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- All Subjects: IRB process
- Creators: Engineering Programs
- Creators: Cho, Steve
- Creators: Farber-Schaefer, Blaine
- Member of: Barrett, The Honors College Thesis/Creative Project Collection
In the preface to On War, Clausewitz describes his work as a series of loosely connected pure nuggets of knowledge. He then states his hope that his nuggets would eventually be connected and consolidated into what he calls a “final casting without dross”. It is the goal of this work to begin that consolidation and take steps towards a final casting and a more comprehensive understanding of war, combining Clausewitz’s models with modern findings not available at the time of On War’s conception. Using Clausewitz’s combat equation as a foundation for a framework on the nature of war, this work will synthesize many of On War’s central concepts, while also expanding upon the terms and mechanics presented in Book One. It is hoped that the resulting model will combine the best of Clausewitz’s findings in a way that makes the sum of the parts greater than the whole, and allows previous findings which were isolated to a particular silo of study to be cross examined for exponential application to the study of war. This may in due time, with additional contributions, result in the ever desired revolution in military affairs and enhance the military sciences for years to come.
The creative project was to create a working prototype kit that can teach multiple lessons of the curriculum that the schools or individual families could purchase. The curriculum would be centered on the engineering and science curriculum that is introduced from fourth to sixth grade classes. By creating an interactive kit with curriculum that the students could individualize and use for multiple lessons, the goal is to get them more engaged in the material. The project would consist of a week-long project kit that will introduce different engineering topics for three to four days of the week with mini projects and a final project that pieces together the topics they learned. The biggest take away from the project was how to best get user feedback and fast track the IRB process. The IRB process for a project focusing on minors and teachers will cause some catches in the process. Included is a discussion on the IRB process for a project like this and how to best go through or avoid IRB to ensure the project can progress, while still gathering valuable information.