Bulldog decision

Theoretical basis The theoretical basis for this case is a focus on ethical decision-making based upon a decision-making tree proposed by Bagley et al. (2003). Once multiple options are determined as ethical, integrating authentic leadership into the decision-making process can help leaders made difficult decisions. Research methodology The authors conducted extensive research through IBISWorld, EBSCOhost, and academic journals to review ethical decision-making and authentic leadership. The authors successfully piloted the case with over 100 undergraduate and graduate students enrolled in leadership courses. Case overview/synopsis The case describes an ethical decision a young commanding officer must make. A soldier under their leadership has been charged with an inappropriate relationship with a minor. The officer must decide between two actions that are legal within the military justice system. Each decision has ramifications that will significantly affect the organization. Complexity academic level The case is best taught in undergraduate and graduate leadership courses. Course participants do not need a detailed understanding of military leadership or military law to apply fundamental concepts.

I Am Kelso

In January 1863, a large Confederate force swept up from Arkansas. Kelso and his men discovered the advance and were chased back to the fort at Beaver Station and then to the one at Ozark, both of which the Confederates destroyed as they marched north to their target, Springfield. The Battle of Springfield pitted about 2,300 Federals defending the town, including local men and boys in the militia and patients in the army hospital, against a like-sized Confederate force commanded by General John S. Marmaduke. The men fought all day with artillery shells flying overhead. Kelso went spying at night, creeping among the wounded and the dead. Unable to take the town, the Confederates withdrew the next morning. In the aftermath, Kelso’s conflict with his drunken commanding officer lead to court martial proceedings, but Kelso was acquitted.

Award Production in the Red Army During the Great Patriotic War (1941–1945)

Introduction. The article analyzes the experience of improving the system of award production in the Red Army during the Great Patriotic War. The author states that the award production at the time of the beginning of the war was unable to ensure mass awarding of soldiers. Methods and materials. Archival materials, published official statistics and scientific literature were used in the implementation of the research tasks. The study was conducted on the basis of the principles of historism, objectivity and systemacity. The need to process quantitative data led to the use of the statistical method. Results. In order to ensure the need of the active army to award, the leadership of the country in the Armed Forces introduced a single command and delegated the right to award to the military command, which awarded on the ground and submitted award documents through the people’s commissariat for approval to the Presidium of the Supreme Soviet of the USSR. It is noted that in order to optimize the award production in units, formations, personal accounts were introduced, on which award marks and documents, as well as reporting on them were issued. Awarding bodies provided preparation of awarding documentation giving it to the commanding officer (commander) for approving, made rewarding of distinguished ones. Conclusions. It is noted that the measures taken to improve the award production brought it closer to the participants of fights, about 90% of all awards were made by the military command. It is shown that the awarding of military personnel led to the growth of their professional skills through personal interest in the results of combat activities, which was one of the factors of victory in the war.

Charting America’s Coast

The career and work of the steamer Robert J. Walker, its first commanding officer (Carlile Pollock Patterson) and nature of hydrographic surveying and creation of nautical charts done from Walker are discussed.

Rehearsal for Volhynia: Schutzmannschaft Battalion 201 and Hauptmann Roman Shukhevych in Occupied Belorussia, 1942

This article is part of the special cluster titled Conceptualizations of the Holocaust in Germany, Lithuania, Poland, and Ukraine since the 1990s, guest edited by Grzegorz Rossoliński-Liebe. In 2007, Roman Shukhevych (1907–1950), the commander of the Ukrainian Insurgent Army (UPA), was designated an official Ukrainian state hero. He has since become the object of an elaborate cult of personality. Lauded for his resistance to the Soviet authorities in 1944–1950, Shukhevych is highly controversial in neighbouring Poland for the ethnic cleansing that the UPA carried out in 1943–1944, as he commanded that organization. Over a few months, the UPA killed around ninety thousand Poles, expelling hundreds of thousands of others. The brutal efficiency of this campaign has to be seen in the context of the larger war, not least Shukhevych’s training by Nazi Germany, in particular the military experience he obtained as a captain in the Ukrainian formation Nachtigall, and as a commanding officer in Schutzmannschaft Battalion 201, which served in occupied Belorussia. This article is an attempt at reconstruct Shukhevych’s whereabouts in 1942, in order to establish the context and praxis under which Shukhevych operated until deserting the auxiliary police in January 1943.

IV

I beg it to be understood that what I write here about my cousin (unless some necessity should arise for making it public) is for the information of the family only. Herncastle has said nothing that can justify me in speaking to our commanding officer....

Negotiating course material to counter poor learner motivation

This paper details a teacher-implemented intervention, negotiating learner-generated materials, with the aim of improving low levels of learner motivation. This had resulted from the introduction of a problematic entry test policy acting as gatekeeper to an internationally-accredited diploma course in the learners’ specialized technical subject. For the learners, successful completion of the diploma course would guarantee social and financial benefits including promotion, increased salary and prestige within the military institution. However, an order came from the commanding officer that learners would only be accepted onto the diploma course if they attained an IELTS test score of Band 5. This requirement was not attainable by the learners in the time available and represented a threat to their career aspirations, which would negatively affect them personally, economically and professionally. Consequently, there was a substantial drop in learner motivation. An intervention was constructed and conducted during the course over a two-week period to supplement students’ course book in order to counter such poor levels of motivation. The study was set within the critical paradigm, using quantitative and qualitative data collecting methods to answer my research question: “To what extent does the intervention (asking learners to choose a topic, select original material, and suggest the type of tasks to be produced for the material) have a positive effect on learners’ levels of motivation?” Key findings included an observed increase in learner engagement and a greater level of concentration than in recent classes together with reduced learner worry about the IELTS test. Several conclusions are offered as to the efficacy of conducting such an intervention and how it could impact on learner motivation.

Sassoon, Siegfried (1886–1967)

Siegfried Sassoon was a poet, memoirist, novelist, and World War One soldier. His pre-war poetry, heavily influenced by Edward Marsh and the Georgian school of poets, was often criticized for derivative thought and emotional ambiguity. In 1914, Sassoon enlisted as a trooper, desiring to be one of the enlisted men. However, less than a year later, he earned his commission as a second lieutenant in the Royal Welch Fusiliers. During his convalescence from injuries incurred in the Battle of Arras (1917), Sassoon began developing objections to the war. He sent Finished with the War: A Soldier’s Declaration to his commanding officer; it was also read in Parliament. Just as war and protest gave Sassoon’s life purpose, they also improved the satirical power and emotional unity of his poetry. He is best known, though, for his fictionalized autobiographical trilogy, (Memoirs of a Fox-Hunting Man [1928], Memoirs of an Infantry Officer [1930], and Sherston’s Progress [1936]).