Category: Military science

Use my existing research proposal to create additional literature review of sources. Should include at minimium 25 sources, 50 pages double spaced. Will be used to write my resach thesis for a masters in military science.

Review existing research proposal. Complete literature review of new sources to incoperate into my research. citations should be in chicago format. literature review length is 50 pages double spaced. Research thesis is to support a masters in military science.

Using the North Africa scenario and background (attached), recommend (and justify):  
What capabilities each Service could provide that would be particularly effective in this crisis? (Why select one capability over others? What are the pluses and minuses of each capability?)  
What impact does the availability of strategic lift have on the capabilities recommended and the sequencing/flow into the Joint Operations Area? Do strategic lift requirements alter the capabilities selection their availability? If so, how?  
What command and control structure would be best suited as the U.S. integrates with host nation and possible coalition partners?  
In answering the above questions, one should consider the following:  
What implications do the scenario timelines and location(s) have on the capabilities recommended?  
What limitations are there on employing the recommendations?  
Are there complementary capabilities between Services that contribute to greater overall effectiveness? For the capabilities each Service offers, what do they need from other Services to make them fully effective, or more effective?  
If more than one Service offers similar capabilities, are there reasons to prefer one rather than the other in this scenario?  
How does the maturity of the theater affect the choice of capabilities? How will they get there, and how will they be sustained? Where can they be based, if needed?  
What risk does the recommendation carry?  
Are there redundant capabilities in the recommendations? If so, what are the implications?  
What are the limitations of what can be accomplished in the crisis?  
Does the choice of capabilities affect the ability to “disengage” if national policy so dictates?  
Would the recommendation(s) change if the U.S. is expected to maintain a permanent presence in the local area? How would they change?  
Are there potential coalition partners who might offer capabilities that enhance the recommendations?  
Note: Do not address these points individually as the questions are answered. Use them to analyze the situation and potential capability requirements and to justify/support selected capabilities.
Below are the essential broad strokes of the notional scenario (more detail is included with the Summative Assessment 6 guidance on BB):  
The scenario is situated on Europe’s southern flank (North Africa). (Look at the maps in the scenario – one of which is reproduced here) 
U.S. intelligence assesses that Algeria has the capability to launch a full-scale offensive into Morocco with less than 36-hour notice.
King Mohamed IV has asked the United States and the UN for military assistance to deter and, if necessary defend against/defeat the possible invasion of his nation.
As a member of the JCS J5 staff, you have been tasked to conduct a preliminary assessment of the potential use of U.S. military capabilities in support of Morocco. The U.S. mission would be to deter and, if necessary, defend against/defeat Algerian aggression. 
To help us with practical application in the context of the SA-6 scenario, I offer the following points to consider: 
How do the mission/objective and time, space, force considerations inform my initial operational idea? 
In balancing the operational factors against the objective, how can I create a specific space-force relationship at a particular time?
Does the competition continuum help me think through my approach to the crisis?
Could naval diplomacy play a role? How could naval forces support the higher-order objective?
Remember our current Block 4 focus, what “Service X” capabilities are well-suited to attain the assigned objective(s)?
Taking the “Naval” services as an example, I summarize a few of their capabilities and/or unique considerations below. This will need to be mirrored for the other, “Non-Naval” Services.
US Navy considerations:
The U.S. Navy employs a wide range of air, surface, and subsurface assets across a range of warfare areas (AW, AMD, AMW, Submarine Warfare, ASW, ASUW). Some worthy ideas on these six disciplines include the following: 
Regarding AW: for obtaining/maintaining sea control, AW allows a commander to defend own forces and detect and attack enemy forces at extended ranges; concentration of striking effort does not require concentration of ships.
Regarding AMD: the dominant principles of AMD are defense in depth concurrent with offensive strike; naval combined arms is required to conduct AMD effectively.
Regarding AMW: amphibious operations are a form of power projection—the fruits of gaining sea control—and are by nature, combined arms; because ultimate objectives are on land, amphibious operations, while complex, can yield decisive results; characteristics of amphibious warfare can significantly challenge C2.
Regarding Submarine Warfare: submarines are the stealthiest platforms in the Fleet.
Regarding ASW: ASW is not about simply detecting and destroying the submarine; the objective of ASW is to defeat the enemy’s employment of submarine forces: from home port all the way to where they can potentially use their weapon systems; biggest challenge for employing submarines is timely coordination with surface and air forces.
Regarding ASUW: As part of gaining sea control, surface/anti-surface warfare combines a wide array of weapons, platforms, and sensors from the air, surface, and subsurface domains to detect, target, and attack adversary surface targets; in addition to mobility and persistence, networking enables surface warfare forces to concentrate firepower against specific surface targets while remaining dispersed and mutually supportive. 
Naval forces operate forward and are responsive, flexible, mobile, scalable, sustainable, and lethal.
USN capabilities are relevant across the competition continuum.
Naval forces can task-organize for specific missions.
Major deployable elements include the Carrier Strike Group (CSG), the Amphibious Ready Group/Marine Expeditionary Unit (ARG/MEU), and Surface Action Group (SAG).
Naval forces can mitigate constraints in factor time and factor space.
The Navy’s primary role within the joint force is to dominate the fight at sea in order to influence events on land in support of national interests.
USCG considerations:
The USCG is a military force with civilian responsibilities (and attendant authorities). It “speaks the language of both military and civilian organizations” and can help coordinate the actions of U.S. and foreign military forces and civilian agencies in the maritime arena.
Coast Guard “white hulls” can often access areas and situations that are otherwise inaccessible to the CCDR or Joint Force Commander. As Geoffrey Till puts it, “grey-painted warships may well be seen as unhelpfully escalatory.” 
USCG deployable specialized forces (DSF) are teams of readily available and globally deployable personnel and assets with specialized capabilities. Three examples of USCG deployable specialized forces are MSRTs, TACLETs/LEDETs, and PSUs.
The USCG maintains a consistent presence in the geo-strategically important Arctic. With the planned delivery of polar security cutters in the years ahead, that presence will continue. “In the high latitudes, ‘presence absolutely equals influence!’” (Then- Commandant Admiral Schultz, 2022 State of the Coast Guard address)
USMC considerations:
Marine Corps component commanders normally task-organize for operations by forming MAGTFs—balanced, air-ground, combined arms formations under a single commander.
The four basic types of MAGTFs – MEFs, MEBs, MEUs, and SPMAGTFs – vary in size and capability according to the assigned or likely missions and are specifically equipped for rapid deployment by air or sea. 
A key feature of the MAGTF is its expandability. Crisis response may require a larger force than what can initially be brought to bear. Being able to expand the original force—rather than replacing it with a larger one—promotes continuity of operations. 
MAGTFs are self-sustaining for a specific duration (e.g., a MEU deploys with 15 days of supply). 
The MEB, the middleweight MAGTF, is capable of forcible entry and deploys on amphibious shipping or through a combination of strategic airlift and Maritime Prepositioning Ships (MPS). 
In addition to amphibious operations, Marines can support sea control and sea denial objectives.
Recent Commentary on USCG and USMC forces and the Competition Continuum: 
“The Marine Expeditionary Unit (MEU) is central to crisis response. It represents a combat credible and operationally suitable force effective for competition, countering gray zone activities, setting conditions for the joint force, and reinforcing our networks of allies and partners. Further, it packs an all-domain ‘punch’ in conflict.” — Marine Corps Force Design 2030, May 2022 Update
“…we’re also working more closely with our partners in ways that aren’t quite so visible. And that includes tackling gray-zone actions that chip away at international laws and norms. And we’re bringing to bear the full resources of the U.S. government…[including] unprecedented Coast Guard investments in the Indo-Pacific…Next year, our Coast Guard will also deploy a cutter to Southeast Asia and Oceania. That will open up new opportunities for multinational crewing, training, and cooperation across the region.” – Secretary of Defense Austin, Remarks at Shangri-La Dialogue, 11 Jun 2022.
“Today, the situation in the Indo-Pacific seems ripe for such an inadvertent and potentially catastrophic military escalation—particularly in interactions between the China Coast Guard (CCG) and the U.S. Coast Guard.” –from “White Hull Diplomacy in Gray Spaces,” Proceedings (Jun 2022). 

Instructions: Choose ONE topic from the following to write
an information essay:
1. Your battalion commander plans to conduct an Officer
Professional Development session on what it means when the Army debates
“Leadership in Practice”. He wants you to
write an information paper summarizing the key points of ADP
6-22 Army Leadership and the Profession (July 2019), Chapter 8 Leadership in
Practice.
The paper must be one to two pages long. This assignment is
worth 50 points.
Write in accordance with the Army writing style following
the guidance in AR 25-50, Preparing and Managing Correspondence (Oct 2020) and
TRADOC Reg 1-11 Staff
Procedures (June 2020). Refer to TRADOC Reg 1-11, Chapter 3,
Paragraph 3-6 and Figure 3-4 for the proper format.
Please see the TRADOC Writing Resources for references
https://www.milsuite.mil/book/groups/instructor-writing-resources and https://www.milsuite.mil/book/groups/studentwriting-resources
What is graded?
Substance
• Accurate Content
• Clear and Concise
• Detailed Points
ÿ
Thoughts are clear, concise and relevant to the topic. ÿ Content is fully compliant with
the assigned requirement. ÿ
Information is accurate. ÿ
Level of detail is suited to the assigned requirement. ÿ Explanations and descriptions of
content are clear and precise
Organization
• Intro/Body/ Conclusion
• Transitions
• Logical Points/Flow
Points are clear and logically arranged in the paper. ÿ Material supports the
thesis. ÿ
Transitions enhance the flow of ideas. ÿ
Conclusion summarizes main points and does not contain new information not
covered in the pape
Style
• Army Writing Style
• Active Voice
• Clear Rapid Reading
• Sentence Structure
ÿ
Words are precise. ÿ
Language is concise and without wordiness. ÿ
Writer’s tone is appropriate to the audience and purpose. ÿ Sentences track clearly
even to the rapid reader. ÿ
Active voice predominates. 5% or less passive voice.

Provide a substantive post summarizing the role of Sergeants Major in training and at least three examples of how you will best implement the Army’s principles of unit training and leader development. minimum of 300-word and no more than 500-word substantive post.

Create an engaging and interactive course on military professionalism in PowerPoint by incorporating questions, images showing unprofessional behavior, transforming it into a course format, adding controlled-answer questions, and including a check on learning question list to reinforce understanding. *** REMINDER THE PowerPoint presentation is about professionalism in the military!
**Slide 1: Title Slide**
– Title: Military Professionalism
– Subtitle: Upholding Standards of Excellence and Integrity
– Presented by: [Your Name]
– Date: [Presentation Date]
—
**Slide 2: Agenda**
1. Introduction to Military Professionalism
2. Core Values of Military Professionalism
3. Professional Conduct and Behavior
4.Challenges to Military Professionalism
5. Case Studies in Military Professionalism
6. Conclusion
—
**Slide 3: Lesson Overview**
– Define military professionalism and its importance.
– Explore the core values of integrity, respect, and excellence.
– Discuss the significance of each value in the military context.
– Examine professional conduct
– Identify challenges to maintaining military professionalism.
– Analyze real-life case studies to illustrate the principles of military professionalism.
– Summarize key takeaways and the importance of upholding professional standards in the military.
—
**Slide 4: Introduction to Military Professionalism**
– Military professionalism is the cornerstone of effective armed forces organizations.
– It encompasses values, behaviors, and standards that define the conduct of military personnel.
– Overview of the presentation and its focus on integrity, respect, and excellence.
—
**Slides 5: Core Values of Military Professionalism, Integrity, Respect, Excellence**
– Definitions and importance of each core value in the military context.
– Examples and illustrations of how each value is demonstrated in practice.
—
**Slide 6: Professional Conduct and Behavior**
– Expectations for military personnel regarding conduct, appearance, and communication.
– Importance of following rules and regulations to maintain professionalism.
—
**Slide 7: Challenges to Military Professionalism**
– Common challenges faced by military professionals in maintaining standards of professionalism.
– Strategies for overcoming challenges and upholding integrity, respect, and excellence.
—
**Slide 8: Case Studies in Military Professionalism**
– Real-life examples of military professionals demonstrating professionalism in various situations.
– Lessons learned from these case studies and their implications for military personnel.
—
**Slide 9: Conclusion**
– Recap of key points on military professionalism and its importance in the armed forces.
– Emphasis on the significance of upholding integrity, respect, and excellence for mission readiness and success.
– Thank you for your attention and commitment to military professionalism.
search the following for sources:
1. AR 600-100 ARMY PROFESSION AND LEADERSHIP POLICY

STRATEGIC LEVEL OF WAR PRESENTATION ASSIGNMENT INSTRUCTIONS
OVERVIEW
You will develop a military strategic level analysis of the Western Front as of 1 November 1944. INSTRUCTIONS
Fill out Strategic Level of War Presentation Template answering all sections in every slide, similar to the instructor presentation. When you provide sources for facts and figures, footnote them using this format: [1] and then place the citation in the Notes portion of the Power Point slide after the corresponding number [1].
Your presentation should meet the following criteria: • Demonstrate mastery of the principles of war (PoW).
• Demonstrates mastery of the concepts of ends, ways, and means.
• Demonstrates mastery of the concept of “risk” in a strategy.
• Employs correct spelling and grammar.
• Citations follow Turabian formatting.
• Slide content is not smaller or larger than 12 pitch and you only add two addition slides to fit your ideas.

IThesis: War is changing at a dramatic rate. The Army no longer needs men and women who are
just physically capable in its ranks. The Army needs educated Soldiers to keep up with its allies
and enemies as the aspects of war change, in order to do so, military education needs to be
identified, education needs to change, and increase military education. 
Supporting Topic 1: Military Education 
Supporting Idea 1: Brief History of Military Education
Supporting Idea
2: Educational requirements are needed to join. 
Supporting Idea 3: Educational benefits offered. 
Transition Sentence: After decades of war, the military realized they needed educated men and
women to fight the battle of technology. 
Supporting Topic 2: The change in military education. 
Supporting Idea 1: Educational requirements to join now.
Supporting Idea2: Educational benefits offered (GI Bill, TA, and Certification Program) 
Supporting Idea 3: Advancement of our systems and technology 
Transition Sentence: By offering educational benefits to Soldiers, the military is ensuring that
they produce educated and trained leaders for the future.
Supporting Topic 3: Befits of increasing education 
Supporting Idea 1: Job security (Promotions)
Supporting Idea2: Training (Keep up with the competition ex. Peers or other countries) 
Supporting Idea 3: Personal Growth (Life outside the military ex. Job oppourtunities)
Conclusion: I will expand on this after completing my research—Restate the thesis.
APA format; some military sources from army publication and pg numbers, use level 1 and level 2 headings. Times new Roman 12 font. Reference pg in alphabetical order 

Copy and Paste the information to create google slides and create speaker notes from the slides. 
Use the PPT 
Create 6 Google doc slides about the 3 heavy equipment
machines below:
Title Slide (1) Label as “Capabilities Brief Master Deck”
M1076=PLS Trailer  (1 slide)
M1077= Flatrack (2 slides)
MS= Container Rollout Platform  (2)
Also, at the bottom
of it create notes for underneath the slides the notes should be detailed and brief. Thank You.

1) Why are leadership skills important in air force pilots? (1-2 pages)
2) How can leadership skills enhance piloting? (1-2 pages)
3) What are the most important leadership skills for student Airforce pilots, and how are these skills taught and developed during their training? (1-2 pages)
Ø Methodologies of Leadership Training
How do air force pilot training programs teach leadership skills, and how well do these methods work? (1-2 pages)
Ø Integration of Leadership Theory into Flight Training
4) How is leadership theory included in the flight training courses for student air force pilots, and how does it help them become better leaders in practice? (1-2 pages)
5) What impact does leadership training have on the flight performance and decision-making abilities of student pilots during critical flight operations? (1-2 pages)