There is also a heavy emphasis on personal application that extends into all aspects of the practitioner's life. Theologian Robert Traina, in his 1952 Methodical Bible Study, wrote that "the applicatory step is that for which all else exists. It represents the final purpose of Bible study." Technically speaking, the grammatical-historical method of interpretation is distinct from the determination of the passage's significance in light of that interpretation.
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In 1906, he was transferred to the Marine Barracks, Naval Station, Honolulu, Territory of Hawaii. From that duty he was ordered to Camp Elliott, Panama Canal Zone, to command the Marines at that station. In September 1908, he joined the Naval War College, Newport, Rhode Island, for duty as a member of the staff of that college, remaining there until 1910, and it was during this tour of service that the "applicatory method" of instruction was put into effect. He commanded the Marine Detachment, American Legation, Peking, China, from November 14, 1910 to April 30, 1913.
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The main thrust of Doron Menashe's research is the theory of evidentiary law, an area which suffers from a relative lack of professional analysis. In his writing, Doron Menashe integrates theoretical-fundamental perspectives with practical- applicatory perspectives. Doron Menashe's writing is analytical, dealing with the clarification of concepts and logical aspects of the rules of evidence, including mathematical analysis of rules, the application of economic principles to law and specifically in the context of incentives for disclosure of information. In addition, Doron Menashe has special expertise in forms of evidence which relate to specific areas of law, such as forensic evidence in criminal proceedings, bribery cases and white-collar crimes in general (see his articles about the Aryeh Deri case and the Holy Land case against Ehud Olmert); and in the context of science and health, specifically in the context of proving mass injuries due to the danger of exposure to toxins (toxic torts).
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In sharp contrast to Moltke's tactical decision games, which had no direct connection to actual engagements, those published by Julius von Verdy du Vernois often made explicit use of real-world events. The problems contained in the first volume of Verdy's Kriegsgeschichtliche Studien nach der applikatorischen Methode (Military Historical Studies by means of the Applicatory Method) were all based on incidents of the battle that took place between Austrian and Italian forces on 24 June 1866. However, in an attempt to make the games more useful to German officers, he replaced the actual (Austrian and Italian) formations engaged in the battle with an imaginary German infantry division, thereby converting what would have been decision-forcing cases into fictional decision games. (Originally published in 1876, this work was later translated into English as A Tactical Study Based on the Battle of Custozza.) In his earlier (and more famous) work, the four volume Studien über Truppen-Führung), Verdy also used historical events as the starting point for his games.
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A decision-forcing case conducted in the place where the historical decisions at the heart of the case were made is called a "decision-forcing staff ride." Also known as an "on-site decision-forcing case", a decision-forcing staff ride should not be confused with the two very different exercises that are also known as "staff rides": retrospective battlefield tours of the type practiced by the United States Army in the twentieth century and the on-site contingency planning exercises (Stabs Reisen, literally "staff journeys") introduced by Gerhard von Scharnhorst in 1801 and made famous by the elder Hellmuth von Moltke in the middle years of the nineteenth century. To avoid confusion between "decision-forcing staff rides" and staff rides of other sorts, the Case Method Project at the Marine Corps University in Quantico, Virginia, adopted the term "Russell Ride" to describe the decision-forcing staff rides that it conducts. The term is an homage to Major General John Henry Russell Jr.,USMC, the 16th Commandant of the United States Marine Corps and an avid supporter of the applicatory method of instruction.
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