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Distress and discomfort are a part of the US military college experience. Women cadets experience additional challenges including unwelcoming environments, relative isolation, and minority status. A review of the literature shows that wilderness-based experiences offer benefits in the areas of stress-coping, self-efficacy, cognitive function, social support, and happiness. This mixed-methods exploratory study examined happiness outcomes for 12 cadet women (N = 12) who participated in a three-day backpacking event. A moderate effect size was found between pretest and posttest happiness scores for the backpacking group (d = -0.55). In comparison, little or no effect size (d = -0.04) was found for the control group. A t-test also showed significant differences (p < 0.05) between the mean pretest and posttest happiness scores for the experimental group only. Cadets in the backpacking group offered the following themes when accounting for happiness gains: nature, bonding, self-reflection, relaxation, and adventure. The authors propose wilderness-based interventions to bolster cadet women's coping and resilience.

Cyberspace odyssey (CSO) is a novel serious game supporting computer networking education by engaging students in a race to successfully perform various cybersecurity tasks in order to collect clues and solve a puzzle in virtual near-Earth three-dimensional space. Each team interacts with the game server through a dedicated client presenting a multimodal interface, using a game controller for navigation and various desktop computer networking "tools of the trade" for cybersecurity tasks on the game's physical network. Specifically, teams connect to wireless access points, use packet monitors to intercept network traffic, decrypt and reverse engineer that traffic, craft well-formed and meaningful responses, and transmit those responses. Successful completion of these physical network actions to solve a sequence of increasingly complex problems is necessary to progress through the virtual story-driven adventure. Use of the networking tools reinforces networking theory and offers hands-on practical training requisite for today's cyber operators. This article presents the learning outcomes targeted by a classroom intervention based on CSO, the design and implementation of the game, a pedagogical overview of the overall intervention, and four years of quantitative and qualitative data assessing its effectiveness.

The necessity to research the problem of forming a professional culture of future border guard officers using the experience of military personnel training in the United States has been identified in the article. It has been found that professional culture and professionalism are an important part of the US military education system. The peculiarities of vocational training in the leading educational establishments of the United States of America, first of all the Military Academy (West Point, New York), have been studied. It has been determined that the priority of the academy, as a whole system of military vocational education in the USA, is attention to what is needed in the combat situation: analytical mind, leadership, theory and practice of management, knowledge of military history, operational doctrine, national defense policy, ability to plan and make decisions, perform legal duties, and abide the professional ethics. Experimental, case-based, interactive training with the extensive use of imitation devices and practical applications prevails in teaching methodology, which is needed to improve officers' ability to analyze and solve problems, effectively interact and apply operational doctrine. To enhance the level of professional culture and military identity in military schools, great attention is paid to the development of officers' intellectual potential, the ability to think and critically perceive the information needed to act in situations of ambiguity and uncertainty, to achieve intellectual superiority over the enemy. In accordance with the philosophy of military education in the United States, it is stipulated that a graduate of a military school should be first and foremost a highly intelligent person who, in many respects, must outperform a graduate of any civilian university, quickly acquire the chosen specialty. In addition to training for character education, military identity, the US military establishments also intend to work hard to develop communicative skills and abilities through speaking and writing practice.

Because of the intense and unique nature of their military life, military officers face stresses that other students do not need to be concerned about when taking courses online. An institution's ability to understand these military officer students, design online programs to meet their unique learning needs and deliver valuable online curricula to advance their learning is instrumental to the long-term success of both the military student and the institution. Reflecting on our more than twenty years of experience teaching and mentoring military officer students, this article tells the story behind the development of an accelerated online program and shares the challenges brought along with having military officers in our online classes, including unpredictable deployment schedules, unannounced military exercises, security concerns and military values and culture. How our faculty creatively and pedagogically addresses these issues while still maintaining the rigor of our academic program is also discussed.

This study focuses on learners' self-regulation which is one of the essential skills for student achievement in blended courses. Research on learners' self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student achievement in blended learning environments exist. Self-regulation is related to self-efficacy, anxiety, interactivity, satisfaction with and usefulness of the system. Self-regulated learners are more likely to accomplish at online learning. In this study, a total of 267 military vocational college students were taught computer programming during a 15-week-long semester in a blended learning context, which involved using both face-to-face teaching and online learning through MOODLE over intranet. Participants were the graduates of vocational high schools and the students at the departments of Computer Technologies and Electronics & Communication Technologies and were all male. Liaw and Huang's Self-Regulation Scale with six subscales was used to collect the data during the last two weeks of instruction. Regression analyses were conducted to analyze the data. The results revealed that self-regulation was affected by perceived anxiety, interactivity in the online learning environment, and perceived self-efficacy. Learners' academic achievement has been affected only by perceived self-efficacy.

The ACTFL [American Council on the Teaching of Foreign Languages] 21st Century Skills Map (2011) proposes incorporating "leadership and responsibility" into language learning (LL). This study offers a foundational framework for combined LL and leadership development (LD) and contains a snapshot of the presence of LD in the language curriculum and observations and attitudes regarding LD in LL courses (using feedback forms and focus groups) at the United States Air Force Academy (USAFA) in 2012. Results suggest a two dimension structure to inform LL (a) generic vs. discipline-specific LD, and (b) implicit vs. explicit incorporation of LD. Lower frequency of explicit, discipline-specific types of LD led to a department-wide exploration of LD and LL integration. These results can inform all levels of language instruction across myriad educational settings that seek to incorporate leadership.

Military units are principally concerned with training and preparing for operations when they are not deployed on missions. During these periods when they are predominantly stationed in barracks, they are also occupied with a host of administrative and domestic tasks assigned by their higher formation. Despite the varied nature of day-to-day activities, heads of these units or commanders have the challenge of ensuring a suitable organisational climate (referred to as command climate) as this would inevitably contribute towards operational effectiveness.Unlike organisational climate, command climate is impacted by variables peculiar to military units. Existing literature indicates various psychological dimensions of operational effectiveness that includes morale, group cohesion, confidence in leadership and job satisfaction. These variables have to be further verified through a systematic process i.e. scouring existing literature and conducting in-depth interviews with experienced commanders. Underlying theories impacting the various constructs will be identified to provide the necessary grounding. Subsequently,these intangible factors will be empirically measured. This research has its main objective of developing and validating a reliable and easy to use measurement tool, which would eventually enable military unit commanders to evaluate command climate as and when required.Higher formations will also be able to determine the ability of units to perform in the event they are deployed to undertake missions under stressful conditions.

Military combat readiness has well-established procedures for gauging the preparedness of units for deployed combat operations. Such readiness evaluations typically include assessments of unit level tactical proficiency, equipment serviceability checks, manning levels, audits of logistic stocks and supply processes, and reviews of each unit member's individual readiness status. This health diagnosis prescribed as command climate looks only at the tangible quantitative factors which can be predetermined prior to combat duties. The intangible human dimension factor encompasses the morale, physical, and cognitive components of soldier, leader, and organizational development and performance. This is essential to raise, prepare, and employ the military in full spectrum operations which are not measured to complement the combat readiness factors. Despite recognition by military leaders throughout history that the human dimensions of capability are crucial to operational effectiveness, formal assessments of the psychological aspects of readiness appear to be the exception rather than the norm in today's military forces. Technology can provide the tools and avenues by which wars are fought but it is the individual soldier on the battlefield facing life and death who remains a constant. This paper looks at the literature on the synchronization on all the human dimension factors to complement the combat readiness to establish the combat command climate of a military organization. The paper promulgated that there is a need for quantitative assessment through questionnaires in all the human dimension factors which must be tabulated to individuals in organizations which includes a scoring worksheet to indicate the level of readiness both combat and human dimension readiness before being deployed for military combat duties.

This study is on the leadership practices of the dean of Combined Army Academy. The research is a qualitative design. The academic staff members were the participants of the study. Formal and informal conversational interview approaches, personal observation and document analysis were the instruments of the study. Thematic analysis was used for analyzing the data. Accordingly, the research findings revealed serious problems in the dean's leadership. That is, the dean's leadership practice was found to be loosely linked to each of the indicators employed in assessing his leadership effectiveness. Hence, it was suggested that the academy should revisit the academic leadership practices that had been exercised, and to genuinely see how much the academic leadership had been responsive to the group and institutional concerns if it is to grow and develop.

The events of September 11, 2001, shocked the nation and forced the United States government to acknowledge its tremendously inadequate capability in foreign language proficiency and global cultural awareness. Post 9/11 military operations reinforced the reality that the Department of Defense (DoD) needs a significantly improved capability in non-western European languages and dialects and a surge capacity to expand its language capabilities. In recent years, colleges and universities have experienced a significant growth in short-term foreign language immersion programs however, fewer government educational grants means that more students are working to pay their way through school, and keeping a job is much easier when the student is gone for a few weeks rather than for a few months or a year. Furthermore, short-term summer immersion programs are very attractive to students who major in challenging subjects with little or no credit for language classes. Still, a fundamental question remained: How do student participants in short-term foreign language immersion programs actually benefit from the experience? This study combined a quantitative assessment with a qualitative evaluation in an attempt to provide a meaningful judgment of how short-term language immersion programs stimulate the language acquisition process. The results showed all program participants, whether first-time participants or repeat students, indicated that the short-term language immersion program provided them with myriad opportunities to improve their language skills. This study revealed that language immersion participants experienced a statistically significant improvement in both listening and reading scores from pre-test to post-test.

The aim of this study is to determine the availability of leadership skills of faculty members (civilian and military personnel) at Al- Istiqlal university (AIU). The population of the study was composed of AIU students, including juniors and sophomores. A random sample, consisting of 137 cadets, was chosen. The researcher developed a questionnaire to measure the leadership skills of faculty members. The study results showed that the leadership skills of faculty members at AIU are moderately available, where the average was 2.10 according to three-points Likert scale. They also revealed that the leadership skills of civilian faculty members were higher than those of the military personnel on all domains of the study. Moreover, they indicated that there were no statistically significant differences in the availability of leadership skills attributed to all variables of the study. Based on the results of the study, certain recommendations were presented which assist in achieving objectives of the study as well as the objectives of AIU, collectively.

The purpose of this study is to explore and assess the improvement in intercultural competence of USAF Academy cadets using indirect measures (e.g., questions in end-of-course critiques and institutional surveys) and a direct measure--specifically the Intercultural Development Inventory (IDI). Data gathered from several groups of subjects at different academic levels were evaluated to see if certain variables were facilitating intercultural competence growth. Initial findings suggest that language study and time spent abroad in target language countries assist students in gaining intercultural competence.

Using interview data from cadets (program participants) in the Reserve Officers' Training Corp (ROTC), I examined the beliefs cadets have about obedience. I scrutinize their ideas about followership and leadership, adding to the discussion on romance of and ethical followership and demonstrating how many cadets fall somewhere in the middle with their beliefs about the role of their leaders and whether they should question, obey, and/or disobey unethical or illegal orders.

This study documents the music teaching and learning that took place in the U.S. Navy band program at the Great Lakes Naval Training Station (GLNTS) near Chicago during World War I, led by Lieutenant John Philip Sousa. The following six research questions helped guide this investigation: How did Sousa organize the Navy band program? What were the details of teaching the enlisted bandsmen? What other music experiences were provided? How did the bandsmen's work benefit the Navy and the US government? Which of the military band experiences likely influenced teaching and learning of instrumental music education after the war? What were the benefits for Sousa to volunteer near the end of his career? Findings revealed that more than three thousand bandsmen were taught by Sousa and Navy bandmasters. Bandsmen served in several ways: intact bands were sent to Navy ships to boost sailors' morale; bands served the training regiments; bands toured the nation selling bonds; the GLNTS band program impacted the supply of band teachers after the war; and Sousa's and the militaries' educational and training strategies survive in today's classrooms. The study concludes with a critique of the US government's and Sousa's role in commodifying the bandsmen.

Identifying characteristics of individuals who will be negatively impacted by interactive learning environments (ILE) was explored in a field study conducted among learners whose high-stakes performance depended upon grasping training scenarios quickly. Gauging the appropriateness of computer-based simulations for individuals became a pedagogical theme, and examining whether the history of technology usage was a factor revealed what may negatively impact an individual's stress and workload and therefore hinder learning. This study found that individuals reporting higher frequency of computer usage experienced more temporal demand, and reported higher virtual world usage predicted a decrease in temporal demand. Implications suggest continual development of digital literacy skills to prepare for using ILEs especially for faculty and instructors. Establishment of consistent nomenclature of virtual technology terms will improve reliability and validity of measures. Areas of future research include inquiry into digital leadership for promoting metacognition and self-efficacy.

A chief aim of the U.S. Army is ensuring warfighting function. Army doctrinal publications dictate that soldiers achieve this aim through integration and synchronization, both of which point to ensuring that the necessary people and things arrive on time. This article takes up circulation as an analytical lens to trace how a U.S. Army major coordinates writing tasks across people and places to ensure the warfighting function of 4,500 soldiers at Fort Wainwright in Fairbanks, Alaska. Data include in-person observations, semistructured interviews, and textual analysis of unclassified documents.

In response to the United Nation's (UN) Decade for Human Rights Education initiative, the Turkish Ministry of National Education changed the title of citizenship education courses from 'Citizenship Studies' to 'Citizenship and Human Rights Education' in 1995. However, this curriculum reform was overshadowed by the rise to power of a political Islamist party. The secularist military toppled the first Islamist party-led government in the name of preserving the principle of laicism. Announced after the 1997 coup, the main textbook for the citizenship and human rights education course showed a profound influence of the militaristic discourses as evidenced by the negative depiction of the Kurdish people and political Islamists and the hagiographic portrayal of Atatürk and the army. By drawing on interviews with key informants, archival/public policy documentation and textbooks, this paper argues that the curriculum reform began with the participation in the UN initiative ended with the military's instrumentalisation of the subject because it was launched with no recognition of Turkey's human rights and democracy problems.

This single lesson classroom game is designed to test student knowledge of Realist and Liberal concepts through an imbalanced resource bargaining mechanic. The game is designed for approximately 20 students divided into state teams of three to four students each and uses chocolate to represent the state teams' economic capacity, military capability, and human security. Each state team had competing goals, over which they must cooperate or conflict for additional pieces. This game also uses an abstract design to maximize active learning through a short course of play while also making the game useful for testing concepts at any point in an International Relations course. In addition to offering a complete yet easily modifiable game for classroom use, this article also describes the game's pedagogical contribution to the discipline, game design notes, and techniques for preventing students from stuffing their faces with game pieces.

Research about the structure of character has largely assessed purported universal attributes. However, character develops within specific social, cultural and institutional contexts. As part of the first wave of a longitudinal study (Project Arete) of character development among cadets at the United States Military Academy (USMA) at West Point, an institution with a core mission to develop leaders of character, we examined the factor structure of a set of 15 character attributes of specific relevance to the West Point context. Data were derived from self-report surveys (N = 1,549; 75.6% men) completed in spring 2017. Results of exploratory factor analysis (EFA) identified a 4-factor structure of character: Relational, Commitment, Honor and Machiavellian and a confirmatory factor analysis (CFA) provided evidence for the validity and measurement equivalence of the factors. We discuss implications for promoting and assessing character within the context of USMA and other institutions seeking to develop leaders of character.

Collaboration is recognised as valuable in enhancing students' learning as well as their social integration and sense of belonging at an institution, which lead to higher retention rates. We investigate the informal, self-organised collaborative practices of military and civilian engineering students in out-of-class settings using a mixed-methods approach including a weekly survey and in-depth interviews. We find that these students collaborate frequently and pervasively and have developed informal codes of ethics around sharing. Most of the students believe that collaboration with peers is the most effective form of study support. However, we also find that some students may remain isolated. The aspects of the institution and the engineering programme that support these collaborative processes are identified. These aspects include the concurrent military training, which fosters a collaborative rather than competitive or individualistic culture, residential accommodation, and the type of assessment used in engineering. Implications for non-military campuses are discussed.

Information integration is great for military operations because the range of pertinent information sources is significantly distinct and dynamic. This article develops an intelligent knowledge treasure comprised of military resource ontology and procedures, as a learning model for better interoperability of heterogeneous resources of the Indian military. This model can interpret and learn the context of military information automatically, thereby facilitating the military commanders with decision making in several operations, such as command and control, teaching and training, military coalition, situation awareness and many more. To design the military resource ontology, this article specifies the core concepts of the ontology based on terms derived from heterogeneous resources. WWW standard ontology language, OWL has been used to codify the ontology. This article develops an intelligent tool--"QueryOnto"--as an interface to the military resource ontology that provides a commander decision support service and demonstrates how to apply the military ontology in practice. The developed ontology has been verified and validated with the best known approaches and metrics available. The presented model is helpful for military commanders to train their juniors in a systematic way and will provide an efficient web-based learning of different military tasks in future.

Military education is for most people an unknown process that takes place behind closed doors. Based on text analysis, eighteen months of ethnographic fieldwork, and interviews at the Netherlands Defence Academy, this article seeks to understand military education as a dynamic process between the cadets' experience and the institute. As such, this study can be understood as an institutional ethnography, intending to open the black-box of military education. This study shows that military education affects cadets in a powerful way. They quickly learn to navigate the 'underlife' of the institute by carefully avoiding confrontation with the official structures. In a final discussion, we identify two remarkable paradoxes -- "perfect imperfection" and "individual in the system" -- that we consider exemplary for the learning environment at the NLDA. We argue that the Defence Academy constitutes, in essence, a paradoxical learning environment that influences the character development of the cadets -- sometimes in unintended ways.

The content of school education has always been at the center of modern school reforms. At the end of Edo period and during the early Meiji period, Fukui domain (han) and later Fukui prefecture took the initiative in modernizing their school system. The program of "futsu no gaku" ("general education" for the samurai class in Fukui domain) established at middle schools in the Fukui domain provided its students with basic learning that widely incorporated civilian and military knowledge and can be regarded as a program for the cultivation of a civil-military elite. While the initial intention was the creation of modern schools that combined civilian and military education, this later changed to creating "civilian" (bun) schools dedicated to the cultivation of a new "citizenry" (shimin) following the dissolution of the occupational monopoly held by the samurai class over administrative and military posts. In 1871, the Fukui domain opened its schools to the general public, and common people were allowed to enter elementary school alongside members of the former samurai class. Disciples of the reformer Yokoi Shonan has already implemented education that focused on public debate (koron) at the local schools (gogakusho). After the abolition of the domains and the establishment of prefectures, they promoted a process in which decisions were reached through public debate in the prefectural assembly. What set Fukui apart and ahead of the central government and other prefectures was that its "Regulations for Public Schools" provided severe penalties for those depriving others of their "right to attend school." This kind of education through regional reform seen in Fukui came under increasing government control after 1881 and was completely contained by 1886. As the country became more centralized, a shift from the regionalized cultivation of citizens to the creation of national subjects (kokumin) occurred in the education system. (Contains 1 table and 9 notes.)

Despite widespread interest in the reintegration of Post-9/11 military veterans into civilian life, the literacies of Post-9/11 veterans, both academic and professional, remain largely untheorized. This paper addresses this dearth of information by examining the induction processes and resulting workplace literacies of soldiers, airmen/women, sailors, and Marines. Examining two recent war memoirs, one by an enlisted soldier and another by an officer, we examine uses of language, particularly in terms of the way military values are inscribed during the period of induction yet also are subject to interaction with the service member's history and scripts prior to military service. We posit "residence time" as a theoretical approach for understanding veterans' transition challenges. We hope that this model may be useful to higher education, civilian sector employers, and veterans themselves as the US draws down from the Post-9/11 wars and service members transition back into civilian sectors of society.

Embry-Riddle Aeronautical University--Worldwide serves more than 36,000 online students across the globe, many of whom are military and other non-traditional students, offering 34 undergraduate, graduate, and professional education/workforce certificate programs, presented both online and via blended delivery modes. The centralized model of online course production and management produces and maintains more than 200 high quality turnkey-style courses, including several award winners. Faculty members in partnership with an instructional design production team design worldwide courses, working together to ensure course goals and learning objectives are achieved. The more than 800 geographically dispersed faculty members are monitored and coached throughout the course delivery process by a quality management team. With a student satisfaction rate above 85%, how does Worldwide ensure that quality is pervasive at every stage in the distance learning process? In addition, how does Worldwide innovate and continue to ensure the quality of design and instruction remains our top priority? The article addresses quality assurance components of the distance learning model at Worldwide, including administration, course design, instructor professional development, and course delivery. The actors and processes employed to harness Web 2.0, mobile, and cloud technologies to facilitate distance learning administration, teaching, and learning are detailed. (Contains 3 figures.)

The objective of the study is to explore the psychosocial characteristics of recruits for mental health education during the basic military training. A total of 1,366 male recruits were assessed during the basic military training. The psychosocial characteristics, such as effects of LE (life events), mental symptoms, personality trait coping style and social support of the recruits were assessed with LEI-CSLA (LE Inventory for Compulsory Servicemen of Land Army), SCL-90-R, EPQ (Eysenck Personality Questionnaire), SCSQ (Simple Coping Style Questionnaire) and social support scale respectively. Statistical analyses, such as multiple stepwise analyses, interaction analyses and path analysis, were used. Neuroticism trait, negative coping style, objective social support and LE were significant factors in determining the score of mental symptoms, accounted for 64% of the total variance, the absolute value of Beta of each variable was 0.09-0.48. LE and neuroticism had direct effect on SCL-90 symptom index. LE, mental symptoms, personality trait, coping style as well as social support should be taken into consideration when psychological intervention and mental health education are needed in service for recruits in the basic military training. [This study was supported by the Project of Mental Health Research of the People's Liberation Army (PLA), the Project of Science and Technology Research in Medicine of PLA, the Natural Science Foundation of Guangxi, and the Guangxi Health Department Project.]

Background: Teenagers experience wars not only in the actual war zones but also in the home, school, and street fronts. Sometimes they are the innocent victims of bullying. Often confused, they do not know how to survive in bullying situations. Adults such as movie makers and educators have taken on the responsibility of helping teenagers. The 2008 Hollywood movie "The Forbidden Kingdom," presents a modern war between an American teenage boy and street bullies. With the help of Chinese Kungfu (martial arts) masters, the boy overcomes his fear and becomes a powerful protector in real life. Study: This article examines three aspects of Sunzi's rhetorical war strategies that are prominent in the movie: becoming a benevolent leader, cultivating crafty wisdom, and mastering Kungfu. Furthermore, I critique Chinese cultural authenticity in this movie. Through exploring Sunzi's rhetoric and Chinese cultural representation, educators can take the opportunity to discuss survival strategies in a bullying situation with teens and help them deal with their daily struggles. In addition, educators can help cultivate youngsters' critical views towards cultural authenticity while watching this cross-cultural movie.

The United States Air Force (USAF) provides career and technical education (CTE) to a wide variety of specialty career fields. Training airmen to carry out the mission while honoring the USAF core values of integrity first, service before self, and excellence in all we do is the top priority of military leaders and trainers. Vehicle maintenance is especially important as one minor malfunction could cause multiple injuries and deaths. Vehicle maintainers are thus trained in grueling learning environments and follow arduous regulations to ensure the utmost adherence to standards. This paper presents the findings of a recent study at the Port Hueneme Naval Station in California, home of the technical school of Air Force Vehicle maintenance. The results focus on three specific areas that contribute to performance: student learning preferences, Armed Services Vocational Aptitude Battery (ASVAB) scores and other personal characteristics, and a comparison of alternate training aids. (Contains 6 tables and 3 figures.)

Character education is integral to the educational enterprise. Recent character education endeavors across the educational landscape have originated from a variety of different organizational sources. This article provides a review of the progress character education from the 18th century up through the 21st.

The bystander intervention model is one approach utilized to reduce risky behaviors within the U.S. Army; however, it is unclear how frequently soldiers experience opportunities to intervene and whether they already intervene in such situations. The present analysis aims to ascertain frequencies for opportunities to intervene and the rates at which soldiers intervene when presented with such opportunities. Soldiers (N = 286) were asked whether they had witnessed particular risky behavior scenarios of interest to the Army (i.e., suicide-related behaviors, alcohol misuse, or sexual harassment/assault) during the previous 2 months and whether they had intervened in those scenarios. Prevalence rates within this sample were calculated to determine the frequency of such situations and subsequent interventions. Logistic regression was used to ascertain any differences in witnessing scenarios by demographic groups. Nearly half (46.8%) of the soldiers reported witnessing at least one scenario involving risky behaviors. Most soldiers who witnessed an event relating to suicide or alcohol misuse also reported consistently intervening (87.9% and 74.4%, respectively), whereas just half consistently intervened in response to scenarios relating to sexual harassment/assault (49.2%). Lower ranking soldiers were twice as likely as higher ranks to witness scenarios involving alcohol misuse (odds ratio = 2.18, 95% confidence interval [1.11, 4.26]) and sexual harassment/assault (odds ratio = 2.21, 95% confidence interval [1.05, 4.62]). These data indicate that soldiers regularly encounter opportunities to intervene in risky behaviors, and while a majority intervened in such scenarios, more training is warranted, particularly around sexual assault and harassment. This supports the notion that bystander intervention training is a worthwhile investment for the Army. [This work was funded by the U.S. Department of the Army's Army Resiliency Directorate.]