Impact of Social Media on Marketing Communications Planning

Communications models have become the focus of much comment and research in the face of rising consumer connectivity fuelled by digital technologies (Muniz and Schau, 2007; Schultz, 2008). New ‘web’ models have been presented (Smith and Taylor, 2004) to accommodate ‘multi-phase’ communication coming both directly from the mass media and indirectly via ‘opinion leaders, innovators, early adopters and opinion formers who are capable of influencing others through word of mouth’ However as Mile (2007) notes, these, and other web models, remain essentially marketer-centric and lacking true integration between traditional and the ‘new concepts of interactivity’ resulting in a “two-tier approach to advertising communication modelling”. Smith et al (2007) concur that “today's media and marketing models underestimate the great potential in most consumers” This paper aims to add insight into this area to identify whether it is a change in model that is needed or a wholesale change in philosophy. Case studies and online observation supplemented in-depth interviews with agency communication planning directors, digital agency directors and client side marketing directors. It has been concluded that an approach, as underpinned by current models, is no longer appropriate and social media require require a new approach as brand advocates are now partners in ownership with the brand and its value

Critical Reflection

In this workshop, we wanted to convey the importance of tying critical reflection activities to the learning objectives of the service experience and/or course. We started by asking participants to define critical reflection and then to list some common learning objectives associated with service-learning courses and co-curricular service. Finally, participants described many of the activities they use with their participants and students. The result is a thorough list of activities that service-learning practitioners find effective in achieving their course objectives

Differentiation of effects of two pesticides upon Urosalpinx cinerea Say from the Eastern Shore of Virginia

Adult Urosalpinx were exposed to various combinations of two pesticides ( Sevin , a methyl carbamate, and Polystream , a mixture of chlorinated benzenes) recommended for oyster predator control by the Milford Biological Laboratory of the U. S. Fish and Wildlife Service. Concentrations used were within the recommended range, and the field procedure suggested was modified by us for application in laboratory trays. Under controlled laboratory conditions, Polystream used alone killed half the animals within a period of 5. 5 to 6.8 days. The use of Sevin, which is highly toxic in crustaceans, is therefore questionable

A Study of Video-Mediated Opportunities for Self-Directed Learning in Required Core Curriculum

Improving a required course in our curriculum that has proven to be a challenge for our students was the focus of this study. Surveys of both students and instructors attempted to identify specific problem areas. Using the information from these surveys, the researchers developed a series of videos to explain vital course concepts and deployed these into the course sections. The purpose of the videos is to provide consistency across the multiple modalities in which we offer our courses (including online, classroom and via videoconferencing) and to improve overall student understanding. This project seeks to determine how supplemental content focusing on material identified as “difficult,” by students and instructors, can impact student performance. Challenges include the deployment of the videos across various modalities and obtaining sufficient student feedback

A Comparison of Online, Video Synchronous, and Traditional Learning Modes for an Introductory Undergraduate Physics Course

While the equivalence between online and traditional classrooms has been well-researched, very little of this includes college-level introductory Physics. Only one study explored Physics at the whole-class level rather than specific course components such as a single lab or a homework platform. In this work, we compared the failure rate, grade distribution, and withdrawal rates in an introductory undergraduate Physics course across several learning modes including traditional face-to-face instruction, synchronous video instruction, and online classes. Statistically significant differences were found for student failure rates,grade distribution, and withdrawal rates but yielded small effect sizes. Post-hoc pair-wise test was run to determine differences between learning modes. Online students had a significantly lower failure rate than students who took the class via synchronous video classroom. While statistically significant differences were found for grade distributions, the pair-wise comparison yielded no statistically significance differences between learning modes when using the more conservative Bonferroni correction in post-hoc testing. Finally, in this study, student withdrawal rates were lowest for students who took the class in person (in-person classroom and synchronous video classroom) than online. Students that persist in an online introductory Physics class are more likely to achieve an A than in other modes. However, the withdrawal rate is higher from online Physics courses. Further research is warranted to better understand the reasons for higher withdrawal rates in online courses. Finding the root cause to help eliminate differences in student performance across learning modes should remain a high priority for education researchers and the education community as a whole

Nearshore marine ecology at Hutchinson Island, Florida: 1971-1974. VI. plankton dynamics, 1971-1973, VII. phytoplankton 1971-1973, VIII. zooplankton, 1971-1973, IX. diel plankton, 1973-1974, X. benthic algae species list

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Short communication: a hierarchy of items within Eysenck’s EPI

Based on the recent finding of a hierarchical scale for Neuroticism in the NEO-Five Factor Inventory, two further personality inventories: the Eysenck Personality Inventory and Goldberg’s International Personality Item Pool were analysed using the Mokken Scaling Procedure for hierarchical scales. Items from two dimensions of the Eysenck Personality Inventory: Neuroticism and Extraversion produced hierarchical scales of 12 and five items, respectively. The Neuroticism items ran from items expressing mild to more extreme worry and the Extraversion items ran from mild sociability to more extreme ‘showing off’. The utility of hierarchical scales in personality measurement is discussed in terms of furthering theoretical understanding of personality and also practical application. In addition, the reasons why only one of these scales should produce hierarchical sets of items is discussed

An Investigation of the Relationship Between Grades and Learning Modes in an Introductory Research Methods Course

Education researchers have conducted studies on the relationship of learning mode to student performance, but few studies have evaluated pass rate, grade distribution and student withdrawal rate in an introductory research methods course. In this study, researchers examined 2,097 student grades from the 2015-2016 academic year to determine if such a relationship existed. In this study, learning mode was significantly related to failure rate, grade distribution and withdraw rate. Synchronous video home students had a significantly higher failure rate than traditional In-Person or online students. Online student grade distributions were significantly different than In-Person classroom, synchronous video home or synchronous video classroom students. Online Students tended to earn more A s and fewer B s and D s. Synchronous video home students also had a significantly higher withdraw rate than synchronous video classroom students. Recommendations for further research include investigating variables which may impact student performance such as faculty experience with course content and technology and how students select learning modes when taking classes. Future research should continue to employ outcome-based studies to measure the impact of learning mode on student performance. This remains a key issue from the perspective of the students and the institution

A Comparison of Online and Traditional Chemistry Lecture and Lab

While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as individual topics or exams. Regarding lab courses, only one study is available and it involves moderating variables that are largely uncontrolled. In this work, we compared the student pass rates, withdrawal rates, and grade distributions between asynchronous online and traditional formats of an introductory chemistry lecture as well as its associated lab course. The study was based on the 823 university records available for the 2015–2016 academic year. Student pass and withdrawal rates between the two modes were quite similar and did not appear to be statistically significant. However, grade distributions for both the lecture and lab differed between the two learning modes, showing significant statistical associations. Online students were more likely to earn As in both lecture and lab while traditional in-person students were more likely to earn Cs or Ds. Further research should include replication of this study with a larger data set. Additionally, this study should be repeated in three to five years to determine if advances in course design, standardization and delivery platforms further reduce or eliminate differences between learning modes. Future studies should also use qualitative tools for a better understanding of why students fail or withdraw from courses