The Military Intelligence Division (MID) was the U.S. Army's intelligence agency that reported to the Chief of Staff within the War Department. During the years 1917- 1927, the MID routinely conducted surveillance of Mexico, including: espionage, mail censorship, radio intercepts, intelligence gathering, and development of plans for the invasion of Mexico. This study utilizes a tripartite model to evaluate the production and analysis of military "intelligence" by the MID in Mexico during the period 1917-1927. First, the organization and development of the Military Intelligence Division from its origins in 1885 through the year 1927 is explored with sections on institutional history and objects of investigation. Second, a quantitative analysis of intelligence documents identifies the focus and priorities of the MID in Mexico. Third, a textual analysis of intelligence documents makes use of a cross-cultural framework to demonstrate the prevailing attitudes, perspectives and world views of the MID toward the Mexican state and its peoples. The thesis question as to whether the U.S. Military Intelligence Division created an accurate and complete picture of "reality" of Mexico is answered in the negative. The MID perspective was colored by cultural bias, ignorance, and misunderstanding. Ultimately, the MID failed to grasp the reality of Mexico because it failed to ask the right questions. It seriously misunderstood the nature of Mexico and its peoples, especially in its relationship with the United States .. The particular model developed for this study lends itself to the possibility of further research in the area of international history and cross-cultural studies. The use of multiple analysis techniques provides a more comprehensive picture of the various factors involved that influence historical events.

This dissertation examines the engagement of civilian designers in United States Army post architecture and planning between 1917 and 1948. During those years, the built environment of the Army was fundamentally transformed, as troops relocated from frontier posts and coastal fortifications to large permanent military bases. First conceived of as “soldier cities,” by the end of World War II these posts had come to resemble garden suburbs. At the same time, the architecture and planning of civilian communities also changed. Turn-of-the-century affection for the industrial city had, by 1920, given way to a preference for suburban living among the upper classes. After World War II, suburbia would become ubiquitous, as federally- supported tract-house developments sprung up around the nation. These changes in civilian and military architecture and planning were, I argue, tightly connected, in part through the movement of civilian designers back and forth between civilian and military commissions. For architects and planners, the Army post was a kind of laboratory in which to experiment with design concepts outside the constraints of the real estate market. For Army officials, meanwhile, the involvement of outside experts in post design helped to convince potential recruits and the public alike that military life was not so different from civilian life. As the built environments of military and civilian America mutually influenced one another, the distinction between the two narrowed, and the Army effectively hid itself in plain sight. I track the exchange between civilian and military design ideals in five chronological chapters, each highlighting a particular episode in Army post design, and each connecting to broader themes in American urban and suburban history. The first two chapters take place during World War I and look at the planning of the Army’s training camps, and the architecture of the YMCA and YWCA buildings therein. The third chapter focuses on the permanent post- building program of the 1920s and 1930s. The fourth chapter recounts the Army’s pre-World War II experiments in prefabrication, and the final chapter examines the re-planning of the atomic town of Oak Ridge, Tennessee, in 1948.

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The Army Reserve Officer Training Corp (ROTC) at Ball State University is a program designed to indoctrinate, train, and prepare students for careers as officers in the United States Army. In addition to military science classes held on campus cadets are required to attend the Leadership Development and Assessment Course (LDAC) at Fort Lewis, Washington, a 33-day long course that focuses on combat related competencies. It is during this training that students are first taught the precepts of cultural awareness inside a military context. This research argues that cultural awareness training, introduced to cadets as a battlefield obstacle that can impede mission completion, is incompatible with the organizational culture of the Army. Using ethnographic methods as a theoretical framework, this research focuses on Ball State Army ROTC culture and the broader issue of culture as an obstacle. The data reveals the assumptions and symbols that inform the practical application of cultural awareness and mission orientation as well as the difficulties of securing reliable anthropological information. The goal of this paper is a practical body of knowledge that will bridge gaps in the literature and serve as an invitation for an open dialog between anthropologists, military members of all rank, and policy makers. / Department of Anthropology

Heat stress illnesses, including heat stroke and heat exhaustion, represent a serious, persistent, and growing public health threat to military and civilian populations. Global climate change, due primarily to increased greenhouse gas concentrations in the atmosphere, has resulted in measured increases in temperature and humidity. Climate models project warming trends to continue in the future with very high confidence, resulting in more dangerous mean and extreme heat conditions. The associations between environmental heat indicators and observed adverse health outcomes have been increasingly studied for mortality endpoints and among elderly populations. This dissertation aimed to expand this investigation to heat illness morbidity outcomes among active-duty military servicemembers while assessing a range of heat indices. This is an assumed healthy, working-age population that is regularly exposed to outdoor heat in combination with high levels of exertion. Comparable civilian populations, in some respects, include athletes and outdoor laborers such as construction workers or farmers. In Chapter 2, we assessed annual rates of ambulatory encounters, hospitalizations, and reportable events among active-duty soldiers at ten US Army installations from 1991 to 2018 to produce rate ratios for estimation of future climate change impacts. In this chapter, we identified positive long-term associations between annual heat indices and heat stress illness hospitalization and reportable event outcomes. Chapter 3 assessed incident active-duty US military heat stress illness cases at 24 installations between 1998 and 2019 on a daily-scale, resulting in odds ratio exposure-lag-response curves applicable to near-term risk assessment. The daily-scale relationships betweenheat indices and case-defined heat stress illnesses were non-linear, with increasing odds ratios starting from mild temperature ranges, and displayed short-term delayed effects. Finally, Chapter 4 described demographic and body composition risk factor trends in the US military from 1998 to 2019. In this assessment, we identified a null trend for body mass index among heat stress illness subjects over the study period. Overall, our findings demonstrate a connection between temperature and humidity indicators and observed heat stress illness morbidity outcomes among multiple sets of indices and timescales. This dissertation highlights an urgent need for vigilant heat stress prevention and control measures to protect health and maintain performance in hot and humid environments.

Military historians have been debating the U.S. Army's World War II replacement system for decades, but no one has completed a detailed study of the War Department's policies and practice. Authors have focused primarily on how combat units overcame the system's limitations, but they have not conducted an in-depth examination of its creation, structure, and function. Nor did they question why infantry divisions had to devise their own replacement policies in the first place. The extant literature is too celebratory of the army and utilizes ultimate victory as a measure of efficiency and effectiveness. Such a myopic view has prevented these earlier studies from evaluating how the replacement system affected the overall course of the European war. This dissertation breaks new ground by presenting a comprehensive overview of the replacement system--from the War Department down to the squad, and from the last days of World War I through the post-World War II years. It will elucidate a process of failed administration and implementation at the highest levels of the War Department and army, but it will also relate a "grassroots" story of success at the divisional level and below. The War Department's managerial approach to the utilization of military manpower was both inefficient and wasteful. The army largely overlooked the impact of individuality, morale, psyche, experience, and training on a soldier's performance. Its insistence on rushing men to the line once combat operations began meant that it often neglected to train, orient, and equip replacements in a manner conducive to their favorable and effective integration into combat units. The GIs at the front, both veterans and replacements alike, suffered for this oversight. / History

Sexual misconduct in the Army can range from inappropriate behavior to criminal assault. Despite shared Army values, rigorous ethics training, and oversight mechanisms, cases of Army general officers (senior leaders) perpetuating and/or enabling sexual misconduct to continue. In fact, research and statistics indicate that the frequency and severity of sexual misconduct has not decreased over time (Acosta et al., 2021; Office of People Analytics, Department of Defense, 2021). Existing literature suggests several possible contributing factors, including male-dominated, hyper-masculine military culture (Pang et al., 2021) and senior leaders and oversight committees’ failure to observe and/or enforce standards of ethical behavior (O’Keefe et al., 2020; Pang et al., 2021). This qualitative, embedded case study sought to identify and more deeply understand the organizational culture and oversight factors that foster or contribute to senior leaders’ unethical behavior and sexual misconduct in the Army, despite high levels of discipline and training (Whetham, 2021). The study also explored how female officers navigate the risks of victimization. The study included the following methods and sources: publicly available archival documents, individual interviews with retired senior Army leaders, and individual interviews with active and retired Army soldiers. The study’s findings identified the following as organizational culture and oversight factors: institutional dysfunction and ethical deterioration; discrimination against women, and fear of retaliation; inability of senior leaders to balance professional and personal life; ethical dilemmas and abuse of power; challenges in accountability; corruption and military cover ups; and impunity and injustice in the face of misconduct. The study’s findings identified the following as ways in which female officers attempt to cope and navigate risks: by empowering women in a male-dominated environment; supporting survivors of sexual trauma and ensuring justice. Overall, the findings provide insight into why sexual misconduct thrives and oversight fails in the Army and concludes that more research and advocacy are needed to achieve a new model of oversight that promotes ethical leadership guided by Army values.

The United States Army of the Second World War faced a shortage of manpower after two decades of budgetary and organizational neglect following the post-First World. According to the Chief of Staff, George C. Marshall, this period of mobilization, between 1939 and 1941, was the most crucial of the entire war. In this period, the United States Army pursued large-scale peacetime mobilization, breaking from eighty years of traditional policy. As such, the effort to increase allocations for armaments, industrial expansion, tactical reorganization of the ground forces, mobilizing the National Guard, and the implementation of a peacetime draft all faced an uphill political battle to accomplish, reflecting the complicated political factionalism of the late New-Deal United States. Between the outbreak of hostilities in Europe in 1939 and December 1941, the United States Army grew from less than 150,000 men to more than 1 million personnel, incorporating the National Guard and inductees while also adopting many of the weapon systems it would use throughout the conflict. By mobilizing a usable core for a wartime army and vetting its general tactics and doctrine in peacetime, the Army leadership provided a cadre capable of responding to some of the Allied powers' strategic requirements during the critical year of 1942.

This thesis is the about the life of Rudder. The emphasis of this work, however, is that Rudder was successful primarily because of his character and leadership style. Much of the study was drawn from primary sources. Secondary sources were also consulted. This thesis opens with a brief Introduction, which discusses the need for this work. Chapter 1 discusses Rudder's life prior to WW II, emphasizing particular characteristics that benefited his leadership ability. Chapter 2 examines the 2nd Ranger Battalion's transformation under Rudder's leadership and guidance. Chapter 3 chronicles the 2nd Ranger Battalion's assault on the Pointe du Hoc battery, ending in December 1944, when Col. Rudder was reassigned to the 109th Infantry Regiment. Moreover, the controversy surrounding the Ranger's mission is also examined in this chapter. Chapter 4 describes Col. Rudder's leadership with the 109th in the Battle of the Bulge. A chapter accounting Rudder's political career and leadership follows. Chapter 6 examines his term as chancellor and president of the Texas A&M University system, until his death in 1970, and the major institutional changes that he enacted during his tenure, which resulted in A&M becoming the respected research university it is today. This significance and recapitulation of Rudder's life and leadership will follow in the Conclusion.

One of the U.S. Army's requirements for reenlistment of first term soldiers is a minimum score on the General Technical composite of the Armed Services Vocational Aptitude Battery of one hundred. The score is a measure of academic ability. The primary goal of the Basic Skills Education Program is to assist the soldier in gaining basic skills, with a secondary goal of enabling him or her to retest at a sufficient level to become eligible for reenlistment. While most soldiers are able to meet this goal, a few are unable to achieve an acceptable score on the retest. It was hypothesized that some of these soldiers are learning disabled. The Army has not recognized learning disabilities or the need of the learning disabled for special teaching and testing methods. This study was designed to identify students enrolled in the Basic Skills Education Program who are learning disabled. Two instruments were involved: the Revised BETA II, which yields a measure of aptitude, and the Tests of Adult Basic Education, which produce achievement scores in the areas of reading, mathematics, language, and spelling. The instruments were correlated on 112 soldiers from the Training Brigade at Fort Bliss, Texas. They were then administered to 100 first term soldiers enrolled in the Basic Skills Education Program at Fort Bliss. Two formulae acceptable in the field of learning disabilities were applied to the results. The Frequency of Regression Prediction Discrepancy model identified nine soldiers as learning disabled in ten academic areas. The Standard Score Difference model, which does not account for regression, identified sixteen soldiers in twenty four areas. With evidence that learning disabled soldiers exist in the Basic Skills Education Program, recommendations were made that the U. S. Army recognize and address learning disabilities and incorporate appropriate testing and teaching methods to accommodate those soldiers.