Free daily newspapers ‐ business models and strategies     

Piet Bakker 《媒体管理杂志》2013,15(3):180-187

Abstract

Free daily newspapers, first introduced in Sweden in 1995, have proved to be much more than a passing phenomenon. By 2002, 80 free daily newspapers were introduced in 26 countries, 60 of them still exist. In thirteen countries free papers are responsible for more than ten percent of the total daily weekday circulation. The total circulation of the 60 free papers is almost 10 million copies, every day more than 20 million people read these papers. The success of the free papers is the result of their efficient cost structure and their ability to reach a new and relatively young audience. When looking more closely at the firms that publish these free newspapers two different models emerge; first, the entrepreneur entering a new market, and second the local or national newspaper firm. In the second model, free papers are launched to prevent other firms entering the market or to counter new firms already in the market. In the long run these obstructive tactics may develop into more positive strategies. Most readers are former ‘non‐readers’ or people who read paid and free newspapers Existing firms are developing strategies to benefit from the growing readership of newspapers created by free papers.  相似文献   

Structural Identity Consultation: Story Telling as a Culture of Faith Transformation   总被引：1，自引：1，他引：0  

Ina ter Avest  Cok Bakker 《Religious education (Chicago, Ill.)》2013,108(3):257-271

In this contribution we explore processes of Structural Identity Consultation (SIC) with primary school teachers, and the opportunities this kind of team meetings offers for a nontraditional way to live with religious tradition(s). We take our start in everyday classrooms, characterized by religious diversity. The thoughts of Levinas, and his view on the relationship of “I” and “the other,” open our mind for the encounter with the other, and the sensibility for the need of the other, resulting in an “answer-ability” for the other. Structural Identity Consultations in our view create an open space to explore differing narrations on encounter. The narration of a young teacher, and the deconstructive reading of this narration as a text, shows the innovative power of (religious) tradition. It is our conviction that teachers' story telling in Structural Identity Consultations enlarges religious literacy and improves religious sensibility.  相似文献   

A conceptualisation of whole‐class scaffolding     

Jantien Smit  Henriëtte A. A. van Eerde  Arthur Bakker 《British Educational Research Journal》2013,39(5):817-834

The concept of scaffolding refers to temporary and adaptive support, originally in dyadic adult–child interaction. It has become widely used, also in whole‐class settings, but often in loose ways. The aim of this paper is to theoretically and empirically ground a conceptualisation of whole‐class scaffolding so that it remains close to the origin of the scaffolding concept, but also provides scope for features not salient in one‐to‐one interaction. Drawing an analogy with Vygotsky's concept of Zone of Proximal Development we argue why the extension to whole‐class settings is justified. We further distinguish three key characteristics for whole‐class scaffolding—diagnosis, responsiveness and handover to independence—and illustrate these with examples from a teaching experiment focusing on whole‐class scaffolding language in a multilingual mathematics classroom (age 10–12). The empirical data led to a metaphorical distinction between online and offline enactment of key characteristics, during respectively outside whole‐class interaction. Diagnoses can namely also be made outside lessons, for instance by reading pupils' work; responsiveness can also be realised in adapting instructional activities; and handover to independence can also be fostered in the design of lessons. In addition to this layered nature (online vs. offline), whole‐class scaffolding is often distributed over time. Finally, whole‐class scaffolding is cumulative with pupils' independence emerging as the cumulative effect of many diagnostic and responsive actions over time. We suggest these three features are at the core of whole‐class scaffolding that is deliberately employed to foster long‐term learning processes.  相似文献   

Erratum to: Proportional reasoning in the laboratory: an intervention study in vocational education     

Arthur Bakker  Djonie Groenveld  Monica Wijers  Sanne F. Akkerman  Koeno P. E. Gravemeijer 《Educational Studies in Mathematics》2016,93(3):399-399

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An Historical Phenomenology of Mean and Median     

Arthur Bakker  Koeno P. E. Gravemeijer 《Educational Studies in Mathematics》2006,62(2):149-168

Using Freudenthal’s method of historical phenomenology, the history of statistics was investigated as a source of inspiration for instructional design. Based on systematically selected historical examples, hypotheses were formulated about how students could be supported in learning to reason with particular statistical concepts and graphs. Such a historical study helped to distinguish different aspects and levels of understanding of concepts and helped us as instructional designers to look through the eyes of students. In this paper, we focus on an historical phenomenology of mean and median, and give examples of how hypotheses stemming from the historical phenomenology led to the design of instructional activities used for teaching experiments in grades 7 and 8 (12–14-years old).  相似文献   

A description model of the genesis of guidance and its application     

Hans J. C. Bakker 《International journal for the advancement of counseling》1986,9(1):73-85

Based on a review of literature, developments in guidance and counseling (further: guidance) in Dutch general secondary education are described with a three phase model, originating from an analysis of the developmental histories of guidance in the United States, Great-Britain, and West-Germany. This article begins with the clarification of the developmental model. Before this is applied to the Dutch situation, some basic information about secondary (general)eduction in the Netherlands is supplied. Besides offering an overview of developments, an attempt is made to assess some of the more recent characteristics and developments of guidance in Holland.  相似文献   

Writing reviews: perspectives from the editors of Educational Studies in Mathematics     

Mesa  Vilma  Bakker  Arthur  Venkat  Hamsa  Wagner  David  Bikner-Ahsbahs  Angelika  FitzSimons  Gail  Gutiérrez  Ángel  Meaney  Tamsin  Prediger  Susanne  Radford  Luis  Van Dooren  Wim 《Educational Studies in Mathematics》2021,108(3):419-428

Educational Studies in Mathematics -  相似文献   

Two new readability predictors for the professional writer: pilot trials     

Sandra Harrison  Paul Bakker 《Journal of Research in Reading》1998,21(2):121-138

A combination of two new, but very different, approaches to the prediction of readability could be particularly valuable in evaluating English texts written for native and non-native speakers. One approach develops the concept of lexical density, whereas the other is a novel measurement of two mechanical variables of text. The paper first outlines the traditional approach to readability. Next, it explains the concept of lexical density, and presents the results of a pilot study into reader preferences for different levels of density in text. It then offers an alternative approach to readability that uses sentence and ‘packet’ lengths. Finally, it indicates how the two approaches have been combined into a computer software program, and suggests the direction of future work. Our conclusions are threefold. Firstly, the lexical density of text is a better indicator of its readability than the scores given by many of the more common readability formulae. Secondly, the effective breaking up of sentences into ‘packets’ is as important to readability as sentence length. Finally, in looking at the mechanical variables of texts, we should not only be concerned with averages, but with distributions and most frequently occurring values.  相似文献   

Dominance in the prototyping phase—The case of hydrogen passenger cars     

Sjoerd Bakker  Harro van LenteMarius T.H. Meeus 《Research Policy》2012,41(5):871-883

The notion of dominant designs refers to dominance in the market, hence the literature on dominant designs ignores the selection process that already takes place in pre-market R&D stages of technological innovation. In this paper we address the question to what extent pre-market selection takes place within an industry and how this may lead to dominance of one design over others before the market comes into play. Furthermore we study what selection criteria apply in the absence of actual market criteria. We do so through a historical analysis of design paths for hydrogen passenger cars.We argue that prototypes are used by firms in their internal search process towards new designs and at the same time as means of communicating technological expectations to competitors and outsiders. In both senses, prototypes can be taken as indicators of design paths in the ongoing search process of an industry.We analyzed the designs of prototypes of hydrogen passenger cars from the 1970s till 2008. A database is compiled of 224 prototypes of hydrogen passenger cars, listing the car's manufacturer, year of construction, hydrogen conversion technology, fuel cell type, and capacity of its hydrogen storage system. The analysis shows to what extent one design gained dominance and which strategies were adopted by the firms in their search processes.We conclude that indeed a dominant prototyping design has emerged: the fuel cell combined with high pressure gaseous storage. Actual and expected performance acted as selection criterion, but so did regulation and strategic behaviour of the firms. Especially imitation dynamics, with industry leaders and followers, is a major explanatory factor. Our main theoretical claim is that the selection of a dominant prototyping design is based on an interaction of sets of expectations about future performance of technological components and regulatory pressure that results in herding behaviour of the firms.  相似文献   

Policies for disadvantaged children under scrutiny: the Dutch policy compared with policies in France,England, Flanders and the USA     

Sjoerd Karsten 《比较教育学》2006,42(2):261-282

This article reviews the policies for disadvantaged children in western countries since the mid‐sixties. First, it analyses the design and results of the ‘classic programmes’ of positive discrimination such as the American Title I programme, and the English, Dutch, Flemish and French priority areas policies. It discusses the differences and similarities in approach and the disappointing results. Second, the article explores some of the ‘alternatives’ such as pre‐schooling, reducing class size, restructuring the school year, and teacher incentives.  相似文献