|
Showing 1 - 25 of
75 matches in All Departments
Elgar Research Agendas outline the future of research in a given
area. Leading scholars are given the space to explore their subject
in provocative ways, and map out the potential directions of
travel. They are relevant but also visionary. This Research Agenda
explores the academic field of intelligence studies and how it is
developing into an increasingly international and diverse area of
study. As more governments release records, and as new generations
of scholars engage with the topic from a range of perspectives, the
book considers how the field is becoming richer, wider, and more
global in scope. Featuring contributions by a diverse range of
leading intelligence scholars, it surveys a variety of core areas
in, and approaches to, the study of intelligence - including
technological perspectives, gender, deception, and the 'deep state'
- highlighting how intelligence will become a greater feature of
government and security in the future. Taking an interdisciplinary
approach, the book explores not only the established elements of
intelligence studies, but analyses the cutting edge of intelligence
research and proposes an agenda for the continued development of
the field. Offering concise and accessible discussions of
developing topics in intelligence studies, this Research Agenda
will be a useful guide for scholars and students of public policy,
international relations and security. It will also be of interest
to professionals engaged in research into security and intelligence
matters.
In an era that plays host to war, terrorism, civil unrest, and
economic uncertainty, it is more vital than ever to think
critically about the ways in which violence is framed, mediated and
regulated through representations. This book explores the
variegated forms violence can take, not only physical but abstract,
emotional and virtual, and directed not only against bodies but
buildings, faiths, cultures, and classes. With essays by experts in
literature, film, drama, art, and philosophy, Violence and the
Limits of Representation contributes to a richer understanding of
violence and its effects. This collection not only offers insight
into the challenges and ethical issues involved in the
representation of violence but, through a concern with the
socio-political contexts of violence, offers a unique set of
perspectives on the conflicts and concerns of the present.
Authored by engineers for engineers, this book is designed to be a
practical and easy-to-understand solution sourcebook for real-world
high-resolution and spot-light SAR image processing. Widely-used
algorithms are presented for both system errors and propagation
phenomena as well as numerous formerly-classified image examples.
As well as providing the details of digital processor
implementation, the text presents the polar format algorithm and
two modern algorithms for spot-light image formation processing -
the range migration algorithm and the chirp scaling algorithm.
Bearing practical needs in mind, the authors have included an
entire chapter devoted to SAR system performance including image
quality metrics and image quality assessment. Another chapter
contains image formation processor design examples for two
operational fine-resolution SAR systems. This is a reference for
radar engineers, managers, system developers, and for students in
high-resolution microwave imaging courses. It includes 662
equations, 265 figures, and 55 tables.
Translating research into practice involves creating interventions
that are relevant to improving the lives of a target population.
Community engaged research has emerged as an evidence-based
approach to better address the complex issues that affect the
health of marginalized populations. Written by leading
community-engaged researchers across disciplines, each chapter
covers a different topic with comprehensive guides for
start-to-finish planning and execution. The book provides a
training curriculum that supports a common vision among
stakeholders as well as a survey of methods based on core MPH
curriculum. Practical appendices and homework samples can be found
online. Public Health Research Methods for Partnerships and
Practice will appeal to researchers and practitioners in community
or government sectors interested in conducting community-engaged
work.
Identifying "lessons learned" is not new -- the military has
been doing it for decades. However, members of the worldwide
intelligence community have been slow to extract wider lessons
gathered from the past and apply them to contemporary challenges.
"Learning from the Secret Past" is a collection of ten carefully
selected cases from post-World War II British intelligence history.
Some of the cases include the Malayan Emergency, the Cuban Missile
Crisis, Northern Ireland, and the lead up to the Iraq War. Each
case acommpanied by authentic documents, illuminates important
lessons that today's intelligence officers and policymakers -- in
Britain and elsewhere -- should heed.
Written by former and current intelligence officers,
high-ranking government officials, and scholars, the case studies
in this book detail intelligence successes and failures, discuss
effective structuring of the intelligence community, examine the
effective use of intelligence in counterinsurgency, explore the
ethical dilemmas and practical gains of interrogation, and
highlight the value of human intelligence and the dangers of the
politicization of intelligence. The lessons learned from this book
stress the value of past experience and point the way toward
running effective intelligence agencies in a democratic
society.
Scholars and professionals worldwide who specialize in
intelligence, defense and security studies, and international
relations will find this book to be extremely valuable.
Volume One of the Official History of the Joint Intelligence
Committee draws upon a range of released and classified papers to
produce the first, authoritative account of the way in which
intelligence was used to inform policy. For almost 80 years the
Joint Intelligence Committee (JIC) has been a central player in the
secret machinery of the British Government, providing a
co-ordinated intelligence service to policy makers, drawing upon
the work of the intelligence agencies and Whitehall departments.
Since its creation, reports from the JIC have contributed to almost
every key foreign policy decision taken by the British Government.
This volume covers the evolution of the JIC since 1936 and
culminates with its role in the events of Suez in 1956. This book
will be of much interest to students of intelligence studies,
British politics, international diplomacy, security studies and
International Relations in general. Dr Michael S. Goodman is Reader
in Intelligence and International Affairs in the Department of War
Studies, King's College London. He is author or editor of five
previous books, including the Routledge Companion to Intelligence
Studies (2013).
This handbook provides a detailed analysis of threats and risk in
the international system and of how governments and their
intelligence services must adapt and function in order to manage
the evolving security environment. This environment, now and for
the foreseeable future, is characterised by complexity. The
development of disruptive digital technologies; the vulnerability
of critical national infrastructure; asymmetric threats such as
terrorism; the privatisation of national intelligence capabilities:
all have far reaching implications for security and risk
management. The leading academics and practitioners who have
contributed to this handbook have all done so with the objective of
cutting through the complexity, and providing insight on the most
pressing security, intelligence, and risk factors today. They
explore the changing nature of conflict and crises; interaction of
the global with the local; the impact of technological; the
proliferation of hostile ideologies and the challenge this poses to
traditional models of intelligence; and the impact of all these
factors on governance and ethical frameworks. The handbook is an
invaluable resource for students and professionals concerned with
contemporary security and how national intelligence must adapt to
remain effective.
The revised edition of Educational Psychology Reader: The Art and
Science of How People Learn presents an exciting amalgam of
educational psychology's research-based reflections framed in
twenty-first century critical educational psychology. As a
discipline, educational psychology is reinventing itself from its
early and almost exclusive identification with psychometrics and
taxonomy-styled classifications to a dynamic and multicultural
collage of conversations concerning language acquisition, socially
mediated learning, diverse learning modalities, motivation, the
affective domain, brain-based learning, the role of ecology in
increasing achievement, and many other complementary dimensions of
how people learn. Many polymaths of the discipline are included in
this volume, providing daunting evidence of the range and
intellectual rigor of educational psychology at this historical
juncture. Featuring a collection of renowned international authors,
this text will appeal to scholars across the globe. The Educational
Psychology Reader is an ideal choice as either the primary or
supplemental text for both undergraduate and graduate level
educational psychology courses.
This book provides case studies, many incorporating in-depth
interviews and surveys of journalists. It examines issues such as
journalists' attitudes toward their contributions to society; the
impact of industry and technological changes; culture and minority
issues in the newsroom and profession; the impact of censorship and
self-censorship; and coping with psychological pressures and
physical safety dilemmas. Its chapters also highlight journalists'
challenges in national and multinational contexts. International
scholars, conducting research within a wide range of authoritarian,
semi-democratic, and democratic systems, contributed to this
examination of journalistic practices in the Arab World, Australia,
Bangladesh, Bulgaria, China, Denmark, India, Kenya, Kyrgyzstan,
Malaysia, Mexico, Russia, Samoa, South Africa, Taiwan, Turkey, and
the United States.
Drawing on oral testimony, previously unseen personal papers, and
newly released archival information, this book provides a
comprehensive account of British and American intelligence on the
Soviet nuclear weapons program from 1945 to 1956. The book charts
new territory, revising traditional accounts of Anglo-American
nuclear relations and intelligence cooperation. It reveals how
intelligence was collected: the roles played by defectors, aerial
reconnaissance, and how novel forms of espionage were perfected to
penetrate the Soviet nuclear program. It documents what conclusions
were drawn from this information, and assesses the resulting
estimates. Throughout the book a central theme is the
Anglo-American partnership, depicting how it developed and how
legal restrictions could be circumvented by cunning and guile.
The state of higher education today is one of change and stasis.
Economic vulnerability, globalization, technological innovation,
and an increasingly competitive market underlie the need for change
in higher education. At the same time, there are strong and
stubborn forces at work supporting the status quo. Though daunting,
institutions of higher education can create effective
organizational change, but their foundational philosophies must be
re-examined in the process.
This book addresses a new concept, the organizational learning
contract, a shared agreement among the faculty, staff, and students
in an educational institution about what, how, where, and when
learning should take place. Goodman, who has pioneered the concept
in his work with new and traditional institutions, examines the
consequences of strong and weak contracts while bridging theory
with practice. In the first section, Goodman develops the concept
of the organizational learning contract, builds measures, and looks
at the consequences of strong versus weak contracts on student and
institutional effectiveness indicators. The second section, which
includes the perspectives of two leaders of start-up institutions
who have created new organizational contracts, explores issues of
design and change in introducing the concept into new and existing
institutions.
Ultimately, Goodman asks: If you could start from the beginning,
with appropriate resources, how would you design a new institution?
The answers have implications for all colleges and universities, as
well as the future of higher education across the globe.
Health Security Intelligence introduces readers to the world of
health security, to threats like COVID-19, and to the many other
incarnations of global health security threats and their
implications for intelligence and national security. Disease
outbreaks like COVID-19 have not historically been considered a
national security matter. While disease outbreaks among troops have
always been a concern, it was the potential that arose in the first
half of the twentieth century to systematically design biological
weapons and to develop these at an industrial scale, that initially
drew the attention of security, defence and intelligence
communities to biology and medical science. This book charts the
evolution of public health and biosecurity threats from those early
days, tracing how perceptions of these threats have expanded from
deliberately introduced disease outbreaks to also incorporate
natural disease outbreaks, the unintended consequences of research,
laboratory accidents, and the convergence of emerging technologies.
This spectrum of threats has led to an expansion of the
stakeholders, tools and sources involved in intelligence gathering
and threat assessments. This edited volume is a landmark in efforts
to develop a multidisciplinary, empirically informed, and
policy-relevant approach to intelligence-academia engagement in
global health security that serves both the intelligence community
and scholars from a broad range of disciplines. The chapters in
this book were originally published as a special issue of the
journal, Intelligence and National Security.
Ken and Yetta Goodman's professional work has been a lifelong
collaboration, informed by shared philosophical strands. An
overarching goal has been to provide access for all children to
literacy and learning and to inform and improve teaching and
learning. Each also is recognized for specific areas of focus and
is known for particular concepts. This volume brings together a
thoughtfully crafted selection of their key writings, organized
around five central themes: research and theory on the reading
process and written language development; teaching; curriculum and
evaluation; the role of language; advocacy and the political nature
of schooling. In the World Library of Educationalists,
international scholars themselves compile career-long collections
of what they judge to be their finest pieces - extracts from books,
key articles, salient research findings, major theoretical
and/practical contributions - so the world can read them in a
single manageable volume. Readers will be able to follow the themes
and strands of their work and see their contribution to the
development of a field, as well as the development of the field
itself.
Accountability, in the form of standardized test scores, is built
into many government literacy policies, with severe consequences
for schools and districts that fail to meet ever-increasing
performance levels. The key question this book addresses is whose
knowledge is considered in framing government literacy policies?
The intent is to raise awareness of the degree to which expertise
is being ignored on a worldwide level and pseudo-science is
becoming the basis for literacy policies and laws. The authors, all
leading researchers from the U.S., U.K., Scotland, France, and
Germany, have a wide range of views but share in common a deep
concern about the lack of respect for knowledge among policy
makers. Each author comes to the common subject of this volume from
the vantage point of his or her major interests, ranging from an
exposition of what should be the best knowledge utilized in an
aspect of literacy education policy, to how political decisions are
impacting literacy policy, to laying out the history of events in
their own country. Collectively they offer a critical analysis of
the condition of literacy education past and present and suggest
alternative courses of action for the future.
School Sucks! is designed to complement the dominant discourse of
school reform by presenting a compendium of critical pedagogical
writings that analyze the current issues in urban education and
demonstrate alternative praxis for failing schools. The two editors
of this volume also serve as the series editors for Peter Lang
Publishing's Educational Psychology and Black Studies and Critical
Thinking series, giving them remarkable resources from which to
draw this selection of writings that represent the very best
concepts of pedagogy and praxis. School Sucks! furthers the
reader's knowledge of the pretext of urban educational problems and
promotes a positive praxis of urban educational reform. Inspired by
mentors Mary McLeod Bethune and Paulo Freire, School Sucks! employs
a critical pedagogy and praxis in calling for wholesale changes
within our urban schools.
School Sucks! is designed to complement the dominant discourse of
school reform by presenting a compendium of critical pedagogical
writings that analyze the current issues in urban education and
demonstrate alternative praxis for failing schools. The two editors
of this volume also serve as the series editors for Peter Lang
Publishing's Educational Psychology and Black Studies and Critical
Thinking series, giving them remarkable resources from which to
draw this selection of writings that represent the very best
concepts of pedagogy and praxis. School Sucks! furthers the
reader's knowledge of the pretext of urban educational problems and
promotes a positive praxis of urban educational reform. Inspired by
mentors Mary McLeod Bethune and Paulo Freire, School Sucks! employs
a critical pedagogy and praxis in calling for wholesale changes
within our urban schools.
Reading in Asian Languages is rich with information about how
literacy works in the non-alphabetic writing systems (Chinese,
Japanese, Korean) used by hundreds of millions of people and
refutes the common Western belief that such systems are hard to
learn or to use. The contributors share a comprehensive view of
reading as construction of meaning which they show is fully
applicable to character-based reading.
The book explains how and why non-alphabetic writing works well
for its users; provides explanations for why it is no more
difficult for children to learn than are alphabetic writing systems
where they are used; and demonstrates in a number of ways that
there is a single process of making sense of written language
regardless of the orthography. Unique in its perspective and
offering practical theory-based methodology for the teaching of
literacy in Chinese, Japanese, and Korean to first and second
language learners, it is a useful resource for teachers in
increasingly popular courses in these languages in North America as
well as for teachers and researchers in Asia. It will stimulate
innovation in both research and instruction.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R205
R164
Discovery Miles 1 640
Loot
Nadine Gordimer
Paperback
(2)
R205
R164
Discovery Miles 1 640
|