‘95全国足球甲A联赛上海赛区观众人数剧增的原因探析

运用问卷调查法,且结合体育市场营销理论,对’95全国足球甲A联赛上海赛区观众人数剧增的原因进行探析。结果发现,产品、价格、渠道、促销、公共关系等五个因素,促进了’95上海球市的繁荣。     

元杂剧涉商剧目浅探

元杂剧现存剧本有多部涉商剧目从多角度多层次关注商人及其活动.这种关注并非由文学体裁所决定,而是社会现象在文学中的必然反映.从中可看出元代社会对商的定位的转变,如商人及其活动并不卑贱,经商致富有着与读书发达同样的价值,真正应受指责的是那些诱人败家的趋炎附势的小人.对"商"的肯定同时是对小农经济安于现状不思进取的批驳,有利于社会的发展与进步.     

Segmentation of Cinema Audiences: An Exploratory Study Applied to Young Consumers

The cinema exhibition sector in Spain, as well as in the rest of Europe, is a dynamic sector characterised by the present growth of multiplexes and consumer demand after a long period of decline. These changes make it relevant to analyse the cinema attendees' profile from a marketing perspective. To this end, we have developed an exploratory study on segmentation applied to the young cinema attendees. Doing so, we have found three different groups according to benefits sought in their going to the cinema and other demographic and behavioural variables. On the basis of information as such, specific marketing objectives could be set and more efficient strategies designed and implemented.     

矩阵法在科技期刊广告主选择中的应用

从科技期刊社的广告收益最大化诉求出发,分析期刊社选择广告主的2条主要标准,进而形成了构成矩阵的2个维度,通过矩阵的4个象限对目标广告主进行分类,从中找出科技期刊社的最优目标广告主集合.     

论面向公众的数字图书馆(GADLs)的建设

介绍面向公众的数字图书馆的概念、特点及代表性项目,分析建设我国面向公众的数字图书馆的必要性和可行性,提出建设我国面向公众的数字图书馆的对策和建议。     

Engagement with online self-tests as a predictor of student success

Online self-testing as part of the online learning environment (OLE) provides practice questions on key concepts with immediate feedback – in a ‘no-risk’ environment. OLE activity was analysed for 471 on-site and distance students enrolled in health science courses to determine total activity on the OLE and usage of online self-tests. The study also aimed to determine whether utilisation of self-tests differed by final grade, particularly between students who just pass (C grades and Restricted pass) and those who fail (D and E grades). Results indicated that on-site students were significantly more active on the OLE compared to distance students. However, these groups engaged similarly with self-tests and achieved a similar distribution of grades. A significant positive relationship was found between final grade achieved and percentage of self-tests attempted. This relationship was significant regardless of study status (on-site or distance), course studied or total activity logged. A more targeted analysis of C?+?R vs. D?+?E students showed that although these two groups were similar on overall usage of the OLE, C?+?R students utilised self-tests to a significantly greater extent. Recommendations from this study are that students (particularly those struggling to achieve academic success) should be directed towards online self-tests.     

School engagement mediates well-being differences in students attending specialized versus regular classes

The authors examined (a) differences in school engagement and the subjective well-being (SWB) of 330 Israeli students (Grades 7–10, 52% girls) in specialized school classes (arts and science) versus students in classes with no specialized subject and (b) the role of engagement as a mediator between class choice and SWB. A multivariate analysis of covariance examined intergroup differences and structural equation modeling was used to test the mediation model. The results indicated that students in both specialized classes felt more engaged than students in regular classes and that students in science classes experienced higher SWB than did students in art and regular classes. The difference between specialized classes and regular classes in terms of student SWB was fully mediated by student engagement. The results suggest that educators and policymakers should consider enabling students to enroll in specialized classes that may not only increase their engagement but also their SWB.     

Evaluating the outcomes of a school based Theraplay® project for looked after children

Research shows that Looked After Children (LAC) may experience emotional instability which can reduce their capacity to engage with education. This study evaluates an attachment based therapeutic Theraplay® intervention designed to bridge the gap between the emotional well-being of LAC and their engagement in education. Twenty LAC between the ages of five to 11 from nine schools participated in the project over eight months. The mixed method study used a repeated measures design. Strengths and difficulties questionnaires were used pre- and post-intervention; semi-structured interviews with teaching staff were conducted and children’s views were gathered. Quantitative results show a reduction in the children’s total strengths and difficulties stress scores post-intervention. Qualitative feedback shows noticeable changes in the children’s relationship skills, confidence and engagement with education. The complexities of supporting LAC in education and implications for educational psychology practice are explored.     

Development of the UK engagement survey

Student engagement has become a key feature of UK higher education, but until recently there has been a lack of data to track, benchmark and drive enhancement. In 2015 the first full administration ran in the UK a range of survey items drawn from the US-based National Survey of Student Engagement (NSSE). This is the latest example of international adaptations of NSSE, and was prompted by the need to collect actionable data, related to core elements of learning and teaching, that can be used for institutional improvement efforts. This paper describes the background and development of the UK Engagement Survey, focusing on the two pilot years in 2013 and 2014 and the full administration phase in 2015. This involved a complementary mix of qualitative and quantitative data analysis, and engagement with students in the testing process. Cognitive testing was conducted with 85 students over two years and data from the full 2015 administration involved 24,387 students. The political context of student engagement in relation to national satisfaction surveys, and the implications of running a generalist-based survey in a subject-specific higher education context are discussed.     

Educator–student communication in sex & relationship education: a comparison of teacher and peer-led interventions

This paper presents findings from a comparative study of peer- and teacher-led Sex and Relationship Education (SRE). One lesson delivered by a peer educator, and one lesson delivered by a teacher was observed with the aim of exploring the communicative process between educators and students within SRE. It is claimed that open communication between students and peer educators promotes the adoption of positive attitudes to sexual health, making it a potential alternative to teacher-led provision. Yet to our knowledge, no studies have investigated the communicative process within peer-led adolescent health interventions to examine factors underpinning its potential efficacy. The development of a coding scheme to measure the extent to which educators and students are communicating openly within SRE is used to describe the communicative process between sex educators and students, characterise differences in communication within peer- and teacher-led conditions and discuss how these differences affect student participation in SRE. Results suggest interaction of students in the peer-led condition was different to that of students receiving teacher-led SRE; and provide valuable insight into educator–student communication in the context of classroom-based SRE.