Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Armando Estrada, Linda Mallory. Includes bibliographical references (p. 91-94). Also available online.

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Mark J. Eitelberg, Linda Mallory. Includes bibliographical references (p. 53-55). Also available online.

Thesis (M.S.)--Naval Postgraduate School, 2005. / Title from title screen (viewed 05/10/2006). "June 2005." Includes bibliographical references.

Thesis (M.S.)--Naval Postgraduate School, 2005. / "June 2005." Title from title screen (viewed 05/10/2006). Includes bibliographical references.

Thesis (M.S.)--Naval Postgraduate School, 2005. / "June 2005." Title from title screen (viewed 05/10/2006). Includes bibliographical references.

Quels sont les modes de réponses les plus adaptés au traitement de l’inattendu et sous contrainte de temps pour maintenir ou renforcer la fiabilité organisationnelle ? Les travaux du courant HRO (High Reliability Organization) et du courant actionniste convergent sur le fait que l’individu constitue une source de fiabilité. Ils divergent néanmoins sur l’importance donnée au respect des règles face aux évènements imprévus. Afin d’analyser les comportements d’adaptation d’individus au sein d’un groupe restreint face à des situations à risques et inattendues sous contrainte de temps, l’attention est portée sur l’étude de situations nautiques vécues par des bâtiments de surface de la Marine nationale. Une première approche qualitative menée auprès d’experts du terrain étudié complétée par une approche quantitative réalisée à partir de 237 situations nautiques font ressortir les configurations à risques à l’origine d’accidents nautiques. Ces informations nous permettent de soumettre des équipes de quart passerelle à des situations à risques, dans le cadre d’une expérimentation, au moyen du simulateur de navigation de l’Ecole navale, école de formation des officiers de la Marine nationale. Les comportements de 96 équipes de quart passerelle, en formation initiale, sur le simulateur de navigation permettent de tester, selon les différentes situations, les réponses associées : improvisation de procédure, recours aux règles avec ou non l’usage de méta règles. Les résultats de l’expérimentation soulignent l’intérêt des méta règles dans le traitement des situations à haut niveau de complexité et nécessitant d’agir rapidement mais aussi les risques d’une improvisation non cadrée. / What are the best types of answers given by a 4-member team of the French Navy without expertise in unexpected situations under time pressure in order to maintain or to increase organizational reliability ? HRO researchers agree with Interactionists on the fact that human beings can be considered as a reliability factor. Nevertheless, they disagree on one point: the need to respect the rules or not in unexpected events. A first qualitative study completed by a quantitative one (based on 237 nautical situations), emphasize different types of risk situations, responsible for accidents. Thanks to this data, an experiment based on the behavioral observations of 96 bridge-teams is set up on the simulator of the French Naval Academy, which trains all future officers of the French Navy. The aim of this work is to test different proposals of variables using either improvisation or rules, with or without meta rules. Results show that firstly, thanks to meta rules, the level of reliability is higher in high level complex situations under time pressure and secondly, results underline the risk of an improvised action without guidelines

Approved for public release, distribution is unlimited / The main purpose of this study was to examine the effect of the Summer Training Program (STP) on vocational development of midshipmen at the United States Naval Academy. To test this a sample of 615 first-class midshipmen and 615 second-class midshipmen from the classes of 2002-2004 completed a survey regarding their experiences on summer cruise. Survey answers were grouped into several factors derived from a review of the literature in vocational psychology. The relationship between these factors and their final warfare community preferences were analyzed using several cross-tabulations, univariate tests and multivariate models. Cross-tabulations showed that only 25% of midshipmen change their warfare community preference during the last two years at the Academy. Independent Pearson Correlation (r) showed the affect of each of the different factors on warfare community selection. Of the different variables identified: gender, academic major, running-mate qualification/experience, and ship morale were found to have an impact on the desire to select surface warfare at the conclusion of the summer training experience. The multivariate models (logit) verified that the above variables were significant in determining the choice of warfare community and also showed that observed ship morale was the dominant factor above all others in helping to form career interests. / Lieutenant, United States Navy

Approved for public release, distribution is unlimited / It is unknown if the Summer Seminar program, which gives rising high school seniors a six-day look at Naval Academy life, has resulted in a more successful midshipman. While not previously discussed in literature, there are an abundance of studies on civilian recruiting and orientation programs, as well as realistic job previews and expectation-lowering procedures. Based on this literature, it is theorized that Summer Seminar program participation will be positively correlated to increased graduation rates and increased academic cumulative quality point ratings, as well as increased military and physical performance. This hypothesis was tested using multiple hierarchical regressions on population data obtained from the Classes of 1997 through 2003. Success is defined using seven dependent variables organized by academic, military, and physical performance. The key independent variable is participation in the Summer Seminar program, while eleven other independent variables control for demographics, selection criteria, and proven indicators of success. Participation in the Summer Seminar program had a significant relation to increased graduation rates, increased academic cumulative quality point ratings, increased military cumulative quality point ratings, and increased physical readiness test scores. This study concludes that the Summer Seminar program makes a unique contribution to midshipman success at the Naval Academy. / Lieutenant, United States Navy

Submitted by Thaís Barrozo Melo (thais.melo@hotmail.com) on 2017-06-28T02:02:15Z No. of bitstreams: 1 Dissertação Thaís Melo - Problemas de mulher FINAL.pdf: 1720995 bytes, checksum: 6cce8c1ee10d2c80e21f6534f5b5699d (MD5) / Approved for entry into archive by Rafael Aguiar (rafael.aguiar@fgv.br) on 2017-06-29T17:45:53Z (GMT) No. of bitstreams: 1 Dissertação Thaís Melo - Problemas de mulher FINAL.pdf: 1720995 bytes, checksum: 6cce8c1ee10d2c80e21f6534f5b5699d (MD5) / Made available in DSpace on 2017-07-04T18:24:42Z (GMT). No. of bitstreams: 1 Dissertação Thaís Melo - Problemas de mulher FINAL.pdf: 1720995 bytes, checksum: 6cce8c1ee10d2c80e21f6534f5b5699d (MD5) Previous issue date: 2017-04-03 / The present dissertation aims to construct an anthropological analysis about the recent female insertion in the Brazilian Naval Academy. Through the ethnographic research carried out at the institution between 2014 and 2016, it seeks to discuss the way gender stereotypes guide military formation, since barracks are gendered and gender-defining spaces. I argue that the inner vision of women as the other, therefore potentially 'problematic', has as effect the construction of spaces of feminility, guaranteed by the relationship 'from woman to woman' and by a morality anchored in traditional values. However, these spaces aim at the reproduction of feminine characteristics understood as antagonistic to the exercise of military functions, since principles of virility make up the deal of military effectiveness. The warrior’s male body would be the proof of his 'natural' fitness to the military functions, against the female body. In an opposite way, the female body is related to the private-motherly domain, characterized by the lack of those capabilities. Therefore, in this context of inclusion of women in career war by virtue of law, the female body is understood as a 'problem'. / A presente dissertação tem como objetivo construir uma análise antropológica acerca da recente inserção feminina na Escola Naval brasileira. Através da pesquisa etnográfica realizada na instituição entres os anos de 2014 e 2016, busca-se discutir a maneira pela qual os estereótipos de gênero pautam a formação militar, visto que a caserna é uma instituição generificada e generificadora. Argumento que a visão interna das mulheres como o outro, portanto potencialmente 'problemáticas' tem por efeito a construção de espaços de feminilidade, garantidos pela relação 'de mulher para mulher' e por uma moralidade ancorada em valores tradicionais. Todavia, esses espaços visam à reprodução de características 'femininas' entendidas como antagônicas ao exercício de funções militares, pois princípios de virilidade que compõem o ideal de eficácia militar. O corpo hipermasculinizado do guerreiro seria prova de sua adequação 'natural' as funções militares, face ao corpo feminino que, de maneira oposta, é relacionado ao domínio privado-materno, caracterizado pela falta dessas capacidades. Portanto, nesse contexto de inserção das mulheres na carreira bélica por força de lei, o corpo feminino é entendido como 'problema'.

Submitted by Maria Dulce (mdulce@ndc.uff.br) on 2014-07-03T14:45:12Z No. of bitstreams: 1 Donin, Luana-Dissert-2014.pdf: 1409112 bytes, checksum: 42faeb22b707267f9aa6ed5da73bedb2 (MD5) / Made available in DSpace on 2014-07-03T14:45:12Z (GMT). No. of bitstreams: 1 Donin, Luana-Dissert-2014.pdf: 1409112 bytes, checksum: 42faeb22b707267f9aa6ed5da73bedb2 (MD5) Previous issue date: 2014 / Este trabalho centrou-se na Academia de Marinha, instituição voltada ao ensino militar do oficialato naval do Império do Brasil no século XIX. Entre as décadas de 1830 e 1850, sofreu inúmeras intervenções e reformas que tiveram como foco a consolidação de uma educação militar para o oficial naval, que deveria lidar com os avanços tecnológicos e científicos produzidos na área naval e de guerra, uma nova concepção mais profissionalizada da carreira militar e a introdução de uma nova relação entre o aspecto militar e o Estado, que então se formava. Nesse sentido, buscou-se através da análise do processo reformista, que culminaria com novos Estatutos em 1858, mapear as possíveis inovações e heranças para o ensino militar naval em uma Marinha em plena transição. / This work focused on the Naval Academy, an institution dedicated to the education of naval military officer corps of the Empire of Brazil in the nineteenth century. Between the1830s and 1850s, has experienced numerous interventions and reforms that have focused on the consolidation of a military education for naval officer, who should deal with technological and scientific advances made in the naval area and war, a new more professional design military career and the introduction of a new relationship between the military aspect and the State that was being formed. Accordingly, we sought through analysis of the reform process, which culminated in 1858 with new statutes, map the possible innovations and legacies for naval military training in a Navy in transition.