Kennedy's groundbreaking book The Rise and Fall of the Great Powers helped to reorder the current priorities of the United States. Now, he synthesizes extensive research on fields ranging from demography to robotics to draw a detailed, persuasive, and often sobering map of the very near future--a bold work that bridges the gap between history, prophecy, and policy.

This book aims to serve the military profession, and so the national interest, by helping to generate intelligent reform of how the armed forces train, educate, and promote officers who shape our military strategy and write our war plans. Readers will discover the professional and intellectual improvement that wide reading in the masters of historical narrative offers to them. The first chapter, Lessons Not Learned, surveys our strategic documents-and their recent applications-and offers criticism and recommendations. The second chapter, Transformation Ballyhoo, evaluates our current efforts at military transformation and offers an alternative approach to rehabilitating our armed forces. The third chapter, The Brain of An Army, offers ideas on building a first-rate Joint War College. Chapters four through six focus on military campaigns: France 1940; Stalingrad; North Africa, 1940-43. The theme is that moral and intellectual qualities determine the fate of armies in war, and that material and bureaucratic machinery are not nearly so vital as we seem to think nowadays.

This book addresses how countries can produce well-educated, healthy, and productive youth.

First published in 1999, this volume is written by seasoned African scholars and is intended to make a significant contribution to the debate on peaceful coexistence and sustainable development in the continent. The book contains a very refreshing, rigorous, informative and multidisciplinary analysis of the transition in Africa and provides practical and effective policy options for Africans. It breaks new ground in that it emphasizes the importance of institutions to economic growth and development in Africa. As such, it differs significantly from previous efforts which have tended to blame Africa’s underdevelopment on incompetent, ill-informed and poorly educated leadership. While agreeing that the shortage of competent and skilled technocrats has been a significant problem for many African countries during the last four decades, the contributors argue that the most critical determinant of poverty and deprivation in the continent has been the absence of institutional arrangements that enhance the creation of wealth and allow ethnic and other social cleavages to live together peacefully. Thus, as Africans prepare their societies for the new century, the first line of business should be state reconstruction - a task that was supposed to have been undertaken shortly after independence but was never accomplished. The main purpose of such an exercise is for each African country to design and adopt institutional arrangements that enhance peaceful coexistence of groups, the creation of wealth, and sustainable development.

The current trend of learner centeredness in education has been challenging many of the current ways of working, especially in higher education institutions. This rapid change in educational institutions demands educators acquire new sets of skills via continuous reflective practices. Hence, educators in higher education institutions are actively involved in research-driven teaching and learning practices. This change of role from mere content delivery to learning facilitators could be better achieved through a strong research-driven community of practice. Preparing 21st Century Teachers for Teach Less, Learn More (TLLM) Pedagogies is a pivotal reference source that provides vital research on the application of practice-based learning techniques in higher education institutions. This publication establishes a platform for academics to share their best practices to promote teach less, learn more pedagogies and learn reciprocally from the community of practice. While highlighting topics such as interactive learning, experiential technology, and logical thinking skills, this book is ideally designed for teachers, instructional designers, higher education faculty, deans, researchers, professionals, universities, academicians, and students seeking current research on transformative learning and future teaching practices.

The National Academy of Engineering's 2012 forum, "Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning," opened with presentations by six speakers who looked at the future of engineering and engineering education from their perspectives as educators, administrators, entrepreneurs, and innovators. Each speaker focused on just one facet of a tremendously complex picture. Yet together they outlined a new vision for engineering education based on flexible, interactive, lifelong learning and the merge of activities long held to be distinct. This summary of a forum recaps the six speaker's presentations.

Technological advances, particularly the ubiquitous home computer, make it imperative to re-examine and update antiquated zoning provisions that limit or prohibit work at home. Charles Wunder examines both the content and impact of existing regulations and finds most of them to be neither sensible, useful, nor enforceable. He suggests a new framework for organizing home-based business regulations and an attitude toward implementation and enforcement that encourages entrepreneurship, creativity, and individual expression while still protecting neighborhood residential character.

This case study book serves as a valuable tool for professors and instructors of educational psychology. It contains 18 cases that represent current areas of interest in Educational Psychology embedded within current challenges that teachers face in today’s elementary grade classrooms. The cases are organized into six major parts: Human Development, Individual Differences and Diversity, Learning Theories, Motivation, Classroom Management, Instructional Approaches, and Assessment and Evaluation.Each case describes a detailed teaching scenario written from either the student or the teachers’ perspective. To engage students in critical thinking, perspective-taking, analysis, problem solving and decision-making, the cases have been intentionally written without a conclusion. Because the cases are open-ended, it allows the professor or instructor more flexibility and autonomy in how they use the cases. Each case is followed by thought-provoking questions, highlighting the significant issues in the case, from which to analyze the case and apply various theoretical viewpoints. While the cases do not replace actual classroom experience, they present a way to immerse students in the classroom’s culture by providing them with real-life teaching examples.

This book theorizes that the basic civilizational pillars of family, community, tradition and faith are severely eroding in the industrial/technological West. This has caused Western civilization itself to enter a period of fragmentation and decline. In The Third World Century, Charles Goodwin assesses the present aspect and ambiance of western civilization with an eye to its prospects. The author also evaluates those civilizational forces emerging on the periphery as the weakening of the West's fundamental societal pillars allows them to gather momentum from their bases in the Third World. Contents: Acknowledgements; Preface; Introduction; THE POST WORLD WAR II ORDER CRUMBLES; Disintegration of The Second World; Russia: Past and Prognosis; The New Chinese Empire: A Peoples Republic Colossus; The First World Flounders; Technology: Monster or Messiah?; A Bankruptcy of Precepts; The Future of the Republican Ideal; THE TEMPORARY RISE OF SPHERISM; Atrophy of Internationalism: Growth of Super Spheres; Spherical Tensions; New Combinations and Configurations; INSIDE THE THIRD WORLD ORDER; Quadruple Basics; Fundamental Values and Structures; TESSERAE OF THE EMERGING MOSAIC; The Evolution of Socio-Politics; Post Technological Polity.