LEADER 04217nam 2200721Ia 450 001 9910787679303321 005 20230803031323.0 010 $a0-8014-6953-8 010 $a0-8014-6954-6 024 7 $a10.7591/9780801469541 035 $a(CKB)2670000000417696 035 $a(OCoLC)856627282 035 $a(CaPaEBR)ebrary10738663 035 $a(SSID)ssj0001035788 035 $a(PQKBManifestationID)11592813 035 $a(PQKBTitleCode)TC0001035788 035 $a(PQKBWorkID)11030524 035 $a(PQKB)10471658 035 $a(StDuBDS)EDZ0001503908 035 $a(MiAaPQ)EBC3138505 035 $a(OCoLC)966836554 035 $a(MdBmJHUP)muse51811 035 $a(DE-B1597)478461 035 $a(OCoLC)979910361 035 $a(DE-B1597)9780801469541 035 $a(Au-PeEL)EBL3138505 035 $a(CaPaEBR)ebr10738663 035 $a(CaONFJC)MIL683628 035 $a(EXLCZ)992670000000417696 100 $a20130227d2013 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aArmed state building$b[electronic resource] $econfronting state failure, 1898-2012 /$fPaul D. Miller 210 $aIthaca, NY $cCornell University Press$d2013 215 $a1 online resource (265 p.) 225 0 $aCornell studies in security affairs 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a1-322-52346-0 311 0 $a0-8014-5149-3 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tPreface --$t1. Introduction --$t2. The Myth of Sequencing --$t3. Statehood --$t4. State Failure --$t5. State Building --$t6. Strategies of State Building --$t7. Five State-Building Case Studies --$t8. Conclusion --$tAppendix A: Case Selection --$tAppendix B: Measuring Success and Failure --$tBibliography --$tIndex 330 $aSince 1898, the United States and the United Nations have deployed military force more than three dozen times in attempts to rebuild failed states. Currently there are more state-building campaigns in progress than at any time in the past century-including Afghanistan, Bosnia, Kosovo, the Democratic Republic of Congo, Haiti, Sudan, Liberia, Cote d'Ivoire, and Lebanon-and the number of candidate nations for such campaigns in the future is substantial. Even with a broad definition of success, earlier campaigns failed more than half the time. In this book, Paul D. Miller brings his decade in the U.S. military, intelligence community, and policy worlds to bear on the question of what causes armed, international state-building campaigns by liberal powers to succeed or fail. The United States successfully rebuilt the West German and Japanese states after World War II but failed to build a functioning state in South Vietnam. After the Cold War the United Nations oversaw relatively successful campaigns to restore order, hold elections, and organize post-conflict reconstruction in Mozambique, Namibia, Nicaragua, and elsewhere, but those successes were overshadowed by catastrophes in Angola, Liberia, and Somalia. The recent effort in Iraq and the ongoing one in Afghanistan-where Miller had firsthand military, intelligence, and policymaking experience-are yielding mixed results, despite the high levels of resources dedicated and the long duration of the missions there. Miller outlines different types of state failure, analyzes various levels of intervention that liberal states have tried in the state-building process, and distinguishes among the various failures and successes those efforts have provoked. 410 0$aCornell studies in security affairs. 606 $aNation-building 606 $aFailed states 606 $aPostwar reconstruction 606 $aIntervention (International law) 615 0$aNation-building. 615 0$aFailed states. 615 0$aPostwar reconstruction. 615 0$aIntervention (International law) 676 $a327.1/1 700 $aMiller$b Paul D$092568 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910787679303321 996 $aArmed state building$93771307 997 $aUNINA LEADER 05119nam 22007215 450 001 9910484994103321 005 20241213135426.0 010 $a9789401793704 010 $a9401793700 024 7 $a10.1007/978-94-017-9370-4 035 $a(CKB)3710000000251366 035 $a(EBL)1968262 035 $a(OCoLC)908088894 035 $a(SSID)ssj0001372581 035 $a(PQKBManifestationID)11895554 035 $a(PQKBTitleCode)TC0001372581 035 $a(PQKBWorkID)11304694 035 $a(PQKB)10646889 035 $a(DE-He213)978-94-017-9370-4 035 $a(MiAaPQ)EBC1968262 035 $a(PPN)182100235 035 $a(EXLCZ)993710000000251366 100 $a20141001d2015 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 12$aA Cultural-Historical Study of Children Learning Science $eForegrounding Affective Imagination in Play-based Settings /$fby Marilyn Fleer, Niklas Pramling 205 $a1st ed. 2015. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2015. 215 $a1 online resource (223 p.) 225 1 $aCultural Studies of Science Education,$x1879-7237 ;$v11 300 $aDescription based upon print version of record. 311 08$a9789401793698 311 08$a9401793697 320 $aIncludes bibliographical references. 327 $aSection 1: Theoretical foundations for learning science in early childhood -- Learning science in everyday life ? a cultural-historical framework -- How preschools environments afford science learning -- Imagination and its contributions to learning in science -- Theoretical and conceptual insights ? the young learner in science -- Section 2: Knowledge construction in science -- Knowledge construction in early childhood science:  The human invention of empirical, narrative and theoretical -- Knowledge construction is culturally situated -- Positioning children in research and the implications for our images of their competence -- Section 3: The pedagogical construction of learning science -- Learning and metaphor: Bridging the gap between the familiar and the unfamiliar -- Simile, metaphor and learning to perceive the world in functional and culturally relevant ways -- Learning to ?read? and produce graphical representations -- The nature of educational encounters -- Theoretical and conceptual insights ? representations in science -- Section 4: Models of early childhood teaching -- A cultural-historical model of early childhood science education. 330 $aThis book provides an account of children?s science learning beyond the traditional constructivist and social-constructivist view. It conceptualises science as a body of knowledge that humans have constructed (historically) and reconstructed (contemporary) to meet human needs. As such, this human invention acts as an evolving cultural tool for supporting and helping to understand everyday life. Drawing upon cultural-historical theory, the book theorises early childhood science education in relation to current globalised education contexts. Its aim is to advance the understanding of the many ways that science concepts are learned by very young children. The book presents a theoretical discussion of the cultural-historical foundation for early childhood science education. It examines contemporary theories of learning and development within the general field of early childhood education. This theoretical examination allows for the foundational pedagogical context of young learners to be interrogated. This kind of analysis makes it possible to examine play-based contexts in relation to opportunities for scientific conceptual development of young children. From a cultural-historical point of view, and taking into account relevant empirical literature, the book introduces and promotes a more relevant approach to the teaching of science and for the development of young children?s scientific thinking. The book ends with presenting a pedagogical model for introducing scientific concepts to young children in play-based settings. 410 0$aCultural Studies of Science Education,$x1879-7237 ;$v11 606 $aScience$xStudy and teaching 606 $aEarly childhood education 606 $aLearning, Psychology of 606 $aScience Education 606 $aEarly Childhood Education 606 $aInstructional Psychology 615 0$aScience$xStudy and teaching. 615 0$aEarly childhood education. 615 0$aLearning, Psychology of. 615 14$aScience Education. 615 24$aEarly Childhood Education. 615 24$aInstructional Psychology. 676 $a372.21 676 $a507.1 700 $aFleer$b Marilyn$4aut$4http://id.loc.gov/vocabulary/relators/aut$01188781 702 $aPramling$b Niklas$4aut$4http://id.loc.gov/vocabulary/relators/aut 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910484994103321 996 $aA Cultural-Historical Study of Children Learning Science$92844851 997 $aUNINA