Trade and Sell

Maclaurin's Invention and Inovation in the Radio Industry (1949)

Chase's Sound and Fury (1942)

Codel's, Radio and Its Future (1930)

Cantril and Allports', Psychology of Radio (1935)

Goldsmith and Lescaboura's, This Thing Called Broadcasting (1930)

Hettinger's, Decade of Radio Advertising (1933)

Schubert's The Electric Word (1928)

NBC's The Forth Chime (1944)

Wylie's Clear Channels (1955)

CBS's booklet “Radio's Daytime Serial” (1948)

NHK Studies of Broadcasting for 1963, 1964, and 1966

Dupuy's Television Show Business (1945)     

4. FOREIGN/COMPARATIVE MEDIA SYSTEMS

James Duncan Jr.'s American Radio: Spring '77 Report (Gilmore Advertising, 200 Michigan Bldg., Kalamazoo, Mich. 49006—$37.00 with a university rate of $28.00, paper)

F. Earle Barcus' Commercial Children's Television on Weekends and Weekday Afternoons (Action for Children's Television, 46 Austin Street, Newtonville, Mass. 02160— $25.00, paper)

Elmo I. Ellis' Opportunities in Broadcasting (Skokie, Ill.: National Textbook Co., 1977—$5.50/3.95)     

Books of the Month

James Monaco's American Film Now: The People, The Power, The Money, The Movies (New York: Oxford University Press, 1979—$19.95)

Tim Brooks and Earle Marsh's The Complete Directory to Prime Time Network TV Shows: 1946-Present (New York: Ballentine Books, 1979—$19.95/9.95)     

Opinion polling and the measurement of Americans’ attitudes regarding education*

Abstract

The meaning, measurement, and implications of ‘public opinion’ have long been a source of debate. In this paper, we examine the extent to which the educational priorities of elites in the US reflect the educational priorities of the American public. To do so, we focus on one particular segment of the education policy-making elite – education poll creators. Through a content analysis of questions asked between 1969 and 2013 in the Phi Delta Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools, we examine the salience of key educational issues over time. We compare these trends to the proportion of poll respondents who label those issues the ‘biggest problem’ facing schools, thereby approximating two different conceptions of public opinion regarding education. We find that the issues that receive the most coverage by pollsters do not typically match the issues that respondents claim to be the biggest problems in schools. In light of the important role that opinion polls may play in shaping discussion and debate over educational issues, we argue that further study of the construction of public opinion is warranted.     

A Philosophical Analysis of Recreation and Leisure

Although philosophers have searched persistently throughout history for a normative ethical system on which people could and should base their conduct, there is still no single, non-controversial foundation on which the entire structure of ethics can be built. This paper recommends that a scientific ethics approach would be best for the present and the future. It is argued that initially we do not provide an adequate means whereby the young person can bridge the gap between an implicit, developing ethical sense and what will in maturity be regarded as a sounder, more explicit approach to the making of ethical decisions. The scientific ethics approach is applied to the amateur-professional controversy in sport as an example of how it could assist our evolving democratic society today.     

Relationship between decision-making self-efficacy,task self-efficacy,and the performance of a sport skill

Abstract

The purpose of this study was to examine the relationships between decision-making self-efficacy and task self-efficacy and subsequent decision-making and task performance. Sixty undergraduate students (30 males, 30 females) participated in this study, which involved infield defensive plays in softball. The physical task required participants to throw a ball at a target. The decision-making task required participants to watch video scenes depicting different infield defensive situations and decide where to throw the ball in each situation. Both tasks used manipulated failure. Self-efficacy was assessed before performance. Strength of decision-making and task self-efficacy predicted physical performance, but not decision-making performance.     

Understanding Scientific Methodology in the Historical and Experimental Sciences via Language Analysis

A key focus of current science education reforms involves developing inquiry-based learning materials. However, without an understanding of how working scientists actually do science, such learning materials cannot be properly developed. Until now, research on scientific reasoning has focused on cognitive studies of individual scientific fields. However, the question remains as to whether scientists in different fields fundamentally rely on different methodologies. Although many philosophers and historians of science do indeed assert that there is no single monolithic scientific method, this has never been tested empirically. We therefore approach this problem by analyzing patterns of language used by scientists in their published work. Our results demonstrate systematic variation in language use between types of science that are thought to differ in their characteristic methodologies. The features of language use that were found correspond closely to a proposed distinction between Experimental Sciences (e.g., chemistry) and Historical Sciences (e.g., paleontology); thus, different underlying rhetorical and conceptual mechanisms likely operate for scientific reasoning and communication in different contexts.