Cyber weapons and the possibility of cyber conflict—including interference in foreign political campaigns, industrial sabotage, attacks on infrastructure, and combined military campaigns—require policymakers, scholars, and citizens to rethink twenty-first-century warfare. Yet because cyber capabilities are so new and continually developing, there is little agreement about how they will be deployed, how effective they can be, and how they can be managed.

Written by leading scholars, the fourteen case studies in this volume will help policymakers, scholars, and students make sense of contemporary cyber conflict through historical analogies to past military-technological problems. The chapters are divided into three groups. The first—What Are Cyber Weapons Like?—examines the characteristics of cyber capabilities and how their use for intelligence gathering, signaling, and precision striking compares with earlier technologies for such missions. The second section—What Might Cyber Wars Be Like?—explores how lessons from several wars since the early nineteenth century, including the World Wars, could apply—or not—to cyber conflict in the twenty-first century. The final section—What Is Preventing and/or Managing Cyber Conflict Like?—offers lessons from past cases of managing threatening actors and technologies.

We are all familiar with ROTC, West Point, and other institutions that train young men and women to be military officers. But few people know of the U.S. Army War College, where the Army's elite career officers go for advanced training in strategy, national security policy, and military-government policymaking. This book takes readers inside the U.S. Army War College to learn about the faculty, staff, administration, and curriculum.Established in 1901, the school's mission has evolved from teaching the skills of war to training officers to negotiate both the complex world of modern strategy and the civilian bureaucracy in Washington. More like a professional graduate program than an academic graduate school, much of the education takes the form of exercises and simulations.Judith Stiehm, who holds the U.S. Army Distinguished Civilian Service Medal, allows readers to judge whether the U.S. Army War College successfully prepares its students for their many roles. She is skeptical that instructors can fulfill this difficult task in an era where civilians expect our military to be invincible, to win without casualties, and to serve as peacekeepers.The Military answers to the people of the United States and it is our responsibility to know how it operates at all levels. This book is a good place to start.

Safe from the battlefields of Europe and Asia, the United States led the post–World War II global economic recovery through international assistance and foreign direct investment. With an ardent decolonization agenda and a postwar legitimacy, the United States attempted to construct a world characterized by cooperation. When American optimism clashed with Soviet expansionism, the United States started on a path to global hegemony.

In US Foreign Policy and Defense Strategy, the authors analyze the strategic underpinnings of hegemony, assess the national security establishment that sustains dominance, consider the impact on civil-military relations, and explore the intertwining relationships between foreign policy, defense strategy, and commercial activities. Eschewing conventional analyses, the volume not only identifies drivers and continuities in foreign policy, but it also examines how the legacy of the last sixty-five years will influence future national security policy that will be characterized by US leadership in an increasingly competitive world.

From civil-military relations to finance, and from competing visions of how America should make war to its philosophy of securing peace through reconstruction and reconciliation, US Foreign Policy and Defense Strategy offers unique insights into the links between military and commercial power as it charts the rise of a historical rarity: the incidental superpower. This accessibly written book is suitable for students and general readers as well as scholars.

Looking to the 2030–2040 time frame, U.S. policy and military strategy will need to strike a balance among maintaining a cooperative relationship with China, deterring Chinese aggression in regional disputes, and preparing for the possibility that China could become more assertive. The U.S. Army will have an important role to play in preparing for these developments and for protecting and furthering U.S. interests in the region.

A RAND study analyzed Chinese and U.S. military capabilities in two scenarios (Taiwan and the Spratly Islands) from 1996 to 2017, finding that trends in most, but not all, areas run strongly against the United States. While U.S. aggregate power remains greater than China’s, distance and geography affect outcomes. China is capable of challenging U.S. military dominance on its immediate periphery—and its reach is likely to grow in the years ahead.

The compulsory service for young men in the Yugoslav People’s Army (JNA) created bonds across ethnic, religious, and social lines. These bonds persisted even after the horrific violence of the 1990s, in which many of these men found themselves on opposite sides of the front lines. In Utopia of the Uniform, Tanja Petrović draws on memories and material effects of dozens of JNA conscripts to show how their experience of military service points to futures, forms of collectivity, and relations between the state and the individual different from those that prevailed in the post-Yugoslav reality. Petrović argues that the power of repetitive, ritualized, and performative practices that constituted military service in the JNA provided a framework for drastically different men to live together and befriend each other. While Petrović and her interlocutors do not idealize the JNA, they acknowledge its capacity to create interpersonal relationships and affective bonds that brought the key political ideas of collectivity, solidarity, egalitarianism, education, and comradeship into being.

The Marine Corps has always considered itself a breed apart. Since 1775, America’s smallest armed service has been suspicious of outsiders and deeply loyal to its traditions. Marines believe in nothing more strongly than the Corps’ uniqueness and superiority, and this undying faith in its own exceptionalism is what has made the Marines one of the sharpest, swiftest tools of American military power. Along with unapologetic self-promotion, a strong sense of identity has enabled the Corps to exert a powerful influence on American politics and culture.

Aaron O’Connell focuses on the period from World War II to Vietnam, when the Marine Corps transformed itself from America’s least respected to its most elite armed force. He describes how the distinctive Marine culture played a role in this ascendancy. Venerating sacrifice and suffering, privileging the collective over the individual, Corps culture was saturated with romantic and religious overtones that had enormous marketing potential in a postwar America energized by new global responsibilities. Capitalizing on this, the Marines curried the favor of the nation’s best reporters, befriended publishers, courted Hollywood and Congress, and built a public relations infrastructure that would eventually brand it as the most prestigious military service in America.

But the Corps’ triumphs did not come without costs, and O’Connell writes of those, too, including a culture of violence that sometimes spread beyond the battlefield. And as he considers how the Corps’ interventions in American politics have ushered in a more militarized approach to national security, O’Connell questions its sustainability.

Histories of the book often move straight from the codex to the digital screen. Left out of that familiar account are nearly 150 years of audio recordings. Recounting the fascinating history of audio-recorded literature, Matthew Rubery traces the path of innovation from Edison’s recitation of “Mary Had a Little Lamb” for his tinfoil phonograph in 1877, to the first novel-length talking books made for blinded World War I veterans, to today’s billion-dollar audiobook industry.

The Untold Story of the Talking Book focuses on the social impact of audiobooks, not just the technological history, in telling a story of surprising and impassioned conflicts: from controversies over which books the Library of Congress selected to become talking books—yes to Kipling, no to Flaubert—to debates about what defines a reader. Delving into the vexed relationship between spoken and printed texts, Rubery argues that storytelling can be just as engaging with the ears as with the eyes, and that audiobooks deserve to be taken seriously. They are not mere derivatives of printed books but their own form of entertainment.

We have come a long way from the era of sound recorded on wax cylinders, when people imagined one day hearing entire novels on mini-phonographs tucked inside their hats. Rubery tells the untold story of this incredible evolution and, in doing so, breaks from convention by treating audiobooks as a distinctively modern art form that has profoundly influenced the way we read.

Update Culture and the Afterlife of Digital Writing explores “neglected circulatory writing processes” to better understand why and how digital writers compose, revise, and deliver arguments that undergo sometimes constant revision. John R. Gallagher also looks at how digital writers respond to comments, develop a brand, and evolve their arguments—all post-publication.
 
With the advent of easy-to-use websites, ordinary people have become internet writers, disseminating their texts to large audiences. Social media sites enable writers’ audiences to communicate back to the them, instantly and often. Even professional writers work within interfaces that place comments adjacent to their text, privileging the audience’s voice. Thus, writers face the prospect of attending to their writing after they deliver their initial arguments. Update Culture and the Afterlife of Digital Writing describes the conditions that encourage “published” texts to be revisited. It demonstrates—through forty case studies of Amazon reviewers, redditors, and established journalists—how writers consider the timing, attention, and management of their writing under these ever-evolving conditions.
 
Online culture, from social media to blog posts, requires a responsiveness to readers that is rarely duplicated in print and requires writers to consistently reread, edit, and update texts, a process often invisible to readers. This book takes questions of circulation online and shows, via interviews with both writers and participatory audience members, that writing studies must contend with writing’s afterlife. It will be of interest to researchers, scholars, and students of writing studies and the fields of rhetoric, communication, education, technical communication, digital writing, and social media, as well as all content creators interested in learning how to create more effective posts, comments, replies, and reviews.

Hosier shows academic librarians how to use context when teaching information literacy, an approach that offers a substantive and enduring impact on students' lifelong learning.

Librarians know that information literacy is much more complex and nuanced than the basic library research skill that it's often portrayed as; in fact, as outlined by the ACRL Framework, research is a contextual activity. But the settings in which we teach often constrain our ability to take a more layered approach. This book not only shows you how to teach information literacy as something other than a basic skill, but also how to do it in whatever mode of teaching you’re most often engaged in, whether that's a credit-bearing course, a one-shot session, a tutorial, a reference desk interaction, or a library program. Taking you through each step of the research process, this book shares ideas for adding context while exploring topics such as

• how conversations about context can be integrated into lessons on common information literacy topics;
• examples of the six genres of research and suggested course outlines for each;
• ensuring that context strategies fit within the ACRL Framework;
• questions for reflection in teaching each step of the research process;
• four different roles that sources can play when researching a topic;
• helping students refine a topic that is drawing too many or too few sources;
• cultivating students to become good decision-makers for the best type of research sources to use depending on their need; and
• how to address the shortcomings of checklist tools like the CRAAP test.