Thrown into the heart of war with little training--and even less that would apply to the battles in which they were engaged--the units of the 112th Cavalry Regiment faced not only the Japanese enemy, but a rugged environment for which they were ill-prepared. They also grappled with the continuing challenge of learning new military skills and tactics across ever-shifting battlefields. The 112th Cavalry Regiment entered federal service in November 1940 as war clouds gathered thick on the horizon. By July 1942, the 112th was headed for the Pacific theater. As the war neared its end, the regiment again had to shift its focus quickly from an anticipated offensive on the Japanese home islands to becoming part of the occupation force in the land of a conquered enemy. James S. Powell thoroughly mines primary documents and buttresses his story with pertinent secondary accounts as he explores in detail the ways in which this military unit adapted to the changing demands of its tactical and strategic environment. He demonstrates that this learning was not simply a matter of steadily building on experience and honing relevant skills. It also required discovering shortcomings and promptly taking action to improve--often while in direct contact with the enemy.

Thrown into the heart of war with little training--and even less that would apply to the battles in which they were engaged--the units of the 112th Cavalry Regiment faced not only the Japanese enemy, but a rugged environment for which they were ill-prepared. They also grappled with the continuing challenge of learning new military skills and tactics across ever-shifting battlefields. The 112th Cavalry Regiment entered federal service in November 1940 as war clouds gathered thick on the horizon. By July 1942, the 112th was headed for the Pacific theater. As the war neared its end, the regiment again had to shift its focus quickly from an anticipated offensive on the Japanese home islands to becoming part of the occupation force in the land of a conquered enemy. James S. Powell thoroughly mines primary documents and buttresses his story with pertinent secondary accounts as he explores in detail the ways in which this military unit adapted to the changing demands of its tactical and strategic environment. He demonstrates that this learning was not simply a matter of steadily building on experience and honing relevant skills. It also required discovering shortcomings and promptly taking action to improve—often while in direct contact with the enemy.

A critical look into how and why the U.S. military needs to become more adaptable. Every military must prepare for future wars despite not really knowing the shape such wars will ultimately take. As former U.S. Secretary of Defense Robert Gates once noted: "We have a perfect record in predicting the next war. We have never once gotten it right." In the face of such great uncertainty, militaries must be able to adapt rapidly in order to win. Adaptation under Fire identifies the characteristics that make militaries more adaptable, illustrated through historical examples and the recent wars in Iraq and Afghanistan. Authors David Barno and Nora Bensahel argue that militaries facing unknown future conflicts must nevertheless make choices about the type of doctrine that their units will use, the weapons and equipment they will purchase, and the kind of leaders they will select and develop to guide the force to victory. Yet after a war begins, many of these choices will prove flawed in the unpredictable crucible of the battlefield. For a U.S. military facing diverse global threats, its ability to adapt quickly and effectively to those unforeseen circumstances may spell the difference between victory and defeat. Barno and Bensahel start by providing a framework for understanding adaptation and include historical cases of success and failure. Next, they examine U.S. military adaptation during the nation's recent wars, and explain why certain forms of adaptation have proven problematic. In the final section, Barno and Bensahel conclude that the U.S. military must become much more adaptable in order to address the fast-changing security challenges of the future, and they offer recommendations on how to do so before it is too late.

DigiCat Publishing presents to you this special edition of "A Soldier's Sketches Under Fire" by Harold Harvey. DigiCat Publishing considers every written word to be a legacy of humankind. Every DigiCat book has been carefully reproduced for republishing in a new modern format. The books are available in print, as well as ebooks. DigiCat hopes you will treat this work with the acknowledgment and passion it deserves as a classic of world literature.

Americans have long been suspicious of experts and elites. This new history explains why so many have believed that science has the power to corrupt American culture. Americans today are often skeptical of scientific authority. Many conservatives dismiss climate change and Darwinism as liberal fictions, arguing that “tenured radicals” have coopted the sciences and other disciplines. Some progressives, especially in the universities, worry that science’s celebration of objectivity and neutrality masks its attachment to Eurocentric and patriarchal values. As we grapple with the implications of climate change and revolutions in fields from biotechnology to robotics to computing, it is crucial to understand how scientific authority functions—and where it has run up against political and cultural barriers. Science under Fire reconstructs a century of battles over the cultural implications of science in the United States. Andrew Jewett reveals a persistent current of criticism which maintains that scientists have injected faulty social philosophies into the nation’s bloodstream under the cover of neutrality. This charge of corruption has taken many forms and appeared among critics with a wide range of social, political, and theological views, but common to all is the argument that an ideologically compromised science has produced an array of social ills. Jewett shows that this suspicion of science has been a major force in American politics and culture by tracking its development, varied expressions, and potent consequences since the 1920s. Looking at today’s battles over science, Jewett argues that citizens and leaders must steer a course between, on the one hand, the naïve image of science as a pristine, value-neutral form of knowledge, and, on the other, the assumption that scientists’ claims are merely ideologies masquerading as truths.

This textbook gives you guidance and insights into the knowledge, values and commitments necessary to succeed in the primary classroom, supported by links to theory and research literature and realistic scenarios you may encounter as a new teacher. Fully updated throughout, key features of this second edition include: · A new chapter on inclusive education · Newly expanded coverage of digital learning, engaging with educational research and the role of the primary teacher · New ‘View from Practice’ examples · Cross-referenced links to the Teachers’ Standards in England and the GTCS Professional Standards in Scotland and where they are covered within the book This is essential reading for professional studies modules on primary initial teacher education courses, including university-based (PGCE, PGDE, BA QTS, BEd), school-based (SCITT, School Direct) and employment-based routes into teaching.

The use of museum collections as a path to learning for university students is fast becoming a new pedagogy for higher education. Despite a strong tradition of using lectures as a way of delivering the curriculum, the positive benefits of ’active’ and ’experiential learning’ are being recognised in universities at both a strategic level and in daily teaching practice. As museum artefacts, specimens and art works are used to evoke, provoke, and challenge students’ engagement with their subject, so transformational learning can take place. This unique book presents the first comprehensive exploration of ’object-based learning’ as a pedagogy for higher education in a broad context. An international group of authors offer a spectrum of approaches at work in higher education today. They explore contemporary principles and practice of object-based learning in higher education, demonstrating the value of using collections in this context and considering the relationship between academic discipline and object-based learning as a teaching strategy.

Children's Learning in a Digital World presents exciting and challenging new ideas from international scholars on the impact of computers, the Internet, and video games on children's learning. Features exciting new research which reassesses the threats posed by technology to the social, emotional, and physical development of children Examines the impact of technology in both formal and informal learning contexts, covering a range of technologies relevant to students and researchers, as well as professional educators Presents key information on the social and cultural issues that affect technology use, in addition to the impact on children’s learning Includes research from an international range of contributors

By integrating neuroscience and social science, this book introduces a bold new vision of Participatory Action Learning and Action Research (PALAR). The authors explain and enhance the art of action research through PALAR as a philosophy, methodology and theory of learning and as a facilitation process for professional learning and social justice.