...Profession of Arms Argumentative Essay A profession is defined as “a type of job that requires special education, training, or skill.” A profession is not like your everyday normal occupation that produces routine repetitive work. It involves producing a unique type of work through effectiveness. Society seeks medical treatment, law and order, and security which are all produced through professions. The United State Army defines itself as a profession of arms because it serves and provides the security sought out by the American public. Yet because of several events from the past decade some believe that the Army has struggled to maintain its standards as a profession of Arms and no longer consider the Army as such. I believe that in the fact the United State Army is a profession of Arms and it is due to the definition of a profession, the Army’s professional culture, and the American public opinion. I will be discussing why I believe this to be so as outlined in the “Profession of Arms White Paper.” As stated in the Merriam-Webster definition a profession requires special education, training, and skills. The Army is a profession of arms that is an expert at educating and producing the most highly effective trained and skillful professional Soldiers. The Army develops Soldiers and leaders throughout their careers of service to aspire to be experts and use their lethal expertise, both as individuals and as units, with the highest standards of character, for the defense...
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...For many years, scholars have debated over whether the Profession of Arms is in fact a profession by definition. To truly understand, first it is important to define the criteria that qualifies a profession, and then analyze if the Army does in fact meet these standards. The criteria for being considered a profession are to operate within an ethical code, to make a lifetime commitment to professional development, and to maintain constant evolution to ensure the trust of clients. The Army of the United States meets this criteria, and to be a member of the Army means to commit oneself to a lifetime of learning, developing, and being a servant to the people of the United States. Within a profession, a moral or ethical code can be defined as “unwavering, deeply held values on which to base its Ethic. Those values, when well internalized, are manifested in the character of individual professionals.” The Army is designed to enforce moral and ethical standards among the ranks throughout the entirety of a Soldier’s career. This begins at basic training with the inculcation of the seven Army values, the Soldier’s Creed, and the Warrior’s Ethos. It is reiterated throughout a Soldier’s career through training on morality, equal opportunity, and a wide array of other topics. Furthermore, it is put into practice on a daily basis, and conduct seemingly unbecoming is a punishable offense. Finally, it is put into practice during combat, through the utilization of rules of engagement. These...
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...Characterizing the Army as a profession is a widely debated issue. Some attest that the military employs a small cadre of professionals, yet this does not qualify the entire vocation as a profession. Others are not so kind and paint a picture of mindless robots simply following orders. The debate rages because it is fundamentally difficult to find an absolute definition for a profession. This troublesome task is further exasperated because the trust of the public ultimately certifies a profession. Nevertheless, the principle characteristic that remains constant to all professions is that they possess a guiding ethic that controls the effective application of their expertise.1 The Army constitutes a profession because it possesses an ethical framework that is intrinsically present within the institution. As it relates to a professional ethic, all professions possess a code that governs the moral, ethical and legal activities of their members. For example, The American Medical Association's Code of Medical Ethics holds to the Oath of Hippocrates.2 This oath is Western civilization’s expression of the ideal conduct of a physician.3 Lawyers also take an oath of office that anchors them to the ethical practice of their craft. This code of ethics provides parameters for lawyers on how they should conduct their affairs and matters ranging from client confidentiality to conflict of interest.4 Similarly, all members of the United States Army swear or affirm...
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...THE ARMY PROFESSION AND THE AMERICAN CULTURE USAACE NCOA SSG John Krimes 15Z SLC 14-002 SFC Holmes “You are all leaders! And since you have no one to lead, you will lead yourselves!” These are the words that our Drill Instructor screamed at us at boot camp. The Profession of Arms or the Army Profession is found on leadership (Dempsey, n.d.). The Army Profession is unlike any other profession. The people of the greatest world-power depend on its military and its ability to protect their lands and their way of life. The Army Profession has very little room for mistakes and must continuously improve its knowledge of the profession in the changing face of technologies, enemy tactics and a changing American culture. Just as a doctor takes an oath to preserve life, so does a member of the American Armed Forces. The Army Profession is held to the highest standards. The U.S. Army is federally bonded by the U.S. Congress to preserve the peace and security of the U.S., to provide defense for the U.S., and to overcome any nation responsible for aggressive acts that imperil the peace and security of the U.S. (An Army White Paper, 2010). The preservation of peace and security can come at great costs. Members of the Armed Forces are aware of the potential ultimate sacrifice of not only themselves but of their men and women. Training in technical skills and leadership are not taken lightly. It is understood that knowledge in skill-sets and the perpetual education of...
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...An Army White Paper THE PROFESSION OF ARMS I AM AN EXPERT AND I AM A PROFESSIONAL 9TH STANZA SOLDIER’S CREED CG TRADOC Approved 8 December 2010 Authority: This White Paper has been approved for distribution on 2 December 2010 by the Commanding General, Training and Doctrine Command (TRADOC), under his authority granted by the Secretary of the Army and the Chief of Staff of the Army in the Terms of Reference dated 27 October 2010 for TRADOC to execute the ‗Review of the Army Profession in an Era of Persistent Conflict.‘ Purpose: This White Paper serves to facilitate an Army-wide dialog about our Profession of Arms. It is neither definitive nor authoritative, but a starting point with which to begin discussion. It will be refined throughout calendar year 2010 based on feedback from across our professional community. All members of the profession and those who support the profession are encouraged to engage in this dialog. Distribution: Distribution is unlimited. Yet, the material in this draft is under development. It can be referenced, but not referenced or cited as official Army policy or doctrine. Feedback and Participation: Comments on this White Paper should be sent to the Center for the Army Profession and Ethic (CAPE), Combined Arms Center, TRADOC. To get engaged in this review of the Profession of Arms, visit the CAPE website at https://www.us.army.mil/suite/page/611545 and click on the Campaign link. The website will also provide links to professional forums...
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...system has been considered to be a characteristic of underdeveloped countries, certain problems observed in the public administration sector of some western countries in 1970’s drew the attention of the public opinion and excited debates on ethics. The notion of ethics in the public administration as it is in the West has been drawing more attention in Turkey in recent years. The legislation regarding ethical infrastructure in the Turkish Public administration has been scattered until 2004. In this article, the developments of ethical issues are explained in legal framework and also, different approaches in military from different countries are compared. Comments are made on the differences and similarities of “codes of ethics” and “moral values”. Key Words: Business Ethics, Codes, Military, Morals, Public Administration. Introduction While ethical and moral are synonyms in most dictionaries, “ethics” and “morals” are differentiated by common usage. These are the definitions of ethics and morals generally accepted in various dictionaries and books (Baird, 2005: 27; Nuttall, 1997: 14; Lamberton and Minor, 1995: 409): Morals: 1. These are the assessments made about the goodness and badness of the human...
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...is armed forces authorized to use lethal force, and weapons, to support the interest of the citizens, and the profession of soldiering goes many years back. The military’s primary reason of existing is to engage in combat and be victorious. This is the primary focus for all military throughout history. Tactics and methods are used for engaging and defeating the enemy in direct combat. However the soldiers and armies have come a long way from the spear, or the bow and arrow. The innovations along with changes in tactics and strategies were crucial to the evolution of warfare. In the middle ages the army, air force, marines, national guards, and navy did not exist. Medieval knights were the middle ages military. Knighthood was awarded to members of nobility. Normally a man must have been born the son of a knight in order to become one. At the age of seven or eight, a young knight would be sent away from home to begin formal knight training, in preparation to dominate the medieval battlefield. In this training, the most commonly used weapons for war were swords and the lance; by horseback riding knights wearing body-covering armor. In addition, the knights were taught to use a wide range of weaponry, from simple tools and farm implements to sophisticated acts of surrounding and attacking the enemy, for capture. Wounds inflicted on the battlefield were usually cuts to arms, legs and scalp; penetrating wounds to the limbs and trunk caused by arrows; fractures caused by impact from...
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...Bailey Q. Elwood 4-15-10 PLS 240 Educators and Their Influence on German Youth Leading Up to the Holocaust Teaching is a profession that is very influential. I.L. Kandel describes how education is an instrument of social control and he was right. When Adolf Hitler came into the power of Germany the entire educational system tried to transform the youth into non-Aryan hating, militaristic, strong, and very obedient members of the Nazi society. If a government can control the educational system, it can most likely control society a lot more easily. However, some of the nationalistic views that many of the main Nazis had were brought to them during World War I in the classroom. Many classrooms celebrated the military aspect of war and they celebrated and taught nationalism for Germany. Classrooms did not really do that until the war. It was after the loss in World War I that the attitudes perpetuated by the enormous let down where teachers helped with the Nazi effort and taught the essentials to the Nazi party. Teachers did not do much to fight the Nazi effort and even though not all of them directly participated in the Holocaust, they did breed a nation of young extreme German nationalists whose ideals perpetuated the event. Extreme nationalism was a very popular topic for classrooms during and after World War I, which played a contribution to some of the main Nazis during the Nazi era. A large percentage of the Nazi base was born between 1900 and 1908 including...
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...WOMEN IN COMBAT AN INDISPENSIBLE ARMY 21 COMPONENT OR A SIMPLE CASE OF EQUAL OPPORTUNITY? Your mission remains fixed, determined, inviolable – it is to win our wars. Everything else in your professional career is but corollary to this vital dedication. All other public purposes … will find others for their accomplishment; but you are the ones who are trained to fight; yours is the profession to arms. General Douglas A. MacArthur to the West Point Graduating Class of 1962 INTRODUCTION Like the United States military, the infusion of women into the Singapore Armed Forces (SAF) was announced with great fanfare and the proclamation of the politically-correct notion that “women have as much a role to play in the Nation’s defence as the men”. Thankfully, unlike the US military, the inclusion of women into SAF did not result in controversies and scandals that the US military faced in recent years as exemplified in the Tailhook[1] and Aberdeen[2] scandals. Amidst continued declining birth rates and greater economic opportunities, the participation of women in the SAF has been generally accepted as an inexorable development within the organisation without much ado, trusting that the authorities have performed the necessary analysis. Is this naturally the case? Are there larger issues that we need to grapple with, given our unique circumstances, noting that up till today, the US military is still debating on the wisdom of opening up military career opportunities...
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...of five unsuccessful novels. Meanwhile, he became interested in political causes, especially socialism. This led him to become one of the founders of the Fabian Society, which had as its stated goal to transform Britain into a socialist society by means of education and legislation, while scorning the revolutionary violence of some of the Continental socialists. His first success as a writer came through his works of art, music, and dramatic criticism. It was not until 1891 that he wrote his first play, but once he started, he rarely stopped until his death at the age of 94, eventually producing a total of sixty plays. During his first twelve years as a playwright, he wrote a number of plays that are now highly esteemed (Arms and the Man, Mrs. Warren’s Profession, Candida), but found that London theaters were unwilling to stage them. But in 1904, the Court Theater in Chelsea came under new management, and Shaw’s plays found a home among people interested in experimental drama. Here, he was able to direct his own works, and quickly became wealthy as a result of their success, culminating with the production of Pygmalion in a major London theater in 1914. The arrival of World War I almost proved Shaw’s undoing, as he spoke out strongly against the war, which he saw as the last gasp of imperialism, squandering the lives of the young under the guise of patriotic impulses. He became a social pariah,...
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...Medicine during the Civil War "When the war began, the United States Army medical staff consisted of only the surgeon general, thirty surgeons, and eighty-three assistant surgeons. Of these, twenty-four resigned to "go South," and three other assistant surgeons were promptly dropped for "disloyalty." Thus the medical corps began its war service with only eighty seven men. When the war ended in 1865, more than eleven thousand doctors had served or were serving, many of these as acting assistant surgeons, uncommissioned and working under contract, often on a part-time basis. They could wear uniforms if they wished and were usually restricted to general hospitals away from the fighting front. The Confederate Army began by taking the several state militias into service, each regiment equipped with a surgeon and an assistant surgeon, appointed by the state governors. The Confederate Medical Department started with the appointment on May 4 of Daniel De Leon, one of three resigned United States surgeons, as acting surgeon general. After a few weeks he was replaced by another acting surgeon general, who on July 1,1861, was succeeded by Samuel Preston Moore. He took the rank of colonel and stayed on duty until the collapse of the Confederacy. Dr. Moore, originally a Charlestonian, had served twenty seven years in the United States Army. He has been described as brusque and autocratic, a martinet. He was also very hard working and determined, and he was progressive in his military-medical...
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...Hajj (The Pilgrimage ) Dr. Ali Shariati Translated by: Ali A. Behzadnia, M.D. & Najla Denny Prepared by the Evecina Cultural & Education Foundation (ECEF) P.O Box 11402 - Costa Mesa, CA 92627 Copyrights Preserved Published by Jubilee Press Reproduced with permission by the Ahlul Bayt Digital Islamic Library Project team About the Author Dr. Ali Shariati was born in Mazinan, a suburb of Mashad, Iran. He completed his elementary and high school in Mashad. In his years at the Teacher's Training College, he came into contact with youth who were from the lower economic strata of the society and tasted the poverty and hardship that existed. At the age of eighteen, he started as a teacher and ever since had been a student as well as a teacher. After graduating from college in 1960, on a scholarship he pursued graduate studies in France. Dr. Shariati, an honor student, received his doctorate in sociology in 1964. When he returned to Iran he was arrested at the border and imprisoned on the pretext that he had participated in political activities while studying in France. Released in 1965, he began teaching again at Mashad University. As a Muslim sociologist, he sought to explain the problems of Muslim societies in the light of Islamic principles - explaining them and discussing them with his students. Very soon, he gained popularity with the students and different social classes in Iran. For this reason, the regime felt obliged to discontinue his courses at the university. Then...
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...Forces Jack English | September 2011 Strategic Studies Working Group Papers The Role of the Militia in Today’s Canadian Forces ABOUT THE AUTHOR Lt. Col.-Dr. John A. English retired from the Canadian army in 1993 with 37 years service in the King’s Own Calgary Regiment, the Queen’s Own Rifles, and Princess Patricia’s Canadian Light Infantry. Educated at Royal Roads and the Royal Military College, he went on leave without pay to attain an MA in history from Duke University in 1964. He graduated from Canadian Forces Staff College in 1972, attained an MA in war studies from RMC in 1980, and a Ph.D. from Queen’s University in 1989. During his career he served as a NATO war plans officer, Chief of Tactics of the Combat Training Centre, instructor at the Canadian Land Forces Command and Staff College, and curriculum director of the National Defence College. He is the author of A Perspective on Infantry republished in paperback as On Infantry (Praeger, 1984), The Canadian Army and the Normandy Campaign: A Study of Failure in High Command (Praeger, 1991), Marching through Chaos: The Descent of Armies in Theory and Practice (Praeger, 1996), Lament for an Army: The Decline of Canadian Military Professionalism (Irwin, 1998), Patton’s Peers: The Forgotten Allied Field Army Commanders of the Western Front 1944-45 (Stackpole, 2009), and Surrender Invites Death: Fighting the Waffen SS in Normandy (Stackpole, 2011). He is also co-author of On Infantry: Revised Edition (Praeger, 1994)[translated...
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...MEDIEVAL WEAPONS Other Titles in ABC-CLIO’s WEAPONS AND WARFARE SERIES Aircraft Carriers, Paul E. Fontenoy Ancient Weapons, James T. Chambers Artillery, Jeff Kinard Ballistic Missiles, Kev Darling Battleships, Stanley Sandler Cruisers and Battle Cruisers, Eric W. Osborne Destroyers, Eric W. Osborne Helicopters, Stanley S. McGowen Machine Guns, James H. Willbanks Military Aircraft in the Jet Age, Justin D. Murphy Military Aircraft, 1919–1945, Justin D. Murphy Military Aircraft, Origins to 1918, Justin D. Murphy Pistols, Jeff Kinard Rifles, David Westwood Submarines, Paul E. Fontenoy Tanks, Spencer C. Tucker MEDIEVAL WEAPONS AN ILLUSTRATED HISTORY OF THEIR IMPACT Kelly DeVries Robert D. Smith Santa Barbara, California • Denver, Colorado • Oxford, England Copyright 2007 by ABC-CLIO, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publishers. Library of Congress Cataloging-in-Publication Data DeVries, Kelly, 1956– Medieval weapons : an illustrated history of their impact / Kelly DeVries and Robert D. Smith. p. cm. — (Weapons and warfare series) Includes bibliographical references and index. ISBN-10: 1-85109-526-8 (hard copy : alk. paper) ISBN-10: 1-85109-531-4...
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...Kautilya's Arthashastra Translated into English by R. Shamasastry Kautilya's Arthashastra Translated into English by R. Shamasastry Kautilya's Arthashastra Table of Contents Book I, "Concerning Discipline" .............................................................. 3 Book II, "The Duties of Government Superintendents" ....................... 60 Book III, "Concerning Law" ................................................................. 213 Book IV, "The Removal of Thorns"...................................................... 285 Book V, "The Conduct of Courtiers" ................................................... 336 Book VI: The Source of Sovereign States ............................................ 362 Book VII, "The End of the Six-Fold Policy" .......................................... 370 Book VIII: Concerning Vices and Calamities........................................ 467 Book IX, "The Work of an Invader" ..................................................... 490 Book X, "Relating to War" ................................................................... 521 Book XI, "The Conduct of Corporations" ............................................ 541 Book XII, "Concerning a Powerful Enemy" ......................................... 547 Book XIII, "Strategic Means to Capture a Fortress" ............................ 563 Book XIV, "Secret Means" ................................................................... 584 Book XV, "The Plan of a Treatise" ......
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