Doctor of Philosophy / Department of History / Jack M. Holl / Donald J. Mrozek / As president, Dwight Eisenhower believed that nuclear weapons, both fission and fusion, were permissible and desirable assets to help protect U.S. national security against the threat of international communism. He championed the beneficent role played by nuclear weapons, including both civilian and military uses, and he lauded the simultaneous and multi-pronged use of the atom for peace and for war. Eisenhower's assessment of the role and value of nuclear technology was profound, sincere, and pragmatic, but also simplistic, uneven, and perilous. He desired to make nuclear weapons as available, useful, and ordinary for purposes of national security as other revolutionary military technology from the past, such as the tank or the airplane. He also planned to exploit nuclear technology for a variety of peaceful, civilian applications that he also believed could contribute to national strength. However, Eisenhower did not possess a systematic view of national security in the nuclear age as some scholars have argued. Rather, Eisenhower approached the question of how to defend national security through nuclear weapons with an array of disparate ideas and programs which worked simultaneously toward sometimes divergent objectives that were unified only by a simple conception of national strength. In this effort, Eisenhower occasionally pursued what might seem to be conflicting initiatives, but nonetheless consistently advanced his view that strength through nuclear technology was possible, necessary, and sustainable. Because he believed nuclear technology effectively served his goal to defend national security through strength, Eisenhower sought to reverse the perception that nuclear weapons were inherently dangerous by advocating steadily and consistently for the proper and acceptable use of nuclear technology to contribute to the safety of the republic. He conceived policies such as the New Look, massive retaliation, Project Plowshare, and Atoms for Peace in part to convince the American public and the international community of the U.S.'s genuine desire for peace as Eisenhower simultaneously entrenched atomic and thermonuclear weapons into the American national conscience. Through his efforts, Eisenhower made nuclear weapons and nuclear technology ordinary, abundant, and indispensable to U.S. national security in the twentieth century.

The diploma thesis "At the Top, or behind the Zenith of Power? To the Effect of Winston S. Churchill as the Prime Minister of Great Britain in the Years 1951-1955" examines the effect of Winston S. Churchill during his second term as Prime Minister of Great Britain. The thesis analyzes his effect on foreign policy, where the main emphasis is on the relationship with the United States, his plans for negotiations with the Soviet Union, domestic politics, and his tenure at the head of the Conservative Party. It briefly analyzes his relationship and disputes with Foreign Minister Anthony Eden, and the British Prime Minister's medical condition. The main focus of the thesis is devoted to Churchill's ability to promote his ideas and plans in all areas of his operations, as a leading politician of the Great Britain.

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De nos jours, le motif de la « crise de l’éducation » est récurrent dans les discussions publiques sur le système éducatif, et ce des deux côtés de l’Atlantique. Aux Etats-Unis, c’est au lendemain de la seconde guerre mondiale qu’il prend une tournure nouvelle. Jusqu’alors on avait parlé de « crise » pour désigner les difficultés matérielles et financières du système, mais l’expression prend une autre signification après 1945, tandis que s’installe un débat entre les partisans de l’éducation moderne, modèle inspiré par les principes de l’éducation progressiste, et les défenseurs d’une éducation humaniste, qui dénoncent une dégradation des exigences intellectuelles et des résultats de l’enseignement public. Cette étude se propose de restituer les termes de ce débat et d’analyser ses répercussions sur les dynamiques du système éducatif américain. La confrontation entre deux philosophies de l’éducation ne se limite pas à la sphère des professionnels et on en retrouve les échos dans la presse de grande diffusion comme dans certains films hollywoodiens. Alors que les États-Unis font face à une crise de confiance après le lancement réussi du satellite Spoutnik, le gouvernement américain désigne le système éducatif comme maillon faible en s’appuyant sur les critiques formulées tout au long des années 1950 par les adversaires de l’éducation moderne. Le télescopage du débat sur l’éducation et des logiques de Guerre froide ouvre alors la voie à une intervention fédérale inédite dans le domaine de l’éducation, avec l’adoption du National Defense Education Act de 1958. / The “crisis in education” has been a recurrent theme in discussions about the American school system. In the United States, it was after WWII that the notion gained momentum and a new meaning. Until then, the term “crisis” had been merely used to evoke the dire material and financial state of education. The expression took another turn with the emergence of a debate between proponents of modern education (a model derived from the principles of progressive education) and partisans of liberal education who denounced an intellectual degradation in the school system. This dissertation analyzes this debate and its consequences on the dynamics of education in the United States. This strife between two conceptions of education is set apart by its significant influence and pervasion of society. Indeed, not only did it involve the circle of professional educators but it also touched lay men, so much so that it was integrated by popular culture. Confronted with a confidence crisis in the aftermath of the successful launch of satellite Sputnik, the U.S. government pinpointed the school system as the weak link of the American nation, taking advantage of the wave of criticisms against modern education that had dominated the 1950s. The combination of the debate on education with the logics of the Cold War paved the way for an unprecedented federal intervention in the field of education with the 1958 National Defense Education Act.

De nos jours, le motif de la " crise de l'éducation " est récurrent dans les discussions publiques sur le système éducatif, et ce des deux côtés de l'Atlantique. Aux Etats-Unis, c'est au lendemain de la seconde guerre mondiale qu'il prend une tournure nouvelle. Jusqu'alors on avait parlé de " crise " pour désigner les difficultés matérielles et financières du système, mais l'expression prend une autre signification après 1945, tandis que s'installe un débat entre les partisans de l'éducation moderne, modèle inspiré par les principes de l'éducation progressiste, et les défenseurs d'une éducation humaniste, qui dénoncent une dégradation des exigences intellectuelles et des résultats de l'enseignement public. Cette étude se propose de restituer les termes de ce débat et d'analyser ses répercussions sur les dynamiques du système éducatif américain. La confrontation entre deux philosophies de l'éducation ne se limite pas à la sphère des professionnels et on en retrouve les échos dans la presse de grande diffusion comme dans certains films hollywoodiens. Alors que les États-Unis font face à une crise de confiance après le lancement réussi du satellite Spoutnik, le gouvernement américain désigne le système éducatif comme maillon faible en s'appuyant sur les critiques formulées tout au long des années 1950 par les adversaires de l'éducation moderne. Le télescopage du débat sur l'éducation et des logiques de Guerre froide ouvre alors la voie à une intervention fédérale inédite dans le domaine de l'éducation, avec l'adoption du National Defense Education Act de 1958.

No description available.

Over the last sixty years, voting patterns in the United States have changed dramatically, and this is especially true in the state of Florida. Though there is some literature in the field of political science that outlines the voting and election history of Florida and identifies some trends, this literature is extremely limited and is not comprehensive of the data that is available up to the present day. This study seeks to find Florida’s voting patterns and to explain how they can be understood by both the casual observer and the political scientist. To do so, unique methodology was applied that used the "relative margin" of both a county and a region in a particular election to give the Democratic nominee’s performance context both in the election in question and in history, by comparing the actual margin of victory or defeat of the Democratic nominee to the statewide margin of victory or defeat. This was an illuminating process that ultimately revealed some truths about the election history of Florida: the counties and regions most likely to vote for Democratic nominees in the 1950s and early 1960 are now among the least likely to do so, and the counties and regions most likely to vote for Republican nominees in the 1950s and early 1960s are now considered to be "swing" or "tossup" areas that are regularly and alternatively won by Democratic and Republican nominees. Additionally, the pattern of each region in how it voted in presidential elections was compared to forty seven other states in the country to provide further context as to how the election patterns can be understood in context.

Despite being the global leader in the “war on terror,” the United States has been accused of sponsoring terrorism against Cuba. The following study assesses these charges. After establishing a definition of terrorism, it examines U.S.-Cuban relations from 1808 to 1958, arguing that the United States has historically employed violence in its efforts to control Cuba. U.S. leaders maintained this approach even after the Cuban Revolution: months after Fidel Castro’s guerrilla army took power, Washington began organizing Cuban exiles to carry out terrorist attacks against the island, and continued to support and tolerate such activities until the 1970s, culminating in what was the hemisphere’s most lethal act of airline terrorism before 9/11. Since then, the United States has maintained contact with well-known anti-Castro terrorists, in many cases employing and harbouring them, despite its claims to be fighting an international campaign against terrorism.

The Colored Trainmen of America (CTA) actively challenged Jim Crow policies on the job and in the public sphere between the 1930s and 1950s. In response to lingering questions concerning the relationship between early black labor activism and civil rights protest, this study goes beyond both local lure and cursory research. This study examines the Colored Trainmen's major contributions to the advancement of African Americans. It also provides context for some of the organization's shortcomings in both realms. On the job the African American railroad workers belonging to the CTA fought valiantly to receive the same opportunities for professional growth and development as whites working in the operating trades of the railroad industry. In the public sphere, these men collectively protested second-class services and accommodations both on and off the clock. Neither their agenda, the scope of their activities, nor their influence was limited to the railroad lines the members of the CTA operated within the Gulf Coast region. The CTA belonged to a progressive coalition comprised of four other powerful independent African American labor unions committed to unyielding labor activism and the toppling of Jim Crow. Together, they all worked to effectuate meaningful social change in partnership with national civil rights attorney Charles H. Houston. Houston's experience and direction, coupled with the CTA's dedicated membership and willingness to challenge authority, created considerable momentum in movements aimed at toppling racial inequality in the workplace and elsewhere. Like most of their predecessors, the CTA's struggle for advancement fits within a continuum of successive challenges to economic exploitation and racial inequality. No single person or organization can take full credit for ending segregation or achieving equality. Many who remain nameless and faceless contributed and sacrificed. This study not only chronicles the contribution of a relatively unsung African American labor organization that waged war against Jim Crow on two different fronts, it also pays homage to a few more individuals who made a difference in the lives of an entire race of people during the course of a bitterly contested, never-ending struggle for racial equality in the United States of America during the twentieth century.

Despite being the global leader in the “war on terror,” the United States has been accused of sponsoring terrorism against Cuba. The following study assesses these charges. After establishing a definition of terrorism, it examines U.S.-Cuban relations from 1808 to 1958, arguing that the United States has historically employed violence in its efforts to control Cuba. U.S. leaders maintained this approach even after the Cuban Revolution: months after Fidel Castro’s guerrilla army took power, Washington began organizing Cuban exiles to carry out terrorist attacks against the island, and continued to support and tolerate such activities until the 1970s, culminating in what was the hemisphere’s most lethal act of airline terrorism before 9/11. Since then, the United States has maintained contact with well-known anti-Castro terrorists, in many cases employing and harbouring them, despite its claims to be fighting an international campaign against terrorism.