MEDIA INFLUENCES ON SUPPORT FOR PRESIDENTIAL CANDIDATES IN PRIMARY ELECTIONS: THEORY, METHOD, AND EVIDENCE

In this article the authors argue that studies of the influenceof the mass media on public support for presidential candidatesin primary elections should return to the social pyschologicalmodel of attitude change. This model should take into account,however, that in the real world, unlike laboratory settings,randomization and complete controls of variables are not possible,and rational and strategic choice considerations come into play,along with the cumulative effects of new information on aggregateopinion. The variables found to be relevant to attitude change,especially the characteristics of the communicator and the communication,have not been studied systematically in natural settings. Littleis known about how new information unrelated to electoral ‘momentum’affects the public's evaluations and support for candidates.A fuller explanation is needed of what are complex media influenceson candidate support in primary elections—including especiallythose messages conveyed through the media which tend to be distinctiveand most accessible to memory: information about the viabiltiyof candidates; positive messages and images conveyed directlyfrom the candidates themselves and (to a lesser extent) fromother major party leaders who support or oppose them; and, ofspecial theoretical importance, the ostensibly credible newscommentary about the candidates.     

Perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities

Two national surveys of the perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities (LID) were conducted. The first survey, sent to the directors of 250 school psychology training programs, was designed to determine the extent and type of training in assessment and intervention for students with LID offered in school psychology training programs. The second survey, mailed to 500 randomly selected National Association of School Psychologists' (NASP) members, was developed to assess the extent and type of assessment and intervention for students with LID provided by school practitioners. Responses were received from 121 trainers (50.8% response rate) and 361 practitioners (72.2% response rate). Results indicated, while assessment and intervention for LID remains a small part of the school psychology caseload, school psychologists are using many of the best practice methods. However, recommendations are provided for increased awareness of additional methods, for seeking closer collaboration with special education professionals who specialize in working with this student population, and for more possibilities of subspecialization for future psychologists who will possess expertise in conducting assessment and intervention for LID. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 677–689, 2005.     

Multipoint videoconferencing with scalable video coding

INTRODUCTION Modern videoconferencing systems allow two o more participants to communicate with each other in real-time using both audio and video. Conventionally when more than two participants are present, a sta configuration is generally employed, wherein a Mul tipoint Conferencing Unit (MCU), or bridge, is util ized to connect to all participants and coordinat communications between them. The general archi tecture is shown in Fig.1. Fig.1 Multipoint videoconferencing system Network…     

Time and the Environments of Schooling

In this article, we explore questions related to the meaning and nature of time in schooling environments. Cultural, historical and ecological images inform our thinking, using concepts from postmodern perspectives such as semiotics and critical pedagogy. We begin by reviewing the historical development of conceptions of time and describe what is meant by framing our research and thinking in a postmodern vision of time. We examine ideas about other potential meanings of time using semiotic and critical pedagogical interpretations. As the research and recommendations are of value to professional educators and policy makers, we discuss the value of nurturing intellectual relationships, the value of collaboration, and the importance of developing new ways to give voice to teachers to allow them to articulate their views about what is most meaningful and significant in the organization of learning environments.