Dissertations / Theses on the topic 'Military Students'
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Cofield, Charlene Sutton. "Factors Contributing to Military-Veteran Student Success." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6544.
Full textHicks, Priscilla Lafond. "Challenges Public School Teachers Face Teaching Military Connected Students." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97905.
Full text- What challenges do teachers identify related to educating military-connected students?
- What practices do teachers use to address the perceived challenges?
- What do teachers indicate as their level of training to teach military-connected students?
Doctor of Education
There are many public school divisions in the United States that service military-connected students. Of the 132 school divisions in the Commonwealth of Virginia, there is at least one military-connected student in each school division. According to Wykes (2015), Virginia is one of the top 10 states for military presence with 10% (Wykes, 2015, p. 23). Teachers in these school divisions face perceived challenges that need to be addressed. Some of those challenges include mobility, academics, and the social-emotional well-being of the military- connected student. This quantitative study focused on the perceived challenges public school teachers face when teaching military-connected students. Data were collected using a Likert-type survey with participants from two school divisions who service military-connected students. There were limitations in this study beyond the researcher's control such as the accuracy and honesty by the respondents and response rate. This study produced eight findings and eight implications. Of the eight findings, three were teachers perceived the adjustment to students leaving and arriving at various times, having a routine in place when new military-connected students arrive into the classroom after the start of the school year, and receiving the level of training needed to prepare them to support parents/guardians of military connected students in their classroom were a challenge. A few of the implications included, the need for teacher preparation programs to address the challenges military connected students face, the development of a handbook of team building activities for teachers to use in the classroom as a resource and the need for resources that could focus on meeting the needs of students' knowledge gaps to support those military connected students.
Placido, Robert B. "Self-determination of Military Students in Postsecondary Education." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699858/.
Full textWilliams, Aysel Renay. "Military Students' Persistence in Earning an Online College Degree." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3076.
Full textMittelberg, Julia A. "Challenges elementary teachers face when teaching military-connected students." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18127.
Full textCurriculum and Instruction Programs
Paul R. Burden
Military-connected students are a highly mobile population who undergo a great deal of stress in their lives. These factors can overflow into life in the elementary classroom, causing challenges for teachers. This study looked at the percieved challenges elementary classroom teachers face when working with military-connected students in one public school district with schools located on a military base and other schools near it. A Likert-type survey of questions was created and administered to teachers using an online survey tool. The survey was sent to elementary teachers working in schools in one public school district in the Midwestern United States with a garnered response rate of 42.2% (n=68). The schools in the district were located in a city near and on a military base. The study used exploratory factor analysis, descriptive statistics, independent samples t-tests, an ANOVA, and step-wise regression analysis procedures to answer the research questions regarding the challenges teachers face when working with military-connected students. The results of the study indicated that the number of years a teacher has been teaching influences their perceptions of challenges regarding military-connected students. In addition, teachers indicated that helping students catch up academically, supporting them emotionally, and family/parent issues are the top challenges when working with elementary military-connected students.
Liu, Tingting. "MATTERING PERCEPTIONS AND ACADEMIC SUCCESS OF MILITARY SERVICE MEMBERS IN HIGHER EDUCATION." OpenSIUC, 2020. https://opensiuc.lib.siu.edu/dissertations/1882.
Full textLaVeck, Lindsey Michalle. "CAREER DECISION-MAKING DIFFICULTIES AMONG STUDENT VETERANS." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1537266760667978.
Full textIngram, Robert L. III. "Achievement Outcomes of Sixth-Grade Students With a Military Parent Deployed to a War Zone or a Military Parent Not Deployed Compared to Same School Students Whose Parents Have No Military Affiliation." Thesis, University of Nebraska at Omaha, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618052.
Full textThe need for accurate information about the achievement of students whose military parents are deployed to a war zone or whose military parents are eligible although not currently deployed to a war zone is important in order to ensure that we are providing for the educational wellbeing of these children as their parents defend our nations freedoms. The purpose of this posttest-only comparative efficacy study was to determine the achievement outcomes of sixth-grade students with a military parent deployed to a war zone (n = 10) or sixth-grade students with a military parent not deployed to a war zone (n = 10) compared to same school students whose parents have no military affiliation (n = 10). The study’s dependent measures were Academic achievement as measured by end of sixth-grade (1) Nebraska State Accountability Assessment Test-Math, (2) Nebraska State Accountability Assessment Test-Reading, (3) Measure of Academic Performance-Math, (4) Measure of Academic Performance-Reading, (5) Research School District’s Descriptive Writing Assessment for (a) Ideas and Content, (b) Organization, (c) Voice, (d) Word Choice, (e) Sentence Fluency, and (f) Conventions, and (6) Research School District’s Essential Objectives for (a) Language, (b) Math, (c) Science, (d) Social Studies, (e) Health, (f) Physical Education, and (g) Music. The overall pattern of end of sixth-grade statistical equipoise between group comparisons indicated that the goal of educational wellbeing for these students of military families, and control group students alike, was being met and was reflected in measured proficient and advanced level performance requiring students’ day-to-day engagement at school and support at home.
Green, Althea C. "Nontraditional Military-Enlisted Students?Increasing Diversity in Medical School Cohorts." Thesis, Keiser University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815668.
Full textThe U.S. physician population lacks diversity, and this lack of diversity is reflected in the medical student population. Medical schools have implemented various types of programs to increase the diversity of their student population, and by extension, the physician population. A public Northeastern medical school implemented a postbaccalaureate premedical (PBPM) program for military enlisted service members with a goal to increase diversity among its medical school cohorts. A quantitative causal-comparative ex post facto study compared diversity variables of the PBPM military enlisted students with the public medical school student group, as well as the national student group.Chi-square analysis found significant differences between the military enlisted students and the two other comparison groups in four of five diversity measures. The military students were statistically different in age, marital status, number of dependents, and socioeconomic background. The groups did not differ significantly in terms of their racial/ethnic demographics. The study validated Tinto’s framework of student persistence with a military population.
Kay, Heather C. "Psychological Distress and Service Utilization Among Military Veteran College Students." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/612.
Full textHall, Nicola Jane. "An Exploration of Military Doctoral Students' Journey to Degree Completion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7227.
Full textWeatherwax, Kerrin. "Elementary Teachers' Perceptions on Writing Proficiency of Military-Connected Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4576.
Full textMurray, August T. "Impact of Military Deployment and Distance Learning on Soldier-Students." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/256.
Full textLopes, Julio Cesar Vieira. "Formal evaluation of students' thinking at the Military College of Fortaleza." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11563.
Full textThe research is a case study of a quantitative nature and aimed to evaluate the formal thought of the students of the Military College of Fortaleza (CMF) in the light of the theory of genetic epistemology of Jean Piaget. The population totals 800 students enrolled in grades (years) in primary education II (6th to 9th grade ) and high school (1st to 3rd year). Data were obtained with the application of a test of verbal intelligence test (reasoning) and the collections on age, sex , year ( range ) and the origin of the students information gazetted or non- gazetted and migrant or non- migrant, noted in the tab. The result achieved by each student in the reasoning test was associated with student performance on assessments of English language, mathematics and overall average (mean final of students in all courses taken in the year 2012) The result of the data analysis performed in software application SPSS (Statistical Package for Social Sciences) for Windows version 20.0 pointed to statically significant difference between gazetted and non- gazetted students. The initial hypothesis that migrant students could have difficulty learning because of the changing process was not confirmed by analysis of the search results. It found a similarity between the performance of students in the reasoning test and performance in internal assessments practiced by students of CMF. As regards the results by age, there was a confluence with Piaget's theory because the results showed performance improvement as age advances. The finding points to the importance of faculty and teaching staff perform their methodological and pedagogical - didactic actions with emphasis on the development of reasoning that proved they were not well developed and that students should pay attention to non- gazetted whose performance showed differences statically significant in relation to the gazetted students.
A pesquisa à um estudo de caso de natureza quantitativa e teve por finalidade avaliar o pensamento formal dos alunos do ColÃgio Militar de Fortaleza (CMF), à luz da teoria da epistemologia genÃtica de Jean Piaget. A populaÃÃo perfaz um total de 800 estudantes regularmente matriculados nas sÃries (anos) do ensino fundamental II (6 ao 9 ano) e no ensino mÃdio (1 ao 3 ano). Os dados foram obtidos com a aplicaÃÃo de um teste de inteligÃncia verbal (teste de raciocÃnio) e com as informaÃÃes coletas sobre idade, sexo, ano (sÃrie) e a origem dos estudantes: concursado ou nÃo-concursado e migrante ou nÃo-migrante, anotados em ficha de registro. O resultado alcanÃado por cada discente no teste de raciocÃnio foi relacionado com o desempenho dos alunos nas avaliaÃÃes de lÃngua portuguesa, matemÃtica e mÃdia global (mÃdia final dos alunos em todas as disciplinas cursadas no ano de 2012). O resultado da anÃlise dos dados realizada no software aplicativo SPSS (Statistical Package for the Social Sciences) para Windows versÃo 20.0 apontou para diferenÃa estaticamente significativa entre alunos concursados e nÃo-concursados. A hipÃtese inicial de que os alunos migrantes poderiam apresentar dificuldades de aprendizagem em razÃo do processo de constantes mudanÃas nÃo se confirmou pela anÃlise dos resultados da pesquisa. Constatou-se uma semelhanÃa entre o desempenho dos alunos no teste de raciocÃnio e o desempenho nas avaliaÃÃes internas praticadas pelos estudantes do CMF. No que se refere aos resultados por idade ocorreu uma confluÃncia com a teoria piagetiana porque os resultados apresentaram melhora de desempenho à medida que a idade avanÃava. A conclusÃo aponta para a importÃncia do corpo docente e da equipe pedagÃgica realizarem suas aÃÃes didÃtico-pedagÃgica-metodolÃgica com Ãnfase no desenvolvimento dos raciocÃnios que se mostraram nÃo estarem bem desenvolvidos e que se deve dedicar atenÃÃo aos alunos nÃo-concursados cujo desempenho apresentou diferenÃas estaticamente significativas em relaÃÃo aos alunos concursados.
Blackburn, Donna J. "Military Child Care Providers and Challenging Behaviors of Early Childhood Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2472.
Full textRamirez, Agustin Jr. "VETERAN STUDENTS' NEEDS ASSESSMENT." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/362.
Full textFisher, Robin G. "A Comparative Analysis of Military and Non-Military Parent Engagement in Public Elementary Schools." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1596660465105159.
Full textRousseau, Jennifer J. "Designing A Survey Instrument To Operationalize Faculty Perceptions Of Military-Connected Student-Faculty Interaction At Civilian Colleges And Universities." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1141.
Full textRobin, Florence. "Devenir médecin militaire : Quels enjeux psychiques et psychopathologiques ? : Un état des lieux de la santé mentale d'une population d'étudiants en médecine militaires." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCC094/document.
Full textThe main objective of this study was to achieve a global mental health perspective in a population of military medical students, over targeted years of the curriculum by determining the extent of burnout. The secondary objectives were to propose an interdisciplinary understanding of psychic problems, to highlight individual, collective and situational risk factors favoring the possible appearance of psychic disorders, to identify institutional support points or to developed ones.A mixed methodology combining quantitative and qualitative study was used. This is a cross-sectional study repeated quantitatively and descriptively by an anonymous self-administered questionnaire. Professional burnout was assessed by the MBI-GS for 1st and 2nd year students, by the MBI-HSS for students in the 4th and 8th years.393 self-questionnaires were distributed, 327 were collected and 261 were analyzed, an overall response rate of 83.20%. The average age of the population was 21. 5 years, 46% were men, 54% were women; 35.6% were in the first year of study, 14.9% were in the second year, 23.8% were in the fourth year, and 25.7% were residents in the eighth year. Among the residents, 82.1% were general practitioners and 17.9% were specialty hospital residents. These scores corresponded to an overall percentage of students with a high emotional exhaustion of 12.3%. 25.3% expressed a strong depersonalization and 18.6% a low personal achievement. The percentage of residents with high emotional exhaustion was 35.7%; 38.0% expressed a strong depersonalization and 37.1% a low personal achievement. The study showed that median scores of emotional exhaustion and depersonalization was worsening significantly (p < 0.001). The median personal achievement scores remained moderate from the first to the 8th grade, not increasing at the end of the university; 9.8% of 4th year and 21.2% of 8th year students had suicidal ideation or made a suicide attempt.The qualitative study by grounded theory showed that becoming a military doctor implies personal antecedents marked by ideal and identification. It is a matter of being both a doctor and a military in a constrained temporality marked by the sometimes inadequate learning of medical scientific knowledge and a military ethos where the influence of groups is fundamental. The tensions between knowledge and power are marked, especially in the violence of confrontation with death. Feelings varied between men and women, but the association of military norms and injunctions with the medical lifestyle leads to an overall negative feeling of anxiety, loneliness and major uncertainty about the future. Different strategies for prevention and medical management are proposed
Nascimento, Camila Lima 1987. "Parâmetros acústicos da voz de militares em formação submetidos ao Programa de Treinamento Militar (PTM) : Vocal effects in military students submitted to an Intense Recruit Training: a pilot study." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/310467.
Full textDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas
Made available in DSpace on 2018-08-26T12:55:06Z (GMT). No. of bitstreams: 1 Nascimento_CamilaLima_M.pdf: 1273438 bytes, checksum: 0b89e644865e6d7951705fdb4f26d3e5 (MD5) Previous issue date: 2014
Resumo: Os militares constituem uma categoria profissional pouco estudada em relação à saúde vocal. A formação do Oficial do Exército Brasileiro envolve atividades específicas que podem levar a danos vocais. Um exemplo é o Programa de Treinamento Militar (PTM), que consiste em exercício de 48 horas de duração que envolve alta demanda vocal, para a produção de brados e canções, associada a intensa atividade física. Durante o exercício, a hidratação e o tempo de sono são controlados. Após abuso vocal é necessário um tempo para uma recuperação funcional e celular. O objetivo do estudo é avaliar o impacto vocal imediato após o PTM e a recuperação vocal de estudantes militares duas semanas após o PTM. Para tanto, amostras vocais de jovens adultos (entre 18 e 22 anos) foram coletadas em três momentos distintos: antes, imediatamente após e duas semanas após o PTM. Medidas fonatórias foram realizadas com produções da vogal /a/, das consoantes fricativas /s/ e /z/. Paralelamente, alguns parâmetros acústicos foram analisados com amostras de fala e da vogal /a/: frequência fundamental, jitter, shimmer, intensidade média, proporção harmônico-ruído, H1-H2, modulação de frequência, modulação de intensidade e ênfase espectral. Os parâmetros acústicos foram extraídos ou calculados a partir de dados obtidos pelo software de análise acústica Praat. Na análise estatística, o Teste T pareado foi utilizado para a comparação das diferenças entre dois momentos de coleta de dados (antes e imediatamente após PTM) e para a comparação das diferenças entre os três momentos de coleta de dados foi utilizado o teste One Way ANOVA. Para a comparação entre os dados encontrados no primeiro momento de coleta de dados e os valores normativos da literatura foi utilizado o Teste T para amostras independentes, todos com nível de significância de 0,05. Ao compararmos os dois primeiros momentos de coleta de dados, os resultados apresentaram diferenças estatisticamente significativas nas medidas fonatórias e nos valores de intensidade média e de ênfase espectral para as amostras da vogal isolada. Na comparação dos três momentos de coleta de dados, os resultados mostraram que não houve diferença significativa entre os dados do primeiro e do terceiro momento de coleta, com exceção da medida fonatória da vogal /a/, o que sugere a ocorrência de recuperação vocal após duas semanas. Há diferenças nos resultados no primeiro momento de coleta de dados (pré PTM) comparados com medidas normativas da literatura recente, sugerindo mais estudos sobre a presença de um padrão vocal característico para esse grupo
Abstract: The military are an understudied occupational category in relation to vocal health. The Brazilian Army Officer formation involves specific activities that could lead to vocal injury. One example is the Military Training Program which consists of a 48-hour exercise that involves high vocal demand to produce military command shouts with intense physical training. During the training, students are submitted to controlled hydration and sleep deprivation. After vocal abuse at least 18 hours of complete vocal rest are necessary for functional recovery. However, the cell recovery demands more time until inflammatory process ends (at least 14 days after the injury). The goal of this study is to evaluate the immediate vocal impact and the vocal recovery of military students two weeks after completion of the Military Training Program. Vocal samples from young adult males (18 to 22 years old) were collected in three moments: before, immediately after and two weeks after Military Training Program. Phonatory measures were collect using vocalization of vowel /a/ and fricative consonants /s/ and /z/. Besides, some acoustic parameters were analyzed using speech samples: fundamental frequency, jitter, shimmer, mean of intensity, harmonic-to-noise ratio, H1-H2, spectral emphasis, range of frequency and intensity. The acoustic parameters were extracted or calculated from software Praat. Paired samples t-test was used to statistical analysis to compare differences among the parameters between two moments (before and immediately after Military Training Program) and One way ANOVA was used to statistical analysis to compare differences among the parameters in the three moments. Independent samples t-test was used compare the data found in the first moment of data collection and normative values from the literature, all with significance level of 0.05.The results of comparison of two first moments showed significant differences in maximum phonation times, mean of intensity and spectral emphasis for sustained vowel samples. Results of comparison of three moments showed no significant differences between first and third moment, except for maximum phonation time of vowel /a/, what suggest a vocal recovery after two weeks. There were differences between first moment data (before MTP) and normative values that suggest more researches about a vocal pattern different for this group
Mestrado
Interdisciplinaridade e Reabilitação
Mestre em Saúde, Interdisciplinaridade e Reabilitação
Hanson, Kenneth. "A Comparison of Academic Success for Military Associated Students to the General Student Population at Middle Tennessee Community Colleges." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3597.
Full textMendoza, Sidney S. "How the Army Hispanic Access Initiative is helping Hispanic students graduate from college." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738937.
Full textThe United States (U.S.) Army and the nation have a growing population of Hispanics. Yet Hispanics are still lagging in filling white-collar positions in the U.S. and Army. The Army has taken notice and implemented the Hispanic Access Initiative (HAI) through its Reserve Officer Training Corps (ROTC) at colleges and universities that are classified as Hispanic Serving Institutions (HSIs). It has done this in order to recruit more Hispanic Officers into its Officer Corps.
This study follows seven Hispanic students and discusses their experiences with ROTC at an HSI. They faced the same issues many Hispanic students deal with when attending an institution of higher learning. In addition, they also had the added responsibility of completing all the required work for ROTC. In an effort to become leaders in the Army, these students overcame traditional challenges Hispanics face, and they graduated from college.
A qualitative study was conducted with the seven students to understand what made them successful in completing their four-year college degrees. Their phenomenological experiences highlighted four main themes from their responses: (a) challenges, (b) benefits, (c) support system, and (d) role models. These themes surfaced at one point or another throughout their education. In the end, the goal to graduate and be commissioned into the U.S. Army was reached by each of the former students.
As a result of this study, colleges and universities can look to ROTC to increase their graduation rates among Hispanic students. Since the Hispanic population is continuing to increase, it is in the interest of colleges to graduate more Hispanics in order to provide highly qualified graduates for a large number of white-collar jobs.
Langbeen, Desirée Leah. "Aye aye -- ma'am? : the Coast Guard Academy's first female students /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000566/02/2006FT.htm.
Full textThesis advisor: Matthew Warshauer. "... in partial fulfillment of the requirements for the degree of Master of Arts in History." Includes bibliographical references (leaves 59-62). Also available via the World Wide Web.
Pires, João. "Os valores humanos no ensino superior militar: estudo comparativo entre os ramos das Forças Armadas." Master's thesis, Academia da Força Aérea, 2020. http://hdl.handle.net/10400.26/39747.
Full textThe main purpose of this research is to identify the average profile of human values evidenced by the students of Military Schools of Higher Education and to verify what are the variations observed when comparing the students of the three institutions. A convenience sample of 386 individuals was collected for this study, which corresponds to approximately 47.7% of the target population. Data gathering followed a quantitative methodology, by means of a survey. The instrument used for this study was the Schwartzʼs Values Scale (2003) and relied on the statistical program SPSS for quantitative data treatment. It was concluded that the students of the three institutions reveal, in general, similar levels of values. It was observed that there is a prevalence of values of Self-Transcendence, representative of students who show concern for the well-being of others, particularly of ones with whom they are close to, and who consider the consequences of their actions for these others. These values were demonstrated in greater proportion than Self-Enhancement, which is associated with the valuing of personal success and power. There was also a predisposition of students for new challenges and independence, greater in proportion than a traditional ideology of conservation of the status quo. The study contributes to the literature by identifying the profile of human values associated with higher education military students and allows these results to be used as a management tool by the decision-making bodies. In the final part of this work, the limitations that the investigation was subjected to are presented and recommendations are made for future investigations.
N/A
Williams, Jeremy Lloyd. "Students’ perceptions of the campus climate for academic integrity and ethics: a comparison of military cadets and civilian-college students." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6340.
Full textRestivo, Nichole. "Social Work Student's Perceptions of Womens' Roles in the Military." Honors in the Major Thesis, University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1643.
Full textB.S.W.
Bachelors
Social Work
Health and Public Affairs
Popp, Whitney A. "Educators and Students: Afghanistan Provincial Reconstruction Team Members' Informal Education Experiences." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428961108.
Full textMurphy, Richard E. "Vets in the classroom| The relationship between teacher accommodative and non-accommodative behaviors on Military Veteran Students' perception of learning." Thesis, The University of Nebraska - Lincoln, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3667015.
Full textThe U.S. Department of Education's National Center for Education Statistics reported that about 660,000 Military Veteran Students (MVSs) were enrolled in undergraduate programs in 2009, making up about 3% of the student population. Despite the significant number of MVSs entering into college, instructional communication scholars have yet to study how military veterans experience classroom instruction. The purpose of this study was to examine the influence of teacher accommodative and non-accommodative behaviors on MVSs' ( N = 162) perceptions of learning. Grounded in the Communication Accommodation Theory, this study supports an instructional model that predicts learner empowerment and affective learning via accommodative behaviors, as operationalized as teacher immediacy and teacher clarity, and non-accommodative behaviors, as operationalized as teacher aggressiveness. After controlling for military identity and teacher congruency, only teacher clarity and teacher congruency contribute significantly to both learner empowerment and affective learning. MVSs seem to feel more empowered and have higher affect toward the class if the teacher is clear and genuine, regardless of perceptions of teacher immediacy and aggressiveness. This dissertation concludes with practical advice for instructors and advisors who work with MVSs, as well as limitations of the study and directions for future research.
Massie, Marc H. "Active Duty Military Students' Perceptions of Factors Related to Academic Persistence at the Collegiate Level Within the U.S." Thesis, Northcentral University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10092248.
Full textThe purpose of this qualitative case study was to explore what factors active duty military students perceived as having a positive or negative effect on their decision to persist or not continue in post-secondary education. Once the active duty military students’ perceptions were documented, they were compared to current research on academic persistence to determine if they tended to agree or disagree. The study used a modified version of Fiona MacKinnon-Slaney’s 1994 Adult Persistence in Learning (APIL) as a theoretical framework to examine the personal factors, environmental factors, institutional factors of the higher education institution, and institutional factors of the military. The participants in this study were all active duty military students enrolled in post-secondary education while serving on the USS JOHN C. STENNIS. There were 43 total participants in the study. 33 participants answered questionnaires and 10 took part in interviews with the researcher. Of the 43 participants, 5 were officers, 7 were senior enlisted (E-7 to E-9), 30 were enlisted (E-4 to E-6), and 1 was junior enlisted (E-1 to E-3). The research showed that active duty military students’ perceptions do not agree with current research on their persistence. They do not perceive themselves to be at-risk students (Beausoleil-Holt, 2009; Capps, 2011; Imagine America Foundation, 2009). Additionally, they do not see themselves as non-traditional students. Active duty military students’ responses provided more positive risk factors than negative risk factors, indicating they are essentially positive about their chances of persisting. In the personal factor, learning ability factor, and university factor categories of the modified APIL, active duty gave more positive risk factors than negative risk factors. However, under the military factor category they gave substantially more negative risk factors than positive risk factors. Active duty military students perceive the greatest negative risk factors to their persistence to be from uniquely military factors, which also disagrees with current research. Therefore, even though current research shows that active duty military students are at-risk and non-traditional students, they instead see themselves as students that face persistence risks that are unique to the military experience.
Daniels, Peter Isaac. "Perceptions of sexual harassment amongst university students : a case study of the South African Military Academy." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52991.
Full textENGLISH ABSTRACT: Tertiary institutions worldwide as well as locally have investigated sexual harassment on their campuses. This was done partly because of the negative consequences of sexual harassment on students and staff, particularly their work performance. Incidents of sexual harassment reported at universities range from rape and sexual assault to threats and sexist remarks by lecturers. When researching this phenomenon, difficulty is normally encountered partly due to the uncertainty that surrounds this activity. This is because perceptions differ as to what kind of conduct constitutes sexual harassment. Research further indicates that there are gender and racial differences in the assessment of sexual harassment. The current study investigates the uncertainty, gender and racial differences that exist regarding sexual harassment at a specific university campus. By means of a survey the perceptions of students regarding these three issues were determined at the Faculty of Military Science, a satellite campus of the University of Stellenbosch. With the utilisation of statistlcal packages, frequencies and statistical differences amongst the various sub-groups at the campus were determined. This was done in order to compare these findings with those of other universities who conducted similar sexual harassment surveys on their campuses in South Africa. It was found that no clear idea of what constitutes sexual harassment exist amongst these students. In particular women in the survey consistently viewed more incidents as contributing to sexual harassment than men. As oppose to other findings, Blacks registered a more conservative attitude when assessing whether certain incidents can be viewed as sexual harassment. The above was found notwithstanding the differing social context, especially the socialisation process and the fairly rigid codes of conduct, that students at the Military Academy are exposed to.
AFRIKAANSE OPSOMMING: Verskeie tersiêre instellings, wêreldwyd sowel as plaaslik, het seksuele teistering op hul kampusse ondersoek. Dit was deels gedoen as gevolg van die negatiewe gevolge wat hierdie aktiwiteit op studente en personeellede het, veralop hul werksprestasie. Gerapporteerde insidente by universiteite wissel vanaf verkragting en seksuele aanvalle tot dreigemente en seksistiese opmerkings deur dosente. Probleme is ondervind tydens navorsing oor die verskynsel wat deels toegeskryf kan word aan die onsekerheid wat hierdie aktiwiteit omhul. Dit hou verband met persepsies wat verskil ten opsigte van die soort gedrag wat seksuele teistering teenwoordig. Navorsing wys verder daarop dat geslags- en rasverskille bestaan by die assesering van seksuele teistering. Die huidige studie ondersoek die onsekerheid, geslags- en rasverskille ten opsigte van seksuele teistering by 'n spesifieke universiteitskampus. Deur middel van 'n opname word die persepsies van studente rakende die drie kwessies bepaal by die Fakulteit Krygskunde, 'n satelietkampus van die Universiteit van Stellenbosch. Met behulp van statistiese pakkette, word frekwensies en statistiese verskille tussen die verskillende subgroepe op die kampus bepaal. Dit was gedoen ten einde in staat te wees om die bevindinge te vergelyk met die van ander Suid-Afrikaanse universiteite wat seksuele teistering opnames op hul kampusse gedoen het. Daar word bevind dat geen duidelike idee van wat seksuele teistering behels bestaan onder die studente nie. In besonder word bevind dat vroue in die opname deurlopend meer insidente aanslaan as seksuele teistering, as mans. In teenstelling met ander bevindinge, registreer swart persone 'n meer konserwatiewe houding wanneer bepaal word of sekere insidente seksueel teisterend van aard is, al dan nie. Bogenoemde was bevind desondanks die eiesoortige sosiale konteks waarin studente hulself bevind, veral die sosialiseringsproses en die redelike streng gedragskodes, waaraan studente van die Militêre Akademie onderwerp word.
DeSantis, Whitney. "Evaluation of a Goal Setting Intervention with Grades 3-5 Military Dependent Students Targeting Math Proficiency." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2479.
Full textBrock, Marilyn. ""The Mission Always Comes First"| A Phenomenological Study of Active Military Students in Online Community College Courses." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788410.
Full textThe focus of this study was to develop greater understanding about the unique experiences of active-duty military soldiers who are taking online courses. The qualitative phenomenological study was comprised of online active military (OAM) students taking undergraduate college level courses offered by the Distance Learning Military Programs at a Californian community college. Six participants volunteered while taking online courses from various locations around the world, including sites that were located in an increased zone of conflict. The study’s results provided information that may assist with improving future military students’ learning experiences while they are facing the conflicts associated with military service.
The results included themes defined as: online learning experience, personal traits & goals, support systems, conflict of work/ life balance, organizational skills & coping mechanisms. The data collected was documented, analyzed and divided into themes that illustrated the potential conflicts and solutions specifically related to the study’s sample. The data collected may assist in providing more qualitative study-based framework for research to improve active military students’ online learning success.
Three conclusions resulted from the study. First, the learning experience and successful completion of online community college courses by active military students can be supported by college/professors by maintaining a positive online classroom environment, self-pacing options and flexibility with deadlines. Second, organizational strategies and healthy conflict coping mechanisms are key to the successful completion of online community college courses by active military students. Third, challenges/conflicts related to active military students online community college course learning and completion are inevitable but can be addressed through: active management of conflict and supporting or motivational factors and increased focus on integration between student and military roles, including deployment.
Faughnan, Michael J. "You're in the Army now: The Students' Army Training Corps at selected Virginia universities in 1918." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1550154061.
Full textGroah, Joseph S. "Treatment of fourth class midshipmen : hazing and its impact on academic and military performance and psychological and physical health /." Thesis, access online version, 2005. http://www.usna.edu/IR/htmls/lead/database/cohort8/c08%5Foakes.pdf.
Full textGriffith, Robert Jameson Witte James E. "An examination of factors influencing differences in academic performance among active duty military students and Naval Reserve Officer Training Corps scholarship students in an university setting." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Summer/Dissertations/GRIFFITH_ROBERT_51.pdf.
Full textShaine, Megan J. Doughty. "Exploring On-Campus Peer Social Support as a Mediator between Attachment and Posttraumatic Stress in Military and Veteran Students." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096687.
Full textFollowing the passage of the Post-9/11 G.I. Bill in 2008, U.S. military service members and veterans have been enrolling at institutions of higher education at rapidly increasing rates (U.S. Department of Veterans Affairs, 2014). As a result, campus administrators and mental health professionals are seeking new and better ways to support this growing population (Coll & Weiss, 2015). The few existing studies on the mental health of military-affiliated students suggest they feel isolated on campus (DiRamio, Ackerman, & Mitchell, 2008) and are more likely than civilian peers to experience depression, posttraumatic stress (PTS), and suicidal ideation (Barry, Whiteman, McDermid Wadsworth, & Hitt, 2012; Rudd, Goulding, & Bryan, 2011). The current study explored the role of two different types of on-campus peer social support—military and civilian—in mediating the relationship between adult attachment orientation and posttraumatic stress, as well as its correlate, hazardous alcohol use. Data was collected via Web-based, self-report survey from 221 military and veteran students across the United States. Latent variable path analyses indicated that civilian peer social support mediated the relationship between attachment anxiety and PTS, but only partially, underscoring the enduring role of adult attachment orientation in the response to trauma. Psychometric issues limited the testing of models that included military peer social support. Results are discussed in the context of potential on-campus counseling interventions and resources.
Kennebeck, Melanie Marie. "Peer Support and Academic Resiliency for Recently Relocated High School Student." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7680.
Full textSribanditmongkol, Vorachai. "Effects of Psychological Stress on Glucocorticoid Sensitivity of Inflammatory Response to Influenza Vaccine Challenge in Healthy Military College Students." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366195257.
Full textKUO, YU–TING, and 郭昱廷. "Analysis of the Reasons Military School Students Choose to Attend Military Academies." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/732yb6.
Full text朝陽科技大學
企業管理系
107
The national military basic education is the main source for the national military volunteers. In addition to affecting the supply of the national military volunteers, the stability of the enrollment number, has a major impact on the educational resources investment planning of military academies. The purpose of this study is to analyze the reasons why military school students choose to attend military academies, and to discuss the work competency, salary and benefits, promotion and retirement, and four background changes. The subjects of this study are military students. The data from questionnaire was analyzed through ANOVA. It was found that gender, grade, and family size of the three background variables did not differ significantly from the level of work competency, salary and benefits, promotion, and retirement. The verification found that the family income as a significant difference in the importance of the four facets. After the post hoc test, it was found that the family income was highly valued for the four factors. The results of this research can be listed as a reference project for the promotion of future military school enrollment.
LAI, YU-TING, and 賴鈺婷. "The Stratification of Students' Family Background in Military Colleges and the Study of Military Motives." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/334m75.
Full text國防大學政治作戰學院
社會工作碩士班
106
The U.S. military recruitment was deeply influenced by social stratification, leading the gap between the military and civil society. To adapt to changes in economic and social conditions, Taiwan’s military has been planning to convert Taiwan's military into an all-volunteer force. At the same time when we are worry about whether the composition of our army has followed the footsteps of the United States, this study would like to investigate the student composition of the basic military academies more deeply. About 20 years ago, Chen and Lei’s survey indicated that most of the military academies students were from middle and low-class families. Will the results be different, if the survey been redo again? This study aims to investigate the family backgrounds and enlistment motivations of the current students in military academies, and further evaluate the influence of the social stratification in military academies students. The study’s design is based on Maslow's hierarchy of needs theory. Using the questionnaire survey method, 860 questionnaires were disseminated and all recovered in this study, and there were 851 usable questionnaires. The subjects are students from grade 1 to 4 of the undergraduate departments of military academies, using random sampling surveys. The major findings are as follow: 1. The recognition of military academies students’ military motivations were influenced by their fathers’ educational degree and significantly differences by every aspect of Maslow’s hierarchy needs. 2. The relation between Maslow’s hierarchy of needs and enlistment motivations is not significantly influenced by parents’ occupation. 3 .Military academies students agreed with the influence of Maslow’s hierarchy of needs, and the “safety” needs had the lowest agreement. 4. The socioeconomic status of military academies students were not influenced by stratification.
Li, I.-Dar, and 李一德. "Attitudes toward Military Education among Senior High and College Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/57818860465351166145.
Full text國立中山大學
高階公共政策碩士班
100
The purpose of this study is to explore the cognition of national defense education among students of general/vocational senior high schools or above in southern Taiwan. The theoretical basis for this study is explored with a review of the relevant literature. From this, the research framework and tools are established and designed respectively. Stratified random sampling is adopted with students of general/vocational senior high schools or above in southern Taiwan as the research subjects. A total of 600 questionnaires were issued and 568 valid copies were collected, reaching a return rate of 95%. The data of valid questionnaires are analyzed via Independent Samples t-test and One-Way ANOVA. After data processing and analysis, the results are as follows: I. Students of general/vocational senior high schools or above in southern Taiwan have a medium-upper level of cognition with respect to national defense education. II. General/vocational senior high school or above level students in southern Taiwan are significantly different in their cognition with respect to national defense education due to variables in their personal backgrounds. 1. Male students have a significantly perceive the aspects and overall concepts of national defense education better than female students. 2. Students of public schools have stronger “cognitions” and “attitudes” concerning national defense education and perceive the overall concepts of national defense education better than those of private schools. 3. Students of general/vocational senior high schools show stronger “cognition” towards national defense education than college/university students; students of vocational senior high schools show stronger “cognition concerning the overall national defense education” than vocational college/university students. 4. Students who have joined national defense education related activities two or three times show a stronger “attitude” than those joining related activities no more than once. 5. Students attend school in Tainan city show stronger “behavior,” “cognition,” and “cognition concerning overall national defense education” than those who attend school in Kaohsiung city.
Huang, Li-Chun, and 黃麗娟. "Predictive Model for Risky Dietary Behaviors of Military University Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/64232427622205274856.
Full text國防醫學院
護理研究所
98
Diet is the basis of health. Balanced diet not only provides our body’s basic physiological needs but also serves as an important indicator of self-health management. The military university students will be leading military officers of our country. Their health will affect the national combat power and the future of country. There are no data showing military university students’ risky dietary behaviors in Taiwan. Therefore the purpose of this study is to identify the predictions for risky dietary behaviors of military university students using the Theory of Reasoned Action and Self-efficacy.This study was a cross-sectional research design. Four thousands and four hundreds and eighty students were reunited from seven military universities in Taiwan. The structured questionnaires including demographics, nutritional knowledge, attitude toward the risky dietary behavior, subjective norm of the risky dietary behavior, self-efficacy, and risky dietary behavior were used for data collection. There were 4,351 acceptable questionnaires (97% of all participants). Data were analyzed by descriptive statistics including mean, percentage, standard deviation, frequency and inferential statistics including Pearson correlation coefficient and multiple regression analyses. P <.05 was considered as statistically significant. The results of the study revealed as follows: 1. The relationships among the demographical variables including personal factors (gender, BMI and exercise hours per week), family factors (marriage status of students' parents and family socioeconomic status), school factors (school and grade), nutritional knowledge and risky dietary behavior were statistical significance. 2. The relationships among the attitude toward the risky dietary behavior, subjective norm of the risky dietary behavior and risky dietary behavior were significantly positive. On the contary, the relationship between self-efficacy and risky dietary behavior was significantly negative. 3. The significant predictors of risky dietary behavior were gender, BMI, marriage status of students' parents, family socioeconomic status, school, grade, nutritional knowledge, attitude toward the risky dietary behavior, subjective norm of the risky dietary behavior and self-efficacy. 4. After demographical variables being adjusted, the attitude toward the risky dietary behavior, subjective norm of the risky dietary behavior and self-efficacy were explained 19.2% total variation of risky dietary behavior. The results of this study will be the reference to develop preventive strategies for the military university students' risky dietary behavior and related influential factors. They will also serve as a tool to monitor the military university student s' risky behavior in the future. The health status of the students will thus be improved and medical costs be reduced.
CHEN, LIANG-CHUN, and 陳亮均. "Recommending High School Students Military Books by Applying Collaborative Filtering." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/pmdezb.
Full text國防大學
運籌管理學系
107
National security maintenance cannot be borne solely by the military. Modern national defense must be based on the concept of "national defense" and achieve the overall strength through the participation of all citizens in different fields. Western proverbs: "Education is the cheapest defense". In addition to strengthening the consensus and civil defense forces of the national defense, education through different means is also an effective way to enlighten people's concern and participation in national defense affairs. In order to stimulate students' interest in national defense education, the study asked participants (students) to search for relevant materials in the online bookstore, and then use the GOOGLE questionnaire to fill out and collect military books and materials that high school students like. Then, the project-based collaborative filtering recommendation algorithm is used to calculate the similarity, and the book with the highest similarity is fed back to the students as the recommendation result. Finally, use the chi-square test to verify. Based on the recommendation results generated by the recommendation mechanism, this study comprehensively lists the list of recommended books for military books, provides the most suitable extracurricular military books for high school students, enhances the interest of high school students in military and national defense themes, and enhances the practice of national defense.
CHENG, YING-CHIEN, and 鄭穎謙. "Impact of military policy on college students deferred graduation behavior." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/49380256839470879669.
Full text國立臺北大學
經濟學系
104
This study explore the impact of military policy on college students in deferred graduation phenomena. In the first part, we conduct a survey for the circumstances changes of military policy over years.The second part report the deferred graduation ratio from 89-104 year using data for universities,colleges and junior colleges release from Ministry of Education, including number of senior student in the previous year and the number of student deferred graduation. In the third part, Probit regression models are implemented to investigated the factors affecting the deferred graduation behavior. Finally, the impact of military policy on observed deferred graduation choice is studied.
You, Ying-Lun, and 游盈倫. "On the Willingness of High School Students to Join Military." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/94847a.
Full text龍華科技大學
企業管理系碩士班
106
The system of military service plays an essential role in national defense and security. However, it has changed the recruiting policy from conscription to volunteer since 1992. The enlistment is always a crucial issue to national defense policy. This study aims to investigate the significant reforms government done for the military service system in recent years. The reforms affect on the period, regulations and rights of military service which may cause the difficulty for people to understand the operation of the national defense. In the circumstance of the social change, volunteer military recruitment and negative image of the military, the transformation and security of national defense were profoundly influenced. In addition to raising students’ awareness of national defense, changing the thought on the national defense affairs, and learning the importance of national defense, this research provides relevant solutions to the low recruiting rate and enhance the image of the national military system. The respondent was the students of the high school where the author was served before. The survey was conducted through a qualitative study of in-depth interviews and focused on the respondent's background, level of education, and thinking of the enlistment. This research found that after the military recruitment was changed from conscription to volunteer military, the issues of “environment”, “salary”, “career development”, “dignity”, “social status”, and “veterans’ employment and training service” are the main factors that affect young graduates or young people to join the volunteer military service.
PENG, YUNG-HSIN, and 彭永信. "Social Stratification and High School Students Will from the Military." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/25r3sb.
Full text亞洲大學
經營管理學系碩士在職專班
107
Military service system in Taiwan has changed from conscription to recruitment system, while promoting more and more people into the army, the variety measurements in the universities, image of the national army, and the values of the parents will also influence whether they want to join the army or not. Therefore, this study hopes to study the willingness of the high school students to the military and the choice of the military based on family factors or social stratification. This study adopts a questionnaire survey method. In May 2018, the school was randomly sampled as a research sample, and 354 valid questionnaires were collected. After statistical analysis, the conclusions of this study are summarized as follows: First, the results of this study are personal background variables, including gender, grade and willingness to go to the military. Level of academic performance; the relationship between academic performance and military will is inconspicuous. Second, the results of this study in the social class variables, parental education, parental occupation There is a significant difference in the self-fulfilling needs of the military’s will; the family’s monthly income is for the military. The self-esteem needs of willingness are significantly different from the self-fulfilling needs. Therefore, hypothesis 2, social order The stratification and the willingness of the military are partly established.
Esteves, Carlos Mário Veríssimo. "Implementação do “activity based costing” na Academia Militar." Master's thesis, 2008. http://hdl.handle.net/10071/1006.
Full textA implementação da contabilidade de gestão no Exército é uma ambição antiga da Administração Militar, adiada pelas reestruturações dos últimos 20 anos, e pela inexistência de condições financeiras e politicas que permitissem investimentos na criação do sistema. Com a implementação do POCP e a implementação no Ministério da Defesa duma plataforma informática modular de apoio à gestão, o Sistema Integrado de Gestão, sendo um da contabilidade de gestão, nasceu a oportunidade desta se implementar no Exército. Após obter informação sobre a prática já existente no Exército dos Estados Unidos da América, optei pela criação de um sistema baseado no Activity Based Costing. Após entrevista realizada com a entidade gestora da implementação do módulo de contabilidade de gestão, o Centro de Finanças Geral, optou-se por seleccionar a Academia Militar como unidade piloto. Esta é uma unidade com características especiais, responsável pelas licenciaturas e mestrados dos futuros oficiais do Exército, existindo uma variedade de actividades, objectos de custeio e recursos que não se encontram noutras unidades, tornando mais complexa uma implementação deste tipo. Identificou-se uma cadeia de valor constituída por três categorias de actividades, atribuindo o sistema proposto os custos a um leque alargado de objectos de custeio, que são os alunos e as missões específicas da Academia Militar: • Primárias – Actividades envolvidas directamente com os objectos de custeio, sendo os seus custos possíveis de atribuir directamente aos objectos de custeio; • Apoio – Actividades que sustentam as actividades primárias e cujos custos podem ser atribuídos através de cost drivers; • Suporte - Actividades que suportam as actividades de apoio e que não estão directamente ligadas com as actividades primárias e cujos custos só podem ser alocados arbitrariamente aos objectos de custeio. Identificaram-se também dois tipos de custos: • Custos directos – passíveis de serem alocados directamente aos objectos de custeio; • Custos comuns – Custos com o funcionamento dos centros de custo. Os custos comuns das actividades de suporte e de apoio, são atribuíveis aos objectos através de cost dr ivers para cada nível de actividades, sendo que os custos das actividades de suporte são atribuídos às actividades de apoio e os custos desta às actividades primárias.
The implementation of accounting management in the Army is an old ambition of the Military Administration, postponed by organizational changes in the past 20 years, and the lack of financial conditions and policies that would permit investments to create the system. With the implementation of POCP and the implementation in the Ministry of Defence of a modular computing platform to support management, the Integrated System of Management, with one module to accounting management, as born the opportunity to implement this system in the Army. After obtaining information on the existing practice in the United States Army, I have chosen for the creation of a system based on Activity Based Costing. After interview with the managing body of the entity responsible for the implementation of management accounting module, the Center for Finance General, has been chosen to select the Military Academy as a pilot unit. This is a unit with special features, responsible for the degree and masters of future officers of the Army, there are a variety of activities, cost objects and resources that are not in other units, making it more complex this type of implementation. It was identified a value chain that consists of three categories of activities, and the proposed system assigns costs to a wide range of cost objects, who are students and the specific missions of the Military Academy: • Primary - Activities involved directly with the cost objects, and their costs can be allocate directly to the objects of cost; • Support - Activities that support the primary activities and whose costs can be allocated through cost drivers; • Sustain - Activities that sustain the support activities and which are not directly connected with the primary activities and whose costs can only be allocated arbitrarily to cost objects. It also identified two types of costs: • Direct costs – costs which can be allocated directly to the cost objects; • Common costs - costs with centers of cost operation. VII The common costs of activities in support and sustain, are attributable to objects through cost drivers for each level of activities: the costs of sustain activities are allocated for supporting activities and the costs of supporting activities are allocated to primary activities.
Chen, Chang-Chin, and 陳昌錦. "A Study of Inpatient Utilization and the Outcome of Care of Military School Students, Military Servicemen and Military-substitute Servicemen in Taiwan’s National Health Insurance." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/06279411617876329395.
Full text臺北醫學大學
醫務管理學研究所
98
Discusses in all the people of health insurance fourth kind of insured the military academy military expenses to live and the serviceman, to substitute the draftee in hospital of medical service use situation and so on, separately from, in hospital number of times, in hospital number of days and medical expense aspects and so on in hospital rate discusses, simultaneously analyzes in this object of study the sex, the age, to go see a doctor using the area, goes see a doctor the organization level; And lives and the voluntary service serviceman according to the military academy military expenses, substitutes the draftee insured of the same kind, analyzes its in hospital medical service use situation individually. Next on the sex, the age, goes see a doctor using the area, goes see a doctor factors and so on organization level, affects the military academy military expenses draftee in hospital of medical service use situations the object of study and so on to live and the voluntary service serviceman, to substitute. Furthermore to the high use insurance object of study first five vigorous sickness, analyzes its in hospital medical service use situation, compares one by one equally with the non-fourth kind of insured use situation; Finally integrates the research to the traffic accident project, the findings may supply the central committee industry tube institution to refer, strengthens the guidance to reduce wounded and sick strengthens the army to fight the strength; The research data source is in 2002 all the people health insurance research information bank sampling person returning home files, extracts in the fourth kind of insured the military academy military expenses to live and the voluntary service serviceman, the substitution draftee, reorganizes the correlation data to analyze. The research military academy military expenses draftee insures and so on live and the voluntary service serviceman, substitute in hospital medical service use factors, lowers how many compared to the non-fourth kind of insured''s average, goes see a doctor the area to divide the medical use factor to be highest in where, lowest is what place. The choice in hospital''s hospital level difference part, the military academy military expenses draftee the insured and so on will live and the voluntary service serviceman, substitute to choose to the local hospital accept in hospital medical service, will compare with the non-fourth kind of insured, the choice medicine center in hospital ratio will compare the non-fourth kind of insured height proportion. Traffic accident right and wrong fourth kind of insured sample how many, because the traffic accident goes see a doctor in hospital, right and wrong fourth kind of insured''s several times; The confirmation military academy military expenses live and the voluntary service serviceman, substitute the draftee insured of the same kind, whether is a crowd has the medical demand but to lack the use the tribal grouping tribal group. In six broad heading insured, do the military academy military expenses live and the voluntary service serviceman, how substitute the draftee insured of the same kind to be hospitalized the use factor? Whether there is ultra long in hospital situation, if so, its ratio and average in hospital number of days why? In the fourth kind of insured the military academy military expenses live and the voluntary service serviceman, substitute the draftee average age, the healthy situation of the same kind. The military academy military expenses live and the voluntary service serviceman, substitute the draftee height use insured object of the same kind the vigorous sickness comparison.
Ou, Yi-Ping, and 歐逸平. "An investigation on Military Academies School Students acceptance of Digital Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/58115931140900749752.
Full text樹德科技大學
資訊管理系碩士班
102
The 21st century is the information widely used for generations, who can grasp the information and use of information, convenience is the biggest winner. Using the Internet''s digital environment, to enrich personal knowledge to effectively reach your goals. Therefore, this study was to investigate the students'' information literacy and its network to conduct correlated digital learning, and thus the effectiveness of current information peep education. This research has three parts. The first part is to know the condition of "The Internet Information Literacy of students". The second part is to use the Technology Acceptance Model (TAM) to know the correlation between "The Internet Information Literacy of students" and "The Digital Learning of students". The third part to the use of questionnaires。 The returned questionnaires were calculated by the following statistical methods: descriptive statistics analysis, t-test analysis, one-way ANOVA, pearson product-moment correlation analysis and multiple stepwise regression analysis. The result showed that the cadets back ground factors such as gender,age,and whether to participate in the study for three years differences in willingness to use had the significant impact on behavioral intention to use e-learning. Cadets of internet literacy,organizational impact and e-learing attitudes had positive effects on perceived usefulness of e-learning and perceived ease of use of e-learning. Furthermore, Cadets perceived usefulness of e-learning and perceived ease of use of e-learning also had a positive effect on behavioral intention to use e-learning systems.
Yang, Wen-Tsai, and 楊文財. "A Research on Military School Students'' Learning Satisfaction of Physical Education." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/12106711095578095480.
Full text臺北巿立體育學院
運動科學研究所
92
The purpose of this research is to discuss as follow: (1) To understand military cadets’ satisfaction towards physical education classes. (2) To understand the difference between military cadets in different environment backgrounds. The information provided for this research is from self-designed surveys and the surveys include the following information: (1) Demographic information sheet (2) Students’ learning satisfaction of physical education questionnaire. The primary group for this research is on the basis of military cadets. This research uses stratified sampling of 1~4 grades throughout 7 military academies. Each is chosen 60 students that totals to 1680 cadets. 1680 copies were sent out and 1540 were qualified for the research, which ends with a qualification rate of 91.6%. Descriptive statistics, independent sample t-test, One-way ANOVA and scheffe’s method were compnted for data analysis. The total conclusion of this research is as follows: (1) the majority military cadets are satisfied with physical education classes. (2) Male military cadets have a higher rate of satisfaction than female cadets. (3) All the analysis shows that the junior students have higher learning satisfaction. (4) Those who attend sports clubs have a better performance than others.