...Jamie Johnson War through the 1970’s History 105 Professor Nowak Strayer University June 2, 2013, 2013 The United States went through a major transformation between the period starting with World War II and ending in the 1970’s. Two major turning points that changed America as well as the entire world forever were the dropping of the atomic bombs on Hiroshima and Nagasaki and the moon landing of Apollo II in 1969. On August 6th, 1945, the first atomic bomb was dropped on the Japanese industrial city of Hiroshima. The intent of President Harry Truman was simple: He wanted to end the war, end it decisively and end it without a large amount of American casualties. It was determined by the President and his military commanders that a full blown ground invasion of Japan could risk the loss of up to one million American lives. The atomic bomb, however, could bring the war to a swift end with minimal loss of American life. After the first bomb, nicknamed “Little Boy” was dropped, Japan refused to surrender. Three days later, America dropped the second atomic bomb, “Fat Man” on the city of Nagasaki. The following day, Japan offered its surrender to the Unites States. These bombings had both positive and negative effects within the United States and abroad. On one hand, the American allies saved many lives by avoiding a full blown ground invasion of Japan. They also sent a message to the international...
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...discovery of the atomic bomb. Immediately after the droppings of the atomic bombs on Japan until the present day, there were many debates on whether the Manhattan Project was justified or if nuclear weapons are even ethical. Seeing the destruction of the “Little Man” and “Fat Boy” bombs in the moment arose great fear and discontent. However, looking at the Manhattan Project in retrospect shows that the advantages gained through the years greatly outweigh the consequences of the nuclear weapons. The Manhattan Project was a pivotal endeavor in America’s history...
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...The United States went through a major transformation between the period starting with World War II and ending in the 1970’s. Two major turning points that changed America as well as the entire world forever were the dropping of the atomic bombs on Hiroshima and Nagasaki and the moon landing of Apollo II in 1969. On August 6th, 1945, the first atomic bomb was dropped on the Japanese industrial city of Hiroshima. The intent of President Harry Truman was simple: He wanted to end the war, end it decisively and end it without a large amount of American casualties. It was determined by the President and his military commanders that a full-blown ground invasion of Japan could risk the loss of up to one million American lives. The atomic bomb, however, could bring the war to a swift end with minimal loss of American life. After the first bomb, nicknamed “Little Boy” was dropped, Japan refused to surrender. Three days later, America dropped the second atomic bomb, “Fat Man” on the city of Nagasaki. The following day, Japan offered its surrender to the Unites States. These bombings had both positive and negative effects within the United States and abroad. On one hand, the American allies saved many lives by avoiding a full blown ground invasion of Japan. They also sent a message to the international community that they had the firepower necessary to defend or destroy. They also had the scientific knowledge to create a weapon of mass destruction. Internationally, the killings...
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...clear and concise manner. Limit your submission of the Timeline Part III to a maximum of 13 pages (not including a reference page). Be sure to cite all sources. Major Event/Epoch in American History Time Period/Date(s) Description and Significance of the People/Event(s) to American History 1) The evolution of the causes of World War I. 1914-1918 Serbians protested the Austrians in Bosnia thus causing the assassination of Archduke Franz Ferdinand of Austria-Hungary. This event set off the war between Austria-Hungary and Serbia. Mutual defense alliances caused an explosion in several countries supporting the others. Russian as an ally of Serbia mobilized causing Germany to react through Belgium, pulling Britain into the war. The governments of Germany and Austria-Hungary were very militaristic and aggressive when expanding their armed forces. German military Generals decided in addition to the 2,220,000 active duty forces they already had, they would also train all young men so that if there was a war they could call on a huge number of reservists if needed. Germany had over 8.5 million men active and reserve. (The Causes of World War I, 2012) When the war moved to the sea submarine warfare against...
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...A Typology of Colonialism Nancy Shoemaker, October 2015 In the past several years, settler colonial theory has taken over my field, Native American studies. Comparative indigenous histories focused especially on British-descended “settler colonies”—Canada, New Zealand, Australia, and the United States—have proliferated. And settler colonial theory is now dogma. At my last two conference presentations, a fellow panelist was astonished that I didn’t deploy it. My research on native New England whaling history made me more globally comparative, but it also forced a reckoning that many places experienced colonialism without an influx of foreign settlers. As scholars parse settler colonialism into its multiple manifestations, colonialism itself remains undifferentiated. One of settler colonialism’s leading theorists, Lorenzo Veracini, juxtaposes the two completely. “Colonialism and settler colonialism are not merely different, they are in some ways antithetical formations,” he wrote in the 2011 founding issue of the journal Settler Colonial Studies. For Veracini, “colonialism” apparently refers to the late 19th-century European scrambles for Africa and Asia—in popular imagery, plantation colonies where members of a white ruling class dressed in white linen lounge on the edge of a cricket field, sipping cocktails served up by dark-skinned natives. Indeed, most of the literature on colonialism explores the history of the plantation colonies of that era. Instead of casting colonialism...
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...September 11, 2013 By Timothy Hale, U.S. Army Reserve Command Chief Warrant Officer 5 Phyllis J. Wilson, the U.S. Army Reserve command chief warrant officer, shared what she sees as the top five qualities: strong character, strong leadership skills, technical savvy, across the board competence, and the capacity to be a counselor, adviser and mentor. "We want some of the best NCOs to come into the Army warrant officer corps," Wilson said. "You've got to be extremely good at your skill set: being a strong leader and knowing your technical skills so you can advise -- the same things that the rest of the Army leadership talks about." She said the competence a warrant officer must have is not only the technical aspect of their MOS, but also tactical competence. "Character -- that's not exchangeable for anything else," Wilson said. The path to becoming a warrant officer is not unlike the enlisted or officer career track. Once recruited, warrant officer candidates attend the five-week Warrant Officer Candidate School, known as WOCS, at Fort Rucker, Ala. "It's a very vigorous course of training," Peak said. "The course is designed for the cadre to evaluate the candidates' skills, qualities, and traits to ensure they are commensurate to what the Army expects of a warrant officer one." He said that individual skills and leadership capabilities are tested along with transition training from being enlisted to officer. * Copyright © 2013 TheHuffingtonPost.com, Inc...
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..."Einstein" redirects here. For other uses, see Albert Einstein (disambiguation) and Einstein (disambiguation). Albert Einstein | Albert Einstein in 1921 | Born | 14 March 1879 Ulm, Kingdom of Württemberg,German Empire | Died | 18 April 1955 (aged 76) Princeton, New Jersey, United States | Residence | Germany, Italy, Switzerland, Austria, Belgium, United States | Citizenship | * Kingdom of Württemberg (1879–1896) * Stateless (1896–1901) * Switzerland (1901–1955) * Austria–Hungary (1911–1912) * German Empire (1914–1918) * Weimar Republic (1919–1933) * United States (1940–1955) | Fields | Physics | Institutions | * Swiss Patent Office (Bern) * University of Zurich * Charles University in Prague * ETH Zurich * Caltech * Prussian Academy of Sciences * Kaiser Wilhelm Institute * University of Leiden * Institute for Advanced Study | Alma mater | * ETH Zurich * University of Zurich | Thesis | Folgerungen aus den Capillaritatserscheinungen (1901) | Doctoral advisor | Alfred Kleiner | Other academic advisors | Heinrich Friedrich Weber | Notable students | * Abdul Jabbar Abdullah * Ernst G. Straus * Nathan Rosen * Leó Szilárd * Raziuddin Siddiqui[1] | Known for | * General relativity and special relativity * Photoelectric effect * Mass-energy equivalence * Theory of Brownian Motion * Einstein field equations * Bose–Einstein statistics * Bose–Einstein condensate * Bose–Einstein correlations...
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...Chairperson Congratulations to Amity International Schools and Amity Educational Resource Centre for conducting four phenomenal editions of Amity International Model United Nations (AIMUN). Since 2010, AIMUN has successfully engaged youth from diverse nationalities and cultures in challenging debates, year after year. Globalization has virtually erased geographical boundaries and the virtual world has made distance a meaningless word. While the altered landscape has benefitted the world in many ways, new problems and challenges have surfaced too. UN simulations at AIMUN capture the trials and tribulations faced by today’s world. Proceedings in the AIMUN sensitize our delegates to international affairs and ignite their passion to bring change in a responsible and sustainable manner. Amity’s core philosophy of nurturing global leaders is so beautifully expressed in AIMUN conferences. This year we are back with renewed vigor and offer youth from across the world a dynamic platform where they will apply their young minds through discussion and debate to resolve crises which confront our world. I am confident AIMUN will, like it has earlier, inculcate the United Nations ethos in our young global leaders and inspire them to build an international community where every individual enjoys freedom of thought, speech and action. Dr (Mrs) Amita Chauhan Chairperson Amity Group of Schools India Amity International Model United Nations 2014 1 Message from Amity Educational Resource Centre...
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...Kimberly Glover Mrs. Haraway English Comp II Honors April 24, 2012 Manipulation of the Naïve Cults are not fairly common in this day and age, but most people can recall a time when they were popular. The cults were perceived as very powerful and, at times, dangerous. One such case is the cult known as the Peoples Temple. Even though most people who join cults start off with the best of intentions, they are eventually brainwashed because cults hold tremendous power over their members as a result of charismatic leaders, manipulative persuasion, and extreme isolation. Distinguishing the difference between a cult and a religion is quite hard. Any religion that defies the standards of “mainstream” religions can be considered a cult. This could confuse some people, because most of the popular religions today started out as small religious groups that were seen as cults (Tabor, par. 7). According to Charles Clark, cults have their own unique beliefs and they often differ or challenge religions in society. They may have a leader who sees himself as the chosen one, whereas most religions praise a non-living god who is not the leader of the church. There have been many different cults over the years. Some of the more well known are Peoples Temple led by Jim Jones, Heaven’s Gate led by Marshall Applewhite, and the Branch Davidians led by David Koresh. These cults are remembered more often because of the legacy they left behind. Each of these cults demonstrated a mass...
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...Past Papers, Marks Scheme indicative content and examiners Report comments June 2010 A) How far did ‘peaceful coexistence’ ease Cold War tensions between the Soviet Union and the USA in the years 1953–61? Mark Scheme: Candidates should have knowledge about the main features of ‘peaceful coexistence’ in the period 1953-61. Developments which helped to ease Cold War tensions might include: the end of the Korean War (1953); Soviet settlement of border disputes with Turkey and Iran (1953) and recognition of Israel (1953); Austrian independence and improved Soviet-Yugoslav relations (1955); the ‘Geneva spirit’ based on east-west summit diplomacy and Khrushchev’s visit to the USA in 1959. Developments which sustained Cold War tensions during the period might include: US attitudes towards communism in the 1950s (domino theory, ‘roll back’, Eisenhower doctrine); Soviet concept of peaceful coexistence based on long-term victory of communism; the impact of the Hungarian Rising (1956) and the launch of Sputnik (1957); the U2 spy plane incident (1960) and the issue of Germany (1958-1961). At Levels 1 and 2 simple or more developed statements will provide either only simple or more developed statements about peaceful coexistence with either only implicit reference to the extent tensions were eased or argument based on insufficient evidence. At Level 3, students should provide some sustained...
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...1 KHYBER PAKHTUNKHWA PUBLIC SERVICE COMMISSION SYLLABUS FOR PROVINCIAL MANAGEMENT SERVICE COMPETITIVE EXAMINATION The Syllabus and standard for the Competitive Examination for the Provincial Management Service shall be as under : 1. The Examination shall include compulsory and optional subjects, and every candidate shall take all the compulsory subjects and opt for three of the optional subjects carrying 600 marks in all but not more than 200 marks from a single group. 2. A candidate shall answer the language papers in the language concerned. The question paper in Islamiat is to be answered in Urdu or English. All other papers must be answered in English. Violation of this instruction shall incur cancellation of the concerned paper(s) and consequently award of Zero. 3. The compulsory and optional subjects and maximum marks fixed for each subject shall be as below: Sr. No. 1 2 3 COMPULSORY SUBJECTS Subjects English (Précis & Composition) English Essay General Knowledge (a) Current Affairs 100 (b) Every Day Science 100 (c) Pakistan Affairs 100 Islamiat Viva Voce Total Maximum Marks 100 100 300 100 300 900 600 120 4 5 Qualifying marks in the aggregate of written papers: Qualifying marks in the Viva Voce: The non-Muslim candidates will have the option to take Islamiat as a compulsory subject or otherwise Pakistan Affairs (General Knowledge PaperIII) will be treated of 200 marks and counted in lieu of Islamiat. A candidate who fails to appear in any of the compulsory...
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...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 Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia...
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...Traditional Japanese Culture and its Influence in Australia. Abstract: This paper looks at traditional Japanese culture in its entirety, and how exactly certain traditional aspects have influenced societies within Australia. The purpose of this research was to not only discover how exactly Japanese culture is recognised within Australian society today; but also to identify how Australians have gravitated towards the culture in general, allowing for major aspects to become part of their everyday life. The start of this research began to look at past views of Japan in Australia (which covered the White Australia Policy, and attitudes during and after World War II), and contrasted this with Australians present day perspectives of Japan. The research then continued to look at traditional cultural aspects of Japan such as; Japanese dining and mannerisms, sport, religion and spirituality, and visual arts, and then continued to discuss exactly how these aspects have impacted and influenced Australia and its members of society. The findings of this research reached a conclusion that although Japan was once perceived extremely negative by Australians, its influence within the Australian wider community is not only undeniable, but immensely beneficial and constructive to society. Introduction The culture of Japan is a multi-layered and intricate system that has been developed and sustained for over thousands of years. The Japanese culture combines both ancient and contemporary...
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...for thirty weeks, though never above fourth place.' Costing 75?, the Bantam paperback edition appeared in 1964. By 1981, when the same edition went for $2.50, sales still held steady, between twenty and thirty thousand copies per month, about a quarter of a million copies annually. In paperback the novel sold over three million copies between 1953 and 1964, climbed even higher by the 1980s, and continues to attract about as many buyers as it did in 1951. The durabilityof The author appreciates the invitationof Professors Marc Lee Raphaeland Robert A. Gross to present an early version of this essay at the College of William & Mary, and also thanks ProfessorsPaul Boyer and John D. Ibson for their assistance. 1AdamMoss, "Catcher Comes of Age," Esquire, December 1981, p. 57; Jack Salzman, ed., intro. to New Essays on "The Catcher in the Rye" (New York:Cambridge UniversityPress, 1991), pp. 6, 7. 567 568 THE NEW ENGLAND QUARTERLY its appeal is astonishing. The...
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...HMS 301 1 WESTERN CIVILIZATIONS Main Topics The Black Death The Effects of the Black Death The Rise of Constitutional Monarchy The Hundred Years’ War The Decline of the Church The Renaissance Italy: Birthplace of the Renaissance Italian Renaissance Humanism Machiavelli and Power Politics Leonardo Da Vinci Global Travel and Trade The African Cultural Heritage West African Kingdoms The Europeans in Africa Native American Cultures Maya Civilization The Empires of the Incas and the Aztecs The Spanish in the Americas and the Aftermath of Their Conquest The Impact of Technology Christian Humanism and the Northern Renaissance Luther and the Protestant Reformation The Spread of Protestantism The Catholic Reformation 2 WESTERN CIVILIZATIONS The French Revolution Napoleon Bonaparte The Industrial Revolution Advancing Industrialism Colonialism China and the West Social and Economic Realities Nineteenth-Century Social Theory: conservatism, liberalism & socialism The Radical View of Marx and Engels Picasso and the Birth of Cubism Futurism, Fauvism and Non Objective Art The Birth of Motion Pictures Freud and the Psyche Total War and Totalitarianism The First World War The Russian Revolution Nazi Totalitarianism The Second World War Identity and Liberation: Gandhi, Martin Luther King and Malcolm X 3 WESTERN CIVILIZATIONS The Black Death The most devastating natural catastrophe of...
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