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51.
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Victor Davis Hanson 《Academic Questions》2017,30(4):456-459
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The special issue aims at exploring, with an economic perspective, the interconnections between cultural participation, in all its expressions, and tourism organization and patterns with the purpose of understanding economic effects, emerging trends and policy implications. The expanding notion of the cultural consumption of tourists makes the definition of cultural tourism increasingly elusive. Empirical investigations of the relationships between cultural participation and cultural heritage and tourism offer interesting hints in many directions. This introduction briefly overviews the premise of this special issue, the literature and the several perspectives taken by the included articles. Aside from their cultural topics—general, intangible or temporary—these essays all tackle some important economic dimensions of tourism. We encourage cultural economists to invest more in these fascinating areas as more than just intellectual tourists. 相似文献
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Genevieve E. Maricle 《Minerva》2011,49(1):87-111
No matter one’s wealth or social position, all are subject to the threats of natural hazards. Be it fire, flood, hurricane,
earthquake, tornado, or drought, the reality of hazard risk is universal. In response, governments, non-profits, and the private
sector all support research to study hazards. Each has a common end in mind: to increase the resilience of vulnerable communities.
While this end goal is shared across hazards, the conception of how to get there can diverge considerably. The earthquake
and hurricane research endeavors in the US provide an illustrative contrast. The earthquake community sets out to increase
resilience through a research process that simultaneously promotes both high quality and usable – preparedness-focused - science.
In order to do so, the logic suggests that research must be collaborative, responsive, and transparent. Hurricane research,
by contrast, largely promotes high quality science – predictions - alone, and presumes that usability should flow from there.
This process is not collaborative, responsive, or transparent. Experience suggests, however, that the latter model – hurricane
research - does not prepare communities or decision makers to use the high quality science it has produced when a storm does
hit. The predictions are good, but they are not used effectively. Earthquake research, on the other hand, is developed through
a collaborative process that equips decision makers to know and use hazards research knowledge as soon as an earthquake hits.
The contrast between the two fields suggests that earthquake research is more likely to meet the end goal of resilience than
is hurricane research, and thus that communities might be more resilient to hurricanes were the model by which research is
funded and conducted to change. The earthquake research experience can provide lessons for this shift. This paper employs
the Public Value Mapping (PVM) framework to explore these two divergent public value logics, their end results, and opportunities
for improvement. 相似文献
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Rui Kong Xiaowei Gao Wanxing Zhong Xiaoling Zhou 《Frontiers of Education in China》2015,10(4):608-633
MBA education has become the fastest growing segment of education in China in recent years and a segment that can now be considered indispensible. However, how best to teach it has long been a source of debate. One of the key issues is how to match student traits with teaching methods. While engaged as teachers of marketing management, the authors collected data by questionnaire, carried out empirical research and data comparison, and undertook contingency analysis. It was found that different personal traits in students lead to different attitudes towards teaching methods. A student’s major in college, gender, and sector of employment has little influence on attitudes towards teaching methods, while age, the most sensitive factor, plays the biggest role, followed by job and class. Therefore, these factors should be taken into consideration when arranging classes, developing the curriculum, and planning teaching methods. 相似文献
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Laura Carter 《Cultural and Social History》2016,13(1):23-41
Studies of mid-twentieth century education in England and Wales have conventionally hinged on the 1944 Education Act, foregrounding policy over practice. This article considers the significance of the inter-war progressive educational movement for postwar educational developments. It presents a case study of one teacher who was active in the early ‘experimental’ years of secondary modern education, suggesting that this period was important in the making of ‘modern’ education. It seeks to complicate both negative and positive readings of ‘meritocracy’ in postwar educational history. This article also highlights the paucity of available source material for the study of the secondary modern school, arguing that attention should be paid to well-documented cases, placed in context. 相似文献