Suchergebnisse

The subtitle to this presentation is "Faces of Diversity." It is a collection of the many faces of diversity in the military as depicted in historic photographs, military posters, popular culture, online recruiting sites, and Department of Defense report covers. It focuses mostly on the U.S. military, but also includes depictions of population diversity from Australia, Japan, Israel, Turkey, Ukraine, and Greece. The presentation is for educational purposes only. It should not be used commercially.

This presentation is adapted from a lecture presented originally at Princeton University's Office of Population Research in December 2001. Data and findings were updated in January 2016. After briefly addressing the question posed in the subtitle, and identifying examples of misinformation in popular culture, the presentation discusses the evolution of current arguments supporting population representation in the military. These arguments fall into three general categories: Political Legitimacy, Social Equity, and Military Effectiveness. The three areas can be used in a conceptual model for assessing levels of population representation in the military from a policy perspective. The presentation then shifts to describing and evaluating demographic trends in population participation, focusing on demographic categories of greatest interest to policymakers and the public. These categories include geographical origin, gender, race/ethnicity, education and aptitude, marital status, and socioeconomic status. For various reasons, policy analysts are also interested in the dropout rates of new recruits during their first term of enlistment, the use of moral waivers, the enlistment of non-citizens, and several other topics related to recruiting and retaining highly-qualified personnel. The presentation is for educational purposes only. It should not be used commercially. The views, opinions, and findings presented here do not necessarily reflect those of any government department or agency.

This presentation begins by defining propaganda, examining its origins, and reviewing its general applications. Further, propaganda can be "value neutral," and considerations of morality relate importantly to its objectives and desired outcomes. The presentation then focuses largely on the effective use wartime posters and statues, dividing them into categories based on their common use of certain images and their desired impact. Similar examples from popular culture, politics, and the arts emphasize the effectiveness of these maneuvers. The presentation then shifts back to wartime posters arranged by their primary objective: encouraging secrecy, dehumanizing the enemy, promoting national values, recruiting for the military, mobilizing the nation's citizenry, and distrusting enemy propaganda. The presentation is for educational purposes only. It should not be used commercially. The views, opinions, and findings presented here do not necessarily reflect those of any government department or agency.

VEAP is an acronym for the Post-Vietnam Era Veterans Educational Assistance Program, which was enacted by Congress to provide educational assistance to military veterans after the Vietnam conflict. VEAP, designed to reduce educational expenditures for veterans who served in peacetime and joined voluntarily under the All-Volunteer Force (AVF), replaced "GI Bill" educational benefits. VEAP was an experimental program, unique in requiring voluntary personal contributions matched with government funding for a veteran's education. This presentation reviews briefly the history of the GI Bill, including its enormous impact on the nation. The discussion then focuses on the reasons why Congress decided to end the GI Bill and replace it with VEAP. The story is told from the perspective of Mark Eitelberg, who co-created VEAP hastily (on a restaurant napkin) under the guidance of the Senate Committee on Veterans' Affairs. As it turned out, no actual study of VEAP occurred before it was enacted, although its supporters in Congress and the administration assumed it had been carefully analyzed. Recruiting for the AVF suffered greatly during the post-Vietnam era largely due to major funding cutbacks, of which VEAP was a part. In the end, over 800,000 veterans used their VEAP benefits. VEAP was later replaced with programs more similar to the "GI Bill," recognizing the importance of such benefits for AVF recruiting, veterans and their families, and the nation as a whole. The presentation is for educational purposes only. It should not be used commercially.

The U.S. Army lost the services of roughly 18,000 men per day due to venereal disease (VD) during World War I. Defense officials launched a concerted effort during World War II to raise awareness about the dangers VD through training, advertising, publications, and posters. These efforts at improving awareness, along with advances in medical treatment, reduced the number of U.S. personnel incapacitated by VD to 606 per day during World War II. Posters provide a good example of wartime propaganda aimed at improving the health and readiness of American troops. This presentation complements another presentation by the professor, "Propaganda and the Military: A Beginner's Guide in Shaping Attitudes and Behavior" (2016), showing nearly fifty posters intended to raise awareness of VD among military personnel and to encourage safe sex. The presentation is for educational purposes only. It should not be used commercially. The views, opinions, and findings presented here do not necessarily reflect those of any government department or agency.

This presentation was prepared to generate class discussion on the various ways in which the military and society are connected. These particular connections may appear at first to be superficial, but they are an important element in bringing the military and society closer together, building public confidence in the military, and creating bonds that legitimize the military and promote population participation in the All-Volunteer Force. Selected areas of connection covered here include fashion and trends, movies, tributes, "militainment," the arts, toys, advertising, television, public programs, community relations, the military-industrial complex, the space program, and people we know. The presentation concludes with a discussion of opposing constructs of the military's place in society: the "worlds apart" view and the view that the military and society are integrated and inseparable. Another view has become the focus of considerable attention in recent years: connected but drifting apart. The presentation is for educational purposes only. It should not be used commercially. The views, opinions, and findings presented here do not necessarily reflect those of any government department or agency.

This presentation was prepared for in-classroom use only. It was created initially to describe and discuss a research program in the early 1950s, known as the Camp Desert Rock Experiments, to see how U.S. Army soldiers and Marines would react to an atomic blast. Could these military personnel fight and survive under realistic nuclear wartime conditions? The presentation was subsequently expanded to discuss the origins and early years of the so-termed Atomic Age, beginning with the first atomic bomb test in July 1945 and use of two atomic bombs in Japan shortly thereafter. The presentation makes extensive use of photos to show how schoolchildren were trained to prepare for nuclear attack ("duck and cover" ), and how Americans were encouraged to build fallout shelters beginning in the early 1950s. The psychological impacts of these civil defense measures, particularly on young children, are explored. The presentation concludes with a summary of nuclear arsenals throughout the world as of mid-2020. (Information on worldwide nuclear arsenals was added to the original presentation in September 2020.) The presentation is for educational purposes only. It should not be used commercially. The views, opinions, and findings presented here do not necessarily reflect those of any government department or agency.

This presentation is almost entirely a photographic collection of patriotic sheet music, mostly American, composed and published during periods of war to "rally the nation." Photos of the sheet music are drawn in part from the personal collection of the professor and from sources available openly online. The presentation includes a brief history of certain classic songs, such as "God Bless America," written by Irving Berlin, a Russian-Jewish immigrant from Siberia, when he was in the U.S. Army during World War I. Examples of military-related sheet music with other objectives are divided by category: music as tribute (to various leaders); music to protest war and promote peace; and recent expressions of patriotism and military support. The presentation is for educational purposes only. The presentation should not be used commercially.

This presentation is subtitled "The American Experience in Perspective." It begins with a fresh look at the "Founding Fathers" who were slave-owners. Notably, George Washington owned over 300 slaves and Thomas Jefferson who, at certain points, was one of the largest slave-owners in Virginia. When the U.S. Constitution was ratified, nearly one-third of the new nation's population was enslaved. The presentation then reviews briefly the U.S. Bill of Rights, the Emancipation Proclamation, the Fourteenth Amendment, and the Nineteenth Amendment. This is followed by a summary of the "Golden Thirteen," the Tuskegee Airmen, notable contributions of three women, the enlistment and commissioning of black men in the Marine Corps, President Truman's Executive Order 9981, the Women's Armed Services Integration Act, Brown v. Board of Education, the Civil Rights Act of 1964, Loving v. Virginia, the repeal of "Don't Ask, Don't Tell," and "Valor Knows No Gender," marking removal of the military's ban on women in combat. The presentation is for educational purposes only. It should not be used commercially. The views, opinions, and findings presented here do not necessarily reflect those of any government department or agency.

As the subtitle states, this presentation includes a brief selection of more notable experiments on humans, beginning with the infamous Nazi medical experiments and Japan's notorious medical testing during 1937-1945. Indeed, "notorious," rather than "notable," would be a more accurate way of describing most of the selected experiments. The presentation does not fully address three widely known experiments--the Tuskegee Study of Untreated Syphilis, the Milgram Experiments, and the Stanford Prison experiment--since they are treated separately and in more detail on their own. The presentation closes with a discussion of common themes and conclusions drawn many of the U.S. studies. Among these is the common saying, "the road to Hell is paved with good intentions." Ultimately, as the author observes, these experiments demonstrate the need for research oversight, protection of human subjects, particularly those in vulnerable populations, external review protocols, and transparency. The presentation is for educational purposes only. It should not be used commercially. The views, opinions, and findings presented here do not necessarily reflect those of any government department or agency.

This presentation was prepared for in-classroom use only. To set the stage, the presentation begins with a selection of typical editorial cartoons from the news media arranged by theme. Aside from the Iraq War, "gays and the military" was the most-covered defense topic in the national news media during the entire decade of the 1990s. The focus then shifts to the research contributions of NPS students and faculty to the debate over "Don't Ask, Don't Tell," (DADT) beginning in 1994 and for nearly two decades thereafter. This includes five separate surveys of officers at NPS from 1994 to 2010. These surveys are unique, since all other surveys of U.S. military personnel regarding DADT were prohibited during the period. Selected conclusions are presented. The appendix summarizes two additional studies of officers' attitudes toward DADT following its repeal. The post-repeal surveys show that the trend toward increasing acceptance of gays in the military has continued. The presentation is for educational purposes only. It should not be used commercially.

In late 2006 and early 2007, a panel of experts on defense manpower policy was convened to review a newly published book, I Want You! The Evolution of the All-Volunteer Force, by Bernard D. Rostker. The symposium was "virtual" in the sense that it was conducted exclusively by Internet and by telephone (in one case). Panel members were invited from a variety of fields to capture possibly different perspectives. A secondary objective of the panel was to assess the present status and prospects of America's All-Volunteer Force (AVF), drawing upon themes found in the book. The summary of the virtual symposium begins by describing the social and political landscape of the time. This is followed by a brief description of the approach and the participants. Answers to the several questions posed to the panel members are then integrated, evaluated, and discussed, incorporating verbatim responses as much as possible. ; Approved for public release, distribution unlimited