Approved for public release; distribution in unlimited. / The Littoral Combat Ship's (LCS) minimally manned core crew goal is 15 to 50 manpower requirements and the threshold, for both core and mission-package crews, is 75 to 110. This dramatically smaller crew size will require more than current technologies and past lessons learned from reduced manning initiatives. Its feasibility depends upon changes in policy and operations, leveraging of future technologies and increased Workload Transfer from sea to shore along with an increased acceptance of risk. A manpower requirements analysis yielded a large baseline (200) requirement to support a notional LCS configuration. Combining the common systems from the General Dynamics and Lockheed Martin designs with other assumed equipments (i.e. the combined diesel and gas turbine (CODAG) engineering plant) produce the notional LCS configuration used as the manpower requirements basis. The baseline requirement was reduced through the compounded effect of manpower savings from Smart Ship and OME and suggested paradigm shifts. A Battle Bill was then created to support the notional LCS during Conditions of Readiness I and III. An efficient force deployment regime was adopted to reduce the overall LCS class manpower requirement. The efficiency gained enables the LCS force to "flex" and satisfy deployment requirements with 25% to 30% fewer manpower requirements over the "one-forone" crewing concept. costs $60K. / Lieutenant, United States Navy

Em uma época em que o excesso de informações, técnicas e padrões parecem sufocar o indivíduo; e ao mesmo tempo, incitá-lo a questionar a si próprio e ao próximo diante de situações a serem resolvidas; torna-se imprescindível pensar nas possibilidades de compreensão e simplificação de sua rotina, isso sem causar a perda da essência do que é de fato ser humano. Surgem daí questões fundamentais para investigar a sobrevivência e o convívio harmônico da espécie, ou seja, buscar princípios correspondentes ao anseio de viver juntos e em paz. Posto dessa maneira, a pesquisa em questão tem como objetivo dialogar sobre esses assuntos por meio da educação de novas metodologias frente à aprendizagem de diversos saberes nos quais envolvam o mundo, seus objetos e, por fim, suas relações. Desse modo, a fim de entender melhor as necessidades humanas no processo de aprendizagem, realizei um estudo sobre a teoria da mente, que foi seguido de uma pesquisa de campo cuja base foi observar as novas pedagogias postas em ação, especificamente, em duas escolas: a EMEF Desembargador Amorim Lima e Escola Waldorf. Ao cumprir essa demanda, entrevistei alguns professores para analisar quais motivos que levaram à adoção dessa nova diretriz em suas práticas de ensino. Opção tomada na busca de subsidiar a formação de seus alunos, no sentido de torná-los adultos capazes de criticar e refletir sobre a sua própria realidade, permitindo, assim, a criação de mecanismos de interação com o mundo ao seu redor. / In an age where the sheer breadth of information, techniques and patterns appear to stifle the individual, but at the same time, encourage him/her to question oneself and others in situations that need a resolution, it is important to try and understand and simplify ones approach so as not to lose the essence of what it is to maintain ones \"humanity\". This leads to fundamental questions regarding the survival and harmonious coexistence of the species, i.e., in the effort to find ways and principles that lead to living together in peace. As such, this research intends to address these issues through the promotion (and via education) of newer methodologies and current knowledge (as opposed to outdated knowledge and materials) of the world, its objects and, their complex relationships using the modern marvels of technology, art and other mechanisms heretofor not considered. In the effort to better understand human needs in the learning process, I conducted a study on the theory of the mind, followed by a field study/examination, the purpose of which was to observe how new teaching methods put into action, specifically in two schools: EMEF Desembargador Amorim Lima and Waldorf Schools. Accordingly, I interviewed several teachers to learn their motivations for the adoption of this new direction in their teaching practices, after they graduated from the traditional educational system. I found that their approach took into consideration subsidizing the education of their students in order to give them the opportunity to grow into thinking adults who are able to criticize and reflect on their own reality, thus allowing the creation of mechanisms of interaction with the world around them.

Made available in DSpace on 2016-04-28T14:16:16Z (GMT). No. of bitstreams: 1 Marcia Cristina Otaviani.pdf: 608442 bytes, checksum: 6c7ed43d487fe9f7600f8083734e76b0 (MD5) Previous issue date: 2012-10-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Jeremy Bentham (1748-1832) was an English philosopher who lived during the eighteenth and nineteenth centuries, a period when major events occurred in the world, not only on philosophical grounds, but also in economic and apart from being entitled as the "founder" utilitarian school, and suggest new ideas about moral issues and legislation, Bentham also brought new perspectives and solutions to issues such as education. In the book named Chrestomathia, Bentham exposes your beliefs about how teaching should be done in a standard school, the School Chrestomathia as its name. The main function of the school would be to promote greater quantity and better quality of knowledge and, consequently, wellness for all involved. It is in this work that he presents he believed to be the more correct way to categorize and divide the different areas of knowledge. In this work we aim to show how the Tree of Knowledge that he proposed is built, showing the intimate connection with teaching, and also trying to analyze the ideas behind their proposals, as well as the criticism that the author makes to the current way of classifying the human knowledge / Jeremy Bentham (1748-1832) foi um filósofo inglês que viveu durante os séculos XVIII e XIX, em um período em que grandes acontecimentos ocorreram no mundo, não só no campo filosófico, mas também no econômico, e além de ser apresentado como o fundador da escola Utilitarista, e de sugerir novas idéias para assuntos sobre moral e legislação, Bentham buscou, também, trazer soluções e novas perspectivas para assuntos como educação. No livro Chrestomathia, Bentham expõe suas convicções sobre como o ensino deveria ser feito em uma escola padrão, a Chrestomathia School, conforme sua denominação. A principal função da escola seria a de promover a maior quantidade e melhor qualidade de conhecimento e, em conseqüência, de bem-estar para todos os envolvidos. É nessa obra que Bentham apresenta o que acreditava ser a maneira mais correta de categorizar e dividir as diferentes áreas do saber. Nesse trabalho de Doutorado procuraremos mostrar a maneira como está construída a Árvore do conhecimento de Bentham, proposta numa íntima ligação com o ensino, buscando analisar as idéias por trás de suas propostas, bem como as críticas que o autor faz à maneira vigente de classificar o conhecimento humano

Em uma época em que o excesso de informações, técnicas e padrões parecem sufocar o indivíduo; e ao mesmo tempo, incitá-lo a questionar a si próprio e ao próximo diante de situações a serem resolvidas; torna-se imprescindível pensar nas possibilidades de compreensão e simplificação de sua rotina, isso sem causar a perda da essência do que é de fato ser humano. Surgem daí questões fundamentais para investigar a sobrevivência e o convívio harmônico da espécie, ou seja, buscar princípios correspondentes ao anseio de viver juntos e em paz. Posto dessa maneira, a pesquisa em questão tem como objetivo dialogar sobre esses assuntos por meio da educação de novas metodologias frente à aprendizagem de diversos saberes nos quais envolvam o mundo, seus objetos e, por fim, suas relações. Desse modo, a fim de entender melhor as necessidades humanas no processo de aprendizagem, realizei um estudo sobre a teoria da mente, que foi seguido de uma pesquisa de campo cuja base foi observar as novas pedagogias postas em ação, especificamente, em duas escolas: a EMEF Desembargador Amorim Lima e Escola Waldorf. Ao cumprir essa demanda, entrevistei alguns professores para analisar quais motivos que levaram à adoção dessa nova diretriz em suas práticas de ensino. Opção tomada na busca de subsidiar a formação de seus alunos, no sentido de torná-los adultos capazes de criticar e refletir sobre a sua própria realidade, permitindo, assim, a criação de mecanismos de interação com o mundo ao seu redor. / In an age where the sheer breadth of information, techniques and patterns appear to stifle the individual, but at the same time, encourage him/her to question oneself and others in situations that need a resolution, it is important to try and understand and simplify ones approach so as not to lose the essence of what it is to maintain ones \"humanity\". This leads to fundamental questions regarding the survival and harmonious coexistence of the species, i.e., in the effort to find ways and principles that lead to living together in peace. As such, this research intends to address these issues through the promotion (and via education) of newer methodologies and current knowledge (as opposed to outdated knowledge and materials) of the world, its objects and, their complex relationships using the modern marvels of technology, art and other mechanisms heretofor not considered. In the effort to better understand human needs in the learning process, I conducted a study on the theory of the mind, followed by a field study/examination, the purpose of which was to observe how new teaching methods put into action, specifically in two schools: EMEF Desembargador Amorim Lima and Waldorf Schools. Accordingly, I interviewed several teachers to learn their motivations for the adoption of this new direction in their teaching practices, after they graduated from the traditional educational system. I found that their approach took into consideration subsidizing the education of their students in order to give them the opportunity to grow into thinking adults who are able to criticize and reflect on their own reality, thus allowing the creation of mechanisms of interaction with the world around them.

Thesis (MMAS) -- U.S. Army Command and General Staff College, 2006. / AD-A463 803. Also available via the World Wide Web.

Denne studien har hatt som mål å undersøke om vestlig offensiv luftmakt benytteroperasjonskunst i planlegging og gjennomføring av militære operasjoner, og omoperasjonskunst er nødvendig for effektiv utnyttelse av luftmakt? Hensikten har vært å seom det konsept som er valgt på felles (joint) nivå - operasjonskunst - også brukes avluftkomponenten. Som teoriforankring har studien benyttet en operasjonalisering avClausewitz sin teori om nødvendigheten av en balanse i ”treenigheten” mellom folket,feltherren og fyrsten, og metoden har innebært å studere problemet utifra tre uvahenigevariabler; teori, doktriner og praksis. Empiridelen omfatter dermed en studie av tekster frabåde operasjonskunstens utvikling, og såvel tidligere luftmaktsteoretikere som mermoderne teorier (Warden, Boyd og effekt baserte operasjoner). NATO og amerikanskefelles- og luftforsvarsdoktriner ble studert for å påvise eventuelle relasjoner til studiensspørsmål. Den praktiske bruk av moderne offensiv luftmakt ble undersøkt ved å studereluftkampanjen under operasjon Desert Storm i 1991, og noen av de trender som tegnet seg ioperasjon Iraqi Freedom i 2003.Studiens resultat viser at vestlig offensiv luftmakt i liten grad har kjent til og benyttetteoriene rundt begrepet operasjonskunst, og at dens konsepter har vært mye tuftet påluftspesifikk teori og doktrine. Videre konkluderer den med at noen av effektene avoperasjonskunst likevel kommer frem i praksis, og at trendene som Irakkrigen tegner tyderpå en større fokus på fellesoperasjoner også i luftmiljøet. Studien konkluderer til slutt medat luftmakten kan være best tjent med å ta til seg konseptet med operasjonskunst for å ståbest mulig rustet til å møte de forskjellige utfordringer i moderne krigføring. / This thesis examines two basic questions. Does Western airpower practice operationalart as a guiding principle of warfare, and is operational art necessary to achieve successin modern air warfare? The purpose was to study whether the use of offensive airpowerwas set on the conceptual basis of operational art, used at the joint level of warfare, or ifit was just a question of “targeting”. The study applied Clausewitz’ theory of a “trinity”between what is commonly represented as the people, the military, and the governmentas its theoretical base. To reflect the relative complexity of the study, it used a methodof examining the questions from three different angles; theory, doctrine andemployment of offensive airpower. Through the study of these subjects and use ofairpower in Operation Desert Storm (and to a limited degree during Operation IraqiFreedom), the focus and essence of airpower is highlighted. Airpower theorists havealways tried to put emphasis on the unique capabilities of the airplane and operations inthe third dimension. Strategic use of airpower, they have proclaimed, is the best use ofairpower, tactical use, and especially in support to land, is the least effective. Much inopposition to and in competition with the older Navy and Army, a separate mission forthe Air Force has been stressed.Modern airpower doctrine has in large followed suit. At the same time operational art isbeing introduced as the conceptual basis for first land- and then joint operations. The aircampaign(s) in this study gives insight into an airpower shaped both by theory and bydoctrine. Modern airpower was used with success in operations that in large focus onoverwhelming force and superior technology, but at the same time tried to achieve someof the leverage and synergy of the joint battlespace. The study concludes that westernoffensive airpower up to now did not practice operational art in warfare, and that itsconcepts largely were founded on airpower specific theory and doctrine. It alsoconcludes that the trends shown in Iraq 2003 indicate a change toward a more jointthinking in the airpower community. It also concludes that airpower would be bestsuited to meet the challenges of modern warfare by considering employing the conceptof operational art in joint operations. / Avdelning: ALB - Slutet Mag 3 C-upps.Hylla: Upps. ChP 02-04

Centers of Gravity (CoGs) analyses deliver vital input to the operational design. However, there are a great number of theories regarding the phenomenon which can create a certain degree of confusion. The diversity in theories may lead to misdirected mental energy where the focus is to discuss theories instead of using the theories at hand efficiently. The question is if the diversity in theory is an actual problem or if it just perceived as such? This research identifies the similarities and differences in the theories of Milan Vego and Joseph Strange & Richard Iron regarding CoGs, their sub elements and methods for analysis. The impact of the differences on the practical result is then surveyed by implementing the theories on adelimitated phase of the Falklands War, in order to conclude if the differences have a decisive impact on the product of the CoG analysis. The result of this thesis indicates that the diversity in theory is a perceived problem. The identified divergence does not reflect crucially on the CoG analysis and the variation of the input provided to the operational design is minor. The CoGs and the critical vulnerabilities identified are the same or at least similar, no matter which of the two theories was used in this research. / Avdelning: ALB – Slutet Mag. 3 C-upps. Hylla: Upps. ChP 07-09

The aim of this study is to investigate the changes in early childhood teachers&rsquo / views about and practices of integration of visual art into science activities that occured after they attended the workshop. In order to explore the changes in five early childhood teachers&rsquo / views about science teaching, semi-structured interviews, classroom observations, and activity plans were used in this study. The study was conducted in a private preschool located in the &Ccedil / ayyolu district of Ankara. The first phase of the analysis consisted of portraying all the data related to participant teachers&rsquo / views about science teaching and the integration of science and visual art on the basis of pre-interviews, observation, and post-interviews. The second phase of the analysis involved finding out whether there was any difference between pre- and post-interviews of participant teachers in terms of their views about science teaching and the integration of early childhood science and art. Meanwhile, observational fieldnotes and teachers&rsquo / activity plans were examined based on the themes emerged from the pre- and post-interviews. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices. They provided child-centered activities for children to improve their science experiences. In addition, they used different learning experiences that were naturalistic, informal, and structured in early childhood classrooms. In terms of the place of visual art in early childhood curriculum, all participant teachers stated the importance of visual art in early childhood settings. They also mentioned that visual art could be considered as an effective tool for teaching science because children like attending art activities. They preferred to use art activities after they implemented their science activities. Teachers also mentioned that children could easily express themselves with the help of art activities so they stated that they generally used art activities in their classroom practices.

[Truncated abstract] This thesis represents an historical account of the reception and criticism of computer art from its emergence in 1963 to its crisis in 1989, when aesthetic and ideological differences polarise and eventually fragment the art form. Throughout its history, static-pictorial computer art has been extensively maligned. In fact, no other twentieth-century art form has elicited such a negative and often hostile response. In locating the destabilising forces that affect and shape computer art, this thesis identifies a complex interplay of ideological and discursive forces that influence the way computer art has been and is received by the mainstream artworld and the cultural community at large. One of the central factors that contributed to computer art’s marginality was its emergence in that precarious zone between science and art, at a time when the perceived division between the humanistic and scientific cultures was reaching its apogee. The polarising force inherent in the “two cultures” debate framed much of the prejudice towards early computer art. For many of its critics, computer art was the product of the same discursive assumptions, methodologies and vocabulary as science. Moreover, it invested heavily in the metaphors and mythologies of science, especially logic and mathematics. This close relationship with science continued as computer art looked to scientific disciplines and emergent techno-science paradigms for inspiration and insight. While recourse to science was a major impediment to computer art’s acceptance by the artworld orthodoxy, it was the sustained hostility towards the computer that persistently wore away at the computer art enterprise. The anticomputer response came from several sources, both humanist and anti-humanist. The first originated with mainstream critics whose strong humanist tendencies led them to reproach computerised art for its mechanical sterility. A comparison with aesthetically and theoretically similar art forms of the era reveals that the criticism of computer art is motivated by the romantic fear that a computerised surrogate had replaced the artist. Such usurpation undermined some of the keystones of modern Western art, such as notions of artistic “genius” and “creativity”. Any attempt to rationalise the human creative faculty, as many of the scientists and technologists were claiming to do, would for the humanist critics have transgressed what they considered the primordial mystique of art. Criticism of computer art also came from other quarters. Dystopianism gained popularity in the 1970s within the reactive counter-culture and avant-garde movements. Influenced by the pessimistic and cynical sentiment of anti-humanist writings, many within the arts viewed the computer as an emblem of rationalisation, a powerful instrument in the overall subordination of the individual to the emerging technocracy

Thesis (Master of Military Studies)-Marine Corps Command and Staff College, 2008. / Title from title page of PDF document (viewed on: Jan 8, 2010). Includes bibliographical references.