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Pereira, Elio Gomes. "O ENSINO NA ACADEMIA DA POLÍCIA MILITAR EM GOIÁS: MATRIZES CURRICULARES - MUDANÇAS E PERMANÊNCIAS 1970 2012." Pontifícia Universidade Católica de Goiás, 2013. http://localhost:8080/tede/handle/tede/3312.
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Previous issue date: 2013-08-29<br>This paper presents a study on the teaching given to the officers of the Academy of Military Police of
the State of Goiás. Its purpose is to analyze the main changes made to the Curriculum Training
Course for Officers of CAPM / GO, especially with regard to courses offered for this and the teaching
methodologies adopted by professors. It has been the intention of showing how and why the
disciplines of Curriculum have been changing or gradually being replaced due to the regime prevailing
Government or due to the need to provide more humanitarian official training for these to improve their
professional skills, becoming able to meet the demands of contemporary society. The relevance of this
research is the academic-scientific dimension that permeates the track changes disciplinary curriculum
and pedagogical practices of teachers involved in teaching military police officers in order to form a
professional profile that is able to be responsible for the security of the population civil altruistically,
avoiding physical repression and symbolic, feature of the Ideological State Apparatus. The theoretical
framework is based on research that address power relations, from the perspective of Foucault
(1979), with critical institutions used to perpetuate this power, the history of the military and their
teaching according to Ludwig (1998), Germano (1994), Sostré (2010), Castro (2004), Silva (2012) and
others. A historical review and conceptualization of police and police teaching at the Academy were
conducted through document analysis and curriculum proposals from APM Goiás and other states. In
the research were emphasized curriculum of these courses, since the establishment of APM, in 1940,
until it is in force. The analysis of these curriculum led to the use of theoretical, focused on the history
curriculum advocated by Kelly (1981), Moreira (2012), Pacheco (2001), Silva (2001) and Libâneo
(2000). The research methodology was qualitative, using the case study. In the field research, it was
decided by observation and interviews with a structured schedule. The informants were selected at
random, among the ex-comandantes/ex-diretores APM/GO and former teachers, current teachers and
students who attended the 3rd year of officer training in 2012. Through the data obtained, the
theoretical framework, the record of observations and interviews can be concluded that the teachinglearning
process and curriculum practices currently developed by APM/GO indicate that a
differentiation in relation to what happened during the military governments, facing the military police
preparation for the defense of the territory. At present, the essence of military education is to prepare
the future professional to handle everyday situations, respecting the rights of the citizen. Another
relevant conclusion with respect to socio-political changes that characterize the subjects of the current
curriculum of the APM/GO, demonstrating a more civil than military. The research also showed that
the Academy adopt different teaching methods, with in some cases alternating between positivist and
progressivist theory.<br>A presente dissertação apresenta um estudo sobre o ensino ministrado aos oficiais da Academia de
Polícia Militar do Estado de Goiás. Seu propósito é analisar as principais mudanças realizadas na
Matriz Curricular do Curso de Formação de Oficiais da CAPM/GO, especialmente quanto às
disciplinas oferecidas e às metodologias de ensino adotadas pelos docentes. Tem a pretensão de
mostrar como e por que as disciplinas da Grade Curricular vêm sofrendo alterações ou sendo
gradativamente substituídas em função do regime de governo predominante ou em decorrência da
necessidade de oferecer aos oficiais uma formação mais humanitária para que esses melhorem sua
qualificação profissional, tornando-se aptos para atender às exigências da sociedade contemporânea.
A relevância dessa investigação consiste na dimensão acadêmico-científica que a permeia ao
acompanhar as mudanças disciplinares da matriz curricular e as práticas pedagógicas dos docentes
envolvidos no ensino policial militar, visando formar oficiais com um perfil profissiográfico que seja
capaz de responsabilizar-se pela segurança da população civil de forma altruísta, evitando a
repressão física e simbólica, característica do aparelho ideológico do Estado. O referencial teórico
encontra-se fundamentado em pesquisas que abordam as relações de poder, sob a ótica de Foucault
(1979), com críticas às instituições usadas para se perpetuar esse poder, a história da instituição
militar e de seu ensino segundo Ludwig (1998), Germano (1994), Sostré (2010), Castro (2004), Silva
(2012) e outros. A revisão histórica e a conceituação de polícia e de ensino policial na Academia
foram realizadas por meio da análise documental e das propostas curriculares da APM de Goiás e de
outros estados. Na pesquisa foram enfatizados os currículos desses cursos, desde a criação da APM,
em 1940, até ao que se encontra em vigor. A análise desses currículos levou à utilização de
referencial teórico voltado para a história de currículo defendida por Kelly (1981), Moreira (2012),
Pacheco (2001), Silva (2001) e Libâneo (2000). A metodologia da pesquisa foi qualitativa, utilizandose
o estudo de caso. Na pesquisa de campo, a investigação optou pela observação e entrevistas,
com roteiro pré-estruturado. Os informantes foram selecionados por amostra aleatória, entre os excomandantes/
ex-diretores da APM/GO e ex-instrutores, atuais instrutores e alunos que frequentaram
o 3º ano do curso de formação de oficiais, em 2012. Por meio dos dados obtidos, do referencial
teórico, do registro das observações e das entrevistas realizadas, pôde-se concluir que o processo
ensino-aprendizagem, bem como as práticas curriculares atualmente desenvolvidas pela APM/GO
apontam para uma diferenciação do que ocorria durante os governos militares, voltados para o
preparo do policial militar para a defesa do território. Na atualidade, a essência do ensino militar é
preparar o futuro profissional para lidar com situações do cotidiano, respeitando os direitos do
cidadão. Outra conclusão relevante diz respeito às mudanças sociopolíticas que caracterizam as
disciplinas da atual grade curricular da APM/GO, demonstrando um caráter mais civil do que militar. A
pesquisa evidenciou também que a Academia adota metodologias de ensino diferenciadas, havendo
em alguns casos alternância entre a teoria positivista e uma mais progressista.
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Souza, Baltazar Donizete de. "O ENSINO POLICIAL E A FORMAÇÃO DE OFICIAIS NA ACADEMIA DE POLÍCIA MILITAR DO ESTADO DE GOIÁS." Pontifícia Universidade Católica de Goiás, 2003. http://tede2.pucgoias.edu.br:8080/handle/tede/3779.
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Previous issue date: 2003-08-01<br>This dissertation is a study of the formation course taken by police officers at the
Goiás Military Police Academy. It aims at suggesting changes in the military police
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curriculum, in particular in the military language of the curriculum and
pedagogical practice of the instructors – and in the pedagogical terminology of the
teachers. So it is hoped to find ways to develop a proposal for a more humane and
better-qualified police force, in response to the demands of today’s world. The
academic and scientific importance of this study, in accompanying the curricular
and pedagogical changes in military police formation, aimed at forming
professionals with the profile of officers who can more humanely guarantee the
safety of the population, without using the physical and symbolic repression of the
Ideological State Apparatus, shows its relevance. This study is theoretically based
on research covering the organization of the State and its re-adaptation from the
point of view of Faoro (2001), with criticism of the adoption of Minimal State
Involvement. The ideological apparatus of the state is examined according to the
theories of Althusser (1970), the history of the military institution and its teaching
according to Lara (1986), Skidmore (1988), Ludwig (1998), Germano (2000) and
Gaspari (2002). The historical review and evaluation of police and police education
at the Academy was carried out by means of analysis of documents and of the
curricular proposals of Academies from other States, as well as from Goiás.
Emphasis was given to the curricula of this course, throughout its history, from the
foundation of the Academy in 1940 up to the present day. In addition, the theoretical
basis covers the history of curriculum presented by Luzuriaga (1946), Brzezinski
(1987), Silva (1989), Pacheco (1996), Doll (1997), Moreira (1999), Roldão (1999),
Libâneo (2000) and Silva (2001), among others. The research uses qualitative
methodology in the form of a case study. The field work was carried out through
observation and interviews, with pre-structured questions. A random selection of
informants was made of former commandants/former directors of the Academy,
former instructors and teachers, present instructors and teachers, officers formed by
the Academy in the 1992-2001 period and present students attending the police
officer formation course for the last two years. From the data obtained, the
theoretical basis and the records of observation and the interviews carried out, it can
be concluded that the curriculum practice and the teaching/learning process
undertaken today at the Goiás Miliary Academy, unlike that used during the military
regime, is centered on the student and his/her experience. Another relevant
conclusion was confirmation of the military character of the institution, that is, the
Goiás Military Police give more emphasis to disciplinary issues, particularly in what
concerns the hierarchy and organization of the academic sphere. It was also seen
that the present curriculum of the Goiás Military Police Academy reflects sociopolitical
changes in the profile of the subjects it offers, thereby assuming a more
civil than military character. The research also allows one to conclude that the
Academy, in its formation of police officers, has not adopted one single pedagogical
theory. Rather, it uses a combination of Comte and Herbart’s positivist theory and
of Dewey’s progressivism.<br>A presente dissertação consta de um estudo sobre o curso de formação de oficiais da
Academia de Polícia Militar do Estado de Goiás. Tem o propósito de sugerir mudanças no
ensino policial militar, especialmente, no currículo e na prática pedagógica dos instrutores -
linguagem militar – e dos professores - terminologia pedagógica. Pretendemos, pois,
encontrar caminhos para desenvolver uma proposta de formação de oficiais mais humanitária
e melhor qualificada, concernente às exigências do mundo contemporâneo. A relevância desta
investigação encontra-se em sua dimensão acadêmico-científica ao acompanhar as mudanças
curriculares e pedagógicas do ensino policial militar, tendo em vista a exigência de formar
profissionais com um perfil de oficial que possa garantir a segurança da população civil, com
ações mais humanas, sem o uso de repressão física e simbólica desse Aparelho Ideológico do
Estado. O referencial teórico está fundamentado em estudos que abrangem a organização do
Estado e sua refuncionalização, sob a ótica de Faoro (2001), com críticas à adoção do Estado
Mínimo. Os aparelhos ideológicos do estado são vistos sob a teorização de Althusser (1970);
a história da instituição militar e de seu ensino segundo Lara (1986), Skidimore (1988),
Ludwig (1998), Germano (2000), Gaspari (2002) e outros. A revisão histórica e a
conceituação de polícia e de ensino policial na Academia foram realizadas por meio da
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análise documental e das propostas curriculares da APM de outros Estados e da APM de
Goiás. Damos ênfase aos currículos desse curso, ao longo de sua história, desde a criação da
APM, em 1940, até ao que se encontra em vigor. Ainda, o referencial teórico abrange a
história de currículo sustentada em Luzuriaga (1946), Brzezinski (1987), Silva (1989),
Pacheco (1996), Doll (1997), Moreira (1999), Roldão (1999), Libâneo (2000) e Silva (2001).
A metodologia da pesquisa é qualitativa, sob a forma de estudo de caso. A pesquisa de campo
deu-se mediante observação e entrevistas, com roteiro pré-estruturado. Os informantes foram
selecionados por amostra aleatória, entre os ex-comandantes/ex-diretores da APM, exinstrutores
e ex-professores, atuais instrutores e atuais professores, oficiais egressos formados
na APM, no período compreendido entre 1992 a 2001 e alunos que estão freqüentando o
curso de formação de oficiais, nos dois últimos anos. Diante dos dados obtidos, do referencial
teórico, do registro das observações e das entrevistas realizadas, é possível concluir que as
práticas curriculares e o processo ensino-aprendizagem hoje desenvolvido pela APMGO,
contrariamente ao que ocorria durante o regime militar, vêm se centrando mais no aluno e nas
suas experiências. Outra conclusão relevante refere-se à confirmação do caráter militar da
instituição, qual seja, a PMGO dá maior ênfase aos aspectos disciplinares, notadamente no
que diz respeito à hierarquia e à organização do ambiente acadêmico. Constatou-se que a atual
grade curricular da APMGO reflete as mudanças sócio-políticas no perfil das disciplinas
ministradas, assumindo caráter mais civil do que militar. A pesquisa permite concluir que a
Academia não adota uma única teoria pedagógica na formação do oficial, traduzindo-se,
entretanto, com maior preponderância, uma conjugação entre a teoria positivista de Comte, Herbart e a teoria progressivista de Dewey.
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Goerke, Leah Flores. "A Summative Program Evaluation of Online and Hybrid Military Professional Development Courses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3161.
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Instructors at a U.S. Military School transitioned traditional courses used for professional development (PD) of military and civilian personnel to fully online and hybrid formats that combine online and face-to-face instruction. No evaluation of student satisfaction or instructor experiences during the transition has been conducted. The purpose of this sequential mixed methods summative program evaluation was to evaluate hybrid and online delivery of 2 PD courses by analyzing student satisfaction data and instructor experiences. This study was grounded in Knowles, Holton, and Swanson's adult learning theory and Anderson's and Salmon's online learning theories. Data from 96 course evaluations from students who completed traditional, online, and hybrid versions of the PD courses, and interviews with 4 instructors who taught the courses were analyzed. Kruskal-Wallis analyses of variance tests were used to examine student satisfaction ratings for significant differences. Student satisfaction narrative and instructor interview data were analyzed using thematic analysis and axial coding to find themes. There were no significant differences in student satisfaction ratings among course delivery methods. The courses were not relevant to jobs, contained little interaction, and identified technology challenges as common themes in the student comments and the instructor interviews. Based on the findings of this study, an evaluation report was drafted with recommendations to incorporate job-related activities, interactive teaching strategies, and technology orientation sessions for future course transitions. This endeavor may contribute to positive social change by informing military officials and faculty to guide future course transitions from traditional to online and hybrid delivery.
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Peterson, Clairee MS, and O'Neal Catherine PhD Walker. "Childhood Experiences and Accepting Influence in Military Couples." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/18.
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In couple relationships, the phenomenon of accepting influence is both an observable action, seen in couples compromising and respecting each other, as well as an approach to the relationship, one’s perception that their partner is someone worthy of sharing power with. This study utilizes a life course perspective to examine the mediated relationship between childhood experiences, partners accepting influence, and relationship satisfaction in a sample of military couples. An actor partner interdependence mediation model was fit in Amos to examine the relationships. Civilian spouses’ childhood experiences were related to their perception their partner accepts influence and service members’ perception their partner accepts influence; this was then related to both partners’ relationship satisfaction. Accepting influence is a potential leverage point for improving relationship satisfaction in military couples who may be at an increased risk due to the nature of military life.
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Bustos, Louis, Casey Totenhagen, and David Albright. "The Effects of Military Specific Stressors on Military-Dependent Youth Attachment: The Role of Perceived Maternal Nurturance." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/28.
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Children who live within the U.S. military community have unique experiences. In addition to the foundational processes related to child development, military-dependent youths are subject to military specific stressors (MSS) such as frequent relocation, adjustment to new school environments, and parental separation due to deployment. Some research suggests these experiences build resiliency, whereas others suggest they undermine it. Due to these mixed findings there is a gap in the research. This study examines the extent to which military stressors are associated with attachment insecurity, and whether these links are dependent on the military dependent youth’s perception of their mother’s degree of nurturing behavior during times of stress. We expect that the positive association between MSS and attachment insecurity will be weakened when individuals report higher maternal nurturance. As data collection is not yet complete, preliminary results will be shared at the conference. Estimated date of completion is March 1, 2019.
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Nash, David F. "Structuring naval special warfare's lead Chief Petty Officer's Combat Leadership Course." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Jun/10Jun%5FNash.pdf.
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Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, June 2010.<br>Thesis Advisor(s): Lee, Doowan. ; Second Reader: Roberts, Nancy. "June 2010." Description based on title screen as viewed on July 16, 2010. Author(s) subject terms: Naval Special Warfare, NSW, SEAL, Professional Military Education. Includes bibliographical references (p. 181). Also available in print.
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Newton, Katherine L. "Examining the Impact of Military Experience on Crime: Issues of Race and the Life Course." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1530800503416256.
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Monteiro, Vasco. "Avaliação da qualidade do Curso de Mestrado em Aeronáutica Militar: estudo prático à especialidade de Piloto Aviador." Master's thesis, Academia da Força Aérea, 2019. http://hdl.handle.net/10400.26/39770.
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Voar é, na sua essência, a ação de livre mobilidade na atmosfera. Consiste num movimento nos três eixos de direção: longitudinal, transversal, vertical. Voar é um movimento anómalo para o Homem já que ele só está habituado a movimentar-se nos eixos transversal e vertical. Voar é também a habilidade de tomar decisões num curto espaço de tempo. Voar envolve preparação prévia e treino de modo a resolver emergências que possam ocurrer, internas ou externas à aeronave. Dito isto, o desejo de ser um piloto, especialmente militar, não é suficiente. É necessário todo um conjunto de características físicas e psicológicas para o ser.
Uma vez que as organizações modernas se deparam com ambientes muito difíceis e dinâmicos, é indiscutível afirmar que os seus recursos humanos precisam de estar previamente preparados. Um primeiro passo a implementar será a gestão de competências, que cada vez mais comprova sua importância na gestão de recursos humanos. A Força Aérea Portuguesa não é excepção. Modelos de competências podem ser aplicados no recrutamento, seleção, progressão na carreira, no entanto, a presente dissertação é uma tentativa de aplicar um modelo de competências na Academia de Força Aérea nomeadamente no Mestrado em Aeronáutica Militar, especialidade de Piloto Aviador.
Utilizando um modelo de análise de qualidade baseado em competências, aliado ao conhecimento da Gestão de Competências, este trabalho procura dotar ferramentas de análise de qualidade inovadoras utilizando como caso prático o curso dos Pilotos Militares portugueses.<br>To fly, is, in essence, the action of free mobility in the atmosphere. It consists in a movement in the three axes of direction: longitudinal; Transverse; Vertical. Flying is an anomalous movement for the ordinary Man, since he is only used to move around the transverse and vertical axis. It is also the skill to make decisions in a short period, the so called, close calls. Flying involves prior preparation and training to solve occurring emergencies, internal or external to the aircraft. That said, the desire to be a pilot, especially a military one, isn´t enough, It is required a whole set of physical and psychological characteristics to be one.
Since modern Organizations are faced with very rough and dynamic environments, its human resources need to be prepared to overcome them. Therefore, Competency management, that increasingly proves its importance in Human Resource Management, needs to be implemented in Organizations. The Portuguese Air force is no exception. Competency models can be applied in recruitment, selection, career progression, however, the present dissertation is an attempt of applying a competency model in a course, namely the masters in Military Aeronautic for military Pilots.
Using a model of quality analysis based in competencies, allied with the knowledge of Competency Management, this work seeks to evaluate the structure of the course taken by the Portuguese military pilots in the Portuguese Air Force Academy.<br>N/A
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Kayali, H. "Jumping obstacles : the Israeli settlement course." Thesis, Coventry University, 2016. http://curve.coventry.ac.uk/open/items/d95fd85e-f685-4b29-9640-19f758dd841a/1.
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Since 2005, when the International Criminal Court (ICC) issued its opinion deeming the Israeli Separation Wall and settlements illegal, there have been significant developments in the nonviolent methods adopted for countering Israeli occupation. While Palestinian nonviolent resistance has existed throughout history, from this time onwards, there have been a number of factors that give this period its unique traits. The most central method that has been adopted by all nonviolent actors is to influence economic interaction with Israel in a way that is in line with international law, and is supportive of the official positions adopted by the countries that nonviolent activists aim to influence. While Israeli settlements are illegal according to international law, they include industrial areas that export products to many countries. Through this contradiction, nonviolent activists have found an opportunity to pressurise countries to end their economic ties with those settlements, and consequently put pressure Israel to change its settlement policies. Some of these call for ending economic ties with Israel itself, because it is upholding the settlements, and some call for ending ties only with Israeli settlements; in other words, some target the criminal and others just the crime. In 2010, the Palestinian National Authority (PNA) adopted its first unilateral program that was not in agreement with Israel, and which introduced a strategy for the cessation of economic ties with Israeli settlements. This was done through a mixture of national public awareness campaigns to influence consumer behaviour, and the introduction of legislation by which it became illegal for Palestinian enterprises to have any economic ties with Israeli settlements. After starting by focussing on its own markets, the PNA called upon other countries to follow suit by lobbying government officials, parliamentarians, and financial institutions. However, this action came five years after a call for a full boycott, including divestment and sanctions against Israel, made by Palestinian civil society organizations and political parties. This call, known as the BDS call had gained tremendous support and amalgamated a large pool of members internationally by the time that the PNA started with its campaign for a limited boycott. This disparity has had a significant influence on the dynamics of the boycott movement, both locally in Palestine and globally. This research explores those dynamics. It takes an in-‐‑depth look at the effort to end economic ties with settlements, including who the actors are, what they aim for, how they interact, and how effective they have been. The PNA’s program to end economic ties with settlements was chosen as a case study for this doctoral thesis, because of its central position in relation to the topic and the unique access to its documentation through the author’s previous role as its director.
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Ruff, Alexander. "Building a Web Application and Land Navigation Course to Help Develop Military Relevant Informal GIS Education." The University of Arizona, 2017. http://hdl.handle.net/10150/626245.
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Throughout history, military officers have relied on maps to provide spatial information and make informed battlefield and other problem-solving decisions. Today’s officers can put even more spatial information at a soldier’s fingertips if they are made aware of the power of geographic information systems and software. This paper makes the argument that an informal education and introduction to the uses of geographic information systems (GIS) during their participation in reserve officer training corps (ROTC) can help provide future officers with a basic understanding on how GIS can impact their ability to solve military relevant problems with these technologies and can aid in their decision making. This project created a web application using python and based on military mapping manuals and defense tools that allow a user to create a model of how quickly the user could be able to move over a given terrain. This web application was given to military officers in ROTC training at the University of Arizona prior to participation in a land navigation exercise to help them plan and prepare their path through the event. Students using the app prior to the exercise were able to see how the information provided by GIS can help them make decisions and times were compared between those that used the tool and those that did not. This tool, and the subsequent exercise provided increased awareness in military applications of GIS for those future military officers and helps inspire them to pursue more information on the technology.
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Trettin, Ann F. "Distance Learning During Combat Deployment: A National Exploratory Study of Factors Affecting Course Completion." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1492703865993093.
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Semones, Gary I. "Maintenance mishap investigation course." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/418.
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Brock, Marilyn. ""The Mission Always Comes First"| A Phenomenological Study of Active Military Students in Online Community College Courses." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788410.
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<p> The focus of this study was to develop greater understanding about the unique experiences of active-duty military soldiers who are taking online courses. The qualitative phenomenological study was comprised of online active military (OAM) students taking undergraduate college level courses offered by the Distance Learning Military Programs at a Californian community college. Six participants volunteered while taking online courses from various locations around the world, including sites that were located in an increased zone of conflict. The study’s results provided information that may assist with improving future military students’ learning experiences while they are facing the conflicts associated with military service. </p><p> The results included themes defined as: online learning experience, personal traits & goals, support systems, conflict of work/ life balance, organizational skills & coping mechanisms. The data collected was documented, analyzed and divided into themes that illustrated the potential conflicts and solutions specifically related to the study’s sample. The data collected may assist in providing more qualitative study-based framework for research to improve active military students’ online learning success. </p><p> Three conclusions resulted from the study. First, the learning experience and successful completion of online community college courses by active military students can be supported by college/professors by maintaining a positive online classroom environment, self-pacing options and flexibility with deadlines. Second, organizational strategies and healthy conflict coping mechanisms are key to the successful completion of online community college courses by active military students. Third, challenges/conflicts related to active military students online community college course learning and completion are inevitable but can be addressed through: active management of conflict and supporting or motivational factors and increased focus on integration between student and military roles, including deployment.</p><p>
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Kurtz, Michael J. "Of Course a Handgun Can Take Down A Helicopter: Cultivation Effects of Military-Style Video Games." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1336590515.
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Ulman, Sophia Marie. "Gait Variability for Predicting Individual Performance in Military-Relevant Tasks." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/94346.
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Human movement is inherently complex, requiring the control and coordination of many neurophysiological and biomechanical degrees-of-freedom, and the extent to which individuals exhibit variation in their movement patterns is captured by the construct of motor variability (MV). MV is being used increasingly to describe movement quality and function among clinical populations and elderly individuals. However, current evidence presents conflicting views on whether increased MV offers benefits or is a hindrance to performance. To better understand the utility of MV for performance prediction, we focused on current research needs in the military domain. Dismounted soldiers, in particular, are expected to perform at a high level in complex environments and under demanding physical conditions. Hence, it is critical to understand what strategies allow soldiers to better adapt to fatigue and diverse environmental factors, and to develop predictive tools for estimating changes in soldier performance. Different aspects of performance such as motor learning, experience, and adaptability to fatigue were investigated when soldiers performed various gait tasks, and gait variability (GV) was quantified using four different types of measures (spatiotemporal, joint kinematics, detrended fluctuation analysis, and Lyapunov exponents).
During a novel obstacle course task, we found that frontal plane coordination variability of the hip-knee and knee-ankle joint couples exhibited strong association with rate of learning the novel task, explaining 62% of the variance, and higher joint kinematic variability during the swing phase of baseline gait was associated with faster learning rate. In a load carriage task, GV measures were more sensitive than average gait measures in discriminating between experience and load condition: experienced cadets exhibited reduced GV (in spatiotemporal measures and joint kinematics) and lower long-term local dynamic stability at the ankle, compared to the novice group. In the final study investigating multiple measures of obstacle performance, and variables predictive of changes in performance following intense whole-body fatigue, joint kinematic variability of baseline gait explained 28-59% of the variance in individual performances changes.
In summary, these results support the feasibility of anticipating and augmenting task performance based on individual motor variability. This work also provides guidelines for future research and the development of training programs specifically for improving military training, performance prediction, and performance enhancement.<br>Doctor of Philosophy<br>All people move with some level of inherent variability, even when doing the same activity, and the extent to which individuals exhibit variation in their movement patterns is captured by the construct of motor variability (MV). MV is being increasingly used to describe movement quality and function among clinical populations and elderly individuals. However, it is still unclear whether increased MV offers benefits or is a hindrance to performance. To better understand the utility of MV for performance prediction, we focused on current research needs in the military domain. Dismounted soldiers, in particular, are expected to perform at a high level in complex environments and under demanding physical conditions. Hence, it is critical to understand what strategies allow soldiers to better adapt to fatigue and diverse environmental factors, and to develop tools that might predict changes in soldier performance. Different aspects of performance were investigated, including learning a new activity, experience, and adaptability to fatigue, and gait variability was quantified through different approaches. When examining how individual learn a novel obstacle course task, we found that certain aspects of gait variability had strong associations with learning rate. In a load carriage task, variability measures were determined to be more sensitive to difference in experience level and load condition compared to typical average measures of gait. Specifically, variability increased with load, and the experienced group was less variable overall and more stable in the long term. Lastly, a subset of gait variability measures were associated with individual differences in fatigue-related changes in performance during an obstacle course. In summary, the results presented here support that it may be possible to both anticipate and enhance task performance based on individual variability. This work also provides guidelines for future research and the development of training programs specifically for improving military training, performance prediction, and performance enhancement.
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McGimpsey, Hester Sophia. "The supervisory training course of the SANDF : an occupational social work evaluation / by Hester Sophia McGimpsey." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1206.
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The productivity and well-being of the SANDF are dependent on the effective
functioning of its individual members, positive relationships amongst various
groups of members and between members and the organization. Military social
work, based on occupational social work, was established in order to support the
well-being of the organization. Supervisors within the South African National
Defence Force play a fundamental role in the management and assistance of
employees and organizational units whose performance is affected by a range of
problems. These supervisors are the key role players in the identification and
effective referral of 'employees whose performance is affected by problem
situations. The Supervisory Training Course was developed and implemented by
military social workers as a training aid to equip supervisors in appropriate ways
of managing and assisting employees and organizational units. The Supervisory
Training Course (a very comprehensive package) is currently presented on a
small scale amongst SANDF supervisors. These supervisors are not using
acquired knowledge and skills effectively regarding the management of their
subordinates. This situation motivated the researcher to undertake this study.<br>Thesis (M.A. (MW))--North-West University, Potchefstroom Campus, 2006.
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Silveira, Marise da. "Escolas, ensino de história e identidades em tempos de ditadura militar." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/21460.
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Este estudo se coloca no âmbito da história das disciplinas onde investigo o lugar de inclusão e exclusão dos conteúdos sobre a história da América Latina, nas disciplinas de História nos programas curriculares do Colégio de Aplicação da Universidade Federal de Santa Catarina, Brasil, e da Escola Superior do Comércio Manuel Belgrano da Universidade Nacional de Córdoba, Argentina. Tal estudo se localiza no contexto da política educacional dos governos militares do Brasil (1964-1984) e da Argentina (1976-1983) quando estavam em vigor a Aliança para o Progresso, a Doutrina da Segurança Nacional e a remodelação da educação proposta pela United States Agency for International Development (USAID), três políticas que explicitaram a intervenção norte-americana na América Latina. Para proceder esta análise seleciono leis brasileiras e argentinas criadas para regular nesses países a educação e o ensino, bem como os Programas Curriculares que, na época, estavam em vigor nas duas escolas. Enfoco também o lugar destinado ao ensino dos conteúdos sobre a História européia e as Histórias nacionais, do Brasil e da Argentina. Objetivo perceber a inclusão e a exclusão desses conteúdos nos programas curriculares e analisar até que ponto esse movimento de exclusão/inclusão evidenciariam um projeto de construção de uma identidade latinoamericana na política educacional dos governos militares. Para tal análise apresento uma proposta metodológica de trabalho com a História Comparada, de acordo com Marc Bloch, contrapondo em “meios sociais diferentes” fenômenos que apresentam “certas analogias”, porém também são marcados pelas especificidades.<br>This study covers the history of school courses. I investigate the inclusion and exclusion spots of contents on Latin America History in History courses presented in the course programs of Colégio de Aplicação at Federal University of Santa Catarina (UFSC), Brazil, and at Manuel Belgrano Business College at National University of Córdoba, Argentina. Such study is contextualized with the educational policy imposed by the military government in Brazil (1964-1984) and in Argentina (1976-1983) when it was in force the Alliance for the Progress, the National Security Doctrine and the education recast proposed by the United States Agency for International Development (USAID) - three policies that indicated a North American intervention in Latin America. To carry this analysis, I selected Brazilian and Argentinean laws created to regulate the education and the teaching in theses countries, as well as the course programs that were, at the time, in use in both schools. I also focus on the place for the European History and for the National History contents. The objective is to find the inclusion and exclusion spots in the Programs and analyze how such inclusion/exclusion movement would be made clear as a project to build a Latin-American identity through the military government’s educational policies. For such analysis I present, according to Marc Bloch, a methodological working proposal on Compared History opposing in "different social environments" some phenomena that present "certain analogies", although they are also marked by specificities.
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Heyward, Karena. "Children serve too: An investigation of the impacts of military family life on adult relationships." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618495.
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Military involvement in Operations Iraqi Freedom, New Dawn and Enduring Freed 3131 brings a focus on military families to the forefront of public and governmental attention. The military family represents a distinct cultural context, as each family is immersed in "the prevailing values, norms, philosophies, customs and traditions of the armed forces" (Collins, 2000, p. 213, i.e., military culture). Thousands of families live within these unique communities, but little is known about the role of such family experiences upon the development of children and their transitions into adulthood or the impacts of military family life throughout adulthood. Specifically, few studies are available that assess how being a part of a military family affects the choices, competencies, challenges, and patterns of children in regards to relationships as adults. This study utilized a sequential explanatory design, exploring friendships and romantic relationships of adult children from military families. One hundred and two participants completed the survey. of those participants, eight were chosen to participate in qualitative interviews. Quantitative and qualitative results were interpreted through current literature, the Family Life Cycle, and the Theory of Ego Development.
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Burke, Benjamin M., Davina Quichocho, and Mallory Lucier-Greer. "From Theory to Practice: A Theory-Informed, Critical Review of Research on Military Marriages." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/18.
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Military marriages may be particularly vulnerable to marital distress and dissolution due to the unique challenges associated with military service. To better understand the research regarding military marriages, a critical literature review was conducted. Fifteen peer-reviewed, published articles were critically reviewed based on their theoretical applications and empirical findings. Articles were categorized according to stage in marriage and primary theoretical orientation. Results suggest that military marriages are at risk due to military factors, but they are also mostly stable. Results also indicate that theories are rarely made explicit in military marriage literature. Future research would benefit from providing clearer links from theory to hypothesis testing. Finally, empirical findings are translated into practical implications at the macro-level and micro-levels of intervention.
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Vikström, Peter. "Den militära nyttan av kurskorrigerande tändrör." Thesis, Försvarshögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-1979.
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Sveriges ökade engagemang i internationella konflikter har förändrat under vilkaformer och i vilka miljöer som dagens militära operationer genomförs. Framföralltinnebär det att alla insatsförband inom Försvarsmakten ska kunna verka inom allakonfliktnivåer och i de flesta miljöer, även i urban terräng. Som en följd av dettauppkommer nya behov och krav på den indirekta bekämpningsförmågan i form avprecisionsbekämpning. Syftet med föreliggande arbete är att kartlägga om, och till vilken grad, ettkurskorrigerande tändrör bidrar till att öka den taktiska effektiviteten förstådd somverkanseffektivitet, kostnadseffektivitet, logistisk effektivitet samt minskad oönskadsidoverkan. Kartläggningen sker genom en komparativ litteraturstudie medkompletterande expertintervjuer. Med hjälp av kurskorrigerande tändrör som medger nära precisionsbekämpning kanen rad vinster erhållas. Exempel på sådana vinster är minskad spridning samt ökaddimensionering av verkan, minskad risk för oönskad sidoverkan, en lägre totalkostnad för ammunition samt minskat behov av transporter genom ökad effekt av detenskilda skottet.<br>Sweden’s increased international commitment has altered the forms andenvironments of today's battlefield and military operations for units within theSwedish Armed Forces. First and foremost it means that all units have to be able tohandle all levels of conflict in most types of environments, including urban terrain.As a consequence of this, new needs and requirements arise concerning indirect fireand Artillery precision strike capabilities. The purpose of this thesis is to investigate if and to what extent a course correctingfuse contributes to an increased tactical efficiency within the areas of effect, cost,logistics and reduced risk of collateral damage. The investigation is made through acomparative literature study with supplementary expert interviews.With the help of a course correcting fuse, which allows for close precision capability,a series of achievements can be acquired. Examples of such achievements are reduced dispersion and increased capability ofdimensioning of effects, reduced risk of collateral damage, lower total cost ofmunitions and reduced demand of logistics.
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Quichocho, Davina, and Mallory Lucier-Greer. "A Multi-Informant Study of Perceived Parental Conflict and Youth Adjustment among Siblings within Military Families." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/10.
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Purpose: This study utilized the ABCX Model of Family Stress and Coping to examine the role of interparental conflict (IPC) on child adjustment in military families. We investigated how IPC as a stressor (A) relates to the meaning adolescent children assigned to the conflict (C), and how this meaning predicts adjustment outcomes among siblings in the family, reflecting a crisis (X). Methods: Data were collected from 116 families composed of an active-duty military parent, civilian parent, and two adolescent siblings. Parents and both adolescents reported their perception of IPC, and adolescents reported on their own positive adjustment. Results: Only civilian parent reports were related to adolescent sibling perceptions of IPC, and adolescent perceptions of IPC inversely predicted their own adjustment. Discussion: Findings support the importance of adolescent perceptions as a factor in their own outcomes. Results highlight the importance of at-home-caregivers as a potential point of intervention in fostering adjustment.
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Luiz, Ronilson de Souza. "O curríiculo de formação de soldados da Polícia Militar frente as demandas democráticas." Pontifícia Universidade Católica de São Paulo, 2003. https://tede2.pucsp.br/handle/handle/9947.
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Previous issue date: 2003-01-01<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research focus on the curriculum prescribed to the Course of
Militar Police Soldier Formation of the state of São Paulo. From its actual
curriculums, from the situations and behavior observable and observed in the
practice methods established by instructors and monitors.
It is being searched sine the ways to a more humanized
,democratical, participatory and dynamic formation to the new policemen,
forming a professional who knows how to act as a conflict negotiator.
It was privileged the methodological and qualitative approach and
the theoretical line was founded on the studies of Ludwig(1998), Saul (2000),
Bobbio (2000), Torres (2001), among others that discuss the thematic of militar
teaching, curriculum, democracy and multiculturalism.
The way traced by this search points to the necessity of assuming as
priority for the police forces a more refined formation and constant training. A
list, at the end, indicates the points that appears as connexions between the
curriculum and the new demands.
The studies also revealed that the society demands that the police
gives priority to prevention, to conflict mediation, to the investigation
scientifically orientated towards methods, always using the force in the strict
legal limits<br>O trabalho focaliza o currículo prescrito para o Curso de Formação
de Soldados da Polícia Militar do Estado de São Paulo, a partir de sua atual
grade curricular, das situações e comportamentos observáveis e observados nas
práticas estabelecidas por instrutores e monitores.
Busca-se apontar caminhos para uma formação mais humanizada,
democrática, participativa e dinâmica aos novos policias militares, formando um
profissional que saiba atuar como negociador de conflitos.
Privilegiou-se a abordagem metodológica qualitativa e a linha
teórica foi fundamentada pelos estudos de Ludwig(1998), Saul (2000), Bobbio
(2000), Torres (2001), dentre outros que discutem as temáticas de ensino militar,
currículo, democracia e multiculturalismo.
O caminho trilhado por esta pesquisa aponta para a necessidade de
se assumir como prioritário às polícias uma formação mais apurada e constantes
treinamentos. Um decálogo, ao final, indica os pontos que afloraram como
conexões entre o currículo e as novas demandas.
Os estudos revelaram ainda, que a sociedade cobra que o aparelho
policial confira prioridade à prevenção, à mediação de conflitos, à investigação
cientificamente orientada, sempre usando a força nos limites estritos da
legalidade
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Walsh, David Michael. "Perceptions of power : American perceptions of the U.S - Soviet military balance and the course of the Cold War, 1976-1985." Thesis, London School of Economics and Political Science (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430095.
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Palmer, James. "Spousal Abuse in the Army." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626438.
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Hale, Elizabeth, David Bumgarner, and Myra Elder. "Relationship of Military Service Branch to Rates of Post-Traumatic Stress Disorder and Substance Use Disorder Among Appalachian Veterans." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/1.
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This is a retrospective, population-based cohort study (extracted with VA Informatics and Computing Infrastructure; VINCI) of adult patients (age > 18) in the United States Veterans Affairs Health Care System (VA) who have received care in at least one of seven Central Appalachian VA healthcare systems between January 1, 2014 and December 31, 2017. The study is designed to assess the potential significant correlation between pertinent demographic variables (i.e., age, race, ethnicity, sex, service connection, rurality, era of service, and combat vet status) and diagnosis of Post-Traumatic Stress Disorder (PTSD) and/or Substance Use Disorder (SUD). Using statistical methods, these demographic variables will be held constant to examine the variance explained by military branch of service (i.e., Navy, Marines, Air Force, Army, National Guard) on diagnoses of PTSD and/or SUD. Veterans will be included in the data pull if they have been seen in at least one of the seven Central Appalachian VA healthcare systems and been diagnosed with PTSD and/or SUD through an inpatient or outpatient mental health clinic (verified by clinic stop code). The primary analysis will assess correlation (Pearson's r) between demographic variables and PTSD and/or SUD diagnoses; and using a general linear model (one-way ANOVA) to examine the impact of branch of military service on diagnoses of PTSD and/or SUD after controlling for other pertinent demographic variables.
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Seabrook, Dorothy Ann. "Relationship Between Socialization Tactics, Military Cultural Competence, and Self-Efficacy of Service Providers Serving Veterans." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7507.
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Military cultural competence has gained attention due to the past 15 years of military conflict and ongoing deployment of troops around the globe. Returning veterans, particularly those who go on to experience homelessness, have reported negative experiences and adverse treatment from programs that were designed to support them. Those experiences have resulted in perceived barriers to access or use of such services. Researchers have established the need for increased levels of military cultural competence to develop rapport with veterans and their families when delivering community-based social and healthcare services. Bandura's self-efficacy theory was the theoretical framework of this study. This study examined the relationship between military cultural competence, socialization tactics, and perceived self-efficacy of service providers employed with Continuum of Care Program member organizations that served veterans experiencing homelessness. Data were collected utilizing a cross-sectional web-based survey. After conducting a bivariate correlation, a statistically significant relationship was found between military cultural competence levels, socialization tactics, and self-efficacy levels. After conducting multiple linear regression, it was found that socialization tactics did not moderate the relationship between military cultural competence levels on self-efficacy levels. Though moderation was not found, leadership of organizations that support veterans may want to consider these factors to inform onboarding and training decisions. Addressing behaviors and attitudes of service providers may support social change by reducing adverse treatment that creates barriers to access and use of programs and services.
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Byrd, John L. (John Luclon). "Using regression analysis to investigate relationships of ASVAB selector composites to end-of-course grades for students in aircraft maintenance training programs in the Air Force." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279035/.
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Aircraft maintenance training programs in the Air Force have evolved from an almost exclusively mechanical orientation to one that is largely electronic. The Armed Services Vocational Aptitude Battery (ASVAB) with its four selector composites (Mechanical, Administration, General, and Electronic) has been in use for over 20 years. The mechanical (M) composite score is used to identify those who will be trained in aircraft maintenance.
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Hedenberg, Ralph F. "Transition from peacekeeping to peacebuilding training/education implications /." View thesis, 2000. http://handle.dtic.mil/100.2/ADA386337.
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Abraham, Natalia. "Childhood Adversity, Deployment-Related Stress, and Mental Health in the Canadian Armed Forces." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36520.
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Background: For decades, researchers have been striving to better understand the complex mix of factors underlying post-combat mental illness, in the hope of enabling better outcomes for military personnel. This study focuses on investigating the behavior and possible interaction of two risk factors for poor mental health post-deployment to a combat mission: adverse childhood experience (ACE) and deployment-related stressful experience (DRSE).
Methods: A longitudinal dataset linking data from 3302 military personnel at recruitment to data collected post-deployment to Canada’s mission in Afghanistan was analysed, using novel scoring systems for exposure classification.
Results: Significant ACE-DRSE interaction terms were found in relation to SF-36 MCS, depression and suicidal ideation: the negative effect DRSE had on mental health outcomes was amplified as ACE levels increased.
Conclusion: Individuals with a history of childhood adversity are more susceptible to the negative mental health impacts of stressful experiences during deployment to a combat zone.
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Fenn, Raymond C. "Student attitudes, learning effectiveness, and costs/benefits pertaining to military logistics courses offered in the residence, on-site, and satellite television modes of instruction." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618719.
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Using period newspapers and books, mercantile correspondence, Spanish imperial archives, and the colonial records of the Caracas City Council, Consulado, and Venezuelan Intendancy, this dissertation highlights the enterprises of those who profited from sustaining the Spanish Empire in its frail and debilitated state. Whether they had prospered from or merely survived the commercial revolutions that shook the Atlantic World after 1789, all merchants and traders calculated the economic consequences of South American independence and encouraged their contemporaries to do so too.
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Hodges, Cooper Benton. "Heterogenity in Brain Injury: An Investigation of the Efficacy of Qualitative Comparative Analysis in Diffusion Tensor Imaging." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8664.
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Traumatic brain injury (TBI) and its associated neural and cognitive sequelae are of increasing interest in military populations. Blast-related TBI is becoming more commonplace in military Service Members and Veterans since Operation Iraqi Freedom/Operation Enduring Freedom/Operation New Dawn and their following conflicts. It is currently unclear whether blast-related injuries cause unique neural and cognitive deficits. The present investigation, in Study 1, aims to investigate the differences in blast-related and non-blast related TBI using traditional statistical techniques. In Study 2, this study will demonstrate the use of Qualitative Comparative Analysis (QCA) in diffusion tensor imaging data. QCA is a relatively new technique that examines configurations of variables that lead to a predefined outcome. QCA has the ability to uncover configurations of variables not yet considered in empirical literature, which may contribute new perspectives on the many different variables often associated with brain injury. Study 1 demonstrated no significant differences between uninjured and injured subjects in white matter integrity, and no differences between blast-related and non-blast related mechanisms. Study 2 demonstrated limited support for the use of QCA in diffusion tensor imaging. Evidence for the use of this method in other neuroimaging modalities is reviewed
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Spiegel, Peter Edward. "Military retirement satisfaction and adjustment: The effects of planning, having transferable knowledge, skills, and abilities, and having identified with, and been committed to, the Navy on a sample of retired naval officers." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1706.
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We examined military retirement. We sought to determine if preretirement planning, having knowledge, skills, and abilities (KSAs) that are readily transferable, and being committed to, and/or identifying with, the Navy would affect the retirement satisfaction and adjustment of a retired naval officers sample. Results indicated that both planning and transferability influenced retirement satisfaction and adjustment, while organizational commitment and identification did not. Implications of our findings, as well as a brief overview of some general retirement issues are included.
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Mindemann, Lauren Nicole. "Exploring the Need for a Veteran-Specific Grief Program for the Robley Rex Veteran Affairs Medical Center (VAMC)." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303397171.
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Karis, Daniel Gerald. "Preparing peacekeepers : an analysis of the African Contingency Operations Training, and assistance program command and staff operational skills course." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3888.
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Costa, Rosemeire Marcedo. "A instrução pré-militar como disciplina escolar : marcas do Exército no Atheneu Sergipense (1909-1946)." Pós-Graduação em Educação, 2018. http://ri.ufs.br/jspui/handle/riufs/8324.
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This thesis investigates the practices of Premilitary Instruction (IPM) developed at Atheneu Sergipense, a civilian school of secondary education of the youth from Sergipe, in the period from 1909 to 1946, in Aracaju- SE, showing that the performance of the army instructors fulfilled an important role in preparing the youth for national defense. Based on the theoretical-methodological postulates of Cultural History, it unites the analytical categories of the School Disciplines by Chervel (1990), identifying the constitutive elements of the IPM in the legislation, in the evidences of the practices of Atheneu Sergipense, and in the teaching manuals of Premilitary Instruction written by Moacyr Fayão de Abreu Gomes (1944) and by Avelino Canazza (1945). The methodological assumptions of Chartier (1990), Certeau (2011) and Elias (1997) contributed to the identification of the practices, the representations and the configurations of the work of the military personnel in that educational institution, going from the regulation to the publication of teaching manuals. The general objective is to analyze the practices of IPM at Atheneu Sergipense, attempting to understand its process of institutionalization, as well as to present the understanding of the place occupied by IPM of mobilizable youth to deal with conflicts, if needed. The research is based on a bibliographical survey, exploring the Digital Database of Thesis and Dissertations, followed by the search for documental sources in official mails, journals, reports, regulations, decrees, protocols and other printed sources, fundamental for the understanding of what the subject represents for the field of History of Education. The collections consulted were those from the following institutions: the Center of Education and Memory of the Atheneu Sergipense, the Public Library Epifânio Dória, the Central Library of UFS, the Archive of the 28º Batalhão de Caçadores, and the Historical and Geographical Institute of Sergipe. The study highlights that the IPM reinforced the role of the “moral forces” that would help in the organization of the State, mainly by instilling patriotism and the “military spirit” in youth. The IPM at Atheneu Sergipense was set up as a school course, showing the finalities, the contents and the types of exams. Therefore, the principles of the army to be spread between civilians revealed the value between the relation of the mandatory military service and the preparation of the youth for national defense, from the founding elements of the military institution: obedience and discipline.________________________________________________________________________________________________________________________________<br>La presente tesis investiga las prácticas de Instrucción Pre-Militar (IPM) desarrolladas en el Atheneu Sergipense, escuela civil de formación secundaria de la juventud sergipana, en el período de 1909 a 1946, en Aracaju -SE, mostrando que la actuación de los instructores del Ejército cumplía un importante papel en la preparación de los jóvenes para la defensa nacional. Basada en los postulados teórico-metodológicos de la Historia Cultural, concilia las categorías analíticas de Disciplinas Escolares de Chervel (1990), Felgueiras (2010) identificando los elementos constitutivos de la IPM en la legislación, en los indicios de las prácticas del Atheneu Sergipense y en los manuales didácticos de la Instrucción Pre-Militar de Moacyr Fayão de Abreu Gomes (1944) y de Avelino Canazza (1945). Los presupuestos metodológicos de Chartier (1990), Certeau (2011) y Elias (1997) contribuyeron a identificar las prácticas, las representaciones y las configuraciones del trabajo de los militares en aquel establecimiento de enseñanza, partiendo de la normatización hasta la publicación de los manuales didácticos. El objetivo general es analizar las prácticas de IPM en el Atheneu Sergipense, buscando comprender su proceso de institucionalización, así como mostrar el entendimiento sobre el lugar que ocupaba la IPM lo que requería y justificaba la preparación de jóvenes movilizables para hacer frente a los enfrentamientos, si fuera necesario. La investigación está asentada en levantamiento bibliográfico, explorando el Banco Digital de Disertaciones y Tesis, siguiendo de la búsqueda de fuentes documentales en oficios, periódicos, informes, reglamentos, decretos, actas y otros impresos, fundamentales para la comprensión de lo que representa la temática para el campo de la Historia de la Educación. Se consultaron los acervos de las siguientes instituciones: Centro de Educación y Memoria del Atheneu Sergipense, Biblioteca Pública Epifanio Dória, Biblioteca Central de la UFS, Archivo del 28º Batalhão de Caçadores e Instituto Histórico y Geográfico de Sergipe. El estudio pone de relieve que la IPM reforzaba el rol de las "fuerzas morales" que ayudarían en la organización del Estado, principalmente por inculcar en la juventud la disciplina, el patriotismo y el "espíritu militar". La IPM en el Atheneu Sergipense se configuró como asignatura escolar, presentando las finalidades, los contenidos y las formas de evaluación. Así, los principios del Ejército a ser difundidos entre los civiles revelaron el expreso valor entre la relación del servicio militar obligatorio y la preparación de la juventud para la defensa nacional, a partir de los elementos fundantes de la institución militar: la obediencia y la disciplina.<br>A presente tese investiga as práticas de Instrução Pré-Militar (IPM) desenvolvidas no Atheneu Sergipense, escola civil de formação secundária da juventude sergipana, no período de 1909 a 1946, em Aracaju –SE, mostrando que a atuação dos instrutores do Exército cumpria um importante papel no preparo dos jovens para a defesa nacional. Embasada nos postulados teórico-metodológicos da História Cultural, concilia as categorias analíticas de Disciplinas Escolares de Chervel (1990), Felgueiras (2010), identificando os elementos constitutivos da IPM na legislação, nos indícios das práticas do Atheneu Sergipense e nos manuais didáticos da Instrução Pré-Militar de Moacyr Fayão de Abreu Gomes (1944) e de Avelino Canazza (1945). Os pressupostos metodológicos de Chartier (1990), Certeau (2011) e Elias (1997) contribuíram para identificar as práticas, as representações e as configurações do trabalho dos militares naquele estabelecimento de ensino, partindo da normatização até a publicação dos manuais didáticos. O objetivo geral é analisar as práticas de IPM no Atheneu Sergipense, procurando compreender o seu processo de institucionalização, bem como mostrar o entendimento sobre o lugar que ocupava a IPM no preparo de jovens mobilizáveis para lidar com confrontos, caso fosse necessário. A pesquisa está assentada em levantamento bibliográfico, explorando o Banco Digital de Dissertações e Teses, seguindo da busca de fontes documentais em ofícios, jornais, relatórios, regulamentos, decretos, atas e outros impressos, fundamentais para compreensão do que representa a temática para o campo da História da Educação. Foram consultados os acervos das seguintes instituições: Centro de Educação e Memória do Atheneu Sergipense, Biblioteca Pública Epifânio Dória, Biblioteca Central da UFS, Arquivo do 28º Batalhão de Caçadores e Instituto Histórico e Geográfico de Sergipe. O estudo coloca em destaque que a IPM reforçava o rol das “forças morais” que ajudariam na organização do Estado, principalmente por incutir na juventude a disciplina, o patriotismo e o “espírito militar”. A IPM no Atheneu Sergipense se configurou como disciplina escolar, apresentando as finalidades, os conteúdos e as formas de avaliação. Assim, os princípios do Exército a serem difundidos entre os civis revelaram o expresso valor entre a relação do serviço militar obrigatório e a preparação da juventude para a defesa nacional, a partir dos elementos fundantes da instituição militar: a obediência e a disciplina.<br>São Cristóvão, SE
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Plintauskas, Nerijus. "Profesinės karo tarnybos karių ir pirmo kurso kariūnų fizinio ir funkcinio parengtumo rezultatų kaita bazinio kario kurso rengimo periodu." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110809_132753-33242.
Full textAbstract:
Jaunuoliai, kurie ateina į profesinę karo tarnybą, kasmet yra fiziškai silpnesni. Karių fizinio rengimo programa skirta pagerinti jų fizinį parengtumą, kuris reikalingas jų profesinei veiklai. Todėl fizinis rengimas - viena iš pagrindinių kovinio rengimo kariuomenėje dalių. Pagrindinis fizinio rengimo uždavinys - visapusiškai fiziškai lavinti karį (Greičius ir kt., 1998).
Pagrindinis fizinio rengimo tikslas bazinio kario kurso (toliau – BKK) metu yra fizinio pasirengimo lygio, būtino tolesnei kario tarnybai, pasiekimas. Tai reiškia, kad karys, baigęs BKK, turi atitikti jo būsimoms pareigoms ir karinei specialybei keliamus fizinio pasirengimo reikalavimus bei įvykdyti karių fizinio pasirengimo normatyvus. Nustatyta, kad žmogaus organizmas naudojant tam tikras specialių adaptacinių sistemų funkcijas (mechanizmus) prie padidėjusio fizinio ir psichologinio krūvio visiškai adaptuojasi tik per 6 – 10 savaičių. PKT kariams BKK trunka 13 savaičių, o pirmo kurso kariūnams - 9 savaites, todėl karys prie karo tarnybos sąlygų visiškai adaptuotis gali tik baigiantis šiam kursui.
Šio darbo tikslas - ištirti profesinės karo tarnybos karių ir pirmo kurso kariūnų fizinio rengimo programą, pritaikytą rengti karius bazinio kario kurso metu. Buvo ištirtas 120 profesinės karo tarnybos karių ir 80 pirmo kurso kariūnų fizinis išsivystymas, funkcinis pajėgumas ir fizinis parengtumas. PKT karių tyrimai vyko bazinio kario kurso pradžioje, bazinio kario kurso penktą savaitę ir kurso... [toliau žr. visą tekstą]<br>Youngsters coming to the professional military service every year are weaker physically. The program for soldiers’ physical training is intended to improve their physical qualification which is necessary for their career. That is why physical training is one of the most important parts in the combat training in the army. The main aim of the physical training is to educate the soldier comprehensively physically. (Greičius ir kt., 1998).
The main aim of the physical training during the Basic Combat Training (BCT) is the development of the level of physical readiness which is necessary for the further soldiering. That means that the soldier who is finished this course has to be able to meet requirements which are necessary for his future position and military service and he has to be able to fulfil all requirements of soldier physical readiness. It is stated that adaptation of the human body to the enlarged physical and mental strain with the help of the certain special functions of the adaptation systems is fully formed only in 6 to 10 weeks. The Basic Combat Training lasts 13 weeks, for the soldiers of the first course it lasts just 9 weeks, so the soldier can specialize to the conditions of military service only at the end of this course.
The aim of this work is to research the program of the soldiers of the professional military service and the first course soldiers, which is adapted for the Basic Combat Training. It was researched physical development, functional fitness... [to full text]
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Bogel, Cherie, and Marion Wilson. "Combat veterans diagnosed with posttraumatic stress disorder: An argument for family-centered therapy." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1576.
Full textAbstract:
The psychological effects of combat experience on war veterans has been widely documented, ever since what is now called posttraumatics stress disorder (PTSD) was discovered in soldiers and given names like shell shock, battle fatigue and war neurosis.
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Macedo, Jonas Carniel de. "Cursos de formação inicial e continuada e a inserção no mercado de trabalho: o caso da UFSM e das organizações militares de Santa Maria." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/4762.
Full textAbstract:
Education and work are interrelated rights that the Brazilian citizen acquired along the history
of the country and, regarding the current social context, immersed in the globalization and
technology, these rights assume an even bigger interdependence. The current study aims at
verifying the working market placement of the graduates from the Initial and Continuing
Education courses (FIC) carried out by the articulation between Federal University of Santa
Maria (UFSM) and the Military Organizations from Santa Maria in the National Program of
Access to Technical Education and Employment (PRONATEC) sphere. This research was
developed as a study of case in order to diagnose the situation of the graduates considering the
working market and the influence of taking the course to reach such objective. The data
collection was done through the consultation of documents and records and through
questionnaires given to the FIC graduates at Industrial Technical School. The FIC graduates
from the years of 2012, 2013 and 2014 were the subjects of this research. The results present a
diagnosis of the current situation of FIC courses in terms of effectiveness identifying
limitations and suggesting measures that can improve the contribution of these Professional
Education courses to place the youth in the working market and encourage them to keep
studying.<br>Educação e trabalho são direitos inter-relacionados que o cidadão brasileiro adquiriu ao longo
da história do país e que, no atual contexto social, imerso na globalização e na tecnologia,
assumem uma interdependência ainda maior entre si. O presente estudo tem como objetivo
verificar a inserção no mercado de trabalho dos egressos dos cursos de Formação Inicial e
Continuada (FIC), realizados mediante articulação entre a Universidade Federal de Santa
Maria (UFSM) e as Organizações Militares de Santa Maria, no âmbito do Programa Nacional
de Acesso ao Ensino Técnico e Emprego (PRONATEC). A pesquisa foi desenvolvida em
forma de estudo de caso, com vistas a diagnosticar a situação dos egressos em relação ao
mercado de trabalho e a influência da realização do curso para essa circunstância. A coleta de
dados ocorreu por consulta a documentos e registros e por aplicação de questionários aos
egressos dos cursos FIC realizados no Colégio Técnico Industrial. Os egressos dos cursos FIC
nos anos de 2012, 2013 e 2014 foram os sujeitos da pesquisa. Os resultados apresentam um
diagnóstico da atual situação dos cursos FIC em termos de efetividade, identificando suas
limitações e propondo-se medidas que possam aumentar a contribuição desses cursos de
Educação Profissional para a inserção do jovem no mercado de trabalho e para incentivar a
continuidade dos estudos.
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Fonck, Bertrand. "Le maréchal-duc de Luxembourg (1628-1695) et le commandement des armées : carrière des armes et pratique de la guerre sous Louis XIV." Thesis, Paris 4, 2011. http://www.theses.fr/2011PA040160.
Full textAbstract:
François-Henri de Montmorency-Bouteville, maréchal-duc de Luxembourg (1628-1695), connut une longue carrière d’officier général, de la fin de la guerre de Trente Ans à celle de la Ligue d’Augsbourg, et un parcours contrasté, marqué par les inconstances de la faveur et de la fortune des armes. Engagé dans la Fronde auprès de son parent, le prince de Condé, qui lui obtint en 1661 la main de l’héritière de la pairie de Luxembourg, il revint au service lors de la guerre de Dévolution. Ayant acquis la protection de Louvois, il commanda en Hollande en 1672, puis devint capitaine des gardes du corps avant d’obtenir le bâton de maréchal de France en 1675. Impliqué dans l’affaire des Poisons, il fut écarté des commandements et dut attendre la campagne de 1690 pour retrouver la direction de l’armée de Flandre, qu’il commanda jusqu’en 1694. Ses victoires, pourtant peu exploitées, lui valurent une gloire inégalée en son temps et le surnom de Tapissier de Notre-Dame ; elles en firent également l’un des généraux les plus influents à la cour de Louis XIV, qui favorisa l’élévation de sa maison. L’étude de sa carrière apporte une contribution de premier plan à l’histoire de la collaboration intéressée entre la grande noblesse et la monarchie absolutiste, et de la place des généraux dans l’État et le gouvernement du royaume. L’analyse de ses campagnes et de son expérience du commandement dévoile l’évolution de la conduite de la guerre et des opérations, au temps de la stratégie de cabinet et des conflits limités, aussi bien que les transformations progressives des pratiques de la guerre et du combat<br>François-Henri de Montmorency-Bouteville, marshal-duke of Luxembourg (1628-1695), followed a long career of general officer, from the end of the Thirty Years’ War till the Nine Years’ War, and had a contrasted life marked by the inconstancies of the favour and the fortune of war. Committed in the Fronde with his relative, the prince of Condé, who obtained for him in 1661 the hand of the heiress of the “pairie” of Luxembourg, he returned to the service during the War of Devolution. Having acquired the protection of Louvois, he commanded in Holland in 1672, then became captain of a company of “gardes du corps”, before becoming marshal of France in 1675. Involved in the Affair of the Poisons, he was pushed aside from commands and had to wait for the campaign of 1690 to find back the direction of the army of Flanders, which he commanded until 1694. His victories, although not totally exploited, were worth to him an unequalled glory at that time, and the nickname of “The Tapissier de Notre-Dame” ; they also made him one of the most powerful generals in the court of Louis XIV, which favored the rise of his family. The study of his career contributes remarkably to the history of the interested collaboration between the high nobility and the absolutist monarchy, and of the place of the generals in the State and the kingdom’s government. The analysis of his campaigns and his experience of command reveals the evolution of warfare, in the time of the “stratégie de cabinet” and the limited conflicts, as well as the progressive transformations of the practice of war and fighting
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Wehbe, Haïdar. "Les achats d'armes et de matériels militaires au Liban." Montpellier 1, 1989. http://www.theses.fr/1989MON10005.
Full textAbstract:
Au liban les achats d'armes et de materiels militaires traduisent l'imbrication des divers pouvoirs internes, et revelent un certain comportement qui puise dans un environnement historique, politique, geographique et institutionnel, ces achats vue leur objet impliquent de traiter avec des partenaires internationaux forts et industrialises, qui par leur poids risquent de bouleverser et de denaturer au detriment des pouvoirs publics le contrat, qui est le moyen juridique et administratif de la realisation. Ce contrat est administratif par sa nature, en egard son particularisme militaire dans un pays non industrialise, accuse des specificites marquees par des dispositions legales particulieres favorisant un pouvoir discretionnaire liberatoire, fourni au commandement militaire, par les regimes libanais successifs, ce pouvoir d'execution difficile, voire aleatoire dans une conjoncture de crises politique et economique. L'unversalite de la defense nationale dont les besoins constituent l'objectif du contrat, est parfois un pretexte pour assurer a l'armee, les prerogatives d'une seule categorie politique. La revelation de cette consideration juridico-politique dans les operations contractuelles militaires libanaises est ici degagees pour mieux y trouver remede, encore que la difficulte ne soit pas toujours d'ecrire la verite mais de trouver quelqu'un qui la lise<br>In lebanon arms and military materials perchases is a complex probem in which various internal powers become involved, and some behaviour which spring from historical, political, geographical and institutional environment, seeing their object, this purchases imply establishing relations with powerful and industrialized international partners which through their influence are liable to upset and to distort-on the detriment of the national administration- the contract which is the juridical and administrative implement of the realization. This contract, which is administrative by nature, concerning its military particularism in a non industiralized country, is fondamentally atypical, its originality is due to legal dispositions which favour a discretionary power, given to the military authorities, by the successives leba- nese regimes, this brings about rather unusual modes of preparation which approach the arbitary, and are difficult if not risky, by carry out in a context, that is marked by political or economic crises. The universality of the national defense whose needs constitute the objective of the contract is sometims a pretext whose aim is to maintain through the armed forces the prerogatives of a single political cate- gory. The juridical political consideration found within contract operations conduc- ted by lebanese military authorities, is singled out here, in order to find a solu- tion even though "the problem is not write the truth but to find some one willing to read it"
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Christiansen, Sara. "Preventing Radicalization in Prisons: A comparative analysis of the Danish and Swedish Prison and Probation Service's counter-radicalization strategies within prisons." Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-25955.
Full textAbstract:
It is important to direct resources to effective evidence- and value-based counter-radicalization strategies, especially within prisons. With the increasing threat ofviolence and terror from various violent extremist groups, such as Daesh, thefocus on prisons should be intensified. While radicalization within prisons was nota significant problem a decade ago, the new recruitment strategies from e.g.Daesh now pose a new challenge for prisons. This thesis identifies contemporaryliterature on radicalization, deradicalization, and violent extremism within aprison context. From this seven recurrent themes were identified: overcrowding,religious chaplains, sectioning, risk assessment, monitoring and supervision,rehabilitation programs and education of staff. This was then used to develop anassessment model, which was based on the Canadian Risk-Need-Responsivitymodel’s three core principles, for evaluating and conducting counterradicalizationstrategies. The assessment model was then used as a framework fora comparative analysis of the Danish and Swedish Prison and Probation Services’counter-radicalization strategies within prisons. The results show that bothcountries adhered to a degree to the assessment model and current literaturewithin the field. The results further reveal that there is a lack of empiricalevidence and data on radicalization and counter-radicalization within prisons, andthat the data available is somewhat outdated.
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Campbell, Alyssa M. "RAPE MYTH ACCEPTANCE: A VIGNETTE APPROACH." UKnowledge, 2017. http://uknowledge.uky.edu/hes_etds/54.
Full textAbstract:
The purpose of this study was to empirically examine the extent to which rape myth acceptance (RMA) varies according to four key contextual factors—race, the victim–perpetrator relationship, resistance strategies, and the decision to report—among those embedded within college and military cultures. Although sexual assault in a university context has been thoroughly investigated, it is typically in comparison to the general population that may not share the same high-risk elements that promote the environment for sexual assault. Therefore, comparisons of college, military, and a general population were sampled to better understand the attitudes that maintain RMA in these high risk environments. Consistent with previous research aimed at understanding attitudes associated with RMA (Carroll et al., 2016; McMahon, 2010), findings from this study indicated that although individuals hold relatively low RMA overall, individuals tend to endorse other rape myths that blame the victim and exonerate the perpetrator. Specifically, race, resistance strategies, and the decision to report all influenced how likely individuals were to attribute some blame to the victim in the vignette.
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Blanchard, Samantha Everhart. "Understanding the Experience of Air Force Single Parents: A Phenomenological Study." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/621.
Full textAbstract:
Today, raising children under the best of circumstances represents a daunting endeavor as any parent and a growing body of research confirm. When a single parent is on active duty in one of the U.S. armed forces, there are additional challenges involved that may not exist among civilian counterparts. The phenomenon of single parents on active duty with its unique difficulties associated both with single parenting and with military service was the basis of this study. The purpose of the research was twofold: to describe the experiences of Air Force single parents as related to social support and work-life theory in the context of bureaucracy and to use that understanding to identify needed improvements in support services. The specific aim of this study was to gain an understanding of single parents in the military through a phenomenological approach. Purposive sampling was utilized to identify the 13 participants. The central question for the study was the following: What are the experiences of single parents serving on active duty in the United States Air Force? The seven themes that were identified as part of the single parent experience were: (a) transition to single parent in the Air Force, (b) better life (c) parental responsibilities, (d) work responsibilities, (e) support provided by the work organizations, (f) informal social supports, and (g) work-life conflict. Major findings include the importance of family-friendly supervisors that alleviated work-family conflict. Participants also noted the military family as being significant to their adjustment and acceptance of military life. Finally, participants were seeking a better life for themselves and their children by either joining as a single parent or deciding to stay as a single parent. This study offers an opportunity to change policy and practice to enhance and encourage the retention of single parents. One application of study findings is the reexamination of the Family Care Plan to alleviate work-family conflict. Another area identified for practice enhancement is the education and training of family-friendly supervisors.
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Villiers, Patrick. "Marine royale : corsaires et trafic dans l'Atlantique de Louis XIV à Louis XVI." Paris 1, 1990. http://www.theses.fr/1990PA010602.
Full textAbstract:
Seignelay reconnut le premier qu'en dépit d'un budget suffisant, la marine de louis XV ne pouvait disposer d'une supériorité décisive en hommes et en vaisseaux sur les anglo-hollandais. Il paria alors sur l'innovation technique puis sur la stratégie périphérique. Après la défaite de La Hougue, Pontchartrain reconstruisit la flotte en gardant les mêmes choix. Le recours à la course ne fut qu'un élément complémentaire de la guerre de course. Ce n'est qu'à la fin de la guerre d’Espagne que la course et l'escorte des convois devinrent les missions essentielles de la marine. Sous Louis XV, Maurepas paria sur l'avance technologique pour compenser la supériorité numérique anglaise et réserva les vaisseaux à l'escorte des convois. Pendant la guerre de succession d’Espagne. Alors que louis XV refusa en 1749 le plan de reconstruction de Maurepas, les anglais, sous l'impulsion de Walpole réussissaient à disposer de trois vaisseaux pour un français. À partir de 1755, ils entreprirent de détruire méthodiquement la flotte, le commerce puis de conquérir les colonies françaises. La course française fut le dernier recours. L'arrivée de Choiseul ne put retourner la situation. Il imposa cependant un train de réformes indispensables mais la marine ne retrouva un budget suffisant qu'à partir de 1777. Après deux années d'hésitations la France opta pour une stratégie périphérique qui fut victorieuse à Yorktown<br>Seignelay was the first to admit that in spite of suffisant budget, Louis XIV's navy could not have more men and ships than the english and the dutch. So, he bet on technical innovations and resorted to peripherical strategy. After the defeat of la hougue, pontchartrain rebuilt the navy and kept same choices. Privateering was but a complementary element in a long time warfare. During the Spanish war of sucession, after four years of war with large fleet, financial difficulties drawed france to a systematicaly resulting to privateering and protection of convoys. During the regn of Louis XV, Maurepas bet on technological progress to make up for the English superiority in numbers an specialised the French navy to protecting convoys. In 1749, Louis XV refused Maurepas's reconstruction project. The English led by Walpole and Anson had a superiority of three ships to one and during the seven years war methodically destroyed the trade and the French colonies. Privateering then turned into a meager compensation. Choiseul's arrival allowed a first set of reforms but budgets were never sufficent until 1777. After two years of stratefic wawerings, France choose for a peripherical strategy including convoys and privateering which gave her the victory
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Türk, Sarah Lorena. "The African studies course of the Instituto de Estudos Superiores Militares. An analysis of the correlations and conflictive character inside the triangle - Development, environment and security - in Africa’s Nigeria." Master's thesis, Faculdade de Ciências Sociais e Humanas, Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/9395.
Full textAbstract:
Relatório de Estágio de Mestrado em
Ciência Política e Relações Internacionais
Globalização e Ambiente<br>The following dissertation circles around the present-time character of reliance of elements inside a system, conflictive structures and process directions, with a focus on Africa and a country case to be analysed in more detail, which will concentrate on the 3 factors of development, environment and security.
Two principal parts constitute this investigation work, of which one specifies and evaluates the African studies program held during the time of the internship at IESM, its various panels and thematic approaches to issues of development and security in the African continent and the countries of the CPLP.
The dissertation’s second part examines the status and the conflictive character of the triangle’s elements and their inter-relations inside West Africa’s Nigeria. The richness of the country’s natural resources, the outcomes of political leadership constantly marked by military rule, inter-communal conflicts, neglecting the natural environment and insufficient living conditions form essential aspects of research and are the basis for the country’s troubled state. To correct the inappropriate policies and deficient consideration of elementary issues and relations; to construct collaborations involving representatives from the local to national level; and to create a living environment to be freed from crime, insecurity and frustration, mark centrepieces of future activities and objectives to be realized in order to turn Nigeria away from its devastating misguidance.
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Lewis, Saëd'Nhir Irving. "États, échanges nucléaires et prolifération : de l'importation à l'exportation de matières et technologies nucléaires militaires." Doctoral thesis, Université Laval, 2013. http://hdl.handle.net/20.500.11794/25557.
Full textAbstract:
Cette recherche fournit une explication à propos du passage des États, de récipiendaires à fournisseurs de matières et technologies nucléaires militaires dans le but de participer à l’accumulation de la connaissance sur les déterminants de la prolifération nucléaire analysés à partir de l’approche fournisseur-centrée. Une tâche à laquelle ne s’était alors penchée, de manière systématique, aucune étude dans la littérature spécialisée. Pour ce faire, une analyse empirique d’un modèle théorique a été menée. Selon ce modèle dénommé théorie interactive des échanges nucléaires militaires bilatéraux et basé sur une reconceptualisation des concepts de l’opportunité et de la volonté, le passage des États, de récipiendaires à fournisseurs de matières et technologies nucléaires militaires, est motivé par des facteurs politiques et économiques et est favorisé par des facteurs culturels alors que les facteurs institutionnels et normatifs semblent n’avoir aucun effet sur son occurrence. Le test empirique du modèle a été effectué à partir d’observations relatives aux transactions nucléaires militaires interétatiques bilatérales entre 1945 et 2010. Les données ont été analysées par le biais de deux méthodes, l’analyse quali-quantitative comparée (Qualitative Comparative Analysis) et l’analyse de processus (Process-tracing), afin de donner plus de robustesse aux résultats. Ces résultats confirment les hypothèses du modèle : les affinités identitaires de l’État fournisseur avec l’État récipiendaire, sa volonté de contenir un État menaçant commun avec l’État récipiendaire et son désir de tirer profit financièrement de son expertise nucléaire sont tous trois facteurs explicatifs de la variation du passage de récipiendaires à fournisseurs de matières et technologies nucléaires militaires alors que la participation de l’un ou l’autre des États au régime international de non-prolifération ne semble pas être un frein à l’occurrence du phénomène.
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Seefeldt, Connor. "'Factum ex scientia': I Canadian Corps Intelligence during the Liri Valley Campaign, May – June 1944." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23327.
Full textAbstract:
Studies on Canadian Army military intelligence remain sparse in Canadian military historiography. This study is unique in that it focuses on the development, doctrine, and influence of intelligence within the I Canadian Corps throughout the Liri Valley battles during the Italian Campaign. It will be argued that I Canadian Corps intelligence achieved notable overall success in helping to break the Hitler Line by providing comprehensive and relatively up-to-date information on enemy dispositions and strengths which helped commanders and staff planners properly prepare for the operation. This success was attributable to three main factors: excellent intelligence personnel selection and training; the successful mentorship of I Canadian Corps intelligence by Eighth Army's intelligence cadre; and the overall effectiveness of 1st Canadian Infantry Division's intelligence organization which had been in the Mediterranean theatre since July 1943. Notwithstanding these successes, a number of faults within the Canadian Corps intelligence system must also be explained, including the poor performance of 5th Canadian Armoured Division's intelligence organization during the pursuit up the Liri–Sacco Valleys, and the mediocre execution of Corps counter-battery and counter-mortar operations. This study will demonstrate how an effective intelligence organization must augment existing army doctrine and how it can mitigate, though not completely eliminate, battlefield uncertainty. Further, it will also demonstrate that a comprehensive lessons-learned process must be undertaken to continually refine existing intelligence doctrine and procedures, with frequent training programs inculcating personnel in this doctrine. Taken as a whole, this study is unique as it is one of only several studies devoted solely to developing a greater understanding of a little-understood, and often forgotten, staff function within the Canadian Army during the Second World War.
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Ngabo, Ndjaha. "Etude du désarmement dans le contexte de recomposition du paysage international." Thesis, Lyon 3, 2013. http://www.theses.fr/2013LYO30070.
Full textAbstract:
Le désarmement est l’un des axes stratégiques primordiaux de la politique internationale. Il se pose, de manière récurrente, la sempiternelle question de son rapport à la paix, à la sécurité internationale et au développement. Car, le désarmement est, indubitablement, un maillon essentiel de la chaîne indispensable pour bâtir un monde débarrassé de menaces et de risques consécutifs à une militarisation à outrance. Son sucés ou son échec est lié à la configuration du monde. C’est une question de volonté politique dont les États sont les acteurs majeurs. La mutation du contexte international relance la problématique du désarmement. Car, le désarmement vise à éliminer les armes dont l’accumulation constitue une source de tension internationale. Il concerne la réduction du format des armées, la contraction des dépenses militaires et le contrôle du transfert de la technologie militaire. Il permet de libérer à des fins pacifiques des ressources nécessaires à d’autres secteurs de l’économie. L’histoire du désarmement révèle des pratiques, parfois, unilatérales et coercitives. La mise en œuvre du désarmement n’est possible que lorsque, se manifeste une volonté dédiée à sa concrétisation. Il existe un lien entre les dépenses consacrées aux armements et le développement économique et social. Cependant, la diminution de l’influence incommensurable des complexes militaro-industriels, la reconversion des industries de défense conditionnent aussi le désarmement. La coopération multilatérale et la mutualisation des moyens restent des possibilités de garanties pour un désarmement efficient et efficace<br>Disarm is one of the main strategics axis of the international politics. It happened, in a recurring way, the sempiternal question of his report to peace, international security and the development. Because disarming, is undoubtedly, an essential link of the chains to build a world without threats and consecutive risks with excess of militarization. Its success or its failure is linked to the configuration of the world. It is a question of political good-will which states are the major actors. The change of the international context boost the problems of disarming. Because, disarming aims to eliminate the weapons which accumulation constitutes a source of international tensions. It relates to the reduction of the format of armed, the contraction of the soldiers expenditure and the control of the military technology transfer. It permits to release peaceful purposes necessary resources to other sectors of the economy. The history of disarming raises the practices, sometimes, links and coercive. The implementation of disarming is not possible when, appears a dedicated will in its concretization. There is a bond between the expenditure devoted to the arms, the economic and social development. However, the reduction in the incommensurable influence of the military-industrial complexes, the reconversion of industries of expenditure condition also disarming. The multilateral co-operation and the mutualism of the means remain the possibilities of the guarantees for an efficient and effective disarming
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Wai, Shu-Shen, and 衛樹生. "Research and Design of Distance Learning Course for Advanced Military Education." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/22615046658041911233.
Full textAbstract:
博士<br>淡江大學<br>資訊工程學系博士班<br>97<br>High-ranking officers require advanced military education in war tactics for future combat. However, line officers rarely have time to take such courses on campus. The conventional solution to this problem is correspondence courses, which are known to be inefficient. As Internet technologies progress, the current trend is the development of online courses for military training. However, the question is what distance learning methodology best suits such a proprietary learning purpose.
This study presents a sequential process of developing distance learning courses in Advanced Military Education. Further, the Petri-Net analytical approach is adopted to uncover the essential interaction requirements of Advanced Military Education delivered via Internet. This discussion first compares correspondence courses, on-campus programs and e-learning programs. According to these differences, an in-depth analysis is conducted to construct the appropriate e-learning modules. These modules are then composed into a distance learning system that addresses the limitations of correspondence courses while still achieving the same effectiveness of on-campus programs. Finally, a discussion of the experimental results demonstrate the success of the presented approach.
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CHIANG, PEI-SHAN, and 江佩珊. "A Reception Analysis of Military Discipline Unit Plays in Jyuguang Course." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/p4frvf.
Full textAbstract:
碩士<br>國防大學政治作戰學院<br>新聞碩士班<br>105<br>Based on the theory of the audience reception analysis, this paper focuses on the army, navy, air force and military police corps, and conducts the focus group interview of the audience. The purpose of this paper is to explore the various interpretations of the audience how to decode the meanings of the military discipline unit plays, and to explore the impact that the context causes by. Furthermore, understanding the characteristics of the plays to improve the military discipline unit plays for the future. This paper found that the job in the military, commission and gender are the main factors that affect the interpretations of the military discipline unit plays. Otherwise, individual’s life experience and cultural experience are the secondary factors. It suggests that the military discipline unit plays turn to get closer to the audience, break the formula, activate the topics and try different forms while broadcasting.