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You searched for subject:(inclusive schooling). Showing records 1 – 10 of 10 total matches.

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Deakin University

1. Moss, Julianne. Inclusive schooling : contexts, texts and politics.

Degree: 1999, Deakin University

 The title ‘Inclusive schooling: contexts, texts and politics’, names a thesis which critically analyses the development of inclusive schooling in the small Australian Island state… (more)

Subjects/Keywords: inclusive schooling; disability; university teaching; special education

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APA (6th Edition):

Moss, J. (1999). Inclusive schooling : contexts, texts and politics. (Thesis). Deakin University. Retrieved from http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040524.162132

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):

Moss, Julianne. “Inclusive schooling : contexts, texts and politics.” 1999. Thesis, Deakin University. Accessed August 22, 2019. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040524.162132.

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

MLA Handbook (7th Edition):

Moss, Julianne. “Inclusive schooling : contexts, texts and politics.” 1999. Web. 22 Aug 2019.

Vancouver:

Moss J. Inclusive schooling : contexts, texts and politics. [Internet] [Thesis]. Deakin University; 1999. [cited 2019 Aug 22]. Available from: http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040524.162132.

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

Council of Science Editors:

Moss J. Inclusive schooling : contexts, texts and politics. [Thesis]. Deakin University; 1999. Available from: http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20040524.162132

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


Queensland University of Technology

2. McFadden, Amanda T. The experiences of teachers teaching children with Down syndrome in the early years of schooling.

Degree: 2014, Queensland University of Technology

 This innovative collective case study research documented teachers' experiences of teaching children with Down syndrome in the early years of schooling in Australia. Results indicated… (more)

Subjects/Keywords: Down syndrome; teachers; early years of schooling; inclusive education; diversity; constructivism; social constructivism; collective case study; mind mapping; teachers' stories

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APA (6th Edition):

McFadden, A. T. (2014). The experiences of teachers teaching children with Down syndrome in the early years of schooling. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/72559/

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):

McFadden, Amanda T. “The experiences of teachers teaching children with Down syndrome in the early years of schooling.” 2014. Thesis, Queensland University of Technology. Accessed August 22, 2019. https://eprints.qut.edu.au/72559/.

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

MLA Handbook (7th Edition):

McFadden, Amanda T. “The experiences of teachers teaching children with Down syndrome in the early years of schooling.” 2014. Web. 22 Aug 2019.

Vancouver:

McFadden AT. The experiences of teachers teaching children with Down syndrome in the early years of schooling. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2019 Aug 22]. Available from: https://eprints.qut.edu.au/72559/.

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

Council of Science Editors:

McFadden AT. The experiences of teachers teaching children with Down syndrome in the early years of schooling. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/72559/

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


Deakin University

3. Whitburn, Benjamin. Critical engagement with insider accounts of inclusive schooling.

Degree: School of Education, 2014, Deakin University

 Engaging critically with insider accounts of inclusive schooling, the thesis provides an opportunity to understand the entangled, multiple, and often contradictory discourses that comprise day-to-day… (more)

Subjects/Keywords: inclusive schooling; young people with impairments; disability studies in education; vision impairment; physical impairment; developmental impairment; sensory impairment; intellectual impairment

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APA (6th Edition):

Whitburn, B. (2014). Critical engagement with insider accounts of inclusive schooling. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30073248

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):

Whitburn, Benjamin. “Critical engagement with insider accounts of inclusive schooling.” 2014. Thesis, Deakin University. Accessed August 22, 2019. http://hdl.handle.net/10536/DRO/DU:30073248.

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

MLA Handbook (7th Edition):

Whitburn, Benjamin. “Critical engagement with insider accounts of inclusive schooling.” 2014. Web. 22 Aug 2019.

Vancouver:

Whitburn B. Critical engagement with insider accounts of inclusive schooling. [Internet] [Thesis]. Deakin University; 2014. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10536/DRO/DU:30073248.

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

Council of Science Editors:

Whitburn B. Critical engagement with insider accounts of inclusive schooling. [Thesis]. Deakin University; 2014. Available from: http://hdl.handle.net/10536/DRO/DU:30073248

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


University of Manchester

4. Khanal, Damodar. The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children.

Degree: PhD, 2015, University of Manchester

 This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively… (more)

Subjects/Keywords: Education for All; Inclusion/Exclusion; Education; Factors Affecting Schooling; Educational Barriers; Equity; Dalit; Caste Discrimination; Policy; Community; School; Gender; Poverty; Culture; Children; Human Right; Inclusive Education; Sandwich Model

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APA (6th Edition):

Khanal, D. (2015). The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764376

Chicago Manual of Style (16th Edition):

Khanal, Damodar. “The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children.” 2015. Doctoral Dissertation, University of Manchester. Accessed August 22, 2019. https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764376.

MLA Handbook (7th Edition):

Khanal, Damodar. “The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children.” 2015. Web. 22 Aug 2019.

Vancouver:

Khanal D. The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Aug 22]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764376.

Council of Science Editors:

Khanal D. The quest for educational inclusion in Nepal : a study of factors limiting the schooling of Dalit children. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-quest-for-educational-inclusion-in-nepal-a-study-of-factors-limiting-the-schooling-of-dalit-children(cafe18fd-80cf-4d69-bc4e-d31ee3bae65a).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764376


Universitat de Barcelona

5. López-Dóriga de Dalmau, Maria. Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida.

Degree: 2018, Universitat de Barcelona

 With the consolidation of a comprehensive and compulsory educational system up to the age of sixteen, it is evident that there is a distance between… (more)

Subjects/Keywords: Adolescents; Adolescentes; Teenagers; Exclusió social; Exclusión social; Social exclusion; Escolarització; Escolarización; Schooling; Educació inclusiva; Educación inclusiva; Inclusive education; Ciències de l’Educació; 371

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APA (6th Edition):

López-Dóriga de Dalmau, M. (2018). Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/665878

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):

López-Dóriga de Dalmau, Maria. “Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida.” 2018. Thesis, Universitat de Barcelona. Accessed August 22, 2019. http://hdl.handle.net/10803/665878.

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

MLA Handbook (7th Edition):

López-Dóriga de Dalmau, Maria. “Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida.” 2018. Web. 22 Aug 2019.

Vancouver:

López-Dóriga de Dalmau M. Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida. [Internet] [Thesis]. Universitat de Barcelona; 2018. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10803/665878.

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

Council of Science Editors:

López-Dóriga de Dalmau M. Bones pràctiques per a adolescents vulnerables. Educar a les Unitats d'Escolarització Compartida. [Thesis]. Universitat de Barcelona; 2018. Available from: http://hdl.handle.net/10803/665878

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


University of Manchester

6. Khanal, Damodar. The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children.

Degree: 2015, University of Manchester

 This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively… (more)

Subjects/Keywords: Education for All; Inclusion/Exclusion; Education; Factors Affecting Schooling; Educational Barriers; Equity; Dalit; Caste Discrimination; Policy; Community; School; Gender; Poverty; Culture; Children; Human Right; Inclusive Education; Sandwich Model.

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APA (6th Edition):

Khanal, D. (2015). The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734

Chicago Manual of Style (16th Edition):

Khanal, Damodar. “The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children.” 2015. Doctoral Dissertation, University of Manchester. Accessed August 22, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734.

MLA Handbook (7th Edition):

Khanal, Damodar. “The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children.” 2015. Web. 22 Aug 2019.

Vancouver:

Khanal D. The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2019 Aug 22]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734.

Council of Science Editors:

Khanal D. The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734

7. Louisy, Terry. Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide.

Degree: 2013, University of Toronto

Scholars suggest that when students use information and communication technology to complete and present identity texts about their own cultural background, such as self-authored literature,… (more)

Subjects/Keywords: inclusive schooling; online learning; multiliteracies; literacy; 0710; 0727; 0535; 0515

inclusive schooling in that it quite visibly attempted to incorporate many of the inclusive… …Challenges and Possibilities of Inclusive Schooling (2000). The idea was that if students… …of Difference and the Solution of Inclusive Schooling The… …in an inclusive and social constructivist context can increase academic engagement and… …schooling principles identified by George Dei and colleagues in his book Removing the Margins: The… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Louisy, T. (2013). Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35562

Chicago Manual of Style (16th Edition):

Louisy, Terry. “Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide.” 2013. Masters Thesis, University of Toronto. Accessed August 22, 2019. http://hdl.handle.net/1807/35562.

MLA Handbook (7th Edition):

Louisy, Terry. “Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide.” 2013. Web. 22 Aug 2019.

Vancouver:

Louisy T. Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/1807/35562.

Council of Science Editors:

Louisy T. Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35562

8. Ribas, Sandrine. La coopération entre les enseignants et les éducateurs spécialisés : une culture en commun pour la scolarisation des enfants en situation de handicap : Cooperation between teachers and special needs workers : a common culture for the schooling of children in a situation of disability.

Degree: Docteur es, Sciences de l'éducation, 2014, Université Lumière – Lyon II

Depuis le décret 2009-378 visant à favoriser la coopération entre l’Education nationale et le secteur médico-social, l’Ecole ne peut plus être pensée comme un territoire… (more)

Subjects/Keywords: Coopération; Culture; Éducateurs spécialisés; Enseignants; Sensibilité inclusive; Observation participante; Entretiens semi-dirigés; Scolarisation; Enfant en situation handicap; Autorité; Accompagnement; Projet; Cooperation; Culture; Special needs workers; Teachers; Inclusive sensitivity and sensibility; Participant observation; Semi-guided interviews; Schooling; Situation of disability; Authority; The concept of accompaniment; Project

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APA (6th Edition):

Ribas, S. (2014). La coopération entre les enseignants et les éducateurs spécialisés : une culture en commun pour la scolarisation des enfants en situation de handicap : Cooperation between teachers and special needs workers : a common culture for the schooling of children in a situation of disability. (Doctoral Dissertation). Université Lumière – Lyon II. Retrieved from http://www.theses.fr/2014LYO20036

Chicago Manual of Style (16th Edition):

Ribas, Sandrine. “La coopération entre les enseignants et les éducateurs spécialisés : une culture en commun pour la scolarisation des enfants en situation de handicap : Cooperation between teachers and special needs workers : a common culture for the schooling of children in a situation of disability.” 2014. Doctoral Dissertation, Université Lumière – Lyon II. Accessed August 22, 2019. http://www.theses.fr/2014LYO20036.

MLA Handbook (7th Edition):

Ribas, Sandrine. “La coopération entre les enseignants et les éducateurs spécialisés : une culture en commun pour la scolarisation des enfants en situation de handicap : Cooperation between teachers and special needs workers : a common culture for the schooling of children in a situation of disability.” 2014. Web. 22 Aug 2019.

Vancouver:

Ribas S. La coopération entre les enseignants et les éducateurs spécialisés : une culture en commun pour la scolarisation des enfants en situation de handicap : Cooperation between teachers and special needs workers : a common culture for the schooling of children in a situation of disability. [Internet] [Doctoral dissertation]. Université Lumière – Lyon II; 2014. [cited 2019 Aug 22]. Available from: http://www.theses.fr/2014LYO20036.

Council of Science Editors:

Ribas S. La coopération entre les enseignants et les éducateurs spécialisés : une culture en commun pour la scolarisation des enfants en situation de handicap : Cooperation between teachers and special needs workers : a common culture for the schooling of children in a situation of disability. [Doctoral Dissertation]. Université Lumière – Lyon II; 2014. Available from: http://www.theses.fr/2014LYO20036

9. Galle, Patrice. Le partenariat entre les acteurs de scolarisation de collégiens sourds et malentendants : Actors’ partnership in the schooling of the deaf or haring-impaired children.

Degree: Docteur es, Sciences de l'education, 2015, Université Lumière – Lyon II

Cette recherche doctorale a pour thème la scolarisation des collégiens sourds ou malentendants. Plus précisément, elle s'interroge sur les conditions d'un partenariat effectif entre le… (more)

Subjects/Keywords: Partenariat; Projet de scolarisation; Collégiens; Déficience auditive; Surdité; Malentendance; Situation de handicap; Entretiens dirigés; Entretiens semi-dirigés; École inclusive; Partnership; Schooling project; Children; Hearing impairment; Deafness; Special needs education; Guided interviews; Semi-guided interviews; Inclusive school

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APA (6th Edition):

Galle, P. (2015). Le partenariat entre les acteurs de scolarisation de collégiens sourds et malentendants : Actors’ partnership in the schooling of the deaf or haring-impaired children. (Doctoral Dissertation). Université Lumière – Lyon II. Retrieved from http://www.theses.fr/2015LYO20098

Chicago Manual of Style (16th Edition):

Galle, Patrice. “Le partenariat entre les acteurs de scolarisation de collégiens sourds et malentendants : Actors’ partnership in the schooling of the deaf or haring-impaired children.” 2015. Doctoral Dissertation, Université Lumière – Lyon II. Accessed August 22, 2019. http://www.theses.fr/2015LYO20098.

MLA Handbook (7th Edition):

Galle, Patrice. “Le partenariat entre les acteurs de scolarisation de collégiens sourds et malentendants : Actors’ partnership in the schooling of the deaf or haring-impaired children.” 2015. Web. 22 Aug 2019.

Vancouver:

Galle P. Le partenariat entre les acteurs de scolarisation de collégiens sourds et malentendants : Actors’ partnership in the schooling of the deaf or haring-impaired children. [Internet] [Doctoral dissertation]. Université Lumière – Lyon II; 2015. [cited 2019 Aug 22]. Available from: http://www.theses.fr/2015LYO20098.

Council of Science Editors:

Galle P. Le partenariat entre les acteurs de scolarisation de collégiens sourds et malentendants : Actors’ partnership in the schooling of the deaf or haring-impaired children. [Doctoral Dissertation]. Université Lumière – Lyon II; 2015. Available from: http://www.theses.fr/2015LYO20098


Universidade do Rio Grande do Sul

10. Meirelles, Melina Chassot Benincasa. Educação infantil e atendimento educacional especializado : configurações de serviços educativos no Brasil e na Itália.

Degree: 2016, Universidade do Rio Grande do Sul

 O presente estudo teve como objetivo analisar o atendimento educacional especializado oferecido às crianças com deficiência na educação infantil. Trata-se de um universo investigativo que… (more)

Subjects/Keywords: Educazione nella prima infanzia; Educação especial; Educação infantil; Pedagogia speciale; Atendimento especializado; Sostegno educativo specializzato; Inclusão escolar; Inclusione scolastica; Brasile; Italia; Early childhood education; Special education; Specialized educational assistance; Inclusive schooling; Brazil; Italy

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APA (6th Edition):

Meirelles, M. C. B. (2016). Educação infantil e atendimento educacional especializado : configurações de serviços educativos no Brasil e na Itália. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/148283

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):

Meirelles, Melina Chassot Benincasa. “Educação infantil e atendimento educacional especializado : configurações de serviços educativos no Brasil e na Itália.” 2016. Thesis, Universidade do Rio Grande do Sul. Accessed August 22, 2019. http://hdl.handle.net/10183/148283.

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

MLA Handbook (7th Edition):

Meirelles, Melina Chassot Benincasa. “Educação infantil e atendimento educacional especializado : configurações de serviços educativos no Brasil e na Itália.” 2016. Web. 22 Aug 2019.

Vancouver:

Meirelles MCB. Educação infantil e atendimento educacional especializado : configurações de serviços educativos no Brasil e na Itália. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10183/148283.

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

Council of Science Editors:

Meirelles MCB. Educação infantil e atendimento educacional especializado : configurações de serviços educativos no Brasil e na Itália. [Thesis]. Universidade do Rio Grande do Sul; 2016. Available from: http://hdl.handle.net/10183/148283

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

.