The document discusses outsourcing in the IT industry in India and the need for employable engineers. It notes that while outsourcing is common for cost savings, there is a lack of skilled workers to meet demand. Fresh graduates lack hands-on experience needed for many IT jobs. The remainder discusses an IT training program aimed at helping students gain experience and employment opportunities.
This document provides information about online master's degree programs offered through Kettering University, including the Master of Science in Lean Manufacturing, Master of Science in Engineering Management, and Master of Science in Operations Management. It outlines the key facts, learnigns, requirements, and course descriptions for each program. The programs are designed for working professionals and can be completed entirely online. They focus on providing industry-relevant skills in areas like lean manufacturing, operations management, engineering leadership, and business management. Concentration options vary across the different programs.
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Foster the next generation of business analysis professionals. What departments and academic units need; in planning or revising curricula to incorporate business analysis courses and programs; in communicating program goals and outcomes to students and other stakeholders.
The document provides information on the Professional Diploma in Business Intelligence (PDBI) offered in Singapore by Lithan Hall Academy. The course aims to provide career-focused qualifications for business intelligence professionals. It is delivered over 6 modules covering topics such as data warehousing, SAP BI implementation and administration, data integration, reporting, and a final project. Upon completing the course, students will be equipped to take on roles like Business Intelligence Analyst and be eligible for SAP BI certification.
Lean Manufacturing is the process of identifying the faiults in the occuring within the business model and elimination of these faults. Results in increase in sales of the business. SSA solutions are the Highly experienced consultants [Lean Masters.Rich experience in manufacturing & service process design applying lean principles.
Lean is a systematic approach of identifying and eliminating
waste through continuous improvement, it focuses on the
flow of the product; right from raw material stage to the
finished goods stage.
Simply put, lean means creating more value for customers
with fewer resources. A lean organization understands
customer value and focuses its key processes to
continuously increase it. The ultimate goal is to provide
perfect value to the customer through a perfect value
creation process that has zero waste.
Using CMMI Process Management Practices to Build and Maintain a QMSPECB
This webinar discussed some of the management tools which help in developing and maintaining the QMS. Moreover, the session provided insights about the importance that the designing and building of the QMS has for the future of the company.
Main points covered:
• How CMMI practices in the OPF and OPD process areas can benefit from the QMS development and maintenance
• The process as a product – the importance of designing your QMS
• Building a QMS for now and for the future
Presenter:
Michael West has spent 25 years in process and performance improvement. As a principal and founder of Natural Systems Process Improvement, Inc. he has helped many client organizations in numerous industry sectors achieve their process and performance goals. Mr. West is a CMMI Institute-Certified Lead Appraiser and an AS9100 Auditor.
Link to the recorded YouTube video: https://youtu.be/VkEEmYZlgr4
The document discusses outsourcing in the IT industry in India and the need for employable engineers. It notes that while outsourcing is common for cost savings, there is a lack of skilled workers to meet demand. Fresh graduates lack hands-on experience needed for many IT jobs. The remainder discusses an IT training program aimed at helping students gain experience and employment opportunities.
This document provides information about online master's degree programs offered through Kettering University, including the Master of Science in Lean Manufacturing, Master of Science in Engineering Management, and Master of Science in Operations Management. It outlines the key facts, learnigns, requirements, and course descriptions for each program. The programs are designed for working professionals and can be completed entirely online. They focus on providing industry-relevant skills in areas like lean manufacturing, operations management, engineering leadership, and business management. Concentration options vary across the different programs.
Business analysis course framework and curriculumSema Sali
Foster the next generation of business analysis professionals. What departments and academic units need; in planning or revising curricula to incorporate business analysis courses and programs; in communicating program goals and outcomes to students and other stakeholders.
The document provides information on the Professional Diploma in Business Intelligence (PDBI) offered in Singapore by Lithan Hall Academy. The course aims to provide career-focused qualifications for business intelligence professionals. It is delivered over 6 modules covering topics such as data warehousing, SAP BI implementation and administration, data integration, reporting, and a final project. Upon completing the course, students will be equipped to take on roles like Business Intelligence Analyst and be eligible for SAP BI certification.
Lean Manufacturing is the process of identifying the faiults in the occuring within the business model and elimination of these faults. Results in increase in sales of the business. SSA solutions are the Highly experienced consultants [Lean Masters.Rich experience in manufacturing & service process design applying lean principles.
Lean is a systematic approach of identifying and eliminating
waste through continuous improvement, it focuses on the
flow of the product; right from raw material stage to the
finished goods stage.
Simply put, lean means creating more value for customers
with fewer resources. A lean organization understands
customer value and focuses its key processes to
continuously increase it. The ultimate goal is to provide
perfect value to the customer through a perfect value
creation process that has zero waste.
Using CMMI Process Management Practices to Build and Maintain a QMSPECB
This webinar discussed some of the management tools which help in developing and maintaining the QMS. Moreover, the session provided insights about the importance that the designing and building of the QMS has for the future of the company.
Main points covered:
• How CMMI practices in the OPF and OPD process areas can benefit from the QMS development and maintenance
• The process as a product – the importance of designing your QMS
• Building a QMS for now and for the future
Presenter:
Michael West has spent 25 years in process and performance improvement. As a principal and founder of Natural Systems Process Improvement, Inc. he has helped many client organizations in numerous industry sectors achieve their process and performance goals. Mr. West is a CMMI Institute-Certified Lead Appraiser and an AS9100 Auditor.
Link to the recorded YouTube video: https://youtu.be/VkEEmYZlgr4
This document provides an overview of an online collaborative work project involving screen sharing and VOIP. The project aims to develop an application to allow geographically separated team members to video conference and share drawings. It will address the need for sharing critical business information and the lack of affordable applications that combine video conferencing and shared drawing. The project's benefits include making online collaboration more interactive and productive for companies, students, and creative workers. It will track student professional activities and issue certificates. The tools to be used include ASP.Net, C#, and HTML 5/CSS 3.
The community of practice gives people an opportunity to network, share practice, hear what various institutions are doing and what we're doing in this space. You'll have the opportunity to discover more about our digital apprenticeships project, as well as our new toolkits in this area.
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The document describes how Broward College's Division of Institutional Research, Planning, Effectiveness, and Analytics automated their student enrollment monitoring process. Previously, the process to generate enrollment reports for senior management was manual and time-consuming, taking 45-75 minutes daily. The new automated solution uses SAS Data Integration Studio to mine source data nightly, store it in permanent tables, and programmatically generate PDF reports. This reduced the time to complete the process to just 5 minutes, saving 88-93% of time and minimizing human error compared to the previous manual copying and pasting of data.
Advances in technology for capturing information have led to the promise of “Big Data” to dramatically alter the business environment. However, technology is only an enabler of aggregation and analysis. Many firms struggle to convert information to business knowledge and insights. Learn how organizations are using data to improve skill development at all levels and developing models for organizational structures to link these skills to executive decision-making.
Speakers: Dan McGurrin, Ph.D., NC State and Pamela Webber, Cisco
The document discusses several software development lifecycle models and methodologies:
- The waterfall model is a linear sequential model where each phase must be completed before the next begins.
- Prototyping models involve iterative development where initial prototypes are created, tested by customers, and refined based on feedback.
- RAD aims for rapid development through reuse of components and automated tools.
- Spiral models combine prototyping and waterfall approaches in iterative cycles to refine requirements and reduce risks.
- RUP divides projects into inception, elaboration, construction, and transition phases using disciplines like requirements and testing.
- EUP extends RUP with additional phases for production and retirement and disciplines for operations and enterprise-level concerns.
Viswanathan has over 23 years of experience in the learning industry, with expertise in various learning management systems including Saba, SuccessFactors, Pathlore, Moodle, and SumTotal. He has worked on projects for clients such as Medtronic, Novartis, and Harvard Business Publishing, taking on roles like associate technical support and LMS administrator. His responsibilities have included handling tickets, providing solutions to clients, performing system implementations and migrations, reporting, and content management. He is proficient in technologies such as SQL, Oracle, Crystal Reports, and various web development tools.
An educational presentation on PMO and implementation. APM Midlands branch event onsuccessful pmo tool implementation.
You will learn,
Real case studies
PMO tool implementation lifecycle
Practical next steps
Key lessons learned
Real World – Rapid prototyping with Logic AppsBizTalk360
This integration Monday session will be a show and tell style session where Mike will present a short topic covering rapid prototyping using Logic Apps. We all know that integration projects tend to be challenging, a lot of time is spent on analysis and trying to understand how things will work. In the real world we still find that no matter how much analysis we do we never really know the full story until we try to wedge the square peg into the round hole. In this session Mike will talk about how he used Logic apps to help him elaborate the requirements for a project using a prototype built with Logic Apps and how some of the learnings from this prototype will save plenty of time later in the project.
The Six Sigma Green Belt Certification demonstrates knowledge on Six Sigma tools and processes. Six Sigma Green belt certified Professionals are often engaged in process improvement and resolving quality problems. One of the widely used techniques in industries for quality management. this certification ensures that aspirants play an active role in streamlining organizational process and improving quality.
CIS 499 – Faculty Notes(Prerequisite To be taken last or ne.docxclarebernice
CIS 499 – Faculty Notes
(Prerequisite: To be taken last or next to last; a grade of "C" or higher is required.)
COURSE DESCRIPTION
This course is the capstone course for the Bachelor of Information Systems program. The course takes a senior management approach to examine issues in managing the information systems function in organizations and how information systems integrate, support, and enable various types of organizational capabilities. Topics include developing an intellectual framework to critically assess existing information systems infrastructures, emerging technologies, and how enabling technologies affect organizational strategy.
INSTRUCTIONAL MATERIALS
Required Resources
Cortada, J. (2009). How societies embrace Information Technology. Hoboken, NJ: John Wiley & Sons,
Inc.
Lane, D. (2011). The Chief Information Officer's Body of Knowledge. Hoboken, NJ: John Wiley & Sons,
Inc.
Microsoft Office, Microsoft Visio, and Microsoft Project or their equivalents such as OpenOffice, Dia, and Open Project are required. If you use equivalent tools, make sure that you save the files for grading using extensions that are readable by their equivalent Microsoft Windows edition. Tutorials for Microsoft Office 2010 can be found on Microsoft’s support site, located at http://office.microsoft.com/en-us/support/training-FX101782702.aspx.
Supplemental Resources
Association for Computing Machinery Website. (2012). General format. Retrieved from
http://www.acm.org/
National Security Agency – Central Security Service Website. (2009). General format. Retrieved from
http://www.nsa.gov/
The Committee on National Security Systems Website. General format. Retrieved from
http://www.cnss.gov/
COURSE LEARNING OUTCOMES
1. Describe the various functions and activities within the information systems area, including the role of IT management and the CIO, structuring of IS management within an organization, and managing IS professionals within the firm.
2. Evaluate an organization through the lens of non-IT senior management in deciding how information systems enable core and supportive business processes as well as those that interface with suppliers and customers.
3. Describe the economic factors of information systems at the enterprise level.
4. Summarize how information systems represent a key source of competitive advantage for organizations.
5. Develop information systems-related activities to maximize the business value within and outside the organization.
6. Demonstrate an understanding of existing and emerging information technologies, the functions of IS, and its impact on the organizational operations.
7. Evaluate the issues and challenges associated with information systems integration.
8. Describe how strategic decisions are made concerning acquiring IS resources and capabilities including the ability to evaluate the different sourcing options.
9. Evaluate the ethical concerns that information systems raise in a global context.
10 ...
Jisc provides a learning analytics service to help higher education institutions use student data to improve outcomes. The service includes predictive models, dashboards, and an app to provide insights to staff and students. It integrates various institutional data sources. Over 30 institutions are using the service to enhance student success, curriculum, employability, and digital apprenticeships through analytics.
2012 ACBSP Region 4 Conference Presentation #4 Sponsor - PeregrineACBSPregion4
Peregrine Academic Services provides various academic preparedness services for colleges and universities, including customized exams, academic leveling courses, and writing style services. Their services are designed to support accreditation standards and principles. They have over 120 college clients with over 500,000 business students. Services can be customized and include detailed reporting and value-added student surveys. They are looking to expand their services and better integrate them into online platforms to make them more accessible to students.
This document provides information about SAP EHS online training classes offered by Specto IT Training. It outlines the course content for SAP EHS online training, which covers topics like industrial hygiene and safety, waste management, occupational health, reporting systems, and product compliance. It also lists the benefits of SAP EHS online training classes like interactive learning, industry experienced trainers, learning from any location, and affordable courses.
The document discusses Cisco's creation of an Analytics Center of Excellence (CoE) to accelerate the company's competitive advantage through data-driven insights. It establishes a governing body including senior leaders to provide direction and ensure priorities are aligned across functions. The Analytics CoE will establish best practices, develop analytics skills, manage data platforms, and partner with business units to identify opportunities and deliver business value through analytics.
The document describes the design of two software engineering case studies using Rational Rose:
1) A Student Mark Analysis System to allow students and faculty to view marks and generate report cards. Key modules include generating and distributing report cards, updating grades, and viewing grades. UML diagrams like use case, class, sequence, and deployment diagrams are developed.
2) An Online Quiz Management System to organize quiz programs and produce results. The system will be developed using UML components and offers reliability and efficiency.
Both case studies involve analyzing requirements, designing the system using UML diagrams in Rational Rose, and developing the necessary software engineering methodology and documentation for the projects.
This tutorial letter provides information about the Advanced Internet Programming module ICT3612, including the purpose and learning outcomes, module format, lecturer contact details, assessment details, study materials and course approach. Students will study chapters 13-23 of the prescribed handbook and complete two multiple choice assignments, a practical coding assignment, and a closed book examination. Communication and support will take place through an online discussion forum.
The document describes a project report for a Student Information Management System. The system allows education institutes to easily maintain student records by solving problems with manual systems where information is scattered and redundant. The project aims to strengthen students' technical skills by having them complete a project according to university guidelines. Key features of the system include student registration, attendance tracking, timetable generation, and report generation. It was developed using technologies like HTML, PHP and allows authorized users to securely access and update student information.
Consider the vision for a successful Southwest Transit marketing tea.docxclarebernice
Consider the vision for a successful Southwest Transit marketing team composed in Topic 4. Narrow down the team selection to four individuals for presentation to the director. Decide which strategies will be most effective for leading the agreed-upon team. Compose a PowerPoint presentation (10-12 slides), then record your 5-7-minute presentation using YouTube Video, Loom, or Zoom. On the title slide of your PowerPoint presentation, provide the link to your YouTube, Loom, or Zoom video recording that you created. Your presentation should address the following:
Who are the four team members, and what was the primary reason each person was selected? How difficult was it to come to a decision regarding team selection? Which potential team member was most difficult to come to a consensus about? Why?
What are the primary strengths of the team? What are its potential weaknesses? How positive is the management team about the team's potential? Justify your answers with evidence from " Southwest Transit Team Member Profiles."
What strategies will be most effective for motivating the team, managing conflict, and ensuring success and fostering collaboration? Cite specific motivational theories, conflict-resolution strategies, and leadership strategies in your answer.
Justify how the selected team embodies the values of Conscious Capitalism how the tenet of stakeholder orientation played a role in the team selection process. Provide citations to strengthen your claims.
Describe how value is created for each stakeholder, and in what ways will the team positively impact the business as a whole?
You are required to use at least three academic references to strengthen and support your claims and recommendations. Ensure each content slide has supporting citations and specific examples.
.
Consider the various ways to create effective communication in teams.docxclarebernice
Consider the various ways to create effective communication in teams and guidelines from the text to determine how s a student group could constructively manage the situations described below. In your response for each scenario, identify which principles of effective teamwork are being disregarded, and develop responses (i.e. ways) that maintain a supportive communication climate.
A. LATENESS: At the second meeting, Peg came in a few minutes late. That was bad enough, but now she’s coming 10–15 minutes late to every meeting. What’s worse, Angelica and Robert have started arriving late, too. It makes the rest of us feel like giving up.
B. SKEPTICISM: Dan constantly makes negative comments. Our brainstorming activities fail because he makes fun of our efforts. Some people in the group are losing their enthusiasm and have stopped saying anything.
C. MONOPOLIZING: Rajiv is very opinionated. He keeps talking, and he rambles on and on. It feels like we can’t get a word in edgewise.
D. SILENT DISAGREEMENT: Adelle sits around rolling her eyes about almost everything we say. We can tell from the look on her face that she doesn’t like our ideas. It makes us feel like she doesn’t like us, either. She’s very pretty, and I think maybe she feels superior.
.
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- Prototyping models involve iterative development where initial prototypes are created, tested by customers, and refined based on feedback.
- RAD aims for rapid development through reuse of components and automated tools.
- Spiral models combine prototyping and waterfall approaches in iterative cycles to refine requirements and reduce risks.
- RUP divides projects into inception, elaboration, construction, and transition phases using disciplines like requirements and testing.
- EUP extends RUP with additional phases for production and retirement and disciplines for operations and enterprise-level concerns.
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You will learn,
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This integration Monday session will be a show and tell style session where Mike will present a short topic covering rapid prototyping using Logic Apps. We all know that integration projects tend to be challenging, a lot of time is spent on analysis and trying to understand how things will work. In the real world we still find that no matter how much analysis we do we never really know the full story until we try to wedge the square peg into the round hole. In this session Mike will talk about how he used Logic apps to help him elaborate the requirements for a project using a prototype built with Logic Apps and how some of the learnings from this prototype will save plenty of time later in the project.
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CIS 499 – Faculty Notes(Prerequisite To be taken last or ne.docxclarebernice
CIS 499 – Faculty Notes
(Prerequisite: To be taken last or next to last; a grade of "C" or higher is required.)
COURSE DESCRIPTION
This course is the capstone course for the Bachelor of Information Systems program. The course takes a senior management approach to examine issues in managing the information systems function in organizations and how information systems integrate, support, and enable various types of organizational capabilities. Topics include developing an intellectual framework to critically assess existing information systems infrastructures, emerging technologies, and how enabling technologies affect organizational strategy.
INSTRUCTIONAL MATERIALS
Required Resources
Cortada, J. (2009). How societies embrace Information Technology. Hoboken, NJ: John Wiley & Sons,
Inc.
Lane, D. (2011). The Chief Information Officer's Body of Knowledge. Hoboken, NJ: John Wiley & Sons,
Inc.
Microsoft Office, Microsoft Visio, and Microsoft Project or their equivalents such as OpenOffice, Dia, and Open Project are required. If you use equivalent tools, make sure that you save the files for grading using extensions that are readable by their equivalent Microsoft Windows edition. Tutorials for Microsoft Office 2010 can be found on Microsoft’s support site, located at http://office.microsoft.com/en-us/support/training-FX101782702.aspx.
Supplemental Resources
Association for Computing Machinery Website. (2012). General format. Retrieved from
http://www.acm.org/
National Security Agency – Central Security Service Website. (2009). General format. Retrieved from
http://www.nsa.gov/
The Committee on National Security Systems Website. General format. Retrieved from
http://www.cnss.gov/
COURSE LEARNING OUTCOMES
1. Describe the various functions and activities within the information systems area, including the role of IT management and the CIO, structuring of IS management within an organization, and managing IS professionals within the firm.
2. Evaluate an organization through the lens of non-IT senior management in deciding how information systems enable core and supportive business processes as well as those that interface with suppliers and customers.
3. Describe the economic factors of information systems at the enterprise level.
4. Summarize how information systems represent a key source of competitive advantage for organizations.
5. Develop information systems-related activities to maximize the business value within and outside the organization.
6. Demonstrate an understanding of existing and emerging information technologies, the functions of IS, and its impact on the organizational operations.
7. Evaluate the issues and challenges associated with information systems integration.
8. Describe how strategic decisions are made concerning acquiring IS resources and capabilities including the ability to evaluate the different sourcing options.
9. Evaluate the ethical concerns that information systems raise in a global context.
10 ...
Jisc provides a learning analytics service to help higher education institutions use student data to improve outcomes. The service includes predictive models, dashboards, and an app to provide insights to staff and students. It integrates various institutional data sources. Over 30 institutions are using the service to enhance student success, curriculum, employability, and digital apprenticeships through analytics.
2012 ACBSP Region 4 Conference Presentation #4 Sponsor - PeregrineACBSPregion4
Peregrine Academic Services provides various academic preparedness services for colleges and universities, including customized exams, academic leveling courses, and writing style services. Their services are designed to support accreditation standards and principles. They have over 120 college clients with over 500,000 business students. Services can be customized and include detailed reporting and value-added student surveys. They are looking to expand their services and better integrate them into online platforms to make them more accessible to students.
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The document discusses Cisco's creation of an Analytics Center of Excellence (CoE) to accelerate the company's competitive advantage through data-driven insights. It establishes a governing body including senior leaders to provide direction and ensure priorities are aligned across functions. The Analytics CoE will establish best practices, develop analytics skills, manage data platforms, and partner with business units to identify opportunities and deliver business value through analytics.
The document describes the design of two software engineering case studies using Rational Rose:
1) A Student Mark Analysis System to allow students and faculty to view marks and generate report cards. Key modules include generating and distributing report cards, updating grades, and viewing grades. UML diagrams like use case, class, sequence, and deployment diagrams are developed.
2) An Online Quiz Management System to organize quiz programs and produce results. The system will be developed using UML components and offers reliability and efficiency.
Both case studies involve analyzing requirements, designing the system using UML diagrams in Rational Rose, and developing the necessary software engineering methodology and documentation for the projects.
This tutorial letter provides information about the Advanced Internet Programming module ICT3612, including the purpose and learning outcomes, module format, lecturer contact details, assessment details, study materials and course approach. Students will study chapters 13-23 of the prescribed handbook and complete two multiple choice assignments, a practical coding assignment, and a closed book examination. Communication and support will take place through an online discussion forum.
The document describes a project report for a Student Information Management System. The system allows education institutes to easily maintain student records by solving problems with manual systems where information is scattered and redundant. The project aims to strengthen students' technical skills by having them complete a project according to university guidelines. Key features of the system include student registration, attendance tracking, timetable generation, and report generation. It was developed using technologies like HTML, PHP and allows authorized users to securely access and update student information.
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Who are the four team members, and what was the primary reason each person was selected? How difficult was it to come to a decision regarding team selection? Which potential team member was most difficult to come to a consensus about? Why?
What are the primary strengths of the team? What are its potential weaknesses? How positive is the management team about the team's potential? Justify your answers with evidence from " Southwest Transit Team Member Profiles."
What strategies will be most effective for motivating the team, managing conflict, and ensuring success and fostering collaboration? Cite specific motivational theories, conflict-resolution strategies, and leadership strategies in your answer.
Justify how the selected team embodies the values of Conscious Capitalism how the tenet of stakeholder orientation played a role in the team selection process. Provide citations to strengthen your claims.
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A. LATENESS: At the second meeting, Peg came in a few minutes late. That was bad enough, but now she’s coming 10–15 minutes late to every meeting. What’s worse, Angelica and Robert have started arriving late, too. It makes the rest of us feel like giving up.
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HR will need to adapt to changes from advancing technology allowing more remote operations and changes from unforeseen world events like pandemics or natural disasters. HR may need new policies and training to guide remote work setup and management as well as policies for employee support during crises. Continual assessment of needs will help HR change effectively with our evolving world.
Consider the scenarios involving the unwilling moral agents of J.docxclarebernice
Consider the scenarios involving the unwilling moral agents of Jim and George in Bernard William's “Utilitarianism & Integrity”. Describe the events that occur in such scenario (Be detailed your descriptions.) Explain how these events relate to the Brain in a Vat scenario in Robert Nozick’s “The Experience Machine”. Additionally, explain how the thought experiments in each article exemplify objections regarding consequentialist judgments. Finally, using the selection from Mill's Utilitarianism to demonstrate how these objections might be unwarranted. Provide a detailed scenario that demonstrates your formulation of the unwarranted objections.
.
Consider the scenario below.A toxic waste dump company wants to .docxclarebernice
Consider the scenario below.
A toxic waste dump company wants to build a facility within a small, low-income community. The city council has to approve the placement for all new companies. The approval of the addition of this particular company will bring very little economic benefit to the community. None of the residents of the community attended the city council meeting when this company made its proposal, and the community residents were unaware of the proposal. Since no one in the community attended the city council meetings, the chief executive officer (CEO) of the toxic waste dump company says approval from the city council should be the only approval needed to move forward with building this facility.
Do you agree or disagree with the CEO? Consider the roles and responsibilities of federal, state, and local health departments in public health practice. What is one recommendation for what should have been done prior to the council meeting to ensure that the decision was fair and valid?
.
Consider the role of interest groups in the policy-making process, w.docxclarebernice
Consider the role of interest groups in the policy-making process, which often involves a wide range of stakeholders. In your opinion, what role should healthcare interest groups have in setting healthcare policy at the local and national levels?
How does the financing of interest groups impact healthcare policy in the United States? Do healthcare interest groups have too much, too little, or the appropriate amount of influence on healthcare policy?
.
Consider the role of stakeholders in addressing a health problem a.docxclarebernice
Consider the role of stakeholders in addressing a health problem affecting a particular community. Why is it important to engage these individuals
at all stagesof a health promotion initiative? (Your comments should delineate particular stages at which stakeholder participation is most critical.)
.
Consider the quote by Adam Fuss in this module in which he describes.docxclarebernice
Adam Fuss describes his photograms as depicting not just the subject, but also conveying the moment of creation through photography and the essence of the organic materials, with a strange and uncanny realness. He aims to capture the process and essence of the materials, not just a depiction, bringing added layers of meaning and creativity to photography beyond mere representation.
Consider the obstacles that Phoenix Jackson had to overcome on h.docxclarebernice
Consider the obstacles that Phoenix Jackson had to overcome on her journey.
Each group needs to find 2 or more examples of each of the following conflicts that Phoenix Jackson faced.
a. Person vs Self
b. Person vs Person
c. Person vs Environment
d. Person vs Society
.
Consider the nurse leader’s role in achieving the IHI Quadruple Ai.docxclarebernice
Consider the nurse leader’s role in achieving the IHI Quadruple Aim for this transition of care. (Hint: Draw from resources on systems thinking and nurse leaders’ ability to influence innovation and change.)
Assignment (5–6 pages, not including title and reference page):
Write a paper in which you address the following:
Identity your selected example of a transition of care.
Describe the key stakeholders that might be involved in this transition of care and the leadership strategies you would use to engage and influence them.
Explain how you, as a nurse leader along with your healthcare team, would apply systems thinking when providing a transition of care aligned with the IHI Quadruple Aim framework in order to improve it. Explain the fourth aim and strategy you would use and why.
Explain how systems thinking would inform your improvement plan for the specific transition of care you selected.
.
Consider the music business as a supply network. How has music d.docxclarebernice
Consider the music business as a supply network. How has music downloads and streaming affected artists sales? What implications has online music transmission had for traditional music retailers?
Research should include:
1) music industry structure before downloads - Create a diagram to show the supply network
2) current music industry structure - Create a diagram to show the supply network
3) Remember to include terms such as: dintermediation, co-opetition, business ecosystem, dyads and triads, vertical integration, outsourcing etc
4) Create a power point presentation:
zero plagarism and proper APA formatting..
.
Consider the mean of a cluster of objects from a binary transact.docxclarebernice
Consider the mean of a cluster of objects from a binary transaction data set. What are the minimum and maximum values of the components of the mean? What is the interpretation of components of the cluster mean? Which components most accurately characterize the objects in the cluster?
Please ensure to cite the Author, YYYY with any content brought into the discussion. All discussions should contain at least one reference (and matching in-text citation in APA format).
.
Consider the importance of using a variety of assessments in the.docxclarebernice
This document discusses the importance of using various assessments to evaluate student reading abilities. It instructs the reader to create a chart identifying informal, formal, formative, and summative assessments used in reading. The reader is asked to compare and contrast a minimum of five assessments using the Depth of Knowledge resource and support claims with peer-reviewed research, citing sources in APA format.
Consider the importance of visuals in connecting with an audienc.docxclarebernice
Consider the importance of visuals in connecting with an audience. Discuss a moment or experience in your life when a picture, drawing or other visual had a significant impact. Consider whether the same impact could have occurred if you heard about the image rather than experiencing it visually.
Find a poorly designed PowerPoint slideshow and share it here. Give a short summary that identifies the problems and make suggestions on what would improve the design.
.
Consider the imagery you created in your mind as you interacted with.docxclarebernice
Consider the imagery you created in your mind as you interacted with the written version of
The Open Window
. Describe this imagery and discuss whether it helped you understand the story. Did the imagery or imagined tone change when you listened to the audio? How? Which medium did you enjoy the most?
Now, do the same exercise with Sojourner Truth's speech in text and as interpreted by Cicely Tyson in video form. Which medium did you prefer and why?
Comparing the forms you preferred in each case, what might that tell you about how you learn?
.
Consider the followingContrast Soviet and post-Soviet migration.docxclarebernice
Consider the following:
Contrast Soviet and post-Soviet migration patterns within the Russian domain. Throughout the Soviet era Russian leaders relocated people to new locations, both in an attempt to extend Russian political and economic power and as a means of punishment—as prisoners were dispatched to a series of security sites: The Gulag Archipelago. Russian leaders viewed many of these relocations as part of a broader ‘Russification’ policy.
As the result of the circumstances above:
In the post-Soviet era, there has been a reversal of migration, and ethnic Russians are leaving the newly independent states (former republics) to return to Russia.
The assignment
:
Following the demise of the Soviet Union, what will be the likely outcome of ethnic Russians leaving the newly independent states to return to Russia?
.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
2. more process-centric perspective (as opposed to a functional
perspective) that reflects the
realities of the modern business environment. By definition,
Information Systems (IS)
professionals utilize technology to solve an organization’s
business problems. Therefore,
understanding the integration of business processes and how
data flows through an organization
is critical for the practicing IS professional. You will get hands
on experience with integrated
business processes with the world’s largest enterprise resource
planning (ERP) systems, SAP
ERP, in a virtual lab environment. Real-world exposure to SAP
increases the student’s ability to
integrate knowledge across business disciplines and build a
firmer grasp of integrated business
processes. You will be able to apply the real-world concepts
presented in this course
immediately upon entering the workforce and will be better
prepared to succeed in your career.
Course Outcomes:
Upon completion of this course, learners should be able to:
• Describe key business processes in an organization
• Explain the role of enterprise systems in supporting business
processes
• Describe the organizational data related to financial
accounting
• Effectively use SAP ERP to execute key steps and extract
meaningful information in the
procurement, fulfillment, production, and material planning
processes
• Demonstrate how inventory and warehouse management
processes are integrated with
4. American Psychological Association (current edition). APA
Publication Manual.
Retrieved from http://www.apastyle.org/.
Library Tutorials:
Research Tutorials (n.d.). Regis University Library:
• All tutorials, see http://libguides.regis.edu/tutorials.
Computer and Information Science Research Tutorial,
see https://mediaspace.regis.edu/media/Regis+Library+-
+Resources+for+computer+and+information+science+/0_blk905
nh/10579702
Required Technology:
The SAP exercises that you will do throughout the course
require the SAP GUI 7.4. You
can use the one provided by Regis through the CC&IS Virtual
Lab or you can download
and install the free version on your Windows PC. Both options
are provided in Week 1.
Technology Tools:
Adobe Acrobat Reader
RealPlayer (to watch the video presentations)
Optional Materials:
Purdue Online Writing Lab (OWL). Retrieved
from https://owl.english.purdue.edu/owl/section/2/10/.
Pre-Assignment:
Online Format: Sign on to D2L (Home Page) and become
6. Text: Chapter 1
Online Course: From The
Expert
Class Discussion:
• Introductions & discussion
questions
Assignments:
• Configure and test SAPGUI
software
• Register for Beer Simulator
2 Introduction to
Enterprise Systems
Text: Chapter 2
Online Course: From The
Expert
Class Discussion:
• Discussion questions
Assignment:
• Navigation in SAP Systems
3 Introduction to
Accounting
Text: Chapter 3
Online Course: From The
Expert
7. Class Discussion:
• Discussion questions
Assignment:
• SAP Accounting Exercise
4 Procurement
Processes
Text: Chapter 4
Online Course: From The
Expert
Class Discussion:
• Discussion questions
Assignment:
• SAP Procurement Exercise
5 Fulfillment process Text: Chapter 5
Online Course: From The
Expert
Class Discussion:
• Video/research: Failed ERP
Implementations
Assignment:
• SAP Fulfillment Exercise
• Beer simulator practice
Quiz:
• Text: Chapters 1 - 5
9. 8 Process Integration Text: Chapter 9
Online Course: From The
Expert
Class Discussion:
• Current Events
Assignment:
• Lumira Big Data Analytics exercise
• SAP Warehouse Exercises
Quiz:
• Text: Chapters 6 - 9
Student Evaluation Grid:
Assignment Value
(percent of overall course grade)
Discussions/Participation (2.5pts each) 20%
SAP Exercises (6 exercises) 30%
Beer Simulator Reflection Paper 10%
Quizzes (2 at 5% each) 10%
Lumira Big Data Analytics exercise 10%
Research Paper 20%
CC&IS Grading Scale
Letter Grade Percentage Grade Point
11. • The Student Honor Code and Student Standards of Conduct.
• Incomplete Grade Policy, Pass / No Pass Grades, Grade
Reports.
• The Information Privacy policy and FERPA. For more
information regarding FERPA,
visit the U.S. Department of Education.
• The HIPPA policies for protected health information. The
complete Regis University
HIPAA Privacy & Security policy can be found here: TBD
• The Human Subjects Institutional Review Board (IRB)
procedures. More information
about the IRB and its processes can be found here:
http://regis.edu/Academics/Academic-
Grants/Proposals/Regis-Information/IRB.aspx.
The CC&IS Policies & Procedures Syllabus Addendum
summarizes additional important
policies including, Diversity, Equal Access, Disability Services,
and Attendance & Participation
that apply to every course offered by the College of Computer
& Information Sciences at Regis
University. A copy of the CC&IS Policies & Procedures
Syllabus Addendum can be found
here:
https://in2.regis.edu/sites/ccis/policies/Repository/CCIS%20Syl
labus%20Addendum.docx.
http://www.regis.edu/Academics/Course%20Catalog.aspx
http://www.regis.edu/Academics/Course%20Catalog.aspx
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html
http://regis.edu/Academics/Academic-Grants/Proposals/Regis-
12. Information/IRB.aspx
http://regis.edu/Academics/Academic-Grants/Proposals/Regis-
Information/IRB.aspx
https://in2.regis.edu/sites/ccis/policies/Repository/CCIS%20Syl
labus%20Addendum.docxSyllabusCourse Title: Business
Process ManagementCourse Description:Introduces key
concepts and approaches to business process management and
improvement. Examines how to identify, document, model,
assess, and improve core business processes. Hands-on
experience with SAP ERP software. Prerequisite(s): CIS 300
and CIS ...Prerequisite Courses:Course OverviewCourse
Outcomes:Course Materials:Required Texts:Technology
Tools:Pre-Assignment:Pre-Assignment Due Dates:Course
Assignments and Activities:Student Evaluation Grid:CC&IS
Grading ScaleCC&IS Policies and Procedures
HIS 100 Research Kit
Science
How did the field of science play a role in the dropping of the
atomic bomb? What were the effects of the atomic bomb on the
scientific
community in the United States? What were the effects of the
atomic bomb on technological innovation? What were the
effects of the atomic
bomb on the environment? What were the effects of the atomic
bomb on health, medicine, and physiology?
Primary
The Associated Press. (1945, Aug. 6–14). AP was there: US
13. drops atomic bombs on Japan in 1945. Retrieved from
https://web.archive.org/web/20170311214139/http://bigstory.ap.
org/urn%3Apublicid%3Aap.org%3A3f
d267ba7b3c40479382189c99172d61
Atomic Archive. (2015). Historical documents and reports.
Retrieved from
http://www.atomicarchive.com/Docs/index.shtml
Atomic Heritage Foundation & Los Alamos Historical Society.
(n.d.). Voices of the Manhattan Project [Tape recordings].
Retrieved from
http://manhattanprojectvoices.org/
Groves, L. R. (1945, July 18). Memorandum for the secretary of
war: Subject: The test. American Experience. Retrieved from
http://www.pbs.org/wgbh/americanexperience/features/primary-
resources/truman-bomb- test/
Hart, H. (1946). Technological acceleration and the atomic
bomb. American Sociological Review, 11(3), 277–293.
Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
087112
14. Manhattan Engineer District. (1946, June 29). The atomic
bombings of Hiroshima and Nagasaki. Retrieved from
http://www.gutenberg.org/cache/epub/685/pg685.html
https://web.archive.org/web/20170311214139/http:/bigstory.ap.
org/urn%3Apublicid%3Aap.org%3A3fd267ba7b3c40479382189
c99172d61
https://web.archive.org/web/20170311214139/http:/bigstory.ap.
org/urn%3Apublicid%3Aap.org%3A3fd267ba7b3c40479382189
c99172d61
http://www.atomicarchive.com/Docs/index.shtml
http://www.atomicarchive.com/Docs/index.shtml
http://manhattanprojectvoices.org/
https://web.archive.org/web/20160820112309/http%3A/www.pb
s.org/wgbh/americanexperience/features/primary-
resources/truman-bombtest/
http://www.jstor.org/stable/2087112
http://www.jstor.org/stable/2087112
http://www.gutenberg.org/cache/epub/685/pg685.html
http://www.gutenberg.org/cache/epub/685/pg685.html
The National Security Archive. (2015, Aug. 4). The atomic
bomb and the end of World War II: A collection of primary
sources. Retrieved from
http://nsarchive.gwu.edu/NSAEBB/NSAEBB162/index.htm
Szilard, L. (1945, July 17). Leo Szilard's petition to the
president of the United States. Retrieved from
http://teachinghistory.org/history-
15. content/beyond-the-textbook/25484 (Note: The petition is
located on the left-hand side of the webpage once you click on
this initial
link. Click on the link titled “Leo Szilard's Petition to the
President (1945).”)
Truman, H. (1945, Aug. 6). Press release by the White House,
August 6, 1945. Harry S. Truman Library and Museum.
Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=1945-08-
06&documentid=59&pagenumber=1
Secondary
Frisch, D. H. (1970). Scientists and the decision to bomb Japan.
Bulletin of the Atomic Scientists, 26(6), 107–115. Retrieved
from
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/l
ogin.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=sh
apiro&d
b=ahl&AN=21569493&site=ehost-live&scope=site
16. Harper, J. (2007). Secrets revealed, revelations concealed: A
secret city confronts its environmental legacy. The George
Washington University
Institute for Ethnographic Research, 80(1), 39–64. Retrieved
from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/4
150943
Malloy, S. L. (2012). ‘A very pleasant way to die’: Radiation
effects and the decision to use the atomic bomb against Japan.
Diplomatic History,
36(3), 515–545. Retrieved from
http://nsarchive.gwu.edu/NSAEBB/NSAEBB162/index.htm
http://teachinghistory.org/history-content/beyond-the-
textbook/25484
http://teachinghistory.org/history-content/beyond-the-
textbook/25484
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=1945-08-
06&documentid=59&pagenumber=1
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=1945-08-
06&documentid=59&pagenumber=1
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://www.jstor.org/stable/4150943
17. http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/l
ogin.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=sh
apiro&d
b=a9h&AN=74547716&site=ehost-live&scope=site
Reynolds, M. L., & Lynch, F. X. (1955). Atomic bomb injuries
among survivors in Hiroshima. Public Health Reports, 70(3),
261–270. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/4
589041
Voynick, Steve (2009) "From Radium to the A-Bomb." History
Magazine. 10(4), 25-29. Retrieved from
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/l
ogin.aspx?direct=true&db=khh&AN=37791674&site=eds-
live&scope=site
Government and Domestic Policy
How did the dropping of the atomic bomb affect domestic
policies and decisions made by the American government? How
did the dropping of
the atomic bomb relate to the start of the Cold War and the
18. United States’ policy to contain communism? How did it relate
to the United States’
rise as a global superpower? How did it relate to policies
surrounding the limits of executive power?
Primary
The Associated Press. (1945, Aug. 6–14). AP was there: US
drops atomic bombs on Japan in 1945. Retrieved from
http://bigstory.ap.org/urn%3Apublicid%3Aap.org%3A3fd267ba
7b3c40479382189c99172d61
Atomic Archive. (2015). Historical documents and reports.
Retrieved from
http://www.atomicarchive.com/Docs/index.shtml
Atomic Heritage Foundation & Los Alamos Historical Society.
(n.d.). Voices of the Manhattan Project [Tape recordings].
Retrieved from
http://manhattanprojectvoices.org/
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://www.jstor.org/stable/4589041
http://www.jstor.org/stable/4589041
http://search.ebscohost.com/login.aspx?direct=true&db=kh
h&AN=37791674&site=eds-
20. http://nsarchive.gwu.edu/NSAEBB/NSAEBB162/index.htm
Stimson, H. L. (1947). The decision to use the atomic bomb.
Harper’s Magazine, 194(1161), 97–107. Retrieved from
http://www.columbia.edu/itc/eacp/japanworks/ps/japan/stim-
son_harpers.pdf
Truman, H. (1953, Jan. 12). Truman's reflections on the atomic
bombings. Atomic Archive. Retrieved from
http://www.atomicarchive.com/Docs/Hiroshima/Truman.shtml
Truman, H. (1945, Aug. 6). Press release by the White House,
August 6, 1945. Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=1945-08-
06&documentid=59&pagenumber=1
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/index.php
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=19460701&d
ocumentid=68&studycollectionid=abomb&pagenumbe
r=1
http://www.trumanlibrary.org/whistlestop/study_collections/bo
22. http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
148698
Morton, L. (1957). The decision to use the atomic bomb.
Foreign Affairs, 35(2), 334–353. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
0031230
Miles, R. E., Jr. (1985). Hiroshima: The strange myth of half a
million American lives saved. International Security, 10(2),
121–140. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
6163
Walker, J. S. (2005). Recent literature on Truman’s atomic
bomb decision: A search for middle ground. Diplomatic History,
29(2), 311–334.
Retrieved from
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/l
ogin.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=sh
apiro&d
b=a9h&AN=16401198&site=ehost-live&scope=site
23. Military
How did the American military play a role in the dropping of
the atomic bomb? How did the dropping of the atomic bomb
affect the military?
What later military events can be linked to the dropping of the
atomic bomb? How did the dropping of the atomic bomb
influence the military to
http://muse.jhu.edu/article/447285
http://muse.jhu.edu/article/447285
http://www.jstor.org/stable/2148698
http://www.jstor.org/stable/2148698
http://www.jstor.org/stable/20031230
http://www.jstor.org/stable/20031230
http://muse.jhu.edu/article/446163
http://muse.jhu.edu/article/446163
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
take action to contain communism? How did the dropping of the
atomic bomb relate to the Marshall Plan? How did it relate to
the Berlin Airlift?
How did it influence Winston Churchill’s famous “Iron Curtain”
speech?
Primary
24. Atomic Archive. (2015). Historical documents and reports.
Retrieved from
http://www.atomicarchive.com/Docs/index.shtml
Atomic Heritage Foundation & Los Alamos Historical Society.
(n.d.). Voices of the Manhattan Project [Tape recordings].
Retrieved from
http://manhattanprojectvoices.org/
Groves, L. R. (1945, July 18). Memorandum for the secretary of
war: Subject: The test. American Experience. Retrieved from
http://www.pbs.org/wgbh/americanexperience/features/primary-
resources/truman-bomb- test/
Harry S. Truman Library and Museum. (n.d.). The decision to
drop the atomic bomb. Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/index.php
Manhattan Engineer District. (1946, June 29). The atomic
bombings of Hiroshima and Nagasaki. Retrieved from
http://www.gutenberg.org/cache/epub/685/pg685.html
25. The National Security Archive. (2015, Aug. 4). The atomic
bomb and the end of World War II: A collection of primary
sources. Retrieved from
http://nsarchive.gwu.edu/NSAEBB/NSAEBB162/index.htm
Harry S. Truman Library and Museum. (1946, July 1). United
States strategic bombing survey: Japan's struggle to end the
war, July 1, 1946.
Retrieved from
http://www.atomicarchive.com/Docs/index.shtml
http://www.atomicarchive.com/Docs/index.shtml
http://manhattanprojectvoices.org/
https://web.archive.org/web/20170119062625/http%3A/www.pb
s.org/wgbh/americanexperience/features/primary-
resources/truman-bombtest/
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/index.php
http://www.gutenberg.org/cache/epub/685/pg685.html
http://www.gutenberg.org/cache/epub/685/pg685.html
http://nsarchive.gwu.edu/NSAEBB/NSAEBB162/index.htm
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=19460701&docu
menti
26. d=68&studycollectionid=abomb&pagenumber=1
Laurence, W. L. (1945, Sept. 9). Eyewitness account of atomic
bomb over Nagasaki. Atomic Archive. Retrieved from
http://www.atomicarchive.com/Docs/Hiroshima/Nagasaki.shtml
Secondary
Alperovitz, G., Messer, R. L., & Bernstein, B. J. (1991).
Marshall, Truman, and the decision to drop the bomb.
International Security, 16(3), 204–
221. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
7285
Morton, L. (1957). The decision to use the atomic bomb.
Foreign Affairs, 35(2), 334–353. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
0031230
Pape, R. A. (1993). Why Japan surrendered. International
Security, 18(2), 154–201. Retrieved from
27. http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
7083/pdf
Miles, R. E., Jr. (1985). Hiroshima: The strange myth of half a
million American lives saved. International Security, 10(2),
121–140. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
6163
Walker, J. S. (2005). Recent literature on Truman’s atomic
bomb decision: A search for middle ground. Diplomatic History,
29(2), 311–334.
Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=19460701&d
ocumentid=68&studycollectionid=abomb&pagenumbe
r=1
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=19460701&d
ocumentid=68&studycollectionid=abomb&pagenumbe
r=1
http://www.atomicarchive.com/Docs/Hiroshima/Nagasaki.shtml
http://muse.jhu.edu/article/447285
http://muse.jhu.edu/article/447285
http://www.jstor.org/stable/20031230
http://www.jstor.org/stable/20031230
http://muse.jhu.edu/article/447083/pdf
http://muse.jhu.edu/article/447083/pdf
http://muse.jhu.edu/article/446163
29. http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
193900
Coblentz, S. A. (1945). The challenge of the atomic bomb.
World Affairs, 108(3), 164–167. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
0664180
Harry S. Truman Library and Museum. (1946, July 1). United
States strategic bombing survey: Japan's struggle to end the
war, July 1, 1946.
Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=19460701&docu
menti
d=68&studycollectionid=abomb&pagenumber=1
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://www.pbs.org/wgbh/americanexperience/features/primary-
resources/truman-potsdam/
http://www.jstor.org/stable/2193900
http://www.jstor.org/stable/2193900
http://www.jstor.org/stable/20664180
31. bombings of Hiroshima and Nagasaki. Retrieved from
http://www.gutenberg.org/cache/epub/685/pg685.html
Siemes, J. A. (1945, Aug. 6). Eyewitness account of Hiroshima.
Atomic Archive. Retrieved from
http://www.atomicarchive.com/Docs/Hiroshima/Hiroshima_Sie
mes.shtml
Stimson, H. L. (1947). The decision to use the atomic bomb.
Harper’s Magazine, 194(1161), 97–107. Retrieved from
http://www.columbia.edu/itc/eacp/japanworks/ps/japan/stim-
son_harpers.pdf
Truman, H. (1953, Jan. 12). Truman's reflections on the atomic
bombings. Atomic Archive. Retrieved from
http://www.atomicarchive.com/Docs/Hiroshima/Truman.shtml
Turlington, E. (1946). International control of the atomic bomb.
The American Journal of International Law, 40(1), 165–167.
Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
193901
32. Viner, J. (1946). The implications of the atomic bomb for
international relations. Proceedings of the American
Philosophical Society, 90(1), 53–58.
Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/3
301039
http://www.jstor.org/stable/2087112
http://www.jstor.org/stable/2087112
http://www.newyorker.com/magazine/1946/08/31/hiroshima
http://www.jstor.org/stable/3483583
http://www.jstor.org/stable/3483583
http://www.gutenberg.org/cache/epub/685/pg685.html
http://www.gutenberg.org/cache/epub/685/pg685.html
http://www.atomicarchive.com/Docs/Hiroshima/Hiroshima_Sie
mes.shtml
http://www.atomicarchive.com/Docs/Hiroshima/Hiroshima_Sie
mes.shtml
http://www.columbia.edu/itc/eacp/japanworks/ps/japan/stimson_
harpers.pdf
http://www.atomicarchive.com/Docs/Hiroshima/Truman.shtml
http://www.jstor.org/stable/2193901
http://www.jstor.org/stable/2193901
http://www.jstor.org/stable/3301039
http://www.jstor.org/stable/3301039
Secondary
33. Alperovitz, G., Messer, R. L., & Bernstein, B. J. (1991).
Marshall, Truman, and the decision to drop the bomb.
International Security, 16(3), 204–
221. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
7285
Bernstein, B. J. (1976). The uneasy alliance: Roosevelt,
Churchill, and the atomic bomb, 1940–1945. The Western
Political Quarterly, 29(2), 202–
230. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/4
48105
Harper, J. (2007). Secrets revealed, revelations concealed: A
secret city confronts its environmental legacy. The George
Washington University
Institute for Ethnographic Research, 80(1), 39–64. Retrieved
from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/4
150943
Malloy, S. L. (2012). ‘A very pleasant way to die’: Radiation
effects and the decision to use the atomic bomb against Japan.
Diplomatic History,
36(3), 515–545. Retrieved from
34. http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/l
ogin.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=sh
apiro&d
b=a9h&AN=74547716&site=ehost-live&scope=site
Morton, L. (1957). The decision to use the atomic bomb.
Foreign Affairs, 35(2), 334–353. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
0031230
Miles, R. E., Jr. (1985). Hiroshima: The strange myth of half a
million American lives saved. International Security, 10(2),
121–140. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
6163
http://muse.jhu.edu/article/447285
http://muse.jhu.edu/article/447285
http://www.jstor.org/stable/448105
http://www.jstor.org/stable/448105
http://www.jstor.org/stable/4150943
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://www.jstor.org/stable/20031230
http://www.jstor.org/stable/20031230
http://muse.jhu.edu/article/446163
35. http://muse.jhu.edu/article/446163
Pape, R. A. (1993). Why Japan surrendered. International
Security, 18(2), 154–201. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
7083/pdf
Reynolds, M. L., & Lynch, F. X. (1955). Atomic bomb injuries
among survivors in Hiroshima. Public Health Reports, 70(3),
261–270. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/4
589041
Walker, J. S. (2005). Recent literature on Truman’s atomic
bomb decision: A search for middle ground. Diplomatic History,
29(2), 311–334.
Retrieved from
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/l
ogin.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=sh
apiro&d
b=a9h&AN=16401198&site=ehost-live&scope=site
36. Primary Source Archive (Additional Primary Sources Can Be
Located Here)
The Associated Press. (1945, Aug. 6–14). AP was there: US
drops atomic bombs on Japan in 1945. Retrieved from
http://bigstory.ap.org/urn%3Apublicid%3Aap.org%3A3fd267ba
7b3c40479382189c99172d61
Atomic Archive. (2015). Historical documents and reports.
Retrieved from
http://www.atomicarchive.com/Docs/index.shtml
Atomic Archive. (n.d.). The voice of Hibakusha [Tape
recordings]. Retrieved from
http://www.atomicarchive.com/Docs/Hibakusha/index.shtml
Atomic Heritage Foundation & Los Alamos Historical Society.
(n.d.). Voices of the Manhattan Project [Tape recordings].
Retrieved from
http://manhattanprojectvoices.org/
http://muse.jhu.edu/article/447083/pdf
http://muse.jhu.edu/article/447083/pdf
http://www.jstor.org/stable/4589041
http://www.jstor.org/stable/4589041
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
http://search.ebscohost.com/login.aspx?direct=true&AuthT
ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
38. scientific
community in the United States? What were the effects of the
atomic bomb on technological innovation? What were the
effects of the atomic
bomb on the environment? What were the effects of the atomic
bomb on health, medicine, and physiology?
Primary
The Associated Press. (1945, Aug. 6–14). AP was there: US
drops atomic bombs on Japan in 1945. Retrieved from
https://web.archive.org/web/20170311214139/http://bigstory.ap.
org/urn%3Apublicid%3Aap.org%3A3f
d267ba7b3c40479382189c99172d61
Atomic Archive. (2015). Historical documents and reports.
Retrieved from
http://www.atomicarchive.com/Docs/index.shtml
Atomic Heritage Foundation & Los Alamos Historical Society.
(n.d.). Voices of the Manhattan Project [Tape recordings].
Retrieved from
http://manhattanprojectvoices.org/
Groves, L. R. (1945, July 18). Memorandum for the secretary of
war: Subject: The test. American Experience. Retrieved from
39. http://www.pbs.org/wgbh/americanexperience/features/primary-
resources/truman-bomb- test/
Hart, H. (1946). Technological acceleration and the atomic
bomb. American Sociological Review, 11(3), 277–293.
Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
087112
Manhattan Engineer District. (1946, June 29). The atomic
bombings of Hiroshima and Nagasaki. Retrieved from
http://www.gutenberg.org/cache/epub/685/pg685.html
https://web.archive.org/web/20170311214139/http:/bigstory.ap.
org/urn%3Apublicid%3Aap.org%3A3fd267ba7b3c40479382189
c99172d61
https://web.archive.org/web/20170311214139/http:/bigstory.ap.
org/urn%3Apublicid%3Aap.org%3A3fd267ba7b3c40479382189
c99172d61
http://www.atomicarchive.com/Docs/index.shtml
http://www.atomicarchive.com/Docs/index.shtml
http://manhattanprojectvoices.org/
https://web.archive.org/web/20160820112309/http%3A/www.pb
s.org/wgbh/americanexperience/features/primary-
resources/truman-bombtest/
http://www.jstor.org/stable/2087112
http://www.jstor.org/stable/2087112
http://www.gutenberg.org/cache/epub/685/pg685.html
http://www.gutenberg.org/cache/epub/685/pg685.html
40. The National Security Archive. (2015, Aug. 4). The atomic
bomb and the end of World War II: A collection of primary
sources. Retrieved from
http://nsarchive.gwu.edu/NSAEBB/NSAEBB162/index.htm
Szilard, L. (1945, July 17). Leo Szilard's petition to the
president of the United States. Retrieved from
http://teachinghistory.org/history-
content/beyond-the-textbook/25484 (Note: The petition is
located on the left-hand side of the webpage once you click on
this initial
link. Click on the link titled “Leo Szilard's Petition to the
President (1945).”)
Truman, H. (1945, Aug. 6). Press release by the White House,
August 6, 1945. Harry S. Truman Library and Museum.
Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=1945-08-
06&documentid=59&pagenumber=1
Secondary
41. Frisch, D. H. (1970). Scientists and the decision to bomb Japan.
Bulletin of the Atomic Scientists, 26(6), 107–115. Retrieved
from
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/l
ogin.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=sh
apiro&d
b=ahl&AN=21569493&site=ehost-live&scope=site
Harper, J. (2007). Secrets revealed, revelations concealed: A
secret city confronts its environmental legacy. The George
Washington University
Institute for Ethnographic Research, 80(1), 39–64. Retrieved
from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/4
150943
Malloy, S. L. (2012). ‘A very pleasant way to die’: Radiation
effects and the decision to use the atomic bomb against Japan.
Diplomatic History,
36(3), 515–545. Retrieved from
http://nsarchive.gwu.edu/NSAEBB/NSAEBB162/index.htm
http://teachinghistory.org/history-content/beyond-the-
textbook/25484
http://teachinghistory.org/history-content/beyond-the-
textbook/25484
43. ogin.aspx?direct=true&db=khh&AN=37791674&site=eds-
live&scope=site
Government and Domestic Policy
How did the dropping of the atomic bomb affect domestic
policies and decisions made by the American government? How
did the dropping of
the atomic bomb relate to the start of the Cold War and the
United States’ policy to contain communism? How did it relate
to the United States’
rise as a global superpower? How did it relate to policies
surrounding the limits of executive power?
Primary
The Associated Press. (1945, Aug. 6–14). AP was there: US
drops atomic bombs on Japan in 1945. Retrieved from
http://bigstory.ap.org/urn%3Apublicid%3Aap.org%3A3fd267ba
7b3c40479382189c99172d61
Atomic Archive. (2015). Historical documents and reports.
Retrieved from
http://www.atomicarchive.com/Docs/index.shtml
Atomic Heritage Foundation & Los Alamos Historical Society.
(n.d.). Voices of the Manhattan Project [Tape recordings].
45. http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=19460701&docu
menti
d=68&studycollectionid=abomb&pagenumber=1
The National Security Archive. (2015, Aug. 4). The atomic
bomb and the end of World War II: A collection of primary
sources. Retrieved from
http://nsarchive.gwu.edu/NSAEBB/NSAEBB162/index.htm
Stimson, H. L. (1947). The decision to use the atomic bomb.
Harper’s Magazine, 194(1161), 97–107. Retrieved from
http://www.columbia.edu/itc/eacp/japanworks/ps/japan/stim-
son_harpers.pdf
Truman, H. (1953, Jan. 12). Truman's reflections on the atomic
bombings. Atomic Archive. Retrieved from
http://www.atomicarchive.com/Docs/Hiroshima/Truman.shtml
Truman, H. (1945, Aug. 6). Press release by the White House,
August 6, 1945. Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
47. 221. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
7285
Bernstein, B. (1975). Roosevelt, Truman, and the atomic bomb,
1941–1941: A reinterpretation. Political Science Quarterly,
90(1), 23–69.
Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
148698
Morton, L. (1957). The decision to use the atomic bomb.
Foreign Affairs, 35(2), 334–353. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
0031230
Miles, R. E., Jr. (1985). Hiroshima: The strange myth of half a
million American lives saved. International Security, 10(2),
121–140. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
6163
Walker, J. S. (2005). Recent literature on Truman’s atomic
bomb decision: A search for middle ground. Diplomatic History,
29(2), 311–334.
48. Retrieved from
http://ezproxy.snhu.edu/login?url=http://search.ebscohost.com/l
ogin.aspx?direct=true&AuthType=cookie,ip,url,cpid&custid=sh
apiro&d
b=a9h&AN=16401198&site=ehost-live&scope=site
Military
How did the American military play a role in the dropping of
the atomic bomb? How did the dropping of the atomic bomb
affect the military?
What later military events can be linked to the dropping of the
atomic bomb? How did the dropping of the atomic bomb
influence the military to
http://muse.jhu.edu/article/447285
http://muse.jhu.edu/article/447285
http://www.jstor.org/stable/2148698
http://www.jstor.org/stable/2148698
http://www.jstor.org/stable/20031230
http://www.jstor.org/stable/20031230
http://muse.jhu.edu/article/446163
http://muse.jhu.edu/article/446163
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ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
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ype=cookie%2Cip%2Curl%2Ccpid&custid=shapiro&d
49. take action to contain communism? How did the dropping of the
atomic bomb relate to the Marshall Plan? How did it relate to
the Berlin Airlift?
How did it influence Winston Churchill’s famous “Iron Curtain”
speech?
Primary
Atomic Archive. (2015). Historical documents and reports.
Retrieved from
http://www.atomicarchive.com/Docs/index.shtml
Atomic Heritage Foundation & Los Alamos Historical Society.
(n.d.). Voices of the Manhattan Project [Tape recordings].
Retrieved from
http://manhattanprojectvoices.org/
Groves, L. R. (1945, July 18). Memorandum for the secretary of
war: Subject: The test. American Experience. Retrieved from
http://www.pbs.org/wgbh/americanexperience/features/primary-
resources/truman-bomb- test/
Harry S. Truman Library and Museum. (n.d.). The decision to
50. drop the atomic bomb. Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/index.php
Manhattan Engineer District. (1946, June 29). The atomic
bombings of Hiroshima and Nagasaki. Retrieved from
http://www.gutenberg.org/cache/epub/685/pg685.html
The National Security Archive. (2015, Aug. 4). The atomic
bomb and the end of World War II: A collection of primary
sources. Retrieved from
http://nsarchive.gwu.edu/NSAEBB/NSAEBB162/index.htm
Harry S. Truman Library and Museum. (1946, July 1). United
States strategic bombing survey: Japan's struggle to end the
war, July 1, 1946.
Retrieved from
http://www.atomicarchive.com/Docs/index.shtml
http://www.atomicarchive.com/Docs/index.shtml
http://manhattanprojectvoices.org/
https://web.archive.org/web/20170119062625/http%3A/www.pb
s.org/wgbh/americanexperience/features/primary-
resources/truman-bombtest/
http://www.trumanlibrary.org/whistlestop/study_collections/bo
52. Morton, L. (1957). The decision to use the atomic bomb.
Foreign Affairs, 35(2), 334–353. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
0031230
Pape, R. A. (1993). Why Japan surrendered. International
Security, 18(2), 154–201. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
7083/pdf
Miles, R. E., Jr. (1985). Hiroshima: The strange myth of half a
million American lives saved. International Security, 10(2),
121–140. Retrieved from
http://ezproxy.snhu.edu/login?url=http://muse.jhu.edu/article/44
6163
Walker, J. S. (2005). Recent literature on Truman’s atomic
bomb decision: A search for middle ground. Diplomatic History,
29(2), 311–334.
Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=19460701&d
ocumentid=68&studycollectionid=abomb&pagenumbe
r=1
54. Primary
Berlin Potsdam Declaration. (1945, Aug. 1). American
Experience. Retrieved from
http://www.pbs.org/wgbh/americanexperience/features/primary-
resources/truman-potsdam/
Borchard, E. (1946). The atomic bomb. The American Society
of International Law, 40(1), 161–165. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
193900
Coblentz, S. A. (1945). The challenge of the atomic bomb.
World Affairs, 108(3), 164–167. Retrieved from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/2
0664180
Harry S. Truman Library and Museum. (1946, July 1). United
States strategic bombing survey: Japan's struggle to end the
war, July 1, 1946.
Retrieved from
http://www.trumanlibrary.org/whistlestop/study_collections/bo
mb/large/documents/index.php?documentdate=19460701&docu
menti
56. Johnson A. (1946). Twaddle on the atomic bomb. The American
Journal of Economics and Sociology, 5(2), 201–202. Retrieved
from
http://ezproxy.snhu.edu/login?url=http://www.jstor.org/stable/3
483583
Manhattan Engineer District. (1946, June 29). The atomic
bombings of Hiroshima and Nagasaki. Retrieved from
http://www.gutenberg.org/cache/epub/685/pg685.html
Siemes, J. A. (1945, Aug. 6). Eyewitness account of Hiroshima.
Atomic Archive. Retrieved from
http://www.atomicarchive.com/Docs/Hiroshima/Hiroshima_Sie
mes.shtml
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