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The Influence of Selected Socio-Economic Factors on Consumer AwarenessDickinson, Virginia Anne 01 May 1974 (has links)
The influence of selected socioeconomic factors on the consumer awareness of women was investigated. An instrument was developed to measure the consumer awareness of individuals. The three areas assessed were awareness of existing problems in the marketplace, awareness of laws that control these problems and sources of help for the consumer when she encounters these problems.
A profile of a woman with low consumer awareness was constructed from the results of the data collected In the study. She will have an annual income of less than $8,000; she will have a high school education or less; her husband will be employed in sales, clerical or managerial work; her husband will be 40 or older and they will have no children living at home.
The results of the study indicate that a ll women need assistance in be coming more aware of existing consumer protection laws and of sources of help with consumer problems. All women were more aware of possibilities of where to go for help than of what protection the law provides .
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Factors Affecting Consumers' Utilization of Unit PricingBingham, Maurine 01 May 1975 (has links)
Characteristics of consumers who used unit pricing were compared to consumers who did not use unit pricing. A numerical rating was developed to aid the researcher in classifying consumers into two extreme groups, "usually" and "seldom." The sample consisted of 50 shoppers who usually and 50 shoppers who seldom used unit pricing. Data was collected at a local supermarket where unit pricing is provided.
Of the variables tested, annual family income was not significant (.861)r number of individuals shopped for was relatively significant (.283)r and age of consumer (.028), occupation of consumer (.067), employment pattern of consumer (.031), education of consumer (.00014), occupation of spouse (.00001), and shopping frequency (.026) were significant.
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Concepts, generalizations, and behavioral objectives : feasibility of mini conference instruction for secondary teachers /Glover, Lillie Beasley January 1971 (has links)
No description available.
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Behavioral Adaptation to Driving Automation Systems: Guidance for Consumer EducationNoble, Alexandria Marie 15 April 2020 (has links)
Researchers have postulated that the implementation of driving automation systems could reduce the prevalence of driver errors, or at least mitigate the severity of their consequences. While driving automation systems are becoming increasingly common on new vehicles, drivers seem to know very little about them. The following dissertation describes an investigation of driver behavior and behavioral adaptation while using driving automation systems in order to improve consumer education and training. This dissertation uses data collected from test track environments and two naturalistic driving studies, the Virginia Connected Corridor 50 (VCC50) Vehicle Naturalistic Driving Study and the NHTSA Level 2 Naturalistic Driving Study (L2 NDS), to investigate driver behavior with driving automation systems and make suggestions for modifications to current consumer education practices. Results from the test track study indicated that while training strategy elicited limited differences in knowledge and no difference in driver behaviors or attitudes, operator behaviors and attitudes were heavily influenced by time and experience with the driving automation. The naturalistic assessment of VCC50 data showed that drivers tended to activate systems more frequently in appropriate roadway environments. However, drivers spent more time looking away from the road while driving automation systems were active and drivers were more likely be observed browsing on their cell phones while using driving automation systems. The analysis of L2 NDS showed that drivers' time gap preferences changes as drivers gain experience using the driving automation systems. Additionally, driver eye glance behavior was significantly different with automation use and indicated the potential for an adaptive trend with increased exposure to the system for both glances away from the roadway and glances to the instrument panel. The penultimate chapter of this work presents training guidelines and recommendations for consumer education with driving automation systems based on this and other research that has been conducted on driver interaction with driving automation systems. The results of this research indicate that driver training should be a key focus in future efforts to ensure the continued safe use of driving automation systems as they continue to emerge in the vehicle fleet. / Doctor of Philosophy / While driving automation systems are becoming increasingly common on new vehicles, drivers seem to know very little about them. Previous studies have found that owners of vehicles equipped with advanced technologies have demonstrated misperceptions or lack of awareness about system limitations, which may impact driver comfort with and reliance on these systems. Partial driving automation systems are designed to assist drivers in some vehicle operation demands, they are not, however, designed to completely remove the driver from the driving task. The following dissertation describes an investigation of driver behavioral adaptation while using driving automation systems with the goal of improving consumer education and training.
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Consumer satisfaction with food marketing services: the effects of in-store information and education programsCarsky, Mary L. January 1985 (has links)
The purposes of this study were to identify the relationship between the provision of consumer information programs and satisfaction with food marketing services and to assess the benefits of a program as they affect both consumer satisfaction and retail food store profits.
A conceptual model which proposed a positive relationship between the provision of a consumer information program and increased product purchasing, increased satisfaction with the product, and increased satisfaction with the foodstore was developed for the study. The model was operationalized through the use of three indicators to measure each of the four constructs.
A field test of the model was conducted at a warehouse foodstore in central Connecticut where an in-store information program had been implemented one year prior to this study. The program, which focused on meats, provided three modes of presentation. Response to the program was measured by interviewing 277 shoppers during October and November, 1984. Respondents were asked about their use of the information presented, attitude toward the program, and perception of its usefulness.
The data collection instrument developed for this study was a two part questionnaire. The first part was self administered. Respondents were dueried on satisfaction with the meat department and with the store. Twenty-one attitude, interest, opinion items related to food shopping and meal preparation were included in this section. The second part was an interview questionnaire which was utilized to ‘ obtain information on shoppers response to the information program, shopping habits, and demographic characteristics.
The sample was found to be representative of warehouse foodstore shoppers. The average household size was four persons, and the average food budget was $100.00 per week. Twenty-nine percent spent less than 50% of their meat budget at the store, but only 11% purchased less than 50% of their groceries (excluding meat) at this store.
Shoppers who responded positively toward the information program purchased more meat, and were more satisfied with the meat department and with the store. The conceptual model was able to explain positive response as measured by use, attitude, and perception of usefulness of the program in terms of these outcomes. The model was unable to explain negative response to the program.
Further analyses of the data resulted in the addition of two antecedent variables to the model. Those who were not predisposed to information seeking and had never enrolled in a consumer education course were likely to be nonusers of the information program. / Ph. D.
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A Suggested Course in Consumer Education for Secondary Schools Based on Data Taken from Certain Textbooks and Courses of StudyBelew, Ruby 08 1900 (has links)
This study was undertaken as an investigation into the content of the high school course in consumer education that is included in certain course outlines and textbooks, and also an investigation of the general nature of the course in consumer education as it is now being taught in high school.
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Study on consumer knowledge and attitudes toward consumer education of college students in secondary teacher education preparatory program in KoreaLee, Sun-young 21 February 1992 (has links)
The purpose of the present study was to investigate
consumer knowledge and attitudes toward consumer education
of college students in secondary teacher education
preparatory programs in Korea.
Specifically, this study was aimed to 1) measure the
degree of consumer knowledge of college students in
secondary teacher education preparatory programs, 2) assess
the influences of socio-demographic variables such as
academic level, academic major, sex, total family income,
urban/rural background, and previous coursework in consumer
economics on consumer knowledge, 3) evaluate attitudes of
college students in secondary teacher education preparatory
programs in Korea toward consumer education, 4) assess the
influences of socio-demographic variables on attitudes
toward consumer education, 5) examine the relationship
between the degree of total consumer knowledge and attitudes
toward consumer education when other socio-demographic
variables are controlled.
The sample was 388 freshmen and seniors in secondary
teacher education preparatory programs, with majors in home
economics, social studies, and business education, in the
five randomly selected colleges in Korea. They were tested
during May, 1991.
The mean score for consumer knowledge was 30.18
which represented 75.4 percent correct. The relationships
between consumer knowledge and selected socio-demographic
variables were investigated using a one-way ANOVA. The
results were as follow: 1) The degree of total consumer
knowledge differed significantly by academic level, 2) The
degree of total consumer knowledge and knowledge of the subarea
of economic principles, consumer advocacy and buying
practices differed significantly by academic major, 3) Only
the degree of knowledge of the sub-area of buying practices
differed significantly by sex, 4) There was no significant
difference in the degree of total consumer knowledge and any
sub-areas of consumer knowledge by total family income, 5)
The degree of total consumer knowledge and knowledge of the
sub-area of economic principles differed significantly by
urban/rural background, 6) There was no significant
difference in the degree of total consumer knowledge and any
sub-areas of consumer knowledge by previous coursework in
consumer economics.
The mean score of attitudes toward consumer education
was 2.94 on a scale of 1 to 4. The relationships of
attitudes toward consumer education and socio-demographic
variables were examined using a one-way ANOVA. Attitudes
toward consumer education differed significantly only by
previous coursework in consumer economics.
To examine the relationship between the degree of
total consumer knowledge and attitudes toward consumer
education when other socio-demographic variables are
controlled, a stepwise multiple regression anaysis was used.
There was a significant positive relationship between
consumer knowledge and attitudes toward consumer education.
The results indicated that students majoring in home
economics, female students, students who have taken
consumer economics coursework, and students who have a
higher degree of consumer knowledge have more favorable
attitudes toward consumer education. / Graduation date: 1992
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Preference of selected Virginia citizens for information and education in personal financial managementBoard, Barbara A. 29 September 2009 (has links)
This study gained insights into preferences of selected citizens of Virginia for information and education in personal financial management. Quantitative and qualitative data were triangulated. The quantitative data used were collected by Porter (1990) by a mail survey. The Porter database (N=506) was sorted to identify those respondents (n=50) with addresses located in the Central District of the Virginia Cooperative Extension Service. The resulting Central District database was then sorted to identify those respondents with characteristics similar to the participants in the qualitative data collection. This resulted in 12 respondents. The respondents' (n=12) responses to four questions on the Porter survey were reported.
The qualitative data were collected from five focus groups (N=35) conducted in the Central District in October, 1991. The focus group participants were primarily the financial decision maker of the household, between the ages of 19 to 49, had annual gross incomes between $10,000 and $29,000, and had an educational level of at least a high school degree, but did not have a four year college degree. An 11 question interview guide was used in the focus groups to gain insights into the 4 closed-ended questions on the Porter survey. / Master of Science
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Housing education and training in the general education and training band of the national qualifications frameworkSerfontein, Michele 03 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The provision of housing in South Africa is a national priority. As many of the aspirant
homeowners are first-time homeowners, they are not necessarily informed about the
pitfalls of home ownership. From April 1994 till March 2000 the Department of Housing
approved more than 1,1 million housing subsidies. The recipients of these subsidies were
first-time homeowners that did not possess the necessary knowledge and skills to make
informed and responsible housing-related decisions, thus making them vulnerable to
exploitation and creating complex problems that hamper the housing delivery process.
The release of the National Housing Code during March 2000 announced that the South
African Government had harnessed seven strategies that were aimed at providing housing
to a growing low-income market that already exceeded two-and-a-half million
households. Although the Government has attempted short-term solutions aimed at
equipping these housing consumers with the necessary knowledge and skills to make
informed and responsible housing-related decisions, initial research pointed to the need
for a sustainable long-term solution in the form of education and training of the housing
consumer.
The aim of this research was three-fold: Firstly, to determine the knowledge and skills
required by the housing consumer to be able to make informed and responsible housingrelated
decisions. Secondly, to determine the status of housing education and training in
the present primary and secondary school curriculums. Thirdly, to develop an outcomesbased
model that would facilitate the inclusion of the identified and refined housing
education and training content into the General Education and Training (GET) Band of
the National Qualifications Framework (NQF).
A culturally diverse group of educators and practitioners participated in four national
structured group meetings that were facilitated using the Nominal Group Technique
(NGT). The aim of these meetings was to identify the knowledge and skills required by
consumers to be able to make informed and responsible housing-related decisions.
Sixteen housing education and training core concepts could be isolated using the responses generated during the meetings, namely: "Basic Housing Technology" (BHT),
"Community" (COMM), "Cultural Aspects of Housing" (CAH), "Environment" (ENV),
"Financial Aspects of Housing" (FAR), "Housing Consumerism" (HC), "Housing Design
and Decoration" (HDD), "Housing Market" (HM), "Housing Needs" (HN), "Housing
Policy" (HP), "Legal Aspects of Housing" (LAH), "Resource Management" (RM), "Role-
Players in Housing" (RP), "Sources of Housing Information" (SRI), "Tenure Options"
(TO) and "Types of Housing" (TH).
The document analysis performed in the second phase of the research, revealed the
paucity of housing education and training core concepts in the current curriculum of the
GET and Further Education and Training (FET) Bands of the NQF. Housing education
and training core concepts occurred in only 50% of the 318 core subject curriculums. Of
the housing education and training core concepts that were present in these documents,
less than 40% were rated as "relevant" and could therefore be used for housing education
and training of the learners.
An outcomes-based model was developed that can be used to facilitate the inclusion of
the housing education and training content into the Foundation, Intermediate and Senior
Phases of the GET Band using the Critical Cross-Field Outcomes, Learning Areas,
Specific Outcomes, Assessment Criteria, Performance Indicators, Phase and Programme
Organisers, currently included in the new curriculum. Outcomes were then developed
that reflected the knowledge, skills, attitudes and values embedded in the sixteen housing
education and training core concepts. The mastering of these 57 outcomes will reduce
the ignorance of first time homeowners during the housing process and provide a
sustainable, long-term solution to these problems . / AFRIKAANSE OPSOMMING: Behuisingsvoorsiening is 'n nasionale prioriteit in Suid-Afrika. Aangesien baie van die
aspirant huiseienaars, eerstemaal-huiseienaars is, is hulle nie altyd bewus van die slaggate
van huiseienaarskap nie. Vanaf April 1994 tot Maart 2000 het die Departement van
Behuising meer as 1,1 miljoen behuisingsubsidies goedgekeur. Die ontvangers van
hierdie behuisingsubsidies was eerstemaal-huiseienaars, en het nie die kennis en
vaardigdhede besit wat benodig word om ingeligte en verantwoordelike
behuisingsbesluite te neem nie. Daarom kan hulle blootgestel word aan uitbuiting, en is
komplekse probleme veroorsaak wat die behuisingsvoorsieningsproses negatief
beinvloed. Die vrystelling van die Nasionale Behuisingskode gedurende Maart 2000 het
aangetoon dat die Suid-Afrikaanse Regering sewe strategiee sou gebruik om behuising
aan die groeiende lae-inkomste behuisingsmark te voorsien, wat alreeds twee-en-'n-half
miljoen huishoudings behels het. Die Regering het al korttermyn oplossings op die proef
gestel wat daarop gemik is om behuisingsverbruikers met die nodige kennis en
vaardigdhede toe te rus om ingeligte en verantwoordelike behuisingsbesluite te neem.
Verkennende navorsing het getoon dat daar steeds 'n behoefte bestaan aan 'n langtermyn,
volhoubare oplossing in die vorm van opvoeding en opleiding van die
behuisingsverbruiker.
Die doel van hierdie navorsing was drie-voudig: Eerstens, om te bepaal watter kennis en
vaardighede die behuisingsverbruiker benodig om ingeligte en verantwoordelike
behuisingsbesluite te kan maak. Tweedens, om die stand van behuisingsinhoud in die
huidige primere- en sekondere skoolsillabus te ondersoek. Derdens, om 'n
uitkomsgerigte model te ontwikkel wat die insluiting van die geidentifiseerde en verfynde
behuisingsinhoud in die Algemene Onderwysvlak (AOV) van die Nasionale Kurrikulum
Raamwerk (NKR) sal bewerkstellig.
'n Kultureel diverse groep, wat bestaan het uit opvoeders en behuisingspraktisyns, het
deelgeneem aan vier nasionale gestruktureerde fokusgroeponderhoude wat deur middel
van die Nominale Groeptegniek (NGT) gefasiliteer is. Die doel van hierdie onderhoude was om vaardigdhede wat deur die verbruiker benodig word om ingeligte en
verantwoordelike behuisingsbesluite te neem, te identifiseer. Die inligting wat tydens
hierdie fokusgroeponderhoude ingewin is, is gebruik om sestien kembehuisingskonsepte
te identifiseer, naamlik "Basic Housing Technology" (BHT), "Community" (COMM),
"Cultural Aspects of Housing" (CAH), "Environment" (ENV), "Financial Aspects of
Housing" (FAH), "Housing Consumerism" (HC), "Housing Design and Decoration"
(HDD), "Housing Market" (HM), "Housing needs" (HN), "Housing Policy" (HP), "Legal
Aspects of Housing" (LAH), "Resource Management" (RM), "Role-players in Housing"
(RP), "Sources of Housing Information" (SID), "Tenure Options" (TO) en "Types of
Housing" (TH).
Die dokumentanalise in die tweede fase van die navorsing, het die huidige, gebrekkige
behuisingsopvoedingskomponent van die 'kemvakkurrikulums van laer- en hoerskole
uitgewys. Slegs 50% van die 318 kemvakkurrikulums het behuisingskonsepte bevat.
Minder as 40% van die behuisingskonsepte wat wel in hierdie kurrikulums verskyn het, is
as "relevant" geevalueer, en kon dus gebruik word vir die behuisingsopvoeding van die
leerders.
'n Model wat voldoen aan die vereistes van uitkomsgebaseerde onderwysmodelle is
ontwikkel om die insluiting van hierdie behuingsinhoud in die Grondslag-, Intermediere >-
en Senior Fases van die AOV te bewerkstellig. Daar is gebruik gemaak van bestaande
kurrikulumkonstrulcte van Kurrikulum 2005. Uitkomste is ontwikkel wat die kennis,
vaardigdhede, houdings en waardes, ingesluit in die kernkonsepte, weerspieel. Die
'. bemeestering van hierdie 57 uitkomste, sal die onkunde van eerstemaal-huiseienaars
gedurende die behuisingsproses verminder, asook 'n volhoubare, langtermyn oplossing
vir hierdie probleme daarstel.
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Information Sources Used by Homeowners in the Purchase of Major AppliancesBartholomew, Lynette 01 January 1975 (has links)
Information sources used by homeowners in their purchase of major appliances were compared with the homeowner's occupation, education, and income. The sample consisted of 60 Logan City homeowners who had Purchased a major appliance within the past 5 years. The respondents completed a questionnaire consisting of: 1) personal background information and 2) questions concerning their major appliance purchases. Dy testing with the adjusted chi square test , it was found that of the 3 consumer variables: education , income, and occupation , education was relatively significant ( .175), and occupation was very significant ( .074) in determining the type of information sources a homeowner used.
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