Magister Scientiae (Physiotherapy) - MSc(Physio) / Clinical education is considered a cornerstone of the healthcare professionals’ education including physiotherapists. Clinical education involves translation of theoretical knowledge into practical skills, facilitated by clinical educators whose roles vary from place to place. The clinical educators’ roles have a number of facilitators as well as barriers and these have been minimally evaluated globally and locally, including Uganda. Therefore, the aim of the study was to explore and describe the perception of the physiotherapists regarding their role as clinical educators and to identify the barriers to and facilitators for physiotherapy clinical education at the national and regional referral hospitals in Uganda. / 2022

The most renowned brands worldwide incorporate initiatives in their business approach that seek equality between genders in society. Nonetheless, brands in their advertising campaigns, gender remains stereotyped in the roles men and women play, which can be considered harmful to society and therefore unethical. Such discrepancy appears even in the same intervention generated by advertising specialists who define and design the communication of these brands. Therefore, this study seeks to identify the arguments used by Peruvian advertising professionals to justify the use of gender role stereotypes within the advertising discourse from an ethical perspective. A qualitative approach was selected as the research method for this study. In-depth interviews with 16 professional advertisers from different areas in charge of producing this type of communication. The lack of knowledge about the actual dimension of the harmful gender stereotypes impeded a debate to leave without arguments to those who believe that the use of stereotypes is ethical. Professional advertisers have lost part of the necessary connection with ethics and find it hard to deal with these dilemmas because they do not identify the damage caused by gender role stereotypes in society. / Revisión por pares

Increases in the employment of women in administrative and managerial careers have drawn attention to a need for research that examines the interdependency of work and family roles, a need that is particularly crucial in the area of academic administration. This was a qualitative study of the strategies and support systems women educational administrators use to deal with the multiple roles they perform in life and work while pursuing doctoral studies. Forty-four women educational administrators enrolled in Virginia Tech's fall 1996 dissertation seminar were selected to participate in a telephone interview. Each participant's responses were recorded and transcribed. Data were sorted using a variable-oriented format. Matrices were used to categorize and analyze the data, note emerging patterns of strategies and support systems, and compare and contrast roles across personal and situational variables. The women in this study cited time as the common factor in most role conflicts occurring during their years of doctoral study. Strategies that centered around time management (prioritize, delegate, compartmentalize,) were used to deal with their multiple roles. Feelings of guilt, stress, exhaustion, and isolation were common. They depended on positive and affective support systems that included family, friends, co-workers, and cohort members to deal with responsibilities of home, work, and doctoral study. A strong sense of commitment, determination, and spiritual faith was credited most often as the one thing that kept them going as they responded to the problems, issues, concerns, and challenges of performing multiple roles in life and work. / Ed. D.

The purpose of this study was to examine the relationship between gender and depression as a function of sex roles. Four hundred twenty subjects were recruited from two introductory psychology courses at Utah State University. Subjects completed the Bem Sex-Role Inventory (BSRI) and the Beck Depression Inventory (BDI). A difference was found in the rate of depression between females and males that exceeds the generally accepted 2:1 ratio. There was a female to male ratio of approximately 4:1 in the group of subjects who indicated a high level of depression on the Beck Depression Inventory. Multiple Regression Analysis was computed to examine the relationship between the dependent variable (BDI scores) and the independent variables (BSRI Masculinity scale, Femininity scale, and four factors of the BSRI). Factors indicating nurturing, independence, and activity were negatively correlated with depression. The Masculinity scale was positively correlated with depression. These findings contradict the theory that being feminine contributes to the higher incidence of depression among females. The results suggest that people with more active, independent, and nurturing personality traits are less inclined to be depressed.

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Explicit gender bias has been found using both experiments and field studies to favor men in hiring, promotion, and career opportunities (Eagly & Carli, 2007), but experimental studies have been criticized for over generalizing results obtained from a "stranger-to-stranger" paradigm (Copus, 2005; Landy, 2008). Landy (2008) argues that gender biases become negligible when raters are familiar with ratees. Additionally, Landy questioned the use of implicit measures to examine bias. Implicit or unconscious bias refers to a cognitive preference for one category over another, such as taking longer to associate female terms with managerial terms on a computerized task, and has also been shown to impact organizational decision making regarding women (Rudman & Kilianski, 2000). Implicit bias measures are often more predictive when bias may be socially undesirable. The goal of this research is to examine the effects of familiarity on automatic or unconscious gender bias. Study 1 examines associations between implicit and explicit measures of gender bias with evaluations of male and female job applicants who engage in agentic, negotiation behavior or not. It was expected that agentic (negotiating) female job applicants, compared to others, would suffer a backlash on ratings of communal traits and that this effect will be exacerbated by individual differences in implicit and explicit gender bias. An effect was found of negotiating being associated with higher agentic traits and lower overall ratings. Negotiating and gender did not interact, however the study did find women were rated as more communal than men. In Study 2 participants completed an Implicit Association Task (IAT) matching unfamiliar and familiar pictures of men and women with agentic and communal terms. It was expected that gender bias towards women would be stronger in the unfamiliar condition than in the familiar condition. Results indicated that there was a consistent bias against associating women with agentic terms and this effect was not influenced by familiarity. In Study 3, participants completed a gender-bias IAT and then read a scenario describing either a man or woman who is being evaluated for a promotion. They were asked to free recall positive and negative outcomes and attributes associated with the person in the scenario. It was expected that participants who have an implicit bias against women would remember negative events from the female scenario more easily than from the male scenario. There was a gender effect with participants remembering more negative events and less positive events when the employee was female compare to when the employee was male. Across all three studies differences were found between explicit and implicit measurements of gender bias. These three studies help us better understand relationships between implicit and explicit gender bias in the workplace. Additionally, Study 2 addressed criticism of gender bias findings ignoring familiarity.

The object of the present research was to examine the relationship between ambivalent sexism, adherence to traditional gender roles, gendered job types, performance evaluations and promotion decisions. There were 124 participants recruited from undergraduate psychology courses, randomly assigned to one of four scenarios. Participants took the Ambivalent Sexism Inventory (ASI), Ambivalence towards Men Inventory (AMI), and Sex Role Egalitarianism Scale (SRES), read a scenario, and then evaluated the leader in the scenario using the Leadership Effectiveness Appraisal of Performance (LEAP). A 2x2x2 MANOVA found significant main effects for participant gender on the ASI and SRES, but no main or interaction effects were found for the other measures. Steiger's Z-test for “correlated correlations” in a sample did not find a significant relationship between the correlations in the different scenarios.

This study investigated the effect of clothing, posture, and sex of subject on inferences concerning sexual orientation and gender role. Subjects were a convenience sample of 327 students. The study wa sa 2 (masculine/feminine clothing) X 2 (masculine/feminine posture) X2 (sex of subject) between subject experimental design. Perceptions of sexual orientation were measured by a single item anchored at one end by homosexual and the other end by not homosexual.

<p> This thesis presents a study of the roles of ligands on silicon in two parts.</p> <p> In Part A, the relationship between the β-effect - the ability of a silyl group to stabilize a carbocation β to silicon, and the electron-withdrawing ability of the ligands on silicon was examined. The bromination of a series of (E)-β-silylstyrenes was chosen as a way to quantify the β-stabilization. The degree of syn-addition of bromine to (E)-β-silylstyrene was used as a measure of the stabilizing ability of the silyl group.</p> <p> The bromination of a series of four (E)-β-silylstyrenes was investigated [ligands on silicon: (SiMe3O)3; (CH3COO)3; (CCl3COO)3; (CF3COO)3]. It was found that the degree of syn-addition decreases as the silyl group electronegativity increases. Combined with the results previously obtained in our lab, two linear relationships between the degree of syn-addition and the silyl group electronegativity were observed in two groups of (E)-β-silylstyrenes [Group A, ligands on silicon: Me3-nXn, n = 1-3, X= Cl, F and (MeO)3; (Me3SiO)3 and Group B, (CH3COO)3; (CCl3COO)3; (CF3COO)3; (p-MeOPhO)3; (PhO)3; (p-ClPhO)3]. The degree of syn-addition was found to be more sensitive towards the group electronegativity for compounds in Group B. It was also found that, as the group electronegativity increases, the α-SiCH 1H and 29Si NMR chemical shifts of compounds in Group A decrease. In contrast, the α-SiCH 1H and 29Si NMR chemical shifts of compounds in Group B tend to increase.</p> <p> In Part B, a series of hydrosilanes were studied and their reactivities in iodination were found to be in the order: CH3SiH(OEt)2 > PMHS > CH3SiHCl2.</p> <p> The behavior of these organosilicon compounds is discussed in terms of the structural features of the silyl groups - the ligands on silicon.</p> / Thesis / Master of Science (MSc)

Student evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective student evaluation ratings of men and women, (see Bennet, 1982). The present study extended this research by manipulating the instruction styles (strict vs. permissive), as well as the gender of the instructor, in a hypothetical syllabus. Participants were randomly assigned to read 1 of 4 syllabi which varied only by instruction style and gender of the instructor. Subsequently, participants answered follow up questions on the content of the syllabus which emphasized the gender of the instructor. Evaluations were collected in the form of both Likert scale ratings and responses to open ended questions. The written evaluations were analyzed for emotional content using the Linguistic Inquiry and Word Count Software (LIWC, Pennebaker, Francis, & Booth, 2007). A 2 (male vs. female) X 2 (strict vs. permissive) between subjects ANOVA was applied to the data collected. The results support the hypothesis that gender inequalities do exist, particularly when the professor was established as having a strict style of student interaction.