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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
Peacekeeping in Africa
In recent decades, African states have developed an impressive infrastructure for training their peacekeepers. In addition, peacekeeping, peacebuilding and associated areas of conflict resolution have become significant areas of employment. Marco Jowell has spent a decade working in peacekeeping training in East Africa – initially as one of the foreign ‘Technical Advisers’ at the Peace Support Operations (PSO) training centre in Kenya, the International Peace Support Training Centre (IPSTC) and subsequently as a strategic adviser to the Rwanda Peace Academy. Using first-hand experience, he considers how military forces from a variety of African states – with great differences in history, language and political systems and with militaries with different cultures and capabilities – can conduct complicated multinational peacekeeping operations. He shows how regional peacekeeping training centres provide an environment for African elites, predominately military, to interact with each other through shared training and experiences. This process of interaction, or socialisation, improves skills but also encourages cohesion so that future African-led missions will be managed by well-trained officers who are comfortable and willing to work within a regional or Pan-African framework. Jowell shows that part of the aim of peacekeeping training centres is to foster a Pan-African ‘outward’ looking ideology or disposition as well as improving technical ability. This book will be essential reading for all involved with African military and security studies and analysts of peacekeeping training and operations.
eBook
Military education and the British Empire, 1815-1949
Military education was the lifeblood of the armies, navies, and air forces of the British Empire and an essential ingredient for success in both war and peace. Military Education and the British Empire is the first major scholarly work to address the role of military education in maintaining the empire throughout the nineteenth and twentieth centuries. Bringing together the world's top scholars on the subject, this book places distinct national narratives - Canadian, Australian, South African, British, and Indian - within a comparative context. Ultimately, this book allows readers to consider the connections between education and empire from a transnational perspective.
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
Widening Minds
Since 1967 more than 25,000 students have graduated from UNSW after studying at Duntroon, HMAS Creswell , the Australian Defence Force Academy. Tom Frame examines the productive 50-year partnership between UNSW and the Australian Defence Force.
eBook
Comparison of Five 2nd-Generation Supraglottic Airway Devices for Airway Management Performed by Novice Military Operators
Objectives. Five different second-generation supraglottic airway devices, ProSeal LMA, Supreme LMA, i-gel, SLIPA, and Laryngeal Tube Suction-D, were studied. Operators were inexperienced users with a military background, combat lifesavers, nurses, and physicians. Methods. This was a prospective, randomized, single-blinded study. Devices were inserted in the operating room in low light conditions after induction of general anesthesia. Primary outcome was successful insertion on the first attempt while secondary aims were insertion time, number of attempts, oropharyngeal seal pressure, ease of insertion, fibre optic position of device, efficacy of ventilation, and intraoperative trauma or regurgitation of gastric contents. Results. In total, 505 patients were studied. First-attempt insertion success rate was higher in the Supreme LMA (96%), i-gel (87.9%), and ProSeal LMA (85.9%) groups than in the Laryngeal Tube Suction-D (80.6%) and SLIPA (69.4%) groups. Insertion time was shortest in the Supreme LMA (70.4 ± 32.5 s) and i-gel (74.4 ± 41.1 s) groups (p<0.001). Oropharyngeal seal pressures were higher in the Laryngeal Tube Suction-D and ProSeal LMA groups than in other three devices. Conclusions. Most study parameters for the Supreme LMA and i-gel were found to be superior to the other three tested supraglottic airway devices when inserted by novice military operators.
Journal Article