Thesis (M.S.) -- University of Texas at Arlington, 2008.

Thesis ( Ph.D.) -- University of Texas at Arlington, 2008.

No description available.

No description available.

Thesis (Ph.D.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (p. 198-217). Also available via the World Wide Web.

In this study I examined how sex of the child and the adult and the age of the child influence people's perceptions regarding the abusiveness of adult-child sexual interactions and attributions of blame and responsibility in such incidents. The relationship of gender-role attitudes to perceptions of child sexual abuse was also investigated. Undergraduate students read one of eight vignettes depicting a sexual interaction between a child and an adult in which the sex of the child, the age of the adult, and the sex of the adult were experimentally manipulated. Respondents then answered questions regarding their perceptions of the abusiveness of the incident and attributions of responsibility and blame made to the adult. Results indicated that scenarios depicting a 15-year-old were rated as less abusive and less responsibility was attributed to the adult relative to vignettes involving a 7-year-old. Furthermore, when the vignette depicted a 15-year-old with an adult of the opposite sex, less blame was attributed to the adult. / Department of Psychological Science

Teacher selection is an important component in the way schools and school corporations hope to attain their overall goals and objectives. This study was designed to partially replicate a study completed by H. Bradford Allison in 1981 at the University of Wisconsin - Madison which looked at the effect of candidate age, candidate experience, and administrator position in the teacher selection process.Randomly selected administrators (300 principals and 300 superintendents) were sent a packet of information which included a candidate summary containing hypothetical information about a teacher candidate and a position description which outlined the teaching position to be filled. The candidate summary varied age two ways (29 years and 49 years) and experience level three ways (no experience, three years experience, and eight years experience). After reviewing the information, respondents were asked to rate the hypothetical candidate on the following six criteria:1. Candidate's knowledge of the curricular area.2. Candidate's ability to transmit knowledge.3. Candidate's likelihood to contribute to overall school operations.4. Candidate's ability to maintain a disciplined teaching environment.5. Candidate's ability to create a friendly classroom environment.6. Candidate's potential to grow in the profession.The dependent variable was the composite score or overall candidate rating computed from the six criteria on the candidate evaluation form. A 3X2X2 factorial design was used for this experiment and analysis of variance was used to analyze the effects of the variables on the composite rating.An alpha level of .05 was established as the critical value. The analysis yielded a significant F ratio (.033) for the three way interaction of administrator position, candidate age, and candidate experience. There was no significant F value for any of the two way interactions (administrator position X candidate experience, administrator position X candidate age, and candidate experience X candidate age). Nor was there a significant F value for any single main effect.Further analysis of the statistically significant three way interaction found that superintendents rated 49-year-old candidates with eight years experience significantly lower than they rated 29-year-old candidates with eight years experience. These findings suggest that under the conditions utilized in this study, age discrimination was not universally evident but occurred in the way superintendents rated 49-year-old candidates with eight years experience. / Department of Educational Leadership

Thesis (Ph.D.)--Murdoch University, 2002. / Thesis submitted to the Division of Business, Information Technology and Law. Bibliography: leaves 305-320.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 66-70).

Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008. / Michele Ingram Mobley, Committee Member ; Sara J. Czaja, Committee Member ; Ruth Kanfer, Committee Member ; Arthur D. Fisk, Committee Member ; Wendy A. Rogers, Committee Chair.