Matching Items (3)
Description
Today, we are experiencing a world where Net Neutrality exists in most of the countries around the world except a handful. Who knows if this will be the case in 10 years? An economy shifting from net neutrality to non-net neutrality could have an effect of wiping out an entire industry of start-ups and innovation. The main stakeholders in this industry are the Internet Service Providers (ISPs), who provide services to access, use and participate in the Internet such as AT\&T, Verizon and T-Mobile. The other main stakeholders are the Content Providers (CPs), who provide information or content to the end users through websites such as Netflix, Google, Wikipedia, etc. Before diving into the effects it has on the economy, let's discuss a little about what net neutrality and non-net neutrality really means and their pricing strategies. Typically in an economy where net neutrality exists, the ISPs charge a fixed price to the CPs and the end-users. The ISPs tend to compete on price in order to attract the CPs to use their service for content due to tight competition among the ISPs to capture profits. Thus, these costs to the CPs would be minimal, encouraging individuals from all over the world to innovate and provide content to the end users. The price burden in this case would fall not on the CPs but on the end users. But, ISPs may not be able to over charge the end users either, as they would lose their demand due to competition from other ISPs. Therefore, in spite of being the bearers of heavy investment costs to improve network quality, the ISPs haven't been enjoying profits for a long time. Meanwhile, the CPs are gaining large profits with minimal investment costs thanks to their market power over the ISPs.
ContributorsKosaraju, Sreya (Author) / Bertran, Fernando Leiva (Thesis director) / Mendez, Jose (Committee member) / Department of Information Systems (Contributor) / Department of Economics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Content creation, or the process of creating and then publishing pieces of creative work, is an increasingly popular way in which individuals can earn income. In fact, one area of content creation, video development, allows many creators to build a full-time career through content they release online through video distribution platforms like YouTube and TikTok. By building their platform and growing their follower base, creators are able to earn money simply by viewers watching their videos. Creators cultivate a brand around their personal image and how they want to be perceived, and they base their content around this brand which they tailor to a specific audience.
Content creators often build profitable businesses based off of their personal brand in order to create a career that can potentially outlast fleeting fame and fortune. These businesses founded by content creators are uniquely positioned compared to a traditional business, due to the lasting relationships that creators nurture with their audiences. They create a deep-rooted connection based on authenticity and trust that the creator instills in their followers. Compared to influencer marketing, where creators are paid by a company to sell their products, products that creators personally create are able to make a larger impact on their audience since their product is rooted in the brand they have fostered and is specifically targeted toward their follower base.
This paper focuses on exploring the background of YouTube, TikTok, and other methods creators can utilize to build their personal brand, and how they can leverage success on their platform to create businesses and strategically position themselves in the market. By considering individual success stories of content creators, this paper examines the factors that contributed to the growth of each of their platforms and the success of their businesses. Through these examples it becomes apparent that gaining popularity on YouTube and then converting that popularity to a successful business lacks a direct path for success and is not guaranteed for each person by following a specific formula.
ContributorsSwarup, Ava (Author) / White, Victoria (Co-author) / Nance, Elizabeth (Co-author) / Giles, Charles (Thesis director) / Schlacter, John (Committee member) / Barrett, The Honors College (Contributor) / The Sidney Poitier New American Film School (Contributor) / Department of Marketing (Contributor)
Created2023-12
Description
The principle purpose of this research was to compare two definitions and assessments of Mathematics Pedagogical Content Knowledge (PCK) and examine the development of that knowledge among pre-service and current math teachers. Seventy-eight current and future teachers took an online version of the Measures of Knowledge for Teaching (MKT) - Mathematics assessment and nine of them took the Cognitively Activating Instruction in Mathematics (COACTIV) assessment. Participants answered questions that demonstrated their understanding of students' challenges and misconceptions, ability to recognize and utilize multiple representations and methods of presenting content, and understanding of tasks and materials that they may be using for instruction. Additionally, participants indicated their college major, institution attended, years of experience, and participation in various other learning opportunities. This data was analyzed to look for changes in knowledge, first among those still in college, then among those already in the field, and finally as a whole group to look for a pattern of growth from pre-service through working in the classroom. I compared these results to the theories of learning espoused by the creators of these two tests to see which model the data supports. The results indicate that growth in PCK occurs among college students during their teacher preparation program, with much less change once a teacher enters the field. Growth was not linear, but best modeled by an s-curve, showing slow initial changes, substantial development during the 2nd and 3rd year of college, and then a leveling off during the last year of college and the first few years working in a classroom. Among current teachers' the only group that demonstrated any measurable growth were teachers who majored in a non-education field. Other factors like internships and professional development did not show a meaningful correlation with PCK. Even though some of these models were statistically significant, they did not account for a substantial amount of the variation among individuals, indicating that personal factors and not programmatic ones may be the primary determinant of a teachers' knowledge.
ContributorsJohnson, Jeffrey (Author) / Middleton, James A. (Thesis advisor) / Marsh, Josephine P (Committee member) / Sloane, Finbarr (Committee member) / Arizona State University (Publisher)
Created2016