Relevant bibliographies by topics / Windhoek College of Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Windhoek College of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Windhoek College of Education"

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Lahnsteiner, J., and G. Lempert. "Water management in Windhoek, Namibia." Water Science and Technology 55, no. 1-2 (2007): 441–48. http://dx.doi.org/10.2166/wst.2007.022.

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For decades, the city of Windhoek in Namibia succeeded in stretching their limited potable water resources through strict water management, latterly including wastewater reclamation and direct potable reuse. An integrated approach was followed and proper policies were put in place. This was followed up with appropriate legislation, education, policing and technical and financial measures with the result that extreme water shortages were overcome even in times of severe droughts.
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Onjefu, SA, E. Ejembi, and LA Onjefu. "Investigating Urban Traffic Noise Pollution carried out at Higher Learning Institutions in Windhoek, Namibia." NIGERIAN ANNALS OF PURE AND APPLIED SCIENCES 3, no. 1 (2020): 122–28. http://dx.doi.org/10.46912/napas.162.

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Noise pollution adversely affects human health. Higher institutions of learning situated in urban areas can be affected by noise pollution. In this study, noise pollution levels were measured in three institutions of higher learning in Windhoek [International University of Management-(IUM), Triumphant College-(TC) and International Training College LINGUA-(ITC)]. The mean noise pollution values were higher than the World Health Organisation (WHO)'s, United States Environmental Protection Agency (USEPA)s’ recommended limit of 45 dB (A) for silence zones. The mean noise level equivalent (L) variation and the mean percentile eq noise indices of the three institutions were all above the recommended standards for educational institutions. The mean value of noise climate (NC) was found to be 18.4, 17.9 and 16.3 (IUM, TC and ITC-Lingua) and the traffic noise index (TNI) for all the locations were higher than the WHO's traffic noise recommended limit of 45 (dB). The results of the research indicate that the higher institutions of learning studied are noisy particularly because of vehicle noise. In order to reduce noise pollution within the campuses some useful suggestions were presented.
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Scanlon, James J., and George Allan. "Rethinking College Education." History of Education Quarterly 38, no. 2 (1998): 204. http://dx.doi.org/10.2307/369993.

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Bennett, John B. "Rethinking College Education." Process Studies 32, no. 1 (2003): 142–44. http://dx.doi.org/10.5840/process200332121.

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Libuku, E., and L. F. Small. "Exposure to domestic violence during pregnancy: Perceptions and coping mechanisms of a vulnerable group." Health SA Gesondheid 13, no. 2 (2008): 3–13. http://dx.doi.org/10.4102/hsag.v13i2.275.

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The purpose of this study was to explore and describe the perceptions of maternity clients’ relating to domestic violence. A quantitative, exploratory and descriptive design was utilised. The population consisted of maternity patients admitted to a referral hospital in Windhoek, Namibia. The findings indicate that some perceptions reflect biographical differences such as education, age and economic status. In some instances, perceptions of maternity clients were in line with findings published in existing literature that reported socio-economic circumstances and familial obligations which forced women to endure abuse. It was recommended that these differences in perceptions be taken into account during the counselling of maternity clients or while health education is being given.
 
 Opsomming
 Die doel van hierdie studie was om swanger vroue se persepsies in verband met gesinsgeweld verkennend te beskryf. ’n Kwantitatiewe, verkennende en beskrywende ontwerp is gebruik. Die studie was ook kontekstueel in ontwerp. Die populasie het uit swanger vroue bestaan wat in ’n verwysingshospitaal in Windhoek, Namibië, opgeneem is. Daar is bevind dat sommige persepsies deur biografiese veranderlikes bepaal word soos geletterdheidsvlak, ouderdom en ekonomiese status. In sekere gevalle is gevind dat die persepsies van swanger vroue ooreenstem met bevindinge in bestaande literatuur deurdat sosio-ekonomiese omstandighede en familieverpligtinge hulle dwing om gesinsgeweld te verduur. Daar word aanbeveel dat hierdie verskillende persepsies gedurende beradingsessies met swanger vroue of tydens gesondheidsopvoeding in ag geneem word.
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Kloppers, Joan M., Agnes Van Dyk, and Lucia N. Nelumbu. "Implementation of an educational programme for caregivers of the elderly in Windhoek and Rehoboth, Namibia." International Journal of Medicine 3, no. 2 (2015): 56. http://dx.doi.org/10.14419/ijm.v3i2.4835.

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<p>In many instances care for the frail elderly, especially in long-term care institutions, is provided under minimal supervision by caregivers who lay people. This can lead to poor-quality care or neglect of the frail elderly. Therefore, caregivers have a major role in coordinating comprehensive long-term care.</p><p>One of the objectives of the study “Caregiving in old-age homes in Windhoek: A practice-orientated enquiry into caregiving education” was to implement the educational programme for caregivers in old age homes in Windhoek. A qualitative, explorative, descriptive, contextual and phenomenology design was used to perform this study.</p><p>The study was conducted in three phases. Firstly, a situational analysis was carried out to explore and describe the experiences and needs of the caregivers and the elderly. The situation analysis revealed themes in terms of interpersonal relationships that could be positive or negative regarding the elderly, with the sub-themes like communication, support and caring for elderly people. These themes and sub-themes include the following: Interpersonal relationships were viewed as an important aspect of the caring process. Lack of regular in-service training sessions for caregivers, with a sub- theme of a lack of adequate knowledge of procedures. Lack of human resources, equipment and policies</p><p>In the second phase, a conceptual framework was derived from the results of phase 1, using the activities prescribed by Dickoff, James and Wiedenbach (1968). In the third phase, a programme was developed from the findings of the previous phase. Finally, the educational programme was implemented and evaluated in old-age homes in Windhoek.</p>
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Kim, Chong-Uk, and Gieyoung Lim. "Social returns to college education: evidence from South Korean college education." Applied Economics Letters 19, no. 16 (2012): 1537–41. http://dx.doi.org/10.1080/13504851.2012.654907.

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Czinege, Imre. "COLLEGE EDUCATION IN HUNGARY." Higher Education in Europe 19, no. 4 (1994): 100–103. http://dx.doi.org/10.1080/0379772940190414.

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kyengchun choi. "Plan of education for efficient college teaching - centrally in college chinese education -." DONG-BANG KOREAN CHINESE LIEARATURE ll, no. 68 (2016): 365–94. http://dx.doi.org/10.17293/dbkcls.2016..68.365.

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Friedlander, Michael W., and Larry G. Gerber. "College and University Government: Lindenwood College (Missouri)." Academe 80, no. 3 (1994): 60. http://dx.doi.org/10.2307/40250618.

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Dissertations / Theses on the topic "Windhoek College of Education"

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Alexander, Christa Henriette. "An investigation of instructional leadership in a Namibian teacher training college." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003516.

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This thesis investigates how instructional leaders at the Windhoek College of Education (in Namibia) make sense of their roles. The Windhoek College of Education (WCE) was selected for this study because that is where I work, therefore it would be easy to observe some of the responses provided by the interviewees. It was also observed that instructional leadership is little researched in Namibia and hence study would contribute towards understanding the various perceptions that instructional leaders have of their roles. There is a need for information about the skills and tasks required to support practices of instructional leadership so that the best possible instruction can be provided. The thesis examines and presents such skills. A qualitative research framework, in particular an interpretative approach was used for the study. As my research is concerned with people’s perceptions, it is located in the interpretative paradigm. Semi-structured, open-ended interview questions were asked in order to gather information on how the participants make meaning of their roles as instructional leaders. The sample for the study consisted of eleven instructional leaders over different levels, i.e., executive leaders, leaders on middle-management level and leaders on classroom-instructional level. The findings indicated a narrow view of instructional leadership at the college. Factors contributing to this narrowness are addressed, e.g., the way concepts such as delegation, guidance and monitoring/supervision are perceived. The findings also addressed certain expectations that are needed from instructional leaders in order to ensure efficiency in their practice. The study concludes by recommending alternative, expansive ways of thinking about instructional leadership.
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Tjitemisa, Collin Kavetjindire. "Higher education and teacher education in Namibia : a case study of the former Windhoek College of Education's merger with the Faculty of Education at the University of Namibia." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.682356.

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The global expansion of higher education builds on the progress made in achieving universal primary and secondary education. Institutions of higher education prepare employees with academic knowledge, professional and technical skills and to undertake research to develop and Support the knowledge-economy. Similarly, teacher education research plays a central role in the training of teachers so that they can prepare learners for the challenges of the changing world. Many countries, including small developing states such as Namibia, have therefore, embarked on improving the performance of their education systems by enhancing the quality, and increasing the quantity of qualified teachers. In the light of these trends, and insights derived from the related international literature on higher education in small states, this study examines the merger of the former Windhoek College of Education (WeE) with the Faculty of Education at the National University of Namibia (UNAM). The study draws upon the helmeneuticlinterpretive paradigm and adopts a largely qualitative and case study research strategy. Empirical data were gathered through the analysis of documentary materials, field observations, qualitative interviews, focus group discussions and by drawing upon my own experiential knowledge as a teacher and lecturer in post-independent Namibia. The findings suggest that the merger process has both strengths and challenges for teacher education in Namibia. In terms of strengths, the merger has expanded access to university programmes and has unified and improved the quality of teacher education programmes. The merger has also introduced more effective quality control measures, and this enables teacher education programmes offered in the country to meet international standards. The challenges focus upon the short time period allowed for the process; difficulties with the management oflabour related issues; loss ofthe former college identity, history and culture; and imbalances between theory and practice within the new degree programme. The new degree programme also helped to increase teachers' salaries and the budget allocation for this, but it has also had a negative impact on UNAM's finances and the rating and quality ofthe university programmes. Most of the lecturers from the former WeE, who joined UNAM, were not qualified to teach at the university level. As a result, the university had to upgrade the qualifications of some lecturers from the former WCE through staff development programmes. UNAM also had to renovate the facilities at the former weE and this has been a costly process. Further, UNAM is a research oriented institution and this raises concerns over its capacity to train enough teachers for the primary sector. This contributed to a recent shortage of teachers in Namibia and subsequently the reintroduction of a diploma programme for teachers in January 2014. In concluding, it is m;gued that these findings are consistent with the international literature, which acknowledges that many governments have shifted their agendas and priorities towards improving the quality of education through improved programmes of teacher education. The conclusions also consider implications for future policy and practice in Namibia, for teacher education and higher education at UNAM and at the national level, for the international literature on higher education in small states and for future research.
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Jacobs, Nicola Clara. "Investigating quality in Education through the use of an active learning framework : the case of an intervention in the Namibian Environmental Studies curriculum." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1019803.

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The study was conducted to explore the relationship between active learning processes emerging from the use of O’Donoghue’s (2001) active learning framework and a series of education quality indicators proposed by Nikel and Lowe (2010). To achieve this aim a professional educational intervention was conducted encouraging the use of this active learning framework in the Namibian Environmental Studies Curriculum, in order to strengthen educational quality within the Environmental Studies Curriculum. The research was conducted in the Windhoek region at the school where I am currently teaching. Four teachers took part in this study, including myself in the role of a participantobserver. The active learning framework was used to guide us in the planning and presentations of environmental learning lessons. The study was conducted within the interpretive paradigm and was qualitative in nature as well as focusing on a quantitative aspect to analyse some of the data (learners’ written work). Qualitative data were generated through individual interviews, focus-group discussions, lesson observations and document analysis. The key findings of the study were that: a) prior to the intervention with the active learning framework the teachers who took part in the study did not ask learners to explore environmental issues in the environment or to respond to particular environmental issues; b) active learning processes have the potential to facilitate the exploration of environmental issues in the environment, and responses to particular environmental issues. Active learning also have the potential to strengthen all aspects of education quality indicated in Nikel and Lowe’s (2010) quality model, namely effectiveness, efficiency, equity, relevance, responsiveness, reflexivity and sustainability; c) the active learning framework encouraged teachers to use a variety of situated learning approaches, such as the collaborative method, the cooperative method, the problem-solving method and the enquiry method, in order to strengthen the educational quality in Environmental Studies classrooms; and d) teachers find the active learning framework useful as a tool for planning and presenting environmental learning lessons. The findings of the study have the potential to inform curriculum developers, materials developers and educators with an interest in improving education quality through environmental learning processes within the Environmental Studies Curriculum in Namibia. Furthermore, Nikel and Lowe’s education quality indicators provided an informative and comprehensive understanding of education quality and provided a useful tool in evaluating and reflecting on education quality as well as my own work as a teacher.
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Harris, Darin Scott. "Polishing Cornerstones: Tift College, Georgia Baptists' Separate College for Women." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/42.

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This dissertation examines Tift College, formerly in Forsyth, Georgia, and the problems Tift faced as Georgia Baptist's women's college. Many of these difficulties were a result of the beliefs of Georgia Baptists on educating women and the fact that Georgia Baptists placed a greater value on education for males. This work also examines the role of feminism in a southern women's college. To complete this task, the dissertation examines the beliefs and attitudes of Georgia Baptists about education in general, and educating women in specific and how funding played a part in their education. The dissertation addresses Tift's struggle to remain a separate school for women and examines ideas of womanhood at Tift as determined by the curriculum imposed on the women, as well as documenting what Tift students felt about womanhood based on their statements in class papers, journal and newspaper articles, and various other archival sources. These data show how attitudes and beliefs changed over the years, and while a strong feminist spirit may not have been achieved, the changes that were evident affected the purposes of the college. As the student body became more diversified, students were no longer content to become genteel, southern ladies or "polished cornerstones." Going against traditional roles, many students argued for a curriculum that would allow them to compete with men in the job market.
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Donnelly, Patrick. "Examining Pre-College Academic Variables: Investigating Future College Success." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1267557465.

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Williams, Logan Bruns. "College knowledge: Addressing college with middle school students." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/73.

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Obtainment of a college education has been a prevalent issue in America for decades. Much research has been performed to support the claim that college access is important in high school. A recent report from the US Department of Education indicates that only 59% of students graduate from high school, and only 29% of high school graduates successfully complete college. Failure of students to enroll in college and the tendency of students to enroll but fail to complete college can be attributed to a lack of college readiness resources. This begs the following question: is high school too late to begin thinking about college? The purpose of this study is to explore the affect of attending a college awareness program for middle school students during the summer prior to entering high school and the impact it has on students’ use of social capital in high school and expectations for attending college. A multiple case study was employed to examine how students use social capital in their freshman year of high school as a result of attending a college awareness program. Three themes emerged from this study: 1) students expand existing networks to meet their needs, 2) students’ college awareness precedes taking action, and 3) the family plays a role in college readiness.
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Mai, Jenifer. "College Application Behaviors| Factors Impacting the College Choices of High School Seniors." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285097.

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<p> College application behaviors among students who are similarly prepared vary by socioeconomic status. Recent research suggests that undermatching is a growing trend, especially among low-income students. Undermatching has detrimental consequences for students who possess the potential to succeed at a selective college, but fail to apply, leading to reduced student success and poor economic outcomes. While literature about factors that affect a student&rsquo;s decision to attend college is abundant, a focus on the selection of college is still limited. A literature review examined how college choice changed over time, and how future trends in students&rsquo; college application behaviors might develop.</p><p> This quantitative study used a cross-sectional survey design. Demographic variables were collected along with the results from the Aspects of Identity Questionnaire (AIQ-IV). A paper-and-pencil survey was used to collect data about participants&rsquo; race, gender, academic achievement, socioeconomic status, identity orientation, and college choices. In this study, college choice was measured by college selectivity scores, which are annually assigned by the <i>U.S. News &amp; World Report.</i> Surveys were administered to 341 twelfth grade students in a California public high school.</p><p> Results revealed that both race and academic achievement are significant predictors (<i>R</i><sup>2</sup> = .422) of college selectivity. Inferential analysis reported that Asian participants (<i>M</i> = 2.75) had a higher mean college selectivity score than Filipino (<i> M</i> = 1.91) and Latino/a (<i>M</i> = 1.99) participants. These findings suggest that Filipino students require support systems that may be different from those available to Asian students.</p><p> The findings also suggest that academic achievement is associated with participants&rsquo; college choices. Participants who reported high academic achievement levels had higher college selectivity scores, regardless of socioeconomic status, concluding that undermatching was not found for low-income participants at this research site. This is noteworthy because it is different from what literature reports is a negative outcome among low-income students. This suggests there may be external factors that can have a positive impact on college choices in order to overcome the typical effects of social class on college attainment. Future research can investigate policies and practices at high college-matching schools to explain how to improve college application behaviors.</p>
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Tabb, Carl E. "Community college teacher attitudes regarding academically at- risk community college students /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759436325719.

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Zoghi, Cynthia Erfanian. "Labor markets in higher education /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992955.

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Barrett, Blossom Ann. "A Narrative Exploration of College Access, College Choice, and Multiracial Background." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503266486770625.

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Books on the topic "Windhoek College of Education"

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Rethinking college education. University Press of Kansas, 1997.

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SADC Education Policy Capacity Building Forum (2nd 2002 Windhoek, Namibia). SADC Education Policy Capacity Building Forum: Quality education for all : Windhoek, Namibia, 18th-20th November 2002. SADC, 2002.

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Chapman, Margaret. User education in further education college libraries. British Library Research and Innovation Centre, 1997.

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Conference, Co-operation North. Integrated education. Co-operation North, 1989.

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Cradle to college. New Leaf Press, 1993.

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Harrison, F. C. Macdonald College. s.n., 1997.

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Strathclyde (Scotland). Department of Education. Strathclyde further education. Strathclyde Regional Council., 1988.

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Adventures in education. Titus Wilson, 1995.

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Solórzano, Lucia. Best buys in college education. Barron's, 2008.

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Best buys in college education. Barron's, 2010.

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Book chapters on the topic "Windhoek College of Education"

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Marlow, Lenard, and S. Richard Sauber. "College Education." In The Handbook of Divorce Mediation. Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-2495-7_20.

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Alstete, Jeffrey W. "Accreditation of Distance Education." In College Accreditation. Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230601932_20.

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Halmos, Paul R. "A college education." In I Want to be a Mathematician. Springer New York, 1985. http://dx.doi.org/10.1007/978-1-4612-1084-9_2.

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Staats, Susan. "Internationalizing College Algebra." In Internationalizing Higher Education. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-980-7_10.

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Feibleman, James K. "The College Teacher." In Education and Civilization. Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3513-6_11.

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Apedoe, Xornam S., Sherry A. Long, Jacqueline A. Morris, et al. "Flipping Education." In The Flipped College Classroom. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41855-1_6.

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Robinson, Robert P. "Avid about College." In The Business of Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315465418-3.

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Rinn, Anne N., and Jonathan A. Plucker. "College Students." In Critical Issues and Practices in Gifted Education, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-9.

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Feibleman, James K. "What happens in College?" In Education and Civilization. Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-3513-6_10.

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McCreadie, Peter. "Priory Integrated College." In Integrated Education in Conflicted Societies. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137280985_8.

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Conference papers on the topic "Windhoek College of Education"

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Xu, Bin. "College Students' Health Education and College Sports Environment." In 2nd International Conference on Civil, Materials and Environmental Sciences. Atlantis Press, 2015. http://dx.doi.org/10.2991/cmes-15.2015.80.

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"Music Education in College Quality Education." In 2018 4th International Conference on Education, Management and Information Technology. Francis Academic Press, 2018. http://dx.doi.org/10.25236/icemit.2018.112.

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Changzheng, Zhang, Gan Kai, and Cao Yuping. "The relationship between college teachers turnover rate and college performance: Evidence from China." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593483.

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Parfilova, Gulfiia G. "College Students’ Tolerance: Case-Study In Kazan Teacher Training College." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.72.

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"The Music Education in College Quality Education." In 2018 9th International Symposium on Advanced Education and Management. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/isaem.2018.002.

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Zhao, Ning. "Education Management among College Students." In 2010 International Conference on E-Product E-Service and E-Entertainment (ICEEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceee.2010.5661616.

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Gao, Zhen. "College education and information technology." In 2011 International Conference on Electrical and Control Engineering (ICECE). IEEE, 2011. http://dx.doi.org/10.1109/iceceng.2011.6056939.

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Yang, Chunfu, Dongliang Yang, and Weihong Min. "Discussion on College Education Management." In 2016 6th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2016). Atlantis Press, 2016. http://dx.doi.org/10.2991/mcei-16.2016.281.

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Liu, Jie. "College Counselor Freshman Education Management." In Proceedings of the 2019 3rd International Seminar on Education, Management and Social Sciences (ISEMSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/isemss-19.2019.121.

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Banad, Basavaraj S. "User Education in College Libraries." In Third International Conference on Current Trends in Engineering Science and Technology ICCTEST-2017. Grenze Scientific Society, 2017. http://dx.doi.org/10.21647/icctest/2017/49065.

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Reports on the topic "Windhoek College of Education"

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Kotlikoff, Phoebe M. Estimating the Effects of Pre-College Education on College Performance. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada581860.

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Lee, Rick. Advancing Pre-college Science and Mathematics Education. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1295811.

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Buckles, Kasey, Andreas Hagemann, Ofer Malamud, Melinda Morrill, and Abigail Wozniak. The Effect of College Education on Health. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19222.

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Mead, Nancy R., Elizabeth K. Hawthorne, and Mark Ardis. Software Assurance Curriculum Project Volume 4: Community College Education. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada610465.

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Cellini, Stephanie Riegg, and Latika Chaudhary. The Labor Market Returns to a For-Profit College Education. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18343.

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Wenzel, Stacy A. STEM Education Research: Useful Ideas for College Instructors Using Ballooning. Iowa State University. Library. Digital Press, 2015. http://dx.doi.org/10.31274/ahac.9792.

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Hodge, Emily, Serena Salloum, and Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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Bertrand, Marianne, Rema Hanna, and Sendhil Mullainathan. Affirmative Action in Education: Evidence From Engineering College Admissions in India. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w13926.

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Brown, Megan. "A College for Women, or Something Like It": Bedford College and the Women's Higher Education Movement, 1849-1900. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.209.

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Malamud, Ofer, and Abigail Wozniak. The Impact of College Education on Geographic Mobility: Identifying Education Using Multiple Components of Vietnam Draft Risk. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16463.

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