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911.
董飞 《贵阳金筑大学学报》2005,(4):44-46
在日趋激烈的市场竞争中,如何稳定优质客户并充分挖掘其客户价值,对于企业来说显得尤为重要,“一对一”营销比传统的“一对多”营销更具优势,它通过与每个“顾客份额”高的客户(即优质客户)的互动对话,从而将其客户价值发挥到极大化。这有助于企业尤其是中小企业逐步积累经验与资本,在“一对一”营销的基础上,发展更多的客户,把市场做大做强。 相似文献
912.
体育竞赛中的胜负因素研究 总被引:1,自引:0,他引:1
沈传茂 《武汉体育学院学报》2001,35(5):111-112
胜负关系是竞赛的主要矛盾,而竞赛过程是对胜负的预期,胜负的特点具有排斥性与同一性、唯一性与层次性、确定性与不确定性. 相似文献
913.
The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed. 相似文献
914.
Using the PISA 2015 releases in Norway and England, this article explores how PISA has been presented in the media and how the policy level has responded to the results. England will be used as an example for comparison. The article presents early media responses from the 20 most circulated daily newspapers in the two countries and discusses them in relation both to the national PISA reports in Norway and England, as well as the international report of the OECD. The media responses are further interpreted in light of previous research in both countries, with a particular focus upon Norway, where previous Ministers of Education have been interviewed about assessment policy and education reforms. 相似文献
915.
While collaborating with a peer can be highly beneficial for learning, more work is needed to understand how instructional activities in collaborative contexts should be designed so as to maximize learning outcomes. To address this, we investigated the impact of different types of preparatory and cognitively engaging tasks on learning from collaborating, using a 2 × 2 experimental study conducted in situ in four introductory psychology classes. We compared individual preparation versus no-preparation and “active” versus “constructive” tasks. A dyadic multilevel analysis showed that preparation prior to collaborating led to better deep learning outcomes, but that the type of preparation did not have a significant effect. We include an exploratory analysis of student dialogues during collaboration to further interpret our findings. We propose that a cognitively engaging preparation phase may lead to better learning because it encourages students to collaborate constructively even when the type of task does not elicit such engagement. 相似文献
916.
Lalit Sharma 《Teachers and Teaching》2017,23(4):436-450
The study explores the institutional factors which influence the impact of education in building academic entrepreneurship in higher educational institutes of Uttarakhand state, India. In order to understand the institutional barriers, the author interviewed 68 senior-level educationists, who were working in the capacity of Director General, Professor, Head, or Director in three different universities or their affiliated institutions. Based on the qualitative data obtained from interviews, we identified five major and four minor factors which were influencing the impact of education in building academic entrepreneurship in the state. The major barriers identified were – poor entrepreneurial ecosystem, poor entrepreneurial orientation, and inclination of universities and institutes to prepare students for jobs, inadequate content of the subject, need for training of entrepreneurship faculty, or specialized entrepreneurship faculty and ineffective teaching methodology. The results so obtained were further reviewed and validated on the basis of past research. The study also takes into account the institutional problems in developing academic entrepreneurship in other developing countries and compares the results. The study will help policy-makers, teachers, and educational institutions to recognize the possible shortfalls in the education system, which eventually result in poor academic entrepreneurship. Suggestions for improvements are included. 相似文献
917.
Gary N. Marks 《Journal of School Choice》2017,11(3):426-441
Critics of Catholic and independent (nongovernment) schools in Australia contend that the higher levels of performance of students in nongovernment schools can be dismissed as simply a function of student- and especially school-level socioeconomic status (school-SES). A recent article extends this critique to school-sector differences in students’ evaluations of their teachers and schools, arguing that the observable school-sector differences are because of differences in school-SES, not because of school-sector differences in their teachers and schools. In response, this article reviews these arguments and focuses on school-sector differences in students’ evaluations of their teachers and schools using the Organization for Economic Development and Cooperation’s (OECD) measures in the PISA 2009 study. On eight of the 10 attitudinal measures, students attending Catholic and independent schools have more positive evaluations and these school-sector differences survive controls for students’ SES, their overall level of achievement and school-SES, which has no substantive influence. Although the effect sizes are generally small (0.06–0.26) their combined influence means that nongovernment school students enjoy superior learning environments which is likely to contribute to their generally higher levels of academic performance in senior secondary school. 相似文献
918.
政府信息公开视野中的工作秘密 总被引:1,自引:0,他引:1
工作秘密就是各级国家机关在其公务活动和内部管理中产生的不属于国家秘密而又不宜对外公开的事项,工作秘密范围的不确定性和随意性导致了政府信息公开与保密的界限不清,进行政府信息公开立法就必须对我国的工作秘密进行严格界定与限制。 相似文献
919.
920.