Thesis (D.B.A.)--Maastricht School of Management (The Netherlands), 2002. / Supervisor: Leo van Geffen. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed October 13, 2009). PDF text: 135 p. : ill. (some col.) ; 712 K. UMI publication number: AAT 3355629. Includes bibliographical references. Also available in microfilm and microfiche formats.

This dissertation examines the impact of various modes of transport on Grade 3 primary school learners' well-being in a rural school in the Cape Winelands district of the Western Cape, South Africa. The study moves beyond this narrow frame of physical transport to include the physiological, emotional, and educational domains of learners' lives. The individuals' physiological, emotional and educational well-being are utilised as analytical categories. The research used a mixed-methods design in a case-study approach. The qualitative data was derived from learner focus groups, open-ended interviews, and learner and teacher questionnaires. The quantitative data was derived from school records of learner attendance, Western Cape Education Department (WCED) term schedules and the WCED Systemic test results for the school. The main findings were as follows: (1) On a physiological level, irrespective of the mode of transport, access to school was found to be difficult but not impossible due to dangers and similar safety issues for all learners including pedestrians (2) On an emotional level, again all learners faced similar fears and trauma possibilities, and lacked the support of professional counsellors (3) Educationally, the bus passengers performed worse than other MoTs, whereas the pedestrians were the highest performing group. Also, seasonal change influenced learner absenteeism and similar attendance patterns were found for all MoTs in summer but in winter the pedestrians came to school more often than the bus passengers.

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

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / 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 (July 19, 2006) Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 191-202). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 146-154). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph.D.)--Antioch University, 2008. / Title from PDF t.p. (viewed February 19, 2009). Advisor: Carolyn Kenny, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008."--from the title page. Includes bibliographical references (p. 163-171).

Thesis (Ph. D.)--Antioch University, 2007. / Title from PDF t.p. (viewed Aug. 4, 2008). Advisor: Jon Wergin. "A dissertation submitted to the Ph. D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy August, 2007"--The title page. Keywords: leadership, change, purposeful, servant leadership, self-sacrifice, trustworthy, vision, visionary, results driven, decisive, determined, dependable, adaptive, alert, aligned, allied, empowerment, nonprofit. Includes bibliographical references (p. 268-301).

Project (D. Min.)--Trinity Evangelical Divinity School, 1991. / Abstract. Includes bibliographical references (leaves 124-128).