How nuclear arms race intensify the Cold War History Research Paper
This research essay is required at least 6 primary and seconday sources which I will provide below, please use all 6 sources in the essay. Any futher sources you use please cite at the end of the essay please. I have attached the instruction below, please check.
Sources will be use:
1.https://www(dot)jstor(dot)org/stable/24914852?seq=1 (need to register for a free account)
2. https://www(dot)jstor(dot)org/stable/j.ctt1nq84p (need to regiaster for a free account)
3. https://www(dot)trumanlibrary(dot)gov/library/research-files/soviet-intentions-and-capabilities?documentid=NA&pagenumber=19
4.https://avalon(dot)law(dot)yale(dot)edu/20th_century/msc_cuba061.asp#b1
5.https://avalon(dot)law(dot)yale(dot)edu/20th_century/msc_cuba044.asp
6.https://digitalarchive(dot)wilsoncenter(dot)org/document/118803
Research Essay
The Research Essay will be a culmination of your work on a topic throughout the course. Beyond the sources that you utilized in your first two written assignments, you will need to conduct far more research on the topic in order to produce a strong and comprehensive paper.
Step 1: Research
Conducting Research
-Consult a variety of different sources—books, monographs, articles, documents, newspapers, etc. The objective is to show me that you have done extensive research on the topic. Use articles in your essay as they tend to be shorter and more concise than books, and they are always available at the library either in paper or electronic versions.
-A good strategy is to get your hands on the most recent study (book or article) on the topic. Reviewing the footnotes or bibliography will give you a grasp not only of the most current scholarship on the topic but also an outline of its historiography.
-While reviewing materials, you should try to define the scope of your topic. The process of defining a topic involves research, thinking, and planning. Once you understand your topic, do further research, focusing on a particular approach or perspective.
-Continue doing research until you have a comprehensive understanding of the topic and you are satisfied with your evidence that can support your arguments.
-You should try to use both primary and secondary sources in your research. Primary sources are the documents or the direct evidence of a person or organization of the time period. They can take many forms—books, letters, newspapers, interviews, diaries, etc. A secondary source is one that interprets or comments on the original sources. One of the most effective ways to highlight the originality of your work is to use primary sources. Remember that the more primary sources you use, the more original your essay will be.
The Sources You Intend to Use
-You should continue researching until you feel that you can answer the main questions about your topic satisfactorily, and can include a number of viewpoints. Writing for a university course, you are required to develop a scholarly research paper. It is almost always the case that the more research you do, the better your paper will be.
-You should consult at least 6 sources (outside of the course materials and those used in your first two written assignments) for your essay; this includes books and articles. Encyclopedias, general history books and many Internet sites, although resources, are not appropriate academic sources.
-Be very careful about the type of electronic and Internet sources that you are using. Distinguish between scholarly articles in electronic format and general Internet sites. Note: You are not allowed to use any Internet source without prior consent from your instructor. If you find an interesting website, get approval from your instructor before using it as part of your research.
-Avoid relying on a single source for your analysis. If you find a book that best expresses your own beliefs, than acknowledge that and show why you disagree with other sources.
-All the cited sources must be alphabetized in a bibliography and submitted with your research essay.
History Resources @ Ryerson University Library (based on a handout created by Val Lem)
How to find books, videos and journals:
-from the Library homepage (www.ryerson.ca/library) select Catalogue
-search by title, author, subject or keyword
-if necessary, you can use "Advanced Search" to further limit the scope of your research by type of material, language, etc.
-note the call number and floor location of the material
How to find resources on Reserve for my course:
-from the Library homepage select Catalogue
-select Course Readings
-enter course code or instructor’s last name
-note call number and pick up item at Circulation/Reserve Desk on the 2nd floor
How to find journal articles:
-from the Library homepage select Articles and Indexes
-select Find an Index/Database by SUBJECT
-select History, Politics or another listing that describes your topic
-read the database descriptions to determine an appropriate one to search
-if you are uncertain about electronic indexes, consult the Selected Bibliography
-combine your search terms with the term AND, e.g. Bay of Pigs AND Kennedy
-review your search results and refine your strategy by using different search terms; use a variety of diverse keywords as you will get different results each time
-select the article, if it is in full text format (PDF or html). If not, look for the link; this will prompt a popup menu and provide options to access the article. Or, see number 5, below
How to access databases and journal articles from home:
-you need a valid Library Card in order to gain access to the Library’s databases and most electronic resources from off-campus
-from the Library homepage select Articles & Indexes
-select Access from home if you are having difficulties
How to find out if the Library has a specific journal title:
-from the Library homepage select Articles & Indexes
-select Find a JOURNAL by Title
-enter the TITLE of the journal e.g.Intelligence and National Security
* Do not enter the title of the journal article as you will get no results
How to get an article or a book that the Library doesn’t have:
-from the Library homepage select Interlibrary Loan
-select Create a RACER Account, or, Login to RACER if you previously have set up your Racer account
-it will take a while (up to several weeks) to obtain certain materials so make sure to order your interlibrary materials early
How to find out if a journal is peer-reviewed or refereed:
Restrict your results to peer reviewed items only. If the database does not offer this feature (it’s usually a clickable box), search for the journal in Ulrichs:
-from the Library homepage select Articles & Indexes
-Find an Index/Databases by Title (A-Z)
-select Ulrich’s International Periodical Directory and search for the journal by title
-a small icon of a referee’s jersey indicates that it is refereed
How to get help from the Reference Desk:
-visit the Reference Desk on the 2nd floor of 350 Victoria Street
-call the Reference Desk at (416) 979-5031
-from the Library homepage click on Ask Us! and select one of the contact options
How to get help from the Reference Desk when I’m off campus:
-from the Library homepage click on Ask Us!
-select one of the 4 contact options
-directly contact Val Lem (one of the reference librarians) at [email protected] who specializes in history
How to renew my books or check my library record (fines owing, materials currently on loan to me and when they are due):
-from the Library homepage select Check your file
-enter personal information in the boxes as requested
-if you have difficulty, call the Borrower Services Department at (416) 979-5005, option 2
-check this frequently to avoid paying high fines
Step 2: Writing your Research Essay
Creating a Thesis Statement:
-A thesis is a broad, all-encompassing idea that defines the central argument of your essay. It links all the themes, arguments and issues of your analysis, and provides unity. Your thesis is the answer to the most significant question that you have asked about your topic. It is also one of the most difficult components of an essay so take time to develop it.
-You must state your thesis (main argument) concisely in one or two sentences. Try to be specific. Explain concisely what you think your argument will be. Avoid ambiguous terms, vague concepts and circuitous arguments. Make your thesis definite and to the point. It takes a lot of time and effort to refine your thesis to the point where every word counts and there are no unnecessary words or expressions.
-It helps to formulate a central question which arises in your mind after examining the main issues. Then, try to answer your question by stating a hypothesis or interpretation – in other words, your thesis.
Developing an Outline:
-Create a detailed outline—a blueprint of the main ideas that you want to use in your essay. Such a step in the writing process is critical especially for longer research papers. An outline will help you create a structure within which you examine the materials you have collected. You have to present information in a clear, linear and logical manner. A detailed outline will certainly help you execute these steps successfully. Remember, the more detailed your outline will be, the easier it will be for you to write the actual essay.
-An outline will also help you organize information in a cohesive and comprehensive manner. It can help you deal with what might otherwise feel like an overwhelming amount of information. Consider the following questions: What will you examine first? What will be the main sections of your paper?
Structure
-You need to have an introduction (in which you introduce the general topic and your specific thesis), a number of central arguments and a strong conclusion (summarizing your main points). Be sure to spend time on a well-written introduction, which captures the reader’s attention (you can always use an interesting quotation to do this) and a conclusion, which will make an impact on the reader. It is also a good idea to outline the structure of your essay in the introduction so that the reader knows exactly where you are heading with your ideas. The easiest way to achieve this is to list all your arguments. This will create guidelines for the reader.
-Having this essential structure will enable you to remain focused and on track, preventing unnecessary digressions from your central argument. Think about using subheadings for different themes or time periods as they facilitate the flow of the essay, marking the beginnings and endings of sections.
Style
-Although this is often seen as a matter of personal taste, some basics have to be kept in mind. Avoid excessive verbosity and wordiness; keep your sentences short and to the point. You do not need to use highly technical language to impress the reader. Really, your thoughts are more important and you should choose the most effective way of conveying them. At the same time, be careful not to use slang words.
-Avoid run-on sentences. A good rule-of-thumb to follow is that if the sentence is too long for you to read aloud and understand its entirety, it is probably too long for your essay.
-Inappropriate paragraphing can detract from your ability to express yourself to your reader. Your narrative must be divided into proper paragraphs. Avoid paragraphs that are too long, encompassing several arguments and running across many pages, or that are too short, constituting a sentence or two.
-Last but not least, you should proofread your work at least once in order to detect mistakes in grammar, spelling and style. Spelling mistakes, incorrect punctuation, or awkward sentence construction can hinder the flow of even the most brilliant ideas. Once you are finished with a draft, put it aside for a couple of days and then reread it for content and style. Get a friend or a family member to read over your work and give you some constructive feedback.
Analysis
-You are being graded not only on your knowledge of the facts but also your critical interpretation of them. In other words, the information and examples you cite in your essay should be accurate. Moreover, you should be able to interpret this information to formulate a central argument (as opposed to the regurgitation approach). It is not enough for you to simply list events chronologically or to describe them. You need to develop some sort of a central argument or interpretation about those events.
-A good way of checking the validity of the points you are making is to consider possible counter-arguments. Another popular method is to compare and contrast the different interpretations that you might have encountered in your research. How do various historians perceive a particular topic? What are the controversial aspects or issues of the topic? Is there agreement among scholars on a particular topic? Keep in mind that a simple chronological narrative will only reveal your ability to summarize.
-An original essay will attempt to provide an innovative approach to the topic. There are many different ways of constructing your analysis. For example, you can organize your arguments thematically or by periodizing the events and revealing how they have changed (or stayed the same) over time. There is no formula for putting together a cohesive analysis as it is a matter of personal choice in terms of what you want to include or exclude, what you feel is important or irrelevant.
Length and Presentation
-Your essay should be typed and double-spaced, written in 12-point size Times New Roman font.
-Leave one-inch margins on both sides of the page, as well as at the top and bottom of the page. Please do not play with the margins to increase (or decrease) the actual length of your essay.
-Your paper should contain a title page with your name, the course code, and the topic of your essay.
-Make sure to number your pages.
-The essay should be around 2500 words. Aim for 10-12 pages. A minimum length is 9 full pages of text (excluding the title page and bibliography); the absolute maximum is 13.
-You can include pictures, maps, charts or appendices, as an addition to, not a substitute for your text.
Citations
-Your essay must contain footnotes or endnotes. An essay without references will be failed. You need to show where you obtained information for your essay and thus how you used your research.
-Consult a stylistic handbook for a recognized citation style in the social sciences and humanities.
-Some people are uncomfortable with footnotes because they are not sure when to use them. You should footnote all direct quotations and statistical data. At the same time, avoid continuous over-quoting or long quotations. Stylistically, when a quotation is longer than four lines, it should be indented and single-spaced. If you refer to views expressed by authors other than yourself, you must also cite the sources in footnotes. This is very important—even when you are only paraphrasing someone else’s ideas, the information must be acknowledged.
-If you want to say something in your essay that does not quite fit and that disrupts the flow of your argument, you can always put it in a footnote.
-The best rule to follow is that when in doubt, footnote. Most good essays contain about four to six footnotes per page.
For further information, consult the following guidelines:
-Essay Format – Chicago Manual of Style (from Ryerson University):
http://www.ryerson.ca/writingcentre/students/handouts/handouts/chicago.pdf
-Citation Guide: Chicago/Turabian from the Simon Fraser University Library:
http://www.lib.sfu.ca/help/writing/chicago-turabian#footnotes
-Chicago Style Citation Guide from the Seattle Central Community College Library:
http://dept.sccd.ctc.edu/cclib/Research_Help/Citation_Style_Guides/chicago_pdf.asp
-The Chicago Manual of Style Online:
http://www.chicagomanualofstyle.org/tools_citationguide.html
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How the Nuclear Arms Race Intensifies the Cold War
Introduction
The nuclear arms race represents one of the best examples that highlight how fear can fuel technological advancement. During the Cold War, there were rising tensions between the United States and the Soviet Union. The two countries maintained extremely different political and economic beliefs that further aggravated the divide between the superpowers. Ensuing and differing ideologies between the two predominant powers in the early 20th century that is the United States and the Union of Soviet Socialist Republics (U.S.S.R.) led to the development of the Cold War. The Soviet Union was led by a communist type of government where the government controlled ownership of property and wealth and education. Contrariwise, the United States practiced a capitalistic and free form of government with democratic elections and private businesses. The ideological differences between the two superpowers placed them in direct opposition to each other and as a result, there were competitions in various development areas such as the advancement of technology and the development of military weapons such as the nuclear bomb. In a letter addressed to Chairman Nikita Khrushchev from President John F. Kennedy on October 22, 1962, the Cuban Missile crisis represented one of the most severe hostilities between the Soviet Union and the United States and is one of the closest events to a nuclear catastrophe during the nuclear age (“Letter from President Kennedy to Chairman Khrushchev”). The American spy plane had discovered some missile sites in the Cuban republic that was only miles away from the United States. This discovery leads to major diplomatic confrontations between Khrushchev and President Kennedy. Later, President Kennedy was advised to strike the missile sites but hose to hold secret negotiations with Khrushchev leading to the removal of the Cuban missiles. This paper provides highlights on how the nuclear arms race between the United States and the Soviet Union was a corollary of the Cuban Missile Crisis and the Cold War.
The Nuclear Arms Race
The Soviet Union has always lagged behind the United States in terms of the development of nuclear weapons. During the Cold War, the Soviet Union’s missiles and bombers had limited capacity to strike the United States. To reverse this chronic disadvantage and change the course of the Cold War, Khrushchev decided to abandon their medium-range missiles and instead ordered 42,000 Soviet soldiers to modify the missiles and improve them in Cuba. This move led to President Kennedy making a televised statement to declare an embargo against Cuba on October 22, 1962 (“Letter from President Kennedy to Chairman Khrushchev”). The maritime restrictions were accompanied by a statement to the USSR chairman about the blockade decision and the relationship between the two countries. In the letter, President Kennedy raised concerns over the situation in Cuba and that the USSR had failed to understand the intentions of the US government to negotiate their mutual problems. Despite President Kennedy’s expression of the US readiness to negotiate, the Soviet Union began shipping missiles to Cuba in July 1962 and nearness of a ballistic rocket on October 14 of the same year. This agitated President Kennedy to warn the USSR against making any grievous mistake during the nuclear age. President Kennedy’s agitations were raised by the letter written by Khrushchev denying the conditions that were earlier addressed by the US to make a peaceful agreement (“Letter from Chairman Khrushchev to President Kennedy”). In the concessions made by the United States, the bold reactions and zero-tolerance towards the Soviet Union’s move to launch a missile attack intensified the Cold War situation. The intensity between the US and the Soviet Union arising from President Kennedy's decision and the arms race between the two nations had a significant impact on the Cold War.
The nuclear bomb is perhaps one of the most powerful weapons to be developed in the world. Scientists in New Mexico labored to build the bomb and during its launch, it illuminated the skies at the test site and claimed thousands of lives in Hiroshima and Nagasaki within seconds. Since its initial development, the bomb has morphed into a thermonuclear weapon with the capacity to eliminate an entire civilization. The nuclear bomb is comprised of fissionable uranium isotope. The free neutrons will produce massive amounts of energy when they hit the nucleus of a fissile atom. Most of the efficient bombs available today require high concentrations of 90 percent of enriched uranium. This means that with such enrichment, there will be a significant amount of released energy from the bomb enough to kill thousands of people during the blast and many more lives after due to radiation poisoning. During WWII and towards the Cold War, the threats of using a nuclear bomb reemerged after it was used during WWI. This is the period when the United States and the Soviet Union partook in a nuclear arms race.
Conclusions arrived at from a study on the properties of the atomic bombs used during 1954 indicate that the explosions were largely thermonuclear ("Report by the Measurement Lab of the USSR Academy of Science”). According to Craig and Radchenko, the bomb plays an important role in the cultural, political, and social history of the modern era which is defined by one of the history’s last rivalry for power, which was the Cold War between 1945 and 1991 (Craig and Radchenko ix). The media and prominent journalists have identified President Harry Truman’s atomic bombing of Japan in 1945 as one of the important events in US history. Besides, Truman’s decision to drop the bomb has raised highly polarized and bitter debates with an enormous publication of literature failing to resolve the intention of Truman’s to use the atomic bomb against the Japanese. Such acrimony and polarization over the decision of Truman to use the bomb have muddied the efforts to examine the weaknesses and strengths of the two competing positions and arrive at a defensible middle ground (Walker 311).
Cold War
The period leading to the Cold War saw the United States and the Soviet Union contesting in a nuclear arms race and the possibility of using a nuclear bomb remerged after it was first used during the first world war. The U.S.’s initial plan was predicated on developing a nuclear bomb before Germany. It is quite surprising to realize that the major parties involved in the cold war were allies during World War II (WWII). The U.S. and the U.S.S.R. were allies in this period as they fought against the Axis powers. Nevertheless, the two countries have a very tense relationship. On one hand, the U.S. was concerned with Joseph Stalin’s rule and subsequent Soviet communism. On the other, the Soviets were angry at the U.S. for their long-standing refusal to recognize them as legitimate members of the international community. Also, the U.S. had delayed their entry into WWII where the USSR felt despicable consequences where tens of millions of Russians died. When WWII ended, the relationship between the two grew worse cha...
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