The author looks ahead 30 or 40 years to see what might come of the nuclear weapons predicament. As a minimal first step in the campaign against nuclear warfare, he suggests a unilateral and complete disarmament by the United States. (AM)

Notes that communication scholars have traditionally examined nuclear discourse at the expense of nuclear images. Develops a nuclear-critical iconology, one sensitive to the role of images in creating and disrupting popular consent to the production of nuclear weapons. Examines three aesthetics in post-Cold War iconography for their significance…

Analyzes the interaction between nuclear freeze activists and proponents of a Strategic Defense Initiative (SDI). Argues that SDI strengthens Reagan's rhetorical position concerning nuclear weapons policy because it reduces the argumentative ground of the freeze movement by envisioning a defensive weapons system that would nullify nuclear weapons.…

Promulgates the view that university management of weapons laboratories provides the best scientific results, and more independent advice than could be possible under government or industrial management. Focuses on Los Alamos and Livermore national laboratories, operated by the University of California. (An opposing viewpoint is presented in SE…

Offers reasons why universities should not manage weapons laboratories, such as the Los Alamos and Livermore national laboratories, operated by the University of California. (A viewpoint favoring such university management is presented in SE 538 518.) (JN)

People's conceptual ordering of the universe has traditionally taken the form of dualism, "good and evil" and "us against them." In this age of nuclear weapons, this is highly dangerous thinking. We must rid ourselves of nationalism and commit ourselves to peace in all our dealings. (CS)

The Committee on the Present Danger, Inc., the Committee of Atomic Bomb Survivors in the United States, the World Friendship Center in Hiroshima, two authors, physics and education professors, an English and history teacher, and a high school student comment on nuclear education. (RM)

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)

This three- to eight-week unit encourages dialog among students concerning the myriad aspects of the nuclear weapons controversy. The unit is comprised of several areas: a preassessment quiz; a section on relevant vocabulary; an historical overview; a literary exploration; guest speakers; suggestions for personal involvement; and a major project.…

Examines the circumstances of the 1979 "Progressive" case, in which the federal government quashed an article about hydrogen bomb production. Notes reportorial lapses that prevented a full and balanced account of the situation. (RL)

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…

Of the many serious problems now facing the world, the most important is threat of nuclear destruction. Social studies educators should provide ample classroom time for discussing and examining the facts concerning nuclear warfare, and they must make sure that various points of view are presented. (RM)

Analyzes the decision to drop the atomic bomb from a rhetorical point of view, arguing that the bombs were launched because of an American commitment to a particular rhetoric that focused on the propaganda slogan "unconditional surrender." (PD)

A review of 19 recently published, secondary-level United States and world history textbooks found only brief coverage of the Hiroshima and Nagasaki (Japan) bombings, slight attention to the arms race and disarmament, and concentration on scientific and technical developments behind the atomic bomb rather than on its effects. (Author/RW)

Questions radiological physicist Ernest J. Sternglass's theory that links falling Scholastic Aptitude Test (SAT) scores in the 1960s and '70s to nuclear weapons testing in the late '40s, the '50s, and early '60s. Notes other scientists' contention that Sternglass's theory only establishes a correlation, not a cause and effect relationship. (JBM)