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On the modern battlefield, unimagined missions occur faster than military schools can prepare their forces. Militaries, therefore, would be better served if recruits entered the armed forces preconditioned with an intellectual agility that will help them execute missions using limited time, resources and support. Geological-reasoning training at the high school and college level could be the answer. Militaries have realized that they need to train and equip a modern thinking force; however, they are not prepared to train the critical-thinking skills needed. This dilemma can no longer be ignored, for counterinsurgency (COIN) doctrine expects troops to have an adaptable and flexible mindset with the ability to constantly learn and adapt. Training in geological reasoning, therefore, may be a key to helping alleviate the problem of a ready-to-go, "thinking warfighter." Kastens et al.[1] suggest geological reasoning is unique and founded in four areas (which support COIN expectations): a) deep-time thinking, b) understanding the Earth as a complex system, c) using the field environment as a learning tool and d) the requirement of spatial thinking. This multivariate approach to problem solving is paramount in solving tactical and strategic problems, which rarely have a "correct" answer. As a foundation, geological-reasoning training at the high-school/college level can be vital in preparing recruits to be ready-made critical thinkers. Recognition of the importance of geology training as a tool to help develop problem recognition and solution development has not gone unnoticed by the U.S. government. For over 50 years, NASA has required their astronaut corps to undergo extensive classroom and field-based training in geology for the sole purpose of developing observational skills and problem recognition and solution.[2] Most recently, soldiers (geoscientists), as a part of small, specialized, COIN teams, such as the joint U.S. Army-National Guard Agriculture Development Teams have demonstrated to command personnel the potential of a tactical, thinking warfighter. These thinking warfighters make quality observations and interpretations in restricted spatio-temporal environments where data are lacking and, probably most importantly, are able to effectively communicate the results to their commanders for strategic use. [1] Kim A. Kastens, Cathryn A. Manduca, Cinzia Cervato, Robert Frodeman, Charles Goodwin, Lynn S. Liben, David W. Mogk, Timothy C. Spangler, Neil A. Stillings and Sarah Titus"How geoscientists think and learn." Eos, Transactions. American Geophysical Union 90 (2009): pp. 265-272. [2] Dean B. Eppler, Andrew Feustel, J. Mark Erickson, Kip Hodges, Laszio P. Keszthelyi, Mark Helper, William R. Muehlberger, William Phinney, Art Snoke and Barbara J. Tewksbury. 2008. "Apollo/Constellation geologic training workshop: reviewing Apollo's accomplishments and preparing a new generation of geologic explorers for Lunar field geology," (Paper presented at the annual meeting for the Geological Society of America, Houston, Texas, October 5-9).

AbstractThis article examines the 1992 Progressive Conservative leadership election in Alberta, Canada, and assesses the degree to which this universal ballot produced a leadership electorate distinctive from that enfranchised at the previous convention. The universal ballot electorate possessed a limited background in the party, was not heavily involved in the campaign but included a much higher proportion of women and substantially more elderly voters. Participation remained essentially a middle-class endeavour. Although many of the concerns raised by critics of the universal ballot are confirmed by the Alberta experiment, there are positive features to the Alberta model and the move to universal balloting is not without its merits.

An emphasis on developing technology for use in World War II produced a body of German and American scientific knowledge that some U S policymakers believed could stimulate America's postwar economy New Dealers, in particular, believed that the government should organize, evaluate, and declassify this body of knowledge and facilitate its transfer to American industry, especially to small businesses that had limited resources for research and development The debate to create a government agency that was to have, as its primary mission, the communica tion of scientific and technical information to the general public was, however, also shaped by cold war politics and this circumstance had significant impact on the later role of that agency.

Some business redevelopment projects in various US cities.