Status report on research for the US Military Academy.

1963 ◽  
Author(s):  
Helen R. Haggerty
2021 ◽  
pp. 002234332110108
Author(s):  
Andrew Bell

Can armed groups socialize combatants to norms of restraint – in essence, train soldiers to adopt norms of international humanitarian law on the battlefield? How can social scientists accurately measure such socialization? Despite being the central focus of organizational and ideational theories of conflict, studies to date have not engaged in systematic, survey-based examination of this central socialization mechanism theorized to influence military conduct. This study advances scholarly understanding by providing the first comparative, survey-based examination of combatant socialization to norms of restraint, using surveys and interviews with US Army cadets at the US Military Academy (USMA), Army Reserve Officer Training Corps (ROTC), and active duty Army combatants. Additionally, to better understand ‘restraint’ from combatants’ perspective, this study introduces the concept of the ‘combatant’s trilemma’ under which combatants conceptualize civilian protection as part of a costly trade-off with the values of military advantage and force protection. Survey results hold both positive and negative implications for socialization to law of war norms: military socialization can shift combatants’ preferences for battlefield conduct. However, intensive norm socialization may be required to shift combatants’ preferences from force protection to civilian protection norms. Study findings hold significant implications for understanding violence against civilians in conflict and for policies to disseminate civilian protection norms in armed groups worldwide.


2019 ◽  
Vol 6 (7) ◽  
Author(s):  
G Dennis Shanks ◽  
Melissa Eslinger

Abstract Influenza rates for the US Army and West Point cadets showed that seasonal influenza was not necessarily an annual event, and there was little influenzal illness in the decade before 1918 except for 1911 and 1916. Annual records from 1862–1918 also indicated a similar paucity of influenzal illness before 1890.


Author(s):  
Ingo Trauschweizer

In the opening chapter I introduce Maxwell Taylor as superintendent of the US Military Academy (1945-1949), where he placed greater emphasis on the humanities for a more balanced liberal education of army officers. This was to prepare them for leadership of a mass army made up of a mix of volunteers and draftees, which depended on one’s ability to communicate clearly and compellingly. At West Point, Taylor also began to formulate lessons of World War II, pondered the changing nature of strategy, which now had to encompass the full mobilization potential of the nation, and considered the effects of atomic weapons. Curiously, he concluded that limited war remained both possible and likely.


1996 ◽  
Vol 15 (3) ◽  
pp. 273-282 ◽  
Author(s):  
M V Klicka ◽  
N King ◽  
P T Lavin ◽  
E W Askew

2019 ◽  
Vol 15 (4) ◽  
pp. 267-278
Author(s):  
Chad Plenge ◽  
Jordon Swain ◽  
James Cornwell

Research methodology The case was created via an interview of the protagonist in 2018 at the US Military Academy by the authors. Case overview/synopsis The case describes the dilemma First Lieutenant Williams faces when his platoon sergeant unexpectedly leaves. Organizational norms and accepted practices suggest Lieutenant Williams should choose the most senior squad leader, Staff Sergeant Boyer. The departing Platoon Sergeant even recommended Staff Sergeant Boyer. However, based on recent observations, Lieutenant Williams felt Staff Sergeant Boyer may not be the best fit. Instead, the lieutenant considered choosing the newest squad leader, Staff Sergeant Harrison, who seemed to be highly proficient, but had yet to prove himself. Before the lieutenant could fully weight his options, Staff Sergeant Boyer confronted him about a decision. Complexity academic level This case is designed for use in undergraduate courses on leadership and management. The case was not only designed primarily for teaching a lesson on organizational justice, but can also be used to integrate lessons on communication, power and influence, and decision making. Each of these elements is present in the case. The instructor can choose to incorporate them into the lesson for a more wholly encompassing lesson or choose to focus on only the organizational justice aspects at play in the case.


2019 ◽  
Vol 40 (6/7) ◽  
pp. 453-460
Author(s):  
Justin D. Kovalcik

Purpose The purpose of this paper is to present the experience of a systems librarian deployed to Afghanistan as an academic advisor from the US Military Academy, West Point. While discussing tasks and challenges faced, the author provides accounts of events that shaped and strengthened professional lessons learned as the first library academic advisor to the National Military Academy of Afghanistan (NMAA). The focus of the paper emphasizes the importance of listening, collaborating, leadership, immersion and integration of disparate teams into a cohesive unit. Design/methodology/approach Utilizing summaries of daily events taken during a six-month deployment along with relevant research on library’s in developing countries and embedded librarianship, this paper provides an overview of the projects, challenges and relationships necessary to become successfully embedded. Findings Integration into various aspects of NMAA and the advisor team leads to successful project outcomes and greater relevance of the library in the academy. Practical implications Administrators and librarians will be able to review the experience and professional lessons learned of an embedded librarian into a foreign environment and team. Originality/value In addition to providing unique perspectives involving embedded librarianship, this paper addresses topics of leadership, team cohesion and influence.


2021 ◽  
Vol 1 (194) ◽  
pp. 190-195
Author(s):  
Ruslan Anatskyi ◽  

The article offers the analysis of the physical training Program for cadets in the US Military Academy West Point. Recently, Ukraine gained access to the best military experience of NATO. An important factor in strengthening the combat potential of the army is the future officers’ physical training. The analysis of the physical training Program for cadets in the US Military Academy West Point will allow the gradual implementation of NATO standards in higher military education in Ukraine. West Point accepts boys and girls, U.S. citizens, ages 17-22. Applicants are recommended to pass the camp Summer Leaders Experience. The governing body that organizes, implements and controls the entire process of physical education is the Department of Physical Education. The guiding document for the entire process of physical education is the physical training Program. The strategic goals laid down in the physical training Program are: cadet skills, teaching staff responsibilities, military skills, program implementation. The physical training Program consists of three sections: the physical education curriculum or "training course"; physical fitness testing; and participation in sports competitions. The first section in the Program has three main courses for cadets’ working: basic motor activities; basic fitness; and daily physical activity. The second section in the Program is regular physical fitness testing, it provides cadets the opportunity to demonstrate personal physical perfection and emphasizes the importance of physical fitness for a military profession. The third section in the Program is participation in competitions, it encourages each cadet during every semester to participate in competitions according to their own abilities and interests: team, club, Inter-academic. The physical education curriculum has four levels for cadets’ training. The transition to a new level is allowed only if a cadet meets all the standards from the previous level. The fourth level provides the development of self-confidence that gives cadets the opportunity to meet the requirements of the Academy and the army in physical training in the future. The third level ensures cadets’ development of basic competence in movement and water skills. The second level designs a final combat experience that is closely related to the Army combat program in the modern army. The first level provides the culmination in one of many cycles in cadet’s physical activity that is cadet’s physical movement throughout life.


2019 ◽  
Vol 116 (47) ◽  
pp. 23499-23504 ◽  
Author(s):  
Angela L. Duckworth ◽  
Abigail Quirk ◽  
Robert Gallop ◽  
Rick H. Hoyle ◽  
Dennis R. Kelly ◽  
...  

When predicting success, how important are personal attributes other than cognitive ability? To address this question, we capitalized on a full decade of prospective, longitudinal data from n = 11,258 cadets entering training at the US Military Academy at West Point. Prior to training, cognitive ability was negatively correlated with both physical ability and grit. Cognitive ability emerged as the strongest predictor of academic and military grades, but noncognitive attributes were more prognostic of other achievement outcomes, including successful completion of initiation training and 4-y graduation. We conclude that noncognitive aspects of human capital deserve greater attention from both scientists and practitioners interested in predicting real-world success.


2005 ◽  
Vol 3 (2) ◽  
pp. 49-53 ◽  
Author(s):  
R. Dodge ◽  
D. Ragsdale

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