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Sarah Price Rachel Perry Oliver Mantell James Trinder Stephanie Pitts 《Cultural Trends》2019,28(2-3):220-238
ABSTRACTArts managers frequently use customer relationship management systems to identify early and late ticket bookers, but to date there has been no comparable investigation of spontaneity and planning through qualitative academic audience research. This paper combines two radically different datasets to draw new insights into booking patterns of audiences for contemporary arts events. Quantitative data from Audience Finder has been analysed to look for trends in early and late booking amongst audiences for contemporary art forms. Qualitative data has been drawn from the Understanding Audiences for the Contemporary Arts study, which used in-depth individual interviews to investigate the contemporary arts attendance of audience members in four UK cities. Interpretative Phenomenological Analysis was then used to draw out insights about where the purchasing point sits within the longer decision to attend. Following a review of marketing and audience research literature on the decision to attend, we present the findings from each of these analyses, looking at moments where they confirm, supplement, contradict, or say something completely outside the remit of the other dataset. We show how the timescale of the decision to attend is influenced by (1) art form conventions and price, (2) geographical region and availability of the arts, (3) attending arts events with companions, and (4) personal preference for planning or spontaneously choosing activities. We end by suggesting a new three-part model for understanding booking patterns, and considering how these insights might be acted upon by arts organisations. 相似文献
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This paper draws on a Canadian qualitative case study grounded in multiliteracies theory to describe the meaning‐making processes of four students aged 13‐14 years as they created history projects. Students were invited to explore curriculum content in self‐chosen ways and to produce presentations in a range of formats. The data we present and discuss were collected through participant observation and in‐situ interviews with four students who selected digital formats. We examine these data using multiliteracies concepts: specifically multimodality and identity texts. We argue that multimodal literacy practices have potential to bridge gaps between students' in‐school and out‐of‐school lives and underscore the importance of allowing students to draw on their out‐of‐school identities and interests to guide explorations of curriculum content. 相似文献
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Isyraf Aznam Joelle Chia Wen Mah Andanastuti Muchtar Mahendra Rao Somalu Mariyam Jameelah Ghazali 《浙江大学学报(A卷英文版)》2018,19(11):811-823
This paper reviews recent progress in electrophoretic deposition (EPD), particularly in solid oxide fuel cells (SOFCs). EPD is a simple, cost-effective, and geometrical flexible colloidal process. With its excellent control of thickness and other morphological characteristics, it is favored for the fabrication of SOFCs because each component layer of an SOFC has different requirements. However, the effectiveness of EPD is closely related to the suspension stability and EPD processing parameters. Maintaining a stable suspension and optimizing the EPD processing parameters are essential to achieve a dense and uniform deposition layer. Key parameters in maintaining the suspension stability are generally categorized into colloidal related parameters, including particle size and solid loading, and suspension media related parameters, including dielectric constant and conductivity. The effects of these parameters are often reflected by the zeta potential of the suspension, which can be manipulated by using charging agents to maintain a stable state. The deposition time and applied voltage are key parameters in optimizing the EPD process through their effects on the deposition rate. The effects of these parameters on particle surface charges and on the EPD mechanism are discussed. 相似文献
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Ayesha Khurshid Brittany Pitts 《Discourse: Studies in the Cultural Politics of Education》2019,40(3):424-435
ABSTRACTIn this article, we analyze the coverage of Malala in The New York Times and The Wall Street Journal to explore how these influential media sources characterize Islam and Pakistan to tell Malala’s story. Our discourse analysis reveals how these newspapers construct Malala’s status as a global icon as an embodiment of her subject position as a girl. This media discourse mobilizes Malala’s agency in relation to her potential as an individual whereas her vulnerability as a young girl is presented in reference to her Muslim heritage and culture. Malala’s image as a global icon, thus, is produced through approaching her as an agent in a culture where girls are vulnerable victims of patriarchy. Through focusing on this media discourse, this article argues that Malala’s image as a global icon of girls’ education has become a site to reinsert, rather than challenge, the dominant images about Islam and Muslim societies. 相似文献
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A number of engineering education programs have defined learning outcomes and course-level competencies, and conducted assessments at the program level to determine areas for continuous improvement. However, many of these programs have not implemented a comprehensive competency framework to support the actual delivery and assessment of an individual course. This paper highlights how a competency framework can be used across the life cycle of a course to effectively deliver and assess course content, and give valuable, timely feedback to students thus, improving teaching, student motivation and learning. A framework for leveraging course competencies during course design and delivery is presented, and addresses the following five phases of a course, namely, content design, assessment design, content delivery and assessment, assessment results analysis and feedback, and content review. Using a large first-year core course of the BSc (Information Systems Management) program, at School of Information Systems, Singapore Management University, Singapore—called Information Systems Software Foundation (ISSF)—as an example, this paper shows how course competencies support the framework’s five phases. Data from a student survey indicates that the framework has contributed to enhancing their motivation to learn, provides enhanced learning experiences in terms of helping students prepare for each assessment, providing better feedback by raising awareness of what they know and do not know, and revisiting topics that relate to competencies that have not been fully acquired. Results from interviewing instructors revealed that the competency framework provides valuable and timely feedback on how students are performing, and additionally what changes are required to both the content and method of delivery in order to improve teaching. This contributes towards more effectively closing the “teaching and learning loop”. 相似文献
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