This thesis explores how the campaign for the The Dwight D. Eisenhower System of Interstate and Defense Highways was a product of the 1950s military-industrial complex, which developed from a nationalist project seeking to confirm American exceptionalism during the early Cold War.

No description available.

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.

No description available.

Master of Arts / Department of History / Donald J. Mrozek / This work examines Maxwell M. Rabb's role in the area of civil rights and race relations from January 1953 through May 1958 during the administration of President Dwight D. Eisenhower. Rabb was the first Secretary to the Cabinet, a position created by Eisenhower. In his lesser known duty, Max Rabb quietly developed many aspects of President Eisenhower's civil rights program. Chapter One describes Rabb's pivotal role in ending segregation in the military establishment to include the Navy and the Veterans Administration. In this chapter Rabb is a lone operator, personally meeting with principal actors in the Eisenhower Administration and U.S. Congress to end segregation. Chapter Two examines how Rabb participated in and helped to develop the various organizations of the White House. As the organizations within the Eisenhower White House matured, Rabb was able to use them as roads into the problem of civil rights and to use their power to advance civil rights. The final chapter focuses on the confluence of race relations and human rights on the one hand with U.S. domestic and foreign policy on the other. The chapter uses four cases studies to illustrate the growing importance of American race relations in world affairs after World War II. Max Rabb's participation in each case serves as a reminder that the American domestic sphere had become a cause of international concern and could damage the credibility of U.S democratic values in the a world where racial sensitivity was on the rise and increasingly a factor in international relations. This work ends by concluding that Rabb's effectiveness was severely limited by President Eisenhower's narrow understanding of the limits of government. Rabb was a New Deal Republican serving in the administration of a man who rejected the activism required by New Deal Liberalism. Though Rabb served Eisenhower well, it was Eisenhower who failed to sense the full scope of the problems in U.S. civil rights and race relations.

No description available.

No description available.

No description available.

Title: Forgotten Apocalypse - The Czech Reflection of the Retreat of the German Heeresgruppe Mitte Author: Mgr. Tomáš Jakl Abstract: There are war campaigns that can be described simply, others more difficult to describe, and some cannot be reconstructed by a continuous narrative at all. The events in the Czech Lands in the first two weeks of May 1945 belong to the most difficult to describe. The fact that there was the largest of last German fighting groups of armies is well known. It is also commonly known that it was the Central Army Group commanded by Field Marshal Ferdinand Schörner. Significantly less is known that as a result of the outbreak of the Czech Uprising, this group of armies retreated across the rebellious territory to the demarcation line between the US and the Red Army The last desperate illusion of German soldiers was that they would contact the Americans and jointly drive the Russians out of Europe. Allied Commander-in-Chief in the West, General Dwight David Eisenhower, did not intend to do anything after the death of US President Roosevelt, which the Soviet dictator could even interpret as a similar development. Not only did he forbid General Patton from crossing the agreed line in advance with the Soviets, visually accommodating the retreating Germans, but the US troops also released...

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.