ISSN 1463-6298

AIR POWER REVIEW Volume 13 Number 2 Summer 2010

Air Power, Coercion, and ... Irregular Warfare? Lieutenant Colonel Richard Newton

Modern Airpower, Counter Insurgency and Lawrence of Arabia Group Captain Clive Blount

The RAF in Command: The Policing of Mesopotamia from the Air Captain Paul Horne

Air Power lessons from the counter insurgency operations in Malaya, Borneo and Aden Squadron Leader James Parker

Strategic Significance of the Battle of Britain Air Commodore Russ La Forte

Adding Brain to Brawn: The School of Advanced Air and Space Studies and its Impact on Air Power Thinking Dr Tamir Libel and Dr Joel Hayward

Historic Book Review Air Commodore Neville Parton

Book Reviews Air Commodore Neville Parton Group Captain Ian Shields

Viewpoint Group Captain Al Byford and Group Captain Ian Shields

Centre for Air Power Studies 69

Adding Brain to Brawn: The School of Advanced Air and Space Studies and its Impact on Air Power Thinking

By Dr Tamir Libel and Dr Joel Hayward

Especially after the Second World War, understanding air power became a high priority for military practitioners, policy-makers and theorists, with the United States leading the quest for sound ideas and concepts for most of the following five decades. In the late-1980s the United States Air Force took this issue so seriously that it established a very senior graduate school to provide critical education to officers considered likely to gain promotion into strategic posts. This article traces and assesses the development and role of the School for Advanced Air and Space Studies in order to determine why it originated and what influence, if any, it has actually had on American and other air power thinkers. The article concludes that, with its faculty and students at the heart of air power scholarship, some of their books serving as standard texts, and with students going into influential senior posts, the SAASS has lived up to and possibly exceeded the expectations of its founders. Indeed, it is hard to identify a more influential centre of excellence in air power education than the SAASS, or even at this stage to find a peer. 70

Introduction of unsupported declarations that seemed designed primarily to protect ir power has neither ended the equities of airpower.” In contrast, war nor ended civilisation, he argued, the USAF needed as Winston Churchill once A coherent and comprehensible warned it might, yet it has undeniably strategy and doctrine that would become the dominant form of military provide “substance". force and it is generally considered indispensable across the entire Welch initially tried to increase the spectrum of war. The first set of intellectual horsepower of his service grand ideas about its potential use by engaging officers at colonel rank as a tool of strategy, flowing from the in new initiatives and programmes. First World War, were speculative at Yet after arriving at a conclusion that best and later led to misapplications indirect interventions would prove during the Second World War and inadequate, and that the colonel later conflicts. Understanding air rank was probably too late, he rather power — particularly the relative boldly decided on a solution that strategic contributions of independent would, rather ambitiously, create and integrated air power — became a “agents of change”. As part of his high priority for military practitioners, intellectual enrichment strategy, he policy-makers and theorists, with the established a “school” within the United States leading the quest for Air University designed to teach sound ideas and concepts for most of critical air power thinking at the the last five decades. In the late-1980s strategic level as a logical follow-on, the United States Air Force took this for selected students, from the Air issue so seriously that it established Command and Staff College (ACSC). a very senior school to provide critical This new specialist unit, the School education to officers considered likely of Advanced Airpower Studies, to gain promotion into strategic tucked away above the Fairchild posts. This article will trace and Library (now gloriously re-titled assess the development and role of the Fairchild Information Research the School for Advanced Airpower Centre) after two previous temporary Studies (which later gained the locations, would annually enrol only edition of space as a focus) in order twenty-five majors (or even some to determine why it originated and lieutenant colonels) who possessed what influence, if any, it has actually the "talent, vision, and interest to had on American and other air pursue strategic studies". power thinkers. The idea of educating a select cadre Genesis of the most talented graduates of the Air Command and Staff Course At the end of the seemingly within a bespoke first-rate graduate- conceptually stagnant 1980s, General level, strategy-oriented air power Larry Welch, Chief of Staff of the studies programme closely matched United States Air Force, felt convinced the U.S. Army's aspirations for its that his service had lost its way in School of Advanced Military Studies terms of strategic concepts and (SAMS). The simultaneity of, and ideas and that American air power obvious similarities between, both doctrine had become “largely a group activities should not be seen as 71

intellectual theft by one service or desires public in June 1988 at a other. Similar things often develop hearing of the House Armed Services simultaneously but in conceptual Committee Military Education Panel isolation, and neither the USAF nor in response to questions from the the Army worried much about one- Honorable Ike Skelton, the AU staff upmanship during this period when slightly refocused and significantly both services, and indeed the Marine accelerated its work.2 These efforts Corps (but not yet the Navy), were led to the founding of the SAAS searching for the best ways to in 1988 with the inaugural course develop innovative and adaptive, commencing in the summer of 1991 critically minded officers who with 25 students. They graduated in could excel in the art of command June 1992.3 in contexts of ambiguity. Indeed, Welch merely commented that he Creating strategic thinkers was aware of "the difference in the The ten initial faculty members did concentration on fighting doctrine not want their new school to focus and its relationship to strategy in the on producing leaders or warriors, Army and the Air Force". but more ambitiously (and vaguely) One scholar who has researched on developing strategists. Their the establishment of the SAAS — objective differed from the convention Professor of Military Theory and in professional military education History Dr Harold Winton, a former institutions, which focused mainly Army Officer and Deputy Director on the teaching of leadership, of the Army’s SAMS before he management and planning. The joined the SAAS — feels certain faculty staff seemed less concerned that Welch acted out of a deep and by conforming to official definitions genuine conviction that the higher of strategy and the orthodox methods educational system of his air force of conveying strategic concepts. had not proven capable of developing Wanting students to feel free to the cadre of strategists that it would experiment with ideas, yet within a need to confront the challenges of discursive context that demanded the future.1 It would be wrong to logic and evidential underpinning, suggest, of course, that Welch was they introduced a comprehensive and a lone visionary; a Christopher rigorous liberal educational program Columbus of air power thinkers. that initially rested — perhaps not His views were widely shared by surprisingly given that six of the ten other educationally minded senior faculty members were historians — officers, and key personnel within on a firm foundation of historical Air University (AU) had already inquiry.4 As a consequence of this begun to weigh the possibility of unusual approach, the curriculum establishing a syllabus that would did not concentrate on the strategy constitute a “second year” to follow of airpower per se but on the art of on from the ASCS. Their aspiration utilising military power effectively as was primarily to educate future AU a component of political discourse. faculty members in military history This approach has led to some and additional relevant disciplines, supporters of air power over the yet after General Welch made his years to view the SAAS as a joint 72 professional military institution.5 excessively on historical case studies and methodologies, he argued, and Not everything taught rested needed to be broadened. He later so firmly upon history, with the recalled that the curriculum was main exceptions being courses on “virtually a history masters program” "Decision Making" and "Coercion and admitted that his efforts to create and Denial Theory" taught between greater breadth caused irritation to 1991 and 1994 by Robert Pape,6 some of the historians.12 later famous as the author of a groundbreaking and highly influential Eschewing many of Pape’s ideas analysis of air power, Bombing to Win: (which he later described as Air Power and Coercion in War.7 Pape “interesting, but not very cogent or argues that air power has proven far reasoned” 13), and believing in the more coercive, and thus strategically merits of industrial web theory (but effective, when used against fielded not of morale targeting), Meilinger forces and military objects than when recommended the inclusion of used against civilians, civilian objects two new courses: economics and or industrial targets. Not all air power technology. Air power, he believed, advocates accept Pape’s ideas and his possessed an unequalled ability to book even prompted a counterpoint achieve direct strategic effects by in the form of explicit debate in the striking critically vulnerable elements periodical Security Studies as well as within an enemy nation’s industrial a collected volume of adversarial system. This was a vastly better way papers edited by Cold War historian to use air power than to invest in close and nuclear strategist Jonathan battle, which would inevitably place Frankel.8 Few air power thinkers airmen unnecessarily in harm’s way have ever attracted such attention and as they sought to fight Clausewitzian aroused such passion. Despite Pape battle according to traditional, but not being mentioned even once by now largely redundant, ideas on war, Stephen Chiabotti is his own article combat and chivalry. on the SAAS,9 the influence of this Wanting SAAS students to understand innovative thinker on the early years economics (and economies) so that (and early students) of the SAAS they could better understand how to should not be underestimated. As conceive strategic concepts geared former SAAS professor James S. towards victory through air power, Corum recalls, Pape “got a lot of Meilinger not only introduced a people excited”.10 course on technology, doctrine and When former command pilot Colonel strategy, but actively recruited an (Dr) Phillip S. Meilinger became economist onto the faculty.14 His Dean of the institution in June 1992,11 search for the right person led him after having worked in the Doctrine to hire Lieutenant Colonel Maris Division at the Air Staff among "Buster" McCrab, a former F-16 pilot other postings, he presented his new with a doctorate in economics, and teaching team with his reflections to empower McCrab to design a new on the strengths and weakness of course on economic warfare. The the curriculum and the teaching and resulting course, which Meilinger learning philosophies. They relied later lauded for its success and 73

influence, involved students choosing virtually had a free hand with countries, analysing their economic course construction, the design of systems and designing relevant air curricula and courseware, assessment strategies to bring them to defeat. strategies and quality control. McCrab gained promotion to full Going far further than Colonel colonel while at SAAS and was Frasier Fortner, his predecessor eventually posted out.15 Meilinger as head of the SAAS, Meilinger also recruited Major Bruce DeBlois, enjoyed significant freedom in the who held a PhD in physics from recruitment, development and career the University of Oxford, in order management of faculty members. He to design and teach a course on remembers also working hard to find the relationship between warfare suitable and attractive placements (and especially aerial warfare) and for the programme's graduates and technology. As part of DeBlois’ writing the types of recommendations course the students visited Air Force that would suitably strengthen their laboratories, initially including those promotional prospects.20 Meilinger’s at the Wright-Patterson airbase in logic is eminently reasonable: Ohio and at the Kirtland airbase If you could not guarantee top in New Mexico.16 Meilinger also assignments to graduates, it would added and taught a course on the be difficult to recruit new students. I theory of air power which was would go around to ACSC, as well as in some ways comparable to the the equivalent schools at Leavenworth, course on military theory taught Quantico and Newport, and give a by Harold Winton. Recalling these briefing on SAAS in the fall of each year first years, Meilinger remembers in order to drum up support and solicit that Ken Feldman's course — which applications. It was crucial during highlighted the Allison models of those talks that I emphasized the issue organisational decision-making — of follow-on assignments. As I say, how “was also very popular, not only else could I induce the fast burners to because of its intrinsic worth, but apply for another year of school — and like Pape[’s courses], it offered a a gruelling one to boot — if the end relief from the relentless history result would only be a normal, mediocre courses.”17 Interestingly, Meilinger assignment at its conclusion? I had to later commented that, after his make the SAAS experience worthwhile — eventual departure, the historians’ practically as well as intellectually.21 dominance returned to the faculty staff, curriculum and scholarly James Corum remembers that methodology.18 James Corum sees it Meilinger’s efforts worked extremely a little differently: he argues that the well and that his successes really historians and others merely regained put the SAAS “on the map” and soon a little ground back from the air made its graduates highly sought power “true believers”.19 after by the highest echelons of the air force.22 Few educational deans seem to possess the autonomy enjoyed by the The prolific Meilinger encouraged his SAAS’s first leaders. Trusted to lead team towards excellence not only in by consensus, but largely accord to his teaching, but also in the publication of own vision and judgment, Meilinger scholarship. Their articles and other 74 small pieces flowed at an impressive independent strategic air operations rate into the pages of the USAF’s and incorporated several of the views Airpower Journal and into the CADRE popularised by the equally influential Papers published by the College of fellow American, John Warden III, Aerospace Doctrine, Research and then hailed (with some exaggeration) Education. As well as researching and as the architect of coalition air writing on their own specialist areas, power successes against Iraq in 1991. Meilinger’s colleagues published, Warden served as Commandant of with his support and urging and the Air Command and Staff College sometimes under his direction, some for three years while Meilinger was truly seminal collaborative works on Dean of the SAAS, and the latter air power. Most important of these is clear that Warden — whom he was the thorough and influential “virtually revered,” at least according anthology, The Paths of Heaven: The to Jim Corum25 — had a “significant Evolution of Airpower Theory, with its impact” on thinking across the two essays written by former or serving institutes.26 Meilinger adds that SAAS colleagues (and, impressively, SAAS students seemed more open two essays by former SAAS students, to Warden’s ideas than some faculty Fadok and Felker) with commendable members, who apparently disliked conceptual consistency.23 The book his relative lack of formal education.27 — still a standard work — does seem Corum disputes Meilinger’s to push a certain line of thinking; perception and says that the criticism that independent air campaigns of Warden by him and a few other have tended to bear greater fruit SAAS professors grew only from the than integrated campaigns, but there perceived flaws in his famous but can be no suggestion of Meilinger “formulaic” (to quote Corum) five- demanding a consensus. During rings model.28 In any event, Warden’s the first five or more years after prominence within SAAS and wider Gulf War I, most air power thinkers debates on air power remained felt tremendously positive about unchallenged throughout the 1990s, independent air power’s contribution although it has diminished markedly to coalition victory and optimistic since the commencement of the so- about its likely future successes called Global War on Terror in 2001. against other foes. During the tenure of Colonel During his time as Dean, Meilinger (Dr) Robert C. Owen, Meilinger's also published (in 1995) Ten replacement as SAAS Dean from Propositions regarding Airpower, a June 1996 to late in 1998, the focus small and widely distributed (and of the curriculum shifted more from very widely cited) book espousing strategic thought to operational what he considered to be the air planning. According to Owen, who power equivalent of principles was promoted to Dean from within of war.24 He preferred the term the faculty, the school had not “propositions” to “principles,” hoping devoted quite enough attention to it would engender debate and joint warfare at theatre (operational) discourage conformity and rigidity of level.29 He intended his revised thinking. Also very much a product curriculum to expose students to a of its time, Propositions extolled broader range of opinions, to furnish 75

them with historical examples that day of dreadful attacks in 1991, but it would strengthen their understanding did change the SAAS. Its graduates of waging warfare, and to cause them had always been in high demand for to reflect on how to apply their new key staff and command positions. Yet knowledge.30 Interestingly, Owen “the day after Sept. 11, my phone was recalled that certain Air University ringing off the hook," Lieutenant Gen Deans and members of faculty, Donald Lamontagne, Air University especially in the Air Warfare College, Commander, said in 2003.35 "People expressed loathing for the SAAS responsible for planning for this new and even tried to undermine it on kind of war wanted to know where occasions.31 Support from the highest the SAASS grads were. General echelons of the Air Force, which both Jumper, (chief of staff of the Air Meilinger and Owen recall with some Force), clearly understands the Air gratitude, gave the SAAS a degree of Force need for SAASS graduates”. top-cover and prevented excessive Actually, as Lamontagne added, the mischief. Meilinger remembers that review leading to changes at the he sometimes had more high-ranking school occurred a year earlier, and it visitors than he could easily manage.32 not only ushered in greater focus on counter-insurgency operations, but Wargames proved an important also and perhaps especially on space component in the curriculum. As power. The most telling sign that the early as Meilinger's tenure as Dean, SAAS would be different after 2002 annual SAAS wargames occurred in was that — reflecting “the growing collaboration with the Army’s and importance of space capabilities to Marine Corps’ sister institutes: the the warfighter and the need for air SAMS and the School of Advanced and space strategists” — it would Warfighting (SAW). During no longer be the SAAS, but the Meilinger’s tenure wargames took SAASS: the School of Advanced Air place at Maxwell Air Force Base’s and Space Studies.36 modern wargames centre.33 This tradition continued during Owens’ The Air Force’s desire for a reoriented tenure with a theatre-level wargame curriculum with a strengthened occurring each spring that included emphasis on equipping and students from SAMS and SAW. encouraging airmen and women to Within the latter the students received analyse ways of optimally integrating the roles they were to play from air and space power came with participants from the other services, tangible benefits for the re-titled this being done with the intention of School: renovated library facilities strengthening their joint ethos and (which provided greater space), an increasing their understanding of the increase in students to forty per year, other services’ limitations, strengths and four additional faculty members and aspirations.34 with doctoral degrees to join the ten already in the team.37 A time of change In recent years the SAASS curriculum 9/11 may not have “changed has retained characteristics inherited the world,” as many pundits from the SAAS: robust and weighty unconvincingly commented for the inter-disciplinary demands upon first few years following that grim the students and a high academic 76 standard. In 2008, for example, which answers a central question the curriculum included courses approved by the faculty after in organisational theory, quantum hearing it presented in the form of mechanics, religion, political science, a research proposal. The evidential history, psychology and information foundation of the thesis must be studies. The students were required broad and strong, its argument must to consume and debate a lot more be coherent and consistent and written information than was usually its expression must be lucid and demanded in professional military compelling. Students choose their educational institutions. During the topics in consultation with mentors year they read close to 35,000 pages and, although pressure exists within (including the 150 books they received the air force for them to research and from the institution).38 These books write on “sponsored topics” — that is, stayed with the graduates after the topics chosen by air force institutions latter had completed their studies and agencies in order to answer and constituted a contribution to their outstanding questions relating to personal military library. immediate service needs — the faculty professors (each student gets In many ways the SAAS / SAASS a direct supervisor) are most keen course resembles most other Anglo- for students to embrace topics American staff colleges, with students because of personal interest. sitting through presentations by Students find their theses time- faculty members and guest experts, consuming, frustratingly difficult attending staff rides (ten days in and exhausting, and initially express Europe or Asia) and visiting key a degree of negativity about the units and participating in or activity that gradually dissipates observing their activities (such as over time. Indeed, student surveys the Air Operations Center exercise show that five or so years after their at Hurlburt Field). Most of the courses most students had revised interactive teaching and learning their initial assessments and come to takes the form of syndicate room see their theses as the most effective discussions, which involves groups and rewarding part of their time at of up to ten students debating the SAASS.42 key issues in robust intellectual exchanges.39 Although these are These theses have become a not assessed in a traditional sense, wonderful resource for scholars, students nonetheless have to who have not only utilised sources and ideas from the best of them prepare written papers and, at while researching at the Fairchild the end of the course, offer verbal Research Information Center and the presentations under exam conditions USAF Historical Research Agency, that resemble (and at two hours but also while undertaking internet long are more rigorous than most) exploration via the Military Research university viva voces.40 Library Network portal (MERLN, Each student researches and writes accessible at http://merln.ndu.edu) a substantial (50 to 80-page41 ) thesis and even via major internet search which is based on original sources engines. For example, one of the and a humanities methodology and authors of this article (Joel Hayward) 77

has been utilising the SAASS theses Association of Colleges and Schools. for many years and even incorporated Its successful application made them into his PhD research during the the SAASS the first among the mid-1990s. Released on the internet institutions of Air University to receive for public utility according to the “fair permission to award a masterate.46 use” clauses of American copyright The United States Air Force does law, they turn up in the bibliographies not designate specific roles for the of many scholarly works on air sought-after graduates of SAASS power and have become increasingly or give them any promotional influential. A cursory trawl of the assurances. Yet most of them find internet will turn up many books their way into central command and monographs that either grew out of these theses or used them in and control roles throughout the significant ways. Noteworthy among Defense Department. In order to them is Ellwood P. Hinman IV’s The receive a SAASS graduate, agencies Politics of Coercion: Towards a Theory need to submit clearly explanatory of Coercive Airpower for Post-Cold War requests since the demand is three Conflict, which grew out of his SAASS times greater than the number of thesis and first appeared as a CADRE available graduates. Requests go Paper.43 Robert P. Givens’s Turning the to the Air Force Deputy Chief of Vertical Flank: Airpower as a Manoeuvre Staff for Operations and Plans who Force in the Theatre Campaign is another classifies and determines priorities example of a SAASS-thesis-turned- and the School Commandant, CADRE-Paper.44 Interestingly, following on from the tradition that students on graduate courses within Meilinger established, makes his own the sister services have also utilised recommendations as to where the the SAASS theses. For example, one graduates should be placed. They MA thesis undertaken by a major consider the students’ professional attending the US Army Command background, performance and and General Staff College in 2004 personal preferences. With these explicitly acknowledged that he had recommendations providing modelled the methodology within his guidance, the Air Force Personnel own MA thesis on that found within a Center remains the body that actually 47 SAASS thesis.45 finalises the placements. For the SAASS the issue of credibility During the SAASS’ first years the based on quality is vital. In pursuit of placement of its graduates apparently appropriate academic accreditation it occurred in a slightly different way. held a continuous, detailed self-study Owen reports that he received for the Department of Education, requests for placements of graduates which sent evaluation teams to the directly from three-star and four-star School a number of times. After it commanders.48 The former were able had successfully completed the to request placements for graduates evaluation process and Congress only if they were in combat roles or had authorised it to award a at Air Force Headquarters. Based Master of Arts degree the SAASS on his thoughts on students, Owen applied in 1993 to the regional compiled a list of priorities and a body of authorisation: the Southern list of candidates with the aim of 78

filling as many positions as possible star), and, among those with enough with suitable candidates. Generally seniority to reach the general-officer he allotted two graduates to three- board, almost 25% reached OF7 star Joint Force Air Component (two-star) and higher. No fewer than Commanders (JFACC) who had been eighteen graduates have reached flag involved in real combat operations, rank by 2008.51 and not more than one graduate Conclusions in response to any other requests (which he found himself unable With its faculty and students at the completely to satisfy). After he had heart of air power scholarship, some compiled what he considered ideal of their books serving as standard placement lists, he passed them to texts, and with students going into the Commander of Air University, a influential senior posts, the SAASS lieutenant general, and to the Deputy has lived up to and possibly exceeded Head of the Air Force General Staff, a the expectations of General Welch full general. and its other founders. Indeed, it is hard to identify a more influential Owen believes he was the only one of centre of excellence in air power the School's Commanders to have the education than the SAAS / SAASS, mandate to place its graduates in this or even to find a peer. The Australian fashion and he gained this authority Air Power Development Centre from the Chief of Air Staff despite probably comes closest, but it is strong opposition from the Air Force a think-tank and research centre Personnel Center.49 In the opinion rather than a school, and it is not of Stephen Chiabotti, the Deputy reasonable to compare its impressive Commandant of SAASS in 2008, too output — short courses, workshops, much attention was probably devoted conferences, papers and books — to to the first placements of graduates the transformational nature of the at the expense of the development of SAAS / SAASS curriculum. That more holistic career paths, especially would be like comparing apples as the Air Force regards the education and oranges. The Royal Air Force’s given at the School to be an important own Centre for Air Power Studies contribution to the entire career of the resembles the Australian institute officer and not to be a post-specific far more than it does the American training and educational activity.50 school, and no-one else on earth In any event, no-one can doubt that is providing a graduate-level this world-class graduate school education in air power studies with is at the forefront of professional the completeness, robustness and military education and that its inherent criticality of the USAF’s graduates, considered to be among school. King’s College London’s the Air Force’s brightest officers, new modular MA, Air Power in the ordinarily go on to posts or roles of Modern World, aspires to reach the significant influence. Compiled data qualitative bar set by the SAASS, but attests that, out of the graduates of it may be some years yet before it can the first sixteen classes, every one of match the annual enrolment level and the graduates gained promotion to strategic student placement success of OF5 (colonel) and 95% to OF6 (one- the American school. 79

Notes 17 Email from Phillip S. Meilinger to 1 For a review of professional Joel Hayward, 18 May 2010. 18 Ibid. military educational programs in 19 the USAF between 1945 and 1988, Telephone interview with James S. please see Richard L. Davis and Corum, 29 May 2010. 20 Frank P. Donnini, Professional Military Email from Phillip S. Meilinger to Education for Air Force Officers: Tamir Libel, 14 July 2008. 21 Comments and Criticisms (Montgomery, Email from Phillip S. Meilinger to Alabama: Air University Press, 1991). Joel Hayward, 19 May 2010. 22 2 Harold R. Winton, "The Creation and Telephone interview with James S. Sustainment of Advanced Warfighting Corum, 29 May 2010. 23 Institutions," in Russell Parkin, ed., Air University Press, 1997. Warfighting and Ethics: Selected Papers Meilinger deliberately had a non- from the 2003 and 2004 Rowell Seminars SAAS faculty member, Irving B (Canberra: Land Warfare Studies “Bill” Holley, write the conclusion Centre, 2005), pp. 7-51. Stephen D. precisely because he had no official Chiabotti, "A Deeper Shade of Blue: connection to SAAS and could thus The School of Advanced Air and look objectively at the set of ideas. Space Studies," Joint Force Quarterly, Email from Phillip S. Meilinger to Issue 49 (2008), pp. 73-74. Also see the Joel Hayward, 19 May 2010. 24 SAASS website: http://www.au.af.mil/ Washington, DC: Air Force History au/saass/history.asp and Museums Program, 1995. 25 3 Winton, p. 14. Telephone interview with James S. 4 Chiabotti, "A Deeper Shade of Corum, 29 May 2010. 26 Blue,” p. 74. Air Force Catalog: Academic Email from Phillip S. Meilinger to Year 1999-2000 (Maxwell Air Force Joel Hayward, 18 May 2010. 27 Base: Air University Press, June 2000), Email from Phillip S. Meilinger to pp. 87-88. Joel Hayward, 19 May 2010. 5 Chiabotti, "A Deeper Shade of 28 Telephone interview with James S. Blue,” p. 76. Corum, 29 May 2010. 6 Email from Phillip S. Meilinger to 29 Email from Robert C. Owen to Tamir Tamir Libel, 14 July 2008. Libel, 28 August 2008. 7 Cornell University Press, 1996. 30 Ibid. 8 Frank Cass, 2004. 31 Ibid. 9 Chiabotti, "A Deeper Shade of Blue”. 32 Email from Phillip S. Meilinger to 10 Email from James S. Corum to Joel Tamir Libel, 28 August 2008. Hayward, 20 May 2010. 33 Email from Phillip S. Meilinger to 11 The title of the head of school later Tamir Libel, 14 July 2008. changed from Dean to Commandant. 34 Email from Robert C. Owen to 12 Email from Phillip S. Meilinger to Tamir Libel, 28 August 2008. Joel Hayward, 18 May 2010. 35 "Strategy School changes Name, 13 Email from Phillip S. Meilinger to Expands", US Air Force Press Release, Tamir Libel, 14 July 2008. 20 February 2003, available at: 14 Ibid. http://findarticles.com/p/articles/mi_ 15 Email from Phillip S. Meilinger to prfr/is_200302/ai_2639567258/pg_2/ Joel Hayward, 24 May 2010. 36 Ibid. 16 Ibid. 37 Ibid. 80

38 Chiabotti, "A Deeper Shade of Blue,” p. 75. 39 Ibid., p. 75. 40 Air University Catalog Academic Year 2007-2008 (Maxwell Air Force Base: Air University Press, October 2007), p. 43 41 Ibid. 42 Chiabotti, "A Deeper Shade of Blue,” p. 75. Air University Catalog Academic Year 1999-2000, p. 91. 43 University Press of the Pacific, 2005. 44 Air University Press, 2002. 45 Patrick N. Ahmann, Maj USAF, “Bombing for Effect: The Best Use of Airpower in War,” A thesis presented to the Faculty of the US Army Command and General Staff College in partial fulfilment of the requirements for the degree of Master of Military Art and Science (General Studies), Fort Leavenworth, Kansas, 2004, p. 36. Found at: http://www.dtic. mil/cgi-bin/GetTRDoc?AD= ADA428549&Location=U2&doc= GetTRDoc.pdf 46 Email from Phillip S. Meilinger to Tamir Libel, 14 July 2008. 47 Chiabotti, "A Deeper Shade of Blue,” p. 76. 48 Email from Robert C. Owen to Tamir Libel, 28 August 2008. 49 Ibid. 50 Chiabotti, "A Deeper Shade of Blue,” p. 76. 51 Ibid.