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Thesis (D. Min.)--Trinity Evangelical Divinity School, 1994. / Abstract. Includes bibliographical references (leaves 252-255).

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 167-172).

The purpose of this thesis is to trace the history of one of the chief elements which entered into the securing of recruits during the Civil War. This was the bounty system as it was used by the National, State, and local governments.

Sexual trauma within the military is a widespread issue, and rape myth acceptance has been shown to contribute to its prevalence. Given that the military culture has been shown to lend itself to hypermasculinity and traditional gender role adherence, both of which facilitate aggression toward women, this effect warrants investigation within a military sample. The present study replicated and expanded upon Aosved and Long's (2006) study examining 85 veteran and active duty military members' responses on the Illinois Rape Myth Acceptance Scale, Attitudes Toward Women Scale (short form), Neosexism Scale, Male Role Norms Inventory (short form), Modern and Old Fashioned Racism Scale, Modern Homophobia Scale, a modified version of the Economic Belief Scale, Fraboni Scale of Ageism, Religious Intolerance Scale, and the Marlowe–Crowne Social Desirability Scale (short form). Findings provide support for the co-occurrence of rape myth acceptance with intolerant attitudes, including sexism, hypermasculine gender role ideology, racism, sexual prejudice, classism, ageism, and religious intolerance, both individually and collectively. These results provide insight into the functioning of intolerant attitudes within a military sample, and provide important insight for future research addressing the association between rape myth acceptance and rape proclivity and the perpetration of military sexual assault.

The problem of this study was to determine through a review of the literature the reliability and validity of using student, alumni and faculty perceptions of program quality as criteria in the evaluation of off-campus programs, developing data gathering instruments to obtain these perceptions, administering the instruments, and determining if there were significant differences in the ratings within and between the three groups.

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This study was conducted to investigate mathematics and reading comprehension skill retention of Navy’s 1987 Functional Skills Program graduates over three to twelve month period immediately following training. Two separate studies were conducted. One studied math retention for a course using Computer-Assisted Instruction (CAI). The other study investigated a reading comprehension course using Personalized System Instruction (PSI). subjects (N = 97) were divided into four groups based on the length of time elapsed since graduation (3 to 12 months). The sample was the same for both courses, which ran concurrently for eight weeks. Subjects were primarily low academic achievers. The majority were male caucasians (median age 23) from low socio-economic background. A quasi-experimental design using pre-, post, and delayed posttest with a two-way within-subjects ANOVA (Achievement x Time) with repeated measures on the time factor was used to analyze the data. Fisher’s LSD tests were utilized in post hoc contrast of the group’s pre-, post and delayed posttest mean scores. Supplementary data collection and analysis conducted using an orally administered questionnaire suggested that many students were intimidated by computer-based instruction. They also reported that Navy related materials used in the PSI course were too easy to read and did not challenge the reader enough. A statistically significant increase was detected between the pretest and posttest of the math groups under the CAI treatment, indicating that learning took place from pre- to posttest. However, a significant decline was found in math skills over time (posttest to delayed), possibly due to the lack of opportunities for practice of those skills after the training. Likewise, the reading comprehension course using PSI modality produced evidence of a significant increase between pretest posttest scores. This treatment showed no evidence of significant changes over time in reading skills from posttest to delayed test. Practice effects of informal reading activities and the self-motivating effect of skill development were offered as explanatory mechanisms for sustaining these skills. / Ed. D.

The Master's thesis "The Clean War Concept as a Part of American Foreign Policy 1989-2001" deals with the influence of the Clean War Concept, the unwillingness of the U.S. public and politicians to risk the loss of life among members of the American armed forces, and the deployment of U.S. military missions abroad. The aim of the thesis is to verify this concept. The research examines the conditions in five selected U.S. deployments and consequent comparisons with the Clean War Concept. The selected deployments share in common the possibility that U.S. soldiers were in danger of being killed. The deployments took place between 1989 and 2001. This era, which, from an international relations perspective, can be seen as relatively homogenous, is characterized by U.S. dominance. The work includes a brief historical overview of U.S. deployments during the Cold War period and the Vietnam War in particular because the Clean War Concept was conceived as a consequence of this deployment. The thesis explains the relationship between the Revolution in military affairs in favor of the Clean War Concept, and argues that the concept allows for U.S. deployments abroad that are in accordance with it.