This research presents the processes and findings of an interdisciplinary study of mothers’ and daughters’ shared relations to film stars. Principally grounded within the cultural studies tradition of investigating the role of media in everyday life, the research explores the intergenerational transmission of film star tastes and preferences between mothers and daughters, building upon existing literature from the fields of star studies, family sociology, memory studies and audience research. It also takes a new perspective on the study of audiences for stars from the work of art anthropologist Alfred Gell, who posited the notion that the study of art should concern its ‘practical mediatory role’ within social interactions. The research was conducted by means of an empirical audience study of paired mother-daughter dyads of varying ages, class backgrounds and social circumstances, and was carried out in two phases: a preliminary online survey which recruited 92 mother-daughter pairs; and 16 follow-up telephone interviews with selected mothers and daughters. The first phase utilized quali-quantitative methods of analysis to explore various models of mother-daughter-star relations, while the second phase used a combined analytical approach that coupled an Interpretative Phenomenological Analysis approach with elements of memory studies to further investigate those identified dyadic models. An overarching finding of the thesis is that film stars perform varying, but also evolving, functions within mother-daughter relationships depending upon the socio-demographic make-up of the dyad. Other more specific findings include: that class identifications are a key determinant in mother-daughter shared gender preferences in regard of admired stars, and that in mother-daughter relationships where there is a greater distance in their age gap, mothers specifically carve out shared times between the pair, using film stars as a common resource which provides a communicative coinage within their relations.

Photocopy of typescript. / Digitized by Kansas Correctional Industries

This thesis studies loss aversion and reference-dependent preferences. The second chapter and the fourth chapter analyze the price strategy for the monopolist with a loss-averse consumer following the reference-dependent model of Kőszegi and Rabin (2006). The second chapter takes into account the happiness of not paying at the highest price and the disappointment of not paying at the lowest price and finds that this happiness has a positive effect on the monopolist's revenue and this disappointment has a negative effect on the monopolist's revenue. The fourth chapter proposes a two-period pricing model and shows that the monopolist could make use of two-price strategy to earn a revenue that is greater than the product value. The revenue of the two-period model is higher than one-period model when the weight of gain-loss utility is big enough. The third chapter studies the winner's regret with bidders when they have reference-dependent preferences in the sealed-bid first-price auction, second-price auction and all-pay auction and shows that the optimal bid is smaller with regret than without regret for loss-averse bidders, is greater for gain-seeking bidders and is the same for risk-neutral bidders.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Economics, February 1981. / "October 10, 1980." / Includes bibliographican references. / by Carl Shapiro. / Ph.D.

No description available.

by Ho Wai Shun, Ng Hung Kin, Terence. / Includes questionnaire. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1998. / Includes bibliographical references (leaves 66-67). / TABLE OF CONTENTS --- p.III / LIST OF ILLUSTRATIONS --- p.IV / LIST OF TABLES --- p.V / Chapter / Chapter I. --- Introduction --- p.1 / Commercial Usage of the Internet --- p.1 / Internet as Advertising Medium --- p.5 / What is the Problem of Using Internet as Advertising Media --- p.7 / Objectives of the project --- p.7 / Chapter II. --- Conceptual Framework and Model --- p.9 / Factors affecting consumers' responses towards Advertisements in the Internet --- p.9 / Causal Relationship among Consumers' Responses --- p.10 / The Conceptual Model and Hypotheses --- p.12 / Conceptual Model --- p.12 / Hypotheses --- p.13 / Chapter III. --- Methodology --- p.15 / Research Design : Laboratory Experiment --- p.15 / Creating up the Experimental Web Site --- p.16 / Sample and Sampling Procedure --- p.17 / The Sample --- p.17 / Sampling Procedure --- p.19 / Data Collection Method --- p.20 / Operationization of Constructs --- p.21 / Data Analysis --- p.24 / MANOVA --- p.24 / Path Analysis (LISREL 8) --- p.24 / Chapter IV. --- "Results, Analysis and Discussion" --- p.26 / MANOVA Analysis --- p.26 / Path Analysis --- p.29 / Discussion --- p.31 / Chapter V. --- Conclusion and Managerial Implications --- p.32 / APPENDIX --- p.36 / BIBILIOGRAPHY --- p.66

No description available.

Misalignment between student preferences and instructor assumptions regarding feedback may impede student learning. Researchers have investigated postsecondary students' preferences for types of instructor feedback including written, audio, and video. However, postsecondary online students' preferences have not been explored in a large-sample study. This sequential explanatory mixed-methods study was conducted to describe postsecondary online students' preferences and the reasons for those preferences. Vygotsky's social-constructivist theory was used to frame instructor feedback as a scaffolding tool to promote self-regulation in student writing. A survey containing quantitative and qualitative questions was used to collect 93 responses from undergraduate and graduate students attending a large private online university; data collection also included interviews with a subsample of 4 volunteer participants who were selected using maximum variation sampling according to their degree program. Quantitative data were analyzed using descriptive frequencies; qualitative data were analyzed for emerging themes. Findings indicated that students preferred proximal, detailed, supportive feedback. Students' preferences were based on the desire to enhance their writing skills and understand point deductions assessed by instructors. Implications for social change include increasing instructor awareness of students' preferences and enhancing collaboration in the feedback process to promote writing skill development and improve academic outcomes among postsecondary students, especially those matriculated in online programs.

This study examined the food acceptance behaviour of preschool children in Taiwan from their parents’ perspectives. The research explored food preferences and aversions of preschool children and how parents’ beliefs, concerns and coping strategies influenced their food acceptance behaviour. This qualitative study used in-depth interviews to obtain answers to the research questions. This appears to be the first study of its kind in Taiwan. The results of this research were represented in three ways: as themes and sub-themes, as narratives for two families, and as concept maps to show the relationship between themes and preschool children’s food acceptance behaviour. The major findings of this research are firstly, that children showed a wide range of food acceptance behaviours that are established early in life. Secondly, parents had a number of beliefs and concerns about the nature of the food acceptance behaviour of their preschool children. They described many factors that they believe affect their children’s eating behaviour including the influence of caregivers, parents themselves, siblings, grandparents, peers, the kindergarten teacher, the kindergarten cook, and the media. Thirdly, parents’ rearing styles influence the eating habits of preschool children. The thesis concludes by pointing to useful directions and recommendations for further research, education and policy around the issue of early childhood food acceptance behaviour.

This study focused on elementary-aged children’s preferences for and perceptions about narrative and expository text. Preference refers to the children’s choice of reading material for themselves, what they prefer to read. Perception refers to the children’s beliefs about what their same-aged peers would like to read. The current study examined these preferences and perceptions about narrative and expository text through the lens of two distinct frameworks – social constructivism and engaged reading. The current study was a systematic replication and extension of a qualitative study conducted by Chapman, Filipenko, McTavish, and Shapiro (2007). It replicated the original study by conducting it with first grade students, and extended the original study by including fourth grade students. Equal numbers of children in the study were represented at three reading achievement levels (above, on, and below grade level). Two individually administered book preference (Open and Closed) tasks and interviews were administered and analyzed to determine elementary-aged children’s genre preferences and perceptions about narrative and expository text. Qualitative research methods were used to glean an understanding of primary and intermediate students’ preferences and perceptions. The findings suggest that first and fourth grade boys preferred expository text while first and fourth grade girls demonstrated an equal preference for both narrative and expository genres for themselves. At both grade levels, both boys and girls held the perception that boys like expository text and girls like narrative text. There were no differences in terms of preferences or perceptions of both genres among children of different reading achievement levels. There were gender and grade level differences in the number of reasons provided for their book choices with girls providing more reasons than boys and fourth graders providing more reasons than first graders. However, there were not marked differences in the reasons they provided for their choices. Findings are discussed in light of implications for instruction, assessment, and future research.