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Record W88078874

THE NAVAJO CODE TALKERS

2001· article· en· W88078874 on OpenAlexaboutno aff
Adam Jevec, Lee Ann Potter

Bibliographic record

Venuenot available
Typearticle
Languageen
FieldSocial Sciences
TopicMilitary and Defense Studies
Canadian institutionsnot available
Fundersnot available
KeywordsNavajoVictoryAdversarySecrecyLawJargonSpanish Civil WarPolitical scienceComputer securitySociologyHistoryComputer sciencePolitics
DOInot available

Abstract

fetched live from OpenAlex

A SECRET WORLD WAR II MEMORANDUM MAINTAINING SECRECY, particularly during wartime, is vital to the national security of every country. Accomplishing this on the homefront during World War II was one objective of the Office of War Information. The office created propaganda posters that alerted American citizens to the presence of enemy spies and saboteurs lurking below the surface of American society. On the battlefield, maintaining military secrecy went far beyond poster campaigns because secrecy was essential for victory, and breaking enemy codes was necessary to gain the advantage and shorten the war. The ability to send and receive codes without the risk of the enemy deciphering the transmission was the most desirable end result of military secrecy. This ability, however, often required hours of encrypting and decrypting the to ensure the highest security of the message. During Word War II, the U.S. Marine Corps, in an effort to find quicker and more secure ways to send and receive code, enlisted Navajos as code talkers. Philip Johnston was the initiator of the Marine Corps' program to enlist and train Navajos as messengers. Although Johnston was not a Navajo, he grew up on a Navajo reservation as the son of a missionary and became familiar with the people and their language. Johnston was also a Word War I veteran and knew about the military's desire to send and receive messages in an unbreakable code. According to a 1970 interview with Johnston and a paper he wrote titled Indian Jargon Won Our Battles, he hit upon the idea of enlisting Navajos as signalmen early in 1942 when he read a newspaper story about the Army's use of several Native Americans during training maneuvers with an armored division in Louisiana. The article stated that the Army included Native Americans during these maneuvers on the basis of the experiences of the Canadian Army in World War I, when the Native Americans acted as signalmen against the Germans to send secure messages about shortages of supplies or ammunition. The Army's program, however, was never given the priority that the U.S. Marine Corps assigned to Johnston's idea in 1942. According to Johnston, the day after he read the article, he went to the Naval Office in Los Angeles, California, and told them the story. Believing it had possibilities, the office sent Johnston to the headquarters of the Eleventh Naval District in San Diego, which was convinced that if Johnston's idea could be accomplished, it would be a marvelous thing, and which sent Johnston on to Camp Elliot in San Diego to meet Major James E. Jones. It took Johnston some time to convince Major Jones about the potential for using a Native American code, but after Johnston spoke a few Navajo words to the baffled major, Jones decided to give Johnston's idea a trial run with actual Navajos. Within two weeks, Johnston assembled four Navajos in the Los Angeles area and arranged to meet Major Jones back at Camp Elliot on February 27, 1942, with the demonstration to occur the next day. Prior to this return to Camp Elliot, Johnston sent a preliminary report to Major Jones and Major General Clayton B. Vogel, the commanding general of the Amphibious Corps, Pacific Fleet, that explained the many reasons he believed that the Navajo offered the best possibility for recruitment as signalmen. Included in the report was a description of Johnston's own knowledge of the Navajo gained through his childhood experiences, general background information on the status of Native American tribes that gave population statistics, and a specific explanation of the potential of the Navajo language as a military code. It stressed the complexity of the Navajo language and the fact that it remained mostly `unwritten' because an alphabet or other symbols of purely native origin did not exist, with the exception of adaptations by American scholars, anthropologists, and Franciscan Fathers, who compiled a Navajo dictionary. …

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.

How this classification was reachedexpand

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)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Other · Consensus signal: none
Teacher disagreement score0.825
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

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 head0.028
GPT teacher head0.322
Teacher spread0.295 · 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

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreOther

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2001
Admission routes1
Has abstractyes

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