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This research is the only specific study to date which attempts to consider the work of all the Residential Special Schools in Scotland for children who exhibit emotional, social or behavioural difficulties. It considers whether these schools are in terminal decline or whether they continue to make an important contribution to Scottish education as a whole. Although there is considerable literature about theoretical issues, there has been relatively little direct empirical research into the work of these schools and their client population and an almost total lack of interest in the curriculum. The field work was conducted from 1982 to 1988 at a period of considerable change and upheaval in the Residential Special Education sector in Scotland. It is a descriptive and evaluative study adopting a particular orientation in curriculum theory. Part One considers the wider context within which these residential special schools operate including their complex historical background, the theoretical viewpoints (notably those relating to maladjustment and delinquency) which have come to predominate, present systems in Britain for dealing with problem children, as well as comparable education-based systems in other parts of the world. It is argued that in many respects educational and social policy in Scotland towards these children has evolved in a distinctive fashion. There is a review of research literature in this field and the methodology and orientation of this enquiry are examined. Part Two sets out the field studies in detail. It considers the provision available for the numerically smaller groups of younger children, single-sex schools for adolescent girls and the approach towards children held in Secure Units. The majority of residential placements are for adolescent boys aged 14-16 years, who are typically of normal intelligence but have poor school attainments and little realistic chance of reintegrating into mainstream schools. It is noted that there is a remarkable diversity of approach evident in the residential schools. This diversity is conceptualised as a spectrum moving from 'left' to 'right'. Many of the residential schools in the centre can be described as 'Orthodox'. They are an adjunct to other forms of mainstream and special educational provision in Scotland. However, those referred to as 'Alternative Communities' together with the Secure Units provide an experience radically different to education in its conventional form. Part Three analyses and evaluates these schools in terms of a process model of the curriculum. It is argued that as well as promoting instrumental learning the residential special schools make explicit the 'hidden curriculum' of the ordinary mainstream school. An understanding of the processes and values that sustain their curriculum, rather than the unsophisticated application of an objectives-outcomes model, is the key to meaningful evaluation of these schools. The function of research in this regard is to 'illuminate' a complex situation not to pretend to 'measure' it. Finally the policy implications of the research are considered including the theoretical and methodological implications. A number of appendices and tables are provided.

The thesis opens with a discussion of the need or otherwise for radical intervention in educational theory and practice, and the manner in which such, when it occurs, may be interpreted as 'extremism', seriously disabling any contribution that the radical might make. It is proposed that a series of confrontations with reality, in the form of specific incidents, comprise the fundamental building blocks of an individual's experience. An analysis is presented of the manner in which the confrontation between an individual and an incident develops; this includes the development of extremism. The resultant schema is of relevance to the entire thesis. Having argued that there is a real problem (when radicals, in confronting reality, see some people as marginalised and attempt to help them, they themselves are marginalised and rendered ineffectual), the thesis proceeds to look more closely at radicals. In an attempt to clarify the situation, a detailed description is offered of the factors responsible for the genesis of the radical: whence comes his or her philosophy? Notwithstanding the legitimacy (in the opinion of the thesis) of the radicals' reaction to reality, it appears, as has been noted, that their voices are not heard. The mechanisms that produce this deafness in society are discussed, and the manner in which many individuals who are aware of the unjust marginalisation of some groups nevertheless become passive and inert before a problem that is, they feel, too great for them. Fundamental to this inertia is the ultimate acceptance of a vision of the person which tolerates inequity and injustice so long as they are features of someone else's experience. Opposed to this inertia, radicals seek to accompany marginalised individuals and groups.

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Approved for public release; distribution is unlimited / Each year the United States Marine Corps suffers excessive loss of man years from Marines awaiting entry-level schools. During fiscal year 2001 (the most recent complete time-awaiting-training data), Marines exceeded 2,800 man years of time awaiting training. Non-infantry personnel comprise 80% of the more than 30,000 recruits shipped to Marine Corps Recruit Depots each year, but they constitute almost 95% of the 2,800 man-year loss. Marine Corps manpower planners consider the current level of loss unacceptable and believe significant improvement can be gained by optimally scheduling courses at Military Occupational Specialty (MOS) schools. This thesis uses an integer linear program, Entry-Level Course Scheduler (ELCS), to optimize a course schedule that includes recommended seat assignments by MOS and gender. ELCS seeks to minimize the time awaiting training while successfully meeting yearly classification requirements. ELCS results using fiscal year 2003 data indicate time awaiting training can be reduced to only 1,700 man years (a 1,100 man-year improvement, when compared with fiscal year 2001 data). / Captain, United States Marine Corps

This research was conducted per a Navy Warfare Development Center request that the Naval Postgraduate School update the Navy's TACMEMO: Integration of UVs into Maritime Missions TM 3-22-5-W. Unmanned Surface Vehicles (USVs) are expected to becoming an integral part of the Navy's maritime mission. To incorporate USVs into the fleet, manpower issues must be identified and resolved, i.e., manning requirements supporting USV operations; and analysis of the rate/rating, skill sets, training and procedures required to operate and maintain USVs. The methodology included Navy lessons learned, operation evaluation reports, and technical documentations from past and ongoing fleet employment of USVs to identify manning issues. Research findings included: current USV launch-and-recovery systems on host ships are personnel intensive compared to other available systems; knowledge, skills and abilities required of USV support personnel are identified within the BM, EM, EN, ET (Surface), GM, IT, OS, STG (Surface) rating occupational standards, and it would be easier to train personnel from these ratings for USV support; and a formal training path should be established for USV operators. In consonance with Navy Human Capital direction, naval platforms must operate with reduced manning, however, unmanned systems definitely require trained and specialized personnel to operate and maintain.