Capt. Christopher Apollo Teves was a Philippine Army Officer who died on September 25, 2002 heading a military operation in Tangkataan Islet of Sulu, Jolo in Mindanao. He was only 33 years old. The situations around his death continue to be a mystery to his household. The officials in command apparently knew it was a suicidal mission.We are not truly specific on how, who or what killed Capt. Teves. But he had his frustrations in the military. He was decided to retire following completing the ten-year compulsory service, becoming a graduate of the Philippine Military Academy. He could not stand the “technique” and he wanted to leave before he loses all his ideals. The corruption in the Military — in numerous forms — led numerous higher officials to abuse their power and the young officers turn into the sacrificial lambs. What ever the circumstances may have been, the truth remains that Capt. Teves lost his life in action, heroically fulfilling his duty as a military officer just the way he wanted. And this is his story.
Matthias Corvinus, also called Matthias I (Hungarian: Hunyadi Mátyás, Croatian: Matija Korvin, Romanian: Matia Corvin, Slovak: Matej Korvín, Czech: Matyáš Korvín 23 February 1443 – 6 April 1490), was King of Hungary and Croatia from 1458 to 1490. Soon after conducting numerous military campaigns, he was elected King of Bohemia in 1469 and adopted the title Duke of Austria in 1487. He was the son of John Hunyadi, Regent of Hungary, who died in 1456. In 1457, Matthias was imprisoned along with his older brother, Ladislaus Hunyadi, on the orders of King Ladislaus V of Hungary. Ladislaus Hunyadi was executed, causing a rebellion that forced King Ladislaus to flee Hungary. Soon after the King died unexpectedly, Matthias’s uncle Michael Szilágyi persuaded the Estates to unanimously proclaim Matthias king on 24 January 1458. He started his rule beneath his uncle’s guardianship, but he took effective manage of government within two weeks.
As king, Matthias waged wars against the Czech mercenaries who dominated Upper Hungary (today components of Slovakia and Northern Hungary) and against Frederick III, Holy Roman Emperor, who claimed Hungary for himself. In this period, the Ottoman Empire conquered Serbia and Bosnia, terminating the zone of buffer states along the southern frontiers of the Kingdom of Hungary. Matthias signed a peace treaty with Frederick III in 1463, acknowledging the Emperor’s correct to style himself King of Hungary. The Emperor returned the Holy Crown of Hungary with which Matthias was crowned on 29 April 1464. In this year, Matthias invaded the territories that had lately been occupied by the Ottomans and seized fortresses in Bosnia. He quickly realized he could anticipate no substantial help from the Christian powers and gave up his anti-Ottoman policy.
Matthias introduced new taxes and regularly collected extraordinary taxes. These measures brought on a rebellion in Transylvania in 1467, but he subdued the rebels. The subsequent year, Matthias declared war on George of Poděbrady, the Hussite King of Bohemia, and conquered Moravia, Silesia, and Lausitz, but he could not occupy Bohemia suitable. The Catholic Estates proclaimed him King of Bohemia on three May 1469, but the Hussite lords refused to yield to him even soon after the death of George of Poděbrady in 1471. As an alternative, they elected Vladislaus Jagiellon, the eldest son of Casimir IV of Poland. A group of Hungarian prelates and lords presented the throne to Vladislaus’s younger brother Casimir, but Matthias overcame their rebellion. Obtaining routed the united troops of Casimir IV and Vladislaus at Breslau in Silesia (now Wrocław in Poland) in late 1474, Matthias turned against the Ottomans, who had devastated the eastern components of Hungary. He sent reinforcements to Stephen the Wonderful, Prince of Moldavia, enabling Stephen to repel a series of Ottoman invasions in the late 1470s. In 1476, Matthias besieged and seized Šabac, an critical Ottoman border fort. He concluded a peace treaty with Vladislaus Jagiellon in 1478, confirming the division of the Lands of the Bohemian Crown in between them. Matthias waged a war against Emperor Frederick and occupied Decrease Austria in between 1482 and 1487.
Matthias established a specialist army (the Black Army of Hungary), reformed the administration of justice, decreased the energy of the barons, and promoted the careers of talented folks chosen for their skills rather than their social statuses. Matthias patronized art and science his royal library, the Bibliotheca Corviniana, was one particular of the largest collections of books in Europe. With his patronage, Hungary became the first nation to embrace the Renaissance from Italy. As Matthias the Just, the monarch who wandered amongst his subjects in disguise, he remains a popular hero of Hungarian folk tales.
By Dimitris Graffin on 2017-01-28 12:33:43
I have some opinions on the topic of Army Common Officers education and selection. I am interested in how we enhance the capability of Army colleges to help life long learning in our student officers (and faculty). I argue that our college should be as versatile as the organizations we are telling these officers they will have to develop and lead when they leave our creating.
Marshall fired a ton of old guys prior to WW2 who were optimized for their peacetime positions based on their experiences and the nature of the pre-war environment. The discontinuity that was WW2, in Marshall’s judgment, needed a bold shift in selection criteria for GO. It is a young man’s game? But is there a substitute for the years of practical encounter and intuition honed by the career paths of GOs prior to their promotion? Doesn’t the prime leader have to go through all those formative experiences to create the skill sets essential for the thorniest problems? Maybe, if you believe that we are seeking for leadership to be contained inside a single node inside the network organization.
But if you believe we are in a globe of complicated adaptive systems, filled with wicked problems, then the probability goes to zero you can have anticipated all the needs the GO leader have to have in spot prior to the challenge emerging. You would tend to prefer selection systems that reward the type of attitude toward understanding and creating that Jim Greer describes above, exactly where perfect GOs candidates have a record of modelling the way of life of life long learning and creating organizations. Particularly if you think that the options for or management of wicked troubles are to be discovered in speedily framing problems and assembling the right team from the network of resources to satisfy the challenge.
In that sort of organization you would anticipate to see officer students inside Army schools taking on more duty for their own education, specifically these attending colleges that aim for graduate level education and in search of to leverage the insights and possible of soldiers fresh from the cauldron. You would expect to see a broad diversity of topics, approaches, approaches and reflections, a flexibility towards finding out that models the kinds of open and inquiring attitudes we say the future battlefield will demand. You would expect risk to be taken within schools, rather than say, an strategy of standardized curriculum, strategies and assessments that aim to certify functionality against an established, seductively time-tested checklist.
within CGSC, for instance: do we “give students voice” to shape their private finding out atmosphere? Are our students speaking their minds or are they waiting for permission to speak? If they are not speaking is it since they are certain about the probable outcome of their feedback? How considerably authority do they have to steer their own studying course? We see stats from student feedback in curriculum meetings but there are no students present when we make essential decisions, and our curriculum meetings are not assessed on quality and functionality like we do for each lesson, block, and graded student solution. Are students happy with the payoff of giving feedback for themselves? Or is it actually indirect, weak “feed forward”?
Are our classrooms and understanding environments genuinely a network of learning organizations or are we a set of isolated, compartmentalized homogenized regular components made to teach the identical issues in normally the same way against a single consensus view of what’s required for the subsequent ten years of service?
If you’d argue that we cannot teach everything the officers will need to know in the subsequent 10 years I’d agree, and then ask if we are helping jointly develop the environment that promotes lifelong understanding, delivering the infrastructure to assistance it by means of reachback and the potential to adapt swiftly to emerging educational needs in whatever scope and size is required for the next surprise, rather than attempting to get the curriculum “appropriate and stable, when and for all”.
The Romans had tribunes of the individuals to directly represent the individuals, with true authority to act in genuine time on their behalf. Do our officers have an equivalent voice to take on real duty for their education?
Could our college routinely solicit the educational demands of our newly arriving officers in August, do a wants assessment and generate curriculum for understanding inquiries that satisfied most of the expressed “needs to know” within three months? We couldn’t if you believed that every single new piece of curriculum would have to be exhaustively researched, vetted and synthesized and approved for mass consumption before the very first day of class, and we couldn’t if you believed every new piece of curriculum have to meet the standard of “each and every MAJ for the subsequent 10 years needs to know”. And but that’s the type of organizational flexibility and adaptability we are asking them to create in their units upon graduation. College, teach thyself?
Chapters 25 and 27 of “The Future of the Army Profession” (2nd ed) are scholarly therapies of these problems
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