Journal articles: 'United States Naval Academy Leadership'

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Michael, T. S. "The United States Naval Academy." Math Horizons 11, no. 3 (2004): 26–31. http://dx.doi.org/10.1080/10724117.2004.12021758.

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Ha, Chrysanthy, Christopher Taylor, and Jitendrakumar R. Modi. "Mass Vaccinations at the United States Naval Academy." Health Security 14, no. 6 (2016): 382–88. http://dx.doi.org/10.1089/hs.2016.0030.

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Georgieva, Nikoleta. "Comparison between the Cyber Operations Majors in the United States Naval Academy and the Bulgarian Naval Academy." Information & Security: An International Journal 46, no. 3 (2020): 311–20. http://dx.doi.org/10.11610/isij.4623.

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Schneller,, Robert J. "The First Black Midshipman at the United States Naval Academy." Journal of Blacks in Higher Education, no. 48 (July 1, 2005): 104. http://dx.doi.org/10.2307/25073254.

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Schneller, R. J. "Sea Change at Annapolis: The United States Naval Academy, 1949-2000." Journal of American History 94, no. 1 (2007): 344. http://dx.doi.org/10.2307/25094926.

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Trainor, Stephen C., Donald H. Horner, and David R. Segal. "The Enigmatic History of Sociology at the United States Naval Academy." Armed Forces & Society 35, no. 1 (2008): 106–21. http://dx.doi.org/10.1177/0095327x08323247.

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Wheeler, Brannon. "The United States Naval Academy’s Center for Middle East and Islamic Studies." American Journal of Islam and Society 24, no. 3 (2007): 133–42. http://dx.doi.org/10.35632/ajis.v24i3.1539.

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In August 2005, the Center for Middle East and Islamic Studieswas established at the United States Naval Academy in Annapolis,Maryland. This was the result of a multi-year review of the academy’scurriculum as part of far-reaching efforts under AdmiralRodney Rempt, the current superintendent, to provide a moreinternational and interdisciplinary curriculum to the students ...

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Cherpak, Evelyn M. "Book Review: Sea Change at Annapolis: The United States Naval Academy, 1949–2000." International Journal of Maritime History 19, no. 1 (2007): 454–55. http://dx.doi.org/10.1177/084387140701900188.

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Fletcher, William H. "Authentic Interactive Video for Lower-Level Spanish at the United States Naval Academy." Hispania 73, no. 3 (1990): 859. http://dx.doi.org/10.2307/344008.

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Martin, Ira H., Trevor Prophet, Christopher Owens, JennyMae Martin, and Gabe Plummer. "“Corps” leadership: a cadet perspective on shared leadership." International Journal of Public Leadership 13, no. 3 (2017): 182–89. http://dx.doi.org/10.1108/ijpl-02-2017-0009.

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Purpose The purpose of this paper is to enhance understanding of shared leadership in a military academy setting. Design/methodology/approach A qualitative methodology was selected to ask senior cadets about a shared leadership concept at the United States Coast Guard Academy, known as the “corps leading the corps.” Cadets responded to, “what does the corps leading the corps mean to you?” via a paper and pencil survey. Cadet responses were coded using content analysis. Findings Three higher-order dimensions emerged from the data: autonomy and empowerment, developing self and others, and role modeling. Originality/value The paper provides emerging leaders’ commentary to incorporating a shared leadership concept within an educational environment.

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Pershing, Jana L. "whom to betray? self-regulation of occupational misconduct at the United States Naval Academy." Deviant Behavior 23, no. 2 (2002): 149–75. http://dx.doi.org/10.1080/016396202753424538.

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Westphal, Raymond W. "New Interpretations in Naval History: Selected papers from the Sixteenth Naval History Symposium Held at the United States Naval Academy, 10-11 September 2009." Mariner's Mirror 99, no. 4 (2013): 502. http://dx.doi.org/10.1080/00253359.2013.848595.

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Tossell, Chad, Bianca Donadio, Amanda Stewart, et al. "Human Factors Capstone Research at the United States Air Force Academy." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (2019): 498–502. http://dx.doi.org/10.1177/1071181319631231.

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Prior studies have shown research projects completed as part of undergraduate curricula are not only becoming more commonplace, but they also provide substantial benefit to student learning. Given this evidence, the Department of Behavioral Sciences and Leadership (DFBL) at the United States Air Force Academy has recently required capstone research for every cadet in the behavioral sciences major. The purpose of this paper is to describe how the human factors program has structured the capstone experience within the Warfighter Effectiveness Research Center (WERC) in DFBL. Even though some research experience has been a longstanding requirement in the human factors program for many years, the capstone sequence has led to a shift in what undergraduates are accomplishing in and out of the classroom. In addition to examples of current projects, we provide several recommendations for academic institutions to implement capstone projects.

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Wu, C. "Using Articulate Virtual Laboratories in Teaching Energy Conversion at the U.S. Naval Academy." Journal of Educational Technology Systems 26, no. 2 (1997): 127–36. http://dx.doi.org/10.2190/qppn-jhj4-8rvv-295y.

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The Mechanical Engineering Department at the United States Naval Academy is currently evaluating a new teaching method which implements the use of a computer software. Utilizing the thermodynamic based software CyclePad, Intelligent Computer Aided Instruction (ICAI) is incorporated in an advanced energy conversion course (EM443) for Mechanical Engineering students. The use of the CyclePad software enhances lectures and aids students in visualization and design.

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Tayloe, Shane C. "Crossover Point: How China’s Naval Modernization Could Reverse the United States’ Strategic Advantage." Journal of Asian Security and International Affairs 4, no. 1 (2017): 1–25. http://dx.doi.org/10.1177/2347797016689217.

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Nearly every important measure of the US–China competition demonstrates broad-based US primacy but trend lines that favour China. The military aspects of the intensifying competition for hegemony will be borne chiefly by navies operating in the increasingly crowded Indo-Pacific—the great artery of global trade. Primacy will belong to the power that controls the sea. China’s Navy, which is in the late stages of a significant modernization effort, poses an acute challenge to the US. Without vigorous engagement and investment in deterrent capability, the US may lose its regional predominance, presenting grave strategic consequences. This article explains the strategy animating Chinese actions and makes the case for why continued American leadership is benign and beneficial. The hyperbolic assertions regarding the defence balance, familiar to China watchers, are tempered by often overlooked, but important, indicators including comparative order of battle, military logistics capabilities, global basing infrastructure, alliance military power, personnel quality (including per-soldier spending, outfitting and education), stocks of modern military equipment and perhaps most importantly projectable military force.

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McCarthy, William J. "Book Review: New Interpretations in Naval History: Selected Papers from the Thirteenth Naval History Symposium held at the United States Naval Academy, 2–4 October 1997." International Journal of Maritime History 12, no. 2 (2000): 317–19. http://dx.doi.org/10.1177/084387140001200274.

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Pritchard, James. "Book Review: New Interpretations in Naval History; Selected Papers from the Sixteenth Naval History Symposium Held at the United States Naval Academy 10-11 September 2009." International Journal of Maritime History 24, no. 2 (2012): 368–69. http://dx.doi.org/10.1177/084387141202400261.

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Ha, Chrysanthy, Donald A. McCoy, Christopher B. Taylor, Kayla D. Kirk, Robert S. Fry, and Jitendrakumar R. Modi. "Using Lean Six Sigma Methodology to Improve a Mass Immunizations Process at the United States Naval Academy." Military Medicine 181, no. 6 (2016): 582–88. http://dx.doi.org/10.7205/milmed-d-15-00247.

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Santos, Emily V., Katherine A. Haas, Jenna M. Cartron, and Murray S. Korman. "Reflections of mentoring midshipmen and high school students at the United States Naval Academy—With student recollections." Journal of the Acoustical Society of America 146, no. 4 (2019): 2818. http://dx.doi.org/10.1121/1.5136762.

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Jia, Hepeng. "Paleontology: advancing China's international leadership." National Science Review 6, no. 1 (2018): 171–76. http://dx.doi.org/10.1093/nsr/nwy132.

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Abstract In recent years, Chinese scientists have achieved significant progress in paleontological discoveries and scientific studies. Series of studies published in top journals, such as Science, Nature and Proceedings of the National Academy of Sciences of the United States of America (PNAS), have astonished the world by presenting beautiful fossils that furnish robust evidence to enrich the understanding of organismic evolution, major extinctions and stratigraphy. It has been portrayed as the heyday in the paleontology of China. What is the status of the field? What factors have caused the avalanche of fossil discoveries in China? What implications can these new discoveries provide for our understanding of current evolution theories? How, given their significant contribution to the world's paleontology scholarship, can Chinese scientists play a due leadership role in the field? At an online forum organized by the National Science Review (NSR), its associate editor-in-chief, Zhonghe Zhou, asked four scientists in the field as well as NSR executive editor-in-chief Mu-ming Poo to join the discussion. Jin Meng Paleobiologist at American Museum of Natural History Mu-ming Poo Neurobiologist at Center for Excellence in Brain Science and Intelligence Technology, Chinese Academy of Sciences Shuzhong Shen Stratigrapher at Nanjing Institute of Geology and Paleontology, Chinese Academy of Sciences Shuhai Xiao Paleobiologist and geobiologist at Virginia Polytechnic Institute and State University Zhonghe Zhou (Chair) Paleobiologist at Institute of Vertebrate Paleontology and Paleoanthropology (IVPP), Chinese Academy of Sciences

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McCullough, Laura. "Proportions of Women in STEM Leadership in the Academy in the USA." Education Sciences 10, no. 1 (2019): 1. http://dx.doi.org/10.3390/educsci10010001.

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A considerable body of research exists on women in leadership and likewise, on women in STEM (science, technology, engineering, mathematics) fields. However, the intersection of the two is terra incognita: women in leadership in STEM. At the most fundamental level, we do not even have a solid idea of how many women hold leadership positions in STEM. This study determined the proportion of women in leadership positions in several academic STEM areas via a sampling of institutions across the United States. In every area studied, women held fewer leadership positions than the proportion of female PhDs in those fields. The proportion of women in non-STEM specific top academic leadership roles was also examined to see what proportion of those individuals leading academic institutions might have background in a STEM discipline and how that compares to men in the same positions.

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Gwinn, David E., John H. Wilckens, Edward R. McDevitt, Glen Ross, and Tzu-Cheg Kao. "The Relative Incidence of Anterior Cruciate Ligament Injury in Men and Women at the United States Naval Academy." American Journal of Sports Medicine 28, no. 1 (2000): 98–102. http://dx.doi.org/10.1177/03635465000280012901.

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Weir, Gary. "Fashioning a Professional Dialogue in Oceanography: The U.S. Navy and the Ocean Science Community, 1924-1960." Earth Sciences History 19, no. 1 (2000): 110–29. http://dx.doi.org/10.17704/eshi.19.1.530q631484852t01.

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Since the Great War of 1914-1918 the relationship between naval officers and ocean scientists in the United States has illustrated well the unpredictable effect of cultural barriers on constructive professional dialogues. The customs and practices attending an academic or industrial laboratory differ dramatically from those absorbed by midshipmen at the United States Naval Academy or officers on board combat ships. Each group lives in a nearly discreet, culturally constructed world. During the course of this century the communication and understanding necessary for these communities to work together toward a common goal required social and political insight as well as extensive entrepreneurship and careful cultural translation. Confronting a poverty of resources after World War One the Navy and the civilian oceanographic community formed a common practice to pool both resources and skill in an effort to perform meaningful ocean research. When the possibility of another war loomed large in the 1930s, they turned to determined cultural translators. The latter, drawn from both communities, converted the primitive common practice and considerable cultural obstacles of the interwar period into a fluid wartime professional dialogue. Fortified by success in World War II, key translators brought the dialogue to maturity after 1945.

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Peart, Silvia M., Sharika Crawford, and Bradford S. Barrett. "What do migration and meteorology have to do with Latin American studies? Bridges across disciplines at the United States Naval Academy." Middle Atlantic Review of Latin American Studies 3, no. 1 (2019): 1. http://dx.doi.org/10.23870/marlas.219.

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Bakken, Richard, and James Dobbs. "The Relevance of Four Types of Knowledge for Leader Preparation in Radically Different Settings: Reflections on Data from a Case Study in Qatar and Teaching at a United States Military Academy." Creighton Journal of Interdisciplinary Leadership 2, no. 2 (2016): 17. http://dx.doi.org/10.17062/cjil.v2i2.47.

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<p>Based on our experiences at a military service academy and the study of leadership informing administrators in overseas branch campuses, we propose a link between conceptual leadership development in these learning environments and the relevance of the four types of knowledge - declarative, procedural, contextual, and somatic for educational administrators and leadership educators. Demonstrating an appropriate and experiential frame of reference through application of the knowledge types can help inform students and educational leaders about contextual applications of leadership and affect leadership development in diverse educational settings. Our paper also discusses application challenges and impact on future learning environments. Through examination of the chosen environments we maintain that effective leader development requires a balance between institution-centered experiential exercises and learner-centered pedagogy based on the contextual learning environments explored. </p>

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Pim, Ralph L. "Values-Based Sport Programs and Their Impact on Team Success: The Competitive Sport Model at the United States Military Academy." International Sport Coaching Journal 3, no. 3 (2016): 307–15. http://dx.doi.org/10.1123/iscj.2016-0071.

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The purpose of this paper is to examine the values-based competitive sport program at the United States Military Academy (West Point), and to determine if the components of character and leadership development were associated with team success. Strategies employed at West Point to develop cultures that produced leaders of character and teams of significance were reviewed. Major points of emphasis in the competitive sport program included (i) teaching values through sport, (ii) identifying and defining core values, (iii) developing warrior athletes of character, (iv) building teams and cultures of significance, (v) reinforcing values through recognition, and (vi) assessing character and leader development of athletes and teams. Characteristics and specific behaviors of great leaders and teams were identified. A rubric for assessing character and leader development in sport and a survey evaluating the competitive sport experience on the desired learning outcomes of the West Point Cadet Leader Development System were presented. Results indicated that competitive sports programs built on values encouraged and developed behaviors that produced success both on and off the field. Subsequent investigations are recommended to identify how character and leadership development can be integrated into the coaching process and applied in civilian secondary schools and institutions of higher learning.

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Maling, George, Adnan Akay, and Eric W. Wood. "Progress on consumer and industrial product noise control and technology transfer: summaries of the 2015 and 2016 TQA workshops." INTER-NOISE and NOISE-CON Congress and Conference Proceedings 263, no. 3 (2021): 3871–75. http://dx.doi.org/10.3397/in-2021-2545.

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Progress on consumer and industrial products noise reduction, was a Technology for a Quieter America (TQA) workshop and International INCE symposium hosted by the National Academy of Engineering (NAE) held in October 2015 . The workshop consisted of two major parts, consumer products at home and commercial and industrial products. The former included appliances, waste disposers, leaf blowers, Information Technology Equipment and automotive interior noise. The second half of the workshop included such industrial products as air moving devices, industrial power generation equipment generator sets, compressor noise, transformer noise and valve plus gear noise. It also included national and international noise emission standards for consumer and industrial products. The technology transfer workshop was hosted by NAE in October 2016. The workshop covered four areas; an overview of technology transfer in the United States, government programs, technology transfer from universities, and panel discussions on a variety of topics. Government agencies which participated included NASA, the National Science Foundation, the Small Business Administration, the Federal Aviation Administration, the Office of Naval Research (ONR), and the Naval Research Laboratory.

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Hashikawa, Andrew, Stuart Bradin, and Michael Ambrose. "Review of Disaster and Emergency Preparedness Among Summer Camps in the United States: Updates and Challenges." Prehospital and Disaster Medicine 34, s1 (2019): s61. http://dx.doi.org/10.1017/s1049023x19001377.

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Introduction:More than 14 million children in the United States attend summer camps yearly, including many special medical needs children. Summer camps are at risk for multiple pediatric casualties during a disaster. The American Camp Association, in the 2017 critical issues report, identified emergency preparedness as the top critical health and safety issue. Camps, compared to school-based settings, face unique challenges when planning for disasters, but research has been challenging because of the lack of access to camp leadership and data.Aim:Provide a targeted up-to-date synopsis on the current state of disaster preparedness and ongoing collaborative research and technology interventions for improving preparedness among summer camps.Methods:Researchers partnered with a national health records system (CampDoc.com) and American Academy of Pediatrics disaster experts to review results from a national camp survey. Main themes were identified to assess gaps and develop strategies for improving disaster preparedness.Results:169 camps responses were received from national camp leadership. A substantial proportion of camps were missing 4 critical areas of disaster planning: 1) Most lacked online emergency plans (53%), methods to communicate information to parents (25%), or strategies to identify children for evacuation/reunification (40%); 2) Disaster plans failed to account for special/medical needs children (38%); 3) Staff training rates were low for weather (58%), evacuation (46%), and lockdown (36%); 4) Most camps (75%) did not plan with disaster organizations.Discussion:Collaboration with industry and disaster experts will be key to address the gaps identified. Current research and interventions include the recent release of a communication alert tool allowing camps to send mass text emergency notifications. Additionally, a recent pilot to incorporate disaster plans into the electronic health records platform emphasizing communication, evacuation, and identification of local experts has begun. Efforts to develop a unified disaster tool kit for summer camps remains a challenge.

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Ziegler, Troy J., and David M. Koch. "Undergraduate Research: A Pedagogical Experiment." Proceedings of the Human Factors Society Annual Meeting 32, no. 7 (1988): 490–94. http://dx.doi.org/10.1177/154193128803200709.

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Students cooperatively conducted research experiments in an upper division cognitive psychology course in the Behavioral Sciences and Leadership Department at the United States Air Force Academy. The pedagogical structure of the course was modified to emphasize teaching cadets how to think versus what to think through the process of conducting research. Students were expected to cooperate in pairs to design and conduct their research. Cooperative research projects were used in the attempt to develop critical thinking skills and intrinsic motivation to excel. This paper presents the authors' views on the rationale and perceived benefits of cooperative research projects in upper division courses to develop critical thinking skills and intrinsic motivation.

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Stark, Aaron W., and Isaac Wisniewski. "West Point: teaching leadership and risk management through investing." Managerial Finance 46, no. 5 (2019): 703–8. http://dx.doi.org/10.1108/mf-07-2018-0335.

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Purpose The purpose of this paper is to look at how the faculty at West Point uses a student-managed investment fund (SMIF) to contribute to the development of Army officers. Design/methodology/approach The United States Military Academy at West Point started a student-managed investment fund in 1983. The Economics program, which has four finance classes within its curriculum, hosts the student-run SMIF. The students (cadets) in charge of the SMIF have recently started pursuing a risk parity strategy. This paper discusses the challenges that arise from taking on this strategy. Findings It argues that investment management, especially with a risk-aware strategy, helps the cadets learn to manage the risk/reward tradeoff as well as help them work on leadership skills, both of which will help them as future Army officers. Originality/value The authors suggest that the recent student-initiated changes to the SMIF at West Point highlight some of the leadership opportunities inherent to approaching a SMIF from a risk-aware, portfolio-based perspective. This can teach students important experiential lessons about how to manage prudent risk both in finance and as a leader.

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Pierson, Willard J. "Oscillatory Third-Order Perturbation Solutions for Sums of Interacting Long-Crested Stokes Waves on Deep Water." Journal of Ship Research 37, no. 04 (1993): 354–83. http://dx.doi.org/10.5957/jsr.1993.37.4.354.

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Oscillatory third-order perturbation solutions for sums of interacting long-crested Stokes waves on deep water are obtained. A third-order perturbation expansion of the nonlinear free boundary value problem, defined by the coupled Bernoulli equation and kinematic boundary condition evaluated at the free surface, is solved by replacing the exponential term in the potential function by its series expansion and substituting the equation for the free surface into it. There are second-order changes in the frequencies of the first-order terms at third order. The waves have a Stokes-like form when they are high. The phase speeds are a function of the amplitudes and wave numbers of all of the first-order terms. The solutions are illustrated. A preliminary experiment at the United States Naval Academy is described. Some applications to sea keeping are bow submergence and slamming, capsizing in following seas and bending moments.

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McGahan, Anita M. "My Presidency of the Academy of Management: Moral Responsibility, Leadership, Governance, Organizational Change, and Strategy." Journal of Management Inquiry 28, no. 3 (2019): 251–67. http://dx.doi.org/10.1177/1056492619850900.

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I was the President of the Academy of Management (AOM) in 2016-2017 when U.S. President Donald Trump issued an Executive Order banning immigration and travel to the United States by citizens of seven predominantly Muslim countries (EO13769). While I immediately sought to condemn EO13769 as immoral and as a threat to the AOM, I was only able to issue a condemnation in my own name and not in the name of the AOM because the Board’s Executive Committee correctly determined that a condemnation would have violated the AOM Constitution. This put me in the untenable position of leading an organization operating under principles that conflicted with my personal beliefs about an immoral act of government. The article is a case study on this situation. In it, I explain how EO13769 and other attacks on science threaten the purpose and functioning of the AOM. The case explores a relatively understudied aspect of leadership: the identity of an organization as distinct from the identity of its leader. It also underscores the importance of strengthening democratic institutions of science. I argue that the issuance of statements of condemnation—while important—does not exhaust our responsibilities in society as scholars for investigating, reporting, defending, and protecting the truth about what is going on in the world around us. I conclude by calling us to redouble our commitment to a defining purpose of the AOM, which is to support the scholarship necessary to overcome polarizing politicization of complex social issues.

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Coelho, Jeffrey D. "Student Perceptions of Physical Education in a Mandatory College Program." Journal of Teaching in Physical Education 19, no. 2 (2000): 222–45. http://dx.doi.org/10.1123/jtpe.19.2.222.

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Written critical incidents were collected from students (n = 236) to investigate their perceptions of physical education at the United States Military Academy. Fourteen students were interviewed to provide perceptions beyond the confines of a specific incident. The data were classified into three themes: (a) teacher and teacher behaviors; (b) curriculum, program features, and subject matter; and (c) social interaction and behaviors of students. Within the first theme, encouragement, additional instruction, and demonstrations were the most frequently perceived positive influences. Inappropriate grading, public embarrassment, and adversarial relationships between teachers and students were the most frequently perceived negative influences. The positive influences within the curriculum theme were overcoming fear, relevance, and challenge. The negative influences were unfair grading standards, irrelevant content, and injury. Support and encouragement, acceptance, and effective leadership were the top ranked positive perceptions within the third theme. Poor leadership and lack of sportsmanship were associated with negative perceptions.

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ZHURAVEL, VALERY P. "NEW THREATS TO RUSSIA’S NATIONAL SECURITY IN THE ARCTIC: PROBLEMS OF COUNTERACTION." Scientific Works of the Free Economic Society of Russia 226, no. 6 (2020): 85–98. http://dx.doi.org/10.38197/2072-2060-2020-226-6-85-98.

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The article reveals real and potential threats to the national security of the Russian Federation in the Arctic region by the NATO. According to the author, these include: the strengthening of the military presence in the Arctic of the Arctic Ocean coastal States and other NATO countries; the increase in the combat capabilities of groups of coalition and national Armed Forces (Navy) of the United States and NATO; the development of naval-based missile defences and early warning systems; the expansion of the United States military satellite constellation to the Arctic; increased activity by the special services of foreign states in conducting intelligence activities in the Arctic and in the frontier territory of the Russian Federation; conduct of multinational military exercises and transfer of combat training areas to the Arctic; the desire of a number of foreign countries to give the Northern Sea Way the status of an international transport highway, and of the Norwegian leadership to change the status of Spitsbergen, to reduce and eventually completely displace the Russian Federation from the archipelago; increasing attempts to discredit the activities of the Russian Federation in the Arctic. The article discusses the measures of the Russian Federation to strengthen the defensive capability in the Arctic direction, paying special attention to the protection of its sovereignty and territorial integrity.

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Pawłowska, Maria. "Fizycy w Krakowie – w 70. rocznicę I Międzynarodowej Konferencji Promieni Kosmicznych." Studia Historiae Scientiarum 17 (December 12, 2018): 421–49. http://dx.doi.org/10.4467/2543702xshs.18.015.9335.

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The article discusses an extraordinary event, i.e. the First International Cosmic Rays Conference, which took place in Cracow in 1947, shortly after the end of the Second World War. The conference was organized by a group of theoretical physicists from the Jagiellonian University and the Academy of Mining under the leadership of Professor Jan Weyssenhoff. The achievements of Polish physicists, especially Cracow scientists, who were involved in the study of cosmic radiation in the 1930s and 1940s are reminded of in this article. The author recalls names of outstanding physicists representing the most wellknown research centers in Europe and the United States during the Conference. The article was enriched with photographs taken during the Conference and numerous unofficial meetings that took place in October 1947 in Cracow. The author of the pictures, Andrzej Hrynkiewicz, was a young scientist, and later professor of nuclear physics at the Jagiellonian University and the Institute of Nuclear Physics of the Polish Academy of Sciences.

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Ferrar, Phil, Lillian Hosea, Miles Henson, et al. "Building High Performing Coach-Athlete Relationships: The USOC’s National Team Coach Leadership Education Program (NTCLEP)." International Sport Coaching Journal 5, no. 1 (2018): 60–70. http://dx.doi.org/10.1123/iscj.2017-0102.

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The purpose of the present article is to share the design and impact of a coach-athlete relationship coach education seminar. The seminar is part of the United States Olympic Committee’s (USOC) National Team Coach Leadership Education Program (NTCLEP). Development and delivery of the seminar is facilitated by The People Academy (www.people.academy). Impact results from participation in this seminar are drawn from coaches and athletes from USA Archery and USA Cycling. The article is organized into three sections. In the first section an overview of the coach-athlete relationship building component of the USOC’s high performance coach education program is provided. Two case summaries are then presented on the impact of the program on coach-athlete relationships and athlete performance. The third and final section is used to offer suggestions for future coach education initiatives and coaching strategies aimed at enhancing coach-athlete relationships.

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Buljung, Brianna B., and Catherine R. Johnson. "Up Against the Clock: Migrating to LibGuides v2 on a Tight Timeline." Information Technology and Libraries 36, no. 2 (2017): 68–86. http://dx.doi.org/10.6017/ital.v36i2.9585.

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During Fall semester 2015, Librarians at the United States Naval Academy were faced with the challenge of migrating to LibGuides version 2 and integrating LibAnswers with LibChat into their service offerings. Initially, the entire migration process was anticipated to take almost a full academic year; giving guide owners considerable time to update and prepare their guides. However, with the acquisition of the LibAnswers module, library staff shortened the migration timeline considerably to ensure both products went live on the version 2 platform at the same time. The expedited implementation timeline forced the ad hoc implementation teams to prioritize completion of the tasks that were necessary for the system to remain functional after the upgrade. This paper provides an overview of the process the staff at the Nimitz Library followed for a successful implementation on a short timeline and highlights transferable lessons learned during the process. Consistent communication of expectations with stakeholders and prioritization of tasks were essential to the successful completion of the project.

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Barrett, Bradford S., and John E. Woods. "Using the Amazing atmosphere to Foster Student Learning and Interest in Meteorology." Bulletin of the American Meteorological Society 93, no. 3 (2012): 315–23. http://dx.doi.org/10.1175/bams-d-11-00020.1.

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To engage students in active learning, the Oceanography Department at the United States Naval Academy developed a new, not-for-course-credit training activity for its students, the Severe Weather InField Training (SWIFT). In SWIFT, 10 students and 2 faculty members traveled to the Great Plains and met with operational and research meteorologists, led daily weather discussions, made daily convective forecasts, and verified their convective forecasts by observing severe storms. Participation was solicited from sophomore- and junior-level students. SWIFT built on similar activities developed by other universities with its particular emphasis on assessing student learning and broadening awareness of both Department of Defense and civilian career opportunities in meteorology. Assessment outcomes from SWIFT indicate that students deepened their understanding of severe weather processes, were equipped to use observational and modeling data in real time, applied course content to real-world situations, became active participants in science inquiry, were introduced to a variety of meteorology career options, and increased their interest in pursuing a science-related career.

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Shumovetska, Svitlana. "Some Peculiarities of Forming Professional Culture in Future Officers in US Military Institutions." Comparative Professional Pedagogy 9, no. 4 (2019): 45–50. http://dx.doi.org/10.2478/rpp-2019-0036.

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AbstractThe necessity to research the problem of forming a professional culture of future border guard officers using the experience of military personnel training in the United States has been identified in the article. It has been found that professional culture and professionalism are an important part of the US military education system. The peculiarities of vocational training in the leading educational establishments of the United States of America, first of all the Military Academy (West Point, New York), have been studied. It has been determined that the priority of the academy, as a whole system of military vocational education in the USA, is attention to what is needed in the combat situation: analytical mind, leadership, theory and practice of management, knowledge of military history, operational doctrine, national defense policy, ability to plan and make decisions, perform legal duties, and abide the professional ethics. Experimental, case-based, interactive training with the extensive use of imitation devices and practical applications prevails in teaching methodology, which is needed to improve officers’ ability to analyze and solve problems, effectively interact and apply operational doctrine. To enhance the level of professional culture and military identity in military schools, great attention is paid to the development of officers’ intellectual potential, the ability to think and critically perceive the information needed to act in situations of ambiguity and uncertainty, to achieve intellectual superiority over the enemy. In accordance with the philosophy of military education in the United States, it is stipulated that a graduate of a military school should be first and foremost a highly intelligent person who, in many respects, must outperform a graduate of any civilian university, quickly acquire the chosen specialty. In addition to training for character education, military identity, the US military estalishments also intends to work hard to develop communicative skills and abilities through speaking and writing practice.

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Burkholder, David B., and Christopher J. Boes. "Robert Wartenberg and the American Academy of Neurology." Neurology 97, no. 6 (2021): 268–72. http://dx.doi.org/10.1212/wnl.0000000000012104.

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Robert Wartenberg (1887–1956) was born in Grodno (in present-day Belarus) and received his medical degree in Germany in 1919. He enjoyed a productive career at the University of Freiburg until 1935, when he fled Nazi Germany for the United States. Bernard Sachs, with whom he had worked during a Rockefeller fellowship in 1926, helped him secure a position at the University of California Medical Center in San Francisco in 1936. He was popular with students there as his sizeable personality translated into an engaging classroom style, but that same personality could create friction with colleagues. Following World War II, neurology as a specialty was growing and establishing its place in the medical landscape. With this goal in mind, A.B. Baker and other young neurologic leaders formed the American Academy of Neurology (AAN) in 1948 as an inclusive professional society. Baker recruited Wartenberg to join, he agreed, and immediately provided his own critiques on the organization. Wartenberg's standing in the academic community combined with his strong personality would serve Baker well as Wartenberg shielded the young AAN leadership from potential retribution. He was especially invested in ensuring the Academy had a journal as a means of development, and the journal Neurology® was born. Wartenberg died on November 16, 1956, and was honored for his service to the Academy with the Robert Wartenberg Memorial Lecture, which stands today as one of the principal events at the Annual Meeting.

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Morabito, Michael G. "A Review of Hydrodynamic Design Methods for Seaplanes." Journal of Ship Production and Design 37, no. 03 (2021): 159–80. http://dx.doi.org/10.5957/jspd.11180039.

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The design of successful water-based aircraft requires a close collaboration between the aeronautical engineers and naval architects, who perform high-speed towing tests, stability calculations, or computational fluid dynamics in support of the design. This article presents the fundamental design considerations of waterborne aircraft, which are outside of the typical educational scope of most naval architects, but which they are sometimes asked to address. These include 1) the hydrostatic and hydrodynamic problems associated with seaplane design, 2) early-stage methods for sizing the hull, 3) prediction techniques using archival data, and 4) hydrodynamic model testing procedures. Although a new design will often require substantial iteration to achieve the desired outcome, the information in this article will assist in developing a reasonable starting point for the design spiral and provides sufficient details for a hydrodynamic model testing facility to perform a successful series of model tests on the design. Although much of the work in this field dates from the 1940s, it is important to review this material in light of the current practices being used at hydrodynamic research facilities today. A detailed description of the model testing apparatus and procedure, used in a recent study at the U.S. Naval Academy, is presented to demonstrate the current applicability of these methods and some pitfalls that can be expected in testing. Introduction Today, there is a renewed interest in seaplane designs for both civilian and governmental applications worldwide. According to the Seaplane Pilots Association, there are approximately thirty-five thousand seaplane-rated pilots in the United States and between five and ten thousand operational seaplanes. Worldwide, larger seaplanes are used for firefighting, search and rescue applications, and cargo transportation.

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Leeman, William P. "H. Michael Gelfand. Sea Change at Annapolis: The United States Naval Academy, 1949–2000. Chapel Hill: The University of North Carolina Press, 2006. 416 pp. Cloth $34.95." History of Education Quarterly 48, no. 4 (2008): 607–11. http://dx.doi.org/10.1111/j.1748-5959.2008.00174.x.

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Willoughby, Jay. "Islamic Political Thought after the Arab Spring." American Journal of Islam and Society 30, no. 2 (2013): 148–50. http://dx.doi.org/10.35632/ajis.v30i2.1147.

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On December 7, 2012, Ermin Sinanovic (assistant professor, Department ofPolitical Science, United States Naval Academy, Annapolis, MD) presentedhis “Islamic Political Thought after the Arab Spring,” at the headquarters ofthe International Institute of Islamic Thought (IIIT; Herndon, VA). After openingwith several questions – How have the events in the Middle East and Arabworld influenced and continued to shape Islamic political thought? Why didthe Arab Spring happen now? What were the contributing factors? How is Islamicpolitical thought being reshaped by these events? – he began to makehis case that the underlying political theory of the Arab Spring representssomething new in Islamic political thought.One of his contentions is that traditional Islamic political thought is nowseen as out of date, as caught up in the past. This situation began to changefirst among the Shi‘ah and was instrumental in Iran’s revolution. The ArabSpring has accelerated this reawakening among the Sunnis, which began inthe 1970s, thereby showing that Islamic political thought was no longerstatic. But because this uprising is still so recent and ongoing, scholars arestill trying to make sense of it and thus all conclusions up to this point remaintentative ...

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Ransdell, Lynda B., Sarah Toevs, Jennifer White, et al. "Increasing the Number of Women Administrators in Kinesiology and Beyond: A Proposed Application of the Transformational Leadership Model." Women in Sport and Physical Activity Journal 17, no. 1 (2008): 3–14. http://dx.doi.org/10.1123/wspaj.17.1.3.

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In higher education in the United States, women are often underrepresented in leadership positions. When women try administration, they face a higher rate of attrition than their male counterparts. Given the lack of women in leadership positions and the failure of the academy to retain women administrators, a group of women administrators and faculty with many collective years of experience in higher education assembled to write this paper. Our writing group consisted of 2 Chairs, 2 Deans, 1 Associate Dean, 2 pre-tenure faculty members, and a Provost, representing four different institutions. The authors of this paper suggest that applying the proposed model of transformational leadership within the field of Kinesiology may have a two-fold benefit. It may increase the number of women in administrative positions and it may extend how long women choose to serve in an administrative capacity. Components of the model include developing personal and professional characteristics that motivate faculty to perform beyond expectations, and understanding gender-related and kinesiology-specific challenges of administration. In addition, recommendations are made for pursuing careers in administration, and for pursuing future research projects. We hope that through this paper, we have started an important and open discussion about women in leadership roles, and ultimately, encouraged some prospective leaders to consider a career in higher education administration.

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Kryukov, Evgeny V., and Dmitry V. Svistov. "Patriarch of military neurosurgery." Bulletin of the Russian Military Medical Academy 23, no. 1 (2021): 255–58. http://dx.doi.org/10.17816/brmma63663.

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January 19, 2021 marks the 75th anniversary of the birth of one of the leading Russian neurosurgeons, Academician of the Russian Academy of Sciences Boris Vsevolodovich Gaidar. Eight years at the head of the Department and Clinic of Neurosurgery at the Military Medical Academy and 7 years at the head of Military Medical Academy, when his talent as a teacher and leader was most clearly revealed. Academician B.V. Gaidar is one of the countrys leading scientists in the field of treatment of combat injuries of the central nervous system (craniocerebral trauma and mine-explosive wounds of the central nervous system), vascular neurosurgery, and neurooncology. He made a major contribution to solving the issues of organizing specialized neurosurgical care in the Armed Forces in peacetime and in wartime. He personally took part in providing medical assistance to the wounded during the armed conflict in the North Caucasus. B.V. Gaidar represented Russian science at international forums in Austria, Germany and the United States of America, in 2005 he led the organization of the World Congress on Military Medicine for the only time in our country. During the years of leadership of the S.M. Kirov Military Medical Academy B.V. Gaidar carried out a large-scale reconstruction and re-equipment of a number of leading surgical clinics, which contributed to the progressive development of the academys scientific schools. B.V. Gaidar created a scientific school of neurosurgeons, prepared a rich legacy of articles, textbooks and monographs, his merits were recognized by the scientific community and the state. Celebrating the anniversary, Boris Vsevolodovich continues to actively engage in scientific work, training, counseling critical patients, passionately defending the interests of the Military Medical Academy.

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Cropper, Maureen L., Catherine L. Kling, and Fran Sussman. "A Conversation with Maureen Cropper." Annual Review of Resource Economics 11, no. 1 (2019): 1–18. http://dx.doi.org/10.1146/annurev-resource-100518-093858.

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This article presents an interview with environmental economist Maureen L. Cropper. Maureen completed her Ph.D. at Cornell University and subsequently held positions at the University of California, Riverside, and the University of Southern California. At Riverside, she moved from monetary economics to environmental economics. She then landed at the University of Maryland, where she is a still a professor. She has taken on leadership roles in numerous institutional settings, including the US National Academy of Sciences and the US Environmental Protection Agency (EPA) Science Advisory Board. Her contributions to environmental economics have been groundbreaking and extensive. Together with many collaborators—including former students and colleagues at the University of Maryland, World Bank, EPA, and Resources for the Future—Maureen has produced a body of work that spans theory, methods, and empirical applied economics. Her work covers the environment, energy, climate change, and transportation in both the United States and developing countries.

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Myers, A. H. "H. MICHAEL GELFAND. Sea Change at Annapolis: The United States Naval Academy, 1949-2000. Foreword by JOHN MCCAIN. Chapel Hill: University of North Carolina Press. 2006. Pp. xxix, 382. $34.95." American Historical Review 112, no. 4 (2007): 1213–14. http://dx.doi.org/10.1086/ahr.112.4.1213.

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Fees, Rachel E., Jennifer A. Da Rosa, Sarah S. Durkin, Mark M. Murray, and Angela L. Moran. "Unplugged cybersecurity: An approach for bringing computer science into the classroom." International Journal of Computer Science Education in Schools 2, no. 1 (2018): 3–13. http://dx.doi.org/10.21585/ijcses.v2i1.21.

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The United States Naval Academy (USNA) STEM Center for Education and Outreach addresses an urgent Navy and national need for more young people to pursue careers in STEM fields through world-wide outreach to 17,000 students and 900 teachers per year. To achieve this mission, the STEM Center has developed a hands-on and inquiry-based methodology to be used with K-12 educators at professional development workshops and with students through camps, festivals and fairs, and STEM days.According to recent data, math and computer science (CS) are the fastest growing fields among STEM careers (US Bureau of Labor Statistics, 2016). The Computer Science for All initiative (2016) urges communities to bring more computer science education into the classroom to meet the rapidly rising need for more CS graduates. As a result, the USNA STEM Center has developed a number of unplugged (without a computer) cybersecurity modules to promote engagement and increase awareness. Topic areas include encryption, networking and social media, viruses and malware, programming, hardware components, authentication and authorization, and hacking.This article describes the methodology for developing unplugged computer science activities and adapting computer science undergraduate curriculum for K-12 educators and students as an introduction to complex computer science topics.

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Berkowitz, Sean T., Janice C. Law, Paul Sternberg, and Shriji Patel. "Leadership Development in Ophthalmology: Current Impact and Future Needs." Journal of Academic Ophthalmology 13, no. 01 (2021): e32-e39. http://dx.doi.org/10.1055/s-0041-1723001.

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Abstract Importance There is a lack of peer-reviewed literature on leadership development programs (LDP) in ophthalmology. Research into LDP demographics, outcomes, and methodology is needed. Objective The aim of the study is to evaluate the extent to which LDPs targeting ophthalmologists meet the needs of emerging leaders. Design The design type of the study is cross-sectional analysis. Setting This study involves international setting. Participants The participants involved were ophthalmologists at any career level. Methods Routine internet search was used to identify LDPs targeting ophthalmologists. LDPs identified were categorized by the outcome data available into four levels based on prior literature. Participants were assessed using previously validated software for gender (Gender-API, 2020) and race or ethnicity (NamSor, 2020) Results Nine programs were identified which were classified into LDP generations. The first LDP in ophthalmology was the American Academy of Ophthalmology (AAO) LDP, which served as the nidus for the formation of four multinational LDPs, together forming the Global LDP. These LDPs were similar in size and scope; program size ranging from nine to 30 participants; a length of 1 to 2 years; with similar curricular offerings; with funding primarily derived from cost-sharing with a nominating society. The second generation of ophthalmology LDPs in the United States has targeted female scientists or faculty (Women's LDP by ARVO) and academic ophthalmology leaders (Academic LDP by Association of University Professors of Ophthalmology).The AAO's LDP appears increasingly diverse with approximately 13% women at inception, gradually increasing from 40 to 65% women in the last 5 years (n = 389). There has also been a notable increase in ethnic diversity. Conclusion and Relevance AAO LDP is the preeminent leadership training program for ophthalmologists, and it has influenced the creation of a new generation of LDP offerings. There remains a paucity of LDP evaluation metrics and reported outcomes. Newer iterations are successfully targeting academic leadership and attempting to address known disparities in gender and race or ethnicity. Further expansion of LDPs and related research can ensure equity and diversity in the pipeline.

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Tarbeev, Igor. "Transfer of Ideas in Soviet-American Relations at the Turn of the 1960—1970s (Based on the Example of the Expert Activity of the Institute for US Studies of the Academy of Sciences of the USSR)." ISTORIYA 12, no. 6 (104) (2021): 0. http://dx.doi.org/10.18254/s207987840016257-1.

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Recordings of conversations between Soviet amerikanists (experts for US studies) and American scientists, politicians, public figures, and businessmen became an important information source for experts and for the Soviet party leadership. In the late 1960s — early 1970s these conversations played the role of an informal channel connecting representatives of American and Soviet elites through the Institute for US Studies of the Soviet Academy of Sciences. Using the theory of cultural transfer and the methodology of social constructivism, the author of this article conducts a detailed analysis of an information note that was sent to the Central Committee of the CPSU by the Institute for US Studies in 1969. The note is a recording of a conversation between amerikanists and American businessman Charles Thornton. It contains Thornton’s statements about the perception of the USSR in the United States; Soviet economic development and American-Soviet cooperation opportunities; American principles of management and organization of production. The American experience became a reference for the USSR in the context of détente and the ongoing economic reform. The ideas evoked a potent reaction among the Soviet party elite. There are a lot of marks in the margins of the note made by readers from different departments of CPSU. However, despite the favorable environment and official’s interest, the note was not discussed, and no specific decisions were made. This case-study allows us to raise a number of questions about the Soviet-American transfer of ideas, the image of the United States in the USSR, and the process of making domestic and foreign policy decisions.

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Journal articles on the topic 'United States Naval Academy Leadership'

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