United States Army Command and General Staff College

The development of the information security doctrine in the Russian Federation has been underway since the first decade of this century. Currently, the doctrine is applied both at the governmental level and as an instrument for applying military power. From the National Security Doctrine, through the Military Doctrine and analyzing the applications carried out, the article presents how the Russian Federation governs its actions based on the theory of Reflexive Control (RC). Since the theory involves the Russian understanding of information, technical data, cognitive content and "information resources" are understood as technological and human. In this context, Strategic Communication (Public Relations, Public Diplomacy and Information Security Systems) has been the tool for applying the doctrine for a specific purpose. Here we describe the interaction of the RC with the Gerasimov Doctrine, the activities of Information Warfare, with the use of non-military measures, the use of Cyber Warfare, social media and contrasting it with "Controlled Chaos", all with the aim of ensuring Russian development and the social well-being of its population.

The performance of the Israeli 143d Reserve Armored Division in the 1973 Arab-Israeli War, also known as the Yom Kippur War, provides a compelling example of a combined arms force that recovered from initially devastating losses to enable a complicated, if high-risk, counteroffensive across the Suez Canal to seize strategic initiative and end the war on favorable terms. This achievement, which can be examined through the operational tenets of agility, convergence, endurance, and depth, holds insights for modern militaries as gap-crossing operations remain a central requirement for Joint forces to achieve offensive success in major campaigns.

Purpose of ReviewIndividuals with a history of traumatic brain injury (TBI) are at a much greater risk for developing cardiovascular disease (CVD) compared to the general population. This review discusses dietary patterns as a means of addressing modifiable risk factors following TBI exposure. Evidence-based resources for practicing Physiatrists and Brain Injury Medicine specialists pertaining to nutrition education and counseling are also provided.Recent FindingsWe examined Mediterranean, Dietary Approaches to Stop Hypertension, plant-based, ketogenic, and intermittent fasting dietary patterns through publications of clinical trials and systematic reviews. While many reviews had significant positive findings, some were limited by generalizability.SummaryWhile there is extensive literature on the immediate nutrition goals in the inpatient setting following an acute TBI exposure, there is limited literature discussing the nature of diet and nutrition in the post-acute setting. Fortunately, most individuals with TBI exposure survive their initial injury and continue into the recovery phase. The scientific literature supports increased morbidity and mortality with chronic TBI exposure compared to matched counterparts, most notably with CVD. A diet rich in fiber and nutrients but limited in added sugars, saturated fats, and excess calories would likely have the greatest cardiovascular and related neurologic protection. Future studies are needed to assess the specific impact of dietary interventions in the chronic phase of brain injury recovery.

The information environment is a critical battlefield for modern nation-states. The U.S. Army has a graduate-level education system that can provide its future leaders an opportunity to understand the role of information in helping secure U.S. national security objectives. This paper will describe efforts to update and expand the curricula at the Army’s two post-graduate education programs for its officers: The Army War College (AWC) and Command & General Staff College (CGSC). Core curricula in both schools offer instruction on Army forces available to operate in the information environment. In both schools, electives are an opportunity for students to delve deeper into various details of information. Challenges remain to institutionalizing the importance of the information environment within the US Army.

Abstract Thousands of Ethiopians served with the irregular forces which fought alongside the British Empire in East Africa. According to some sources, they were more of a hindrance than a help. To others they were the critical factor that led to the liberation of the country. Understanding what the Ethiopian irregular forces did and whether they were effective is critical for the historiography of the East Africa campaign. If they were as widespread and effective as some sources suggest, then any study of the campaign which neglects them is not only incomplete, but also inaccurate. This article explores the activities of the Ethiopian irregulars and evaluates their effectiveness. By doing so, it not only provides an important historiographic intervention for other studies, but through its use of interviews conducted with Ethiopian veterans it helps to restore the lost voices and experiences of the Ethiopians themselves to the historical narrative.

Objective: Memory complaints are the most common form of cognitive limitation reported by military service members, but prior research suggests that posttraumatic stress symptoms (PTSS) may account for the link between subjective cognitive complaints and objective cognitive performance. The mechanisms underlying this relationship are largely unknown, including whether the finding applies to memory complaints and performance, which clinical dimensions are involved, and how the association varies when memory complaints are non-credible. Method: Using a sample of 196 US military service members, the present study aims to address these gaps by modeling the relationship between objective memory performance and plausible/implausible subjective memory complaints, then evaluating how the association is influenced by PTSS and clinical traits commonly found within PTSS (e.g. depression, anxiety, and somatic concerns). Results: Overall memory complaints were associated with immediate and delayed recall, but both associations were fully mediated by PTSS (95% CI −0.14, −0.01; 95% CI −0.14, −0.02, respectively). Implausible memory complaints, however, were inconsistently linked to memory performance, and no PTSS mediation was observed. Of the clinical traits, only depression moderated the impact of PTSS, specifically by influencing the link between PTSS and overall memory complaints (β = −0.02, SE = 0.004, p < .001). Conclusions: These results corroborate the importance of assessment for PTSS and depression in service members who report subjective memory complaints and highlight how targeted intervention for these conditions may play a key role in the management of memory complaints.

Abstract This chapter looks at the political, strategic, operational, and social dynamics of the war in Missouri in 1861. It describes and analyzes the events, personalities, and forces that led Brig. Gen. Nathaniel Lyon and his allies in Missouri to drive the pro-Southern government of Claiborne Fox Jackson from power, then considers the subsequent tenure in command of Maj. Gen. John C. Frémont and his efforts to deal with the aftermath of Jackson’s expulsion from Jefferson City, as well as the battlefield setbacks Union forces suffered at Wilson’s Creek and Lexington. All of this is considered in the context of the political, cultural, and social dynamics of a state that looked both south and west in defining its identity and considers how 1861 contributed to a reshaping of that identity.

In War of the Shadows: Codebreakers, Spies, and the Secret Struggle to Drive the Nazis from the Middle East, Gershom Gorenberg exploits his expertise as a journalist and historical writer to offer ...

Students in online classes may have difficulty or believe they cannot develop a rapport with fellow students. There is significant research that indicates that this rapport greatly increases the student?s success in a class. Students can easily build rapport in an in-person classroom and often the instructor is not involved. However, in the online classroom, the problem becomes how do students build this rapport when they only see each other in a virtual space in the classroom to help increase their learning and course success. The article presents several strategies for faculty to provide students to help them build student-to-student rapport within an online adult learning course.