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The dynamics of foreign language values in Sweden: a social history ; Dinamika vrednot tujih jezikov na Švedskem: socialna zgodovina
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In: CEPS Journal 12 (2022) 1, S. 125-146 (2022)
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Sprachsensibler Geschichtsunterricht als Professionalisierungsaufgabe ... : Language-sensitive history teaching as a task of professionalization ...
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Demokratie lernen in der Schule. Politische Bildung als Aufgabe für alle Unterrichtsfächer
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In: Münster ; New York : Waxmann 2020, 234 S. - (Salzburger Beiträge zur Lehrer/innen/bildung; 9) (2020)
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Sprachsensibler Geschichtsunterricht als Professionalisierungsaufgabe ; Language-sensitive history teaching as a task of professionalization
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In: Schweizerische Zeitschrift für Bildungswissenschaften 42 (2020) 3, S. 656-668 (2020)
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Inklusives Lehren und Lernen. Allgemein- und fachdidaktische Grundlagen
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2019, 209 S. - (Interdisziplinäre Beiträge zur Inklusionsforschung ; forschung klinkhardt) (2019)
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Christina Isabel Brüning / Lars Deile / Martin Lücke (Hrsg.): Historisches Lernen als Rassismuskritik. Reihe: Forum Historisches Lernen. Schwalbach: Wochenschau 2016 (272 S.) [Rezension] ...
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Christina Isabel Brüning / Lars Deile / Martin Lücke (Hrsg.): Historisches Lernen als Rassismuskritik. Reihe: Forum Historisches Lernen. Schwalbach: Wochenschau 2016 (272 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 16 (2017) 1 (2017)
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Kritik eines "kritischen Lehrbuches". Der Disput um Legitimierung und Deligitimierung eines kreationistischen Schulbuches
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In: Matthes, Eva [Hrsg.]; Schütze, Sylvia [Hrsg.]: Schulbücher auf dem Prüfstand. Bad Heilbrunn : Verlag Julius Klinkhardt 2016, S. 220-230. - (Beiträge zur historischen und systematischen Schulbuch- und Bildungsmedienforschung) (2016)
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Wolframs von Eschenbach Parzival – Der mittelalterliche Held in Schulbüchern des 20. Jahrhunderts
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ФАКУЛЬТАТИВ ПО ИСТОРИИ ЯЗЫКА КАК ФОРМА ПОДГОТОВКИ УЧАЩИХСЯ К ВСЕРОССИЙСКОЙ ОЛИМПИАДЕ ШКОЛЬНИКОВ ПО РУССКОМУ ЯЗЫКУ
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ЕРЕМИНА СВЕТЛАНА АЛЕКСАНДРОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Уральский государственный педагогический университет», 2015
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Capacity Building in the Operational Environment: Stories and Lessons Learned
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In: DTIC (2012)
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An Exit Strategy Not a Winning Strategy? Intelligence Lessons from the British 'Emergency' in South Arabia, 1963-67
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In: DTIC (2012)
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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Daniela Caspari / Wolfgang Hallet / Anke Wegner / Wolfgang Zydatiß (Hrsg.): Bilingualer Unterricht macht Schule. Beiträge aus der Praxisforschung. Frankfurt a.M.: Lang 2007 (230 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 8 (2009) 3 (2009)
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Studies in Intelligence. Volume 53, Number 3, September 2009
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In: DTIC (2009)
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| 17 |
A Requirement for a National Intelligence Support Team in Direct Support of Special Operations Forces Task Groups in Multinational Operations
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In: DTIC (2009)
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Deterrence from Cold War to Long War: Lessons from Six Decades of RAND Research
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In: DTIC (2008)
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Abstract:
A decade after the end of the Cold War, many viewed the attacks of September 11, 2001, as confirming the end of deterrence. Despite overwhelming nuclear and conventional superiority, the United States suffered a major attack on its own soil for the first time since World War II. In response to this atrocity, the 2002 United States national security strategy proclaimed the irrelevance of deterrence to many important challenges from both state and nonstate actors. Yet reports of the demise of deterrence were greatly exaggerated. The 2006 version of the national security strategy returned "deterrence" to the lexicon of U.S. national defense. More importantly, it provides the framework from which this revival of deterrence springs. This framework is that "of a long struggle, similar to what our country faced in the early years of the Cold War." Deterrence, the unpalatable but indispensable strategy of the old Cold War, will be an equally indispensable part of the strategy of the new long war. This book consists of seven main sections. The first presents a brief history of RAND's role in the development of deterrence theory and policy. The second provides an assessment of the relevance of Cold War era deterrence research to the challenges of the long war. The next section discusses the theoretical basis of deterrence and its components as well as some generic policy considerations that are derived from the theory. The fourth section describes why deterrence was the strategy the United States adopted for the Cold War and the benefits that accrued from this choice. The fifth section describes in more detail various technical and doctrinal approaches to making deterrence effective that RAND studied. The next section describes RAND efforts to study the psychological and organizational elements of deterrence. The final section presents three contexts and scenarios related to the long war in which RAND deterrence research might be relevant. ; RAND Project Air Force. ISBN 978-0-8330-4482-2.
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Keyword:
*DETERRENCE; *FOREIGN POLICY; *LESSONS LEARNED; *NATIONAL SECURITY; *STRATEGY; *THEORY; *UNITED STATES GOVERNMENT; BIBLIOGRAPHIES; CHINA; COLD WAR; COUNTERFORCES(MILITARY); Government and Political Science; Humanities and History; MILITARY HISTORY; NATIONAL DEFENSE; NONSTATE ACTORS; NORTH KOREA; NUCLEAR WEAPONS; RUSSIA; TAIWAN; TERRORISM; VIETNAM WAR
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URL: http://www.dtic.mil/docs/citations/ADA489540
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA489540
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| 19 |
Military Police Operations and Counterinsurgency
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In: DTIC (2008)
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Interrogation: World War II, Vietnam, and Iraq
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In: DTIC (2008)
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