Academic literature on the topic 'Nontraditional advertising'

In this study researchers content coded advertising images in traditional and nontraditional women's magazines in 1959, 1969, 1979 and 1989 to determine the impact of the feminist movement on consumer imagery. This timeframe allowed analysis from several historical vantages: 1959 (pre-feminist movement), 1969 (developing feminist ideology), 1979 (social implementation of ideology), 1989 (post feminist movement). The data were analyzed from the perspective of three major variables, the first being time (a specific decade); the second being magazine type (traditional or nontraditional women's magazines); and the third being product category. The study answers a primary research question: To what extent do ads in women's magazines (traditional and nontraditional) reflect the goals of the second feminist movement? A secondary research question is explored: Are advertising and the feminist movement incompatable, thus dooming “feminist publications” depending on ad dollars to demise?

The testing of the MacKenzie, Lutz, and Belch models (1986) of the relationships among Aad, brand cognitions (COGb or t), attitudes (AFFb or t), and intentions (INTb or t) was extended to the nontraditional context of social advertising compared to consumer goods advertising and for low compared to highly involving topics (or products). The results indicate that Aad not only has a direct influence on AFFb or t, but also had an indirect influence via COGb or t within both a social context and a consumer goods context, either for low or highly involving topics or products. The impact of AFFb or t on AFFad is not significant in any of the 4 conditions. Implications for social marketing are given.

It has been twenty-five years since I taught my first beginning algebra course. For many years, classes in the private school at which I taught typically comprised highly motivated, mathematically gifted students. However, my class rosters changed dramatically six years ago when I first started teaching at a public, urban high school with a focus on the performing arts. It did not take long for me to realize that this was not going to be my father's algebra class, to paraphrase a well-known advertising slogan. Many of my students lacked fundamental mathematical skills. Furthermore, the overwhelming majority of my students were far more interested in dance, sculpture, and dramatic readings than in algorithms, graphs, and linear equations. For the first time in nearly two decades, I was truly challenged to create classes that would appeal to the nontraditional algebra student. After considerable trial and error, I discovered that my students responded well to lessons that included hands-on activities, incorporated hand-held technology, and connected to their experiential base. The following multiday lesson on the topic of solving linear systems of equations illustrates these three strategies.

It has been twenty-five years since I taught my first beginning algebra course. For many years, classes in the private school at which I taught typically comprised highly motivated, mathematically gifted students. However, my class rosters changed dramatically six years ago when I first started teaching at a public, urban high school with a focus on the performing arts. It did not take long for me to realize that this was not going to be my father's algebra class, to paraphrase a well-known advertising slogan. Many of my students lacked fundamental mathematical skills. Furthermore, the overwhelming majority of my students were far more interested in dance, sculpture, and dramatic readings than in algorithms, graphs, and linear equations. For the first time in nearly two decades, I was truly challenged to create classes that would appeal to the nontraditional algebra student. After considerable trial and error, I discovered that my students responded well to lessons that included hands-on activities, incorporated hand-held technology, and connected to their experiential base. The following multiday lesson on the topic of solving linear systems of equations illustrates these three strategies.

Hispanics residing in the United States are playing a larger role in agriculture. For example, in Pennsylvania, this group comprises the largest increase in new farmers, according to the 2012 Census of Agriculture. Efforts to connect with this population can be improved. Hispanic farmers and farmworkers face access barriers to agricultural programming that need to be addressed to more effectively “reach and teach.” Over a 1-year period, 22 to 25 agricultural educators attended a three-workshop training series focused on increasing knowledge and skills for planning, designing, advertising, and delivering agricultural programs inviting to Hispanic farmers and farmworkers. The workshop series included an expert on the science of inclusion, a specialist in Latino community studies, and several representatives from organizations with long histories of connecting with Hispanic farming audiences. Through guided activities and facilitated discussion, participants developed strategies for creating programming welcoming to the Hispanic farming community. This workshop series was highly rated by participants. After the first workshop, one participant stated that it was the best diversity workshop he had attended in his 22-year career. In a follow-up survey 1 year after the final workshop, the majority of respondents had made efforts to build relationships through agricultural programming for Hispanic farmers and farmworkers. Here, we are providing the methods we employed to serve as a model for others working to connect with this or other underserved or nontraditional farming audiences.

Purpose – The purpose of this paper is to place the value creation process within sustainable growth strategies. Building on Drucker (1968, 1999a, b), Pulic (2000, 2004, 2008) and other papers by the same authors (Iazzolino and Laise, 2013) the specific aim of this research is to propose an accounting-based framework able to: distinguish between knowledge-intensive firms (KIFs) and nonknowledge intensive firms (nonKIFs); and investigate the contribution of the two sets of firms (KIFs and nonKIFs) to overall sustainability, from a social point of view, of the economic system. Design/methodology/approach – The paper uses the notion of value added (VA) (Pulic, 2000, 2004, 2008) as the main indicator to measure the value creation in a knowledge economy context. As regard the first point of the framework, the approach is based on the analysis of VA and its components, starting from a reinterpretation of the concept of value added intellectual coefficient made by the same authors of this paper. An empirical analysis based on the composition of VA in ten Italian industries, by using an overall sample of 1,000 firms, has been carried out and is described in the paper. As regards the second point, the paper analyses, from a theoretical point of view, the necessary conditions to set up a sustainable value creation strategy in social terms, using the conceptual categories introduced by Drucker (1968, 1999a, b) and Pulic (2000, 2004, 2008). Findings – From results of the empirical analysis it emerges that: first, in traditional industries the weight of the cost of employees on VA (human capital investments) is less than the other sectors (low human capital intensity). In these sectors the value creation strategy is mainly based on “dead knowledge,” embedded in machines (physical capital); and second, in nontraditional industries (consulting, advertising, research, etc.) the economic value creation is mainly based on “living knowledge,” embedded in human resources (high human capital intensity). In these sectors we have lower productivity of work (VA/human capital) and higher employment. Practical implications – The framework proposed makes it possible to reduce the risk of myopic valuation of economic performance. Through this methodology it is possible to highlight the effects of sustainable strategies based on knowledge investments oriented toward the stakeholder value theory and corporate social responsibility. The approach can be very useful for top managers and for accountants, as it underlines the importance of the VA income statement and constructs a strong link to the themes of knowledge management. Originality/value – The originality and the value of this methodological proposal can be appreciated by taking into account that in the literature there is no accounting-based methodology that is able to identify: the knowledge-intensive firms; and the firms that can contribute to overall social sustainability, within the set of all firms.

PurposeAdvertising clutter has fueled the rise of nontraditional advertising methods. The current study, conducted in India, adopted the consumer socialization framework to assess product placement attitudes and behaviors.Design/methodology/approachA questionnaire-based survey was conducted to gauge consumers' responses to product placements. Structural equation modeling (SEM) was applied to analyze the relationship between different variables.FindingsThe results revealed that young Indian adults are positive about product placements as they believe that incorporating brands into the content adds realism. The authors found that socialization agents significantly impact viewers' attitudes toward product placements which in turn influence their purchase intentions. The authors also found that product acceptability impacts consumers' purchase intentions.Practical implicationsThis paper provides important insights into consumers' perceptions of product placements. Based on the findings, marketers can formulate effective product placement strategies.Originality/valueMost of the studies existing in this area have been conducted in the developed markets except a few which have been conducted in the emerging markets. Hence, the present study is an attempt to fill this research gap. This study is among the first to establish a relationship between product acceptability and consumers' purchase intentions.

Product placement has been intensely studied in almost every mass communications medium. One notable exception is in children's picture books where scholarship on the placement of products and brands has been severely underserved despite a steady presence in a medium integral to socialization and society. The present study recognizes the unique characteristics of the shared reading that takes place in this medium and explores its effects on memory for and attitudes toward product placements within children's picture books. Using a laboratory experiment, quantitative statistical analysis of resulting data, and qualitative exploration of themes resulting from subjects' responses, the present study demonstrates that the practice of shared reading positively affects both recollection and attitudes toward product placement in children's picture books. It also discusses the results in the context of their ethical and practical applications and implications.