Thesis (M.S. in Computer Science)--Naval Postgraduate School, Sept. 2004. / Thesis Advisor(s): Thomas Otani, Arijit Das. Includes bibliographical references (p. 101). Also available online.

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains xiii, 225 p.; also includes graphics (some col). Includes bibliographical references (p. 191-211). Available online via OhioLINK's ETD Center

Thesis (M.A.)--Si li Zhongguo wen hua xue yuan. / Cover title. Mimeo. copy. Includes bibliographical references.

Thesis (M.A.)--Si li Zhongguo wen hua xue yuan. / Cover title. Mimeo. copy. Includes bibliographical references.

Thesis (doctoral)--Université de Lausanne. / "Thèses accessoires" (2 p.) inserted. Includes bibliographical references.

Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, June 2010. / Thesis Advisor(s): Simons, Anna ; Second Reader: Nix, Dayne. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Military Education, Special Operations Education, Army Education, ARSOF Leader Development, Special Forces, Psychological Operations, Civil Affairs, Professional Military Education. Includes bibliographical references (p. 73-76). Also available in print.

Thesis (M.S. in Operations Research)--Naval Postgraduate School, March 1990. / Thesis advisor(s): Johnson, Laura D. Second Reader: Lindsay, Glenn F. "March 1990." Description based on signature page as viewed on October 21, 2009. Author(s) subject terms: Readiness, aptitude, task performance, frequency, recency. Includes bibliographical references (p. 60). Also available online.

Although active duty military families continue to be a strong presence in American culture, few family-level studies have been conducted that examine military family systems, processes, and outcomes for individuals who are connected to an active duty member. Using family systems theory as a guiding framework, this study utilized a multi-informant approach to explore the relationships between marital quality, parent-adolescent interactions, and adolescent depressive symptoms among a sample of military families with an active duty father. Based on the spillover hypothesis, this study expected to find that the level of marital quality reported by the active duty father and the mother would directly influence their adolescent’s depressive symptoms. It was also expected that the mechanism that links parental marital quality and adolescent depressive symptoms would be the interactions that characterize the parent-adolescent relationship, specifically the warmth and hostility that the parents display in the context of the parent-adolescent relationship. Participant families (N = 236) were recruited from a large military installation in the continental United States using flyers throughout the installation, radio and print advertisements, and advertisements in the youth centers on the installation. Participants completed online surveys and each variable was measured using standardized scales. This study examined marital quality using both adult participants’ responses to the Adapted Marital Quality Scale. To measure warmth and hostility displayed in the parent-adolescent relationship, adolescents’ responses to the Interaction Behavior Questionnaire were used. Finally, the Center for Epidemiological Studies Depression Scale for Children was used to assess the adolescents’ depressive symptoms. Correlations between variables were explored to inform the inclusion of control variables in the subsequent models. Then, a regression analysis was conducted and a path model was fit to examine the relationships between the variables and how well the model fit the data. Results of the regression analysis revealed that the direct relationship between marital quality and adolescent depressive symptoms was significant for the mother, but not the father. The path model demonstrated good model fit. Findings suggest that there was a significant relationship between the marital quality of the mother (but not the father) and the warmth she displayed in the parent-adolescent relationship. Furthermore, there was a significant relationship between the marital quality of the father and the mother and the hostility that he or she displayed in the parent-adolescent relationship. There was also a significant relationship between the warmth displayed by the mother (but not the father) in the parent-adolescent relationship and adolescent depressive symptoms. Additionally, there was a significant relationship between the hostility shown by the active duty father (but not the mother) in the parent-adolescent relationship and the depressive symptoms displayed by the adolescent. The warmth that the mother (but not the father) displayed in the mother-adolescent relationship was a significant mediator between the independent and dependent variable, marital quality and adolescent depressive symptoms. Finally, the hostility that both the father and the mother displayed in the parent-adolescent relationship was a significant mediator between the independent and dependent variables, marital quality and adolescent depressive symptoms. Findings indicated that the marital quality of parents in military families influenced adolescent depressive symptoms indirectly through the parent-adolescent relationship. The marital quality manifested in different ways for the mother and father. Maternal marital quality influenced the warmth displayed by the mother in the parent-adolescent relationship, and paternal marital quality influenced the hostility displayed by the father in the parent-adolescent relationship. Applications for clinicians, family life educators, and policy were 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. / Summer Semester 2016. / June 27, 2016. / adolescent, family, marital, military, parent-adolescent / Includes bibliographical references. / Mallory Lucier-Greer, Professor Directing Thesis; Kendal Holtrop, Committee Member; Lenore McWey, Committee Member.

This qualitative study used a historical research method to eliminate the gap in the historical knowledge of Air Command and Staff College (ACSC) curriculum evolution in the post-Cold War era. This study is the only known analysis of the forces that influenced the ACSC curriculum and the rationale behind curricular change at ACSC in the post-Cold War era from the publication of the Skelton Report to the present. Data for this study were gathered through personal interviews with past and present members of the ACSC faculty and leadership, and review of published and unpublished historical ACSC curriculum documents. Research for this study revealed that the ACSC curriculum was continually in flux during this time period. At no time did the ACSC curriculum remain exactly the same as the previous academic year. The curriculum was responsive to external and internal influences. External influences were the Skelton Report, the Chairman of the Joint Chiefs of Staff, the Department of Defense, the Air University Commander, and world events. Internal influences include the ACSC Commandant and the ACSC faculty. The most significant and radical changes to the ACSC curriculum originated with those individuals or groups of individuals in positions of authority over military education institutions, primarily the Skelton Panel, Chiefs of Staff of the Air Force, and ACSC Commandants. Many minor changes were made to the ACSC curriculum during this time. Significant curricular changes made were not lasting changes. New leadership at times eliminated all or large parts of the curriculum they inherited because of personal preference. The ACSC curriculum is therefore subject to potential cyclical curricular change coinciding with changes in military leadership, which averages every two years. This study concludes that the ACSC curriculum changed often, sometimes significantly, in the post Cold War era. The frequent curricular change frustrated many faculty members and led to periods of turmoil within ACSC. ACSC is not likely to realize a period of curriculum stability until the Air Force places limits on the scope of curricular change its leaders are allowed to make at ACSC without approval and considers assigning professional educators to leadership roles in its Professional Military Education institutions. This study recommends that the Air Force consider placing a system of checks and balances on the ability of ACSC Commandants to reinvent the curriculum and placing professional educators in the positions of Air University Commander and ACSC Commandant in order to slow the rate of curricular change and bring a level of stability to the ACSC curriculum.

Thesis (M.A.)--Guo li zheng zhi da xue, 1974. / Reproduced from typescript; on double leaves. Includes bibliographical references (leaves 134-135).