An investigation into viewers’ trust in and response towards disclosed paid-for endorsements by YouTube lifestyle Vloggers.

This study investigates viewers’ trust in and response towards disclosed paid-for endorsements by YouTube lifestyle vloggers. With the law now enforcing disclosure of sponsorship within vlogger endorsements, this research is topical. This study explored the credibility of lifestyle vloggers, viewers’ attitudes towards paid-for endorsements and disclosure, and viewers’ responses towards endorsements. The research employed a qualitative method and found that lifestyle vloggers are considered by their viewers as highly credible and influential individuals. Disclosure was seen to increase vlogger credibility, improving the acceptance of the endorsement message. This was however only seen where the viewer had a positive pre-existing relationship with the vlogger. Where the viewer did not have a positive pre-existing relationship with the vlogger, a perception of opportunistic behavior commonly arose in association with the paid-for endorsement. Thus, the research found the disclosed sponsorship can still be effective where the recipient is an avid viewer

Gratitude: Does it have a place within media-practice education?

Gratitude may be an important yet largely untapped aspect of media-practice education. This research uses an exploratory approach with media-practice academics and students in order to examine the evidence and nature of gratitude within media-practice education. Given the exploratory nature of the study, interim findings are reported. The research finds media-practice students to be open to gratitude having a place within their educational experiences, indeed students exclusively speak about situations in which they feel grateful, as positive aspects of their student experience. However academics see gratitude in a more varied way. For some, gratitude and its cyclical nature resonate; for others, gratitude is inappropriate and loaded with notions of power. These different perspectives may be partially explained by the different ways in which students and academics perceive gratitude. Whereas initial student voices suggest that gratitude is a positive emotion associated with a desire to reciprocate, academics’ interpretation seems to emphasise obligation. This mismatch may inhibit the current impact of gratitude within the media-practice learning context. The research suggests that gratitude may be a defining aspect of a functional, productive student experience which those working within media-practice education might usefully aim to generate

SustainaWHAT?! Learnings and legacies

SustainaWHAT?! is a multi-disciplinary, student/ staff co-created, cross-faculty and now crossinstitutional collaborative project which encourages PGRs to explore the relationship between the United Nations Sustainable Development Goals and their research, with a focus on their professional and personal development. Initiated in 2021 by Ros Beaumont at Newcastle University’s multi, inter and transdisciplinary School ‘X’. This question chimed with Julie Gwilliam (Cardiff University) and Fiona Cownie (Bournemouth University) when they attended a joint student / staff presentation at the 2021 AdvanceHE Sustainability Symposium. Come and find about what we've done so far and our future plans

Community Worker Perspectives on the Use of New Media to Reconfigure Socio-spatial Relations in Belfast

Cyber enthusiasts as far back as Rheingold have suggested that cyberspatial technologies such as the Internet have the potential to transform space–time relations and create new social spaces, thus ameliorating social conflict in contested areas. However, a more sceptical view of cyberspatial communication is provided by Hampton, who argues that on-line interactions cannot be artifically separated from their off-line contexts. This article will analyse whether these technologies are changing the nature of territorial disputes and patterns of social interaction between Protestant and Catholic interface communities in Belfast, Northern Ireland. Interviews were conducted with nine community workers to investigate this issue. Focusing on the possibility of using social media to facilitate intergroup contact, the paper argues that on-line interactions alone do not appear to have the potential to build mutual understanding and trust between rival interface communities. Indeed, community workers fear that may young people use these sites to exacerbate intercommunity tensions

Stres u radu sveučilišnih nastavnika: rodne i pozicijske razlike

The aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50 %), assistant professors (18 %), associate professors (17 %), and full professors (15 %). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.Cilj rada bio je istražiti izloženost sveučilišnih nastavnika stresu u radu i ispitati postoje li razlike između muškaraca i žena te zaposlenika na različitim pozicijama u stupnju izloženosti i prirodi radnih stresora. Istraživanje je metodom on-line ankete provedeno na reprezentativnom uzorku od 1168 nastavnika zaposlenih na sveučilištima u Hrvatskoj. Obuhvaćene su bile sve znanstveno-nastavne pozicije: asistenti (51 %), docenti (19 %), izvanredni profesori (15 %) i redoviti profesori (15 %). 57 % uzorka činile su žene. Primijenjen je Upitnik izloženosti stresu u radu za sveučilišne nastavnike (ISR-SN) koji sadržava 37 čestica i mjeri šest latentnih dimenzija izvora stresa: radno opterećenje, materijalne/tehničke uvjete rada, odnose na poslu, studente, organizaciju rada i društvene uvjete rada. Žene u odnosu prema muškarcima u prosjeku izvještavaju o većoj prisutnosti izvora stresa u svom poslu. Docenti, izvanredni i redoviti profesori u prosjeku procjenjuju veću prisutnost stresora vezanih uz materijalne/tehničke uvjete rada i organizaciju rada u odnosu na asistente koji, pak, u većoj mjeri procjenjuju prisutnost stresora vezanih uz međuljudske odnose. Redoviti profesori u prosjeku izvještavaju o manjoj izloženosti stresorima u svom poslu od izvanrednih profesora, docenata i asistenata

How to study law (8th edition)

How to Study Law equips new law students with the vital foundation skills for the successful study of law. It introduces students to the system and sources of English law, and goes on to demonstrate how to find, read and analyse a variety of legal materials - cases, statutes, articles and research reports - in print and online, using original sources. Diagrams, worked examples and practical exercises allow students to practice and test their new skills.