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Identifying the True Military Factor in RNZAF TrainingSimons, Murray Vaughan January 1997 (has links)
This thesis seeks to identify both the existence and cost of the military factor in
RNZAF training. In the past, educational evaluation teams have had difficulty in
assessing the efficiency of RNZAF training because no clear definition has
existed for this uniquely military element. This thesis attempts to define the term
by dissecting the popular use of the phrase into three separate parts: the true
military factor, the corporate factor and inefficiencies. The true military factor is
defined as the component of RNZAF training that inculcates the military culture
in students during formal training. This culture is further refined to focus on the
teaching of institutional values. The corporate factor however, refers to the
selected methods and standards employed by a training provider. Instead of the
military factor, it was hypothesised that the corporate factor represented the
greatest cause for the cost difference between the RNZAF and civilian training
providers. Based on the findings of overseas research, the thesis goes on to
consider the possibility that the military factor may in fact be self-selected, rather
than inculcated. To investigate this hypothesis, the study uses an established
instrument to assess student attitudes of loyalty. To test whether the RNZAF
self-selects pro-military attitudes, the study compared the scores of new recruits
with the scores of serving personnel. To test whether the RNZAF inculcates promilitary
attitudes during formal courses, the study compared students' pre- and
post-course scores. The study found that only minimal increases in attitudes
were evident as a result of formal courses and that no significant difference was
found between recruits and serving personnel. In addition to those two
investigations the thesis goes on to develop a spreadsheet model for optimising
corporate factors and minimising inefficiencies. Although this model is
functional in its present form, future developments will further enhance its
potential. The study concludes that the RNZAF self-selects pro-military attitudes
and, with the exception of recruit courses, does not teach them. The thesis
argues that the military factor represents only a minimal part of RNZAF training.
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Transnational Parenting and Cultural Capital : A qualitative study on cultural capital and parenting strategies of English-speaking migrants in Sweden.Harris, Krystal January 2019 (has links)
This study explores how English-speaking migrant parents in Sweden value transnational and linguistic cultural capital, and how they draw upon their own cultural resources in order to help their children acquire these forms of capital and inculcate a habitus. Bourdieu’s theory of cultural capital, social capital and habitus are used in a qualitative study in order to investigate how parents cultural capital was valued in the new cultural context, how they acquired new, more relevant capital for themselves, and how this shaped the aims, expectations and strategies they had to help their children acquire valued forms of capital. Despite possessing a valuable form of linguistic capital, parents sometimes felt themselves to be limited within the Swedish setting, however this was justified due to the opportunities seen to be available for their children. Parents expressed they wished their children to develop a global perspective and develop skills and knowledge that would allow them to operate in transnational settings. In a rapidly changing world, it was difficult to know which skills would be required, but due to their knowledge of multiple national contexts, they felt that they were in a good position to help their children acquire the forms of capital that had been useful for them in their own experiences of migration. The parents negotiated these multiple national settings, taking what they saw as valuable from each, thereby helping their children’s acquisition of both linguistic and transnational capital.
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