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Nicoletta Fadda 《Journal of Sport Tourism》2020,24(1):53-77
ABSTRACTThe purpose of this paper is to explore the managerial approach and the entrepreneurial behaviours of tourism lifestyle entrepreneurs with a focus on the niche market of surf sports schools. This study was carried out in Sardinia, a Mediterranean island and an emerging destination in surf tourism. Data were mainly derived from semi-structured interviewees with 22 entrepreneurs in combination with participant observation. Lifestyle entrepreneurs were found to be innovative, proactive in taking business decisions while tending to be neither risk-takers nor competitive. Moreover, cooperation between competitors was notable. The results also highlighted that many entrepreneurs seized a business opportunity mainly for personal reasons related to enjoying a good lifestyle, being in an attractive natural and human environment, and seeking autonomy at work. Furthermore, the findings revealed travel experience, an inclination towards mobility, and an informal managerial approach. 相似文献
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This paper focuses on 119 logotypes that are depicted on European football club kits. The football clubs were selected based on their participation in the first two rounds of the UEFA Champions League competitions and in specific in its first two rounds covering a period of time from 1993 to 2010. Our research interest focuses on the significance of ideological loading in terms of the codes occurring in team logos as symbols of collective identities. Our view was, firstly, that logotypes have absorbed and internalized values and stereotypes from the wider social sphere (paradigmatic axis) and, secondly, that there is a common structuring of logos in terms of codes (syntagmatic axis). Our research is based on socio-semiotic methodology, which is not confined to a formalistic approach of texts, but scrutinizes them as an integral part of a material, socio-economic and political context. The analysis led to a series of important data referring to the structuring of team logos as well as to how these logos are related. 相似文献
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Habitus dislocation is a much debatable term. By presenting life-histories of working-class adolescents, this article argues (i) that not all upwardly mobile working-class adolescents experience habitus dislocation and, (ii) that habitus dislocation has its roots in the self-initiated ruptures that face some of those who want to be upwardly mobile and who are trying to replace ‘second-nature’ dispositions with newly made schemes of action and with self-understandings disconnected from their childhood socialisation. It is not that social mobility produces habitus dislocation but that social mobility feeds and intensifies something that existed prior to their educational achievement. For this reason the authors consider that biographical method is an extremely powerful tool for grasping the way adolescents deal with the discontinuities created in their teen life-world experiences. 相似文献
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Nicoletta Adamo-Villani Gerardo Beni 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):345-362
We present the design of a new 3D animation tool for self‐teaching (signing and reading) finger spelling—the first basic component in learning any sign language. We have designed a highly realistic hand with natural animation of the finger motions. Smoothness of motion (in real time) is achieved via programmable blending of animation segments. The hand is utilised by a programme that automatically converts text to finger spelling with controllable playback speed and playback views. The programme can be operated in two modes for two basic applications: learning to read (finger spelling) and learning to sign. For both modes, multi‐sided views are provided. In addition, for the signing mode, a mirror view is provided for the common technique of using a mirror for feedback in practising finger spelling. An additional view revealing the joint structure of the hand allows the signer to practise the subjective view without having to guess the position of the fingers. This is the first example of highly realistic 3D animation that can be used practically to teach a basic aspect of sign language. The method is applicable more generally to sign language, and this finger‐spelling application should be regarded as a first step toward the extension of highly realistic 3D animation to sign language in general. 相似文献
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Jeannette Mancilla-Martinez Michael J. Kieffer Gina Biancarosa Joanna A. Christodoulou Catherine E. Snow 《Reading and writing》2011,24(3):339-354
The development of reading skills in language minority (LM) learners, particularly during the middle school years, remains
unclear despite the increasing need for educators to serve this rapidly growing population. In this study, the English reading
comprehension growth of middle school LM learners was investigated using a longitudinal design and the simple view of reading
as a theoretical framework. Students were assessed at four time points between fifth and seventh grades on standardized measures
of listening comprehension, word reading, and reading comprehension. Individual growth modeling revealed that both listening
comprehension and word reading assessed in fifth grade predicted the elevation of students’ developmental trajectories in
reading comprehension. However, neither skill predicted students’ growth in reading comprehension, and there was no significant
variation across children in growth rates, indicating that students in seventh grade remained on a trajectory established
in fifth grade. The implications of the slowing rate of reading comprehension development during the middle school years are
discussed. 相似文献
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The term brain based is often used to describe learning theories, principles, and products. Although there have been calls urging educators to be cautious in interpreting and using such material, consumers may find it challenging to understand the role of the brain and to discriminate among brain based products to determine which would be suitable for specific educational goals. We offer a framework for differentiating the multiple meanings of the brain based label and guidelines for educators and consumers to use when evaluating educational products labeled as brain based. The guidelines include: identifying educational goals and target student populations, aligning goals and product purposes, reviewing product merits, identifying benefits and limitations of the product, and characterizing the product's impact on behavioral performance. 相似文献
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Many eco-innovations have been linked to technical change in the ICT domain. Leveraging the distinctive features of general purpose technologies, ICT have the potential to steer green growth and to help decouple this growth from ecological damage. The paper aims to shed light on innovation dynamics in this emerging sector by investigating the patterns of innovation in the green ICT domains using granted EPO patent data from 1986 to 2006. By means of a network analysis, it identifies existing green ICT domains and examines the characteristics of innovative activity in these domains, focusing in particular on growth and technological pervasiveness, as well as on the variety of innovators. Results indicate that the innovative activity in green ICT domains is characterised by high growth and high levels of technological pervasiveness, considerable entry of new innovators and a variety of actors – with a prevalence of large ICT firms and universities. However, the analysis highlights the existence of three different clusters – emerging fields, established fields and mature fields – that are defined by different structures of innovative activities and by different technological opportunities. 相似文献
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Chrysanthi Kadji-Beltran Nicoletta Christodoulou Aravella Zachariou Petra Lindemann-Matthies Susan Barker Costas Kadis 《Environmental Education Research》2017,23(7):1015-1031
This research is based on the rationale that the well-defined framework of education for sustainable development (ESD), its connection with real life and its specific integration in the educational policies and curricula can help to enhance quality education (QE) in a meaningful and identifiable way. In a first step, the common ground of ESD and QE was explored in different areas: common dimensions, future-oriented objectives, commonly targeted skills, value orientation, teaching and learning approaches. In a second step, this information was taken as a base to investigate how well twelve lesson units for primary school reflect the common ground of ESD and QE. The units were specifically developed for this research, in which ESD experienced teachers (mentors) supported inexperienced ones (mentees). Results indicate that ESD can reinforce QE, but that teachers need support with regard to the political and cultural dimensions of SD issues, collaborations with local communities and assessments. 相似文献