CAMPAIGN SPENDING IN CONGRESSIONAL ELECTIONS

Past research of the effects of campaign spending in Congressional elections has found, contrary to expectations, that incumbent spending lowers votes he or she receives. Our model simultaneously determines votes and spending and eliminates this anomaly. A measure comparing the incumbent's voting record to constituent preferences aids model identification. Using two-stage least squares, we find that both incumbent and challenger spending are signficant determinants of the popular vote received. Tenure and spending appear to have diminishing returns, and voters appear to punish incumbents who vote against their wishes.     

Academic incentives for students can increase participation in and effectiveness of a physical activity program

The authors sought to determine whether a greater academic incentive would improve the effectiveness and student adherence to a 12-week voluntary exercise program designed to decrease students' percentage of body fat. They randomly assigned 210 students to 1 of 2 groups with different academic reward structures. The group with the greater reward structure showed better exercise adherence and lost more body fat than those without the additional incentive. These findings suggest that an academic incentive can increase overall student adherence to a voluntary exercise program and can boost the effectiveness of the program in a university environment. The findings also have potential implications for on-campus promotion of physical activity.     

Social representations of diversity: multi/intercultural education in a South African urban school 1

The story of School X started in South Africa in 1875. At that time, the school was built for white children only. More than hundred years later, the 1994 elections demarcated the end of the apartheid era and the school enrolled black Xhosa‐speaking children for the first time. As a result, in 2004, 90% of the students were black Xhosa‐speaking. The theoretical perspectives of our study are based on notions of multicultural and intercultural education, and of diversity. Our study is embedded in a socio‐constructivist inquiry paradigm. Using questionnaires and interviews, we aimed to understand the social representations regarding diversity of a principal, a teacher, seven students and four parents in a K‐7 open school. We examined diversity of values, cultures, religions, languages, attitudes, beliefs, behaviors, etc. regarding a multi/intercultural perspective in education. We attempted to discern what the participants’ understandings of diversity were, how they identified diversity, and why they justified their practices and actions with respect to diversity.

The song can only be beautiful if we all play the same tune. (Esmé Goosen, Multimedia, 2004)

This is the title of a painting that is part of an exhibition in Nelson Mandela Metropolitan Museum of Art, Port Elizabeth, South Africa     

Against Structure: A Critique of Morphogenetic Social Theory

This article criticises the ontology of Margaret Archer's morphogenetic social theory, arguing that the concept of autonomous social structure on which she bases this social theory is contradictory. Against the ontological contradictions of Archer's work, the article tries to re-habilitate the interpretive tradition which Archer dismisses, showing that only this tradition provides a logically coherent and methodologically useful social ontology, which consists only of individuals and their social relations.     

THE POWER OF STUDENT'S t TEST: CAN A NON-SIMILAR TEST DO BETTER?

Lehmann & Stein (1948) proved the existence of non-similar tests which can be more powerful than best similar tests. They used Student's problem of testing for a non-zero mean given a random sample from the normal distribution with unknown variance as an example. This raises the question: should we use a non-similar test instead of Student's t test? Questions like this can be answered by comparing the power of the test with the power envelope. This paper discusses the difficulties involved in computing power envelopes. It reports an empirical comparison of the power of the t test and the power envelope and finds that the two are almost identical especially for sample sizes greater than 20. These findings suggest that, as well as being uniformly most powerful (UMP) within the class of similar tests, Student's t test is approximately UMP within the class of all tests. For practical purposes it might also be regarded as UMP when moderate or large sample sizes are involved.     

A BETA-OPTIMAL TEST OF THE EQUICORRELATION COEFFICIENT

This paper considers the problem of testing for nonzero values of the equicorrelation coefficient of a standard symmetric multivariate normal distribution. Recently, SenGupta (1987) proposed a locally best test. We construct a beta-optimal test and present selected one and five percent critical values. An empirical power comparison of SenGupta's test with two versions of the beta-optimal test and the power envelope shows the relative strengths of the three tests. It also allows us to assess and confirm Efron's (1975) rule of when to question the use of a locally best test, at least for this testing problem. On the basis of these results, we argue that the two beta-optimal tests can be considered as approximately uniformly most powerful tests, at least at the five percent significance level.     

Construct Validity of the Emotion Matching Task: Preliminary Evidence for Convergent and Criterion Validity of a New Emotion Knowledge Measure for Young Children

Current emotion knowledge (EK) measures examine only one component of the multifaceted construct. We examined the reliability and the construct validity of a new measure of EK, the emotion matching task (EMT). The EMT consists of four parts which measure the components of receptive EK, expressive EK, emotion situation knowledge, and emotion expression matching. First, we compared the EMT and its parts to two widely used EK measures—the Kusche emotional inventory (KEI) and Denham's affective knowledge test (AKT, 1986) in order to establish convergent validity. The EMT and its four parts were strongly correlated with both measures of EK. Regression analyses revealed moderate to strong predictive validity for EMT. Compared with KEI and AKT, the EMT was a more robust predictor of teacher-rated emotion regulation and parent reported effortful control. Compared with KEI and AKT, the EMT correlated similarly with verbal ability and age.     

The Effect of Graduate School on Identity Issues

Abstract

Objectives: To provide a critical review of the efficacy of brief interventions for alcohol use in college health centers. Methods: Studies were included if (a) they examined brief intervention trials that were conducted in college- or university-based student health centers or emergency departments, and (b) they provided pre–post data to estimate change. Results: Twelve studies suggested that screening and brief interventions in these settings are acceptable, feasible, and promote risk reduction. Conclusions: Findings support continued use of time-limited, single-session interventions with motivational interviewing and feedback components.