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American Military Studies Number 3
No full textStilwell and Mountbatten in Burma explores the relationship between American General Joseph “Vinegar Joe” Stilwell and British Admiral Lord Louis Mountbatten in the China-Burma-India Theater (CBI) and the South East Asia Command (SEAC) between October 1943 and October 1944, within the wider context of Anglo-American relations during World War II. Using original material from both British and American archives, Jonathan Templin Ritter discusses the military, political, and diplomatic aspects of Anglo-American cooperation, the personalities involved, and where British and American policies both converged and diverged over Southeast Asia.
Although much has been written about CBI, Stilwell and China, and Mountbatten, no published comparison study has focused on the relationship between the two men during the twelve-month period in which their careers overlapped. This book bridges the gap in the literature between Mountbatten’s earlier naval career and his later role as the last Viceroy of British India. It also presents original archival material that explains why Stilwell was so anti-British, including his 1935 memorandum titled “The British,” and his original margin notes to Mountbatten’s farewell letter to him in 1944. Finally, it presents other original archival material that refutes previous books that have accused Stilwell of needlessly sacrificing the lives of his men during the 1944 North Burma Campaign, merely out of hatred for the British
A not so special relationship: Stilwell and Mountbatten in Burma, 1943-1944
No full textThis thesis explores the relationship between U.S. General Joseph Stilwell and British Admiral Lord Louis Mountbatten in the China-Burma-India (CBI) Theater, South East Asia Command (SEAC), and the Burma Campaign during 1943-1944, within the wider context of Anglo-American relations during World War II. The thesis compares the two men and their different approaches during the war. It also discusses the military, political and diplomatic aspects of Anglo-American cooperation, the influence of the personalities involved, and where British and American policies both converged and diverged over Burma and Southeast Asia. The thesis includes both primary sources on Stilwell and Mountbatten and an annotated bibliography of the secondary sources on CBI and SEAC. The thesis concludes that Anglo-American cooperation in Burma and Southeast Asia during World War II was hampered by personality differences between Stilwell and Mountbatten, among others, and by differing views over wartime goals and postwar plans. The Americans above all wanted to support China and keep it in the war, while the British wanted to regain their Southeast Asian Empire
A not so special relationship : Stilwell and Mountbatten in Burma, 1943-1944
No full textThis thesis explores the relationship between U.S. General Joseph Stilwell and\ud
British Admiral Lord Louis Mountbatten in the China-Burma-India (CBI) Theater, South\ud
East Asia Command (SEAC), and the Burma Campaign during 1943-1944, within the\ud
wider context of Anglo-American relations during World War II. The thesis compares\ud
the two men and their different approaches during the war. It also discusses the military,\ud
political and diplomatic aspects of Anglo-American cooperation, the influence of the\ud
personalities involved, and where British and American policies both converged and\ud
diverged over Burma and Southeast Asia. The thesis includes both primary sources on\ud
Stilwell and Mountbatten and an annotated bibliography of the secondary sources on CBI\ud
and SEAC. The thesis concludes that Anglo-American cooperation in Burma and\ud
Southeast Asia during World War II was hampered by personality differences between\ud
Stilwell and Mountbatten, among others, and by differing views over wartime goals and\ud
postwar plans. The Americans above all wanted to support China and keep it in the war,\ud
while the British wanted to regain their Southeast Asian Empire
Implementing a cognitive diagnostic assessment in an institutional test: a new networking model in language testing and experiment with a new psychometric model and task type
No full textThis dissertation is based on two major projects, cognitive diagnostic model comparison and
implementing cognitive diagnostic assessment in an institutional test. In the first project, five
cognitive diagnostic models are empirically compared for language test data under a unified
general modeling framework. The models are applied to three sets of data, TOEFL Reading,
TOEFL Listening and ECPE Grammar and examined in terms of their model fit to the data and
functioning. The item-association root mean squared error values and multiple information
criteria all indicate that the general model (LCDM) and the compensatory-RUM model are the
best fit to all three test data sets used. The functioning of the models examined through multiple
indices also unanimously confirms these fit indices. Based on these results, a discussion follows
to argue that the general modeling framework is optimal for language assessment data due to its
much greater flexibility. The behaviors of the compensatory RUM and non-compensatory RUM
(Fusion) models are also compared and the differences are analyzed.
Cognitive diagnostic assessment (CDA) has gained attention in language testing since
late 90’s. A few models of this new assessment method have been applied to the response data of
different language tests, yielding encouraging results in general. Most of these empirical studies
used large-scale, standardized tests and retrofitted to these existing tests.
The second research study in this proposal was an effort to go beyond this limited
research context of previous studies of CDA in language testing. Using a new psychometric
cognitive diagnostic model (Log-linear cognitive diagnostic model) and task type (elicited
imitation task) as well as constructing the EIT test with a CDA implementation in mind from the
outset (thus not retrofitting), this project tried to implement a cognitive diagnostic assessment in
an institutional placement test. In doing so, the study employed a statistical method (resampling
technique) as a way to resolve the issue caused by a small size of a test-taker pool at an
institution, which is usually smaller than the optimal size for CDA implementation. It also tried
to analyze polytomously scored response data.
The study achieved a success at estimating with polytomous response data that were
scored with a three-point scale (i.e., zero to two points). Though it was a limited success (in that
more complex rating scale could not be analyzed), it was the first success in estimating with
polytomous response data in the context of CDA research in language testing.
The analysis results of the study also provide many insights and implications for the
process of Q-matrix construction, grain size of attributes, appropriate task types and item types
for cognitive diagnostic assessment as well as appropriate cognitive psychometric models for
differing contexts of CDA implementation. The study also rediscovers or introduces the
usefulness of bootstrap resampling method as an approach that is gaining popularity even in
areas where only traditional quantitative methods are usually employed.
Also, the networking occurred in this project between students in different
specializations could be established as a new networking model in language testing. Considering
such a collaboration is very much needed for implementing a relatively new measurement
method in a specific knowledge domain, the co-work attempted in this project could serve as a
model for implementing CDA in language testing.Item withdrawn by Mark Zulauf ([email protected]) on 2012-12-07T13:54:19Z
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Movement Literacy: Creating a Healing Encounter in Physical Education
No full textModern Physical Education (PE) administered systemic models of teaching crafts. It
atrophied the play element in human nature, and shaped a single-lens attitude to the
treatment of bodies. Framing minds, it veiled the conditions of learning processes and
thus “instituted” the sovereignty of subjective concerns. It created many unexplained
“gaps” between abstract concerns and pragmatic issues.
Following language’s poststructural analysis, PE’s professional communication
practices were exposed to alternative methodological refocusing from conforming to
move to personalise the agent’s experience in moving to learn.
In the wake of poststructuralism came Whitehead’s Physical Literacy (PL) which I adopt
as “leitmotif” to reform PE’s teacher preparation and schooling practices. PL addresses
children up to 14 years. For older pupils, PL’s language needs to constitute versions of
human purposes voiced by the introduction of a new development called “Movement
Literacy” (ML). ML acknowledges that language and movement are very different forms
of “self-expression”. By itself however, self-expression is inadequate when it comes to
learning how to learn. Critical dialogue needs to be brought in to facilitate meaningful
innovation in the PE world. By employing the philosophies of phenomenology and
hermeneutics I make a case that expression in languaging movement [subjecting the
agent’s account to hermeneutic treatment] is expression for others, and in exchange
with others the expression is redefined, and changes the way one sees and talks about
movement and about oneself.
In its reflective practice, reverentially, ML will also unpack pedagogy’s hidden protocol,
hoping to reclaim PE’s authentic purpose. It connects secular matters with sacred
implications by reconciling the polemic differences between “techne” [purpose] and
“phronesis ” [prudence]. With limited reference to Eastern “selflessness” ML advances
teaching, through pedagogy and andragogy as a life-time mission. Not providing
answers, the thesis offers a manifesto attempting to facilitate new questions such as:
how can language and movement communicate? and how can movement educators
“minister” to their learner’s sense of well-being
