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1 TEXT C Company Drill.Pdf
State of California – Military Department California Cadet Corps CURRICULUM ON MILITARY SUBJECTS Strand M7: Unit Drill Level 11 This Strand is composed of the following components: A. Squad Drill B. Platoon Drill C. Company Drill 1 California Cadet Corps M7: Unit Drill Table of Contents C. Company Drill ............................................................................................................................................ 3 Objectives ................................................................................................................................................. 3 C1. Basic Information ............................................................................................................................ 4 C2. Posts for Key Personnel .................................................................................................................. 5 .............................................................................................................................................................. 8 C3. Basic Formation Information .......................................................................................................... 8 C4. Changing Interval .......................................................................................................................... 10 C5. Changing Distance ......................................................................................................................... 10 C6. Aligning the Company .................................................................................................................. -
Naval Reserve Command
NAVAL RESERVE OFFICER TRAINING CORPS Military Science –1 (MS-1) COURSE ORIENTATION Training Regulation A. Introduction: The conduct of this training program is embodied under the provisions of RA 9163 and RA 7077 and the following regulations shall be implemented to all students enrolled in the Military Science Training to produce quality enlisted and officer reservists for the AFP Reserve Force. B. Attendance: 1. A minimum attendance of nine (9) training days or eighty percent (80%) of the total number of ROTC training days per semester shall be required to pass the course. 2. Absence from instructions maybe excuse for sickness, injury or other exceptional circumstances. 3. A cadet/ cadette (basic/advance) who incurs an unexcused absence of more than three (3) training days or twenty percent (20%) of the total number of training during the semester shall no longer be made to continue the course during the school year. 4. Three (3) consecutive absences will automatically drop the student from the course. C. Grading: 1. The school year which is divided into two (2) semesters must conform to the school calendar as practicable. 2. Cadets/ cadettes shall be given a final grade for every semester, such grade to be computed based on the following weights: a. Attendance - - - - - - - - - - 30 points b. Military Aptitude - - - - - 30 points c. Subject Proficiency - - - - 40 points 3. Subject proficiency is forty percent (40%) apportioned to the different subjects of a course depending on the relative importance of the subject and the number of hours devoted to it. It is the sum of the weighted grades of all subjects. -
Copyright by Jason Todd Craft 2004 the Dissertation Committee for Jason Todd Craft Certifies That This Is the Approved Version of the Following Dissertation
Copyright by Jason Todd Craft 2004 The Dissertation Committee for Jason Todd Craft Certifies that this is the approved version of the following dissertation: Fiction Networks: The Emergence of Proprietary, Persistent, Large- Scale Popular Fictions Committee: Adam Z. Newton, Co-Supervisor John M. Slatin, Co-Supervisor Brian A. Bremen David J. Phillips Clay Spinuzzi Margaret A. Syverson Fiction Networks: The Emergence of Proprietary, Persistent, Large- Scale Popular Fictions by Jason Todd Craft, B.A., M.A. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December, 2004 Dedication For my family Acknowledgements Many thanks to my dissertation supervisors, Dr. Adam Zachary Newton and Dr. John Slatin; to Dr. Margaret Syverson, who has supported this work from its earliest stages; and, to Dr. Brian Bremen, Dr. David Phillips, and Dr. Clay Spinuzzi, all of whom have actively engaged with this dissertation in progress, and have given me immensely helpful feedback. This dissertation has benefited from the attention and feedback of many generous readers, including David Barndollar, Victoria Davis, Aimee Kendall, Eric Lupfer, and Doug Norman. Thanks also to Ben Armintor, Kari Banta, Sarah Paetsch, Michael Smith, Kevin Thomas, Matthew Tucker and many others for productive conversations about branding and marketing, comics universes, popular entertainment, and persistent world gaming. Some of my most useful, and most entertaining, discussions about the subject matter in this dissertation have been with my brother, Adam Craft. I also want to thank my parents, Donna Cox and John Craft, and my partner, Michael Craigue, for their help and support. -
The Deterrent Effect of the Death Penalty? Evidence from British Commutations During World War I
THE DETERRENT EFFECT OF THE DEATH PENALTY? EVIDENCE FROM BRITISH COMMUTATIONS DURING WORLD WAR I Daniel L. Chen∗ Abstract During World War I, the British military condemned over 3,000 soldiers to death, but only executed 12% of them; the others received commuted sentences, unbeknownst to soldiers at the time. I verify that variation in commutations and executions is consistent with a random process. Using this result, I identify the effect of executions on subsequent desertions. There is limited evidence that executing deserters deterred absences, while executing Irish soldiers, regardless of the crime, spurred absences, particularly Irish absences. I present a model where perceived legitimacy of authority affects why people obey the law. Keywords: Compliance, Legitimacy, Deterrence JEL codes: N44, K14, K42, P48 ∗Daniel L. Chen, [email protected], Toulouse School of Economics, Institute for Advanced Study in Toulouse, University of Toulouse Capitole, Toulouse, France; [email protected], LWP, Har- vard Law School. First draft: April 2008. Current draft: February 2017. Latest version at: http://nber.org/∼dlchen/papers/The_Deterrent_Effect_of_the_Death_Penalty.pdf. I would like to thank assis- tance and comments from Julian Putkowski, British National Archives, Gerard Oram, Sonya Hymer, Markus Loecher, and many colleagues. Work on this project was conducted while I received financial support from the European Research Council (Grant No. 614708), Ewing Marion Kauffman Foundation, Institute for Humane Studies, Agence Nationale de la Recherche, John M. Olin Foundation, Petrie-Flom Center, Swiss National Science Foundation (Grant Nos. 100018-152678 and 106014-150820), and Templeton Foundation (Grant No. 22420). “There are hooks on the post .. He is hooked on like dead meat in a butcher’s shop. -
California Cadet Corps Organizational Colors and Guidons
Cadet Regulation 1-12 California Cadet Corps Organizational Colors and Guidons State of California-Military Department Joint Force Headquarters Sacramento, California 15 January 2015 UNCLASSIFIED SUMMARY of CHANGE CR 1-12 California Cadet Corps Organizational Colors and Guidons *This is a minor revision of a previously published regulation. It includes the addition of Summer Camp/10th Brigade Unit guidon specifications. CR 1-12 • 15 January 2015 State of California – Military Department Cadet Regulation 1-12 Joint Force Headquarters Headquarters, California Cadet Corps Effective 15 January 2015 Sacramento, California CALIFORNIA CADET CORPS ORGANIZATIONAL COLORS AND GUIDONS DAVID S. BALDWIN Major General Regulations. The proponent may delegate this The Adjutant General approval authority, in writing, to a field-grade man- day staff officer or State Projects Officer. Activities or units may request a waiver to this regulation by Official: providing full justification that includes a full analysis of the expected benefits. All waiver requests will be endorsed by the senior commandant officer of the requesting activity or unit and forwarded through their higher headquarters to the policy proponent. LARRY K. MORDEN Colonel, CACC Supplementation. Supplementation of this Executive Officer regulation and establishment of command and local forms are prohibited without prior approval, in History. This regulation is a minor revision to a writing, from the Executive Officer, California previously published regulation. Cadet Corps. Send a draft copy of each supplement to – Youth Programs, California Cadet Corps, Summary. This regulation describes the design ATTN: Executive Officer, Building 1301, Camp and use of organizational colors and guidons for San Luis Obispo, CA. brigades, regiments, and units of the California Cadet Corps (CACC). -
California Cadet Corps Curriculum on Leadership Roles
California Cadet Corps Curriculum on Leadership Roles “Move up through Ranks, Positions, and Experiences” L3/A: Leadership Roles at the School Level Agenda A1. Introduction to Leadership Roles and Responsibilities A2. Assistant Squad Leader and Guidon Bearer A3. Squad Leader A4. Platoon Sergeant A5. Platoon Leader A6. First Sergeant Agenda A7. Company Executive Officer A8. Company Commander A9. S1: Administration and Personnel A10.S2: Safety and Security A11.S3: Training and Operations A12.S4: Supply and Logistics Agenda A13. S5: Civic, Public and Military Relations A14. S6: Communications and IT A15. Battalion Executive Officer (XO) A16. Battalion Command Sergeant Major (CSM) A17. Battalion Commander (CO) INTRODUCTION TO LEADERSHIP ROLES AND RESPONSIBILITIES A1. Introduction to Leadership Roles and Responsibilities Leadership Roles at the School Level OBJECTIVES Cadets will be prepared to work within the structure of the cadet battalion or brigade, and serve successfully in leadership positions within the California Cadet Corps. Plan of Action Describe the role and responsibilities of the cadet leadership position in California Cadet Corps Battalions: Introduction to Leadership Roles and Responsibilities. Essential Question: How does the CACC develop a leader? Introduction to Leadership Roles and Responsibilities • CACC’s primary objective: Teaching Leadership • Leadership curriculum standard emphasizes: – Military knowledge – Citizenship and patriotism – Academic Excellence – Health and fitness Introduction to Leadership Roles and Responsibilities -
A BRIEF HISTORY of the 9Th MARINES
A BRIEF HISTORY OF THE 9th MARINES By Truman R. Strobridge First Printing 1961 Second Printing 1963 Revised 1967 HISTORICAL BRANCH, G-3 DIVISION HEADQUARTERS, U. S. MARINE CORPS WASHINGTON, D. C. 20380 1967 DEPARTMENT OF THE NAVY HEADQUARTERS UNITED STATES MARINE CORPS WASHINGTON D. C. 20380 PREFACE "A Brief History of the 9th Marines" is revised at this time in order to provide a concise narrative of the activity of the regiment since its activation in 1917 to its present participation in Vietnam as part of the III Marine Amphibious Force. This history is based on the official records of the United States Marine corps and appropriate secondary sources. It is published for the information of those interested in the regiment and the role it played and continues to play in adding to Marine corps traditions and battle honors. <SIGNATURE> R. L. MURRAY Major General, U. S. Marine Corps Assistant Chief of Staff, G-3 REVIEWED AND APPROVED 7 Dec 1961 DISTRIBUTION: Code DA Special Historical List 2. Special Historical List 3. A BRIEF HISTORY OF THE 9TH MARINES TABLE OF CONTENTS Original Online Page Page Brief History of the 9th Marines 1 6 Notes 22 27 Appendix A - Commanding Officers, 9th Marines, 1917-1961 25 30 Appendix B - 9th Marines Medal of Honor Recipients 29 34 Appendix C - Campaign Streamers of 9th Marines 30 35 BRIEF HISTORY OF THE 9TH MARINES By Truman R. Strobridge World War I The 9th Marines had its origin in the great expansion of the Marine Corps during World War I. Created as one of the two Infantry regiments of the Advanced Base Force, it was assigned to duty in the Carribean area as a mobile force in readiness. -
PG Feb 2014.4 Layout 2
190th ARW Military Students chaplain Funeral get lesson serves at Honors in practical PlainsPlainsDover.........7 GuardianGuardianTeam.......10 math........20 Volume 58 No. 1 Serving the Kansas Army and Air National Guard, Kansas Emergency Management, Kansas Homeland Security and Civil Air Patrol February 2014 73rd Civil Support Team trains with Nebraska National Guard and FBI By Staff Sgt. Jessica Barnett rather have us know what we are doing Public Affairs Office should something actually happen.” The Kansas National Guard conducted a “When you develop that training rela- hazardous materials exercise at its head- tionship and understand each other’s capa- quarters in Topeka Jan. 8. The KSNG’s bilities and limitations before an actual 73rd Civil Support Team, along with the event, you can get right down to business Nebraska National Guard’s 72nd CST unit, and do your job. You know how the other were joined by the FBI Hazardous Re- teams do business and can complete the sponse Team from Kansas City for the day- mission,” added Maj. Robert Cole, com- long training. mander of the 73rd CST. “This is valuable training for our CST The Kansas and Nebraska CST teams team to work alongside our neighboring have trained together in multiple venues National Guard CST in Nebraska and our across the state. The majority of the 72nd civilian partners at the FBI to resolve a sim- CST’s missions have been tied to potential ulated situation involving weapons of mass threats and preventative type missions, con- destruction,” said Maj. Gen. Lee Tafanelli, ducting sweeps of major events at places Kansas adjutant general. -
U.S. Army Board Study Guide Version 5.3 – 02 June, 2008
U.S. Army Board Study Guide Version 5.3 – 02 June, 2008 Prepared by ArmyStudyGuide.com "Soldiers helping Soldiers since 1999" Check for updates at: http://www.ArmyStudyGuide.com Sponsored by: Your Future. Your Terms. You’ve served your country, now let DeVry University serve you. Whether you want to build off of the skills you honed in the military, or launch a new career completely, DeVry’s accelerated, year-round programs can help you make school a reality. Flexible, online programs plus more than 80 campus locations nationwide make studying more manageable, even while you serve. You may even be eligible for tuition assistance or other military benefits. Learn more today. Degree Programs Accounting, Business Administration Computer Information Systems Electronics Engineering Technology Plus Many More... Visit www.DeVry.edu today! Or call 877-496-9050 *DeVry University is accredited by The Higher Learning Commission of the North Central Association, www.ncahlc.org. Keller Graduate School of Management is included in this accreditation. Program availability varies by location Financial Assistance is available to those who qualify. In New York, DeVry University and its Keller Graduate School of Management operate as DeVry College of New York © 2008 DeVry University. All rights reserved U.S. Army Board Study Guide Table of Contents Army Programs ............................................................................................................................................. 5 ASAP - Army Substance Abuse Program............................................................................................... -
BY ORDER of the SECRETARY of the AIR FORCE AIR FORCE INSTRUCTION 36-2803 18 DECEMBER 2013 Personnel the AIR FORCE MILITARY AWAR
BY ORDER OF THE AIR FORCE INSTRUCTION 36-2803 SECRETARY OF THE AIR FORCE 18 DECEMBER 2013 Personnel THE AIR FORCE MILITARY AWARDS AND DECORATIONS PROGRAM COMPLIANCE WITH THIS PUBLICATION IS MANDATORY ACCESSIBILITY: Publication and forms are available for downloading or ordering on e-Publishing website at: http://www.e-publishing.af.mil. RELEASABILITY: There are no releasibility restrictions on this publication. OPR: AFPC/DPSIDR Certified by: AF/A1S (Col Patrick J. Doherty) Supersedes: AFI36-2803, 15 June 2001 Pages: 235 This instruction implements the requirements of Department of Defense (DoD) Instruction (DoDI) 1348.33, Military Awards Program, and Air Force Policy Directive (AFPD) 36-28, Awards and Decorations Program. It provides Department of the Air Force policy, criteria, and administrative instructions concerning individual military decorations, service and campaign medals, and unit decorations. It prescribes the policies and procedures concerning United States Air Force awards to foreign military personnel and foreign decorations to United States Air Force personnel. This instruction applies to all Active Duty Air Force, Air Force Reserve (AFR), and Air National Guard (ANG) personnel and units. In collaboration with the Chief of Air Force Reserve (HQ USAF/RE) and the Director of the Air National Guard (NGB/CF), the Deputy Chief of Staff for Manpower, Personnel, and Services (HQ USAF/A1) develops policy for the Military Awards and Decorations Program. The use of Reserve Component noted in certain chapters of this Air Force Instruction (AFI) refers to the ANG and AFR personnel. Refer recommended changes and questions about this publication to the Office of Primary Responsibility (OPR) using the AF Form 847, Recommendation for Change of Publication; route AF Form 847s from the field through the Major Command (MAJCOM) publications/forms managers. -
Flags and Banners
Flags and Banners A Wikipedia Compilation by Michael A. Linton Contents 1 Flag 1 1.1 History ................................................. 2 1.2 National flags ............................................. 4 1.2.1 Civil flags ........................................... 8 1.2.2 War flags ........................................... 8 1.2.3 International flags ....................................... 8 1.3 At sea ................................................. 8 1.4 Shapes and designs .......................................... 9 1.4.1 Vertical flags ......................................... 12 1.5 Religious flags ............................................. 13 1.6 Linguistic flags ............................................. 13 1.7 In sports ................................................ 16 1.8 Diplomatic flags ............................................ 18 1.9 In politics ............................................... 18 1.10 Vehicle flags .............................................. 18 1.11 Swimming flags ............................................ 19 1.12 Railway flags .............................................. 20 1.13 Flagpoles ............................................... 21 1.13.1 Record heights ........................................ 21 1.13.2 Design ............................................. 21 1.14 Hoisting the flag ............................................ 21 1.15 Flags and communication ....................................... 21 1.16 Flapping ................................................ 23 1.17 See also ............................................... -
The Guidon 2016 - 2017
The Guidon 2016 - 2017 The South Carolina Corps of Cadets WELCOME TO THE CITADEL The Guidon is published every year as a source of information for fourth-class cadets. As a member of the Class of 2020, you are highly encouraged to familiarize yourself with all of the information enclosed in The Guidon. Since your initial time on campus will be filled with many activities, it is suggested to be familiar with as much of this information as possible before you report. The Guidon consists of two parts: general information that will help a cadet recruit become acclimated to The Citadel campus and lifestyle and required fourth-class knowledge, a mix of traditional Citadel knowledge and leader development knowledge. The cadet chain of command will test knobs on each piece of required knowledge and record the results in the tracking log in the back of The Guidon. This log and the process associated with it will be one assessment tool TACs can use as part of determining whether or not to certify cadets in several LDP learning outcomes. The required knowledge will be presented in manageable sizes that correspond to milestones in the fourth-classmen’s progression through the year. The milestones are broken down as follows: the end of Challenge Week, the end of Cadre Period, the end of first semester, and second semester until Recognition Day. The knowledge progresses from rudimentary information through more complex ideas, and culminates with the cadets becoming familiar with the Leadership Development Plan for The Citadel and how they will fit into that plan as upperclassmen.