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US Politics and Generation Y : Engaging the Millennials.
How have the momentous events of the early 21st century affected the millennial generation's political awareness and action? What accounts for the widespread youth mobilization in support of Barack Obama during the 2008 elections? How do millennials differ from past generations in the ways that...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Boulder, CO :
Lynne Rienner Publishers,
2013.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Rankin, David. | |
| 245 | 1 | 0 | |a US Politics and Generation Y : |b Engaging the Millennials. |
| 260 | |a Boulder, CO : |b Lynne Rienner Publishers, |c 2013. | ||
| 300 | |a 1 online resource (215 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Intro; Title page; copyright page; Contents; Illustrations; Ch1- The Millennial Generation and US Politics; Talking About a New Generation in US Politics; Recognizing Millennial Differences; New Millennial Impact; Salient Connections; The (Surveillance) Learning Equation; Informing Millennial Judgment; Mediated Challenges and Possibilities; Connecting Political Interests and Engagement; Political Higher Learning; Entering US Politics; Collecting Data at an Introductory Level; The Organization of the Book; Ch2- Learning About US Politics; Related Attentiveness and Awareness | |
| 505 | 8 | |a Figure 2.1 Attentiveness upon Entering a US Politics CourseAttentiveness and Political Knowledge; Table 2.1 Attentiveness upon Exiting a US Politics Course; Learning Relevance; Figure 2.2 Textbook Knowledge upon Entering a US Politics Course; Figure 2.3 Recalling Foreign Policy Figures; Table 2.2 Political Knowledge and Learning in US Politics Courses; Electoral Understanding; Figure 2.4 Exiting Knowledge of the Electoral College and House Control; Domestic Recognition; Foreign Familiarity; Table 2.3 Recall of Figures at the End of a US Politics Course; Learning Reinforcement | |
| 505 | 8 | |a Figure 2.5 Sorting Out Surveillance and Textbook KnowledgeTable 2.4 Interest, Attentiveness, and Knowledgeupon Entering US Politics Courses; Conclusion; Ch3- Reasoning ina World of Politics and Policy; An Age-Old Affective Connection; Grappling with Identity and Imagery; Figure 3.1 Patriotic Feelings upon Entering US Politics Courses; Figure 3.2 Presidential Approval upon Entering and Exiting US Politics Courses; Relating Preferences; Figure 3.3 Trending Support for Increased Federal Spending; Concern, Attention, and Preferences | |
| 505 | 8 | |a Figure 3.4 Considering the War in Iraq upon Entering a US Politics CourseInformation Impact; Table 3.1 Learning About US Politics, Political Figures, and War; Table 3.2 Processing the Invasion and Occupation of Iraq; Concerns and Connections; Fear Not for a New Millennial Future; Figure 3.5 Conceptions of US Identity; Conclusion; Ch4- Media Channels for Political Learning; Tuning Out and Tuning In; Understanding Millennial Mediated Surveillance of Political Events; Figure 4.1 Attention to TV and Internet News in US Politics Courses; Recognizing New Media Possibilities | |
| 505 | 8 | |a Table 4.1 Levels of Internet Use and Political KnowledgeThe Daily Fix to Less-Than-Daily Media Attentiveness; Table 4.2 News Attention and Political Knowledge; Table 4.3 Daily Learning in US Politics; Entertained into Learning; Mediated Learning Impact (Or Understanding Your Audience; Figure 4.2 Multimediated Instruction and Political Knowledge; Table 4.4 Multimediated Salient Events and Knowledge; Conclusion; Ch5- Connecting Political Interests and Engagement; Engaging in a Salient Political Event; Beyond the Vote; Learning How to Participate; Gathering Related Knowledge | |
| 500 | |a Connecting the Events on Millennial Minds | ||
| 520 | |a How have the momentous events of the early 21st century affected the millennial generation's political awareness and action? What accounts for the widespread youth mobilization in support of Barack Obama during the 2008 elections? How do millennials differ from past generations in the ways that they engage in politics? Addressing these questions, David Rankin goes beyond the impact of political and cultural trends to focus on the role of higher education in connecting political interest, knowledge, and participation. Rankin draws on rich data spanning the years 2000-2010 to offer unique insigh. | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Generation Y |z United States. | |
| 650 | 0 | |a College students |x Political activity |z United States. | |
| 650 | 6 | |a Génération Internet |z États-Unis. | |
| 650 | 6 | |a Étudiants |x Activité politique |z États-Unis. | |
| 650 | 7 | |a College students |x Political activity |2 fast | |
| 650 | 7 | |a Generation Y |2 fast | |
| 651 | 7 | |a United States |2 fast | |
| 776 | 0 | 8 | |i Print version: |a Rankin, David. |t US Politics and Generation Y : Engaging the Millennials. |d Boulder, CO : Lynne Rienner Publishers, ©2013 |z 9781588268792 |
| 856 | 4 | 0 | |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2215580 |z Texto completo |
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