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Doris Choy,Sylvia Chong,Angela F. L. Wong,Isabella Y.-F. Wong 서울대학교 교육연구소 2011 Asia Pacific Education Review Vol.12 No.1
This study investigated changes in beginning teachers' self-perceptions of their pedagogical knowledge and skills after their first year of teaching. Surveys were administered to 322 graduating student teachers at the end of the initial teacher preparation programme and at the end of their first year of teaching to compare if there were any differences in their self-perceptions. The results of the study showed significant increases in beginning teachers' perceptions of their pedagogical knowledge and skills in three factors: Instructional Support, Accommodating Diversity and Classroom Management. Results established the development of teachers to be an ongoing process that is initiated but not completed in initial teacher preparation. Implications of findings for induction and mentoring of beginning teachers are discussed.
Generational Consumer Segments and Shopping Process Characteristics
Doris H,Kincade,Jihyun Kim,Fay Gibson 한국마케팅과학회 2010 Journal of Global Fashion Marketing Vol.1 No.1
Understanding consumers by examining their characteristics within segments is a key activity for business success. Many apparel businesses use this strategic tool for focusing their promotions efforts and their assortment selections on a group or segment of consumers. For practitioners and academicians, two of the largest and most intriguing consumer segments in the 2000s are Baby Boomers and Echo Boomers (i.e., Gen Ys). The Echo Boomers are the children of the Baby Boomers or the second generation of consumers following the generation of the Baby Boomers. These generational segments represent two of the most affluent consumer groups in the market place. Many retailers and academic researchers are interested in these segments, and although each segment has received some review, limited academic research has examined their apparel shopping behavior. Studies tend to be focused on one generation but not on the comparison of the two generations and their similar or different shopping activities. The purpose of this study was to examine the influences of generational consumer segments, shopping orientation, and specific product categories on the shopping process variables. Data collection resulted in 355 usable responses from Echo Boomers (ages 18-24) and 180 responses from Baby Boomers (ages 46-59). The respondents, for both generations, included three-fourths female and one-fourth male consumers. The primary occupation for Baby Boomers was listed as professionals (53%), while the second most common occupation was listed as homemaker (16%). More than 98% of the Echo Boomers were full time students. Exploratory factor analysis resulted in two shopping orientation variables (i.e., fashionista and experiential). Multiple regression analyses showed that these two orientation factors significantly explained both segments’ shopping process activities (i.e., wait time and try on). In contrast, the generational segment variable showed no significant differences for the shopping process activities. Findings from this study support the previous work place literature that notes similarities between the segments. In this study, age (i.e., generational segments) was not a significant factor in explaining selection activities (i.e., try on and wait time). This finding refutes previous studies that proclaim the differences between the Baby Boomers and the Echo Boomers and provides support for the similarities, not differences, between the two generational segments. With the similarities between generational segments being identified, the differences found with other variables are further discussed. The shopping orientation variable provided more information in explaining consumers’ selection activities than the generational segments. Regardless of age (i.e., generational segment), both Echo Boomers and Baby Boomers in this study, who scored high on the fashionista shopping orientation factor, placed less importance on try-on activities and were less willing to wait for products. The try-on activities variable was also explained by the experiential shopping orientation in comparison to its lack of differentiation with the generational segments variable. Consumers, regardless of age, who rated experiential activities as more important when shopping were the consumers who wanted to try on the products. Denim was the one product category variable, in the conceptual model, that explained try-on and wait time activities. Consumers who placed more importance on denim, specifically the fit, color and styling of blue jeans, were the consumers who were more willing to wait for products to be delivered. This research has a number of implications for practitioners and for academicians. Previous research studies in several fields have noted that consumers may react differently to various situations according to their generational segment (i.e., age grouping).
Labor Unions, Unemployment, and Trade and Capital Liberalization
( Doris Geide Stevenson ) 세종대학교 경제통합연구소 (구 세종대학교 국제경제연구소) 2000 Journal of Economic Integration Vol.15 No.1
This paper utilizes a specific factor model where rewards to labor and capital, and employment are determined by efficient bargaining between entrepreneurs and workers in each sector. Union threat points arise endogenously since workers` outside opportunities in one sector depend on the bargain struck in the other sector. This fully unionized economy will generally be characterized by unemployment and inter- industry wage differentials. Both trade and capital liberalization may lead to an increase in overall employment. (JEL Classifications: F10, F15, F20, J51, J64)
Web-Based Instruction in China: Cultural and Pedagogical Implications and Challenges
Doris Lee APEC국제교육협력원 2004 Asia-Pacific Cybereducation Journal Vol.1 No.1
The use of the Internet and Web-based instruction (WBI), that is, individual instruction delivered wholly or in part via the Internet or an organization's intranet, is growing at an amazing pace in China. This article describes the status of using the Internet and WBI for learning in China, and examines the many cultural and pedagogical implications and challenges presented by WBI in China. The People's Republic of China is the third largest and the most populous country in the world. Because of a weak economic foundation and the difficulty of feeding an immensely large population, China is still a developing country. However, recently, China has been experiencing a rapid growth in the use of the Internet and its Web technologies, and many researchers are looking into the implications and impact of this phenomenon. The purpose of this article is to discuss the cultural and pedagogical implications related to the use of WBI in China. To this end, it synthesizes pertinent literature published both in the Western world and in China to reveal the status of using WBI in China and address the many challenges and issues presented by WBI there.