What Drives Car Attitudes: An Analysis of How Demographics and Environmental Views Relate to Car Attitudes

Successfully marketing new, clean, car technologies to consumers requires an advertising strategy that fits consumers’ priorities and attitudes towards cars. We created a survey to study how attitudes towards cars are associated with demographics and environmental views. Our study examined car preferences and environmental concerns of a sample of Gettysburg College students in comparison to a national sample obtained from Amazon’s Mechanical Turk. Overall, we concluded that environmental beliefs are a significantly better prediction of car behaviors than demographics. We found that on average people would pay more for a car with a higher fuel economy, but not enough to cover the higher price of newer, cleaner technologies, such as hybrid cars. Gettysburg College students’ environmental concern scores were significantly higher on average than that of the general American population. Survey respondents from both samples supported devoting more research and resources to hybrid, electric, and biofuel technologies. However, in regards to their personal purchases they ranked safety and other qualities of the car as higher priorities than greenhouse gas emissions or fuel economy. According to our results, marketing electric cars as safe and reliable is a better strategy than marketing their high fuel economy

Inclusion and Disability as Curricular Practice

As policies regarding students with disabilities in education have changed to support inclusive approaches, the field of art education must consider the translation of these concepts to Prek-12 art and design curriculum. This study examines inclusive curriculum content regarding the inclusion and representation of disability in Prek-12 visual art and design classrooms in Illinois. It utilized a descriptive survey design that involved art and design education teachers throughout the state. These data provide information on the general state of art and design education while also considering the connections between theory and practice. Data from this study indicate that although art teachers include representations of disability as part of their curriculum, further inclusion of disability arts could be made. This article contributes to research examining the intersection between disability studies, inclusion, and special education in Prek-12 schools

Relations of environmental contaminants, algal toxins, and diet with the reproductive success of American alligators on Florida Lakes

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Preventative programs targeting aggression among college students

This study researches the association between higher levels of aggression, as measured by an aggression scale, and participation in aggression prevention programs during adolescence

Mirror Symmetry for open r-spin invariants

We show that a generating function for open $r$-spin enumerative invariants produces a universal unfolding of the polynomial $x^r$. Further, the coordinates parametrizing this universal unfolding are flat coordinates on the Frobenius manifold associated to the Landau-Ginzburg model $(\mathbb{C},x^r)$ via Saito-Givental theory. This result provides evidence for the same phenomenon to occur in higher dimension, proven in a sequel paper.Comment: 11 page

Pole Term and Gauge Invariance in Deep Inelastic Scattering

In this paper we reconcile two contradictory statements about deep inelastic scattering (DIS) in manifestly covariant theories: (i) the scattering must be gauge invariant, even in the deep inelastic limit, and (ii) the pole term (which is not gauge invariant in a covariant theory) dominates the scattering amplitude in the deep inelastic limit. An ``intermediate'' answer is found to be true. We show that, at all energies, the gauge dependent part of the pole term cancels the gauge dependent part of the rescattering term, so that both the pole and rescattering terms can be separately redefined in a gauge invariant fashion. The resulting, redefined pole term is then shown to dominate the scattering in the deep inelastic limit. Details are worked out for a simple example in 1+1 dimensions.Comment: 10 figure

Assessing Legislative Interest for a Sugar-Sweetened Beverage Tax in a Midwestern State

BACKGROUND: This study sought to ascertain the opinions of members of the Kansas Legislature regarding pending sugar-sweetened beverage taxation legislation, including perceptions that such a tax would generate revenue or be associated with personal sugar-sweetened beverage consumption habits. METHODS: This study utilized a cross-sectional survey design and was conducted by administering an electronic or telephone survey of the 2010-2011 Kansas Legislature. Publicly-listed contact information for the 165 members in both chambers of the 2010-2011 Kansas Legislature was obtained. State legislators were invited via e-mail, telephone, or both to complete the survey. The main outcome measure was the degree of agreement or disagreement with the idea of sugar-sweetened beverage taxation. RESULTS: Seventy-eight legislators (47.3%) responded. Of these, 90.5% disagreed or strongly disagreed with taxation of sugar-sweetened beverages, and 86.5% disagreed or strongly disagreed with taxation of sugar-sweetened beverages if generated funds were set aside to subsidize healthy choices. Party affiliation, geographic area represented, and personal consumption of sugar-sweetened behaviors were not associated significantly with legislators’ opinions of sugar-sweetened beverage taxation. CONCLUSIONS: The majority of respondents in the Kansas Legislature reported opposing a sugar-sweetened beverage tax. While some respondents identified obesity as a problem, taxation of sugar-sweetened beverages was not a favorable option among Kansas legislators

The Sea of the Future: Building the Productivity Infrastructure

Productivity is clearly a priority in state education agencies (SEA). The first two volumes of The SEA of the Future made the case for a "productivity mindset" in our country's state education agencies. Authors in these volumes argued that SEAs must fight against focusing exclusively on regulatory compliance to find more ways to provide local autonomy and consistently measure, assess, and hold themselves, their districts, and schools accountable for both performance and costs. Though these essays sharply challenged the traditional work of SEAs, state leaders responded enthusiastically, saying, "Yes. Where do we start?" In this third volume of the series, we introduce the "productivity infrastructure." The productivity infrastructure constitutes the building blocks for an SEA committed to supporting productivity, innovation, and performance -- from the state chief to the classroom. These building blocks include: * Policies to expand the flexibility of district and school leaders and allow them to make choices about resource use.* State funding arrangements that fund students, not programs.* Information systems that allow district and school leaders to accurately assess the productivity of policies and practices.The essays in this volume offer a rich discussion of each of these elements

‘Making up for lost time’: Neoliberal governance and educational catch-up measures for disadvantaged students during the COVID-19 pandemic

The neoliberal governance of education and the import of values such as economic productivity are changing schools in Europe to different degrees. Understanding the effects of this on disadvantaged students is especially critical during and after the COVID-19 pandemic, given their greater need for catch-up support. In this paper we analyse national government policy guidelines and reports concerning catch-up measures in Italy, Germany and England and illuminate debates between various actors using news and education media reports. We find that while catch-up measures in the studied countries promote equality of access, for instance through extending schooling to make up for “lost” time, the undifferentiated universal provision promoted by neoliberal logics is inequitable towards socio-economically, linguistically and ethnically disadvantaged students