Bibliography: Military Industrial Complex (page 3 of 3)

Defense Language Inst., Washington, DC. (1971). Korean Basic Course: Area Background. Designed to serve as an introduction to some aspects of Korean culture and civilization, this text consists largely of lectures on various topics prepared by staff members of the Defense Language Institute. The major section on the Republic of South Korea includes information on: (1) the historical setting; (2) the politico-military complex; (3) the socio-economic structure; (4) the socio-religious tradition including religion, education, kinship, the Korean house, customs, and cuisine; and (5) artistic and intellectual expression. The final unit on the People's Republic of North Korea examines the geography of North Korea, the structure of the government, party politics, foreign policy, industrial development, land reform and collectivization, the educational system, and the Armed Forces.   [More]  Descriptors: Art Expression, Cultural Education, Educational Policy, Foreign Policy

Klausner, Samuel Z.; And Others (1974). The Workplace Reaches Out: A Study of Organizational Impropriation. Volumes 1 and 2. Final Report. Volume 1 of the report opens with a series of case studies of services at the workplace. These qualitative surveys formed the basis for a more systematic analysis of the array of services to employees and to the community. The case studies examine two occupations (seafaring and the military), two countries (Japan and Israel), a special worker population (female labor force), and services in the context of five industries (a world trade corporation, hospital, bank, industrial site, and an international conglomerate). On the basis of the case studies, a method was devised for analyzing services in a more quantitative manner. The data were gathered and interpreted to reveal the social and economic conditions under which services emerge. Volume 2 offers a 63-page bibliography and five appendixes. The first (11 pages) describes the Delaware Valley setting of the study and how the sample was drawn. The second (5 pages) discusses securing industrial cooperation. The third (13 pages) describes development of the research instrument. An evaluation of field techniques for research on complex formal organizations (13 pages) forms the fourth appendix. The fifth (125 pages) presents frequency distributions of responses to all items for which data were gathered.   [More]  Descriptors: Bibliographies, Case Studies, Community Services, Economic Research

Wolansky, William D. (1992). Facilitating Women's Involvement in Non-Traditional Occupations. This paper examines three topics related to women's involvement in non-traditional occupations: (1) the historical origin of occupational classification; (2) the influence of World War II on women's expanded participation in the workforce; and (3) women's entry into non-traditional occupations. The industrial revolution in Europe and later in the United States created the need for occupational specialization. Both the military and the apprenticeship system prevented women from entering into nontraditional occupations. The major shift of women into nontraditional occupations occurred in the United States during World War II when there were insufficient male workers to produce the military supplies needed for war. Women demonstrated that they could be as efficient and capable as men in acquiring and performing complex technological skills. In the recent war in the Persian Gulf, women again demonstrated they could fly helicopters, handle communication systems, and participate in battle. Federal and state legislation is aimed at providing equality of opportunity for men and women. Yet, if one examines the extent of mathematics and science courses that serve as prerequisites for technology, engineering, and science, female students tend to retreat from such advanced courses in high schools. The proportion of workers has been constantly changing from 1960 to the 1990s. In 1960, white males constituted 62 percent of the work force and white females 28 percent; that proportion will reach 46 percent for males and 39 percent for women in 2000. Projections for the 25 million new workers that will be needed between 1985 and 2000 suggest that 64 percent will be women. Enabling and encouraging women to enter nontraditional occupations that generally require higher levels of knowledge and skills will help the United States to develop its human capital and remain competitive in a knowledge-driven and world-linked economy.   [More]  Descriptors: Educational Needs, Employment Opportunities, Equal Opportunities (Jobs), Federal Legislation

Saettler, Paul (1968). A History of Instructional Technology. Theoretical and methodological foundations of the modern audiovisual/radio/television/programed instruction complex have been provided by educational theorists from the Elder Sophists of the fifth century B.C., to the medieval scholars who taught in the monastic or cathedral schools, to the reformers of 1700-1900, to the psychologists of the 20th century. In the 20th century, scientific technology joined learning theory in classroom applications. World War II–a period of expansion in military and industrial research–marked the confluence of audiovisual and instructional technology in the United States. Since then, school systems have borrowed wartime advances in areas such as instructional film, television, and radio. The development of national organizations devoted to instructional media coincided with the post-war technological boom. This cooperation led to the rise of programed instruction and the prospect of the systems approach to learning, a true science of instructional communication. From 1945 to 1965, research on instructional media was stimulated by a concern with education as a response to forces of technological change working in America. That research, born and living on an institutional basis, continues to respond to contemporary problems of what to teach, to whom, and how. Descriptors: Audiovisual Aids, Audiovisual Communications, Audiovisual Instruction, Educational History

American Friends Service Committee, Philadelphia, PA. National Action/Research on the Military Industrial Complex. (1980). Acceptable Risk? The Nuclear Age in the United States. Study/Action Guide [and] Companion to Study/Action Guide for Congregations and Religious Groups. A study-action guide and a companion guide are intended to help citizens explore some of the challenging dilemmas of U.S. nuclear policy. The two guides place strong emphasis on group discussion and participation as well as action citizens might want to take to bring about a non-nuclear world. The companion guide is intended for congregations and religious groups. Citizens first view a slide or filmstrip show entitled "Acceptable Risk?" which relates the perspectives of scientific, government, and military experts, as well as the stories of survivors of Hiroshima and the stories of those affected by the daily production of nuclear weapons and nuclear power. The first two sections of the study guide contain a checklist for showing the slide show and suggestions for follow-up discussion. The third section "Next Steps" outlines a variety of possibilities for education and action for groups and individuals concerned about the issues in the slide program. The third and major section of the guide provides a list of resources and groups concerned with issues discussed in the slide show. The publication concludes with a listing of American Friends Service Committee offices and instructions for showing the slide program. The guide for congregations and religious groups contains statements concerning nuclear warfare issued by different religious groups. Also included in this guide are suggestions for follow-up discussions to the slide program ideas for action, liturgical suggestions, and lists of resources for education and action. Descriptors: Citizen Participation, Community Action, Disarmament, Discussion (Teaching Technique)

Pessemier, Edgar A. (1974). STRATOP: A Model for Designing Effective Product and Communication Strategies. Paper No. 470. The STRATOP algorithm was developed to help planners and proponents find and test effectively designed choice objects and communication strategies. Choice objects can range from complex social, scientific, military, or educational alternatives to simple economic alternatives between assortments of branded convenience goods. Two classes of measured input data are used, one cognitive and the other affective. In addition, data on brand choice are needed to fit the parameters of the choice model. The STRATOP technique and the assorted preliminary analytical methods used modest amounts of standard data and yield very extensive findings, explicitly tailored to the needs of strategists and designers. Further experience is being accomulated with the expectation that the methods will find application in a number of areas involving significant social and economic choices among competing alternatives.   [More]  Descriptors: Change Strategies, Comparative Analysis, Data Analysis, Decision Making

Bureau of Naval Personnel, Washington, DC. (1972). Module Seven: Combination Circuits and Voltage Dividers; Basic Electricity and Electronics Individualized Learning System. In this module the student will learn to apply the rules previously learned for series and parallel circuits to more complex circuits called series-parallel circuits, discover the utility of a common reference when making reference to voltage values, and learn how to obtain a required voltage from a voltage divider network. The module is divided into three lessons: solving complex circuits, voltage reference, and voltage dividers. Each lesson consists of an overview, a list of study resources, lesson narratives, programed instructional materials, and lesson summaries.   [More]  Descriptors: Course Content, Electricity, Electronics, Individualized Instruction

Riedel, James A.; And Others (1975). A Comparison of Adaptive and Nonadaptive Training Strategies in the Acquisition of a Physically Complex Psychomotor Skill. Results of research to determine if an adaptive technique could be used to teach a physically complex psychomotor skill (specifically, performing on an arc welding simulator) more efficiently than the skill could be taught with a nonadaptive technique are presented. Sixty hull maintenance technician firemen and fireman apprentice trainees were selected randomly to perform on the simulator and were given pre- and post-training tests. Analysis of covariance was used on the data, and results indicate no significant difference between the effectiveness of adaptive and fixed schedules in training the skill studied. An introduction discusses the problem, purpose, and background of the study, as well as presenting a rationale for adoption and a history of adaptive applications. Research methodology is examined in terms of the subject, apparatus, experimental setting and design, and procedures. A discussion of the results, conclusions, and recommendations are presented. Six tables and eight figures supplement the text. It is recommended that since there may be a relationship between physical task complexity and the utility of adaptive/fixed training strategies, further research to understand the potential interaction between these two variables be undertaken. Descriptors: Analysis of Covariance, Individualized Instruction, Industrial Training, Job Training

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