The writer of the following sketch does not attempt, in the space assigned him, to give a complete history of the various commands of Maryland, who for four year did gallant and noble service. A faithful record of their names alone would fill the pages of a volume, and to write a history of their marches and battles, their wounds and suffering, their willing sacrifices, would demand more accurate knowledge, more time and more ability than the author of this sketch can command. He trusts that in this brief history which follows he has been able to show that Maryland did her duty to herself and did it nobly. Gen. Bradley T. Johnson, the gallant organizer and leader of the Maryland Line, distinguished in many of the battles of the army of Virginia, one of the most brilliant regimental and brigade commanders under Stonewall Jackson and Robert E. Lee, and for a time in command of division, is the author of the military history of Maryland.

This study turned the tables on a conventional understanding of the four instruments of national power (diplomacy, information, military and economic measures/D.I.M.E.) to see how potential adversaries could use these against the national security interests of Canada and the United States. Moreover, this particular work focuses on qualitative research regarding cyber threats that have continually beleaguered these nations by malevolent actors mostly over the last five years. This 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.

Written by leading international experts in the field of plant metabolic engineering, this book discusses, mainly, applications of plant metabolic engineering. Metabolic engineering, which is part of second generation biotechnology, has made several contributions at basic level as well as at conceptualising products ever since its emergence in the early 1980s. Applications resulting from metabolic engineering are expected to play a very important role in future for plant breeding, e.g. for improved resistance or improved traits concerning health promoting constituents, and production of fine chemicals such as medicines, flavors and fragrances.

This book explains Japan's unique Prosecution Review Commission (PRC) which is composed of eleven lay people selected randomly from voter registration lists. Each of the country's 165 PRCs reviews non-charge decisions made by professional prosecutors and determines which cases should be reinvestigated or charged. PRCs also provide prosecutors with general proposals and recommendations for improving their policies and practices. The book analyzes the history and operations of the PRC and uses statistics and case studies to examine its various impacts, from legitimation and shadow effects to kickbacks and mandatory prosecution. More broadly, this book explores a problem that is common in many criminal justice systems: how to hold prosecutors accountable for their non-charge decisions. It discusses the potential these panels have for improving the quality of criminal justice in Japan and other countries, and it will appeal to scholars and students studying prosecution and democracy, criminal justice, criminology, lay participation, justice reform, and Japanese studies.

If you ask someone to do a job, you must first tell them what the job is and give a job description. Otherwise they might get partway into the job and decide this wasn't what they had in mind and quit. The last thing Jesus did before going back to heaven was to give every believer a job to do: make disciples. This book details what it means to be a disciple and gives a thorough job description so that we will know what to expect in fulfilling our duties. Matthew 5:1-2 says, "And seeing the multitudes, he went up into a mountain: and when he was set, his disciples came unto him: And he opened his mouth, and taught them." The kingdom of God operates in a specific way and cannot be altered to fit our way of doing things. Jesus wanted anyone who accepted His call to know how to do it right. So He had to teach them.

This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions. The chapters are split across three thematic sections: translingual and anti-discriminatory pedagogy and practices; professional development and administrative work; and advocacy in the writing center. The book offers practice-based examples which aim to counter linguistic racism and promote language pluralism in and out of classrooms, including: teacher training, creating pedagogical spaces for multilingual students to negotiate language standards, and enacting anti-racist and translingual pedagogies across disciplines and in writing centers.

This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions. The chapters are split across three thematic sections: translingual and anti-discriminatory pedagogy and practices; professional development and administrative work; and advocacy in the writing center. The book offers practice-based examples which aim to counter linguistic racism and promote language pluralism in and out of classrooms, including: teacher training, creating pedagogical spaces for multilingual students to negotiate language standards, and enacting anti-racist and translingual pedagogies across disciplines and in writing centers.

Blast off with this incredibly innovative novelty book that contains puzzle pieces young readers can use to build their own rocket ship--from bestselling and Caldecott Honor artist Stephen T. Johnson! From innovative book creator Stephen T. Johnson comes an introduction to space exploration for the youngest reader. This simple step-by-step guide to the parts of a rocket ship has sturdy, ultra-thick cardboard pages containing all the necessary components as well as clear instructions for assembly. The flat pieces fit together with slots and tabs, which means there's no glue and no mess--just a lot of fun! And, the pieces can back into the book, so the creation can be rebuilt time and again.

Even when products and systems are highly localized, rarely is there one design suitable for a single, mono-cultural population of users. The products and systems created and used are cultural artifacts representing shared cognitions that characterize mental models that result from interactions with physical environments. Thus, culture is embedded and impacts the extent to which products are usable, accessible, useful, and safe. Products and systems that deviate from users' mental models may have negative consequences for users, ranging from minor annoyance to more serious consequences such as severe injury or death. Both an introduction and a primer, Cultural Ergonomics: Theory, Methods, and Applications demonstrates how cultural ergonomics can be applied in research and practitioner contexts. It covers selection of theories, descriptions of research designs, methods to analyze the results, case studies, and strategies used to draw inferences and conclusions in a vast array of areas including occupational safety, global issues, emergency management, human-computer interaction, warnings and risk communications, and product design. Human factors/ergonomics, as a discipline, is slowly integrating cultural ergonomics into efforts to explore human capabilities and limitations in the context of design and evaluation. Edited by experts and containing contributions from pioneers in this area, this book provides examples and methodologies within a human factors framework. It provides systematic methods to apply what is learned from analysis of culture to the design, development, and evaluation of products and systems.

Affective Teacher Education is one of the first books to provide teacher educators, classroom teachers, school administrators, and teacher candidates with research and recommendations related to affective education. All teachers want to become professional educators; they want find satisfaction and reward in their chosen careers. Likewise, all teachers want to show their students in all grade levels and in all subject areas how to acquire, apply, and appreciate appropriate dispositions or outlooks related to the course content and as a community of learners. This book guides and supports teachers to fulfill these two goals. Each chapter explores a different aspect of affective education and offers the reader useful suggestions to prompt self-assessment, professional conversations, and developmental activities. Affective Teacher Education helps teachers to visualize teaching and learning holistically, linking the knowledge, skills, and dispositions that students need to know, do, and feel, to achieve in school and become lifelong learners.

In this collaborative examination two diverse groups of scholars look at Western and Islamic approaches to war, peace, and statecraft from their own perspectives in an effort to bridge the gap of knowledge and understanding between the two traditions. Established scholars in religious ethics and international law--James Turner Johnson, John Langan, David Little, and William V. O'Brien--examine the substantial body of literature on the just war tradition that has been produced over time by historians, theologians, ethicists, and international lawyers. The Islamic tradition, which in both its classical and contemporary forms presents a rich variety of materials for discussions of statecraft, including issues connected with the justification, conduct, and ultimate aims of war, is then assessed by a group of leading Islamicists including Fred Donner, Richard C. Martin, Bruce Lawrence, and Ann Mayer. The two major themes stressed by the contributors are the "historical" and "theoretical" approaches to war and peace in the two great religious and cultural traditions. In every case, the chapters are broadly historical and comparative in nature. Kelsay and Johnson's Just War and Jihad, together with their companion volume, Cross-Crescent and Sword: The Justification and Limitation of War in Western and Islamic Tradition (Greenwood Press, 1990), represent the outcome of interdisciplinary and cross-cultural dialogues. An introduction takes up the various themes present in the chapters and reflects their significance for comparative studies of cultural attitudes on war and peace. In the book's first major division four chapters deal with "foundational" concerns. Here the authors identify sourcesand basic themes of religious thought that influence Western and Islamic approaches to war and peace. The two chapters of Part II take up particular questions connected with the phenomenon of holy war. In the final section two contributors assess the status of the international law on war and peace. For students and scholars of comparative religion, ethics, and international relations this comparative study, which establishes the persistence of certain human concerns across the boundaries of particular cultures, makes timely and important reading.

Fragments of Trauma and the Social Production of Suffering: Trauma, History, and Memory offers a kaleidoscope of perspectives that highlight the problem of traumatic memory. Because trauma fragments memory, storytelling is impeded by what is unknowable and what is unspeakable. Each of the contributors tackles the problem of narrativizing memory that is constructed from fragments that have been passed along the generations. When trauma is cultural as well as personal, it becomes even more invisible, as each generation's attempts at coping push the pain further below the surface. Consequently, that pain becomes increasingly ineffable, haunting succeeding generations. In each story the contributors offer, there emerges the theme of difference, a difference that turns back on itself and makes an accusation. Themes of knowing and unknowing show the terrible toll that trauma takes when there is no one with whom the trauma can be acknowledged and worked through. In the face of utter lack of recognition, what might be known together becomes hidden. Our failure to speak to these unaspirated truths becomes a betrayal of self and also of others. In the case of intergenerational and cultural trauma, we betray not only our ancestors but also the future generations to come. In the face of unacknowledged trauma, this book reveals that we are confronted with the perennial choice of speaking or becoming complicit in our silence.

Affective Teacher Education is one of the first books to provide teacher educators, classroom teachers, school administrators, and teacher candidates with research and recommendations related to affective education. All teachers want to become professional educators; they want find satisfaction and reward in their chosen careers. Likewise, all teachers want to show their students in all grade levels and in all subject areas how to acquire, apply, and appreciate appropriate dispositions or outlooks related to the course content and as a community of learners. This book guides and supports teachers to fulfill these two goals. Each chapter explores a different aspect of affective education and offers the reader useful suggestions to prompt self-assessment, professional conversations, and developmental activities. Affective Teacher Education helps teachers to visualize teaching and learning holistically, linking the knowledge, skills, and dispositions that students need to know, do, and feel, to achieve in school and become lifelong learners.

Assessing Students in Groups: Promoting Group Responsibility and Individual Accountability explains how to form productive groups and assess individual student performance in group work. David W Johnson and Roger T Johnson, prominent experts in cooperative learning, provide many practical resources that teachers can put to immediate use, including scoring sheets, observation forms, learning contracts, classroom activities, and questionnaires. Key concepts are clearly defined in each chapter and a comprehensive glossary is included. This user-friendly and insightful guide includes chapters on: } when and where to use groups } making groups productive } developing an assessment plan for groups } assessing performances of individual group members } self-assessment in groups } peer assessment in groups. This valuable book presents a wide range of procedures for assessment in an easily understood and practical format, and supplies checklists, illustrations, diagrams, and examples in each chapter.