Draft, written in the hand of Alden Partridge, of an announcement of the first semi-annual examination of the cadets of the American Literary, Scientific, and Military Academy at Middletown, Connecticut. Mentions some entrance criteria. This announcement was very likely prepared for publication. ; One of three variant copies. Date is tentative. Transcription by Raymond Bouchard. Transcriptions may be subject to error.
In 2020, it has been thirty years since the Police Academy in Szczytno was established. The article discusses how, over these years, forensic techniques have been taught through the prism of individuals, types of training courses, number of teaching hours, conferences, symposia, publications, research projects and coursebooks. The text has been prepared based on an analysis of the available printed and online publications as well as on interviews with former and current employees of the Police Academy in Szczytno. The research question to be answered is whether the process of teaching forensic techniques has changed over the last 30 years.
Abstract Is the family in industrial Japan the same modern conjugal family created by the Industrial Revolution and the modern welfare state of the west? Is it also shifting toward a post‐modern family? This paper attempts to analyze the nature of family changes in Japan by using the "individualization model." The Japanese family experienced the first wave of change in the first two decades after the world war II from the prewar patriarchal stem family to the modern conjugal family. It is undergoing the second wave of change since the mid 1980s which is characterized as the process of individualization or diversification of the modern family. Though we observe phenomenal changes in contemporary Japan, the family system based on distinct gender roles will not lose its ground unless the industry‐oriented family policy and family‐based welfare policy become more individual‐based.
The stated mission of the United States Air Force Academy is to motivate and train the future leaders of the United States Air Force, to develop knowledge as well as character. In conjunction with this objective, the Academy's Department of History provided a 42-lesson course on the genocide of the European Jews during the National Socialist dictatorship. The course addressed the moral, political, and military aspects of the Nazi program of terror, propaganda, and eventually annihilation. Providing a concentrated and in-depth program on the attempted annihilation of the Jews offers a unique perspective to the students of a college known both for its academic excellence and its military reputation. Students are forced to wrestle with the moral dilemmas faced by members of the European Jewish community in the years between 1933 and 1945; given the role of military professionals, it is especially important that their training confronts them with the moral dilemmas that will arise when the execution of military orders may directly affect the life and death of innocent civilians.
This article deals with values and value changes at three levels: (1) What values do cadets at the U.S. Military Academy (USMA) hold at entrance, and do they hold the same values as other college students? (2) How do USMA cadet values change during their four years at West Point? (3) How consistent is the pattern of change from cohort to cohort? Using the Scott Values Inventory (SVI) and the Army Year of Values Survey (AYVS), cadets entering the United States Military Academy were found to have higher scores than students entering a nonmilitary four-year public university. Using the SVI, four cohorts of cadets at the Academy provided repeated measures of their values from entrance to graduation. The pattern of changes in values for all four classes was similar; the similarities of how each class changed were remarkable in view of changes in the curriculum and student body during the seventeen years of this study. Using the AYVS, two cohorts of cadets showed that values recognized as appropriate for Army leaders were high at entrance and remained so over their four years in higher education.
In: Armed forces & society: official journal of the Inter-University Seminar on Armed Forces and Society : an interdisciplinary journal, Band 26, Heft 4, S. 673-675
