Thesis--Munich. / In Periodical Room.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (doctoral) - Johann Wolfgang Goethe-Universität, Frankfurt. / Includes bibliography (p. [631]-659) and index.

ABSTRACT The International Olympic Committee (IOC) is currently planning the historic Youth Olympic Games (YOG), an international mul ti sport event that will be inaugurated in Singapore in 2010. On the 6t h of July 2007, the establishment of the YOG was approved and will feature 14 to 18 year old athletes. The purpose of the YOG is to complement the Olympic Games but not to create a “mini Games”. This event will place emphasis on quality of performance, rather than the sport ing achievement itself and the IOC aims to use the YOG to address the decline in the relevance of sport amongst the younger generation and to educate the youth through the values that sport teaches. The selected sport events will be carefully chosen to protect the health of the young athletes. This study evaluated the perceived strengths, weaknesses, opportunities and threats that South Africa faces in delivering the mandate of the IOC on the YOG. The study had a critical theoretical framework. A semi structured questionnaire was completed by 36 academic sport experts and administrators of the nine provincial sport academies. The semi st ructured questionnaire al lowed the respondents an opportunity to comment on other relevant issue(s) not raised in the questionnaire. Thematic content analysis was carried out on the semi structured questionnaires. The data gained was util ised to briefly crit ique South African society and sports in the context of the YOG. The findings i lluminate some percept ion on South Africa’s strengths, weaknesses, opportunities and threats in relation to the IOC’s vision and mandate and how a team for the Singapore 2010 YOG and beyond may be galvanised.

No description available.

Thesis (M.A.) --Universiṭat Bar-Ilan, 1976. / Title on added t.p.: The headmasters of the academy in Tiberias in the 3rd and 4th centuries.

The problem of this study was to investigate the concept of ideal leadership as perceived at three different levels of leadership within the structure of a private military academy. The primary purpose was to determine the relationship between the ideal leader as perceived by the students, the teachers and the military science faculty.

Univ., FB Geschichtswiss., Diss. u.d.T.: Treidel, Rulf Jürgen: Evangelische Akademien und ihr gesellschaftspolitisches Engagement im Nachkriegsdeutschland--Hamburg, 1997.

Thesis (Ed. D.)--University of Missouri-Columbia, 2008. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 2, 2009) Vita. Includes bibliographical references.

Previous assessments of the early academies of Protestant dissenters in England and Wales (1660-1720) have celebrated their tutors' achievements in defying the Act of Uniformity and the Test Acts, and have argued that they pioneered a modern curriculum. Despite these views, there has been little scholarly investigation into the academies. This thesis evaluates the available sources for the first time, examining the political, philosophical, and theological controversies in which the academies were involved, as well as examining the lives and careers of their tutors and students in greater detail than has hitherto been possible. The introduction explores the reception of the academies from the late seventeenth century until the present day, exposing the paucity of evidence and the abundance of polemic which have characterised previous accounts. Chapter 1 provides a detailed examination of academies operated by nonconformists prior to the Toleration Act, reassessing the contribution of ejected university tutors, surveying attempted prosecutions, and highlighting political controversies. The second chapter extends the narrative to academies run by Protestant dissenters from the Toleration Act (1689) to the repeal of the Schism Act (1719); it contains the first-ever detailed analysis of the minutes of the London-based denominational Fund Boards, and a survey of the careers of former academy students. Chapter 3 re-evaluates the teaching of philosophy in the dissenters' earliest academies, using newly-identified manuscript works by tutors and students to explore the study of logic, natural philosophy, and ethics. Chapter 4 uses a combination of printed and manuscript sources to examine the teaching of religious subjects at the academies, including preaching, religious history, Jewish antiquities, pneumatology, and theology; it concludes with a survey of the contribution of dissenting tutors and students to debates in the 1710s concerning subscription to an agreed form of words on the Trinity.