A detailed analysis of the limitations of the system which relied on intermediaries and private suppliers to finance, build and maintain the French navy. Although Louis XIV's navy did not "win" in any recognisable sense during the wars of the later seventeenth and early eighteenth centuries, it was nevertheless one of the largest military institutions of the entire early modern world at a key moment in the evolution of the modern state and modern warfare. This book examines how Louis XIV's navy was financed, arguing that the way the state spends money, and the relative efficiency and accountability of that spending, is fundamental to understanding the effectiveness of a military system. It outlines how the French crown depended on fiscal intermediaries and private suppliers, explores how its failure to control the spending and activities of its contractors fundamentally limited France's strategic possibilities at sea, and discusses how these structural problems were progressively and disastrously exposed as the state's financial situation deteriorated. The book sets the activities of the French navy in the wider context of the wars of the period, showing that France necessarily had to give precedence to the funding of its army. Overall, the book highlights the limitations of the contractor state, demonstrating that early modern navies were both too complex and investment-heavy to be entirely outsourced.
Post-traumatic stress disorder (PTSD) is best conceptualized as a failure of the stress response to naturally resolve following trauma exposure (e.g., Orcutt, Bonanno, Hannan, & Miron, 2014). Current treatments are effective for some, but not all who suffer from PTSD (e.g., Bradley, Greene, Russ, Dutra, & Westen, 2005; Lee et al., 2016), and relapse is common (Ursano et al., 2004; Davidson et al., 2001). Considering that PTSD is a memory-based disorder, a treatment that could augment trauma memories has the potential to address the limitations of current interventions. Research on memory suggests that, if a memory is retrieved under the right conditions, it may become temporarily labile and susceptible to interference before it is stored back into long-term memory (LTM) through a process called reconsolidation (e.g., Nader et al., 2000). The reconsolidation literature has led to successful augmentation and erasure of memory using pharmacological intervention in animals and humans (Brunet et al., 2008; Debiec & LeDoux, 2004), however results are inconsistent (Muravieva & Albirini, 2010; Wood et al., 2015). A behavioral reconsolidation intervention may provide a more flexible approach to memory augmentation. This study attempted to design and validate such an intervention. Participants (n = 40) were assigned to either the experimental (reconsolidation interference) or the control (traditional exposure) conditions. Psychophysiological arousal, as well as change in overall symptoms, intrusion symptoms specifically, posttraumatic cognitions, and subjective distress, were assessed one week later. Results demonstrated that the intervention paradigm successfully activated participants' trauma memories, but that it may have failed to initiate reconsolidation processes. No significant differences were found between the experimental and control conditions on any outcome measure. Limitations of this study, future directions, and implications for the behavioral reconsolidation interference paradigm are discussed.
Over the course of three centuries, Yale has been actively and seriously engaged in Near Eastern learning, in both senses of the term-training students in the knowledge and skills needed to understand the languages and civilizations of the region, and supporting generations of scholars renowned for their erudition and pathbreaking research. This book traces the history of these endeavors through extensive use of unpublished archival materials, including letters, diaries, and records of institutional decisions. Developments at Yale are set against the wider background of changing American attitudes toward the Near East, as well as evolving ideas about the role of the academy and its curriculum in educating undergraduate and graduate students. In the case of the Near East, this also involves considering how several of its disciplines made the transition from biblically motivated enterprises to secular fields of study. Yale has notable firsts to her credit: the first American professional program in Arabic and Sanskrit; the first American learned society and periodical devoted to Oriental subjects; the first American research institutes in Jerusalem and Baghdad; the first American university to have endowed funds to establish and curate one of the world's largest collections of cuneiform tablets and cylinder seals. Yet at the same time, especially over the past half-century, Yale has found it challenging to deal administratively with a small humanities department whose standards and philosophy of teaching and learning seemed increasingly at odds with trends in the university as a whole. This book places these tensions in the context of Yale's responses to post-World War 2 interest in the modern Middle East, the rise of government-supported "area studies," and the consequences of American military actions in Iraq and Afghanistan. Numerous illustrations, many of them previously unpublished and drawn from a wide range of source material, round out the portrait of three centuries of Near Eastern learning at Yale.
Gangs are not new to veteran cops in Irvington, New Jersey. When a task force is formed, two police discover a body close to home. Is there really a mystery? Is the answer in front of them every day? Just who really knows who? Before Officers Levy and Rossetti can begin to answer those questions, they need to overcome a hurdle: each other.
With topics ranging from social and economic history to literature, language, and to art history and arachaeology, the essays in his book reflect the broad spectrum of interests of its honoree, Benjamin R. Foster.
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