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AU-1, Air University Style and Author Guide is designed to unify their writing stylistically and to give them information about publishing with AU Press. Rapid expansion in the field of electronic media—especially the Internet—has made AU research and writing increasingly accessible. For that reason, we should assure that our efforts in these areas are sound—not only substantively but also stylistically. Based on recognized but forward-looking principles of standard English usage, the Air University Style Guide for Writers and Editors, part one of this publication, provides reliable guidance on such matters as punctuation, capitalization, abbreviation, documentation, numbers, spelling, and much more. Following the advice found there will make AU publications stylistically consistent and acceptable. Part two, the Air University Press Author Guide, contains instructions to writers who wish to have their studies considered for publication by the Air Force’s air and space power publisher....

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FOREWORD . . . . . . . . . . . . . . . . . . . . . . .v PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . vii Part 1 Air University Style Guide for Writers and Editors 1.0 Terms and Usage . . . . . . . . . . . . . . . . .3 2.0 Abbreviations . . . . . . . . . . . . . . . . . . .23 3.0 Grammar and Punctuation . . . . . . . . . .55 3.1 Grammar . . . . . . . . . . . . . . . . . . . . . .55 3.2 Punctuation . . . . . . . . . . . . . . . . . . . .61 4.0 Mechanics . . . . . . . . . . . . . . . . . . . . .75 4.1 Capitalization . . . . . . . . . . . . . . . . . . 75 4.2 Spelling and Word Formation . . . . . . . .95 4.3 Numbers . . . . . . . . . . . . . . . . . . . . . 113 4.4 Italics . . . . . . . . . . . . . . . . . . . . . . . 121 4.5 Display Dots . . . . . . . . . . . . . . . . . . .127 5.0 Documentation . . . . . . . . . . . . . . . . .129 Appendix A Note Citations . . . . . . . . . . . . . . . . . . .139 B Bibliographic Entries . . . . . . . . . . . . . . .163 C Copyright . . . . . . . . . . . . . . . . . . . . . .175 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . 181 INDEX . . . . . . . . . . . . . . . . ...

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The essays and speeches in this volume are some of Dennis Drew's best and most important. They reflect the struggle over the past 30 years to relate classical military theory to modern airpower, the difficulties of dealing with the new realities of the post–Cold War era, the struggle to understand the true nature of airpower and put it into perspective, and finally the importance of educating Airmen and raising their thinking above the tactical level....

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Caustic as well as complimentary valuations are presented here in the belief that they are ultimately beneficial to PME. If the aim of Air Force professional education is to produce capable officers, then it should be flexible enough to accommodate changes which pursue that goal. Readers of this book will discover that PME continues to serve the best interests of the Air Force because of-rather than in spite of-the steady gaze of critical eyes....

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1 CONTEXT AND BACKGROUND . . . . . . . . . . 1 Inception Phase, 1946-50 . . . . . . . . . . . . .2 Trans-and Post-Korean War Phase, 1950-57 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Post-Sputnik Phase, 1958-65 . . . . . . . . . . .5 Vietnam War Phase, 1965-74 . . . . . . . . . . . 7 Post-Vietnam War Phase, 1974-79 . . . . . . . .8 Defense Resurgence Phase, 1980-87 . . . . . 9 Summary . . . . . . . . . . . . . . . . . . . . . . . . 10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . 11 2 EVOLUTION OF PROFESSIONAL MILITARY EDUCATION DOCTRINE FOR AIR FORCE OFFICERS . . . . . . . . . . . . . . . . . . . . . . . .17 Purpose of Air Force Professional Military Education . . . . . . . . . . . . . . . . . . . . . . . . 17 Original Intent . . . . . . . . . . . . . . . . . . . . 18 Stated Purpose . . . . . . . . . . . . . . . . . . . . 20 Broad versus Specialized Education . . . . . . .21 Air University's Professional Military Education Charter . . . . . . . . . . . . . . . . . . . . . . . . . .25 Original Charter . . . . . . . . . . . . . . . . . . . .26 Informal Guidance . . . . . . . . ....

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This companion to personal professional study is intended to promote the early development of such a lifetime program and to serve as a tool to facilitate its planning and execution....

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1 THE INFANCY OF AIRPOWER. . . . . . . . . .3 2 NAVAL AVIATION . . . . . . . . . . . . . . . . . . 7 3 AIRPOWER IN WORLD WAR I . . . . . . . . . 11 4 LAYING THE INTELLECTUAL FOUNDATIONS, 1919–1931 . . . . . . . . . . . . . . . . . . . . . 15 5 AN AGE OF INNOVATION, 1931–1941 . . . . 19 6 NAVAL AVIATION BETWEEN THE WARS . . . .23 7 WORLD WAR II: THE RISE OF THE LUFTWAFFE . . . . . . . . . . . . . . . . . . . . . . 29 8 WORLD WAR II: EUROPE—THE STRATEGIC BOMBING DIMENSION . . . . . . . . . .33 9 WORLD WAR II: EUROPE—THE TACTICAL AIR CAMPAIGNS . . . . . . . . . . . . . . . 37 10 WORLD WAR II: EUROPE—NAVAL AVIATION . . . . . . . . . . . . . . . . . . . . . . . . . . 41 11 WORLD WAR II: ROYAL AIR FORCE . . . .45 12 WORLD WAR II: SOVIET AIR FORCE . . . .51 13 WORLD WAR II: THE FALL OF THE LUFTWAFFE . . . . . . . . . . . . . . . . . . . . . . 55 14 WORLD WAR II: PACIFIC—JAPANESE AIRPOWER . . . . . . . . . . . . . . . . . . . . . 61 15 WORLD WAR II: PACIFIC—THE USAAF IN THE SOUTHWEST. . . . . . . . . . . . . . . 67 16 WORLD WAR II: CENTRAL PACIFIC—NAVAL AIRPOWER . . . . . . . . . . . . . . . . . . . . . . 73 17 WORLD WAR II...

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Contents Chapter Page DISCLAIMER . . . . . . . . . . . . . . . . . . . . ii FOREWORD . . . . . . . . . . . . . . . . . . . . . v ABOUT THE AUTHOR . . . . . . . . . . . . . . . . vii PREFACE . . . . . . . . . . . . . . . . . . . . . . ix ACKNOWLEDGMENTS . . . . . . . . . . . . . . . xi 1 THE NEED FOR BETTER LISTENING . . . . . . . 1 2 FALLACIES ABOUT LISTENING . . . . . . . . . . 5 Fallacy #1: Listening Is Not My Problem! . . . . . 5 Fallacy #2: Listening and Hearing Are the Same . . . . . . . . . . . . . . . . . . . . 6 Fallacy #3: Good Readers Are Good Listeners . . . . . . . . . . . . . . . . . . . . 7 Fallacy #4: Smarter People Are Better Listeners . . . . . . . . . . . . . . . . . . . . 9 Fallacy #5: Listening Improves with Age . . . . . . . . . . . . . . . . . . . . . . . 10 Fallacy #6: Listening Skills Are Difficult to Learn . . . . . . . . . . . . . . . . . . . . . 13 3 THE PROCESS OF LISTENING . . . . . . . . . . . 15 Receiving . . . . . . . . . . . . . . . . . . . . . 16 Attending . . . . . . . . . . . . . . . . . . . . . 18 Understanding . . . . . . . . . . . . . . . . . . 20 Responding . . . . . . ...

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According to CMSgt Cari Kent, 30th Space Wing command chief, it is at basic training that Airmen learn everything they need to succeed in the Air Force.1 In recent incidents, Airmen have exhibited unacceptable actions. These range from transporting cruise missiles loaded with warheads from Minot to Barksdale AFB in 2007 and erroneously shipping nuclear-missile fuses to Taiwan in 2006, to other lesser-known infractions in the Air Force. Certainly, the remedy to such attitudes and behaviors could not be simply applying lessons learned at basic training. Or could the application of the basics taught to initial trainees have changed the course of some of these events? What do Airmen experience at basic training that leads the chief to this conclusion?...

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Air Combat Command (ACC) relies on Air Combat Maneuvering Instrumentation (ACMI) systems for air-to-air combat training and large force employment flight debrief. Although extremely effective training enhancements, these systems are enormously expensive and typically require flight over restricted airspace ranges. These factors have prevented fleetwide implementation of ACMI training on a daily basis. This study presents a summary of the development of the current and proposed family of ACMI systems and the capabilities each system provides. The Kadena Interim Training System provides a suitable case study to compare requirements of current ACMI features to the capabilities available using internal components....

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1 BACKGROUND . . . . 1 2 ACMI CONCEPTS, SOLUTIONS, AND REQUIREMENTS AND LIMITATIONS . . . . 13 3 ACMI SYSTEM DEVELOPMENT AND KADENA INTERIM TRAINING SYSTEM . . . . . 21 4 PROPOSAL FOR INTERNAL SOLUTIONS . . . . . 27 5 POTENTIAL SYSTEM COMPONENTS AND CONFIGURATION . . . . . 45 6 POTENTIAL ADVANTAGES. . . . 55 7 CONCLUSIONS. . . . 63 8 RECOMMENDATIONS . . . . . 67...

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In this paper, I seek to demonstrate that the methods of using airpower to take the fight to the enemy and protect our ground forces during small wars need not involve the most advanced aircraft available. This “low-tech” approach does not suggest using lesser technology per se but proposes a different look for the types of aircraft that can perform a specific mission and for their manner of employment—that of protecting ground forces while combating the elusive insurgent. These same aircraft can prove invaluable in training an indigenous force to take the fight forward. By looking to relatively inexpensive, off-the-shelf aircraft, the Air Force can protect its ground-based charges and cement a relationship with embattled nations by helping them help themselves....

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This paper examines the long development of precision guided bombs to show that the accuracy attained in Desert Storm was an evolution not a revolution in aerial warfare. This evolution continues and gives offensive airpower the advantage over the defense. Guided bomb development started during World War One with the “aerial torpedo”. When Desert Storm initiated in 1991 there were very few guided weapons that had not been extensively tested on training ranges and in combat. The precision demonstrated to the World during Desert Storm started evolving when airpower was first envisioned as a new dimension for conducting war, and was far from a revolution. Now, the continued development of imaging infrared, laser radar, synthetic aperture radar, and millimeter wave radar autonomous seekers further increases the flexibility, range, and effectiveness of guided bombs....

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INTRODUCTION........1 EARLY GUIDED BOMBS THROUGH WORLD WAR TWO........3 World War One........3 Post World War One........4 World War Two........5 THE KOREAN WAR........19 THE VIETNAM WAR........22 Laser Guided Bombs (LGBs)........22 Electro-optical Guided Bombs........30 THE MIDDLE EAST AND THE 1970s........32 THE 1980s AND THE LIBYA RAID........35 DESERT STORM AND THE 1990s........38 Current Development Projects........41 EPILOGUE........48...

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In this paper an Air Force ground commander and scholar, Lt Col Dave Marttala, brings to light a problem previously overlooked in popular discussion: Air Force deployment of large numbers of Airmen to augment the joint ground fight and the consequent breakage of the US war-fighting capability writ large....

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1 INTRODUCTION . . . . . . . . . . . . . . . . . . . 1 The Myth . . . . . . . . . . . . . . . . . . . . . . . . . 1 The Problem . . . . . . . . . . . . . . . . . . . . . . 2 This Paper . . . . . . . . . . . . . . . . . . . . . . . . 3 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 2 BACKGROUND . . . . . . . . . . . . . . . . . . . . .5 Genesis . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Convoy Airmen . . . . . . . . . . . . . . . . . . . . . 6 Assumptions and Expectations . . . . . . . . . . 7 In-Lieu-of Expansion . . . . . . . . . . . . . . . . . 7 Current Operations . . . . . . . . . . . . . . . . . . .7 Joint Requirements and Sourcing . . . . . . . . 8 Scope . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Training . . . . . . . . . . . . . . . . . . . . . . . . . .9 Command and Control . . . . . . . . . . . . . . . 9 Popular Criticisms . . . . . . . . . . . . . . . . . . .11 Studying the Program . . . . . . . . . . . . . . . .14 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 3 CASE STUDY: SECURITY FORCES . . . . . . .17 Description of Security Forces . . . . . ...

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The importance of close air support (CAS) has markedly increased over the last five years in Operations Enduring Freedom and Iraqi Freedom. CAS has been a heavily debated topic within the services for decades. CAS doctrine and training issues have affected aircraft procurement, interservice relationships, and the application and effectiveness of airpower on the battlefield. While much progress has been made since 2001, the services must continue to make CAS more effective. On the modern battlefield, the joint application of firepower is a reality, not a concept. It is time to “engage” the doctrinal and training challenges facing our services in order to increase the effectiveness of our aviation forces in the CAS arena....

Description Details
CAS has been a heavily debated topic within the services for decades. CAS doctrine and training issues have affected aircraft procurement, interservice relationships, and the application and effectiveness of airpower on the battlefield. While much progress has been made since 2001, the services must continue to make CAS more effective. On the modern battlefield, the joint application of firepower is a reality, not a concept. It is time to “engage” the doctrinal and training challenges facing our services in order to increase the effectiveness of our aviation forces in the CAS arena....

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The author contends that urban terrain has become the preferred battlespace of US adversaries in the early twenty-first century. This environment poses unique challenges, especially to air and space warfare. The difficulty of sorting friendlies from enemy combatants, the latter intermingled with large numbers of noncombatants in very confined spaces, creates serious dilemmas for maneuver and aviation forces. Colonel Kemper believes that this mission, though well documented, has received neither the priority nor the resources necessary to ensure operational excellence and success on the modern battlefield. Thus, he not only inquires about whether we are training like we fight, but also seeks to determine what makes aviation urban operations so complicated and unique that they require stand-alone doctrine, tactics, techniques, and procedures....

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The purpose of this paper is to determine to what extent and how the joint forces commander (JFC) should control support from space forces. To examine this issue of in-theater control of space forces more closely, this study is divided into five chapters. Following the introduction chapter 2 looks into how space forces were planned for and employed during Desert Storm. This chapter discusses who was in charge and what planning processes were used. In chapter 3 lessons and initiatives to improve planning and employment of support from space forces are discussed. Chapter 4 explores the possible need to have one individual in-theater clearly identified as being responsible for directing space forces. Centralized control, similar to air, may have beneficial effects that allow joint commanders to take better advantage of space forces’ full potential. This study concludes by offering recommendations....

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1 INTRODUCTION . . . . . 1 Notes . . . 5 2 PLANNING FOR SUPPORT FROM SPACE FORCES . . . . 7 Notes . . . 15 3 LEARNING THE LESSONS AND SOLVING THE PROBLEMS . . . . . 17 Notes . . . 25 4 CENTRALIZED CONTROL . . . . . . 29 Notes . . . 34 5 CONCLUSIONS . . . . . 37 Notes . . . 39...

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Colonel Paul “P. J.” McAneny offers an analysis focused on aircraft maintenance but applicable to the entire force and recommends cultural changes to support lasting transformation. He examines the impact of metrics on transformation and evaluates the USAF aircraft maintenance culture. He asks several questions: Can focused metrics precede cultural change? Does the aircraft maintenance community support a Red Is Good culture, in which metrics are used to illuminate problems rather than measure success or failure? If so, is the community a true learning organization that can maximize its impact through continuous process-improvement initiatives? The answers lead Colonel McAneny to recommend several Air Force–level changes to meet long-term aircraft readiness and reliability targets....

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In 1944 a young man from Nahant, Massachusetts, experienced World War II as an unsung corporal assigned to an unheralded unit near an obscure English village. Few history books recall his war. But he and his unit personified a brand of service—seldom newsworthy, often tedious, always selfless—that underpinned Allied victory. This man was my father. This research paper is his unit’s story....

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The United States continues to challenge its military forces to provide maximum capability with minimum resources. In order to meet that challenge effectively, the US must take full advantage of the synergy provided by the unified action of joint forces. Those forces are employed in a wide variety of missions that change during development and execution. Formation of the joint task force (JTF) is one of several options to organize our military forces. This thesis examines the organization,training, doctrine, and experience of joint task forces within each of the five geographically tasked unified commands. This thesis compares JTF operations in Somalia, Haiti, Panama, Northern Iraq,and Hawaii along with current unified command plans for organizing and training JTFs. This thesis concludes that US armed forces are improving their ability to train and organize JTFs effectively. Continued improvement is required because current doctrine for training joint task forces is immature and the training programs implementing the doctrine are relatively new....

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1 INTRODUCTION . . . . 1 Thesis Purpose . . . . 2 Thesis Significance . . . . 2 Background . . . . 2 Definitions and Assumptions . . . . 3 Methodology . . . . . 4 Notes . . . . . 6 2 ORGANIZATION . . . . 7 Doctrine . . . . 7 Experience . . . . 11 Analysis . . . . 20 Notes . . . . . 22 3 TRAINING . . . . . 25 Doctrine . . . . 25 Experience . . . . 27 Analysis . . . . 32 Notes . . . . . 34 4 CONCLUSIONS AND RECOMMENDATIONS . . . . 37 Conclusions . . . . 37 Recommendations . . . . 38 Future . . . . . 39...

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Nothing speaks better to the subject of effective leadership than the need to develop professionally. General Lorenz believes that leadership is tied to a continuing study of the profession, thus the need for leaders to read. He particularly advocates reading biographies of great leaders. He found that learning from other’s experiences helped keep him from wasting time reinventing the wheel. And reading, like any other leadership development, is a lifetime experience because, as he describes it, “Life is a marathon, not a 50-yard dash.”...

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In this study, we discuss five issues for change, and our recommendations provide the framework needed to produce the project’s desired end state of a measurable and sustainable expeditionary process that meets combatant commanders’ requirements across the range of military operations. The Air Force continues to support CCDR requirements around the globe. However, the stresses in today’s operating environment have revealed weaknesses in the way the Air Force presents forces and capabilities in support of CCDR needs. The challenge is to change current processes so that every deployment is not a custom-made wooden shoe....

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Executive Summary ix Introduction 1 Organize-Train-Equip 7 Force Presentation Model 15 Force Generation and Presentation 21 Training, Education, and Strategic Communication 25 Conclusion 31 Notes 32 List of Acronyms 33...

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After describing the type of visionary senior officers needed to lead the Air Force of the future, the study team recommends the identification of “high potential” officers upon selection for field-grade rank. This special designation allows the Air Force to focus education and assignment opportunities on those officers most likely to attain flag rank and senior joint billets. Subsequent recommendations are designed to provide additional leadership development opportunities for officers after they attain flag rank. These initiatives emphasize the focus we must place on developing and continuing leadership education for officers at every stage in their careers. The future strategic environment demands nothing less....

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1 Introduction 1 2 Leadership Concepts 11 3 The Deliberate Development of Air Force Officers 21 4 Recommendations 35 5 Conclusions 45