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This study investigated how the use of various teaching methods influenced perspective taking skills of sixth grade middle school students during a unit of instruction on World War II. Three questions directed the study: (1) What do students know about World War II prior to a unit of study on World War II; (2) What do students know about World War II after reading U.S. textbooks and participating in typical classroom activities; and (3) What happens to students' perspective taking skills as they engage in various activities, such as comparative textbook analysis or an oral history activity, related to the bombing of Hiroshima and Nagasaki in addition to the unit of study on World War II? One teacher and 44 culturally diverse students in two social studies classes in a rural Georgia public school participated in the study. A qualitative case study methodology was employed; qualitative data consisted of interviews, classroom observation and participation, and document analysis. Discusses two students in depth. (Contains 76 references.) (BT)

This text accompanied the Smithsonian Institution's display, "Enola Gay," at the National Air and Space Museum commemorating the end of World War II and the role played by the B-29 aircraft, Enola Gay, that on August 6, 1945 carried the atomic bomb that destroyed Hiroshima, Japan. The atomic bombing of Hiroshima and Nagasaki led to the surrender of Japan on August 14, 1945. Remarks by the Smithsonian's Secretary, I. Michael Heyman, at the beginning of the script address the controversy generated by the first plans and script for the exhibition that "provoked intense criticism from World War II veterans and others who felt the original planned exhibit portrayed the United States as the aggressor and the Japanese as victims and reflected unfavorably on the valor and courage of American veterans." The Museum eventually replaced the original planned exhibit with a simpler display in which the focus was on the restoration of the Enola Gay by the Smithsonian, explanatory material on the aircraft, ancillary topics related to the use of the first atomic bomb, and a video about the Enola Gay's crew. Each section of the text is related to a display in the exhibition. [This material offers the educator material to stimulate discussion, analysis, and critical thinking in world history, modern history, or U.S. history courses.] (EH)

This text was to have been the script for the National Air and Space Museum's exhibition of the Enola Gay, focusing on the end of World War II and the decision of the United States to use of the atomic bomb. The Enola Gay was a B-29 aircraft that carried the atomic bomb dropped on Hiroshima, Japan, on August 6, 1945. The atomic bomb brought a sudden end to World War II and ushered in the nuclear age. The event was one of the critical turning points of the 20th century. This exhibition describes the war between Japan and the United States and its allies, the building of the atomic bomb, the decision to use it, the military effort to carry out that mission, the effects of the bombing, and the surrender of Japan. Each entry in the exhibition program would accompany a display at the Smithsonian. [This material offers the educator material to stimulate discussion, analysis, and critical thinking in world history, modern history, or U.S. history courses.] (EH)

The Cuban missile crisis of October 1962 forced the Canadian House of Commons to consider whether Canadian forces in NORAD and NATO were effective without nuclear warheads on special weapons systems. This paper provides an overview of the debates and their milieu, identifies the issues involved, and analyzes the effects of the argumentation. The shifting and reformulating of opinions by the nation's press as the debate progressed demonstrated that oral arguments were a means of challenging and informing opinion-making groups such as newspaper editors and reporters. The debate resulted in the defeat of the Conservative party, the return of the Liberal party to power, and a change in Canada's nuclear weapons policy. (Author/AA)

This document presents results of a survey studying the Japanese picture book, "Hiroshima No Pika." The story aptly captures how a family of three find their lives shattered in a matter of seconds when the atomic bomb is dropped on Hiroshima (Japan) in World War II. Issues presented in the story are: (1) immediate survival in the face of a nuclear holocaust; (2) long lasting effects of radiation sickness; and (3) the impact of nuclear war. Readers must understand these issues because the view of the author, Toshi Maruki, influenced the presentation of the values and the story. In order to ascertain whether upper elementary readers were capable of identifying the issues in the book, an informal survey was conducted to record literary responses to this book. Twenty fifth graders from a semi-rural Nebraska school district completed a general survey after hearing and looking at the book. The children were not given any historical or scientific background information prior to hearing the story. Later 15 veterans volunteered to listen to and respond to the book. Comparison of the responses of both groups to the survey showed the veterans' ability to call on background knowledge and experience to interpret the issues of the story. The paper concludes that children must learn the facts rather than become confused by the opinions and myths surrounding nuclear energy. While some of the moral issues may be beyond a concrete level of intellectual development of the upper elementary child, it is important that youngsters understand the processes employed when using nuclear energy. (DK)

This study examines the relationship between knowledge and attitudes with respect to nuclear issues, including the nuclear freeze proposal, MX missle, and Strategic Defense Initiative. Adults (N=750) drawn from a list of registered voters in Los Angeles County were sent a 53-item questionnaire. Of the respondents, 64 percent were male, 53 percent were married, 68 percent had some college education, 24 percent had graduated from high school only, 82 percent were Caucasian, 41 percent were Republicans, 40 percent were Democrats, and 54 percent had a family income between $20,000 and $50,000. Fourteen items on the questionnaire measured attitudes; 23 items measured knowledge. Knowledge questions included items such as the number of nations with nuclear weapons and if the United States nuclear warning systems have ever malfunctioned. Attitude questions included items such as agreement with a nuclear freeze and with spending money on "Star Wars" research. When controlled for education, income, and age, correlations between knowledge and attitudes revealed that voters with more knowledge were significantly more likely to support a nuclear freeze, oppose building more missiles, and oppose funding "Star Wars" research. Five tables and three pages of references are included. (Author/ABL)

Steps the United States is taking to lessen the danger of war while building international confidence and security are described. The commitment of the United States to arms control is based on the conviction that the United States and the Soviet Union have a common interest in the avoidance of nuclear war and the survival of the human race. A responsible national security policy must include both strong deterrence and active pursuit of arms control. Described in this guide are the comprehensive proposals that the United States has developed on each of the following eight major arms control issues: strategic arms, intermediate-range nuclear forces, conventional forces, chemical weapons, curbing nuclear testing, limiting the spread of nuclear weapons, reducing the risk of miscalculation, and space arms control. Each of the proposals is designed to cut the level of arms, establish a more stable military balance at reduced levels, and strengthen world peace. Also provided in the guide are a list of arms control agreements and an arms control glossary. (RM)

This survey examined the attitudes and behaviors of the 297 members of the American Psychological Association (APA) who responded to a mail survey of 1,000 members concerning a 1982 APA resolution calling for a nuclear freeze, a return to a productive civilian economy, and other issues related to nuclear arms. The attitudes and behaviors of the membership were found to be in agreement with the resolution. The majority were active in reading relevant literature, signing petitions, and engaging in informal discussions with others. Psychologists with a humanistic/existential orientation were most likely to have attitudes supportive of nuclear freeze and disarmament. Psychologists with children and older psychologists were likely to support peace organizations. Not wanting to survive a nuclear war was related to antinuclear activities. No differences in attitudes and behaviors were found for the following variables: professional identification, gender, and personal experience of war. (Author/IS).

A symposium was organized to reexamine the realities of vertical proliferation between the United States and the Soviet Union and to place into perspective the horizontal proliferation of nuclear weapons throughout the world, including the possible role of commercial nuclear power in facilitating proliferation. The four invited symposium presentations are provided in this monograph. They include: "Nuclear Power and Nuclear Weapons: The Connection Is Tenuous" (Bernard I. Spinrad); "Nuclear Power and Nuclear Weapons: The Connection Is Dangerous" (John P. Holdren); "Horizontal Proliferation: The Spread of Nuclear Weapons to Other Countries" (Gene I. Rochlin); and "Vertical Proliferation: The Nuclear Arms Race of the Superpowers" (Herbert F. York). Among the areas/issues addressed in the first three papers are: weapons efficacy of materials from nuclear power reactors; nuclear power and world tension; nuclear policy alternatives; motivations and barriers (technical, economic, political) to acquiring nuclear weapons; history of power-related proliferation and prospects for further proliferation; Nuclear Non-Proliferation Treaty (NPT); gradual erosion of the NPT regime; and future of NPT safeguards. The final paper reviews facts/data about the arms race, describes systematic relationships among the facts/data, and draws conclusions based on the relationships. (JN)

Three papers on nuclear weapons and nuclear war, based on talks given by distinguished physicists during an American Physical Society-sponsored symposium, are provided in this booklet. They include "Caught Between Asymptotes" (Philip Morrison), "We are not Inferior to the Soviets" (Hans A. Bethe), and "MAD vs. NUTS" (Wolfgang K. H. Panofsky). Areas addressed in the first paper (whose title is based on a metaphor offered by John von Neumann) include the threat of nuclear war, World War III versus World War II, and others. The major point of the second paper is that United States strategic nuclear forces are not inferior to those of the Soviets. Areas addressed include accuracy/vulnerability, new weapons, madness of nuclear war, SALT I and II, proposed nuclear weapons freeze, and possible U.S. initiatives. The final paper considers the public consciousness of nuclear war, mutually assured destruction (MAD), nuclear utilization target selection (NUTS)- a conceptual approach to nuclear war which pretends that specialized applications of nuclear weapons are possible, and others. In addition, selected discussion questions from the symposium are provided. Since courses on science and society are proliferating in many colleges/universities, it is suggested that this booklet may serve as reading material for such courses. (JN)

This report provides an assessment of safety management, safety review, and safety methodology employed by the Department of Energy (DOE) and private contractors. Chapter 1, "The DOE Safety Framework," examines safety objectives for production reactors and processes to implement the objectives. Chapter 2, "Technical Issues," focuses on a variety of potential vulnerabilities to severe accidents including acute aging phenomena, evaluation of potential accidents, power operating limits, confinement systems, and the treatment of radioactively contaminated liquid effluents at the reactors. Chapter 3, "Strengthening the Technical Basis of Reactor Safety Management," identifies ways in which the DOE approach to management of the safety of the reactors can be improved. Each subsection consists of conclusions and recommendations. Over 500 documents are listed in the bibliography. Appendices include a task statement; a list of documents about power operating limits; technical discussions on confinements, aging, effluents, cermet fuel, hydrogen generation during accidents, and the DOE safety system; safety-related provisions; and an introduction of committee members. (YP)

The paper details a study supporting the hypothesis that people's opinions about nuclear arms control are influenced by their logically relevant beliefs about nuclear weapons, nuclear war, and the Soviet Union. The hypothesis should not be construed to imply that these beliefs are the only influences or the most powerful influences on arms control opinions for most citizens today. Rather, if most citizens are ambivalent and uncertain about arms control, and are probably also uninformed and uninvolved regarding this issue, their opinions may be strongly influenced by additional variables. Subjects were students (N=188) at the California Polytechnic State University who completed the Nuclear Weapons Policies questionnaire near the beginning of the summer quarter and again near the end of the quarter. (Seventy-two students withdrew or were absent for the second testing.) Three beliefs were shown to relate to opinion about arms control: (1) "Superiority is important"; (2) "Nuclear war is unlikely if the arms race continues"; and (3) "The Soviets are insincere and untrustworthy about arms control." These beliefs appear to function as psychological barriers to supporting arms control. An evaluation of the effects of three educational interventions provided some support for the hypothesis that logically relevant information and arguments may influence people to become more favorable toward arms control proposals. Tables showing attitude scales of the Nuclear Weapons Policies questionnaire, correlations between beliefs and arms control opinion, psychological barriers to arms control, and pre and post treatment means scores and comparisons, and an appendix outlining the psychology of the nuclear arms race conclude the document. (TRS)

Reviews the body of work inspired by the late Cold War period, where nuclear weapons briefly became a compelling object for communication scholars. Considers the prospects for nuclear communication scholarship in post-Cold War culture. Discusses "nuclear criticism" and issues regarding the bomb in communication. (SC)

Examines a unit approach to World War II that emphasizes totalitarianism, the military conduct of the war, and the Holocaust. Advocates using a variety of teaching strategies, methods, and materials. Includes several examples of innovative materials and activities. (MJP)

Examines the ironic "problems" of the 1989 Hollywood film "Fat Man and Little Boy" (portraying the construction of the atomic bomb at the Los Alamos Laboratory during World War II) to demonstrate the ideological operations of nuclear texts, and the role of the nuclear weapons organization as a symbolic form in cultural discourse. (SR)