東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Learning about military effectivenes...

Rutgers The State University of New Jersey - New Brunswick., Graduate School - New Brunswick.

FindBook

Google Book

Amazon

博客來

Learning about military effectiveness: Examining theories of learning during the Russo-Japanese War.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Learning about military effectiveness: Examining theories of learning during the Russo-Japanese War./
作者:	Vacca, William Alexander.
面頁冊數:	466 p.
附註:	Adviser: Jack S. Levy.
Contained By:	Dissertation Abstracts International70-03A.
標題:	Military Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3350147
ISBN:	9781109072471

Learning about military effectiveness: Examining theories of learning during the Russo-Japanese War.
Vacca, William Alexander.

Learning about military effectiveness: Examining theories of learning during the Russo-Japanese War. - 466 p.

Adviser: Jack S. Levy.

Thesis (Ph.D.)--Rutgers The State University of New Jersey - New Brunswick, 2009.

This dissertation tests the relative effectiveness of the Bayesian rational choice, bureaucratic interest, cognitive psychological, and ideational research programs in explaining how observers draw conclusions from the experience of others. I examine the conclusions reached by members of the armies and navies of Germany, the United Kingdom, and the United States about the effectiveness of certain military and naval tactics and armaments during the Russo-Japanese War of 1904-1905. Drawing on the primary source material generated by accredited observers, official military histories, and professional publications of military officers, and employing learning hypotheses generated by the four contending research programs, I am able to draw conclusions about the use of these research programs for scholars seeking to understand the process and outcomes of vicarious learning.

ISBN: 9781109072471Subjects--Topical Terms:

1017606
Military Studies.

Learning about military effectiveness: Examining theories of learning during the Russo-Japanese War.
LDR:02599nam 2200301 a 45 001 855725
005 20100708
008 100708s2009 ||||||||||||||||| ||eng d
020 $a 9781109072471
035 $a (UMI)AAI3350147
035 $a AAI3350147
040 $a UMI $c UMI
100 1 $a Vacca, William Alexander. $3 1022389
245 1 0 $a Learning about military effectiveness: Examining theories of learning during the Russo-Japanese War.
300 $a 466 p.
500 $a Adviser: Jack S. Levy.
500 $a Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 1019.
502 $a Thesis (Ph.D.)--Rutgers The State University of New Jersey - New Brunswick, 2009.
520 $a This dissertation tests the relative effectiveness of the Bayesian rational choice, bureaucratic interest, cognitive psychological, and ideational research programs in explaining how observers draw conclusions from the experience of others. I examine the conclusions reached by members of the armies and navies of Germany, the United Kingdom, and the United States about the effectiveness of certain military and naval tactics and armaments during the Russo-Japanese War of 1904-1905. Drawing on the primary source material generated by accredited observers, official military histories, and professional publications of military officers, and employing learning hypotheses generated by the four contending research programs, I am able to draw conclusions about the use of these research programs for scholars seeking to understand the process and outcomes of vicarious learning.
520 $a The results of these tests indicate that the ideational research program, which emphasizes culturally constructed and shared heuristics and ideas, is able to explain the most variation in the conclusions drawn by these observers and commentators about the Russo-Japanese War. The bureaucratic interest based approach does an extremely poor job of explaining these same outcomes. Both the Bayesian rational choice and the cognitive psychological model show mixed success. While they are each able to demonstrate some explanatory value, they fail to predict important aspects of the learning experience. The ideational approach explains all that is explained by the other research programs, as well as much that the other approaches left unexplained.
590 $a School code: 0190.
650 4 $a Military Studies. $3 1017606
650 4 $a Political Science, General. $3 1017391
650 4 $a Political Science, International Law and Relations. $3 1017399
690 $a 0615
690 $a 0616
690 $a 0750
710 2 $a Rutgers The State University of New Jersey - New Brunswick. $b Graduate School - New Brunswick. $3 1019196
773 0 $t Dissertation Abstracts International $g 70-03A.
790 $a 0190
790 1 0 $a Levy, Jack S., $e advisor
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3350147