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Each of the four objectives can be applied within the military training environment. Military training often requires that soldiers achieve specific levels of performance or proficiency in each phase of training. For example, training courses impose entrance and graduation criteria, and awards are given for excellence in military performance. Frequently, training devices, training media, and training evaluators or observers also directly support the need to diagnose performance strengths and weaknesses. Training measures may be used as indices of performance, and to indicate the need for additional or remedial training.

This study aims to interrogate the nature and characteristics of military entrepreneurship among veterans of the Nigerian Armed Forces.

Through the application of case study methodology, the study gathered data that reveal some distinguishing features of veteran entrepreneurship in Nigeria.

Veterans’ military background and military training appear to have both facilitating and inhibiting effects on veteran entrepreneurship in Nigeria. The study also reveals that veteran entrepreneurship though it may have some distinguishing features, but does not differ significantly to civilian entrepreneurship. Veterans’ entrepreneurs confront the same challenges as their civilian counterparts.

The result provides valuable knowledge for academics/researchers researching success and failure factors in the veteran entrepreneurship field.

This paper considers the effects of the military organization upon the morality of the society within which that military organization exists. It initially considers Drucker’s arguments as to the end of the Prussian Army which explores the significance of the military’s role as an organization within a society. It then examines some dilemmas of military service and some of the harsher realities of military training. It concludes by considering those aspects with regard to a military reservist’s account of his 18-year service in the military reserves where he remained loyal to his military unit whilst steadfastly opposed to much of what that military was helping to secure in part by his continued service in the military reserves.

Though the voices are much less strident than in the 1960s, we still hear some very bold assertions of the computer's potential as a training aid. These often come from computer enthusiasts, psychologists speculating on the practical value of their research and, particularly more recently, from computer manufacturers looking for new markets. Fortunately for the training manager, there is now more experience of computers in action as aids to teaching and learning, evidence to help him judge these claims and decide on the computer's relevance to his own situation. However, he will frequently have to extrapolate from educational or military training applications, because there are relatively few examples of industrial or commercial uses. Even in the USA, which has led the development and use of this particular instructional technology, the bulk of the work has an educational purpose.

This study aims to explore the intrapersonal underpinnings of conflict transformation and expression during military deployment exercises.

The authors collected data just before the onset and right after the ending of a military deployment training attended by several military units that were engaged in various operational exercises. The authors evaluated positive psychological capital (PsyCap) as well as expectations of task and relationship conflict before the deployment (N = 116 participants) and the experience of task and relationship conflict as well as deployment self-efficacy evaluated just after the deployment (N = 84).

PsyCap buffers conflict transformation and expression during military deployment. Relationship conflict reduces deployment self-efficacy evaluated after the deployment.

The findings have implications for the development of personal strengths such as PsyCap and deployment self-efficacy, as well as for conflict management in military settings.

This study contributes to the literature on micro foundations of conflict emergence and explores the intrapersonal factors that impact conflict expression and transformation during military exercises.

The purpose of this paper is to examine the role of the University of New South Wales (UNSW) in the establishment of the Faculty of Military Studies (FMS) at the Royal Military College (RMC) at Duntroon between 1965 and 1968. And, in so doing, detail the academic culture and structure of the FMS at its inception in 1968.

Given the small body of literature on the subject, the chronology of events was developed primarily through archival research and interview transcripts, supplemented by correspondence and formal interviews with former academic staff of the FMS (UNSW HREAP A-12-44).

This paper reveals the motivations for, issues encountered, and means by which UNSW’s administration under Sir Philip Baxter were willing and able to work with the Army to establish the FMS. In so doing, it reveals the FMS as a “compromise institution” in which the role of UNSW and the academic staff was to deliver a professional education subordinate to the imperatives of the RMC’s socialization and military training regime.

Primary materials were restricted to archived documentation comprised of correspondence and meeting minutes as well as a limited group of witnesses – both willing and able – to provide insight into UNSW and RMC in the mid-1960s.

This paper presents an original account of the establishment of the FMS and the role of Sir Philip Baxter and the UNSW administration in pioneering the institutional forbearer of the Australian Defence Force Academy.

The aim of this article is to detail the day to day experience of the Junior Cadet component of the Australian scheme of universal military service from 1911‐31. Its focus, therefore, is on describing the administrative and practical functioning of the Junior Cadet system. It does not, for example, seek to address issues such as the social or psychological impact of the scheme or its long‐term effects on the development of education in Australia. Nor does it explore questions of how or why the system evolved as it did. Such matters have been the subject of past, and will no doubt be the focus of future research. As space precludes an in depth investigation of all aspects of the practical conduct of the Junior Cadet scheme, a number of important themes will therefore be traced that, taken together, provide a reasonably full picture of how the system functioned. Beginning with its origins, the article traces the evolution of its purpose, organisation/structure, teacher‐officer instructional staff, training activities, and the eventual dismantling of the scheme. Building on the practice of military‐styled ‘drill’ in many colonial schools prior to Federation, and embedded in the wider theory and practice of universal military service, this scheme was (and remains) a unique experiment in the history of Australian education.

I. The Gendarmerie: Historical Background The Gendarmerie is the senior unit of the French Armed Forces. It is, however, difficult to give a precise date to its creation. What can be asserted is that as early as the Eleventh Century special units existed under the sénéchal (seneschal), an official of the King's household who was entrusted with the administration of military justice and the command of the army. The seneschal's assistants were armed men known as sergents d'armes (sergeants at arms). In time, the office of the seneschal was replaced by that of the connétable (constable) who was originally the head groom of the King's stables, but who became the principal officer of the early French kings before rising to become commander‐in‐chief of the army in 1218. The connétable's second in command was the maréchal (marshal). Eventually, the number of marshals grew and they were empowered to administer justice among the soldiery and the camp followers in wartime, a task which fully absorbed them throughout the Hundred Years War (1337–1453). The corps of marshals was then known as the maréchaussée (marshalcy) and its members as sergeants and provosts. One of the provosts, Le Gallois de Fougières, was killed at Agincourt in 1415; his ashes were transferred to the national memorial to the Gendarmerie, which was erected at Versailles in 1946.