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Cyberbullying affects almost half of the teenagers in America (National Crime Prevention Council [NCPC], 2010). The effects of cyberbullying can be detrimental to teens and may include withdrawal from school activities, illness, depression, eating disorders, or suicidal ideations (Dehue, Bolman, & Vollink, 2008; Mason, 2008). In order to effectively deal with this issue, it is imperative that front-line middle school principals are prepared to address this growing problem. The purpose of this study was to examine how middle school principals of small rural schools address cyberbullying and their beliefs on its effect on the school climate and students. This study examined what middle school principals have experienced with regard to cyberbullying and the ways in which principals have responded to incidences of cyberbullying. A qualitative design using an exploratory multiple case study approach was utilized for this study. The results of this study describe how middle school principals in a small rural setting address cyberbullying and its impact on the school environment. The results also indicate that middle school principals rely on law enforcement when addressing cyberbullying incidences and students utilize a variety of different technological tools to perpetrate cyberbullying. School climate is a major contributing factor when addressing cyberbullying and maintaining a safe environment. The researcher concluded that most cyberbullying originates off-campus with education being a key factor in its prevention. It is hoped that the results of this study may assist school leaders in addressing this threat. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Many students enter the postsecondary classroom with Post Traumatic Stress Disorder (PTSD), but do not disclose their disability for fear of stigma from the school and the instructors they must face. For the past 7 years, this author has noticed that, when instructional designs incorporate practices that meet the needs and learning processes of the student when it is difficult for them to meet the goal of mastery, the subject matter to be learned can be successfully achieved. The purpose of this study was to examine the instructional design practices of postsecondary education, how those practices were developed, established, and implemented. The focus was to compare and contrast whether the established instructional designs could incorporate new instructional designs with the needs of the student with PTSD. New instructional designs were found that can be implemented within the classroom, and attitudes toward instructional design were surveyed to find the attitudes of instructors' approach to helping students within the classroom. The outcome of the survey findings found in this paper that was distributed to a select group of universities supported this author's assumption that, in general, university instructors care deeply about their students' learning the subject material presented in class. However, many of those instructors do not have a formal pedagological base of knowledge in instructional design upon which they can draw. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The thesis discusses the desirability/feasibility of incorporating the Airman Education and Commissioning Program (AECP) into the Air Force Reserve Officer Training Corps (AFROTC) program. As background, a brief history of the AECP and AFROTC is presented. The thesis discusses the cost factors associated with the present commissioning procedures and provides an analysis of what might be expected under a combined program. An analysis of AECP personnel reaction to a joint program is also provided. Lastly, the thesis discusses the legal implications of any proposed program merger. (NTIS)

The basic problem addressed by this thesis was the identification of specific criteria for determining the applicability of a job enrichment program in a specific career area. Identifying criteria involved the intrinsic and extrinsic aspects of a job, which act as determiners of job satisfaction or dissatisfaction. Survey data were obtained using a job description index (JDI) which measured job satisfaction on five job dimensions: work, supervision, pay, promotions, and coworkers. The JDI was administered to a random sample of 625 item managers at the five Air Force Logistics Command air materiel areas. Analysis of data revealed that 26 percent of the item managers surveyed were dissatisfied with their job. The most dissatisfying job dimensions were promotions, followed by the work itself. From these results the authors concluded that a job enrichment program may be of benefit in selected organizations. In summary the authors have developed a methodology for assessing worker attitudes prior to the application of a motivational technique. The key element of the methodology is the empirically-based determination of the source or sources of job dissatisfaction. (NTIS)

The training which is the subject of this thesis is the 18-hour course of instruction which is required, on an annual basis, for all Air Force military personnel. An attitude questionnaire was used to determine racial attitude indexes of subjects who had just completed the training and of a control group who had not been exposed to the course. Only blacks and whites were compared in attitudinal tendencies, and the only other division was between commissioned officers and enlisted personnel. Overall results of the study indicated a slightly positive difference in racial attitude on the part of the persons who attended the training. (NTIS)

The thesis discusses the advantages and disadvantages of one work force scheduling technique--flextime. The authors were interested in determining if a flextime schedule could be put into effect in a governmental organization such as Headquarters Air Force Logistics Command (AFLC). The study objectives were to determine the feasibility, desirability, and specific advantages and disadvantages of putting flextime into effect in selected AFLC organizations. To satisfy objectives, the authors obtained sample data from three sources: an opinion survey for AFLC employees, a structured interview procedure for AFLC managers, and authoritative AFLC leave absence records. From these data, the authors were able to provide statistical and subjective answers to their research questions. The study concluded that flextime would be desirable in terms of socioeconomic, behavioral, attitudinal, productivity, and job satisfaction factors. However, it is not feasible to put flextime into effect at this time because of the legal restrictions of Title 5, U. S. Code, and negotiated union agreements. (NTIS)