The Decision To Drop The Atomic Bomb Essay Example For Students

The Decision To Drop The Atomic Bomb Essay Maria Tidwell World Cultures III Professor Longfellow 26 November 2000 The Decision To Drop The Atomic Bomb Essay On August 6th 1945, the world changed forever. The United States dropped the first Atomic bomb over the city of Hiroshima, Japan. The surviving witness Miyoko Watanabe describes her experience: I came out of the front dooran intense yellow, orange and white light overwhelmed me the light was thousands of times brighter than a magnesium flash gunI went inside to hideThere were strange sounds, crashing noises and jolts, and I kept no track of the timeI locked back to see how my mom was. She looked worse then a devilish witch. (47) The heat was intolerable; everywhere Miyoko looked there were wounded and dying people, bleeding from all over their bodies like her mom. Miyoko continues, Those who fled from one or one and a half kilometer from the hypocenter really did have to step over bodies and shake off hands grasping their legs for help. When someone caught hold of their shoes they just had to leave their precious shoes and flee otherwise they wouldnt survive(49). A friend of Miyoko told her that he had to leave his sister to die in the flames to save his life. That day, according to the Japan Times, 140,000 died as a direct result of the bombing. Later the total number of victims claimed in Hiroshima City came to 217,137. There is one question that comes to my mind reading these terrible stories from the victims of Hiroshima; was this necessary? Scholars have discussed the question for more than half a century. However, they all agree that the answer to this question does not make the use of atomic weapons seem less awesome or less awful, but it merely throw different light on it. The main argument defending the decision to drop the bomb is that it was necessary to end the war. Richard B. Frank in his book, Downfall: The End of the Imperial Japanese Empire defends the American decision. Relying on a host of original documentary sources, most notably the Japanese messages that were intercepted and decoded by the American forces, he presents a researched work that attempts to explain what might have happened if the bombs had not been dropped. The reader is left with the unshakable conclusion that the use of the bomb was a necessary evilthat the government of Japan was not ready to surrender, and even after the bombing of Hiroshima, the decision was to fight on. However, the conclusion of his book is that the bombing of Nagasaki (though nowhere near as damaging as the bombing of Hiroshima) persuaded the Japanese cabinet that the bomb was not a one off event, and that they faced certain destruction if they didnt sue for peace. According to Frank, Most American strategists believed that the war with Japan would be a long drown out operation with Japans fanatical resistance extracting mounting casualties the closer the American forces drew to the Home Islands (21). To understand this position, it is necessary to take a closer look at the American experience with the Japanese, during the war. The Japanese were known by their culture of no surrender; they would rather die than surrender. Particularly, in the Japanese military forces this tradition was prominent. Frank continues with a terrible example of this, The first intimations that the Japanese would literally choose death over surrenderand not merely an elite warrior caste but the rank and filecame in August 1942 at Guadalcanal. Two small Imperial Navy island garrisons fought to virtual extinction. Major general Alexander Archer Vandegrift, the Marine commander wrote: I have never heard or read of this kind of fighting. These people refuse to surrender. The wounded wait until men come up to examine themand blow themselves and the other fellow to pieces with a hand grenade(28). Another example, maybe as shocking, happened at the island of Saipan; nearly 30,000 Japanese soldiers fought to the death, only 921 (3 percent) were taken prisoner. On this Island there were 20,000 civilians. .u11afbcc6b9445b1fd4e969a0c6cf4d4e , .u11afbcc6b9445b1fd4e969a0c6cf4d4e .postImageUrl , .u11afbcc6b9445b1fd4e969a0c6cf4d4e .centered-text-area { min-height: 80px; position: relative; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e , .u11afbcc6b9445b1fd4e969a0c6cf4d4e:hover , .u11afbcc6b9445b1fd4e969a0c6cf4d4e:visited , .u11afbcc6b9445b1fd4e969a0c6cf4d4e:active { border:0!important; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e .clearfix:after { content: ""; display: table; clear: both; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e:active , .u11afbcc6b9445b1fd4e969a0c6cf4d4e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e .centered-text-area { width: 100%; position: relative ; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e:hover .ctaButton { background-color: #34495E!important; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e .u11afbcc6b9445b1fd4e969a0c6cf4d4e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u11afbcc6b9445b1fd4e969a0c6cf4d4e:after { content: ""; display: block; clear: both; } READ: The Support of Art by the Government Essay Only 10,258 surrendered; the rest chose death. In a carnival of death that shocked even battle-hardened Marines, whole families waded into the sea to drown together or huddled .

How to Write an AWPE Essay Sample

How to Write an AWPE Essay SampleI've seen several different AWPE Essay Sample Assignments and can tell you that this is the least popular type of task. Many students want a computer to do the hard work for them, but what they don't realize is that most people out there have little or no knowledge of computers. Many of the professional writers are people who really do not care about their own writing ability. I want to give you a few tips on how to write an AWPE essay sample assignment.The first thing you need to do is check your paper for errors. If it seems like the problem is not because of the difficulty level but the grammar or sentence structure, then perhaps it's time to go back to the drawing board. If you do find the errors, either fix them before you start writing or redo them as needed.Write the first paragraph in a format that will make it easy for you to use the 'other person' device. Using a 'what, why, when, where, and/or how' question will get you into a much better m indset than just trying to figure out what the other person did.As a general rule of thumb, I would recommend that you use 'what, why, when, where, and/or how' sentences at least 80% of the time in your English essay. Remember that your goal is to make the other person know what you did, not why you did it. Just show them what happened and let them decide if they want to join your team or not. This will keep the essay from getting too technical and boring.You should avoid using French for the rest of the essay. Don't use French verbs (mettre, jeudi, power, etc.) Use more English words instead.Use an AWPE Essay Sample Assignment on your blog or in a report and read it through thoroughly. It will help you see if you can actually understand what you read and not just cover your ears and mutter under your breath.The main purpose of this exercise is to make you think about what kind of work you are looking for from your fellow humans. We all have the same goal of helping our fellow man. All we need to do is keep the goals in our minds and practice our writing skills.

7 Mistakes to Omit Being a Student

We all know that rules exist for young people mostly to break them. That is why more than 100 thousands of elementary and secondary school students in America are expelled yearly. The situation in colleges and universities is almost the same: you face the risk to be dropped out more often than you think, especially if you are inclined to neglect the rules of your educational establishment. To avoid such sad consequences, you should finally know the mistakes which can lead to them. There is a variety of ways to get an expulsion according to the rules of each university, but let’s consider the most common of them: 1. Outrageous Behavior Its a bad form to speak rudely to the professor or other university staff. Even if youre on a bad streak, dont take out your anger in the audience. Such a behavior is a disregard for your classmates and a lecturer, so you can be punished for it. Communication with school or university friends also matters. Students who allow themselves to intimidate or insult other people will be suspended or expelled depending on the moral damage severity. Once got into a tense situation, just keep it together until people who offend you calm down. 2. Absenteeism This reason is the most popular why students are not becoming graduates. The causes of absenteeism are different, though, here are the main: Lack of interest and motivation for studying Students often are obliged to study disciplines they don’t like. It is typical not only for schools where pupils don’t choose the subjects but also for colleges as well as universities. Applicants are mastering the areas of expertise that their parents have recommended to them or are consistent with the social norms. Therefore, your choice should depend only on your fancies and priorities, not friend’s or mom’s opinion. Stress and fear to attend classes Young people, especially in schools, encounter mockery and abuse because of their unusual personality or appearance (we are all unique, so it can be anyone). How to behave around your bullies? Be confident, don’t pay attention to ruses and they’ll leave you alone. Poor teaching skills Professors are not always good at teaching. If you are dissatisfied with their methods, it is better to change teacher or college instead of nicking off. Excess homework This thing is barely changeable. But if you really want to get a diploma, get over it and work for the result. When there is no way to cope with all these essays and term papers on time, you can refer to a custom writing service. Experienced writers will do an assignment for you. 3. Low School Performance Be careful with your grades: bad ones are able to endanger your education. Sometimes studying can seem quite hard, so it is not a shame to ask third-parties like your mates or special companies for help. Some universities give a student a second chance to correct marks within a determined period of time before expulsion. 4. Plagiarism, Cheating or Providing Wrong Information Any university rules prohibit plagiarism in the academic papers. It is unacceptable to download essays from the web and deliver them to professors. You will get a poor grade at its best, but at the worst, you can be excluded. The same goes for cheating on exams: you are not allowed to use any other sources of information besides your own knowledge. Before deceiving your professor, think about what you are doing here. The degree which you will obtain is nothing if your head is empty. The knowledge and skills in your area of expertise are the most substantial factors when applying for a job, so better gain some experience before graduation. Even though, you can’t pull things off, buy a paper sample to use it as an example to craft your own writing assignment. This will reduce the time for completing the project. 5. Carrying Weapons, Drugs or the Other Prohibited Items 17% of people aged 16-17 and 23% aged 18-20 are used to take drugs during last month, according to National Institute on Drug Abuse research. These gloomy statistics showing that drug dealing may be a common thing among the quarter of all students. Thus, it is very likely someone offers you a prohibited stuff in a while. Don’t agree on such proposition within the university. And, of course, do not bring weapons to your place of studying. It would be lovely for a student not to have this stuff at all. 6. Criminal Activity This is not only probable cause of expulsion but a sort of greatest mistake of your life. In fact, drop out is the best thing which can happen to you after such a deal. Thats not a crack about your tendency to do something illegal, but each student can accidentally get into a trouble. To prevent this do not mess with unsavory fellows, they can frame you and other people to avoid the punishment. Even if it’s not, you might be responsible as an accessory. 7. Lack of Communication Skills 18% of dropouts note a trouble connecting between them and other undergraduates or teachers. Well, thats not surprising. When you know how to negotiate you can solve almost all the above-mentioned issues. A good communicator can ask for a postponement of a deadline, retaking an exam or even persuade the professor to give them a passing grade. Such a person is also good at resolving conflicts and usually gets on well with university pals. Everyone has a right to a mistake and expulsion is not a life sentence. Besides, a degree is not a crucial key to success. The greatest people like Benjamin Franklin, Albert Einstein and Bill Gates abandoned their studies in universities and dedicated their lives to other purposes. If you have a dream and your schooling only prevents things from being done, safely leave and embrace your own path without waiting for being expelled.

Be Bop

Be Bop Bebop, also known as Bop, came about from jam sessions in Harlem in the early 1940?s. Among all of these new musicians, Charlie Parker, Dizzy Gillespie, and Thelonious Monk were the leading personalities. Parker?s exciting alto saxophone flights won him the popular nickname of Bird, yet he played equally creatively in ballads and in heartfelt blues such as ?Parker?s Mood?. Many Bop musicians rejected pianist Thelonius Monk because of his harsh, zigzagging melodies. Even so, he was highly regarded for the numerous songs which he had composed. Some of his songs such as ?Blue Monk? and ?Epistrophy? were very famous. Bop requires very fine technique to play and Parker was the most skillful of these musicians. Bop pieces were played at the fastest tempos yet heard in Jazz. Bop featured many-noted solos and unusually quickly changing harmonies. Bop was extremely difficult to sing. Despite this, vocalists such as Sarah Vaughan had the necessary voice range and control to sing it well.[Portr ait of Charlie Parker, Tommy Potter, and Max...

Juxtapositions of the modern and the archaic Essay

Juxtapositions of the modern and the archaic - Essay Example It was extremely absurd; when his aunt continuously corrected him to be addressing respectable black man by the initials, Mr. Her aunt told him that he should address them by the name nigger. This went on until young children got used to addressing black people as Negros. White men held rituals that showed respect and affection to maintain the impression of personal relationship that never existed. Black men used the initials Mr. once addressing a white man and Miss to a woman (Ayers 100). This never happened when white people were addressing black people as they addressed them rather by their names, which was a sign of disrespect. Black women did not have the privilege of having the initials Mrs by their names but instead assumed the name of an â€Å"aunt† prior their first names. Black men’s address was Negros, which mostly was evident in the newspapers or just as two boys were killed. It was not customary for the two races to shake hands or socialize in public beside s black men to removing their hats in public places especially those meant for the whites, but white people did not remove hats in homes owned by black people. There were days that were set aside for black people to shop and socialize. Saturday was set aside for black people to shop and socialize thus white people did not go to towns. ... Many white and black people tried to create a humane relationship even though hate and dislike characterized the then atmosphere in the atmosphere. The whites believed that being kind to the old and respectable blacks was a sign of strong character. Rituals that revealed race relationship normally marked the Christmas holiday. Southern blacks celebrated Christmas as a moment of white giving gifts to the blacks and offering freedoms. However, the ritual went on fading, and it only remained in some plantations (Ayers 102). This practice remained in some parts since the white people deemed that black people were naturally beggars. This annoyed the white people as blacks begged from morning to evening. Besides, black Negroes demonstrated that there were laws in Christmas. They could move around the streets making jokes and shouting since they recognized themselves as equals to white people. When black people had nobody else to turn to, they sought help from the white people. They begged for bread and others edible stuffs during Christmas, though some could resolve to toil for themselves. For illustration, there was woman left by  the   husband, and he had to borrow food for Christmas. His husband who fled with another woman left her, and she worked all day long to provide for his family. There are laws, which barred or discouraged rural urban - race relations. Sectors like rural roads, cotton grins and stores; there was no evidence of segregation. Anglers and hunters respected laws and rules as long they were fair regardless of law. White and black men used to work together in these sectors besides seen around fireplaces while women cooked from the same kitchen,

Facilitating the Educational Approaches to Students with Special Needs Essay

Facilitating the Educational Approaches to Students with Special Needs - Essay Example Within the context of the classroom setting, the teacher is required to identify the most effective of the teaching strategies which may be deployed vis--vis the special needs students. Identification is done through either the problem solving or the special protocol approach (Teaching LD, 005). Ideally, the characteristics and needs of the students function as the primary determinant of the learning approach which will ultimately be selected. The problem-solving approach, as clarified in "Teaching LD"(2005) is comprised of four steps. These are problem identification, problem analysis, plan implementation, and problem evaluation. The first step is an observational one, whereby the teacher is required to observe students classroom behavior for identification of problem areas. The second step focuses on the analysis of the identified problem for the purpose of identifying the factors which incite them and how these problems may be addressed. This second step, in other words, involves an in-depth exploration of the identified problem for the purposes of formulating a corrective plan. The third step entails the implementation of the individual student plans which were formulated in the previous step.

Deconstructing the Third Front

Deconstructing the Third Front Daniel Steven Bressner After decades spent cultivating economic growth along its eastern seaboard, the PRC’s western interior is rapidly developing. In Sichuan province, Chengdu alone is now home to over 1,000 U.S. companies including General Electric and Mazda.[1] However, one of the most ambitious efforts to industrialize western China actually took place decades earlier. In a sweeping project known as the Third Front, central government planners reconfigured the economy of western provinces, with a special emphasis on defense industrialization. This paper provides an overview of the international factors that led to the creation of the Third Front and its key projects. Furthermore, it analyzes the economic strategies used by the Chinese government during this period to complete these projects. Background The Third Front, or da sanxian, derives its name from a development concept put forward Mao confidant Lin Biao, who became Minister of Defense in 1959. In a speech in 1962 known as the â€Å"7,000 Cadres Conference†, Lin pushed for the military fortification of Anhui Province as a safety measure in case the government needed to retreat from its eastern seaboard.[2] While China faced a myriad of international crises during the 1960s, Lin’s speech was most concerned with a possible attack on mainland Chinese cities by Kuomintang (KMT) forces in the aftermath of the Great Leap Forward. In 1964, Mao himself played in active role in revising the 3rd Five Year Plan so that it would emphasize national defense.[3] The final version highlighted the threat of looming war and called for increased development in transport infrastructure, science and technology, and national defense.[4] While Lin was focused on the KMT, Mao’s preoccupation was the growing American military presence in Southeast Asia. China scholar Barry Naughton is one of the leading researchers on the political economy of the Third Front. He identifies the Gulf of Tonkin incident, and subsequent start of the Vietnam War, as the primary catalyst for the acceleration of the Third Front development strategy.[5] From 1964 to 1971, the combination of defense concerns over the KMT, United States, and Soviet Union all created an environment politically conducive to intensive defense development. Structure Key Projects The primary objective of the Third Front was establish an entirely self-sufficient industrial base that China could rely on in the event of war. If eastern coastal cities like Shanghai were attacked, the area surrounding Suzhou could work as a â€Å"Second Front.† A massive stretch of mountainous terrain that included parts of Guizhou, Qinghai, Gansu, Yunnan and Sichuan provinces would serve as the â€Å"Third Front.†[6] China’s nascent nuclear weapons program, including the Lanzhou Gaseous Diffusion Plant, also fell under the territory designated as the Third Front.[7] Figure 1 illustrates the geographic regions of the project. Fig. 1: The regions of the Third Front grouped by phase. Source: Naughton, â€Å"The Third Front,† 354. While there were several high-profile projects in the first phase of the Third Front, which lasted until 1969, this paper emphasizes the creation of transportation networks in the region that revolutionized how resources were moved across western China. Naughton claims that the Panzhihua iron and steel complex was the â€Å"keystone† of the Third Front.[8] Mao’s own statements during the 1960’s support this view. In 1964, Mao told a meeting of the Communist Party’s Central Committee: â€Å"Unless Panzhihua Steel Plant is fully developed, I cannot go to sleep at night. If there is no Panzhihua Steel Plant, I will have to ride a donkey to my meetings.†[9] However, this project could not exist without the development of rail infrastructure. Development was accelerated on rail lines in the southwest, with the Chongqing-Guiyang and Chengdu-Kunming lines, completed in 1965 and 1970 respectively, being the most important in linking the region together. The Chengdu-Kunming line alone cost 3.3 billion yuan, or nearly 21% of the national budget for capital construction in 1965.[10] The first phase of the Panzhihua complex cost an estimated 3.74 billion yuan.[11] The factories and labor serviced by this new rail network were brought into the region using a strategy known as yi fen wei er, or â€Å"one divided into two†, which Naughton likens to an economic â€Å"mitosis.†[12] Tsinghua University students Bin Xu and Linxing Xiao use the Panzhihua complex as an example to demonstrate how this concept worked. â€Å"If there were two sets of equipment, move one to Panzhihua. If there was only one set, move it to Panzhihua.†[13] This idea was replicated for manpower, technical know-how, and financial investment from across China. Factories on China’s eastern seaboard would send a significant portion of their resources to the southwest and be left responsible for making up the difference in capability, whereas the newly transplanted western workforce received additional state investment to accelerate development. Figure 2 shows the massive spike of state investment in Sichuan province following the prioritization of Panz hihua after 1964. Fig 2: State investment into Sichuan province from 1964 to 1972. Source: China Geo-Explorer, All China Data Center, http://chinadataonline.org/cgepublic/cityclient33/#. The second phase of the Third Front, lasting from 1969 to 1972, occurred under the shadow of continually deteriorating relations with the USSR. The focus of the second phase was on machine building, with its centerpiece project being the No. 2 Automobile Plant in Shiyang, in Hubei province’s northwest region.[14] Reflecting the security concerns of the central government, additional plants in the area were hidden deep in mountain valleys and even caves to minimize potential damage from airstrikes. Three critical rail lines were constructed during this period in order to facilitate the transit of labor and material resources; the Luoyang-Yangtze, Hunan-Guizhou, and Chongqing to Wuhan (via Ankang) connections.[15] The Third Front’s national significance, and level of national investment, was as high as 45% in 1966, but dropped again as the decade came to a close.[16] The total proportion of national investment into the Third Front during the Fourth Five-Year Plan, from 19 71-75, was 41.1%.[17] From 1971 onwards, changes in the larger political environment lead to a dismantling of many of the Third Front’s ongoing construction operations. Domestically, the fall of program architect Lin Biao played a role. However, more important was the softening and eventual normalization of diplomatic relations with the United States, whose previous perception as a strategic threat was a major justification for the entire Third Front. Impact and Legacy Economic data on the total government investment during the Third Front is difficult to calculate, in part because projects that fell under the military’s jurisdiction, like development of the Chinese nuclear program, were not included alongside regular construction data. C.Z. Lin, drawing from anonymous Chinese sources, estimates that total investment was 200 billion yuan.[18] The two largest companies to have developed out of the Third Front era are Panzhihua Steel and Dongfeng Motor Corporation, the latter of which stems from Shiyang’s Automobile Plant No 2. Dongfeng, China’s second largest automobile producer, posted a 2012 net income of $1.3 billion USD. Swedish automobile firm Volvo bought a 45% stake in the company the following year.[19] One of the lasting positive legacies of the Third Front era is the existence of rail infrastructure across China’s western provinces, which were an inevitable step forward in linking the region’s economy with the rest of the country. Despite this, the way in which these projects were undertaken dramatically inflated their costs and misallocated resources. Historian Robert Cliver notes that the decision to make Third Front rail lines a priority above all others diverted progress from the rest of the country’s national rail network. The result was that cost per kilometer of rail infrastructure on Third Front projects was five to six times the national average.[20] The largest source of developmental issues within the Third Front likely came not from the sheer cost of the project, or even from its remote location. While these were serious issues, the construction principle of sanbian, or what Naughton identifies as â€Å"three simultaneous†, was the most dama ging.[21] This concept of simultaneously designing a site, constructing it, and producing from it ensured that proper site planning was often not conducted. More importantly, it led to additional costs from avoidable errors that slowed down overall production. An additional 40 million yuan was pumped into the Chengdu-Kunming rail line from the late 1970s to the mid-1980s to provide the manpower necessary to fix track deficiencies.[22] If the Third Front era is judged purely on whether it made China more prepared for war with the U.S. or the Soviet Union, it can be regarded as successfully accomplishing its key objectives. It spurred investment into China’s mountainous west, led to the fortification of industrial sites, and generally created an economic base designed to support an extended war on the mainland. It fulfilled the purposefully vague objective set out in the State Planning Commission’s Third Five Year Plan, which sought to â€Å"strengthen national defense and make breakthroughs in technology.†[23] However, the Third Front development strategy was based on short-term strategic concerns at the cost of long-term economic growth. Projects with flawed designs and the drawing away of wealth from China’s eastern seaboard made the Third Front an undeniable economic failure. Naughton draws on statistical analysis conducted by Chinese economist Chen Dongsheng to illustrate the misallocation of resources that drew growth away from the east coast. Using Chen’s data, Naughton estimates that â€Å"China’s industrial output is 10-15% below what it would have been if the Third Front had never been undertaken.†[24] Thus, while the Third Front was an economically unviable project that placed a heavy burden on the Chinese economy, it demonstrates how seriously Mao took the perceived strategic encirclement the country was facing from the United States, Republic of China forces, and the Soviet Union. Further analysis of the Third Front is a valuable endeavor for those s tudying both China’s economy and the history of its international relations. Works Cited Bramall, Chris. Chinese Economic Development. London: Routledge, 2008. China Internet Information Center. â€Å"The Third Five-year Plan (1966-1970).† China.org.cn. Last modified May 21st 2007, http://www.china.org.cn/english/MATERIAL/157608.htm. Cliver, Robert. â€Å"Third Front Policy.† In the Berkshire Encyclopedia of China, edited by Linsun Cheng, Kerry Brown, Winberg Chai, Xiejun Chen, and Karen Christensen, 2244-2247. Great Barrington: Berkshire Publishing Group, 2009. Dickie, Lance. â€Å"Sichuan: A Land of Abundance and Opportunities.† The Seattle Times, January 21st 2014. http://blogs.seattletimes.com/opinionnw/2014/01/21/sichuan-a-land-of-abundance-and-opportunities/ Lin, C.Z. â€Å"Employment implications of defence cutbacks in China.† In Defense Expenditure, Industrial Conversion, and Local Employment, edited by Liba Paukert, 189-204. Geneva: International Labor Office, 1991. Mohanty, Deba R. â€Å"The Chinese Security Dilemma in the 1950s and 1960s: Story of the Third Front.† Institute for Defense Studies and Analysis, January 17th 2011. http://www.idsa-india.org/an-jan-4.html. Naughton, Barry. â€Å"The Third Front: Defense Industrialization in the Chinese Interior.† The China Quarterly 115, September (1988): 351-386. Pike, John. â€Å"Lanzhou – Chinese Nuclear Forces.† Federation of American Scientists. Last modified May 12th 2000, http://www.fas.org/nuke/guide/china/facility/lanzhou.htm. Tejada, Carlos. â€Å"Truck Maker Volvo Sets Alliance to Enter China.† The Wall Street Journal, January 27th 2013. http://online.wsj.com/news/articles/SB10001424127887324039504578264611071184722. Xu, Bin and Linxing Xiao. â€Å"Planning and Construction History of Panzhihua during the Three-Front Strategy Period: Backgrounds, Process, and Mechanism.† (paper presented at the 15th International Historical Planning Society, Sao Paolo, Brazil, July 15th-18th, 2009). Page | 1 [1]  Lance Dickie, â€Å"Sichuan: A Land of Abundance and Opportunities,† The Seattle Times, last modified January 21st 2014, http://blogs.seattletimes.com/opinionnw/2014/01/21/sichuan-a-land-of-abundance-and-opportunities/ [2] Deba R. Mohanty, â€Å"The Chinese Security Dilemma in the 1950s and 1960s: Story of the Third Front,† Institute for Defense Studies and Analysis, January 17th 2011. [3] Barry Naughton, â€Å"The Third Front: Defense Industrialization in the Chinese Interior,† The China Quarterly 115, September (1988): 353. [4] â€Å"The Third Five-year Plan (1966-1970),† China Internet Information Center ­ – China.org.cn, last modified May 21st 2007, http://www.china.org.cn/english/MATERIAL/157608.htm. [5] Naughton, â€Å"The Third Front,† 369. [6] Naughton, â€Å"The Third Front,† 354. [7] John Pike, â€Å"Lanzhou – Chinese Nuclear Forces,† Federation of American Scientists, last modified May 12th 2000, http://www.fas.org/nuke/guide/china/facility/lanzhou.htm. [8] Naughton, â€Å"The Third Front,† 357. [9] Chris Bramall, Chinese Economic Development (London: Routledge, 2008), 268. [10] Naughton, â€Å"The Third Front,† 358. [11] Ibid. [12] Ibid., 356. 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[19] Carlos Tejada, â€Å"Truck Maker Volvo Sets Alliance to Enter China,† The Wall Street Journal, January 27th 2013, http://online.wsj.com/news/articles/SB10001424127887324039504578264611071184722. [20] Cliver, â€Å"Third Front Policy,† 2247. [21] Naughton, â€Å"The Third Front,† 376. [22] Naughton, â€Å"The Third Front,† 376. [23] â€Å"The Third Five-year Plan (1966-1970),† China Internet Information Center ­ – China.org.cn, last modified May 21st 2007, http://www.china.org.cn/english/MATERIAL/157608.htm. [24] Naughton, â€Å"The Third Front,† 379.