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The basic hypothesis explored in this paper is that organizational culture and institutional agendas significantly affected the rise and fall of the Twenty-third Air Force. The significance of this research effort is clear considering the 1 October 2003 merger of Combat Search and Rescue (CSAR) and AFSOF under the aegis of the Air Force Special Operations Command (AFSOC). In light of recent events, this study’s ultimate goal is to provide a preview of how culture may affect AFSOC’s endeavors to strengthen CSAR capabilities. By studying the past, this paper looks for glimpses into the future....

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1 INTRODUCTION . . . . . . . . . . . . . . . . . . .1 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2 UNDERSTANDING ORGANIZATIONAL CULTURE . . . . . . . . . . . . . . . . . . . . . . . . 5 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . .22 3 HERITAGE AND CULTURE OF AIR FORCE SPECIAL OPERATIONS FORCES . . . . . . . . . .29 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . .53 4 HERITAGE AND CULTURE OF AIR RESCUE . . . . . . . . . . . . . . . . . . . . . . . . . .67 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . .91 5 ORGANIZATIONAL CHANGE: THE RISE OF THE TWENTY-THIRD AIR FORCE . . . . . .101 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 126 6 ORGANIZATIONAL CHANGE: THE FALL OF THE TWENTY-THIRD AIR FORCE . . . . .137 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 159 7 FROM THE PAST, THE FUTURE . . . . . . . . 171 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 179 APPENDIX: DESERT ONE ANALYSIS . . . . . . .183 ABBREVIATIONS . . . . . . . . . . . . . . . . . . . 195 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . .199...

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DISCLAIMER . . . . . . . . . . . . . . . . . . . . . . . ii ABOUT THE AUTHOR . . . . . . . . . . . . . . . . .vii ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . ix 1 INTRODUCTION . . . . . . . . . . . . . . . . . . . 1 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 2 EDUCATION, TRAINING, AND EXPERIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 3 LEADERSHIP COMPETENCIES . . . . . . . . . .13 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 4 LEADERSHIP ACTIONS: THE HUMP AIRLIFT OPERATION . . . . . . . . . . . . . . . . .27 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 5 LEADERSHIP ACTIONS: THE BERLIN AIRLIFT . . . . . . . . . . . . . . . . . . . . . . . . . 41 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 6 SUMMARY AND CRITIQUE . . . . . . . . . . . .57 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 65 Illustrations Figure Page 1 Air Force Leadership Framework (Proposed) . . . . . . . . . ...

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DISCLAIMER . . . . . . . . . . . . . . . . . ii CONTENTS . . . . . . . . . . . . . . . . . . iii FOREWORD . . . . . . . . . . . . . . . . . v ABOUT THE AUTHOR . . . . . . . . . . vii PREFACE . . . . . . . . . . . . . . . . . . . ix ACKNOWLEDGMENTS . . . . . . . . . . xi ABSTRACT . . . . . . . . . . . . . . . . . . xv 1 EXPECTATIONS OF COMMAND . . . 1 What Does the Boss Expect? . . . 2 What Do the Troops Expect? . . . 9 What Do You Expect? . . . . . . . . . 18 Notes . . . . . . . . . . . . . . . . . . . . 22 2 VISION AND ENVIRONMENT . . . . . 23 Developing and Communicating Your Vision . . . . . . . . . . . . . . 24 Building the Environment . . . . . 30 Notes . . . . . . . . . . . . . . . . . . . . 49 3 WALKING THE WALK . . . . . . . . . . . 51 Notes . . . . . . . . . . . . . . . . . . . . 72 4 HANDLING JUSTICE . . . . . . . . . . . 73 5 GREAT IDEAS . . . . . . . . . . . . . . . . 95 Take Responsibility for Fun . . . . 95 Sponsor Program . . . . . . . . . . . . 100 Celebrate Heroes—Not Machines . . . . . . . . . . . . . . . . 103 Mentoring Program . . . . . . . . . . 104 Notes . . . . . . . . . . . . . . . ....

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Alex was followed on a New Zealand TV Documentary in 2013 while he was doing the search on his Birth Parents. He was adopted out of Russia at 2 years old and brought to NZ. Without any knowledge on who his Birth Parents are Alex decides to do a search on them 20 years later. He manages to find them using social media with the only information on them were their names on paper. He travels to Russia late 2013 to meet them for the first time in his entire life....

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Hello! Let me start this book by introducing myself. My name is Alex Gilbert and I was born in a small town in Russia, called Arkhangelsk, on the 1st of April 1992. I was adopted from a small orphanage in my birth town and brought to NZ in 1994 when I was 2 years old. I was raised in Whangarei by my wonderful parents Mark and Janice Gilbert. I have a brother called Andrei who was also born in Russia in the same orphanage and adopted with me. Growing up in Whangarei, for me, was easy-going and the years went by fast. I have a lot of great memories from growing up there that I always want to revisit....

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Chapter 1 First Search Chapter 2 First Contact With My Biological Mother Chapter 3 It Just Keeps on Getting Better Chapter 4 First Call with my Birth Father Chapter 5 1st Trip Planning Chapter 6 Hold Back! Chapter 7 Only the Beginning! Chapter 8 Leaving NZ Chapter 9 Meeting My Birth Mother Chapter 10 Meeting My Birth Father Chapter 11 Conclusion ...

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Early explorers were followed by prospectors and miners. Settlers who saw the possibilities for agriculture and ranching in the region were not far behind them. The Ash Meadows area, a true desert oasis, was the home of many people, including early community builder "Dad" Fairbanks and some of dubious reputation, such as the legendary desert frontiersman Jack Longstreet. Discovery of borax, clay deposits, and marble and the arrival of the railroads brought new opportunity to the valley's residents around the turn of the century....

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Preface Acknowledgments 1 Prologue: The Land and Early Inhabitants The Physical Setting Amargosa Valley's Singing Sand Dune The First Occupants 2 Early Exploration The Death Valley of the Forty-Niners In the Wake of the Forty-Niners 3 Early Settlers Cattle and Crops Longstreet: Legendary Settler 4 Life in the Amargosa Valley in the 1880s A Buckboard Journey Across the Amargosa The Frontier Home of Aaron and Rosie Winters The Discovery of Borax in Death Valley 5 The Railroads Come to the Amargosa Valley Clark Builds the LV&T Smith Builds the T&T 6 People and Places — The Early 1900s "Dad" Fairbanks Outlaw Country The Ash Meadows Clay Camps Life in Clay Camp 7 The Amargosa Valley in the 1930s-1950s Stops on the T&T Railroad The T&T Ranch—The Leeland Water and Land Company Ash Meadows During the 1930s-1950s Lathrop Wells, 1930-1950 Carrara and the Marble Quarry 8 Modern Development of the Amargosa Valley ...

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The Scarlet Archer of Agincourt is claimed by the Erkenwold’s as their family ghost. Tradition held that the death of an important Erkenwold was always heralded by the apparition of the Scarlet Archer. Now in the early years of WWII, the archer has made an appearance on the family estate on the US coast. Is it a ghost or something more sinister, and what does he or she want? This mystery novel was written by Daniel A Lord, S.J., who was a popular American Catholic writer. The subjects of the works in his bibliography range from religion, humor, plays, songs, mysteries and even politics. His most influential work was possibly in drafting the 1930 Production Code for motion pictures. (Introduction by Maria Therese and Wikipedia)...

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Fiction, Horror/Ghost stories, Mystery

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Cindee Grace has written a treasure trove of healing wisdom, inventive, user-friendly technique and mind-body-spirit methodology for people wrestling with posttraumatic stress and dissociative identity. An intimately written insider’s healing memoir, as well as a brainy, professionally grounded self-help manual, this book will be a godsend to scores of survivors of even the worst kinds of trauma and abuse. Belleruth Naparstek, LISW author of Invisible Heroes: Survivors of Trauma and How They Heal Holistic care provider and survivor of childhood abuse and life-threatening illness, Cindee Grace offers holistic healing solutions that have served her and thousands of her clients and students through trauma recovery, as well as serious imbalances in body and spirit. This book is a compendium of priceless information and a must-read for anyone who has survived trauma and those who love and treat them. Amy Weintraub, author of Yoga for Depression Holistic Self-Care for Post-Traumatic Stress and Dissociative Identity is an excellent resource for patients, no matter when they were diagnosed with these dissociative conditions...

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Getting Started Congratulations on your courage to open this book! No matter when you were diagnosed with Post-Traumatic Stress Disorder (PTSD) and/or Dissociative Identity Disorder (DID), you’ll find remarkable information within these pages. You can use it to start feeling better today – as I have done. Not sure you have PTSD or DID? Please read this entire chapter. It has definitions for PTSD/DID – and much more. Then decide if you’d like to read further. If you don’t have PTSD or DID but survived or witnessed a trauma (serious illness, violence, significant loss, etc.), you’re welcome here, too. This book is geared to assist anyone with the aftershocks of surviving or witnessing trauma - whether the person has diagnostic labels or not. If you’re a person of color or in an oppressed group, (gay, non-Christian, etc.), this book can be valuable. Even if your group’s most obvious oppression occurred generations before you were born, that oppression can traumatize you. For example, Drs. Eduardo and Bonnie Duran investigated “multi-generational PTSD” affecting present-day Native Americans that originates from the g...

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Chapter One: Getting Started p.1 Chapter Two: Nutrition p.16 Chapter Three: Bilateral Body-Mind-Spirit Weaving p.49 Chapter Four: Herbs, Sleep, Homeopathy and Aromatherapy p.72 Chapter Five: BBMSW for Deeper Emotional Healing p.103 Chapter Six: Breath, Exercise, and a Great Hiccup Cure p.120 Chapter Seven: Holistic Self-Hypnosis and More – Part 1 p.146 Chapter Eight: Holistic Self-Hypnosis and More – Part 2 p.173 Chapter Nine: Acupressure, Massage and Intimacy p.190 Chapter Ten: Spirituality – Part 1 p.212 Chapter Eleven: Spirituality – Part 2 p.239 Resources p.262-273 ILLUSTRATIONS Figure 1. Yin (front) view Figure 2. Yang (back) view Figure 3. Chakras Figure 4. Self-Hypnosis Pendulum Figure 5. Heart 7 Figure 6. Shenmen ear point (Heart 7 section) Figure 7. Heart 9 Figure 8. Large Intestine 4 Figure 9. Lung 10 Figure 10. Pericardium 6 Figure 11. Conception Vessel 24, Governing Vessel 26 Figure 12. Governing Vessel 20 Figure 13. Kidney 1 Figure 14. Stomach 44 Figure 15. Spleen 3 Figure 16. Blood Pressure Groove (ear) Figure 17. Reflex 4, Reflex 5 Figure 18. Animal-Human Heart-Based C...

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John Buddle was a local hero in North East England. When he died in 1843 his funeral procession was more than a mile long and thousands of pitmen lined the route to show their respect. He was a self made man who led his men from the front through floods, fires and explosions to get the coal Britain's industry depended upon. This book based on his unpublished diaries tells the story of his life in his own words, the drama, the tragedy, the lives of rich and poor in a way that makes history come alive....

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For those on the surface that bright late spring morning, the twenty five pitmen who had escaped, others from the resting shift, and relatives of those still trapped underground the scene at the surface was terrifying. Within twenty minutes the water was sixty feet deep in the engine pit, the pit where the men were, and by the afternoon it was a hundred and twenty feet up the shaft...Buddle started pumping immediately, but the pumps at full capacity made no impression on the water which seemed to be coming from a vast underground reservoir and flowing like a subterranean river in spate. The only hope for the trapped men was to find another way into the workings. There were plenty of possibilities, but everyone knew it was a desperate gamble; old pits were death traps, a maze of half collapsed shafts and tunnels filled with gas, only madmen would want to go down them, but there was no shortage of volunteers and Buddle himself led the way....

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Introduction A Day to Remember A Century of Inventions Newcastle’s Call The Steam Elephant The Battle against Creep The Deluge The Slaughterhouse The Jarrow Gibbet The Secret Diary An Arranged Marriage Seaham Harbour The Lost Main Line Politics and Personality QED Sudden Death End notes Appendix A Glossary of Mining Terms Bibliography Page References ...

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The Teaching that was brought to Earth from God-the-Father by Jesus Christ came to us in the form of Jesus’ conversations with His disciples and other people, His appeals to the Heavenly Father and descriptions of His deeds and miracles that He performed, which were described in Gospels. There are also writings of His disciples which contain information obtained from Jesus, prophecies received from the Holy Spirit and God-the-Father, as well as personal opinions of the authors. Such writings are many, but not all of them got included into the New Testament. It is obvious that the work on making an integral compilation of the Jesus’ Teaching could have been successfully performed only by that person who has himself fulfilled everything that Jesus taught, who has encompassed His Love and cognized God-the-Father. Only this could serve as the criterion for the compiler’s competence. The author of this book has succeeded in reaching the end of the Path to God-the-Father having studied the methodology of advancing along this Path and having built with the help and guidance of God “a stairway” of methods-stairs leading to the Summit. He st...

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God-the-Father.......3 His Evolution and Us.......5 The Process of Creation.Multidimensionality of Space.......7 The Holy Spirit.......8 Sky — versus Heaven......9 Hell and Paradise.......11 Repentance......14 Jesus Christ.....17 Jesus — about Himself.....22 Spreading of Christianity.....23 Freedom of Will.......27 Destiny......29 Intellectual Self-Perfection.....30 About Alcoholism.....32 Work or Parasitism?......32 People.......34 Patriotism.....35 What Is Man......37 Getting Rid of Diseases.....39 Morals and Ethics.......42 Love to God.....43 Do Not Steal, Do Not Lie, Help Others.....44 Love.......45 Love and Sex......48 Marriage and Divorce.......50 Nudism......51 Man and Woman on Spiritual Path.......52 “Minorities”.......55 Compassion.....56 Struggling with Lower “Self”.......57 Monasticism.......60 Meditative Work.......61 Bibliography......64...

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The book was written as a result of a direct instruction from God. It is addressed to all people interested in philosophy, religion, fundamental psychology, sociology and spiritual self-perfection....

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1.General Statements.......4 2.How the Word “God” Is to Be Understood......5 3.What Is Man....8 4.Methodological Principles of Spiritual Self-perfection.......9 5.Structure of a Human Organism and Structure of the Absolute ........13 6.What Religious Associations Should Do.......15 7.About Some Principles of State Order.......16 8.Conclusion .......17 Bibliography.....18 Structure of the Absolute....19...

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Unfortunately, the existence of command, control, communications, and intelligence (C3I) structures, mechanisms, systems, and capabilities does not guarantee success. Major Orr attacks the basic problem of producing a conceptual model of the combat operations process. Only after he establishes the context, a paradigm of warfare based on classical literature, does he discuss the appropriate C3I architecture that will yield the desired results. In a larger sense, Major Orr’s study is an attempt to redefine the nature of modern technology-intensive warfare. This is a broad and contentious problem. While the reader may not agree with all of Major Orr’s assumptions and conclusions, this larger effort is vital to the American military’s capability to cope successfully with a rapidly changing and increasingly dangerous world. In this larger sense, the importance of Major Orr’s study goes far beyond the particular problems of C3I....

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I COMBAT OPERATIONS . . . . . . . . . . . . . . . 1 Sun Tzu . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Objectives of War . . . . . . . . . . . . . . . . . 2 Civil-Military Relationships . . . . . . . . . . 2 Principles of War . . . . . . . . . . . . . . . . . 3 Tactical Principles . . . . . . . . . . . . . . . . 4 Carl von Clausewitz . . . . . . . . . . . . . . . . . 6 Andre Beaufre . . . . . . . . . . . . . . . . . . . . . 14 The American Style of War . . . . . . . . . . . . 22 The Traditional Approach . . . . . . . . . . . 22 Maneuver Warfare . . . . . . . . . . . . . . . . 24 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 II C3I AND THE COMBAT OPERATIONS PROCESS . . . . . . . . . . . . . . . . . . . . . . . .31 Command, Control, Communications, and Intelligence (C3I) . . . . . . . . . . . . . . . . . . .31 The Combat Operations Process Model . . . .34 Expansion of the Process Model Functions . .37 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 III COMMAND OF THE COMBAT OPERATIONS PROCESS . . . . . . . . . . . . . . . . . . . . . . . . 61 The Purpose of Command . . . ....

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Philo used philisophical representations to fuse and harmonize Jewish traditions and Greek philosophy. It interprets both Jewish and historic Greek philosophies....

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“It is a melancholy reflection upon the history of the Jews that they have failed to pay due honor to their two greatest philosophers. Spinoza was rejected by his contemporaries from the congregation of Israel; Philo Judaeus was neglected by the generations that followed him.”...

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The Jewish Community At Alexandria. 13 – The Life And Times Of Philo. 44 – Philo’s Works And Method. 74 – Philo And The Torah. 104 – Philo’s Theology. 132 – Philo As A Philosopher. 167 – Philo And Jewish Tradition. 199 – The Influence Of Philo. 242 – Bibliography. 263 – Abbreviations Used For The References. 266 – Index. 269 --...

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This book is one of a series originally written by faculty in a Kamehameha reading program. The books were designed to increase students' reading skills and their knowledge of Hawaiian history and culture by focusing on topics such as the Hawaiian monarchy. Some of these books have been translated from their original English into Hawaiian through the efforts of the staff of the Kamehameha Schools Hawaiian Studies Institute. We are pleased at the reception both the English and the Hawaiian editions have received from educational and general audiences....

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"Her love for the young was great, and it was a pretty sight to see her surrounded by a group of children to whose pleasure she was ministering." Perhaps no other single sentence portrays Pauahi so accurately and so completely as this remembrance of her, published at the time of her death. It captures the essence of the princess and her legacy: love, children, service. What a beautiful experience to have been in the company of the princess and to have known her in person! May the young readers for whom this book was written be drawn closer to Pauahi. May readers both young and old be inspired to follow her example of service to all....

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Preface. vii -- Acknowledgments. ix -- Introduction. 1 -- A Princess of Hawaii. 3 -- A School for Royal Children. 18 -- A Gifted Pupil. 30 -- Deeply in Love. 47 -- Of Service to All. 55 -- "No, no! Not me!". 64 -- To Faraway Places. 66 -- Cousin Ruth Keelikolani. 70 -- "Aloha, Pauahi!". 74 -- Legacy of a Princess. 80 -- Bibliography. 89 --...

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This book is one of a series written for Kamehameha Schools Intermediate Reading Program (KSIRP) students. They are designed to increase students' reading skills and their knowledge of Hawaiian history and culture by focusing on topics such as the Hawaiian monarchy. The books are written by KSIRP staff in an effort to provide young readers with culturally relevant materials in language arts and Hawaiian studies. The authors are pleased that the books have been well received by both educational and general audiences. The books are being translated from their original English into Hawaiian through the efforts of the staff of the Hawaiian Studies Institute (HSI). Both KSIRP and HSI are Community Education Division programs of Kamehameha Schools Bernice Pauahi Bishop Estate. KSIRP is operated in collaboration with the State of Hawaii Department of Education at several intermediate schools throughout the state....

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Hawaii existed as a unified nation for eighty-three years, from 1810 to 1893, closing with the overthrow of Queen Liliuokalani. Two dynasties ruled, the Kamehameha dynasty and the Kalakaua dynasty. A dynasty is a series of rulers who belong to the same family. The first sovereign was Kamehameha the Great, the founder of the kingdom. The second and third sovereigns were Kamehameha's sons, Liholiho (Kamehameha II) and Kauikeaouli (Kamehameha III). They were followed by Kamehameha's grandsons, Alexander Liholiho (Kamehameha IV) and Lot Kapuaiwa (Kamehameha V)....

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Preface. vii -- Acknowledgments. ix -- Introduction. 1 -- A Royal Birth. 4 -- The Chiefs' Children's School. 7 -- The Prince and the Princess. 14 -- The Trip Abroad. 18 -- Government Positions. 25 -- The Prince Becomes King. 27 -- "Last Great Chief of the Olden Type". 29 -- Changing the Constitution of 1852. 33 -- The Constitution of 1864. 38 -- Preference for Britain. 41 -- Opposed to Annexation. 45 -- The Sugar Industry. 48 -- No Reciprocity Treaty. 52 -- Other Products to Export. 55 -- Hawaiian Population Decreases. 57 -- Workers from China and Japan. 64 -- Natural Disasters. 68 -- Buildings for Honolulu. 73 -- Kamehameha V's Social Life. 79 -- Country Homes. 81 -- Kamehameha Day. 85 -- The Royal Hawaiian Band. 88 -- The King's Last Years. 93 -- "God's Will Be Done!". 97 -- Aliiolani: A Name Chant. 99 -- Impressions of Kamehameha V. 100 -- Onipaa: Immovable, Firm. 107 -- Bibliography. 109 --...

Description Details
This book is one of a series originally written by faculty in a Kamehameha reading program. The books were designed to increase students reading skills and their knowledge of Hawaiian history and culture by focusing on topics such as the Hawaiian monarchy. Some of these books have been translated from their original English into Hawaiian through the efforts of the staff of the Kamehameha Schools Hawaiian Studies Institute. We are pleased at the reception both the English and the Hawaiian editions have received from educational and general audiences....

Excerpt Details
With the passing of Kamehameha III came a new era-one bringing Prince Alexander Liholiho to the throne as Kamehameha IV. The new king, like his predecessors, had great love for his people and set about to help them. And, like those kings before him, he worked and learned to blend the old ways with new ways. Here is the story of the fourth monarch of Hawaii....

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Preface. vii -- Acknowledgments. ix -- Introduction. 1 -- Birth. 3 -- Chiefs Childrens School. 9 -- A New Journey. 27 -- Reign. 51 -- Queen Emma. 63 -- Prince Albert. 73 -- The Queens Hospital. 83 -- Henry Neilson. 91 -- St. Andrews Cathedral. 97 -- Sadness in the Land. 105 -- Queen Emma Summer Palace. 109 -- Conclusion. 111 -- Bibliography. 113 --...

Description Details
This book is one of a series originally written by faculty in a Kamehameha reading program. The books were designed to increase students' reading skills and their knowledge of Hawaiian history and culture by focusing on topics such as the Hawaiian monarchy. Some of these books have been translated from their original English into Hawaiian through the efforts of the staff of the Kamehameha Schools Hawaiian Studies Institute. We are pleased at the reception both the English and the Hawaiian editions have received from educational and general audiences....

Excerpt Details
"Her love for the young was great, and it was a pretty sight to see her surrounded by a group of children to whose pleasure she was ministering." Perhaps no other single sentence portrays Pauahi so accurately and so completely as this remembrance of her, published at the time of her death. It captures the essence of the princess and her legacy: love, children, service..What a beautiful experience to have been in the company of the princess and to have known her in person! May the young readers for whom this book was written be drawn closer to Pauahi. May readers both young and old be inspired to follow her example of service to all.....

Table of Contents Details
Preface. vii -- Acknowledgments. ix -- Introduction. 1 -- A Princess of Hawai?i. 3 -- A School for Royal Children. 18 -- A Gifted Pupil. 30 -- Deeply in Love. 47 -- Of Service to All. 55 -- "No, no! Not me!". 64 -- To Faraway Places. 66 -- Cousin Ruth Ke?elikolani. 70 -- "Aloha, Pauahi!". 74 -- Legacy of a Princess. 80 -- Bibliography. 89 --...

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DISCLAIMER . . . . . . . . . . . . . . . . . . . . . . ii FOREWORD . . . . . . . . . . . . . . . . . . . . . . . vii ABOUT THE AUTHOR . . . . . . . . . . . . . . . . . ix ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . xi 1 INTRODUCTION . . . . . . . . . . . . . . . . . . . 1 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 2 DISENGAGEMENT IN STRATEGY . . . . . . . . .11 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 3 DISENGAGEMENT IN THE COLD WAR . . . . .25 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 4 DISENGAGEMENT IN THE NEW WORLD ORDER . . . . . . . . . . . . . . . . . . . . 59 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 5 REFRAMING DISENGAGEMENT . . . . . . . . . .83 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 6 EFFECTS OF BARRIERS . . . . . . . . . . . . . .99 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 115 7 CONCLUSION . . . . . . . . . . . . . . . . . . . 117 Note . . . . . . . . . . . . . . . . . . . . . . . . . . .121 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . .123 Illustrations Figure 1 P...

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This bibliography includes all known titles published in the Hawaiian language anywhere in the world between 1822 and the end of the century. The only items not listed are one-page broadsides, government documents, serials, sheet music, and programs for events such as concerts, royal functions, and the like. The work was begun in 1938 by Bernice Judd of the Hawaiian Mission Children's Society Library at the suggestion of Dr. Clarence Brigham, director of the American Antiquarian Society. The original plan was simply to prepare a revision of Howard Ballou's 1908 bibliography. As the work progressed, however, it became evident that a mere revision was not practical, and a completely new bibliography was begun. Holdings recorded at that time were limited to those in libraries in Hawaii. When I undertook completion of the project in 1963, I decided to include additional information on each item and to recheck the local holdings, because most collections had grown considerably since 1938. Subsequently, I was able to add information on holdings of Hawaiian-language titles in libraries all over the world. In 1971 Clare Murdoch joined me in...

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The first chapter in the history of Hawaiian printing becomes primarily a resumé of the linguistic efforts of the early missionaries to the Sandwich Islands. To a researcher perhaps the most remarkable feature of the story is that the missionaries began their printing activities even before they had settled on a standard alphabet and orthography for the hitherto unwritten Hawaiian language. The members of the Sandwich Islands Mission sent from Boston by the American Board of Commissioners for Foreign Missions had arrived at Kawaihae armed with zeal, press, and printer, on March 30, 1820, and in Honolulu the following April 19. To their collective mind it was absolutely essential to have printed material available as soon as possible to reinforce their efforts in disseminating the gospel among the widely scattered communities of the island group. Consequently, as the oral language had to be converted to writing before any printing could be done, intolerable delay would be inevitable if the men of God were to wait until their studies became definitive. So they set to work almost immediately and in only two years completed the complica...

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The purpose of The Role of Rhetorical Theory in Military Intelligence Analysis is to share Major Mills’s rhetorical understanding with young officers attending initial intelligence training. Throughout he infuses key elements from the rhetorical discourse community into the discourse community that deals with training in military intelligence....

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1 INTRODUCTION . . . . . . . . . . . . . . . . . . .1 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2 LET’S GET RHETORICAL . . . . . . . . . . . . . .5 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 3 INTELLIGENCE PROCESS . . . . . . . . . . . . .11 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 4 WHAT THE FOUCAULT? . . . . . . . . . . . . . .21 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . .26 5 POWER PLUG . . . . . . . . . . . . . . . . . . . . 27 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 37 6 DISCONTINUITY FEVER . . . . . . . . . . . . . .39 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 46 7 IN THE TRENCHES . . . . . . . . . . . . . . . . . 47 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 54 8 CONCLUSION . . . . . . . . . . . . . . . . . . . . 55 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 57 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . 59 INDEX . . . . . . . . . . . . . . . . . . . . . . . . . . 63...

Description Details
This paper reviews four case studies that demonstrate the variety of ways women have participated in modern armed conflict and explores whether current US laws and policies excluding women from combat remain valid or need to be amended. Each case study examines three principal facets of female participation in combat: context, motivations and inspirations, and the actual contributions made by these women in combat operations....

Table of Contents Details
1 INTRODUCTION . . . . . . . . . . . . . . . . . . . 1 2 THE FEMALE FIGHTERS OF WORLD WAR II . . . . . . . . . . . . . . . . . . . . .7 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . .18 3 THE SOVIET FEMALE FLIERS OF WORLD WAR II . . . . . . . . . . . . . . . . . . . . 21 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 4 SHAHIDA IN A BRAVE NEW WORLD . . . . . .39 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 5 AMERICAN WOMEN AT WAR . . . . . . . . . . .53 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 6 THE WAY BACKWARD . . . . . . . . . . . . . . .65 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 7 THE WAY FORWARD . . . . . . . . . . . . . . . .91 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 108 8 CONCLUSION . . . . . . . . . . . . . . . . . . . 111 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 114 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . .115...