Gwen, an advocate of sexual reform knows (from research studies) that condoms can prevent sexual transmitted diseases as well as pregnancy. She decides to educate incoming freshman at her university about the advantages of using the condom through a short film depicting various characters. Some of the characters portray traditional mindsets (refusing to wear condoms); some portray the more
liberal mindsets (proponents of condoms); and some of the characters are transitional characters who move from traditional to more liberal in their adoption of condom use. She plans on recording the rates of pregnancy/STDs for the incoming freshman at her university before and after the educational short film. She also plans on comparing her results with those of freshman at a different university with similar demographics who do not watch the educational short film. What evaluation program is she using?
a. cost-benefit analysis
b. monitoring program
c. needs assessment
d. Sabido methodology
e. media methodology
D
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According to Powell-Williams research, those who are not alumni from Gallaudet are often referred to as ________ deaf
a. Authentic b. Mainstreamed c. Casual d. Uneducated
By the beginning of the 20t h century, the primary focus of the family was becoming less centered on meeting the emotional needs of its members
a. True b. False Indicate whether the statement is true or false
Which theory is a perspective within the functionalist tradition and is based on the idea that several conditions must be in place for collective behavior to occur?
a. Emergent norm theory b. Value-added theory c. Assembling perspective d. Cultural perspective
Low-income students at Little Ivy could be made to feel powerless, according to Aries and Seider. Which of the following can be used as an illustration of this feeling on the part of lower-income students?
a. Lower-income students reported receiving lower grades in their classes, especially during the first year in college. b. Lower-income students felt powerless when discussing their futures after college, sensing that they could not count on future education as easily as their higher-income colleagues. c. Lower-income students actually felt superior to higher-income students because they had the sense that they were at Little Ivy based on their own credentials, not on the legacy or their parents or the amount of money they could afford to pay for tuition. d. Since most students at Little Ivy were on scholarship, there was little differentiation between students based on social class.