Suchergebnisse

Frontmatter -- CONTENTS -- INTRODUCTION -- 1 THE DEMISE OF FREE SECURITY -- 2 CONFRONTATION -- 3 TO THE ENDS OF THE EARTH -- 4 LEANER AND MEANER -- 5 THE NUCLEAR RUBICON -- 6 GULLIVER'S TRAVAILS -- 7 NIXON'S WORLD -- 8 A NEW COLD WAR -- 9 ENDGAME -- CONCLUSION -- NOTES -- ACKNOWLEDGMENTS -- INDEX

After a devastating world war, culminating in the obliteration of Hiroshima and Nagasaki, it was clear that the United States and the Soviet Union had to establish a cooperative order if the planet was to escape an atomic World War III. In this provocative study, Campbell Craig and Sergey Radchenko show how the atomic bomb pushed the United States and the Soviet Union not toward cooperation but toward deep biploar confrontation. Joseph Stalin, sure that the Americans meant to deploy their new weapon against Russia and defeat socialism, would stop at nothing to build his own bomb. Harry Truman, initially willing to consider cooperation, discovered that its pursuit would mean political suicide, especially when news of Soviet atomic spies reached the public. Both superpowers, moreover, discerned a new reality of the new atomic age: now, cooperation must be total. The dangers posed by the bomb meant that intermediate measures of international cooperation would protect no one. Yet no two nations in history were less prepared to pursue total cooperation than were the United States and the Soviet Union. The logic of the bomb pointed them toward immediate Cold War

For more than four decades the twin goals of nuclear nonproliferation and disarmament have been an almost unchallenged objective of the "international community." Like drought prevention, or bans on the use of child soldiers, nonproliferation remains a mostly uncontroversial, largely universalistic initiative to which few object. The proponents of nonproliferation are fond of stressing that the Treaty on the Nonproliferation of Nuclear Weapons (NPT) has more signatories than any other arms control treaty. Who would not want to prevent more states from obtaining nuclear weapons? And who, for that matter, would oppose the ideal of a world free of such weapons?

ABSTRACT  In 2008, the Society for Visual Anthropology reconceived and redesigned its website to create a communications infrastructure that is sustainable, flexible, aesthetically engaging, and responsive to the needs of diverse users. The site utilizes blogging and social‐media principles to more efficiently distribute information and to promote and archive the activities of the society's annual Film, Video, and Interactive Media Festival and Visual Research Conference.

In the late twentieth century historians of education came to argue that the urban experience can only be fully understood through the social processes and social relations associated with schooling. The new 'social history' of education has thus often been closely aligned to the history of cities. In Australia the 'new' social history of the city has often been written in terms of family formation, sometimes related to the history of childhood, but there has only been marginal attention to the specific nature of education in Sydney as an urban phenomenon. This essay focuses on Sydney schools and other educational institutions, although it raises questions about social processes and social formations. It suggests that the history of education in Sydney can be understood in a number of phases and themes, each related to the changing social history of Sydney. Informal education had long been part of the culture of indigenous society prior to the British invasion of 1788. In the early colonial period, up to about 1830, governments established schools for the children of convicts based in Sydney and even for Aboriginal children. There were also 'private venture' schools for the sons and sometimes daughters of free settlers. In the period from 1830 to 1870 the city of Sydney emerged as a metropolitan centre of educational establishments including schools, colleges and the University. From around 1870 to the end of World War II, with the growth of the city of Sydney and its suburbs, schooling was increasingly related to social class, gender and religion as part of suburban life. From 1945, the 'neighbourhood' school and even the 'local' university has become part of a pattern of regional differences associated with the expansion of the city through migration and population growth.