Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [255]-265).

Thesis (Ph.D.)--University of Kentucky, 2006. / Advisers: Joachim Knuf, Chike Anyaegbunam. Includes bibliographical references.

Thesis (D. Min.)--Ashland Theological Seminary, 1999. / Abstract. Includes bibliographical references (leaves 148-151, 172-173).

Thesis (Ph.D.)--Marquette University, 2009. / Available for download on December 08, 2011. Heidi Schweizer, William Pink, Cheryl Maranto, Advisors.

Thesis (Ed. D.) University of Missouri-Columbia, 2006. / 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 August 7, 2007) Includes bibliographical references.

Concepts of choral and solo singing diverge among the masses of pedagogues, teachers, and conductors who have differing opinions about healthy vocal technique and training. These differences have generated tension within some university music programs, with choral faculty and voice faculty sometimes on opposing sides. This document presents answers from professional singers who engage in choral and solo singing while maintaining a healthy vocal technique. All subjects interviewed for this document were asked to speak in detail to vocal adjustments made to sing in different styles. In addition, they were asked to identify any vocal faults that may arise from improper vocal production. The goal of this document is to lay grounds for valuable discussion regarding the opposing perspectives found in some academic circles with regard to proper vocal technique and training for choral and solo singing.

Thesis (Ph.D. (Management)) - Rhodes University, 2008.

Univ., Habil.-Schr.-2004--Münster, 2003.

This study explored the correlation between verbal aggression and physical aggression among post-adolescent students, and included demographic factors such as biological sex, socioeconomic status, and the highest education level achieved by parents. The study is predicated on a paucity of evidence regarding the relationship among these factors in young adults. Two-hundred thirty-eight community college students responded to a self-report questionnaire designed to measure individual differences and demographic characteristics. Results indicate that verbal aggression and physical aggression are significantly correlated and that males report higher verbal aggression than females. Gender differences for physical aggression were not significantly different. None of the other demographic variables demonstrated significant differences. Implications are discussed in terms of societal benefits of preventative treatment for verbal aggression and the role that communication scholarship and education might play in intervention.

Thesis (Ph. D.)--Carleton University, 2004. / Includes bibliographical references (p. 286-312). Also available in electronic format on the Internet.