Military history Essay Example for Free

Military history Essay You [Military professionals] must know something about strategy and tactics and logistics, but also economics and politics and diplomacy and history. You must know everything you can know about military power, and you must also understand the limits of military power. You must understand that few of the important problems of our time have in the final analysis, been solved by military power aloneJohn F. Kennedy (Quoted from â€Å"Winning the Peace the Requirement for Full-spectrum Operations† by Chiarelli and Michaelis (2005). Military history-just like any other form of history- can make or break you depending on how you use it. In US, for example, military battles and wars can be traced back to the 1700s when America was in the verge of attaining independence. From then onwards, there have been a series of wars-mainly in their conquest and colonization efforts. In other parts of the world, military history also faced variable evolutions that led to the utilization of different forms and strategies. All these wars can however be collectively summarized with the first and second world wars which saw direct or indirect participation of almost all countries from all over the world (Gabel, 1985, p. 1-85). It is from studying such rich history that current military professionals are able to have a relatively easy time when going about their vital schedules. These lessons can be in form of making improvements on already discovered fundamental concepts or alternatively, learning from past mistakes by avoiding them. Failure to positively learn comes with a bag-full of consequences; more aptly put in the words of John Santayana â€Å"Those who do not know history are doomed to repeat it. † In giving his contribution to this vastly debated subject, RAF (2010, p. 152) rhetorically asks that â€Å"If the study of history is so fraught with problems, and either so easy to get wrong or difficult to get right, depending on one’s view of the contents of the glass, why bother at all? † Well, so many answers-backed with evidences-have been advanced to support both ends of the debate. However, the focus of this paper is going to be on circumspectly highlighting the importance of studying military history-which most researchers amass as being vital-while partly highlighting its demerits. Before delving deep into why we should or should not study military history, it is inherent that we start by mentioning the importance of history as an entity in itself. It is from getting this background knowledge that we will be able to ardently address the issue of military history. Most scholars tend to heavily draw their knowledge from historical data; so they strongly commend the study of history in general. Others, on the other hand, either oppose it or support sparing use of historical sources. To the latter, history-more so the written type-is subject to people’s interpretations, understandings and opinions thus may be misleading in studies since it is not very accurate or reliable (RAF, 2010, p. 153). For example, Presher (1901) describes his views on America’s abuse of noncombatants in a Filipino village. To some historians, the abuse described here was not really abuse but just an exercise of power. Both views might therefore be very confusing to people trying to get the real picture of what happened during that time. According to RAF (2010, p. 153), the literature studied in history â€Å"Is inevitably extensive and, almost equally inevitably, much of it is impenetrable on first inspection. † This may also deviate from what is really meant. RAF goes ahead and advises that if we are to get the most accurate and precise representation of what happened, we need to study â€Å"In breadth, depth and arguably most importantly in a proper context. † We should also ensure that we focus on many sources from authoritative individuals so as to get facts rather than myths or fables which might be misleading (p. 152-156). For instance, The long shadow of little rock is a personal memoir of Daisy Bates which makes the writing authentic and credible as opposed to other military history records which are narrated from the perspective of hearsays. Just like any major area of human concern, the study of military history has its predefined language and concepts. Consequently, when studying military history, it is inherent that you familiarize yourself with jargons used here. For example, words like Strategic, operational, Tactical and Individual are used in military history to represent the realms of traditional history (Kagan (2006). It is also important to note that the studies should be conducted in an order. Haphazard studies tend to confuse rather than perform the fundamental functions of studying military history. Having said that, what really are the advantages of studying military history? Elementarily, RAF (2010, p. 157) documents that military history studies by military professionals offers entertainment, inspiration, information and pride to its students. Just by studying about the escapades of our historical heroes and villains in their military obligations, we are able to get entertainment since most of the stories are appalling. On top of that, we get informed from the in-depth descriptions of the war times. In With the Old Breed, Sledge (2001) grippingly describes the horrendous experiences at Peleliu and Okinawa while informing the readers of how difficult it was to survive during that time. In effect, someone studying the story gets informed and entertained at the same time. Murray Sinnreich (2006, p. 32) assert that â€Å"Military history helps provide the theoretical foundation for the science of war, and continues to do so even in an era of huge technological and social change. † Gabel (1985, p. 3) exemplifies this by talking of â€Å"clumsy, unreliable, difficult to operate† fight tanks that provided a basis for the formation of better tanks to be used in other wars. In another example to show how one piece of history laid theoretical foundation for another, Lupfer (1981, p. 8) says that: The Germans did not win the First World War and their strategic conduct of the war was often flawed. Yet, much value can be derived from their development of tactical doctrine, for the Germans developed and applied new tactical doctrine impressively in 1917 and 1918. Their tactical changes were systematic and thorough, for these changes in doctrine directly affected subsequent battlefield success. In addition, studying military history provides a platform for referencing by military professionals. Lupfer (1981, p. 8) articulates of changes made by the army of Germany courtesy of army’s high command—OHL. First, a defensive doctrine is adopted based on previous studies then later, an offensive strategy is adopted. In the long run, the German army succeeds in curbing their oppositions in the western fronts. According to Hanson (2007), military history also plays the irreplaceable role of reminding us happenings of the past and how the people back then contributed to our current state. The numerous documentations of the battles in the 1700s helps us not only to know the sacrifices endure for the achievement of independence but also reminds to be grateful and appreciative of all the villains who paved the way for the current freedoms in the U. S Moreover, military trainings only cover a small portion of the fundamental aspects involved in military education. Most scholars opinionate that military history helps in filling the knowledge void left by other forms of military education. Specifically, military history enhances practicability of military education which is crucial for the growth of military professionals. Hanson (2007) adds that â€Å"Democratic citizenship requires knowledge of war—and now, in the age of weapons of mass annihilation, more than ever. † It is for this reason that institutions that focus on military history are slowly-but steadily- rising in many nations. This is also evident with the various movies, shows and songs that currently tend to incorporate aspects of military history. Examples include award-wining movies like Troy and 300 among many others. In spite of being hugely debated by many researchers, Hanson-and a handful of other scholars-further opinionate that military history teaches us that war is not necessarily as bad as most people perceive it to be. So even though millions of people may get killed or innumerable properties may get destroyed, through war, we may get peace, freedom or even progress economically which is positive. In other words, war involves doing something bad with the hope that something good may come out of it. This can be exemplified with the outcomes of the vastly covered World wars (WWI and WWII); despite the numerous deaths and huge economic losses that resulted from them, the wars also pioneered dialogue which led to freedom and peace amongst the involved states. On the flipside, the study of war does not necessarily equate to advantages. Chiarelli and Michaelis (2005) support this statement by saying that â€Å"A gun on every street corner, although visually appealing, provides only a short-term solution and does not equate to long-term security grounded in a democratic process. † So in spite of peace being the ultimate target for wars, many wars end up with worse rivalry thus worsening the already bad situation. In instances where peace or freedom was not realized from the war, students who study the war may end up sucking in bad influence and negative lessons rather than the positive lessons that is targeted for them. It is also important to note that some people who study military history may get private information on some confidential issues which may pose a threat to those living around them. An example is chemical combinations of making a bomb landing in the hands of a terrorist. This poses a danger not only to people living around the terrorist but also on the country as a whole. Yet still, the study of military history can prove quite costly and risky. So many people currently focus on technological advancements, discovery of new drugs to solve the current diseases, making work easier through software among other things. I effect, very little time and attention is given to studying of past histories. The fact that history cannot be changed yet we can determine what becomes of our future makes even more people gutter the study of history while concentrating on current affairs as well as prospective forecasts. As a result, those who concentrate on studying military history mostly have to personally dig into their pockets so as to the studies as opposed to the millions of dollars donated daily towards new researches. In addition, those who study military history have to sometimes come to terms with poor hospitality and hostility from their subjects. In Dougherty’s (2005, p. 1) interview of historian and free-lance writer Robert Kaplan on his military research book Imperial Grunts: The American Military on the Ground, Kaplan reveals that he had to trail soldiers through inhospitable and volatile areas just to get an interview from them. In his studies, he visited Yemen, Iraq, Ethiopia and Philippines- who at the time of the interviews were quite unwelcoming thus making it difficult for him to get substantial information. Dougherty (2005, p. 1) further exemplifies these acrid conditions by saying that in order for Kaplan to get valuable information from the soldiers, â€Å"He immerses himself in their world, spending weeks and months living with soldiers in their quarters, joining their missions, eating, drinking, sweating, freezing, and sometimes starving, side-by-side with them. † Adding on to the demerits, Kagan (2006) says that the complex nature of military language which involves â€Å"Unit sizes and nomenclature, acronyms and abbreviations, typologies of military activity† may sometimes prove too multifarious and confusing to normal students (those without professional military knowledge). Dougherty (2005, p. 3-6) gets Kaplan to talk about the complex language that existed between the military sergeants, generals and commanders in their communication. In some cases, it was even a must for the military officials to know and communicate in other foreign languages. At such points, some meanings maybe distorted to those recording as well as those studying the history based on the various communication syntaxes and rules that govern different regions. Lastly, the proliferation in ways of solving disputes has lessened the use of military personnel by most countries. As of today, most disputes are solved through dialogues, courts and round-table negotiations by world superpowers. In effect, the study of military is only done by a few people who rarely dig deep into these annals of history. The many fundamental functions that military history provides are therefore slowly being corroded away by the ever increasing modern forms of conflict resolution. In conclusion, it is noteworthy to say that military history plays an important role in preparing soldiers for wars. It may not necessarily empower them but it offers them insights on how their opponents fight, their strengths, weaknesses, previously successful combat methods, what they should avoid among other vital details which are invaluable before going to war. On the other hand, military history should be used sparingly so as to avoid complacency by soldiers based on overconfidence. Aptly put in the words of Henry Kissinger (1978); â€Å"History is not, of course, a cookbook offering pretested recipes. It teaches by analogy, not maxims. It can illuminate the consequences of actions in comparable situations, yet each generation must discover for itself what situations are in fact comparable. † References Bates, D. (1987). T The long shadow of little rock. Fayetteville. P. 1 – 5, 43 – 76, 82 – 106. [64 pages] Chiarelli, P. W. , Michaelis, P. R. (July-August, 2005). Winning the peace: The requirement for full-spectrum operations. Military Review, p. 1 – 17. Dougherty, E. (2005). Warriors for Good: Interview with Robert Kaplan. Atlantic Unbound. Gabel, C. R. (1985). Seek, strike, and destroy: U. S. army tank destroyer doctrine in World War II. Hanson, V. D. (2007). Why study war? CITY journal. Retrieved May 18, 2010, from http://www. city-journal.org/html/17_3_military_history. html Kagan, F. W. (2006). Why military history matters. AEI Online. Retrieved May 18, 2010, from http://www. aei. org/outlook/24600 Kaplan, R. (October, 2005). Imperial Grunts: With the army special forces in the Philippines and Afghanistan—laboratories of counterinsurgency. The Atlantic Monthly, p. 84 93. Lupfer, T. T. (1981). The dynamics of doctrine: the change in German tactical doctrine during the First World War. Murray, W. , Sinnreich R. H. (2006). The past as prologue: the importance of history to the military profession. Google Books. p. 32. Presher, F. (1999). Private Frederick Presher describes the U. S. Army’s abuse of noncombatants in a Filipino village, 1901. Major Problems in American Military History. p. 230 – 231. RAF, P. W. G. (2005). XII. Why Study Military History? Defence Studies, 5(1), p. 151-164. Retrieved May 18, 2010, from http://dx. doi. org/10. 1080/14702430500097408 Sledge, E. B. (1981) With the Old Breed: At Peleliu and Okinawa. P. 55 – 10.

War is Kind by Stephanie Peace and Wilfred Owen’s Anthem for Doomed Youth :: Comparison Compare Contrast Essays

War is Kind by Stephanie Peace and Wilfred Owen’s Anthem for Doomed Youth War and peace, another saga in the on going battle of good versus evil. Ironically though, war (evil) is created in the process of pursuing peace (good.) The world today believes that peace is freedom, the right to live, and a harmony between all. Certain places or people do not agree with this though, so the â€Å"good† must go in and conquer the â€Å"evil† in order to create peace. Where as Claude McKay would agree with me that war serves to create peace, Wilfred Owen would more than likely say that war does nothing but bring death. War is not pretty, as decorated as it may be, but it does have a purpose. Without fighting, without battles, without war, our nation would not be what it is today. We had to fight for our freedom and our pursuit of happiness. Once we obtained this, we then had to fight to keep it from the Nazi’s, from the Japanese, and even Russians. In McKay’s â€Å"America†, he compares our nation to a tiger who’s tooth sinks into his throat. He is saying that America is strong and fierce, and that blood must be spilled in order to â€Å"stand with in her walls with not a shred/ Of terror, malice, not a word of jeer† (725 9-10). If America wasn’t this tiger, if America didn’t fight for what those with in her believe is right, then the people with in her would live in fear and terror of being attacked themselves. This is why we must fight, so that we can keep our peace. While war may keep our peace, there are people who sacrifice themselves during battle who will never get a chance to see it. This is how Wilfred Owen views war in â€Å"Anthem for Doomed Youth.† Instead of those who fight in battle being surrounded by peace, they only hear the â€Å"monstrous anger of the guns† and only see â€Å"[candles] Shall shine the holy glimmers of good-byes† (731 2, 11). No, for those who fight in war there is no peace, only death. Only decay. This is all those who fight see and hear; this is what loses in around them. To those who fight in war, there is no winning. To those who fight in war, there is no victory. No, instead there is only the â€Å"pallor of girls’ brows†, only tears and sorrow (732 11).

Notre Dame de Paris

Notre Dame De Paris, Ill De la Cite (1163-1345) The building that has taken my interest is Notre Dame De Paris, which literally meaner â€Å"Our Lady of Paris† in French. When one thinks of Gothic architecture, majority will think of Notre Dame as it is one the most significant French catholic cathedral that is distinctively Gothic. Because Notre Dame has seen many reconstruction in its days, its early construction in the period sass is characterized as Early Gothic and adopt similar pointed arch that transcends from late Romanesque.Notre Dame's early ethic style then slowly evolved in 13th century when High Gothic began to achieve further light, tall and yet majestic. Clerestory windows had changed from one window holed in a wall, into two windows united by elaborate window tracery and colorful rose window. 1 The architect Bishop Maurice De Sully sees to the construction in 1163 until his passing in 1196. It took 5 other successors, Bishop Dudes-De-Sully and others to complet e Notre Dame in its glorious state. Because of this, it has slight stylistic variations and it is not perfectly symmetrical.Between 1210 and 1220, four architects oversaw the construction level with the rose window and the great halls beneath the towers. The towers were completed in 1245 but overall construction only finished around 1345. 2 Notre Dame was under many alterations at the end of 17th century as many tombs and stained glass windows were destroyed. By the end of 18th century, many of cathedral's treasure were either stolen or destroyed from the war. However, the cathedral's great bells were still preserved and was used as a warehouse to store food.Victor's Hugo novel, â€Å"The Hunchback of Notre Dame† in 1831 has drawn a huge attention to the dilapidated state of the cathedral and probably has instigated the restoration project in 1845. Notre Dame too was first of its kind to utilize the flying buttress in which to support the thin exterior walls. It is built arou nd the choir and nave to withstand the stress fracture that begins to happen as the thin wall pushes outward. Other architectural advancement that precedes here is the ribbed vaults that can be found above the double aisle surrounding the choir.Other features that embody the Gothic style are the rose windows that brings in magnificent natural lighting to the interior. South rose window of Notre Dame De Paris Gargoyle statue on top of Notre Dame Not to forget, the guardians of grand cathedrals, the gargoyles; considered a statue that is ingeniously crafted to serve as column support or water spouts. More over there are many diverse characteristics that can help us to identify a Gothic structure such as gee archways, ornately crafted spires and lace like tracery, serve to hide the bulk of the load bearing 3.Since all works of religious art goes beyond the artistic expression, these Gothic features accentuates the lightness and grandeur of spiritual space. Most are focused ‘upwar ds', perhaps in reference of Heaven or presence of higher heavenly being. One can conclude these achievements have been a turning point for culture achievements in the Middle Ages. â€Å"Gothic architecture had a magnificent opportunity of development in the construction of the great cathedrals, which, in France, were all built at the end of the twelfth and beginning of the thirteenth centuries†¦

Interview And Staff Of The Alligator - 1840 Words

Imagine a morning much like any other; you make your breakfast, sit at the table, open your paper, but suddenly you are greeted with picture of a dead unborn baby outside of a college campus dumpster. Should one find it trashy and in poor taste, or should one understand the gravity of the situation at hand and appreciate what the paper is trying to explain. How does one go about justifying such an appalling photo in a campus newspaper? In this case, editor and staff of The Alligator debated intensely and decided to run the image alongside an unfortunate story on the inside of the paper. The information provided on the case can be compared to the theories of ten different ethicists to create an informed opinion about whether or not the†¦show more content†¦Neither of these options are preferable, so he considers options that are not as drastic. Furthermore, Aristotle uses virtue ethics, which calls into question the morals of the actor and the nature of the act itself. The ed itor wants to use the image as a tool for telling the story without intent for adding shock or disrupting the public. This is not a problematic motivation at the core, so the most in-between option is running the picture inside with a short blurb on the front page about it. Inside coverage of the story means the editor can tell their story to the fullest without forcing the delicate topic at the reader. Immanuel Kant’s big focus is on treating others as one would treat themselves and specifically not treating others as a means to an end. Moreover, Kant does not believe any ends can justify any means. In this case, the end goal is too better inform the audience of the situation and what can be learned from it, and the means involve exposing a disturbing or even distasteful image to the public. Kant would not approve of the use of the offensive image. In contrast, John Stuart Mill finds that a desirable end is the most valuable point when weighing decisions. Mill would find value in using the article as a tool for educating the audience, and would not find the use of the image as an ethical dilemma for this reason. While some of the readership would be offended, Mill would see that as a lesser point to preventing similar futureShow MoreRelatedEarly Head Start Is A Federally Funded Grant Program1214 Words   |  5 Pagesdirector of the center is Denise Stovall. Denise started her job seven years ago in 2009. Denise is in charge of everything that goes on in the building with help from the teachers, the people who work in the office, and volunteers. She does the interview process with the families who want to enroll their children in the program and she makes sure that everything is working the way that it should be. There are different components that Early Head Start does that the CDRC does not. 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