Naval Postgraduate School Library

The article of record as published may be found at https://www.jstor.org/stable/20050097A review of the Naval Postgraduate School library's resources for research, assessed as represented by the library's 2001 website

Making Do with Less, or Coping with Upton\u27s Ghost

Each April the Strategic Studies Institute hosts a conference that addresses key strategic issues facing the Armed Forces and the Nation. This year\u27s theme, Strategy During the Lean Years: Learning from the Past and the Present, brought together scholars, serving and retired military officers, and civilian defense officials from the United States, Canada, and the United Kingdom to discuss strategy formulation in times of penury from Tacitus to Force XXI. Professor Eliot A. Cohen of Johns Hopkins University urges the Army to draw on lessons from its own history. More than one generation of American military professionals have inherited and perpetuated Civil War Major General Emory Upton s distrust of and disdain for civilians in general and politically elected or appointed civilian leaders in particular. As Professor Cohen indicates, the uncertainties of downsizing and reorganization coincide with the need to accommodate new technologies that could help the Army cope with the diverse threats that are part of what is still a very dangerous world. He cautions that in coping with this enormous challenge, the Army must be careful not to engage in the kind of introspection that may foster an institutionalized isolation from the nation it is sworn to defend. Professor Cohen suggests there are ways to keep America s Army truly the Army of the nation and its people. The way soldiers and leaders are recruited, trained, educated, and promoted must, he asserts, change to bring more and not less civilian influence into the Army. Professor Cohen urges the Army to go forward into Force XXI and to do so with both enhanced technologies and with an enhanced understanding of who and what it serves: the American people and the defense of their Constitution.https://press.armywarcollege.edu/monographs/1883/thumbnail.jp

Reassessing the Fighting Performance of Conscript Soldiers During the Malvinas/Falklands War (1982)

While the idea is controversial, it is quite possible that, at least under certain circumstances, the fighting effectiveness of a conscript army can equal that of a professional army. For any army, fighting effectiveness is not only influenced by the degree of psychological cohesion among soldiers and officers, but also by the organizational culture of each particular service unit towards the preparation for war and the waging of the conflict itself. The Malvinas (Falklands) War of 1982 demonstrates this very well. In this war, two different types of armies confronted one another: the British army, a professional and all volunteer force, and the Argentine army constituted principally of conscripted soldiers. In this regard, some analysts assert that the British concept was vindicated when a force of British professional soldiers defeated an opposing Argentine force of draftees twice as numerous. Analysts in general have rated the capabilities of the Argentine land forces as poor, although there were exceptions and some units performed very well. These cases deserve to be studied. Notably, the most effective Argentine effort came from some small Army units and one Navy unit, the 5th Marine Battalion. For these units, two primary reasons account for the differences in fighting performance. First, small Army groups fought well because there was cohesion among their components, conscripts, noncommissioned officers, and junior officers, especially by the attitude of the latter. Secondly, in the case of the Marine battalion, its performance was the product not only of good training, but also of the different institutional approach to waging war that the Argentine Navy employed. These, in turn, improved cohesion. By focusing upon these units and their effectiveness, a rather new picture of the Malvinas War comes to light that differs quite substantially from those drawn in the immediate aftermath of the war itself. It should also make us rethink the lessons of the war, including those that surround the professionals versus conscripts controversy

Integrity and its counterfeits: Shakespeare’s Henriad

Abstract. The article will briefly and critically review philosophical views on integrity, focusing on integration, identity, standing up for moral principles and ethical decision making practice. It will explore integrity as Aristotle’s virtue of truthfulness, noting how this leads to engagement with the self and the social network. This demands the practice of responsibility, involving: critical agency (developing authorship of the ethical narrative), accountability (involving plural and mutual dialogue), and creative (positive) responsibility (involving both narrative and dialogue around action) In light of this dynamic and social view of integrity the second part the article explores counterfeit integrity. It distinguishes counterfeit integrity based in unexamined ideology and identity from counterfeit integrity based in intentional deception of others about beliefs, values and motives. Each of these are illustrated by figures from Shakespeare’s Henriad, and parallel cases in business and sport

Realizing General Education: Reconsidering Conceptions and Renewing Practice

General Education is widely touted as an enduring distinctive of higher education in the United States (Association of American Colleges and Universities, [11]; Boyer, [37]; Gaston, [86]; Zakaria, [202]). The notion that undergraduate education demands wide‐ranging knowledge is a hallmark of U.S. college graduates that international educators emulate (Blumenstyk, [25]; Rhodes, [158]; Tsui, [181]). The veracity of this distinct educational vision is supported by the fact that approximately one third of the typically 120 credits required for the bachelor\u27s degree in the United States consist of general education courses (Lattuca & Stark, [120]). Realizing a general education has been understood to be central to achieving higher education\u27s larger purposes, making it a particularly salient concern

The James Webb Space Telescope Mission

Twenty-six years ago a small committee report, building on earlier studies, expounded a compelling and poetic vision for the future of astronomy, calling for an infrared-optimized space telescope with an aperture of at least $4m$. With the support of their governments in the US, Europe, and Canada, 20,000 people realized that vision as the $6.5m$ James Webb Space Telescope. A generation of astronomers will celebrate their accomplishments for the life of the mission, potentially as long as 20 years, and beyond. This report and the scientific discoveries that follow are extended thank-you notes to the 20,000 team members. The telescope is working perfectly, with much better image quality than expected. In this and accompanying papers, we give a brief history, describe the observatory, outline its objectives and current observing program, and discuss the inventions and people who made it possible. We cite detailed reports on the design and the measured performance on orbit.Comment: Accepted by PASP for the special issue on The James Webb Space Telescope Overview, 29 pages, 4 figure