Naval War College

About: Naval War College is a education organization based out in Newport, Rhode Island, United States. It is known for research contribution in the topics: International law & China. The organization has 233 authors who have published 519 publications receiving 6652 citations. The organization is also known as: United States Naval War College & U.S. Naval War College.

Compellence in Counterinsurgency Warfare: The Uses of Force in Dhofar, Oman, and El Salvador

Abstract: This paper analyzes the uses of force in two successful counterinsurgency (COIN) campaigns to delineate under what conditions the use of military force serves the state’s strategic ends, and under what conditions it hinders them. The conventional wisdom prescribes the strictly limited use of force in COIN. Historically, however, successful states have used considerable force, including massive force and including the targeting of civilians. I argue that successful counterinsurgency requires using force selectively: to punish and deter, for denial, and to show resolve. Further, I sketch the conditions under which each type of force is likely to achieve state political ends, and under what conditions it is not. The cases are the British-led campaign in Dhofar, Oman, 1965-1976, and the U.S.-backed campaign in El Salvador, 1979-1992.

Gorbachevsky, Boris, Generalissimo Stalin: The Myth of Stalin as a Great Military Strategist

Abstract: A few years ago, I reviewed another translated Russian-language history of the Second World War also published by Helion: Peter Mezhiritsky’s On the Precipice: Stalin, the Red Army Leadership and t...

Accountability for International Intervention/Protection Activities

Abstract: The questions of accountability for ‘‘responsibility to protect’’ (R2P) can usefully be separated as follows: Who are the relevant stakeholders in the use of force for human protection purposes? How can the interveners/protectors be held accountable and to whom? What are their ethical obligations during the conflict as well as during the post-conflict phase? What are the moral responsibilities of human rights and humanitarian NGOs who call for the use of force in particular situations? All of these questions are vitally important and unfortunately extremely murky as the international community has struggled to find its way forward to clarify the ideals of a ‘‘responsibility to protect’’ doctrine. The international community must consider the practical application and mechanisms of such a doctrine in international affairs. Although the particular shape of these questions is somewhat novel in the recent period as the responsibility to protect doctrine has become more and more explicitly articulated and debated, in many ways the fundamental issues have been with us at least since the end of World War II. Beginning with the Genocide Convention of the then-brand-new United Nations (the Genocide Convention adopted in 1948, and entered into force in 1951), the international community launched on a path to limit state sovereignty that, in theory, permitted and required intervention into the internal affairs of sovereign states. Over time the legitimate causes for considering such intervention have expanded from their point of origin in the *Martin L. Cook is Admiral James Bond Stockdale Chair of Professional Military Ethics, United States Naval War College, Newport, RI. Email: martin.l.cook@usnwc.edu No longer holders of a discretionary right to intervene, all States are now burdened with the responsibility to take action under the doctrine of responsibility to protect . . .. [Potential interveners] . . .willingly acquired . . . a responsibility for a failure to act, a failure for which . . . they could be held accountable. Criminal Justice Ethics Vol. 29, No. 2, August 2010, 129 141

Disciplinary Dungeon Master

Abstract: This chapter provides a perspective on teaching from the Global South—Brazil, to be more precise. It describes how I ended up becoming a professor. I relied on something that was familiar to me in order to feel comfortable in class and it soon became my most noticeable characteristic as a professor. Based on active learning methodologies, I use narratives and storytelling to structure my classes as Dungeons & Dragons campaigns. It helped students to connect theory and practice and to understand complex/abstract concepts as this strategy allows me to catch student’s attention and to provide context, relevance, and meaningful connections between what they are studying and their real lives.