Using Pinterest in the Management Classroom

This paper discusses the potential value of using the social bookmarking site Pinterest in management courses. The general features and uses of Pinterest are described as well as how they can be applied in the management classroom. Pinterest offers a medium to facilitate student discovery and sharing of class relevant visual content. I discuss the use of Pinterest in my own training methods class with a class Pinterest board acting as a place for students to share class-relevant links to videos and online content based on assigned topics. I discuss other potential applications in management classes. I also discuss the logistics of implementation of a class Pinterest board and potential challenges of use

Inflatable stretcher to transport patients

Inflatable plastic bag inside strong, inflexible outer bag facilitates emergency transport of seriously burned or disabled patients. When the bag is inflated the patient is completely immobilized and cushioned from external shock. Air for breathing, temperature controls and communications may be provided by appropriate plug-in connections

Using Amazon Mechanical Turk and Other Compensated Crowd Sourcing Sites

Crowdsourcing is becoming recognized as a powerful tool that organizations can use in order to get work done, this by freelancers and non-employees. We conceptualize crowdsourcing as a subcategory of outsourcing, with compensated crowdsourcing representing situations in which individuals performing the work receive some sort of payment for accomplishing the organization’s tasks. Herein, we discuss how sites that create a crowd, such as Amazon Mechanical Turk, can be powerful tools for business purposes. We highlight the general features of crowdsourcing sites, offering examples drawn from current crowdsourcing sites. We then examine the wide range of tasks that can be accomplished through crowdsourcing sites. Large online worker community websites and forums have been created around such crowdsourcing sites, and we describe the functions they generally play for crowdsourced workers. We also describe how these functions offer opportunities and challenges for organizations. We close by discussing major considerations organizations need to take into account when trying to harness the power of the crowd through compensated crowdsourcing sites

I-O Can Has Meme? Using Memes to Engage Others With I-O Psychology Content

Memes are ubiquitous, and they have become a major part of online interactions (Kitchener, 2018). Memes may be an accessible medium that organizations can use to connect with potential employees, customers, and the general public. Not only have memes been used by companies for marketing (e.g., Murray et al., 2014), but they also have been used for outreach by organizations as diverse as academic libraries (e.g., Woodworth, 2018), government influence campaigns (e.g., Zakem et al., 2018), and political campaigns (e.g., Graham, 2020). In this paper, we discuss the current state of Internet memes in the I-O psychology community as well as the potential that memes have as a communication medium for the field’s outreach efforts. Indeed, one of the challenges that I-O psychology faces is its obscurity (Nolan et al., 2014; Gasser et al., 2001)

An Experimental Examination of Activist Type and Effort on Brand Image and Purchase Intentions

In 2016, several prominent athletes kneeled or sat during the national anthem of their games to protest social injustice in America. For their activism, these athletes inconsistently experienced both positive and negative consequences from their sponsors and fans. Therefore, the purpose of this study was to investigate this phenomenon more closely by examining the effect of activism type and activism effort on a sponsor’s brand image and purchase intention of a product the athlete endorses, when controlling for brand familiarity. Participants (N = 384) were randomly assigned into groups in a 2 (activism type: safe, risky) x 2 (activism effort: low, high) experimental study. Results indicated brand image and purchase intention were negatively impacted by risky activism compared to safe activism, but activism effort had no effect on the two variables. Further implications and future research are expanded upon in the discussion

Getting Psyched About Memes in the Psychology Classroom

Introduction: Internet memes are a ubiquitous part of internet culture and a common communication tool among students. Because they are a good medium for expressing ideas and concepts in a concise and fun manner, memes are a potentially valuable tool for teaching and engaging students. Statement of the Problem: Instructors may not know how to use memes in classroom assignments or activities to support learning objectives. Literature Review: Students finding or creating their own class-related content is an empirically-supported way to enhance learning. Instructors can enhance learning by using multimedia approaches (pictures/videos in addition to words), which is a good fit for the use of memes. We include examples of ways that memes have already been used in psychology classrooms. Teaching Implications: Incorporating meme assignments or activities in the classroom could be beneficial. Conclusion: We describe how students can explain or generate memes that illustrate concepts related to course material. Instructions and supporting information and resources, as well as calls for research into the effectiveness of the use of memes in the classroom, are included

Laboratory monitoring and antiviral treatment for chronic hepatitis B among routine care patients in the United States

We investigated factors associated with rates of recommended monitoring of chronic hepatitis B (HBV) patients for viral DNA and alanine aminotransferase (ALT), and initiation of antiviral treatment among eligible patients, in a US cohort of patients under routine care. Patients were categorised by treatment indication: definite, equivocal or ineligible. Baseline covariates included demographics, clinical characteristics and specialist care status. \u27Recommended monitoring\u27 was defined ≥1 ALT or HBV DNA test per year. Logit models, univariate then multivariable, were used to evaluate factors associated with monitoring and treatment. Among 3,830 patients, treatment was received by 67.5% (788/1168 patients) in the \u27definite\u27 category, and 34.1% (208/610 patients) in the \u27equivocal\u27 category, of whom 109 moved up to \u27definite\u27 status at some point during follow-up. Sex, age and specialist care were independently associated with receipt of treatment in \u27definite\u27 patients. Routine monitoring rates were high prior to treatment in \u27definite/ treated\u27 patients (ALT: 77%; DNA: 85%) but declined afterwards (ALT 63%; DNA 36%). Rates of monitoring were lower in \u27definite/ untreated\u27 patients (ALT: 48%; DNA: 32%). Among \u27equivocal/ treated\u27 patients, lower age and comorbidity scores were associated with receipt of treatment; ALT monitoring rates were similar before and after treatment initiation (41% and 46%, respectively), while rates of DNA monitoring declined (55% and 29%). Monitoring among \u27treatment ineligible\u27 patients was similar to those in the \u27equivocal\u27 and untreated \u27definite\u27 groups. A large proportion of US HBV patients under routine care did not receive recommended annual laboratory monitoring, especially after initiation of antiviral treatment, and nearly one-third of patients with \u27definite\u27 indications for antiviral therapy remained untreated