The purpose of this study was to examine preschool parents' and teachers' perspectives of learning through play. Forty four participants were identified; thirty were parents and eleven were teachers. Participants completed a survey created by the researcher. The survey was divided into four different sections: biographical information, short answer regarding the definitions of play vs. learning, general questions about play and learning rated on a Likert scale, and VPK skills divided into three categories of circle time, structured activities, and free play as to the best way to teach such skills along with what activities can be used for academic purposes. Parents' and teachers' agreed that preschool children can learn through play. However, there were no significant differences between parents' and teachers' perspectives of learning through play. This could be due in part to the sample sizes being similar in nature. Twenty percent of the parent population held the occupation of teacher. Implications of these findings are discussed for future research and practice. / A Thesis submitted to the Department of Family & Child Sciences in partial fulfillment of the requirements for the degree of Master of Science. / Degree Awarded: Fall Semester, 2010. / Date of Defense: October 26, 2010. / Learning, Preschool, Play, VPK / Includes bibliographical references. / Marsha Rehm, Professor Directing Thesis; Ithel Jones, Outside Committee Member; Murray Krantz, Committee Member.

Using the investment model, the purpose of this study was to predict two dimensions of commitment in Black men by comparing differences between Black and White men and explore within group variation among Black men. The investment model posits that relationship satisfaction, investments, and perception of alternatives predict commitment. Using data from Project Relate, a 5-year federally funded program to develop a national model of relationship education for college students, I sampled 184 men (92 White men and 92 Black men) in exclusive and non-exclusive dating relationships and found that relationship satisfaction was the only variable that differed by race. Relationship satisfaction and investments (satisfaction with sacrifice) were the only variables that predicted personal commitment (dedication). Structural commitment (relationship duration, distance, and cohabitation) was not predicted by any of the investment model variables. Implications, limitations, and future direction are discussed. / A Thesis submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Master of Science. / Degree Awarded: Summer Semester, 2011. / Date of Defense: July 7, 2011. / Minority Men, Black Men, African American Men, Dating Relationship, Romantic Relationships, Dating, Investment Model, Commitment / Includes bibliographical references. / Kay Pasley, Professor Directing Thesis; Frank Fincham, Committee Member; Martell Teasley, Committee Member.

Thesis (Ph. D.)--University of Washington. / Bibliography: l. 254-265.

Thesis (M.F.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Oct. 22, 2008).

Thesis (M.F.A.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains v, 157 p. : col. ill. Includes abstract.

Thesis (M.F.A.)--Georgia State University, 2008. / Title from file title page. Josh Russell, committee chair; John Holman, Sheri Joseph, committee members. Electronic text (166 p. : ill., genealogical table) : digital, PDF file. Description based on contents viewed Oct. 2, 2008.

Thesis (Th. M.)--Dallas Theological Seminary, 1983. / Typescript. Includes bibliographical references (leaves 45-47).

Thesis (doctoral)--Universität zu Köln. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.(New Testament Studies))--University of Pretoria, 1999. / Includes bibliographical references.

Thesis (doctoral)--Universität zu Köln. / Description based on print version record.