Originally presented as the author's thesis, Universität Erlangen- Nürnberg, Erlangen. / Bibliography: p. iv-viii.

Thesis (Ph. D.)--Carleton University, 1983. / Also available in electronic format on the Internet.

Originally presented as the author's thesis, Universität Erlangen- Nürnberg, Erlangen. / Bibliography: p. iv-viii.

Thesis (Ph. D.)--University of Wisconsin, 1966. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

No description available.

School governance at South African schools is now almost twelve years old. In these twelve years some schools have made great strides whilst others are still facing various challenges. This research article is a qualitative, empirical and a descriptive case study, based on two farm schools in Kwa-Zulu Natal Province. It has investigated the governance capacity of both farm school governing bodies (SGB) in the execution of their roles and responsibilities together with the challenges that they faced using a documentary study and with structured interviews in a focus group. The structure for writing this article used the four principles as designed by Yin (1994) which are; Conceptualization, Contextual details, Data collection and Analytical strategies. Evidence from this Research indicate that the Farm School Governing Body face many contextual challenges and that a tailor-made Governance capacity building programme be made available to farm schools so that they (SGB) are able to carry out their roles and responsibilities effectively.

Background: This systematic review aimed to identify factors related to psychological distress in family members of pediatric cancer patients on active treatment. Methods: Search strategies were entered into six academic databases. Randomized, nonrandomized, quantitative descriptive and mixed method studies, examining factors related to psychological distress in the population of study were included. Identified factors were coded as per the 4P’s of case formulation. Results: 59 studies were included. Parental factors identified: 24 predisposing factors; 12 precipitating factors; 35 perpetuating factors; and six protective factors. Sibling factors identified: five predisposing factors; one precipitating factor; 14 perpetuating factors; and two protective factors. A text-based, narrative synthesis and tabular summaries are presented. Discussion: Findings can support the: (1) recognition of distress exhibited in family members; and (2) the timing of interventions specific to the chronological manifestations of distress. Assessment of risk of bias was not done. Other: International Prospective Register for Systematic Reviews (PROSPERO) registration number CRD42018109802. No sources of funding to declare.

No description available.

An Evaluation of Military Education Assistance Programs From ParticipantsF Perspectives by Ella Bolling-Harris MS, Capella University, 2008 MS, Capella University, 2004 BS, Park University, 2000 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Military education programs exist to assist military members in completing their college education prior to exiting the military. At a southwestern United States Army Installation, members have expressed dissatisfaction with the education programs. The purpose of this case study was to examine the education programs from the participants' perspectives. Mezirow's transformative learning theory was used as the framework for the study. The research questions elicited program participants' perceptions of various aspects of the programs, the potential for conversion of a basic skills program to a 2-year degree program, and suggestions for leaders for implementation of programs. The sample of participants included 15 military members stationed at the Army Installation who were enrolled in college and exiting the military within 12-24 months, were serving on active duty at the Installation, had been on repeated deployments, were 18 years or older, and had been in the military 4 or more years. Data were collected through interviews and responses were coded and analyzed for common themes. Results from emergent themes were used to develop a project that included strategies for military leaders to assist military members in their degree completion. Recommendations included a timeline for leaders to implement strategies to assist military members desiring an education, converting the current Basic Skills Education Program to a 2-year general studies degree program, implementing adjustments for deployment, and creating an education buddy team for military members enrolled in college. Implications for social change include improving military education assistance programs to allow more military members to complete their education in order to assist them in entering the civilian workforce in their own communities or others after their military obligation has expired.

The purpose of the study was to determine how former Indiana public school board of education members perceived the effects of school board service on their families, friendships and finances. The primary research problem was that there were no systematically acquired descriptions of the prevalence of consequences of service on an Indiana public school board of education. Twelve research questions were presented.The study was descriptive in nature and used descriptive survey methodology. A survey containing 40 closed-ended and four open-ended questions was mailed to 433 former Indiana public school board members who served in 1995 and whose terms of service expired on or before June 30, 1996. Of the 390 deliverable surveys, 207 (53.1 %) were completed and returned. The statistical analyses of the aggregate data included the establishment of frequency counts, corresponding percentages, analysis of variances (ANOVA), and Tukey's HSD post hoc analyses. Responses from the open-ended questions were reviewed by the researcher to determine common categories based upon the content of the responses. The categories were ranked and reported based upon the frequency and corresponding percentage of the responses.Data from the study indicated that most former members of Indiana public school boards perceived that their membership on Indiana public school board had no effect on both their familial and non-familial relationships. If there was a perceived effect, it was more likely to be positive in nature than negative. In addition, most former Indiana public school board members perceived that membership on Indiana public school boards of education had no effect on the friendships/non-family relationships of their children, spouses, or significant others. If there was an effect, it was more likely positive than negative.Former Indiana school board members generally perceived that service on Indiana public school boards of education had no effect on their businesses and/or economic status. If there was an effect, it was more often negative than positive.There were essentially no differences in the perceived effects of service on a local Indiana public school board of education based upon board members' method of assuming office (election, appointment, etc.), method of leaving office (defeated in election, choosing not to seek re-election, etc.) length of school board service, gender, political experience or service as board president.A difference in the perceived effects of service on local Indiana public school boards of education was found based up the former members' occupations and the urbanization of the former members' districts.More than half of the respondents indicated that because of school board membership they occasionally or often experienced increased periods of stress, received cold or unresponsive reactions from acquaintances, and experienced interactions that they would describe as harassment. However, more than 85% of the respondents indicated feeling pride in their leadership and accomplishments, as well as the development of greater personal growth because of their service on public school boards. In addition, approximately 95% of the respondents indicated they were thanked or shown appreciation for their service on a school board. / Department of Secondary, Higher, and Foundations of Education