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This thesis is an exploration of the construction of the gendered body in combat in the late twentieth century, in Australia and the United States of America. While it is not a military history, aspects of military history, and representations of war and warriors are used as the vehicle for the analysis of the politics of representing gender. The mythic, the material and the media(ted) body of the gendered warrior are examined in the realms of ‘real’ military histories and news coverage, and in the ‘speculative’ arena of popular culture. Through this examination, the continuities and ruptures inherent in the gendered narratives of war and warriors are made apparent, and the operation of the politics of representing gender in the public arena is exposed. I have utilised a number of different approaches from different disciplines in the construction of this thesis: feminist and non-feminist responses to women in the military; aspects of military histories and mythologies of war specific to Australia and the United States; theories on the construction of masculinities and femininities; approaches to gender identity in popular news media, film and television. Through these approaches I have sought to bring together the history of women in the military institutions of Australia and the United States, and examine the nexus between the expansion of women’s military roles and the emergence of the female warrior hero in popular culture. I have, as a result, analysed the constructions of masculinity and femininity that inform the ongoing association of the military with ‘quintessential masculinity’, and deconstructed the real and the mythic corporeal capacities of the gendered body so important to warrior identity. Regardless, or perhaps because of, the importance of gender politics played out in and through the representations of soldier identity, all their bodies must be considered speculative.

The United States Military Academy Band, also known as the West Point Band is the oldest active band in the United States Army and the oldest unit at the United States Military Academy, and is considered to be one of the finest military musical organizations in the world. The band has also been instrumental in facilitating the creation of new works for wind band.As the commissioning of new music has been essential to the expansion of the wind band's repertoire, several major commissioning projects were undertaken in the mid-twentieth century by various organizations, including the West Point Band, the Goldman Band in conjunction with the League of Composers and later the American Bandmasters Association, Kappa Kappa Psi and Tau Beta Sigma, the American Wind Symphony, and the College Band Directors National Association. These commissioning projects and many others have contributed hosts of new quality works to the repertoire of the wind band. The West Point Band's 1952 commissioning project celebrating the Sesquicentennial of the United States Military Academy was among the first of these mid-twentieth century commissioning projects to seek out prominent composers of the day and have them write works for wind band. The project contributed several seminal pieces to the wind band's repertoire, including Morton Gould's Symphony for Band: West Point. In 1996, as tribute to both the Academy and to the earlier commissioning project, the West Point Band sought to celebrate the Academy's 2002 bicentennial in a similar fashion by commissioning well-known composers to contribute substantial wind works. These pieces would be premiered and recorded by the West Point Band over a number of years, including a gala Bicentennial Celebration concert at Carnegie Hall in March 2002. The purpose of this study is to create a consolidated written record of the wind music composed for the West Point Band as part of the band's Bicentennial Wind Commissioning Project, and to describe the process and circumstances by which this music was created and premiered. The continuing development of a quality original repertoire is important to the wind band community as a whole, and commissioning composers to write wind band music is the primary means by which new music is acquired. By any account, the twenty-six works produced through the West Point Band's Bicentennial Commissioning Project constitute a significant contribution to this repertoire. As this project and many of these pieces are not well known, it is the author's intent to bring increased attention to this commissioning project and to this music.

My research provides a historical and archaeological context for this thesis, in which I argue the JB-2 missile is historically significant as a unique example of the rapid duplication of enemy technology for both physical and psychological retaliation, as a crucial link in the chain of development for America’s cruise missile program, and for its role in early Cold War deterrence. Jet Bomb model number 2 (JB-2), America’s first operationally successful, mass produced cruise missile, developed as a direct copy of the German V-1, with slight variation in manufacture due to differences between German and American components, machinery and tooling. Continuing modifications of the JB-2 during its service life led to improvements in performance, control, and accuracy. From 1944 to 1953, the JB-2 transitioned from a weapon quickly prepared for wartime deployment to an essential test vehicle for the United States Army, Air Force and Navy while supporting the U.S. policy of containment during the early Cold War.

Spousal congruence at multiple levels of perception was examined in relationship to marital adjustment. Subjects were 164 active duty and retired Air Force married couples.

This thesis includes two background chapters based largely on secondary works; Chapters I and II trace the historiography of black participation in American military engagements from the American Revolution through the Korean conflict. Chapter III, based largely on primary sources, places emphasis on black resistance and attitudes toward the Vietnam crisis. Evidence indicates that the Vietnam era of black protest was not unique but was an evolutionary process that had its roots in other periods in American history. Some blacks questioned their involvement in each American military conflict from the American Revolution to Vietnam.

This thesis explores what Telford Taylor called the “ethos of Nuremberg” and how it shaped antiwar resistance during the Vietnam War in the United States. The Vietnam War was a monumental event in the twentieth century and the conflict provided lawyers, academics, activists, and soldiers the ability to question the legality of the war through the prism of the Nuremberg Principles, the various international treaties and U.S. Constitutional law. As many legal scholars and historians have lamented, the Cold War destroyed hopes for the solidification of an international court empowered to preside over questions of war crimes, crimes against humanity and crimes against peace. In the absence of cooperation among the international community, the antiwar movements in the United States and around the world during the Vietnam War utilized these legal instruments to form what I call a war crimes movement from below. A significant component of this challenge was the notion that individual citizens – draft noncooperators, military resisters, tax resisters, and the like – had a responsibility under the Nuremberg Principles to resist an illegal war. In the numerous United States military interventions after World War II, none had been challenged as openly and aggressively as the war in Vietnam. As this thesis will demonstrate, the ideas that crystallized into action at Nuremberg played a major role in this resistance.

Evaluation des mutations de la stratégie politico-militaire américaine depuis l'occurrence de la Revolution in Military Affairs jusqu'au processus actuel de "Transformation". L'analyse des évolutions vues - y compris à l'aune des opérations menées en Afghanistan et en Irak - montre, au delà du phénomène de technicisation (i.e. le processus d'intégration de nouvelles technologies aux armées) un phénomène de "technologisation". <p><p>Dans ce cadre, le discours stratégique américain, examiné au travers des débats stratégiques et des contributions doctrinales, tendrait à être sur-déterminé par la technologie, du niveau tactique au niveau politique, de sorte que ledit discours tendrait à devenir en soi une technologie. / Doctorat en Sciences politiques et sociales / info:eu-repo/semantics/nonPublished

Indiana University-Purdue University Indianapolis (IUPUI) / When the United States entered World War I in April 1917, many Americans quickly rallied to support the nation. Among the numerous committees, organizations, and individuals that became active in the mobilization process were the forty-eight state councils of defense. Encouraged to form by President Wilson and his administration in the days and weeks following U.S entry in the war, the state councils grew as offshoots of the Council of National Defense and assisted in bringing every section of the country into a single scheme of work. Everyone was expected to do their part in WWI, whether they were fighting overseas or helping on the home front. The state councils, broken down into various sections and county, township, and high-school level councils, made sure that this was the case by reaching down into local communities and encouraging individuals to become involved in the war effort. Their work represented the embodiment of a “total war” philosophy and, yet, studies on these organizations are surprisingly scarce, giving readers an inadequate understanding of the American home front during the conflict. This thesis therefore places the focus directly on the state councils and examines the work they undertook to make the United States ready for, and most effective in wartime service. In particular, it explores the efforts of the Educational Section of the Indiana State Council of Defense. By concentrating on this one section, readers may gain a better understanding of the lengths that the state councils went to in order to put every person – teachers and students included – on a wartime footing.