Negative brand beliefs and brand usage

This research focuses on consumer brand usage segments and the responses they give to negative attributes in brand image studies. Analysis was conducted across three markets and four approaches for measuring brand beliefs with respondents who were current users, past users or had never tried a brand. The major finding of this study was that past users of a brand consistently have the highest tendency to elicit negative beliefs about brands. Further, those who have never used a brand typically have a lower propensity than current brand users to elicit negative brand beliefs. These results suggest that negative beliefs about a brand are developed as a result of purchase behaviour, rather than as mechanisms to reject a brand prior to purchase. These findings have implications for the role of negative beliefs in consideration of set formation and the trial of a new brand. They also provide insight into the patterns that may be expected when measuring and interpreting negative brand beliefs across different usage groups

Exploring negativity bias in brand beliefs and stated brand switching propensity

Negativity bias has been well studied by psychologists but limited research has been conducted on it in a marketing context. Given previous research, this exploratory study aims to examine whether there are any negativity bias effects in brand beliefs and whether there is any influence on stated brand switching propensity amongst current users of a brand. The results suggest that there is a negativity bias evident in brand image data.<br /

Utilising the virtual learning environment to encourage faculty reflection and improve the student learning experience

Student evaluations of teaching (SETs) are the most frequent form of faculty performance in the classroom, though they tend to be used as summative rather than formative evaluations. In this chapter, a project involving the use of a virtual learning environment for formative, weekly SETs is explored from both the student and faculty point of view at a rural university college in the United Kingdom. This project encouraged student participation in creating the learning environment and faculty reflection on how to improve the student experience. From the student perspective, the weekly anonymous evaluations were useful for providing feedback; however, students tended to only respond if they were not satisfied with the faculty member. The exception to this was that some students were more motivated to complete the evaluation forms if they believed the faculty member was utilising their feedback. From the faculty perspective, the feedback was not as detailed as they had expected, and some questioned whether it was worth the effort of conducting formative evaluations if the response rate was so low. Others used the feedback for reflective purposes, and it was found that those that reflected on their work at higher levels tended to receive a greater year-on-year increase in their end of year teaching evaluations.<br /

Seeking romance and a once in a life-time experience : considering attributes that attract honeymooners to destinations

Couples on their honeymoon represent a vital part of the tourism market. Since the destination decision for honeymooners is a joint decision, paired in-depth interviews were conducted with ten British couples to explore their honeymoon destination decision making. The themes that arose from this qualitative study were consistent with more general studies on destination choice, including: culture, natural environment, and accommodation. New themes developed from the research included familiarity, romance, and budget. The results indicate that couples were more likely to stretch their budget for a honeymoon, or appear to be less concerned about the cost of their trip, as many see it as a once in a lifetime experience. This indicates that this valuable segment ofthe market should be further explored.<br /

STUDENTS’ PERCEPTION OF ONLINE GROSS ANATOMY LABORATORY CLASSES VIA ZOOM TECHNOLOGY

BACKGROUND During the 1st semester of 2020 the unit ‘Functional Anatomy of the Trunk’ was re-designed and taught online, in response to the COVID-19 virus lockdown. AIMS The aim of this study was to investigate whether the use of computer based online support tools (as replacement of the traditional cadaver based laboratory learning), in conjunction with a focused period of synchronous Zoom delivery, achieved student outcomes and learning experience. DESCRIPTION OF INTERVENTION The curriculum of the unit deals with the gross anatomy of the human trunk. The unit was taught in small groups (around 30 students) and entirely online with Zoom technology. DESIGN AND METHODS N=41 first year students participated in this study and were invited at the conclusion of the unit to complete an anonymous opinion-based survey (via Qualtrics). Student grades and learning management system analytics was also analysed. RESULTS Preliminary results indicate that students’ perception of the online gross anatomy laboratory learning was positive and extended their learning. However, the online learning platform has its limitations, not using real bodies makes it harder to appreciate the 3D relationships between structure and function. CONCLUSIONS Students’ perception of online learning as a replacement of the traditional gross anatomy laboratory was surprisingly positive. Most agreed that it provided valuable insights and improved their understanding of anatomy as well as helped with the application of anatomical knowledge. Equally so, they strongly agreed that the online 2D learning experience was less engaging and interesting than learning using real bodies

The Effect of Algorithms on Copy Number Variant Detection

BACKGROUND: The detection of copy number variants (CNVs) and the results of CNV-disease association studies rely on how CNVs are defined, and because array-based technologies can only infer CNVs, CNV-calling algorithms can produce vastly different findings. Several authors have noted the large-scale variability between CNV-detection methods, as well as the substantial false positive and false negative rates associated with those methods. In this study, we use variations of four common algorithms for CNV detection (PennCNV, QuantiSNP, HMMSeg, and cnvPartition) and two definitions of overlap (any overlap and an overlap of at least 40% of the smaller CNV) to illustrate the effects of varying algorithms and definitions of overlap on CNV discovery. METHODOLOGY AND PRINCIPAL FINDINGS: We used a 56 K Illumina genotyping array enriched for CNV regions to generate hybridization intensities and allele frequencies for 48 Caucasian schizophrenia cases and 48 age-, ethnicity-, and gender-matched control subjects. No algorithm found a difference in CNV burden between the two groups. However, the total number of CNVs called ranged from 102 to 3,765 across algorithms. The mean CNV size ranged from 46 kb to 787 kb, and the average number of CNVs per subject ranged from 1 to 39. The number of novel CNVs not previously reported in normal subjects ranged from 0 to 212. CONCLUSIONS AND SIGNIFICANCE: Motivated by the availability of multiple publicly available genome-wide SNP arrays, investigators are conducting numerous analyses to identify putative additional CNVs in complex genetic disorders. However, the number of CNVs identified in array-based studies, and whether these CNVs are novel or valid, will depend on the algorithm(s) used. Thus, given the variety of methods used, there will be many false positives and false negatives. Both guidelines for the identification of CNVs inferred from high-density arrays and the establishment of a gold standard for validation of CNVs are needed

The impact of viral mutations on recognition by SARS-CoV-2 specific T cells.

We identify amino acid variants within dominant SARS-CoV-2 T cell epitopes by interrogating global sequence data. Several variants within nucleocapsid and ORF3a epitopes have arisen independently in multiple lineages and result in loss of recognition by epitope-specific T cells assessed by IFN-γ and cytotoxic killing assays. Complete loss of T cell responsiveness was seen due to Q213K in the A∗01:01-restricted CD8+ ORF3a epitope FTSDYYQLY207-215; due to P13L, P13S, and P13T in the B∗27:05-restricted CD8+ nucleocapsid epitope QRNAPRITF9-17; and due to T362I and P365S in the A∗03:01/A∗11:01-restricted CD8+ nucleocapsid epitope KTFPPTEPK361-369. CD8+ T cell lines unable to recognize variant epitopes have diverse T cell receptor repertoires. These data demonstrate the potential for T cell evasion and highlight the need for ongoing surveillance for variants capable of escaping T cell as well as humoral immunity.This work is supported by the UK Medical Research Council (MRC); Chinese Academy of Medical Sciences(CAMS) Innovation Fund for Medical Sciences (CIFMS), China; National Institute for Health Research (NIHR)Oxford Biomedical Research Centre, and UK Researchand Innovation (UKRI)/NIHR through the UK Coro-navirus Immunology Consortium (UK-CIC). Sequencing of SARS-CoV-2 samples and collation of data wasundertaken by the COG-UK CONSORTIUM. COG-UK is supported by funding from the Medical ResearchCouncil (MRC) part of UK Research & Innovation (UKRI),the National Institute of Health Research (NIHR),and Genome Research Limited, operating as the Wellcome Sanger Institute. T.I.d.S. is supported by a Well-come Trust Intermediate Clinical Fellowship (110058/Z/15/Z). L.T. is supported by the Wellcome Trust(grant number 205228/Z/16/Z) and by theUniversity of Liverpool Centre for Excellence in Infectious DiseaseResearch (CEIDR). S.D. is funded by an NIHR GlobalResearch Professorship (NIHR300791). L.T. and S.C.M.are also supported by the U.S. Food and Drug Administration Medical Countermeasures Initiative contract75F40120C00085 and the National Institute for Health Research Health Protection Research Unit (HPRU) inEmerging and Zoonotic Infections (NIHR200907) at University of Liverpool inpartnership with Public HealthEngland (PHE), in collaboration with Liverpool School of Tropical Medicine and the University of Oxford.L.T. is based at the University of Liverpool. M.D.P. is funded by the NIHR Sheffield Biomedical ResearchCentre (BRC – IS-BRC-1215-20017). ISARIC4C is supported by the MRC (grant no MC_PC_19059). J.C.K.is a Wellcome Investigator (WT204969/Z/16/Z) and supported by NIHR Oxford Biomedical Research Centreand CIFMS. The views expressed are those of the authors and not necessarily those of the NIHR or MRC

Exploring the impact of faculty reflection on weekly student evaluations of teaching

This exploratory study considered Larrivee’s assessment of teachers’ reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In-depth interviews were conducted with six faculty members in three departments at a university college in the UK. The study found that: (a) faculty who experienced surface-level reflection were more likely to have a reactive reflection style; and (b) faculty who experienced higher levels of reflection were more likely to have a proactive reflection style. Overall, the tool was found to be an efficient means of encouraging reflection by all participants and demonstrated that reflective practice could come about as a result of these weekly formative SETs. The study concludes with suggestions for academic development and future research on reflection that could be conducted using SETs via a VLE

If you build it will they come?; Exploring the student perspective of weekly student evaluations of teaching

This exploratory study investigated the students’ use of formative, weekly, online evaluations of teaching through a virtual learning environment. Results were based on in‐depth interviews of seven students at a rural university college in the UK. Students from different genders, education levels and backgrounds volunteered for the study. The students thought it was a good tool and useful for providing anonymous feedback. However, their motivation to fill in the evaluations every week varied throughout the period of study, and the weekly feedback soon became routine and too onerous a task, and thus had a tendency towards being superficially conducted. Students were more inclined to comment on negative issues, rather than critically analyse positive ones. They also tended to be more positive towards conducting the evaluation if the lecturer discussed them and/or made changes to their future lectures