This study explored the need for and impact of in-service education and training as a component in a career development plan for civilian education specialists in the Naval Education and Training Command. The education specialists, their supervisors, and heads of activities where education specialists were employed were surveyed to determine their assessement of the value and benefit of in-service education and training, the need for such education and training by the individual and by the organization, and the support for in-service education and training which was considered appropriate. / The responses of education specialists as a group and the responses of their supervisors and commanding officers were analyzed, and differences between the groups were examined. Data were collected and displayed by five functional areas in which education specialists work to permit comparison between functional areas. / The study concluded that both education specialists and their supervisors saw benefit and value in further education and training to the individual and the organization. However, if management determines in-service education and training is needed, it must provide incentives to stimulate its use. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0398. / Thesis (Educat.D.)--The Florida State University, 1983.

The purpose of this study was to examine the effect of Title IX on four national scholastic and leadership honor societies. The effect of Title IX on the proportion of male and female members of these organizations was compared on campuses of different enrollment size and institutional control. The sex of elected student officers and faculty advisers was also examined. / A survey was mailed to the chapter advisers and presidents of 676 honor societies. Responses from 585 chapters (86.5%) were analyzed. / The survey data revealed that Title IX has had a significant effect on the membership practices of honor societies. Women students hold a higher percentage of the membership and positions of leadership than men students in all four honor societies. Women students in 1981-82 held an average of 59.1% of the membership in these four honor societies. More women students have joined historically male honor societies than men students have joined historically female honor societies. / Unlike the findings of previous research on sex differences in leadership assumption, this study found that female students have not yielded positions of leadership to male students in these coeducational honor societies. Except in Omicron Delta Kappa (O D K), there was no statistically significant difference in the proportion of male and female members and the proportion of male and female students holding the office of president. In O D K men held a statistically significant higher proportion of the offices of president. The office of secretary, in all honor societies, remained a sex-stereotyped position dominated by women. / A significantly higher proportion of male members and officers were found in historically male honor societies, while a significantly higher proportion of female members and officers were found in historically female honor societies. / The proportions of male and female members were unaffected by the enrollment size of the institution or the presence of a parallel honor society on the campus. Institutional control had no effect on the proportion of male and female officers, but did affect the proportion of male and female members. / Women faculty members have not been as successful in achieving adviser roles in historically male honor societies as male faculty members in achieving adviser positions in historically female honor societies. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0399. / Thesis (Ph.D.)--The Florida State University, 1983.

The purpose of this study was to investigate the perceptions of selected undergraduate students regarding their views of the student personnel services at The Florida State University. The data derived from students were used to adjudge the effectiveness of these student personnel services: Orientation and New Student Programs, Student Health Center, Student Mental Health Center, Resident Student Development, University Student Development, University Judicial Affairs, Student Government Association, Curricular Career Information Services, Student Activities and Organizations, Career Placement Services, and Minority Student Affairs. / This study sought answers to the following questions: (1) Is there a significant difference between the perceptions of student services by male and female students? (2) Is there a significant difference between and among the perceptions of student services by freshman, sophomore, junior, and senior students? (3) Is there a significant difference between the perceptions of student services by race? / Data were sought from 370 undergraduate students who were enrolled in nine different courses that represented five different colleges and schools at The Florida State University. The respondents had been enrolled in Florida State University during the Fall Semester, 1981. The subjects responded to a questionnaire, the Student Services Survey. Data from the questionnaire were tested via a One Way Multivariate Analysis of Variance and a Univariate Analysis of Variance. / Analysis of the data indicated the following: (1) Significant differences were found in the perceptions of undergraduate students regarding their views of student personnel services at Florida State University when analyzed by the variables of sex, class standing, and race. (2) A majority of the respondents indicated that they were not familiar with the majority of the student services investigated in this study. (3) Respondents perceived student services as an important aspect of their education. All classes rated the majority of the services as important to them. (4) Students tended to use and were satisfied with the student services of which they were familiar. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0398. / Thesis (Ph.D.)--The Florida State University, 1983.

Source: Dissertation Abstracts International, Volume: 30-12, Section: A, page: 5259. / Thesis (Ph.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 31-03, Section: A, page: 1042. / Thesis (Ph.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4497. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6156. / Thesis (Educat.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 30-10, Section: A, page: 4243. / Thesis (Educat.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 31-03, Section: A, page: 1030. / Thesis (Ph.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4490. / Thesis (Ph.D.)--The Florida State University, 1970.