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41	Attitudes of Community College Developmental Students toward Mathematics and Their Perception of Mathematically Intensive Careers Dogbey, Godwin Yao 20 July 2010 (has links) No description available. Educational Evaluation Mathematics Education Statistics Teacher Education Attitudes toward mathematics Mathematically intensive careers MANOVA Logistic regression
42	由消費者行為分析防偽標籤的市場需求 / Exploring the Demand of the Anti-Counterfeit Tag market -- From the perspective of Consumer Behavior 黃崇格, Huang, Chung-Ko Unknown Date (has links) 本研究有鑒於目前市場上仿冒品充斥，全球產業每年因偽造行為所產生的損失已高達美金4000億元左右，嚴重影響產業生存。為打擊仿冒現象，防偽產業因應而生，隨著消費者越來越重視消費權益及企業為了維護其品牌權益而蓬勃發展，嚴然已成為各種新產品不可或缺的附屬產品，防偽產業的未來發展及其競爭激烈是可以預期的。本論文提及的防偽標籤是專指『將單一或多種以上的防偽技術運用在可以黏貼或印製在目標產品的包裝或目標產品本身的標籤產品』。由於防偽標籤是附屬於目標產品，並非消費者所購買的標的。但透過對消費者購買行為的研究可以分析產品防偽的需求程度，進而提供產品製造商或供應商了解該產品是否需要防偽標籤？　本文首先蒐集消費者行為之文獻資料，找出消費者特性、消費者價值觀、消費者生活型態及消費者涉入程度等與防偽涉入程度相關的變數，整理各變數間的交互關係導出消費者對於防偽涉入程度會影響產品防偽的需求程度；其次透過焦點訪談及專家訪問內容得知，產品特性也是影響產品防偽的需求程度的重要因素；最後再由產品防偽的需求程度分析防偽標籤的市場需求。另一方面，不同的購買情境也會影響防偽標籤的市場需求，其中包括了購買通路以及標籤功效、法令規範、消費者對防偽標籤辨識能力等外在環境。本研究經由消費者問卷調查，將所獲得的資料經由多變量變異數分析、相關分析及頻次分析等統計方法所得之結果來驗證假設。其結論均能滿足本研究所希望達到的五項目的。　一、影響防偽標籤市場需求的因素　二、影響消費者防偽涉入程度的因素　三、哪些特性的產品需要防偽標籤　四、哪些通路的產品需要防偽標籤　五、現階段防偽標籤的推廣成效最後將本研究之發現作整理，提供防偽標籤業者作實務上的建議，希望這些參考意見在防偽產業擬定防偽標籤行銷策略時，能給予適切的助益。防偽標籤消費者行為消費者涉入程度消費者生活型態消費者價值觀購買情境多變量變異數分析相關分析 Anti-Counterfeit Tag Consumer Behavior Involvement AIO life-style Rokeach Value Survey (RVS) Purchase Situation MANOVA Correlation
43	The Effects of the Use of Technology In Mathematics Instruction on Student Achievement Myers, Ron Y 30 March 2009 (has links) The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment Test (FCAT) mathematics results. Eleven schools within the Miami-Dade County Public School System participated in a pilot program on the use of Geometers Sketchpad (GSP). Three of these schools were randomly selected for this study. Each school sent a teacher to a summer in-service training program on how to use GSP to teach geometry. In each school, the GSP class and a traditional geometry class taught by the same teacher were the study participants. Students’ mathematics FCAT results were examined to determine if the GSP produced any effects. Students’ scores were compared based on assignment to the control or experimental group as well as gender and SES. SES measurements were based on whether students qualified for free lunch. The findings of the study revealed a significant difference in the FCAT mathematics scores of students who were taught geometry using GSP compared to those who used the traditional method. No significant differences existed between the FCAT mathematics scores of the students based on SES. Similarly, no significant differences existed between the FCAT scores based on gender. In conclusion, the use of technology (particularly GSP) is likely to boost students’ FCAT mathematics test scores. The findings also show that the use of GSP may be able to close known gender and SES related achievement gaps. The results of this study promote policy changes in the way geometry is taught to 10th grade students in Florida’s public schools. Mathematics Technology Acheivement Gender SES Geometer's Sketchpad (GSP) Geometry Manova Acheivement gap Minority Algebra Algebraic Geometry Analysis Categorical Data Analysis Curriculum and Instruction Demography, Population, and Ecology Design of Experiments and Sample Surveys Disability and Equity in Education Education Educational Psychology Gender and Sexuality Geometry and Topology Inequality and Stratification Mathematics Other Education Other Mathematics Other Physical Sciences and Mathematics Other Sociology Other Statistics and Probability Physical Sciences and Mathematics Probability Race and Ethnicity Science and Mathematics Education Science and Technology Studies Service Learning Social and Behavioral Sciences Social Psychology and Interaction Sociology Statistical Models Statistical Theory Statistics and Probability

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