1. L'énoncé du problème. L'hypothèse de cette thèse repose sur l'utilisation des théories sur la structure de la pratique et la théorie des vertus d'Alasdair MacIntyre. L'objectif de cette thèse est de démontrer qu'il est possible de concevoir une éthique militaire qui puisse répondre plus adéquatement aux defis éthiques rencontrés par les membres des Forces canadiennes déployés dans le cadre des opérations de soutien de la paix. 2. Méthodologie et questions importantes. Pour réaliser notre objectif, nous avons posé trois questions qui portent chacune sur un aspect particulier servant à démontrer notre raisonnement qui articule notre hypothèse. La première question sert à établir les cadres théoriques de notre proposition et s'articule ainsi: Quelles sont les théories qui sont susceptibles de nous aider dans notre recherche pour l'amélioration du Programme d'éthique de la Defense? Selon nous, ce programme trouve ses fondements dans la théorie libérale de John Rawls. Nous voulons examiner certaines limites de cette théorie afin de proposer la nécessite d'établir la spécificité des pratiques militaires. De plus, nous allons suggérer le consensus délibératif comme solution au problème que pose le consensus par recoupement de John Rawls. Le deuxième chapitre servira à exposer la théorie des vertus d'Alasdair MacIntyre qui se fonde tout particulièrement mais non exclusivement sur sa notion de pratique et des biens internes inhérents. La deuxième question porte sur l'aspect pratique de notre recherche et elle se libelle comme suit: Quels sont les éléments que nous pourrions utiliser pour démontrer certains des avantages de la théorie des vertus d'Alasdair MacIntyre? Pour répondre à cette question nous allons nous servir de scénarios qui expliciteront deux aspects des pratiques que nous retrouvons dans le cadre des opérations de soutien de la paix, soit les pratiques liées à l'utilisation de la force et celles liées à la négociation et à la médiation. Suivant la description de ces pratiques, nous allons procéder à une première analyse de ces pratiques à la lumière de la théorie des vertus de MacIntyre. La troisième question porte sur la dimension théologique de notre recherche et elle examinera les différents rôles de l'aumonier militaire, plus particulièrement en ce qui a trait à favoriser et à maintenir les valeurs spirituelles et morales. De plus, l'aumonier militaire joue le rôle du conseiller aupres de la chaine de commandement sur tout ce qui concerne le bien-être spirituel et moral des militaires et de leur famille. Il faut ajouter que ces rôles doivent s'exercer tant en garnison que lors des opérations de soutien de la paix. En d'autres mots, cette dernière question porte surtout sur la dimension opérationnelle du rôle de l'aumonier: Comment la théorie de l'éthique des vertus de MacIntyre peut-elle contribuer au rôle important que l'aumonier militaire exerce dans le cadre des opérations de soutien de la paix, particulièrement les aumoniers qui appartiennent à la dénomination catholique romaine. Notre objectif en ce qui a trait à notre recherche est d'engager un dialogue avec les responsables du Programme d'éthique de la Défense afin de favoriser la mise en pauvre d'un programme d'éthique répondant aux besoins spécifiques liées aux pratiques exercées par les militaires dans le cadre des opérations de soutien de la paix. (Abstract shortened by UMI.)

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<p> The U.S. Department of Education's National Center for Education Statistics reported that about 660,000 Military Veteran Students (MVSs) were enrolled in undergraduate programs in 2009, making up about 3% of the student population. Despite the significant number of MVSs entering into college, instructional communication scholars have yet to study how military veterans experience classroom instruction. The purpose of this study was to examine the influence of teacher accommodative and non-accommodative behaviors on MVSs' (<i> N</i> = 162) perceptions of learning. Grounded in the Communication Accommodation Theory, this study supports an instructional model that predicts learner empowerment and affective learning via accommodative behaviors, as operationalized as teacher immediacy and teacher clarity, and non-accommodative behaviors, as operationalized as teacher aggressiveness. After controlling for military identity and teacher congruency, only teacher clarity and teacher congruency contribute significantly to both learner empowerment and affective learning. MVSs seem to feel more empowered and have higher affect toward the class if the teacher is clear and genuine, regardless of perceptions of teacher immediacy and aggressiveness. This dissertation concludes with practical advice for instructors and advisors who work with MVSs, as well as limitations of the study and directions for future research.</p>

<p> This investigative study demonstrated the benefits of addressing human considerations during the system development life cycle in order to have had long-term benefits to program managers and systems engineers. The approach was to use a retrospective content analysis of documents from weapon system acquisition programs, namely Major Defense Acquisition Programs, in order to seek the presence of terminology relating to Human Systems Integration. There is only a small amount of published research to date on the relationship between program documents that included terminology relating to Human Systems Integration and any eventual cost change or schedule change for Department of Defense weapon systems. Binary logistic regression analyses were conducted to investigate the effect of the presence of words relating to Human Systems Integration on the success of programs. The presence of terminology about human factors engineering, habitability, and survivability in a weapon system acquisition program&rsquo;s documents was a good indicator that schedule slippages and cost overruns would be avoided. Furthermore, the presence of terminology about human factors engineering, habitability, and survivability in a program&rsquo;s documents prior to the Milestone B decision point was a good indicator that schedule slippages and cost overruns would be avoided.</p>

<p> The study explored whether the U.S. Marine Corps&rsquo; Basic Officer Course (BOC) creates a Marine Corps cultural identity within officers and how the acculturation process functions. The Social Identity Theory (SIT) and Communities of Practice (CoP) serve as the theoretical foundation for this study because identity is an integral aspect of both SIT and CoP. The researcher used a constructivist approach to identify and interpret the value-laden meanings and influencers of a Marine Corps cultural identity expressed by the participants. Since the study explored the perspectives of the participant group, the researcher determined a case study was the most fitting form of qualitative research. The research revealed that change, culture, adherence to behavioral norms, continual development, and cultural identity were themes expressed by every participant. Participant input showed the influence that cultural lore (Marine Corps history) has on the acculturation process. The study also refined the conceptual framework used for this research, which resulted in the researcher developing the Manufactured Culture Model (MCM). Recommendations for further study include: 1) the influence of gender on the acculturation process, 2) exploring any influences the Marine Corps&rsquo; acculturation process has (if any) on individuals that fail during the screening process, and 3) examine the dynamics of interactions among the Marine Corps&rsquo; culture and a Marine&rsquo;s culture of origin.</p>

<p> <b>Purpose.</b> The purpose of this study was to determine how Southern California community colleges have implemented best practices based on the 8 Keys to Veterans&rsquo; Success as identified by the U.S. Departments of Education, Defense, and Veterans Affairs to effectively support and retain military and veteran students in higher education programs. The study sought to determine the practices that provided the most substantial impact and what outcomes were utilized to measure success. </p><p> <b>Methodology.</b> Four military and veteran student program professionals within successful Southern California community colleges were interviewed. This sample population was selected due to the colleges&rsquo; excellent military and veteran student programs. A multiple-case study, qualitative analysis was conducted of the data collected. Limitations of this study include a small number of participants surveyed and the researcher&rsquo;s limited amount of time to conduct a more extensive research of current literature. </p><p> <b>Findings and Conclusions.</b> This study found that the most impactful &ldquo;keys&rdquo; supporting veteran student program success were providing a dedicated, functional space and creating a culture of trust and connectedness. These were followed by sustained campus leadership support and collaboration with the local community. The outcomes utilized were retention and graduation rates, followed by persistence rate and years to completion. Barriers were overcome by utilizing the keys effectively, including functional space on campus, enough qualified staff, and sustained support. Utilizing the 8 Keys to Veterans&rsquo; Success and the U.S. Department of Veterans Affairs outcomes, colleges and universities can effectively implement military and veteran student programs and consistently measure their success. </p><p> <b>Recommendations.</b> Administrators should assess their military and veteran student programs utilizing the 8 Keys to Veterans&rsquo; Success as a rubric, then strategize plans and resources for program improvement. Further research is needed to assess best practices to support military and veteran students transitioning successfully from 2-year programs to 4-year universities and from college programs to meaningful employment.</p>

<p> Leadership encompasses all types of organizations including for profit, not-for-profit, government agencies, and the U. S. military. The U. S. Army requires its leaders to provide leadership at the direct, organizational and strategic level in a variety of situations from preparing to deploy to combat, actions in combat, redeployment and continuing the cycle for the next deployment. Senior U. S. Army leaders identified that leadership development is a priority for the future. The purpose of this qualitative exploratory case study, which included 15 voluntary participants, was to understand if the U. S. Army's organizational leadership development process based on the 2012 revisions in leadership doctrine be improved based on the opinions and experiences of prior military leaders, and the analysis of U. S. Army doctrine, regulations and prior leadership surveys. Thirteen themes emerged answering the 3 research questions that included 6 attributes, 4 competencies, and 3 improvements to training and education. The attributes included the combined experiences, lessons learned, and history to make decisions. Other attributes of importance were flexibility, critical thinking skills, ethical leadership, self-development, and becoming a mentor. Competencies were sense-making, understanding leadership doctrine and its implementation, ability to prioritize requirements at the organizational level, and enforcing counseling standards. Improvements were to identify problems and recommend change, talent management, and fostering organizational change. The U. S. Army leadership development is marginally sufficient for leadership development; however, necessary revisions and changes to processes be developed and implemented to strengthen the organizational leadership development outcomes for the U. S. Army.</p>

<p> The influx of females into the military in recent years has drawn increasing attention to the impact of extended and often repeated deployments on parent-child attachment. The challenges associated with deployment may be particularly taxing on young children due to their emotional and cognitive immaturity, lack of coping skills and dependence on their caregivers for daily functioning. While children&rsquo;s reaction to parental deployment varies by age, the longer and more frequently a parent is deployed, the greater the psychological, health and behavioral risk for the child. These adjustments can be complicated when mothers suffer psychological distress related to combat exposure, military sexual trauma, increasing their risk of suffering from symptoms of Posttraumatic Stress Disorder (PTSD) and depression. These adjustment and mental health issues, in combination with prolonged separation, will all complicate the reestablishment of a secure attachment bond with their children.</p><p> This manual seeks to provide clinicians with a comprehensive overview of the unique deployment-related stressors of female veterans, and their impact on mental health and reintegration. With a focus on the parent-child relationship, this manual will utilize attachment theory as the foundation to understand how the change, disruption, stress and loss experienced during deployment affects young children and their mothers. Moreover, this manual discusses mindfulness-based treatment interventions and practical tools to guide clinicians in aiding female veterans to prepare their children for deployment, cope with deployment, and reestablish the attachment bond upon returning home. </p>