2010 - Public Relations Society of America

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Appendix A Table 1 Response Frequency of Millennial Interaction with Social Media Tools Social Media Tool f % of Total E-mail 1063 97.2 Social Networking Site (e.g., MySpace/Facebook) 1030 94.1 Personal Digital Assistants (e.g., mobile phone) 865 79.1 Video Sharing (e.g., YouTube) 755 69.0 Blogs 231 21.1 Micro Blog (e.g., Twitter) 169 15.4 Podcasts 122 11.2 None 5 0.5 Note. Participants were asked to select all social media tools with which they interact. Several could have been selected by one participant. n=1094 24
Appendix B Table 2 Differences Between Millennial Interaction With and Without a Social Media Tool and Wanting Relationship With Brand/Company to Continue for a Long Time Brand Social Media Tools Used No Social Media Tool Used Social Media tool n M SD n M SD t Apple E-mail 416 2.30 1.28 660 3.18 1.48 -10.058*** Video 231 2.41 1.38 846 2.96 1.48 -5.123*** PDA 230 2.47 1.42 847 2.94 1.47 .477*** Social Networking 282 2.35 1.29 795 3.02 1.50 -6.692*** CNN E-mail 62 3.39 1.42 1015 4.01 1.46 -3.292** Video 129 3.60 1.54 948 4.03 1.44 -3.164* PDA 27 3.74 1.61 1050 3.98 1.46 .561 Social Networking 48 3.33 1.59 1029 4.01 1.45 .033* Disney E-mail 77 1.18 2.30 1000 1.39 3.33 -6.346*** Video 169 2.67 1.34 908 3.37 1.39 -6.052*** PDA 20 2.55 1.76 1057 3.27 1.39 -2.285*** Social Networking 82 2.46 1.29 995 3.32 1.39 -5.411* Xbox E-mail 150 2.47 1.37 927 3.76 1.33 -10.987*** Video 121 2.44 1.28 956 3.73 1.36 -9.869*** PDA 43 2.28 1.24 1034 3.64 1.39 -6.282*** Social Networking 84 2.31 1.24 993 3.69 1.37 -8.905*** Starbucks E-mail 87 2.84 1.45 990 3.59 1.44 -4.651*** Video 19 3.11 1.63 1058 3.58 1.45 -1.276 PDA 14 2.86 1.29 1063 3.53 1.45 .-1.738 Social Networking 86 3.66 1.47 991 3.51 1.45 .915 MTV E-mail 55 4.16 1.62 1022 3.97 1.49 .955 Video 161 3.91 1.51 916 3.99 1.50 -.577 PDA 30 4.03 1.77 1047 3.97 1.49 .213 Social Networking 101 4.01 1.76 976 3.97 1.47 .240 Sony E-mail 151 3.18 1.20 926 3.47 1.32 -2.533* Video 98 3.21 1.39 979 3.45 1.29 -1.698 PDA 63 3.33 1.27 1014 3.43 1.31 -.589 Social Networking 69 3.33 1.46 1008 3.43 1.29 -.618 Dell E-mail 378 3.60 1.61 699 3.55 1.50 .496 Video 156 3.63 1.57 921 3.55 1.54 .623 PDA 80 3.55 1.58 977 3.56 1.54 -.082 Social Networking 202 3.70 1.62 875 3.53 1.52 1.428 Note. Lower numbers in mean category indicate wanting the relationship to continue more. ***p < .000 **p < .01 *p < .05 25
Page 1 and 2: 2 0 1 0 P R O C E E D I N G S W A S
Page 3 and 4: TABLE OF CONTENTS Research Papers _
Page 5 and 6: Public Relations Leadership through
Page 7 and 8: Millennial Students Relationship wi
Page 9 and 10: elationship approach to PR provides
Page 11 and 12: social media marketing is effective
Page 13 and 14: students who noted they were 17 or
Page 15 and 16: discussed previously, Millennial st
Page 17 and 18: strongly committed to maintaining a
Page 19 and 20: gender (male/female) and each of th
Page 21 and 22: social media. One focus of the arti
Page 23: Shah, A. (2007, June 18). Social me
Page 27 and 28: Appendix D Table 4 Differences Betw
Page 29 and 30: Appendix F Table 6 Pearson Correlat
Page 31 and 32: Mentoring 2.0: How PR Educators Use
Page 33 and 34: Despite this, however, studies have
Page 35 and 36: Sometimes using Facebook to IM is a
Page 37 and 38: Investing time. As with any relatio
Page 39 and 40: pursuing chosen fields. For public
Page 41 and 42: Tam, S. Y., Dozier, D. M., Lauzen,
Page 43 and 44: While favor towards nuclear energy
Page 45 and 46: frames present new considerations w
Page 47 and 48: Procedural -Licensing and applicati
Page 49 and 50: “Shoreham Board Begins a Hunt for
Page 51 and 52: While the story element “positive
Page 53 and 54: Gamson, W. & Lasch, K. (1983). The
Page 55 and 56: Reputation Matters: Impact of Organ
Page 57 and 58: leadership had at hand a number of
Page 59 and 60: and 65+ (15.4%). More than half wer
Page 61 and 62: evealed significant differences for
Page 63 and 64: will be rewarded in the marketplace
Page 65 and 66: Investigating Multiplier Effects of
Page 67 and 68: RQ1: Do PR practitioners and busine
Page 69 and 70: accepting information they receive
Page 71 and 72: still smacks of news. News coverage
Page 73 and 74: Even when testimonials do not withs
Page 75 and 76:
viewed to some degree as a valuable
Page 77 and 78:
Perceptions of Product Blogs in Tai
Page 79 and 80:
Uses and gratifications theory has
Page 81 and 82:
Thus the degree to which blog reade
Page 83 and 84:
hours). Blog reading was dwarfed by
Page 85 and 86:
Effects of Language on Responses Ba
Page 87 and 88:
esponse (M = 4.13). For online acti
Page 89 and 90:
5-item Index 4.41(1.030) 3.80(1.033
Page 91 and 92:
ecommendations were more objective
Page 93 and 94:
Choney, B. (2009, September 29). Mi
Page 95 and 96:
Lenhart, A., Purecell, K., Smith, A
Page 97 and 98:
elational trust. Journal of Public
Page 99 and 100:
challenge will be to persuade survi
Page 101 and 102:
of Avian Flu. It is important to no
Page 103 and 104:
with an arousing stimulus or messag
Page 105 and 106:
Chen, N. (2009). Institutionalizing
Page 107 and 108:
Excellence in an Activist Organizat
Page 109 and 110:
public relations functions or tacti
Page 111 and 112:
Data Collection Documents. In an ef
Page 113 and 114:
Research. A key area of CTFK’s we
Page 115 and 116:
Engaging individuals. Many times ac
Page 117 and 118:
Washington, DC, and Puerto Rico; ge
Page 119 and 120:
Murphy, P. & Dee, J. (1996) Reconci
Page 121 and 122:
of Educational Progress (NAEP), 80%
Page 123 and 124:
school assessment, and that the pro
Page 125 and 126:
Both the paper and Web-based survey
Page 127 and 128:
student was admitted to their acade
Page 129 and 130:
Problems with the measures: Here, s
Page 131 and 132:
Patterns in the open-ended response
Page 133 and 134:
Trends evident in K-12 education, t
Page 135 and 136:
Another 15% of respondents (n = 8)
Page 137 and 138:
Table 1 Respondents’ Perceptions
Page 139 and 140:
Table 4 Frequencies of Listed Writi
Page 141 and 142:
Hansen, R.S. (1993). Clear, concise
Page 143 and 144:
so, this study follows up on recent
Page 145 and 146:
2009). In BMCC context, in addition
Page 147 and 148:
--------------------------------- I
Page 149 and 150:
social media is not crisis communic
Page 151 and 152:
and uses and gratifications theorie
Page 153 and 154:
Hennig-Thurau, T., Gwinner, K. P.,
Page 155 and 156:
Table 1 BMCC Model Propositions (__
Page 157 and 158:
FIGURE 1 BMM Model (_____ & _____,
Page 159 and 160:
practitioners and scholars argue fo
Page 161 and 162:
Several studies, however, suggest t
Page 163 and 164:
factors that impact the development
Page 165 and 166:
perceptions of administrative suppo
Page 167 and 168:
(2009) reminds us that the limitati
Page 169 and 170:
412-414. Gonzalez-Herrero, A., & Ru
Page 171 and 172:
Intersections and Overlaps: Buildin
Page 173 and 174:
elations excellence, relationship-b
Page 175 and 176:
2002), all of which encourage emplo
Page 177 and 178:
Conley and Wagner-Marsh (1998) prop
Page 179 and 180:
passion, caring for people.” Note
Page 181 and 182:
done.” Accommodations such as fle
Page 183 and 184:
organizational commitment and loyal
Page 185 and 186:
Founder/Leader Faith & Vision Authe
Page 187 and 188:
Practical implications This study a
Page 189 and 190:
public relations (pp. 3-22). Mahwah
Page 191 and 192:
Grunig, L. A. (1992). Power in the
Page 193 and 194:
presented to the annual conference
Page 195 and 196:
Prioritizing Stakeholders for Publi
Page 197 and 198:
developed by Grunig and Hunt (1984)
Page 199 and 200:
expectant stakeholders possess two
Page 201 and 202:
each other” (p. 125). Examples of
Page 203 and 204:
Priority publics are those whose pa
Page 205 and 206:
Collection of data triangulated (Yi
Page 207 and 208:
Diffused Linkage. A diffused stakeh
Page 209 and 210:
Envirocare take it. They are also m
Page 211 and 212:
Dunham, L., Freeman, R. E., & Liedt
Page 213 and 214:
PEDAGOGICAL POSTERS 213
Page 215 and 216:
seem to be context-dependent (Lauri
Page 217 and 218:
Shapiro, A. (2003). Case Studies in
Page 219 and 220:
Argument #2: stories are for childr
Page 221 and 222:
Physiology “…your mind was evol
Page 223 and 224:
Conclusion In the movie, Indiana Jo
Page 225 and 226:
Pitching on your Feet: Using a Mock
Page 227 and 228:
speaker(s) are available after the
Page 229 and 230:
college’s connection to the commu
Page 231 and 232:
“I felt the class built upon our
Page 233 and 234:
community. Many participants have c
Page 235 and 236:
posting content to the Internet, bu
Page 237 and 238:
What’s All The Hype About Skype?
Page 239 and 240:
In between the times the class meet
Page 241 and 242:
Best Practices in Public Relations:
Page 243 and 244:
Assignment Structure Client Selecti
Page 245 and 246:
Conclusion Integrating real-world c
Page 247 and 248:
equires true fluency in the host co
Page 249 and 250:
living in London. Because visa and
Page 251 and 252:
Using the Case Study approach to an
Page 253 and 254:
tier responders hadn’t participat
Page 255 and 256:
Harnessing the Web for Teaching Wri
Page 257 and 258:
these tools and platforms. With wri
Page 259 and 260:
article 2. 259
Page 261 and 262:
Experimental methods may be better
Page 263 and 264:
The third hypothesis asked whether
Page 265 and 266:
Crisis in the Classroom: A cross-de
Page 267 and 268:
prepare and do the research. I prov
Page 269 and 270:
• September 2009 - More students
Page 271 and 272:
Public Relations Leadership Through
Page 273 and 274:
from using it multiple times a day
Page 275 and 276:
Kent, M. (2010). Directions in soci
Page 277 and 278:
Professor Clare Morgan at Oxford no
Page 279 and 280:
evenings at home working on his poe
Page 281 and 282:
Another strategy for the students w
Page 283 and 284:
Media list and crisis media list So
Page 285 and 286:
understand that knowledge of the cl
Page 287 and 288:
If creating separate teams for one
Page 289 and 290:
Integrating ethics into the undergr
Page 291 and 292:
Three-step approach The present aut
Page 293:
Putting Theory, Research and Strate
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2010 - Public Relations Society of America

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