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As the war draws closer and secrets are revealed, Orelia, Arran, Vesper, and Cormak, along with others at the Quatra Fleet Academy, face significant changes and new challenges.

Other People's Wars explores key US efforts involving direct observation missions and post-conflict investigations throughout its history. Sterling shows how initiatives to learn from other nations' wars can yield significant benefits, emphasisizing comprehensive qualitative learning to foster better military preparedness and adaptability. Case studies explore how to improve military adaptation and preparedness in peacetime by investigating foreign wars Preparing for the next war at an unknown date against an undetermined opponent is a difficult undertaking with extremely high stakes. Even the most detailed exercises and wargames do not truly simulate combat and the fog of war. Thus, outside of their own combat, militaries have studied foreign wars as a valuable source of battlefield information. The effectiveness of this learning process, however, has rarely been evaluated across different periods and contexts. Through a series of in-depth case studies of the US Army, Navy, and Air Force, Brent L. Sterling creates a better understanding of the dynamics of learning from \"other people's wars,\" determining what types of knowledge can be gained from foreign wars, identifying common pitfalls, and proposing solutions to maximize the benefits for doctrine, organization, training, and equipment. Other People's Wars explores major US efforts involving direct observation missions and post-conflict investigations at key junctures for the US armed forces: the Crimean War (1854-56), Russo-Japanese War (1904-5), Spanish Civil War (1936-39), and Yom Kippur War (1973), which preceded the US Civil War, First and Second World Wars, and major army and air force reforms of the 1970s, respectively. The case studies identify learning pitfalls but also show that initiatives to learn from other nations' wars can yield significant benefits if the right conditions are met. Sterling puts forth a process that emphasizes comprehensive qualitative learning to foster better military preparedness and adaptability.

After messing up one too many times, Frankie Brooks, a future fashion editor, finds herself at military school where she must learn how to cope with the impossible military drills and specialized classes.

In recent decades, African states have developed an impressive infrastructure for training their peacekeepers. In addition, peacekeeping, peacebuilding and associated areas of conflict resolution have become significant areas of employment. Marco Jowell has spent a decade working in peacekeeping training in East Africa – initially as one of the foreign ‘Technical Advisers’ at the Peace Support Operations (PSO) training centre in Kenya, the International Peace Support Training Centre (IPSTC) and subsequently as a strategic adviser to the Rwanda Peace Academy. Using first-hand experience, he considers how military forces from a variety of African states – with great differences in history, language and political systems and with militaries with different cultures and capabilities – can conduct complicated multinational peacekeeping operations. He shows how regional peacekeeping training centres provide an environment for African elites, predominately military, to interact with each other through shared training and experiences. This process of interaction, or socialisation, improves skills but also encourages cohesion so that future African-led missions will be managed by well-trained officers who are comfortable and willing to work within a regional or Pan-African framework. Jowell shows that part of the aim of peacekeeping training centres is to foster a Pan-African ‘outward’ looking ideology or disposition as well as improving technical ability. This book will be essential reading for all involved with African military and security studies and analysts of peacekeeping training and operations.

Every school day seems to bring more trouble to eleven-year-old Derek, whose former best friend bullies him, while at home he deals with the long absence of his father, a Blackhawk helicopter pilot, and his mother's sudden moodiness.

Abstract Creative Self-Efficacy (CSE) and Creative Personal Identity (CPI) are creative self-beliefs which act as creative achievement predictors in different contexts, including school. Brazilian theoretical studies suggest that characteristics of military school can inhibit creative expression. The question is raised whether the school environment can influence CSE and CPI. Therefore, the goal was to compare male and female students from military and civilian schools, in terms of CSE and IPC, in addition to verifying the interaction between the variables. Participants were 230 secondary school students, with a mean age of 16.07 years (SD = .92). The Short Scale of Creative Self (SSCS) and a sociodemographic questionnaire were used. No significant differences or interactions were observed, except for the higher IPC in women when compared to men. Thus, it is possible that the typical restrictions of the military model of education do not necessarily imply barriers to creativity. Resumo Autoeficácia Criativa (AEC) e Identidade Pessoal Criativa (IPC) são crenças do self criativo que atuam como preditoras da realização criativa em diversos contextos, inclusive escolar. Estudos teóricos brasileiros sugerem que as características da escola militar podem inibir a expressão criativa. Questiona-se como AEC e IPC podem ser influenciadas pelo ambiente escolar. Portanto, o objetivo deste estudo foi comparar estudantes de escolas militares e civis, do sexo masculino e feminino, quanto à AEC e IPC, além de verificar possível interação entre as variáveis. Participaram 230 estudantes do ensino médio, com idade média de 16,07 anos (DP = 0,92). Utilizou-se a Escala Breve do Self Criativo (EBSC) e um questionário sociodemográfico. Não foram observadas diferenças ou interações significativas entre os grupos, exceto pela IPC superior nas mulheres, quando comparadas aos homens. Nesse sentido, é possível que as restrições típicas do modelo militar de educação não impliquem necessariamente barreiras à criatividade. Resumen La Autoeficacia Creativa (AEC) y la Identidad Personal Creativa (IPC) son creencias del self creativo que actúan como predictores del logro creativo en diferentes contextos, incluyendo el escolar. Estudios teóricos brasileños sugieren que las características de las escuelas militares pueden inhibir la expresión creativa. Se cuestiona si el entorno escolar puede influir en la AEC y la IPC. Por lo tanto, el objetivo de este estudio fue comparar alumnos y alumnas de escuelas militares y civiles, en términos de AEC y IPC, además de verificar la interacción entre las variables. Participaron 230 estudiantes de secundaria de escuelas públicas, con una edad promedia de 16,07 años (DS = 0,92). Se utilizó la escala Short Scale of Creative Self (SSCS) y un cuestionario sociodemográfico. No se observaron diferencias o interacciones significativas entre los grupos, excepto por una IPC superior en mujeres en comparación con los hombres. Es posible que las restricciones típicas del modelo educativo militar no necesariamente impliquen barreras para la creatividad.

After centuries of exclusivity, the Quatra Fleet Academy finally accepts students from the settler planets, forcing four teenagers from different backgrounds, with different ambitions, motives, and missions, to work together to outmaneuver a mysterious alien enemy.

The pre-army preparatory programs established in Israel constitute a unique and popular model of education. Using the qualitative method and semi-structured interviews, I found four key themes that can explain this model: identity, autonomy, affiliation, and an informal approach. A variety of psychological theories are raised throughout the paper that address each one. It seems that a combination of these themes may be a key factor contributing to the popularity of these programs, and to other popular Jewish education programs beyond the borders of Israel that are similar. This innovative educational model is capable of influencing not only Jewish education but general education as well.

\"Makoto Fujimoto grew up in California, but with a difference--his California is part of the United States of Japan. After Germany and Japan won WWII, the United States fell under their control. Growing up in this world, Mac plays portical games, haphazardly studies for the Imperial Exam, and dreams of becoming a mecha pilot. Only problem: Mac's grades are terrible. His only hope is to pass the military exam and get into the prestigious mecha pilot training program at Berkeley Military Academy\"-- Provided by publisher.

Since 1967 more than 25,000 students have graduated from UNSW after studying at Duntroon, HMAS Creswell , the Australian Defence Force Academy. Tom Frame examines the productive 50-year partnership between UNSW and the Australian Defence Force.