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No Virginian was more dedicated to the Confederate cause than Stapleton Crutchfield. Born into a prominent and wealthy family, Crutchfield enjoyed and embraced the southern aristocratic lifestyle. He was a Virginian first and a United States citizen second. When Crutchfield was sixteen, he enrolled at the Virginia Military Institute. The young man had been enamored with the military tradition of his family and the extreme militancy of the South. Graduating at the top of his class in 1855, Crutchfield stayed on at the Institute as a mathematics professor. As Virginia prepared for war in 1861, Crutchfield resigned from his post and joined the Confederate army as an officer. The former mathematician was anxious for a fight. He believed that Virginia and the southern lifestyle was endanger of being destroyed by the North. Crutchfield's military training and family connections helped him receive appointment to the rank of major. In 1862, Gen. Thomas Jackson appointed Crutchfield to chief of artillery of his division. While Crutchfield had received training in artillery at the Institute l the instruction he received would not prepare him for the Civil War. New technology and the massive size of the armies had drastically changed the role of artillery in battle. His experience would come through trial and error on the battlefield. As Jackson's successes catapulted him to the top of the Confederate army's hierarchy, Crutchfield assumed additional commands and responsibilities. He became one of the few men to command artillery corps in the Civil War. During his tenure as artillery chief, the "long arm" of the Army of Northern Virginia experienced its largest growth. Furthermore, it is when Lee's army had its greatest successes on the battlefield. Yet, Stapleton Crutchfield has been overlooked by Civil War historians. They have failed to investigate the complexities of being artillery chief during the army's greatest period of growth and success. Crutchfield played an invaluable role in the shaping of the Army of Northern Virginia's artillery. His actions influenced the artillery corps even after his wound forced him to retire from his post. / Master of Arts

This paper attempted to determine the effect that gastrointestinal discomforts, socioeconomic status, dietary knowledge and beliefs about foods to omit during pregnancy had on the nutritional status of pregnant women. Hemoglobin, upper arm muscle circumference, weight for height and eating patterns measured nutritional status. Twenty women in their second trimester of pregnancy, active duty or the dependent wife of an Air Force E-4 and below, were surveyed. Questionnaires and anthropometric measures were used. Pearson Product Moment Correlations and a canonical correlation were accomplished. Data analysis indicated a significant negative correlation between eating patterns and gastrointestinal discomfort. There was a significant positive correlation between beliefs about foods to omit and eating patterns. Significant negative correlations existed between dietary knowledge and military status, monthly grocery bill, and number of people fed.

In contrast to the relatively rapid changes occurring in the modern American army, the period between the end of the War of 1812 and the beginning of the Mexican War offers a definite period for a study of military life when reform came slowly. During the period of study, leaders made few attempts to reform the general structure of the military institution as a social system. On the other hand, many changes can be discerned which improved weaponry and equipment, tactics, supply and administrative procedures, moral guidance, recreational facilities, and pay.

<p>Soldater som avbryter sin grundutbildning i förtid innebär onödiga kostnader och åtgärder för såväl organisationen som för de enskilda berörda. Försvarsmaktens mål är att avgångarna inte ska vara högre än 7 % av inryckande värnpliktiga. Målet har dock varit svårt att nå och för åren 2000-2005 ligger de genomsnittliga soldatavgångarna på cirka 13 %. Skillnaderna i avgångstal mellan olika förband är dock stora och den här undersökningen studerar om det kan bero på det ledarskap som praktiseras vid förbanden.</p><p>Genom att mäta nivån avseende <em>utvecklande ledarskap</em>, vilken är Försvarsmaktens ledarskapsmodell, vid sex arméförband och sen koppla ihop den med storleken på deras soldatavgångar identifieras olika samband. Därigenom framgår också faktorer som är viktiga för att nå låga avgångar.</p><p>Resultaten pekar mot att det finns samband mellan storleken på soldatavgångarna och nivån på det utvecklande ledarskap som tillämpas. Särskilt betydelsefullt för låga avgångar förefaller <em>personlig omtanke</em> vara.</p> / <p>Early attrition among conscripts is a problem both for the organization and for the individuals due to the costs and efforts that arise. The goal of the Swedish Armed Forces is that early attrition rates should not be higher than 7 % of personnel reporting for duty. Nevertheless the goal has been difficult to achieve and between the years of 2000 and 2005 the average early attrition rate has been approximately 13 %. The disparity between different units is significant and this study will examine whether this can be due to the leadership that is executed at the units.</p><p>By measuring the level of <em>transformational leadership</em>, which is the model of leadership in the Swedish Armed Forces, at six different army units and then connect that level to their level of early attrition rates, different relations will be identified. By doing this, important factors to prevent early attrition will also occur.</p><p>The results indicate that there are relations between early attrition rates and the level of the transformational leadership that is executed. Especially <em>individualised consideration</em> seems to be of outmost importance for low attrition rates.</p>

Soldater som avbryter sin grundutbildning i förtid innebär onödiga kostnader och åtgärder för såväl organisationen som för de enskilda berörda. Försvarsmaktens mål är att avgångarna inte ska vara högre än 7 % av inryckande värnpliktiga. Målet har dock varit svårt att nå och för åren 2000-2005 ligger de genomsnittliga soldatavgångarna på cirka 13 %. Skillnaderna i avgångstal mellan olika förband är dock stora och den här undersökningen studerar om det kan bero på det ledarskap som praktiseras vid förbanden. Genom att mäta nivån avseende utvecklande ledarskap, vilken är Försvarsmaktens ledarskapsmodell, vid sex arméförband och sen koppla ihop den med storleken på deras soldatavgångar identifieras olika samband. Därigenom framgår också faktorer som är viktiga för att nå låga avgångar. Resultaten pekar mot att det finns samband mellan storleken på soldatavgångarna och nivån på det utvecklande ledarskap som tillämpas. Särskilt betydelsefullt för låga avgångar förefaller personlig omtanke vara. / Early attrition among conscripts is a problem both for the organization and for the individuals due to the costs and efforts that arise. The goal of the Swedish Armed Forces is that early attrition rates should not be higher than 7 % of personnel reporting for duty. Nevertheless the goal has been difficult to achieve and between the years of 2000 and 2005 the average early attrition rate has been approximately 13 %. The disparity between different units is significant and this study will examine whether this can be due to the leadership that is executed at the units. By measuring the level of transformational leadership, which is the model of leadership in the Swedish Armed Forces, at six different army units and then connect that level to their level of early attrition rates, different relations will be identified. By doing this, important factors to prevent early attrition will also occur. The results indicate that there are relations between early attrition rates and the level of the transformational leadership that is executed. Especially individualised consideration seems to be of outmost importance for low attrition rates.

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The following research study was an ethnographic case study of an intergenerational life review/guided autobiography group consisting of four World War II veterans, five peacekeepers and one member who was a World War II veteran, a Korean veteran and a peacekeeper. The group members ranged in age from 30 to 82. All ten group members participated in a six week life review program (LRP) followed by an individual audio-taped interview. This interview was followed up by a validation interview. The purpose of this research was twofold. There were the research goals coupled with the goals, and intended benefits to, the participants. These goals and benefits often overlapped. The research goal was to answer four questions posed at the beginning of the study. They were: 1) What are the specific competencies, skills and knowledge needed for successful re-entry into civilian life? 2) Can these skills, competencies, and knowledge be successfully passed on in an intergenerational LRP involving both World War II veterans and peacekeepers? 3) Will the intergenerational passing on and receiving of these competencies, skills and knowledge lead to increased feelings of efficacy on the part of both World War II veterans and peacekeepers? 4) What changed for the individual during the course of the program and do they view their lives differently after the guided autobiography/life review experience? The goals, or intended benefits, to the participants were not formulated before the study but instead the method of grounded theory was employed. Grounded theory can be described as "a general methodology for developing theory that is grounded in data, systematically gathered and analyzed" (Strauss & Corbin, 1994, p. 278). Evidence emerged for two of Birren and Deutchman's (1991) seven outcomes. Those two outcomes were: 1) recognition of past adaptive strategies and application to current needs and problems and 2) development of friendships with other group members. Ten new outcomes were also identified. They were: 1) normalization of one's reactions to trauma or to events (e.g. re-entry); 2) the receipt of specific advice, ideas, or assistance; 3) engendering of hope; 4) relief or emotional release in telling one's story; 5) feeling heard/being listened to; 6) relating/commonality with others; 7) new awareness or heightened awareness of one's contributions and/or abilities; 8) new awareness or heightened awareness of others' contributions and/or abilities; 9) positive feelings obtained from others' responses to one's story; and 10) a new appreciation of one's life through comparison with other group members' lives.

Thesis (M.S.W.)--Smith College School for Social Work, 2008. / Typescript. Includes bibliographical references (leaves 51-55).

Thesis (M.A.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains iii, 55 p. Includes abstract. Includes bibliographical references (p. 52-55).