These eclectic memoirs by seventeen former Canadian ambassadors explore the challenges, both novel and routine, confronting diplomats abroad. They eschew the "great moments" in history in favour of real-life problems: designing a new embassy building, furthering aid, trade and immigration, the closing of missions, coping with war in the host country, or dealing alternately with headquarters in Ottawa and mercurial heads of government. Postings range from India, Pakistan, Bangladesh and Indochina, the UN and NATO, the Middle East and Iraq, China and Japan, Africa and the Caribbean, to Western Europe, Hungary and the former USSR. These essays lend credence and force to the view that embassies often need, or choose, to take important initiatives and that instructions from Ottawa are often adapted or reinterpreted to deal with rapidly evolving local situations. "Special Trust and Confidence" will appeal to government officials of every stripe, to students and teachers of international relations, indeed, to any reader of "worldly" bent.
In 1950, when he commissioned the first edition of The Armed Forces Officer, Secretary of Defense George C. Marshall told its author, S.L.A. Marshall, that "American military officers, of whatever service, should share common ground ethically and morally." In this new edition, the authors methodically explore that common ground, reflecting on the basics of the Profession of Arms, and the officer's special place and distinctive obligations within that profession and especially to the Constitution.
This is an examination and an analysis of the systems of recruitment, selection, education and training for junior officers in the British Armed Forces. It is a study based around four core institutions: The Royal Military Academy, Sandhurst, The Britannia Royal Naval College, Dartmouth, the Department of Initial Officer Training, Royal Air Force College, Cranwell and the Officers Training Wing, Commando Training Centre, Royal Marines, Lympstone. The conclusions reveal the enduring dilemmas involved in the preparation of officer aspirants for entry to the British military profession.
As the man who was at the heart of the Iran-Contra affair, Bud McFarlane is in a position to say what really went on as events unfolded. Here he tells the truth about this historic episode, reveals the nature of the characters involved--including Oliver North and Ronald Reagan--and discusses the tensions within the Reagan administration that affected so much of what was done over the course of the Reagan years.
The U.S. military invests heavily in time and resources to train its officers to be leaders in the broadest sense – forming them not only in military art and science (strategy, tactics, command, etc.), but also in humanistic knowledge, character, and values, as well as how to apply this education on a lightning-fast battlefield or within an inertially slow bureaucracy. The military develops its leaders, at the service academies and in ROTC programs, through very specific but also broad and deep education – a way of thinking that also has wide application in the civilian world, not only in various professional fields that need leaders and thinkers, but also among military history enthusiasts who want to understand how officers have thought across time and among American citizens who want – and, really, need – to understand how our military leaders think, how they advise presidents, how they lead on the battlefield. In a genre-busting book that spans Stackpole’s two longstanding military programs – reference and history – Reed Bonadonna describes how officers think, how they ought to think, how they develop their skills, and how they can improve these skills, as well as how average civilians and citizens can learn from the example of military officers and their program of education. Bonadonna draws from military history, from military arts and science, from literature and science and more, to show how officers develop their critical-thinking and problem-solving skills. A military officer is often called upon to be not only fighter and leader, but also negotiator, organizer, planner and preparer, teacher, writer, scientist, and advisor, and needs broad learning. This is a deeply learned and insightful book, one that cites Lincoln, Grant, Patton, Eisenhower, Marshall, and Churchill as easily as Sun Tzu and Clausewitz, not to mention Homer, Plato, Joseph Conrad, Henry James, Wilfred Owen, Robert Graves, George Orwell, Ludwig Wittgenstein, Joseph Heller, Phil Klay, and even Jane Austen. The book is descriptive as well as prescriptive and should find eager readers inside the military (where officers take seriously their professional education and their professional reading lists) as well as outside, where many look to the military, to military reading lists, and to military history, to glean lessons for life and work.
The Noncommissioned Officer and Petty Officer BACKBONE of the Armed Forces. Introduction The Backbone of the Armed Forces To be a member of the United States Armed Forces--to wear the uniform of the Nation and the stripes, chevrons, or anchors of the military Services--is to continue a legacy of service, honor, and patriotism that transcends generations. Answering the call to serve is to join the long line of selfless patriots who make up the Profession of Arms. This profession does not belong solely to the United States. It stretches across borders and time to encompass a culture of service, expertise, and, in most cases, patriotism. Today, the Nation's young men and women voluntarily take an oath to support and defend the Constitution of the United States and fall into formation with other proud and determined individuals who have answered the call to defend freedom. This splendid legacy, forged in crisis and enriched during times of peace, is deeply rooted in a time-tested warrior ethos. It is inspired by the notion of contributing to something larger, deeper, and more profound than one's own self. Notice: This is a printed Paperback version of the "The Noncommissioned Officer and Petty Officer BACKBONE of the Armed Forces". Full version, All Chapters included. This publication is available (Electronic version) in the official website of the National Defense University (NDU). This document is properly formatted and printed as a perfect sized copy 6x9".
The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts.
Marine Corps Warfighting Publication MCWP 6-10 (Formerly MCWP 6-11) Leading Marines 2 May 2016 The act of leading Marines is a sacred responsibility and a rewarding experience. This publication describes a leadership philosophy that speaks to who we are as Marines. It is about the relationship between the leader and the led. It is also about the bond between all Marines that is formed in the common forge of selfless service and shared hardships. It's in this forge where Marines are hardened like steel, and the undefinable spirit that forms the character of our Corps is born. It draws from shared experiences, hardships, and challenges in training and combat. Leading Marines is not meant to be read passively; as you read this publication, think about the material. You should reflect on, discuss, and apply the concepts presented in this publication. Furthermore, it is the responsibility of leaders at all levels to mentor and develop the next generation of Marine leaders.
