This thesis addresses the implications of the Effects-Based Approach to Operations (EBAO) concept on U.S. Army doctrine. EBAO has the potential to radically change the Joint concept of warfare if one considers it as a more holistic approach to planning and conducting operations. Despite the Army's resistance to apply EBAO below the Corps level, numerous case studies from Operation Iraqi Freedom (OIF) and Operation Enduring Freedom (OEF) exist to prove otherwise and demonstrate how EBAO can be integrated into Army doctrine. This thesis begins by reviewing the evolution of EBAO from its inception during Desert Storm through Millennium Challenge 2002 (MC02) to its present form. Next, it compares Army doctrine to the current EBAO concept and identifies potential shortfalls and conflicts between the two. By addressing the major shortfalls or conflicts, this thesis answers the question of whether or not EBAO has a role in future Army doctrine. Finally, recommendations are made in the form of doctrine, organization, training, materiel, leadership, personnel, and facilities (DOTMLPF) as to how EBAO should be implemented into Army doctrine and what the implications of this application would be to the Army organization.

The following thesis examines the need for a holistic learning vehicle. Rather than accept the claims made for left and right hemisphere thinking, an examination is made of holism as defined by respected writers. Culled from their works are ideas of undeniable logic and indisputable claim. These are exposed as the basic components of holism that are likely to receive unquestioned acceptance by the most scientific of educators. It is a holistic perception that the world has to be appreciated for the relationships that give it unity. Only then will life take on meaning beyond the superficial, transient, or short term. Decisions can then be made that consider broad ideas rather than any narrow focus detrimental to the large body, be it a small community or the world. If this is to occur, there must exist a learning system that is capable of conveying the unquestionable holistic principles and ideas to children. Possessed of this, every student will have an appreciation for the unity of his/her world. Once this is understood, the individual will be better able to make judgments and decisions that consider broad needs and views. By so doing s/he will enhance the quality of life for him/herself and others. Upon these tenets are hung the attributes of Dr. Charles Brauner's Concept Gathering System. In Chapter III the earlier selected holistic verities are given a one-to-one relationship with the System to show how it incorporates the credible effects of holism. Subsequent chapters provide an in depth look at the Concept Gathering System. It is first described in detail (chapter IV). Then its function in practice is considered (chapter V). In chapter VI the benefits accruing from such holistic learning are outlined. Here the reader is reminded how the original values of holism are successfully met by the Concept Gathering System. Finally the System's application in the school is reviewed with particular attention given to its suitability to the gifted child, and the advantages offered to it by modern technological equipment. Appendix I is an example of the completed System. Appendix II shows how ideas and summaries can be gathered from a book passsage. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Thesis (doctoral)--Universität, Halle-Wittenberg, 2004. / Includes bibliographical references (p. [319]-340) and indexes.

The thesis pursued in this dissertation raises and examines a specific philosophical problem, essential to the study of the ontology of the social world. This problem has its origin in the question: 'how is is possible that the social world is constituted as a unified totality or complex whole?'. It is argued that the defining feature of a viable theory of social holism is that it is able to posit this metaphysical kind of problem. In this sense, the holist discourse that provides the terms for expressing the meaningfulness of this problem or the conditions of its legitimacy is, equivalently, an attempt to answer it, giving the form of the social world as an ontological domain. Thus this thesis discloses what is here proposed as the formal ontology of social reality and investigates the cluster of issues relevant to this. The study consists of three related stages (Parts). Part One spells out the formal mode of ontological inquiring and lays down the metatheoretical validity of holism. On the one hand, the principal idea is that the introduction of certain principles of relationality and of the "moment/whole" problematic establishes the basis of a non-extensional constitution of the social world; it is essential that individuals have the formal character of "entelechial Leibnizian monads" being in conceptual communication. On the other hand, the status of holist categories and commitments involves a transcendental mode of reasoning on the metaphysics of the social world. Part Two examines the three necessary moments of the conceptual communication in virtue of which individuals are constituted as essentially social persons. The first concerns the cluster of sociocultural concepts, the second the possibility of meaningful linguistic expression and the third the intentionality of thought. It is argued that by means of this notion of entelechial social personhood the categories of the 'individual' and the 'social' are integrated so that: a 'fact' about the individual's mind is not something enclosed within it, and the 'social' is not an empirically given environment 'containing' or causally influencing the mind. Part Three completes this holist non-extensional/non-atomic ontology by incorporating the semantics of the language of events characterizing the complex form of social states of affairs. Social events are shown to be complex wholes irreducible to their subjects. Furthermore, the temporal identity of the social world in the course of historical change depends on the reality of events; the interconnection of social events instantiates an intensional nexus of relations between ineliminable social properties.

Thesis (M.A.). / Written for the Dept. of Integrated Studies in Education. Title from title page of PDF (viewed 2008/07/24). Includes bibliographical references.

Rev. version of the author's PH. D. thesis, University of London, 1963. / Includes bibliographical references.

Thesis (Ph. D.)--University of Florida, 1984. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 165-180).

Rev. version of the author's PH. D. thesis, University of London, 1963. / Includes bibliographical references.

Thesis (PhD(Prakt. Teol.)--Universiteit van Pretoria, 2005. / Includes bibliographical references.

Thesis (doctoral) - Universität, Halle-Wittenberg, 2004. / Includes bibliographical references (p. [319]-340) and indexes.