A decade before being proclaimed part of the "axis of evil," North Korea raised alarms in Washington, Seoul, and Tokyo as the pace of its clandestine nuclear weapons program mounted. When confronted by evidence of its deception in 1993, Pyongyang abruptly announced its intention to become the first nation ever to withdraw from the Nuclear Non-Proliferation Treaty, defying its earlier commitments to submit its nuclear activities to full international inspections. U.S. intelligence had revealed evidence of a robust plutonium production program. Unconstrained, North Korea's nuclear factory would soon be capable of building about thirty Nagasaki-sized nuclear weapons annually. The resulting arsenal would directly threaten the security of the United States and its allies, while tempting cash-starved North Korea to export its deadly wares to America's most bitter adversaries. In Go ing Critical, three former U.S. officials who played key roles in the nuclear crisis trace the intense efforts that led North Korea to freeze—and pledge ultimately to dismantle—its dangerous plutonium production program under international inspection, while the storm clouds of a second Korean War gathered. Drawing on international government documents, memoranda, cables, and notes, the authors chronicle the complex web of diplomacy--from Seoul, Tokyo, and Beijing to Geneva, Moscow, and Vienna and back again—that led to the negotiation of the 1994 Agreed Framework intended to resolve this nuclear standoff. They also explore the challenge of weaving together the military, economic, and diplomatic instruments employed to persuade North Korea to accept significant constraints on its nuclear activities, while deterring rather than provoking a violent North Korean response. Some ten years after these intense negotiations, the Agreed Framework lies abandoned. North Korea claims to possess some nuclear weapons, while threatening to produce even more. The story of the 1994 confrontatio

Annotation In this book, three former U.S. officials who played key roles in the 1994 North Korean nuclear crisis trace the intense efforts that led North Korea to freezeand pledge ultimately to dismantleits dangerous plutonium production program. The story of the 1994 crisis provides important lessons for the U.S. as it grapples once again with a nuclear crisis on a peninsula that half a century ago claimed 50,000 American lives.

Critical Steps happen every day at work and at home, purposefully. Work does not happen otherwise. If an operation has the capacity to do work, then it has the capacity to do harm. Work is energy directed by human beings to create value. But people are imperfect—we make mistakes, and sometimes we lose control of the work. Therefore, work is the use of force under conditions of uncertainty. A Critical Step is a human action that will trigger immediate, irreversible, and intolerable harm to an asset, if that action or a preceding action is performed improperly. Whether the human action involves clicking on a link attached to an e-mail message, walking down a flight of stairs with a newborn baby in arms, engaging the clutch on a gasoline-driven chain saw, or administering a medication to a patient in a hospital, these all satisfy the definition of what constitutes critical risks in our daily lives, professionally or personally. The overarching goal of managing Critical Steps is to maximize the success (safety, reliability, productivity, quality, profitability, etc.) of people’s performance in the workplace, to create value for the organization without losing control of built-in hazards necessary to create that value.

Like an Indecent Exposure of the defense industry, Running Critical is an expose of the General Dynamics scandal told by the only reporter who had exclusive access to the secret documents of both General Dynamics and the U.S. Navy. 16-page photo insert.

In the context of the growing diversity of contemporary societies and the central importance of the electronic media, the place of popular culture in the school curriculum has become an increasingly controversial political issue. Based on in-depth research in an ethnically mixed, working-class secondary school, Cultural Studies Goes to School is concerned with the relationships between young people's involvement in popular culture outside school and their experiences of media education within the formal school curriculum. The first part of the book provides a detailed analysis of students' readings and uses of popular media, ranging from computer games and soap operas to comics and rap music. It offers a further challenge to received notions of young people as passive victims of ideological manipulation by the media and develops a social theory of reading that acknowledges the complex roles of gender, race and social class. The second part describes a number of classroom projects involving both critical and practical aspects of media education. Through analysis of students' work in a range of media, including photography, video and print, the authors develop a challenging theory of learning about popular culture and its place in the school curriculum. This book offers an exciting and accessible account of young people reading and making popular culture, which challenges many of the political claims and received wisdoms of academic Cultural Studies.

This book offers a broader theory of nuclear deterrence and examines the way nuclear and conventional deterrence interact with non-military factors in a series of historical case studies. The existing body of literature largely leans toward the analytical primacy of nuclear deterrence and it is often implicitly assumed that nuclear weapons are so important that, when they are present, other factors need not be studied. This book addresses this omission. It develops a research framework that incorporates the military aspects of deterrence, both nuclear and conventional, together with various perceptual factors, international circumstances, domestic politics, and norms. This framework is then used to re-examine five historical crises that brought two nuclear countries to the brink of war: the hostile asymmetric nuclear relations between the United States and China in the early 1960s; between the Soviet Union and China in the late 1960s; between Israel and Iraq in 1977–1981; between the United States and North Korea in 1992–1994; and, finally, between the United States and the Soviet Union during the 1962 Cuban missile crisis. The main empirical findings challenge the common expectation that the threat of nuclear retaliation represents the ultimate deterrent. In fact, it can be said, with a high degree of confidence, that it was rather the threat of conventional retaliation that acted as a major stabilizer. This book will be of much interest to students of nuclear proliferation, cold war studies, deterrence theory, security studies and IR in general.

A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.