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ABSTRACTWe present the determinants of the length of stay (LOS) of Porto Street Stage that integrated the program of the 52nd edition of Rally de Portugal. Sport events assume an important role in the marketing of tourism destinations. However, when we compare them with other segments in tourism, it still remains underexplored. This study represents an opportunity to contribute to the literature, and it could become a significant toll for the organizers, public entities and other stakeholders. We contemplate a set of information and data that may improve the management of the future editions in a more rigorous and effective way. As we are dealing with an international event, it is an occasion to enlist tourists and promote the tourist destination. We applied a quantitative analysis and considered the sociodemographic characteristics of the spectators, factors that influenced the trip, expenses per day in the city, level of satisfaction with the event, and the intention to return. An OLS regression model, a Weibull survival model and a zero-truncated negative binomial regression model were estimated, and the results were compared. On the LOS determinants it is not common to consider the influence of each item of expenditure during the stay and the satisfaction levels with the event and different effects were observed. The travel and accommodation expenditures present a negative effect on the LOS. In the opposite side the satisfaction level and intention to return, both present a positive effect on the LOS. The sociodemographic characteristics have diverse impacts on the LOS. 相似文献
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Elvira L. Arellano Tessie L. Barcenal Purita P. Bilbao Merilin A. Castellano Sharon Nichols Deborah J. Tippins 《科学教学研究杂志》2001,38(5):502-528
The purpose of this study was to investigate the potential for using case‐based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher‐generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case‐based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re‐presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 502–528, 2001 相似文献
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This paper presents an approach aimed at creating business ontologies for knowledge codification in company. It is based on the principles of ontological engineering and cognitive psychology. Ontologies that describe the main concepts of knowledge are used both for knowledge creation and codification. The proposed framework is targeted at the development of methodologies that can scaffold the process of knowledge structuring and orchestrating for better understanding and knowledge sharing. The orchestrating procedure is the kernel of ontology development. The main stress is put on using visual techniques of mind mapping. Cognitive bias and some results of Gestalt psychology are highlighted as a general guideline. The ideas of balance, clarity, and beauty are applied to the ontology orchestrating procedures. The examples are taken mainly from the project management practice. The paper contributes to managerial practice by describing the practical recommendations for effective knowledge management based on ontology engineering and knowledge structuring techniques. 相似文献
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Elvira Haezendonck Kim Willems Jenny Hillemann 《International Journal of Inclusive Education》2017,21(1):31-47
Universities, and higher education institutions in general, are ever more influenced by output-driven performance indicators and models that originally stem from the profit-organisational context. As a result, universities are increasingly considering management tools that support them in the (decision) process for attaining their strategic goals. The growth-share matrix is one of these tools that has proven its value in diverse business and competitive contexts in the past few decades. The present study’s contribution is twofold. First, we apply and interpret the growth-share matrix as part of a strategic positioning analysis in a strategic university context. Second, we extend this tool by incorporating social inclusion as a third dimension in the analysis. In recent years, discussions on the rising social disparity among adolescents in higher education have increased and different types of actors have raised the motivation to create more equal opportunities for prospective students who rank among the group of socially disadvantaged adolescents. The findings of an empirical case of the proposed model for a particular Belgian academic programme show that increased social inclusion and higher performance parameters, such as growth in student enrolments and diplomas, can be reached simultaneously. 相似文献
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Jennifer R. Warren Michael L. Hecht David A. Wagstaff Elvira Elek Khadidiatou Ndiaye Patricia Dustman Flavio F. Marsiglia 《Journal of Applied Communication Research》2006,34(2):209-227
This study sought to determine if exposure to two communication-oriented activities, videotapes and public service announcements, accounts for changes in substance use among adolescents participating in the Drug Resistance Strategies Project's keepin' it REAL adolescent substance use prevention curriculum. Middle-school students (4,734, 72% Latino) responded to questionnaires related to these analyses. An analysis of covariance (ANCOVA) model was fit separately to six substance use outcomes. The results suggested that intervention students who saw four or five videos engaged in less substance use in the past month than did students who saw fewer videos. Having seen the PSAs one or more times did not predict the reported change in substance use. 相似文献
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Elvira J. Abrica 《Community College Journal of Research & Practice》2013,37(12):880-890
ABSTRACTIn this paper, I argue that researcher reflexivity, a common qualitative practice, is a specific tool that institutional research professionals endeavoring to conduct qualitative research studies involving Students of Color can use to unpack issues of power and privilege that exist between the researcher and the researched. This may be particularly useful among institutional researchers working within community colleges that serve a disproportionate number of racially minoritized populations and other vulnerable student groups. I offer a reflexive account of various experiences related to race, gender, and social class that I encountered in a qualitative research study of Black and Latino males I conducted as an institutional researcher. The purpose of this reflexive account from the field is to support the argument for more qualitative approaches to institutional research, while also advancing the argument that critical qualitative research be leveraged with the explicit purpose of advancing racial equity from the context of IR not traditionally associated with equity, advocacy, and qualitative inquiry involving race. 相似文献
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Quincy Elvira Simon Beausaert Mien Segers Jeroen Imants Ben Dankbaar 《Learning Environments Research》2016,19(1):17-41
Development of professional expertise is the process of continually transforming the repertoire of knowledge, skills and attitudes necessary to solve domain-specific problems which begins in late secondary education and continues during higher education and throughout professional life. One educational goal is to train students to think more like experts and approach the mastery of a subject as an expert would. Helping students to develop professional expertise and evaluating whether classrooms are conducive to the development of expertise is difficult and time-consuming. At present, there is no instrument that measures all the core classroom factors that influence specifically the development of professional expertise. This paper describes the development and validation of an instrument that measures the extent to which educators create a Supportive Learning Environment for Expertise Development, the SLEED-Q. A sample of 586 secondary school students (14–18 years-old) was used for validation. Both exploratory and confirmatory factor analyses were carried out. Examination of the fit indices indicated that the model seemed to fit the data well, with the goodness-of-fit coefficients being in recommended ranges. The SLEED-Q, consisting of seven factors with 30 items, the SLEED-Q has potential as an instrument for examining how conducive learning environments are to development of professional expertise in secondary school settings. The implications of the results and potential paths for future research are considered. 相似文献
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Gabriela Gómez Vera Carmen Sotomayor Percy Bedwell Ana María Domínguez Elvira Jéldrez 《Reading and writing》2016,29(7):1317-1336
Few studies have addressed vocabulary quality in developing writing skill in Spanish. Even less addressed it within the Chilean educational system. The specific objective of this study was to characterize, using a comprehensive set of indicators, the quality of the vocabulary produced by Chilean 4th grade students. Based on a national writing survey, a sample of 2056 texts written by 685 students was collected (narrative, persuasive, and informative texts). Current literature defines lexical quality as a composite of diverse factors that, while distinct, are interrelated. To represent the properties of the vocabulary, a set of indicators were selected: (a) lexical diversity; (b) lexical sophistication; and (c) lexical density. Using multilevel modeling (students and schools as levels 1 and 2) to explain a global writing score we found that diversity was a significant determinant for narrative and persuasive texts, density was a significant determinant for the three genres and sophistication was a significant determinant for narrative and expository text. In addition, indicators related to gender and socioeconomic conditions were only significant determinants of narrative stories. The parts of speech most often used also varied according to the purpose of each text. In all genres, words had a short extension and were very sensitive to the input presented in the stimuli. These results imply a significant challenge to this education system: how to promote the development of vocabulary in all children in order to support language learning. 相似文献