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Record W6927868655 · doi:10.34944/dspace/770

THE LOGISTICS OF THE UNITED STATES ARMY, 1812–1821

2018· other· en· W6927868655 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueTUScholarShare (Temple University) · 2018
Typeother
Languageen
Field
Topic
Canadian institutionsnot available
Fundersnot available
KeywordsOfficerPeacetimeEconomic shortageAdversarySpanish Civil WarPrincipal (computer security)BoomWorld War IIFirst world war

Abstract

fetched live from OpenAlex

ABSTRACT The acquisition and transportation of supplies for the U.S. Army proved to be the most intractable military problem of the War of 1812. Logistics became the bane of successive secretaries of war and field commanders, and of the soldiers who fought the British and Canadian troops, and their native allies. Historians have correctly ascribed the failure of American arms to achieve its principal war aim, the conquest of Canada, to the dysfunctional logistical and supply system. The suffering of soldiers who received subpar food and clothing, and experienced a shortage of weapons, ammunition, and fuel, moreover, are a staple of the historical literature on the war. Although this dissertation analyzes the causes and consequences of the breakdown in logistics, it also focuses on the lesser-known story of how the Corps of Quartermasters made logistics work under difficult conditions. It investigates how the military professionals within the officer corps drew lessons from their wartime travails and made common cause with reform-minded civilians in the hope of creating a better logistical system. Their combined efforts led to the postwar reform drive that gave the U.S. Army permanent supply departments, a comprehensive set of regulations, effective measures to enforce accountability, a new system for distributing food to the army, and a construction boom in military roads. Reformers also transformed the Quartermaster Corps to a greater degree than previously thought. Historians have long argued that the U.S. Army did not have a professionalized officer corps until the end of the nineteenth century. Recently, historians have considered the professional aspects of the antebellum officer corps. This dissertation argues that the origins of military professionalism can be traced back to the War of 1812. Army quartermasters, in particular, stood in the vanguard of military progress. Quartermaster General Thomas Sidney Jesup emphasized military expertise, education, and training far more than had his predecessors, and quartermasters typified the growing commitment of army officers to a lifetime of service to the nation. Jesup envisioned that his department would become an elite staff of military logisticians. He also wanted that peacetime staff to be large enough to support an army at war. He opposed the practice of appointing businessmen to fill quartermaster vacancies during a war, believing that these men did not have the basic competencies to perform their tasks well. In fact, the performance of civil appointees and career officers improved over the course of the war and a few even proposed logistical reforms that the army would later adopt. The War of 1812 not only provided the catalyst for the postwar reform of logistics and the onset of a professional ethic among quartermasters, but the process of professionalizing logistics actually began during the war. This study’s main findings draw on the private and official correspondence of army officers and secretaries of war, which reside in published government documents and manuscript collections housed in the National Archives, Library of Congress, and various universities and historical societies. Army registers, college registers, local histories, genealogies, and officers’ letters facilitated the reconstruction of quartermasters’ careers.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.001
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesMeta-epidemiology (narrow), Insufficient payload (model declined to judge)
Consensus categoriesInsufficient payload (model declined to judge)
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Other · Consensus signal: Other
Teacher disagreement score0.016
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.001
Meta-epidemiology (narrow)0.0010.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0010.004
Science and technology studies0.0010.001
Scholarly communication0.0000.000
Open science0.0030.001
Research integrity0.0010.001
Insufficient payload (model declined to judge)0.0050.004

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.037
GPT teacher head0.244
Teacher spread0.208 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Quick stats

Citations0
Published2018
Admission routes1
Has abstractyes

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