Social media use by government: From the routine to the critical

Social media and online services with user-generated content (e.g., Twitter, Facebook, Flickr, YouTube) have made a staggering amount of information (and misinformation) available. Government officials seek to leverage these resources to improve services and communication with citizens. Significant potential exists to identify issues in real time, so emergency managers can monitor and respond to issues concerning public safety. Yet, the sheer volume of social data streams generates substantial noise that must be filtered in order to detect meaningful patterns and trends. Important events can then be identified as spikes in activity, while event meaning and consequences can be deciphered by tracking changes in content and public sentiment. This paper presents findings from a exploratory study we conducted between June and December 2010 with government officials in Arlington, VA (and the greater National Capitol Region around Washington, D.C.), with the broad goal of understanding social media use by government officials as well as community organizations, businesses, and the public at large. A key objective was also to understand social media use specifically for managing crisis situations from the routine (e.g., traffic, weather crises) to the critical (e.g., earthquakes, floods).     

开发信息产品图

详细阐述了使用信息产品方法,或称IP(Information Product) ,提出将信息作为产品加以管理.文章对信息产品给出了正式严格的定义,提出将信息作为产品加以管理的一套原则和规定,并介绍了信息产品经理的作用.     

Media-Related Works

Reed H. Blake and Edwin O. Haroldsen's A Taxonomy of Concepts in Communication (New York: Hastings House, 1975—$6.95/4.95)

Allen H. Center's Public Relations Practices: Case Studies (Englewood Cliffs, N.J.: Prentice-Hall, 1975—$11.95/7.95)

Bjorn Berndtson and Donald J. Bogue's Mass Mailing Manual for Family Planning: Manual of Procedures (Community and Family Study Center, University of Chicago, 1411 East 60th St., Chicago, Ill. 60637—$1.50, paper)

Louis Savary, Mary Paolini, and George Lane's Intrerpersonal Communications: A Worktext for Self-Understanding and Growth in Personal Relations (Chicago: Loyola University Press, 1975–,$4.00, $3.00 to schools, paper, with teacher's guide for $1.00)

Gerhard J. Hanneman and William J. McEwen's Communication and Behavior (Reading, Mass.: Addison-Wesley, 1975—price not known, paper)     

Photography and Film

Estelle Jussim's Visual Communication and the Graphic Arts: Photographic Technologies in the Nineteenth Century (New York: R.R. Bowker, 1974—$25.00)

Donald Chase's Filmmaking: The Collaborative Art (Boston: Little, Brown, 1975—$9.95)

D.J. Wenden's The Birth of the Movies (New York: Dutton Paperbacks, 1975—$5.95, paper)

Peter Bowen, Martin Hayden, and Frank Riess' Screen Test: A Quiz Book About the Movies (Baltimore: Penguin Books, 1974—$2.50, paper)     

INDIVIDUALS, GROUPS, AND AGENDA MELDING: A THEORY OF SOCIAL DISSONANCE

Many studies have established that there is a degree of audiencelearning from the mass media, especially of new issues enteringthe news. But recent studies show an agenda-setting effect atdeeper levels beyond broad news categories. Audiences also absorbthe attributes of news—the frames and slants in the waynews is presented—and this suggests that while the massmedia do not tell us what to think, the mass media do have considerablepower to tell us how to think about topics, with implicationsfor social policy. Beyond these two levels of agenda setting,however, is something more significant—agenda melding.Agenda melding argues that individuals join groups, in a sense,by joining agendas. There is a powerful impulse to affiliatewith others in groups as one leaves the original family setting,and one joins these groups via media of connections, mostlyother people but also other media. This paper suggests a modelof agenda melding that accounts for the role of media (massor interpersonal) in helping individuals move toward or awayfrom groups. This attempts to build toward general social theoryby suggesting the role of media in how individuals functionwith others in a coherent social system.     

Teacher attitudes and personality

The Minnesota Teacher Attitude Inventory (MTAI), the Edwards Personal Preferences Schedule (EPPS), and the Vocational Preferences Inventory (VPI) were administered to 183 undergraduate students enrolled in teacher education courses. The MTAI was compared with each of the two personality instruments by canonical analysis. The MTAI shared 20% of its variance with the EPPS and 17% with the VPI. It was concluded that teachers' attitudes are partially determined by measurable personality variables.     

Effects of reality therapy methods applied in the classroom

Reality therapy methods in the classroom were examined via a four-group experimental design. The groups were as follows: (a) pretested reality therapy, (b) unpretested reality therapy, (c) pretested placebo, and (d) unpretested placebo. Piers-Harris Children's Self-Concept Scale scores and observations of on-task behavior constituted the outcome criteria. No significant differences were obtained for self-concept and on-task behavior. The findings were interpreted as not supportive of reality therapy methods as applied in the classroom.