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No description available.

This investigation used an experimental design to examine how a visual imagery intervention and two levels of challenge would affect the flow experiences and performance of cadets engaged in Army ROTC marksmanship training. I employed MANCOVA analyses, with gender and prior marksmanship training experience as covariates, to assess cadets' (n = 127) marksmanship performance and flow experiences. Findings revealed that the use of visual imagery did not positively enhance flow and improve performance with statistical certainty. The results, however, might be practically significant because they showed that when cadets were faced with a more challenging situation and had engaged in visual imagery exercises, they were more likely to outperform cadets in the same challenge condition who had not engaged in visual imagery exercises. On average, cadets in the high challenge condition who engaged in visual imagery exercises outperformed non-visual imagery cadets in the same condition by over one point on a six-point scale. Additional findings revealed that level of challenge did not affect flow experiences, which is counter to the postulates of flow theory. Level of challenge did, however, negatively impact performance. That is, when cadets were faced with a more challenging situation, they performed more poorly. Prior experience — and by extension skill level — was discovered to better facilitate flow experiences, as opposed to a balance of challenge and skills. Higher levels of prior marksmanship training experience were associated with cadets' potential to enter the flow state. Additionally, males rated flow significantly higher than their female counterparts. Males also significantly outperformed females. Implications for future research investigating how challenge and visual imagery affect flow experiences and performance in the context of Army ROTC marksmanship training are discussed. / Ph. D.

In contrast to the relatively rapid changes occurring in the modern American army, the period between the end of the War of 1812 and the beginning of the Mexican War offers a definite period for a study of military life when reform came slowly. During the period of study, leaders made few attempts to reform the general structure of the military institution as a social system. On the other hand, many changes can be discerned which improved weaponry and equipment, tactics, supply and administrative procedures, moral guidance, recreational facilities, and pay.

Master of Science / Department of Family Studies and Human Services / Bronwyn Fees / Since the September 11th, 2001, terrorist attacks on the United States, a large number of service members have deployed multiple times to active combat zones as a result of U.S. involvement in the global war on terrorism. Army National Guard and Army Reserve families may find these deployments challenging as they are often isolated by living in civilian communities and have limited access to military support services and networks. Adolescents who live in these families may be particularly vulnerable as the stressors of parental deployment are layered on top of the normative stressors of adolescent development. This report will examine the challenges that adolescents and their families experience as a result of parental deployment. Additionally, protective factors that can help mitigate those challenges will also be discussed. Finally, Bronfenbrenner’s bioecological theory will be used as a framework to identify ways in which parents, schools, communities, and the U.S. Army can support adolescents, thus helping them to positively cope with parental deployment.

Call number: LD2668 .T4 1950 T46 / Master of Science

This thesis is a case study of educational process in the leadership development program of the Australian Defence Force Academy. The intention is to determine the relative emphasis in educational process on the conventional command and managerial compliance (Type A) style and the emergent contingent and creative (Type B) style of leadership. The Type A style is theorised as emphasizing hierarchy and control, whereas the emphasis in a Type B style is on adaptive and entrepreneurial behaviour. This study looks at the learning process in a cultural and structural context rather than focus on curriculum and instructional design. Research in this wider context is intended to enable development processes to successfully bridge a gap between theory and practice, implicit in studies that identify theories 'in-operation' as different from the theories 'espoused' (Argyris 1992, Savage 1996). In terms of espoused and in-use theory, the study seeks to produce a valid and reliable result to the question: what is the relative emphasis on the two leadership styles in the operation of the three educational mechanisms of curriculum, pedagogy (teaching practice) and assessment? The quantitative analysis of results (n = 114) draws attention to both leadership styles in terms of two and three-way relationships of style, cadet or work group and service type. The data shows that both Type A and Type B leadership styles are evident in the general conversation of the organisation. This trend is present as espoused theory in the curriculum of the Defence Academy. However, the data also confirm a clear and strong emphasis towards command and managerial compliance as theory-in-use, particularly by cadets. This emphasis is noticeably evident in the teaching and assessment practice of the Defence Academy. Other research outcomes include the observation that: Contextually, while studies show it is difficult to isolate skills from their cultural and biographical context (Watkins, 1991:15), this study suggests that it is equally difficult to isolate skills development from this context. There is a strong task or instrumental link identified by cadet responses in terms of content and development process at the Defence Academy, in contrast to the wider developmental emphasis in general literature and senior officer interviews. There is a lack of awareness of teaching strategies and development activity consistent with espoused Type B leadership theory and curriculum content. This gap is compounded by the use in the Defence Academy of personnel without teaching expertise or suitable developmental experience. The socialisation of cadets into the military workplace is the primary purpose of training. This purpose appears taken for granted by all concerned - staff, cadets and senior officers. Defence Academy development processes appear to be faced with a dilemma. Arguably, training and learning from experience are limited approaches to development. Training, which involves learning by replication, and learning from experience, which is largely imitative, are both of little use when people are faced with novel and ambiguous situations. This study suggests that in order to support the development of capabilities that go beyond training based competence a learning and development approach is needed. This more expansive approach requires educational planners to consider the cultural and social context that can inadvertently promote the status quo in practice over espoused outcomes.

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Religion was an important, and unifying element of the imperial Roman army. The imperial cult created and maintained a bond among the troops. Studying the specific cults of Mithra, Jupiter Dolichenus and Sol Invictus is also valuable, as they reflect Romanization, illustrate cult movement in the empire and represent military religious practices. Despite contemporary concerns there was also a Christian and Jewish presence within the imperial army. The imperial army permitted all cults, as long as Rome's state cults were respected. Imperial influence, especially by the Severan Dynasty, may explain the introduction of many eastern cults. An increased number of provincial recruits over the first three centuries CE, and a heightened transfer of troops to the eastern frontiers, may also explain the escalated worship of non-Roman, eastern cults during the imperial period. Modern scholarship on such issues is emphasized in this study, as it guides the interpretation of primary evidence. / v, 164 leaves ; 29 cm.

In 1917, a mere thirty years before India gained independence from Britain, Indians were alIowed into the officer corps of the colonial Indian Army, thus initiating its " Indianization ". Yet, as an issue of British military policy, Indianization had been debated for a hundred years before 1917. This thesis delineates the contours of that debate, the myriad schemes for Indianization that it engendered, the reasons for the faHure of each of these, as weIl as the reasons why the bar on Indians in the Indian Army's officer corps was finally broken. In analysing the debate, attention will be paid to factors that influenced and channelled the discussions. The most important of these were: Anglo-Indian strategies of Imperial politics, such as the need to seek out and collaborate with certain sections of Indian society as a means of holding India to the Empire; British ideological and intellectual formulations, such as the "Gentleman-Ideal" and the Martial Races theory; and Indian political developments, such as the emergence of Indian public opinion and nationalism .