Author: UN. General Assembly (56th sess. : 2001-2002). 5th CommitteePublisher:
ISBN:
Category :
Languages : ar
Pages : 1
Book Description
Programme Budget Implications of Draft Resolution A/C.3/56/L.6/Rev. 1, as Orally Revised
Author: UN. General Assembly (56th sess. : 2001-2002). 5th CommitteePublisher:
ISBN:
Category :
Languages : ar
Pages : 1
Book Description
Gulf War Air Power Survey
Author: Eliot A. CohenTechnology and the Air Force
Author: Jacob NeufeldPublisher: DIANE Publishing
ISBN: 1437912877
Category : Technology & Engineering
Languages : en
Pages : 344
Book Description
Proceedings of a symposium co-sponsored by the Air Force Historical Foundation and the Air Force History and Museums Program. The symposium covered relevant Air Force technologies ranging from the turbo-jet revolution of the 1930s to the stealth revolution of the 1990s. Illustrations.
Reading, Thinking, and Writing About History
Author: Chauncey Monte-SanoPublisher: Teachers College Press
ISBN: 0807772879
Category : Education
Languages : en
Pages : 241
Book Description
Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies
Marine Corps Manual for Legal Administration (LEGADMINMAN).
Author: United States. Marine CorpsPublisher:
ISBN:
Category : Courts-martial and courts of inquiry
Languages : en
Pages : 154
Book Description
Postsecondary Student Terminology
Author: John Fay PutnamPublisher:
ISBN:
Category : Junior college students
Languages : en
Pages : 208
Book Description
Operation Urgent Fury
Author: Ronald H. ColePublisher:
ISBN:
Category : Grenada
Languages : sr
Pages : 98
Book Description
Selected Papers of General William E. Depuy
Author: Richard M. SwainPublisher: CreateSpace
ISBN: 9781492287919
Category : History
Languages : en
Pages : 492
Book Description
William E. DePuy was likely the most important figure in the recovery of the United States Army from its collapse after the defeat in Vietnam. That is a rather large claim, and it suggests a precedence over a number of other distinguished officers, both his contemporaries and successors. But it is a claim that can be justified by the test of the “null hypothesis:” Could the Army that conducted the Gulf War be imagined without the actions of General DePuy and those he instructed and inspired? Clearly, it could not. There are a few officers of the period about whom one can make the same claim. To judge properly the accomplishments of General DePuy and his talented subordinates at the US Army Training and Doctrine Command (TRADOC), one must understand the sense of crises and defeat that pervaded the Army in the 1970s. By 1973, the United States had lost the war in Vietnam. Only the most optimistic or naïve observer held out hope that the Geneva Accords would provide security for the Republic of South Vietnam. The US Army was in a shambles, with discipline destroyed and the chain of command almost nonexistent. The “All Volunteer Army” was borne on a wave of permissiveness that compounded the problems of restoring discipline. Moreover, the army was ten years behind its most likely enemy in equipment development, and it had no warfighting doctrine worthy of the same. With the able assistance of the commander of the Armor Center, General Donn Starry, General DePuy wrenched the Army from self-pity and recrimination about its defeat in Vietnam into a bruising doctrinal debate that focused the Army's intellectual energies on mechanized warfare against a first-class opponent. Critics might argue correctly that that the result was incomplete, but they out not to underestimate how far the Army had to come just to begin the discussion. General DePuy also changed the way Army battalions prepared for war. He made the US Army a doctrinal force for the first time in history. Ably seconded by General Paul Gorman, DePuy led the Army into the age of the Army Training and Evaluation Program (ARTEP). The intellectual and training initiatives were joined then, with a third concern of General DePuy's TRADOC: the development of a set of equipment requirements, with a concentration of effort on a limited number, ultimately called the “Big Five.” The result was the suite of weapons that overmatched the Iraqis in Operation Desert Storm – Apache attack helicopters, M1 tanks, Bradley fighting vehicles, Patriot air defense missiles, and Black Hawk assault helicopters. General DePuy championed the recruitment of a high-quality soldiery, an effort beyond his own significant responsibilities but, even so, one he never ceased to support and forward.
Education Policy in Developing Countries
Author: Paul GlewwePublisher: University of Chicago Press
ISBN: 022607885X
Category : Education
Languages : en
Pages : 349
Book Description
Almost any economist will agree that education plays a key role in determining a country’s economic growth and standard of living, but what we know about education policy in developing countries is remarkably incomplete and scattered over decades and across publications. Education Policy in Developing Countries rights this wrong, taking stock of twenty years of research to assess what we actually know—and what we still need to learn—about effective education policy in the places that need it the most. Surveying many aspects of education—from administrative structures to the availability of health care to parent and student incentives—the contributors synthesize an impressive diversity of data, paying special attention to the gross imbalances in educational achievement that still exist between developed and developing countries. They draw out clear implications for governmental policy at a variety of levels, conscious of economic realities such as budget constraints, and point to crucial areas where future research is needed. Offering a wealth of insights into one of the best investments a nation can make, Education Policy in Developing Countries is an essential contribution to this most urgent field.
State Court Organization
Author: Publisher:
ISBN:
Category : Court administration
Languages : en
Pages : 416
Book Description