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RISS 인기검색어
- 검색키워드
- 저자 : Vollmer, Kristina J (검색결과 6 건)
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When is it stalking? Elements deemed necessary by young adults
Vollmer, Kristina J The University of Wisconsin - Milwaukee 2005 해외박사(DDOD)
Recent research on stalking has started to examine the difficulty in defining stalking. Early researchers had difficulty deciding what to call the behavior, and current researchers commonly develop their own operational definition of stalking. Even though every state and many countries have laws to encompass stalking, they vary in terms of the requirements for fulfilling the law. All states require multiple behaviors by the perpetrator to occur over time that shows a continuity of purpose but vary between intent of the perpetrator to cause fear in the target, the target actually experiencing fear, or a reasonable person in the place of the target would feel fear. The purpose of this research was to determine what young adults feel are necessary elements to warrant a label of stalking. Four vignettes were randomly distributed to undergraduate students enrolled in psychology classes at the University of Wisconsin - Milwaukee during the spring semester of 2005. The vignettes varied on intent of the perpetrator (explicit intent to cause fear vs. explicit non-intent to cause fear) and on reaction of the target (explicit fear vs. explicit non-fear). Subjects will be asked to read a vignette (one of the four) and then answer questions about the vignette as well as demographic questions, questions regarding personal history of being in similar situations, and they will also be asked to openly define stalking. It was found that overt intent by the perpetrator to cause fear was significantly labeled as stalking more than no intent, and victim fear response did not affect a label of stalking. Subjects also differed from laws on other elements such as the minimum number of behaviors necessary to warrant stalking, and whether the victim has to know he/she is being stalked. Further, 22.2% of subjects reported being stalked, but when allowed to self-define stalking it was found that their definitions of stalking mostly describe harassment rather than stalking.
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Vollmer, Catharine Greta University of California, Berkeley 2000 해외박사(DDOD)
This dissertation focuses on the construction of “literate identities” by secondary school second language learners and the pivotal role played by the classroom culture as constructed through its discourses, and its social and pedagogic practices. Working from a social constructionist perspective, the study considers the intricate relationship of discourse, power, constructions of knowledge and identity in the development of literacy and second language acquisition. It reconsiders key notions of progressivist writing pedagogy, such as “natural” development, voice, relevance, and “student-centered” classrooms, bringing to light some of the unexamined assumptions and tensions which emerge in classrooms as a result of these Discourses. Drawing upon three areas of research—second language acquisition, composition theory and literacy theory—this study takes as its foundational premise the notion that language and literacy practices are socially, historically and politically situated. In addition, it takes into account the multiple identities of participants, and the ways in which they situate themselves in both discourse and social practice. The findings highlighted several areas of tension within classroom discourse, as both teachers and students attempted to negotiate the ambiguities inherent in institutional roles and expectations, which were often in conflict with the goals of “student-centered” writing pedagogies. Discourse analysis of students' written texts focused on the development of identity, role and voice, and how these intersected with the broader sociocultural Discourses positioning students as immigrants and second language learners, an intersection which often constrained their choices as writers. The findings of this study illustrate that the unproblematic: acceptance in second language classrooms of dominant pedagogic frameworks such as “the process writing approach” warrants a closer look. They also suggest a need to critically examine the social practices that constitute literacy, as well as society's “common-sense” assumptions which frame students within fixed and potentially limiting identities. Finally, it argues that literacy and language learning in schools needs to be understood within the sociocultural Discourses constructing these practices, for without this understanding it will be impossible to adequately address issues of access and equity in public education.
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Reallocation in Perishable Goods Markets
Vollmer, Andrew ProQuest Dissertations & Theses Duke University 2021 해외박사(DDOD)
How does the ability to reallocate affect perishable goods markets? I study how the effects on consumers and a monopolist seller vary depending on whether resale or refund contracts are used to reallocate and whether the setting features demand uncertainty or price discrimination.In Chapter 2, I study the performance of popular reallocation mechanisms in the market for college football tickets, which features several sources of uncertainty. I show that the performance of each mechanism depends on the properties of demand uncertainty and build a model in which consumers anticipate shocks, make advance purchase decisions, and reallocate after shocks are realized. By capturing the effects of different types of shocks, the model is able to predict the relative performance of the mechanisms. I find that refund contracts produce higher profit and total welfare than resale because of fees and frictions associated with resale.In Chapter 3, I use a theory model with advance purchases and a rich set of idiosyncratic demand shocks to compare the performance of resale and refunds. For profit, the relative performance depends on the degree of aggregate uncertainty, and the seller can completely insulate itself against aggregate uncertainty by owning the resale market and selling to brokers. Aggregate uncertainty enhances the performance of resale because resale prices adjust to reflect shocks while the monopolist seller's prices do not. For welfare, both the seller and a monopolist resale market operator have an incentive to impede frictionless resale, and either can maximize welfare.In Chapter 4, I consider how the ability to resell affects a monopolist's incentive to bundle. Using a model in which consumers have heterogeneous preferences over two goods and a cost of participating in a resale market, I show that the monopolist may choose to bundle even if some consumers resell. The coexistence of price discrimination and resale is novel in settings where resale harms the seller, and I show that it significantly affects the monopolist's pricing problem.
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