LEADER 05032nam 2200949 a 450 001 9910785733803321 005 20230125201858.0 010 $a1-283-89500-5 010 $a1-60649-365-5 024 7 $a10.4128/9781606493656 035 $a(CKB)2670000000261665 035 $a(EBL)1039215 035 $a(OCoLC)818817010 035 $a(SSID)ssj0000767260 035 $a(PQKBManifestationID)12299495 035 $a(PQKBTitleCode)TC0000767260 035 $a(PQKBWorkID)10740895 035 $a(PQKB)11237068 035 $a(OCoLC)814468834 035 $a(CaBNVSL)swl00401519 035 $a(Au-PeEL)EBL1039215 035 $a(CaPaEBR)ebr10617488 035 $a(CaONFJC)MIL420750 035 $a(CaSebORM)9781606493649 035 $a(MiAaPQ)EBC1039215 035 $a(EXLCZ)992670000000261665 100 $a20121023d2012 fy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aConsumer cosmopolitanism in the age of globalization$b[electronic resource] /$feditor, Melvin Prince 205 $a1st ed. 210 $a[New York, N.Y.] (222 East 46th Street, New York, NY 10017) $cBusiness Expert Press$d2012 215 $a1 online resource (296 p.) 225 1 $aConsumer behavior collection,$x2163-937X 300 $aPart of: 2012 digital library. 311 $a1-60649-364-7 320 $aIncludes bibliographical references (p. 233-260) and index. 327 $aAbout the contributors -- Acknowledgments -- Preface -- Introduction: the changing world and cosmopolitan consumers -- Part I. Globalization and the cosmopolitan consumer -- 1. Cosmopolitanism as a journey: the construct and dynamics of change / Hugh M. Cannon and Attila Yaprak -- 2. The global nexus of transversal values and cosmopolitan consumers: understanding the intersection of values and consumers that cross over cultures, contexts, and countries / J. Walker Smith -- Part II. What are cosmopolitans made of ? -- 3. Becoming and being a cosmopolitan consumer / Mark Cleveland and Michel Laroche -- 4. Relative national identity and consumer product evaluations / Aditi Grover and Philip Ramsey -- 5. Cosmopolitans go shopping: a phenomenological inquiry into how cosmopolitans relate to global and local brands / Siok Kuan Tambyah and Darius Chen -- Part III. Consumer cosmopolitans: the new marketing role -- 6. Segmentation strategies for cosmopolitan consumers / Petra Riefler -- 7. Communications and cosmopolitanism / Robert Halsall -- 8. Relationship marketing to cosmopolitan consumers / Melike Aktas Yamanoglu and Besime Pinar Ozdemir -- Notes -- References -- Index. 330 3 $aCosmopolitans are individuals with a distinctive kind of extended national and international orientation, a global vision and sense of belonging to the world. These people are sophisticated and importantly engaged in the cultures outside of local geographical boundaries. Information about cosmopolitan consumers--their origins, values, media usage, and buyer behavior--presented in this book will be used to great practical advantage by marketing educators as well as by practicing marketers. This unique book fills a knowledge gap that has long been overlooked largely because other related marketing areas have overshadowed and overlooked the notion of cosmopolitan consumers. Until the publication of this volume, there has been no single authoritative source that directly and comprehensively covers the field of consumer cosmopolitanism. Moreover, through original essays by an all-star cast of contributors, the reader is introduced to a powerful new approach to marketing, eclectically packed with novel ideas and insights that noticeably advance the marketing field and bring it more fully into the age of globalization. 410 0$a2012 digital library. 410 0$aConsumer behavior collection.$x2163-937X 606 $aConsumer behavior 606 $aCosmopolitanism 606 $aMarket segmentation 606 $aGlobalization 610 $aacculturation 610 $aanimosity 610 $abeliefs 610 $aconsumers 610 $acosmopolitan 610 $aculture 610 $aconsumption 610 $acustoms 610 $aethnocentrism 610 $aglobalization 610 $asocial identity 610 $ainternational 610 $alocals 610 $amaterialism 610 $anational identity 610 $apurchase behavior 610 $arelationship marketing 610 $amarket segmentation 610 $atastes 610 $avalues 610 $axenocentrism 615 0$aConsumer behavior. 615 0$aCosmopolitanism. 615 0$aMarket segmentation. 615 0$aGlobalization. 676 $a658.8342 701 $aPrince$b Melvin$0871706 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910785733803321 996 $aConsumer cosmopolitanism in the age of globalization$93690418 997 $aUNINA LEADER 06032nam 2200457 450 001 9910794799103321 005 20230124201033.0 010 $a1-55379-939-9 035 $a(CKB)4100000012049299 035 $a(MiAaPQ)EBC6320330 035 $a(Au-PeEL)EBL6320330 035 $a(OCoLC)1281985239 035 $a(EXLCZ)994100000012049299 100 $a20220524d2018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aHands-on science and technology$hGrade 4$iOntario $ean inquiry approach /$fseries editor, Jennifer Lawson 210 1$aWinnipeg, Manitoba :$cPortage & Main Press,$d[2018] 210 4$dİ2018 215 $a1 online resource (349 pages) 225 1 $aHands-On Science and Technology for Ontario 311 $a1-55379-710-8 320 $aIncludes bibliographical references. 327 $aIntro -- Introduction to Hands-On Science and Technology for Ontario, Grade 4 -- Introduction to Hands-On Science and Technology -- Program Introduction -- The Inquiry Approach to Science and Technology -- 21st Century Teaching and Learning -- The Goals of the Science and Technology Program -- Hands-On Science and Technology Strands and Expectations -- Hands-On Science and Technology Fundamental Concepts and Big Ideas -- Hands-On Science and Technology Program Principles -- Infusing Indigenous Perspectives -- Cultural Connections -- Land-Based Learning -- Technology -- Sustainability -- Program Implementation -- Program Resources -- Classroom Environment -- Planning Units-Timelines -- Classroom Management -- Classroom Safety -- Scientific Inquiry Skills: Guidelines for Teachers -- Observing -- Questioning -- Exploring -- Classifying -- Measuring -- Communicating, Analyzing, and Interpreting -- Predicting -- Inferring -- Inquiry Through Investigation and Experiments -- Inquiry Through Research -- Online Considerations -- Addressing Students' Literacy Needs -- Technological Problem Solving -- Makerspace -- The Hands-On Science and Technology Assessment Plan -- Assessment for Learning -- Assessment as Learning -- Assessment of Learning -- Performance Assessment -- Portfolios -- Evidence of Student Achievement Levels for Evaluation -- Important Note to Teachers -- References -- Assessment Reproducibles -- Achievement Chart for Science and Technology -- Unit 1 Habitats and Communities -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Habitats and Communities? -- Why Do Plants and Animals Live in Certain Habitats? -- Which Organisms Are Found in Our Local Habitats? -- How Can We Measure Populations in a Habitat?. 327 $aHow Do Plants and Animals Adapt to Survive in Their Environment? -- What Relationships Occur Between Populations Within a Community? -- What Are the Characteristics of Herbivores, Carnivores, and Omnivores? -- What Are the Relationships Between Predators, Prey, and Scavengers? -- What Are the Characteristics of Producers, Consumers, and Decomposers? -- What Is a Food Chain? -- What Is a Food Web? -- How Are Plants and Animals Important to Humans and to the Environment? -- How Can We Create Living Habitats? -- What Are Some Natural and Human Impacts on Organisms in the Environment? -- Inquiry Project: What Can I Do to Protect Habitats and Communities? -- Unit 2 Pulleys and Gears -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Forces and Machines? -- How Do Wheels and Axles Work? -- How Do Gears Help Make Work Easier? -- What Can We Learn About Gears and Direction of Movement? -- How Can We Design and Construct Devices With Working Gears? -- How Does a Single-Fixed Pulley Make Work Easier? -- How Do Movable and Compound Pulleys Make Work Easier? -- How Can We Design and Construct a Working Pulley System? -- What Are the Advantages and Disadvantages of Using Machines With Pulleys and Gears? -- Inquiry Project: How Can We Design and Build a System of Pulleys and Gears for a Specific Purpose? -- Unit 3 Light and Sound -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Light? -- How Does Light Travel? -- How Does Light Reflect? -- How Well Does Light Pass Through Different Materials? -- How Can We See Light's Many Colours? -- How Has Light Technology Changed Over Time? -- Inquiry Project: How Can I Design and Construct an Optical Device to Transmit and Reflect Light? -- What Do We Want to Learn About Sound?. 327 $aHow Is Sound Created? -- What Is Pitch? -- How Do Sound Waves Travel? -- Which Materials Are Insulators or Conductors of Sound? -- How Can We Amplify Sound? -- How Do We Hear Sound, and How Can We Protect Our Sense of Hearing -- How Do Musical Instruments Use Sound Energy? -- How Can We Design and Construct Musical Instruments Using Various Materials? -- Inquiry Project: What Can We Learn About Sound Technology? -- Unit 4 Rocks and Minerals -- Introduction -- Unit Overview -- Curriculum Correlation -- Resources for Students -- What Do We Know About Rocks and Minerals? -- How Can We Compare and Classify Rocks and Minerals? -- How Can Minerals Be Classified? -- What Are Some Uses for Rocks and Minerals? -- How Are Fossils Formed? -- Inquiry Project: How Are Rocks and Minerals Mined From the Earth? -- How Does Mining Impact Habitats and Communities? -- References -- Appendix: Image Banks -- About the Contributors. 410 0$aHands-On Science and Technology for Ontario 606 $aScience$xStudy and teaching (Elementary)$xActivity programs 615 0$aScience$xStudy and teaching (Elementary)$xActivity programs. 676 $a372.35044 702 $aLawson$b Jennifer$f1959- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910794799103321 996 $aHands-on science and technology$93712446 997 $aUNINA