Dissertations / Theses on the topic 'Military education'
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Adams, Carole J. "Allocation of funds at the service academies: trends in the ratios of instructional to administrative costs from 1976 through 1995." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069272509.
Full textTitle from first page of PDF file. Document formatted into pages; contains xiii, 225 p.; also includes graphics (some col). Includes bibliographical references (p. 191-211). Available online via OhioLINK's ETD Center
Narkunas, Kostiantyn. "Ukrainian military education : high time for reform." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA396192.
Full textThesis advisors, Mark J. Eitelberg, Benjamin J. Roberts. Includes bibliographical references (p. 61-62). Also available online.
Loureiro, Samuel Robes. "A invenção da Academia de Polícia Militar (1809-1958)." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20256.
Full textMade available in DSpace on 2017-07-28T12:37:21Z (GMT). No. of bitstreams: 1 Samuel Robes Loureiro.pdf: 3139704 bytes, checksum: 355f0e5732bc87ce87459dbdc125d343 (MD5) Previous issue date: 2017-07-21
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This thesis examines the ways in which the histories of the Military School of Realengo (EMR), the Military Police Academy of Barro Branco (APMBB) and the Officers’ Training School (EFO) of the Military Police of the Federal District (PMDF) are interwoven. The main objective was to uncover the process of the creation and consolidation of a particular military school model present throughout the country: Military Police Academies (APMs). The research sought to prove the hypothesis that the APM prototype would have resulted from a mixture of the curriculum of the professional course of the PMDF, created in 1920, and the traditions invented by the José Pessoa reform in the EMR, between 1931 and 1934, and also that the first school which underwent this transformation was the APMBB, between 1935 and 1938. From there, the model would have been disseminated to all Brazilian Military Police (PMs), including the PMDF itself. The research advances studies in the history of school institutions and educational intellectuals, with an emphasis on the processes of the invention of traditions, the reformulation of curricula, and the history of school subjects. Starting from a criticism of the theoretical-methodological reference of Althusserian structuralism, the work references ideas such as Thompson's notion of experience, Hobsbawm’s invention of tradition, and the meaning of the term intellectual as attributed by Sirinelli. This reference was supplemented by notions from Anthropology like Gilberto Velho's “field of possibilities” and Celso Castro's “military spirit”. Specific references from the history of education also provided support for the research, including notions of curriculum from Goodson, Forquin, Sacristan and Circe Bittencourt, as well as Cherval's ideas about the history of school subjects. As research involving the invention of traditions, the origins and the stabilization of these traditions were examined, which involved taking a historical cross-section covering the founding of the Military Division of the Royal Guard of Police in 1809 to the consolidation, in 1958, of the ceremony in which the cadets receive their swords in the EFO of the PMDF. For this purpose, an investigation of a variety of sources was necessary: personal archives, official documents, legislation, archives of materials, press, among others. It was possible to conclude that that the APMs were an invention of Brazilian army officers who adapted the traditions idealized for the EMR between 1931 and 1934 and the curriculum of the PMDF’s professional course from 1920. They created a new type of military school that was established in São Paulo at the APMBB between 1935 and 1938, and then disseminated throughout the country. The purpose of this invention would be to facilitate the transformation of state military forces into MPs, the army’s reserve and auxiliary force. However, such a standard was not imposed on state military forces, it was desired; and the companies not only assimilated but improved this new type of military school. As a result, state military forces became PMs, the army's reserve force, in order to survive the imminent threat of extinction after the Revolution of 1930 and the end of the governors' policies
A presente tese estuda as imbricações entre as histórias da Escola Militar do Realengo (EMR), da Academia de Polícia Militar do Barro Branco (APMBB) e da Escola de Formação de Oficiais (EsFO) da Polícia Militar do Distrito Federal (PMDF). O principal objetivo foi desvendar o processo de gênese e consolidação de um modelo específico de escola militar presente em todo o país: as Academias de Polícia Militar (APMs). Buscou-se comprovar a hipótese de que o protótipo de APM seria resultante de um amálgama entre os currículos do curso profissional da PMDF, criado em 1920, e as tradições inventadas pela reforma José Pessoa na EMR, entre 1931 e 1934, e que a primeira escola que sofreu essa transformação foi a APMBB, entre 1935 e 1938. A partir dela, o modelo teria sido disseminado para todas as Polícias Militares (PMs) do Brasil, incluindo a própria PMDF. A pesquisa avança nos estudos da história das instituições escolares e dos intelectuais da educação, com ênfase nos processos de invenção das tradições, reformulação de currículo e na história das disciplinas escolares. A partir da crítica ao referencial teórico e metodológico do estruturalismo althusseriano, foram utilizados referenciais como a noção de experiência de Thompson, o processo de invenção das tradições de Hobsbawm e a acepção de intelectual de Sirinelli. Esse referencial foi complementado por noções da Antropologia, como o “campo de possibilidades” de Gilberto Velho e o “espírito militar” de Celso Castro. Deram suporte ainda referenciais específicos da história da educação, como as noções de currículo de Goodson, Forquin, Sacristán e Circe Bittencourt, e as ideias sobre história das disciplinas escolares de Chervel. Por tratar-se de uma pesquisa que envolve a invenção de tradições, foram examinadas as origens e a estabilização dessas mesmas tradições, o que implicou um recorte histórico que englobou desde a fundação da Divisão Militar da Guarda Real de Polícia, em 1809, até a consolidação da solenidade de entrega de espadins na EsFO da PMDF, em 1958. Para tal, foi necessária a investigação em diversos tipos de fontes, como arquivos pessoais, documentos oficiais, legislação, acervo material, imprensa, entre outros. Pudemos concluir que as APMs foram uma invenção de oficiais do Exército brasileiro que adaptaram as tradições idealizadas para a EMR, entre 1931 e 1934, e os currículos do curso profissional da PMDF de 1920. Com isso, criaram um novo tipo de escola militar que foi implementado em São Paulo, na APMBB, entre 1935 e 1938, depois disseminado para o país. O objetivo dessa invenção seria facilitar a transformação das forças militares estaduais em PMs, força reserva e auxiliar do Exército. Porém, tal padrão não foi imposto às forças militares estaduais, foi desejado, e as corporações não só assimilaram como aprimoraram esse novo tipo de escola militar. Com isso, as forças militares estaduais transformaram-se em PMs, força reserva do Exército, visando sobreviver à ameaça iminente de extinção após a Revolução de 1930 e o fim da política dos governadores
Dulchinos, Paul C. "Military and Veteran Student Perceptions of Military Friendliness on the College Campus." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619794.
Full textOver two million military personnel will leave the service over the next decade (Cook & Kim; 2009). The majority of these veterans will receive the most generous GI Bill since its inception (United States Department of Veterans Affairs [VA], 2011). Institutions will covet these students to offset discounting (Barr & McClellan, 2011; Basch, 1997; Curs & Singell, 2010; Parrott, 2008; United States Senate Health, Education, Labor and Pensions Committee [HELP], 2012). To recruit and retain these students, military veterans must view these institutions as friendly (Bean & Metzner, 1985; Radford, 2011; Vacchi, 2012).
Previous studies focused on transition and access to veteran services (Ackerman, DiRamio, & Garza-Mitchell, 2009; Cook & Kim; 2009; Diamond, 2012; DiRamio, Ackerman, & Mitchell, 2008; Griffin & Gilbert, 2012; McBain, Kim, Cook, & Snead, 2012; Rumann & Hamrick, 2010). They identified factors that contribute to military friendliness along dimensions of cost, culture, collaboration, convenience, caring, and characteristics; however, they did not correlate these variables with veteran perceptions of friendliness (Ackerman et al., 2009; Diamond, 2012; DiRamio et al., 2008; Rumann & Hamrick, 2010). These studies were qualitative and used small samples (Ackerman et al., 2009; Diamond, 2012; DiRamio, et al., 2008; Rumann & Hamrick, 2010). This study determined how military veterans ranked these variables, compared how they differed by demographics, and determined to what extent these factors explained impressions of military friendliness at their institutions.
This quantitative correlational study surveyed veteran populations (N=188) at five institutions in the New England. Data were analyzed using the Statistical Package for Social Sciences (SPSS) to run descriptive and inferential statistics to rank military friendliness factors and compare these rankings along various demographics. Findings revealed significant differences in student perceptions based on gender, marital status, children, age, combat experience, military status, educational assistance eligibility, academic status, institution type, and college residency. Findings also determined to what extent and in what manner these factors explained respondents' perceptions of military friendliness at their own institutions. The results of this study may inform higher educational leaders how to prioritize initiatives and to provide better support to military veteran students.
Pogkas, Nikolaos. "The Distance Training System (DTS) application using Dreamweaver MX2004 and JSP application server technology." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FPogkas.pdf.
Full textConnors, Niall. "Education and the humanitarian space : is there a dissonance between military education and military practice in the Irish Defence Forces?" Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55390/.
Full textBolling-Harris, Ella. "An Evaluation of Military Education Assistance Programs From Participants Perspectives." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1253.
Full textDexter, Robert M. "United States Special Operations command professional military education." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/38915.
Full textThe United States Special Operations Command does not have an intermediate-level professional military education program for its officers. Current service-provided PME programs are not adequately meeting the educational goals for officers as required by USSOCOM. Through the Joint Special Operations University, SOCOM could establish its own PME program for officers of all services who are assigned to USSOCOM. Through the review of formal documents and interviews with senior officers in USSOCOM, an education gap was identified and analyzed. Three courses of action are presented as to how USSOCOM can overcome this education gap and meet Admiral William H. McRavens intent to have the best educated force in the United States military.
Placido, Robert B. "Self-determination of Military Students in Postsecondary Education." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699858/.
Full textFisher, Robin G. "A Comparative Analysis of Military and Non-Military Parent Engagement in Public Elementary Schools." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1596660465105159.
Full textGreen, Althea C. "Nontraditional Military-Enlisted Students?Increasing Diversity in Medical School Cohorts." Thesis, Keiser University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815668.
Full textThe U.S. physician population lacks diversity, and this lack of diversity is reflected in the medical student population. Medical schools have implemented various types of programs to increase the diversity of their student population, and by extension, the physician population. A public Northeastern medical school implemented a postbaccalaureate premedical (PBPM) program for military enlisted service members with a goal to increase diversity among its medical school cohorts. A quantitative causal-comparative ex post facto study compared diversity variables of the PBPM military enlisted students with the public medical school student group, as well as the national student group.Chi-square analysis found significant differences between the military enlisted students and the two other comparison groups in four of five diversity measures. The military students were statistically different in age, marital status, number of dependents, and socioeconomic background. The groups did not differ significantly in terms of their racial/ethnic demographics. The study validated Tinto’s framework of student persistence with a military population.
Katyrenchuk, Taras B. "Creation of a higher military educational system in Ukraine as a part of civil-military relations (1992-1998)." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1665.
Full textThis thesis provides a critical analysis of the development of the military staff officer education and training system in Ukraine. The chronological scope of research includes a period from January 1992 to December 1998. The research examines the status of officer training after the collapse of the Soviet Union and the reasons for the creation of a national higher military school in Ukraine. The research also covers the evolution of ideas and opinions on Ukraine's creation of its modern system of officer personnel training from 1992-1998. This thesis traces the process of the creation of the national system of the officer personnel training and its influence on the organization of the Armed Forces of Ukraine. It examines the roles of influential bodies of State power and military authorities in solving the conceptual questions of reforming the system of higher military education. The author describes and provides his own interpretation of the events, facts and phenomena related to the creation of the officer personnel training system and its influence on the creation of the Armed Forces of Ukraine.
Major, Ukrainian Army
Zamarripa, Luis R., and Raul Lianez. "The effects of U.S. Marine Corps officer graduate education programs on officer performance : a comparative analysis of professional military education and graduate education." Thesis, Monterey, California. Naval Postgraduate School, 2003. http://hdl.handle.net/10945/1092.
Full textThis thesis compares the effects of Marine Corps graduate education programs, categorized as either Professional Military Education (PME) or Non-PME, on officer performance. The intent of the thesis is to provide empirical evidence to support or refute Marine Corps cultural perceptions that PME improves officer performance more than Non-PME graduate education. A performance index (PI) is derived from the current Marine Corps fitness report system and averaged before and after graduate education for PME and Non-PME graduates and for a group of officers without graduate education (NOS). Data from the Marine Corps Total Force Data Warehouse are used to assess the marginal effect of graduate education in models that also included demographic, affective and cognitive traits. ANOVA results for O4s show significant improvement in performance over time for all groups (PME, Non-PME and NOS), with the largest improvement for PME and the smallest for NOS, although differences between groups are not significant. Multivariate regressions indicate that, after accounting for other influences, the post-education performance of those with graduate education is not significantly different from those without (NOS). The change in performance between before and after receiving graduate education is not significantly different for PME and NOS, while it is slightly lower for Non-PME than for NOS (significant at .10 level). A limitation of the study is that the data only covered four years of fitness reports. Thus, we were not able to assess the long-run effects of graduate education on officer performance.
Major, United States Marine Corps
Captain, United States Marine Corps
Esterhuyse, Abel Jacobus. "Professional military education in the South African national defence force : the role of the military academy." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/5691.
Full textDissertation (PhD)--University of Stellenbosch, 2007.
ENGLISH ABSTRACT: The study represents a descriptive analysis of the tensions that drive the need for an educated military in South Africa and, more specifically the role of the South African Military Academy in the provision thereof. The purpose of the research was to demarcate the proper role of the South African Military Academy in the academic and professional preparation of officers for the South African National Defence Force (SANDF). This purpose necessitated, firstly, an analysis of the need for education in armed forces in general and in South Africa in particular, with specific reference to the tensions underpinning military education and training. It secondly called for a broad assessment of the nature of professional military education in the SANDF at large to contextualise the role and function of the South African Military Academy. These discussions are based on a literature overview, document analysis and unstructured interviews with decision makers. In the first part of the study, a framework is developed for the education of officers. The framework is based on the assumption that modern military professionalism is rooted in a need for training to develop military skills, education to understand and develop the military body of knowledge and experience as the application of skills and knowledge. It is also based on the identification of four knowledge clusters that need to be the focus of officer education, namely the external security environment within which armed forces operate, the nature of armed forces as organisations, the professional employment of armed force(s), and the physical environment within which armed forces operate. The framework highlights three levels of officer development: the making of lieutenants, the making of colonels, and the making of generals. This framework is used for the analysis of education, training and development in the SANDF. Both the positive and negative attributes as well as trends in training and education in the SANDF are discussed. The discussion serves as the departing point for an outline of the debate about the role of the Military Academy since democratisation in 1994. It is argued that there is no clarity about the role and function of the Military Academy. Critical questions are also asked about the nature of the academic programmes offered to officers at the Military Academy. The departmental level agreement between the Department of Defence and the University of Stellenbosch is pointed out as the raison d'être for many of the problems with which the Military Academy is confronted. The study finally highlights the need for education as a requirement for officership in the SANDF, a reconsideration of military socialisation at the Military Academy, the difficult position of the Faculty of Military Science, the need for a core academic programme, and structural changes that are needed at the Military Academy. It is recommended that, like many foreign military academies, the future existence of the Military Academy be assured through national legislation. The involvement of the University of Stellenbosch in the education of young officers at the Military Academy should not be terminated. However, the existence, functioning, organisation and structure of the Military Academy should not be based on a “goodwill-approach” between the University and the Department of Defence.
AFRIKAANSE OPSOMMING: Die studie bied beskrywende analise van die spannings wat die behoefte aan opgevoede weermag in Suid-Afrika onderlê en, meer spesifiek, die rol van die Militêre Akademie in die voorsiening van opvoeding in dié verband. Die besondere oogmerk van die navorsing is die afbakening van die werklike rol van die Suid-Afrikaanse Militêre Akademie in die akademiese en professionele voorbereiding van offisiere vir die Suid-Afrikaanse Nasionale Weermag (SANW). Hierdie oogmerk vereis, eerstens, ontleding van die noodsaaklikheid vir die opvoeding van weermagte in die algemeen en in Suid-Afrika in die besonder, met spesifieke verwysing na die spannings wat militêre opvoeding en opleiding onderlê. Dit noodsaak, tweedens, breë waardering van die aard van professionele militêre opvoeding in die SANW om die rol en funksie van die Suid-Afrikaanse Militêre Akademie te kontekstualiseer. Die besprekings is gebaseer op literatuuroorsig, dokumentontleding en ongestruktureerde onderhoude. In die eerste deel van die studie word raamwerk vir die opvoeding van offisiere ontwikkel. Dié raamwerk is gebaseer op die aanname dat moderne militêre professionalisme gebaseer is op militêre opleiding om vaardighede te ontwikkel, opvoeding om die militêre kennisliggaam te verstaan en ontwikkel, asook ervaring as toepassing van vaardighede en kennis. Die raamwerk omvat ook die identifisering van vier fokus kennisareas, naamlik die eksterne omgewing waarin weermagte opereer, die organisatoriese aard van krygsmagte, die professionele aanwending van krygsmag(te), en die fisiese omgewing waarin krygsmagte opereer. Die raamwerk beklemtoon voorts drie vlakke van offisiersopvoeding: die ontwikkeling van luitenante, die ontwikkeling van kolonels, en die ontwikkeling van generaals. Die raamwerk word vervolgens vir ontleding van opvoeding, opleiding en ontwikkeling in die SANW gebruik. Beide die positiewe en die negatiewe kenmerke sowel as tendense van opleiding en opvoeding in die SANW word bespreek. Dié bespreking dien as vertrekpunt vir ontleding van die debat oor die rol van die Militêre Akademie sedert demokratisering in 1994. Daar word aangevoer dat daar geen duidelikheid oor die rol en funksie van die Militêre Akademie bestaan nie. Kritiese vrae word gevra oor die aard van die akademiese programme wat aan offisiere by die Militêre Akademie gebied word. Die departementele ooreenkoms tussen die departement van Verdediging en die Universiteit Stellenbosch word voorgehou as die raison d'être van baie probleme waarmee die Akademie gekonfronteer word. Die studie beklemtoon die behoefte aan opvoeding as vereiste vir offisierskap in die SANW, die heroorweging van militêre sosialisering by die Militêre Akademie, die heroorweging van die posisie van die Fakulteit Krygskunde, die behoefte aan akademiese kernleerplan, en strukturele veranderinge wat by die Militêre Akademie vereis word. Daar word aanbeveel dat, soos in die geval van verskeie buitelandse militêre akademies, die toekoms van die Militêre Akademie deur nasionale wetgewing verseker word. Die betrokkenheid van die Universiteit Stellenbosch in die opvoeding van offisiere moenie daardeur beëindig word nie. Die bestaan, funksionering, organisering en struktuur van die Militêre Akademie moet egter nie op “welwillendheidsooreenkoms” tussen die Universiteit en die Departement van Verdediging gebaseer wees nie.
Layne, Velma. "Transitions from Military Duty to College for United States Military Veterans." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2493.
Full textSyed-Mohamed, Ahmad Thamrini Fadzlin. "Civilian to officer : threshold concepts in military officers' education." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11779/.
Full textDonovan, Thomas A. "Structuring Naval Special Warfare junior officer professional military education." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Dec%5FDonovan.pdf.
Full textThesis Advisor(s): Jansen, Erik. "December 2007." Description based on title screen as viewed on January 17, 2008. Includes bibliographical references (p. 93-95). Also available in print.
Wilson, James Roger. "Postgraduate education and professional military development: are they compatible?" Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28455.
Full textThis thesis examines the utilization of graduate education for graduates of the Naval Postgraduate School, Manpower, Personnel, and Training Analysis (MPTA) curriculum, from December 1986 through June 1991. The study focuses on four areas: 1) developing a list and rank structure of billets requiring the xx33P code granted upon completion of the education, 2) tracking the careers of the officers following their graduation from the curriculum, 3) examining career progression paths to find places where timely utilization could be undertaken, and 4) examining the designator composition of population. The study determined that utilization for the period December 1986 thourgh June 1991 was 22.2%. Assuming that all officers still in the two- tour Department of Defense utilization window were assigned to utilization billets as their next assignment, the utilization rate would rise to 52.5%. This was deemed unacceptable, and the recommendation was to require an eighteen-month utilization tour immediately following completion of the curriculum. This would cause the utilization rate for MPTA graduates to rise to 97%.
Golovcsenko, Igor V. "Applications of Artificial Intelligence in Military Simulation." Master's thesis, University of Central Florida, 1987. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/21285.
Full textThis report is a survey of Artificial Intelligence (AI) technology contributions to military training. It provides an overview of military training simulation and a review of instructional problems and challenges which can be addressed by AI. The survey includes current as well as potential applications of AI, with particular emphasis on design and system integration issues. Applications include knowledge and skills training in strategic planning and decision making, tactical warfare operations, electronics maintenance and repair, as well as computer-aided design of training systems. The report describes research contributions in the application of AI technology to the training world, and it concludes with an assessment of future reserach directions in this area.
M.S.;
Engineering;
Engineering;
66 p.
iv, 66 leaves, bound : ill. ; 28 cm.
Burris, Bradford M. "Army Special Operations Forces professional military education for the future." Thesis, Monterey, California : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/theses/2010/Jun/10Jun%5FBurris.pdf.
Full textThesis Advisor(s): Simons, Anna ; Second Reader: Nix, Dayne. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Military Education, Special Operations Education, Army Education, ARSOF Leader Development, Special Forces, Psychological Operations, Civil Affairs, Professional Military Education. Includes bibliographical references (p. 73-76). Also available in print.
Kennedy, Douglas Blake. "The development of professional military education at the United States Air Force Academy." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35602.
Full textDepartment of History
Donald J. Mrozek
This dissertation examines the development of the professional military studies curriculum at the United States Air Force Academy. The study explores the rationale behind establishing an Air Force Academy, along the lines similar to the U.S. Military Academy at West Point or the U.S. Naval Academy at Annapolis. The quest for an additional academy emphasized the need for specialized training of air force cadets and creating a common bond for its future officer corps, rather than recognizing the necessity to equip them with a professional military education regarding warfare and how air power influences war, for example. This trend continued in the two main studies used to justify the Air Force Academy, as well as the development of the initial curriculum, where an integrated academic curriculum, one that emphasized both the sciences and engineering as well as the social sciences and humanities, placed any discussion of professional military studies on the back burner. The challenge of the Academy’s general academic curriculum on the cadet’s time left little room for the development of a strong, rigorous professional military studies program. However, the confluence of a cheating scandal at West Point and the resulting report, as well as a reflection during the 25th anniversary of the Academy’s founding in 1979, which developed questions on the professional military studies program within the curriculum, led to the establishment of a Permanent Professor within the Deputy Commandant for Military Instruction, and resulted in drastic changes to the curriculum for the cadets, specifically involving professional military studies. Today, the United States Air Force Academy has a Department of Military and Strategic Studies under the overall authority of the Dean of Faculty. This department has as its charter the role to provide “the study of the context, theory, and application of military power”—with special emphasis on the role of airpower to the art and science of war. The document that helps define the duty of the department also states that this necessary study for officer candidates constitutes “the essence of a military academy education” and, most certainly, the central core of a professional military studies program.
Le, Gassick Peter James. "The employment of ex-military as teachers : the military, masculinity and moral regulation." Thesis, University of Plymouth, 2016. http://hdl.handle.net/10026.1/4852.
Full textHall, Duana C. "Impact of Military Deployment on High School Dependents." Thesis, Trevecca Nazarene University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931207.
Full textFindings in the study indicated slight differences in the resilience and academic performance of high school children who had a parent deployed with the military. Although some sample sizes were too small to calculate some statistics, it is evident that there needs to be more research to eliminate the possibility that some significances by chance. Conflict is decreasing, but there are still many military services and missions in the immediate future deserving of the Commands attention to the impact on military high school dependents during the deployment process. The academics findings of this study suggested additional research to be implemented to examine the direction of the impact of deployment on the military dependents resilience, academic performance and parent-child relationship.
Ingram, Robert L. III. "Achievement Outcomes of Sixth-Grade Students With a Military Parent Deployed to a War Zone or a Military Parent Not Deployed Compared to Same School Students Whose Parents Have No Military Affiliation." Thesis, University of Nebraska at Omaha, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618052.
Full textThe need for accurate information about the achievement of students whose military parents are deployed to a war zone or whose military parents are eligible although not currently deployed to a war zone is important in order to ensure that we are providing for the educational wellbeing of these children as their parents defend our nations freedoms. The purpose of this posttest-only comparative efficacy study was to determine the achievement outcomes of sixth-grade students with a military parent deployed to a war zone (n = 10) or sixth-grade students with a military parent not deployed to a war zone (n = 10) compared to same school students whose parents have no military affiliation (n = 10). The study’s dependent measures were Academic achievement as measured by end of sixth-grade (1) Nebraska State Accountability Assessment Test-Math, (2) Nebraska State Accountability Assessment Test-Reading, (3) Measure of Academic Performance-Math, (4) Measure of Academic Performance-Reading, (5) Research School District’s Descriptive Writing Assessment for (a) Ideas and Content, (b) Organization, (c) Voice, (d) Word Choice, (e) Sentence Fluency, and (f) Conventions, and (6) Research School District’s Essential Objectives for (a) Language, (b) Math, (c) Science, (d) Social Studies, (e) Health, (f) Physical Education, and (g) Music. The overall pattern of end of sixth-grade statistical equipoise between group comparisons indicated that the goal of educational wellbeing for these students of military families, and control group students alike, was being met and was reflected in measured proficient and advanced level performance requiring students’ day-to-day engagement at school and support at home.
Lianez, Raul Zamarripa Luis R. "The effects of U.S. Marine Corps officer graduate education programs on officer performance : a comparative analysis of professional military education and graduate education /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FLianez.pdf.
Full textAl-Otaibi, Tha'ar. "The professional preparation of junior military officers in the Saudi Arabian National Guard : King Khaled Military Academy." Thesis, University of Leeds, 2003. http://etheses.whiterose.ac.uk/761/.
Full textMittelberg, Julia A. "Challenges elementary teachers face when teaching military-connected students." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18127.
Full textCurriculum and Instruction Programs
Paul R. Burden
Military-connected students are a highly mobile population who undergo a great deal of stress in their lives. These factors can overflow into life in the elementary classroom, causing challenges for teachers. This study looked at the percieved challenges elementary classroom teachers face when working with military-connected students in one public school district with schools located on a military base and other schools near it. A Likert-type survey of questions was created and administered to teachers using an online survey tool. The survey was sent to elementary teachers working in schools in one public school district in the Midwestern United States with a garnered response rate of 42.2% (n=68). The schools in the district were located in a city near and on a military base. The study used exploratory factor analysis, descriptive statistics, independent samples t-tests, an ANOVA, and step-wise regression analysis procedures to answer the research questions regarding the challenges teachers face when working with military-connected students. The results of the study indicated that the number of years a teacher has been teaching influences their perceptions of challenges regarding military-connected students. In addition, teachers indicated that helping students catch up academically, supporting them emotionally, and family/parent issues are the top challenges when working with elementary military-connected students.
Al-Shudifat, Ra'ed M. "Continuing nursing education : the case of military nurses in Jordan." Thesis, Manchester Metropolitan University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429926.
Full textDuncan, Andrew George. "The military education of junior officers in the Edwardian army." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7634/.
Full textElg, Johan Erik. "Wargaming in military education for army officers and officer cadets." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/wargaming-in-military-education-for-army-officers-and-officer-cadets(3289d976-d69b-47c7-aa5a-569553a95a97).html.
Full textKatyrenchuk, Taras. "Creation of a higher military educational system Ukraine as a part of ciil-military relations (1992-1998) /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Mar%5FKatyrenchuk.pdf.
Full textThesis advisor(s): Donald Abenheim. Includes bibliographical references (p. 119-128). Also available online.
Cofield, Charlene Sutton. "Factors Contributing to Military-Veteran Student Success." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6544.
Full textThompson, Elisa Kleehammer 1969. "The effects of parental military deployment on children's adjustment at school." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288815.
Full textKennedy, Douglas. "The Development of Professional Military Education at the United States Air Force Academy." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35526.
Full textDepartment of History
Donald J. Mrozek
This dissertation examines the development of the professional military studies curriculum at the United States Air Force Academy. The study explores the rationale behind establishing an Air Force Academy, along the lines similar to the U.S. Military Academy at West Point or the U.S. Naval Academy at Annapolis. The quest for an additional academy emphasized the need for specialized training of air force cadets and creating a common bond for its future officer corps, rather than recognizing the necessity to equip them with a professional military education regarding warfare and how air power influences war, for example. This trend continued in the two main studies used to justify the Air Force Academy, as well as the development of the initial curriculum, where an integrated academic curriculum, one that emphasized both the sciences and engineering as well as the social sciences and humanities, placed any discussion of professional military studies on the back burner. The challenge of the Academy’s general academic curriculum on the cadet’s time left little room for the development of a strong, rigorous professional military studies program. However, the confluence of a cheating scandal at West Point and the resulting report, as well as a reflection during the 25th anniversary of the Academy’s founding in 1979, which developed questions on the professional military studies program within the curriculum, led to the establishment of a Permanent Professor within the Deputy Commandant for Military Instruction, and resulted in drastic changes to the curriculum for the cadets, specifically involving professional military studies. Today, the United States Air Force Academy has a Department of Military and Strategic Studies under the overall authority of the Dean of Faculty. This department has as its charter the role to provide “the study of the context, theory, and application of military power”—with special emphasis on the role of airpower to the art and science of war. The document that helps define the duty of the department also states that this necessary study for officer candidates constitutes “the essence of a military academy education” and, most certainly, the central core of a professional military studies program.
Williams, Aysel Renay. "Military Students' Persistence in Earning an Online College Degree." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3076.
Full textSheffield, Katherine L. "Military Middle School Student Classroom Turnover and Student Performance| A Correlational Study." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689229.
Full textMilitary students are a population of learners who must move several times during their service member parent's careers. Adolescents may be more affected by these frequent moves, as the moves occur during a crucial time of physical and emotional development. Social capital theory best underpins this research study, as adolescents begin to value the social capital established among peers and then become affected by the breaks in social capital as they are forced to move. The purpose of this correlational study was to examine the degree of the relationship, if any, of military middle school students' standardized test scores and grade level turnover to determine if grade level turnover had an impact on the outcome of the students' annual standardized test scores. Enrollment and archived tests data were collected from 18 DoDEA schools that serve grades six through eight. The independent variable was military middle school classroom turnover, and the dependent variables were the students’ test scores on the TerraNova3. Nine bivariate correlations were conducted for each school year and by grade level to analyze the data. Five subject areas were tested per test, and the results of these 45 analyses indicate 5 weak correlations. Post-hoc Bonferroni and a familywise error correction were conducted to correct the insufficient power and inflated alpha values. The results of this research can be valuable to educators who are unfamiliar with a transient population of learners, more specifically the adolescent military student population and how it could be correlated with academic success.
Reece, Rick L. "An analysis of the effect of frequency of task performance on Job Performance Measurement." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA225304.
Full textThesis advisor(s): Johnson, Laura D. Second Reader: Lindsay, Glenn F. "March 1990." Description based on signature page as viewed on October 21, 2009. Author(s) subject terms: Readiness, aptitude, task performance, frequency, recency. Includes bibliographical references (p. 60). Also available online.
Wineman, Bradford Alexander. "Francis H. Smith: architect of antebellum southern military schools and educational reform." Texas A&M University, 2006. http://hdl.handle.net/1969.1/4344.
Full textRiegling, Anthony Edward. "Military retirees as educational leaders a comparative case study /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342993.
Full textTitle from PDF t.p. (viewed on Jul 28, 2009). Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4588. Adviser: Leonard Burrello.
Bolen, Michael Todd. "United States-People's Republic of China military-to-military relations : prospects for progress /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Mar%5FBolen.pdf.
Full textSchechter, Chen. "Deliberative processes of high school principals with a military background /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148820267877438.
Full textOliver, Marie E. "Consolidation of military voluntary education program: feasibility and cost benefit analysis." Thesis, Monterey, California. Naval Postgraduate School, 1993. http://hdl.handle.net/10945/25781.
Full textRyan-Gonzalez, Clark. "Do Military Personnel Feel Excluded and Ignored in Post-Secondary Education." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/458.
Full textLong, Nathan Andrew. "The Origins, Early Developments, and Present-Day Impact of the Junior Reserve Officers’ Training Corps on the American Public Schools." University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1053619042.
Full textBrock, 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.
Full textThe 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.
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.
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.
Upton, Patricia Ann. "An evaluation of the Army Reserve Readiness Training Center's (ARRTC'S) first web-based training product." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002uptonp.pdf.
Full textGranado, Joseph L. Anderson Randy L. "An analysis of implementation issues for the searchable content object reference model (SCORM) in navy education and training /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03sep%5FAnderson.pdf.
Full textThesis advisor(s): Dan Boger, Dale Courtney. Includes bibliographical references (p. 103-105). Also available online.
Shusko, Joseph R. "Analysis of the training provided to first-time military acquisition professiionals at Marine Corps Systems Command." Monterey, Calif. : Naval Postgraduate School, 2010. http://edocs.nps.edu/npspubs/scholarly/JAP/2010/Jun/10Jun%5FShusko%5FJAP.pdf.
Full textAdvisor(s): Snider, Kieth ; Forrester, Robert. "June 2010." "Joint applied project"--Cover. Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: MARCORSYSCOM, Acquisition Professional, Defense Acquisition University (DAU), Defense Acquisition Workforce Improvement Act (DAWIA), Naval Postgraduate School (NPS), Florida Institute of Technology (FIT) Includes bibliographical references (p. 129-133). Also available in print.
Soares, Felipe Bronoski. "O ENSINO DE HISTÓRIA NOS COLÉGIOS MILITARES: ENTRE O LIVRO DIDÁTICO E EXPERIÊNCIAS DE ALUNOS E PROFESSORES." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2016. http://tede2.uepg.br/jspui/handle/prefix/387.
Full textThe aim of this study was to analyze the teaching and learning relationships in history subject in military schools having as reference two points: First, the textbook History of Empire of Brazil and Republic, a book especially designed for the Army Library to serve as educational tool to history lessons in military schools. Secondly the experiences and memories of students and teachers who have taught in units of the Military Schools System of Brazil. Besides understanding the textbook as a proper element of school culture (CHOPPAIN, 2002; JÚNIOR, 1997), the first chapter was intended to analyze the textbook History of Empire of Brazil and Republic from a similar criteria as the one established by the National Textbook Program (MIRANDA, DE LUCA, 2007). As a practical preparation, it was referred to chapters of the textbook History of Empire of Brazil and Republic toward a literature produced by the most recent historiography. The finding was that the textbook has several problems related to its conception of history, historiography choices and methodological construction in its entirety. The most obvious case is the approach about the period of the military regime whose narrative diverges significantly on the latest historiography. (CARDOSO, Lucileide, 2011; FICO, 2004; REIS, 2004; TOLEDO, 2004). The second time was building a web of relationships among people who actively participated in history classes in military schools. Theoretically it is analyzed how the production of oral sources (ALBERTI, 2004; FALCÃO, 2013; LAVERDI, 2013; PORTELLI, 1997; POZZI, 1997) contributed to the preparation of identification of social uses historical knowledge with reference to the concept of didactics of history (BERGMANN, 1990; CARDOSO, Oldimar, 2007; RÜSEN, 2006; SADDI, 2012). Finally, the interviews done with history teachers and students who have gone through units of the military schools revealed important aspects such actions and practices of resistance to military historiographical tradition; meanings of the everyday school activities full of rituals, festivities and public ceremonies; and intellectual understanding of teachers as representatives of the scientific discourse in conflict with the historic culture exposed in the book. Papers as Pacievicht (2007), Pimenta (1996), Rüsen (2010; 1994) were fundamental in this understanding. In addition to the results showed above, it is important to notice that the text presents both the theoretical and methodological analysis of the delimitation of the research study and the historicity of work as something fundamental to understand the characteristics, limits and real situations faced during the journey of its preparation.
O objetivo desse trabalho foi analisar as relações de ensino e aprendizagem da disciplina de história nos colégios militares tendo como referência dois pontos: primeiro, o livro didático História do Brasil Império e República, elaborado especialmente pela Biblioteca do Exército para servir de material didático às aulas de história nos colégios militares. Segundo, as experiências e memórias de alunos e professores que lecionaram em unidades do Sistema Colégio Militar do Brasil. Além de compreender o livro didático como um elemento próprio da cultura escolar (CHOPPAIN, 2002; JÚNIOR, 1997), o primeiro capítulo foi destinado ao esforço de analisar o livro didático História do Brasil Império e República a partir de uma base de critérios semelhantes aos critérios estabelecidos pelo Programa Nacional do Livro Didático (MIRANDA; DE LUCA, 2007). Como elaboração prática, remeteu-se capítulos do livro didático História do Brasil Império e República perante um levantamento bibliográfico elaborados pela historiografia mais recente. A constatação foi que o livro didático possui vários problemas referentes à sua concepção de história, escolhas historiográficas e construção metodológica em sua totalidade. O caso mais evidente é a abordagem que o livro faz sobre o período do regime militar cuja narrativa destoa significativamente sobre a produção historiográfica mais recente. (CARDOSO, Lucileide, 2011; FICO, 2004; REIS, 2004; TOLEDO, 2004). O segundo momento foi de construir uma teia de relações entre sujeitos que participaram ativamente das aulas de história nos colégios militares. Teoricamente faz-se uma análise de como a produção de fontes orais (ALBERTI, 2004; FALCÃO, 2013; LAVERDI, 2013; PORTELLI, 1997; POZZI, 1997), contribuiu na elaboração de identificação dos usos sociais do conhecimento histórico tendo como referência o conceito de “Didática da História” (BERGMANN, 1990; CARDOSO, Oldimar, 2007; RÜSEN, 2006; SADDI, 2012). Por fim, as entrevistas elaboradas com professores de história e alunos que passaram por unidades do colégio militar revelaram aspectos importantes como ações e práticas de resistência à tradição historiográfica militar; significações sobre o cotidiano escolar repleto de ritos, festividades e cerimônias públicas; e a compreensão intelectual dos professores como representantes do discurso científico em conflito com a cultura histórica disposta no livro História do Brasil Império e República. Trabalhos como os de Pacievicht (2007), Pimenta (1996), Rüsen (2010; 1994) foram fundamentais nessa compreensão. Além dos resultados acima descritos, torna-se importante destacar que o texto apresenta ao mesmo tempo a análise teórica e metodológica da delimitação do estudo da pesquisa e também a própria historicidade do trabalho como algo fundamental na compreensão das características, limites e situações reais enfrentadas durante a jornada de sua elaboração.
Black, Alison Michelle. "Resiliency Networks| Bridging Multiple Worlds of Military-Connected Adolescents in Civilian Schools." Thesis, University of California, San Diego, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123613.
Full textA majority of the nation’s military-connected dependents attend civilian public schools, yet there are pervasive inconsistencies in support programs and policies across schools (De Pedro, Astor, Gilreath, Benbenishty, & Esqueda, 2013). High mobility rates present several challenges to children of military Service members, such as learning gaps, social and emotional difficulties, and challenges forming relationships with peers and school personnel (Astor, Jacobson, & Benbenishty, 2012). This study examined how military-connected adolescents bridged their multiple military and civilian worlds in the school context. The theoretical foundations of the study included the Bridging Multiple Worlds (BMW) (Cooper, 2014) model and Social Network theory. The BMW design investigated military-connected adolescents’ perceived challenges and strengths of belonging to a military cultural community along with how they accessed resources for overcoming those challenges. Social Capital and Social Network theory situated developmental processes in a socialized context highlighting how interpersonal relationships shape development (Bourdieu, 1986; Daly, Moolenaar, Bolivar, & Burke, 2010). Focus groups revealed participants faced many of the typical challenges facing military-connected youth. They also perceived many of those challenges as having promoted positive developmental outcomes: social skills, resilience, and adaptability. Social networks, friendship networks and support networks, played an important role in overcoming the challenges of navigating their military and civilian worlds. Findings indicated differences in academic outcomes (GPA) between military and civilian participants, as well as between enlisted and officer participants. Findings also indicated different social network patterns between enlisted participants and officer participants. The rich history of military support within the local community and school environment may have influenced how military participants integrated into the whole eighth-grade friendship network. This study sought to fill the research gap by accurately representing the social and educational needs and circumstances of military-connected adolescents in a military-dense civilian middle school and to help educators create highly supportive environments for military-connected adolescents in civilian schools.