Thesis (Ed. D.)--Illinois State University, 1970. / Title from title page screen, viewed Sept. 8, 2004. Dissertation Committee: Elwood F. Egelston (chair), Roger J. Champagne, Francis C. Kenel, Stanley Rives, Clayton Thomas. Includes bibliographical references (leaves 163-167) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1976. / Title from title page screen, viewed Nov. 22, 2004. Dissertation Committee: Charles Edwards (chair), G. Alan Hickrod, Laurance Quane, Clayton Thomas, Joe Talkington. Includes bibliographical references (leaves 139-149) and abstract. Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Abstract also in Chinese. / Thesis (M.B.A.)--Chinese University of Hong Kong. / Bibliography: leaf 64.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The primary purpose of this study was to determine the effectiveness of the Oregon Level I Diversion Program in changing knowledge and attitude concerning driving after drinking. A secondary purpose was to determine the effect of the eight different class-time schedules used to teach the required 12-hour curriculum on the clients' test scores. An additional purpose was to determine if a significant correlation existed between gain in knowledge scores and selected instructional variables. The 61 Item Drinking and Driving Inventory was administered to all 965 individuals in the sample. Pretest and posttest scores were analyzed using a Paired T and Analysis of Covariance. Data from questionnaires administered to teachers in the Oregon Diversion Program were correlated with students' gains in knowledge scores. The Pearson r and Spearman rho were used in the correlation analyses. Results of the statistical analyses at the .05 level of significance were: 1. There was a significant difference in pretest and posttest scores for all four dependent variables (knowledge score, two attitude scores and the behavioral intention score). 2. There was a significant difference in the adjusted means among the eight time spans for three of the dependent variables (knowledge score, one attitude score and the behavioral intention score). 3. The instructional variable identified as Cultural Differences on the questionnaire correlated significantly with students' gains in knowledge scores. An additional finding was gathered from the Oregon Department of Motor Vehicles' statistics. There was a lower re-arrest rate for the clients who completed the Level I Diversion Program than for the persons who chose to be processed through the court system. Selected recommendations included: 1. A long range study of recidivism to include correlation of personal and demographic variables of clients should be conducted. 2. A demographic analysis of program instructors, including their educational background correlated with performance, should be undertaken. / Graduation date: 1984

Thesis (DBA) -- Swinburne University of Technology, Graduate School of Entrepreneurship, 2003. / Submitted for the degree of Doctor of Business Administration, Graduate School of Entrepreneurship, 2003. Typescript. Includes bibliographical references (p. 212-224).

Thesis (M.S.)--University of Nevada, Reno, 2008. / "August, 2008." Includes bibliographical references (leaves 67-71). Online version available on the World Wide Web.

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 59-61).

The need for developing proper habits, attitudes, and skills on the part of motorists is being continually and convincingly impressed on the public mind by the tremendous daily accident toll. Great strides have been made in engineering, both with respect to the construction of motor vehicles and the construction of highways. Traffic law enforcement agencies have become increasingly effective in recent years. Both good engineering and proper law enforcement are necessary, but to secure a very appreciable reduction in traffic accidents authorities are agreed that there must be an effective driver-education program. There have been many analysis of the causes of traffic accidents and all of them clearly indicate that human factors--wrong attitudes, bad habits, lack of skill, and ignorance--account for the majority of accidents. Certainly education must play the major role in any program which aims to eradicate these causes. Good driving is far from an instinctive accomplishment. It must be learned through close application, constant practice, and perhaps most important, a sincere desire to be a good driver A systematic plan of driver education should not only prepare students to drive safely, but should imbue them with a sense of their responsibilities as pedestrians and, by giving them an understanding of the purpose behind traffic laws, develop into a willingness to observe traffic rules and regulations. Driving training schools and traffic courses are being given in many of our secondary schools today as a vital answer to the growing need "teaching by experience those who are about to take their place on the 'open highway'." Driver education and driver training do not rest entirely upon the need for better mechanical operation of motor cars. It is not enough to each a student merely how to manipulate a vehicle. Other habits, are just as important. Courtesy on the highway is of the same nature as courtesy anywhere, and, cultivated in one sphere of activity, tends to carry over into other spheres. The same can be said for respect for law and order, good sportsmanship, and all the other desirable attitudes which these courses foster. The main purpose of safety education is to teach people what knowledge is necessary to prevent accidents, to develop the skills and habits necessary to make this knowledge of safety function automatically in emergencies, and equally important to develop attitudes and appreciations of importance in safe driving.