Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This thesis is a description of the Armed Forces Radio and Television Service (AFRTS) with an emphasis on its informational and educational aspectso The thesis opens with a history of AFRTS, tracing its development from the early days of World War II through Korea to today's service of over 300 radio and television outlets in all areas of the world where American servicemen are stationed. The concept of operations of AFRTS is also discussed, describing the radio networks and the television distribution systems. Policies governing programming on AFRTS are also discussed in detail. Special emphasis is given to the operating philosophy of AFRTS. This is followed by a description of some of the various kinds of programs available on AFRTS. Examples are used only to indicate the range of programming available to the individual serviceman overseas. Audience reaction to AFRTS by both the American and foreign audience is examined. The American military man overseas finds AFRTS to be an essential serviceo AFRTS is found to serve five major functions for the foreign audience: Emergency Alerting; Taste Setting (fashion and music); English Learning; Source of Credible Information about the United States. This thesis concludes that AFRTS is a potent education force and morale booster for the individual service member, keeping him informed about the world of events and his responsibilities as an American fighting man. / 2031-01-01

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Thesis (M.S. in Management)--Naval Postgraduate School, September 1998. / Thesis advisor(s): Euske, Kenneth ;Cuskey, Jeffrey . "September 1998." Includes bibliographical references (p. 141-145). Also available online.

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This thesis explores institutionalized discrimination in the United States Military by examining the rationales given for policies that exclude, or limit the military service of racial minorities, women and homosexuals, and the rationales given for altering such policies. outgroups such as racial minorities, women and homosexuals are presumed to be a threat to the white male heterosexual majority within the military services. The presence of these outgroups in the military has been officially characterized as threatening to small-unit cohesion, and therefore threatening to military readiness. This thesis was first based upon the assumption that the rationales favoring discriminatory policies, and rationales favoring reform, would be expressed in the language of small-group theories of cohesion, that is, cohesion based upon the self-categorization of group members, or the interdependence of group members. However, in the data analysis process, two other rationales emerged: the ideological and the bureaucratic rationales. Data illustrating these four rationales were drawn from a content analysis of articles and other commentary published in the New York Times. Statements were crosstabulated by the stance (exclusionist or reformist) they supported and the rationale (self-categorical, interdependent, ideological or bureaucratic) they employed to justify the stance. This analysis was first done separately for each of the three groups, racial minorities, women and homosexuals, and then the data for each of the three outgroups were compared and contrasted. Findings indicate that despite the military's official characterization of outgroups as a threat to small-unit cohesion, relatively little of the debate was expressed in terms of small-group theories of cohesion-the self-categorization of, or interdependence of group members. The most frequently employed rationales were, in fact, ideological in character. Between the three groups, however, some differences in patterns of rationales and stances emerged. The findings are placed in their historical and political contexts to help explain the results of the analysis, and to illuminate the experience of racial minorities, women and homosexuals in the United States military.

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This study examined the curriculum evolution process of the Industrial College of the Armed Forces (ICAF) and its predecessor, the Army Industrial College (AIC), as it was influenced by a variety of factors between the years 1924 and 1988. Most of the published material used for this study was found in the library of the National Defense University, Fort Lesley J. McNair, Washington, DC. Additionally, current and past College faculty and staff members were interviewed. Six main questions served to guide and focus inquiry for this study. These questions concerned how the curriculum evolution process was affected by (1) various influential persons, (2) recommendations of commissions and boards, (3) social, economic, and political phenomena, (4) military and civilian faculty, (5) educational philosophy, and (6) technological advances. Using the historical method, the study identified five distinct periods in ICAF's curriculum history: 1924-1941, during which AIC's original curriculum sought to forestall a recurrence of industrial mobilization problems; 1943-1964, which saw the emergence of economic mobilization as the overarching curriculum theme; 1964-1975, a time when a strong leader completely restructured the curriculum theme to emphasize management and active learning; 1975-1984, a period when NDU was created as the joint college umbrella, applied behavioral science was introduced, and the curriculum theme returned to mobilization; and 1984-1988, during which the conceptual frameworks of joint and combined warfare and the systems approach guided the continuing search for academic excellence and rigor. The study found that each of the potential change agents affected the way the curriculum evolved. However, the most influential factor was the occasional person who interpreted the significance of a multiplicity or phenomena in an innovative fashion, and consciously chose to restructure curriculum. Commandant, Lieutenant General August Schomburg and Dean of Faculty and Academics, Colonel Barry M. Landson, were the two most effective individuals in this regard. Consequently, the study concluded that, for the most part, curriculum planning was not an orderly, systematic, and analytical process. Generally, curriculum change was found to be incremental and often based on which subjects received greatest media attention or the relative argumentative forcefulness of proponents. / Ed. D.

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