SURVIVAL, EVASION, RESISTANCE AND ESCAPE HANDBOOK, SERE and CIVIL DISTURBANCE OPERATIONS, US Army Fi

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Student officers should have experience in the maintenance career field and perform or will perform duties at squadron or equivalent level. Students are required to pass a written and or performance test at the end of certain blocks prior to advancement to the next block of instruction. This block provides detailed lectures and discussions on maintenance safety doctrine, Supervisory Safety responsibilities and practices, and in-depth fundamentals of the ORM program. Concludes with a written exam. The role of QA and responsibilities in evaluating and assessing personnel proficiency including the quality and effectiveness of training programs , equipment and aircraft condition, and the management of specific programs that ultimately increase mission effectiveness.

The Quality Assurance Program QAP is designed as a flexible feedback system for maintenance leaders, supervisors, and workers. Students learn methods to detect negative trends, problems areas, inform and prepare reports of these problems, their likely causes, and possible corrective actions. Quality assurance inspection concepts include: Students are introduced to quality approach practices and how they differ from other management styles. The student also learns the concept of quality principles and practices in todays military environment.

It also provides the student with comprehension on team dynamics and how to apply team leader skills to manage a successful team. They also have the opportunity to use selected decision tools enhancing continuous improvement efforts, as well as selected data and problem analysis tools. The students are also introduces to the illustrated parts breakdowns.

The students learn the structure of the program and responsibilities to the training program.

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It also teaches supervisors how to plan, conduct, evaluate and document training. This is a key element in understanding the communication within the operations and maintenance units. Students also define and compare the organization and responsibilities of maintenance managers and sortie production units with reference to Air Force major commands guidanc.

Training consists of familiarization of aircraft maintenance organizations, concepts, and responsibilities; familiarization of technical orders and Air Force Instructions. Automated products and the automated management system will be used to plan and schedule the utilization and maintenance of aircraft through all phases of maintenance. Training includes engine parts tracking and the maintenance of rospace weapon systems records, using computer remote terminals and associated equipment.

Training teams are composed of DoD personnel for the purpose of training foreign personnel. This assistance is provided to meet specific training objectives in connection with the development of a countrys capability. It should be requested only after full consideration has been given to in-country capability and other DoD school training. Training is normally conducted at a specified location in the host country but can often be conducted for groups of internationals from different countries at a single locaton either in CONUS or OCONUS.

Orders must cover all 3 phases. Active and reserve Soldiers over 40 must complete required medical screening and reserve status prior to attending. Soldiers with a permanent designator of "2" in the physical profile must include a copy of DA Form Physical Profile as part of the course application. Soldiers with a permanent designator of "3" or "4" in their physical profile must include a copy of DA Form and the results of their Military Medical Review Board MMRB as part of the course application. Soldiers who have been before a MMRB, awarded medical limitations, and allowed to retain their occupational classification, will be eligible to attend Maneuver ANCOC and train within the limits of their profile, provided they can meet the course graduation requirements.

The Maneuver Captains Career Course accomplishes this mission in three phases. Phase 1 is distance learning consisting of 71 hours of common core training to be completed before graduation. The intent is that all officers will be able to develop company level plans for all types of company organizations for full spectrum operations in various environments. This phase is contingent upon Human Resources Command providing Captains their future assignment, based on the Army Force Generation model, prior to this division.

Officers who are selected for Special Forces will be assigned to a small group with all members pending assignment to the Special Forces Qualification Course. This assignment-based training provides the officers more detailed technical and tactical training for company, battalion and brigade operations based on the officer's future assignment. All officers receive the same training on fundamentals, troop leading procedures and full spectrum company level operations for Infantry, Stryker, and Heavy Brigade Combat Teams.

This assignment-based training provides the officers detailed technical and tactical training for company, battalion and brigade operations based on the officer's future assignment. Foreign officers attend the track which resembles their own particular unit or branch. The curriculum concentrates on manpower and force management functions.

The subject areas covered during manpower blocks of instruction are tailored to the manpower management functions described in AR These functions address the fundamental aspects of planning, programming, requirements determination, standards and guidance, documentation, allocation and analysis and evaluation. The force management subject areas address the fundamental aspects of force management: This course is offered in the satellite mode. You will live in Smith Manor and complete all military training requirements.

The BX and commissary have limited supplies, so bring what you need for personal items. Shopping off-base is very limited. If you were here during Katrina but evacuated and left personal property behind, and have not already reclaimed it you will have access to it upon your return. Training includes an introduction to the manpower career field, work identification and measurement, requirements determination, manpower programming and resource management, organization structure and performance management, and final project that has the students perform the five phases of consulting services including collecting data, developing recommendations, and briefing unit commanders.

This is an initial skills course and personnel that previously held a 36P or 38M AFSC prior to the merger are not eligible to attend the 37F course. The instruction is designed to provide a working knowledge and specific managerial and analytical skills to the student so that real and immediate improvements can be made in the management and integration of human performance considerations into the materiel acquisition process. OR, 2 they should be able to perform duties essential to the delivery of accurate artillery fire to include position survey and fire direction computation.

Typical duties include preparation of fire control equipment for movement and operation, performance of detailed survey operations, performance of preventive maintenance, routine testing, authorized minor repairs to survey and fire control equipment, and operation of field communications equipment. Fire control computation includes the use of computer equipment systems, plotting survey data on firing charts, determination of target coordinates, and the conversion to target coordinates and observer s reports into firing data and commands.

OR, 3 assist in the delivery of accurate artillery fire by observing weather conditions and computing and distributing weather data for use in field artillery fire control. Duties include preparing weather observation equipment such as theodolites, anemometers, anemoscopes, and plotting boards for movement and operations; taking readings of atmospheric pressure, temperature, humidity and barometric changes; calculating wind direction and velocity; obtaining readings at various altitudes by pilot balloon soundings; and using all data to compute, prepare, and transmit meteorological messages for the use of field artillery units.

Other duties include performing preventive maintenance and making routine tests and authorized minor repairs to instruments and equipment. This course instructs officers and enlisted personnel in the proper procedures and regulations for safe shipping and in port handling of military and commercial explosives. Subjects taught include compliance with U. The course emphasizes 49 U. This course provides entry-level training for marine inspectors in small passenger vessel and barge inspections, international safety management, port state control boardings and tank vessel examinations.

Topics include basic hull construction and nomenclature, hull inspection and repairs, welding processes, lifesaving systems and equipment, personal lifesaving systems, fire fighting equipment, propulsion and auxiliary machinery, electrical systems, stability and subdivision, occupational safety for marine inspectors and an overview of U. This course is taught using lectures, in-class and laboratory exercises, and vessel visits which stress hands-on experience. Emphasis is placed on developing the student s ability to properly identify and apply U.

This course is designed to prepare investigating officers to accomplish their duties at a Marine Safety Unit. The course provides pay grades E-6 through O-3 with instruction on the applications of laws, regulations and policies related to investigation of marine casualties. Students use scenarios and role play of marine casualties to practice investigative techniques as well as case processing skills. This course is based on U. Trains selected International Military students in the operation and render safe procedures for a specifically requested guided missile.

Includes basic knowledge and functions of equipment, operation in accordance with Engineering Operational Procedures EOP and documented preventive and corrective maintenance. Vehicle introduction; safety considerations; hull and turret operations and maintenance; weapons systems training; tactics BFV peculiar ; preliminary gunnery; basic gunnery; intermediate gunnery. The 8BK67 consists of principles and techniques used in the management of logistical functions in Army hospitals and TOE medical units.

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Award of the AOC will be in accordance with applicable policies and regulations. This 6 day course is taught at two separate sites, simultaneously, to two separate groups of students.

The order in which students receive Phase 1 and Phase 2 instruction is unimportant, but each student must complete both phases. This 6 day course is taught at two separate sites, simultaneously. The order in which students receive Phase 1 and Phase 2 instruction is unimportant, but each student must be a registered for both phases and must complete both phases. Provides specialized training to physicians NOBC who will provide medical services to underwater activities. Includes Submarine and Diving Medicine as a combination of pertinent clinical specialties and occupational medicine.

Topics include basic submarine training, hyperbaric medicine, closed atmosphere control submarine medicine, basic radiobiology, practical experience in SCUBA, Special Warfare medical issues, surface supplied air, and mixed gas diving. Confidential portions will not be taught to International Students. Basic lifesaver measures; basic knowledge of the human anatomy; treatment of complicated injuries; fluid replacement; splinting; suturing, etc.

It is recommended that participants have a basic understanding of radiation sciences before attending this course. Demonstrations, laboratory exercises, and group problem solving sessions will complement the didactic presentations. Employ the health support system in support of a combat maneuver brigade in conventional offensive and defensive campaigns as well as the operations other than war IAW current doctrine. Employ the evacuation and treatment capabilities, the evacuation system, and medical regulating from site of injury to COMMZ.

Identify aviation and patient care issues as they pertain. Brief an evacuation mission to include command and control A2C2 , logistical support, risk assessment for CHS in the theater of operations. Identify key issues concerning onboard, treatment of battlefield injuries to include triage, assessment of sick and wounded, vaious traumas, IV fluids and vital signs. Training stresses the technical, tactical and leadership battle competencies including combat, combat support and combat support services. Total course length will be determined by the number of weeks of technical training plus the 7 weeks, 1 day of common leader training.

This course is integrated with the Basic Noncommissioned Officer Course. Duration of technical track is 10 weeks. Student is placed beside U. To prepare enlisted personnel to become soldier medics and provide emergency medical treatment, limited primary care, force health protection and evacuation in a variety of operational and clinical settings from point of injury or illness through the continuum of military health care. The trainee receives specific training in combat and military operations other-than-war casualty care, medical care for patients exposed to weapons of mass destruction, deployable medical systems, aircraft and ground evacuation, and casualty triage and processing.

The C1 International is a multinational, postgraduate level course. For international officers the course is 3 weeks long. The course focuses on strategic planning in the medical arena with emphasis on coalition operations. Understanding of and concern for human rights is an integral part of the course. A primary goal is for senior U. Through these relationships U. This is extremely important due to the steadily increasing incidence of coalition operations. This goal is accomplished using a management technique known as a "retreat". Students spend as much time as possible together discussing pertinent issues and sharing experiences.

During the final week, when relationships solidify, students stay in the same lodging, eat all meals together, and participate in evening functions, both structured and unstructured. This program is divided into three segments. Segment One is for International students only and consists of five days of U. Army medical policy and organization, military readiness, and medical observation training.

US Army students join the course at the beginning of Segment Two. Provides enlisted personnel with the technical medical material skills needed to perform effectively in middle and upper level logistics positions. Course is integrated with the Basic Noncommissioned Officer Course. Technical track duration is 2 weeks. Major areas of concentration includes: Methods of instruction include: Emphasis is placed on the physical principles of x-ray production and imagery, JCAHO and quality assurance, biological effects of radiation, organ dose estimation, and federal x-ray system performance standards.

Practical exercises on survey procedures are an integral part of the course. To provide a beneficial level of engagement with the host country, IDARM recommends that the continuing education phase of course delivery continue for at least two years to provide the tools needed for the country leadership to initiate effective change in defense acquisition management processes. In each subsequent Phase III course delivery MET, IDARM faculty will assist the country s civilian and military leaders to set the stage for improving their nation s ability to utilize defense resources with maximum effectiveness in all acquisition-related functions.

Follow-on courses are designed to build on each preceding program. Courses can be structured as classroom lecture with case studies, or as a combination workshop and seminar. Strategic planning and implementation; public policy and budgeting: Please see Section II of the U. The program is a five-day seminar on democratic defense decision-making in a wide variety of areas. The underlying theme of the course is the need for military officers and civilian officials to develop habits of cooperation within an interagency decision-making process.

The importance of developing effective civilian control of military forces is emphasized in each iteration of this course. The course relies heavily on interaction among participants during classroom exercises. Because of this, Security Assistance Officers are asked to draw participation from the widest possible spectrum of military and civilian officials, from mid-career to senior positions. Each seminar is tailored to the stated needs of the host nation, and every curriculum is unique. Host nation officials and US Embassy country team members will be asked to help shape upcoming programs and to request new material for follow-on programs.

Follow-on seminar work, or workshops, can be scheduled for delivery in Monterey, California. CCMR s goal is to build the capacity of host nations to develop and sustain their own capability to present similar material in seminars and conferences independent of US assistance.

For that reason, CCMR prefers follow-on programs be scheduled for two years though this is not a firm requirement. The key objectives of the course of instruction are to: The Civil-Military Responses to Terrorism course provides a thorough understanding of terrorism in all its forms, with considerable emphasis on strategy formulation and international cooperation. The program utilizes case studies and simulation exercises to stimulate thoughtful discussion, providing participants with the insight needed by decision-makers and their advisors to design successful strategies to contain or defeat modern terrorism.

Hosting countries are normally given more seats in these courses than their neighboring states, but diversified audiences are sought. Civilian participation is considered essential for accomplishing the goals of the course. Regional courses can be conducted in a variety of locations, from peacekeeping training centers to hotel conference rooms. The primary requirement is that there be a conference room large enough for an audience of people.

Regional courses will be scheduled as desired, but CCMR s aim is to conduct one regional or multiple sub-regionals in each AOR once per year. The key objectives of the course are to: The Civil-Military Responses to Terrorism course provides a thorough understanding of terrorism and its remedies. The program utilizes case studies and simulation exercises to provide participants with the insight needed by decision-makers and their advisors to design successful strategies to contain or defeat modern terrorism.

All courses are custom-built for specific audiences. Curricula are shaped through an iterative process, using key personnel from CCMR, the Security Assistance office, and the host nation. The course is designed for mid-senior grade military officers and civilian officials from a single country with responsibilities for combating terrorism.

Participation is determined by Security Assistance offices, working with their host nation counterparts. The course will be constructed to resonate with the particular audience selected. The program can be conducted in a variety of locations, from peacekeeping training centers to hotel conference rooms. This course is designed for international civilian officials, military officers in the ranks of lieutenant to major general, and representatives from other relevant government institutions who have personnel management responsibilities in the specific areas of policy, planning, implementing, and overseeing the human resource dimensions of the armed forces.

The key objectives of the course of instruction are to instruct participants in the importance of institution-wide policies and regulations for raising, training and managing the force. Policies, practices, and management policies regarding personnel that have been found to be successful in Western nations will be presented as case studies. Depending upon the specific requirements of a country, a CCMR workshop can address the following contents: Developing Effective Defense Personnel Management Policies is to focus delivery to the specific conditions and unique requirements of a country.

In keeping with CCMR s approach to delivering instruction, priority is placed on the educational component of the assistance. This particular course, however, is also ideally suited for participants to produce, as part of the educational component, a country-specific deliverable e. In the development of deliverables, CCMR stresses the importance of: At the end of this course, participants will have mastered an understanding of the importance of the adoption of transparent personnel management rules and procedures, incentives, and matching future requirements to contemporary personnel actions.

The specific size of the teams organized for this course will depend upon the number of participants and whether a staff planning exercise is requested. However, as a general rule, CCMR faculty teams are relatively small two to three individuals consisting of proven subject-matter experts, who are drawn from around the world. The course will be taught in English. Where necessary, the course will be delivered with simultaneous interpretation into the target language. This course is designed for international civilian officials, military officers in the ranks of major to major general, and representatives from other institutions who are responsible for planning, force development and educating the armed forces.

The key objectives of the course of instruction are to outline the importance of standardized and customized tasks lists and how they instill discipline into the exercise program of an armed force, as well as contributing to the disciplined establishment of force development requirements that can be clearly linked and documented to the an armed forces tasks list. The workshop will specifically address the following subjects: The Development of National Tasks Lists is to focus delivery to the specific conditions and unique requirements of a country.

This particular course, however, is also ideally suited for participants to produce, as part of the educational component, a draft national tasks list suitable to the recipient nation. At the discretion and needs of a country, this manual could be subsequently vetted through a CCMR-organized educational staff planning simulation to demonstrate how task lists can be employed to establish future force development requirements based upon operational requirements as expressed in tasks.

At the end of this course, participants will have mastered an understanding of the importance of tasks lists for operational planning, as well as for facilitating the establishment of requirements for the armed forces. Through teaching the value of tasks lists, as well as drafting of a country-specific national tasks list, this course will contribute in a meaningful way to enhancing a recipient county s interoperability with NATO nations.

Moreover, as NATO procedures are becoming the international norm, the course will also further the ability of recipient countries to contribute to U. Translation The course will be taught in English.

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This course is designed for international civilian officials, military officers in the ranks of major to major general, and representatives from other institutions who are responsible for security and defense policy formulation, strategic planning, programming, and execution. The key objectives of the course of instruction are to provide instruction and in: Implementing Strategic Guidance workshop is to focus delivery wherever possible to the specific conditions and unique requirements of a country.

In this respect, a full appreciation of the size of an armed force and its technological capabilities is paramount. That said, effective planning guidance and execution techniques generic in nature and applicable to most armed forces. This objective is achieved through the rigorous application of problem solving with particular emphasis on working with civilian defense and military officials in a group setting to develop deliverables for implementation within a recipient country.

At the end of this course, participants should be able to develop actionable recommendations to improve existing procedures for the planning and national-level execution of deliberate plans. Moreover, the workshop will have provided a neutral venue whereby the virtues of consensus-building and inter-agency cooperation are demonstrated. Often times, the experience of cooperation and collaboration continues well after the workshop. However, as a rule, CCMR faculty teams are relatively small two to three individuals consisting of proven subject-matter experts, who are drawn from around the world.

It is not used to program host country participants. The key objective of this course of instruction is to examine the methods of civilian authorities in emerging democracies can use to establish strong, effective controls over their intelligence agencies. The course first examines the intelligence process in established democracies and the potential problems that intelligence activities can pose to democratic governance.

Next, participants analyze the mechanisms used by long-established democracies to maintain control over their intelligence organizations. These instruments of control include use of the power of the purse, structural and organizational arrangements, legislative oversight, and public opinion. Employing the case study approach, participants examine the recent efforts by emerging democracies in Latin America, Central Europe, Asia and Africa to establish their own democratic controls over intelligence and the challenges that such nations will face in the future.

The educational approach of this course combines informational content along with practical exercises and case studies to provide participants with the skills and knowledge needed to understand how modern democracies design effective mechanisms to control their intelligence agencies.

This course is designed for international civilians officials and military officers concerned with developing democratic controls and oversight mechanisms for intelligence agencies. This training is conducted by use of a Military Education Team and customized given a country s specific requirements. To familiarize course participants with a structured approach to planning and preparing for negotiations.

To examine analytical techniques and fact finding methodologies as aids to developing a negotiation position and best alternatives to a negotiation position. To learn and apply various negotiation strategies and tactics and understand their situational use.

To provide an opportunity to prepare a negotiation plan and to actually negotiate complex issues in difficult negotiation situations. Faculty lectures are augmented by presentations from distinguished practitioners who are negotiation experts. The course focuses on planning and preparing for negotiations with a special emphasis on negotiation of complex issues in a multi-cultural environment. Extensive in class negotiations are conducted. Course participants learn their negotiating style preference and how and when to adapt their negotiation styles given the behavior and goals of the parties.

Topics include fact finding techniques, gathering and use of information, selection of negotiators, characteristics of good negotiators, use of teams in negotiations, strategies and tactics for effective negotiations, ethics, types of power bases, analytical methodologies, relationship building in negotiations, developing negotiation arguments and counterarguments, developing negotiation positions, timing and pace; cultural considerations, communication and language barriers, identifying best alternatives to a negotiation position, completing the negotiation, drafting and signing negotiations agreements and enforcing negotiation agreements.

A capstone multi-cultural negotiation exercise focuses on the analysis of information, preparation of a formal negotiation plan, planning for negotiations, actual negotiations and completion of a negotiation agreement. This course is designed for U. A one week course entitled "The Media and the Military. The key objective of this course of instruction is to examine the methods civilian authorities, military officers, and the media in emerging democracies can use to structure an effective relationship between a country s armed forces and the media during peacetime and war.

The course examines the following subjects: The course examines the fundamentals of media-military relations as they are affected by national legislation, institutions, principles, and practices. Participants analyze the role of policy-makers, the military, the media, and the public sector in national security policy formulation and implementation. Changing technology, legal restrictions, and public expectations are examined as they affect these relationships.

The use of the media by other countries, non-governmental organizations NGOs , and enemy forces, the proper context for psychological operations PSYOPS , and the staffing process for military public affairs are considered. Employing a simulation exercise approach and the study of operational lessons learned from a relevant assortment of cases, participants are equipped with the skills and knowledge needed to design effective linkages between the media and armed forces.

The exercise enhances the capacity for national security decision-makers and the armed forces to develop plans for addressing the legislature, media, and the public, and strengthens interviewing skills by all parties to minimize the effects of distortion, manipulation, and disinformation. The course provides a neutral venue whereby the virtues of consensus-building and interagency cooperation are demonstrated, and applied, with the result that the experience of cooperation and collaboration continues well after the program.

Participants This course is designed for international civilian officials, military officers in the ranks of major to general, and representatives from other institutions including the media concerned with developing effective relations between the media and the armed forces. Language The course will be taught in English. Same description as P, except that one country agrees to host a MET to which other countries are invited.

The hosting country will use IMET funds already programmed for P, or it will be given additional funds with which to host the regional program. Other regional METs are welcome. As a way of furthering cooperation among nations, and of making the best use of available funds, a Regional MET is planned and hosted by one nation, with invited participation from other nations. The topic is a subject of concern to the nations involved in the seminar. The host nation is responsible for finding a suitable conference site and making arrangements for translators, refreshments, and necessary equipment.

Additionally, the SAO may be asked to assist in obtaining suitable lodging for participants from other nations. Sending nations use MASL to program and send their individual students to the seminar. Sending nations are responsible for TLA for their students, and pay a pro rata share of the cost of the conference, along with the host nation.

Same description as P except that one country agrees to host a MET to which other countries are invited.

SAOs may work cooperatively with neighboring or similar country programs to send individual participants to METs in another country. This course is designed for international civilian officials, military officers in the ranks of major to major general, and representatives from other institutions who are responsible for security and defense policy, strategic planning, programming, and execution. The key objectives of the course of instruction are to provide instruction in: Transformation Strategies for Defense Reform workshop is to focus delivery wherever possible to the specific conditions and unique requirements of a country.

At the end of this course, participants should have a better appreciation of the challenges and possible solutions to transformation of armed forces and defense reform. Importantly, participants will have worked together as a group on a national specific implementation problem and will develop recommendations to address this real-world challenge. Moreover, the workshop will have provided a neutral venue whereby the virtues of consensus-building and interagency cooperation are demonstrated. Provides a broad overview of the Middle East region with an emphasis on cultural, historical, economic, and political issues.

Examines such critical issues as working with the Middle Easterner, terrorism, and political Islam. Completion of this course meets requirements for Force Protection Level I training. To provide individuals with an introduction to historical, cultural, religious, and political dynamics of the Middle East region as a foundation for application in future planning or operations.

Any military member or government civilian who will live in or deploy to the Middle East region or who works with individuals from this region, as well as those whose professional area of interest includes the region. Adult dependents of individuals on accompanied overseas status may attend the course at their sponsor''s expense, subject to space availability and USAFSOS approval. Dependents will not be permitte to attend the classified blocks of instruction unless the school is provided with proper verification of clearance level required.

Students will conduct a case study and assess lessons learned from previous peace operations and humanitarian assistance operations. The course is taught at the operational level and presents the U. This course is open to U. Military E-5 to O-6 ; U. PKRL is a professional development course that promotes the practical application of the rule of law to military and peacekeeping operations. The course is designed for military officers and senior civilian officials assigned as peacekeeping contingent commanders or staff advisors as well as attorneys assigned to assist in peacekeeping activities.

The course curriculum focuses on coalition and peacekeeping operations, and stresses the need to conduct all military operations within the rule of law. Despite these successes, integration issues were long apparent. Female cadets have had consistently higher dropout rates than men and have left the Air Force in higher numbers than men. The selection committee cut the final list to only Alton, Linn and Colorado Springs.

Final selection was awarded to Colorado Springs. SOM partner John O.

Merrill moved from Chicago to a Colorado Springs field office to oversee the construction and to act as a spokesman for the project. The buildings in the Cadet Area were designed in a distinct, modernist style, and make extensive use of aluminum on building exteriors, suggesting the outer skin of aircraft or spacecraft. The main buildings in the Cadet Area are set around a large, square pavilion known as "the Terrazzo," and the most recognizable is the spired Cadet Chapel.

Other buildings on the Terrazzo include Vandenberg Hall and Sijan Hall, the two dormitories; Mitchell Hall, the cadet dining facility; and Fairchild Hall, the main academic building, which houses academic classrooms, laboratories, research facilities, faculty offices and the Robert F. The Aeronautics Research Center also known as the "Aero Lab" contains numerous aeronautical research facilities, including transonic, subsonic, low speed, and cascade wind tunnels ; engine and rocket test cells; and simulators.

It contains chemistry and biology classrooms and labs, medical and dental clinics, and civil engineering and astronautics laboratories. The Cadet Area also contains an observatory and a planetarium for academic use and navigation training. The cadet social center is Arnold Hall, located just outside the Cadet Area, which houses a seat theater, a ballroom, a number of lounges, and dining and recreation facilities for cadets and visitors. Harmon Hall is the primary administration building, which houses the offices of the Superintendent and the Superintendent's staff.

The Cadet Area also contains extensive facilities for use by cadets participating in intercollegiate athletics, intramural athletics, physical education classes and other physical training. The Fieldhouse is the home to Clune Arena , the ice hockey rink and an indoor track, which doubles as an indoor practice facility for a number of sports. Falcon Stadium , located outside of the Cadet Area, is the football field and site of the graduation ceremonies. Many displays around the Cadet Area commemorate heroes and air power pioneers, and serve as an inspiration to cadets.

The crest of the current first senior class is displayed in the center position. It contains the inscription by Austin Dusty Miller, "Man's flight through life is sustained by the power of his knowledge. On in-processing day, new cadets arrive at the base of the ramp and start their transition into military and Academy life by ascending the ramp to the Terrazzo. From to , the portal at the base of the ramp was inscribed with the words "Bring me men In a controversial move following the sexual assault scandal , the words "Bring me men With an enrollment of over , Air Academy High School is the only high school in the United States built on a military academy.

It ranks in the top ten in the state in academic standards. Part of School District 20 D20 , its marching band regularly places in the top ten in state championships. D20 also maintains an elementary school on the academy grounds. Other locations on campus serve support roles for cadet training and other base functions.

Doolittle Hall is the headquarters of the Academy's Association of Graduates and also serves as the initial reception point for new cadets arriving for Basic Cadet Training. It is named after General Jimmy Doolittle. The Goldwater Visitor Center, named after longtime proponent of the Academy United States Senator Barry Goldwater , is the focal point for family, friends and tourists visiting the Academy grounds.

The Academy Airfield is used for training cadets in airmanship courses, including parachute training, soaring and powered flight. Air power notables Carl Spaatz , Curtis E. LeMay and Robin Olds , are interred here. The United States Air Force Academy Preparatory School usually referred to as the "Prep School" is a program offered to selected individuals who were not able to obtain appointments directly to the Academy. The program involves intense academic preparation particularly in English, math and science , along with athletic and military training, meant to prepare the students for appointment to the Academy.

The Cadet Honor Code is the cornerstone of a cadet's professional training and development — the minimum standard of ethical conduct that cadets expect of themselves and their fellow cadets. The Honor Code was developed and adopted by the Class of , the first class to graduate from the Academy and has been handed down to every subsequent class.

In , the Cadet Wing voted to add an "Honor Oath," which was to be taken by all cadets. The oath is administered to fourth class cadets freshmen when they are formally accepted into the Wing at the conclusion of Basic Cadet Training. We will not lie, steal or cheat, nor tolerate among us anyone who does. Furthermore, I resolve to do my duty and to live honorably, so help me God. Cadets are considered the "guardians and stewards" of the Code.

Cadet honor representatives are chosen by senior leadership, and oversee the honor system by conducting education classes and investigating suspected honor violations. Cadets throughout the Wing are expected to sit on Honor Boards as juries that determine whether their fellow cadets violated the code. Cadets also recommend sanctions for violations. The presumed sanction for an honor violation is disenrollment, but mitigating factors may result in the violator being placed in a probationary status for some period of time.

This "honor probation" is usually only reserved for cadets in their first two years at the Academy. To reinforce the importance of honor, character and integrity to future officers, cadets are given an extensive character and leadership curriculum. The Academy's Center for Character and Leadership Development provides classroom, seminar, workshop and experiential-based learning programs to all cadets, beginning when they enter Basic Cadet Training and continuing each year through their last semester at the Academy.

The Center's programs, when coupled with the Honor Code and Honor System, establish a foundation for the "leaders of character" that the Academy aspires to produce. The Academy's organization is unusual in a number of respects. Because it is primarily a military unit, much of the Academy's structure is set up like that of any other Air Force Base. This is particularly true of the non-cadet units—most assigned to the 10th Air Base Wing —that provide base services such as security, communications, and engineering. Because the Academy is also a university, however, the organization of the faculty and the Cadet Wing have some aspects that are more similar to the faculty and student body at a civilian college.

The student body of the Academy is known as the Cadet Wing. The students, called "cadets", are divided into four classes, based on their year in school, much like a civilian college. They are not referred to as freshmen, sophomores, juniors and seniors , however, but as fourth-, third-, second- and first class cadets , respectively.

The Cadet Wing is divided into four groups , of ten cadet squadrons each. Each cadet squadron consists of about cadets, roughly evenly distributed among the four classes. Selected first-, second- and third-class cadets hold leadership, operational and support jobs at the squadron, group and wing levels. Cadets live, march and eat meals with members of their squadrons. Military training and intramural athletics are conducted by squadron as well. Each cadet squadron and cadet group is supervised by a specially selected active duty officer called an Air Officer Commanding AOC.

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For a cadet group, the AOC is normally an active-duty lieutenant colonel. These officers have command authority over the cadets, counsel cadets on leadership and military career issues, oversee military training and serve as role models for the future officers. The Superintendent of the Academy is the commander and senior officer.

The position of Superintendent is normally held by an active-duty lieutenant general. The superintendent's role is roughly similar to that of the president of a civilian university. As such, the Superintendent oversees all aspects of the Academy, including military training, academics, athletics, admissions and also functions as the installation commander of the Academy Reservation. Those reporting to the Superintendent include the Dean of the Faculty and Commandant of Cadets, each of whom typically holds the rank of brigadier general , as well as the Director of Athletics, the Commander of the 10th Air Base Wing and the Commander of the Prep School , each of whom typically holds the rank of colonel.

The 10th Air Base Wing provides all base support functions that exist at other air force bases, including civil engineering, communications, medical support, personnel, administration, security and base services. The Preparatory School provides an academic, athletic and military program for qualified young men and women who may need certain additional preparation prior to acceptance to the Academy.

All flying programs at the Academy are run by the th Flying Training Group , which reports to the Air Education and Training Command , ensuring uniformity of flight training with the rest of the Air Force. The board inquires into the morale, discipline, curriculum, instruction, physical equipment, fiscal affairs, academic methods and other matters relating to the Academy. The board meets at least four times per year and prepares semi-annual reports containing its views and recommendations submitted concurrently to the Secretary of Defense , the Senate Armed Services Committee , and the House Armed Services Committee.

Since , the board has been required to include at least two Academy graduates. Cadets' military training occurs throughout their time at the Academy, but is especially intense during their four summers. The first military experience for new cadets called "basic cadets" occurs during the six weeks of Basic Cadet Training BCT , in the summer before their fourth class freshman year.

During BCT, also known as "beast," cadets learn the fundamentals of military and Academy life under the leadership of a cadre of first and second class cadets. During the second half of BCT, basic cadets march to Jacks Valley , where they complete the program in a field encampment environment. Upon completion of BCT, basic cadets receive their fourth-class shoulder boards , take the Honor Oath and are formally accepted as members of the Cadet Wing.

V. Course Descriptions--Part 3

The fourth-class freshman year is traditionally the most difficult at the Academy, militarily. In addition to their full academic course loads, heavy demands are placed on fourth class cadets outside of class. Fourth class cadets are expected to learn an extensive amount of military and Academy-related knowledge and have significant restrictions placed on their movement and actions—traversing the Cadet Area only by approved routes including staying on the marble "strips" on the Terrazzo and interacting with upper class cadets using a very specific decorum.

The fourth class year ends with "Recognition," a physically and mentally demanding several-day event which culminates in the award of the Prop and Wings insignia to the fourth class cadets, signifying their ascension to the ranks of upper class cadets. After Recognition, the stringent rules of the fourth class year are relaxed. After the first year, cadets have more options for summer military training. Between their fourth and third class years, cadets undergo training in Air Force operations in a deployed environment called Expeditionary Skills and Evasion Training [ESET] and may participate in flying gliders , cyber-warfare training, satellite and space operations, unmanned systems, or free-fall parachute training.

From the late s until the mids, cadets also completed SERE training in the Jacks Valley complex between their fourth- and third-class years. During their last two summers, cadets may serve as BCT cadre, travel to active duty Air Force bases and participate in a variety of other research, aviation and leadership programs. They may also be able to take courses offered by other military services, such as the U. During the academic year, all cadets take formal classes in military theory, operations and leadership.

The Air Force Academy is an accredited four-year university offering bachelor's degrees in a variety of subjects. Active-duty Air Force officers make up approximately 70 percent of the faculty, with the balance long-term civilian professors, visiting professors from civilian universities and instructors from other U.

In recent years, civilians have become a growing portion of senior faculty. Every Dean of the Faculty equivalent to a Provost at most universities has always been an active-duty brigadier general, although technically, a civilian may hold the position. The Dean, the Vice Dean, and each academic department chair hold the academic rank of Permanent Professor. Permanent Professors are nominated by the President of the United States and approved by the Senate, and can serve until age All graduates receive a Bachelor of Science degree, regardless of major, because of the technical content of the core requirements.

Cadets may choose from a variety of majors, including engineering, the basic sciences, social sciences and humanities, as well as in a variety of divisional or inter-disciplinary subjects. The academic program has an extensive core curriculum, in which all cadets take required courses in the sciences, engineering, social sciences, humanities, military studies and physical education.

Approximately sixty percent of a cadet's course load is mandated by the core curriculum. As a result, most of a cadet's first two years are spent in core classes. While core requirements remain significant during the third and fourth years, cadets have more flexibility to focus in their major areas of study, allowing them to participate in international and inter-service Academy exchange programs. Traditionally, the academic program at the Air Force Academy as with military academies in general has focused heavily on science and engineering, with the idea that many graduates would be expected to manage complex air, space and information technology systems.

As a result, the Academy's engineering programs have traditionally been ranked highly. Over time, however, the Academy broadened its humanities offerings. Externally funded research at the Air Force Academy has been a large and growing part of the technical majors. All cadets at the Academy take part in the school's extensive athletic program. The program is designed to enhance the physical conditioning of all cadets, to develop the physical skills necessary for officership, to teach leadership in a competitive environment and to build character.

Cadets are required to take physical education courses in each of their four years at the Academy. If you are a high-risk source, avoid saying anything or doing anything after submitting which might promote suspicion. In particular, you should try to stick to your normal routine and behaviour. If you are a high-risk source and the computer you prepared your submission on, or uploaded it from, could subsequently be audited in an investigation, we recommend that you format and dispose of the computer hard drive and any other storage media you used.

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