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In this study the public view of adult education in the United States was inferred from articles published in nationally distributed magazines. Two hundred twenty-eight articles from fifty-three non-professional magazines published in the United States from January 1,1970, through December 31, 1987, were reviewed. The articles were selected from those listed under "adult education," or cross referenced as "see also" under "adult education" in the Reader's Guide to Periodical Literature. The research questions were: What concept of adult education appears in the print media? To what extent is this view congruent with professional views of adult education? Leisure learning and literacy programs were prevalent and available from a variety of sources. Adult illiteracy was reported as a national concern. Programs that were commonplace (basic education, general equivalency degree classes, job skills training, and industrial training) were reported less often than new or novel programs. Most articles were positive in tone, promoting adult education activities as useful, rewarding, and enjoyable experiences, but ignored adult education as a professional field. The public view as reflected in the articles was positive with programs available to adults of many levels of educational attainment. The public view was not congruent with professional writings. Group activities were more in evidence than self directed learning. Learners tended to be urban, educated, and Caucasian. Although few programs restricted participation because of age or gender there were discernible groups of aged people and women. Programs were usually sponsored by institutions of higher education and entrepreneurs, and rarely by public school systems, community organizations, or cultural groups. Program content reflected adult interest in self improvement and entertainment rather than professional growth. To refine an understanding of the public view, further research focusing on other information sources such as national and regional newspapers and the electronic media is needed, making it possible to compare the public view across various regions of the country.

by Wan Fang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 74-80). / Abstract also in Chinese. / Abstract --- p.ii / Acknowledgments --- p.iii / Chapter Chapter I --- Introduction --- p.1 / Chapter Chapter II --- Literature Review & Conceptualization --- p.3 / Chapter Chapter III --- Media Coverage & Hypotheses --- p.27 / Chapter Chapter IV --- Methods --- p.36 / Chapter Chapter V --- Results --- p.44 / Chapter Chapter VI --- Conclusions & Discussions --- p.57 / Endnotes --- p.65 / References --- p.69 / Figures & Tables --- p.77

Three sound bites, Whatever it takes (55 seconds), Safer, Stronger (30 seconds), and War on Terror (30 seconds), of President George W. Bush during the presidential election of 2004 will be explored and unpacked.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 227-247).

There is mounting evidence that the public's political decisional processes are heterogeneous (Rivers, 1988; Sniderman, Brody & Tetlock, 1991; and Johnston, Blais, Gidengil & Nevitte, 1996). All citizens do not reason the same way about politics: they rely on different considerations, or they give different weights to similar considerations. However, our understanding of this phenomenon remains sketchy, in many regards. I address the conceptual and empirical ambiguity by exploring the nature, the sources, the extent, the consequences, and the campaign dynamics of interpersonal heterogeneity in political decision-making. The analysis relies on Canadian and American public opinion survey data. The evidence reveals that heterogeneity is a very important phenomenon. Relationships between dependent and explanatory variables are rarely stable and consistent across the entire population. Most political decisions (especially the more common ones) and most independent variables exhibit interpersonal diversity in coefficient strength. Hypothesis-testing and explanationbuilding can be led astray if researchers limit their analyses to the whole citizenry. Normatively, heterogeneity is responsible for individual and aggregate deviations from enlightened preferences. Heterogeneity, however, is a very complex phenomenon. One can not deal with it in any simple way. A researcher can not simply capture it, take it into account, and move on to other concerns. Heterogeneity permeates through our models of political behaviour in significant, pervasive and perplexing ways. This research raises concerns about the complexity of political behaviour and our ability to understand citizens, campaigns, elections, and democracy. The world is not a simple, straightforward and easily comprehensible subject. It is much more intricate and difficult to grasp than we currently believe. In order to understand reality, our approaches, theories, and models need to be as complex and multidimensional as reality. Striving for oversimplification can only lead to misconceptions and fallacies.

Since their inception, public schools had been faced with inert problems. The purpose of this study was to discover what the American public believed were the biggest problems facing public schools from 1990-1999 and what education experts believed could be done to eliminate or lessen the problems. Data to discover what the public believed were the biggest problems facing public schools were derived from the Annual Phi Delta Kappa/Gallup Polls of the Public's Attitudes Toward Public Schools (Poll) for that 10-year period. Possible solutions to those problems were examined and discussed based on the latest literature on identified topics.Based on the Poll data the public identified 46 problems facing public schools for this 10-year period. A group of 35 individuals sorted the 46 public school problems into categories they believed were similar with each other and these groupings were factor analyzed to determine coherent problem categories.The results of the factor analysis provided a list 16 problem areas for the 10-year (1990-1999) period as being the most prevalent. Potential solutions to these 16 problems were offered from four different areas: the schools, government, community and individual homes of the students. Some solutions to a particular problem were also mentioned as potential solutions to many of the other problems facing public schools.Suggestions for further study include replicating this study at the local level, analyzing each problem more thoroughly, and conducting further study of the factor analysis. / Department of Educational Leadership

This study develops and tests a group conflict model as an explanation for international immigration beliefs in the United States and Canada. Group conflict is structured by evaluations concerning group relationships and group members. At a conceptual level group conflict explains a broad range of policy beliefs among a large number of actors in multiple settings. Group conflict embodies attitudes relating to objective-based conditions and subjective-based beliefs.

There is mounting evidence that the public's political decisional processes are heterogeneous (Rivers, 1988; Sniderman, Brody & Tetlock, 1991; and Johnston, Blais, Gidengil & Nevitte, 1996). All citizens do not reason the same way about politics: they rely on different considerations, or they give different weights to similar considerations. However, our understanding of this phenomenon remains sketchy, in many regards. I address the conceptual and empirical ambiguity by exploring the nature, the sources, the extent, the consequences, and the campaign dynamics of interpersonal heterogeneity in political decision-making. The analysis relies on Canadian and American public opinion survey data. The evidence reveals that heterogeneity is a very important phenomenon. Relationships between dependent and explanatory variables are rarely stable and consistent across the entire population. Most political decisions (especially the more common ones) and most independent variables exhibit interpersonal diversity in coefficient strength. Hypothesis-testing and explanationbuilding can be led astray if researchers limit their analyses to the whole citizenry. Normatively, heterogeneity is responsible for individual and aggregate deviations from enlightened preferences. Heterogeneity, however, is a very complex phenomenon. One can not deal with it in any simple way. A researcher can not simply capture it, take it into account, and move on to other concerns. Heterogeneity permeates through our models of political behaviour in significant, pervasive and perplexing ways. This research raises concerns about the complexity of political behaviour and our ability to understand citizens, campaigns, elections, and democracy. The world is not a simple, straightforward and easily comprehensible subject. It is much more intricate and difficult to grasp than we currently believe. In order to understand reality, our approaches, theories, and models need to be as complex and multidimensional as reality. Striving for oversimplification can only lead to misconceptions and fallacies. / Arts, Faculty of / Political Science, Department of / Graduate