Historial de Documentos que
Afectan los Programas ROTC y a
las Universidades de PR y de EU
Prof. Hiram González
Catedrático Asociado
Departamento de Ing. Civil y Agrimensura
Coronel (Ret), Ejército de los Estados Unidos
Ex-Director Program Ciencias Militares UPRM
Presentación ante el Comité Ad-Hoc-Program de Ciencias Militares
del Senado Académico de UPRM
Doc: El Debate Histórico
Coumbe, Arthur. Why ROTC?: the debate over collegiate military training, 1969-1973. Sep 30,
1999.
www.airpower.maxwell.af.mil/airchronicles/cc/coumbe.html
“Los críticos académicos del ROTC alegaban que:
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el contenido de sus cursos era “intelectualmente estéril”;
que sus métodos eran “inconsistentes con el espíritu de investigación libre de
la universidad”;
que su plan de estudio e instructores, a diferencia del plan de estudio e
instructores de cualquier otra facultad, eran impuestos por una agencia
externa;
que sus instructores eran, según sus antecedentes académicos y
temperamento, inadecuados para enseñar en un ambiente de universidad; y
que la finalidad de la instrucción ROTC, que era la de indoctrinar e inspirar,
estaba en oposición a la finalidad de la educación universitaria, que era la de
fomentar el pensamiento crítico.”
“…otra de las supuestas desventajas del ROTC, su incompatibilidad
fundamental con los objetivos, metas y métodos de una universidad.”
Doc: El Debate Histórico (cont.)
Coumbe, Arthur. Why ROTC?: the debate over collegiate military
training, 1969-1973. Sep 30, 1999.
www.airpower.maxwell.af.mil/airchronicles/cc/coumbe.html
“…muchos académicos reconocieron que el ROTC le
proporcionaba a los servicios con la clase de líder capaz e
intelectualmente versátil que las Fuerzas Armadas
necesitaría después de la era de Vietnam.”
“…el oficial capacitado en el ROTC poseía, generalmente, lo
que un Comité del Departamento de Defensa describió como
profesionalismo “profundo”. ”
Doc: El Debate Histórico (cont.)
Coumbe, Arthur. Why ROTC?: the debate over collegiate military training,
1969-1973. Sep 30, 1999.
www.airpower.maxwell.af.mil/airchronicles/cc/coumbe.html
“…el ROTC abarcaba los 50 estados, todas las esferas
sociales y todo tipo de escuelas ... las universidades
prestigiosas del noroeste de EE.UU., instituciones estatales
dedicadas a la investigación y las universidades estatales
pequeñas dedicadas a la enseñanza — cada una con sus
culturas y tradiciones características — auspiciaron
unidades ROTC.”
“En su informe de septiembre de 1969, el comité expresó que
el “argumento más importante” para el ROTC era que
fortalecía “la participación de los civiles y su
influencia sobre los militares”. ”
Doc: El Debate Histórico (cont.)
Coumbe, Arthur. Why ROTC?: the debate over collegiate military training,
1969-1973. Sep 30, 1999.
www.airpower.maxwell.af.mil/airchronicles/cc/coumbe.html
“En su informe de 1970, la Asociación de Universidades
Estatales y Federales declaró que el ROTC era “una de las
mejores garantías en contra del establecimiento en
este país de una casta o camarilla militar.”
“El Dr. Lee S. Dreyfus, rector de la Universidad Estatal de
Wisconsin en Steven Point, Wisconsin, afirmó que el ROTC
“no constituía la presencia del Ejército en el campus”,
sino “la presencia de la Universidad en el Ejército”… y
describió al ROTC como “el contrapeso antimilitarista
clave en el Ejército”. ”
Historia: El ROTC en UPRM
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Desde la fundación del CAAM (1911 – 93 años),
como requisito del “Land Grant Act”
1er Contrato Formal UPR-US Army (1965),
firmado por Dr. Jaime Benítez, Rector UPR
(el ROTC del CAAM era satélite del de UPR)
1966: Nueva Ley de la UPR separa CAAM y UPRRP como dos recintos autónomos
2do Contrato Formal CAAM-US Army (1971),
firmado por Dr. José E. Arrarás, Rector
Contrato Formal RUM-US Air Force (1989),
firmado por Dr. José L. Martínez Picó, Rector
Programas son absolutamente VOLUNTARIOS
Co-existen pacífica y efectivamente en UPRM
Egresados exitosos en Fuerzas Armadas y
comunidad civil.
Doc: “The Land Grant Act”
(Morrill Act of 1862)
http://www.wvu.edu/~exten/about/land.htm
"AN ACT Donating Public Lands to the several States and Territories which may provide
Colleges for the Benefit of Agriculture and Mechanic Arts." - - as UPRM
A land-grant college or university is an institution that has been designated by its state
legislature or Congress to receive the benefits of the Morrill Acts of 1862 and 1890.
The original mission of these institutions, as set forth in the first Morrill Act, was to
teach agriculture, military tactics, and the mechanic arts as well as classical studies so
that members of the working classes could obtain a liberal, practical education.
The Purpose:
. . . the endowment, support, and maintenance of at least one college where the leading object
shall be, without excluding other scientific and classical studies, and including military
tactics, to teach such branches of learning as are related to agriculture and the mechanic
arts, in such manner as the legislatures of the states may respectively prescribe, in order
to promote the liberal and practical education of the industrial classes in the several
pursuits and professions in life.
Over the years, land-grant status has implied several types of federal support.
Doc: “The Land Grant Act”
(Other Key Components)
http://www.wvu.edu/~exten/about/land.htm
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Nelson Amendment to the Morrill Act: Still today, provides a permanent annual appropriation of $50,000 per
state or territory (for UPRM in Puerto Rico).
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Hatch Act of 1887: Authorized federal funding for an agricultural experiment station in connection with
each land-grant institution – like the one nearby and supporting UPRM.
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Second Morrill Act of 1890: Supplemented by direct appropriation the income from the land-grants (more
$$$), but prohibiting distribution of money to states that made distinctions of race in admissions.
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Smith-Lever Act of 1914: Established the system of cooperative extension services – like the one at UPRM.
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Bankhead-Jones Act of 1935: To provide for the more complete endowment and support of the colleges in
the several States, Puerto Rico, the Virgin Islands, and Guam, entitled to the benefits of the Land Grant Act
(UPRM). For the first fiscal , $8,100,000; and $4,360,000 thereafter, to be paid annually to the several States,
Puerto Rico, the Virgin Islands and Guam in equal shares.
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Sea Grant Act of 1966: An act, parallel to the Land Grant Program, authorizing the establishment and
operation of Sea Grant colleges with Federal funding from the National Oceanic and Atmospheric
Administration (NOAA) in the Department of Commerce -- which supports Marine Sciences at UPRM.
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Space Grant Act of 1988: To establish a National Space Grant and Fellowship Program with Federal funding
from the National Aeronautics and Space Administration (NASA) -- which supports the EPSCoR Program here
at UPRM.
Análisis Comparativo: UPRM vs. MIT
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Muy similares en su Marco Legal
Ambas reconocidas por sus Programas académicos
(MIT reconocida como “élite; muy prestigiosa”)
Ambas son “Land, Sea, and Space Grant
Schools”
MIT reconoce que “the mandate for providing some form of
military education is clear”
http://www-tech.mit.edu/V110/N46/rotc.46n.html
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UPRM está sujeto al mismo mandato.
(Ver Ley de la UPR del 1966, según enmendada)
Doc: Ley de la UPR
(Ley Num. 1 del 20 de enero de 1966, según enmendada)
Art. 4. Organización de la Universidad de Puerto Rico. (18 L.P.R.A. § 603)
(a) La Universidad de Puerto Rico constituirá un sistema orgánico de educación superior,
compuesto por las siguientes unidades institucionales …
(2) El Recinto Universitario de Mayagüez que estará integrado por todas las
escuelas, colegios, facultades, departamentos, institutos, centros de investigación y
otras dependencias en la actualidad funcionan en el Colegio de Agricultura y Artes
Mecánicas de la Universidad de Puerto Rico. La Estación Experimental Agrícola y el
Servicio de Extensión Agrícola quedan integrados a este Recinto en lo administrativo y
programático y su personal calificado será incorporado al claustro de conformidad con
lo que el Consejo disponga, a fin de que el Recinto, como beneficiario de la ley del
Congreso de los Estados Unidos, aprobada el 30 de agosto de 1890, según
enmendada, y conocida como la “Segunda Ley Morrill”, y de todas las leyes del
Congreso que la complementan, fomente y desarrolle un sistema agrícola
universitario que integre la enseñanza, la experimentación y la divulgación.
Doc: Reporte de Estudio en MIT;
Qué dice MIT?
Task Force. Interim Report of the ROTC Task Force: Section 4. Feb 1, 1996
http://web.mit.edu/committees/rotc/report-4.html
“For almost 80 years, the United States government has
maintained a military presence on the campus of MIT under
the aegis of the Reserve Officers' Training Corps (ROTC) in
order to recruit and prepare MIT students for service in
the various branches of the armed forces.”
“…there is abundant testimony from the cadets of all three
programs that they value the leadership and teamwork
experience provided by the ROTC programs as among the
most valuable components of their MIT undergraduate
education. ”
Doc: Reporte de Estudio en MIT;
Qué dice MIT?
Task Force. Interim Report of the ROTC Task Force: Section 4. Feb 1, 1996
http://web.mit.edu/committees/rotc/report-4.html
“Benefits of ROTC to Students”
“First and foremost … participation in an ROTC program, such
as at MIT, permits these students to combine a quality
education with preparation for a military career.”
“A second benefit is the scholarship support.”
“Another benefit from ROTC is the academic program, which is
viewed as being strong in leadership and management
training, analytical skills, and physical preparation.”
“Upon graduation, they have a guaranteed job in the military,
with all of its career opportunities.”
Doc: Artículo Interno de MIT;
Qué dice MIT?
Michael J Piore. Gays and ROTC. Jul 9,2003
http://www-tech.mit.edu/V123/N29/piore29.29c.html
Michael J. Piore is the David W. Skinner Professor of Political Economy at MIT.
“…in the Institute’s ROTC policy, the broad policy was captured
by the term “tight embrace.” The idea was to draw ROTC
closer to MIT, not to distance MIT from it.”
“In the Viet Nam era, when other universities were quick to
eliminate their ROTC programs, the MIT faculty reviewed the
ROTC oversight process and found it successful in
maintaining a program that was consistent with the
Institute’s basic mission.”
“Tight embrace is an extension of this tradition.”
Doc: Prensa “Columbia University;”
Qué dicen las Universidades Prestigiosas?
Columbia Spectator Online Edition. ROTC belongs at Columbia. Apr 12, 2002
http://www .columbiaspectator.com/vnews/display.v/ART/2002/04/12/3cb…
“Elite academic institutions such as Dartmouth, John Hopkins, MIT,
Princeton, and Cornell have protected their ROTC programs, recognizing
that the beneficial effects of ROTC reach not only cadets but also the
entire academic community.”
“Cornell describes its ROTC program as "dedicated to fulfilling a unique
aspect of founder Ezra Cornell's dream of an institution where any
person can get instruction in any study”.”
“Johns Hopkins characterizes its ROTC program as "a valuable component
of the university that provides an opportunity for many students to
afford a Hopkins education, to train for a career, and to become
positive forces in the military”.”
“Princeton describes its ROTC program as "keeping with the university's
motto, “In the Nation's service” and proclaims, "ROTC has prepared
generations of Princetonians for their future nation-building
responsibilities, both in and out of uniform."
Doc: Estudio Annual de Universidades;
Qué piensan las Universidades en general?
USNews America’s Best Colleges 2003. The New Appeal of ROTC
http://www.usnews.com/usnews/edu/college/articles/brief/03rotc_brief.php
“…about 55,000 students nationwide participating in the
Reserve Officers Training Corps.”
“…while Army ROTC (the largest branch, with some 30,000
cadets at over 600 campuses) has grown by 5 percent.”
(51 Catholic Universities; Notre Dame and others)
“Some colleges, like Harvard University in Cambridge,
Mass., which kicked ROTC off campus during the Vietnam
War era, are now debating whether to invite the
program back.”
“The Army (www.armyrotc.com) generally pays up to
$17,000 toward tuition.”
Doc: “Solomon Amendment”
(1996—Law codified in 10 U.S.C. Sec 983, in effect as of Jan 2000)
The 1996 Solomon Amendment provides for the Secretary of Defense to deny federal funding to institutions
of higher learning if they prohibit or prevent ROTC or military recruitment on campus.
TITLE 10--ARMED FORCES
CHAPTER 49--MISCELLANEOUS PROHIBITIONS AND PENALTIES
Sec. 983. Institutions of higher education that prevent ROTC access or military recruiting on campus: denial of
grants and contracts from Department of Defense, Department of Education, and certain other
departments and agencies
(a) Denial of Funds for Preventing ROTC Access to Campus.--No funds may be provided by contract or by
grant (including a grant of funds to be available for student aid) to an institution of higher education
(including any sub element of such institution) if the Secretary of Defense determines that that institution
(or any sub element of that institution) has a policy or practice (regardless of when implemented) that
either prohibits, or in effect prevents-(1) the Secretary of a military department from maintaining, establishing, or operating a unit of the
Senior Reserve Officer Training Corps (in accordance with section 654 of this title and other
applicable Federal laws) at that institution (or any sub element of that institution).
(e) Notice of Determinations.--Whenever the Secretary of Defense makes a determination under subsection (a),
(b), or (c), the Secretary–
(1) shall transmit a notice of the determination to the Secretary of Education and to Congress; and
(2) shall publish in the Federal Register a notice of the determination and the effect of the
determination on the eligibility of the institution of higher education (and any sub element of that
institution) for contracts and grants.
http://www.yalerotc.org/Solomon.html
Doc: “The Solomon Amendment
and its Effects”
http://www.rso.cornell.edu/dash//solomon.html
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The Solomon Amendment states that certain federal funds will be denied
to schools that have a "policy or practice" that prohibits or prevents the
Secretary of Defense from recruiting on campus, from having access to
students on campus, or from having access to directory information for
students. The Solomon Amendment denies funds to schools that have
an anti-ROTC policy.
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The Solomon Amendment affects the Federal Perkins Loan Program, the
Federal Supplemental Educational Opportunity Grant Program, and the
Federal Work-Study Program as well as funds distributed by the
Departments of Education, Labor, and Health and Human Services.
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The Solomon Amendment was included in the National Defense
Authorization Acts for 1995 and 1996 as well as the Omnibus
Consolidated Appropriations Act for 1997.
Doc: “Title 32-National Defense”
(July 1, 2003)
CHAPTER I – OFFICE OF THE SECRETARY OF DEFENSE
PART 216 – MILITARY RECRUITING AND RESERVE OFFICER TRAINING CORPS PROGRAM
ACCESS TO INSTITUTIONS OF HIGHER EDUCATION –
Sec. 216.1 Purpose
(e) Updates policy and responsibilities relating to the management of covered schools that have an antiROTC policy.
Sec. 216.3 Definitions
(a) Anti-ROTC policy: A policy or practice whereby a covered school prohibits or in effect prevents
the Secretary of Defense from maintaining, establishing, or efficiently operating a unit of the Senior
ROTC at the covered school …
Sec. 216.4 Policy
It is policy that:
(b) Under 110 Stat. 3009, no funds available under appropriations acts for any fiscal year for the
Departments of Labor, Health and Human Services, Education, and related Agencies may be provided by
contract or grant (including a grant of funds to be available for student aid) to a covered school that
has an anti-ROTC policy or practice (regardless of when implemented). Additionally, under 10 U.S.C.
983, no funds appropriated or otherwise available to the Department of Defense may be obligated to a
covered school that has such a policy or practice.
Sec. 216.5(3) A list of schools ineligible for contracts or grants will be published in the Federal Register.
Consecuencias de Política Anti-ROTC
(Violación del “Title 32”) para UPRM
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Pérdida de todos los Fondos Federales para:
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Ayudantías Graduadas --- 370 estudiantes 2002-2003
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Ayudantías Sub-Graduadas --- 414 estudiantes 2003-2003
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Jornales (por hora) en CID --- 312 estudiantes 2002-2003
Becas Estudiantiles (ayuda económica, incluyendo “Pell Grants”)
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afecta al 72% de la población estudiantil de UPRM
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$32 millones en 2002-2003
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Préstamos Federales para estudiantes
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La operación de Departamentos, Centros o Unidades atadas a las
Actas “Land, Space and Sea Grants” --- $25 millones/año
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Investigación --- $18 millones en 2002-2003
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Estación Exp Agrícola y Serv de Ext Agrícola --- $4.6 millones
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Departamento de Ciencias Marinas
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Centro de Investigación y Desarrollo (CID)
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Programas EPSCoR, PASCoR y otros
Un TOTAL APROXIMADO de PERDIDAS: $70 millones/año
DESASTRE ECONÓMICO para UPRM y para la Comunidad Local
Consecuencias Anti-ROTC en EU
(HARVARD UNIVERSITY)
The Harvard Crimson Online --- http://www.thecrimson.com/article.aspx?ref=353521
Published on Tuesday, November 25, 2003
Acting Unwise on Solomon
Summers’ refusal to challenge amendment in court betrays Harvard’s dedication to equality
“Last week, University President Lawrence H. Summers reiterated his support for equal
opportunity in the military.”
“ Yet he admitted that he did not intend to back these principles with legal action on the part
of Harvard University.”
“Harvard will not be among the schools challenging the 1996 Solomon
Amendment, which mandates that universities allow military recruiters on law school
campuses or face the loss of federal funding—potentially hundreds of millions of
dollars per school per year.”
“While barring military recruiters from Harvard Law School (HLS) would have cost the
University $412 million for this fiscal year, litigating would not risk the loss of
funds. It is understandable, though regrettable, that the University had to buckle
under financial pressure to allow the recruiters access to the Office of Career
Services at HLS.”
Consecuencias Anti-ROTC en EU
(HARVARD LAW SCHOOL)
Harvard Law School Memorandum --- http://www.law.harvard.edu/news/2002/08/26_military.php
Dean Robert C. Clark Announces Change to HLS Military Recruiting Policy
Post Date: August 26, 2002 – 1:30 p.m.
The following is a memo from Dean Robert C. Clark to the Harvard Law School community outlining
changes to the school’s military recruiting policy for the 2002-2003 academic year.
“ On May 29, 2002, the Air Force notified me that it no longer views our policy as
being in compliance with the law. The Air Force’s letter said that unless the School
showed by July 1, 2002 that our “policies and practices had been modified to conform
to federal requirements” they would “forward this matter to the Office of the
Secretary of Defense with a recommendation of funding denial”.”
“The University, however, annually receives approximately $328 million from the
Federal Government, which comprises about 16% of its operating budget.”
“Most of us reluctantly accept the reality that this University cannot afford the loss of
federal funds. Harvard University, one of the nation’s premier research institutions,
would be adversely impacted by the abrupt termination of millions of dollars in
federal funds.”
“As a citizen, I am convinced that military service is both honorable and essential to
the well being of our country. Precisely because of this respect for military service,
I believe that one way or another, all students should have access to these
exceptional opportunities to serve their country.
Consecuencias Anti-ROTC en EU
(YALE UNIVERSITY)
YALE News Release --- http://www.yale.edu/opa/newsr/02-10-02-04.all.html
For Immediate Release: October 1, 2002
Statement of Yale University President Richard C. Levin
“Yale has responded to a letter from the Army which contends that the recruitment policy of the Yale
Law School does not conform with a Federal law known as the "Solomon Amendment.”
“Both the University and the Law School are proud of the long and honorable tradition of military
service by Yale graduates, including Yale Law School graduates. The University is committed to
complying with the law, but we intend to pursue a determination of whether the Law School's
current policy satisfies the legal requirements. As an interim measure, while such a determination
is pending, the Law School will temporarily suspend the application of its policy of requiring a
non-discrimination certification from military recruiters so that they may participate in the
School's off-campus fall 2002 interview program.”
Doc: El Contrato Army (ROTC) con
UPRM
2. The governing authorities of this Institution (UPRM) agree as follows:
a. To establish a Department of Aerospace Studies (DMS) as an integral academic and administrative
department of the Institution and to adopt its curriculum of military instruction courses, which the
Secretary of the Army will prescribe and conduct.
c. To make available to the DMS the necessary classrooms, administrative offices, office equipment,
storage space, … , in a fair and equitable manner in comparison with other departments of the
Institution.
d. To grant appropriate academic credit applicable toward graduation for the successful completion
of courses offered by the DMS.
e. To arrange for the scheduling of military classes to make it equally convenient for students to participate
in Army ROTC as in other courses …
3. It is mutually understood and agreed as follows:
b. That this agreement may be terminated by giving one academic year’s notice by either party hereto.
c. That no Army officer shall be assigned to the DMS without the prior approval of the authorities of
this Institution …
4. To confer the rank of Professor on the Senior Army Officer…as is required by law...
5. Enrollment in the Program at this Institution shall be elective.
FIRMADO POR: Dr. José Enrique Arrarás, Rector
Doc: El Contrato del Air Force (ROTC)
con UPRM
2. The Institution (UPRM) agrees:
a. To establish a Department of Aerospace Studies (DAS) as an integral academic
department … with all the administrative and associated privileges enjoyed by other
departments. The Secretary of the Air Force will prescribe the course content,
conduct of the courses, and provide support literature …
c. To grant appropriate academic credit applicable toward graduation for the
successful completion of courses offered by the DAS.
e. To confer the rank of Professor on the Senior Air Force Officer…as is required by law…
f. To make available to the DAS, without charge, the necessary classrooms,
administrative offices, storage space, … , in the same manner as provided to other
departments within the Institution.
g. To provide adequate secretarial, janitorial, communications, printing, building
maintenance, utilities, and ground upkeep …
3. It is mutually understood and agreed:
b. That this agreement may be terminated at the completion of any school year by
either party, by giving at least 1- year’s notice, or sooner by mutual agreement.
FIRMADO POR: Dr. José Luis Martínez Pico, Rector
Doc: Ley de la UPR
(Ley Num. 1 del 20 de enero de 1966, según enmendada)
Art. 16. Disposiciones Generales y Transitorias
(5) Todas las prerrogativas, atribuciones y responsabilidades contraídas por
cualquier organismo o funcionario oficial de la Universidad de Puerto Rico bajo
leyes en vigor antes de la aprobación de ésta o a virtud de cualquier ley federal,
concesión o contrato cuya transferencia no esté específicamente establecida por las
disposiciones de esta ley [este Capítulo], quedan por ésta reconocidas y continúan en
vigor.
(6) Se ratifica la aceptación de toda legislación aprobada por el Congreso de los
Estados Unidos extensiva a Puerto Rico para beneficio de la Universidad.
Doc: Professor of Military Science
(PMS) Selection Board Requirements
http://www.rotc.monroe.army.mil/PMSBoard/Index.htm
Professors of Military Science
It is the intent of the Annual Professors of Military Science (PMS) Selection Board to competitively select and
slate qualified applicants for our FY05 PMS vacancies.
All applicants must complete their interview sheets and provide to Cadet Command Headquarters NLT 30
June 2004.
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Must be in the grade of LTC, MAJ(P) or MAJ
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MEL 4 qualified.
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Masters Degree prior to 1 Aug 04 (no exceptions).
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Available to PCS prior to 1 Aug 05 and complete a 3-year tour
Once your branch verifies that you may be allowed to compete for this years board, begin to work with your
assignment manager to update standard board documents.
Concurrently, your Branch will be preparing a standard board file (Photo, Microfiche, ORB, Transcripts
(Undergrad and Graduate)). Request each officer proactively review their files to ensure that the PMS
Board will have the most current and accurate information.
The final step in the PMS selection process is a formal nomination to the specific university/college
administration. After school administration acceptance of the PMS nomination, HRC-Alexandria
prepares an RFO for PCS orders. Cadet Command will notify the officers of the procedure to obtain a
Pre-Command Course date.
Doc: Catálogo Académico de UPRM;
Objetivos del Air Force ROTC en UPRM
DEPARTMENT OF AEROSPACE STUDIES (AIR FORCE ROTC)
(From UPRM Academic Catalog for 2003-04)
The objectives of the Air Force ROTC Program at the UPRM are as follows:
1. To identify, select, and motivate qualified students who will participate
in the Program of Aerospace Studies.
2. To provide university-level education that will prepare students to be
officers in the United States Air Force.
3. To enhance students' basic appreciation of and dedication to
democratic principles.
4. To provide students with an understanding of the Air Force’s role in
support of the national interest of the United States.
5. To develop each student’s potential as leader and manager.
6. To commission Second Lieutenants dedicated to their tasks who will accept
responsibilities eagerly, think creatively, and speak and write
English fluently.
Doc: Catálogo Académico de UPRM;
Objetivos del Army ROTC en UPRM
DEPARTMENT OF MILITARY SCIENCE (ARMY ROTC)
(From UPRM Academic Catalog for 2003-04)
The mission of the US Army ROTC Program is to obtain well-educated,
commissioned officers to meet Army requirements. The objectives of the
ROTC Program at UPRM are as follows:
1. To attract, motivate, and prepare selected students to serve as
commissioned officers in the regular Army, Army National Guard, or the
Army Reserve.
2. To provide an understanding of the fundamentals, concepts, and
principles of military science.
3. To develop leadership, managerial skills, basic professional
knowledge, and a strong sense of personal integrity, honor, and
individual responsibility among students in the Program.
4. To develop an appreciation of the requirements for national security.
The Army ROTC Program draws upon the many educational disciplines
required for the modern Army. It ensures that men and women educated
at a broad spectrum of institutions of higher learning are commissioned
annually in the Army Officer Corps.
Doc: El Perfil del Egresado de los
Programas ROTC en UPRM
El Perfil del Egresado del
Departamento Académico de cada
candidato a Oficial
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Los Programas ROTC no gradúan; La Institución (Departamentos,
Facultad) es la que gradúa.
Los Programas ROTC proveen una capacitación adicional y ofrecen un
nombramiento (Comisión como Oficial) de empleo cuando la
Institución certifica la graduación.
EL RESULTADO: Un Profesional y Oficial, líder en las Fuerzas
Armadas y en su comunidad, con la preparación académica de altura
que provee la UPRM, con todos sus atributos, de personalidad bien
balanceada, humanista y con “pensamiento crítico” y profundo.
El Reclamo Contra el ROTC …
No es ACADÉMICO;
Es POLÍTICO.
Doc: “Ensayo” por Líder de FUDE
Reflections on Nonviolence: The Vieques Experience
by Héctor Rosario
(reprinted from The Dartmouth Online, Wednesday, May 24, 2000)
http://www.serve.com/nukeresister/nr120/nr120rosario.html
“While in jail, I gained a new perspective on the nonviolent struggle and its consequences. I had time to
reevaluate my strategies and thoughts.”
STRATEGY:
“Let me present an outline of how Shepard believes the nonviolent struggle works: activists break a law politely; public leader(s) have them arrested, tried and put in prison; activists accept it; members of the
public are impressed by the protest, hence public sympathy is aroused for the protesters and their cause;
members of the public put pressure on public leader(s) to negotiate with activists; as cycles of civil
disobedience recur, public pressure grows stronger; finally, public leader(s) give in to pressure from
their constituency and negotiate with activists.”
“This approach works whether you wish to abolish the current political system or whether you want to
reform it.”
GOAL:
“In the Vieques experience, our first goal is to get the U.S. Navy out of Vieques, then fight
for the demilitarization of Puerto Rico and finally to obtain independence for our
nation. This we shall attain through nonviolent means.”
Doc: Artículo por FUDE en
“International Action Center Online”
Anti-ROTC Civil Disobedience Encampment at the University of Puerto Rico
http://www.iacenter.org/rotc_1-2004.htm
“1/9/2004--The successful demilitarization campaign of Puerto Rico has extended from
Vieques to the University of Puerto Rico at Mayagüez in an effort to expel the ROTC
program.”
“Reclaiming the University’s mission to excellence in education and its commitment to a
culture of peace, and denouncing the use of university funds that go to promote war …”
“We urge anti-war activists across the United States to help us disseminate our message. We
must fight the insanity of war from every angle. This requires ending all ROTC programs
and their recruitment activities on our college campuses.”
FIRMAN:
Frente Universitario por la Desmilitarización y la Educación (FUDE)
Isa Rodríguez
Ismael Guadalupe
Héctor Rosario, PhD
Doc: Declaración de Principios;
“Unión de Juventudes Socialistas (UJS)”
DECLARACIÓN DE PRINCIPIOS (Aprobado en Asamblea, 22 de agosto de 1999, San Juan, PR)
http://ujs-pr.tripod.com/boletines/principios.html
“Considerando:
"Que el mundo se encuentra en una etapa insostenible de explotación entre los
humanos; que las decisiones fundamentales se toman en función del capital …”
“Por lo tanto:
"Para contribuir a la solución de éstas y otras contradicciones … la Unión de
Juventudes Socialistas adopta los siguientes Principios que definen su
identidad social y política:"
“1. El Socialismo
Este es el principio fundamental que da razón de ser a nuestra organización.
Concebimos al socialismo como la transición hacia una sociedad sin clases
y sin estado en sentido estricto: el comunismo.”
“2. La Liberación Nacional
La liberación nacional la concebimos como la independencia …”
“7. La Unidad Obrero-Estudiatil
"La emancipación de los trabajadores será obra de los trabajadores mismos."
(Marx). Por eso, reconocemos al proletariado como la clase social protagonista
en la revolución. Los estudiantes, quienes somos la mayoría de los que
componemos esta organización, tenemos como norte … contribuir a la
emancipación de la clase trabajadora desde nuestra trinchera, las
universidades y las escuelas, y fuera de ellas.”
Repito: El Reclamo Contra el ROTC …
No es ACADÉMICO;
Es POLÍTICO.
Doc: Constitución de PR
PREÁMBULO
Nosotros, el pueblo de Puerto Rico, a fin de organizarnos políticamente sobre una base plenamente
democrática, promover el bienestar general y asegurar para nosotros y nuestra posteridad el goce
cabal de los derechos humanos, puesta nuestra confianza en Dios Todopoderoso, ordenamos y
establecemos esta Constitución para el Estado Libre Asociado que en el ejercicio de nuestro derecho
natural ahora creamos dentro de nuestra unión con los Estados Unidos de América.
Al así hacerlo declaramos:
Que el sistema democrático es fundamental para la vida de la comunidad puertorriqueña;
Que entendemos por sistema democrático aquel donde la voluntad del pueblo es la fuente del poder
público, donde el orden político está subordinado a los derechos del hombre y donde se asegura la
libre participación del ciudadano en las decisiones colectivas;
Que consideramos factores determinantes en nuestra vida la ciudadanía de los Estados Unidos de
América y la aspiración a continuamente enriquecer nuestro acervo democrático en el disfrute
individual y colectivo de sus derechos y prerrogativas; la lealtad a los postulados de la
Constitución Federal; la convivencia en Puerto Rico de las dos grandes culturas del hemisferio
americano; el afán por la educación; la fe en la justicia; la devoción por la vida esforzada, laboriosa y
pacífica; la fidelidad a los valores del ser humano por encima de posiciones sociales, diferencias
raciales e intereses económicos; y la esperanza de un mundo mejor basado en estos principios.
Doc: Constitución de EU
PREÁMBULO
NOSOTROS, el Pueblo de los Estados Unidos, a fin de formar una Unión más perfecta,
establecer Justicia, afirmar la tranquilidad interior, proveer la Defensa común,
promover el bienestar general y asegurar para nosotros mismos y para nuestros
descendientes los beneficios de la Libertad, estatuimos y sancionamos esta
CONSTITUCION para los Estados Unidos de América.
Cierre …
Doc: Artículo por José M. Saldaña
(Ex-Presidente de la UPR)
Comentario: La Política Pública y el ROTC, El Vocero, 24 de febrero de 2004
“La Universidad de Puerto Rico es una universidad del Estado, por lo que pertenece a
todo el pueblo y no a ningún sector en particular, mucho menos a uno minoritario. La
decisión de prescindir del ROTC afectaría la condición de “Land Grant University”, lo
cual tendría un impacto detrimental en la institución y sin duda limitaría
grandemente su capacidad económica, y por consiguiente sus ofrecimientos y
posibilidades para contribuir a nuestro desarrollo como pueblo.”
“Esta es una decisión de política pública e institucional y debe de ser la Junta de
Síndicos (que son los representantes del interés público) los que teniendo
presente el sentir del país sobre este importante asunto, tomen la decisión.”
“A las autoridades universitarias -Presidente y Rectores- les compete informar
prontamente y exactamente a la comunidad universitaria y al país respecto a las
implicaciones que para la institución tendría el ceder a los reclamos de los que
quieren expulsar el ROTC de la Universidad.”
“Al mismo tiempo, tienen que ejercer la responsabilidad de mantener el orden
institucional y la operación normal del programa. Para eso es que tienen el poder
y los elementos reglamentarios para hacerlo.”
Muchas Gracias.
¿PREGUNTAS?