Sir Arthur Wellesley's 1808-1814 campaigns against Napoleon's forces in the Iberian Peninsula have drawn the attention of scholars and soldiers for two centuries. Yet, until now, no study has focused on the problems that Wellesley, later known as the Duke of Wellington, encountered on the home front before his eventual triumph beyond the Pyrenees. In Wellington's Two-Front War, Joshua Moon not only surveys Wellington's command of British forces against the French but also describes the battles Wellington fought in England-with an archaic military command structure, bureaucracy, and fickle public opinion. In this detailed and accessible account, Moon traces Wellington's command of British forces during the six years of warfare against the French. Almost immediately upon landing in Portugal in 1808, Wellington was hampered by his government's struggle to plan a strategy for victory. From that point on, Moon argues, the military's outdated promotion system, political maneuvering, and bureaucratic inertia-all subject to public opinion and a hostile press-thwarted Wellington's efforts, almost costing him the victory. Drawing on archival sources in the United Kingdom and at the United States Military Academy, Moon goes well beyond detailing military operations to delve into the larger effects of domestic policies, bureaucracy, and coalition building on strategy. Ultimately, Moon shows, the second front of Wellington's "two-front war" was as difficult as the better-known struggle against Napoleon's troops and harsh conditions abroad. As this book demonstrates, it was only through strategic vision and relentless determination that Wellington attained the hard-fought victory. Moon's multifaceted examination of the commander and his frustrations offers valuable insight into the complexities of fighting faraway battles under the scrutiny at home of government agencies and the press-issues still relevant today.

Latest volume in the AOTC series

Queer People of Color in Higher Education (QPOC) is a comprehensive work discussing the lived experiences of queer people of color on college campuses. This book will create conversations and provide resources to best support students, faculty, and staff of color who are people of color and identify as LGBTQ. The edited volume covers emerging issues that are affecting higher education around the country. Leading researchers and practitioners have remarkable writing that concisely summarizes currentliterature while also adding new ways to address issues of injustice related to racism, sexism, homophobia, heterosexism, and transphobia. QPOC in Higher Education insightfully combines research with practical implications on services, systems, campus climate and ways to hostility, violence, and unrest on campuses. This book rises out of places of turmoil and pain and brings attention to broken systems on higher education. QPOC in Higher Education is a must?read for anyone who wants to transform their society, campus, or community into places that fully value the complex and beautiful intersections that our diverse communities come from. This book takes diversity to a deeper level and speaks from a social justice philosophy of looking big pictures at our systems and cultures instead of simply at our oppressed groups as the problems.

Queer People of Color in Higher Education (QPOC) is a comprehensive work discussing the lived experiences of queer people of color on college campuses. This book will create conversations and provide resources to best support students, faculty, and staff of color who are people of color and identify as LGBTQ. The edited volume covers emerging issues that are affecting higher education around the country. Leading researchers and practitioners have remarkable writing that concisely summarizes currentliterature while also adding new ways to address issues of injustice related to racism, sexism, homophobia, heterosexism, and transphobia. QPOC in Higher Education insightfully combines research with practical implications on services, systems, campus climate and ways to hostility, violence, and unrest on campuses. This book rises out of places of turmoil and pain and brings attention to broken systems on higher education. QPOC in Higher Education is a must?read for anyone who wants to transform their society, campus, or community into places that fully value the complex and beautiful intersections that our diverse communities come from. This book takes diversity to a deeper level and speaks from a social justice philosophy of looking big pictures at our systems and cultures instead of simply at our oppressed groups as the problems.

This book provides new insights about the roles in which LGBTQ individuals contribute in society and various organizations. The literature is divided into two sections. Section one includes three chapters from higher education administrators, faculty and community activists. The chapters share personal narratives describing the life experiences of those who are often marginalized within academia. Each chapter provides personal and professional aspects of the authors' lives. Section two includes four chapters which, shares voices of people whom are normally excluded from research. Each author's identity is shared as an aspect of their research. The authors present a broad range of issues, challenges and concerns, supported by prior literature, organized around several broad topical areas and intended to fill the gaps in our knowledge about how LGBTQ leadership is engaged across multiple types of institutions and how the experiences affect the quality of life for LGBTQ individuals throughout the academic community. Their complex identities affect their research interests, findings, and interpretations. "Including the topics of leadership, LGBT issues, spirituality and race in one book is a miracle into itself." - Lemuel W. Watson "The first thing I remember missing when I arrived on campus was the presence of other gender queer or transgender people." - Shae Miller "My authority has been challenged in the classroom; as a queer/gender queer person I chose not to heed warnings that I should not come out to my classes" - Shae Milller "Being non-heterosexual in student affairs can leave administrators feeling marginalized and lonely despite the inclusive mission statements, diversity philosophies, ally trainings, and mottos they espouse." - Joshua Moon Johnson "Many educators who serve within social justice roles put their own well-being aside in order to best serve students. Educators can only withstand a certain level of institutional, cultural, and individual oppression before they face burn-out and lose hope." - Joshua Moon Johnson "I live at the cross-roads of my identities. As a South Asian/Desi, Queer man from a working class, orthodox Hindu-Brahmin family and being the first in my family to complete undergraduate and graduate degrees, I often find myself in spaces where I do not quite fit in." - Raja Bhattar

This book provides new insights about the roles in which LGBTQ individuals contribute in society and various organizations. The literature is divided into two sections. Section one includes three chapters from higher education administrators, faculty and community activists. The chapters share personal narratives describing the life experiences of those who are often marginalized within academia. Each chapter provides personal and professional aspects of the authors' lives. Section two includes four chapters which, shares voices of people whom are normally excluded from research. Each author's identity is shared as an aspect of their research. The authors present a broad range of issues, challenges and concerns, supported by prior literature, organized around several broad topical areas and intended to fill the gaps in our knowledge about how LGBTQ leadership is engaged across multiple types of institutions and how the experiences affect the quality of life for LGBTQ individuals throughout the academic community. Their complex identities affect their research interests, findings, and interpretations. "Including the topics of leadership, LGBT issues, spirituality and race in one book is a miracle into itself." - Lemuel W. Watson "The first thing I remember missing when I arrived on campus was the presence of other gender queer or transgender people." - Shae Miller "My authority has been challenged in the classroom; as a queer/gender queer person I chose not to heed warnings that I should not come out to my classes" - Shae Milller "Being non-heterosexual in student affairs can leave administrators feeling marginalized and lonely despite the inclusive mission statements, diversity philosophies, ally trainings, and mottos they espouse." - Joshua Moon Johnson "Many educators who serve within social justice roles put their own well-being aside in order to best serve students. Educators can only withstand a certain level of institutional, cultural, and individual oppression before they face burn-out and lose hope." - Joshua Moon Johnson "I live at the cross-roads of my identities. As a South Asian/Desi, Queer man from a working class, orthodox Hindu-Brahmin family and being the first in my family to complete undergraduate and graduate degrees, I often find myself in spaces where I do not quite fit in." - Raja Bhattar

Sir Arthur Wellesley's 1808-1814 campaigns against Napoleon's forces in the Iberian Peninsula have drawn the attention of scholars and soldiers for two centuries. Yet, until now, no study has focused on the problems that Wellesley, later known as the Duke of Wellington, encountered on the home front before his eventual triumph beyond the Pyrenees. In "Wellington's Two-Front War," Joshua Moon not only surveys Wellington's command of British forces against the French but also describes the battles Wellington fought in England--with an archaic military command structure, bureaucracy, and fickle public opinion.

In this detailed and accessible account, Moon traces Wellington's command of British forces during the six years of warfare against the French. Almost immediately upon landing in Portugal in 1808, Wellington was hampered by his government's struggle to plan a strategy for victory. From that point on, Moon argues, the military's outdated promotion system, political maneuvering, and bureaucratic inertia--all subject to public opinion and a hostile press--thwarted Wellington's efforts, almost costing him the victory. Drawing on archival sources in the United Kingdom and at the United States Military Academy, Moon goes well beyond detailing military operations to delve into the larger effects of domestic policies, bureaucracy, and coalition building on strategy.

Ultimately, Moon shows, the second front of Wellington's "two-front war" was as difficult as the better-known struggle against Napoleon's troops and harsh conditions abroad. As this book demonstrates, it was only through strategic vision and relentless determination that Wellington attained the hard-fought victory. Moon's multifaceted examination of the commander and his frustrations offers valuable insight into the complexities of fighting faraway battles under the scrutiny at home of government agencies and the press--issues still relevant today.

LGBTQ+ advocacy and support continues to be a priority in the U.S. higher education, and recent research shows this as a critical population who continues to be marginalized and mistreated on college and university campuses. Over the last few decades there has been significant research describing how LGBTQ students experience higher education and highlighting that these students are not graduating or succeeding at the same rates as the general population. However, few if any research studies or articles address LGBTQ advocacy on community college campuses. There are more than 1,000 community colleges in the U.S. Even with the extraordinary number of students that the community college system educates, approximately 15 institutions nationally have paid staff to provide LGBTQ services to students. That being said, community colleges are now putting a larger emphasis on understanding and supporting this community. For example, The California Community College (CCC) system's 116 colleges now require all campuses to create a plan on how to improve success rates of LGBTQ+ students. The CCC is the largest higher education system in the country serving over 2 million students. This comprehensive practitioner focused book will combine relevant research and guidance on practices to aid colleges in establishing services and programs to build effective LGBTQ+ services on their college campuses.

LGBTQ+ advocacy and support continues to be a priority in the U.S. higher education, and recent research shows this as a critical population who continues to be marginalized and mistreated on college and university campuses. Over the last few decades there has been significant research describing how LGBTQ students experience higher education and highlighting that these students are not graduating or succeeding at the same rates as the general population. However, few if any research studies or articles address LGBTQ advocacy on community college campuses. There are more than 1,000 community colleges in the U.S. Even with the extraordinary number of students that the community college system educates, approximately 15 institutions nationally have paid staff to provide LGBTQ services to students. That being said, community colleges are now putting a larger emphasis on understanding and supporting this community. For example, The California Community College (CCC) system's 116 colleges now require all campuses to create a plan on how to improve success rates of LGBTQ+ students. The CCC is the largest higher education system in the country serving over 2 million students. This comprehensive practitioner focused book will combine relevant research and guidance on practices to aid colleges in establishing services and programs to build effective LGBTQ+ services on their college campuses.