Yan Xu
- Published in print:
- 2019
- Published Online:
- September 2019
- ISBN:
- 9780813176741
- eISBN:
- 9780813176772
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813176741.003.0002
- Subject:
- History, Asian History
The first chapter introduces the history of the Whampoa Military Academy by relaying how it began, the intentions behind its foundation, and how cadets were taught civic education. Xu notes how the ...
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The first chapter introduces the history of the Whampoa Military Academy by relaying how it began, the intentions behind its foundation, and how cadets were taught civic education. Xu notes how the academy regularly delved into cadets’ personal lives by reading their correspondence and eavesdropping on conversations. Xu continues by examining the speeches and lectures to the cadets of the academy as well as the commandant Chiang Kai-shek’s efforts to build additional branch campuses during the Second Sino-Japanese War. Much of Chiang’s efforts to increase morale within the cadets’ ranks celebrated physical sacrifice as heroic and dutiful, therefore, corroborating in the creation of a specific soldier figure during this time. The memoirs of Whampoa graduates reveal that Chiang’s intentions were not fully achieved since the discourse of the soldier figure constructed by Chiang was confronted or resisted by some Whampoa cadets and provincial warlordsLess
The first chapter introduces the history of the Whampoa Military Academy by relaying how it began, the intentions behind its foundation, and how cadets were taught civic education. Xu notes how the academy regularly delved into cadets’ personal lives by reading their correspondence and eavesdropping on conversations. Xu continues by examining the speeches and lectures to the cadets of the academy as well as the commandant Chiang Kai-shek’s efforts to build additional branch campuses during the Second Sino-Japanese War. Much of Chiang’s efforts to increase morale within the cadets’ ranks celebrated physical sacrifice as heroic and dutiful, therefore, corroborating in the creation of a specific soldier figure during this time. The memoirs of Whampoa graduates reveal that Chiang’s intentions were not fully achieved since the discourse of the soldier figure constructed by Chiang was confronted or resisted by some Whampoa cadets and provincial warlords
Frederic Wakeman
- Published in print:
- 2003
- Published Online:
- March 2012
- ISBN:
- 9780520234079
- eISBN:
- 9780520928763
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520234079.003.0003
- Subject:
- History, Asian History
This chapter traces Dai Li's entry into the ranks of the Guomindang revolutionaries. There are three versions of Dai Li's entry into Whampoa Military Academy, including getting a letter of ...
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This chapter traces Dai Li's entry into the ranks of the Guomindang revolutionaries. There are three versions of Dai Li's entry into Whampoa Military Academy, including getting a letter of introduction from the former boss of the Shanghai rackets, Huang Jinrong, to Chiang Kai-shek. He did not graduate from Whampoa. He left the academy in April 1927, was assigned to First Platoon of the National Revolutionary Army's Cavalry Battalion and joined the National Revolutionary Army during its march up the eastern route through Fujian and Zhejiang. It was around this time that he got the job that is the most emphasized as the key to his rise from obscurity. He worked as a petty officer for Hu Zongnan, who later recommended him for a job in the Nanjing office of the Whampoa Alumni Association Investigation Department.Less
This chapter traces Dai Li's entry into the ranks of the Guomindang revolutionaries. There are three versions of Dai Li's entry into Whampoa Military Academy, including getting a letter of introduction from the former boss of the Shanghai rackets, Huang Jinrong, to Chiang Kai-shek. He did not graduate from Whampoa. He left the academy in April 1927, was assigned to First Platoon of the National Revolutionary Army's Cavalry Battalion and joined the National Revolutionary Army during its march up the eastern route through Fujian and Zhejiang. It was around this time that he got the job that is the most emphasized as the key to his rise from obscurity. He worked as a petty officer for Hu Zongnan, who later recommended him for a job in the Nanjing office of the Whampoa Alumni Association Investigation Department.
Vipul Dutta
- Published in print:
- 2021
- Published Online:
- November 2021
- ISBN:
- 9780190130220
- eISBN:
- 9780190993962
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190130220.003.0003
- Subject:
- History, Indian History, Military History
This chapter deals with the initial decades in the life of the Indian Military Academy (IMA). Envisaged as the ‘Indian Sandhurst’, the academy was inaugurated in 1932 and was the first institution ...
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This chapter deals with the initial decades in the life of the Indian Military Academy (IMA). Envisaged as the ‘Indian Sandhurst’, the academy was inaugurated in 1932 and was the first institution that generated a new class of commissioned Indian officers. The IMA, in its early years, grappled with the same administrative and institutional challenges as those of the feeder colleges, highlighting the inter-dependent nature of institutional expansion and reorganisation in the subcontinent. This chapter will shed light on the initial years of its operation where the provisions for joint examinations in India and England; entry for Anglo-Indians; and the IMA’s suitability for sons of the Princely Rulers threatened to erode its legitimacy. The establishment of the IMA also spurred the development of other military institutions in India both on the scale of higher training as well as feeder institutions, chief among them being the National Defence Academy.Less
This chapter deals with the initial decades in the life of the Indian Military Academy (IMA). Envisaged as the ‘Indian Sandhurst’, the academy was inaugurated in 1932 and was the first institution that generated a new class of commissioned Indian officers. The IMA, in its early years, grappled with the same administrative and institutional challenges as those of the feeder colleges, highlighting the inter-dependent nature of institutional expansion and reorganisation in the subcontinent. This chapter will shed light on the initial years of its operation where the provisions for joint examinations in India and England; entry for Anglo-Indians; and the IMA’s suitability for sons of the Princely Rulers threatened to erode its legitimacy. The establishment of the IMA also spurred the development of other military institutions in India both on the scale of higher training as well as feeder institutions, chief among them being the National Defence Academy.
George G. Kundahl
- Published in print:
- 2010
- Published Online:
- July 2014
- ISBN:
- 9780807833735
- eISBN:
- 9781469604022
- Item type:
- chapter
- Publisher:
- University of North Carolina Press
- DOI:
- 10.5149/9780807895702_kundahl.7
- Subject:
- History, American History: Civil War
This chapter presents two excerpts from Ramseur's first letter to his mother from West Point, dated August 15, 1855 that illustrates his transition from upbringing to matriculation. It reports that ...
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This chapter presents two excerpts from Ramseur's first letter to his mother from West Point, dated August 15, 1855 that illustrates his transition from upbringing to matriculation. It reports that the U.S. Military Academy was the nation's premier engineering school with a curriculum designed to prepare its graduates to build the river and harbour works, lighthouses, canals, and railroads needed by a burgeoning nation. The U.S. Military Academy also served to prepare topographical and military engineers for times of war. The chapter notes that the institution had been founded early in the nineteenth century, modeled after Sandhurst and St. Cyr, its counterparts in England and France respectively.Less
This chapter presents two excerpts from Ramseur's first letter to his mother from West Point, dated August 15, 1855 that illustrates his transition from upbringing to matriculation. It reports that the U.S. Military Academy was the nation's premier engineering school with a curriculum designed to prepare its graduates to build the river and harbour works, lighthouses, canals, and railroads needed by a burgeoning nation. The U.S. Military Academy also served to prepare topographical and military engineers for times of war. The chapter notes that the institution had been founded early in the nineteenth century, modeled after Sandhurst and St. Cyr, its counterparts in England and France respectively.
Yan Xu
- Published in print:
- 2019
- Published Online:
- September 2019
- ISBN:
- 9780813176741
- eISBN:
- 9780813176772
- Item type:
- book
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813176741.001.0001
- Subject:
- History, Asian History
Yan Xu’s book The Soldier Image and State-Building in Modern China, 1924–1945 focuses on the connection between soldiers, urban publics, and party governments of wartime China in an effort to provide ...
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Yan Xu’s book The Soldier Image and State-Building in Modern China, 1924–1945 focuses on the connection between soldiers, urban publics, and party governments of wartime China in an effort to provide a nuanced analysis of the complicated state-society relations. Xu structured this work in a way that united the chapters through the multiple soldier figures in China and the imagery cast upon them due to wars. Xu scrutinizes how political, social, and literary perspectives influenced the rhetoric and ideal of the soldier figure. Xu’s book works chronologically from the initial start-up of the prestigious Whampoa Military Academy in the 1920s, to the issue and revision of compulsory conscription laws in the 1930s, to the urban intellectuals and professionals serving and writing about the soldiers during the Second Sino-Japanese War, to the students conscripted into the army during the later years of the war. Xu integrates the party struggles into the analysis of wartime China by devoting the last chapter to the creation of the soldier image by the Chinese Communists. Xu highlights how crucial the construction of the discourse on the soldier image was to the state-building processes for both Chinese Nationalists and Communists. The Soldier Image and State-Building in Modern China, 1924–1945, fosters insight into the 1920s-40s of modern China that uncovers how war operates as a cultural event rather than simply one utilized for political strategy.Less
Yan Xu’s book The Soldier Image and State-Building in Modern China, 1924–1945 focuses on the connection between soldiers, urban publics, and party governments of wartime China in an effort to provide a nuanced analysis of the complicated state-society relations. Xu structured this work in a way that united the chapters through the multiple soldier figures in China and the imagery cast upon them due to wars. Xu scrutinizes how political, social, and literary perspectives influenced the rhetoric and ideal of the soldier figure. Xu’s book works chronologically from the initial start-up of the prestigious Whampoa Military Academy in the 1920s, to the issue and revision of compulsory conscription laws in the 1930s, to the urban intellectuals and professionals serving and writing about the soldiers during the Second Sino-Japanese War, to the students conscripted into the army during the later years of the war. Xu integrates the party struggles into the analysis of wartime China by devoting the last chapter to the creation of the soldier image by the Chinese Communists. Xu highlights how crucial the construction of the discourse on the soldier image was to the state-building processes for both Chinese Nationalists and Communists. The Soldier Image and State-Building in Modern China, 1924–1945, fosters insight into the 1920s-40s of modern China that uncovers how war operates as a cultural event rather than simply one utilized for political strategy.
William C. Sylvan and Francis G. Smith
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813125251
- eISBN:
- 9780813135038
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813125251.003.0001
- Subject:
- History, Military History
This section provides the biography of Courtney Hicks Hodges, who was born in Perry, Georgia, on January 5, 1887. It tells us that he entered the United States Military Academy at West Point, New ...
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This section provides the biography of Courtney Hicks Hodges, who was born in Perry, Georgia, on January 5, 1887. It tells us that he entered the United States Military Academy at West Point, New York, with the incoming class of 1908 in June 1904, a member of the same class as George S. Patton Jr. The section notes that Hodges was “found deficient” in mathematics, as was Patton, and left West Point following his plebe year of 1904–5. It further notes that Hodges enlisted in the army as a private in Company L, Seventeenth Infantry, and was commissioned a second lieutenant of infantry on November 13, 1909; served in the Philippines and the Mexican Punitive Expedition, and in France during World War I; and received a Distinguished Service Cross for valor during the Meuse–Argonne operation.Less
This section provides the biography of Courtney Hicks Hodges, who was born in Perry, Georgia, on January 5, 1887. It tells us that he entered the United States Military Academy at West Point, New York, with the incoming class of 1908 in June 1904, a member of the same class as George S. Patton Jr. The section notes that Hodges was “found deficient” in mathematics, as was Patton, and left West Point following his plebe year of 1904–5. It further notes that Hodges enlisted in the army as a private in Company L, Seventeenth Infantry, and was commissioned a second lieutenant of infantry on November 13, 1909; served in the Philippines and the Mexican Punitive Expedition, and in France during World War I; and received a Distinguished Service Cross for valor during the Meuse–Argonne operation.
Anthony Rimmington
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9780190928858
- eISBN:
- 9780190943141
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190928858.003.0008
- Subject:
- History, European Modern History
The British Secret Intelligence Service identified the RSFSR People’s Commissariat of Health (RSFSR Narkomzdrav) as being the main agency within which ostensibly civil facilities engaged in offensive ...
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The British Secret Intelligence Service identified the RSFSR People’s Commissariat of Health (RSFSR Narkomzdrav) as being the main agency within which ostensibly civil facilities engaged in offensive biological warfare work were concealed. Significant funds for BW research were channeled from RSFSR Narkomzdrav to the Plague Fort at Kronstadt and to other laboratories in Leningrad. Semen Ivanovich Zlatogorov, who had participated in Russian efforts to combat the October 1910 to February 1911 outbreak of pneumonic plague in Manchuria, and had subsequently emerged as one of the world’s leading authorities on pneumonic plague, was the lead scientist heading up BW research in Leningrad. The key institution operating closely alongside the Narkomzdrav facilities appears to have been the Red Army’s Military-Medical Academy.Less
The British Secret Intelligence Service identified the RSFSR People’s Commissariat of Health (RSFSR Narkomzdrav) as being the main agency within which ostensibly civil facilities engaged in offensive biological warfare work were concealed. Significant funds for BW research were channeled from RSFSR Narkomzdrav to the Plague Fort at Kronstadt and to other laboratories in Leningrad. Semen Ivanovich Zlatogorov, who had participated in Russian efforts to combat the October 1910 to February 1911 outbreak of pneumonic plague in Manchuria, and had subsequently emerged as one of the world’s leading authorities on pneumonic plague, was the lead scientist heading up BW research in Leningrad. The key institution operating closely alongside the Narkomzdrav facilities appears to have been the Red Army’s Military-Medical Academy.
Pesach Malovany IDF (Ret.), Amatzia Baram, Kevin M. Woods, and Ronna Englesberg
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780813169439
- eISBN:
- 9780813169514
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813169439.003.0048
- Subject:
- History, Military History
This chapter deals with the Training system of the Iraqi armed forces. It describes the Training Division of the General Staff, its missions and responsibilities and its development, especially ...
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This chapter deals with the Training system of the Iraqi armed forces. It describes the Training Division of the General Staff, its missions and responsibilities and its development, especially during the Iran-Iraq war, the Iraqi Military Doctrine and training methods, and the staff directorates subordinated to it. It also describes the basic training of the officers in the military colleges as well as the advanced training of officers in the colleges of the Al-Bakr University for high military studies. The chapter deals also with the training methods of the Iraqi Army during the Iran-Iraq war and the lessons-learning process that had been developed during the wars. It deals also with the Iraqi aid to Arab armies during the years.Less
This chapter deals with the Training system of the Iraqi armed forces. It describes the Training Division of the General Staff, its missions and responsibilities and its development, especially during the Iran-Iraq war, the Iraqi Military Doctrine and training methods, and the staff directorates subordinated to it. It also describes the basic training of the officers in the military colleges as well as the advanced training of officers in the colleges of the Al-Bakr University for high military studies. The chapter deals also with the training methods of the Iraqi Army during the Iran-Iraq war and the lessons-learning process that had been developed during the wars. It deals also with the Iraqi aid to Arab armies during the years.
Ingo Trauschweizer
- Published in print:
- 2019
- Published Online:
- September 2019
- ISBN:
- 9780813177007
- eISBN:
- 9780813177038
- Item type:
- book
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813177007.001.0001
- Subject:
- History, Military History
Maxwell Taylor’s Cold Wartraces the Cold War career of Maxwell Taylor, a Kennedy White House insider and architect of American strategy in Vietnam. After 1945 Taylor led the U.S. Military Academy, ...
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Maxwell Taylor’s Cold Wartraces the Cold War career of Maxwell Taylor, a Kennedy White House insider and architect of American strategy in Vietnam. After 1945 Taylor led the U.S. Military Academy, commanded American forces in Berlin and Korea, guided the army through declining budget shares, emerged as a critic of President Eisenhower’s nuclear deterrence strategy, and, in the 1960s, served as military advisor at the White House, Joint Chiefs of Staff chairman, ambassador in South Vietnam, and advisor to Lyndon Johnson. Taylor remained a public critic of defense policy and civil-military relations into the 1980s. Through Taylor’s career we can investigate the evolution of the national security establishment from the vantage points of the military and the executive branch: what is the role of the armed services in national and international security strategies? Where do service interests and national interest intersect and what happens when there is less-than-complete overlap? What is the role of the JCS and their chairman? This has implications for historical and contemporary issues: civil-military relations, the question at what levels professional military advice needs to be heard, and the ramifications of the evolving challenges of war and balance of strategy and force structure for conventional warfare and counterinsurgency. These issues are linked in the hierarchies of a nationalsecurity state built for industrial wars of the twentieth century (between states), which now faces varied threats in the twenty-first century (from insurgents and terrorist groups) that were at least partly foreshadowed in the Vietnam War era.Less
Maxwell Taylor’s Cold Wartraces the Cold War career of Maxwell Taylor, a Kennedy White House insider and architect of American strategy in Vietnam. After 1945 Taylor led the U.S. Military Academy, commanded American forces in Berlin and Korea, guided the army through declining budget shares, emerged as a critic of President Eisenhower’s nuclear deterrence strategy, and, in the 1960s, served as military advisor at the White House, Joint Chiefs of Staff chairman, ambassador in South Vietnam, and advisor to Lyndon Johnson. Taylor remained a public critic of defense policy and civil-military relations into the 1980s. Through Taylor’s career we can investigate the evolution of the national security establishment from the vantage points of the military and the executive branch: what is the role of the armed services in national and international security strategies? Where do service interests and national interest intersect and what happens when there is less-than-complete overlap? What is the role of the JCS and their chairman? This has implications for historical and contemporary issues: civil-military relations, the question at what levels professional military advice needs to be heard, and the ramifications of the evolving challenges of war and balance of strategy and force structure for conventional warfare and counterinsurgency. These issues are linked in the hierarchies of a nationalsecurity state built for industrial wars of the twentieth century (between states), which now faces varied threats in the twenty-first century (from insurgents and terrorist groups) that were at least partly foreshadowed in the Vietnam War era.
M. Şükrü Hanioğlu
- Published in print:
- 2017
- Published Online:
- May 2018
- ISBN:
- 9780691175829
- eISBN:
- 9781400885572
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691175829.003.0003
- Subject:
- History, European Modern History
This chapter examines Mustafa Kemal Atatürk's military education. In January 1896, upon graduating from the military preparatory school in Salonica, Mustafa Kemal enrolled in the military high school ...
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This chapter examines Mustafa Kemal Atatürk's military education. In January 1896, upon graduating from the military preparatory school in Salonica, Mustafa Kemal enrolled in the military high school in Monastir, then the capital of the Ottoman province of the same name. In 1899, at age eighteen, Mustafa Kemal graduated from this high school with flying colors. Mustafa Kemal then moved to Istanbul, where he enrolled in one of the most prestigious schools in the empire, the Royal Military Academy. Once there, he worked relentlessly to gain admission to the Staff Officer College—a highly competitive elite institution widely regarded as the pinnacle of military education in the empire. In 1902, he graduated from the academy and entered the college for two more years of special education. In 1905, he joined the army as a staff officer captain. Ultimately, Mustafa Kemal's studies at the Royal Military Academy exposed him to a radically new set of ideas.Less
This chapter examines Mustafa Kemal Atatürk's military education. In January 1896, upon graduating from the military preparatory school in Salonica, Mustafa Kemal enrolled in the military high school in Monastir, then the capital of the Ottoman province of the same name. In 1899, at age eighteen, Mustafa Kemal graduated from this high school with flying colors. Mustafa Kemal then moved to Istanbul, where he enrolled in one of the most prestigious schools in the empire, the Royal Military Academy. Once there, he worked relentlessly to gain admission to the Staff Officer College—a highly competitive elite institution widely regarded as the pinnacle of military education in the empire. In 1902, he graduated from the academy and entered the college for two more years of special education. In 1905, he joined the army as a staff officer captain. Ultimately, Mustafa Kemal's studies at the Royal Military Academy exposed him to a radically new set of ideas.
Seymour H. Mauskopf
- Published in print:
- 2010
- Published Online:
- March 2013
- ISBN:
- 9780226439686
- eISBN:
- 9780226439709
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226439709.003.0011
- Subject:
- History, History of Science, Technology, and Medicine
This article highlights the complexity of material production by focusing on the gunpowder crisis in England during the eighteenth century. It examines the salient features of munitions production ...
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This article highlights the complexity of material production by focusing on the gunpowder crisis in England during the eighteenth century. It examines the salient features of munitions production and improvement during the period and discusses the national organization of gunpowder production, procurement, and proving. It also considers government reforms in gunpowder manufacture, testing, and improvement, and describes the Royal Laboratory at Woolwich along with its comptroller, who was entrusted with the supervision of gunpowder proof; the Royal Military Academy at Woolwich trained cadets in artillery and engineering; the private owners of gunpowder mills; and the military, which continually complained about the quantity and quality of British gunpowder. To rationalize gunpowder production and to standardize the quality of gunpowder, British officials carried out systematic experiments and measurement, including ballistic testing.Less
This article highlights the complexity of material production by focusing on the gunpowder crisis in England during the eighteenth century. It examines the salient features of munitions production and improvement during the period and discusses the national organization of gunpowder production, procurement, and proving. It also considers government reforms in gunpowder manufacture, testing, and improvement, and describes the Royal Laboratory at Woolwich along with its comptroller, who was entrusted with the supervision of gunpowder proof; the Royal Military Academy at Woolwich trained cadets in artillery and engineering; the private owners of gunpowder mills; and the military, which continually complained about the quantity and quality of British gunpowder. To rationalize gunpowder production and to standardize the quality of gunpowder, British officials carried out systematic experiments and measurement, including ballistic testing.
Richard Bassett
- Published in print:
- 2015
- Published Online:
- January 2016
- ISBN:
- 9780300178586
- eISBN:
- 9780300213102
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300178586.003.0005
- Subject:
- History, Military History
This chapter discusses the reform of Maria Theresa's armies. The reforms they underwent in the run-up to the Seven Years War improved their morale and effectiveness dramatically. The remainder of the ...
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This chapter discusses the reform of Maria Theresa's armies. The reforms they underwent in the run-up to the Seven Years War improved their morale and effectiveness dramatically. The remainder of the chapter covers the modernization of the Austrian artillery; the reform of the cavalry, the hussars, and the infantry; the establishment of the Wiener Neustadt Military Academy; and the reform of the army's medical services. All these reforms were more or less implanted in a period of eight years, the brief interlude between the wars of the Austrian Succession and the Seven Years War. The proof of their success was demonstrated in the coming conflict when Frederick of Prussia would ruefully observe on the battlefield: “unfortunately these are no longer the old Austrians”.Less
This chapter discusses the reform of Maria Theresa's armies. The reforms they underwent in the run-up to the Seven Years War improved their morale and effectiveness dramatically. The remainder of the chapter covers the modernization of the Austrian artillery; the reform of the cavalry, the hussars, and the infantry; the establishment of the Wiener Neustadt Military Academy; and the reform of the army's medical services. All these reforms were more or less implanted in a period of eight years, the brief interlude between the wars of the Austrian Succession and the Seven Years War. The proof of their success was demonstrated in the coming conflict when Frederick of Prussia would ruefully observe on the battlefield: “unfortunately these are no longer the old Austrians”.
Danny Orbach
- Published in print:
- 2017
- Published Online:
- September 2017
- ISBN:
- 9781501705281
- eISBN:
- 9781501708343
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501705281.003.0011
- Subject:
- History, Military History
This chapter examines the February coup d'état of 1936, also known as the February Incident, and how it exposed the limits of violent military insubordination in Japan. On February 26, 1936, a group ...
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This chapter examines the February coup d'état of 1936, also known as the February Incident, and how it exposed the limits of violent military insubordination in Japan. On February 26, 1936, a group of radical lieutenants and captains mobilized 1,400 soldiers, took over large parts of central Tokyo, and launched attacks on several prominent leaders. When the army minister, General Kawashima Yoshiyuki, asked Captain Yamaguchi Ichitarō, a company commander in the First Infantry Regiment, what to do, the latter replied that it was Kawashima's prerogative to decide whether the mutinous troops were “righteous” or “rebellious.” The chapter first considers the Young Officers movement and their involvement in two events, the May Incident and the Military Academy Incident, before discussing the coup of February 1936 led by Lieutenant Nakahashi Motoaki. It also analyzes Emperor Hirohito's interventions in the coup and concludes with a commentary on the trial and punishment of the rebels.Less
This chapter examines the February coup d'état of 1936, also known as the February Incident, and how it exposed the limits of violent military insubordination in Japan. On February 26, 1936, a group of radical lieutenants and captains mobilized 1,400 soldiers, took over large parts of central Tokyo, and launched attacks on several prominent leaders. When the army minister, General Kawashima Yoshiyuki, asked Captain Yamaguchi Ichitarō, a company commander in the First Infantry Regiment, what to do, the latter replied that it was Kawashima's prerogative to decide whether the mutinous troops were “righteous” or “rebellious.” The chapter first considers the Young Officers movement and their involvement in two events, the May Incident and the Military Academy Incident, before discussing the coup of February 1936 led by Lieutenant Nakahashi Motoaki. It also analyzes Emperor Hirohito's interventions in the coup and concludes with a commentary on the trial and punishment of the rebels.
Michael Zeitlin
- Published in print:
- 2010
- Published Online:
- March 2014
- ISBN:
- 9781604735604
- eISBN:
- 9781621033318
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781604735604.003.0004
- Subject:
- Literature, 20th-century Literature and Modernism
This chapter examines the political and economic dimensions of William Faulkner’s erotic desire. It suggests that Faulkner’s public discourses in the years following the publication of The Portable ...
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This chapter examines the political and economic dimensions of William Faulkner’s erotic desire. It suggests that Faulkner’s public discourses in the years following the publication of The Portable Faulkner in 1946 might be read alongside the largely contemporaneous “critical theory” of the Frankfurt School, whose members included Walter Benjamin and Herbert Marcuse. Like Marcuse, Faulkner believed that personal and political categories were closely intertwined and that, in the 1950s, the idea of sexual privacy was in danger of being eroded. The chapter looks at Faulkner’s speech to the cadets of the U.S. Military Academy at West Point and his public admission about his imaginary desire to be a “beautiful woman.” It argues that the suggestion of a transgender desire at this time might be read not only as nonheteronormative, but dangerously un-American, and also contends that the sexuality of early Faulknerian characters is “polymorphous” and often “perverse.”Less
This chapter examines the political and economic dimensions of William Faulkner’s erotic desire. It suggests that Faulkner’s public discourses in the years following the publication of The Portable Faulkner in 1946 might be read alongside the largely contemporaneous “critical theory” of the Frankfurt School, whose members included Walter Benjamin and Herbert Marcuse. Like Marcuse, Faulkner believed that personal and political categories were closely intertwined and that, in the 1950s, the idea of sexual privacy was in danger of being eroded. The chapter looks at Faulkner’s speech to the cadets of the U.S. Military Academy at West Point and his public admission about his imaginary desire to be a “beautiful woman.” It argues that the suggestion of a transgender desire at this time might be read not only as nonheteronormative, but dangerously un-American, and also contends that the sexuality of early Faulknerian characters is “polymorphous” and often “perverse.”
John D. Carlson
- Published in print:
- 2012
- Published Online:
- September 2016
- ISBN:
- 9780520271654
- eISBN:
- 9780520951532
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520271654.003.0012
- Subject:
- Religion, Religion and Society
This chapter recounts President Barack Obama's Nobel Peace Prize acceptance speech, during which he sharply distinguished the notion of just wars from holy wars and crusades. In reminding his ...
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This chapter recounts President Barack Obama's Nobel Peace Prize acceptance speech, during which he sharply distinguished the notion of just wars from holy wars and crusades. In reminding his audience “that no Holy War can ever be a just war,” the president censured those who use religion to justify violence. The context of Obama's Peace Prize address follows his other address at the U.S. Military Academy ten days earlier, in which he had announced a major U.S. troop surge to defeat the Taliban insurgency in Afghanistan. Thus, his Nobel Peace Prize speech sought to reclaim for America the mantle of international consensus that, critics argued, the Iraq War and a militant, often religiously tinged, form of “American exceptionalism” had undermined.Less
This chapter recounts President Barack Obama's Nobel Peace Prize acceptance speech, during which he sharply distinguished the notion of just wars from holy wars and crusades. In reminding his audience “that no Holy War can ever be a just war,” the president censured those who use religion to justify violence. The context of Obama's Peace Prize address follows his other address at the U.S. Military Academy ten days earlier, in which he had announced a major U.S. troop surge to defeat the Taliban insurgency in Afghanistan. Thus, his Nobel Peace Prize speech sought to reclaim for America the mantle of international consensus that, critics argued, the Iraq War and a militant, often religiously tinged, form of “American exceptionalism” had undermined.