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| Foreword | |
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| Preface | |
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| Introduction | |
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| Setting the Stage: Geography, Social/Political Organization, and the Language of the Marshall Islands | |
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| Location and Ecology | |
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| Early Migration | |
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| Social and Political Structure | |
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| The Marshallese Language and Its Dialects | |
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| A Colonial History of the Marshall Islands | |
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| Colonial Expansion | |
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| U.S. Naval Administration of the Marshall Islands | |
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| The Arrival of Anthropologists | |
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| Move toward Self-Governance | |
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| Compact of Free Association | |
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| The U.S. Nuclear Weapons Testing Program | |
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| The Official U.S. Government Account of the Events | |
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| Limitations in U.S. Government Responsibility | |
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| Recently Declassified U.S. Government Documents | |
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| Conclusion | |
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| Ethnography and a Marshallese Narrative of History | |
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| Witness Testimonies: March 1, 1954--The Day the U.S. Government Detonated the Bravo Shot | |
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| Witness Testimonies: Evacuation and the Decontamination Process | |
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| Witness Testimonies: Birth Defects | |
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| Witness Testimonies: Other Medical and Environmental Problems | |
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| Witness Testimonies: Interactions with U.S. Government Medical Providers and Scientists | |
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| A Marshallese Narrative of History | |
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| Conclusion | |
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| Alienation from the Land: The Rongelap Experience | |
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| Importance of Geography | |
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| Importance of Land | |
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| Damage, Injury, and Loss | |
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| Movements of the Community | |
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| Human Environmental Interactions | |
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| Experiences in Exile | |
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| Loss of Self-sufficiency | |
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| Burial | |
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| Stigma/Psychological Problems | |
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| Social Consequences of Loss of Land | |
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| Conclusion | |
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| Language and the Testing Program | |
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| Radiation and a Colonial Language of Control | |
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| Language as Resistance | |
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| Conclusion | |
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| Uncovering Themes in Linguistic Data | |
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| Assigning Responsibility | |
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| Powerlessness | |
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| Women's Reproductive Illnesses | |
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| A Unique Marshallese Radiation Language | |
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| Conclusion | |
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| Changed Circumstances: A Petition to the U.S. Congress | |
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| Advisory Committee on Changed Circumstances | |
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| Content of the Petition | |
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| Review of the Petition | |
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| Conclusion | |
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| Other Case Studies | |
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| Hiroshima/Nagasaki | |
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| French Polynesia | |
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| Chernobyl | |
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| Nevada | |
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| Hanford | |
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| Subjects of Human Radiation Experimentation | |
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| Conclusion | |
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| Methodology and Community Empowerment | |
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| Developing Bonds of Trust | |
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| Learning the Language | |
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| Archival Research | |
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| Access to Information | |
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| Building on the Work of Others | |
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| Life Story and Oral History Collection | |
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| Local Counterparts and Key Informants | |
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| Public Education and Training of Students | |
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| Transcription and Translation | |
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| Observation | |
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| Expect to Be Challenged | |
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| Fieldnotes | |
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| Repeat Visits to the Field | |
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| The Policy Realm | |
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| Methods of the NCT Project | |
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| Conclusion | |
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| A Broader Understanding of the Consequences of the Testing Program | |
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| Flaws in the U.S. Government's Accounting of History | |
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| A New Narrative of History | |
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| Looking toward the Future | |
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| Bibliography | |
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| Categories for Personal Injury Awards, Nuclear Claims Tribunal | |
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| Glossary | |
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| Credits | |
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| Index | |