Military Academy Research Articles

Modernization and innovation in Neapolitan artillery: the contribution of Carlo Filangieri in the 19th century

ABSTRACT The history of Neapolitan artillery during the period of Carlo Filangieri reflects an era of military modernization. After the establishment of the Naval Academy in 1735, Carlo di Borbone founded the Corps Academy and the Engineers Academy, merging these institutions in 1769 into the Royal Military Academy. Military facilities were strategically located in the triangle formed by the Royal Palace, Castelnuovo, and the Naval Arsenal, with modern facilities also in Castellammare, Poggioreale, Gaeta, Capua, Torre Annunziata, and Mongiana. The Artillery Arsenal and the Royal Foundry were central to the production of military equipment, utilizing advanced technologies. The Royal Weapon Assembly handled weapon assembly, while the Royal Factory of Torre Annunziata produced cutting and firearms. Carlo Filangieri played a crucial role in reorganizing the military industry and promoting protectionist policies. In 1834, under the leadership of Ferdinand II, Filangieri was appointed to head the reorganization of the Artillery Corps, improving existing facilities and promoting self-sufficiency in military supplies. This period marked a transition toward industrialization of military production in the Kingdom of the Two Sicilies, highlighting the importance of having a well-equipped central arsenal to ensure the political and military autonomy of the country.

Characterizing the Effects of Concussion and Head Impact Exposure: Design, Methods, and Participant Traits of the CARE 2.0 Study.

This article describes the design, methods, and participant characteristics of the second phase of the Concussion Assessment, Research, and Education (CARE) Consortium study ("CARE 2.0") of the effects of concussion and repetitive head impact exposure on neuropsychiatric health. The authors conducted a prospective multisite observational study of male and female collegiate athletes and military service academy cadets and midshipmen participating in the CARE study. Participants were assessed at three time points: undergraduate baseline (UB), before departure from university or service academy (exit), and up to 6 years following graduation (postgrad) via an online battery of brain health assessments. Participant characteristics were compared across the three time points and four levels of head impact exposure. A total of 4,643 participants completed the exit assessment, and 3,981 completed the postgrad assessment. Relative to the UB assessment cohort, the exit and postgrad assessment cohorts differed with respect to the percentage of women, baseline Wechsler Test of Adult Reading scores, National Collegiate Athletic Association division category, sport contact level, and number of previous concussions. The median standardized difference across balancing variables, assessment time points, and degree of head impact exposure was 0.12 (with 90% of effect sizes ≤0.29). Although there were some statistically significant differences between participants across assessments, the effect sizes were modest, and overall the data suggest that the exit and postgrad cohorts reflect the characteristics of the baseline cohort. The CARE study design and its large, richly characterized sample provide an opportunity to answer important questions about cumulative and persistent effects of concussion and repetitive head impact exposure on neuropsychiatric health.

Obstacles Encountered by Saudi Cadets in English Speaking Skill Competence

This study aimed to investigate the obstacles faced by Saudi cadets in developing their speaking skills and to identify the difficulties that may hinder their ability to speak fluently. Data for this study were collected through field observations of students' classes and semi-structured survey interviews with English instructors. The participants in this study were Saudi cadets enrolled at King Abdulaziz Military Academy during the academic year (2023-2024). The results of the study revealed several challenges faced by cadets, including limited opportunities to practice speaking, a lack of motivation, insufficient self-confidence, and a fear of criticism. Furthermore, some cadets exhibited weaknesses in vocabulary, grammar, and pronunciation. Additionally, the teaching of speaking skills was predominantly instructor-centered, the allocated time for practicing speaking skills was inadequate, and the assessment of speaking skills in English for Specific Purposes (ESP) course was not tested.

Military college alumni application of leadership competencies in the workplace

PurposeThe purpose of this study was to explore the leadership competencies that are effectively transferring into the workplaces of recent military college alumni from both their curricular and co-curricular experiences.Design/methodology/approachThrough semi-structured interviews, this study explored 15 military college alumni’s perspectives on the leadership competencies they developed in college and currently apply in the workplace.FindingsThe findings indicated the 15 military college alumni participants developed and applied the following student leadership competencies at work: productive relationships, helping others, supervision, empathy, ethics, functioning independently, resiliency, positive attitude and scope of competence.Originality/valueLimited research explores leadership learning at military colleges and service academies in the United States. Yet these collegiate military environments have a missional focus on leadership education and development. This article highlights the importance of the alumni lens in assessing leadership learning in collegiate military environments and provides recommendations to administrators of this institution type.

Physical Readiness Test Results Across Four Years At A Military Academy

Physical Readiness Test Results Across Four Years At A Military Academy

Women's military service in Poland in the perspective of recruiting women to the Military University of Technology

Abstract: Since 1999, Poland has become a member of the North Atlantic Alliance. The aftermath of this event was that women were allowed to serve in all military positions. At the same time, military academies gave women the opportunity to study on terms previously available only to men. The forerunner in this area was the Military University of Technology (WAT), which not only was the first to open the Academy to female cadets, but also educated the largest number of female officers. The existing research gap regarding the process of transformation of the Armed Forces of the Republic of Poland in the context of educating a highly qualified officer corps, taking into account fundamental changes in ensuring women have access to all officer positions, required an analysis of the process of recruitment and education of women for military service by the largest military university in Poland. Now, after 20 years of training, it is possible to evaluate this process, which became the purpose of this article. The question of how the number of women at the WAT changed in the process of recruitment and enrollment was adopted as a research problem. The intention of the Authors is not only to identify existing trends, but also to highlight the distinguished role of the Military University of Technology in this area. It was assumed (research hypothesis) that not only the interest of women in military studies is increasing, but also the number of women choosing technical education is increasing, as well. The article uses research methods in relation to the cognitive and praxeological research problem: systematic literature review, quantitative methods and qualitative methods, comparative methods, concretization, and formalization methods. The research conducted clearly indicates an upward trend in women's interest not only in military studies, but also in studying at the Academy in general. Although some fluctuations over a period of more than 20 years are noticeable, they are due to economic, demographic, or political factors. Nevertheless, the article clearly shows the significant role of the Military Academy of Technology in educating female officers and thus meeting the requirements of a modern, professional army.

Engaging Social Leadership Character on Cadets Training during Onboard Based on Mobile Application Monitoring: A Preliminary Study

This preliminary study delves into the effectiveness of mobile application monitoring in enhancing social leadership character among cadets during onboard training. The research focuses on the social dimension of character development, which encompasses the ability to act with proper decorum in all professional, social, and online environments. The study explores how mobile technology can facilitate experiential learning, teamwork, and leadership skills, improving cadets' social interactions and leadership abilities. The mixed-methods approach employed in this study combines quantitative data from mobile application usage with qualitative insights from cadet feedback and mentorship programs. This comprehensive methodology allows for a deeper understanding of the impact of mobile applications on cadets' social leadership development. The findings indicate that mobile applications can significantly enhance cadets' engagement in social leadership activities, improve their teamwork and problem-solving skills, and provide real-time feedback for character development. Moreover, the study highlights the potential of mobile technology to support comprehensive character development in cadet training programs. By leveraging mobile applications, training programs can create a more immersive and interactive learning environment that fosters the development of essential social leadership skills. The results of this study have significant implications for educational institutions and military academies seeking to enhance their cadet training programs and prepare future leaders with robust social leadership capabilities. Overall, this preliminary study underscores the importance of integrating mobile technology into cadet training to promote social leadership character development, thereby equipping future leaders with the skills to navigate complex social environments effectively.

Anthropometrical and Physical Performance Profiles of Military Cadets from Angola

Military efforts must include different evaluations to prepare for battles around the world. This study aimed to characterize the body composition and physical performance levels of military cadets from Angola. Ninety military academy participants (males: n=48, females: n=42) aged 18-24 years old performed a battery of physical fitness tests to evaluate upper and lower limbs muscle strength, cardiorespiratory fitness, and body composition. Significant differences between sexes were observed in all variables (p<0.05). Males and females, respectively, showed normal-range values in the body mass index (BMI) (23.32±3.95; 24.75±4.01 Kg/m2), body fat (9.09±6.17; 14.59±8.86 kg), push-ups (36.88±9.81; 20.67±6.62 repetitions), sit-ups (71.04±17.14; 61.95±19.05 repetitions) and medicine ball throwing (5.06±0.89; 4.00±0.84 m). However, countermovement jump (36.14±6.54; 23.53±7.62 cm), 80-meter sprint (13.08±1.90; 14.96±2.01 s), cardiorespiratory fitness (maximal oxygen uptake: 38.02±6.3; 33.18±6.49 ml/kg/min), and fat-free mass values (54.17 ± 8.06; 46.18 ± 6.9 kg) were considered low, specifically in females. Military cadets from Angola, especially females, presented low values of fat-free mass, cardiorespiratory fitness, and neuromuscular maximal performances (countermovement jump and sprint). This highlights a need for body composition and physical condition improvement to perform physical tasks with high military relevance.

EP41 - A Terrorist drone attack: A tragic experience with learning potential

Abstract Introduction A drone strike struck at the Homs Military Academy on October 2023. The strike injured over 277 persons and killed at least 89. One nearby public hospital was the first to receive the first wave of casualties. With a very limited staff and resources, huge efforts were employed to save as many lives as possible even if this meant breaking common protocols. Purpose to remind doctors, especially surgeons that desperate times call for desperate measures and wise judgment is critical in the darkest times. Overview Right after receiving the tragic news of the incident, the hospital declared to give up paperwork, discharge observational admissions, stop non-life-threatening admissions, assign non-clinical staff to assist clinical staff, and call for off-duty workers. As injuries started to present, the hospital prioritized head, thorax, and abdominal injuries. The nurse workforce was assigned to manage the minor injuries while doctors focused on the major ones. While treating and operating on patients, the healthcare providers overlooked sterilization protocols. Due to a shortage of operation rooms, surgical teams have performed operations on some patients in non-operative rooms without monitors, relying solely on IV anaesthesia and portable oxygen cylinders. Some have died, some have suffered from a lifetime disability, yet the prioritizing mentality has saved a lot of lives that day. Conclusion Adhering to protocols is essential. However, many experienced surgeons have come across numerous puzzling situations for which there are no clear standards. We stress the need for a surgeon to take action during these challenging periods and act with their wise judgment.

Exploring the characteristics of the cadets’ learning network under military education

Military academy education is a part of university education. This study aims to explore the characteristics and achievements of the learning network for military academies students in Taiwan order to understand the main reasons for the differences and to identify special students. Moreover, this study analyzed the social network to explain the patterns of the students’ learning network. The findings are as follows. (1) An extensively connected learning network exists among the students of different classes. Students who comply with social norms have close relationships and interact frequently with each other. (2) Different cognition of social norms is the main reason leading to differences among students in their learning network and performance. Compliance with social norms is effectively conducive to the access and sharing of knowledge and improvement of learning performance. (3) The academic performances of those who have aloof relationships with their peers are polarized with either extreme good or extreme poor, and most of them comply with no notice or reflect the behavior of rejecting social norms. The academic contribution can support administrator as an important reference for planning education strategy.

Spaced recall reduces forgetting of fundamental mathematical concepts in a post high school precalculus course

The retention of fundamental mathematical skills is imperative to provide a foundation on which new skills are developed. Educators often lament about student retention. Cognitive scientists and educators have explored teaching methods that produce learning which endures over time. We wanted to know if using spaced recall quizzes would prevent our students from forgetting fundamental mathematical concepts at a post high school preparatory school where students attend for 1 year preparing to enter the United States Military Academy (USMA). This approach was implemented in a Precalculus course to determine if it would improve students’ long-term retention. Our goal was to identify an effective classroom strategy that led to student recall of fundamental mathematical concepts through the end of the academic year. The concepts that were considered for long-term retention were 12 concepts identified by USMA’s mathematics department as being fundamental for entering students. These concepts are taught during quarter one of the Precalculus with Introduction to Calculus course at the United States Military Academy Preparatory School. It is expected that students will remember the concepts when they take the post-test 6 months later. Our research shows that spaced recall in the form of quizzing had a statistically significant impact on reducing the forgetting of the fundamental concepts while not adversely effecting performance on current instructional concepts. Additionally, these results persisted across multiple sections of the course taught at different times of the day by six instructors with varying teaching styles and years of teaching experience.

Incorporating Social and Emotional Learning in the English Classes at Military Academies

Abstract As military students navigate the demanding transition to the post-pandemic learning environment, there is a growing recognition of the importance of addressing social and emotional learning (SEL) needs. Drawing on existing literature as well as on empirical evidence, the present paper focuses on the unique benefits that this type of learning has for cadets and on the potential that foreign language classes can have as a platform for promoting Social and Emotional Learning competencies such as more involvement in the English classes, an increased resilience level, better relationship skills, or increased academic performance. The article also presents some potential challenges for the implementation of SEL in English classes at military academies, including alignment with existing curriculum standards, faculty training and support, and assessment of SEL outcomes. Furthermore, the paper suggests modalities in which SEL can be incorporated in the English classes by means of projects, role-plays, problem solving, etc. and pinpoints the role that educators play in facilitating SEL integration. By addressing these challenges and capitalizing on the expertise of teachers and military leaders, academies can create inspirational learning environments that promote the social, emotional, and academic growth of their cadets, preparing them for the 21st century.

UARCs: The American Universities that Produce Warfighters

Sylvia Martin reveals the deep linkages between U.S. universities and the military-industrial complex through the Department of Defense's University Affiliated Research Centers. These programs utilize colleges and universities as research and development labs for the U.S. imperial war machine, blurring the lines between ostensibly independent institutions and the military academy and enabling the further expansion and normalization of the warmaking apparatus throughout U.S. society.

O‘ZBEKISTONDA OLIY HARBIY AKADEMIYALARNING TASHKIL ETILISHI VA FAOLIYATI

This scientific article analyzes the organization and activity of higher military academies in the conditions of Uzbekistan, as well as their role and importance in the system of training of highly educated military personnel of our country

Metatarsal Fracture Non-Union in Military Academy Cadet

Metatarsal Fracture Non-Union in Military Academy Cadet

Enhancing equity, diversity and inclusion in the European Union military schools and academies through collaborative initiatives and gender policy reform

AbstractThe European Union Military Schools and Academies (EUMSAs) have long grappled with persistent gender imbalances among their student body, indicative of an entrenched male‐centric culture within these institutions. In recognition of this issue, the collaborative Military Gender Studies initiative was launched under the auspices of the Erasmus+ program. This project involved partners from Bulgaria, Italy, Portugal and Romania, each offering unique insights shaped by their diverse socio‐political contexts. This research aims to go beyond mere acknowledgment of disparities and instead seeks to identify actionable strategies that can foster genuine equity, diversity and inclusivity within the EUMSAs. To this end, a comprehensive data‐gathering approach was employed, incorporating various qualitative methods including face‐to‐face interviews, face‐to‐face focus groups, direct observations and analysis of official documentation sourced from the referred EUMSAs. The resulting insights highlight the need for substantial improvements in institutional gender policies. Particularly, while efforts have been made to instill gender sensitivity within fitness assessments, their impact has been disappointingly limited. Furthermore, the practice of assigning military roles based solely on gender has been found to undermine both effectiveness and fairness within the schools/academies. Conversely, an encouraging sentiment pervades among the student body, advocating for a curriculum that incorporates gender‐related subjects into the EUMSA educational framework (curriculum). This suggests a growing recognition of the importance of addressing gender issues not only in policy but also in practice, signalling a promising shift towards a more inclusive and equitable environment within the EUMSAs.

Optimizing Cadet Squad Organizational Satisfaction by Integrating Leadership Factor Data Mining and Integer Programming

Military academy cadets reside in a brigade organized by cadets. Despite its importance, squads have traditionally been organized based on the personal preferences of the fourth-year squad leader without considering the compatibility of the squad members. This study proposes a more scientific approach to increase cadet satisfaction with their squads and foster their leadership development. Initially, a multiple linear regression analysis was conducted to identify the leadership factors of squad leaders that significantly affect squad organizational satisfaction. The model maximized the sum of the factor scores among squad leaders to enhance squad organizational satisfaction and maximized the difference in factor scores to improve the effectiveness of leadership discipline. Applying the squad formation algorithm to data from cadets at the Korea Military Academy revealed that the squad organizational satisfaction and leadership discipline effectiveness were significantly increased compared to the existing squad formation methods.

Optimizing Concussion Care Seeking: Using Machine Learning to Predict Delayed Concussion Reporting.

Early medical attention after concussion may minimize symptom duration and burden; however, many concussions are undiagnosed or have a delay in diagnosis after injury. Many concussion symptoms (eg, headache, dizziness) are not visible, meaning that early identification is often contingent on individuals reporting their injury to medical staff. A fundamental understanding of the types and levels of factors that explain when concussions are reported can help identify promising directions for intervention. To identify individual and institutional factors that predict immediate (vs delayed) injury reporting. Case-control study; Level of evidence, 3. This study was a secondary analysis of data from the Concussion Assessment, Research and Education (CARE) Consortium study. The sample included 3213 collegiate athletes and military service academy cadets who were diagnosed with a concussion during the study period. Participants were from 27 civilian institutions and 3 military institutions in the United States. Machine learning techniques were used to build models predicting who would report an injury immediately after a concussive event (measured by an athletic trainer denoting the injury as being reported "immediately" or "at a delay"), including both individual athlete/cadet and institutional characteristics. In the sample as a whole, combining individual factors enabled prediction of reporting immediacy, with mean accuracies between 55.8% and 62.6%, depending on classifier type and sample subset; adding institutional factors improved reporting prediction accuracies by 1 to 6 percentage points. At the individual level, injury-related altered mental status and loss of consciousness were most predictive of immediate reporting, which may be the result of observable signs leading to the injury report being externally mediated. At the institutional level, important attributes included athletic department annual revenue and ratio of athletes to athletic trainers. Further study is needed on the pathways through which institutional decisions about resource allocation, including decisions about sports medicine staffing, may contribute to reporting immediacy. More broadly, the relatively low accuracy of the machine learning models tested suggests the importance of continued expansion in how reporting is understood and facilitated.

Research-Based Learning for Developing Certain Skills of Future Military Officers

Today’s world is incredibly dynamic and constantly evolving. Rapid technological advances, vast information resources, changing market conditions and intense competition are forcing the acquisition of new skills. The primary mission of General Jonas Žemaitis Military Academy of Lithuania is to train, educate and inspire competent, motivated and educated Lithuanian officers leaders to lead in today‘s and tomorrow‘s battle field. Therefore, special attention is paid to developing the skills of future military officers, using innovative learning methods, which encourage participation and engagement in the study process. This publication focuses on the role of research-based learning in developing the certain skills of future military officers. To this end, the author draws on a comparative analysis of the scientific literature and on her personal experience of integrating researchbased learning into assignments of Defence Economics course. The author hopes that sharing her experience of using researchbased learning in the study process will encourage other lecturers to evaluate the possibilities of applying this method in their taught subjects.

Erratological approach to teaching complex sentences to a foreign audience

Importance. Teaching foreign students of engineering and technical profile to complex specific text-forming structures of scientific style of speech is a laborious process. The identification of the causes and mechanisms of the occurrence of the errors noted in the structure of a complex sentence, their analysis (identification, elimination, correction) facilitates the process of studying these important grammatical units. The purpose of the research is to develop a new approach (erratological) to the study of a complex sentence based on error analysis. Its structural and meaningful description is proposed. Materials and methods. The study is conducted on the basis of the Military Institute (Engineering and Technical) Military Academy of Logistics named after Army General A.V. Khrulev. The research material шs a corpus of “negative material” obtained as a result of an experimental study of the speech of engineering students. The corpus of violations in a complex sentence formed the basis of the approach we developed, called the “erratological approach”. This study is also based on the analysis and generalization of scientific works on erratology.Results and Discussion. An erratological approach to the study of complex structures of the scientific style of speech has been developed, including six main interrelated stages – the selection of grammatical material, the organization of grammatical material (its logical arrangement), the introduction of grammatical material (presentation in classes in the language of the specialty), training, practice, control, which allow you to form not only Russian-speaking professional competencies, but also skills for all types of speech activity.Conclusion. The use of an erratological approach, namely complex work with one’s own mistakes in the classroom, will ensure the student’s undoubted interest in learning a new language, will contribute to the intensification of the educational process, enrich it with new technologies, teaching methods, a new system of tasks, will form both linguistic and professional competence.