(in English): This thesis deals with post-war fate of Josef Robotka the member of the second and third resistence and people who cooperated with him. It cannot be mentioned his activities during the Second World War in the Council of three but the key issue will be the engagement after 1945. I would describe his disenchantment with communist ideas while on Vorošilov military academy in Moscow, subsequently forced to return to Czechoslovakia and post-February intelligence cooperation with CIC. I will also try to bring the role of public authorities in the arrest, detention and trial. In the next section I would like to map the entire arrest of Robotka group, their imprisonment and trial. The following chapters will deal with Robotka's execution and the role of wives and close relatives of convicted persons. The work is based mainly on archival research, supplemented by memories of Vlasta Nováčková Jakubová who is Robotka's niece and close collaborator. Main question is how big the importance of the information that the group sent abroad was and what significance should they have in case of possible conflict.

Made available in DSpace on 2016-04-27T16:32:41Z (GMT). No. of bitstreams: 1 Samuel Robes Loureiro.pdf: 5494949 bytes, checksum: bbaad0e034133cecfafccc240d66d69b (MD5) Previous issue date: 2012-08-29 / This dissertation studies the history of the Academia de Polícia Militar do Barro Branco (APMBB) through the perspective of the traditions implemented at the school during the decade of 1930, especially the traditions of the historical uniform and of the small sword, that composed a project of modernization of the military teaching of São Paulo driven by officials of the National Army that acted as intervenors at Força Pública do Estado de São Paulo (FPESP) during the Vargas Era (1930-1945). The research search to contribute with the studies on the military teaching in Brazil, mainly the study of the teaching in the Military Police. Looking for alternatives to the referential of the official history and to the Althusser structuralism, a researchers referential is used, such as Thompson (1981) and Hobsbawn (1989, 1997), especially about the invention of the traditions. During the research, it is evidenced that the traditions invented for the Centro de Instrução Militar (CIM) of FPESP during the period in that Colonel Milton de Freitas Almeida commanded the institution, in other words, between 1935 and 1938, culminated with the inauguration of the new facilities of CIM in Invernada do Barro Branco, in 1944. Therefore, it is made a compared study about the evolution of the teaching in the schools of formation of the Army between 1810 and 1944 and of FPESP between 1831 and 1944, to verify which were the influences and the objectives of these alterations in the military teaching of São Paulo. With that, it is demonstrated that the creation of these traditions followed the model implemented by Colonel José Pessoa in Escola Militar do Realengo (EMR) between 1931 and 1934, when the traditions of the historical uniform, of the small sword and of the Body of Cadets were invented to the formation school of officials of the Army. This reform in the school culture of EMR had the objective of, through the creation of the feeling of belonging to an aristocratic group with its own ceremonial and group of traditions, inculcate in the students a such discipline that moved them away from the pernicious politics, that had led officials generations to the rebelliousness of the Tenente revolts. The research proves that the José Pessoa Reform was copied in CIM of FPESP during the Freitas Almeida Reform, with the same objective of disciplining the officials of FPESP. However, in the case of the Freitas Almeida Reform, there was another underlying objective: to reformulate the culture of FPESP so that the members of the corporation accepted the condition of being transformed in reserve force of the Army / A presente dissertação de mestrado estuda a história da Academia de Polícia Militar do Barro Branco (APMBB) pela perspectiva das tradições implementadas na escola durante a década de 1930, em especial as tradições do uniforme histórico e do espadim, que compunham um projeto de modernização do ensino militar paulista conduzido por oficiais do Exército Nacional (EN) que atuavam como interventores junto à Força Pública do Estado de São Paulo (FPESP) durante a Era Vargas (1930-1945). A pesquisa busca contribuir com os estudos sobre o ensino militar no Brasil, principalmente o estudo do ensino nas Polícias Militares. Buscando alternativas ao referencial da história oficial e ao estruturalismo althusseriano, é utilizado o referencial de pesquisadores como Thompson (1981) e Hobsbawn (1989, 1997), em especial sobre a invenção das tradições. Durante a pesquisa, é evidenciado que as tradições inventadas para o Centro de Instrução Militar (CIM) da FPESP durante o período em que o Coronel Milton de Freitas Almeida comandou a instituição, ou seja, entre 1935 e 1938, culminaram com a inauguração das novas instalações do CIM na Invernada do Barro Branco, em 1944. Diante disso, é feito um estudo comparado sobre a evolução do ensino nas escolas de formação do Exército entre 1810 e 1944 e da FPESP entre 1831 e 1944, para verificar quais foram as influências e os objetivos dessas alterações no ensino militar paulista. Com isso, é demonstrado que a criação dessas tradições seguiu o modelo implementado pelo Coronel José Pessoa na Escola Militar do Realengo (EMR) entre 1931 e 1934, quando foram inventadas as tradições do uniforme histórico, do espadim e do Corpo de Cadetes para a escola de formação de oficiais do Exército. Essa reforma, na cultura escolar da EMR, tinha o objetivo de, por meio da criação do sentimento de pertencimento a um grupo aristocrático com seu próprio cerimonial e conjunto de tradições, inculcar nos alunos uma disciplina tal que os afastasse da perniciosa política, que havia conduzido gerações de oficiais à rebeldia dos movimentos tenentistas. A pesquisa comprova que a Reforma José Pessoa foi copiada no CIM da FPESP durante a Reforma Freitas Almeida, com o mesmo objetivo de disciplinar os oficiais da FPESP. No entanto, no caso da Reforma Freitas Almeida, havia outro objetivo subjacente: reformular a cultura da FPESP para que os integrantes da corporação aceitassem a condição de serem transformados em força reserva do Exército

本研究在內容分析上是以Janowitz所提政治教育的三種信仰模式為依據，分析「軍隊與國家」、「軍隊與社會」，在「政治意識型態」、「愛國主義」、「公民意識」上所呈現出的關係。所以資料在立意取樣上必須能夠符合Janowitz的研究架構。而國防部在八十七年度所頒的「國軍軍事院校政治教育課程基準表」的教材中，許多科目在實際內容上偏向一般通識教育課程，較不符合本文的研究架構。 因此，本內容分析在資料的取樣上,是以國防部所頒十三門政治教育課程(國文、國際關係、中國現代史、國父思想、中華民國憲法、中國通史、法學緒論、人生哲學、共黨理論釋評、民主憲政與政黨政治、國軍建軍思想)為母群體(popu1ation)，再將課程內容依政治教育相關題材，分為四個指標(直接有關、間接有關、少許有關、毫無關係)，給予不同的指數(如表1-1)；之後則以Jonowitz所主張政冶教育的三個指標（政治意識型態、愛國主義、公民意識）為立意取樣的依據，來檢驗與政治教育「直接有關」的四門科目（國父思想、共黨理論釋評、民主憲政與政黨政冶、國軍建軍思想），我們發現「直接有關」的四門政治教育課程中只有國父思想、民主憲政與政黨政冶、國軍建軍思想三門科目，是符合Jonowitz提出政治教育的三個指標。因此，本研究最後是以Jonowitz的三個指標為架構，對國父思想、民主憲政與政黨政冶、國軍建軍思想三門科目做內容分析，來探討目前軍事院校政治教育課程中有關「軍隊與國家」、「軍隊與社會」所呈現的關係取向，此關係取向在「政治意識型態」、「愛國主義」、「公民意識」的優先順序為何？則是本內容文析探討的重點。 我國軍事院校政治教育課程之研究－「軍隊與國家」、「軍隊與社會」二者關係取向的內容分析 第一章、緒論 第一節、研究動機與目的 第二節、文獻分析 第三節、研究理論與研究假設 第二章、研究方法 第一節、文獻分析法與內容分析法 第二節、資料選擇與類目分析單位建立 第三節、信度分析 第三章、國軍政治教育的功能與演變 第一節、政治教育的定義與緣起 第二節、國軍政治教育階段性作法 第三節、動員戡亂時期終止後國軍政治教育的改變 第四節、當前三軍六校政治教育與一般課程施教背景 第四章、國軍政治教育課程定量分析 第一節、「軍隊與國家」關係取向的定量分析 第二節、「軍隊與社會」關係取向的定量分析 第三節、權威類目、來源類目定量分析 第四節、綜合比較 第五章、國軍政治教育課程定質分析 第一節、「軍隊與國家」關係取向的類目分析 第二節、「軍隊與社會」關係取向的類目分析 第三節、「政治意識型態」、「愛國主義」、「公民責任」 三者內涵的綜合比較 第六章 結論 第一節、研究結果 第二節、研究檢討與建議

Made available in DSpace on 2016-06-02T19:39:26Z (GMT). No. of bitstreams: 1 4262.pdf: 1574323 bytes, checksum: 376f3d6464e6ed9a401922982b970b64 (MD5) Previous issue date: 2012-02-23 / Financiadora de Estudos e Projetos / This dissertation is inserted in the area of foundations of Education of the Program of Post-Graduation in Education of the Federal University of São Carlos. The objective of this dissertation is to analyze the Military Academy of Realengo in the period 1913 to 1929, and teaching it in order to characterize the type of officer who sought to form this teaching. Other objectives are to analyze the teaching of Military Academy of Praia Vermelha, the predecessor of EMR in the training of officers, and the study of the conditions of the army and military education in the period before the founding of the EMR between 1905 and 1913. We assume that, between 1913 and 1929, EMR has served as a laboratory of the Army for the experiments about which education /instruction would be ideal for building the Army frame. The primary sources occupy a privileged place in this dissertation, with emphasis on primary sources handwritten, printed, oral and virtual. Source official personnel file, memorialistic reports, interviews and memoirs. The studies allowed the identification of three periods of "educational experiments" in the EMR. The first period, from 1913 to 1918, was essentially marked by the scarcity of resources of all kinds: human, material and disciplinary. The second period from 1918 to 1922, was marked by a wave of modernization that aimed to train an officer with technical knowledge and more advanced practitioners, with a strict discipline and preparation to perform the duties of commanding troops. The third and last period begins in 1922 with the penetration of French officers in the EMR with the drafting of a new regulation for the military school which proposed the formation of an officer who kept their technical and professional knowledge, strict discipline, and readiness for perform the function of commanding troops, but he saw as a prerequisite for the incorporation of these skills a cultural scientific broader than was being offered. / Esta dissertação se insere na área de Fundamentos da Educação de Programa de Pós- Graduação em Educação da Universidade Federal de São Carlos. Trata-se de um estudo que teve como objetivo analisar a Escola Militar do Realengo, no período de 1913 a 1929, e o ensino ministrado nela com o intuito de caracterizar o tipo de oficial que o esse ensino procurou formar. Outros objetivos são a análise do ensino ministrado da Escola Militar da Praia Vermelha, antecessora da EMR na formação de oficiais, e o estudo das condições do exército e da educação militar no período anterior a fundação da EMR, entre 1905 e 1913. Partimos do pressuposto de que, entre 1913 e 1929, a EMR serviu como laboratório do Exército para as experiências acerca de qual instrução/educação militar seria a ideal para formar seu quadro de oficiais. As fontes primárias ocupam lugar privilegiado nessa dissertação, com destaque para as fontes primárias manuscritas, impressas, virtuais e orais. De origem oficial, de arquivo pessoal, de relatos memorialísticos, entrevista e memórias. Os estudos possibilitaram a identificação de três períodos de experimentos educacionais na EMR. O primeiro período, de 1913 a 1918, foi marcado, essencialmente, pela escassez de recursos de toda espécie: humanos, materiais e disciplinares. O segundo período, de 1918 até 1922, foi marcado por uma onda modernizadora que tinha como objetivo formar um oficial com conhecimentos técnicos e profissionais mais avançados, com uma rígida disciplina e preparo para exercer a função de comandar tropas. O terceiro e último período se inicia em 1922 com a penetração dos oficiais franceses na EMR com a elaboração de um novo regulamento para a escola militar que propunha a formação de um oficial que mantivesse seus conhecimentos técnicos e profissionais, uma rígida disciplina, e o preparo para exercer a função de comandar tropas, mas que via como pressuposto para a incorporação dessas habilidades uma formação cultural científica mais ampla do que a vinha sendo oferecida.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This Dissertation has as its objective a study of the teaching of English in military training, especially in the Military Academy of the court of Rio de Janeiro. The work has the timeframe from 1810 to 1832. The year 1810 was chosen as the starting point because on December 4th, the Royal Military Academy was created by King John VI, expressed in the Charter Act. It contained all the fundamental aspects for the proper functioning of the Academy, which included the teaching of English, French or German, where the military junta thought necessary. But the final milestone of the research was established in 1832, because it was the year in which, there was a change in the military status and the teaching of foreign languages is no longer required. The Dissertation, at first, will address the issues that led the Portuguese to take an interest in learning the English language. In a second step, it will address the importance of modern languages - English and French - for the training of military, since the military books and some of the Portuguese army officers were foreigners. Finally, the text will address some aspects of the teaching career of Eduardo Thomaz Colville, first and only English teacher of the Royal Military Academy of the researched period. The results obtained from the research was that the English language, together with the French, was essential for understanding of military books that were in foreign languages, therefore without this knowledge, the soldiers would be unable to perform their duties and receive promotions. In the construction of the dissertation were used various scientific character of works, such as books, theses, dissertations, papers, articles, manuscripts and journals. / A presente Dissertação tem como objeto de estudo o ensino de inglês na instrução militar, sobretudo na Academia Militar da corte do Rio de Janeiro. O Trabalho tem como marco temporal o período de 1810 a 1832. O ano de 1810 foi escolhido como marco inicial porque no dia 4 de dezembro deste ano foi criado a Real Academia Militar por ordem de D. João VI, expressa em Carta de Lei. Nela constavam todos os aspectos fundamentais para o bom funcionamento da Academia, o que incluía o ensino da Língua Inglesa, Francesa ou Alemã, caso a Junta Militar achasse necessária. Já o marco final da pesquisa foi estabelecido em 1832 porque foi neste ano que ocorreu uma mudança no estatuto militar e o ensino das Línguas Estrangeiras deixou de ser exigido. A Dissertação, em um primeiro momento, tratará dos aspectos que levaram os portugueses a se interessarem pelo estudo do idioma inglês. Em um segundo momento, ela tratará da importância das línguas vivas inglês e francês para a capacitação dos militares, uma vez que os livros militares e alguns dos oficiais do exército português eram estrangeiros. Por último, o texto abordará alguns aspectos da trajetória docente de Eduardo Thomaz Colville, primeiro e único professor de inglês da Academia Real Militar do período pesquisado. O resultado obtido com a pesquisa foi que a Língua Inglesa, juntamente com a Francesa, foi essencial para compreensão dos livros militares que se encontravam em línguas estrangeiras, pois sem esse conhecimento os soldados estariam inaptos para exercerem as suas funções e receberem promoções. Na construção da Dissertação foram utilizadas diversas obras de caráter variado, tais como livros, teses, dissertações, documentos, artigos, manuscritos e revistas.

The United States Military Academy Band, also known as the West Point Band is the oldest active band in the United States Army and the oldest unit at the United States Military Academy, and is considered to be one of the finest military musical organizations in the world. The band has also been instrumental in facilitating the creation of new works for wind band.As the commissioning of new music has been essential to the expansion of the wind band's repertoire, several major commissioning projects were undertaken in the mid-twentieth century by various organizations, including the West Point Band, the Goldman Band in conjunction with the League of Composers and later the American Bandmasters Association, Kappa Kappa Psi and Tau Beta Sigma, the American Wind Symphony, and the College Band Directors National Association. These commissioning projects and many others have contributed hosts of new quality works to the repertoire of the wind band. The West Point Band's 1952 commissioning project celebrating the Sesquicentennial of the United States Military Academy was among the first of these mid-twentieth century commissioning projects to seek out prominent composers of the day and have them write works for wind band. The project contributed several seminal pieces to the wind band's repertoire, including Morton Gould's Symphony for Band: West Point. In 1996, as tribute to both the Academy and to the earlier commissioning project, the West Point Band sought to celebrate the Academy's 2002 bicentennial in a similar fashion by commissioning well-known composers to contribute substantial wind works. These pieces would be premiered and recorded by the West Point Band over a number of years, including a gala Bicentennial Celebration concert at Carnegie Hall in March 2002. The purpose of this study is to create a consolidated written record of the wind music composed for the West Point Band as part of the band's Bicentennial Wind Commissioning Project, and to describe the process and circumstances by which this music was created and premiered. The continuing development of a quality original repertoire is important to the wind band community as a whole, and commissioning composers to write wind band music is the primary means by which new music is acquired. By any account, the twenty-six works produced through the West Point Band's Bicentennial Commissioning Project constitute a significant contribution to this repertoire. As this project and many of these pieces are not well known, it is the author's intent to bring increased attention to this commissioning project and to this music.

Försvarsmaktens viktigaste resurs är personalen, vilken påverkas i stor utsträckning av officerarnas ledarskap. Utvecklande ledarskap är ledarskapsmodellen som tillämpas i Försvarsmakten och den karaktäriseras av att ledaren uppträder som ett föredöme som inspirerar och motiverar. Ledaren stimulerar delaktighet, ger stöd och konfronterar i ett gott syfte. Den gemensamma och viktigaste tiden i en officers ledarskapsutveckling torde vara de tre år individen studerar vid Officersprogrammet (Försvarshögskolan) och genomför Försvarsmaktstid (MHS Karlberg, Försvarsmakten). I denna uppsats utreds under vilka betingelser en blivande officers ledarskap utvecklas under officersutbildningen. Kadetterna läser ledarskap i officersutbildningen dels genom akademiska studier vid Försvarshögskolan, dels genom ledarskapsutbildning i Försvarsmakten. Ledarskapet utvecklas även genom handledning och feedback av mentorer samt egen reflektion. Dessutom träffar kadetterna många föredömen att ta efter, i form av chefer, lärare och mentorer. Vår empiri visar att ledarskapskurserna vid Officersprogrammet ger en bra teoretisk kunskapsgrund för att förstå ledarskapsteorier och modeller. Dock innehåller utbildningen för lite praktisk tillämpning och övning, särskilt med extern trupp. Den verksamhetsförlagda utbildningen ger kadetterna möjlighet att sätta teoretisk utbildning i en militär kontext, men möjligheterna skiljer sig åt mellan olika VFU-skolor. Handledning från mentorer är ett viktigt verktyg i kadetternas ledarskapsutveckling och kvaliteten på denna håller inte alltid önskad nivå, på grund av personalbrist, personalomsättning eller att mentorn inte är lämplig. Det finns bra föredömen vid officersutbildningen, men även exempel på motsatsen. Ledarskapsutbildningarna håller hög kvalitet och ger en bra teoretisk grund, men vi rekommenderar att det genomförs en översyn av officersutbildningen i syfte att öka praktisk tillämpning av ledarskap. Mentorernas roll är viktig och vi anser att Försvarsmakten bör prioritera bemanning vid Kadettbataljonen och även bibehålla den förberedande utbildningen ”termin 0”. Vi rekommenderar att mentorernas roller och arbete utvärderas samt att arbetsuppgifter och ansvar tydligare dokumenteras. Vad avser kopplingen mellan Försvarshögskolans och Försvarsmaktens utbildningsdelar inom ledarskap, rekommenderar vi att det införs löpande samordningsmöten. Vår slutsats rörande kadetternas medinflytande över utbildningarna är att man bör fortsätta genomföra utveckling av kurser med stöd av de studerandes kursvärderingar och studeranderepresentanter, men att den begränsade möjligheten att påverka kursers innehåll innevarande år, är i sin ordning. / The Swedish Armed Forces’ most valuable resource is personnel, which is greatly influenced by the officer’s leadership. Transformational leadership is the leadership model applied in the Armed Forces and it is characterized by the leader acting as a role model who inspires and motivates. The leader stimulates participation, provides support, and confronts for a good cause. The common and most crucial time in an officer's leadership development is probably the three years the individual studies at the Officers' Programme majoring in War Studies (The Swedish Defence University) and completes the Armed Forces period (Military Academy Karlberg, Swedish Armed Forces). This essay investigates the conditions under which a prospective officer's leadership is developed during officer training. The students study leadership in officer training, partly through academic studies at the Swedish Defence University, and partly through leadership training in the Armed Forces. Leadership is also developed through self-reflection and development with the support of mentors who supervise and provide feedback. In addition, the cadets will gain many role models to follow, in the form of managers, teachers and mentors. Our empirical evidence shows that the leadership courses at the Officers’ program provide a good theoretical knowledge base for understanding leadership theories and models. However, the training includes too little practical application and practice, especially with external squads. The company-based training gives the cadets the opportunity to put theoretical training in a military context, but the possibilities differ between different schools. Supervision from mentors is a useful tool in the cadets' leadership development and the quality of this varies, depending on staff shortages, staff turnover or that the mentor is not suitable. There are good examples in officer training, but also examples of the opposite. The leadership training is of high quality and provides a good theoretical basis, but we recommend that a review of the officer training be carried out to increase the practical application of leadership. The role of the mentors is important, and we believe that the Armed Forces should prioritise staffing at the Cadet Battalion and also maintain the preparatory training "semester 0". We recommend that the mentors' roles and work are evaluated, and that tasks and responsibilities are documented more clearly. About the connection between The Swedish Defence University’s and the Swedish Armed Forces' training parts in leadership, we recommend that ongoing coordination meetings be introduced. Our conclusion regarding the cadets’ co-influence over the educations is that the development of courses should be continued with the support of the students' course evaluations and student representatives, but that the limited opportunity to influence the course content this year is in order.

No description available.

Bibliography / Thesis (MPhil (Military Science. Security Management))--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The South African Navy (SAN) was created after the First World War as an indigenous naval capability for South Africa was deemed necessary. Its roles and responsibilities through the years have depended on both the requirements of the state, and the political realities of the time. Possible future roles in peace support would therefore depend on political requirements as well as the capabilities and composition of the SAN. To date, the SAN has only contributed to peace support by way of the patrols carried out by the SAN Operations Boat Squadron on Lake Tanganyika, and assistance from the Maritime Reaction Squadron in VIP protection duties in Burundi. The seemingly minor nature of this contribution is disconcerting, because the contributions of the SANDF in present (ongoing) peace support are very highly rated by the South African Government. To enhance its visibility, the SAN should preferably play a more visible role in peace support in Africa, and generally in assisting in the maintenance of good order at sea around the African coastline. The potential contributions to or during peace support activities should therefore not only be seen as the direct support which the SAN can give to land forces carrying out peace support in a specific country, but also the support the SAN can give to maintaining good order in the corresponding, and other African, maritime zones. Potential contributions and roles of the SAN in particular therefore need to be interrogated more comprehensively to foster a deeper understanding of this unexplored field of study within the peace support environment, and that of Africa in particular. To determine the possible contributions and roles of the SAN, the traditional roles and the doctrines of navies (specifically those involved in peace support operations) were investigated. It was found that the roles emanating from the traditional roles for navies were assimilated into navies. doctrines, roles and tasks. Possible roles and missions for the SAN are reflected in the SAN Maritime Doctrine. Regional expectations have added more roles and missions like the sharing of training, assets, expertise, information, the requirement of maintaining maritime security and the maintenance of good order at sea. The assets available in the SAN (and the future assets) seem to be adequate to carry out possible peace support activities. However, the potential roles and contributions of the SAN to peace support will be limited by the scope of future budgets and the shortages of skills, equipment and capacity. The foreseen budgets available will not allow participation in activities beyond those being undertaken at present. Unless more funding is received, the potential roles and contributions of the SAN towards peace support activities in Africa will probably not extend beyond some lake patrols and VIP protection. / AFRIKAANSE OPSOMMING: Die Suid Afrikaanse Vloot (SAV) het na die Eerste Wêreld Oorlog tot stand gekom omrede so 'n inheemse vloot as broodnodig vir Suid Afrika beskou was. Die SAV se rol en verantwoordelikhede was deur die geskiedenis gerig deur die behoeftes van die regering van die dag en van die politieke oorwegings van die oomblik. Toekomstige verantwoordelikhede vir vredesteun sal insgelyks afhang van politieke oorwegings, sowel as die aard van, en bates beskikbaar vir, die SAV. Tot dusver was die SAV bydrae aan vredesteun beperk tot patrollies deur die SAV Operasionele Booteskader op die Tanganjika meer in Burundi, en bystand deur die Maritieme Reaksie Eskader met BBP werk in Burundi. Hierdie geringe bydraes is onstellend omrede vredesteun pogings belangrik geag word deur die Suid Afrikaanse regering. Die SAV sal dus 'n groter rol in vredesteun in Afrika moet speel, en veral in die instandhouding van goeie orde op see, ten einde beter sigbaarheid te bewerkstellig. Die potensiële SAV bydraes aan vredesteun aktiwiteite moet dus nie slegs gesien word in die direkte SAV steun aan landmagte betrokke by vredesteun in een of ander land nie, maar ook in die bydrae tot die instandhouding van goeie orde in die ooreenkomstige maritieme omgewings in Afrika. Potensiële SAV bydraes moet daarom in diepte ontleed word ten einde 'n beter insig te vekry in die maritieme streke (veral in Afrika) waar tot dusver maar min navorsing gedoen is. Om hierdie potensiële bydraes te bepaal, is die tradisionele rol en doktrines van vlote (veral die wat betrokke is by vredesteun) ondersoek. Daar is bevind dat die huidige doktrines, rol en take van vlote voortgevloei het uit die tradisionele rol van vlote. Moontlike rolle en bydraes van die SAV is reeds beskikbaar in die SAV Maritieme Doktrine (2006). Verdere moontlike bydraes spruit voort uit die verwagtinge van die verskillende streke in Afrika soos die deelname in Suid Afrikaanse opleiding, kundigheid en informasie, en die behoefte aan instandhouding van maritieme veiligheid en goeie orde op see. Die huidige en toekomstige bates van die SAV (insluitende skepe, eenhede en personeel) blyk voldoende te wees om by te dra tot moontlike vredesteun aktiwitiete. Die moontlike bydraes sal egter beperk word deur ontoereikende toekomstige begrotings en tekortkominge met betrekking tot kundigheid, toerusting en kapasiteit. Trouens, die huidige en toekomstige begrotings is ontoereikend vir verdere vredesteun bydraes buiten dit wat tot dusver gelewer word. Sonder 'n toename in die begroting sal die vredesteun pogings van die SAV beperk bly tot patrollies deur die SAV Operasionele Booteskader op die Tanganjika Meer, en bystand deur die Maritieme Reaksie Eskader in BBP werk.

在組織合併的過程中，不同組織文化的成員，對其原屬院校有深厚的情感認同，而其對原組織認同程度的高低，是否會影響對於組織合併的態度；以及哪些人口統計變項會影響組織成員對於原組織的認同；哪些人口統計變項可用來解釋組織成員對組織變革理解程度的差異，都是本研究所欲探討的問題。 本研究針對國軍六所軍校的教師及隊職官為調查對象，探討他們對於「軍官基礎院校調併專案」的相關態度，藉以提供專案推動者及國防部政策高層去消弭抗拒變革的力量，或規避變革過程中的不良影響；以及規劃未來新設「軍官大學」之組織系統、課程規劃與設計之參考，使院校調併專案能如期如質地順利達成組織變革預期的目標。 本研究問卷設計內容包括「原組織認同度」、「社會支配傾向」、「變革接受度」與「變革理解度」、以及「變革擬案偏好選擇」等變項，以Likert 6尺度來衡量，並以變異數分析（ANOVA）、多元迴歸分析以及卡方檢定等統計方法進行檢定。總計回收有效問卷202份，回收率達67.3%。 經分析有效樣本結果如下： (一)組織成員背景中，性別與校別對原組織認同程度關係不會產生差異；(二) 組織成員背景中，年資對組織變革理解程度的關係不會產生差異；(三) 組織成員中，不會因性別因素而產生變革接受程度的差異；(四)個人的原組織認同程度的高低，對個人在選擇生活教育方案時，不會造成影響，但對選擇學年教育方案時，原組織認同高者，會使個人傾向選擇多元化學年教育方案；(五)個人的組織變革理解程度的高低，對個人選擇生活教育與學年教育方案時，並不會造成影響。本研究建議：(一)加強溝通以化解變革阻力、(二)積極建構「新組織意象」的認同度、(三)重視領導軍官與專業軍官的學年教育差異性、(四)整合各校優點發展軍官大學的特色等。