As distance learning evolved, course designers and teachers quickly recognized the value of integrating online features into the classroom. The result was blended learning, a combination of online and face-to-face components. This complex and dynamic new form of education has raised many questions about the role of computer-mediated communication in education and has provided new opportunities for extending research in learning and communication. The purpose of the study was to determine whether a blended class will produce different (and possibly better) results in terms of student perceptions of the overall learning experience and student satisfaction than traditional lecture-based face-to-face instruction or learning that is delivered entirely online. The main goals of this study were to compare the effectiveness of face-to-face, online, and blended instruction, and to examine the role of interactions in the effectiveness of each educational method. While each form of instruction received very positive feedback from both students and instructors and the newly introduced blended courses proved very successful in terms of overall satisfaction with the learning experience, the traditional lecture-based courses produced more positive attitudes toward the subject matter. The possible causes of these discrepancies between some of the quantitative and qualitative results point toward the role of previous experience with online learning, cognitive development, and learning styles.

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The South African Department of Basic Education (2011) has articulated the need for learners to think critically. The development of critical thinking skills has therefore been explicitly included in various education policies, such as the National Curriculum Statement Grades R-12. Technology, a relatively new subject in South African schools, provides many opportunities to foster critical thinking skills through, for example, problem solving. Technology offers a wide spectrum of problems – ranging from well-structured to illstructured problems. Well-structured problems are constrained problems with convergent solutions and are the most commonly found problems in schools and universities, but ill-structured problems have multiple possible solutions and solutions paths, which often lead to uncertainty about, for example, the concepts, rules, and principles required to solve the problem. This is particularly true with regard to teaching technology, where there is the added complexity resultant from the designing of solutions (artefacts) to ill-structured problems. This calls for teachers with certain habits of mind, who will be able to nurture a positive disposition toward critical thinking in learners. Facione (2000) points out that engendering the desire to use critical thinking as a means of problem solving prepares the ground for teaching and learning critical thinking skills. Teachers, however, must be willing to use these opportunities to cultivate critical thinking skills in the classroom. While much research has been done on Critical Thinking skills, there is a paucity of literature about teachers’ disposition toward Critical Thinking. This study sought to investigate technology teachers’ disposition toward critical thinking with reference to their habits of mind. Profiling technology teachers’ disposition toward critical thinking can enhance our understanding of the extent to which they are positively or negatively disposed toward critical thinking (CT) in terms of their habits of mind. Such understanding can inform, inter alia, teacher training and curricula in order to reciprocally enhance critical thinking skills and the required habits of mind needed to teach technology The study used a survey design to investigate South African Technology teachers’ disposition toward CT. Grades 8, and 9 technology teachers were targeted; they were invited via an email to participate in the study in which standard ethical protocols were followed. A link in the email directed the participants to an online survey collecting data with 42 statements. Participants were asked to rate their level of agreement with each statement on a six-point scale. The statements were derived from the seven habits of mind as identified by Facione. These are: Self-confidence, Inquisitiveness, Systematicity, Analyticity, Truth-seeking, Open-mindedness and Maturity of Judgment. Half of the statements were formulated to express a clearly favourable disposition toward CT, while the other half were framed to be clearly unfavourable. The frequency of responses in terms of each scale for each statement was counted in order to reveal trends regarding their habits of mind. The research findings reveal that this sample seems to be positively disposed toward CT. The habits of mind that recorded the highest scores were Self-confidence, Inquisitiveness, and Systematicity. The habits of mind that recorded the lowest scores were Open-mindedness and Maturity of Judgment. Females outperformed males in four of the seven habits of mind. Male and female participants scored an equal balance percentage toward Self-confidence and male participants outperformed females in Truth-seeking and Analyticity. Further research is needed to investigate how the disposition and practice of technology teachers encourage critical thinking skills in the classroom. / Dissertation (MEd)--University of Pretoria 2019. / pt2021 / Science, Mathematics and Technology Education / MEd / Unrestricted

The Modern Homonegativity Scale (MHS) is designed to measure a distinct modern form of prejudice against gay people. Based on the conceptual framework of old-fashioned and modern antigay prejudice advanced by Morrison and Morrison, the present study was conducted to assess the reliability and validity of the MHS as a measure of modern antigay prejudice in the southern United States a region where antigay prejudice appears to be particularly pervasive and damaging. This purpose was achieved by analyzing survey responses from 691 adult residents of 14 southern states. As hypothesized, MHS scores were correlated with political conservatism, contact with gay people, nonabusive antigay behavior, and scores on a traditional measure of antigay prejudice. Contrary to hypotheses, MHS scores were not related to sexual orientation, educational level, income level, or religious self-schema. Results concerning the relationships between MHS scores and other known correlates of antigay prejudice were mixed. In factor analyses, items on the MHS and a traditional measure of antigay prejudice did not load on different factors. The results of this study suggest that the MHS is a highly reliable measure of modern antigay prejudice in the South, but that its validity as such is limited. This study promotes positive social change by providing evidence that should aid in the selection of appropriate measures to use in future studies of prejudice against gay people in the South. Such studies promise to result in the development of more effective interventions to reduce antigay prejudice in the southern United States but such studies will produce useful findings only to the extent that the instruments used are reliable and valid measures of the constructs they purport to measure in this region.

In the workplace, women can experience stereotyping and marginalization as a result of their gender (Eagly & Carli, 2007; Gipson, Pfaff, Mendelsohn, Catenacci, & Burke, 2017). Having allies, or people who are supportive of or who advocate for an oppressed group can help members of marginalized communities to achieve personal and social success (Drury, 2014; Evans & Washington, 1991). The Men’s Allyhood toward Women in the Workplace (M.A.W.W.) measure seeks to evaluate men’s supportiveness of women in the workplace, enabling researchers and practitioners to understand and improve the climate for women at work. The M.A.W.W. was first developed with the input of five subject matter experts who commented on the clarity and relevance of a list of 84 proposed items. The item pool was pared down from 84 items to 59 which were then subjected to an exploratory factor analysis. The exploratory factor analysis narrowed the item pool from 59 to seventeen items. Although it was hypothesized that the M.A.W.W. would yield six factors, only three factors were supported by the analysis: Knowledge & Awareness, Action, and Skills & Capacity. These three factors showed internal consistency reliabilities that ranged from acceptable to excellent. A confirmatory factor analysis then led to the deletion of two more items, yielding a total of fifteen items for the final, three-factor version of the M.A.W.W. Convergent validity of this final measure was demonstrated by positive correlations with scales assessing affirming attitudes toward women in general. Evidence of divergent validity was shown with negative correlations with scales assessing negative and prejudicial attitudes against women. Furthermore, construct evidence was demonstrated with statistical analysis showing no correlation between the M.A.W.W. and a personality scale.

The aim of this project was to analyse Swedish EFL teachers’ methods and opinions regarding teaching fluency in their classrooms. Furthermore, the project aimed at exploring the attitudes towards the importance of including fluency in their language teaching. Previous research suggests that the usage of so-called task based exercises is something that helps in promoting students’ level of fluency. The previous research further suggests that the teaching of effective vocabulary, as well as linking-words, is beneficial for the developments of individual fluency. The method used in the gathering of data was based on qualitative interviews. The interviews were conducted with six EFL teachers at Swedish upper secondary schools. The questions asked during said interviews were of a semi-structured and open-ended nature. This particular structure was chosen in order to encourage the respondents to talk freely, and to combat the sense of there being right or wrong answers to the questions posed. The theoretical framework of the study is based on Burner’s (Nino & Burner, 1978) theory on scaffolding, and Gibbons’ (2015) approach on how to apply this to the EFL classroom.  The specific genres of fluency that held the focus of this paper were speech and writing. However, as a result of the data generated by the interviews, the two genres were not, to any significant extent, discussed or handled separately throughout the project. The results of the study shows that the interviewed teachers tend to employ small-group discussions in order to promote fluency in their students. Furthermore, the results show that most teachers are inclined to teach their students different kinds of vocabulary in order to further their students’ abilities. Other findings indicate that students seem to benefit from a safe environment in their classrooms when practicing fluency, this as to not feel exposed in a negative way when they are to perform in front of their peers.

Product placements are gaining more importance in corporate marketing communication budgets and marketers need to understand the effectiveness of these placements to justify investments into them. Three studies were conducted to study the effectiveness of product placements in movies. Essay one studied the economic worth of product placements on the long term profitability of the firm through an event study. Analysis of 467 placements of movies released during 1968-2007 shows that product placements generate a mean cumulative abnormal return of 0.21% during the (-1, +2) event window. Hierarchical linear modeling of the abnormal returns in cross-sectional analysis indicates that placement duration positively impacts the abnormal returns. Placement blatancy was found to negatively affect placements' worth. We did not find any support for the effect of critical reviews or presence of a star director on the worth of product placements. Crime and comedy genres were found to positively affect abnormal returns of placements. Additional MANCOVA analysis, using different event windows as the dependent variable, suggests that a period of two weeks might be required after a movie's release for the information about placement execution factors to be incorporated by the market in its evaluation of the firm. In essay two we study the effectiveness of product placement from a memory perspective by means of a longitudinal study, using a student subject panel. Subjects were exposed to a full- length movie and recognition was tracked at weekly intervals for a period of four weeks. Results of a dynamic panel analysis using generalized estimating equations indicate that audience recognition for a movie placement significantly diminishes one to two weeks after exposure to the movie. In addition, recognition of placements is enhanced by audiences' attitude toward product placements. Recognition is further affected by placement execution factors. Specifically, we found that audio placements and placements of longer duration positively affect placement recognition. Plot connectivity and character association did not significantly impact recognition over time. Essay three examines the impact of brand-character association on consumer attitude toward the placed brand. A 2x2 within subjects experiment, using a full-length movie as a stimulus, was conducted on a panel of student subjects to assess the interaction effect of character-brand valence on consumer attitude. Results support a significant interaction between character and brand valence. Analyses also indicate that congruency between character and brand valence enhances affective measures toward the placed brand, supporting the congruency theory and Meaning Transfer Model. Additionally, we found that brand familiarity fully mediates the character-valence interaction. Limitations and Implications of the studies were also discussed.

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The purpose of this causal-comparative study was to determine if a relationship exists between implementing Gardner's theory of multiple intelligences and fifth graders' attitudes toward school. The focus population consisted of fifth grade students within a 300-mile radius of Kingsport, Tennessee. Surveys were administered to students at 15 elementary schools. Data were collected from five schools identified as implementing multiple intelligences theory, five schools identified as partially implementing multiple intelligences theory, and five schools identified as not implementing multiple intelligences theory in educational planning. Data collected primarily focused on students' attitudes toward school; however, information concerning gender was also solicited. The study employed quantitative data, and descriptive analysis was performed. Findings indicated that there was no significant difference in students' attitudes toward school among fifth graders attending schools implementing multiple intelligences theory, fifth graders attending schools partially implementing multiple intelligences theory, and fifth graders attending schools not implementing multiple intelligences theory. There were no gender related differences found. All 15 schools participating in the study could be characterized as institutions having good academic records, community support, and a dedicated faculty. The major conclusion was that these factors and others identified in the review of literature could affect students' attitudes toward school and possibly contribute to the closeness of the means among the three implementation groups.

Introduction The discovery and continued development of vaccines is arguably one of the most important innovations in human history. Vaccination greatly reduces the worldwide incidence and transmission of diseases, preventing permanent injury and premature death. Mass vaccination campaigns have led to the eradication or partial eradication of severe infectious such as smallpox and polio, have reduced childhood mortality, and has led to an overall increase in average health in the human population globally. Despite the documented benefits of vaccination, vaccine hesitancy is increasing, and the uptake of some vaccines is low. Vaccines have been so successful at preventing disease that portions of the population are now more afraid of the possible side-effects of vaccines then they are of the serious symptoms and maladies that vaccines prevent. Vaccine hesitancy is a serious concern for the global medical community. The incidence of infectious disease is inversely proportional to vaccine uptake; as fewer people are vaccinated against preventable diseases, the frequency at which people get sick increases. A reduction in vaccination rates due to vaccine hesitancy reduces herd immunity, which increases the risk for the whole population, especially immunocompromised individuals who are unable to receive vaccines. Vaccines that protect against high-risk strains of Human Papillomavirus (HPV) have recently been developed and released to the worldwide population. High-risk HPV strains can cause persistent infection and various cancers. Although HPV vaccines have been extensively tested and are recommended by the Centers for Disease Control and Prevention and the World Health Organization, uptake among some demographics is low. Understanding what factors impact HPV vaccine hesitancy can guide the design of effective interventions which can increase vaccine uptake. High HPV uptake will lead to a reduction of HPV associated cancers and reduce the transmission of high-risk subtypes. Research Significance Vaccine hesitancy is a growing challenge for the medical community and could potentially put global health at risk by undermining 200 years of progress towards eliminating infectious diseases. A better understanding of what factors impact vaccine hesitancy allows public health professionals to design better policies and interventions policies and helps primary care providers better address concerns the concerns of their patients. Better understanding of the factors which cause vaccine hesitance can be used to tailor education about vaccines. This leads to higher vaccine uptake and better community health overall. Methodology Electronically distributed surveys and statistical analysis were the primary tools used in this research. Surveys were used to generate data from a sample population, including: demographic factors, attitudes towards vaccination, and intent to vaccinate against HPV. Barriers to HPV vaccine uptake and factors that impact HPV vaccine acceptance were identified through statistical analysis, including confirmatory factor analysis, structural equation modeling, regression and univariate analysis. Findings We found that general attitudes toward vaccination had the greatest impact on the intent of parents to vaccinate their children against HPV. Parents who view vaccination positively intend to vaccinate their children against HPV or have already vaccinated their children against HPV. Parents who are somewhat unsure about vaccines are more hesitant about vaccinating their children against HPV. Knowledge about HPV increases intent to vaccinate. We found that traditionally religious parents who felt that religious adherence provided some protection against HPV were more hesitant about HPV vaccinations. We found that both a religious-focused intervention and an education-focused interventions increased parental intent to vaccinate more than a control intervention. Our study of Utah residents confirmed our earlier findings that general attitudes toward vaccination had the greatest impact on the intent of parents to vaccinate their children against HPV. Our study also confirmed that knowledge about HPV increases intent to vaccinate. We found that high religious practice negatively impacts parental intent to vaccinate. Cautious sexual attitudes also negatively impact intent to vaccinate against HPV. High religious practice is correlated with cautious sexual attitudes which explains the negative impact of high religious practice on intent to vaccinate. The findings of this research work will be used to inform future religious and educational based interventions in Utah and beyond.