The superpowers are making decisions about tactical and nuclear weapons which may be immutable for Europe for the next 20 years. The maintenance of arsenals for tactical and nuclear weapons should be discussed by more than just the closed circle of professional strategists-by journalists, politicians, philosophers and thoughtful citizens. (BT)

Fundamental principles governing nuclear explosions and their effects are discussed, including three components of a nuclear explosion (thermal radiation, shock wave, nuclear radiation). Describes how effects of these components depend on the weapon's yield, its height of burst, and distance of detonation point. Includes effects of three…

If the scientists working on the Manhattan Project had realized the consequences of the atomic bomb earlier, formulated their recommendations more precisely, and approached the statesmen in time, American policy on use and control of the bomb might well have been different. (Author/BT)

This essay explores the ways terrorist groups may gain possession of nuclear materials; the way in which they may use nuclear weapons and other nuclear technologies to their benefit; and various courses of action designed to minimize the possibilities of terrorists utilizing nuclear technology to their benefit and society's detriment. (BT)

Discusses the problems of controlling weapons-grade fissionable material. Projections of the growth of fission nuclear reactors indicates sufficient materials will be available to construct 300,000 atomic bombs each containing 10 kilograms of plutonium by 1990. (SL)

Discusses concerns of the production of by-products suitable for nuclear weapon production from plutonium breeder nuclear reactions and future uranium supplies. (SL)

Nuclear arms education is being addressed in many academic disciplines and can be approached from many viewpoints. Rationale, ethical issues, instructional strategies, European views, and course materials are considered. A syllabus and references are also included for a course titled "Physics of Nuclear Arms and Nuclear War." (DH)

Examines scientific discoveries which underlie the atomic bomb and its technological development in the United States during World War II. Changing views, super-weapon development, early American efforts, production/dropping the bombs, and the Oppenheimer case are considered. (DH)

Part I (SE 537 587) briefly reviewed the scientific discoveries underlying the atomic bomb and its technological development. This part examines the implications of these events for science education. Areas considered include the nuclear arms race, nuclear winter, the Strategic Defense Initiative, and others. (DH)

Fundamentals of missile and nuclear weapons systems are presented in this book which is primarily prepared as the second text of a three-volume series for students of the Navy Reserve Officers' Training Corps and the Officer Candidate School. Following an introduction to guided missiles and nuclear physics, basic principles and theories are…

This article makes the case that the University of California at Berkeley's nuclear labs at Los Alamos (NM) and Livermore (CA) are really weapons laboratories run by the military. (B B)

This is the syllabus of a course that explores the technology of nuclear weapons and nuclear energy for electric power generation, and considers some problems of nuclear weapons proliferation and technical alternatives. It provides a course description, a course outline, a list of required readings, and information on the films shown in the…

This four-part booklet examines various issues related to nuclear weapons and how they will affect an individual working as a scientist or engineer. It provides information about the history of nuclear weapons, about the weapons industry which produces them, and about new weapons programs. Issues are raised so that new or future graduates may make…

The General Accounting Office (GAO) conclusion that it is impossible to determine the contribution of U.S. nuclear training of foreigners to the spread of nuclear weapons is presented. The GAO position is that there is no way to ascertain the true intentions of foreign nationals being trained or the motivations of their countries. Issues…