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Admiral Harvey’s Question, Writ Large

by Administrator on Feb.08, 2010, under History

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In his blog at Fleet Forces Command, Admiral J. C. Harvey has presented us with the question that dominates the American military during times of shrinking budgets and uncertain policies.  Though framed in the context of Fleet Forces Command, the question he asks is germane to units at all levels of command, across the entire of DoD as a whole.  The question, identifying the difference between taking risks and lowering standards, drives perhaps the majority of concerns expressed in forums like this one.   And in the first decade of the 21st Century, there is added complication.

The simple answer to the question is that risk is (theoretically) a calculation between potential gain and possible loss.  The assumption of risk is thought of as an informed decision, for which at least some mitigation is possible.  A lowering of standards, on the other hand, has a potentially much wider and more permanent impact on capability.  Lowering of standards, of course, involves risk, but the amount of risk becomes increasingly unclear as levels of proficiency decline and acceptable errors rise.  This is true in business and industry, true in medicine, and holds true in military matters.

When both resources (including manpower) and proficiency decline, maintenance of standards becomes increasingly difficult.  At some point, standards cannot be maintained.  Industry and medicine have sophisticated metrics for tracking the second-order and third order trends that indicate performance.  In the military, despite some limited ability to do so (though false metrics are legion, especially in trying to evaluate combat units), there are two distinct characteristics of today’s military organizations that render the danger of such a decline in standards considerably more likely.

The first is the ingrained mentality of the “can do” attitude.  This attitude is absolutely essential in order to be a successful leader at any level in the armed forces.  It is what carries units past what they thought they could do, and wins fights that would otherwise be lost.  “Do more with less” is a logical offshoot of that.  Such has always been the case in a high-quality military force, and will likely remain so.  But it is not without its very real dangers, like anything else, when taken to extreme or when mixed with less desirable traits.

The second characteristic is that of a creeping, sometimes paralytic indecisiveness, manifested in the decreasing ability to prioritize.  This characteristic is not only unnecessary and undesirable in a military commander, but is often a fatal flaw.  But it is there in growing measure.  The reason for such, unfortunately, is not due to any particular personal trait.  If it were, that person could be removed, relieved, or reassigned.  No, sadly, the phenomenon has its roots in an increasing institutional aversion to risk.  It is not the risk of failure that oftentimes causes commanders to shudder, though how that is defined has morphed, but rather the risk of CRITICISM.   The leader who never makes a decision can never be criticized for making a bad decision.  It is, in today’s environment of micro-examination and second guessing, a survival mechanism of sorts, perhaps even a seemingly reasonable one.  Problem is, indecisiveness is the one drawback that is unacceptable for a military leader.  (Do SOMETHING, Lieutenant!!!!)  When time or the enemy make a decision for you, the result is never good and often catastrophic.  The enemy is more than happy to seize the initiative, and it is usually hell getting it back.

And here is where the two seemingly opposite characteristics meet.  The danger of the “can do” attitude I alluded to above is that, of course, there will come a time when “can do” will cease to be a response to even a cursory examination of capabilities.  The commander or unit cannot do.  Has no chance to do.  The commander simply lacks the very minimum of resources to accomplish the mission.  Yet, the likelihood of honestly saying so is usually low.  Failure will be the result, which in the profession of arms is counted in terms of dead and wounded.   The importance of a command climate where commanders can talk to seniors honestly and willingly in such matters without fear of retribution cannot be overstated.  The mission still may be assigned, but the risks become known, might possibly be mitigated, and the chances for success improved substantially.

The Clinton Administration’s shrunken budgets in the wake of Aspin’s Bottom Up Review (BUR) resulted in a hollow force.  The table of organization for a particular kind of unit is arrived at using a great deal of calculation based on mission and equipment density.   However, in Second MarDiv anyway, even deploying units never carried a full T/O.  The “authorized manning level” was a euphemism for a manpower shortage of between fifteen and twenty percent.   Have that, and “you have what you are supposed to have”.   But of course, you don’t.   Reality was that you were somewhat shy of that “authorized manning level”, usually about 90% of that budget-driven shortage.   Almost universally, there was a full table of equipment (T/E) to care for.  Yet, to submit major end items, especially weapons such as howitzers, into long-term preservation because of a lack of manpower, was highly frowned upon.   To do so was not displaying a “can do” attitude, and leaving a command open for criticism.  However, I would submit that an artillery battery that has 24 cannoneers on its roster to operate and maintain six guns when the T/O calls for 66, has gone well past the line of “taking risk”, and began “lowering standards” especially regarding maintenance, long ago.

I will relate a quick anecdote regarding vehicle maintenance, and express here my admiration for both of the participants in the conversation.  While in II SRIG, I was checking on some of my unit’s trucks that were in the maintenance shop, when the SRIG CO happened by.   A calm, intelligent, even-keeled man, the Colonel came over to where I was talking with the Maintenance Officer.  He observed the Marines working, and the overall impression of the shop.  To my surprise, the Colonel asked the MO (a CWO3), “How thoroughly is scheduled preventative maintenance being done on these trucks?”  It was a question that was not asked arbitrarily.

To my greater surprise, the CWO3 answered, “Colonel, you are lucky if most of these trucks get a half-assed look over”.   The Colonel did not react, (I tried not to), but instead calmly asked why that was.  “Because I have three qualified mechanics, and I am supposed to have seventeen.  These guys are working 14-16 hours a day just to repair normal maintenance issues”.  The Colonel simply said “Gotcha, thanks for the info”, and continued his walk-through.   Mechanics became a priority for that unit in short order.   The Colonel inspected what he expected, and being a leader, made sure his Marines had the tools and people to do the job.  I know for a fact that he did not win any promotion points in the conversation he had with the CG.   But had we needed to go to war, and almost did, to Kosovo, we would have gone with well-maintained and combat-capable vehicles.  This, the Colonel has said, was HIS priority.

I use the example of my experience, but, as folks in Fleet Forces Command likely know, the same situation applies to ships’ crews, and aircraft maintenance, and just about every other manpower-intensive occupation, including intelligence analysis.   Also, I relate that because we are facing similar budget, end-item, maintenance, and most importantly, manpower shortfalls to what we lived through in the 1990s (and 1970s, and 1950s, and 1930s…).   The same tale can be woven with regards to training opportunities when operational tempo is so high.  People simply do not have the time to learn and master those skills and that knowledge that maintains an acceptable standard.    Standards are lowered, the quality of the training drops off, even more risk is assumed, and lives and missions are endangered.  US 20th Century military history is replete with examples from both world wars and Korea.

There is another curious effect that the melding of “can do” and “everything has priority” yields.   That effect is the “zero-defect mentality” that we all swear to eradicate, but in reality perpetuate and sometimes strengthen.  Nothing must go wrong, as we often expect our charges to start out perfect and improve from there.  Not possible, and too often we define success not as mission accomplishment, but as nothing that got anyone in trouble.  Problem is, it isn’t really and truly a zero-defect mentality any longer.  There is another element to the mix.  Commands are willing to accept sometimes serious mistakes, defects, shortcomings in competence, poor judgment, insufficient tactical acumen, any number of things.  But there are certain of a category of transgressions that will render an otherwise competent, even outstanding leader, a dead-ender.  Say or do something offensive, raise a little hell on liberty, demonstrate the sometimes rougher side of a warrior ethos, and you will find yourself outside the circle.

Political correctness, driven by absolute intolerance of whatever is the socially unacceptable and egregious offense du jour, has blurred the focus of what types of leaders we need.  While giving lip service to excellence and professionalism, in actuality we inculcate mediocrity.  Aggressiveness, decisiveness, an uncompromising drive to succeed, the traits that have always been a part of a successful commander, are not nurtured but fact become career liabilities, when there is a patently false yardstick (political correctness) by which leaders are measured.   The ability to lead, to say what is meant, clearly and forcefully, has disappeared in a cloud of doublespeak and politically acceptable euphemisms.  That very situation impresses not at all the very people we are intending to lead.  They possess, and always have, that all-seeing eye for sincerity.

The tragedy of Fort Hood followed what was a maddening trail of criminal negligence on the part of Major Hasan’s seniors.  Why?  Political correctness in the form of diversity.  Major Hasan, being a Muslim, belongs to a minority group about which the US Army (and likely other services) has become overly sensitive not to be perceived as persecuting.  There was a blurring of duty and responsibility by the serving of two mutually exclusive agendas.  With Major Hasan, at Walter Reed, and then at Fort Hood, the push for diversity collided head-on with a professional obligation to evaluate an officer’s fitness for service.  In each of a dozen collisions, the politically correct but militarily meaningless objective of diversity won out.    The shameful USNA Color Guard incident bears the same origins.  The perception that the remarks of both the Commandant of Midshipmen and Superintendent of the Naval Academy remain somewhat less than truthful still strongly and understandably persists.

On the field of battle, three US Navy SEALS stand accused of crimes that by any objective understanding of the true nature of war anyone would find absurd.  Regardless of the outcome, the damage that such a situation has on the confidence that juniors have for their leaders is immeasurable.   The incident also amplifies an already prevalent impression that senior military leaders care more about promotion and position than they do about the men doing the fighting and bleeding.  It is getting harder to disagree with that impression.

Politically-driven agendas such as the goal of “diversity” driven so stridently by Admiral Roughead, and parroted rather shamefully by General Casey after Fort Hood, need to disappear.  Warriors, and not lawyers, need to fight wars.  This idea may seem unrealistic, a bit like a tilt at windmills. But what is required for this to be so is a display of moral courage from senior commanders (and some politicians) to do what is right.  I doubt that such a display takes any more courage than a Lance Corporal must summon in order to advance into the enemy’s fire, nor any more than a Corpsman must have to retrieve him from that fire should he be hit.

Admiral Harvey has his work cut out for him.  One can only wish him the best of luck, and admire him for the task he is taking on.   The question of the difference between “taking risks” and lowering standards is one that must be answered across the entire of the Armed Services.  A commander must balance optimism with realism, and focus first and exclusively on one end.  Train and prepare to fight and win our nation’s wars.  The equipment, the training, the manning, the command climate, all should be driven toward that end.  Everything else, no matter how important and well-intentioned it seems to us at this moment, is illusory.

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Chinese Announce Successful Missile Intercept Test

by Administrator on Feb.02, 2010, under History

From China today comes news today of a successful missile intercept test:

“BEIJING (AP) — China announced that its military intercepted a missile in mid-flight Monday in a test of new technology that comes amid heightened tensions over Taiwan and increased willingness by the Asian giant to show off its advanced military capabilities. The official Xinhua News Agency reported late Monday that ”ground-based midcourse missile interception technology” was tested within Chinese territory. ”The test has achieved the expected objective,” the three-sentence report said. ”The test is defensive in nature and is not targeted at any country.” Monday’s report follows repeated complaints in recent days by Beijing over the sale by the U.S. of weaponry to Taiwan, including PAC-3 air defense missiles. These sales are driven by threats from China to use force to bring the island under its control, backed up by an estimated 1,300 Chinese ballistic missiles positioned along the Taiwan Strait.”

Of course China doesn’t do anything without some express purpose, and to that end we would note that today is the 3rd anniversary of the infamous ASAT test, conducted on 11 January 2007. Infamous, because of the on-orbit debris field it generated and near universal condemnation it engendered. So find ourselves three years later and coincident with that date and the announcement by the US of plans to go ahead with the sale of PAC-3 batteries to Taiwan as a (small) partial counter to the hundreds of SRBMs China has deployed.

Interesting times, eh?

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CAPT Roy P. Gee, USN-Ret: Midway Veteran

by Administrator on Jan.26, 2010, under History

VB-8From the Midway Roundtable comes word that another veteran of that battle has folded his wings.  CAPT Roy Gee, USN-Ret. who flew from USS Hornet (CV 8 ) with Bombing EIGHT quietly passed on 28 Dec 2009.  Details of his life may be found at the Roundtable’s site.  Also there is a first person account of Midway:

Suddenly, “Pilots Man Your Planes” was announced.  We all wished each other good luck as we left the ready room for the climb to the flight deck and our SBDs.  (And by the way, climbing up and down the ship ladders many times a day will get you in great physical condition!  Carriers didn’t have escalators in those days.)

I met my R/G, Radioman First Class Canfield at our assigned SBD and went over our mission and recognition charts with him.  I don’t know which particular aircraft (side number) we flew that day—my only record of that went down with the Hornet at the Battle of Santa Cruz.

After completing an inspection of the aircraft and its bomb, Canfield and I climbed into the cockpits.   As I sat there waiting for the signal to start engines, I suddenly got the same feeling of apprehension and butterflies in the stomach that I got before the start of competition in high school and collegiate athletics. The butterflies left after takeoff as I focused on navigating and flying formation.  Our two squadrons (VB-8 and VS-8) rendezvoused in two close-knit, stepped-down formations on each side of CHAG’s section, which consisted of CHAG and VS-8 wingman ENS Ben Tappman and VB-8 wingman ENS Clayton Fisher.  CHAG’s section was flying above and somewhat separated from VB-8/VS-8 and was escorted by 10 VF-8 F4Fs. As we proceeded to climb to 19,000 ft, we soon lost visual contact with VT-8.  We were maintaining absolute radio silence and were on oxygen, and our engines were on high blower.  I eased my fuel mixture control back to a leaner blend in order to conserve fuel as we leveled out at 19,000 feet and proceeded on our assigned course.Read the rest here.

Rest in peace CAPT Gee with the thanks of those who honor your courage and action on that fateful day when so much hung in the balance.

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CCJO and Joint Maritime Operations

by Administrator on Jan.23, 2010, under History

080211-N-3925A-004The following contribution from Captain Victor Addison, OPNAV N51 Advanced Concepts, comes as a response to the discussions on Information Dissemination regarding the Capstone Concept for Joint Operations (CCJO) Version 3.0 in the context of Cooperative Strategy for 21st Century Seapower.

Captain Addison began the conversation with his analysis of the CCJO and the Navy with his January 2010 Proceedings article You Can’t Always Give What You Want available to Naval Institute subscribers.

I appreciate the spirited discussion on CCJO led by Galrahn and Prof. Rubel (also here, here, here, and here).  To clarify two things about my article, I’d like to point out the following: 1) My intent was to examine Navy support to joint force objectives in our expected operating environment (as defined by the NDS, CCJO and JOE) and consider issues related to readiness, training, and ops. With the exception of highlighting the virtues of multimission ships, I am not advancing any particular force structure argument. 2) My reference to sea control as being part of our particular service dialect means that this is a fundamental capability (often referred to in varying degrees as maritime superiority, supremacy, or dominance) that the joint force needs the Navy to provide. JFCOM’s stated intent in providing a capstone concept is that service concepts can be developed to complement it.  This is why we don’t see a discussion of sea control in the CCJO.

The extensive review of joint force “activities” by Galrahn highlights a potential point for consideration in the next CCJO rev.  Much of the recent effort to assess our strategy in Afghanistan could be distilled down to questions like: “what are our goals?” and “what kind of war are we fighting?” These are not simple questions. Defining the four basic categories of joint force activities as combat, security, engagement, and relief and reconstruction might be technically correct, but this approach leaves a lot to the imagination–particularly since combat is the only activity that is the exclusive purview of DoD as the supported agency. Perhaps CCJO could be a sort of “Rosetta Stone” to translate grand strategy into joint operations by discussing broad categories of “joint force objectives” such as:

  • DEFEATING adversaries (state, state-sponsored, international etc.)
  • SUPPORTING allied/friendly governments and populations
  • DEFENDING the homeland
  • SECURING the global commons and ungoverned spaces

Without objectives, activities (the joint force “toolbox”) lack purpose and have no defined end state.  For example, “engagement” sounds like a worthwhile activity, but we need to associate this activity with an objective to calibrate our efforts and assess results.

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If The Mount Vernon Ladies Association Can Do It, So Can The Navy

by Administrator on Jan.19, 2010, under History

Military History Buffs recently scoped out Mt. Vernon on a cold, windy day. We had not visited the site in more than 25 years when we were given a tour of the house on a school field trip. By intention, the house hasn’t changed much and, to their credit, the Mount Vernon Ladies Association convinced the federal government to purchase land across the Potomac from Mt. Vernon in order to preserve the historic view. (Imagine how disconcerting it would be to tour this meticulously preserved 18th century house and then have your historic frame of mind jarred by 21st century, cookie cutter housing developments just across the river from the back yard!) The historic interpreters do a formidable job of telling you what colonial life was like and what kind of plantation owner George Washington was. You learn about how he liked to work at his desk, where he slept, how he treated his slaves and how close he was to Mrs. Washington. And you learn all of this through artifacts. Which is nice. But it tells you little about the leadership trajectory of General Washington, the challenges he faced as the Revolution leader and the legendary accomplishments he achieved in that War and as our nation’s first president.

Then, we walked into the new Visitors Center and were blown away. Not only is the building well integrated into the landscape of the grounds, but it achieves what artifacts and the house never could. We slowly walked through the path of the exhibit (we didn’t want to miss anything!) that guides you through the life of George Washington and, through images, sounds, interactive touch screens, and surround-sound videos, we really became acquainted with the man, the General and the President. We got to know him intimately – at various ages and stages in his life. We experienced George Washington. We look forward to going back in the spring and the summer to explore the distillery, walk the grounds and to go through the exhibit again! And what is amazing to us is that this museum and historic house has been funded by several generations of determined women (the Mount Vernon Ladies Association) who underwrote the entire project with private dollars!

So, why can’t the Navy do this? We’ve been to Pensacola – hats off to that facility and organization that has made the National Museum of Naval Aviation publicly accessible and a true educational experience, taking advantage of the latest in museum technology and best practices. The Air Force has a great museum in Dayton. We can’t say enough about the inspirational and educational new Marine Corps Museum in Quantico. And we hope that the new Army museum will be first rate, although its planned location in Belvoir is problematic. But, what about the Navy? Aside from Pensacola, why can’t the rest of the Navy museums get into the 21st century? They need to have fewer glass exhibit cases, musty uniforms and inoperable cannons. They need to have more exhibits like the ones in Pensacola and the USS Midway museum that give visitors of all ages a taste of the Navy experience – both past and present. Let visitors actually feel what it was like on a submarine with no air conditioning in World War II. Challenge people to explore a swift boat and give them a view of what the Navy crew might have seen along the banks of the Mekong Delta. Give kids a chance to really feel how hard it is to train to be a Navy SEAL. That’s what will give visitors an understanding and an appreciation for the Navy.

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Of Fire, Ice and Guts: 3 January 1944

by Administrator on Jan.14, 2010, under History

USS Turner DD 648

USS Turner DD 648 (April 1943)

0600L Aboard the Gleaves-class destroyer USS Turner (DD 648) the crew is either moving to breakfast or to stations in preparation for a 0700 underway time for the Brooklyn Navy Yards for a scheduled refit and repair period. Laid down in November 1942 and commissioned in April 1943, she is the second ship to bear the name of War of 1812 hero Captain Daniel Turner. With LCDR Henry Wygant commanding, she participated in three wartime convoys, engaging a probable German sub on the third:

On the night of 23 October, Turner was acting as an advance ASW escort for the convoy when she picked up an unidentified surface contact on her SG radar. At 19:43, about 11 minutes after the initial radar contact, Turner’s lookouts made visual contact with what proved to be a German submarine running on the surface, decks awash, at about 500 yards distance.

Almost simultaneously, Turner came hard left and opened fire with her 5-inch, 40-millimeter, and 20-millimeter guns. During the next few seconds, the destroyer scored one 5-inch hit on the U-boat’s conning tower as well as several 40-millimeter and 20-millimeter hits there and elsewhere. The submarine began to dive immediately and deprived Turner of any opportunity to ram her. However, while the U-boat made her dive, Turner began a depth-charge attack. She fired two charges from her port K-gun battery, and both appeared to hit the water just above the submerged U-boat.

Then, as the destroyer swung around above the U-boat, Turner rolled a single depth charge off her stern. Soon after the three depth charges exploded, Turner crewmen heard a fourth explosion, the shock from which caused the destroyer to lose power to her SG and FD radars, to the main battery, and to her sound gear. It took her at least 15 minutes to restore power entirely.Meanwhile, she began a search for evidence to corroborate a sinking or regain contact with the target.

At about 20:17, she picked up another contact on the SG radar – located about 1,600 yards off the port beam. Turner came left and headed toward the contact. Not long thereafter, her bridge watch sighted an object lying low in the water. Those witnesses definitely identified the object as a submarine which appeared to be sinking by the stern. Unfortunately, Turner had to break contact with the object in order to avoid a collision with another of the convoy’s escorts.

By the time she was able to resume her search, the object had disappeared. Turner and Sturtevant (DE-239) remained in the area and conducted further searches for the submarine or for proof of her sinking but failed in both instances. All that can be said is that probably the destroyer heavily damaged an enemy submarine and may have sunk her. No conclusive evidence exists to support the latter conclusion.

On the 24th, the two escorts rejoined the convoy, and the crossing continued peacefully. When the convoy divided itself into two segments according to destination on 4 November, Turner took station as one of the escorts for the Norfolk-bound portion. Two days later, she saw her charges safely into port and then departed to return to New York where she arrived on 7 November.

Now returning from that escort duty she has anchored off Ambrose Light, four miles southeast of Rockaway Point, Long Island. A strong wind has been blowing since the late afternoon of the 2nd with moderate snow, wrapping everything in white and muffling all sound.

USS Turner exploding

USS Turner exploding

Without warning an explosion rips the main deck open, tossing the 5″ main mounts about like so many toys. The same blast takes out the mainmast and forward deckhouse and with it, the CO and most of the officers. Below decks is bedlam as fires rage and sailors struggle to rescue the injured and prevent the fires from reaching the ammo storage.

Across the bay at Coast Guard Station Sandy Hook, Coxsain Williams on lookout duty catches sight of the explosion through the snow-dimmed haze and sounds the general alarm. A 83 ft sub-chaser and 77 ft launch set off immediately for the scene and on arrival, the sub-chaser pushes its bow athwart the Turner, lashing itself to the burning destroyer to take aboard the wounded and burned. Sizing up the extent of the damage, the cutter’s skipper concerned about the possibility of another explosion orders the crew of Turner to abandon ship. In short order, 137 crew members are taken aboard and headed back when a second, more powerful explosion rips apart the Turner. The blast is so powerful it is felt up and down the New York and New Jersey coastline for over 30 miles, shattering windows nearby.

But the day’s heroics are far from over.

Many of the injured from the Turner had suffered grievous burns and were taken to the hospital at Sandy Hook, New Jersey. Hundreds of quarts of plasma and whole blood are required but not on hand at the hospital. The intense blizzard prevented ground and ship transport – and all airfields were closed. All was not lost though as a revolutionary new mode of transport was about to get its first, real world test as a life saver at the hands of a visionary, CDR Frank Erickson, USCG.

CDR Frank Erickson, USCG Sikorsky HSN

An early and vocal proponent of the helicopter’s potential, especially in a life-saving role since 1942, CDR Erickson was singularly responsible for setting up the first helicopter training school in 1943 at nearby Floyd Bennet Field in New York. Now on this snowy, hellish day he would face the challenge of his life to bring life-saving supplies to the survivors of the Turner. And in the process, prove the worth of the helicopter.

The Sikorsky HNS that he would use that day was a frail collection of steel tubing and fabric – nothing like the robust rotary-wing craft that fly off our decks today. A mere forty-eight feet in length and powered by a 180 hp engine, the HNS had a max speed of 75 knots in wind free conditions. The conditions today, as he hung up the phonecall from 3rd Naval District HQ were anything but that. We’ll let the Helicopter History site pick up the narrative from here:

Erickson flying the Navy new HNS (Sikorsky R-4) , Buno 46445, with Ens. Walter Bolton as co-pilot struggled with the controls fighting the gusting winds tearing through the corridors of downtown Manhattan. The dark blue colored craft was but a shadow in the swirling snow. Visibility was so low, Erickson observed, “We practically had to ‘feel’ our way around the ships anchored in Gravesend Bay. He battled the roiling snow-turbid winds in a steep approach over pilings along the shoreline to a landing in Battery Park. Bolton, just qualified as a helicopter pilot three days before, reluctantly left the aircraft to allow for the weight of two cases of plasma strapped to the landing floats. Erickson noted the “only way to get out was to back out. His forward passage was blocked; he could not take-off normally, forward into the wind.

Sitting in the helicopter’s pilot seat parked next to the Barge Office on New York’s waterfront, Erickson, with his left hand, rolled the hand-grip throttle. Gradually he raised the collective lever coordinating the twisting motions of his left hand and rising arm, watching closely that engine RPMs did not drop below 2150 or surge past 2250. The Warner R-550-3 Super Scarab engine provided him 200 horse power maximum. Erickson’s hands, arms, and feet moved in an uncoordinated cacophony of motion. Anticipating needed rotor blade pitch for balance, he moved the cyclic stick with his right hand. Simultaneously, with deftness, but gently, he alternated foot pressure gradually applying left rudder pressure to counteract the torque, keeping the nose pointing straight ahead into the park. This strange seated dance of the helicopter pilot was a reaction to the irregular rhythm beat of the sudden and variable wind gusts pummeling the frail fabric and steel-tube structure. Steadily, he kept the shaking helicopter in place and level as it struggled to rise into battering winds.

Igor ’s nightmare, bouncing on its sausage like floats, suddenly leaping, rose vertically. Slowly, still climbing, it backed over the pilings before finally spinning around to the right and heading downwind. Paradoxically, this maligned craft started it first mission flying backwards. It was an appropriate entry into history for the helicopter. According to Erickson the “weather conditions were such that this flight could not have been made in any other type of aircraft. But for a helicopter, it was simple. So Erickson, with confidence in the helicopter, announced to the public that the flight was routine for the helicopter. The casualness of his comments did not escape the press. The New York Times, in an editorial dated January 6, 1944, echoed :

It was indeed routine for the strange rotary-winged machine which Igor Sikorsky has brought to practical flight, but it shows in striking fashion how the helicopter can make use of tiny landing areas in conditions of visibility which make other types of flying impossible.

No official reason was ever given for the root cause of the explosion. Initial speculation was bad ammunition but later theories centered on a possible U-boat attack based on a history of prior attacks in the general area. What is known is that on a snowy day from hell, a small piece of the war came to the New York/New Jersey shoreline and there was no shortage of guts, determination, seamanship, airmanship or bravery found wanting that day.

UPDATE: The culprit identified (h/t to reader Theodore) – the source of the loss of the Turner most likely was a MOUSETRAP ASW weapon that misfired. Not to be confused with HEDGEHOG which was deployed on the larger ships, MOUSETRAP was developed to take the place of Hedgehog for smaller ships such as patrol craft which could not withstand the recoil forces generated by that weapon. An 85 lbs. (39 kg) warhead was originally fitted, but this was too heavy to man-handle in rough seas. The warhead was changed to the lighter one of the Hedgehog, which had the added benefit of simplifying logistics. The mountings were usually fitted in pairs and could not be compensated for rolling. Not considered to be as effective as Hedgehog, but did give those smaller ships an ahead-firing weapon. The Mark 22 version was a MOUSETRAP projector similar to the Mark 20, but with eight rails, organized as four over four. Fired a pattern of about 80 yards wide (73 m) at a range of about 300 yards (274 m). 100 of these weapons were in service by November 1942. In addition to smaller craft, twelve Benson (DD-421) class and Gleaves (DD-423) class destroyers were each fitted with three of these projectors on the forecastle forward of the first 5″/38 (12.7 cm) mount. One of these destroyers, USS Turner DD-648, blew up and sank off Ambrose Light (Lower New York Bay) on 3 January 1944. The loss was attributed to MOUSETRAP projectiles with faulty contact fuzes.

Turner's survivors Salvaged bow of the Turner (March 1944)

First published here.

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We Need To Talk

by Administrator on Jan.12, 2010, under Coach

David FinneyEverything starts with a conversation and so the quality of that conversation determines everything. Small Talk is fairly instinctive, but Big Talk requires something different: the right mindset and a strategy. Let’s put aside small talk and focus on the big conversations that can change life direction.

There are many barriers to effective communication; sometimes it’s hard to pass the ‘ACID’ test which places 4 obstacles in between the communicator and a great conversation:

Apathy – easier to defer/avoid
Convenience – choosing email or text
Interference – pride, fear, anger, hurt, embarrassment, depression, intimidation, stress
Distraction – workload, pressure, online communities, television, radio, newspapers etc

ACID burns through the fabric of essential communication and prevents us from having vital conversations. When there is conflict or uncertainty, leadership in communication is simply making the first move, knowing that future events can be designed or influenced just by having the right conversation. Initiating a great conversation is sometimes a 3-stage process:

1. Recognising the potential positive impact of having the conversation v the risks of not having it
2. Passing the ACID test
3. Defining the essence of the issue and preparing for the conversation

Preparation can be a complex process depending on the nature of the issue; developing an ‘inner coach’ is useful. What is my intention here? How do I want to come across? What if he says this? What is she does that? What key questions might they have? What might their motives be? Communicating with clarity and respect is a good starting point and ensuring that nothing important is left unsaid.

There are probably 6 broad reasons why we start a big conversation:

1. To produce ideas that will lead to solutions
2. To make the peace, find harmony
3. To release emotions / give vent
4. To seek help / collaboration
5. To impart information
6. To gain information

Once the conversation has started we open ourselves up to unlimited possibility and are also vulnerable to two risk areas: a) misunderstanding; one of the main causes of conflict during a conversation and b) rash response; arguably the single most damaging factor in personal and professional relationships.

Let’s first take a look at misunderstanding and the ambiguity of some phrases:

The Fiat Panda used to be very popular with English car buyers
Please get back to me quickly
Would appreciate an immediate response
I want us to improve our sales approach
This business needs to be successful
If it’s ok with you this has to be sent to the client in 5 minutes
It is what it is
Reserved staff only

Are the cars English or is it the buyers?
What is ‘quickly’?
What is ‘immediate’?
‘Us’ or you?
What is ‘successful’?
What if it is not ok with you?
Does that mean we should do nothing?
Where do the extroverted staff park?

The combination and order of musical notes determines the strength of a melody. The combination and order of words determines the strength of the message in terms of its clarity and impact. We each operate like a Human Dictionary. A word enters our consciousness and we begin the process of defining it, interpreting its meaning before proceeding to provide an internal and/or external response. This in itself is an intriguing process although do we always leave ourselves enough time to do it properly?

As for rash response, over-reaction is a popular pastime amongst colleagues and couples. Viktor Frankl’s legacy to humankind was to teach us to recognise and manage the gap between stimulus and response – a philosophy so powerful that Steven Covey turned it into his first habit in the best selling ‘7 Habits of Highly Successful People’. Frankl set us a great challenge as the gap often disappears when we feel criticised or offended.

Great conversations provide fuel for communities, create deep connections and lead to the achievement of goals. In times of challenge, conflict or change everything can be achieved through the energy of conversation.

Further Information

David Finney is the managing director of The Energy of Conversation Ltd, a company dedicated to learning & improvement and providers of corporate & personal coaching. Visit www.TheEnergyofConversation.co.uk or contact DavidFinney@TheEnergyofConversation.co.uk

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Book review: Illustrated Guide to Home Chemistry Experiments: All Lab, No Lecture

by Administrator on Dec.28, 2009, under Science

Warning: This book might be dangerous. It has the capacity to make the reader think.

When I was a kid growing up in India, it was some sort of dream of mine to have my own little secret chemistry lab. There were all these stories in books about kids having their secret dens in their basement, where they made fascinating discoveries or invented cool compounds. Except there were two small problems; we didn’t have a basement (or too many extra rooms) and, more importantly, there was no such thing as a “home chemistry set” to be found in any store in India. So it was with absolute wonder that I imagined every smart or curious kid in the US to be working away into the night in his or her own little lab.

Of course, I learnt that it wasn’t really true. But it certainly was true that at least till the eighties many, many kids in the States got a home chemistry set as a Christmas or birthday present sometime in their lives. And many of them had the time of their lives creating colorful solutions, horrible stinks or flashing explosions, even as they learnt the scientific method and gained a love for chemistry. Somehow, this love for “do-it-yourself” science died in the US in more recent times. Perhaps it was because companies became too worried about liability issues that could come from some kid getting injured. Perhaps it was because the state became a big nanny, and people live in constant fear about the next potential chemical weapons attack. Perhaps because of this it became harder to get chemicals. Or perhaps it was because of all these reasons and more. Anyway, the concept of home chemistry kits was slowly lost, and that sadly might have killed the potential scientist in many a kid.

But it looks like there have remained some die hard enthusiasts of home chemistry experiments, and Robert Thomson, the author of the “Illustrated Guide to Home Chemistry Experiments: All Lab, No Lecture” must be amongst the foremost enthusiasts of those. In writing this book, he has thought through every little detail to help anyone, from a high school student to the adult diehard, in establishing a complete, very effective home chemistry lab.

In a world where everything comes in a nicely over-wrapped package, Thomson doesn’t expect you to rely on any kit. On the contrary, he points out how most of the kits out in the market presently have been dumbed down to ridiculous proportions, and also avoid selling any chemical that could be slightly toxic or dangerous (which pretty much leaves only salt and sugar to sell). The book starts with the very basics; the equipment you need, the space you’ll need, and the source for chemicals, and goes through seventeen comprehensive chapters of chemistry. There are simple chapters on making and separating solutions, chapters covering important chemistry basics like redox reactions or acid-base reactions, chapters on chemical stoichiometry and then electro and photochemistry, qualitative and quantitative analysis and finally even a pure fun chapter on forensic chemistry. In all of these chapters, Thomson has been very meticulous in explaining basic chemistry concepts (using simple definitions and very effective examples), providing details on the equipment, and finally, some excellent experimental details. The first chapter draws you right into the book, as Thomson explains how he became interested in home chemistry. He describes how to convert anything, from a kitchen to a garage, into a suitably safe and convenient chemistry lab. And then he provides plenty of information on obtaining equipment and reagents that are surprisingly extremely cheap. I was very surprised not just at how many chemicals I could get at the local pharmacy or hardware store, but at how pure many of them were. Many of them were an order of magnitude cheaper than the stuff my own lab buys from Fisher and Sigma-Aldrich, but just about as pure. Perhaps I should tell our lab manager to get our stuff from the retail market. Home chemistry can be very effective and very cheap. And he also makes sure to tell you how you can get stuff that is safe, and will not get you into trouble with paranoid agents. Importantly, Thomson tells you how to avoid serious trouble by avoiding any discussion of making stuff that could blow up (which is a little bit of a pity, since some of the most fun science experiments start or end with a pop and some nasty smells sure to amuse kids).

Thomson also is very clear in telling you how easy it is to hurt yourself (or someone else) by not taking the right precautions at home, and then goes on to tell you the precautions you should take for a safe working environment. Home science is a serious pursuit, but while you have to be careful, you can and should have fun doing it. Thomson remembers that throughout the book. I was particularly pleased with his emphasis on good book keeping, and the importance of a record notebook. Without carefully recording experimental detail and results, science quickly deteriorates from reproducibility and substance to entertaining but irreproducible anecdote.

This book is almost a must have for a high school chemistry enthusiast (any AP Chemistry major), but will work just as well for any kid with a love for experiments, or the adult who has time for a hobby and a passion for science. There’s a lot of learning to be had by doing experiments yourself. This is a book that should be whole-heartedly recommended, and is something I hope many high school chemistry teachers will adopt enthusiastically in their classes. It is also my dearest hope that this book reaches India, and at least some school teachers there get their hand on it. It is a book that can actually make you think.

If you are one of those closet home chemists, this is the book for you. Go get it. Meanwhile, I’m off to observe some copper turning turquoise blue due to oxidation.

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Graduate junction

by Administrator on Nov.26, 2009, under Science

I recently found out about yet another “social network”, with a difference. For all the readers of this blog who might be graduate students or post docs, here’s a new resource for you.

The graduate junction is a networking resource for early stage researchers, who might be doing their masters, Ph.D. or post doctoral research work in Mount Doom (or whatever else you call your research group). It seems to be a nice, focused resource, with sharing of resources,a good discussion forum, indexing by category of your research, a database of conferences around the world, useful resources (particularly useful writing resources), some fun (a crossword), and much more.

If you are a young researcher still working on your thesis or a postdoctoral fellowship, you might find this useful. It is still work in evolution, but I think it does serve a specific need, and there aren’t too many resources for young researchers out there. So go check it out.

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More problem prepositions arriving…

by Administrator on Oct.05, 2009, under English

Question from Cathy in Canada:

Can we say I arrive to work at 9 o’clock or do we need to use “at”? Also can we say I was late to class or do we need to use “in”? Thank you.

Answer:

Hi Cathy, thanks for your question. The worst thing about prepositions is that there are no nice simple rules to let you know how to use them with certain words. Your question, Cathy, demonstrates this. In most cases you just have to learn the prepositions that go with certain words. Let’s look at your two verbs : to arrive and to be late.

Arrive‘ can be followed by several prepositions depending on what is following, look at these:

  • I arrived for work in the morning. (arrive + for where ‘work’ is a task or job to undertake)
  • I arrived at work in the morning. (arrive + at where ‘work’ is a place)
  • I arrived in time to see her. (arrive + in time where there is a temporal aspect)

So, in terms of your first question, I would say that you can use ‘for‘ or ‘at‘ depending on what sense you want to give ‘work’ (a place or a task).

Your second question with ‘to be late‘ is a bit different as I don’t think either of your options is correct.

  • I was late for class.

is the correct usage … late for something.

Hope that’s helped!

Prepositions with arrive and late

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