No description available.

Literature and case studies on transport and school goers lacks analysis of the influence of transport on school goer's experiences and opportunities. The research presented in this case study examines the extent to which transport - either private or public - determines school goers access to places, experiences and opportunities. The research was based on a study sample of about 1 474 school goers within a 45-kilometer radius of Pietermaritzburg. The study was sited at ten schools. School goers in grades one, four, seven and nine formed the study sample. Their ages ranged between 6 to 27 years. Drawing on qualitative and quantitative methods of data collection this case study focused on the activities within the school and home environments. Data collect focused on analysing the modes of travel to and from school as well as recreational and sport activities that school goers engage in. Findings and the review of literature in this case study show that the role of transport in the lives of school goers is linked to the daily activities they engage in. Accessing schooling, sporting, recreational and educational facilities increases school goer's experiences and opportunities. In rural and some remote urban settlements problems of accessibility and mobility limit and localise the experiences and opportunities for school goers. The challenge for transport development is to improve accessibility and affordability through the use of appropriate modes of travel. / Thesis (M.A.)-University of Natal, Pietermaritzburg, 1999.

For students and their families that live within the regional school system of Quebec, travel to school by bus has become a "fixed" activity. Households operate within a complex system of time, distance and accessibility constraints in adapting to the impact of this fixed bus schedule. This study focuses on the impact of this daily bus ride on the perceptions and behaviours of these households. The Household Activity-Travel Simulator (HATS) technique, developed at Oxford University, was adapted to a survey of 64 households in the Eastern Townships School Board of Quebec. Households were selected according to time-distance from the two English secondary schools in the region. The interview/survey solicited student and family responses and behaviours with respect to the daily bus trip. The study tests six related hypotheses on the effects of such large time units devoted to riding a bus. The hypotheses search for relationships between travel time and the daily activity schedules of students and their families. Through a number of quantitative and qualitative measures, the study concludes that the bus trip has an effect on students and, to a lesser degree, on their families.

No description available.

This study investigates the influence of family configuration and environment on children's adjustment. Half of the seventy-six elementary school age participants were from families where separation and divorce had occurred, and the remaining children were from intact families. Children's self-efficacy was assessed using the Harter Self Perception Profile (Harter, 1985). Parental perceptions of children's behavior and specific family environmental characteristics were obtained by employing the Child Behavior Checklist (Achenbach & Edelbrock, 1983), Family Environment Scale (Moos & Moos, 1986) and Overt-Hostility Scale (O'Leary & Porter, 1980). Children from homes where parental divorce had previously occurred were compared to children from intact families in terms of self-efficacy and behavior. Children from divorced homes demonstrated lower levels of perceived self-efficacy in cognitive and behavioral domains. No differences in parental perceptions of children's total behavior problems between groups were found. Comparative differences in family social climate characteristics of cohesion, control, and active-recreational orientation were found in divorced versus intact families.

This research attempted to examine the reasons why children and youths disclose their sexual victimization, as well as the manner of their disclosure, specific to the school setting. An original questionnaire was developed, and given out to all the school social workers from one social service agency. Each worker chose, non-randomly one case of sexual abuse disclosure. / It was hypothesized that if a child or youth had decided to disclose their sexual victimization in the school setting they would do so in a planned and overt manner, choosing an adult with whom they had a close, positive and trusting relationship; a positive authority figure. Both hypotheses were borne out, although the strongest predictors of planned disclosure in this study, were that the victim had a positive relationship with the adult they told, knew them fairly well, and that they were being abused by their natural father or live-in father-figure.

Transport for learners has been problematised by some South African scholars as being a significant factor in access to education. This study takes the view of access further by focusing on South African public transport policy provisions for learners. The key research questions are: 1. What are the political discourses in public transport policies that are relevant to school transport and learners? 2. To what extent are these public transport policies coherent in their treatment of and provision for learners? Through using a blend of Scheurich’s Policy Archaeology and Fairclough’s Critical Discourse Analysis approaches for an analysis of selected excerpts from relevant policy texts issued in the period 1994-2009, I find that school learners are assigned marginalised positions and neo-liberal trends temper school learner interests. These findings about South Africa’s transport policies and how they serve the interests of learners and position them in the social hierarchy, point to discourses in public transport policy that infringe the rights of school learners to have their best interests served in all matters related to their wellbeing as indicated in Section 28 of the Constitution. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

国立情報学研究所で電子化したコンテンツを使用している。

Thesis (Ph. D.)--Oregon State University, 1988. / Typescript (photocopy). Includes bibliographical references (leaves 81-86). Also available online.

Thesis (Ph. D.)--University of Alabama at Birmingham, 2007. / Additional advisors: Lois M. Christensen, Lynn D. Kirkland, Maryann Manning, Deborah Strevy. Description based on contents viewed Feb. 8, 2008; title from title screen. Includes bibliographical references (p. 108-114).