31 Chapter 4 Alternative Centres of Power 51 Chapter 5 Contemporary South Asia 65 Chapter 6 International Organisations 81 Chapter 7 Security in the Contemporary World 99 Chapter 8 Environment and Natural Resources 117 Chapter 9 Globalisation 135 Chapter 1 The Cold War Era OVERVIEW This chapter provides a backdrop to the entire book. The end of the Cold War is usually seen as the beginning of the contemporary era in world politics which is the subject matter of this book. It is, therefore, appropriate that we begin the story with a discussion of the Cold War. The chapter shows how the dominance of two superpowers, the United States of America and the Soviet Union, was central to the Cold War. It tracks the various arenas of the Cold War in different parts of the world. The chapter views the NonAligned Movement (NAM) as a challenge to the dominance of the two superpowers and describes the attempts by the non-aligned countries to establish a New International Economic Order (NIEO) as a means of attaining economic development and political independence. It concludes with an assessment of India’s role in NAM and asks how successful the policy of nonalignment has been in protecting India’s interests. The end of the Second...
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...United States of America ga ge Le Compilation © 2013 Cengage Learning ISBN-13: 978-1-285-88034-1 ISBN-10: 1-285-88034-X Cengage Learning 5191 Natorp Boulevard Mason, Ohio 45040 USA ALL RIGHTS RESERVED. No part of this work covered by the copyright herein LL RIGHT th repro reprodu ted, s may be reproduced, transmitted, stored or used in any form or by any means electro graphic, electronic, or mechanical, including but not limited to photocopying, scann di recording, scanning, digitizing, taping, Web distribution, information networks, a or information storage and retrieval systems, except as permitted under o t Section 107 or 108 of the 1976 United States Copyright Act, without the prior writ written permission of the publisher. pro For product information and technology assistance, contact us at Cen Cengage Learning Customer & Sales Support, 1-800-354-9706 For permission to use material from this text or product, submit all requests online at cengage.com/permissions Further permissions questions can be emailed to permissionrequest@cengage.com This book contains select works from existing Cengage Learning resources and was produced by Cengage Learning Custom Solutions for collegiate use. As such, those adopting and/or contributing to this work are responsible for editorial content accuracy, continuity and...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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...22000 ESSENTIAL WORDS FOR IELTS AND TOEFL Cũng có 1 chút kinh nghiệm về kỳ thi IELTS, nên hôm nay chia sẻ cùng mọi người. Muốn đạt điểm cao ở kỳ thi IELTS, có 1 điểm rất quan trọng mà Bear nghĩ ai cũng biết: LUYỆN TẬP THƯỜNG XUYÊN. Tuy nhiên, cũng có 1 điểm cực kỳ quan trọng mà đa số thường không chú trọng lắm. Đó là phần từ vựng dạng ACADEMIC (học thuật). Nên để đạt điểm cao trong kỳ thi IELTS, ôn luyện từ trong quyển 22.000 từ THI TOEFL/IELTS của Harold Levine là cực kỳ cần thiết. Mỗi ngày chỉ cần học 3 từ, thì lượng từ vựng của bạn sẽ tăng đáng kể. Số từ vựng này giúp bạn trong cả 4 phần thi LISTENING / SPEAKING / READING / WRITING. Ví dụ: Nếu bạn dùng từ: SIMULTANEOUSLY thay cho từ AT THE SAME TIME, hay PORTABLE thay cho từ EASY TO CARRY hay MITIGATE thay cho từ LESSEN … trong phần WRITING và SPEAKING thì điểm của bạn sẽ cao chót vót không ngờ luôn đấy. Chưa kể, nhất là trong phần READING, những từ trong quyển sách này xuất hiện nhiều lắm, và cả LISTENING nữa chứ. Sự lợi hại của quyển sách này, chắc chắn chỉ khi nào học rồi, bạn mới thấy rõ. Quyển này (nhà xuất bản TPHCM) đã hết bán rồi. Nên nếu bạn nào cần phôtô thì liên lạc Uyên Uyên: UyenUyen@englishtime.us Tuy nhiên mỗi tuần Bear vẫn sẽ post lên đây 20 từ trong quyển sách đó, để nếu bạn nào ở xa, vẫn có thể học được. Đương nhiên mỗi người có 1 cách học riêng và trí nhớ khác nhau. Có người nhìn qua là nhớ liền, có người nhìn hoài vẫn không nhớ, nên Bear suggest...
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...updated: April 26, 2016 Logical Reasoning Bradley H. Dowden Philosophy Department California State University Sacramento Sacramento, CA 95819 USA ii iii Preface Copyright © 2011-14 by Bradley H. Dowden This book Logical Reasoning by Bradley H. Dowden is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. That is, you are free to share, copy, distribute, store, and transmit all or any part of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical Reasoning or its author endorse you or your use of the work). (2) Noncommercial You may not use this work for commercial purposes (for example, by inserting passages into a book that is sold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. If you would like to suggest changes to the text, the author would appreciate your writing to him at dowden@csus.edu. iv Praise Comments on the earlier 1993 edition...
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...Physical Chemistry Understanding our Chemical World Physical Chemistry Understanding our Chemical World Paul Monk Manchester Metropolitan University, UK Copyright 2004 John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England Telephone (+44) 1243 779777 Email (for orders and customer service enquiries): cs-books@wiley.co.uk Visit our Home Page on www.wileyeurope.com or www.wiley.com All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher. Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to permreq@wiley.co.uk, or faxed to (+44) 1243 770620. This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold on the understanding that the Publisher is not engaged in rendering professional services. If professional advice or other expert assistance is required, the services of a competent professional should be sought. Other Wiley...
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