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"This study looked at taking a conventional understanding of the four instruments of national power (diplomacy, information, military and economic measures/D.I.M.E.) and turning the tables to see how potential adversaries could use these against the national security interests of Canada and the United States. Moreover, this particular work focused on qualitative research regarding cyber threats that have continually beleaguered these nations by malevolent actors mostly over the last five years. The study also affords consideration to how nefarious individuals, non-state actors, or nation states can implement the instruments of national power through the application of a new model named the York Intelligence Red Team Model-Cyber (YIRTM-C) using sources guided by the Federal Qualitative Secondary Data Case Study Triangulation Model to arrive at results"--

Intro -- Contents -- Preface -- Acknowledgments -- 1 Introduction -- 2 Tibet and the Chinese World-Empire -- 3 Litigating for Freedom in the British Empire, 1815-22: The Universal and Local in Tension -- 4 Ottoman Military and Social Transformations, 1826-28: Engagement and Resistance in a Moment of Global Imperialism -- 5 Wired Religion: Spiritualism and Telegraphic Globalization in the Nineteenth Century -- 6 The Internationalization of Capital: The Late Nineteenth and Twentieth Centuries -- 7 Global Industrial Enclaves: Company Towns and Export- Processing Zones Compared, 1900-2000 -- 8 Freedom of the Ether or the Electromagnetic Commons? Globality, the Public Interest, and Multilateral Radio Negotiations in the 1920s -- 9 A Globalization Moment: Franklin D. Roosevelt in Casablanca (January 1943) and the Decolonization/Development Impulse -- 10 Paradigm Shift and the Nuremberg Trials: The Emergence of the Individual as a Subject and Object of International Law -- 11 The US-Led Globalization Project in the Third World: The Struggle for Hearts and Minds in Guatemala and Vietnam in the 1960s -- 12 A Globalizing Moment: The United Nations' Decades for Development and the North African Countries -- 13 Snakes That Are Rainbows: Indigenous Worldviews and the Constitution of Autonomy -- 14 Globalization and US Empire: Moments in the Forging of the Global Turn -- Abbreviations -- Notes -- Works Cited -- Contributors -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- Y -- Z.

The text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the "posthuman condition" or the "posthuman era," our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism's justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on the question of how posthumanism may alter our understanding of the claim "education is political," since humanism has shaped our very notions of "education" and "politics." After outlining posthumanist discourse generally, and detailing the conceptual challenges it poses for education, we propose a list of possible new avenues for curriculum studies research opened up by posthumanism.

The text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the "posthuman condition" or the "posthuman era," our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism's justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on the question of how posthumanism may alter our understanding of the claim "education is political," since humanism has shaped our very notions of "education" and "politics." After outlining posthumanist discourse generally, and detailing the conceptual challenges it poses for education, we propose a list of possible new avenues for curriculum studies research opened up by posthumanism.

"This booklet was edited by Dr. Wright."--Preface. ; "List of references": pages 101-106. ; Mode of access: Internet.

[2], 4 p. ; Place of publication from Wing. ; Reproduction of original in Union Theological Seminary Library, New York.