<p>This paper examines whether the American officer’s education at West Point and the Swedish officer’s education at the Military Academy Karlberg have adapted their history of the military art education in accordance to the new requirements of the Armed Forces and its focus on the operational defense. Sweden is evolving towards an operational defense and so is the United States. This in turn requires that training and education keep up with the changes. The National Defense College in Sweden do not focus the teaching of advanced history, which happened beforet he invention of the engine, in the officer’s training program, while the American education is rather advanced, with special focus on events taken place in the 19th century up to the Cold War. The Swedish history of the military art education is more of a philosophical and introductory character resulting in less military historical knowledge. The American education is more focused on dates, battles and events, making the West Point education both more profound and extensive in these dimensions in comparison with the Swedish education. However, it is very doubtful that 19th century military history is useful for a commanding officer during an operation, for example in Afghanistan. Having knowledge about the history of the military art’s development is important to be able to understand the evolution of the Armed Forces, but having knowledge of the number of battalions and name of the commander at the Battle of Austerlitz is of less importance. This paper compares the Swedish and the American history of the military art education in order to analyze the degree of adaption to the new operational defense.</p>

This paper examines whether the American officer’s education at West Point and the Swedish officer’s education at the Military Academy Karlberg have adapted their history of the military art education in accordance to the new requirements of the Armed Forces and its focus on the operational defense. Sweden is evolving towards an operational defense and so is the United States. This in turn requires that training and education keep up with the changes. The National Defense College in Sweden do not focus the teaching of advanced history, which happened beforet he invention of the engine, in the officer’s training program, while the American education is rather advanced, with special focus on events taken place in the 19th century up to the Cold War. The Swedish history of the military art education is more of a philosophical and introductory character resulting in less military historical knowledge. The American education is more focused on dates, battles and events, making the West Point education both more profound and extensive in these dimensions in comparison with the Swedish education. However, it is very doubtful that 19th century military history is useful for a commanding officer during an operation, for example in Afghanistan. Having knowledge about the history of the military art’s development is important to be able to understand the evolution of the Armed Forces, but having knowledge of the number of battalions and name of the commander at the Battle of Austerlitz is of less importance. This paper compares the Swedish and the American history of the military art education in order to analyze the degree of adaption to the new operational defense.

This dissertation examines what constituted 19th century American military science, why it was framed within government policy and taught within the United States Military Academy, and how it became the early American way of war. The work uses as evidence a wide array of documents including biographical records of 2046 West Point graduates. It commences by explaining how military science has been reduced to near oblivion by two revisionist schools, the first regarding the lack of military professionalism in the antebellum army, and the second regarding how Swiss military theorist Antoine Jomini held a stranglehold over antebellum military thought. This dissertation challenges these interpretations. It tracks the evolution of military science from Enlightenment Europe to the United States during American Revolution and its relative obscurity until after the War of 1812. It then explains why a deliberate decision was made to transplant a French Napoleonic version of military science to serve as the curriculum of the military academy and to support the formulation of a national defence policy that called for militarized coastal frontiers and an “expansible army.” The work then follows how and why military science was modified during the period 1820-1860 in response to changes to the threats to the United States, changes related to state and federal plans for “internal improvements,” Indian wars, westward expansion, war with Mexico, and advances in military technology. Specifically it tracks how the doctrine of military science expanded from the teaching of specific Napoleonic applications to embrace subjects needed for war in North America. Inculcation in this American military science eventually came to provide the army with an officer corps that shared a common all-arms doctrine and common skill in using mathematics for military problem-solving. The majority of long-service graduates went on to spend years of their career fulfilling general staff, engineering, or academy instructor duties. The proliferation of military science through their work, and through published texts available to state volunteers, ensured that on the eve of the Civil War there existed a distinctly American, and scientific, way of war. / Thesis (Ph.D, History) -- Queen's University, 2011-07-28 18:19:10.639

Thesis (M.L.A.)--Mississippi State University. Department of Landscape Architecture. / Title from title screen. Includes bibliographical references.

The engineering mathematics course described in this report is designed to employ project based learning (PBL), using projects to teach and reinforce both mathematics and engineering concepts and applications in a hands-on format. One project involves building a bridge and allows students to conduct testing using standard procedures and to manufacture components with set cross-sectional areas and lengths in an assembly-like manner using a low cost material such as file folders. The students can use a free computer-aided design (CAD) program to facilitate the design as well as conduct virtual testing with no additional cost. The mathematics concepts covered by this project include: graphing, tables and trend analysis, determining the forces acting on individual joints as well as the overall structure, study of cross-sectional area versus length in determining the best support structure, evaluation of various materials for construction, and using measurement tools and technology to determine the amount of stresses and strains and the amount of deflection. All of these studies should enable the student to produce a scale diagram for the final bridge design and to conduct tests on the bridge structure in order to determine the factor of strength (weight held versus the weight of the bridge). The project addresses the use of portfolios as a means for documenting work and changes that have been undertaken during the design process. The use of a portfolio-based project enables the student to document with artifacts and written composition, how the design was determined, how testing was done, and overall lessons learned during the project. The portfolio then could be evaluated using a Design Process Rubric as a means for transferability of credit. / text

This work examines what constituted 19th century American military science, why it was framed within government policy and taught within the United States Military Academy, and how it became the early American way of war. The work uses as evidence a wide array of documents including biographical records of 2046 West Point graduates. It tracks the evolution of military science from Enlightenment Europe to the United States during the American Revolution and its relative obscurity until after the War of 1812. It then explains why a deliberate decision was made to transplant a French Napoleonic version of military science to serve as the curriculum of the military academy and to support the formulation of a national defense policy that called for militarized coastal frontiers and an “expansible army.” The work then follows how and why military science was modified during the period 1820-1860 in response to changes to the threats to the United States, changes related to state and federal plans for “internal improvements,” Indian wars, westward expansion, war with Mexico, and advances in military technology. Specifically it tracks how the doctrine of military science evolved from the teaching of specific Napoleonic applications to embrace subjects needed for war in North America. Inculcation in this American military science eventually came to provide the army with an officer corps that shared a common all-arms doctrine and common skill in using mathematics for military problem-solving. The majority of long-service graduates went on to spend years of their career fulfilling general staff, engineering, or academy instructor functions. The proliferation of military science through their work, and through published texts available to state volunteers, ensured that on the eve of the Civil War there existed a distinctly American, and scientific, way of war. This work challenges two late 20th century liberal arts revisionist schools, championed by Samuel Huntington and Russell Weigley, that have unfairly reduced military science to near oblivion. / Thesis (Ph.D, History) -- Queen's University, 2012-05-28 10:47:55.375

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This research investigated the feasibility and benefits of integrating geospatial technology with traditional ecological knowledge (TEK) of an indigenous Louisiana coastal population in order to assess the impacts of current and historical ecosystem change to community viability. The primary goal was to provide resource managers with a comprehensive method of assessing localized ecological change in the Gulf Coast region that can benefit community sustainability. Using Remote Sensing (RS), Geographic Information Systems (GIS), and other geospatial technologies integrated with a coastal community's TEK to achieve this goal, the objectives were (1) to determine a method for producing vulnerability/sustainability mapping products for an ecosystem-dependent livelihood base of a coastal population that results from physical information derived from RS imagery and supported, refined, and prioritized with TEK, and (2) to demonstrate how such an approach can engage affected community residents who are interested in understanding better marsh health and ways that marsh health can be recognized, and the causes of declining marsh determined and addressed. TEK relevant to the project objectives collected included: changes in the flora and fauna over time; changes in environmental conditions observed over time such as land loss; a history of man-made structures and impacts to the area; as well as priority areas of particular community significance or concern. Scientific field data collection measured marsh vegetation health characteristics. These data were analyzed for correlation with satellite image data acquired concurrently with field data collection. Resulting regression equations were applied to the image data to produce estimated marsh health maps. Historical image datasets of the study area were acquired to understand evolution of land change to current conditions and project future vulnerability. Image processing procedures were developed and applied to produce maps that detail land change in the study area at time intervals from 1968 to 2009. This information was combined with the TEK and scientific datasets in a GIS to produce mapping products that provide new information to the coastal restoration decision making process. This information includes: 1) what marsh areas are most vulnerable; and 2) what areas are most significant to the sustainability of the community.

Project report (D. Min.)--New Orleans Baptist Theological Seminary, 1998. / Abstract. Includes bibliographical references (leaves 128-132).