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Perception of External Marketing Communication of Companies by Young Customers

Abstract

External marketing communication of companies is a purposeful process of transferring information to the company’s environment - society, competitors, clients and receiving their feedback. Based on the signals, the company adapts its way of communication. Choosing the most suitable type of communication may be one of the factors deciding about a company’s success. Even the best offer would not be able to attract customer’s attention if the information did not reach one. The article combines secondary data - results of the research conducted in Polish companies regarding the use of communication tools, and primary data obtained from own surveys carried out on students regarding the perception of those tools. The purpose of the article is to evaluate the perception of different communication forms by young customers.

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Is Facebook Really Facing the Needs of its Current Users?

Abstract

In the fast changing world social media change even faster and the changes they undergo try to address the demands of their users. The process of addressing the requirements is as complex as the users in question and their approach to social media. This study tries to look at possible reasons for the downfall in the number of active users in the biggest numbers of Facebook users nowadays the age 11 – 34 population. As this group constitutes the biggest target for Facebook’s activity it is crucial to understand if and how their expectations change. The complexity of the tool versus other social media is considered together with the problem of addressing the needs of its users in the time of their transition from childhood to adulthood.

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Self-Presentation of Polish Football Managers on Linkedin

. CONLON, J., TAYLOR, A., ASHRUFF, P., & BIRD, L. (2017), LinkedIn Groups: Building a community to create real connections to benefit students and alumni in Fashion and Textiles. University of Huddersfield. COOPER, B., &NAATUS, M. K. (2016), LinkedIn as a Learning Tool in Business Education. American Journal of Business Education, 7(4), 299-306. DESZCZYŃSKI, B. (2017), Nawiązywanie relacji biznesowych z wykorzystaniem mediów społecznościowych - aktywność polskich menedżerów eksportu w serwisach LinedIn i GoldenLine, Marketing i Rynek, 9, 58–67. DUFFY

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People, Space and Culture – Dimensions of Intergenerational Relationships. Introduction

://www.casopispedagogika.sk/rocnik-4/cislo-3/studia_hrozenska.pdf . Chorvát, I. (2006). Rodinné vzťahy, väzby a perspektívy na pozadí procesu modernizácie [Family Relationships, Links and Perspectives in the Background of the Modernisation Process]. In: D. Hamplová, P. Šalamounová, G. Šamanová (Eds.), Životní cyklus. Sociologické a demografické perspektivy [Life-Cycle. Sociological and Demographical Perspectives]. Praha: Sociologický ústav AV ČR (pp. 8–21). Ivan, L., Schiau, M., Buzoianu, C. (2018). The Use of a Drawing Tool to Assess the Implicit Ageism of Students. Slovenský

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The Challenge of Postsecularism

), theologians (Joseph Ratzinger, Jorge M. Bergoglio), and cultural anthropologists (Hent de Vries, Tomoko Mazuzawa). It seems to me that with the introduction of the concept of postsecularism by Jurgen Habermas, we gain a new analytical tool to interpret the present human condition. As we will see, the traditional categories such as secularization and desecularization, privatization and deprivatization, return of religion or politicization of religion are not anymore adequate to describe the new position of religion in public sphere and its relation to secular reality. In a

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Forums as a tool for negotiating knowledge in Higher Education

: Where Old and New Media Collide . New York: New York University Press. Jonassen, D. H. (1994). Thinking Technology: Toward a Constructivist Design Model, Educational Technology , 34 (4), 34-37. Ligorio, M. B. (2009). Identity as a product of knowledge building: The role of mediated dialogue, Qwerty , IV , 1, 33-46. Muukkonen, H., Hakkarainen, K. e Lakkala, M. (1999). Collaborative technology for facilitating Progressive Inquiry: The future Learning Environment tools. In C. Hoadley & J. Roschelle, (Eds.), Proceedings of the CSCL ‘99 conference

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Online Comments as a Tool of Intercultural (Russian–Czech) “Anti-Dialog”

dialog impossible. These are probably the main reasons why linguistic violence and manipulation have ceased to be the exclusive domain of political scientists, sociologists, and psychologists. They have become an increasingly examined topic in linguistics, a science that has the methodological tools for critical text analysis and allows for a better understanding and uncovering of mechanisms of language manipulation to demystify and demythologize social and political discourse ( van Dijk 2008 ; Dubrovskiy 2003 ; Dzyaloshinskiy 2006 ; Kara-Murza 2000 ; Petrova

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Robotics for soft skills training

., Lepuschitz, W., Koppensteiner, G., Balogh, R. (2016). Robotics in Education. Miglino, O., Lund, H. H., & Cardaci, M. (1999). Robotics as an educational tool. Journal of Interactive Learning Research, 10(1), 25. Miglino, O., Rubinacci, F., Pagliarini, L., & Lund, H. H. (2004). Using artificial life to teach evolutionary biology. Cognitive Processing, 5(2), 123-129. Miglino, O., Di Ferdinando, A., Rega, A., & Ponticorvo, M. (2007). Le nuove macchine per apprendere: simulazioni al computer, robot e videogiochi multi-utente. Alcuni prototipi. Sistemi

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Designing MOOCs in Higher Education. Outcomes of an experimentation at the Catholic University of Milan

. (2010). Io scrivo, tu mi leggi? qualcuno risponderà… lurking e partecipazione nei gruppi di apprendimento on line. Information Sciences for DecisionMaking», 39, 417-429. Fini, A. (2009). The technological dimension of a massive open online course: The Case of the CCK08 course tools. The International Review of Research in Open and Distance Learning, 10(5). Ghislandi, P.M., & Raffaghelli, J.E. (2013). Massive Open Online Courses (MOOC). In D. Persico & V. Midoro (eds.), Pedagogia nell’era digitale (pp. 51-57). Ortona: Menabò. Gibbs, G., & Jenkins, A

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Think big: learning contexts, algorithms and data science

. D. Cielen, D., Meysman, A. D. B.,Ali, M. (2016). Introducing Data Science-Big data, machine learning, and more, using Python tools, New York: Manning, Shelter Island Conway, D. (2010). The data science venn diagram. Dataists Retrieved, from http://www.dataists.com/2010/09/thedata-science-venn-diagram/. Cordoba, R (2016). Foreword. In Daniel, Big data and learning analytics in higher education: Current theory and practice.(pp. vii-viii). Switzerland: Springer Daniel, B. K. (Ed.) (2016). Big data and learning

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