As a result of America’s national strength and its demonstrated military prowess, US forces are quite susceptible to falling prey to the effects of the “victory disease.” The disease, by definition, brings defeat to a previously victorious nation or military due to three basic symptoms: arrogance, complacency, and the habit of using established patterns to solve military problems. The growth of the victory disease can best be analyzed through the study of historical examples where the symptoms become quite clear. This work uses the 1876 Battle of the Little Bighorn and the 1993 actions of Task Force Ranger in Mogadishu, Somalia to highlight the disease’s effects. Studying the victory disease can help one avoid succumbing to its effects and ultimately find an effective vaccination. As this work will argue, the only real vaccine for the disease is found in increased study of military history in the Officer Education System, particularly through focusing on campaigns and battles where defeat may be attributed to the sickness. Simple awareness of the problem prevents one from falling prey to the disease, thereby creating immunity.
Characterized by some authors as a rehearsal for the First World War, the Russo-Japanese War was arguably the world’s first modern war. During this war, the lethality of weapons on the 20th Century battlefield was clearly demonstrated. Recording the events of the Russo-Japanese War were military and civilian observers from every major power of the time. These observers wrote voluminous accounts of the war that clearly illustrated this new battlefield destructiveness. The research question of this thesis is what tactical lessons were available to the observer nations of the Russo-Japanese War that were not used in their preparations for World War I. This paper will look at both observer accounts of the war and professional journal articles written soon after the war to consider this question. To answer this question, the stationary Siege of Port Arthur and the maneuver Battle of Mukden are used as representative battles of this war. Reports from these two battles clearly demonstrate the lethality of modern warfare and foreshadow the combined effects of hand grenades, mortars, machineguns, and field artillery in World War I.
In the vein of Gonzo journalism, Rogers takes his readers to and over "the edge" that some access only through drug-induced euphoria and others through wormholes created by their own disbelief, making something as mundane as taking a piss seem colorful and important. Travel through multiple universes and watch as he leaves a bit of himself and takes some of his host, in a commensal symbiotic relationship: sin and purity staring at each other both craving to claw at what makes the other tick. Rediscover the beauty of churches basking in the red-light flicker of youthful opportunity. Amsterdam Acid chronicles the travel experiences of a man who longs to be a character in the play of travel without obeying suggested societal norms. Learn about what it is like to appreciate a moveable feast with friends who explore beauty through their own red-light glow.
This work reviews the principles underlying quantum-based atomic clocks, with introductory chapters placing them in context with the development of mechanical clocks and electronic quartz-controlled clocks. The book details design principles of the rubidium, cesium, hydrogen maser, and mercury ion standards; changes enabled by the advent of the laser; and the time-based global navigation systems, Loran-C and the Global Positioning System. The new edition includes such recent developments as clocks based on quantum resonance at optical frequency in individual ions confined in miniature electromagnetic traps. The Quantum Beat explores the subject with a minimum of mathematical formalism.
This book seeks to recount the air experience and development before World War II, to describe the objectives, plans and effects of strategic air warfare in Europe and in the Pacific, and to offer criticism, opinion, and lessons of that great conflict. MAJOR GENERAL HAYWOOD S. HANSELL, JR., USAF (Retired), is a native of Atlanta, Georgia. A graduate of Georgia Institute of Technology (1924), he entered the U.S. Army Air Corps in 1928. Trained as a fighter pilot, he flew in the Air Corps Aerobatic and Demonstration Team (1932) led by Captain Claire Chennault. In the mid-1930s Hansell specialized in strategic bombardment, teaching tactics and doctrine at the Air Corps Tactical School from 1935 to 1938. Just prior to World War II, he went to Army Air Forces Headquarters where he helped draft the fundamental war requirements plan for the service. In 1942 he became Commanding General, Third Bombardment Wing (B-26s), Eighth Air Force, in the European Theater. Subsequently General Hansell commanded the First Bombardment Division (B-17s), Eighth Air Force, and in 1944-45 the XXI Bomber Command (B-29s), Twentieth Air Force, in the Pacific. The latter command was one of only two long-range B-29 commands conducting strategic air warfare against Japan. In 1946 he retired, suffering from a physical disability. During the Korean War (1950-53), the Chief of Staff, U.S. Air Force recalled him to active duty, assigning him as Chief, Military Assistance Program Headquarters, USAF, and subsequently as Air Member Review Board, Weapons Systems Evaluation Group, reporting to the Assistant Secretary of Defense, Research and Development and to the Joint Chiefs of Staff. After four years as a senior program manager and advisor, General Hansell retired again. He is the author of The Air Plan That Defeated Hitler (1972) and Strategic Air War Against Japan (1980).
This monograph determined that the tactical and strategic experience of the Israeli Defense Force (IDF) since 1981 was relevant to the future operational environment of the U.S. Army. The IDF's experiences are relevant because the Israeli Army was similarly equipped and organized to the heavy units in the U.S. Army, both then and now. Israel faced a similar full spectrum threat, and the IDF had to adapt to enemies who switched to asymmetric methods in order to overcome Israel's conventional military superiority. The IDF of 1981 paralleled the U.S. Army of the 2000 in many ways. It was a mechanized heavy force designed to conduct operations against a Soviet armed and equipped enemy. It fought and defeated some of those enemies decisively eight years previously. Beginning with the invasion of Lebanon (Operation "Peace for Galilee"), the IDF discovered that there were no peer competitors willing to fight it on its own terms. The nature of war changed for the IDF in sometimes unexpected ways, and it struggled to adapt to its changing operational environment. The IDF operational environment became much more complicated, because while it retained the old threats in the form of its Arab neighbors, it added sustained guerrilla war and civil insurrection.
Operation Eagle Claw was tactically feasible, operationally vacant, and strategically risky. This paper examines the failed hostage rescue mission conducted by the U.S. in Iran during April of 1980. The following text will recreate the rescue mission in its historical context while identifying factors across the three levels of war which contributed to its outcome. The three levels of war referred to in this discussion are the tactical, operational and strategic levels. This study concludes that (1) The fall of the Shah unearthed a gap in U.S. military influence in the Middle East which could not rapidly be overcome; (2) the hostage rescue mission, although tied directly to the strategic objective of returning the 53 American hostages, provided little influence in terms of salvaging U.S. honor and interests in the Middle East. In reality, it is probable that mission failure protracted eventual diplomatic resolution of the crisis; (3) the hostage rescue mission, a limited objective and high risk raid, should only have been executed in the event that hostages lives were directly threatened; and (4) since 1961, sixty-six separate hostage, kidnapping, or hijacking incidents have occurred involving U.S. diplomats, servicemen, and private citizens. The frequency of these actions equate to 1.6 per year over the past 41 years. This data demonstrates the relevancy of the subject and the frequency of its occurrence.
Includes over 30 maps and illustrations For several years, the eastern part of the Laotian panhandle was used by North Vietnam as a corridor for the infiltration of personnel and materiels required to sustain its war efforts in South Vietnam and Cambodia. In addition to the Ho Chi Minh Trail, the eastern panhandle contained many logistic installations and base areas. After the 18 March 1970 change of government in Cambodia which closed the port of Sihanoukville to the enemy, this trail-base area complex in lower Laos became even more important to North Vietnam in its prosecution of the war in the South. The real hub of this entire complex, where transportation and storage activities were coordinated, was Base Area 604 located west of the Demilitarized Zone and surrounding the district town of Tchepone. To disrupt the flow of enemy personnel and supplies into South Vietnam, a ground attack was launched across the Laotian border against this enemy hub of activity on 8 February 1971. Operation LAM SON 719 was conducted by I Corps with substantial U.S. support in firepower and heli-lift but without the participation of U.S. advisers with those ARVN units fighting in Laos. As a test of Vietnamization, this operation was to demonstrate also the progress achieved in combat effectiveness by the Republic of Vietnam Armed Forces. Further, LAM SON 719 achieved the objective of forestalling a Communist offensive in the spring of 1971.
Operations in Afghanistan frequently require United States ground forces to engage and destroy the enemy at ranges beyond 300 meters. These operations occur in rugged terrain and in situations where traditional supporting fires are limited due to range or risk of collateral damage. With these limitations, the infantry in Afghanistan require a precise, lethal fire capability that exists only in a properly trained and equipped infantryman. While the infantryman is ideally suited for combat in Afghanistan, his current weapons, doctrine, and marksmanship training do not provide a precise, lethal fire capability to 500 meters and are therefore inappropriate. Comments from returning non-commissioned officers and officers reveal that about fifty percent of engagements occur past 300 meters. The enemy tactics are to engage United States forces from high ground with medium and heavy weapons, often including mortars, knowing that we are restricted by our equipment limitations and the inability of our overburdened soldiers to maneuver at elevations exceeding 6000 feet. Current equipment, training, and doctrine are optimized for engagements under 300 meters and on level terrain There are several ways to extend the lethality of the infantry. A more effective 5.56-mm bullet can be designed which provides enhanced terminal performance out to 500 meters. A better option to increase incapacitation is to adopt a larger caliber cartridge, which will function using components of the M16/M4. The 2006 study by the Joint Service Wound Ballistics-Integrated Product Team discovered that the ideal caliber seems to be between 6.5 and 7-mm. This was also the general conclusion of all military ballistics studies since the end of World War I.
[Includes 11 charts, 1 map, and 20 illustrations] “In combat situations prior to Vietnam, U.S. military forces had an existing command and control structure which could be tailored to accomplish the task at hand. In Europe during World War II General Dwight D. Eisenhower modified the command structures developed for the North African and Mediterranean operations to form Supreme Headquarters, Allied Expeditionary Force (SHAEF). After his departure from Bataan in 1942, General Douglas MacArthur had several months in which to design the command structure that ultimately contributed to the defeat of the Japanese...There, the command and control arrangements, which ultimately directed a U.S. Military force of over 500,000 men, evolved from a small military assistance mission established in 1950. The Military Assistance Advisory Group’s philosophy of assistance rather than command significantly influenced the development of the organization. “This monograph describes the development of the U. S. military command and control structure in Vietnam. The focus of the study is primarily on the Military Assistance Command, Vietnam (MACV), and the U.S. Army in Vietnam (USARV). The relationships with the joint Chiefs of Staff (JCS), Commander in Chief, Pacific (CINCPAC), U.S. Army, Pacific (USARPAC), and other outside agencies are discussed only as their decisions, policies, and directives affected MACV and operations within South Vietnam. The air war against North Vietnam and naval operations of the U.S. Seventh Fleet were CINCPAC’s responsibilities and are only mentioned in regard to their impact on MACV and the forces under MACV. “This study is not a conventional military or diplomatic history of the war in Vietnam. Rather, it is an analytical appraisal of the command and control structure.”
Evans (classics, U. of British Columbia) examines the history of the great emperor, whose reign marks the transition between Late Antiquity and the Byzantine period, including what is presently known about his life, the social structure of the empire, its relations with its neighbors, and naturally, its wars. It also examines theological issues, which split the empire and left deep divisions after Justinian's death. Annotation copyright by Book News, Inc., Portland, OR.
So the New Zealanders sailed away from their own safe islands, towards danger and death, and first cast anchor at Albany, Western Australia, a pleasant, old-fashioned spot. The little force consisted of one brigade of Mounted Rifles, a Brigade of Infantry, and one Brigade of Artillery; and there, at the south-western point of the neighbouring continent, they joined the 1st Australian Division and headed, under convoy, for Egypt, arriving at Alexandria early in December. On the formation of Birdwood's Corps, a brigade of Australian Light Horse and a brigade of Australian Infantry were incorporated with them to form what was known as the New Zealand and Australian Division. This formation was trained under General Godley at Zeitoun till April, 1915, during which time a small portion of the New Zealand Brigade took part in the repulse of the Turkish attack on the Suez Canal in February. Both Sir John Maxwell and General Godley assured me, at the time of my inspection in March, that the behaviour of the New Zealanders during this trying period of straining at the leash was in every way excellent. Soon after my inspection, the last stage of the journey was begun, and leaving the mounted troops behind them, the infantry and artillery took ship and set sail for Mudros. There, for the short time remaining to them, they worked very hard at rowing, embarking, disembarking, &c., until they were almost as handy as bluejackets in the boats. Much of the success of the landing was due to this period of special preparation. On April 25, 1915, a date regarded in the Near East as the most memorable of the Great War, the New Zealand Brigade landed early in the day and fought valiantly on the northern or Suvla side of the Bay. Everything was strange and astonishing to these boys from the green, well-watered islands of the South—the enemy, the precipices, the thirst, the wounds and death around them; but no veterans have ever done better than they did during those first few hours. Then it was that they carried, occupied and held, under steadily-increasing shell and machine-gun fire, what was afterwards known as Plugge's Plateau (from Lieut.-Colonel Plugge, commanding the Auckland Battalion), and Walker's Ridge (from Brigadier-General Walker, General Birdwood's Chief-of-Staff, who commanded the New Zealand Infantry Brigade at the Landing in the absence of Brigadier-General Earl Johnston, sick). These are the prosaic facts of a feat of arms which will endure as long as heroic poetry and history are written or read.
First published in 1980. This volume is an account of the withdrawal of the United Nations Emergency Force leading to the Six-Day War of June 1967 or the Sinai blunder.
This paper examines the long development of precision guided bombs to show that the accuracy attained in Desert Storm was an evolution not a revolution in aerial warfare. This evolution continues and gives offensive airpower the advantage over the defense. Guided bomb development started during World War One with the “aerial torpedo”. During World War Two the German Fritz X and Hs-293 were visually guided bombs and both experienced success against allied shipping. The Army Air Corps also developed a wide variety of TV, heat, radar, and visually guided bombs. The visually guided AZON was successful in Burma and the radar guided Bat was successful against Japanese ships. During the Korean War visually guided RAZON and TARZON bombs had some success. In Vietnam the Paveway I laser-guided bombs and Walleye TV-guided bombs were successful on a much broader scale. Paveway II and III, Walleye II, and GBU-15s were developed and successfully combat tested throughout the 1970s and 1980s. When Desert Storm initiated in 1991 there were very few guided weapons that had not been extensively tested on training ranges and in combat. The precision demonstrated to the World during Desert Storm started evolving when airpower was first envisioned as a new dimension for conducting war, and was far from a revolution. Now, the continued development of imaging infrared, laser radar, synthetic aperture radar, and millimeter wave radar autonomous seekers further increases the flexibility, range, and effectiveness of guided bombs.
Contains 88 photos illustrations and maps. “We struck at Guadalcanal to halt the advance of the Japanese. We did not know how strong he was, nor did we know his plans. We knew only that he was moving down the island chain and that he had to be stopped. We were as well trained and as well armed as time and our peacetime experience allowed us to be. We needed combat to tell us how effective our training, our doctrines, and our weapons had been. We tested them against the enemy, and we found that they worked. From that moment in 1942, the tide turned, and the Japanese never again advanced.-A.A. Vandergrift, General U.S. Marine Corps” Major John L. Zimmerman, USMCR
50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.
Spain played a significant role in the outcome of the American Revolution by providing economic support and opening war fronts to fight the British in Europe and North America. Spain’s support for the revolutionaries was a strategic mistake for its government, for it was not in Spain’s national interests as a colonial power to do this. Neither France nor Spain helped the North American colonies to gain independence from Great Britain for altruistic reasons. Instead, both countries were eager to retaliate against Great Britain, which had become the undisputed global power after these countries’ defeat in the Seven Years War...However, Spain, unlike France, still possessed extended and rich territories throughout the two American continents. This caused Spain to cautiously approach involvement in the American Revolution. Being a colonial power like Britain, Spain did not want the seed of independence to spread throughout its own colonies; therefore the country never officially recognized U.S. independence during the time of the American Revolution. Instead, and as a result of the Bourbon Family Compact with France, Spain declared war on Great Britain in 1779, but it would never fight within the Thirteen Colonies. Nevertheless, and despite the inherent risk, Spanish ports were opened to American ships, and Spain provided, initially by secret means through Paris and New Orleans and later on in a more straight way, financial support to the American cause in the form of money and supplies since 1776. Spanish money also financed expeditions such as De Grasse’s Fleet in 1781 and the Washington’s army on its march to the south that were decisive in the Yorktown victory. Moreover, Spain fought the British in the Spanish areas of interest, including West Florida, Central America, the Caribbean, and Europe, thereby opening several fronts which the British could not simultaneously manage, and threatening vital sea lines of communications of the global naval power.
Practical Strategies and Winning Techniques to Engage and Enhance Student Learning The revised and updated second edition of Student Engagement Techniques is a much-needed guide to engaging today's information-overloaded students. The book is a comprehensive resource that offers college teachers a dynamic model for engaging students and includes over one hundred tips, strategies, and techniques that have been proven to help teachers across all disciplines motivate and connect with their students. This edition will provide a deeper understanding of what student engagement is, demonstrate new strategies for engaging students, uncover implementation strategies for engaging students in online learning environments, and provide new examples on how to implement these techniques into STEM fields. "Student Engagement Techniques is among a handful of books—several of which are in this series!—designed specifically to help instructors, regardless of experience, create the conditions that make meaningful, engaged learning not just possible but highly probable." —Michael Palmer, Ph.D., Director, Center for Teaching Excellence, Professor, General Faculty, University of Virginia "This practical guide to motivating and engaging students reads like a quite enjoyable series of conversations held over coffee with skilled colleagues. It has been met with delight from every faculty member and graduate instructor that we've shared the book with!" —Megan L. Mittelstadt, Ph.D., Director, Center for Teaching and Learning, The University of Georgia "Student Engagement Techniques belongs in the hands of 21st century instructors and faculty developers alike. Its research-based, specific, yet broadly applicable strategies can increase student engagement in face-to-face and online courses in any discipline." —Jeanine A. Irons, Ph.D., Faculty Developer for Diversity, Equity, and Inclusion, Center for Teaching and Learning Excellence, Syracuse University "This book is an essential resource for faculty seeking to better engage with their students. Anyone seeking a clear, research-based, and actionable guide needs a copy of Student Engagement Techniques on their shelf!" —Michael S. Harris, Ed.D., Associate Professor of Higher Education, Director, Center for Teaching Excellence, Southern Methodist University
Ancient China: A History surveys the East Asian Heartland Region – the geographical area that eventually became known as China – from the Neolithic period through the Bronze Age, to the early imperial era of Qin and Han, up to the threshold of the medieval period in the third century CE. For most of that long span of time there was no such place as "China"; the vast and varied territory of the Heartland Region was home to many diverse cultures that only slowly coalesced, culturally, linguistically, and politically, to form the first recognizably Chinese empires. The field of Early China Studies is being revolutionized in our time by a wealth of archaeologically recovered texts and artefacts. Major and Cook draw on this exciting new evidence and a rich harvest of contemporary scholarship to present a leading-edge account of ancient China and its antecedents. With handy pedagogical features such as maps and illustrations, as well as an extensive list of recommendations for further reading, Ancient China: A History is an important resource for undergraduate and postgraduate courses on Chinese History, and those studuing Chinese Culture and Society more generally.
The Battle of Stalingrad was a disaster. The German Sixth Army consisted of over 300,000 men when it approached Stalingrad in August 1942. On 2 February 1943, 91,000 remained; only some 5,000 survived Soviet captivity. Largely due to the success of previous aerial resupply operations, Luftwaffe leaders assured Hitler they could successfully supply the Sixth Army after it was trapped. However, the Luftwaffe was not up to the challenge. The primary reason was the weather, but organizational and structural flaws, as well as enemy actions, also contributed to their failure. This thesis will address why the Demyansk and Kholm airlifts convinced the Germans that airlift was a panacea for encircled forces; the lessons learned from these airlifts and how they were applied at Stalingrad; why Hitler ordered the Stalingrad airlift despite the logistical impossibility; and seek out lessons for today’s military. The primary reason for the Stalingrad tragedy was that Germany’s strategic leadership did not apply lessons learned from earlier airlifts to the Stalingrad airlift, and the U.S. military is making similar mistakes with respect to the way it is handling its lessons learned from recent military operations.
Includes the First World War Illustrations Pack – 73 battle plans and diagrams and 198 photos “A young British soldier who went to war on two wheels “When the Great War broke out, the author of this book decided to leave his university studies and join the struggle. What attracted him immediately was the potential to combine his military service with his love of motorcycles and so it was that he found himself one of a select group of motorcycle despatch riders within the 5th Division of the ‘Contemptible Little Army’ that went to France and Belgium to halt the overwhelming numerical superiority of the advancing German Army. This book, an account of his experiences in the early months of the war, tells the story of a conflict of fluid manoeuvre and dogged retreat. Together with congested roads filled with military traffic and refugees, the ever present threat of artillery barrage and changing front lines the author had to constantly be aware of the presence of the deadly Uhlans-mounted German Lancers-who were always ready to pitch horseflesh against horsepower.”—Print Ed.
Includes Civil War Map and Illustrations Pack – 224 battle plans, campaign maps and detailed analyses of actions spanning the entire period of hostilities. “This is one of the finest accounts of a campaign penned by a Federal soldier. . . . A stellar work of Civil War history—a classic.—The Civil War in Books. Joshua Lawrence Chamberlain was a Maine college professor who entered the Union Army in 1862. He fought with the Twentieth Maine at Antietam, Fredericksburg, Chancellorsville, Gettysburg, Spotsylvania, and Cold Harbor and was awarded the Congressional Medal of Honor for his role at Little Round Top. In the campaigns described here, Chamberlain commanded a brigade in the Fifth Corps in the Army of the Potomac during the final days of the war. His eyewitness account takes us past Lee’s surrender to show the beginnings of Reconstruction.” - Print ed. Chamberlain had a most successful military career capped by being chosen to command the Union troops who were present when the Army of Northern Virginia lay down their arms. His account of the final Virginia campaign is superb. He was as great a writer as he was a fighter. - Albert Castel, Civil War Times Illustrated.
Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.
On December 21, 2012, the Mesoamerican Long Count calendar, a 5,125-year cycle calendar system pioneered by the Maya, will come to an end. At the same time, the earth, the sun, and the center of the galaxy will come together in an extremely rare cosmic alignment. More and more people believe that the world as we know it will experience a transformation in 2012, but few are aware of the complete history or significance of the date. John Major Jenkins, among the most authoritative voices of the 2012 movement, has written a definitive explanation of one of the most thought-provoking phenomena of our time. Drawing from his own groundbreaking research (including his involvement in the modern reconstruction of Mayan 2012 cosmology) and more than two decades of extensive study of Mayan culture, Jenkins has created the crucial guide to understanding the story of 2012—an essential overview of the history, theory, cultures, and personalities that have brought this extraordinary idea into modern awareness. Jenkins provides illuminating answers to some of the most-asked questions about 2012, including: - How did the early Maya devise the calendar that gives us the cycle ending in 2012, and how does it work? - How did the calendar come to be rediscovered and reconstructed in our era? - What controversies and intrigues surround the topic, and what do scholars and researchers have to say about them? - How can we cut through all the noise about 2012 and gain true wisdom from the Mayan teachings about this moment?
Managing climate variability and change remains a key development and food security issue in Bangladesh. Despite significant investments, floods, droughts, and cyclones during the last two decades continue to cause extensive economic damage and impair livelihoods. Climate change will pose additional risks to ongoing efforts to reduce poverty. This book examines the implications of climate change on food security in Bangladesh and identifies adaptation measures in the agriculture sector using a comprehensive integrated framework. First, the most recent science available is used to characterize current climate and hydrology and its potential changes. Second, country-specific survey and biophysical data is used to derive more realistic and accurate agricultural impact functions and simulations. A range of climate risks (i.e. warmer temperatures, higher carbon dioxide concentrations, changing characteristics of floods, droughts and potential sea level rise) is considered to gain a more complete picture of potential agriculture impacts. Third, while estimating changes in production is important, economic responses may to some degree buffer against the physical losses predicted, and an assessment is made of these. Food security is dependent not only on production, but also future food requirements, income levels and commodity prices. Finally, adaptation possibilities are identified for the sector. This book is the first to combine these multiple disciplines and analytical procedures to comprehensively address these impacts. The framework will serve as a useful guide to design policy intervention strategies and investments in adaptation measures.
Includes 112 photos/illustrations and 21 maps. The German Afrika Korps blazed a trail across the deserts of North Africa under their dashing leader Erwin Rommel, the Desert Fox, although finally defeated by far superior Allied Forces they set the gold standard for desert operations. This book is of great historical value and even in the present day it is still considered of great value by the American military who still seek for improvements in their ways of desert doctrine... “Analysts continue to assess the data from Operations Desert Shield and Desert Storm as a means of improving the military’s ability to function efficiently in desert terrain...The information gleaned from this effort will enhance the already considerable body of knowledge on the subject derived from the historical record...When contributions in the latter category are located or rediscovered, they should be given the dissemination they merit... “Such is the purpose of publishing Desert Warfare: German Experiences in World War II...Organized by Major General Alfred Toppe and written with the assistance of nine German commanders who served in North Africa, the manuscript...represents a collaborative attempt to determine “as many factors as possible which exerted a determining influence on desert warfare,” Issues addressed include planning, intelligence, logistics, and operations. Described and analyzed are the German order of battle, the major military engagements in North Africa, and the particular problems of terrain and climate in desert operations. Not unlike many of the U.S. units engaged in the war with Iraq, the Germans in North Africa learned about combat operations in the desert only after they arrived on the scene and confronted the desert on its own terms. For this reason alone, as well as for the insights it offers, Desert Warfare requires the serious consideration of those responsible for preparing the U.S. military for any future conflict in desert terrain.”
The Huainanzi has in recent years been recognized by scholars as one of the seminal works of Chinese thought at the beginning of the imperial era, a summary of the full flowering of early Taoist philosophy. This book presents a study of three key chapters of the Huainanzi, "The Treatise on the Patterns of Heaven," "The Treatise on Topography," and "The Treatise on the Seasonal Rules," which collectively comprise the most comprehensive extant statement of cosmological thinking in the early Han period. Major presents, for the first time, full English translations of these treatises. He supplements the translations with detailed commentaries that clarify the sometimes arcane language of the text and presents a fascinating picture of the ancient Chinese view of how the world was formed and sustained, and of the role of humans in the cosmos.
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