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Scientific narratives are pervasive in international policy, in part, due to the increasing degree to which technological considerations enter modern thinking. These narratives are particularly visible in the chemical weapon prevention regime, which must accommodate changes in science and technology to ensure that they do not result in the application of new utilities for toxic chemicals as weapons. The dissertation investigates the function of technical experts, and the perceptions of their role, in the procedures of the chemical weapon prevention regime that address technical change. It explores expert involvement in three elements of the Chemical Weapons Convention (CWC): its negotiation; the Scientific Advisory Board; and in national policy formulation. Ethnography – from an extended placement within the Convention's monitoring body, the Organisation for the Prohibition of Chemical Weapons (OPCW) – as well as interviews and documentary sources provide the methodological basis for the research. The dissertation finds that science is often made political within the international policy setting, and shows how science is employed to support political aims whether it is in accelerating or slowing policy formulation, or in deflecting the policy agenda. It argues that whilst the role of experts and their capacity to influence policy vary with the forums in which they are placed, their effectiveness depends also upon other factors, including institutional support. The dissertation also holds that national approaches to expert advice are reflected in state relationships with experts advising at the international level. The research supports much of the Science and Technology Studies (STS) literature on experts in national settings and has substantial implications for a concept popular in International Relations (IR) literature, namely, ‘epistemic communities'. A case for reframing ‘epistemic communities' is developed which incorporates notions drawn from STS, such as the important role of ‘boundary organisations'. These are applied to the CWC, and policy recommendations for the OPCW and its member states are presented.

This thesis explains the evolution of US ballistic missile defence (BMD) policy between 1989 and 2010, by moving beyond the political rhetoric and intellectual obfuscation that surrounds the policy in the literature. By developing an explanatory framework to rigorously and systematically analyse the impact of different dynamics on policy, it explains the rhythms of day-to-day policy in particular context; explains the medium term shifts in the domestic political space within which day-to-day policy debate occurred, and explains the long term move towards acceptance and the gradual normalisation of BMD in American security policy. The primary argument of the thesis is that the particular configuration of domestic political institutions and party political pressures at any given time has been far more important in shaping BMD policy during each presidential administration since the end of the Cold War than has previously been acknowledged. Secondly, it argues that developments in the international system and technology have gradually altered the context within which this domestic political debate has occurred. Finally, it shows that domestic political influences, and the gradual shift in the contours of the domestic debate are the key reasons why BMD has gone from being one of the most divisive, zero-sum political issues in American national security thinking, to something that has largely become normalised, with debate now only occurring at the margins.

Thesis (LL. M.)--Judge Advocate General's School, United States Army, 1996. / "April 1996." Typescript. Includes bibliographical references. Also issued in microfiche.

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 209-217).

Thesis (M.S. in Joint Campaign Planning and Strategy)--Joint Forces Staff College, Joint Advanced Warfighting School, 2006. / "14 April 2006." Electronic version of original print document. Includes bibliographical references (p. 69-77).

Dieses Material soll es dem Lehrer ermöglichen, schnell und mit wenig Arbeitsaufwand eine oder mehrere Unterrichtsstunden zum Thema "Söldnertum" vorzubereiten, aber auch zur Arbeit mit Bildquellen anregen, die in der Schule oftmals recht stiefmütterlich behandelt werden. Zu diesem Zweck wird in aller Kürze in die Entstehung des Soldkriegswesens als Form staatlich organisierter Gewaltsamkeit eingeführt. Ausgehend von der Spätantike werden die militärischen, wirtschaftlichen und demographischen Faktoren, die zur "Renaissance des Fußvolkes" geführt haben, beschrieben, und auf entsprechende Fachpublikationen verwiesen. Organisation, Struktur und Rechtsformen der Söldnerheere werden vorgestellt und immer anhand von Bildquellen des 15. und 16. Jahrhunderts verdeutlicht. Der zweite Teil dieses Materials besteht aus einer Einführung in die Historische Bildkunde, so dass die Schüler den Umgang mit dieser Quellengattung zügig erlernen können. Um die komplexe Symbolik der Bildmaterialien der Frühen Neuzeit entschlüsseln zu können, wurde als Hilfe für Lehrer und Schüler ein Symbolschlüssel angefertigt. Die Quellen liegen in digitaler Form, in zwei Ausführungen (einer mit Markierungen der wichtigsten Symbole für den Lehrer, einer ohne diese Markierungen als Arbeitsmaterial für die Schüler) der Arbeit bei. Das Material ist modular aufgebaut, so dass man bei Bedarf nur einen Aspekt des Soldkriegswesens (beispielsweise das Trossvolk oder die Verrechtlichung innerhalb der Söldnerheere) von den Schülern bearbeiten lassen kann.<br> Abschließend werden Vorschläge für Tafelbilder und Übersichten, sowie für Aufgabenstellungen, die sich sowohl zur Einzel- als auch zur Gruppen- oder Projektarbeit eignen, unterbreitet.

Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): / David C. Tucker, John J. Arquilla. Includes bibliographical references (p. 85-87). Also available online.

Thesis--School of Advanced Airpower Studies, AY 1997-1998. / "March 2004." Includes bibliographical references. Full text document available on public STINET.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2004. / Thesis advisor(s): Thomas Lucas. Includes bibliographical references (p. 82). Also available online.