The authors maintain that the military has factors that are matched by very few civilian jobs. These features include:
1. Risk of injury or death to the service member;

2. Periodic (often prolonged) separation from other immediate family members;

3. Geographic mobility;

4. Residence in foreign countries, and

5. Normative role pressures placed upon family members because they are considered (associate) members of the employee's organization.

Obviously, in this paper, we are interested in prolonged separation and its effects upon the military family. According the chapter's authors, Special Forces units, military police and infantry are gone a lot from home, whereas medics, doctors and other administrative specialists are not. As they state, "e were unable to find comparable civilian statistics, but we are quite sure that civilian families…do not usually experience separations approaching the number of days that soldiers are away from home." According to their research, the average number of weeks that enlisted soldiers,…...

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Works Cited

"Army Readiness Group Family Readiness Group." Army Readiness Group Family

Readiness Group. Army Readiness Group, 2010. 3 Jul 2010. .

Bell, D. Bruce & Schumm, Walter R. "Balancing Work and Family Demands in the Military: What Happens When Your Employer Tells You to Go to War?"

in ed. Halpern, Diane F. And Murphy, Susan Elaine. From Work-Family Balance to Work Family Interaction: Changing the Metaphor. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2005.

In wartime, those hardships pale in comparison to the emotional anxiety associated with the natural concerns for the health, safety, and welfare of loved ones. Every news report about U.S. personnel killed or wounded in the theater in which their loved ones serve is a source of anxiety and fear until family members can confirm that the casualties did not involve their loved ones. Meanwhile, everyday civilian life must go on despite the fact that fathers and mothers cannot attend many of the ordinary events in the lives of their children that civilian families often take for granted. Upon their safe return, their prolonged absence is associated with higher than normal rates of marital problems and divorce, even without specific precipitating factors such as depression or PTSD (McGirk, 2009).
Solutions

Unfortunately, there may be no solution for many of the natural consequences of prolonged military deployment simply by virtue of the…...

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References

McGirk T. "The Hell of PTSD" Time; Vol. 174, No. 21 (2009): 40-43

Deployment on Military Families
Cause (Deployment) Effect (Stress on Families / Children)

The stress on military families when the father or mother is deployed -- whether the deployment is to a war zone or to another place -- can be very intense and psychologically stressful. There is a great deal of literature on what military families experience before, during, and after deployment, and this paper provides several peer-reviewed articles that discuss and assess the situations that military families must deal with during deployment. Thesis: families left at home when a military parent is deployed face social and psychological issues that do not necessarily end when that parent returns from deployment; however, there are strategies to reduce the stress once the parent returns home from the deployment.

The Literature -- Psychological Adjustment for Children

The psychological adjustments that children must make -- especially children with "…preexisting psychological conditions" such as depression or anxiety --…...

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Works Cited

Hinojosa, Ramon, Hinojosa, Melanie Sberna, and Hognas, Robin S. "Problems with Veteran-

Family Communication During Operation Enduring Freedom/Operation Iraqi Freedom

Military Deployment." Military Medicine, 177.2 (2012): 191-197.

Lincoln, Alan, Swift, Erika, and Shorteno-Fraser, Mia. "Psychological Adjustment and Treatment of Children and Families With Parents Deployed in Military Combat." Journal

ut it does not come without cost to the local school system." (National Military Family Association, 2006) This report relates funding is provided through the U.S. Department of education Impact Aid Program that go to district who are educating military children to support the districts in educating large numbers of military children including their frequent movements and the need for counseling and other resources. (National Military Family Association, 200;, paraphrased)
III. RECOMMENDATIONS of JOHN HOPKINS UNIVERSITY

John Hopkins University researchers state recommendations for schools who educate military children which include the following: (1) Know your students: Children of military families tend to be hard-working, focused, and goal-oriented; (2) Schools need to provide opportunities for them to excel; (3) Set up strategies to welcome new students; (4) e flexible when students move in or out to assist them in fulfilling graduation requirements and becoming involved in school activities; (5) Engage parents: Military…...

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Bibliography

Pre-K for Military Families: Honoring Service, Educating Children (2007) Pre-K Now Research Series July 2007. McCormick Tribune Foundation. Online available at  http://www.pewcenteronthestates.org/uploadedFiles/Pre-K%20for%20Military%20Families.pdf 

Month of the Military Child (2008) Connections April 2008 Army Reserve Family Programs. Online available at http://www.arfp.org/skins/ARFP/display.aspx?ModuleID=8cde2e88-3052-448c-893d-d0b4b14b31c4&CategoryID=92d19fef-3459-40de-8f84-dbde04b1a1a1&ObjectID=b8080813-c5c2-4c0b-a59f-3a4f894b834c&AllowSSL=true

Military Children and Families (2008) Center for the Study of Traumatic Stress. Online available at  http://www.centerforthestudyoftraumaticstress.org/aboutyou.militarychildren.shtml 

Kids Serve Too (2005) a Salute to America's Military Children. 13 Apr 2005. Online available at http://www.firebrandstudio.com/ks2/doc/KS2presskit.pdf

Military Needs to Step Down
General Creighton Abrams said, "There must be within our Army, a sense of purpose. There must be a willingness to march a little farther, to carry a heavier load, to step out into the dark and the unknown for the safety and well-being of others (United States)." U.S. military troops are indeed marching farther and farther, expanding into different nations at this very moment: Afghanistan, Egypt, Indonesia, Columbia, Japan, and 58 other countries. However, this isn't what Abrams had in mind. In total, there are 255,065 U.S. military personnel deployed worldwide (Sivitz). But who assigned the U.S. military the task of serving as an international police force? For years, U.S. political and military strategists have conceived a fraudulent justification for increased military deployment that they call "The Global War on Terrorism." Did someone call them for immediate help? Did someone give them the right to occupy…...

Military Children and the Effects of Long Deployments on Them
Over the last several years, the children of parents who are serving in the military are facing increasing amounts of scrutiny. This is because one or both of their parents are being sent on long deployments to Afghanistan. These shifts are directly resulting in them and their caregivers having to make dramatic adjustments. (Wells, 2012)

According to a study conducted by the U.S. Department of Defense (DOD), they found that their ability to adjust will involve the family situation, age and their environment. These factors are leading to some adapting more effectively than others. Evidence of this can be seen with observations from the report which says, "Children's reactions to deployment-related parental absence vary by age, developmental stage, and other individual and family factors. While young children are likely to exhibit externalizing behavior such as anger and attention difficulties, school-age children demonstrate…...

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References

Report on the Impact of Deployment. (2010). Military One Source. Retrieved from:

 http://www.militaryonesource.mil/12038/MOS/Reports/Report_to_Congress_on_Impact_ 

of_Deployment_on_Military_Children.pdf

Baker, L. (2009). Developmental Issues Impacting Military Families. Military Medicine, 174 (1),

Military personnel must achieve and maintain the best physical conditioning of they are reasonably able to reach for the duration of their enlistment as a fundamental obligation of being fit for duty. Smoking makes that impossible. Likewise, the American taxpayer has a justifiable interest in reducing the costs of fielding a military by eliminating unnecessary costs. Smoking invariably adds to the already substantial costs of providing medical care to armed services personnel, both during their active service as well as throughout their lives afterwards to the extent they rely on veteran's services for medical care.
Military personnel already understand that the privilege and benefits associated with military service entail various restrictions on rights enjoyed by civilians. In this case, military justice must catch up to the manner in which civilian society has already incorporated the understanding of the risks of smoking into American life.

eferences

Dershowitz, Alan. (2002). Shouting Fire: Civil Liberties…...

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References

Dershowitz, Alan. (2002). Shouting Fire: Civil Liberties in a Turbulent Age. New York:

Touchstone.

O'Neill, Xana and Lite, Jordan. "Real Estate Companies Making it Tougher for Smokers

in Their Homes" The New York Daily News, March 30, 2008. Retrieved February

In addition, the Marines have a much smaller force than the army.
On the other hand, the army cannot be as selective as the marines because it needs to maintain a much higher number of troops. The article explains that the army "needs 80,000 new soldiers this year and must find them in a populace that is in many ways less willing and less able to serve than earlier generations were (Mockenhaupt, 2007, pg.86)." The article explains that teenagers and young adults are overweight and less fit than any previous generation. In addition, this generation of young Americans eats more unhealthy foods, watches more television, and engages in less physical activity than previous generations. The article further asserts that this generation is "more individualistic and less inclined to join the military. And with the unemployment rate hovering near historic lows, they have other choices (Mockenhaupt, 2007, pg.86)."

Overall it is apparent…...

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References

Anderson, P.M., & Butcher, K.F. (2006). Childhood Obesity: Trends and Potential Causes. The Future of Children, 16(1), 19+.

Body Mass Index. http://www.nhlbisupport.com/bmi/

Belkin D. (February 20, 2006) Struggling for recruits, Army relaxes its rules: Fitness, education, age criteria change. The Boston Globe Retrieved March 16, 2008 from;  http://www.boston.com/news/nation/articles/2006/02/20/struggling_for_recruits_army_relaxes_its_rules/?page=1 

Daniels, S.R. (2006). The Consequences of Childhood Overweight and Obesity. The Future of Children, 16(1), 47+.

Canadian Forces, small group military relationships
Within the Canadian Forces, how are small group military relationships on operational deployments in Kabul, Afghanistan?

A group is mostly defined to be two or more people interacting together so they can achieve a common specific goal. The main purpose of the group would be towards a shared and desired outcome. With this in mind, Military groupings are formed to achieve a common interest like defeating a common foe, or lobbying for a specific cause. The group will have some form of leadership structure to ensure it is not mistaken for a crowd. The leadership for military groups is formal. Military groups report to one leader, and follow the orders or instructions given by their leader. For the effectiveness of the military groups, the group members should work together. Working closely together, and for long periods, the group members will form certain bonds, and relationships…...

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References

Cox, D.R., & Snell, E.J. (1974). The Choice of Variables in Observational Studies. Journal of the Royal Statistical Society. Series C (Applied Statistics), 23(1), 51-59.

Jiroutek, M.R., Muller, K.E., Kupper, L.L., & Stewart, P.W. (2003). A New Method for Choosing Sample Size for Confidence Interval-Based Inferences. Biometrics, 59(3), 580-590.

Johnson, B.A., & Tsiatis, A.A. (2004). Estimating Mean Response as a Function of Treatment Duration in an Observational Study, Where Duration May Be Informatively Censored. Biometrics, 60(2), 315-323.

Morgan, D.L. (1996). Focus Groups. Annual Review of Sociology, 22(ArticleType: research-article / Full publication date: 1996 / Copyright © 1996 Annual Reviews), 129-152.

military deployment affects military families. The writer explores the many differences between deployed and non-deployed families and examines some of the things being done to ease the stress and problems that deployment presents. There were 10 sources used to complete this paper.
Americans are waiting with anxious anticipation as the federal government attempts to convince the United Nations that a war with Iraq is in order. President Bush as well as Colin Powell have spent days addressing the issue and presenting evidence of the need to forcibly disarm Iraq. As the world watches the events unfold, nations are lining up on one side or the other of the issue. France, Germany and ussia are asking the United States to hold off on an attack and see if a more peaceful solution can be hammered out. Britain, Canada and several others have pledged if a war erupts, they will send troops…...

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References

Peterson, Karen S.(2001).Peterson, Long deployments stress military families., USA Today, pp 08D.

2001). INDSTRY GROUP 91, AIR FORCE SPOUSE ADDRESSES QUALITY-OF-LIFE ISSUES BEFORE CONGRESS FEDERAL DOCUMENT CLEARING HOUSE, INC.., Regulatory Intelligence Data.

Author not available (2001). U.S. REPRESENTATIVE DAVID HOBSON (R-OH) CHAIRMAN U.S. REPRESENTATIVE DAVID HOBSON (R-OH) HOLDS HEARING ON MILITARY QUALITY OF LIFE., Washington Transcript Service.

____(1999). INDSTRY GROUP 91, DOD STUDIES MISSION, FAMILY NEEDS., Regulatory Intelligence Data.

" (Rand National Defense Research Institute, 2009)
It is reported by Rand National Defense Research Institute that when service members and their spouses were polled for the purpose of making an assessment of the readiness of the family for the most recent deployment. Findings state as follows:

65% of service members and 60% of spouses indicated (Rand National Defense Research Institute, 2009)

The way that family readiness was defined is stated to however vary and that there are three specific readiness categories were cited including:

(1) financial readiness;

(2) readiness related to household responsibilities; and (3) Emotional or mental readiness. (Rand National Defense Research Institute, 2009)

It is critically important that knowledge be gained concerning how families prepare for deployment of the service member. It was found in the study conducted by Rand National Defense Research Institute that "…like readiness, coping meant different things to different families." (2009)

Those who had no defined representation of coping totaled…...

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Bibliography

Castaneda, Laura Werber (2008) Deployment Experiences of Guard and Reserve Families: Implications for Support and Retention. Rand National Defense Research Institute. Online available at:  http://www.litagion.com/pubs/monographs/2008/RAND_MG645.sum.pdf 

How Can the Military Best Support Guard and Reserve Families During Deployment? (2009) Rand National Defense Research Institute. Online available at: www.rand.org

CHAPTER FOUR: Results (4-5 pages)

Pisano, Mark C. (2008) Military Deployment: How School Psychologists Can Help. NASP Communique, Vol 37 #2. October 2008. Online available at:  http://www.nasponline.org/publications/cq/mocq372deployment.aspx

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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(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

Deployments on National Guard and eserve Soldiers and Families
The use of reserve components for support of "overseas contingencies has increased significantly since September 11, 2001, and the U.S. invasion of Afghanistan and Iraq."[footnoteef:1] This has resulted in a great impact on the members of the reserve forces and their families upon deployment of these members of the National Guard services to Afghanistan and Iraq. It is related in the work of the "Defense Science Task Force on Deployment of Members of the National Guard and eserve in the Global War on Terrorism "that while children's "behavioral responses and mental health status during noncombat or routine deployments relate to the level of concurrent family stressors and/or maternal psychopathology…" that "…less is known about children from U.S. military families during a time of war or about the impact on children and families of a parent's combat experience or the combat deployment…...

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References

Defense Science Task Force on Deployment of Members of the National Guard and Reserve in the Global War on Terrorism (2007) Office of the Under Secretary of Defense for Acquisition, Technology, and Logistics Washington, DC Retrieved from:  http://www.acq.osd.mil/dsb/reports/ADA478163.pdf 

Elliott, Matt (2010) Q&A with Stacy Bannerman. PBS. 19 Aug 2010. Retrieved from: http://www.pbs.org/pov/regardingwar/conversations/blog-1/qa-with-stacy-bannerman.php

Gever, John (nd) Extended Military Deployments to Combat Areas Increase Stress, Anxiety and Depression among Families. MedPage Today. Retrieved from:  http://www.kevinmd.com/blog/2010/01/extended-military-deployments-combat-areas-increase-stress-anxiety-depression-families.html 

Mansfield, A.J. et al. (2007) Deployment and the Use of Mental Health Services among U.S. Military Wives. All Military. Retrieved from: http://www.allmilitary.com/board/viewtopic.php?id=27225

“As Long as The Personal and Societal Safety of American Citizens Is at Risk from External Threats, Historical Precedents Suggest That Rather Few Limits Will Be Placed on The Use of American Military Power, Or on The Constraints the United States Will Impose on The Peoples of Other Countries.” The government of America exists for its citizens’ welfare, an obligation which encompasses being in charge of both its internal and external affairs. US foreign policy’s key principles are: defense of the physical territory of America, safeguarding citizens from attacks by enemies, promoting the status and economic interests of America, and promoting the nation’s democracy- and freedom- related values across the world. By end-twentieth century, the US’s foreign policy entailed relationships with a total of 159 states that were typically competitive, supportive at times, and at other times clearly unfriendly (Deutsch, 1997).
The government’s executive wing has largely remained in charge of US…...

Military ar or Campaign
The world has existed amidst a set of wars and conflicts that have shaped political systems, governments, and humanitarian associations. Gulf ar is one of the universal and all time conflicts that rocked the world. ith equitable measures and categorical procedures, philosophies, missions, and visions of these wars, this piece of study exemplifies Gulf ar as one of America's participatory wars in the world. The article tries to establish the basement of Gulf ar together with its consequences and responses it received from the United States of America and the world as a whole.

and the Middle East have been on good terms for quite some time. Various wars between the U.S. And countries including Iraq have occurred. In such instances, military deployment by the U.S. government is intense supported by its foreign policies. This study focuses on the 1990/91 Gulf ar. The America's paradoxical love-hate relationship…...

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Works cited

Boyne, Walter J. Gulf War: A Comprehensive Guide to People, Places & Weapons. New York: Signet, 1991. Print.

Bulloch, John, and Harvey Morris. The Gulf War: Its Origins, History, and Consequences.

London: Methuen London, 1989. Print.

Carlisle, Rodney, and John S. Bowman. Persian Gulf War. New York: Facts on File, 2003.