Relevant bibliographies by topics / Military training camps – Texas

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Military training camps – Texas'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Military training camps – Texas"

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Malaba, Mbongeni Zikhethele. "Namibian Life Stories from the ‘Struggle Days’." Matatu 50, no. 2 (February 13, 2020): 299–332. http://dx.doi.org/10.1163/18757421-05002005.

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Abstract This article analyses representative life stories that reflect the experiences of people who participated in the Namibian liberation struggle, as well as one narrative that reflects the traumatic effect of the brutal murder of her mother witnessed by a five year old girl. The stories detail the vicious nature of settler colonialism in South West Africa and the motive that drove youths to abscond from school to join SWAPO camps in neighbouring countries. Two of the male authored texts focus on the political dimensions of the struggle, with minimal personal details; the two accounts penned by women who obtained secondary and tertiary education in exile and underwent military training foreground the personal dimension that is understated in the male accounts. The human side of war, suffering and discrimination is captured in all the accounts, in differing degrees. The strong Christian beliefs of the selected authors are a striking feature in most of the life stories.
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Morash, Merry, and Lila Rucker. "A Critical Look at the Idea of Boot Camp as a Correctional Reform." Crime & Delinquency 36, no. 2 (April 1990): 204–22. http://dx.doi.org/10.1177/0011128790036002002.

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There is growing interest in modeling a military boot camp experience in correctional settings. Prior research on the history of military approaches in correctional settings and military basic training and on the images of masculinity that are encouraged in correctional boot camps raises questions about the efficacy of the correctional boot camp reform. The military model may set the stage for abuse of power and encourage increased aggression by both staff and offenders. Research does not provide indications that there will be beneficial effects. The potential for negative outcomes has clear implications for the design and evaluation of correctional boot camps.
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Nenninger, Timothy K., and Donald M. Kington. "Forgotten Summers: The Story of the Citizens' Military Training Camps, 1921-1940." Journal of Military History 60, no. 3 (July 1996): 568. http://dx.doi.org/10.2307/2944548.

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Knight, Jeff Parker. "Literature as equipment for killing: Performance as rhetoric in military training camps." Text and Performance Quarterly 10, no. 2 (April 1990): 157–68. http://dx.doi.org/10.1080/10462939009365965.

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Bristow, Nancy K., and Donald M. Kington. "Forgotten Summers: The Story of the Citizens' Military Training Camps, 1921-1940." Journal of American History 84, no. 2 (September 1997): 701. http://dx.doi.org/10.2307/2952677.

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May, David C. "Book Review: Correctional Boot Camps: Military Basic Training or a Model for Corrections?" Criminal Justice Review 32, no. 1 (March 2007): 75–76. http://dx.doi.org/10.1177/0734016806297491.

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Pekins, Charles E. "Armored military training and endangered species restrictions at Fort Hood, Texas." Federal Facilities Environmental Journal 17, no. 1 (2006): 37–50. http://dx.doi.org/10.1002/ffej.20079.

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Houston, Gregory, Thami ka Plaatjie, and Thozama April. "Military training and camps of the Pan Africanist Congress of South Africa, 1961-1981." Historia 60, no. 2 (2015): 24–50. http://dx.doi.org/10.17159/2309-8392/2015/v60n2a2.

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Markdorf, N. M. "SECURITY ORGANIZATION AND REGIM OF DETENTION FOR PRISONERS OF WAR AND INTERNEES IN SIBERIAN CAMPS IN 1945-1950." Territory Development, no. 3(17) (2019): 73–83. http://dx.doi.org/10.32324/2412-8945-2019-3-73-83.

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The article provides an analysis of the problems of the provision of camps in Siberia with personnel and the protection of foreign prisoners of war and internees in the 1945-1950s, which were considered and resolved both at the state and regional levels. Despite the low personnel potential, a systematic under-staffing of the military personnel of the garrison of the convoy troops and private security in 1947-1948 largely these problems were solved. This was made possible thanks to the complex of administrative and educational measures, the reduction of unprofitable and understaffed units, the staffing of the camps with freed up qualified officers, prison guards and civilian employees, the strengthening of military discipline, the combat and service training of personnel, the strengthening of control by political departments and operational departments, and the intensification of intelligence -information activities. It was possible to reduce the number of shoots.
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Alexander, Jocelyn, and Joann McGregor. "Adelante! Military Imaginaries, the Cold War, and Southern Africa's Liberation Armies." Comparative Studies in Society and History 62, no. 3 (July 2020): 619–50. http://dx.doi.org/10.1017/s0010417520000195.

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AbstractStudies of southern Africa's liberation movements have turned attention to the great importance of their transnational lives, but have rarely focused on the effects of the military training Cold War-era allies provided in sites across the globe. This is a significant omission in the history of these movements: training turns civilians into soldiers and creates armies with not only military but also social and political effects, as scholarship on conventional militaries has long emphasized. Liberation movement armies were however different in that they were not subordinated to a single state, instead receiving training under the flexible rubric of international solidarity in a host of foreign sites and in interaction with a great variety of military traditions. The training provided in this context produced multiple “military imaginaries” within liberation movement armies, at once creating deep tensions and enabling innovation. The article is based on oral histories of Zimbabwe People's Revolutionary Army (ZIPRA) veterans trained by Cuban and Soviet instructors in Angola in the late 1970s. These soldiers emerged from the Angolan camps with a military imaginary they summed up in the Cuban exhortation “Adelante!” (Forward!). Forty years later, they stressed how different their training had made them from other ZIPRA cadres, in terms of their military strategy, mastery of advanced Soviet weaponry, and aggressive disposition, as well as their “revolutionary” performance of politics and masculinity in modes of address, salute, and drill. Such military imaginaries powerfully shaped the southern African battlefield. They offer novel insight into the distinctive institutions, identities, and memories forged through Cold War-era military exchanges.
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Dissertations / Theses on the topic "Military training camps – Texas"

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Cohn, Stephen C. "Realignment of United States Forces in the Pacific why the U.S. should pursue force sustainment training in the Republic of the Philippines." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Jun%5FCohn.pdf.

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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, June 2006.
Thesis Advisor(s): Aurel Croissant. "June 2006." Includes bibliographical references (p. 73-78). Also available in print.
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Scialdo, Antonia. "Predictors of student success in the Army Medical Department (AMEDD) Licensed Practical Nurse training program (91WM6) as identified by expert nurse educators, instructors, and administrators at Fort Sam Houston Post, San Antonio, Texas." Texas A&M University, 2004. http://hdl.handle.net/1969.1/3056.

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The U.S. Army Licensed Practical Nurse (LPN) dates back to the fall of 1947 and evolved from severe professional nursing shortages of World War II. Today, as in the past, to sustain U.S. Army readiness the highly medically trained combat soldier must possess skills and competency of an LPN, which is a result of successful completion of a 52-week 91WM6 training program. The purpose of this two-part descriptive study includes evaluation of quantitative and qualitative data. The Delphi technique and a retrospective student record review were utilized to gather data. Dependent variables included student demographics such as age, rank, gender, years of military experience, marital status, prior education and medical related experience, Armed Services Vocational Aptitude Battery (ASVAB) scores, specifically Skilled Technical (ST) and General Technical (GT), students’ interpretation of stressors of military life, occupational goals, number of college units attained, number of examinations failed and physical fitness tests failed, Article 15’s administered, and counseling. The independent variable was successful completion of the National Council Licensure Examination for Practical Nursing (NCLEX) examination on the first attempt. Major research findings of this study included: 1. The research revealed higher pass rates for a private first class and specialist, as compared to lower pass rates of corporals and sergeants. Additionally, soldier students in the study who had completed at least one college unit (had attended college), had a 92% pass rate as compared to those who had not completed any additional education or college after high school (75.0%). It is suggested that prior experience may improve entry cognitive skills that enhance academic performance along with the student’s achievement. 2. The research revealed that those soldier students who tended to have higher GT and ST scores failed program tests significantly fewer times. 3. Based on the results of the expert opinions of the panelists (Delphi) who participated in the study, the highest-rated predictors in completing the course were positive study habits, demonstrating diligence, and motivation. For predictors related to passing the NCLEX-PN, the highest rate was the ability to think critically and specifically preparing for the NCLEX examination.
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Garner, Christian A. "Forgotten Legacies: The U.S. Glider Pilot Training Program and Lamesa Field, Texas, During World War II." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849715/.

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Rapidly initiated at the national, regional, and local levels, the American glider pilot training program came about due to a perceived need after successful German operations at the outset of World War II. Although the national program successfully produced the required number of pilots to facilitate combat operations, numerous changes and improvisation came to characterize the program. Like other American military initiatives in the twentieth century, the War Department applied massive amounts of effort, dollars, and time to a program that proved to be short-lived in duration because it was quickly discarded when new technologies appeared. At the local level, the real loser was Lamesa, Texas. Bearing the brunt of these changes by military decision makers, the citizens of Lamesa saw their hard-fought efforts to secure an airfield fall quickly by the wayside in the wake of changing national defense priorities. As generations continue to pass and memories gradually fade, it is important to document and understand the relationship between this military platform that saw limited action and a small Texas town that had a similarly short period of significance to train the pilots who flew the aircraft.
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Machen, II Paul A. "Determining significant leadership behaviors of active duty Air Force Chief Master Sergeants working on Randolph Air Force Base, Texas : a phenomenological inquiry." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1320.

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CAI, ZONG-YAN, and 蔡宗諺. "Application of EEWH-RN System in Some Military Camps of Army Training Command." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/14328933812664690450.

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碩士
中華大學
營建管理學系
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In response to the development of modern global economy and the people's quality of life requirements to change, the military camps of the Republic of China have been established from short bungalow houses to modern low-rise buildings for the last 60 years. But due to limited funding, improper use, a large number of old buildings in the Army camps, whether it is in or outside the island of Taiwan, there is a need for the renovation of military camps. However, there is a lack of a complete and systematic audit mechanism. The EEWH-RN evaluation system was used to assess the EEWH-RN of the three Army Training Command Camps in North, Central and South Taiwan. They were located in Fengshan, Kaohsiung; Yongkang, Tainan; and Hukou, Hsinchu, respectively. It was found that Hsinchu Hukou camp scored better than Kaohsiung Fengshan and Tainan Yongkang camps after the analysis and comparison had been performed. Also, it had shown that the ecological indicator had the biggest gap of score in the different indicator scores in the evaluation system and the factors that had the biggest impact on the ecological indicator were biodiversity and greening quantification.
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Stone, Naomi Shira. "Human Technologies in the Iraq War." Thesis, 2016. https://doi.org/10.7916/D8RR1Z9F.

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Amidst increasing academic interest in “post-human” war technologies of surveillance and targeting, my dissertation conversely examines the ramifications of militarizing human beings as cultural technologies in wartime. I claim that “local” intermediaries are hired as embodied repositories of cultural knowledge to produce the soldier as an “insider” within the warzone. I focus on Iraqi former interpreters and contractors during the 2003 Iraq War who currently work as cultural role-players in pre-deployment simulations in the United States. In a new contribution to scholarship on war, my ethnography is staged within mock Middle Eastern villages constructed by the U.S. military across the woods and deserts of America to train soldiers deploying to the Middle East. Among mock mosques and markets, Iraqi role-players train U.S. soldiers by repetitively pretending to mourn, bargain, and die like the wartime adversary, ally, or proxy soldier they enact. Employed by the U.S. military in the post 9-11 “Cultural Turn” as exemplars of their cultures but banished to the peripheries as traitors by their own countrymen, and treated as potential spies by U.S. soldiers, these wartime intermediaries negotiate complex relationships to the referent as they simulate war. In my dissertation, I investigate the epistemological and affective dimensions of this wartime trend, as wartime intermediaries embody culture for training soldiers, but not on their own terms.
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Books on the topic "Military training camps – Texas"

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Camp Kenedy, Texas: World War I: training camp, depression-era: CCC camp, World War II: alien detention camp, German POW camp, Japanese POW camp. Austin, Tex: Eakin Press, 2003.

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Ponder, Jerry. Fort Mason, Texas: Training ground for generals. Mason, Tex: Ponder Books, 1997.

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Gómez, Jesús Tornero. Los Baldíos de Alburquerque: El Campo Militar de Adiestramiento General Menacho y sus condiciones ambientales. [Madrid]: Ministerio de Defensa, Secretaría General Técnica, 2008.

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Gómez, Jesús Tornero. La Sierra Calderona: Los campos militares de adiestramiento de Marines y El Mojón y sus condiciones ambientales. Madrid: Ministerio de Defensa, 2009.

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Gómez, Jesús Tornero. Los páramos de raña en León: El Campo Militar de Adiestramiento de El Ferral y sus condiciones ambientales. [Madrid?]: Ministerio de Defensa, 2007.

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Krzysik, Anthony J. Ecological assessment of the effects of Army training activities on a desert ecosystem: National Training Center, Fort Irwin, California. Champaign, Ill: US Army Corps of Engineers, Construction Engineering Research Laboratory, 1985.

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Mussmann, Olaf. Geschichte des Truppenübungsplatzes Bergen: Olaf Mussmann. Münster: Lit, 1996.

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Kington, Donald M. Forgotten summers: The story of the Citizens' Military Training Camps, 1921-1940. San Francisco, Calif: Two Decades Pub., 1995.

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MacKenzie, Doris, and Gaylene Armstrong. Correctional Boot Camps: Military Basic Training or a Model for Corrections? 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2004. http://dx.doi.org/10.4135/9781483328874.

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Cong zhe li zou xiang zhan chang: Qian yan ji di hua xun lian. Beijing: Jie fang jun chu ban she, 2002.

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Book chapters on the topic "Military training camps – Texas"

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Bettez, David J. "Army Camps." In Kentucky and the Great War. University Press of Kentucky, 2016. http://dx.doi.org/10.5810/kentucky/9780813168012.003.0007.

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Kentucky had four military camps during the war: Fort Thomas in northern Kentucky, Camp Stanley in Lexington, Camp Taylor in Louisville, and Camp Knox between Louisville and Elizabethtown. Camps Thomas and Stanley dealt primarily with the Kentucky National Guard, while Camps Taylor and Knox became facilities to train draftees. US entry into the war prompted the federal government to establish new cantonments to train millions of men for the military. A rivalry to get one of these camps developed between Louisville and Lexington, exacerbated by newspaper coverage in the Louisville Courier-Journal and Lexington Herald. Louisville received the new cantonment: Camp Zachary Taylor. The camp processed men primarily from Kentucky, Indiana, and Illinois, many of whom were formed into the Eighty-Fourth Division, known as the “Lincoln Division.” Other training consisted of a Field Artillery Central Officers Training School (FACOTS) and a school for chaplains. Segregated divisions comprised of African Americans were created and officered by white men. At times, the number of men in the camp reached nearly 60,000. Several organizations provided services, including the YMCA, Red Cross, Knights of Columbus, and Young Men’s Hebrew Association. Libraries and “Moonlight Schools” helped combat soldier illiteracy. Toward the end of the war, Camp Knox was developed to provide better artillery range facilities. The new camps vastly boosted the local economies.
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Maglogiannis, Ilias, and Kostas Karpouzis. "Combining Synchronous and Asynchronous Distance Learning for Adult Training inMilitary Environments." In Cases on Global E-Learning Practices, 22–34. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-340-1.ch003.

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A major issue problem in military training is the territorial dispersion of military personnel in a wide geographical area. Typically in every military training course, officers are gathered in training camps and attend the lessons. The specific model obliges officers to leave their position, their units to lose their ser-vices and is extremely costly, as the learners have to move and reside near the training camp during their training. The application of distance learning techniques seems in a position to solve such problems. The School of Research and Informatics of University of the Aegean (UoA), for Officers of the Greek Army in cooperation with the academic community in Greece studied the possibility of training military per-sonnel via a computer assisted distance-learning system and then implemented a pilot programme in Op-erational Business Management. The present chapter describes the results of this study, the experience acquired during the implementation and an overall assessment of the pilot program.
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Weippl, Edgar R. "Computer Security in E-Learning." In Information Security and Ethics, 2492–99. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-937-3.ch164.

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Although the roots of e-learning date back to 19th century’s correspondence-based learning, e-learning currently receives an unprecedented impetus by the fact that industry and universities alike strive to streamline the teaching process. Just-in-time (JIT) principles have already been adopted by many corporate training programs; some even advocate the term “just-enough” to consider the specific needs of individual learners in a corporate setting. Considering the enormous costs involved in creating and maintaining courses, it is surprising that security and dependability are not yet considered an important issue by most people involved including teachers and students. Unlike traditional security research, which has largely been driven by military requirements to enforce secrecy, in e-learning it is not the information itself that has to be protected but the way it is presented. Moreover, the privacy of communication between teachers and students. For a long time students and faculty had few concerns about security, mainly because users in academic areas tended not to be malicious. Today, however, campus IT-security is vital. Nearly all institutions install firewalls and anti-virus software to protect campus resources. Even the most common security safeguards have drawbacks that people often fail to see. In Stanford the residential computing office selected an anti-virus program. However, the program can be set to collect data that possibly violates students’ privacy expectations; therefore many students declined using it (Herbert, 2004). Whenever servers that store personal data are not well protected, they are a tempting target for hackers. Social security numbers and credit card information are valuable assets used in identity theft. Such attacks were successful, for instance, at the University of Colorado (Crecente, 2004). A similar incident happened at the University of Texas; the student who committed the crime was later indicted in hacking (Associated Press, 2004). The etymological roots of secure can be found in se which means “without”, or “apart from”, and cura, that is, “to care for”, or “to be concerned about” (Landwehr, 2001). Consequently, secure in our context means that in a secure teaching environment users need not be concerned about threats specific to e-learning platforms and to electronic communication in general. A secure learning platform should incorporate all aspects of security and dependability and make most technical details transparent to the teacher and student. However, rendering a system “totally secure” is too ambitious a goal since no system can ever be totally secure and still remain usable at the same time. The contribution of this chapter is to • Define and identify relevant security and dependability issues. • Provide an overview of assets, threats, risks, and counter measures that are relevant to e-learning. • Point to publications that address the issues in greater detail.
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Byers, Andrew. "“Come Back Clean”." In The Sexual Economy of War, 93–127. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501736445.003.0004.

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This chapter examines Camp Beauregard, a training camp established during the First World War in Alexandria, Louisiana. Moral and social reformers feared the sexual dangers that newly-inducted draftees would face in training camps and in Europe, and used wartime training as an opportunity to attempt to indoctrinate soldiers in particular views of sexual morality. The Wilson administration created the Commission on Training Camp Activities (CTCA) to police soldiers’ sexuality and eliminate red-light districts in civilian communities. These efforts to eliminate “vice” near military bases were not universally accepted; military and civilian anti-vice efforts met with considerable local resistance in Louisiana, where there were many vested economic and other interests who benefited from continued access to prostitution.
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Smallman-Raynor, Matthew, and Andrew Cliff. "Europe: Camp Epidemics." In War Epidemics. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233640.003.0019.

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One recurring theme of the previous chapter was the role of military assembly and training camps as sites for explosive outbreaks of infectious diseases during periods of wartime mobilization. Historically, however, the general problem of camp epidemics has extended beyond the initial massing of unseasoned recruits in barrack and tent camps on home soil to include the field camps, siege camps, and bivouacs of deployed armies, as well as temporary and makeshift military settlements such as prisoner of war (POW) and concentration camps. In this chapter, we examine the broader issue of camp epidemics (Theme 2 in Table III.A) with reference to sample wars in the European theatre. The social, physical, and environmental conditions that fuelled the spread of diseases in the military encampments of past wars, and which remain a potent threat in modern conflicts, are well known (Prinzing, 1916; Major, 1940; Bayne-Jones, 1968; Cantlie, 1974; Shepherd, 1991). As illustrated in Chapter 7 by the mobilization camps of the United States, military encampments of all kinds—often hastily erected and densely populated—provide a setting for intense population mixing, thereby increasing the likelihood of the transmission of infectious diseases. The epidemiological hazard is exacerbated by the injudicious selection of campsites and by the deleterious consequences of overcrowding, inadequate or non-existent drainage and sewerage systems, poor or contaminated water supplies, and by the failure to institute or to maintain rigid sanitary precautions. As for the occupants, they may be drawn from a variety of epidemiological backgrounds, they may possess different patterns of disease immunity, and their resistance to infection may be compromised by fatigue, trauma, mental and physical stress, exposure to the elements, and poor or inadequate diets. That there is often a high degree of spatial mobility between the constituent units of a camp system adds a powerful geographical component to the spread of camp epidemics. Against this background, the case studies presented in this chapter have been selected to illustrate different aspects of the geographical spread of camp epidemics.
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Geheran, Michael. "Under the “Absolute” Power of National Socialism, 1938–41." In Comrades Betrayed, 117–69. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501751011.003.0006.

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This chapter analyzes the massive deterioration of the situation of Jewish veterans after 1938 and the intense debates between the higher echelons of the Wehrmacht, Schutzstaffel (SS), and Nazi Party officials over the remnants of the special status that they, at this stage, still enjoyed. It also examines Jewish veterans' ongoing attempts to preserve their honor as prisoners in the Nazi concentration camps following the mass incarcerations after Kristallnacht. As they were rounded up, physically and verbally assaulted, and deported to Dachau, Buchenwald, and Sachsenhausen, Jewish veterans not only relied on their military training and memories of the war to overcome the ordeal; they also remained committed to preserving their honor and their dignity. This also held true for those Jewish veterans deported to the ghettos of Lodz, Minsk, and Riga in late 1941.
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Smallman-Raynor, Matthew, and Andrew Cliff. "Pan America: Military Mobilization and Disease in the United States." In War Epidemics. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198233640.003.0018.

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In the previous chapter, we outlined a number of methods employed by geographers to study time–space patterns of disease incidence and spread. In this and the next four chapters we use these methods to explore five linked themes in the epidemiological history of war since 1850. We begin here with Theme 1, military mobilization, taking the United States as our geographical reference point. Military mobilization at the outset of wars has always been a fertile breeding ground for epidemics. The rapid concentration of large—occasionally vast—numbers of unseasoned recruits, usually under conditions of great urgency, sometimes in the absence of adequate logisitic arrangements, and often without sufficient accommodation, supplies, equipage, and medical support, entails a disease risk that has been repeated down the years. The epidemiological dangers are multiplied by the crowding together of recruits from different disease environments (including rural rather than urban settings) while, even in relatively recent conflicts, pressures to meet draft quotas have sometimes demanded the enlistment of weak, physically unfit, and sometimes disease-prone applicants. The testimony of Major Samuel D. Hubbard, surgeon to the Ninth New York Volunteer Infantry, US Army, during the Spanish–American War (1898) is illustrative: . . . I examined all the recruits for this regiment . . . Practically all the men belonged to one class . . . They were whisky-soaked, homeless wanderers, the majority of whom gave Bowery lodging houses as their places of residence . . . Certainly the regiment was composed of a class of men likely to be susceptible to disease . . . The regiment was hastily recruited, and while the greatest care was used to get the best, the best had to be selected from the worst. (Hubbard, cited in Reed et al., 1904, i. 223) . . . But the problem of mobilization and disease is not restricted to new recruits. As part of the broader pattern of heightened population mixing, regular service personnel may also be swept into the disease milieu while, occasionally, infections may escape the confines of hastily established assembly and training camps to diffuse widely in civil populations.
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Sauer, Eberhard W., Jebrael Nokandeh, Konstantin Pitskhelauri, and Hamid Omrani Rekavandi. "Innovation and Stagnation: Military Infrastructure and the Shifting Balance of Power Between Rome and Persia." In Sasanian Persia, 241–67. Edinburgh University Press, 2017. http://dx.doi.org/10.3366/edinburgh/9781474401012.003.0011.

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The Roman Empire, and its eastern and western successor states, controlled the majority of Europe’s population for approximately half a millennium (first century BC to fifth century AD), holding dominant power status from the second century BC to the seventh century AD, longer than any other state in the western world in history, and it was also the only empire ever to rule over the entire Mediterranean. Its ability to integrate ethnic groups and its well-organised military apparatus were instrumental to this success. From the third century onwards, however, the balance increasingly shifted; the physical dimensions of fortresses and unit sizes tended to decrease markedly in the Roman world, and the tradition of constructing marching camps and training facilities seems to have been abandoned. By contrast, the Sasanian Empire increasingly became the motor of innovation. Already in the third century it matched Rome’s abilities to launch offensive operations, conduct siege warfare and produce military hardware and armour. Jointly with the Iberians and Albanians, the empire also made skilful use of natural barriers to protect its frontiers, notably by blocking the few viable routes across the Caucasus. By the fifth/sixth century, it pioneered heavily fortified, large, rectangular campaign bases, of much greater size than any military compounds in the late Roman world. These military tent cities, filled with rectangular enclosures in neat rows, are suggestive of a strong and well-disciplined army. Like these campaign bases, the contemporary c. 200km-long Gorgan Wall, protected by a string of barracks forts and of distinctly independent design, is not copied from prototypes elsewhere. The evidence emerging from recent joint projects between the Iranian Cultural Heritage, Handcraft and Tourism Organisation and the Universities of Edinburgh, Tbilisi and Durham suggests that in late antiquity the Sasanian army had gone into the lead in terms of organisational abilities, innovation and effective use of its resources.
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Conference papers on the topic "Military training camps – Texas"

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Leemans, Adam, Martin Baker, Gunnar Tamm, Daniel Andrews, Elsa Johnson, Brendan Hickey, and Nathaniel Martins. "Energy Security Analysis for West Point Training Camps." In ASME 2014 8th International Conference on Energy Sustainability collocated with the ASME 2014 12th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/es2014-6682.

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Abstract:
The United States Military Academy has been charged with reaching Net Zero Energy consumption by 2020. Feasibility assessments to this point have neglected the field facilities used for military training, which are remote locations susceptible to power loss and subject to a higher rate structure for electricity than the rest of the installation. An energy security analysis methodology is described and applied to the training camps at West Point. This began with identifying the mission of the camps and critical power needs based on discussions with the customer, the Director of Cadet Military Training. Details of power and energy usage along with supply and delivery cost structure were provided by the utility and the facility Energy Manager. Conventional and renewable resource potentials were assessed to meet the load profile within financial constraints and funding opportunities unique to a federal government agency. The final recommendation is to incorporate three different technologies: a 50 kW photovoltaic solar system installed through a power purchase agreement, two small scale hydropower systems totaling 30 kW, and a lake based cooling system to provide air conditioning. The installation of these three systems would move the installation closer to the Net Zero Energy goal and lower the energy requirements to provide cooling. Altogether the proposed project would pay back in 16 years with an expected lifespan of 20–30 years. Batteries, generators, and pumped hydro were also examined as possible energy storage options and to shave the peak electrical load. However, the lack of on peak/off peak pricing made these options less viable. These recommendations will increase West Point’s energy security, progress towards the Net Zero Energy goal, and provide cost savings over current utility expenditures.
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