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You searched for subject:(academic challenge). Showing records 1 – 11 of 11 total matches.

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University of Central Florida

1. Newby, Tara L. The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability.

Degree: 2012, University of Central Florida

 The purpose of this study was to determine if my practice of having 4th grade students participate in engineering design challenges impacted their attitudes towards… (more)

Subjects/Keywords: Engineering design challenge; design challenge; elementary; attitudes; science; engineering; Education; Science and Mathematics Education; Dissertations, Academic  – Education; Education  – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Newby, T. L. (2012). The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4679

Chicago Manual of Style (16th Edition):

Newby, Tara L. “The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability.” 2012. Masters Thesis, University of Central Florida. Accessed August 19, 2019. https://stars.library.ucf.edu/etd/4679.

MLA Handbook (7th Edition):

Newby, Tara L. “The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability.” 2012. Web. 19 Aug 2019.

Vancouver:

Newby TL. The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability. [Internet] [Masters thesis]. University of Central Florida; 2012. [cited 2019 Aug 19]. Available from: https://stars.library.ucf.edu/etd/4679.

Council of Science Editors:

Newby TL. The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability. [Masters Thesis]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/4679


University of Minnesota

2. Kuhl, Michelle Wittcoff. Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves.

Degree: PhD, 2013, University of Minnesota

 This study examines factors that are related to openness to diversity among undergraduate college students. Openness to diversity is increasingly viewed as a desirable student-learning… (more)

Subjects/Keywords: Academic challenge; Community engagement; Diversity; NSSE; Student learning outcomes

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APA (6th Edition):

Kuhl, M. W. (2013). Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/161817

Chicago Manual of Style (16th Edition):

Kuhl, Michelle Wittcoff. “Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves.” 2013. Doctoral Dissertation, University of Minnesota. Accessed August 19, 2019. http://purl.umn.edu/161817.

MLA Handbook (7th Edition):

Kuhl, Michelle Wittcoff. “Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves.” 2013. Web. 19 Aug 2019.

Vancouver:

Kuhl MW. Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Aug 19]. Available from: http://purl.umn.edu/161817.

Council of Science Editors:

Kuhl MW. Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/161817


University of Central Florida

3. Schreiner, Amy. Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students.

Degree: 2014, University of Central Florida

 High-risk alcohol consumption remains a primary public health concern for students on college campuses. In response to this concern the National Advisory Council of the… (more)

Subjects/Keywords: Alcohol; college students; expectancy; intervention; prevention; expectancy challenge; Clinical Psychology; Psychology; Dissertations, Academic  – Sciences; Sciences  – Dissertations, Academic

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APA (6th Edition):

Schreiner, A. (2014). Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4567

Chicago Manual of Style (16th Edition):

Schreiner, Amy. “Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students.” 2014. Doctoral Dissertation, University of Central Florida. Accessed August 19, 2019. https://stars.library.ucf.edu/etd/4567.

MLA Handbook (7th Edition):

Schreiner, Amy. “Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students.” 2014. Web. 19 Aug 2019.

Vancouver:

Schreiner A. Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Aug 19]. Available from: https://stars.library.ucf.edu/etd/4567.

Council of Science Editors:

Schreiner A. Evaluation of a Digitally-Automated Alcohol Curriculum Designed to Alter Expectancies and Alcohol Use in First Year College Students. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4567


Northeastern University

4. Parker, Cynthia Lynne. Online student engagement: perceptions of the impact on student learning and effective practices.

Degree: EdD, School of Education, 2016, Northeastern University

 In the current environment focused on quality, documenting online program quality has become an imperative for higher education leaders. Student engagement is considered an essential… (more)

Subjects/Keywords: academic challenge; accountability; learning outcomes; online education; student engagement; Education, Higher; Effect of technological innovations on; Internet in higher education; Distance education; Active learning; Motivation in education; Academic achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Parker, C. L. (2016). Online student engagement: perceptions of the impact on student learning and effective practices. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20197880

Chicago Manual of Style (16th Edition):

Parker, Cynthia Lynne. “Online student engagement: perceptions of the impact on student learning and effective practices.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20197880.

MLA Handbook (7th Edition):

Parker, Cynthia Lynne. “Online student engagement: perceptions of the impact on student learning and effective practices.” 2016. Web. 19 Aug 2019.

Vancouver:

Parker CL. Online student engagement: perceptions of the impact on student learning and effective practices. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20197880.

Council of Science Editors:

Parker CL. Online student engagement: perceptions of the impact on student learning and effective practices. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20197880


University of Texas – Austin

5. Mix, Kerry Keith. Online social networking : exploring the relationship between use of web-based social technologies and community college student engagement.

Degree: Educational Administration, 2010, University of Texas – Austin

 Over the last decade, community college researchers and practitioners increasingly have focused on student engagement as a cornerstone of a successful student success agenda. This… (more)

Subjects/Keywords: Community college students; Student engagement; Social networking; Institutional assessment; Institutional social networking inventory; Active and collaborative learning; Student effort; Academic challenge; Student-faculty interaction; Support for learners

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mix, K. K. (2010). Online social networking : exploring the relationship between use of web-based social technologies and community college student engagement. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-1380

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mix, Kerry Keith. “Online social networking : exploring the relationship between use of web-based social technologies and community college student engagement.” 2010. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-1380.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mix, Kerry Keith. “Online social networking : exploring the relationship between use of web-based social technologies and community college student engagement.” 2010. Web. 19 Aug 2019.

Vancouver:

Mix KK. Online social networking : exploring the relationship between use of web-based social technologies and community college student engagement. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1380.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mix KK. Online social networking : exploring the relationship between use of web-based social technologies and community college student engagement. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-1380

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Queensland University of Technology

6. Lincoln, Mary Elizabeth. Academic rigour in science assessment tasks.

Degree: 2010, Queensland University of Technology

 The critical problem of student disengagement and underachievement in the middle years of schooling (Years 4 . 9) has focussed attention on the quality of… (more)

Subjects/Keywords: Academic rigour, academic tasks, assessment tasks, alignment, assessment for learning, case study, creativity, higher order thinking, Information and Communication Technologies (ICTs), intellectual challenge, knowledge construction; middle years of schooling, prior knowledge, scaffolding, science, socio-cultural theory, student engagement, teachers' understandings

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lincoln, M. E. (2010). Academic rigour in science assessment tasks. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/33209/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lincoln, Mary Elizabeth. “Academic rigour in science assessment tasks.” 2010. Thesis, Queensland University of Technology. Accessed August 19, 2019. https://eprints.qut.edu.au/33209/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lincoln, Mary Elizabeth. “Academic rigour in science assessment tasks.” 2010. Web. 19 Aug 2019.

Vancouver:

Lincoln ME. Academic rigour in science assessment tasks. [Internet] [Thesis]. Queensland University of Technology; 2010. [cited 2019 Aug 19]. Available from: https://eprints.qut.edu.au/33209/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lincoln ME. Academic rigour in science assessment tasks. [Thesis]. Queensland University of Technology; 2010. Available from: https://eprints.qut.edu.au/33209/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Ohio University

7. Schaller, Joni Y. Performance Funding in Ohio: Differences in Awareness of Success Challenge Between Student Affairs Administrators and Academic Affairs Administrators at Ohio’s Public Universities.

Degree: PhD, Higher Education (Education), 2004, Ohio University

  The purpose of this study was to establish the current differences in awareness of Success Challenge between administrators at the thirteen public four-year institutions… (more)

Subjects/Keywords: Performance Funding; Success Challenge; Ohio; Higher Education Policy; Higher Education Funding; Student Affairs and Academic Affairs Administrators

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APA (6th Edition):

Schaller, J. Y. (2004). Performance Funding in Ohio: Differences in Awareness of Success Challenge Between Student Affairs Administrators and Academic Affairs Administrators at Ohio’s Public Universities. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1090944575

Chicago Manual of Style (16th Edition):

Schaller, Joni Y. “Performance Funding in Ohio: Differences in Awareness of Success Challenge Between Student Affairs Administrators and Academic Affairs Administrators at Ohio’s Public Universities.” 2004. Doctoral Dissertation, Ohio University. Accessed August 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1090944575.

MLA Handbook (7th Edition):

Schaller, Joni Y. “Performance Funding in Ohio: Differences in Awareness of Success Challenge Between Student Affairs Administrators and Academic Affairs Administrators at Ohio’s Public Universities.” 2004. Web. 19 Aug 2019.

Vancouver:

Schaller JY. Performance Funding in Ohio: Differences in Awareness of Success Challenge Between Student Affairs Administrators and Academic Affairs Administrators at Ohio’s Public Universities. [Internet] [Doctoral dissertation]. Ohio University; 2004. [cited 2019 Aug 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1090944575.

Council of Science Editors:

Schaller JY. Performance Funding in Ohio: Differences in Awareness of Success Challenge Between Student Affairs Administrators and Academic Affairs Administrators at Ohio’s Public Universities. [Doctoral Dissertation]. Ohio University; 2004. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1090944575


Curtin University of Technology

8. Smith, Julie Kathryn. An evaluation of the effectiveness of the Primary Extension and Academic Challenge (PEAC) Online Programme for gifted and talented students in Western Australian primary schools .

Degree: 2008, Curtin University of Technology

 One of the key areas of the Western Australia’s Department of Education and Training’s Plan for Government Schools is ‘to provide access to quality, relevant,… (more)

Subjects/Keywords: primary schools; Primary Extension and Academic Challenge (PEAC) Online Programme; Western Australia; gifted and talented students

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APA (6th Edition):

Smith, J. K. (2008). An evaluation of the effectiveness of the Primary Extension and Academic Challenge (PEAC) Online Programme for gifted and talented students in Western Australian primary schools . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/2070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Smith, Julie Kathryn. “An evaluation of the effectiveness of the Primary Extension and Academic Challenge (PEAC) Online Programme for gifted and talented students in Western Australian primary schools .” 2008. Thesis, Curtin University of Technology. Accessed August 19, 2019. http://hdl.handle.net/20.500.11937/2070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Smith, Julie Kathryn. “An evaluation of the effectiveness of the Primary Extension and Academic Challenge (PEAC) Online Programme for gifted and talented students in Western Australian primary schools .” 2008. Web. 19 Aug 2019.

Vancouver:

Smith JK. An evaluation of the effectiveness of the Primary Extension and Academic Challenge (PEAC) Online Programme for gifted and talented students in Western Australian primary schools . [Internet] [Thesis]. Curtin University of Technology; 2008. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/20.500.11937/2070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith JK. An evaluation of the effectiveness of the Primary Extension and Academic Challenge (PEAC) Online Programme for gifted and talented students in Western Australian primary schools . [Thesis]. Curtin University of Technology; 2008. Available from: http://hdl.handle.net/20.500.11937/2070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Utah State University

9. Mentzer, Nathan. Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education.

Degree: PhD, Engineering and Technology Education, 2008, Utah State University

 The purpose of this correlational research study was to determine if students’ academic success was correlated with: (a) the student change in achievement during an… (more)

Subjects/Keywords: technology education; engineering education; motivation; achievement; academic performance; engineering design challenge; Curriculum and Instruction

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APA (6th Edition):

Mentzer, N. (2008). Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/31

Chicago Manual of Style (16th Edition):

Mentzer, Nathan. “Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education.” 2008. Doctoral Dissertation, Utah State University. Accessed August 19, 2019. https://digitalcommons.usu.edu/etd/31.

MLA Handbook (7th Edition):

Mentzer, Nathan. “Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education.” 2008. Web. 19 Aug 2019.

Vancouver:

Mentzer N. Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education. [Internet] [Doctoral dissertation]. Utah State University; 2008. [cited 2019 Aug 19]. Available from: https://digitalcommons.usu.edu/etd/31.

Council of Science Editors:

Mentzer N. Academic Performance as a Predictor of Student Growth in Achievement and Mental Motivation During an Engineering Design Challenge in Engineering and Technology Education. [Doctoral Dissertation]. Utah State University; 2008. Available from: https://digitalcommons.usu.edu/etd/31


Georgia Southern University

10. Scott, Jorja Lockhart. The Impact of After School Learning Centers on Low Achieving African American Elementary Students.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2009, Georgia Southern University

 The purpose of this study was to determine the impact of after school learning centers in a rural school district in South Carolina on Measures… (more)

Subjects/Keywords: ETD; After school programs; Low achieving students; African American; Rural; Mandates; District; School; South Carolina; Measures of academic progress; Palmetto achievement challenge test; African American children; Education; After-school programs; School improvement programs; Educational equalization; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Scott, J. L. (2009). The Impact of After School Learning Centers on Low Achieving African American Elementary Students. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/367

Chicago Manual of Style (16th Edition):

Scott, Jorja Lockhart. “The Impact of After School Learning Centers on Low Achieving African American Elementary Students.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed August 19, 2019. https://digitalcommons.georgiasouthern.edu/etd/367.

MLA Handbook (7th Edition):

Scott, Jorja Lockhart. “The Impact of After School Learning Centers on Low Achieving African American Elementary Students.” 2009. Web. 19 Aug 2019.

Vancouver:

Scott JL. The Impact of After School Learning Centers on Low Achieving African American Elementary Students. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Aug 19]. Available from: https://digitalcommons.georgiasouthern.edu/etd/367.

Council of Science Editors:

Scott JL. The Impact of After School Learning Centers on Low Achieving African American Elementary Students. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/367

11. Fisher, Karla Ann. Student engagement in community college online education programs : an exploration of six constructs with implications for practice.

Degree: Educational Administration, 2010, University of Texas – Austin

 Improving student outcomes in community college online education requires understanding how institutional practices and student characteristics affect levels of student engagement in online courses. This… (more)

Subjects/Keywords: Online education; Online learning; Online course; Student engagement; Community college; Community college students; Institutional assessment; Active and collaborative learning; Student effort; Academic challenge; Support for learners; Presence

…Learning, Student-Faculty Interaction, Academic Challenge, Student Effort, and Support for… …factors: Active and Collaborative Learning, Student-Faculty Interaction, Academic Challenge… …context of academic and intellectual experiences, as well as personal and interpersonal… …Chaney, Muraskin, Cahalan, & Goodwin, 1998); and student satisfaction with academic… …Academic term. A division of the year during which a college holds classes, typically 16 weeks… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fisher, K. A. (2010). Student engagement in community college online education programs : an exploration of six constructs with implications for practice. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-05-952

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fisher, Karla Ann. “Student engagement in community college online education programs : an exploration of six constructs with implications for practice.” 2010. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/ETD-UT-2010-05-952.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fisher, Karla Ann. “Student engagement in community college online education programs : an exploration of six constructs with implications for practice.” 2010. Web. 19 Aug 2019.

Vancouver:

Fisher KA. Student engagement in community college online education programs : an exploration of six constructs with implications for practice. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-952.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fisher KA. Student engagement in community college online education programs : an exploration of six constructs with implications for practice. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-05-952

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.