This is not your great-grandfather's, or even your grandfather's, military. Our research should be full explorations of the changing landscape.

This thesis examines Northern and Southern Rhodesia's history through the formation and development of their police and military units from the time Rhodesia was created in 1890 until the end of the Second World War. Southern Rhodesia, founded after a series of short and bloody frontier wars, was a self-governing British colony under a white minority and centered its peace-time security efforts around keeping an eye on potential uprisings from the African majority. White Northern Rhodesians viewed the African majority with similar suspicion although they were never able to exclude Africans from territorial defense. Northern Rhodesia was governed from London and ultimate power did not lie with the settler community. The importance of the Second World War for Southern Rhodesia is that, because of British strategic policies, Rhodesians received perhaps the widest possible military exposure of any allied nation of the War. Because of a lingering hostility and suspicion by the Union of South Africa, Britain's prewar plans for defending their African empire were centered on making use of the skilled white manpower of Rhodesia and Kenya. Added to this was the willingness and apparent positive reception by white Rhodesians of black units in the Southern Rhodesian army, a break with the exclusively all-white tradition that prevailed up until then. The political capital accrued to Southern Rhodesia because of its close cooperation with Britain was perhaps the significant factor in the establishment of the Federation of Rhodesia and Nyasaland in 1953 which included Northern Rhodesia and Nyasaland. The Federation was Southern Rhodesia's supreme political achievement and the closest it came to legal independence and international respectability.

Thesis (M. Div.)--Emmanuel School of Religion, 2004. / Vita. Includes bibliographical references (leaves 92-93).

This qualitative study used a historical research method to eliminate the gap in the historical knowledge of Air Command and Staff College (ACSC) curriculum evolution in the post-Cold War era. This study is the only known analysis of the forces that influenced the ACSC curriculum and the rationale behind curricular change at ACSC in the post-Cold War era from the publication of the Skelton Report to the present. Data for this study were gathered through personal interviews with past and present members of the ACSC faculty and leadership, and review of published and unpublished historical ACSC curriculum documents. Research for this study revealed that the ACSC curriculum was continually in flux during this time period. At no time did the ACSC curriculum remain exactly the same as the previous academic year. The curriculum was responsive to external and internal influences. External influences were the Skelton Report, the Chairman of the Joint Chiefs of Staff, the Department of Defense, the Air University Commander, and world events. Internal influences include the ACSC Commandant and the ACSC faculty. The most significant and radical changes to the ACSC curriculum originated with those individuals or groups of individuals in positions of authority over military education institutions, primarily the Skelton Panel, Chiefs of Staff of the Air Force, and ACSC Commandants. Many minor changes were made to the ACSC curriculum during this time. Significant curricular changes made were not lasting changes. New leadership at times eliminated all or large parts of the curriculum they inherited because of personal preference. The ACSC curriculum is therefore subject to potential cyclical curricular change coinciding with changes in military leadership, which averages every two years. This study concludes that the ACSC curriculum changed often, sometimes significantly, in the post Cold War era. The frequent curricular change frustrated many faculty members and led to periods of turmoil within ACSC. ACSC is not likely to realize a period of curriculum stability until the Air Force places limits on the scope of curricular change its leaders are allowed to make at ACSC without approval and considers assigning professional educators to leadership roles in its Professional Military Education institutions. This study recommends that the Air Force consider placing a system of checks and balances on the ability of ACSC Commandants to reinvent the curriculum and placing professional educators in the positions of Air University Commander and ACSC Commandant in order to slow the rate of curricular change and bring a level of stability to the ACSC curriculum.

In Mao¡¦s era , Mao Zedong had a dominant leadership role, and PLA political role was affected by Mao¡¦s authority. PLA had to subordinate to Mao¡¦s order. PLA only played a role as a tool. After the 1978 reform, Deng Xiaoping promoted military modernization in the 1980s to reduce the political influence of the military. After Deng¡¦s death, Jiang Zemin lacked the personal authority and military background. As a result, Jiang had to grant concessions to PLA in order to ensure its support. One concession had obviously been the unprecedented participation of military chiefs in foreign affairs decisions that were of concern to PLA, including issues related to Taiwan and relations with the United States. Besides, in Jiang¡¦s era, the opportunities and channels which PLA participated in foreign policies increased. PLA influence in foreign policy was stronger than Mao¡¦s era and Deng¡¦s era. The research motivation of this essay is to expect that can understand the change of PLA political influence. The research aims of the essay include the following: 1. exploring the factors that affect PLA political influence; 2.probing into PLA participation in foreign policy, and realizing PLA political influence; 3.analying military diplomacy, and understanding the cooperation between PLA and Ministry of Foreign Affairs; 4.probing into the conflict between PLA and Ministry of Foreign Affairs, and understanding PLA strong attitude; 5.analying the decision model, Party-Military relations, political situation, the issues related to the national security, and deducing PLA political influence in the future.

A nation¡¦s military strategy is changes with the integrated environment¡¦s transformation in different time which including international environment, national power and types of war. Two things had happen in the phase from later of 1980¡¦s to early of 1990¡¦s: 1. The collapse of Soviet Union and East European Communist Group that caused the international system became multi-pole system (or one super power and several great power system ); 2. The Gulf War in 1991 that means the type of war started to transform from mechanical war to informational war. In the such conditions. China decided to change it¡¦s military strategy in the new era from ¡§prepare to handle the local war in the normal conditions¡¨ to ¡§prepare to win the local war in the high technical conditions¡¨ in 1993. Then, China declared it¡¦s military strategy transformed from ¡§prepare to win the local war in the high technical conditions¡¨ to ¡§prepare to win the local war in the informational conditions¡¨ in China¡¦s National Defense White Paper 2004 and 2006. The paper focus on China¡¦s military strategy changing in the post cold war era that including four main parts: 1. An Analysis of the environment¡¦s changing of military strategy, such as international environment, types of war, military affairs changes, developments of economics, technology and informational; 2. An Analysis of the transformations of China¡¦s strategy culture and national security strategy; 3. An Analysis of the developments of military strategy source that including military institutions and organizations, national defense technology and weapon system, military education and training, military logistics and expense; 4. A forecast of the trend and limitations of China¡¦s military strategy in the future.

Thesis (Ph. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains xi, 187 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 148-154).

Thesis (M.S.)--Naval Postgraduate School, 2002. / Thesis advisor(s): Shu S. Liao, John E. Mutty. Includes bibliographical references (p. 41-42). Also available online.

Thesis (M.A.)--Guo li zheng zhi da xue, 1974. / Reproduced from typescript; on double leaves. Includes bibliographical references (leaves 134-135).

Thesis (M.A. in Security Studies (Civil Military Relations))--Naval Postgraduate School, March 2004. / Thesis advisor(s). Includes bibliographical references (p. 105-110). Also available online.