Relevant bibliographies by topics / Army Intelligence Center and School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Reports

Academic literature on the topic 'Army Intelligence Center and School'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Army Intelligence Center and School"

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Krasnozhenova, E. E., and S. V. Kulinok. "On the Question of Using the Civilian Population of the USSR by German Intelligence in 1941–1944." Modern History of Russia 10, no. 3 (2020): 609–21. http://dx.doi.org/10.21638/11701/spbu24.2020.304.

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During 1941–1944 the German occupation and intelligence services created an extensive network of training centers (schools and courses) in the occupied territories of the USSR. Mostly Soviet prisoners of war were involved in reconnaissance and sabotage work, although a significant number of agents were recruited from the civilian (non-military) population. First, people who were in active or passive opposition to the Soviet regime were attracted: former emigrants, those repressed or dispossessed, ideological opponents, criminals, and others. At the same time, a significant number of agents were recruited from the civilian population who remained in the occupied territories, especially from its most vulnerable categories (women and children). The recruited agents were used to carry out reconnaissance and sabotage missions, both in the rear of the USSR and in parts of the Red Army, and against the resistance movement. On the territory of the BSSR occupied by the Germans, sixteen training centers were opened where saboteur children were trained, and more than twenty were opened to train “agents in skirts”. Similar schools and courses were opened in Russia, Ukraine, and the Baltic states. The Soviet secret services and partisan counterintelligence bodies were well informed about such work of the German secret organs. The performance of agents trained from among the civilian population was low. There were some tactical successes and actions by enemy agents (especially on the eve and during the period of punitive operations), but strategically this work by the Germans actually failed.
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Ivanyuk, Sergey. "Veprik – the Center of Intelligence and Sabotage Activity of the Russian Army in December 1708." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 4. Istorija. Regionovedenie. Mezhdunarodnye otnoshenija, no. 4 (October 12, 2014): 6–13. http://dx.doi.org/10.15688/jvolsu4.2014.4.1.

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Kiley, Kevin C. "The United States Army Medical Department Center and School: Supporting Soldiers into the 21st Century." Military Medicine 168, suppl_1 (September 1, 2003): 33–36. http://dx.doi.org/10.1093/milmed/168.suppl_1.33.

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Goldstein, Charles A. "Foreword." International Journal of Cultural Property 17, no. 2 (May 2010): 135–37. http://dx.doi.org/10.1017/s0940739110000226.

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The Harvard Law School Symposium, “Spoils of War v. Cultural Heritage: The Russian Cultural Property Law in Historical Context,” was convened in February 2008 to bring together legal, historical, and other academic experts who might shed some light on the issues raised by Russia's 1998 law that essentially nationalized and declared Russian ownership of the great many works of art, books, and archives that were taken under orders by the Red Army to the Soviet Union at the end of World War II. The symposium was jointly sponsored by the Commission for Art Recovery, the Foundation for International Cultural Diplomacy, the Harvard Law School Arts and Literature Law Society, the Harvard Law School European Law Research Center, and the Davis Center for Russian and Eurasian Studies of Harvard University.
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Safitri, Dewi Yuliana, Parlan Parlan, and Agus Rahmat. "Pelaksanaan Konsep Kecerdasan Jamak Pada learning centers Di PAUD Dellia Creative School Kota Bengkulu." Journal Of Lifelong Learning 3, no. 1 (July 13, 2020): 64–71. http://dx.doi.org/10.33369/joll.3.1.64-71.

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This study aims to describe: (1)the Implementation of multiple intelligences concept in learning center at education for early age Dellia creative school and; (2) Supporting factors and the inhibiting implementation of multiple intelligences concept at learning center in education for early age Dellia creative school. The Implementation concept of multiple intelligences in the learning center defined as a process of applying innovative methods of learning in early childhood using centers based on the plural intelligence of children in early age. This research is descriptive research with qualitative approach. The subjects of this study were the managers/principals and also the educators of dellia education for early age creative school. The data were collected using observation method, interview, and documentation. The Researcher are the main instruments in conducting this research assisted by observation guides, interview guides, and documentation guidelines. The Techniques used in data analysis are data reduction, data display, and taking the conclusion. The Triangulation done to explain the validity of the data using source of triangulation.The results of the research indicate that: 1) the Implementation consept of multiple intelligences at learning center in education for early age Dellia creative school is done in three stages: (a) planning includes making RKH (daily lesson plan) and RKM (weekly lesson plan), but the planning itself is not written in RKH (daily lesson plan), the kinds of multiple intelligence development; (B) the implementation includes four footholds: first is footholds of the main environmental, second is the pre-game experience, third is the current playing ground and the last is foothold of the after-play experience. The Plural intelligence developement can be identified from the type of offered play by the educator; (C) the assessment is performed by observation, checklists, anecdotes and assignments packed in middle of semester and the ends of semester reports. 2) the supporting factors of the implementation center approched based on multiple intelligence is: (a) the instruments and the materials are adjusted to the level of child development achievement; (B)a good cooperation between the educators, employees and parents of education for early age Dellia creative schools, while the inhibiting factors are: (a) the changing of learners mood; (b) the lack of teaching personnel.Keywords: multiple intelegences, center, learning
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Ganin, Аndrey. "“Currently it is in general risky to be friends with anybody”: The military specialists of Kiev United school of commanders of the Red army named after S. S. Kamenev under the supervision of state security agencies in 1924-1926." Slavic Almanac, no. 1-2 (2019): 134–55. http://dx.doi.org/10.31168/2073-5731.2019.1-2.1.08.

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The article is devoted to the analysis of the materials of agent monitoring on former officers who served in the mid-1920s in the Kiev United school of commanders of the Red army named after S. S. Kamenev. These documents are stored in the Departmental archive of the Security Service of Ukraine and have not yet been subjected to an indepth study by specialists. Meanwhile, the materials of intelligence surveillance are a fairly objective historical source about the moods of former officers. The analysis of the observation data allowed to draw conclusions about the mood of military experts of the Kamenev school and their attitude to the Soviet power. The study of the materials of agent surveillance in the future will make a comprehensive view of the moods and everyday life of the Red army commanders. The focus of the observers was the former major general Vladimir Alexandrovich von Olderogge, as well as his entourage. Intelligence surveillance showed that the professors did not conduct anti-Soviet underground work, but were disloyal, and in their statements directly hostile to the authorities. Hostility toward the White military experts was not experienced. On the contrary, former officers kept in touch with the white emigration and compared whose situation was better. Not being able to speak openly against the situation in the country, the military experts were forced to passive resistance.
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Balzer, Robert, Lee Erman, Martin Feather, Neil Goldman, Philip London, David Wile, David Wilczynski, et al. "Research in Progress at the Information Sciences Institute, University of Southern California." AI Magazine 1, no. 1 (July 1, 2017): 22. http://dx.doi.org/10.1609/aimag.v1i1.88.

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ISI is an off-campus research center in the University of Southern California's School of Engineering. The Institute engages in a broad set of research and application oriented projects in the computer sciences, ranging from advanced research efforts aimed at producing new concepts to operation of a major Arpanet computer facility.
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EFEOĞLU, İ. EFE, and Ömer Gökhan ULUM. "THE RELATIONSHIP BETWEEN TURKISH EFL STATE SCHOOL TEACHERS' CULTURAL INTELLIGENCE AND THEIR PROFESSIONAL WELL-BEING." Journal of Education Culture and Society 8, no. 2 (September 25, 2017): 228–39. http://dx.doi.org/10.15503/jecs20172.228.239.

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Cultural intelligence is described as the ability of a person to behave adequately in culturally diverse environments. It involves comprehending the effects of cultural background on the attitudes of people for auspicious participation in any social setting. Cultural intelligence may be positively and significantly correlated with professional well-being among English as foreign language (EFL) teachers. So, the present study sought to investigate the correlation between Turkish EFL state school teachers' cultural intelligence and their professional well-being. A sample including 120 EFL state school teachers completed two questionnaires: (1) Cultural Intelligence Scale developed by Cultural Intelligence Center (2005); and (2) the Scale of Teacher Perception of Professional Well-Being developed by Yildirim, Arastaman and Dasci (2016). The results of the study indicated significant correlations between Turkish EFL state school teachers' cultural intelligence and their professional well-being. This study may help English Language Teaching (ELT) departments to implement materials to their curriculum for aiding EFL teachers in terms of developing cultural intelligence. Furthermore, this paper makes a unique contribution to the area of cultural intelligence by identifying whether there is a relationship between cultural intelligence and professional well-being.
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Wójcik, Zbigniew, Tomasz Boraczyński, and Michał Boraczyński. "Polish Horse-Riding School." Physical education, sport and health culture in modern society, no. 2 (50) (July 1, 2020): 53–57. http://dx.doi.org/10.29038/2220-7481-2020-02-53-57.

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The aim of the research was to recreate the processes determining the development of the concept of the Polish horse riding school. In the implementation of the previously adopted scheme, there were used methods in the field of historical and pedagogical science. As a result of the query, a lot of the material was obtained at the Central Military Archives in Warsaw and the Sports Museum in Olsztyn. It should be emphasized that the use of horses in the Republic of Poland has centuries of tradition. Yet in the 18th century, Polish horse riding school dominated in Europe. However, due to the subsequent partitions and the loss of independence, there were no conditions for further improvement of the equestrian art system. The next opportunity did not appear until 1918, when Poles created the foundation of statehood. Therefore, shortly thereafter, three military horse riding schools were established for the needs of the reviving weapon. They were dominated by the old classical-manege system, cultivated by senior officers from the former Armed Forces of Austria-Hungary. The new trends were initiated in the ranks of cavalry due to soldiers who had previously served in the army of the Russian partitioner. The results of the carried out research enabled to formulate the conclusion that allows to state that the clash of views among the officers resulted in the development of the principles of the Polish horse riding school. It was a combination of the Italian system and extensive experience of the former manege school. It was developed by horse riding instructors at the Cavalry Training Center in Grudziądz. Thanks to that, Polish horsemanship in the inter-war period was included in the world leaders.
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Rothstein, Mark A. "Tarasoff Duties after Newtown." Journal of Law, Medicine & Ethics 42, no. 1 (2014): 104–9. http://dx.doi.org/10.1111/jlme.12123.

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After recent tragedies involving mass murders on a college campus in Virginia, an Army base in Texas, a congressional constituent event at a shopping center in Arizona, and a movie theater in Colorado, one might have assumed the public had become numb to horrendous and senseless acts of killing. If so, one would have been wrong. The public was not prepared for the brutal and cold-blooded murder of 20 first-grade school children and six teachers and staff at Sandy Hook Elementary School in Newtown, Connecticut, on December 14, 2012.Following the all-too-familiar emotional stages of shock, grief, and anger, many members of the public and elected officials turned to the issue of how to prevent such tragedies in the future. Two main questions quickly became the focus of policy makers.
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Dissertations / Theses on the topic "Army Intelligence Center and School"

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Doty, James L. III. "Allied experience and American expeditionary forces schools: gathering intelligence knowledge for the army intelligence school, Langres, France." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302719004.

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Enos, James R. (James Robert). "A new glide path: re-architecting the Flight School XXI Enterprise at the U.S. Army Aviation Center of Excellence." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59239.

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Thesis (S.M. in System Design and Management)--Massachusetts Institute of Technology, Engineering Systems Division, June 2010.
"May 2010." Cataloged from PDF version of thesis.
Includes bibliographical references (p. 141-144).
This thesis utilizes eight Enterprise Architecture views to analyze the U.S. Army Aviation Center of Excellence's Flight School XXI Enterprise and provides recommendations to improve the effectiveness and efficiency of training aviators. The Enterprise Strategic Analysis and Transformation tool provides a guide for understanding the current state of the enterprise and identifying potential areas for improvement. Surveys of the enterprise stakeholders provided an analysis of the stakeholder values and the current enterprise value delivery. Historical data from the U.S. Army Aviation Center of Excellence provided the remaining data for the analysis. A System Dynamics model applied the research to understand the dynamics of the AH-64 training process and conducted an analysis of potential courses of action to stabilize the process. By adding weather days to the Program of Instruction and increasing the daily flight window from 3 to 3.5 hours the enterprise can stabilize the training process. The principles of lean thinking provided a guide for the remaining recommended actions to improve the performance of the enterprise. These recommendations included reducing the batch size of students per course, achieving continuous flow by canceling initial course, and achieving customer pull by aligning aviator production to the aviation force structure. The thesis provides the leadership of the U.S. Army Aviation Center of Excellence with a glide path to transform Flight School XXI into a lean enterprise and achieve the Army's current and future training requirements for aviators.
by James R. Enos.
S.M.in System Design and Management
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De, la Croix de Castries Jérôme. "Using artificial intelligence to enhance personalization of customer relationship management in the contact center space : Afiniti's technology case study." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/114312.

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Thesis: S.M. in Management Research, Massachusetts Institute of Technology, Sloan School of Management, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 57-62).
Increase in worldwide data generation and decrease in data storage costs associated with increase in computing power and decrease in computing costs that we are experiencing globally are opening a brand new world of opportunities. Yet, new technologies still fail to mimic humans inner ability to interact and influence each other, thus failing to efficiently replace human when comes the time for companies to talk with their customers. Yet some technologies in this field contribute to enhancing such interactions and may open the way for a sustainable Al revolution. Such a revolution is not one of human labor substitution by intelligent machines but one of collaboration through augmentation of human capabilities. One company, Afiniti, has developed such a technology and associated it with a very unusual business model and sales strategy that could very well be a game-changer in the space. Afiniti enhances human interactions by applying behavior-based personalization in the contact center space. Having developed a precise measurement system it only gets compensated on the precisely generated benefits it delivers. Selling such a business model has led the company to transform its sales engagement approach in order to tackle firms' organizational inefficiencies that hindered its ability to sell efficiently. Building the structure, levers and channels necessary to support this strategy, it has also strengthened its competitive position in its newly open market through its first mover advantage business model, its aggressive intellectual property building and its sales network. Finally, it appears that its approach to personalization is fitting in numerous academic fields and very relevant to the specific characteristic of the contact center space. Said to expect public offering in 2017 we still need to see what will be the long-term trajectory of a product that will probably not stay alone in its space.
by Jérôme de la Croix de Castries.
S.M. in Management Research
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Books on the topic "Army Intelligence Center and School"

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Ishimaru, Stone S. Military Intelligence Service Language School, U.S. Army, Fort Snelling, Minnesota. Los Angeles, CA: TecCom Production, 1991.

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Grassick, Mary K. Fourth Army Intelligence School: Golden Gate National Recreation Area, San Francisco, California. [Harpers Ferry, W. Va.]: Division of Historic Furnishings, Harpers Ferry Center, National Park Service, 1999.

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Neidinger, Adriane Askins. Envision, Design, Train: A pictorial history of the U.S. Army Medical Department Center & School, 1920 to 2010. Fort Sam Houston, Texas: U.S. Army Medical Department Center & School, 2012.

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U.S. Army Chaplain Center and School. The Army chaplaincy: Professional bulletin of the Unit Ministry Team. Fort Monmouth, NJ: U.S. Army Chaplain Center and School, 1993.

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Damian And Mongoose How A Us Army Counterespionage Agent Infiltrated An International Spy Ring. Wheatmark, 2011.

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Department of Defense. 21st Century U.S. Military Documents: Army Military Intelligence Center and Fort Huachuca Command History ¿ Comprehensive, Fully Illustrated Overview, History of Army Military Intelligence Training, Mission, Organization, Functions, Leadership, Garrison, Glossary, Chronology. Progressive Management, 2003.

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Department of Defense. 21st Century Complete Guide to U.S. Army Infantry: U.S. Army Infantry School and Center, Army Rangers, Combined Arms and Tactics Directorate, including Infantry Magazine (Two CD-ROM Set). Progressive Management, 2003.

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Department of Defense. 21st Century Complete Guide to the Judge Advocate General (JAG) Corps of the U.S. Army, JAG Legal Center and School (TJAGLCS) and Center for Law and Military ... School History, Military Justice (CD-ROM). Progressive Management, 2004.

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Random recollections of the second class, Army Intensive Japanese Language School, Ann Arbor, Michigan which was also the second OCS class, Military Intelligence Service Language School, Fort Snelling Minnesota. [Winchester, Va.] (Route 2, Box 862 Winchester 22601-9802): Richardson, 1991.

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Department of Defense. 21st Century Complete Guide to the U.S. Army Intelligence Center and Fort Huachuca: Surveillance and Reconnaissance, Extensive History of Fort Huachuca (CD-ROM). Progressive Management, 2003.

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Book chapters on the topic "Army Intelligence Center and School"

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Greenberg, Joel. "The Enigma machine." In The Turing Guide. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747826.003.0018.

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Shortly after the end of the First World War, the German Navy learned that its encrypted communications had been read throughout the hostilities by both Britain and Russia. The German military realized that its approach to cipher security required a fundamental overhaul, and from 1926 different branches of the military began to adopt the encryption machine known as Enigma. By the start of the Second World War a series of modifications to military Enigma had made the machine yet more secure, and Enigma was at the centre of a remarkably effective military communications system. It would take some of the best minds in Britain—and before that, in Poland—to crack German military Enigma. The exact origins of the encryption machine that played such an important role in the Second World War are not entirely clear. In the early 1920s patent applications for a wheel-based cipher machine were filed by a Dutch inventor, Hugo Koch, as well as by a German engineer, Arthur Scherbius. In 1923, a company called Chiffrienmaschinen AG exhibited a heavy and bulky encryption machine at the International Postal Congress in Bern, Switzerland. This machine had a standard typewriter keyboard for input, and its design followed Scherbius’s original patent closely. Scherbius had named his machine ‘Enigma’, and this ‘Model A’ was the first of a long line of models to emerge. Models B, C, and D soon followed, and by 1927 Model D was selling widely for commercial use. A number of governments purchased Enigma machines in order to study them, and Edward Travis—the deputy head of Britain’s signals intelligence unit, the Government Code and Cypher School—bought one on behalf of the British government in the mid-1920s. In 1925, the German Navy decided to put Enigma into use the following year, despite having rejected one of Scherbius’s previous encryption mechanisms in 1918. Meanwhile, the German Army began to redesign Enigma, with the intention of strengthening its security. By 1928, Model G was in use, and in June 1930 Model I (Eins) became the standard version, deployed first by the army, then the navy in October 1934, and the air force in August 1935.
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Barbosa, Valter Augusto de Freitas, Wellington Pinheiro dos Santos, Ricardo Emmanuel de Souza, Reiga Ramalho Ribeiro, Allan Rivalles Souza Feitosa, Victor Luiz Bezerra Araújo da Silva, David Edson Ribeiro, et al. "Image Reconstruction of Electrical Impedance Tomography Using Fish School Search and Differential Evolution." In Critical Developments and Applications of Swarm Intelligence, 301–38. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5134-8.ch012.

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Electrical impedance tomography (EIT) is a noninvasive imaging technique that does not use ionizing radiation with application both in environmental sciences and in health. Image reconstruction is performed by solving an inverse problem and ill-posed. Evolutionary and bioinspired computation have become a source of methods for solving inverse problems. In this chapter, the authors investigate the performance of fish school search (FSS) and differential evolution (DE) using non-blind search (NBS) considering meshes of 415, 3190, and 9990 finite elements. The methods were evaluated using numerical phantoms consisting of electrical conductivity images with objects in the center, between the center and the edge, and on the edge of a circular section. Twenty simulations were performed for each configuration. Results showed that both FSS and DE are able to perform EIT image reconstruction with large meshes and converge faster by using non-blind search.
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KYBURG, Henry E. "Epistemological Relevance and Statistical Knowledge* *Research underlying the results reported here has been partially supported by the Signals Warfare Center of the United States Army." In Uncertainty in Artificial Intelligence, 159–68. Elsevier, 1990. http://dx.doi.org/10.1016/b978-0-444-88650-7.50018-4.

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KYBURG, Henry E. "Probabilistic Inference and Non-Monotonic Inference* *Research underlying the results reported here has been partially supported by the Signals Warfare Center of the United States Army." In Uncertainty in Artificial Intelligence, 319–26. Elsevier, 1990. http://dx.doi.org/10.1016/b978-0-444-88650-7.50029-9.

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Lynch, Michael E. "Education of a Senior Officer." In Edward M. Almond and the US Army, 46–58. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813177984.003.0004.

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Almond began his transition to the Army’s senior leadership with attendance at the US Army War College, where his classmates included future five-star flag officers Omar Bradley and William Halsey. Moving directly to the War Department General Staff (WDGS) after graduation, Almond reported to Military Intelligence Division’s Latin America desk where monitored the activities of the military Attachés assigned to Central and South America. He sought more educational opportunities by attending the Air Corps Tactical School (ACTS) a precursor to the present-day Air War College, and the Naval War College, where his performance earned him a teaching spot. Few other future general officers attended two senior service colleges, and none attended all three. He turned down that job and went to VI Corps where he spent the last year before the next war conducting the large scale maneuver exercises that would prepare him for his next assignment.
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Pearl, Judea. "Distributed Revision of Belief Commitment in Composite Explanations* *This work was supported in part by the National Science Foundation, Grant DCR 83-13875 and U.S. Army Center for Signals Warfare, DAAB10-86-C-0603.† †An expanded version of this paper will appear in Artificial Intelligence, 1987." In Uncertainty in Artificial Intelligence, 291–315. Elsevier, 1988. http://dx.doi.org/10.1016/b978-0-444-70396-5.50031-5.

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Palis, Michael A., and David S. L. Wei. "Massively Parallel Parsing Algorithms for Natural Language* *This research was supported in part by NSF grant IRI 92-96249, by the New Jersey Institute of Technology under Grant Nos. 421690 and 211665, and by the Army High Performance Computing Research Center (AHPCRC), Minneapolis, MN." In Parallel Processing for Artificial Intelligence, 365–407. Elsevier, 1994. http://dx.doi.org/10.1016/b978-0-444-81704-4.50020-x.

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Barbosa, Valter A. F., Reiga R. Ribeiro, Allan R. S. Feitosa, Victor L. B. A. Silva, Arthur D. D. Rocha, Rafaela C. Freitas, Ricardo E. Souza, and Wellington P. Santos. "Reconstruction of Electrical Impedance Tomography Using Fish School Search, Non-Blind Search, and Genetic Algorithm." In Biotechnology, 2021–38. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8903-7.ch082.

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Electrical Impedance Tomography (EIT) is a noninvasive imaging technique that does not use ionizing radiation, with application both in environmental sciences and in health. Image reconstruction is performed by solving an inverse problem and ill-posed. Evolutionary Computation and Swarm Intelligence have become a source of methods for solving inverse problems. Fish School Search (FSS) is a promising search and optimization method, based on the dynamics of schools of fish. In this article the authors present a method for reconstruction of EIT images based on FSS and Non-Blind Search (NBS). The method was evaluated using numerical phantoms consisting of electrical conductivity images with subjects in the center, between the center and the edge and on the edge of a circular section, with meshes of 415 finite elements. The authors performed 20 simulations for each configuration. Results showed that both FSS and FSS-NBS were able to converge faster than genetic algorithms.
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Klinger, William, and Denis Kuljiš. "Proletarian Georgijević." In Tito's Secret Empire, 31–36. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197572429.003.0004.

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This chapter demonstrates the transformation of the Soviet apparatus from a secret network, paving the way for the revolutionary onslaught of the Red Army to a classic agent network integrated in communist parties. It looks at a memo sent by Vasa Lazarević's Department for State Security to the Zagreb County authorities on 25 September 1925, which contains precious information on their Balkan activities. It also reviews Marshal Tito's employment record in Zagreb and connection with “Red Unions” and Red Aid (MOPR) that were merely a front for the intelligence and subversive apparatus. The chapter reviews Tito's assignment to Kraljevica, the neighboring port city of Rijeka and the most important revolutionary center in the Adriatic. It mentions the Bulgarian pro-communist Internal Macedonian Revolutionary Organization (VMRO), which was conducting field training for revolutionary cadres.
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Kornicki, Peter. "The Wavy Navy in the United States." In Eavesdropping on the Emperor, 179–206. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197602805.003.0008.

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In 1943 five junior officers in the Royal Naval Volunteer Reserve made their way to Boulder, Colorado, to join a course at the US Navy Japanese Language School. The US Navy had turned its attention to Japanese language training before the outbreak of war, largely thanks to the efforts of two intelligence officers who had grown up in Japan. While the US Army began training Japanese Americans, the US Navy Japanese Language School did not accept Japanese Americans as students but did use them as teachers. Most of the five RNVR officers already had extensive naval experience, including combat on the high seas, but they finished their 18-month course too late to be able to play much of a part in the war, unlike their American fellow students, who saw action in the Pacific.
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Reports on the topic "Army Intelligence Center and School"

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Gavlinski, Robert R. High School Apprenticeship: Eleven Years of Benefits to the U.S. Army Chemical Research, Development and Engineering Center. Fort Belvoir, VA: Defense Technical Information Center, September 1992. http://dx.doi.org/10.21236/ada273331.

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Wilson, D., Daniel Breton, Lauren Waldrop, Danney Glaser, Ross Alter, Carl Hart, Wesley Barnes, et al. Signal propagation modeling in complex, three-dimensional environments. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40321.

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The Signal Physics Representation in Uncertain and Complex Environments (SPRUCE) work unit, part of the U.S. Army Engineer Research and Development Center (ERDC) Army Terrestrial-Environmental Modeling and Intelligence System (ARTEMIS) work package, focused on the creation of a suite of three-dimensional (3D) signal and sensor performance modeling capabilities that realistically capture propagation physics in urban, mountainous, forested, and other complex terrain environments. This report describes many of the developed technical capabilities. Particular highlights are (1) creation of a Java environmental data abstraction layer for 3D representation of the atmosphere and inhomogeneous terrain that ingests data from many common weather forecast models and terrain data formats, (2) extensions to the Environmental Awareness for Sensor and Emitter Employment (EASEE) software to enable 3D signal propagation modeling, (3) modeling of transmitter and receiver directivity functions in 3D including rotations of the transmitter and receiver platforms, (4) an Extensible Markup Language/JavaScript Object Notation (XML/JSON) interface to facilitate deployment of web services, (5) signal feature definitions and other support for infrasound modeling and for radio-frequency (RF) modeling in the very high frequency (VHF), ultra-high frequency (UHF), and super-high frequency (SHF) frequency ranges, and (6) probabilistic calculations for line-of-sight in complex terrain and vegetation.
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3

Ambitious Mashups: Reflections on a Decade of Cyberlearning Research. Digital Promise, September 2020. http://dx.doi.org/10.51388/20.500.12265/105.

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This report reflects on progress from over eight years of research projects in the cyberlearning community. The community involved computer scientists and learning scientists who received NSF awards to investigate the design of more equitable learning experiences with emerging technology—focusing on developing the learning theories and technologies that are likely to become important within 5-10 years. In early 2020, the Center for Innovative Research in Cyberlearning's team analyzed the portfolio of past and current project in this community and convened a panel of experts to reflect on important trends and issues, including artificial intelligence and learning; learning theories; research methods; out-of-school-time learning; and trends at NSF and beyond.
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