Relevant bibliographies by topics / Profession as officer

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Profession as officer'

Author: Grafiati
Published: 29 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Profession as officer"

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POTOČNIK, VIKTOR. "VOJAŠkA PROFESIJA IN PROFESIONALNI ČASTNIk VČERAJ, DANES IN JUTRI." PROFESIONALIZACIJA SLOVENSKE VOJSKE / PROFESSIONALIZATION OF THE SLOVENIAN ARMED FORCES, VOLUME 2012/ ISSUE 14/1 (May 30, 2012): 27–39. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.14.1.2.

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Civilna družba v demokratičnih državah zahteva, da so oborožene sile profesional- ne. Torej morajo oborožene sile teh družb imeti jasno predstavo o tem, kaj vojaška profesija sploh je. Predvsem pa morajo imeti jasno izoblikovano predstavo o tem, kakšen je profesionalni častnik, saj je prav častniški zbor tisti, ki je odgovoren za vodenje oboroženih sil. Znanstvene razprave o vojaški profesiji in profesionalnem častniku so se pojavile po koncu druge svetovne vojne z deli Samuela Huntingtona, Morissa Janowitza, Bengta Abrahamssona in drugih. Njihova razmišljanja so odsevala predvsem okoli- ščine v času hladne vojne, te pa so se s padcem berlinskega zidu v devetdesetih letih prejšnjega stoletja močno spremenile. Večina avtorjev tako ugotavlja, da je nujno preveriti in posodobiti koncepte vojaške profesije in vojaškega profesionalca. V članku poskušam odgovoriti na to, kaj danes pomenita pojma vojaška profesija in profesionalni častnik ter kako bi k razvoju vojaške profesije in profesionalnega častnika morali pristopiti v Slovenski vojski (SV). Civil society in democratic countries expects its armed forces to be professional. Therefore, the armed forces in those countries need to have a clear idea of what pro- fession of arms is. They should especially have a clear idea of what a professional officer is, since the officer corps is responsible for leading the armed forces. The subjects of profession of arms and professional officer were first scientifically discussed after the Second World War by authors such as Samuel Huntington, Morris Janowitz, Bengt Abrahamson and others. Their theories reflected the circumstances of the Cold War, which, however, significantly changed with the fall of the Berlin Wall in the 1990’s. Most of the authors today have thus identified the need for revising and updating the traditional concepts of the profession of arms and military professional. The article attempts an answer to what the terms profession of arms and professional officer mean today, and how the SAF should approach the development of military profession and professional officers.
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Chmielewska, Anna. "THE MOST IMPORTANT GOALS AND MOST DIFFICULT ACTIONS TAKEN BY PROBATION OFFICERS. PRESENTATION OF SELECTED RESULTS OF RESEARCH WORK AS PART OF THE PROJECT: “THE PROFESSION OF PROBATION OFFICER IN POLAND: WORK…, MISSION…, PASSION…, ADVENTURE…?”." Probacja 4 (March 31, 2021): 31–49. http://dx.doi.org/10.5604/01.3001.0014.7904.

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The profession of probation officer, with its vital goals and difficulties which need to be met, reflect the problems that occur in the modern family. The probation officer plays an important role in the counseling system. This is the result of both the statutory tasks assigned to them and the primary goals of the profession of probation officer. The article presents selected results of research conducted in 2015 and 2016 among professional probation officers from all over Poland, who presented their position regarding, for example, the understanding the role of probation officer, the goals of the job and the most difficult activities. The opinions of the respondents confirm that the role of probation officer goes far beyond control functions, and the effects must be viewed in the long-term dimension.
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LIBERACKI, Marcin. "SOCIOLOGICAL ANALYSIS OF THE OFFICERS' STATUS GRADUATED FROM CIVIL UNIVERSITIES BASED ON THE HENRY MINTZBERG'S THEORY OF THE MANAGEMENT ROLES." Scientific Journal of the Military University of Land Forces 160, no. 2 (April 1, 2011): 153–63. http://dx.doi.org/10.5604/01.3001.0002.2978.

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The author in his article describes selected aspects of social role theory. The author attempted to confront selected theories of social role theory relating to the choice of officer's profession. Analysed decision to take up this profession concerns a peculiar community, that are graduates of Officer Study. This is a specific group hence its participants have to possess unique predispositioned traits and skills, as opposed to other social groups.Characteristics of social role theory presented in this article may constitute, according to the author, the basis for a deeper analysis of features necessary for professional officers' candidates.
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Беликова and D. Belikova. "The Day of the Personnel Officer in Russia. History and Features." Management of the Personnel and Intellectual Resources in Russia 3, no. 2 (April 17, 2014): 5–7. http://dx.doi.org/10.12737/3525.

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This article describes the history and features of the professional holiday of the personnel officer in Russia, which still has not received official status, but despite of that in this holiday organizations arranges a variety of festive events dedicated this day. The article raises questions about the professionals who dedicated this holiday — experts working in the personnel department, or office staff, as they are often called in recent years, about complexity and importance of their work in companies. It is clarified the responsibilities of personnel officer. Discusses the relevance of the profession and especially «personnel officer», the basic requirements for the profession, the most important of which is higher education, special training and experience.
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Caforio, Giuseppe, and Marina Nuciari. "The Officer Profession: Ideal-Type." Current Sociology 42, no. 3 (December 1994): 33–56. http://dx.doi.org/10.1177/001139294042003005.

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Hedlund, Erik. "A Generic Pedagogic Model for Academically Based Professional Officer Education." Armed Forces & Society 45, no. 2 (January 5, 2018): 333–48. http://dx.doi.org/10.1177/0095327x17749488.

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After the end of the Cold War, many European countries cut back so heavily on defense expenditure that they lost their capacity to defend themselves. This resulted in greater need for improved cooperation and interoperability among member states’ armed forces. One important attempt to improve the understanding and interoperability among the European Union (EU) nation’s armed forces was taken in 2008 by the creation of the European Initiative for exchange of young officers aimed to make the officer education in Europe more transparent and convergent with each other. This article presents a proposal for a generic pedagogic model for an academically professional officer education that can improve understanding and interoperability among the EU nation’s armed forces. The model helps to facilitate a process of professionalization of the military profession with an officer education that can meet the requirements of higher education systems as well as the demands of the military profession.
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Saibert, Richard. "European Sectoral Qualifications Framework for Military Officer Profession from the Perspective of the Czech Republic." Vojenské rozhledy 30, no. 3 (September 8, 2021): 59–74. http://dx.doi.org/10.3849/2336-2995.30.2021.03.059-074.

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The article deals with the issue of application of the European Sectoral Qualifications Framework for Military Officer Profession. Paper brings the main results of levelling the Senior Officer Course to the European Core Curriculum for Military Officers (MILOF-CORE). It was found out that 18 out of 35 learning outcomes of the Senior Officer Course were found to considerable degree relevant to the MILOF-CORE, the rest contain a various degree of national specifics. Lessons learned gained from the levelling were employed in a recent revision of study programs of the career courses organized by the Center for Security and Military Strategic Studies of the University of Defence.
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Masnikosa, Vujadin. "The position and authorizations of enforcement officers in the Belarusian legal system." Pravo - teorija i praksa 37, no. 3 (2020): 44–60. http://dx.doi.org/10.5937/ptp2003044m.

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Considering the fact that the profession of the enforcement officer has an increasingly efficient role both in securing and realizing creditors' claims, which was significantly contributed by the introduction of the system of the enforcement officers as independent, non-state entities in a large number of legal systems (the so-called out of the court enforcement officers), the author analyzes the Belarusian model according to which the profession of the enforcement officer is still a part of the apparatus of the state power and its basic features. In some places, the author will make a comparison with the current position of enforcement officers in Republic of Serbia, and present a conclusion on the efficiency of both models.
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Guspa, Anindra. "Peran Kecerdasan Emosi Terhadap Komitmen Profesi Petugas Keamanan Kampus." Jurnal RAP (Riset Aktual Psikologi Universitas Negeri Padang) 11, no. 2 (February 1, 2021): 168. http://dx.doi.org/10.24036/rapun.v11i2.110762.

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This research is based on the assumption that the campus security officer is a profession that is often overlooked. Even though they have arduous tasks, sometimes they show unsatisfactory commitment toward their profession. The objective of this study is to analyze whether professional commitment can be predicted by emotional intelligence. Subjects of this research are 100 security officers who work at one of the state university in Yogyakarta. Instruments used in this research are professional commitment scale and emotional intelligence. Regression analysis is used for analyzing the data. This research found that emotional intelligence have positive correlation in predicting professional commitment with significance level of 0.003 (p<0.005).
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Bondarenko, О. "TRAINING OF FUTURE OFFICERS OF THE ARMED FORCES OF UKRAINE FOR PROFESSIONAL ACTIVITY IN MILITARY LYCEUMS AS A PEDAGOGICAL PROBLEM." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 2 (46) (2021): 9–12. http://dx.doi.org/10.17721/1728-2217.2021.46.9-12.

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In the scientific article the training of future officers for professional activity in military lyceums is considered as not only theoretical but also practical component, because without the theoretical component in combination with practice it is impossible to orient properly in the educational process of higher military educational institutions and military training units of higher educational institutions during the training of tactical level officers and the assessment of training final results. The training of future officer of the Armed Forces of Ukraine for professional activity in military lyceum is considered and scientifically substantiated both as a purpose and as a result of professional training. Since the main purpose of any higher military educational institution is to prepare the graduates for professional activity, the main guideline and basis for solving the problems of training of future officers for professional activity should undoubtedly be the essence of this activity, which reflects the set of its deep connections, relations and internal laws. The detailed analysis of the scientific works provided grounds to substantiate the author's determination of training of future officers of the Armed Forces for professional activity in military lyceum, which provides the formation of a holistic personal education as a result of special professional and psychological-pedagogical professional training, which ensures the transition to a qualitatively new form of activity for the cadet as a future officer of the Armed Forces and it is a set of interdependent and interconnected components: motivational-value, cognitive and reflexive. The criterias of readiness for professional activity of an officer of the Armed Forces of Ukraine as an important and defining feature that characterizes various qualitative aspects, essences and specifics of professional activity of a serviceman are evaluated. The professional activity of an officer of the Armed Forces of Ukraine in a military lyceum is characterized by a high degree of social responsibility, conservatism of values and clear regulation of the conditions for its implementation. In the professional environment of the military lyceum, the role of socially conditioned characteristics and conditions of activity of both faculty that includes officers of the Armed Forces, and pupils (lyceum students) is significantly increasing. It follows that mastering the profession of an officer of the Armed Forces is not only the ability to effectively perform duties, but also the adoption of the appropriate lifestyle, way of thinking, system of norms and values by a future officer.
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Dissertations / Theses on the topic "Profession as officer"

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Jones, R. T. "The development of the medical laboratory scientific officer profession : Qualifying systems, professional politics and technical change." Thesis, University of Sussex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373914.

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Mahaffey, Corinne Lydia. "The fighting profession : the professionalization of the British Line Infantry Officer Corps, 1870-1902." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2558/.

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The following thesis is an examination of the professionalization of the British line infantry officer corps from 1870 to 1902. Beginning with a discussion of the extant theories of professionalization, it then looks at civil military relations and its relationship to the international situation in general. The deployment of the line infantry at home and abroad is then analysed. Finally, the organisational changes made to produce professional structures for education, remuneration and promotion are discussed.
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Kennedy, Douglas. "The Development of Professional Military Education at the United States Air Force Academy." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35526.

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Doctor of Philosophy
Department of History
Donald J. Mrozek
This dissertation examines the development of the professional military studies curriculum at the United States Air Force Academy. The study explores the rationale behind establishing an Air Force Academy, along the lines similar to the U.S. Military Academy at West Point or the U.S. Naval Academy at Annapolis. The quest for an additional academy emphasized the need for specialized training of air force cadets and creating a common bond for its future officer corps, rather than recognizing the necessity to equip them with a professional military education regarding warfare and how air power influences war, for example. This trend continued in the two main studies used to justify the Air Force Academy, as well as the development of the initial curriculum, where an integrated academic curriculum, one that emphasized both the sciences and engineering as well as the social sciences and humanities, placed any discussion of professional military studies on the back burner. The challenge of the Academy’s general academic curriculum on the cadet’s time left little room for the development of a strong, rigorous professional military studies program. However, the confluence of a cheating scandal at West Point and the resulting report, as well as a reflection during the 25th anniversary of the Academy’s founding in 1979, which developed questions on the professional military studies program within the curriculum, led to the establishment of a Permanent Professor within the Deputy Commandant for Military Instruction, and resulted in drastic changes to the curriculum for the cadets, specifically involving professional military studies. Today, the United States Air Force Academy has a Department of Military and Strategic Studies under the overall authority of the Dean of Faculty. This department has as its charter the role to provide “the study of the context, theory, and application of military power”—with special emphasis on the role of airpower to the art and science of war. The document that helps define the duty of the department also states that this necessary study for officer candidates constitutes “the essence of a military academy education” and, most certainly, the central core of a professional military studies program.
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Björkman, Mikael. "Akademiseringen av officersutbildningen : En lång och krokig väg?" Thesis, Swedish National Defence College, War Studies Division, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-603.

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Akademiseringen av officersyrket i Sverige fick sitt genombrott när Försvarshögskolan fick examensrätt 2007. Föreliggande uppsats syftar till att undersöka akademiseringsprocessen inom Försvarsmakten och, om görligt, beskriva vilka konsekvenser och möjligheter akademiseringen gav. Ett vidare syfte är att beskriva vilka bevekelsegrunder som förelåg beslutet att akademisera officersutbildningen.

Frågeställningarna är följande: Hur kan, utifrån valda huvuddokument och handlingar, akademiseringen av officersprofessionen i Sverige beskrivas? Vilka jämförelser gjordes med andra nationer och vilka effekter, vilken påverkan, fick detta för framtagandet av strukturen för Försvarshögskolans nuvarande militära utbildningar? Om vi betraktar officersutbildningen som en akademisk yrkesexamen, hur skulle då en alternativ utbildning med en civil akademisk examen och en kortare militär yrkesutbildning kunna vara uppbyggd?

Arbetsmetoden är att kritiskt undersöka innehållet i källmaterialet och som mätinstrument används statsvetaren Nils Andréns teoretiska modell för säkerhetspolitisk analys. Arbetet utgår från hypotesen att långsiktiga politiska beslut avseende Försvarsmakten grundas på objektivitet och rationalitet.

Undersökningen visar att akademiseringsprocessen löpt i två parallella spår med sinsemellan skilda motiv och tidsrymder. Vidare visar arbetet att jämförelser med andra nationer gjordes och att intryck från dessa, främst avseende att utbildningen skall vara akademisk, togs tillvara. Resultatet från undersökningen tyder också på att en civil akademisk examen och en kortare militär utbildning sannolikt inte är en lämplig modell för officersutbildning. Hypotesen visar sig kunna falsifieras, vilket tyder på att långsiktiga politiska beslut avseende Försvarsmakten inte alltid fattas på objektiva och rationella grunder.

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Kennedy, Douglas Blake. "The development of professional military education at the United States Air Force Academy." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35602.

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Doctor of Philosophy
Department of History
Donald J. Mrozek
This dissertation examines the development of the professional military studies curriculum at the United States Air Force Academy. The study explores the rationale behind establishing an Air Force Academy, along the lines similar to the U.S. Military Academy at West Point or the U.S. Naval Academy at Annapolis. The quest for an additional academy emphasized the need for specialized training of air force cadets and creating a common bond for its future officer corps, rather than recognizing the necessity to equip them with a professional military education regarding warfare and how air power influences war, for example. This trend continued in the two main studies used to justify the Air Force Academy, as well as the development of the initial curriculum, where an integrated academic curriculum, one that emphasized both the sciences and engineering as well as the social sciences and humanities, placed any discussion of professional military studies on the back burner. The challenge of the Academy’s general academic curriculum on the cadet’s time left little room for the development of a strong, rigorous professional military studies program. However, the confluence of a cheating scandal at West Point and the resulting report, as well as a reflection during the 25th anniversary of the Academy’s founding in 1979, which developed questions on the professional military studies program within the curriculum, led to the establishment of a Permanent Professor within the Deputy Commandant for Military Instruction, and resulted in drastic changes to the curriculum for the cadets, specifically involving professional military studies. Today, the United States Air Force Academy has a Department of Military and Strategic Studies under the overall authority of the Dean of Faculty. This department has as its charter the role to provide “the study of the context, theory, and application of military power”—with special emphasis on the role of airpower to the art and science of war. The document that helps define the duty of the department also states that this necessary study for officer candidates constitutes “the essence of a military academy education” and, most certainly, the central core of a professional military studies program.
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Wästefors, Markus. "Reflekteras det nya insatsförsvaret i utbildningen till officer? : En komparativ studie av det militärhistoriska ämnets kursplaner och inriktning i krigsvetenskap på Försvarshögskolan och West Point." Thesis, Swedish National Defence College, Swedish National Defence College, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-803.

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This paper examines whether the American officer’s education at West Point and the Swedish officer’s education at the Military Academy Karlberg have adapted their history of the military art education in accordance to the new requirements of the Armed Forces and its focus on the operational defense. Sweden is evolving towards an operational defense and so is the United States. This in turn requires that training and education keep up with the changes. The National Defense College in Sweden do not focus the teaching of advanced history, which happened beforet he invention of the engine, in the officer’s training program, while the American education is rather advanced, with special focus on events taken place in the 19th century up to the Cold War. The Swedish history of the military art education is more of a philosophical and introductory character resulting in less military historical knowledge. The American education is more focused on dates, battles and events, making the West Point education both more profound and extensive in these dimensions in comparison with the Swedish education. However, it is very doubtful that 19th century military history is useful for a commanding officer during an operation, for example in Afghanistan. Having knowledge about the history of the military art’s development is important to be able to understand the evolution of the Armed Forces, but having knowledge of the number of battalions and name of the commander at the Battle of Austerlitz is of less importance. This paper compares the Swedish and the American history of the military art education in order to analyze the degree of adaption to the new operational defense.

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Cattelin, Jonas, and Mats Kinander. "Framtidens officer, härförare eller bokmal? : En studie av den svenske officeren och en analys av examensmålen för Officersprogrammet på Försvarshögskolan." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39725.

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Utbildningen av officerare är omdiskuterad och har kanske alltid varit det. Men de senaste årens förändringar av officersutbildningen och akademisering av yrket samt ändrade befälsstrukturer i Försvarsmakten (FM) har återigen satt fart på diskussionen. Det handlar bland annat om FM får den officer som man behöver för att kunna bygga starka krigsförband och om officeren har de kvalifikationer som detta kräver? Men vad är officersyrket för något och vad är det egentligen FM vill ha? Studien undersöker just det, vad en officer är och vilka egenskaper som en officer förväntas att ha med sig in i yrket.  Utbildningen vid Försvarshögskolan (FHS) Officersprogrammet (OP) är det som skall leda till en officer med rätt kvalifikationer och egenskaper vilket leder till den andra delen av studien, där bilden av vad en officer är jämförs med de examensmål som programmet har. Dessa examensmål framgår av förordningen för FHS och med de 17 examensmålen examinerade så skall kadetten vara klar att påbörja sitt yrke som officer. Frågan är om den förutsättningen verkligen finns?   För att kunna göra denna jämförelse har studien, genom intervjuer, tagit fram en modell av en officer från det unika med officersprofessionen, våldsmonopolet, via antagningskrav för utbildningen till egenskaper som officeren måste ha och roller som officeren utövar. Modellen har två portalparagrafer som är att betrakta som en sammanställning, vilka studien anser är nödvändiga för att hantera de mest allvarliga frågor som i förlängningen kan innebära beslut om liv eller död.  Portalparagraferna är mångsidighet och en väl utvecklad inre kompass.   I jämförelsen mellan modellen och examensmålen har studien funnit att examensmålen är avmilitariserade och har en teoretisk slagsida. Den väpnande striden har kommit i skymundan och officerares ansvar för det statliga våldsmonopolet inte finnsmed. De tydliggör inte heller en del av de egenskaper och kvalifikationer, som studien har visat, är nödvändiga för att officeren som ledare ska kunna hantera yrkesprofessionen och axla det ansvar detta kräver. Det gör att kadetten inte fullt ut får den möjlighet att bli den officer som FM behöver.   Studien visar bland annat att examensmålen bör ses över och kanske även till del skrivas om.
The training of military officers is well debated and has always been. But the recent years' changes in officer training and the academisation of the profession and also changed command structures in the Swedish Armed Forces (SAF) have once again set the stage for discussion. Among other things, it is about SAF getting the officer they need to build strong units and whether the officer has the qualifications that this requires? But what is the profession as an officer and what does the SAF really wants? The study examines just that, what is a military officer and what qualities an officer is expected to bring into the profession.  The education at the Swedish National Defense University (SDU) and the military officers’ program (OP) is the education, which should lead to a profession as an officer with the right qualifications and characteristics. This leads to the second part of the study, where the image of an officer is compared to the exam objectives for the program. These exam objectives are stated in the ordinance for SDU, and with the 17 exam objectives examined; the cadet should be ready to begin his profession as an officer. The question is whether this condition really exists?  In order to make this comparison, the study, through interviews, has developed a model of an officer from the unique with the profession, the monopoly of violence, via admission requirements for the education, to characteristics that the officer must have and roles that the officer exercises. The model has two portal paragraphs that are a compilation of the model, which the study considers necessary to deal with the most serious issues that may ultimately involve decisions on life or death.   The portal paragraphs are versatility and a well-developed inner moral guidance.  In the comparison between the model and the exam objectives, the study found that the objectives are demilitarized and have a theoretical approach. The armed battle is overshadowed and the officers' responsibility for the state monopoly of violence is not included. Nor do they clarify some of the characteristics and qualifications that the study has shown are necessary for the officer to be able to manage the profession as a leader and shoulder the responsibility this requires. This means that the cadet does not fully get the opportunity to become the officer that SAF needs.  The study shows, among other things, that the exam objectives should be reviewed and perhaps even partly rewritten.
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Gånfält, Pär, and Robert Jarl. "Från Kunskap till Styrka : Professionsutvecklingen av yngre officerare i armén." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42303.

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Utbildingen av officerare är och har alltid varit ett omdiskuterat ämne. Sedan reformationen av officersutbildningen till Officersprogrammet för drygt tio år sedan – vilket för första gången även gav den nya fänriken akademisk kandidatexamen i krigsvetenskap – har den här frågan återigen aktualiserats. Akademiseringen tillförde en viktig och saknad aspekt till professionen men utlåtanden från officerskåren har varit att utbildningen är för generell och att fänriken inte kan något när denne kommer hem.   Under samma tidsperiod har Försvarsmakten och armén genomgått stora förändringar. Omställningen från invasionsförsvar till insatsförvar har fullföljts, värnplikten avskaffades och anställda soldater och förband blev en ny verklighet. Som om inte detta räckte har fokus inom samma tidsperiod återigen svängt; nu med nationellt försvar i centrum och med en återinförd värnplikt och planerad tillväxt av Förvarsmakten som följd.  Den här studien undersöker om den nyutexaminerade fänriken erhållit rätt förutsättningar att klara av det arbete som hen förväntas göra. Genom att utgå från att Officersprogrammet är en ny utbildning med andra för- och nackdelar än de tidigare officersutbildningarna fokuserar den här studien på mottagandet vid förbanden. Är det i själva verket utbildningen det är fel på eller är det just förväntningarna på den nye officeren? Ges fänriken möjlighet att omsätta teoretiska kunskaper till praktiska färdigheter?   Studien indikerar att omhändertagandet av nyexaminerade officerare under den föregående tioårsperioden präglats av en brist på struktur och systematisering. Ett alltför stort fokus på kortsiktiga mål och en bortprioritering av professionsutvecklingen har påverkat officersprofessionen negativt. Armén och förbanden har under senare år förbättrat sin systematisering men behöver bli ännu bättre på att prioritera professionsutvecklingen. Armén bör utveckla en gemensam struktur för lärlingstiden för nya fänrikar genom att formalisera handledning och tydligare systematisera personalplaneringen. Den samlade utbildningen av officerare och professionsutvecklingen bör betraktas som en helhet, annars riskerar professionen att fortsätta påverkas negativt och tillväxt med kvalitet kommer inte vara möjlig.  Studiens övergripande insikt är att det inte nödvändigtvis är utbildningen det är fel på, utan snarare hur omsättningen av utbildningen från teoretisk kunskap till praktiska färdigheter omhändertas inom stridskraften och förbandet.
The education and training of military officers is and has always been a disputed subject. Since the reform of the Swedish officer’s training and conversion to Officersprogrammet1 (OP) a little over a decade ago – which for the first time granted the new junior officer with an academic degree in War Studies – this issue has been revitalized. The conversion to an academic education provided the Swedish Military Profession with an important missing aspect. But, the general opinion prevailing among the officer corps is that the training is far too generic and that junior officers thus are inept for duty at their home regiments.  During the same time frame the Swedish Armed Forces and the Swedish Army has undergone massive changes. Doctrinal realignment from focusing on the threat of a potential invasion towards an agile and highly operational defense force with an international focus was completed; conscription was scrapped and made dormant. Professionalized soldiers and field units became the new reality. But, then again focus shifted. National defense has once again become the priority with a reinstated conscription as well as planned growth for the Swedish Armed Forces as a consequence.  This research project examines whether the junior officer during this time frame has been given the right possibilities to carry out the work expected by him or her. By assuming that OP is a new type of education program, with different pros and cons compared to previous educations, this research focuses instead on the integration of junior officers at their home units. Is it really the education that’s failing or are expectations on the new officer in fact improper? Are the junior officers provided the right support to transform knowledge to skills?  This thesis indicates that integration of junior officers has been characterized by a lack of structure and systematization during the past decade. Too much focus on short-term objectives and an unintentional suppression of the development of the Military Profession have had negative consequences. The Swedish Army has improved on systematization during recent years but still needs to improve and prioritize the development of the profession. The Swedish Army should create a structured apprenticeship of junior officers by formalizing mentorship and clearly systematize strategic personnel planning. The collective training of officers and the Evolution of the Military Profession should be considered as a whole, it will otherwise risk further negative consequences and planned growth with quality will not be feasible. The main insight of this study is that it’s not necessarily the education that is failing but rather how the Regiments within the Swedish Army manages to transform the junior officers’ knowledge to relevant skills or not.
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Davet, Klaus, and Oscar Haglind. "Pansarskott och PRIO : En studie om hur logikernas kamp påverkar pluton- och kompanichefernas situation på Skaraborgs regemente." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-42271.

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The Swedish Army has seen many changes over the last thirty years and the role of the officer has had to adapt accordingly. Previously, officers at the Skaraborg Regiment began their careers as instructors of conscripted soldiers. As they progressed, they would typically become staff officers. In their formative years, their duties were centred on life in both the field and in the barracks with day-to-day contact with soldiers and other officers. At this level, an officer’s role would be to prepare and train conscripted soldiers for “the demands of war” based on the military logic. If this stage in the officer’s career went well, they would then progress towards administration and management. Taking the place of the barracks and the field, the workplace became headquarters and offices. There would be less contact with conscripted soldiers but instead there would be more interaction with fellow staff officers and civil servants - along with a greater emphasis on the understanding of law, regulations and rules. This part of the officer’s career was based on the civil service logic.    Today, the officer is a manager and employer of both professional soldiers and other officers. It is necessary for them to assume these roles early on in their career. This means that during their formative years they must be ready for changes between training for combat and working in an office; between leading units and following regulations. The officer of today is forced to live in two institutional logics that are totally disparate. Successful platoon and company commanders of today’s army must be fluid between the military logic and the civil service logic: as seamlessly as swapping weapons for pens.    In their daily lives, the military logic and the civil service logic are coupled. The platoon and company commanders of today live in the two institutional logics on a day-to-day basis. But there are conflicts of interest between the two that need to be addressed. The platoon and company commanders of today haven’t the time to work as much in the military logic as they have been able to in the past because the civil service logic takes up much of their time. It’s a little like the police often complaining that they are unable to get out on the beat as they are too busy filling out paperwork.   In order to meet a changed threat to national security, the Swedish Armed Forces wishes to increase the numbers of army brigades and recreate an army division. In order to staff this larger organisation, with its larger need of officers at brigade and division level, the requirement of the Swedish Armed Forces is to accelerate officers’ careers in order to meet demand. This is all well and good, but the challenge for platoon and company commanders still remains that it is essential that they gain enough experience and knowledge in order to become good enough leaders. Their skills must be good enough to lead and train platoons and companies thoroughly, whilst at the same time prepare themselves for battalion, brigade and divisional levels.   The purpose of this study is to increase the understanding of platoon and company how the clash of logics impacts the platoon and company commanders at the Skaraborg Regiment. The study is concluded by suggestions to the Swedish Armed Forces and to the Skaraborg Regiment to meet the growing challenges of the platoon and company commanders.
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Wade, Malick Assane. "La profession d’Huissiers de Justice : analyse quantitative et économique des évolutions de la profession, de la régulation des activités et du marché des services juridiques." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLED011/document.

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Cette thèse s'inscrit dans le cadre d'une convention CIFRE entre la Chambre Nationale des huissiers de justice et l'université Paris Dauphine. Afin de doter la profession d'huissier de justice d’arguments quantitatifs et qualitatifs pour mener à bien les différentes actions et anticiper les évolutions relatives à la profession, nous proposons dans ce projet de thèse d'analyser la démographie des offices d'huissier, leur localisation, leur structures, la sensibilité de l'activité de ces professionnels à la conjoncture. Ce projet s'engage également à évaluer l'équilibre économique des offices, au regard de règles de tarification complexes et enfin d'analyser la régulation du marché des services juridiques
This thesis joins within the framework of a CIFRE agreement between the National Chamber of the bailiffs and the Paris Dauphine university. To endow the profession of bailiff of quantitative and qualitative arguments to bring to a successful conclusion the various actions and anticipate the evolutions relative to the profession, we suggest in this project of thesis analyzing the demography of bailiff's services, their localization, structure them, the sensibility of the activity of these professionals in the situation. This project also makes a commitment to estimate the balance in the economy of services, with regard to complex rules of pricing and finally to analyze the legal regulation of the services market
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Books on the topic "Profession as officer"

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F, Weatherford Brian, Murphy Timothy M, and Hubert Dave A, eds. Leadership for the wildland fire officer: Leading in a dangerous profession. Rescue, Calif: Deer Valley Press, 2010.

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An American profession of arms: The army officer corps, 1784-1861. Lawrence, Kan: University Press of Kansas, 1992.

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A gentlemanly and honorable profession: The creation of the U.S. naval officer corps, 1794-1815. Annapolis, Md: Naval Institute Press, 1991.

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D, Hunt Derald, ed. PC 832 concepts: Peace officer required training. 8th ed. Belmont, CA: Thomson/Wadsworth, 2005.

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Sørensen, Henning. Den danske officer: Fra kriger til administrator : et socialt og politisk portræt af den militære profession i Danmark. København: Nyt fra samfundsvidenskaberne, 1988.

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Marshall, John McClellan. Introduction to the legal assistant profession: Ethics, professional development and management. New York, NY: Bender, 1992.

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Cooperman, Susan H. Professional office procedures. 5th ed. Upper Saddle River, N.J: Pearson/Prentice Hall, 2009.

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Cooperman, Susan H. Professional office procedures. Englewood Cliffs, N.J: Prentice-Hall, 1992.

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Cooperman, Susan H. Professional office procedures. 2nd ed. Upper Saddle River, NJ: Prentice Hall, 1998.

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Clifford, Sarah Hutchinson. Microsoft office professional. [Chicago: Irwin, 1996.

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Book chapters on the topic "Profession as officer"

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"New Profession." In The Data Protection Officer, 37–46. Taylor & Francis Group, 6000 Broken Sound Parkway NW, Suite 300, Boca Raton, FL 33487-2742: CRC Press, 2016. http://dx.doi.org/10.1201/9781315396743-3.

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"New Profession." In The Data Protection Officer, 63–72. Auerbach Publications, 2016. http://dx.doi.org/10.1201/9781315396743-8.

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"Introduction — The History of a Profession." In The British Officer, 1–11. Routledge, 2014. http://dx.doi.org/10.4324/9781315834290-1.

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Gottschalk, Petter. "Policing Research Studies." In Knowledge Management Systems in Law Enforcement, 283–326. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-307-4.ch011.

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Holgersson (2005) identified and described, in his doctoral dissertation, different types of knowledge that are part of police officers’ practice. This case description is based on his work. Even though an intervention usually forces a police officer to apply several different skills, Holgersson (2005) has chosen to discuss different forms of professional knowledge separately, in order to make things easier to comprehend for the reader. In general, a large part of police officers’ professional knowledge, as well as professional knowledge in many other contexts, is complex and difficult to describe and explain in words. The police profession is distinguished by the broad range of skills that are required, and by the time pressure under which actions often must be taken.
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"4 A noble profession called seafaring: The making of an officer." In Marine Navigation and Safety of Sea Transportation, 699–704. CRC Press, 2009. http://dx.doi.org/10.1201/9780203869345-132.

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"Benefits to Police Officers of Having a Spouse or Partner in the Profession of Police Officer." In Social Science Research, 94–96. Routledge, 2016. http://dx.doi.org/10.4324/9781315265841-21.

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Whittington, Richard. "Corporate Strategists." In Opening Strategy, 58–89. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198738893.003.0003.

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This chapter examines corporate strategists—in-house strategy staffs—as a major part of the Strategy profession. It examines their growth since the beginning of the twentieth century, and especially since the 1960s. It demonstrates that corporate strategists remain a significant professional group, long after Mintzberg’s (1994) description of a ‘fall’ of strategic planning. The chapter identifies important continuities in the nature of corporate strategists’ work, including analysis and support for senior management, especially the chief executive officer. Further continuities for corporate strategists include the permeable and precarious nature of their profession. At the same time, the chapter identifies attractive features of the corporate strategy role, such as intellectual stimulus, broad perspectives, career progression, and closeness to top management decision-making.
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Bryan, Simms. "The War and Its Aftermath, 1914–20." In Berg, 147–74. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190931445.003.0005.

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In this chapter Berg’s service in the Austrian military is outlined. He began as an officer trainee in the infantry, but a health crisis led to his reassignment in guard duty and later in office work at the War Ministry in Vienna. He had a lifelong belief in predestination, which he increasingly perceived in circular patterns and occurrences. His superstitious interest in numbers focused on the number twenty-three, which he saw as his fateful number. His belief in fate and numerology had a growing influence on his music. Berg’s progress on the opera Wozzeck was delayed by his military service and also by major confrontations with those in his family, especially over the sale of family property. Around 1920 Berg even considered making his main profession that of a writer on musical topics, and he wrote polemics attacking the ideas of Hans Pfitzner and Viennese music critics at this time. Eventually he put aside his activity as a writer and returned to composing, to complete his opera Wozzeck.
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"Office to Profession." In From Office to Profession, 148–55. University of Pennsylvania Press, Inc., 2015. http://dx.doi.org/10.2307/j.ctv5rf123.13.

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Holden Reid, Brian. "Leaping the Mark." In The Scourge of War, 34–51. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780195392739.003.0003.

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This chapter discusses how, almost from the moment he graduated, William T. Sherman came under pressure to think about leaving the Army. When asked why he did not resign, he gave a forthright answer in 1842: “Why should I? It is the profession for which my education alone fits me, and as all the appearances indicate the rapid approach of action when the soldier will be required to do his proper labor, when a splendid field will be spread before him, every reason exists why I should remain.” The “action” Sherman referred to was the Second Seminole War (1835–42) in Florida. Sherman’s posting to Fort Pierce threw him into his first taste of warfare. He very quickly grasped the nature of this war and the Seminole tactics that had defied the best military minds in America. In June of 1842, the Regiment found itself on the move again, posted to Fort Moultrie, Charleston, South Carolina. Sherman’s main duty consisted of appearing in court martials, as his grasp of military law impressed all. While clinging to the profession he liked best, he developed two attitudes that underwrote his army life. The first concerned party politics, while the second matter involved religion. Both these qualities would be needed by a successful attorney. Yet he remained an army officer and these studies became an important part of his continuing military education.
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Conference papers on the topic "Profession as officer"

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Druzhinina, Valeriya. "The Empirical Analysis of Occupational Reflection of Police Officers." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-33.

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One of the most pressing issues in contemporary psychology is the study and analysis of the reflective aspects of the performance of police officers. This article deals with the theoretical and empirical aspects of psychological cognition of the stated topic regarding the example of future officers of investigative units of the Ministry of Internal Affairs of Russia. Different approaches to understanding occupational reflections were listed. Within the scope of this study, the authors share the view that occupational reflection is one of the structural components of the I-concept of an investigative officer. To comprehensively study the stated topic, the auhors addressed the types of problems faced by an investigative officer, and defined the contribution of occupational reflection to the proper fulfillment of duties. The aim of the study is to empirically identify the revelation of features of parameters of occupational reflection of police officers. The author summarises the results of an empirical study in a sample of students in an educational organisation of the Russian Mi nistry of Internal Affairs system. The occupational reflection technique (V.D. Shadrikov, S.S. Kurginyan) was employed. Mann-Whitney non-parametric U-test methods were used to process the results and analyse them statistically, using SPSS for Windows v.19. Male fifth-year students have been proven to lack the skills responsible for defining motives and objectives of professional activity. The range of significance of the overall level of reflexivity in both groups falls short of the norm. The results of the research will be used for the development of the author’s programme for the development of police officers’ performance reflection as well as for the comprehensive study of the image of the profession in the structure of the I-concept of the investigators of the Russian MIA system.
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Бикбаев, Вадим Манцурович. "PROSPECTS FOR THE LANGUAGE TRAINING OF AN ARMY OFFICER." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp296.2021.76.93.010.

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В статье раскрываются некоторые аспекты форсайт-проекта языковой подготовки офицера Сухопутных войск. Отмечается, что совершенствование языковой подготовки офицеров необходимо осуществлять в рамках реализации федеральных государственных образовательных стандартов с учетом специфики формирования и совершенствования коммуникативной компетенции, связанной как с профессиональным становлением офицера, так и с языковой подготовкой и проблемой иноязычной коммуникации. В рамках формирования новой модели языковой подготовки возникает тесная взаимосвязь между профессиональной задачей военнослужащего и иноязычной коммуникацией, которая является одним из основных методов решения профессиональных задач. The article reveals some aspects of the foresight project of the language training of an Army officer. It is noted that the improvement of the language training of officers should be carried out within the framework of the implementation of federal state educational standards, taking into account the specifics of the formation and improvement of communicative competence, related both to the professional development of an officer, and to language training and the problem of foreign language communication. As part of the formation of a new model of language training, there is a close relationship between the professional task of a soldier and foreign language communication, which is one of the main methods of solving professional tasks.
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Ellringer, P., and L. Whitcomb. "286. Indoor Air Quality Studies in Minnesota Office Buildings." In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765419.

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Bashkina, Ekaterina. "The Specificity of Psychological Safety in Structure of Personal Motivation of Police Officers." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-28.

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The article covers the issue of the personal psychological safety of police officers. A theoretical analysis of the scientific literature was conducted, which resulted in a definition of the psychological safety of the individual police officer. PhIlosophical interpretations of the term ‘Safety’, in the ancient World, New Age, and the contemporary world have been considered (Platon, T. Gobbs, J.J. Russo, G.V. Gegel, N.A. Berdyaev). The psychological definitions of the term ‘Psychological Safety’ have been analysed (A. Maslow, A. Adler, Sullivan, M.A. Kotik, T. S. Kabachenko, I.A. Baeva, O.Y. Zotova, E.E. Pronina). The article describes specific traits of the professional activity of police officers, e.g., the operational environment, sudden job changes, permanent interaction with criminals, physical and psychological fatigue, high-level responsibility, the lack of sleep and recreation, etc. The study of the specificity of the personal psychological safety of police officers was divided into several phases. The first phase consisted in enquiring, upon which 47% of respondents were found out to feel psychologically unsafe, which proves the relevancy of studying this phenomenon. Furthermore, the technique ‘Motivation Diagnostics’ suggested by A.A. Akindinova was used, which has allowed the dominant needs of police officers to be determined: the need for safety, and the need for self-fulfillment. At the final phase, the authors employed the ‘Free Association Technique’, and have thereby found that 69% of respondents associate their safety with serenity, 62% - with protectiveness, 31% - with confidence, and 23% - with comfort/reliability. Moreover, here are differences in the subjective perception of safety in women (protectiveness), and in men (serenity).
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Hung, L. L. "284. Stachybotrys Chartarum in a Fitness Center of an Office Building." In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765417.

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Oosterhuis, Kas. "Where Are We Now?" In International Conference on the 4th Game Set and Match (GSM4Q-2019). Qatar University Press, 2019. http://dx.doi.org/10.29117/gsm4q.2019.0025.

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After 16 years of leading the Hyperbody research group as professor of practice at the TU Delft, I wanted to do something completely different and looked at the Gulf region for further educational and professional activities. I was familiar with the region, having lectured in several countries of the Middle East and eventually having realized an office building in Abu Dhabi. My practice ONL [Oosterhuis_Lenard], which I run together with my wife and business partner visual artist Ilona Lenard, proposed a number of iconic architectural proposals for hotels and office towers, and was eventually awarded some prestigious commissions for master planning projects: the redevelopment of Manhal Palace, the residence of previous ruler Sheik Zayed in Abu Dhabi. Our continuous efforts to contribute to the building market in the UAE culminated in our realized design for Mr Abdullah Al Nasser, the LIWA tower in Abu Dhabi [2014]. I Joined the Department of Architecture and Urban Planning [DAUP] at Qatar University in September 2017.
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Haselkorn, M. P. "Chief information officers and technical communication." In IEEE International Professional Communication Conference, 2003. IPCC 2003. Proceedings. IEEE, 2003. http://dx.doi.org/10.1109/ipcc.2003.1245506.

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Kraft, E., and R. Thomas. "314. Office Ergonomic Risk Factors for Students at a Multifaceted Public University." In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765451.

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Mashekuasheva, Margarita Khasanbievna. "Factors of police officers professional development: psychological aspect." In VII International Research and Practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112555.

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Бикбаев, Вадим Манцурович. "FORMATION OF FOREIGN LANGUAGE COMMUNICATION OF AN ARMY OFFICER IN THE FRAMEWORK OF A PEDAGOGICAL EXPERIMENT: METHODOLOGY AND METHODOLOGY (THEORETICAL AND PRACTICAL ASPECTS)." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Сентябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko187.2020.27.80.002.

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В статье рассматриваются особенности, проблемы, противоречия и перспективные направления совершенствования иноязычной коммуникации в рамках профессионального становления офицера. Отмечается, что формирование иноязычной коммуникации офицера главным образом определяется внутренней мотивацией, связанной с осознанием необходимости изучения и применения иностранного языка в рамках профессиональной деятельности, а также с учетом взаимосвязанных между собой педагогических, личностных, профессионально-деятельностных и психологического факторов, характерных для военного образования и военной службы. The article discusses the features, problems, contradictions and perspective directions for improving foreign language communication in the professional development of an officer. It is noted that the formation of foreign language communication of an officer is mainly determined by internal motivation associated with the awareness of the need to learn and use a foreign language in the framework of professional activities, as well as taking into account the interrelated pedagogical, personal, professional and psychological factors specific to military education and military service.
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Reports on the topic "Profession as officer"

1

Johnson, Craig T. United States Army Officer Professional Development: Black Officers' Perspectives. Fort Belvoir, VA: Defense Technical Information Center, April 1997. http://dx.doi.org/10.21236/ada326649.

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Beaman, Michael W. Reserve Component Officer Professional Development. Fort Belvoir, VA: Defense Technical Information Center, April 1999. http://dx.doi.org/10.21236/ada363357.

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Swegle, Valentin, Lisa Hamp, and Abram Gross. Health Professions Officer Special Pay Study HPOSPS. Fort Belvoir, VA: Defense Technical Information Center, August 2014. http://dx.doi.org/10.21236/ada607967.

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Lagutin, Andrey, and Tatyana Sidorina. SYSTEM OF FORMATION OF PROFESSIONAL AND PERSONAL SELF-GOVERNMENT AMONG CADETS OF MILITARY INSTITUTES. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/self-government.

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When carrying out professional activities, officers of the VNG of the Russian Federation are often in difficult, stressful, emotionally stressful situations associated with the use of weapons as a particularly dangerous means of destruction. The right to use a weapon by an officer makes him responsible for its use. And therefore requires the officer to make a balanced optimal decision, which is associated with the risk and transience of events, and in which no mistake can be made, since the price of it can be someone's life. It is at such a moment that it is important that the officer has stable skills in making a decision on the use of weapons, and this requires skills not only in managing subordinates or the situation,but in managing himself. The complication of the military-professional activity, manifested in the need to develop the ability to quickly and accurately make command decisions, exacerbating the problem of social responsibility of an officer who has the management of unit that leads to an understanding of his singular personal and professional responsibility, as the ability to govern themselves makes it possible to achieve a positive result of the Department for the DBA. This characterizes the need for a commander to have the ability to manage himself, as a "system" that manages others. Forming skills of self-control, patience, compassion, having mastered algorithms of making managerial decisions, the cycle of implementing managerial functions, etc., a person comes to the belief: "before effectively managing others, it is necessary to learn how to manage yourself." The required level of personal and professional maturity can be formed in a person as a result of purposeful self-management, which determines the special role of professional and personal self-management in the training of future officers.
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5

Carpenter, Scott A. The Joint Officer: A Professional Specialist. Fort Belvoir, VA: Defense Technical Information Center, February 2011. http://dx.doi.org/10.21236/ada543195.

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6

Bernath, Clifford H. Noncommissioned Officer Professional Development Study (NCOPDS). Volume 1. Fort Belvoir, VA: Defense Technical Information Center, February 1986. http://dx.doi.org/10.21236/ada165089.

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7

Bagnal, C. W. Professional Development of Officers Study. Volume 2. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada156357.

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8

Erichsen, Sven C. Protecting Professional Quality: Competency and Certification-Based Officer Promotions. Fort Belvoir, VA: Defense Technical Information Center, March 2011. http://dx.doi.org/10.21236/ada547397.

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9

Colbath, Derek, Devin Dalton, Shawna Driscoll, Michael Fleharty, Quentin Genke, Colin Goepfert, Jonathan Goldstein, Brian Jackson, Barry Knoblock, and Marta Kolcz-Ryan. Officer Professional Military Education: a New Distance Learning Evolution. Fort Belvoir, VA: Defense Technical Information Center, January 2015. http://dx.doi.org/10.21236/ada624384.

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10

Ullman, Bruce L. Lieutenants Professional Development in an Institutional/Occupational (I/O) and Officer Professional Development (OPD) Context. Fort Belvoir, VA: Defense Technical Information Center, January 1990. http://dx.doi.org/10.21236/ada241094.

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