Using Consumer Data to Illustrate How the Library Channel Drives Digital Sales     

David Burleigh 《Publishing Research Quarterly》2017,33(4):380-391

The library channel is often underappreciated as a key part of a publisher’s business strategy. In an age where publishers are constantly seeking new revenue and marketing opportunities, presence in the library—digitally—can yield significant growth. This paper examines the library channel, its business model based on library lending, the performance of eBooks and audiobooks across all subjects, and consumer reading behavior. Digital Book Clubs, a relatively new phenomenon, are also defined and illustrated with examples demonstrating the library’s valuable role in increasing discoverability and ultimately sales.  相似文献   

Victor A. Ginsburgh and David Throsby (eds.): Handbook of the economics of art and culture,volume 2     

Douglas J. Hodgson 《Journal of Cultural Economics》2016,40(4):547-551

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Science Education and Citizenship     

Don Metz 《Science & Education》2016,25(3-4):469-470

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Social media use in the career development of graduate students: the mediating role of internship effectiveness and the moderating role of Zhongyong     

Changqing He  Jibao Gu  Wei Wu  Xuesong Zhai  Jun Song 《Higher Education》2017,74(6):1033-1051

This paper proves that social media use can contribute in important ways to employability outcomes. Specifically, results from a survey of 196 recent graduate students in China indicate that social media use is positively related to employability skills. Internship effectiveness serve as a mediating mechanism through which social media use affects employability skills. Zhongyong has a moderating effect on the social media use-internship effectiveness relationship. In addition to the direct moderating effect, Zhongyong is found to moderate the indirect relationship between social media use and employability skills. We discuss implications of these results for research and practice.  相似文献   

Chemical composition and antioxidant activities of essential oils from different parts of the oregano     

Fei Han  Guang-qiang Ma  Ming Yang  Li Yan  Wei Xiong  Ji-cheng Shu  Zhi-dong Zhao  Han-lin Xu 《Journal of Zhejiang University. Science. B》2017,18(1):79-84

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Erratum to: Defining and measuring literacy: Facing the reality     

Manzoor Ahmed 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):197

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The struggle continues: El Centro de los Trabajadores Agrvcolas Fronterizos     

Jonathan Barnes 《International journal of qualitative studies in education》2013,26(1):55-65

As a participating student in the Border Studies Program in the fall semester of 2000, the author did a field study working as a volunteer at El Centro de los Trabajadores Agrvcolas Fronterizos (The Border Agricultural Workers' Center, or CTAF). In this ethnography, he intertwines the exploration of several different relationships. He examines the relationship between the current struggles of farm workers in the U.S. and the movement led by Cesar Chavez in the 1970s; and the relationship between the ''periphery'' and the ''center.'' He also reflects upon his own position within the progressive movement, given the social privilege that adheres to him by virtue of race, class, and sex.  相似文献   

School visits to zoos and museums: a missed educational opportunity?     

Sue Dale Tunnicliffe  A. M. Lucas  Jonathan Osborne 《International Journal of Science Education》2013,35(9):1039-1056

Recent studies in exhibitions have begun to consider the cognitive content of the ‘dialogue’ between visitor and exhibit designer. Such studies have focused on the leisure visitor and not on organised school visits. The study reported here compares the conversational content of primary school and family visitors at the London Zoo and the Natural History Museum, London. The data show that there are common features to the children's interactions with animal exhibits and that the content of the conversations varies little between family groups and school groups both within an institution and between institutions. The lack of any marked distinction between school and family visitors strongly suggests that schools are failing to make effective use of the educational potential of zoos. Secondly, the findings of this study are important in pointing to the features of animal exhibits to which children, and their accompanying adults, attend. The data suggest that there is a gulf between the level of knowledge and understanding visitors bring to the exhibits and the message that the museums and zoos may wish to communicate. It is suggested that more successful education will only be achieved when museums and zoos give more credence to understanding what the visitor already does, or does not, know.  相似文献   

Tracing Darwin’s footprint in Greece’s literary milieu     

Costas Mannouris 《Metascience》2016,25(1):75-78

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Localized Representation of Formative Assessment in China: A Regional Study from a Sociocultural Perspective     

Qiuxian Chen 《Frontiers of Education in China》2017,12(1):75-97

Formative assessment originated and developed in a Western context. With its function of learning improvement being evidenced in research, formative assessment has been adopted in assessment initiatives in multiple contexts including that of China. Research, however, reveals that formative assessment as implemented in Chinese contexts is by no means equivalent to what is understood and implemented in the West; rather, in many cases, it is decontextualised and recontextualised, or culturally appropriated. This paper presents findings of a study which examined the culturally appropriated representation of formative assessment within eight universities in a mid-western province of China. Senior administrators in each university were interviewed face-to-face and individually to fulfill three purposes: (1) To clarify understandings of formative assessment in the area of college English education; (2) To explore the existing gap between formative assessment principles and their representation in College English Curriculum Requirements (CECR), and the gap between formative assessment initiatives at the national level and local contexts; and (3) To distill implications for policy-borrowing and effective implementation in the Chinese context.  相似文献