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Threats to international peace and security include the proliferation of weapons of mass destructions, rogue nations, and international terrorism. The United States must respond to these challenges to its national security and to world stability by embracing new military technologies such as drones, autonomous robots, and cyber weapons. These weapons can provide more precise, less destructive means to coerce opponents to stop WMD proliferation, clamp down on terrorism, or end humanitarian disasters. Efforts to constrain new military technologies are not only doomed, but dangerous. Most weapons in themselves are not good or evil; their morality turns on the motives and purposes for the war itself. These new weapons can send a strong message without cause death or severe personal injury, and as a result can make war less, rather than more, destructive.
In 1688, Britain was successfully invaded, its army and navy unable to prevent the overthrow of the government. 1815, Britain was the strongest power in the world with the most succesful navy and the largest empire. Britain had not only played a prominent role in the defeat of Napoleonic France, but had also established itself as a significant power in South Asia and was unsurpassed in her global reach. Her military strength was related to, and based on, one of the best systems of public finance in the world and held a strong trade position. This illustrated text assesses the military aspects of this shift, concentrating on the multi-faceted nature of the British military effort.; Topics covered include: the rise of Britain; an analysis of military infrastructure; warfare in the British Isles; conventional warfare in Europe; trans- oceanic warfare with European powers; the challenge of America; and the challenge of Revolutionary and Napoleonic France.
This guide shows readers how to design a weight-training program to fit their individual needs and goals.
The author has spent years researching original documentation held in the military archives of Germany and elsewhere to produce the entire technical and tactical history of the design, development and fielding of the world's first mass-produced assault rifle and the revolutionary 7.92x33mm Kurz cartridge. It has been said that Adolf Hitler was the greatest general the Allies had during World War II, and several examples of his fatefully bungled tactical decisions are discussed. None was perhaps more significant than his refusal-- on three separate occasions during 1942 and 1943-- to sanction the adoption of the intermediate-calibre assault rifle as the general-purpose infantry weapon. Its acceptance and fielding thus proved to be a long, tortuous and never-fully-completed process, and, as a measure of the complexity of the story, in all of German small arms history, no weapon was renamed so often within such a short period of time. Its ultimate name, Sturmgewehr 44, was belatedly bestowed in October 1944 by Hitler himself after his early failures to appreciate the advantages of the assault rifle had delayed the program for a full year, and by the time he changed his mind, a general rearming was out of the question. Nevertheless, the Sturmgewehr was by far the most important and influential small arm and cartridge of World War II.
Two people participating in the same events, yet on opposite sides, give an engrossing view of a struggle which engulfed a large community in northern Westchester County in New York State. It became the longest teachers strike in New York State's history. Even though they are personal memoirs, both authors try to give as full a picture of the personalities, institutions, and issues driving the struggle as each experienced it. The narrative is in two parts, side by side, and event by event. Both are impressionistic accounts that do not claim to be objective. Dr. Leon Bock's account is the viewpoint of a leader of a major institution, the Lakeland School District. In representing the district he had the heavy responsibility to merge the interests of students and parents, faculty, the taxpaying community, and the Board of Education. Mr. Thomas Kavunedus, a faculty member, served as a negotiator for the Lakeland Federation of Teachers. He saw his responsibilities as extending to the promotion of learning and teaching environment which would foster excellence. The contract with the school district, which Mr. Kavunedus had participated in promulgating years earlier, was a major step in raising teachers out of the dark ages of coffee in the boiler room, and hopefully greater professionalism. Both authors disagree with one another on many of the issues. Most of these issues bedevil our schools today. Yet, there is enough civility to recognize that partisanship need not be so all engulfing that it demonizes the other side and its objectives. No narrative of such a complex event can be totally accurate and objective. The authors try to focus on the interpersonal relationships, rather than serve as a textbook history of this series of complex events. There is no intention to discredit, or malign any of the personalities in the narrative; rather they are presented as the writers experienced them under conditions of stress.

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