Thesis (M.S.)--Ohio University, August, 1997. / Title from PDF t.p.

Thesis (MScIng)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (Ph.D.)--Northwestern University, 2007. / Advisers: Mark S. Daskin; R. Canan Savaskan. Includes bibliographical references.

Thesis (M.S. in Management)--Naval Postgraduate School, December 2002. / Thesis advisor(s): Brad Naegle, Keebom Kang. Includes bibliographical references (p. 144-152). Also available online.

Thesis (Ph. D.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains xii, 210 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 205-209).

Thesis (M.Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 66-69) Also available in print.

Thesis (M.S.)--University of Florida, 2005. / Title from title page of source document. Document formatted into pages; contains 70 pages. Includes vita. Includes bibliographical references.

Asset Management, which evolved from maintenance management, is a set of processes, tools and measures that provide a shared understanding of an organisation’s physical assets. The process of asset management involves creation of a register of assets and recording of details of planned work. It also covers scheduling and recording of work done in order to create financial and technical history of assets. The life cycle of an asset consists of the acquisition operation, maintenance and disposal phases. These four aspects of an asset’s life represent the high level framework for asset management. This framework is crucial in development of asset management plans. The plan in turn, creates a road map for asset management excellence. By optimising the performance of asset management practices and processes a positive contribution can be made to the profitability of an organisation. The objective of this study was to develop a plan for the Coega Development Corporation (CDC) that would assist in management, maintenance, tracking and replacement of assets. The research primarily focused on the asset management requirements within the organizational context. The methodology employed in the study included a review of the relevant literature and case study conducted at CDC. The case study approach was very appropriate as it dealt with the current situation at CDC. Primary data was collected through interviews. Secondary data was collected from books, journals and other sources. Data was collected in words instead of numbers. The findings show that the CDC does not have an Asset Management Plan which results into the lack of information in the current asset register, a lack of specialist information systems, a lack of resources and an absence of a planning function in the skills sets of various units within the organisation. The Asset Register should work as a basic system for management of assets. The findings show that asset management can be used to comprehensively address the relevant elements of the organisations’ assets framework.

This study examined how family structure moderates the relationship between social capital and educational outcomes for those in two-parent families. Social capital and family structure were measured when participants were 12-14 years old, and a variety of educational outcomes were examined from high school dropout and completion through postsecondary degree completion. Social capital was measured as parental monitoring, parent-child relationship quality, and parent-school involvement. Specifically, this study compared those in stepfamilies to those in intact two-parent families. It also examined differences between mutual biological children in blended stepfamilies and biological children in intact two-parent families, as well as mutual children in blended stepfamilies and stepchildren in blended stepfamilies. Results indicated that those in simple stepfather and blended stepfamilies had poorer educational outcomes overall compared to those in intact two-parent families. Having a higher quality parent-child relationship was associated with greater likelihood of completing a postsecondary degree, greater total years of school completed, and greater highest degree completed. Findings supporting the moderation hypothesis were few. Living in a blended stepfamily moderated the relationships between parent-child relationship quality and high school completion and parent-school involvement and completing a bachelor's degree or higher. In both instances, the relationship was stronger for those in intact two-parent families than those in blended stepfamilies. Among children living with both biological parents, mutual children in blended stepfamilies were less likely to complete a postsecondary degree and had a lower highest degree completed than those in intact two-parent families. No significant differences were found for the educational outcomes of mutual children and stepchildren living in blended stepfamilies. Implications for future research and policy are discussed. / A Dissertation submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester, 2012. / June 13, 2012. / Family structure, high school dropout, parenting, postsecondary education, social capital, stepfamilies / Includes bibliographical references. / B. Kay Pasley, Professor Directing Dissertation; Kathryn Tillman, University Representative; Frank D. Fincham, Committee Member; Lenore McWey, Committee Member.

Distressed relationships may be emotionally and economically costly to the couple, their families, and the community in which they reside. Given the current political endorsements, convenience, efficiency, capacity for prevention, and overall lower cost of psychoeducational workshops, they should be explored for efficacy. Are they providing the promoters and participants with a viable option? Is there a possibility to improve any part of these options for optimizing their effectiveness? Using a qualitative method in the Grounded Theory Tradition, this study explored the input of 14 participants who attended an eight-hour, one day, psychoeducational workshop. The workshop was based on a faithful presentation of Dr. John Gottman's couple's research. Attendees became "active participants" by agreeing to provide personal information about their relationships and offering their perspectives at scheduled intervals during the workshop. The participants were interviewed one month after the workshop to ascertain what, if anything, they had found to be useful about the workshop. Sampling was an opportunity sample open to couples ages 18 and over who were married or unmarried, having children or without children, and although only heterosexual couples responded, it was open to all sexual orientations. The findings obtained were triangulated consisting of written surveys from the participants, the researcher's field notes, and the participants' audio-taped post- intervention interviews. The following twelve themes emerged: 1) Communication, Acceptable; 2) Communication, Unacceptable; 3) Conflict, Resolved; 4) Conflict, Unresolved; 5) Connectedness; 6) Disconnectedness; 7) Family, Acceptable; 8) Family, Unacceptable; 9) Finances, Managed; 10) Finances, Unmanaged; 11) Planning, Acceptable; and 12) Planning, Unacceptable. Initially, the participants indicated that they were focused on improving their communication and conflict resolution skills, but their participation level and expressed interests in specific blocks of information appeared to change throughout the workshop day. The Gottman concepts which indicated higher participant interest were again indicated in the post-intervention interview responses. Post-intervention interview questions one through four were coded using the existing themes. The following ten themes emerged: 1) Communication, Acceptable; 2) Communication, Unacceptable; 3) Conflict, Resolved; 4) Conflict, Unresolved; 5) Connectedness; 6) Disconnectedness; 7) Family, Acceptable; 8) Family, Unacceptable; 9) Finances, Managed; and 10) Planning, Acceptable. The theme Connectedness was coded considerably more times than the others. Conflict Resolution and Communication, Acceptable were discussed by the participants very heavily along with Planning, Acceptable. Lastly, for post intervention interview question number five, the participants were asked to rank-order their answers to question three and four relative to their perceived usefulness. Their number one choices were coded using the existing themes and the findings in descending order of use were: 1) Connectedness; 2) Communication, Acceptable; and 3) Conflict, Resolved. This corroborated the findings of the final coding seen in the post-intervention interviews questions one through four. However, the final distribution of the participants' rank ordered answers to post-intervention interview question number five indicated a slight deviation in that the specific Gottman concept of Conflict Resolution was cited fourth overall as being useful. This shift in focus may have indicated that, although the participants had continuing concerns for coping with their relational communication skills and ability to resolve their conflicts, they were finding it important to look deeper for causal and resolution factors as well as prioritizing what may actually be important within their relationships. The interviews, written surveys, and field notes agreed: The participants found that the workshop was helpful because of the above factors and because they were developing and putting into action some of the workshop information. The high degree of participation after some blocks of workshop information was reflected in the participants' choices for useful Gottman concepts indicating a need for more research into the usefulness of participation in a workshop format. / A Dissertation submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester, 2012. / February 29, 2012. / Couples Counseling / Includes bibliographical references. / Robert E. Lee, Professor Directing Dissertation; David Gussak, University Representative; Christine A. Readdick, Committee Member.