PRECISION JOURNALISM AND THE 1988 US ELECTIONS     

Meyer  Philip 《Int. Journal of Public Opinion Research》1989,1(3):195-205

Democratic government has always assumed the need for an informedcitizenry, but modern polling methodology is giving citizensin the United States more information than they sometimes wantor expect. Contrary to popular opinion, this unexpected abundanceof information about the voters does not threaten the systemand may even help it work better. The need for information isespecially acute in the American two-party system where coalitionbuilding takes place in partisan activity before the electionrather than after as in the case of European multi-party systems.The weakening of the parties and the shift of some of theirfunctions to direct popular control only increases the needfor all kinds of information, ranging in scope from candidatesexual behaviour to public opinion data, and forces a new andnot always wanted role upon the mass media.  相似文献   

Promoting gun trigger-lock use: insights and implications from a radio-based health communication intervention     

Anthony Roberto  Gary Meyer  Amy Janan Johnson  Charles Atkin  Patricia Smith 《Journal of Applied Communication Research》2002,30(3):210-230

A radio public service announcement (PSA) focusing on the danger to children from an unlocked and loaded gun was designed and aired 340 times on three radio stations in one Michigan county. At the end of the message, individuals were given a toll-free number to call to receive a free gun trigger-lock. Three surveys were used to assess the effectiveness of this intervention: a general population telephone survey, an automated telephone survey, and a follow-up mail survey. Approximately 20 percent of individuals in the general population heard the PSA. There was a significant increase in uncued knowledge of the locking-related gun-safety practices in the treatment county between time one and time two. Further, individuals in both counties had very high levels of self-efficacy and response efficacy, moderate levels of perceived severity, and very low levels of perceived susceptibility at both points in time. Seven-hundred and ninety-nine individuals called the toll-free number to receive a free gun trigger-lock; or approximately 17 percent of gun-owning households exposed to the message. The majority of callers were males who owned guns primarily for hunting purposes and who planned to use the lock themselves. Follow-up survey results indicated that individuals were using the gun trigger-locks, and that they believed using gun trigger-locks was an easy and effective way to prevent gun injuries. Insights and practical implications of these findings are discussed.  相似文献   

No Hits,No Runs and One Critical Error: The Inevitable Loss of the English Team on the American Literary Field     

William E.H. Meyer 《Journal of American culture (Malden, Mass. : 2003)》1991,14(4):67-75

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The academically ‘at risk’ student: a pilot intervention programme and its observed effects on learning outcome     

Phillip G. Parsons  Jan H. F. Meyer 《Higher Education》1990,20(3):323-334

Previous research has indicated that there is a strong relationship between the approaches to studying adopted by individual students and their qualitative perceptions of the context in which learning takes place. This study identified students who were considered to be academically at risk and involved them in an intervention programme whose aim was to produce a qualitative change in perceptions of certain key elements of the learning context.The intervention programme consisted of five forty-five minute sessions in which the focus was on three elements of the learning context, namely, the teacher/student relationship, perceptions of textbooks and notes, and the nature and role of tests and examinations.Subsequent interviews indicated that most of the participating students had experienced a qualitative improvement in their perceptions of these contextual elements and that they perceived an attendant improvement in the quality of their learning. Quantitative analysis of the relative class positions before and after the intervention suggests that these changes were accompanied by improved performance. The implications of these findings for teaching practice in higher education are discussed.  相似文献   

Knowledge characteristics of communities of practice     

Jonathan H?KleinEmail author  N A D?Connell  Edgar?Meyer 《知识管理研究与实践》2005,3(2):106-114

This paper proposes a typology of communities of practice based on their knowledge characteristics. The structure of a community of practice, in terms of knowledge, may tend to the stratified or to the egalitarian. The predominant knowledge activity of the community may be sharing or nurturing. This produces four classes of community of practice. The paper identifies and discusses examples of these classes. It is argued that the class to which a community belongs tends to determine the rapidity with which knowledge within the community evolves and the degree of pluralism, as opposed to homogeneity, that the knowledge exhibits. The paper concludes by discussing some of the implications of the typology for knowledge management practice.  相似文献   

Adult student adopters in open learning courses: Study of student characteristics a cross six states     

Patricia Harper Apt  Gladys Meyer Ebert 《Innovative Higher Education》1983,7(2):91-94

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A gender comparison of contextualised study behaviour in higher education     

J. H. F. Meyer  T. T. Dunne  J. T. E. Richardson 《Higher Education》1994,27(4):469-485

The present study examines the manifestation of structural differences in the manner in which men and women students perceive and engage the content and context of learning. These differences are explored, and shown to be consistent, within a hierarchy of progressively more complex conceptual models of student learning. Conclusions are that structural gender variation differences emerge in terms of deep/strategic rather than surface, forms of learning behaviour: men students distinctively manifest and qualify deep/strategic learning behaviour in terms of operation and comprehension learning styles, while women students integrate these styles in a manifestation of style versatility that is clearly organised and not achievement motivated. An apparently separate female trait is distinguishable in terms of comprehension learning style and achievement motivation. It is argued that gender differences constitute a potentially important and neglected source of variation in student learning which, when detected in context, can and should be explicitly managed by academic practitioners.  相似文献   

When Topics are Controversial: Is it Better to Discuss Them Face-to-Face or Online?     

Katrina A. Meyer 《Innovative Higher Education》2006,31(3):175-186

Ten students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: diversity, academic freedom, political tolerance, affirmative action, and gender. Upon completion of each discussion, they assessed their comfort, honesty, concern for others’ feelings, similarity of feelings to others, and willingness to disagree and then compared the face-to-face and online discussions on these measures. Students’ assessments are complex and indicate that some topics did elicit feelings of discomfort, concern for others’ feelings, and willingness to disagree in the face-to-face discussions. However, despite these feelings, the majority of students continued to prefer the face-to-face discussions. Online discussions were valued to a lesser extent, but a consistent minority of students were more comfortable in that setting. The age and race of the student also created differences in responses. Dr. Katrina Meyer is an associate professor of Higher and Adult Education at The University of Memphis. Her Ph.D. is from the University of Washington, and her research interests include online learning and virtual universities.  相似文献   

The scientometric world of Keith Pavitt: A tribute to his contributions to research policy and patent analysis     

Martin Meyer  Tiago Santos Pereira  Ove Granstrand 《Research Policy》2004,33(9):1405-1417

Keith Pavitt has made pioneering contributions to the study of science, technology and innovation. This paper aims to examine some of them on the basis of a bibliometric analysis of Keith Pavitt's work and the impact that he has had. First the paper follows how Pavitt's publication profile develops over time. Then we trace his most cited works and explore the sets of references in his papers. Author and journal co-citation maps illustrate the intellectual environment associated with Pavitt and the central role Research Policy played in this context. An analysis of the most frequently cited authors in Research Policy and Scientometrics underlines Keith Pavitt's role as both a shaper of, and a bridge between, science and technology policy and bibliometric analysis.  相似文献   

Problems in the summative evaluation of experimental science curricula in developing countries     

G. R. Meyer 《Research in Science Education》1971,1(1):119-134

Conclusion The simple techniques described in this paper can be applied rapidly and inexpensively by personnel previously untrained in techniques of curriculum evaluation. They are unrefined and open to much serious methodological criticism. Nevertheless they work. They are a way of giving those who must make value judgements about the implementation of new curricula some systematic information on which to base opinions. By using such methods for example, the author was able to show that the experimental course in biology in Malawi had a very high chance of success (90 per cent probability) when implemented in all schools in Malawi. Similar studies of current experimental programmes in Kenya and Zambia have provided interesting comparisons. In Kenya the Secondary Science Project in Biology was shown to have an 80 per cent chance of succeeding when spread from trial schools to all schools. In Zambia by contrast the Secondary School Science Pilot Project of the Science Education School of the University was shown to have only a 20 per cent chance of success. These indices provided valuable guidance to the Ministries concerned (Meyer, 1971). The use of such simple techniques has not been previously employed in developing countries and changes of policy have been based invariably on unsystematic opinion. The methods reported in this paper, therefore, appear justified in the absence of practicable alternatives.  相似文献