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The purpose of this essay is to illustrate the preparation of total and civil defense education in schools in the 1970s to gain insight into how the school looked and pondered the complicated world that existed outside the school's doors. By using the concepts of welfare state, welfare and civil defense culture, I have studied relevant materials to get answers to questions treating the total and civil education in schools after Lgr69, the way the state sees the subject and if it is possible to detect a civil defense culture in schools and if so, how it will be expressed.     The results show that the state emphasized education as incredibly important because knowledge of how to act in a crisis or war could be extremely crucial for the individuals and their survival. The education was so important that it got a role as a main factor in Lgr69. But even if the education was important the teachers had huge problems with the schedule and many teachers couldn´t educate all facts because they didn´t have enough time. To deal with the problem many schools learn about total and civil defense on outdoors days or sports days. The students were generally in favor of the subject but some thought it was too much fact to learn in so little time.    The question about the civil defense in school is a question that doesn´t have an obvious answer but can be seen from different perspectives. Since the total and civil defense education was a main factor in Lgr69 it appears obvious that there was a civil defense culture and the constant threat of war led to a way of thinking and acting, even in school. One purpose of the education was to see the total and civil defense as a social function in a larger context, and that goal could be related to the country's goal to build a successful welfare society that would be characterized by security - economically, politically and socially.     Another factor that points to the existence of a civil defense culture was the opportunity for the students to practice on different parts of civil defense such as self protection and accident care. The idea of a non-existent civil defense culture in schools existed because the obvious time constraints and, to some extent, nonchalance that existed among the Swedish population. Furthermore, the non-existent idea strengthens when Lgr69 itself (and even other textbooks) emphasize that all parts of the total and civil education didn´t need to be examined, it depended on the time that was available.

CHDS State/Local / The attack on the World Trade Center on September 11, 2001 spurred the growth of the field of homeland security in the United States. It would be beneficial to expand the talent and brain pool from which leaders can be drawn by increasing the number of women and minorities in the area of homeland security. This thesis will discuss the people who would seek careers in government; look at the experience of the military for increasing women officers; examine the mentoring programs in government and the private sector; and the importance of diversity in communicating to the public during an attack or an emergency. The area of homeland security encompasses the fields of law enforcement, fire fighting, emergency medical services, and emergency management. In order to increase the diversity of these fields, it will be necessary to attract, identify, recruit, and mentor women and minorities. Studies and anecdotal information indicate that mentoring programs are beneficial to women and minorities, especially if one' mentor is a senior official or executive in the organization. Such a mentoring relationship is usually fruitful in that the mentee may be exposed to higher level decision makers if selected for important projects and if one's mentor can provide information about the unwritten rules of an organization. Mentoring programs alone will not increase diversity in the area of homeland security. Such change will need the support of senior leaders. It will be necessary to persuade senior leaders that it is to their advantage to have their organizations reflect the diversity of America. This thesis makes some recommendations as to how senior leaders in homeland security can work to increase diversity. Again, nothing can change without the support of senior leaders in actively opening doors and nurturing talented women and minorities. / General Counsel for the New York State Emergency Management Office (SEMO), New York City (NYC) Office of Emergency Management (OEM)

CHDS State/Local / Today's security environment has changed dramatically and the institutions, which defend our continent against common threats, must adapt to remain viable. Otherwise, the safety, security, and economic prosperity of North America will be in jeopardy. The World Trade Center attack demonstrated that asymmetric threats can approach the U.S. from any direction. This attack also reinforced that natural and technological disasters can have binational consequences and continental impact. Given this, a noticeable missing element in the defense relationship with Canada and Mexico is the absence of a formal policy for bilateral military cooperation in support of civil authorities. Also missing is a Mexican defense coordinating presence at NORAD and USNORTHCOM. This thesis examines U.S.-Mexican security challenges and argues that a bilateral transnational emergency management framework that incorporates a civil-military partnership can serve as the cornerstone upon which North American defense can be built. / Maj - Plans Division Chief, Bi-National Planning Group (NORAD-NORTHCOM)

Battlefield success of Unmanned Aerial Systems (UAS) prompted Department of Defense and Department of Homeland Security leaders to examine their possible applicability to homeland defense missions within the National Strategy for Homeland Security. The National Strategy for Homeland Security incorporates all levels of government to include law enforcement agencies and the military, the predominant owner and operator of UASs. The military, however, is restricted in its domestic role by the Posse Comitatus Act, and is therefore limited in its domestic employment of UASs. In order to determine the applicability of UASs to homeland defense missions, it is necessary to examine the capabilities of available UASs, to match them with mission requirements, and determine the legality of where they can be used and who can operate them. A policy that places combat UAS capability with Title 10 military forces and homeland defense mission capability with Title 32 and law enforcement agencies will fulfill the goals stated in the national strategy and function within the current legal framework.

Thesis (M.S. in Joint Campaign Planning and Strategy)--Joint Forces Staff College, Joint Advanced Warfighting School, 2008. / Title from PDF title page; viewed on Oct. 17, 2008. "4 April 2008." Electronic version of original print document. Includes bibliographical references (p. 70-76).

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, September 2009. / Thesis Advisor(s): Rasmussen, Maria ; Simeral, Robert. "September 2009." Description based on title screen as viewed on November 5, 2009. Author(s) subject terms: Outcome Based Policing, Intelligence Sharing, Terrorism Prevention, Triangle of Terrorism, Public Safety Assessment Triangle, Domestic Preparedness Performance Model Includes bibliographical references (p. 75-77). Also available in print.

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2005. / Thesis Advisor(s): Christopher Bellavita. Includes bibliographical references (p. 75-81). Also available online.

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2006. / "March 2006." Thesis Advisor(s): Robert Bach. Includes bibliographical references (p. 93-97). Also available online.

Thesis (M.A. in Security Studies (Homeland Security and Defense))--Naval Postgraduate School, March 2007. / Thesis Advisor(s): Robert Bach. "March 2007." Includes bibliographical references (p. 113-126). Also available in print.