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<p> Senior adults face a quandary through the process of aging. While enjoying the benefits of retirement, the senior adult also struggles with issues of health, independence, loneliness, and society&rsquo;s stereotypes concerning their relevance and usefulness. With the aging of the population and graying of the church membership, the necessity to mobilize and equip senior adults becomes critical in maintaining a healthy church. As senior adults face an ever-changing society filled with technological, organizational, and social transitions, they need assistance in coping with and managing these age-related issues.</p><p> The project includes training materials to mobilize and equip the senior adults attending Crowley Assembly for effective ministry within the church and to the local community, thus validating the significance and relevance of senior adults in the local church. The project focuses on four ministry interventions: a four-part sermon series for the congregation, a ministry opportunities seminar for senior adults, an age-related issues management seminar for senior adult leaders, and the development of a senior adult ministries manual. Post-sermon, pre-seminar, and post-seminar surveys identify the understanding of and attitude toward material presented in the respective sermons and seminars. The project promotes a biblical awareness of the importance and value of senior adults in the congregation at Crowley Assembly and encourages acceptance of intergenerational ministries. A closer evaluation reveals the keys to the project&rsquo;s effectiveness and identifies improvements for future projects. </p>

The purpose of this study was to investigate the status of music education in the Christian day schools of Florida; to determine the quantity and quality of music education, and the music teacher's philosophy of music education. A survey was mailed to 230 Christian day schools in Florida who were members of Christian Schools of Florida, Association of Christian Schools International, or Florida Association of Christian Colleges and Schools. One hundred sixty-one (70%) schools responded. / Results of this study indicate that 32% of the Christian day schools in Florida do not have an organized music program. Results from Christian day schools that have a music program indicate that most offer general music, piano lessons, and band in the 1st through the 6th grades; most offer mixed choir and piano lessons in the 7th through the 12th grades; most schools do not require students in the 7th through the 12th grades to take any music course; most music teachers believe teaching for an aesthetic music education to be important; most music teachers have at least a bachelor's degree; and only 56% of the music teachers teach only music courses. / Results of this study have led to the following recommendations: (1) Those schools that do not have a music program should initiate an investigation regarding the feasibility of starting one. (2) Additional music courses should be included at all grade levels so that students have a broader base of opportunities from which to choose. (3) Christian day schools should at least meet the Florida Department of Education's requirement that graduating high school students should have at least one-half credit in the fine arts. (4) Christian day school music teachers and administrators should work together and investigate possible ways to obtain the necessary funds to maintain a music program. (5) Christian day school administrators should make a concerted effort to employ music teachers who have earned at least a bachelor's degree in music. (6) The goals and objectives established by the Music Educators National Conference should be implemented in all Christian day schools. / Source: Dissertation Abstracts International, Volume: 50-10, Section: A, page: 3174. / Major Professor: Amy Brown. / Thesis (Ed.D.)--The Florida State University, 1989.

The religious context of the Christian College and University from 1976 to 1986 is examined in this dissertation. The purpose is to determine to what extent the religious context of these institutions has changed. The two research questions asked are: (1) Has there been a change in the emphasis on the religious context of the Christian college or university in the past ten years? and (2) Is there a difference in the religious context of nondenominational and denominational institutions in 1985-86? From a population of 817 religious colleges and universities, two random samples are taken from 50 denominational and 50 nondenominational Christian institutions from each year. The religious content is measured against five criteria: required religion or theology courses, chapel attendance, on-campus student religious organizations, church attendance, and mission statement. These criteria were established by the Danforth Commission in 1966. A review of the literature examines the historical perspective of the secularization of both religious and non-religious institutions. A content analysis of the sampled institutions' catalogs is used to obtain the data. Several statistical methods are used on the data: ANOVA, Z-tests, and t-tests. The results indicate that there has been relatively little statistical change in the past ten years, however, the results do indicate that there is a significant difference in the 1986 sample between the two types of institutions for required religion courses, chapel attendance and mission statement. An independent analysis of religious style reveals that there are alternative ways to examine the entire religious context of Christian colleges and universities. To illustrate that, four representative institutions are examined. They are Boston University, Drew University, St. Joseph University, and Brigham Young University. Appropriate conclusions are made, as well as suggestions for further research. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1419. / Major Professor: David W. Leslie. / Thesis (Ph.D.)--The Florida State University, 1988.

Thesis (M.S.)--Marshall University, 2003. / Title from document title page. Document formatted into pages; contains iv, 46 p. Includes bibliographical references (p. 33-36).