Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
2,506
result(s) for
"Military education United States History."
Sort by:
Carved from Granite
The United States Military Academy at West Point is one of America’s oldest and most revered institutions. Founded in 1802, its first and only mission is to prepare young men—and, since 1976, young women—to be leaders of character for service as commissioned officers in the United States Army. West Point’s success in accomplishing that mission has secured its reputation as the foremost leadership-development institution in the world. An Academy promotional poster says it this way: “At West Point, much of the history we teach was made by people we taught.”
Carved from Granite is the story of how West Point goes about producing military leaders of character. An opening chapter on the Academy’s nineteenth-century history provides context for the topic of each subsequent chapter. As scholar and Academy graduate Lance Betros shows, West Point’s early history is interesting and colorful, but its history since then is far more relevant to the issues—and problems—that face the Academy today.
Drawing from oral histories, archival sources, and his own experiences as a cadet and, later, a faculty member, Betros describes and assesses how well West Point has accomplished its mission. And, while West Point is an impressive institution in many ways, Betros does not hesitate to expose problems and challenge long-held assumptions. In a concluding chapter that is both subjective and interpretive, the author offers his prescriptions for improving the institution, focusing particularly on the areas of governance, admissions, and intercollegiate athletics. Photographs, tables, charts, and other graphics aid the clarity of the discussion and lend visual and historical interest.
Carved from Granite: West Point since 1902 is the most authoritative history of the modern United States Military Academy written to date. There will be lively debate over some of the observations made in this book, but if they are followed, the author asserts that the Academy will emerge stronger and better able to accomplish its vital mission in the new century and beyond.
eBook
The Long Road to Annapolis
The United States established an academy for educating future army
officers at West Point in 1802. Why, then, did it take this
maritime nation forty-three more years to create a similar school
for the navy? The Long Road to Annapolis examines the
origins of the United States Naval Academy and the national debate
that led to its founding. Americans early on looked with suspicion
upon professional military officers, fearing that a standing
military establishment would become too powerful, entrenched, or
dangerous to republican ideals. Tracing debates about the nature of
the nation, class identity, and partisan politics, William P.
Leeman explains how the country's reluctance to establish a
national naval academy gradually evolved into support for the idea.
The United States Naval Academy was finally established in 1845,
when most Americans felt it would provide the best educational
environment for producing officers and gentlemen who could defend
the United States at sea, serve American interests abroad, and
contribute to the nation's mission of economic, scientific, and
moral progress. Considering the development of the naval officer
corps in relation to American notions of democracy and aristocracy,
The Long Road to Annapolis sheds new light on the often
competing ways Americans perceived their navy and their nation
during the first half of the nineteenth century.
eBook
The university at war, 1914-25 : Britain, France, and the United States
\"How did universities come to be central players in the prosecution of the First World War? The war, defined for many by battlefield stalemate and trench warfare, brought ideas into the front line for the first time, as scholars and scholarship worked with national governments to provide answers to the many challenging questions it posed. Drawing on examples from Britain, France, and the United States, The University at War, 1914-25 examines how universities were mobilized in wartime and the ethical challenges which this in turn posed for educational institutions. The wartime experiences of academia helped shape many modern educational practices and systems of higher education and saw scholars emerge from their 'ivory towers' in the guise of experts\"-- Provided by publisher.
Book
Other People's Wars
Other People's Wars explores key US efforts involving
direct observation missions and post-conflict investigations
throughout its history. Sterling shows how initiatives to learn
from other nations' wars can yield significant benefits,
emphasisizing comprehensive qualitative learning to foster better
military preparedness and adaptability.
Case studies explore how to improve military adaptation
and preparedness in peacetime by investigating foreign
wars
Preparing for the next war at an unknown date against an
undetermined opponent is a difficult undertaking with extremely
high stakes. Even the most detailed exercises and wargames do not
truly simulate combat and the fog of war. Thus, outside of their
own combat, militaries have studied foreign wars as a valuable
source of battlefield information. The effectiveness of this
learning process, however, has rarely been evaluated across
different periods and contexts.
Through a series of in-depth case studies of the US Army, Navy,
and Air Force, Brent L. Sterling creates a better understanding of
the dynamics of learning from \"other people's wars,\" determining
what types of knowledge can be gained from foreign wars,
identifying common pitfalls, and proposing solutions to maximize
the benefits for doctrine, organization, training, and
equipment.
Other People's Wars explores major US efforts involving
direct observation missions and post-conflict investigations at key
junctures for the US armed forces: the Crimean War (1854-56),
Russo-Japanese War (1904-5), Spanish Civil War (1936-39), and Yom
Kippur War (1973), which preceded the US Civil War, First and
Second World Wars, and major army and air force reforms of the
1970s, respectively. The case studies identify learning pitfalls
but also show that initiatives to learn from other nations' wars
can yield significant benefits if the right conditions are met.
Sterling puts forth a process that emphasizes comprehensive
qualitative learning to foster better military preparedness and
adaptability.
eBook
A Scientific Way of War
While faith in the Enlightenment was waning elsewhere by 1850, at the United States Military Academy at West Point and in the minds of academy graduates serving throughout the country Enlightenment thinking persisted, asserting that war was governable by a grand theory accessible through the study of military science. Officers of the regular army and instructors at the military academy and their political superiors all believed strongly in the possibility of acquiring a perfect knowledge of war through the proper curriculum.
A Scientific Way of Waranalyzes how the doctrine of military science evolved from teaching specific Napoleonic applications to embracing subjects that were useful for war in North America. Drawing from a wide array of materials, Ian C. Hope refutes earlier charges of a lack of professionalization in the antebellum American army and an overreliance on the teachings of Swiss military theorist Antoine de Jomini. Instead, Hope shows that inculcation in West Point's American military curriculum eventually came to provide the army with an officer corps that shared a common doctrine and common skill in military problem solving. The proliferation of military science ensured that on the eve of the Civil War there existed a distinctly American, and scientific, way of war.
eBook
Between citizens and the state
This book tracks the dramatic outcomes of the federal government's growing involvement in higher education between World War I and the 1970s, and the conservative backlash against that involvement from the 1980s onward. Using cutting-edge analysis, Christopher Loss recovers higher education's central importance to the larger social and political history of the United States in the twentieth century, and chronicles its transformation into a key mediating institution between citizens and the state.
Framed around the three major federal higher education policies of the twentieth century--the 1944 GI Bill, the 1958 National Defense Education Act, and the 1965 Higher Education Act--the book charts the federal government's various efforts to deploy education to ready citizens for the national, bureaucratized, and increasingly global world in which they lived. Loss details the myriad ways in which academic leaders and students shaped, and were shaped by, the state's shifting political agenda as it moved from a preoccupation with economic security during the Great Depression, to national security during World War II and the Cold War, to securing the rights of African Americans, women, and other previously marginalized groups during the 1960s and '70s. Along the way, Loss reappraises the origins of higher education's current-day diversity regime, the growth of identity group politics, and the privatization of citizenship at the close of the twentieth century.
At a time when people's faith in government and higher education is being sorely tested, this book sheds new light on the close relations between American higher education and politics.
eBook
Shaky Foundations
Numerous popular and scholarly accounts have exposed the deep impact of patrons on the production of scientific knowledge and its applications.Shaky Foundationsprovides the first extensive examination of a new patronage system for the social sciences that emerged in the early Cold War years and took more definite shape during the 1950s and early 1960s, a period of enormous expansion in American social science.
By focusing on the military, the Ford Foundation, and the National Science Foundation, Mark Solovey shows how this patronage system presented social scientists and other interested parties, including natural scientists and politicians, with new opportunities to work out the scientific identity, social implications, and public policy uses of academic social research. Solovey also examines significant criticisms of the new patronage system, which contributed to widespread efforts to rethink and reshape the politics-patronage-social science nexus starting in the mid-1960s.
Based on extensive archival research,Shaky Foundationsaddresses fundamental questions about the intellectual foundations of the social sciences, their relationships with the natural sciences and the humanities, and the political and ideological import of academic social inquiry.
eBook
Marrow of Tragedy
Soldiers lay wounded or sick as both sides struggled to get them fit to return to battle.
Winner, George Rosen Prize, American Association for the History of Medicine
The Civil War was the greatest health disaster the United States has ever experienced, killing more than a million Americans and leaving many others invalided or grieving. Poorly prepared to care for wounded and sick soldiers as the war began, Union and Confederate governments scrambled to provide doctoring and nursing, supplies, and shelter for those felled by warfare or disease.
During the war soldiers suffered from measles, dysentery, and pneumonia and needed both preventive and curative food and medicine. Family members—especially women—and governments mounted organized support efforts, while army doctors learned to standardize medical thought and practice. Resources in the north helped return soldiers to battle, while Confederate soldiers suffered hunger and other privations and healed more slowly, when they healed at all.
In telling the stories of soldiers, families, physicians, nurses, and administrators, historian Margaret Humphreys concludes that medical science was not as limited at the beginning of the war as has been portrayed. Medicine and public health clearly advanced during the war—and continued to do so after military hostilities ceased.
eBook