Adult Education In The Military

“For the Common Defense, a military history of the United States from 1607-2012” is a military historic book written by Allan R. Millet, Peter Maslowski, and William B. Feis. Millet is a historian and a retired colonel of the Marine Corps. Maslowski is a professor at the University of Nebraska. Feis is a professor at Buena Vista University. This book was published in September 2012. It focuses on chronologically describing the changes of the United States military for over 400 years. Even though that is the main purpose, it does include political information. Although this book does not have an exact thesis, its purpose is to inform readers of the creation and enhancements of the US military. At almost 700 pages, this book educates about

In this report I will be going over the importance of training and education within the military, and how they both play very important roles to not only leaders, but the service members within our ranks. The military is constantly training and, we train as we fight. However, before soldiers train, they must be well educated in all areas in which they will be training. Proper education is the key to proper training. I will also discuss the importance of becoming better educated while serving in the military, as it will make transitioning back into the

As the Army transitions from the battlefields of Iraq and Afghanistan, the organization is well served to take a long look in the mirror. After ten plus years of deployments, our combat tested warriors are sure to possess more than enough valuable knowledge to reinforce and improve upon our status as a profession. A TRADOC published paper explains “to be a professional is to understand, embrace, and competently practice the expertise of the profession.” I believe the profession of arms exists and there are many components that reinforce this argument. Among these components, initial entry training and institutional learning, shared values, and a monopoly on our mission are three of the most important tenants. All Soldiers must graduate

First, both​ ​Wes Moores​ ​had​ ​“jobs”​ ​with similar​ ​structures​ ​and​ ​a​ ​chain of​ ​command. The author Wes Moore recalled his role in the structures of military school: “I was now a platoon sergeant, a cadet master sergeant and the youngest senior noncommissioned officer in the entire corps.” (Moore, 115).

This assignment aims to identify and discuss learning and teaching strategies that are particularly effective in meeting learner needs within the military environment. It will review some of the five main areas Behaviourism, Neo Behaviourism, Gestalt, Cognitive, Humanist, and how these can be exploited within our delivery of learning and teaching, that the delivery strategy adopted is suitable to meet the needs of our learners with in the military environment, and to make sure the correct resources are available and ensuring the delivery of

The newly structured environment had given Wes a platform to succeed in both academics and sports, later receiving scholarships to attend Valley Forge for high school eventually becoming the youngest noncommissioned officer in the entire corps. Looking back the author writes “Three years ago I’d been one of the insubordinate kids first entering the gates of Valley Forge. In an ironic turn, I was now one of the ones in charge of them” (Moore 115). After the weathering journey Wes had in the military school, he began to say things like “‘A cadet will not lie, cheat, or steal, nor tolerate those that do,’ were not simply words we had to memorize but words to live by” (Moore 115).

The United States has produced numerous military leaders throughout its history. The plethora of military conflicts and wars that this country has participated in, particularly as an emerging world power, has made these individuals historic figures whose names are often remembered and synonymous with military greatness. The purpose of this paper is to share three of them with you. You will learn what traits make them great leaders and what sets them apart from each other. You will also learn what strategies they used that display the American way of war. While these men may not have been the most traditional Christian role models, you will see principled men putting forth a firm fighting hand to represent their nation, its people, faith, and

Thesis: Although the U.S. military has been a leader in desegregation and in other social matters, during World War Two fear and prejudice keep many highly qualified people from serving. This weakened every branch of the military by limiting it to a less diverse and therefore less flexible fighting force.

Military administration in the American Civil War was affected by expert military instruction and the well deserved sober mindedness of order experience. While not all pioneers had formal military preparing, the Assembled States Military Foundation at West Point, New York and the Unified States Maritime Institute at Annapolis made committed frameworks of expert officers whose comprehension of military science had significant impact on the behavior of the American Civil War and whose enduring legacy fashioned the conventions of the advanced U.S. officer corps of all administration branches.

The purpose of this paper is to identify Colonel (COL) Jeffrey D. Peterson, Armor Branch, Retired, as a legacy leader who had an impact on me through all attributes and competencies covered in ADRP 6-22 (Army Leadership). His selfless service and his discipline are key components of his character that I strive to emulate. His long hours doing the same things that his Soldiers were doing, whether conducting PT in the morning or taking the pulse of Baghdad and Ad Diwaniyah during his tactical command post patrols, established his presence and professionalism beyond reproach. His steady career as a senior professor at West Point after his squadron redeployed in 2007 speaks to his intellect and his academic commitment. His example helps to

The military has the ability to provide a new set of social opportunities and is one of the few social institutions with the capability to initiate long-term change. This change begins immediately when the recruit enters basic training. At this time, the recruits are

“Intellectual growth should commence at birth and cease only at death”. I initially joined the military in 1997 and have been given a great opportunity to not only grow as a person but also as a leader. The military serves as a microcosm of the world given the array of organizations one can work within a culturally diverse setting. Additionally, the exposure, training, didactics, esprit de corps and culture breeds for those within to persistently strive for better and not become complacent, hence, driving my desire to pursue a graduate degree.

Adult Basic Education programs exist in the United States to provide “second chance” educational services to adults 18 and older who test below a twelve grade level in reading, language, or math. This is made possible through the Workforce Innovation and Opportunity Act (WIOA), which was signed into law by President Obama on July 22, 2014, revising and reauthorizing the Workforce Reinvestment Act (WIA) of 1998 (H.R. 803, 2014). Title II of the WIA established the current accountability standards for adult education programs in the United States that include state-level development of student outcome-based performance standards to determine program effectiveness. Outcome measures include adult student educational functioning level gains in reading, math, and language literacy; student gains in the skills and knowledge areas needed to become employable; an increase in adult student parental involvement, and completion of high school equivalency diplomas. These outcomes reflect the goals of the WIA adult education program, which are to improve English literacy and language skills needed for self-sufficiency, to assist in completion of high school, and to place adults into postsecondary and employment training programs (Condelli, Castillo, Seburn, & Deveaux, 2002). WIOA expands and encourages better coordination between the primary federal programs that support workforce development, employment services, adult education, and vocational rehabilitation services, and establishes

Adult education can be associated with or defined as a social movement because interactions within the movement collectively represent “organized activities that encourages social change” (Lange, Spencer, 2014, p. 13). Walter (2007) notes that adult education programming “brings individuals together in a common cause…strengthening social networks, common identity, and commitment to action in the process” (p. 250). Old (i.e. traditional) social movements such as organized labour or trade unions were long considered to be change agents, as they “engaged in a variety of educational activities” and were the “single most important provider of non-vocational social purpose adult education for working people” (Spencer, 1995, p. 32); however, the emergence of new social movements (NSM) in the post-industrial economy has focused attention on how such activities act as learning sites for adult education. This research examines how the Women’s Informal Network (WIN) organized in Citrix Systems, a U.S. based multinational software company, can be viewed as an NSM for adult education within the latter organization. This study looks at the development of WIN, the issues that are most important to WIN, and the values that motivate WIN to act. The study also investigates both what and how adults in the WIN organization are learning as they participate in the group’s activities.

The field of adult education has a longstanding tradition of student-centered learning. More recently, there has been an increased emphasis in K-12 education on using student-centered instructional practices in ESL/EFL context. In the traditional classroom, students are the passive participants who spend their class time listening and taking notes or recording what they have heard; on the other hand, teachers are the solely original resource of knowledge or information and practice the “show and tell” model. This is the way how I learned English in my country, China, which is the EFL classroom. Nevertheless, under the circumstance of society which highly advocates choice and democracy, the student-centered approach which