Thesis (Ph.D.) - Carleton University, 2006. / Includes bibliographical references (p. 538-555). Also available in electronic format on the Internet.

Inaug.-Diss.--Heidelberg. / Vita. Bibliography: p. 98-105.

In response to challenging situations physiological and psychological adaptations result in elevated levels of arousal and when these levels are 'optimal' performance is enhanced. There are however, limitations to the amount of physiological and mental stimulation one can tolerate, with cumulative fatigue effects being the outcome when stressful conditions are imposed on the individual over an extended period of time. As a result of the extreme physical and cognitive demands placed on military forces while in combat, with soldiers being thrust into battle and required to make critical life-or-death determining decisions followed by appropriate motor responses, the physical and psychological capabilities of the troops are pushed to maximal limits, often resulting in undesirable decrements in physical and mental performance, with consequential human and materiel losses. Thirty-two soldiers participated in a battery of combat-related field and laboratory tests, first under 'normal' conditions with no prior physical activity and then immediately after the participation of an intensive bout of exercise. Physiological and perceptual responses plus standard of performance were measured at various stages of testing. Results of the Rating of Perceived Exertion (RPE), Body Discomfort Scale and heart rate responses revealed significantly higher levels of psychophysical strai,n in response to the strenuous physical activity. Despite these findings, the electromyographic (EMG) activity and efficiency of the combat-related skills were not negatively affected. Rather, nominal improvements in post-activity performance were noted, specifically response time, and this was attributed to elevated arousal and activation as a result of the exercise that was of sufficient duration to enhance arousal without imposing long term cumulative fatigue effects.

Bodies - be they fleshy or other - are simultaneously made by, made of, moved by, and the makers and movers of other bodies. Driven by the questions how do bodies emerge? what makes bodies move? and what can bodies do? bodies are placed at the very centre of this book in order to explain and show, not only how such bodily making and re-making - (re)making - and movement is done, but also why awareness and understanding of the processes and practices involved in the continual and ongoing (re)making and moving of bodies - of three particular kinds in particular (bodies of power/knowledge, humanised bodies, and bodies politic) - is vital to the study of international relations, conflict, and security and thus to the discipline of International Relations (IR). In short, bodies - of these three kinds in particular - require foregrounding because international relations, conflicts, and security practices are conducted by, on, and for bodies (humanised bodies and bodies politic in particular), according to bodies (namely referred to as dominant bodies of power/ knowledge, which become fleshed out as material bodies including humanised bodies and bodies politic and enact statecraft, further down the line). Moreover, as demonstrated in this book, which takes up the broad empirical case of post-9/11 American body politics and two case studies into the visual body politics of suffering and dead American soldiers since 9/11 and the 2013 Camp Delta hunger strike, there is much to be gained by taking the very particular embodiments of bodies into account, as every body is unique and it is according to distinctive bodily features, malaise/ailments, and feelings that bodies are moved to act (and in turn touch and move other bodies) and continually become other than they are.

This dissertation examines in detail, the organisation, training and operations of the 27th and 30th American Divisions during the period of Summer 1917 to the announcement of an armistice in November 1918. Particular emphasis is placed on the two divisions after they were attached to the II American Corps, especially their experience with the British Expeditionary Force in 1918, and the training received under the supervision of British officers. The II American Corps was unique in that it spent its entire service in France in the British sector. Originally it was composed of 10 divisions, but eight of these were removed by the commander of the American Expeditionary Forces, Gen. John. J. Pershing. The divisions were transferred to the First American Army and operated entirely independent of II American Corps. The two American divisions that remained with the British, the 27th and 30th, relied heavily upon their coalition partners for advice in training, supplies, equipment, food and more importantly, tactical leadership. Although General Pershing forbade American divisions from being amalgamated into Allied armies, in reality, the 27th and 30th Divisions became part of the BEF, especially the Fourth Army during the final campaigns of the war. Despite its attachment to arguably the best fighting force on the Western Front in 1918, the II American Corps suffered heavy casualties during its limited operational experience and, in many ways, failed to take advantage of lessons learned by the British Army during its campaigns of 1916-1917. This dissertation concludes that the relationship between the two American divisions and their British ally was in the end result a success. By allowing the 27th and 30th Divisions to remain behind with the BEF, Pershing provided the British with more than 50,000 able American troops to use at the front. Thus the two allies became Brothers-in-Arms.

Made available in DSpace on 2015-05-07T15:08:49Z (GMT). No. of bitstreams: 1 ArquivoTotal.pdf: 1204951 bytes, checksum: 3aa057d0eb57b2a6339b10a4f2767fde (MD5) Previous issue date: 2013-03-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study sought to investigate, with focus on gender relations, the gender (self) representations of male and female students submitted to the curriculum of the Soldier Training Program at Paraiba's Military Police (Technical Course in Preventive Police), developed by CFAP(Police Training Centre) located in the Education Center of Paraiba Military Police, in João Pessoa, during the period of September 19, 2011 to July 26, 2012. For this purpose, the research which is characterized as exploratory and descriptive social research merged qualitative and quantitative methods. The data collection used both documentary and empirical approaches. The former aimed to raise the official guidelines for the inclusion of gender articulating the results with the focused curriculum. The latter used survey questionnaires applied to a sample of students submitted to the curriculum, intending thus to identify how they associate representations and self representations of gender to the technical, professional and personal competencies described in the official curriculum. The documentary analysis pointed out that the formal curriculum current version was updated in 2005 to suit he orientations from SENASP through the National Curriculum Matrix; however, the curriculum on tents are still lacking with regard to the Thematic Area relative to diversity, where gender issues are included. The data analysis from the questionnaire showed that gender (self) representations of students are still clearly marked by a sexual and historic division of tasks, distinguishing gender roles corresponding to men and women in the exercise of police activities. The data analysis showed that the military organizational culture still identifies the military habitus only with masculinity, according to traditional gender dichotomies, therefore, it excludes female identity inside the police institution. The results suggest that the absence of a gender inclusive curriculum contributes to reproduce gender inequalities that are reflected in the delimitation of the roles performed by male and female soldiers in their professional activities. / A pesquisa caraterizada como pesquisa social de natureza exploratória e descritiva, centraliza o foco de seu objeto de estudo sobre o currículo da formação básica do Curso de Formação de Soldados da Polícia Militar da Paraíba (Técnico em Polícia Preventiva), desenvolvido pelo CFAP (Centro de Formação de Praças) localizado no complexo do Centro de Educação da Polícia Militar da Paraíba na cidade de João Pessoa entre os meses de setembro de 2011 e julho de 2012, buscando investigar através de questionário de que modo os profissionais de Segurança Pública formados pelo Curso em Estudo associam as competências construídas pela proposta curricular ao perfil de gênero homem e mulher. O estudo das competências curriculares associadas a cada gênero homem/mulher reflete as características gerais e específicas valorizadas pelo currículo do Curso em estudo, bem como também reflete, ilustrativamente, uma análise da incorporação da cultura policial militar caracterizada pelo universo simbólico essencialmente masculino que, de forma evidente, se manifesta numa série de condutas excludentes das mulheres, muito embora elas já façam parte do quadro ingresso na corporação paraibana desde a década de 80.

No description available.

No description available.

Since the first peacekeeping operation in 1948, the global security environment has changed and the United Nations Multidimensional Integrated Stabilization Mission in Mali - MINUSMA - established in 2013, has come to represent the emerging practice of deploying peacekeeping operations to asymmetric conflicts. Where there are on-going counter-terrorist operations, and no peace to keep. In 2014, the Swedish parliament passed a decision, that Sweden was to contribute with troops to MINUSMA, and nowadays, there is a political ambition for a long-term participation. Thus, the objective of this research is to examine the experiences of Swedish peacekeeping soldiers’ who have served in Mali by conducting a qualitative interview study. To better understand how they perceive and experience their service period and how the factors outlined in the ‘model of UN soldiers’ experience of their daily service’ influence it. The results from the interviews indicate that even though all soldiers’ has their own perception and experience of their service period, there are also many similarities, thus, a number of patterns were possible to discover. Further, all comments could somehow be linked to the service environment, which indicate that how the soldiers’ experience their service environment is dependent on the other factors outlined in the model. Due to Swedens long and well-established experience with peacekeeping operations, future studies could look at other peacekeeping missions.

The prohibition on the use of child soldiers is widely recognized. Still, it is estimated that 60,000 children were abducted and forced to take part in the internal armed conflict between the Lord’s Resistance Army and the Government of Uganda. Thus, this study examines how the formerly abducted children have experienced their return and reintegration. The thesis is based on a minor field study conducted in Gulu and aims at investigating whether the provision of remedies aids or hinders their reintegration. Using theories of recognition and a conceptualization of successful reintegration, I analyze the semi-structured interviews with fourteen former abductees and ten other community members. The findings suggest that the process of return is fraught with many challenges. It is concluded that the absence of symbolic and material reparations is an obstacle to successful reintegration and sustainable peace as the lack of recognition can drive future social conflict in Uganda.