Gotowa bibliografia na temat „United States. Cadet Nurse Corps”

Purpose The purpose of this paper is to enhance understanding of shared leadership in a military academy setting. Design/methodology/approach A qualitative methodology was selected to ask senior cadets about a shared leadership concept at the United States Coast Guard Academy, known as the “corps leading the corps.” Cadets responded to, “what does the corps leading the corps mean to you?” via a paper and pencil survey. Cadet responses were coded using content analysis. Findings Three higher-order dimensions emerged from the data: autonomy and empowerment, developing self and others, and role modeling. Originality/value The paper provides emerging leaders’ commentary to incorporating a shared leadership concept within an educational environment.

Dr. Marilyn A. Ray, nurse scholar and retired United States Air Force (USAF) veteran and former flight nurse, began her nursing scholarship in Canada. She was influenced by the experiences and interprofessional scholarly ideas that she encountered along her career trajectory. Her early love of the air and space led her to the United States Air Force Nurse Corps, where she served as a flight nurse during the Vietnam war era, followed by leadership positions in nursing education, administration, practice, and research. Dr. Ray’s contributions to nursing knowledge includes two nursing theories and a caring inquiry methodology. Dr. Ray is helping to create a new caring science certificate program at Florida Atlantic University, Christine E. Lynn College of Nursing. In this column, Dr. Ray shares the story of her scholarly influences and how they helped her care for her husband and gain insight into her contributions to nursing knowledge development.

Abstract Introduction U.S. Army Reserve Officer Training Corps (ROTC) Advanced Camp (AC) is a 29-day training that assesses military skills and leadership potential in college students training to become Commissioned Officers (i.e. Cadets). Military trainings are widely known to disrupt normative sleep. Additionally, operational sleep disruption is linked to performance decrements. This study examined the ability for objective and subjective sleep during ROTC AC to predict Cadet performance. Methods One hundred and fifty-nine ROTC Cadets (age 22.06±2.49 years; 76.1% male) wore an actiwatch device continuously for 29 days during AC. Paper surveys administered at the end of AC captured subjective sleep metrics during the training. ROTC instructors evaluated Cadet performance and provided scores of overall class rank and summary performance. Multiple and ordinal linear regressions assessed the predicative utility of subjective (sleep duration [SD]; Global score [Global] from the Pittsburgh Sleep Quality Index) and objective (Total Sleep Time [TST]; Sleep Efficiency [SE]; Sleep Latency Onset [SOL]; Wake After Sleep Onset [WASO] from actigraphy) sleep on performance. Results The interaction of SD and Global, when controlling for age and gender, significantly predicted increased Cadet rank, F(4,153) = 3.09, p = 0.018. Models testing the prediction of SD and Global on summary performance score were non-significant. Further, regressing of both Cadet rank and summary performance individually on objective sleep metrics, when controlling for age and gender, resulted in non-significant findings. Conclusion Subjective and objective sleep showed no significant individual predictive utility on performance. However, the combined subjective model significantly predicted that Cadets who slept worse (lower SD; higher Global) during AC received a lower rank at the end of the training. These findings suggest there may be a unique combined predictive utility of subjective sleep on performance when compared to the predictive power of individual variables. Therefore, subjective sleep may be better for predicting operational performance than objective sleep. Future analyses will refine these models and examine how performance on individual AC events may be influenced by sleep. Support for this study came from the Military Operational Medicine Research Program (MOMRP) of the United States Army Medical Research and Development Command (USAMRDC). Support (if any):

The Army Combat Fitness Test (ACFT), consisting of deadlift, standing power throw, hand release push-up, sprint-drag-carry, leg tuck or plank, and 2-mile run, is the United States Army’s new fitness test. The ACFT is designed to measure multiple fitness components required to perform combat tasks. One critical task is the tactical foot march (TFM), where soldiers cover long distances while carrying loads comprised of mission-essential equipment. As the ACFT is meant to predict soldier task performance, determining the relationships between the ACFT and the TFM is important. Data from 29 cadets (♂ = 20, ♀ = 9) from one university Reserve Officers’ Training Corps program were analyzed. The ACFT was recorded in raw and scaled scores. The TFM was performed over 6.44 km, with time recorded. Cadets carried a 15.88-kg rucksack, fighting load carrier, 3-L hydration pack, and replica M4 carbine. Independent samples t-tests evaluated ACFT and TFM between-sex differences. Partial correlations, controlling for sex, determined ACFT event and TFM relationships. Male cadets outperformed females in all ACFT tasks (p ≤ 0.039), except the push-up. ACFT total score, leg tuck, 2-mile run, and sprint-drag-carry showed large correlations with the TFM (r = ±0.463–0.531, p ≤ 0.026). Aerobic and anaerobic capacity and upper body/trunk strength were important fitness components for cadet TFM performance.

Critically injured combat casualties are rapidly evacuated from the battlefield, and within hours of their injuries they begin a 7000-mile journey home, often arriving in the United States within 7 days. National Naval Medical Center in Bethesda, Maryland, is a major facility for wounded warrior care in the Military Health System. Throughout the facility, the staff from a variety of disciplines and all military services provides care for military personnel with injuries and illnesses, with the goal of optimizing recovery and quality of life. The foundational evidence for select aspects of this care is discussed. Innovations in training and care delivery include the Air Force Nurse Corps’ Critical Care Fellowship, the new inpatient Traumatic Brain Injury Unit, and the National Intrepid Center for Excellence for Traumatic Brain Injury and Psychological Health. The future of the Medical Center includes a new name, expanded staff, and newly constructed space by Department of Defense Base Realignment and Closure activities.

Abstract Introduction U.S. Army Reserve Officer Training Corps (ROTC) Advanced Camp (AC) is a month-long capstone course that evaluates Cadet leadership. Although the relationship between sleep and objective performance is well established, less is known about how sleep may impact self-perception of performance, especially in the military context. This study examined the impact of habitual sleep on self-expected and objective AC performance. Methods 577 Cadets (age 22.22 ± 2.74; 74.36% male) completed the Pittsburgh Sleep Quality Index (PSQI) at baseline to measure subjective sleep quality (Global; higher scores indicate poorer sleep quality) and total sleep time (TST) in the month before training. Self-expected AC performance was captured by asking Cadets to estimate what their final performance score would be and objective performance was determined from summary scores from Instructors. Performance discrepancy was calculated as the difference between Cadet’s expected and objective scores. Regression models assessed the predictive utility of habitual TST and Global on performance. Results Ordinal regressions showed that as Global increased, expected AC score also decreased with an OR of .684 (95% CI, -.694 to -.064), Wald χ2(1) = 5.56, p = .018. Further, Global independently predicted performance discrepancies, where the odds of a difference existing between a Cadet’s self-expected and their objective performance was .895 less likely for those with increasing Global (p = .028). Together TST and Global predicted discrepancy magnitude between Cadet self-expected and objective performance, F(2, 349) = 2.99, p = .05, with Global as a independent predictor p < .05. Independent findings related to TST were varied and warrant further testing. Conclusion Cadets with poorer sleep quality prior to AC self-expected to perform worse and had discrepancies between their self-expected and objective performance when compared to those with higher sleep quality. TST enhanced the predictive power of Global when predicting magnitude of performance discrepancy. Therefore future research examining Global, while accounting for TST, is warranted to better understand how sleep may influence self-expectations of military performance. Support (if any) Support for this study came from the Military Operational Medicine Research Program of the United States Army Medical search and Development Command.

The life path, scientific-pedagogical and public activity of Volodymyr Sokurenko – a prominent Ukrainian jurist, doctor of law, professor, talented teacher of the Lviv Law School of Franko University are analyzed. It is found out that after graduating from a seven-year school in Zaporizhia, V. Sokurenko entered the Zaporizhia Aviation Technical School, where he studied two courses until 1937. 1/10/1937 he was enrolled as a cadet of the 2nd school of aircraft technicians named after All-Union Lenin Komsomol. In 1938, this school was renamed the Volga Military Aviation School, which he graduated on September 4, 1939 with the military rank of military technician of the 2nd category. As a junior aircraft technician, V. Sokurenko was sent to the military unit no. 8690 in Baku, and later to Maradnyany for further military service in the USSR Air Force. From September 4, 1939 to March 16, 1940, he was a junior aircraft technician of the 50th Fighter Regiment, 60th Air Brigade of the ZAK VO in Baku. The certificate issued by the Railway District Commissariat of Lviv on January 4, 1954 no. 3132 states that V. Sokurenko actually served in the staff of the Soviet Army from October 1937 to May 1946. The same certificate states that from 10/12/1941 to 20/09/1942 and from 12/07/1943 to 08/03/1945, he took part in the Soviet-German war, in particular in the second fighter aviation corps of the Reserve of the Supreme Command of the Soviet Army. In 1943 he joined the CPSU. He was awarded the Order of the Patriotic War of the 1st degree and the Order of the Red Star (1943) as well as 9 medals «For Merit in Battle» during the Soviet-German war. With the start of the Soviet-German war, the Sokurenko family, like many other families, was evacuated to the town of Kamensk-Uralsky in the Sverdlovsk region, where their father worked at a metallurgical plant. After the war, the Sokurenko family moved to Lviv. In 1946, V. Sokurenko entered the Faculty of Law of the Ivan Franko Lviv State University, graduating with honors in 1950, and entered the graduate school of the Lviv State University at the Department of Theory and History of State and Law. V. Sokurenko successfully passed the candidate examinations and on December 25, 1953 in Moscow at the Institute of Law of the USSR he defended his thesis on the topic: «Socialist legal consciousness and its relationship with Soviet law». The supervisor of V. Sokurenko's candidate's thesis was N. Karieva. The Higher Attestation Commission of the Ministry of Culture of the USSR, by its decision of March 31, 1954, awarded V. Sokurenko the degree of Candidate of Law. In addition, it is necessary to explain the place of defense of the candidate's thesis by V. Sokurenko. As it is known, the Institute of State and Law of the USSR has its history since 1925, when, in accordance with the resolution of the Presidium of the Central Executive Committee of March 25, 1925, the Institute of Soviet Construction was established at the Communist Academy. In 1936, the Institute became part of the USSR Academy of Sciences, and in 1938 it was reorganized into the Institute of Law of the USSR Academy of Sciences. In 1941–1943 it was evacuated to Tashkent. In 1960-1991 it was called the Institute of State and Law of the USSR Academy of Sciences. In Ukraine, there is the Institute of State and Law named after V. Koretsky of the NAS of Ukraine – a leading research institution in Ukraine of legal profile, founded in 1949. It is noted that, as a graduate student, V. Sokurenko read a course on the history of political doctrines, conducted special seminars on the theory of state and law. After graduating from graduate school and defending his thesis, from October 1, 1953 he was enrolled as a senior lecturer and then associate professor at the Department of Theory and History of State and Law at the Faculty of Law of the Lviv State University named after Ivan Franko. By the decision of the Higher Attestation Commission of the Ministry of Higher Education of the USSR of December 18, 1957, V. Sokurenko was awarded the academic title of associate professor of the «Department of Theory and History of State and Law». V. Sokurenko took an active part in public life. During 1947-1951 he was a member of the party bureau of the party organization of LSU, worked as a chairman of the trade union committee of the university, from 1955 to 1957 he was a secretary of the party committee of the university. He delivered lectures for the population of Lviv region. Particularly, he lectured in Turka, Chervonohrad, and Yavoriv. He made reports to the party leaders, Soviet workers as well as business leaders. He led a philosophical seminar at the Faculty of Law. He was a deputy of the Lviv City Council of People's Deputies in 1955-1957 and 1975-1978. In December 1967, he defended his doctoral thesis on the topic: «Development of progressive political thought in Ukraine (until the early twentieth century)». The defense of the doctoral thesis was approved by the Higher Attestation Commission on June 14, 1968. During 1960-1990 he headed the Department of Theory and History of State and Law; in 1962-68 and 1972-77 he was the dean of the Law Faculty of the Ivan Franko Lviv State University. In connection with the criticism of the published literature, on September 10, 1977, V. Sokurenko wrote a statement requesting his dismissal from the post of Dean of the Faculty of Law due to deteriorating health. During 1955-1965 he was on research trips to Poland, Czechoslovakia, Romania, Austria, and Bulgaria. From August 1966 to March 1967, in particular, he spent seven months in the United States, England and Canada as a UN Fellow in the Department of Human Rights. From April to May 1968, he was a member of the government delegation to the International Conference on Human Rights in Iran for one month. He spoke, in addition to Ukrainian, English, Polish and Russian. V. Sokurenko played an important role in initiating the study of an important discipline at the Faculty of Law of the Lviv University – History of Political and Legal Studies, which has been studying the history of the emergence and development of theoretical knowledge about politics, state, law, ie the process of cognition by people of the phenomena of politics, state and law at different stages of history in different nations, from early statehood and modernity. Professor V. Sokurenko actively researched the problems of the theory of state and law, the history of Ukrainian legal and political thought. He was one of the first legal scholars in the USSR to begin research on the basics of legal deontology. V. Sokurenko conducted extensive research on the development of basic requirements for the professional and legal responsibilities of a lawyer, similar to the requirements for a doctor. In further research, the scholar analyzed the legal responsibilities, prospects for the development of the basics of professional deontology. In addition, he considered medical deontology from the standpoint of a lawyer, law and morality, focusing on internal (spiritual) processes, calling them «the spirit of law.» The main direction of V. Sokurenko's research was the problems of the theory of state and law, the history of legal and political studies. The main scientific works of professor V. Sokurenko include: «The main directions in the development of progressive state and legal thought in Ukraine: 16th – 19th centuries» (1958) (Russian), «Democratic doctrines about the state and law in Ukraine in the second half of the 19th century (M. Drahomanov, S. Podolynskyi, A. Terletskyi)» (1966), «Law. Freedom. Equality» (1981, co-authored) (in Russian), «State and legal views of Ivan Franko» (1966), «Socio-political views of Taras Shevchenko (to the 170th anniversary of his birth)» (1984); «Political and legal views of Ivan Franko (to the 130th anniversary of his birth)» (1986) (in Russian) and others. V. Sokurenko died on November 22, 1994 and was buried in Holoskivskyi Cemetery in Lviv. Volodymyr Sokurenko left a bright memory in the hearts of a wide range of scholars, colleagues and grateful students. The 100th anniversary of the Scholar is a splendid opportunity to once again draw attention to the rich scientific heritage of the lawyer, which is an integral part of the golden fund of Ukrainian legal science and education. It needs to be studied, taken into account and further developed.

The word ‘uniform’ can be a noun, adjective, or verb. As a noun it relates to prescribed dress, often in occupational settings. As an adjective it relates the sameness between objects and thoughts. As a verb it means to make the same. Underlying each grammatical usage is the concept sameness, to align thoughts, ideas, and physicality. In society where heightened individualism is a key characteristic, the persistence of ‘uniform-ness’ is an intriguing area of research. This issue of M/C Journal embraces the range of meanings that word uniform encompasses, and examines how they present in our culture(s) and how they are represented in the media. In the opening to their book Uniform: Clothing and Discipline in the Modern World, Jane Tynan and Lisa Godson argue that “as state, society, and nation converged towards the end of the nineteenth century uniform became part of a modern culture increasingly concerned with regulating time, space, and bodies” (Tynan and Godson 6). The modern state demanded uniformity of ideas and thought, underpinned by the rationalism that dominated the enlightenment. To dress in a uniform was to transform the body into that rational, uniform being. At the same time uniformity “suppresses individuality”, controlling social interaction (Joseph and Alex 723-24), and centralising the organisation or state in our social lives. As an item of dress, uniforms are distinctive. Yet they only become distinctive when they become different from everyday dress, such as spurs on Cavalry officers who have no horses or wigs on lawyers when everyone else has dispensed with them (Hobsbawm 4). Dress in general is governed by unwritten social rules, perhaps none so pervasive as being required to dress to your gender. The history of uniform reveals that occupational dress often demarked the appropriate gender for the job. Early military uniforms were masculine, nanny uniforms feminine. Uniform explicates status of both the wearer and the non-wearer, who then becomes the ‘other’, the outsider or the non-conformer. The dichotomy between wearer and non-wearer is not so clear, however, as the power of the uniform also provides the means through which the non-conformer can subvert its meanings through incorrect wearing of the uniform. Similarly, too, we see others subverting uniform social norms to make their political points or for political gain. As Jennifer Craik states, “there is a constant play between the intended symbolisms of uniforms … and the informal codes of wearing and denoting uniforms” (Craik 7). As one of “modernity’s practices; [uniforms represent] resistance to tradition and the embrace of rationality” (Tynan and Godson 1-2). Yet, as the twentieth century progressed, we can see uniforms and uniformity of thought being co-opted to create ‘tradition’ and ‘ritual’ particularly around the state (see Cannadine; Hobsbawn). Concurrently, formal occupational dress for many workers entered a decline near the beginning of the twentieth century (Williams-Mitchell 101), yet other forms of uniform arose. A tendency arose towards what Jennifer Craik calls the ‘quasi-uniform’, those “modes of dress that are consensually imposed as appropriate” (17), for example the business suit, a wedding dress or gym wear. This mode of uniform shifts the dynamic from a top-down directive (such as that in an institution or by government) to a more democratic one, where the general populace seemingly consents to, and socially police. With the advent of film, television, and later the Internet, the access to information has led to what some argue as the homogenisation of culture, albeit one that is dominated by particular western cultures. This too can be seen in international diplomacy. First the League of Nations, and then the United Nations, standardised international dialogue between countries. Uniform processes were put in place, with institutions such as the International Court playing a pivotal role. The English language came to dominate, with over 67 countries counting it as an official language, and many others having it in common use. This was arguably as a result of its primacy in both media and diplomatic communications, creating a uniform language which paradoxically retains its localised character. Although this too may be dissipating as this primacy is being challenged through the reinvigoration of languages from former colonies, from Irish to the Indigenous Australian languages, and the growing populations speaking Spanish and Chinese. Diversity too is being demanded in our media and politics, through more balanced and nuanced representations of people. Uniforms are often products of their time, and in their physical form can appear as from another era, staying static while fashion swiftly moves on. The butler or the chauffeur can look like a relic from a previous age. So too can uniform ways of thinking. The recent changing of state school uniform polices in Australia from gendered to gender-neutral clothing reflects how uniforms can be slow to catch up to social norms of women wearing trousers and shorts for sport, leisure, and work. This reflects not only the clothing, but the institutional beliefs that underpinned uniform policy. In reflection of the ways that uniform has changed, for this edition we have chosen to present the feature article followed by the articles in chronological order. The feature article addresses much of the shift in uniforms. This is followed by ten articles which explore several different types of uniform, both physical and metaphysical, revealing how uniforms have changed in society in the last 125 years. This issue’s feature article takes up the theme of how a dress code has developed into an imposed uniform in parliaments, and how female politicians have challenged the gender norms embedded in these codes. Taking a longitudinal view, “Parliamentary Dress: Gendered Contestation of the Political Uniform” by Jo Coghlan and Lisa J. Hackett first situates the development of parliamentary dress in its historical context that assumes masculine attire. It then highlights how female politicians have used these codes to both signal their adherence to norms and their rejection of the same norms. It further examines the ways that prominent female politicians have subverted the parliamentary uniform to make political statements. Our first article, “The Inculcative Power of Australian Cadet Corps Uniforms in the 1900s and 1910s” by Nathan Wise and Lisa J. Hackett, takes us to the start of the twentieth century and examines how military uniforms entered the classroom in the years leading up to, and during, the First World War. It notes how cadet programmes were part of a wider social movement that sought to instil middle-class values throughout society. By donning uniforms, it was believed, boys would also ‘wear’ the ideology prescribed within them. It also served as a signifier to wider society of the status of these boys and the future possibility of service to their country. The experience of the First World War and the mass-uniforming of the population provided a blue-print for the organisation of labour during wartime. Trends that were established during the First World War developed further, perhaps driven by the social and political upheavals of the inter-war years; the Roaring 20s, the Great Depression, the rise of Fascism. Among this was the continuation of the idea that schoolboys undertake Army cadet programmes as part of their education. Some schools had continued this after the First World War, whilst others would introduce it at the start of the war. Liam Barnsdale’s article “Trooping the (School) Colour: Australian School Cadet Uniforms and Masculine Identities during the Second World War” examines how the cadet programmes within schools increased in popularity during the war period. Central to this was the debate over uniforming boys in appropriate uniforms. As Barnsdale points out, Australia had no official uniform for use by cadets. Instead, individual schools designed their own uniforms, which often revealed the ideology of the school rather than the armed forces. The result was that in Australia cadet uniforms were diverse in their offerings. Founded in the dying days of the Second World War, uniformity of political ideals was encapsulated in the fledging United Nations. Replacing the League of Nations which was founded to maintain world peace, the United Nations has proven to be more effective and long-lasting than its predecessor. The central mission of peacekeeping brought about a new form of military uniform, the distinctive blue berets worn by the United Nations Peace Keepers. Simone Strungaru’s article “The Blue Beret: Representations and Symbolism of UN Peacekeeper’s Uniforms” examines the history of the distinctive uniform. Here Strungaru reveals the rich symbolism that the blue beret leverages in forging a distinctive identity for the men and women who wear it. The centrality of military uniforms in historical state events, such as wars, have meant that their iconography has often been linked to the grand ceremonies of state. David Cannadine argued in 1983 that ceremonies surrounding the British royal family have become “so well stage managed” that the British (and arguably Australians) believe they are good at tradition and ritual (Cannadine 160). The next article in our volume examines the careful management of a royal visit to an Australian beach. Donna Lee Brien’s article “Planning Queen Elizabeth II’s Visit to Bondi Beach in 1954: An Object-Inspired History” examines the material remnants of uniform and how it provides a gateway to historical knowledge. Brien’s examination starts with a commemorative medal handed out to school children as part of the royal visit to Bondi Beach. This medal deliberately ties the school uniform to royalty through the use of a signifier usually worn as a military achievement. This tangible connection allows the organisers to assign royalist identities to the school uniform. Brien’s article further extrapolates how other uniforms, such as those worn by Surf Life Savers, Nurses, and a Pipe Band were used in a carefully orchestrated display of royal pageantry at the beach. A pageantry that was uniquely Imperial and Australian all at once. Xiang Gao’s article “A ‘Uniform’ for all States? International Norm Diffusion and Localisation” takes up how norms within different countries have evolved, arguing that such norms become a type of ‘national uniform’. While states adhere to international norms such as those enshrined in the United Nations, they also have to negotiate with domestic actors and the ideals held by them. Thus, norms have to adapt to local sensibilities. The ability of a state to define its own norms on the international stage is affected by its relative positioning in international relations and diplomacy. Gao argues that more powerful states have increased capacity to define and challenge normative behaviour than smaller powers. The results of this can be seen through international treaties: for example, climate change negotiations. Uniformness and uniforms are not just the apparatus of the state, they also exist to identify members of groups that hold themselves apart from society. From subcultural uniforms to religious cults denoting their affiliation to a power beyond the mortal realm, uniforms have been utilised to exclude both the wearer from society and outsiders from the group. In their article “The Clothes Maketh the Cult: The Myth of the Cult and Pop Culture”, Huw Nolan, Jenny Wise, and Lesley McLean examine how the cult ‘uniform’ is used in popular culture as a device to denote cults as ‘the other’. Pope Francis uses his uniform as a way of challenging international norms when it comes to environmental issues, as argued in Aidan Moir’s article: “The Pope’s New Clothes: The Brand Politics of the Papal Uniform in Popular Culture”. Pope Francis, Moir argues, has deliberately chosen modest religious vestments to signify his environmental ethics and his emulation of his namesake, St Francis of Assisi. This uniform also marks a shift away from the more ornate vestments preferred by his predecessor, Pope Benedict. Moir also notes how each pope has personalised their uniform through the use of accessories, noting both John Paul II and Benedict conspicuously wearing accessories from established brand names such as Prada or Rolex. Pope Francis’s aesthetic rejects these items of conspicuous consumption, creating a humbler appearance, reducing the distance between the Catholic leader and his flock. Uniformity does not necessarily mean homogeneity, but rather, as Fredericks and Bradfield argue, a collective whole that can work together. Their article, “‘Uniting Hearts’: The Uluru Statement from the Heart and the Need for a Uniformed Front for a Constitutionally Enshrined First Nations’ Voice to Parliament” also introduces to our discussion how digital icons, a unique feature of contemporary life, become virtual uniforms, signalling the ideological position of the communicator. The ‘Uluru heart’ icon can be both worn physically and shared online to denote support for the Uluru Statement. The simple use of a recognisable symbol communicates identity and allows for widespread dissemination of support for the Uluru Statement. Nicholas Hookway continues the discussion on the use of uniform to denote support for social causes in his article “‘I decked myself out in pink’: Examining the Role of the Pink Uniform in a Virtual Sports Charity Event”. This article also demonstrates the mutability of the uniform: by adhering to the colour pink, individuals have a wide scope of clothing choices, accessories, makeup, and hair colour, etc., to choose from. Examining the pink uniform through the concept of embodied philanthropy, Hookway demonstrates how sports participants are able to create their own uniform, creating a community among themselves. This article also shows how a uniform can be created that allows for high levels of individualisation, a significant change to the reformers of the late nineteenth and early twentieth centuries. This lack of ‘uniformity’ within the uniform appears to have had little negative effect on the wearer’s sense of purpose or unity. The article also shows how, despite pink’s association with femininity, men were prepared to wear the uniform colour to show their support of the cause. The association of the colour with cancer replaces other sociological meanings in this context. The final article in this issue offers a look at how attempts to create a social uniform can be foiled through the lack of a distinctive character, despite the availability of distinct iconography. In “Ayo, Bisexual Check: Bi Bobs, Cuffed Jeans, and Prototypes for a Bisexual Uniform on TikTok”, Collin Knopp-Schwyn examines the difficulties of establishing a uniform when the intended audience struggles to understands its meaning. Despite this, the author locates where the online bisexual community have developed a distinct style that promises the become a prototype for a recognisable bisexual uniform. The articles in this issue provide a comprehensive investigation into various facets of what uniform means both historically and contemporarily. A discernible shift away from highly regimented styles to distinct looks has occurred as society integrates the twin desires of inclusivity and individuality with the long held social need to be part of a recognisable group. References Cannadine, David. "The Context, Performance and Meaning of Ritual: The British Monarchy and the 'Invention of Tradition', c. 1820–1977." The Invention of Tradition. Eds. Eric Hobsbawm and Terence Ranger. Canto ed. Cambridge: Cambridge UP, 1992. 101-64. Craik, Jennifer. Uniforms Exposed. Oxford: Berg, 2005. Hobsbawm, Eric. "Introduction: Inventing Traditions." The Invention of Tradition. Eds. Eric Hobsbawm and Terence Ranger. Canto ed. Cambridge: Cambridge UP, 1992. 1-14. Joseph, Nathan, and Nicholas Alex. "The Uniform: A Sociological Perspective." The American Journal of Sociology 77.4 (1972): 719-30. Tynan, Jane, and Lisa Godson. "Understanding Uniform: An Introduction." Uniform: Clothing and Discipline in the Modern World. Eds. Jane Tynan and Lisa Godson. London and New York: Bloomsbury, 2019. Williams-Mitchell, Christobel. Dressed for the Job: The Story of Occupational Costume. Poole, Dorset: Blandford Press, 1982.

War and human conflict have historically propelled the profession of nursing forward, due to the intense demand for large numbers of efficient, high-quality nurses to care for injured troops. This article begins with an overview of nursing in the United States Army and Navy Nurse Corps and the influences of war on the advancement of American nursing, with a specific focus on the Army School of Nursing. As a response to the need for nurses in World War I, the Army School of Nursing was a novel approach to educating new nurses to be quickly mobilized in wartime and to provide nursing care at base hospitals across the United States. Students provided care to thousands of troops during the influenza pandemic of 1918, and several lost their lives providing care at these military encampments, including Fort Riley, the suspected starting point of the influenza epidemic in the United States.

ABSTRACT Introduction Human papillomavirus (HPV) is a common sexually transmitted virus that infects over 13 million people every year. Over 80% of sexually active adults will acquire HPV at some point in their lives, which is concerning since certain high-risk strains of HPV can cause six types of cancer. Vaccination against HPV is safe and effective, but despite high vaccine efficacy, vaccination rates are low among both service members and civilians. Materials and methods We conducted a retrospective, cross-sectional study to identify the percentage of United States Military Academy (USMA) Cadets who had received at least one HPV vaccine and those who completed the vaccine series. Deidentified vaccination and demographic data were retrieved from the Defense Health Agency Military Health System Data Repository (MDR) for all Cadets who were enrolled at USMA between January 2018 and May 2022 (graduating classes of 2018-2025). To identify the population of Cadets for our study and confirm presence of “any” vaccine in the MDR, Tdap vaccination information was also retrieved. The study population was defined as any Cadet who was enrolled at USMA between January 2018 and May 2022 (graduating classes of 2018-2025) and had record of an HPV and/or Tdap vaccine in the MDR. We compared demographic information between the identified population and known demographics of the USMA population to confirm that the retrieved data were consistent with population demographics. Descriptive statistics were performed to identify demographic differences based on vaccinated and unvaccinated Cadets and to determine the percentage of Cadets who received at least one HPV vaccine. Vaccine series completion was defined as the receipt of three HPV vaccine doses among those who reported receiving at least one dose of HPV vaccine or two doses if vaccinated before the age 15. Results A total of 9,567 Cadets were assessed for eligibility with 9,433 having Tdap and/or HPV vaccine on record. Of these Cadets, 5,738/9,433 (60.8%) had received at least one HPV vaccine. Of those starting the series, 4,492 completed the two- or three-dose series for a completion rate of 47.6%. We found HPV vaccine completion rate among female Cadets (55.6%) is higher than that of male Cadets (45.2%). More Cadets from minority groups received one vaccine; however, full completion rates were similar for both the groups (48.1%). In contrast, the percentage of Cadets vaccinated against Tdap was 97.2%. Most of those vaccinated received their first vaccine between the ages of 11 and 15 (53.0%) and their final vaccine after they turned 16 (68.9%). Conclusion Though the vaccination rate among the Corps of Cadets is comparable to the public, it is still less than the 80.0% goal set by the Healthy People 2030 objective. Based on these results, we recommend that the USMA modify its policy on HPV vaccine administration to encourage more vaccine uptake. We also conclude that further studies on the rationale for avoiding the vaccine are necessary to better inform educational campaigns and mitigate stigma.

Thesis (Ph.D.)--Indiana University, Dept. of History, 2006.
Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1503. Adviser: Michael McGerr. "Title from dissertation home page (viewed April 12, 2007)."

Thesis (M.A. in Education)--San Diego State University, August 1992.
"August 1992." Description based on title screen as viewed on April 16, 2009. Includes bibliographical references (p. 20-21). Also available in print.

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This thesis developed a deterministic Markov state model to provide the U.S. Navy Nurse Corps a tool to more accurately forecast recruiting goals and future years force structure. Nurse Corps data was provided by the Nurse Corps Community Manager's office covering fiscal years 1990 to 2003. The probabilities used in the Markov model were derived from the fiscal year data. Transitions used in this model were stay at present grade, move up one grade or exit the system. Backward movement was not allowed and individuals could only move up one grade per year. The model was limited to eleven years and focused primarily on the ranks of O-1 to O-3. O-4's and O-5's that appeared in the data were allowed to flow through the system. Logistic regression was then used to investigate the probability of "staying" in the Nurse Corps to certain career decision points. Nurse Corps cohort data files for fiscal years 90 through 94 were merged for analysis, as was cohort data for fiscal year 96 through 98. Results of the markov model show that the O-1's and O-2's reach a steady state at the eight-year mark while the O-3's reach a steady state at the seventeen-year mark (based on provided data). The steady state values are compared to actual Nurse Corps goals. Results of the logistic regression show that Recalls, Medical Enlisted Commissioning Program and Nurse Candidate Program were all significant at increasing the probability of staying in the Nurse Corps. Males were more likely than females to stay in the Nurse Corps and changes in education levels decreased the probability of staying in the Nurse Corps.
Lieutenant, United States Navy

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A Markov Model was used to determine the number of nurses the Navy must gain each year in order to maintain desired end strength. Significant characteristics affecting career progression of individuals in the Navy Nurse Corps were identified. The characteristic of primary concern, accession source, was determined to be significant. Markov models were created to identify personnel flow from ENS through LCDR. The models end-strength projections for 2006-2009 were then compared to Nurse Corps targeted end-strengths for this same period. Several scenarios were run to minimize overages and underages in rank distribution. Optimization was achieved by changing both the distribution of accession sources and the distribution of recruited ranks. Optimal distribution of accession source and rank are dependant upon the degree of accepTable deviation from these targets. As stated above we were not able to acquire this information limiting our ability to accurately forecast optimized distribution of accession source or rank. The Markov Model demonstrated that the Nurse Corps current business practices optimize accessions for two year projections. Increasing variation between the current force structure plan and our models projections suggest that greater efficiency could be obtained in the out-years. This Markov Model provides a tool for improving extended forecasts.
Lieutenant Commander, United States Navy

As American involvement in Vietnam escalated in the 1960s, the military's need for medical personnel rose as well. A shortage of qualified nurses in the United States coupled with the requirements of providing adequate troops abroad meant increased opportunity for male nurses. To meet the needs of Army personnel, the Army Nurse Corps actively recruited men, a segment of the nursing population that had previously faced daunting restrictions in the Army Nurse Corps (ANC). Amidst mounting tension, the Army Student Nurse Program began accepting men and provided educational funding and support. Additionally, Congress extended commissions in the Regular Army to previously excluded male nurses. Men answered the call and actively took advantage of the new opportunities afforded them by the demands of war. They entered the educational programs and committed to serve their country through the ANC. Once admitted to the corps, a large percentage of male nurses served in Vietnam. Their tours of duty proved invaluable for training in trauma medicine. Further, these men experienced personal and professional growth that they never would have received in the civilian world. They gained confidence in their skills and worked with wounds and diseases seldom seen at home. For many, the opportunities created by the war led to a career in military medicine and meant the chance to seek additional training after nursing school, often specialized training. Relying heavily on oral histories and the archives of the Army Nurse Corps, this study examined the role these nurses played in entrenching men as a vital part of the ANC.

The mission of the United States Military Academy (USMA) is “To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the nation.” [1] In order to accomplish this mission, USMA puts their cadets through a 47-month program that includes a variety of military training, and college courses totaling about 150 credit-hours. Upon completion of the program, cadets receive a Bachelor of Science degree and become Second Lieutenants in the United States Army. A very unique aspect of the academic program at USMA is that each cadet is required to take a minimum of five engineering classes regardless of their major or field of study. This means that about 500 cadets will have taken the one-semester course in thermodynamics. The thermodynamics course taught at USMA is different from others throughout the country because within every class there is a mixture of cadets majoring in engineering and those that are in other majors, i.e. languages, history [2]. Topics on gas turbine machinery have been integrated into this unique thermodynamics course. Because the cadets will encounter gas turbines throughout their service in the Army, we feel that it is important for all of the students, not just engineering majors, to learn about gas turbines, their operation, and their applications. This is accomplished by four methods. The first is in a classroom environment. Cadets learn how actual gas turbines work, how to model them, and learn how to solve problems. Thermodynamics instructors have access to several actual gas turbines used in military applications to aid in cadet learning. The second method occurs in the laboratory where cadets take measurements and analyze an operational auxiliary power unit (APU) from an Army helicopter. The third method occurs in the form of a design project. The engineering majors redesign the cogeneration plant that exists here at West Point. Many of them use a topping cycle in this design. The final method is a capstone design project. During the 2001–02 academic year, three cadets are improving the thermodynamic laboratories. Among their tasks are designing a new test stand for the APU, increasing the benefit of the gas turbine laboratory through more student interaction, and designing a web-based gas turbine pre-laboratory instruction to compliment the actual laboratory exercise.

The mission of the United States Military Academy (USMA) is “To educate, train, and inspire the Corps of Cadets so that each graduate is a commissioned leader of character committed to the values of Duty, Honor, Country; professional growth throughout a career as an officer in the United States Army; and a lifetime of selfless service to the nation.” [1] The academic program at the USMA is designed to meet the intellectual demands of this mission statement. One very unique aspect of this academic program is the requirement that each cadet take a minimum of five engineering courses regardless of his or her major or field of study. Because of this requirement, nearly one-third of every graduating class take Fluid Mechanics. The Fluid Mechanics course taught in the USMA’s Department of Civil and Mechanical Engineering differs from others throughout the country for two primary reasons: 1) Within every class there is a mixture of cadets majoring in engineering and those who are in other majors, such as languages, history, and political science, 2) Each cadet will be commissioned as a Second Lieutenant in the United States Army immediately upon graduation, [2] and [3]. In this course cadets learn about fluid mechanics and apply the principles to solve problems, with emphasis placed upon those topics of interest to the Army and Army systems that they will encounter as future officers. The course objectives are accomplished through four principal methods. The first is through engaging, interactive classroom instruction. Cadets learn about the principles of fluid statics, conservation laws, dimensional analysis, and external flow; specialized topics, such as compressible flow and open channel flow have also been integrated. The second method is through hands-on laboratory exercises. Pipe friction, wind tunnels, and smoke tunnels are examples of laboratories in which cadets take experimental measurements, analyze data, and reinforce concepts from the classroom. The third method occurs in the “Design of an Experiment” exercise. In groups, cadets design their own experiment—based upon an Army parachutist—that will predict the coefficient of drag of a parachute system. The fourth method is a hands-on design project that culminates in a competition. In teams, cadets build a water turbine to lift a weight on a pulley from ground level to a designated height. Competition categories include the torque competition, in which maximum lifted weight determines the winner and the power competition judged by minimum time to lift a designated weight. This project, implemented within the curriculum prior to formal instruction on the design process, requires cadets to develop their own design process through analysis, experimentation, and trial and error.