在組織合併的過程中，不同組織文化的成員，對其原屬院校有深厚的情感認同，而其對原組織認同程度的高低，是否會影響對於組織合併的態度；以及哪些人口統計變項會影響組織成員對於原組織的認同；哪些人口統計變項可用來解釋組織成員對組織變革理解程度的差異，都是本研究所欲探討的問題。 本研究針對國軍六所軍校的教師及隊職官為調查對象，探討他們對於「軍官基礎院校調併專案」的相關態度，藉以提供專案推動者及國防部政策高層去消弭抗拒變革的力量，或規避變革過程中的不良影響；以及規劃未來新設「軍官大學」之組織系統、課程規劃與設計之參考，使院校調併專案能如期如質地順利達成組織變革預期的目標。 本研究問卷設計內容包括「原組織認同度」、「社會支配傾向」、「變革接受度」與「變革理解度」、以及「變革擬案偏好選擇」等變項，以Likert 6尺度來衡量，並以變異數分析（ANOVA）、多元迴歸分析以及卡方檢定等統計方法進行檢定。總計回收有效問卷202份，回收率達67.3%。 經分析有效樣本結果如下： (一)組織成員背景中，性別與校別對原組織認同程度關係不會產生差異；(二) 組織成員背景中，年資對組織變革理解程度的關係不會產生差異；(三) 組織成員中，不會因性別因素而產生變革接受程度的差異；(四)個人的原組織認同程度的高低，對個人在選擇生活教育方案時，不會造成影響，但對選擇學年教育方案時，原組織認同高者，會使個人傾向選擇多元化學年教育方案；(五)個人的組織變革理解程度的高低，對個人選擇生活教育與學年教育方案時，並不會造成影響。本研究建議：(一)加強溝通以化解變革阻力、(二)積極建構「新組織意象」的認同度、(三)重視領導軍官與專業軍官的學年教育差異性、(四)整合各校優點發展軍官大學的特色等。

(in English): The objective of this diploma thesis is to show the way of Mario Vargas Llosa's literary vision and his interpretation of Lima in the novel The Time of the Hero. My aim is also to express the particularity and distinctiveness of the imagery of Lima in the novel. In the beginning, I mention the most important facts of history of the city, specifically the 50's and the 60's of the 20th century, which are the decades of the novel's formation and publication. This part is based on the book of essays Lima la horrible of Sebastián Salazar Bondy in which the author describes the world of the Lima's population in this period. I also introduce briefly evolution of the image of the city in the Peruvian literature. This part is based, besides others, on the essay "Lima, ciudad sin novella" of Julio Ramón Ribeyro. In the main part of my thesis I mention the storyline of the novel. After that, I focus my attention on the structure of the novel The Time of the Hero, which is characterized by alternation of narrative spaces and tenses. This aspect helps to make the story uncertain. I also describe the formal side of the novel, primarily the arrangement of the main chapters and their smaller parts which are symmetricaly ordered according to the concerned topic, place or time. I present the main two...

Esta pesquisa trata da análise de paratextos de determinadas obras escritas em francês, com as respectivas traduções para o português, a saber: Traité de Mécanique Élémentaire e o Tratado Elementar de Mechânica, de Francoeur; Élémens de Géometrie e Elementos de Geometria de LaCroix, e Traité dOptique e Óptica de Lacaille. Representantes das chamadas matemáticas mistas (em oposição às puras), esses manuais, compêndios elementares e tratados foram utilizados pelos alunos da Academia Real Militar do Rio de Janeiro, no início do século XIX. O propósito da pesquisa é mostrar como o processo de tradução do corpus utilizado na Academia Real Militar, bem como o projeto político em que se insere, marcado pela patronagem, evidenciam-se no processo de adaptação nas edições das obras em português. Não foi feita aqui uma abordagem com base em teorias didático-pedagógicas, e sim de natureza historiográfica e epistemológica. Nossa metodologia elegeu particularmente os paratextos dessas obras. Para compreender a distinção entre matemáticas mistas e puras, recorremos largamente a dicionários da época, a textos programáticos e estatutários e à Enciclopédia Francesa. Esta pesquisa também procura mostrar a Academia Real Militar enquanto uma última expressão do antigo regime, a rede clientelar envolvida na sua criação e a agência dos tradutores das obras para o português. / This research deals with the analysis of paratexts of a few books originally written in French along with their translations into Portuguese, namely the Traité de Mécanique Élémentaire and the Tratado Elementar de Mechânica, by Francoeur; Élémens de Géometrie and Elementos de Geometria by LaCroix; and Traité dOptique and Óptica by Lacaille. Representing the so called mixed mathematics (in opposition to pure mathematics), these manuals, elementary compendia and treatises were employed by the students of the Royal Military Academy of Rio de Janeiro in the early 19th century. The aim of the work is to show how the process of translation of such corpus employed in the Royal Military Academy, as well as the political project in which it is inserted, present themselves in the adaptation process necessary for the editions in Portuguese. We do not rely in any didactic-pedagogical approaches, but on historiographical and epistemological analyses. Our particular methodological option was to focus on the paratexts of such books. In order to understand the distinction between pure and mixed mathematics, we largely employed contemporary dictionaries, statutes, programmatic texts and the French Encyclopedia. The research also tries to present the Royal Military Academy as a final expression of the Ancien Régime, the clientele networks involved in its creation and the agency of the translators of the books into Portuguese.

Esta pesquisa trata da análise de paratextos de determinadas obras escritas em francês, com as respectivas traduções para o português, a saber: Traité de Mécanique Élémentaire e o Tratado Elementar de Mechânica, de Francoeur; Élémens de Géometrie e Elementos de Geometria de LaCroix, e Traité dOptique e Óptica de Lacaille. Representantes das chamadas matemáticas mistas (em oposição às puras), esses manuais, compêndios elementares e tratados foram utilizados pelos alunos da Academia Real Militar do Rio de Janeiro, no início do século XIX. O propósito da pesquisa é mostrar como o processo de tradução do corpus utilizado na Academia Real Militar, bem como o projeto político em que se insere, marcado pela patronagem, evidenciam-se no processo de adaptação nas edições das obras em português. Não foi feita aqui uma abordagem com base em teorias didático-pedagógicas, e sim de natureza historiográfica e epistemológica. Nossa metodologia elegeu particularmente os paratextos dessas obras. Para compreender a distinção entre matemáticas mistas e puras, recorremos largamente a dicionários da época, a textos programáticos e estatutários e à Enciclopédia Francesa. Esta pesquisa também procura mostrar a Academia Real Militar enquanto uma última expressão do antigo regime, a rede clientelar envolvida na sua criação e a agência dos tradutores das obras para o português. / This research deals with the analysis of paratexts of a few books originally written in French along with their translations into Portuguese, namely the Traité de Mécanique Élémentaire and the Tratado Elementar de Mechânica, by Francoeur; Élémens de Géometrie and Elementos de Geometria by LaCroix; and Traité dOptique and Óptica by Lacaille. Representing the so called mixed mathematics (in opposition to pure mathematics), these manuals, elementary compendia and treatises were employed by the students of the Royal Military Academy of Rio de Janeiro in the early 19th century. The aim of the work is to show how the process of translation of such corpus employed in the Royal Military Academy, as well as the political project in which it is inserted, present themselves in the adaptation process necessary for the editions in Portuguese. We do not rely in any didactic-pedagogical approaches, but on historiographical and epistemological analyses. Our particular methodological option was to focus on the paratexts of such books. In order to understand the distinction between pure and mixed mathematics, we largely employed contemporary dictionaries, statutes, programmatic texts and the French Encyclopedia. The research also tries to present the Royal Military Academy as a final expression of the Ancien Régime, the clientele networks involved in its creation and the agency of the translators of the books into Portuguese.

This essay examines the social relations between colored and white cadets at the United States Military Academy at West Point during the late 19th century. Through letters we are able to take part of two microhistories that show the social structure from two different angles. Exclusionary rhetoric and practices made it possible for white cadets to shut out colored cadets from their social community. When the first African-American, James Webster Smith entered the Academy in 1870 a controversial question was raised about social relations between colored and none-colored cadets. By studying Smith ́s letters in tandem with those of a white cadet who attended West Point at the same time, Hugh Lenox Scott, this thesis aims to study how racism played out in everyday encounters and practices. In doing so it reveals a complex tension between exclusion and confrontation involving colored cadets, as a result of the structural racism at the Academy and in the American society at large in the post-Civil War era.

Background: In 2009, the European Union (EU) adopted the Common Security and Defence Policy (CSDP). This contributed to an already on-going change amongst the armed forces of the Union. No previous research has examined how the skills required of young officers in the EU are taught at the Basic Officer Education within either Sweden or Austria. Purpose: This thesis examines to what extent the skills needed of young officers in a CSDP-environment are taught during the Basic Officer Educations in Sweden and Austria. The purpose is to conclude if the Swedish and Austrian Basic Officer Educations are complying with the political wills of their respective countries, to adapt their armed forces to the EU and CSDP. Method: The author compares the Swedish and Austrian Basic Officer Education by examining curriculums and syllabuses, as well as conducting expert interviews with officials at the schools and comparing the results. The educations are examined based on how they educated the concept of CSDP and how interoperability and a European culture of defence are promoted. Conclusion: The results show that both Sweden and Austria educate their cadets in the CSDP and take measurements to promote interoperability and a European culture of defence. The results suggest that Austria does so to a further extent. Based on the results, the author suggests increased exchanges, Pooling &amp; Sharing during Basic Officer Education and further developments towards a common European Basic Officer Education. / <p>Erasmus</p>

Thesis (MPhil)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Tertiary institutions worldwide as well as locally have investigated sexual harassment on their campuses. This was done partly because of the negative consequences of sexual harassment on students and staff, particularly their work performance. Incidents of sexual harassment reported at universities range from rape and sexual assault to threats and sexist remarks by lecturers. When researching this phenomenon, difficulty is normally encountered partly due to the uncertainty that surrounds this activity. This is because perceptions differ as to what kind of conduct constitutes sexual harassment. Research further indicates that there are gender and racial differences in the assessment of sexual harassment. The current study investigates the uncertainty, gender and racial differences that exist regarding sexual harassment at a specific university campus. By means of a survey the perceptions of students regarding these three issues were determined at the Faculty of Military Science, a satellite campus of the University of Stellenbosch. With the utilisation of statistlcal packages, frequencies and statistical differences amongst the various sub-groups at the campus were determined. This was done in order to compare these findings with those of other universities who conducted similar sexual harassment surveys on their campuses in South Africa. It was found that no clear idea of what constitutes sexual harassment exist amongst these students. In particular women in the survey consistently viewed more incidents as contributing to sexual harassment than men. As oppose to other findings, Blacks registered a more conservative attitude when assessing whether certain incidents can be viewed as sexual harassment. The above was found notwithstanding the differing social context, especially the socialisation process and the fairly rigid codes of conduct, that students at the Military Academy are exposed to. / AFRIKAANSE OPSOMMING: Verskeie tersiêre instellings, wêreldwyd sowel as plaaslik, het seksuele teistering op hul kampusse ondersoek. Dit was deels gedoen as gevolg van die negatiewe gevolge wat hierdie aktiwiteit op studente en personeellede het, veralop hul werksprestasie. Gerapporteerde insidente by universiteite wissel vanaf verkragting en seksuele aanvalle tot dreigemente en seksistiese opmerkings deur dosente. Probleme is ondervind tydens navorsing oor die verskynsel wat deels toegeskryf kan word aan die onsekerheid wat hierdie aktiwiteit omhul. Dit hou verband met persepsies wat verskil ten opsigte van die soort gedrag wat seksuele teistering teenwoordig. Navorsing wys verder daarop dat geslags- en rasverskille bestaan by die assesering van seksuele teistering. Die huidige studie ondersoek die onsekerheid, geslags- en rasverskille ten opsigte van seksuele teistering by 'n spesifieke universiteitskampus. Deur middel van 'n opname word die persepsies van studente rakende die drie kwessies bepaal by die Fakulteit Krygskunde, 'n satelietkampus van die Universiteit van Stellenbosch. Met behulp van statistiese pakkette, word frekwensies en statistiese verskille tussen die verskillende subgroepe op die kampus bepaal. Dit was gedoen ten einde in staat te wees om die bevindinge te vergelyk met die van ander Suid-Afrikaanse universiteite wat seksuele teistering opnames op hul kampusse gedoen het. Daar word bevind dat geen duidelike idee van wat seksuele teistering behels bestaan onder die studente nie. In besonder word bevind dat vroue in die opname deurlopend meer insidente aanslaan as seksuele teistering, as mans. In teenstelling met ander bevindinge, registreer swart persone 'n meer konserwatiewe houding wanneer bepaal word of sekere insidente seksueel teisterend van aard is, al dan nie. Bogenoemde was bevind desondanks die eiesoortige sosiale konteks waarin studente hulself bevind, veral die sosialiseringsproses en die redelike streng gedragskodes, waaraan studente van die Militêre Akademie onderwerp word.