Thesis (D. Ed.)--University of Texas at Austin, 2001. / Vita. Includes bibliographical references (leaves 103-111). Available also in a digital version from Dissertation Abstracts.

Determining when some xs compose a y provides the answer to the Special Composition Question. There are three types of possible answers: always, sometimes, never. All of the competing views fall into one of these three categories. I present these competing theories, and explain the advantages and objections to each, and in the cases of those falling into the “always”, and “never” categories explain why the categories cannot provide a satisfactory response. Then I present my own answer to the Special Composition Question and show that it is not vulnerable to the objections the competitor theories cannot overcome. I also present a novel solution to the General Composition Question.

Determining when some xs compose a y provides the answer to the Special Composition Question. There are three types of possible answers: always, sometimes, never. All of the competing views fall into one of these three categories. I present these competing theories, and explain the advantages and objections to each, and in the cases of those falling into the “always”, and “never” categories explain why the categories cannot provide a satisfactory response. Then I present my own answer to the Special Composition Question and show that it is not vulnerable to the objections the competitor theories cannot overcome. I also present a novel solution to the General Composition Question.

No description available.

This is an empirical investigation of Australian secondary school students who have part-time jobs. It is based on analyses of national longitudinal data covering a period of almost twenty years, from the late 1970s to the mid 1990s. Data from four separate age-based cohorts of young people are analysed, with a focus on the youngest cohort, that born in 1975, as well as additional data from a more recent sample of students who were in Year 9 in 1995. The extent of student involvement in part-time work is described, with reference to rates of employment and to average hours worked per week. Although there is some variation by age and year level, by the early 1990s one third of senior school students spent an average of nine hours per week in a part-time job. The background characteristics of student-workers are examined. Students who were lower school achievers were less likely to be employed, as were those from lower socioeconomic status backgrounds. These patterns, matching observations from other countries in which there are comparable or higher rates of student employment, indicate that some students may be disadvantaged in this part-time job market. Students had generally positive perceptions of their jobs. A large proportion enjoyed their work, and the money and the independence that it gave them, and they believed it would improve their future employment prospects. Apart from these subjective views of students, the longitudinal nature of these data enabled the outcomes of in-school employment to be investigated. (For complete abstract open document)

Thesis (M.A.-Miss.)--Nazarene Theological Seminary, 1989. / Includes bibliographical references (leaves 70-74).

Thesis (Ph. D.)--University of Rochester, 1959. / Appendix B: "Printed collections containing lieder ... masses, motets, or odes by Senfl", leaves 222-224. Vol. 2: The lieder. Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/5172

Thesis (Ph.D.) -- McMaster University, 2005. / Supervisor: Dr. I. U. Zeytinoglu. Includes bibliographical references (leaves 120-134)

Thesis (Ph. D. in Leadership and Policy Studies)--Vanderbilt University, Aug. 2008. / Title from title screen. Includes bibliographical references.

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references (p.98-111).