Vol.16 No.2 November 2013

The Importance of Disarmament and Nonproliferation
Masako Toki 1
Education for High School Students
The James Martin Center for Nonproliferation Studies (CNS) at theMonterey Institute of International Studies has more than two decadesof experience in promoting nonproliferation and disarmament education
around the world. During the past 24 years, CNS has been the global
leader in nonproliferation and disarmament education at both the secondaryand higher education level, and also has pioneered the training of visiting
young professors, scientists, journalists, and government officials from theformer Soviet Union, China and several developing countries.2
One of CNS’s flagship education projects, the Critical Issues Forum(CIF) is a unique nonproliferation and disarmament education projectfor high school teachers and students around the world to promoteawareness of the importance of these issues.3 The project also aims todevelop the critical thinking skills of high school students and to develop
an appreciation among participants of different national and cultural
perspectives on complex but vital international security issues.
In the 2012-2013 academic year CIF marked a significant milestone.
For the first time in the sixteen-year history of the project, it engaged
Japanese high schools from Hiroshima and Nagasaki, the two cities
devastated by atomic weapons in 1945. The 2013 spring conference, theculmination of the semester-long project, was held on April 19th and20th at one of participating schools in the project, Santa Catalina HighSchool in Monterey, CA. At the conference, students from Hiroshima
Jogakuin High School and Yasuda Girls High School in Hiroshima, andKwassui High school in Nagasaki presented their findings on this year’s
topic, “Toward a World without Nuclear Weapons: Progress, Prospects
and Challenges,” along with eight U.S. high schools in California,
Connecticut, Hawaii, Massachusetts, and Wisconsin, and one Russian highschool from the closed nuclear city of Novouralsk.4
At this year’s conference each school delivered a final project as a group,
ensuring that each presentation was very unique and creative, employing
various approaches and methodologies. The Japanese students’ presentations
were naturally based on their own cities’ firsthand experience of nuclear
devastation. While each Japanese school comprehensively studied current
global proliferation challenges with guidance from each school’s CIF teachers,
using educational materials developed by CNS, their overarching message
was clear: in addition to classroom education, understanding the real effects of
the use of nuclear weapons against human beings and their long-lasting
effects on both humanity and the environment is the key to making surenuclear weapons are never used again. This first-time participation ofJapanese schools brought fresh perspectives to the CIF project.
The memory of the horror of the use of nuclear weapons in thesetwo cities almost 70 years ago should not be buried in oblivion. Education
can be a tool to keep the memory alive. The 2002 United Nations Studyon Disarmament and Nonproliferation Education concluded that the
proliferation and potential use of weapons of mass destruction (WMD)
poses increasingly serious security threats.5 However, most high school
students remain poorly informed on these topics. The UN study endorsed
the CNS approach to nonproliferation education: “Teach students how
to think, not what to think.” In response to this need, CNS developed the
CIF project. Since CNS began the CIF program in 1997 hundreds of highschool students around the world have been involved.
Drawing upon the knowledge and experience of experts at CNS andexperienced high school educators, the CIF develops curricula, methods,
and resources for students to conduct directed research on topics related
to nonproliferation and disarmament. Understanding WMD proliferation
issues requires integrating knowledge from various perspectives andtaking multidisciplinary approaches. CIF applies four crosscutting content
domains (scientific, socio-cultural, economic, and geopolitical). These
content domains facilitate implementation of the CIF curriculum in a wide
range of courses. These domains also engage students with a wide variety
of interests and talents and encourage teamwork.
Until this year, CIF mainly engaged U.S. and Russia’s closed nuclear
cities high schools.6 Russian schools from closed nuclear cities in the
CIF project started in 2001. Since the closed nuclear cities were createdin order to support nuclear facilities in the cities and the families of theiremployees, the cities’ activities and people’s lives center on the nuclear
facilities. Therefore, disarmament and nonproliferation education for the
young generations of those cities is an important symbolic and practicalstep in the broader effort toward a world without nuclear weapons. CNS
hopes to continue to engage these Russian high schools in the project
along with U.S. and Japanese high schools as long as funding allows.

Like most of challenges facing humanity, one of the major obstacles
to implementing action-oriented programs is funding. While ourorganization is fortunate to receive funding from private foundations to
conduct this project, the importance of nonproliferation and disarmament
education for high school students is not widely recognized. In order tomake this type of project more sustainable it is essential that national
governments and the international community understand the benefits ofdisarmament and nonproliferation education for younger generations.
It is a generally accepted concept that education is a necessary
instrument to reduce, solve, or eliminate problems and challenges
human beings have created or encountered throughout history. Most of
the problems humankind needs to surmount, such as environmental
degradation, global warming, ethnic conflicts, and the proliferationof WMDs, as well as the haunting potential for nuclear annihilation, areglobal in nature—and so too are the solutions.7 Education entails a profoundmandate to solve a variety of problems our global society faces today.
Education is not merely the transmission of knowledge or developmentof talent and skills, but is a tool to empower people to tackle and solve those
problems. As former United Nations Secretary General Kofi Annan states,“education is quite simply, peace building by another name.”8 Nevertheless,education is the most underutilized tool in solving global challenges,
including disarmament nonproliferation of WMD and peace building.9
In that sense, it is encouraging that all the participating students’presentations at this year’s CIF spring conference underlined the importanceof education in order to accomplish a world free of nuclear weapons while
recognizing the daunting challenges that need to be overcome. Students
also have become more aware of the important responsibility that each CIF
participant, the future leaders in nonproliferation and disarmament, need tobear. By involving young people, especially high school students, in the debate
and discussion regarding nuclear disarmament CNS hopes to foster new andcreative solutions and ideas on the road to a world free of nuclear weapons.
CNS would like to continue to engage high school students fromJapan and the United States, and is currently planning to hold a 2015
spring students conference in Hiroshima commemorating the 70 th
anniversary of atomic bombings of Hiroshima and Nagasaki.
While the close relationship between the United States and Japanis unrivaled, disarmament and nonproliferation education cooperation
between the two countries is surprisingly scarce. The two countries’
special ties and significant roles in creating a safer and more secure world
through nuclear disarmament and nonproliferation education cannot be
overstated. When President Obama visited Japan for the first time as
President in November 2009 he highlighted the important role of Japanand the U.S. in nuclear disarmament stating that, “No two nations on
Earth know better what these weapons can do, and together we must seek afuture without them.”10 It is obvious that in order to meet this goal we haveto enhance disarmament and nonproliferation education efforts for the
coming generations in these two countries and beyond.
Project Manager and Research Associate
Nonproliferation Education Program
James Martin Center for Nonproliferation Studies
Monterey Institute of International Studies
1 CNS is thankful for the funding support for the CIF project provided by the UnitedStates-Japan Foundation.

2 For more information about CNS, please visit http://cns.miis.edu.
3 For more information about the CIF project, please visit http://sites.miis.edu/

criticalissuesforum.

4 For the full report of the CIF spring 2013 conference, please visit: http://cns.miis.edu/

activities/130429_cif_conference_monterey.htm.

5 “United Nations Study on Disarmament and Non-Proliferation Education; Report of

the Secretary General” UN General Assembly 57th Session, A/57/124.

6 The closed cities are restricted areas administered by the Russian Federal Atomic Energy

Agency or the Ministry of Defense. During the Cold War the Soviet Union employed as manyas 600,000 scientists, engineers, researchers, and technicians in ten secret, highly restricted“nuclear cities” to develop and build nuclear weapons for the Soviet nuclear arsenal.
7 Magnus Haavelsrud, “On the Substance of Disarmament Education,” in Approaching
Disarmament Education, ed. Magnus Haavelsrud (Westbury House, Gilford, 1981), 100.
8 Kofi Annan, “Secretary-General in Address to “Learning Never Ends” Colloquium,
Calls Education Investment Which Yields Highest Profit” UNIS/SG/236, 13 September
1999: http://www.un.org/News/Press/docs/1999/19990910.sgsm7125.doc.html.
9 William C. Potter, “A New Agenda for Disarmament and Non-proliferation Education,”
Disarmament Forum No.3 (2001): http://www.unidir.org/files/publications/pdfs/
education-for-disarmament-en-358.pdf.
10 Remarks by President Barack Obama, Tokyo, November 14, 2014: http://www.
whitehouse.gov/the-press-office/remarks-president-barack-obama-suntory-hall.
s website at http://www.hiroshima-cu.ac.jp/modules/peace_e/index.php
Visit HPI’

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From Japanese Participants in the CIF Project at the Monterey
Institute of International Studies

1

Students Present the Fruits of Peace
Education in Hiroshima,
American and Russian Students Listen in Awe
Chinobu Takami

Teacher in charge of CIF, Hiroshima Jogakuin High School

1. Outline of the Program
Students and teachers from three high schools in the two Japanesecities devastated by atomic weapons in 1945—Hiroshima Jogakuin
High School and Yasuda Girls High School in Hiroshima, and Kwassui
High School in Nagasaki—joined their peers from the US and Russia
for the first time at a conference for high school students held on April
19-20, in Monterey, California. A total of more than 80 students from
12 high schools, including eight American and one Russian, joined thisyear’s Critical Issues Forum (CIF) program sponsored and managed
by the James Martin Center for Nonproliferation Studies (CNS),
Monterey Institute of International Studies.
This year’s topic for the CIF conference was: “Toward a World
without Nuclear Weapons: Progress, Prospects, and Challenges.”
The program consisted of two parts—two mini-projects and a final
presentation. For each mini-project students conducted research along
the steps prepared by the CNS to develop their own solutions to
global nuclear proliferation, which they put together into a 15-minutepresentation. Each presentation was followed by a 10-minute question
and answer session.
2. Development of Teachers’ Skills and Selection of Students
The program offers teachers from each participating school a training
workshop. The CIF teacher’s workshop is designed to provide CIF
teachers with instruction on how to conduct the CIF program withstudents. From Hiroshima Jogakuin High School, I—Chinobu
Takami—participated in the workshop held November 29-December
1, 2012. Ten lectures, all in English with advanced levels ofknowledge, were given in two days. I was often dumbfounded at myignorance, but it was a great joy to be able to learn something new.
After returning to Hiroshima, I made a presentation at schoolon what I had learned in Monterey and placed a call for students
who would like to participate in the CIF conference to be held thefollowing April. Several students raised their hands and after an inhouse screening—a 10-minute presentation by each candidate—Yui
Tamitani a third-year student, and Naomi McCauley a second-year
student (now transferred to a high school in the US) were selected.
3. Working on Two Mini-Projects
In the Mini-Project 1 students were asked to conduct research andmake presentations that demonstrate an understanding of at least twoof the following four objectives which dealt with basic facts: 1) To
know the number of nuclear weapons in the world and who owns
them; 2) To understand how nuclear weapons are designed, how
they work, and the effects of their use; 3) To learn the role of nuclear
weapons during the Cold War and the dynamics of deterrence theory;and 4) To analyze why some states pursue nuclear weapons and others
do not, including those that have given up nuclear weapons and/or thecapability to develop them.
I had actually asked each candidate to make a presentation on
the objectives of the Mini-Project 1 for our in-house screening for theselection of participants. We combined the presentations of Tamitani and
McCauley to make one presentation to submit to the CIF conference
as our result of the Mini-Project 1. The theme of their Mini-Project 1
presentation was, “the Problem of Nuclear Proliferation Treaty.” In thepresentation the two discussed how the NPT had almost fallen apartwith the circumstances and latest developments in North Korea andIran, while it had still played a significant role in the global community.
They also talked about the progress made in the regime including the
publication of the Final Document of the 2010 NPT Review Conference
that referred for the first time to the inhumanity of nuclear weapons.
They also proposed that representatives of all the NPT countries visit
Hiroshima and Nagasaki to learn from the local people’s memory of theirfirst-hand experience of atomic attack. This will help them to be moredetermined to improve the situation, Tamitani and McCauley said.

Contents
2

The Mini-Project 2 was designed to further understand the issues.
The objectives of this phase were: 1) To understand progress madeto reduce the number of nuclear weapons in the world from the Cold
War to the present; 2) To understand various unilateral, bilateral andmultilateral measures to control the proliferation of nuclear weapons;
3) To analyze how US-Russian bilateral arms control treaties, initiatives
by other nuclear weapon and non-nuclear states work towards
disarmament; 4) To evaluate the role of civil society in the work towarddisarmament; 5) To evaluate the challenges to nuclear disarmament.
The students were asked to demonstrate a synthesis of knowledge thatwould meet all five objectives. When we began it seemed to be daunting
work for high school students to accomplish this—to research and develop a
presentation with an original point of view in just two months.
We planned to organize various workshops and asked the in-house
International Education Committee and Peace Education Committee
for approval. We held five workshops to study disarmament andpeace issues from various perspectives with teachers from different
fields—physics, Japanese history, Bible studies (philosophy), andEnglish, involving not only the two CIF participants but also otherstudents who were interested in the issues. We also organized lectures,
inviting researchers from the Hiroshima Peace Institute of Hiroshima
City University and Mr. Steven Leeper, the former Chairperson of
the Hiroshima Peace Cultural Foundation, to talk to us about theirperspectives and the latest issues in their field of expertise.
We also went to Shizuoka in February to watch sessions andother events at the 24th United Nations Conference on Disarmament
Issues listening to government-level policy proposals at the conference
and studying the exhibits showing the grass roots project of various
citizen activists. We also interviewed Ms. Haruka Katarao, a graduateof our high school, who is now the political affairs officer at the UN
Regional Center for Peace and Disarmament in Asia and the Pacific(UNRCPD) who organized the conference, about UNRCPD’s efforts
in addressing the issue of disarmament.
With all the above-mentioned cooperation the two students
completed the Mini-Project 2 at the end of March after hours of tirelessresearch, efforts and discussions. The presentation consisted of 30
PowerPoint slides and a 10-page report in English that encompassed
all of the intended objectives.
4. Final Project—Making a Presentation
Through the two mini-projects and various workshops and otheropportunities the students realized anew that raising awareness among
citizens at the grass-root level is indispensable, and that quality earlystage peace education at schools is urgently needed. I am sure that they
had a chance to learn systematically in the six-year peace education
program at our school as they have been engaged in various activities
aimed at helping them to achieve a complex understanding. They madetheir learning process an important part of their final presentation.
First they discussed the definition of peace education. In the UnitedStates and Russia the concept of peace education has not become widely
known, while the term “disarmament education” has been used in
the UN disarmament conferences. The students emphasized in theirpresentation that concepts of peace education should include suchpractices as learning sound and objective historical understanding,studying the experiences of people who were involved in war, andthinking about what can be done to avoid repeating the tragedy of war
as well as offering people opportunities to act effectively against war.
They introduced, as a model of peace education, the curriculumof the six-year peace education program at Hiroshima Jogakuin HighThe Importance of Disarmament and Nonproliferation Education for High School Students
Masako Toki … …………………………… 1
From Japanese Participants in the CIF Project at the Monterey Institute of International Studies(1)(2)
Chinobu Takami・Yui Tamitani… …… 2-3
Global Hibakusha Project field research findings: Europe 2013
Robert Jacobs…………………………… 4-5
HPI Lecture Series for Citizens of Hiroshima (First Term 2013) “Human Rights and Peace in Japan”… …………………………………………… 6
HPI Launches a New Project on Nuclear Issues and Disarmament
A Collaborative Research for Focused on Tangible Results
Kazumi Mizumoto … …………………… 7
Diary………………………………………………………………………………………………………………………………………………………………………… 8

HIROSHIMA RESEARCH NEWS Vol.16 No.2, November 2013

School and some of the volunteer activities by its students. They
also proposed to integrate elements of peace education into regularsubject classes to make peace education more familiar. The regularsubject classes include not only classroom lectures but also practicalsubjects such as P. E. and art. In order to raise student’s awareness andencourage them to act, Tamitani and McCauley said, it is important
for the schools to provide students with an opportunity to disseminate
what they have learned about peace education through presentations
and discussions in settings such as an annual Peace Week.
At the end of their presentation Tamitani and McCauleyprovided all the participating schools with a copy of two books, My
Hiroshima, an English language picture book graduates of the school
had produced that has been used as teaching material at our English
classes, and Summer Cloud, an English translation of a collection of
memoirs of former students, teachers and their bereaved families on
their experiences of atomic bombing. The two said, “Please start peaceeducation at your school from what you can do now. We hope thesebooks will be of any help to you.” They concluded their presentation
with the slogan, “No peace education, No future.”
5. Assessment of the Presentation
The rating for their final presentation was 86%, higher than we expected.
The comments they received included praise that their statement of
purpose for peace education was very clear, as was their point of view on
disarmament. Their presentation style and slides were also commended.
Their ability to think beyond the current NPT regime to show how peaceeducation and the role of civil society can change the world was highly
valued. Although their presentation skills could still be improved, thestudents and I felt a profound sense of accomplishment.
6. Disarmament Education and Peace Education, Prospects
and Challenges
When we attended sessions at the United Nations Conference on
Disarmament Issues in Shizuoka I felt uncomfortable with the word
“disarmament education.” It was being barely used. Of the sevensessions in the conference only one session discussed disarmamentand nonproliferation education, and only for an hour. In Monterey wefaced with the fact that there was no concept of peace education in the
United States and Russia.
Among the presentations by American high schools in Monterey
all but one solely discussed current issues. They only seized the issues ofdisarmament and nuclear proliferation in the context of what was goingon currently. In the other words, in their eyes no past experience or Cold
War experience was relevant. So when students from Hiroshima andNagasaki talked about what atomic bombs did to their cities and people
in their presentations, no American students realized that they should
pursue nuclear abolition and not limit their goals to disarmament andnonproliferation. We felt keenly the need to disseminate information on
the reality of the effects of atomic bombing to the world.
In the six-year peace education program at Hiroshima Jogakuin
High School students learn not only the effects of the atomic bombs
in Hiroshima and Nagasaki but also a wide range of issue including
the problems of different historical perceptions of the atomic bombing
in Japan, other Asian countries, and the US, as well as Japan’s
atrocities during the war and the Battle of Okinawa. We also have asix-year education program on human rights in which students study
the mechanism and status quo of discrimination in society throughsuch problems as bullying, domestic discrimination problems against
outcast people and Korean population in Japan, as well as genderbiases. The older the students become the more they understandthat the issues of peace and human right are interrelated. They cometo realize that the two seemingly different issues are indivisible andrespecting others’ right will serve as an essential step towards peace.
Both peace education and human right education at Hiroshima
Jogakuin began around 1950. Education includes certain things that shouldbe passed on to the next generation such as the memories of those who
experienced nuclear devastation. More than 330 teachers and students at
our school were killed by the atomic bomb, and all the current and former
students have shared the determination that such a tragedy should not be
repeated. I really learned anew the importance of disseminating our pastexperiences as we studied the current global issues at the CIF conference inMonterey. Thank you again for this wonderful opportunity.

From Japanese Participants in the CIF Project at the Monterey
Institute of International Studies

2

A Student from Hiroshima Sees Potential in
the Future of Peace Education
Students Share Their Hope for World without
Nuclear Weapons
Yui Tamitani

Senior Student, Hiroshima Jogakuin High School

When I first came to know about the call for applications toparticipate in the CIF program I had this mixed feeling of eagerness
and hesitation. I was eager to participate as the culmination of thepeace activities in which I had been involved. I hesitated because I
was not sure if I could do it since the program was to be conductedentirely in English. However, I did not want to pass up thisopportunity without trying, and so I applied.
As soon as I started to prepare my Mini-Project 1 for the in-housescreening I realized I had little knowledge about disarmament. I had
been involved in such activities as a petition-drive for nuclear abolition,
the filming of a-bomb survivors’ stories on their experiences, andguiding visitors around the peace park and I thought I knew everything,but I did not. So I started to study hard on the issues of disarmament.
As my research progressed I could not help feeling frustrated.
The devastating effects of nuclear weapons are so obviously apparent.
Why can’t leaders of nuclear countries and those under nuclear
umbrellas abolish such awful weapons? They may cite various
reasons such as; for security or for the improvement of the country’s
economic might. Isn’t it, after all, because they do not know thereal horror of the weapon’s effects? I came to believe that it would
be important to first change people’s awareness to then move theirgovernments. I understood that changes in people’s awarenesscould mobilize public opinion when I was conducting research on
the possibilities of civil society. How, then, can we change people’s
awareness? My answer is an approach of taking following steps—
firstly, of introducing peace education, then of promoting nuclear
disarmament, and lastly of abolishing nuclear weapons.
In response to our presentation, in which we emphasized theimportance and necessity of peace education, many other students atthe conference expressed an interest asking various questions such as;“When did Hiroshima Jogakuin start teaching peace education?” and“Do you have specific ideas for peace education for small children?”
We felt a tremendous sense of achievement, not only because wewere able to express Hiroshima’s hope and our own thoughts, but also
because we received positive responses from the other participants

about the possibilities of peace education in their own countries.
On the other hand, perhaps because of my limited English skills,
I could not fully understand what American or Russian students
were saying in their presentations. However, I could still sense their
enthusiasms for disarmament through the tone of conversations I had
with them, and specifically that I felt this shared hope for a future
without nuclear weapons.
After we returned to Japan, I, along with two other students
from our school, was given an opportunity to participate in the 8thGeneral Conference of Mayors for Peace held Aug. 3-6 in Hiroshima
to demonstrate the presentation that we made as the final project at
the CIF conference in Monterey. Prior to the day of presentation I
was gnawed with anxiety because as high school students we are still
immature in our thinking and knowledge, and our audience consistedof disarmament experts—would our presentation get their attention?
Will the participants of the conference take our presentation
seriously? However, once we started, I felt this strange sense of
becoming integrated with the audience. It was as though I was talking
with each participant eye-to-eye. It was a totally different experience
than the one I had in Monterey.
Think about efforts on nuclear issues in which young people canget involved and disseminate their ideas—I realized this was a step,
small but with a potential, to create a larger force to achieve a future
without nuclear weapons.
Ours would likely be the last generation who can directly hear
the stories of those who experienced the atomic bomb. Ours will also
likely be the first generation to hand over the baton of the survivors’
hope and memories to the coming generations who will never havefirst-hand contact with the survivors. I would like to continue to do
my best to achieve my mission, and to realize a world without nuclear
weapons, always keeping the effort alive.
s website at http://www.hiroshima-cu.ac.jp/modules/peace_e/index.php
Visit HPI’

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Global Hibakusha Project field research findings

Europe 2013
Intro: Overview GHP past work
The Global Hibakusha Project is working to both study and toconnect groups of radiation exposed people around the world.
This project was described in detail in the July 2011 issue of thisnewsletter (Hiroshima Research News 14:1). Here in Hiroshima andin Nagasaki people were directly attacked with nuclear weapons. In
many other places around the world people were exposed to nuclear
detonations through ongoing nuclear testing. Dominated by thetesting of the United States and the former Soviet Union, there havebeen over 2,000 nuclear weapon tests in the world and many people
have had their lives, their families and their communities disrupted
by these tests and subsequent exposures to radioactive fallout.
Others have been exposed to radiation through the production of thecomponents of nuclear weapons, and production of components ofnuclear power plants, and nuclear power plant accidents.
Every phase of the nuclear fuel cycle, whether it is designed
to lead to commercial use of the nuclear fuel, or the enrichment of
the fuel for weapons, leads to the exposure of workers and thoseliving near to the work site. From uranium mining and milling to
the storage of spent nuclear fuel rods, contamination is a legacyof nuclear technological production. Working with my researchcolleague Prof. Mick Broderick of Murdoch University in Western
Australia, the Global Hibakusha Project works both with people
living in sites contaminated by nuclear radiation and with people
who have been exposed to radiation while working in these sites.
The specific cohorts that we work with are: indigenous communities
living near nuclear test sites and production areas, laborers andworkers who spent time working in these sites, soldiers and civilians
who participated in nuclear weapon testing, workers in nuclear
production sites, and those exposed to radiation through accidents
involving nuclear weapons and nuclear power generation.

Goal of this trip
The July 2013 field research trip for the Global Hibakusha Project
involved work in Spain, France and the United Kingdom. This work
was both direct field research, and follow up oral history research.
In Spain we visited a site of plutonium contamination from a nuclear
weapon accident in 1966 in the village of Palomares in Andalusia.
We visited to the site of the contamination, met with journalists andscholars working on the history of the incident, and then conductedoral history interviews with several of the villagers who were present
on the day of the accident, and with their descendants. In France
and the United Kingdom we conducted oral history interviews withformer military personnel who took part in atmospheric nuclear
weapon testing in their colonial territories: Algeria, Polynesia andChristmas Island. Also, in the United Kingdom we attended ahistory of science and technology conference in Manchester where
we presented some of the findings of our research in the Global
Hibakusha Project to a gathering of nuclear scholars from aroundthe world. In this article I make no reference to the specific healthproblems of the hibakusha that we interviewed and have altered
their names out of respect for their privacy. Each interviewee told us
stories of lax procedures surrounding radiation exposures and of thefrequent exposures of many soldiers. For example, typically thesesoldiers wore short pants and a shirt and were often bare chested
as they worked in radioactive areas while the scientists and highmilitary officials present were in much more protective clothing.
As it is a particular focus of the Global Hibakusha Project tostudy the inheritance of the history of these exposures in families
and communities we were fortunate that several of these oral history
4

HIROSHIMA RESEARCH NEWS Vol.16 No.2, November 2013

Robert Jacobs

interviews were conducted with the children of the interviewee
present. We usually ask our interviewees how much of the story of
their exposures, or their anxieties related to their exposures they
have shared with their families. In this case we could record aspontaneous dialogue between first and second generation hibakushawith several issues discussed for the first time. This occured during
interviews in Palomares, Spain and in Bordeaux, France.
This focus on the inheritance of trauma across generations
is also a fundamental topic of the upcoming HPI International
Symposium in Hiroshima on December 7 where speakers fromseveral communities that have experienced either nuclear attack
or genocide will discuss the work in their communities to help
convey the history and lessons of their experiences to subsequent
generations.

Trip Report:
Palomares
During the Cold War, both the United States and the former Soviet
Union kept large portions of their nuclear bombers in the air at all
times. The purpose of this was to have jets close to their targets
and in the air so that they were not vulnerable to attack. This wasconsidered an essential part of a maintaining a viable retaliatory
strike force. To accomplish this, both nations would routinely refueltheir nuclear bombers in mid-air rather than having them land at
airbases for refueling.
In 1966 a United States Air Force nuclear bomber was
attempting to refuel in midair as it flew over Southern Europe. This
was a routine procedure done daily over Spain and other parts of
the world. On this day, January 17th, something went wrong andboth the nuclear bomber and the tanker plane exploded in midair ina giant fireball. The wreckage of the two airplanes, and the cargo offour hydrogen bombs fell on the small seaside village of Palomares.
One of the bombs landed in the Mediterranean Sea and the otherthree landed in the village. None detonated with a nuclear explosion,
but two of the H-bombs split open and contaminated a significant
area with plutonium, tritium and other radioactive materials.
In Palomares we met with journalist and documentary

filmmaker José Herrera Plaza who has been working on the
Palomares story for decades. José showed us around the area,
where the bombs landed, where the plutonium spread, and the areas
currently fenced off from the public because of ongoing plutonium
contamination. He also introduced us to numerous community
members and we recorded oral histories of their experiences of thedisaster. What was most alarming about the visit to Palomares (asshown in the picture below) was that we could see that the areas stillcontaminated with plutonium were separated from the community
with only a simple fence, although they were bordering homes andschools. It was clear that the wind coming off of the nearby sea
could easily carry particles a few meters to further contaminate thecommunity and residents.
FranceIn France we conducted oral history interviews with veterans ofFrench nuclear weapon testing in Algeria and French Polynesia, andalso with some of their family members. We met with vets in Lyons
and then in Bordeaux. Our work in France and specifically in thisregion of France was greatly facilitated by the regional organizationof AVEN the French Association for Veterans of Nuclear Tests.
We met with “Catherine,” the spouse of a French military
victim of radiation exposure. Her husband was made to clean out
a tank that was highly radioactive, and subsequently suffered fromacute radiation sickness and died within 2-3 years of his exposurein Algeria. After her husband’s death she became an early andvery vocal activist in France for the cause of the nuclear veterans.
She became so well known in France that the story of her and herhusband’s struggle became the topic of a popular manga in France in2010, Le Nom de la Bombe.
We also met with “Pierre,” a veteran of 13 nuclear tests in
French Polynesia and “Claude,” a veteran of 4 nuclear tests in
Algeria. Both told stories of the secret nature of the nuclear tests
and of the repeated exposure of soldiers to radiation, and their later
neglect by the French government. Claude told us the story of thearrival in Algeria of the first two French nuclear weapons in 1960.
The two weapons were flown on two different aircraft for security
purposes. However, when the plane landed at the French military
airfield in Algeria, the troops waiting to transport the weapons to thetest site did not know what the cargo was, so when it arrived they
concluded that they could put both “boxes” onto one truck rather
than two separate trucks. They also concluded that the boxes wereheavy enough that the soldiers concluded that they did not need totie them down to the truck bed. When the single truck arrived at thetest site the personnel there asked where the second truck was. They
were told that there was only one truck. The test site personnel asked
where the second weapon was? Apparently one box had fallen off ofthe truck somewhere on the journey from the airport to the test site.
It took them several days to find the lost nuclear weapon in the sandsof the Sahara alongside the road.

UKThe trip to the United Kingdom was split between oral history
interviews with veterans of British nuclear weapon testing andparticipation in an academic conference in Manchester. The
conference was the largest history of science and technology
conference in British history and included a day of invitation only
papers by scholars of nuclear issues.
We met in Manchester with “Jim,” a British nuclear test
veteran and member of BNTVA (British Association of Nuclear
Test Veterans). Jim had taken part in British thermonuclear testing at
Christmas Island in the late 1950s. He recounted to us the story of his
experience when the weapon was detonated. He had his hands over hiseyes, as was typical, to block the bright flash. As many veterans havereported when the weapon exploded Jim was able to see the bonesof his hands through his closed eyes. When he opened his eyes the
expanding mushroom cloud filled his entire field of vision, he wasunable to see the edges of it, or around it, for several seconds.
In 2012 the UK Supreme Court ruled that British nuclear test
veterans are not entitled to any compensation for illnesses caused bytheir exposures to radiation from nuclear weapon testing. The court
ruled in favor of the UK Ministry of Defense, who opposed any
compensation to the people it ordered into close contact with nuclear
weapons.
At the end of our trip we attended the 24th International
Congress of History of Science, Technology and Medicine in
Manchester to participate in a special daylong presentation of workby many prominent international nuclear historians. We presented apaper detailing many of our research findings from our fieldwork on
the Global Hibakusha Project and were met with great enthusiasm
for our work by our colleagues. Several younger scholars spoke withus after the sessions to express their interest to join the project andcontribute to our studies.

British nuclear test veteran“Jim”

Where to from here

A simple fence separates land contaminated with plutonium
from homes and schools in Palomares, Spain

Global Hibakusha Project researchers Jacobs and Broderick
with AVEN members and translator in BordeauxWith supplementary funding from a collaboration with theAustralian Nuclear Futures Project, we will be staging a workshop
for 3rd generation hibakusha youth from four countries next year
on March 1, 2014 in the Marshall Islands. This will be during thecommemoration of the 60th anniversary of the infamous Bravo Test
in 1954 which is a national holiday in the Republic of the MarshallIslands. The date recognizes the American nuclear test that exposed
the crew of the Lucky Dragon Japanese tuna trawler to high levels of
fallout, sickening the entire crew and killing one. During this training
camp youth from Japan, Australia, Kazakhstan and the MarshallIslands will meet to share community and family nuclear histories,
and undertake training in recording oral histories with smartphones,
cheap cameras, and other low cost technological tools. Additionally,
we will work on establishing an online youth network for the
distribution of inter-generational aspects of hibakusha experiences.
Associate Professor at HPI
s website at http://www.hiroshima-cu.ac.jp/modules/peace_e/index.php
Visit HPI’

5

HPI Lecture Series for Citizens of Hiroshima (First Term, 2013)

Human Rights and Peace in JapanThe Hiroshima Peace Institute (HPI) held a public lecture series entitled, “Human Rights and Peace in Japan,” consisting offive lectures from May 24 to June 21, 2013 at the Hiroshima City Plaza for Town Development through Citizen Exchange.
It examined the issue of the relationship between human rights and state power in Japan, particularly issues of peace,education, welfare, and the principle of the separation of government and religion, and political rights.
Each of the five lectures of this latest HPI Lecture Series attracted a large (100+) audience who raised various
interesting questions. It is hoped that the five lectures together provided the audience with opportunities to deepen theirunderstanding of issues relating to human rights and peace.

An Examination of the Principle of Separation

Lecture 1 of Government and Religion and the（May 24）

Controversies surrounding Yasukuni Shrine
Akihiro Kawakami, Assistant Professor at HPI

Kawakami pointed out that: (1)Yasukuni
Shrine is not an installation forcommemorating and mourning war dead but
rather, an installation for the Posthumous
Honors which deifies the war dead as Eirei(the spirits of the heroic dead);(2) In recent
years, there have been the enshrinement of“class-A war criminals” in Yasukuni Shrine and worship there by
the Prime Minister, and it has caused strong criticism from foreigncountries (especially China and South Korea). But the most important
problem about Yasukuni Shrine is a state giving “the meaning ofdying” to a person killed in war. For a person, “the meaning ofdeath” is the “meaning of life” itself, and thus cannot be given by
the state;(3) Even if a state infringes the principle of the separationof politics and religion, for the state to perform a religious activity
promotes a specific religion (organization), an outcome that isrealized far more than the specific political purpose of using religion.

The Right to Live in Peace and theLecture 2 Constitution of Japan（May 31）

Takeshi Kobayashi, Visiting Professor at Okinawa University

The Nagoya High Court clearly accepted
the right to live in peace as a norm andruled the dispatch of Self-Defense Forces
to Iraq unconstitutional on April 17, 2008.
Kobayashi presented at this trial testimonythat drew on the legal theory of the right tolive in peace, which was reflected in thisjudgment. He lives in Okinawa (since 2011) where there remain
serious problems related to the presence of American militarybases. He gave a lecture about the meaning of the “right to live inpeace” in the Preamble of the Constitution of Japan, discussing
the contents of this right, its constitutional basis, the subject of theright, and the requirements for its enactment.
In the lecture, he pointed out the importance of the courts
having admitted that in Japan there was a right to a claim fordamages, and the claim of a prohibition on an act of the State
when it inferinged on the right, or when it was certain that it may
be infringed. He also pointed out how this principle of law should
be applied in relationship to the problems of American militarybases in Okinawa.

The Principle of Popular Sovereignty and Civil

Lecture 3 Rights in Japan（June 7）

Hiroshi Kamiwaki, Professor at Kobegakuin University

Kamiwaki pointed out that the Diet is anorgan of representation of the people withwhom resides sovereign power, and that theConstitution of Japan aims at the realizationof a parliamentary democracy through thisorgan. But the single-seat constituency
system that the House of Representatives
has adopted results in a large unrepresented constituency, and has
reduced the ability of public opinion to be reflected in the Diet.
Or rather, it distorts public opinion resulting in forcing policies
reflecting the opposite of public opinion. So, an election systemshould be implemented that reflects the fact that the people aresovereigns, in which they can use the suffrage appropriately. It
was noted that from the viewpoint of a popular sovereignty theory
or sociological representation theories (“the miniature of public
opinion” should be realized in the seat percentage in the Diet),
6

HIROSHIMA RESEARCH NEWS Vol.16 No.2, November 2013

the election system (for example, proportional representational)
which reflects public opinion most fairly and correctly should be
adopted.

The Right to Live in Peace as defined in the

Lecture 4 Article 9 and 25 of the Constitution（June 14）

Atsumi Ninomiya, Professor Emeritus at Kobe University

Lecture 4 discussed the relationship between
Article 9 (peace clause) and Article 25(welfare clause) supporting the right to livein peace. As everyone knows there has been
an argument about the selection of “butter
or guns” (welfare state or garrison state)since ancient times. If the expense of “guns”
is expanded, it becomes impossible to be able to use moneyfor “butter.” If the expense of “guns” is held down, it becomes
possible to use for “butter” in national budgets. If defense
expenditures are not held down, money and human resources
utilizable for welfare also become less sufficient (if Article 9collapses, Article 25 will collapse).
And, on the contrary, it was noted that increases in poverty
result in an increased likelihood of war (if Article 25 collapses, Article
9 will collapse). If people fall into poverty and privation–a “handto-mouth life”–many of them will have little interest in revolution,social reform, and welfare. And if people become preoccupied bytheir poverty they will lose their ability to focus on social and politicalproblems. Or rather, in such a situation, a mentality characterized
by dependence on the state, the praise of war, and an attack on the
weak is produced, and will result in the collapse of peace.
Based on the above, Ninomiya pointed out how to proceed
towards a politics that aims at realizing peace (Article 9) andachieving social welfare (Article 25) rather than the present politics
that promotes the expansion of military activity, neo-liberal economic
policies and trends towards social Darwinist policies in Japan.

Lecture 5 The Theory of Education as a Human Right（June 21） Teruhisa Horio, Professor Emeritus at University of Tokyo

In the final lecture, Horio argued that thebasis of educational policy in Japan should
be changed, articulating the following points.
In the educational policy of Japan, bothin the prewar and postwar period, to makepeople into more compliant subjects fromthe viewpoint of national governance, there
has been a tendency for the state to intervene into the contents ofan educational curriculum.
He pointed out the need for an education aimed at guaranteeing
the right to learn, the right to intellectual development, and theright to achieve one’s human potential and learn how to exercise
the political rights of a future sovereign citizen, and that theseshould be understood as encoded in Article 13 (principle of respectof the individual, the right to the pursuit of happiness), Article 19(freedom of thought and conscience), Article 23 (academic freedom),and Article 26 (right to education) of the Constitution of Japan.
For those purposes the establishment of a so-called “einneutraler Staat” (principle of value-neutral) nonintervention
into the domain of civil liberties (academic freedom, freedomof thought, conscience, and religion etc.), and an enshrinementof the freedom of educational curricula and the autonomy ofeducational practices, self-governance in schools and school
management based on the principle of participation andcooperation must be established and supported. Finally, he alsoemphasized that many present educational reforms enacted underthe banner of the liberalization of education have fallen prey tothe “commercialization of education” in Japan.
Akihiro Kawakami, Assistant Professor at HPI

armamentues and Disn Nuclear Iss

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The Hiroshima Peace Institute has launched a new project on
nuclear issues and disarmament, the first meeting of which
was held on June 27 and the second on September 26, both at
the institute’s meeting room.
It marks the second such project following the Projecton Nuclear Disarmament in the 21st Century that took placefrom April 2000 to March 2002. The project team on Nuclear
Disarmament in the 21st Century released a comprehensive
report “Nuclear Disarmament in the 21st Century: A Message
from Hiroshima”(Japanese version) by Horitsubunkasha in
September 2002, and “Nuclear Disarmament in the Twentyfirst Century”(English version) in 2004, after almost 20
monthly meetings. The new project on global nuclear issues
and disarmament also aims to publish its results after a seriesof meetings to be held on a monthly basis.

As its direction, the project on global nuclear issues anddisarmament will explore conditions that facilitate nuclear
disarmament by identifying the international relationships
and international mechanisms that lay behind the possession
and development of nuclear weapons by governments, which
was described in Hiroshi Yamada & Gen Kikkawa (eds.),
Why are Nuclear Weapons not Abolished?: Nuclear Weapons
and International Relations published in 2000 also from
Horitsubunkasha primarily by researchers based in Hiroshima.
Kikkawa, one of the coeditors of the book, is now the HPIPresident.
About 30 researchers and journalists in Hiroshima andthe Kansai region participated in the first and second meetings,
in which presentations followed by a Q & A session took
place. Followings are summaries of each of the presentations.

First meeting June 27

to the United States. This religious patina would characterizemuch of nuclear discourse throughout the Cold War. Most
post-Hiroshima commentators in the US would describe
human civilization at a crossroads in which it would choose
either a future without war, or instead, the end of the world.
In his presentation, Dr. Jacobs, whose The Dragon’s Tail:
Americans Face the Atomic Age (Amherst, MA: University of
Massachusetts Press, 2010) was recently published in Japanese,
argued that this description of the bomb as a signifier ofimpending social transformation–either utopian or dystopian–
had a powerful influence on social and cultural narratives ofnuclear weapons in the US during the Cold War era. After
examining this “transformative” rhetoric from commentators
representing government, science, religion, the military,
academia and social sciences, he explored the influence of this
discourse on later nuclear iconography such as radiation, fallout,
nuclear warfare, and the notion of a “nuclear taboo.”

Two researchers from HPI made presentations.
Presentation 1:
Presenter: Kazumi Mizumoto, HPI Vice President
Subject: Recent Developments in Nuclear Disarmament
In the 2010 Review Conference of the Parties to the Treaty
on the Nonproliferation of Nuclear Weapons (NPT), threemajor issues were left unresolved—1) conclusion of a nuclear
weapons convention; 2) creation of a weapons of mass
destruction-free zone (WMDFZ) in the Middle East; 3) further
reductions by nuclear states of their nuclear arsenals.
As for the nuclear weapons convention, efforts have been
made to accelerate the momentum to outlaw nuclear weapons
by emphasizing their inhuman nature since the 2010 conference.
In May 2012, sixteen countries issued a joint statement on
the humanitarian dimensions of nuclear disarmament, which
is supported by 74 countries as of April 2013. The Japanese
government refused to endorse the joint statement.
As for the WMDFZ in the Middle East, a much-anticipatedgathering on its establishment scheduled in 2012 as agreed in
the 2010 NPT conference was called off, and this postponement
has provoked frustration among Middle Eastern countries. The
third issue was to a certain degree addressed in 2011 when boththe United States and Russia ratified the new START (Strategic
Arms Reduction Treaty), which limits the number of deployedwarheads to 1,550. Yet, there are calls for a further reduction.
President Barack Obama pledged in his speech in Berlin in June2013 to cut America’s deployed nuclear weapons by one third
if Russia does the same. The earliest action towards this goal is
hoped for, and the Japanese government should encourage boththe US and Russian governments to act as soon as possible.
Presentation 2:
Presenter: Robert Jacobs, HPI Associate Professor
Subject: Understanding the Bomb in the US, 1945-46:
Nuclear Weapons Create a New World
After the nuclear attacks on Hiroshima and Nagasaki thewhole world wondered what these new revolutionary weapons
might mean for the future of human civilization. In his speechannouncing the bombing of Hiroshima, US President Harry
Truman used specifically religious terminology, describing
the bomb as using the “basic power of the universe” and thepower of the “sun” and thanking God for “giving” this weapon

Second meeting September 26
Hiroshima prefectural government released in March 2013 the“Hiroshima Report: Evaluation of Achievement in Nuclear
Disarmament, Non-Proliferation, and Nuclear Security, 20102012” as the result of a research project, which was a partof its efforts to substantiate the “Building an International
Peace Hub in Hiroshima” action plan announced in 2011,
and was commissioned to the Center for the Promotion of
Disarmament and Non-Proliferation of the Tokyo-based Japan
Institute of International Affairs (JIIA) in 2012.
In the second meeting, Yuki Boda, staff member of thePeace Promotion Project Team, Regional Policy Bureau of theHiroshima Prefectural Government, talked about the history
and goals of its efforts in the “Building an International Peace
Hub in Hiroshima” action plan and the “Hiroshima Report.”
Then, Hirofumi Tosaki, senior research fellow at the Centerfor the Promotion of Disarmament and Non-Proliferation, JIIA,
presented a discussion of the report, of which he was one ofthe principal authors. After summarizing its outline, Dr. Tosaki
discussed the major points at issue, including developments
in 2010-2012 in the nuclear arsenals, and problems in nuclear
disarmament, nuclear non-proliferation and nuclear security, ofeach major nuclear weapon state.
Vice President of HPI

s website at http://www.hiroshima-cu.ac.jp/modules/peace_e/index.php
Visit HPI’

7

DIARY◆ Jul. 2 Mizumoto gives lecture “From the Development of theAtomic Bomb to Its Use on Hiroshima” at the training course forrecounters of atomic bomb experiences, organized by Hiroshima
City, held at the Hiroshima Peace Memorial Museum.
◆ Jul. 4 Mizumoto gives lecture “The Current World Situationof Nuclear Weapons” at the training course for recounters of
atomic bomb experiences, organized by Hiroshima City, held atthe Hiroshima Peace Memorial Museum.
◆ Jul. 11 Mizumoto gives lecture “Peace Culture Dispatchedfrom Hiroshima & Nagasaki” at the Peace Education Course ofHiroshima International University, held at the university.
◆ Jul. 18 Mizumoto gives lecture “The Global Situation
Surrounding Nuclear Power” at the Peace Education Course ofHiroshima International University, held at the university.
◆ Jul. 19 Mizumoto gives lecture “Contribution to International
Peace” at a training program for Level III Certified Nursing
Administrators organized by the Hiroshima Nursing Association.
◆ Jul. 22 Mizumoto attends the exhibit explanatory notedrafting meeting of Hiroshima Peace Memorial Museum, held at
the museum.
◆ Jul. 27 Mizumoto attends, as commentator, the international
symposium for peace “The Road to Nuclear Weapons Abolition”
organized by Hiroshima City, the Asahi Shimbun and others,
held in Hiroshima.
◆ Jul. 28 Mizumoto gives lecture “Hiroshima and Peace” at a
training course for journalists organized by Hiroshima City, heldat the International Conference Center Hiroshima.
◆ Jul. 29 Research project funded by the peace-related grantsof Hiroshima City University “Peace museum studies on
relationship of the idea of ‘peace’ and presentation of theinformation of radiation disaster in local governments” (Peace
museum research group, Takemoto, Kawakami, Kiriya and
Takahashi) organizes a research meeting at the Hiroshima City
Plaza for Town Development through Citizen Exchange.
◆ Jul. 29-30		 Mizumoto participates in meeting of “Hiroshima
for Global Peace” Plan Promotion Committee and “Hiroshima
Round Table,” a meeting by nuclear disarmament specialists,organized by Hiroshima Prefecture, held at the Grand Prince
Hotel Hiroshima.
◆ Jul. 31 Mizumoto participates as coordinator in the panel
discussion III “Roles expected of the world economy in building
international peace – Pease Building through business” during
the World Business Council for World Peace, organized by the
Executive Committee of Peace Arch Hiroshima, held at theInternational Conference Center Hiroshima.
◆ Aug. 4 Mizumoto gives special lecture “the Atomic BombExperience and the Danger of Nuclear Weapon” at the Hiroshima
Peace Forum 2013 organized by the Federation of Information
and Communication Technology Service Workers of Japan,
held in Hiroshima. ▽ Mizumoto participates as coordinator in
the Dialogue Session with citizens and atomic bomb survivors
during the 8 th General Conference of Mayors for Peace,organized by Hiroshima City and others, held at International
Conference Center Hiroshima.
◆ Aug. 4-5 Kikkawa attends as advisor the drafting committeeof the Hiroshima Appeal of the 8 th General Conference ofMayors for Peace, held in Hiroshima.
◆ Aug. 22-23		 Kim presents a paper, “Tracing Memories of
Tauchi Chizuko: Japanese Mother of Korean War Orphans,”and organizes three panels on Japan’s Korean War for the World
Congress for Korean Politics and Society 2013 held in Seoul,
Korea.
◆ Aug. 25		 Takemoto serves as advisor in the “Peace forumof, by and for the high school students,” held at Hiroshima

HIROSHIMA RESEARCH NEWS● Published by● Printed by

8

July 1 – October 31, 2013

International Youth House.
◆ Aug. 29		 Kim presents a paper, “North Korean Human Rights
Practices: An Analysis of Risk Causes,” at the international
conference on Domestic Consensus, Inter-Korean Trust and Risk
Management organized by the Yonsei Institute of North KoreanStudies held in Seoul, Korea.
◆ Aug. 30-Sep. 2		 Kim attends the annual business meetingof Association of Korean Political Studies, inaugurated as its
Vice President, and participates in the annual convention of the
Association meetings, held in Chicago, USA.
◆ Aug. 31-Sep. 1		 Ganesan serves as part of a team thatprovides training on public policy, human rights and rule oflaw to 9 political parties and the Mandalay bar association in
Myanmar.
◆ Aug. 11		 Mizumoto gives lecture “Hiroshima & Peace:the Danger of Nuclear Weapon” at the International Youth
Conference for Peace in the Future, Hiroshima 2013, organized
by Hiroshima City, held at Aster Plaza in Hiroshima.
◆ Sep. 2-4 Ganesan serves as part of an international training
team that trains the Myanmar civil service in Naypyidaw.
◆ Sep. 5 Takemoto gives a lecture “Hiroshima and the conceptof peace in Japan: Memory of War and the Consequences of
the Atomic Bomb” at the University of Southern Denmark in
Odense.
◆ Sep. 9		 Kikkawa attends the 19th meeting of the Hiroshima
Local Liaison Council (HLLC) of the Radiation Effects
Research Foundation (RERF), held at the Hiroshima RERF
Auditorium.
◆ Sep. 13		 Peace museum research group held a researchmeeting at the Hiroshima City Plaza for Town Development
through Citizen Exchange.
◆ Sep. 15		 Kim gives a lecture to a group of Japanese andAmerican students from the California University Program of
Meiji Gakuin University on “Hiroshima Memory and Japanese
Pacifist Debates” at Aster Plaza, Hiroshima.
◆ Sep. 29		 Kim, Mizumoto, Kawakami & Kiriya serve as
coordinator at the symposium “Hiroshima – Korea Peace andCoexistence ‘Live Together: Multicultural Coexistence andKorean Residents in Japan’” organized by the ConsulateGeneral of the Republic of Korea in Hiroshima and HPI, held in
Hiroshima.
◆ Oct. 18		 Takemoto presents a paper on “No Euroshima! The
influence of the German protest movement on the Japanese antinuclear movement” at the annual meeting of the Working Groupfor Historical Peace Research, held at Research Centre forContemporary History in Hamburg, Germany.
◆ Oct. 24-26 Ganesan attends the Annual Congress of the
Asian Political and International Studies Association (APISA)
and presents a paper on Myanmar and attends the Executive
Committee meeting of APISA in Ankara, Turkey.
◆ Oct. 28-29 Kim presents a paper, “A Multivariate Analysis
of Japanese Perception of Territorial Disputes” at the 45th
anniversary international conference on Towards the Northeast
Asian Community Building organized by the Institute of KoreanStudies held in Seoul, Korea.
—— Visitors ——◆ Sep. 25		 Professor Jun Byung Dug and three students from
Nagasaki University, Faculty of Education◆ Sep. 26 Research Fellow Dr. Myeongchul Lee, Research
Fellow Dr. Young Chul Yu, and Researcher Hye-jin Jang from
Korea Institute for Defense Analyses
Vol.16 No.2（November 25, 2013）

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HIROSHIMA RESEARCH NEWS Vol.16 No.2, November 2013

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