The Marriott,Slaterville City Oral History Collection was created by the residents of the town to document their history. Each participant was provided with a list of questions asking for; stories about their childhood, schools they attended, stories about their parents and grand,parents, activities they enjoyed, fashions they remember, difficulties or traumas they may have dealt with, and memories of community and church leaders. This endeavor has left behind rich histories, stories and important information regarding the history of the Marriott,Slaterville area. ; 31p.; 29cm.; 2 bound transcripts; 4 file folders. 1 sound disc: digital; 4 3/4 in.; 1 videodisc: digital; 4 3/4 in. ; Abstract: This is an oral history of Julian Morris Powell. It was conducted September 23, 2007 and concerns her recollections of the history of the Marriott-Slaterville area. JP: I am Julian Morris Powell. I was born January 20th, 1911. I am getting a little older now. I am ninety-six years old. I don't think quite as fast as I used to. My dad was Thomas Ezra Powell and my mother was Catherine Morris Powell. I am the only child born of the two of them. I don't have any full brothers or sisters. My dad had a family and his wife passed away, my mother and him lived in the Marriott ward close together for years and years and their partners had left and my dad had six children and my mother had three. They married, and I am the only child of that marriage. Dad and mother and ten children and I was the youngest of any of them. Here is a picture of the Marriott ward basketball team. I will talk real short about them. Well over here in this left side is Clyde Hipwell. His dad Bill, moved over there from West Weber, and his mother was born and raised in Marriott where he was born. Deloss Bingham was the son of Dell Bingham. He was born in Marriott and grew up there and lived there all his life. His mother died when he and Delbert were just young children. The other one is Cornelius DeFriez. He is next to the youngest in the big family of the DeFriez family. He played basketball with us for maybe a year or two, but not too much. The next one is Marvin Buck. He was born and raised in Marriott, a son of Luther and Sara Buck. He lived there all his life until a few years after he was married. The next one is Euki DeFriez. He played with us for several years. He is an exceptionally good ball player. I would have to say at this point that he was the best athlete in the DeFriez famiy. There were quite a few of them and they were tall but he played with us several years and a good all around player and fast man. The next one is Clyde Morris. He played with us some and then he went and played up at the Agricultural College in Logan. He and his brother and Delbert Bingham went up and played and won the championship up here in high school. Then they went up and played, the four of them, up in the Utah State Agricultural College and they won the championship up there. The other DeFriez one that I said was Wesley and he played with us several years. The next one is Wayne Stanger. He played with us a few years. The next on is myself. We went to the Salt Lake tournament eight consecutive years and then the war came on and we were out for a couple of years. Then we went back again and I coached the Marriott team and we went to Salt Lake for the finals eight consecutive years and then we went back another two or three years. The next one is Elmer Slater. He didn't play with us too much. He was kind of short and small but he was always on the job and did the best that he knew to do. The one sitting over in this left hand corner was Delbert Bingham and the one on the right hand side down was Jay Clifford Blair. He coached us for several years. We went up here in Weber and Ogden City and we went down there under his direction as the coach for about five years. Then he quit and I took over as a player and the coach for several years. Clifford was an exceptionally good athlete and he played for the Farm Bureau for Marriott. The Farm Bureau league has one of the best catchers in Weber County. Well this was a good team. This picture doesn't have one of the better players that was on the team named Sam DeFriez. He wasn't as fast as some of the players but he was real tall and he was real strong. A lot of times he would never come back on defense. We played a five man defense and a lot of times he would never come back on defense because he would stay close to the basket and very few times he would miss. He shot if he was close to the basket. One of the best players—he didn't play with us too many years, but when he did play I would say he was the best score man that we had. We were playing up in the Weber gym up 24th street in a tournament and he said to me, "When I put up one finger I want the ball and I want it now." He put up his finger for me to throw it and get him the ball. He was in a good position to score and a kid from up in the balcony hollered down, Sam and his family all came here from Holland and this kid from up in the balcony hollered down and said, "Where's your wooden shoes?" He turned to look up there to shake his fist at them and I had let the ball go. The ball hit him right on the side of the head and dropped him just hard right down, and he hit on his shoulder. I ran over to him and rubbed him and got him up, and he played the rest of the game but he hit right on his shoulder. I thought maybe it had hit his head but it didn't. It knocked him flat down. He was an exceptionally big man and a good player. One time I was playing and about five or six players were under the basket pushing it up trying to get it in, he didn't jump, he stood there and he had his one leg bent and I just ran in and the ball was up bouncing around the basket. I ran in and I stepped right just above his knee right on his leg with a basketball rubber shoe and tipped the ball to his brother Euki and he scored. Sam come back and was rubbing his leg. He said, "I wonder what went wrong with my leg." But I had stepped on it with a rubber sole and it had kind of burned his leg but he was an exceptionally good player. Never to give up. We went down eight consecutive years from this area to play in the church finals in Salt Lake. We went eight consecutive years and then missed a few. We were playing and they notified us—I was coaching them then—and they said that they had one too many teams in the tournament at Salt Lake for the finals. Then we'd flip a coin to see if we went or if we didn't go. I said, "Well who is the other team?" And they said, "You and a basketball team from Pocatello, Utah were tied to go in," and it was up to one of us to go. He said, "Would you like to flip a coin?" And I said, "No. Send them down and we will play them." They sent them down and we beat them. Then one time, nothing to do with the church basketball but they had a tournament up at Malad, Idaho and they sent a team from down here up there. They went up for one night and played at Malad. Marriott got beat so the kid that was going to drive that day said he wasn't going up to play anymore because they got beat. So we had a guy working there, his name was Lee Dopp. He had his car in the shop getting it fixed and they would give him a V8 Ford. So we got our heads together and Clyde and Floyd Morris and Delbert Bingham, and Riley Shaw who was my brother-in-law and me. We had to drive fast to get up there to play that afternoon. We didn't know we were going until noon. We drove up to Malad and played in a tournament there and we played the Fort Hall Braves and we beat them in the afternoon and we went out and got something to eat and came back and played the Mendon Wildcats again that night for the championship. We beat the game in the afternoon and we won the next one again at night. When we came back they had fixed his car from the Ford motor company and they came out to bring his car back to him and his wife said, "Well he is out of town." They said, "Where is he?" She said, "He is in Malad." They said, "Oh he can't take that car across the state line!" But we came back, we got back after midnight. We went up the next morning to the Ford motor company and I said well we was broke down and this guy took us up there and brought us back and they said, "Okay." They wouldn't press any charges against us. While we were in the process of playing a lot of basketball for the church, some professional teams would come here and play. Sometimes we would play them a full game and sometimes we would only play them a half. But they were professional players. A team came from a clothing store in Wichita, Kansas and they were all white players. I have never seen a team with as pretty of suits as they had on. They were professionals and we played them and they liked to shoot long shots and not play any rough stuff. I don't think I ever did see them shoot a long shot that went in. It just seemed like they didn't score up close and they were a professional team. They would pass the ball around in back of their selves and to another player and that was the best team that we did play, the Wichita Kansas Clothers. Then we played the Iowa Ghosts. They were all black and they were traveling across the country. We played them maybe two or three consecutive years. They would come through and they would call and say they would be here on certain dates and they would pick someone and we played them. The center's name was Sue K. Simmons and we both got the ball in the center of the floor so the referee called a tie up ball. He was about seven feet tall. I crouched down just a little bit, and I thought well maybe if I jump as hard as I can jump he will stay flat footed and just tap it. Maybe I can jump as far as he would just reach and I could block the ball. So I crouched down and when the referee blew the whistle to start I jumped as high as he stood flat footed and he just reached out with his right hand and put it around me and put me right around his hip and reached up with the other hand and knocked it down to one of his players. His name was Sue K. Simmons of the Iowa Ghosts. The Globe Trotters were all black and we played them several times, when they were traveling through, particularly toward California. They would call in here and sometimes we would play them a full game and sometimes we'd only play them a half game, but they were all professional players. We tried to beat them but we never could come close in doing it. One—I can't remember what his name was now—he was black and little and he was a guard. He went out around me, I was over close to the side and about half way down the gym, and he stepped right out around me and down to the basket. A little later in the game he wanted to do the same thing and he came right around the sideline dribbling and when he went to go out around I just leaned over and caught him on my right shoulder and he lit about the third bench up on the bleachers. I can't recall his name right now. He was a play guard and was fast but he wasn't that big. One time when we were playing mutual ball and going, like I said, eight consecutive years down to Salt Lake and after that we went a few years after, after the war. We had a good team. The Marriott family had moved up in the twelfth ward, and it came our turn to play them to see who was going to Salt Lake, and it happened to be my Aunt Nell Marriott's birthday that day and so they said, well, they would close her birthday a little earlier in the evening because they wanted to go to the ball game because Marriott was going to play the twelfth ward. They brought a couple of guys down to Salt Lake to play with them and when we were in there warming up that night Deloss Bingham came over to me and he said, "Did you see the shoes that Russell Marriott has got on?" And I said, "No." I looked at his shoes, we were just getting ready to play them and warming up and he said, "He has got all leather shoes on. I have never seen anyone with all leather basketball shoes on." I said, "Well, we don't care what kind of shoes he has got on but we have got to beat them." So we started to play. Russell was a good player. He was left-handed and he liked to go up and play next to the wall on the outside, just inside the boundary and then cut in to the basket and he would shoot with his left hand and he was hard to guard. We were well aware of that fact and they had one of their best players with him. I remember his name was Fred Shots. He was an exceptionally good player and Russell was expecting him to score real well. He had played with us several years and we knew where he liked to play. He liked to go up the left side and stay just inside and then come in and scores with his left hand and to reach over a lot of times you would foul him. But we were aware of that so before he would cut in to the basket we would travel right along the side of him and crowd him a little bit so he couldn't get that left hand up. He would have to cross over. Sometimes he would lose the ball and he would whirl around. When he went to do anything that was real hard for him to do he would always stick his tongue out to the side like that. He would stop and stick his tongue out and whirl around with his fist but by the time he got turned around everybody would be gone. He would turn around several times with his tongue out, biting and swing with his right hand because we wouldn't let him score with his left. We beat them and we got four points ahead of them right on the start and then they never did catch us. Just a little while before the end of the game they put Woodrow in and he was a younger one, they put him in but he only played a couple of minutes and they took him out. We never did get behind. We stayed ahead of them all the way through. They had a cheering crew there and a group of young people in a section for the twelfth ward and they were really trained to cheer for them. But when the game was over, Russell's dad, Will Marriott, he was there sitting with the twelfth ward. They had just moved in the twelfth ward about a year before that. We all had suits on with Marriott written across them. When the ball game ended and we were still ahead of them, we stayed ahead of them all the way through. Russell's dad, who was my uncle, got up and was real cold and he went down off of the bleachers a little ways and with his hat in one hand and his overcoat over his arm on the other and turned and walked in front of the twelfth ward cheering crew and he said, "What the hell is the trouble? Can't anybody smile?" And then he came over and congratulated us for beating them. I always thought that he wanted us to win although he had moved into the twelfth ward. We had his name Marriott wrote right across our suits. I was always of the opinion that he was glad that we beat the twelfth ward but he came over and congratulated us and then smiled and walked out of the gym. It was cold that night. There were only about sixty-five families in the Marriott ward. They had a dance hall there and a stage in the one end. They took that stage out and that gave us about another thirty feet so it was a pretty good sized gym for us to play in. Some of the toughest teams we had to play in the league for the mutual was probably North Ogden and Plain City and the Eighth Ward of Ogden, the Fourth Ward of Ogden, and the Seventeenth Ward of Ogden. Other than the Plain City—they were all pretty well city wards. They had a big group of people to pick from because they were big wards. And we only had about sixty-five families in the ward. Sometimes they had good players and they would find out where the best team was and so they could go over and rent an apartment. Some of them were married guys and some of them were single. They would go and rent apartments in that ward so they could play with them. One night I remembered I was playing and Clifford Blair was coaching us for several years. I don't remember right now just who we were playing but we were getting to the end of the game and we were only three or four points ahead and Clifford called a timeout. Deloss Bingham was playing forward, he was not very big but he was fast and a good scorer. Coach called a timeout and we went over to see what he wanted and we were real close. We were just a few points ahead of them. He said to Deloss Bingham, "What the hell is wrong with you? Why aren't you going like you are usually doing?" He said, "I got the skin off of my foot and I have got a sore foot." And Clifford said, "You'll go back in and forget you got a damn foot!" Now that is the kind of coaching we did get. He came back in and we won the ball. We played four nights to get to go and we had to win. I played the first night and I turned an ankle. That was the only time in all of the time I have played that I ever turned an ankle, but I turned an ankle that night and we still won the ball game. The next morning I went up to Doctor Seidner. He was in the office and I pulled off my shoe and I said, "Can you see anything wrong with my ankle here or what you can do for it?" He said, "I don't see much of anything wrong with it." So I thanked him and pulled my shoe on and walked down the hall to Doctor Clark Rich. Now his dad was a doctor before him, Ezra and Edward Rich. They were half brothers but they were both doctors. Technically Ezra Rich came to our house when I was born to deliver me. But I walked down the hall and his son Clark Rich was the only one in his chair. It was in the morning and he was looking at the early newspaper. I went in and pulled my shoe off and I said, "Can you see anything wrong with my ankle?" He said, "A blind man could see what is wrong with that!" So he took a bandage and bandaged it up and he said, "Now I'll undo that and you watch how I do it. You bring it up the outside; you take it down on the inside and bring it up on the outside." And he banded it up again. He said, "I'll tie that up for you and you keep this, I won't put it that tight." Then he said, "Tonight, when you get ready to play you tighten that up real tight and at the half your foot will maybe go a little numb. At the half you come out and loosen it and then before you go back in, tighten it back up again. Always pull it up from the outside out." I did that and I played alright and at the half I loosened it a little and pulled it back up. It did get a little numb but I played that night and went down to Salt Lake and played in the tournament. It never bothered me; I just tied it up every night for the rest of the season. I was born in 1911 and World War I with Germany was in 1918 and so I was seven years old when the war was on. They took one of my brothers. Carl went up to Logan to the training camp and Clifford Blair, he was twenty-one on the fourth of June. He had to register on the fifth of June. He said, "Oh why couldn't I have been born later and I wouldn't have had to register?" When that war came on, I was only seven years old, but we had a lot of sugar beets and they took him and Frank Tribe who was my oldest sister's husband. Guy Wecker was my other sister's husband, and Clifford Blair and then a lot of the men of our neighbors in our community, took them in World War I. They took them in the late summer. My mother went up and got a letter. I remember going with her, I was seven years old and we went up in the Eccles Building and saw Caleb Marriott. He had just graduated and opened an office as an attorney. My mother had been to an attorney and wrote a letter to the government to see if Clifford could come home to harvest the sugar beets. We never did hear from them so we went in the Eccles Building and kicked on the door. Caleb Marriott had just graduated and he was admitted to the bar. He would take his lunch with him, eat his lunch, and then he would take a nap for an hour. The door was locked but his dad said he would be there. So I went there with my mother and I kicked on the door. I remember kicking on it with my shoe and he opened the door and he had taken a nap. It was just after lunch. My mother went in and told him what we wanted and he said, "I will write a letter." He wrote a letter and in two weeks Clifford came home. He was in Presidio, in California in the camp. He sent that letter there and he released him and he came home. We got all the sugar beets out and then he went back. Well when—I was going to tell you about General Pershing. When I went there with my mother when they marched them all from 24th street down and down 25th and into the railroad yards, I would guess that they must have had 150 men in uniform, young ones that they had picked up then. My brother and our neighbors were among them. I went with my mother and they marched them down off of the hill and into the railroad yards. They had a passenger train there and it had bars on the window. They didn't let them stop to speak. You didn't bother them at all. They had officers with them and they stayed right in line. They walked up the steps and into these cars, a whole trainload of them with bars on the windows. I stood there with my mother and I know I cried. I cried a little bit because I thought I would never see them again with the bars on the windows. They went to the camp and later on in the early fall, they sent General Pershing. "General Pershing is coming to town! He'll be at the Depot and he'll talk shortly." I pleaded with my mother and we went with a buggy and a horse, tied it up, and then walked over to the Ogden Depot on 25th street. We waited just about five minutes and they switched the car. They had a wooden platform there on wheels that they had made. It was just a platform on wheels but it was high. They pulled the passenger car in and it stopped right in front of us and a couple of men went over and wheeled this wooden platform over to the door and they opened the door on the passenger train and General Pershing walked out onto that platform. He had all the ribbons and the citations on his suit. He didn't have a hat on, he was gray-headed. He was a medium sized man and he walked out on that step and he said, "We are going to end the war and we are going to send your boys home." I thought that was the best news that I had ever heard. He talked for, oh, maybe two or three minutes at the most, then he waved goodbye and stepped back in and they moved the car I guess to some other place for him to speak. I waited for that time and sometime after—that was in about August I'd say and along in November all the whistles started to blow. There weren't many cars around then but there were a few. They were honking the horns but there were a lot of whistles blowing in Ogden City and you could hear them out where we lived in Marriott, just down 12th street. Our family was gone working on milk routes and farming and whatnot. Just my mother and I were home. She said, "The operator won't talk to you on the phone, so you go catch that gray horse and go from where we live over across 12th street and the railroad track over to 17th street and ask Mrs. Wecker." Her boy was Guy Wecker and he had married my sister before he went in the military. "You go over and ask Mrs. Wecker if she can get the operator to tell her what the whistles are and the trains blowing." So I got on the horse and rode over there and they had a little fence up in front of their house. Her daughter was there and she said, "What can I do for you?" I said, "I want to talk to your mother." So her mother came out on the sidewalk and I said, "I want to know if you can call the operator and find out what all the horns are blowing and all the whistles are blowing." She said, "You tell your mother that you can't talk to the operator, but she just keeps saying, 'They have caught the Kaiser.' And then in a second or two she'd say, 'They caught the Kaiser.'" So I said, "But she wants to know what the whistles are." And she said, "Well you tell her that they have caught the Kaiser." So I went on home and my mother was standing in the yard by the house as I rode in on this old gray horse. She came right over to the horse and she said, "What did she say?" I said, "She said to tell you that they have caught the Kaiser." She put up her hand and smiled all over. She said, "The war is going to end. The Kaiser is the head of the German army and they have gotten him so the war is going to end." I thought that was the happiest time that I had. Sure enough, in about December, just about Christmas time, they shipped those boys from our community and a lot of other soldiers home. They were home for Christmas. Years after that, I was seven years old then, and when I was about sixteen or so I was in a meeting and they said, "Other than your dads or your fathers, who would you think was the greatest man that you ever saw or talked to?" I guess there was about fifteen in that circle and I was almost to the end, not quite, and they went around. When they come to me I said, "It was General Pershing. He was the best man I ever knew and ever did see." They said, "You didn't know General Pershing." And I said, "Yes, I did. I went up to the train and he walked out on the little platform and he said, 'We are going to end the war.' That was in about October and then in November, about a month or so later, I guess that was about August and I said, "He said we are going to end the war and send your boys home." I said I thought he was the greatest man I had ever heard speak. If I knew the future, like I remember the past I would be pretty smart. It isn't hard for me—at times I recall lots of things that have happened in the past and I grew up pretty active. Like I said, when the war was on I was seven years old and when it ended I'd had a birthday and the war ended in 1918 so I was only seven years old that winter. Then coming in the spring in January I became eight years old. I was active, and we had a big family, four girls and six boys. I don't have any full brothers or sisters. My dad lost his wife, she died with a heart attack and my mother married my dad and I was born when she was thirty-four years old. She had three children and he had six. They had known each other, born and raised in the same ward. They decided they would get married. They had lost their partners so I was the tenth child. When I was a kid I enjoyed growing up with this family. Although I was on one side and some on the other, that didn't bother me and didn't seem to all the way through my life. I respected them as my full brothers and sisters. My oldest sister on my dad's side was Ethel and she used to curl my hair. I was blonde. I had kind of golden colored hair and she used to put it up. They didn't have bobby pins and stuff like that then, they had hair pins. She used to tear strips of cloth and put my hair up in curls. When I got three years old I thought maybe somebody would think I was a girl, so I said, "I guess I had better go have my hair cut." My mother took me up the next morning and just down 24th street, right by the Eccles Building there was a barber shop, a big long barber shop. I walked in there and climbed in the first chair. It was in the morning. The barber got a board and put it across the arms of the chair and set me up on there so he could reach me. He cut my curls off and laid them all in an empty chocolate box. He laid it in there and wrapped it up and tied a string around it. That was the first cut I had ever had. I guess I was about three years old. I took the box, and when I went home I had this box under my arm. I handed it to my sister Ethel; she is the one that always curled my hair. I handed it to her and she cut the string on it and undid it and my curls were all laying kind of golden color in there and she cried. She put her arm around me and she cried because that was the first hair cut I ever had. Like I say, I was born in Marriott in 1911 and I don't remember much about Ogden City until I was about three years old. We had a dairy farm and a crop farm and whatnot and ran that all with the horses on iron towered wagons. My dad had two retail routes and two wholesale routes. There was no refrigeration then. You had to pack things in ice in the summer and cover them in the winter to keep them from freezing. When we would go into town—in Ogden City we sold all the milk. My dad had a big herd of cows and then he bought a lot of milk. Ten gallon cans and then processed it. We delivered that into Ogden. You might say we had to put ice in the bottom of the wagons in the summer because the jarring of the wagon would churn the bottles of cream and we'd have whipping cream and coffee cream and milk. The jar of the wagons would shake that whipping cream and when you would get it into town it would have about an inch or half inch of yellow butter on top. We had to pad those wagons all up with canvas and then put ice on them or whatever to keep them cold in the summer and keep them from freezing in the winter—drove them all with the horse wagons. Then there were a few grocery stores around and I remember going to town once in awhile with my mother. We drove a horse and buggy, and up in the front was a dashboard and you had a lap robe you threw over your legs, and there was a socket where you could put the whip if you had one, and we drove a single horse on that buggy. It had a top on to keep the storm off you and put a lap robe on you, then go into town and tie them up on the side of Washington Boulevard. When the circus would come to town, a man would come along on his bicycle and he said, "Take care of the horses because the elephants are coming." People didn't want the horses jumping around. I thought that it wasn't the elephants and he wouldn't go any farther. He'd go to the South or the North but he wouldn't go any farther up to the circus grounds. He could smell those animals. When we were downtown there were a few grocery stores here and there. Henry Tribe ran a grocery store and it was out this way in Ogden. As you went over there was another grocery store. Then there was somewhere—what was the name of them—Piggly Wiggly. My brother Carl decided he was going to go and get a job and he went to work and they gave him a job in the store, Piggly Wiggly's but he only stayed there about two months. He said all he was doing was stacking shelves. Piggly Wiggly's was in and then Safeways. But the grocery stores were far apart and then they were long. There were a lot of people on the street then. Very few cars, maybe a car here and there, maybe a Ford car and then a Buick car, a few long but very few cars. At the grocery stores a few and the clothing stores, clothing store—there was one on the West side of Washington—it was called the Golden Rule Store. It was a clothing store. Wright's was another store on the northwest corner of 24th street. Wright's clothing store was across the street from the Eccles Building which is still there. Bank buildings then weren't there. A few grocery stores, a lot of clothing stores. It was wet until 1918, and then it was against the law to sell or have liquor or whiskey. Of course, there was some bootlegging going on where they made their own whiskey and sold it. As I grew up as a kid, going along the sidewalk, there were a lot of people walking on the sidewalk and not many vehicles, so they would be walking along the street and it wouldn't be anything to see two or three men sitting with their feet in the gutter, they would be sitting there drunk and then you would go over here a ways farther and there would be a few more. Then they had policeman come along. They didn't take them in all of them, but they tried to keep the streets cleared up. Then a lady would come along and maybe have a package in one hand and a couple of kids trailing along her side. She would stop a young man here or there and ask them if he would go into the saloon—saloons were over there where you would buy whiskey and drink. This was just before 1918 and she would ask them, "Would you go in and see if you can get my husband to come." They would go in and sometimes they would go in and sit at the bar and other times they would bring them out and they were wobbling, they were drunk, and sometimes they couldn't get them to come out. It wasn't anything to go along the street and have several drunks on Washington Avenue. You don't see that now. Lots of people walking. Like I say, 1918 it went dry so they couldn't have any alcohol. Then in Ogden City, 25th street was noted as one of the special streets in Ogden. The trains stopped—all the passenger trains then had a big station just below Wall. You walked off of Wall onto a big passenger—oh it was five hundred feet long and two hundred feet wide where you went to go in and seats were all in there where you went in to wait for the train to go out of town or for one to come in and meet people and then they came. There was hotel right on the corner of 25th and Wall and they had a lot of business in there for people that rode the passenger trains and then came up the street and the Marriott Hotel and then you'd get up farther and the Broom hotel was there. That was a prominent hotel on 25th street, the upper part. Then across the street, the skyscrapers you might say went in as a hotel over across Washington. It wasn't anything then to see quite a few people. There were saloons all over—three along 25th street and a couple or three along Washington. That all "went dry." Then in just a few years they come along with "three-two beer." Old man Becker was in the Brewery business in the eastern states and he and his boys Gus Becker and Albert Becker. He had come down and opened a brewery on about 21st and Lincoln. There was no Wall Avenue come across there. He opened a brewery in there and they run that and they were allowed to make "three-two beer." So he opened that and built the brewery there. He first put it in and they sold Becco, didn't have any alcohol in it but it had Becker's Becco. The people drank that. He sold quite a lot of that. People thought that that helped their health and the doctor's recommended it for some people. Then they made all kinds of soda water and different brands of soda water there. Then two percent beer came in. So they had to make that. We had a contract with them to haul all the malt that was there—it was a three story building, the first one was the ground floor and then on the second was the big kettle, it was as big as these two rooms and that is where they brewed it. The next one was the barley and the hops and that. They had a big copper kettle there and they made that. You could see the thing going out of the top, little pipes going out where the alcohol went out. That was a "three-two beer." It couldn't test any more than that. They brought one of their son-in-laws from California and he was a doctor in California. He came in and they put him in the chemistry room. He had to test it so it couldn't go over three-two in two-three beer—two-three I guess it was. You would go into a store and as soon, and as you went in they had a clerk who would come, the same in the grocery stores. In the clothing stores someone would wait on you as soon as you went in—try to sell you a suit of clothes or a pair of shoes. The best shoes you could buy were five dollars. Suits would cost you maybe thirty dollars for a suit of clothes, as good of clothes that you could buy. Shirts and whatnot—people wore shirts and then they had a collar—you brought a collar and put it around you and fastened a little brass button here and then you would put the necktie on. The shirts you would buy didn't have any collars, work shirts did, but the dress shirts never had any collar on it. They would just come around and button here—then you put a tie on top of that. It was quite a job for our family to keep all the collars and all the shirts—they had to wash them and iron them out and then they put the tie on top of that. Maybe wear the shirt a couple of times with the collars. I remember several of the stores that came along, like Piggly Wiggly and Safeway and others. Then there was—I remember the Egyptian theatre. It was later in years and they had the stars all show up in the ceiling. The Peery's owned the Egyptian and the Ogden Theater and Glassman's owned the Orpheum Theater and the Alhambra was down on Keisel Avenue. You would go to the shows and it would cost you—when I was a kid it would cost you fifteen cents to get in. Adults were about thirty-five cents to get in to the shows. I remember when Willard Marriott went back to Washington D.C., he met his wife Anna Sheets. He met her in the University of Utah. He had been on a mission. He went on a mission and when he came back he went to Weber Academy here and Aaron Tracy was the President then. When he came back they had closed that and he went down to the University of Utah. There is where Willard Marriott met Anna Sheets. She was going to the University of Utah and he met her there, got acquainted with her and he married her. Before he married her he bought a new model-T Ford and went up north and sold woolen goods, most of it from the Utah Woolen Mills in Salt Lake where they took the wool and refined it and made woolen clothes. He went up there and stayed all summer. When he came back from his mission he went up there and stayed all summer and sold woolen clothing and blankets and everything. That is where he met his wife and then he came back and went up again and then he got married and I remember him, Willard Marriott, stopping at our house in the morning—it was about eight o'clock in the morning—and he had a model-T. He had come in and my mother and I walked out to his car with him and Anna Sheets was sitting in this model-T and my mother said to him, "Have you got good tires on this car?" I walked around it and I couldn't see a bit of tread on any of them. They were all bald tires. She was sitting in the seat there but we wished him well. Now here is what he said and I shouldn't tell you this but I will anyway. He wouldn't care. My mother said, "Well that is a long ways to drive this model-T to Washington D.C." He had come from up north and a lot of places that he went, he couldn't collect his money where he had sold clothing and blankets and things. When he came back he said, "Mrs. Sheets," that would be his mother-in-law, "gave me five hundred dollars and said you can use that and go on your honeymoon from here to Washington D.C." So he said, "I have plenty of money." Anna Sheets mother gave him five hundred dollars. Now that is what he said right there in front of our house. They were going to drive this model-T back there and go on their honeymoon. He went back there and he and another man, Sterling Colton, went back to Washington D.C. and opened the A & W Rootbeer stands. Russell and I once in awhile we'd go in to town and walk over by the Egyptian Theatre and they had a barrel going around of A & W Rootbeer. Once in awhile Willard would send a letter, an envelope that would have some A & W tickets in there. We'd go in there and get a couple of mugs of A & W Rootbeer on the tickets he would send for it. That was quite a treat to go in and get free A & W Rootbeers. Ogden City has grown in the last several years, then they put the mall in and it fell apart and there is a lot of Ogden City that has moved into the upper bench and over into Riverdale and out into places. Ogden City isn't anything like it used to be. They put the big mall in there and then they couldn't make it financially. Other than the banks—the city itself has slipped away. Years and years ago, 25th street was well known all over the country. The trains would come in and stopped in the depot at 25th and Wall. Then people went up and there were several hotels in there and restaurants. When you got almost to Washington, right there by Kiesel Avenue, by Washington and Kiesel, was a place opened by two men, it was a long restaurant. It was Ross and Jack's Burger with spuds for a quarter. They had more business there than they could take care of hardly. You could go any time of the day or the night and they had customers there. My dad furnished them all the dairy products for that place. It was Ross and Jacks and you got a big hamburger, potatoes and gravy, and a vegetable for a quarter. That is what it was advertised—Ross and Jacks dinner for twenty-five cents. You got a big hamburger, the potatoes and gravy and a vegetable for twenty-five cents. Ketchup and other things were all sitting there, you could help yourself to them. I remember they had a sign there one time it had come out and it said, "Go easy on the butter boys, it is forty cents a pound." It was a long restaurant, the cash register in the front and rows down here and clear down there, and there were people there—twenty-five cents. J. W. Randall came and wanted me to put in one hundred and thirty thousand ton of sugar beets in two big piles. They were a half a block long and eighteen feet high. I told him, "I don't want to." He said, "Yes, you put them in." And I put in one hundred and thirty thousand ton of beets in with beet forks, with just men by hand. He said, "Don't hire all the guys." The depression was on then. "Try to hire them all around Weber County where they have grown sugar beets." I finally agreed to do it and I paid those men four dollars and twenty cents a day. The twenty cents went for insurance. Each one was insured for everything for twenty cents. They got four dollars and they worked for eight hours. I put that in and he said, "Don't hire everybody in your community, hire them all around Weber County." I had to turn guys down and they put it on an endless belt, here was the pile a half a block long and another one here. It had a pipe flume with the top lids, you took them off. The water would run fast, pumping it and it circulated and washed the beets in and we put them on a belt and they went over and dumped into this flume. I put a hundred thirty thousand ton of beets in with beet forks. Not one man did I ever have to correct, never had one quit, never had one get sick, never had one get hurt, and I never told one he had to do more work or correct him in his throwing. It never stormed. We put them in, through all of November, the factory guy would look up there and if you would watch the moon, the moon will be up here and as it goes down it isn't the moon. It looks like it has turned but it hasn't. He would look up at the moon and say, "That is a wet moon, you'll have to hurry Juke, it is going to storm." We had a platform and you'd come up here and it had a tent of canvas. So if it did storm they were under it. It had a little caterpillar electric on each end of it. It was as long as the pile of beets was wide. It had a little electric caterpillar end. Steve Crowley worked for the sugar company and he stayed and when they would throw the beets in from here to there and have to reach for them, it was electric and he'd put it in and it would crawl up close to the pile. When they reached them—a lot of those guys would sit with their rump right on the edge. It had a four by four along here and a belt, the belt kept going and they would sit right with their butt on that and throw those beets on. That was in 1935, it was the year Sharon was born. The year that Franklin D. Roosevelt took the presidential election by a landslide, was in November of 1932. Remember that the President goes in on an even year. He goes in on '32, '36, and right on up. When they picked those potatoes up I gave them six sacks, six hundred pounds apiece. Some worked 'til noon and they got three hundred pounds. They were red bliss potatoes, just perfect and I said to them when they left that night at five o'clock, it would have been the day before Election Day and the night after election in 1932 it started to snow. You never saw the ground until spring. That was the toughest winter I ever saw. They went over and voted and that night they put Franklin D. in and the next day we got through. The price of potatoes—I took them out in the spring, I carried them upstairs, downstairs, Wesley Hewitt didn't have a job and he lived in a house that charged him seven dollars a month. He couldn't pay the rent so he worked it out. We delivered those potatoes, upstairs, downstairs, traded them in for groceries. They were thirty cents for a hundred pound bag. Uncle Will Marriott moved into town. They had moved into town off of the farm and he come to me and he said, "Do you want to rent the lower farm?" I said, "Well yes I would rent it." So I rented that lower farm for him. I put it all in sugar beets, and if you crowd it there was seventeen acres. The Warren canal ran along the east end and the riverbed was on that end. I ran them from there right through. I put that into sugar beets and I got three dollars and eighty-five cents a ton for them. Now, earlier, a few years before that, the sugar beets were up to twelve dollars and they stayed there. My dad was a bishop for a dozen years. My mother and my dad went down to conference and when they came back we had a long table and there was twelve of us at the table. I sat at the far end and my dad sat at the head end. When they were there one of our family said, "Well what did they tell you at conference?" My mother said, "President Smith,"—Joseph Fielding was the President—he got up and he said, "If you are in debt, get out as fast as you can and if you are not in debt, stay out because the price is going to go down." Sugar beets were twelve dollars a ton. We had every piece of ground around in sugar beets. In fact, we got a furlough for Clifford to come home and dig sugar beets in September. They were twelve dollars a ton, and they started going down in 1932, Uncle Will and Aunt Nell Marriott and Russell and them had all moved into town. They had moved up to the 12th Ward. The spring of 1932 I put it all in sugar beets, seventeen acres and I got three dollars and eighty-five cents a ton for them. I grew that whole field down there and I got a check for eleven hundred and something dollars, I had a good crop. I dug those potatoes and quit and went down and hauled beets for everybody. I hauled over sixteen hundred ton of beets on a 1932 Chevrolet truck and I loaded them all with beet forks. I hauled them beets in and I had almost three hundred ton and I got a check. When he came, they were all good beets and I dug these potatoes and quit and went down and the next day and that night I finished the potatoes it snowed. It started to blow from the east and it snowed. I still had about four acres of sugar beets, I left them right by the road, right on this end and I had to dig them in the snow. I went down the next morning and I had four—this is a coincidence—I had four toppers, topped them all by hand and put them in wind rows. I had two red-headed guys, Wesley Hewitt and the Dana kid. I had Joe and Bill Elmer, they lived on 17th street and were both married men. These two topped the row and these two topped the row and I drove right down the middle of them. I put a team of horses on the truck and I never drove them. They were good horses, I had used them all fall. They were the last beets I got out. Here is the seat, the mirror stuck out here, I hung the lines on the mirror and I loaded this corner and a man here and then the two would throw, all with beet forks. Guys would come and say, "I'll come on and drive those horses for you." I would say, "Nope we don't talk to them." I left them standing, I got out right here, didn't shut the door, leave it open, when I got in all I would do is touch the gas and they just knew to go. They would start to pull and when I let the gas off they stopped. We rent right up and never got stuck a load. Uncle Will came down there, he came down there and Myer and Wright, Myer and Wright was in his arms. He came down in the spring they were all like this. Myer would run out over here and I said, "That sand is hot." That was in the spring. He said, "He'll be back in a minute," the old man said, Uncle Will. He did, he ran about from here to the front door and here he had come back. He had burned his feet because the sand was hot. He picked him up. That was in the spring. In the fall, the same place Uncle Will came down there alone and I was getting the last of them out the last day. I had a team of horses on there and no driver, they would pull right up and when I put the gas down that is just like saying "get up" to them and when I take the gas off they stop. We loaded them and he drove down there with his car and stopped outside the bridge of that lower field and he said, "I have never seen horses pull like that without a driver." They would go right up and come right out. They listened to the gas. When you would give them the gas they went. When you quit the gas they stopped. When Aunt Nell and Uncle Will come to my mother's house and came in the front door and talked to my mother a little bit, my mother said—her and I were there, the only ones—she said, "Willard is making a lot of money. He is about a millionaire." Aunt Nell spoke up and she said, "Yes, the poor boy. It has cost him over ten thousand dollars income tax." Then Uncle Will chuckled and laughed and she was real serious and he chuckled and laughed. He said, "I have come to get the rent," from the farm I had rented. I walked in the other room in the bedroom and I had the cash there. I got a check for eleven hundred dollars. I counted it out and Uncle Will was sitting here and she was sitting here. I gave him half—I didn't get quite eleven hundred, but I gave him five hundred and fifty dollars. That was half of it. I went there to give it to him in cash and Aunt Nell spoke up and she said, "No, he don't get it, you give it to me." It put me in a spot. I said, "Well, he come and ask me if I wanted to rent it and I rented it off of him for five hundred and fifty dollars and I will have to give him the money." So I give him the money, I gave him just a few dollars over half of what I made. They got up and left. I guess Aunt Nell thought that I made too much money so they didn't rent it to me anymore. I sold the potatoes at thirty cents a hundred and I sold the sugar beets for three dollars and eighty-five cents. I went camping with Russell Marriott, Roy Hodson and Clyde Covington, they were cousins, and myself. We got up there we slept way out in the wild and the first night, we had our own food and some blankets and stuff. We camped out there the one night. The next night we came in and we were still out quite a ways from the camping grounds so we pulled up there and the car was like this. We made the bed here and we had plenty of food. The running board was on the outside there. We put some food under those running boards. Clyde Covington wouldn't sleep outside, he was scared, so he slept in the back seat. Russell slept here and Roy Hodson here and me here. Our heads right by the running board of the car. I woke up for some reason, I guess by the noise. I woke up and it was just coming daylight. I woke up and I could hear something. I sat up in bed and I looked about—oh judging thirty feet from where we were sleeping there was a black bear and it was standing facing us and it was growling. I think that was what woke me up, it was growling. I woke up and I looked up there and she was standing on all four feet facing us. I said to these guys, "Hey! Do you want to see something?" "Nah," they slept. They finally woke up and Roy Hodson was in the middle, he raised up and he saw that bear and he went right down in and pulled the covers over him. Clyde Covington was in the car and he was jumping around like a squirrel in there and Russell was over here. I looked that thirty feet away and they got calmed down a little and that bear just kept growling. I reached around here and Uncle Will and Russell and Woodrow and them had just shingled the barn on the farm over there and they had the shingle—so I took one of the shingling hatches that they had and put it under my pillow. I reached around and I thought, "Will I give that bear time to move?" She didn't want to move. I think it was a female bear. So I reached around and I felt there and I got that hatchet in my hand and took a hold of the handle of it. A hatchet is a long blade but it is narrow. I got up on my left knee and that bear still stayed there and she kept growling, and I would say it was twenty-five feet. I got up on my knee and I looked at that and thought, "Maybe if I throw that I can pin her right between the eyes." When I brought my hand up like that, that bear whirled around but it was too far gone. I brought it back like that, she whirled around, and I let it go just as hard as I could throw it and it stuck up right the side of her tail. The full length of the blade went right in her. She ran about twenty-five feet with her hind legs looked like they were going faster than her front ones. She was hunched up but it was a female bear. She ran about twenty-five or thirty feet and the hatchet fell out. But it stuck in her that long. I jumped out of bed and run out there and got it. It was covered in blood all over the hatchet. I brought it back and showed it to them. She never came back. We gathered up camp and right here, she had been in there before, and never woke anybody up. I think she had a cub—I am satisfied she had a cub bear back—a bear will come and get the food and leave the cub back there. Right here by Russell Marriott's head, here was the car, that high and right under the running board by his head we had some bacon and a little sack of sugar, maybe a five pound and half of it was gone. That bear had come and reached in right the side of his head and took that little sack of sugar and we traced it and it had sprinkled a little sugar all over here and there. It had torn the sack a little. All the way out there was a little bit of sugar. She had taken that—she had to get within six inches of his head but she must have reached in with her paw and got that sack with the sugar in and brought it out and took it. Then she fed the cub. That is how close she had come to that kid's head and never woke him up. We never saw the bear again.
Issue 25.3 of the Review for Religious, 1966. ; Constitutions of Lay Congregations by Joseph F. Gallen, S.J. 361 Attitudes towards Religious Garb by Sister M. Clauddle Miller, S.U.L. 438 Charity: A Doctrinal Synthesis by Guy de Broglie, S.J. 447 One Art of the Confessor by Andrew Weigert 484 Spiritual Preparation of a Chapter by Sister M. Guthbert Hdlwig, S.G.M.M. 489 The Particular Friendship by Joseph B. Simons, G.S.G. 496 Charity and/or Human Love by Brother Joachim Frederick, F.S.G. 501 o The Religious Habit by Sister Mary Bonaventure, O.S.F. 505 Searching for Good Managers by Richard M. McKeon, S.J. 511 Gnosis by Donald A. Spoto, F.S.C.H. 515 Survey of Roman Documents 516 Views, News, Previews 524 Questions and Answers 530 Book Reviews 534 JOSEPH F. GALLEN, S.J. .,Typical Constitutions of Lay Religious Congregations INTRODUCTION The purpose of the present work is to give the canoni-cal or legal articles found in the constitutions of pontifical and diocesan congregations of sisters and brothers, both with and without provinces, but not those of the con-stitutions of orders of nuns nor of a lay order of men. The collection has been compiled from approved constitutions and is intended primarily as an aid to the understanding of the law that governs all such institutes. It will be of service in any revision of the constitutions of lay con-gregations, even after the revision of the Code of Canon Law. The collection will likewise help any study not only of the excessive but also of the proper and necessary place of law in the religious state. It should be useful also for any theoretical 'or practical effort for the more perfect union and harmony of the juridical with the scriptural, theological, ascetical, and liturgical elements of the re-ligious life. The usual terms have been retained because they are in actual use in constitutions. There is a discernible de-sire or tendency at present to replace some of these ,terms with more familiar words, for example, dining room for refecto}y, room or bedroom for cell, directress for mistress, and so forth. The pertinent canons are cited under the individual articles for ready reference. They should not be so expressed in general revisions of con-stitutions proposed to the Holy See and, if included in the printed edition of the constitutions, canons are more appropriately placed in a table at the back of the book. The canons given in the table or index of sources at the back of this article are those that appertain to the con- 4. 4. 4. Joseph F. Gallen, $.J., is professor of canon law at Wood-stock College; Woodstock, Mary-land 21163. VOLUME 25, 1966 stitutions of a pontifical congregation of women. A trans-lation of the canons that concern lay religious can be found in Canonical Legislation concerning Religious, Rome: Vatican Press, 1918. The second column in the index of sources contains the citations of a ~,ery fundamental document on which the constitutions of most lay congregations are at least ultimately based, that is, Normae secundum quas Sacra Congregatio Episcoporum et Regulariura procedere solet in approbandis novis institutis votorum simplicium, Rome: Vatican Press, 1901 (referred to as the Normae of 1901). The third column is the Normae pro constitutioni-bus congregationum iuris diocesani a Sacra Congrega-tione de Propaganda Fide dependentium, Rome: Vatican Press, 1940 (referred to as Propagation of the Faith Con-stitution Outlines of 1940). This document is expressly for diocesan missionary congregations but it is a good guide to the more general practice of the Holy See. A like extension is true of the document of the fourth and last column of the index of sources, which is Statuta a sorori-bus externis monasteriorum monialium cuiusque ordinis servonda, Rome: Vatican Press, 1931 (referred to as Statutes for Extern Sistersof 1931). These Statutes can be found in Latin in Coronata, Institutiones iuris canonici, V, ed. 2, Turin: Marietti, 1947, 244-57, The Normae of 1901 and the Propagation of the Faith Con-stitution Outlines of 1940 are contained in Latin in Schaefer, De religiosis, ed. 4, Rome: Apostolato Cattolico, 1947, 1079-1135, and also in Ravasi, De regulis et consti-tutionibus religiosorum, Rome: Descl~e, 195.8, 195-226, 234-57. ÷ ÷ ÷ ]. F. Gallen, S.]. REVIEW FOR RELIGIOUS 362 CONTENTS " PART I PURPOSE OF THE CONGREGATION ADMISSION OF MEMBERS MANNER OF LIFE CHAPTER PAGE I Title, Purpose, and Spirit of the Congregation (I-4) 365 II Members, Precedence, and Titles (5-9) 365 III Religious Habit (10-17) 368 IV Dowry and Material Entrance Requirements (18- 28) 369 § 1 Dowry (18-25) 369 § 2 Material Entrance Requirements (26-28) 370 V Admission of Candidates (29-37) 371 VI Postulancy (38-45) 373 VII Noviceship (46-71) 374 § 1 Place of the Noviceship (46-49) 374 § 2 Requirements for the Noviceship (50-57) 374 § 3 Formation of the Novices (58-64) 375 § 4 End of the N0viceship (65-69) 376 § 5 Profession of a Novice in Danger of Death (70--71) : 377 VIII Religious Profession (72-81) 377 IX Vow and Virtue of Poverty (82-93) 380 X Vow and Virtue of Chastity (94) 381 XI Vow and Virtue of Obedience (95-100) 381 XII Penance and Holy Eucharist (101-117) 382 § 1 Penance (101-112) 382 § 2 Manifestation of Conscience (113) 384 § 3 Holy Eucharist (114-117) 385 XIII. Religious Exercises (118-124) 385 XIV Mortification and Penance (125-126) 386 XV Enclosure, Correspondence, Silence (127-138) 387 § 1 Enclosure (127-133) 387 § 2 Correspondence (134-136) 388 § 3 Silence (137-138) 388 XVI Apostolate (139-141) 389 XVII Care of the Sick (142-146) 389 XVIII Suffrages for the Dead (147) 390 XIX Departure and Dismissal (148-.164) 390 § 1 Unlawful Departure (148-151) 390 § 2 Departure at the Expiration of Temporary Profession (152) 391 § 3 Exclaustration and Secularization (153-154) 391 § 4 Dismissal by Decree of a Professed of Tem-porary Vows (155-156) 392 § 5 Dismissal by Decree of a Professed of Per-petual Vows (157-160) 393 § 6 Automatic Dismissal of a Professed of Per-petual or Temporary Vows (161) 395 § 7 Provisional Return of a Professed of Per-petual or Temporary Vows to Secular Life (162) 395 + ÷ + Constitutions VOLUME 25, 1966 363 § 8 Effects of Dismissal (163) 396 § 9 Charitable Subsidy (164) 396 ÷ 4. ÷ PART II GOVERNMENT -o XX Supreme Authority (165-167) 396 XXI General Chapter (168-232) 397 § 1 Convocation and Members (168-176) 397 § 2 General Norms to be Observed in Elections (177-194) 398 § 3 Election of Delegates (195-205) 400 § 4 Provincial Chapter (206-213) 403 1. Convocation and Members (206-207) 403 2. Sessions (208-213) 403 § 5 Preliminary Sessions (214-216) 404 § 6 Election of the Mother General (217-222) 404 § 7 Election of the General Officials (223-224) 405 § 8 Chapter of Affairs (225-232) 406 XXII Mother General (2~3"241) 408 'XXIII Canonical Visitation (242-249) 409 XXIV General Council (250-271) 411 § 1 Councilors and Their Duties (250-265) 411 § 2 First Councilor (266-271) , 415 XXV Secretary General (272-276) 416 XXVI Procurator General (277-280) 416 XXVII Treasurers and the Administration of Temporal Goods (281-306) 417 § 1 Treasurers (281-282) 417 § 2 Treasurer General (283-284) 417 § 3 Provincial (and Regional) Treasurers (285) 418 § 4 Local Treasurers (286-287) 418 § 5 Administration of Temporal Goods (288- 303) 418 § 6 Prohibited Acts (304-306) 421 XXVIII Provinces (307-320) 421 § I Mother Provincial (309-314) 421 § 2 Provincial Councilors, Secretary, and Treas-urer (31 5-320) 423 XXIX Regions (321-324) 425 XXX Houses (325-339) 426 § 1 Houses (325-327) 426 § 2 Local Superiors (328-334) 427 § 3 Local Officials (335-339) 427 XXXI Mistress of Novices (340-346) 428 XXXII Constitutions (347-356) 429 § i Ol~ligation, Change, Interpretation (347- 353) 429 § 2 Dispensation (354-356) 430 Index of Sources 431 ~. F. Gallen, S.]. REVIEW FOR RELIGIOUS 364 PART I PURPOSE OF THE CONGREGATION ADMISSION OF MEMBERS MANNER OF LIFE CHAPTER TITLE, PURPOSE, AND SPIRIT OF THE CONGREGATION 1. The Sisters of . are a pontifical (diocesan) con= gregation1 whos~ general purpose'i~ the glory of God and the sanctification of its members by the observance of the three simple vows of poverty, chastity, and obedience, (of.the Rule of),2 and,of theseconstitutions. 487-8, 1--4°; 593;. 492, § 38 2. The special purpose (for example) is the imparting of a Christian education and the care of the sick in hos-pitals. 3. (Pontifical,and diocesan erected from July 16, 1906)4 Without the permission of the Holy See the special pur-pose may not be changed, nor m~y works that are not included in it be added in a general and permanent man-ner.' 618, § 2, 1° , ~ 4. (Diocesan erected before July 16, 1906) Without the consent of all the ordinaries ih whose dioceses the congre-gation has houses, the special purpose, etc., as in the pre-ceding.~ 492, § 2; 495, § 2 CHAPTER II MEMBERS, PRECEDENCE, AND TITLES 5. The members form one class of sisters subject to the one mother general and living under'the same com-mon discipline. Those who have made profession of ¯ Aggregation to a first order, if it exists, should be expressed here, e.g., "affiliated to the Order of Friars Minor." Canon 492, § 1 should also be then added to the canons cited~ ~ "Of the Rule of" is included only if the congregation has a Rule, for example, of St. Augustine, Benedict, Francis. s When the number of.a canon is printed in roman type, the rela-tive article "of the constitutions is wholly or partly the canon. When the number of a canon is in italics, the relative article has reference to the canon. The canons are cited here under the individual articles for facility of reference. They should not be included in the text pro-posed to th~ Holy'See, find in the' printed text, if included, they are much more suitably placed in a table immediately before the alpha-betical index. ' By the motu proprio Dei providentis of Pius X, July 16, 1906, the local ordinaries were not permitted thereafter to erect diocesan congregations without first consulting the Holy See on th~ name, habit, purpose~ and other matters, none of which could then be changed, without the consent of the Holy See. 5 One.or more articles on either or both the spirit and the patrons of the congregation arevery frequently added to this chapter. + Constitutions VOLUME 25, 1966 365 ÷ ÷ ÷ I. F. Gallen, S.~. REVIEW FOR RELIGIOUS 366 temporary vows enjoy the s'ame indulgences, privileges, and spiritual favors as the professed of perpetual vows, and in case of death have the right to the same suffrages. They are equally obliged to the observance of the con-stitutions. The novices also enjoy all the privileges and spiritual favors granted to the congregation; if they die they have a right to the same suffrages as are prescribed for the professed sisters. The novice is subject to the mistress of novices and the superiors and is obliged to obey them. 578, 1-2°; 567, § l; 561, § 2; 488, 7° 6. The sisters' are granted active and passive voice by perpetual profession.6 578, 3° 7. The following is the order of precedence.7 a) The mother ge'neral precedes all superiors and sisters in the whole congregation. b) The mother assistant has the same precedence after the mother general. , N.B. In some constitutions the mother assistant is given only, ~he precedence accorded to the gen-eral councilors. c) The general councilors, in the order of their elec-tion, in the motherhouse. In other houses they follow the mother provincial and the local superior. N.B. In some congregations the general councilors have this precedence also in the other houses; in some the local superior precedes the general coun-cilors also in the motherhouse. d) The secretary general, in the motherhouse. e) The treasurer general, in the motherhouse. In other houses the secretary and treasurer general follow the local superior. N.B. In a few congregations the treasurer gen-eral precedes the secretary general. In pontifical congregations of brothers, the procurator gen-eral precedes or follows the secretary and treasurer general or precedes the latter. f) Former mothers general, in the motherhouse. In other houses they follow the local superior. N.B. The varying practice on former mothers general in some constitutions is as follows: they immediately follow the general councilors; they are always preceded by the mothers provincial or the local superiors; or they are given no special precedence. g) The mothers provincial. N.B. In her own province, the mother provincial ~ This is merely an illustrative article. The possession of active and passive voice varies in different institutes. The article on this matter is found more commonly only under the election of delegates. 7 The norms of constitutions on precedence are very varied. The typical article given here consists of norms frequently found. usually yields only to the mother general, a gen-eral visitor, and in some institutes, to the mother assistant. Outside their own provinces, provincials rank among themselves according to first pro-fession, or date of appointment or election, but after the local superior, except in the general motherhouse, in some institutes the local superior always precedes the provincials of other provinces. h) Vice-provincials, regional superiors, superiors of missions. i) The provincial councilors, in the provin~cialate. In other houses they follow the local superior. N.B. In some constitutions the assistant pyovincial is given precedence after the mother provincial throughout the province. The order of precedence among elected provincial councilors is that of election. j) The provincial secretary, in the provincialate. k) The provincial treasurer, in the provincialate. In other houses the provincial secretary and treasurer follow the local superior. N.B. In some institutes provincial councilors and officials are given precedence throughout the province. Other practices are: they are given no special precedence; they are given special prece-dence only when exercising their office; frequently they always follow the local superior. 1) The local superiors. N~B. In her own house the local superior usually yields only to the mother general, visitor general, mother provincial, provincial visitor, and some-times to the mother assistant and assistant provin-cial. She accordingly ranks over other local su-peridrs in her own house. Among themselves local superior~ usually ~:ank by first profession, some-times by date of appointment, and in at least one institute by the date of the foundation of their houses. m) The mistress of novices, in the novitiate house only. N.B~ Frequently the mistress follows the local as-sistant. In more recent constitutions the mistress of.junior professed is given special precedence and in at least some of these before the mistress of novices. Her precedence also is confined to the juniorate house. n) The assistant mistress of novices, in the novitiate house' o~ly. N.B. Frequently the assistant mistress is given no special precedence. o) The local assistants, in their own houses. ÷ ÷ ÷ Constitutions VOLUME 25, 1966 367 N.B. In some constitutions the local assistant pre-cedes the local superiors of other houses. p) The local councilors, in their own houses. N.B. Frequently the local councilors are given no .special precedence. At least one congregation gives former mothers provincial precedence after the local councilors. q) The professed sisters according .to the seniority of their first profession. r) The novices according to the priority of their recep-tion. s) The postulants according to the order of their en-trance. If there is no difference in the time of profession, recep-tion, or entrance to the postulancy, the senior in age pre-cedes. 106; 491 8. The visitor during the time of her visitation pre-cedes all the sisters, even the local superiors in their own houses. 106, 1° (or) A general visitor during the time of her visitation precedes all the sisters, even the provincial and" local su-periors, and a provincial visitor in the same w~ty precedes even the local superiors. 106, 1 ° 9. The mother general shall be called . The title of ¯. shall be given to . The title of all other religious is Sister. The sisters are not permitted to assume or retain any merely honorary titles or privileges. The mother gen-eral alone at the expiration of her term of office shall re-tain the title of Mother and have the precedence stated in article 7. 515 CHAPTER III ÷ 4- 4- J. F. Gallen, S.]. REVIEW FOR RELIGIOUS 368 TtIE RELIGIOUS HABIT 10. The habit is of suitable black material, reaching from the throat to the feet. It is plaited on a yoke and at the waist and has sleeves fitting close to the arms.s 492, § 3 11. The veil' of the professed sisters is of black material and light in weight. The veil of the novices is white. The coil and guimpe are of wldte material.492, § 3; 557 12. A rosary of large black beads hangs on the right side from a black leather cincture. 13. The professed sisters wear a silver ring on the third finger of the left hand. 14. The sisters are permitted to wear white habits, veils, cinctures, and rosaries while occupied in duties or in a climate that necessitates or counsels this dress. 15. All professed sisters must wear the habit both in s Al'ticles 10-14 are taken from one sqt of constii~utions and are il-lustrative of the merely external app.earanc~ of the habit that should be described in the constitutions; and out of the house, unless for a serious reason they are legitimately excused according to the judgment of the mother general (in provincial congregations: higher su-perior), 9 or, if the case is urgent, of the local superior. The habit prescribed by the constitutions for novices must likewise be worn during the entire period of the noviceship, unless special local circumstances determine otherwise. 596; 557 16. No permanent, substantial, or general change in the form or color of the habit may be made without the permission of the Holy See (but ~in a diocesan congrega-tion whose habit was not approved by the Holy See: with-out the consent .of all the ordinaries in whose dioceses the congregation has houses). 492, § 3; 618, § 2, 1° (but in the latter type o[ diocesan congregation: 492, § 2; 495, § 2;" 492, §. 3).10 17. Postulants shall wear a modest dress different from that of the novices. 540, § 2 CHAPTER IV "-FHE ~DowRY AND MATERIAL ENTRANCE I~.EQUIREMENTS § 1. Dowry 18. Postulants shall bring the dowry determined by the general chapter. The chapter may grant delegation in this matter to the mother general and her council. The dowry must be given to the mother general (in provincial con-gregations usually: mother provincial) before the be-ginning of the noviceship, or at least its payment guar-anteed in a manner recognized as valid in civil law. 547, §§ 2-3 19. The mother general (in provincial congregations: higher superior) with the consent of her council may remit wholly or in part the dowry of a candidate who lacks financial means, or because of special reasons.H 20. The prescribed dowry may not be cohdoned in any other case, either in whole or in part, without an indult of the Holy See (in diocesan congregations: without a dis-pensation from the local ordinary).1-~ 547, § 4 21. A postulant dispensed from the dowry is obliged to establish one later if she receives any substantial gift or bequest,x3 0 For brevity a congregation divided into provinces is indicated in these constitutions as a provincial congregation. a0 On diocesan~ congregations, see note 4. , = This power varies in different constitutions, and academic de-grees or like qualities are frequently emphasized as the equivalent, =In virtue of their faculties outside the Code of Canon Law, bishops and local ordinaries may dispense from the dowry also in pontifical institutes. ~ This article is found in several constitutions. ÷ + Constitutions VOLUME 25, 1966 369 22. After the first profession 0[ a sister, the mother general (in provincial congregations usually: mother pro-vincial) with the consent of her council and that of the 16cal ordinary must invest the dowry in safe, lawful, and profitable securities. The same conditions are necessary for any change in the investment. It is absolutely for-bidden before the death of a sister to spend the dowry it-self for any purpose whatsoevey, even for the building of a house or the payment of a debt. 549; 533, § 1, 2°; § 2; 2412, 1 o 23. The dowries must be prudently and justly ~dmin-istered at the habitual residence of the mother general (in provincial congregations usually: mother provincial). It is the right of the local ordinary to see to it that the dowries are maintained intact and to exact an account of them, particularly on the occasion of his canonical visitation. 550; 535, § 2 24. The dowry is irrevocably acquired by the congre-gation on the death of a sister, even though she had made profession of only temporary vows. 548 25. If aprofessed sister leaves the congregation for any reason whatsoever, her dowry must be returned to her in frill but not the interest already derived from it. 551, § 1 ÷ ÷ ÷ ]. F. Gallen, S.]. REVIEW FOR RELIGIOUS 370 § 2. Material Entrance Requirements 26. The mother general (in provincial congregations: mother provincial, or: higher superior) with the consent (or advice, or no vote required) of her council shall deter-mine the wardrobe and the sum to be paid for the ex-penses of the postulancy and noviceship. In particular cases and for just reasons, the mother general (in provin-cial congregations: higher superior, or: mother provin-cial) has the right to dispense wholly or in part from this requirement. 570, § 1 27. A record shall be kept in a special register of all the property that the candidate brings with her to the. postulancy, signed by the candidate and two sisters as witnesses. The property that has not been consumed by use shall be returned to h~r in its current condition if she leaves without having made religious profession. 570, § 2 ' 28. Those wh6 leave, either at the expiration of temporary profession or by an indult of secularization or dismissal, may not seek compensation for services ren-dered the congregation at any time from their entrance. The candidates, therefore, upon their admission to the postulancy, must sign a civilly valid document in which they declare that they" will not seek compensation for services given before or after profession, whether they leave or are dismissed. This document is to be renewed at the time of perpetual profession. 643;§ 1 CHAPTER V ADMISSION OF CANDIDATES 29. Any Catholic woman may be admitted provided she is free from all impediments, is motivated by the right in-tention, and is capable of fulfilling the duties of the re-ligious life. 538. 30. The mother general (in provincial congregations: higher superior) shall not admit a candidate to the postu-lancy before careflfl investigation has been made regard-ing her character and conduct,14 544, § 7 31. The following are invalidly admitted to the novice-ship: a) Those who renounced the Catholic faith and joined a non-Catholic sect. b) Those who have not completed their fifteenth year. c) Those who enter religion induced by force, grave fear, or fraud; also those whom the mother general (provincial congregation: higher snperior) receives under pressure of the same influences. d) A married woman as long as the bond of matrimony endures. e) Those who are or have been professed members in any religious institute. f) Those who are menaced with punishment for a grave crime which they have committed and of which they have been or can be accused. 542, 1°; 2411; 2352 32. The following are illicitly but validly admitted to the noviceship: a) Those who are burdened with debts which they are unable to pay. b) Those who are under the obligation of rendering an account of some administration or who are im-plicated in other secular affairs from which the con-gregation may have reason to fear lawsuits or an-noyance. c) Those whose parents or grandparents are in grave necessity and need their assistance; and mothers whose help is necessary for the support or education of their children. d) Those of an Oriental rite, nnless they first obtain written permission from the Sacred Congregation for the Oriental Church. 542, 2°; 98; 756; 2411 33. Only the Holy See or those who have received the faculty from it can dispense from the impediments enu-merated in articles 31-2.80; 118; 2411 34. The mother general, must have the deliberative "Canon 544, § 7 applies only to candidates for institutes of women; + + + Constitutions VOLUME 25, 1966 371 ~. F. Gallen, $.~. REVIEW FOR RELIGIOUS vote of her council to dispense the following who are bound by an impediment of the constitutions against their licit admission to the noviceship: a) Those who are illegitimate and have not been legiti-mated. b) Those over thirty years of age. c) Those who were postulants or novices in another religious institute. d) Widows. 35. When there is question of admitting candidates who have been in a postulancy or noviceship of another institute, the mother general (provincial congregation: higher superior) shall obtain testimonial letters from the higher, superior of that institute. These letters must contain the reasons fo~ the aspirant;s dismissal or volunta.ry departure, must be signed under oath by the superior, and sealed. The letters shall not be given to' the aspirant but must be forwarded to the mother ~general (higher superior) who applied for them. 544, § 3; 545; 2411 (Congregation of 'brothers) Testimonial letters must be obtained from the ordinary of the place of origin of the candidate and of every place in which he has resided beyond a morally continuous year after the completion of his fourteenth year. When ther~ is question of admitting candidates who have been in a seminary, ecclesiastical college, postulancy, or noviceship of another institute, the brother general (provincial congregation: 'higher superior)shrill obtain testimonial letters from the rector of the seminary or college after consultation with the local ordinary or from the higher superior of the religious institute. These letters must contain the reasons for the aspirant's dismissal or voluntary departure, must be signed under oath by the,rector or higher superior, and :sealed. The letters shall not be given to the aspirant but must be for- " warded to the brother general (higher superior) who ap-plied for them. 544, §§ 2-3; 545; 2411 36. Before being admitted candidates must present these credentials: a) Certificates of baptism and confirmation. b) A. testimonial of good moral character from their pastor or another priest, unless .the aspirant is al-ready well known to the mother general (higher su-perior). c) CertifiCates 6[ good health, both physical and men-tal, from reliable professional sources. d) Other testimonials that the mother general (higher ~ This article is not necessarily contained in constitutions and, when so contained, often varies in content. superior) may consider necessary or opportune. 544, §§ l, 6-7 37. All who receive any of the foregoing information are strictly obliged to keep secret not only the information but also the names of the persons who supplied it.16 546 CHAPTER POSTULANCY 38. The right to admit an applicant to the postulancy belongs to the mother general (provincial congregation: higher superior), who has also the right to dismiss.her if she is judged Unfit for the life of the congregation. A pos-tulant has full liberty to leave the co.ngregation. 39. The postulancy, under the direction of a religious of tried virtue, shall be made in the novitiate house or in another house of the congregation where the discipline prescribed by the constitutions is faithfully observed.17 540, § 40. The time prescribed [or the postulancy is a year. For a jUSt reason and with the advice of her council, the mother general (higher superior) may prolong or shorten this time, but not beyond six months,is 539 41. Every three months, the mistress shall give to the mother general (higher superior) and her council a re-port of the postulant's virtues, defects, and aptitude for the life of the congregation. 42. About three months before the beginning of the noviceship; the postulant shall in writing p.etitioia the mother general (higher superior) for the holy habit. 43. The superior must inform the local ordinary at least two months in advance of the approaching admis-sion of a postulant to the noviceship, in order that he or his delegate, at least thirty days before the noviceship be-gins, may examine the postulant and determine whether she was deceived or forced into entering the congregation, ¯ and whether she understands the import of what ~he is about to do. If there is certainty of her religious and free intention, the postulant may be admitted to the noviceship. 552; 2412,2° 44. The right to admit to the noviceship belongs to X0Articles are often added in this chapter on the n~cessary quali-tiers, and signs of a vocation, the responsibility ~f all concerned to encourage and admit only suitable candidates, and on personal inter-views with the candidates. 17 In institutes of men, only lay brothers are obliged to the pos-tfllancy prescribed by the Code (c. 539, § 1); but in institutes of :brothers,, the common practice is tbat all make a postulancy. P A postulancy of hind months to a year is the common practice at present in congregations of sisters. Con~tlt.utions VOLUME 25, 1966 J. F. Gallen, S.$. REVIEW FOR RELIGIOUS 374 the mother general (higher superior) with the consent of h~r council. 543 45. Before beginning the noviceship, the postulant shall make a spiritual retreat of eight entire days and, ac-cording to the prudent judgment of the confessor, a gen-eral confession of her past life.a9 541 CHAPTER VII NOVICESHIP § 1. Place of the Noviceship 46. The establishment or transfer of a novitiate may be made only by the mother general with. the consent of her council and the (pontifical congregation) permis-. sion of the Holy See (diocesan congregation:., her coun-cil and the permission of the local ordinary)3° 554, § 1 47. (Provincial congregation) As soon as possible, each province shall have its own novitiate. More than one novitiate house may not be erected in the same province without a serious reason and a special apostolic indult. 554, § Z 48. As far as possible, the novitiate shall be separated from the part of the house occupied by. the professed sisters so that, without a special reason and the permission of the superior and the mistress of novices,, the novices may have no communication with the professed sisters nor the latter with the novices. 564, § 1 49. Superiors shall have in the novitiate house only sisters who are exemplary in their zeal for religious ob-servance. 554, § 3 § 2. Requirements for the Noviceship 50. (One year) The duration of the noviceship is one year, and it is completed on the day following the anni-versar. y day of its inception. 555, § 1, 2°; 34, § 3, 3° 50. (Two years) The duration of the n0viceship is two years. The first is the canonical year. The second year is no.t required for the validity of profession, although only the Holy See (diocesean congregation: local ordinary) may dispense from it wholly or in part. An apostolic in-dult is requi~ed to transfer the canonical year to the sec-ond year. 555; 34, § 3, 3° 52. The canonical year begins with the reception of the habit, or in any other manner determined by the mother general (provincial congregation: higher superior). It is 19 Articles on the purpose and discipline of the postulancy and on the qualities and appointment of the mistress of postulants are often included in this chapter. '-~ The mother provincial with the consent of her council presents to the mother general the request for the erection or transfer of a novitiate. completed on the day after the first anniversary of its commencement. The second year ends on the second anniversary of the inception of the canonical year, and on this day the temporary profession may be licitly pro-nounced. 553; 34, § 3, 3° 53. Besides the conditions enumerated in article 31, it is further required for validity that the canonical year be made for an entire and uninterrupted yea~ and in the novitiate house. 555, § 1 54. The canonical year is interrupted so that it must be begun again and completed: a) If a novice is dismissed by the~mother general (pro-vincial congregation frequently: higher superior or mother provincial) and leaves the house. b) If a novice, without the permission of the superior, leaves the house with the intention of not returning. c) If for any reason whatever a novice has remained outside the house, even with the intention of return-ing and with the permission of the superior, for more than thirty days, whether these days were con-secutive Or not. 556, § 1; 32, § 1 55. If a novice, either with the permission of super!ors or constrained by force, has remained outside the house under obedience to the superiors for more than fifteen but not more than thirty days of the canonical year, even if these days were not consecutive, it is necessary and suf-ficient for the validity of the noviceship that the novice make up the time thus passed outside. If the absence un-der these conditions did not exceed fifteen days, the mother general (provincial congregation frequently: higher superior or mother provincial) may require that it be made up, but this is not necessary for the validity of the noviceship. 556, § 2; 32, § 1 56. If a novice is transferred from one novitiate to an-other, the noviceship is not interrupted, but articles 54 and 55 are to be observed. 556, § 4. 57. Superiors shall not grant a novice permission to remain outside the confines of the novitiate except for a just and serious reason. 556, § 3 § 3. Formation of the Novices 58. The time of the noviceship under the direction of the mistress must have for its object the forming of the mind and will of the novice by.the study (of the Rule and) of the constitutions; devout meditation and assiduous prayer; instructions on matters which appertain to the vows and virtues; suitable exercises for the thorough amendment of defects, the restraining of evil inclinations, and the acquisition of virtues.~x 565, § 1 '-'~ "Of the Rule and" are omitted if the congregation has no Rule. See note 2. ÷ + ÷ Constitutions VOLUME 25, 1966 375 ÷ ]. F. Gallen, S.]. REVIEW FOR RELIGIOUS 376 59. During the first year, the novices must not be em-ployed in extei-nal works of the congregation nor should they apply themselves intensively to the study of letters, sciences, or the arts. They may perform domestic-duties in a subordinate capacity and only insofar as these do not interfere with the prescribed exercises of the novice-ship. 5.65, § 3 60. "During the second year, the novices may be em-ployed in the external works but without prejudice to the fundamental laws of the noviceship. Therefore, during the second year, the discipline of the spiritual life must be attended to above all other duties. 61. This employment must. be assigned with prudence and moderation and only for the instruction and train-ing of the novices. N~vices shall never have the entire charge of any such employment, but shall always be under the direction and supervision of an experienced and exemplary religious who by word and example shall in-struct arid guide them. 62. For a grave reason and by way of exception, a nov-ice may be assigned to external works outside the novitiate house during this ~ime. This may be done only for a rea-son founded on the requirements of the novice's training, but never for the utility or necessity of the congregation. 63. NoviCes' shall abstain from all external works two months before their profession and, if they are outside the novitiate house, they are to be recalled, so that dur-ing this entire period they may strengthen-themselves in the spirit of their vocation and prepare for their religious profession. 64. The novices and postulants are 'to be instructed thoroughly in Christian doctrine. A special conference on this subject shall be given to them at least once a week, if posgible by a priest approved by the local ordinary. They Shall not only commit to memory the ordinary for-mulas of the faith, but shall also be able to explain them properly. The mother general (provincial congregation frequently: motfier provincial or higher superior) shall not admit novices to profession unless they .satisfactorily pass a special examination in Christian doctrine. § 4. End o[ the Noviceship 65. Three months before the end of the noviceship, the novices, shall in writing reque.st admission to profes-sion frbm the mother general (provincial congregation frequently: mother-provincial). ' 66. 'The novice shall be informed of her admission to .vows so that in due time she may relinquish the admin-istration of her property, dispose, of its use and usufruct, and +make a will, as prescribed in the chapter on poverty. 569 67. She may freely leave the congregation, or for any just reason be dismissed by the mother general (provincial congregation frequently: higher superior or mother pro-vincial) with the advice of her council. The superior is not obliged to reveal to the novice the reason [or her dis-missal. 571, § 1. 68. When the noviceship is completed, the novice shall be admitted to profession if she is judged suitable; other-wise she must be dismissed. If her suitability is doubtful, the mother general (provincial congregation frequently: higher superior) with the advice of her council may pro-long the time of the noviceship but not beyond six months. 571, § 2. 69. Before pronouncing her vows, the novice shall make a spiritual retreat of eighi entire days. 571, ~. 3 , § 5. Profession of a Novice in Danger of Death 70. Even though she has not completed the time of her noviceship, a novice in danger of death may, for the con-solation of her soul, be admitted to profession by any superior, the mistress .of novices, or their delegates. The ordinary formula of profession is to be used if the con-dition of the novice permits, but without any determina-tion of time. 7i. By this profession, the novice'is granted a plenary indulgence in the form of a jubilee; the profes~ion,how-ever, has no canonical effect. If the novice should'recover her health, her state will be the same as if she had made no profession. Therefore, if she perseveres, she must com-plete the full time of the noviceship and on its com-pletion m~ke a new profession.2~ CHAPTER VIII RELIGIOUS PROFESSION 72. Upo~ the completion of the noviceship and in the novitiate house, the novice shall, make profession of simple vows for one year. This profession is to be re-newed annually until five full years of temporary vows are completed,z~ The mother general (provincial con-gregation: mother provincial or higher superior) may prolong the prescribed period of temporary pro.fession, but not beyond a ),ear, in which, case the sister must re-new her temporary profession. 574; 34, § 3, 5°; 577, § 1 OR:. the novice shall make profession of simple vows for three (two) years. At the end of this period, the sister ~ This cha'pter often contains spiritual articles on the formation of novices and on interviews with the mistress. . , -~ Five years of temporary vows is.the growing 15ractice in cOngre-gations of sisters. 4, 4, 4, Constitutions VOLUME "~S, 1966 shall renew her vows for two (three) years.24 The mother general. OR: Upon the completion of the noviceship and in the novitiate house, the novice shall make profession of sim-ple vows for" three years or until the completion of her twenty-first year if a longer time is necessary to attain the age prescribed for perpetual pro~ession. The mother general . may prolong the prescribed period of tem-porhry profession, but not beyond a second term of three years; in which case the sister must renew her temporary profession.2~ 574; 573; 34, § 3, 5°; 577, § 1 73. The right to admit to profession belongs to the mother general with the vote of her council. This vote shall be deliberative for the first temporary profession but onIy consultative for the renewal and prolongation of temporary vows and for perpetual profession. Before the first and perpetual profession, the local ordinary shall be informed in the manner described in article 43. 543; 575, § 2; 552; 2411; 2412,2° (Provincial congregation) The right to admit to first profession, prolongation of temporary vows, and per-petual profession appertains to the mother general with the vote of her council. This vote shall be deliberative for ¯ the first temporary profession but only consultative for the prolongation of temporary vows and perpetual pro-fession. The mother provincial presents the requests ~or admission to the mother general, with the deliberative vote of her' council for first profession and the consulta-tive vote for prolongation of temporary vows and for perpetual profession. The right to admit to renewals of temporary vows ~appertains to the mother provincial with the consultative vote of her council. Before the first. (as in the preceding).26 74. For the validity of any profession these conditions are necessary: a) That the. sister who makes profession will have com-pleted her sixteenth year before temporary and her twenty-first year before perpetual profession. b) That she be admitted to profession by the mother 4, 4, 4, .1. F. Gallen, S.J. REVIEW FOR RELIGIOUS ~ The Holy See does not insist on any determined division of the five-year duration and has approved five annual professions, three annual professions and one of two years, a profession of two' years followed by one of three years, and a profession of three years fol-lowed by one of two years. z~ In a thre~-year duration also the Holy See has not insisted on any determined duration of profession and has approved constitu-tions in which the profession is made in the one act for three years, the most common practice, or that the first be made for one and the second for two years, or vice versa. ~ There is sufficient variety on the right of admission in provincial congregations. See R~vmw fOR R~ezous, 19 (1960), 144. general (higher superior) according to the constitu-tions. c) That the profession be preceded by a valid novice-ship. d) That it be made without violence, grave fear, or fraud. e) That it be made in express terms. t') That it be received by the mother general or a sister delegated by her. (Provincial, regional, and) Local superigrs and their l.egitimate substitutes are,dele-gated by the constitutions to receive all professions in their (provinces, regions, and) houses and with power also to subdelegate. For the validity of the simple perpetual profession it is further required that it be preceded by three .complete years of temporary vows. The added period of two years is not necessary for the validity of the perpetual prqfes-sion but only the Holy See (diocesan congregation: local ordinary) may dispense from it wholly or in part. 572-3; 2352 75. The following is the formula of profession: . 576, § 1; 585 76. The written declaration of the profession, whether temporary or perpetual, must be signed by the p~rofessed sister, the mother general or sister delegate who received the profession, and two other sisters as witnesses. This document shall be carehdly preserved in the files of the congregation. 576, § 2 77. Three months before the expiration of each tem-porary profession, the' sisters'shall present a written peti-tion to the mother general (provincial congregation fre-quently: mother provincial) to be admitted to the renewal of temporary vows or to perpetual profession. 78. When the time for which the vows were pro-nounced has expired, they must be renewed without de-lay~ However, for a just reason, the mother gen.eral (pro-vincial congregation frequently: higher superior or mother provincial) may permit the renewal of temporary vows to be anticipated, but not by more than a month. An anticipated profession expires only on the day on which a non-anticipated profession would have expired. 577 79. Before perpetual profession, the sisters shall make a retreat of . . entire days, and before the renewal of temporary vows, a retreat of . day(s). Only the first pro-fession must be made in the novitiate house. 574, § 1 80. When the period of temporary profession has ex-pired, the sister must without delay make perpetual pro- ~ession or return to secular life; but even during the pe-riod of temporary pro[ession, it not judged worthy to pronounce perpetual vows, she may be dismissed by the + VOLUME 25, 1966 379 ÷ ÷ ~. F. Gallen, S~J. REVIEW FOR RELIGIOUS 380 mother general (diocesan congregation: local, ordinary) conformably to articles 155 and following. 575, § 1 ' 81. Simple profession, whether temporary or perpetual, ¯ renders acts contrary to the vows illicit but not invalid.27 579 CHAPTER IX Vow AND VIRTUE OF POVERTY 82. By the vow of poverty the sisters renounce the right of disposing licitly Of any temporal thing of mone-tary value without the permission of their lawful superior. 83. With the permission of the local superior, the sis-ters may perform acts of proprietorship required by civil law. If such an act includes alienation of property or con-cerns an important matter, this permission is reserved to the mother general (provincial congregations: higher su-periors) unless the case is urgent, when it may be given by the local superior. " 84. The sisters, .whethEr of temporary or perpetual vows, retain the ownership of their property and the capacity of acqtiiring other property, subject to the pro-visions that follow regarding its disposition and adminis- .tration. 580, § 1 85. Whatever the sistersacquire after profession by their personal activity or for the congregation or as re-ligious becomes the property of the congregation (,prov-. ince,) or house. 580, § 2 86. A professed sister, whether of temporary or per-petual vows, may not renounce the ownership of her property by a free gift effective during her lifetime. 583, 1 ° 87. If during the course of her noviceship a novice renounces her property in any m~nner or burdens it with any obligation, the renunciation or obligation is not only illicit but also null and void. 568 88. Before her first profession and for the entire time that she will be bound by vows, the novice must cede the administration of her property to whomsoever she chooses and freely dispose of its use and usufruct. 569, § 1 89. If this cession and disposition were omitted because the novice had no property and if subsequently property comes to her, or if, after making the provision, other property comes to her under any title, she shall, notwith-standing her simple profession, make or renew the provi-sion stated above for the newly acquired property. 569, § 2 90. A professed sister may change this cession and dis-position with the permission of the mother general, but ~ This chapt.er Often contains an article on the devotional renewal of vows and articles on the formation of the junior professed. The former is fkequently placed in ~l~e chapter(s) on the religious exer-cises, the latter in a special section of the chapter on the works of the congregation. the permission of the Holy See is necessary if the change is of a notable part of the property in favor of the congre-gation. 580, § 3 91. If a sister leaves or is dismissed, the cession and dis-position cease to have any validity. 580, § 3 92. Before profession of temporary vows, a novice shall freely.make a civilly valid will concerning all the property she actually possesses or may subsequently acquire. A pro-fessed sister may not alter her will without the permission of the Holy See or, if the case is urgent and time does not permit recourse to the Holy See, without the permission of the mother general (provincial 'congregation: higher su-perior); when recourse cannot be .had to the latter, ~with-out the permission of the local, superior. 569, § 3; 583, 2° ¯ 93. Common life must be observed exac.tly in all houses and by all the sisters even in matters of food, clothing, and personal necessities.2s 594; 2389 CHAPTER X VOW AND VIRTUE OF CHASTITY 94. By the vow of chastity :the sisters bind themselves to a life of celibacy and, by a new obligation from the virtue of religion, to abstain from any internal or external act opposed to chastity39 1058; 2388, § 2 CHAPTER XI VOW, AND VIRTUE O~ OBEDIENCE 95. By the vow of obedience the sisters consecrate to God their own will and oblige themselves from the virtue of religion to obey the commands of their lawful superiors in everything that directly or indirectly concerns the ob-servance, of the vows and constitutions.¯ 96. The sisters are bound to obey by reason of the vow only when lawful superiors command expressly in virtue of holy obedience or in equivalent words.30 ~s Other articles are usually included in this chapter on the pur-pose of religious poverty, that the cession anti disposition are to be made in a manner civilly binding, that a clause should be added al-lowing the sister to revoke the cession and disposition at her mere will, the virtue or spirit of poverty, that superiors are to insist on the observance of poverty, exhortations to all to observe it, the example of our Lord, His counsel on poverty, the importance of common life and insistence on its observance, norms on gifts, the level of material things permitted in the congregation, a prohibition against being the custodian of property of seculars, norms on asking for contributions especially from students, and exhortations to trust in divine provi-dence. = Other articles are commonly found in this chapter on the pur-pose of religious chastity, exhortations to its most perfect observance, and some norms on precautions and preservatives. ~ Other formulas are found, for example, under formal precept, and so forth. + + q. Constitutions VOLUME 25, 1966 381 97. Superiors shall rarely, prudentJy, and cautiously command in virtue of holy obedience and only for a grave reason. It is expedient that a formal precept be given in writing or at least in the presence of two wit-nesses. 98. Local superiors, especially of small houses, shall not give commands in virtue of holy obedience except in grave and urgent cases and they should then immediately notify the mother general (provincial congregation: mother provincial).31 99. The sisters are obliged by the virtue of obedience to fulfill the prescriptions of the constitutions and other orders of superiors. 100. The sisters may. always have their vow as the mo-tive of any act of obedience, and such an intention is implicitly contained in the act of their religious profes-sion. The special merit of the vow thus extends not only to formal precepts but also to the usual directions of su-periors and to every act in conformity with the constitu-tions. 32 CHAPTER XII PENANCE AND HOLY EUCHARIST 4- 1. F. Gallen, S.]. REVIEW FOR RELIGIOUS 38_'2 § 1. Penance 101. The sisters will usually go to confession at least once a week. 595, § 1, 3 °; 566, § 1 102. For every house there shall be only one ordinary confessor, designated by the local ordinary, .who shall hear the confessions of the entire commpnity, unless it is necessary to assign, two or even more confessors because of the large number of sisters or for any other just reason. 520, § 1 ¯ 103. If a particular sister, ~or the .peace of her con-science or greater spiritual progress, should ask. for a special confessor or spiritual director, the request shall be made to the local ordinary. It is his duty to see that abuses do not arise, and if they do arise to eliminate them. 590, § 2 104. To every community sh~ll be assigned an extraor-dinary confessor, who at least.four times a year shall come to the religious house and to whom all the sisters shall present themselves, if only to receive his blessing. 521, § 1 al Various forms of this article are found in constitutions, for ex-ample, the authority to give a precept in virtue of the vow is reserved in some congregations to higher superiors. a~ Other articles are ordinarily included in this chapter on the pur-pose of religious obedience, the obedieuce of will and judgment, the example of our Lord, representation, on asking ordinary permissions from the immediate superior, respect and reverence for superiors, avoidance of criticism and murmuring, prompt aud faithful attend-ance at common duties, and on following the horarium. 105. Snperiors shall inquire from the local ordinary what priests have been designated for each house, to whom in particular cases the sisters may easily have re-course for the sacrament of penance without having to apply to the Ordinary on each occasion. 521, § 2 106. If a sister should ask for one of these confessors, no superior is allowed either personally or through others, either directly or indirectly, to inquire into the reason for the petition, to show opposition to it by word or deed, or in any way manifest displeasure at the request. 521, § ~; 2414 107. If notwithstanding the prescriptions of the pre-ceding articles, a sister has recourse for the peace of her conscience to a confessor approved by the local ordinary for the confessions of women, even though not approved for religious women, this confession is valid and licit provided it is made in a church or oratory, even semipub-lic, or in any other place legitimately designated for the confessions of religious or secular women, The superior may not forbid such a confession nor ask about it even indirectly, and the sister is under no obligation to inform the superior of the matter. Nevertheless, the sisters are bound to respect the requirements of religious discipline. 522; 2414; 909-10, § 1 108. When sisters are seriously ill, even though not in danger of death, they may call any priest approved for the confessions of women, though not designated for re-ligious women, and make their confession to him as often as they wish during their serious illness. The superior may not either directly 0r indirectly prevent them from doing so. 523; 2414 109. When in danger of death, the sisters may make their confession to any priest, even to one not approved for confessions, and even if an approved priest should be present. 882 110. All superiors are to strive earnestly to have con-fessors readily available before Communion. 111. The ordinary confessor of the sisters may not exer-cise his office for a term exceeding three years. The local ordinary, however, may appoint him for a second and even a third term if scarcity of priests suitable for the office does not permit him to provide otherwise; oi if the majority of the sisters, including even those who in other matters have no right to vote, petition by secret voting for the reappointment of the confessor. Those who dissent are to be otherwise provided for if they so desire,sa 526; 524, § 2 " re.In virtue of their Pastorale munus faculty n. 33, bishops may make this reappointmcnt even for a fifth triennium. + + + Constitutions VOLUME 25; 1966 383 112. The sisters shall remember that the confessors may not in any manner interfere in the internal or external government of the community. 524, § 3 In institutes of brothers, the preceding section on penance will be as follows: § 1. Penance 1. The brothers will usually go to confession at least once a week. 595, § 1, 3 °; 566, § 2, 1" 2. Every house shall have an ordinary confessor, and an extraordinary confessor is to come to each house four times a year. Both confessors are appointed by the local ordinary. If a brother requests a special confessor, the su-perior is to grant the request without in any way inquir-ing into the reason for the petition. 528; 874, § 1; 875,.§ 2 3. There shall be one or more ordinary confessors for the novitiate according to the number of novices. These are to come at least frequently to the novitiate house to hear the confessions of the novices. 566, § 2, 1-2" '~ 4. Some other confessors are to be appointed, in addi-tion to the ordinary confessors, whom the novices may freely approach in particular cases. The master of novices is to show no displeasure on such occasions. 566, § 2, 3° 5. At least four times a year the novices shall be given an extraordinary confessor, to whom all the fiovices must present themselves, if only to receive his blessing. 566, § 6. I[ a brother has recourse [or the peace o[ his con-science to a confessor approved by the local ordinary, even though he is not among the appointed con[essors, the con~ession is valid and licit. 519 7. When in danger o~ death, the brothers may make their con~ession to any priest, even to one not approved for confessions, and even ff an approved priest should be present.~ 882 8. All superiors.are to strive earnestly to have donfessors readily available before Communion. 1. F. Gallen, SJ. REVIEW FOR RELIGIOUS 384 § 2. Manifestation of Conscience 113. All superiors are strictly forbidden to induce their subjects in any manner whatever to make a manifestation of conscience to them. Subjects are not forbidden to open their consciences freely and spontaneously to their su-perid~ s; on the contrary, it is profitable for subjects to approach their superiors with filial confidence. 530 ~ In some constitutions of brothers the following confessor is also found: "In case of illness the sick brother may ask for any confessor he desires. His pious wishes shall be respected as regards Holy Com-munion," § 3. Holy Eucharist 114. The sisters shall assist daily with all possible d'evo-tion at the Holy Sacrifice of the Mass. Superiors shall promote among their subjects the frequent, even daily, reception of Holy Communion, and liberty must be given to every properly disposed religious 'to receive the Holy Eucharist frequently and even every day.35 595, § :'1, 2°; § 2;. 863 1.15. Superiors must carefully eliminate every obstacle to the liberty of the individual religious to receive or ab-stain from Holy Communion. 116. If a sister since her last sacramental confession has given grave scandal to the community or committed a serious external fault, a superior may forbid her to re-ceive Holy Communion until she has again approached the sacrament of penance. 595, § 3 117. Super,iors are obliged to give the sisters sufficient time for preparation and thanksgiving for Mass and Holy Communion, as well as for confession.36 CHAPTER XIII RELIGIOUS EXERCISES 118. The :sisters shall recite daily in common and in the vernacular Lauds, Vespers, and Compline of the Di-vine Office.3r 595, § 1, 2° 119. Every morning (day)the sister~ shall spend a half hour in mental prayer,a8 They shall individually prepare the subject of the prayer the preceding evening. 595, § 1, 2o ~'~ The articles on Mass and Communion may be very appropriately expressed in liturgical language. ~ Other articles frequently included in this chapter are on the grandeur of the Mass and the sacraments, preparation for them and the manner and dispositions for receiving and assisting with profit, and the observance of rigid secrecy by superiors in matters of' mani-festation of conscience. 27 The Little Office of the Blessed Virgin Mary is the one that has usually been recited in institutes of simple vows. Constitutions en-joining only private recitation of this Office arc relatively few. The amount and days of common recitation prescribed in other institiates are sufficiently varied. In some congregations the whole Office is re-cited daily in common and in all the houses; in others this same ob-ligation extends only to the mother house, while houses engaged in the external works of the institute recite the entire Office in common only on Sundays, holydays and other vacation days; finally; some in-stitutes demand that only a part og the Office be~:recited daily in common. See R~vmw for l~e~ous, 13 (1954), 129-30. An article such as that on the Office could be expressed in liturgical language. On the Divine Office for congregations, see R~wEw for R~tm~ous, 24 s(~1 9T6h5is) ,m 4i7n~im-4u. m ~of a half hour is the practice in very many con-gregations; many have a half hour in both morning' and afternoon; a few have a notably greater period, for example, a hour and a half or three quarters daily. + + Constitutions VOLUME 25~ 1966 385 120. They shall make the particuIar and general exam-ination of conscience at noon and at night. Privately and at a convenient time during the day, they shall recite five decades of the rosary and devote at least fifteen min-utes to spiritual reading. 125, 2°; 592; 595, § 1, 2° 121. The sisters shall accustom themselves to make fre-quent visits to the Blessed Sacrament. 125, 2°; 592 122. Annually the sisters shall make a retreat of. full days.39 They shall observe a day of monthly recollection, which ordinarily is to be the. Sunday of the month. 595, § 1, 1° 123. The sisters shall make a public devotional renewal. of their vows on . They should renew their vows fre-" quently in private, particularly after Holy Communion and on the day of monthly recollection. The formula of this renewal is: . 595, § 1, 2° 124. Superiors shall grant another suitable time to sis-ters who are prevented from performing the prescribed spiritual duties at the regular time.4° 595, § 1 CHAPTER XIV MORTIFICATION AND PENANCE 125. Once a month (four times a year) the sisters in public chapter shall accuse themselves of external trans-gressions of religious discipline. 126. In the practice of corporal mortifications and penances of a private nature, the sisters are to be guided solely by the confessor; for those that are public they must have the permission of the superior.41 + + + J. F. Gallen, S.J. REVIEW FOR RELIGIOUS 386 ~0 Ordinarily the prescribed duration is eight or six days, but seven and five days are found. Some also have a retreat of one or three days at the close of the year. ,0 Other exercises are very frequently prescribed in the constitu-tions, for example, morning and evening prayers, way of the cross, holy hour, hour or half hour of adoration of the Blessed Sacrament, Franciscan rosary, novenas, exercises in honor of the Passion on Friday, the Blessed Mother on Saturday, and added prayers or devo-tions during the months of March, May, June, October, November, and the season of Lent. The chapter usually also contains articles on the obligation of superiors to see that the religious exercises are per-formed, their power of dispensing from these, and that the religious are not to absent themselves from the exercises without permissiou. In these typical constitutions the article on the exhortations is placed in the chapter on local houses and superiors. 4~The more spiritual section of the constitutions is ordinarily found in this part in chapters on virtues and devotions, for example, spirit of the congregation, charity, fraternal charity, union and char-ity, humility, modesty, simplicity, constancy in striving for perfection~ meekness, zeal, mortification and penance, religious observance, per-fection of ordinary actions, order of the day, employment of time, devotion to the eternal Father, to the Passion of our Lord, the Sacred Heart, the Eucharist, the Holy Spirit, the Blessed Virgin Mary, angels, and St. Joseph. CHAPTER XV ENCLOSURE, CORRESPONDENCE, SILENCE § i. Enclosure 127. The law of enclosure shall be observed in. every house. This requires that certain parts of the convent re-main so reserved to the sisters that no person of the other sex42 may be admitted. These parts are the refectory, the dormitories~o[ the sisters, their ceils, the infirmary, in a word, all places destined by the mother general (pro-vincial congregation: higher superior) for the exclusive use of the sisters. 604, §§ 1, 3 128. The following are permitted to enter the en-closure: the local ordinary or his delegate for the canoni-cal visitation, priests to administer the sacraments to the sick or to assist the dying, physicians, and those whose services are necessary. Others also may be admitted when a just and reasonable cause exists in the judgment of the superior. The proper precautions are always to be ob-served. 604, § 1; 598, § 2; 600 129. When a convent has attached to it a school for day or boarding pupils or quarters devoted to other works proper to the congregation, at least a separate part of the house should be reserved, if possible, for the living quar-ters of the religious, and this part should be subject to the law of enclosure. Even to places outside the enclosure re-served for day or boardingp~upJilssor for works proper to the congregation, those o[the other sex should not be ad-mitted except for a good reason and with the permission of the superior. 604, § 2; 599 130. If the.chaplain or other priests live in the house of the sisters, their apartments shall if possible have a separate entrance and be separated from the part of the house occupied by the sisters. 131. Superiors shall diligently insist that the law of en-closure be strictly observed and that neither the visits of externs nor useless conversation relax religious discipline nor weaken religious spirit. 605; 604, § 3 132. The sisters may not leave the house without the permission of the superior. Ordinarily they may not go out without a sister companion. 606, § l; 607 133. Superiors may not permit their subjects to live outside a house of the congregation except for a just and serious reason and [or as brief a.period as possible. For an absence of more than six months, except for study, the permission of the Holy See (diocesan congregation: local ordinary) is, always required. In the case of study the ~"-Some congregations exclude by the law of their own constitu-tions also those of the same sex. + + + Constitutions VOLUME 25, 1966 ~8~ I. F. Gallen, REVIEW FOR RELIGIOUS sisters are obliged to live in a religious house if possible, and to attend institutions that are approved or recognized by ecclesiastical authority. 606, § 2 § 2. Correspondence ¯ 134. The sisters shall not send or receive letters without permission of the superior, who has the right to read them, and to deliver or retain them according to her judgment. The superior should exercise this authority with discretion, charity, and prudence, She is obliged to observe rigorous secrecy about what she has learned from the sisters' correspondence. 135. All the sisters may freely send letters exempt from all inspection to the Holy See, to its legate in the country, to the mother general (provincial congregation: higher superiors) and her (their) councilors, to their local su-perior when she is absent from the house, and to the local ordinary in matters in which they are subject to him. From all of these persons the sisters may also receive let-ters which no one has the right to inspect. 611 136. The correspondence of the junior professed, novices, and postulants is under the supervision of their mistresses and superiors with the exceptions mentioned in the preceding article. § 3. Silence 137. Sacred silence shall be observed throughout the house from., until . If it should be absolutely neces-sary to speak during this time, the sisters shall do so as briefly as possible and in a low voice. During the re: mainder of the day except at times appointed for recrea-tion, they should observe ordinary religious silence, speak-ing briefly and quietly when this is required by duty, charity, or courtesy. 138. Silence shall be observed at meals~ according to the custom oL the congregation. The reading at table shall be from a spiritual or instructive book approved by the superior.43 ~ ~ Other articles found frequently inthis chapter are on the pur-pose of cloiste.r; location of parlors and necessity of permission to re-ceive visitors; restrictions on visits, at least outside of special cases, during Advent, Lent, days of special recollection, and time of reli-gious exercises; deportment with visitors; permission of higher su-perior necessary for overnight absences; norms on family visits; when traveling the sisters are to stay in one of their own convents or, if poss.ible, in the house of another religious institute; norms for fre-quency and style of correspondence; purpose of silence; observance of interior silence; strict silence to be observed always in determined places, for example, chapel, sacristy, dormitories or ceils, and the corridors of the convent; duty of superiors to guard the observance of silence; frequency of and deportmeht during daily recreation; and an. article stating that talking is permitted on recreation days at the customary times and places. APOSTOLATE 139. Superiors shall have in the juniorate house only sisters who are exemplary in their zeal for religious ob-servance. 554, § 3 140. The sisters in hospitals shall be guided by' re-ligious and ethical principles in their professional ac-tivities. In case of doubt they shall consult religious or ecclesiastical authority. 141. A sacristan shall be appointed in each house, She should have a thorough knowledge of liturgical require-ments and be particularly attentive to the laws concern-ing shcred vessels, the washing of Sacred linens, the cus-tody of the tabernacle key, the necessity of having at least one lamp burning before the Blessed Sacrament, and on the material that may be used for the lamp. 1269, § 4; 1271; 130644 CHAPTER XVII CARE OF THE SICK 142. Spiritual aid shall aI~ays be promptly given to the sick. The sisters who are seriously ill may ask for the ~ The part of the constitutions on the apostolate contains very canons or other common legal articles. It is frequently divided into sections or contains articles on the following topics. 1. General. Sub-limity of apostolate; solidarity of all members in it; necessity of excel-lence in all aspects of formation and of the apostolate and of constant progress; need of prudent adaptation of methods to the times; ne-cessity of loyal cooperation in all; fostering.of vocations. 2. Juniorate and mistress of junior professed. Obligation of complete undergrad-uate education before full assignment to apostolate; generosity in supplying necessities for studies to juniors; motive in, studies; naturd' of period of temporary vows; outline of subjects to be studied; teach-ers in the juniorate; qualities of mistress; manner of appointment; norms for her direction of juniors. 3. Period of greater recollection before perpetual profession and renovation or tertianship. Purpose of both; time o~[ making latter; norms for the mistress o[ each; gen-eral plan of both. 4. Supervisor(s) oI schools and studies. Duties; re-lation to higher superiors; annual visitation of schools. 5. Teaching sisters, Purpose; necessity of preparation; relation to principal; man-ner of dealing with students. 6. Principals. Duties. 7. Hospital super-visor, whose duties parallel those of supervisor of schools. 8. Hospital sisters. Purpose of their apostolate; their training; necessity of con-stant progress in their work; relations with doctors and other hospital personnel. 9. Hospital administrators. Norms for their work and for the harmonious direction of those under them. 10. Social service su-pervisor. Qualities; relation to higher superiors; visitation; norms for her work, 11. Sisters in social work~. Purpose; to be properly and fully trained; directives for their work. 12. Convent duties. Purpose of and norms for the work of those engaged in laundry, sewing, housekeep-ing departments and as sacristan or portress, and so forth. The arti-cles on the latter two are usually found in the chapter on local houses and superiors. 4. 4- 4. Constitutions VOLUME 25, 1966 389 ÷ ÷ ÷ J. F. Gallen, S.J. REVIEW FOR RELIGIOUS 390 confessor they prefer, and he should be called conform-ably with articles 108-9. 523; 882 143. All sisters who are ill should be given the oppor-tunity of receiving Holy Communion frequently, and even daily, during their illness. 863; 865 144. When a sister is in danger of death, it is the duty of the superior and infirmarian to have the last sacra-ments administered in due time. 865; 944; 882; 468; 514, 145. It is both a permissible and salutary practice that a sister receive Holy Viaticum daily, even when not fast-ing, as long as the probable danger of death continues, 864, § 3 146. At .the approach of death, a priest shall be called° to assist the sister who is dying according'to the rite pre-scribed by the Roman Ritual.4~ '/68 CHAPTER XVIII SUFFRAGES FOR THE DEAD 147. At the death of a professed religious or novice, the local superior shall immediately inform the mother gen-eral (provincial) and the close relatives of the deceased. The mother general (provincial)46 shall promptly send a notification to all the houses (o[ the province). 567, § 1; 578, 1o CHAPTER XIX DEPARTURE" AND DISMISSAL § 1. Unlawful Departure 148. An apostate from religion is one who, having made profession of solemn or simple perpetual vows, unlawfully leaves the religious house with the intention of not re- 4~ The matter of this chapter is principally norms on the obliga-tion of the superior to care for the health of the sisters and of the latter to use the ordinary means but to avoid excessive care, the ob-ligation to inform the superior when ill, norms for the care of the sick and for suffering patiently, on consulting and visits to doctors, obligation of superiors aml counsel to other sisters to visit the sick. care for and charity also to aged and feeble sisters, qualities of and norms for the infirmariao, reservation at least in larger~houses of a suitable section as an infirmary, Eucharistic fast for sick, prayers for those in danger of death, attendance of other sisters at rites for the dying, and on funerals and burial. : - 4n This chapter is composed principally of articles on the suffrages for professed and novices, greater suffrages for present and past su-periors and officials, suffrages for the Roman pontiff, cardinal pro-tector, local ordinary, father and mother of a sister, for benefactors, relatives, and friends, means for informing all of the anniversary of a sister's death, and an exhortation to perform the prescribed suf-frages promptly and to remember deceased sisters in.other prayers and good works. turning; or who, with the intention of withdrawing her-self from religious obedience, though she lawfully left the house, does not return to it. The evil intention referred to in the preceding para-graph is legally presumed when the religious within a month has neither returned nor manifested to her su-perior the intention of returning. . A fugitive is one' who without the permission of her superiors deserts the religious house but with the inten-tion of retufning to her institute. 644; 2385-6 149. Neither apostates nor fugitives are freed from the obligation of the rule and vows and must without delay return to their institute. The superiors must seek them with solicitude and re-ceive them if they return animated by a sincere repent-anew. 645 150. A religious who apostatizes from her congregation automatically incurs an excommunication reserved to the ordinary o~ the place where she is staying. She is ex-cluded from legitimate ecclesiastical acts and is deprived of all the privileges of her institute. If she returns, she is perpetually deprived of active and passive voice and is moreover to be otherwise punished by her superiors ac-cording to the gravity of her guilt and in conformity with the constitutions. 2385 151. A religious fugitive automatically incurs the priva-tion of any office she holds in the institute. When she re-turns, the higher superior shall inflict punishments in proportion to the gravity of her guilt. 2386 § 2. Departure at the Expiration of Temporary Profession 152. Tl~e mother general47 with the advice of her council, for just and reasonable motives, may exclude a religious from renewing the temporary vows or from mak-ing profession of perpetual.vows; not, however, because of ill health, unless it is proved with certainty that it was fraudulently concealed or dissimulated before profession. Religious who have made profession of temporary vows may freely leave the congregation when the term of vows has expired. 637; 575, § 1 § 3. Exclaustration and Secularization 153. An indult to remain outside the congregation temporarily, that is, an indult of exclaustration, may be ~r Canon 637 leaves to the constitutions the determination of the superior competent for exclusion. The constitutions usually assign this right to the superior general with the consultative vote of her council, but a few demand the deliberative vote. A small number of constitutions give this power to the provincial or higher superio~:s either alone or with the consultative or, less frcquently~ the delibera-tive vote of the council. See REVIEW fOR RELIGIOUS, 16 (1957), 216. ÷ ÷ ÷ Constitutions V01.1JME 25, 1966 ~. F. Gallen, S.]. REVIEW-FOR RELIGIOUS 3911 granted only by the Apostolic See (diocesan congregation: is granted by the ordi~ahry oi the diocese where the sister ' is staying). Anyone who has obtained this indult remains bound by her vows and the other obligations of her pro-fession compatible with her state; but she must put of[ the religious habit. During the time of the indult she lacks active and passive voice but enjoys the spiritual privileges of her institute. She is subject to the ordinary of the diocese in which she resides, and this even by virtue of her vow of obedience, in the place, of the superiors of her own institute. 638-9 154. An indult to remain outside the congregation perpetually, that is, an indult of secularization, or a dis-pensation from the vows, may be granted only by the Apostolic See (diocesan congregation: is granted by the ordinary of the diocese where the sister is staying). There-fore, if a sister of perpetual, vows, or of temporary vows during the term of these vows, wishes of her own accord to leave the congregation, an indult of secularization must be obtained from the Holy See (diocesan congregation: local ordinary). A secularized religious is no longer a member of her congregation. She must put off the religious habit, is freed of her vows, and is not bound by the other rules and the constitutions. If she is again received into the congregation, in virtue of an apostolic indult, she must make a new noviceship and profession, and her rank among the professed mem-bers is computed from the day of her new profession. 638; 640 § 4. Dismissal by Decree of a Professed of Temporary Vows 155. (Pontifical) A sister of temporary vows may dur-ing the term of her temporary profession be dismissed by the mother general with the consent of her council ex-pressed by secret ballot. 647, § 1 (Diocesan) A sister of temporary vows may during the term of her temporary profession be dismissed by the or-dinary of the place where the religious house to which she is assigned is situated. The ordinary may not use this right without the knowledge or contrary to the just op-position of the mother general. An application for dis-missal must be presented by the mother general with the consent of her council. 647, § I 156. The (diocesan .congregation: local ordinary land the) mother general and the members of her council are bound by a grave obligation in conscience to observe the following: a) The reasons for the dismissal must be serious. b) They may be .on the part of either the congregation c) d) or the sister. The absence of the religious spirit which is a cause of scandal to others is a sufficient motive for dismissal when at least two admonitions given in writing or in the presence of at least two witnesses, with a threat of dismissal joined with a salutary penance, have produced no effect. Ill health is not a sufficient motive unless it is proved with certainty that it was fraudulently concealed or dis-simulated before profession. Although the reasons must be known with certainty by the mother general and her council (diocesan congregation: local ordinary), it is not necessary that they be proved by a formal trial; but they .must al-ways be manifested to the sister, :and she must be given full liberty to answer the charges. Her answers must be faithfully submitted to the.mother general and her council (local ordinary). The sister has the right to appeal to the Holy See against the decree of dismissal and if she makes this appeal within ten days from the date on which she was informed of her dismissal, the decree has no juridical effect while the recourse is pending. 647, § 5. Dismissal by Decree oI a Pro[essed o[ Perpetual Vows 157. The dismissal of a sister of perpetu, al vows is re-served to the Holy See (diocesan congregation: local ordi-nary). 652, §§ 1, 3 158. For such a dismissal, serious external reasons are required, together with incorrigibility, after attempts at correction have been previously made without success, so that in the judgment of the mother general and her coun-cil there is no hope of amendment. The efforts at correc,- tion shall include not only the admonitions, as above, but. also a-change of employment, transfer to another house, and other suitable means if judged expedient for a reform of conduct. 651, § 1 159. The reasons for dismissal must always be mani-fested to the sister, and she must be given full liberty to answer the charges. Her replies must be faithfully re-ported in the acts. 651, § 2; 650, § 3 160. If by the consent of the council expressed in secret ballot .the sister has been found incorrigible and her dis-missal approved, the mother general shall transmit the whole matter with all the relevant acts and documents to the Sacred Congregation of Religious (diocesan congrega-tion: ordinary of the diocese where the religious house to which the sister is assigned is situated). 652, §§ 1, 3 (Added article in diocesan congregation) The sister has the right to appeal to the Holy See against the decree of dismissal; and if she makes this appeal within ten days ÷ ÷ ÷ Constitutions VOLUME 25, 1966 393 from the date on which she was informed of her dismissal, the decree of dismissal has no juridical effect while the recourse is pending. 647, § 2, 4° ]. F. Gallen,. S.]. REVIEW FOR RELIGIOUS 394 In institutes of brothers the preceding articles on the dismissal of a professed of perpetual vows will be replaced by the following. 1. A brother of perpetual vows may not be dismissed except after three serious external crimes against the common law or the constitutions, two admonitions, and the failure to amend. 649; 656 2. There must be at least three crimes of the same species or, if of. different specieg, of such a nature as to manifest, when viewed collectively, a will obstinate in evil, or one continued crime that, after 'repeated admoni-tions, becomes virtually three. 657 3. An admonition may not be given unless the crime is notorious or certain from the extrajudicial confession of the defendant or from other sufficient proofs obtained in a prelimiiaary investigation. 658, § 1 4. The admonition is to be given by the immediate higher superior personally or by another acting on the former's mandate. A superior is not to give this mandate unless he has obtained information of the facts according to the norm of the preceding article. A mandate given for the first admonition is valid also for the second. 659 5. There must be two admonitions, one for each of the first two crimes; but in the case of continuous or per-manent crimes, an interval of at least three whole days must elapse between the first and second admonition. 660 6. The superior shall add opportune exhortations and corrections to the admonitions, also imposing penances and other penal remedies that he judges apt to effect the amendment of the erring member and to repair the scan-dal. The superior is likewise obliged to remove the of-fender from the occasions of relapse and even to transfer him, if necessary, to another house where ~npervision would~be easier and occasions of relapse more remote. A threat of dismissal must be added to each admonition. 661 7. The brother is considered as not having amended if he commits a new crime or perseveres in the same continuous crime after the second admonition. At least six days must elapse after the last admonition before any ~further steps are taken. 662 8. The reasons for dismissal must always be manifested to the brother, and he must be given full liberty to answer the charges. His reply must be faithfully 'reported in the acts. 650, § 3 9. (Pontifical) The brother general and his council shrill study all aspects of th~ matter and consider whether the case is one of dismissal. If a majority of the votes favor dismissal, the brother general shall issue the decree of dismissal, which is not effective unless confirmed by the Apostolic See. 650, §§ 1-2, 2° I0. (Diocesan) The brother general and his council shall study all aspects of the matter and consider whether the case is one of dismissal. If a majority of the votes favor dismissal, the brother general shall forward the entire matter to the ordinary of the place where the re-ligious house of the defendant is located. The decision on the dismissal appertains to the prudent judgment of the ordinary. 650, §§ 1-2, 1 ° (Added article in diocesan congregation) The brother has the right to appeal to the Holy See against the decree of dismissal; and if he makes this appeal within ten days from the date on which he was informed of his dismissal, the decree of dismissal has no juridical effect while the recourse is pending. 647, § 2, 4°; 650, § 2, 1 ° § 6. Automatic Dismissal of a Professed of Perpetual or Temporary Vows 161. The following are automatically dismissed: a) Religious who have publicly apostatized from the Catholic faith. b) A religious woman who has run away with a man. c) Religious who attempt or contract marriage, even the so-called civil marriage. In these cases, it is sufficient that the mother general (provincial congregation: higher superior) with the ad-vice of her council make a written declaration of the fact, but she is to take care that the collected proofs of the fact are preserved in the files of the 'congregation. 646 § 7. Provisional Return of a Professed of Perpetual or Temporary Vows to Secular Life 162. In the case of grave external scandal or of very serious imminent injury to the community, any professed sister may be immediately sent back to secular life by the mother general (provincial congregation: higher superior) with the consent of her council or even, if there is danger in delay and time does not permit recourse to the mother general (higher superior), by the local superior with the consentof her council and that of the local ordinary. The sister must ifiamediately put off the religious habit. The local ordinary or the mother general (higher superior), if she is present, must without delay submit the matter to the judgment of the Holy See. 653 VOLUME 25, 1966 395 § 8. Effects oI Dismissal 163. A sister who has been canonically dismissed ac-cording to articles 155-61 'is by that very fact freed from all her religious vows. 648; 669, § 1 § 9. Charitable Subsidy 164. If. any professed sister who leaves or is dismissed was received without a dowry or with an insufficient dowry and cannot provide for herself out of her own re-sources, the congregation is obliged in charity to give her what is necessary to return safely and becomingly to her home, and to provide her, according to natural equity, for a certain period with the means of a respectable liveli-hood. This is to be determined by mutual consent or, in the case of disagreement, by the local ordinary of the former religious,as 643, § 2; 647, § 2, 5°; 652, § 3 (In a congregation that does not impose a dowry) If any professed sister who leaves or is dismissed cannot provide for herself out of her own resources, the congregation . PART II GOVERNMENT CHAPTER XX REVIEW FOR RELIGIOUS SUPREME AUTHORITY 165. All the sisters are subject to the Roman pontiff as their highest superior, whom they are bound to obey also in virtue of their vow of obedience. 499, § 1; 218 166. (Pontifical)They are likewise, according to the norm of the ~acred canons, under the jurisdiction of the locaFordinaries. The sisters shall manifest the most pro-found respect for the ordinaries. 500, § 1; 618-20 (Diocesan) The local ordinaries exercise complete au-thority over the houses and sisters within their dioceses in accordance with the sacred canons. The sisters shall mani-fest the most profound respect for the ordinaries. 492, § 2 167. Supreme internal authority is exercised ordinarily by the mother gefieral assisted by her council and extraor-dinaril~ by the legitimately assembled general chapter. 501, § 1; 502 ~ A similar article is often found in the constitutions of brothers, for example: "Brothers who leave the institute shall be given the money necessary to enable them to return home, unless they have sufficient money from other sources." Constitutions frequently also contain 'an :article of the following type: "Superiors must observe justice, charity, and prudence in dismissing a sister. They shall do all in their power to safeguard the reputation of a sister who is leav-ing or is dismissed, and they shall act with such motherly kindness that the sister will depart well disposed toward the congregation." CHAPTER XXI GENERAL CHAPTER § 1. Convocation and Members 168. The general chapter must be convoked as often as general elections are necessary. The ordinary convocation takes place every sixth year at the expiration of the term of office of the mother general and on her death~, resigna-tion, or deposition. 162; 161; 178;'34, § 3, 5° 169. (Pontifical) To convoke the chapter for any reason other than those specified above, the permission of the Holy See is required in addition to the consent of the gen-eral council. (Diocesan) To convoke the chapter for any reason other than those specified above, the mother general must have the consent of her council. 170. The chapter must be convoked by the mother gen-eral six (three) months before the day fixed for its assem-bly. In the letter of convocation, the date and place of the chapter shall be designated, and the prayers to be said for the success of the chapter shall be prescribed. The place for the ~ssembly of the chapter shall be determined by the mother general with the consent of her council. 171. Before the convocation the mother general must inform the ordinary of the diocese in which the chapter will convene of the date of the election of the mother gen-eral, that he may preside either personally or by delegate at this election. 506, § 4 172. The meeting of the chapter may be anticipated or deferred for an important reason, but not more than three (six) months in either case. 161; 178 173. In the event of the death, resignation, or deposi-tion of the mother general, the chapter must be convoked by the mother vicar as soon as possible, so that the assem-bly of the chapter will not be postponed more than six (three) months after the vacancy of the office. 162; 161; 178 174. The members of the chapter are: a) The mother general b) The four general councilors c) The secretary general d) The treasurer general e) (The procurator general) t') Former mothers general g) The mothers provincial h) __ delegates elected by each province49 + Constitutions,~ ~OThe elected delegates from a province are almost universally VOLUME 25, 1966 two, most rarely three or four. See REVmW FOR RELIGIOUS, 24 (1965), 132-3. 397 J. F. Gallen, S.]. REVIEW FOR RELIGIOUS 398 or g) The regional superiors5° h) The delegates elected by (the regions and) houses according to article(s) -- or g) The local superiors of houses in which at least twelve sisters habitually reside51 h) One delegate elected by the sisters of each of these larger houses52 i) Two delegates elected by each group of smaller houses or g) The ___ delegates elected from the houses~ The mother general, general councilors, secretary gen-eral, treasurer general, (and procurator general), continue as members of the assembled chapter even though at the elections other sisters have succeeded them in office. 164-8 175. The mother general with the consent of her coun-cil may summon other sisters to assist in the clerical and similar work of the chapter. She may in the same manner invite such sisters and externs to present and discuss questions with the chapter. None of these are permitted to vote, and all such sisters have the same obligation to secrecy as the capitulars. 165 176. The chapter elects the mother general, general councilors, secretary general, treasurer general, (and pro-curator general) and treats of the more important affairs that concern the entire congregation.~4 § 2. General Norms to Be Observed in Elections 177. The tellers elected for the general chapter must take an'oath to perform their duty faithfully and to keep secret the proceedings of the chapter even after the elec-tions are completed. All the capitulars are likewise bound to secrecy. The places of the tellers and secretary shall be near the president. 171, § 1 178. The tellers are to take care that the ballots are cast by each elector secretly, individually, and in order of prec- ~ Regional superiors may be made ex officio members of the gen-eral chapter. See REVIEW FOR RELIGIOUS, ibid., p. 132. ~ Twelve is the common norm for a larger house; twenty-three the highest usually in the present practice of the Holy See for the group-ing of smaller houses, but many other limits have been approved. See REVIEW FOR RELIGIOUS, ibid., p. 135. ~ Added delegates have been admitted for larger houses. See RE-VIEW fOR RELIGIOUS, ibid., pp. 135-6. ¯ s This illustrates the usual way of expressing a group system in this article. ra The procurator general in pontifical institutes of men is ordi-narily elected in the general chapter and is an ex officio member of this chapter. The Holy See in its present practice demands that both the secretary general and treasurer general be given ex officio mem-bership in the general chapter and that the treasurer general be elected by the general chapter. Election is also preferred in the case of the secretary general, but it is permitted that the secretary be ap-pointed by the mother general with the consent of her council. edence. The secretary draws up accurately the proceedings o[ the chapter, which shall be signed by the president, the tellers, and the secretary herself. These are to be preserved in the archives of the congregation. 171, §§ 2, 5 179. Two-thirds ol~ the capitulars must be present for the validity of the acts of the general (and provincial) chapter, but all must be convoked. 162-3 180. Even though a sister may have the right to vote in her own name under several titles, she may nevertheless cast but one vote. 164 181. The capitulars must be present in person at the election. No one may validly vote by letter or proxy. If a capitular in the house where the election is being held cannot be present at the election because of illness, her written vote shall be collected by the tellers in a sealed envelo.pe. 163; 168 182. If a capitular believes that she cannot attend the general (or provincial) chapter on account of sickness or for some other serious reason, she is to inform the mother general (or mother provincial), who shall decide with the consent of her council whether the capitular should be excused and her substitute snmmoned. 183. All the sisters, whether capitulars or not, are for-bidden to procure votes directly or indirectly for them-selves or others. Prudent consultations regarding the qual-ities of those eligibl~ is permitted within the bounds of justice and charity. 507, § 2 184. Each of the electors shall write on her ballc~t the name of the sister for whom she votes, fold the ballot, and drop it in the ballot box placed before the president. 185. When all the ballots have been cast, the tellers shall first count the folded ballots in the presence of the president and the electors to ascertain whether the num-ber of ballots corresponds to the number of electors. If the number of ballots exceeds the number of electors, the bal-loting is null and void. Otherwise they shall proceed to the inspection of the ballots. 171, §§ 2-3 186. The ballots are then opened and examined. They are read first by the junior teller, then by the president, and lastly by the senior teller who in an audible voice shall make known the name on each ballot. The votes must be recorded by the secretary. At the end of each bal-loting, the president must announce the names of all the sisters voted for and the number of votes given to each. 171, §§ 2, 5 187. No sister may validly vote for herself. A vote is also null and void: a) If given by one who is incapable of a human act or has by law been deprived of active voice; b) If it is not given freely. Consequently a vote is in-valid if an elector is forced directly or indirectly by Constitutions VOLUME 25, ~.966 ]. F. G~llen, REVIEW FOR RELIGIOUS 400 ~' grave fear or fraud to elect a specified sister or one or the other among several specified sistei's; c) If it is not secret, certain, absolute, and determined; d) If it is blank or foran ineligible person. 167; 169-70 188. Eveh if one or more votes are null and void, the election' is valid provided the one elected received the number of valid votes required by ~he constitutions. 167, 189. Unless otherwise prescribed for a particular elec-tion, all elections shall be decided by an absolute majority of secret votes, that is, a number which exceeds half the number of valid votes cast; but if after two ballotings no one has received an absolute majority, a third and last balloting shall be held, in which a relative majority de-cides. In an equality of votes among several candidates in this third balloting, the~ senior by first profession is elected; if the sisters made their first profession on the same day, the seni0r.by age is elect6d. This same norm shall re-solve an equality of Votes on the only, limiting, or decisive balloting of any election. 17~; 101, § 1, 1° 190. After the required number of votes has been ob-tained, the president shall declare the election legiti-nlately made and announce the name of the sister elected. This proclamation of the newly elected mother general tei:minates the duties of the presiding local ordinary. 174 ¯ 191. All sisters are obliged to accept any office to which they have been elected.55 175-6 192. 'The ballots must be burned by the tellers after each session. 171, § 4 193. If a sister elected as mother general or general offi-ci~ d is not present at the chapter, she is to be summoned immediately; but the sessions of the chapter are suspended only in the former case. 194. The office of the mother general and of the elected general officials always terminates at the election of their successors. § 3. Election o[ Delegates~ 195. From the date of. the letter of convocation until the completion 'of the election of delegates, no vocal shall be transferred from one house to another. Neither shall local superiors be changed. If their term of office expires after the date of convocation, it is extended without fur-. ther formal' confirmation until after the general (provin-cial) chapter. 196. All professed sisters, including those of temporary vows, have active voice in the election of delegates. Only r= Many but not all constitutions approved by the Holy See con-tain this article. ~To th~ general chapter or, if there are provinces, to the pro-vindal chapter. sisters of perpetual vows have both active and passive voice. 578, 3° 197. The election of delegates shall be made according to the norm of article 189'and shall take place on the day specified in the letter of convocation, in local chapter, in the houses where at least twelve professed sisters habit-ually reside. Every such house shall elect one delegate.57 198. After the election of the delegate, they shall also, by separate balloting and according to the same norm, elect two sisters as substitutes, who in the order of their election' shall replace either the local superior or the elected delegate, if for any reason these should be pre-vented from attending the general (provincial) chapter. 199. The local superior presides at the elections and is assisted by the two junior sisters of perpetual vows as tellers. The younger of these shall also act as secretary. The duties of these sisters are the same as those of the tellers and secretary of the general chapter. 200. When the elections are completed, the secretary shall write two reports of the proceedings, which must be signed by the presiding local superior and the two tellers. One copy is to be sent immediately to the mother general (provincial); the other is to be preserved in the files of the house. 201. The smaller houses, in which fewer than twelve professedsisters habitually reside, shall be formed into groups by the mother general (provincial) with the con-sent of her council, so that each group shall comprise at least twelve and not more than twenty-three professed sis-ters. 5s 202. In each of these houses, on the day determined in the letter of convocation, the voters shall assemble under the direction of their local superior and shall elect by se-cret ballot two delegates belonging to their group, one of whom must be a local superior, the other a sister who is not a local superior. 203. The local superior shall collect all the ballots with-out inspecting them and enclose them with her own vote in an envelope, which she shall seal in the presence of the electors. She shall inscribe upon this inner envelope: "The election of the delegates of group N., house N.," and for-ward it immediately to the mother general (provincial). 204. The mother general (provincial) with her council shall open these envelopes and count the votes. The secre-tary general (provincial) shall record the votes. The sisters who received a relative majority are elected. The substi-tute of the superior will be that superior who received the highest number of votes after the superior elected; the See footnote 52, ~SSee footnote 51. Constitutions VOLUME 25, 1966 substitute of the other delegate will be the sister, not a superior, who received the greatest number of votes after this delegate. The mother general (provincial) shall im-mediately inform the congregation (province) of the re-sults. 174; 101, §1, 1° 205. (Provincial congregation) Houses immediately sub-ject to the mother general elect two delegates, superiors or subjects, to the general chapter. The voting is carried out and the votes forwarded to the mother general accord-ing to the norms of articles 202-4. The substitutes are the sisters who in order received the next highest number of votes.~9 ]. F. Gailen, $~J. REVIEW FOR RELIGIOUS 402 Group and List System of Articles 1. From the date of the letter of convocation, local su-periors shall not be changed. If their term of office expires after this date, it is extended without further formal con-firmation until after the general (provincial) chapter. 2. The mother general (prov.incial) with the consent of her council shall divide the sisters of perpetual vows into seven equal groups according to precedence so that each group will have the same gradation of older and younger sisters, superiors as well as subjects. Sisters who are mem-bers of the general (provincial) chapter in virtue of any .office are not eligible as delegates. 3. In each house on the day determined in the letter of convocation, the sisters shall assemble under the direc-tion of their local superior. Each shall elect by secret ballot from prepared lists three delegates belonging to their group (of each group), one of whom must be a local superior, the others, sisters who are not local superiors. (Other forms are, for example: a) From a prepared list containing the names of all local superiors then in of-rice, each sister shall vote for ten delegates. On a second ballot, each sister shall vote for twenty delegates who are neither local superiors nor members of the general (provincial) chapter in virtue of any office. b) Each sister shall vote for thirty de!egates, whether local superiors or subjects, and in any proportion.6°) 4. The local superior shall collect all the ballots with-out inspecting them and enclose them with her own bal-lot in an envelope, which she shall seal in the presence of the electors. She shall write on this inner envelope, "Elec-tion of delegates, house N.," and forward it immediately to the mother general (provincial). U This article is found only in some provincial institutes. The number of delegates from such houses varies~ See R~wEw FOR RE-LIGIOUS, 24 (1965), 133. ® These articles sufficiently illustrate the group and list systems. For others, see REVIEW FOR RELIGIOUS, ibid., pp. 131-42. 5. As soon as possible after all [he envelopes have been received, the mother general (provincial) with her council shall open the envelopes and count the votes. The secre-tary general (provincial) shall record the votes. The elec-tions are decided by a relative majority. The substitutes are the local superiors and sisters of each group who in or-der received the next highest number of votes. § 4. Provincial Chapter6t 1. Convocation and Members 206. The provincial chapter is to be convened as often as a general chapter is to be held and at least three months before the date of the assembly of the latter. This chap-ter is presided over by the 'mother provincial, and its prin-cipal purpose is to elect the delegates tO the general chap-ter. The mother provincial shall convoke the provincial chapter at least two months before its assembly. 162 207. The members of the chapter are: a) The mother provincial b) The four (two) provincial councilors c) The provincial secretary d) The provincial treasurer e) (. The delegates from the houses as stated in n. 174, g), h), i))~ 164-8. 2. Sessions 208. The chapter shall immediately elect from among the capitulars, by a relative majority of votes and on the one secret ballot, the two tellers and the secretary of the chapter. The tellers for this election shall be the two junior capitulars by first profession, and the secretary shall be the provincial secretary. 171, §§ 1, 5 209. The chapter shall then elect by separate and se-cret ballotings and according to the norm of article 189 two (three, four) delegates and two (three, four) ~ubsti-tutes to the general chapter. These must be sisters of per-petual vows. 210. After these elections, the chapter shall deliberate on matters that concern the spiritual and temporal wel-fare of the province. The same procedure shall be fol-lowed in deliberations as in the general chapter.63 m This section is obviously found only in the constitutions of in-stitutes divided into provinces. It is frequently placed in the chapters on provinces. o~ This article is ordinarily followed by articles 195 ft. on the elec-tion of delegates to the provincial chapter. : ~This power is contained only in relatively few constitutions. A great.er number grant the power stated in a. 212 to deliberate on pro-posals to the general chapter. + + + Constitutions VOLUME 25, 1966 4O3 ~. F. ~ Gallen, S.l.~ REVIEW FOR RELIGIOUS 211. Enactments of the provincial, chapter have no force until they are approved by the mother general with the consent of her council. They are ,then promulgated to the province by the mother provincial. 212. The chapter shall finally deliberate on the pro-posals to be made to the general chapter by the province. 213. The secretary shall draw up the complete pro-ceedings of the chapter according to the norm of article 178. One copy is to be' sent immediately to the mother general and a second copy is to be preserved in the ar-chives of the province. The mother provincial shall imme-diately publish the elections to the province. § 5. Preliminary Sessions 214. The chapter immediately elects from among the capitulars, by a relative majority of votes and on the one secret ballot, the two tellers and the secretary of the chap-ter. The tellers for this preliminary election shall be the two capitulars youngest by first profession, and the secre-tary general shall be the secretary.64 171, §§ 1, 5 215. The chapter shall then elect by a relative majority of secret votes and by one secret ballot a committee of three capitulars who had no part in preparing or approv-ing the reports of the mother general. This committee is to examine the reports thoroughly and give its observa-tions to the chapter before the election of the mother gen-eral. 216. The mother general presents to the chapter two distinct and complete reports: one of the persons, discip-line, and works; the other on the material and financial condition of the congregation since':the last chapter. Both reports must have beenlapproved and signed by the gen-eral councilors before the opening of the chapter. The fi-nancial report must have been prepared and also signed by th~ treasurer general. Copies of the report should be distributed to the capitulars before the opening session.6~ § 6. Election o[ the Mother General 217. The day before the election of the mother general shall be spent in retreat by the captiulars, and permission shall be requested for exposition of the Blessed Sacra-ment. 66 1274, § 1 218. On the day of the election of the mother general, Mass shall be offered in the house where the chapter is held to invoke the b!essing of God on the work of the o, See REVIEW FOR RELIGIOUS, 23 (1964), 139-40, on the various ways of electing the 'tellers and secretary. en Many institutes in fact.distribute copies but do not mention this in their constitutions. eOThis article is found in a few constitutions. The length of the retreat varies, for example, one, at least one, three days. chapter. All the capitulars are urged, to receive Holy Com-munion for the same intention. I1 the rubrics permit, the Mass shall be the votive Mass of the Holy Spirit. 595, § 4 219. To be elected validly to the ot~ice of mother gen-eral, a sister must have been professed for at least ten years in the congregation computed from her first profes-sion; be of legitimate birth; and have completed her fortieth year. 504 220. The mother general is elected for six years. She may be elected for a second but not for a third consecu-tive term. 505; 34; § 3, 5*. (Institutes of brothers) Before the election of the brother general, each and every capitular shall promise by oath to elect the one who, before God, he judges should be chosen. 506, § 1 221. The mother general is elected by an absolute ma-jority of secret votes. If three ballotings fail to produce this majority, a fourth and last balloting shall be held. In this balloting the electors shall vote for one of the two sisters who had the highest number of votes in the third balloting, but these two sisters themselves shall not vote. If more than two would be eligible by reason of an equal-ity of votes in the third balloting, the norm of article 189 shall limit the candidates to two. Of these two, the sister who receives the greater number of votes in this fourth balloting is elected. 174; 101, § 1, 1° (Diocesan congregation of women) The local ordinary has full power to confirm or rescind the election of the mother general according to his conscience. 506, § 4; 177, 222. The president shall proclaim the newly elected mother general. This act terminates the duties of the pre-siding local ordinary. 174 § 7. Election of the General Officials 223. After the election of the mother general and after she has taken the oath according to article 177, the chap-ter under her presidency shall elect the four general coun-cilors, the secretary general, and the treasurer general (and the procurator general). The elections are made by sep-arate ballotings and according to the norm of article 189. The first councilor elected shall also be the mother as-sistant: and mother vicar,e7 516, §§ 1-3; 506, § 4; 171, § 1 224, To be elected a general councilor or official a sis-ter must have completed her thirty-fifth year and have made perpetual profession. Any one of the councilors ex- ¯ r One or two institutes require a distinct election for the designa-tion of the mother assistant from among the elected councilors. A very small number of institutes elect an admonitrix of the mother general, who is at least ordinarily one of the councilors. ÷ ÷ ÷ Constitutions VOLUME 25, 1966 405 cept the first may be elected as secretary general or treas-urer general. These two officials should possess the special-ized competence required for their offices. The mother general may appoint one or more assistant secretaries and treasurers.0s (Appointment articles) The secretary general and the treasurer general are not elected by the chapter but ap-pointed (for a term of three years) by the' mother general with the consent of her council. Both may be general councilors but neither may be the first councilor. They must possess the specialized competence required for their office. Both must reside in the motherhouse. The mother general may appoint one or more assistant secretaries and treasurers. The secretary general is not elected by the chapter but appointed (for a term of three years) by the mother gen-eral with the consent of her council. She may be a general councilor but not the first. She must possess the specialized competence required by her office. She must reside in the motherhouse. The mother general may appoint one or more assistant secretaries and treasurers.60 § 8. Chapter of Affairs 225. After the elections, the chapter shall treat of the more important affairs that concern the entire congrega-tion. The ordinances of the chapter may not be contrary to canon law or the constitutions. 226. All matters are decided by an absolute majority of secret votes. If the votes are equal, the mother general has the right of deciding the matter after the third balloting. 101, § l, 1o (or) All matters are decided by an absolute majority. If the votes are equal, the mother general has the right of deciding the matter after the third balloting. The voting is public. Any capitular has the right of requesting a se-cret vote on a particular matter. Such a request shall be put to the public vote of the chapter. If a majority favor the request, the voting on the particular matter shall be secret. 101, § 1, 1° 227. (The provincial chapters~ and) All sisters of per-petual vows may submit written proposals to the general chapter either directly or through a capitular. These must be forwarded to "the mother general at least a month be-fore the opening of the chapter. The capitulars retain the right of making.proposals thereafter and during the ses- 1. F. Gallen, REVIEW FOR RELIGIOUS 406 ~ Some constitutions impose limitations on the reelection of gen-eral officials. See REVIEW fOR RELIGaOUS, 23 (1964), 229--31. Some for-bid two relatives in the first or second degree to be members of the general council at the same time. ~ See also footnote 54. sions up to a definite time determined by the chapter, after which no proposals may be submitted.TM 228. At a suitable time before the general chapter ~le-termined by the mother general, one or several commit-tees of three or more capitulars, appointed by the mother general with the consent of her council, shall examine and arrange the pi'oposals and prepare a report on them for the chapter. 229. The chapter is not obliged to deliberate on every matter proposed. It may simply exclude anything that ap-pears useless or inopportune, or it may remit a matter to the study and decision ol~ the mother general and her council after the close of the chapter. 230. The principal affairs are: a) Suitable means of restoring or perfecting religious discipline. b) Proposals submitted to the chapter. c) Determination of the contribution that each house must make to the general treasury. (or) Determination of the contribution that each house must make to the provincial treasury, and each province to the general treasury. d) Extraordinary expenditures which the mother gen-eral (provincial, regional), and local superiors may authorize or make alone, those that demand the ad-vice or consent o[ their councils, and those for which local superiors must recur to the (provincial, regional superiors and either o~ these to the) mother general. e) Norms to be observed in addition to the prescrip-tions o~ the sacred canons in alienations, purchases, the assuming of obligations, and other matters of a financial nature. f) Determination of the dowry. g) Confirmation, modification, or abrogation ~of ordi-nances of previous general chapters. h) (In provincial congregations) Establishment of new provinces or the suppression o~ existing ones; the uniting of provinces or the modification of their boundaries. i) Determination o~ more important.matters [or which the advice or consent ~ff the general (provincial, re-gional,) or local councils is necessary. 231. The enactments of the chapter remain in force permanently unless amended or abrogated by subsequent chapters. (or) The enactments of the chapter remain in force 7o Very many constitutions are indefinite on the right of submit-ting proposals. + + + Constitutions VOLUME 25t 1966 407 J. F. Gallen, S.]. REVIEW FOR RELIGIOUS until the next chapter, in which they may be confirmed, modified, or abrogated. ~232, ~The chapter may not be protracted beyond a reasonable length, of time. The mother general shall pub-lish the elections, ordinances, and other acts which the capitulars have determined should be published.71 CHAPTER XXlI MOTHER GENERAL 233. (Pontifical) The mother general governs and a~l-ministers the entire congregation according to the sacred canons and these constitutions. Her residence shall be at the motherhouse and may not be permanently transferred without the consent of the general council and the ~oer-mission o[ the Holy See. 501, § 1,502 (Diocesan) The mother general governs and adminis-ters the entire congregation according to the sacred can-otis and these constituti6ns. Her residence shall be at the motherhouse and may not be permanently transferred without the consent of the general council and the per-mission of the ordinary of the prdsent and proposed places of residence. 501, § l; 502 234. The office of mother general is incompatible with thato[ local superior, even in the motherhouse, or with that of any other official. 516, § 3 235. The mother general has authority over all the (provinces, regions,)houses and members. With the de-liberative vote of her council, she may place certain houses and works under her immediate authority and may also transfer these to a province. 501, § l; 502 236. A serious reason and the deliberative vote of her council are iequired for the mother general (a higher or regional superior) to transfer or remo~ce a superior or of-ficial before the expiration of a prescribed term of office. Unless otherwise specified, offiCials may be reappointed indefinitely. With the consent of her council, the mother general may prolong the term of office 6f (provincial, re-gional, and) local superiors when this is necessary, but only for a short time. 560 237. The mother general has the right to transfer the n Other articles found frequently in this chapter arc on prayers to be said on a prescribed number of days in all houses before the election of the mother general, verification of credentials, ~ prayers for. opening and closing the sessions, distribution of lists of those eligible for the office of mother general and general official, resigna-tion of mother general before the election to this office, symbolic presentation of seal of congregation and/or keys of house to local ordinary by the retiring mother general, priests accompanying the local ordinary may take no part in the election, formula of proclama-tion of the mother general, closing ceremony of her election, and in-forming the local ordinaries of the dioceses in which the congrega-tion has houses of the election of the mother general. sisters from one house to another and to assign their du-ties. 501, § 1; 502 (Provincial congregation)Only the mother gener.al with the advice of her council and ordinarily after con-sulting the interested provincials may transfer a sister from one province to another.501, § 1; 502 238. She shall prudently super~,ise the administration of the temporal goods of the congregation and of each (province, region, and) house in accordance with the pre-scriptions of canon law and of these constitutions. 516,.§ 2 239. Every five years, in the year determin.ed by the Sacred Congregation of Religious, the mother general shall send to the Holy See (diocesan: through the ordinary of her residence) a report of the persons, discipline, and the material and financial condition of the congregation. This report must be compiled according to the instruc-tions of the Sacred Congregation and is to be signed by the mother general, her councilors, (pontifical) and the ordinary of the residence of the mother general. 510 240. The mother general may not appoint a vicar and delegate powers to her, nor may she grant a sister active or passive voice or deprive her of it. 241. If it should ever seem necessary to remove, the mother general from office, the general council must sub-mit the matter to the Sacred Congregation of Religious (diocesan: the ordinary of the residence of the mother gen-eral). If the mother general thinks it her duty tg~ r, esign her office, she shall in writing make known her reasons to the same Congregation (diocesan: same ordinary). 183- 9272 CHAPTER XXIII CANONICAL VISITATION 242. The mother general shall make the visitation of the entire congregation at least every three years (at least once during her term of office). She shall see that the houses immediately subject to her are visited every year. The mother provincial shall make the visitation of all the houses of her province once a year, and the same fre- 7~ Other articles found frequently in this chapter are on the man-her of government of the mother general; manner of dealing with subjects; that she is to have an especial care for the spiritual welfare and progress of all (provinces) houses, and individuals; to exercise vigilance for the careful observance of the vows, constitutions, cus-toms, and distinctive virtues of the congregation; especially supervise the formation of the postulants, novices, and junior professed; is to endeavor to learn the aptitudes of the sisters; that she is to keep in close contact with her councilors, and (provincial, regional, and) local superiors; that she is to guard against the influence of personal af-fection and aversion; her duty of example; of correction of others; and the duty of all to pray for the mother general. + + 4- Constitutions ~ ~., VOLUME 25, 1966 ~ 409 J. F. Gallen, $.~. REVIEW FOR RELIGIOUS 410 quency of visitation of ~a region shall be observed by the regional superior. . Both may omit this visitation in the year of the visita-tion by the mother general. Should the higher or regional s~perior be lawfully prevented from making the visita-tion, another sister is to be delegated for this purpose.73 511 243. The mother general may designate a visitor for an individual (province or) house or for a particular matter; (the mother provincial and regional superior may do the same for an individual house or a particular matter;) but to appoint a visitor for the entire congregation (in the case of a provincial or regional superior, for the entire province or region), the consent Of the pertinent council must be obtained. The visitor must be a sister of perpetual vows. 511 244. The purpose of the visitation is to strengthen union and charity, to inquire into the government and administration of the (province, region, and) house as also into the observance of the constitutions and customs, to correct prevalent abuses, and to give occasion to each sis-ter to speak freely on matters that concern her personal welfare or the general good. The (provincial, regional, and) local superiors retain the usual exercise of their of-rice during the visitation. 245. The visitor has the right and duty to question the sisters and to obtain information on matters that pertain to the Visitation. All the sisters are obliged to reply truth-fully to the visitor. Superiors have no right to divert them in any manner whatever from this obligation or otherwise hinder the purpose of the visitation. 513 246. Superiors as well as subjects who personally or through others, directly or indirectly, have induced sisters not to reply to the questions of the visitor, or to dissimu-late in any way, or not sincerely to expose~ the truth, or who under any pretext whatever have molested others be-cause of answers given to the visitor, shall be declared in-capable of holding any office that involves the government of other religious, and if they are superiors the9 shall be deprived of their office. 2413, §
The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. ; MILITARY VETERAN EXPERIENCE 2 Acknowledgements I would like to thank my parents, Robert E. and Janice D. Czech, for their sound example, for instilling proper values, and for exemplifying good character. Without them and who they were, I would not be where I am or who I am today. I would also like to express appreciation to my family and friends for their unwavering support to me during the process of completing my graduate degree. Without their support I do not believe I would have endured my many struggles to meet this goal. My appreciation to Dr. Peggy Saunders for her guidance throughout this process, and to my many professors for their patience and understanding throughout each semester. Their wisdom and intuition allowed me to flourish as a non-traditional student, in an environment that seemed foreign. I would like to acknowledge the foundation of hard work, leadership, and service that I learned during my 22 years in the United States Anny. It was not always easy, but the lessons learned have helped me to endure this graduate degree process. Finally, thanks to my graduate committee chair Dr. Natalie Williams. She was my guide, advisor, and champion during this final project. Without her outstanding patience, understanding and depth of knowledge I would have never made it to my goal. MILITARY VETERAN EXPERIENCE 3 Table of Contents NATURE OF THE PROBLEM . 7 Literature Review . 9 Introduction . 9 Historical Foundations . 10 WWII Era GI Bill® (Original) . 10 Korean Era GI Bill® . 11 Vietnam Era GI Bill® . 12 Post-Vietnam Era Veterans Education Assistance Program (VEAP) . 12 Montgomery GI Bill® and Reserve Programs . 13 Post 9/11 GI Bill® (Current) . 13 GI Bill® Use (as of Fiscal Year 2013) . 14 Effects of the Post 9/11 GI Bill® on Higher Education . 15 Veterans with combat related disability issues . 19 Accommodating veterans with disabilities on campus . 20 Veterans' with disabilities . 25 Reintegration into Society . 28 Higher education: Weathering the perfect storm . 30 Summary . 32 PURPOSE . 34 METHOD . 36 Participants . 37 MILITARY VETERAN EXPERIENCE 4 Instruments . 38 Procedure . 3 8 Data Analysis . 41 RESULTS . 43 Demographic Data . 43 Overall Experience in Higher Education . 44 Website Navigation . 44 Admissions . 45 Enrollment Services . 46 Veterans Services Office . 47 Faculty Awareness, Classroom Environment, and Campus Life . 48 Service-connected Disability . 51 DISCUSSION . 53 Implications of Results . 55 Limitations . 61 Future Research . 62 Summary . 63 REFERENCES . 65 APPENDICES . 69 Appendix A: Veterans Survey . 70 Appendix B: IRB Approval . ; . 74 Appendix C: Survey Results Spreadsheet. . 76 MILITARY VETERAN EXPERIENCE 5 List of Tables Table I. Respondents by branch and years of service, and by branch and gender . 37 Table 2. Summary of Survey Responses by Section, with Totals by Section and Response Type . 52 MILITARY VETERAN EXPERIENCE 6 Abstract The study of the military veterans' experience in higher education has coincided with the history of the GI Bill® and the various iterations of the benefits of this program, beginning with the original version following WWII. With the latest version, the Post 9/11 GI Bill®, institutions of higher education have experienced the highest enrollment numbers of veterans since the conclusion of the Vietnam Conflict. Institutions have historically been reactive in support of new waves of veterans entering higher education. This study sought to gain the perspective of veterans, as to how the institutions have been serving veterans by creating a veteran friendly campus through the admission, enrollment, and veterans services processes. The study also sought to gather the veterans' perspective related to how well faculty and staff understand the military experience, and how well veterans have been integrated into the classroom environment and into higher education in general. In addition, the study sought to measure the perspective of veterans with disabilities and their specific experience in higher education. A survey of the veteran experience was conducted in 2-year and 4-year institutions in a western state. Results indicated that although improvements have been made in relation to veterans in this study, there are still areas that need addressing in order to improve the veteran experience in overall. The veteran, the institution, and the community in general can benefit immensely as veterans use their GI Bill® benefit to pursue higher education, and then put that education to work upon graduation. It is incumbent on institutions of higher education to ensure that a veteran friendly process is in place, in order to attract and retain veterans through graduation. MILITARY VETERAN EXPERIENCE NATURE OF THE PROBLEM With the passing of the Post 9/11 Veterans Educational Assistance Act (2008), also known as the Post 9/11 GI Bill®, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009), and the intricacies and implementation of this new GI Bill® has caused confusion and frustration for both the veterans and university staff. After WWII, the Servicemen's Readjustment Act of 1944 (or GI Bill®) granted unprecedented educational and economic benefits to veterans. Other GI Bill® programs and adjustments have been made over the years, but the Post 9/11 version was said to be the most generous since the WWII era GI Bill® (Radford, 2009). 7 With the most recent changes to the GI Bill®, veteran presence was expected to grow on campuses across the country and therefore schools have had to adjust to meet the new demand (Cook & Kim, 2009; Rumann & Hamrick, 2009). Many of the veterans, active military and active military reservists (92%) currently enrolled in university indicated that education should play a role in post-service transition (Zoli, Maury, & Fay, 2015). Many veterans currently enrolled in higher education were exposed to direct and indirect conflict and suffer from Post-Traumatic Stress Disorder (PTSD), Traumatic Brain Injury (TBI), and other physical and psychological challenges. Church (2009) said that "returning veterans will have a wide range of medical diagnoses and related health problems that will have a temporary or chronic impact on their living, working, learning, MILITARY VETERAN EXPERIENCE and relationship functions" (pg. 44). These issues make it difficult for veterans to adjust to a higher education setting, and cause tangible problems for their academic progress. 8 Although there are many positive qualities that veterans bring to an institution of higher education, many also bring with them these battle related issues. These issues make it difficult for veterans to adjust to this setting. The American Council on Education (ACE) found that veterans reported problems meeting academic expectations, while managing service connected injuries, including PTSD and TBI (Steele, Salcedo, and Coley, 2010). Not all veterans will openly disclose the visible and invisible injuries they have, so it is incumbent on colleges and universities to develop welcoming programs that meet these challenges (Church, 2009). This lack of self-disclosure could lead veterans to underutilize traditional campus disability services and therefore not receive the accommodations that may make their experience more manageable. Unfortunately, most post-secondary schools are ill prepared to meet the needs of these Veterans, creating lost opportunities for both the Veteran and the institution. Schools that are slow in meeting the challenges that the veterans present, find they are reacting rather than being proactive in meeting veteran needs. If institutions of higher education do not work to understand this veteran population, then it is likely to lead to an unsuccessful experience for the veteran and the institution (Brown & Gross, 2011). There are areas where higher education is generally meeting the needs of veterans, like including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits. But there are many areas that still show MILITARY VETERAN EXPERIENCE room for improvement including assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Literature Review Introduction This literature review will first establish some historical background relating to the GI Bill®, including changes that have taken place since its establishment following WWII. It will highlight the benefits of each version, especially the original version and the most recent version known as the Post 9/11 GI Bill®, and demonstrate the problems caused by the large influx of new veterans in higher education. Next, it will highlight some of the issues veterans have in a higher education setting related to their combat related disabilities and experiences, and the lack of preparation and forethought by colleges and universities related to these new veterans. Historical IFoundation~1office1] 9 The relationship of higher education and the military dates back to the 1862 Morrill Act, which established military training programs at land-grant institutions (Rumann & Hamrick, 2009, 2010). Subsequently, just prior to WWI, Congress passed the 1916 National Defense Act (NDA) which provided colleges a leading role in training soldiers. The NDA also established the three components of the military: the active duty military component, the military reserve component, and the state National Guard component. In addition, it created the Reserve Officers' Training Corps (ROTC) that standardized what had been solely independent military training programs at colleges and MILITARY VETERAN EXPERIENCE 10 universities. These were the fotmdations of the relationship between the military and higher education. Even though the NDA was established prior to WWI, many veterans were unsatisfied with the benefits offered to them, which resulted in significant economic and social unrest. This dissatisfaction prompted the writing of Servicemen's Readjustment Act of 1944 (Rumann & Hamrick, 2009). WWII Era GI Bill(RJ (Original). With the large numbers of military veterans returning home after WWII the Servicemen's Readjustment Act of 1944 (i.e., GI Bill®) granted unprecedented educational and economic benefits to these veterans. After much strnggle, this act was passed by congress and signed into law by President Roosevelt on June 22, 1944 (Rumann & Hamrick, 2009). When signing the GI Bill®, President Roosevelt said "It gives emphatic notice to the men and women in our armed forces that the American people do not intend to let them down" (Department of Veterans Affairs, 2013, para. 24). This trnly generous WWII era GI Bill® provided many financial and educational benefits to veterans and their families. Additionally benefits included living stipends, Veterans were given loan guarantees for homes, farms and businesses (e.g., nearly 2.4 million loans from 1944 to 1952), as well as unemployment pay and employment assistance (Department of Veterans Affairs, 2013). By the time the original GI Bill® had ended in 1956, 7.8 million of the nearly 16 million WWII veterans had used education benefits to some extent. In the peak year of 1947, veterans made up 49% of all college admissions. One interesting fact is that although there was an unemployment benefit available, less than 20% of the funds set aside for this benefit was used by the veterans. The total cost of this original version of MILITARY VETERAN EXPERIENCE the GI Bill® was $14.5 Billion (Department of Veterans Affairs, 2013; Military.com, 2006). 11 Many names have been given to this generation of veterans that served in WWII, such as the Greatest Generation, the G .I. Generation, and the Civic Generation. Regardless of the label, the impact of this generation due in large part to the GI Bill® education benefits, is immeasurable and can be felt to the present. In her book, Mettler (2005) stated that ''.just as the G.I. Bill transformed the lives of veterans who used it, they in tum helped change America" (p. 11 ). This GI Bill® opened up educational opportunities to those other than the privileged in America. Higher education that had previously been reserved for mainly white, native-born, Protestant Americans prior to WWII, was now a possibility for those that were Jewish, Catholic, African American, immigrants, and the working class. This changed the landscape of America forever (Mettler, 2005). Korean Era GI Bill.® The Veterans Readjustment Assistance Act of 1952, or Korean Conflict GI Bill®, was instituted to carry on the tradition of taking care of those who served and fought for their country. It was approved by President Truman on July 16, 1952. It was available for use by veterans who served between June 27, 1950 and Febrnary 1, 1955. Although this GI Bill® still provided education benefits and living stipends, as well has loan guarantees, it left the employment assistance up to the individual states. By the time this program ended in 1955, some 43% of the over 5.5 million veterans of the Korean Conflict had used their education benefits to some extent. Total cost to the country was $4.5 Billion and over 1.5 million loans were guaranteed, meaning the MILITARY VETERAN EXPERIENCE government guaranteed a portion of the loan to the lien holder in case of default (Department of Veterans Affairs, 2013; Military.com, 2006). Vietnam Era GI Bill.® 12 The Veterans Readjustment Act of 1966, or Vietnam Era GI Bill®, was signed by President Johnson on March 3, 1966. It retroactively covered post Korean Conflict veterans who served after February 1, 1955 and continued for veterans who served until May 7, 1975. It again provided education benefits, for the first time including active duty military members, and again loan guarantees. Between 1966 and 1989, 6 million Vietnam veterans, 1.4 million Post-Korean veterans, and 7 51,000 active duty military used this education benefit to some extent. More than $42 Billion was spent on this version of the GI Bill®, and 4.5 million loans were guaranteed (Military.com, 2006). Post-Vietnam Era Veterans Education Assistance Program (VEAP). VEAP was a transitional program that bridged the gap between the Vietnam Era GI Bill®, and the Montgomery GI Bill®. Veterans, who entered after December 31, 1976 were eligible for education benefits under this version, but unlike the previous versions this one required a contribution by the military member and they had to choose to participate upon enlistment. The participant contributed through payroll deductions up to $2700 and the government then matched two dollars for every dollar contributed for a maximum of $5400. If one chose not to participate, then they had no money for education available at the end of their service. In addition to this money for education, the loan guarantees continued (Military.com, 2006). MILITARY VETERAN EXPERIENCE 13 Montgomery GI Bill® and Reserve Programs. The Montgomery GI Bill®, named for its sponsor Representative G.V. (Sonny) Montgomery, was established in 1984. Representative Montgomery was the chairman of the House Veterans' Affairs Committee and worked to support veterans. For the first time a version of the GI Bill® also included education benefits for those serving in the reserve components, although at a reduced benefit to their active duty counterparts. A reserve member had to enlist for 6 years, and after serving 6 months they could begin using their education benefit. It again required the active military member to contribute toward their future education, with matching funds by the military. An active duty veteran was eligible if they served after 30 June, 1985 and had to enlist for a minimum of 2 years. This program continues to be used by veterans up to this day, and overlaps with the new Post 9/11 GI Bill® (Department of Veterans Affairs, 2013; Military.com, 2006). Post 9/11 GI Bill® (Current) The newest of the GI Bill® education and benefit programs is called the Post 9/11 Veterans Educational Assistance Program (Post 9/11 GI Bill®). It was signed into law in July of2008, and became effective August 1, 2009. The Post 9/11 GI Bill® is the most comprehensive bill since the original in 1944. It provides benefits to service members, both active and reserve, who served at least 90 aggregate days of active military service after September 10, 2001. This means that an active duty member and a reserve component member serving the same amount of active duty time will receive the same benefit. The benefit can be used while still in the active military or reserve component and after discharge (Post 9/11 GI Bill Overview, n.d., Department of Veterans Affairs, 2014). MILITARY VETERAN EXPERIENCE 14 The Veterans Administration (VA) pays up to 100% of the student's tuition and fees for their education, based on the amount of service after the date of eligibility. The tuition and fees provided under this version of the GI Bill® are sent directly to the educational institution. This GI Bill® also includes up to $1000 per year for textbooks, a living stipend while emolled in school, based on cost ofliving which averages $1368 per month nationally, a one-time relocation payment of $500 for those relocating from a rural area to attend school, and for those still on active duty in the military the opportunity to transfer some or all of the benefit to their children (Post 9/11 GI Bill Overview, n.d.; Department of Veterans Affairs, 2014). The benefit is tiered depending on how much active duty service was rendered after September 10, 2001. For instance if the member served at least 36 months of active duty service, then they receive 100% of the benefits. For 30-36 months it is 90%, 24-30 months is 80%, 18-24 months is 70%, 12-18 months is 60%, 6-12 months is 50%, and 90 days to 6 months is 40% (Post 9/11 GI Bill Overview, n.d.). GI Bill® Use (as of Fiscal Year 2013). With the increased benefit of the Post 9/11 GI Bill® came a new wave of college bound military veterans and reserve members, and in some cases their family members to whom they have transferred benefits. The higher educational institutions around the country will need to prepare for this new wave, just as they had to prepare and react to the wave of veterans entering school following WWII. The Institute for Veterans and Military Families, at Syracuse University, conducted a multi-pronged study to gain a better understanding of social, economic, and wellness concerns of the newest generation of veterans. There are over 3.9 million MILITARY VETERAN EXPERIENCE 15 veterans identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents in that study 58% reported a service related disability. Of those in the survey that reported service-connected disability, 79% said that the disability created obstacles for them when they transitioned to civilian life. In fact, 12% indicated the disability hindered starting higher education, and 28% said the disability created obstacles in completing their higher education. These same veterans indicated that of the many motivations to join the military, 53% said that educational benefits were a reason they joined, followed by a desire to serve their country at 52%. In the research 92% of respondents indicated that education should play a role in post-service transition. The response to this particular question indicated how overwhelmingly important education is to the most recent service members and veterans, and showed intent to further their education. A study of GI Bill® usage by veterans was published providing data through fiscal year 2013. The study indicated that in the Fiscal Year (FY) of2009 the Veterans Benefits Administration (VBA) reported just 34,393 students using the Post 9/11 GI Bill®, but in FY 2013 the total was up to 754,229 students. If all of the current GI Bill® benefit programs are included, there were 1,091,044 students (FY 2013) using benefits. Payments from the Post 9/11 GI Bill® in FY 2013, to students and colleges, was over $10 billion, with the total from all GI Bill® programs being over $12 billion (Department of Veterans Affairs, 2014). Effects of the Post 9/11 GI Bill® on Higher Education. Military veterans are likely to enroll or reenroll in higher education following military service. It is incumbent upon these institutions to be prepared, in order to make MILITARY VETERAN EXPERIENCE 16 the veterans' transition easier (Rumann and Hamrick, 2009). This is especially the case with the advent of the generous benefits of the Post-9/11 GI Bill®. The researchers further pointed out that because of generational and societal perspectives, many current administrators and faculty have most likely not experienced military service. This has caused issues with how faculty and staff at institutions relate to veterans. Rumann and Hamrick (2009) suggested that building relationships with outside veteran organizations could bridge the gap that may exist. In addition, they suggested that campus administrations could provide opportunities for students, staff, and faculty to better understand aspects of military service, complimenting a broader focus on diversity on campuses. In their more recent study, Rumann and Hamrick (2010) focused on a small group of National Guard and reserve veterans who had returned from wartime deployments to re-enroll in school. The veterans experienced things such as lingering high stress levels related to their deployments, a maturity gap that had developed between them and traditional undergraduate students, personal relationship issues, and identity related issues. Cook and Kim (2009) took a broader look at easing the transition of service members on campus. Their study involved surveys returned by 723 institutions across the country. The study found that there was a varied approach to serving veterans, with no obvious pattern as to which programs and services were provided, or what entity on campus was responsible, and reported that nearly two thirds of colleges and universities that did offer veteran services have increased those services since September 11, 2001. MILITARY VETERAN EXPERIENCE 17 In the same study, researchers came to the conclusion that there were areas where higher education was generally meeting the needs of military students, and areas where institutions could improve. Some examples of areas where institutions met veteran needs were including veteran issues in strategic planning, offering specific programs and services for veterans, recognizing prior military experience with college credit, assisting veterans with finding counseling services, providing financial accommodations, and providing counseling on veterans' educational benefits (Cook & Kim, 2009). Areas that needed improvement included helping veterans transition to a college environment, providing professional development to faculty and staff on veteran transition issues, training of staff on meeting the needs veterans with brain injuries and other military related disabilities, streamlining of administrative procedures for veterans enrolling or re-enrolling, and providing opportunities for veterans to connect with peers on campus. With the expected influx of students using the Post-9/11 GI Bill®, institutions need to address these areas of weakness when it comes to veteran services and programs. In their report, Brown and Gross (2011) stated that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. Part ofthis management includes understanding the characteristics of veteran and active military students. Radford (2009) detailed many characteristics of veterans and military undergraduates. The study states that: Slightly more than 3 percent of all undergraduates enrolled during the 2007-08 academic year were veterans, and slightly more than 1 percent were military service members. Among these military undergraduates, about 75 percent were MILITARY VETERAN EXPERIENCE veterans, 16 percent were military service members on active duty, and almost 9 percent were military service members in the reserves. (p. 6) 18 The researcher also detailed issues faced by military undergraduates who wished to attend college: Difficulty transitioning to life after military service; experiencing psychological and/or physical post-war trauma; readjusting to personal relationships; and adapting to a new lifestyle. Radford also highlights that veterans can face bureaucratic red tape from the Department of Veterans Affairs (VA) relating to their education benefits as well as from the college or university staff who were often not well versed in the details of those benefits. Many veterans face obstacles and challenges in using the Post-9/11 GI Bill® and transitioning to college (Steele, Salcedo, & Coley, 2010). Challenges noted included expectations different from their military experience, balancing academics and other responsibilities, relating to non-veteran students, managing service-connected injuries and disabilities. They also noted institutional efforts to adapt to the new GI Bill® benefits. Schools reported increased staff workloads of 50% to 200% related to the new influx of veteran students. The researchers (Steel, Salcedo, & Coley, 2010) noted some of the reasons behind this influx were, increases in total GI Bill® enrollment over previous years, lack oflmowledge in details of the new law, coordination with student accounts offices with respect to receipt of payments, the need to submit enrollment verification of each veteran student, and the need to assist veteran students in understanding their benefits. Institutions could more effectively serve veteran students according to the results ofa focus group study (Steel, Salcedo, & Coley, 2010). Institutions that encourage MILITARY VETERAN EXPERIENCE 19 veterans to self-identify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The institutions should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). Veterans with Combat Related Disability Issues One challenge America faces as the more recent conflicts wind down, is that there will be more veterans with disabilities returning from military service, and these veterans will be seeking higher education. It will be important for staff and faculty of associated schools to be prepared to assist these veterans with disabilities in their transition (DiRarnio & Spires, 2009). The veterans that find it especially difficult to adjust to higher education are those with combat related disability issues, including hidden issues such as Post Traumatic Stress Disorder (PTSD) and Traumatic Brain Injury (TBI). Survivability from combat injury has increased and therefore an increase in veterans with disabilities on campus is inevitable. In the most recent conflicts, nearly 85% of those receiving combat injuries are surviving due to advances in protective body annor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). The Veterans Administration (VA) reported that in 1986 there were 2,225,289 military veterans with service-connected disabilities. By 2013 the number of veterans with service-connected disabilities had climbed to 3,743,259, mainly due to exposure to the MILITARY VETERAN EXPERIENCE 20 most recent conflicts in Iraq and Afghanistan and the increased survivability from combat injury (Department of Veterans Affairs, 2014b). Researchers from a study of veterans with three major conditions (e.g., PTSD, TBI, and major depression) reported that 18.5% of those returning from the most recent conflicts had PTSD or depression, and 19.5% reported experiencing TBI during their deployment. Of the veterans responding to the study, 11.2% reported PTSD or depression but no TBI, 7.3% reported PTSD/depression and TBI, and 12.2% reported just TBI (Tanielian & Jaycox, 2008). More recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). Colleges and universities across the country need to find ways to accommodate these new military veterans that may be coming to their institutions, but especially those with these sometimes unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. Accommodating Veterans with Disabilities on Campus. In a study of the role of the DS staff in accommodating veterans with disabilities, 237 members of the Association on Higher Education and Disabilities completed a survey, responses indicated that only 33% were comfortable or knowledgeable about campus efforts to serve these wounded warriors. Additionally, only 17.3% felt they had above average ability to serve these veterans (Vance, Miller II, 2009). There is a need to develop veteran friendly programs that reduce red tape, and have a designated point person or office. Other recommendations were to have an ongoing campus dialogue MILITARY VETERAN EXPERIENCE 21 which includes members of the DS staff, work on collaboration with other campus professionals, and work to collaborate in educating faculty and staff on the unique needs of these veterans (Vance & Miller II, 2009). There have been many discussions on how to accommodate veterans with disabilities on college and university campuses. The American Council on Education (ACE), with support from the Kresge Foundation and the Association on Higher Education and Disability and America's Heroes at Work conducted a "Veterans Success Jam" in May of2010. The "Veteran Success Jam'', was a three-day online collaboration that brought together thousands of veterans and their families, active service members, campus leaders, nonprofit organizations, and govermnent agencies from around the country. Recommendations were generated for colleges and universities accommodating veterans with PTSD and TBI (American Council on Education, 2010). During discussions at the Veterans Success Jam it was determined that overall veterans bring a lot of good qualities with them to campus, such as a higher degree of maturity, experience and leadership qualities, familiarity with diversity, and a level of focus not seen in their peers. Unfortunately, these qualities have been earned at great personal expense, and may well affect their educational goals. Campuses that are prepared to handle these challenges will rnake the transition of these veterans much easier, and the schools will benefit from being seen as veteran friendly (American Council on Education, 2010). Part of preparing to properly serve and accommodate these veterans is to understand what PTSD and TBI are, and what effect they may have on the academic MILITARY VETERAN EXPERIENCE 22 progress of these students. It is imperative that faculty and staff be educated and aware of these possible challenges (American Council on Education, 2010). Traumatic Brain Injury (TBI) in veterans usually involves a blow or concussion to the head which may include a penetrating head injury, which disrupts the function of the brain itself. These are most often associated with contact with an improvised explosive device (IED). Generally TBI can result in long and short-term issues, but most people get better over time. For those with mild cases of TB I, about 80% of the cases from the most recent conflicts, the recovery time can be as little as 3-6 months (American Council on Education, 2010). Post-traumatic stress disorder (PTSD) is a psychological injury that develops in response to exposure to an extreme traumatic event or events over time. PTSD trauma may include threatened death of oneself or others, serious injury, and even just the constant threat of personal injury. This creates a feeling of fear and helplessness that actually changes the brains chemical and hormonal balance. For some victims the symptoms will disappear when they are no longer exposed, yet for others they persist over a long period of time. Flashbacks or reliving events can happen in PTSD cases, which bring the stresses back to the forefront. These victims can sometimes avoid these feelings by avoiding events or situations that may trigger them. Usually PTSD symptoms manifest themselves within a few months, but they can take years to appear (American Council on Education, 2010). Staff and faculty may find it helpful to know what cognitive difficulties may be manifested in a veteran with PTSD or TBI. Each person manifests symptoms differently, so it hard to generalize. These symptoms can be things such as: difficulty in MILITARY VETERAN EXPERIENCE 23 concentration and attention; challenges processing infonnation; learning and memory deficits; sluggish abstract reasoning; and slowed executive functioning including problem solving, planning, insight, and sequencing. These veterans may also experience stressors outside the classroom involving home life, work, sleep disturbances, trouble managing time, and panic attacks (American Council on Education, 2010). When considering how to accommodate veterans with these types of disabilities it is best to understand that PTSD and TBI .symptoms are expressed in very unique ways. Standard procedures for accommodating a student with disabilities may not work with these veterans. In addition, in extreme cases, PTSD and TBI may also lead to depression and suicidal thoughts. These symptoms can be aggravated by academic pressure, health concerns, relationship issues, sleep problems, and substance abuse issues. Some factors that may have a positive effect on these veterans are social support by other veterans, professional medical treatment, good health and eating habits, and participation in recreational activities (American Coimcil on Education, 2010). Institutional faculty and staff should also be aware that not all veterans with PTSD or TBI will require disability accommodations to be successful in education, while others may. If they do require and qualify for special accommodations they will normally fall under either the Americans with Disabilities Act of 1990, or Section 504 of the Vocational and Rehabilitation Act of 1973. So adjustments may be made for these veterans, as they are with others with disabilities, as long as the accommodations do not change the overall academic program in question (American Council on Education, 2010). MILITARY VETERAN EXPERIENCE 24 Another factor to consider is that these veterans are less likely than their peers on campus to access special accommodations for which they may qualify. There are many reasons this may occur such as pride, lack of understanding campus resources on their part, or the feeling that faculty and staff do not understand PTSD or TBI. It is necessary to realize that most staff and faculty have not experienced anything close to what these veterans have been exposed to in combat (Rumann & Hamrick, 2009). Faculty and staff must be informed in other ways because of the lack of exposure to military experiences and lifestyle. Increased awareness by faculty and staff can also meet the needs of broader commitment to diversity on campus (American Council on Education, 2010; Rtunann & Hamrick, 2009). Faculty and staff should know that the manifestation of symptoms, and even the diagnosis of these conditions, may not occur until well after they leave the military. Therefore, they may come to the campus undiagnosed. Becoming aware of the outward signs of PTSD and TBI could present opportunities to counsel veterans on possible accommodations, for those that have not already made arrangements with the DS office on campus. Of course, veterans must be willing participants and never be coerced (American Council on Education, 2010). Faculty and staff would also find it useful to become aware of other veteran resources on campus and in the community that may be helpful in the veterans' transition to the college or university setting. These could be resources such as the Veteran Student Services office, Veterans Upward Bound (VUB), the local Student Veterans of America chapter, or various community veteran resources like the Veteran Service Organizations (American Legion, Veterans of Foreign Wars (VFW), and Disabled American Veterans MILITARY VETERAN EXPERIENCE 25 (DAV)), the Veterans Administration (VA) hospital, and others. Partnering with outside organizations would help university staff in handling veteran specific issues (American Council on Education, 2010; Rumann & Hamrick, 2009). In general faculty and staff should understand that most veterans are new to their disabilities as well and may be unaware of their rights as disabled students to receive accommodations for an identified disability. The process of getting and accepting help can take time for these veterans. Sometimes their military background can hinder them, mainly due to the stigma of weakness that can be placed upon someone in the military with disabilities or shortcomings. Faculty and staff should also be aware that there are many other disabilities that veterans may bring to campus in addition to PTSD/TBI such as loss oflimb(s), severe burns, deafness, vision issues, and general learning disabilities (American Council on Education, 2010). Veterans with Disabilities. In a study published in 2012, focus groups were held involving 31 veterans who had self-reported PTSD symptoms. Transcripts of the sessions were analyzed to establish dominant themes in the responses of these veterans. Findings indicated that veterans with PTSD. needed services in a variety of different areas, and they also had some specific recommendations for easing their transition (Ellison, et al., 2012). The veterans in the study found it important for the schools to provide services for educational planning, including helping them to prepare for the rigors of higher education. The reality is that many of these veterans went into the military because they felt they were not ready for college. The veterans felt they needed help with counseling on the educational goals, and in choosing an appropriate major (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 26 Another concern for these recent veterans is being able to reintegrate into society after their military service. Many of them left from their parents' homes right after high school without learning to live civilian life on their own. The veterans indicated the sudden change in social, psychological, and environmental norms from the military to civilian life created concerns. These concerns included homelessness, lack of family support, medical and/or addiction needs, physical disability needs, financial difficulties, and the how to balance their education and living needs (Ellison, et al., 2012). One theme that manifested itself across the veterans was the need for guidance and counseling regarding their GI Bill® and VA benefits. The veterans indicated that when calling veterans services they had difficulty reaching an actual person who could answer questions for them. When they did reach an individual, this person lacked proper knowledge of benefits, or could not properly cotmsel them on the pitfalls of choosing one educational benefit over the other. The staff at these offices need to be knowledgeable and infonnative (Ellison, et al., 2012). These veterans were concerned over the impact that their PTSD would have on their educational attainment. They indicated high anxiety dnring classes which could be triggered by things such as loud and sudden noises, hypervigilance while traveling to school, or anything that might remind them of their combat experience. Some indicated that they coped with these difficulties by using medication, positioning themselves at the back of the class, trying to choose classes with fewer students, or even evening or online classes. The veterans also expressed concern with perceived difficulties in memory and concentration in class, and the need for special accommodations (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 27 The veterans provided some possible ways that institutions could mitigate some of the difficulties that they face. They indicated the need for on campus outreach services from VA facilities where the veterans normally gather. The younger veterans also expressed a need for more outreach by veterans their own age and not just by groups of what they perceived to be veterans old enough to be their fathers (Ellison, et al., 2012). Peer support was another area where they felt services could be utilized to their benefit. The veterans felt that being able to interact with veterans who have had similar experiences, would help them to navigate the difficulties of the environment. There is an unseen trnst bond that fellow veterans feel from each other, especially if they know they have each served in similar combat situations. The veterans thought that a program of veterans providing counseling to veterans would be ideal and that one-on-one service settings would be best (Ellison, et al., 2012). These veterans also suggested that there should be some coordination between services received with their VA education benefit and with the clinical services related to their PTSD treatment. Veterans were concerned with the logistics of managing their schooling and the case management involving their treatment. The veterans suggested that there be some coordination between the schools and the VA to have school representatives available at the VA facilities for question and answer sessions related to higher education, as well as maybe some workshops related to college preparation. The veterans also wondered if it were possible to have individual advocates that would walk them through the processes such as admissions, financial aid, and enrollment (Ellison, et al., 2012). MILITARY VETERAN EXPERIENCE 28 The veterans also suggested that there is a big change between the structured life of the military and the less structured civilian culture. Veterans felt in the military they had less autonomy and flexibility, and were concerned that their dependence on the military structure could hinder them in college persistence. Veterans felt that the process on campus needed to be streamlined and clear in order for them to better cope with the process. A one-stop-shop for veteran student services was suggested (Ellison, et al., 2012). Another concern was the perceived disconnect from the social networks the veterans relied upon prior to serving in the military. Having experienced many traumatic combat related experiences, and feeling a veteran no longer fit into groups or social settings that veterans may have been included in prior to their service. The veterans' social networks had become those that were fonned in the military and the transition back to civilian social networks was difficult. Veteran student groups on campus and national student veteran organizations could help ease these concerns (Ellison, et al., 2012). Reintegration into Society As veterans return from conflicts they have difficulties reintegrating into work environments, educational environments, social interactions and relationships, general physical functions, and sound emotional well-being. This is especially true for veterans that return with disabilities such as PTSD and TBI (Ostovary & Dapprich, 2011). As related specifically to (re)integration in education, veterans find both challenges and opportunities await them. The challenges come in many different forms and veterans need help navigating them upon entering the higher education environment. MILITARY VETERAN EXPERIENCE The opportunities depend on the approach to veterans established in each school (Ostovary & Dapprich, 2011). 29 One of the challenges faced in educational (re )integration is the loss of the direct benefits veterans were used to receiving in the military. Veterans are used to their day to day needs being taken care of for them with relative ease for the most part. Veterans' educational benefits can sometimes be delayed. The veterans are encouraged to apply for their GI Bill® benefits soon after discharge, yet the process of receiving these benefits is not immediate. This urgency in using the education benefit may cause the veteran to feel rushed into college enrollment and amplify things such as anger, irritability, and poor concentration in school. Classroom settings can also be a challenge and veterans may be affected by class size and noise, placement in the room, and attention and concentration issues. The veterans themselves report problems with the rigors of the curricuhun, social interaction with other students, and their perceived limits to services on campus (Ostovary & Dapprich, 2011). Educational satisfaction of veterans relates to how the respective institution of higher education works to become veteran friendly. Colleges and universities need adapt to the needs of new veterans as they transition. A veteran friendly campus is one that collaborates all services related to the (re)integration of veterans with disabilities. The services should include veteran centers on campus, veteran specific orientations, intramural programs for disabled students, and a campus-wide focus on veteran services. In addition, a student veteran organization should be established on campus. These organizations may improve interaction between veterans and traditional students, and between veterans and faculty and staff (Ostovary & Dapprich, 2011). MILITARY VETERAN EXPERIENCE 30 As has been the pattern of past generations, social and political change has occurred when veterans return from the fight, including those that return with disabilities. Following WWI the change came in the form of what was called the Commission on National Aid to Vocational Education and Disabled Veterans Act. Following WWII the change was known as the Serviceman's Readjustment Act. Then after Vietnam the program was called Veteran's Readjustment Assistance Act. Our newest veterans with disabilities are covered under the provisions of the Americans with Disabilities Act Amendment Act (AD AAA) of 2008 (Ostovary & Dapprich, 2011 ). Higher Education: Weathering the Perfect Storm. It has been said that the return of veterans from recent conflicts in Iraq and Afghanistan, along with the passage of the ADAAA, and the comprehensive benefits of the new Post 9/11 GI Bill® have created a so-called perfect storm that higher education has to overcome (Grossman, 2009). How higher education reacts will detennine how well they navigate the storm. Veterans with disabilities have historically been seen as assertive when it comes to their civil rights and educational benefits earned during their service. Many have been through traumas of the battlefield and will have been diagnosed with PTSB, TBI, and other issues (Grossman, 2009). Institutions of higher education will have to adapt to and learn to accommodate these veterans. Postsecondary institutions can become overwhelmed by this new influx of veterans with disabilities, or it could see this as an opportunity for positive changes. These new veterans could become the wakeup call that higher education needs, or a stumbling block. To weather the storm they will need to look at this challenge from a MILITARY VETERAN EXPERIENCE 31 new perspective and come up with new solutions that include a campus-wide response to accommodating veterans, and a Universal Design (UD) approach to their education (Burnett & Segoria, 2009; Grossman, 2009). The researcher (Grossman, 2009) lays out the challenges that come along with this perfect storm, and that higher education institutions will have to decide how they meet the challenges. First, they have to decide to prepare for this new population of veterans, of which they have had little if any experience dealing with. This will require training of faculty, staff, and DS staff on the characteristics and needs of these veterans. Although the AD AAA makes it clear that institutions are not required to fundamentally change their programs, but when it comes to veteran accommodations they may need to determine what really is fundamental. Veterans with PTSD and TBI require adjustments (accommodations) to the status quo, yet at the same time they do not want to be coddled (Grossman, 2009). The second challenge for colleges and universities is to develop veteran outreach activities that encourage them to enroll in college, take advantage of earned accommodations, and persist to graduation. They will need to address veterans with disabilities that hesitate to self-identify, that bristle at even being called or considered disabled, but that still need to be informed of campus benefits. Outreach activities should take place at locations where veterans may congregate (on and off campus), on social media cites, and at local military base education centers where possible. Veteran-specific student organizations, clubs, and fraternities may also be developed to inform veterans. For the most part these veterans are not used to the academic culture surrounding MILITARY VETERAN EXPERIENCE 32 disability accommodations and need help reviewing their documented disabilities or help obtaining proper documentation (Grossman, 2009). The next challenge noted is that veterans need someone on campus that can support them when the challenges and rigors of academic life arise. Ideally this would be someone with military experience generally similar to the individual veteran experience. Veterans with disabilities need to have someone they know can relate to their specific needs, and challenges, and be sympathetic to their cause (Grossman, 2009). Finally, colleges and universities need to be up to the challenge that this is an ongoing opportunity to help these current veterans and those that may come in the future. The higher education institutions should realize that America has made a commitment to these veterans and that part of that commitment is to their proper education. The commitment to this opportunity has to stay consistent, perpetual, and always focused on meeting the needs of these veterans with disabilities (Grossman, 2009). Summary There has been a long history established of federal assistance for veterans leaving military service, especially since WWII concluded. The GI Bill® has become a major part of those benefits. The original GI Bill® was a very generous benefit that provided an educational opportunity to millions of veterans following WWII, and literally changed society for generations. The newest version, the Post 9/11 GI Bill®, once again offers a tremendous benefit to veterans transitioning from the military and entering higher education environments around the country. This new GI Bill®, along with the large number of veterans leaving service following the wars in Iraq and Afghanistan, have facilitated the need for change MILITARY VETERAN EXPERIENCE 33 and adaption of student services at these institutions of higher education. Some of these colleges and universities have done better at adapting than others, but the need for all to make the change is required. Reintegration of these veterans into society, and more specifically into education, is critical for their well-being. These veterans almost always need help navigating the challenges faced in a higher education environment. Colleges and universities must change and adapt as society does in relation to veterans. Many of these new veterans coming to higher education have been exposed to combat and may have disabilities, including PTSD and TBI, which will need to be accommodated. Adjustments will need to be made by faculty and staff in order to address the educational needs of these veterans with disabilities. How these adjustments are made, and how effective they are in helping the veterans transition, will impact the experience of both the institutes of higher education the veterans they serve. MILITARY VETERAN EXPERIENCE 34 PURPOSE With the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). This new GI Bill® benefit is the most generous since the end of WWII (Radford, 2009) which has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. In research by Zoli, Maury, and Fay (2015) of more than 8,500 military members and veterans, 92% said that education should play a role in post-service transition. Unfortunately most colleges and universities were inadequately prepared to meet the needs of this new influx of veterans and have been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Many of these new veterans have returned with disabilities related to their wartime experiences, such as PTSD and TBI, which require additional considerations and accommodations. These veterans with disabilities have both temporary and chronic health issues that have affected their educational experience (Church, 2009). Faculty, staff, and related student services offices need to work together to meet the needs and special accommodations of these veterans with disabilities. The purpose of this study was to detennine veterans/veterans with disabilities perspectives on how well they have been integrated and accommodated at the community college and university level in a western state. The study sought to determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. MILITARY VETERAN EXPERIENCE 35 The primary research questions were: 1. To what extent do veterans feel that their respective college or university has developed a veteran friendly campus by streamlining the admission, enrollment, and veteran services processes? 2. To what extent do veterans feel faculty and staff have an adequate understanding of the experiences of military veterans and are faculty and staff aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general? 3. To what extent do veterans perceive that colleges or universities adequately understand and accommodate veterans' with disabilities, specifically those disabilities related to combat related issues such as PTSD and TBI? MILITARY VETERAN EXPERIENCE 36 METHOD To address the purpose of this study, a needs analysis through survey research was conducted using the perspectives of veterans at both a university and community college in a western state. Veteran attitudes and perspectives were gathered related to their experiences during the admissions and emollment processes at their institutes of higher / education. Additionally the participants considered disabled, due to PTSD or TBI, were further queried relating to their specific experiences on campus. The study was conducted using a survey consisting of 4-point Likert scale questionnaire (Appendix A), with follow-up open-ended questions. The Likert scale questions were used to measure the overall perception of veterans' experiences in higher education. The open-ended questions were used to identify common themes and opinions from these same veterans. Additional survey questions were provided for veterans who self-identified as having PTSD and/or TBL The study was of particular interest to the researcher due to past experience in the military, work experience serving veterans on campus, and experience as a student having used GI Bill® benefits for graduate studies. The researcher served in the U.S. Army for over 22 years retiring in 2005, was grandfathered into the Post 9/11 GI Bill® benefits after retirement, and used those benefits in pursuit of a Master of Education degree at a university in a western state. Additionally the researcher is a service-connected veteran with disabilities. The researcher worked with veterans at a university as a staff member in a Department of Education program called Veterans Upward Bound (Department of Education, 2014), and was a member of a university committee of concerned faculty and staff, dedicated to creating a veteran friendly environment. MILITARY VETERAN EXPERIENCE 37 Participants The study surveyed veterans attending a university and a community college in a western state, who were associated with the Veterans Upward Bound (VUB) program at each campus. The survey was distributed to 158 veterans who participated in VUB between 2013 and 2015. Total respondents to the survey were 33, a 23% response rate. As with the military in general, it was anticipated that the majority of the respondents would be male (see Table 1). Part of the survey allowed the veterans to identify whether they had a serviceconnected disability for PTSD and/or TBI. Those that identified themselves as disabled due to PTSD/TBI were further queried, to gather information related to their particular experiences regarding disability accommodations and services on campus. Table I. Respondents by branch and years of service, and by branch and gender. 0-5 years 6-10 years 11-19 years Retired 20+ Male Female Army 4 4 1 1 8 2 Navy 2 1 NIA 1 3 1 Air Force NIA 4 NIA 4 5 3 Marine Corp 5 2 NIA NIA 6 1 Nat. Guard NIA NIA NIA 1 NIA 1 Reserve 1 2 NIA NIA 3 Total 12 13 1 7 25 8 MILITARY VETERAN EXPERIENCE 38 Instruments This research was conducted using a survey of questions related to the veterans' experiences and satisfaction level with campus services, including questions specifically for those veterans who identified themselves as having a service-connected disability (Appendix A). The questionnaire measured levels of satisfaction or dissatisfaction with each topic. No neutral response was offered to the respondents. The researcher's rationale being that the veterans were either satisfied or not with each aspect of their experience on campus. The open-ended questions required a written response that allowed the respondents to express deeper feelings related to the topics. These were used to further identify common themes. Procedure The study identified veterans enrolled in VUB using program specific database software known as Blumen® (Compansol, 2012). The database is used to track the progress of veterans in VUB and was readily available to the researcher. Although the researcher had access to the veterans in the VUB program, Institutional Review Board (IRB) permissions were requested in accordance with institutional procedures. The IRB request included all survey instruments and informed consent forms required for the study. Once approval of the study was given (Appendix B), the researcher obtained a current number ofVUB participants served between 2013 and 2015, and began the survey process. MILITARY VETERAN EXPERIENCE 39 An email was sent to 158 veterans emolled in VUB between 2013 and 2015. The initial email introduced the study and asked each veteran to participate in the survey. The email made clear that their participation in the survey was consent for their data to be used in the study. The veterans were instructed that these surveys would include descriptive information such as background, age, and sex, but that no identifiable information would be published in the results. Of the initial 158 emails sent, 15 were rejected due to invalid emails, and two veterans specifically requested not to be contacted further and were removed from the participant list. The final pool was 141 veterans. One week after the initial email, a second email was sent to each veteran with a link to the survey and they were asked to complete it as quickly as possible. After a two week response period the researcher sent the link again, to offer those veterans who have not yet responded the opportunity to participate. Due to minimal response, the survey link was then sent out two additional times before it was determined that the maximum voluntary response was likely reached. There were a total of 33 completed surveys received, or a 23% response rate approximately. Of those received, eight women veterans completed the survey, or 24%. Unfortunately researchers have found that response rates to online surveys are significantly lower than paper surveys, despite various practices used to lift total responses. It was reported that online surveys had response rates 23 % lower than that of paper surveys (Nulty 2008). Nulty suggests the following procedures as a way to boost response rates from online surveys such as: MILITARY VETERAN EXPERIENCE 1. "Pushing" the survey using an easy access URL sent directly to the participants. 2. Frequent reminders to the participants, at least 3, however some researchers in the study were concerned with irritating the survey population. 3. Involving academics with a vested interest, to remind possible participants. 40 4. Somehow persuading participants that the data from their responses will be used usefully and taken seriously. 5. Providing rewards of some sort, prizes, points, extra credit, etc. But some cautioned that students should do it because it is worth their time, versus extrinsic motivators that may skew the sample. 6. Help students to understand how to give constructive criticism, which can help their open-ended responses. 7. Create surveys that seek constructive criticism, which encourages participation and avoids the pitfalls of simple numerical rating surveys. During the data collection process, some of these tactics were employed to increase response rates. As indicated earlier in this research, multiple emails with an easy to access URL were used, providing frequent reminders, participants were informed that their data would be used to improve the situation of current and future veteran students, and the survey was constrncted in a way that would allow the veterans to provide constrnctive criticism using both a Likert scale survey and follow-up open-ended comments. MILITARY VETERAN EXPERIENCE 41 Based on the researcher's work with veterans for over 10 years prior to this study, the response rate for the current research was not a surprising. Most veterans have been reluctant to participate in extracurricular activities and assignments given through VUB, due to their busy life and their focus on the requirements of their education which effect their grades. In addition, female veterans seem more likely to participate than male veterans. Female veterans made up only 16% of the initial pool of veterans to whom the survey was sent, but responded at a rate of 24%. Additionally, of those who responded 33% indicated they had been diagnosed with PTSD and/or TBI. Data Analysis The survey was administered and gathered over the course of a semester and the results were analyzed. Data were reviewed on a regular basis as the surveys were returned by the respondents. The researcher reviewed the responses for overall concepts, emerging patterns, and overarching categorization. The data were described and interpreted to answer questions posed by the research on the military veteran experience in higher education in a western state. An ecological psychology approach was talcen to analyze the participant's perspectives related to their environment (Boudah, 2011). Ecological psychology is the study of the relationship of humans and their environments, and how that enviromnent affects the inhabitants. In this case the higher education environment and military veterans. The researcher collected the data over time and then coded the data for analysis. During coding the researcher worked to identify patterns, developed categories, and MILITARY VETERAN EXPERIENCE looked for common themes and trends. As new responses crune in, patterns categories and themes were changed and adjusted as necessary. 42 The researcher then moved beyond the patterns, categories and themes to develop a theory based on a review of the causes, consequences, and relationships of the veteran perspective. The researcher brought a theoretical sensitivity to the subject based on past experience in the military and current work with veterans on college and university crunpuses. MILITARY VETERAN EXPERIENCE RESULTS 43 The survey questions were broken down into demographic data, and seven survey sections: (a) overall experience in higher education, (b) website navigation, (c) admissions, (d) enrollment services, (e) veterans services office, (f) faculty awareness/classroom enviromnent/campus life, and (g) service-connected disability. Likert scale answers were gathered, and the respondents were also given the opportunity to comment on each section as well. See the Likert scale results (Appendix C). Demographic Data Based on the survey answers in this section, the researcher received a good mixture of military veterans. Of the respondents, seven indicated they were retired military (typically a minimum of20 years served), one had served 11-19 years, 13 had served 6-10 years, and 12 had served in the military 0-5 years. As to the question of how long each veteran had been out of the military before starting college, nine veterans had been out just 0-6 months, only three 7-12 months, seven had been out 1-2 years, three had been out 3-5 years, and 11 had been out of the military over five years. Of the veterans who responded, 25 were male and eight were female. Combat zone experience was high among respondents, which reflects the fact that the military has been involved in one conflict or another for over a decade. Of the 33 respondents 25 had been deployed to a combat zone, including six of the eight female veterans. There was a fairly even mixture of veteran students attending two or four year postsecondary institutions as well. Of the respondents, 10 were attending a 2-year institution and 13 were attending a 4-year institution. The rest were either imminently MILITARY VETERAN EXPERIENCE 44 graduating, starting school the following semester, or were just not enrolled in school at the time of the survey. The military branch breakdown of the respondents were 10 that had served in the Army, four from the Navy, eight from the Air Force, seven from the Marines, and four who had served in a reserve component. Overall Experience in Higher Education When asked iftheir overall experience in higher education had been positive, nearly 73% either agreed or strongly agreed with the statement, and the remaining 27% disagreed or strongly disagreed. As to whether their school was working to accommodate veterans, 66% either agreed or strongly agreed and the remaining 33% disagreed or strongly disagreed. And finally as to whether veteran programs/benefits have improved since they have been at school, nearly 56% either agreed or strongly agreed, while 44% either disagreed or strongly disagreed. Open ended comments from this section included one from a veteran who said, "Seems to be more difficult once you've been identified as a veteran." Another veteran commented, "Some departments are set up in such a way that Veterans who use their G .I. Bill do not get the full benefits. ([e.g.] the Automotive Department) Some of the classes have 25 hours of seat time for 1 week with homework and is considered part time." Website Navigation The respondents overwhelmingly agreed that their respective college/university website was easy to find online, with 100% that either agreed or strongly agreed. Once they found the site 75% either agreed or strongly agreed that the site was easy to navigate, MILITARY VETERAN EXPERIENCE 45 while 25% reported a negative experience and either disagreed or strongly disagreed that the website was easy to locate. When it came to veteran-specific webpages, 60% either agreed or strongly agreed that it was easy to locate veteran-specific webpages and that they were either in one location or easily linked. Yet 40% disagreed or strongly disagreed, and found the webpages more difficult to locate. The respondents that either agreed or strongly agreed that veteran webpages were clear and understandable was about 73%, with about 27% that disagreed or strongly disagreed. Finally, over 93% of the respondents either agreed or strongly agreed that contact information for Veterans Services was easy to find on the website. When asked to comment about website navigation, one veteran said, "Veterans Services website need[s] a complete makeover. Veterans Upward [B]ound need[s] some life to it, graphics. Still have very old pictures. Out of date. Its 2015 folks." Admissions A clear 100% of the respondents either agreed or strongly agreed that online admissions application was easily fotmd, clear, and understandable. Over 68% either agreed or strongly agreed that the application clearly asked them to identify as a military member or veteran, with approximately 31 % that either disagreed or strongly disagreed that the application clearly asked them to identify as a military member or veteran. The vast majority of the veterans, over 96%, either agreed or strongly agreed that the admissions office was easy to locate on their campus if needed. Approximately 63% either agreed or strongly agreed that the admissions staff was helpful, were able to answer MILITARY VETERAN EXPERIENCE veteran related questions, and understood veteran related procedures while over 36% disagreed or strongly disagreed. 46 Just over 53% of the veterans either agreed or strongly agreed that the procedure to transfer in credit for military experience was clear and understandable, while nearly 47% disagreed or strongly disagreed. As to whether their respective school offered veteran-specific orientations or information sessions, approximately 53% disagreed or strongly disagreed. Nearly 47% agreed or strongly agreed. When asked whether the overall admissions process was veteran friendly, nearly 70% either agreed or strongly agreed that it was, while about 30% disagreed or strongly disagreed that the process was veteran friendly. Comments on admissions included one veteran who said, [About the application] "the box that asks if you are a vet is a small box that most vets don't see." [As to whether the staff was helpful] "When you ask any questions on the phone, as soon as you say you're a vet, they transfer you to Veteran Services, even though your question is about admissions." [In reference to veteran orientation] "Some orientations include a portion for vets, but most don't." Another veteran commented, "I honestly can't remember if Veteran status was an option on the application. The local VA office had to add me as Veteran with school. There is a disconnect somewhere." Enrollment Services When asked about enrollment services, over 85% ofrespondents either agreed or strongly agreed that the online registration process was clear and understandable, with just over 14% disagreed or strongly disagreed. Nearly 94% of the veterans either agreed or strongly agreed that the registrar's office was easy to locate on their respective campus. MILITARY VETERAN EXPERIENCE 47 The veterans were also asked if they had access to an advisor for help planning and choosing courses, as well as assistance in enrolling. Approximately 74% of the respondents either agreed or strongly agreed, with just about 26% that disagreed or strongly disagreed. As to whether the registrar office staff were familiar with veteranspecific needs, only about 45% either agreed or strongly agreed, and 55% didn't feel their needs were met. Over 78% of the veterans surveyed either agreed or strongly agreed that enrollment deadlines, add/drop periods, and the semester schedules were made clear, while approximately 22 % disagreed or strongly disagreed. One veteran said concerning enrollment services, "I specifically had to ask for an adviser with a military background to assist me. It was difficult to process to figure out what classes I needed to finish my degree with the military. The other advisers gave a generic tutorial on general education classes which was helpful to a point. To be fair it was extremely difficult to get assistance from the military." Another veteran commented, "I could find no specific counselor to meet with to plan a course schedule. That was left up to the advisor for the degree you majored in. Getting a meeting with that person is absolutely ridiculous and time consuming. Not easy in the slightest." Veterans Services Office When it came to ease of locating Veterans Services on campus, almost 85% either agreed or strongly agreed that it was no problem, with the remaining 15% who either disagreed or strongly disagreed. Some 78% ofrespondents either agreed or strongly agreed that the staff was friendly, welcoming and knowledgeable on GI Bill® benefits, but the 22% remaining either disagreed or strongly disagreed. The majority of the veterans, just over 77%, either agreed or strongly agreed that procedures for certification of GI MILITARY VETERAN EXPERIENCE Bill® benefits clear and understandable, or they were explained adequately. The remaining 23% either disagreed or strongly disagreed. Nearly 81 % of the respondents either agreed or strongly agreed that the Veterans Services staff helpful in giving guidance for registration each semester, with the remaining 19% either disagreed or strongly disagreed. 48 When asked if problems with GI Bill® benefits were resolved for them in a timely manner, over 84% indicated that they either agreed or strongly agreed, with 16% that either disagreed or strongly disagreed. Comments about Veterans Services Office included one veteran who said, "The Veterans Student Services were very helpful, lmowledgeable and professional." While another commented, "The Veterans Services Office was able to answer my questions and refer me to the appropriate services I required, however, I wondered why other school officials hadn't referred me to Veterans Services first. I could have avoided a lot of confusion and wasted time." Faculty Awareness, Classroom Environment, and Campus Life When asked about whether their school had offered a reintegration program to help with transition, about 57% indicated that their school did not offer this type of program, and either disagreed or strongly disagreed. Only 43% either agreed or strongly agreed that a reintegration program was offered. Over 63% of the respondents either disagreed or strongly disagreed that their professors were aware of veteran resources on campus, with the remaining 3 7% who agreed or strongly agreed that professors were aware. Some 70% of respondents either agreed or strongly agreed that their instructors/professors interacted well with them, and MILITARY VETERAN EXPERIENCE 49 honored the veterans' confidentiality requests. The remaining 30% disagreed or strongly disagreed. When asked if veterans were aware of instructors being trained about what the military experience is like, over 60% either disagreed or strongly disagreed that the instructors had been trained, and only 40% agreed or strongly agreed that they were. As to whether the respondents felt they were treated fairly and respectfully on campus, almost 82% agreed or strongly agreed. The remaining 18% either disagreed or strongly disagreed. About 87% agreed or strongly agreed that they were allowed to share their military experiences when appropriate, while the remaining 13% disagreed or strongly disagreed. Of the veterans that responded, 80% agreed or strongly agreed that allowances were made for specific veteran seating needs. Nearly 82% agreed or strongly agreed that classroom populations are manageable in size and encourage learning, while the remaining 18% veterans disagreed or strongly disagreed. Peer mentoring programs allow veterans to get assistance with coursework, directly from other veteran students. Just over 64% of the respondents agreed or strongly agreed that their school had a peer mentoring program for support of veterans, while almost 36% disagreed or strongly disagreed. In addition, over 65% of the veterans agreed or strongly agreed that their school had a relationship with veteran service organizations, such as The American Legion, Disabled American Veterans, and the Veterans ofForeign Wars, that can assist veterans in obtaining further benefits, with the remaining respondents disagreed or strongly disagreed. Also, about 87% of the respondents agreed or strongly agreed that their school allowed the Veterans Administration (VA) to have a MILITARY VETERAN EXPERIENCE presence on campus to assist with things such as mental health counseling, education benefits, veterans with disabilities' benefits. 50 In regards to Student Veteran Organizations (SVO), about 47% agreed or strongly agreed that they were aware their school had a SVO on campus, but about 53% disagreed or strongly disagreed. Many colleges offer a "one-stop-shop" for any resource on campus related to veterans, such as Veteran Services, VUB, Admissions, Registration, and Disability Services. This helps the veterans by providing a streamlined process for administrative offices and support resources needed while applying for and attending college. Just 58% of veterans agreed or strongly agreed that their school offered such a resource, while the remaining 42% disagreed or strongly disagreed. When asked to comment on faculty awareness, classroom environment, and campus life, a veteran commented "A one-stop shop for veterans/military issues would be very beneficial." Another veteran commented, "The VA office was moved from the student services building to a building on the outskirt of campus. It should be co-located with other student services. Their current facilities are inadequate for study or parking. I pushed hard to assist and establish a veteran student organization with no luck. Finally, it was hard transition from the "military life" and it would have been nice to have a fellow Vet as a mentor." Another veteran said, "Veterans services are on opposite ends of the campus and not located "on campus" per se. The Veterans Services Office used to be located in the administration building on campus and it was more convenient to walk between the registrars, cashier, and Vet services when problems or questions arose, but MILITARY VETERAN EXPERIENCE last summer is was moved outside of the building and it now seems disconnected from the school." Service-connected Disability Of those that responded to this question of the survey, just over 35% (11) indicated that they had been diagnosed with PTSD, TBI, or a combination of the two illnesses. Nearly 83% of these veterans with disabilities agreed or strongly agreed that the staff of Disability Services, at their campus, were friendly, welcoming, and had an understanding of veteran-specific disabilities. 51 About 71 % of the veterans with disabilities agreed or strongly agreed that Disability Services staff had an understanding of the cognitive difficulties related to PTSD/TBI, and were trained to counsel veterans, while the remaining veterans with disabilities disagreed or strongly disagreed. As to whether Disability Services helped veterans deal with the stigma related to being "disabled", almost 74% agreed or strongly agreed, and the remaining 26% either disagreed or strongly disagreed. Over 82% of the veterans with disabilities agreed or strongly agreed that Disability Services coordinated with the VA to properly accommodate the veterans with disabilities on campus, while almost 18% disagreed or strongly disagreed. Just over 83% of veterans with disabilities agreed or strongly agreed that classroom accommodations are given to veterans with PTSD/TBI diagnoses, while nearlyl 7% disagreed or strongly disagreed. About 84% agreed or strongly agreed that test-taking and test location accommodations were given to veterans with these diagnoses, with the remaining that either disagreed or strongly disagreed. Finally, when asked whether Disability Services collaborates to educate other campus professionals MILITARY VETERAN EXPERIENCE 52 about veterans with disabilities' needs, 80% of the veterans with disabilities agreed or strongly agreed that they did, and 20% disagreed or strongly disagreed. Of those veterans that indicated they had either PTSD or TBI, one commented "If provisions are available at Weber State University for Disabled Veterans I am not aware of them." And finally, another commented "I experienced Sexual trauma in the military and received disability accommodations finally after three years at college. It would be helpful to have a female Psychologist for female veterans. I don't feel comfortable sharing my anxiety issues with a male." Table 2. Summary of responses by survey section, with the totals by section and response type. Section Strongly Agree Disagree Strongly Survey Sections Responses Agree Disagree a. Overall 93 27 34 14 18 Experience (3) b. Website 155 36 88 22 9 Navigation (7) c. College 224 48 111 43 22 Admissions (7) d. Enrollment 152 29 86 26 11 Services ( 5) e. Veteran Services 153 57 67 20 9 Office (5) f. Faculty 388 82 167 92 47 Awareness/ Classroom Environment (13) g. Service- 147 64 53 12 18 connected Disability (7) MILITARY VETERAN EXPERIENCE DISCUSSION 53 As seen in the review of previous research on this subject, the study found that with the passing of the Post 9/11 GI Bill®, colleges and universities have seen the greatest influx of veterans in higher education since the end of the Vietnam conflict, some 40 years ago (Cook & Kim, 2009; Rumann & Hamrick, 2009). In research by Zoli, Maury, and Fay (2015) of the more than 8,500 military members and veterans who participated, 92% indicated that education should play a role in post-service transition. This new GI Bill® has resulted in higher veteran enrollment, and has required colleges and universities to adjust policies and procedures to meet the needs of these veterans. The previous research found that most colleges and universities across the country were inadequately prepared to meet the needs of this new influx of veterans and had been reactive in making the necessary adjustments to meet their needs (Brown & Gross, 2011). Research also showed a need for improvement in areas related to veterans such as assisting veterans' transition to college, developing faculty and staff awareness of veteran specific issues, meeting the needs of veterans with military related disabilities, assisting re-enrolling veterans, and providing peer to peer experiences for veterans (Cook & Kim, 2009). Previous research also suggested that institutions that encourage veterans to selfidentify early, ensure veteran program administrators are adequately trained, and that other staff and administration are trained on the new GI Bill®, tend to have more effective programs for veterans. The university should employ disability and mental health staff who understand veterans' issues, have consistent policies for college credit for military MILITARY VETERAN EXPERIENCE training, have veteran specific orientations and informational sessions, and encourage veteran student organizations on campus (Steel, Salcedo, & Coley, 2010). 54 The current study provided an opportunity to obtain the perspective of the veterans, in one western state, as to how their respective college or university was adapting to this change. The study sought to determine veteran/veterans with disabilities' perspectives as to what extent they have been integrated and accommodated at the community college and university level. In addition, the purpose of the study was to also determine how veterans with disabilities perceive overall services for injured veterans on campus, accommodations and disability services for veterans, and supportive services that allow veterans to persist and graduate from a post-secondary school. Specifically the study sought to determine to what extent the institutions of higher education have developed a veteran friendly campus, determine to what extent does the institutional faculty and staff have an adequate understanding of the military experience, are reintegrating veterans into the classroom and into higher education in general, and to determine to what extent do the institutions adequately understand and accommodate veterans with service-connected disabilities such at PTSD and TBI. What the current study demonstrated is that progress has been made in relation to this study group but there is still room for improvement, and that colleges and universities should continue to move in a positive direction. These institutions should focus on improving all aspects of interaction with military veterans to include improving the veteran experience through proper integration, user friendly web-based resources, veteran-specific admissions and registration procedures, proactive veteran services, faculty and staff awareness and training, developing a welcoming classroom MILITARY VETERAN EXPERIENCE environment, improved veteran integration in campus life, and also improved disability services and accommodations for veterans witb disabilities. Implications of the Results 55 There are very meaningful reasons why institutions should do tbe best job possible when serving, managing, and educating veterans. As pointed out in the previous research reviewed, Brown and Gross (2011) showed that successful management of military students brings benefits to all involved: the student; the academic institution; and the community. The study sought to measure how the veterans felt that the institutions of higher education were doing in that respect. Overall, the results of tbe current research on the veteran perspective was quite positive. The survey results indicated that, in general, there were 949 (72 % ) positive responses to survey questions and 363 (28%) negative responses (Appendix C). This by no means indicates that there have been no negative impacts on veterans at the institutions involved, but it demonstrates tbat strides are being made in a positive direction when it comes to the veteran experience at the these schools. A portion of the survey addressed the research question related to how the veterans felt their respective college or university had developed a veteran friendly campus through streamlining the admission, enrollment, and veteran services processes. When it came to the admissions process, most of the survey participants felt that the admissions process was generally smooth and could be viewed as veteran-friendly, but over one-third of the veterans thought that the admissions staff was not helpful and lacked understanding of veteran-specific issues. Also a clear procedure for transferring credit for military experience is warranted, based on tbe nearly one-half of veterans MILITARY VETERAN EXPERIENCE 56 unsatisfied with that process. This would indicate that staff training related to veteranspecific issues and problems that arise could reduce that level of dissatisfaction. Another possible option would be to have a staff member with military experience available to assist veterans. The admissions process is likely the first stumbling block that these veterans have in starting their higher education journey, so it is incumbent on the institutions to ensure veterans are welcomed, treated fairly, and that veteran needs are being addressed. Once admitted to an institute of higher education, veterans must tackle the enrollment process and find coursework suited for their chosen academic major. This can be a daunting task for veterans, many of whom have never been in a higher education environment. Over one quarter of the veterans responding to the survey felt that they did not have access to an advisor that would work with them in choosing and enrolling in courses. It is critical that veterans are advised properly, given the fact that their GI Bill® benefits are finite. Veterans cannot afford to waste time or money on coursework unrelated to their major. In addition over one half of the respondents felt that the registrar staff was unfamiliar with veteran-specific needs. If a staff member is unaware of the VA policy (e.g. against paying for courses unrelated to the veteran's major) and improperly advises the veteran, then it may create financial for the veterans. Again, training on veteran related issues and/or the presence of a veteran staff member may mitigate these kinds of problems. Veterans Services is a critical part of the veteran experience on the community college and university campus, especially for those veterans using GI Bill® benefits. It can become financially difficult on veterans if they have issues with receiving their MILITARY VETERAN EXPERIENCE educational benefits, so Veterans Services must be efficient when certifying veterans' benefits. 57 Most survey responses relating to Veteran Services were positive, but some found that veteran services was hard to locate, that the staff was unfriendly, and that the process for obtaining GI Bill® benefits was not clear or explained properly. Some also had trouble getting proper guidance from Veteran Services during registration each semester, or when veterans experienced problems with receiving GI Bill®benefits, the problems were not resolved in a timely manner. Not all veterans will be satisfied with how a particular process unfolds, but veterans utilizing Veteran Services on campus should feel that the staff there are on the veterans' side to the best extent possible. Veteran Services should viewed by the veterans as an ally on campus, and staff should do the utmost to accommodate veteran needs. This office should be a safe haven where veterans can come for support when they are frustrated by other campus services and procedures. Interaction with instructors and professors make up most of the personal contact veterans have in higher education. Ideally they should have some knowledge about veteran issues and resources available. The second research question attempted to determine if veterans felt faculty and staffhad an adequate understanding of the experiences of military veterans. Additionally, the study attempted to determine veterans' perception as to whether the faculty and staff were aware of helpful ways of integrating or reintegrating them into the classroom and into higher education in general. Some of the difficulties that veterans face in higher education involve under informed MILITARY VETERAN EXPERIENCE faculty, their negative classroom experiences, and general non-involvement in campus life and activities. 58 The researcher believes that it is critical to the long-term viability of veteran students, for them to be understood, accommodated, and integrated into these institutions. Over one half of the veterans indicated that their respective school either did not have an integration program, or if it did they were unsatisfied with results. In addition, nearly two thirds of veteran respondents indicated that their instructors and professors were unaware of veteran resources on campus. All staff and faculty should be aware of resources that benefit veterans, which can serve to make things easier on the veteran, staff, and faculty. The study results indicate that over one half of the veterans in the survey perceived that the faculty were not adequately trained to understand the military experience. Some colleges across the country have establish a "basic training" type program for faculty to help them be more aware of different aspects of the military experience, to help them to understand and be sympathetic. For example Purdue University, and the Veterans Success Center there, offers "Green Zone Training" to discuss what it means to serve and what veterans bring to campus. With fewer and fewer staff and faculty having military experience themselves, a program like this would be beneficial and enlightening as more veterans pursue higher education. On a positive note, the veterans overwhelmingly felt that they were treated fairly and respectfully, and were given the opportunity to share their experiences when they felt comfortable doing so in class. Approximately 30 % of the veterans who responded did not feel that the faculty honored the veterans' confidentiality requests. Some veterans really want to blend into MILITARY VETERAN EXPERIENCE 59 the fabric of the campus and do not feel comfortable being singled out or identified as a military veteran. Faculty should be sensitive to this on an individual basis, and avoid calling attention to a veteran who may not want to be identified that way. Some veterans are uncomfortable speaking of their military experiences in class, or relating it to their education, especially if it involves combat experiences. Although if comfortable in sharing, veterans' experiences can contribute to classroom learning environment and to the learning experience of all students overall, so faculty need to be sensitive and aware. Peer mentoring and student veteran organizations are other programs that have been beneficial to veterans on campuses across the country. Veterans learning and being mentored by other veterans can be another way to increase retention of veterans at the respective college or university. Organized student groups can give similar kinds of support to veterans (e.g. Student Veterans of America). An experienced veteran in college can help newer student veterans get through the difficult times by showing these fellow veterans how they survived themselves. Over one third of the veterans in the survey did not feel that there was a sound peer mentoring program, or at least an effective one at their respective schools. In addition, over one half of the veterans in the study indicated that their school did not have an adequate student veteran's organization. This study also attempted to determine how veterans with disabilities perceived their college or university understood and accommodated veterans' disabilities, specifically those related to combat related issues such as PTSD and TBI. Recent casualty statistics reported to congress indicate that, approximately 118,829 military members/veterans deployed between 2000 and 2014 were diagnosed MILITARY VETERAN EXPERIENCE 60 with PTSD. During the same period 307,283 were diagnosed with some form ofTBI (Fischer, 2014). In the study by Zoli, Maury, and Fay (2015), the researchers reported over 3.9 million veterans had been identified as disabled by the Veterans Administration (VA). Of those, 43% were from the Gulf War era and beyond. Additionally, of the more than 8,500 respondents 58% reported a service related disability. Of the veterans that reported a service-connected disability, 79% indicated that the disability created obstacles for them as they transitioned to civilian life. In regards to pursuing higher education, 12% indicated the disability hindered beginning higher education, and 28% said the disability created obstacles in completing higher education (Zoli, Maury, and Fay, 2015). It is critical that colleges and universities across the country find ways to accommodate these military veterans who may be attending to their institutions, but especially those with these unseen disabilities. The Disability Services (DS) offices on campus will need to take a leading role in this accommodation. The DS staff should be at the forefront when it comes to service-connected veterans with disabilities. In this study, of the veterans who identified as being disabled due to PTSD and/or TB!, over 82% agreed that DS staff at their campus were friendly and welcoming, and had an understanding of veteran-specific disabilities. It was by no means unanimous, with about 18% disagreeing, so there is room for improvement. The DS staff also seemed to have at least some understanding of the cognitive difficulties of those veterans experiencing PTSD/TBI issues, and these veterans felt the staff had adequate training to counsel them in relation to these issues. The DS staff was also widely viewed as being helpful to veterans struggling with the stigma that is felt by being called "disabled". MILITARY VETERAN EXPERIENCE 61 The results indicate that most of the veterans with disabilities were receiving accommodations in the classroom, and for test-taking, as well as these veterans feeling positive about how the DS staff educated other campus professionals about veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services. There were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. Limitations Although the surveys were conducted in only one western state, the researcher believes that the results can be viewed in the broader context in that improvements are being made in higher education for this new influx of veterans. Others may argue that the results of the research are not adequately generalizable based on the sample size. The researcher agrees that the response rate for the survey was not ideal, but given that overall response rates for online surveys are traditionally low, the researcher felt that there were enough data to proceed. Veterans tend to focus on what directly effects their education, and therefore if the veteran does not see a relation to coursework and grades they tend to be less interested in extracurricular inquiries (Quaye & Harper, 2014). In reviewing the demographic data, it appears that there was a well-represented sample of our military, in years served, branch of anned service, deployment to combat zones, and gender. There appeared to be few if any over-represented veterans in the specific categories, other than females (see Table 1). MILITARY VETERAN EXPERIENCE 62 Future Research The study can be expanded by conducting future research to include more colleges and universities in different regions of the country. Including more veterans in varied geographical and demographically diverse areas of the country would build a broader picture of how higher education is doing in serving, managing, and educating veterans. Future research could also include the use of varied survey tools including online surveys, mailed surveys, convenience surveys, one-on-one interviews, and group discussions. The study sought to measure only the perspective of the veterans from the beginning of the research project, using a convenience sample of Veterans Upward Bound (VUB) participants. Future research could also measure the perspectives of institutional staff and faculty as well as a broader spectrum of veterans, in order to identify any possible disconnects and common ground between veteran and institutional perspectives. An institution of higher education may believe that it is doing all it can to adequately serve veterans, whereas the veterans feel that there is room to improve. This needs analysis was undertalcen to inform the institutions of higher education regarding the perspectives of military veterans. It will infonn universities, and the entities that support those veterans, ways to improve the veteran experience. Additionally, the results will provide a veteran perspective in hopes of better meeting the needs of college and university veterans. It is recommended that future research will review these data and aslc additional questions of the veterans and university faculty and staff to better support those who have served on the country's behalf. MILITARY VETERAN EXPERIENCE 63 Summary The study began with historical background and context on the GI Bill® from the beginning in 1944, to the present configuration. With the newest iteration of the GI Bill® and the generous benefits to veterans, colleges and universities are seeing higher enrollment by military veterans than they have since the conclusion of the Vietnam Conflict (Cook & Kim, 2009; Rumann & Hamrick, 2009). The literature review showed that institutions of higher education were ill prepared to meet the needs of this new influx of veterans, and had been reacting to the challenge rather than being proactive and anticipating changes that needed to be made. In addition, due to higher rates of survivability in combat, many of the veteran students entering higher education now have returned from conflict with injuries and illnesses such as PTSD and TBI. Previous research showed that nearly 85% of those receiving combat injuries are surviving due to advances in protective body armor, use of coagulants, and advances in the military medical evacuation system (Madaus, Miller II, & Vance, 2009). In the current study, the researcher sought to measure the veteran perspective as to how the institutions of higher education are doing in relation to serving veterans in general, as well as veterans with disabilities. The study findings were more positive than expected, based on prior research, with 949 (72%) positive responses to survey questions and 363 (28%) negative responses (see appendix A). This could plainly be an indicator that the institutions of higher education in the western state involved are doing better than elsewhere, or a broader indicator that the veteran experience is improving generally. MILITARY VETERAN EXPERIENCE 64 The current research showed that improvements were being made, based on the perspective of the veterans involved. The responses to the research survey were generally positive, with some exceptions. This indicates that the institutions where these veterans have attended, are making strides in a positive direction. Responses from the survey participants did show that there are many areas relating to veterans that have room for improvement though. It is the intent of the researcher to make these results available to higher education institutions, in order to facilitate the needed improvements. The results also indicated that most of the veterans with disabilities were mostly positive about the institutions meeting veterans with disabilities' needs. There were some veterans that disagreed, but the majority seemed to have had a positive experience with Disability Services on campus. As reported earlier in the study, there were 14 7 combined responses to survey questions related to veteran disability, with 117 (79%) being positive in nature. The DS office and staff seem to be serving veterans adequately, with room to improve. The researcher has concluded that there are still challenges ahead for veterans in higher education, but that the process in moving in a positive direction. Veterans are seeing these improvements and are becoming more optimistic in their outlook. The more optimistic that veterans become, the better the retention and graduation rates will become. Colleges and universities must work hand-in-hand with the veterans to improve the experience for faculty, staff, and student veterans in the future. The individtial veteran student, the higher education institutions, and the community at large will benefit from these improvements. MILITARY VETERAN EXPERIENCE REFERENCES 65 American Council on Education (2010). Accommodating student veterans with traumatic brain injury and post-traumatic stress disorder: Tips for campus faculty and staff. Retrieved from http://www.acenet.edu/news-room/Documents/AccommodatingStudent- Veterans-with-Traumatic-Brain-Injury-and-Post-Traumatic-StressDisorder. pdf Boudah, D. J. (2011). Conducting educational research: Guide to completing a major project. Thousand Oaks, CA: Sage Publications, Inc. Brown, P.A., & Gross, C. (2011). Serving those who have served-Managing veteran and military best practices. The Journal of Continuing Higher Education, 59, 45- 49. doi:l0.1080/07377363.2011.544982 Burnett, S. E., Segoria, J. (2009). Collaboration for military transition students from combat to college: It takes a community. Journal of Postsecondary Education and Disability, 22(1), 53-58. Church, T. E. (2009). Returning veterans on campus with war related injuries and the long road back home. Journal of Postsecondary Education and Disability, 22(1 ), 43-52. Compansol, 2012. Bltunen® software. Retrieved from http://compansol.com/product.php Cook, B. J., & Kim, Y. (2009). From soldier to student: Easing the transition of service members on campus. Retrieved from http://www.acenet.edu/newsroom/ Documents/From-Soldier-to-Student-Easing-the-Transition-of-ServiceMembers- on-Campus. pdf MILITARY VETERAN EXPERIENCE Department of Education (2014). Veterans Upward Bound. Retrieved from http://www2.ed.gov/programs/triovub/index.html Department of Veterans Affairs (2014a). Education: Benefits for veterans education. Retrieved from http://www.benefits.va.gov/REPORTS/abr/ABR-EducationFY13- 09262014.pdf Department of Veterans Affairs (2014b). Service-connected disabled veterans by disability rating group: FY 1986 to FY 2013. Retrieved from http://www.va.gov/vetdata/V eteran _Population.asp Department of Veterans Affairs (2013). Education and training: History and timeline. Retrieved from http://www.benefits.va.gov/gibill/history.asp DiRamio, D., & Spires, M. (2009). Partnering to assist disabled veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.319 66 Ellison, M. L., Mueller, L., Smelson, D., Corrigan, P. W., Torres Stone, R. A., Bokhour, B. G., Najavits, L. M., Vessela, J.M., & Drebing, C. (2012). Supporting the educational goals of post-9/11 veterans with self-reported PTSD symptoms: A needs assessment. Psychiatric Rehabilitation Journal, 35(3), 209-217. Fischer, H. (2014). A guide to U.S. Military casualty statistics: Operation new dawn, operation Iraqi freedom, and operation enduring freedom. Congressional Research Service. Retrieved from http://fas.org/sgp/crs/natsec/RS22452.pdf Grossman, P. D. (2009). Forward with a challenge: Leading our campuses away from the perfect storm. Journal of Postsecondary Education and Disability, 22(1 ), 4-9. MILITARY VETERAN EXPERIENCE Madaus, J. W., Miller II, W. K., & Vance, M. L. (2009). Veterans with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 22(1), 10-17. Mettler, S. (2005). Soldiers to citizens: The G.I. Bill and the making of the greatest generation. New York, NY: Oxford University Press, Inc. Military.com (2006). GI Bill turns 62. Retrieved from http://www.military.com/N ewsContent/O, 13319,1023 83 ,00.html Nulty, D. D. (2008). The adequacy ofresponse rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301-314. 67 Ostovary, F., & Dapprich, J. (2011). Challenges and opportunities of operation enduring freedom/operation Iraqi freedom veterans with disabilities transitioning into learning and workplace enviromnents. New Directions for Adult Continuing Education, 132, 63-73. doi:I0.1002/ace.432 Post-9/11 GI Bill overview (n.d.). Retrieved from http://www.military.com/education/gibill/ new-post-911-gi-bill-overview.html Quaye, S. J., & Harper, S. R. (2014). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. New York, NY: Routledge. Radford, A. W. (2009). Military service members and veterans in higher education: What the new GI Bill may mean for postsecondary institutions. Retrieved from http://www. acenet. edu/news-room/Documents/Military-Servi ce-Members-and- V eterans-in-Higher-Education. pdf MILITARY VETERAN EXPERIENCE Rumann, C. B., & Hamrick, F.A. (2010). Student veterans in transition: Re-enrolling after war zone deployments. The Journal of Higher Education, 81 ( 4), 431-458. 68 Rumann, C. B., & Hamrick, F.A. (2009). Supporting student veterans in transition. New Directions for Student Services, 126, 25-34. doi:l0.1002/ss.313 Steele, J. L., Salcedo, N., & Coley, J. (2010). Service members in school: Military veterans' experiences using the Post 9/11 GI Bill and pursuing postsecondary education. Retrieved from http://www.acenet.edu/newsroorn/ Documents/Service-Mernbers-in-School-Executi ve-Surnmary-2010. pdf Tanielian, T., & Jaycox, L. H. (2008). Invisible wounds: Psychological and cognitive injuries, their consequences, and services to assist Recovery. Retrieved from http://www.rand.org/content/darn/rand/pubs/monographs/2008/RAND MG720.pd f Vance, M. L., & Miller II, W. K. (2009). Serving wounded warriors: Current practices in postsecondary education. Journal of Postsecondary Education and Disability, 22(1 ), 18-35. Zoli, C., Maury, R., & Fay, D. (2015). Missing perspectives: Servicemembers' transition from service to civilian life. Institute for Veterans & Military Family Members, Syracuse University. MILITARY VETERAN EXPERIENCE APPENDICES Appendix A: Veterans Survey Questions Appendix B: IRB Approval Letter Appendix C: Survey Results Spreadsheet 69 MILITARY VETERAN EXPERIENCE APPENDIX A Veterans Survey Questions Veteran Experience Questions and Comments All survey questions (except open-ended comments) will have one of the following responses: Strongly Agree, Agree, Disagree, and Strongly Disagree, Not Applicable (N/A). a. Overall Experience in Higher Education 1. My overall experience on the campus has been positive. 2. My school seems to be working to accommodate military veterans. 3. Veteran programs/benefits have improved since I've been at my school. b. Website Navigation 4. The website for the college/university was easy to find online. 5. Once fmmd, the website was easy to navigate once found. 70 6. It was easy to find veteran specific web pages, they were one location and/or were easily linked. 7. Information on the veteran pages was clear and tmderstandable. 8. Contact information for Veteran Services was easy to find. c. Admissions 9. The online admissions application was easy to find, and was clear and understandable. 10. The application clearly asks individuals to identify as a military member or veteran. 11. When needed the admissions office was easy to locate. MILITARY VETERAN EXPERIENCE 12. The admissions staff was helpful, able to answer veteran related questions, and understand veteran related procedures. 71 13. Procedures for military experience transfer credits were clear and understandable. 14. The college/university offered veteran specific orientations of information sessions. 15. Overall the admissions process was veteran friendly. d. Enrollment 16. The online course registration process was clear and understandable. 17. The registrar's office was easy to find on campus. 18. Veterans have access to an advisor to help plan, choose proper courses, and enroll in classes. 19. Staff from the registrar's office is familiar with veteran-specific needs. 20. Enrollment deadlines, add/drop periods, and semester schedule were made clear. e. Veteran Services Office 21. The Veterans Services Office was easy to find on campus. 22. The Veterans Services staff were friendly and welcoming, were knowledgeable with all aspects of the GI Bill®. 23. Campus procedures for GI Bill® certification were clear and understandable or were explained. 24. The Veteran Services staff were helpful in giving guidance for registration each semester. 25. Problems with my GI Bill® benefits were resolved in a timely manner. f. Faculty Awareness/Classroom Environment/Campus Life MILITARY VETERAN EXPERIENCE 72 26. The college/university offered a (re)integration program to help veterans transition into higher education. 27. Instructors/Professors are familiar with veteran resources on campus. 28. Instructors/Professors interact well with veteran students and honor veterans' confidentiality requests. 29. Instructors/Professors have been trained on what the military experience is like. 30. Military veteran students are treated fairly and respectfully on campus. 31. Instructors/Professors allow veterans to share military experiences when appropriate. 32. Allowances are made for specific veteran seating needs when necessary. 33. Class populations are manageable in size and encourage learning. 34. The college/university has a peer mentoring program providing veteran to veteran support. 35. The college/university has a relationship with Veteran Service Organizations (American Legion, DAV, VFW, etc.). 36. There is an established veteran student organization on campus. 37. The college/university allows the Veterans Administration (VA) to have a presence on campus. 38. The college/university has a "one stop shop" where veterans can go for services. Disabled Veteran Experience Questions and Comments g. Disability Services 1. The Disability Services staff was friendly and welcoming, and understands veteran specific disabilities. MILITARY VETERAN EXPERIENCE 2. Disability Services staff understands cognitive difficulties related to PTSD/TBI, and have been trained to counsel veterans with PTSD/TBI. 3. Disability Services helps veterans to deal with the stigma related to being "disabled". 4. Disability Services coordinate with the VA to properly acconnnodate disabled veterans. 5. Classroom acconnnodations are given to veterans with documented PTSD/TBI diagnoses. 6. Test taking and testing location accommodations are given to veterans with documented PTSD/TBI diagnoses. 7. Disability Services staff collaborates well with other campus professionals to educate them on disabled veteran needs. 73 MILITARY VETERAN EXPERIENCE APPENDIXB WEBER STATE UNIVERSITY Institutional Review Board April 29, 2015 Daniel Czech MC 4401 Weber State University Ogden, UT 84408 Daniel, Your project entitled "The Military Veteran Experience in Higher Education" has been reviewed and is approved as written. The project was reviewed as "exempt" because it involves using curriculum and assessments which would normally be used. Subjects are considered adults and may choose not to participate. Informed consent is required for participation. Notification of the study and how data will be reported are appropriate. No individual subject data will be revealed. All subject information will be confidential. Dr. Williams is the chair of the committee who will oversee this study. Anonymity and confidentiality are addressed appropriately, and the type of information gathered could not "reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation" (Code of Federal Regulations 45 CFR 46, Subpart D.) You may proceed with your study when district/site approval is given. Please remember that any anticipated changes to the project and approved procedures must be submitted to the !RB prior to implementation. Any unanticipated problems that arise during any stage of the project require a written report to the !RB and possible suspension of the project. A final copy of your application will remain on file with the !RB records. If you need further assistance or have any questions, call meat 626-7370 or e-mail me at lgowans@weber.edu. Sincerely, Linda Gowans, Ph.D. Chair, Institutional Review Board, Education Subcommittee 74 MILITARY VETERAN EXPERIENCE Title of Project: Primary Investigator(s): Approval Number: Reviewer: Date: April 29, 2015 The Military Veteran Experience in Higher Education Daniel Czech 15-ED-088 Linda Gowans, Ph.D. Chair, Institutional Review Board Education Subcommittee COMMITTEE ACTION YOUR PROPOSAL (PROJECT) AND CONSENT DOCUMENTS HA VE BEEN RECEIVED AND CLASSIFIED BY THE HUMAN SUBJECTS IN RESEARCH COMMITTEE AS: _High Risk __ Moderate Risk _X _Low Risk BY THE FOLLOWING PROCESS: _Full board review_ Expedited review_X_Exemption THE PROJECT HAS BEEN: _x Approved __ Not Approved COMMENTS: See Attached Approval Letter Linda Gowans, Ph.D. --- IRB EDUCATION SUBCOMMITTEE CHAIR INVESTIGATOR'S RESPONSIBILITY AFTER COMMITTEE ACTION 75 The federal regulations provide that after the committee has approved your study, you may not make any changes without prior committee approval except where necessary to eliminate apparent immediate hazards to the subjects. Further, you must report to the committee any changes that you make and any unanticipated problems involving risks to subjects or others that arise. 4/29/2015 REVIEW DATE MILITARY VETERAN EXPERIENCE 76 APPENDIXC Su rvey R esul tsS > prea ds heet Survey Section Question Strongly Agree Disagree Strongly N/A Total (excluding Number Agree Disagree N/A) a. Overall . . ·· .·.I ••••• . ·:· ' -' . ·. .·· .· . . . Experience . · . . ' . . . . .·· . . • 1 12 12 5 4 0 33 2 11 11 4 7 0 33 3 4 11 5 7 6 27 b. Website . . . . ·. ·.· . . . · . . •. Navigation . ··. . . . . . 4 10 22 0 0 1 32 5 5 19 8 0 1 32 6 5 13 9 3 3 30 7 6 16 4 4 3 30 8 10 18 1 2 2 31 College . ·. . · . c. . . . ' • . Admissions ·.·. . . · . . I . .· . 9 7 22 0 0 4 29 10 6 16 8 2 1 32 11 10 22 1 0 0 33 12 4 17 8 4 0 33 13 6 11 10 5 0 32 14 7 8 10 7 1 32 15 8 15 6 4 0 33 d. Enrollment . I . . ' ': < ·. I . I ' I . Services . .• . · . . .· . . . ·.· . ' . 16 5 19 2 2 4 28 17 9 21 2 0 0 32 18 7 16 7 1 0 31 19 1 12 11 5 3 29 20 7 18 4 3 0 32 e. Veteran Services Office 21 11 17 4 1 0 33 22 12 13 5 2 1 32 23 12 12 5 2 2 31 24 13 12 4 2 2 31 25 9 13 2 2 7 26 MILITARY VETERAN EXPERIENCE 77 f. Faculty Awareness/ Classroom Environment 26 1 11 9 7 5 28 27 3 8 13 6 3 30 28 8 13 4 5 2 30 29 2 5 14 6 6 27 30 6 21 5 1 0 33 31 8 19 3 1 2 31 32 7 13 4 1 8 25 33 11 16 4 2 0 33 34 7 11 8 2 4 28 35 5 14 8 2 3 29 36 5 10 10 7 1 32 37 9 18 2 2 1 31 38 10 8 8 5 1 31 g. Service-connected Disability 1 10 9 1 3 9 23 2 9 6 3 3 11 21 3 9 8 3 3 9 23 4 10 9 1 3 9 23 5 8 7 1 2 14 18 6 10 6 1 2 13 19 7 8 8 2 2 12 20
Il lavoro prende in considerazione i principali avvenimenti che hanno influenzato l'evoluzione economica finanziaria del nostro Paese nella crisi del cambio 1992,ho voluto concentrare l'attenzione sugli avvenimenti a partire dal 1979 e analizzando l'intervento delle autorità monetarie. Allora non esisteva l'Euro, esisteva il Sistema Monetario Europeo con una sorta di valuta di riferimento, l'ECU, a cui le varie valute nazionali aderenti al sistema dovevano stare agganciate, entro una percentuale di scostamento non superiore al 2,25% per alcune e al 6% per altre, fra cui la lira. La Germania vantava di un'economia più solida di altri, con un sistema produttivo di avanguardia e con una moneta forte che faceva da riferimento per tutte le economie. L'Italia aveva un' economia che si doveva adattare continuamente alle conseguenze di una gestione del paese sconsiderata, miope e orientata al breve termine, frutto di una incompetenza della classe politica. Nel marzo 1979, l'Italia aveva aderito al Sistema Monetario Europeo, una decisione orientata, insieme con la politica estera, al rafforzamento dei vincoli comunitari nell'intento di dar luogo alla creazione di un'Europa Unita; consapevoli che questa sarebbe stata una scelta più di carattere politico che economica. L'adesione allo Sme avvenne in un clima di divergenza, Paolo Baffi allora governatore della Banca d'Italia, faceva infatti presente che una valuta debole come la lira, avrebbe trovato difficoltà ad abbandonare il regime delle svalutazioni facile. diversi economisti, oltre a Baffi,al di là di dove sedessero, se in Parlamento come Luigi Spaventa o alla direzione della Banca d'Italia o ancora all'interno del governo come Rinaldo Ossola, sostenevano la loro contrarietà all'ingresso nel Sistema Monetario Europeo, esponendo motivazioni tra loro eterogenee. Tutti si attendevano che il vincolo esterno dei cambi stabili costringesse il paese a seguire una politica di rigorosa stabilità monetaria. L'Italia aveva ottenuto il privilegio di una banda di oscillazione del 6%, contro il 2,5% degli altri paesi, ma tutti intendevano che l'adesione all'accordo di cambio avrebbe imposto una politica di rientro all'inflazione. Contro le aspettative generali, l'inflazione proseguì invece più violenta di prima. Il tasso di cambio, assunse con l'avanzare del progetto unitario una significatività crescente, aggiungendo alla sua funzione di strumento di orientamento, quella di fattore di credibilità. Le autorità monetarie italiane non accettarono mai una svalutazione esterna della lira pari a quella interna. Fra il 1980 e il 1987, i riallineamenti di parità nell'ambito dello Sme si susseguirono numerosi e coinvolsero numerose valute. Ogni riallineamento segnò una svalutazione della lira rispetto al marco. Dopo il 1987, i riallineamenti vennero sospesi e il corso della lira subì un solo ritocco al ribasso, in occasione del rientro della banda stretta. La politica di fatto seguita fu dunque quella di una graduale rivalutazione della lira, in termini reali, rispetto al marco. All'inizio degli anni novanta venne firmato il trattato di Maastricht, il contenuto degli accordi si inseriva in un contesto politico- sociale interno altamente critico, nel quale le energie politiche a lungo represse dalla guerra fredda si erano liberate, grazie al crollo del Muro di Berlino, spingendo quindi gli equilibri del sistema politico e economico con una rottura che si verificò del tutto nel 1992. Se il processo d'integrazione europeo era stato spesso rappresentato dalla classe politica come una sorta di panacea alle tare italiane, a Maastricht, si celebrò l'innocenza dell'europeismo italiano che vide stravolgere e crollare la visione retorica con la quale aveva guardato alla costruzione europea a partire degli anni '70. Per la storia dell'integrazione europea, il trattato di Maastricht rappresenta una pietra miliare, anche se con l'entrata in vigore ha creato ancora più instabilità, in quanto caratterizzato da uno scarso realismo degli obiettivi di convergenza delle variabili macroeconomiche, da mancanza flessibilità e insieme da asimmetrie dei comportamenti possibili delle banche centrali. La scena economica internazionale era segnata da: tendenze divergenti dei tassi di interesse, al ribasso negli Stati Uniti per rilanciare l'economia, al rialzo in Germania per gli effetti dell'unificazione tedesca, con conseguenti indebolimenti del dollaro, rafforzamento del marco, tensione nello Sme; le incertezze circa il completamento della unificazione monetaria in Europa, quale è stata sancita nel trattato di Maastricht. Questi sviluppi esterni coglievano l'economia italiana in una fase di attività produttiva debole, inflazione in lenta discesa, squilibri irrisolti nella finanza pubblica. Tra gli accadimenti che sono susseguiti, sono da richiamare i seguenti: l'esito negativo del referendum danese sul trattato di Maastricht del 2 giugno, infatti il referendum di Copenaghen si conclude al fotofinish (50,7%) di no contro il (49,3%) di si; mancata riduzione dei tassi di interesse in Germania; voci di svalutazione della lira; rialzo dei tassi ufficiali in Germania. Nel corso dell'anno 1992 si assiste a una piena recessione, infatti con il debito pubblico al 105,5 del Pil, con un fabbisogno attorno al 10,4 del Pil, con il passivo della bilancia dei pagamenti di parte corrente in crescita, la crisi era alle porte. Il 6 giugno la Banca d'Italia aumenta il tasso sulle anticipazioni a scadenza fissa di mezzo punto percentuale, irrigidendo così la politica monetaria, Moody's mise sotto controllo l'Italia per la sua incapacità nella riduzione del debito pubblico. Il 29 giugno il cambio contro il marco arrivò a 756,54 a fronte di una sostanziale stabilità nei confronti della sterlina e della peseta, Amato per effettuare un risanamento economico annunciò il 5 luglio la manovra da 30000 miliardi di lire, e con quella successiva di 100000 miliardi dà inizio al risanamento finanziario del Paese. Le vicende relative alle turbolenze che hanno sconvolto le parità valutarie dei paesi aderenti allo Sme hanno avuto inizio con la svalutazione del 7% della lira, la quale appariva quasi un riallineamento da manuale. Il 21 settembre, la Banca d'Italia, annunciò che le autorità monetarie si sarebbero astenute all'effettuare la quotazione ufficiale della lira. Questo fu un colpo durissimo per l'Italia che fino a quella data, aveva fatto del cambio della lira l'architrave della sua politica economica e finanziaria, sostenendo pesanti oneri in termini di riserve valutarie, infatti tra il giugno e il settembre vennero impiegate 53000 miliardi di riserve; colpo durissimo anche per la Comunità, colpita al cuore proprio nello strumento fondamentale, lo SME, investito nel ruolo di preparare e garantire le condizioni di stabilità, generalizzata e consolidata, che avrebbero dovuto, poi consentire quel salto di qualità dell'Europa, con il decollo della Unione Economica e monetaria, la moneta unica e il sistema delle banche centrali europee. Successivamente le tensioni speculative investono la lira , la sterlina e la peseta: momento in cui Italia e Gran Bretagna annunciano di uscire dagli Accordi europei di cambio. Subito dopo la svalutazione del 1992, si aprì un periodo di svalutazione generale della lira rispetto alle altre monete, periodo che si protrasse all'incirca fino al marzo 1993. Tra il 1992 e 1993 vennero firmati due accordi triangolari il protocollo Amato 31 luglio 1992 che abolì il sistema di scala mobile, completato da Ciampi nel luglio 1993, con la quale si fissarono gli obiettivi comuni di politica di reddito. Dopo di allora la lira rimase agganciata al dollaro. Il legame fra lira e dollaro potrebbe essere frutto dell'agire spontaneo dei mercati, ma potrebbe anche essere scaturito dalla decisione delle autorità monetarie italiane di ritornare alla vecchia linea di cambio differenziato, già seguita negli anni prima del 1979, fino all'ingresso dello Sme. Il problema essenziale delle autorità di governo era quello di evitare che la svalutazione esterna della lira si traducesse in inflazione importata, l'aver agganciato la lira al dollaro può essere inteso come una misura ragionevolmente coerente con l'obiettivo della stabilità monetaria. Di certo che la svalutazione della lira non ha contribuito alla soluzione del problema economico italiano, ha rischiato di aggravarlo producendo perdita di credibilità per il Paese. La crisi del sistema monetario europeo ha favorito una ripresa dei dibattiti teorici sui modelli di crisi valutarie, che si distinguono tra prima e seconda generazione, quelli di prima collegano l'emergere della crisi all'incompatibilità tra politiche macroeconomiche e stabilità del cambio; quelli di seconda, il cui sviluppo è stato stimolato dagli stessi fatti del 1992, nella quale l'emergere di una crisi appare come una scelta endogena, effettuata dalle autorità in base alle proprie preferenze e all'interazione con gli agenti economici privati. Analizzando i modelli si può concludere che mentre la rappresentazione di un regime di cambio fisso per mezzo di un livello puntuale del cambio non rappresenta un limite interpretativo rilevante, le ipotesi relative al processo di espansione del credito e all'esistenza di un livello di soglia delle riserve, nei modelli di Krugman, non sembrano dar conto adeguatamente della realtà dei fenomeni economici. I modelli di prima generazione danno una spiegazione "fondamentalista" delle crisi nel senso che fanno risalire la crisi allo sfasamento dei fondamentali macroeconomici dell'economia, in particolare l'esistenza di politiche fiscali espansive e prolungati deficit di bilancio incompatibili con un impegno di cambio fisso. I modelli di seconda generazione sottolineano il comportamento ottimizzante del policy-maker che non subisce più la crisi, ma decide di avviarla perché tale scelta minimizza i costi, nel senso che i costi in termini di reputazione a cui il governo va incontro uscendo dall'impegno sono comunque minori dei costi di rimanere in termini di incremento dei tassi di interesse e riduzione delle riserve valutarie. I modelli di terza generazione pongono enfasi sulla presenza di squilibri di natura finanziaria con la conseguenza che delle crisi valutarie non sono più viste come fenomeni a sé stanti ma come parte di una crisi sistemica in cui le crisi valutarie e bancarie si autoalimentano. Le ipotesi di perfetta previsione, d'altra parte, implicano che la razionalità degli agenti sia tale da non permette il realizzarsi di peso problem, i quali invece vengono osservati nella realtà. (Riassunto tradotto in inglese) Labour takes into account the main events that influenced the financial economic development of our country in the 1992 exchange rate crisis, I wanted to focus on the events since 1979 and analysing the intervention of the monetary authorities. At that time there was no euro, there was the European Monetary System with a kind of reference currency, the ECU, to which the various national currencies participating in the system had to be hooked, within a variance rate of no more than 2.25% for some and 6% for others, including the lira. Germany boasted of an economy stronger than others, with a state-of-the-art production system and a strong currency that was the benchmark for all economies. Italy had an economy that had to adapt continuously to the consequences of a reckless, short-sighted and short-term management of the country, the result of an incompetence of the political class. In March 1979, Italy had joined the European Monetary System, a decision aimed, together with foreign policy, at strengthening EU ties in order to create a united Europe; aware that this would be a more political than an economic choice. The accession to the Sme took place in a climate of divergence, Paolo Baffi then governor of the Bank of Italy, in fact, pointed out that a weak currency such as the lira, would find it difficult to abandon the regime of devaluations easy. several economists, in addition to Baffi, beyond where they sat, whether in Parliament as Luigi Spaventa or at the management of the Bank of Italy or even within the government as Rinaldo Ossola, argued their opposition to entry into the European Monetary System, exposing heterogeneous motivations among themselves. Everyone expected that the external constraint of stable exchange rates would force the country to follow a policy of strict monetary stability. Italy had obtained the privilege of a 6% swing band, compared with 2.5% in the other countries, but all wanted that accession to the exchange agreement would impose a policy of returning to inflation. Against general expectations, however, inflation continued more violent than before. The exchange rate, as the unitary project progressed, became increasingly significant, adding to its role as a guideline, that of a credibility factor. The Italian monetary authorities never accepted an external devaluation of the lira equal to the internal one. Between 1980 and 1987, the realignments of parity within the Sme followed numerous and involved numerous currencies. Each realignment marked a devaluation of the lira against the mark. After 1987, the realignments were suspended and the course of the lira underwent only one downward adjustment, on the occasion of the return of the narrow band. The policy followed was therefore that of a gradual revaluation of the lira, in real terms, with respect to the mark. At the beginning of the 1990s the Maastricht Treaty was signed, the content of the agreements was part of a highly critical internal political-social context, in which political energies long repressed by the Cold War had been freed, thanks to the collapse of the Berlin Wall, thus pushing the balance of the political and economic system with a break that occurred entirely in 1992. If the process of European integration had often been portrayed by the political class as a kind of panacea to the Italian tare, in Maastricht, the innocence of Italian Europeanism was celebrated, which saw the rhetorical vision with which it had looked to the construction of Europe since the 1970s, overturned and collapsed. For the history of European integration, the Maastricht Treaty represents a milestone, although with the entry into force it has created even more instability, as it is characterized by a lack of realism in the convergence objectives of macroeconomic variables, lack of flexibility and at the same time as asymmetries of the possible behaviour of central banks. The international economic scene was marked by: divergent trends in interest rates, downwards in the United States to boost the economy, up in Germany due to the effects of unification Germany, resulting in a weakening of the dollar, a strengthening of the mark, tension in the SME; The uncertainty about the completion of monetary unification in Europe, as enshrined in the Maastricht Treaty, is. These external developments caught the Italian economy in a period of weak production activity, slow-falling inflation, unresolved imbalances in public finances. Among the events that have followed, the following are to be recalled: the negative outcome of the Danish referendum on the Maastricht Treaty of 2 June, in fact the Copenhagen referendum ends at photofinish (50.7%) no versus (49.3%) yes; failure to reduce interest rates in Germany; rumours of the valuation of the lira; official interest rates in Germany. During the year 1992 there is a full recession, in fact with public debt at 105.5 of GDP, with a requirement around 10.4 of GDP, with the passive of the current account balance growing, the crisis was upon us. On 6 June, the Bank of Italy increased the rate on fixed-term advances by half a percentage point, thus tightening monetary policy, and Moody's brought Italy under control for its inability to reduce public debt. On 29 June, the exchange rate against the mark reached 756.54 in the face of substantial stability against the pound and the peseta, Amato to carry out an economic recovery announced on 5 July the maneuver of 30000 billion lre, and with the next one of 100000 billion begins the financial consolidation of the country. The events surrounding the turmoil that have disrupted the currency parities of the SME member countries began with the devaluation of 7% of the lira, which appeared to be almost a textbook realignment. On 21 September, the Bank of Italy announced that the monetary authorities would refrain from making the official listing of the lira. This was a very serious blow for Italy, which until that date had made the lira change the backbone of its economic and financial policy, bearing heavy burdens in terms of foreign exchange reserves, in fact between June and September 53 trillion reserves were used; It is also a very serious blow for the Community, which has been struck at the heart by the fundamental instrument, the EMS, which has been invested in the role of preparing and guaranteeing the conditions of stability, generalised and consolidated, which should have allowed Europe to jump in quality, with the take-off of the Economic and Monetary Union, the single currency and the system of European central banks. Subsequently, speculative tensions hit the lira, sterling and peseta, when Italy and Great Britain announced they were leaving the European Exchange Agreements. Immediately after the devaluation of 1992, a period of general devaluation of the lira against the other currencies opened up, which lasted approximately until March 1993. Between 1992 and 1993, two triangular agreements were signed, the Amato protocol on 31 July 1992, which abolished the escalator system, which was completed by Ciampi in July 1993, which set common income policy objectives. After that, the lira remained pegged to the dollar. The link between the lira and the dollar may be the result of the spontaneous action of the markets, but it could also have stemmed from the decision of the Italian monetary authorities to return to the old differentiated exchange line, which was already followed in the years before 1979, until the entry of the Sme. The main problem of the government authorities was to prevent the external devaluation of the lira from translating into imported inflation, the having pegged the lira to the dollar can be understood as a measure reasonably consistent with the objective of monetary stability. Certainly the devaluation of the lira did not contribute to the solution of the Italian economic problem, it risked aggravating it, producing a loss of credibility for the country. The crisis in the European monetary system has encouraged a resumption of theoretical debates on currency crisis patterns, which stand out between the first and second generations, those of first generation link the emergence of the crisis to the incompatibility between macroeconomic policies and exchange rate stability; Second, the development of which was stimulated by the same events of 1992, in which the emergence of a crisis appears to be a choice "It's not just a way of using private economic agents," he said. By analysing the models, it can be concluded that while the representation of a fixed exchange rate regime by means of a timely exchange rate does not represent a relevant interpretive limit, assumptions about the credit expansion process and the existence of a level of reserve threshold, in Krugman's models, do not seem to adequately account for the reality of economic phenomena. First-generation models give a "fundamentalist" explanation of crises in the sense that the crisis is traced back to the shift in macroeconomic fundamentals of the economy, in particular the existence of expansionary fiscal policies and prolonged budget deficits incompatible with a fixed exchange rate commitment. The second-generation models emphasize the optimising behaviour of the policy-maker who is no longer suffering from the crisis, but decides to start it because this choice minimizes costs, in the sense that the reputation costs that the government faces by exiting the commitment are still lower than the costs of staying in terms of raising interest rates and reducing currency reserves. Third-generation models place emphasis on financial imbalances, with the consequence that currency crises are no longer seen as stand-alone phenomena but as part of a systemic crisis in which currency and banking crises feed themselves. The hypotheses of perfect prediction, on the other hand, imply that the rationality of the agents is such that it does not allow the realization of weight problem, which instead are observed in reality.
THE IMPLEMENTATION OF QUESTION AND ANSWER TECHNIQUE TO TEACH THE TENTH GRADE STUDENTS IN WRITING RECOUNT TEXT IN MA MA'ARIF NU DRIYOREJO GRESIK Firasari Fajarwati English Department, Faculty of Languages and Arts, State University of Surabaya firsa.soetikno@yahoo.com Drs. H. Aswandi M.pd English Department, Faculty of Languages and Arts, State University of Surabaya Abstract As a productive skill, writing has an important role to help the students to be able to communicate especially in indirect communication. The teacher must be creative in teaching of writing. Question and answer technique is suggested to be used as a technique in teaching writing. The teacher used recount text. In this study, the research questions consist of two questions; they are (1) how is the implementation of question and answer technique to teach the tenth grade students' writing skill of recount text in MA Ma'arif Gresik? (2) how is the students' responses after the implementation of question and answer technique? A teacher can use questions whether it is oral or written questions. It is to stimulate thinking and light the way to productive learning and retention of content material (Vacca, 1981: 159). Questions encourage students to think. Thinking can arise the students' interest and questions can also be used to evaluate. As the result of this function, it is believed that questions can direct someone's choice of ideas and activities, and can transform the often different topics from a scattered survey of the subject, problem, or theme into logical, coordinated for attaining knowledge. Based on the reason above, the researcher conducts this research about the implementation of question and answer technique to develop the tenth grade students' writing ability to write recount text in MA Ma'arif NU Driyorejo, Gresik, especially in X-1 class. The research design of this study is descriptive qualitative. The purpose of research design is to describe the activities of the teacher and the students in teaching and learning process during the implementation of question and answer technique in writing class. To collect the data, the researcher observes the implementation of question and answer technique in teaching and learning process. Then, she got the result of students' writing in every meeting. And the last, she collect the students' responses from questionnaire. After that, she analyzes all data in every meeting based on phenomenon that happen in teaching and learning process. The result of data analyzed, it can be seen that the students of X-1 had done the assignments well in every meeting. In each meeting, the students improve their writing ability. Applying question and answer technique in writing class can make the students improve their writing, especially in writing recount text. It can be seen from the students' responses the questionnaire. Almost all students said that they can improve their ability and it can motivate them to learn a foreign language, especially in writing class. It can be concluded that question and answer technique can be recommended as one of an alternative techniques in teaching writing. Because it can help the students develop their writing ability and can reduce boring situation in teaching and learning process. Keywords: Writing, Question and Answer Technique, Recount Text, Tenth Grade INTRODUCTION One way of learning foreign language is through writing. Not many centuries ago, writing was a skill in educational or religious institutions. Nowadays, written language has many functions in everyday life. They are particularly for action, information and entertainment. Sokolik (2003: 88) in Practical English Language Teaching states that writing is both physical and mental act. Nunan (2003: 88) writes out the definition of writing as a series of contrast: It is both physical and mental act. Physical act deals with committing words or ideas to some medium. Whereas mental act deals with the ability to invent ideas, express them, and how to organize them into a good writing which is clear to the reader. Its purpose is both to express and impress. Writing has a purpose to express ideas or feeling to the readers in order that the readers will be impressed with a writer's thought. It is both a process and product. In writing, there are some processes that are involved including collecting ideas, organizing, drafting, editing, and reading. Those will be very helpful in producing a good writing product. The last definition brings us to the explanation of the writing process. Langan (2005: 64) explains that there are three main steps which can help a writer create a good composition: Pre-writing In this stage, a writer will be able to think on a paper and to gradually discover what ideas that will be developed. Langan explains further that there are five techniques that will help a writer to develop ideas; they are: (1) free writing, which is a brainstorming activity in which a writer can write out every phrase or sentence that come up into mind about possible topics, (2) questioning, which can be an effective way of getting a writer to think about a topic from a number of different angles, which includes What? Why? Where? When? Who? and How? This technique is the one which is studied by the researcher, (3) making a list, in which the writer collects the ideas and details related to the subjects and makes it as a list without trying to sort the major details from minor ones, (4) clustering, which is also known as diagramming or mapping to show the relationship among ideas and detail that occur, (5) making an outline, in which the writer thinks carefully about the point that she will make. Drafting This is the part where the writer starts writing the complete thought that has been collected composition, including the introductory, the body, and the conclusion. Revising Here, the writer begins to revise the composition that has already been made. This stage can be done by rewriting, building on what has already been done, in order to make it stronger. Furthermore, writing is an important part of people's life for communication. Kelly (1999: 84) states that writing which forever defines communication in the written words is the important form of communication because it can be a solution when spoken communication is not possible. Byrne (1990: 1) supports that writing is one of language skill, which is used for medium of communication, especially indirect communication. People usually use indirect communication because of some problems; for instance: distance, time, activity, etc. by using indirect communication, they can still deliver their message. The Indonesian government gives attention to teach writing by making the English curriculum properly. The curriculum clearly states writing is one skill of learning English (BNSP, 2006: 164). Moreover, writing is a basic language skill of learning English which is important. The students need writing skill to convey their ideas in writing reports, scientific writing, short stories, etc. in the educational field. Unfortunately, many students are not interested in writing because, according to them, writing is difficult. The difficulty comes from the limited time for such an assignment that takes a continuous thinking process. However, it is still an important skill that a learner needs to master. Bramer (1981: 4) states that writing will continue to be an important part of a student's life, especially in college course and in many careers and profession. It is a skill which can make someone be recognized by the society , the schools, and objective language studies. One genre of texts taught in senior high school is recount text. The social function of recount text is to retell an activity, situation, or event in the past. Language features used in recount text is past tenses, action verbs, adverb of past time. The researcher believes that teaching writing is far more difficult than mastering the writing skill itself. Healon (1991: w135) states that writing skill is complex and sometimes difficult to teach, requiring not only of grammatical and theoretical devices, but also it has conceptual and judgment elements. Based on this problem, the researcher suggested this question and answer technique which could improve the students' ability in writing. Dealing with teaching and learning process, a technique is essential. A technique that is needed in a writing class is the one that can ease and helps the students to produce a composition. The researcher believed that the best way to stimulate ideas of the students who are learning to make a composition is by giving questions. Questions are used as an indicator of people doubt, which has occurred in his reasoning. Some people can express their thought easily, but some others cannot. It is because each person has different experience. Another influence comes from the person's psychological state. We can always find a case in a classroom where there are some students who keep the questions for themselves for fear of decision. Questions and answers are essential components of teaching and learning. Asking a good question will help the teacher to motivate students' curiosity about the topic, and it will help the teacher assesses how well they understand the materials. When constructing sentences, the students were given a series of questions. The complete answers of the questions are then constructed in a certain way to make a well-organized recount composition. RESEARCH METHOD This research is a descriptive qualitative research. This design is used to examine the events or the phenomena that happened in teaching and learning process, especially to get the data about the implementation of question and answer technique to develop student's writing. The subjects of the study were the teacher and the tenth grade students of MA Ma'arif NU Driyorejo, Gresik. The teacher is Agus Setiono, S. Pd. And there were 30 students of class X-1. The researcher will use three instruments in this study; they are (1) observation checklist, which contains some indicators, such as the teaching and learning process, the topic, and the question and answer technique, (2) field notes, which is a brief note made by researcher to observe the teaching and learning process, and (3) questionnaire, which is useful for the researcher to gather the students' responses. The data gathered from the teaching and learning process in the subject's classroom. The data will be collected through non-participant observation. Therefore, the researcher will only observe and make documentation out of the teaching and learning activities. The data will be interpreted in a descriptive manner in which the researcher describes the information which are collected with the instruments. RESULTS AND DISCUSSION After analyzing all the data, the researcher presents the result and also the discussion which is based on the theories which the researcher was elaborated previously. The Implementation of Question and Answer Technique In the first and second meeting, the teacher started the class with opening session by greeting the students. The teacher then asked the students' feeling that day. He also checked the attendance list and asked the students to prepare the lesson. The teacher asked the students about their knowledge of kinds of texts, especially recount text. Then he continued to ask the students' prior knowledge and related information about recount text. In the first meeting, the students could not answer the teacher's questions completely, so the teacher needed to explain. The teacher explained everything about recount text; the definition, the generic structure, and the language use. In the second meeting, the teacher only reminded them at a glance because they had enough explanation on the first meeting. In the teaching and learning process, only in the first meeting the teacher introduced the technique used. Because it was the first time they applied this technique. He introduced the concept of question and answer technique in writing recount text. The teacher explained the procedure of the technique deliberately and the students paid attention. He also gave the example of how to elaborate the answers on whiteboard. In both meeting, the teacher gave the students question and answer paper. He asked the students to answer the questions on the paper and then elaborated the answer to make a recount text. The teacher asked the students to finish the task on time. The teacher controls the students' interaction in the teaching and learning process. He asked the students to do the task by themselves. He walked around and asked the students to do the task quietly. He also helped students who had difficulties. In the first and second meeting, the students had done all the steps of question and answer technique. However, in the first meeting, some students still find difficulties in writing recount text. It can be seen from the students who could not use time effectively. The teacher asked to submit their work, but some students had not finished yet. But in the second meeting, they could use time more effectively. Most of them got interested in writing recount texts based on their experiences. After the students submitted their works, the teacher corrected them. The teacher then showed their mistakes in their assignments. He also gave some corrections to the students. The teacher explained the students' mistakes in details. It means that he gives feedback to the students. The students paid attention to the teacher's explanation about their mistakes. They took some notes on their notebooks. From the data of the observation, it is obvious that the implementation of question and answer technique was very effective to teach writing recount text. It helps to motivate the students and bring and interest in teaching and learning process. Question and answer technique became a better way that provided a wide opportunity for the teacher and the students to interact each other in an enjoyable learning situation. The Students' Responses The students' responses towards the implementation of question and answer technique were positive from the result of the questionnaire. The percentage of the students who likes learning English is more than 50%.most of the students enjoy writing recount text by using question and answer technique. More than half of the students did not find any difficulties in writing recount text by using question and answer technique. They also did not find any difficulties in using vocabulary and language feature. The result of questionnaire showed that the application of question and answer technique was appropriate to overcome the students' difficulties in writing recount text. Based on the explanation above, it is clear that the students' ability had progressed in writing recount text. Most of the students could create a better composition than their previous composition. It showed that this technique is effective in improving the students' skill in expressing their ideas into written form. CONCLUSION AND SUGGESTION Conclusion In general, the implementation of question and answer technique in teaching writing in every meeting was quite good. The students could enhance their language skill. This technique is the efficient way to learn about writing, especially in writing recount text. By using this technique, the students have the same opportunities to improve their writing and develop their ideas to write a recount text. It can be concluded that question and answer technique could bring interest to the students in composing a recount text. The response of the students toward the implementation of question and answer technique in teaching writing recount text was positive. The result of the questionnaire shows that most of the students are interested in this technique. They said that this technique was unique that it can reduce their boredom in the normal monotonous classroom activities. Most of the students admitted that they find themselves improving their ability in writing recount text. Suggestion After interpreting and analyzing all the data, the researcher has suggestions for several groups of readers who have similar interest. Using a variety of technique in teaching a foreign language will increase the students' interest in learning. It will also motivate them more to be actively involved in classroom activities. Therefore, English teachers should not be afraid of implementing every teaching technique provided by the experts. Being a creative teacher will bring effectiveness in teaching and learning process. However, it does not mean to neglect the process of choosing the appropriate materials for them. It will only disturb their confidence in completing every assignment given. This research is conducted to get to know deeper about a technique that has been developed by experts. Therefore, for other researchers who have an interest in investigating more about this technique, the researcher strongly recommends to conduct a research on this technique in different language skills or in different text genres. REFERENCES Abbot Gerry, Greenwood john, Mc Keating Douglas and Wingard Peter. 1981. The Teaching of English as an International Language: A Practical Guide. Great Britain. William Collin Sons and Co Ltd. Adam, Jager. 1998. Beginning to Write. USA: Massachusets, Institute of Technology. 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POLITENESS STRATEGIES IN REQUEST AND COMMAND USED BY AUNG SAN SUU KYI TO RULE BURMESE IN MOVIE "THE LADY" Erna Yulianti English Literature, Faculty of Language and Art, State University of Surabaya, nana_jouly@yahoo.com Advisor: Dian Rivia Himmawati, SS., M.Hum dianrivia@gmail.com Abstrak The major aims of this study are to analyze the positive and negative politeness strategies, to analyze the characteristics of two types of politeness strategies concerned to request and command utterances, and to know how strategies that subject used influence the responses of addressee. The subject of this study is Aung San Suu Kyi, the main character of film "The Lady". The data were taken from subject's utterances classified by Brown and Levinson's theory of positive and negative politeness strategy, theory of request and command by Blum-Kulka, and theory of power language by Fairclough. The method of this study is qualitative approach. Pragmatics and critical discourse analysis are used to interpret the data analyzing. This study relates to the power language. The power means how the strategies influence the responses in the communication. As results, it's found that there are three main results. First, San Suu Kyi used both positive and negative politeness with various sub-types strategies in the utterances. Second, there are politeness characteristics built by San Suu Kyi through request and command utterances. The characteristics were presented by sub-categories of request sequences and three level of command. And the last, the strategies that subject used have great impact to the responses were given by addressee. Within analyzed the responses, this study used three constrains of power language (subject, relation, content). They were found that subject of the study has influential and instrumental power which influence addressees to give positive responses. This study also creates some findings as final result of data analyzing. The findings concerned on differential forms of three main results analyzed. Key words: politeness strategy, positive politeness, negative politeness, request, command, power language INTRODUCTION Today women contributed to the political sector. Now, the achievement of the women to share ideas and thoughts had strong influences to the society. Women had opportunity to be leader or head as same as man. Many of them were successful to bring the big change, as example were the iron lady, Margaret Tacher – prime minister of Great Britain, Aquino – president of Philipines, and Aung Saa Suu kyi (Suu) - politician who successful brought Burmese changed political guidance from military government to the democracy. It means that women had political power to influence the subordinates or society. Women successfulness was not separate from the strategy used. How to maintain and control society, how to ensure society about the ideas, and how to make society believed in what contributed were some strategies used by politician, especially woman politician. Here, the role of language was significant to gain the strategies. Therefore woman tend to use different type of language than that man. Based on Holmes (2001) one of the types of strategies was politeness, because women were more polite than man in building communication with hearer. From that issue, politeness became good character of using language point of view. Because of the function of politeness applied which not only a duty but also a favor, it would be interesting to lift politeness as topic analyzed. Politeness was one of strategies usually used to cover some goals, it also became attribution in communication. Compare to the other language strategies, politeness had higher position in its function to achieve good responses than another. It is believed that politeness is a principle of language identified character. Someone would define as good character, moreover woman, if she used polite language. By contrast, someone who lack of polite words in speech, it means (s)he has bad character. Both people and its character can be measured by the language used, because in the societies many people argued that hearer more paid attention to the speaker who had good personal character with polite way to speech. The language use has many utterances to gain wants, like apologize, warning, persuasion, invitation, thank, command, and request. They were probably used in language applied. A research conducted by Wagner used apologized related to politeness too. It could identify known or stranger participant in social relationship. It would be different from request utterances which could identify how strong speaker wanted to something. And command could identify how important speaker's position to obligate something. Because of these order more appropriate to the notion of power language which they would tend to state the ideas or thoughts in request and command statements. Asking for agreement of some programs or plans was tendency of "request" order used. Leading for conducting movement like warning or instruction of public campaign was tendency of "command" order used. The use command and request in politeness applied would influence to the hearer responses, it means good responses referred to the good speaker. Because of that, Aung San Suu Kyi put as strong politician figure which had good speaker. There were other figures that may have same position as Suu, such as Margaret Techer who successes in dominating house of representative for several periods or Aquino who became the first woman president in Philippine, but, the achievements of Suu more influential than another. Suu was politician of pro democracy in Myanmar where societies appreciate to the figure who brings democracy into the country. As politician who had great opportunities to unite Burmese under democracy consciousness, the request and command stated were intentioned by Burmese. The struggles also considered as defensive movements to the government created democracy in that country. The efforts to unite Burmese conducted in the prison and separated from family. This position made Suu appreciated by people as figure of politician who led Burmese to the democracy who has great opportunities to unite Burmese under democracy consciousness, even the speeches and talks were very influential. Every utterances used, stated Suu in high position, So that, it would be interesting to take Suu as subject of the research. Based on issues that the women more polite than men, the politeness used in request and command could identify the power, and the importance position of Suu as politician led this study to find (1) what are types of politeness strategies used by Aung San Suu Kyi, (2) what are types of request and command used by Aung San Suu Kyi, and (3) how does Aung San Suu Kyi influence addressees in order to get good responses. Those reasons decided that politeness strategies used by Aung San Suu Kyi in request and command to rule Burmese as title of this study. This study related to the other studies. Since it analyzed utterances, pragmatic and critical discourse analysis (CDA) were theory used. According to Schiffrin (1994:41), discourse can be approached to the pragmatic study. To prove her argument she describe three definitions of discourse, they are "the language above the sentence", "language use" and "utterances". Discourse can research how speakers produce utterances, what strategy that speakers used, what the goals are, and how speakers influence hearer to get good responses. Fairclough (2012:452) states that CDA investigates the social phenomena which are complex. In terms of the concept of social practice, CDA criticizes social practices such as; social subjects, social relations, instruments, objects, strategies in using language, values, etc. He emphasizes that studying discourse in society means giving focus on power, dominance and the way these reproduced by social member through talks. Those three modes often appear in social communication practices. These linguists had similar arguments which utterances spoken in society can be analyzed the meaning through discourse and pragmatics. The other study was politeness strategy in positive and negative which both of them had their own sub-strategies. Based on Brown & Levinson (1987) positive politeness was positive self-image of addressee. Doing FTA by using this strategy means that speaker (S) considers that (s)he wants hearer (H)'s wants. E.g by threatening H as a member of his/her group, a friend, or a person whose desire and personality traits are known and liked. In positive politeness, the area of redress is extended to the appreciation of H's desires or the expression of similarity between S's and H's desires. Negative politeness had at least ten sub-strategies. Here, this study provides seven sub strategies, they are: be conventional indirect, go on record (incurring debt/no indebting) H, apologize, don't coerce H, impersonalize S and H, give deference, and be pessimistic. Yule (1997) assumed that negative politeness is oriented to satisfy H's negative face, basic want of H is to be free and unimpeded. It meant that the speaker recognized and respected the addressees's freedom of action and would not (or would minimally) impede it. be optimistic, include both S and H in activity, give gifts to H, avoid disagreement, offer promise, give reason, use in-group identity maker, asserts/presuppose S's knowledge of concern for H's wants, seek agreement and exaggerate. Since the strategies used by subject [Suu] focused on request and command that theory is needed to identify the types. Based on the Blum-kulka (1987), request was part of speech act performed when a speaker wants a person (the hearer) to do something. Some types of categories provided in request utterances were: query preparatory, strong hints, mild hints, obligation statement, hedge performative, and suggestory formulae. In command utterance, Robinson (1972) argued that it referred to activities involved in the regulation when speaker produced command to fulfill by hearer. Blum-kulka gave guidance of three level of commands to identify how powerful them used for to be fulfilled by hearers. Most direct: command which directly pointed out the topic, usually imperative Conventional indirect: command which contained command form, but it is added by supporting sentence in order to decrease the directness Inconventional indirect: command which did not command form, but the essential meaning was command. To analyze the hearers' responses this study related politeness strategies to the power. Fairclough (1989) argued that power relationship has big scope which power can appears from subject, society, status, relationship etc. he gave power indentifying through three constrains that useful to identify whether speakers have power language or not. There are three types of such constrains on: Contents on what is said or done Relations. Social relations people enter into in discourse Subject or the subject positions people can occupy. RESEARCH METHOD This study was conducted by using qualitative approach, as Litosseliti (2010) said that the study of text or talk (spoken discourse) used to analyze how the politeness strategy through utterances which was spoken by main character employing the approach of politeness theory that concern with positive and negative politeness and their influence related to the power language. This included developing a description of an individual or setting, analyzed data for themes or categories, and finally making an interpretation or drawing conclusions about its meaning personally and theoretic. The data source of this study was taken from a film titled The Lady which released on 2011. The film based on true story of pro-democracy politician in Myanmar. Command and request utterances were chosen as data taken from the main - character Auu Saan Suu Kyi and added by conversational sequences. The instrument of the data was covering material by analytical thoughts, therefore media was very important in conducting this study, for instance; visual media recorder. Based on Erickson (in Litosseliti: 2010) the data were collected by using systematic attention to meaning. First step was collecting and logging data, it means logging processes were viewing film and note analytical thoughts. Second part was viewing data as research team, it means organizing them into generated criteria. Third part was sampling data, it more focus on what stands out. And the last was transcribing data by using a range of descriptive dimensions. Data selecting were utterances selection of Suu which concerned to the request and command utterances. The data selected in to sub-types of (positive and negative politeness) also selected in to sub-categories of request and command. For example: no. acts data politeness characteristics (+) (-) request command 1. 15 "Give it to me!" Give gifts to H Most direct DATA ANALYSIS 1. The Types of Positive and Negative Politeness Used by Aung Saan Suu Kyi This part analyzed about types of positive and negative politeness strategies used by Aung Saan Suu Kyi. There were many types which have their own characteristics. It tend to analyze which utterances that belong to sub types of positive politeness and which utterances that belong to sub of types negative politeness. 1.1 Positive politeness Conventional indirect that used by Suu in her utterances are an unambiguous sentences or phrases which contextually have different meaning from literal meaning. In many contexts there are many sentences which are conventionally understood differently from its literal meaning, like stated on the data below. Data 35: (A)Ne-win's delegation: "How was Mr. Aris? I'm sorry to hear that" (B)Suu: "((ne-win's delegation comes to drive suu away)) it is not your question, Norway government borrowing us an air ways ambulance, Dalai Lama send one of the best doctor to follow Michel Suu said; "it is not your question," this utterance encodes the clash of desire, Suu's desire of going on record states as the desire of going off record. In this condition means suu knows everything that would be said by delegation. As information, before suu utter that, the delegation ask about the condition of Suu's husband who suffered from cancer, but suu does not answer the question by saying good or not too good for example, There are extended desire that suu want to achieve, but she gives long explanation "Norway government borrowing us an air ways ambulance, Dalai Lama send one of the best doctor to follow Michel". Here, this information used to make hint critics to the government about why see can not meet her husband while the facilities provided. In these cases the utterances have different meaning from literal meaning. b. Go on record as (incurring debt/no indebting) H, This strategy suggests speaker [S] may redress his FTA by explicit conveying his indebtedness to hearer [H] or disclaiming any indebtedness of H. this extracts below are type of go on record without indebting H. Data 2: (A)Suu: "Be a good boy, help your father when I'm not here" (B)Children: "Yeah…" The extract contained directive form since the speaker used them in direct way. Directives are concerned with getting people to do things. The speaker which expresses directive force varies in strength. Direct typically signed by using of verb at the beginning of the sentences like be, help, don't, tell, go, stay here. Identifying directive should pay attention to the intonation and tone of voice used by the speaker. There were no claiming indebting hearer, because hearer seems know that what S wants are like a duty that they should do. c. Apologize, This strategy to show that S did not mean to impinge H apologizing. By apologizing for doing FTA, S indicates her reluctance to impose on H's negative face. Brown and Levinson suggested to communicate regret or reluctance to do an FTA. The first way is S frankly admits that she is impinging H's negative face. This strategy applies in this extracts below. Data 4: (A)Leo: "Don't you mind to call me every time you need (B)Suu: " Yes I will, thank you for everything uncle Leo The word thanks here does not mean thanks as usual, S implicitly says "sorry" under function of notion thanks. This utterance more sounds sorry than thanks, because the condition and situation tend support speaker to say "I'm sorry to bother you with everything" than "thank you for everything". H has been done everything to help S fulfill her desire in impossible and critics situation, but H can do it well, so that S showing respect to H's conducts because of the bothering. Then, S has to be sorry for it. In spite of saying thanks, it is contains of sorry implicitly. S does it strategy to not impinge H. d. Don't coerce H [hearer], another way to satisfy H's negative face is by avoiding coercing hearer especially when the FTA involves predicating act of H such as requesting help or offering something which needs H's acceptable. This condition can be created by explicity giving H the opinion not to do the expected act Data 5: (A)Suu: "What are you doing?" ((stop the activist)) (B)The activist: "we have to go" The data above contain strategy. Speaker avoids coercing H because of the utterances involves of predicate "do". In this condition, S asks for request to H "don't" do something. e. Impersonalize S and H, Pluralizing 'I' and 'you' is another technique to save H's negative face. According to the Brown and Levinson (1987:189) it seems to be very general in many languages that the use 'you' (pl) pronoun to refer to a single person is understood to show deference (P) or distance (D). Hence 'we' and 'you' can serve for 'I' and 'you' (sing) respectively to give respect to single referent 'we' is possibly the conventionalized polite form more appropriate to formal situations [campaign] and negative politeness. because it usually use in formal speech like campaign. S bring the name of party under the name of togetherness Data 12: Speech 1[Suu] Buddhist, Burmese, today, we meet here in order to unite 1our desire for freedom, we want the world look us for it. The world should hear our voice to be democratic state with multiparty. For those aim, we [NLD] want you to know…. f. Give deference, This strategy suggest that S [Suu] considers H [husband] being in higher social status than her. There are two ways in the realization of this strategy; one in which S humbles and lowers himself and the other in which S raises H's position or treats H as superior like in the extracts below. people use thanks for showing the great affection to bother about something. Data 26: (A)Suu: "Thanks for everything, I can't do anything without you, I will be right here Mikey, don't worry, prior the boys." (B)Husband: "sure I will, you have long trip, be sure to eat well, keep your health" The negative politeness shows in (data 26), those utterances appear when she talks to her husband. Before the utterances are spoken, there are a lot of things have done by her husband for helping her, so the words thanks for everything convey a lot of meaning. First, beside it applies thank for all of things, it also apply an apology. Suu feels that everything that she burdens to her husband is a load. In that case she tries to apologize by using thanks, not in sorry, because thanks listened respect, being honor to the husband. g. Be pessimistic, This strategy suggests that S may explicitly express a doubt that H is not likely to do his expected act. It means that S should be pessimistic about H's response. Data 34: (A)Suu: " As you, should I be there?" (B)Husband: "no, no Suu, you shouldn't, don't think about it" Strategy used by Suu in the data above contains modality form. In As you, should I be there? S making question with pessimist desire, she arranges it to hide the pessimistic with saving way by using modality. Modality is irrealis, counterfactual forms would, could, might etc are more polite than ability or future-oriented variant can and will. 1.2 Negative politeness a. Be optimistic, Strategy that assumes H wants what S wants for himself (or for both of them) and H will help S to obtain it. On contrary of strategy offers promise, This strategy suggests S being presumptuous or optimistic allows S to put pressure on H to cooperate with him. verb placed in the beginning of utterances "stay" possible indicates optimistic reason, it is caused by communication situation and hearer. Data 21: (A)Party member: ((take the gun on)) (B)Suu: "No, don't think about it, there's no bullet, we still continue. Stay calm, stay calm, stay here." ((walk forward face soldiers with guns pointed her)) The situation at that time is S and her party member held a meeting for campaign, but, the meeting is sabotaged by military government. They bring ready gun and weapon to stop the meeting. S as leader of the meeting, is optimist that they are not too danger to fight. So that S confidently says to the H [one of her party member] like in "No, don't think about it, there's no bullet, we still continue. Stay calm, stay here." b. Include both S and H in activity, Including both S and H in the activity is another way to perform cooperative strategy. An inclusive 'we' form which S really means 'you and me' is commonly used to make H involve in S action thereby redress FTA, some common examples are We can start it (data 10). This strategy is often use to soften requests where S pretend the requested thing too, and offers where S pretends as if S were as eager as H to have the action. At data 10, S may utters it Data 10: (A)Guests: "we come to ask you to discuss many things that occur recently Daw Suu" (B)Suu: "We can start it? for inviting the guests who come to talking about democratic crisis. Since S interested in the meeting and the topic talked, S gratefully accepts the guests, then S expresses inviting H [guests] by using direct request which in fact means "well, why don't we start it now?". The inclusive "we" used to show that between S and H are cooperate in same purpose. c. Give gifts to H, This strategy is to satisfy H's face S may grant H what H wants e.g; by giving gift H. Not only tangible gift, which indicates that S knows H's wants them to be fulfiled, but also human relations wants like the wants to be liked, admired, cared about, understood, listened to and so on.(Brown & Levinson, 1987:129) Data 8: (A)Maid: ((take the bags and case)) (B)Suu: "Give it[bag] to me ((smile)) In this extract above, S seems like command H directly. But it is uttered softly, because S act her speech while smile to H. Here, S makes communication with H [maid], as usual the maid always serves the house well, H brings S's bag, but S ignore H's act. The ignorance states in positive way, then for intended action S asks H as in Give it[bag] to me. This sentence represents S want that she gives gifts to H, the gift may not a good but something like sympathy or understanding that H has been done a lot of things well, so that S does not want to burden H more. d.Avoid disagreement, In order to satisfy h's positive face, S should avoid disagreement with H. One strategy to achieve such circumtance is by pretending that S agrees with H's statement. It called 'token agreement'. For example Data 11: (A)Guest: "Madam, it's urgent, we believe that you are the best figure to bring this country in democracy" (B)Suu: "Beside my less experience, I had leaved this place for long time, so I think, I need you to…" In the case of (data 11), S disagree with H wants. It shows by using "Beside my less experience, I had leaved this place for long time" Before this statement appears, H wants S to lead and join against military government, but S disagree. S feels do not confidence with those agreement. As consequence S intends her utterance by saying "so I think, I need you to…. S avoids H's agreement, but at the end S seems like agree, however in condition where H has to do something for S. it is like accepting through ignorance words, or in other words "yes, but…". e. Offer promise, Stressing that whatever H wants and will help to obtain. S may state offers and promise to create such condition with a purpose of showing S's good intentions in redressing H's positive face wants even if they are false. Data 27: (A)Suu: ((Walk to the gate)) (B)Soldier: "hei, no you can't, stop! (A')Suu: "What? I just want to talk with them, never try to bother me, I will talk with them" ((meet her supporter outside the gate)) "offer promise" can be applied as in data 27. S says "I will talk with them" this utterance seems like intimidates H. S creates condition with a purpose to against H. S stresses it utterance with give exact meaning of "I will talk with them and everything will be alright, you save and I save, so please don't stop me", S may want H fulfill her wants by showing positive sentence to H even if they are false. f. Give reason, Giving reason is a way of implying' I can help you' or 'you can help me, and assuming cooperation, a way of showing what help is needed. This fact directs to pressure to go off record to investigate and see H whether or not he is cooperative. Data 20: (A)General Nyunt: "you are a good wife also a good girl, after your mother passed away, surely you want to go home soon to meet your kids and husband right (B)Suu: "I think you haven't to do it [drive away] General Nyunt. Now, my big mission in Burma is joining in the national election. As soon we held the election, as possible I will beside them [family]. You may suggest Ne-Win in hurry." This strategy implies that if S has good reasons why H couldn't cooperate. This strategy can also be used to criticize H's past action why he did or didn't something without any good reason. In the other words S tries to criticize why H do not held election soon. H should do it if they want S leave soon. Here, S wants to give indirect suggest to H through positive and cooperative way. g. Use in-group identity maker, This strategy suggests that claiming implicity the common ground with H, S can use in-group membership identity maker. The address form includes generic names and terms like mac, mate, buddy, pal, honey, dear, cutie and guys. S claims common ground with H by showing that both of them in the same group of level and sharing particular desiring such as values and goals. This strategy shows as in extracts below. Data 23: (A)Suu: "My darling, I hear violence that conducted by Ne-Win military soldier happen every day. They want to found the authority with that way. So you can't back here in this time, so darling please, do your best, and don't worry about me." (B)Husband: ((seeing Suu, silence but thoughtful)) This strategy uses not only to make solidarity, but also emphasize make the communication flow in informal style since it is minimize status differences. h.Assert/presuppose S's knowledge of concern for H's wants, This strategy is declaring or employing knowledge of H's wants and willingness. In the data 24, utterance "there are many soldiers around our house" shows presuppose S's knowledge about the situation they faced. Then, S asserts of concern for H's wants is associated in maybe there's nothing happen. However, if I'm caught, I had arranged plan to send you back to Oxford. S puts a pressure on H to cooperate with her. Cooperate here meant if something happen because of S's presupposition, S wants H do something that had been arranged by H. All of utterances stated by S are significant to H's wants, the want of to be safe. Data 24: (A)Suu: "Good morning, get up boys, how was your sleep? Listen, today, this morning, there are many soldiers around our house. I don't want you be afraid, maybe there's nothing happen. However, if I'm caught, I had arranged plan to send you back to Oxford. I want you to know, everything will happen, we still love you. Ok?" (B)Children: "Yes mom" i. Seek agreement, This strategy can be achieved by S in raising safe topics. By doing 'safe topic' S is allowed to stress his agreement with H and satisfy H's want to be right or to be corroborated in his opinion. Small talk about weather, sickness, politic, and current local issues. seek agreement are some example of 'safe topic'. Data 29: (A)Suu: "Is it may a new face? ((talk to a soldier)), what's your name? ((pause)) do you speak English? So what's your name?" (B)Soldier: ((Smile)) To make good impression S uses small talk as initial of the conversation. This strategy also has big role of successful S's purpose and avoid the ignorance. j. Exaggerate, This strategy quite similar to the attend to H's interest, wants, needs, goods strategy however, S's attention or sympathy to H is indicated by exaggerating intonation, stress, and other aspect prosodic such as marvelous, the best, how beautiful etc. Data 32 (A)Suu:"You might be the best husband ever after.((hug Mikey)) (B)Husband: I will ((smile)) S's strategy also indicates a hope, S has big hope to H to do something. S wants H to be the best husband ever after for S. Its desire is spoken by giving H interest or attention in form of exaggerates. 2. The Types of Request and Command Used by Aung Saan Suu Kyi 2.1 Request, It is concern in the types of request utterances built by speaker in her utterances which may belong to positive or negative politeness. a. (-) Query preparatory, That is request utterances which contain reference to preparatory conditions such as ability and willingness, as conventionalized in any specific language. As in data 1 below, S requests for telling story. Data 1: (A)Suu: "Dad, tell me a story please" (B)Suu's Father: "I will tell you about Burma" The sequence of the sentence contains of address term "Dad" and query preparatory "tell me a story please". Here, S places the word "please" in the end of the request, means that she wants to ask H in polite way, however she begins her request by first form of verb "tell", S forms her request by showing her willingness that H can fulfill her request. (+) Query preparatory there was distinguish feature of utterances belong to the positive tend to spoken by participant who want to get closer relationship, and both speakers want the same thing. This condition also place indicate that the utterances is speaker and hearer oriented. b. (-) Strong hints, This category forms request utterances which contain partial reference to object or element needed for the implementation of the act. References used significant to hints the requests because S do not want to impose H's face S wants H learn the reference by themselves to know what S wants then understanding it to take extended acts to fulfill S's requests. However, actually the extended acts are not important, the important one is the function of the reference itself. S also uses will and conditional if associate to the hint request which is imply to the negative politeness. c. (-) Obligation statements, That is request utterances which the obligation of the hearer to carry out the act stated explicitly. It is proven by using of first form of verb like "be" and "help" S really wants H to do her request, this characteristic belongs to negative politeness strategy because of the using of positive statement which means S obligate H to do something in the way of giving good impression to H. d. (-) Mild hints, That is request utterances which does not contain reference to the request form properly, but it is interpreted as request by context. The request formed immediately go on head act, there is neither supportive move as reference nor address term. The request provided on interrogative form e.g:"What are you doing?" which it does not mean to be answered. That is a request S formed to H in order to follow S's want. At glance, there is not like a proper request, but based on the language function, it is structurally incorrect then, functionally proper. e. (-) Suggestory formulae, That is request utterances which refer to suggestion to the hearer to do act. As provided in data 34A, S tries to give suggestion to H. In the fact, that suggestion is a request form. The request made seems like contains a worry. S gives suggestion whether she's coming is needed by H. her worry appears because she cannot insure her request will be fulfilled or not by H. So that, in the name of does not want to impinge H, S make her request in the suggestion form. This suggestion belongs to the characteristic of negative politeness strategy, the evidence is the using of modality "should" it associates to the utterances which suggest or need an agreement from H to fulfill the request. (+) Suggestory formulae in positive was strategy formed by using future desire of "will". Besides that, the role of "we" as in "let we take her to the bed, then we will see what's going on and in the ""We can start it?" As sign that between S and H include in the same activity strengthen its position belongs to positive politeness strategy. This request S's characteristics is giving suggestion to H to do the thing together. f. (-) Hedge performative, That is request utterances in which the illocutionary force is named and accompanied by hedging expressions. There are address term such as "Buddhist, Burmese". Then, followed by supportive move that spoken in long sentence as references of S to ensure H, it was an effort to make sure that implicit requests which spoken successfully listened. (+) Hedge performative, Elements by means of which the speaker avoids specification in making a commitment to the illocutionary point of the utterance, in naming the required action, in describing the manner in which it is to be performed, or in referring to any other contextual aspect involved in its performance. This request category has characteristic which S tries to give "softening" effect to her request. 2.2 Command, Command in language use, is used to ask something with obligate answer. S has strong desire which has to do by H either negative or positive politeness has command utterances. a. (-) Most direct, That is explicit level, realized by command syntactically marked as such, such as imperatives, or by other verbal means that name the act as command initial first form of verb. the command utterances form by S is obeyed by H, because H treats in duty. (+) Most direct This level of command used in positive by S with provides some additional sign which indicate to the positive. It may same as negative that contains first form of verb like in the "Give it[bag] to me" S commands H to do something that it decrease H's duty or as simple words, S want to help H under the term of command. b. (-) Conventional Indirect This command's level procedures that realize the act by reference to contextual preconditions necessary for its performance, as conventionalized in a given language (these strategies are commonly referred to in speech act literature. This command utterances is not as strong as most direct one, because speaker formed her command with negation and modality S wants to show power through command, but she does not want to impinge the hearer. That's why this command belongs to negative politeness strategy. (+) Conventional indirect, command that contain invitation by calling H with first name (FN), it also can contain good impression to get H closer obviously get good responds of the command formed. the impression brought H to fulfill what S wants. However, there a "must" that contain a duty, H accepts it happily because there are prize for H. c. (+) Non-conventional indirect level, i.e. the open-ended group of indirect command (hints) that realize the command by either partial reference to object or element needed for the implementation of the act. This level contained softening command or hidden command. S forms command by using "will" as characteristic of soften command. E.g: "I will campaign…" and "never try to bother me, I will talk with them" are example implicit command used by S. To show the positive strategy, S forms the command characterized as making agreement, that is cooperation among participants to fulfill the wants. 3.How does Aung San Suu Kyi influence the addressees in order to get good responses? This part analyzed findings in previous problems which influence the hearers' responses. 3.1 Different function of "please", In communication people used term please for a willingness statement. It is so as in Suu's statement in the film, she used please for hoping something, and emphasizing the willingness. Please can be stated in front of statement or in the end. In this part subject produced word please differently. Based on the theory of request (Blum-Kulka:1987) "please" used to express hoping for something with full of willingness. The subject of the film used the function of please to utter strong request. In other situation please only for "sweetener", because there was no strong willingness occurred. Suu gave new function of please in this movie. It was different from the other study conducted request as theory which it put please only as negative politeness marker without mentioned the distinctive function. This finding showed that request utterances with please indicating social relationship where speaker put herself in higher or lower position than hearer. It is supported by theory of power relation by (Fairchlough:1989) that type of this please request tend to use by younger to elder. And Suu applied it both while talking with elder and younger. In this case Suu showed that please was not stuck in the using. In this movie subject shows that type of please used in different purpose. 3.2 Universality of "thanks", The using of thank commonly used for saying thank you for people that help or doing something for us. Involving thank words in to utterances was one of negative politeness strategy. It based on (Yule: 65), thanks could work sometimes be heard in extended talk often with hesitations. In this study, subject represented thank in apologize and gave deference. They reflected the differences of using thank or I prefer to call it universality of thank. Subject defense the theory, the possible reason was subject to show the wants differently or there were factors that force speaker (S) to use it in other sentences besides thank sentences. Universality of using thank reflected apologizing utterances also contrast to the previous study conducted by Wagner which apologizing occurred did not showing thank word. The other function of thank is used for showing deference. Deference communication appeared when S felt H need to be honor. In the case of Suu's utterances, the honorific by using thank used was as same as Brown & Levinson theory which it had function for talking to the far relationship, and if it said to the people close relation, it was not an honor, but it would be a purposeful way. Obviously, thank is universal in its using. Thank not only used for saying thank you, but also, subject in this film shows us that thank can be used to show apologize and showing deference. 3.3 Different function of inclusive "we", Based on Brown & Levinson (1987) theory we used in positive refer to main purposes of making solidarity, need to be accepted, even liked by others and to be treated as member of same group. It is same with purpose in data of inclusive we uttered by Suu. Positive-we which "we" tends to put speaker (S) and hearer (H) include in same activity. Positive-we used to built solidarity in communication. Both S and H are involved in the same topic spoken. Positive-we ask H to join in the speaker's wants or S joins to the H's wants. Here, "we" used as signal of good cooperation among of participants. In this case, positive-we have same purpose like the previous study conducted by Ayuningtyas which concern to the associate responses of children. However the hearer was different, but both this study and that previous research had same purpose. That way appropriate used to show togetherness among speaker and hearer. Otherwise, we used in negative reflected differently. They are refer to the negative politeness which have main purposes oriented to show deference, need to be independent to have freedom of action, showing respect to others, or sometime negative utterances more formal than positive one. It is proven through S uses negative-we in her political campaign where it is a formal situation. Actually, the negative-we used by S is represent if "I". Speaker wants to avoid personalize term of "I", so that she uses negative-we, because, when S uses "I" in formal situation. it Negative -we also shows that S cares about H's wants without impinge on H's negative face. The discussion shows us that inclusive "we" can be used both in positive or negative, which positive-we has function of making good cooperative communication or solidarity in same group, while, negative-we has function of represent "I" to avoid personalize, and also to show using polite pronoun in formal activity. 3.4 Different function of query preparatory (QP), suggestory formulae (SF), and hedge performative (HP) in (-) & (+) Difference of QP in negative, or it called as "–QP", it is request category which has characteristic of preparatory conditions. The request sequences are only oriented to S (speaker) wants. These are different from QP in positive, or it called as +QP. The difference of SF in negative it called as –SF. Request category which contains suggestion. Characteristic formation used by S is using suggestion through word "should" used by subject is modality form, modality sometimes shows respect, because it is more polite than "shall or will". So that she makes it as –SF to avoid impinge H. It is different from SF in positive that it called +SF. Request sequence formed with using "will". The request type used by S included both S and H in the same activity to gain same wants. It was S (speaker) and H (hearer) oriented. Then, difference in request is HP, this category appears either in negative that it called as –HP or in positive that it called as +HP. The differences of –HP and +HP state in the request function based on condition. S made implicit request in order to reach successfully listened, S used the function of upgrader. The upgrader means S and H had separation, where S here in the "up" or high position that has possibility (power). Upgrader function suggests S to persuade H fulfilled what her wants. These are different from the using of request in +HP. This request category has characteristic which S tries to give "softening" effect to her request. +HP also has function of downgrader. This condition is opposite to the –HP that has upgrader function. Downgrader places herself in lower position and down tone utterances than H. It's happen because of S wants to make "softening" request. That "softening" formed through +HP and it significant to help request become downgrader. The three request categories showed that same category can be stated in positive or negative, as the subject in this movie shown. However they are same in the terms or names, but they have their own differences when they used in positive and negative politeness. 3.5 The formulation command utterances in most direct(MD), conventional indirect(CI), and non-conventional Indirect(NCI). a. First level is most direct or easier to call it MD. It is direct command or I prefer call it "strong command", because this command directly point the purpose out. Speaker (S) directly mentions what thing becoming point of command. Usually MD level using imperative to state command utterances. That was the using of first form of verb put in the beginning of the sentences. That's why it assumed that MD level contains command formulation: Verb 1 as starting words of command, as example: Data 8: (A)Maid: ((take the bags and case)) (B)Suu: "Give it [bag] to me ((smile)) b. Second level of command was conventional indirect, or it called as CI. It is the middle of direct command which means CI is not too direct and also not too indirect. This means S formed command with some purposes, for example S wants to get closer with H or doesn't want to impinge H. The other purposes may S want to showing appreciate to H. Usually these command level has additional information / supportive sentence which following command in order to make commands did not sound too strong. They can be stated before or after command uttered. Supportive sentence / additional information can be contained of; modality, address or first name (FN), and making good impression. CI examples below have command formulation: supportive sentence + command statement. Data 6: (A)Activist: ((bring a blooded girl leave her bed)) (B)Suu: "She can't leave this place, [supportive sentence] + you should stay here", [command] c. The last command level was non-conventional indirect or NCI. This level was similar with hints/hidden command. The formation of the utterances may not command form, but the element inside the sentences has implementation of command. Here, S want to command H implicitly, and the implicit feature forms through future desire "I will…". It was not only to hide the command, but also to shows S's plans, which those plans have same function as command because they bring H involve to the utterances. In the other words, S uses "I will…" to show H what her plan is, while at the same time, S also commands H to do "something". Subject in this study used NCI level with command formulation: hints command by using "I will…". The obvious features of how did language operate in social interaction were influential and instrumental relationship with power. Influential power found in the research closely related to the dominance words that subject used, this domination mostly appears in command utterances. The position as political leader has big potential to influence the responds of the hearer whom talks with. The ability of influencing people in communication cannot be separated from successful sequences both in request and command used which well formed. The strategies used associated to the instrumental. They were like the useful tools to dress utterances being interesting, or interested in hearer. The subject capability of matching many instruments as instrumental power to gain the goal influenced to the hearer was a kind of creating power language process, so that subject had powerful language in achieving successful responses. CONCLUSION AND SUGGESTION Conclusion This study can be concluded that, first politeness strategies used by subject Aung San Suu Kyi in the film "The Lady" are both positive politeness and negative politeness. Subject implements their sub-types, but not for all types. From fifteen sub-types of positive provided, subject used ten sub-types, and from ten sub-types of negative provided, subject used seven sub-types. Second, the characteristics of the subject that have been measured by request and command, politeness characteristics resulted are; in request, there are query preparatory, strong hints, mild hints, obligation statements, hedge performative and suggestory formulae. In command, there are most direct, conventional indirect, and non-conventional indirect. Third, the influences of subject's utterances are defined from the responses given to subject, and how far subject's strategies influence others are taken from analyzing them through content, subject, and relation. Suggestion It was suggested that the later research can conduct the same research in other aspect of discussion, for example by conducting the research with real situation as the object. It was hoped the next study would observe some politeness strategies with different backgrounds in order to know the characteristics of politeness strategies in different ways. REFERENCES Ayuningtyas, D. 2006. Politeness Strategy in Request in Film Harry Potter, and The Related The Associated Response in Children Character. English Department, State University of Surabaya. Blum-Kulka, S., and Olshtain, E. 1987. Requests and Apologies: A Cross-Cultural Study of Speech Act Realization Patterns (CCSARP)1. Hebrew University, Jerusalem Tel Aviv University. pdf. file, Journal of Applied Linguistics, Vol. 5, No. 3 (pp:196-212) Brown, P., and Levinson, S. 1987. Politeness Some Universals in Language Usage. Cambridge: Cambridge University Press Codreanu, A., and Debu, A. 2011. Politeness in requests: Some Research Findings Relevant for Intercultural Encounters. pdf. file, Journal of Defense Resources Management no.2 (2)/2012 Fairclough, Norman. 1989. Language and power. Edinburg: Longman Fairclough, Norman. 2012. Critical Discourse Analysis. International Advances in Engineering and Technology (IAET) ISSN: 2305-8285 Vol.7 July 2012 International Scientific Researchers (ISR) Holmes, Janet. 2001. An Introduction of Sociolinguistics. Edinburgh: Longman Leech, Geoffrey. 1983. The Principles of Pragmatics. New York: Longman Litosseliti, Lia. 2010. Research Method in Linguistics. London: Continuum International Publishing Group Magnis-Suseno, Franz. 2009. Etika Jawa: Sebuah Analisa Filsafat Tentang Kebijakan Hidup Jawa. Jakarta: Gramedia McGinty, Sarah Myers, Ph.D. 2001. POWER TALK Using Language to Build Authority and Influence.New York: Warner Books Pranowo. 2009. Berbahasa Secara Santun. Yogyakarta: Pustaka Belajar Robinson, W.P. 1972. Language and Social Behavior. Middlesex England: Penguin Book Ltd. Van Djik, T. 1995. Aims of Critical Discourse Analysis. Journal of JD Japanese Discourse vol:1 (pp;17-27) Watts, Richard J. 2003. Key Topics in Sociolinguistics: Politeness. Edinburg: Cambridge University Press Wagner, Lisa C. The Journal of Politeness, University of Lousville. Positive- And Negative Politeness Strategies: Apologizing In The Speech Community Of Cuernacava Mexico. pdf. file posted 02/18/2013 Werda, Sukardi. Politik Dan Rekayasa Bahasa (Journal of politic and language). Posted on 2nd November 2012 Wodak, R., and Meyer, M. 2008. Critical Discourse Analysis: History, Agenda, Theory, and Methodology. pdf. file Wodak-3795-Ch-01:Wodak-3795-Ch-01.QXP 9/29/2008 4:29 PM Page 1-33 Yule, George. 1997. Pragmatics. Oxford: Oxford University Press
10/28/2020 University Journal - March 2014 www.fresnostatejournal.com/vol17no6/index.html 1/8 March 2014 Vol. 17 No. 6 Arts | FYI | Newsmakers | Service | Sports FEATURE STORY: Diversity Forum addresses race relations A day-long forum to address the challenges in exploring the importance of diversity on campus was hosted Feb. 19 byPresident Castro and the President's Commission on Human Relations and Equity. See the full story with video here. Dr. Frank Lamas is new vice president for Student Affairs President Joseph I. Castro has appointed Frank R. Lamas as the new vice president forStudent Affairs effective July 1, 2014. Lamas, who has more than 30 years of administrativeexperience in higher education, has been vice president for Student Affairs and dean ofstudents at the University of Texas at Arlington for nearly nine years. A native of Havana, Cuba,and raised in Syracuse, N.Y., he is a first-generation college student. Read the full story. Provost search nets three finalists Fresno State's nationwide search for a provost and vice president for Academic Affairs hasresulted in three finalists who will visit the campus to meet with faculty, staff and students. The new provost will succeedDr. William A. Covino, who became president of California State University, Los Angeles in September. The candidates are: Dr. Christopher Ingersoll, dean of the College of Health Professions – Central Michigan University Dr. Scott Ryan, dean of the School of Social Work – The University of Texas at Arlington Dr. Lynnette Zelezny, associate provost – California State University, Fresno Construction begins on Campus Pointe retail phase, 'The Squ are' Construction of Fresno's newest retail center was formally launchedon Feb. 10 with groundbreaking for "The Square at Campus Pointe."The first 12 business tenants were announced for the project onChestnut north of Shaw, near the Save Mart Center and Highway168.10/28/2020 University Journal - March 2014 www.fresnostatejournal.com/vol17no6/index.html 2/8 The Square is the next phase of the 45-acre mixed-use developmentCampus Pointe project, a public/private partnership between theCalifornia State University, Fresno Association, Inc. and KashianEnterprises, the master developer of the project. Read the full story . President Castro, Chancellor White speak at African-American churches Chancellor Timothy P.White and PresidentJoseph I. Castro spoke atAfrican-American churchesSunday, Feb. 16, as part of CSU Super Sunday — the flagship event of the CSU African-American Initiative that focuses on closing the collegeachievement gap for African-American students. Throughout California, CSU campus presidents, trustees, the chancellor andother higher education officials spoke from the pulpit about college readinessand the possibilities for obtaining financial aid. Launched in 2005, CSU SuperSunday is an annual event where leaders throughout the 23 CSU campuseswork together in a united effort to give underrepresented students the toolsneeded to successfully enter college. To date, almost 500,000 churchgoershave received information about financial aid, been introduced to the 23 CSUcampuses and learned how to achieve academic success at the university. Read the full story and view photo gallery . FACULTY / STAFF SPOTLIGHT Madhusudan Katti's international research team uncovers urban biodive Can thriving urban areas support biodiversity in plants and birds?Surprisingly, yes, according to worldwide research findings ofFresno State Associate Professor Madhusudan Katti and aninternational team. The findings were published in the biologicalresearch journal Proceedings of the Royal Society B. Contrary toconventional wisdom that cities are a wasteland for biodiversity, thestudy found that overall the mix of species in cities reflects theunique biotic heritage of their geographic location. See the fullstory . Benjamin Boone takes music education to the masses Music Professor Benjamin Boone, a composer and accomplished jazzmusician, has been drawing headlines for his "Inside the Music" pre-concertlectures with the Fresno Philharmonic. The lecture series was recentlyfeatured in the Fresno Bee . See the full story . John Capitman appointed to air quality board Dr. John Capitman, executive director for the Central Valley HealthPolicy Institute, was appointed by California Governor Jerry Brown to theSan Joaquin Valley Unified Air Pollution Control District GoverningBoard. See the full story . FYI 10/28/2020 University Journal - March 2014 www.fresnostatejournal.com/vol17no6/index.html 3/8 First Jensen Pistachio professor joins plant science faculty A $1.5 million pledge last year from the California Pistachio Research Board to the Jordan Collegeof Agricultural Sciences and Technology brings Dr. Timothy Spann to Fresno State conductadvanced research and education for the pistachio industry. Read the full story. Inventory of keys is coming; watch for email A campus-wide inventory of keys will be conducted in coming weeks. All administrators, staff andfaculty will receive an email from Bob Boyd, associate vice president of Facilities Management, asking you to logon to awebpage to report the physical keys you have. This information will be reconciled against the Lockshop records.Thisinventory process will also provide you a convenient opportunity to return any keys no longer needed. If you have anyquestions about this process, contact the Lockshop at 278.2172. View a short video on this project. On-site Employee Assistance Program counselor taking appointments Fresno State has selected an on-site, part-time Employee Assistance Program counselor, David Crabtree, throughEmpathia our current provider of EAP services. Appointment times are available 9 a.m. to 2 p.m. on Monday , Tuesday , Thursday and Friday . A licensed clinical social worker, Crabtree is available to provide counseling services to all activefaculty, staff and their family members. His direct phone is 278.1655 and email address is dcrabtree@csufresno.edu . Hisoffice is Lab School Room 185 (confidential side door entry for scheduled appointments). Advancement team wins four communications awards The Council for Advancement and Support of Education (CASE) Western district awarded four honors for excellence toFresno State's Division of Advancement. The university earned a silver award for a magazine insert on former universityPresident John D. Welty. Bronze awards were earned by the Fresno State Alumni Association for the "What Day Is It? It'sHump Day!" video, University Communications editor Eddie Hughes for a Fresno State Magazine story introducing newuniversity President Joseph I. Castro and photographer Cary Edmondson for a water image of Fresno State footballplayer Davante Adams . The awards were presented by the CASE District VII, which represents universities in Arizona,California, Guam, Hawaii, Nevada, Northern Mariana Islands and Utah. Provost's Awards nominations due April 4 Nominations are being accepted through April 4 for the Provost's Awards for the 2013-2014 academic year. Students,faculty, and staff are encouraged to submit nominations of full-time tenured and tenure-track faculty, or an academicprogram for the Assessment of Learning award. Nominations may be submitted in the following categories: Excellence in Teaching Technology in Education Graduate Teaching and Mentoring Faculty Service Distinguished Achievement in Research, Scholarship, or Creative Accomplishment Promising New Faculty Award Distinguished Achievement in Assessment of Learning (Department award) Nomination forms and instructions are available online and in the Office of the Provost, Haak Administration CenterRoom 4116, Henry Madden Library, 4th floor. Peach Blossom Festival is March 13-14 The 56th annual Peach Blossom Festival of Oral Interpretation will be March 13-14 at various locations on campus withapproximately 6,000 children representing nearly 200 San Joaquin Valley elementary schools. The event is hosted by theDepartment of Communication. For more information call 8-4419 or go to www.peachblossomfestival.com . Secret Garden party and Leo Politi Garden rededication, April 13 The Arne Nixon Center Advocates (ANCA) invites you to attend the annual Secret Garden party and Leo Politi Gardenrededicationon April 13, from 3 to 5 p.m. at the Politi Garden on the east side of the Madden Library. The party is ANCA'smajor annual fundraising event, with all profits going to the Arne Nixon Center. Leo Politi was the Caldecott Award-winning illustrator and/or author of over three dozen books. A Fresno native whorelocated to Los Angeles, he was a good friend of Professor Arne Nixon often returned to Fresno to participate in Nixon'schildren's literature classes and festivals. The Politi Garden was created with funds raised by ANCA to honor the specialfriendship between the two men. Paul Politi and Suzanne Bischof, the son and daughter of the late Leo Politi, will attendthe rededication. For more information or to make reservations, please send email to jsanford@csufresno.edu . CLEAR launches a new peer-reviewed journal The Center for Leadership, Equity and Research (CLEAR) has launched " The CLEARvoz Journal ," a quarterly peer-reviewed journal focused on equity issues in education. The online, scholarly journal seeks to promote research in10/28/2020 University Journal - March 2014 www.fresnostatejournal.com/vol17no6/index.html 4/8 elementary, secondary and postsecondary schools with articles that address a range of topics including advocacy, equity,mentoring, diversity and engagement. Read the full story . STAR Day is May 29 The annual Staff Training And Recognition – STAR – Day will be held May 29 . STAR Day is designed to commemoratethe end of a successful year, promote staff development and recognize the accomplishments of our campus staff. Theevent will include a guest speaker, professional development workshops, a service recognition awards ceremony, staffluncheon and a vendor fair. Watch for upcoming email announcements about the event and visit the website for updates. Grants offer new opportunities for nurse practitioner students The College of Health and Human Services was awarded nearly $300,000 ingrants to help fill a regional void of primary health care providers. The grantswere awarded by the Song-Brown Commission, which encourages universitiesand health care professionals to provide quality health care in underservedareas. Read the full story . BRAND BULLETIN Social media and branding elements By Susan Hawksworth Continuing and Global Education Many departments and programs are activelycommunicating by using social media, such asFacebook, Twitter or LinkedIn. According to Dr. TamyraPierce, director of Social Media and IntegratedMarketing, there are nearly 100 Facebook pages andapproximately 50 Twitter accounts associated withFresno State. However, having a good social media presence is morethan just "having" a site. It's important to buildconnectionsand engagement. In addition, any site associated withFresno State should also include the correct use ofbranding elements. Pierce conducted an analysis of the known sites affiliatedwith Fresno State and found that some still feature the old Fresno State and no longer approved sunburst logo orthe university seal. Some sites are using the correct new logo, but it has been improperly condensed to fit theexisting space or cropped. The University Communications office has digital versions of the new logo, sized for use on the various socialmedia sites. They are available by emailing brand@csufresno.edu. "We encourage anyone who is theadministrator of a social media site to help promote our branding efforts by using the appropriate logo and thecorrect name of the university," Pierce says. The content analysis of various social media sites found that many of them are using the university nameincorrectly (CSUF, CSU Fresno, Fresno State University, FSU, for example). We encourage everyone to useFresno State in social media to increase search results. FS is permitted on Twitter and Instagram due to characterrestrictions. CSUF is now affiliated with Fullerton and should not be used (FYI, @CSUF is Fullerton's twitterhandle). "Through our Integrated Marketing Communications work over the past two years, we have designated the use ofeither Fresno State or California State University, Fresno for our name," Pierce said. "Consistency with our logoand name help strengthen our brand." It's a good idea to review your department's or unit's Facebook page(s) and website(s) to ensure the properbranding is used. If you're not sure whether the branding is correct, review the brand guidelines( www.fresnostate.edu/brand ) or contact Dr. Pierce at tpierce@csufresno.edu . S10/28/2020 University Journal - March 2014 www.fresnostatejournal.com/vol17no6/index.html 5/8 Spring into Service, March 22 The campus community is encouraged to participate in a Fresno State morning of service on Saturday, March 22 from 8-12:30 p.m. As part of the campus-wide "Spring into Service" event, volunteers are needed to complete service projectsincluding tree and shrub planting, and installation of a water wise demonstration garden. Families are encouraged tovolunteeer. Please fill out the Spring into Service 2014-Volunteer Registration Form . Volunteer space is limited and filledon a first come, first serve basis. For questions please contact Renee Delport at rdelport@csufresno.edu or 278.7063. STUDENT ACHIEVEMENT Lopez named campus first-ever Gates Cambridge Scholar Senior Stephanie Gabriela Lopez was awarded the Gates Cambridge Scholarship, afull-ride graduate scholarship to Cambridge University, making her the first FresnoState student to receive the prestigious academic honor. The scholarship is awardedto 95 students worldwide each year. Lopez is one of 40 United States studentsrepresenting 35 institutions. Read the full story. Student wins College Entrepeneur of the Year Award Student Roe Borunda, will receive the College Entrepreneur of the Year Award fromthe Greater Fresno Area Chamber of Commerce for her hatchery-assisted business,Roetography. Borunda is a senior, double major (Art and Mass Communication andJournalism) from Fresno whose company was one of four selected to be recognized atthe chamber's Valley Business Awards Luncheon in March. "If it wasn't for programs like the Lyles Center Student Hatchery and faculty and staffmembers at Fresno State to help push me in the direction of my dreams, I probablywould have never known the sky can be the limit," Borunda said. A Absurd Masterworks , March 14-22 The Theatre Arts Department presents three pieces by the masters of Absurdist theatre, Samuel Beckett and Eugene Ionesco, March 14-22 at the Dennis & Cheryl Woods Theatre. The style of theplays ranges from tragic to comic--from meditations on an adulterous affair to asatire of modern suburban living that morphs into a living puppet show. Other University Theatre productions: Experimental Theatre Company, April 4-6 For Young Audiences - The Velveteen Rabbit, April 5 University Dance Theatre, April 24-26 Othello, by William Shakespeare , directed by Brad Myers , May 2-10. All performances begin at 8 p.m., except for Sunday matinees, which begin at 2p.m. ID must be presented to claim discounted tickets. Tickets can be purchasednoon-4 p.m. Monday-Friday at the University Theatre Box Office at the northentrance of the Speech Arts Building, 278.2216. View ticket information . Other Music events in March: Wind Orchestra Concert, March 6 Keyboard Concerts -Sergei Babayan & Danil Trifonov, March 7 Jazz Bands, March 13 Orpheus Chamber Music Ensemble and El Cimarrón Ensemble present NOTHING and more, March 15 Saxes at Stage, March 18 The Frenso State Guitarists, March 28 Guitar Festival, March 28 Fresno State Symphonic Band Concert, April 210/28/2020 University Journal - March 2014 www.fresnostatejournal.com/vol17no6/index.html 6/8 See ticket information. 'Turning Pages: Intersections of Books and Technology' is March 24-May 30 The Arne Nixon Center for the Study of Children's Literature and the Special Collections Research Center will host"Turning Pages: Intersections of Books and Technology." The exhibition will be held in the Leon S. Peters Ellipse Gallery,March 24 - May 30. The Special Collections division has teamed up with the Center for Creativity and the Arts tocollaborate with this year's chosen theme of Data and Technology. Technologies new, old and reinterpreted have altered the paradigm of the book since its inception. From creation andcontent to format itself, the collective notion of the book, a benign object, is continually changing. "Turning Pages" willprovide a glimpse into some of the ways in which technology has radicalized books and bookmaking. Exhibition artistsinclude Thomas Allen, Su Blackwell, Brian Dettmer, Pamela Paulsrud, and Mike Stilkey. A reception to celebrate the exhibition's opening will be held on Friday, March 28, at 6:00 p.m. at the Madden Library2206. A presentation by book artist Mike Stilkey will begin at 7 p.m. The event is free and open to the public. Relaxedparking for the event in Lots P30 and P31. To RSVP email jsanford@csufresno.edu or call the Arne Nixon Center at278.8116. N Wade Gilbert (Kinesiology) will co-present on "Athletic Talent Development: Current Status and FutureDirections" at the U.S. Olympic Academy on April 15 in Los Angeles. The academy will togetherscholars and students, athletes and administrators, business experts and leading mediaauthorities to discuss important Olympic issues. Nitaigour "Prem" Mahalik (Industrial Technology) received a $500,000 grant from the Department of Defense to acquireequipment and instrumentation to further the university's ability to teach and research emphasizingsensing and control. Blain Roberts (History) and Ethan J. Kytle (History) were askedby the New York Times to write about the Central Valley drought. Withinhours of publication online, it was the third most-emailed, the ninth most-viewed and the 10th most-tweeted story. Read the column. A new book by Roberts (History)," Pageants, Parlors, andPretty Women: Race and Beauty in the Twentieth-Century South," was published by the University of NorthCarolina Press. Read more . Asao Inoue (English) won a 2014 Outstanding Book Award in the Edited Collection category for his book,"Race and Writing Assessment" from the Conference on College Composition andCommunication, a constituent organization within the National Council of Teachers of English(NCTE). The award honors books within the field of composition and rhetoric. 10/28/2020 University Journal - March 2014 www.fresnostatejournal.com/vol17no6/index.html 7/8 Nancy Akhavan (Kremen School) is the editor of the inaugural issue of CLEARVoz, the peer reviewed journal ofFresno State's Center for Leadership, Equity, and Research (CLEAR). Read the Journal. Steve Spriggs (University Development) challenged a $165 fine for using his cellphone map application whilestuck in traffic and has won an appellate court ruling that Californians can use cellpohnes to look atmap applications while driving. He does not encourage cellphone usage while driving, but hopesthat California legislators will now revisit the issue and fix it. Spriggs story has been widely carried inthe media. Read the USA Today story . S Baseball, softball, basketball and lacrosse are in store thisMarch Don't miss out on the Bulldog action as it offers plenty of opportunities forour veterans, faculty and staff, and your family. Baseball Tuesday, March 11 at 6:35 p.m. vs. Penn State - Season ticket holderappreciation. Wednesday, March 12 at 6:35 p.m. vs. Penn State - Season ticket holderappreciation Friday, March 14 at 6:35 p.m. vs. New Mexico - Alumni Night . Saturday, March 15 at 2:05 p.m. vs. New Mexico - Youth Jersey Saturday . Youth wearing jerseys receive free admission Sunday, March 16 at 1:05 p.m. vs. New Mexico - St. Patty's Kick Off/ Saluteto Sundays . Free admission for all active military and veterans . Kids runbases. Tuesday, March 18 at 6:35 p.m. vs. California - Staff and Facultyappreciation night. Free admission for all staff and faculty. Honor professors. Wednesday, March 19 at 6:35 p.m. vs. BYU Tuesday, March 25 at 6:35 p.m. vs. UC Santa Barbara - Greek night, Tankgiveaway. Softball Thursday, March 13 at 5 p.m. vs. Pacific. Social Media Madness - 2-1 Ticketdeal for fans following Fresno Athletics. Friday, March 14 at 6 p.m. vs. Ohio State - Dog Pound Night/Youth JerseyFriday - Youths wearing jersey receive free admission . Meet the Team post-game. Saturday, March 15 at 3:45 p.m. vs. Cal Poly - Throwback Night/AlumnaeNight Saturday, March 15 at 8:15 p.m. vs. New Mexico State - ThrowbackNight/Alumnae Night Sunday, March 16 at 3:45 p.m. vs. Saint Mary's College - Free Admissionfor all Veterans and active military. Kids run the bases . Friday, March 28 at 6 p.m. vs. Utah State . Strike Out Cancer/Youth JerseyFriday -Youth Wearing Jersey get free admission. First 5 Fresno Countybook drive. Saturday, March 29 at 6 p.m. vs. Utah State. Strike Out Cancer . Blood Drive - First 5 Fresno County Book Drive. Sunday, March 30 at 1 p.m. vs. Utah State - Strike Out Cancer. Freeadmission for all veterans and active military. First 5 Fresno County bookdrive . Kids run bases post-game. Freshman autograph signing post-game. 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Jackie's Experiential Learning in Jack Gantos' Dead End In Norvelt Rheza Arief Dwi Piscesa English Literature Faculty of Languages and Arts State University of Surabaya rheza.arief@gmail.com Hujuala Rika Ayu, SS., MA. English Department Faculty of Languages and Arts State University of Surabaya ayuhujualarika@yahoo.com Abstrak Pembelajaran adalah suatu proses mengakuisisi sebuah pengetahuan. Karakter utama di novel ini, Jackie Gantos, mendapatkan berbagai macam ilmu melalui pengalaman, belajar, atau dengan diajarkan oleh orang lain. Di Dead End in Norvelt, proses pembelajaran yang banyak terjadi didapatkan melalui pengalaman. Jackie Gantos mendapatkan pengetahuan melalui pengalaman, hal ini dapat dianalisa menggunakan Kolb's experiential learning. Kolb's experiential learning adalah sebuah metode pembelajaran dengan cara mewariskan pengetahuan secara langsung melalui pengalaman ke dalam diri seseorang tersebut. Tujuan dari thesis ini adalah untuk memperlihatkan proses dari experiential learning di dalam hidup Jackie dan menemukan faktor-faktor yang mempengaruhi Jackie dalam usahanya untuk mengaplikasikan experiential learning dalam kehidupannya di kota Norvelt. Dengan memunculkan proses experiential learning, dapat diketahui bagaimana sebuah pengalaman diwariskan kepada orang lain serta faktor apa yang memunculkan experiential learning. Setelah experiential learning terjadi, Jackie mendapatkan banyak sekali pengetahuan, contohnya cara menggunakan senjata dengan aman, sejarah dari kota Norvelt, idealism dari seorang Eleanor Roosevelt dan lain lain. Proses mendapatkan pengetahuan ini tampak dalam tabel pembelajaran Kolb's dan faktor-faktor yang mempengaruhi terjadinya proses experiential learning dari Kolb's adalah social interaction dan self-realization. Kata Kunci: experiential learning, social interaction, self-realization. Abstract Learning is the acquisition of knowledge. The main character, Jackie Gantos, obtained skills through experience, study, or by being taught. In Dead End in Norvelt, most of the process of learning obtained through experience. Jackie Gantos' gaining knowledge through experience is analyzed by using Kolb's experiential learning. Kolb's experiential learning is a method of learning by inheriting the knowledge directly through experience that happened in a person. The objective of this thesis are to reveal the process of experiential learning in Jackie's life and finding factors that triggers Jackie's effort of applying experiential learning in his life in Norvelt. By revealing the experiential learning process, it can be found out how an experience is passed on to others and the factors that triggers experiential learning. After the experiential learning happened, Jackie gain knowledge on many things such as gun safety, history of Norvelt, Eleanor Roosevelt idealism and etc. This process of gaining knowledge is depicted through Kolb's learning table and the factors that trigger Kolb's experiential learning are social interaction and self-realization. Keywords: experiential learning, social interaction, self-realization. INTRODUCTION Learning is a process of acquiring knowledge through study. This process of learning usually occurs between students and lecturers in a formal educational school. Educational School gives courses and inheriting skillssuch as Physics, History, Chemist, Math and Language from teacher to children. There is also another way to learn something to gain knowledge and increase our understanding about the world. This way of learning is different from the original way of learning such as studying in a school and comprehend the knowledge that our teacher gives. For example, a farmer boy learn how to plough and plant seeds by seeing his father working at the field. After the boy grew up and strong enough, his father ask the boy to help him work at the field. His father showed him how to plough land, watering the field and keeping away birds from destroying the field. This boy gain knowledge through a different method than the original method of studying which is reading books and attending school. The way of the boy learning through experience, from the events of learning through his dad and working to help his dad, is the experiential learning. Experiential learning is a process of gaining knowledge through experience. This knowledge is a result from the combination of grasping and transforming the experience itself. This theory is a well-known model in education. David Kolb in his book, Experiential Learning Theory, presents a cycle of four elements to define the theory. Experiencing problem, observing the critical problem, making a concept of abstract to solve the problem, and actively experimenting to solve the problem. This process leads to a further critical reflection about the experiment and the result of the experiment. This learning theory is a development of various studies regarding to the cognitive development by Jean Piaget and philosophical perspective of pragmatism by John Dewey. Dewey's philosophical perspective of pragmatism is conveyed in his statement based on Kolb's: " If one attempts to formulate the philosophy of education implicit in the practices of the new education, we may, I think, discover certain common principles … To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity ;to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing world … I take it that the fundamental unity of the newer philosophy is found in the idea that there is an intimate and necessary relation between the processes of actual experience and education." (1938, pp.19, 20) Based on the statement by Dewey, Piaget developed this philosophy and researched Dewey's perspective into a new method to differenciate the actual learning experience as a set of educational method which invoke a knowledge that build through a relation of experience and education. Piaget's theory describes how intelligence is built through experience. He defines that intelegence is not an innate internal characteristic of the individual but comes alive as a product of the interaction between the person and his or her environment and action is the key point for Piaget. A person who does experiment gathers experience and gains knowledge through the process. In this case, experiential learning studies the process of transforming the experience into a certain knowledge. Just like the saying of Julius Caesar, "Experience is the teacher of all things." (40s BC, Commentaries on the Civil War, 2. 8), this process of experiential learning can be found mainly in the character of Jack Gantos in Jack Gantos' "Dead End in Norvelt".Jackie Gantos, the main character, living his life of summer days in Norvelt and experiencesmany things through his adventure. Summer days are his moments of hunting season with his dad, helping Miss Volker writing obituaries for the local paper, examining dead body in a Morgue which Bunny's dad work, investigating the whereabout of Mrs. Dubicki. This actions is the sets of events that can be analyzed as a process of experiential learning of Jackie in the novel. Jackie is always curious about many things, that is why he always gets into trouble. He is a good boy, but his action sometimes make his mom got a headache. This because Jackie always gets a nosebleed everytime he gets too excited, which is his mother always worried about. His adventure in Norvelt somewhat he must complices with his nosebleed problem. In his adventure, Jackie experiences many things, he knows how to safely lock the gun to prevent it blasts accidentally by learning it from his hunting experience with his dad. He also learn how to write using a typewriter while helping Mrs. Volker to write her obituaries for the local paper. This process of learning gains him knowledge through experience that happened through his adventure. It is a concrete fact that people do learn from their experience and for nontraditional students such as minorities, the poor, and mature adults – experiential learning has become the method of choice for learning and personal development. (Kolb, 1984: 3) John Byran Gantos, Jr., better known asJack Gantos(born July 2, 1951) is anAmericanauthor ofchildren's booksrenowned for his fictional characterJoey Pigza, a boy withattention-deficit hyperactivity disorder(ADHD). Gantos has won several literary awards, including theNewbery Honor, thePrintz Honor, and theSibert Honorfrom theAmerican Library Association, and he has been a finalist for theNational Book Award. His latest book,Dead End in Norvelt(2011) won the 2012Newbery Medal. Jack Gantos received both hisBFAand hisMAfromEmerson College. While in college, Gantos began working on picture books with an illustrator friend. In 1976, they published their first book,Rotten Ralph. Gantos continued writing children's books and began teaching courses in children's book writing. He was a professor of creative writing and literature (1978–95) and a visiting professor at Brown University (1986), University of New Mexico (1993) and Vermont College (1996). He developed master's degree programs in children's book writing at Emerson College and Vermont College. Jack Gantos writing career began when he work together on picture books in college with his illustrator friend. In 1976, they published their first book, Rotten Ralph. Gantos cares so much about children by publishing dozens of book regarding to picture books for kids. In his last novel Dead End in Norvelt, he creates a master copy of his childhood life into a dazzling novel that easy to understand with a portion of historical value to give an early history lesson to children. The main point of this study is the experiential learning that Jackie Gantos experience in his hometown of Norvelt. His dad is a former WWII soldier, he kept possession of many memorabilia such as Japanesse rifle and other stuff of war. This interacts Jackie to play with his stuff such as Japanesse rifle and pretend to acts like Jackie is in a war that is played on the screenplay over the neighbor. The story of the novel continue about Jackie's adventure in his town and learning experience on events such as helping writing historical obituary for Miss Volker, and secretly build an airplane in his garage with his dad. Gantos' novel Dead End in Norvelt focused more on the life of Jackie Gantos that happened in Norvelt at summer of 1962and the social interaction that happened between him and the people in Norvelt. It leads to a great adventure of him, this makes Jackie learns about many topic that he experiences in his life. Jackie lives for a time in Norvelt, a real Pennsylvania town created during the Great Depression and based on the socialist idea of community farming. Jackie's summer of 1962 begins badly: plagued by frequent and explosive nosebleeds, Jackie is assigned to take dictation for the arthritic obituary writer, Miss Volker, and kept alarmingly busy by elderly residents dying in rapid succession. Then the Hells Angels roll in. Gore is a Gantos hallmark but the squeamish are forewarned that Jackie spends much of the book with blood pouring down his face and has a run-in with home cauterization. Gradually, Jackie learns to face death and his fears straight on while absorbing Miss Volker's theories about the importance of knowing history. Based on the explanation above, this study would like to discuss on Kolb's Experiential Learning Theory by focusing on Jackie Gantos character. And this experiential learning theory will guide us on how to elaborate the process of learning by experience that happens in Jack Gantos' Dead End in Norvelt by examining Jackie Gantos character and his social interaction with the people of Norvelt. RESEARCH METHOD This study takes the data source of a novel Dead End in Norvelt, written by Jack Gantos which is published in New York by Farrar Straus Giroux, with ISBN: 978-0-374-37993-3 in 2012. To collect the data, the first step is Extensive Reading. Extensive reading is denoted as reading the text of novel extensively in order to collect the data of analysis, such as narrations, monologues, dialogues, quotations, and so forth. After collecting the data by reading extensively, the second step is intensive reading. This step is used in order to reveal the hidden idea of the novel which is related to the data. After finding the hidden idea of the novel, the next step is classifying the data through the novel which needed in analyzing the data, such as speech, actions, characters, behavior, attitudes, and thoughts. The third step is observation the data. This step is the most important step because this step is used in order to find out the experiential learning. In Dead End in Norvelt, The main character Jackie experiences many things that gain him knowledge throughout the novel. Therefore, the experiential learning is very appropriate to be applied to this study. Last but not least, it reaches the final process of collecting data, which is placing the classified data into the table. It is done to simplify in reading the data for the purpose of doing analysis. After finding the experiential learning through the events that correlate Jackie with the major characters based on the novel, the last step is data analysis. This step attempts to answer the questions subsequently based on the statement of the problems by using relevant theory. Besides, this step also uses the data of the novel Dead End in Norvelt which consists of monologues, dialogues, and quotations. The first statement of problem is the occurance of experiential learning. The depiction of experiential learning is using the theory of Kolb. This depiction can be seen on the events that correlate Jackie with other main characters inside the novel. The second statement of problem is the factors that causes Jackie to apply experiential learning in his life which gain him knowledge through experience with other. The factors will be analyzed by using the theory of Rummels. EXPERIENTIAL LEARNING Experiential learning is a well-known model in education. Kolb's experiential learning theory defines experiential learning as "the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience." (1984:38) Kolb's Experiential Learning Theory (1984:42) presents a cycle of four elements: The cycle begins with an experience that the student has had, followed by an opportunity to reflect on that experience. Then students may conceptualize and draw conclusions about what they experienced and observed, leading to future actions in which the students experiment with different behaviors. This begins the cycle anew as students have new experiences based on their experimentation (Oxendine, Robinson and Willson, 2004). Although this continuum is presented as a cycle, the steps may occur in nearly any order. This learning cycle involves both concrete components (steps 1 and 4) and conceptual components (steps 2 and 3), which require a variety of cognitive and affective behaviors. Experiential learning can exist without a teacher and relates solely to the meaning of making process of the individual's direct experience. However, although the gaining of knowledge is an inherent process that occurs naturally, for a genuine learning experience to occur, there must exist certain elements. According to Kolb, knowledge is continuously gained through both personal and environmental experiences. He states that in order to gain genuine knowledge from an experience, certain abilities are required: • The learner must be willing to be actively involved in the experience; • The learner must be able to reflect on the experience; • The learner must possess and use analytical skills to conceptualize the experience; and • The learner must possess decision making and problem solving skills in order to use the new ideas gained from the experience. Experiential activities are among the most powerful teaching and learning tools available. Experiential learning requires self-initiative, an "intention to learn" and an "active phase of learning". Kolb's cycle of experiential learning can be used as a framework for considering the different stages involved. Jennifer A. Moon has elaborated on this cycle to argue that experiential learning is the most effective when it involves: 1) a "reflective learning phase" 2) a phase of learning resulting from the actions inherent to experiential learning, and 3) "a further phase of learning from feedback". This process of learning can result in "changes in judgment, feeling or skills" for the individual and can provide direction for the "making of judgments as a guide to choice and action". Most educators understand the important role of experience in the learning process. The role of emotion and feelings in learning from experience has been recognised as an important part of experiential learning.While those factors may improve the likelihood of experiential learning occurring, it can occur without them. Rather, what is vital in experiential learning is that the individual is encouraged to directly involve themselves in the experience, and then to reflect on their experiences using analytical skills, so they gain a better understanding of the new knowledge and retain the information for a longer time. Reflection is a crucial part of the experiential learning process, and like experiential learning itself, it can be facilitated or independent. Dewey wrote that "successive portions of reflective thought grow out of one another and support one another", creating a scaffold for further learning, and allowing for further experiences and reflection. This reinforces the fact that experiential learning and reflective learning are iterative processes, and the learning builds and develops with further reflection and experience. Facilitation of experiential learning and reflection is challenging, but "a skilled facilitator, asking the right questions and guiding reflective conversation before, during, and after an experience, can help open a gateway to powerful new thinking and learning". Jacobson and Ruddy, building on Kolb's four-stage Experiential Learning Model and Pfeiffer and Jones's five stage Experiential Learning Cycle, took these theoretical frameworks and created a simple, practical questioning model for facilitators to use in promoting critical reflection in experiential learning. Their "5 Questions" model is as follows: • Did you notice.? • Why did that happen? • Does that happen in life? • Why does that happen? • How can you use that? These questions are posed by the facilitator after an experience, and gradually lead the group towards a critical reflection on their experience, and an understanding on how they can apply the learning to their own life. Although the questions are simple, they allow a relatively inexperienced facilitator to apply the theories of Kolb, Pfeiffer, and Jones, and deepen the learning of the group. SOCIAL INTERACTION According to R.J. Rummel (1976: Chapter 9 : Social Behavior And Interaction) , social interactions are the acts, actions, or practices of two or more people mutually oriented towards each other's selves, that is, any behavior that tries to affect or take account of each other's subjective experiences or intentions. This means that the parties to the social interaction must be aware of each other--have each other's self in mind. This does not mean being in sight of or directly behaving towards each other. Friends writing letters are socially interacting, as are enemy generals preparing opposing war plans. Social interaction is not defined by type of physical relation or behavior, or by physical distance. It is a matter of a mutual subjective orientation towards each other. Thus even when no physical behavior is involved, as with two rivals deliberately ignoring each other's professional work, there is social interaction. Moreover, social interaction requires a mutual orientation. The spying of one on another is not social interaction if the other is unaware. Nor do the behaviors of rapist and victim constitute social interaction if the victim is treated as a physical object; nor behavior between guard and prisoner, torturer and tortured, machine gunner and enemy soldier. Indeed, wherever people treat each other as object, things, or animals, or consider each other as reflex machines or only cause-effect phenomena, there is not social interaction such interaction may comprise a system; it may be organized, controlled, or regimented. According to Arnold W Green in his book Sociology an Analysis of life in Modern Society, Social interaction is "…the mutual influences that individuals and groups have upon one another in their attempts to solve problems and in their striving toward goals. Social interaction discloses the concrete results of striving behavior upon roles, statuses, and moral norms" (Green, 1964: 57) There are two types of social interaction, structured and unstructured. Structured social interaction is guided by previously establishing definitions and expectations, owing either to familiarity with the other as a person, as among family and friends, or to knowledge of the others formal position, as between lawyer and judge in court room proceedings, unstructured encounters lack prior expectations and must be defined as required in the course of action. Although at a proposition of intimate relationships are highly structured even the most familiar partners and friends remain capable of unpredictable and novel responses in relationships infact the most interesting trends and associates are those who widely improvise. Conversely rarely do we find a situation completely lacking in structure. Even two strangers come from quite diverse backgrounds, their interactions of likely to be governed by norms of physical safety, age, sex, etc. Thus special interaction may be viewed as partly governed by pre-established rules and expectations and as partly inventive, interpretive and improvisational. TYPES OF SOCIAL INTERACTION According to Chris Levy (earthlink.net: ch.4, 2), Social interaction is divided into five points: a. Exchange: The process in which people transfer goods, services, and other items with each other. Exchange is a social process whereby social behavior is exchanged for some type of reward for equal or greater value. b. Competition: Process by which two or more people/groups attempt to obtain the same goal. Scarce resources are unequally distributed. This concept is very familiar and important to Americans considering the idea of competition is built in to our economy and society. Yet, the jury is still out whether this competition produces the assumed results of the "best rising to the top" c. Cooperation: The process in which people work together to achieved shared goals. Usually this involves the giving up of individual goals for group goals d. Conflict: The process by which people attempt to physically or socially conquer each other. Although war is the most obvious example of this, this is done most often in social situations (ex. politics, threats, etc.) e. Coercion: Process by which people compel other people to do something against their will – based ultimately on force. The state usually handles this through official means (police, army, etc.) but individuals use it in social situations as well (parents, friends, lovers – sex) f. No one type of interaction describes social reality – it involves a mix and match of different ones. SELF-REALIZATION Self-realization is a concept where people realize on their own regarding a certain event that perceived through their behavior. Mortimer Adler defines self-realization as freedom from external coercion, including cultural expectations, political and economic freedom, and the freedom from worldly attachments and desires etc. (1958: 127, 135, 149). This concept is the opposite of social interaction because self-realization occur without any social interaction. The person is free to realize his own potential by absorbing the knowledge through his own way, for example reading books, without any interference from other person. PARADIGM OF ANALYSIS The analysis will utilize Kolb's experiential learning to classify the events into two triggering factors of experiential learning, social interaction and self-realization. The classification will further explain the process of gaining knowledge. The table of Kolb's experiential learning is used to reveal the process of learning that a person went through. The process of a person learning through experience consists of Experience phase, Critical Reflection phase, Abstract phase, Active Experimentation phase and reach into a further Critical Reflection to adjust the knowledge that gained through the process. The social interaction and the self-realization is used as a triggering factor of experiential learning process. THE DEPICTION OF JACKIE GANTOS' EXPERIENTIAL LEARNING Elaborating event in the novel to show the depiction of Jackie's effort in applying experiential learning is an important process. Before elaborating the event, knowing Jackie's character first is essential. The knowledge regarding Jackie's character is important because it is used as a guidance to define the social interaction between Jackie and other character in the event, to understand Jackie relation with others, and to understand the experiential learning process. Jack is a teenager in Norvelt around age of 11 to 12, He is a curious person, a rebel, nose bleeder, a book-worm, helpful to others and also full of action. These characteristics are described throughout the novel as Jack likes to read history when he was at home. His adventures rotates about the stories in Norvelt, how he spent his summer holiday at home grounded because of gun accident and helping Miss Volker out with her obituary thing. Jack is the main character that is full of action through all the novel. Based on Kolb's experiential learning model, Jackie's character experience and learn about many things that happens in his life, especially through his social interaction with others as one of the factor to trigger experiential learning. This experiential learning process appears in events that related to Jackie's action with other character, creating a situation which lead to a learning comprehension through experience. In this section, the events will be distinguished into the most unique event showing Jackie's learning through experience. This unique event will focus on Jackie's interaction with some of the most important characters in the novel, Jackie's parent, Miss Volker, Mr. Spizz, Bunny, and Mrs. Dubicky. THE EVENTS OF JACKIE'S PARENT There are several events that involve Jackie with his parents in the novel. Some of them can be classified as unique, one of them is about the Money and Barter concept. Norvelt is a community town based on barter or trading skills with neighbors. Norvelt is created to solve Great Depression problem. At that time, money is hard to get and crops prices fell so low so business all over town is bankrupt. The concept of Money and Barter shows differences of ages between Jackie's mom in the past and present time. This event happened between Jackie and his Mom when they visit the doctor to examine Jackie's nose problem. Jackie learn about the concept of Money and Barter from the conversation with her mom which happened while Jackie is on his way home. The concept of Money and Barter is one of the unique values of knowledge that Jackie experiences in the novel. The other unique event Jackie's experience with his Dad regarding gun safety that he experienced in the past. This event is important since it builds Jackie's character to be aware and always caution regarding gun safety. To describe the social interaction happened in the event, knowing the character of Jackie's parent character is compulsory. The character of a person can define the social interaction that occur between him and other people. In a family relation, social interaction that mostly happened is cooperation between family and also conflict which bonds family members. Jackie's Mom is a caring, loving mother but is also strict about the rules at home. She forbids Jackie to play with dangerous things like guns and stuffs from the Japanese war that Jackie's dad kept at basement. "Well, don't hurt yourself," Mom warned. "And if there is blood on some of that stuff, don't touch it. You might catch something, like Japanese polio." (Gantos, 2012: 1) Her love for Jack is strong even though Jack does things that make her mad like blasting the rifle or mowing the corn row. She always reminds him to be careful because of his nosebleed problem. She's afraid that her son has iron-poor blood he may not be getting enough oxygen to his brain. (Gantos, 2012: 3) Meanwhile Jackie's dad is a former war soldier, a hardworking father, and a loving and adventurous man. He learns almost everything from his dad. No wonder Jack is so hyperactive. Jackie's Dad is also a collector. He keeps stuff from the Japanese War era to make profit when it is valuable enough. This can be seen in the quotation below. … in fact, he never let me play with it, because as he put it, "This swag will be worth a bundle of money someday, so keep your grubby hands off it."(Gantos, 2012: 1) As the story goes, Jackie will get involved in something more than just a rifle to be blasted. MISS VOLKER'S EVENTS Miss Volker is a medical examiner of the town and also the chief nurse in town. Her job is to take notes of the people health records and writes people obituary as they are passed away. Unfortunately her hands are not as good as her youth. So she asks Jackie's mom to send Jack to help her with her writing. The job was a tribute of duty from Eleanor Roosevelt and also her way to thank Mrs. Roosevelt for building Norvelt into a friendly community town. "When Mrs. Roosevelt hired me to be the chief nurse and medical examiner of this town I was given a typewriter so I could keep health records on the original two hundred and fifty families. Now it's my closing tribute to Mrs. Roosevelt that I write their final health report – which, in this case, would be their obituary…" (Gantos, 2012: 16) Miss Volker important is the main point of the novel and her relation with Jackie as her scribe invoke Jackie's learning phase in experiential learning. By helping her to write obituary, Jackie finds many things that he doesn't know before and some of the most important and unique event that binds Jackie with Miss Volker are the Eleanor Roosevelt's idealism and also the history of Norvelt. Eleanor Roosevelt's idealism is conveyed through Miss Volker speech when she was dictating Jackie to write the obituary of Mrs. Dubicki. The event gives a unique description regarding Eleanor Roosevelt's thought and idealism of a strong community based town to start a helping neighborhood so people doesn't have to depend on money which is hard to get in Depression era. She made sure that the community had real houses which include bedrooms, a living room, a kitchen and a bathroom with bathtub. When the government reacts to this idea, they try to reject the plan by calling it luxury living. But Mrs. Roosevelt defended the plan by saying that this is not living in luxury but it is called living with dignity. (Gantos, 2012: 88) The other event is learning about the history of Norvelt. The basic role of society is by knowing your own neighborhood history. In this novel Jackie learnt about Norvelt history from many different perspectives but most of them came from Miss Volker's obituary dictation. The most important dictation is the one when Miss Volker does the obituary for Mrs. Bloodgood because it reveals the story of how the Norvelt name truly came and also the story of equality behind the making of Norvelt as one of the role model for every town in the United States of America. MRS. DUBICKI'S EVENTS Mrs. Dubicki is the old woman at the house of C-27. She is a loner and a grumpy person. There was a time when Mr. Spizz hands her ticket for having an old shabby house, she chase him with her husband's double-barreled shotgun. "This is her house," she said. "She hasn't painted it since 1934. I like Mrs. Dubicki because that busybody Spizz gave her a ticket for having a shabby-looking house and she chased him off the property with her dead husband's double-barreled shotgun." (Gantos, 2012: 47) After Jackie visited her in a disguise with Miss Volker to check about her, she reveals her polite side and also a loving grandparent since she didn't want to miss her grandson's birthday on July third. The appearances of Mrs. Dubicki in this novel is important because she plays an important role in helping Jackie learns about disguising skill, driving skill and also Eleanor Roosevelt's idealism. Eleanor Roosevelt's idealism has been described on the above section, it also correlates Jackie with Mrs. Dubicki since he learnt about Eleanor Roosevelt's idealism on the dictation of Mrs. Dubicki obituary. Eleanor Roosevelt is fond of Jeffersonian principle that later shaped the planning of Norvelt. She also agrees to Jefferson that every American should have a house with fertile property to be used as a farming site so when money was difficult to come by, a man and woman could always grow crops and have enough food to feed their family (Gantos, 2012: 97). Regarding Jackie's driving skill and his disguising skill, he learnt about all that when he was accompanying Miss Volker on an investigation on Mrs. Dubicki's missing a church appointment which then create a rumor of Mrs. Dubicki already resting in peace at her home. That's why Jackie tries to disguise himself to avoid a false information and he can get away without having to worry about trespassing someone else house. MR. SPIZZ'S EVENTS Mr. Spizz's events are considered important because Mr. Spizz works for the Norvelt Public Good whose objective is to create a law abiding situation for the good of the neighborhood. Mr. Spizz is a man who feel that he is the most important man in the town, he acts like a sheriff regardless his appearance running around in a giant tricycle. He secretly love Miss Volker since 1912, sending her a box of chocolate every week. …. It read, I'm still ready, willing and waiting. Your swain since 1912 with the patience of Job. – Edwin Spizz." (Gantos, 2012: 9) He usually looks bossy, law abiding man as he is strict about rules like grass tall law and house paint job law of the community. He always sticks to the rules and always reminded people in the neighborhood. Mr. Spizz's events is considered important since Jackie always met Mr. Spizz in the crime scene of the death of old women. But some of the most important events are Jackie's deal with Mr. Spizz and the murderer of old women. In Jackie's deal with Mr. Spizz, Jackie helps Mr. Spizz to buy a tin can of 1080 poison for an exchange of forgetting the gutter weed ticket fine and also ending the runway zoning law problem that Mr. Spizz wrung about with Jackie's Dad airplane project. The other event is the murderer of old women. This event takes place at the end of the novel when Mr. Spizz confessed to Miss Volker regarding the murderer that he has done in Norvelt. Jackie found out the story after saving Miss Volker from the basement. The social interaction happened in the events that include Mr. Spizz are coercion and conflict. This happened because Jackie always clashes with Mr. Spizz in one way or another. The example is the gutter ticket and Jackie's Dad runway. BUNNY'S EVENTS Bunny is a close friend of Jackie. She is a small, funny, brave and sometimes freaky girl with an enormous energy among her. … Bunny was a girl the size of one of Santa's little helpers. She was so short she could run full speed under her dining room table without ducking. She'd take double position at shortstop and second base… Because she grew up in a house full of dead people she wasn't afraid of anything." (Gantos, 2012: 27) She is not an ordinary girl, regarding the fact that her daily routine was watching her dad prepare the dead. Her dad, Mr. Huffer is the man who prepares dead body before burial. He owned the only funeral parlor in town. The events that correlate Jackie with Bunny is unique. The conversation related to the unique preparation of the dead for funeral give Jackie knowledge. He gain the knowledge that to prepare dead body you must sew the mouth shut so it doesn't open again. Other example of the event is the Hufferville plan. Jackie found out the plan after meeting up with Bunny to accompany her fire patrol duty. The plan give Jackie the knowledge that Mr. Huffer tried to expand his business to another kind of business, which is a plan to build a new town on the land of Norvelt by buying all the land and moving the old house to another location. The social interaction that mostly happened between Jackie and Bunny are cooperation, coercion and also conflict. These social interaction mostly happened in a close friend relationship and it is natural to have a coercion and conflict in this kind of relationship. THE INFLUENCING FACTORS OF JACKIE'S APPLYING EXPERIENTIAL LEARNING IN HIS LIFE To find out the elements of experiential learning the analysis will be divided into two different factors. The first one is the analysis which use social interaction found in the conversation between Jackie and other characters and the action that happened between Jackie and other characters that create an experience reward to be learned by Jackie. The second one is the analysis which doesn't involve any social interaction at all. So in this second analysis Jackie gain experience through his own critical thinking which can be called self-realization. This analysis will focus on Jackie's experience in reading history books and Jackie's thought. EXPERIENTIAL LEARNING INVOLVES SOCIAL INTERACTION The analysis will be divided into two parts, the conversation part between Jackie and other character in the novel and the other is Jackie's actual experience throughout the novel. The experience can be classified according to the type of social interaction that has been described in chapter two above. Conversation is the basic social interaction that happened between people in life. Conversation is a form of interactive, spontaneous communication between two or more people who are following rules of etiquette. It is a polite give and take of subjects thought of by people talking with each other for company (Conklin, 1912: 22). Conversation used as a tool to deliver thought of a person to another person. Occasionally, the conversation consist of small talk but it also may consist of something intelligent for example a conversation about history fact, which appears a lot in this novel, and other information on special topic such as war experience. In this part, the conversation will be focused on Jackie's conversation with other characters in the novel that generalize in some specific topic conveyed through the event. The first event considered an important experience learning is the conversation related to Eleanor Roosevelt and her Idealism. This event give Jackie knowledge on Eleanor Roosevelt's historical background in building Norvelt and also her Idealism through her point of view. Eleanor Roosevelt's idealism of living in dignity and living without fear of having no money conveyed in Norvelt town. It is originally her idea to build a community town that release the wrath of economic depression by sustaining life through helping each other out. Jackie learns this through several conversation portrayed inside the novel. Norvelt originally comes through a mind of Eleanor Roosevelt. The mind of having a community based town to increase the standard living of the coal miners. The first conversation about Eleanor Roosevelt appears between Jackie and Mr. Fenton. I had asked Mr. Fenton about it and he said he wanted a hundred bucks because it had historic value. "Eleanor Roosevelt was driven around Norvelt in it," …. Every time her name was mentioned everything went up in price, which was so backward because she wanted everything to go down in price. (Gantos, 2012: 21) Eleanor Roosevelt wanted to build a strong community within Norvelt, to start a helping neighborhood so people doesn't have to depend on money like they used to. Since the great depression era, Norvelt becomes a model community to start living in a better standard. This can be seen in the next quotation. "But Godmother Roosevelt came to the rescue. She made sure people had real houses - little New England-style houses – and they had bedrooms and a living room and a useful kitchen and a bathroom with a bathtub, and even a laundry room with washing machine. The government called this luxury living. But Mrs. Roosevelt called it living with dignity." (Gantos, 2012: 88) Eleanor Roosevelt fought for the people, to make sure they had a deserved place to live in. She especially fond of the principle of Thomas Jefferson the third President of USA that every American should have a house enough to plant their own food in their property. This is to maintain that when money was hard to get, they can still living by growing crops to feed their own family. This is also depicted in the quotation below when Miss Volker is making the obituary for Mrs. Dubicki. "Mrs. Roosevelt was especially fond of a Jeffersonian principle that shaped the planning of Norvelt. Jefferson believed that every American should have a house large enough piece of fertile property so that during hard times, when money was difficult to come by, a man and woman could always grow crops and have enough food to feed their family. Jefferson believed that the farmer was the key to America and that a well-run family farm was a model for a well-run government. Mrs. Roosevelt felt the same. And we in Norvelt keep that belief alive." (Gantos, 2012: 97) Jackie learns a bit of history of Norvelt and also the principal idea of Eleanor Roosevelt that wants to bring Norvelt family into a role model for every town in the United States. This intelligence came from a conversational subject between Jackie and Mr. Fenton and also Jackie and Miss Volker. The process of experiential learning can be seen on the table below. The event between Jackie and Bunny is the preparation of a dead man. In this event, Jackie learns about how the dead being prepared for the last tribute. This event occurs in a conversation between Jackie and Bunny while they were playing baseball on the field. Bunny was asking about Jackie's doing obituary for Mrs. Slater for the paper. She think that it was well written. So she gives Jackie a gift, dentures from Mrs. Slater funeral preparation. Jackie was surprised to know that Bunny had Mrs. Slater dentures. He thought that it was buried with Mrs. Slater body. Then Bunny tells him a story about how to prepare a dead body for funeral viewing. "You don't know anything about preparing dead people for a viewing," she bragged. "If you'll notice, the stiffs are always displayed with their mouths closed because my dad has to sew their mouths shut. If they don't have real teeth you just sew their gums together which is actually easier, so we keep the dentures. Dad saves them because when he gets a boxful he donates them to the retirement home and some of those old people reuse them." "You really have to sew the mouth shut?" I asked. That stunned me. It seemed so brutal. "With an upholstery needle and twine," she added, knowing she was making me nervous. "It's like sewing up a turkey after you stuff it, is how my dad puts it." (Gantos, 2012: 30) Bunny tells him about how his dad sews the dead's mouth to prevent them from opening. And she also tells him about how the dentures are being kept. Because if someone doesn't have teeth it is easier to sew the gum where the teeth belong rather than to keep the dentures inside. The dentures will be donated to the old house to be reused by seniors. Bunny also describes the sewing session was like sewing up turkey for Thanksgiving. Imagining it was already too much for Jackie as his nose starting to bleed. This makes Bunny curious and ask Jackie about what happened to his nose. And then Jackie tell Bunny about how his sickness correlated on all things, fear, excited, startled, imagining scary stuff and etc. I felt my blood surge like a tidal wave toward my face. "Are you always like this?" she asked, and pointed her stubby hand at my nose. "Yes," I croaked, and wiped away a few drops of blood. "You should see a doctor," she advised. "It's nothing," I said. "I have a very sensitive nose. Anything makes it bleed." (Gantos, 2012: 30) This event helps Jackie to understand more about how to prepare dead body for a funeral. It also helps him to share his problem about his nose to Bunny. It makes Jackie feels comfortable even though he had nose that bleeds a lot. The event of preparing dead body can be disassembled through the table below: Experience Bunny tells Jackie about how to prepare dead people for funeral viewing Critical Reflection Bunny reflected on the event in past about his dad sewing the dead's mouth Active Experimentation Bunny tell Jackie that the process of sewing the mouth was just like sewing up turkey Abstract Bunny explain further about how the dentures are being kept if the body doesn't have teeth Further Critical Reflection Jackie knew about how to prepare dead men. And Bunny knew about Jackie's sickness and what triggers his nose to bleed. EXPERIENTIAL LEARNING WITHOUT SOCIAL INTERACTION This part of analysis will conveyed events that happens in the novel which involving Jackie as the only person who experience it. It occurs without any social interaction with other character. Self-realization is a concept where people realize on their own regarding a certain event that perceived through their behavior. Mortimer Adler defines self-realization as freedom from external coercion, including cultural expectations, political and economic freedom, and the freedom from worldly attachments and desires etc. (1958: 127, 135, 149). In this novel, the self-realization comes into the mind of Jackie Gantos who realize his action and try to comprehend the effect of his action. The first event that reveal the concept of self-realization is the event of Jackie's rifle. In this part of the story, Jackie is playing with his dad rifle. The old Japanese rifle is still working well, so even though Jackie knew it was dangerous he still plays with it but he let loose the ammo clip to make sure it was not blasting accidentally. I lifted the rifle again and swung the tip of the barrel straight up into the air. I figured I could gradually lower the barrel at the screen, aim, and pick off one of the Japanese troops. With all my strength I slowly lowered the barrel and held it steady enough to finally get the ball centered inside the V, and when I saw a tiny Japanese soldier leap out of a bush I quickly pulled the trigger and let him have it. BLAM! The rifle fired off and violently kicked out of my grip. It flipped into the air before clattering down across the picnic table and sliding onto the ground. … (Gantos, 2012: 4) Based on the narration above, there are no social interaction that happened. According to R.J. Rummels, social interaction requires a mutual orientation. (Hawaii.edu, pars 8) This mean that there must be two or more person available in the interaction and they must be aware of each other. So the text above only represent experiential learning. It only happened because of Jackie's action, playing with his Dad's Japanese rifle. There is no other person involved in and there are on mutual orientation happened. The elaboration of the theory can be seen below on the table. Active Experimentation The rifle's blasting a bullet through the neighborhood yard Abstract Jackie aiming his rifle and pull the triggers like an actual soldier Experience Jackie playing with rifle Critical Reflection Jackie watching war movie and pretend to be a soldier Further Critical Reflection Jackie confuse and try to comprehend about what happened to the gun, why did it blast off and try to be more safe with gun in the future The table explains about how Kolb's experiential learning theoryworks in this novel. Experience is the first event that take notice of Jack playing with his Dad Japanese rifle. Critical Reflection tells us about Jackie's thought about his new toy by watching a war movie and pretend to be a soldier. Abstract is the conceptualization of Jackie's thought about being an actual soldier by aiming his rifle and pull the triggers as if he is in war. Then the Active Experimentation shows the cause of Jackie's action for playing with his gun. At last Jackie made another further Critical Reflection by showing his confusion about the matter and try to comprehend about what happened to the gun, why it blasted off and he will try to be more careful with gun in the future. The War concept is the next event that appear as a self-realization of Jackie. War is a devastating event. Jackie's dad is a former marine in World War II so when Jack was digging the bomb shelter he usually asked about war stuff to his dad. In chapter 9, Jackie asked his Dad about war. "Hey, Dad" I called behind him as he walked toward the tractor. "Which do you think is more deadly? Past history or future history?" He didn't even slow down to think about it. "Future history." He yelled back without hesitation. "Each war gets worse because we get better at killing each other." (Gantos, 2012: 52) Jackie then think about his dad statement and began to comprehend about war in the past such as the quotation below. That sounded so true. At first caveman bashed each other's heads in with rocks and sticks. By the time of the Crusaders it was long swords and arrows, and at Gettysburg they were blasting each other to bits from cannons filled with lead balls, iron chains, railroad spikes, and door knobs. And atomic bombs made future wars look even more hopeless. (Gantos, 2012: 52) He then think about the result of a nuclear war, the effect on earth and also the animals and human being after the radiation take effect. No humans will survive. All the animals will die. Fish will rot in acidic water. All vegetarian will wilt in the polluted air. There will be nothing left but enormous insects the size of dinosaurs. (Gantos, 2012: 52) Jackie then continue to march on his job to dig a bomb shelter. Knowing that the future might get worse than he thinks and the only hope for survival might be by building cities underground just like his Dad used to say that the army built one to protect the president and all the self-important government people. Jackie self-realization appear in the event after his dad tell him about how future war is more deadly because we get better in killing people. He then began to think about the war, how it effects on human life. Another war concept appear in Miss Volker dictation about Mrs. Vinyl when she entered the history part regarding the Hiroshima incident. " … Most people think that the atomic bombing of Hiroshima was necessary for ending the war." She continued. "And there is some truth to that, given that the Japanese were prepared to fight to the last person to protect their country. But what the atomic bombing of Hiroshima should teach everyone is that you don't win the war by being more moral or ethical or nicer or more democratic than your enemy. And God has nothing to do with winning or losing. … You win a war by being tougher and meaner and more ruthless than your enemy. You beat, burn, and crush them into the ground. This is the historic rule of winning a war. …" (Gantos, 2012: 126) But in this part Jackie learn by listening to Miss Volker speech about the obituary, which is not his own self-realization. So, this analysis regarding the Hiroshima incident will not appear in the experiential learning because the table will only focus on the self-realization part of Jackie's thought about the war. Actual Experimentation Jackie then think about how the caveman fight, and goes throughout history until the atomic incident Experience Jackie digging a bomb shelter he then asked his dad about the war Critical Reflection His dad then answer without doubt that future history is more deadly Abstract His dad give a clear perspective about how war in the future is more deadly by giving statement that people get better at killing people in the future Further Critical Reflection Agreeing his dad, he continued to dig for bomb shelter in hope for a future save compartment when they enter the future history war. CONCLUSION Based on the recent analysis, the result can be concluded that experiential learning appear through events that Jackie's going through in his summer holiday in Norvelt. Those event occured between Jackie and other characters in the novel. Jackie's parents, Miss Volker, Mr Spizz, and Bunny are some of the most important characters that build Jackie's intellectual mind. Experiential learning occured because of the influencing factors, the social interaction that happened between Jackie and the other characters in the novel and also Jackie's self-realization. The first conclusion is concerning about how the experiential learning happened. The experiential learning appeared because of the events that depict the learning process between Jackie and other characters in the novel. The experiential learning is represented through the Kolb's experiential learning table so the process of experiential learning can be seen clearly. The experience table shows the event of social interaction between Jackie and the other characters, or the event of self-realization by Jackie himself. These experience table then proceeds into a critical reflection of the problem and encourages Jackie to think about the event which stimulate an abstract conceptualization of the event. Jackie then actively experimented on the abstract that he created from the previous table, to gain a concrete experience which then enabled him to get knowledge regarding the matter. Jackie then created a further reflection of the experience, and think about the result of the experience. This further critical reflection create a scaffold for further learning, and allow for further experiences and reflection.Critical reflection reinforces the fact that experiential learning and reflective learning a
Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.
Our motivation for writing this synthesis is the personal and collective trauma caused by a new wave of attacks in France in 2015 and their aftershocks in Belgium, Germany and Great Britain. These dramatic events have rekindled important professional and existential questions worth consideration. They encouraged thinking anew about the aims and functioning of the educational institutions in which we are involved.Our research question therefore starts from an appreciation of a contemporary humanity and state of the world that seem distant from what would have been hoped for amid immense modern technological advances, for instance massive access to information and to primary education . The working hypothesis is that the ontological dimension would certainly already be present in the educational curricula and the common core, but that it would be exercised unconsciously, even repressed, which would have the effect of slowing down the emergence of responsible individuals able to act positively toward themselves, others and the planet. The objective is therefore to try to better understand and support, in view of realizing this goal, the multi-referential process of our humanization, as long as, as the Renaissance humanist Erasmus once said: "We are not born human, but rather become human". The main theoretical frameworks and concepts that we mobilize to build this work and our proposals in Education and Training Sciences are based on three fields. First, Transdisciplinarity (complex thinking , systems of systems and consciousness ). Then, transpersonal psychology (on issues of freedom, responsibility and ethics). Finally, Digital Humanities, from technological artifacts and educational technologies , to technontology .In the form of insets, we will regularly report moments from our "life story", thus inserting us into the current of biographisation , as evidence of the evolution of our own journey.In the first part, we work on the construction of a hypothetico-deductive ontological model of Being, taking into account the human condition in its spatiotemporal context – Being as it unfolds in time and space – to understand how this model functions in terms of rooting, need, capacity, desire, surpassing etc. We represent man by a metaphorical schema, called "structure-temple", comprising seven parts. The pedestal of the building symbolizes its affiliation with the "anthropological / cultural" context of birth, currently the Anthropocene (which begins with the transformative action of sustainable human action on the planet, mainly because of its technical actions) (Wallenhorst, 2019). The first column expresses the "physical / biological / energy" dimension; the second, the "emotional / sensitive" part; the third, the "mental / cognitive"; the fourth, the "groupal / social"; and the fifth, the "axiological / existential / (post) metaphysical". The pediment is the "aperture / ontological" headdress of the ensemble, which invites an optimistic conclusion according to the maxim of the Greek temple of Delphi attributed to Socrates: "Know thyself and you will know the universe and the gods".We then analyse this approach through two temporal dimensions: the big history or long cosmic history from the big bang to the creation of our planet and the development of the biosphere, as well as the ephemeral human life during which each of us will try to accomplish an "involved project" . A third timeless dimension completes them: the life of the spirit. We observe the evolutionary dynamics of the temple-structure thanks to the complementarity that it achieves with the logic of the included third and the "Hidden Third", as well as its non-reductionist character. This model is fractal because it tends toward intra-infinity, and holographic because it is multilayered. It builds a system of "cosmodern" equilibrium, testifying to the historical epistemological separation between the world of subjects and that of the objects it brings together through the theory of "Transreality" . Ultimately, it proposes to surpass an apparent dichotomy by adopting a non-dual approach intended to be effective through the "project approach" .We thus develop a model that could be useful for an ontoformation . The action links updated in the temple-structure by the exercise of the thirds (included and hidden) can be mobilized in the "essence" of the teacher's practice. The teacher must be able to evaluate his or her professional "situated action", which we would evaluate in the context of time (Pedestal and Columns) and in the "vertical" dimension of the whole structure (From Pedestal to Pediment). This approach would shift the quasi-unidirectional binary master-student relationship in the exclusive application of the programs to a dynamic sensitive process of a ternary relationship through the mobilization of the structure-temple tool, for evaluative and then truly educational purposes, as much for the position of the master as for that of the pupil. This holistic approach integrates educational proposals that can be grouped under the terms self-training and self-co-training: "Training here refers to the vital and permanent process of shaping by interaction between oneself (self), others (socio, hetero, co) and the world (eco). Self-training is then defined as the awareness, understanding and transformation by the subject of this interaction. It is the transformation of the relationship with oneself, with others and with the world" .We therefore seek to examine, through the model of the temple-structure in an educational situation, whether the poles and various elements are invested in a correctness (the right ingredient, at the right time, in an adequate quantity) that avoids imbalances, for example disturbances of other moments of life dedicated to transmission and learning and, more broadly, life outside educational spaces. To deepen this question, we will explore the model in other contexts of learning and other educational situations, such as knowledge and disciplines, practices and pedagogies, educational technologies etc.The second part of the work contextualizes the temple-structure metaphor in the field of education and training. From a harmonious reciprocal approach of a triple development, operated on personal, professional and collective levels, emerges a proposal of "Integrative and Implicative Pedagogy" (P2i). It is anchored in the long history of New Education born in the early twentieth century. Through the technicalized updating of the socioconstructivist project approach, the P2i cultivates the efficient consideration of learners, teachers and third parts (staff, parents and other partners) in all their dimensions. This reflection requires discussing the evolution of the role of the teacher in the acquisition of the fundamental learning of primary school, from "read, write, count" to "respect others", thus passing from quantitative performance to qualitative subtlety. It is a question of anticipating the passage from an "integrative" character of educational objects in all their varieties, to the "integral" dimension of the subjects in formation. The temple-structure metaphor is then presented as a multidimensional project. The research therefore applies to the field of disciplines, peri-, para- and extra-curricular activities as well as cross-cutting issues such as eco-citizenship, empowerment, happiness and well-being, emotion management, positive education etc.The P2i studies the places, the means, the methods and the tools made available to institutions and teachers (philosophical debate, yoga or laical meditation ) to allow a secular approach allowed of spirituality , which is interested in the "life of the mind". As a method of analysis and foresight, it can be mobilized to study any question related to the Sciences of Education and Training, from secularism or evaluation to open access or big data. The temple-structure and the P2i jointly propose a theoretical and practical framework favoring the application of educational "strategies of success" by the establishment of "virtuous circles" while developing our "part of humanity". For example: "class management" x "adapted learning" x "support for personalities" x "learners' skills" x "existential dimension" and so on, situating ourselves in the current of slow education and alternatives approaches to / from education. Then a question emerges: should we be guided, by need or necessity, towards a paradigm shift in education? And if so, what should we strive for?The most important aspect would ultimately be an ability to lead multi-referential lives that are connected with each other, with educational partners, with institutions, in relation to knowledge. Examples abound, especially in the field of active pedagogies. In the manner of design thinking, which manages innovation by synthesising analytical thought and intuitive thought as it mobilizes processes of co-creativity that will involve end-users, or like the operating rules stemming from sociocracy and holacracy (as decision with zero objection, election without self-declared candidates, revocability of mandates). Such examples are an extension of work that emphasizes the spiritual dimension – the opposite of routine. It is therefore essential in teacher training not to develop only professional skills, but rather to promote the development of full-fledged human beings. As if reconciling a posture of legitimacy of the teacher with that of a permission of the student. Without force or manipulation. By focusing on the "educational flow" to better enter in the learning of "content stocks". By putting more freedom in learning while maintaining ethics. With freedom of conscience in the face of ideological approaches between normality and (relative) deviance, between independence and the need for connection. By passing from the class group to the subject group. The learner becomes an actor with the acquisition of autonomy. And when the learner realizes this, it is the beginning of emancipation, which can cause shocks. Because this dynamic in progress can also create resistance, as much for the actors concerned as for the institutions. Because we must first accept the discomfort of these new situations. Accompaniment, integration and inventiveness are practices that facilitate these processes of creation, which must each time be new, in order to prevent falling back into reproducing pre-established models.The third part presents an assessment of our journey as a researcher-practitioner in the form of a reflexive return, with its strong points and its gray areas: the examination of the slow professional and spiritual "drying up" as the technicization of our research after our appointment at the Paris IUFM in 1998; our "revivification" thanks to the action involved in non-institutional teams, the first fruits of the adventure described by the present overview; the misunderstandings of our peers and the difficulties in sharing and pursuing administratively and scientifically our work orientations.This report is completed by a presentation of the research perspectives with our laboratory on the question of the uses of digital education; international collaborations with the National Institute of Informatics (NII) in Japan and the Centro de Tecnologia da Informação (CTI) in Brazil on stress at work; by the continuity of our work in the context of current teaching (integration in the axes of GIS Rreefor-Espe); the continued testing of P2i in teacher training or the deepening of the Culture of Peace. The extent of the engagement in our research community and our actions for the promotion of the discipline of the Sciences of Education and Training are particularly notable in relation to cooperation initiatives with foreign universities for teacher training in Romania (Cluj-Napoca), Spain (Valencia), Russia (Moscow), Ecuador (Chuquipata) and China (Chengdu), through the endorsement of editorial responsibilities as a reviewer, through the organization of scientific meetings, by answering requests for expert opinions…In conclusion, in the era of the Anthropocene, which is characterized by societal and lethal environmental risks for the human species, questioning what constitutes society is now absolutely necessary. Starting from our specialty, education, this problem is tackled by the study of conditions and modalities, a strategy that allows surpassing a mere "doing together" to a true "living together". At the heart of the areas to explore further are secularism and the relationship with religion . As the pedagogue Philippe Meirieu has noted: "'Believing' divides while 'knowing' brings together" . Experience facilitates passing from the first verb to the second. Massification and longer study times seem to go hand in hand with the standardization of training courses. The latter would then risk rejecting the otherness of those who follow them and tend to format them, which would be the opposite of the search for creative solutions that society needs. Finding interest and constructing the "common points" that respect diversity, based on real benevolence, with co-constructed rules, would be a pragmatic solution to consider. Fundamental principles may include but are not limited to: citizenship, partnership, democracy, team and collaborative learning, acceptance of different ideas, small group work, and extended teacher roles beyond traditional disciplines.The apparently intuitive point of convergence between these principles can be seen by taking into account our "common point of humanity" in all its various expressions. And this common point could in turn be guided by a call for a transcendence of each individual "little person", in a transcendence that is necessarily collective. If it were a matter of something informal and unspoken, all would benefit from having it brought to consciousness. Should it not then become a subject of discussion between the stakeholders, in order to encourage more and more the expression of this common point of humanity, so that everyone finds nourishment as needed, while maintaining the broadest possible respect for others and the world? In the tradition of Metagogy Theorem , we would approach a meta-science of education: a scientific and transversal model supported by an integral pedagogical paradigm that would provide a necessary and sufficient space for the ontological and spiritual dimensions.The objective of this research is to participate in the understanding of the question of consciousness and its deployment in human activities (subject / object / project), particularly in educational situations, with intention as the first criterion of analysis. ; Notre motivation à entrer dans l'écriture de cette note de synthèse trouve sa source à la suite du séisme traumatisant personnel et collectif provoqué par une nouvelle vague d'attentats en France en 2015 et par leurs répliques en Belgique, en Allemagne et en Grande-Bretagne. Ces événements dramatiques ont ravivé chez nous des questionnements professionnels et existentiels jusque-là mis de côté faute de lieu et de moment institutionnel dédié pour réfléchir aux finalités et aux fonctionnements des instances éducatives dont nous sommes partie prenante.Notre question de recherche part donc de l'appréciation d'une humanité et d'un état du monde contemporains qui semblent loin d'être à la hauteur qu'auraient laissé espérer les immenses avancées technologiques modernes, parmi lesquelles l'accès à l'information, conjuguées à une éducation primaire dispensée à très grande échelle sur la planète .Une hypothèse est que si la dimension ontologique est d'une certaine façon déjà présente dans les programmes scolaires et dans le socle commun de connaissances, de compétences et de culture de l'école et du collège notamment au travers des humanités et des compétences relationnelles et psycho-sociales, elle s'y exercerait toutefois de façon non ou insuffisamment conscientisée, ce qui amoindrirait ses effets positifs. Cet état de fait, attaché à une sorte de refoulement, aurait pour effet de ralentir la capacité de formation et d'émergence d'une personne qui soit responsable et qui agisse de manière positive envers elle-même, envers les autres et envers la planète. L'objectif poursuivi est donc de chercher à mieux comprendre et à accompagner vers ce but le processus multi-référentiel de notre humanisation au travers de l'éducation, pour autant que, comme l'affirmait déjà Érasme à la Renaissance : « On ne naît pas homme, on le devient ». Les principaux cadres théoriques et les concepts que nous mobilisons pour construire ce travail et nos propositions en Sciences de l'Éducation et de la Formation s'appuient sur trois domaines. D'abord la Transdisciplinarité , avec la pensée complexe , la théorie des systèmes et la question de la conscience . Ensuite la Psychologie Transpersonnelle , sur les questions de liberté, de responsabilité et d'éthique. Enfin les Humanités Numériques, depuis les artefacts technologiques et les technologies éducatives jusqu'à la technontologie (technique plus ontologie).Sous forme d'encarts, nous relaterons régulièrement des moments issus de notre « histoire de vie », nous insérant ainsi dans le courant de la biographisation , en tant que témoignages de l'évolution de notre propre parcours.Dans une première partie, nous travaillons à la construction d'un modèle ontologique hypothético-déductif, « l'être en tant qu'être », en tenant compte de la condition humaine dans son contexte spatio-temporel - « l'être dans le temps de l'être »- pour en comprendre le fonctionnement en termes d'enracinement, de besoin, de capacité, de désir, de dépassement… Nous représentons l'Être humain par un schéma métaphorique, appelé « structure-temple », comprenant sept éléments. Le socle de l'édifice symbolise sa filiation dans le contexte « anthropologique / culturel » de la naissance, actuellement l'anthropocène (qui débute avec l'action transformative durable de l'action humaine sur la planète, essentiellement du fait des agissements techniques et industriels, Wallenhorst, 2019). La première colonne exprime la dimension « physique / biologique / énergétique » ; la deuxième, la part « émotionnelle / sensible » ; la troisième, le « mental / cognitif » ; la quatrième, le « groupal / social » et la cinquième, l' « axiologique / existentiel / (post-)métaphysique ». Enfin, le fronton est la coiffe « ouverture / ontologique » de l'ensemble, qui invite à une conclusion optimiste selon la maxime du temple grec de Delphes attribuée à Socrate : « Connais-toi toi-même et tu connaîtras l'univers et les dieux ».Nous procédons ensuite à une analyse de cette approche au travers de deux dimensions temporelles : la big history ou longue histoire cosmique depuis le big bang jusqu'à la création de notre planète et le développement de la biosphère ainsi que l'éphémère vie humaine durant laquelle chacun tentera d'accomplir son projet « implié » . Une troisième dimension intemporelle les complète : la vie de l'esprit . Nous observons la dynamique évolutive de la structure-temple grâce à la complémentarité qu'elle opère avec les logiques du tiers inclus et du « Tiers Caché », ainsi que son caractère non-réductionniste. Ce modèle est fractal par son caractère intra-reproductible et holographique car multicouche. Il construit un système d'équilibre « cosmoderne » témoignant de la séparation épistémologique historique entre le monde des sujets et celui des objets qu'il réunit par la théorie de la « Transréalité » . Il propose in fine de dépasser cette dichotomie apparente en adoptant une approche non-duelle destinée à être opérante au moyen de la « démarche de projet » .La deuxième partie du travail contextualise la métaphore de la structure-temple dans le domaine de l'éducation et de la formation. À partir d'une démarche en réciprocité harmonieuse d'un triple développement, opéré sur les plans personnel, professionnel et collectif, émerge une proposition de « Pédagogie Intégrative et Implicative » (P2i). Elle procède d'un cadre théorique intégratif et aboutit à un dispositif implicatif ancré dans la longue histoire de l'Éducation Nouvelle dont Philippe Meirieu décèle « les prémices dès le XVIIIème siècle » . Par l'actualisation technicisée de la démarche de projet socioconstructiviste, la P2i cultive la considération efficiente des apprenants, des enseignants et des tiers (personnels, parents et autres partenaires), et ce, dans toutes leurs dimensions. Cette réflexion nécessite de discuter de l'évolution du rôle de l'enseignant dans l'acquisition des apprentissages fondamentaux de l'école primaire, depuis le « lire, écrire, compter » jusqu'au « respecter autrui », passant ainsi de la performance quantitative à la sensibilité qualitative. Il s'agit d'anticiper le passage d'un caractère « intégratif » des objets pédagogiques dans toutes leurs variétés à la dimension « intégrale » des sujets en formation. La métaphore de la structure-temple est alors déclinée comme un projet multidimensionnel. La recherche s'applique donc aussi bien au domaine des disciplines, des activités péri-, para- et extra-scolaires qu'aux questions transversales comme l'éco-citoyenneté, le pouvoir d'agir, le bonheur et le bien-être, la gestion des émotions, l'éducation positive…La P2i étudie les lieux, les moyens, les méthodes et les outils mis à disposition des institutions et des enseignants (débat philosophique, yoga ou encore méditation ) pour permettre une approche laïque autorisée de la spiritualité , qui s'intéresse à la vie de l'esprit. Tenant lieu de méthode d'analyse et de prospective, elle peut être mobilisée pour étudier toute question touchant aux Sciences de l'Éducation et de la Formation, depuis la laïcité ou l'évaluation jusqu'à l'open access ou le big data. La structure-temple et la P2i proposent conjointement un cadre théorique et pratique favorisant l'application de « stratégies de réussite éducatives » par l'instauration de cercles vertueux tout en développant notre part d'humanité. Par exemple des notions pédagogiques ou didactiques comme « la gestion de classe », « les apprentissages adaptés », « l'appui sur les personnalités », « les compétences des apprenants », « la dimension existentielle » etc. tous envisagés et pris en compte simultanément ou à tour de rôle multiplient les effets positifs de chacune de ces dimensions. Nous situant dans le courant de la slow education et des approches alternatives de/à l'éducation, une question, qui pourrait devenir « vive », se fait jour : faudrait-il nous orienter, par besoin ou par nécessité, vers un changement de paradigme éducatif ? Et si oui, vers lequel nous diriger ?La troisième partie présente un bilan de notre trajet de chercheur-praticien sous forme de retour réflexif, avec ses points forts et ses zones d'ombre : l'examen du lent « assèchement » professionnel et spirituel au fur et à mesure de la technicisation de nos recherches après notre nomination à l'Iufm de Paris en 1998 ; notre « revivifiance » grâce à l'action impliquée dans des équipes para-institutionnelles, prémices de l'aventure de cette note de synthèse ; les incompréhensions de nos pairs et les difficultés à partager et poursuivre administrativement et scientifiquement nos orientations de travail…Ce bilan est complété par un exposé des perspectives de recherche au sein de notre laboratoire sur la question des usages du numérique en éducation ; par des collaborations internationales avec le National Institute of Informatics (Tokyo, Japon) et le Centro de Tecnologia da Informação (Campinas, Sao Paolo, Brésil) sur le stress au travail ; par la continuité de nos travaux dans le contexte d'enseignement actuel (intégration dans les axes du GIS Rreefor-Espe) ; la poursuite de la mise à l'épreuve de la P2i dans la formation des enseignants ou encore l'approfondissement de la Culture de Paix. L'ampleur de l'engagement dans notre communauté de recherche et nos actions pour le rayonnement de la discipline des Sciences de l'Éducation et de la Formation s'apprécient notamment par des initiatives de coopération avec des instituts et des universités étrangères de formation des enseignants comme le National Pedagogical College (Cluj-Napoca, Roumanie), le Florida Grup Educatiu (Valencia, Espagne), la Moscow City University (Russie), l'Universidad Nacional de Educación (Chuquipata, Équateur) et l'École Normale de Chengdu (Chine) ; par la prise de responsabilités éditoriales dans des revues relevant de la section ; par l'organisation de rencontres scientifiques ; par la réponse à des demandes d'expertises nationales et internationales…En conclusion, il ressort que l'objectif de cette recherche est de participer à la compréhension de la question de la conscience et de son déploiement dans les activités humaines (sujet/objet/projet), et particulièrement en situation éducative, avec l'intention pour premier critère d'analyse.
What is a radical? Somebody who goes against mainstream opinions? An agitator who suggests transforming society at the risk of endangering its harmony? In the political context of the British Isles at the end of the eighteenth century, the word radical had a negative connotation. It referred to the Levellers and the English Civil War, it brought back a period of history which was felt as a traumatic experience. Its stigmas were still vivid in the mind of the political leaders of these times. The reign of Cromwell was certainly the main reason for the general aversion of any form of virulent contestation of the power, especially when it contained political claims. In the English political context, radicalism can be understood as the different campaigns for parliamentary reforms establishing universal suffrage. However, it became evident that not all those who were supporting such a reform originated from the same social class or shared the same ideals. As a matter of fact, the reformist associations and their leaders often disagreed with each other. Edward Royle and Hames Walvin claimed that radicalism could not be analyzed historically as a concept, because it was not a homogeneous movement, nor it had common leaders and a clear ideology. For them, radicalism was merely a loose concept, « a state of mind rather than a plan of action. » At the beginning of the nineteenth-century, the newspaper The Northern Star used the word radical in a positive way to designate a person or a group of people whose ideas were conform to those of the newspaper. However, an opponent of parliamentary reform will use the same word in a negative way, in this case the word radical will convey a notion of menace. From the very beginning, the term radical covered a large spectrum of ideas and conceptions. In fact, the plurality of what the word conveys is the main characteristic of what a radical is. As a consequence, because the radicals tended to differentiate themselves with their plurality and their differences rather than with common features, it seems impossible to define what radicalism (whose suffix in –ism implies that it designate a doctrine, an ideology) is. Nevertheless, today it is accepted by all historians. From the mid-twentieth century, we could say that it was taken from granted to consider radicalism as a movement that fitted with the democratic precepts (universal suffrage, freedom of speech) of our modern world. Let us first look at radicalism as a convenient way to designate the different popular movements appealing to universal suffrage during the time period 1792-1848. We could easily observe through the successions of men and associations, a long lasting radical state of mind: Cartwright, Horne Tooke, Thomas Hardy, Francis Burdett, William Cobbett, Henry Hunt, William Lovett, Bronterre O'Brien, Feargus O'Connor, The London Society for Constitutional information (SCI), The London Corresponding Society (LCS), The Hampden Clubs, The Chartists, etc. These organizations and people acknowledged having many things in common and being inspired by one another in carrying out their activities. These influences can be seen in the language and the political ideology that British historians name as "Constitutionalist", but also, in the political organization of extra-parliamentary societies. Most of the radicals were eager to redress injustices and, in practice, they were inspired by a plan of actions drawn on from the pamphlets of the True Whigs of the eighteenth-century. We contest the argument that the radicals lacked coherence and imagination or that they did not know how to put into practice their ambitions. In fact, their innovative forms of protest left a mark on history and found many successors in the twentieth century. Radicals' prevarications were the result of prohibitive legislation that regulated the life of associations and the refusal of the authorities to cooperate with them. As mentioned above, the term radical was greatly used and the contemporaries of the period starting from the French Revolution to Chartism never had to quarrel about the notions the word radical covered. However, this does not imply that all radicals were the same or that they belong to the same entity. Equally to Horne Tooke, the Reverend and ultra-Tory Stephens was considered as a radical, it went also with the shoemaker Thomas Hardy and the extravagant aristocrat Francis Burdett. Whether one belonged to the Aristocracy, the middle-class, the lower class or the Church, nothing could prevent him from being a radical. Surely, anybody could be a radical in its own way. Radicalism was wide enough to embrace everybody, from revolutionary reformers to paternalistic Tories. We were interested to clarify the meaning of the term radical because its inclusive nature was overlooked by historians. That's why the term radical figures in the original title of our dissertation Les voix/voies radicales (radical voices/ways to radicalism). In the French title, both words voix/voies are homonymous; the first one voix (voice) correspond to people, the second one voies (ways) refers to ideas. By this, we wanted to show that the word radical belongs to the sphere of ideas and common experience but also to the nature of human beings. Methodoloy The thesis stresses less on the question of class and its formation than on the circumstances that brought people to change their destiny and those of their fellows or to modernize the whole society. We challenged the work of E.P. Thompson, who in his famous book, The Making of the English Working Class, defined the radical movements in accordance with an idea of class. How a simple shoe-maker, Thomas Hardy, could become the center of attention during a trial where he was accused of being the mastermind of a modern revolution? What brought William Cobbett, an ultra-Tory, self-taught intellectual, to gradually espouse the cause of universal suffrage at a period where it was unpopular to do so? Why a whole population gathered to hear Henry Hunt, a gentleman farmer whose background did not destine him for becoming the champion of the people? It seemed that the easiest way to answer to these questions and to understand the nature of the popular movements consisted in studying the life of their leaders. We aimed at reconstructing the universe which surrounded the principal actors of the reform movements as if we were a privileged witness of theses times. This idea to associate the biographies of historical characters for a period of more than fifty years arouse when we realized that key events of the reform movements were echoing each other, such the trial of Thomas Hardy in 1794 and the massacre of Peterloo of 1819. The more we learned about the major events of radicalism and the life of their leaders, the more we were intrigued. Finally, one could ask himself if being a radical was not after all a question of character rather than one of class. The different popular movements in favour of a parliamentary reform were in fact far more inclusive and diversified from what historians traditionally let us to believe. For instance, once he manage to gather a sufficient number of members of the popular classes, Thomas Hardy projected to give the control of his association to an intellectual elite led by Horne Tooke. Moreover, supporters of the radical reforms followed leaders whose background was completely different as theirs. For example, O'Connor claimed royal descent from the ancient kings of Ireland. William Cobbett, owner of a popular newspaper was proud of his origins as a farmer. William Lovett, close to the liberals and a few members of parliament came from a very poor family of fishermen. We have thus put together the life of these five men, Thomas hardy, William Cobbett, Henry Hunt, William Lovett and Feargus O'Connor in order to compose a sort of a saga of the radicals. This association gives us a better idea of the characteristics of the different movements in which they participated, but also, throw light on the circumstances of their formation and their failures, on the particular atmosphere which prevailed at these times, on the men who influenced these epochs, and finally on the marks they had left. These men were at the heart of a whole network and in contact with other actors of peripheral movements. They gathered around themselves close and loyal fellows with whom they shared many struggles but also quarreled and had strong words. The original part of our approach is reflected in the choice to not consider studying the fluctuations of the radical movements in a linear fashion where the story follows a strict chronology. We decided to split up the main issue of the thesis through different topics. To do so, we simply have described the life of the people who inspired these movements. Each historical figure covers a chapter, and the general story follows a chronological progression. Sometimes we had to go back through time or discuss the same events in different chapters when the main protagonists lived in the same period of time. Radical movements were influenced by people of different backgrounds. What united them above all was their wish to obtain a normalization of the political world, to redress injustices and obtain parliamentary reform. We paid particular attention to the moments where the life of these men corresponded to an intense activity of the radical movement or to a transition of its ideas and organization. We were not so much interested in their feelings about secondary topics nor did we about their affective relations. Furthermore, we had little interest in their opinions on things which were not connected to our topic unless it helped us to have a better understanding of their personality. We have purposely reduced the description of our protagonists to their radical sphere. Of course we talked about their background and their intellectual development; people are prone to experience reversals of opinions, the case of Cobbett is the most striking one. The life of these personalities coincided with particular moments of the radical movement, such as the first popular political associations, the first open-air mass meetings, the first popular newspapers, etc. We wanted to emphasize the personalities of those who addressed speeches and who were present in the radical associations. One could argue that the inconvenience of focusing on a particular person presents a high risk of overlooking events and people who were not part of his world. However, it was essential to differ from an analysis or a chronicle which had prevailed in the studies of the radical movements, as we aimed at offering a point of view that completed the precedents works written on that topic. In order to do so, we have deliberately put the humane character of the radical movement at the center of our work and used the techniques of biography as a narrative thread. Conclusion The life of each historical figure that we have portrayed corresponded to a particular epoch of the radical movement. Comparing the speeches of the radical leaders over a long period of time, we noticed that the radical ideology evolved. The principles of the Rights of Men faded away and gave place to more concrete reasoning, such as the right to benefit from one's own labour. This transition is characterized by the Chartist period of Feargus O'Connor. This does not mean that collective memory and radical tradition ceased to play an important part. The popular classes were always appealed to Constitutional rhetoric and popular myths. Indeed, thanks to them they identified themselves and justified their claims to universal suffrage. We focused on the life of a few influent leaders of radicalism in order to understand its evolution and its nature. The description of their lives constituted our narrative thread and it enabled us to maintain consistency in our thesis. If the chapters are independent the one from the other, events and speeches are in correspondences. Sometimes we could believe that we were witnessing a repetition of facts and events as if history was repeating itself endlessly. However, like technical progress, the spirit of time, Zeitgeist, experiences changes and mutations. These features are fundamental elements to comprehend historical phenomena; the latter cannot be simplified to philosophical, sociological, or historical concept. History is a science which has this particularity that the physical reality of phenomena has a human dimension. As a consequence, it is essential not to lose touch with the human aspect of history when one pursues studies and intellectual activities on a historical phenomenon. We decided to take a route opposite to the one taken by many historians. We have first identified influential people from different epochs before entering into concepts analysis. Thanks to this compilation of radical leaders, a new and fresh look to the understanding of radicalism was possible. Of course, we were not the first one to have studied them, but we ordered them following a chronology, like Plutarch enjoyed juxtaposing Greeks and Romans historical figures. Thanks to this technique we wanted to highlight the features of the radical leaders' speeches, personalities and epochs, but also their differences. At last, we tried to draw the outlines and the heart of different radical movements in order to follow the ways that led to radicalism. We do not pretend to have offered an original and exclusive definition of radicalism, we mainly wanted to understand the nature of what defines somebody as a radical and explain the reasons why thousands of people decided to believe in this man. Moreover, we wanted to distance ourselves from the ideological debate of the Cold War which permeated also the interpretation of past events. Too often, the history of radicalism was either narrated with a form of revolutionary nostalgia or in order to praise the merits of liberalism. If the great mass meetings ends in the mid-nineteenth-century with the fall of Chartism, this practice spread out in the whole world in the twentieth-century. Incidentally, the Arab Spring of the beginning of the twenty-first-century demonstrated that a popular platform was the best way for the people to claim their rights and destabilize a political system which they found too authoritative. Through protest the people express an essential quality of revolt, which is an expression of emancipation from fear. From then on, a despotic regime loses this psychological terror which helped it to maintain itself into power. The balance of power between the government and its people would also take a new turn. The radicals won this psychological victory more than 150 years ago and yet universal suffrage was obtained only a century later. From the acceptance of the principles of liberties to their cultural practice, a long route has to be taken to change people's mind. It is a wearisome struggle for the most vulnerable people. In the light of western history, fundamental liberties must be constantly defended. Paradoxically, revolt is an essential and constitutive element of the maintenance of democracy. ; Die radikalen Strömungen in England von 1789 bis 1848 Formulierung der Problematik Was ist ein Radikaler? Eine Person die vorgefassten Meinungen zuwiderhandelt? Ein Agitator, der die Gesellschaft verändern will und dabei das Risiko eingeht, sie aus dem Gleichgewicht zu bringen? Im politischen Kontext, in dem sich die britischen Inseln am Ende des 18. Jahrhunderts befanden, hatte dieser Begriff eine negative Konnotation. Er erinnert nämlich an die levellers und an den Bürgerkrieg. Diese historische Epoche, die als traumatisches Erlebnis empfunden wurde, hat bei den politischen Führern Stigmata hinterlassen, die immer noch vorhanden sind. Die Herrschaft Cromwells hatte bestimmt einen direkten Einfluss auf die Aversion der Engländer gegen jede heftige Form des Protestes gegen die herrschende Macht, vor allem wenn er politisch vereinnahmt wird. Im politischen Kontext in England versteht man unter Radikalismus verschiedene Versuche, eine Parlamentsreform durchzusetzen, die das allgemeine Wahlrecht einführen sollte. Natürlich bedeutet dies nicht, dass die Befürworter solch einer Reform eine gesellschaftliche und ideologische Nähe verband. In der Tat waren sich die reformistischen Verbände oft untereinander nicht einig und ihre jeweiligen Führer hatten wenige Gemeinsamkeiten. Edward Royle und Hames Walvin erläutern, dass der Radikalismus historisch nicht wie ein Konzept analysiert werden kann, da er keine einheitliche Bewegung war, da sich die Führer untereinander nicht einig waren und da keine eindeutige Ideologie vorhanden war. Der Radikalismus war ihrer Meinung nach nur eine vage Ansammlung bunter Ideen. Er sei « eher eine Einstellung als ein Aktionsplan» gewesen. Am Beginn des 19. Jahrhunderts verwendete die Zeitung Northern Star den Begriff « radikal » in einem positiven Sinne, um eine Person oder eine Gruppe zu bezeichnen, deren Ideen mit den Ihrigen im Einklang standen. Gegner der Parlamentsreformbewegungen haben diesen Begriff im negativen Sinne verwendet. Der Radikale wurde dann also als Bedrohung wahrgenommen. Der Gebrauch des Begriffes radikal scheint kein semantisches Problem darzustellen im Vergleich zur Verwendung des Wortes Radikalismus dessen Suffix -ismus eine Doktrin bzw. eine Ideologie voraussetzt. Die Tatsache, dass die Radikalen so unterschiedliche Gesinnungen vertraten, scheint eine Definition des Radikalismus unmöglich zu machen. Trotzdem wird sein Gebrauch heute von allen Historikern akzeptiert. Man könnte also behaupten, dass es seit der Mitte des 20. Jahrhunderts gängig wurde, mit dem Begriff Radikalismus jede Bewegung zu bezeichnen, die Ideen durchsetzen wollte, die nach unserem heutigen Verständnis als demokratisch verstanden werden. Wir können den Begriff Radikalismus zwischen 1792 und 1848 also erst einmal als eine praktische Bezeichnung für die verschiedenen radikalen Volksbewegungen, die das Ziel verfolgten, das allgemeine Wahlrecht einzuführen, betrachten. Diese radikale Einstellung findet man bei einer ganzen Reihe von Menschen und Organisationen wieder. Cartwright, Horne Tooke, Thomas Hardy, Francis Burdett, William Cobbet, Henry Hunt, William Lovett, Bronterre O'Brien Feargus O'Connor, die London Society for Constitutional information (SCI), die London Corresponding Society (LCS), die Hampden Clubs, die Chartisten, usw. Man kann viele Gemeinsamkeiten zwischen den Protagonisten erkennen, die sie sich auch eingestanden haben. Auβerdem wird auch der Einfluss erkennbar, den sie aufeinander ausgeübt haben, um ihre Aktionen zu gestalten. Diese Einflüsse findet man sowohl in der Sprache und in der politischen Ideologie wieder, die von den britischen Historikern als « konstitutionalistisch » bezeichnet wurden, als auch in der politischen Organisation von auβerparlamentarischen Gruppierungen. Alle Radikalen wollten die Ungerechtigkeiten beheben, und in der Praxis haben sie sich von einem Aktionsplan anregen lassen, den sie im 18. Jahrhundert in den Pamphleten der true whigs gefunden haben. Wir müssen teilweise das Argument zurückweisen, dass die Radikalen nicht kohärent und einfallsreich waren, oder dass sie nicht genau wussten, wie sie ihre Ziele umsetzen konnten. Ganz im Gegenteil: Die innovativen Formen des Protestes, die ihnen zuzuschreiben sind, waren bezeichnend und haben eine Spur in der Geschichte hinterlassen. Das Zaudern der Radikalen war erstens auf die prohibitive Gesetzgebung zurückzuführen, der die Verbände unterlagen und zweitens auf die kategorische Ablehnung der Behörden zu kooperieren. Die Zeitgenossen der Epoche, die sich von der Französischen Revolution bis zum Chartismus erstreckt, haben nie über den Sinn des Begriffs radikal debattiert. Dies bedeutet allerdings nicht, dass alle Radikalen gleich waren, oder dass sie zu derselben Einheit gehörten. Horne Tooke und der Priester Stephens waren beide Radikale, so wie der Schuster Hardy und der extravagante Burdett. Ob man ein Adliger, ein Mitglied des Bürgertums, ein Handwerker, ein Gutsbesitzer oder ein Mann der Kirche war: Nichts hinderte einen daran, ein Radikaler zu sein. Jeder konnte auf seine Art ein Radikaler sein. In dem Radikalismus gab es in der Tat eine groβe Bandbreite, die sich vom revolutionären Radikalismus bis zum paternalistischen Torysmus erstreckte. Wir waren daran interessiert, genau zu verstehen, was der Begriff radikal bedeutet, denn sein integrativer Charakter wurde von Historikern übersehen. Wir haben uns deshalb so genau mit der Bedeutung des Begriffs « radikal » beschäftigt, weil dieses Adjektiv im Plural im Titel die radikalen Strömungen enthalten ist. Mit dem im französischen Titel enthaltenen Gleichklang zwischen den Wörtern « voie » (Weg, Strömung) und « voix » (Stimme) wollten wir zeigen, dass sich der Begriff « radikal » sowohl auf ein Ideenbündel als auch auf eine Person bezieht. Die methodische Vorgehensweise In dieser Arbeit richtet sich unser Augenmerk weniger auf die Frage, wie eine Gesellschaftsschicht entstanden ist, als auf die Umstände, die die Menschen dazu bewogen haben, ihrem Schicksal und dem Ihresgleichen oder gar der ganzen Gesellschaft eine andere Wendung zu geben. Wir stellten das Werk von E.P.Thompson in Frage, welcher in seinem bekannten Buch "The Making of the English Working Class" radikale Bewegungen, entsprechend einer Vorstellung von Klasse, definiert. Wie kam es, dass ein einfacher Schuster wie Thomas Hardy, während eines Prozesses, in dem er beschuldigt wurde, eine moderne Revolution anzuzetteln, im Zentrum der Öffentlichkeit stand? Wie kam es, dass ein Autodidakt und ein Anhängiger der Ultra- Tories wie William Cobbett sich nach und nach für das allgemeine Wahlrecht einsetzte, zu einer Zeit, in der es unpopulär war? Wie kam es, dass sich die ganze Bevölkerung in Massen um Henry Hunt scharte, einen Gutsbesitzer, der nicht gerade dazu bestimmt war, sich für die Belange des Volkes stark zu machen? Unser Ziel ist es, das Universum, in dem die wichtigsten Beteiligten lebten, wiederzugeben, so als wären wir ein privilegierter Zeuge dieser Epochen. Die einfachste Art diese Fragen zu beantworten und die Beschaffenheit der Volksbewegungen zu verstehen besteht unserer Meinung nach darin, das Leben jener Männer zu studieren, die sie gestaltet haben. Wir hatten den Einfall, mehrere Männer, die in einem Zeitraum von mehr als 50 Jahren gelebt haben, miteinander in Verbindung zu bringen, als uns aufgefallen ist, dass Schlüsselmomente der Reformbewegungen miteinander korrespondieren, wie z.B der Prozess von Thomas Hardy und das Massaker von Peterloo 1819. Je mehr wir uns mit diesen Ereignissen beschäftigten, desto mehr weckte dies unsere Neugier auf das Leben jener Menschen, die sie verursacht haben. Schlussendlich konnte man sich fragen, ob radikal zu sein nicht eher eine Frage des Charakters als eine Frage der Klassenzugehörigkeit war. Die verschiedenen Volksbewegungen für eine Parlamentsreform haben in der Tat viel mehr unterschiedliche Menschen vereint und waren um einiges vielfältiger als es die Historiker behauptet haben. So war es zum Beispiel Thomas Hardys Vorhaben, die Führung des Verbandes einer intellektuellen Elite unter Horne Tookes Kommando zu überlassen, nachdem er es geschafft haben würde, genug Mitglieder der Arbeiterschicht zu versammeln. Auβerdem haben die Sympathisanten mit Freude Führer akzeptiert, deren Schicksal sehr wenig mit dem Ihrigen gemeinsam hatte. O'Connor z. B erhob den Anspruch, der Nachkomme eines irischen Königs zu sein. Cobbett, der Besitzer einer bedeutenden Zeitung, erinnerte daran, dass er aus einer Bauernfamilie stammte. William Lovett, der den Liberalen und einigen Parlamentsmitgliedern nahe stand, stammte aus einer armen Fischerfamilie. Wir haben diese fünf Männer Thomas Hardy, William Cobbett, Henry Hunt, William Lovett und Feargus O'Connor in Verbindung gebracht, um gewissermaßen eine Saga der Radikalen zu erstellen. Dies erlaubte es uns, uns ein genaueres Bild zu machen von den Merkmalen der verschiedenen Bewegungen, an denen sie teilgenommen haben, von dem Kontext, in dem die Bewegungen entstanden sind, von ihren Misserfolgen, von der besonderen Atmosphäre, die in diesen unterschiedlichen Epochen herrschte, von den Männern, die diese Bewegungen beeinflusst haben und zuletzt von dem Zeichen, das sie gesetzt haben. Diese Männer waren im Mittelpunkt eines Netzwerkes und standen in Verbindung mit anderen Akteuren, die an peripheren Bewegungen beteiligt waren. Sie waren umgeben von treuen Weggefährten, mit denen zusammen sie viele Kämpfe ausgetragen haben, oder mit denen sie sich heftig gestritten haben. Unsere Vorgehensweise ist insofern neu, als wir die Fluktuationen der radikalen Bewegungen weder linear bzw. chronologisch beleuchten, noch in einer zersplitterten Weise, indem wir die Problematik in mehrere Themen unterteilen. Wir sind ganz einfach dem Leben der Männer gefolgt, die am Ursprung dieser Bewegung standen. Jedes Kapitel behandelt eine historische Person und die gesamte Abhandlung ist chronologisch aufgebaut. Manchmal war es notwendig, Rückblenden einzubauen oder die gleichen Ereignisse mehrmals zu erwähnen, wenn verschiedene historische Personen daran beteiligt waren. Die radikalen Bewegungen wurden von Menschen aus verschiedenen Horizonten beeinflusst. Verbunden waren sie vor allem durch ihr Bestreben, eine Normalisierung der politischen Welt zu erreichen, gegen die Ungerechtigkeiten zu kämpfen und eine Parlamentsreform durchzusetzen. Wir haben uns auf die Momente konzentriert, in denen das Leben der Männer mit einem aktiven Handeln in der radikalen Bewegung oder mit einer Veränderung ihrer Ideen oder in ihrer Organisation einherging. Ihre emotionalen Beziehungen und ihre Einstellung zu belanglosen Fragen interessierten uns nicht. Ihre Meinungen zu Fragen, die unser Studienobjekt nicht betreffen, waren auch nicht Gegenstand dieser Abhandlung, es sei denn sie ermöglichten es uns, ihre Persönlichkeit besser zu umreiβen. Unser Augenmerk richtete sich ausdrücklich und vor allem auf die radikale Tätigkeit der Beteiligten. Natürlich haben wir auch die Lebensumstände und die geistige Entwicklung dieser Männer geschildert, denn wir wissen, dass Meinungen sich im Laufe eines Lebens ändern können, wie es der bemerkenswerte Fall von Cobbett verdeutlicht. Das Leben dieser Personen fiel zeitlich mit markanten Momenten in der radikalen Bewegung zusammen, wie z. B die ersten politischen Organisationen der Arbeiterschichten, die ersten Massendemonstrationen oder die ersten politisch ausgerichteten Volkszeitungen. Wir wollten die menschlichen Züge jener Männer wiedergeben, die Reden gehalten haben und die in den radikalen Verbänden anwesend waren. Man könnte uns vorwerfen, dass wir- wenn wir uns auf eine historische Person konzentriert haben- andere Fakten oder Personen, die nicht zu ihrem Umfeld gehörten aber dennoch an der Bewegung beteiligt waren, ausgeblendet haben. Uns schien es aber wesentlich, die analytische Methode oder die historische Chronik, die die Studien über die radikalen Bewegungen maßgeblich prägt, aufzugeben. Unser Ziel war es nämlich, diese Schilderungen zu vervollständigen, indem wir den menschlichen Aspekt in den Vordergrund stellten. Dazu haben wir die biografische Perspektive gewählt und unserer Studie angepasst. Schluss Jeder Mann, dessen Rolle wir hervorgehoben haben, lebte in einer bestimmten Phase der radikalen Bewegung. Der Vergleich der Reden, die sie in verschiedenen Epochen gehalten haben, hat aufgezeigt, dass die radikale Ideologie sich im Laufe der Zeit verändert hat. Die Verteidigung der Menschenrechte verlor an Bedeutung und die Argumentation wurde konkreter: Es ging z. B mehr und mehr um das Recht, die Früchte seiner Arbeit zu genieβen. Dieser Wandel fand in der chartistischen Epoche Feargus O'Connors statt. Die Traditionen des Radikalismus und die Erinnerung daran spielten jedoch weiterhin eine wichtige Rolle. Die Rhetorik des Konstitutionalismus und der Volksmythos waren Themen, mit denen die Arbeiterschichten sich immer identifiziert haben, und die ihre Forderung nach dem allgemeinen Wahlrecht gerechtfertigt haben. Wir haben uns auf das Leben einiger einflussreicher Männer des Radikalismus konzentriert, um seine Entwicklung und sein Wesen zu verstehen. Ihre Lebensläufe haben uns als Leitfaden gedient und haben es uns ermöglicht, eine Kohärenz in unserer Abhandlung zu wahren. Zwar sind die Kapitel unabhängig voneinander, aber die Ereignisse und die Reden korrespondieren miteinander. Man könnte manchmal den Eindruck haben, dass sich Fakten, Handlungen und die Geschichte im Allgemeinen endlos wiederholen. Allerdings ist der Zeitgeist im ständigen Wandel begriffen, so wie dies auch beim technischen Fortschritt der Fall ist. Wir sind der Ansicht, dass diese Besonderheiten fundamentale Elemente sind, die es ermöglichen, historische Phänomene zu begreifen, die nicht auf philosophische, soziologische oder historische Konzepte reduziert werden können. Die Geschichte als Wissenschaft weist die Besonderheit auf, dass die physische Realität und die erwähnten Phänomene auch eine menschliche Realität sind. Daher ist es wesentlich, bei der intellektuellen Auseinandersetzung mit einem historischen Phänomen den menschlichen Aspekt nicht aus den Augen zu verlieren. Wir wollten einen Weg einschlagen, der dem vieler Historiker entgegengesetzt ist. Unser Augenmerk richtete sich zunächst auf die Männer, die ihre jeweiligen Epochen maβgeblich geprägt haben, bevor wir uns mit Konzepten beschäftigt haben. Die Männer, die wir auserwählt haben, gaben uns einen neuen und frischen Blick auf den Radikalismus und brachten uns diesen näher. Natürlich sind wir nicht die ersten, die sich mit diesen historischen Personen beschäftigt haben. Durch die chronologische Anordnung unserer Abhandlung, wollten wir- so wie Plutarch, der griechische und römische historische Personen miteinander in Verbindung brachte- die Wesensmerkmale ihrer Reden, Persönlichkeiten und Epochen aber auch ihre Unterschiede in den Vordergrund rücken. Wir haben also versucht, eine Bewegung zu umreiβen und im Kern zu erfassen und die Wege nachzuzeichnen, die zum Radikalismus führten. Wir behaupten nicht, dass wir eine neuartige und ausschlieβliche Definition dieser Bewegung geliefert haben. Wir haben nur versucht, die Wesensmerkmale eines Radikalen zu begreifen und herauszufinden, aus welchen Gründen tausende Männer an diesen Mann geglaubt haben. Wir wollten uns von der ideologischen Debatte über den Kalten Krieg losmachen, die sogar auf die Interpretation zurückliegender Ereignisse abgefärbt hat. Zu oft wurde die Geschichte des Radikalismus mit einer Art revolutionären Nostalgie erzählt, oder mit der Absicht, die Vorzüge des Liberalismus zu preisen. Der Chartismus leitete zwar im 19. Jahrhundert das Ende der groβen Massenbewegungen in England ein, aber diese Methode hat sich im 20. Jahrhundert überall auf der Welt verbreitet. In der Tat zeigt der arabische Frühling am Beginn des 21. Jahrhunderts, dass die zahlenmäβige Überlegenheit das beste Druckmittel des Volkes ist, um seine Rechte einzufordern und das bestehenden Regime zu destabilisieren. Ein Volk, das demonstriert, zeigt, dass es keine Angst mehr hat. Von dem Moment an, in dem ein autoritäres Regime diese psychologische Waffe, die es ihm ermöglicht hat, an der Macht zu bleiben, verliert, kehrt sich das Machtgefälle zwischen der autoritären Staatsgewalt und dem unterworfenen Volk um. Diesen psychologischen Sieg haben die englischen Radikalen vor mehr als 150 Jahren errungen. Jedoch wurde das allgemeine Wahlrecht erst ein Jahrhundert später eingeführt. Damit es also nicht bei Prinzipienerklärungen bleibt, sondern die Freiheiten in die Wirklichkeit umgesetzt werden, bedarf es einer Bewusstseinsänderung, die nur durch eine langwierige Arbeit zustande kommen kann. Für die Schwächsten ist dies ein langer Kampf. In Anbetracht der abendländischen Geschichte muss man die Freiheiten als Rechte betrachten, die es immer wieder zu verteidigen gilt. Paradoxerweise scheint die Revolte also eine grundlegende und unabdingbare Bedingung zu sein, um die Demokratie zu erhalten.
The Situation In The Middle East Report Of The Secretary-General On The Implementation Of Security Council Resolutions 2139 (2014), 2165 (2014), 2191 (2014), 2258 (2015), 2332 (2016) And 2393 (2017) ; United Nations S/PV.8201 Security Council Seventy-third year 8201st meeting Monday, 12 March 2018, 11 a.m. New York Provisional President: Mr. Van Oosterom. . (Netherlands) Members: Bolivia (Plurinational State of). . Mr. Llorentty Solíz China. . Mr. Ma Zhaoxu Côte d'Ivoire. . Mr. Tanoh-Boutchoue Equatorial Guinea. . Mr. Ndong Mba Ethiopia. . Mr. Alemu France. . Mr. Delattre Kazakhstan. . Mr. Umarov Kuwait. . Mr. Alotaibi Peru. . Mr. Meza-Cuadra Poland. . Ms. Wronecka Russian Federation. . Mr. Nebenzia Sweden . Mr. Skoog United Kingdom of Great Britain and Northern Ireland . Mr. Allen United States of America. . Mrs. Haley Agenda The situation in the Middle East This record contains the text of speeches delivered in English and of the translation of speeches delivered in other languages. The final text will be printed in the Official Records of the Security Council. Corrections should be submitted to the original languages only. They should be incorporated in a copy of the record and sent under the signature of a member of the delegation concerned to the Chief of the Verbatim Reporting Service, room U-0506 (verbatimrecords@un.org). Corrected records will be reissued electronically on the Official Document System of the United Nations (http://documents.un.org). 18-06756 (E) *1806756* S/PV.8201 The situation in the Middle East 12/03/2018 2/23 18-06756 The meeting was called to order at 11.15 a.m. Adoption of the agenda The agenda was adopted. The situation in the Middle East The President: In accordance with rule 37 of the Council's provisional rules of procedure, I invite the representative of the Syrian Arab Republic to participate in this meeting. The Security Council will now begin its consideration of the item on its agenda. I would like to warmly welcome the Secretary- General, His Excellency Mr. António Guterres, and to give him the floor. The Secretary-General: I am here to report on the implementation of resolution 2401 (2018), which the Council adopted unanimously on 24 February. But I am keenly aware that I am doing so just as the bloodletting in Syria enters its eighth year. I would like to highlight just one stark fact on this grimmest of anniversaries, which is that in 2017, more children were killed in Syria than in any other year since the war began. I am deeply saddened by the immense loss and cascading suffering of the Syrian people. And I am deeply disappointed by all those who, year after year, by action or inaction, design or indifference, have allowed this to happen. My grief and frustration are compounded by all that I know of the people of Syria. As United Nations High Commissioner for Refugees in the aftermath of the Iraq war, I saw the remarkable hospitality of the Syrian people in hosting 1.5 million Iraqi refugees — not in camps, but in their communities across the country. Syria was a place where refugees could live in security as they tried to rebuild their lives and raise their families. Today, so many of those generous Syrians who shared so much have themselves been forced from their homes, becoming refugees or internally displaced. In neighbouring countries — whose enormous hospitality I have also witnessed, but who are burdened by overwhelming needs — the vast majority of Syrian refugees live below the poverty line. Many of the Syrians who journeyed even farther from home in search of safety have found the doors that they once opened to others in need shut in their faces. A country known for its ancient civilization and a people known for their rich diversity have been betrayed, and Syria is bleeding inside and out. There should be one agenda only for all of us — ending the suffering of the Syrian people and finding a political solution to the conflict. And the Council has a particular responsibility in that regard. Let me now turn to the implementation of resolution 2401 (2018) and the issue of the compliance of all the relevant parties in Syria. I do so with a caveat. The United Nations is following developments closely, but we do not have the full picture, owing to our limited presence and restricted access on the ground. Resolution 2401 (2018) demands that all parties "cease hostilities without delay, and engage immediately to ensure full and comprehensive implementation . for a durable humanitarian pause for at least 30 consecutive days throughout Syria", while still countering Da'esh and other groups designated as terrorists by the Council. It is true that in some areas, such as Deir ez-Zor and Douma, where there has been a recent ceasefire that I will address later, the conflict is diminishing in intensity. Yet there has been no cessation of hostilities. Violence continues in eastern Ghouta and beyond, including in Afrin, parts of Idlib and into Damascus and its suburbs. In eastern Ghouta in particular, the air strikes, shelling and ground offensives have intensified since the resolution's adoption and have claimed hundreds of civilian lives. Some reports even put the toll at more than 1,000. The resolution further demands the enabling of "the safe, unimpeded and sustained delivery of humanitarian aid and services". Despite some limited convoy deliveries, the provision of humanitarian aid and services has been neither safe, unimpeded or sustained. The resolution calls on "all parties to immediately lift the sieges of populated areas, including in eastern Ghouta, Yarmouk, Fo'ah and Kafraya". No sieges have been lifted. The resolution demands medical evacuations of the critically sick and wounded. To our knowledge, not one critically sick or wounded person has so far been evacuated. But I will come back to that later in relation to a recent announcement. The resolution reiterates its demand "reminding in particular the Syrian authorities, that all parties immediately comply with their obligations under international law, including international human rights law, as applicable, and international humanitarian law, including the protection of civilians". And I remind all involved that even efforts to combat groups identified as terrorists by the Council do not supersede those obligations. Yet we 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 3/23 see egregious violations, indiscriminate attacks and a failure to protect civilians and civilian infrastructure. Since the adoption of resolution 2401 (2018), my Special Envoy Staffan de Mistura and I have been focused on helping to create the conditions for a cessation of hostilities in eastern Ghouta, where, as I said to the Council two weeks ago, people have been living in a hell on Earth (see S/PV.8185). As the Special Envoy told the Council a few days ago, eastern Ghouta is the most urgent situation, because it is where we have the clearest potential to try to support the de-escalation in concrete ways, and because we have been concretely approached. On 26 February, the Russian Federation announced a five-hour daily humanitarian pause in eastern Ghouta. I will speak to that later in my remarks. On 27 February, the President of the Security Council and I received a letter from the Syrian National Committee conveying another letter from the three armed opposition groups in eastern Ghouta — Jaysh Al-Islam, Faylaq Al-Rahman and Ahrar Al-Sham. They expressed their commitment "to the full implementation of the relevant Security Council resolutions, especially resolution 2401 (2018)", and to expelling from eastern Ghouta "the armed groups of Hayat Tahrir Al-Sham, the Al-Nusra Front and Al-Qaida and all of those belonging to them". They also promised to ensure humanitarian access and the facilitation of the work of United Nations agencies. On receiving the letter, the Office of the Special Envoy opened channels with all three groups, inside and outside the enclave. The respective commanders issued further letters, expressing the groups' readiness to negotiate with the Russian Federation in Geneva. In parallel, both I and my Special Envoy engaged with the relevant authorities of the Russian Federation. My team on the ground did likewise, and also engaged with the Government of Syria. We offered the good offices of the United Nations to facilitate and observe any meeting between the representatives of the armed opposition groups, the Syrian Government and the Russian Federation. Despite our best efforts over the course of a few days, it was not possible to schedule any meeting. Meanwhile, on 6 March, the Syrian Government addressed a letter to me and to the President of the Security Council. That letter stated that Syria positively welcomed resolution 2401 (2018), as it "stresses firm commitment to the Syrian State's sovereignty, independence and territorial integrity in accordance with the provisions of the United Nations Charter and calls for implementing a humanitarian truce across Syria to ensure a safe, sustainable and unhindered access of humanitarian aid." That same day, my Special Envoy informed the Russian Federation of his intention to invite the three armed opposition groups to a meeting with the Russian Federation in Geneva three days later. On 7 March, his interlocutors replied that they did not think a meeting in Geneva was the best option and were pursuing contacts on the ground with the relevant armed opposition groups. As those diplomatic efforts were taking place, fighting went on. The Syrian Government and its allies intensified air strikes and launched a ground offensive, progressively gaining control of parts of eastern Ghouta from about 10 per cent of the enclave on 3 March to more than 60 per cent today. The offensive initially took place in less populated areas, steadily moving to urban centres and forcing large-scale displacement. In the follow up to the efforts I have described, it was possible on 8 and 10 March to convene two meetings between Russian officials and Jaysh Al-Islam in the outskirts of eastern Ghouta, with the United Nations as an observer. In those meetings, progress was made in relation to the removal of a number of members of the Al-Nusra Front, as well as other aspects, including the potential for a ceasefire and improved humanitarian access. The first group of Al-Nusra Front fighters and their families were since evacuated from eastern Ghouta. Nevertheless, it has not been possible to facilitate contact between the Russian authorities and Faylak Al-Rahman. The group insisted that the meeting take place in Geneva. The Russian Federation insisted that the meeting take place on the ground. On 10 March, Government forces intensified their offensive, capturing the city of Misraba in a movement aiming at dividing the enclave into three separate areas. On the evening of that same day, the Russian Federation informed the United Nations that a unilateral ceasefire would take place at midnight, in relation to Jaysh Al-Islam in Douma. It was agreed that a meeting would be held on 11 March with the facilitation of the United Nations. On that day, with the ceasefire between the Government S/PV.8201 The situation in the Middle East 12/03/2018 4/23 18-06756 and Jaysh Al-Islam forces largely holding in Douma, the meeting took place, followed by a meeting today. As I speak to the Council now, I have not yet received a full report on the results of today's meeting. But I was informed by our people in Damascus as I was entering the Chamber that there has been progress with regard to civilian evacuations and humanitarian aid. Furthermore, I take note of a statement issued today by Jaysh Al-Islam: "[i] n the context of Security Council resolutions 2254 (2015) and 2401 (2018), an agreement was reached with the Russian side through the United Nations for a humanitarian medical evacuation of the wounded for treatment outside of eastern Ghouta." We are also hearing reports of tentative initiatives, both by tribal leaders and the Russian Federation, for contact with other groups on the ground. I wish to underscore the urgency of seeing medical evacuations, civilian protection and full, sustained and unimpeded humanitarian access as soon as possible. Meanwhile, attacks on other parts of eastern Ghouta continue, with the enclave now split into three separate pockets. During this whole period, the shelling from eastern Ghouta to Damascus was also ongoing, causing dozens of civilian deaths and injuries, with some reports putting the number close to 100. My Special Envoy and I have remained apprised at each step of the diplomatic engagement, offering support and guidance to ensure the implementation in letter and spirit of the resolution. In short, as my Special Envoy has said to the Council, we are leaving no stone unturned in trying to bring all major stakeholders to the table and contribute in a concrete fashion to find a sustainable solution for the implementation of resolution 2401 (2018). As the situation continues to unfold, the Turkish offensive in Afrin — pursued with armed opposition group allies — intensified with air strikes and ground advances against Partiya Yekitiya Demokrat/People's Protection Units fighters, reinforced, in turn, by elements coming from eastern Syria, where they were combating Da'esh. Pro-Syrian Government forces have also deployed inside of Afrin. The fighting resulted in significant civilian displacement, with reports of numerous casualties and damage to infrastructure. With the cooperation of Syrian armed opposition groups, Turkish forces established a so-called buffer zone inside Syrian territory, linking northern rural Aleppo and Idlib, and surrounding Afrin from three sides. The offensive is now pushing ever closer towards the city, with its large civilian population. Allow me to now turn to our efforts to address the humanitarian crisis. When resolution 2401 (2018) was adopted, the United Nations and its humanitarian partners stood ready to deliver. Plans were in place for multiple convoys each week to agreed-upon locations, in response to independently assessed needs. Unfortunately, the actual delivery did not match our plan. Let me describe what it was possible to do in the past two weeks. On 1 March, humanitarian organizations delivered assistance to some 50,000 people in the hard-to-reach areas of Afrin and Tell Rifaat, north of Aleppo. On 4 March, a convoy of 19 trucks organized by the United Nations, the Syrian Arab Red Crescent and partners reached Dar Kabira, in northern Homs. It provided assistance to 33,500 people of the requested 40,250. However, the Government of Syria did not allow the delivery of life-saving medicines, such as insulin, nor key items, including solar lamps, syringes and paediatric scales. As I mentioned earlier, in eastern Ghouta, the Russian Federation unilaterally announced a daily five-hour humanitarian pause in the fighting, starting from 27 February, to prevent civilian victims and to enable civilians to leave the enclave. In reality, few civilians left. On the one hand, sufficient protection standards were not in place for voluntary movement. Moreover, armed groups prevented others from leaving. In that context, even though the five-hour window was insufficient to enable the safe, unimpeded and sustained delivery of humanitarian aid and services, as demanded in the resolution, on 5 March the United Nations sent an inter-agency convoy of 46 trucks to Douma, in eastern Ghouta, with food for 27,500 people, along with health and nutrition supplies. Yet those 27,500 represented only a third of the requested beneficiaries, all in desperate need. And most of the health supplies were removed by the Syrian authorities, including basic medicines, dialysis treatments and trauma and surgical materials, such as burn dressings and adrenaline, despite the provisions of paragraph 8 of resolution 2401 (2018). According to the World Health Organization, only about 30 per cent of medical supplies in the convoy 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 5/23 were allowed in. United Nations personnel from the Office for the Coordination of Humanitarian Affairs accompanying the convoy were also denied access to eastern Ghouta. Violence rendered the operation extremely perilous, despite prior assurances from the parties to the conflict. The insecurity forced the team to reluctantly halt unloading and to return to Damascus with a large share of the food aid still on the trucks. On 9 March, a convoy of 13 trucks reached Douma, delivering the remaining food assistance that could not be offloaded four days earlier. Once again, shelling occurred nearby, despite assurances having been provided by all parties. In those difficult circumstances, I commend the valiant humanitarian workers risking their lives to provide assistance and protection to people in need. But we are obviously far from safe, unimpeded and sustained delivery of humanitarian aid, as demanded in resolution 2401 (2018), as well as other relevant Security Council resolutions. And so the humanitarian and human rights situation is becoming more desperate by the day. In Douma, relief workers who reached the city last week described conditions as shocking and overwhelming. People are sheltering in overcrowded basements. Access to food, water and sanitation is limited. In relation to Douma, we have a convoy ready that I hope will be allowed to proceed in the coming days, especially after the results of today's meeting. As in all conflict settings, the specific needs of women are not receiving sufficient attention, including access to safe spaces, critical health services, medicine and baby formula for their children. In eastern Ghouta, health partners on the ground advise that more than 1,000 people are in urgent need of medical evacuation. The United Nations is ready to support these medical evacuations, in cooperation with the Syrian Arab Red Crescent and other partners. A prioritized list of those in greatest need, mostly children, has been shared with the Syrian authorities. I urge a positive response, hoping that today's meeting will allow these actions to take place in the immediate future. The Syrian Arab Red Crescent has announced its intention to send a relief convoy to Afrin as soon as security conditions allows. A United Nations humanitarian mission is awaiting Government authorization to immediately deploy to Raqqa for assessments of security and needs. There are also new disturbing allegations of the use of chlorine gas. Even if we cannot verify them, we cannot ignore them. I continue to urge the Council to find unity on this issue. Having said what I said, I believe that despite all the difficulties, lack of trust, mutual suspicions and cold calculations, it should be possible to implement resolution 2401 (2018). It should be possible to have a cessation of hostilities. It should be possible to deliver aid. It should be possible to evacuate the sick and wounded. It should be possible to lift the sieges. It should be possible to accelerate humanitarian mine action throughout Syria. It should also be possible to remove Security Council-listed terrorist fighters from conflict zones without massive and indiscriminate attacks against civilians and civilian infrastructure. We cannot give up, for the sake of the Syrian people. I appeal to all parties to ensure the full implementation of resolution 2401 (2018) throughout the whole of Syrian territory. The United Nations is ready to assist in any effort to make that happen. I call on all States with influence to exercise it in support of the efforts of the United Nations and the implementation of the resolution. I hope that this week's Astana ministerial meeting, which will gather the guarantors of de-escalation, will concretely restore de-escalation arrangements, and take real steps on detainees, abductees and missing persons. The dramatic situation I have described — the calamity across the country, the rivalries, the cynicism, the cruelty — highlight the need for a political solution. My Special Envoy continues to work towards the full implementation of resolution 2254 (2015). On Thursday, the conflict will enter its eighth year. I refuse to lose my hope to see Syria rising from the ashes. To see a united, democratic Syria able to avoid fragmentation and sectarianism and with its sovereignty and territorial integrity respected, and to see a Syrian people able to freely decide their future and choose their political leadership. The President: I thank the Secretary-General for his briefing. I now give the floor to those Council members who wish to make statements. Recalling the Security Council's latest note 507 on its working methods (S/2017/507), I wish to encourage all participants, both members and non-members of the Council, to deliver their statements in five minutes or less. S/PV.8201 The situation in the Middle East 12/03/2018 6/23 18-06756 Mr. Alotaibi (Kuwait) (spoke in Arabic): I deliver this speech today on behalf of Kuwait and Sweden. At the outset I would like to thank you, Mr. President, for convening this meeting at the request of the delegations of Kuwait and Sweden, pursuant to resolution 2401 (2018). I also thank Secretary-General António Guterres for his presence here today and for his briefing about the implementation of this resolution. Fifteen days have passed since the Security Council's unanimous adoption of resolution 2401 (2018), which demands that all parties implement a 30-day ceasefire throughout Syria without delay in order to deliver humanitarian assistance to those in need and to end the siege of residential areas. It is with great regret that we continue to witness a clear failure to implement the resolution's provisions while military operations across Syria continue to prevent humanitarian and medical assistance, particularly in eastern Ghouta and specifically on the part of the Syrian authorities. This has prevented United Nations teams and their humanitarian partners from safely providing humanitarian assistance to eastern Ghouta, which has been a primary locus among Syrian areas in need of assistance ever since its siege began in 2013, and which is home to about 400,000 people. In this regard, we would like to make a number of observations, as follows. First, we have followed with deep concern the inability of the United Nations and its humanitarian partners to enter the besieged areas, and the obstacles and impediments that they have faced during their operations in some areas. In that regard, we would refer to events in Douma, eastern Ghouta, on 5 March, which proved to be the deadliest day since the adoption of resolution 2401 (2018), with at least 100 people having been killed on that day alone. On that day, the hopes of civilians hinged on receiving lifesaving humanitarian aid, and we looked forward to that first positive initiative reaching 90,000 people in need of assistance in eastern Ghouta. However, what happened was that the number of beneficiaries dropped to less than half due to the Syrian authorities having removed necessary medical supplies from the convoy's load without clear justification, despite the fact that they had been given prior notification, based on standard operating procedures, of the entirety of the humanitarian convoy's content. It is also a matter of deep concern that convoys administered by the United Nations and its partners were compelled to cease their operations before completely unloading their cargo due to continued aerial bombardment on Douma. We demand that the Syrian authorities give immediate permission for two convoys per week to eastern Ghouta and other destinations, at the request of the United Nations. We call on all parties to provide appropriate security guarantees for these convoys and to permit United Nations staff to accompany the convoys. In this regard, we reaffirm the need for all parties, in particular the Syrian authorities, to assume their responsibilities to protect all humanitarian workers, including United Nations agencies and their relevant partners. We welcome the entry of the remaining humanitarian convoys provided by the Red Cross and the World Food Program into Douma on 9 March to deliver the remaining food assistance. This was the second time such convoys had been allowed to enter Douma in one week. There is a need to build on this so as to increase the number of weekly convoys to eastern Ghouta in a sustainable manner. Secondly, we reiterate the Council's demand for immediate unconditional medical evacuations based on medical need, starting this week, and we call on the Syrian authorities to give permission and work with the United Nations and its implementing partners to that end. Thirdly, the continued fighting in eastern Ghouta, particularly the incessant air strikes, prompts us to again call specifically on the Syrian authorities to comply with the provisions of the resolution and of international law in order to facilitate humanitarian assistance to reach those in need. We believe that a daily five-hour truce in eastern Ghouta does not support the implementation of resolution 2401 (2018). Fourthly, the United Nations has confirmed that the number of combatants associated with terrorist groups designated by the Security Council in eastern Ghouta does not exceed 350. We cannot accept continued military operations under the pretext of combating terrorism when they effectively prevent the delivery of humanitarian assistance, contrary to the requirements of the resolution. Resolution 2401 (2018), which was adopted unanimously, took effect immediately and is applicable to all parties. In that regard, we note the willingness of certain opposition groups in eastern Ghouta to abide by the provisions of the resolution and to expel terrorist groups designated by the Security Council. We express our support for the 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 7/23 efforts of the Special Envoy of the Secretary-General, Mr. Staffan de Mistura, to operationalize this matter without delay. Fifthly, listening to the Secretary-General's briefing today on the status of the implementation of resolution 2401 (2018) constitutes one of the monitoring tools included in the resolution. But the main mechanisms remain the existing ceasefire agreements between the parties to the conflict, most notably the Astana accord with Russia, Turkey and Iran as its guarantors, and the agreement supervised by the United States and the Russian Federation that emanated from the International Syria Support Group. The resolution stresses the need to activate those agreements in order to reach a 30- day ceasefire aimed at allowing sustainable access to humanitarian assistance in all regions in Syria. We call again on the parties to those agreements to redouble their efforts in order to implement the provisions of resolution 2401 (2018). The unanimous position that the Security Council conveyed to the Syrian people and to the world by adopting resolution 2401 (2018) on 24 February must be built on in a speedy and effective manner, especially as the resolution is primarily of a humanitarian nature. There is a collective responsibility on us as members of the Security Council, specifically on influential parties, to maintain our credibility before the world and work to implement the provisions of resolution 2401 (2018). We would like here to stress that the provisions of the resolution are valid even after 30 days from the date of its adoption. We affirm our full commitment to continue to closely follow the status of the implementation of the resolution in the Council monthly reports. We will spare no effort to make progress on its implementation. This month marks the beginning of the eighth year of the conflict in Syria. Sadly, there is still a need for the violence to cease, for sustained humanitarian access through weekly cross-line convoys, for medical evacuations, for the protection of civilians and hospitals and for lifting the siege. We cannot let the Syrian people down, and we will continue to strive to implement the joint demands that we have set out. Finally, we recall that the lack of a political settlement to the conflict in Syria based on resolution 2254 (2015) will lead to further deterioration of the humanitarian situation. Mrs. Haley (United States of America): I would like to congratulate the Netherlands and your team, Mr. President, on having assumed the presidency of the Security Council for this month. I also want to thank Secretary-General Guterres for his briefing and for all of his efforts on behalf of peace in Syria Sixteen days ago, we sat around the negotiating table with our Security Council colleagues and agreed to a 30-day ceasefire in the brutal bombardment of civilians in Syria. The negotiations were long and difficult. Every minute we delayed meant more innocent people were killed. But the Russian delegation stalled and drew out the talks. They had conditions they insisted on before they would allow the killing to stop. The United States was reluctant to accept those conditions. But, in order to stop the killing in Syria, we accepted them. We attempted to work with Russia in good faith to end the violence in Syria. As a result, 16 days ago we came to an agreement. Russia cast its vote in favour of the agreement (see S/PV.8188). With that vote Russia promised its support for a 30-day cease-fire, as did the rest of the members of the security Council. With that vote Russia said that it too wanted to create the conditions for food and medicine to reach starving Syrian families. With that vote Russia told us it would use its influence with the Syrian regime to silence the guns in Syria. It told us that the Russians would themselves honour the ceasefire they voted to demand. With that vote Russia made a commitment to us, to the Syrian people and to the world — a commitment to stop the killing in Syria. Today we know that the Russians did not keep their commitment. Today we see their actions do not match those commitments, as bombs continue dropping on the children of eastern Ghouta. Today we must ask whether Russia can no longer influence the Al-Assad regime to stop the horrific destruction of hospitals, medical clinics and ambulances and to stop dropping chemical weapons on villages. Has the situation in Syria reversed, and Russia is now the tool of Al-Assad — or worse, Iran? We must ask those questions because we know the Russians themselves have continued their own bombing. In the first four days following the ceasefire, Russian military aircraft conducted at least 20 daily bombing missions in Damascus and eastern Ghouta. The Russians negotiated the wording of the ceasefire down to the commas and the periods. They voted for the S/PV.8201 The situation in the Middle East 12/03/2018 8/23 18-06756 ceasefire. And they immediately disregarded it. In the past 16 days, over 500 civilians have died. Some reports put the death toll even higher. That is unacceptable. Thousands of Syrians are in desperate need of medical care. But none of the United Nations list has been evacuated. We have heard the conversations are ongoing with the regime to medically evacuate 25 people in the coming weeks. While those civilians should be rushed to medical care, we ask why it took so long. When will the more than 1,000 identified medical cases be evacuated? There have been almost no deliveries of medicine or surgical equipment, because the Al-Assad regime remove them from the United Nations humanitarian convoys. The convoy that made it to eastern Ghouta on 5 March had to navigate around constant regime airstrikes. The bombing was so severe that the United Nations could barely unload the food the trucks were carrying. And in the past 16 days, there have been three separate allegations of chlorine-gas attacks. This is no ceasefire. This is the Al-Assad regime, Iran and Russia continuing to wage war against their political opponents. And there is another reason we know the Syrians and Russians never intended to implement the ceasefire: they planned for it. Over the past two weeks, the Russian and Syrian regimes have been busy labelling every opposition group in eastern Ghouta a "terrorist group". Why? So they can exploit a provision in the ceasefire resolution (resolution 2401 (2018)) that allows for military operations against the Islamic State in Iraq and Syria and Al-Qaida. There are terrorists in Syria, but the Russian and Syrian regimes label anyone as terrorists who resist their absolute control. In the eyes of Russia, Iran and Al-Assad, the neighbourhoods of eastern Ghouta are full of terrorists. The hospitals are full of terrorists. The schools are full of terrorists. The Syrian and Russian regimes insist that they are targeting terrorists, but their bombs and artillery continue to fall on hospitals and schools and on innocent civilians. They have deliberately and with premeditation exploited a loophole they negotiated in the ceasefire to continue starving and pummelling hundreds of thousands of innocent Syrian civilians. They have made a mockery of this process and this institution. For the sake of the Syrian people and the integrity of the Council, we must respond and take action. During the negotiations, the United States put all parties on notice that we needed to act if the ceasefire was not honoured. Members of the Security Council agreed. Now that day has come. The ceasefire has failed. The situation of the civilians in eastern Ghouta is dire. The United States is acting. We have drafted a new ceasefire draft resolution that provides no room for evasion. It is simple, straightforward and binding. It will take effect immediately upon adoption by the Council. It contains no counter-terrorism loopholes for Al-Assad, Iran and the Russians to hide behind. And it focuses on the area the Secretary-General has identified and that the world can see holds the greatest urgency for the lives of innocent civilians, that is, Damascus city and eastern Ghouta. If Russia, Iran and Al-Assad cannot agree to stop the bombing in that limited part of Syria for that limited amount of time, they will not agree to anything that is worthwhile. If they will not keep their word once they have agreed to a ceasefire, then how can we trust them? In the end, that is what makes the work of the Council possible: trust. If we cannot count on the members of the Council to honour their agreements, we cannot accomplish anything. If we cannot act when children are dying, we have no business being here. If we cannot save families that have not seen the sun for weeks because they have been hiding underground to escape barrel bombs, then the Security Council is as impotent as its worst critics say it is. Almost a year ago in the aftermath of the Syrian regime sarin gas attack on Khan Shaykhoun, the United States offered a warning to the Council. We said that when the international community consistently fails to act, there are times when States are compelled to take their own action. The Security Council failed to act, and the United States successfully struck the air base from which Al-Assad had launched his chemical attack. We repeat that warning today. We welcome all nations that will work together to finally provide relief for the Syrian people, and we support the United Nations political process that seeks to end the war in Syria. However, we also warn that any nation that is determined to impose its will through chemical attacks and inflicting human suffering, most especially the outlaw Syrian regime, the United States remains prepared to act if we must. It is not the path we prefer, but it is a path we have demonstrated we will take. We are prepared to take it again. 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 9/23 Mr. Allen (United Kingdom): I thank the Secretary-General for his briefing and, through him, may I thank all of those trying to supply the desperately needed humanitarian response on the ground. They are indeed valiant. Sixteen days ago, the Security Council unanimously adopted resolution 2401 (2018). We did so because we and the world were sickened by the slaughter of innocents in Syria, particularly in eastern Ghouta. Russia used every tactic in its playbook to weaken the resolution and buy time for its ally, the Al-Assad regime, to bomb indiscriminately. But when it raises its hand in support, we hope that Russia and its clients would keep their word and implement the resolution. Sadly, as the Secretary-General's briefing has made clear, our resolution has not been implemented. What has happened? First, has there been a ceasefire? No. The violence continues and civilian deaths continue to rise. In those 16 days, 607 people have reportedly been killed, including 99 children and 79 women. The opposition armed groups committed to implementing resolution 2401 (2018) in full, but the Al-Assad regime's air strikes continue. Despite voting for a ceasefire, between 24 and 28 February, Russian military aircraft conducted 20 bombing missions in eastern Ghouta and Damascus every day. Russia has failed to confirm that it is only conducting air strikes against groups that are listed as terrorist groups by the Council. During the so-called daily humanitarian pause, over 56 air strikes hit eastern Ghouta between 27 February and 7 March, including at least six air strikes by Russian aircraft, according to monitors on the ground. Let us recall that only last year Russia declared the whole area to be a de-escalation zone. It has claimed that its bombardments are about fighting terrorists. That is manifestly not the case. There is one terrorist group recognized by the Security Council in eastern Ghouta, which accounts for less than not even 1 per cent of the population of the enclave. The other fighters are members of the opposition armed groups, which Russia has itself invited to the Astana meetings. Those groups have written stating their readiness to expel Al-Nusra Front from the enclave. Instead, Russia bombs them, undermining the political process that it is a part of. We are pleased that the members of the High Negotiations Committee of the Syrian opposition will be able to discuss the situation in Syria with Council members later today. I repeat my consistent condemnation of attacks against Damascus. What about our resolution's second demand, that is, safe, unimpeded and sustained access for humanitarian convoys, including medical and surgical supplies? Only one convoy has been able to enter besieged eastern Ghouta in the past 16 days, in two movements following shelling. They delivered supplies for 27,500 people — a fraction of the 400,000 civilians besieged in eastern Ghouta. What is stopping the aid from getting to the people that so desperately need it? Again, it is the regime. The ongoing violence that it perpetrates is an important factor, and its failure to grant access is another. On 5 March, the regime removed nearly 70 per cent of the medical supplies from a humanitarian convoy destined for 90,000 people. That happened at a time when the Office for the Coordination of Humanitarian Affairs is warning that malnutrition and disease are so prevalent that people will soon die from hunger and sickness even more than from air strikes. Finally, have there been any medical evacuations for the approximately 1,000 people who need them? Not a single one. Again, it is the regime that will not permit its civilians to reach urgently needed medical care. Some may point to an aid convoy or an announced pause in air strikes as a sign of improvement, and claim that those actions implement the resolution. They do not. Our resolution was clear: a ceasefire without delay, humanitarian access and medical evacuations. None have happened. Instead, the truth is that the regime will continue to pound eastern Ghouta until it has a complete military victory there, and Russia will continue to protect its ally, whatever the cost to the people of Syria and its own reputation. As we sit here, watching Al-Assad inscribing eastern Ghouta, again, on the roll call of atrocities and war crimes that he has committed over the eight years of the bloody conflict, let me say clearly that there will be future accountability for those crimes, and Russia's role, bombing alongside him and protecting him from accountability, will never be forgotten. There is still time. If Russia is able to announce a five-hour ceasefire, it can announce a full ceasefire. If it can get one aid convoy through, it can get more through. I urge Russia to give its unconditional support to resolution 2401 (2018) and a ceasefire to enable the delivery of humanitarian S/PV.8201 The situation in the Middle East 12/03/2018 10/23 18-06756 assistance, respect international humanitarian law and protect civilians. Mr. Delattre (France) (spoke in French): I would first like to thank the Secretary-General for his strong and particularly enlightening briefing, as well as for his personal commitment, in addition to that of the staff of the Secretariat and Mr. Staffan de Mistura, to spare no effort in implementing resolution 2401 (2018). Allow me, on behalf of France, to especially commend the United Nations teams and all the humanitarian actors working under extremely difficult conditions in Syria. Two weeks ago, we unanimously adopted a text calling for an immediate cessation of hostilities of at least 30 days, sustained and unimpeded humanitarian access and medical evacuations in Syria. I would remind those present that those demands apply to the whole of Syria and all parties. We negotiated the text together for several weeks and, I repeat, unanimously adopted it. Each member of the Council around this table has therefore endorsed the content by deciding to assume responsibility. That responsibility fell particularly on Russia, as a permanent member that voted for resolution 2401 (2018), sponsor of the Astana talks and a Power engaged in the Syrian situation, as it claims to be. We had agreed to a clause to meet 15 days later to review its implementation. The Secretary-General has just provided us with a very clear picture of that. Since 24 February, civilian casualties have continued to climb into the hundreds every week. The regime is pursuing, in defiance of its people and the Council, an air and land offensive that it has never intended to halt, with the support of Russia and Iran. However, let us not be deceived that civilians are not the "collateral victims" of those military operations. Rather, they are themselves being targeted by the regime, deliberately and methodically to starve and rape, destroy their health centres, kill and sow terror and death. The hell on Earth experienced by eastern Ghouta is not just the effect of the regime's policy; it is the very purpose of the regime's murderous madness, with its daily tally of war crimes and crimes against humanity, for which the regime will have to answer. Let us call a spade a spade: Who can stop the Syrian regime? Everyone knows that, apart from a military operation, it is Russia that is in the best position to do so today. It is therefore legitimate that today, more than ever before, everyone looks expectantly towards Russia, which has so far been unwilling, or unable, to exert sufficient pressure on the regime. Two weeks after the adoption of resolution 2401 (2018), we are here in the Chamber to face the facts. First, what has happened since the adoption of resolution 2401 (2018)? In the light of the inexorable worsening of the humanitarian situation in eastern Ghouta, the Security Council has rallied around a cessation of hostilities and made every effort to seek consensus, and finally did reach consensus on 24 February. We knew then, and we said so, that this result was only a precondition, and that the longest and most difficult part of the path towards a humanitarian truce was still before us. However, every day since 24 February the fighting has continued. In the days that followed, despite Russia's unilateral announcement of a daily five-hour truce — well below what resolution 2401 (2018) requires — the intensity of the fighting has increased. Since resolution 2401 (2018) was adopted, there has not been a single day when eastern Ghouta, an enclave that has been starved and besieged for months, has not been bombed by the regime and its supporters. The fight against terrorism — and this cannot be repeated enough — cannot be used as a pretext for such a bloodbath of civilians or for such contempt for international humanitarian law. Eastern Ghouta is now a textbook case of war crimes, and even of crimes against humanity. It cannot be ignored: the Syrian regime, with the support of Russia and Iran, is engaged in a war of total submission against its people. Violations of the ceasefire by the Damascus regime, with the support of Russia and Iran, have been massive and ongoing, and I would like to thank the Secretary-General for clearly exposing those violations. Let me briefly review some of these violations. Between 24 and 27 February, 72 attacks by the Syrian regime and its Russian and Iranian allies, from more than 14 locations, were reported. Between 24 and 28 February, Russian military aircraft carried out no fewer than 20 bombing missions in Damascus and eastern Ghouta. Between 27 February and 2 March, field observers documented at least 25 air strikes by the regime and Russia during the five-hour humanitarian breaks declared by Moscow. Since 18 February, more than 29 hospital have been hit, and few health facilities are still in operation. On 8 March, a health care facility in Mesraba was completely destroyed by bombardments. According to the Syrian Observatory for Human Rights, as of 11 March, 607 people, including 99 children and 79 women, had been killed since the adoption of resolution 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 11/23 2401 (2018). I would repeat: 607 people have been killed. In addition to the dead, there are many injured persons, arbitrary detentions, enforced disappearances, rapes and many other intolerable violations of human rights and international humanitarian law. Finally, further credible allegations of the use of chemical weapons have been made since the adoption of resolution 2401 (2018). As the highest French authorities have pointed out, France will brook no compromise when it comes to the use of those abject weapons. The humanitarian needs are immense, yet the regime deliberately continues to block the entry of aid, despite the presence of Russian soldiers at the crossing points, as what happened to the convoy on 5 March shows. Indeed, the population continues to be deprived of relief and of any possibility of medical evacuation, even if more than 1,000 people need it. Still, we cannot give up. On behalf of France, I would like to make a new and urgent appeal to those who can make a difference on the ground, starting with Russia. France is not posing; it is taking action. My country has been and remains one of the countries most committed to the implementation of resolution 2401 (2018). Right after the resolution's adoption, France stepped up its contacts and efforts at the highest level so as to contribute to the resolution's swift implementation, so that the Astana guarantors would assume their responsibilities and so that the commitments made collectively would be respected. President Macron has met with Presidents Putin, Erdoğan and Rouhani, as well as with the Secretary-General on several occasions. Foreign Minister Jean-Yves Le Drian visited Moscow and then Tehran. To Russia, we proposed concrete measures for implementing resolution 2401 (2018). Although our efforts aimed at reaching out have been ignored, we stand by our proposals. Let us not deceive ourselves: without an immediate implementation of resolution 2401 (2018), the worst is yet to come. After the regime has conquered the rural zones of eastern Ghouta, the worst would be a conquest — street by street, house by house — in a torrent of fire, for the urban zones of the region, which are by definition the most densely populated areas. It is of the highest urgency, therefore, for us to come together to ensure that the resolution is fully implemented before the street battles promised by the regime's military planners begin. I would like to highlight three essential elements in that regard. The first is implementing a monitoring system to ensure maximum pressure on the parties. The main reason resolution 2401 (2018) has not been not implemented is that the Syrian regime has been engaged in its murderous folly and the regime's supporters have been unable or unwilling to stop it and prevent a worsening of the humanitarian situation. But the failure to implement resolution 2401 (2018) is also the result of our not being able to put in place a sufficiently targeted follow-up mechanism to the resolution in the Council. This must be our priority, and I am convinced that it is our only chance to compel the Syrian regime to comply with its international obligations. France therefore calls for appropriate decisions to be taken in the coming days. It is essential and urgent that humanitarian convoys reach eastern Ghouta in adequate security conditions and carry out their delivery of aid, and that medical evacuations be allowed. For that to happen, the truce must be sustainable and flexible in order to take into account delays in the delivery, discharge and distribution of aid. Medical authorizations must not only be delivered in an expedited manner; they must also come with all the security guarantees needed by patients, their families and the humanitarian actors who assist them. Indeed, the protection due them under international humanitarian law must be unconditionally guaranteed. The second element I would like to highlight is the departure of terrorist fighters from Ghouta as proposed by armed groups. In their letter to the Security Council, the three armed groups in eastern Ghouta, upon the adoption of resolution 2401 (2018), indicated their commitment to upholding the resolution, made concrete proposals for a comprehensive cessation of hostilities and committed themselves to taking combatant members of their groups out of Ghouta. The United Nations offered its assistance in those exchanges and carried out important work along those lines, to which the Secretary General just referred. I call on Russia today to conclude and implement the relevant agreements without delay. This is one of the keys to implementing the resolution. The third element is political negotiation. A lasting cessation of hostilities in Syria requires a political process consistent with the terms of resolution 2254 (2015), our shared road map for ending the conflict. Staffan de Mistura has our full support in bringing this mission to a successful conclusion and swiftly convening negotiations in Geneva, which is the only legitimate forum for a credible solution. In order to S/PV.8201 The situation in the Middle East 12/03/2018 12/23 18-06756 achieve results, United Nations mediation requires that necessary pressure be exerted on the parties. We therefore call once again on Russia, as well as Iran, to fulfil their responsibilities, as we are fulfilling our own. Collectively we have the capacity, if we so wish, to stop the endless descent into the abyss that characterizes the Syrian tragedy, and finally create a real political dynamic. On behalf of France, I therefore call once again for all members of the Council to finally rally their words and action in the service of this shared objective, which matches to our interests and responsibilities. It is never too late to save lives, and it is our responsibility — if we accept it — to end the tragedy of Syria, on which our generation, and the credibility of the Security Council, will be judged. Mr. Nebenzia (Russian Federation) (spoke in Russian): We would like to thank the Secretary-General for his briefing and his detailed information on what we asked for. We particularly appreciated his words when he said that there should be only one agenda for all of us — ending this crisis. Russia supported the Security Council's adoption of resolution 2401 (2018), guided by the priority of improving the humanitarian situation in various parts of Syria. We not only believe that its effective implementation is extremely important, we have also proposed concrete ways of achieving that, something that was discussed in today's briefing. And that is unlike various capitals whose representatives have settled comfortably for doing nothing while vilifying the Syrian regime, as they call it, and making endless accusations about Russia. In out last meeting on the subject (see S/PV.8188), I promised to count the number of times that Ambassador Haley mentioned Russia in the next meeting. The answer is 22. France came second, with 16 mentions, and the United Kingdom was third, with 12. This matters not just for the record but for the context in which it occurs. What is going on is a political policy, and it does not have to do merely — indeed, not much at all — with concern for Syrians' humanitarian needs. It is important that everyone understands that resolution 2401 (2018) is not about an immediate ceasefire, which is a utopian notion, but a preliminary agreement between the parties as a condition for achieving sustainable de-escalation in all the contested areas of Syria, not just eastern Ghouta. That is the only realistic way. The resolution contains an unequivocal demand in that regard, and we are trying to make that happen. The Council has heard about that today and will hear more. The authorities in Damascus have expressed their satisfaction with the resolution and their willingness to implement its provisions. However, they have also rightly demanded an immediate cessation of attacks on the capital and of all infringements on Syria's sovereignty and territorial integrity. The counter-terrorist operation that the Syrian armed forces are conducting does not contradict resolution 2401 (2018). The Government of Syria has every right to work to end threats to its citizens' security. The Damascus suburbs cannot continue to be a breeding ground for terrorists. It is the terrorists' persistent attempts to disrupt the ceasefire that serve to maintain the tensions in Syria, and of course the most problematic area is in eastern Ghouta. The July 2017 Cairo agreements on the eastern Ghouta de-escalation zone gave the militants a chance to be included in the political settlement. They did not take advantage of it and have still not dissociated themselves from the terrorists. Even now the groups' activities are coordinated from the joint headquarters run by Jabhat Al-Nusra. We have reliable information that they are in active radio contact, discussing plans for shelling the humanitarian corridors, among other things. Why are they only now talking about being willing to drive Al-Nusra's members out of eastern Ghouta? And why are we the only ones asking that question? We have answered it a number of times ourselves when we have spoken about suspicions that Al-Nusra is being preserved for particular political purposes, in this case to maintain a dangerous hotbed of armed resistance in the immediate vicinity of Syria's capital. Even now they continue to lull us with fairy stories about how few terrorists there are in eastern Ghouta. And who is going to monitor the armed groups' implementation of the resolution? Who will be responsible for that? Just please do not keep saying the so-called regime, and Russia, and Iran. Such ideological attitudes are simply not serious in the context of the professional discussions that we conduct in the Security Council. What responsibility will the members of the Council take for the implementation of the resolution? How will they implement it? How will they influence the militias they support? 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 13/23 Following the adoption of resolution 2401 (2018), with Russia's participation, daily five-hour humanitarian pauses were established and the Muhayam-Al-Wafedin checkpoint was opened for use by both civilians and militants with families. They were guaranteed security, transportation and protection along the entire route. The Syrian authorities then opened another checkpoint, Jisreen-Mleha, in the southern area of eastern Ghouta. Medical posts have been set up, distribution points organized for hot meals, buses are standing by. However, the insurgents continued to subject the central areas of Damascus and its outskirts to massive shelling. Dozens of mines have been laid for days, resulting in deaths and injuries as well as major damage. Since the day the resolution was adopted more than 100 people have died, and many more been injured, as a result of the shelling in the capital. The Tishrin and Al-Biruni hospitals and a medical centre in Al-Rihan have been hit more than once. These are real hospitals, not the militants' field offices that are frequently disguised as hospitals. They are making active use of snipers. We know this for a fact. It is a tragedy when any civilians die during an armed conflict. But my delegation has always been interested in the origin of the statistical information being used in the United Nations. In a highly politicized situation this subject is extremely important. Frequent assessments are pronounced about civilian losses in eastern Ghouta. We hope that future reports will be required to indicate where their data is from, how reliable it is and who exactly is meant by "reliable sources on the ground". Every day that has passed, the extremists have forbidden civilians to leave the areas they have blocked and have severely suppressed attempts to resist arbitrary action, including through exemplary executions. We have reliable information about that too. Strikes on corridors and exit checkpoints are constant, including during the humanitarian pauses. On 9 March a convoy of refugees was shelled, once again disrupting an evacuation. Tunnels are being used for attacks on the Syrian army, and the exits from underground installations are located in neighbourhoods where there are public institutions, mainly mosques, hospitals and markets. They have inflated food prices and at the same time have been taking away the people's food, water, medicines and mobile phones. They are setting up firing positions in residential buildings and using people as human shields. They are laying mines in neighbourhoods that are adjacent to the line of contact. They are conducting searches and confiscating permit papers distributed by Government forces. The residents are trying to resist this repression, organizing spontaneous rallies and clashing with the militias. On 1 March, in north-eastern Douma, Al-Nusra terrorists shot four people who participated in such a demonstration. Today there was a major protest in Kafr Batna. The first major exodus of civilians took place on the night of 11 March, when 52 people, 26 of them children, left the village of Misraba with the assistance of the Russian Centre for the Reconciliation of Opposing Sides and the Syrian army. There are also militants who want to leave eastern Ghouta, but their field commanders threaten potential defectors with reprisals. For the first time, on 9 March, after long and tense negotiations, with the participation of officers from the Russian Centre for Reconciliation, 13 militants were evacuated from the enclave through the humanitarian corridor at their own request. Talks have been held with Jaysh Al-Islam on reaching an agreement on the withdrawal of a second group of fighters. A meeting was also held with the leaders of Faylaq Al-Rahman, at which it was demanded that they dissociate themselves from Jabhat Al-Nusra immediately. However, according to information received, the militants of the group decided to continue their armed resistance, forcibly recruiting ordinary citizens into their ranks. To turn to the subject of the humanitarian convoy entering Douma on 5 March, the convoy received comprehensive support from the Syrian Government and the Russian military. A humanitarian corridor was established, security ensured for its passage and the situation was monitored. However, there was a great deal of evidence of disorganized activity on the part of the humanitarian actors. According to our information, United Nations staff needlessly delayed the convoy operations, creating real security risks. While the convoy was being put together, they attempted to load it with undeclared medical supplies — and the fact that not all of them were declared was mentioned today — and wasted around two hours in a meeting with the leaders of the so-called local councils. They spread unreliable information about aerial strikes in the trucks' unloading area, and today some delegations seized on that joyfully, although what actually occurred was one instance of mortar fire from the armed groups' positions. They did not respond to local residents' S/PV.8201 The situation in the Middle East 12/03/2018 14/23 18-06756 request to help them leave the enclave. Nonetheless, 13 people, five of them children, were evacuated. Afterwards, it was curious to read a report that one of Ahrar Al-Sham's field commanders had, in a tone of irony, expressed his appreciation for the humanitarian pause on 5 March, which enabled the militias to regroup, recover their strength and a number of lost positions and prepare ambushes for the Syrian military. A 9 March action was successfully carried out with the Russian military providing a truck convoy with safe conduct. However, the scope of resolution 2401 (2018) is not limited to eastern Ghouta. We should note that in the past two weeks, the terrorists of Al-Nusra and associated militia groups have repeatedly shelled villages in Hamah province. As a result of new strikes there are been deaths and injuries in blockaded Fo'ah and Kafraya in Idlib. Armed clashes between illegal groups in that province have led to threats of a number of medical facilities being closed. Al-Nusra has become more active in the southern de-escalation zone, which could be related to the fact that they continue to be supplied with weapons from outside. The situation in Afrin remains very difficult. The Syrian authorities have given permission for humanitarian aid to be delivered to the residents of Rukban camp, in the area illegally held by the Americans around the Al-Tanf military base. We would like to know what the United Nations is doing about that. Needless to say, we assume that the distribution of humanitarian assistance will be undertaken by a trustworthy entity such as the International Committee of the Red Cross or the Syrian Arab Red Crescent. We are also awaiting the speedy dispatch of a United Nations humanitarian needs assessment mission to Raqqa, which was bombed out by the coalition. There should be no pointless delays with this, so I would like to ask the United Nations when that mission will take place. We understand very well the unspoken motives for the current disinformation campaign, whose aim is to create a public perception that the Syrian authorities use toxic substances. In fact, both we and the Syrians have well-founded fears that provocations are being planned with the aim of accusing the Syrian authorities of carrying out chemical attacks. According to information received, Al-Nusra used a chlorine-based substance in eastern Ghouta on 5 March, affecting more than 30 local residents. This is all being done in order to prepare the ground for unilateral acts of force against sovereign Syria. We heard hints of that in the statements made by some delegations today. Essentially, steps are being considered that could deliver yet another heavy blow to regional stability. Meanwhile, on territory formerly controlled by illegal armed groups, there have been more new discoveries of stores of chemicals, but the relevant bodies of the Organization for the Prohibition of Chemical Weapons have been very slow to react to the appeals of the Syrian authorities. Russia will continue its efforts to implement resolution 2401 (2018), but we demand that some of our colleagues do their part and exert genuine pressure on the groups that they support or sponsor, instead of constantly calling on Russia and creating the false impression that the resolution applies only to us. In conclusion, I would like to say that this afternoon four Security Council will be holding an unofficial Arria Formula meeting with the declared intention of making opposition voices heard on the humanitarian issue in Syria. This is going to be widely covered in the media. First and foremost, we want to point out the fact that is unacceptable to use United Nations resources for politicized purposes, and that is certainly not what Arria Formula meetings were conceived for. This event conceals the desire of its organizers to exert informational pressure on the Syrian Government and those who are helping it fight terrorism. In our view, to get the full picture, it would not be a bad idea to listen to the residents of Raqqa and Rukban camp, not to mention eastern Ghouta, where there are quite a few people who would be glad of the opportunity to appeal for their deliverance from the presence of extremists. Mr. Ma Zhaoxu (China) (spoke in Chinese): I should like at the outset to thank Secretary-General António Guterres for his briefing. China appreciates the positive efforts made by the United Nations and the Secretary- General to alleviate the humanitarian situation in the Syrian regions affected. China sympathizes with the suffering of the Syrian people and has consistently been working hard to help them. Last month we channelled assistance through the International Committee of the Red Cross, sending water, food, medical services and shelter to internally displaced persons in Syria. We are extremely concerned at the fact that the people of Syria are suffering from the conflict. No act 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 15/23 of violence against innocent civilians can be tolerated. This situation must end. On 24 February, the members of the Security Council, leaving aside their differences, unanimously adopted resolution 2401 (2018). This upheld the unity of the Council and provided a rare opportunity for a ceasefire, halting the violence and easing the suffering of the Syrian people. After the resolution was adopted, we saw that United Nations humanitarian relief convoys had overcome difficulties of all kinds and entered eastern Ghouta, delivering much-needed assistance to the people there. With Russia announcing the implementation of the temporary ceasefire, a humanitarian corridor was opened for the Syrian people. We saw that some civilians, including children, had already entered the safe area through the humanitarian corridor and received relief and assistance. It has also come to our attention that the parties to the conflict continue to attack each other and that owing to the shelling the humanitarian corridor has not been able to serve its full purpose. We urge all parties concerned to make joint efforts, exert their influence and ensure that resolution 2401 (2018) is effectively and earnestly implemented. All members of the Security Council should maintain their unity and jointly stay on track to find a political solution to the Syrian issue, support the early resumption of the Geneva peace talks and urge all parties in Syria to achieve a solution acceptable to all as soon as possible, through a Syrian-led and Syrian-owned political process, in order to ease the suffering of the Syrian people. China will continue to make unremitting efforts to that end. Mr. Umarov (Kazakhstan): I join others in thanking Secretary-General António Guterres for his briefing. We welcome the efforts of the United Nations, its system and the International Committee of the Red Cross to render immediate life-saving services, conduct hundreds of medical evacuations and send convoys to the besieged and hard-to-reach areas, especially eastern Ghouta, despite the potential danger to the lives of their personnel. We therefore urge the members of the Security Council to assist the Office for the Coordination of Humanitarian Affairs in operationalizing those emergency programmes and to ensure the protection of medical and humanitarian workers. Likewise, we also urge the parties to support United Nations structures in fulfilling their mandates. We echo the United Nations calls to all parties to facilitate unconditional, unimpeded and sustained access to all people in need throughout the country and to take the necessary measures to protect civilians and civilian infrastructure, including schools and medical facilities, as required by international law and human rights standards. Kazakhstan considers that it is equally important to further promote the Syrian settlement and believes that the Astana process has great potential for guiding intra-Syrian talks towards long-term peace. In that context, we propose that all sides, including stakeholders, provide all-round assistance, making use of the positive developments to improve the humanitarian situation on the ground. Astana continues to support resolution 2254 (2015), as it always has, and repeatedly calls on the International Syria Support Group and other countries to help the conflicting parties to implement the measures stipulated in the Geneva communiqué (S/2012/522, annex) and the Vienna statements. We express concern over the existing difficulties in Syria, which seriously impede the implementation of resolution 2401 (2018), and we call on the international community to influence the conflicting parties to cooperate with the United Nations. The only way to truly resolve the crisis is through negotiations, predicated on mutual trust and understanding, together with confidence-building measures. In practical terms, we are convinced that expelling terrorist groups from eastern Ghouta may calm the situation in that sector. Let us be frank: removing the Al-Nusra Front and other affiliated terrorist groups from the area, as stated in a letter from three parties, must be pursued in order to end hostilities. The implementation of resolution 2401 (2018) is a collective responsibility, with each Council member playing a significant role. Finally, Kazakhstan supports solutions in Syria on the basis of resolution 2254 (2015) and the Geneva communiqué, as well as the agreements on the de-escalation zones reached during the Astana process. Mr. Meza-Cuadra (Peru) (spoke in Spanish): We would like to thank you, Mr. President, for having convened this meeting and to welcome the presence of Secretary-General António Guterres, who reminded us of the responsibilities of the international community, S/PV.8201 The situation in the Middle East 12/03/2018 16/23 18-06756 in particular the Council, given the serious and terrible developments in Syria. Peru follows with great concern the humanitarian situation in that country. We must express our sorrow and solidarity to the victims of the conflict, most of whom are children. We deeply regret that, two weeks after the ceasefire was unanimously adopted by the Council through resolution 2401 (2018), there has not been sufficient progress in its implementation. As the Secretary-General noted, a sustained cessation of hostilities has not materialized. The conflict continues to claim civilian victims. The much-needed humanitarian assistance has been provided in a very limited way. International law and international humanitarian law continue to be violated with impunity. The bleak outlook requires us to redouble our efforts. The Security Council must remain united in its responsibility to protect the Syrian population by promoting all actions conducive to ensuring the full and immediate implementation of resolution 2401 (2018). The responsibility to act is clearly greater for the countries with the greatest capacity for influence in the field, in particular the guarantors of the de-escalation zones agreed in Astana. The situation is particularly serious in eastern Ghouta, where, among other emergencies, more than 1,000 people need to be evacuated for medical reasons. It is also serious in Idlib, Afrin, Rukban and Raqqa, among other places. We need to remember that the ceasefire must cover the entire Syrian territory and allow humanitarian assistance in a sustained, safe and unhindered way. The Syrian Government must comply with the ceasefire immediately and fulfil its responsibility to protect the population and its obligation to cooperate with the implementation of resolution 2401 (2018). The fight against terrorism cannot be used as an excuse to violate human rights and international humanitarian law. Peru supports the proposal of Special Envoy Staffan de Mistura to promote dialogue with the opposition groups that have expressed their willingness to comply with the ceasefire and to expel members of terrorist organizations linked to the Al-Nusra Front from eastern Ghouta. Peru remains committed to achieving a political solution to the conflict that ends the ongoing humanitarian disaster, ensures accountability for the atrocious crimes committed in that country, including the use of chemical weapons, supports regional stability and achieves sustainable peace in Syria. We would like to conclude by expressing our support for the Secretary-General in his call for the immediate implementation of resolution 2401 (2018) and for his tireless efforts and those of his team on the ground. We also wish to highlight the professionalism, the courage and the sense of duty of the United Nations humanitarian personnel and of the humanitarian agencies such as the International Committee of the Red Cross and the Syrian Arab Red Crescent, among others deployed in Syria. Mr. Ndong Mba (Equatorial Guinea) (spoke in Spanish): At the outset, I would like to express my gratitude to Secretary-General António Guterres for his informative briefing. I also thank him for his leadership and all his support, in particular his tremendous efforts, as well as those of his Special Envoy, Mr. Staffan de Mistura, and of the entire United Nations team, to achieve the full implementation of resolution 2401 (2018) and a definitive resolution of the Syrian conflict. Today's meeting should be another milestone in the international response to the humanitarian crisis prevailing in Syria. However, unfortunately, that is not the case. As the Secretary-General underscored in his briefing, in recent weeks, the parties involved at all levels have intensified their fighting in eastern Ghouta despite the humanitarian ceasefire agreed through the unanimous adoption of resolution 2401 (2018) exactly 16 days ago. Nevertheless, we welcome with satisfaction reports that the United Nations and Syrian Arab Red Crescent convoy was finally able to reach eastern Ghouta last Friday to complete the delivery of food that could not be unloaded on 5 March for security reasons. However, the delivery of all necessary humanitarian supplies, including the medical and health-care supplies that were seized in the first attempt by convoys to the besieged areas, continues to be urgent and must be carried out without delay. We also welcome the news that the Secretary- General has just provided to us with regard to some improvements in the situation on the ground in eastern Ghouta. We hope that today's meeting will lead to greater improvement or a definitive resolution of the situation in that part of Syria. 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 17/23 We read the letter dated 9 March that the co-penholders — France, the United Kingdom and the United States — addressed to the Secretary-General and the Council. We have also read very carefully the many letters that the Syrian Government has addressed to the members of the Security Council through its Permanent Representative. Basically, we note in those letters the repeated mutual accusations that have been a characteristic of this long conflict since its beginning. We are talking about a 30-day ceasefire, and time is gradually running out. We have had enough of mutual recrimination. The only collective task that we should focus on is finding a coherent peace mechanism to stop this endless and heinous war. The Republic of Equatorial Guinea remains deeply concerned about the developments in the situation in Syria. We reiterate the urgent need for Council members who have influence over the national parties to the conflict to redouble their diplomatic initiatives with a view to reaching a common understanding on how to find a political solution to the tragic crisis in Syria, the effects of which are a threat to the region and the international community, in particular because of the humanitarian implications posed by the millions of Syrians who are currently being displaced within the country or seeking asylum and because of the security risks caused by the expansion of Da'esh, the Al-Nusra Front and other terrorist entities. We also express our deep indignation at the continuing fighting in the province of Idlib, which, for seven consecutive days, has been subject to attacks and rocket fire from Islamic factions in areas of the cities of Kafraya and Fo'ah. Those events, like many others, demonstrate the need for a common front that will expel from Syria the Islamic State, Al-Qaida, the Al-Nusra Front and all other associated entities that threaten peace and security in the region. In conclusion, the Republic of Equatorial Guinea calls on the guarantors of the Astana process — Russia, Iran and Turkey — to ensure that the rounds of negotiations to be held on 15 and 16 March — to which the Special Envoy of the United Nations for Syria, Mr. Staffan de Mistura, was invited — serve not only to plan future actions and strategies, but also to give genuine impetus to finding a solution to the Syrian crisis once and for all. During my statement after the adoption of resolution 2401 (2018), I said that we had partially spared ourselves from embarrassment (see S/PV.8188). However, since 16 days have passed since the adoption of the resolution without it being implemented. I think we remain completely shamed. Ms. Wronecka (Poland): Let me thank the SecretaryGeneral for his comprehensive, but again very worrying and alarming, update. Like many around this table, we share a sense of urgency, especially following the adoption of resolution 2401 (2018). We also see how difficult it is to implement resolution 2401 (2018) on the ground. Small steps, such as sending an aid convoy to eastern Ghouta last Monday, are still mere drops in the ocean of people's needs. Even with a unanimously adopted resolution, we are still lacking any substantial change on the ground and the fighting is far from being over. We therefore call for the implementation of resolution 2401 (2018). We understand that the solution is not entirely in our hands, but still we should try to do our utmost to find possible ways to ensure that the life-saving aid convoys might reach those in need and medical evacuations might begin. Unfortunately, the situation in eastern Ghouta, but also in Idlib and Aleppo provinces, does not allow the suffering of ordinary Syrians to be alleviated. Let me once again stress our full support for the Secretary-General, as well as his Special Envoy Staffan de Mistura, in finding a political solution to the Syrian crisis. A political solution to the conflict remains the only viable way to end the suffering of Syrian people. Let me also underline that the role of the Security Council remains crucial, but it is up to the Syrian people to decide their own future. We agree that fighting against terrorist groups designated as such by the Security Council is crucial, but, at the same time, such designations cannot justify the attacks on innocent civilians and civilian infrastructure, including health facilities. Those attacks must stop and parties to the conflict must strictly comply with their obligations under international humanitarian law. In that context, let me once again strongly underline that any response to violence should be proportionate. We need full compliance with the ceasefire agreed in resolution 2401 (2018). The Russian proposal for a daily five-hour pause is simply not enough to allow humanitarian workers to deliver aid and to evacuate those who cannot be treated on the ground. The international community, and especially the Council, S/PV.8201 The situation in the Middle East 12/03/2018 18/23 18-06756 bear a huge responsibility to protect civilians. Allow me to share a couple of concrete ideas, which I hope will be useful, on how to improve the situation on the ground. As the Security Council, we should demand United Nations access in order to monitor designated de-escalation zones to ensure the well-being of civilians. All States Members of the United Nations should fully cooperate with the International, Impartial and Independent Mechanism set up last year and facilitate its work. Parties engaged in the conflict must cease enabling the crimes on the ground and withhold all their support to armed groups that target civilians. Parties conducting air strikes against terrorist groups must ensure that all necessary precautionary measures are taken into consideration in order to avoid civilian casualties and that all military operations are fully consistent with international law. All potential violations, including possible war crimes, must be investigated, and the perpetrators must be held accountable. In conclusion, let me underline that, from our perspective, we in New York sometimes lack feedback on our actions. With regard to actions taken at Headquarters, it is for the Syrian people themselves to tell us what would be the most effective way to support them. Mr. Tanoh-Boutchoue (Côte d'Ivoire) (spoke in French): My delegation thanks the Secretary-General for his briefing on the implementation of resolution 2401 (2018), on the humanitarian situation in Syria. Two weeks after its unanimous adoption by members of the Security Council, resolution 2401 (2018), which had inspired a great deal of hope, has not been implemented as planned, much to our regret. The requirement of an immediate cessation of hostilities for a period of at least 30 days, provided for by resolution 2401 (2018), to enable the safe and unimpeded delivery of humanitarian aid and services and medical evacuation of the critically sick and wounded, in accordance with applicable international humanitarian law, has not yet gone into effect. The humanitarian and security situation remains worrisome because it is impossible for humanitarian convoys that endure indiscriminate attacks and bombings perpetrated by various hostile groups to reach besieged areas. In addition, attacks are carried out against medical and humanitarian personnel and health-care infrastructure. According to the World Health Organization, such attacks are on the rise. The deterioration of the humanitarian situation within Syria's borders due to increased fighting makes for dangerous living conditions for thousands of internally displaced persons and obliterates the hope of restoring security and dignity to millions of refugees in neighbouring countries living in extremely difficult conditions. Given the dire situation, Côte d'Ivoire hopes that the second international conference on supporting the future of Syria and the region, to be held in Brussels on 24 and 25 April at the initiative of the European Union, will result in pledges of increased humanitarian aid and development support. In accordance with the provisions of resolution 2401 (2018), Côte d'Ivoire again calls for the immediate cessation of hostilities in order to enable the safe, sustained and unimpeded access of humanitarian convoys delivering basic necessities to hundreds of people in dire need in eastern Ghouta and other areas of the country. My delegation welcomes reports that, for a few days, the International Committee of the Red Cross and the Syrian Arab Red Crescent was able once again to enter the city of Douma in eastern Ghouta to deliver the aid necessary, including food and non-food items. My delegation encourages all Syrian stakeholders to create conditions that would allow the United Nations to make scheduled deliveries in eastern Ghouta, throughout the entire country and on Syrian borders. Côte d'Ivoire reiterates its belief that the humanitarian situation will not improve without significant progress on the political landscape because the two issues are inextricably linked. Therefore, it invites hostile groups and all stakeholders to engage in political dialogue in order to achieve a peaceful solution to the crisis in Syria. In that regard, it welcomes the holding of a meeting in Geneva between the Special Representative of the Secretary-General for Syria, Mr. De Mistura, and the three Astana guarantors — Iran, the Russian Federation and Turkey — with a view to relaunching the Syrian political process. The delegation of Côte d'Ivoire hopes that the next meeting to be held in Astana, at the initiative of the three guarantors of the Astana process, will enable us to reach a lasting ceasefire in Syria and to calmly resume the intra-Syrian peace talks pursuant to resolution 2254 (2015). 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 19/23 Mr. Llorentty Solíz (Plurinational State of Bolivia) (spoke in Spanish): My delegation would like to thank the Secretary-General for his briefing on the implementation of resolution 2401 (2018). Once again we take this opportunity to pay tribute to humanitarian workers who risk their lives daily as they carry out their duties. We join other colleagues in congratulating the Special Representative of the Secretary-General for Syria, Mr. Staffan de Mistura, on his efforts to find a political solution to the serious situation in Syria, which, as the Secretary-General recalled, is in its eighth year. Bolivia deplores the challenges to the implementation of resolution 2401 (2018) that the Secretary-General outlined in his briefing today. We condemn all deliberate attacks on civilians and demand respect for international humanitarian law and international human rights law. We call on the parties involved to focus primarily on protecting hospitals, medical facilities, schools and civilian residences, and the personnel of the various agencies and humanitarian assistance organizations whose employees put their own lives at risk as they carry out their work on the ground. We call on the parties to cooperate and enhance coordination efforts with the Office for the Coordination of Humanitarian Affairs, provide unhindered humanitarian access and allow urgent medical evacuations to be carried out, in particular in besieged and hard-to-reach areas. We call upon the parties to work together to achieve the full implementation of resolution 2401 (2018) throughout Syria as soon as possible and in accordance with agreements reached in the Astana process and on the de-escalation zones. We underscore the importance of unity within the Security Council when implementing resolution 2401 (2018). Such unity must be present if our goal is to fully implement it. We also call on the members of the Council and all parties involved to depoliticize the humanitarian situation in the Syrian Arab Republic and ensure that its actions are in line with international law. We highlight a few forums for dialogue that could assist with reaching consensus on a definitive cessation of hostilities, such as the Syrian National Dialogue Congress in Sochi, whose outcome is geared towards strengthening the political process in Geneva. We hope that that forum will allow for the full implementation of resolution 2401 (2018) as soon as possible. In conclusion, we reiterate that there is no military solution to the crisis. The only solution is through an inclusive political dialogue ordered and led by and for the Syrian people. We extend our best hopes for the outcome of the next meeting to be held in Astana. Mr. Alemu (Ethiopia): We thank the Secretary- General for his comprehensive, up-to-date and very useful briefing on the implementation of resolution 2401 (2018). Two weeks after the adoption of that resolution, the humanitarian situation in Syria continues to cause serious concern. The United Nations and its humanitarian partners have failed to ensure safe, sufficient, unimpeded and sustained humanitarian access for populations in need of life-saving assistance due ongoing fighting, in particular in eastern Ghouta. Nonetheless, we are mindful of the fact that resolution 2401 (2018) applies to all parts of Syria. We note that the Secretary-General did not overlook that aspect of the resolution in his briefing. We had all emphasized the importance of the effective implementation of the resolution in order to make positive changes on the ground and alleviate the humanitarian tragedy in Syria. Given the increasingly complex situation on the ground, we knew that it would not be an easy task. After the Council adopted resolution 2401 (2018), we recognized that the United Nations and its humanitarian partners could deliver aid to eastern Ghouta and other affected areas. No doubt, there remain serious challenges to ensuring the full implementation of the resolution. Although it demands the cessation of hostilities without delay for at least 30 consecutive days throughout Syria, with the immediate engagement of all parties to ensure safe, unimpeded and sustained delivery of humanitarian aid and medical evacuations, there have been ongoing military activities resulting in civilian casualties and the destruction of civilian facilities. Here, one should also not overlook the damage being caused by the shelling of Damascus. Therefore, it is clear that much more remains to be done and all parties should be committed to the full implementation of the resolution. As the United Nations and its humanitarian partners are ready to deliver more aid to all Syrians throughout the country, it is absolutely critical that all the parties provide them safe, unfettered and sustained humanitarian access. In that regard, all those who have influence over the parties S/PV.8201 The situation in the Middle East 12/03/2018 20/23 18-06756 should exert the necessary pressure to contribute to saving lives. It is also imperative to use all existing arrangements to facilitate the implementation of the resolution, particularly the cessation of hostilities. In that connection, we look forward to the Astana meeting, scheduled to take place on 15 and 16 March, which we hope will contribute to the full implementation of the resolution. Finally, as the Secretary-General stated, we are entering into the eighth year since the start of the Syrian crisis. While we look forward to seeing the Syrian people, as a sovereign State, find a comprehensive political solution based on resolution 2254 (2015), the Council also has a responsibility and an indispensable role in resolving the Syrian crisis. Therefore, we hope that the spirit of cooperation and consensus that the Council demonstrated during the adoption of resolution 2401 (2018) will be sustained not only to respond to the humanitarian tragedy, but also to ensure progress in the political track with a view to finding a lasting solution to the crisis. Most importantly, the cooperation of relevant countries that have influence is key. Without those countries, there will be no solution in sight. The President: I will now make a statement in my capacity as representative of the Kingdom of the Netherlands. I would like to thank Secretary-General Guterres for his briefing. Through him, I would also like to thank all United Nations and other humanitarian personnel on the ground. They work under extreme circumstances. Sixteen days ago (see S/PV.8188), the Security Council showed a rare example of unity regarding Syria when it adopted resolution 2401 (2018) . I recall the glimmer of hope that day in the Chamber. All of us agreed that all parties to the Syrian conflict must cease hostilities in order to enable the delivery of humanitarian assistance and the evacuation of the critically sick and wounded. Yet one day after the adoption of resolution 2401 (2018), the Syrian regime, supported by Russia and Iran, launched a most violent ground offensive to conquer the enclave of eastern Ghouta. That offensive came on top of a relentless air campaign that had started one month ago. Resolution 2401 (2018) calls for a cessation of hostilities, without delay. Unfortunately, it is the military offensive that continues without delay. Elsewhere in Syria, including in Idlib and Afrin, violence continues to threaten the civilian population as well. The Council must do everything in its power to advance the full implementation of resolution 2401 (2018). In that regard, I would like to stress the importance of humanitarian aid, the monitoring of the cessation of hostilities and accountability. With regard to my first point, the immediate delivery of humanitarian aid, last week we were deeply shocked to hear reports that medical supplies, including surgical supplies, insulin and even trauma kits, had been removed from convoys by the Syrian regime. Medical supplies save lives and provide relief to the inhumane suffering that too many Syrians are going through. Medical supplies cannot be used as weapons by terrorists. There is no justification for denying medicine and medical supplies to the wounded and sick. The first humanitarian convoy that received authorization from the Syrian regime to deliver aid to eastern Ghouta was not able to fully unload because of resumed fighting. The convoy that arrived last Friday was finally able to deliver aid, including medical supplies, for 27,500 people. However, the Office for the Coordination of Humanitarian Affairs is still waiting for authorization to complete the delivery to Douma for all 70,000 people, as initially approved by the Syrian authorities. We call on all parties to immediately allow sustained and unimpeded access to deliver supplies to people in desperate need of humanitarian assistance. That applies to eastern Ghouta and to all in need throughout the country. On my second point, the cessation of hostilities and the need for monitoring, resolution 2401 (2018) calls for an immediate nationwide cessation of hostilities. A strong monitoring mechanism is needed urgently in order to ensure implementation. We agree with the French proposal in that regard. Since the adoption of resolution 2401 (2018), air strikes have continued, even increased, especially on eastern Ghouta. We hear the Russian Federation say that those strikes are targeted at terrorists. However, we underline once more that the exemption to the ceasefire for attacks directed at United Nations-listed terrorist groups does not provide an excuse to ignore the basic principles of distinction, proportionality and precaution. According to the latest report of the Commission of Inquiry, the siege of eastern Ghouta continues to be characterized by the use of prohibited weapons and attacks against civilian and protected objects, which we condemn in the strongest terms. 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 21/23 We also condemn the shelling of Damascus from eastern Ghouta. We call upon all parties to abide by their obligations under international humanitarian law at all times. Special Envoy Staffan de Mistura should facilitate negotiations between armed opposition groups, the Syrian regime and Russia in order to advance the implementation of resolution 2401 (2018). One concrete and helpful step is to evacuate United Nations-listed terrorist groups from eastern Ghouta. A first evacuation of 13 imprisoned terrorist fighters reportedly took place last Friday. It is crucial that any evacuation of armed fighters take place in a safe and orderly fashion. We call on the United Nations to prepare for putting in place the necessary monitoring mechanisms in that regard. We call on Russia to accept the offer of the Special Envoy to facilitate further evacuation of United Nations-listed terrorist groups from eastern Ghouta. Civilians should never be forced to leave against their will. Forced displacement may constitute a war crime. On my third point, the credibility and accountability of the Council, despite the unanimous adoption of resolution 2401 (2018) we have seen no cessation of hostilities. We have seen no significant improvement in the humanitarian situation on the ground in Syria. This also has a negative impact on the credibility of the Council. It is vital for the functioning of the rules-based international order that decisions of the Council be respected and implemented. As a Council, we have a collective responsibility for the maintenance of international peace and security. However, we should not forget that the responsibility and, indeed, the obligation to execute its decisions lies with individual Member States. The human suffering in Syria, especially in eastern Ghouta, must end now. We need a full cessation of hostilities in all of Syria, including eastern Ghouta, Idlib and Afrin. And we call on the Russian Federation in particular to use its influence and to do its utmost to achieve that, thereby also upholding the Council's credibility. In conclusion, the siege of eastern Ghouta is entering its fifth year. The war in Syria will enter its eighth year later this week, on 15 March, as others have noted. One wonders how the Syrian regime thinks to ever achieve the legitimacy to govern the people it now pounds into submission or death. As the High Commissioner for Human Rights stated during the thirty-seventh session of the Human Rights Council, "what we are seeing in eastern Ghouta are likely war crimes and potentially crimes against humanity". The perpetrators of these crimes must know they are being identified, that dossiers are being built up with a view to their prosecution, and that they will be held accountable for what they have done. We thank the Independent International Commission of Inquiry on the Syrian Arab Republic for its important work to date. We recall the resolution of the Human Rights Council of 5 March, which calls on the Commission to investigate the situation in eastern Ghouta. We call on all Council members to support the referral of the humanitarian catastrophe in Syria to the International Criminal Court. We also urge all States to increase their support for the International, Impartial and Independent Mechanism for the Syrian Arab Republic. For now, however, our common efforts should be directed at securing immediate relief for those millions in Syria in urgent need of humanitarian assistance. For that, we need the cessation of hostilities to be implemented immediately and in a sustained manner. We need a continuous pause in the fighting of 30 days, as demanded by resolution 2401 (2018). If its implementation continues to fail, that will require a response from the Council that goes beyond where we stand now. We thank the Secretary-General for his perseverance and endless efforts to uphold the norms and values of the Charter of the United Nations, international human rights law and international humanitarian law, as well as to promote compliance with resolution 2401 (2018). We call on all Council members to follow his example. I now resume my functions as President of the Council. I wish to again remind all speakers to limit their statements to no more than five minutes in order to enable the Council to carry out its work expeditiously. I now give the floor to the representative of the Syrian Arab Republic. Mr. Ja'afari (Syrian Arab Republic) (spoke in Arabic): I will not begin by commenting on the procedural point that you have raised, Mr. President, but rather I will focus on the essential issues that S/PV.8201 The situation in the Middle East 12/03/2018 22/23 18-06756 are supposed to be of interest to the members of the Security Council. I welcome the Secretary-General and note the statement at the outset of his briefing that the Secretariat does not have all the necessary information to carefully access the situation on the ground because the United Nations does not have a presence in all areas. The Secretariat humbly and politely said those words, noting that it does not have full, relevant information pertaining to the Syrian situation, although the United Nations has a branch of the Office for the Coordination of Humanitarian Affairs in Damascus and there are dozens of United Nations agencies operating in Syria, in addition to 13 international non-governmental organizations also operating there. However, some of our colleagues in the Security Council, who have shut down their embassies in Damascus and are now completely disconnected from credible information, instead rely on information from what is known as open sources. They have provided a vast amount of information that would never serve the interests of the Syrian people or of those present in such an important and significant discussion. That information is misleading and could poison the atmosphere and fuel sedition regarding the role of the Security Council, which is mandated to maintain international peace and security. The Syrian Government stands ready to engage seriously with positive international initiatives that serve the interests of the Syrian people, especially in ending the bloodshed throughout Syria, as stated in resolution 2401 (2018). My country has expressed its satisfaction with resolution 2401 (2018), particularly the positive provisions contained therein. In that regard, my country confirms that it has taken all the following procedures to relieve the suffering of our people in eastern Ghouta. First, immediately after the adoption of resolution 2401 (2018), hostilities were ceased on a daily basis from 9 a.m. until 2 p.m, Damascus local time, and remain so to this very moment, with the aim of delivering humanitarian aid and ensuring the unimpeded and safe exit of civilians from the areas controlled by terrorist groups. Secondly, two safe humanitarian corridors have been opened for civilians wishing to exit the area. Thirdly, two joint United Nations-International Committee of the Red Cross convoys, in collaboration with the Syrian Red Crescent, were sent to eastern Ghouta on 5 and 9 March. Notwithstanding the foregoing, all those procedures have been countered by the terror of armed organizations present in Ghouta. Incited by their masters — some of them, unfortunately, members of the Security Council — these organizations have targeted civilians in Damascus since the beginning of the year, firing more than 2,499 missiles and mortars that have claimed the lives of 70 civilian martyrs and injured 556 people. Those organizations have prevented our people in eastern Ghouta from leaving in order to continue to use them as human shields and material for humanitarian and media blackmail. They have even targeted those who managed to escape towards the two corridors by firing bullets and missiles. The latest incident in Syria occurred on 8 March, when the so-called Faylaq Al-Rahman — one of the terrorist arms of the petty State of Qatar in Syria — targeted a civilian convoy heading towards one of the corridors, leading to high casualties among civilians. By the way, that terrorist organization, Faylaq Al-Rahman, has been hailed by some of those present because of its readiness to implement resolution 2401 (2018). They presented it as a part of the moderate Syrian opposition, and distributed a letter signed by that and other terrorist organizations, addressed to the Secretary-General. That is the modus operandi of the Security Council with terrorist groups. The procedures taken by the Syrian Government are not limited to eastern Ghouta. Over the past few days, the Government has undertaken a number of other procedures. First, we have requested that the United Nations and a number of humanitarian organizations immediately send a mission to investigate the humanitarian situation in Raqqa, which was destroyed by the International Coalition led by the United States of America. Secondly, we have requested approval to send humanitarian convoys to the Rukban camp, provided that the aid is delivered and distributed by the Syrian Red Crescent and the Red Cross exclusively, and not by the United States occupation authorities or the terrorist groups in Rukban camp and Tanaf area. Thirdly, two days ago the Syrian Red Crescent obtained Government approval to send convoys to Ghouta, Raqqa, Afrin and Rukban. To date, it has not sent the convoys to Rukban and Afrin because the United Nations failed to ensure the necessary safeguards from the United States and Turkish occupation forces. That is the reason. 12/03/2018 The situation in the Middle East S/PV.8201 18-06756 23/23 With every advance by the Syrian Army against terrorist groups in any given area, the States sponsoring terrorism launch heated disinformation campaigns to distract the world from the terrorism, aggression and occupation against Syria. The inference is that those countries have never been keen to protec the lives of civilians, but prefer to protect their investments in terrorism after they have spent billions of dollars on it, as was said by the previous Prime Minister of Qatar, in order to recycle terrorism elsewhere in Syria. The behaviour that I have mentioned is not limited to State-sponsored terrorism, unfortunately. It has even been demonstrated by some senior officials of the Secretariat. We had hoped that the Secretariat, especially in the light of the second preambular paragraph of resolution 2401 (2018), would provide an unequivocal legal description of the crimes committed by the so-called International Coalition led by the United States against our Syrian people in Raqqa and other places, and the procedures to ensure the end of that aggression. We had also hoped that the Secretariat would provide us with an unequivocal legal description of the acts of invasion by Turkish forces of a precious part of our national territory, especially against our civilian people in Afrin, and the procedures to ensure the end of the Turkish aggression. We had also hoped for an unequivocal legal description of the presence of the United States forces on Syrian territory without the approval of the Syrian Government and the procedures to ensure the end of that occupation. The government of my country affirms its right to defend its citizens and combat terrorism in accordance with relevant Security Council resolutions, especially the second preambular paragraph of resolution 2401 (2018); fight all those who practice, fund and support terrorism; work towards restoring security stability and peace; and rebuild all that has been destroyed by terrorists and their masters. Finally, I have listened to my colleague the representative of the United States, who levels charges again and again against my country before all who are present and says that her country will take military actions against my country outside the legitimacy of the Council if chemical substances are used, just as its administration in Washington, D.C., did when it bombarded Al-Shayrat air base in my country last year. These irresponsible and provocative statements, which run counter to the Charter of the United Nations, are direct incitement to terrorist groups to use chemical weapons and fabricate anew all the evidence needed to accuse the Syrian Army, as they have done in previous times. I remind the representative of the United States that the former Joint Investigative Mechanism refused to take samples from Al-Shayrat air base because if it had done so it would have been categorically proved that the Syrian Government is not responsible for the incident in Khan Shaykhun. In fact, what the United States perpetrated against that Syrian air base was a full-fledged aggression. I call on the representatives of the United States, the United Kingdom and France to put an end to their violations of Security Council resolutions related to fighting terrorism, and on their Governments to stop supporting the terrorist groups in my country and cease providing them with a political umbrella to pursue their crimes against the Syrian people. It is high time that the United States Administration learn from its mistakes and stop repeating them. Is it not enough what they have done in Viet Nam, Iraq, Libya, Somalia and Yemen, invoking very cheap lies that have already been condemned and denounced by international public opinion? In this regard, I recall the words of Naguib Mahfouz, the Nobel laureate: "They are liars, they know they are liars, and they know that we know that they are liars. However, they still lie, and very loudly so." In conclusion, the Russian Centre for Reconciliation of Opposing Sides in the Syrian Arab Republic issued a statement a few minutes ago that street battles have begun in Ghouta, following the demands for the separation of the aforementioned Faylaq Al-Rahman and Jabhat Al-Nusra. This current street fighting impedes the evacuation of civilians who are forced to find safe haven underground in Ghouta. The President: There are no more names inscribed on the list of speakers. I now invite Council members to informal consultations to continue our discussion on the subject. The meeting rose at 1.20 p.m.
In the 15-years I have served in the United States Army, the focal point of my tactical and academic study has been almost entirely centered on the Middle East and its unique cultural complexities. As an Infantryman, I was embroiled in the early efforts to prevent a Sunni-Shia civil war in post-invasion Iraq, while also hunting down al-Qaeda operatives under the leadership of Abu Musab al-Zarqawi. A year later, during General Patraeus's troop surge, I was in the urban sprawl of Northwest Baghdad fighting not only a Sunni insurgency, but also the Iranian-backed Jaysh al-Mahdi, comprised of local Shia militia groups. In 2010, I led a battalion reconnaissance team in the Arghandab River Valley of Afghanistan against the Taliban near the very birthplace of their Salafi-jihadist movement. In subsequent years, following my graduation from the Special Forces Qualification Course, I served in the 5th Special Forces Group (SFG) on a variety of missions in support of Operation Inherent Resolve in Turkey and Syria. As a fluent Arabic speaker, I was heavily involved in early efforts to train and equip the Free Syrian Army for its fight against the Islamic State. Following this deployment, I served as a liaison officer to the United States Embassy and Turkish General Staff in Ankara, having daily interaction with foreign dignitaries, defense attachés, and military officials in strategic level planning and coordination efforts. I culminated my time with 5th SFG as the assistant operations sergeant of a detachment fighting the Islamic State in Syria. My understanding of the culture of jihad, the various jihadist groups operating throughout the Central Command (CENTCOM) area of responsibility, and the intricacy of Middle Eastern problem sets as a whole, has come from years of dedicated cultural analysis, in-depth study of Sunni and Shia Islam, and field experience from the strategic to the tactical level. It is because of this experience that I am compelled to discuss the culture of jihad in the 21st Century. ; Winner of the 2020 Friends of the Kreitzberg Library Award for Outstanding Research in the College of Graduate and Continuing Studies Degree Completion category. ; 1 The Culture of Jihad in the 21st Century Michael J. Bearden Norwich University SOCI401: Cultural and Anthropology Studies Dr. Timothy Maynard April 30, 2020 2 The Culture of Jihad in the 21st Century In the 15-years I have served in the United States Army, the focal point of my tactical and academic study has been almost entirely centered on the Middle East and its unique cultural complexities. As an Infantryman, I was embroiled in the early efforts to prevent a Sunni-Shia civil war in post-invasion Iraq, while also hunting down al-Qaeda operatives under the leadership of Abu Musab al-Zarqawi. A year later, during General Patraeus's troop surge, I was in the urban sprawl of Northwest Baghdad fighting not only a Sunni insurgency, but also the Iranian-backed Jaysh al-Mahdi, comprised of local Shia militia groups. In 2010, I led a battalion reconnaissance team in the Arghandab River Valley of Afghanistan against the Taliban near the very birthplace of their Salafi-jihadist movement. In subsequent years, following my graduation from the Special Forces Qualification Course, I served in the 5th Special Forces Group (SFG) on a variety of missions in support of Operation Inherent Resolve in Turkey and Syria. As a fluent Arabic speaker, I was heavily involved in early efforts to train and equip the Free Syrian Army for its fight against the Islamic State. Following this deployment, I served as a liaison officer to the United States Embassy and Turkish General Staff in Ankara, having daily interaction with foreign dignitaries, defense attachés, and military officials in strategic level planning and coordination efforts. I culminated my time with 5th SFG as the assistant operations sergeant of a detachment fighting the Islamic State in Syria. My understanding of the culture of jihad, the various jihadist groups operating throughout the Central Command (CENTCOM) area of responsibility, and the intricacy of Middle Eastern problem sets as a whole, has come from years of dedicated cultural analysis, in-depth study of Sunni and Shia Islam, and field experience from the strategic to the tactical level. It is because of this experience that I am compelled to discuss the culture of jihad in the 21st Century. 3 Since its beginning in circa 610 CE, when the prophet Muhammad ibn Abdullah was visited by the angel Gabriel in a cave near Mecca, Islam has shaken the foundations of the Middle East and remained in a state of near-perpetual conflict with the Western world. Islam is an Arabic term most closely relating to the English words submission or surrender. Mujahedeen, or holy warriors, spread this new religion by the sword throughout Asia, forcing the "submission" of thousands, and have hardly been at peace with their neighbors since. Centuries later, in the two decades following the attacks on the World Trade Center and Pentagon in the United States, radical Islam's stance against the West has altered the diplomatic landscape between the world's great powers, fundamentally changed the United States' national strategic direction, and caused youth from all walks of life to sacrifice the best years of their lives in holy war to protect the supra-national community of Islam. From the invasion of Afghanistan to the subsequent invasions of Iraq and Syria to the ongoing peace talks with the Taliban, diplomatic and military efforts to eradicate jihadists from the Middle East have to-date been nearly ineffectual. Not only have these efforts failed to contain or defeat jihad, but at times have served to strengthen Islamic extremists' resolve in their call to arms against the West. Because jihad is such a fundamental part of the Islamic faith, it can never be "defeated" in the sense of traditional military eradication of an enemy force, but it can be confronted, contained, or refocused, as this paper will address. I argue that enabling local solutions and promoting education, alongside tailored surgical strike and security cooperation operations where necessary, are the keys to confronting, containing, and countering jihad. 4 Background Defining Jihad and Salafism Jihad is a transliterated form of the Arabic word meaning to struggle or to strive. In the traditional teachings of the Islamic faith, jihad is broken into two distinct categories: Greater jihad and lesser jihad. Greater jihad includes the personal struggle against selfish desires, emphasizing discipline and morality, as well as the struggle against Satan and the forces of evil. It includes jihad of the heart, jihad of the mind, and jihad of the tongue, involving praise for those who follow the will of Allah and correction for those who have gone astray (Gorka, 2016). The second category, lesser jihad, is viewed as the struggle against the enemies of Islam and the defense of its people. Lesser jihad is commonly referred to as Jihad of the Sword. Gorka (p. 60) reveals that, over time, this category of jihad has been used as justification for at least seven different subsets of holy war: 1. Using holy war to build an empire 2. Going after apostate regimes or individuals 3. Revolting against non-pious Muslim leaders 4. Fighting against the forces of imperialism in Muslim lands 5. Countering the West's pagan influence 6. Guerrilla warfare against a foreign invader 7. Using jihad as justification for terrorist attacks against civilian targets In a broad sense, lesser jihad can be viewed as offensive or defensive martial action. On the offensive side, jihadists use religion to justify building an empire, such as the Islamic State, attack apostate regimes, like those of the Taliban against Afghan government forces, and use terrorism against civilians, like the attacks on the World Trade Center. This offensive action 5 often takes jihadists beyond the borders of the ummah, or the people of Islam, striking fear into hearts of unbelievers around the globe. The defensive variety, especially in recent history, has most often correlated directly with the use of guerrilla warfare against foreign invaders, such as al-Qaeda's attacks on the international military coalitions that invaded Afghanistan and Iraq. This radical view of Islam is mostly practiced by those who follow the way of the Salafi, or the pious predecessors from the time of Muhammad, who experienced Islam in its purest form. It is believed that the first three generations who practiced the teachings of the prophet Muhammad are the ones who all Muslims thereafter should try to emulate. Themes of Salafism focus on complete adherence to sharia law, the fight against apostate Muslim regimes, and the spread and protection of Islam and its followers. At its core, Salafism is a very traditionalist view of Islam and has been practiced by multiple 21st Century terrorist organizations. The terms jihad and Salafi have shared such a close relationship in the last few decades that they have become nearly synonymous, at times described as Salafi-Jihadism or Jihadi-Salafism (Gorka, 2016; Nilsson, 2019) What Cultural Influences Lead One to the Path of Jihad? Before the attacks on 9/11, the largest call to jihad answered by the international Muslim community was in response to the Soviet invasion of Afghanistan in 1979. Stopping the spread of communism and defending the ummah against the atrocities of Russian ground forces was seen as a noble and just cause for young Muslim men, and not just among Muslims (Gorka, 2016; Nilsson, 2019). Many nations, including the United States, funded, equipped, and trained the Afghan mujahedeen (those who conduct jihad) for the fight against the Soviet empire. Jihad in the 21st Century has been viewed in a much different light, as it is most closely associated with acts of extreme violence against Western nations. While the piles of rubble that used to be the 6 World Trade Center smoldered, and a gaping hole scarred the wall of the Pentagon, people of the world were forced to ask themselves, "How could a person do this? Why would someone take their own lives and thousands of others in the name of Allah?" Religious Justification for Jihad. Though jihad has become almost entirely associated with Islamic holy war, the term itself is still simply the Arabic word for striving. Struggling against one's selfish desires, striving to maintain traditional values, and defending a community against a common enemy are not just Islamic concepts, they are universal to most tightly-knit cultures. Similarly, Christians and Jews are taught self-discipline, adherence to moral codes, and defending their belief against enemies of their faith. So, why has the Islamic flavor of this common cultural theme become so violent, causing deep unrest around the world in our modern era? Verses from the Qur'an can begin to unpack why horrific public executions, suicide bombings, and advocating for generalized violence against non-Muslims may be justifiable in jihadist culture. The Qur'an (2015) lays out the following decree in chapter 9, verse 29: Fight those from among the People of the Book who believe not in Allah, nor in the Last Day, nor hold as unlawful what Allah and His Messenger have declared to be unlawful, nor follow the true religion, until they pay the tax with their own hand and acknowledge their subjection (p. 208). My personal study of Islam and conversations with Muslims in the field revealed that this bit of prose has been used as motivation and justification for jihad by groups like al-Qaeda, the Taliban, the Islamic State, and Hay'at Tahrir al-Sham of our modern age. Some of the following themes are evident in the translation: 7 • Jews and Christians are recognized as People of the Book, but are required to accept the following—Allah as the one true god, sharia as the acceptable law, and Islam as the one true religion. • If Jews and Christians refuse to accept these statutes, they must pay a tax called the jizyah to show their subjugation. • If they refuse to do either of these, they are to be put to the sword (p. 208). Salafi-jihadist groups such as the Taliban and Islamic State have tried to revive the jizyah tax in areas under their control. Likewise, hundreds of Christians, Jews, and even Muslims who refuse to adhere to strict sharia law have been publicly executed. This vehement enforcement of arcane Islamic law is seen as a return to the purest form of Islam, as pious as the first few generations who followed the Prophet Muhammad. Another common religious cultural theme that ties these jihadist organizations together is a message of religious oppression. They preach to young Muslims that the Islamic world is under siege by the West and that their god, their value systems, and their way of life are being threatened by the evils of capitalism and democracy (Venhaus, 2010). In joining organizations like al-Qaeda or the Islamic State, young men from across the globe find a sense of purpose and direction in their cause to protect the ummah. This theme is manifested in the teachings of Anwar al-Awlaki, the spiritual leader of al-Qaeda and the father of home-grown terrorism in the United States. He calls on Muslims living among those in the West: How can your conscience allow you to live in peaceful coexistence with a nation that is responsible for the tyranny and crimes committed against your own brothers and sisters? How can you have your loyalty to a government that is leading the war against Islam and Muslims? Hence, my advice to you is this, you have two choices: either hijra [migration 8 to an Islamic land] or jihad. You either leave or you fight. You leave and live among Muslims or you stay behind and fight with your hand, your wealth, and your word. I specifically invite the youth to either fight in the West or join their brothers on the fronts of jihad: Afghanistan, Iraq, and Somalia (as cited in Gorka, 2016). This way of thinking is also captured in chapter 9, verse 5 of the Qur'an (2015): Kill the idolaters wherever you find them and take them prisoners, and beleaguer them, and lie in wait for them at every place of ambush. But if they repent and observe Prayer and pay the Zakat, then leave their way free (p. 204). When taken literally, as they are by followers of Salafi-jihad, scriptures such as these leave no choice. To these men who have committed themselves fully to the ways of the pious ones, they are compelled to become shahid, or martyrs in the protection of the ummah. The Qur'an promises paradise for those who do: Surely, Allah has purchased of the believers their persons and their property in return for the Garden they shall have; they fight in the cause of Allah, and they slay and are slain—a promise the He has made incumbent on Himself in the Torah, and the Gospel, and the Qur'an. And who is more faithful to his promise than Allah? Rejoice, then, in your bargain which you have made with Him; and that it is which is the supreme triumph (p. 222). The concept of becoming a martyr in the struggle for Islam is romanticized by jihadist groups, like al-Qaeda and the Islamic State, and even state governments in local programming. In Lebanon, Mothers of Martyrs are interviewed to share the stories of their sons' glorious end while fighting abroad against the infidels (Venhaus, 2010). The Qur'an itself calls this sacrifice the supreme triumph for a jihadist, striving for the glory of Allah. 9 Though enforcing the jizyah, publicly executing those who do not follow sharia law, and seeking opportunities to kill infidels through suicide attacks represent a very small, extremist cultural sect of Islam, each of these practices is still justifiable if one looks to the Qur'an. This could be viewed as no different than a rural Pentecostal church in the Deep South who maintains strict standards for how women must dress and act: it all comes down to interpretation and a community's willingness to subjugate themselves to these standards. Spiritual leaders of jihadist groups in the 21st Century have used the Qur'an as continued justification for a variety of cruel, inhumane, and brutal actions that served to shock the West. The holy book of Islam acts as the essential glue, binding together all facets of Arab and Islamic culture. Artistic Inspiration for Jihad. A far cry from the harsh proclamations of the Qur'an, Arabic poetry predates Islam by centuries and serves as a bedrock of Arabic culture across the Middle East. Early desert nomads composed poems mostly in mono-rhyme and in one of sixteen standard canonical measures, which made them easy to commit to memory (Creswell & Haykel, 2015). Naturally, this beautiful form of cultural expression has found a home in the modern jihadist movement, where it has become an inspiration for new recruits to join the cause and crucial in the sustainment of those already fighting infidels abroad. Creswell and Haykel assert that although analysts have generally ignored this facet of jihadist culture, it is woven deeply into the fabric of modern Islamic extremism. Osama bin Laden, most recognized as the former head of al-Qaeda, was also a highly-celebrated jihadist poet. Without question, his lyrical genius inspired young Arabs with stories of a return to the heroic and chivalrous past of Islam. One of his most famous works celebrates the martyrdom of the 9/11 hijackers. This is a theme among modern jihadist poetry, which preserves the tales of suicide bombers, the conquered apostate regimes of Iraq and Syria, and the glories of jihadist heroes (Creswell & Haykel). Likewise, in a 10 group of individuals who have each traveled far from home to defend Islam against the kuffar, these poems help to establish a sense of cultural identity, strengthening their wartime bond and solidifying their resolve. In seeing the videos of the Islamic State as they carved a path of destruction across large swathes of Iraq in early 2014, it may be difficult for one to believe that its members were motivated by the rhythmic lines of jihadist poetry. It is hard to accept that the same young fighter who is willing to behead an infidel for all the free world to see, could also be found passionately reciting lines celebrating the glorious return of an Islamic caliphate. During its rise, the Islamic State capitalized on the lyrical talent of a Damascus-born woman named Ahlam al-Nasr. In her first broadcast, called the Blaze of Truth, she sang each one of her 107 works a cappella, in accordance with the Islamic State's ban on musical instruments. The video was uploaded to Youtube, receiving thousands of views and further shares on multiple social media platforms (Creswell & Haykel, 2015). In the early days of the group's brutal campaign in Iraq, al-Nasr celebrated victory in Mosul as a new dawn for the country: "Ask Mosul, city of Islam, about the lions— how their fierce struggle brought liberation. The land of glory has shed its humiliation and defeat and put on the raiment of splendor" (as cited in Creswell & Haykel, 2015). Her choice of words helps one sense her deep passion for jihad, hidden within the lines. Mujahedeen are called lions and liberators. Mosul is called both a city of Islam and a land of 11 glory that, because of its liberation, has been released from the chains of shame and can now live in the splendor and pride of its former renown. Poetry has succored those serving in times of war for hundreds, even thousands of years. In the same manner, this key element of artistic cultural expression has helped bind together the modern jihadi movement, capturing the heroic deeds of martyrs who would otherwise remain nameless and unrecognized by the outside world. Serving in lands far away from home, young jihadists find inspiration, strength, and a renewed sense of identity in these haunting bits of rhyme. Social Pressure to Join Jihad. Abdullah Anas was an Algerian who served as one of the mujahedeen in Afghanistan in the 1980s and spent several years studying under Abdullah Azzam, the Palestinian "Father of Resistance to the Soviets" (Gall, 2020). Working to help Algerians achieve nonviolent change in their government, Anas, now in his 60s, has spent a life living and working among jihadists. To Anas, jihad is a fundamental principle of Muslim culture through which mujahedeen receive rewards in heaven: "I will never denounce jihad. As a Muslim, I know this to be a noble deed—where man can be the most beastly" (Gall). In a study of three Swedish jihadists, with experiences ranging from 1980s Afghanistan to the modern fight in Syria, Nilsson (2019) suggests that one of the fundamental social justifications for joining jihad is the sense that Islam and Muslims are collectively under attack. This, again, is a theme that applies to more than just the modern jihadist movement: Americans lined up in droves outside recruiting stations following the attacks on Pearl Harbor and decades later after September 11, 2001. Following the invasion of Afghanistan and Iraq, many Muslims from around the world began to see this not as just the West going after the 9/11 conspirators, but as a global attack on Islam. Each day, fresh news stories of coalition soldiers' crimes against 12 Muslim civilians and pictures of burning villages continued to motivate men to join the fight to protect the ummah from the foreign invaders. Nilsson contends that since most jihadists are very young, in their teens and early twenties, they are very susceptible to the influences of close friends and social groups. Safet, a young Muslim living in Sweden, was pressured by a friend to join the Islamic State in Syria, saying that he became convinced by his friend Ahmed that the group was fighting to protect Muslims (Nilsson). However, after realizing that the Islamic State was actually killing other Muslims in a practice called takfir, or excommunication, Safet became disillusioned and returned to Sweden (Nilsson). From the fight against the foreign invaders in the early 2000s in Afghanistan and Iraq, to the struggle for the establishment of an Islamic caliphate in 2015, it seems jihadists have most often been motivated by the need to protect the international Muslim community. Aside from the social responsibility of defending their faith and people, the need for adventure also seems to permeate the ideations of young men seeking to join a jihadist group. One of Nilsson's (2019) most interesting theories is that jihad is not the radicalization of Islam, but rather the Islamization of radicalism. Individuals who are already naturally predisposed to such adventurous or nihilistic behavior get caught up in the social dynamics of their time, ending up in a jihadist movement. Venhaus (2010) explains that in interviews with over 2,000 al-Qaeda prisoners from Iraq to Guantanamo Bay, he found that young Muslim men sought the cause of jihad for a number of normal social pressures felt by normal teens worldwide: "Revenge seekers need an outlet for their frustration, status seekers need recognition, identity seekers need a group to join, and thrill seekers need adventure" (Venhaus). The Effects of Social Media and Technology on Jihad. In the modern era, news is no longer bound by the time it takes for an article to be published, printed, and distributed across 13 great distance in a community. Social media platforms like Facebook, Youtube, Twitter, and Instagram have made sharing news instantaneous. Additionally, the advent of the smartphone, which acts simultaneously as a hand-held computer, high definition camera, and telephone with nearly world-wide coverage has forever changed the media landscape. In the era of modern jihad, one can post a single video that moves the minds of thousands in a matter of seconds. Following the 2003 invasion of Iraq to topple Saddam Hussein's regime, news stories of atrocity among the efforts of coalition troops over the next decade served to further the cause of local and foreign jihadists to protect the ummah from these invaders. Accidental bombing of civilians, mistreatment of the prisoners at Abu Ghraib, and a general ignorance toward Muslim culture were fueled by social media and smartphone technology. Venhaus (2010) claims that throughout this early phase of the war in Iraq, al-Qaeda very rarely had to actively recruit, their global brand was aggressively promoted through satellite television, internet chat rooms, and social media platforms; willing candidates sought them out. This use of media continued to be perfected by jihadist organizations like the Islamic State, who published a digital magazine called Dabiq, named for the ideological capital of the proposed caliphate, which rallied Muslims to jihad through stories of glory and heroism in the cause for Islam. The Islamic State also posted grisly execution videos, with stunning music and production value, including super high-definition shots of their brutality. Publications and videos such as these could be copied, saved, shared, and re-shared before any sort of government intervention could stop them. Creswell and Haykel (2015) reveal that jihadists were running a massive, secret network of social media websites and fake accounts that could be rapidly assembled and dissembled by hackers. The effects of social media and technology on modern jihadist culture are easy to understand, but challenging to measure in scope and reach. Just as easily as videos of Islamic 14 State propaganda or poetry can be shared, so too can stories of coalition force atrocities in Afghanistan and Iraq. This has put strategists in a unique position, where it is nearly impossible to control the narrative. Unfortunately, the story that breaks first is still the one that is liked and shared the most, even if the truth comes out after. Effects of Western Culture on Jihad. Rapid globalization, including the widespread diffusion of the internet and technology into the Middle East in the last two decades has continued to foment jihadist hatred for the West. Personal conversations with multiple Muslims in Iraq and Afghanistan revealed that the decadence, lavish richness, and sinful lifestyles portrayed by Western movies and media served to fuel the fires of disdain among the pious Salafi-jihadists. Additionally, Muslim men living in Western nations following the attacks on the World Trade Center were ostracized and feared by society, often leading them to an eventual radicalization process. Being denied a peaceful coexistence because of continued Western misperception, caused many young Muslims to become angry and seek community and brotherhood among other Muslims experiencing the same problems. Venhaus (2010) notes that out of the over 2,000 captured jihadists interviewed, more than 30 per cent of them sought al-Qaeda because they were angry. Under the tutelage of local al-Qaeda mentors, the frustrations of these young men were then turned upon their neighbors through careful instruction and manipulation. They were taught to see the West as the enemy of Islam, with hundreds of the ummah being harmed by their military coalitions in Afghanistan and Iraq each day. They were instructed in the ways of the pious ones who came before them, inspiring them to turn from the sinfulness of their Western neighbors and take pride in their newfound self-discipline and righteousness in the eyes of Allah. Eventually, many of these young men would travel to their 15 ancestral homelands to join the struggle, or conduct terrorist attacks on their own Western communities. Analysis A Unique Challenge Given the litany of reasons one might join jihad, the incredibly complex cultural and social environment, and the fluidity of the modern jihadist movement, how can the United States begin to contain this problem? The reasons one individual might join a jihadist cause are as various and sundry as why one might choose to join any movement or profession over another. As Nilsson (2019) and Venhaus (2010) have detailed, there appears to be no singular marker: one could be an extremely religious or a passive Muslim, rich or poor, single or married with a family, have a completely stable social life or be isolated with no friends. Jihadists can be from any country, any walk of life, and usually do not widely broadcast their intentions prior to taking part in acts of violence for the cause of Islam. It is because of the near-impossibility of clearly identifying a pattern of distinguishable cultural markers that make it such a challenge for the United States government and its allies to address the threat of jihad. Targeting an individual before they become a jihadist or before they commit a terrorist act has been one of the most formidable challenges of our time for military and law enforcement professionals alike. Usually, the much simpler job is finding a jihadist who has allowed their communications discipline to slip before an act, or catching them in a pitched battle on foreign soil. In order to protect citizens of the West and East alike against jihadists' aims, the United States Government must be prepared to confront, contain, and counter the jihadist narrative "left of bang," before an attack occurs. 16 The Global War on Terrorism: Taking the Fight to the Jihadists. In the months that followed September 11, 2001, President George W. Bush deployed Central Intelligence Agency (CIA) paramilitary officers and US Special Operations Forces (SOF) to find, fix, and finish pockets of al-Qaeda militants being harbored by the Taliban in Afghanistan. A fierce campaign of relentless aerial bombardment and mounted assaults by the forces of the Afghan Northern Alliance led to a swift and decisive defeat of al-Qaeda and the Taliban. With Kabul and Kandahar in allied hands, and an interim government established under the leadership of the Pashtun Hamid Karzai, the future of a free and prosperous Afghanistan seemed assured, but what came to be known as The Long War had only just begun. Trillions of dollars, thousands of lives, and 19 years later, the United States and its allies have been forced to the negotiating table with the Salafi-jihadist Taliban. Likewise, after Saddam Hussein's continued disregard for international law, threats against the United States, and open violence against his own people, the administration of President Bush decided again to pursue a military option. Much like Afghanistan, the coalition was led by CIA operatives and SOF operators, coordinating airstrikes on key positions in a tactical display of American firepower affectionately titled Shock and Awe. However, unlike Afghanistan, a massive conventional invasion followed the bombing campaign, bent on toppling the Baathist regime and finding Saddam's chemical weapons stockpiles. What followed was a series of policy failures, leading to a steady influx of jihadists partnering with local insurgents seeking to oust the foreign invaders and protect the ummah from the atrocities of the kuffar. In my professional opinion, Iraq is still recovering from the decade-long military occupation, cleaning up the destruction left by the Islamic State, and on the brink of civil war due to concerns about being an Iranian puppet state. 17 Ineffective Military Methods to Combat Jihad Operation Iraqi Freedom. During my first combat rotation as an Infantryman in the Triangle of Death in southern Iraq in 2005-2006, I experienced the initial rumblings of a civil war between the Sunni and Shia Muslims in Iraq, each wrestling for power in a post-Saddam world. I was also witness to the inundation of foreign jihadists, joining the ranks of al-Qaeda in Iraq under the leadership of Abu Musab al-Zarqawi, who at times headquartered in my area of operations. As I analyze our highly-kinetic and aggressive initial campaigns years later, I can see that the coalition's fight, first against Saddam, then against al-Qaeda, only bolstered jihadist motivation. In being a foreign invader, we inadvertently created a jihadist resistance movement, bent on the removal of their occupiers. Kilcullen (2010) explains this dilemma by explaining that focusing on the wrong metrics in a fight against insurgents can be deceptive: If you kill 20 insurgents, they may have 40 relatives who are now in a blood feud with your unit and are compelled to take revenge. Again in 2007-2008, I was deployed to Iraq as an Infantry squad leader to the sacred city of Khadimiyah in Northwest Baghadad. This was during the famous troop surge, meant to fix the ongoing problems with stability throughout the country. Being in the home of the beautiful Shrine of the Seventh Imam, it was a predominantly Shia area. Over the course of 15 months, my unit fought several engagements against Iranian-backed Shia militias and worked on project after project to strengthen local civil infrastructure, all while maintaining the utmost discretion against damaging homes or creating civilian casualties. Yet again, although we had conducted a nearly perfect counterinsurgency fight, it seemed that Kilcullen's insurgent math still applied: Fighting the jihadists only served to create more unrest within the population, no matter if we were restoring essential services and reducing damage to homes or not. 18 Operation Enduring Freedom. Nearly a decade after the fall of al-Qaeda and its Taliban hosts, I was deployed to the mountains of Afghanistan from 2010-2011. Stationed along the Arghandab River, just north of Kandahar, we were in the heart of the Pashtun Taliban. Again, the same story remained true: We fought the Taliban jihadists almost daily, but could not seem to win over the true key terrain in a counterinsurgency fight: The hearts and minds of the people. The Taliban would harass our unit's base of operations with a few pop shots as we called them, which would unleash a massive response in firepower and resources. Thousands of rounds of machine gun ammunition would be fired into the farm fields surrounding our Combat Out Post (COP), squads would be sent in pursuit of the attackers, and helicopters would spend hours scouring the terrain in an attempt to heap justice on the insurgents. This massive effort against so few served to erode the unit's motivation, exhaust our supplies, and alienate the civilian population whose homes and fields had been damaged in the process. Reflections on Personal Combat Experience. After years of combat experience and deeply studying Muslim culture, I can now see how the mistakes the coalitions made early-on in both operations only fueled the fires of insurgency, resistance to foreign occupiers, and generalized hatred for the West. Porch (2013) argues brilliantly that US counterinsurgency doctrine made the same mistake as its imperialistic predecessors of centuries before: Believing that military action was a proper vehicle for providing Middle Easterners with Western values, as well as a foundation for governance, social programs, and economic transformation in a region. This became evident in my own experience, realizing that no matter what sort of social, infrastructure, or economic programs ran alongside our military efforts, the people of both Afghanistan and Iraq felt the enormous social weight of being occupied by a foreign power, rendering these efforts nearly ineffectual. On the contrary, local and foreign jihadist movements 19 capitalized on each and every mistake of coalition forces, increasing their recruitment and resolve against the West. Though our military may have been winning every major battle against the jihadists, our policy makers and field commanders made the fundamental mistake of believing that these non-Western nations lived in some sort of time-warp, in which the adoption of Western democracy, rule of law, and capitalism would allow them to thrive as a nation (Porch). Effective Military Methods to Combat Jihad Surgical Strike and Precision Targeting. A unique feature of the Global War on Terrorism was the US military's continued perfection of covert strike operations with surgical precision deep into enemy safe havens. This was put on display in the rout of al-Qaeda by CIA and SOF in Afghanistan, in the kill/capture missions against the Baathists in the deck of cards in Iraq, and later in the killing of Osama bin Laden in Pakistan and Sheik Abu Bakr al-Baghdadi in Iraq. Having the ability to appear out of nowhere in the middle of the night, kill or capture an intended target with zero damage to infrastructure or civilian casualties, and leave within minutes of arrival struck fear into the hearts and minds of jihadists across the globe. The success and efficacy of this type of operation was acknowledged in the 2015 National Military Strategy, which stated: "The best way to counter VEOs [violent extremist organizations] is by way of.military strengths such as ISR, precision strike [emphasis added], training, and logistical support" (p.11). Likewise, President Obama's massive expansion of the use of drones, which could watch individuals for days and execute a precise strike that only touched the intended target, has continued to sow fear and deny jihadists' freedom of maneuver on a global scale. The US military and its allies have only continued to master these types of operations throughout the 20 fights in Afghanistan, Iraq, Syria, and other locations. The jihadists know this, and realize that one wrong move at any time could mean disaster. Security Cooperation. An additional theme that has spelled the end for jihadists throughout the globe has been the training, advising, and equipping of security forces and partners within Afghanistan, Iraq, Syria, and other nations. Enabling the host-nation military to handle jihadist movements on their own helps the United States military work itself out of a job. US Army Special Forces are uniquely suited to accomplish this mission: With specialized training, language capability, and cultural understanding, they are able to train foreign security forces through a variety of Principle Tasks. These tasks include Foreign Internal Defense, which focuses on a holistic approach to internal security and protection of citizens against lawlessness and insurgency, and Security Force Assistance, which can be focused internally or externally against threats to a nation's stability and security. The success of these mission sets was evident in 2014, during my own experience with the Afghan Commando Kandaks' continued fight against the Taliban and in closely following the Iraqi Counterterrorism Service's efforts against the Islamic State. Both of these forces, built from the ground-up by US Army Special Forces have continually fortified weak conventional military force operations against jihadist groups in their respective nations. Muslim Youth Efforts Against Jihad Globalization, though it has been proven to bolster the jihadists' narrative against the West, has also been beneficial to the movement against jihad itself. Because youth of the world have access to technology that allows them to see the atrocities and lies associated with global jihadist organizations, they are beginning to turn the tide. During the Islamic State's rise to power in Iraq and Syria, Muslim youth from across Europe travelled to join the jihadists in their 21 fight against the West. However, groups of Muslim youth also spoke up to counter this narrative. In 2015 the Muslim Youth League, an anti-Islamic State cultural movement, declared a holy war against all extremist organizations (Dearden, 2015). The group called on all Muslims to stand united against those who have hijacked Islam and misrepresented the faith. Through engagement work in schools and communities, as well as a robust online campaign, the Muslim Youth League is fighting back against jihadist propaganda that bids young Muslims join the Islamic State and other extremist groups (Dearden). Since the time of this publication, the Muslim Youth League has spread to several countries throughout the Middle East, Asia, and Europe, each with their own social media presence, outreach programs, community events, and websites. Local Government Efforts Against Jihad In the years following the Islamic State's spread across Iraq and Syria, the United Kingdom has developed a robust strategy to help at-risk Muslims avoid the radicalization process. The program itself is called Contest, and includes four distinct categories: Prevent, Prepare, Protect, and Pursue (British Broadcasting Corporation [BBC], 2017). Police departments and social organizations have built relationships with doctors, faith leaders, teachers and others, who are required to report suspicious persons to the proper authorities. In response to these reporting requirements and recommendations, over 7,500 reports were filed between 2015-2016, with one in 10 being actionable intelligence for government and police forces (BBC). In 2015 alone, over 150 people, including 50 children, were kept from traveling to conflict zones in Iraq and Syria (BBC). The strategy has of course drawn criticism, for fear that it will further alienate Muslims from their local communities, but it presents as an excellent plan of action for identifying individuals who are at risk beyond just using traditional signals intelligence and 22 surveillance techniques. It does more than just target the individual, it also seeks to reform them through education, outreach, and community programs. Counterarguments You Can Kill an Idea. I have heard the opinion throughout my time in the military that jihad and the idea of Islamic supremacy can be completely eradicated. The example most often given is that Nazism, including the idea that the Aryan race was superior to all others, was effectively destroyed by a global military campaign. This argument is weak. The Nazis represented a very small portion of German culture, including among those serving in the military, so it was relatively easy to contain once there was an overwhelming military victory by the Allies. However, although the German Army of the 1940s was defeated militarily, the idea of white supremacy lives on in small social groups throughout the world to this day. The Ongoing Taliban Peace Talks. I have colleagues throughout the military who are convinced that the current negotiations with the Taliban are a key indicator of success in our two decades at war against the Salafi-jihadist group. The issue with this is that temporary cease fires have already been violated several times, leading one to believe that the strategic level leadership's messages are simply not reaching their subordinates or that local factions are not adhering to the agreement. Trusting that radical Muslim extremists will not allow Afghanistan to become a future safe haven for other jihadists, as it has in the past, is simply unrealistic. Believing some sort of quasi peace deal is going to miraculously pacify an organization that hates everything the West stands for is misguided. My own experiences throughout the Middle East have proven that the spirit of jihad and hatred will live on in Afghanistan. The Islamic State is Nearly Defeated. Multiple global media outlets continue to run stories about the dismantling of the Islamic State, as though the battle is won. Though Sheik Abu 23 Bakr al-Baghdadi has been killed, and the proposed Islamic caliphate was never fully realized, it would be naïve to think that the Islamic State's jihad is over. The movement will metastasize and take on new forms in other parts of the globe: It is already happening. Jihadists are continually leaving the battlefields of Iraq and Syria, headed back to their former homes in mainland Europe. As these individuals reenter the diaspora, the concern is that they will radicalize other individuals and conduct terrorist attacks within the continent. Conclusion The reasons an individual seeks to join a jihadist movement are deeply rooted in personal social dynamics, the security situation of their country, and a multitude of other religious, cultural, and economic factors. I agree with Venhaus (2010) and Gorka (2016) who assert that there is no singular military operation or strategy that can bring about a decisive victory against something so intangible as why one might join the modern jihadist movement. Use of the US military as a vehicle for the establishment of Western democracy and nation-building efforts in tribal nations like Afghanistan and Iraq only served to invigorate the jihadists' call to arms. Jihad is not something that can be eradicated completely by military force. Jihad must be confronted, contained, and countered through a comprehensive approach that empowers state and non-state actors to develop local solutions and directs expeditious military applications only where completely necessary. Recommendations Promote and Protect the Muslim Youth Leagues In order to truly create a cultural paradigm shift in Muslim youth at risk of radicalization, groups like the Muslim Youth League (BBC, 2017) should be promoted by governments worldwide as a bastion of true and peaceful Islam. While they should no doubt be supported, 24 governments must also protect these organizations from becoming targets for violent acts of terrorism or influence operations by jihadists. Through a combination of deep cultural understanding and positive messaging, the Muslim Youth League has already shown its effectiveness in the United Kingdom and beyond. Because the youth of each nation understand the social pressures and cultural influences that may lead one to seek jihad, they can effectively develop tailored, local solutions to persuade at-risk individuals. The Muslim Youth Leagues are on the front lines of countering the jihadist worldview, taking a stand and declaring war on jihad and its misrepresentations of Islam. Enable Local Solutions for Local Problems This should be accomplished through unified government action that involves all the United States' instruments of national power including diplomacy, information sharing, military action where necessary, and economic stimulus as needed. The specific issue with efforts like these, is that they cannot be accomplished during what is perceived by locals as a military occupation. This was proven true in Afghanistan and later in Iraq. Despite massive efforts to rebuild infrastructure, aid in agricultural processes, build schools, and organize community projects, the United States and its allies were still viewed as pushing Western values and democracy on nations through military occupation. As much as possible, we must limit our military presence in areas that are ripe for developing a jihadist movement, or in ones that are recovering. I have seen firsthand that government efforts against jihadist organizations or at-risk communities have often been fragmented, poorly staffed, and uncoordinated. Venhaus (2010) suggests the creation of an agency that is staffed, trained, funded, enabled, and equipped for strategic communications, calling it the United States Strategic Communications Agency. An 25 agency like this could ensure that a comprehensive national communications strategy is developed and achieved, with a focus on enabling local community efforts to counter the jihadist narrative. By promoting social outreach, religious education, and community programs, this agency could bolster the efforts of community leaders and stifle jihadist aims in their areas. Support Religious Education and Reintegration Reintegration programs in Saudi Arabia, Indonesia, Singapore and elsewhere have successfully rehabilitated former jihadists through religious education (Venhaus, 2010). Countering the apocalyptic world view of jihadist groups like al-Qaeda and the Islamic State requires local religious leaders who understand their community's issues to band together and refute the extremist narrative. Through careful, patient, and individually-tailored instruction, Muslim religious leaders can invalidate each and every one of the extremists' claims. Individuals who turn to jihad are often seeking this type of direction, they just find it in the wrong places. Counter Threats with Tailored Military Force Packages Continued themes among the military failures in counterinsurgency and counterterrorism operations during the early years of the Global War on Terrorism are indiscriminate use of force, lack of cultural understanding, and hyper-focus on tactical gains while failing at the strategic level. US government nation-building efforts on the backs of the military cost our country trillions of dollars, thousands of lives, and years of frustration, bogged-down in an endless quagmire of misunderstanding. US Army Special Forces are selected, trained, equipped, and enabled to clandestinely handle complex problem sets in denied or politically-sensitive environments. Each Special Forces Group is regionally-aligned, with Operational Detachments developing deep cultural understanding through Area Studies and continuous relationship-building with regional state and 26 non-state actors. Special Forces operators understand the complex cultural and security situations in their areas of responsibility and have the language capability and strategic understanding to operate with complete independence of outside support. Frankly, if given the authority and autonomy to do their jobs, Special Forces can coerce, disrupt, or overthrow jihadist organizations unilaterally, or train, advise, and equip foreign security forces to accomplish this task on their own. This can all be done independent of a large, slow, and expensive conventional military occupation. Organizations like al-Qaeda must be kept in a state of constant fear and uncertainty. US Special Operations Forces are uniquely suited to this task. Through structured, rapid application of military force, SOF can find, fix, and finish intended targets with surgical precision. This has proven true in the capture of Saddam Hussein and the elimination of Osama bin Laden and Abu Bakr al-Baghdadi, among numerous other targets throughout the Global War on Terrorism. Continuing to deny safe havens through short, precise applications of combat power is crucial and does not rely on a conventional military occupation of the target area. Operations such as these, characterized by discriminate use of force and strategic impact, should be the main avenue for denying the relative safety, security, and freedom of maneuver of jihadist organizations. 27 References British Broadcasting Corporation (2017, June 4). Reality check: What is the prevent strategy? Reality Check. https://www.bbc.com/news/election-2017-40151991. Creswell, R., & Haykel, B. (2015, June 1). Battle lines: Want to understand the jihadis? Read their poetry. The New Yorker. https://www.newyorker.com/magazine/2015/06/08/battle-lines-jihad-creswell-and-haykel. Dearden, L. (2015, March 21). Young British Muslims declare own jihad against ISIS and other terrorists who 'hijack' Islam. Independent. https://www.independent.co.uk/news/uk/home-news/young-british-muslims-declare-own-jihad-against-isis-and-other-terrorists-who-hijack-islam-10146534.html. Dempsey, M. (2015). The national military strategy of the United States of America 2015: The United States military's contribution to national security. The Joint Staff. https://www.jcs.mil/Portals/36/Documents/Publications/UNCLASS_2018_National_Military_Strategy_Description.pdf. Gall, C. (2020, January 31). From armed struggle to peaceful protest, a road still to travel: A veteran of the Afghan jihad working for nonviolent change in Algeria. The New York Times. https://www.nytimes.com/2020/01/31/world/middleeast/from-armed-struggle-to-peaceful-protest-a-road-still-to-travel.html. Gorka, S. L. (2016). Defeating jihad: The winnable war. Regnery Publishing. Kilcullen, D. J. (2010). Counterinsurgency. Oxford University Press. Nilsson, M. (2019, 18 June) Motivations for jihad and cognitive dissonance: A qualitative analysis of former Swedish jihadists. Studies in Conflict and Terrorism. https://doi.org/10.1080/1057610X.2019.1626091. 28 Porch, D. (2013). Counterinsurgency: Exposing the myths of the new way of war. Cambridge University Press. Qur'an (M. Ali, Trans.; 7th ed.) (2015). Islam International Publications. (Original work published ca. 1537). Venhaus, J. (2010). Why youth join al-Qaeda. Special Report, 236(1), 1-12. https://www.usip. org/sites/default/files/SR236Venhaus.pdf.
Smoking is a major heritable and modifiable risk factor for many diseases, including cancer, common respiratory disorders and cardiovascular diseases. Fourteen genetic loci have previously been associated with smoking behaviour-related traits. We tested up to 235,116 single nucleotide variants (SNVs) on the exome-array for association with smoking initiation, cigarettes per day, pack-years, and smoking cessation in a fixed effects meta-analysis of up to 61 studies (up to 346,813 participants). In a subset of 112,811 participants, a further one million SNVs were also genotyped and tested for association with the four smoking behaviour traits. SNV-trait associations with P < 5 × 10-8 in either analysis were taken forward for replication in up to 275,596 independent participants from UK Biobank. Lastly, a meta-analysis of the discovery and replication studies was performed. Sixteen SNVs were associated with at least one of the smoking behaviour traits (P < 5 × 10-8) in the discovery samples. Ten novel SNVs, including rs12616219 near TMEM182, were followed-up and five of them (rs462779 in REV3L, rs12780116 in CNNM2, rs1190736 in GPR101, rs11539157 in PJA1, and rs12616219 near TMEM182) replicated at a Bonferroni significance threshold (P < 4.5 × 10-3) with consistent direction of effect. A further 35 SNVs were associated with smoking behaviour traits in the discovery plus replication meta-analysis (up to 622,409 participants) including a rare SNV, rs150493199, in CCDC141 and two low-frequency SNVs in CEP350 and HDGFRP2. Functional follow-up implied that decreased expression of REV3L may lower the probability of smoking initiation. The novel loci will facilitate understanding the genetic aetiology of smoking behaviour and may lead to the identification of potential drug targets for smoking prevention and/or cessation. ; The authors would like to thank the many colleagues who contributed to collection and phenotypic characterisation of the clinical samples, as well as genotyping and analysis of the GWA data. Special mentions are as follows: CGSB participating cohorts: Some of the data utilised in this study were provided by the Understanding Society: The UK Household Longitudinal Study, which is led by the Institute for Social and Economic Research at the University of Essex and funded by the Economic and Social Research Council. The data were collected by NatCen and the genome wide scan data were analysed by the Wellcome Trust Sanger Institute. The Understanding Society DAC have an application system for genetics data and all use of the data should be approved by them. The application form is at: https://www.understandingsociety.ac.uk/about/health/data. The Airwave Health Monitoring Study is funded by the UK Home Office, (Grant number 780-TETRA) with additional support from the National Institute for Health Research Imperial College Health Care NHS Trust and Imperial College Biomedical Research Centre. We thank all participants in the Airwave Health Monitoring Study. This work used computing resources provided by the MRC- funded UK MEDical Bioinformatics partnership programme (UK MED-BIO) (MR/L01632X/1). Paul Elliott wishes to acknowledge the Medical Research Council and Public Health England (MR/L01341X/1) for the MRC-PHE Centre for Environment and Health; and the NIHR Health Protection Research Unit in Health Impact of Environmental Hazards (HPRU-2012-10141). Paul Elliott is supported by the UK Dementia Research Institute which receives its funding from UK DRI Ltd funded by the UK Medical Research Council, Alzheimer's Society and Alzheimer's Research UK. Paul Elliott is associate director of the Health Data Research UK London funded by a consortium led by the UK Medical Research Council. SHIP (Study of Health in Pomerania) and SHIP-TREND both represent population-based studies. SHIP is supported by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung (BMBF); grants 01ZZ9603, 01ZZ0103, and 01ZZ0403) and the German Research Foundation (Deutsche Forschungsgemeinschaft (DFG); grant GR 1912/5-1). SHIP and SHIP-TREND are part of the Community Medicine Research net (CMR) of the Ernst-Moritz-Arndt University Greifswald (EMAU) which is funded by the BMBF as well as the Ministry for Education, Science and Culture and the Ministry of Labor, Equal Opportunities, and Social Affairs of the Federal State of Mecklenburg-West Pomerania. The CMR encompasses several research projects that share data from SHIP. SNP typing of SHIP and SHIP-TREND using the Illumina Infinium HumanExome BeadChip (version v1.0) was supported by the BMBF (grant 03Z1CN22). LifeLines authors thank Behrooz Alizadeh, Annemieke Boesjes, Marcel Bruinenberg, Noortje Festen, Ilja Nolte, Lude Franke, Mitra Valimohammadi for their help in creating the GWAS database, and Rob Bieringa, Joost Keers, René Oostergo, Rosalie Visser, Judith Vonk for their work related to data-collection and validation. The authors are grateful to the study participants, the staff from the LifeLines Cohort Study and Medical Biobank Northern Netherlands, and the participating general practitioners and pharmacists. LifeLines Scientific Protocol Preparation: Rudolf de Boer, Hans Hillege, Melanie van der Klauw, Gerjan Navis, Hans Ormel, Dirkje Postma, Judith Rosmalen, Joris Slaets, Ronald Stolk, Bruce Wolffenbuttel; LifeLines GWAS Working Group: Behrooz Alizadeh, Marike Boezen, Marcel Bruinenberg, Noortje Festen, Lude Franke, Pim van der Harst, Gerjan Navis, Dirkje Postma, Harold Snieder, Cisca Wijmenga, Bruce Wolffenbuttel. The authors wish to acknowledge the services of the LifeLines Cohort Study, the contributing research centres delivering data to LifeLines, and all the study participants. Niek Verweij was supported by NWO VENI (016.186.125). Fenland authors thank Fenland Study volunteers for their time and help, Fenland Study general Practitioners and practice staff for assistance with recruitment, and Fenland Study Investigators, Co-ordination team and the Epidemiology Field, Data and Laboratory teams for study design, sample/data collection and genotyping. We thank all ASCOT trial participants, physicians, nurses, and practices in the participating countries for their important contribution to the study. In particular we thank Clare Muckian and David Toomey for their help in DNA extraction, storage, and handling. We would also like to acknowledge the Barts and The London Genome Centre staff for genotyping the Exome Chip array. The BRIGHT study is extremely grateful to all the patients who participated in the study and the BRIGHT nursing team. We would also like to thank the Barts Genome Centre staff for their assistance with this project. Patricia B. Munroe, Mark J. Caulfield, and Helen R. Warren wish to acknowledge the NIHR Cardiovascular Biomedical Research Unit at Barts and The London, Queen Mary University of London, UK for support. Mark J. Caulfield are Senior National Institute for Health Research Investigators. EMBRACE Collaborating Centres are: Coordinating Centre, Cambridge: Daniel Barrowdale, Debra Frost, Jo Perkins. North of Scotland Regional Genetics Service, Aberdeen: Zosia Miedzybrodzka, Helen Gregory. Northern Ireland Regional Genetics Service, Belfast: Patrick Morrison, Lisa Jeffers. West Midlands Regional Clinical Genetics Service, Birmingham: Kai-ren Ong, Jonathan Hoffman. South West Regional Genetics Service, Bristol: Alan Donaldson, Margaret James. East Anglian Regional Genetics Service, Cambridge: Joan Paterson, Marc Tischkowitz, Sarah Downing, Amy Taylor. Medical Genetics Services for Wales, Cardiff: Alexandra Murray, Mark T. Rogers, Emma McCann. St James's Hospital, Dublin & National Centre for Medical Genetics, Dublin: M. John Kennedy, David Barton. South East of Scotland Regional Genetics Service, Edinburgh: Mary Porteous, Sarah Drummond. Peninsula Clinical Genetics Service, Exeter: Carole Brewer, Emma Kivuva, Anne Searle, Selina Goodman, Kathryn Hill. West of Scotland Regional Genetics Service, Glasgow: Rosemarie Davidson, Victoria Murday, Nicola Bradshaw, Lesley Snadden, Mark Longmuir, Catherine Watt, Sarah Gibson, Eshika Haque, Ed Tobias, Alexis Duncan. South East Thames Regional Genetics Service, Guy's Hospital London: Louise Izatt, Chris Jacobs, Caroline Langman. North West Thames Regional Genetics Service, Harrow: Huw Dorkins. Leicestershire Clinical Genetics Service, Leicester: Julian Barwell. Yorkshire Regional Genetics Service, Leeds: Julian Adlard, Gemma Serra-Feliu. Cheshire & Merseyside Clinical Genetics Service, Liverpool: Ian Ellis, Claire Foo. Manchester Regional Genetics Service, Manchester: D Gareth Evans, Fiona Lalloo, Jane Taylor. North East Thames Regional Genetics Service, NE Thames, London: Lucy Side, Alison Male, Cheryl Berlin. Nottingham Centre for Medical Genetics, Nottingham: Jacqueline Eason, Rebecca Collier. Northern Clinical Genetics Service, Newcastle: Alex Henderson, Oonagh Claber, Irene Jobson. Oxford Regional Genetics Service, Oxford: Lisa Walker, Diane McLeod, Dorothy Halliday, Sarah Durell, Barbara Stayner. The Institute of Cancer Research and Royal Marsden NHS Foundation Trust: Ros Eeles, Nazneen Rahman, Elizabeth Bancroft, Elizabeth Page, Audrey Ardern-Jones, Kelly Kohut, Jennifer Wiggins, Jenny Pope, Sibel Saya, Natalie Taylor, Zoe Kemp and Angela George. North Trent Clinical Genetics Service, Sheffield: Jackie Cook, Oliver Quarrell, Cathryn Bardsley. South West Thames Regional Genetics Service, London: Shirley Hodgson, Sheila Goff, Glen Brice, Lizzie Winchester, Charlotte Eddy, Vishakha Tripathi, Virginia Attard. Wessex Clinical Genetics Service, Princess Anne Hospital, Southampton: Diana Eccles, Anneke Lucassen, Gillian Crawford, Donna McBride, Sarah Smalley. Understanding Society Scientific Group is funded by the Economic and Social Research Council (ES/H029745/1) and the Wellcome Trust (WT098051). Paul D.P. Pharoah is funded by Cancer Research UK (C490/A16561). SHIP is funded by the German Federal Ministry of Education and Research (BMBF) and the German Research Foundation (DFG); see acknowledgements for details. F.W. Asselbergs is funded by the Netherlands Heart Foundation (2014T001) and supported by UCL Hospitals NIHR Biomedical Research Centre. The LifeLines Cohort Study, and generation and management of GWAS genotype data for the LifeLines Cohort Study is supported by the Netherlands Organization of Scientific Research NWO (grant 175.010.2007.006), the Economic Structure Enhancing Fund (FES) of the Dutch government, the Ministry of Economic Affairs, the Ministry of Education, Culture and Science, the Ministry for Health, Welfare and Sports, the Northern Netherlands Collaboration of Provinces (SNN), the Province of Groningen, University Medical Center Groningen, the University of Groningen, Dutch Kidney Foundation and Dutch Diabetes Research Foundation. Niek Verweij is supported by Horizon 2020, Marie Sklodowska-Curie (661395) and ICIN-NHI. Phenotype collection in the Lothian Birth Cohort 1921 was supported by the UK's Biotechnology and Biological Sciences Research Council (BBSRC), The Royal Society and The Chief Scientist Office of the Scottish Government. Phenotype collection in the Lothian Birth Cohort 1936 was supported by Age UK (The Disconnected Mind project). Genotyping was supported by Centre for Cognitive Ageing and Cognitive Epidemiology (Pilot Fund award), Age UK, and the Royal Society of Edinburgh. The work was undertaken by The University of Edinburgh Centre for Cognitive Ageing and Cognitive Epidemiology, part of the cross council Lifelong Health and Wellbeing Initiative (MR/K026992/1). Funding from the BBSRC and Medical Research Council (MRC) is gratefully acknowledged. Paul W. Franks is supported by Novo Nordisk, the Swedish Research Council, Påhlssons Foundation, Swedish Heart Lung Foundation (2020389), and Skåne Regional Health Authority. Nicholas J Wareham, Claudia Langenberg, Robert A Sacott, and Jian'an Luan are supported by the MRC (MC_U106179471 and MC_UU_12015/1). The BRIGHT study was supported by the Medical Research Council of Great Britain (Grant Number G9521010D); and by the British Heart Foundation (Grant Number PG/02/128). The BRIGHT study is extremely grateful to all the patients who participated in the study and the BRIGHT nursing team. The Exome Chip genotyping was funded by Wellcome Trust Strategic Awards (083948 and 085475). We would also like to thank the Barts Genome Centre staff for their assistance with this project. The ASCOT study and the collection of the ASCOT DNA repository was supported by Pfizer, New York, NY, USA, Servier Research Group, Paris, France; and by Leo Laboratories, Copenhagen, Denmark. Genotyping of the Exome Chip in ASCOT-SC and ASCOT-UK was funded by the National Institutes of Health Research (NIHR). Anna F. Dominiczak was supported by the British Heart Foundation (Grant Numbers RG/07/005/23633, SP/08/005/25115); and by the European Union Ingenious HyperCare Consortium: Integrated Genomics, Clinical Research, and Care in Hypertension (grant number LSHM-C7-2006-037093). Nilesh J. Samani is supported by the British Heart Foundation and is a Senior National Institute for Health Research Investigator. Panos Deloukas is supported by the British Heart Foundation (RG/14/5/30893), and NIHR, where his work forms part of the research themes contributing to the translational research portfolio of Barts Cardiovascular Biomedical Research Centre which is funded by the National Institute for Health Research (NIHR). The LOLIPOP study is supported by the National Institute for Health Research (NIHR) Comprehensive Biomedical Research Centre Imperial College Healthcare NHS Trust, the British Heart Foundation (SP/04/002), the Medical Research Council (G0601966, G0700931), the Wellcome Trust (084723/Z/08/Z, 090532 & 098381) the NIHR (RP-PG-0407-10371), the NIHR Official Development Assistance (ODA, award 16/136/68), the European Union FP7 (EpiMigrant, 279143) and H2020 programs (iHealth-T2D, 643774). We acknowledge support of the MRC-PHE Centre for Environment and Health, and the NIHR Health Protection Research Unit on Health Impact of Environmental Hazards. The work was carried out in part at the NIHR/Wellcome Trust Imperial Clinical Research Facility. The views expressed are those of the author(s) and not necessarily those of the Imperial College Healthcare NHS Trust, the NHS, the NIHR or the Department of Health. We thank the participants and research staff who made the study possible. JC is supported by the Singapore Ministry of Health's National Medical Research Council under its Singapore Translational Research Investigator (STaR) Award (NMRC/STaR/0028/2017). The research was supported by the National Institute for Health Research (NIHR) Exeter Clinical Research Facility and ERC grant 323195; SZ-245 50371-GLUCOSEGENES-FP7-IDEAS-ERC to T.M. Frayling. Hanieh Yaghootkar is funded by Diabetes UK RD Lawrence fellowship (grant:17/0005594) Anna Dominiczak was funded by a BHF Centre of Research Excellence Award (RE/13/5/30177) GSCAN participating cohorts: The Collaborative Study on the Genetics of Alcoholism (COGA), Principal Investigators: B. Porjesz, V. Hesselbrock, H. Edenberg, L. Bierut. The study includes eleven different centers: University of Connecticut (V. Hesselbrock); Indiana University (H.J. Edenberg, J. Nurnberger Jr., T. Foroud); University of Iowa (S. Kuperman, J. Kramer); SUNY Downstate (B. Porjesz); Washington University in St. Louis (L. Bierut, J. Rice, K. Bucholz, A. Agrawal); University of California at San Diego (M. Schuckit); Rutgers University (J. Tischfield, A. Brooks); Department of Biomedical and Health Informatics, The Children's Hospital of Philadelphia; Department of Genetics, Perelman School of Medicine, University of Pennsylvania, Philadelphia PA (L. Almasy), Virginia Commonwealth University (D. Dick), Icahn School of Medicine at Mount Sinai (A. Goate), and Howard University (R. Taylor). Other COGA collaborators include: L. Bauer (University of Connecticut); J. McClintick, L. Wetherill, X. Xuei, Y. Liu, D. Lai, S. O'Connor, M. Plawecki, S. Lourens (Indiana University); G. Chan (University of Iowa; University of Connecticut); J. Meyers, D. Chorlian, C. Kamarajan, A. Pandey, J. Zhang (SUNY Downstate); J.-C. Wang, M. Kapoor, S. Bertelsen (Icahn School of Medicine at Mount Sinai); A. Anokhin, V. McCutcheon, S. Saccone (Washington University); J. Salvatore, F. Aliev, B. Cho (Virginia Commonwealth University); and Mark Kos (University of Texas Rio Grande Valley). A. Parsian and M. Reilly are the NIAAA Staff Collaborators. COGA investigators continue to be inspired by their memories of Henri Begleiter and Theodore Reich, founding PI and Co-PI of COGA, and also owe a debt of gratitude to other past organizers of COGA, including Ting-Kai Li, P. Michael Conneally, Raymond Crowe, and Wendy Reich, for their critical contributions. COGA investigators are very grateful to Dr. Bruno Buecher without whom this project would not have existed. The authors also thank all those at the GECCO Coordinating Center for helping bring together the data and people that made this project possible. ASTERISK, a GECCO sub-study, also thanks all those who agreed to participate in this study, including the patients and the healthy control persons, as well as all the physicians, technicians and students. As part of the GECCO sub-studies, CPS-II authors thank the CPS-II participants and Study Management Group for their invaluable contributions to this research. The authors would also like to acknowledge the contribution to this study from central cancer registries supported through the Centers for Disease Control and Prevention National Program of Cancer Registries, and cancer registries supported by the National Cancer Institute Surveillance Epidemiology and End Results program. Another GECCO sub-study, HPFS and NHS investigators would like to acknowledge Patrice Soule and Hardeep Ranu of the Dana Farber Harvard Cancer Center High-Throughput Polymorphism Core who assisted in the genotyping for NHS, HPFS under the supervision of Dr. Immaculata Devivo and Dr. David Hunter, Qin (Carolyn) Guo and Lixue Zhu who assisted in programming for NHS and HPFS. HPFS and NHS investigators also thank the participants and staff of the Nurses' Health Study and the Health Professionals Follow-Up Study, for their valuable contributions as well as the following state cancer registries for their help: AL, AZ, AR, CA, CO, CT, DE, FL, GA, ID, IL, IN, IA, KY, LA, ME, MD, MA, MI, NE, NH, NJ, NY, NC, ND, OH, OK, OR, PA, RI, SC, TN, TX, VA, WA, WY. The authors assume full responsibility for analyses and interpretation of these data. PLCO, a substudy within GECCO, was supported by the Intramural Research Program of the Division of Cancer Epidemiology and Genetics, and additionally supported by contracts from the Division of Cancer Prevention, National Cancer Institute, NIH, DHHS. Additionally, a subset of control samples were genotyped as part of the Cancer Genetic Markers of Susceptibility (CGEMS) Prostate Cancer GWAS1, CGEMS pancreatic cancer scan (PanScan)2, 3, and the Lung Cancer and Smoking study4. The prostate and PanScan study datasets were accessed with appropriate approval through the dbGaP online resource (http://cgems.cancer.gov/data/) accession numbers phs000207.v1.p1 and phs000206.v3.p2, respectively, and the lung datasets were accessed from the dbGaP website (http://www.ncbi.nlm.nih.gov/gap) through accession number phs000093.v2.p2. For the lung study, the GENEVA Coordinating Center provided assistance with genotype cleaning and general study coordination, and the Johns Hopkins University Center for Inherited Disease Research conducted genotyping. The authors thank Drs. Christine Berg and Philip Prorok, Division of Cancer Prevention, National Cancer Institute, the Screening Center investigators and staff or the Prostate, Lung, Colorectal, and Ovarian (PLCO) Cancer Screening Trial, Mr. Tom Riley and staff, Information Management Services, Inc., Ms. Barbara O'Brien and staff, Westat, Inc., and Drs. Bill Kopp and staff, SAIC-Frederick. Most importantly, we acknowledge the study participants for their contributions to making this study possible. We also thank all participants and staff of the André and France Desmarais Montreal Heart Institute's (MHI) Biobank. The genotyping of the MHI Biobank was done at the MHI Pharmacogenomic Centre and funded by the MHI Foundation. HRS is supported by the National Institute on Aging (NIA U01AG009740). The genotyping was funded separately by the National Institute on Aging (RC2 AG036495, RC4 AG039029). Our genotyping was conducted by the NIH Center for Inherited Disease Research (CIDR) at Johns Hopkins University. Genotyping quality control and final preparation of the data were performed by the University of Michigan School of Public Health. CHDExome+ participating cohorts: BRAVE: The BRAVE study genetic epidemiology working group is a collaboration between the Cardiovascular Epidemiology Unit, Department of Public Health and Primary Care, University of Cambridge, UK, the Centre for Control of Chronic Diseases, icddr,b, Dhaka, Bangladesh and the National Institute of Cardiovascular Diseases, Dhaka, Bangladesh. CCHS, CIHDS, and CGPS collaborators thank participants and staff of the Copenhagen City Heart Study, Copenhagen Ischemic Heart Disease Study, and the Copenhagen General Population Study for their important contributions. EPIC-CVD: CHD case ascertainment and validation, genotyping, and clinical chemistry assays in EPIC-CVD were principally supported by grants awarded to the University of Cambridge from the EU Framework Programme 7 (HEALTH-F2-2012-279233), the UK Medical Research Council (G0800270) and British Heart Foundation (SP/09/002), and the European Research Council (268834). We thank all EPIC participants and staff for their contribution to the study, the laboratory teams at the Medical Research Council Epidemiology Unit for sample management and Cambridge Genomic Services for genotyping, Sarah Spackman for data management, and the team at the EPIC-CVD Coordinating Centre for study coordination and administration. MORGAM: The work by MORGAM collaborators has been sustained by the MORGAM Project's recent funding: European Union FP 7 projects ENGAGE (HEALTH-F4-2007-201413), CHANCES (HEALTH-F3-2010-242244) and BiomarCaRE (278913). This has supported central coordination, workshops and part of the activities of the The MORGAM Data Centre, at THL in Helsinki, Finland. MORGAM Participating Centres are funded by regional and national governments, research councils, charities, and other local sources. PROSPER: collaborators have received funding from the European Union's Seventh Framework Programme (FP7/2007-2013) under grant agreement n° HEALTH-F2-2009-223004 PROMIS: The PROMIS collaborators are are thankful to all the study participants in Pakistan. Recruitment in PROMIS was funded through grants available to investigators at the Center for Non-Communicable Diseases, Pakistan (Danish Saleheen and Philippe Frossard) and investigators at the University of Cambridge, UK (Danish Saleheen and John Danesh). Field-work, genotyping, and standard clinical chemistry assays in PROMIS were principally supported by grants awarded to the University of Cambridge from the British Heart Foundation, UK Medical Research Council, Wellcome Trust, EU Framework 6-funded Bloodomics Integrated Project, Pfizer. We would like to acknowledge the contributions made by the following individuals who were involved in the field work and other administrative aspects of the study: Mohammad Zeeshan Ozair, Usman Ahmed, Abdul Hakeem, Hamza Khalid, Kamran Shahid, Fahad Shuja, Ali Kazmi, Mustafa Qadir Hameed, Naeem Khan, Sadiq Khan, Ayaz Ali, Madad Ali, Saeed Ahmed, Muhammad Waqar Khan, Muhammad Razaq Khan, Abdul Ghafoor, Mir Alam, Riazuddin, Muhammad Irshad Javed, Abdul Ghaffar, Tanveer Baig Mirza, Muhammad Shahid, Jabir Furqan, Muhammad Iqbal Abbasi, Tanveer Abbas, Rana Zulfiqar, Muhammad Wajid, Irfan Ali, Muhammad Ikhlaq, Danish Sheikh and Muhammad Imran. INTERVAL: Participants in the INTERVAL randomised controlled trial were recruited with the active collaboration of NHS Blood and Transplant England (www.nhsbt.nhs.uk), which has supported field work and other elements of the trial. DNA extraction and genotyping was funded by the National Institute of Health Research (NIHR), the NIHR BioResource (http://bioresource.nihr.ac.uk/) and the NIHR Cambridge Biomedical Research Centre (www.cambridge-brc.org.uk). The academic coordinating centre for INTERVAL was supported by core funding from: NIHR Blood and Transplant Research Unit in Donor Health and Genomics, UK Medical Research Council (MR/L003120/1), British Heart Foundation (RG/13/13/30194), and NIHR Research Cambridge Biomedical Research Centre. A complete list of the investigators and contributors to the INTERVAL trial is provided in reference.
