Suchergebnisse

"March 1993." ; "B-252662--P. 1. ; "GAO/NSIAD-93-161." ; Cover title. ; Mode of access: Internet.

Description based on: Vol. 5, no. 1 (Jan.-Mar. 1979); title from cover. ; Vol. for -198 v. numbering and issue numbering dropped. ; Mode of access: Internet. ; Vols. for -Oct.-Dec, 1993 issued by: Dept. of the Army, U.S. Army Intelligence Center and Fort Huachuca.

Compiled by Capt. John A. Marshall and Lieut. Col. C. G. Storm. ; On verso of t.-p.: War Dept. Document no. 947. Office of the Adjutant General. ; Bibliography: p. 150-158. ; Mode of access: Internet.

Western military professionalism and civil-military relations are based on the implicit concept that the military institution is separate from society and is apolitical. There is a great deal of evidence to suggest that such a concept is not only historically unsound but unrealistic in the modern era. The nature of modern conflicts and the nature of liberal democratic systems have obscured, and in many instances eliminated, delineations between the military and society. Consequently, there is a need to redefine military professionalism, based on a new perspective of civil-military relations. The traditional ideal has presumed civilian control and supremacy over the military. In reality however, civil-military relations are based on a variety of informal and formal links between military professionals and civilian elite, and involve a great deal of political activity. Therefore, a more realistic model is one of equilibrium. Such a model is relevant to modern security requirements and fosters a military professionalism whose dimension includes political-social ingredients and a recognition that most contingencies and relationships are rooted in political-military as well as social considerations.

The author recommends the discipline of the Sociology of Knowledge as an educative underpinning to enhance reflexivity in military practice. The essay develops four postmodern propositions for designing reflexivity into military curricula:1. That military epistemology is an outgrowth of an historic socialization process;2. That using Searle's fact continuum, we can reveal the subjectivity of military knowledge by exposing the objectivation of socially constructed facts;3. That US military scientism is an ideology, hence, a potential social hazard for those who criticize scientism as the underlying logic of practice; and,4. Critical Military Epistemology (CME), based in the other three propositions, is one educative approach which will enhance reflexivity, providing a plurality of underlying logics of practice. The author offers recommendations for a CME approach, advocating a plurality of onto-epistemological assumptions, to include critically studying military history as a history of military sensemaking, exposing practitioners to the assumptions of SoK, reading the seminal work of Donald A. Schön, and applying CME to promote interdisciplinary awareness. The essay concludes that imbedding CME philosophy in curricula designs will enhance tacit knowledge, emancipatory thinking, reframing, and critical reflexivity in the pursuit of novel underlying logics of practice.

This article aims to deepen in the educational dimension of youth policies as well as in pedagogical professionals who develop it: the youth technicians. That is why we present the findings of recent study developed in the doctoral program «Education and Society» at the UAB, which analyzes the application of these policies in the Girona area during the last legislature, through the prism innovative and integrative theoretical framework that combines different perspectives directly linked to youth policy and more specifically to the definition that makes them in the National Youth Plan of Catalonia. These theoretical perspectives are: the biographical approach (Casal et al., 2006); the theory of communities of practice (Wenger, 2001); and the perspective of young-adult partnership, also known as adult as allies (Checkoway, 1996). This analysis is allowing us to build theoretical and practical bases for the guidance of the intervention of technicians, expanding their conceptual referents, and recognition of their work, aiming to improve the deployment a positive impact on young people themselves. ; Este artículo tiene como finalidad ahondar en la dimensión educativa de las políticas de juventud así como en la tarea pedagógica que desarrollan los profesionales que las aplican: los técnicos de juventud. Es por ello que aquí se presentan el diseño y las conclusiones del reciente estudio desarrollado en el marco del programa de doctorado «Educación y Sociedad» de la UAB, en que se analiza la aplicación de estas políticas en las comarcas gerundenses durante la pasada legislatura, bajo el prisma innovador e integrador de un marco teórico que aúna diferentes perspectivas directamente vinculadas a las políticas juveniles y más concretamente a la definición que se hace de ellas en el Plan Nacional de Juventud de Cataluña. Estas perspectivas teóricas son: el enfoque biografista (Casal y otros, 2006); la teoría de las comunidades de práctica (Wenger, 2001); y la perspectiva del partenariado adultos-jóvenes, también denominada adultos como aliados (Checkoway, 1996). Dicho análisis es el que nos permite construir unas bases teórico-prácticas para la orientación de la intervención de los técnicos, ampliando sus referentes conceptuales, así como el reconocimiento de su tarea, aspirando a que una mejor intervención repercuta positivamente en los propios jóvenes. ; Cet article a pour finalité pénétrer dans la dimension éducative des politiques de jeunesse ainsi que dans le travail pédagogique que ses professionnels développent. C'est par cela qu'ici se présentent les conclusions de l'étude récemment développé dans le cadre du programme de doctorat «Éducation et Société» de l'UAB, dans laquelle est analysé l'application de ces politiques dans les comarques de Gérone pendant la législature passé, sous le prisme innovateur et intégrateur d'un cadre théorique qu'il ensemble les différentes perspectives directement liés aux politiques de jeunesse et plus concrètement –la définition qui est faite d'elles dans le Plan National de Jeunesse de la Catalogne. Cette analyse est celui qui nous permet de construire quelques bases théoriques-pratiques pour l'orientation de l'intervention des techniciens, en agrandissant ses référents conceptuels, ainsi que la reconnaissance de son travail, en aspirant à ce qu'une meilleure intervention répercute positivement sur les propres jeunes hommes.

Title from cover. ; Mode of access: Internet. ; Formed by the union of: MAC flyer; and: Airlift (Scott Air Force Base, Ill.).

Item 1017-A, 1017-B (microfiche) ; Pt. 8 subtitle: Markup before the Committee on Foreign Affairs, House of Representatives, One hundredth Congress, first session. ; Pt. 7 subtitle: Hearings and markup before the Subcommittee on Western Hemisphere Affairs of the Committee on Foreign Affairs, House of Representatives, One hundredth Congress, first session. ; Pt. 6 subtitle: Hearings and markup before the Subcommittee on Africa of the Committee on Foreign Affairs, House of Representatives, One-hundredth Congress, first session. ; Pt. 5 subtitle: Hearings and markup before the Subcommittee on Asian and Pacific Affairs of the Committee on Foreign Affairs, House of Representatives, One hundredth Congress, first session. ; Pt. 4 subtitle: Hearings and markup before the Subcommittee on Human Rights and International Organizations of the Committee on Foreign Affairs, House of Representatives, One hundredth Congress, first session. ; Pt. 3 subtitle: Hearings and markup before the Subcommittee on Europe and the Middle East of the Committee on Foreign Affairs, House of Representatives, One hundredth Congress, first session. ; Pt. 2 subtitle: Hearing before the Subcommittee on Arms Control, International Security, and Science. ; Includes bibliographical references. ; pt. 1. [without special title] -- pt. 2. Overview of security supporting assistance programs -- pt. 3. Economic and military aid programs in Europe and the Middle East -- pt. 4. U.S. voluntary contributions to international organizations -- pt. 5. [without special title] -- pt. 6. [without special title] -- pt. 7. Review of proposed economic and security assistance requests for Latin America and the Caribbean -- pt. 8. [without special title] ; Mode of access: Internet.

During the last 30 years the environments faced by the business
logistics manager have dramatically increased in complexity. The
integration of logistics processes with organizational strategy,
increasing complexities of partnership/channel relationships, and the
increasingly international scope of business logistics processes are
examples of these complexities. The military logistics literature
addresses complex issues of integrating logistics with strategy and
tactics; co‐ordinating world wide supply operations; co‐ordinating an
industrial base with military needs; and managing cycles of
mobilization, warfare, and demobilization. Summarizes the development of
business logistics thought, reviews the military logistics literature,
and develops insights from the said literature that appear relevant to
business logistics thought.

Concerned with Israel's history and future, the Bible devotes considerable space to war—the most powerful catalyst of change in the lives of nations. The biblical authors often display a consciousness of illicit activities in wartime, anticipating what we would call today "war crimes" or "military crimes." And they also produced the first known examples of written laws of war. While the so-called Code of Hammurabi from Mesopotamia contains stipulations for soldiers, it is concerned with methods of conscription, military discipline, and concerns of soldiers' families—yet not conduct on the battlefield. Ancient cultures from the Aegean and Western Asia, however, do reflect a general sense of what one deemed to be "lawful" conduct for armies. In some places they even moved in the direction of formal law. Setting a precedent for later international law and war conventions, some ancient Greek city-states formed interstate leagues ("amphictyonies") and took oaths that they would not destroy each other's cities (and especially their municipal water sources). Similarly, in the fifth book of Plato's Republic, Socrates argues for the necessity of a law sanctioning Hellenic armies that lay waste to arable land. In the Hebrew Bible, we find an even more deliberate effort to define and depict what actions are permissible and forbidden in wartime.