Combat to College is the book for veterans who want to win the college battle. Veterans must utilize the unique skills and discipline gained in the military to succeed in higher education. Your experiences make you capable of not only graduating but creating the life you want after your military service. When veterans get out of the military, their plan of action often determines whether they live out their dreams or their nightmares. How well you do in college often dictates how well you do in life. Rise up to your potential and navigate college with these straightforward lessons. Maintain your military bearing, confidence and unwavering determination into your next chapter. Make your college success non-negotiable, you earned your GI Bill and its time to grit your teeth and use it.

"Historians and sliders have not been kind to either [General Douglas] MacArthur or the soldiers whom he placed in harm's way in the summer of 1950 ... This study seeks to redress the imbalance that exists between fact and interpretation. For too long historians and soldiers have roundly criticized Task Force Smith's performance, extrapolated from its fate a set of assumptions about what constitutes readiness, and then used those assumptions to condemn the entire Eighth Army. The reality is much more complex. A proper examination of the historical record reveals wide disparities in the readiness and combat effectiveness of the subordinate units of America's first forward-deployed Cold War field force ... This work will demonstrate how units achieved that readiness by means of case studies of four infantry regiments, one from each of the four infantry divisions that constituted the Eighth Army in 1950. It synthesizes contemporary training doctrine, training records generated by maneuver units, unit histories, reports of inspections by outside agencies, contemporary self-assessments, and the observations of veterans who served in Japan in the fifteen months before the outbreak of the Korean War. It challenges the long-standing reputation of the Eighth Army as flabby, dispirited, and weak"--Introduction.

More than simply a vital collection development tool, this book can help librarians help young adults grow into the kind of independent readers and thinkers who will flourish at college.

Fighting the Fleet recognizes that fleets conduct four distinct but interlocking tasks at the operational level of war--striking, screening, scouting, and basing--and that successful operational art is achieved when they are brought to bear in a cohesive, competitive scheme. In explaining these elements and how they are conjoined for advantage, a central theme emerges: despite the utility and importance of jointness among the armed forces, the effective employment of naval power requires a specialized language and understanding of naval concepts that is often diluted or completely lost when too much jointness is introduced. Woven into the fabric of the book are the fundamental principles of three of the most important naval theorists of the twentieth century: Rear Admiral Bradley Fiske, Rear Admiral J.C. Wylie, and Captain Wayne Hughes. While Cares and Cowden advocate the reinvigoration of combat theory and the appropriate use of operations research, they avoid over-theorizing and have produced a practical guide that empowers fleet planners to wield naval power appropriately and effectively in meeting today's operational and tactical challenges.

"What men will fight for seems to be worth looking into," H. L. Mencken noted shortly after the close of the First World War. Prior to that war, although many military commanders and theorists had throughout history shown an aptitude for devising maxims concerning esprit de corps, fighting spirit, morale, and the like, military organizations had rarely sought either to understand or to promote combat motivation. For example, an officer who graduated from the Royal Military College (Sandhurst) at the end of the nineteenth century later commented that the art of leadership was utterly neglected (Charlton 1931, p. 48), while General Wavell recalled that during his course at the British Staff College at Camberley (1909-1 0) insufficient stress was laid "on the factor of morale, or how to induce it and maintain it'' (quoted in Connell1964, p. 63). The First World War forced commanders and staffs to take account of psychological factors and to anticipate wideJy varied responses to the combat environment because, unlike most previous wars, it was not fought by relatively small and homogeneous armies of regulars and trained reservists. The mobilization by the belligerents of about 65 million men (many of whom were enrolled under duress), the evidence of fairly widespread psychiatric breakdown, and the postwar disillusion (- xiii xiv PREFACE emplified in books like C. E. Montague's Disenchantment, published in 1922) all tended to dispel assumptions and to provoke questions about mo tivation and morale.

Having published in 11 languages and sold in more than 100,000 copies, this fully revised edition of How We Learn examines what learning actually is and why and how learning and non-learning takes place. Focusing exclusively on learning itself, it provides a comprehensive yet accessible introduction to traditional learning theory and the newest international contributions, while at the same time presenting an innovative and holistic understanding of learning. Comprising insightful and topical discussions covering all learning types, learning situations and environments this edition includes key updates to sections on: School-based learning Reflexivity and biographicity E-learning The basic dimensions and types of learning What happens when intended learning does not take place The connections between learning and personal development Learning in the competition state How We Learn spans from a basic grounding of the fundmental structure and dimensions of learning and different learning types, to a detailed exploration of the differing situations and environments in which learning takes place. These include learning in different life stages, learning in the late modern competition society, and the crucial topic of learning barriers. Transformative learning, identity, the concept of competencies, workplace learning, non-learning and the interaction between learning and the educational approaches of the competition state are also examined. Forming the broadest basic reader on the topic of human learning, this revised edition is integral reading for all those who deal with learning and teaching in practice. Particularly interested will be MA and doctoral students of education as well as university and school based teachers.