Public Attitudes toward Polls: Evidence from the 2000 U.S. Presidential Election     

Price  Vincent; Stroud  Natalie Jomini 《Int. Journal of Public Opinion Research》2006,18(4):393-421

This study investigates the perceived impact of election polls,focusing on the hotly contested 2000 U.S. presidential election.Survey data from 558 individuals gathered during the final daysof the election campaign are analyzed to examine beliefs thatthe polls greatly affect other voters, general views of pollsas good or bad for the country, beliefs about whether pollstersinfluence their results to come out a certain way, and supportfor banning election-night projections. Results indicate thatmost respondents felt the polls had no influence on themselveswhile still affecting others. Respondents exhibiting these ‘third-person-effect’perceptions were significantly more likely than others to believethat election polls are a bad thing for the country. Negativeperceptions of polls and beliefs that pollsters try to influenceresults were also related to general distrust of the news media.Negative views of polls in turn were associated with increasedsupport for prohibiting election-night projections. In general,the results illustrate the dependency of negative views aboutpolling on fears of untoward effects on voters, in particularthe fear that polls and election projections might lend supportto candidates opposed by the respondent.  相似文献   

Explaining Media Choice: The Role of Issue-Specific Engagement in Predicting Interest-Based and Partisan Selectivity     

Lauren Feldman  Magdalena Wojcieszak  Natalie Jomini Stroud  Bruce Bimber 《广播与电子媒介杂志》2018,62(1):109-130

This study analyzes the predictors of 2 types of media selectivity: interest-based (i.e., choice of entertainment over politics) and partisan (i.e., choice of pro-attitudinal over counter-attitudinal or balanced news). Relying on a large survey-based experiment, we find that issue-specific engagement variables, including perceived issue understanding, issue importance, and issue attitude strength, predict interest-based and partisan selectivity above and beyond the influence of general political knowledge, news interest, and strength of political leanings. These results show that the drivers of selectivity are more complex than general political attributes; rather, they are contextual and reflect people’s engagement with particular issues.  相似文献   

Selling the Male Consumer the Playboy Way     

Natalie Coulter 《Popular Communication》2014,12(3):139-152

Under the direction of Hugh Hefner, Playboy magazine’s early success was predicated upon the unique marketing strategies of forging the persona of an idealized, imaginary reader called the playboy, with particular lifestyles and taste preferences. At the same time, it sold the value of men’s participation in the hedonistic pleasures of accessible connoisseurship of the postwar marketplace by aligning consumer desires with sexual desires as innate components of modern masculinity. The purpose of this article is to illustrate how this persona is visually and discursively articulated throughout the entire Playboy empire, from the content of the magazines including the dewy centerfolds and the What Sort of Man Reads Playboy? campaigns to the brand’s clubs and television shows. The persona undertook the dual tasks of attracting a lucrative male readership and its corresponding advertisers, while simultaneously redefining male consumer culture.  相似文献   

The University Experiences of Students with Learning Disabilities     

Karla K. McGregor  Natalie Langenfeld  Sam Van Horne  Jacob Oleson  Matthew Anson  Wayne Jacobson 《Learning disabilities research & practice》2016,31(2):90-102

To explore the university experiences of students with learning disabilities (LD), 63,802 responses to the 2014 Student Experience in the Research University Survey were analyzed. Compared to other students, those with self‐reported LD (5.96 percent) had difficulty with assignments and had more obstacles caused by nonacademic responsibilities and imposed by their skill levels. Students with self‐reported LD sensed more bias toward people with disabilities on campus, and they were less satisfied with their overall experience. Interactions between disability status and age suggested even more challenges for older students who self‐reported LD. Approximately one‐third of students who self‐reported LD received accommodations. The rate of accommodations was higher among individuals who were wealthy, who lived alone, and who were out‐of‐state students. Compared to students who self‐reported LD but reported no accommodations, those with accommodations had more contact with faculty and less difficulty with assignments.  相似文献   

Womentalkin': A reader's theater performance of teachers' stories     

Natalie Adams  Tammie Causey  Mary-ELLEN Jacobs  Petra Munro  Molly Quinn  Ann Trousdale 《International journal of qualitative studies in education》2013,26(3):383-395

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Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

Project Cheddarfield: Supporting Co‐Curricular Themes Through Creative Use of Video Course‐Casting     

Natalie C. Simpson  Philip G. Hancock 《Decision Sciences Journal of Innovative Education》2011,9(2):235-253

This article chronicles the coordination and better integration of existing institutional resources to support cocurricular themes embedded in the provision of a large enrollment, video‐mediated undergraduate operations management (OM) course. The name Project Cheddarfield refers to a 2008 initiative in which two professors team‐taught an OM course to over 600 undergraduates on two different continents through the repeated rapid exchange of digital video between the United States and Singapore. Simultaneously infused in this core curricular delivery were themes of global awareness and study‐abroad, including the promotion of one particular opportunity that bridged the two campuses. This action research narrative spans over 5 years of related activity leading up to the initiative, as this project is best understood as a trajectory, or the evolving result of design adapting to unfolding realities.  相似文献   

Impact of Anatomy Boot Camp on Students in a Medical Gross Anatomy Course          下载免费PDF全文

Patrick J. Herling  B. Tanya Mohseni  Derek C. Hill  Stacy Chelf  Jeffrey A. Rickert  Jonathan T. Leo  Natalie R. Langley 《Anatomical sciences education》2017,10(3):215-223

Lincoln Memorial University‐DeBusk College of Osteopathic Medicine (LMU‐DCOM) offers an optional three‐week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre‐matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school. No grade is assigned for the course, therefore participants can study without the fear of potentially affecting grades. This study evaluates the effectiveness of the LMU‐DCOM ABC course using data from four consecutive summers. Independent two‐sample t‐tests were used to compare ABC to non‐ABC students for the following variables: incoming grade point average (GPA) and Medical College Admission Test® (MCAT®) scores, MGA written and laboratory practical examination grades, and final MGA course grade. Additionally, a 26‐question survey was administered to 2012–2014 boot camp participants. There were no significant differences in incoming GPA and MCAT scores. However, boot campers scored significantly higher on the first two lecture and laboratory examinations (P < 0.05) for each year of the study. Thereafter scores varied less, suggesting a faster head start for boot camp participants. Mean MGA final grade was on average 3% higher for the boot camp cohort. The survey feedback supports that the ABC course assists with the academic and social transition into medical school. Anat Sci Educ 10: 215–223. © 2016 American Association of Anatomists.  相似文献   

A Review of: “L. Sandy Maisel,Darrell M. West,and Brett M. Clifton. Evaluating Campaign Quality: Can the Electoral Process be Improved?.”     

Reviewed by Natalie Jomini Stroud 《Mass Communication and Society》2013,16(2):238-241

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Influence of Session Context on Physical Activity Levels Among Russian Girls During a Summer Camp     

Justin M. Guagliano  Natalie J. Updyke  Natalia V. Rodicheva  Sara K. Rosenkranz  David A. Dzewaltowski  Chelsey R. Schlechter 《Research quarterly for exercise and sport》2017,88(3):352-357

Purpose: This study investigated the effect of summer camp session context on Russian girls’ physical activity (PA). Method: Girls (n = 32, M_age = 10.7 years, SD = 0.6 years) from a resident summer camp taking place in the Vologda Region of Russia were exposed to 1 session context/day (i.e., free play, organized with no choice, organized with choice) on Wednesday, Thursday, and Friday for 3 weeks, with the context order counterbalanced across the 3 weeks. The organized session sport/game changed weekly. The primary outcome was accelerometer-assessed PA. Repeated-measures mixed models were used to analyze all outcome data. Results: Findings showed that girls spent a greater percentage of session time (%time) in moderate-to-vigorous PA (p < .001; effect sizes between free play and organized with no choice and organized with choice, respectively = .60, .42) and moderate PA (p < .001; effect size = .57, .39) and a lower %time in light PA (p < .001; effect size = .55, .52) in organized PA contexts compared with free play. Conclusions: This study provides novel findings in a Russian setting, suggesting that a well-planned, organized camp session can elicit higher PA levels in girls, relative to a free-play session.  相似文献