In contrast, the French hung on to fighting concepts that had been centuries old so that mostly anyone with a little military background could have guessed their response strategies in case of a war.
French Generals such as Ferdinand Foch and Philippe Petain were famous for their ingenuity during I, when the very concept of involving originality into warfare had brought them victory. However, considering the fact that Foch no longer lived to see his country fighting II, and, the fact that Petain seemed unwilling to share his knowledge with those involved in fighting against the Germans at the time, it would be easy to understand what kept France from properly using its forces.

The Germans had learnt a basic rule when concerning warfare: speed and maneuverability make the difference between a successful campaign and a fruitless one. Napoleon was known to have a fondness for offensive campaigns, being aware that…...

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Works cited:

1. Black, Jeremy. (2003). "World War Two." Routledge.

2. Christofferson Thomas R., Christofferson Michael S. (2006). "France during World War II: From Defeat to Liberation." Fordham University Press.

3. Kaufmann J.E., Kaufmann H.W. (2006). "Fortress France: The Maginot Line and French Defenses in World War II." Praeger Security International.

4. Weber, Eugen. (1994). "The Hollow Years: France in the 1930s." Norton.

Indirectly, the technological and industrial endeavors of the First World War led to an increased emphasis on the importance of science knowledge and practical application throughout the country, and when there was no longer a war effort towards which to direct these energies, the fervor did not die away but rather found itself applied in new directions, such as crop dusting, increasing diversification of automobiles, and many other innovations (Highbeam 2010).
The 1920s ended with the market crash and the onset of the Great Depression, and though technology continued to advance its progress was necessarily slowed during this period. World War II saw a similar resurgence in technological and industrial innovations, however, and the following decade of the 1950s saw a major increase in the number and the affordability of many new or newer household technologies. Among these was the all important television, which would change the way the world…...

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References

Davidson, L. (2009). "WWI: New technologies." Accessed 8 June 2010. http://techcenter.davidson.k12.nc.us/group9/tech.htm

Highbeam. (2010). "The 1920s: Science and technology." Accessed 8 June 2010.  http://www.encyclopedia.com/doc/1G2-3468301016.html 

Pursell, C. (2007). The machine in America. Baltimore: John Hopkins University Press.

SCNET. (2010). "Information science in the twentieth century." Accessed 8 June 2010.  http://www.libsci.sc.edu/BOB/istchron/ISCNET/ISC1940.HTM

S. system of communication was responsible for far too many problems, including the presidential conception of the value of the leader, Nhu Ding Diem. Key factors in this war were the misuse of technology in the south and intelligent use of simple technology by the north. The Battle of Diem Bin Phu was a classic miscalculation when the French thought that artillery could not be brought against them through the jungle. The North Vietnamese did just that, manually hauling big guns on jungle trails and over mountains, then followed with ammunition on bicycles. In addition they hid the guns in tunnels and set off charges in the jungle to confuse the French as to the sources of shelling.
After the French left, the U.S. set up Nhu Ding Diem as president of South Vietnam. Between him and his brother, they alienated more than half the population in short order with their…...

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Works Cited www.questia.com/PM.qst?a=o&d=109396003

Best, Antony, Jussi M. Hanhim ki, Joseph a. Maiolo, and Kirsten E. Schulze. International History of the Twentieth Century. London: Routledge, 2004. Questia. 8 Oct. 2006  http://www.questia.com/PM.qst?a=o&d=109396005 .

A www.questia.com/PM.qst?a=o&d=106977474

Bull, Stephen. Encyclopedia of Military Technology and Innovation. Westport, CT: Greenwood Press, 2004. Questia. 8 Oct. 2006  http://www.questia.com/PM.qst?a=o&d=106977476 .

A www.questia.com/PM.qst?a=o&d=9805116

Diffusion of innovation theory refers to the spread of ideas, materials, or strategies and can be applied both to counterterrorism policies or terrorist tactics themselves. By paying attention to the patterns of diffusion, governments can make more informed counterterrorism decisions or policies. At the same time, diffusion of innovation can show how terrorist tactics spread from one group to another or how extremism spreads throughout a region.
Applied to Boko Haram, the diffusion of innovation theory can show how terrorist tactics used by one extremist group spread or how extremist ideology spreads from one region or group to another. Likewise, diffusion of innovation can help the government of Nigeria better cultivate an informed and potentially evidence-based response policy by adopting counterterrorism tactics used by other nations in similar situations. For example, Boushey (2012) shows how public policy innovations are diffused. Punctuated equilibrium is a method of diffusion in which feedback both…...

innovation, design, creativity strategy organizations: Kudler
There are several key components to effective business and marketing strategy. Some of the most eminent of these are the prudent usage of creativity, innovation, as well as an appropriate design that customers and potential partners can relate to. An analysis of the strategy of two companies in particular, Kudler Fine Foods and iordan Industries, readily confirms these facts, and serves as a model for other organizations to pattern themselves after.

There is an innate simplicity in the strategy employed by Kudler Fine Foods, which was the creation of Kathy Kudler in the final years of the 20th century. The food retailer still relies on the marketing image of its founder simply trying to merge two exceedingly pragmatic ideas into one innovative one -- that in which it could "create one store that would stock a wide selection of the freshest ingredients as well as…...

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References

Baihaqi. (2009). "Riordan manufacturing history." Riordan Manufacturing. Retrieved from http://riordan-manufacturing.com/riordan-manufacturing-history/

No author (2013). "About Kudler." Kudler Fine Foods. Retrieved from http://kudlerfinefoods.info/

No author (2010). "Riordan manufacturing: analysis of service request assessment." www.riordanmanufacturingblogspot.com.

Retrieved from  http://riordan-manufacturing.blogspot.com/2010/04/riordan-manufacturing-analysis-of.html

Communications
Innovation at L3 Communications

Company Background

Innovation Strategy

Planning for Innovation

Management Systems and Innovation Metrics

Rewards and Incentives

Organizational Learning

Leadership's Commitment to Innovation

Leadership's Innovation Strategy Involvement

Ethics in Innovation

Company Background

L-3 is a prime contractor in Command, Control, Communications, Intelligence, Surveillance and Reconnaissance (C3ISR) systems, platform and logistics solutions, and national security solutions; L-3 is also a leading provider of a broad range of electronic systems used on military and commercial platforms (L-3, N.d.). The company's client base includes an array of different organizations such as the U.S. Department of Defense and its prime contractors, U.S. government intelligence agencies, the U.S. Department of Homeland Security, U.S. Department of State, U.S. Department of Justice, allied foreign governments, domestic and foreign commercial customers and select other U.S. federal, state and local government agencies.

The L-3 concept was developed along three different central components that constitute the organization's high level objectives (L-3, N.d.):

Agility: L-3's ability to respond and adapt quickly…...

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Works Cited

Alipour, F., K., I., & Karimi, R. (2011). Knowledge Creation and Transfer: Role of Learning Organization. International Journal of Business Administration, 2(3), 61-67.

Halliday, S., & Beddie, F. (2009). Informal Learning. At a Glance. National Centre for Vocational Education Research, 12(1), 1-12.

Hooley, G., Greenley, G., Fahy, J., & Cadogan, J. (2010). Market-focused Resources, Competitive Positioning and Firm Performance. Journal of Marketing Management, 17(5-6), 503-520.

IMT. (N.d.). Innovative Micro Technology Receives Equity Investment From L-3 Communications to Partner on MEMS-based Strategic Technologies for Defense Applications. Retrieved from IMT:  http://www.imtmems.com/index.php?option=com_content&view=article&id=89:innovative-micro-technology-receives-equity-investment-from-l-3-communications-to-partner-on-mems-based-strategic-technologies-for-defense-applications&catid=13:press-releases&Itemid=7

DNRC
INNOVATIONS, ARRIERS

DRNC Leadership Practicum

Actions to Encourage Innovative Ideas

Major events are always a special concern to law enforcement and a test of its crowd control capabilities (Connors, 2007). Security management covers the entire duration of the events -- before, during and after. Even after the event, security management continues with the clearing up the place, administrative tasks, and debriefing and after-action report. The after-action report critiques all the operations conducted, such as deviations from the event plan and recommendations. Recommendations, in turn, tackle what should be kept and changes that should be made. These recommendations and changes may be innovative ideas from frontline officers on how to upgrade crowd control tactics. Frontline officers are valuable to the organization. They are more numerous than middle managers or frontline supervisors. They are also more knowledgeable about the situation and, at the same time, are the ones in daily contact with all stakeholders. For…...

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BIBLIOGRAPHY

Behn, R.D. (1995). Creating an innovative organization: ten hints for involving frontline workers. Vol. 27 # 3, State and Local Government Review: Government Leaders.

Retrieved on March 31, 2014 from  http://govleaders.org/behn-innovation.htm 

Connors, E. (2007). Planning and managing security for maor special events. Office of Community Oriental Policing Services: U.S. Department of Justice. Retrieved on March

31, 2014 from  http://www.cops.usdoj.gov/Publications/e07071299_web.pdf

Csh 21, La: Challenges and Innovations in Its Construction
Case Study House 21, LA. Challenges and Innovations in Its Construction

The Case Study House 21 (ailey House) epitomizes an icon in the Case Study program. It was implemented as a visionary project aimed at re-establishing the modern living that was implemented by John Entenza for arts and architecture magazine. After its completion in 1959, Arts and Architecture appreciated it as one of the immaculate imaginations in the development of the small contemporary house. It is pertinent to mention the development remains a vital global influence for architects. The purpose of this article is to explore the challenges and innovations experienced in building by the time Case Study House 21 was developed. In this case, the paper analyzes the condition of the building industry regarding the materials and technologies available for construction.

As mentioned, the establishment of the above program was envisioned as a…...

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Bibliography

Dhir, R. K. et al. (2002). Innovations and Developments in Concrete Materials and Construction: Proceedings of the International Conference Held at the University of Dundee, Scotland, UK on 9-11 September 2002. Thomas Telford

Koenig, G. (2000). Iconic LA: Stories of LA's Most Memorable Buildings. New York: Balcony Press

Llinares-Millan, C., Fernandez-Plazaola, I. & Hidalgo-Delgado, F. (2014). Construction and Building Research. New York: Springer Science & Business Media

Rothstein, Mignon E. A Study of the Growth of Negro Population in Los Angeles and Available Housing Facilities between 1940 and 1946. University of Southern California.

The Effectiveness of Organizational StructuresThe effectiveness of an organizational structure is contingent upon factors such as the nature of the business, the environment in which it operates, the specific goals it aims to achieve, its culture, its workers, its expectations, and even its clientele. This paper looks at two distinct organizational architectures: a strictly hierarchical top-down structure and a decentralized structure, to see how each might thrive or falter in different scenarios.Strictly Hierarchical Top-Down Organizational StructureIn a strictly hierarchical top-down structure, decision-making authority is concentrated at the top levels of the organization (Mookherjee, 2006). Lower-level employees are primarily responsible for executing the decisions made by their superiors. This structure is particularly effective in organizations where consistency and uniformity are critical. For example, in manufacturing industries such as automotive or pharmaceuticals, precision, safety, and consistency are all vitally important. Thus, a hierarchical structure is welcome as it supports the implementation of…...

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ReferencesHollenbeck, J. R., Ellis, A. P., Humphrey, S. E., Garza, A. S., & Ilgen, D. R. (2011). Asymmetry in structural adaptation: The differential impact of centralizing versus decentralizing team decision-making structures. Organizational Behavior and Human Decision Processes, 114(1), 64-74.Mookherjee, D. (2006). Decentralization, hierarchies, and incentives: A mechanism design perspective. Journal of Economic Literature, 44(2), 367-390.

MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationLiberty University2021MILITAY DEPLOYED PAENT PECEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEI CHILDEN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the equirements for the DegreeDoctor of EducationAPPOVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberABSTACTThe purpose of this qualitative transcendental phenomenological study was to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their childs education. For this purpose, this study developed an informed answer to the following research question: What are the perceptions of deployed military parents regarding active involvement in their childs education? The study used Epstein\\\'s theory regarding the triangle relationship between parents, teachers, and the community to help explore and make sense of the stories and experiences…...

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Qualitative research methods: Why, when, and how to conduct interviews and focus groups in pharmacy research. Currents in pharmacy teaching and learning, 8(4), 509-516.Rule, P. & John, V.M. (2015). A necessary dialogue: Theory in case study research. International Journal of Qualitative Methods, 3(8), 1-11. Sandoz, E.K. & Moyer, D. N. (2015, October). Psychological flexibility as a framework for understanding and improving family reintegration following military deployment. Journal of Marital and Family Therapy, 41(4), 495-499.Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335.Shankar, K., Hakken, D., & Østerlund, C. (2017). Rethinking artifacts. The handbook ofscience and technology studies, 59-85.Shriner, B & M. Shriner. (2014). Essentials of lifespan development: A topicalperspective. Bridgepoint Education: San Diego, CA.Silverman, D. (2016). Qualitative research. Thousand Oaks, CA: Sage. Slavin, R. E. (2019). Educational psychology: Theory and practice. Pearson.Smith, P. L., & McSweeney, J. (2017). Organizational perspectives of nurse executives in 15 hospitals on the impact and effectiveness of rapid response teams. Joint Commission Journal on Quality and Patient Safety, 43(6), 289-298. doi:10.1016/j.jcjq.2017.01.006Spitzer, B., & Aronson, J. (2015). Minding and mending the gap: Social psychological interventions to reduce educational disparities. British Journal of Educational Psychology, 85(1), 1-18.Stetson, R., Stetson, E., Sinclair, B. & Nix, K. (2012). Home visits: Teacher reflections about relationships, student behavior, and achievement. Issues in Teacher Education, 21(1), 21-37.Tempski, P., Santos, I. S., Mayer, F. B., Enns, S. C., Perotta, B., Paro, H. B.,&Guimaraes, K. B. (2015). Relationship among medical student resilience, educational environment, and quality of life. PLoS One, 10(6), e0131535.Theron, L. C., Liebenberg, L. A., & Ungar, M. (2015). Youth resilience and culture.Springer Netherlands.Thompson, B. C., Mazer, J. P., & Flood Grady, E. (2015). The changing nature ofparent-teacher communication: Mode selection in the smartphone era. Communication Education, 64(2), 187-207.Tough, P. (2013). how children succeed: Grit, curiosity, and the hidden power of character. NY: Houghton Mifflin Harcourt.Trier, K. A., Pappas, D., Bovitz, B., & Augustyn, M. (2018). Supporting development during military deployment and after. Journal of Developmental & Behavioral Pediatrics, 39(5), 447-449.Trautmann, J., Alhusen, J., & Gross, D. (2015). Impact of deployment on military families with young children: A systematic review. Nursing Outlook, 63(6), 656-679.Trautman, J. & Ho, G. W. (2018, July). Parenting needs among mothers of young childrenduring military deployment. Journal of Nursing Scholarship, 50(4), 392.Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigatorsThe qualitative report, 15(3), 754-760.Turner, H. A., Finkelhor, D., Hamby, S., & Henly, M. (2017). Victimization and adversityamong children experiencing war-related parental absence or deployment in a nationally representative US sample. Child abuse & neglect, 67, 271-279.United States Department of Defense (n.d.). Educator’s guide to the military child during deployment. Retrieved from https://www2.ed.gov/about/offices/list/os/homefront/homefront.pdf on 6 June 2019VA. (2020). What is deployment. Retrieved from  https://www.mentalhealth.va.gov/communityproviders/docs/deployment_operational_experiences.pdf Vaillant, G. E. (2000). Adaptive mental mechanisms: Their role in Oa positive psychology. American psychologist, 55(1), 89.Vijaya, Vijaya, & Rajeshkumar (2016). Parental involvement and academic achievement among high school students. Review of Research, 5(12), 11-14. Von Culin, K. R., Tsukayama, E., & Duckworth, A. L. (2014). Unpacking grit: Motivational correlates of perseverance and passion for long-term goals. The Journal of Positive Psychology, 9(4), 306-312.Webster, D., & Rivers, N. (2018). Resisting resilience: Disrupting discourses of self-efficacy. Pedagogy, Culture, & Society, 1-13.Whyte, K. L., & Karabon, A. (2016). Transforming teacher-family relationships: Shifting roles and perceptions of home visits through the funds of knowledge approach. Early Years, 36(2), 207-221.Wright, K. B. & Shields, S.M. (2018, Spring/Summer). The effects of teacher home visits on student behavior, student academic achievement, and parent involvement. School Community Journal, 28(1), 67.Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report, 20(2), 134-152.Yin, R. K. (2014). Case study research: Design and methods (4th ed.). Thousand Oaks, CA: Sage.Yüksel, P., & Y?ld?r?m, S. (2015). Theoretical frameworks, methods, and procedures for conducting phenomenological studies in educational settings. Turkish Online Journal of Qualitative Inquiry, 6(1), 1-20. Retrieved from https://www.researchgate.net/publication/271833455_Theoretical_Frameworks_Methods_and_Procedures_for_Conducting_Phenomenological_Studies_in_Educational_SettingsAPPENDIX A: LIBERTY UNIVERSITY IRB APPROVALWill includes once Submitted and Approved SEEKING VOLUNTEERS FOR A RESEARCH STUDYThe purpose of study: To explore the experiences of deployed military parents regarding active involvement in their child’s education. Participation Requirements:To participate in the study, you must currently be deployed or previously deployed within the past two years and have pre-K-12 school-aged children that are enrolled in a school outside of the homeParticipation in this study involves:1. Face-to-Face interview or online interview with the researcher (approximately 45-60 minutes). Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.1. Online focus group with several other participants. The session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality1. Artifact for Analysis: Participants will be asked to provide relevant artifacts (if available) for analysis. Pseudonyms will be used to maintain confidentiality.To find out more information about this study, please contact Eder Bennett at:Phone: (860) 213-4464Email: Study Title: Military Deployed Parents’ Perceptions Of Involvement In The Education Of Their Children While Deployed.Principal Investigator: Eder Bennett Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 Research Study: Perception of Involvement in Childs EducationContact: Eder BennettPhone: (860) 213-4464 APPENDIX B: RECRUITMENT FLYERAPPENDIX C: INFORMED CONSENTCONSENT FORMMILITARY DEPLOYED PARENTS’ PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYEder G. BennettLiberty UniversitySchool of EducationGeneral Overview of Study: You are invited to be in a research study investigating the perceptions of deployed military parents regarding active involvement in their child’s education. You were selected as a possible participant because you are currently deployed or previously deployed and have pre-K-12 school-aged children that are currently enrolled in school. Please read this form and ask any questions you may have before agreeing to be in the study.Eder G. Bennett, a doctoral candidate in the School of Education at Liberty University, is conducting this study.Background Information: The purpose of this study is to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education. This will provide a foundation of understanding that can assist educational stakeholders and the military community in filling the void created by a deployed parent with the goal to help the student of the deployed parent.Procedures: If you consent to be a part of this study, you will be asked to do the following:1. Complete a questionnaire that includes preliminary demographic data, such as age, race, military affiliation, and years of service. The questionnaire will also consist of three open-ended questions and should take approximately 30 minutes to complete2. Participate in a face-to-face or online interview with the researcher. Interviews will be conducted in a predesignated location (chosen by you). Each interview will last for approximately 45-60 minutes. Interviews will be audio-recorded, but pseudonyms will be used to maintain confidentiality.3. Participate in an online focus group through which several prepared questions will be answered. Participants will be gathered in an online forum for 45-60 minutes using a videoconferencing software such as ZOOM. The online session will be recorded for transcription. Pseudonyms will be used to maintain confidentiality.4. Provide relevant artifacts for analysis: You will be asked to provide (if available) artifacts such as journals, letters, and email correspondence with teachers pertaining to your children. These artifacts will be analyzed to gain further insight into the issues that deployed parents face. Pseudonyms will be used to maintain confidentiality.Risks: The risks involved in this study are minimal and are no more than what participants encounter in everyday life. If you experience discomfort while taking part in this study, you may choose to stop participating at any time.Benefits: The direct benefits participants should expect to receive from taking part in this study will be understanding the perceptions of other deployed military parents regarding active involvement in their child’s education. Though your participation may have potential benefits to education and the military community as a whole, you may not receive any direct benefits of your involvement. Compensation: Participants will not be compensated for participating in this study.Confidentiality: The records of this study will be kept private. In any sort of report, I might publish, I will not include any information that will make it possible to identify a subject. Research records will be stored securely, and only the researcher will have access to the artifacts. I may share the data I collect from you for use in future research studies or with other researchers; if I share the data that I collect about you, I will remove any information that could identify you, if applicable, before I share the data.1. Procedures will be taken to protect the privacy of all participants, including the use of assigned pseudonyms and interviews conducted in locations where others will not easily overhear the conversation.1. Data will be stored on a password-protected computer, and all documents will be kept in a locked file cabinet. Data may be used in future presentations.1. The researcher will transcribe interviews. Recordings will be stored on a password-locked computer for three years and then erased. Only the researcher will have access to these recordings.1. I cannot assure participants that other members of the online focus group will not share what was discussed with persons outside of the group.Voluntary Nature of the Study: Participation in this study is voluntary. Your decision whether or not to participate will not affect your current or future relations with Liberty University or your positions in the military. If you decide to participate, you are free not to answer any question or withdraw at any time without affecting those relationships.How to Withdraw from the Study: If you choose to withdraw from the study, please contact the researcher at the email address/phone number included in the next paragraph. Should you decide to withdraw, data collected from you, apart from focus group data, will be destroyed immediately and will not be included in this study. Focus group data will not be destroyed, but your contributions to the focus group will not be included in the study if you choose to withdraw.Contacts and Questions: The researcher conducting this study is Eder G. Bennett. You may ask any questions you have now. If you have questions later, you are encouraged to contact him at (860) 213-4464 or [email protected] you would like to address questions or concerns to someone other than the researcher, you are encouragedto contact the researcher’s faculty chair, Dr. James Eller, at (440) 319-1794 or [email protected] of Consent: I have read and understood the above information. I have asked questions and have received answers. I consent to participate in the study. The researcher has my permission to audio-record me as part of my participation in this study.Signature of Participant Date Signature of Investigator DateAPPENDIX D: RECRUITMENT LETTERFall 2019Dear Service Member, As a graduate student in the School of Education at Liberty University, I am conducting research as part of the requirements for a doctoral degree in Educational Leadership. I am writing to invite you to participate in my research study about the perceptions of military parents who are deployed regarding their active involvement in their child’s education. You\\\\\\\\\\\\\\\'re eligible to be in this study because you have been identified as having some experience with this particular issue. If you decide to participate in this study, you will partake in a face-to-face or online recorded interview, take part in an online focus group, and be asked to provide relevant artifacts (if available) for analysis. You should be able to complete your participation in approximately two to three weeks, with it taking four to five hours to complete all procedures. Your name and/or other identifying information will be requested as part of your participation, but the information will remain confidential.To participate, please respond to my email with your desire to be a possible participant. Following your response to participate, I will then contact you for an interview and provide the consent form for you to sign. The consent document contains additional information about my research.Sincerely,Eder G. BennettDoctoral CandidateLiberty UniversityAPPENDIX E: QUESTIONNAIREThe purpose of this qualitative transcendental phenomenological study is to explore the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education. This questionnaire is designed to obtain demographic information as well as to capture your perceptions and experiences of being a parent while deployed overseas in the military. 1. Name: ____________________________________________________________ 2. Age: _____________ 3. Ethnicity: ______________________ 4. Branch of Service: _____________________________________________ 5. Rank: __________________________________________________ 6. Age of spouse: ____________________________________________ 7. Spouse current profession: _______________________________________8. Highest degree earned ____________________________________________________ 9. How many school age children currently in your household: _______________________ 10. How many times have you been deployed: _____________________________________?11. If currently deployed, what is the duration of your deployment: ______________________12. If not currently deployed: When was your last deployment and how long________________13. Reflect on your experiences of being a parent while deployed in the military. Please provide a brief written response to each question.1. What word best describes your initial thought about deployment as it relates to your ability to be involved in your child’s education. Please explain 1. What support (familial, financial, experience) has aided in maintaining a sense of involvement in your child’s education1. What is the number one challenge (aside from a distance) that hinders your ability to participate in a child’s education? APPENDIX F: INTERVIEW GUIDESemi-Structured, Open-Ended Interview QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions 1. Please introduce yourself, describe yourself and your family 1. How long have you been serving in the military? 1. In the past two years, how many times and for how long where you deployed1. What is the age and gender of your school-age child or children? 1. Please explain your experience in the military thus far Questions relating to participants perceptions 1. What is your definition of parental involvement, particularly as it relates to education? 1. In what way (if any) does your definition of parental involvement change while deployed1. How would you compare and contrast your role in your child’s education when not deployed and while deployed? 1. What changes have you experienced in your child’s behavior, focus, and attitude towards learning while deployed?1. What are some ways or methods used to participate in your child’s education while deployed, and how do they differ from the technique used when not deployed?1. How has your deployment impacted your spouse, particularly as it relates to his/her ability to be involved in your child’s education 1. Reflect on the first time you spoke with your child about their education when you were deployed. What was that experience like? 1. Reflect on your child’s education. What is your perception of your child’s sense of how your deployment impacts his or her learning?Questions relating to participants’ perceptions of challenges1. Describe a time (while deployed) when you encountered a barrier or challenge that prevented you from being involved in their education? 1. Describe a time when you felt that you could be more involved in your children’s education while deployed. Were you able to come up with a solution? If so, please describe it. 1. How does being deployed alters your interactions with your child’s teachers and other educators 1. What stage of deployment (pre-deployment, deployment, post-deployment) do you believe creates the most challenges in attempting to stay involved in your child’s education, please explain. 1. What advice would you give a military parent who is deployed or may deploy in the futureAPPENDIX G: FOCUS GROUP QUESTION GUIDESemi-Structured, Open-Ended Focus Group QuestionsCentral Research Question: What are the perceptions and lived experiences of deployed military parents regarding active involvement in their child’s education?Opening Questions: 1. Will each individual, please state your name, your military branch, and length of serviceQuestions Relating to Challenges Parents experience while Deployed:1. As a parent, how would you describe your overall experience of being separated from your family while deployed1. What would you identify as the most challenging aspect of being a military deployed parent? 1. From a parental standpoint, what are some examples of challenges you encountered while deployed, and how have you overcome themQuestions Relating to Participants involvement:1. How has your deployment affected your child’s performance in school?1. How often and in what way do you interact with your child’s teachers or educator, what types of feedback have you received https://www.fhsdschools.org/UserFiles/Servers/Server_995699/File/2015-16/Parents/Epstein%20-%20Six%20Keys.pdf

Neuropharmacology & the Military
It is hard to argue with the basic premise -- the U.S. military exists to promote, by means of force or by means of deterrence backed by the threat of force -- American interests. In military situations, winning is the most important thing, and all other factors are secondary. This has always been true of military endeavors, and that has not changed today. Given that, the U.S. military seeks to be the world's best military. It is the best-funded, and it is the largest. It is also the most technologically-advanced. Where on one side of the technology ledger, the U.S. military is looking at robotics as the next innovation in combat, it is also examining the role that neuropharmacology can provide with respect to its human members, especially combatants. The United States military has a keen interest in neuropharmacology and the effects that it can have on…...

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References

Farah, M., Smith, M., Ilieva, I. & Hamilton, R. (2014). Cognitive enhancement. Wires. Vol. 5 (2014) 95-103.

Forlini, C. (2013). Should physicians prescribe cognitive enhancers to healthy people? Academia.edu. Retrieved April 16, 2015 from  http://www.academia.edu/2534780/Should_physicians_prescribe_cognitive_enhancers_to_healthy_individuals 

Giordano, J. & Wurzman, R. (2011). Neurotechnologies as weapons in national intelligence and defense -- an overview. Synesis. Vol. 2011, T55-T71.

Ilieva, I., Boland, J. & Farah, M. (2012). Objective and subjective cognitive enhancing effects of mixed amphetamine salts in healthy people. Neuropharmacology. Retrieved April 16, 2015 from  http://www.psych.upenn.edu/~mfarah/pdfs/MAS%20enhancement.pdf

Chemical warfare has created some of the most devastating and brutal outcomes as it relates to military engagement. Many of these chemicals have resulted in permanent damage to millions of soldiers throughout the world. Here, chemical warfare involves the use of chemical compounds and toxic agents to help incapacitate and even kill enemy soldiers. Chemical warfare is so potent as it provides a seamless alternative to harming enemy parties without risking the lives of soldiers within the process. This two-pronged approach is particularly powerful when one party has access to vast reserves of chemical compounds. During these circumstances nations can rely on chemical warfare to kill opposing soldiers, maintain their own high solider counts and damage the overall moral of enemy troops. Due to its potency chemical warfare was heavily utilized during the first world war where nearly one million casualties where suffered from chemical agents alone. These casualties including…...

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References 1. Compton, J. A. F. (1988). Military chemical and biological agents. Caldwell, NJ: The Telford Press.2. Somani, S. M. (1992). Chemical warfare agents. New York: Academic Press Inc. 3. Eldridge, J. (2001). Jane\\\\\\\\\\\\\\\'s nuclear, biological and chemical defence. Coulsdon, U.K.: Jane’s information Group Limited.2

Warfare to Napoleonic Era Warfare
Napoleonic era warfare is the battlefield strategies applied by national armies mainly in the 18th century. The warfare technique was engineered by Napoleon, who is believed by many historians to have been its master. The Napoleon warfare and French revolution led to the revolution of military tactics used. Today's warfare in contrast, refers to the methods, concepts, and technologies that were used by soldiers during and after the Korean War and World War 2. These methods and concepts are complex due to the widespread advancement of information technology

In fact, modern armies are required to modernize constantly to keep up with the modern warfare. Therefore, Napoleonic era warfare is both different and similar from today's warfare. This report endeavors to compare today's warfare to Napoleonic era Warfare.

Contrasts

Today's warfare uses complex methods and concepts due to the advancement in technology. There were the invention and introduction of…...

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References

Barnett, Roger W. Asymmetrical warfare: today's challenge to U.S. military power. (Washington, D.C.: Brassey's, Inc., 2003).

Grant, R.G. Warfare in the modern world. (Austin, Tex.: Raintree Steck-Vaughn, 1999).

Haythornthwaite, Philip J. Napoleonic cavalry: Napoleonic weapons and warfare. (London: Cassell, 2001).

Rothenberg, Gunther Erich, and John Keegan. The Napoleonic Wars. (London: Cassell, 2000).

Logistic
Supply chain management and logistics

Project Management Plan

the topic is a comparative study of logistic operation in the Military Vs commercial organization

Company Name

Project Purpose/Justification

Business Need/Case

Business Objectives

equirements

Constraints

Summary Budget

Project Approval equirements

Project Manager

Many experts believe that there is not much of a parallel when it comes to the logistic operations in the Military and commercial organization. This proposal will show rather or not U.S. military logistics have no parallel in the commercial world -- from its scope and size to the lethal position of the term "mission-critical" throughout the course of wars. In this world, the soldier is the client waiting for products like bullets, food, water, medication and fuel for tanks and other war vehicles.

The purpose of the proposal is to gain a better understanding of the comparisons and differences among the two, with an end-state of affecting whether or not Military logistics measures or inline, superior or inferior to our equals…...

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References

Chrlstgau, R. (2008, March 5). "Military PersoniK. I '.VilJ Not Parti- cipate In Any Activity Havin to do With (reatlnp. a Union for unlisted Men,." Retrieved from Ksouire: ***

(2).pdf

Global Focus. (2015, February 13). Managing Supply Chains: What the Military Can Teach Business (and Vice Versa). Retrieved from  http://knowledge.wharton.upenn.edu/article/managing-supply-chains-what-the-military-can-teach-business-and-vice-versa/ 

Quinn, J. L. (2014, May 5). THE ADVANTAGES AND D ISADVANTAGES OF UNIONIZATION WITHIN THE ARMED FORCES . Retrieved from ***

Environmental and Organizational Pressures Sample
Create a table where at least three (3) organizational pressures and at least three (3) environmental pressures in the organization are illustrated and rank those pressures according to their influence.

ank

Environmental Pressure

Organizational Pressure

Carbon emissions and overall sustainability

anking and promotion characteristics with the military.

Heavy bureaucracy

Dependency on natural resources and their overall depletion

The ability to attract, hire and retain talented individuals to serve in the military

Identifying and using alternative energy and packaging solutions

Cultural sensitivity and its meaning within the organization.

Describe in detail the environmental and organizational pressures that exist in the organization and how they have evolved over time.

In regards to organization pressures within the military, much has changed due to varying societal norms. What was once deemed unacceptable by society has now become acceptable for society overall. As such, these changes have manifested themselves in the military. One such aspect is cultural sensitivity in regards to the overall…...

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Reference:

1) Visser, Wayne, Dirk Matten, Manfred Pohl, and Nick Tolhurst (Editors) (2007). The A to Z. Of Corporate Social Responsibility. London, England; New York, NY: Wiley. ISBN 978-0-470-72395-1

2) Armstrong, Scott (1977). "Social Irresponsibility in Management." Journal of Business Research (Elsevier North-Holland Inc.) 15: 115 -- 203.  http://marketing.wharton.upenn.edu/ideas/pdf/armstrong2/social.pdf .

3) Kalinda, B. (Ed.). Social Responsibility and Organizational Ethics. (2001). Encyclopedia of Business and Finance (2nd ed., Vol. 1). New York: Macmillan Reference

1. The advancements in technology during the Bronze Age surpassed those of the Stone Age by introducing the widespread use of metal tools and weapons, which were more durable and efficient than their stone counterparts.

2. The development of metallurgy during the Bronze Age allowed for the creation of more complex and sophisticated tools and weapons, such as bronze swords, axes, and armor, which revolutionized warfare and daily life.

3. The use of bronze tools and weapons during the Bronze Age led to significant advancements in agriculture, construction, and trade, as they were able to perform tasks more quickly and....