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COMMENTARY Enhancing consumer empowerment
Purpose of this paper:
Much of the literature on consumer empowerment focuses on consumersâ efforts to regain control of their consumption processes from suppliers. Our purpose is to argue that many suppliers achieve success by trying hard to empower consumers. The mechanism by which this takes place consists of researching and providing what
consumers want. Consumers feel empowered when they are able to enjoy the consumption process. This is of particular note in shopping, which is not simply obtaining products but also experience and enjoyment.
Design/methodology/approach:
Research is examined into the links between firmsâ efforts to understand what consumers want, atmospheric stimuli, emotions and buying behaviour.
Findings:
We find that successful firmsâ try hard to understand what consumers want and to improve consumer satisfaction and empowerment by providing pleasant marketing environments and apt, relevant information.
Research limitations/implications:
The approach is based on prior literature. We examine marketing to consumers in company locations, e.g. stores, malls, restaurants and banks to examine specific evidence of the effects of atmospheric stimuli such as aroma, music and video screen media.
Practical implications:
We contend that firms can and do become successful in a competitive arena by providing pleasant environments and information that people want.
What is original/value of paper?:
We show how consumer empowerment is an important concept. This paper contributes since there is a dearth of writings specifically about consumer empowerment in the marketing literature. Far from the popular view of consumers being manipulated by firms, successful firms try hard to and succeed in empowering consumers in their marketing activities
Meiosis: A Play in Three Acts, Starring DNA Sequence
Meiosis is well known for being a sticky topic that appears repeatedly in biology curricula. We observe that a typical undergraduate biology major cannot correctly identify haploid and diploid cells or explain how and why chromosomes pair before segregation. We published an interactive modeling lesson with socks to represent chromosomes and demonstrated that it could improve student understanding of ploidy (1). Here we present an improvement on that lesson, using DNA paper strips in place of socks to better demonstrate how and why crossing over facilitates proper segregation. During the lesson, student volunteers act out the roles of chromosomes while the whole class discusses key aspects of the steps. Strips of paper with DNA sequences are used to demonstrate the degrees of similarity between sister chromatids and homologous chromosomes and to prompt students to realize how and why homologous pairing must occur before cell division. We include an activity on Holliday Junctions that can be used during the main lesson, skipped, or taught as a stand-alone lesson
Using PCR to Target Misconceptions about Gene Expression
We present a PCR-based laboratory exercise that can be used with first- or second-year biology students to help overcome common misconceptions about gene expression. Biology students typically do not have a clear understanding of the difference between genes (DNA) and gene expression (mRNA/protein) and often believe that genes exist in an organism or cell only when they are expressed. This laboratory exercise allows students to carry out a PCR-based experiment designed to challenge their misunderstanding of the difference between genes and gene expression. Students first transform E. coli with an inducible GFP gene containing plasmid and observe induced and un-induced colonies. The following exercise creates cognitive dissonance when actual PCR results contradict their initial (incorrect) predictions of the presence of the GFP gene in transformed cells. Field testing of this laboratory exercise resulted in learning gains on both knowledge and application questions on concepts related to genes and gene expression
The philosopher as artist: Ludwig Wittgenstein seen through Edoardo Paolozzi
In this article I argue that the strong fascination that Wittgenstein has had for artists cannot be explained primarily by the content of his work, and in particular not by his sporadic observation on aesthetics, but rather by stylistic features of his work formal aspects of his writing. Edoardo Paolozziâs testimony shows that artists often had a feeling of acquaintance or familiarity with the philosopher, which I think is due to stylistic features of his work, such as
the colloquial tone in which Wittgenstein shares his observation with the reader, but also the lack of long-winded arguments or explanations. In the concluding part I suggest that we can read Wittgensteinâs artworks of a specific kind: as philosophical works of art
Interactive Video Vignettes (IVVs) to Help Students Learn Genetics Concepts
any video resources exist to teach Mendelian genetics, but most consist of passive delivery of information rather than active construction of knowledge by users. We have created two interactive video vignettes (IVVs) that can be used together or separately to introduce students to core concepts of genetics, using principles of active learning (e.g., elicit-confront-resolve, directed feedback, reflection). These online resources are free and can be assigned as homework for students to complete outside of class. Each IVV features a realistic scenario of undergraduate students investigating genetic phenomena by collecting and analyzing data. During the IVVs, the user is integrated into the process, answers conceptual questions, receives feedback based on their answers, and reflects on the experience by comparing their original ideas to their new understandings. Marfamily is primarily designed to teach pedigree construction and analysis, while A Matter of Taste addresses common misconceptions about dominance. Both also demonstrate the scientific method. Users cannot advance without answering the questions, although they can review past scenes. Resources for both formative and summative assessment are provided. The IVV is easily integrated into any course where an introduction to or review of basic genetics is needed
Students Fail to Transfer Knowledge of Chromosome Structure to Topics Pertaining to Cell Division
Cellular processes that rely on knowledge of molecular behavior are difficult for students to comprehend. For example, thorough understanding of meiosis requires students to integrate several complex concepts related to chromosome structure and function. Using a grounded theory approach, we have unified classroom observations, assessment data, and in-depth interviews under the theory of knowledge transfer to explain student difficulties with concepts related to chromosomal behavior. In this paper, we show that students typically understand basic chromosome structure but do not activate cognitive resources that would allow them to explain macromolecular phenomena (e.g., homologous pairing during meiosis). To improve understanding of topics related to genetic information flow, we suggest that instructors use pedagogies and activities that prime students for making connections between chromosome structure and cellular processes
An Online Interactive Video Vignette that Helps Students Learn Key Concepts of Fermentation and Respiration
Topics related to energy transformation and metabolism are important parts of an undergraduate biology curriculum, but these are also topics that students traditionally struggle with. To address this, we have created a short online Interactive Video Vignette (IVV) called To Ferment or Not to Ferment: That is the Question. This IVV is designed to help students learn important ideas related to cellular respiration and metabolism. Students in various courses across four institutions were assigned the IVV as an out-of-class preinstruction homework assignment. To test the effectiveness of this IVV on student learning, we collected and analyzed data from questions embedded in the IVV, open response reflection questions, and pre- and postassessments from IVV watchers and nonwatchers. Our analysis revealed that students who completed the IVV activity interacted productively with this online tool and made significant learning gains on important topics related to cellular respiration and metabolism. This IVV is freely available via https://www.rit.edu/cos/interactive/MINT for instructors to adopt for class use
The DNA Triangle and Its Application to Learning Meiosis
Although instruction on meiosis is repeated many times during the undergraduate curriculum, many students show poor comprehension even as upper-level biology majors. We propose that the difficulty lies in the complexity of understanding DNA, which we explain through a new model, the DNA triangle. The DNA triangle integrates three distinct scales at which one can think about DNA: chromosomal, molecular, and informational. Through analysis of interview and survey data from biology faculty and students through the lens of the DNA triangle, we illustrate important differences in how novices and experts are able to explain the concepts of ploidy, homology, and mechanism of homologous pairing. Similarly, analysis of passages from 16 different biology textbooks shows a large divide between introductory and advanced material, with introductory books omitting explanations of meiosis-linked concepts at the molecular level of DNA. Finally, backed by textbook findings and feedback from biology experts, we show that the DNA triangle can be applied to teaching and learning meiosis. By applying the DNA triangle to topics on meiosis we present a new framework for educators and researchers that ties concepts of ploidy, homology, and mechanism of homologous pairing to knowledge about DNA on the chromosomal, molecular, and informational levels
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