Reactivity without legitimacy? Online consumer reviews in the restaurant industry     

Jean-Samuel Beuscart  Kevin Mellet 《Journal of Cultural Economy》2016,9(5):458-475

In recent years, web sites where individual consumers can rate and review goods and services have mushroomed all over the Internet. Restaurants are particularly affected by online reviewing. If the impact of online consumer reviews (OCRs) on the demand side of markets is now well understood and measured, few studies examine the reception of this new evaluation method by those who are assessed. Based on interviews with French restaurant managers, our research shows that OCRs systems reconfigure relations of accountability in the restaurant industry. We use the notion of reactivity to describe the mechanisms through which the new evaluation system transforms the activity of restaurants. We also examine the affects surrounding the reception of ratings and reviews by restaurant managers and the moral criteria that accompany their discourses on online reviews. Many restaurants consider online reviews as a brutal and hypocritical mode of judgment. The judgment produced by online ratings and reviews is not easily borne by restaurant managers, because it challenges the conventions of quality they had previously internalized as legitimate, that is, those produced by professional experts. We interpret this ambivalent reception as the unfinished movement of transforming a performative reputation device into a legitimate evaluation institution.  相似文献   

Does mathematics have a life of its own?     

James Robert Brown 《Metascience》2011,20(3):487-493

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Educational Programs for Elementary Students with Learning Disabilities: Can They Be Both Effective and Inclusive?     

James McLeskey  Nancy L. Waldron 《Learning disabilities research & practice》2011,26(1):48-57

One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD.  相似文献   

Guiding Low Spatial Ability Individuals through Visual Cueing: The Dual Importance of Where and When to Look     

Victoria A. Roach  Graham M. Fraser  James H. Kryklywy  Derek G.V. Mitchell  Timothy D. Wilson 《Anatomical sciences education》2019,12(1):32-42

Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability “where” to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists.  相似文献   

Body composition differences by age and playing standard in male rugby union and rugby league: A systematic review and meta-analysis     

Tom Geeson-Brown  Ben Jones  Kevin Till  Sarah Chantler  Kevin Deighton 《Journal of sports sciences》2020,38(19):2161-2176

ABSTRACT

This systematic review and meta-analysis aimed to determine differences in body compositionn between playing standard and age in male rugby union and rugby league athletes. The MOOSE (Meta-analysis of Observational Studies in Epidemiology) guidelines for design, implementation, and reporting were followed. Studies were required to be in male rugby union or league and have body composition as the primary or secondary outcome. Data was required to be presented separately for positional groups and body composition presented as whole-body. A systematic search was performed in PubMed, Cochrane Library, MEDLINE, SPORTDiscus, and CINHAHL via EBSCOhost. 57 studies were included for meta-analysis. Results highlighted significantly higher fat-free mass in senior elite than senior sub-elite or junior elite athletes for all RU and RL forwards. Small and non-significant differences were found in fat mass between rugby union playing standards and age categories. Rugby league senior elite forwards had less fat mass than junior elite forwards. Practitioners should prioritise training and nutritional strategies that maximise fat-free mass development, especially in junior elite cohorts.  相似文献   

Exploring Curricular Transformation to Promote Innovation and Entrepreneurship: An Institutional Case Study     

Kevin R. McClure 《Innovative Higher Education》2015,40(5):429-442

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Do we see numbers?     

James Davies 《Metascience》2015,24(3):483-486

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The cumulative and residual fatigue response associated with soccer-specific activity performed on different playing surfaces     

Richard Michael Page  Ben Langley  Mitchell James Finlay  Matt Greig  Christopher Brogden 《Journal of sports sciences》2020,38(5):568-575

ABSTRACT

This study aimed to assess the effect of playing surface (Natural [NT] and Artificial [AT] Turf) on the fatigue response to a soccer-specific exercise protocol (SSEP). Eighteen male soccer players completed the SSEP on NT and AT with pre-, post-, and 48 h post-assessments of eccentric knee flexor (eccKF) and concentric knee extensor peak torque (PT), peak countermovement (CMJ) and squat jump (SJ) height, and Nordic hamstring break angle. No significant main effects for surface or any surface and time interactions were observed for any of the outcome measures, except for eccKF PT recorded at 3.14 rad·s^-1, which was significantly lower 48 h post-trial in the AT condition (AT = 146.3 ± 20.4 Nm; NT = 158.8 ± 24.7 Nm). Main effects for time were observed between pre- and post-trial measures for eccKF PT at all angular velocities, Nordic break angle, CMJ and SJ height. Nordic break angle, and both CMJ and SJ height were significantly impaired 48 h post-trial when compared to pre-trial. The findings of the current study suggest surface dependent changes in eccKF PT which may have implications for recovery and subsequent performance after competition on AT.  相似文献   

The succession challenge: building and sustaining leadership capacity through succession management     

James Broad 《欧洲师范教育杂志》2011,34(2):249-251

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Teaching principles of inference with ANOVA     

Kevin R. Tarlow 《Teaching Statistics》2016,38(1):16-21

Analysis of variance (ANOVA) is a test of mean differences, but the reference to variances in the name is often overlooked. Classroom activities are presented to illustrate how ANOVA works with emphasis on how to think critically about inferential reasoning.  相似文献