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701.
This paper combines perspectives on nonprofit organizations, clubs and club goods, demand for performing arts, and demand for charitable contributions to consider relationships between nonprofit organizations in the performing arts and their patrons. A broad view is taken of factors influencing demand for club goods, charitable donations, and for the live performing arts. These are integrated in a model of demand for the outputs and services of nonprofits in the performing arts. Data from a single institution is used to test hypotheses. Conclusions are drawn for organizational policy and economic theory. 相似文献
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Arthur Woodward 《Publishing Research Quarterly》1992,8(4):62-70
Because dissatisfaction with textbooks usually arises from issues of content and philosophy, we would expect those who select
elementary social studies texts to focus on these issues. This article reports on a study of the instruments used to evaluate
elementary social studies texts in thirty-three school districts. The study found the process to be haphazard and the general
instruments to be poorly formulated. Instruments created specifically for evaluating social studies materials were better
focused.
Arthur Woodward is director of the Research, Development and Outreach Center of the Norman Howard School, Rochester, N. Y.
He has written extensively on textbook issues. 相似文献
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Kristopher J. Kopp M. Anne Britt Keith Millis Arthur C. Graesser 《Learning and Instruction》2012,22(5):320-330
The current studies investigated the efficient use of dialogue in intelligent tutoring systems that use natural language interaction. Such dialogues can be relatively time-consuming. This work addresses the question of how much dialogue is needed to produce significant learning gains. In Experiment 1, a full dialogue condition and a read-only control condition were compared with a mixed dialogue condition in which students engaged in full dialogue for half the problems followed by problems requiring only a limited engagement. We found that the mixed dialogue condition produced results as impressive as the full dialogue condition and took less time. Experiment 2 replicated these findings and further examined issues of time engaged in learning, quality of instruction, and learning gains. Overall, these results show that dialogue-based intelligent tutoring systems could be designed in a more efficient manner to maximize learning and minimize the cost of time-on-task. 相似文献
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Arthur L. Day 《Journal of The Franklin Institute》1925,200(2):161-182