我国消费电子企业核心竞争力的提升

哈默和普拉哈拉德1990年首次提出核心竞争力的概念,此后,核心竞争力便成为国际学术界以及企业界研究的重点。人们越来越深刻认识到核心竞争力是企业获得持久竞争优势的源泉。进入21世纪,消费电子产业在世界范围内蓬勃发展,与人们生活的联系愈加紧密,并与教育、医疗、航空航天等领域快速融合,对国民经济发展的贡献越来越突出,是一个国家参与国际竞争的重要方面。培育和提升消费性电子企业的核心竞争力,对产业的健康发展大有裨益,对改善人民的生活品质,提升我国的综合国力具有重要的战略意义。对我国消费电子企业的核心竞争力进行了分析,从政府角度、企业角度和企业合作角度提出了提升消费电子企业核心竞争力的途径。     

广西瑜伽俱乐部消费者现状的调查与分析

本文运用问卷调查等方法,对广西瑜伽俱乐部消费者的基本信息、消费者参与的动机和积极性、影响消费者选择瑜伽俱乐部的因素这几个方面进行了调查与分析,针对目前存在的主要问题进行总结并提出建议,以期为瑜伽健身市场的可持续性发展提供有益参考,从而推动瑜伽健身项目得到更好的推广和发展。     

基于解释结构模型的体育消费行为影响因素研究

我国体育消费需求不高,总体消费水平偏低,体育消费能量没有得到充分释放,所以研究体育消费行为显得尤为重要。采用文献资料法和解释结构模型方法,分析了我国体育消费行为影响因素。研究表明：体育消费行为影响因素可分为六个层级,它们相互关联;体育消费途径和体育产品价格是影响体育消费行为的直接原因,而国家与地区经济发展和社会文化环境是影响体育消费行为的根本原因。     

Achievement and engagement: How student characteristics influence teacher judgments

Teachers' judgments of student characteristics are affected not only by the characteristic in question, but also by other factors. This article presents three studies examining whether students' achievement influences teachers' judgments of their engagement (as a proxy for motivation) and vice versa. First, a field study was conducted with N = 52 teachers and N = 1135 students. Structural equation modeling revealed an effect of student achievement on teacher judgments of student engagement and an effect of student engagement on teacher judgments of student achievement—above and beyond the association of each student characteristic with teacher judgments of that characteristic. These results were then replicated in two experimental studies involving a computer simulation of an instructional situation, the Simulated Classroom, with N = 40 and N = 181 teacher candidates, respectively. The psychological determinants of the effects observed are discussed, as are their practical implications.     

Developing New Services in Library Networks

No abstract available for this article.     

Neuro‐linguistic programming and altered states: encouraging preparation for learning in the classroom for students with special educational needs

In seeking to identify the processes associated with the immediate engagement of learning for students with mild special educational needs, this study examined the responses of an extraction group (n = 7) of 11‐ to 13‐year‐old students who participated in a number of lessons in which the opening episode involved the use of visualisation techniques and language associated with representational systems as identified within neuro‐linguistic programming (NLP). Students endeavoured to alter their negative state to a positive state via this intervention. The study, by Voldis Kudliskis of South Dartmoor Community College, was of a naturalistic research design, and the students' experiences were explored by means of formal interviews, semi‐structured interviews, questionnaires and observations. The implications for altering state through techniques associated with NLP are described and evaluated in terms of student comments. The case is made for the process of altering state as a strategy to empower students to engage with their learning from the outset of the lesson.     

对体育产品及相关问题的研究

通过文献资料、逻辑分析等方法,运用经济学、语言学的知识和各类产品的得名规律,以体育的本质为出发点,对体育产品的属性及范围进行了阐述。同时,对体育投入品、体育消费品等与体育产品有关的问题进行探讨。     

论清代昆明城市居民消费思想的变迁

随着商品经济的进一步发展,清代昆明城市居民消费思想发生了一系列变迁,出现浮靡奢侈、追求“洋气”、追赶时髦等趋向,这与传统的消费思想相违背,文章分析了产生这些趋向的原因.     

Joint trajectories of behavioral,affective, and cognitive engagement in elementary school

The aim of the present study was to model student trajectories of behavioral, affective, and cognitive engagement from Grade 3 to Grade 6. The authors also examined whether teachers perceptions could predict student trajectory membership. The authors collected data from a sample of 831 students and 152 teachers. Using multiple-process growth mixture modeling, they identified 5 distinct trajectories of student engagement. Although a large majority of children presented a stable and high level of engagement on the three dimensions over time, more than one third of them showed a lower or changing level of engagement as the years progressed. These students were more likely to be boys and to be perceived by teachers as being less engaged. They also present more learning or behavioral problems and share less positive relationships with teachers. The results support the need to consider group-based differences when designing and adapting prevention and intervention strategies to favor student engagement.     

Using iPad tablets for self‐modeling with preschoolers: Videos versus photos

As technology becomes more accessible and acceptable in the preschool setting, teachers need effective strategies of incorporating it to address challenging behaviors. A nonconcurrent delayed multiple baseline design in combination with an alternating treatment design was utilized to investigate the effects of using iPad tablets to display video self‐modeling and activity photos for three preschoolers during circle time. During baseline, all three children demonstrated low levels of engagement and high levels of off‐task behavior compared to peers. The intervention phase consisted of alternating between showing the child the self‐video and photos prior to circle time. A child preference phase was conducted whereby each child self‐selected the video or photo prior to circle time. For all three children both videos and photos led to increased engagement and decreased off‐task behaviors. During the child preference phase, all three children selected the video most frequently. Social validity data demonstrated teacher and child preference for the video self‐modeling condition.