This new book traces the changing relationship between Russia and NATO through the prism of conventional arms control, and focuses on the negotiation, implementation and adaptation of the Conventional Armed Forces in Europe (CFE) Treaty. It shows that arms control agreements reflect rather than affect relations between parties and how the CFE Treaty codified parity between NATO and the Soviet-led Warsaw Treaty Organization (WTO) in November 1990. It also shows how the CFE Treaty reflected the status quo at the end of the cold war, but the benefits were short lived, at least for Russia. Although still widely viewed in the west as the cornerstone of security and stability in post-Cold War Europe, from the Russian perspective the treaty was soon overtaken by events. With the collapse of the WTO and the Soviet Union in 1991, it became impossible to talk of a military balance between east and west in Europe, especially as all the former WTO states opted for membership in NATO. This study details how the other state parties worked hard to adjust and adapt the treaty to meet Russian concerns about its new weakness relative to NATO, and the issues that complicated Russian acceptance of CFE limits. This book will be of great interest to all students of NATO, European politics, international relations and strategic studies in general.

This study shows that arms control agreements reflect rather than affect relations between the parties. The Treaty on Conventional Armed Forces in Europe (CFE) codified parity between NATO and the Soviet-led Warsaw Treaty Organization (WTO) in November 1990. CFE thus reflected the status quo at the end of the cold war, but the benefits were short lived, at least for Russia. Although still widely viewed in the west as the cornerstone of security and stability in post-Cold War Europe, from the Russian perspective CFE was soon overtaken by events. With the collapse of the WTO and the Soviet Union in 1991, it became impossible to talk of a military balance between east and west in Europe, especially as all the former WTO states opted for membership in NATO.
The other state parties worked hard to adjust and adapt the treaty to meet Russian concerns about its new weakness relative to NATO, but three sets of issues complicated Russian acceptance of CFE limits. The first was NATO enlargement which, though not directed against Moscow, certainly underscored Russia's weakness relative to NATO. The second was Russia's heavy handed suppression of the Chechen independence movement, begun by Boris Yeltsin in 1994, which after September 11, 2001 President Putin rationalized as part of the global war on terrorism. Putin also used 9/11 as an excuse not to withdraw troops and equipment from Georgia a commitment made by Russia when the adapted CFE Treaty was signed in Istanbul in November 1999. The third was Russian opposition to increasingly aggressive US-led military operations in the post Cold War era: in the Balkans in the 1990s and against Iraq in 2003. Russia cooperated with the operation againstthe Taliban in Afghanistan in 2002, but was increasingly concerned with what appeared to be permanent US military bases in central Asia.

What do you need to know to teach computing in primary schools? How do you teach it? This book offers practical guidance on how to teach the computing curriculum in primary schools, coupled with the subject knowledge needed to teach it. This Seventh Edition is a guide to teaching the computing content of the new Primary National Curriculum. It includes many more case studies and practical examples to help you see what good practice in teaching computing looks like. It also explores the use of ICT in the primary classroom for teaching all curriculum subjects and for supporting learning in every day teaching. New chapters have been added on physical computing and coding and the importance of web literacy, bringing the text up-to-date. Computing is both a subject and a powerful teaching and learning tool throughout the school curriculum and beyond into many areas of children's learning lives. This book highlights the importance of supporting children to become discerning and creative users of digital technologies as opposed to passive consumers.

What do you need to know to teach computing in primary schools? How do you teach it? This book offers practical guidance on how to teach the computing curriculum in primary schools, coupled with the subject knowledge needed to teach it. This Seventh Edition is a guide to teaching the computing content of the new Primary National Curriculum. It includes many more case studies and practical examples to help you see what good practice in teaching computing looks like. It also explores the use of ICT in the primary classroom for teaching all curriculum subjects and for supporting learning in every day teaching. New chapters have been added on physical computing and coding and the importance of web literacy, bringing the text up-to-date. Computing is both a subject and a powerful teaching and learning tool throughout the school curriculum and beyond into many areas of children's learning lives. This book highlights the importance of supporting children to become discerning and creative users of digital technologies as opposed to passive consumers.

The 18th century was a wealth of knowledge, exploration and rapidly growing technology and expanding record-keeping made possible by advances in the printing press. In its determination to preserve the century of revolution, Gale initiated a revolution of its own: digitization of epic proportions to preserve these invaluable works in the largest archive of its kind. Now for the first time these high-quality digital copies of original 18th century manuscripts are available in print, making them highly accessible to libraries, undergraduate students, and independent scholars.Medical theory and practice of the 1700s developed rapidly, as is evidenced by the extensive collection, which includes descriptions of diseases, their conditions, and treatments. Books on science and technology, agriculture, military technology, natural philosophy, even cookbooks, are all contained here.++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++British LibraryT117290London: printed for John Marsall sic], 1725. 244p.: ill.; 12

When the midwife Jane Sharp wrote the Midwives Book in 1671, she became the first British woman to publish a midwifery manual. Drawing on works by her male contemporaries, and weaving together medical information and lively anecdotes, she produced a book that is instructive, accessible, witty, and constantly surprising.

When the midwife Jane Sharp wrote The Midwives Book in 1671, she became the first British woman to publish a midwifery manual. Drawing on works by her male contemporaries, and weaving together medical information and lively anecdotes, she produced a book that is instructive, accessible, witty, and constantly surprising.