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Universities in China and the United States have been engaged in cross-border education through partnerships establishing international branch campuses (IBCs). This qualitative study used Moustakas's (1994) strategy of inquiry as a framework and explored Western faculty members' cross-border lived experiences at IBCs in China. IBCs in this study were coestablished by American universities and their Chinese partners. The central research question that guided this study asked about the lived experiences of Western faculty members at IBCs in China. This study purposefully selected 14 participants and data were collected through semistructured, one-on-one, face-to-face interviews. Moustakas's (1994) seven-level method of analysis involving a process of meaning reduction was followed. The essence of the participants' lived experiences described two components: value and adjustment. Findings from this study are valuable for leaders to rethink how to better support Western faculty in this joint higher education venture.

We report the results of a random assignment experiment that examines the effect of revealing actual school district performance on three important outcomes: perceptions of efficiency, trust in government, and support for higher taxes for increased school spending. We randomly assign survey respondents to a control group or experimental condition that includes information about how their school district's test scores compare to their state average. Our study includes 2604 observations from an on‐line panel fielded in the United States from October through December, 2022 which allows us to precisely estimate the effect of performance information on outcomes. We find that providing high‐performance information has significant and substantial effects that improve efficiency perceptions, trust in the school district, and support for taxes. Key Takeaways: When residents living in school districts with the highest levels of performance are informed about their school district's relative performance, they are more likely to believe their community gets its money's worth for the local taxes they pay for K12 public education, trust their school district to do what is right, and support a tax increase for additional school spending.Providing information on relative school performance to residents living in school districts with the lowest levels of performance does not have a significant effect on their perceptions.High‐performing school districts would benefit from touting their school performance while low‐performing school districts should consider providing context when revealing performance information. [ABSTRACT FROM AUTHOR]

With few exceptions, students interact with technology in one way or another every day. And yet, in most U.S. schools, the term "computer science" (CS) refers only to generic skills classes, such as keyboarding and computer applications. Even most Web programming classes usually teach students only how to use conventional graphical user interface (GUI) tools instead of HTML and CSS, perhaps because they are often led by teachers with no background in CS. Even worse, many U.S. high schools have dropped CS programs altogether. The end result of this lack of focus on CS is that most U.S. students graduate into an increasingly tech-driven world with little knowledge of how it all works or any chance of contributing to the field. In this article, the author contends that until schools bring CS out of math's backroom and give it a place of prominence as a STEM discipline (changing the acronym to SCTEM, using the same pronunciation, but with a much different meaning), the United States will produce fewer CS majors, and CS work will continue to be outsourced to those countries that do have the "C" correctly placed. The author offers a few tips to get them started. (Contains 4 online resources.)

Christian nationalism has been linked to a variety of political and social outcomes in the contemporary United States, however little research has investigated factors that give rise to it. Most scholars examining Christian nationalism contend that it is unmoored from extant social institutions, and even oppositional to institutional Christianity. This claim is associated with earlier research arguing for the declining influence of denominations, and particularly mainline Protestantism. In contrast, social movement theory views Christian nationalism as an ideological outgrowth of religious organizations, structured by exclusivist religious beliefs, and reenforced through religious participation. Using data from the General Social Survey (GSS) this investigation examines how religious and political factors inform subscription to Christian nationalism and explores how religious and political commitments are connected. In general, the findings support the expectations of the social movement perspective. Christian nationalism is strongly predicted by ties to sectarian Protestantism, religious participation, and fundamentalist beliefs, and it is not embraced by secular and non-Christian Americans. [ABSTRACT FROM AUTHOR]

This case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China. The novice teacher was instrumental in mediating the student teachers' task design process by providing feedback regarding technological and institutional constraints, and the nuances of his target student population. He appropriated and adapted the tasks to make them relevant for his EFL learners. Against the backdrop of the three dimensions of professional capital--human, social, and decisional--the research questions explored how the novice teacher used the different types of knowledge of context (pedagogical, institutional, technical) in relation to task design, and his perception of his role as mediator. Within a sociocultural framework for telecollaboration studies, this exploratory case study shares characteristics of ethnography, action research, and narrative inquiry. Data triangulation included text-based computer-mediated communication (CMC) data (Google Groups, emails), a narrative written by the novice teacher, and a semi-structured, reflective Skype interview with him. The findings indicate that he demonstrated high commitment, thorough preparation, continuous reflection, and development while navigating between his different roles of mediator, assessor, implementer, and field observer.

In this paper, we seek to improve models of support for taxes, spending and borrowing beyond income, ideology and party identification. We discuss how trust in government and willingness to pay taxes have been measured in research around the globe. We present the notion of attachment as how citizens characterize the quality of their relationship to government. We test our measure of attachment, using well-understood analogies, with a sample of adult residents in the United States. The choice of analogy is a strong predictor of voter support for borrowing. These effects are separate from, and in addition to, commonly employed determinants (income, education, ideology, and party identification) and allow for stronger anti-government sentiments to be captured. [ABSTRACT FROM AUTHOR]

In this study, hydroethanolic extracts of 30 top-selling botanicals (herbs) commonly used as ingredients of herbal dietary supplements in the US were screened for their potential to activate the human pregnane X receptor (hPXR) and human aryl hydrocarbon receptor (hAhR) and to increase the activities of hPXR- and hAhR-regulated drug metabolizing cytochrome P450 enzymes (i.e., CYP3A4 and CYP1A2, respectively). Of the 30 botanicals tested, 21 induced PXR and 29 induced AhR transcriptional activities. Out of the 21 botanicals that induced hPXR transcriptional activity, 14 yielded >50% induction in CYP3A4 activity at concentrations ranging from 6 to 60 µg/mL and 16 out of the 29 botanicals that activated hAhR yielded >50% induction in CYP1A2 activity at concentrations ranging from 3 to 30 µg/mL. Moreover, eight botanicals (G. gummi-gutta [garcinia], Hemp [low and high CBD content], H. perforatum [St. John's wort], M. vulgare [horehound], M. oleifera [moringa], O. vulgare [oregano], P. johimbe [yohimbe] and W. somnifera [ashwagandha]) yielded >50% induction in both CYP3A4 and CYP1A2 activity. Herbal products are mixtures of phytoconstituents, any of which could modulate drug metabolism. Our data reveals that several top-selling botanicals may pose herb-drug interaction (HDI) risks via CYP450 induction. While in vitro experiments can provide useful guidance in assessing a botanical's HDI potential, their clinical relevance needs to be investigated in vivo. Botanicals whose effects on hPXR/CYP3A4, and hAhR/CYP1A2 activity were most pronounced will be slated for further clinical investigation. [ABSTRACT FROM AUTHOR]

Multiple species of the genus Dinophysis produce diarrhetic shellfish toxins (okadaic acid and Dinophysis toxins, OA/DTXs analogs) and/or pectenotoxins (PTXs). Only since 2008 have DSP events (illnesses and/or shellfish harvesting closures) become recognized as a threat to human health in the United States. This study characterized 20 strains representing five species of Dinophysis spp. isolated from three US coastal regions that have experienced DSP events: the Northeast/Mid‐Atlantic, the Gulf of Mexico, and the Pacific Northwest. Using a combination of morphometric and DNA‐based evidence, seven Northeast/Mid‐Atlantic isolates and four Pacific Northwest isolates were classified as D. acuminata, a total of four isolates from two coasts were classified as D. norvegica, two isolates from the Pacific Northwest coast were identified as D. fortii, and three isolates from the Gulf of Mexico were identified as D. ovum and D. caudata. Toxin profiles of D. acuminata and D. norvegica varied by their geographical origin within the United States. Cross‐regional comparison of toxin profiles was not possible with the other three species; however, within each region, distinct species‐conserved profiles for isolates of D. fortii, D. ovum, and D. caudata were observed. Historical and recent data from various State and Tribal monitoring programs were compiled and compared, including maximum recorded cell abundances of Dinophysis spp., maximum concentrations of OA/DTXs recorded in commercial shellfish species, and durations of harvesting closures, to provide perspective regarding potential for DSP impacts to regional public health and shellfish industry. [ABSTRACT FROM AUTHOR]

Background: Unintentional injuries are the leading cause of death in children in the United States. Studies have shown that parent adherence to safety guidelines is improved when education is provided in conjunction with safety equipment. Methods: This study surveyed parents about specific injury prevention behaviors regarding medication and firearm storage and provided education and safety equipment for safe practice of these behaviors. The project took place in a pediatric emergency department (PED) and partnered with the hospital foundation and the school of medicine. Inclusion criteria were families visiting a freestanding PED in a tertiary care center. Participants completed a survey conducted by a medical student approximately 5 min in length. The student then provided each family with a medication lock box (if children ≤ 5 years old lived in the home), firearm cable lock, and education for safe storage of medications and firearms in the home. Results: The medical student researcher spent a total of 20 h in the PED from June to August 2021. 106 families were approached to participate in the study, of which 99 agreed to participate (93.4%). A total of 199 children were reached with ages ranging from less than 1 year old to 18 years old. A total of 73 medication lockboxes and 95 firearm locks were distributed. The majority (79.8%) of survey participants were the mother of the patient and 97.0% of participants lived with the patient > 50% of the time. For medication storage, 12.1% of families store medications locked and 71.7% reported never receiving medication storage education from a healthcare professional. Regarding firearms, 65.2% of participants who reported having at least 1 firearm in the home stored firearms locked and unloaded with various methods of storage. 77.8% of firearm owners reported storing ammunition in a separate location from the firearm. Of all participants surveyed, 82.8% reported never receiving firearm storage education from a healthcare professional. Conclusions: The pediatric ED is an excellent setting for injury prevention and education. Many families are not storing medications and firearms safely, demonstrating a clear opportunity to increase knowledge in families with young children. [ABSTRACT FROM AUTHOR]

The paper focuses on the auditing and accountancy paradigm that has dominated educational measurement of pupil performance for the last 20 years in England. The advocates of this minimum competency paradigm do not take account of the results of its dominance. These results include ignoring the heterogeneous complexity of groups within societies that exist now internationally and the reduction in pedagogy and curriculum experience to a "one-size-fits-all" model of teaching concentrated on the tested subjects. This is complemented by the "recitation script" style of pedagogy in schools based on coverage, delivery, completion and measurement rather than interpretation and analysis to support the complexity and diversity of individual learning needs. (Contains 9 notes.)

The author went to a talk, part of a lecture series on abolitionism, by scholar Eric Foner. Foner's thesis was that the abolition movement was the foundation of virtually all social justice movements in the United States. Foner's talk about the significance of the abolition movement inspired the author to rethink how he had been approaching the antislavery struggle in his classes. Having realized that he needed to spend more time teaching it, the author found teaching strategies that would underscore the difficult choices that confronted the abolition movement. Instead of having students simply read about the abolition movement or listen to his talk, he engaged them as movement participants, so that the strategic dilemmas of ending slavery would unfold in class. He created a role play in which students "become" members of an abolitionist organization and grapple with the strategic dilemmas faced by one of the most significant U.S. social movements.

This article outlines a learning intervention which the authors call Learning by Design. The goal of this intervention is classroom and curriculum transformation, and the professional learning of teachers. The experiment involves the practical application of the learning theory to everyday classroom practice. Its ideas are grounded in pedagogical principles originally articulated in the Multiliteracies project, an approach to teaching and learning that addresses literacy and learning in the context of new media and the globalizing knowledge economy. The need for a new approach to learning arises from a complex range of factors--among them, changes in society and the economy; the potential for new forms of communication made possible by emerging technologies; and rising expectations amongst learners that education will maximize their potential for personal fulfillment, civic participation and access to work. The authors first brought together the Learning by Design team of researchers and teachers in 2003 in order to reflect upon and create new and dynamic learning environments. A series of research and development activities were embarked upon in Australia and, more recently, in the United States, exploring the potentials of new pedagogical approaches, assisted by digital technologies, to transform today's learning environments and create learning for the future--learning environments which could be more relevant to a changing world, more effective in meeting community expectations and which manage educational resources more efficiently. One of the key challenges was to create learning environments which engaged the sensibilities of learners who are increasingly immersed in digital and global lifestyles--from the entertainment sources they choose to the way they work and learn. It was also about enabling teachers to explicitly track and be aware of the relationship between their pedagogical choices and their students' learning outcomes. (Contains 2 tables, 5 figures and 3 notes.)

In 2008 "Rethinking Schools" and the Washington, D.C.-based education nonprofit Teaching for Change joined together to form the Zinn Education Project, dedicated to promoting the teaching of a people's history in middle and high schools throughout the United States. The Zinn Education Project recently launched a new website, www.zinnedproject.org, that features over 75 downloadable teaching articles, drawn mostly from the archives of "Rethinking Schools" magazine, and hundreds of teaching resource recommendations: (1) books; (2) curricula; and (3) audiovisual materials. In early January, the Zinn Education Project joined with HarperCollins, publisher of Howard Zinn's classic "A People's History of the United States," to sponsor an "Ask Howard" online radio interview, and invited teachers from around the country participate. Sixty teachers and students submitted written questions to Professor Zinn. The January 19 interview was conducted by "Rethinking Schools" Curriculum Editor Bill Bigelow. This turned out to be Howard Zinn's last broadcast interview. He died in California just eight days later. This article presents excerpts from that interview, edited for length and clarity.

Howard Zinn was a brilliant teacher, a passionate activist, and a warm and generous friend. His most influential work, "A People's History of the United States," was a gift to teachers everywhere--an eloquent anti-textbook that pointed the way to an approach to the past that was at once angry, passionate, and hopeful. Corporate textbooks delete all fundamental criticism of war, empire, and a profit-first economic system. They erase the impact of social movements and make it appear that events march inexorably forward without the influence of ordinary people. Zinn wanted none of that. He insisted that America's history has been a long struggle for justice, and that anything decent and democratic in today's society exists because people fought for it. Zinn highlighted those who challenged injustice--and focused on the achievements of activism and dissent. Zinn saw no contradiction between teaching and activism. In fact, for him they were inseparable. Zinn revealed his commitments in the classroom, but also beyond the classroom. And this "doing" won him the respect and affection of his students as well as sometimes the enmity of college authorities. In this article, Zinn is remembered as the historian who transformed the way one thinks about and teaches U.S. history.

As a newly emerging field of study, KM education is faced with significant challenges which continue to evolve. Informed by wider organisational perspectives, this paper presents the findings of recent research into this field. The first part of the research was in the form of an online survey canvassing the views of the wider LIS community on the responsibility of LIS schools for KM education; the second consisted of a collection of in-depth interviews with LIS academics who were engaged in education for KM. It is clear that the main challenges associated with KM education in the LIS discipline concern people's perceptions of KM and the place of KM in LIS education. Changes need to be made, both to these perceptions and to the ways in which LIZ schools market and package their KM offerings. (Contains 5 tables.)

As a high school social studies teacher, the author provides his students with a curriculum that helps them think about immigration issues. He describes the instructional units that he has developed to address two key questions about U.S.-Mexican immigration: What is the origin of the U.S.-Mexico border? and Why are so many people today fleeing Mexico and coming to the United States? Because the traditional social studies curriculum in U.S. schools does not give accurate or detailed answers to these questions, the author believes that "we can't simply abandon young people to the stereotypes, biases, and historical misinformation that have become so much a part of the public discourse around immigration."

New demands and high attrition levels of special education teachers have created a crisis for education and extensive additional stress for special education directors and principals. The critical shortage of highly qualified special education teachers has significantly increased the pressure to hire and retain them. This article discusses factors that affect teacher attrition and proactive recommendations to address the shortage. In addition, the authors make suggestions for systemic reform and improvement of the level of job satisfaction for special education teachers.

To raise the literacy achievement of secondary school students, some schools train their whole faculties in general reading and writing strategies to implement across the curriculum. Content-area teachers often resist this approach, however, fearing that setting aside time for literacy instruction will dilute the academic rigor of mathematics, science, and social studies courses. An alternative approach called disciplinary literacy builds students' academic content knowledge and their reading, writing, and thinking skills simultaneously. Disciplinary literacy is based on the premise that students develop deep conceptual knowledge in a discipline by using the habits of reading, writing, talking, and thinking which that discipline values and uses. This article gives detailed classroom examples of how teachers implement the five principles of the disciplinary literacy framework: knowledge and thinking go hand in hand; learning is apprenticeship; teachers mentor student apprentices; instruction and assessment drive each other; and classroom culture socializes intelligence.

The purpose of this qualitative investigation was to explore the learning of six in-service U.S. teachers who engaged in a cross-cultural learning experience during the summer of 2001. The teachers were enrolled in a graduate seminar conducted in English and entitled "Literacy Across Languages and Cultures." Cindy (the first author of this manuscript) was the course instructor. The primary emphasis of the course was exploring current conceptions of quality literacy instruction for children from diverse backgrounds in mainstream U. S. classrooms. One credit of the three-credit course was conducted on WebCT in the United States. Two credits of the course were conducted at the Universidid Nacional in Heredia, Costa Rica. The teachers who were enrolled in the course lived with Costa Rican families for the month that they were studying in Costa Rica. In this investigation we sought to explore what we learned about literacy instruction for students from diverse backgrounds from course readings, one another, and a cross-cultural experience in Costa Rica. Our experiences positioned us to reexamine our own cultural frames of reference and our thinking about instructing children in our classrooms whose cultural and linguistic backgrounds are different from ours.

This overview of some aspects of the environment shaping the direction and nature of research in educational leadership in Australia, the USA and the UK commences by outlining a number of broad societal pressures, moves to the more specific international and national governmental reviews of educational research and some responses to these reviews, and finally outlines some researchers' attempts to define the research agenda for themselves. While the societal pressures and processes employed by governments to review education and its research are similar in each country, the outcome is quite different. From the most centralized UK system we find increased attention being paid to, and funding being provided for, educational research, but only in areas that focus on government-defined policy and practice. In the less centralized Australian system there has been less attention to, and funding for, educational research. Finally, in the least centralized US system, and despite increased federal intervention, in relative terms a thousand research flowers continue to bloom and be funded. The article concludes by noting some commonalities across these societal, governmental and professional contexts. (Contains 6 notes.)

The aim of this paper is to propose information literacy as a soft applied discipline, of key importance in the information society. This is contrasted with the characterization of information literacy as a personal attribute in the U.S. and Australian Information Literacy standards. Vannevar Bush's vision of the technologically connected and enabled scientist is used to introduce a discussion of citizen's information needs and responsibilities in an age of "cheap complex devices." The authors emphasize the key role of information literacy in this information society. Information literacy is identified as a soft applied discipline, with reference to disciplinary indicators that have been identified in the literature. Building on this concept of an information literacy discipline, the authors propose a mission for information literacy education focused around three elements: information literacy for citizenship, information literacy for economic growth, and information literacy for employability. The paper concludes by identifying that in terms of preparing citizens for managing and taking action in society, information literacy has much to contribute, and that it is vital to nurture this emergent discipline.

Public companies in the United States are required to file annual reports (i.e., Form 10-K) and disclose, among other things, the risk factors that may harm their stock price. The risk of a pandemic was well-known before the recent crisis, and we now know that the initial impact on many shareholders was significant and negative. To what extent did managers forewarn their shareholders about this valuation risk? We examine all 10-K filings from 2018, before any knowledge of the current pandemic, and find that less than 21% of them contain any reference to pandemic-related terms. Given the management's presumed in-depth knowledge of their business and the general awareness that pandemics have been identified as a significant global risk for at least the past decade, this number should have been higher. We find an unexpectedly positive correlation (0.137) between the use of pandemic-related words in annual reports and realized stock returns during the actual pandemic at the industry level. Some industries most severely impacted by COVID-19 barely mentioned pandemic risk in their financial disclosures to shareholders, indicating that managers were ineffective in highlighting their exposure to pandemic risks to investors. [ABSTRACT FROM AUTHOR]

Background In the United States, children aged <5 years receive high volumes of antibiotics, which may contribute to antibiotic resistance. It has been unclear what role preventable illnesses and chronic comorbidities play in prompting antibiotic prescriptions. Methods We conducted an observational study with a cohort of 124 759 children aged <5 years born in the United States between 2008 and 2013 with private medical insurance. Study outcomes included the cumulative number of antibiotic courses dispensed per child by age 5 and the proportion of children for whom at least 1 antibiotic course was dispensed by age 5. We identified which chronic medical conditions predicted whether a child would be among the top 20% of antibiotic recipients. Results Children received a mean of 6.8 (95% confidence interval [CI]: 6.7–6.9) antibiotic courses by age 5, and 91% (95% CI: 90%–92%) of children had received at least 1 antibiotic course by age 5. Most antibiotic courses (71%; 95% CI: 70%–72%) were associated with respiratory infections. Presence of a pulmonary/respiratory, otologic, and/or immunological comorbidity substantially increase a child's odds of being in the top 20% of antibiotic recipients. Children with at least 1 of these conditions received a mean of 10.5 (95% CI: 10.4–10.6) antibiotic courses by age 5. Conclusions Privately insured children in the United States receive many antibiotics early in life, largely due to respiratory infections. Antibiotic dispensing varies widely among children, with more antibiotics dispensed to children with pulmonary/respiratory, otologic, and/or immunological comorbidities. [ABSTRACT FROM AUTHOR]

Global climate change impacts species and ecosystems in potentially harmful ways. For migratory bird species, earlier spring warm‐up could lead to a mismatch between nesting activities and food availability. CO2 provides a useful proxy for temperature and an environmental indicator of climate change when temperature data are not available for an entire time series.Our objectives were to (a) examine nesting phenology over time; (b) determine how nesting phenology relates to changes in atmospheric CO2 concentration; and (c) demonstrate the usefulness of historical museum collections combined with modern observations for trend analyses.We assessed changes in nesting dates of 72 bird species in the Upper Midwest of the United States by comparing contemporary lay dates with those obtained from archived, historical museum nest records over a 143‐year period (1872–2015).Species‐specific changes in lay date per one unit change in the CO2 residual ranged from −0.75 (95% CI: −1.57 to −0.10) to 0.45 (95% CI: −0.29 to 1.43). Overall, lay dates advanced ~10 days over the 143‐year period. Resident, short‐distance migrants and long‐distance migrants lay dates advanced by ~15, 18 and 16 days on average respectively. Twenty‐four species (33.3%) significantly advanced, one (1.4%) significantly delayed and we failed to detect an advance or delay in lay date for 47 species (65.3%). Overall mean advance in first lay date (for the species that have significantly advanced laying date) was 25.1 days (min: 10.7, max: 49.9).Our study highlights the scientific importance of both data gathering and archiving through time to understand phenological change. The detailed archived information reported by egg collectors provide the early data of our study. As with studies of egg‐shell thinning and pesticide exposure, our use of these data illustrates another scientific utility of egg collections that these pioneer naturalists never imagined. As museums archive historical data, these locations are also ideal candidates to store contemporary field data as it is collected. Together, such information will provide the ability to track, understand and perhaps predict responses to human‐driven environmental change. [ABSTRACT FROM AUTHOR]

Of late, public and school librarians have repeatedly encountered the unwillingness of many conservative communities and/or schools to support socially just collections and services. This article seeks to broaden the discussion of the factors involved. It does so for several reasons. The first is the reality that achieving a number of socially just library services in conservative communities will require the development of local coalitions. By their very nature coalitions often require compromise. This leads to the second reason, a recognition of the political limitations resulting from progressive demands for a total commitment to progressive ends to secure recognition as "allies." This overlooks the reality that certain conservatives can occasionally support what may be termed progressive objectives while some liberals can be consistently conservative on moral issues. The third reason, is the reality that United States history regularly demonstrates strong resistance to progressive legislation and regulation. Ironically, this reflects an 18th century privileging of individual freedoms over collective justice that long predates the more modern belief that government has an obligation to advance diversity, equity, inclusion, and justice. The point is stressed that in conservative communities what is needed is a greater understanding of when political realities require compromises and a mixed belief coalition for achieving aspects of the overall goal of progressive change. [ABSTRACT FROM AUTHOR]

The advice to musicians and marketers is to focus on what they love: a truism for practitioners is to find 1000 ‘true fans’ and make $100 from each of them (Kelly, 2008. 1000 True fans. The Technium). If this advice is correct, we should see musicians with loyal user bases engaging more with their favourite artists and less with other music, suggesting a narrow targeting strategy would suffice. On the other hand, the established marketing laws indicate that the listeners of very different genres should overlap more than conventional wisdom would suggest, supporting the need for a much broader approach to targeting potential audiences. Given these conflicting views, musicians need to know if they should market to their existing listeners, the listeners of music similar to theirs (i.e., the same genre), or if they should try to reach a much wider audience. We turn to established choice patterns from the marketing literature to address these questions in the music context. This study examines 84,000,000 observations of music listening from 27,000 unique global users between 2013 and 2014 and survey data from 2019 containing music listening from over 1000 representative respondents in the United States. The results show that listening follows the Duplication of Purchase law for genres, artists, albums, and songs, at an annual, 6-months, 3-months, 1-month, and 1-week period, with no indication of partitioned music listening. The implication is that musicians should try to reach all potential listeners, regardless of what they already listen to. These findings contribute to the theoretical knowledge about duplication analyses of various durations, extend the contexts of choice behaviour that exhibit this pattern, and managerially, to knowledge about the extent of potential audiences and ‘share of ear’ competition. [ABSTRACT FROM AUTHOR]