Advertisement attributes for creating a favourable selling climate

1983 ◽  
Vol 8 (1) ◽  
pp. 23-28
Author(s):  
Indrani Mukhopadhyay
Keyword(s):  
Graduate Students ◽  
The Other ◽  
Potential Effectiveness

There is much ignorance even among advertising professionals as to how an ad creates or fails to create a favourable selling climate for the product advertised. Two Calcutta-based samples, one of 100 advertising executives and the other of 160 graduate students, were utilized to identify 10 drafts of an ad that may contribute most to its effectiveness. Based on these drafts, a flowchart for assessing the potential effectiveness of an ad is developed.

Jordanian graduate students’ complaints on Facebook: Semantic formulas and politeness

2021 ◽  
Vol 66 (1) ◽  
pp. 144-165
Author(s):  
Fathi Migdadi ◽  
Muhammad A. Badarneh ◽  
Laila Khwaylih
Keyword(s):  
Graduate Students ◽  
Negative Affect ◽  
Speech Acts ◽  
Science And Technology ◽  
The Other ◽  
Indirect Speech ◽  
Student Union ◽  
Closed Group ◽  
Indirect Speech Acts ◽  
Face Saving

Abstract This study examines Jordanian graduate students' complaints posted on a Facebook closed group and directed to the representatives of Student Union at Jordan University of Science and Technology to be transferred to the officials concerned. In line with Boxer (1993b), the study considers the students' complaints to be indirect speech acts, as the addressee(s) are not the source of the offense. Using a sample of 60 institutional complaining posts, the researchers have analysed the complaints in terms of their semantic formulas, politeness functions and correlations with the gender of the complainers. The students’ complaints are classified into six semantic formulas of which the act statement element is indispensable as the complaint is stated in it. The other five formulas, ordered according to their frequency, are opener, remedy, appreciative closing, justification and others. Despite the negative affect typically involved in the complaining act, the semantic formulas identified in this study are found to signal politeness and fit into Brown and Levinson’s (1987) pool of face-saving strategies rather than face-threatening acts. Specifically, when the graduate students direct their Facebook complaints to the students' representatives, they tend to offer camaraderie with them to be encouraged to pursue the problems specified in the complainers’ posts.

Knowledge Sharing Behavior of Graduate Students

2011 ◽  
pp. 113-125 ◽  
Author(s):  
Shaheen Majid ◽  
Sim Mong Wey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Knowledge Sharing ◽  
Learning Process ◽  
Public Universities ◽  
The Other ◽  
Knowledge Sharing Behavior ◽  
The Impact ◽  
Sharing Behavior ◽  
Share Information

Active knowledge sharing is considered an important activity in the learning process. However until now, the focus of many studies has been on understanding the impact of information and knowledge sharing on the performance of corporate and public organizations. On the other hand, its implications in the educational arena have been relatively unexplored. The purpose of this study was to investigate perceptions, nature and extent of knowledge sharing among graduate students in Singapore. It also investigated the factors and class activities that would either promote or inhibit knowledge sharing among students. A questionnaire was used for data collection and 183 students from two public universities in Singapore participated in this study. The study revealed that the participants were primarily motivated to share information and knowledge in an attempt to build relationships with their peers and email was the preferred communication channel for this purpose. However, intense competition among the students to outperform their classmates and the lack of depth in relationship were the two most important factors hindering the knowledge sharing activity. The study suggests that academic institutions should review their instruction approaches to make the learning process less competitive which would help improve knowledge sharing among students.

Studia dziejów i kultury Żydów w Polsce po 1945 roku

2003 ◽  
pp. 548-549
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Religious Life ◽  
The Other ◽  
Keen Interest ◽  
The Third ◽  
Early Stages ◽  
History Of ◽  
Jewish Emigration

This chapter discusses the book Studia z dziejów i kultury Żydów w Polsce po 1945 roku (Studies on the History and Culture of Jews in Poland after 1945), which was edited by Jerzy Tomaszewski. This volume consists of three short monographs by Polish graduate students in the early stages of their professional development. Two were originally written as MA theses: one by Maciej Pisarski on Jewish emigration from Poland from 1945 to 1951, and the other by Albert Stankowski on Jewish emigration from western Pomerania from 1945 to 1960. The third, by August Grabski, on the organization of Jewish religious life in Poland during the communist and (primarily) post-communist eras, originated as a seminar paper. On the whole, postgraduate writing of this type, if it is published at all, appears in limited-circulation journals for an audience of academics. The fact that these studies were published in book form, especially in paperback with the aid of a subsidy from the Polish Ministry of Culture, offers further testimony of the keen interest in the history of Jews in Poland evident among the Polish public in recent years.

Identifying the Context of the Presentation

2009 ◽  
Author(s):  
Cigdem Issever ◽  
Ken Peach
Keyword(s):  
Graduate Students ◽  
Summer School ◽  
The Other ◽  
Standard Approach ◽  
First Year ◽  
Introductory Course ◽  
The Subject ◽  
Postdoctoral Researchers ◽  
Insight Into ◽  
Social Programme

The context of a presentation determines, or should determine, how you approach its preparation. The context includes many things, the audience, the purpose of the presentation, the occasion, what precedes the presentation and what follows from it. It will define what you expect from the audience, and will influence how you prepare yourself for the talk. A simple example. Suppose that you have been invited to give a series of lectures at a summer school. What more do you need to know, other than the topic? Here are a few of the questions that you need to have answered before you can start planning the course. 1. Is it an introductory course aimed at graduate students in their first year, or is it an advanced course more suited to graduates in their final year and young postdoctoral researchers? 2. Are the participants expected to ask questions during the lecture, or wait until the end? 3. Will there be any problem classes or discussion sessions? 4. Will lecture notes be handed out to participants before or after the lecture? 5. Will the proceedings be published, and if so, when? 6. What are the other lecture courses going to cover? 7. Will the basic theory already have been covered, or are they expected to know it already, or should you spend half of the first lecture going over it, just in case some have not seen it before? 8. If it is your job to give the basic introductory lectures, should you follow the standard approach in the usual text books, or should you assume that they have already covered that ground and try to give them more insight into the subject? 9. Will any of the lectures that come later in the school make any assumptions about what they have learned in your lectures? 10. Is there a social programme? If so, are you expected to participate in the activities and discuss the subject informally with the participants (which, from our experience, is always much appreciated), or can you spend most of the time in your room writing the next lecture?

Composition and Orientation Effects on Group Cohesion

1977 ◽  
Vol 40 (1) ◽  
pp. 175-181 ◽  
Author(s):  
Larry A. Bugen
Keyword(s):  
Graduate Students ◽  
Counseling Psychology ◽  
Interpersonal Relations ◽  
Group Cohesion ◽  
The Other ◽  
Orientation Behavior ◽  
Orientation Effects ◽  
General Orientation ◽  
Homogeneous Composition ◽  
To Receive

This study investigated the effects of homogeneous composition and orientation upon the development of cohesion in growth groups. Eight groups, each composed of seven members, were homogeneously composed on the basis of inclusion need using Fundamental Interpersonal Relations Orientation-Behavior. Members were graduate students enrolled in a group procedures course in counseling psychology. Two high-inclusion, two high-moderate, two low-moderate, and two low-inclusion groups were formed. One group from each of these levels was then randomly selected to receive either a cohesion or general-orientation message. Cohesion was measured by a questionnaire developed by Yalom and was assessed at three intervals. Results indicated that the two low-moderate inclusion groups surpassed the other groups in the development of cohesion; most work toward the establishment of cohesion was completed by Session 15 or mid-way period; and the effects of orientation were negligible.

Equivalence of Two Forms of the Dominoes Test (D-48 and D-70) with Graduate Students in Education

1979 ◽  
Vol 44 (3) ◽  
pp. 972-974 ◽  
Author(s):  
Brad S. Chissom ◽  
Paulette J. Thomas
Keyword(s):  
Graduate Students ◽  
The Other ◽  
Education Curriculum ◽  
Concept Mastery ◽  
Standard Deviations ◽  
Classification Test

Two forms of the Dominoes Test (D-48 and D-70), the Revised Beta Examination, Concept Mastery Test, Minnesota Clerical Test, and the Wesman Personnel Classification Test were administered to 87 graduate students enrolled in an Education curriculum. Results showed that the two forms of the Dominoes Test did not correlate well enough to be considered equivalent forms. Means, standard deviations, and correlations with the other four tests were comparable. Reliabilities were low for both the D-48 and D-70, but particularly low for the D-70.

scholarly journals Escritura de textos académicos: dificultades experimentadas por escritores noveles y sugerencias de apoyo

2015 ◽  
pp. 249-265 ◽  
Author(s):  
Mtra. Blanca Araceli Rodríguez Hernández ◽  
Mtra. Laura Beatriz García Valero
Keyword(s):  
Graduate Students ◽  
Point Of View ◽  
The Other ◽  
Post Graduate ◽  
Text Type ◽  
Academic Texts ◽  
Other Hand

El texto que a continuación se presenta, tiene por objetivo presentar algunas de las dificultades más recurrentes de autores que se inician en la escritura de textos académicos, específicamente alumnos de posgrado. Se exponen orientaciones prácticas que auxilien en la resoluciónde dichas problemáticas, con la finalidad de contribuir a la aclaración y delimitación de los elementos canónicos de este tipo textual; esto, desde el punto de vista de distintos especialistas en la materia.Abstract The text below shows its main objectives to present some of the most recurrent difficulties of authors who start writing academic texts in special post graduate students. On the other hand some helpful practices orientations are presented in the resolution of these issues, with the finality to contribute to the clarification and delimitation of canonical elements of this text type, using the point of view of specialists at field.Recibido: 02 de septiembre de 2013 Aceptado: 21 de octubre de 2013

scholarly journals The ed School’s Troubles. Reflections upon reading David Labaree’s The Trouble with ed Schools.

2007 ◽  
Vol 16 (2) ◽  
Author(s):  
Normand Frenette
Keyword(s):  
Graduate Students ◽  
North American ◽  
First Principles ◽  
The Other ◽  
Professional Schools ◽  
American University ◽  
Professional Programs ◽  
The North ◽  
The University ◽  
Level Of Instruction

Weigel was speaking to a group of young graduate students at a time when the North American University had not yet inaugurated its headlong flight into professional programs of every description and at every level of instruction. If memory serves this reviewer correctly, his argument was that the university was properly the place of intellectual endeavour that was prepared to re-examine the first principles of the various disciplines. Professional schools, on the other hand, existed to provide agreed-upon intellectual resources in order to function in practical settings

scholarly journals Chopped ID and Bicycle Repair: Contrasting Values in Synchronous Graduate Instructional Designs for Design Learning

2021 ◽  
Vol 12 (2) ◽  
pp. 111-126
Author(s):  
Craig D. Howard ◽  
John W. Baaki
Keyword(s):  
Graduate Students ◽  
The Other ◽  
Learning Activities ◽  
Instructional Interventions ◽  
Design Decisions ◽  
Design Learning ◽  
The Common ◽  
Gamified Learning ◽  
Similar Development ◽  
Distance Setting

This article presents two similar design cases and a discussion of how like values resulted in dissimilar design moves. Both cases were gamified learning activities for graduate students in instructional design. Both interventions employed rapid prototyping and were delivered synchronously in an at-a-distance setting. This article compares the two designs, the two designs’ similar development narratives, and the two designs’ divergent features. We give special attention to the common values the designers brought to the act of designing. Contrasting crucial features in similar designs allowed us, as designers, to appreciate divergent design moves. A discussion of the two cases explains how designers arrived at different design decisions through similar rationale. The authors were both designers and instructors of the implementations; each presents their case in relation to the other. Our combined cases explore how designers might compare salient features of similar instructional interventions and appreciate design moves that one chose not to make.

scholarly journals Understanding East Asian Graduate Students’ Socio-cultural and Psychological Adjustment in a U.S. Midwestern University

2018 ◽  
Vol 8 (2) ◽  
pp. 769-794 ◽  
Author(s):  
Yiying Xiong ◽  
Yuchun Zhou
Keyword(s):  
Graduate Students ◽  
Coping Strategies ◽  
Cultural Differences ◽  
Psychological Adjustment ◽  
East Asian ◽  
The Other ◽  
External Resources ◽  
Midwestern University ◽  
Open Coding ◽  
Adjustment Strategies

In this study, we explore East Asian graduate students’ socio-cultural and psychological adjustment in a U.S. Midwestern University. Eight participants were interviewed about their acculturation challenges as well as their effective coping strategies. Data were analyzed using open-coding techniques and five themes emerged: three themes summarized the challenges, including challenges due to cultural differences, lack of support in a foreign environment, and financial stress; and the other two themes that described the coping strategies were utilizing external resources and developing self-adjustment strategies.

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