Thesis (D. Min.)--Denver Seminary, 2006. / Abstract. Includes bibliographical references (leaves 204-209).

Thesis (M.S. in Management)--Naval Postgraduate School, March 2010. / Thesis Advisor(s): Mehay, Stephen L. ; Hatch, Bill. "March 2010." Description based on title screen as viewed on April 28, 2010 Author(s) subject terms: U.S. Air Force, Retention, Promotion, Officer Commissioning Sources, Logistic Regression, Air Force HR. Includes bibliographical references (p. 87-89). Also available in print.

Thesis (D. Min.)--Denver Seminary, 2006. / Abstract. Includes bibliographical references (leaves 204-209).

Thesis (M.A.)--University of Massachusetts Amherst, 2008. / Includes bibliographical references (p. 62-63).

Doctor of Philosophy / Department of History / Donald J. Mrozek / This dissertation examines the development of the professional military studies curriculum at the United States Air Force Academy. The study explores the rationale behind establishing an Air Force Academy, along the lines similar to the U.S. Military Academy at West Point or the U.S. Naval Academy at Annapolis. The quest for an additional academy emphasized the need for specialized training of air force cadets and creating a common bond for its future officer corps, rather than recognizing the necessity to equip them with a professional military education regarding warfare and how air power influences war, for example. This trend continued in the two main studies used to justify the Air Force Academy, as well as the development of the initial curriculum, where an integrated academic curriculum, one that emphasized both the sciences and engineering as well as the social sciences and humanities, placed any discussion of professional military studies on the back burner. The challenge of the Academy’s general academic curriculum on the cadet’s time left little room for the development of a strong, rigorous professional military studies program. However, the confluence of a cheating scandal at West Point and the resulting report, as well as a reflection during the 25th anniversary of the Academy’s founding in 1979, which developed questions on the professional military studies program within the curriculum, led to the establishment of a Permanent Professor within the Deputy Commandant for Military Instruction, and resulted in drastic changes to the curriculum for the cadets, specifically involving professional military studies. Today, the United States Air Force Academy has a Department of Military and Strategic Studies under the overall authority of the Dean of Faculty. This department has as its charter the role to provide “the study of the context, theory, and application of military power”—with special emphasis on the role of airpower to the art and science of war. The document that helps define the duty of the department also states that this necessary study for officer candidates constitutes “the essence of a military academy education” and, most certainly, the central core of a professional military studies program.

Thesis (M.A.)--University of Massachusetts Amherst, 2008. / Includes bibliographical references (p. 62-63). Also available via the Internet.

Thesis (M.S.)--Naval Postgraduate School, 2003. / Title from title screen (viewed Oct. 10, 2003). "June 2003." Includes bibliographical references (p. 91-94).

Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003. / Thesis advisor(s): Alice Crawford, Jeff McCausland. Includes bibliographical references (p. 91-94). Also available online.

Thesis (Ph. D.)--University of Washington, 1999. / Vita. Includes bibliographical references (leaves 167-172).

The purpose of this study is to examine the discourse surrounding sexual assault and policy change in the U.S. military. As rhetoricians continue to embrace public sphere theory, the field has started asking what rhetoric's role is in solving public problems. My research questions were twofold: how do rhetorical processes construct social realities around sexual assault and how have these processes impacted policy change? These questions seek to further examine the rhetorical nature of publics and public spheres, specifically those surrounding the military and its interaction with the civilian public. In order to answer these questions, the case studies herein make use of rhetorical histories, grounded theory, discourse analysis, and public sphere theory. Also integral to these cases is the study of anger as a rhetorical force. The role of anger in this discourse is important, as it informs the narrative that grows out of each case study and it shapes public response to formerly private problems. Rhetoric's intervention in these cases shows the power of policy, language, and the material impact of both. The major guiding principle of my methodology is that institutions are shaped and brought to life through rhetorical processes and that these processes construct social reality inside and out of the institution in question. This dissertation examines public facing documents – memos, press releases, speeches, interviews, and leaked documents – and arranges them chronologically to offer a broader view of the discourse around sexual assault in context. The two case studies examine how the culture reinforced by uniform and fitness policies enact gender-based violence and follow the public responses to these incidents. / Doctor of Philosophy / The rise in high-profile sexual assault cases in the United States has drawn public attention to the high rates of sexual and gender-based violence in some of our most important and visible institutions, including our athletic teams, our universities, and our military. Anger plays a predominant role in the public reaction to each new allegation and it shapes the conversations happening around incidents of gender-based violence as public awareness grows. What impact does public anger have on the discourse surrounding these incidents? This study explores the impact of public anger after two major sexual assault scandals in the U.S. military broke headlines: Tailhook in 1991 and the United States Air Force Academy in 2003. A decade apart, these scandals rocked the nation and its trust in the military; they also triggered rapid policy change and growth regarding women's place in the military and how future incidents would be handled.