The incidence of sex discrimination,sexual content,and hostility in television humor

Feminist groups have contended that women are portrayed more often as the butt of humor on prime‐time television than are men, citing this as an example of sex discrimination. The present study was conducted to investigate the accuracy of this charge. Other aims of the study were to assess the frequency of sexual and hostile humor on television and to determine whether the Family Viewing Hour contains less hostile and sexual humorous content than other times. To fulfill these goals coders recorded and classified humorous incidents sampled from the prime‐time (8–11 p.m.) viewing hours on the three major commercial networks in October, 1977. The results indicated that in absolute terms males were more often the object of humorous disparagement than were females. However, males appeared more frequently in principal roles on television and thus were more available as targets of disparagement. When the frequency with which males and females appear was taken into account, males disparaged females significantly more than females disparaged males. Thus, there is some support for the charge of sex discrimination. Other findings indicate that hostile humor is no more common than nonhostile humor; and nonsexual humor is more frequent than sexual humor. Finally, the survey indicated that sexual and hostile humor was as common during the Family Viewing Hour as during adult viewing hours.     

The relative and absolute risks of disadvantaged family background and low levels of school resources on student literacy

There has been a long-lasting debate of whether the effects of family background are larger than those of school resources, and whether these effects are a function of national income level. In this study, we bring a new perspective to the debate by using the concepts of relative risk and population attributable risk in estimating family and school effects. The study uses data from the Programme of International Student Assessment (PISA), a large international comparative study of the skills of 15-year-old students in 43 countries. The study finds that: (1) there is a curvilinear association between family effects, measured by both relative and attributable risk, and national income level; (2) there is no association between school effects and national income level; (3) the risk associated with low levels of family background is larger than that of low levels of school resources, regardless of national income level.     

The Role of External Professionals in Education about Sexual Orientation−towards good practice

Throughout England, young people in schools are entitled to a comprehensive programme of sex education as part of Personal, Social and Health Education (PSHE). Current debate about the content of such a programme is informed by new government guidance on sex and relationship education as well as pre-existing concerns about homophobic bullying, sexual health and mental health. In an English local authority, an externally funded Young Gay and Bisexual Men's Development Worker provided educational activities to address sexual orientation and identity issues to four schools. An evaluation sought to identify whether successes had been achieved and why. A further aim was to identify useful learning about the role of external professionals in carrying out effective education about sexual orientation with young people in schools. The evaluation was developed within the context of a number of 'real-world' limitations. Nevertheless, a significant number of project successes (and areas for development) were documented. Successes included raising awareness of key issues among pupils and supporting teachers engaged in PSHE. Key factors contributing to success included: adequate preparation of teachers and pupils in schools; an appropriately skilled and experienced project worker; and a considered approach to building partnerships with schools and working with young people.     

Body movements of boys with Attention Deficit Hyperactivity Disorder (ADHD) during computer video game play

The type and severity of body movements exhibited by 79 (unmedicated) boys clinically diagnosed with ADHD (30 Predominantly Inattentive Type and 49 Combined Type), and 67 non-ADHD boys were recorded while playing Crash Bandicoot I, a Sony Playstation platform computer video game. In Crash Bandicoot, participants control the movements of a small animated figure (CB) through a hazardous jungle environment. Two tasks totaling 12 trials were administered, each of which incorporated with and without Distractor conditions. For those trials with the Distractor, a segment of the television show The Simpsons was simultaneously played on a television screen adjacent to the computer game monitor and at an equal volume. Contrary to theory and expectations an analysis of the data did not reveal any statistically significant differences in the frequency, type and severity of body movements between the ADHD and non-ADHD boys, or between the ADHD subtypes during computer video game play. These findings have important implications for assessment and teaching processes in both classroom and therapeutic contexts.     

Social and cognitive development in infancy

The relation between social and cognitive development has been important in several accounts of infant development. Piaget’s theory specifies that social and cognitive development become significant at eight months and are closely linked thereafter. Brazelton and Trevarthen emphasize the role of social development and social interaction from the first months on. Neither theory predominates today, but studies of new topics such as the infant’s discrimination of people and objects may help decide which is correct. In contrast to the question of when infants distinguish the social from the cognitive, it is obvious that the social and physical environments of the child are fundamentally different all along. Adults, and not objects, have expectations for infant development and adjust their behaviour in line with those expectations. The research on developmental outcome preserves this difference. Cognitive development in infancy proceeds normally in a great many environments. Social development, on the other hand, has been found to vary with the characteristics of the caregiver. This difference between social and cognitive development is interpretable in terms of the difference between the social and physical worlds.     

University Students’ Conceptualization and Interpretation of Topographic Maps

This study investigates the strategies and assumptions that college students entering an introductory physical geology laboratory use to interpret topographic maps, and follows the progress of the students during the laboratory to analyze changes in those strategies and assumptions. To elicit students’ strategies and assumptions, we created and refined a topographic visualization test that was administered before and after instruction to 26 students during the first semester of the study and to 92 students during the second semester. To more deeply understand how students think about and conceptualize topographic maps, we focused on eight individual students who were interviewed about their pretest and posttest answers as well as videotaped during three laboratory sessions. We found that even students who claim never to have worked with topographic maps often perform impressively on their pretests by making useful assumptions about symbolic topographic information. Some students, however, begin with less productive assumptions that may be unfamiliar to some instructors (e.g., thinking that the spacing of contour lines indicates elevation instead of slope). Initial success should not be misinterpreted, however, as an integrated understanding of topographic maps. Only in posttest interviews do most students express explanations integrating multiple normative assumptions. In addition to highlighting the strategies and assumptions that college students use to interpret topographic maps, we outline the implications of these findings for the design of learning objectives, curricular activities, and assessments for topographic lessons in introductory college geology courses and the training of future geoscientists.     

Flocking to the crowd: Cultural entrepreneur mobility guided by homophily,market size,or amenities?

Economic activity and innovation clusters in urban areas. Urban economics points to important knowledge and productivity spillovers in cities, in addition to other factors like thicker markets, lower transportation costs, and consumptive amenities. Yet thus far little work has analyzed how these different factors drive migration decisions of arts-related entrepreneurs, especially when they work in online platforms for fundraising. We use data on the largest US crowdfunding platform to identify relocating creators, allowing us to identify which kinds of regions are attracting and retaining more of this sort of talent. We test for the influence of clustering based on homophily, migration to larger markets, and relocation toward particular geographic amenities. Overall we find the strongest evidence for homophily and some distinct tendencies favoring certain regional amenities. Importantly, we both identify general relocation patterns among crowdfunding creatives and break down the attracting features for different types of creators. An examination of (net) migration by different categories of projects, such as musicians or filmmakers, reveals important heterogeneity in the attractors. For example, musicians are drawn stronger music sectors, while writers seek more isolation from other writers. This helps inform the interregional competition for talent and “creative class,” especially among a group of relatively footloose arts- and culture-intensive entrepreneurs.