Tom Duffy – författare

The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about “new learning.” Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are — for various reasons — now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called “learning organizations” as a result of rapidly changing societies and economies.

This title aims to bring together research and theory about "New Learning", the term we use for new learning outcomes, new kinds of learning processes and new instructional methods that are both wanted by society and stressed in psychological theory in many countries at present. Some people wonder if there really is new way of learning and new learning outcomes? Is this "fad" really different from previous waves of interest for other kinds of learning, like the ones proposed by the so-called traditional school innovators such as Montessori, Dewey, Steiner and Freinet? Of course, there is a lot of resemblance between the present attention to new ways to learn and new learning outcomes and previous ones. The book describes and illustrates the differences as well as the modern versions of the traditional innovative ideas.

The past four decades have seen a number of US military interventions in the Middle East, but only one of them is retrospectively seen as a success: Operation Earnest Will, the escort of Kuwaiti tankers through the Persian Gulf in 1987 and 1988. As an officer who participated in this operation who then served in the region as a diplomat, Tom Duffy offers a unique perspective on Earnest Will. He argues that the fact that Earnest Will was a limited war and that it was fought with navies was key to its success. Forty years later, this operation remains relevant to security policy, especially with regard to a potential conflict with China.This new and descriptive account discusses every aspect of the operation, including the role of other navies in the Gulf at the time—especially the Royal Navy, ships operating in conjunction with the Western European Union, and the Soviet navy. Relevant strategic and political elements are covered, such as parallel activities in the UN Security Council and the role of UN Security Council Resolutions in ending the war. Considering the short-, medium-, and long-term impacts of Operation Earnest Will, Duffy explains how this maritime, limited war option illustrates key concepts from classical strategic thinkers, and why it is a demonstrably effective way to advance political goals and an example to keep in mind when facing future challenges, both in the Middle East as well as East Asia.