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DEOMI STUDENT GUIDE 366 Tuskegee Airmen Drive EOA COURSE Patrick AFB, FL 32925 July 2017 EOA 2000 PRESENTATION SKILLS FOR TRAINING PURPOSES ONLY DO NOT USE ON THE JOB Student Study Guide Presentation Skills DEOMI July 2017 STUDENT STUDY GUIDE The references cited in this lesson are used for training purposes only and support the training objective. Referenced material from non- Federal Government sources may not be used for any purpose other than training. Unless specifically identified as a Department of Defense or other U.S. Government source, DEOMI does not endorse the content of any specific reference material, or the organization that is the source of the material. Reference materials from non-Federal sources are included in this material solely to expose students to varying points of view and to generate discussion. This lesson will provide the education needed to develop the occupational knowledge required to perform the duties of a Special Emphasis Program Manager. The content of this lesson is designed to increase student knowledge while generating academic discussions and debate. The content of this lesson should not be taken out of context. Lesson Overview This lesson will familiarize students with how to prepare for and conduct the types of formal presentations or briefs Equal Opportunity professionals will need to present. This lesson is an introduction to a skill that is improved upon by practice and experience. Students will leave with a basic understanding of how to prepare and present a formal brief. Recommended Reading DEOMI Presentation Skills Handbook References 1. Department of the Air Force. (2004, August 1). Chapter 10, Air Force Speaking. In AFH 33- 337, The Tongue and Quill. Washington, DC: Secretary of the Air Force. Retrieved from http://www.e-publishing.af.mil/pubfiles/af/33/afh33-337/afh33-337.pdf 2. Toastmaster International. 10 Tips for Public Speaking. Retrieved from http://www.toastmasters.org/MainMenuCategories/FreeResources/NeedHelpGivingaSpeech/ Student Instructional Material 1. DEOMI EOA Study Guide 2. DEOMI Presentation Skills Handbook Audiovisual Aids and Equipment 1. Online lesson module – EOA 2000 Presentation Skills Student Study Guide Presentation Skills DEOMI July 2017 2. Computer Terminal Learning Objective Given an online lesson and a study guide, know how to apply the fundamental skills associated with good presentations, with no less than 70% on a Criterion Referenced Test. Enabling Learning Objectives ENABLING LEARNING OBJECTIVES Level of Learning Performance Measure A. Identify the different types of formal briefs. K CRT B. Identify the format used to prepare and present a formal brief. K CRT C. Identify briefing considerations used during a formal brief. K CRT D. Describe types of support material used to conduct a formal brief. K CRT Total Time: 2.5 Hrs Knowledge = K Comprehension = C Application = A Criterion Referenced Test = CRT Written Assignment = W Small Group Experience = SGE Presentation Evaluation = PE Student Study Guide Presentation Skills DEOMI July 2017 PRESENTATION SKILLS A. Types of Formal Briefs The term “formal brief” refers to those times when you will have ample opportunity to prepare the presentation. Most military briefs are done in this format. This doesn't mean write a script and memorize it, but it does require a thorough outline with careful planning and practicing. Specific words and phrases used at the time of delivery are supposed to be spontaneous and sound very natural. A brief can range from simply transmitting information, to motivating people to act, to giving specific instructions. 1. Information Brief a. The purpose of an information brief is to keep the listener abreast of the current situation and supply specific information. Information briefs are designed to inform the listener and gain their understanding and deal with: 1) High priority facts and information requiring immediate action 2) Complex information on complicated plans, systems, statistics, or visuals 3) Controversial information requiring explanation b. Information briefs may include conclusions or recommendations. 2. Advocacy/Decision Brief a. The purpose of an advocacy or decision brief is to persuade an audience to act; produce an answer to a question; or obtain a decision on a specific

problem. b. During an advocacy brief, “sell” your audience on a new idea, new policy, new product or change in current operations by conveying convincing evidence and support. c. During a decision brief you are looking for a decision on your topic. Directly ask for a decision at the brief's conclusion. d. In both of these types of briefs the briefer must be prepared to present: 1) Assumptions 2) Facts 3) Alternative solutions Student Study Guide Presentation Skills DEOMI July 2017 4) Reasons/rationale for recommended solution(s) 5) Coordination involved 6) Visual information e. Advise appropriate staff elements of the commander’s decision after the brief. 3. Staff Brief The purpose of a staff brief is to keep commanders and staff abreast of a situation; secure a coordinated effort and rapidly disseminate information orally; and aid group decision-making. The staff brief is the most widely used and flexible type of brief – used at all levels of command. This type of brief may involve an exchange of information, issuance of directives, or presentation of guidance. 4. Mission Brief The purpose of a Mission Brief is to impart information that is used to elaborate on an order, give specific instructions, or instill an appreciation for the mission. The briefer must exercise care to avoid confusion or conflict with orders. Using maps and graphical representations of situation(s) will help eliminate that confusion or conflict. The format of a mission brief varies from command to command. B. Briefing/Presentation Format Formal briefings or presentations are prepared in a four part format consisting of the introduction, body, conclusion, and transitions which tie together your briefing or presentation. 1. Introduction The introduction is where you “tell them what you’re going to tell them.” The introduction must capture the audience’s attention, announce the purpose, and provide a preview of the briefing. a. In the stage setting remarks (or Attention Step) you should: • Set the tone of the communication, • State the topic/purpose of the brief, • Gain the audience’s attention, and • Establish rapport b. The purpose statement specifically states your purpose, thesis or main point. This is when you tell the audience why the briefing is being given and what is in it for them. c. The overview lists main points to be covered and identifies the areas and depth that each main point will cover. A good overview will: • Preview sequence to the audience Student Study Guide Presentation Skills DEOMI July 2017 • Tie the main points to purpose 2. Body a. The body is where you “tell them what you want to tell them.” It follows a logical sequence that can be topical, chronological, cause and effect, pro/con, etc. b. When writing the body, divide your brief into main points and sub-points. Support your discussion points with relevant and credible facts, testimony, statistics, examples, explanations, etc. 3. Conclusion The conclusion is where you “Tell them what you told them.” A good conclusion includes a summary and a closure statement. The summary statement should review and reemphasize the main points of the body without introducing new ideas. The closure should be made up of positive statements based on your brief and leave the audience with a sense of completion. 4. Transition Transitions tie together the parts of the briefing or presentation. Internal transitions improve the flow between main points and supporting statements while external transitions link separate ideas and sections of the brief into a unified structure. C. Briefing Considerations for a Formal Brief 1. Brief Preparation Follow these essential tips in preparing your brief: a. Know the material: Learn more about the subject than included in the speech. Use humor, personal stories, and conversational language to help remember what to say. b. Practice: Practice! Practice! Rehearse out loud using all of the equipment planned to use. Revise as necessary. Work to control filler words; practice, pause, and breathe. Practice with a timer and allow time for the unexpected. c. Visualize giving the speech: Imagine speaking with a voice that is loud, clear, and confident. Have the initial remarks well in mind. The first few moments are the most difficult; get past these and the rest of the speech will go well. Visualize the audience clapping—it will boost confidence. d. Choice of words: Choose words carefully. The right word in the right place is the keynote of effective speech. Use terms that are common to the

vocabulary of the listeners. If certain complex terms are essential, use them, but define each one Student Study Guide Presentation Skills DEOMI July 2017 e. Length - Be brief and concise. Know what to say and say it. 2. Venue Preparation Don't forget to set up the brief location: a. Arrange seating b. Pre- stage any handouts, displays, or visuals c. Arrange for refreshments, if needed d. Check that equipment is working properly 3. Tips to Avoid Nervousness a. Know the audience: Greet the audience members as they arrive. It’s easier to speak to a group of friends than to strangers. b. Relax: Begin by addressing the audience. It buys time and calms nerves. Pause, smile, and count to three before saying anything (One one-thousand, two one-thousand, three one-thousand, pause, and begin). Transform nervous energy into enthusiasm. c. Don’t apologize for any nervousness or problem—the audience probably never noticed it. d. Concentrate on the message not the medium: Focus attention away from own anxieties and concentrate on the message and the audience. e. Realize that people want you to succeed: Audiences want you to be interesting, stimulating, informative, and entertaining. They’re rooting for you (Toastmasters International, 2012). 4. Speaking Posture a. To ensure a good posture when speaking in public consider the following: 1) Place your feet about shoulder width apart 2) Square your body to the audience 3) Align your shoulder, hips, and knees 4) Don't sway, pace, or shift your weight 5) Your movement should be purposeful Student Study Guide Presentation Skills DEOMI July 2017 6) Gesture around chest or shoulder height and don’t fidget or use distracting mannerisms 7) Maintain a normal, casual facial expression 8) Establish good eye contact. Look for feedback (nods, puzzled looks). This search for feedback will take your mind off yourself and help you focus on the audience. b. Remember, your presence creates a general impression of you as a speaker. 5. Speaking Techniques Just like your posture and gestures, speaking tone can impact how your brief is received. Consider the following to ensure a professional speaking tone: a. Voice quality: Make voice quality more pleasant by developing proper emphasis, making the presentation more intelligible, and providing a pleasing variation that will hold the listener’s attention b. Pitch: Use the pitch level at which you can speak with greatest ease and clarity and then vary this pitch to produce emphasis where needed. c. Volume of voice: Speak loudly enough for all listeners to hear without difficulty. On the other hand, too loud a voice is deafening and the hearing attention soon dulls in selfdefense. d. Rate of Speech: Complex material should be presented slowly. Speaking too fast will make speech unintelligible; speak too slowly and the meaning will suffer. 6. After the Brief a. After the brief, collect brief materials/media and provide your contact information to audience members. b. Depending on the type of brief, be available for further follow-up and questions. D. Types of Support Material Used to Conduct a Formal Brief 1. Types of Support Material Support materials can be used to prepare the audience and better illustrate complex subjects. Producing and gathering appropriate support materials is an important part of your briefing preparation. Student Study Guide Presentation Skills DEOMI July 2017 a. Read-Ahead Material: Read-ahead material can include an agenda and/or any background materials needed to prepare the listener before hearing the formal presentation (Department of the Air Force, 2004). b. Point, Talking, and Position Paper 1) Point Paper – a memory tickler or quick-reference outline used during meetings or to informally pass information quickly to another person or office. 2) Talking Paper – a quick-reference outline on key points, facts, positions, questions to use during oral presentations and speeches. 3) Position Papers – publish the official beliefs and recommendations of a group. Commonly, a position paper substantiates the opinions or positions put forward with evidence from an extensive objective discussion of the topic. c. Visual Aids Visuals can make complex issues clearer 1) General considerations a) Audience should be able to quickly look at visual aid and get the point b) Think about visual aids from the perspective of the audience c) Make it professional, neat, and organized d) Visual aid should be pertinent to speech 2) There are various types

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of visual aids: a) Props b) Media clips (e.g., movies, music, newsreels) c) Charts/graphs d) Butcher paper/dry erase board e) Handouts 3) When developing a PowerPoint® presentation, ensure it: Student Study Guide Presentation Skills DEOMI July 2017 a) Is easy to see b) Is easy to understand c) Looks professional d) Is not distracting e) Is appropriate (Department of the Air Force, 2004). SUMMARY The following topics were presented in this lesson: A. Identify the different types of formal briefs. B. Identify the format used to prepare and present a formal brief. C. Identify briefing considerations used during a formal brief. D. Describe types of support material used to conduct a formal brief. END OF LESSON DEOMI STUDENT STUDY GUIDE 366 Tuskegee Airmen Drive EOA COURSE Patrick AFB, FL 32925 January 2017 EOA 3350 RELIGIOUS DIVERSITY/ACCOMMODATION FOR TRAINING PURPOSES ONLY DO NOT USE ON THE JOB Student Study Guide Religious Diversity DEOMI January 2017 STUDENT STUDY GUIDE The references cited in this lesson are used for training purposes only and support the training objective. Referenced material from non-Federal Government sources may not be used for any purpose other than training. Unless specifically identified as a Department of Defense or other U.S. Government source, DEOMI does not endorse the content of any specific reference material, or the organization that is the source of the material. Reference materials from non-Federal sources are included in this material solely to expose students to varying points of view and to generate discussion. This lesson will provide the education needed to develop the occupational knowledge required to perform the duties of an Equal Opportunity Advisor (EOA). The content of this lesson is designed to increase student knowledge while generating academic discussions and debate. The content of this lesson should not be taken out of context. Lesson Overview Understanding religion and its diversity, especially within your unit, will help you assist leaders when they are faced with issues of religious accommodation and discrimination. This course includes one lesson of instruction: Religious Diversity/Accommodation. Within this lesson are topics of content that address the sample behaviors for the course objective. Each topic includes non- graded progress checks to review and reinforce key teaching points. Recommended Reading 1. Department of Defense. (2014). DoD Instruction 1300.17 Accommodations of religious practices within the military services. (Incorporating change 1, Jan. 22, 2014). Retrieved from https://www.deomi.org/EOAdvisorToolkit/documents/DODI_1300_17.pdf 2. The White House Office of the Press Secretary. (1997). Guidelines on Religious Exercise and Religious Expression in the Federal Workplace. Retrieved from http://clinton2.nara.gov/WH/New/html/19970819-3275.html References 1. Department of Defense. (2014). DoD Instruction 1300.17 Accommodations of religious practices within the military services. (Incorporating change 1, Jan. 22, 2014). Retrieved from https://www.deomi.org/EOAdvisorToolkit/documents/DODI_1300_17.pdf 2. Department of Defense. (2012). DoDI 1000.29, DoD civil liberties program. Retrieved from http://www.dtic.mil/whs/directives/corres/ins1.html 3. Department of Defense. (2007). DoDI 1300.06, Conscientious objectors. Retrieved from http://www.dtic.mil/whs/directives/corres/ins1.html 4. Department of Defense. (1997). DoDD 1350.02, Military equal opportunity (MEO) program. Retrieved from http://www.dtic.mil/whs/directives/corres/ins1.html Student Study Guide Religious Diversity DEOMI January 2017 5. Department of Defense, United States Entrance Processing Command. (2009). USMEPCOM Regulation 601-23, Personnel procurement enlistment processing. Retrieved from http://www.ebooks-go.com/pdf/b2de9s/ 6. Equal Employment Opportunity Commission. (2008). EEOC compliance manual (915.003). Retrieved from www.eeoc.gov/policy/docs/retal.html 7. Justia. (2015). United States v. Seeger 380 U.S. 163 (1965). Retrieved from https://supreme.justia.com/cases/federal/us/380/163/case.html 8. Justia. (2015). Welsh v. United

States, 398 U.S. 333 (1970). Retrieved from https://supreme.justia.com/cases/federal/us/398/333/case.html 9. National Constitution Center. (2015). Amendment 1: Freedom of religion, speech, press, assembly, and petition. Retrieved from http://constitutioncenter.org/constitution/theamendments/amendment-1-freedom-of-religion-press- expression 10. U. S. Air Force Instruction. (2010). AFI 36-2706, AFRCSUP1_I, 2005, Military equal opportunity (MEO) program. Retrieved from http://www.deomi.org/EOAdvisorToolkit/airforce.cfm 11. U. S. Army. (2010). AR 600-20, Army command policy. Retrieved from http://www.deomi.org/SearchResult.cfm?cx=007679690942052607701%3Aahbg1diqpoo&c of=FORID %3A11&ie=UTF-8&q=AR+600-20&sa=Go 12. U. S. Coast Guard. (1994). COMDTINST M1730.4B, Religious ministries within the Coast Guard. Retrieved from http://search.www.uscg.mil/search? affiliate=uscg&query=COMDTINST+M1730.4B 13. U.S. Government Publishing Office. (2015). Uniformed Code of Military Justice, Chapter 47, Title 10. Retrieved from http://www.gpo.gov/fdsys/granule/USCODE-2010- title10/USCODE-2010-title10-subtitleA-partII- chap47/content-detail.html 14. U.S. Navy, Secretary of the Navy. (2008). SECNAVINST 1730.8B, Accommodation of religious practices. Retrieved from http://www.deomi.org/DiversityMgmt/RelAccomMilitary.cfm 15. U.S. Navy.(2015). SECNAVINST 5350.16A Equal opportunity within the department of the navy. Retrieved from http://doni.daps.dla.mil/_layouts/1033/searchresults.aspx 16. White House Office of the Press Secretary. (1997). Guidelines on religious exercise and religious expression in the federal workplace. Retrieved from http://clinton2.nara.gov/WH/New/html/19970819-3275.html Student Instructional Material DEOMI Study Guide Audiovisual Aids and Equipment 1. Online lesson module – EOA 3350 Religious Diversity and Accommodation 2. Computer, screen, and audio speakers Student Study Guide Religious Diversity DEOMI January 2017 Terminal Learning Objective Given an online lesson and a study guide, know how religious discrimination impacts mission effectiveness with no less than 70% accuracy on a criterion referenced test. Enabling Learning Objectives ENABLING LEARNING OBJECTIVES Level of Learning Performance Measure A. Define religion as described in DoD Directive 1350.2. K CRT B. Recall how DoD addresses religious accommodation requests. K CRT C. Recall how to recognize religious discrimination. K CRT D. Identify strategies to combat religious discrimination in the military. K CRT K = Knowledge C = Comprehension A = Application CRT = Criterion Referenced Test W = Written Assignment SGE = Small Group Experience PE = Presentation Evaluation Student Study Guide Religious Diversity DEOMI January 2017 RELIGIOUS DIVERSITY A. Definitions 1. DoD Directive 1350.2 defines religion as: a. The Department of Defense places a high value on the rights of members of the Military Services to observe the tenets of their respective religions, or no religion at all. b. DoD Directive 1350.2 defines religion as: c. "A personal set or institutionalized system of attitudes, moral or ethical beliefs, and practices that are held with the strength of traditional religious views, characterized by ardor and faith, and generally evidenced through specific religious observances." d. The definition offered in the DoDD 1350.2 is what is known as a functional, rather than a substantive, definition; in other words, it does not seek to tell us what religion is, but rather what religion does. 2. Derivation (DoD Religion Definition Origin) This definition developed as a result of two Supreme Court cases that dealt with conscientious objectors, U.S. v. Seeger, 380 U.S. 163 (1965) and Welsh v. U.S., 398 U.S. 333 (1970). The court decided it was unconstitutional to confine conscientious objector status only to those who are religious in the traditional theistic sense (e.g., Presbyterian, Roman Catholic, Jewish, Muslim), while those who follow non-theistic religious faiths (e.g., Buddhists). The court also decided that non-religious men and women may also hold passionate and ethically-based objections to serving in combat or in the military. In coming to this conclusion, the

justices broadened the definition of religion to be used by the court, as well as the scope of those protected by that definition. 3. Functional Definition of Religion a. It seeks to convey the substance of what religion does, what it looks like in action, rather than telling us what religion is (which would be a substantive definition). Because of its functional nature, the definition focuses on the dynamics of belief and the level of commitment one has to a set of beliefs. As a result, the definition embraces individuals and groups— those who hold individual spiritual views, large groups and organizations that profess theistic beliefs (e.g., the Roman Catholic Church, Sunni and Shi'a Islam, Judaism), and, as noted earlier, protects those who profess atheistic beliefs as well. b. The following instructions and regulations include the same functional definition: • AR 600-20 (Command Policy); • SECNAVINST 5350.16A (Equal Opportunity Within the Department of the Navy); Student Study Guide Religious Diversity DEOMI January 2017 • AFI 36-2706 (Military Equal Opportunity Program). • U.S. Marine Corps is guided by SECNAVINST 5350.16A. 5. Faith Groups a. The Establishment Clause of the First Amendment of the U.S. Constitution (“Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof” or “abridging the freedom of speech, or of the press; or of the people peaceably to assemble, and to petition the Government for a redress of grievances,”[National Constitution Center, 2015.]) has been interpreted to mean, in part, that the Federal Government (including the military) may not decide which religions are legitimate and which are not. b. The Internal Revenue Service possesses a list of faith groups, but this list includes only those groups whose members have requested tax-exempt status. Not all faith groups desire or request such status. c. Data reflected by the Defense Manpower Data Center (DMDC) identifies only what servicemembers voluntarily elect to share and therefore cannot be considered definitive or exact. This information is collected only at Military Entrance Processing Stations (MEPS) and is not updated, except at the specific request of the servicemember. d. Various DoD instructions include lists of faith groups, but these are for software coding purposes only; they are neither definitive nor exclusive. e. Chaplain representation reflects only those faith groups who choose to endorse chaplains and have put forward candidates who meet DoD standards regarding education, physical fitness, age, etc f. The Veterans Administration (VA) maintains a list of faith group symbols that may be placed on federally-funded grave markers, but this list reflects only those faith groups whose members have applied for inclusion of their symbol(s) on the list. As of 2015, a total of 61 symbols have been approved. B. Accommodations 1. DoD Accommodations Policy: a. The Department of Defense places a high value on the rights of members of the military services to observe the tenets of their respective religions, or no religion at all. b. It is DoD policy that requests for accommodation of religious practices should be approved by commanders when accommodation will not have an adverse impact on military necessity to include mission accomplishment, military readiness, unit cohesion, standards, or discipline. Student Study Guide Religious Diversity DEOMI January 2017 c. The new policy states that military departments will accommodate individual expressions of sincerely held beliefs (conscience, moral principles, or religious beliefs) of service members unless they have an adverse effect on military readiness, mission accomplishment, unit cohesion, and good order and discipline (DoD Instruction 1300.17, Accommodations of Religious Practices within the Military Services). d. Servicemembers submitting requests for accommodation of religious practices will comply with the policy, practice, or duty from which they are requesting accommodation, including refraining from beginning unauthorized grooming and appearance practices, wearing unauthorized apparel, or applying unauthorized body art, unless and until the request is approved. e. Because the military is a specialized community within the United States, governed by a discipline separate from that of the rest of society, the importance of uniformity and adhering to standards, of putting unit before self, is more significant and needs to be

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carefully evaluated when considering each request for accommodation of religious practices. It is particularly important to consider the effect on unit cohesion. f. All requests for accommodation of religious practices will be assessed on a case-by-case basis. g. Each request must be considered and based on: 1) Sincerely-held beliefs of the requestor 2) Its unique facts 3) The nature of the requested religious accommodation 4) The effect of approval or denial on the servicemember’s exercise of religion 5) The effect of approval or denial on mission accomplishment, including unit cohesion Important note: Saying “yes” to a request for a religious accommodation can increase individual and family readiness; therefore, supporting mission readiness. h. Immediate commanders may resolve requests for accommodation of religious practices that do not require a waiver of military department or service policies regarding the wearing of military uniforms, the wearing of religious apparel, or grooming, appearance, or body art standards. i. Requests that require a waiver will be forwarded to the respective military department for approval. j. Servicemember’s expression of sincerely-held beliefs (conscience, moral principles, or religious beliefs) may not be used as the basis of any adverse personnel action, discrimination, or denial of promotion, schooling, training, or assignment. 2. Accommodation Procedures Student Study Guide Religious Diversity DEOMI January 2017 a. Military commanders should consider the following factors when determining whether to grant a request: 1) The importance of military requirements in terms of mission accomplishment, including military readiness, unit cohesion, good order, discipline, health, and safety 2) The religious importance of the accommodation to the requester 3) The cumulative impact of repeated accommodations of a similar nature 4) Alternative means available to meet the requested accommodation. 5) Previous treatment of the same or similar requests, including treatment of similar requests made for other than religious reasons. b. If a waiver of current Service policy is required to approve a request, the decision authority rests with the Secretary concerned. c. When a request for accommodation is not approved, and continued tension between the unit’s requirements and the individual’s religious practices is apparent, administrative actions should be considered. d. Based on the needs of the military service, administrative actions that may be considered include assignment, reassignment, reclassification, or separation. e. Worship practices, holy days, and Sabbath or similar religious observance requests will be accommodated to the extent possible consistent with mission accomplishment. f. Religious beliefs shall be included as a factor for consideration when granting separate rations (meals). g. Religious beliefs shall be considered as a factor for the waiver of required medical practices, subject to military requirements including medical risks to the unit. h. Individual service uniform/grooming implementing regulations are the authority per law and DoD policy. i. Members may wear items of religious apparel while in uniform, except where the items would interfere with the performance of military duties or the item is not neat and conservative. j. When evaluating religious accommodation requests regarding grooming (e.g., hair length and styles) and body art, factors to consider include whether approving the accommodation would: Student Study Guide Religious Diversity DEOMI January 2017 1) Impair the safe and effective operation of weapons, military equipment, or machinery 2) Pose a health or safety hazard to the servicemember wearing the religious apparel and/or others 3) Interfere with the wear or proper function of special or protective clothing or equipment (e.g., helmets, flak jackets, flight suits, camouflaged uniforms, protective masks, wet suits, and crash and rescue equipment) 4) Otherwise impairs the accomplishment of the military mission C. Discrimination Religious discrimination is behavior in which a person or group is treated differently because of what they do or do not believe. This behavior can be seen in the following ways: 1. Discounting - This occurs when another person's religious practice or values—dissimilar to one's own— are dismissed, or discounted, as less important. This can translate into denial of that person's

opportunity to practice his/her own beliefs, or a tendency to think a person is trying to gain special privileges. 2. Religious Jokes and Slurs - These are similar to racial or ethnic jokes, with a religious theme. 3. Mandating - Overtly or covertly requiring a person to participate in a religious service or public prayer (e.g., at a staff meeting or mandatory formation). Mandating worship, prayer, or any other religious behavior constitutes discrimination against those who do not wish to worship, pray, or engage in religious behavior. 4. Stereotyping - Religion is as much a source of stereotypes as race, gender, and other factors. 5. Exclusion - Refusing to associate with people because of their religious beliefs. 6. Ignoring - Failing to recognize and address legitimate religious needs, such as providing alternative services or considering the religious or worship needs of individuals of faith, or the needs of those with no faith. 7. Indifference - Lack of concern for those with religiously-focused concerns, to include those who wish to be free from religion. 8. Harassment - Religious speech, to include sharing one's faith with others, is as free and protected as any other speech. Where that freedom and protection ends, however, is when evangelizing or proselytizing activities conducted by a servicemember becomes harassment. 9. Religious Discrimination Impact Student Study Guide Religious Diversity DEOMI January 2017 a. Individuals who feel they are experiencing religious discrimination may lose some, or all, of their motivation to serve. They may suffer at the hands of those who discriminate, losing promotion opportunities, suffering unnecessary disciplinary actions, or being ostracized by other unit members. b. The unit in which religious discrimination occurs will suffer morale problems and, as a result, may experience losses in time, human resources, money (especially if a lawsuit is filed), and even disruption of operations. D. Strategies to Combat Religious Discrimination As a professional, you have a responsibility to be conversant with religious issues within your unit. A number of strategies exist to ensure you can discuss religious accommodation and/or discrimination issues with your commander and other leaders with intelligence and insight Involvement can prevent or help to resolve religious accommodation and discrimination issues. This will create greater unit cohesion and better morale. 1. EOA Strategies a. Do some research on various faith groups, or get together with a unit member whose faith is new to you and learn what that person believes and practices. b. Be aware and capable of advising about religious issues within your unit, or the military as a whole, as well as national trends. c. Research unit religious demographics and keep commanders aware of issues that pertain to the religious groups within your unit. d. Work with unit chaplain. 2. Stress to commanders and other unit leaders the: a. Importance of religious faith, and the accommodation thereof b. Rights of those who do not profess a religious faith (atheists, agnostics, humanists). 3. Importance of understanding DoDI 1300.17 and regulations, policies, and directives as these apply to possible or actual religious discrimination. 4. Ensure all unit members understand the overarching importance of the military mission. Student Study Guide Religious Diversity DEOMI January 2017 SUMMARY The following topics were presented in this lesson: A. Define religion as described in DoD Directive 1350.2. B. Recall how DoD addresses religious accommodation requests. C. Recall how to recognize religious discrimination. D. Identify strategies to combat religious discrimination in the military. END OF LESSON DEOMI STUDENT STUDY GUIDE 366 Tuskegee Airmen Drive EOA COURSE Patrick AFB, FL 32925 January 2017 EOA 3700 SEXUAL ASSAULT PREVENTION AND RESPONSE (SAPR) FOR TRAINING PURPOSES ONLY DO NOT USE ON THE JOB Student Study Guide SAPR DEOMI January 2017 STUDENT STUDY GUIDE The references cited in this lesson are used for training purposes only and support the training objective. Referenced material from non-Federal Government sources may not be used for any purpose other than training. Unless specifically identified as a Department of Defense or other U.S. Government source,

DEOMI does not endorse the content of any specific reference material, or the organization that is the source of the material. Reference materials from non-Federal sources are included in this material solely to expose students to varying points of view and to generate discussion. This lesson will provide the education needed to develop the occupational knowledge required to perform the duties of an Equal Opportunity Advisor (EOA). The content of this lesson is designed to increase student knowledge while generating academic discussions and debate. The content of this lesson should not be taken out of context. Lesson Overview This lesson will provide information for participants to understand the definitions and differences between sexual assault and sexual harassment, to clarify the EOA’s role, and to identify reporting options and requirements. Recommended Reading None References 1. Herb, M., & Kurta, T. (2013). SEXUAL ASSAULT: A Fleet Readiness Problem. U.S. Naval Institute Proceedings, 139(7), 48-52. 2. Department of Defense. (2003). Department of Defense Directive (DoDD) 1350.02: Department of Defense Military Equal Opportunity (MEO) Program. Retrieved from http://www.dtic.mil/whs/directives/corres/pdf/135002p.pdf 3. Department of Defense. (2014a). 2014- 2016 Sexual Assault Prevention Strategy. Retrieved from http://sapr.mil/public/docs/prevention/DoD_SAPR_Prevention_Strategy_2014- 2016.pdf 4. Department of Defense. (2014b). Department of Defense Instruction (DoDI) 6495.02: Sexual Assault Prevention and Response Program Procedures Change 1, February 2014. Retrieved from http://www.sapr.mil/public/docs/instructions/DoDI_649502_20140212.pdf 5. Department of Defense. (2014c). Report to the President of the United States on Sexual Assault Prevention and Response. Washington, D.C. 6. Department of Defense. (2015a). DoD Safe Helpline: Effects of Sexual Assault. Retrieved from https://www.safehelpline.org/effects-of-sexual-assault.cfm 7. Department of Defense. (2015b). Department of Defense Annual Report on Sexual Assault in the Military: Fiscal Year 2014. Retrieved from Student Study Guide SAPR DEOMI January 2017 http://sapr.mil/public/docs/reports/FY14_Annual/FY14_DoD_SAPRO_Annual_Report_on_ Sexual_Assault.pdf 8. Department of Defense. (2015c). Department of Defense Directive (DoDD) 6495.01. Sexual Assault Prevention and Response (SAPR) Program. Change 2, January 20, 2015. Retrieved from http://www.dtic.mil/whs/directives/corres/pdf/649501p.pdf 9. Department of Defense. (2015d). Statistical Data on Sexual Assault FY 2014. Retrieved from http://sapr.mil/public/docs/reports/FY14_Annual/FY14_Annual_Report_Appendix_A.pdf 10. U.S. Department of Homeland Security. (2012, April). Commandant Manual M1754.10D Sexual Assault Prevention and Response (SAPR) Program. Washington, D.C. Student Instructional Material 1. DEOMI EOA Study Guide Audiovisual Aids and Equipment 1. Online learning module – EOA 3700 Sexual Assault Prevention and Response 2. Computer, screen, and audio speakers Student Study Guide SAPR DEOMI January 2017 Terminal Learning Objective Given an online lesson and a study guide know how sexual assault affects military readiness with no less than 70% accuracy on a criterion referenced test (CRT). Enabling Learning Objectives ENABLING LEARNING OBJECTIVES Level of Learning Performance Measure A. Recognize the difference between sexual harassment and sexual assault. K CRT B. Identify the myths and misconceptions associated with sexual assault. K CRT C. Describe the effects of sexual assault on military readiness. K CRT D. Recognize DoD policies and strategies to prevent sexual assault. K CRT E. Recognize reporting and referral options for sexual assault victims. K CRT K = Knowledge C = Comprehension A = Application CRT = Criterion Referenced Test W = Written Assignment SGE = Small Group Experience PE = Presentation Evaluation Student Study Guide SAPR DEOMI January 2017 SAPR A. Recognize the Difference Between Sexual Harassment and Sexual Assault 1. Sexual assault and sexual harassment are not the same, although there are connections. Sexual assault is a violent crime and is

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defined as, “Intentional sexual contact characterized by the use of force, threats, intimidation, or abuse of authority or when the victim does not or cannot consent.” The term “sexual assault” includes a broad category of sexual offenses consisting of the following specific UCMJ offenses: Rape, sexual assault, aggravated sexual contact, abusive sexual contact, forcible sodomy (forced oral or anal sex), or attempts to commit these acts. Sexual assault can occur without regard to gender, spousal relationship, or age of the victim. The UCMJ lists a number of crimes under sexual assault (Department of Defense, 2015c). You may recall that Sexual Harassment is a form of sex discrimination that involves unwelcome sexual advances, request for sexual favors, and other verbal or physical conduct of a sexual nature. Refer back to the Sexual Harassment lesson if you’d like to solidify your understanding of that content. a. Examples of Sexual Assault 1) Grabbing genitalia without permission 2) Making someone give or receive oral sex (forcible sodomy) 3) Touching a person for sexual gratification while he/she is incapacitated 4) Threatening or coercing someone to have sex 5) Penetrating someone with an object without consent 6) Having sex with someone without consent b. Examples of Sexual Harassment 1) Verbal comments 2) Obscene or sexually explicit media 3) Nonverbal actions 4) Physical touching 5) Unwanted requests to perform sexual acts or sexual favors Student Study Guide SAPR DEOMI January 2017 2. Consent Training programs primarily discuss what to do before or after an incident and place the primary responsibility for action on the victim. One approach is to change the attitude toward what constitutes consent. If service members and civilians understand the meaning of consent, they can help prevent sexual assault. Consent is a freely-given agreement to the conduct at issue by a competent person. There is NO consent in the following situations: a. An expression of lack of consent through words or conduct means there is no consent. b. Lack of verbal or physical resistance or submission resulting from the use of force, threat of force, or placing another person in fear does not constitute consent. c. A current or previous dating or social or sexual relationship by itself, or the manner of dress of the person involved with the accused in the sexual conduct at issue, shall not constitute consent. d. A sleeping, unconscious, or incompetent person cannot consent (Department of Defense, 2015c). 3. Role of Alcohol While many sexual assaults occur without the involvement of alcohol, alcohol adversely affects decision-making and impulse control. Alcohol degrades one’s ability to identify and counter threats in the environment, which may impair the response of those bystanders who could assist an intended victim or deter a potential offender. Effective prevention also requires an understanding of the role alcohol plays in the perpetration of sexual violence. In addition, alcohol may be used by the alleged offender as a weapon to reduce a victim’s resistance or fully incapacitate a victim (Department of Defense, 2014a). 4. Continuum of Harm The Continuum of Harm represents the environment and potential for harm where people live, work, and spend their lives. As illustrated in the figure, on the left side of the continuum is a healthy environment. As one moves to the right, behaviors and misconduct that detract from a healthy environment increase in severity, and range from such problems as sexism, objectification, and sexual harassment, to inappropriate touching and sexual violence. The bottom of the continuum illustrates the capabilities that DoD has in place to prevent, correct, and respond to harmful behaviors. The behaviors that fall within the domain of EOA response capabilities are instances of Student Study Guide SAPR DEOMI January 2017 Sexual Harassment, such as: a. Gender-focused jokes, sexual comments and jodies, and vulgar pictures b. Seductive behavior and inappropriate advances c. Threats, blackmail, and sexual bribery Instances of Sexual Assault are referred to the Sexual Assault/Spouse Abuse Resource Center (SARC) and/or Military Criminal Investigative Organization (MCIO) and Judge Advocate (JA) offices (Department of Defense, 2014b). B. Identify the Myths and Misconceptions Associated with Sexual Assault There are numerous myths and misconceptions regarding sexual assault. Most sexual assault myths shift blame from the

perpetrator to the victim; as a result, victims are less likely to report assaults or receive adequate care. Here are some common myths about sexual assault. 1. Myth: The primary victims of sexual assault in the military are women. Fact: While rates of unwanted sexual contact are higher for women than men, recent surveys estimate that thousands of men are victimized every year; in the DoD, sexual assault is a gender neutral crime. 2. Myth: Most sexual assault allegations are false. Fact: The best, scientifically- sound, civilian research shows that between 2% to 8% of sexual assault allegations turn out to be false – meaning no sexual assault was attempted or completed. This means that there is a 92% to 98% chance that a victim is telling the truth. 3. Myth: Most sexual assaults leave the victim visibly battered and bruised. Fact: The vast majority of sexual assaults do not leave visible injury on the victim. Injuries that do occur often heal quite rapidly— especially injuries occurring to the genitalia. Psychological trauma is more likely to occur during a sexual assault. This “invisible” injury may only be detectable weeks later in the victim’s behavior, as he or she attempts to cope with lasting life changes caused by the incident. 4. Myth: Prosecution is the best means of sexual assault prevention. Fact: Research shows many sex offenders choose to believe that their behavior is not criminal or punishable. Consequently, many offenders are not deterred by the prospect of punishment. Prevention is more likely to be achieved when prosecution and punishment are combined with interventions that interfere with an offender’s ability to complete a criminal act. The DoD uses bystander intervention to give Servicemembers the knowledge and skills necessary to recognize situations at risk for sexual assault and to safely take action to prevent Student Study Guide SAPR DEOMI January 2017 the crime (Department of Defense, 2014b) C. Describe Effects of Sexual Assault on Military Readiness 1. Sexual assault is a personal and destructive crime. Its effects can be psychological, emotional, and/or physical. While there is not one “normal” reaction to sexual assault, here are some common effects at the individual level (Department of Defense, 2015a): a. Depression b. Eating Disorders c. PTSD d. Self Harm e. Sleep Disturbance f. Substance Abuse g. Suicide 2. A unit’s military readiness is highly dependent on the quality and quantity of its personnel. Sexual assault directly and indirectly diminishes readiness. Sexual assault creates a unit environment where the following problems manifest: a. Unsafe conditions – A safe work environment cannot exist when men and women are at risk to sexual assault b. Inability to focus - Current readiness is degraded because service members cannot concentrate solely on the unit mission if they must focus on ensuring their personal safety. Commanders and leadership spend increasing amounts of time educating and training the force on these issues. Senior leadership is consumed with the legal and public investigations of sexual assault allegations. c. Recruiting and retentions issues – Servicemen and women will lose motivation to join or stay in organizations with an environment where sexual assault is prevalent (Herb, 2013). The stakes are high, so prevention is critical. Everyone has a responsibility to prevent sexual assault including EO professionals. D. Recognize DoD policies and strategies to prevent sexual assault. 1. Oversight of the Department’s Sexual Assault Prevention and Response programs is the responsibility of the Sexual Assault Prevention and Response Office, or SAPRO. As an EO Student Study Guide SAPR DEOMI January 2017 professional it is important to know these policies because you may be required to advise command elements on SAPR policies and refer victims to their Service SAPRO. The DoD Sexual Assault Prevention and Response Office (SAPRO): a. Develops policy and programs to improve prevention efforts, b. Sets training standards and assesses whether those standards have been met, c. Enhances treatment and response to victims, and ensures system accountability, d. Collaborates closely with services and numerous outside organizations to fully implement those policies and programs. The DoD SAPR mission is to prevent and respond to the crime of sexual assault to enable the military readiness and reduce—with a goal to eliminate—sexual assault from the military. 2. In an effort to establish shared

understandings of prevention, the DoD adopted the U.S. Centers for Disease Control and Prevention (CDC) definition of prevention as it applies to sexual violence. The CDC identifies three levels of prevention based on when the prevention efforts occur: a. Primary Prevention: Approaches that take place before sexual violence has occurred to prevent initial perpetration b. Secondary Prevention: Immediate responses after sexual violence has occurred to address the early identification of victims and the short-term consequences of violence c. Tertiary Prevention: Long-term responses after sexual violence has occurred to address the lasting consequences of violence and sex offender treatment interventions. The DoD places primary prevention at the core of its focus in developing prevention- related tasks and initiatives that seek to reduce, with the goal to eliminate, the factors leading to, or associated with, sexual violence, thereby stopping the crime before it occurs. Hence, prevention programs will not rely solely on training and education of individuals considered to be at risk and/or harm reduction activities (formerly risk reduction). Primary prevention involves empowered and competent individuals interacting in an environment that has been sustained to promote the best possible outcomes (Department of Defense, 2014a). 3. The DoD’s sexual assault prevention is more than risk management. It takes a broad community approach encompassing all personnel at every level to end sexual assault throughout the DOD with a focus on these goals and end states: a. Prevention Prevention Goal - Deliver consistent and effective prevention methods and programs. Student Study Guide SAPR DEOMI January 2017 Prevention Endstate - Cultural imperatives of mutual respect and trust, professional values, and team commitment are reinforced to create an environment where sexual assault is not tolerated, condoned, or ignored. b. Investigation Investigation Goal - Achieve high competence in the investigation of sexual assault. Investigation Endstate - Investigative resources yield timely and accurate results. c. Accountability Accountability Goal - Achieve high competence in the prosecution of sexual assault. Accountability Endstate - Perpetrators are held appropriately accountable. d. Advocacy/Victim Assistance Advocacy/Victim Assistance Goal - Deliver consistent and effective victim support, response, and reporting options. Advocacy/Victim Assistance Endstate - DoD provides high quality services and support to instill confidence and trust, strengthen resilience, and inspire victims to report. e. Assessment Assessment Goal - Effectively standardize, measure, analyze, assess, and report program progress. Assessment Endstate - DoD incorporates responsive, meaningful, and accurate systems of measurement and evaluation into every aspect of SAPR. 4. Sexual assault does not just happen. It grows out of an environment where the perpetrator thinks his actions, attitudes, and behaviors are being condoned. The DoD has launched a serious effort to get its people to engage in active bystander intervention to prevent sexual assault. a. Active bystanders take the initiative to help someone who may be targeted for a sexual assault by a predator b. Active bystanders also take the initiative to help friends who aren’t thinking clearly from becoming perpetrators of a crime c. Intervention doesn’t mean that you only step in to stop a crime in progress; rather, these steps are early intervention, before the crime began. To shut down potential perpetrators, all equal opportunity professionals need to show by example that even small behaviors or attitudes that could build a negative climate of sexual violence are absolutely unacceptable. Equal opportunity professionals can exert considerable influence by: Student Study Guide SAPR DEOMI January 2017 • Keeping commanders aware of their organization’s climate through ongoing assessments and assisting them in formulating action plans for resolution. • Helping them foster an atmosphere of mutual respect, trust, and teamwork. • Being a change agent by dispelling sexual assault myths and misconceptions. In addition equal opportunity professionals provide expertise to commanders so they can create an environment intolerant to sexual assault. An EO professional may assist a commander to: • Monitor the organization’s SAPR climate and respond with appropriate action toward any negative

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trends that may emerge, • Identify and remedy environmental factors specific to the location that may facilitate the commission of sexual assaults (e.g., insufficient lighting), • Emphasize sexual assault prevention training for all assigned personnel, and • Establish prevention training that focuses on identifying the behavior of potential offenders. E. Recognize Reporting and Referral Options for Sexual Assault Victims Servicemembers and military dependents 18 years and older who have been sexually assaulted have two reporting options: unrestricted reporting or restricted reporting. 1. Unrestricted Report: If a victim elects this reporting option, a victim may not change from an Unrestricted Report to a Restricted Report. Unrestricted reporting of sexual assault is favored by the DoD. a. Command and law enforcement are notified b. An investigation is initiated c. Legal proceeding usually follows if there is sufficient evidence d. A Sexual Assault Response Coordinator (SARC) shall be notified, respond or direct a SAPR Victim Advocate (SAPR VA) to respond; assign a SAPR VA e. Victim is offered healthcare treatment and a Sexual Assault Forensic Examiner (SAFE) Student Study Guide SAPR DEOMI January 2017 2. Restricted Report: For victims of sexual assault who wish to confidentially disclose the crime to specifically identified individuals without triggering the official investigative process. Victims who desire restricted reporting under this policy must use one of the following reporting avenues: Sexual Assault Response Coordinator (SARC), SAPR Victim Advocate (SAPR VA), or healthcare personnel. If a victim elects this reporting option, a victim can change from a Restricted Report to an Unrestricted Report at any time. Victims receive healthcare treatment and the assignments of a SARC and a SAPR VA. A victim’s communication with another person (e.g., roommate, friend, family member) does not necessarily prevent the victim from later electing to make a Restricted Report. Restricted Reporting is confidential, not anonymous reporting. However if the person to whom the victim confided the information (e.g., roommate, friend, family member) is in the victim’s officer and noncommissioned officer chain of command or DoD law enforcement, there can be no Restricted Report (Department of Defense, 2015d). 3. SAPR Services a. All Servicemembers, including victims prior to enlistment or commissioning (unrestricted and restricted reporting) except for cases that fall under FAP (e.g. dependents 17/below, or when perpetrated by a family member, or domestic/intimate partner.) Note: DoD policy currently does not cover retirees b. Adult military dependents (unrestricted and restricted reporting) except for cases that fall under FAP (e.g. dependents 17/below, or when perpetrated by a family member, or domestic/intimate partner.) c. Non-military individuals (unrestricted reporting only): DoD civilians and their adult family members, and DoD contractors stationed OCONUS and eligible for treatment in the Military Health Services (MHS) d. In situations where the victim is not eligible for SAPR services, SAPR personnel can make referrals to local agencies, e.g. Rape Crisis Centers, etc. 4. In FY 2014, the Military Services received a total of 6,131 reports of sexual assault involving Servicemembers as either victims or subjects, which represents an 11% increase from the reports made in FY 2013. Female victims made the majority of reports (79% women; 20% men; 1% data not available). The Military Services received 4,660 Unrestricted Reports involving Service members as either victims or subjects, a 10% increase from FY 2013. Of the 4,660 Unrestricted Reports, 135 (3%) were made for incidents that occurred before the victim entered military service. The Military Services initially received 1,840 Restricted Reports involving Service Members as either victims or subjects, a 23% increase from FY 2013. Three hundred sixty-nine (20%) Student Study Guide SAPR DEOMI January 2017 of the initial Restricted Reports later converted to Unrestricted Reports. These converted Restricted Reports are now counted with the Unrestricted Reports. There were 1,471 reports remaining Restricted at the end of FY 2014. Of these reports remaining Restricted, 381 (26%) were made for incidents that occurred before the victim entered military service. Per the victim’s request, the reports remaining Restricted were confidential and were

not investigated. The identities of the subjects are not recorded with Restricted Reports. Of the 4,660 Unrestricted Reports made to DoD in FY 2014, the majority of offenses alleged were in three categories: rape; aggravated sexual assault/sexual assault; and abusive sexual contact. MCIOs categorize Unrestricted Reports by the most serious offense alleged in the report, which may not ultimately be the same offense for which evidence supports a misconduct charge, if any. The pie-chart shows the proportions of offenses as originally alleged in Unrestricted Reports in FY 2014 (Department of Defense, 2015e). In FY 2014, there were 4,768 Service Member victims who made an Unrestricted or Restricted Report of sexual assault for an incident that occurred during military service, a 16% increase from FY 2013. Based on estimated past-year prevalence rates of unwanted sexual contact (USC) and other factors, DoD attributes this increase to more victims coming forward to report a crime, and not due to an overall increase in crime. In fact, FY 2014 results of the prevalence survey show that estimated past-year prevalence of sexual assault decreased for women and stayed about the same for men, compared to FY 2012 rates. 5. As an Equal Opportunity professional, you can refer a victim of sexual assault to: a. Sexual Assault Response Coordinator/ Sexual Assault Prevention and Response Victim Advocate b. Military Criminal Investigative Organization as applicable Each service has their own website dedicated to assist in referring victims of sexual Student Study Guide SAPR DEOMI January 2017 assault. 1) Army SHARP http://www.sexualassault.army.mil/ 2) Navy SAPR http://www.npc.navy.mil/bupersnpc/support/21st_century_sailor/sapr/Pages/default2.aspx 3) Marine Corps Community Services https://www.manpower.usmc.mil/portal/page/portal/M_RA_HOME/MF/Sexual%20 Assault %20Prevention 4) Air Force SAPR http://www.sexualassaultpreventionresponse.af.mil/ 5) National Guard SAPR http://www.jointservicessupport.org/sapr/default.aspx 6) Coast Guard SAPR (State Laws) http://www.sapr.mil or http://www.uscg.mil/worklife/rape_sexual_assault.asp 7) United States Department of Defense http://sapr.mil 6. Safe Helpline a. The Department of Defense (DoD) Safe Helpline is a groundbreaking crisis support service for members of the DoD community affected by sexual assault. Safe Helpline provides live, one-on-one support and information to the worldwide DoD community. The service is confidential, anonymous, secure, and available worldwide, 24/7 by click, call or text—providing victims with the help they need anytime, anywhere. https://safehelpline.org/ b. The first goal of Safe Helpline is to provide additional channels for adult Service Members of the DoD community to seek one-on-one sexual assault assistance and crisis support securely and anonymously. The second goal is to increase victim reporting. Research indicates when sexual assault victims receive care, system confidence builds, which increases the likelihood of victims reporting to law enforcement (Department of Defense, 2015b). All Safe Helpline staff members have been trained to answer questions relating to military-specific topics, such as Restricted and Unrestricted Reporting and how to contact relevant military resources, such as your installation and base's Sexual Assault Response Coordinator (SARC), should those services be requested. Safe Helpline staff is also specially trained to focus on the unique challenges faced by Transitioning Service Members (TSMs), which will allow them to provide appropriate resources to TSMs who are victims of sexual assault. Student Study Guide SAPR DEOMI January 2017 SUMMARY A. Recognize the difference between sexual harassment and sexual assault. B. Identify the myths and misconceptions associated with sexual assault. C. Describe effects of sexual assault on military readiness. D. Recognize DoD policies and strategies to prevent sexual assault. E. Recognize reporting and referral options for sexual assault victims. END OF LESSON DEOMI STUDENT GUIDE 366 Tuskegee Airmen Dr. EOA COURSE Patrick AFB, FL 32925 January 2017 EOA 3300 SYSTEM vs. VICTIM FOCUS FOR TRAINING PURPOSES ONLY DO NOT USE ON THE JOB Student Study

Guide System vs. Victim Focus DEOMI January 2017 STUDENT STUDY GUIDE The references cited in this lesson are used for training purposes only and support the training objective. Referenced material from non-Federal government sources may not be used for any purpose other than training. Unless specifically identified as a Department of Defense or other U.S. Government source, DEOMI does not endorse the content of any specific reference material or the organization that is the source of the material. Reference materials from nonfederal sources are included in this material solely to expose students to varying points of view and to generate discussion. This lesson will provide the education needed to develop the occupational knowledge required to perform the duties of an equal opportunity advisor (EOA). The content of this lesson is designed to increase student knowledge while generating academic discussions and debate. The content of this lesson should not be taken out of context Lesson Overview Provide information so students understand that victim focus, which can be physical, psychological, or economic, tends to concentrate on symptoms of problems while system focus tends to center on the causes. Stress to students that it is imperative for leaders to be dual focused to eliminate discrimination by spotlighting causes as well as symptoms. Begin by defining key terms. Thoroughly discuss the process of blaming the victim and explain why the system rarely is blamed. Use the Drawbridge Activity in the small group environment to explore the distribution of power and its effect(s) on our ability to focus on the system. Recommended Reading None References 1. Centre for International Crime Prevention (United Nations). (1999). Handbook on justice for victims: on the use and application of the declaration of basic principles of justice for victims of crime and abuse of power. New York: United Nations Office for Drug Control and Crime Prevention. 2. Elias, R. (1986). The politics of victimization, victims, victimology and human rights. New York: Oxford University Press, Inc. 3. Holland , K. , Jenkins , J. , Solomon , J., and Whittam, S. ( 2008 ). Applying the Roper, Logan, Tierney model in practice, 2nd ed. Edinburgh : Churchill Livingstone . 4. Ryan, W. (1971). Blaming the victim. New York: Vintage Books. 5. The American Society of Victimology. (2015). Retrieved from http://www.american- societyvictimology.us/ 6. Thomas, R. (1991). Beyond race and gender. New York: AMACO. Student Study Guide System vs. Victim Focus DEOMI January 2017 7. WebFinance, Inc. (2015). Definition of “victimization.” Retrieved from http://www.businessdictionary.com/definition/victimization.html Student Instructional Material DEOMI EOA Study Guide Audiovisual Aids and Equipment 1. Online lesson module – EOA 3300 System vs. Victim Focus 2. Computer, screen, and speakers Terminal Learning Objective: Given an online lesson and a study guide, comprehend how victim focus (victimization) impacts mission readiness with no less than 70% accuracy on a criterion-referenced test. As part of cognitive development, students must also develop their interpersonal skills by participating in activities while in residence. It’s important to note that activities are designed to elicit discussion that may enter the Affective Domain of learning. In these cases, the affective objective is for each student to actively participate in various group activities and to “respond with interest” to material presented (i.e., express opinions, beliefs, etc.). To measure the Cognitive and Affective behaviors expected of the students during activities, the Interpersonal Skills Development Evaluation (ISDE) form is used and each student must obtain a minimum passing score of 70%. Students are expected to demonstrate professionalism as they control their intrapersonal and interpersonal skills. ENABLING LEARNING OBJECTIVES Level of Learning Performance Measure A. Define victim. K CRT B. Describe victim focus. K CRT C. State the process of blaming the victim. K CRT D. State the ideological process of blaming the victim. K CRT E. Describe system focus. C CRT F. Describe the method to prevent victim focus. C CRT K = Knowledge C = Comprehension A = Application CRT = Criterion Referenced Test W = Written Assignment SGE = Small Group Experience PE = Presentation Evaluation Student Study Guide System vs. Victim Focus DEOMI January 2017 SYSTEM vs.

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VICTIM FOCUS A. Victim Definition of Victim In the “Handbook on Justice for Victims” printed in 1999, “victims” are defined in the broad sense as persons who, individually or collectively, have suffered harm. Types of Harm 1. Physical Harm a. Physical injuries resulting from victimization may not always be immediately apparent. This may be particularly true in cases of domestic violence where the injuries occur on parts of the body that are normally clothed. b. Physical injuries may be a permanent effect of crime and there is evidence that this has a negative effect on long-term psychological recovery, since the physical scars serve as a constant reminder of the crime. 2. Emotional suffering Anger is a reaction that some victims and helpers find difficult to deal with. It may be directed at other victims, helpers, bystanders, organizations and also at oneself. Among some groups and in some cultures there may be a feeling that it is wrong to express anger even when it is strongly felt. There may be pressure on victims to control their emotions. 3. Economic loss The financial impact of crime is less well documented than other types of harm. Victims may incur costs in the following ways: repairing property or replacing possessions; installing security measures; accessing health services; participating in the criminal justice process, for example, attending the trial, obtaining professional counseling to come to terms with the emotional impact, taking time off work or from other income-generating activities, funeral, or burial expenses. 4. Substantial impairment of fundamental rights a. Acts of omissions that violate national laws or internationally-recognized norms relating to human rights. b. Many victims face insensitive treatment by the police, prosecutors, and court officials, thus causing a “second injury.” This applies particularly to certain, especially vulnerable, categories of victims, such as migrants, minorities and victims of sexual offenses, as well as refugees, prisoners of war, and civilian victims of war and civil strife. 5. Victimization Student Study Guide System vs. Victim Focus DEOMI January 2017 “Unwarranted singling out of an individual or group for subjection to crime, exploitation, tort, unfair treatment, or other wrong” (Business Dictionary.com). Victimization looks at how society responds to victims and the systems that deal with victims “Victim Focus” or “System Focus.” B. Victim Focus Victim focus is a distinct concept that has the victim at the center of its concerns, and addresses the needs of victims through research, education, and service to ultimately contribute to the improvement of the human condition in our country. 1. Definition of Victim Focus Victim focus is a reactive problem-solving approach, which narrowly defines problems in terms of the victims. This viewpoint sees the cause of the problem as the victims themselves. We focus on and study the victims only, find out how we can fix them and then integrate them back into the system. 2. Victim Focus is Reactive Sometimes this process is unavoidable. The concern enters when victim focus becomes the organization’s primary means of problem solving. Why is it that in some of our organizations, we often seem to fix the same problem(s) again and again and the only difference often being the person presenting the concern? This practice may be partially linked to the way victims are viewed. C. Process of Blaming The Victim 1. Blaming the Victim is central in the mainstream of contemporary American social thought. The tendency to blame the Victim is so strong that it is almost undetectable and invisible. However, it is a process that can be altered when it is recognized. 2. Blaming the victim is a four step process. The process of blaming the victim is a societal ideology that can be applied to almost any social problem in America (poverty, racism, injustice, social inequalities, et al.) Blaming the victim can sometimes be confusing because those who practice this process actually have a deep and genuine concern for the victims and their intent is to create some level of social reform to help the victims (Ryan, pp 8-11, 1976). a. Step 1: Identify a social problem. What are some examples of social problems that face us in today’s society with regards to victim focus? Basically, any problem which deals with people is a social problem such as healthcare, homelessness, poverty, education, Student Study Guide System vs. Victim Focus DEOMI January 2017 crime, and welfare. There

must be a large impact on a group to be a social problem and viable solution alternatives must be presented. b. Step 2: Study those affected by the problem and discover how they are different from the rest of society. Many cultural beliefs associated with the protected social order tend to stereotype victims, while others help observers evaluate and assess victim behavior. So we look at those who “have the problem” and separate them in some way as a different group. All the news reports and original files of early racial incidents at bases around the world identified Black Americans as being different and the ones with the issues. Singling out those individuals that have been harassed, or that minority that cannot get promoted, all contribute to the victim based environment. c. Step 3: Define the differences as the cause of the problem. By taking a very individualized focus, blaming the victim identifies, or even manufactures, traits that differentiate victims from the rest of us; “The poor are poor because they are unfit.” d. Step 4: Assign someone to initiate a humanitarian program to correct the impact of the differences. Habitat for Humanity, Feed the Children, and Head Start are some humanitarian programs that exist. The problem with correcting the impact of the differences is we are not dealing with the cause of the problem. D. Ideological Process of Blaming the Victim 1. Blaming the victim is an ideological process that is often unintended and systematically motivated. a. The belief system itself is the way of looking at the world: There is a concept known as the cultural victim. The social order that has been protected during the modern era emerged from public, and even official, attitudes. Our tendency to blame victims for their fate comes from several cultural attitudes accepted by the vast majority. American culture, as well as our political philosophy, tends to allude to a just world view of life. We conclude that if victims do not explicitly precipitate their crimes, they nevertheless deserve their fate because “good people” manage to escape harm and live the good life. b. Systematic distortion of reality reflected in those ideas: If we have determined that victims are the cause of their own problems, we can easily view them as statistics that need to be addressed instead of members of a society affected by the very system they are a part of. c. Distortions are not a conscious or intentional process: Since these beliefs and concepts are so widely accepted by society, it’s not considered intentional, but merely in line with how things are supposed to happen. Student Study Guide System vs. Victim Focus DEOMI January 2017 d. Distortions serve a specific function; they maintain the status quo: This way of thinking not only reflects our political ideology of rugged individualism and survival of the fittest, it seems to substantially enhance it. It may instill a particular ideology about how our world must work, which may legitimize, justify, and solidify existing social relations and structures. E. System Focus 1. Definition of System Focus System focus is “a problem-solving approach that broadly defines problems as being a part of or caused by the system, organization, society, or community.” We look at the system that produces the victims and address the problem by determining how we can change or improve the system, as well as the victims, to prevent further problems. System focus is proactive. 2. Reasons System Focus is Overlooked a. It is not a quick fix. Prevailing theories blame institutions, offenders, or victims. Intentionally or not, each one may amount much more to “system defending.” 1) The law does not change socialization. 2) Easier to make victims conform. Victims often find themselves re-victimized by the process. 3) Institution blaming focuses on regulatory failures. It pleads for greater resources, efficiency, and power while asking victims to be more cooperative and supportive but not to expect too much against the intractable problem. 4) Offender blaming finds the inherent traits either of all people or in a select group of evil people. It suggests we can be more vigilant in identifying, punishing and isolating the problem. Victims must be constantly on their guard and help root out problems. b. Victims desire conformity. Victims often find themselves re-victimized by the process. If the victim thinks they will be re-victimized, perhaps the grievance procedures could be strengthened to protect victims’ rights. c. System is a self-perpetuating

process. The system tends to maintain the status quo. 1) If the perception of the victim is s/he did something to facilitate the actions taken against him or her or if the reality for the victim is that there will be consequences for taking action then the system will maintain its status quo. 2) The purpose and intention of system focus does not relieve the victim of his or her responsibilities and contribution to the problem. Student Study Guide System vs. Victim Focus DEOMI January 2017 F. The Method to Prevent Victim Focus 1. A.P.I.E is a problem solving process used to direct individuals in a systematic approach to problem solving, using the development of Assess, Plan, Implement and Evaluate (Holland, Jenkins , Solomon & Whittam, 2008). The APIE is used as a method to prevent victimization. Use the APIE method to identify, process, and prevent victimization.. 2. The four steps of the APIE method are: a. Step 1 – Assess the symptoms and causes of the problem. 1) Roots are all the elements and behaviors that collectively characterize an organization. Roots determine how things work in a given organization. During your assessment, you will find things out about the organization. The task here is to determine where change is needed – where a root may need to be removed, or tweaked, or added. The goal is to determine whether the roots support or hinder the efforts of the organization. Assessment is critical, since it provides the basis for planning change. b. Step 2 – Plan solutions to symptoms and causes. Student Study Guide System vs. Victim Focus DEOMI January 2017 1) One of the most crucial and difficult steps in the process is identifying the actual problem. While this might seem to be an easy procedure, the key to defining the problem is locating the “real,” not associated symptoms. Problems usually are obscure, disguised, or locked inside some form of emotional distress relating to supervision, poor troop performance, or in other mission requirement. • Contrast the current roots with the desired change/outcome. • What should we be? The commander/manager driving the root modification is the change agent. • Develop a full scale plan for deliberately and definitively bringing about the change. • Changes must be direct and straightforward. c. Step 3 – Implement Changes • Repeatedly articulate new solutions, elements, and behaviors. • Create supportive traditions. • Create appropriate heroes and heroines. • Influence communication networks (formal and informal; i.e. Facebook, etc…) • Recruit new root guards. • Reward change agents. • Change the system d. Step 4: Evaluate Changes 1) Evaluate after a reasonable amount of time has passed (e.g., 6 months to a year). 2) Determine success of change. a. Was the real problem identified? b. Was the action taken appropriate? 3) Determine if the change should be terminated. If so, return to planning stage. Student Study Guide System vs. Victim Focus DEOMI January 2017 4) Reassess the organization. a. Use the same methods as in the original assessment (APIE). b. The main difference in the reassessment is that the focus is on expected outcomes from the planning stage. SUMMARY The following topics were presented in this lesson: A. Define victim. B. Define victim focus. C. State the process of blaming the victim. D. State the ideological process of blaming the victim. E. Describe system focus. F. Describe methods to prevent victim focus. END OF LESSON DEOMI STUDENT STUDY GUIDE 366 Tuskegee Airmen Dr. EOA COURSE Patrick AFB, FL 32925 August 2018 EOA 6050 BYSTANDER INTERVENTION FOR TRAINING PURPOSES ONLY DO NOT USE ON THE JOB Student Study Guide Bystander Intervention DEOMI August 2018 STUDENT STUDY GUIDE The references cited in this lesson are used for training purposes only and support the training objective. Referenced material from non-Federal Government sources may not be used for any purpose other than training. Unless specifically identified as a Department of Defense or other U.S. Government source, DEOMI does not endorse the content of any specific reference material, or the organization that is the source of the material. Reference materials from non-Federal sources are included in this material solely to expose students to varying points of view and to generate discussion. This lesson will provide the education

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needed to develop the occupational knowledge required to perform the duties of an Equal Opportunity Advisor (EOA). The content of this lesson is designed to increase student knowledge while generating academic discussions and debate. The content of this lesson should not be taken out of context. Lesson Overview In the Armed Forces and society, it is important to realize and value of unspoken, spoken, and observed behaviors. Frequently these behaviors solidify desirable and undesirable responses. This lesson will inform personnel on human relations matters critical to an effective workforce and mission readiness. Specifically, this lesson will enlighten students on key terms associated with bystander intervention, actions associated with passive vs. active bystanders; and bystander intervention strategies. Active bystander intervention strategies and efforts are fundamental to the Department of Defense (DoD). Recommended Reading None References 1. Agnes, M. (ed.) (2007). Definition of “bystander.” Webster’s New World College Dictionary. Cleveland, OH: Wiley Publishing, Inc. 2. Berkowitz, A. (2010). Fostering culture change in the United States Air Force by encouraging bystander interventions to prevent sexual assault. In USAF sexual assault bystander intervention training (pp. 51–52). Washington, DC: United States Air Force. 3. Burn, S. (2009). A situational model of sexual assault prevention through bystander intervention. Sex Roles, 60, pp. 779–792. doi:10.1007/s11199-008-9581-5 4. Cohen, M. (2012). Spotlight on the Marine Corps: “Take a stand” - Marine Corps bystander intervention training for noncommissioned officers. Retrieved from http://www.sapr.mil/public/saprsource201205.html 5. Fischer, P., Krueger, J. I., Greitemeyer, T., Vogrincic, C., Kastenmüller, A., Frey, D. & Kainbacher, M. (2011). The bystander-effect: A meta-analytic review on bystander Student Study Guide Bystander Intervention DEOMI August 2018 intervention in dangerous and non-dangerous emergencies. Psychological Bulletin, 137, 517–537. doi:10.1037/a0023304 6. Latane, B., and Darley, J. (1969). Bystander “apathy.” American Scientist, 57, 244–268. 7. Levine, M. and Crowther, S. (2008). The responsive bystander: How social group membership and group size can encourage as well as inhibit bystander intervention. Journal of Personality and Social Psychology 95(6), 1439–1439. 8. Munche, A., Stern, G., and O’Brien, J. (2010). USAF sexual assault bystander intervention training. Washington, D.C: United States Air Force. 9. Rowe, M. (2008). Micro-affirmations and micro- inequities. Journal of the International Ombudsman Association. 10. Rowe, M., Wilcox, L., and Gadlin, H. (2009). Dealing with—or reporting—unacceptable behavior. Journal of the International Ombudsman Association. 11. Scully, M. and Rowe, M. (2009). Bystander training within organizations. Journal of the International Ombudsman Association. Student Instructional Material DEOMI EOA Study Guide Audiovisual Aids and Equipment 1. Online lesson module — EOA 6050 Bystander Intervention 2. Computer, screen, and audio speakers Terminal Learning Objective Given an online lesson and a study guide, know the basis of bystander intervention and its impact on mission effectiveness with no less than 70% accuracy on a criterion-referenced test. Enabling Learning Objectives Enabling Learning Objectives Level of Learning Performance Measure A. Define key terms associated with bystander intervention. K CRT B. Recall behaviors associated with passive and active bystanders. K CRT C. Identify bystander intervention strategies. K CRT K = Knowledge C = Comprehension A = Application CRT = Criterion Referenced Test W = Written Assignment SGE = Small Group Experience PE = Presentation Evaluation Student Study Guide Bystander Intervention DEOMI August 2018 BYSTANDER INTERVENTION A. Key Terms Many organizations have been conducting “active bystander training.” Although this kind of training usually revolves around the topics of sexual assault and suicide, training for active bystanders is pertinent to many different kinds of behavior. At a time when people around the world are concerned about racism, bullying, harassment, ethics, and safety violations, many leaders want to encourage people to react, and take appropriate action, with respect to unacceptable behavior. Let’s begin by

examining some key terms associated with bystander intervention. 1. Bystander a. Not only do active bystanders take action to prevent unlawful discrimination, sexual harassment, and sexual assault, they also take the initiative to help friends who aren't thinking clearly from becoming perpetrators. b. Bystander Defined – “A person who stands near, but does not participate; mere onlooker.” (Webster’s New World Dictionary, 2007) 1) Bystanders can highlight positive acts that might otherwise be invisible or overlooked. They can redirect or de-escalate negative acts that might be problematic. Bystanders might be peers or teammates. They might be subordinate or senior to the person whose comment or behavior warrants reaction. 2) Intervention doesn't mean that you only step in to stop a crime in progress; rather, early intervention occurs before the crime or discriminatory act begins. 2. Bystander Intervention a. Bystander intervention is assessing a situation to determine what kind of intervention, if any, might be appropriate. An active bystander will often intervene if another person is in need of help; they will often do this for complete strangers, sometimes even at great personal risk. Bystander intervention can also mean stepping in, acknowledging, and recognizing positive behaviors (Levine and Crowther, 2008). 1) Recognition of socially-desirable behavior—In order to foster productive and inclusive behavior, it is important to encourage and commend good teamwork, excellent performance, and productive human interactions within the workplace. All groups can benefit from the practice of micro-affirmations, which are defined as: “apparently small acts, which are often ephemeral and hard- to-see, events that are public and private, often unconscious but very effective, which occur wherever people wish to help others to succeed.” (Rowe, 2008) Student Study Guide Bystander Intervention DEOMI August 2018 2) Recognition of unacceptable behavior—By the same token everyone in the workplace or community is important in discouraging and dealing with unethical, bullying, and discriminatory behavior. A bystander might be able to pivot a situation—from one where there is awkward silence, exclusion, or hurt—to one where there is support, both for individuals, and for an organization or community’s values of inclusivity. 3. Bystander Effect a. The bystander effect (also known as bystander apathy) is a psychological phenomenon where persons are less likely to intervene in a situation when others are present than when they are alone (Levine and Crowther, 2008). b. People in organizations often see behavior that they think is unacceptable, unsafe, or even illegal. Why do some people who observe such behavior hesitate to act on their own, or to come forward promptly? Why don’t they immediately report people who are acting in an intolerable fashion? c. Hesitation of this kind has been recognized for years, and there have been many studies conducted on this “bystander effect.” 4. Diffusion of Responsibility a. Closely related to bystander effect is diffusion of responsibility. This is a social phenomenon that tends to occur in groups of people above a certain critical size when responsibility is not explicitly assigned. The more people who are present, the less accountable any of those people feel for their actions or inaction (Levine and Crowther, 2008). b. Diffusion of responsibility can manifest itself in a group of peers who act or who don’t act, and allow events to occur which they would never allow if alone. An example is in hierarchical organizations when after a critical incident, subordinates claim that they were following orders and supervisors state that they were just issuing directives and were not doing anything wrong per se. B. Behaviors Associated With Passive vs. Active Bystanders 1. Active and Passive Bystanders a. We have all been bystanders in our lives, and will be in future situations. The choice, then, becomes whether we are going to be active bystanders who speak up and say something or whether we will be passive bystanders who stand by and say nothing. 2. Passive Bystander Student Study Guide Bystander Intervention DEOMI August 2018 a. “Passive” could either mean that the bystander is not active, inferring that the bystander should be doing something but is not, or “passive” could also simply be emphasizing “bystander.” For the context of this training a passive

bystander is referring to a bystander who should be doing something, but has chosen not to. b. Passive Bystander: A person, who witnesses a problem, considers some kind of positive action, then responds by doing nothing. 3. Active Bystander a. An active bystander is someone who possesses the willingness to safely take action and help someone in time of need. b. Learn how to recognize indications and always be aware of what is going on around you. Look out for situations that could require some intervention. As a bystander, it is much easier to recognize and encourage positive social behavior. It takes some practice and courage to intervene and discourage or stop unacceptable behavior. c. Take the initiative in a situation that is uncomfortable. People may rationalize and dismiss the situation as not being a problem. You might tell yourself that the other person will be fine or he or she is able to defend himself or herself. However, this is not a solution. The person may need your help more than you think. 4. Passive vs. Active Bystanders a. Many people do not intervene when they encounter discriminatory behavior or in a potentially dangerous situation because they are looking to others for cues on how to act or they believe someone else will intervene. But as a professional and a member of the community, you should intervene responsibly. b. In 1968, researchers Latane and Darley conducted an experiment in which a student pretended to have a seizure and they recorded how often others stopped to help. When only one bystander was watching the scene, the student was helped 85 percent of the time. However, if there were five bystanders, the student was only helped 31 percent of the time (Latane and Darley, 1969). c. Does this make sense? Shouldn’t having more people present increase the chances that someone will get help? Amazingly, this is not the case. We all take cues from those around us about how to act in different situations. Passive bystanders reinforce a sense that nothing is wrong in a situation; the active bystander can, in fact, get people to focus on a problem and motivate them to take action. 5. Why Bystanders Don’t Act a. In emergency situations, many things prohibit bystanders from intervening: Student Study Guide Bystander Intervention DEOMI August 2018 1) If no one else is acting; it is hard to go against the crowd. 2) People may feel that they are risking embarrassment (e.g., What if I'm wrong and they don't need help?). 3) They may think there is someone else in the group who is more qualified to help. 4) They may think that the situation does not call for help since no one else is doing anything. b. Bystanders often hesitate to act because: 1) They fear loss of relationships with the problem person or with others who may disapprove of action. 2) They fear retaliation, especially if the problem person is powerful. 3) They fear embarrassment, especially if they may not be believed or they may be viewed as troublemakers, or viewed as violating other community norms. 4) They feel a lack of competence or uncertainty about what action would be best. 5) They believe someone else will take action (perhaps someone else with more authority or expertise; Rowe, Wilcox, & Gadlin,). c. With each person taking cues from people around them, a common result is that no action is taken. What can be done about this problem? As professionals and members of the community, we all have a responsibility to help each other. 6. Bystander Situations a. Some bystander situations include: 1) Rude, inconsiderate, unprofessional behavior (comments and jokes) 2) Inappropriate or offensive humor (tasteless jokes and innuendos) 3) Meanness or bullying (based on appearance or size) 4) Violation of ethical standards (questionable behavior) 5) Discriminatory Harassment (based on race, gender, sexual orientation, etc.) 6) Witnessing unfair or discriminatory behavior (actions based on race, color, religion, sex (including gender identity), disability, national origin, or sexual orientation) Student Study Guide Bystander Intervention DEOMI August 2018 7) Inappropriate advances (sexual harassment or assault) 8) Threats of violence (domestic issues and intimidation) 9) Dangerous behavior (excessive drinking and self-harm) 10) Escalating or destructive conflict (sexual assault, suicide, and physical altercations) Note: It is critical for all to know the new policy on Harassment Prevention and Response in the Armed Forces (DoDI 1020.03),

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which identifies Hazing and Bullying as problematic behaviors, which concerns acts of aggression with the intent of harming a Service member either physically or psychologically. b. If a situation makes us uncomfortable, we may try to dismiss it as not being a problem. You might tell yourself that the other person will be fine, or that he or she is able to defend himself or herself. This is not a solution. The person may need your help more than you think. c. Ask yourself, “If I were in this situation, would I want someone to help me?” C. Bystander Intervention Strategies Avoid being a passive bystander! Intervene regardless of what others are doing and do not worry about being wrong. It is better to be wrong than to have done nothing at all. Be on the lookout for situations that may require some intervention. Learn how to recognize indications and always be aware of what is going on around you As a bystander, it is much easier to recognize and encourage positive social behavior. It takes some practice and courage to intervene and discourage or stop unacceptable behavior (e.g., discriminatory behavior). There are many strategies associated with active bystander intervention: 1. Direct Action a. Talk to a friend to ensure he or she is doing okay. b. Make up an excuse to help the friend get away from someone. c. Call the police. d. Recommend to a bartender or party host that someone has had too much to drink. e. Point out someone's disrespectful behavior in a safe and respectful manner that tends to de-escalate the situation. Student Study Guide Bystander Intervention DEOMI August 2018 f. Remove a friend from a risky situation quickly. 2. Safety First a. Despite the fact that most of you wear a uniform, no one is asking you to take the part of law enforcement. Your personal safety is important. b. Before you act, you should think about the following: 1) How can you keep yourself safe in this situation? 2) What are all the options available to you? 3) Who else might be able to assist you in this situation? 4) What are the pros and cons of acting? 5) Decide how to help. 6) Be friendly. 7) Be firm. 8) Avoid violence. c. When in doubt, trust your gut. Instincts are there for a reason. When a situation makes us feel uncomfortable, it is generally a good indicator that something is not right. It is better to be wrong about the situation than do nothing. Many people feel reluctant to intervene in a situation because they are afraid of making a scene or feel as though a person would ask for help if it were needed. 3. Don’t Second-Guess Yourself a. Concerning discriminatory acts or the possibility of sexual assault, you have the responsibility to intervene. Avoid the following thoughts: 1) “No one else is helping; it must not be a problem.” 2) “Someone else will recognize this behavior.” 3) “People who are sober don’t think this is a problem, maybe I’m wrong?’ 4) “Someone else is really responsible and they are not intervening...why should I?” Student Study Guide Bystander Intervention DEOMI August 2018 b. Many people do not intervene in a potential situation because they are looking to others for cues on how to act or they believe someone else will intervene. 4. Situational Awareness a. Know how and when to intervene in a potential situation takes practice and courage. b. The most effective time to act might be later, not on the spot, and you may want to get advice before taking steps. c. You should not choose a course of action that puts you or anyone else at risk of harm. Know your own limits and comfort zone, and use common sense. 5. After the Act Sometimes a situation calls for you to act or follow up after an event has occurred. These are “after the act” strategies. a. Privately support an upset person—Help someone who has been hurt or offended, and/or prevent further injury or offense. Listen supportively. Provide information about resources available to the aggrieved person. b. Talk privately to the individual(s) acting inappropriately—Give clear feedback and express your opinion in a way that allows the inappropriate actor to save face. c. Report the incident, with or without names—Get help for someone better placed to intervene. Make sure leaders and responders are aware of what is going on. SUMMARY The following topics were presented in this lesson: A. Define key terms associated with bystander intervention. B. Recall behaviors associated with passive and active bystanders. C. Identify bystander intervention strategies. END OF LESSON

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366 Tuskegee Airmen Dr. STUDENT STUDY GUIDE Patrick AFB, FL 32925 EOA COURSE September 2019 EOA 4800 SPECIAL OBSERVANCES FOR TRAINING PURPOSES ONLY DO NOT USE ON THE JOB Lesson Plan Special Observances DEOMI September 2019 STUDENT STUDY GUIDE The references cited in this lesson are used for training purposes only and support the training objective. Referenced material from non- Federal Government sources may not be used for any purpose other than training. Unless specifically identified as a Department of Defense or other U.S. Government source, DEOMI does not endorse the content of any specific reference material, or the organization that is the source of the material. Reference materials from non-federal sources are included in this material solely to expose students to varying points of view and to generate discussion. This lesson will provide the education needed to develop the occupational knowledge required to perform the duties of an Equal Opportunity Advisor (EOA). The content of this lesson is designed to increase student knowledge while generating academic discussions and debate. The content of this lesson should not be taken out of context. Lesson Overview This lesson is designed to provide the learner with an introduction to what is involved in conducting a Special Observance function. Recommended Reading/Viewing DEOMI Organizing Observances video available on the DEOMI intranet at: www.deomi.org References 1. African American History Month. (2015). February is african american history month. Retrieved from http://www.africanamericanhistorymonth.gov/about.html 2. DEOMI. (2015). Special observances. Retrieved from http://deomi.org/SpecialObservance/index.cfm 3. DEOMI. (2015). Special observance planning guide. Retrieved from http://www.deomi.org/downloadableFiles/Special_Observance_Planning_Guide_20150319.p df 4. Government Printing Office. (1983). Public law 98-114, 98th congress. an act making the birthday of martin luther king, jr., a legal public holiday. Retrieved from http://www.gpo.gov/fdsys/pkg/STATUTE- 97/pdf/STATUTE-97-Pg917.pdf 5. Government Printing Office. (1986). Public law 99-244, 99th congress. a joint resolution designating february as “national black (african american) history month. Retrieved from http://www.gpo.gov/fdsys/pkg/STATUTE-100/pdf/STATUTE-100-Pg6.pdf 6. Hispanic Heritage Month. (2015). Hispanic heritage month. Retrieved from http://www.hispanicheritagemonth.org/ 7. Jewish Virtual Library. (2015). Jewish holidays: yom ha’shoah—holocaust memorial day. Retrieved from http://www.jewishvirtuallibrary.org/jsource/Judaism/yomhashoah.html Lesson Plan Special Observances DEOMI September 2019 8. National Archives. (2015). Equal employment opportunity program: special emphasis observances. Retrieved from http://www.archives.gov/eeo/special-observances/ 9. National Archives. (2015). Equal employment opportunity program: special emphasis programs—january: dr. martin luther king, jr. Retrieved from http://www.archives.gov/eeo/special-observances/#jan 10. National Women’s History Project. (2015). History of national women’s history month. Retrieved from http://www.nwhp.org/about-2/our-history/ 11. The Library of Congress. (2015). About LGBT Pride Month. Retrieved from http://loc.gov/lgbt/about.html 12. The Library of Congress. (2015). Asian Pacific American History Month. Retrieved from http://asianpacificheritage.gov/about.html 13. U.S. Department of Labor. National Disability Employment Awareness Month. Retrieved from http://www.dol.gov/odep/topics/ndeam/ 14. U.S. Department of the Interior Indian Affairs. (2015). The Creation of National American Indian and Alaska Native Heritage Month. Retrieved from http://www.bia.gov/DocumentLibrary/HeritageMonth/ 15. U.S. Government Publishing Office. (2015). Amended Executive Order 11246 and 11478 including “sexual orientation” and “sex or national origin.” Retrieved from http://www.gpo.gov/fdsys/pkg/FR-2014-07-23/pdf/2014-17522.pdf Lesson Plan Special Observances DEOMI September 2019 Student Instructional Material 1. DEOMI Student Study Guide Audiovisual Aids and Equipment 1. Online lesson module – EOA 6150 Special Observances 2. Computer,

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screen, and speakers Terminal Learning Objective Given examples and a study guide, know how to prepare for Special Observances recognized by scoring 70% or higher on a criterion referenced test (CRT). ENABLING LEARNING OBJECTIVES Level of Learning Performance Measure A. Identify Special Observance events. K CRT B. Identify how to prepare for a Special Observance event. K CRT K = Knowledge C = Comprehension A = Application CRT = Criterion Referenced Test W = Written Assignment SGE = Small Group Experience PE = Presentation Evaluation Lesson Plan Special Observances DEOMI September 2019 SPECIAL OBSERVANCES A. Special Observance Events 1. Special Observances a. Observances are conducted to recognize the continuous achievements of all Americans to American culture and to increase awareness, mutual respect, and understanding. 1) Observances are designed to enhance cross-cultural and cross-gender awareness and promote harmony among all military members, their families, and the civilian workforce. 2) These activities are extensions of the equal opportunity education and training objectives. 3) They are set aside annually to recognize the achievements and contributions made by members of specific groups in our society. 4) The focus of the observance should be directed toward encouraging interaction and not just recognition. 5) Success can best be measured by the degree of cross-cultural and cross-gender participation. 2. Martin Luther King, Jr. Birthday a. To honor the civil rights leader, Martin Luther King, Jr., and to allow Americans to reflect on racial equality and democratic principles b. Month: January c. Dates: Third Monday of the month d. Note: Martin Luther King’s birthday is Jan. 15, but in keeping with Federal guidance, it is celebrated on the third Monday in Jan. e. Observance: Martin Luther King, Jr. Birthday f. Authority/comment: Public Law 98-144, November, 1983 (Federal Holiday) g. Rationale: Since the first King Holiday on Jan. 20, 1986, the observance has been an occasion for people to remember Dr. King’s life and dedicate themselves anew to implementing his dreams. Lesson Plan Special Observances DEOMI September 2019 3. African American/Black History Month a. African American/Black History Month is an annual celebration of achievements by Black Americans and a time for recognizing the central role of African Americans in U.S. history. b. Month: February c. Dates: February 1st–28th d. Observance: African American/Black History Month e. Authority/comment: Public Law 99-244, Feb 1986 f. Rationale: In 1926 African American scholar Carter Godwin Woodson organized the first Negro History Week; focused attention on Black experience in the United States. In 1986, Congress officially designated February as National Black (Afro- American) History Month. 4. Women’s History Month a. Women’s History Month is a celebration of women’s contributions to history, culture and society. b. Observed entire month of March. c. Month: March d. Dates: March 1st–31st e. Observance: Women’s History Month f. Authority/comment: Public Law 100-9, March 1987 g. Rationale: The Education Task Force of the Sonoma County (California) Commission on the Status of Women initiated a “Women's History Week” celebration in 1978. President Ronald Reagan proclaimed the week beginning March 7, 1982 of that year to be Women’s History Week. Since 1987, Congress expanded the observance, requesting the President to proclaim March of each year as Women’s History Month. 5. Days of Remembrance a. Recognizes victims of the Holocaust. b. Month: April/May Lesson Plan Special Observances DEOMI September 2019 c. Dates: From the Sunday before Holocaust Remembrance Day (Yom Ha’Shoah) through the following Sunday. d. Observance: “Days of Remembrance” for victims of the Holocaust e. Authority/comment: Public Law 96-388, October, 1980 f. Rationale: To learn, reflect, and never forget what happened to the millions silenced during the Holocaust. 6. Asian American and Pacific Islander Heritage Month a. Asian American and Pacific Islander Heritage Month is an annual celebration of achievements by Asian Americans and Pacific Islanders and a time for recognizing the central role of Asian Americans and Pacific Islanders in U.S. history. b. Month: May c. Dates: May 1st–31st d. Observance: Asian American and Pacific Islander Heritage Month e.

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Authority/comment: Public Law 101-283, May 1990; Public Law 102-450, October 1992 f. Rationale: Commemorates the immigration of the first Japanese to the United States on May 7, 1843 and to mark the anniversary of the completion of the transcontinental railroad on May 10, 1869. 7. Hispanic Heritage Month a. Hispanic Heritage Month recognizes the contributions of Hispanic and Latino Americans to the United States and celebrates the group's heritage and culture. b. Month: September/October c. Dates: Sep 15-Oct 15 d. Observance: National Hispanic Heritage Month e. Authority/comment: Public Law 100– 402, Aug 1988 f. Rationale: Celebrates culture and traditions of U.S. residents who trace their roots to Spain, Mexico, and the Spanish-speaking nations of Central America, South America, and the Caribbean. 8. National Disability Employment Awareness Month Lesson Plan Special Observances DEOMI September 2019 a. National Disability Employment Awareness Month was declared in 1988 by Congress for October to raise awareness of the employment needs and contributions of individuals with all types of disabilities. b. Month: October c. Dates: 1–31 d. Observance: National Disability Employment Awareness Month e. Authority/comment: US Code 121 as of Jan. 26, 1988 f. Rationale: Conceived in 1945 as National Employ the Physically Handicapped Week; scope has been expanded. Currently increases public's awareness of contributions and skills of American workers with disabilities and highlights specific employment barriers that still need to be removed. 9. National American Indian Heritage Month a. Educates the public about the heritage, history, art, and traditions of the American Indian and Alaska Native people. b. Month: November c. Dates: 1–30 d. Observance: National American Indian Heritage Month e. Authority/comment: Public Law 102–188, March 1992 f. Rationale: In 1976, the United States’ bicentennial year, Congress passed a resolution authorizing President Ford to proclaim a week in October as “Native American Awareness Week.” On October 8, 1976, he issued his presidential proclamation doing so. Since then, Congress and the President have observed a day, a week or a month in honor of the American Indian and Alaska Native people. B. Preparing For A Special Observance Event Now that you know which special observances the DoD recognizes, let’s take a look at the steps you should consider, in general, in preparing for a Special Observance. 1. Budgetary Requirements a. Funding should be reviewed by the organization’s legal office to ensure compliance with Service-Specific, DoD, and Joint Ethics Regulations and Federal laws. This includes fund Lesson Plan Special Observances DEOMI September 2019 raisers by Special Observance committees and/or Special Observance private organizations that occur PRIOR to conducting a Special Observance on a military establishment. b. The budget is an essential element in the success of the programs. Upon approval, phase funds into the event’s fiscal quarter. c. Note: Not all EO offices control a budget. Check with the command budget/resource officer for guidance on funding. 2. Materials for Planning a Special Observance a. Planning and coordinating with command and support offices is critical from the very first discussion of an observance through the closing of the historical files. b. Planning: The Equal Opportunity Advisor, or EOA, should make use of locally available resources (e.g., staff, library personnel, and people in the local community) when planning an observance. c. Coordinating: It is critical that the EOA meet with the resource advisor as early as possible to determine the funding available for the observance when beginning initial planning. 3. Duties and Responsibilities of Organizing Personnel and Committees a. When organizing a Special Observance, you may decide to form committees in order to assign responsibilities. The following are committees/positions you may wish to consider: 1) Project Officer— Oversees overall planning, coordination, and execution. May be the EOA. Use coordination checklist and Guidance for Organizing Observances. 2) Observance Scheduling Committee—Suggests timeline and prepares a schedule. 3) Planning Committee—Develops agenda of events and activities including estimated costs. 4) Finance Committee—Determines funding available from the Resource Management

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office. 5) Publicity Committee—Plans, develops, and implements publicity programs to increase awareness. 6) Education Committee—Plans, develops, and implements educational programs to increase awareness of historical and cultural accomplishments and achievements. Lesson Plan Special Observances DEOMI September 2019 7) Luncheon/Banquet Subcommittee—Coordinates dates and obtains reservations. 8) Protocol—Responsible for guest speaker(s). 4. Planning and Coordination The following information is based upon extensive experience in the planning and conducting of commemorative observances and is not necessarily accomplished sequentially: a. Calendar of Events: Contact appropriate installation/local organizations (e.g., Public Affairs; Morale, Welfare and Recreation; command section; and etc.) to compare calendar of events for installation/command activities. b. Determine availability of suitable facilities. d. Verbally brief your commander, chief of staff, or appropriate supervisor of the general plan. e. Compose rough drafts 1) Publicity release 2) Observance program outline 3) List of guest speakers 4) Description of event 5) Structure of planning committee(s) 6) Funding requirements 7) Introductory message from the commander. 8) Draft letter to proposed keynote speaker. 9) Memo to commander summarizing the plan. 10) Present the proposal to the commander. 11) Proceed with the program after commander approval. 12) Ensure planning committee members cover all aspects of the observance. 13) Secure an advance copy of speaker’s presentation, if applicable. Lesson Plan Special Observances DEOMI September 2019 14) Send copy of complete package to the commander and others. It is expected that you will need to tailor this information to meet local requirements, to conform to command guidance, and to be consistent with command or installation standard operating procedures. 5. After the Observance a. After the observance you should obtain copies of publicity coverage. This information would typically include articles with pictures of the installation and community activities. b. Additionally, compile an after action report to determine how well the planning and coordination was executed. Each committee should report what worked well and what could have been better. How could it be better the next time? Learn from the experiences, good and not so good, so that the next observance event will be even better. SUMMARY The following topics were presented in this lesson: A. Identify Special Observance events. B. Identify how to prepare for a Special Observance event. END OF LESSON 366 Tuskegee Airmen Dr. STUDENT STUDY GUIDE Patrick AFB, FL 32925 EOA COURSE September 2019 EOA 4800 SPECIAL OBSERVANCES FOR TRAINING PURPOSES ONLY DO NOT USE ON THE JOB Lesson Plan Special Observances DEOMI September 2019 STUDENT STUDY GUIDE The references cited in this lesson are used for training purposes only and support the training objective. Referenced material from non- Federal Government sources may not be used for any purpose other than training. Unless specifically identified as a Department of Defense or other U.S. Government source, DEOMI does not endorse the content of any specific reference material, or the organization that is the source of the material. Reference materials from non-federal sources are included in this material solely to expose students to varying points of view and to generate discussion. This lesson will provide the education needed to develop the occupational knowledge required to perform the duties of an Equal Opportunity Advisor (EOA). The content of this lesson is designed to increase student knowledge while generating academic discussions and debate. The content of this lesson should not be taken out of context. Lesson Overview This lesson is designed to provide the learner with an introduction to what is involved in conducting a Special Observance function. Recommended Reading/Viewing DEOMI Organizing Observances video available on the DEOMI intranet at: www.deomi.org References 1. African American History Month. (2015). February is african american history month. Retrieved from http://www.africanamericanhistorymonth.gov/about.html 2. DEOMI. (2015). Special observances.

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Retrieved from http://deomi.org/SpecialObservance/index.cfm 3. DEOMI. (2015). Special observance planning guide. Retrieved from http://www.deomi.org/downloadableFiles/Special_Observance_Planning_Guide_20150319.p df 4. Government Printing Office. (1983). Public law 98-114, 98th congress. an act making the birthday of martin luther king, jr., a legal public holiday. Retrieved from http://www.gpo.gov/fdsys/pkg/STATUTE- 97/pdf/STATUTE-97-Pg917.pdf 5. Government Printing Office. (1986). Public law 99-244, 99th congress. a joint resolution designating february as “national black (african american) history month. Retrieved from http://www.gpo.gov/fdsys/pkg/STATUTE-100/pdf/STATUTE-100-Pg6.pdf 6. Hispanic Heritage Month. (2015). Hispanic heritage month. Retrieved from http://www.hispanicheritagemonth.org/ 7. Jewish Virtual Library. (2015). Jewish holidays: yom ha’shoah—holocaust memorial day. Retrieved from http://www.jewishvirtuallibrary.org/jsource/Judaism/yomhashoah.html Lesson Plan Special Observances DEOMI September 2019 8. National Archives. (2015). Equal employment opportunity program: special emphasis observances. Retrieved from http://www.archives.gov/eeo/special-observances/ 9. National Archives. (2015). Equal employment opportunity program: special emphasis programs—january: dr. martin luther king, jr. Retrieved from http://www.archives.gov/eeo/special-observances/#jan 10. National Women’s History Project. (2015). History of national women’s history month. Retrieved from http://www.nwhp.org/about-2/our-history/ 11. The Library of Congress. (2015). About LGBT Pride Month. Retrieved from http://loc.gov/lgbt/about.html 12. The Library of Congress. (2015). Asian Pacific American History Month. Retrieved from http://asianpacificheritage.gov/about.html 13. U.S. Department of Labor. National Disability Employment Awareness Month. Retrieved from http://www.dol.gov/odep/topics/ndeam/ 14. U.S. Department of the Interior Indian Affairs. (2015). The Creation of National American Indian and Alaska Native Heritage Month. Retrieved from http://www.bia.gov/DocumentLibrary/HeritageMonth/ 15. U.S. Government Publishing Office. (2015). Amended Executive Order 11246 and 11478 including “sexual orientation” and “sex or national origin.” Retrieved from http://www.gpo.gov/fdsys/pkg/FR-2014-07-23/pdf/2014-17522.pdf Lesson Plan Special Observances DEOMI September 2019 Student Instructional Material 1. DEOMI Student Study Guide Audiovisual Aids and Equipment 1. Online lesson module – EOA 6150 Special Observances 2. Computer, screen, and speakers Terminal Learning Objective Given examples and a study guide, know how to prepare for Special Observances recognized by scoring 70% or higher on a criterion referenced test (CRT). ENABLING LEARNING OBJECTIVES Level of Learning Performance Measure A. Identify Special Observance events. K CRT B. Identify how to prepare for a Special Observance event. K CRT K = Knowledge C = Comprehension A = Application CRT = Criterion Referenced Test W = Written Assignment SGE = Small Group Experience PE = Presentation Evaluation Lesson Plan Special Observances DEOMI September 2019 SPECIAL OBSERVANCES A. Special Observance Events 1. Special Observances a. Observances are conducted to recognize the continuous achievements of all Americans to American culture and to increase awareness, mutual respect, and understanding. 1) Observances are designed to enhance cross-cultural and cross-gender awareness and promote harmony among all military members, their families, and the civilian workforce. 2) These activities are extensions of the equal opportunity education and training objectives. 3) They are set aside annually to recognize the achievements and contributions made by members of specific groups in our society. 4) The focus of the observance should be directed toward encouraging interaction and not just recognition. 5) Success can best be measured by the degree of cross-cultural and cross-gender participation. 2. Martin Luther King, Jr. Birthday a. To honor the civil rights leader, Martin Luther King, Jr., and to allow Americans to reflect on racial equality and democratic principles b. Month: January c. Dates: Third Monday of the month d. Note: Martin

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Luther King’s birthday is Jan. 15, but in keeping with Federal guidance, it is celebrated on the third Monday in Jan. e. Observance: Martin Luther King, Jr. Birthday f. Authority/comment: Public Law 98-144, November, 1983 (Federal Holiday) g. Rationale: Since the first King Holiday on Jan. 20, 1986, the observance has been an occasion for people to remember Dr. King’s life and dedicate themselves anew to implementing his dreams. Lesson Plan Special Observances DEOMI September 2019 3. African American/Black History Month a. African American/Black History Month is an annual celebration of achievements by Black Americans and a time for recognizing the central role of African Americans in U.S. history. b. Month: February c. Dates: February 1st–28th d. Observance: African American/Black History Month e. Authority/comment: Public Law 99-244, Feb 1986 f. Rationale: In 1926 African American scholar Carter Godwin Woodson organized the first Negro History Week; focused attention on Black experience in the United States. In 1986, Congress officially designated February as National Black (Afro- American) History Month. 4. Women’s History Month a. Women’s History Month is a celebration of women’s contributions to history, culture and society. b. Observed entire month of March. c. Month: March d. Dates: March 1st–31st e. Observance: Women’s History Month f. Authority/comment: Public Law 100-9, March 1987 g. Rationale: The Education Task Force of the Sonoma County (California) Commission on the Status of Women initiated a “Women's History Week” celebration in 1978. President Ronald Reagan proclaimed the week beginning March 7, 1982 of that year to be Women’s History Week. Since 1987, Congress expanded the observance, requesting the President to proclaim March of each year as Women’s History Month. 5. Days of Remembrance a. Recognizes victims of the Holocaust. b. Month: April/May Lesson Plan Special Observances DEOMI September 2019 c. Dates: From the Sunday before Holocaust Remembrance Day (Yom Ha’Shoah) through the following Sunday. d. Observance: “Days of Remembrance” for victims of the Holocaust e. Authority/comment: Public Law 96-388, October, 1980 f. Rationale: To learn, reflect, and never forget what happened to the millions silenced during the Holocaust. 6. Asian American and Pacific Islander Heritage Month a. Asian American and Pacific Islander Heritage Month is an annual celebration of achievements by Asian Americans and Pacific Islanders and a time for recognizing the central role of Asian Americans and Pacific Islanders in U.S. history. b. Month: May c. Dates: May 1st–31st d. Observance: Asian American and Pacific Islander Heritage Month e. Authority/comment: Public Law 101-283, May 1990; Public Law 102-450, October 1992 f. Rationale: Commemorates the immigration of the first Japanese to the United States on May 7, 1843 and to mark the anniversary of the completion of the transcontinental railroad on May 10, 1869. 7. Hispanic Heritage Month a. Hispanic Heritage Month recognizes the contributions of Hispanic and Latino Americans to the United States and celebrates the group's heritage and culture. b. Month: September/October c. Dates: Sep 15-Oct 15 d. Observance: National Hispanic Heritage Month e. Authority/comment: Public Law 100– 402, Aug 1988 f. Rationale: Celebrates culture and traditions of U.S. residents who trace their roots to Spain, Mexico, and the Spanish-speaking nations of Central America, South America, and the Caribbean. 8. National Disability Employment Awareness Month Lesson Plan Special Observances DEOMI September 2019 a. National Disability Employment Awareness Month was declared in 1988 by Congress for October to raise awareness of the employment needs and contributions of individuals with all types of disabilities. b. Month: October c. Dates: 1–31 d. Observance: National Disability Employment Awareness Month e. Authority/comment: US Code 121 as of Jan. 26, 1988 f. Rationale: Conceived in 1945 as National Employ the Physically Handicapped Week; scope has been expanded. Currently increases public's awareness of contributions and skills of American workers with disabilities and highlights specific employment barriers that still need to be removed. 9. National American Indian Heritage Month a. Educates the public about the heritage, history, art, and traditions of the American

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Indian and Alaska Native people. b. Month: November c. Dates: 1–30 d. Observance: National American Indian Heritage Month e. Authority/comment: Public Law 102–188, March 1992 f. Rationale: In 1976, the United States’ bicentennial year, Congress passed a resolution authorizing President Ford to proclaim a week in October as “Native American Awareness Week.” On October 8, 1976, he issued his presidential proclamation doing so. Since then, Congress and the President have observed a day, a week or a month in honor of the American Indian and Alaska Native people. B. Preparing For A Special Observance Event Now that you know which special observances the DoD recognizes, let’s take a look at the steps you should consider, in general, in preparing for a Special Observance. 1. Budgetary Requirements a. Funding should be reviewed by the organization’s legal office to ensure compliance with Service-Specific, DoD, and Joint Ethics Regulations and Federal laws. This includes fund Lesson Plan Special Observances DEOMI September 2019 raisers by Special Observance committees and/or Special Observance private organizations that occur PRIOR to conducting a Special Observance on a military establishment. b. The budget is an essential element in the success of the programs. Upon approval, phase funds into the event’s fiscal quarter. c. Note: Not all EO offices control a budget. Check with the command budget/resource officer for guidance on funding. 2. Materials for Planning a Special Observance a. Planning and coordinating with command and support offices is critical from the very first discussion of an observance through the closing of the historical files. b. Planning: The Equal Opportunity Advisor, or EOA, should make use of locally available resources (e.g., staff, library personnel, and people in the local community) when planning an observance. c. Coordinating: It is critical that the EOA meet with the resource advisor as early as possible to determine the funding available for the observance when beginning initial planning. 3. Duties and Responsibilities of Organizing Personnel and Committees a. When organizing a Special Observance, you may decide to form committees in order to assign responsibilities. The following are committees/positions you may wish to consider: 1) Project Officer— Oversees overall planning, coordination, and execution. May be the EOA. Use coordination checklist and Guidance for Organizing Observances. 2) Observance Scheduling Committee—Suggests timeline and prepares a schedule. 3) Planning Committee—Develops agenda of events and activities including estimated costs. 4) Finance Committee—Determines funding available from the Resource Management office. 5) Publicity Committee—Plans, develops, and implements publicity programs to increase awareness. 6) Education Committee—Plans, develops, and implements educational programs to increase awareness of historical and cultural accomplishments and achievements. Lesson Plan Special Observances DEOMI September 2019 7) Luncheon/Banquet Subcommittee—Coordinates dates and obtains reservations. 8) Protocol—Responsible for guest speaker(s). 4. Planning and Coordination The following information is based upon extensive experience in the planning and conducting of commemorative observances and is not necessarily accomplished sequentially: a. Calendar of Events: Contact appropriate installation/local organizations (e.g., Public Affairs; Morale, Welfare and Recreation; command section; and etc.) to compare calendar of events for installation/command activities. b. Determine availability of suitable facilities. d. Verbally brief your commander, chief of staff, or appropriate supervisor of the general plan. e. Compose rough drafts 1) Publicity release 2) Observance program outline 3) List of guest speakers 4) Description of event 5) Structure of planning committee(s) 6) Funding requirements 7) Introductory message from the commander. 8) Draft letter to proposed keynote speaker. 9) Memo to commander summarizing the plan. 10) Present the proposal to the commander. 11) Proceed with the program after commander approval. 12) Ensure planning committee members cover all aspects of the observance. 13) Secure an advance copy of speaker’s presentation, if applicable. Lesson Plan Special Observances DEOMI September 2019 14) Send copy of complete package to the

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commander and others. It is expected that you will need to tailor this information to meet local requirements, to conform to command guidance, and to be consistent with command or installation standard operating procedures. 5. After the Observance a. After the observance you should obtain copies of publicity coverage. This information would typically include articles with pictures of the installation and community activities. b. Additionally, compile an after action report to determine how well the planning and coordination was executed. Each committee should report what worked well and what could have been better. How could it be better the next time? Learn from the experiences, good and not so good, so that the next observance event will be even better. SUMMARY The following topics were presented in this lesson: A. Identify Special Observance events. B. Identify how to prepare for a Special Observance event. END OF LESSON

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