Thesis (M.S.)--Florida State University, 2005. / Advisor: Dr. James Sampson, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed Aug. 16, 2005). Document formatted into pages; contains v, 49 pages. Includes bibliographical references.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.62-68).

Thesis (M.A.) - Carleton University, 2002. / Includes bibliographical references (p. 187-197). Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 136-146).

Thesis (M.S. in Management)--Naval Postgraduate School, June 1990. / Cover title. Thesis Advisor(s): Eitelberg, Mark J. Second Reader: Mehay, Stephen. "June 2009." Description based on title screen as viewed on 19 October 2009. DTIC Identifier(s): Child care services, quality of life issues. Author(s) subject terms: Child care services, productivity, retention, quality of life issues. Includes bibliographical references (p. 197-199). Also available in print.

It was the purpose of this study to provide an historical analysis of the United States Army’s dependent school program in Europe in operation since the summer of 1946. A second, though equally important, purpose for the study was to provide a description of the organization and administration of these schools in an effort to acquaint educators and interested lay-personnel with the dependent schools program in operation today.

I am exhibiting several drawings, paintings, and sculptures representing a visual record of my creative research into, and my handling of, snails. Although I depict snails and their environment in a loose representational style, I have begun to incorporate digital drawing to enhance my art in a mixed media approach. I have created illustrative images of a forest floor as I imagine it would look to a snail in a giant, menacing world. Close-up images of grass become unusual jungle scenes, and my once tiny snails achieve a measure of control in this fanciful world. The inspiration for my art is my recollection of the insecurity and struggles I encountered while growing up as a military brat.

Thesis (Ph. D.)--University of Hawaii at Manoa, 2004. / Includes bibliographical references.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Deborah J. Cassidy; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 274-291).

This qualitative study used an exploratory phenomenological approach to examine professional school counselors‘ perspectives on the effects of military parental deployment on school aged children and adolescents. The voices of school counselors who work with military connected children are absent from the literature. The research site was a professional counseling conference in Germany in the fall of 2010. Participants consisted of 12 professional school counselors who work with school-aged children and adolescents who have experienced parental military deployment. Participants adopted pseudonyms though several indicated an affiliation with Department of Defense Dependent Schools (DODDS) and therefore offered their unique perspectives as school counselors living in military communities and working almost exclusively with military connected children and families. Data collection consisted of individual interviews with counselor participants. Data analysis consisted of coding meaningful words and phrases and yielded 33 preliminary categories that became new codes. Analysis of relationships between codes resulted in the emergence of four distinct themes: Military Life, Stages of Deployment, Role of the Counselor, and Children and Adolescents. Themes were supported by quotations of meaningful statements, thus participant voices provide thick, rich descriptions of the phenomenon. Validity strategies included peer debriefing, researcher positionality, and multiple examinations of the data set.