Thesis (Ph.D.)--Virginia Commonwealth University, 2008. / Prepared for: School of Social Work. Title from title-page of electronic thesis. Bibliography: leaves 289-320.

Thesis (M.S. in Management)--Naval Postgraduate School, June 2009. / Thesis Advisor(s): Cahill, Maureen M. ; Mehay, Stephen L. ; Hatch, William D. "June 2009." Description based on title screen as viewed on July 13, 2009. Author(s) subject terms: Foreign Language, Cultural Awareness, Enlistees, Global War On Terror, Noncitizens, U.S. Navy, Citizenship, Translator/Interpreter, Linguist. Includes bibliographical references (p. 107-113). Also available in print.

Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, Sept. 2004. / Thesis advisor(s): Anna Simons. Includes bibliographical references (p. 93-95, 97-99). Also available online.

Thesis (Ph.D.) - University of St Andrews, April 2009. / Restricted until 27th April 2014.

Thesis (B.A.)--Haverford College, Dept. of Psychology, 2006. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

In this study, I conduct a program evaluation of the International Cultural Service Program (ICSP), a scholarship program at University of Oregon which provides international students tuition remission in exchange for students giving presentations about their home country and culture in the local community and on campus. Through interviews, observations, and quantitative data, I assess ICSP’s impact on the community as well as the international students who participate in the program. After highlighting the research-based impacts of ICSP, as well as the program’s strengths and weaknesses, I provide recommendations for program improvement. This evaluation demonstrates that ICSP increases cultural awareness among ICSP students and community partners, positively impacts international student retention rates, and ultimately contributes to promoting peace across cultures—among a plethora of other benefits. This study incorporates best practices in program evaluation, and I conclude by providing a critique of the assessment process and suggestions for future studies.

The Assessment and Investment Model (AIM) introduced in 2003 a fiscally constrained The New Enemy hides in the shadows of anonymity. As of September 11, 2001, combat in today's world is much more challenging and requires a better understanding of the enemy and his support infrastructure. There is a renewed interest in human intelligence (HUMINT) as expressed by the US Department of Defense and Intelligence Agencies. But HUMINT is only data collected by human sources about an individual or group of individuals and their activities. Cultural Immersion is a step above mere data collectionâ µit allows its practitioners to understand the thought processes and/or the routines of questionable individuals or groups. Cultural immersion is a skill set that allows missions to develop and execute with smooth transitions. It does not guarantee mission success but certainly assures greater mission success than can be achieved operating without it. Cultural immersion "equalizes the playing field" when US/Coalition forces are operating in foreign lands against otherwise invisible or immersed enemies. This thesis examines various aspects of cultural immersion, how they relate to warfare, and proposes recommendations for cultural immersion supporting present day Naval Special Warfare (NSW) missions. The intent is to provide decision makers a viable option for actionable intelligence during the Global War on Terrorism.

The United States has experienced a significant amount of difficulty of late with two factors: a) how to fight against a networked enemy, and b) the need for more cultural intelligence. This thesis will describe a structure to assist with both those needs. The premise is that an expanded and improved network of US Military Groups is the weapon of choice for the war on terror, and beyond. The purpose of this thesis is to propose a policy that will consolidate the functions of Defense AttachsÌ , Security Assistance Officers, and a proposed corps of ethnographic information officers into a network of embassy annexes that will cover every nation in which the United States has a country team. The intertwined questions of how to fight a network and how to gather cultural intelligence present the United States with a strategic challenge, and require the examination of the type of information the Department of Defense captures, and what is to be done with that information. This thesis proposes a means to collect ethnographic information and a structure for using it to make effective decisions in a variety of traditional security roles as well as in the fight against transnational terror networks.

The purpose of this study was to examine archival data collected from the administration of the Cultural Awareness and Belief Inventory (CABI) (Webb-Johnson & Carter, 2005) in an urban district located in the southwestern United States. Specifically, the study examined whether differences exist between Pre-K through second grade urban teachers' perceptions and third through fourth grade urban teachers' perceptions of cultural awareness and beliefs as measured by the CABI in one urban district. Of the respondents, 399 Pre-K through second grade teachers' perceptions and 219 third through fourth grade teachers' perceptions of eight factors were measured by the CABI. These factors included: A) Teacher Beliefs, B) School Climate, C) Culturally Responsive Classroom Management, D) Home and Community Support, E) Cultural Awareness, F) Curriculum and Instruction, G) Cultural Sensitivity and H) Teacher Efficacy (Roberts-Walter, 2007). Further, by comparing the perceptions of the Pre-K through second grade teachers and those of the third through fourth grade teachers, this study investigated the differences between the perceptions of the teachers held responsible for their students? test scores and those teachers employed in grades in which students are not given state-mandated tests. The difference between the Pre-K through second grade teachers' perceptions and the third through fourth grade teachers' perceptions were indicated in only one factor of the eight measured by the CABI. A difference in both groups' perceptions was determined in the factor, Cultural Sensitivity. The results indicated that the Pre-K through second grade teachers' were more culturally sensitive than the third through fourth grade teachers.