Response efficacy : the key to minimizing rejection and maximizing acceptance of emotion-based anti-speeding messages

This study sought to improve understanding of the persuasive process of emotion-based appeals not only in relation to negative, fear-based appeals but also for appeals based upon positive emotions. In particular, the study investigated whether response efficacy, as a cognitive construct, mediated outcome measures of message effectiveness in terms of both acceptance and rejection of negative and positive emotion-based messages. Licensed drivers (N = 406) participated via the completion of an on-line survey. Within the survey, participants received either a negative (fear-based) appeal or one of the two possible positive appeals (pride or humor-based). Overall, the study's findings confirmed the importance of emotional and cognitive components of persuasive health messages and identified response efficacy as a key cognitive construct influencing the effectiveness of not only fear-based messages but also positive emotion-based messages. Interestingly, however, the results suggested that response efficacy's influence on message effectiveness may differ for positive and negative emotion-based appeals such that significant indirect (and mediational) effects were found with both acceptance and rejection of the positive appeals yet only with rejection of the fear-based appeal. As such, the study's findings provide an important extension to extant literature and may inform future advertising message design.

The Sociology of Cosmopolitanism:Globalization, Identity, Culture and Government

The dream of a cosmopolitical utopia has been around for thousands of years. Yet the promise of being locally situated and at the same time globally connected and mobile has never seemed more possible than it is today. The question remains as to whether it is positive and realistic for us to have multiple loyalties. Can we sustain community and solidarity with our neighbours while we look beyond our nation? And if we can't - or won't – consider distant strangers as part of our own world, are there increasingly dire consequences? This book reconnects classical sociological theory and contemporary ideas on mobility, otherness, material assemblages, consumption and surveillance to render the idea of a global cosmopolitan utopia amenable to sociological investigation. The book takes a realistic approach to the development of cosmopolitical arrangements. It embraces the imaginative impulses the cosmopolitan dream provides, but takes into account the political, ethical and cultural dimensions of such cosmopolitan developments. In revisiting the relevance of classical sociological approaches in the context of contemporary theoretical challenges, the distinctive approach this book takes to understanding cosmopolitanism will be of use to scholars and students alike.

'You're not fit to wear the shirt': towards a cultural sociology of the football shirt

The world of football is a matter of life and death for many of its fans, and has also attracted much sociological attention. Much of this scholarly work focuses on issues such as deviance, identity, globalisation and commodification (Elias and Dunning 1986; Giulianotti and Robertson 2009). More recently, there has been some evidence of a cultural approach to football and to the football shirt (Benzecry 2008). In this paper, we seek to develop this trend by examining the football shirt as a totem, and by understanding it as inserted into circuits of the sacred and the profane, and the authentic and the inauthentic. Through examples such as shirt throwing, badge kissing, shirt swapping and supporters‟ efforts to construct alternative, protest strips, we show that the football shirt is deeply embedded in narratives of authenticity, sacredness and profaneness. In doing so, we aim to represent football as a rich cultural practice, which involves secular rituals and performances.

Explorations into the Sociology of Criminal Justice and Punishment. Leaving the Modernist Project Behind

Law has been a close partner to sociology from its very beginning, and the partnership often has proven to be extremely prolific for sociology. Grand theories as well as vital conceptual tools can be counted among its offspring. Both disciplines share the common ground of socio-legal studies, which has developed into a nearly independent interdisciplinary enterprise where legal scholars and sociologists happily meander between the normative and the analytical. From the vast array of topics in the field of socio-legal studies I select the sociology of criminal justice and punishment in order to demonstrate the characteristics of this relationship. The partnership between sociology and law emerged as part of the modernization project in the 19th and 20th centuries, and the sociology of punishment was part of this endeavour. Rooted in a strong tradition of old (Durkheim) and new (Elias, Foucault) classics, recent developments in this field are leaving the idea of an `unproblematically modern punishment' (Whitman, 2005a) behind, and new fields of inquiry for comparative lawyers and sociologists are opening up.

Cultural content matters: A critical sociology of language and literacy curriculum

A theoretical rationale, policy analysis and research agenda for a critical sociology of language and literacy curriculum, outlining the agenda for a political economy of textbooks.

Automatic inference of driving task demand from visual cues of emotion and attention

Sensing the mental, physical and emotional demand of a driving task is of primary importance in road safety research and for effectively designing in-vehicle information systems (IVIS). Particularly, the need of cars capable of sensing and reacting to the emotional state of the driver has been repeatedly advocated in the literature. Algorithms and sensors to identify patterns of human behavior, such as gestures, speech, eye gaze and facial expression, are becoming available by using low cost hardware: This paper presents a new system which uses surrogate measures such as facial expression (emotion) and head pose and movements (intention) to infer task difficulty in a driving situation. 11 drivers were recruited and observed in a simulated driving task that involved several pre-programmed events aimed at eliciting emotive reactions, such as being stuck behind slower vehicles, intersections and roundabouts, and potentially dangerous situations. The resulting system, combining face expressions and head pose classification, is capable of recognizing dangerous events (such as crashes and near misses) and stressful situations (e.g. intersections and way giving) that occur during the simulated drive.

Thinking about Law: Perspectives on the History, Philosophy and Sociology of Law

A comprehensive introduction to the study of law. It uses historical, sociological, economic and philosophical perspectives to explore the major legal debates in Australia today. The contributors examine: the position of Aborigines in the Australian legal system and the impact of the Mabo case; divisions of power in Australian society and law; the question of objectivity in law; the relationship and social change; judicial decision-making; and other issues.

“I was proud of myself that I didn’t give up and I did it”: Experiences of pride and triumph in learning science

The role that specific emotions, such as pride and triumph, play during instruction in science education is an under-researched field of study. Emotions are recognized as central to learning yet little is known about the way in which they are produced in naturalistic settings, how emotions relate to classroom learning during interactions, and what antecedent factors are associated with emotional experiences during instruction. Data sources for the study include emotion diaries, student written artifacts, video recordings of class interactions, and interviews. Emotions produced in the moment during classroom interactions are analyzed from video data and audio data through a novel theoretical framework related to the sociology of human emotions. These direct observations are compared with students’ recollected emotional experiences reported through emotion diaries and interviews. The study establishes links between pride and triumph within classroom interactions and instructional tasks during learning episodes in a naturalistic setting. We discuss particular classroom activities that are associated with justified feelings of pride and triumph. More specifically, classroom events associated with these emotions were related to understanding science concepts, social interactions, and achieving success on challenging tasks.