This article surveys the history of compulsory education for soldiers' career advancement in the British army. It begins with an examination of the organizational context before analyzing the rationale, syllabus, teaching and assessment of soldier education. It concludes that for members of the army education organization their self-perception as…

September 11, 2001, is a day most American high school students remember. They may not fully grasp the events that took place, the reasons behind the terrorist attacks on the United States, or their implications, but they remember. They were children when this national trauma occurred--and they saw those unforgettable television images of the…

On October 5, 1957, the headline on the front page of the "Baltimore News-Post" proclaimed "Russ "Moon" Circling Earth." The "Russ" Moon was Sputnik I, launched by the Soviet Union a day earlier. The launch had far-reaching and unexpected outcomes for the United States. Almost immediately, President Dwight…

Through a series of events in German-controlled Alsace, e.g., a Prussian military commander insulted Alsatian civilians and the French flag, the fundamental question of civilian-military relations in both Alsace-Lorraine and Germany itself was brought to the fore. How the situation was handled is discussed. (RM)

Explores the circumstances surrounding the creation of education schemes in the armies of the British Empire. Discusses attitudes toward war and toward the soldier's role in the early 1900s, attitudes of the soldiers toward war, the University of Vimy Ridge, the Canadian Khaki University, the Oatlands program, and education for the New Zealand…

Presents examples from ancient Greece and Rome illustrating working aged and intergenerational dependence. Describes normal active participation of elderly as officers and common soldiers in ancient military as example of their capabilities. Notes that Alexander the Great's army, in particular, depended on contributions of older men. (Author/NB)

Briefly reviews the development of computers in the United States through the eyes of Commodore Grace M. Hopper, USNR, who was one of the first programmers and, at the age of 76, is still lecturing on computers to audiences ranging from military personnel to educators to engineers and computer scientists. (MBR)

Of all the frontier forces in the modern world, the French Foreign Legion is perhaps the most widely known and yet the least understood. The realities and mystique of the Legion from the time it was formed in 1831 to the present are discussed. (RM)

Robinson and Stern describe the Management Training Program introduced by the U.S. Air Force in postwar Japan and its effect on Japanese industry. Roberts compares it with U.S. Training within Industries. Umetani comments that the discussion would have been more convincing had its relationship with other Japanese training programs been addressed.…

The Australian Imperial Force's Education Service began near the end of World War I to provide educational programs for Australian troops stationed in Europe. The Non Military Employment program aimed to assist in the transition to civilian life after demobilization. (SK)

Reasons for the emergence of education benefits (Title II) as a major focus in the Veterans Assistance Act of 1944 are discussed. Effects and implications are briefly examined. (RM)

The Army developed an extensive educational program during World War I to help soldiers understand the war effort and prepare for peace-time life. Working with such organizations as the YMCA, the Army created its own university in France. Many educators involved in this program remained influential in adult education. (SK)

This monograph recounts the events that brought about the change from women as Marine Reservists only to the integration of women into the Marine Corps. Chapters 1-8 trace the status of women in the Marines beginning with demobilization plans for the Women's Reserve following World War II. They discuss the Women's Armed Forces Legislation;…

Includes "Something to Cheer About" (Tuckett); "From British Institute to National Institute, 1921-71" (Hutchinson); "Pre-history of the Arts Council" (Williams); "Adult Education in the Forces" (Adam); "Crisis in Adult Education" (Stock); "The REPLAN Experience" (Uden); and…

Summarizes and discusses the following: (1) historical background of integration in the United States Army; (2) preparations for integration; (3) how the policy was carried out; (4) factors leading to success of the integration policy; and (5) current objectives regarding racial equality in the Army. (PS)