Suchergebnisse

A) Motivation und Problemstellung Der Computer ist heute eines der wichtigsten Hilfsmittel beim Entwurf und der Entwicklung von Fahrzeugen. Zunächst wurde er von Konstrukteuren für das Computer Aided Design (CAD) von virtuellen Fahrzeugmodellen eingesetzt. Inzwischen ist er in vielen anderen Bereichen der Fahrzeugentwicklung unentbehrlich geworden: der Entwicklungszyklus von Automobilen ist durch die Computer-gestützte numerische Simulation substanziell verkürzt worden. An virtuellen Prototypen gewonnene Ergebnisse können zunächst optimiert und anschließend am realen Prototypen validiert werden. Untersuchungen der Fahrdynamik, des Crash-Verhaltens, der Innenraumakustik und der Außenhautumströmung sind nur einige Anwendungsfelder, in denen Computer-basierte Technologien zur Senkung der Entwicklungskosten beitragen. Nach den Vorgaben aus dem Design wird ein Konstruktionsmodell erstellt; die erzeugten CAD-Daten beschreiben die Fahrzeugkomponenten anhand parametrischer Flächen und zusätzlicher Materialinformationen. Um die Daten in numerischen Simulationen verwenden zu können, müssen die Flächenbeschreibungen zunächst diskretisiert werden. Für die Strukturmechaniksimulation wird das CAD-Modell daher in ein Finite-Element-Modell umgewandelt, das dann zum größten Teil aus drei- und viereckigen Schalenelementen besteht. Das Finite-Element-Modell wird in einem Vorverarbeitungsschritt aufbereitet und mit zusätzlichen Daten ergänzt, bevor es dem Simulationsprogramm als Eingabedaten übergeben wird. Nach der meist sehr zeitintensiven Simulation, die für Gesamtfahrzeugmodelle mehrere Tage in Anspruch nehmen kann, liegen als Ergebnis große Datenmengen vor. Diese können aufgrund ihres Umfangs und ihrer Komplexität nur mit ausgereiften Visualisierungswerkzeugen ausgewertet werden. Die Erkenntnisse aus der Simulationsanalyse fließen an den Konstrukteur zurück. So schließt sich der Zyklus, der den virtuellen Prototypen solange iterativ verbessert, bis alle Zielgrößen erreicht werden. Bereits Anfang der achtziger Jahre wurden Strukturanalysen mit Hilfe numerischer Simulation anhand einfacher Balkenmodelle durchgeführt. Die Modellkomplexität geht mit der Leistungssteigerung der Hardware und der Weiterentwicklung der Simulationssoftware einher: die Modellgröße hat sich seitdem alle drei Jahre mehr als verdoppelt. Der Notwendigkeit, dem Entwicklungsingenieur entsprechende Visualisierungswerkzeuge zur Verfügung zu stellen, wurde bisher von den Herstellern der Simulationssoftware mit eigenen Lösungen begegnet. Anfangs entstanden einfache Darstellungsanwendungen, die das Fahrzeug als Gittermodell zeichneten, ohne einen räumlichen Eindruck zu vermitteln; die Applikationen wurden weiterentwickelt, entsprechen jedoch heute in der Regel nicht mehr dem, was im Bereich der Softwareentwicklung und vor allem der Visualisierung Stand der Technik ist. Der Fortschritt durch wissenschaftliche Forschung in der Computergraphik und die Weiterentwicklung der Hardware, insbesondere der Graphiksubsysteme, lässt die Lücke zwischen dem, was in der Visualisierung möglich ist, und dem, was in kommerziellen Produkten zur Datenanalyse angeboten wird, immer größer klaffen. Zudem ist die Wissenschaft im Bereich der angewandten Informatik stets bemüht, Einsatzgebiete zu identifizieren, in denen neu entwickelte Methoden evaluiert und verbessert werden können. Eine enge Zusammenarbeit zwischen Ingenieuren und Wissenschaftlern erscheint daher als sehr vielversprechend und zwingend notwendig. Die vorliegende Arbeit ist im Rahmen einer engen Kooperation mit der Berechnungsabteilung der BMW-Gruppe entstanden. Sie hat zum Ziel, den bestehenden Fahrzeugentwicklungsprozess im Umfeld der Strukturmechaniksimulation zu analysieren und durch Adaption neuer Methoden der Computergraphik aus anderen Bereichen sowie durch Entwicklung neuer Visualisierungstechniken und Interaktionsmechanismen zu beschleunigen. Eine Evaluation der eingesetzten Konzepte soll anhand einer prototypischen Applikation vorgenommen werden. Bisher wurde in der Visualisierung im Bereich der Strukturmechaniksimulation auf Basis von vierseitigen Schalenelementen nur wenig geforscht. Für die Analyse von Crash-Simulationsergebnissen müssen große, zeitabhängige Datensätze effizient verarbeitet werden. Dabei soll die Netzstruktur des Finite-Element-Modells erhalten bleiben, ohne dass dabei auf hohe Interaktionsraten verzichtet werden muss. Eine schnelle Datenaufbereitung spielt dabei eine ebenso wichtige Rolle, wie die Navigation durch das virtuelle dreidimensionale Fahrzeugmodell mit Hilfe der an einem Standardarbeitsplatz vorhandenen Eingabegeräte. Die Weiterentwicklung der Simulationscodes hat es ermöglicht, Teilstrukturen mit Randbedingungen zu versehen, so dass nun Berechnungen an Teilmodellen vorgenommen werden können. In der Karosserieberechnung werden anstatt homogen vernetzter Gesamtmodelle seitdem unabhängig voneinander vernetzte Bauteile zu virtuellen Fahrzeugmodellen zusammengesetzt. Der Netzanschluss benachbarter Bauteile wird nun nicht mehr über das aufwändige Abgleichen und Nutzen gemeinsamer Randknoten hergestellt; stattdessen überlappen die Bauteilnetze in Flanschbereichen, wo sie durch neu entwickelte Verbindungselemente aneinander gebunden werden. Dies hat unter anderem den Vorteil, dass einzelne Bauteile durch Varianten ausgetauscht werden können, ohne dass die Umgebung neu vernetzt werden muss. Wichtige Entscheidungen müssen bereits in der frühen Phase eines Fahrzeugprojektes aufgrund der durch numerische Simulation gewonnenen Erkenntnisse getroffen werden. Das setzt voraus, dass die bis dahin verfügbaren Konstruktionsdaten in rechenbare Simulationsmodelle umgesetzt werden können. Durch die unabhängige Vernetzung einzelner Bauteile und den unterschiedlichen Konstruktionsstand der verschiedenen Fahrzeugkomponenten kommt es nach der Zusammenführung häufig zu Berührungen und Durchdringungen der Bauteilnetze im diskretisierten Finite-Element-Modell. Diese müssen zunächst detektiert und beseitigt werden, da sie ansonsten die Simulationsergebnisse verfälschen würden. Darüber hinaus müssen die Bauteilnetze miteinander durch Verbindungselemente verbunden werden. Da die Konstruktionsdaten in der frühen Phase jedoch keine vollständigen Verbindungsdaten beinhalten, muss der Berechnungsingenieur den Datensatz mit entsprechender Information aufbereiten. Die Vorverarbeitung von Eingabedaten für den Simulationsprozess nimmt angesichts steigender Variantenrechnungen und einer halbwegs automatisierten Standardauswertung der Simulationsergebnisse gegenüber der Nachbearbeitung einen immer höheren Stellenwert ein. Derartige Ergänzungen der Simulationsmodelle mussten bisher mit Hilfe eines Text-Editors direkt an den Eingabedateien vorgenommen werden. Netzfehler und fehlende Anbindungen zwischen Bauteilen konnten lediglich durch Anrechnen des Modells entdeckt werden. Dazu wurde der Simulationsprozess gestartet und nach einiger Zeit wieder abgebrochen. Durch die Analyse der bis dahin berechneten Zwischenergebnisse werden derartige Unzulänglichkeiten des Eingabemodells sichtbar. Vorweggenommene Konsistenzprüfungen machen zeitaufwändige Anrechnungen überflüssig. Weiteres Prozessoptimierungspotenzial liegt in der Integration und Angleichung verschiedener Werkzeuge. Eine enge Kopplung des Simulationsprozesses an die Vor- und Nachbearbeitung der Daten durch ein und dieselbe Applikation, die sowohl Ein- als auch Ausgabedaten verarbeiten kann, schafft die Grundlage für eine schnelle Iteration im Optimierungsprozess und trägt zur angestrebten Reduzierung der vom Ingenieur zu bedienenden Vielzahl von Applikationen bei. In Zeiten fortschreitender Globalisierung und Fusionierung, aber auch durch zunehmendes Outsourcing der Teilmodellerstellung an darauf spezialisierte Dienstleistungsunternehmen steigt der Kommunikationsbedarf über räumliche Grenzen hinweg zusammenarbeitender Entwicklungsteams. Kostenintensive Besprechungen, zu denen sich alle Beteiligten an einem Ort zusammenfinden müssen, können nur durch Verbesserung der bereits vorhandenen Fernkommunikationsinfrastruktur reduziert werden. Da auf die gemeinsame Betrachtung der Modelldaten als Diskussionsgrundlage bei Besprechungen nicht verzichtet werden kann, bietet sich eine netzwerkbasierte Kopplung entfernter Arbeitsplätze an, um kleinere Besprechungstermine durch Telefonate mit zeitgleicher kooperativer Visualisierungssitzung am Arbeitsplatzrechner ersetzen zu können. Ein weiterer Aspekt befasst sich mit der Absicherung der Zuverlässigkeit von Simulationsergebnissen. Um eine Aussage darüber machen zu können, welche Modifikation der Fahrzeugstruktur das simulierte Verhalten positiv beeinflusst hat, müssen zunächst alle Einflussfaktoren, die auf die Simulation wirken, analysiert werden. Dies geschieht in Stabilitätsanalysen, in denen anhand gleicher Eingabedaten die Streuung der Simulationsergebnisse gemessen und die Ursache dafür erforscht wird. Durch konstruktive Maßnahmen soll in Ursprungsbereichen maximaler Streuung das Modell dahingehend modifiziert werden, dass gleiche Eingabedaten zu annähernd gleichen Simulationsresultaten führen. Ziel dieser Arbeit ist, das Pre- und Postprocessing von Strukturmechaniksimulation im Fahrzeugentwicklungsprozess bezüglich neuer Funktionalität und Leistungsfähigkeit durch die Einbeziehung neuer Graphiktechnologien sowie durch die Entwicklung neuer Visualisierungsalgorithmen signifikant voranzubringen. B) Beiträge dieser Arbeit Da die Arbeit in enger Zusammenarbeit mit der Karosserieberechnungsabteilung der BMW-Gruppe entstand und die Forschungsergebnisse direkt von den Ingenieuren an alltäglichen Problemstellungen eingesetzt werden sollten, mussten zunächst Voraussetzungen für eine erhöhte Akzeptanz bei den Anwendern geschaffen werden. Dazu gehören vor allem kurze Ladezeiten der Daten, eine intuitiv zu bedienende Benutzerschnittstelle sowie komfortable Funktionalität, die es ermöglicht, die Aufgaben schneller zu lösen als mit anderen Applikationen. Die Analyse der zu verarbeitenden zeitabhängigen Simulationsdaten und der zum Einlesen zur Verfügung gestellten Bibliothek führte zu einer geeigneten internen Datenstruktur, die eine effiziente Datenaufbereitung erlaubt und damit zu geringeren Start-up-Zeiten führt als bei vielen kommerziell verfügbaren Visualisierungswerkzeugen. Ferner resultiert aus der Evaluation verschiedener Szenengraphbibliotheken unter Berücksichtigung der Rechnerplattform im Anwenderumfeld die Entscheidung zu Cosmo3D / OpenGL Optimizer. Durch die Datenstrukturen und Funktionalitäten der Bibliothek bleibt der Ressourcenbedarf im Zusammenspiel mit einem optimierten Szenengraph-Design im Rahmen dessen, was auf einem Standard-Arbeitsplatzrechner zur Verfügung steht. Zur Beschleunigung der Bildsynthese werden bereits bekannte Verfahren zur Optimierung polygonaler Modelle für die Weiterverarbeitung in der OpenGL Pipeline mit adaptierten Algorithmen verglichen, die unter Berücksichtigung der zugrunde liegenden Daten Quadrilateralstreifen maximaler Länge bilden. Zusätzlich wird der Einsatz verschiedener Detailstufen im CAE-Umfeld untersucht und eine Lösung zur deutlichen Steigerung der Bildwiederholrate während der Navigation durch das Finite-Element-Modell präsentiert. Durch die Entwicklung und Evaluation Textur-basierter Visualisierungsverfahren werden deren Vorzüge anhand verschiedener Beispiele aus dem Berechnungsumfeld verdeutlicht. Daraus lässt sich die Notwendigkeit ableiten, Standard-Arbeitsplatzrechner in Zukunft mit entsprechender Graphik-Hardware auszustatten, um von den Möglichkeiten moderner Visualisierungsalgorithmen profitieren zu können. Im Rahmen der vorliegenden Arbeit wurde die Möglichkeit geschaffen, nach dem interaktiven Zusammenführen der Modellkomponenten aus verschiedenen Datenquellen auftretende Netzfehler zu visualisieren und selektiv zu beheben. Dazu kommen auf hierarchischen Datenstrukturen basierende Algorithmen zum Einsatz. Verbunden mit Methoden zur Darstellung und interaktiven Modifikation von Verbindungselementen sowie der Detektion fehlerhafter Schweißpunktdaten wird die Grundlage geschaffen, um Finite-Element-Modelle für die Crash-Simulation effizient aufzubereiten und die Modellerstellung für Variantenrechnungen stark zu vereinfachen. Speziell auf die Bedürfnisse der Berechnungsingenieure zugeschnittene Interaktions- und Navigationsmechanismen sowie frei bewegliche Clip-Objekte erleichtern den Umgang mit den Modelldaten. Durch die Entwicklung dreidimensionaler Selektionsobjekte und eine effiziente Schnittkraftberechnung steht die Kraftflussvisualisierung mit Hilfe dynamischer Kraftflussröhren nun auch als interaktives Analysewerkzeug im Postprocessing zur Verfügung. Die Berechnung der notwendigen Größen im Batch-Betrieb und die anschließende Zwischenspeicherung in einem eigenen Dateiformat ermöglicht die Standardauswertung von festgelegten Kraftflussverläufen im Anschluss an die Simulation. Dies trägt weiterhin zur Beschleunigung und Automatisierung der Nachverarbeitung bei. Mit der Entwicklung eines Bild- beziehungsweise Filmgenerators konnte mit Ergebnissen dieser Arbeit zur Entwicklung eines Integrationswerkzeuges für die Ablaufsteuerung und das Datenmanagement in der Karosserieberechnung beigetragen werden. Es werden zwei Lösungen für Szenarien einer kooperativen Sitzung mit mehreren Rechnern präsentiert. Die Ergebnisse zeigen auf, wie zeitaufwändige Treffen zwischen Ingenieuren durch Telefonate mit gleichzeitiger kooperativer Visualisierungssitzung ersetzt werden können. Das vorgestellte Verfahren zur Stabilitätsanalyse von Simulationsprozessen hilft, Ursprünge von Instabilitäten aufzudecken und die Aussagekraft der Simulationsergebnisse verbesserter Modelle zu erhöhen. Durch diese Arbeit ist eine prototypische Visualisierungsplattform für die Vor- und Nachbereitung von Strukturmechanikdaten namens crashViewer entstanden. Das objektorientierte Softwaredesign des Prototypen erlaubt die Integration weiterer Datenformate sowie die Implementierung neuer Algorithmen zu deren Evaluation im produktiven Einsatz in der Karosserieberechnung, aber auch in anderen CAE-Bereichen. C) Gliederung der Arbeit Im Folgenden wird ein Überblick über den Aufbau dieser Arbeit gegeben, woraus der Zusammenhang der Kapitel untereinander hervorgeht. Kapitel 2 motiviert die Entwicklung einer in die Simulation integrierten Vor- und Nachverarbeitungsapplikation. Zu Beginn führt das Kapitel in das breite Feld der digitalen Fahrzeugentwicklung ein. Das Umfeld der Crash-Simulation wird detaillierter betrachtet, wodurch ein Fundament für ein besseres Verständnis der darauffolgenden Kapitel geschaffen wird. Kapitel 3 gibt einen Überblick zu den Grundlagen der interaktiven Computergraphik und der Visualisierung. Darüber hinaus werden die der Crash-Simulation zugrunde liegenden Daten beschrieben, indem zunächst die Strukturen, aus denen sich ein Gesamtfahrzeugmodell im Allgemeinen zusammensetzt, erläutert werden und anschließend auf die Datenformate der Simulationseingaben beziehungsweise der Simulationsergebnisse eingegangen wird, um die breite Spanne der zu verarbeitenden Daten zu beleuchten. Kapitel 4 präsentiert ein effizientes Szenengraph-Design für zeitabhängige Finite-Element-Modelle mit invarianter Topologie. Dazu werden die notwendigen Grundlagen der verwendeten Graphikbibliotheken vermittelt und Erweiterungsmöglichkeiten diskutiert. Kapitel 5 erläutert die Architektur des im Rahmen dieser Arbeit entstandenen Prototypen und gibt einen Überblick über entwickelte Interaktionsmechanismen zur effizienten Datenanalyse. Kapitel 6 diskutiert verschiedene Verfahren zur Darstellungsbeschleunigung. Während sich die Quadrilateralstreifengenerierung und die Simplifizierung mit der Optimierung der modellierten Geometrie für eine effiziente Verarbeitung in der Graphik-Hardware auseinandersetzt, zeigt der letzte Teil dieses Kapitels, wie durch den Einsatz von Texturen zusätzliche Geometrieverarbeitung überflüssig wird. Kapitel 7 stellt spezielle Funktionalitäten für die Vorverarbeitung von Eingabemodellen vor. Außer der in verschiedenen Bereichen eingesetzten Distanzvisualisierung wird das interaktive Modifizieren von Schweißpunktdaten und die Parameterübertragung zwischen inkompatiblen Gittern erläutert. Kapitel 8 veranschaulicht Konzepte für die Nachverarbeitung von Simulationsergebnissen. Es werden Techniken zur Visualisierung skalarer und vektorieller Größen präsentiert. Darüber hinaus werden die interaktive Kraftflussvisualisierung und die Darstellung von Instabilitäten in Simulationsergebnissen betrachtet. Die CORBA-basierte Erweiterung zum gemeinschaftlichen Arbeiten räumlich getrennter Anwender, sowie die Batch-basierte Bild- und Film-Generierung von Strukturmechanikdaten schließen die Vorstellung der im Rahmen dieser Arbeit neu entwickelten Methoden ab. Kapitel 9 stellt die Ergebnisse dieser Arbeit in einen Kontext. An Beispielen aus dem produktiven Entwicklungsprozess werden die erzielten Fortschritte verdeutlicht und die Akzeptanz bei den Anwendern kritisch beleuchtet. Abschließend wird ein Überblick über weiterführende Arbeiten gegeben, die auf den vorliegenden Ergebnissen basieren. ; This thesis presents visualization techniques and interaction concepts that have been developed for the pre- and post-processing of structural mechanics. This work was done in cooperation with the crash simulation department of the BMW Group. The automotive industry's main goal is ensuring its share of a global market, which is becoming ever more competitive and dynamic. On the one hand, product quality has to be increased in relation to fuel consumption, weight, and passive safety. On the other hand the development process needs to be streamlined in order to reduce development costs and time to market. These objectives are hoped to be achieved by making extensive use of virtual prototyping. The vehicle development process has completely changed during the past two decades. In the early eighties finite element analysis found its way into the simulation of structural mechanics in the German automotive industry. Initially developed for military purposes, in 1983 a group of engineers of several automotive companies started feasibility studies based on finite element models containing less than 5,000 beam elements. Seven years later productive results of finite element analysis in structural mechanics started to influence car body development. In the second half of the nineties important project decisions were made during the early phase of the development process based on a deeper insight into crash behavior provided by crash-worthiness simulation results. Today, numerical simulation is an indispensable part of the computer aided product development chain in the automotive industry. After the design of a new car model is completed, a digital model is constructed by means of computer aided design (CAD). In a meshing step the created parametric surfaces defined by spline curves are discretized. The results describe the geometry of the car body by finite elements, for crash simulation mainly three- or four-sided shells but also beams and volumetric elements. The finite element model is completed, for example, with material properties, contact information, and boundary conditions. This is done in a preprocessing step. Once the simulation input data is available, the whole model is handed over to the simulation process which takes about one or two days using massive parallel processing. The deformation is recorded in a large result file. Commonly, the first 120 milliseconds of a crash are simulated and each two-thousandth time step is stored. A time step of less than one microsecond leads to a result file containing more than sixty snapshots. Typically, physical data such as acceleration, velocity, displacement, and forces per nodes or thickness, stress, strain, and other energies per element are recorded. During post-processing the information is analyzed in order to evaluate crash-worthiness. The feedback provided for the construction department closes the loop when all goals set for the car body structure have been attained. The virtual car body development in the pre- and post-processing of crash simulation divides into two main phases: (1) In the concept phase, new ideas are discussed and evaluated in order to reach a priority objective like minimizing car body weight. Only few people per car project are involved for a period of 12 to 18 months in this first stage. (2) After the basic decisions have been made regarding new concepts, a second phase follows which compromises all other fields to refine those concepts with respect to other objectives coming from the area of stability, dynamic or NVH. This phase requires many engineers from different departments for a period of more than 30 months to optimize the product. The later undesirable properties are revealed the higher the cost will be for the then necessary changes. Until the late nineties transitions between adjacent car body parts were modeled as two finite element meshes that share common nodes at the border. Each time a car body part was replaced by an optimized variant in order to enhance the crash behavior either the whole car model had to be re-meshed or border nodes had to be adapted manually. Therefore, preparing such variant models was a very time consuming task. After simulation codes like PAM-CRASH were able to simulate car body connections like for example spotwelds, finite element models became more like their counterparts made of steel. Now, a flange is constructed, along which adjacent car body parts can be connected without sharing common nodes. This allows for an independent meshing of car body parts and therefore for more variant computations. However, independent meshing lead to mesh penetration or even perforation in flange areas when inhomogeneous meshes are assembled. Thus, a new task arose for preprocessing where those mesh errors have to be removed in order to avoid error-prone simulation results. On the post-processing side, large time-dependent data sets require dedicated visualization methods that help the engineers to interpret the huge amount of data at interactive frame rates. Therefore, finite element meshes need to be prepared for an optimized processing in the graphics pipeline. Typical types of data that have to be visualized are scalar values, vectors, tensors or any combination thereof. In 1997, when most of the commercial visualization tools provided by solver companies as add-on to the simulation software could no longer provide state-of-the-art graphics, a demand arose for new visualization techniques available for productive use. Besides, the growing throughput caused by an increasing number of car body variants and the acceleration of computation hardware allowing more optimization cycles, made it necessary to automate as much processing steps as possible. The growing outsourcing of development tasks to suppliers and the number of merges in the automotive industry, which entail cooperation of corresponding departments at different sites, require a client-server-solution for cooperative work. Finally, the simulation community is concerned about the validity of their results compared to real crash-tests. It is important to detect and minimize the sources of scattering in the results originated by the simulation model or process. This is also a precondition for stochastic simulation, which is used in order to optimize the crash behavior by varying input parameters. The goal of this thesis is to provide solutions to some of the issues just stated. First of all, the applicability of different scene graph APIs is evaluated for large time-dependent data sets. APIs such as Performer or Cosmo3D / OpenGL Optimizer have been developed to take advantage of multiprocessing. Those APIs can perform model optimization during scene graph creation and benefit from multiprocessing using frustum culling and occlusion culling while traversing the scene graph to increase frame and interaction rates. Because of the large time-dependent databases and the limited memory of the workstations an efficient scene graph design is very important in order to handle the complex data interdependencies and to achieve high rendering speed. While five years ago the models consisted of about 250,000 finite elements with nearly the same number of nodes, today the size of the models has almost quadrupled. Since the element topology does not change in crash simulation, the connectivity of the finite elements needs to be stored just once. An index set representing the topology is shared across the sub-graphs of all time steps. A Gouraud shaded surface requires to do the edge detection on the state where geometry is deformed most, which is in general the last one. In order to minimize memory consumption, the index set is used for both coordinates and normals. Therefore, coordinates at vertices with multiple normals need to be added once per normal. Other scene graph nodes, e.g. the one specifying the appearance, can also be shared. Handling triangular elements as degenerate quadrilaterals allows to represent a mesh of three- and four-sided shell elements in one scene graph node. The prototype application named crashViewer, which was implemented to evaluate the methods developed in this thesis, uses Cosmo3D / OpenGL Optimizer for historical reasons: this bundle had been presented as predecessor of the 1997 announced Fahrenheit project, which was aborted two years later. Nevertheless, the proposed scene graph design allows to visualize 60 time steps of a model containing half a million elements and the same number of nodes with a memory consumption of 360 MB (flat-shaded) or 970 MB (Gouraud-shaded), provided that a crease angle of 20 degree leads to 40% more normals than vertices. One basic requirement for an interactive visualization application is that the frame rate does not fall below an acceptable minimum threshold. What "acceptable" means depends on data and experience with other tools. Generally speaking, visualization data should be rendered as fast as possible. For this reason, one aim of this work is to point out methods to optimize the finite element meshes' rendering acceleration. Two approaches are examined: (1) concatenation of adjacent elements to reduce data redundancy during geometry processing and (2) mesh simplification to remove information that does not significantly influence the shape of a car body part. Although OpenGL Optimizer provides a tri-stripper (opTriStripper) that is able to convert any polygonal mesh into strips of triangles, it is not applicable in this field because the original mesh structure should still be visible in wireframe mode. Hence, a quadrilateral stripper was developed, which analyses the mesh structure and generates many parallel bands of maximum length. As a matter of fact, quad-strips are not as versatile as tri-strips because each turn costs two extra vertices. However, compared to opTriStripper's reduction to 63.5% the proposed bandification algorithm reduces the number of referenced vertices to 54% of an unstripped representation averaged over 3,274 car body parts. Depending on the availability of vertex arrays the bandification leads to a rendering speed-up factor of about 4.5 without and 1.7 with vertex arrays in comparison to the unstripped geometry. In order to achieve even higher frame rates during camera interaction, a two-stage level-of-detail concept is developed. In addition to a fine level displaying the original mesh resolution, which is essential for the visualization in pre- and post-processing of structural mechanics simulation, a second level with coarse triangles is used as intermediate model for camera movement. Each time the user modifies the view, a previously simplified mesh is rendered until the camera parameters are no longer changed. Then the finer level of detail is displayed. An simplification algorithm was implemented which uses the one-sided Hausdorff distance as an error measure and which is compared to the Successive Relaxation Algorithm provided by OpenGL Optimizer as opSRASimplify. Aside from the interface opSRASimplify, which turns out to be unsuitable for getting an optimal decimated mesh with respect to a predetermined error tolerance, the resulting mesh quality is not as high as with the new HECSimplify simplifier. Breaking the error criterion can be avoided by defining an appropriate cost function for opSRASimplify, which causes less triangles to be removed compared to HECSimplify. If the decimation target is specified to achieve the same level of reduction, then the resulting triangle mesh contains gaps and the model appears distorted. Different car body models are reduced to 9-18% of the original number of triangles applying HECSimplify. This leads to a rendering speed-up factor of between 3.4 and 6.7. There is a trade-off between rendering speed and memory consumption. HECSimplify only applies half-edge collapses to the polygonal mesh. These operations just modify the topology, not the vertex coordinates. Therefore, the original and the reduced mesh are able to refer to the same set of coordinates. On the one hand, coordinate set sharing requires less memory, on the other hand the speed-up factor of a model that could be reduced to 9% of the original triangles is far away from 11. Both modules, the quad-stripper and the simplifier, are embedded into the Cosmo3D / OpenGL Optimizer framework by providing corresponding action objects and new scene graph nodes. Furthermore, the scene graph API was extended by several other new objects to overcome the restrictions with line picking or to provide new functionality. For example, the csClipGroup node enables the user to control a freely movable clip-plane, which affects only the underlying scene graph. This provides better insight into heavily deformed car body structures. Another form of clipping that is developed within this thesis uses one-dimensional RGBA texture maps in order to hide geometry that should not be displayed under certain conditions. This visualization method can be used, for example, to mask out those model regions that do not correspond to a given critical value range. In combination with distance values to adjacent car body parts the rendering can be restricted to potential flange regions of the model. For that purpose, first of all the parameter has to be transformed into a texture coordinate with respect to the specified parameter range. Then, a color scale is defined as a texture map. Using the GL_DECAL environment the color coding can be limited to regions of certain value ranges. Using the same mechanism in the GL_MODULATE environment with the alpha-test enabled allows for clipping the geometry where the corresponding values map into texture regions with an alpha component set to be fully transparent. This technique facilitates the accentuation of critical structures, because the user is able to interactively modify the texture map or the texture lookup table, if an index texture is used to control the visualization. As stated above, the most important change in finite element modeling for crash simulation was the introduction of independently meshed car body parts. Since the assembly of such inhomogeneous meshes may include perforations or penetrations, for example, caused by a shifted discretization along curved flanges, there was a growing demand for an interactive method to detect and remove this kind of mesh errors. Perforating regions can be detected by applying collision detection to the finite element model. Efficient collision detection as proposed by Gottschalk et al. requires hierarchical sub-structuring of the car body model. Consequently, in this study, each car body part is subdivided by a bounding volume tree (BVT). Different bounding volume types are tested: spheres, axis-aligned (AABB), and object-oriented bounding boxes (OBB). For perforation detection, where computation-intensive element-element-intersection tests are necessary at the lowest BVT level, OBBs turn out to be most efficient because they are very tight positioned around the element structure. Hence, downward traversals in the BVT can be terminated early because any one of 15 separating axes that defines a plane disjoining both volumes can be found. In order to detect penetrating nodes the minimum node-element-distances need to be computed. The BVT traversal algorithm is adapted appropriately. Children of a BVT node are visited only if their distance falls below a specified maximum distance of interest. Penetrating node-element-pairs are collected in a list for subsequent visualization. Using an interface to the original PAM-CRASH algorithm for penetration removal it is possible to provide the desired interactive mechanism that allows the engineers even to restrict mesh modification to selected car body parts. This is a big advantage over starting the simulation until initial forces move penetrating nodes apart from penetrated elements and restoring the computed mesh modification in the input data deck. First, the interactive method gives direct feedback and the engineers do not have to switch tools. Second, during the optimization of the car body structure by replacing single car body parts by variants this procedure enables the engineers to keep everything but the variant part fixed. Thus, only the nodes of the incoming part are aligned to its neighborhood and the confined modification makes it easier to compare the results of two simulations runs. What is more, the bounding volume hierarchy provides beneficial effects on many other tasks in pre- and post-processing of crash-worthiness simulation. It can be used to detect and follow flanges automatically or to spot flange regions that have only been inadequately connected. A basic task is the verification of connecting elements. For example, a spotweld must not exceed a maximum distance to those parts it should connect. Otherwise, a pending spotweld may suspend the simulation run delaying the development process and raising costs. In this study, several criteria for the validation of connecting elements are elaborated. Erroneous spotweld elements are emphasized by different colors and/or geometry. The engineers are successively guided to each problematic connection. Without this feature it would not be possible to find these model errors in such a short time. Furthermore, a method is developed that enables the computation engineers to effectively add missing connection information by means of spotwelds to the input model. Thus, it becomes even practicable to start with crash-worthiness simulations before detailed connection data is available from CAD data. One aim in virtual vehicle development is to combine the results of several areas in numerical simulation. In order to map the real development chain closely onto the virtual one, material properties influencing preliminary steps like forming have to be considered. For example, a deep-drawn blank sheet has a lower thickness in areas of high curvature than in other areas. As long as the material of a car body in crash simulation is assumed to be constant the before mentioned manufacturing influences cannot be properly represented. A hardware-based method is developed in this thesis for the efficient mapping of any type of data between incompatible meshes that are geometrically congruent. It utilizes the transformation and interpolation capability of the graphics subsystem. Element identifiers of one mesh are color-coded. For each element of the other mesh the view matrix is set up appropriately and the visible part of the first mesh is rendered. The colors that represent the element IDs can be read back into main memory. After the correlation between elements is finished in graphics hardware, the values are finally transfered in software. The post-processing of crash-worthiness simulation results necessitates the handling of large data sets. Since a binary result file may contain 2 GB of data but an engineer's workstation often is limited to 1 GB of main memory these boundary conditions need to be considered while designing data structures and algorithms of visualization software for this application area. On the other hand, interactivity and high rendering performance is a precondition to obtain acceptance by the user. The required tool should provide interaction mechanisms that assist the user in exploring and navigating through the data. Mainly, it should help to interpret the data by making the invisible visible. Besides an effective scene graph design, in this study, the internal data structures of the developed prototype application have been implemented with memory consumption in mind. Parameter transfer in post-processing is done state by state very fast by pointer-based data structures. The extensive use of texture mapping enhances the rendering performance. Visualization techniques are proposed that use textures for the direct mapping of scalar values onto the car body geometry, for the animated display of vector data, and for the visual discretization of the finite element mesh in the form of a wireframe texture map. All these approaches spare the transformation stage of the graphics pipeline additional processing of vertex-based data. For example, the traditional display method for shaded geometry with visible element borders is two-pass rendering, which halves the frame rate. The application of a black-bordered luminance texture, which is white inside, onto each geometric primitive balances the load between geometry and texture unit. Also, the encoding of a vector's direction by applying an animated texture onto a line reduces geometry load and leaves the underlying structure mostly visible in contrast to conventional vector visualization with arrows. Force flux visualization, first presented by Kuschfeldt et al. gives an overview over which components of the car body model absorb or transfer forces. It is necessary to detect and to understand the force progression within the car body structure. For example, the longitudinal structures within the front part of a car body play an important role for increasing the ability of the body to absorb forces in a frontal crash. Force flux visualization enables the engineers to design car components with an optimal crash behavior. This technique was made available for interactive daily use in crash simulation analysis. Providing a dedicated interaction mechanism, the prototype application allows to interactively define a trace-line along which the force flux can be visualized. For each section plane positioned in small intervals perpendicular along the trace-line the simulated node forces are accumulated. The resampling is accelerated by utilization of the bounding volume hierarchy. Each section force sum is then represented by color and radius of one ring of a tube around the trace-line. The dynamic trace-line definition aligns the force tube to the deforming structure of the analyzed car body part, for example, a longitudinal mounting. The specified trace-lines can be stored in order to precompute force tubes off line. This can be done by another prototype application in batch processing after simulation has finished. During a visualization session the precomputed values can be directly converted into time dependent force tube representations. The decoupling of time consuming computation and the interactive visualization further accelerates the analysis of crash-worthiness simulation. Starting multiple simulation runs with the same input data deck will produce different results. The scattering in results has to be minimized in order to be able to evaluate the influence of structure modifications. This work presents a method to detect and visualize instabilities of the simulation. The above stated texture-based visualization points out sources of instability and helps the engineers to determine if a branching is caused by the model structure or if it was originated by the solver. The pros and cons of different measurement functions are discussed. Furthermore, a CORBA-based synchronization of multiple viewers displaying different data sets is presented. This allows to analyze the simulation results of one run in direct comparison to those of other runs. It is very useful to view the differences in crash behavior of multiple car body models on one workstation. Moreover, this functionality can be used in combination with a telephone call to supersede a meeting between a computation engineer and his external supplier. The visualization is done locally on each client. Providing that data and software is available at each participating client, the only data that have to be transferred during a cooperative session are the events triggered at the steering master-client and propagated to one or more slave-clients. A master token decides which participant is able to send generated events to the other instances. This mechanism avoids conflicting camera control when multiple users try to modify their view at the same time. Another approach describes how an image-based client-server model can be used in this context. After a frame has been rendered on the server, it is encoded to reduce the amount of data. The encoded image stream is transferred to any client that is able to decode and display. There are less requirements for the client but the connection needs to provide a certain bandwidth. This scenario can also be used for remote visualization. The prototype crashViewer can be connected to a Java applet running inside a web-browser. Finally, a method for standardized analysis of crash-worthiness simulation is presented. A batch-processing prototype application has been developed to generate digital movies using a predetermined camera path. The contributions of this thesis aim at further acceleration of the virtual vehicle development process, for example, by introducing new interaction mechanisms, making extensive use of hierarchical data structures, using hardware-accelerated visualization techniques, and providing solutions for process automation.

The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. ; MILITARY VETERAN EXPERIENCE 2 Acknowledgements I would like to thank my parents, Robert E. and Janice D. Czech, for their sound example, for instilling proper values, and for exemplifying good character. Without them and who they were, I would not be where I am or who I am today. I would also like to express appreciation to my family and friends for their unwavering support to me during the process of completing my graduate degree. Without their support I do not believe I would have endured my many struggles to meet this goal. My appreciation to Dr. Peggy Saunders for her guidance throughout this process, and to my many professors for their patience and understanding throughout each semester. Their wisdom and intuition allowed me to flourish as a non-traditional student, in an environment that seemed foreign. I would like to acknowledge the foundation of hard work, leadership, and service that I learned during my 22 years in the United States Anny. It was not always easy, but the lessons learned have helped me to endure this graduate degree process. Finally, thanks to my graduate committee chair Dr. Natalie Williams. She was my guide, advisor, and champion during this final project. Without her outstanding patience, understanding and depth of knowledge I would have never made it to my goal. MILITARY VETERAN EXPERIENCE 3 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 9 Introduction . 9 Historical Foundations . 10 WWII Era GI Bill® (Original) . 10 Korean Era GI Bill® . 11 Vietnam Era GI Bill® . 12 Post-Vietnam Era Veterans Education Assistance Program (VEAP) . 12 Montgomery GI Bill® and Reserve Programs . 13 Post 9/11 GI Bill® (Current) . 13 GI Bill® Use (as of Fiscal Year 2013) . 14 Effects of the Post 9/11 GI Bill® on Higher Education . 15 Veterans with combat related disability issues . 19 Accommodating veterans with disabilities on campus . 20 Veterans' with disabilities . 25 Reintegration into Society . 28 Higher education: Weathering the perfect storm . 30 Summary . 32 PURPOSE . 34 METHOD . 36 Participants . 37 MILITARY VETERAN EXPERIENCE 4 Instruments . 38 Procedure . 3 8 Data Analysis . 41 RESULTS . 43 Demographic Data . 43 Overall Experience in Higher Education . 44 Website Navigation . 44 Admissions . 45 Enrollment Services . 46 Veterans Services Office . 47 Faculty Awareness, Classroom Environment, and Campus Life . 48 Service-connected Disability . 51 DISCUSSION . 53 Implications of Results . 55 Limitations . 61 Future Research . 62 Summary . 63 REFERENCES . 65 APPENDICES . 69 Appendix A: Veterans Survey . 70 Appendix B: IRB Approval . ; . 74 Appendix C: Survey Results Spreadsheet. . 76 MILITARY VETERAN EXPERIENCE 5 List of Tables Table I. Respondents by branch and years of service, and by branch and gender . 37 Table 2. Summary of Survey Responses by Section, with Totals by Section and Response Type . 52 MILITARY VETERAN EXPERIENCE 6 Abstract The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. MILITARY VETERAN EXPERIENCE NATURE OF THE PROBLEM With the passing of the Post 9/11 Veterans Educational Assistance Act (2008), also known as the Post 9/11 GI Bill®, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009), and the intricacies and implementation of this new GI Bill® has caused confusion and frustration for both the veterans and university staff. After WWII, the Servicemen's Readjustment Act of 1944 (or GI Bill®) granted unprecedented educational and economic benefits to veterans. Other GI Bill® programs and adjustments have been made over the years, but the Post 9/11 version was said to be the most generous since the WWII era GI Bill® (Radford, 2009). 7 With the most recent changes to the GI Bill®, veteran presence was expected to grow on campuses across the country and therefore schools have had to adjust to meet the new demand (Cook & Kim, 2009; Rumann & Hamrick, 2009). Many of the veterans, active military and active military reservists (92%) currently enrolled in university indicated that education should play a role in post-service transition (Zoli, Maury, & Fay, 2015). Many veterans currently enrolled in higher education were exposed to direct and indirect conflict and suffer from Post-Traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and other physical and psychological challenges. Church (2009) said that "returning veterans will have a wide range of medical diagnoses and related health problems that will have a temporary or chronic impact on their living, working, learning, MILITARY VETERAN EXPERIENCE and relationship functions" (pg. 44). These issues make it difficult for veterans to adjust to a higher education setting, and cause tangible problems for their academic progress. 8 Although there are many positive qualities that veterans bring to an institution of higher education, many also bring with them these battle related issues. These issues make it difficult for veterans to adjust to this setting. The American Council on Education (ACE) found that veterans reported problems meeting academic expectations, while managing service connected injuries, including PTSD and TBI (Steele, Salcedo, and Coley, 2010). Not all veterans will openly disclose the visible and invisible injuries they have, so it is incumbent on colleges and universities to develop welcoming programs that meet these challenges (Church, 2009). This lack of self-disclosure could lead veterans to underutilize traditional campus disability services and therefore not receive the accommodations that may make their experience more manageable. Unfortunately, most post-secondary schools are ill prepared to meet the needs of these Veterans, creating lost opportunities for both the Veteran and the institution. Schools that are slow in meeting the challenges that the veterans present, find they are reacting rather than being proactive in meeting veteran needs. If institutions of higher education do not work to understand this veteran population, then it is likely to lead to an unsuccessful experience for the veteran and the institution (Brown & Gross, 2011). There are areas where higher education is generally meeting the needs of veterans, like including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits. But there are many areas that still show MILITARY VETERAN EXPERIENCE room for improvement including assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Literature Review Introduction This literature review will first establish some historical background relating to the GI Bill®, including changes that have taken place since its establishment following WWII. It will highlight the benefits of each version, especially the original version and the most recent version known as the Post 9/11 GI Bill®, and demonstrate the problems caused by the large influx of new veterans in higher education. Next, it will highlight some of the issues veterans have in a higher education setting related to their combat related disabilities and experiences, and the lack of preparation and forethought by colleges and universities related to these new veterans. Historical IFoundation~1office1] 9 The relationship of higher education and the military dates back to the 1862 Morrill Act, which established military training programs at land-grant institutions (Rumann & Hamrick, 2009, 2010). Subsequently, just prior to WWI, Congress passed the 1916 National Defense Act (NDA) which provided colleges a leading role in training soldiers. The NDA also established the three components of the military: the active duty military component, the military reserve component, and the state National Guard component. In addition, it created the Reserve Officers' Training Corps (ROTC) that standardized what had been solely independent military training programs at colleges and MILITARY VETERAN EXPERIENCE 10 universities. These were the fotmdations of the relationship between the military and higher education. Even though the NDA was established prior to WWI, many veterans were unsatisfied with the benefits offered to them, which resulted in significant economic and social unrest. This dissatisfaction prompted the writing of Servicemen's Readjustment Act of 1944 (Rumann & Hamrick, 2009). WWII Era GI Bill(RJ (Original). With the large numbers of military veterans returning home after WWII the Servicemen's Readjustment Act of 1944 (i.e., GI Bill®) granted unprecedented educational and economic benefits to these veterans. After much strnggle, this act was passed by congress and signed into law by President Roosevelt on June 22, 1944 (Rumann & Hamrick, 2009). When signing the GI Bill®, President Roosevelt said "It gives emphatic notice to the men and women in our armed forces that the American people do not intend to let them down" (Department of Veterans Affairs, 2013, para. 24). This trnly generous WWII era GI Bill® provided many financial and educational benefits to veterans and their families. Additionally benefits included living stipends, Veterans were given loan guarantees for homes, farms and businesses (e.g., nearly 2.4 million loans from 1944 to 1952), as well as unemployment pay and employment assistance (Department of Veterans Affairs, 2013). By the time the original GI Bill® had ended in 1956, 7.8 million of the nearly 16 million WWII veterans had used education benefits to some extent. In the peak year of 1947, veterans made up 49% of all college admissions. One interesting fact is that although there was an unemployment benefit available, less than 20% of the funds set aside for this benefit was used by the veterans. The total cost of this original version of MILITARY VETERAN EXPERIENCE the GI Bill® was $14.5 Billion (Department of Veterans Affairs, 2013; Military.com, 2006). 11 Many names have been given to this generation of veterans that served in WWII, such as the Greatest Generation, the G .I. Generation, and the Civic Generation. Regardless of the label, the impact of this generation due in large part to the GI Bill® education benefits, is immeasurable and can be felt to the present. In her book, Mettler (2005) stated that ''.just as the G.I. Bill transformed the lives of veterans who used it, they in tum helped change America" (p. 11 ). This GI Bill® opened up educational opportunities to those other than the privileged in America. Higher education that had previously been reserved for mainly white, native-born, Protestant Americans prior to WWII, was now a possibility for those that were Jewish, Catholic, African American, immigrants, and the working class. This changed the landscape of America forever (Mettler, 2005). Korean Era GI Bill.® The Veterans Readjustment Assistance Act of 1952, or Korean Conflict GI Bill®, was instituted to carry on the tradition of taking care of those who served and fought for their country. It was approved by President Truman on July 16, 1952. It was available for use by veterans who served between June 27, 1950 and Febrnary 1, 1955. Although this GI Bill® still provided education benefits and living stipends, as well has loan guarantees, it left the employment assistance up to the individual states. By the time this program ended in 1955, some 43% of the over 5.5 million veterans of the Korean Conflict had used their education benefits to some extent. Total cost to the country was $4.5 Billion and over 1.5 million loans were guaranteed, meaning the MILITARY VETERAN EXPERIENCE government guaranteed a portion of the loan to the lien holder in case of default (Department of Veterans Affairs, 2013; Military.com, 2006). Vietnam Era GI Bill.® 12 The Veterans Readjustment Act of 1966, or Vietnam Era GI Bill®, was signed by President Johnson on March 3, 1966. It retroactively covered post Korean Conflict veterans who served after February 1, 1955 and continued for veterans who served until May 7, 1975. It again provided education benefits, for the first time including active duty military members, and again loan guarantees. Between 1966 and 1989, 6 million Vietnam veterans, 1.4 million Post-Korean veterans, and 7 51,000 active duty military used this education benefit to some extent. More than $42 Billion was spent on this version of the GI Bill®, and 4.5 million loans were guaranteed (Military.com, 2006). Post-Vietnam Era Veterans Education Assistance Program (VEAP). VEAP was a transitional program that bridged the gap between the Vietnam Era GI Bill®, and the Montgomery GI Bill®. Veterans, who entered after December 31, 1976 were eligible for education benefits under this version, but unlike the previous versions this one required a contribution by the military member and they had to choose to participate upon enlistment. The participant contributed through payroll deductions up to $2700 and the government then matched two dollars for every dollar contributed for a maximum of $5400. If one chose not to participate, then they had no money for education available at the end of their service. In addition to this money for education, the loan guarantees continued (Military.com, 2006). MILITARY VETERAN EXPERIENCE 13 Montgomery GI Bill® and Reserve Programs. The Montgomery GI Bill®, named for its sponsor Representative G.V. (Sonny) Montgomery, was established in 1984. Representative Montgomery was the chairman of the House Veterans' Affairs Committee and worked to support veterans. For the first time a version of the GI Bill® also included education benefits for those serving in the reserve components, although at a reduced benefit to their active duty counterparts. A reserve member had to enlist for 6 years, and after serving 6 months they could begin using their education benefit. It again required the active military member to contribute toward their future education, with matching funds by the military. An active duty veteran was eligible if they served after 30 June, 1985 and had to enlist for a minimum of 2 years. This program continues to be used by veterans up to this day, and overlaps with the new Post 9/11 GI Bill® (Department of Veterans Affairs, 2013; Military.com, 2006). Post 9/11 GI Bill® (Current) The newest of the GI Bill® education and benefit programs is called the Post 9/11 Veterans Educational Assistance Program (Post 9/11 GI Bill®). It was signed into law in July of2008, and became effective August 1, 2009. The Post 9/11 GI Bill® is the most comprehensive bill since the original in 1944. It provides benefits to service members, both active and reserve, who served at least 90 aggregate days of active military service after September 10, 2001. This means that an active duty member and a reserve component member serving the same amount of active duty time will receive the same benefit. The benefit can be used while still in the active military or reserve component and after discharge (Post 9/11 GI Bill Overview, n.d., Department of Veterans Affairs, 2014). MILITARY VETERAN EXPERIENCE 14 The Veterans Administration (VA) pays up to 100% of the student's tuition and fees for their education, based on the amount of service after the date of eligibility. The tuition and fees provided under this version of the GI Bill® are sent directly to the educational institution. This GI Bill® also includes up to $1000 per year for textbooks, a living stipend while emolled in school, based on cost ofliving which averages $1368 per month nationally, a one-time relocation payment of $500 for those relocating from a rural area to attend school, and for those still on active duty in the military the opportunity to transfer some or all of the benefit to their children (Post 9/11 GI Bill Overview, n.d.; Department of Veterans Affairs, 2014). The benefit is tiered depending on how much active duty service was rendered after September 10, 2001. For instance if the member served at least 36 months of active duty service, then they receive 100% of the benefits. For 30-36 months it is 90%, 24-30 months is 80%, 18-24 months is 70%, 12-18 months is 60%, 6-12 months is 50%, and 90 days to 6 months is 40% (Post 9/11 GI Bill Overview, n.d.). GI Bill® Use (as of Fiscal Year 2013). With the increased benefit of the Post 9/11 GI Bill® came a new wave of college bound military veterans and reserve members, and in some cases their family members to whom they have transferred benefits. The higher educational institutions around the country will need to prepare for this new wave, just as they had to prepare and react to the wave of veterans entering school following WWII. The Institute for Veterans and Military Families, at Syracuse University, conducted a multi-pronged study to gain a better understanding of social, economic, and wellness concerns of the newest generation of veterans. There are over 3.9 million MILITARY VETERAN EXPERIENCE 15 veterans identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents in that study 58% reported a service related disability. Of those in the survey that reported service-connected disability, 79% said that the disability created obstacles for them when they transitioned to civilian life. In fact, 12% indicated the disability hindered starting higher education, and 28% said the disability created obstacles in completing their higher education. These same veterans indicated that of the many motivations to join the military, 53% said that educational benefits were a reason they joined, followed by a desire to serve their country at 52%. In the research 92% of respondents indicated that education should play a role in post-service transition. The response to this particular question indicated how overwhelmingly important education is to the most recent service members and veterans, and showed intent to further their education. A study of GI Bill® usage by veterans was published providing data through fiscal year 2013. The study indicated that in the Fiscal Year (FY) of2009 the Veterans Benefits Administration (VBA) reported just 34,393 students using the Post 9/11 GI Bill®, but in FY 2013 the total was up to 754,229 students. If all of the current GI Bill® benefit programs are included, there were 1,091,044 students (FY 2013) using benefits. Payments from the Post 9/11 GI Bill® in FY 2013, to students and colleges, was over $10 billion, with the total from all GI Bill® programs being over $12 billion (Department of Veterans Affairs, 2014). Effects of the Post 9/11 GI Bill® on Higher Education. Military veterans are likely to enroll or reenroll in higher education following military service. It is incumbent upon these institutions to be prepared, in order to make MILITARY VETERAN EXPERIENCE 16 the veterans' transition easier (Rumann and Hamrick, 2009). This is especially the case with the advent of the generous benefits of the Post-9/11 GI Bill®. The researchers further pointed out that because of generational and societal perspectives, many current administrators and faculty have most likely not experienced military service. This has caused issues with how faculty and staff at institutions relate to veterans. Rumann and Hamrick (2009) suggested that building relationships with outside veteran organizations could bridge the gap that may exist. In addition, they suggested that campus administrations could provide opportunities for students, staff, and faculty to better understand aspects of military service, complimenting a broader focus on diversity on campuses. In their more recent study, Rumann and Hamrick (2010) focused on a small group of National Guard and reserve veterans who had returned from wartime deployments to re-enroll in school. The veterans experienced things such as lingering high stress levels related to their deployments, a maturity gap that had developed between them and traditional undergraduate students, personal relationship issues, and identity related issues. Cook and Kim (2009) took a broader look at easing the transition of service members on campus. Their study involved surveys returned by 723 institutions across the country. The study found that there was a varied approach to serving veterans, with no obvious pattern as to which programs and services were provided, or what entity on campus was responsible, and reported that nearly two thirds of colleges and universities that did offer veteran services have increased those services since September 11, 2001. MILITARY VETERAN EXPERIENCE 17 In the same study, researchers came to the conclusion that there were areas where higher education was generally meeting the needs of military students, and areas where institutions could improve. Some examples of areas where institutions met veteran needs were including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits (Cook & Kim, 2009). Areas that needed improvement included helping veterans transition to a college environment, providing professional development to faculty and staff on veteran transition issues, training of staff on meeting the needs veterans with brain injuries and other military related disabilities, streamlining of administrative procedures for veterans enrolling or re-enrolling, and providing opportunities for veterans to connect with peers on campus. With the expected influx of students using the Post-9/11 GI Bill®, institutions need to address these areas of weakness when it comes to veteran services and programs. In their report, Brown and Gross (2011) stated that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. Part ofthis management includes understanding the characteristics of veteran and active military students. Radford (2009) detailed many characteristics of veterans and military undergraduates. The study states that: Slightly more than 3 percent of all undergraduates enrolled during the 2007-08 academic year were veterans, and slightly more than 1 percent were military service members. Among these military undergraduates, about 75 percent were MILITARY VETERAN EXPERIENCE veterans, 16 percent were military service members on active duty, and almost 9 percent were military service members in the reserves. (p. 6) 18 The researcher also detailed issues faced by military undergraduates who wished to attend college: Difficulty transitioning to life after military service; experiencing psychological and/or physical post-war trauma; readjusting to personal relationships; and adapting to a new lifestyle. Radford also highlights that veterans can face bureaucratic red tape from the Department of Veterans Affairs (VA) relating to their education benefits as well as from the college or university staff who were often not well versed in the details of those benefits. Many veterans face obstacles and challenges in using the Post-9/11 GI Bill® and transitioning to college (Steele, Salcedo, & Coley, 2010). Challenges noted included expectations different from their military experience, balancing academics and other responsibilities, relating to non-veteran students, managing service-connected injuries and disabilities. They also noted institutional efforts to adapt to the new GI Bill® benefits. Schools reported increased staff workloads of 50% to 200% related to the new influx of veteran students. The researchers (Steel, Salcedo, & Coley, 2010) noted some of the reasons behind this influx were, increases in total GI Bill® enrollment over previous years, lack oflmowledge in details of the new law, coordination with student accounts offices with respect to receipt of payments, the need to submit enrollment verification of each veteran student, and the need to assist veteran students in understanding their benefits. Institutions could more effectively serve veteran students according to the results ofa focus group study (Steel, Salcedo, & Coley, 2010). Institutions that encourage MILITARY VETERAN EXPERIENCE 19 veterans to self-identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The institutions should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). Veterans with Combat Related Disability Issues One challenge America faces as the more recent conflicts wind down, is that there will be more veterans with disabilities returning from military service, and these veterans will be seeking higher education. It will be important for staff and faculty of associated schools to be prepared to assist these veterans with disabilities in their transition (DiRarnio & Spires, 2009). The veterans that find it especially difficult to adjust to higher education are those with combat related disability issues, including hidden issues such as Post Traumatic Stress Disorder (PTSD) and Traumatic Brain Injury (TBI). Survivability from combat injury has increased and therefore an increase in veterans with disabilities on campus is inevitable. In the most recent conflicts, nearly 85% of those receiving combat injuries are surviving due to advances in protective body annor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). The Veterans Administration (VA) reported that in 1986 there were 2,225,289 military veterans with service-connected disabilities. By 2013 the number of veterans with service-connected disabilities had climbed to 3,743,259, mainly due to exposure to the MILITARY VETERAN EXPERIENCE 20 most recent conflicts in Iraq and Afghanistan and the increased survivability from combat injury (Department of Veterans Affairs, 2014b). Researchers from a study of veterans with three major conditions (e.g., PTSD, TBI, and major depression) reported that 18.5% of those returning from the most recent conflicts had PTSD or depression, and 19.5% reported experiencing TBI during their deployment. Of the veterans responding to the study, 11.2% reported PTSD or depression but no TBI, 7.3% reported PTSD/depression and TBI, and 12.2% reported just TBI (Tanielian & Jaycox, 2008). More recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). Colleges and universities across the country need to find ways to accommodate these new military veterans that may be coming to their institutions, but especially those with these sometimes unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. Accommodating Veterans with Disabilities on Campus. In a study of the role of the DS staff in accommodating veterans with disabilities, 237 members of the Association on Higher Education and Disabilities completed a survey, responses indicated that only 33% were comfortable or knowledgeable about campus efforts to serve these wounded warriors. Additionally, only 17.3% felt they had above average ability to serve these veterans (Vance, Miller II, 2009). There is a need to develop veteran friendly programs that reduce red tape, and have a designated point person or office. Other recommendations were to have an ongoing campus dialogue MILITARY VETERAN EXPERIENCE 21 which includes members of the DS staff, work on collaboration with other campus professionals, and work to collaborate in educating faculty and staff on the unique needs of these veterans (Vance & Miller II, 2009). There have been many discussions on how to accommodate veterans with disabilities on college and university campuses. The American Council on Education (ACE), with support from the Kresge Foundation and the Association on Higher Education and Disability and America's Heroes at Work conducted a "Veterans Success Jam" in May of2010. The "Veteran Success Jam'', was a three-day online collaboration that brought together thousands of veterans and their families, active service members, campus leaders, nonprofit organizations, and govermnent agencies from around the country. Recommendations were generated for colleges and universities accommodating veterans with PTSD and TBI (American Council on Education, 2010). During discussions at the Veterans Success Jam it was determined that overall veterans bring a lot of good qualities with them to campus, such as a higher degree of maturity, experience and leadership qualities, familiarity with diversity, and a level of focus not seen in their peers. Unfortunately, these qualities have been earned at great personal expense, and may well affect their educational goals. Campuses that are prepared to handle these challenges will rnake the transition of these veterans much easier, and the schools will benefit from being seen as veteran friendly (American Council on Education, 2010). Part of preparing to properly serve and accommodate these veterans is to understand what PTSD and TBI are, and what effect they may have on the academic MILITARY VETERAN EXPERIENCE 22 progress of these students. It is imperative that faculty and staff be educated and aware of these possible challenges (American Council on Education, 2010). Traumatic Brain Injury (TBI) in veterans usually involves a blow or concussion to the head which may include a penetrating head injury, which disrupts the function of the brain itself. These are most often associated with contact with an improvised explosive device (IED). Generally TBI can result in long and short-term issues, but most people get better over time. For those with mild cases of TB I, about 80% of the cases from the most recent conflicts, the recovery time can be as little as 3-6 months (American Council on Education, 2010). Post-traumatic stress disorder (PTSD) is a psychological injury that develops in response to exposure to an extreme traumatic event or events over time. PTSD trauma may include threatened death of oneself or others, serious injury, and even just the constant threat of personal injury. This creates a feeling of fear and helplessness that actually changes the brains chemical and hormonal balance. For some victims the symptoms will disappear when they are no longer exposed, yet for others they persist over a long period of time. Flashbacks or reliving events can happen in PTSD cases, which bring the stresses back to the forefront. These victims can sometimes avoid these feelings by avoiding events or situations that may trigger them. Usually PTSD symptoms manifest themselves within a few months, but they can take years to appear (American Council on Education, 2010). Staff and faculty may find it helpful to know what cognitive difficulties may be manifested in a veteran with PTSD or TBI. Each person manifests symptoms differently, so it hard to generalize. These symptoms can be things such as: difficulty in MILITARY VETERAN EXPERIENCE 23 concentration and attention; challenges processing infonnation; learning and memory deficits; sluggish abstract reasoning; and slowed executive functioning including problem solving, planning, insight, and sequencing. These veterans may also experience stressors outside the classroom involving home life, work, sleep disturbances, trouble managing time, and panic attacks (American Council on Education, 2010). When considering how to accommodate veterans with these types of disabilities it is best to understand that PTSD and TBI .symptoms are expressed in very unique ways. Standard procedures for accommodating a student with disabilities may not work with these veterans. In addition, in extreme cases, PTSD and TBI may also lead to depression and suicidal thoughts. These symptoms can be aggravated by academic pressure, health concerns, relationship issues, sleep problems, and substance abuse issues. Some factors that may have a positive effect on these veterans are social support by other veterans, professional medical treatment, good health and eating habits, and participation in recreational activities (American Coimcil on Education, 2010). Institutional faculty and staff should also be aware that not all veterans with PTSD or TBI will require disability accommodations to be successful in education, while others may. If they do require and qualify for special accommodations they will normally fall under either the Americans with Disabilities Act of 1990, or Section 504 of the Vocational and Rehabilitation Act of 1973. So adjustments may be made for these veterans, as they are with others with disabilities, as long as the accommodations do not change the overall academic program in question (American Council on Education, 2010). MILITARY VETERAN EXPERIENCE 24 Another factor to consider is that these veterans are less likely than their peers on campus to access special accommodations for which they may qualify. There are many reasons this may occur such as pride, lack of understanding campus resources on their part, or the feeling that faculty and staff do not understand PTSD or TBI. It is necessary to realize that most staff and faculty have not experienced anything close to what these veterans have been exposed to in combat (Rumann & Hamrick, 2009). Faculty and staff must be informed in other ways because of the lack of exposure to military experiences and lifestyle. Increased awareness by faculty and staff can also meet the needs of broader commitment to diversity on campus (American Council on Education, 2010; Rtunann & Hamrick, 2009). Faculty and staff should know that the manifestation of symptoms, and even the diagnosis of these conditions, may not occur until well after they leave the military. Therefore, they may come to the campus undiagnosed. Becoming aware of the outward signs of PTSD and TBI could present opportunities to counsel veterans on possible accommodations, for those that have not already made arrangements with the DS office on campus. Of course, veterans must be willing participants and never be coerced (American Council on Education, 2010). Faculty and staff would also find it useful to become aware of other veteran resources on campus and in the community that may be helpful in the veterans' transition to the college or university setting. These could be resources such as the Veteran Student Services office, Veterans Upward Bound (VUB), the local Student Veterans of America chapter, or various community veteran resources like the Veteran Service Organizations (American Legion, Veterans of Foreign Wars (VFW), and Disabled American Veterans MILITARY VETERAN EXPERIENCE 25 (DAV)), the Veterans Administration (VA) hospital, and others. Partnering with outside organizations would help university staff in handling veteran specific issues (American Council on Education, 2010; Rumann & Hamrick, 2009). In general faculty and staff should understand that most veterans are new to their disabilities as well and may be unaware of their rights as disabled students to receive accommodations for an identified disability. The process of getting and accepting help can take time for these veterans. Sometimes their military background can hinder them, mainly due to the stigma of weakness that can be placed upon someone in the military with disabilities or shortcomings. Faculty and staff should also be aware that there are many other disabilities that veterans may bring to campus in addition to PTSD/TBI such as loss oflimb(s), severe burns, deafness, vision issues, and general learning disabilities (American Council on Education, 2010). Veterans with Disabilities. In a study published in 2012, focus groups were held involving 31 veterans who had self-reported PTSD symptoms. Transcripts of the sessions were analyzed to establish dominant themes in the responses of these veterans. Findings indicated that veterans with PTSD. needed services in a variety of different areas, and they also had some specific recommendations for easing their transition (Ellison, et al., 2012). The veterans in the study found it important for the schools to provide services for educational planning, including helping them to prepare for the rigors of higher education. The reality is that many of these veterans went into the military because they felt they were not ready for college. The veterans felt they needed help with counseling on the educational goals, and in choosing an appropriate major (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 26 Another concern for these recent veterans is being able to reintegrate into society after their military service. Many of them left from their parents' homes right after high school without learning to live civilian life on their own. The veterans indicated the sudden change in social, psychological, and environmental norms from the military to civilian life created concerns. These concerns included homelessness, lack of family support, medical and/or addiction needs, physical disability needs, financial difficulties, and the how to balance their education and living needs (Ellison, et al., 2012). One theme that manifested itself across the veterans was the need for guidance and counseling regarding their GI Bill® and VA benefits. The veterans indicated that when calling veterans services they had difficulty reaching an actual person who could answer questions for them. When they did reach an individual, this person lacked proper knowledge of benefits, or could not properly cotmsel them on the pitfalls of choosing one educational benefit over the other. The staff at these offices need to be knowledgeable and infonnative (Ellison, et al., 2012). These veterans were concerned over the impact that their PTSD would have on their educational attainment. They indicated high anxiety dnring classes which could be triggered by things such as loud and sudden noises, hypervigilance while traveling to school, or anything that might remind them of their combat experience. Some indicated that they coped with these difficulties by using medication, positioning themselves at the back of the class, trying to choose classes with fewer students, or even evening or online classes. The veterans also expressed concern with perceived difficulties in memory and concentration in class, and the need for special accommodations (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 27 The veterans provided some possible ways that institutions could mitigate some of the difficulties that they face. They indicated the need for on campus outreach services from VA facilities where the veterans normally gather. The younger veterans also expressed a need for more outreach by veterans their own age and not just by groups of what they perceived to be veterans old enough to be their fathers (Ellison, et al., 2012). Peer support was another area where they felt services could be utilized to their benefit. The veterans felt that being able to interact with veterans who have had similar experiences, would help them to navigate the difficulties of the environment. There is an unseen trnst bond that fellow veterans feel from each other, especially if they know they have each served in similar combat situations. The veterans thought that a program of veterans providing counseling to veterans would be ideal and that one-on-one service settings would be best (Ellison, et al., 2012). These veterans also suggested that there should be some coordination between services received with their VA education benefit and with the clinical services related to their PTSD treatment. Veterans were concerned with the logistics of managing their schooling and the case management involving their treatment. The veterans suggested that there be some coordination between the schools and the VA to have school representatives available at the VA facilities for question and answer sessions related to higher education, as well as maybe some workshops related to college preparation. The veterans also wondered if it were possible to have individual advocates that would walk them through the processes such as admissions, financial aid, and enrollment (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 28 The veterans also suggested that there is a big change between the structured life of the military and the less structured civilian culture. Veterans felt in the military they had less autonomy and flexibility, and were concerned that their dependence on the military structure could hinder them in college persistence. Veterans felt that the process on campus needed to be streamlined and clear in order for them to better cope with the process. A one-stop-shop for veteran student services was suggested (Ellison, et al., 2012). Another concern was the perceived disconnect from the social networks the veterans relied upon prior to serving in the military. Having experienced many traumatic combat related experiences, and feeling a veteran no longer fit into groups or social settings that veterans may have been included in prior to their service. The veterans' social networks had become those that were fonned in the military and the transition back to civilian social networks was difficult. Veteran student groups on campus and national student veteran organizations could help ease these concerns (Ellison, et al., 2012). Reintegration into Society As veterans return from conflicts they have difficulties reintegrating into work environments, educational environments, social interactions and relationships, general physical functions, and sound emotional well-being. This is especially true for veterans that return with disabilities such as PTSD and TBI (Ostovary & Dapprich, 2011). As related specifically to (re)integration in education, veterans find both challenges and opportunities await them. The challenges come in many different forms and veterans need help navigating them upon entering the higher education environment. MILITARY VETERAN EXPERIENCE The opportunities depend on the approach to veterans established in each school (Ostovary & Dapprich, 2011). 29 One of the challenges faced in educational (re )integration is the loss of the direct benefits veterans were used to receiving in the military. Veterans are used to their day to day needs being taken care of for them with relative ease for the most part. Veterans' educational benefits can sometimes be delayed. The veterans are encouraged to apply for their GI Bill® benefits soon after discharge, yet the process of receiving these benefits is not immediate. This urgency in using the education benefit may cause the veteran to feel rushed into college enrollment and amplify things such as anger, irritability, and poor concentration in school. Classroom settings can also be a challenge and veterans may be affected by class size and noise, placement in the room, and attention and concentration issues. The veterans themselves report problems with the rigors of the curricuhun, social interaction with other students, and their perceived limits to services on campus (Ostovary & Dapprich, 2011). Educational satisfaction of veterans relates to how the respective institution of higher education works to become veteran friendly. Colleges and universities need adapt to the needs of new veterans as they transition. A veteran friendly campus is one that collaborates all services related to the (re)integration of veterans with disabilities. The services should include veteran centers on campus, veteran specific orientations, intramural programs for disabled students, and a campus-wide focus on veteran services. In addition, a student veteran organization should be established on campus. These organizations may improve interaction between veterans and traditional students, and between veterans and faculty and staff (Ostovary & Dapprich, 2011). MILITARY VETERAN EXPERIENCE 30 As has been the pattern of past generations, social and political change has occurred when veterans return from the fight, including those that return with disabilities. Following WWI the change came in the form of what was called the Commission on National Aid to Vocational Education and Disabled Veterans Act. Following WWII the change was known as the Serviceman's Readjustment Act. Then after Vietnam the program was called Veteran's Readjustment Assistance Act. Our newest veterans with disabilities are covered under the provisions of the Americans with Disabilities Act Amendment Act (AD AAA) of 2008 (Ostovary & Dapprich, 2011 ). Higher Education: Weathering the Perfect Storm. It has been said that the return of veterans from recent conflicts in Iraq and Afghanistan, along with the passage of the ADAAA, and the comprehensive benefits of the new Post 9/11 GI Bill® have created a so-called perfect storm that higher education has to overcome (Grossman, 2009). How higher education reacts will detennine how well they navigate the storm. Veterans with disabilities have historically been seen as assertive when it comes to their civil rights and educational benefits earned during their service. Many have been through traumas of the battlefield and will have been diagnosed with PTSB, TBI, and other issues (Grossman, 2009). Institutions of higher education will have to adapt to and learn to accommodate these veterans. Postsecondary institutions can become overwhelmed by this new influx of veterans with disabilities, or it could see this as an opportunity for positive changes. These new veterans could become the wakeup call that higher education needs, or a stumbling block. To weather the storm they will need to look at this challenge from a MILITARY VETERAN EXPERIENCE 31 new perspective and come up with new solutions that include a campus-wide response to accommodating veterans, and a Universal Design (UD) approach to their education (Burnett & Segoria, 2009; Grossman, 2009). The researcher (Grossman, 2009) lays out the challenges that come along with this perfect storm, and that higher education institutions will have to decide how they meet the challenges. First, they have to decide to prepare for this new population of veterans, of which they have had little if any experience dealing with. This will require training of faculty, staff, and DS staff on the characteristics and needs of these veterans. Although the AD AAA makes it clear that institutions are not required to fundamentally change their programs, but when it comes to veteran accommodations they may need to determine what really is fundamental. Veterans with PTSD and TBI require adjustments (accommodations) to the status quo, yet at the same time they do not want to be coddled (Grossman, 2009). The second challenge for colleges and universities is to develop veteran outreach activities that encourage them to enroll in college, take advantage of earned accommodations, and persist to graduation. They will need to address veterans with disabilities that hesitate to self-identify, that bristle at even being called or considered disabled, but that still need to be informed of campus benefits. Outreach activities should take place at locations where veterans may congregate (on and off campus), on social media cites, and at local military base education centers where possible. Veteran-specific student organizations, clubs, and fraternities may also be developed to inform veterans. For the most part these veterans are not used to the academic culture surrounding MILITARY VETERAN EXPERIENCE 32 disability accommodations and need help reviewing their documented disabilities or help obtaining proper documentation (Grossman, 2009). The next challenge noted is that veterans need someone on campus that can support them when the challenges and rigors of academic life arise. Ideally this would be someone with military experience generally similar to the individual veteran experience. Veterans with disabilities need to have someone they know can relate to their specific needs, and challenges, and be sympathetic to their cause (Grossman, 2009). Finally, colleges and universities need to be up to the challenge that this is an ongoing opportunity to help these current veterans and those that may come in the future. The higher education institutions should realize that America has made a commitment to these veterans and that part of that commitment is to their proper education. The commitment to this opportunity has to stay consistent, perpetual, and always focused on meeting the needs of these veterans with disabilities (Grossman, 2009). Summary There has been a long history established of federal assistance for veterans leaving military service, especially since WWII concluded. The GI Bill® has become a major part of those benefits. The original GI Bill® was a very generous benefit that provided an educational opportunity to millions of veterans following WWII, and literally changed society for generations. The newest version, the Post 9/11 GI Bill®, once again offers a tremendous benefit to veterans transitioning from the military and entering higher education environments around the country. This new GI Bill®, along with the large number of veterans leaving service following the wars in Iraq and Afghanistan, have facilitated the need for change MILITARY VETERAN EXPERIENCE 33 and adaption of student services at these institutions of higher education. Some of these colleges and universities have done better at adapting than others, but the need for all to make the change is required. Reintegration of these veterans into society, and more specifically into education, is critical for their well-being. These veterans almost always need help navigating the challenges faced in a higher education environment. Colleges and universities must change and adapt as society does in relation to veterans. Many of these new veterans coming to higher education have been exposed to combat and may have disabilities, including PTSD and TBI, which will need to be accommodated. Adjustments will need to be made by faculty and staff in order to address the educational needs of these veterans with disabilities. How these adjustments are made, and how effective they are in helping the veterans transition, will impact the experience of both the institutes of higher education the veterans they serve. MILITARY VETERAN EXPERIENCE 34 PURPOSE With the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). This new GI Bill® benefit is the most generous since the end of WWII (Radford, 2009) which has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. In research by Zoli, Maury, and Fay (2015) of more than 8,500 military members and veterans, 92% said that education should play a role in post-service transition. Unfortunately most colleges and universities were inadequately prepared to meet the needs of this new influx of veterans and have been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Many of these new veterans have returned with disabilities related to their wartime experiences, such as PTSD and TBI, which require additional considerations and accommodations. These veterans with disabilities have both temporary and chronic health issues that have affected their educational experience (Church, 2009). Faculty, staff, and related student services offices need to work together to meet the needs and special accommodations of these veterans with disabilities. The purpose of this study was to detennine veterans/veterans with disabilities perspectives on how well they have been integrated and accommodated at the community college and university level in a western state. The study sought to determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. MILITARY VETERAN EXPERIENCE 35 The primary research questions were: 1. To what extent do veterans feel that their respective college or university has developed a veteran friendly campus by streamlining the admission, enrollment, and veteran services processes? 2. To what extent do veterans feel faculty and staff have an adequate understanding of the experiences of military veterans and are faculty and staff aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general? 3. To what extent do veterans perceive that colleges or universities adequately understand and accommodate veterans' with disabilities, specifically those disabilities related to combat related issues such as PTSD and TBI? MILITARY VETERAN EXPERIENCE 36 METHOD To address the purpose of this study, a needs analysis through survey research was conducted using the perspectives of veterans at both a university and community college in a western state. Veteran attitudes and perspectives were gathered related to their experiences during the admissions and emollment processes at their institutes of higher / education. Additionally the participants considered disabled, due to PTSD or TBI, were further queried relating to their specific experiences on campus. The study was conducted using a survey consisting of 4-point Likert scale questionnaire (Appendix A), with follow-up open-ended questions. The Likert scale questions were used to measure the overall perception of veterans' experiences in higher education. The open-ended questions were used to identify common themes and opinions from these same veterans. Additional survey questions were provided for veterans who self-identified as having PTSD and/or TBL The study was of particular interest to the researcher due to past experience in the military, work experience serving veterans on campus, and experience as a student having used GI Bill® benefits for graduate studies. The researcher served in the U.S. Army for over 22 years retiring in 2005, was grandfathered into the Post 9/11 GI Bill® benefits after retirement, and used those benefits in pursuit of a Master of Education degree at a university in a western state. Additionally the researcher is a service-connected veteran with disabilities. The researcher worked with veterans at a university as a staff member in a Department of Education program called Veterans Upward Bound (Department of Education, 2014), and was a member of a university committee of concerned faculty and staff, dedicated to creating a veteran friendly environment. MILITARY VETERAN EXPERIENCE 37 Participants The study surveyed veterans attending a university and a community college in a western state, who were associated with the Veterans Upward Bound (VUB) program at each campus. The survey was distributed to 158 veterans who participated in VUB between 2013 and 2015. Total respondents to the survey were 33, a 23% response rate. As with the military in general, it was anticipated that the majority of the respondents would be male (see Table 1). Part of the survey allowed the veterans to identify whether they had a service­connected disability for PTSD and/or TBI. Those that identified themselves as disabled due to PTSD/TBI were further queried, to gather information related to their particular experiences regarding disability accommodations and services on campus. Table I. Respondents by branch and years of service, and by branch and gender. 0-5 years 6-10 years 11-19 years Retired 20+ Male Female Army 4 4 1 1 8 2 Navy 2 1 NIA 1 3 1 Air Force NIA 4 NIA 4 5 3 Marine Corp 5 2 NIA NIA 6 1 Nat. Guard NIA NIA NIA 1 NIA 1 Reserve 1 2 NIA NIA 3 Total 12 13 1 7 25 8 MILITARY VETERAN EXPERIENCE 38 Instruments This research was conducted using a survey of questions related to the veterans' experiences and satisfaction level with campus services, including questions specifically for those veterans who identified themselves as having a service-connected disability (Appendix A). The questionnaire measured levels of satisfaction or dissatisfaction with each topic. No neutral response was offered to the respondents. The researcher's rationale being that the veterans were either satisfied or not with each aspect of their experience on campus. The open-ended questions required a written response that allowed the respondents to express deeper feelings related to the topics. These were used to further identify common themes. Procedure The study identified veterans enrolled in VUB using program specific database software known as Blumen® (Compansol, 2012). The database is used to track the progress of veterans in VUB and was readily available to the researcher. Although the researcher had access to the veterans in the VUB program, Institutional Review Board (IRB) permissions were requested in accordance with institutional procedures. The IRB request included all survey instruments and informed consent forms required for the study. Once approval of the study was given (Appendix B), the researcher obtained a current number ofVUB participants served between 2013 and 2015, and began the survey process. MILITARY VETERAN EXPERIENCE 39 An email was sent to 158 veterans emolled in VUB between 2013 and 2015. The initial email introduced the study and asked each veteran to participate in the survey. The email made clear that their participation in the survey was consent for their data to be used in the study. The veterans were instructed that these surveys would include descriptive information such as background, age, and sex, but that no identifiable information would be published in the results. Of the initial 158 emails sent, 15 were rejected due to invalid emails, and two veterans specifically requested not to be contacted further and were removed from the participant list. The final pool was 141 veterans. One week after the initial email, a second email was sent to each veteran with a link to the survey and they were asked to complete it as quickly as possible. After a two week response period the researcher sent the link again, to offer those veterans who have not yet responded the opportunity to participate. Due to minimal response, the survey link was then sent out two additional times before it was determined that the maximum voluntary response was likely reached. There were a total of 33 completed surveys received, or a 23% response rate approximately. Of those received, eight women veterans completed the survey, or 24%. Unfortunately researchers have found that response rates to online surveys are significantly lower than paper surveys, despite various practices used to lift total responses. It was reported that online surveys had response rates 23 % lower than that of paper surveys (Nulty 2008). Nulty suggests the following procedures as a way to boost response rates from online surveys such as: MILITARY VETERAN EXPERIENCE 1. "Pushing" the survey using an easy access URL sent directly to the participants. 2. Frequent reminders to the participants, at least 3, however some researchers in the study were concerned with irritating the survey population. 3. Involving academics with a vested interest, to remind possible participants. 40 4. Somehow persuading participants that the data from their responses will be used usefully and taken seriously. 5. Providing rewards of some sort, prizes, points, extra credit, etc. But some cautioned that students should do it because it is worth their time, versus extrinsic motivators that may skew the sample. 6. Help students to understand how to give constructive criticism, which can help their open-ended responses. 7. Create surveys that seek constructive criticism, which encourages participation and avoids the pitfalls of simple numerical rating surveys. During the data collection process, some of these tactics were employed to increase response rates. As indicated earlier in this research, multiple emails with an easy to access URL were used, providing frequent reminders, participants were informed that their data would be used to improve the situation of current and future veteran students, and the survey was constrncted in a way that would allow the veterans to provide constrnctive criticism using both a Likert scale survey and follow-up open-ended comments. MILITARY VETERAN EXPERIENCE 41 Based on the researcher's work with veterans for over 10 years prior to this study, the response rate for the current research was not a surprising. Most veterans have been reluctant to participate in extracurricular activities and assignments given through VUB, due to their busy life and their focus on the requirements of their education which effect their grades. In addition, female veterans seem more likely to participate than male veterans. Female veterans made up only 16% of the initial pool of veterans to whom the survey was sent, but responded at a rate of 24%. Additionally, of those who responded 33% indicated they had been diagnosed with PTSD and/or TBI. Data Analysis The survey was administered and gathered over the course of a semester and the results were analyzed. Data were reviewed on a regular basis as the surveys were returned by the respondents. The researcher reviewed the responses for overall concepts, emerging patterns, and overarching categorization. The data were described and interpreted to answer questions posed by the research on the military veteran experience in higher education in a western state. An ecological psychology approach was talcen to analyze the participant's perspectives related to their environment (Boudah, 2011). Ecological psychology is the study of the relationship of humans and their environments, and how that enviromnent affects the inhabitants. In this case the higher education environment and military veterans. The researcher collected the data over time and then coded the data for analysis. During coding the researcher worked to identify patterns, developed categories, and MILITARY VETERAN EXPERIENCE looked for common themes and trends. As new responses crune in, patterns categories and themes were changed and adjusted as necessary. 42 The researcher then moved beyond the patterns, categories and themes to develop a theory based on a review of the causes, consequences, and relationships of the veteran perspective. The researcher brought a theoretical sensitivity to the subject based on past experience in the military and current work with veterans on college and university crunpuses. MILITARY VETERAN EXPERIENCE RESULTS 43 The survey questions were broken down into demographic data, and seven survey sections: (a) overall experience in higher education, (b) website navigation, (c) admissions, (d) enrollment services, (e) veterans services office, (f) faculty awareness/classroom enviromnent/campus life, and (g) service-connected disability. Likert scale answers were gathered, and the respondents were also given the opportunity to comment on each section as well. See the Likert scale results (Appendix C). Demographic Data Based on the survey answers in this section, the researcher received a good mixture of military veterans. Of the respondents, seven indicated they were retired military (typically a minimum of20 years served), one had served 11-19 years, 13 had served 6-10 years, and 12 had served in the military 0-5 years. As to the question of how long each veteran had been out of the military before starting college, nine veterans had been out just 0-6 months, only three 7-12 months, seven had been out 1-2 years, three had been out 3-5 years, and 11 had been out of the military over five years. Of the veterans who responded, 25 were male and eight were female. Combat zone experience was high among respondents, which reflects the fact that the military has been involved in one conflict or another for over a decade. Of the 33 respondents 25 had been deployed to a combat zone, including six of the eight female veterans. There was a fairly even mixture of veteran students attending two or four year postsecondary institutions as well. Of the respondents, 10 were attending a 2-year institution and 13 were attending a 4-year institution. The rest were either imminently MILITARY VETERAN EXPERIENCE 44 graduating, starting school the following semester, or were just not enrolled in school at the time of the survey. The military branch breakdown of the respondents were 10 that had served in the Army, four from the Navy, eight from the Air Force, seven from the Marines, and four who had served in a reserve component. Overall Experience in Higher Education When asked iftheir overall experience in higher education had been positive, nearly 73% either agreed or strongly agreed with the statement, and the remaining 27% disagreed or strongly disagreed. As to whether their school was working to accommodate veterans, 66% either agreed or strongly agreed and the remaining 33% disagreed or strongly disagreed. And finally as to whether veteran programs/benefits have improved since they have been at school, nearly 56% either agreed or strongly agreed, while 44% either disagreed or strongly disagreed. Open ended comments from this section included one from a veteran who said, "Seems to be more difficult once you've been identified as a veteran." Another veteran commented, "Some departments are set up in such a way that Veterans who use their G .I. Bill do not get the full benefits. ([e.g.] the Automotive Department) Some of the classes have 25 hours of seat time for 1 week with homework and is considered part time." Website Navigation The respondents overwhelmingly agreed that their respective college/university website was easy to find online, with 100% that either agreed or strongly agreed. Once they found the site 75% either agreed or strongly agreed that the site was easy to navigate, MILITARY VETERAN EXPERIENCE 45 while 25% reported a negative experience and either disagreed or strongly disagreed that the website was easy to locate. When it came to veteran-specific webpages, 60% either agreed or strongly agreed that it was easy to locate veteran-specific webpages and that they were either in one location or easily linked. Yet 40% disagreed or strongly disagreed, and found the webpages more difficult to locate. The respondents that either agreed or strongly agreed that veteran webpages were clear and understandable was about 73%, with about 27% that disagreed or strongly disagreed. Finally, over 93% of the respondents either agreed or strongly agreed that contact information for Veterans Services was easy to find on the website. When asked to comment about website navigation, one veteran said, "Veterans Services website need[s] a complete makeover. Veterans Upward [B]ound need[s] some life to it, graphics. Still have very old pictures. Out of date. Its 2015 folks." Admissions A clear 100% of the respondents either agreed or strongly agreed that online admissions application was easily fotmd, clear, and understandable. Over 68% either agreed or strongly agreed that the application clearly asked them to identify as a military member or veteran, with approximately 31 % that either disagreed or strongly disagreed that the application clearly asked them to identify as a military member or veteran. The vast majority of the veterans, over 96%, either agreed or strongly agreed that the admissions office was easy to locate on their campus if needed. Approximately 63% either agreed or strongly agreed that the admissions staff was helpful, were able to answer MILITARY VETERAN EXPERIENCE veteran related questions, and understood veteran related procedures while over 36% disagreed or strongly disagreed. 46 Just over 53% of the veterans either agreed or strongly agreed that the procedure to transfer in credit for military experience was clear and understandable, while nearly 47% disagreed or strongly disagreed. As to whether their respective school offered veteran-specific orientations or information sessions, approximately 53% disagreed or strongly disagreed. Nearly 47% agreed or strongly agreed. When asked whether the overall admissions process was veteran friendly, nearly 70% either agreed or strongly agreed that it was, while about 30% disagreed or strongly disagreed that the process was veteran friendly. Comments on admissions included one veteran who said, [About the application] "the box that asks if you are a vet is a small box that most vets don't see." [As to whether the staff was helpful] "When you ask any questions on the phone, as soon as you say you're a vet, they transfer you to Veteran Services, even though your question is about admissions." [In reference to veteran orientation] "Some orientations include a portion for vets, but most don't." Another veteran commented, "I honestly can't remember if Veteran status was an option on the application. The local VA office had to add me as Veteran with school. There is a disconnect somewhere." Enrollment Services When asked about enrollment services, over 85% ofrespondents either agreed or strongly agreed that the online registration process was clear and understandable, with just over 14% disagreed or strongly disagreed. Nearly 94% of the veterans either agreed or strongly agreed that the registrar's office was easy to locate on their respective campus. MILITARY VETERAN EXPERIENCE 47 The veterans were also asked if they had access to an advisor for help planning and choosing courses, as well as assistance in enrolling. Approximately 74% of the respondents either agreed or strongly agreed, with just about 26% that disagreed or strongly disagreed. As to whether the registrar office staff were familiar with veteran­specific needs, only about 45% either agreed or strongly agreed, and 55% didn't feel their needs were met. Over 78% of the veterans surveyed either agreed or strongly agreed that enrollment deadlines, add/drop periods, and the semester schedules were made clear, while approximately 22 % disagreed or strongly disagreed. One veteran said concerning enrollment services, "I specifically had to ask for an adviser with a military background to assist me. It was difficult to process to figure out what classes I needed to finish my degree with the military. The other advisers gave a generic tutorial on general education classes which was helpful to a point. To be fair it was extremely difficult to get assistance from the military." Another veteran commented, "I could find no specific counselor to meet with to plan a course schedule. That was left up to the advisor for the degree you majored in. Getting a meeting with that person is absolutely ridiculous and time consuming. Not easy in the slightest." Veterans Services Office When it came to ease of locating Veterans Services on campus, almost 85% either agreed or strongly agreed that it was no problem, with the remaining 15% who either disagreed or strongly disagreed. Some 78% ofrespondents either agreed or strongly agreed that the staff was friendly, welcoming and knowledgeable on GI Bill® benefits, but the 22% remaining either disagreed or strongly disagreed. The majority of the veterans, just over 77%, either agreed or strongly agreed that procedures for certification of GI MILITARY VETERAN EXPERIENCE Bill® benefits clear and understandable, or they were explained adequately. The remaining 23% either disagreed or strongly disagreed. Nearly 81 % of the respondents either agreed or strongly agreed that the Veterans Services staff helpful in giving guidance for registration each semester, with the remaining 19% either disagreed or strongly disagreed. 48 When asked if problems with GI Bill® benefits were resolved for them in a timely manner, over 84% indicated that they either agreed or strongly agreed, with 16% that either disagreed or strongly disagreed. Comments about Veterans Services Office included one veteran who said, "The Veterans Student Services were very helpful, lmowledgeable and professional." While another commented, "The Veterans Services Office was able to answer my questions and refer me to the appropriate services I required, however, I wondered why other school officials hadn't referred me to Veterans Services first. I could have avoided a lot of confusion and wasted time." Faculty Awareness, Classroom Environment, and Campus Life When asked about whether their school had offered a reintegration program to help with transition, about 57% indicated that their school did not offer this type of program, and either disagreed or strongly disagreed. Only 43% either agreed or strongly agreed that a reintegration program was offered. Over 63% of the respondents either disagreed or strongly disagreed that their professors were aware of veteran resources on campus, with the remaining 3 7% who agreed or strongly agreed that professors were aware. Some 70% of respondents either agreed or strongly agreed that their instructors/professors interacted well with them, and MILITARY VETERAN EXPERIENCE 49 honored the veterans' confidentiality requests. The remaining 30% disagreed or strongly disagreed. When asked if veterans were aware of instructors being trained about what the military experience is like, over 60% either disagreed or strongly disagreed that the instructors had been trained, and only 40% agreed or strongly agreed that they were. As to whether the respondents felt they were treated fairly and respectfully on campus, almost 82% agreed or strongly agreed. The remaining 18% either disagreed or strongly disagreed. About 87% agreed or strongly agreed that they were allowed to share their military experiences when appropriate, while the remaining 13% disagreed or strongly disagreed. Of the veterans that responded, 80% agreed or strongly agreed that allowances were made for specific veteran seating needs. Nearly 82% agreed or strongly agreed that classroom populations are manageable in size and encourage learning, while the remaining 18% veterans disagreed or strongly disagreed. Peer mentoring programs allow veterans to get assistance with coursework, directly from other veteran students. Just over 64% of the respondents agreed or strongly agreed that their school had a peer mentoring program for support of veterans, while almost 36% disagreed or strongly disagreed. In addition, over 65% of the veterans agreed or strongly agreed that their school had a relationship with veteran service organizations, such as The American Legion, Disabled American Veterans, and the Veterans ofForeign Wars, that can assist veterans in obtaining further benefits, with the remaining respondents disagreed or strongly disagreed. Also, about 87% of the respondents agreed or strongly agreed that their school allowed the Veterans Administration (VA) to have a MILITARY VETERAN EXPERIENCE presence on campus to assist with things such as mental health counseling, education benefits, veterans with disabilities' benefits. 50 In regards to Student Veteran Organizations (SVO), about 47% agreed or strongly agreed that they were aware their school had a SVO on campus, but about 53% disagreed or strongly disagreed. Many colleges offer a "one-stop-shop" for any resource on campus related to veterans, such as Veteran Services, VUB, Admissions, Registration, and Disability Services. This helps the veterans by providing a streamlined process for administrative offices and support resources needed while applying for and attending college. Just 58% of veterans agreed or strongly agreed that their school offered such a resource, while the remaining 42% disagreed or strongly disagreed. When asked to comment on faculty awareness, classroom environment, and campus life, a veteran commented "A one-stop shop for veterans/military issues would be very beneficial." Another veteran commented, "The VA office was moved from the student services building to a building on the outskirt of campus. It should be co-located with other student services. Their current facilities are inadequate for study or parking. I pushed hard to assist and establish a veteran student organization with no luck. Finally, it was hard transition from the "military life" and it would have been nice to have a fellow Vet as a mentor." Another veteran said, "Veterans services are on opposite ends of the campus and not located "on campus" per se. The Veterans Services Office used to be located in the administration building on campus and it was more convenient to walk between the registrars, cashier, and Vet services when problems or questions arose, but MILITARY VETERAN EXPERIENCE last summer is was moved outside of the building and it now seems disconnected from the school." Service-connected Disability Of those that responded to this question of the survey, just over 35% (11) indicated that they had been diagnosed with PTSD, TBI, or a combination of the two illnesses. Nearly 83% of these veterans with disabilities agreed or strongly agreed that the staff of Disability Services, at their campus, were friendly, welcoming, and had an understanding of veteran-specific disabilities. 51 About 71 % of the veterans with disabilities agreed or strongly agreed that Disability Services staff had an understanding of the cognitive difficulties related to PTSD/TBI, and were trained to counsel veterans, while the remaining veterans with disabilities disagreed or strongly disagreed. As to whether Disability Services helped veterans deal with the stigma related to being "disabled", almost 74% agreed or strongly agreed, and the remaining 26% either disagreed or strongly disagreed. Over 82% of the veterans with disabilities agreed or strongly agreed that Disability Services coordinated with the VA to properly accommodate the veterans with disabilities on campus, while almost 18% disagreed or strongly disagreed. Just over 83% of veterans with disabilities agreed or strongly agreed that classroom accommodations are given to veterans with PTSD/TBI diagnoses, while nearlyl 7% disagreed or strongly disagreed. About 84% agreed or strongly agreed that test-taking and test location accommodations were given to veterans with these diagnoses, with the remaining that either disagreed or strongly disagreed. Finally, when asked whether Disability Services collaborates to educate other campus professionals MILITARY VETERAN EXPERIENCE 52 about veterans with disabilities' needs, 80% of the veterans with disabilities agreed or strongly agreed that they did, and 20% disagreed or strongly disagreed. Of those veterans that indicated they had either PTSD or TBI, one commented "If provisions are available at Weber State University for Disabled Veterans I am not aware of them." And finally, another commented "I experienced Sexual trauma in the military and received disability accommodations finally after three years at college. It would be helpful to have a female Psychologist for female veterans. I don't feel comfortable sharing my anxiety issues with a male." Table 2. Summary of responses by survey section, with the totals by section and response type. Section Strongly Agree Disagree Strongly Survey Sections Responses Agree Disagree a. Overall 93 27 34 14 18 Experience (3) b. Website 155 36 88 22 9 Navigation (7) c. College 224 48 111 43 22 Admissions (7) d. Enrollment 152 29 86 26 11 Services ( 5) e. Veteran Services 153 57 67 20 9 Office (5) f. Faculty 388 82 167 92 47 Awareness/ Classroom Environment (13) g. Service- 147 64 53 12 18 connected Disability (7) MILITARY VETERAN EXPERIENCE DISCUSSION 53 As seen in the review of previous research on this subject, the study found that with the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict, some 40 years ago (Cook & Kim, 2009; Rumann & Hamrick, 2009). In research by Zoli, Maury, and Fay (2015) of the more than 8,500 military members and veterans who participated, 92% indicated that education should play a role in post-service transition. This new GI Bill® has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. The previous research found that most colleges and universities across the country were inadequately prepared to meet the needs of this new influx of veterans and had been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Research also showed a need for improvement in areas related to veterans such as assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Previous research also suggested that institutions that encourage veterans to self­identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The university should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military MILITARY VETERAN EXPERIENCE training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). 54 The current study provided an opportunity to obtain the perspective of the veterans, in one western state, as to how their respective college or university was adapting to this change. The study sought to determine veteran/veterans with disabilities' perspectives as to what extent they have been integrated and accommodated at the community college and university level. In addition, the purpose of the study was to also determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. Specifically the study sought to determine to what extent the institutions of higher education have developed a veteran friendly campus, determine to what extent does the institutional faculty and staff have an adequate understanding of the military experience, are reintegrating veterans into the classroom and into higher education in general, and to determine to what extent do the institutions adequately understand and accommodate veterans with service-connected disabilities such at PTSD and TBI. What the current study demonstrated is that progress has been made in relation to this study group but there is still room for improvement, and that colleges and universities should continue to move in a positive direction. These institutions should focus on improving all aspects of interaction with military veterans to include improving the veteran experience through proper integration, user friendly web-based resources, veteran-specific admissions and registration procedures, proactive veteran services, faculty and staff awareness and training, developing a welcoming classroom MILITARY VETERAN EXPERIENCE environment, improved veteran integration in campus life, and also improved disability services and accommodations for veterans witb disabilities. Implications of the Results 55 There are very meaningful reasons why institutions should do tbe best job possible when serving, managing, and educating veterans. As pointed out in the previous research reviewed, Brown and Gross (2011) showed that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. The study sought to measure how the veterans felt that the institutions of higher education were doing in that respect. Overall, the results of tbe current research on the veteran perspective was quite positive. The survey results indicated that, in general, there were 949 (72 % ) positive responses to survey questions and 363 (28%) negative responses (Appendix C). This by no means indicates that there have been no negative impacts on veterans at the institutions involved, but it demonstrates tbat strides are being made in a positive direction when it comes to the veteran experience at the these schools. A portion of the survey addressed the research question related to how the veterans felt their respective college or university had developed a veteran friendly campus through streamlining the admission, enrollment, and veteran services processes. When it came to the admissions process, most of the survey participants felt that the admissions process was generally smooth and could be viewed as veteran-friendly, but over one-third of the veterans thought that the admissions staff was not helpful and lacked understanding of veteran-specific issues. Also a clear procedure for transferring credit for military experience is warranted, based on tbe nearly one-half of veterans MILITARY VETERAN EXPERIENCE 56 unsatisfied with that process. This would indicate that staff training related to veteran­specific issues and problems that arise could reduce that level of dissatisfaction. Another possible option would be to have a staff member with military experience available to assist veterans. The admissions process is likely the first stumbling block that these veterans have in starting their higher education journey, so it is incumbent on the institutions to ensure veterans are welcomed, treated fairly, and that veteran needs are being addressed. Once admitted to an institute of higher education, veterans must tackle the enrollment process and find coursework suited for their chosen academic major. This can be a daunting task for veterans, many of whom have never been in a higher education environment. Over one quarter of the veterans responding to the survey felt that they did not have access to an advisor that would work with them in choosing and enrolling in courses. It is critical that veterans are advised properly, given the fact that their GI Bill® benefits are finite. Veterans cannot afford to waste time or money on coursework unrelated to their major. In addition over one half of the respondents felt that the registrar staff was unfamiliar with veteran-specific needs. If a staff member is unaware of the VA policy (e.g. against paying for courses unrelated to the veteran's major) and improperly advises the veteran, then it may create financial for the veterans. Again, training on veteran related issues and/or the presence of a veteran staff member may mitigate these kinds of problems. Veterans Services is a critical part of the veteran experience on the community college and university campus, especially for those veterans using GI Bill® benefits. It can become financially difficult on veterans if they have issues with receiving their MILITARY VETERAN EXPERIENCE educational benefits, so Veterans Services must be efficient when certifying veterans' benefits. 57 Most survey responses relating to Veteran Services were positive, but some found that veteran services was hard to locate, that the staff was unfriendly, and that the process for obtaining GI Bill® benefits was not clear or explained properly. Some also had trouble getting proper guidance from Veteran Services during registration each semester, or when veterans experienced problems with receiving GI Bill®benefits, the problems were not resolved in a timely manner. Not all veterans will be satisfied with how a particular process unfolds, but veterans utilizing Veteran Services on campus should feel that the staff there are on the veterans' side to the best extent possible. Veteran Services should viewed by the veterans as an ally on campus, and staff should do the utmost to accommodate veteran needs. This office should be a safe haven where veterans can come for support when they are frustrated by other campus services and procedures. Interaction with instructors and professors make up most of the personal contact veterans have in higher education. Ideally they should have some knowledge about veteran issues and resources available. The second research question attempted to determine if veterans felt faculty and staffhad an adequate understanding of the experiences of military veterans. Additionally, the study attempted to determine veterans' perception as to whether the faculty and staff were aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general. Some of the difficulties that veterans face in higher education involve under informed MILITARY VETERAN EXPERIENCE faculty, their negative classroom experiences, and general non-involvement in campus life and activities. 58 The researcher believes that it is critical to the long-term viability of veteran students, for them to be understood, accommodated, and integrated into these institutions. Over one half of the veterans indicated that their respective school either did not have an integration program, or if it did they were unsatisfied with results. In addition, nearly two thirds of veteran respondents indicated that their instructors and professors were unaware of veteran resources on campus. All staff and faculty should be aware of resources that benefit veterans, which can serve to make things easier on the veteran, staff, and faculty. The study results indicate that over one half of the veterans in the survey perceived that the faculty were not adequately trained to understand the military experience. Some colleges across the country have establish a "basic training" type program for faculty to help them be more aware of different aspects of the military experience, to help them to understand and be sympathetic. For example Purdue University, and the Veterans Success Center there, offers "Green Zone Training" to discuss what it means to serve and what veterans bring to campus. With fewer and fewer staff and faculty having military experience themselves, a program like this would be beneficial and enlightening as more veterans pursue higher education. On a positive note, the veterans overwhelmingly felt that they were treated fairly and respectfully, and were given the opportunity to share their experiences when they felt comfortable doing so in class. Approximately 30 % of the veterans who responded did not feel that the faculty honored the veterans' confidentiality requests. Some veterans really want to blend into MILITARY VETERAN EXPERIENCE 59 the fabric of the campus and do not feel comfortable being singled out or identified as a military veteran. Faculty should be sensitive to this on an individual basis, and avoid calling attention to a veteran who may not want to be identified that way. Some veterans are uncomfortable speaking of their military experiences in class, or relating it to their education, especially if it involves combat experiences. Although if comfortable in sharing, veterans' experiences can contribute to classroom learning environment and to the learning experience of all students overall, so faculty need to be sensitive and aware. Peer mentoring and student veteran organizations are other programs that have been beneficial to veterans on campuses across the country. Veterans learning and being mentored by other veterans can be another way to increase retention of veterans at the respective college or university. Organized student groups can give similar kinds of support to veterans (e.g. Student Veterans of America). An experienced veteran in college can help newer student veterans get through the difficult times by showing these fellow veterans how they survived themselves. Over one third of the veterans in the survey did not feel that there was a sound peer mentoring program, or at least an effective one at their respective schools. In addition, over one half of the veterans in the study indicated that their school did not have an adequate student veteran's organization. This study also attempted to determine how veterans with disabilities perceived their college or university understood and accommodated veterans' disabilities, specifically those related to combat related issues such as PTSD and TBI. Recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed MILITARY VETERAN EXPERIENCE 60 with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). In the study by Zoli, Maury, and Fay (2015), the researchers reported over 3.9 million veterans had been identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents 58% reported a service related disability. Of the veterans that reported a service-connected disability, 79% indicated that the disability created obstacles for them as they transitioned to civilian life. In regards to pursuing higher education, 12% indicated the disability hindered beginning higher education, and 28% said the disability created obstacles in completing higher education (Zoli, Maury, and Fay, 2015). It is critical that colleges and universities across the country find ways to accommodate these military veterans who may be attending to their institutions, but especially those with these unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. The DS staff should be at the forefront when it comes to service-connected veterans with disabilities. In this study, of the veterans who identified as being disabled due to PTSD and/or TB!, over 82% agreed that DS staff at their campus were friendly and welcoming, and had an understanding of veteran-specific disabilities. It was by no means unanimous, with about 18% disagreeing, so there is room for improvement. The DS staff also seemed to have at least some understanding of the cognitive difficulties of those veterans experiencing PTSD/TBI issues, and these veterans felt the staff had adequate training to counsel them in relation to these issues. The DS staff was also widely viewed as being helpful to veterans struggling with the stigma that is felt by being called "disabled". MILITARY VETERAN EXPERIENCE 61 The results indicate that most of the veterans with disabilities were receiving accommodations in the classroom, and for test-taking, as well as these veterans feeling positive about how the DS staff educated other campus professionals about veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services. There were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. Limitations Although the surveys were conducted in only one western state, the researcher believes that the results can be viewed in the broader context in that improvements are being made in higher education for this new influx of veterans. Others may argue that the results of the research are not adequately generalizable based on the sample size. The researcher agrees that the response rate for the survey was not ideal, but given that overall response rates for online surveys are traditionally low, the researcher felt that there were enough data to proceed. Veterans tend to focus on what directly effects their education, and therefore if the veteran does not see a relation to coursework and grades they tend to be less interested in extracurricular inquiries (Quaye & Harper, 2014). In reviewing the demographic data, it appears that there was a well-represented sample of our military, in years served, branch of anned service, deployment to combat zones, and gender. There appeared to be few if any over-represented veterans in the specific categories, other than females (see Table 1). MILITARY VETERAN EXPERIENCE 62 Future Research The study can be expanded by conducting future research to include more colleges and universities in different regions of the country. Including more veterans in varied geographical and demographically diverse areas of the country would build a broader picture of how higher education is doing in serving, managing, and educating veterans. Future research could also include the use of varied survey tools including online surveys, mailed surveys, convenience surveys, one-on-one interviews, and group discussions. The study sought to measure only the perspective of the veterans from the beginning of the research project, using a convenience sample of Veterans Upward Bound (VUB) participants. Future research could also measure the perspectives of institutional staff and faculty as well as a broader spectrum of veterans, in order to identify any possible disconnects and common ground between veteran and institutional perspectives. An institution of higher education may believe that it is doing all it can to adequately serve veterans, whereas the veterans feel that there is room to improve. This needs analysis was undertalcen to inform the institutions of higher education regarding the perspectives of military veterans. It will infonn universities, and the entities that support those veterans, ways to improve the veteran experience. Additionally, the results will provide a veteran perspective in hopes of better meeting the needs of college and university veterans. It is recommended that future research will review these data and aslc additional questions of the veterans and university faculty and staff to better support those who have served on the country's behalf. MILITARY VETERAN EXPERIENCE 63 Summary The study began with historical background and context on the GI Bill® from the beginning in 1944, to the present configuration. With the newest iteration of the GI Bill® and the generous benefits to veterans, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). The literature review showed that institutions of higher education were ill prepared to meet the needs of this new influx of veterans, and had been reacting to the challenge rather than being proactive and anticipating changes that needed to be made. In addition, due to higher rates of survivability in combat, many of the veteran students entering higher education now have returned from conflict with injuries and illnesses such as PTSD and TBI. Previous research showed that nearly 85% of those receiving combat injuries are surviving due to advances in protective body armor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). In the current study, the researcher sought to measure the veteran perspective as to how the institutions of higher education are doing in relation to serving veterans in general, as well as veterans with disabilities. The study findings were more positive than expected, based on prior research, with 949 (72%) positive responses to survey questions and 363 (28%) negative responses (see appendix A). This could plainly be an indicator that the institutions of higher education in the western state involved are doing better than elsewhere, or a broader indicator that the veteran experience is improving generally. MILITARY VETERAN EXPERIENCE 64 The current research showed that improvements were being made, based on the perspective of the veterans involved. The responses to the research survey were generally positive, with some exceptions. This indicates that the institutions where these veterans have attended, are making strides in a positive direction. Responses from the survey participants did show that there are many areas relating to veterans that have room for improvement though. It is the intent of the researcher to make these results available to higher education institutions, in order to facilitate the needed improvements. The results also indicated that most of the veterans with disabilities were mostly positive about the institutions meeting veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services on campus. As reported earlier in the study, there were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. The researcher has concluded that there are still challenges ahead for veterans in higher education, but that the process in moving in a positive direction. Veterans are seeing these improvements and are becoming more optimistic in their outlook. The more optimistic that veterans become, the better the retention and graduation rates will become. Colleges and universities must work hand-in-hand with the veterans to improve the experience for faculty, staff, and student veterans in the future. The individtial veteran student, the higher education institutions, and the community at large will benefit from these improvements. MILITARY VETERAN EXPERIENCE REFERENCES 65 American Council on Education (2010). 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Compansol, 2012. Bltunen® software. Retrieved from http://compansol.com/product.php Cook, B. J., & Kim, Y. (2009). From soldier to student: Easing the transition of service members on campus. Retrieved from http://www.acenet.edu/news­room/ Documents/From-Soldier-to-Student-Easing-the-Transition-of-Service­Members- on-Campus. pdf MILITARY VETERAN EXPERIENCE Department of Education (2014). Veterans Upward Bound. Retrieved from http://www2.ed.gov/programs/triovub/index.html Department of Veterans Affairs (2014a). Education: Benefits for veterans education. Retrieved from http://www.benefits.va.gov/REPORTS/abr/ABR-Education­FY13- 09262014.pdf Department of Veterans Affairs (2014b). Service-connected disabled veterans by disability rating group: FY 1986 to FY 2013. Retrieved from http://www.va.gov/vetdata/V eteran _Population.asp Department of Veterans Affairs (2013). Education and training: History and timeline. Retrieved from http://www.benefits.va.gov/gibill/history.asp DiRamio, D., & Spires, M. (2009). Partnering to assist disabled veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.319 66 Ellison, M. L., Mueller, L., Smelson, D., Corrigan, P. W., Torres Stone, R. A., Bokhour, B. G., Najavits, L. M., Vessela, J.M., & Drebing, C. (2012). Supporting the educational goals of post-9/11 veterans with self-reported PTSD symptoms: A needs assessment. Psychiatric Rehabilitation Journal, 35(3), 209-217. Fischer, H. (2014). A guide to U.S. Military casualty statistics: Operation new dawn, operation Iraqi freedom, and operation enduring freedom. Congressional Research Service. Retrieved from http://fas.org/sgp/crs/natsec/RS22452.pdf Grossman, P. D. (2009). Forward with a challenge: Leading our campuses away from the perfect storm. Journal of Postsecondary Education and Disability, 22(1 ), 4-9. MILITARY VETERAN EXPERIENCE Madaus, J. W., Miller II, W. K., & Vance, M. L. (2009). Veterans with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 22(1), 10-17. Mettler, S. (2005). Soldiers to citizens: The G.I. Bill and the making of the greatest generation. New York, NY: Oxford University Press, Inc. Military.com (2006). GI Bill turns 62. Retrieved from http://www.military.com/N ewsContent/O, 13319,1023 83 ,00.html Nulty, D. D. (2008). The adequacy ofresponse rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301-314. 67 Ostovary, F., & Dapprich, J. (2011). Challenges and opportunities of operation enduring freedom/operation Iraqi freedom veterans with disabilities transitioning into learning and workplace enviromnents. New Directions for Adult Continuing Education, 132, 63-73. doi:I0.1002/ace.432 Post-9/11 GI Bill overview (n.d.). Retrieved from http://www.military.com/education/gi­bill/ new-post-911-gi-bill-overview.html Quaye, S. J., & Harper, S. R. (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge. Radford, A. W. (2009). Military service members and veterans in higher education: What the new GI Bill may mean for postsecondary institutions. Retrieved from http://www. acenet. edu/news-room/Documents/Military-Servi ce-Members-and- V eterans-in-Higher-Education. pdf MILITARY VETERAN EXPERIENCE Rumann, C. B., & Hamrick, F.A. (2010). Student veterans in transition: Re-enrolling after war zone deployments. The Journal of Higher Education, 81 ( 4), 431-458. 68 Rumann, C. B., & Hamrick, F.A. (2009). Supporting student veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.313 Steele, J. L., Salcedo, N., & Coley, J. (2010). Service members in school: Military veterans' experiences using the Post 9/11 GI Bill and pursuing postsecondary education. Retrieved from http://www.acenet.edu/news­roorn/ Documents/Service-Mernbers-in-School-Executi ve-Surnmary-2010. pdf Tanielian, T., & Jaycox, L. H. (2008). Invisible wounds: Psychological and cognitive injuries, their consequences, and services to assist Recovery. Retrieved from http://www.rand.org/content/darn/rand/pubs/monographs/2008/RAND MG720.pd f Vance, M. L., & Miller II, W. K. (2009). Serving wounded warriors: Current practices in postsecondary education. Journal of Postsecondary Education and Disability, 22(1 ), 18-35. Zoli, C., Maury, R., & Fay, D. (2015). Missing perspectives: Servicemembers' transition from service to civilian life. Institute for Veterans & Military Family Members, Syracuse University. MILITARY VETERAN EXPERIENCE APPENDICES Appendix A: Veterans Survey Questions Appendix B: IRB Approval Letter Appendix C: Survey Results Spreadsheet 69 MILITARY VETERAN EXPERIENCE APPENDIX A Veterans Survey Questions Veteran Experience Questions and Comments All survey questions (except open-ended comments) will have one of the following responses: Strongly Agree, Agree, Disagree, and Strongly Disagree, Not Applicable (N/A). a. Overall Experience in Higher Education 1. My overall experience on the campus has been positive. 2. My school seems to be working to accommodate military veterans. 3. Veteran programs/benefits have improved since I've been at my school. b. Website Navigation 4. The website for the college/university was easy to find online. 5. Once fmmd, the website was easy to navigate once found. 70 6. It was easy to find veteran specific web pages, they were one location and/or were easily linked. 7. Information on the veteran pages was clear and tmderstandable. 8. Contact information for Veteran Services was easy to find. c. Admissions 9. The online admissions application was easy to find, and was clear and understandable. 10. The application clearly asks individuals to identify as a military member or veteran. 11. When needed the admissions office was easy to locate. MILITARY VETERAN EXPERIENCE 12. The admissions staff was helpful, able to answer veteran related questions, and understand veteran related procedures. 71 13. Procedures for military experience transfer credits were clear and understandable. 14. The college/university offered veteran specific orientations of information sessions. 15. Overall the admissions process was veteran friendly. d. Enrollment 16. The online course registration process was clear and understandable. 17. The registrar's office was easy to find on campus. 18. Veterans have access to an advisor to help plan, choose proper courses, and enroll in classes. 19. Staff from the registrar's office is familiar with veteran-specific needs. 20. Enrollment deadlines, add/drop periods, and semester schedule were made clear. e. Veteran Services Office 21. The Veterans Services Office was easy to find on campus. 22. The Veterans Services staff were friendly and welcoming, were knowledgeable with all aspects of the GI Bill®. 23. Campus procedures for GI Bill® certification were clear and understandable or were explained. 24. The Veteran Services staff were helpful in giving guidance for registration each semester. 25. Problems with my GI Bill® benefits were resolved in a timely manner. f. Faculty Awareness/Classroom Environment/Campus Life MILITARY VETERAN EXPERIENCE 72 26. The college/university offered a (re)integration program to help veterans transition into higher education. 27. Instructors/Professors are familiar with veteran resources on campus. 28. Instructors/Professors interact well with veteran students and honor veterans' confidentiality requests. 29. Instructors/Professors have been trained on what the military experience is like. 30. Military veteran students are treated fairly and respectfully on campus. 31. Instructors/Professors allow veterans to share military experiences when appropriate. 32. Allowances are made for specific veteran seating needs when necessary. 33. Class populations are manageable in size and encourage learning. 34. The college/university has a peer mentoring program providing veteran to veteran support. 35. The college/university has a relationship with Veteran Service Organizations (American Legion, DAV, VFW, etc.). 36. There is an established veteran student organization on campus. 37. The college/university allows the Veterans Administration (VA) to have a presence on campus. 38. The college/university has a "one stop shop" where veterans can go for services. Disabled Veteran Experience Questions and Comments g. Disability Services 1. The Disability Services staff was friendly and welcoming, and understands veteran specific disabilities. MILITARY VETERAN EXPERIENCE 2. Disability Services staff understands cognitive difficulties related to PTSD/TBI, and have been trained to counsel veterans with PTSD/TBI. 3. Disability Services helps veterans to deal with the stigma related to being "disabled". 4. Disability Services coordinate with the VA to properly acconnnodate disabled veterans. 5. Classroom acconnnodations are given to veterans with documented PTSD/TBI diagnoses. 6. Test taking and testing location accommodations are given to veterans with documented PTSD/TBI diagnoses. 7. Disability Services staff collaborates well with other campus professionals to educate them on disabled veteran needs. 73 MILITARY VETERAN EXPERIENCE APPENDIXB WEBER STATE UNIVERSITY Institutional Review Board April 29, 2015 Daniel Czech MC 4401 Weber State University Ogden, UT 84408 Daniel, Your project entitled "The Military Veteran Experience in Higher Education" has been reviewed and is approved as written. The project was reviewed as "exempt" because it involves using curriculum and assessments which would normally be used. Subjects are considered adults and may choose not to participate. Informed consent is required for participation. Notification of the study and how data will be reported are appropriate. No individual subject data will be revealed. All subject information will be confidential. Dr. Williams is the chair of the committee who will oversee this study. Anonymity and confidentiality are addressed appropriately, and the type of information gathered could not "reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation" (Code of Federal Regulations 45 CFR 46, Subpart D.) You may proceed with your study when district/site approval is given. Please remember that any anticipated changes to the project and approved procedures must be submitted to the !RB prior to implementation. Any unanticipated problems that arise during any stage of the project require a written report to the !RB and possible suspension of the project. A final copy of your application will remain on file with the !RB records. If you need further assistance or have any questions, call meat 626-7370 or e-mail me at lgowans@weber.edu. Sincerely, Linda Gowans, Ph.D. Chair, Institutional Review Board, Education Subcommittee 74 MILITARY VETERAN EXPERIENCE Title of Project: Primary Investigator(s): Approval Number: Reviewer: Date: April 29, 2015 The Military Veteran Experience in Higher Education Daniel Czech 15-ED-088 Linda Gowans, Ph.D. Chair, Institutional Review Board Education Subcommittee COMMITTEE ACTION YOUR PROPOSAL (PROJECT) AND CONSENT DOCUMENTS HA VE BEEN RECEIVED AND CLASSIFIED BY THE HUMAN SUBJECTS IN RESEARCH COMMITTEE AS: _High Risk __ Moderate Risk _X _Low Risk BY THE FOLLOWING PROCESS: _Full board review_ Expedited review_X_Exemption THE PROJECT HAS BEEN: _x Approved __ Not Approved COMMENTS: See Attached Approval Letter Linda Gowans, Ph.D. --- IRB EDUCATION SUBCOMMITTEE CHAIR INVESTIGATOR'S RESPONSIBILITY AFTER COMMITTEE ACTION 75 The federal regulations provide that after the committee has approved your study, you may not make any changes without prior committee approval except where necessary to eliminate apparent immediate hazards to the subjects. Further, you must report to the committee any changes that you make and any unanticipated problems involving risks to subjects or others that arise. 4/29/2015 REVIEW DATE MILITARY VETERAN EXPERIENCE 76 APPENDIXC Su rvey R esul tsS > prea ds heet Survey Section Question Strongly Agree Disagree Strongly N/A Total (excluding Number Agree Disagree N/A) a. Overall . . ·· .·.I ••••• . ·:· ' -' . ·. .·· .· . . . Experience . · . . ' . . . . .·· . . • 1 12 12 5 4 0 33 2 11 11 4 7 0 33 3 4 11 5 7 6 27 b. Website . . . . ·. ·.· . . . · . . •. Navigation . ··. . . . . . 4 10 22 0 0 1 32 5 5 19 8 0 1 32 6 5 13 9 3 3 30 7 6 16 4 4 3 30 8 10 18 1 2 2 31 College . ·. . · . c. . . . ' • . Admissions ·.·. . . · . . I . .· . 9 7 22 0 0 4 29 10 6 16 8 2 1 32 11 10 22 1 0 0 33 12 4 17 8 4 0 33 13 6 11 10 5 0 32 14 7 8 10 7 1 32 15 8 15 6 4 0 33 d. Enrollment . I . . ' ': < ·. I . I ' I . Services . .• . · . . .· . . . ·.· . ' . 16 5 19 2 2 4 28 17 9 21 2 0 0 32 18 7 16 7 1 0 31 19 1 12 11 5 3 29 20 7 18 4 3 0 32 e. Veteran Services Office 21 11 17 4 1 0 33 22 12 13 5 2 1 32 23 12 12 5 2 2 31 24 13 12 4 2 2 31 25 9 13 2 2 7 26 MILITARY VETERAN EXPERIENCE 77 f. Faculty Awareness/ Classroom Environment 26 1 11 9 7 5 28 27 3 8 13 6 3 30 28 8 13 4 5 2 30 29 2 5 14 6 6 27 30 6 21 5 1 0 33 31 8 19 3 1 2 31 32 7 13 4 1 8 25 33 11 16 4 2 0 33 34 7 11 8 2 4 28 35 5 14 8 2 3 29 36 5 10 10 7 1 32 37 9 18 2 2 1 31 38 10 8 8 5 1 31 g. Service-connected Disability 1 10 9 1 3 9 23 2 9 6 3 3 11 21 3 9 8 3 3 9 23 4 10 9 1 3 9 23 5 8 7 1 2 14 18 6 10 6 1 2 13 19 7 8 8 2 2 12 20

The Schelde is a lowland river originating in the northern part of France (St. Quentin), and entering the North Sea near Vlissingen, The Netherlands. The estuary covers about half of its length (355 km) as the tidal influence is stopped by sluices near Gent 160 km upstream. We focused on the Zeeschelde, the estuarine part in Flanders comprising a mesohaline, an oligohaline and a freshwater tidal zone. The Zeeschelde is subject to severe eutrophication as it receives high inputs from domestic, industrial and agricultural activities. The ecological values and nature conservation interests of the Zeeschelde are taken into consideration by a series of (inter)national policy instruments, aiming at a sustainable management and conservation of this aquatic environment. As a result several management plans apply also to the Zeeschelde or to parts of it. The most far-reaching plans are the Long Term Vision for the Schelde estuary (LTVS) and the updated Sigmaplan which combine ecological rehabilitation and sustainable habitat creation with flood control measures and navigation requisites. Compliance with almost all national and international agreements requires monitoring of biota. In the WFD fish is one of the biotic quality elements to be used in order to assess the ecological status of transitional waters. Species composition, abundance and the proportion of disturbance-sensitive species should be quantified. Any distortion attributable to anthropogenic impact is calculated by means of the Ecological Quality Ratio (EQR), representing the difference between monitored data and reference conditions. The fish-based assessment tool that we developed was designed to comply with these criteria. In addition it can be used on a metric level to assess fish species of special interest under the Habitats Directive. The fish assemblages in the Zeeschelde were described based on sampling results recorded over a period of 13 years. An overview was provided of the temporal and spatial variation in those assemblages along the salinity gradient in the Zeeschelde estuary (Chapter 2). The species richness and abundance increased over these years in the different salinity zones of the Zeeschelde. Between 1991 and 2008 a total of 71 fish species were recorded within this part of the estuary. Each salinity zone is characterised by a typical fish assemblage, although some species are shared between all three zones. The observed increase since 2007 in species richness in the freshwater and oligohaline zones coincides with a remarkable increase in dissolved oxygen. Guild specific qualitative Maximal and Good Ecological Potential (MEP/GEP) lists were composed for the different zones within the Zeeschelde estuary and its tidal tributaries (Chapter 3). The geographical range and ecological demands of the detected fish species were assessed. The outcome was decisive for acceptance within these lists, which served to develop a fish-based index for the Zeeschelde. In chapter 4 the ecological goals and associated habitat needs were described for fish populations in estuaries. The Zeeschelde was presented as a case study for the description of ecological goals for the fish species listed in the MEP/GEP lists. In order to make the method more widely applicable we first classified fishes into guilds, relevant for the formulation of ecological goals. Next we described guild-specific ecological goals and defined habitat needs linked with a proper functioning of the estuarine ecosystem. The habitat needs ensure the completion of all lifecycle stages: spawning, breeding, feeding and growth to maturity. A hierarchical approach was adopted to define the goals and habitat needs: from a regional scale to habitat level. On a regional and basin wide scale the essential habitat need is connectivity, on an estuarine scale this is space and on a habitat scale diversity is most important. The proposed ecological goals need further quantification. However in general the rehabilitation of marshes and mudflats and the enhancement of flood control areas as fish habitats, with special attention for connectivity with the estuary, will significantly increase the carrying capacity of the Zeeschelde for most of the relevant populations. In Chapters 5 and 6 two essential habitat needs are discussed in detail. In chapter 5, we modelled the environmental constraints controlling the movements of anadromous and catadromous fish populations that migrate through the tidal watershed of the river Schelde. For remaining diadromous populations (flounder, three-spined stickleback, twaite shad, thinlip mullet, European eel and European smelt) a data driven logistic model was parameterized. We modelled the presence/absence of fish species in samples taken between 1995 and 2004 as a function of temperature, dissolved oxygen, river flow and season. We demonstrated that it is possible to make acceptable predictions about the future spatiotemporal distribution of migrant fishes, even if only relatively limited information is available. An important management issue that derived from our study is that it is essential to avoid at all times DO concentrations below 5 mg l-1 in the freshwater and brackish tidal estuary of the watershed. Restoration of habitats such as marshes and mudflat areas will enhance aeration of the water and help to avoid severe DO drops. The use of tidal marshes for fish and the influence of creek characteristics on the visiting fish assemblages were assessed (Chapter 6). As expected the influence of the salinity gradient is reflected in the different fish assemblages. We caught a high proportion of juveniles suggesting that the creeks are a juvenile habitat. The highest fish abundance was recorded in summer (after hatching) because then juveniles seek shelter in the creeks. It was also observed that the visit frequency was related to creek dimensions and inundation time. Larger creeks, lower in the tidal frame and with a more complex structure, as they include side creeks and permanent pools, are of higher interest for fish. We also observed a positive effect of rivulets on the mudflat adjoining the tidal marsh as they guide the fish towards the creeks. These observations are important for the design of tidal wetland restoration projects. In chapters 7 and 8 different approaches to define a fish-based evaluation tool to assess the ecological quality status of an estuary (the Zeeschelde) were described. The fish index comprises metrics which are ecologically relevant variables that are sensitive to human pressures. A first step in the selection of these metrics consisted in assessing how they evolve along a pressure gradient (graphical selection). In chapter 7 a new concept in the index development was introduced i.e. the balance between type I (false positive) and type II (false negative) errors. The magnitude of these errors was expressed as the area under the curve (AUC). Graphical screening assured the selection of metrics responsive to anthropogenic degradation. We scored metrics by judging the metric value variation in the best available site (quintiles). A forward stepwise regression selected the metric with the best balance between the type I and type II error. Metric selection was continued until the lowest AUC was obtained. To define the EBI thresholds we fixed the maximum type I error of each integrity class threshold at 10%. It was a major concern that not all quality classes can be discriminated because of unbalanced pre-classification data. Secondly the final index had a high type II error, although we believe both types of error should be small. Therefore in the next chapter a different approach was used in order to obtain a better index. In chapter 8 we described the development of a Zone specific fish-based multimetric Estuarine index of Biotic Integrity (Z-EBI) based on fish surveys data from the Zeeschelde estuary (Chapter 2). Again we pre-classified sites using indicators of anthropogenic impact and selected metrics showing a monotone response with pressure classes for further analysis. Metric values were calculated using pooled annual data within one salinity zone and expressed as catch per unit effort. Metrics were selected using a Principal Component Analysis (PCA) combined with a redundancy test. We defined thresholds for the Good Ecological Potential (GEP) from salinity zone specific references developed in chapter 3. andapplied a modified trisection for the other thresholds (moderate, poor and bad). The Z-EBI is defined by the average of the metric scores calculated over a one year period within each zone and translated into an Ecological Quality Ratio (EQR) to comply with the European Water Framework Directive (WFD). The indices integrate structural and functional qualities of the estuarine fish communities and can be used to assess the ecological quality of the Zeeschelde. We successfully validated the Z-EBI performances for habitat degradation in the various habitat zones. With this new index we encompass small temporal and spatial variations within the estuary. It accounts for the seasonal variation and covers the complete salinity zone, which is an improvement compared to the previous index. The developed indices are able to make the distinction between impacted and unimpacted (GEP) status. Our results showed that the ecological status of the Zeeschelde at present varies from bad to moderate. A comparison of the average scores obtained with EBI and Z-EBI indicated that in those cases where a different appreciation appeared, the EBI scores lower. This confirms our view that local and temporal appreciations are too sensitive to small variations, which do not necessarily represent an overall negative impact on the ecosystem functioning. Implementing rehabilitation and conservation measures will improve the ecological quality status of the Zeeschelde. At present the Z-EBI corresponds best with the demands from the different legislations and provides the most holistic information from an ecological point of view. ; De Schelde ontspringt in St. Quentin (Frankrijk) en mondt 355 km verder uit in de Noordzee nabij Vlissingen (Nederland). Tussen Gent en de monding is de Schelde over zowat 160 km onderhevig aan getijdewerking. In deze studie concentreerden we ons op de Zeeschelde (Belgisch estuarium) met haar drie saliniteit zones: een mesohaline zone, een oligohaline zone (inclusief de Rupel) en een zoetwater zone (inclusief de Durme, Dijle, Zenne, Grote en Kleine Nete). De Zeeschelde wordt vervuild door huishoudelijk en industrieel afval en ten gevolge van landbouwactiviteiten. Toch heeft de Zeeschelde een hoog ecologisch potentieel en een natuurwaarde die door nationale en internationale richtlijnen worden gewaarborgd. Voor het verzekeren van natuurherstel, gecombineerd met veiligheid en toegankelijkheid, werd gekozen voor het wenselijk alternatief van het geactualiseerd Sigmaplan. Als onderdeel van de studies die nagaan of aan de verschillende richtlijnen wordt voldaan, is in de meeste gevallen ook een beoordeling vereist van de status van biota. In de Kaderrichtlijn Water wordt vis vooropgesteld als een kwaliteitselement voor het beoordelen van de ecologische status van overgangswater. Een verschuiving tengevolge van menselijke activiteiten in de soortensamenstelling, abundantie en aantal gevoelige soorten wordt weergegeven in een ecologische kwaliteitsratio, die het verschil aantoont tussen de actuele en de referentietoestand. Daarom ontwikkelden we een visindex die gevoelig is voor dergelijke verschuivingen en die tevens elementen opneemt die van belang zijn voor de habitatrichtlijn. Op basis van vangstgegevens, verzameld over 13 jaar, beschreven we de vissamenstelling in de Zeeschelde langsheen de zoutgradiënt (Hoofdstuk 2). In totaal vingen we voor de drie saliniteitszones 71 verschillende soorten. Elke zone was gekenmerkt door een typische visgemeenschap, die we verder onderverdeelden in gildes of ecologische groepen. De toename van het aantal soorten in de verschillende zones viel samen met een verbetering van de waterkwaliteit (opgeloste zuurstof). Op basis van de recente en historische visstandgegevens stelden we referentielijsten samen diebeantwoorden aan het Maximaal Ecologisch Potentieel (MEP) en het Goed Ecologisch Potentieel (GEP) van de drie saliniteitzones in de Zeeschelde vis (Hoofdstuk 3). De geografische spreiding en ecologische vereisten van elke vissoort waren bepalend om deze al dan niet in de lijst op te nemen. Deze referentielijsten werden gebruikt voor het ontwikkelen van een zone specifieke visindex voor het Zeeschelde estuarium. We groepeerden de vissen uit de referentielijsten in gildes en expliciteerden hun ecologische doelstellingen en de ermee geassocieerde habitateisen (Hoofdstuk 4). De aanwezigheid van de vereiste habitatten garandeert dat de betrokken vissen hun levenscyclus kunnen voltooien. Op regionale en bekkenschaal houdt dat ondermeer ecologische connectiviteit in, op estuariene schaal is dat voornamelijk ruimte en op habitatniveau diversiteit. De bescherming en de maatregelen natuurherstel waarbij slikken, schorren en gecontroleerde overstromingsvlaktes worden gerealiseerd, verhogen de draagkracht van de Zeeschelde voor vis. De habitateisen beschreven in hoofdstuk 4 zijn kwalitatief. Om de connectiviteit te kwantificeren modelleerden we omgevingsvariabelen die een belangrijke invloed uitoefenen op de migratie van diadrome vispopulaties in de Zeeschelde (Hoofdstuk 5). Zo modelleerden we de aan- en afwezigheid van migratoren in de Schelde in functie van temperatuur, opgeloste zuurstof, stroomsnelheid en seizoen. We toonden aan dat met relatief weinig informatie aanvaardbare voorspellingen konden gemaakt worden van de ruimtelijke en tijdelijke verspreiding van migrerende vissoorten. Dat in het zoetwater- en brakwatergedeelte een zuurstofconcentratie van minstens 5 mg l-1 een noodzakelijke habitatvereiste blijkt te zijn, is belangrijk voor het estuariumbeheer. De realisatie en bescherming van afdoende oppervlakten slikken en schorren zijn noodzakelijk om de zuurstofuitwisseling te verbeteren. Het gebruik van schorren door vissen en het belang van kreekeigenschappen voor de bezoekende visgemeenschappen verduidelijkten we in hoofdstuk 6. Naargelang het zoutgehalte troffen we in de schorkreken andere visgemeenschappen aan. In alle schorkreken vingen we hoofdzakelijk juveniele exemplaren met een piek in de zomer. De positie van de kreek in het getijdevenster beïnvloedt de bezoekfrequentie van de vissen, dit is ook het geval bij aanwezigheid van een geul op het slik vóór het schor. Kreken die relatief lager liggen, breed zijn en vertakkingen hebben met permanente poelen worden het meest bezocht door vissen. In hoofdstuk 7 beschreven we de ontwikkeling van een op vis gebaseerd scoresysteem: de visindex (EBI). Deze visindex bevat metrieken of ecologisch relevante variabelen die gevoelig zijn voor verstoring. Een metriek die een staalnameplaats bijna altijd een zelfde status geeft als deze bepaald op basis van de omgevingsindicatoren is een goede metriek met een kleine foutenmarge. Het evenwicht tussen type I- en type II- fout kan met een curve weergegeven worden en het oppervlak onder deze lijn (AUC: area under the curve) is een maat voor de performantie van de metriek: hoe kleiner de oppervlakte hoe performanter. Met een stapsgewijze regressieanalyse selecteerden we eerst de metriek met de laagste AUC, waarna we de volgende metriek selecteerden die in combinatie met de eerste een nog kleinere AUC geeft tot uiteindelijk de AUC niet verder afnam. Finaal selecteerden we vijf metrieken en de spreiding van hun gemiddelde waarde werd gebruikt om de grenswaarden van de index te bepalen. Deze index is in staat op basis van één afvissing de kwaliteit van een staalnameplaats vast te leggen. Hij vertoont echter nog enkele tekortkomingen en daarom ontwikkelden wemet een alternatieve benadering nog een andere visindex voor de Zeeschelde (Hoofdstuk 8). Bij de alternatieve benadering opteerden we om voor het berekenen van de metriekwaarden alle gegevens per jaar binnen één zone te combineren. Dat impliceerde dat de resulterende index (Z-EBI) de Zeeschelde per saliniteitzone evalueert, gebaseerd op jaargegevens. Metrieken werden geselecteerd met behulp van statistische analyses, gecombineerd met ecologische achtergrondkennis. De referentielijsten werden gebruikt om grenswaarden voorelke geselecteerde metriek te bepalen. Het gemiddelde van de metriek scores berekend voor één jaar gaf de indexwaarde aan. Deze werd vertaald in een ecologische kwaliteitsratio (EQR) in overeenstemming met de Kaderrichtlijn Water. In elke zone beoordeelt de index structurele en functionele kwaliteiten en bepaalt hij de staat van de ecologische kwaliteit van de Zeeschelde. Door het gebruik van jaargegevens hielden we rekening met seizoensverschillen en door het beoordelen van een totale zone werden eveneens ruimtelijke verschillengeïntegreerd. De indexwaarden toonden aan dat de ecologische status van de Zeeschelde naargelang de zone varieert tussen slecht en matig. Bij een vergelijking van de EBI en Z-EBI scores stelden we vast dat bij een verschil de EBI steeds lager scoorde. Dit bevestigde onze hypothese dat het gebruik van locale en tijdelijke beoordelingen te gevoelig is voor kleine veranderingen die daarenboven niet noodzakelijk een negatieve invloed hebben op het functioneren van het ecosysteem. Momenteel beantwoordt de Z-EBI het best aan de criteria van verschillende richtlijnen en vanuit een ecologisch perspectief verschaft ze de meest holistische beoordeling.

The Philippines is one of the eight founding members of the open government partnership (OGP) alongside Brazil, Indonesia, Mexico, Norway, South Africa, United Kingdom, and the United States. The overarching concept of open government recognizes that good governance derives from the principle of transparency by providing an easily accessible, readily usable, and up-to-date online platform of digitized public records. Open data is an important component and commitment area of the OGP. The Philippines developed its first national open government action plan, which detailed nineteen initiatives under four broad outcome areas, from June to September 2011. This paper aims to: (1) document the historical development, key drivers, and milestones of open government Philippines and open data Philippines, and (2) pose recommendations for moving forward with its commitments. It reviews the composition and formation of the open data task force and showcases the features of data.gov.ph. The paper seeks to pose recommendations pertaining to the following areas: (1) release and manage organized, operable, and relevant data; (2) refine technical aspects of open data; (3) institutionalize open data within government; (4) promote civic engagement and stakeholder outreach; and (5) adopt complementary metrics and measures of success. The paper also opens a series of reports on the key stages in the development of the program, including implementation and impact evaluation.

Many countries are convinced that Foreign Direct Investment (FDI) should be an important component of their growth strategy. To encourage FDI, they have improved their business climates, developed various guarantees for investors, and offered incentives. In the real world, Investment Promotion Intermediaries (IPIs) face tight budget and human resource constraints. Allocating scarce resources among the various possible activities is a major component of developing an effective promotion strategy. Research, including that covered in this report, suggests that many IPIs are failing to devote enough attention to the most basic-and least costly-promotion function, one that, if it fails, undermines all other promotion activities. Provision of services to potential investors-and particularly the provision of information-is basic to all promotion. Image-building efforts can be hugely expensive. Similarly, targeted missions and personal selling are costly in terms of both time and effort. FDI offers the prospects of growth and jobs to host countries, but attracting it requires a good deal of effort. Effective investment promotion is not only less costly than adding on more incentives for investors; reform and incentives are unlikely to accomplish their goals without promotion. Promotion efforts will, however, fail to attract desired investment if IPIs are not skilled at the most basic function: collecting and providing to potential investors relevant and timely information. Ensuring that this function works well should be the top priority in the promotion strategy and in the development of management systems.

Oral history interview with William Warren Steele, conducted by Jennifer Payne at Norwich University in Northfield, Vermont, on 12 September 2013, as part of the Norwich Voices oral history project of the Sullivan Museum and History Center. William "Bill" Steele was a member of the Norwich University Class of 1959; his interview includes discussion of his classmates and his memories of Norwich University as well as his later career and his family history. ; 1 William Steele Oral History Interview Interview Date: Interview Location: Sullivan Museum & History Center, Norwich University Interviewed by Jennifer K. Payne Transcribed by Thomas H. King III JENNIFER PAYNE: This is Jennifer Payne with the Norwich Voices Oral History Project. Today's date is September 12, 2013 and we're at the Sullivan Museum and History Center and I'm with Bill Steele. Welcome. WILLIAM STEELE: Thank you. JENNIFER PAYNE: Can you give me your full name please. WILLIAM STEELE: William Warren Steele. JENNIFER PAYNE: And where were you born? WILLIAM STEELE: I was born in - we lived in Roxbury but I was born in Montpelier in 1937. JENNIFER PAYNE: Ah-ha, ok. Do you have a nickname? WILLIAM STEELE: Bill JENNIFER PAYNE: Ok. What made you decide to choose Norwich? WILLIAM STEELE: Mainly it was family history. We didn't have a lot of guidance in those days about possibilities of college and all that, and my grandfather, two uncles, my father, and my cousin had all gone to Norwich. So it was sort of expected that a male Steele would go to Norwich and so that's where I went and also Norwich had a great influence over Montpelier in those days. My junior varsity high school football coach was a Norwich man. My girl's father was a Norwich man. Norwich sort of permeated Montpelier. So it was sort of a no-brainer I would go to Norwich and I did. JENNIFER PAYNE: Oh. So you were class of 59? WILLIAM STEELE: Class of 59, yeah. JENNIFER PAYNE: And what was your major? WILLIAM STEELE: Electrical Engineering. JENNIFER PAYNE: Who was your roommate? WILLIAM STEELE: Well my freshmen year it was Dick Thayer and Tom Turner. We were in Alumni Hall and I wouldn't have missed that for the world. It was a fire trap, but it was a lot of fun and Tom and Dick were my roommates. We were all three engineering majors. Dick later on changed to business I think, but we were all in one room for that freshmen year and I wouldn't have missed the Alumni Hall experience for the world. 2 JENNIFER PAYNE: What was it about, what was it about it exactly? Were there, was there anything that you remember doing there that you liked? WILLIAM STEELE: It was an old, old building, and as I say a fire trap, and because it was a fire trap there was no sprinkler system or anything in those days. It was all very old wood, dried out, painted probably 30 times, and so if a fire had ever started it would have gone pretty fast. So in our rooms we had, in front of the window, we had a high stool and on that stool was a bucket and we had to keep that bucket full of water all the time, and that was inspected to make sure no algae was forming so we had to take the bucket down and clean it out and refill it with water every day to make sure that didn't happen. So it was pretty basic in those days. But I made a lot of friends there, ah, Dick and Tom, and Pier Mapes. I think Jack Joyce was with us in those days. Friends that have lasted up over the years. JENNIFER PAYNE: That's wonderful. Were you in a fraternity? WILLIAM STEELE: No, no. Fraternities then, oh I think about a third of the Corps, when I talk about the Corps I'm talking about total student body, because if you were in Norwich you were in the Corps. So about a third of the Corps belonged to the six fraternities. The other two thirds of us did not. It was, it cost 12 dollars a month which wasn't insignificant in those days, and I only had 20 to begin with. So that, and also when I got to Norwich I didn't know what fraternities were. I had no background in any of this and as a result when they started talking about pledging and rushing and that kind of thing, I didn't have the foggiest idea what they were talking about. So the fraternity experience sort of passed me by and when Ernie Harmon got rid of the fraternities a few years after I graduated I wasn't too sorry. There was a lot of, Ernie Harmon thought that fraternities did not belong in a military school, and I think in retrospect that I agreed with him. JENNIFER PAYNE: Wow. Did you play any sports? WILLIAM STEELE: I played intramural baseball and that, that was it. And that was my freshmen year. After that I was not sports inclined. JENNIFER PAYNE: What activities did you do? WILLIAM STEELE: My freshmen year, you know when you're a freshmen you do everything. After that you do nothing [laughing], particularly when you're an electrical engineer because your total focus was on getting through the engineering curriculum. But my freshmen year I belonged to the Glee Club, which was sort of fun. We did some traveling. And I belonged to the Drill team and that was a lot of fun and we did traveling with that also. JENNIFER PAYNE: Oh wow. What did you do to relax? WILLIAM STEELE: I think - our entertainment, most of it was pretty regulated. You know we started in the morning would be rousted out, we'd march down to breakfast, we'd come back and then it was time to get your room cleaned up and get ready to go to your first class. Then in the evening it was back to the barracks and then almost immediately go down for dinner, and then when you came back from dinner it was study. So most of that was pretty regulated. I can 3 remember the one really bright spot relaxing time during the week was when we went down to Harmon Hall in the basement where there was the only TV on campus and we would watch Air Power [on Sunday Nights] 1. That was the big thing, was watching Air Power and it was all air power from the Second World War of course. And that was the big bright spot. There were some other things, I mean we did do some things in Montpelier, some social things in Montpelier. But the, but Montpelier was a little difficult. Most of us did not have cars. So if you wanted to go into Montpelier for something normally you hitchhiked. And so I hitchhiked back and forth many a time. JENNIFER PAYNE: Right up Rt.12. WILLIAM STEELE: Yup JENNIFER PAYNE: Wow. Do you remember any songs? If you were in the Glee Club did you, do you remember any songs from your year? WILLIAM STEELE: Oh there was one that the faculty really liked: "There is Nothing Like a Dame" from South Pacific. And that was great, a whole bunch of guys of a mens school isolated and everything. The faculty thought that, that was most appropriate. So we sang that. Of course everyone sang "On the Steps of Jackman." I'm not sure that anybody sings that anymore because it's sort of outdated. JENNIFER PAYNE: How does it go? Do you… WILLIAM STEELE: It was, oh I remember it well. JENNIFER PAYNE: Would you? WILLIAM STEELE: Of course, "On the steps of Jackman, crying like hell, lies a new born baby. Can't you hear that son of bitching bastard yell? Oh who could be the father? Maybe it's you. Just another bastard son of old NU." [Laughing] JENNIFER PAYNE: That was wonderful. WILLIAM STEELE: Well you know it's sort of out of date now, but because of the sexual revolution and everything else, but back in those days there was sort of an image of a Norwich guy getting lose, impregnating some local girl, and then bugging out and hiding back in the Corps. And the idea of, you know, we talked about it but I never saw it happen, but we talked about lining the Corps up and having the girl troop the line up and down with a baby in her arms, looking for the offending cadet. So that was the kind of image that went on in those days, and the idea of a girl bringing the baby and putting it on the steps of one of the barracks, which Jackman was then. It was Headquarters Company. That was sort of an image that everyone was in favor of. Interesting thing, during our 50th anniversary, which was just 4 years ago, we were all lined up on the steps of the new Jackman, and when we were lined up for the picture being taken somebody started singing "On the Steps of Jackman" and the whole class sang it. 1 Added at the request of William W. Steele '59. 4 JENNIFER PAYNE: Oh I wish I could have been there for that. WILLIAM STEELE: [Laughter] That's a, yeah too bad they didn't have a microphone. JENNIFER PAYNE: That would have been great. Oh boy. Who was your favorite instructor at Norwich? WILLIAM STEELE: Oh that's easy. His name was Martin Webb. And at the end of our sophomore year we were told that we were gonna really be brought into line because we had coming our junior and senior year a new professor and his name was Martin Webb. He was 42 years old, he was a full Colonel in the Army, had been selected for Brigadier General at the age of 42, which is pretty fast, and then had taken a physical, had a heart condition and so the Army tossed him out. And he decided to come to Norwich, which was a military school, to do his teaching. So we, the other professors had instilled fear in us to this guy was going to come and really crack the whip. Well he came and that was not the way he operated at all. He took us under his wing, and he was the greatest example of a man I think that I have ever met. He did everything right. I can remember we were very proud when we had winter carnival of most things because he was there, he was our professor, and he was real full of carnival. And he had the most expensive class A uniform dress blues that I have ever seen. In those days we thought it cost $300 which would probably be like $1500 or $2000 now. Very good material and of course tailored to fit him exactly. Martin Webb took care of us and he made sure, he tried to make sure that we were properly trained for what we were going to do and of course a lot of us went into the Army. And so what he would do, which was illegal because the drinking age then was 21, he would have Sunday afternoon receptions at his house, and he would be dressed in his dress blues, and his wife Silvia would be in a hostess gown, and they would have our class, which was only 8 people, our senior class, out to their house for h'ordeuvres and drinks. And I didn't really realize it at the time, but what he was doing was grooming us for the social life of the Army. It was just one of those things that he took on, and then I think within a year of the time I graduated and went out to New Mexico I got a letter from Colonel Webb, and he had found a job that he thought I might be interested in, in Vermont. And of course I already had a job at White Sands Missile range so I wasn't interested in that. It just shows that even after we graduated he was looking out after us. Yeah one of the finest men I ever met. I came back five years after I graduated, they had an engineering symposium, and we were, some of us graduates were going to talk to the undergraduates at Norwich. And I came back for that, and Martin Webb had died within a few months before that. That bad heart of his that got him thrown out of the Army finally caught up with him and he had collapsed and died and so that was sort of sad. But he was the best professor that I ever saw, and the finest man I ever met. JENNIFER PAYNE: That's wonderful. What was your least favorite class at Norwich? WILLIAM STEELE: [Laughing] Advanced mathematics. And it was, and the reason I tell myself now was probably because the professor, well he probably knew his subject better than any other professor knew his subject at Norwich. He was a mathematician. He knew, he had worked with Einstein during the Second World War on the Atomic Bomb as I understand it. Brilliant guy, but could not relate to students, and could not teach, and we all had a lot of 5 problem in his class. I won't mention his name, but we all had a lot of problem in his class and I did especially. So yeah that was my least favorite of all classes. JENNIFER PAYNE: What do you remember most about being a rook? WILLIAM STEELE: [Laughing] I guess, because I had not assumed great responsibility yet from my life there was a certain freedom that came from that. And there was a certain, ah, nice sense that came with the organization and the discipline and the regularity of Army life. It was very comforting. You knew where you were, you knew what your status was, you knew what to do, you know who to go at certain times, and that was pretty comforting most of the time. And then again because I hadn't grown up at the time, I didn't have the sense of responsibility that I probably should have had. So that was a pretty good year. I liked that. Also I made a lot of friends that year that have been friends ever since. JENNIFER PAYNE: But was there, was there, was the part that you didn't like, was it, was there anything you didn't like about being a rook or? WILLIAM STEELE: Yeah, you couldn't have a car. You were with, at that time our total enrollment was about 700. So you had 700 cadets isolated in a very small town with no car. So there wasn't, a social life was sort of possible if you had the money and could find the transportation. Other than that it was a little difficult. JENNIFER PAYNE: How were you disciplined, when you were, if you were ever disciplined? WILLIAM STEELE: [Laughing] Oh I certainly was. Can almost be an expert on that. I'm not sure about the way it's done now, but in those days 99% of the discipline was done by the Cadet Corps itself. It was done by Cadets. The faculty and the staff played almost no part in it whatsoever. The battalion and regimental disciplinary boards, which was the highest level of discipline, could exact any punishment up to and including suspension for three years. Now if your offence required expulsion, then the faculty came into it or the staff came into it and I think actually the president came into it for final approval. But other than that it was all students. But I have a story for an exception to that, which was made in my case [Laughing] when the faculty got involved in it. I don't know if you're familiar with the name of Maurice Smith? JENNIFER PAYNE: Yes WILLIAM STEELE: Maurice Smith, I think he died within the last couple of years. JENNIFER PAYNE: Maurice Smith? WILLIAM STEELE: Maurice Smith yeah. JENNIFER PAYNE: He's a 102. WILLIAM STEELE: He's a 100 and he's still alive then, ok. Let me tell you a story about Maurice Smith [laughter]. He was at that time a Lieutenant Colonel and an Assistant Commandant of Cadets. I had a cousin who was class of '33, valedictorian of '33, who was a very good close friend of Maurice Smith. And my cousin came to Norwich for a Middlebury game once. Well my cousin who was pretty wild, anyway, and he, when he came he stayed with 6 Maurice Smith. So before he left for the game, he and I were going to sit at the game together, before he left for the game he filled up his flask with Maurice Smith's scotch and brought it to the game and then insisted that we sit on the Middlebury side. Well I was in my Cadet uniform so that wasn't entirely proper but he was my much older cousin so I went with him and we sat on the Middlebury side. And of course all of the Norwich side was looking over across the field at us, and my cousin bought a blanket which he put in our laps presumably to keep warm. But about every 15 minutes would take the blanket and we'd throw it up over our heads and we'd pass that flask back and forth. And well of course Maurice Smith was looking across as the Assistant Commandant of Cadets, was looking across the field and he could see all of this and he knew that he had a Cadet illegally drinking his scotch. [Laughter] So now the next story I'm going to tell you, I have no proof that there is a connection, but I think that there was. A month or two later during winter carnival I was the Officer of the Day and I went ahead and did my duties and everything. About two days after that I received a letter from Maurice Smith with 7 first class charges on it, some of which had a grain of truth to them, some of which had no truth at all to them. But any one of which could have gotten me kicked out of Norwich or at least suspended. So I had to sit down as a 20 year old cadet and, and type out an official letter responding to all of these charges. Which I did, and several days went by, and finally -. In those days the mess hall was one big room with tables for 10 people and everyone was served the same food. And in the corner was what was called the crow's nest which was were the Cadet Commander and his Exec. Officer sat. And it was quite tall, there's stairs going up to it. So I was called up to the crow's nest and I was told by the Cadet Exec. Officer that Colonel Smith had referred the whole matter to them, for them to adjudicate. So the Exec. Officer said "we have decided that if you would agree, we will give you 12 demerits and the whole thing will go away." Well in those days you were allowed 12 demerits a month before you had to start walking tours, and seniors very rarely got demerits for anything. So I said "Ok I'll take the 12 demerits and we'll call it even." [Laughing] So that's the only time that I can really remember personally when anybody other than a member of the Cadet Corps got involved in disciplinary action and I think I know the reason why. [Laughter] JENNIFER PAYNE: Wow and that would be, the reason was because? WILLIAM STEELE: Because I was drinking his Scotch in front of him and he couldn't do anything about it [Laughing]. JENNIFER PAYNE: What was the hardest part of attending Norwich? WILLIAM STEELE: The hardest part? Well you know you're a kid when you're in college, and you don't have a great perspective about the outside world and what's going to happen. And I think one of the things I worried most about was how well I would be prepared to go out and do a job of electrical engineering. It turned out that was the least of my worries. Norwich prepared me very, very well. I've met people from lots bigger colleges and people with advanced degrees that I could compete with very easily. So Norwich did very well for me, but I did worry some about that when I was a cadet. And I think that and just passing all the courses was, and when I say passing all the courses, in engineering in those days, and it was changed thank god, in engineering in those days all you had to do was to pass every course. That's all. There was no 7 grade point average requirement. So if you got - you could conceivably graduate with a 1.0, having got a D in every course. Martin Webb, the aforementioned Colonel Webb, the year after I graduated he became the head of the department, and he changed that and he said he was going to change that. Because what was happening, it was very difficult to get a 1.0. I mean we flunked out. I think we had over 30 electrical engineers my freshmen year and we graduated 8 or 7 I think. So it was very difficult to get that 1.0 and, but when we got out nobody knew all about that. So our low grade point average was put up against people from other schools who had perhaps a 2.5 average, and it was very difficult when we got started. Well Colonel Webb changed that. He made a higher grade point average as being required and made it somewhat easier for it to get that higher grade point average. JENNIFER PAYNE: Wow. What would say is the most important thing that Norwich taught you? WILLIAM STEELE: Discipline, organization, I think without question. And, and it stays with me today. It's something that has helped me all my life and it's just part of me now, so. JENNIFER PAYNE: What did, what did "I Will Try" mean to you as a student? WILLIAM STEELE: Nothing. It meant, well I shouldn't say nothing. As, I meant it has obvious connotations that you will try, you will exert an effort and all that. But aside from that it didn't mean a whole lot. Later on it meant something far more than that. It meant, whether or not it was a good motto or not and I never thought it was particularly imaginative, but it was historical. I think it was Truman Ransom that said that and it was picked up. But later on it became just about good or bad. It became about Norwich tradition and to me that became very important, still is very important. JENNIFER PAYNE: So how do you think, let's see, I want to talk about your professional life so tell me what happened after you left Norwich and how you got to be an engineer. WILLIAM STEELE: What happened was I had no job when I graduated from Norwich. My mother was living in New York City at the time so I went down to spend a couple weeks down there tramping up and down the streets of New York City finding if, I remember Aramco, Arabian American Oil Company was one company that I interviewed with. Didn't really know how to do an interview and it was a little difficult for engineers to get jobs. It was just one of those low points. But my father who was in the Army and stationed at White Sands Missile Range gave me a two week vacation as a graduation present, a two week vacation in New Mexico, in the great southwest. So I flew down there and stayed two weeks and I arrived there with 40 dollars and 40 pounds of luggage, 'cause 40 pounds of luggage was what those old propeller driven airplanes would take. And I stayed two weeks and I loved it. I loved the weather. I'd wake up early in the morning, it was, it's high altitude down there, 3/4000 feet, and the weather is perfect day after day after day. And I decided I wanted to stay so I cashed in my return trip plane ticket and got another 40 dollars for that and that lasted me another couple weeks, and then I had to get a job. So I got a job there with civil service at White Sands Missile Range. That was pretty much what my career was from then on. 8 JENNIFER PAYNE: What did you do, what did you do for White Sands Missile Range? WILLIAM STEELE: Well I started out in the television division which was doing special television set ups, for instance - of course a missile range, like any test range, tests Army materials, Army systems. And some systems when you test them you have to surveill them with television, and so we designed that kind of system. For instance there was a hot/cold chamber that we would put the material into. We had to design a television system that would withstand the heat and the cold so we could put it in there and take a look at that material from the outside while it was being tested. There's another one, a centrifuge, which was a big spinning thing, and we mounted a camera on the very center of that pointing straight out the arm toward the material being tested. So you could view that as it went around. JENNIFER PAYNE: Wow. WILLIAM STEELE: So then another job that I had was, we were doing a drone test out at Yuma Proving Ground, which was several hundred miles away over in Arizona. And I was sent over there in order to put in a television system that would provide surveillance of the drones when they were on the launch pad and as they launched. JENNIFER PAYNE: Wow, very interesting. WILLIAM STEELE: It was that kind of thing. Then after that I went into meteorology. JENNIFER PAYNE: Really? WILLIAM STEELE: Yeah, we had a big meteorological group and engineering division that would build data collection systems for the meteorologists. So I did that for several years and after that I went to work for Astrodata Corporation, one private industry which built timing systems. And then they went bankrupt so I was out of work and after that I ended up, in 1972, I ended up in Yuma Proving Ground. And at Yuma Proving Ground I got some really, I got two wonderful opportunities there. And the first one was - laser technology had begun essentially in 1960, that's the first time they got laser action and some actual light out of a laser rod. So this was then 12 years later when I went to Yuma Proving Ground, and they were about to be sent a laser radar to be evaluated. And so I got there at the right time and I was assigned that job. And it was the first general purpose laser tracking system in the Department of Defense. So I got a chance to do the evaluation of that, to buy some more. It turned out to be terribly successful. Then in 1973 I think it was, I was sitting talking to my boss, and an Air Force Lieutenant Colonel appeared at the door. And he said "My name is Val Denninger and I'm looking for a place to test a new navigation system." Well we had never tested a navigation system before, but laser tracking systems were ideal for doing that because what would happen - you'd put the navigation system on board an aircraft to tell you where the navigation system said the aircraft was, and then you would track the aircraft with laser trackers which would tell you where it really was. So my boss was a smart guy and so he asked a couple of questions on how does it work and so on and so forth. And we didn't know whether that - this guy had a great line, and we didn't know how much of his line was a little hokey and how much was real. So my boss asked him, he said, "At what level are, is that project being funded every year?" And Val told us, 9 I've forgotten the number but it was huge. 100 million or something like that which in 1972 was a lot of money. And we said, my boss said "First of all come in and sit down and close the door." Because every test range is looking for a lot of test work to do, it's our living. And the next question he asked was "And what do you call this system?" And Val said, "We call it the global positioning system, the GPS." And at that point we really got interested and it turns out that the dollar value that Val had given us included putting up all those satellites. That's what made it so big. So at that point we decided we really wanted that system. And we were a little tiny range, Yuma Proving Ground is not a large range at all, and we were in competition with White Sands Missile Range, which was huge, and Edwards Air Force base. So we decided we were the only ones that had operating lasers at that point, or had one operating laser at that point. So we sat down, they had the money, we had the will, and they fed us a lot of money for software development to buy more laser trackers and everything else and we just turned our work force into preparing to test the GPS. And sometime along, I've forgotten when maybe 1974, we were officially selected as the primary test range for the GPS and I was assigned as the range product engineer for that. And my job was then to coordinate all of the facilities for Yuma Proving Ground for testing this new thing, and so that was a great challenge. I'm probably the only person you'll ever meet that can tell you exactly how the GPS works and how it determines your location. It's a mathematical process. So I got to do that for I think, we flew the first test flight of a C-130 aircraft in 1976, and after that we were still testing the global positioning system up until I left Yuma Proving Ground in 1985. So that was an absolutely wonderful opportunity to get involved in something that turned out to be very big. JENNIFER PAYNE: Wow that's amazing. That's, you mentioned the 4 generals that were in your class. WILLIAM STEELE: Yes JENNIFER PAYNE: And it's just amazing how your class and your colleagues have just been involved in such incredible projects. GPS is so big. WILLIAM STEELE: Yes, yes. And the 4 generals, the 4 general officers and our class was I think 153, and the 4 general officers, first of all lightning. As far as I know we had only had one 4 star general before our class and that was I.D. White in the class of 1922, interestingly enough a classmate of my father's when he went to Norwich. And I think Sully Sullivan was the second 4 star we got, and lightning really struck because he was made Chief of Staff of the Army, I think 1990 to 1994. Then about the same time Bill Streeter became the Commander of the Military District of Washington, which included Arlington Cemetery and Fort Myer down there, some other things. We had Don Edwards who was, for about 16 years I think, the Adjutant General of the State of Vermont. And then we had Dick Durgens who was a Brigadier General. So we had 4 general officers out of the class and as well as Pier Mapes who was president of NBC television for affiliates. JENNIFER PAYNE: Amazing. Who were your family members? What are their names of your family members that were here? I would like to get them on the record. 10 WILLIAM STEELE: Oh ok. My grandfather was the first one that went here. He went here for only a year and he took pre-, he took law here. And he was then the class of 1882 I think. JENNIFER PAYNE: He's that Fredrick Steele? WILLIAM STEELE: Yes JENNIFER PAYNE: Ok WILLIAM STEELE: Yeah, he was class of 1882. He went here for one year and then came under the influence of Dr. Mayo downtown in Northfield. And Dr. Mayo was a homeopathic physician and my grandfather then decided he would be a homeopathic physician. So he went to Hahnemann Medical School in Chicago for two terms. Came back, studied under Dr. Mayo for a while, and then moved down to Gaysville which is in the township of Stockbridge Vermont and practiced there from 1883 to 1903. And then he moved to Montpelier and, to ease up his workload. But I don't think it eased up his workload a whole lot. When he was in Gaysville he was always looking at the south end of a horse going north you know, because he was going around to Bethel and to Springfield and all those towns around there in a buggy, and he wanted to ease that up a little bit. So he moved to Montpelier, moved to 152 Main Street. Now when he was in Stockbridge he was the State Representative from Stockbridge to the State House of Representatives. And then he was elected as the senator from Windsor County, and did most of his work in the Vermont state legislature on medical things. Then when he moved to Montpelier of course he was in Washington County. He was then elected to the Vermont senate from Washington County, senator from Washington County. And in those days they had three kinds of medicine and one was allopathic, which is what we would call today regular medicine. And then there was homeopathic medicine, which today has sort of degenerated into wheat germ and that kind of thing, but in those days they did everything. They delivered babies mostly, and they set limbs. It was before abdominal surgery so there wasn't any of that, but surgery on the limbs and everything they did, and everything else. And then there was eclectic medicine, and eclectic medicine was based on Native American medicine. And those three were the three that were recognized in the state of Vermont. Well at that time I think my grandfather had come to the conclusion that allopathic medicine was the way to go, and of course he was right in retrospect. And so he joined the Allopathic Medical Society and participated in that and when he was in the legislator he came to the conclusion that you ought not to have three kinds of medicine, you ought to have one kind of medicine. So he sponsored legislation that passed easily, probably based on some other states' legislation. I don't know that I'm guessing. But what it did was set up a board of two allopaths, two homeopaths, and one eclectic medicine practitioner to set up one set of standards for practicing medicine. And that passed easily in both houses, was signed into law by the government, by the governor, and became the basis for what is now state boards for medicine in Vermont. JENNIFER PAYNE: Wow. WILLIAM STEELE: And that was my grandfather. Wonderful guy, my hero because in his will he left me enough money to go to college for four years [laughter] which solved that problem in those days. The second one to go here was my uncle, whose name also Fred Elton Steele, he was 11 Fred Elton Jr. And he went here I think for three years and then transferred down to a medical school in Baltimore and finished up his medicine there. I think he graduated sometime around 1903 or 1904. And both of those guys - of course medicine was a little bit simpler then - both of them were M.D.s, they were both surgeons, and they were both psychiatrists. In fact my grandfather was the first psychiatrist in Vermont and used to make trips down to Brattleboro to the retreat down there to treat the patients down there. And in those days they had no standards for psychiatry or anything else. He showed an interest, was willing to take the time, so he became a psychiatrist. My uncle had psychiatric training and he became a psychiatrist. Worked with the Veterans Administration for years, ending up down in Northampton, Mass. JENNIFER PAYNE: Wow. WILLIAM STEELE: Then the third one that went here was my uncle Edwin Harrington Steele. And he got his education he started out as an electrical engineer I found out years later, and then got interrupted because we had the First World War and he was pulled out or joined and went over to France as a corporal and fought in the First World War. And then when he came back he entered Tufts and became a dentist. And when he became a dentist he married a fellow dentist and they moved to Waterbury, Vermont and practiced from probably 1924 or so until his death in 1977 I think. Had a practice in Waterbury, yeah. JENNIFER PAYNE: Wow, that's a long career. WILLIAM STEELE: [My father, Warren Brooks Steele, was the fourth member of the family to go to Norwich entering in the Class of '22. The reason for his departure three years later is a little mysterious. He was not suited to the academic life and that probably had something to do with his departure. His claim was always that it had something to do with the Mount Home Cemetery next to Norwich. According to his story, he snuck out one night and rearranged the letters on the cemetery sign to read "Hope On Me" Cemetery and was expelled. No matter which story is true, he worked at several odd jobs but joined the National Guard where he received his commission when 21 through correspondence courses. He was called to active duty as a major in 1940 to be the Executive Officer of Selective Service in Vermont. In 1943 he was promoted to Lieutenant Colonel and sent to the China/Burma/India theater and then at the end of the war he took command of the Tokyo Ordnance Depot in japan where his family joined him. In 1953 and now a Colonel he was riffed as part of a plan to reduce the number of reserve officers who had left their civilian jobs to be in the Army. He reverted to Master Sergeant until 1960 when he retired as Colonel.]2 WILLIAM STEELE: Yeah. And then the [fifth] one that went to Norwich was Fred Elton Steele III, and he was very active with Norwich until he died. He was in his 90s when he died. And he was valedictorian of the class of '33 and became, went into the Army around the Second World War. Then he went teaching, he went to teach at the Merchant Marine Academy at King's point on Long Island and got some sort of a Naval commission down there. Taught down there for a long time and eventually moved back up to Montpelier at 40 Liberty Street and taught up at Vermont College until his retirement. And then there was me. And that was, that was, there was 2 Added at the request of William W. Steele '59.12 one other thing that I found out - in my class of 1959 was an Ed Steele from Waterbury. And we knew each other of course, we knew each other's name was Steele, and that was about it. He was a business major and a good athlete, basketball player, and we graduated and run off. And I don't know, it's probably about 10 years ago I got a call and "Is this Bill Steele?" I said "Yeah." "This is Karen Steele." I said "Yeah." [laughter] And she said, "From Waterbury." I said, "You must be a relative of Ed's." And she said, "Yes I'm his wife." And I says "good" and she said, "I'm calling because I'm doing genealogical research." And I said "Are you going to tell me that Ed and I are related." And she said, "yeah you're third cousins." So whenever I'm in Vermont I usually stay with Ed and Karen for, for three days or so and we do genealogical research, so. JENNIFER PAYNE: That's wonderful. Um. What advice would you give a Rook today about how to survive and thrive? WILLIAM STEELE: How to survive? [Laughing] JENNIFER PAYNE: Yeah. WILLIAM STEELE: How to survive at Norwich? JENNIFER PAYNE: And survive, yeah, survive at Norwich. WILLIAM STEELE: At Norwich? JENNIFER PAYNE: Or in the world, either. WILLIAM STEELE: If I had it to do over again, I would be, I would take the military aspect of Norwich very seriously. I would do my very best at developing myself as a leader, because Norwich offers you a magnificent opportunity to do that. I would advise anyone to enjoy Norwich but don't forget why you're here, to study hard because your grade school and high school academic record tend to get lost, but your college record doesn't. it follows you all the rest of your life and I would advise people to study very hard and to take full advantage of the leadership opportunities that Norwich offers. I didn't do any of that, but that's what I would advise. [Laughing] JENNIFER PAYNE: So what does "I Will Try" mean to you now? WILLIAM STEELE: Mainly to me it means tradition. It means Norwich tradition and I think Norwich traditions are terribly important, ought to be paid attention to. A lot of them have gone by the wayside and I'm sorry to see that. After we left, I don't know I think it might have been sometime in the 1980s, "I Will Try" was changed I think to "Essayons" and then changed back to "I Will Try." I don't think that should have ever been changed. I never liked "I Will Try" as a particularly good motto but it's tradition, it's been around since a, for a long time. Also something that was changed was our sports teams were always known as the Horsemen. It was the Norwich Horsemen and we had banners with a Cadet on a jumping horse and that kind of thing. That was changed to the Cadets. Norwich is not West Point, it's not supposed to be West Point, it wasn't founded as a West Point. It was founded for citizen soldiery, not professional soldiery, and I think that that Horsemen should have been kept. And if anybody, if anybody questioned that in this day, when women have been admitted to Norwich - something I was fully 13 in favor of and so was everyone else, well I'll deal with that in just a second - but if anyone were to complain well the Horsemen is gender specific, I'd just say the term Horsemen, if you look in the dictionary it's not gender specific, it can apply to women just like chairmen can. And I think it should have been kept and I would very much like to see it changed back. Now a word on, on women being admitted to Norwich. From my perspective Norwich has always followed the Army, it prepares people for the Army. And when the Army changed from brown shoe to black shoe, Norwich changed from brown shoe to black shoe. When the uniform changed, Norwich in my day used the regular Army uniform just with Norwich insignia, which was a great advantage because when the seniors graduated they would take off their class strip and the Norwich brass and they would have their first uniform, which was a great advantage for a poor second lieutenant coming out of Norwich. And I was sorry to see them change that also. When the regular Army changed their phonetic alphabet. See I was in Easy Company, which the next year became Echo Company. From the old, it changed from the old Abel, Baker, to Alpha, Bravo phonetic alphabet. Norwich changed and when the Army changed and admitted women it was within the Norwich tradition and practice to follow what the Army did. If you're going into an Army with women and you're going to have to deal with whatever problems and opportunities come along with that, you'd better be trained for it and Norwich does that. And I have always been so proud of Norwich, and I brag about Norwich all the time, because places like West Point and VMI and the Citadel all have had big problems and resistance to admitting women. And at Norwich it just happened without any ripple, it was accepted, we went on from there. And I thought that that had to do a lot with the fact that the command structure at Norwich was seamless. It was seamless from the president of Norwich down to the Cadet Corporal. We were all part of the same disciplinary administrative function. There wasn't any big dividing line between the student body and the responsibilities of the faculties and staff. So when the president said we will have women at Norwich, everybody saluted the flagpole and said "yes sir" and we had women at Norwich. JENNIFER PAYNE: Is there anything else you would like to add? Anything else you'd like to say? WILLIAM STEELE: Just that, that when I graduated from high school I had very little experience or knowledge of the opportunities of various colleges and all that. And I ended up at Norwich as much from family tradition as anything else. If I had it to do all over again I would still go to Norwich, and I would go to Norwich for the discipline, and the order, and all that kind of thing that it taught. Because I have never seen any other school that taught it like Norwich did, and taught the assumption of responsibility at such an early age. Because, as I mentioned before, Cadets exercise all the discipline in the Corps of Cadets or virtually all of it and I haven't seen any other school that did that, and that taught you at a very early age. In fact I was talking with one of our ex Cadet Colonels and he said you know there are a lot of Cadet Colonels that never have had as much responsibility, real responsibility, again in their career as they did that senior year as the Commander of Cadets. JENNIFER PAYNE: Really? 14 WILLIAM STEELE: So, yeah that what I think was really great about Norwich and why I would go back. JENNIFER PAYNE: That's wonderful. Thank you so much. WILLIAM STEELE: Well thank you for having me. It's been fun. JENNIFER PAYNE: I really enjoyed this. I'm going to hit the stop button. [She turns the microphone back on] JENNIFER PAYNE: There we go, you're on, ok. So tell me about General Sully. WILLIAM STEELE: Sully? Sully at that age was a very interesting guy because he didn't seem to have a whole lot of direction. He was a member I think of Sig Ep fraternity and a lot of his social life and everything was based around Sig Ep. He was not particularly good academically as I remember it, and, surprisingly enough, he was a Rook for his first year as we all were and a buck private for the next three years. He never made corporal, never made sergeant, never made officer. And, again didn't seem to have a whole lot of direction. He, his plans were, as I remember it, and I think the year book says that his plans were to go into business when he got out of Norwich. And instead of course he went on to be Chief of Staff. So, but one thing I found that was very interesting, we would be sitting around deciding what to do at say on Saturday afternoon we'd decide what to do on a Saturday night. And we'd say, well should we go to a movie, should we go down to Burlington to UVM to the basketball game or something, and we'd discuss it and Sully wouldn't say anything. And we finally say ok let's go to the basketball game down in Burlington. And then everyone would turn around and say "What do you think Sully? is that ok?" [Laughing] So, although he never adopted leadership role in the Corps of Cadets he had an enormous amount of charisma and leadership just built into him which I always thought made him Chief of Staff of the Army. And then when he was Chief of Staff he came to El Paso, to Fort Bliss, and gave a speech there and I was in the audience and what he told, he was speaking to people that might be the parents of people entering the Army, and he said "Don't worry if your kid is not a born leader. Give him to us in the Army and we will teach him leadership." And I thought that I've never been able to relegate two things, that this guy who was probably the most natural born leader I ever met in my life, would say "It's not necessary to have any of that, we'll just teach it to you." JENNIFER PAYNE: Huh. WILLIAM STEELE: So, yeah, Sully worked in the mess hall and in those days we would march down to the mess hall in formation, go in, there were table for ten people a piece all through the mess hall and we would be assigned a table and we would sit there. Senior Cadet, Cadet with the most rank at the table would be the table Commandant. All of the, or the Cadet Commander and his Exec. sat in a very elevated platform with stairs going up to it called the crow's nest in one corner of the mess hall. And typically what would happen is that announcements would be made when everyone was there, corps would be called to attention, announcements would be made, and then grace would be said. And then as soon as grace was said the doors from the kitchen would open and the waiters would come out with these carts with terrines on them and you 15 might, you'd have a terrine of mashed potatoes for instance and a terrine of corn and maybe a platter of breaded veal or something. One for each table and they would be but on the table, and the table Commandant would take his share and pass it on down. And one of the great things about Norwich was it was the table Commandant's job to make sure that the rook at the end of the table got as much food as all of the people proceeding him. So it was very, very good training for officers that whose primary responsibilities was to take care of the men, and that meant the privates as well as the subordinate officers. And Sully was one of those waiters. And as I remember it he was a waiter for four years. He was well known as the waiter, and the waiters did not go to formation, they left their last class and went right to the mess hall to get ready. And then they left the mess hall and went to their next class in the afternoon. And I think as I remember it for that they got free meals, they didn't have to pay the board part. So that's what I remember about Sully mostly. He roomed in Goodyear Hall on the third floor I think his senior year. I was, about the only time I ran into him was then because I was on the first floor of Goodyear. I was in the MP's for three years at Norwich and that's where, that's why I would run into him most of the time. And the other guy that I remember of course was Pier Mapes and Pier became - NBC Television had I think 11 presidents. Tt was under GE and they would have a president, they had a president for programming and they had a president for finance and a president. Pier Mapes became the president for affiliates. And I know the last time I saw him he said "Bill you're from El Paso." I said "Yes." He says "KTSM right?" I said "Yeah that's the NBC affiliate." So he knew all of those, but in college Pier was a tall gangly guy. Not athletic, not coordinated enough to be athletic, but the friendliest and nicest and least affected person that I ever met. Really good guy. He was in our company which was Easy Company our freshmen year and that's where I got to know him best, and then we both belonged to the Episcopal Church and did a lot of that work together in school. But Pier was a cheerleader, and Pier came from a family of money I think, in fact I know he did. And when he was a cheerleader he showed up dressed as a cheerleader out of the 1920s. He had a real raccoon skin coat and a megaphone and he would lead cheers doing that and I can remember when we were freshmen, we're sitting down talking in the evening ya know and Pier said "You know to be successful in business you don't have to be smart, and you don't even have to work real hard." He says, "but you have to make sure that you don't make any enemies, that you get along with everyone." And that's sort of what Pier did and later on, I mean 45 years later on, not too long ago, I had an occasion to call Pier to ask him about something. I've forgotten what it was and I said, "Pier do you remember what you told me when we were freshmen, 18 years old in college?" He said "no" and I told him you don't have to be smart to get along in business, you don't have to work real hard but you have to get along with everybody. He says "No I don't remember that," he says, "but ya know he said I was pretty smart as a kid wasn't I?" I said "Yeah I found out later on you were." So yeah that was what I remember best about Pier. Pier, I googled Pier and I found out I think his father's name was Pier Mapes also and his father was also a big executive with NBC and I believe when NBC got the contract to broadcast the Miss America contest his father had something to do, was in charge of that. And he decided that the Miss America contest ought to have a theme song. And so he went out and he contracted out 16 to have someone write a theme song for Miss America and that's where the "There she goes Miss America" came from. I think that was Pier's father that did that. JENNIFER PAYNE: Oh my gosh. Wow. WILLIAM STEELE: Good guy. I saw him at the 50th reunion 4 years ago. Still the same guy, still totally unaffected, one of the nicest guys you'll ever meet. Smart guy too. JENNIFER PAYNE: I have to ask you 'cause you mentioned it a couple times, the food. How was the food, how was the chow when you were here? WILLIAM STEELE: Well [laughing] I thought it was good. Of course food when you are told what to eat, you're going to get lots of complaints, so of course there were lots of complaints. But by and large I thought it was very good. Standard meals, scrambled eggs and cream chip beef on toast and, and uh for breakfast. Yeah I thought it was very good and with the regulation that went on at the tables everybody got enough to eat. We didn't have it like it is now where you go in and select what you want and eat pizza three times a day if you want it. We were fed good balanced meals and so that along with. But one thing we did not have then that they have now, Norwich has improved greatly by the way since then. We did not have a whole lot of exercise. When you were a freshmen you were given calisthenics I think one day a week, something like that, not very much and that was about it. And there were no, there was no equipment. There was no weight room or any of that. No swimming pool. So when we had a chubby little fellow come in to the Corps of Cadets, four years later he would graduate as a chubby little fellow. We didn't have nearly the emphasis on health and fitness that they do now because the Army didn't. The Army did not have that. I was in Japan right after the Second World War - 1946, 1947 - and living on an Army post and a lot of those soldiers were grossly out of shape. Not in good shape at all and when the Korean war happened, 1950 I think it was, those were the troops they sent over to fight. And those troops were not in condition to fight and that's why they got slaughtered. And I think now the Army is emphasizing fitness a great deal more and so is Norwich and that's a great advantage. We had no fitness room, we had no swimming pool. You could go down and run around the track if you wanted to and that was about it. JENNIFER PAYNE: Wow. WILLIAM STEELE: Yeah. Other advantages that they have now - we had no laundry then at Norwich. To get your laundry done you can have it done one of two ways: in the basement of Harmon Hall they had a laundry counter. You would take your laundry down give it to them, they would ship it downtown and your laundry would be done downtown and then shipped back and you would pick it up in Harmon Hall. The other way you could do it, they had a standard tin box with straps around it and you could put your dirty laundry in there and send it home and have mom do it and send it back. And a lot of people did that. JENNIFER PAYNE: Really? 17 WILLIAM STEELE: And when I got out of Norwich I sent a letter back and said you know you've really got to get laundry facilities there. And so I got sort of a letter that was designed to put me off and but I noticed a few years later they had installed laundry facilities here. The other thing we didn't have was multiple ROTC types. We had Army ROTC. JENNIFER PAYNE: That was it. WILLIAM STEELE: That was it. And our Cadets, we had one or two that took their commissions in another service, I'm not sure how that worked. But they didn't have Air Force, Navy, Marine Corps, they didn't have any of that. It was just plan Army ROTC. We did have one thing that I think they've done away with. If you were a very good military person, got good marks, good recommendations and everything you would become a DMS which was a Distinguished Military Student. If you were a DMS in ROTC you could take a regular Army commission. You wouldn't be reserve it would be regular Army, and I think they've done away with that. I think the regular Army is strictly West Point graduates now, that's my understanding. JENNIFER PAYNE: You grew up a little while in Japan. Was your dad in the Military? WILLIAM STEELE: Yeah he was in the Military, shipped over to command Tokyo Ordinance Depot right after the war. We went over in November of 1946 which is about less than a year and a half after the war, everybody had 15 months after the war ended and we were some of the first dependents over there. JENNIFER PAYNE: Really? WILLIAM STEELE: Which meant well there was a school, so when I went to school I went to school with English kids and Australian kids and all that. I skipped school a lot and [laughing] because I found a way to get around it. But, that was it. I spent most of my time, my entertainment, I was 9 years old when I went over and 10 when I came back, but most of my time was spent in what was the Red Cross Club, became the Service Club, which was for enlisted. And they had pool tables and ping pong tables and things like that and free coffee all the time. So that's where I spent all my time. We would go to the post, my father would go to his office and I would go to the club, and maybe meet for lunch, and then I'd go back to the club and spend all my time there. Learned how to drink coffee there at nine years old [laughing]. And later on, things were pretty wild then and my parents, my father was a Lieutenant Colonel then and he and my mother went for a vacation to, with a stop at Hong Kong, and to the Philippines. But the three of us stayed there right outside of Tokyo, and a Captain and his wife came and lived in the house and sort of babysat for us. Which was pretty wild because they, let's see we drank beer, I was 9 years old, we drank beer. I learned how to drink beer, my sisters had mixed drinks, they were 11 and 13. They were older so they had mixed drinks. I had beer. We smoked, I learned how to play poker, and was not a bad poker player when I was 9/10 years old. So it was pretty wild bringing up and most of my friends were Japanese. I spoke no Japanese. They spoke no English. Didn't make any difference we still played together and all that. The house we lived in was beautiful. It was a college president's house. The living conditions were incredible because the occupational Army took over things like that. So we had a two story stone house, and this is for a Lieutenant Colonel, with manicured lawns and manicured everything outside. 18 JENNIFER PAYNE: Nice. WILLIAM STEELE: That's where we lived. We had, for a family of five we had 7 servants. We had Mama San who was the chief maid and then she had her 13 year old daughter who was my buddy then, and she lived there also. Then there were 3 maids. And I'm not sure there's an upstairs maid and a downstairs maid and maybe a kitchen maid or something. There were three maids, and then there was the boiler man who was sort of the handyman and he took care of the boiler that heated the house and took care of everything else around. And then the last one was the cook. Always had trouble with the cook because the cook, we had two or three cooks and they all had short tempers and threw pots and pans around and all that. But, so we had 7 servants for a family of 5 over there. JENNIFER PAYNE: Oh my gosh. WILLIAM STEELE: It was pretty, pretty interesting. The biggest event I can remember there was my father and the whole family being invited to the Chinese Embassy for a big party and [laughing] I think I was 10 by this time, by the time this happened. So I went and the Japanese serving girls didn't know any different, they were taught to do certain things and that's what they did. And I was on my third martini by the time my mother figured out what I was doing. So after a couple martinis I had to dress like an adult and I saw this beautiful Chinese girl in a red gown and I decided that I wanted to dance with her so I went over asked her to dance. And she indulged me, we danced as best as I could. It was fun. Yeah I remember that evening very well. But there were no rules, an occupational Army doesn't worry about too many rules and too many standards. It was a pretty wild year. Then I came back to the United States in the 5th grade and all of a sudden it was culture shock all over again [laughing] and I couldn't do all the stuff. I really had to study, make up for a misspent year in Japan having played hooky from school at least half the time. JENNIFER PAYNE: Did you play poker at Norwich? WILLIAM STEELE: No, No I never played poker after Japan to speak of. I played pretty good poke, but it was everybody played poker which meant that you didn't have to be that good at it. But when I came back then the poker games were sort of dominated by people who were really good at it and you didn't, either you should get really good at it or you should stay away from it. And I found that out I think one lesson and that was it for poker, so. JENNIFER PAYNE: Sounds like it was a very interesting year. WILLIAM STEELE: Yes it was a very interesting year. Yeah it taught me that if you're going to be in a war, you'd better win because you're a lot better off if you win then you are if you lose. And the Japanese, one of the reasons we had so many servants is because the Japanese economy was destroyed. A great deal of Tokyo was destroyed. You know we fire bombed them with the Doolittle Raid. [Coughs] Excuse me. And so one of the things the American occupation was doing was hiring as many Japanese as possible so they would not starve to death. I can remember, I'm one of the few people I know who actually saw Douglas McArthur. Because if you think of that you know a lot of people have seen Eisenhower and the other Generals from the 19 Second World War, but McArthur was sort of scarce. And the reason he was is because during a great deal of his career he was in the Philippines sort of remote, and then after the Second World War, and then of course Second World War he was in the South Pacific. After the Second World War he moved, his office was in the Dai-Ichi building in the middle of downtown Tokyo. So he was out of the country most of the time, that's why nobody had seen him. But I can remember seeing him once and all the stories about him were true. He was the most dramatic actor that you ever saw in your life. And we were traveling along, we'd gone to downtown Tokyo to do some shopping. And of course we were using an Army Jeep and I was the 9 year kid so my mother sat in the front seat beside the driver, my two sisters sat in the two rear seats, and then I sat on the ground or on the floor with my feet down by the gear shift and my back up against the back seat. And all of a sudden we got stopped, and the reason we got stopped is that when Douglas McArthur came to work in the morning everything stopped. The traffic was stopped. And so I sort of heisted myself up so I could see out the front window and here came a line of what must have been, oh probably six motorcycles with lights flashing, and then at least two cars, and then motorcycle escort in back. And this was McArthur arriving for work at the Dai-Ichi building. And his car stopped, they let him out, of course still with all the flashing lights around. They had a line of MPs on either side of the sidewalk going up to the Dai-Ichi building, and crowds of Japanese, I mean must have been 20 or 30 deep, just wanting to get a glimpse of McArthur. And so he got out and he had the, the crushed hat with the 50 mission crush on it that he always wore, all he did he took the grommet out of it so the sides sort of drooped down, and the corn cob pipe and he was a tall, tall guy anyway. And no mistaking who it was and he stood up in between that line of MP's into the Dai-Ichi building and of course the MP's dispersed and the escort dispersed and we were allowed on. But it was quite a dramatic scene and my understanding was that scene went on every single morning he went to work [laughing] and whereever he went. JENNIFER PAYNE: Wow. WILLIAM STEELE: He was quite something. I don't think he did a, frankly a good job of commanding because he was in charge of all of those troops in Japan and let them get totally out of shape because nobody expected another war to come along. And I think now that we've learned our lesson and I think that the Army will not make that mistake again, but they certainly did then. There's no question who was in command of Japan. McArthur was in command. Everyone knew it, he made sure that everyone knew it [laughing]. JENNIFER PAYNE: Wow that a good story.Yeah. Wow, anything else? WILLIAM STEELE: No I think that's it this time. JENNIFER PAYNE: Ok, alright no that's good, that's really good.

The attachment that we feel to Madagascar compels us to talk about it – its richness, its values, its people and about life lessons learned and taught. As these experiences may differ in many aspects, a journal is the ideal place for sharing our common ideas, as well as expressing our divergent thoughts and theories. It is also a conduit for the exchange and transmission of our ideas and perspectives to the world. Thus, it is the ambition of this journal to talk about Madagascar – it's natural richness and its conservation, about development and challenges in the country, and more generally about components and facets of conservation and development. In this volume, the Journal launches two new rubrics, which emerged from the energetic enthusiasm of the authors, editors and our friends. Words are not the only way to formulate and share stories, pictures can carry messages as well; and they can speak without using words while still diligently evoking emotions and reactions in all of us. Now, we want to hear what your reactions are; we need to hear and to read how images from Madagascar capture and affect you. The Journal is doing this for the very first time and no matter who, whether men, women, or children, all of them have voiced their feelings about the photo of the little girl on the front cover of this volume. We want you to participate in Voicing Over Pictures, to share your ideas, for those of you not having a scientific based project ready yet, or simply to tell your experience in a different way. For example, those who have the courage to circulate photos and stories about the dead stranded dolphins of the port of Antsohihy. They suspected a link between the sonar systems of Exxon Mobil and the dolphins' navigation off the coasts of Analalava and Antsohihy (and they may be right, as such correlations are scientifically proven in peer - reviewed publications) even though they did not want to believe that such a tragedy could happen in their Madagascar. These people felt motivated to reach out into the world and show us what is happening. Madagascar can sometimes seem too far away from the rest of the world but this story brings us back to our sense of place in the country. Some pictures have been circulated but lately there has been only a dull silence, as scientists take time to research the issue and publish the evidence that they find. We have received a broad variety of contributions to this volume such as "Bats as bushmeat in Madagascar". This is not only the first MCD review focussing on Madagascar's bats, but it also shows some impressive pictures including a rather unusual and unfortunate shot of bats in a context that is more common than you think: the bat on the dinner plate. Another contribution addresses one of the top 25 most endangered primates in the world. Instead of resigning and continuing what others of their ilk have done for generations (and seriously risking a listing in the history books under the chapter 'Extinct') the White - collared brown lemur has adapted to new and changing situations and has even been flexible enough to tackle the aftermath of cyclones and start feeding on mushrooms and spicy invasive plants. Is this a recipe for survival? We shall see. In another story, the authors of the Manambolomaty Lake Project draw on local taboos and beliefs to establish a conservation framework for the protection of natural resources – a success story showing how important the traditional knowledge and culture of the local people is to achieving conservation that really matters. Sharing information is important, that is nothing new. Before you can share, however, you need the ability to access it. In a piece about the power of radio, the authors show that radio broadcasting can be utilized beyond the daily spread of news and entertainment: it can also be an effective tool for community outreach. This has so far been 'off the radar' for most international aid agencies. Broadcasting information and knowledge over the radio can be an effective tool in the fight to alleviate poverty; which is so far still the biggest challenge in Madagascar. As our words mark the passage of time into history, then you will be part of Madagascar's history of tomorrow. MCD is presenting another new rubric; Travelling Through Time will be talking about people who have written Madagascar's history in the past century, about people who were building on Madagascar's milestones for present and future conservation and development endeavours. There are people who have been participating in Madagascar's history. Some of them are almost living legends; they have made their imprints on this island; and whether they are appreciated or not, people talk about these personalities. At the beginning of the 19 th century oil mining industries (often with governments in the background) were endorsing renowned geologists for their endeavours such as Raymond Decary (1891 - 1973) who over the years became an accomplished humanist and naturalist. There is also the story of Charles A. Domergue, a hydro - geologist who also ended up dedicating his life to development in southern Madagascar where he pursued scientific studies and the conservation of the biological riches of Madagascar that mesmerized him. We invite you to talk in Travelling Through Time about your own heroes, men and women who have been the pioneers and advocates for Madagascar's Conservation and Development. Returning to the picture as a medium of information, some of these are also meant to satisfy the classic clichés, the ones that reinforce stereotypes that the rest of the world has about Madagascar. Madagascar is a country of the South, and the world expects to see pictures mirroring these characteristics. In the South, mining is often married with the traditional picture of gold miners: deep pits bored by using the angady (the Malagasy spade), causing sweaty and muddy foreheads on the miners' emotionless faces while the mining dumps grow bigger and taller. One might think of a new Germinal or Assommoir - like novel of Emily RaZola's, with the toka Gasy replacing the absinthe, with the North pointing fingers and watching the South. However, the question remains, what is the real picture? Modern mines are equipped with sophisticated exploitation tools, and the companies have the backing of conduits of social and environmental impact studies, employing an international guild of workers, efficient and trained in using the latest technology, rearing to go. The Journal would like to call upon people who know about these mining activities and who are studying specific social, economic and environmental impacts; people who also are aware that these activities are unavoidable, and people who know that tropical forests are disappearing quickly from the maps of Madagascar, and with them the Indris that sing no longer, crying if they only could. We need these people to tell their stories and share their expertise and experience, since we all want to know and would like to understand what the benefits and negative impacts of large - scale mining or farming are for Madagascar. The Journal would like to emphasize one more time that sharing information between agencies (governmental and non), universities and private persons is crucial. Whether you are in the field, in a forest, a community or a laboratory; sharing and informing is the most important step to moving Madagascar further ahead! You can simply share your impressions of the breath - taking photo on this volume's cover (which has been kindly contributed by Peter Oxford and Reneé Bish); as college students, children and older people have done, or you can go further and contribute more to the information sharing in the pages of this Journal. Submit us your stories and impressions as photo essays, or bring your experiences and findings to paper and send us articles, reviews or essays. We are sure you will enjoy the articles in this issue and we hope to see more in the near future.Image en Action Comme tous ceux qui sont affectivement attachés à Madagascar, nous aimons parler de cette grande île, de ses richesses, de ses valeurs profondes, de ses gens, des leçons de vie qu'ils nous ont inculquées, mais si nos expériences aux uns et aux autres ont Madagascar en commun, elles diffèrent certainement en tous points et un journal est ainsi le lieu idéal pour échanger nos points de vue. Ici nous voulons parler des richesses naturelles de Madagascar et de leur protection, de développement et des défis à relever, ou un seul aspect lié à la protection de la nature ou au développement mais surtout et avant tout, nous invitons des hommes et des femmes à prendre la parole. Le journal lance ainsi deux nouvelles rubriques qui sont nées de l'enthousiasme des auteurs, des éditeurs et de nos amis qui partagent tous cette même volonté de communiquer ; les mots sont loin d'être les seuls outils de communication et si nous ne pouvons employer tous les moyens ici, nous savons cependant que les images véhiculent bien des messages, ont cet incroyable pouvoir de nous émouvoir et nous parlent. Et nous avons besoin de vous, de vous entendre, de vous lire, comme nous l'avons fait ici lorsque nous avons donné la parole à des femmes, des hommes et des enfants pour qu'ils nous disent avec leurs mots, leur sensibilité, ce qu'ils ont entendu dans les yeux de cette enfant. Et nous vous attendons pour participer à cette rubrique 'Voicing Over Pictures' ou 'Paroles d'Images' pour partager vos idées, pour communiquer en attendant d'avoir matière à produire un article scientifique, ou pour le dire autrement. Nous pensons par exemple à ceux d'entre vous qui ont eu le courage de faire circuler ces photos de dauphins échoués dans le port d'Antsohihy. Certains ont soupçonné un rapport entre les sonars à balayage latéral d'Exxon Mobil et l'échouage des dauphins sur les côtes proches d'Analalava et d'Antsohihy, ils ne peuvent pas avoir tort car tout cela est connu depuis bien longtemps ; de tels faits sont scientifiquement prouvés et publiés dans des revues à comité de lecture, mais ceux qui constataient les faits sur les côtes malgaches ne voulaient tout simplement pas croire que cela se passait aussi chez eux, en étaient émus, voulaient le hurler, et très fort car Madagascar est parfois tellement loin du reste du monde ! Quelques photographies circulèrent mais furent rapidement remplacées par un silence pesant car la science a besoin de bien plus d'éléments et qu'il lui faut du temps pour procéder aux recherches et mettre ses résultats sous presse. Nous avons reçu des contributions variées pour ce volume et pour n'en citer que quelques unes, l'article « Bats as bushmeat in Madagascar » est une première sur les chauves-souris pour le journal mais qui nous montre des images impressionnantes de ces animaux dans un contexte qui n'est pourtant pas inhabituel, celui où ils se retrouvent accommodés dans une assiette. Un autre article concerne l'un des 25 primates les plus menacés du Monde. Et plutôt que de démissionner et de poursuivre comme d'autres de la lignée l'avaient fait pendant des générations (pour prendre inéluctablement le risque d'aller rejoindre les livres d'Histoire sous la rubrique 'Éteints'), le Lémurien à collier blanc montre qu'il s'adapte à une situation changeante en étant capable de composer dans une forêt ravagée par un cyclone et de s'alimenter de champignons et de fruits épicés d'espèces allogènes ; recette pour survivre ou non, il s'agit pour le moment d'une affaire à suivre. Les auteurs de l'article sur le projet du lac Manambolomaty s'inspirent des croyances et des tabous locaux pour mettre en place un réseau destiné à la protection des ressources naturelles – l'histoire d'une réussite qui relate une fois de plus à quel point les gens sont importants pour protéger une nature qui compte. Partager l'information est primordial et ceci n'est pas un scoop ! Mais avant de pouvoir partager il vous faut les moyens de le faire comme il est montré ici dans l'article sur la radiodiffusion qui peut aller au - delà de la transmission de nouvelles et de divertissement en constituant un outil capable de s'adresser aux communautés les plus isolées et qui étaient loin de toutes les priorités des agences d'aide internationales. La radio peut constituer un outil de choix pour lutter contre la pauvreté qui reste encore et par - dessus tout le plus grand défi à relever à Madagascar. Ainsi, les mots marqueraient - ils le passage du temps dans l'Histoire, de sorte que vous êtes alors tous la future Histoire de Madagascar. Dans ce contexte, le journal présente donc une autre rubrique pour parler des gens qui ont écrit l'histoire du siècle dernier de Madagascar, de ceux qui ont posé des jalons sur la route de la conservation et du développement présents et futurs de l'île. Car il y a des gens qui ont participé à cette Histoire, parfois des légendes vivantes qui ont marqué l'île de leur empreinte, on les aime ou non mais on parle d'eux. Au début du XIXe siècle, les explorations pétrolières firent appel à d'éminents géologues et nous nous rappelons de Raymond Decary (1891 - 1973) qui est, par la suite, devenu un humaniste et un naturaliste chevronné. Plus jeune, un autre géologue a partagé un destin semblable en consacrant sa vie au développement du Sud de Madagascar ainsi qu'à la science et la protection de ses richesses naturelles, ce naturaliste est Charles A. Domergue. Dans Travelling Through Time ou Voyage dans le Temps, nous donnons la parole à ceux qui veulent nous parler de leurs héros, de ces hommes et ces femmes qui ont marqué l'histoire de la protection de la nature et du développement de Madagascar. Pour revenir aux paroles émanant des images, il nous faut admettre que certaines d'entres elles sont aussi destinées à contenter les clichés, ces caricatures qui rassurent et qui doivent traduire la bonne marche du monde. Madagascar est un pays du Sud et le monde veut y voir des images du Sud. Dans le Sud, l'exploitation minière se marie avec l'orpaillage traditionnel, des puits profonds creusés à la sueur du front, des terrils érigés à la force des angady (les pelles locales) dans une ambiance où on frôle un nouveau 'Germinal' ou 'Assommoir' d'un Émile RaZola où le toka gasy (rhum local) remplacerait l'absinthe dans le Sud qui sera pointé du doigt par le Nord. Mais savons - nous seulement à quoi ressemble la réalité ? L'exploitation minière moderne met en place des chantiers élaborés, des moyens d'extraction sophistiqués, se contraint à réaliser les études sociales et d'impact environnemental conformément à des normes internationales, fait appel à des travailleurs et experts de toutes nationalités, efficaces et rompus à utiliser les dernières technologies en la matière. Le Journal voudrait donc inviter ceux qui connaissent ces activités minières, qui étudient spécifiquement les impacts sociaux, économiques et environnementaux mais aussi tous ceux qui admettent qu'il n'y a généralement pas le choix, qui savent que des forêts tropicales disparaissent rapidement de la carte de Madagascar, et avec elles des Indris qui ne chantent plus mais pleureraient s'ils le pouvaient ou si nous pouvions les entendre. Nous avons besoin de vous entendre avec des mots, des paroles d'images et vous invitons à partager vos expertises et expériences car nous voulons tous savoir et nous voudrions comprendre ce que sont les avantages et les inconvénients des exploitations minières ou agricoles à grande échelle à Madagascar. Madagascar Conservation & Development voudrait insister une fois de plus sur le besoin de partager les informations, aussi bien celles des agences gouvernementales que non gouvernementales, des universités ou des particuliers, que des gens de terrain, qu'ils soient en forêt, dans un village ou dans un laboratoire ; le partage et l'information sont des éléments déterminants pour faire avancer Madagascar ! Vous pouvez simplement partager votre sensibilité en nous disant ce que vous voyez dans des images comme l'ont fait des collégiens, des enfants et des moins jeunes pour la superbe photo de couverture aimablement mise à disposition par Peter Oxford et Reneé Bish. Mais avant tout, le journal voudrait inviter des gens qui travaillent dans la Conservation et le Développement à participer à l'échange de l'information ! Soumettez nous vos histoires et vos impressions, sous la forme d'images accompagnées d'une courte légende, ou partagez vos expériences et vos découvertes dans des articles, des revues ou des essais. Nous sommes certains que vous apprécierez la lecture de ce numéro et espérons vous y voir davantage dans un proche avenir.

U studiji se, nasuprot uvriježenim mišljenjima, dokazuje da su blokovi sjevernog dijela Dioklecijanove palače bili izvorno projektirani i izvedeni za potrebe gineceja kojemu se u Notitia Dignitatum spominje nadstojnik (Procurator gynaecii lovensis Dalmatiae -Aspalato). Opskrbljivao ga je akvedukt kapaciteta 1500 1/sec. = 129.600 m3 na dan. Problem obilnog ispiranja riješen je odgovarajucim kanalizacijskim sistemom koji je postojao samo duž ulica sjevernog dijela Palače u kojem su se nalazili pogoni carskih tkaonica. Tehnologija je (uz sustav bazena arheološki uočenih u prizemlju Papalićeve palače) ukljucivala sumporavanje, za što su bili na raspolaganju brojni izvori sumporne vode uz samu Palaču. Čitava građevina savršeno se uklapa u dugački niz tetrarhijskih javnih radova. Bila bi to izvorna, osnovna funkcija građevine u koju se Dioklecijan povukao nakon što je 305. g. bio prisiljen na abdikaciju. ; In scholarly literature, the term "city" was first mentioned by Lj. Karaman, talking of the beginnings of medieval Split in Diocletian's Palace, and then by Andre Grabar in his Martyrium (I: 232-233).2 Noel Duval, in a series of studies he wrote, asks whether Diocletian's residence should be classified as palatium, villa, castrum, urban settlement or some special type of architecture, considering that in comparison with genuine imperial palaces like those in Constantinople, Antioch, Philippopolis and Ravenna, it was wanting a number of "attributes": proposed the term "chateau".3 -5 The term was thoroughly investigated by Slobodan Čurčić, discussing late antique palatine architecture, showing convincingly that the urban character of these residences was undoubted (of Antioch , Nicomedia, Salona, Constantinople, Split) - although the miniature municipal quarters in them had an only slightly more than symbolic significance.6 Diocletian's building in Split really does not have the external look of a Roman imperial villa. In Split, in particular with respect to the two architectural masses in the northern part of the building, we note, its innate anti-landscape character, both the internal and the external disposition of the architectural elements, which is almost inorganically formalised. Not even in the narrow residential area, within which the halls are interconnected only via the "cryptoportico" having no direct contacts with the surrounding landscape, we do not find any of the characteristics that in the nature of things we would expect in a residence in which, it was always considered, the emperor intended to while away his final years. The Split edifice is really primarily an example of fortification. But here too we can be surprised. The sentry patrol corridor should be on the top of the walls and should be protected with a parapet, while here it is on the first floor, perforated with hardly defensible apertures (3 x 2m). The building was clearly primarily motivated by the desire to impress the surroundings, with its emphatic delineation of military presence and power. The Golden and Silver Gates and the great apertures of the sentry corridor on the three sides of the walls onto the mainland must have been walled up before the Byzantine-Gothic wars of the 530s.7 But it would seem that we can understand its form - so very particular that it evades the usual, in some sense fossilized, terminology – only through some new reading of the original meaning and purpose of the building itself. In author's opinion, this is proffered by a very simple question. The aqueduct that brought water into the palace from the source of the river Jadro was, in the design and execution of the imperial architects, undoubtedly related to the construction of his final dwelling place. Although it is a rare specimen of a Roman monument of this kind that is still being used today (reconstructed in 1878), in the literature and in research it has been almost entirely neglected, and has certainly never been interpreted in the original context. The aqueduct provided 1500 l/ sec. (129.600 m3 a day), which in terms of our standards would be enough for a population of 173,000. 8,9 The sheer amount of water inevitably leads to the question of what it was meant for, because it far exceeded the needs of the relatively modest bath complexes in the Palace. The answer might be hidden in an almost neglected item of information from Notitia Dignitatum OC XI 48 (ed. 0 . Seeck, 150) where there is a mention of the Procurator genaecii Iovensis Dalmatiae - Aspalato- warden of the imperial weaving shop for the production of woollen clothing for the army that worked in Split, under the title of Jupiter. So far it has always been thought, on the rare occasions when this fact has been mentioned at all (and then only by-the-bye) that this gynaeceum was only after Diocletian's death "inscribed" into the Palace, which was for the whole of the 5th century a kind of pensiopolis of dethroned emperors or pretenders to the throne. It has been considered that the northern part of the Palace was reserved for the Imperial Guard, for stables and the like. 10,11 Notitia Dignitatum, a long list of all the senior offices in the Empire, civilian and military, is certainly of a composite character. The basic text was created probably in about 408 (in partibus Occidentis changes were recorded up to 420), but it conceals a lot of information about the periods before the revision of the basic copy, mirroring the order that Diocletian had brought into the state, which certainly relates to the Split gynaeceum, which alone of the 14 such complexes located in the most important cities of the empire bears the characteristic predicate Iovense: it must in itself constitute a terminus post quem non to do with the origin of the factory of military uniforms of wool in the building in Split. 12,13,15 Although the gynaecea were never mentioned in the context of Diocletian's reforms, it is generally accepted that they were created at the time of the first Tetrarchy. The concentration of the labour force, the range of specialised jobs, the degree of organisation and their connection with urban centres makes them, in the judgement of historians, the closest to the modern industrial factory. State factories (fabricae) were set up in the late Empire to eliminate or at least to alleviate the difficulties concerning the supply of the state and the army with certain products. It was necessary to clothe the approximately half a million soldiers that Diocletian 's army reforms had raised, as well as no small number of clerks. Archaeology, however, has never made any direct contribution to the understanding of their internal organisation, except in the case of the otherwise well documented gynaeceum in Carthage, which lay in the heart of the city, on the edge of the celebrated Circular Harbour. 16,17 The state operated, through the comes sacrarum largitionum, a number of weaving mills, both for woolen and linen fabrics, and dyeworks 18 The Split gynaeceum should have probably been in some kind of complementary relationship with the gynaeceum moved to Salona, perhaps for security reasons, from Bassiana (Donji Petrovci, Pannonia Inferior) also noted by Notitia Dignitatum, XI, 46 (Procurator gynaecii Bassanensis Pannoniae Secundae translati Salonis). In Salona, thus, there was a large cloth dyeworks (In Not. dign. the Procurator bafii Salonitani Dalmatiae was also mentioned) and weaving mill. At Five Bridges in Salona artisan workshops were actually found, probably a dyer's workshop, and fulling mills for cloth and the dyeing of cloth. Also to be seen is the reservoir from which the water to drive the mills ran, and a building for the habitation of the workers. 19 In one inscription in Salona, a magister conquilarius is mentioned (CIL III 2115 + 8572), clearly the head of the state workshops in which purple was extracted from shellfish, perhaps for the gynaeceum in Aspalathos. 22 Another inscription found in Salona mentions a certain Hilarus, who was the purpurarius, dyer of red garments or, perhaps, negotiator artis purpurae. 23 That the Salona baffeum and the Split gynaeceum were mentioned only in the Notitia Dignitatum, says that their production was a strictly channelled state monopoly, and that the products from them did not make their way to the general market as other goods did. The army was supplied directly, without the agency of merchants. Although not all the technological details of the gynaeceum, the fullonica and the baffeum have been revealed, we can conjure up in the northern half of the Palace an image of the whole system of pools in which the fabrics were washed, softened and finished by being trampled on with bare feet in a solution of potash , fuller's earth, human and animal urine. Here then there was a very large demand for water.28 Garments were rubbed with chalk, and fumigated with sulphur. It is particularly important to remember that the technology included, among other things, sulphur treatment (sulfure sulfire ), for which there were the many springs of sulphurous water alongside the Palace itself, which were used for the washing and bleaching of cloth right up to the first half of the 20th century, by St Francis church on the Shore.29 The problem of copious rinsing was solved by the extraordinarily handled sewage system that existed only along the the cardo and decumanus and the perimeter streets of the northern part of the Palace , in which the mentioned plant was located. Among other things, the extreme western part of the sewer under the decumanus, at the exit from the Palace, has been explored. It passed under the western gate (Porta ferrea), and moved in a gentle arc towards the south-west, finishing some forty metres further in a stone portal (below the kitchen of today's Hotel Central). Thence in an open channel all this water flowed into the bay of the sea, in the immediate vicinity of the grandest corner of the Palace.30 The monumental cross-section of this sewage system corresponds perfectly to the cross-section of the aqueduct. We should underscore the fact that the sewage system was located only along the streets of the northern part of the Palace, while we might expect it to be primarily in the residential southern part, which also shows that it was constructed for the purpose of the production inside the gynaeceum. Unfortunately, there are practically no archaeological records of the small finds from investigations of the northern part of the Split building. But, during excavations of the crossing place of the cardo and decumanus (in order to establish the original level of the street and the Peristyle) M. Suić in 1974 did observe, "a very thick layer of fine sediment of a markedly red colour of non-organic origin", which had been deposited in the cloaca, and which had retained its intensity for centuries. This must prove the existence of fullonica, which must have been located within the gynaeceum.31, 32, 55, 56 Gynaeciarii, like other craftsmen, were associated into corporations or collegia, but were not able to leave their work, being nexu sanguinis ad divinas largitiones perlinenles, which makes the construction of the northern part of the Palace, in which they lived alongside their workshops even more logical. 36 - 4 0 Their patron saint in 5th c. might have been, as I have already speculated, St Martin - patron of soldiers and weavers -to whom the little church in the sentries' walk over the Golden Gate, walled-in very early on, was dedicated. 41 All this also suggests that Christianity was alive in the Palace from day one. Along with the bishop and the praetorians, the weavers were probably that industrial revolutionary guard of the time. It is not at all surprising that a martyr like St. Anastasius - a fullo, the co-patron of Split, should have come precisely from the milieu of the fullers, probably working in the baffeum in Salona. In Split, Diocletian's gynaeceum was probably reliant upon a manufacture that already existed, one linked with the sulphurous water and perhaps on the broom, genisla acanlhoclada, from which a colouring agent for dying the cloth was obtained, and according to which, it is believed, Aspalathos actually obtained its name.43 There was raw material in Dalmatia within reach. Immediately following the Second World War there were about one million sheep in the central hinterland of the Adriatic coast. Delm or Dalm in Old Illyrian means shepherd, herder, flock, and hence Delminium means the place of pasture, and delme- dalme still today in Albanian means sheep.44 - 49 Evidence of the organised weaving industry in Roman Dalmatia can be seen in the form of the weaving industry around Split, which all the way through the Middle Ages and until quite recently was different from that in the other regions. 51 The Gynaeceum iovense might have been special precisely in the fact that this was not a remodelled and expanded production area already in existence, the expropriation of some extant minor complexes (as is assumed to have happened in Carthage), but a green field project, an exemplarily constructed industrial unit. And for this reason, of all such establishments, it was the only one to have such a flowery dedication and name. At the end one should also draw attention to an almost neglected reference concerning the palace, that is, the first description of it, uttered by the most authoritative mouth of all. In the Oralio ad Sanclorum coelum which he delivered in Antioch in 325, Emperor Constantine said that the colossal pile of the palace was a "loathed dwelling" in which the Emperor Diocletian shut himself up after this abdication: "After the massacre in the persecutions, after he had condemned himself by depriving himself of power, as a man of no utility, acknowledging the damage he had done with his imprudence, he remained hidden in his really contemptible dwelling place". 61 This surprising statement of Constantine might be an allusion to the fact that Diocletian had to spend his last days in a building that in spite of all the sumptuousness of its centre and the residential quarters looking onto the sea- must also have had the features of a military factory, to which the form of the castrum must have been in all respects much more suitable than to a charming imperial residence. The whole of the building fits perfectly in with the long series of tetrarchic public works. It is important to stress the autonomy of the cardo and the decumanus (12 metres broad) with their own lastricatus and their own porticatus, independent of the blocks that they hid. I would even say that the form of the castrum is more logical for a gynaeceum than it is for a palace. What should be actually highlighted is the surprising pragmatism, as well as the great social focus of the lllyrian emperors, who really did want to renew the "fervent patriotism and iron duty in the evil days" (Syme). Probus in Egypt worked on an important improvement of the navigation of the Nile; temples, bridges, porticoes, palaces, all were put up by the army. Galerius himself was a devotee of public works, and undertook an operation worth of a monarch, says Gibbon, diverting the excess of water from Lake Pelso (Balaton) to the Danube, at the border with Noricum. He had the endless woods all around cleared, and gave the whole reclaimed area between the Drava and the Danube to his Panonian subjects to be cultivated, naming it Valeria after his wife. 65, 66 Most of the buildings that Diocletian put up were of a utilitarian purpose, such as mints and the factories that Lactantius mentions, or border forts, roads and bridges. Dozens of extant inscriptions tell us of the dedications of new and restored temples, aqueducts, nymphea and public buildings - "vetustatu con lapsum" or "Ionge incuria neglectum"- dilapidated from age and long neglect. 67 According to Lactantius's writing, Diocletian had an infinitam cupiditatem aedificandi, an infinite desire to build. 68 Today we are apt to count mostly the imperial palaces in connection with this statement, and to forget the whole framework of comprehensive public works that were undertaken during the first tetrarchy. Twenty years of relaxation from civil wars and barbarian invasions, and the gradual suppression of local unrest, led to the renovation of the prosperity in cities all round the Empire, hence the major number of public dedications, the revival of overall construction activity. The Tetrarchan New Deal - with Diocletian as the Roosevelt of the ancient world - is often understood in a formalist way, as a series of legislative and political attempts to halt inflation, overlooking exploits like Galerius's round Balaton, or this one in Split. The construction of the Split Palace, then, no kind of imperial Xanadu, as it is often held to be, justified its investment. More than that: its existence enabled antiquity in Dalmatia, even after the 7th century catastrophe, not to be extinguished with a sudden death, but over long centuries to be merged into the modern age, remaining until this day a lesson in and criterion for every creative architectural operation into the tissue of the city, which developed organically within the precise, almost dry geometry of the Emperor's palace-cumfactory. * The article was published in English, in: Das Imperium zwischen Zentralisierung und Regionalisierung: Palaste- Regionen- Volker (ed. A. Demand, A. Goltz und H. Schlange-Schoningen), Berlin - New York 2004: 141-162.

The Baltic States; Estonia, Latvia and Lithuania and Poland are situated along strategic trade corridors within Europe, constituting the EUs eastern border with Russia and other CIS countries. EU membership has triggered rapid economic growth for the Baltic States and Poland due to the removal of trade barriers and reduced transaction costs. A heavy influx of EU grants has targeted development and improvement of transport infrastructure, and this support will continue until 2015. The EU grants are largely used for development of international corridors, which play a key role in strengthening the competitiveness of these new member states. Since their accession to the EU in 2004, these countries enjoyed remarkable growth. While the countries underwent varying degrees of contractions in 2009, signs of recovery are showing albeit with considerable uncertainty in the future. Growth in Estonia, Latvia and Lithuania in recent years has been unsustainable and was driven by a disproportionate increase in the non-tradable sector (construction, financial intermediation, real estate). This has had negative implications for competitiveness. The global economic crisis in 2009 has ended Poland?s fast economic expansion over the recent years, but in contrast to its neighbors Poland has avoided a decline in economic activity. Over the medium term, growth in Poland is expected to accelerate steadily in line with an improving external environment. The Baltic States and Poland are relatively competitive in trade logistics and have initiated reforms to facilitate trade, compared to their eastern neighbors, particularly Russia. Despite the plunge in 2008, freight transport and logistics development in the region has potential to continue to grow in the medium-term as some signs of recovery have begun to appear. The current economic situation has triggered a significant overcapacity of transport and warehousing which is characterized by very low prices for these services. While Poland remains relatively stable, Estonia, Latvia, and Lithuania are exhibiting higher vulnerability to external shocks. The most critical bottlenecks of transport logistics in the Baltic States and Poland are found in the deteriorating condition of their transport infrastructure, particularly that of road networks, lessdeveloped intermodal connections, and inefficiency of custom processing at border crossing points. Deteriorating road condition in these countries is largely due to inadequate maintenance and a comprehensive asset management system, albeit improving. Intermodal connections that are often inefficient are partly attributed to institutional arrangement that lacks inter-agency collaboration at the level of policy development and public investment. Custom procedures are particularly cumbersome and inefficient at the borders to non-EU member states. Nevertheless, the Baltic States and Poland have relative strengths in efficiency of domestic transport/logistics, cost-efficiency of trucking industry, and price-competitive port operation. The report various recommendations for strategic policy priorities for the Baltic States and Poland to leverage their own strengths to respond to various opportunities and challenges.

This new flagship report for the eTransform Africa Project, produced by the World Bank and the African Development Bank, with the support of the African Union, identifies best practice in the use of Information and communication technologies (ICTs) in key sectors of the African economy. Under the theme transformation-ready, the growing contribution of ICTs to agriculture, climate change adaptation, education, financial services, government services, and health is explored. In addition, the report highlights the role of ICTs in enhancing African regional trade and integration as well as the need to build a competitive ICT industry to boost innovation, job creation, and the export potential of African companies.

This guide accompanies the following article: Christian Fuchs, 'New Media, Web 2.0 and Surveillance', Sociology Compass 5/2 (2011): 134–147, [DOI]. 10.1111/j.1751‐9020.2010.00354.xIntroductionThe Internet has become part of our everyday lives. Many of us use it for work, hobbies, entertainment, politics, staying in touch with friends and family, learning to know new people and other cultures, for getting all kind of information, etc. In the past 10 years, we have seen the emergence of platforms like Facebook and Myspace (social networking sites), Wordpress and Blogger (blogging) Twitter (social networking, microblogging), YouTube (video sharing), Wikipedia (wiki‐based encyclopaedia), or the Pirate Bay (filesharing index site). The notions of 'web 2.0' and 'social media' have been used by some scholars to describe features of such sites such as community‐building and maintenance, continuous communication, user‐generated content production and diffusion, collaborative authoring, and distributed content classifications (the latter mechanism is also called folksonomy). Most web 2.0 platforms collect, store, and share a lot of personal user data and data about usage behaviour. Therefore, questions about privacy violations and online surveillance have arisen in public discussions, especially concerning Google (for example the discussions about Google targeted advertising, Google Street View, Google Buzz, etc.) and Facebook (for example the discussions concerning Facebook targeted advertising, Facebook beacon, the Facebook privacy policy, Facebook places, etc.). The field of web 2.0 surveillance studies critically asks questions about the data protection aspects and power dimensions of the contemporary Internet. It is crucial for students and scholars, who are interested in the contemporary media landscape, and who study in fields such as media/communication studies, cultural studies, political science, law, computer science, social informatics, information science, sociology, business studies, advertising, marketing and public relations, philosophy, ethics, science and technology studies etc., to also engage with web 2.0 surveillance studies.Recommended readings Fuchs, Christian. 2010. 'Labour in Informational Capitalism and on the Internet'. The Information Society 26(3): 179–96. doi: 10.1080/01972241003712215 Christian Fuchs discusses in this article the political economy of the contemporary Internet. He does so by giving first an introduction to Karl Marx's analysis of capitalism that is then applied for understanding aspects of the exploitation of the users of contemporary commercial Internet platforms like Facebook. Fuchs uses Dallas Smythe's notion of the audience commodity for critically discussing the business models of web 2.0. He coins the notion of Internet prosumer labour in this context. He concludes that on commercial web 2.0 platforms, user activity tends to become exploited and is unpaid labour. Surveillance is situated in the framework of this analysis. Andrejevic, Mark. 2002. 'The Work of Being Watched'. Critical Studies in Media Communication 19(2): 230–48. doi: 10.1080/07393180216561 Mark Andrejevic argues in this article that contemporary commercial forms of interactive media make use of surveillance for exploiting consumers. He introduces in this context the notion of 'the work of being watched'. This concept is based on Sut Jhally's concept of the work of watching. Andrejevic also introduces the notion of the digital enclosure and gives very good examples for online surveillance. Albrechtslund, Anders. 2008. 'Online Social Networking as Participatory Surveillance'. First Monday 13(3). [online]. Retrieved on 1 March 2011 from: http://www.uic.edu/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2142/1949. In this article, Anders Albrechtslund introduces the notion of participatory surveillance. Other than Fuchs and Andrejevic, Albrechtslund has a rather positive concept of surveillance, he focuses on the description of potentially empowering aspects of social networking sites and other web 2.0 technologies. Albrechtslund stresses the social dimension of web 2.0, its ability for enabling communication, sharing, and community‐building. Mathiesen, Thomas. 2004. Silently Silenced. Essays on the Creation of Acquiescence in Modern Society. Winchester: Waterside Press. In this short 100 page book, Thomas Mathiesen discusses mechanisms and examples of how political opposition is silently silenced, that is ideologically forestalled. The work is a masterpiece of contemporary ideology critique. Mathiesen identifies mechanisms of how silent silencing works and gives many examples. In chapter 8, it is discussed how the corporate Internet works as system of silent silencing or what Mathiesen terms the synopticon. Mathiesen's work is influenced among others by Foucault and Frankfurt School ideology critique. Campbell, John E. and Matt, Carlson M. 2002. 'Panopticon.com: Online Surveillance and the Commodification of Privacy'. Journal of Broadcasting & Electronic Media 46(4): 586–606. doi: 10.1207/s15506878jobem4604_6 In this paper, Campbell and Carlson discuss the usefulness of Michel Foucault's notion of the panopticon as technology of surveillance for explaining how Internet advertising and marketing work. They employ a political economy framework and argue that Internet advertising and marketing commodify users' private data and their privacy.Online materialsThe following online journals are very good sources for further papers about critical internet studies, information society studies, surveillance studies, and privacy studies:

tripleC: Journal for a Global Sustainable Information Society. http://www.triple‐c.at
Surveillance and Society. http://www.surveillance‐and‐society.org
First Monday. http://firstmonday.org/
Journal of Privacy and Confidentiality. http://repository.cmu.edu/jpc/

Sample syllabusTopics for Lectures and DiscussionWeek I: Foundations of surveillance studiesReadings:Foucault, Michel. 1977. 'Panopticims.' (Part 3). Pp. 195–228 in Discipline and Punish. New York: Vintage.Lyon, David. 1994. 'Surveillance in Modern Society' (Chapter 2). Pp. 22–39 in The Electronic Eye. Cambridge: Polity.Lyon, David. 2007. 'Explaining Surveillance' (I.3). Pp. 46–70 in Surveillance Studies. An Overview. Cambridge: Polity.Week II: Foucault's surveillance theory and the panopticon: criticism and defenceReadings:Lyon, David (ed.) 2006. 'Pre‐ and Post‐Panopticism: The Search for Surveillance Theories.' Pp. 3–20 in Theorizing Surveillance. Portland, OR: Willan.Haggerty Kevin. 2006. 'Tear Down the Walls: On Demolishing the Panopticon.' Pp. 23–45 in Theorizing Surveillance, edited by David Lyon. Portland, OR: Willan.Fuchs, Christian. 2010. How Can Surveillance Be Defined? Remarks on Theoretical Foundations of Surveillance Studies. Vienna: Unified Theory of Information Research Group. SNS3 Research Paper No.1. ISSN 2219‐603X. http://www.sns3.uti.at/wordpress/wp‐content/uploads/2010/10/The‐Internet‐Surveillance‐Research‐Paper‐Series‐1‐Christian‐Fuchs‐How‐Surveillance‐Can‐Be‐Defined.pdfWeek III: What is web 2.0?Readings:Fuchs, Christian. 2010. 'Social Software and Web 2.0: Their Sociological Foundations and Implications.' Pp. 764–89 in Handbook of Research on Web 2.0, 3.0, and X.0: Technologies, Business, and Social Applications. Volume II, edited by San Murugesan. Hershey, PA: IGI‐Global.Castells, Manuel. 2009. 'Communication in the Digital Age' (Chapter 2). Pp. 54–136 in Communication Power. Oxford: Oxford University Press.Alternative to reading Castells (2009):Castells, Manuel. 2010. 'Communication Power: Mass Communication, Mass Self‐Communication, and Power Relationships in the Network Society.' Pp. 3–17 in Media and Society, edited by James Curran. London: Bloomsbury.Scholz, Trebor. 2008. 'Market Ideology and the Myths of Web 2.0.'First Monday 13(3). [online]. Retrieved on 1 March 2011 from: http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/view/2138/1945.Week IV: Computing and surveillanceThe role of surveillance in the age of computingReadings:Marx, Gary T. 2002. 'What's New About the "New Surveillance"? Classifying for Change and Continuity.'Surveillance & Society 1(1): 9–29.Lyon, David. 1998. 'The World Wide Web of Surveillance. The Internet and Off‐World Power‐Flows.'Information, Communication & Society 1(1): 91–105.Clarke, Roger. 1988. 'Information Technology and Dataveillance.'Communications of the ACM 31(5): 498–512.Week V: The capitalist business and ideology of surveillanceReadings:Gandy, Oscar H. 1996. 'Coming to Terms with the Panoptic Sort.' Pp. 132–55 in Computers, Surveillance & Privacy, edited by David Lyon and Elia Zureik. Minneapolis, MN: University of Minnesota Press.Mathiesen, Thomas. 1997. 'The Viewer Society. Michel Foucault's "Panopticon" Revisited.'Theoretical Criminology 1(2): 215–34. doi: 10.1177/1362480697001002003Week VI: The Internet prosumer commodityReadings:Smythe, Dallas W. 1981. 'On the Audience Commodity and Its Work.' Pp. 230–56 in Media and Cultural Studies, edited by Meenakshi G. Durham and Douglas M. Kellner. Malden, MA: Blackwell.Fuchs, Christian. 2010. 'Labour in Informational Capitalism and on the Internet.'The Information Society 26(3): 179–96. doi: 10.1080/01972241003712215Week VII: The work of watching and the work of being watchedReadings:Jhally, Sut. 2006. 'Chapters: Watching as Working. The Valorization of Audience Consciousness. The Political Economy of Culture'. Pp. 25–61 in The Spectacle of Accumulation. New York: Peter Lang.Andrejevic, Mark. 2002. 'The Work of Being Watched.'Critical Studies in Media Communication 19(2): 230–48. doi: 10.1080/07393180216561Week VIII: Economic online surveillance and web 2.0Readings:Mathiesen, Thomas. 2004. 'Panopticon and Synopticon as Silencing Systems' (Chapter 8). Pp. 98–102 in Silently Silenced. Essays on the Creation of Acquiescence in Modern Society. Winchester: Waterside Press.Fuchs, Christian, Kees Boersma, Anders Albrechtslund, Marisol Sandoval (eds) 2011. The Internet and Surveillance. New York: Routledge.

Chapter by Christian Fuchs: 'Critique of the Political Economy of Web 2.0 Surveillance.'
Chapter by Marisol Sandoval: 'A Critical Empirical Case Study of Consumer Surveillance on Web 2.0.'
Chapter by Thomas Allmer: 'Critical Internet Surveillance Studies and Economic Surveillance.'

Campbell, John E. and Matt, Carlson M. 2002. 'Panopticon.com: Online Surveillance and the Commodification of Privacy.'Journal of Broadcasting & Electronic Media 46(4): 586–606. doi: 10.1207/s15506878jobem4604_6Focus questionsDiscussion in week 1:What different kinds of definitions of surveillance are there? Compile various definitions by making a literature search. Compare these definitions and discuss how surveillance should best be defined.Discussion in week 2:Discuss first in small groups of 3–5 and compare then the results of the group discussions in a general discussion.Consider the following list of information processing phenomena. Which one do you consider as surveillance, which one's not? Compare your results with the results of your colleagues. Discuss then if a Foucauldian understanding of surveillance fits your understanding of surveillance or not. Discuss pro and con arguments for 'demolishing' Foucault's notion of the panopticon. Discuss if using the notion of the panopticon makes political and theoretical sense in contemporary society or not.

teachers watching private activities of pupils via webcams at Harriton High School, Pennsylvania,
the employment of the DART system (Deep‐ocean Assessment and Reporting of Tsunamis) in the Pacific Ocean, the Atlantic Ocean, and the Caribbean Sea for detecting tsunamis,
the scanning of the fingerprints of visitors entering the United States,
consensual online video sex chat of adults,
parents observing their sleeping sick baby with a camera or babyphone in order to see if it needs their help,
the use of speed cameras for identifying speeders (involves state power),
the seismographic early detection of earthquakes,
electronic monitoring bracelets for prisoners in an open prison system,
the scanning of Internet and phone data by secret services with the help of the Echelon system and the Carnivore software,
the usage of a GPS‐based car navigation system for driving to an unknown destination,
the usage of full body scanners at airports,
biometrical passports containing digital fingerprints,
the use of the DoubleClick advertising system by Internet corporations for collecting data about users' online browsing behaviour and providing them with targeted advertising,
CCTV cameras in public means of transportation for the prevention of terrorism,
the assessment of customer shopping behaviour with the help of loyalty cards,
the data collection in marketing research,
the usage of smog and air pollution warning systems,
the publication of sexual paparazzi photos of celebrities in a tabloid,
the assessment of personal images and videos of applicants on Facebook by employers prior to a job interview,
drinking water quality measurement systems,
the collection of data about potential or actual terrorists in the TIDE database (Terrorist Identities Datamart Environment) by the US National Counterterrorism Center,
Passenger Name Record (PNR) data transfer from Europe to the United States in aviation,
the permanent electrocardiogram of a cardiac infarction patient,
the activities of radioactivity measuring stations for detecting nuclear power plant disasters,
Telekomgate: spying on employees, trade unionists, journalists, and members of the board of directors by the German Telekom,
measurement of meteorological data for weather forecasts
the video filming of employees in Lidl supermarkets and assessment of the data by managers in Germany,
the usage of a fire detector and alarm system and a fire sprinkling system in a public school,
watching the watchers: corporate watch systems, filming of the police beating of Rodney King (LA 1992), YouTube video of the police killing of Neda Soltan (Iran 2009)
systems for detecting and measuring temperature, humidity, and smoke in forest areas that are prone to wildfires.

Discussion in week 3:Work in groups of 3–5 people. Compile a list of Internet platforms that you use. Based on the literature that you have read about web 2.0, try to identify key qualities of the communication processes that are supported by the Internet platforms on your list. Discuss if it makes sense to employ notions like 'web 2.0' and 'social media'. Discuss how the communication qualities of the platforms you listed are connected to/enable surveillance. Compare the results in a plenary discussion.Discussion in week 4:Work first in groups of 3–5 people. Discuss the meaning of the notions of the panoptic sort and the synopticon. Make a list of examples, where surveillance plays a role in the economy. Make a list of examples, where surveillance, the media, and information technology function as means for advancing ideologies. Discuss to which examples the notions of the panoptic sort and/or the synopticon can be applied. Discuss first in the small group and then in general with all colleagues in the seminar how useful the notions of the panoptic sort and the synopticon are for understanding the contemporary Internet and media landscape.Discussion in week 5:Work first in groups of 3–5 people. Find examples for the connection of computers and surveillance. Based on your list of examples and the read literature, try to identify key qualities of computer‐based surveillance. Compare the three articles of Marx, Lyon, and Clarke: What are the key characteristics of computer‐based surveillance for each of the three authors? How do the three approaches differ? What do they have in common? If you compare computer‐based and non‐computer based forms of surveillance, what are commonalities and differences? Can we speak in the case of computer‐based surveillance of a new form of surveillance?Compare the group discussion results to the results of the discussions in the other groups.Discussion in week 6:Work first in groups of 3–5 people. Discuss the meaning of the notions of the audience commodity and the Internet prosumer commodity. Find examples for how the audience commodity works in the area of advertising in newspapers and TV. Find examples for the Internet prosumer commodity in relation to web 2.0 platforms that you use. Discuss the role of surveillance in Internet prosumer commodification. Discuss if you as Interner prosumers that use Facebook, Google, YouTube, etc. are exploited by the companies owning these platforms or not. If you think you are exploited, what can be politically done in order to overcome the exploitation of labour on the Internet? Compare the results of the group discussions and conduct a general discussion about the crucial questions.Discussion in week 7:Work first in groups of 3–5 people. Discuss the meaning of the notions of the work of watching and the work of being watched. Discuss the role of surveillance in the work of being watched. Find examples both for the work of watching and the work of being watched. Compare Dallas Smythe's concept of the audience commodity to Sut Jhally's concept of the work of watching. Compare Fuchs's concept of Internet prosumer commodification to Andrejevic's concept of the work of being watched online. What are differences and commonalities? Compare the results of the group discussions. Discuss with all colleagues what the political implications of economic online surveillance are: How dangerous is economic online surveillance and online labour exploitation? What can be done about it politically?Discussion in week 8:Work first in groups of 3–5 people. Based on the read literature, make a list of qualities of economic surveillance on web 2.0. Identify which web 2.0 platforms you read most frequently. Read the terms of use and privacy policies of these platforms. Make a list, how each of these platforms exactly uses your data and usage behaviour data, for economic purposes. List for each platform what kind of data about you it stores, collects from other Internet platforms, which data it is allowed to sell for advertising purposes, and which data about you or that you upload becomes property of the platform owner. How does the organization model of Wikipedia differ from the ones of Facebook and Google? Inform yourself about the alternative web 2.0 platform Diaspora. What are its organizational principles, how do they differ from Facebook? Compare the results of the group work.Conduct a general discussion about the following questions: What are the problems of surveillance on web 2.0? What are the advantages and disadvantages of platforms like Facebook, Google, YouTube, Twitter? How can advantages and disadvantages be overcome? Do you see possibilities for creating a non‐commercial Internet or non‐commercial Internet platforms? What are advantages and disadvantages of a non‐commercial, non‐profit, commons‐based Internet?Seminar/project ideaInternet Studies in general and Critical Internet Studies and Web 2.0 Surveillance Studies are very young fields of studies. There are a lot of unexplored topics relating to the political economy of web 2.0 that have thus far not been pursued. Writing master's theses and dissertations in this area is not only interesting and important, but is also a lot of fun because one engages in research about those media that we have come used to utilize in our everyday life and work. Students may also consider to present chapters from their dissertations or theses at international conferences, like the PhD student workshops and conferences of the ICTs and Society Network (http://www.icts‐and‐society.net) or the annual conference of the Association of Internet Researchers (http://www.air.org).Research results can also be presented to the public in the form of blog postings or small articles for popular journals or newspapers. For writing for these more popular formats, it is good to connect more theoretical ideas to concrete events and phenomena in the world of the Internet (see the example writings on the NetPoliticsBlog: http://fuchs.uti.at/blog). One can also pursue writing an op‐ed piece for a daily newspaper.Social movements and groups that discuss Internet politics and want to foster a common and free access to knowledge and the Internet can be interesting discussion and co‐operation partners for scholars, which can give a more practical dimension to research.Short BiographyChristian Fuchs holds the chair in media and communication studies at Uppsala University's Department of Informatics and Media. He is also board member of the Unified Theory of Information Research Group, Austria, and editor of tripleC (cognition, communication, co‐operation): Journal for a Global Sustainable Information Society. He studied computer science at the Vienna University of Technology in the years 1994–2000. He completed his PhD in 2002 at the Vienna University of Technology. In 2000–2006, he was lecturer for information society studies at the Institute of Design and Technology Assessment of the Vienna University of Technology. He was a research associate at the same department in the years 2002–2004. At the University of Salzburg, he was assistant professor in the years 2005–2007 and associate professor from 2008 to 2010 in the field of ICTs and society. His main research fields are: social theory, critical theory, critical political economy of media, information, technology; information society studies, ICTs and society. He is author of many academic publications, including the books Internet and Society: Social Theory in the Information Age (New York: Routledge, 2008) and Foundations of Critical Media and Information Studies (New York: Routledge, 2011). He is co‐editor of The Internet and Surveillance (edited by Christian Fuchs, Kees Boersma, Anders Albrechtslund and Marisol Sandoval). He co‐ordinates the research project Social Networking Sites in the Surveillance Society (2010–2013), which is funded by the Austrian Science Fund FWF and is management committee member of the EU COST Action Living in Surveillance Societies (2009–2013).

In the private sector, outsourcing has become a recognized feature of the business scene. While there are various reasons for contracting out functions to external organizations, in general the justification relates to the potential cost-benefit from adopting this approach. This study set out to ascertain whether the same considerations applied to administrative procedures associated with starting a business. Did business registries outsource any or all of their functions? If so, did the same considerations apply as for the private sector? Were there lessons to be learned from their experience? Responses to these and other questions were received from 53 registries. This paper is not about global commerce, at least, not in the usual sense. It is about some of the more mundane administrative procedures that underpin the activities of the private sector, the basics that help it to function. Business registration is seen as a key factor in determining the investment climate of a country.

Importantes falencias en los procedimientos de licenciamiento ambiental en Colombia se relacionan directamente con la degradación generalizada de sus franjas costeras y zonas litorales. Estas áreas se encuentran afectadas severamente por intervenciones humanas que interfieren con los procesos naturales y modifican sustancialmente sus balances sedimentarios, contextos geomorfológicos y condiciones físico-bióticas. Entre muchos otros ejemplos, se destacan: a) La erosión generalizada y la destrucción de playas y dunas en el delta del Río Magdalena, asociadas a la construcción de los tajamares de Bocas de Ceniza; b) La modificación drástica de la hidrodinámica de los litorales de los departamentos del Atlántico y Magdalena por proyectos de infraestructura lineal; c) la híper-salinización y pérdida de más de 30,000 hectáreas de manglar en el complejo lagunar de la Ciénaga Grande de Santa Marta (CGSM) debido a la expansión de la frontera agrícola e infraestructura lineal d) el retroceso acelerado de playas y acantilados en el Caribe sur, debido a actividades como la deforestación, extracción de materiales de playa y construcción desordenada y caótica de cerca de 500 obras de defensa costera; y e) La salinización de más de 10,000 hectáreas de pantanos de agua dulce en la Bahía de Cispatá, como consecuencia de la formación inducida del nuevo delta de Tinajones. En este sentido, la ubicación de infraestructura en terrenos geológica y geomorfológicamente inestables, afectados por fenómenos como la subsidencia costera y el diapirismo de lodos, plantea amenazas y riesgos naturales de primer orden. Este es un panorama palpable en el presente y futuro de zonas urbanas y rurales de ciudades como Barranquilla, Cartagena, Arboletes y Necoclí, todas ellas con desarrollos futuros (industria, puertos, urbanísticos) de la mayor importancia. Los costos ambientales asociados a intervenciones como las mencionadas son incalculables, sin contar la existencia de otros numerosos ejemplos, que evidencian entre otros factores un insuficiente reconocimiento a la geomofología en la evaluación, seguimiento y control de las intervenciones humanas en el entorno marino-costero. Estas funciones de manejo ambiental en Colombia se surten por medio del procedimiento de licenciamiento ambiental, que están a cargo de autoridades de orden nacional y regional según la Ley 99 de 1993. En el contexto anterior, se plantean las siguientes preguntas de investigación:  ¿Qué elementos del licenciamiento ambiental de intervenciones en ambientes costeros pueden mejorarse, dando prioridad a los contextos geomorfológicos particulares de las zonas de intervención?  ¿Cómo ha evolucionado el sistema regulatorio en Colombia con respecto a las intervenciones humanas sobre los ambientes costeros? 20  ¿Qué mejoras técnicas se pueden hacer al marco regulatorio colombiano para guiar la evaluación, seguimiento y control de intervenciones humanas desde el enfoque geomorfológico de susceptibilidad? Este trabajo examina el marco regulatorio ambiental que actualmente rige en las zonas costeras colombianas, a través de dos niveles geográficos. En un primer nivel macro se caracterizan y analizan las intervenciones humanas en el litoral Caribe continental, región que representa una muestra significativa del contexto colombiano por sus mayores niveles de ocupación humana y consecuentes perturbaciones antropogénicas. En un segundo nivel, de mayor detalle, se define e ilustra el enfoque conceptual y metodológico que resulta de esta investigación, con la demostración en una de las unidades ambientales costeras definidas por el decreto 1120 de 2013 para el manejo costero integrado. Para responder a los interrogantes planteados, el Capítulo I introduce brevemente la evolución geomorfológica histórica de los litorales colombianos desde finales del siglo XVIII. En este "abrebocas" se evidencia la compleja geología y geomorfología de las costas Caribe y Pacífico de Colombia, en las cuales islas-barrera deltaicas de bajo relieve y manglares contrastan con relieves rocosos escarpados, acantilados y amplias plataformas costeras emergidas y sumergidas. La evolución histórica de los litorales colombianos involucra cambios en la línea de costa estimados en cientos de metros, a tasas máximas de 40 metros al año (Punta Rey, Arboletes, Bahía de Tumaco), y pérdidas y ganancias de terrenos del orden de decenas de kilómetros cuadrados (Ciénaga de Mallorquín, Isla Cascajo, Delta de Tinajones-Bahía de Cispatá, Golfo de Urabá, Delta de los ríos San Juan y Patía). Estos casos reflejan variaciones drásticas en los balances de sedimentos del litoral, muchos de ellos provocados o influenciados por acciones humanas, como infraestructura para la navegación, modificación de cauces y obras de protección costera. El Capítulo II identifica la perspectiva geomorfológica en el licenciamiento ambiental de intervenciones costeras en Colombia, a partir de su comparación con los marcos regulatorios de Italia, España y Cuba. Las entrevistas y revisiones documentales destacaron 59 intervenciones asociadas con usos y actividades humanas en las zonas costeras, cuya obligatoriedad para el licenciamiento varía entre países. Los procesos geomorfológicos naturales también fueron analizados dentro de los criterios técnicos incluidos en las directrices oficiales para estudios ambientales. Se concluye que, a pesar de la aceptación mundial de las evaluaciones de impacto ambiental como procedimiento de licenciamiento, su aplicación es aún muy diversa y limitada en cuanto a la pertinencia de los procesos geomorfológicos costeros. Por consiguiente, se identifican siete buenas prácticas para la evaluación y el control de los impactos antropogénicos en la zona costera y se introduce un nuevo enfoque, orientado en procesos, para los procedimientos de licenciamiento ambiental. 21 En el Capítulo III se hace un inventario y se caracterizan las intervenciones humanas sobre la costa continental del Caribe colombiano, para establecer una línea base regional. A partir de imágenes de Google Earth, se ubicaron un total de 2,742 obras y actividades, que representan 29 tipos diferentes de intervenciones humanas. Este inventario se complementó con una evaluación del impacto general de cada intervención, en función de cuatro atributos de sus efectos geomorfológicos, a saber, extensión, intensidad, reversibilidad y persistencia. Los tres tipos de intervenciones humana más comunes (asentamientos de baja densidad, espolones y asentamientos de lujo con muelle) fueron también los más impactantes. Sin embargo, algunas intervenciones (por ejemplo, asentamientos de alta densidad o infraestructura vial) tuvieron valores de impacto ambiental más altos que otras más frecuentes. A partir de este análisis exhaustivo del Caribe colombiano, en el Capítulo IV se evalúa el marco regulatorio ambiental nacional aplicable a las áreas costeras. Se evidencia que el procedimiento de licenciamiento en Colombia actualmente solo regula cuatro de los diez tipos de intervenciones con mayor efecto en las zonas costeras colombianas. También se resalta que el número de obras y actividades cubiertas en cada nueva reforma legislativa disminuyó constantemente con el tiempo. Adicionalmente, se extrajeron tres implicaciones políticas para la planificación costera y oceánica, relacionadas con: a) la diversidad geográfica de las zonas costeras tropicales; b) la necesidad de instrumentos de capacidad de carga territorial; y c) la falta de articulación de los instrumentos de planificación territorial. Las conclusiones identifican una brecha importante entre la toma de decisiones técnicas y políticas en el marco regulatorio ambiental de Colombia, lo que subraya la necesidad de diseñar nuevos métodos para evaluar la amplitud y la dimensión de la dinámica geomorfológica en un contexto de manejo ambiental. Por consiguiente, los capítulos anteriores resaltan tres deficiencias importantes en Colombia, con respecto al manejo ambiental de intervenciones humanas en zonas costeras: 1) la ausencia de una estrategia para determinar intervenciones que requieren un procedimiento de licencia ambiental (screening); 2) una deficiente definición del alcance de los estudios ambientales a través de requisitos de información pertinentes (scoping); y 3) la desarticulación de los instrumentos de gestión ambiental, como la planificación territorial y las licencias ambientales. Todos estos elementos ratifican que el marco regulatorio ambiental en Colombia ha sido insuficiente hasta la fecha para manejar el impacto antropogénico en los ambientes costeros, debido a que no se tiene en cuenta la susceptibilidad natural al efecto de las intervenciones humanas. En este trabajo se define susceptibilidad como la predisposición de una unidad ambiental (sistema socio-natural) para experimentar cambios o afectaciones debido a la introducción de una intervención humana. Con el fin de proponer mejoras al sistema ambiental colombiano, el Capítulo V plantea un nuevo modelo conceptual y metodológico para guiar la evaluación, el seguimiento y el control de los 22 impactos humanos desde una perspectiva geomorfológica. Este producto novedoso se ha denominado Susceptibilidad a las Intervenciones Humanas con fines de Licenciamiento Ambiental (SHIELP en inglés). La arquitectura de este modelo tiene tres componentes, que son particulares para un tipo de entorno, a saber, procesos geomorfológicos, configuraciones geomorfológicas e intervenciones humanas potencialmente impactantes. Cada uno de estos componentes se traduce en una variable por medio de calificaciones de expertos y el cálculo de lógica difusa. Por lo tanto, el sistema experto-difuso SHIELP cuantifica la susceptibilidad de una geoforma distintiva a los efectos de un tipo característico de intervención humana, a través de la perturbación estimada en cada proceso geomorfológico que configura el tipo de ambiente en estudio. Como demostración, este capítulo también documenta el diseño del sistema experto-difuso para ambientes costeros, esbozado en talleres de investigación con miembros del Instituto de Investigaciones Marinas y Costeras "José Benito Vives de Andréis"- INVEMAR. El rol que cumple este instituto como asesor oficial de las autoridades ambientales en cuestiones de evaluación de impacto, demuestran su pertinencia para soportar la base de conocimiento experto del modelo. Como resultado, el modelo SHIELP se aplicó con los parámetros establecidos para los entornos costeros, derivando en una base de datos de valores de susceptibilidad para 4,524 interacciones (configuración litoral frente a intervención). La aplicabilidad real de este ejercicio corresponde a la traducción de esta base de datos en un criterio técnico para mejorar el marco regulatorio colombiano. Por un lado, cinco rangos de susceptibilidad se vincularon a cinco instrumentos diferenciados, dos de los cuales articulan el licenciamiento ambiental con planes territoriales, mientras que los otros diferencian el tipo licenciamiento pertinente según las propiedades de ubicación de la intervención (screening). Por otro lado, los instrumentos diferenciados también se combinaron con cuatro grados de requisitos de información para la definición del alcance en los estudios ambientales respectivos (scoping). De esta manera, el valor de susceptibilidad de una intervención dada en una configuración determinada (interacción) se ajusta a un rango percentilico que establece la competencia territorial (regional o nacional) para su control ambiental, así como un instrumento de licencia específico con requisitos de información diferenciados para la definición de la línea base ambiental. Finalmente, la operación del modelo SHIELP se demostró con un estudio de caso: la unidad ambiental costera Rio Magdalena - complejo Canal del Dique - sistema lagunar Ciénaga Grande de Santa Marta. La información geográfica de esta unidad costera regional se interpretó de acuerdo con los parámetros definidos en el modelo SHIELP para ambientes costeros. Se delimitaron 154 polígonos en el área de estudio, de acuerdo con las 40 configuraciones litorales identificadas. Como resultado, 13 mapas cartográficos representan esta área, con los niveles de susceptibilidad atribuidos a cada configuración para las 52 intervenciones potencialmente impactantes. A fin de ilustrar la aplicabilidad del modelo, se presentan cuatro escenarios para discriminar las 23 intervenciones por instrumento de manejo ambiental (screening) y para definir los requerimientos de información sobre procesos geomorfológicos (scoping). De esta manera el modelo SHIELP especifica el instrumento de licenciamiento ambiental para las intervenciones humanas y el alcance correspondiente del estudio técnico requerido, dadas las características de su interacción con la configuración gemorfológica. Las Conclusiones Generales documentan reflexiones y recomendaciones al Sistema Nacional Ambiental colombiano (SINA) para implementar los resultados de esta investigación. Además, este trabajo abre una perspectiva amplia para futuras investigaciones en el enfoque de la susceptibilidad al efecto de las intervenciones humanas. El modelo SHIELP para entornos costeros se puede replicar en diversas geografías para articular progresivamente una base de datos nacional de susceptibilidad costera. Asimismo, el esquema metodológico presentado puede aplicarse en diferentes tipos de entornos, distintos de la zona costera. La ampliación de este enfoque de susceptibilidad geomorfológica sobre la variedad de ecosistemas tropicales, establecería el camino para una transición exitosa desde la actual concepción antropocéntrica y orientada a la fragmentación, hacia una aproximación del manejo basado en los ecosistemas. ; Important flaws in the environmental licensing procedures in Colombia are directly related to the generalized degradation of its coastal fringes and littoral zones. These areas are severely affected by human interventions that interfere with natural processes and severely modify their sedimentary balances, geomorphological contexts, and physical-biotic conditions. Among many other examples, the following stand out: a) the widespread erosion and destruction of beaches and dunes in the Magdalena River delta, associated with the construction of the Bocas de Ceniza jetties; b) the drastic modification of the hydrodynamics of the littorals at the Atlantic and Magdalena departments due to linear infrastructure projects; c) the hyper-salinization and loss of more than 30,000 hectares of mangrove in the lagoon complex of the Ciénaga Grande de Santa Marta (CGSM) due to the expansion of the agricultural frontier and linear infrastructure projects; d) the accelerated retreat of beaches and cliffs in the southern Caribbean, due to activities such as deforestation, beach material extraction, and disordered and chaotic construction of nearly 500 rigid shore protection works; and e) the salinization of more than 10,000 hectares of freshwater marshes in the Bay of Cispatá as a consequence of the induced formation of the new delta of Tinajones. In this sense, the location of infrastructure in geological and geomorphologically unstable lands, affected by phenomena such as coastal subsidence and mud diapirism, poses first order natural threats and risks. This is a palpable panorama in the present and future of urban and rural areas of cities such as Barranquilla, Cartagena, Arboletes and Necoclí, all of them with future developments (industry, ports, urban development) of the greatest importance. The environmental costs associated with such interventions are incalculable, not counting the existence of numerous other examples, which demonstrate among other factors an insufficient acknowledgment to geomorphology in the evaluation, monitoring, and control of human interventions in the marine-coastal environment. These environmental management functions in Colombia are provided through the environmental licensing procedure, which rests upon national and regional authorities according to Law 99 of 1993. In the above context, the following research questions arise:  What elements of the environmental licensing of interventions in coastal environments can be improved, giving priority to the particular geomorphological contexts of the intervention zones?  How has the regulatory system evolved in Colombia with respect to human interventions on coastal environments?  What technical improvements can be made to the Colombian regulatory framework to guide the evaluation, monitoring, and control of human interventions from the geomorphological approach of susceptibility? This research work examines the environmental regulatory framework that currently governs Colombian coastal zones, through two geographic levels. At the first macro level, human interventions 16 are characterized and analyzed on the continental Caribbean coast, a region that represents a significant sample of the Colombian context due to its higher levels of human occupation and consequent anthropogenic disturbances. At a second level, in greater detail, the conceptual and methodological approach resulting from this research is defined and illustrated, with the demonstration in one of the coastal environmental units defined by decree 1120 of 2013 for integrated coastal management. To answer the questions raised, Chapter I briefly introduces the historical geomorphological evolution of the Colombian coastlines since the end of the XVIII century. The complex geology and geomorphology of the Caribbean and Pacific coasts of Colombia are evident in this "appetizer", in which low-relief deltaic islands and mangroves contrast with steep rocky reliefs, cliffs and wide emerged and submerged coastal platforms. The historical evolution of the Colombian littorals involves changes in the coastline estimated in hundreds of meters, at maximum rates of 40 meters a year (Punta Rey, Arboletes, Tumaco Bay), and land losses and gains of the order of tens of square kilometers (Ciénaga de Mallorquín, Isla Cascajo, Tinajorenas Delta - Cispatá, Bay, Urabá Gulf, San Juan and Patía river deltas). These cases reflect drastic variations in the sediment balances of the coast, many of them caused or heavily influenced by human actions, such as navigation infrastructure, modification of river courses and coastal protection works. Chapter II identifies the geomorphological perspective in the environmental licensing of coastal interventions in Colombia, based on its comparison with the regulatory frameworks of Italy, Spain, and Cuba. The interviews and documentary reviews highlighted 59 interventions associated with human uses and activities in the coastal zones, whose compulsory nature for the licensing varies among countries. The natural geomorphological processes were also analyzed within the technical criteria included in the official guidelines for environmental studies. It is concluded that, despite the worldwide acceptance of environmental impact assessments through a licensing procedure, their application in coastal environments is still very diverse and limited in terms of the pertinence of the geomorphological processes that configures the coast. Therefore, seven good practices for the evaluation and control of anthropogenic impacts in the coastal zone are underlined, and a new process-oriented approach is introduced for environmental licensing procedures. In Chapter III, an inventory and characterization of human interventions on the continental coast of the Colombian Caribbean are documented, to establish a regional baseline. Based on images from Google Earth, a total of 2,742 works and activities were located, representing 29 different types of human interventions. This inventory was complemented with an evaluation of the general impact of each intervention, based on four attributes of its geomorphological effects, namely, extension, intensity, reversibility, and persistence. The three most common types of human interventions (low-density settlements, groins and luxury settlements with dock) were also the ones with the higher environmental impact. However, some interventions (e.g., high-density settlements or road infrastructure) had higher environmental impact values than more frequent ones. 17 Based on this exhaustive analysis of the Colombian Caribbean, Chapter IV evaluates the national environmental regulatory framework applicable to coastal areas. It evidences that the licensing procedure in Colombia currently regulates only four of the ten types of interventions with greater effect in the Colombian coastal zones. Also, the number of works and activities covered in each new legislative reform consistently decreased over time. In addition, three policy implications were extracted for coastal and ocean planning, related to a) the geographic diversity of tropical coastal zones; b) the need for territorial carrying capacity instruments and; c) the lack of articulation of territorial planning instruments. The conclusions identify an important gap between technical and political decision making in the environmental regulatory framework of Colombia, which stresses the need for the design of novel methods to assess the breadth and length of geomorphological dynamics in an environmental management context. Therefore, the previous chapters highlight three important deficiencies in Colombia, with respect to the environmental management of human interventions in coastal areas: 1) the absence of a strategy to determine interventions that require an environmental licensing procedure (screening); 2) a poor definition of the scope of environmental studies through relevant information requirements (scoping) and; 3) the disarticulation of environmental management instruments, such as territorial planning and environmental licenses. All these elements ratify that the environmental regulatory framework in Colombia has been insufficient to date to manage the anthropogenic impact in coastal environments due to the unawareness of the natural susceptibility to the effect of human interventions. In this work, the susceptibility is defined as the predisposition of an environmental unit (socio-natural system) to experience changes or affectation due to the introduction of human interventions. In order to propose improvements to the Colombian environmental system, Chapter V establishes a new conceptual and methodological approach to guide the evaluation, monitoring, and control of human impacts from a geomorphological perspective. This novel product has been called Susceptibility to Human Interventions for Environmental Licensing Purposes (SHIELP). The architecture of this model has three components, which are particular to a kind of environment, namely, geomorphological processes, geomorphological configurations and potentially impacting human interventions. Each of these components is translated into a variable by means of expert qualifications along with a fuzzy logic computation strategy. Therefore, the expert-diffuse system SHIELP qualifies the susceptibility of a distinctive landform to the effects of a characteristic type of human intervention, through the estimated perturbation in each geomorphological process that configures the kind of environment under study. As a demonstration, this chapter also documents the design of the expert-diffuse system for coastal environments, drafted from research workshops with members of the marine and coastal research institute INVEMAR (In Spanish: Instituto de Investigaciones Marinas y Costeras "José Benito Vives de Andréis"). The role of this institute as an official adviser to the environmental authorities in matters of impact assessment demonstrates its relevance to support the expert-knowledge base of the model. 18 As a consequence, the SHIELP model was applied with the parameters established for coastal environments, resulting in a database of susceptibility values for 4,524 interactions (littoral configuration vs intervention). The real applicability of this exercise corresponds to the translation of this database into a technical criterion to improve the Colombian regulatory framework. On the one hand, five susceptibility ranges were linked to five differentiated instruments, two of which articulate environmental licensing with territorial plans, while the others differentiate the pertinent degree of licensing for human interventions according to location properties (screening). On the other hand, the differentiated instruments were also combined with four degrees of information requirements for the definition of the scope in the respective environmental studies (scoping). In this way, the susceptibility value of a given intervention in a given configuration (interaction) would fit a percentile range that places its environmental control in a territorial competence (regional or national), and through a specific licensing instrument, with differentiated information requirements for the baseline definition. Finally, the operation of the SHIELP model was also demonstrated with a case study: the environmental coastal unit Magdalena River - Canal del Dique complex - Ciénaga Grande de Santa Marta lagoon system. The geographic information of this regional coastal unit was interpreted according to the parameters defined in the SHIELP model for coastal environments. 154 polygons were delimited in the study area, according to the 40 coastal configurations identified. As a result, 13 cartographic maps represent this area, with the levels of susceptibility attributed to each configuration for the 52 potentially impacting interventions. In order to illustrate the applicability of the model, four scenarios are presented to discriminate interventions by environmental management instrument (screening) and to define information requirements on geomorphological processes (scoping). In this way, the SHIELP model specifies the environmental licensing instrument for human interventions and the corresponding scope of the technical study, given the characteristics of its interaction with the geomorphological configuration. The Overall Conclusions document reflections and recommendations to the Colombian national environmental system – SINA (in Spanish: Sistema Nacional Ambiental) to implement the results of this research. In addition, this work opens a broad perspective for future research in the approach of susceptibility to the effect of human interventions. The SHIELP model for coastal environments can be replicated in different geographies to progressively articulate a national database of coastal susceptibility. Also, the presented methodological scheme can be applied in different kinds of environments, other than the coastal zone. The extension of this approach of geomorphological susceptibility to the variety of tropical ecosystems would set the path for a successful transition from the current anthropocentric and fragmentation-oriented conception towards an ecosystem-based management approach.

Issue 40.2 of the Review for Religious, March 1981. ; treat Director and the Contemplative. The Problem Member in COmmunity Trends of 1980 Volume 40 Number 2 March 1981 REVIEW FOR RELIGIOUS (ISSN 0034-639X), published every two months, is edited in collaboration with the faculty members of the Departmeqt of Theological Studies of St. Louis University. The editorial offices are located at Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. REVIEW FOR RELIGIOUS is owned by the Missouri Province Educational Institute of the Society of Jesus, St. Louis, MO. © 1981 by REVIEW FOa RELIGIOUS. Composed, printed and manufactured in U.S.A. Second class postage paid at St. Louis, MO. Single copies: $2.50, Subscription U.S.A.: $9.00 a year; $17.00 for two years. Other countries: $10.00 a year; $19.00 for two years. For subscription orders or change of address, write: REVIEW ~'Oa RE'tJ(;tOUS; P.O. Box 6070; Duluth, MN 55802. Daniel F. X. Meenan, S.J. Dolores Greeley, R.S.M. Jeremiah L. Alberg, S.J. Joseph F. Gallen, S.J. Jean Read Editor Associate Editor Book Editor Questions and Answers Editor Assistant Editor March, 1981 Volume 40 Number 2 Manuscripts, books for review and correspondence with the editor should be sent to REVIEW FOR RELtG~OUS; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. Questions for answering should be sent to Joseph F. Gallen, S.J.; Jesuit Community; St. Joseph's University; City Aven~e at 54th St.; Philadelphia, PA 19131. Back issues and reprints should be ordered from R~:vtE'W roa REtJGIOt~S; Room 428; 3601 Lindell Blvd.; St. Louis, MO 63108. "Out of print" issues and articles not published as reprints are available from University Microfilms International; 300 N. Zeeb Rd.; Ann Arbor, MI 48106. To Experience God Donald Macdonald, S.M.M. Father Macdonald's last article, "When Did We See You?" appeared in the issue if May, 1980. He is master of novices for his community, residing at Baria Bhavan; D.R. College P.O.; Bangalore 560029; India. T ~ . oday, many people are looking for an experience of G~d. Whether they are young people at charismatic prayer meetings, or their bored brothers and sisters, so many; searching for life, have given up on Christianity asking,. "Where can I find Jesus now?" Many an adult Christian knows what it is to have labored long and have gained nothing: "Why has baptism not taken root in any recognizable way? Why is good will seemingly not enough to experience God? Saint Anselm put this experience of so many in a nutshell: Everywhere You are entirely present, and I cannot see You. In You I have my being and l cannot come to You. You are within me and around me, and I have no experience of You.' How can I experience God? I would not presume to map out anything so particular as the contact between God and the individual. Who can know the mind of God or man? I suggest in these pages just one pattern that may en-courage the reader seeking an experience of God. There are many, many more. A key to the problem of experiencing God is to know something of what happe.ns between God and ourselves. Here, personal experience is essential, along with integrity,~ or we can find ourselves in the bogus world of what is to-day called "Karma Cola." One guide of outstanding integrity and proven record is St. Paul.2 With ' Anselm. Proslogion Chapter 16, in the Prayers and Meditations of St. Anselm (Penguin 1973). 161 162 / Review for Religious, Volume 40, 1981/2 deceptively calm matter-of-factness, he suggests a beginning: "The depths of a man can only be known by his own spirit, not by any other man" (l Co 2:1 l). We live in private, self-contained worlds. God, too, is very much apart. "In the same way the depths of God can only be known by the spirit of God" (l Co 2:11). So we have two poles, God and man. How can they meet? What happens if they do? Paul offers to help: "we have received the Spirit that comes from God to teach us to understand the gifts that he has given us" (l Co 2:12). His experience of the Spirit is such that he believes that he is now able to see into the very depths of God, "for the Spirit reaches the depths of everything, even the depths of God" (l Co 2:10). Here, as so often, Paul uses words so simply to contain concepts which almost defeat language. Yet the in-trinsic evidence of his letters, and his part in the history of Christianity, would support that claim: "in Christ, we speak as men of sincerity, as envoys of God and in God's presence" (2 Co 2:17). Experience has further taught Paul that he can only speak of these matters to those who have received the Spirit: "We teach., in the way that the Spirit teaches us . spiritual things spiritually" (l Co 2:13). Someone "who does not accept anything of the spirit of God . sees it all as nonsense . beyond his understanding because it can only be understood by means of the Spirit" (l Co 2:14). Chess and algebra may well fascinate a mathematician. On the other hand, the finest of classical music is lost on a deaf man. Today's pop musicians ~ay that if you think their music is too loud you're too old. Cot ad cor Ioquitur is. as valid there as in any field of human understanding. " ~ In view of this, if we wish to experience God we would do well to reflect on what it means to be baptized, because that was when we received the Spirit. However much. we may envy some of our charismatic friends or wish that we were "twice-born Christians," perhaps the practica'l first step would be to take ourselves as we are. God has-loved us enough to give himself in baptism. This is an objective, ontological fact. Here God has entered our lives. A New Creation What then happenedat baptism? It is hard to say. Paul speaks of the ex-perience of "a man in Christ who fourteen years ago was caught up.into paradise and heard things which must not and cannot"be put into human li~nguage" (2 Co 12:2,4). But in trying to share this experience, Paul's starting point is invariably ~he same: "The love of Christ overwhelm~ us when we reflect." (2 Co 5:14). Love is its essence. Love is itsmeaning. Christ came through a ~rave to be with Paul, so real was Paul to Christ.' Thi~ glimpse.into the depths of God by this "man in Christ" has so transformed his outlook ~ "When we fix our gaze on the life of men who have followed Christ faithfully, we have a new motive., the safest route whereby we may arrive at perfec! union with Christ. which suits each man in his condition and in his own circumstances." Lumen Genlium, 50. To Experience God / 163 that he can only speak of what has happened to him in terms 0f creation, something from nothing. "For anyone who is in Christ there is a new creation; the old creation has gone and now the new is here. It is all God's work" (2 Co 5:18). It is a radical change in life--root and branch. He has now a new center of gravity, so creative is the experience. Anyone aware of what is happening in baptism knows that he can be wholly transformed, like those who now "live no longer for themselves but for him who died and was iaised to life for them" (2 Co 5:15). "What's in it for me" then becomes a "What's in it for Christ?" It is an experience of love received in a faith that is truly creative, as I allow myself to be loved by God, Father, Son ~and Spirit. I now march to a different drum. I am in Christ. My selfish, self-centered world has been opened up to admit God. Ligh! Clearly, the reality or otherwise of this experience will depend, in part, on my understanding of what it means to be loved by God. Paul, baptized as a mature man, attempts to explain what h~ppened to him. This time he writes in terms of the creation of light. The awesome Creator-God of the opening of Genesis who had said "let there be light shining out of darkness. ~ had shone in our minds to radiate the light of the knowledge of God's glory, the glory on the face of Christ" (2 Co 4:6). This mystic, pl.ung.ed into the depths of God through the Spirit received at baptism, believes his mind to be illuminated to an unbelievable degree. The face of Christ coming to him in love holds :him en-thralled. He can now glimpse something of the glory of God. "Glory" generally means what God is like insbfar as we can be aware 6f it. This Paul sees in the face of Christ, and, gazing as he does, he can both receive and reflect the likeness of God: "our. faces reflecting like mirrors the brightness of the Lord, all grow brighter and brighter as we are turned into the image that we reflect. This is the work of the Lord who is Spirit" (2 Co 3:18). Paul, christened, and so a man in Christ, lives in Christ. His personality and world view are illumined as he allows God to love him in Christ. He becomes like what he sees, in love, in joy, in suffering, in experience, in life, realizing this is the work of the Lord who is Spirit. Paul has no need of the Turin Shroud to see the face of Christ. He needs no reproduction. "Even if we'did once know Christ~in the flesh, that is not how we know him now" (2 Co 5:16). The dominant note in his life is the creative, illuminating presence of God in every circumstance, bar none. God is, above all, loving and present to him. And as it is almost impossible not to return the warm smile of a welcoming friend, so to see in faith Christ as present, loving, smiling, courteous, has a similar effect. A sketch of what Paul saw can be found in 1 Co 13:3-7: "Love is patient; love is kind and envies no one. Love is never boastful, conceited nor rude; never selfish nor quick to take offense. Love keeps no score of wrongs; does not. gloat over other men's sins but delights in the truth. There is nothing love cannot face; there is no limit tO its 164 / Review for Religious, Volume 40, 1981/2 faith, its. hope and its endurance." Christ sat for that portrait, as has so.often been remarked. Is this the company I keep? A lady who was gradually losing her eyesight once told me that what she missed most was being no longer able to see the smile of a friend or a wave from a neighbor. Small in themselves, but only the loss of ~ight s~hows how much these things mean in fact. Now she is closed in on herself, walks with a l~esitant step. Previously when returning the smile or acknowledgment, she saw ~that she was recognized, loved, "somebody." It was lovely to receive these gestures, and they undoubtedly helped make her lovable. When we realize what happens in baptism, we recognize that the same holds true for the Christian. Temple of God Paul knows that words and concepts cannot adequately express what he has experienced. "Now we are seeing a dim reflection in a mirror." (1 Co 13:12). As the art critic, Bernard Berenson, used to say as he looked at the beauty of the world, "Where were my eyes yesterday?" But Paul never gave up trying to share what he was experiencing. A third helpful analogy of his, following upon creation and light, was the symbol.of the Temple. The God of Israel dwelt with his people. They were who they were precise-ly because God was among them. For a time the heart of the community was the Temple, the symbol of God present among his people. At the heart of the Temple itself was the "holy of holies" (naos). Here God was present as nowhere else on earth. So sacred was his presence there that only the high priest dared enter, and that, only once a year. "Take off your shoes for this is holy ground" was above all true there. "O God we ponder your love within your Temple" (Ps 47:10) is easily understood within that context. The Catholic devotion to God's presence in the tabernacle evokes similar prayers. But how would such a prayer sound on the waterfront at Corinth? Here was a seaport, with half a million in population, in a class of its own for depravity even by contemporary pagan standards. "O Lord I love the house where you dwell, the place where your glory abides" (Ps 2~:8). Within the community bf Israel as reflected in the Temple at Jerusalem, yes, this is real-- but Corinth? Paul, however could see its application. Once baptized into a Christian community, I both enter and become a temple where God is present, just as in the holy of holies of the Jerusalem Temple. The parallel is extraor-dinarily vivid. Pa~l, who could say "Hebrews are they? So am 1. Israelites? So am I. Descendants of Abraham? So am I" (2 Co 6:16), is most emphatic: "We are the temple. And to underline it still further the word "temple" (naos) could be correctly translated by the more reverent terms "holy of holies" or tabernacle. That statement from someone of Paul's background is almost in-credible in its realism. The same immensely powerful image is applied to the individual: "Your body, you know, is the temple of the Holy Spirit, who is in you since, you received him from God" (1 Co 6:19-20). The creative, il- To Experience God / 165 luminating presence of the Trinity at the center of myself offers a dynamic of love, which, glimpsed, can leave me speechless in adoration, wonder and .humility. Such love from the Trinity present to him will bring from Paul reserves and qualities he scarcely knew he had, especially in view of the heartbreak in his life. He will be stretched to the limit and beyond. He is challenged by the creative, loving presence of God, in an ever-deepening personal relationship that death itself will only intensify not break. The prospect of total fulfillment in the continuing gift of himself to God, Absolute Truth, is held out to Paul; "then we shall be seeing face to face . Then I shall know as fully as I am known" (l Co 13:12). All that he has experienced must be in terms of knowledge and love or it would never reach the heart of Paul the man. It is knowledge, and love intensified, given another dimension by God, which makes it possible for the baptized to enjoy this personal relationship with God. God could do this. God has done this. God loves us. It is literally wonderful that reality includes for me such a.perspective. My personality is respected by God. Yet at the same time he invites me to deepen all that is truest in myself to the limit of my being. An enriched personality is given a taste for knowledge and love as seen in Christ, and a lifetime and an eternity to savor and enjoy it. Personal [niegrity Once baptized, therefore, and aware of what is happening, life for me can never be the same. The heart of the mystery, not to be explained, is to wonder how I can be so loved by God and not lose my identity. Perhaps respect and reverence lies at the heart Of love. Certainly Paul is ecstatic at times. Words cannot express what he feels. Yet he is always his very individual s~lf. It is not necessarily the self he would want to be (see 2 Co 12:10), but it is Paul as he is today to whom God is present, not Paul as he might wish to be tomorrow. This is equally true of his Corinthian community. "Do you not know that you are God's temple and that God's Spirit dwells in you?" (1 Co 3:16). This is the magnificent compliment he pays them, yet he writes to people to whom he "was unable to speak., as people of the Spirit. I treated you as. infants in Christ. What I fed you with was milk, not solid food, for you were not ready for it; and indeed you are still not ready for it." (l Co 3:1-2). Paul has no illusions about human nature.But with realism like that, there are many "infants in Christ" who would be grateful for any milk that Paul could offer. For, as must be i'ecognized, there is solid food there. After all, no child ever takes his father's every word literally, especially when he is anxious and upset: "You might have thousands of guardians in Christ, but., one father and it was I who begot you in Christ'Jesus." (1 Co 5:15). Paul therefore tries to show that the baptized Christian can experience the creative, illuminating presence of God: "This is the work of the Lord who is Spirit" (2 Co 3:18). Three reasons suggest that his experience can be mine. 166 / Review for Religious, Volume 40, 1981/2 Simple, Practical, Emotional First of all Paul's approach is simple. The new creation, with a new central reference point in Christ not myself, is easy to see as it dawns on me that I am so approached and loved by the Trinity. Reflect, assimilate, adore and wonder is a first step, and in God's own time, the experience may be mine at a level beyond woi'ds and ideas. Repent, and believe the good news. ~ Looking in faith at the face of Christ attending to me in love is bound to il-lumine existence for me as I meet him all the time everywhere, and not by chance. "Indeed as the sufferings of Christ overflow to us, so through Christ, does our,. consolation overflow" (2 Co 1:5). Even suffering, so much a part of life, is seen in Christ: ','That is why I am quite content with my weaknesses and with insults, hardships, persecutions and the agonies I .go through for Christ's sake" (2 Co 12:10). The man who can cope with suffering can cope with life. For Paul it was no magic wand nor temperamental strength, but being with Christ that enabled him to take so much that was so often beyond his control. He becamelike what he saw. I, too, can live in that world. Belief in the Trinity's presence to my inmost self can evoke much in me by way of response, from adoration to sorrow, as I allow ttie nearness of God to possess me. God, dare I say it, focuses on me. 1 can, wherever I am in my or-dinary day-to-day life, develop a cast of mind centering on the Trinity, whenever not immediately held by work demanding concentration. None will know, it will disturb nobody. It provokes no strain at all, simply receiving God's constant presence with open arms. "We are only the earthenware jars that hold this treasure" (2 Co 4:7), but undeniably it is a treasure. Secondly, Paul's approach is practical. In this article I have deliberately limited myself to Paul~s Corinthian corresponde'nce. Every New Testament reference 1 used, e~plicit or implicit, is from there. I did this because if anything is true of Paul and Corinth it is that circumstances were truly lifelike and far from ideal. His association with the Corinthians may have done much for their faith but little for his nervous system. What we call 2 Corinthians was written because he could not go to them personally. They had made it very clear that he was not wanted. He had to write a letter therefore or forget them. Yet Paul never suggests that his understanding of Christ will never work in Corinth. The dockworkers (longshoremen?) of Corinth may be a challenge, but much of the attraction of St. Paul is to watch him use every resource to ap-ply what.he knows of Christ to the here and now. And underlying everything he says is the assumption that what is true of him in his experience of God can be true for them. With Paul it is invariably us, scarcely ever me and you. Paul makes no mention of the need for seminars or retreats or courses. ¯ Nothing will be said of the need to learn how to sit, to breathe, to concentrate. Biofeedback will not be suggested. Houses of prayer, hermitages, or prayer communities have no place in his counsel. This. is important because, in-valuable as all of these are and to be encouraged, they can be overdone. Too many today can be discouraged. We may spend our time reading the critics, To Experience God / 167 never the classics. The marvelously open, welcoming, rough and tumble world of the New Testament may today in the Church be reduced to little more than eclectic, gnostic groups, where the elite may go to their" ashrams to experience God. Groucho Marx once said that he would never join a~ club which would have him as a member. That is almost a prescription for membership of the Corinthian (and traditionally our Catholic) Church. Look at yourselves, says St. Paul, "how many of you were wise in the ordinary sense of the word, how many were influential people, or came from noble families? No. God chose what is foolish.weak., by human reckoning., those whom the world thinks common and contemptible are the ones God has chosen" (1 Co 1:26-28). There is no understatement there, but many of us will recognize our unbelievable luck that Paul is on the side of the majority. Finally, Paul's approach can engage our emotions. This is important because unless our feelings or emotions are committed we are not involved. Far from being the refuge of the intellectually weak, emotions are invariably active in everyone though not always recognized. Reason and logic are sometimes disguised emotion. A gut.reaction may be inarticulate but a real ex-perience. Reason will not often carry the day against feelings. So in baptism we can move out of our possibly subjective, ill-ordered world into the creative enlightening World of God's loving presence. The Gospel offered by the Church:can be an objective reference point and keep us from making religion ¯ in our own image and likeness. So our feelings and.emotions can be purified, educated and deepened as we respond to the demands of the loving presence of God. The actress, it was said, ran through the whole range of emotion from A to B. Paul is not so crippled. No human feeling is excluded as he honestly admits that once "we were so utterly and unbearably crushed that we despaired of life itself . " which is rock bottom in any language, yet "~God who raises the dead., delivered us., and he will deliver us . On him we have set our hope" (2 Co 1:8.10). The Retreat Director and the Contemplative Robert O. Brennan, S.J. Father Brennan resides in the Jesuit formation community at Murray-Weigel Hall; Fordham University; Bronx, NY 10458. Prayer is a very personal thing. General statements about prayer can border on the dangerous. What may be helpful to one person may be counterproduc-tive, or downright dangerous, for another. The great advantage of the directed retreat should be that the dialogue about prayer can be tailored to fit the retreatant's actual situation in prayer. And to make this advantage real, the retreatant must make clear to the director just how he or she prays, at least as well as this can be done. It may be that it is the contemplative who can be most helped or most badly hurt in the course of a directed retreat. And by a contemplative here, I do not mean necessarily a member of a contemplative order. Such a one is likely to be safe, either because of lack of motivation to make a directed retreat or because he is are solidly grounded in the tradition of contemplative prayer. But our area of concern here is any retreatant whose prayer has grown to, or at least grown toward, contemplative prayer. I would .suggest that such retreatants fall into three classes: a) those whose prayer is definitely contemplative, whether they know it or not; b) those on the edge of the transition to con-templative prayer; c) those who have ceased, or nearly ceased, to pray because discursive prayer has failed them and they do not know where to turn. In the following pages, I hope to be able to give some guidelines for a director who meets a retrea(ant in any of these classes. Contemplation First of all, what do we mean by contemplation here? In the history of 168 The Retreat Director and the Contemplative / 169 writing on prayer, there have been a number of definitions, classifications, subdivisions, along with a whole body of speculation as to its precise nature. To keep things under reasonable control, let us attempt some sort ofa descrip-tion rather than a definition. Let us say "Contemplation is prayer that has become exceedingly quiet so that one might call it an intuition--a loving intui-tion- without clarity but with darkness and obscurity." Perhaps .this might be best understood in its genesis in the person who prays. Let us suppose a person who has been praying in the way many have been taught today. It is very likely a case of praying over a passage from Scrip-ture-- a slow reading, reflection on the persons, words, actions, long delay if a word, a phrase, an event appears particularly striking, an attempt to place oneself in the scene, if it is a mystery of the Lord's life, applications to one's own life and circumstances, words of prayer to the Lord or others in the mystery, or to the Father. Prayer in this manner could for some persons con-tinue for a long time--perhaps a lifetime--and be of great profit. But for many persons after some time, the whole process may begin to fail, not because of tepidity or sloth; if it were tepidity, the person would not sense ¯ there was a problem. Rather, as much as one may try to continue, there is no perception that one is praying. God is simply not to be found. Such an ex-perience can be agonizing. Often this indicates a time for a change, and, usually, there is need for a guide. The model of discursive prayer has been so prevalent--in early educa-tion, in so many preached retreats, in the books on prayer that one turns to for help--one could be convinced there is no other. Without special help, grace and graced guidance, prayer could just cease. Part of this syndrome we can understand rather easily: the mind has had its day. Not only has it had all the insights it needs, but it is unable to cope: the God it is beginning to know cannot be comprehended. Part of the story is less clear. It is the work of faith, grace and love. Though the mind is inadequate to encompass God, faith and a loving will can reach out. But here there is mystery and much depends on individual history and cooperation with grace. And, as the mind, so the imagination can no longer be of help, nor the emotions and feelings which find no adequate object to attract them since the mind itself seems empty. There may be times when one has a strong sense of being in God's presence, but the preponderant feeling is that of being empty, unable to do anything. The only positive advice John of the Cross gives is "a loving and peaceful attentiveness to God. without the concern, without the desire to taste or feel him."' In another place he advises: ' St. John of the Cross, Dark Night of the Soul, Bk. 1, ch'. 10, no.4. See The Collected Works of St. John of the Cross, trans, by Kieran Kavanaugh, O.C.D. and Otilio Rodriguez, O.C.D., In-stitute of Carmelite Studies, Washington, 1979. All quotations from John of the Cross will be 170 / Review for Religious, Volume 40, 1981/2 When the spiritual person cannot meditate, he should learn to remain in God's presence with a loving attention and a tranquil intellect, even though he seems to himself to be idle . And if, as we have said, scruples about his inactivity arise, he should remember that the pacification of soul (making it calm and peaceful, inactive and desireless) is tip small accomplishment. This, indeed, is what our Lord asks of us through David: Vacate et videte quoniam ego sum Deus. 2 The Director This sketch of contemplative prayer hardly does it justice. The important thing for the director to take from it is the fact that such states of prayer do in fact exist and are good. All prayer is the work of God's grace and love. In our own minds we should not be too ready to set limits on what God may do, or to see contemplation as such a rare and extraordinary thing that it scarcely ever happens, or only to great saints, and certainly not to our retreatants. But when the appetite.has been fed somewhat, and has become in a certain fashion ac-customed to spiritual things. God begins to wean the soul, as they say, and place it in the state of contemplation. This occurs in some persons after a very short time; especially with religious, for in denying the things of the world more quickly, they accommodate their senses and appetites to God and, in their activity, pass on to the the spirit which God works in them. This happens when the soul's discursive acts and meditations cease, as well as its initial sensible satisfaction and fervor, and it is unable to practice discursive meditation as before . ~ Or, to cite a contemporary author: It could be said in a very general way that affective prayer will last as long as such shelter-ing is needed. So too with meditation: how long an individual will go on praying in that way will depend very much on mental ability, and on previous education in Christian doctrine. Someone who has had a long and thorough education in the Faith may find quite soon after taking up systematic meditation that it seems not only unattractive but impossible. A saturation point has been reached: the mind has absorbed as much as need-ed of this nourishment. As much, that is to say, as the person needed, to pray as the Spirit of God wishes.' Of course, it is possible to go overboard and expect to find contemplation everywhere. But this certainly has not been our failing in the recent past. What we need most is to try to be alert, sensitive, and open, to accept that God leads along many different paths. Although the present article is an attempt to give the director some essen-tial helps and caveats, it is fairly clear that some reading of competent authors on contemplation is to be recommended. To assist in this, I will give a short annotated bibliography at the end of the article. taken from this translation. Besides chapter and verse of St. John's particular work, we will give page references to the edition, as, for instance, here: Works, p.317. 2 St. John of the Cross, Ascent of Mt. Carmel, Bk.2, ch. 15, no.5, Works, p. 149. ~ St. John of the Cross, Living Flame of Love, Stanza 3, no. 32, Works, p. 621 f. 4 Leonard Boase, S.J., The Prayer of Faith, Our Sunday Visitor, Huntington, IN, 1975, p. 70. The Retreat Director and the Contemplative / 171 Developed Contemplatives Let us discuss those whose prayer is already contemplative as the first case. Some of these may have made the trafisition from meditation to contempla-tion with the help of a skilled director or by fortunate reading. Some may have--not without much grace--sort of muddled through. They pray but they don't understand what is happening. There are probably doubts and some lack of peace. Broadly speaking, this prayer strikes those who come to it as something rather unim-pressive. A frequent reaction is given in the phrase, "I am doing nothing." There is a general sense of untidiness. Nothing seems to be happening. There are moments of more intense consolation, but they'are few. In good times there is a sense of peace and content-ment, a satisfaction in prayer which appears difficult to explain, since there is seemingly nothing to account for the satisfaction. In the lean years prayer is distressing because it appears such a waste of time--nothing but an unavailing effort to chase a clutter of hens out of the flower-garden, thro~'ing stones with one hand, as it were, at pertinacious distractions, and with the other hand groping in the dark for something or someone.5 Inthe contemporary climate of spirituality, some also may have arrived at contemplative prayer through reading about or participating in workshops in "centering prayer.''~ They may not yet know if this is their way of prayer. Or some may have tried Eastern ways of meditation and be looking for roots in Christ. The director will want some criterion to judge whether those who are using contemplation are doing so authentically or have fallen into some illusion. The test is ancient: What matters is the result. The after effects of good prayer are more definite than the prayer itself." I mean a determination to follow God's will, and to care for nothing else, without any reason to be given for the determination.' The one real proof that you have the right kind of prayer for you, is not that it always goes easily and always succeeds, but that it really does you good and changes your life.8 If the test is passed, and the director is convinced it is a case of genuine contemplation, the whole question of how to direct this one in a retreat arises. But prior to this, I believe it would be good to discuss some norms for direc-tion that apply equally intime of retreat and outside retreat, and leave the par-ticulars of the retreat itself until later. The first duty of the director will be that of affirming the retreatant's (directee's) prayer, and this by way of instruction and encouragement. First, instruction: make sure the retreatant knows that the simplicity of his or her pra~'er is correct; that it is not now a question of using the mind, imo ~ Leonard Boase, S.J., op. cit., p. 92. 6 Centering prayer = prayer of faith = contemplation. See Pennington in the bibliography at the end of the article. 7 Dom John Chhpman, O.S.B., Spiritual Letters, Sheed ahd Ward, London, 1935, p. 62. ~ Ibid., p. 135. 172 / Review for Religious, Volume 40, 1981/2 agination, and so forth; to seem to be doing nothing but waiting is not only not bad, but the very best. The following passage from St. John of the Cross has always sounded to me as being very modern, with its reflection about wasted time and bad self-image: The attitude necessary., is to pay no attention to discursive meditation, since this is not the time for it. They should allow the soul to remain in rest and quietude, e.ven though it may seem very obvious to them that they are doing nothing and wasting time, and even though they think this disinclination to think about anything is due to their laxity.9 The director might suggest the possibility of the use of a mantra to fix at-tention: If you want to gather all your desires into one simple word that the mind can easily retain, choose a short word that the mind can easily retain, choose a short word rather that a long one. A one-syllable word such as "God" or "love" is best. But choose one that is meaningful to you. Then fix it in your mind so that it will remain there come what may. This word will be your defense in conflict and in peace. Use it to beat upon the cloud of darkness above you and to subdue all distractions, consigning them to the cloud of forgetting beneath you. Should some thought go on annoying you demanding to know what you are doing, answer with this one word alone. II~ your mind begins to intellec-tualize over the meaning and connotations of this little word, remind yourself that its value lies in its simplicity.'° Play down the role of, and the frequent worry about, distractions: o Distractions are of two kinds: (a) the ordinary distractions, such as one has in medita-tion, which take one right away: and (b) the harmless wanderings of the imagination alone, while the intellect is fixed on God. These are quite harmless.'~ Sometimes we are, so to speak, in touch with God, but are beset with distractions, and every effort to get rid of these distractions only serves to break our contact with God. This is a state, referred to by St. Teresa, in which no attempt should be made to banish distractions. It is somewhat analogous to the case of a hostes~ entertaining a visitor on the ground floor while her children are making noise upstairs. If she goes up to keep them quiet, she has to leave her visitor.'z Above I said the director should affirm the retreatant's prayer by instruc-tion and encouragement. Of course, in this material, instruction can equal en-couragement. But let us turn to matters that are more explicitly encouraging. Dom Chapman's letters are filled with passages where he brings our accep-tance of God's will to the acceptance of the state of prayer we may have: But prayer, in the sense of union with God, is the most crucifying thing there is. One must do it for God's sake; but one will not get any satisfaction out of it, in the sense of * St. John of the Cross, DarkNight, Bk. 1, ch. 10, no.4, Works, p. 317. ,o The Cloud of Unknowing, ed. William Johnston, S.J., Doubleday Image, Garden City, 1973, p. 56. ~' Chapman, op. cit., p. 290. ~2 M. Eugene Boylan, O.C.S.O., Difficulties in Mental Prayer, 2nd. ed., M. H. Gill and Son, Dublin, 1944, p. 102. The Retreat Director and the Contemplative / 173 feeling "I am good at prayer," "! have an infallible method." That would be disastrous, since what we want to learn is precisely our own weakness, powerlessness, unworthiness. Nor ought one to expect "a sense of the reality of the supernatural" of which you speak. And one should wish for no prayer, except precisely the prayer that God gives us--prob-ably very distracted and unsatisfactory in every way! '~ But if we only pray in order to give ourselves to God, then the prayer we can do, whatever it is (doubtless it is not the very best we can do, but in general it is the only kind we can do), is what God wants, though it is far from being what we want. Only we must try to want what God wants, and only that. Don't worry." A favorite maxim of Chapman's was "Pray as you can and don't try to pray as you can't." He puts this doctrine to one correspondent in the form of a question: Can you do anything else? Can you choose your path, your prayer, your method or want of method?" At least ten times in the collection of his letters, Chapman insists on the point: want only the prayer the Lord is giving you. These passages suggest the purifying effect of contemplation. It becomes so arid at times that we must be praying not for our own sake but for God's sake. The reflection on our prayer after the prayer is finished, recommended by St. Ignatius in the Spiritual Exercises~6 could also be of help to a con-templative who seems just to be stumbling along. Reflection may reveal an obscure sense of Presence that was missed during the prayer itself: ¯ . ihe experience of void, of emptiness, of no-thing and non-being; it is the condition of kenosis and poverty of spirit. The sense of absence and negation is painfully real. Yet the experience seizes the reality of God more truly, because it touches him as he is, beyond feelings, images, concepts. Living faith alone can achieve this, and the purer and less en-cumbered the faith, the more real the possession of God. By the same token, however, God, the object of faith, becomes less "visible" or empirically experienced in any human terms. ,7 The fact that writers on prayer are concerned with the states we find in ourselves is itself an encouragement: To add to our distress, the failure to enjoy the sense of God's presence, often coupled with failure to fix the mind even for two moments on any thought that might provide a contact, makes us feel that we are doing nothing, and that bur so-called prayer is nothing but a waste of time and an insult to Almighty God. It is very necessary not to be stampeded or panicked by the cry that rises in our hearts, "I am doing nothing." One simple way of proving that we are not doing nothing is to Chapman, op. cit., p. 52. Ibid., p. 54. Ibid., p. 56. Spiritual Exercises of St. Ignatius, no. 77. Ernest E. Larkin, O. Carm., "The Dark Night of John of the Cross," The Way, vo. 1,4, no.l (1974), p. 15. 174 / Review for Religious, Volume 40, 1981/2 stop doing it. Provided that in spite of appearances we have been endeavoring to reach awareness of God, then the cessation of the endeavor will be observed.'8 Now let us turn to specifics for the time of retreat. What we have said so far is not to be forgotten. The most difficult thing for the director is to lay aside the expectations that the retreatant will: 1) have thoughts, insights, feel-ings in time of prayer;'2) report to the director said thoughts, insights, feelings of prayer time. To have these thoughts and feelings, insights, belongs to a kind of prayer that makes use of the mind and imagination. For the con-templative, these have been set aside. John of the Cross is adamant on this: Once a person has begun to enter this simple and idle state of contemplation, which comes about when he can no longer meditate, he should not at any time or season engage in meditations or look for support in spiritual savor or satisfaction, but stand upright on his own feet, with his spirit completely detached from everything . ~9 Chapman concurs: All those who find it impossible to meditate, not from la~:iness or lukewarmness, and find they cannot fix their thought on a subject, or understand the meaning Of the words unless they cease to feel that they are praying, are meant to cease all thinking, and only make acts of the will.2° Some directors may feel that they have had experiences with contemplative ret~'eatants contrary to this prescription. I think we must be careful in making this judgment. The retreatant may have felt constrained to follow carefully the given directions and somehow come through with something to report on. It may be that he or she is actually reporting on events that occurred outside of prayer. Or it is possible that it has come from a prayer time not without ex-treme violence to the prayer: Though, at first, a// meditation seems impossible, still, as one is practiced in contempla-tion, it becomes possible to meditate feebly and contemplate feebly at one and the same time. I mean that we can retain a filmy idea of some great truth--but then the tap is only half turned on of attention to God--unless the thoughts are merely in the imagination. This is good in hearing Mass, for instance, but not in time of mental prayer?' But if this has happened, we have failed in an important way. The annual retreat may be most fruitful for many if, through it, they find how they should pray best. And this praying "with the tap half off" is not the affirmation they need. So what is left for the director to do? Two things, I believe. The first is to do what I have just indicated: what is necessary inside and outside of retreat time: affirm the retreatant's prayer. Use all the helps given above, and any others available--some readings, perhaps--to assure the retreatant that he or L. Boase, pp. cir., p. 81. John of the Cross, Living Flame, Stanza 3, no. 36, Works, p.624. Chapman, pp. cit., p. 289. Ibid., p. 122. The Retreat Director and the Contemplative / 175 she is praying as the Lord would have them pray; suggest they accept his will; let them see they really don't have much choice if they are going to pray at all. Some may have experienced the "tap half open" that Chapman speaks of: a thinking while they pray, but with the realization that their thoughts really are not their prayer. Encourage them to open the tap wide. In addition to this, the second thing: the director can still use Scripture, and the retreatant can actually move through a program--even the thirty-day Exercises. Only in this instance the Scripture is not to be the object of formal prayer. We have been constantly pointing out that for the contemplative, meditation is not prayer. But in the many periods outside of formal prayer during a retreat day, tho~ughts may come. The Scripture passages may bear their fruit. Let us refer to Chapman again: Outside the time of prayer:--(a) Meditation must never be dropped. It need not be elaborate consideration, but a mere glance at the mysteries of our Lord, especially of the Passion. Most people will find it very easy and helpful to make the Stations of the Cross in private?~ Again, the reflection on the prayer period can frequently be a source of special grace. Though there may have been no th6ught in the prayer, especial-ly helpful insights may come at this time. Chapman points out an effect of prayer that may have important meaning here: .and this act,of wish to love must go on increasing, or I should say at once the prayer is bad. But whether there is any emotional feeling outside prayer depends on the character of the person in question. But l am sure good prayer must increase tenderness (so to speak) and appreciation in a momentary look, without long consideration. And I am sure there is an "irradiation" from prayer on ordinary knowledge, making it broader and more compreh~nsive.Z~ If the retreatant's prayer is very quiet and if the circumstances of retreat reduce distractions so th~it the sense of Presence of the Lord is strong, even that Presence can be Colored by the phase of the retreat. How it may be I don't know, but I believe the modality of Presence, ol~scure as it may be, i~ different for a retreatant in the First Week of the Spiritual Exercises than it is for him in the Fourth Week. All this may sound very un-Ignatian, but I do not believe it is. There is an interesting couple of sentences on theoprayer of the Ignatian Exercises in the Dictibnary of Spirituality: But the Exercises aim to lead a soul in the way and manner of prayer which God wishes for it. Ignatius does not judge in advance what the divine work will be.2' Ibid., p. 292. Ibid., p. 78 f. Dictionnaire de SpiritualitY, Beauchesne, Paris, 1953, t2, pt.2 col. 2025: Mais les Exercises vi- 176 / Review for Religious, Volume 40, 1981/2 Is this entirely gratuitous? I think if one takes a look at Ignatius' history of prayer, one will read certain phrases in the Exercises in exactly the sense of this quotation. Although annotation no. 15 refers directly to decision making, it has other overtones: . but in the course of these spiritual exercises, it is more appropriate that., the Creator and Lord should be left to deal himself with the soul that belongs to him, receiving it into his love and the life of praise . " What is Ignatius saying in Annotation 20? The more our soul finds itself in perfect solitude, the fitter does it become to approach and reach up to its Creator and Lord; and the closer it gets to Him, the more disposed does it become to receive favors and gifts from his supreme divine goodness.26 Then there are implications in one interpretation of the Application of Senses, the final prayer of nearly every day of the Exercises. If one accepts Mar6chal,27 the Application of.Senses leads from discursive prayer toward contemplative prayer. If this is indeed Ignatius' intention, I doubt that he would mind if the retreatant turned to contemplation before the end of the day, or from the beginning of the day. Certainly not all questions are a0swered, all difficulties overcome. But I believe that if the director guides the contemplative in the way outlined here, which includes very little Scripture each day, the retreatant will grow in the Lord.z8 The director definitely needs some of the faith Ignatius had that the Lord really is very much dealing with his creature whom he loves with a love that is tender and powerful. The Transition to Contemlflation Our second case is one who is on the border line between meditation and contemplation. Such a retreatant is a very special person. It is a critical time. There is an opportunity for great growth. There is the chance that even long years lie ahead without peace in prayer, a sense of being at sea. There is also the danger that prayer will prove to be just so different that it will be complete-ly laid 'aside. Certainly the director cannot determine all--this we must face. There is only one real expert on what helps a person in prayer, and that expert is the person who is praying. The director may make suggestions, give warnings, teach. But only the one praying can tell if it works--except for the criterion of sent ~ conduire ~'6me dans la voie et le mode d' oraison que Dieu veut pour elle. Ignace ne prdjuge pas I'opdration divine (M. Olphe-Galliard). 2, Spiritual Exercises, no. 15. Corbishley's translation (Anthony Clarke, Wheathampstead, Hert-fordshire, 1973). 26 Ibid., no. 20. 27 See the article on "Application des Sens" in the Dictionnaire de SpiritualitY. ~B 1 say "little Scripture" here as the program for the retreat. If the retreatant will be helped by more extensive reading, it certainly should be considered. The Retreat Director and the Contemplative / 177 the effect the prayer is having on daily living. Is the retreatant at the point where attempts to meditate should be given up, where he should turn to contemplation? St. John of the Cross gives signs for this in two places which Chapman abbreviates as:'9 1) impossibility of meditating, no pleasure in using the imagination, delight in being alone and waiting lovingly upon God;3° and 2) dryness, without.comfort either in God or in creatures, painful anxiety as to fervor, inability to meditate.3' John of the Cross also discusses the transition at length in Stanza 3 of the Living Flame of Love, but there he seems content with the inability to meditate, and his atten-tion is very much on the director.3' John's teaching is thus summarized by Chapman: . Many persons pass long years., when they cannot meditate, and yet are afraid to contemplate; and the signs are less easy to recognize. They have tried methods, one after another, they have tried reading and pondering, and then reading again (a good way of keeping off distraction); alas, perhaps they have almost given up mental prayer in despair . They do not feel urged by a frequent thought of God, nor do they dare say that they have a disgust of creatures. On the contrary they have found the spiritual life so dry that they have felt thrown upon creatures for consolations., they have imagined themselves to be going back because they have no devotion, no "feelings"; and perhaps they are really going back, since they have not learned the right path forward. But they have the essential marks., for they cannot meditate--it is a physical im-possibility . They are able to think out a subject, to work out a sermon., but they feel such considerations are not prayer. They want to unite themselves with God, not reason about what he has done for them or what they have to do for him.~ If things are anything like what Chapman describes here, certainly ex-perimentation is in order. The retreatant should be encouraged at least to try some quiet times, times of waiting or listening. Later I will mention some reading material especially for those who may have given up prayer, which may also be useful. Chapman mentions the possibility of an interim period: There is sometimes a period when meditation is sometimes possible, sometimes not. In this case use meditation whenever possible. This state will not last long.~' If the experimentation shows some signs that tfiis is the right direction to go, the material we gave above for the developed contemplative should apply. I suppose one should mention the possibility and danger of someone out of pride claiming that the contemplative way is his or her way. It could happen. ~9 0p. cit., p.287. ~o TheAscent of Mt. Carmel, Bk. 2, ch. 13, Works, p. 140 ff. ~ The Dark Night of the Soul. Bk. I, ch. 9, Works, p. 313 ff. ~2 Works, p. 620 ff. ~ Chapman, op. ~it., p. 287 f. ~' Chapman, op. cit., p. 289. St. John of the Cross agrees with this: Ascent, Bk. 2, oh. 15, Works, 148. 178 / Review for Religious, Volume 40, 1981/2 If it does, questions of humility, obedience and charity should help to suitable discernment. But in the prayer culture of more recent times, the preponderant influence has not been to make false contemplatives but to give the impression that there is no such thing as contemplation. Resuming Prayer Again Ernest Larkin speaks of the beginning of contemplation: This initial con, templauon ~s at first so tenuous and delicate that it would go undetected without the outside assurance of a spiritual director." Often, of course, there is no spiritual director to give that assurance. And without it, many lose their way in prayer. This has a special element of tragedy about it: the opportunity for growth has become the occasion for slipping backward. If a retreatant has a sense at the beginning of the retreat that "it's not go-ing to work," he may actually be experiencing this crisis. If he reports that there has been no regular prayer for a long time lately, especially if there was once a tithe when prayer seemed to mean Presence, this may indicate that ~he invitation io contemplation has been missed. Certainly a review of the retreat-ant's history of prayer is in order. I like very much Chapman's "Pray as you can and don't try to pray as you can't." A friend has turned it around a bit: "If you are persevering in prayer, you are probably praying at least close to the way you should." A prolonged attempt ,to keep prayer up when one is not praying in the way one should will not work. What does this all add up to? Hope, I think. If a retreatant has not been praying, first try to explore and find the prayer that is best for this one now. There is a chance you have a contemplative on your hands who just needs to be aimed right. As to beginning afresh, or where you left off, I don't think you have any choice! You simply have to begin wherever you find yourself. Make any acts you want to make and feel you ought to make; but do not force yourself into feelings of any kind.J~ The exploration may include some attempts at discursive prayer--but not pushed too hard. The whole atmosphere ought to be "Lord teach us to pray";" and the expectation that the Lord will confirm the right way of prayer by his Presence, even if most obscurely. If the results seem to indicate that the way of contemplation is right for this retreatant, the material presented above should prove again useful. A retreat director who has helped a retreatant who has ceased to pray to find his way again has done an excellent Ernest E. Larkin, O. Carm., 7~he Way, 1974, p. 14. Chapman, op. cit., p. 53. One might offer some readings. See the bibliography at the end of this article. The Retreat Director and the Contemplative / 179 thing. Perhaps tied up with the syndrome of laying prayer aside is a kind of par-tial laying it down: "I can't pray for more than a half hour"; "Centering works for me for twenty minutes." Implicit in such statements seems to be a theory of prayer that says it ought to be easy or feel nice, or be successful. Many of the quotations we have given thus far show that prayer is a work of faith, and that it is purifying and often most difficult. We can add another: You are on the lookout for "consolation," merely because you still imagine that you are not serving God properly when you are in dryness. Make up your mind once for all that dryness is best, and you will find that you are frightened at having anything else! Em-brace aridities and distractions and temptations, and you will find you love to be in ~ darkness, and that there is a supersensible light that is simply extinguished by consola-tion!~ a Those, then, who claim that only short periods of prayer work need in-struction: How long to I~ray. One thinks of one full hotir daily . St. Peter of Alcantara says, "When the time is too short, it is passed in unloading the imagination and in bringing the heart under control; just at the moment when we are ready and ought to be beginning., we stop it . It would seem that the more active and distracting our daily life is, the more need there is of a full hour of "relaxing, coming to rest in God". We . need the~daily "healing of soul" and "opening to the Spirit" in quiet and silence if we lead a busy life . In view of all this, one would not advocate the practice of having two separate periods of thirty minutes each, instead of one full hour at one time.~9 But if centering prayer (rightly understood, this is just another name for the contemplation we have been talking about) is right, don't try to prolong it by discursive prayer. Rather persevere ,in silent faithful waiting. Chapman, op. cit., p. 99. James Borst, M.H.M., A Method of Contemplative Prayer, Asian Trading Corp., Bombay, 1973, p. 25. SOME REFERENCES FOR READING What I present here will not be systematic, mainly what has helped me. In some cases I will give more background, iri others less. Throughout the text of this article, I have carefully suppressed any references to "dark nights" or to "mysticism," lest anyone be scared away. Sooner or later it has to come out. It can't be avoided in these references to the literature. But maybe it won't sound so bad now. Dom John Chapman, O.S.B., Spiritual Letters, first published 1935, Sheed and Ward, London. An insert in my copy says "distributed in the United States by Christian Classics, 205 Willis Street, Westminster, Md. 21157, though I believe it may be found in many bookstores. 180 / Review for Religious, Volume 40, 1981/2 This is obviously one of my favorites. Chapman, a convert, died in 1932. His letters are almost exclusively to those whose prayer seems to be contemplative and his advice is very much down to earth, In appendices there are two special essays: "Contemplative Prayer, a Few Simple Rules" and "What is Mysiicism?" St. John of the Cross, Collected Works, translated by Kieran Kavanaugh, O.C.D., and Otilio Rodriguez, O.C.D., Institute of Carmelite Studies, Washington, D.C., 1979. Many have felt that John of the Cross would be too difficult. He is actually writing for beginners and is much con-cerned with the transition from discursive prayer to contemplation. This transition, the failure of mind and imagination to be prayer, is what he calls the Dark Night of the Senses. It seems unfor-tunate that the term "dark night" is used so casually to mean any difficulty in prayer or the spiritual life and at the same time so little attention is given to its real meaning for St. John. The most useful sections of his writings in connection with the problems we have been discuss-ing are in the Ascent of Mr. Carmel. Ch. 13, 14, 15 of Book II (Works, p. 140 ff.); in The Dark Night of the.Soul, Book I, Ch. 8 to about 13 (Works, p. 311 ff.); in The Living Flame ~fLove, Stanza 3, 27 ff. (Works, p. 620 ff.). In this last section he has some unkind words about spiritual directors he has known. Leonard Boase, S.J., The Prayer of Faith, Our Sunday Visitor, Huntington, IN, 1975. This is the second revision of a gem that first appeared in 1950, published then by the London Apostleship of Prayer. It is surprising in how many libraries you may find it--a testimony of how its worth was recognized. This book is aimed at someone who is having difficulty in prayer precisely bgcause discursive prayer is failing. It is beautifully written. M. Eugene Boylan, D(fficulties in Mental Prayer; M.H. Gill and Son, Ltd.,Dublin, 1944. This used.to scare me. The title's reference to mental prayer suggested "more techniques for medita-tion." Actually, in purpose it is much like Boase. One chapter toward the end is "The Prayer of Faith." Jean Pierre de Caussade, S.J., On Prayer, trans, by Algar Thorold, Benziger, New York, NY, 1931. The introduction is by Abbot Chapman. In this work, de Caussade reduces to a kind of catechism Bossuet's work on Quietism. The first part of the book is on th6 errors of Quietism, and if it exaggerates the actual intent of the Quietists, at least it shows what was condemned in the name of Quietism. I found it useful. Sometimes it seems that a fear of Quietism may be operative in keeping prayer very active. The second part of the book (sometimes printed by itself) helps one grow toward simplicity in prayer--still in the form of question and answer. James Borst, M.H.M., A Method of Contemplative Prayer, Asian Trading Corporation, Bom-bay, India, 1973. The sixth edition is the one I have. The preface to the fifth edition is dated 1975. The foreword is by Abhiskiktananda, known to many by his own book on prayer. Despite the remoteness of the publisher, I believe this is quite available in good .religious book stores. It is hardly more than a pamphlet, 62 pages. Fr. Borst is a member of the charismatic movement in In-dia, but the book is all on contemplation. It is an excellent "how to do" introduction. The Cloud of Unknowing, anonymous 14th century English writer, Doubleday Image, Garden City, N.Y., 1973. A classic on the subject of contemplation. The editor is William Johnston, S.J. The Book of Privy Counseling by the same unknown author is included in the Image edition, as well as cross references to the works of St. John of the Cross. M. Basil Pennington, O.C.S.O., Daily We Touch Him, Practical Religious Experienc(s, Double-day and Company, Inc. Garden City, NY, 1977; and Abbot Thomas Keating, O.C.S.O., M. Basil Pennington, O.C.S.O., and Thomas E. Clarke, S.J., Finding Grace at the Center, St. Bede Publications, Still Run, MA, 1978. Both these books are introductions to "centering prayer"--the title taken from Merton and the technique from the Cloud of Unknowing. There is considerable overlap between the two books, Pennington's contribution to the second matching much of what he says in the first. As I read it, those proposing centering prayer seem to take it as a The Retreat Director and the Contemplative / 181 method anyone might use any time, while John of the Cross says there is a time and there are signs when to begin and that you then never lay it aside. Of course, many today may be prepared for contemplation who simply have not known it and these books could help them. Anthony de Mello, S.J., Sadhana: A Way to God, The Institute of Jesuit Sources, St. Louis, MO, 1978. The book bears a subtitle: Christian Exercises in Eastern Form. Ft. De Mello is an Indian Jesuit in whom east and west might meet. Exercises in awareness open one to a quiet that makes contemplation possible. Later sections take up prayer and fantasy, devotion. In a certain way, the book's structure seems backward in the light of John of the Cross' teaching. William Johnston, S.J., Silent Music, The Science of Meditation, Harper and Row, New York, 1974; The Inner Eye of Love, Mysticism and Religion, Harper and Row, New York, NY, 1978. The first of these surveys meditation (taken in its widest sense, as one says "Zen meditation") east and west. Ft. Johnston, with a degree in mystical theology and years of residence in Japan, is singularly qualified. Silent Music among other things, gives some reports on scientific ex-periments in the altered states of consciousness associated with meditation. Later sections deal with questions of healing and intimacy and their relation to meditation. The Inner Eye is an essay in the contemporary theology of mysticism, not limited to Christian mysticism. Thomas H. Green, S.J., When the Well Runs Dry, Prayer Beyond t.he Beginnings, Ave Maria Press, Notre Dame, IN, 1979. This recent book I met only after finishing this article. Ft. Green draws much from St. Theresa as well as John of the Cross. It should be very helpful for many. Invitation Come, Master Harper, Play my life, Gliding fingers down the dream strings Dancing 'long undreamed of paths Not bound by frame of wood or thought. Blend the patters and the pitches with the peace of new creation And the death of all I know, 'Til new sounds, unsounded still, reverberate through all ! am and i am played unto the end. Then touch my strings to stop them, And when the echoes fade, In this last silence Let the infinite variations of Your own theme begin. Sister Linda Karas, RSM Religious Consultation Center Dallas, PA 18612 When You Can't Pray: Removing Obstacles to Prayer Mary C. Coelho Mary Coelho is coordinator of the program in spiritual direction at the Center for Christian Spirituality; General Theological Seminary. She resides at 800 Riverside Drive, Apt. 7C; New York, NY 10032. For Christians, prayer is the route to the inner way, the treasure in the field. Yet many Christians find they can't pray. Feelings of anger, inadequacy, impatience--and perhaps abandonment--arise from our frustration in prayer. We cannot understand our frustration in the light of the promise that we are continually sought by God. If God seeks us and we try to seek God, what happens to frustrate a meeting? If the soul is naturally Christian, shouldn't the desire of our heart for communion with God issue naturally in the fulfill-ment of that desire? What goes awry? We know the path is arduous and the gate is narrow, but we doubt if we are even on the path. Merely delineating some of the obstacles to prayer can help us find our way on the early stages of the path. When we do this, we become less discouraged simply because identifying and recognizing the obstacles means we are aware bf the cause of our difficulties with prayer. We no longer project our frustration and failure into anger and disbelief while we remain immobile and unchanging. We can take responsibility for the obstacles and cooperate in their removal. Thus a process of identification of internal obstacles to prayer can be a source of help toward growth in prayer. Prayer is our response when we have found ourselves possessed and sought by God on some occasion in our life. Our beginning to seek God is difficult and tortured, yet it is one which we are irresistibly drawn to make. William Blake's words, "We are put on earth for a little space that we may learn to 182 When You Can't Pray / 183 bear the beams of love" strikingly state this fundamental invitation to human beings to respond to God. But we find it hard to be open to these beams of love. Part of the response of prayer is concerned with the changes necessary in order for us to become less resistant to and less afraid of the "beams of love." This quiet openness to change is related to the Christian tradition of the "prayer of the heart." Thomas Merton describes it as "a way of keeping oneself in the presence of God and of reality, rooted in one's inner truth.'" Merton's insistence on being rooted in one's inner truth shows that learning to bear the "beams of love" involves a deep form of self-knowledge. We have to be willing to face the negative as well as the positive elements which we find in our inner selves. The obstacles to prayer we are going to identify and describe here primarily revolve around failure in self-knowledge and the fear and resistance we often produce to obscure our inner depths. The beams of love which bear witness to the priority and initiative of God encourage us to face our resistance and frustration with hope. God is working in us at depths beyond our comprehension. We begin then with the trust that God's love is greater than our failure, however deep that may be. Paradoxically, it is the very activity of God's love in us which uncovers our resistances and invites us to acknowledge them. When we do that, the resistances begin to lose their power, Indeed the whole process is one of recognition of the obstacle, repentance, and purgation. The only justification for this apparently negative activity, which we so resist, is that we may more and more be available to the energies of love working in us. St. Augustine wrote, "We come to God by love and not by navigation." Isn't our intention to describe obstacles to prayer an attempt at navigation? Augustine gives priority to the love which is always drawing us rather than to the techniques of ndvigation which we wish to employ to bring us to our destination. We:may suspect that our struggles with the obstacles to prayer are only an attempt at Pelagian navigation and an attempt to control the whole adventure of prayer. But navigation can be of a cooperative nature and not the fixing of a forced course to a predetermined destination. What may look like navigation on our part is in reality dependent i)n the love of Goal already working in us. It is this very love which encourages us .to enter the struggle to be free to bear the beams of love. It is this very love which enables and en-courages us to be navigators in relation to the internal obstacles to prayer. The journey inward is not primarily accomplished by our own efforts: it is rather a double search. In prayer we seek God as our response to knowing that God seeks and loves us. We are invited to collaborate with the creative God who calls'us to b~ecome pilgrims in the land of our interior depths. We are ready now to look at some obstacles to prayer in some detail. These obstacles include our woundedness, our fear of darkness in ourselves, our Thomas Mert0n, Contemplative Prayer (New York, Herder and Herder, 1969), p. 24. 184 / Review for Religious, Volume 40, 1981/2 need to achieve, our lack of patience, our lack of gratitude, and our failure to trust our inner longing for God. Our Woundedness One reason for frustration in prayer, for our failure to collaborate with the love of God, is our woundedness. We feel rejected, unwanted, unloved. We believe that we have not been loved sufficiently in the past. This has been so painful an experience that we dare not risk accepting the vulnerability which love demands. As one Christian has written, "And because our need to be loved and to give love is so deep and central, to be denied this makes us angry beyond the conscious knowing, and an angry person consciously or un-consciously is tempted to destroy, to kill and often does. Most people in the world are deeply angry.''2 Our often unconscious devices for protecting us from further wounds tend to cut us off from God in spite of an avowed con-scious desire to be open to his love and a belief in his graciousness. Likewise anger, often deep and unconscious, can generate an energy which pervades our whole being and thus deflects our attention away f~om God's healing presence. A wounded person may find it actually impossible to allow himself or herself to be open and vulnerable. What are we to do in the face of such an impasse? Surely it is impossible to make ourselves suddenly open and vulner-able so that love can work more effectively in us and through us. Are there any ways of navigating in the face of our woundedness? Although we feel unloved and rejected, we will discover thereare some people who care about us, enjoy us and even love us. If we begin, however tentative-ly, to risk trusting this care and love, we will find the pressure to run away-- either physically, or in the myriad of small ways by which we shut off personal involvement--greatly diminished. When we begin consciously to admit our desire and need to be with certain people, we will also accept this desire and need and act on them. We do this in the face of knowing that the care and love offered by others will also be wounded and imperfect, and that we will un-doubtedly be hurt again. Reaching out to others in spite of our woundedness will often mean finding new friends or deepening our trust and availability to a spouse, an old friend, a priest, a teacher, or a spiritual director. Opening ourselves to the love of others is comparable, on a psychological level, to opening ourselves to God, who reveals himself as One who knows what it is to be wounded. Not only do we need to allow others to love us and care for us as we are, we also need to to do the same for ourselves, especially our wounded parts. As an area of woundedness within us is made conscious, we need to accept it, acknowledge it and let it be part of us. This involves a deep self-acceptance. Gordon Cosby, "The Invisible World," Faith at Work, March, 1976, p. 6. When You Can't Pray / 185 Sister Rachel Hosmer describes3 praying in a chapel where she felt secure, separated from noise and distraction in the building and separated from her own unhappiness and loneliness in a community. But she realized she did not want this separate, safe place. She writes, "From then on I began to realize that I had to go down to the roots of my own life, where lives a small, rebellious, treacherous, wounded, tear-stained child. I had to encounter her gently, lovingly, take her in my arms, comfort her, listen to her, share with her." Such recognition and gentle acceptance of our woundedness allows us to drop the barriers that protected our woundedness. These are the same pro-tective barriers that prevent our vulnerability in prayer. Accepting our woundedness means we can move closer to rootedness in our inner truth and that we can better live in the presence of God and reality. Fear of Darkness in Ourselves Another reason for disappointment in prayer related to Our woundedness is our fear of the darkness in ourselves. On encountering darkness in ourselves, we may have tried to deny its existence or distract ourselves from looking at it further. If we choose to avoid our own darkness we are also choosing to withdraw from any deep involvement with prayer. True prayer will not allow us either to deny our darknesses nor be seduced by distraction. We have no choice but to come back to the darkness if we are to learn to pray. And u~ually our darknesses are thrown into consciousness in such a way that we can't possibly avoid them anyway. By coming upon darkness in ourselves, I mean meeting deep anger, empti-ness, loneliness, guilt, fear, excessive pride, a sense of failure to live up to ideals, a recognition of helplessness before some desire or habit, a recognition of not truly living, or the sense of living a lie--to name a few! Closing off en-counter with these aspects of our personality will not be replaced by light, but by a gray world in which God is distant and detached.' Encounter with darkness in ourselves is an essential element of true prayer. It is part of the movement towards true light. Meeting darkness in ourselves is not a reason for failure in prayer. It is an early stage of prayer. It becomes an obstacle if we fail to acknowledge it or attempt to hide from it. Once an aspect of personal darkness has been seen and acknowledged, how can we navigate in relationship to it? We need to trust that through it and beyond it, new life will emerge inus. This trust is based on the faith that God is already working in us, calling us to wholeness. We need to trust that the darkness will lose its Power and that we will be sustained in our struggle with ~ Sr. Rachel Hosmer, New Principles for Christian Spirituality (Center for Christian Spirituality, General Theological Seminary, 175 Ninth Avenue, New York 10011), 13. 23. ' William J. Connolly, S.J. "Experiences of Darkness in Directed Retreats," REviEw RELIGIOUS VOI. 33 1974, p. 611. 186 / Review.for Religious, Volume 40, 1981/2 it. Nor dare we give the excuse that it is inappropriate to concentrate on gloomy things. Conscious work with darkness in ourselves may necessitate the finding of professional help because the obstacle to prayer may have deep roots in our character. A basic confidence in facing darkness is found in the paschal rhythm of the Christian life, the passage from death to life in Christ and our entry into that drama places all our struggles in a wider and healing context. Conscious encounter with darkness can be the beginning of the dissolution of the power of ~hat darkness, although it is hard to believe that could be true on first encounter with it. We realize it has been a dominant, determining force in our lives and we feel caught, defeated, and totally determined .by it. But the initial step of consciousness of the darkness is of critical importance. We were previously unaware of the darkness and it held sway in our lives free-ly and unbeknownst to us. By acknowledging and facing the guilt, the fear or the loneliness, the darkness no longer has an unchallenged freedom to operate in our lives. And as we face the darkness, we find that ,the king has no clothes." There is a gradual shift in our self understanding which involves the growth and emergence of new life and wholeness. However painful and slow this may be, the facing of our darkness is an essential task. To avoid darkness is to do so at the price of living in shallowness and unreality. Willingness to face and deal with darkness, instead of denying it and hiding it, is one of the clearest indications that our own reali-ty, rather than an idealized concept of ourselves, has entered into the dialogue to which God is always calling us. Usually the busy round of normal daily demands prevents buried parts of ourselves from becoming conscious. In fact we often consciously and ~uncon-sciously pattern our lives precisely to hide from the truth about ourselves and to maintain a false, idealized image that we have carefully constructed. Often a weekend retreat or a longer period of silence is the occasion of a sudden breaking of this image, when an aspect of darkness is allowed to come to the surface. For this reason, retreats and other ways of breaking tlie daily patt.ern of demands, are essential if we are to move beyond disappointment in prayer. Need to Achieve Many of us have a high need to achieve. A person with a high need to achieve as a wiry of earning identity and self-esteem will try to make prayer an achievement. But he will inevitably be disappointed when trying to turn prayer into a performance. This is because a great deal of achievement in our culture depends on a willful manipulation of life by our conscious ~elves whereas prayer involves an open availability to life and a desire not to do our ego-will but the will of God. The failure of attempts to pray by sheer effort is.a crucial event for the would-be "achiever" which must be recognized and faced honestly. We approach prayer with the same attitudes with which we approach the Whbn You Can "t Pray /A 87 rest of life.~ We aren't different people when we pray, although we would like to think otherwise. Many of the carefully acquired manipulative skills we have learned to earn a place in life, to be "successful," in reality impede our open-ness to the totality of life as it is. The methods of consulting experts, strenuously learning the latest or oldest method of meditation or prayer, reading all the books, while not unimportant, will not "work" if the informa-tion is applied in a willful, controlling, achievement-oriented way. How does the achiever who has failed at praying continue from the point of his failure? God's hiddenness to him could drive him to ask hard questions and then to abandon his achieving ways, since they don't work anyway! Our own aggressiveness and desire to control and manipulate are systematically humiliated as we begin to face the realization that what matters most in life is not at the service of our achieving devices. The very frustration and fail~re are teaching us to learn and try other modes of being and to undermine our view of life as being validated only by achievement. What aspects of the human being are more receptive to God's love? Learn-ing to listen, to hear, to be passive and receptive, to wait and be patient, to trust intuition, these are qualities most often associated with the feminine side of our life. It takes a !ong time for both male and female achievers to learn and to trusi these qualities of our being. Yet it is through the receptive, feminine side of life that we can learn to pray and know God. Unfortunately it often seems to take an occasion of helplessness to recognize the importance of the so-called feminine side of our personality. This occasion may be serious ill-ness, admission Of alcoholism, death of a beloved person, loss of work or the dissolution of an important intimate relationship. . The feminine aspects of personality, however, can be slowly nourished by a va.riety of means. For example by meditative listening to scripture we learn to let scripture address us personally. This depends on a receptive openness find a capacity to listen. Listening to dreams, which come to us from another world beyond our control, can be of essential importance in a growing con-sciousness of the restrictedness and narrowness of the confines of the con-scious, achieving personality. In the give and take of friendship or in marriage we slowly learn to let go of our willful ordering of the other person's life and gradually accept the unique-nes~ and otherness of the friend or spouse with their mixture of strengths and weaknesses, beauty.and ugliness. Participation in a small group, as a "house church," prayer group, therapy group or group for spiritual direction, gradually instructs us in the capacity to relate to life in nonachieving ways. A group has a life of its own, so that living and sharing in its life invites us to participate in a larger life outside ~ William J. Connolly S.J. "Disappointment in Prayer: Prelude to Growth?" REVIEW FOR RELIGIOUS Vol. 32, 1973, p. 557. "188 / Review for Religious, Volume 40, 1981/2 our narrowly limited consciouness. Some typesof movement and dance, painting, walks in nature are means for some people to learn to drop their aggressive and manipulative ways. All of these may lead us to a humility before life which calls us to live more prayer-fully in it. Lack of Personal Freedom We have just described the "need to achieve" as a pattern of behavior that may cause disappointment in prayer. This is a specific example of a larger problem that blocks our prayer. We are disappointed in prayer because we obstinately cling to false or narrow and unexamined conscious goals, opin-ions, atntudes and feelings. We all do this to some degree and we need to learn to detect the ways in which we unconsciously narrow our lives. William Con-nolly writes: "The person who is controlled by fear, by anger, by a fixed idea of his or her futur.e, finds himself or herself incapable of more than superficial prayer. When a person begins to be freed of that control, he becomes capable of deeper prayer.''6 The detection and unearth.ing of our narrow and unexamined conscious goals and opinions, attitudes and feelings is a slow and difficult process. We are so wedded to them and convinced of their correctness, or so take them for granted, that they are not even a subject of our consideration. How then can we detect them? Often the truth we most need to ponder is initially unattrac-tive. We resist it. It bothers us and even repels us. This is a clue to'look again. The more there is at stake emotionally in some idea, proposal or change of the way of doing things, the more we can be sure it deserves our careful attention to detect the causes of our alarm. Or we may observe that we strongly dislike someone who never did us any harm. We should suspect they have qualities and patterns of being that we also have, but have rejected in ourselves, losing conscious awareness of them. But we can gradually become aware of some of the constrictions in our personality and our ways of being so that we are more available to the divine freedom. As we consciously acknowledge these con-strictions we are freer to act out of love and caring. God does not force our behavior, but a personality that is more self-accepting and freer is more available to act out of God's love. A person with a raw, unguarded immediacy to God and to life is moving towards freedom to live and love. Lack of Patience Another reason for disappointment in prayer may be an unwillingness to be patient with ourselves and with the process of learning to pray. Advice to "be patient" sounds like something you sa.y in the absence of any more specific help. It is especially difficult for Americans who believe, although William J. Connolly S.J. "Freedom and Prayer in Directed Retreats," REVIEW FOR RELIGIOUS, Vol. 32, 1973, p. 1359. When You Can't Pray with diminishing confidence, that, with some effort, discipline and extra work, we can get what we want. I hate to write it, American that I am, and I have learned it the hard way, but I believe that an unwillingness to wait and to be patient is a reason for disappointment in prayer. It is honest, sound advice. The necessity to be patient and wait does not mean that we become passive and listless. Nor does it mean that we are to be patient about all aspects of life. If the landlord doesn't give you heat, you should not be patient about that. But in relation to prayer, advice to be patient is an honest recognition that the transformation of our person by grace toward wholeness is a slow process. The education and training. (ascesis) of our person to be available to God's love is slow. Even the sudden gifts of moments of grace do not preclude the slow, gradual process of sanctification. Time, clocktime, is notof the essence. There are no shortcuts or tricks in the life of prayer. When Friedrich yon Hugel was eighteen, he was advised by the Dominican priest, Raymond Hocking "You want to grow in virtue, to serve God, to love Christ? Well you will grow in and attain these things if you will make them a slow and sure, and utterly real, mountainstep plod and ascent, willing to have to camp for week.s in spiritual desolation, darkness and emptiness at different ~tages in your march and growth. All demand for constant light, all attempt at eliminating or minimizing the cross and trial, is so much folly or puerile trifling.''7 Lack of Gratitude At times our feeling of disappointment in prayer may resultfrom a failure to celebrate and be grateful for the grace and gifts and strength we do,receive in our daily lives and in prayer. Unfortunately it seems easier to focus on our struggles and to suffer than ~to celebrate and enjoy changes in the quality.of our life or that of our neighor. Small changes of heart, a sense of being reconverted, and simple acts of love seem fragile and transient in the face of major human dislocations. We need to sing more, if we sing, or dance more, if we dance, in order to sustain our celebration of life. We need the ability to be carefree, to disregard appearances, to relax and laugh at the world and ourselves. These are all ~ways of being grateful and saying "yes" to life. Douglas Steere often says in his retreats t.hat he doesn't know. of a better way to enter prayer than through gratitude. Lack of Obedience in Small Things We proudly look for some major insight or a profound illumination or a clear call to an exciting, life-transforming project. However much to be treasured; such desires are often more a need of the ego than a readiness to Bernard Hollard, ed., Selected Letters ofFriedrich von Hugel (London, Dent, 1927), p. 266. 190 / Review for Religious, Volume 40, 1981/2 allow such experiences to transform and shape our lives. It' is "the slow mountainstep plod" that does transform us. Failure to carry out small acts of love and caring and to integrate in our lives insights we have received, are what can effectively block us. "It is clearly absurd to be pining for some grand revelation of God's will while we are refusing to attend to this or that small beginning of a revelation that is already unmistakably before us. It may only be 'something telling us' as we say, that I am not using my money as I thought--not holding it in steward-ship. It may be a recurrent doubt about the strict honesty of some habitual practice. It may be an uncomfortable feeling about a certain indulgence I have been allowing myself.''8 We can learn to celebrate and savor small acts of devotion and to do them with joy. Unwillingness to Be a Beginner Another obstacle may be the unwillingness to be a beginner in prayer and meditation. We need to be perfectly content to be a beginner, to experience ourselves as one who has little or no capacity to pray and has a desperate need to learn the bare rudiments. This may be in spite of long involvement in the Church, and in spite of highly developed capacities and talents in other areas. Those who think they know from the beginning will never in fact come to know anything. In a way we will never be anythng else but beginners all of our life. Our ego consciousness is always a beginner in relation to God because itis not out of its ways of relating to life that we know God. o Failure to Trust Our Inner Longing for God Learning to pray depends on an inner knowledge that it is worthwhile. Otherwise our attempts to pray will be experienced as too laborious and dif-ficult. The inner knowledge of our need to pray may be within us, but we are listening to other voices, particularly the voices of a secular culture. Clamor-ing voices within and without drown out our desire to know God and we organize our lives around the other demands. By comparison to the seeming importance of the other demands our desire to pray seems too tenuous, un-proven- simply not worth it. So we need to learn to trust and live out of our deepest inner desire. Sometimes to avoid trusting experiences of the heart, we demand a rational, causal explanation by some authority in society. This serves to make the claim of these experiences more manageable, in our control. But Pascal wrote that the heart may have reasons that the mind knows not of. A rational explanation serves to deny the uniqueness of our spiritual life and allows us to shed that uniqueness along with our particular personal history, our gifts and our responsibilities. Complete rational knowledge is possible only of things, John Baillie, The Idea of Revelation in Recent Thought (New York, Columbia University Press, 1956). When You Can't Pray / 191 not persons.9 We must allow ourselves the fact of not totally understanding our experiences and to live and love and affirm life in the midst of our not-understanding. We are called to fall in love with life, not just to try to under-stand it. Brother Roger, founder of the Taize community, speaks to the problem of our demand to understand. He writes "A set, juridical mentality was a feature of ancient Rome, and it was handed down to all of Western Christianity. It left us ill-prepared for contemplation, the culmination of the inner life. In contrast, Eastern Christianity is still today rich in lives centered on just this reality. When the mind is less concerned with defining how we know God and what we know of him, there is more room available in which to adore him.'''° A friend once described in careful and loving detail the experiences and events of a week-long retreat. The week had been profoundly important to him and included a number of unexpected, new experiences. It involved feel-ing called and directed to seek out specific individuals particularly needing love and attention. After the retreat he said he spent two years trying to ex-plain or discredit the experiences and to find descriptions of comparable events in the Bible or elsewhere in religious literature. "Experiences had to be manageable and understandable." But finally by telling the story of the retreat, sparing no detail, he was letting the experie.nces speak for themselves, not finally understood but accepted and celebrated for their life-transforming quality. He came to trust his own inner knowledge of the peculiar importance of the retreat experiences. It is common for people to have a'sense of restlessness and an awareness from past experiences of God or from knowledge of scripture, that their pres-ent way of living narrows life unhecessarily. The ego must give consent to this inner knowledge if the soul is to grow and bloom by God's grace. Conclusion A number of the Obstacles to prayer circle around our proclivity to see our-selves as a static, firmly established, already, attained ego-self that needs only to be perfected. Facing a number of the, obstacles just described involves recognizing, as Thomas Merton writes," that we are a "nothing," a "possibility'i in which the gift of creative freedom can realize itself by its response to the free gift of love and grace. We are invited to accept our "potentiality," Merton continues, as a gift and a commission, as a trust to be used--as a "talent" in the language of the parables. It is through prayer and the profound transformation of personality that it involves that our "possibility" may become a living reality. " Erich Fromm, "Man ls Not a Thing," Saturday Review of Literature, March 16, 1957, p. 10. ,o Br. Roger Schutz, Living Today for God (Mowbrays, Oxford, England), "Life in Ourselves," p. 18. " Thomas Merton, "The Spiritual Father in the Desert Tradition," Cistercian Studies Ill, 4, 1968, pp. 13, 14. Suffering with the Humble Christ in Religious Life Martin R. Tripole, S.J. Father Tripole is Assistant Professor of Theology at St. Joseph's University, and iives in the Jesuit Community there, City Ave. at 54th St.; Philadelphia, PA,19131. Is there a place for suffering in religious life? Are people who vow themselves to poverty, chastity, and obedience really supposed to suffer as part of their religious commitment.? Before that question can be answered, it would first be necessary to investi-gate the place for suffering in Christian living as a whole; for religious life is a specification within the larger context. Suffering in Christian Living There was a time when it was commonly thought that Christians were sup-posed to suffer. One recalls the stereotyped remark supposedly made to the poor and underprivileged during the Industrial and post-Industrial Era: God wants you to be poor, he meets you in your suffering; accept your lot as an expression of love and place your sights on the kingdom of heaven. We all know Marx for his assessmefit of religion as the drug that pacifies the lot of the miserable. '~ In pre-Vatican II days, much of this kind Of thinking seemed still to be around. We were supposed to suffer because Jesus suffered; we were supposed to have it hard because Jesus had it hard. Aptly associated with that theology of suffering was the "work ethic" that made hard work a value just because it was hard. If we suffered from working hard, that was good because a good American was supposed to suffer from working hard. The post-Vatican II era seemed different--most notably among the 192 Suffering With the Humble Christ / 193 young. I can still recall fellow Jesuit scholastics in the late '60's discerning what we considered to be a new awareness of the implications of Jesus' resur-rection: had he not been raised from the dead, and should we not therefore share in his glory and the joy of his resurrection? The Church had dwelt too long on the suffering of Christ, we concluded. The emphasis should rather be placed on the resurrected Christ'. We had been redeemed, had we not? Why, then, should we dwell upon. suffering? It was time to show forth the new redemptive life won for us by the risen Christ. Along with this type of thinking went what seemed to be its logical conse-quence: the cult of the individual, the affirmation of the"I." It was Iwho had been redeemed. Jesus died so that I might be free and find fulfillment in my life. Things were of value insofar as they brought me personal fulfillment; they were a disvalue if they cramped my style. The concept of obedience needed to be changed: to be obedient now meant, first of all, to be true to myself and to my natural drive for fulfillment. That meant I had a primary obligation to realize my human potential. To deny myself was to frustrate my personal, human growth and to that extent was actually sinful. Superiors could no longer deny my basic human rights without violating the natural law. Since to destroy oneself is never permissible, so was it deemed unacceptable for a superior ever to ask me to go against my need to be fulfilled. Obedience, therefore, had to mean primarily obedience to myself and my natural drive for personal fulfillment, and only secondarily response to the wishes of anotherwand this only when his wishes were compatible with my goals. Since the resurrection of Christ meant birth to a new life, a life of personal fulfillment in God, God was now to be found in my drive to be fulfilled. Under these circumstances, suffering becomes an evil because it thwarts that drive. It is therefore not .'.6.nly to be avoided, but also to be u~rooted from life. Thus, to inflict suffering or to ask someone to do something that caused suf-fering became a basically unchristian act. The role of su.'ffering had been suitably removed from Christian piety. It had been replaced by the right to fulfillment in life. Such was a common theology not a few, years ago. The fact is, however, that the whole matter of the relationship of suffering to Christian living and the place of suffering in religious life must be reexamined and more carefully analyzed. Because I am a Jesuit, and my experience and training allow me to speak of religious life only as a Jesuit, I shall confin~ my examination of the .character of religious living to a discussio~ of the spirituality of St. Ignatius. However, since the basic principles of religious living seem common to most forms of religious life, and sinc+ Ignatian spirituality has had wide influence in religious thought beyond the lives of Jesuits, such an approach will be of in-terest to many religious today. I shall, therefore, first briefly examine the more fundamental question of the nature of Christian living in general, and then see religious life as understood by St. Ignatius as a specification within that larger area. 194 / Review for Religious, Volume 40, 1981/2 Role of Suffering in Jesus' Teaching We can posit the existence of at least two levels of pr?clamation in the New Testament: that of Jesus and that of the first generation of Christians. Though' exegetes tell us there is never a time when the message of Christ is not filtered to us through the eyes of the early Church, this does not rule out the possibility of discerning the original proclamation of Jesus. Indeed, a fuller study of the whole matter reveals the early Church always understood its func-tion to develop, at the same time as it remained faithful to the original procla-mation of the message of Jesus. The Church also related the message of Jesus to its own problems and needs, much as the Church continues to do today. The upshot of all this is that we are able to discern a theology of suffering in the Scriptures that is not only expanded upon by the early Church but is actually based on the teaching of Jesus himself. One of the clearest places where Jesus' theology of suffering is presented is in his three predictions of his passion and death found in each of the Synop-tics. There Jesus makes it clear that his role as messiah, in contradistinction to what the Jews had expected, was to suffer and die and rise from the dead. Jesus tells his disciples he has to suffer (Mk 8:31). The character of this suffer-ing is carefully delineated: it involves not only sheer physical (Mk 10:34), but also psychological suffering (Mk 8:31; see 14:34-36); moreover, it is manifested in a special way in his confrontation with leading spokesmen of his community, "the elders, the chief priests, and the scribes" (Mk 8:31) over the law of God, God's will for his people, the dispensation of his revelation to mankind, the road to salvation, the character of true discipleship of the Lord. In the long run, the more significant form of suffering in Christ's life was not simply endurance of physical paine but of political and theological oppositiofl to the revelation of God's will. The attacks of the Jewish leaders were not only attempts to thwart God's will, but also to stymie the freedom which would find its highest form in man's acceptance of Jesus' good news. Ultimately, therefore, it was in the area of the freedom of God's will toward man and the freedom of man to respond to God that the Jews were at odds with Jesus. His pain was that the Jewish leaders were not open to being free, but actually preferred to be enslaved--to themselves, to their own limited standards and values, to their desires to dominate and control their li~,es and the lives of the other members of the Jewish community. The teaching of the Beatitudes, a highpoint in Jesus' proclamation delineating the kind of lives his disciples will lead and the experiences they will undergo as his disciples, encapsulates the heart of Jesus' teaching on suffer-ing. There he states that the dis.ciple will surely suffer for dedicating himself to the principles for which Jesus stands (Mt 5:10). Most important for our later discussion is the fact that Jesus indicates that hisdisciples should be happy when being insulted and persecuted for following him (v. 11), forit is then that God takes his place at the side of the disciple (v. 9) and fhe disciple finds his place in God's kingdom (v. 10). Here again, Jesus makes it clear that anyone Suffering With the Humble Christ / 195 who makes the commitment to him and his teaching will find himself in oppo-sition to the world and its standards. In Jesus' disciples, the historical reenact-men~ of the suffering and death of Christ must take place before they can share in God's glory (vv. 9, 12). Suffering as Seen in the Early Church Paul's conception of a theology of suffering is rooted in that of Jesus. It is because Jesus suffered and died that Christians, as imitators of Christ, must also suffer and die. The Christian chooses to suffer with Christ so as to be attached and closely identified with Jesus. The basis for this is love for Jesus as the Son of God and Lord, but closely identified with this basis is the fact that Jesus suffered and died so that we might be free from the power of siffand death. Thus, the soteriological is never separated from the ontological for Paul. The importance of suffering with Christ also follows from the fact that only then can we share in his resurrection--not only after biological death, but even during our lives within history. For Paul, it is necessary to enter into the historical process contained within Jesus' own life, death, and resurrection: to suffer and die for the sake of others, so that they might have life. This translates into a life of service of others, even to the point of renouncing one's life totally for the sake of others. The concrete social and political implications of this insight were obvious to Paul: life is one of service through the ministry of spreading the good news, promoting reconciliation between man and God, opposing correctives or compromises to God's teaching, and responding to the temporal needs of others, such as caring for thee poor. One who proclaimed and lived by the teaching of Christ must expect, according to Paul, to come into conflict with worldly structures and be persecuted by them (2 Tm 3:12). It is by enduring in the midst of that conflict that one wins the right to inherit eternal glory (2 Co 4:17). To follow Christ means to have renounced the world and all that it stands for in opposition to Christ's teachings (Ga 5:24). That opposition means "constantly" to be "delivered to death for Jesus' sake, so that the life of Jesus may be revealed in our mortal flesh" (2 Co 4:11). Paul delivered himself to that death and life with joy (Col 1:24). It is in the context of his ministry of the gospel that Paul occasionally tells us of the physical, psychological and social forms of suffering he had to undergo: We are fools on Christ's account. Ah, but in Christ you are wise: We are the weak ones, you the strong! They honor you, while they sneer at us: Up to this very hour we go hungry and thirsty, poorly clad, roughly treated, wandering about homeless. We work hard at manual labor. When we are insulted we respond with a blessing. Persecution comes our way; we bear it patiently. We are slandered, and we try conciliation. We have become the world's refuse, the scum of all; that is the present state of affairs (l Co 4:10-13). On the contrary, in all that we do we strive to present ourselves as ministers of God, acting with patient endurance amid trials, difficulties, distresses, beatings, ira- 196 / Review for Religious, Volume 40, 1981/2 prisonments, and riots; as men familiar with hard work, sleepless nights, and fastings; conducting themselves with innocence, knowledge, and patience, in the Holy Spirit, in sincere love; as men with the message of truth and the power of God; wielding the weapons of righteousness with the right hand and left, whether honored or dishonored, spoken of well or ill. We are called imposters, yet we are truthful; nobodies who in fact are well-known; dead; sorrowful, though we are always rejoicing; poor, yet we enrich many. We seem to have nothing, yet every/thing is ours (2 Co 6:4-10). The writings of Peter and John also emphasize the importance of our suf-fering. with Christ. For Peter, suffering with Christ is cause for rejoicing. We are "happy" to be "insulted for the sake of Christ, for then God's Spirit in its glory has come to rest" on us (1 P 4:13-14). For John, Christian living in-volves the willingness to "lay down our lives for our brothers" in imitation of Christ who "laid down his life for us" (1 Jn 3:16). One who is a follower of Christ will experience his discipleship in his confrontation with the values of the world. He will "suffer in the world" (Jn 16:33) and be hated and rejected by the world (15:18-19), but he will find "courage" in that Christ has "over-come the world" (16:33). Suffering in the Spirituality of St. Ignatius The spirituality of St. Ignatius is remarkably biblical. Central to his thought is a theology of.suffering rooted in that of Jesus and the spirituality of the early Church, especially that of St. Paul. According to Ignatius, there was only one purpose in life: to dispose oneself completely to the praise and service of God: "Man is created to praise, reverence, and serve God our Lord, and by this means to save his soul.'" What that immediately implied for Ignatius was the uproi~ting and outlawing from one's life of any affection which would interfere with that praise and ser-vice. To be so disposed means applying to oneself what is commonly known as Ignatius' principle of indifference, whereby one prefers nothing in life except insofar as it contributes to the theocentric orientation of one's total being. Consequently as far as we are concerned, we should not prefer health to sickness, riches to poverty, honor to dishonor, a long life to a short life. [but only] what is more conducive to the end for which we were created (SE 23). That indifference in the service of God our Lord becomes more concretely defined by the beginning of the Second Week of the Exercises as acceding to the call of Christ to serve the Father in the establishment of his kingdom: "It is my will to conquer the whole world and all my enemies, and then to enter into the glory of my Father" (SE 95). Since the exercitant has by now uprooted any affection that would interfere with the proper disposition of his life, he is able to perceive the value of this goal, and is ready to respond. The response is the acceptance of t~e call to serve. But how precisely is the ' First Principle and Foundation in The Spiritual Exercises of St. Ignatius, tr. Louis J. Puhl, S.J. (Westminster, MD: Newman, 1951), n. 23. Hereafter SE and paragraph number. Suffering With the Humble Christ / 197 exercitant to serve? Ignatius provides no preconceived or metaphysical prin-ciples to determine the modus agendi. The sole norm is the imitation of Christ by sharing in the root experiences undergone by Christ in his public ministry. Imitation of Christ thus meanS, as it did for St. Paul, an identification with the person of Christ in his sufferings and death, so as eventually to share in his glory. The identification is never really with the glorified Christ except as the one who attains his glory through suffering. Christ tells the exercitant that "whoever wishes to join me in this enterprise must be willing to labor with me, that by following me in suffering, he may follow me in glory" (SE 95; italics added). The precise character of that suffering is two-fold: negatively, it means overcoming "sensuality and carnal and worldly love" in one's affective life; positively, it means "'bearing all wrongs and all abuses'and all poverty, both actual andspiritual"--provided there is no jeopardy to one's spirit of in-difference, i.e., only if the "Eternal Lord" desires this because it will con-tribute to his "greater service and praise" (SE 98). Ignatius is relentless in his attempts to drive home the idea that once the individual has become indifferent, service of Christ, though it remains the rubric under which all action is undertaken for the praise and glory of God~ at-tains its special character in the identification with Christ in suffering the blows of the human condition. With Christ as his standard-bearer, the exerci-tant is sent on a mission "throughout the whole world to spread His sacred doctrine." But this is made possible only by desiring "insults and contempt" (SE. 146) and by "bearing insults and wrongs" because one is thereby able to "imitate him [Christ] better" (SE 147). Indifference, once it becomes perfect, no longer means to be absolutely indifferent, but rather to be one with the suf-fering Christ. The highest class of men, according to Ignatius, "seek only to will and not will as God our Lord inspires them" (SE 155). They are urged to accept the highest form of spirituality, which for Ignatius means the "third kind of humility,." the humility which is most distinctive of his spirituality and gives it its noblest quality: This is the most perfect kind of humility. It consists in this. If we suppose the first and second kind attained, then whenever the praise and glory of God would be equally served, I desire and choose poverty with Christ poor, rather than riches, in order to im-itate and be in reality more like Christ our Lord; I choose insults with Christ loaded with them, rather than honors," I desire to be accounted as worthless and a fool for Christ, rather than to be esteemed as wise and prudent in this world. So Christ was treated before me (SE 167; italics added). The exercitant is instructed to beg our Lord to deign to choose him for this third kind of humility, which is higher and better, that he may the more imitate andserve him, provided equal praise and service be given to the Divine Majesty (SE 168; italics added). Not all exercitants would be expected to be able to cope with this third kind of humility, and so it is up to the retreat director to discern how far to go with the retreatant. But the Jesuit novice was normally to undergo a thirty-day 198 / Review for Religious, Volume 40, 1981/2 experience of the Spiritual Exercises with this third kind of humility as the in-tended summit of his new spiritual life. Ideally he is to accept this humility as his own, though if he be not yet able to do so, it becomes at least the end-goal and guiding principle of his life as a Jesuit. Obstacles to this goal are to be fought and overcome, it being pointedly noted that the exercitant's progress in the spiritual life will be in direct "proportion to his surrender of self-love and of his own will and interests" (SE 189). These same principles recur in the General Examen and its Declarations regarding standards for admission to the Society of Jesus. When the candidate embarks on religious life as a Jesuit, he is 1~o acquire a "deliberate determina-tion to live and die in the Lord with and in this Society of Jesus," and is to be "determined to abandon the world and to follow the counsels,of Christ our Lord.''2 This means to abandon "whatever he had in the world" dear to him out of "merely natural affection," and to replace it with a life based a new principle: "He who does not hate his father and mother and even his own life, cannot be my disciple" (Lk 14:26). Consequently, he is to live "as one who is dead to the world and to self-love/arkd who lives only for~ Christ our Lord" (GE 61). One of his probationary experiences is to be involved in "tests of humility and abnegation of oneself through the performance of lowly and humble tasks, such as working in the kitchen, cleaning the house, and all the rest of these services." (GE 83). Another is that he should go begging from door .to door for three days so that, "contrary to common human opinion, they [scholastics] may be able in God's service and praise to humiliate themselves more and more and make greater spiritual progress, giving glory to his Divine Majesty" (GE 82). The candidate must also be "willing to have all his errors and defects.r~anifested to his superiors." (GE 63). Ignatius urges the scholastic constantly to accept exercises for obtaining humility: toward the cook (GE 85), subordinate officials (GE 87), spiritual superiors as well as physicians and infirmarians (GE 89), in the performance of penances for his "errors and negligences" (GE 90, 98), in the complete manifestation of his conscience to the superior (GE 93). In a section of the General Examen where he approaches most completely the lofty ideals contained in this third kind of humility and a th'eology of suf-fering strongly reminiscent of that of Jesus and of St. Paul, Ignatius insists that it be made clear to the candidate for the Society of Jesus that he strive "to abhor in its totality and not in part whatever the world loves and embraces, and to accept and desire with all possible energy whatever Christ our Lord has loved and embraced." This desire to be one with Christ is to lead candidates to the desire to "clothe themselves with the same clothing and uniform of their Lord." This means that if it would better serve God, and not be an occasion of 2 "The General Examen and Its Declarations" (50-51), in St. Ignatius of Loyola, The Constitu-tions of the Society of Jesus, tr. with commentary by George E. Ganss, S.J. (St. Louis: Institute of Jesuit Sources, 1970). Hereafter GE and paragraph number. Suffering With the Humble Christ / 199 sin to anyone, "they would wish to suffer injuries, false accusations, affronts, and to be held and esteemed as fools. -3 Here above all they come to "resem-ble and imitate" Christ and "follow him" as "the way which leads men to life" (GE 101). Should the candidate be naturally repelled by such thoughts, Ignatius urges that he be questioned as to whether or not he is determined and ready to accept and suffer with patience., any such injuries, mockeries, and affronts entailed by the wearing of this uniform of Christ our Lord, and any other affronts offered him, whether by someone inside the house or the Society (where he desires to obey, be humiliated, and gain eternal life) or outside it by any persons what-soever on earth, while returning them not evil for evil but good for evil (GE 102; italics added): Ignatius again argues that this kind of humility will be better attained if the examinee should "seek in our Lord his greater abnegation and continual mortification in all things possible" (GE 103). According to Joseph de Guibert, S.J., these, last citations contain the "characteristic stamp of Ignatius' personality," the "true key to the conduct" of Ignatius toward his followers, and the "interior meaning of all that follows in the Constitutions" of the Society of Jesus." Moreover, these passages bring 'to focus one of the central features of Ignatius' spirituality: his emphasis upon "the poverty and humiliations of the Savior" (deG 136). T.hese passages rein-force the core elements of Ignatius' SpiritualExercises where, according to de Guibert, one finds the "counterpart" of the same kind of emphasis upon "abnegations" which Ignatius fostered "in the training of his followers" because of his "profound conviction that in this abnegation is found the decisive point, the central position which is to be held absolutely in the field of battle for souls and for conquering the summits of sanctity" (deG 137). Suffering in Religious Life Today Religious life, at least as understood by Ignatius, is therefore steeped in a theology of suffering in the pursuit of humility, based, not on any speculative principles that would justify this pursuit (few, indeed, can be found), but on the "principle of union and companionship with the suffering Christ. The union is achieved most of all, according to Ignatius, by imitating Christ in ac-cepting humiliations so as to become one with Christ in his humility. The beloved wishes to be as closely as possible identified with the lover. Since Jesus js he who suffered out of love for us, we wish to return that love by suffering with him out of love for him. As we have seen, theological if not mystical j'ustification for this spirituality can be found in the Gospel as well as in Paul's J See Mt 5:11; 1 Co 4:1~-13 and 2 Co 6:4-10, cited above. ¯ Joseph de Guibert, S.J., The Jesuits: Their Spiritual Doctrine and Practice, tr. William J. Young, S.J. (St. Louis: Institute of Jesuit Sources, 1972), p. 142. Hereafter deG and page numbers. 200 / Review for Religious, Volume 40, 1981/2 insight thai it is only if we share in Christ's suffering that we shall share in his resurrection. It seems to me, therefore, that if we would retain the true spirit of religious life as this is given expression under the inspiration of Ignatius and others like him, and reinforce the basic insights of the scriptures, we must revitalize our Christian perspective on suffering with the humiliated and humble Chrisi in our contemporary experience of religious life. Permit me to reminisce a bit. As I recall, the above theology of suffering was very strongly advocated when I was in the novitiate (1958-1960), but with some shortcomings in its exercise. A constant danger in religious life is that we preach one theology and practice another. I was able to discern, even as a novice, the gap between our theology and practice. Our theology of suffering encouraged, as the high point of Jesuit living, that we find meaning and hap-piness in sharing in the insults and humiliations of Christ; yet whenever we received these humiliations, we took offense. Early on, the novice begins to conclude'that this gap is acceptable as built into religious life, that the theology of suffering is meantto be a rhetorical, formalistic kind of spirituali-ty, accepted as an ideology not actually to be implemented. A community that thinks and lives this way is bound to have a profound effect upon the developing religious life of the individual, for, to some extent, the individual is always necessarily a reflection of his environment. If the indi-vidual religious dwells in an environment which lives by the theology of suffer-ing with the humble Christ, the individual is induced to find meaning in that theology also; if the environment does not implement this theology of suffer-ing, it is extremely difficult, even for the most well-intentioned individual, to make that theology an integral part of his religious life. Or again: if every religious takes to heart Ignatius' words to accept !nsults and humiliations as the call of Christ to share in his program of spiritual renewal; the individual religious, when these are cast at him (as they surely will be), sees Christ calling him in them, and is able to rise above a natural human response to them, and adopt a truly Christ-centered form of spirituality in relation to them. But when the general form of response is to feel vilified whenever one's personal worth or honor has been attacked, the power of any one individual truly to im-itate the humble Christ is extremely limited. The end result is that religious life seriously runs the risk of self-deception and/or hypocrisy. The grace of voca-tion that comes to the individual through the community will simply not be, there, and we are left to mouth empty words of piety. So often it occurs in religious life that we inadvertently offend others. We unintentionally fail to give our fellow religious the attention they deserve. How often we find that they have taken offense and respond in a coarse and unfriendly way. What does it all mean? Where does this fit into a theology of suffering with the humble Christ? How can this reflect the application of Ignatius' spirituality of identification with Christ? So often it seems that the application is beyond our capacity. And yet that would not so often be the Suffering With the Humble Christ / 201 case if we worked at this matter together with dedication and with the awareness that it is only in this way that we justify our existence as members of a Jesuit religious community. ' One of the best ways of correcting this spirituality-practice gap would be achieved by making a decisive effort to return to Ignatius' theology of suffer-ing with the humble Christ and to the inculcation of his teachings in early Jesuit living. One wonders, however, if this is feasible today when so much emphasis is placed upon the importance of other goals. Are we not in danger of emphasizing praxis when we have not yet instilled theoria? Can, for instance, a life of social apostolic activity seriously be imbued with the prin-ciples of Ignatius when so much of the novice's life is devoted to social action? I do not mean to undercut the importance of social action, nor am I unaware of the fact that Ignatius wished the novice to be tested by experience in apostolic activity. But St. Paul recognized the fact that apostolic activity, unless it be imbued with the spirit of the humble Christ, is of little conse-quence. And Ignatius just as surely recognized that.primacy must be given to exposing and educating the novices to the spirit of the humble Christ, instilling in them the desire to follow that spirit in their lives, if their apostolic action is to be anything more than pious humanism. In the long run, is it not really more important that the novice, in his two years in the novitiate, be imbued with the spirit of suffering with the suffering and resurrected Christ? For if he does not capture there the spirit and the importance it has in renovating his life as a Christian and as a religious, he is in danger of never discerning its meaning or importance later. He risks joining the ranks of ambitious, over-zealous and secular-minded religious, whose spirit is widespread in religious life today and who have never realized that grandeur is attained in Christianity through suf-fering with and for the humble Christ. Let me not be misunderstood. The theology of suffering with the humble and humiliated Christ has nothing in common with laissez-faire social think-ing. Neither is it simplistically identifiable with pacifism, or with passive acquiescence in all things as coming from above as pronouncements of the will of God. Evil is to be opposed, and this especially when it involves injustice, insensitivity, immoral decision-making that obfuscates the will of God or denigrates the dignity of the human person. One need only read Jesus' savage attack on the Pharisees in Mk 7 to see that this is so. Theology of suffering with the humble Christ recognizes in the conflicts of Christ a suffering for God and man so that the word of God not be defecated, so that the human per-son not be destroyed. The theology of suffering with the humble Christ cepts the theology of the Sermon on the Mount, a suffering "for holiness' sake," of being "persecuted" for one's convictions, of refusing to accom-modate the message of Christ to worldly standards and values wherever they are manifested. But a response of loving acceptance of personal hurt, of defeat is the response of the theology of suffering with the humble Christ. This is in imita- 202 / Review for Religious, Volume 40, 1981/2 tion of Christ who remained silent in the face ~of his own persecution by legitima.te but unscrupulous authorities. He humbly accepted the will of God where it clearly manifested itself to him. But if one unjustly treats a fellow human being, opposition must be voiced: the dignity of the human person is being assaulted. Sometimes an insult to my person may fall under the same rubric and should not be tolerated. A prudential judgment is necessary. If only we religious would exemplify to the Church at large the importance of this theology of suffering with the humble Christ, it might catch on as a way of lifeappropriate to Christian living. What a reformation that would make in the world: What a transformation in our society, and what a proclamation of the message of Christ and of the theology of the New Testament, which have made it so clear that it is only insofar as we die with Christ that we have a right to hope in being raised with him. The Cradle Home! Blessed be the Lord God of Israel who had brought them, like their forebears, safely back from Egypt. The door yi.elded to a strong arm, creaked open, sagging on its leather hinges. They entered, the Three, and stood training thei,r eyes to the darkness. A shaft of sunlight, slipping in behind them, picked out a cradle; its smooth wood gleamed golden. In three strides the man reached it, caressed it slowly with a strong brown hand. Quickly, on sturdy little legs, the Child stood beside him, curly dark head sharing the sunlight. Still near the door the Mother, intent, watching. "You never used it, Son." The man's voice held the faintest hint of sorrow. The Child put one dimpled hand on the cradle, the other caught at the man's fingers. Eyes deeper than the starred midnight sky lifted to the earnest face. "it is so smooth, Father," stroking a cross bar. "I saved it for all my poor little brothers and sisters. For me, a rougher wood." Sister Mary Luke, C.S.J. 14505 Madison Avenue Lakewood, Ohio 44107 The Problem Member in Community Desmond O'Donnell, O.M.I. Father O'Donnell, an Australian clinical psychologist, was recently appointed a general councilor in his congregation. His present address is General House OMl; C.P;9061 ; 00100 Roma-Aurelia, Italy. When scaffolding or supportive structures are removed from a build.ing, its fibre is tested and any weaknesses in it become obvious. Wisely or unwisely, many of the structures which surrounde~d religious life have been removed in recent years and we should not be surprised if its fibre is tested and its weaknesses become more obvious. But first let us not underestimate the fact that the building is still standing, even if it is showing the strain. And in some ways religious life as expressed in apostolic community is beginning to show signs of renewal and strengthening as it reaches out in concern for mission in many new ways. However, it is with one of the weaknesses that I am concern-ed in this a~.ticle. In my professional work and in my, everyday experience of men and women in the apostolic communities--especially tho,se in the middle years--I have noticed that there is a growing restlessness, not always due to problems within themselves, but due'to their inability to find reasonable harmony within community. It is not difficult to distinguish between those who are restless anyway both in their apostolic area and in their commufiity, from those who are happy and productive in their work but who ca

IMPLEMENTASI KEBIJAKAN PEMILIHANKEPALA DAERAH DAN WAKIL KEPALA DAERAHKABUPATEN YAHUKIMO PROVINSI PAPUA TAHUN 2011OLEH : JOHN SIFFY MIRINNIM : 98083332ABSTRAKModel pemilihan kepala daerah secara langsung dalam sistem pemerintahan di Indonesia memasuki babak baru, dan amanat UUD 1945 pasal 18a dan secara khusus tentang model pemilihan di Provinsi Papua sebagai satu – satunya model pemilihan unik dalam era demokrasi modern. Negara mengakui dan menghormati satuan – satuan pemerintahan daerah yang bersifat khusus atau bersifat istimewa yang diatur dengan undang – undang dasar 1945 ayat ( 2 ) . Dalam peraturan tersebut negara mengakui dan menghormati kesatuan – kesatuan masyarakat hukum adat beserta hak – hak tradisionalnya sepanjang masih hidup dan sesuai dengan perkembangan masyarakat dan prinsip negara kesatuan Republik Indonesia yang diatur dalam undang – undang.Kekhususan yang dimiliki oleh propinsi Papua ini khususnya di wilayah Kabupaten Yahukimo menyangkut pemilihan Kepala daerah banyak menunjukan kekhususannya dibandingan dengan wilayah lain. Hal ini sangat menarik untuk diteliti lebih lanjut, untuk mendapatkan bagaiman fenomena yang terjadi di wilayah ini.Hal ini penting untuk mendapatkan gambaran tentang bagaimana proses demokrasi yang berkembang di wilayah-wilayah yang diberikan kekhususan dibandingkan dengan wilayah lain yang ada di Indonesia. Dengan diperolehnya gambaran tersebut diharapkan dapat dibuat beberapa rekomendasi guna kepentingan perkembangan demokrasi itu sendiri.Penelitian ini dilakukan di Kabupaten Yahukimo dimana pada beberapa waktu lalu baru selesai melakukan pemilihan kepala daerah dan wakil kepala daerah. Penelitian ini dilakukan dengan menggunakan metode kualitatif dengan mendeskripsikan berbagai proses yang terjadi pada saat pemilihan tersebut berlangsung.Pelaksanaan pesta demokrasi (Pemilukada ) di Kabupaten Yahukimo telah dilakanakan sesuai tahapan pemilukada namun masih terdapat permasalahan dimana proses demokrasi sedikit tercoreng, dengan terjadinya konflik yang walaupun sudah diselesaikan di pengadilan namun bibit konflik belum dapat dihilangkan sepenuhnya.Kata Kunci : Implementasi kebijakan, Pemilihan Kepala Daerah.PENDAHULUANA. Latar Belakang.Model pemilihan kepala daerah secara langsung dalam sistem pemerintahan di Indonesia memasuki babak baru, sesuai dengan asas negara kesatuan republik Indonesia sila ke – 4, kerakyatan yang dipimpin oleh hikmat kebijakanaan dalam permusyawatan perwakilan rakyat dan amanat UUD 1945 pasal 18a dan secara khusus tentang model pemilihan di Provinsi Papua sebagai satu – satunya model pemilihan unik dalam era demokrasi modern adalah konsistusional sesuai amanat UUD 1945 pasal 18b ayat ( 1 ) . Negara mengakui dan menghormati satuan – satuan pemerintahan daerah yang bersifat khusus atau bersifat istimewa yang diatur dengan undang – undang dasar 1945 ayat ( 2 ) . Negara mengakui dan mengahormati kesatuan – kesatuan masyarakat hukum adat beserta hak – hak tradisionalnya sepanjang masih hidup dan sesuai dengan perkembangan masyarakat dan prinsip negara kesatuan Republik Indonesia yang diatur dalam undang – undang. ( Dilla Candra Kirana, 2012:18 - 20 )Menurut Agustino, sejumlah alasan perubahan sistem pemilihan kepala daerah dari dipilih oleh DPRD menjadi dipilih langsung oleh masyarakat adalah karena mekanisme pemilihan secara langsung akan menghadirkan legitimasi yang lebih kuat bagi kepala daerah berbanding dengan pemilihan oleh DPRD, melibatkan partisipasi politik masyarakat secara nyata, dan mengukuhkan akuntabilitas pemimpin kepada rakyatnya. Ketiga konsep alasan tersebut diikat oleh satu konsep yaitu mengukuhkan demokrasi diaras local.( Ikhsan Darmawan, 2013:149-140)Sistem Pemilihan demokrasi modern diatur dalam undang – undang dan secara teknis pelaksanaan Pemilukada mengacu tentang pemberhentian, pengangkatan, pemilihan dan pengesahan kepala daerah, mengacu pada bab III, pasal 4 ayat 3 pemilihan sebagaimana dimaksud pada ayat (3), dilaksanakan secara demokratis berdasarkan asas langsung, umum, bebas, rahasia, jujur, dan adil. ( PP no.06 tahun 2005:2), sekalipun secara teknis tata cara dalam pelaksanaan mengandung asas LUBER namun praktek implementasi di masyarakat adat Papua memiliki model pemilihan masyarakat adat mengandung asas langsung umum bebas transparan ( LUBET ), pemilihan dengan carakesepakatan masyarakat telah mendapat legitimasi dari makamah sebagaimana termuat dalam pertimbangan hukum mahkamah konsistusi dalam putusan perkara Pemilihan Legislatif nomor 47-81/PHPU.A-VII/2009, tanggal 9 juni 2009 pada paragraph (3.24) yang antara lain mempertimbangkan:"menimbang bahwa mahkamah dapat memahami dan menghargai nilai budaya yang hidup di kalangan masyarakat papua yang khas dalam menyelenggarakan pemilihan umum dengan cara atau sistem "kesepakatan warga" Musyawarah atau "aklamasi") yang telah diterima masyarakat Yahukimo tersebut, karena jika dipaksakan pemilihan umum sesuai peraturan perundang-undangan yang berlaku dikwatirkan akan timbul konflik di antara kelompok-kelompok masyarakat setempat.mahkamah berpen-dapat, agar sebaiknya mereka tidak dilibatkan atau dibawa ke sistem persaingan atau perpecahan di dalam dan antar kelompok yang dapat mengganggu tatanan budaya masyarakat adat.( http://www.mahkamahkonstitusi.go.id )Dalam rangka pelaksanaan Pemilukada Kabupaten Yahukimo komisi pemilihan umum Yahukimo mengacu pada peraturan KPU no.06 tahun 2008. Pemilihan kepala daerah di Kabupaten Yahukimo dengan terbitkan surat keputusan rapat pleno KPU Kabupaten No.274/25/KPU-YHKM/VIII/2010.( SK : KPU Kabupaten Yahukimo,2011)Pemilihan kepala daerah secara langsung memberikan warna dan nilai tersendiri dalam tatanan hidup masyarakat dengan menyertakan rakyat Yahukimo secara langsung untuk menentukan pemimpin ideal didaerah sesuai keinginan rakyat, maka masyarakat dengan bebas menyatakan pendapat.Di sini kedaulatan rakyat benar - benar dihargai dan legitimasi pemimpin yang dihasilkan lebih kuat kedudukannya dibandingkan dengan pemilihan secara perwakilan. Dalam Pemilukada pada hakekatnya merupakan pembelajaran pendidikan politik bagi rakyat sesuai amanat konsistusi dalam rangka memberikan pendidikan politik semua elemen wajib memberikan pendidikan politik yang sehat, Sehingga masyarakat mampu memotivasi diri dan memahami tujuan memberikan hak politiknya tanpa mengorbankan kepentingannya.Dengan pola pikir dan pola tindak rakyat harus diarahkan pada kesadaran untuk bagaimana memahami dan mengerti akan arti sebuah demokrasi dalamdinamika politik berpolitik secara rasional,santun dan beretika menentukan pemimpin berkarakter dengan pilihan yang terbaik mampu membawa perubahan dalam kelangsungan pembangunan.B. Rumusan MasalahBertolak dari latar belakang diatas maka dirumuskan masalah penulisan ini adalah:1. Bagaimana dan seberapa besar implementasi kebijakan Pelaksanaan Pemilukada dapat terlaksana seperti sistem pemilihan demokrasi langsung yang menganut asa langsung, umum, bebas dan rahasia (LUBER).2. Mengapa masyarakat adat daerah terpencil pedalaman Papua Kabupaten Yahukimo lebih cenderungan menyalurkan hak politiknya dengan menganut asas Langsung,umum bebas dan transparan (LUBET) ?3. Model Pemilihan masyarakat adat dalam demokrasi modern dipandang sebagai tindakan inkonsistusional versus konsistusional di indonesia?C. Tujuan Penelitian1. Untuk memperoleh gambaran sejauhmana korelasi sebab akibat implementasi kebijakan dan output kebijkan yang mana masyarakat adat memahami sistem pemilihan asas luber dan factor apa yang mengaruhi pemilih lebih cenderung memilih sistem noken dan ikat merupakan inkonsistusional atau konsistusional ?2. Mengetauhi faktor apa yang mempengaruhi perilaku elit politik local dalam pola pikir dan pola tindak pemilih dan lembaga penyelenggara.3. Mengetahui sejauh mana Pemilukada dapat terlaksana tanpa meninggalkan benih konflik pemilukada?D. Manfaat Penelitian1. Secara teoritis, hasil penelitian ini diharapkan dapat memberikan sumbangan pemikiran teoritis bagi penelitian selanyutnya mengenai perilaku pemilih, penyelenggara dan model pemilihan yang tata carapemilihan mengandung nilai sosial budaya, norma adat dan agama dikota Yahukimo.2. Secara praktis, diharapkan akan menjadi masukan berharga bagi lembaga penyelenggara, elit politik nasional dan elit politik lokal di daerah untuk memberikan pendidikan politik yang santun, bermartabat tanpa menciptkan konflik dengan melaksanakan pesta demokrasi yang adil dan bermartabat sesuai prinsip nilai demokrasi, sehingga bermanfaat bagi kelangsungan pemilukada masa akan datang agar dilaksanakan secara demokratis menuju masyarakat damai sejahtera.3. Dalam proses pengambilan kebijakan masalah sistem pemilihan di masyarakat adat di tanah Papua, seyognya melakukan regulasi aturan yang maknai kekhususan, menghormati nilai budaya local dalam sistem pemilihan di Indonesia, upaya ini mendorong nilai – nilai kearifikan lokal yang dijamin oleh amanat konsistusi yang belum secara konsisten dilaksanakan karena sejumlah peraturan daerah belum dibuat secara maksimal, oleh karenanya dipandang penting untuk menerapkan undang – undang yang mencerminkan jati diri orang Papua didalam negara kesatuan republik Indonesia.TINJAUAN PUSTAKAA. Konsep Implementasi Kebijakan1. Pengertian Implementasi kebijakanImplementasi kebijakan merupakan tahap yang sangat penting dalam proses kebijakan publik. Suatu kebijakan harus diimplementasikan agar mempunyai dampak atau tujuan yang diinginkan bisa tercapai. Implementasi kebijakan dipandang dalam pengertian luas merupakan alat administrasi publik dimana aktor, organisasi, prosedur, teknik serta sumber daya diorganisasikan secara bersama-sama untuk menjalankan kebijakan guna meraih dampak atau tujuan yang diinginkan tersebut.Menurut Kamus Webster yang dikutip oleh Solichin Abdul Wahab adalah:"Konsep implementasi berasal dari bahasa inggris yaitu to implement. Dalam kamus besar webster, to implement (mengimplementasikan) berati to provide the means for carrying out (menyediakan sarana untuk melaksanakan sesuatu); dan to give practical effect to (untuk menimbulkan dampak/akibat terhadap sesuatu)". (Webster dalam Wahab, 2005:64).Jadi sesuatu yang dilakukan untuk menimbulkan dampak atau akibat itu dapat berupa undang- undang, peraturan pemerintah pengganti undang – undang , keputusan peradilan dan kebijakan yang dibuat oleh lembaga-lembaga pemerintah dalam kehidupan kenegaraan.Solichin Abdul Wahab mendefinisikan implementasi kebijakan secara umum yaitu : "Implementasi adalah tindakan-tindakan yang dilakukan baik oleh individu-individu, pejabat-pejabat, atau kelompok - kelompok pemerintah atau swasta yang diarahkan pada tercapainya tujuan-tujuan yang telah digariskan dalam keputusan kebijakan"(1997:63).Sedangkan Implementasi kebijakan menurut guru besar ilmu administrasi UNPAD, Prof. H. Tachjan dalam bukunya Implementasi Kebijakan Publik menyimpulkan bahwa : "Implementasi kebijakan publik merupakan proses kegiatan administratif yang dilakukan setelah kebijakan ditetapkan/ disetujui. Kegiatan ini terletak di antara perumusan kebijakan dan evaluasi kebijakan. Implementasi Kebijakan mengandung logika yang top-down, maksudnya menurunkan / menafsirkan alternatif – alternatif yang masih abstrak atau makro menjadi alternatif yang bersfat konkrit atau mikro" (2006: 25)Dari uraian di atas diperoleh suatu gambaran bahwa, implementasi kebijakan publik merupakan proses kegiatan administratif yang dilakukan setelah kebijakan ditetapkan/disetujui. Kegiatan ini terletak di antara perumusan kebijakan dan evaluasi kebijakan. Implementasi kebijakan mengandung logika yang top-down, Sedangkan format kebijakan mengandung logika botton up, dalam arti proses ini diawali dengan pemetaan kebutuhan publik atau pengakomodasian tuntutan lingkungan lalu diikuti dengan pencarian dan pemilihan alternatif cara pemecahannya, kemudian diusulkan untuk ditetapkan sebagai acuan dalam implementasi kebijakan yang bisa diterima oleh public.Pembuatan kebijakan di satu sisi merupakan proses yang memiliki logika bottom-up, dalam arti proses kebijakan diawali dengan penyampaian aspirasi, permintaan atau dukungan dari masyarakat. Sedangkan implementasi kebijakan di sisi lain di dalamnya memiliki logika top-down, dalam arti penurunan alternatif kebijakan yang abstrak atau makro menjadi tindakan konkrit atau mikro (Wibawa, 1994: 2).Grindle (1980: 7) menyatakan, implementasi merupakan proses umum tindakan administratif yang dapat diteliti pada tingkat program tertentu. Sedangkan Van Meter dan Horn (Wibawa, dkk., 1994: 15) menyatakan bahwa implementasi kebijakan merupakan tindakan yang dilakukan oleh pemerintah dan swasta baik secara individu maupun secara kelompok yang dimaksudkan untuk mencapai tujuan. Grindle (1980: 7) menambahkan bahwa proses implementasi baru akan dimulai apabila tujuan dan sasaran telah ditetapkan, program kegiatan telah tersusun dan dana telah siap dan telah disalurkan untuk mencapai sasaran.Menurut Lane, implementasi sebagai konsep dapat dibagi ke dalam dua bagian. Pertama, implementation = F (Intention, Output, Outcome). Sesuai definisi tersebut, implementasi merupakan fungsi yang terdiri dari maksud dan tujuan, hasil sebagai produk dan hasil dari akibat. Kedua, implementasi merupakan persamaan fungsi dari implementation = F (Policy, Formator, Implementor, Initiator, Time).Penekanan utama kedua fungsi ini adalah kepada kebijakan itu sendiri, kemudian hasil yang dicapai dan dilaksanakan oleh implementor dalam kurun waktu tertentu (Sabatier, 1986: 21-48).Implementasi kebijakan menghubungkan antara tujuan kebijakan dan realisasinya dengan hasil kegiatan pemerintah. Hal ini sesuai dengan pandangan Van Meter dan Horn (Grindle, 1980: 6) bahwa tugas implementasi adalah membangun jaringan yang memungkinkan tujuan kebijakan publik direalisasikan melalui aktivitas instansi pemerintah yang melibatkan berbagai pihak yang berkepentingan (policy stakeholders).2. Perspektif Implementasi KebijakanImplementasi kebijakan publik dapat dilihat dari beberapa perspektif atau pendekatan. Salah satunya ialah implementation problems approach yang diperkenalkan oleh Edwards III (1984: 9-10). Edwards III mengajukan pendekatan masalah implementasi dengan terlebih dahulu mengemukakan dua pertanyaan pokok, yakni: (i) faktor apa yang mendukung keberhasilan implementasi kebijakan? dan (ii) faktor apa yang menghambat keberhasilan implementasi kebijakan? Berdasarkan kedua pertanyaan tersebut dirumuskan empat faktor yang merupakan syarat utama keberhasilan proses implementasi, yakni komunikasi, sumber daya, sikap birokrasi atau pelaksana dan struktur organisasi, termasuk tata aliran kerja birokrasi. Empat faktor tersebut menjadi kriteria penting dalam implementasi suatu kebijakan.Komunikasi suatu program hanya dapat dilaksanakan dengan baik apabila jelas bagi para pelaksana. Hal ini menyangkut proses penyampaian informasi, kejelasan informasi dan konsistensi informasi yang disampaikan. Sumber daya, meliputi empat komponen yaitu staf yang cukup (jumlah dan mutu), informasi yang dibutuhkan guna pengambilan keputusan, kewenangan yang cukup guna melaksanakan tugas atau tanggung jawab dan fasilitas yang dibutuhkan dalam pelaksanaan.Disposisi atau sikap pelaksana merupakan komitmen pelaksana terhadap program. Struktur birokrasi didasarkan pada standard operating prosedure yang mengatur tata aliran pekerjaan dan pelaksanaan kebijakan.Untuk memperlancar implementasi kebijakan, perlu dilakukan diseminasi dengan baik. Syarat pengelolaan diseminasi kebijakan ada empat, yakni: (1) adanya respek anggota masyarakat terhadap otoritas pemerintah untuk menjelaskan perlunya secara moral mematuhi undang-undang yang dibuat oleh pihak berwenang;(2) adanya kesadaran untuk menerima kebijakan. Kesadaran dan kemauan menerima dan melaksanakan kebijakan terwujud manakala kebijakan dianggap logis; (3) keyakinan bahwa kebijakan dibuat secara sah; (4) awalnya suatukebijakan dianggap kontroversial, namun dengan berjalannya waktu maka kebijakan tersebut dianggap sebagai sesuatu yang wajar.Menurut Mazmanian dan Sabatier (1983: 5), terdapat dua perspektif dalam analisis implementasi, yaitu perspektif administrasi publik dan perspektif ilmu politik. Menurut perspektif administrasi publik, implementasi pada awalnya dilihat sebagai pelaksanaan kebijakan secara tepat dan efisien. Namun, pada akhir Perang Dunia II berbagai penelitian administrasi negara menunjukkan bahwa ternyata agen administrasi publik tidak hanya dipengaruhi oleh mandat resmi, tetapi juga oleh tekanan dari kelompok kepentingan, anggota lembaga legislatif dan berbagai faktor dalam lingkungan politis.Perspektif ilmu politik mendapat dukungan dari pendekatan sistem terhadap kehidupan politik. Pendekatan ini seolah-olah mematahkan perspektif organisasi dalam administrasi publik dan mulai memberikan perhatian terhadap pentingnya input dari luar arena administrasi, seperti ketentuan administratif, perubahan preferensi publik, teknologi baru dan preferensi masyarakat. Perspektif ini terfokus pada pertanyaan dalam analisis implementasi, yaitu seberapa jauh konsistensi antara output kebijakan dengan tujuannya.Ripley memperkenalkan pendekatan "kepatuhan" dan pendekatan "faktual" dalam implementasi kabijakan (Ripley & Franklin, 1986: 11). Pendekatan kepatuhan muncul dalam literatur administrasi publik. Pendekatan ini memusatkan perhatian pada tingkat kepatuhan agen atau individu bawahan terhadap agen atau individu atasan. Perspektif kepatuhan merupakan analisis karakter dan kualitas perilaku organisasi.Menurut Ripley, paling tidak terdapat dua kekurangan perspektif kepatuhan, yakni: (1) banyak faktor non-birokratis yang berpengaruh tetapi justru kurang diperhatikan, dan (2) adanya program yang tidak didesain dengan baik. Perspektif kedua adalah perspektif faktual yang berasumsi bahwa terdapat banyak faktor yang mempengaruhi proses implementasi kebijakan yang mengharuskan implementor agar lebih leluasa mengadakan penyesuaian. Kedua perspektif tersebut tidak kontradiktif, tetapi saling melengkapi satu sama lain. Secaraempirik, perspektif kepatuhan mulai mengakui adanya faktor eksternal organisasi yang juga mempengaruhi kinerja agen administratif.Kecenderungan itu sama sekali tidak bertentangan dengan perspektif faktual yang juga memfokuskan perhatian pada berbagai faktor non-organisasional yang mempengaruhi implementasi kebijakan (Grindle, 1980: 7).Berdasarkan pendekatan kepatuhan dan pendekatan faktual dapat dinyatakan bahwa keberhasilan kebijakan sangat ditentukan oleh tahap implementasi dan keberhasilan proses implementasi ditentukan oleh kemampuan implementor, yaitu: (1) kepatuhan implementor mengikuti apa yang diperintahkan oleh atasan, dan (2) kemampuan implementor melakukan apa yang dianggap tepat sebagai keputusan pribadi dalam menghadapi pengaruh eksternal dan faktor non-organisasional, atau pendekatan faktual.3. Model Implementasi KebijakanMenurut Sabatier (1986: 21-48), terdapat dua model yang berpacu dalam tahap implementasi kebijakan, yakni model top down dan model bottom up. Kedua model ini terdapat pada setiap proses pembuatan kebijakan. Model elit, model proses dan model inkremental dianggap sebagai gambaran pembuatan kebijakan berdasarkan model top down. Sedangkan gambaran model bottom up dapat dilihat pada model kelompok dan model kelembagaan. Sabatier (1983: 5), terdapat dua perspektif dalam analisis implementasi, yaitu perspektif administrasi publik dan perspektif ilmu politik. implementasi pada awalnya dilihat sebagai pelaksanaan kebijakan secara tepat dan efisien.Model yang dikembangkan Hogwood dan sabiter (wibawa,1995), model yang disusun atas dasar proses implementasi kebijakan sebagai suatu proses ditegaskan bahwa dalam tahapan implemtasi kebijakan terdapat tiga variable bebas yang dapat berpengaruh (1) mudah atau tidaknya masalah yang dikendalikan,(2) kemampuan kebijakan untuk menstrukturkan proses implementasi (3).Variabel diluar kebijaksanaan yang mempengaruhi proses implementasi.Menurut Grindle (1980: 6-10) memperkenalkan model implementasi sebagai proses politik dan administrasi. Model tersebut menggambarkan prosespengambilan keputusan yang dilakukan oleh beragam aktor, dimana keluaran akhirnya ditentukan oleh baik materi program yang telah dicapai maupun melalui interaksi para pembuat keputusan dalam konteks politik administratif. Proses politik dapat terlihat melalui proses pengambilan keputusan yang melibatkan berbagai aktor kebijakan, sedangkan proses administrasi terlihat melalui proses umum mengenai aksi administratif yang dapat diteliti pada tingkat program tertentu.Tujuan implementasi kebijakan diformulasi ke dalam program aksi dan proyek tertentu yang dirancang dan dibiayai. Program dilaksanakan sesuai dengan rencana. Implementasi kebijakan atau program – secara garis besar – dipengaruhi oleh isi kebijakan dan konteks implementasi. Keseluruhan implementasi kebijakan dievaluasi dengan cara mengukur luaran program berdasarkan tujuan kebijakan.Pada aspek pelaksanaan, terdapat dua model implementasi kebijakan publik yang efektif, yaitu model linier dan model interaktif (lihat Baedhowi, 2004: 47). Pada model linier, fase pengambilan keputusan merupakan aspek yang terpenting, sedangkan fase pelaksanaan kebijakan kurang mendapat perhatian atau dianggap sebagai tanggung jawab kelompok lain. Keberhasilan pelaksanaan kebijakan tergantung pada kemampuan instansi pelaksana. Jika implementasi kebijakan gagal maka yang disalahkan biasanya adalah pihak manajemen yang dianggap kurang memiliki komitmen sehingga perlu dilakukan upaya yang lebih baik untuk meningkatkan kapasitas kelembagaan pelaksana.Berbeda dengan model linier, model interaktif menganggap pelaksanaan kebijakan sebagai Berbeda dengan model linier, model interaktif menganggap pelaksanaan kebijakan sebagai proses yang dinamis, karena setiap pihak yang terlibat dapat mengusulkan perubahan dalam berbagai tahap pelaksanaan.Hal itu dilakukan ketika kebijakan publik dianggap kurang memenuhi harapan stakeholders. Ini berarti bahwa berbagai tahap implementasi kebijakan publik akan dianalisis dan dievaluasi oleh setiap pihak sehingga potensi, kekuatan dan kelemahan setiap fase pelaksanaannya diketahui dan segera diperbaiki untuk mencapai tujuan. Pada gambar 03 terlihat bahwa meskipun persyaratan input sumberdaya merupakan keharusan dalam proses implementasi kebijakan, tetapihal itu tidak menjamin suatu kebijakan akan dilaksanakan dengan baik. Input sumberdaya dapat digunakan secara optimum jika dalam proses pengambilan keputusan dan pelaksanaan kebijakan terjadi interaksi positif dan dinamis antara pengambil kebijakan, pelaksanaan kebijakan dan pengguna kebijakan (masyarakat) dalam suasana dan lingkungan yang kondusif.Jika model interaktif implementasi kebijakan di atas disandingkan dengan model implementasi kebijakan yang lain, khususnya model proses politik dan administrasi dari Grindle, terlihat adanya kesamaan dan representasi elemen yang mencirikannya. Tujuan kebijakan, program aksi dan proyek tertentu yang dirancang dan dibiayai menurut Grindle menunjukkan urgensi fase pengambilan keputusan sebagai fase terpenting dalam model linier implementasi kebijakan. Sementara itu, enam elemen isi kebijakan ditambah dengan tiga elemen konteks implementasi sebagai faktor yang mempengaruhi aktivitas implementasi menurut Grindle mencirikan adanya interaksi antara pengambil kebijakan, pelaksana kebijakan dan pengguna kebijakan dalam model interaktif.Begitu pula istilah model proses politik dan proses administrasi menurut Grindle, selain menunjukkan dominasi cirinya yang cenderung lebih dekat kepada ciri model interaktif implementasi kebijakan, juga menunjukkan kelebihan model tersebut dalam cara yang digunakan untuk mengukur keberhasilan implementasi kebijakan, beserta output dan outcomesnya.Selain model implementasi kebijakan di atas Van Meter dan Van Horn mengembangkan Model Proses Implementasi Kebijakan. (Tarigan, 2000: 20). Keduanya meneguhkan pendirian bahwa perubahan, kontrol dan kepatuhan dalam bertindak merupakan konsep penting dalam prosedur implementasi. Keduanya mengembangkan tipologi kebijakan menurut: (i) jumlah perubahan yang akan dihasilkan, dan (ii) jangkauan atau ruang lingkup kesepakatan mengenai tujuan oleh berbagai pihak yang terlibat dalam proses implementasi.Tanpa mengurangi kredibilitas model proses implementasi kebijakan dari Van Meter dan Van Horn terlihat bahwa elemen yang menentukan keberhasilan penerapannya termasuk ke dalam elemen model proses politik dan administrasimenurut Grindle. Kata kunci yakni perubahan, kontrol dan kepatuhan termasuk dalam dimensi isi kebijakan dan konteks implementasi kebijakan. Demikian pula dengan tipologi kebijakan yang dibuat oleh keduanya termasuk dalam elemen isi kebijakan dan konteks implementasi menurut Grindle. Tipologi jumlah perubahan yang dihasilkan termasuk dalam elemen isi kebijakan dan tipologi ruang lingkup kesepakatan termasuk dalam konteks implementasi.Implementasi kebijakan pada era sebelum tahun 1970-an masih belum memperoleh perhatian yang serius dari para administrator publik, walaupun studi mengenai kebijakan publik sudah mulai berkembang pada dasawarsa 1950-an, sebagaimana dikemukakan oleh Edwards III melalui kajian pada pemerintahan Amerika Serikat. Pada tahun 1970-an, barulah muncul permasalahan berkaitan dengan pelaksanaan dan penerapan kebijakan, sebagaimana dikemukakan Edwards III (1980 :9-10), sebagai berikut: ". four critical factors or variabels in implementing public policy: communication, resourcess, dispositions or attitudes, and bureaucratic structure". Keempat faktor atau variabel tersebut merupakan gejala mengapa suatu kebijakan yang telah dirumuskan tidak tercapai sesuai dengan tujuan dalam implementasinya? Keempat faktor atau variabel penyebab tidak terimplementasikanya kebijakan atau program tersebut dapat dijelaskan sebagai berikut:1. Komunikasi (communication), merupakan dimensi penting bagi administrator publik dalam mengimplementasikan kebijakan, khususnya untuk pencapaian efektivitas program melalui transmisi personel yang tepat, jelasnya perintah yang diinstruksikan oleh atasan dalam pelaksanaan dilapangan, dan kekonsistenan pelaksana keputusan atau program oleh semua pelaksana maupun atasan pemberi instruksi.Ada 3 aspek penting dalam dimensi komunikasi ini, yaitu menyangkut indikator:Setiap wilayah yang menjadi kebijakannya akan menyesuaikan dengan prioritas kebijakan yang berbeda-beda. Baik menyangkut perbedaan komitmen, dan cara-cara yang berbeda dalam menangulangi permasalahanya, sebagaimana di kemukanan oleh Edwards III (1980:116), di bawah ini:"Different bereaucratic units are likely to have different views on policies. Intra and interagency disagreements inhibit cooperation and hider implementaion. Within a sigle policy area, each relevant agency probably has different priorities, different commitments, and defferent methods of handling problems".Perubahan pegawai birokrasi pemerintahan merupakan hal sulit, dan hal ini tidak menjamin bahwa proses implementasi kebijakan akan berjalan dengan baik. Teknik yang potensial untuk merubah permasalahan implementator tetap dapat menjalankan kebijakan sesuai dengan tujuan yaitu merubah sikap para implementator melalui manipulasi insentif-insentif,sebagaimana di kemukanan oleh Edwards III (1980:116), di bawah ini:"Changing the personel in government bereaucracies is difficult, and it does not ensure that the implementation process will proceed smoothly. Another potential technique to deal with the problem of implementor' dispositions is to alter dispositions of existing implementors through the manipulation of incentives".Kecenderungan-kecenderungan dalam implementasi kebijakan menekankan bagaimana kesulitan suatu implementasi kebijakan atau program mendapatkan permasalahan yang dilakukan oleh para implementator birokrasi pemerintah sendiri dalam mengimplementasikan kebijakan dengan adanya penafsiran kebijakan dari unit atas sampai unit pelaksana.2. Struktur Birokrasi (bureuacratic structure).Birokrasi mempunyai peranan penting dalam implementasi kebijakan walaupun merupakan organisasi yang besar dan komplek, organisasi yang dominan dan mampu untuk melaksanakan setiap kebijakan atau program, serta tidak ada organisasi sekuat birokrasi yang mampu bertahan dalam keadaan situasi apapun (survive) bagaimanapun pengaruh ekternal mempengaruhinya, bahkan Edwards III menegaskan birokrasi jarang mati.Ada dua karakteristik dalam struktur birokrasi menurut pandangan Edwards III, yaitu:a. Standard Operating Procedures (SOP), yaitu berkaitan dengan:1) masalah-masalah sosial dan urusan publik;2) instruksi yang dominan pada tahap-tahap yang berbeda; dan3) tujuan yang berbeda berada pada lingkungan yang luas dan komplek.SOP pada dasarnya merupakan tatanan prosedur kerja birokrasi dalam melaksanakan fungsi dan tugasnya, yang secara internal birokrasi dapat mengatur sumber-sumber yang dimilikinya, baik berkaitan dengan sumber daya manusia, waktu, sarana dan prasarana.b. Fragmentation (fragmentasi), yaitu berkaitan dengan:1) survive ialah kekuatan untuk tetap bertahan hidup; dan2) bukan pilihan-pilihan netral dalam suatu kebijakan.Fragmentasi merupakan kemampuan birokrasi dalam menghadapi faktor-faktor ekternal yang dapat mempengaruhi birokrasi, baik berupa infrastruktur (LSM, partai politik, maupun lembaga-lembaga profesi) dan supra struktur (legislatif, eksekutif, maupun lembaga kenegaraan lainya)Pada sisi lain Edwards III menegaskan juga bahwa dari empat faktor yang berpengaruh terhadap implementasi kebijakan terjadi adanya interaksi yang langsung dan tidak langsung diantara beberapa faktor tersebut, sebagaimana di kemukakannya, bahwa:"Interactions between factors: Aside from directly affecting implementation, however also inderectly affect it through their impact on each other. In other words, communications affect to resources, disposition, and bureaucratic structures, which in turn influence implementation"(Edwards III, 1980:147).Model yang dikemukan oleh Edwards III ini sifatnya top down dan cocok diimplementasikan pada level birokrasi yang terstruktur pada suatu lembagapemerintahan, dalam hal ini setiap level hirarchi mempunyai peran sesuai dengan fungsi dalam penjabaran kebijakan yang akan dilaksanakan dan akan memudahkan terhadap implementasi suatu kebijakan pada masing-masing level birokrasi, yaitu mulai dari tingkat departemen (pemerintah pusat), pemerintah propinsi, pemerintah kabupaten/kota, sampai ketingkat pelaksana dilapangan. Model ini akan efektif bila perumusan kebijakan yang dibuatnya memperhatikan dan memprediksikan implementasi kebijakan yang akan dilaksanakan. Hal iniuntuk menghindari terjadinya rintangan dan hambatan dalam implementasi yang disebabkan oleh karena kekurang jelasan kebijakan dan kurangnya representatif terhadap keinginan masyarakat atau para pihak yang akan terkena oleh kebijakan tersebut.Model yang dikemukan oleh Edwards III ini sifatnya top down dan cocok diimplementasikan pada level birokrasi yang terstruktur pada suatu lembaga pemerintahan, dalam hal ini setiap level hirarchi mempunyai peran sesuai dengan fungsi dalam penjabaran kebijakan yang akan dilaksanakan dan akan memudahkan terhadap implementasi suatu kebijakan pada masing-masing level birokrasi, yaitu mulai dari tingkat departemen (pemerintah pusat), pemerintah propinsi, pemerintah kabupaten/kota, sampai ketingkat pelaksana dilapangan.C. Kerangka PemikiranPemilukada Kabupaten Yahukimo secara langsung merupakan proses penentuan pemimpin didaerah ini ,Pemilihan pemimpin ideal dipilih langsung oleh masyarakat sesuai dengan peraturan perundang - undangan yang telah diatur. Pemilihan dimaksud diatur dalam tata cara dan mekanisme yang dapat dikemas dalam sebuah peraturan petunjuk teknis pelaksaan oleh Komisi pemilihan umum. Dalam pelaksanaan Pemilukada, beberapa tokoh masyarakat adat berperan aktif dalam hal mengarahkan masyarakat sesuai motif dan keinginan tokoh ,keikutsertaan tokoh dalam pemilihan Bupati dan wakil Bupati menjadi peran central.Diera baru bergesernya, sistem masa lalu yang sangat sentralistik telah digeser ke dalam sistem yang lebih demokratis. Dengan runtuhnya rezim orde baru pada tahun 1998 melalui peran mahasiswa, di tandai dengan masuknya era reformasi, masa ini adalah masa pembaharuan di semua dimensi kehidupan. Dengan bergesernya sistem pengedalian politik yang sangat sentralistik kini adanya restorasi dalam konteks wawasan demokrasi terpatas,.Dengan adanya amandemen undang – undang No. 22 tahun 1999 kemudian diamandemen menjadi UU No. 32 tahun 2004 tentang otonomi daerah dan pemilihan kepala daerah secara langsung. Sehingga memungkin partisipasi masyarakat dalam pelaksanaannya, dalam Sistem pemilihan kepala daerah secara langsung melaluisatu tindakan sosialisasi oleh lembaga penyelenggara, elit politik, tokoh masyarakat dan Peran media dalam pelaksanaan Pemilukada .Dalam konteks Pemilukada di Kabupaten Yahukimo, perilaku memilih sangatlah di pengaruhi olehPeran elit politik local menggunakan jasa tokoh masyarakat untuk memuluskan kepentingan politik. Perilaku pemilih didorong secara paksa oleh tokoh masyarakat yang sudah lama tinggal di kota Yahukimo atau tahu informasi atau termakan issue saat berada di kota memberikan dampak dalam penentuan hak Politik sebagai representasi dari masyarakat. Peran tokoh adat ,tokoh agama dan peran pemuda yang memiliki kemampuan mengorganir, memobilisasi, serta mengarahkan pemilih.Tokoh memeiliki pengaruh daerah sesungguhnya berperan untuk memberikan wawasan tentang arti sebuah demokrasi atau sosialisasi tata cara pencoblosan, namun kecendurungan mengarahkan masyarakat untuk menentukan hak politik sebelum hari H. Model pengarahan hampir dipastikan sesuai pesan elit politik, disini kecendurungan menciptakan konflik.Peran tokoh masyarakat tersebut diharapkan dapat menjadi model aktif dalam pengembangan menjadi kunci dan sebagai pengendali konflik diranah lokal. Pengendalian konflik Pemilukada dalam masyarakat tentunya memerlukan peranan tokoh masyarakat dengan semangat kearifan lokal serta semangat kedaerahan yang tinggi dan demokratis yang mengedepanlan nilai-nilai pluralisme agar tercipta harmoni sosial dalam masyarakat.Untuk mempengaruhi pemilih biasanya ada pemaksaan, intimidasi. Ini terlihat dari terlibatnya beberapa tokoh masyarakat dalam masa kampanye kecenderungan fanatisme kesukuan menjadi penentu pemilih seperti;suku Yalleanang adalah satu etnis Suku Kimyal, Meek, UKAM dan Momuna, sedangkan kelompok suku etnis Yali yaitu Yali selatan,Yali utara, Ngalik dan Hubla.METODE PENELITIANA. Desain PenelitianPendekatan yang dipergunakan dalam penelitian ini adalah pendekatan kualitatif, dengan metode analisis deskriptif. Pada dasarnya desain deskriptifkualitatif disebut pula dengan kuasi kualitatif (Bungin, 2009). Maksudnya, desain ini belumlah benar-benar kualitatif karena bentuknya masih dipengaruhi oleh tradisi kuantitatif, terutama dalam menempatkan teori pada data yang diperolehnya. Format deskriptif kualitatif bertujuan untuk menggambarkan, meringkaskan berbagai kondisi, berbagai situasi, atau berbagai fenomena realitas sosial yang ada, kemudian berupaya untuk menarik realitas ke permukaan sebagai suati ciri, kharakter, sifat, model, tanda, atau gambaran tentang kondisi, ataupun fenomena tertentu. Format ini tidak memiliki ciri seperti air (menyebar di permukaan), tetapi memusatkan diri pada suatu unit tertentu dari berbagai fenomena. Dengan ciri yang seperti ini, maka memungkinkan penelitian ini bersifat mendalam dan "menusuk" ke sasaran penelitian. Dengan demikian penelitian deskriptif kualitatif lebih tepat jika digunakan untuk masalah-masalah yang membutuhkan studi mendalam seperti permasalahan tingkah laku, masalah respons masyarakat terhadap objek tertentu, serta permasalahan implementasi kebijakan publik di masyarakat. Adapun unit yang diteliti dalam penelitian deskriptif kualitatif adalah individu, kelompok atau keluarga, masyarakat dan kelembagaan sosial atau pranata sosial.Unit individu adalah masalah-masalah individu, orang per orang, sedangkan unit kelompok atau keluarga. Sedangkan unit kelompok atau keluarga, yaitu bisa satu kelompok atau satu keluarga.Masyarakat adalah suatu desa, kecamatan, beberapa kecamatan, beberapa kotamadia dan seterusnya tergantung pada konsep masyarakat yang digunakan (Bungin, 2009). Tentang penelitian kualitatif selanjutnya Croswell (1994:147) menjelaskan sebagai berikut :"Qualitative research is interpretative research as such the biases, values and judgment of the researches become state explicitly in the research report. Such opennes is considered to be usefull and positive"Menurut Moleong (1997) kemudian, metode penelitian kualitatif adalah prosedur penelitian yang akan menghasilkan data deskriptif berupa kata tertulis atau lisan dari orang-orang dan perilaku yang diamati. Penelitian kualitatif lebih menghendaki arah bimbingan penyusunan teori substantif berdasarkan data.Pilihan terhadap metode kualitatif adalah merujuk pada pemikiran Strauss dan Corbin (1990) yaitu ;"qualitative method can be used to uncover and understand what lies behind any phenomenon about which little is yet known.qualitative methods van give the indicate details of phenomenon that are difficult to convey with quantitative methods".Pemilihan pendekatan kualitatif adalah untuk menjawab masalah penelitian yaitu; untuk dapat memperoleh jawaban tentang mengapa banyak terjadi masalah alam implementasi Pemilukada langsung Bupati dan Wakil Bupati Kabupaten Yahukimo Provinsi Papua.1) Bagaimanakah sesungguhnya kebijakan Pemilukada langsung diimplementasikan. Penggunaan pendekatan kualitatif dalam penelitian ini akan mampu memberikan informasi yang mendalam dan akurat sehingga akan membantu proses interpretasi informasi dan data yang diperoleh.2) Pendekatan kualitatif yang memberikan penekanan pada metode epsitimologik akan mampu melahirkan reformulasi dan rekonseptualisasi teori implementasi kebijakan, baik itu dilakukan dari perspektif objek yang diteliti dan perspektif peneliti sendiri, melalui integrasi pendekatan etik dan emik sebagaimana paradigma kualitatif modern.Melalui proses ini maka akan dihasilkan proposisi hipotetik baru melalui interpretasi interaksi antara atribut dan propertise yang selanjutnya digunakan untuk membangun kategori dan memberikan eksplanasi terhadap fenomena yang diteliti.Dengan demikian aktivitas penelitian dicirikan oleh kegiatan mengumpulkan, menggambarkan dan menafsirkan data tentang situasi yang dialami, hubungan tertentu, kegiatan, pandangan, sikap yang ditunjukkan atau tentang kecenderungan, yang tampak dalam proses yang sedang berlangsung, atau pertentangan yang meruncing serta kerjasama yang dijalankan.Dengan menggunakan desain ini, maka akan dapat diperoleh gambaran fenomena, fakta, sifat serta hubungan fenomenal tentang implementasi kebijakan Pemilukada Langsung di kabupaten Yahukimo secara utuh dan multi dimensional, sehingga dapat dilakukan kategorisasi dan perumusan hipotesis sebagai temuan penelitian.B. Jenis Data.Data yang diolah dalam penelitian ini adalah data primer dan data sekunder. Data primer adalah data yang langsung direkam di lapangan melalui wawancara mendalam dan yang didapat melalui observasi yang dilakukan oleh peneliti sendiri. Sementara itu data sekunder adalah data olahan atau data telah dipublikasikan secara resmi yang didapat dari berita media, dokumentasi dan arsip lembaga terkait lainnya.1) Data Primer.Data primer dalam penelitian ini adalah data dan informasi yang diperoleh secarala langsung dari para informan.2) Data Sekunder.Data sekunder dalam penelitian ini adalah seluruh data yang berkaitan dengan aturan penyelenggaraan Pemilukada, data dan dokumen tertulis tentang proses dan hasil penyelenggaraan, serta data-data yang diperoleh dari masyrakat.C. Teknik Pengumpulan, Pencatatan dan Pengolahan Data.Adapun metode pengumpulan data yang dipilih untuk penelitian ini adalah wawancara mendalam (in depth-interview). Pada dasarnya wawancara mendalam yang dilakukan dalam penelitian ini merupakan wawancara tidak berstruktur, meskipun disiapkan pula pedoman untuk melakukan wawancara.Menurut Bungin (2009) bahwa :"Wawancara terstruktur sebagaimana yang lazim dalam tradisi survey adalah kurang memadai, yang diperlukan adalah wawancara tak berstruktur yang bisa secara leluasa melacak ke berbagai segi dan arah guna mendapatkan informasi yang selengkap mungkin dan semendalam mungkin".Selain Bungin, Mulyana (2001) menjelaskan tentang hal ini sebagai berikut:"Wawancara tidak terstruktur sering juga disebut wawancara mendalam, wawancara intensif, wawancara kualitatif, dan wawancara transparan (opended interview), wawancara etnografis. wawancara tidak terstruktur mirip dengan percakapan informal. Wawancara tidak terstruktur bersifat luwes, susunan pertanyaannya dan susunan kata-kata dalam setiap pertanyaan daoat diubah oadasaat wawancara, dan disesuaikan dengan kebutuhan dan kondisi saat wawancara, termasuk karakteristik sosial budaya (agama, suku, gender, usia, tingkat pendidikan, pekerjaan, dan lain sebagainya) dari responden yang dihadapi".D. Informan Penelitian.Adapun yang menjadi informan dalam penelitian ini adalah :a. Elit Politik Kabupaten Yahukimo.b. Lembaga Pengawas Pemilukada Kabupaten Yahukimo Provinsi Papua.c. Para Tim Sukses dari masing-masing calon.d. tokoh masyarakat dari tiap distrik yang berada di kabupaten Yahukimo.e. Para petugas panitia pemilihan distrik TPS, dan KPPS di tiap distrik di Kabupaten Yahukimo.E. Instrumen Penelitian.Instrumen penelitian yang dipergunakan dalam proses pengumpulan data melalui wawancara tak berstruktur dan ketika pengamatan, adalah peneliti sendiri dengan menggunakan alat bantu seperti alat perekam suara (tape recorder), alat rekam visual (video recorder), alat tulis, serta lap top untuk menyimpan data hasil penelitian. Adapun materi wawancara dan pengamatan adalah diperluas dari berbagai variabel yang dikemukakan dalam hipotesis kerja.F. Arena dan Situasi Penelitian.Setting dalam penelitian ini adalah arena dan situasi dimana proses wawancara dan observasi dilaksanakan. Pola ini adalah merujuk pada apa yang dikemukakan oleh Miles dan Huberman dalam Creswell (1994:149) yaitu bahwa the setting (where the research will take place). Selanjutnya area penelitian adalah area dari kegiatan sehari-hari dari para informan penelitian, sebagaimana dijelaskan oleh Emerson dalam Newman (1973: 343) bahwa field research is the study of people acting in the natural courses of their activites. Oleh karenanya lapangan dari penelitian ini akan lebih banyak berada di kantor KPU dan kantor Panwaslu kabupaten Yahukimo. Pengamatan lainnya adalah di distrik yang ada.G. Prosedur Penelitian, Pengumpulan dan Analisis Data.Prosedur dalam penelitian ini adalah sebagai berikut :1) Tahap pra penelitian. Yaitu menyusun rancangan penelitian, menentukan lokasi penelitian, penilaian kondisi fisik area penelitian, penentuan para narasumber atau informan, menyiapkan perlengkapan penelitian dan mempersiapkan diri untuk dapat masuk dan menyesuaikan dengan lingkungan dan pola kehidupan dari objek penelitian. Ini dibutuhkan dalam konteks untuk membangun kepercayaan dari objek yang akan diteliti, serta mendorong kepada nuansa akademik.2) Tahap Pengumpulan dan Analisis data. Pada tahap ini data dan informasi yang diperoleh, direduksi atau dipilah-pilah, kemudian dilakukan focusing dan penyederhanaan terhadap catatan lapangan. Reduksi dilakukan dengan cara membaca transkrip, hasil wawancara, catatan pengamatan atu dokumen yang akan dianalisis. Selanjutnya adalah membuat catatan atau memo atas data, ringkasan serta mengelompokkan data dan kemudian dibuatkan partisi. Setelah tahap ini selesai maka akan dilakukan penampilan data. Ini merupakan tahapan yang penting, karena setelah data yang berupa kumpulan data dan informasi yang terorganisir ditampilkan, maka selanjutnya adalah penarikan kesimpulan. Pada dasarnya tampilan data adalah berupa teks, gambar, grafik, tabel, bagan dan teks naratif atau berbentuk kutipan-kutipan. Selanjutnya kegiatan ini akan diakhiri dengan perumusan kesimpulan, meskipun penarikan kesimpulan sudah dilakukan semenjak data pertama terkumpul. Kesimpulan akhir adalah pada saat tahap pengumpulan data telah selesai dilakukan.3) Tahap Penulisan Laporan Penelitian. Penulisan laporan akhir adalah memuat temuan penelitian, tetapi selain itu juga menguraikan hasil interpretasi dan eksplanasi temuan-temuan penelitian dan penarikan kesimpulan penelitian, verifikasi, perumusan dalil-dalil dan rekomendasi akademik, serta rekemonedasi pragmatis yang terkait dengan tujuan dan manfaat penelitian.4) Setelah ke tiga langkah di atas selesai dilaksanakan, maka kemudian akan dilakukan interpretasi dan eksplanasi tentang pola interaksi antar kategori, antar properties, dan antar atribut, sehingga pada gilirannya akan menghasilkan suatu pola hubungan pengaruh antara fenomena yang diselidiki. Langkah selanjutnya adalah seluruh temuan fakta yang ada diinterpretasikan sesuai dengan kategori, properties dan atribut yang diperoleh menurut perspektif yang ditetapkan berdasarkan rujukan kerangka berpikir dan tinjauan pustaka. Interpretasi kualitatif adalah juga diarahkan pada peneuan pola interaksi antar fenomena pemberdayaan.5) Tahap terakhir dari bagian ini adalah penarikan kesimpulan yaitu menarik proposisi atau dalil-dalil atau hipotesis tertentu berdasarkan kecenderungan interaksi yang terjadi antar atribut. Pada dasarnya kesimpulan yang diarahkan sebagai jawaban masalah penelitian, akan menjelaskan pola korelasi antara kategori dan properties.H. Pemeriksaan Keabsahan Data.Menurut Bungin (2009), di dalam penelitian kuantitatif uji validitas dan uji realibilitas dapat dilakukan terhadap alat penelitian untuk menghindari ketidakvalidan dan ketidaksesuaian instrumen penelitian, sehingga data yang diperoleh dari penyebaran instrumen itu dapat dianggap sudah valid dan sesuai dengan data yang diinginkan. Akan tetapi dalam penelitian kualitatif ke tiga hal tersebut terus "mengganggu" dalam proses-proses penelitiannya.Menurut Miles dan Huberman (1992 :423-468), pemeriksaan keabsahan data sangat diperlukan dalam pendekatan kualitatif demi kesahihan dan keandalan serta tingkat kepercayaan terhadap data yang terkumpul. Validitas dan Reabilitas data perlu diuji melalui teknik pemeriksaan keabsahan data, taktik menguji dan memastikan temuan. Oleh karenanya perlu dibangun sebuah mekanisme untuk mengatasi keraguan terhadap setiap hasil penelitian kualitatif. Burgess dalam Bungin (2009) menyebutkannya sebagai strategi penelitian ganda" sementara Denzin dalam Creswell (1994:174) menyebutkannya sebagai "triangulasi", sementara Bungin sendiri menyebutkannya sebagai meta-metode.Pada dasarnya teknik umum pengujian keabsahan data dilakukan dengan menggunakan teknik triangulasi. Menurut Denzem "the term triangulation, a term borrowed from navigation and military strategy, to argue for the combination od methodologies in the study of the same phenomenon". Dalam kaitannya dengan penjelasan Denzem ini, Jick juga dalam Creswell (1994) menjelaskan sebagai berikut : the concept of triangulation was based on the assumption that any bias 1inherent in when used in conjunction with other data resources, investigator and methods.I. Lokasi dan Jadwal Penelitian.Lokasi dari penelitian ini dilakukan di distrik Dekai ibukota Kabupaten Yahukimo Provinsi Papua, Dan juga di beberapa distrik yang banyak bermasalah. Selain itu lokasi penelitian juga akan bersifat luwes, menyesuaikan dengan keberadaan dari para informan. Ini dilakukan untuk mendapatkan informasi yang mendalam tentang berbagai masalah riil di masyarakat, serta terhadap berbagai keluhan yang disampaikan oleh masyarakat. HASIL PENELITIAN DAN PEMBAHASANA. Gambaran Umum Tentang Tahapan PemilukadaBerdasar hasil temuan di lokasi penelitian menunjukan bahwa peran elit politik lebih dominan mempengaruhi lembaga penyelenggara,panwas dan pemilih pada pemilukada tahun 2011.Pelaksanaan Pemilukada di kabupaten Yahukimo pada tanggal 18 januari 2011 rakyat menentukan hak memilih pasangan calon nomor urut 3 sesuai dengan tata pemilihan masyarakat yang disepakati, menetapkan dan mengambil sumpah janji untuk melaksanakan pelaksanaan program pembangunan 5 (lima) tahun periode 2011 – 2016.Setiap pasangan yang ingin berkompetisi dalam Pemilukada di Kabupaten Yahukimo, sejumlah elit politik daerah mengambil keputusan dari hati nurani bertindak mencalonkan diri, sebelum pelaksanaan tahapan Pemilukada pada tanggal 18 Agusutus 2010 beberapa tokoh masyarakat, tokoh agama, danpolitisi daerah mendeklarasikan diri ketika jadwal tahapan diumumkan terlihat setiap profil calon Bupati terlihat sibuk mencari sponsor dan partai politik dengan motivasi membuat superdeal internal politik dengan pengusaha lokal, mencari dana berkedok hibah, diakui pula bahwa ketidakseimbangan antara ambisi, kesempatan dan kemampuan tersebut melekat pada wajah kandidat seperti : mental rohani dan sosial, skil individu dan kemapanan finansial.Namun terkait salah satu kandidat incumbent (Dr. Ones Pahabol, SE,MM) dan pasangan Calon Wakil Bupati Drs. Robby Longkutoy,MM, adalah Sekda Kabupaten Yahukimo. Pasangan ini terlihat percaya diri memenangkan Bupati periode 2011 - 2016, kecenderungan kandidat diatas melakukan konstalasi politik secara massif, sistematis dan terstruktur sejak seleksi KPU pergantian antar waktu atas pelanggaran kode etik KPU sebelumnya.Ketika deklarasikan pasangan calon setiap tim sukses membuat political strategy salah satunya membuat rapor penilaian pasangan calon yang hendak dipaketkan. potret saat persiapan pencalonan pasangan calon melakukan strategi politik membuat superdeal internal politik dengan partai politik pendukung mengeluarkan sejumlah uang untuk mengikat komitmen dukungan mendapat rekomendasi dengan nilai 1 kursi di DPRD Kabupaten Yahukimo dengan nilai nominal tertentu.Dalam pencalonan ada beberapa partai politik mempunyai motivasi dan penilaian sendiri seperti Partai Pemenang Pemilu tahun 2009 di Kabupaten, Partai Golkar mendapat kursi di DPRD sebanyak 22 kursi mengusung Incumbent adalah Ketua Partai Golkar memenuhi syarat lebih dari 15%, Nmun memiliki kemampuan meloby Partai Politik seperti partai keadilan sejahtera (PKS) 1 kursi di DPRD dari partai 1 kursi di DPR dan beberapa partai non shet. Dan partai demokrat 1 kursi di DPRD, memberikan rekomendasi ke incumbent pasangan Ones – Robby.Kecenderungan pasangan kandidat nomor urut no. 1 gagal membujuk partai Demokrat, PKS, PNI, sehingga mengalami hambatan saat pencalonan. membuat proses diplomasi yang dilakukan tim political strategy dari partai PAN yang memiliki 3 kursi di DPRD. Membangun komunikasi dengan partai lain namun tidak mencapai kata sepakat sehingga partai PAN paketkan pasangan dari PDIPyang memiliki 3 kursi di DPRD untuk memenuhi 15%.( Lima belas persen), Kebijakan Pemilihan Kepala Daerah dan Wakil Kepala Daerah memilih makna dan nilai yang akan disajikan tulisan ini sebagai berikut :1. PencalonanDalam tahapan pelaksanaan pemilukada sesuai surat keputusan KPU kabupaten Yahukimo No. 274 -25/KPU-YHKM/VII/2010, pasangan calon kepala daerah dan Wakil Kepala dilaksanakan mulai terhitung tanggal 29 Oktober – 5 November 2010, dengan beberapa sesuai mekanisme sesuai aturan teknis pelaksanaan Pemilukada. Pengumuman pasangan calon yang memenuhi persyaratan telah diumumkan KPU melalui media cetak dan elektronik pada tanggal 2 – 5 Desember 2010 dan Penentuan dan Penetapan Pasangan Calon menetapkan 3 kandidat. Dalam Keputusan Lembaga Penyelenggara Calon Perseorangan dinyatakan tidak memenuhi persyaratan teknis sehingga pasangan calon yang tidak lolos pasangan bernama :Alpius Mohi, S.Pak dan Elpius Hugy, S.Sos.Msi menyatakan protes dan upaya hukum namun tidak diakomodasi sebagai pasangan calon kandidat Bupati dan Wakil Bupati.Pelaksanaan Pemilukada dilaksanakan dalam suasana tidak aman dan terkendali karena ada kelompok kandidat pasangan yang dikalahkanoleh pasangan incumbent dari awal prediksi semua kalangan sirna, dan membawa dampak terhadap dinamika demokrasi di Indonesia.2. Peran Tokoh Masyarakat dalam Pemilukada.Peranan tokoh masyarakat tersebut kemudian mendapat perhatian berbagai partai politik besar guna sebagai mesin pendongkrak suara pada setiap daerah Pemilihan, tetapi tidak sedikit pula tokoh masyarakat yang berpengaruh juga menolak untuk bergabung dengan partai politik, setelah melakukan penelitian penulis melihat ada seorang tokoh agama yang kurang tertarik bergabung dalam sebuah partai politik. Peran elit politik mempengaruhi tokoh masyarakat sangat tinggi dimana tindakan masyarakat memilih psangan bukan karena Visi dan Misi kandidat bersangkutan. Untuk menuju kursi 01 Yahukimo konstalisi politik yang dibangun masing -masing kandidat beragram,misalnya kandidat 01,membangun jaringan lewat etnis suku karena mayoritas pemilih etnis Suku nomor urut lebihdominan disbanding kandidat nomor urut 2 dan nomor 3 dari satu etnis yang sama.Dalam proses persiapan pemilukada peran elit politik lebih dominan pada waktu tahapan seleksi anggota komisi pemilihan untuk pergantian antar waktu atas pencopotan 5 anggota KPU lama atas sikap dan perilaku anggota KPU Yahukimo yang telah melanggar kode etik dan tidak pada peraturan perundang – undangan yang berlaku.Peran elit politik dalam satu mata rantai yang sulit dipisahkan pada waktu seleksi semua calon mendorong orang pilihan atau jagoan untuk pengamanan suara. Proses seleksi didominasi perilaku elit politik emosional dan rasional menjadi scenario atau strategy politik tepat dimana tahapan seleksi pengaruh incumbent sampai ke KPUD Provinsi Papua yang seharusnya KPU Papua lolos sesuai kapasitas namun yang lolos seleksi adalah orang yang diusung incumbent,sedangkan yang diusung melalui elit politik lain tidak lolos.Peran elit politik mempengaruhi KPUD Yahukimo pada saat pendaftaran Pasangan calon Kandidat Bupati dan Wakil Bupati sangat terasa dimana jual –beli partai pendukung dengan kontrak perjanjian antara Pimpinan Partai Politik kabupaten dengan Provinsi dan Pusat seperti : transaksi cash,kontrak permanen selama lima tahun melalui paket proyek.dalam hal sumber pemodal cost politik lebih dominan diantara pasangan 3 calon dengan melakukan superdeal internal politik.Pengaruh eliti politik local dalam pelaksanaan pemilukada sangat proaktif baik melalui pengkondisian PPD,KPU,PANWAS dan manfaatkan peran tokoh Adat,tokoh gereja,tokoh pemuda,tokoh agama ,tokoh perempuan dan intelektual. Fakta objektif peran elit politik Yahukimo melibatkan tokoh masyarakat untuk berperan memperjuangkan menjadi kepala daerah sangat tinggi , peranan tokoh masyarakat bersentuhan langsung dengan pemilih dan jurus ini sangat jitu untuk sistem politik di daerah. Sehingga dari hasil penelitian selama dikota bermotto damai sejahtera tersebut dalam studi tentang implemntasi kebijakan dalam pemilukada ditemukan beberapa hal yaitu; peran tokoh masyarakat mengindikasikan bahwa beberapa tokoh masyarakat berperan dalam pemilihan, diantaranya tokoh adat, Ketua Lembaga Masyarakat Adat (LMA), tokoh pemuda seperti kKomite nasional Pemuda Indonesia,organisasi pemuda Gereja dan tokohintelektual atau mahasiswa dan pimpinan dedominsasi gereja yang memiliki peranan fital dalam proses Pemilukada yang berlangsung .Menurut Ramlan Surbakti bahwa ; kepemimpinan dari seorang tokoh yang disegani dan dihormati secara luas oleh masyarakat dapat menjadi faktor yang menyatukan suatu bangsa-negara.Tokoh-tokoh masyarakat sebagai perwakilan kepentingan dari 7 antara laian: suku Yali, Hubla, Kimyal, Momuna, Meek, Una, Ngalik di Yahukimo mereka proaktif berkomunikasi untuk mendapat uang cost politik,elemen tokoh mendistribusi sembako dan uang namun dalam penyaluran ada transparan diumumkan di gereja ada juga ada yang tidak tarnsfran kecenderungan beberapa tidak tranfran jadi gesekan social antar warga/pemilih cost politik ini biasa H2 atau serangan fajar.Kurangnya kesadaran rakyat rendah karena penerapan (Voter education) atau pendidikan pemilih dan sosialisais tata cara pemilukada yang kurang dari KPUD,LSM dan elit politik local Begitu pentingnya sebuah kesadaran dan partisipasi masyarakat dalam proses Pemilihan Kepala Daerah, memungkinkan terciptanya suatu sistem pemilihan umum yang demokratis, jujur dan adil agar tercipta pula tatanan tokoh masyarakat yang lebih baik.Partisipasi tokoh masyarakat dalam momentum Pemilukada langsung menjadi landasan dasar bagi bangunan demokrasi. Bangunan demokrasi tidak akan kokoh manakala kualitas partisipasi masyarakat diabaikan. Karena itu, proses demokratisasi yang sejatinya menegakkan kedaulatan rakyat menjadi semu dan hanya menjadi ajang rekayasa bagi mesin-mesin politik tertentu.Eksistensi tokoh masyarakat mempengaruhi sikap pemilih sebagai perwujudan perilaku elit upaya masyarakat itu sendiri sebagaimana halnya penelitian yang telah lakukan di kabupaten Yahukimo bahwa identifikasi perilaku elit politik dengan latar belakang pengetahuan yang terbatas, tidak mendidik masyarakat adat didaerah sangat terpencil.3. Tahapan Masa KampanyePelaksanaan kampanye perorangan calon dilaksanakan dengan beberapa tahapan seperti pertemuan peserta pemilukada yang difasilitasi oleh lembaga penyelenggara ,oleh Panwas dan Pihak Kepolisian daerah kabupaten Yahukimoyang berlangsung pada tanggal 17 Desember 2010, dalam pertemuan tersebut mendeklarasikan komitmen siap menang dan siap kalah yang dinyatakan dalam bentuk tertulis. Sesuai mekanisme tahapan jadwal pelaksanaan kampanye dilaksanakan mulai tanggal 28 Desember 2010 – 13 Januari 2011 ( 14 hari ). Pemaparan visi-misi kandidat kepala daerah dan wakil kepala daerah adalah salah satu cara mempengaruhi pemilih untuk memberikan hak politiknya.Dalam kampanye 3 kandidat masing-masing meyakinkan visi dan misi pasangan calon menuju pemimpin ideal yang mampu menjawab permasalahan sudah pasti mengerti pasangan mana saja yang mempunyai pola pikir dan pola tindak positif untuk 5 tahun pembangunan jilid II yang telah dikampanyekan dengan tindakan profesional yang dapat dijabarkan dalam perencanaan tepat sasaran. Program jangka pendek 100 hari kerja, program jangka menengah dan program jangka panjang belum terlihat dan tergambar disusun sesuai kemampuan APBD hal ini tidak mencerminkan visi dan misi pasangan calon kepala daerah dan wakil kepala daerah antara lain :1. Konsep pendidikan yang sangat bermutu.2. Pelayanan kesehatan yang layak.3. Program pemberdayaan ekonomi kerakyatan.4. Pembangunan infrastruktur yang berkualitas.5. Penegakkan hukum dan pengakuan hak adat.6. Pelayanan budaya birokrasi modern yang mendukung birokrasi (good government).Dari beberapa aspek pemaparan visi dan misi pasangan calon yang disaksikan melalui media elektronik TOP TV menyiarkan secara langsung tergambar pasangan calon nomor urut 1. Pasangan ABISA menyiapkan visi dan misi secara lengkap dan dicetak melalui percetakan : Gramedia Jakarta : ISBN : 978-602-97662-0.2 : 100 hlm. Namun pasangan nomor urut 2 dan nomor urut 3 hanya disiapkan visi dan misi pada lembar kertas, dan terlihat ketidakmatangan menyiapkan materi, kemungkinan pandangan kandidat merasa ciri pemilih masyarakat Yahukimo adalah pemilih tradisional sehingga dipandang tidak sistematis menyiapkan strategi lain untuk mempengaruhi pemilih.Pelaksanaan kampanye berlangsung di 51 distrik dengan cara dan strategi masing-masing pasangan calon untuk meyakinkan pemilih. Peran elit politik mempengaruhi tokoh masyarakat sangat dominan dimana sikap antusias masyarakat di distrik terhadap pasangan calon nomor urut 1 mendapat mayoritas dukungan dibanding kandidat nomor urut 2 dan 3, hal ini mendapat respon dari kandidat nomor dengan kampanye dan melakukan semua cara untuk memenagkan pasangan calon Tim Kampanye dan Tim Seleksi lebih berperan di setiap distrik.Tahapan pembersihan atribut dan alat peraga kampanye dilaksanakan 15 s/d 17 Januari khusus di distrik Dekai dilaksanakan oleh Panwas, PPS dan KPPS. Sebelum memasuki hari tenang pada tanggal 15 – 17 Januari 2011.(Abock Adsobne Busup ,Ishak Salak 2010 :11 )4. Masa TenangPengawasan pada saat masa tenang tanggal 15 s/d 17 Januari 2011 tidak optimal dilaksanakan karena kandidat telah berperan aktif mengawal suara di daerah potensi suara seperti pasangan kandidat nomor urut 3 atas nama Dr.Ones Pahabol, SE,MM, di distrik Nalca yang memiliki jumlah suara 5.265 suara. Sedangkan pasangan calon wakil kepala daerah pasangan nomor 3 di distrik Silimo memiliki potensi suara 9.865 suara menjadi daerah penentu kemenangan suara kandidat nomor urut 3.5. Pemungutan Suara dan Penghitungan SuaraPelaksanaan pemungutan suara dilaksanakan pada tanggal 18 Januari 2011, pada pukul 08.00 – 13.00 sesuai jadwal tahapan KPU. Namun ada sejumlah distrik seperti distrik Nepsan dilaksanakan pada tanggal 17 Januari 2011. Pemungutan suara di TPS oleh KPPS serta rekapitulasi hasil perhitungan suara oleh PPK mengadakan pleno di tingkat distrik dan menyerahkan sertifikat hasil rekapitulasi suara dimaksud mayoritas distrik di Kabupaten Yahukimo tidak dapat dilakukan sesuai jadwal tahapan karena dipengaruhi beberapa faktor ; tekanan dari Tim Sukses masing-masing kandidat, penjemputan Panwas, Ketua PPD dan aparat keamanan pada tanggal 19 Januari 2001 sebelum melakukan pleno,diumumkan hasil perolehan secara lisan melalui SSB tertentu mempengaruhi tahapan selanjutnya.6. Rekapitulasi hasil Perhitungan SuaraPenyusunan berita acara dan rekapitulasi hasil penghitungan suara di tingkat Kabupaten serta penetapan pasangan calon terpilih dilaksanakan pada hari Senin tanggal 24 bulan Januari 2011 dengan mencatat berbagai hal seperti :7. Penetapan Calon TerpilihBerdasarkan jadwal tahapan Pengumuman Pasangan Calon terpilih dijadwalkan 27 s/d 29 Januari namun dipercepat dengan pertimbangan tekhnis tertentu sehingga dapat menetapkan pada tanggal 25 Januari 2011 memutuskan dan menetapkan perolehan suara sebagai berikut :didaerah, itu kemudian jauh dari apa yang menjadi cita-cita demokrasi itu sendiri.B. Sistem Pemilihan di Kabupaten Yahukimo1. Model Pemilihan Demokrasi Modern ( LUBER )Pemilihan sistem "noken" dan "ikat" pada pesta demokrasi pemilihan umum kepala daerah (pemilukada) di Kabupaten Yahukimo sudah di mulai sejak tahun 2005. Pemilihan sistem "noken" lebih banyak dikenal di suku Yali, Kimyal. Momuna Ukam Hubla dan suku Mek kecuali distrik dekai 11 TPS dan distrik Kurima Kelurahan Heroma menggunakan asas LUBER,berikut 2 sistem pemilihan di Yahukimo.2. Model Pemilihan Masyarakat Adat (LUBET )a. Sistem NokenSistem pemilihan ini merupakan alternative kedua dalam proses menentukan pilihan Pemilihan sistem noken secara teknis seperti ini; semua pemilih yang mendapat kartu pemilih datang ke TPS. kemudian, didepan bilik disiapkan noken kosong dan diats noken ada foto pasangan calon. jumlah noken yang digantung disesuaikan dengan jumlah pasangan calon Bupati, ketika dipastikan semua pemilih dari kampung yang bersangkutan hadir di TPS, selanjutnya KPPS meng-umumkan kepada pemilih (warga) bahwa bagi pemilihyang mau memilih kandidat A berbaris di depan noken nomor urut satu atau seterusnya sesuai nomor urut dan memasang foto calon bersangkutan. setelah pemilih berbaris / duduk didepan noken maka KPPS langsung menghitung jumlah orang yang berbaris di depan noken, atau cara lain bagikan surat suara dan mengisi tanpa condereng lalu diisi di noken yang diinginkan kalau misalnya 100 orang saja maka hasil perolehannya adalah 100 ( seratus ) suara. Jikalau misalnya semua pemilih dari TPS kampung yang bersangkutan baris di depan noken nomor urut dua maka semua suara dari TPS kampung yang bersangkutan "bulat" untuk nomor urut dua.setelah itu KPPS langsung buat berita acara dan sertifikasi hasil perhitungan suara yang ditandatangani oleh KPPS dan diplenokan di Distrik. pemilihan seperti ini dilakukan pada bulan januari. hanya saja kelemahannya, sistem pemilihan seperti ini tidak rahasia dan transparan di depan umum, LUBER yaitu langsung, umum, bebas rahasia (LUBER ) dan langsung, umum, bebas rahasia transparan.(LUBET)Kecendurungan diarahkan oleh elit politik dan Tokoh masyarakat, PPD/KPPS, Surat suara sisa dibagikan ke pemenang. Solusi isi noken adalah alternative kedua setelah tokoh masyarakat dan pemilih berkumpul H2 untuk sistem ikat namun deadlock atau tidak sependapat antara tim sukses maka sepakati bersama melakukan opsi ini. Lembaga Penyelenggara dan semua kompanen merasa bahwa manfaat secara turun – temurun memiliki manfaat namun diera baru namun dalam sistem demokrasi modern mengunakan sistem Noken:Menghemat biaya logistik karena semua menggunakan pesawat muatan kapasitas kecil, Letak geografis yang sangat variatif, Manfaat ganda fungsi noken dalam demokrasi modern menghormati nilai budaya untuk mengenal jati diri bagi mereka.Pemilihan Sistem IkatPemilihan sistem "ikat" dilakukan 51 distrik di Yahukimo, sistem ini sesuai kesepakatan semua pihak pilihan ikat secara teknis pelaksanaannya, bahwa sebelum hari "H" ata