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Chemical Warfare and the U.S. Army, 2000.
A look at offensive and defensive strategies, international treaties, history, disarmament and terrorism.
2,025 words (approx. 8.1 pages), 9 sources, $ 71.95
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From the Paper
"Chemical Warfare and the U.S. Army
Executive Summary of Findings and Conclusions
The United States Army exercises important responsibilities in relation to chemical warfare in three specific focus areas in the contemporary period. These focus areas are as follows: (1) combat chemical warfare defense, wherein the Army is responsible for the research, development, and testing of effective defenses for United States military forces against attacks employing chemical weapons of mass destruction; (2) chemical warfare disarmament, wherein the Army is the primary lead agency of the United States government in the program for the destruction of the nation?s chemical weapons stockpile as required by the Chemical Weapons Convention Treaty; and (3) providing support for domestic defense against chemical weapons of mass destruction..."
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Chemical Warfare, 2002.
A paper describing the history, form and effects of chemical warfare through the ages.
1,687 words (approx. 6.7 pages), 4 sources, MLA, $ 54.95
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Abstract
In this report the writer explains chemical warfare and list the types of agents which can be used. It describes how a person is affected and the great potential hazards and dangers. The writer provides an overview of historical cases when chemical warfare has been used and explains how it?s transmitted. The paper gives specific examples of certain types, and lastly, looks at how a person can be protected from chemical warfare.
From the Paper
"On April 22 in 1915, six thousand pressurized cylinders full of chlorine gas were released into the wind near the Belgian village of Ypres. The chlorine floated in huge clouds slowly being carried by the wind until it reached an ally army to Germany, then killing 10,000 soldiers. Because of the amount of gas released the chlorine caused large amounts of yellowish fluid to form in the lungs of the soldiers causing them to choke to death. Germany attacked again another two days later killing another 5,000 soldiers with chlorine gas. This was the first chemical weapon attack in history and chlorine was the first chemical agent. Since then there have been a handful more times when chemicals have been used to attack other people and with the terrorist attacks on 9-11 Americans know the fear of chemicals being used against us. In this report I will explain chemical warfare, list the types, describe how a person is affected, explain when they’ve been used, explain how it’s transmitted, give specific examples of certain types, and lastly, how a person is protected from chemical warfare."
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Chemical Warfare in Insects, 2003.
A description of chemical warfare in insects.
3,450 words (approx. 13.8 pages), 16 sources, APA, $ 119.95
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Abstract
This paper describes chemical warfare in insects. The paper begins by offering a definition of the chemistry of vision. Next the paper discusses the role of polycyclic aromatic hydrocarbons in cancer. Then the paper explains the effect of chlorfluorocarbons on the ozone layer, nature, chemistry and sources of petroleum.
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Chemical Warfare During WWI, 2002.
Chemical Warfare and its awesome power and effect come to life in this paper.
3,300 words (approx. 13.2 pages), 17 sources, APA, $ 94.95
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Abstract
This paper looks at the harrowing effects of chemical warfare and how it changed the face of war during WWI. It gives examples of the types of weaponry used, their side effects and how these have developed to become the destructive arms of today.
From the Paper
"According to many of the period's experts, WWI was supposed to be fought by large numbers of men, in a heroic fashion, with the other technologically advanced weapons such as planes, machine-guns and tanks. Instead of the 'normal' war of the attacker winning and the defender put on the run, this war was interrupted by trench warfare and battles of attrition. Trenches were the norm, and to help get battles back to 'natural' means, gas was put into practice to help each side get back into (in their eyes at the time) a more modern conflict. So what were these chemical weapons? How and when were they used? What role did they play in the soldier's day-to-day life both physically and psychologically? "
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Chemical and Biological Warfare, 1990.
This paper discusses chemical and biological warfare: History, development, types, effects, research and treaties.
2,025 words (approx. 8.1 pages), 7 sources, $ 71.95
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From the Paper
"The term "chemical and biological warfare," or "CBW" as abbreviated by the U.S. military, refers to war waged by the dissemination of toxic chemicals or biologicals from the air or on the surface of the earth. CBW offers an alternative to traditional methods of destruction because people or their food supplies may be attacked without leveling surrounding areas. In addition, CBW is a means of military strength in a world in which the finality of atomic annihilation is not an option.
The benefits of CBW from a military perspective will be discussed, as well as the consequences of such action. It will become apparent that an army is better equipped to control its chemical, rather than biological, arsenal. Because of the idiosyncratic nature of pathogens as opposed to chemicals, microorganisms pose unique problems. A ban on biological weapons ... "
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Chemical and Biological Warfare, 2006.
This paper examines the issue of chemical and biological weapons and war.
4,855 words (approx. 19.4 pages), 9 sources, APA, $ 123.95
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Abstract
In this article the writer discusses that, throughout time, the quest to dominate another is limited only to the imagination of one man poised against the other. The writer points out that sometimes common flu symptoms such as headache, dizziness, nausea, vomiting, coughing, and shortness of breath are the first signs of chemical and biological warfare (CBW). The writer maintains that for some reason, the more one searches for answers to counter the effects of CBW the worse it gets. In this essay, discussion centers upon the 1972 Biological Weapon's Convention and the Geneva Protocol. The writer focuses on scientific research in this regard and identifies several items that are being used to help detect biological and chemical agents.
Outline:
Abstract
Advantages
Disadvantages
Chemical Agents and their Effects
From the Paper
"Throughout history, chemical and biological weapons (CBW), warriors and terrorists have used a wide range of tactics and techniques to help defeat their enemy on and off the battlefield. These weapons are used in war to gain the upper advantage against a more formidable adversary, to enhance the political status of a rogue terrorist group, or to cripple the economy of a nation from the simple mailing of a threatening letter with powder. Whatever the reason, the unknown effects of a release can be devastating. Law enforcement personnel who respond to the initial crisis of a release or assist with the aftermath have to know the difference between a chemical and a biological agent release. These weapons of war also have evolved from throwing rocks and sticks at each other to the unthinkable weapons of mass destruction called bioterrorism. You may ask yourself, what is bioterrorism? The Center for Disease Control defines bioterrorism as the intentional or threatened use of bacteria, fungi, or toxins from living organisms to produce death or disease in humans, animals, or plants and involves intimidation of nations or people to accomplish political or social ends."
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WWII Chemical Warfare, 1997.
The December 1943 Luftwaffe attack on Bari, Italy.
4,016 words (approx. 16.1 pages), 13 sources, APA, $ 108.95
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Abstract
Historical paper on the little known accidental release of toxic mustard gas during WWII by the Americans. The paper examines in great deal the attack on Bari and discusses many of the battles before and after this attack. It questions whether the American's use of chemical agents was useful in achieving their goals and how this impacted the rest of World War Two.
From the Paper
"During World War II, one of the main goals of the Nazis in Germany was to destroy as many ?unwanted? populations as possible. To accomplish this, many of the ?unwanted,? including Jews, Gypsies, Disabled people and Homosexuals, were imprisoned in death camps. Finding quick and efficient ways of exterminating these people was a continuous challenge throughout the war. The gas chambers finally became the most efficient way, and the most common chemical used in the chambers was Zyklon B. However, Himmler, the Reichsfuhrer-SS, was never satisfied with the operation of the death camps, nor the success of Zyklon B. Himmler was constantly searching for more economical methods to exterminate large segments of the unwanted population, and ironically, an allied catastrophe in 1943 gave him an opportunity to test a toxic war gas. The Luftwaffe bombing of allied merchant ships in the harbor at Bari, Italy, on December 3, 1943, was one of the German Air Force?s most successful missions of the entire war. Twenty five ships were sunk, instantly killing 2000 persons. It was the worst allied naval disaster except for Pearl Harbor; and it seriously delayed allied efforts to overrun Italy. But the real horror of the event and one of the best kept secrets of Word War II was the unleashing of 100 tons of poison gas! "
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The U.S. Army 1925-1945, 2007.
This paper discusses changes in the U.S. Army's discipline, training, duties and weapons from 1925 to 1945.
1,092 words (approx. 4.4 pages), 8 sources, MLA, $ 38.95
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Abstract
The paper relates that during the period from 1925 - 1945, including World War II, combat consisted of close range fighting. The paper describes how economic turbulence and instability hounded the U.S. army until 1925. Then, during the thirties, the U.S. army fell to seventeenth among the world's armies. The paper relates that afterwards, however, the U.S. Army recovered and in time became recognized as a prominent powerful military force. The paper notes certain changes but stresses that the concepts embodied in training, duties, weapons and discipline remain constant as they contribute to the soul and heart of the U.S. Army.
From the Paper
"According to the Army Study Guide, "America's NCO corps and designated discipline details just didn't happen, but evolved over the years, tapping ideas and innovations from many different sources" (Army). Influence of Baron Von Steuben, America's first inspector general, powerfully shaped the structure of NCO corps and ensuing discipline strategies and techniques, not only in the Continental Army, but ultimately within the U.S. Army. Von Steuben introduced and officially established "the Regulations for the Order and Discipline of the Troops of the United States, commonly called the 'Blue Book.'""
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National Federal Reserve for the U.S. Army, 2006.
Examines the history of the formation of a national federal reserve for the U.S. Army.
2,330 words (approx. 9.3 pages), 12 sources, APA, $ 71.95
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Abstract
The formation of a national federal reserve for the U.S. Army was a slow process; it took many events and a few wars to establish and develop the U.S. Army Reserves as we know it today. This paper examines events from the Spanish American War of 1898, which led to the Dick Act of 1903, and two World Wars, and shows how the Army Reserve has been shaped and molded into an enduring legacy of military power.
Paper Outline:
Introduction
War with Mexico
The First American War
Reconstruction and Industrialization
Military Reform
The First World War
Between the Wars
Preparing to Fight
World War II
The Korean War
The Turbulent 60's
The "Total Force" Goes to War
From the Paper
"The first call for this new Army Reserve came in 1916 as a result of tensions between the United States and Mexico. The National Defense Act of 1916 established the Officers Reserve Corps, the Enlisted Reserve Corps and the Reserve Officers Training Corps. One year later in 1917, the initial Reserve organization, the Medical Reserve Corps merged into the Officers Reserve Corps. On April 6, 1917, America entered World War I. By the end of June 1917, there were 21,543 officer reservists and 35,000 enlisted reservists. Obviously, the contribution of the Reservists cannot be overstated. "
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U.S. Army Military Lingo, 2004.
This paper is a linguistic analysis within the sphere of phonetics and phrenology of U.S. Army military lingo.
1,670 words (approx. 6.7 pages), 1 source, APA, $ 54.95
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Abstract
This paper explains that, within the military, new words are often created out of a need for efficiency and clarity. The author points out that acronyms, truncated words, different words, nicknames, radio terminology, and obscenities play a key role in U.S. Army lingo. The paper includes examples of truncated words, such as 'Medevac', which stands for medical evacuation; 'comms check' for a communication check; 'mando study' or 'mando' is mandatory study; 'reclass' stands for reclassify; 'ammo' for ammunition; and a 'warno' is a warning order, which tells you that something is coming up.
Table of Contents
Introduction
Army Lingo: Acronyms, Truncated Words, Different Words, Nicknames, and Radio Terminology
The Phonetic Alphabet
Phonetic Numbers
Conclusion
From the Paper
"The list of truncated words in the U.S. Army is seemingly endless. Army personnel eat chow at the chow hall. The phrase "cherry pickers" refers to an exercise that resembles picking cherries, while a bird is a helicopter. A lifer is a career military man (usually derogatory), while falling out is the term for falling behind in a run. Rocking out is totally failing a course. If you are lucky, you will just roll back, or get recycled, which is repeating a course of study. Ruck up means to put on your ruck sack and gear. ?Hooah!? is similar to saying ?Go Braves,? however it is so versatile that it can be used to show excitement, say ?yes?, or say that?s ?cool,? or that?s ?inspiring.? The term barracks refers to dorms."
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The Formation of a National Federal Reserve for the U.S. Army, 2005.
An examination of the U.S. Army Reserves and National Guard.
3,900 words (approx. 15.6 pages), 11 sources, APA, $ 106.95
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Abstract
This paper studies the formation and emergence of the U.S. Army Reserves and National Guard, from volunteer state run militias to a federal reserve and federally controlled National Guard. Through the Spanish American War of 1898, the Dick Act of 1903, the National Defense Acts and two World Wars, this paper traces the wars and events that shaped and molded a modern military power. The paper also examines the political and social ramifications of establishing an extended military.
From the Paper
"Throughout American history, Americans have generally disliked a strong military. This "antimilitarism" as some historians' term it has dated back since the Revolutionary War. One prominent historian reports: "in resentment of red-coat garrisons in the colonies before the American Revolution, their presence becoming the primary cause of the Revolution." A standing army came to be depicted as a threat to individual liberties and as an oppressor of republican governments. Most people saw the military as only necessary in war, thus the general idea was that the army was praised during war but ridiculed during peacetime."
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Volunteering in the U.S. Army, 2002.
An examination of the little known program of volunteers in the U.S. army and its effectiveness.
859 words (approx. 3.4 pages), 4 sources, MLA, $ 30.95
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Abstract
This paper discusses the phenomenon of people volunteering to the U.S. forces. It examines what type of contribution they make and how successful this program is. Attitudes of the professional soldiers are also analyzed as to whether the volunteers do assist in boosting their morale.
From the Paper
"The program is little known, appreciation and awareness is a challenge that the program has been facing since its early days of presence. Another challenge that continues to counter especially with constant government decentralization is ample financial support. Over the years of adapting to evolution, the volunteering has become thoroughly self-reliant."
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Senior NCOs in the U.S. Army, 2004.
An analysis of effective methods for improving retention rates for senior non-commissioned officers in the United States Army today.
3,657 words (approx. 14.6 pages), 17 sources, MLA, $ 101.95
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Abstract
The pay grades E6 and E7 are among the most valuable and important in terms of the day-to-day operations and effectiveness of the Army, but many of their senior NCOs are opting to allow these enlistments to lapse in order to seek opportunities in the private sector. This paper examines how the U.S. Army can improve retention rates among this critical segment of its forces, followed by a summary of the research in the conclusion.
From the Paper
"The United States Army is a major branch of the United States armed forces. The Army is tasked with the important missions of preservation of peace and security and the defense of the nation, and provides the majority of the ground forces in the U.S. military organization. Today, there are three types of ?officers? in the U.S. Army: commissioned, warrant (who fill in the gap between commissioned officers and enlisted ranks) and noncommissioned (NCO) (pers. obs.)."
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U.S. Army Modernization, 2002.
An analysis of the transformation of the Army forces from the light force to the heavy forces that won the Gulf War.
1,340 words (approx. 5.4 pages), 6 sources, MLA, $ 45.95
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Abstract
This paper examines the U.S. army's changing policies with regarding their air fleet in light of changing political and military necessities. It examines the efficiency of various air crafts and discusses their advantages and disadvantages. The paper also examines latest technologies in the military field and illustrates how these contribute to the modernization policy.
From the Paper
" Army Transformation is a critical topic that is often no fully understood. Transformation of the Army is necessary to address the gap that exists between the light forces that can deploy rapidly but lack lethality and superiority, and the heavy forces that won the Gulf War, and that remain the most lethal in the world, but not rapidly deployable (Shinseki)."
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Leadership in the U.S. Army and Navy, 2004.
Examines the qualities that make leadership in these two branches of the U.S. military so successful.
1,328 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
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Abstract
From the War of Mexico through the present, the Army and the Navy have worked together seamlessly in many operations. A key attribute to the success of these operations is leadership. Both services have separate definitions and ideologies on how leadership is structured. This paper depicts some of these differences at a basic level and allows one to see how the effectiveness of these two branches is not diminutive, even with the differences in leadership. The paper includes a table of contents and a graph.
Table of Contents
Background
Leadership Defined
Functions of Naval Leadership
Navy Characteristics
Army Characteristics
Army Leadership Levels
Direct
Organizational
Strategic
Conclusion
References
From the Paper
"Cognitive ability is skill that is required be leaders so they are able to gather, incorporate, and interpret vast amounts of data. A leader needs to be able to take this information and formulate strategies, solve problems and make sound decisions. Having this ability includes being able to think multi-dimensionally or ?out of the box?. A good leader must have above average intelligence in order to incorporate all the information. In many cases, a ?book smart? leader will not be able to do this."
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