Study on market potential of WebTV in China.

by Wong Kit-Yuk.Thesis (M.B.A.)--Chinese University of Hong Kong, 2001.Includes bibliographical references (leaves lxxvi-lxxix).Questionnaire also in Chinese.ABSTRACT --- p.IITABLE OF CONTENTS --- p.IVLIST OF ILLUSTRATIONS --- p.VIILIST OF TABLES --- p.VIIIPREFACE --- p.IXCHAPTERChapter I. --- INTRODUCTION --- p.XIBUSINESS ENVIRONMENT OF WEBTV IN CHINA --- p.XIPRODUCT DESCRIPTION OF WEBTV --- p.XIIChapter II. --- METHODOLOGY --- p.XIIIMETHODOLOGY FOR THE STUDY --- p.XIIIMETHODOLOGY FOR THE SURVEY --- p.XVFORMULATE PROBLEM --- p.XVIDETERMINE RESEARCH DESIGN --- p.XVIDESIGN DATA COLLECTION METHODS AND FORMS --- p.XVIIQUESTIONNAIRE DESIGN --- p.XVIIDESIGN SAMPLE AND COLLECT DATA --- p.XVIIILIMITATION --- p.XXChapter III. --- EXTERNAL ENVIRONMETN --- p.XXICURRENT ENVIRONMENT OF TV INDUSTRY --- p.XXIEXTERNAL ENVIRONMENT FOR INTERNET --- p.XXIITECHNOLOGICAL ENVIRONEMNT --- p.XIVCONCLUSION --- p.XVChapter IV. --- PRODUCT INFORMATION --- p.XXVIIIWEBTV PRODUCT FEATURES --- p.XXVIIIWEBTV CONSTRAINTS --- p.XXXDIFFERENCES BETWEEN TV AND COMPUTER AS A MEDIA FOR INTERNET ACCESS --- p.XXXIICONCLUSION --- p.XXXIIIChapter V. --- CONSUMER BEHAVIOR --- p.XXXVCONSUMER BEHAVIOR TOWARDS TV --- p.XXXVCONSUMER BEHAVIOR TOWARDS INTERNET --- p.XXXVIICONCLUSION --- p.XXXVIIIChapter VI. --- COMPANY AND COMPETITIVE ANALYSIS --- p.XXXIX"MICROSOFT, PHILIPS AND WEVTV NETWORKS, INC. IN THE INTERACTIVE TV INDUSTRY" --- p.XXXIX"MICROSOFT, PHILIPS AND WEVTV NETWORKS, INC. IN THE CHINA MARKET" --- p.XLICOMPANY'S STRENGTH --- p.XLIICOMPETITOR ANALYSIS --- p.XLIIAOL --- p.XLIICARIPAC.COM --- p.XLIIIMYWEB --- p.XLIIISOFTWARE ENGINEERING CENTRE OF THE CHNESE ACADEMY OF SCIENCE --- p.XIIIITCL --- p.XILVCONCLUSION --- p.XLIVChapter VII. --- STATISTICAL ANALYSIS --- p.XLVIFINDINGS --- p.XLVIIFREQUENCY ANALYSIS --- p.XLVIITV --- p.XLVIIIINTERNET --- p.XLVIIIWEBTV --- p.XLIXCROSS ANALYSIS --- p.LCONCLUSION --- p.LChapter VIII. --- SWOT ANALYSIS --- p.LIISTRENGTHS --- p.LIIWEAKNESSES --- p.LIVOPPORTUNITIES --- p.LVTHREATS --- p.LVIChapter IX. --- RECOMMENDATION ON MARKETING STRATEGIES --- p.LVIIPRODUCT --- p.LVIIPRICE --- p.LVIIIPROMOTION --- p.LIXPLACE --- p.LXChapter X. --- CONCLUSION --- p.LX

Virtual Learning: Is It Conducive to Student Achievement?

The use of technology to compel student learning has become an increasingly central component of teaching, learning, and school improvement efforts. What exactly does virtual learning entail? How does it integrate with curriculum and instruction? Does it present organizational challenges to educational institutions? This study examined unit test scores, end-of-course grades, instructors\u27 opinions of teaching online, students\u27 satisfaction with online course, and instructor interaction, as measures of the effectiveness of online and face-to-face curriculum delivery on student achievement. A series of t tests conducted to compare the mean scores of the face-to-face and the online formats provided data to determine no significant difference in five unit tests and the final course grades of the two formats. An interview of instructors provided an insight to teachers of online courses and their advice to students about the self-motivation and commitment needed to fulfill online course requirements. The students\u27 survey conveyed that 89% of the respondents took the online course from home, registered with no trouble, think that they will take another online course in the future, agreed or strongly agreed that the course was intellectually challenging, and agreed or strongly agreed to being well advised about the self-motivation and commitment needed to fulfill course requirements. This study of virtual learning opened up dialogue among educators to discuss issues such as alternatives to traditional teaching and learning to reach the diversity of learners. It provided foundational evidence for decisions of expenditures for technology, professional development, and facilities

Context-Aware Software

With the advent of PDAs (Personal Digital Assistants), smart phones, and other forms of mobile and ubiquitous computers, our computing resources are increasingly moving off of our desktops and into our everyday lives. However, the software and user interfaces for these devices are generally very similar to that of their desktop counterparts, despite the radically different and dynamic environments that they face. We propose that to better assist their users, such devices should be able to sense, react to, and utilise, the user's current environment or context. That is, they should become context-aware. In this thesis we investigate context-awareness at three levels: user interfaces, applications, and supporting architectures/frameworks. To promote the use of context-awareness, and to aid its deployment in software, we have developed two supporting frameworks. The first is an application-oriented framework called stick-e notes. Based on an electronic version of the common Post-It Note, stick-e notes enable the attachment of any electronic resource (e.g. a text file, movie, Java program, etc.) to any type of context (e.g. location, temperature, time, etc.). The second framework we devised seeks to provide a more universal support for the capture, manipulation, and representation of context information. We call it the Context Information Service (CIS). It fills a similar role in context-aware software development as GUI libraries do in user interface development. Our applications research explored how context-awareness can be exploited in real environments with real users. In particular, we developed a suite of PDA-based context-aware tools for fieldworkers. These were used extensively by a group of ecologists in Africa to record observations of giraffe and rhinos in a remote Kenyan game reserve. These tools also provided the foundations for our HCI work, in which we developed the concept of the Minimal Attention User Interface (MAUI). The aim of the MAUI is to reduce the attention required by the user in operating a device by carefully selecting input/output modes that are harmonious to their tasks and environment. To evaluate our ideas and applications a field study was conducted in which over forty volunteers used our system for data collection activities over the course of a summer season at the Kenyan game reserve. The PDA-based tools were unanimously preferred to the paper-based alternatives, and the context-aware features were cited as particular reasons for preferring them. In summary, this thesis presents two frameworks to support context-aware software, a set of applications demonstrating how context-awareness can be utilised in the ''real world'', and a set of HCI guidelines and principles that help in creating user interfaces that fit to their context of use

Context-aware software

With the advent of PDAs (Personal Digital Assistants), smart phones, and other forms of mobile and ubiquitous computers, our computing resources are increasingly moving off of our desktops and into our everyday lives. However, the software and user interfaces for these devices are generally very similar to that of their desktop counterparts, despite the radically different and dynamic environments that they face. We propose that to better assist their users, such devices should be able to sense, react to, and utilise, the user's current environment or context. That is, they should become context-aware. In this thesis we investigate context-awareness at three levels: user interfaces, applications, and supporting architectures/frameworks. To promote the use of context-awareness, and to aid its deployment in software, we have developed two supporting frameworks. The first is an application-oriented framework called stick-e notes. Based on an electronic version of the common Post-It Note, stick-e notes enable the attachment of any electronic resource (e.g. a text file, movie, Java program, etc.) to any type of context (e.g. location, temperature, time, etc.). The second framework we devised seeks to provide a more universal support for the capture, manipulation, and representation of context information. We call it the Context Information Service (CIS). It fills a similar role in context-aware software development as GUI libraries do in user interface development. Our applications research explored how context-awareness can be exploited in real environments with real users. In particular, we developed a suite of PDA-based context-aware tools for fieldworkers. These were used extensively by a group of ecologists in Africa to record observations of giraffe and rhinos in a remote Kenyan game reserve. These tools also provided the foundations for our HCI work, in which we developed the concept of the Minimal Attention User Interface (MAUI). The aim of the MAUI is to reduce the attention required by the user in operating a device by carefully selecting input/output modes that are harmonious to their tasks and environment. To evaluate our ideas and applications a field study was conducted in which over forty volunteers used our system for data collection activities over the course of a summer season at the Kenyan game reserve. The PDA-based tools were unanimously preferred to the paper-based alternatives, and the context-aware features were cited as particular reasons for preferring them. In summary, this thesis presents two frameworks to support context-aware software, a set of applications demonstrating how context-awareness can be utilised in the ''real world'', and a set of HCI guidelines and principles that help in creating user interfaces that fit to their context of use

Diseño de interfaz y diseño de la interacción. El rol del diseño en el cambio de paradigma televisivo

[spa] Diversos factores están transformando la televisión. El proceso de digitalización, su convergencia con Internet, la ampliación de las posibilidades de interactividad y los nuevos hábitos de consumo de los telespectadores están produciendo un cambio de paradigma del medio de comunicación. Ante esta situación, desde la perspectiva del diseño se propone investigar cuál es el rol que asume esta disciplina. A partir de un estudio documental y bibliográfico se ha analizado la televisión interactiva como fenómeno a través de sus interfaces y de las prácticas asociadas al diseño de la interacción. Para el análisis se ha abordado la evolución histórica de la interactividad entre telespectador, televisor y televisión; se han contextualizado los cambios sociales, culturales, económicos y tecnológicos que acompañan esta transformación; y se ha propuesto un mapa de la televisión interactiva con el fin de delimitar su alcance. A partir de este escenario se ha examinado qué significa diseñar televisión interactiva teniendo en cuenta los elementos y factores que la caracterizan. Fruto de la investigación se ha identificado qué responsabilidades debería asumir el diseño y se han propuesto directrices a tener en cuenta para su práctica proyectual y su estudio teórico. También se han identificado los retos del diseño en la transformación del concepto de interactividad, en la figura del telespectador y en las formas de mejorar la usabilidad y accesibilidad de las interfaces televisivas

Bridgewater State University Undergraduate & Graduate Catalog 2012-2013

This 2012-2013 Bridgewater State University Catalog outlines programs of study. The rules, regulations, policies, fees and other charges, courses of study, and academic requirements that appear in this catalog were in effect at the time of its publication. Like everything else in this catalog, they are published for informational purposes only, and they do not constitute a contract between the university and any student, applicant for admission or other person. Whether noted elsewhere in this catalog or not, the university reserves the right to change, eliminate, and add to any existing (and to introduce additional) rules, regulations, policies, fees and other charges, courses of study and academic requirements. Whenever it does so, the university will give as much advance notice as it considers feasible or appropriate, but it reserves the right in all cases to do so without notice. Statement of Student Responsibility In all cases, the student bears ultimate responsibility for reading the catalog and following the academic policies and regulations of the university.https://vc.bridgew.edu/bsu_catalogs/1003/thumbnail.jp

Bridgewater State University Undergraduate & Graduate Catalog 2010-2011

This 2010-2011 Bridgewater State University Catalog outlines programs of study. The rules, regulations, policies, fees and other charges, courses of study, and academic requirements that appear in this catalog were in effect at the time of its publication. Like everything else in this catalog, they are published for informational purposes only, and they do not constitute a contract between the university and any student, applicant for admission or other person. Whether noted elsewhere in this catalog or not, the university reserves the right to change, eliminate, and add to any existing (and to introduce additional) rules, regulations, policies, fees and other charges, courses of study and academic requirements. Whenever it does so, the university will give as much advance notice as it considers feasible or appropriate, but it reserves the right in all cases to do so without notice. Statement of Student Responsibility In all cases, the student bears ultimate responsibility for reading the catalog and following the academic policies and regulations of the university.https://vc.bridgew.edu/bsu_catalogs/1001/thumbnail.jp

Bridgewater State University Undergraduate & Graduate Catalog 2011-2012

This 2011-2012 Bridgewater State University Catalog outlines programs of study. The rules, regulations, policies, fees and other charges, courses of study, and academic requirements that appear in this catalog were in effect at the time of its publication. Like everything else in this catalog, they are published for informational purposes only, and they do not constitute a contract between the university and any student, applicant for admission or other person. Whether noted elsewhere in this catalog or not, the university reserves the right to change, eliminate, and add to any existing (and to introduce additional) rules, regulations, policies, fees and other charges, courses of study and academic requirements. Whenever it does so, the university will give as much advance notice as it considers feasible or appropriate, but it reserves the right in all cases to do so without notice. Statement of Student Responsibility In all cases, the student bears ultimate responsibility for reading the catalog and following the academic policies and regulations of the university.https://vc.bridgew.edu/bsu_catalogs/1002/thumbnail.jp

Bridgewater State University Undergraduate & Graduate Catalog 2013-2014

This 2013-2014 Bridgewater State University Catalog outlines programs of study. The rules, regulations, policies, fees and other charges, courses of study, and academic requirements that appear in this catalog were in effect at the time of its publication. Like everything else in this catalog, they are published for informational purposes only, and they do not constitute a contract between the university and any student, applicant for admission or other person. Whether noted elsewhere in this catalog or not, the university reserves the right to change, eliminate, and add to any existing (and to introduce additional) rules, regulations, policies, fees and other charges, courses of study and academic requirements. Whenever it does so, the university will give as much advance notice as it considers feasible or appropriate, but it reserves the right in all cases to do so without notice. Statement of Student Responsibility In all cases, the student bears ultimate responsibility for reading the catalog and following the academic policies and regulations of the university.https://vc.bridgew.edu/bsu_catalogs/1004/thumbnail.jp

Bridgewater State University Undergraduate & Graduate Catalog 2014-2015

This 2014-2015 Bridgewater State University Catalog outlines programs of study. The rules, regulations, policies, fees and other charges, courses of study, and academic requirements that appear in this catalog were in effect at the time of its publication. Like everything else in this catalog, they are published for informational purposes only, and they do not constitute a contract between the university and any student, applicant for admission or other person. Whether noted elsewhere in this catalog or not, the university reserves the right to change, eliminate, and add to any existing (and to introduce additional) rules, regulations, policies, fees and other charges, courses of study and academic requirements. Whenever it does so, the university will give as much advance notice as it considers feasible or appropriate, but it reserves the right in all cases to do so without notice. Statement of Student Responsibility In all cases, the student bears ultimate responsibility for reading the catalog and following the academic policies and regulations of the university.https://vc.bridgew.edu/bsu_catalogs/1005/thumbnail.jp