No description available.

Thesis (Ph. D., Education)--University of Idaho, December 2007. / Major professor: Damon Burton. Includes bibliographical references (leaves 107-123). Also available online (PDF file) by subscription or by purchasing the individual file.

Approved for public release; distribution is unlimited / This thesis was completed as part of a comprehensive study of Junior Reserve Officers Training Corps (JROTC) sponsored by the Office of the Assistant Secretary of Defense (ASD) for Personnel and Readiness Force Management Policy. This research evaluates the possibility of establishing a joint or core curriculum from the JROTC four service curricula. A joint curriculum is a single curriculum used by all the services' JROTC programs and in which all the lessons are identical, regardless of branch of service. A core curriculum varies across the services' programs but contains a core area of instruction where the same content areas are taught to all cadets, regardless of branch of service. The thesis describes areas of the services' JROTC curricula that are similar and those that are different. Stakeholder opinions on the topic are also addressed. Analyses of the curricula show that the creation of a joint curriculum is not feasible. However, the services are covering a lot of common ground in their programs and for a core curriculum to be considered, a joint review of why this common ground differs across the services must be accomplished. Service specific content in these common areas must be evaluated in order to validate or annul their presence. / Lieutenant Commander, United States Navy

Thesis (Ph.D.)--Auburn University, 2005. / Abstract. Vita. Includes survey instruments. Includes bibliographic references (ℓ. 136-155)

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

With the current military mental health crisis, it is important to understand the role of the leader in military mental health. First, the impact of military leader behaviors on the well-being of military personnel is reviewed. Next, the role of leader attitudes as a precursor to leader behaviors is discussed. The relation of leader behaviors to leader personality using the NEO Five Factor Model (FFM) is reviewed, as well as the relation of prejudicial attitudes to the NEO FFM personality factors. A research project is described that attempted to draw these concepts together, assessing the NEO FFM personality dimensions and mental health attitudes of US Army ROTC cadets, the future leaders of the US Army. No significant relations were observed between NEO FFM personality traits and mental health attitudes, even after controlling for Impression Management. Also, the predicted positive correlation between positive mental health attitudes and Impression Management was not found. These results suggest that more research and more refined measures are needed in the area of leader attitudes toward soldier mental health problems, and how those attitudes might impact the soldiers.

The aim of this thesis is to provide a general history of the army cadet movement in Australia from 1866 to 2004 by tracing the interactions between four fundamental forces that have stood as its foundation for almost 140 years. In various guises military, educational, social, and financial factors are the pillars on which the cadet movement has always rested. Over time the balance and relative dominance of each has determined the shape and state of the cadet organisation and will continue to do so in the future. When these four forces have been aligned the movement has thrived but when they have pulled in disparate directions it has faltered. Throughout the thesis, contextualising these four key concepts, are two more general themes concerning the influence of conservative politics and a recurring state school/private school divide. The history of army cadets, and therefore this thesis, is an investigation into the interplay of these dynamics. With such a purpose and methodology the thesis begins by tracing the development of the movement from its nineteenth century origins by identifying issues and circumstances that led some colonies to maintain thousands of cadets while others struggled to field any. It goes on to examine the formation, five years after Federation, of a Commonwealth cadet scheme birthed only to be swamped by the era of compulsory military training in Australia from 1911-29 which saw, at its peak, almost 100,000 schoolboys in khaki. The thesis analyses the re-organised voluntary cadet system in place from 1930-38 which, matching the circumstances of the adult army, faltered in numbers and support as it was restructured into dual 'Regimental' and 'School' branches. It goes on to assess the impact of the Second World War and the renewed impetus it provided to the cadet organisation before investigating the prosperity of the movement throughout the 1950s and 1960s in spite of the complexities raised by National Service and Australian involvement in conflicts in Korea, Vietnam, Malaya and Borneo. Particular attention is paid to the early 1970s and the machinations surrounding the unexpected decision to disband the cadet organisation announced by the Labor government on 26 August 1975. The cadet story does not conclude at this point, however, with Vice Regal controversy and a subsequent Liberal-National election victory resurrecting the movement. The re-styled cadet scheme of 1976-83 is investigated followed by twelve years of division and distress under consecutive Labor federal governments between 1984-95. The thesis concludes by examining the reversal of fortunes for the movement from 1996-2004 which saw the cadet system develop, by the end of the period, into a well led, resourced and motivated organisation of almost 17,000 members. The research informing this thesis is based on documents held in National Archives of Australia offices in all state capitals, as well as those held in the Australian War Memorial. In addition, all state public record offices have yielded significant material, as have a wide range of private and school-based archives. More recent primary source information has been gathered from sources within the Department of Defence Archives, Queanbeyan, NSW, while select active and closed files from Headquarters Australian Army Cadets and the Directorate of Defence Force Cadets were graciously provided to the author. The study has also been informed by a wide selection of official, privately published and unpublished secondary sources spanning more than a century.

Thesis (D. Min.)--Denver Seminary, 2006. / Abstract. Includes bibliographical references (leaves 204-209).

Thesis (M.S. in Management)--Naval Postgraduate School, March 2003. / Thesis advisor(s): Alice Crawford, Lee Edwards. Includes bibliographical references (p. 203). Also available online.

Gender continues to be an impediment for women in military leadership positions, particularly in Reserve Officers’ Training Corp (ROTC) training programs in higher education. This study examines the social construction of gender by female cadets in a predominately male military environment. According to Herbert (1998), female soldiers strike a balance between being feminine enough to be considered a woman yet masculine enough to be considered a military leader—sustaining a view that finds these women are viewed as less than competent officers. Achieving equilibrium between femininity and masculinity is a common thread in much of the literature on female military leadership. This dissertation is informed by gender schema theory, role congruity theory, and social comparison theory. The research is narrative in design and uses a structured questionnaire for two to three one-hour interviews with six junior and/or senior female cadets matriculated in the ROTC program as well as four one hour focus group interviews and three one hour military staff interviews. The study determined female cadets manage their gender in a predominately male military environment at a Senior Military College by appearing more masculine than feminine when in uniform. Female cadets often felt they worked twice as hard as their male colleagues, yet gender consistently underscored their accomplishments and leadership. Female cadets who embraced the patriarchy of the military values appeared to be the most successful leaders in this study. The findings will benefit those who study gender and leadership in higher education.