Automotive advertising copy test. Final report.

Energy Department, Washington, D.C.

Responses of women and men to traffic safety messages: a qualitative report.

National Highway Traffic Safety Administration, Washington, D.C.

A safety demonstration program for Oakland County, Michigan. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

ASAP public information and education. Analytic study number seven. Final report.

National Highway Traffic Safety Administration, Washington, D.C.

Shattering sex role stereotypes : foundations for growth.

Mode of access: Internet.

2011 : the FBI story.

Mode of access: Internet.

New directions in telecommunications policy /

Includes bibliographies and indexes.

Challenges to values-based military intervention /

"First published February 1995"--T.p. verso.

Reflexiones sobre ideología e interpelación en las elecciones presidenciales de 2015 en Argentina

En este trabajo abordamos del papel de la ideología y distintas formas de interpelación en las elecciones presidenciales de Argentina en 2015.Partimos de dos imputaciones cruzadas: la que surge del kirchnerismo, enfatizando el rol de los medios de comunicación masivos sobre los sectores medios y populares, y la respuesta progresista que insiste en una serie de motivos materiales de insatisfacción de estos sectores, a los que el kirchnerismo, afectado por una "miopía política", no atendió durante su gobierno y a los que desconoció en su discurso de campaña electoral, dejándolos librados a la interpelación por una forma de "individualismo miope". Insistimos en que estas atribuciones cruzadas de ideologismo constituyen un campo ideológico por sí mismo, cuyo presupuesto común es el individualismo. A partir de allí intentamos comprender las condiciones histórico-políticas en la Argentina del siglo XX que hacen del individualismo una evidencia ideológica fundante en la Argentina del siglo XXI

La (re)producción de subjetividades y cuerpos en la cultura de consumo actual

La cultura de consumo actual direcciona las subjetividades y los cuerpos hacia un conjunto de creencias, valores y prácticas glorificadas por los medios masivos de comunicación. Estas técnicas de moldeamiento constituyen un conjunto de dispositivos que intervienen sobre la identidad de los sujetos imponiendo proponiendo ciertos modelos y usos sobre el cuerpo y, en consecuencia, naturalizando ciertas formas de pensar(se).La posibilidad de problematizar estas creencias y valores hegemónicos permite comprenderlos como construcciones históricas y por tanto inventadas en función de ciertos intereses. El desarrollo de estos temas y los que se presentan a continuación completan algunos problemas teóricos de mi tesis de Maestría en Educación Corporal actualmente en curso en la Facultad de Humanidades y Ciencias de la Educación de la Universidad Nacional de La Plata. El proyecto de tesis persigue como objetivo general analizar el rol de los profesores de Educación Física en los gimnasios en torno a las prácticas corporales de la gimnasia

The ethics pyramid: Making ethics unavoidable in the public relations process

To move from the realm of good intent to verifiable practice, ethics needs to be approached in the same way as any other desired outcome of the public relations process: that is, operationalized and evaluated at each stage of a public relations campaign. A pyramid model—the "ethics pyramid" —is useful for incorporating ethical reflection and evaluation processes into the standard structure of a typical public relations plan. Practitioners can use it to integrate and manage ethical intent, means, and ends, by setting ethics objectives, considering the ethics of each campaign tactic, and reporting whether ethical outcomes have been attained.

A self-categorization explanation for the third-person effect

Three studies tested a self-categorization theory explanation for the third-person effect. In Study 1 (N = 49) undergraduate students judged the influence of the National Enquirer, Wall Street Journal, and TV show Friends on themselves, relative to low- and high-status outgroup members, and other undergraduate students. The profile of first- and third-person perceptions was largely consistent with predictions, and the size of the third-person effect decreased as perceived similarity to target others increased-but only for media that were normative for comparison others. Study 2 (N = 49) provided evidence for this process with different media and showed that the profile of first- and third-person perceptions matched closely with perceived norms of media consumption-but not the social desirability of those media. Study 3 (N = 64) showed that the third-person effect for the same media and target other shifts with the frame of reference in which the judgment is made. Taken together, the findings are consistent with self-categorization theory and difficult to reconcile with other explanations.

The Opinion Editorial: teaching physiology outside the box

Improving the public understanding of science is an important challenge for the future professional scientists who are our current undergraduates. In this paper, we present a conceptual model that explores the role of mass media as community gatekeepers of new scientific findings. This model frames the benefits for undergraduate science students to learn about media genres so that they can learn to communicate science more effectively to nonprofessional audiences. Informed by this Media Role model, we then detail a novel writing task for undergraduate physiology students, the Opinion Editorial (Op-Ed), and an accompanying Peer Review. The Op-Ed genre was directly taught to the students by a professional journalist. As an assessment task, students presented a recent, highly technical paper as an Op-Ed. This was assessed by both faculty members and peers using a detailed assessment rubric. Most students were able to replicate the features of Op-Eds and attained high grades on their writing tasks. Survey data from final-year physiology students (n = 230) were collected before and after the implementation of the Op-Ed/Peer Review. These indicated that most students were aware of the importance of scientists to effectively communicate their knowledge to nonprofessional audiences, that the Op-Ed writing task was challenging, and that they believed that their ability to write to nonprofessional audiences was improved after explicit teaching and feedback.