DDR is meant to bridge the gap between child soldiering and civilian life. The challenges in the delivery of effective DDR programs serve as barriers to adequate support for child soldiers. Increasingly, research has also considered the gender-specific challenges and barriers that former girl soldiers face and the limited (if any) support they receive through DDR initiatives. DDR supports for girl soldiers who have become mothers are even less likely to meet their complex needs. As such, ‘girl soldiers as mothers’ and their children remain outside the dominant DDR discourse and subsequently do not get the attention, they need in DDR programming documents. While the discourse within DDR programs has progressed to include sexual violence and some gender-specific needs, these additions are insufficient for meeting the diverse needs of girl child soldiers and their children. The result is girl soldiers who become mothers and their children remain unprepared for returning to their communities or society, and their communities continue to be unprepared to receive them.

No description available.

This research examines the usable knowledge gained or refined through Distributed Learning from Naval Postgraduate School for personnel serving in operational billets. The population studied was students currently enrolled or students that had completed the Information Systems and Operations certificate program. The study used a web based survey for data collection and used that data to answer four research questions. The data clearly demonstrates that Distributed Learning is equivalent to resident coursework in terms of usable knowledge gained or refined and distributes that usable knowledge quickly and efficiently to individual servicemembers. Beyond the individual, a direct transfer to the organization of a portion of the knowledge gained or refined occurs. The data suggest that frequency of use of skills can be used as a measure of effectiveness for the Distributed Learning program at Naval Postgraduate School, but more data are needed to be conclusive. Additionally, the results provide evidence that Distributed Learning provides a strong, social interaction learning context. This evidence challenges the assertion that social interaction between students and faculty is primarily a characteristic of resident coursework and a limitation of Distributed Learning. / US Marine Corps (USMC) author.

Approved for public release; distribution unlimited / Botswana remains one of the few countries in the world (and the only country in the South African Development Community (SADC)) where females are legally prohibited from joining the military. The political and social pressure in the 21st century has softened the opposition of many influential politicians and bureaucrats to calls for inclusionary statutes. This thesis examines the possibility of opening doors to women in the Botswana Defence Force (BDF). It examines the policies, programs and scope of the role of women in the US armed services, Canadian Forces (CF) and the South African National Defence Forces (SANDF). It identifies from these highlights the most effective approaches to recruiting, training, and retaining women in the BDF once the opportunity is availed. In particular, this thesis examines the Six critical policies of the US armed services and the CF, namely, sexual harassment, fraternization, employment of women, equal opportunity, pregnancy, and family care. This thesis considers the lessons from these for the BDF. Two critical cases of sexual harassment, (the 1991 Tailhook Navy and Marine Corps Convention and the 1996 US Army's Aberdeen Proving Ground incident), are highlighted in the study. The leading recommendations emphasize the need for the BDF to take the steps required to evoke a cultural change to affect the attitudes and perceptions of personnel and to examine how the SANDF administers its policies as they pertain to women. / Major, Botswana Defence Force

Thesis (LL. M.)--Judge Advocate General's School, U.S. Army, 1973. / "April, 1973." Typescript. Includes bibliographical references. Also issued in microfiche.

Thesis (M.P.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains v, 86 p. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Field problem. Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Field problem. Includes bibliographical references.