Maximizing automatic reverse power operations with LTC transformers and regulators

The 2018 U.S. pivot in information and cyberspace degraded Russian operations in the 2018 election. Following pervasive Russian information power operations during the U.S. 2016 elections, the United States progressed from a policy of preparations and defense in information and cyberspace to a policy of forward engagement. U.S recognition of renewed great power competition coupled with Russia’s inability to compete diplomatically, militarily (conventionally), or economically, inspires Russia to continues to concentrate on information power operations. This great game in cyberspace was virtually uncontested by the U.S. prior to 2017. Widespread awareness of Russian aggression in 2016 served as a catalyst which highlighted the enormity of Russian campaigns and the crippling constraints on U.S. information power. This catalyst pivoted the U.S. from a passive policy of preparations and defense in information and cyberspace to a policy of forward engagement that successfully attenuated Russian efforts in 2018. By examining information power from theory development and Russian practice to recent reports and primary sources we find that the U.S. demonstrated the capability and willingness to defend forward successfully during the 2018 elections. Going forward, the U.S. must continue and expand efforts to contest cyberspace and counter disinformation to secure our democracy and the U.S. 2020 presidential election.

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Nuclear Power Operations: A Cross-Cultural Perspective

Annual Review of Energy and the Environment ◽

10.1146/annurev.eg.19.110194.001101 ◽

1994 ◽

Vol 19 (1) ◽

pp. 153-187 ◽

Cited By ~ 46

Author(s):

G I Rochlin ◽

A V Meier

Keyword(s):

Nuclear Power ◽

Cross Cultural ◽

Cultural Perspective ◽

Power Operations

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Transnational Curriculum Studies

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.1577 ◽

2021 ◽

Author(s):

Seungho Moon

Keyword(s):

Social Reproduction ◽

Collaborative Study ◽

Ways Of Knowing ◽

Curriculum Studies ◽

Multiple Perspectives ◽

Marginalized Communities ◽

Nation States ◽

Power Operations ◽

Cultural Movements ◽

Postcolonial Discourse

Transnational curriculum studies (TCS) examines the fluid dynamics of knowledge creation, knowledge circulation, and knowledge representation across nation-state borders. It challenges the rigid architectures of state power and brings local concerns to the global context such as antiracist pedagogy and climate change issues. At the same time, TCS opens spaces for collaborative study of the same curriculum issues across nation-states from multiple perspectives. Curriculum scholars have extended scholarship to respond to various sociopolitical, cultural movements. Issues studied include human rights, recognition, and epistemicide through a framework that emphasizes hybrid identities and power operations across nation-states. Feminist postcolonial scholars within this field also highlight unequal power operations among nation-states, particularly for “marginalized” communities. They interrogate discourse on equity, power, and exploitation as a consequence of transnationalism. TCS scholars critically examine important questions on recolonization of knowledge through Eurocentric, patriarchal ideologies and the social reproduction of knowledge through curriculum. They also incorporate Indigenous approaches to knowledge learning and dissemination with the support of transnational curriculum inquiry. Key issues in TCS include global inequity and postcolonial discourse in transnationalism, transnational subjectivity and identity discourse, and epistemicide in curriculum and integration of Indigenous knowledge. Future directions for TCS arise from ontological, pedagogical, and methodological issues, which include collaborating with those in the field of border studies as physical and metaphorical spaces in research, linguistic issues in academic communities, and transnational curriculum studies for social actions and transformation. TCS contributes to opening space in curriculum theorizing to draw from multiple ways of knowing, including Indigenous epistemologies.

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