Attitudes toward local programming needs: A comparison of a northern and southern sample of community leaders and respective publics
Replicating salient features of a study perfomed in Michigan, it was found that the northern and southern community leaders differed in their programming requests. The two public samples were quite similar, however, in ranking their requests. The findings suggest that care should be exercised by concerned public agencies in evaluating community leaders’ opinions, since they differ from their publics’ unsystematically.
Social class differences in how children talk about television
Much time and space has been devoted to such questions as “What does television do to the child?”; and “How do children use television?”; The findings of research into these questions often are unsatisfactorily vague and ambiguous. Laymen (and our own common sense) tell us that there must be more effect from the spending of many hours a day before the television set than has been evidenced in formal research reports to date. One unusual— and provocative—effect of television is reported upon in the following article: there seems to be a difference in how children of different social classes talk about television. Both the observations and the speculations of the following article may lead others into the sort of byway that may prove more productive than the “mainline”; of research on television and children.
Using Activity Theory in Developing Instructial Tools for Project Management Studies
Competence and skills of the project manager are significant to project success. The skills needed in project managersâ work cannot be learned only by reading the books or a lecture hall; one learns them by practice. Therefore, an important challenge for educational institutions is to develop pedagogical practices that allow students to participate in working life projects and to confront real-life problems. Project-based learning (PBL) offers a model that enables students to practice the skills and competences needed in working life projects by utilizing real-world work assignments in time-limited projects. Using PBL method alone does not necessarily guarantee learning result. In order to be successful, PBL method requires effective and competent supervision and guidance of students as well as appropriate tools for instruction. In this study the concepts from activity theory (AT) are applied to development tools for supervising project-based learning.