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Professor Desmond Swan 《Irish Educational Studies》2013,32(1):143-155
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Bairj Donabedian Associate Professor 《The Information Society》2006,22(3):121-135
In the reconciliation of rational-choice and social-influence approaches to media choice offered here, the choice process is decomposed into two subprocesses. In the first subprocess—that of rational choice—decisional ambiguity frustrates complete optimization. Optimization is partial, yielding a set of effectively interchangeable media alternatives over which the user is indecisive. In the second subprocess—that of social influence—imitation, deference, and other cues act on the set of interchangeables, yielding a single ultimate choice. If in the social-influence subprocess there are benefits to coordinating with others, group choice crystallizes around a single media alternative. If these benefits are absent, individual choice remains idiosyncratic, with each decision maker making random choices within the set of interchangeables. In organizational life, media choice transpires sequentially, with each choice conditioning a succeeding one. In its dynamic form, the present model explicitly incorporates such sequential environments: The twofold choice process transpires iteratively within individual decision sites (in the multiple purchasing decisions of a committee, for example) and sequentially across decision sites (from committee to individual, for example). The model generates considerable empirical implications. As decisional ambiguity grows, the rational-choice component of the choice process shrinks, implying upper-bound conditions for the explanatory power of rational-choice statistical models. 相似文献
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ZHAO Yongheng 《中国科学院院刊(英文版)》2011,25(3):231-232
The Large Sky Area Multi-Object Fiber Spectroscopic Telescope(LAMOST) is a meridian reflecting Schmidt telescope with a clear aperture of four meters,a focal length of 20 meters and a field of view of five degrees.By using active optics technique to control its reflecting corrector, 相似文献
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The annotation of texts in the school English classroom is central to the curriculum, examination and the history of English as a school subject. In this paper we explore ‘the way it is done’ across two different classrooms. We focus on the relationship between official definitions of annotation offered by national policies and examination syllabuses and its actualization in particular classrooms. The article takes a multimodal approach: attending to all modes of representation and communication in the teaching of English including image, gesture, gaze and the spatial organization of the classroom. 相似文献