When do consumers adopt digital personal assistants like Cortana, Siri, or Alexa? This thesis proposes to add to the current technology adoption literature on digital assistants by examining the moderating impact of the purpose for which the device is used. Building on the theory of uses and gratifications, it was expected that devices viewed with high cognitive appraisal would be more likely to be chosen for cognitive purposes than devices viewed with high affective appraisal, while devices viewed with high affective appraisal would be more likely to be selected for affective purposes than devices viewed with high cognitive appraisal. Two experiments were conducted that supported these hypotheses.

Block scheduling may mean that the schedule structure of a school is adapted to create longerlessons or that students have fewer subjects parallel to each other. This study examines how socialscience teachers in high school perceive that their didactic conditions change during blockscheduling. The study uses qualitative method in the form of interviews with four social scienceteachers at three different schools to find out how they adapt to block scheduling. The studyexamines the teachers’ thoughts regarding didactics with regards to block scheduling. Thedidactics refers to different educational purposes of social science, student assessment and otherconsiderations that the interviewed teachers consider to be important. The study highlights in what ways some schools and social science teachers have chosento work with block scheduling to strengthen their pupils’ prerequisites for learning. The studyshows that social science teachers at high schools may have positive experiences of blockscheduling. According to the interviewed teachers, extended lesson sessions may bring benefitssuch as flexibility in working methods and arrangements, an in-depth lesson content and a strongerinteraction between students and teacher. According to the interview teachers, block schedulingmay also lead to an increased workload for teachers, but this workload decreases over time.

This thesis proposes a novel way to theorize genre, understand students' writing practices, and encourage more robust writing processes. I propose a method of categorizing texts according to temporal duration and use the resulting methodology as a lens to better understand student composing processes. I use temporal duration theory to analyze the composing processes of 53 BYU students over the course of two years. The results of my analysis suggest that a student's writing process correlates with the duration of a text's rhetorical influence. This is manifest in two ways: (1) as students write with a purpose of creating, promoting, or sharing an identity with the audience; and (2) as students write with the belief that the text will be useful to them at some future date. In both these circumstances, it isn't only that students have particular goals related to the audience and purpose—goals which drive process. Rather, it is also that students see how the influences and purposes of texts might endure, and their belief in duration motivates writers to engage in robust writing process activities. Genre temporal duration theory offers opportunities for future research about writing process, student engagement, and writing pedagogy.

In this thesis, I take a closer look at the meaning of life from an eschatological point of view. More precisely, the question at hand is whether and in what sense the existence of Hell would impact the meaning of life. The thesis primarily makes use of Joshua Seachris’s theories on what ‘the meaning of life’ denotes, dividing ‘meaning’ up into the subcategories of ‘intelligibility’, ‘purpose’, and ‘significance’. Three different answers to the research question are proposed, which crystallizes three different positions: Hell-optimism, which denotes the view that the existence of Hell would contribute to the meaning of life; Hell-neutralism, which denotes the view that the existence of Hell would have no effect on the meaning of life; and Hell-pessimism, which denotes the view that the existence of Hell would detract from the meaning of life. Arguments are given for each position, most appropriated from the broader meaning of life-discourse. On the basis of the evaluation of each argument, Hell-pessimism is considered the most probable of the three.

This article provides an analysis of the economic incentives and financial reporting for Special Purpose Entities (SPEs) over the last four decades. The analysis explains economic factors motivating business use of SPEs and the origins of SPEs in lease accounting and securitization transactions. Related financial reporting standards are identified and discussed, including the historical shift from a traditional control viewpoint to a primary beneficiary viewpoint for financial reporting for consolidation for SPEs (recently renamed Variable Interest Entities (VIEs) in U.S. Financial Accounting Interpretation 46R). The article also includes illustrative journal entries explaining SPE transactions from both the viewpoint of the creating company(s) and the SPE. Actual financial reporting examples and/or journal entries for SPEs created by Bank of America, General Motors Acceptance Corporation, Lucent Technologies and Alza Pharmaceuticals Corporation are also provided.

Thesis advisor: Dennis Shirley / Throughout the relatively short history of American social studies education, its purposes have shifted in response to social and educational changes. The contest for the American social studies curriculum has continued since its inception, influenced by various stakeholders and educational theorists. Given widespread socio-political turbulence, particularly in the years following the 2016 election, this dissertation takes place at an opportune time to revisit the purposes of social studies. This dissertation explores the perceptions of 21 pre-service and in-service teachers and asks the question, “how do teachers perceive the purposes of social studies education?” To approach this question I adopted a constructivist grounded theory methodology. I conducted 21 interviews and allowed theory to emerge from the data to answer two sub-research questions: “How do pre-service and in-service teachers perceive the purposes of social studies education?”, and “How do teachers make sense of complex internal and external pressures and relate to the purposes of social studies education?” Several notable findings emerged from the results. I found teachers adhered to no singular, unifying purpose of social studies education. I argue for a fluid approach to purpose that allows for greater teacher professionalism and autonomy. When faced with pressures such as state policy, teachers exhibited varying degrees of resistance and prioritized their autonomy and the needs of their students. Teachers that resisted state policy were most commonly experienced in-service teachers. Notably, teachers perceived a debate between the importance of skills versus content in social studies education which I framed within existing educational sociology debates on the various dichotomies underpinning educational purpose; between neoconservatism and postmodernism, between instrumentalism and intrinsic meaning, between top-down policy and bottom-up context-driven instruction, between teacher alienation and self-actualization. The majority of teachers believed that developing specific social studies related skills was more important than content knowledge which highlighted a trend away from the intrinsic value of social studies knowledge and towards the instrumentalization of education. Social studies was increasingly defined by its utility. Finally, teachers noted the changing ontology of teaching itself given the impact of the COVID-19 pandemic and rapid technological change. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

One of the major issues which continues to receive attention in New Testament studies is the debate over the occasion and purpose of Romans. The present exegetical study enters into the "Romans Debate" by focusing on the text of Romans 14:1. It is our thesis that here Paul appeals to the predominantly Gentile Christian "strong" ones in Rome to exercise vigorous acceptance of the predominantly Jewish Christian "weak in faith" who, although sharing in the righteousness of God in Christ, continue to exhibit scruples about food and calendar laws. Our study contributes to the current debate by confirming the plausibility of a concrete situation in Rome which warranted the address of this text. We also demonstrate how our interpretation harmonizes with the major themes of the letter, which are clearly concerned with the relationship between Jew and Gentile in the redemptive historical moment inaugurated by God's action in Christ. By establishing the existence of a significant dimension of Jewish-Gentile relations in Rome, we enable a clearer understanding of Paul's motivation for writing not only the text in question, and the pericope which it introduces, but the entire letter. / Thesis / Master of Arts (MA)

The purpose of this study was to explore teacher and parent perceptions of homework effectiveness and homework purpose. Specifically, the researcher examined teacher and parent perceptions, perceptions of teachers in different grade level bands, and perceptions of teachers with different levels of experience. In this nonexperimental quantitative study, the researcher examined and analyzed the answers provided on an anonymous survey (Appendix A) provided electronically to educators and parents of students in five school systems in northeast Tennessee. Parents had a higher perception of both homework effectiveness and homework purpose. Homework effectiveness was perceived as higher by the “other” group (not k-2, 3-5, 6-8, or 9-12) in comparison to the 9-12 group of teachers. There were no significant differences in perceptions of homework effectiveness among the k-2, 3-5, and 6-8 groups of teachers. Homework purpose was perceived as higher in the 9-12 group than in the 3-5 group and the “other” group of teachers. No significant differences were found between the k-2 and 6-8 groups of teachers on homework purpose. There was no significant difference between perceptions of homework effectiveness or homework purpose among teachers with different levels of experience. This study revealed that parents tend to perceive a greater benefit in homework for both effectiveness and purpose than teachers do. While the level of teacher experience does not influence teacher perception of homework effectiveness or purpose, there are some significant differences in perceptions of teachers by different grade level bands. Recommendations are made to conduct further research on the topic of homework design, the impact of grading policies on homework perceptions, and homework differentiation.

Thesis advisor: Belle Liang / Adolescent girls have reached unprecedented levels of success in today’s society. Simultaneously, many adolescent girls face adversities and their mental health remains a concern (Schramal et al., 2010; Spencer et al., 2018;). Positive Youth Development scholars continues to explore how society can best support adolescent girls as they navigate key developmental milestones (Lerner et al., 2005; Damon, 2004). Importantly, research has solidified a number of benefits of Youth Purpose (i.e., a long-term, committed, directed aspiration, with a prosocial desire). Youth Purpose is considered a key developmental asset, and contributes to thriving. Indeed, having a sense of purpose can serve as a protective factor for individuals and help bolster their overall well-being (Liang et al., 2018; Liang et al, 2017; Damon et al., 2003). Youth purpose along with Post Traumatic Growth can positively impact individuals facing adversities (Kashdan & McKnight, 2009; Tedeschi & Lawrence, 2004). Similarly, mentoring relationships are associated with numerous positive outcomes including the development of purpose (Dubois & Rhodes, 2006; Lerner, 2004; Liang et al., 2017). While youth purpose is well documented (Damon et al., 2003; Hill et al., 2010), there is limited research on purpose development for adolescent girls from marginalized backgrounds. Given the profound benefits of purpose, additional research is warranted on how purpose is cultivated in marginalized adolescent girls. This dissertation sought to expand the literature and better understand how adversity relates to purpose development, during the adolescent years and how mentoring relationships can contribute to this development. Additional research is needed to focus on one of the most vulnerable populations, adolescent girls from marginalized backgrounds, and to discover ways to help protect their mental health and well- being as they continue to thrive in society. This study included 13 interviews with adolescent girls from marginalized backgrounds. Thematic analysis was used to analyze the data and five major themes emerged. Analyses suggested that while these participants experiences endured adverse experiences, they maintained a positive outlook on life, and their future. With the help of their mentors, and through the development of critical consciousness, participants were able to utilize adverse experiences to help inform their sense of purpose. Data was collected during the COVID-19 pandemic. This crucial time period allowed for the collection of exemplary data, which revealed how adolescent girls utilized the pandemic as a time for self-growth, and how they conceptualized their purpose with respect to the pandemic. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Yes / Julian P. Perry Robinson discusses the role of the General Purpose Criterion in the implementation of the Biological and Toxin Weapons Convention.