EngagementActivities

engagement的主要指标
1. 点击率：表示用户与某个内容的互动程度，即用户点击了广告、链接或其他行动的次数与实际编辑数的比率。

2. 互动率：表示用户与某个的内容交互程度，包括但不限于评论、分享、点赞等，互动率是互动次数与实际观看次数的比率。

3. 转化率：表示用户点击广告后转化为潜在客户或实际购买的比率，转化率是成功交易数与点击广告数的比率。

4. 浏览时间：表示用户在网站或社交媒体停留的时间，对于广告主来说，浏览时间给予了广告主对用户的兴趣和满意程度的反馈。

5. 阅读深度：表示用户在网站或社交媒体上阅读的内容深度。

阅读深度越深，用户与该内容和广告的联系就越紧密。

6. 分享次数：表示用户分享某个内容的次数，分享次数是衡量用户对某个主题或广告内容的接受度的主要指标。

7. 留存率：表示用户在一段时间内保留对某个应用程序或网站的使用，留存率是在规定时间内仍然使用应用程序或网站的用户数与总安装量的比率。

8. 回访率：表示用户对某个网站或应用程序的回访次数，回访率是指用户在规定时间内回访网站或应用程序的次数与总访问次数的比率。

9. 活跃用户数：表示在规定时间内使用某个应用程序或网站的用户数量。

10. 行为转化：不同于广告业务，行为转化仅仅需要用户完成某个设定好的行为，而不是购买商品。

比如数据采集、用户注册、订阅邮件等。

collaborative engagement的12中例子-回复Collaborative engagement is a concept that emphasizes the importance of working together and sharing ideas to achieve a common goal. It involves active participation, open communication, and mutual trust among all involved parties. In this article, we will explore 12 examples of collaborative engagement and discuss how they can be applied in various settings.1. Teamwork in the workplace: Collaborative engagement is vital for effective teamwork in the workplace. It involves sharing knowledge, skills, and resources to accomplish tasks and solve problems together. This can be facilitated through team meetings, brainstorming sessions, and group projects.2. Agile project management: In the field of project management, collaborative engagement plays a significant role in the agile methodology. It emphasizes close collaboration between cross-functional teams, including stakeholders, developers, and customers. They work together in short cycles to deliver continuous value and adapt to changing requirements.3. Community involvement: Collaborative engagement extends beyond the workplace. It can be seen in community projects and initiatives, where individuals come together to address common issues and improve the quality of life for all members. This may involve organizing events, fundraising, or volunteering.4. Academic research: Collaborative engagement is crucial in the field of academic research. Researchers from different disciplines often collaborate to bring diverse perspectives and expertise to their work. This collaborative approach leads to innovative solutions and advancements in knowledge.5. Cross-sector collaborations: Organizations from different sectors, such as government, non-profit, and private sectors, can engage collaboratively to address complex societal challenges. By pooling resources, sharing expertise, and working towards a common goal, they can bring about positive social change.6. Online collaboration platforms: With the rise of technology, collaborative engagement has been made easier through online platforms. Tools like project management software, shared document repositories, and virtual meeting platforms enableindividuals and teams to communicate and collaborate effectively, regardless of their physical location.7. Co-creation with customers: Collaborative engagement can be seen in businesses that involve their customers in the development and improvement of their products or services. By seeking customer feedback, ideas, and suggestions, companies can create offerings that better meet their customers' needs and preferences.8. Interdisciplinary team collaboration: Collaborative engagement is essential when working in interdisciplinary teams, where individuals from different fields come together to solve complex problems. This promotes a holistic approach and encourages the integration of diverse perspectives for comprehensive solutions.9. Collaborative learning: In educational settings, collaborative engagement is beneficial for students' learning experiences. Group projects, discussions, and peer-to-peer learning activities encourage active participation, critical thinking, and knowledge sharing among students.10. Global collaborations: Collaborative engagement has no boundaries and can occur on a global scale. International organizations, governments, and individuals can collaborate to address global issues such as climate change, poverty, and healthcare. This allows for the sharing of resources, knowledge, and best practices across countries and cultures.11. Innovation and design thinking: Collaborative engagement is central to innovation and design thinking processes. By involving diverse stakeholders in brainstorming sessions, prototyping, and feedback loops, organizations can develop creative and user-centric solutions to challenges.12. Conflict resolution and negotiation: Lastly, collaborative engagement plays a crucial role in conflict resolution and negotiation processes. By promoting open communication, active listening, and finding common ground, parties involved can reach mutually acceptable agreements and maintain harmonious relationships.In conclusion, collaborative engagement is a multifaceted concept that applies to various fields and contexts. By embracingcollaboration, individuals and organizations can harness the power of teamwork, diverse perspectives, and shared goals to achieve desired outcomes. Whether it is in the workplace, academia, community projects, or global challenges, collaborative engagement facilitates improved problem-solving, innovation, and positive social change.。

NEW DIRECTIONS FOR YOUTH DEVELOPMENT, NO. 105, SPRING 2005 © WILEY PERIODICALS, INC.121Experience sampling methodology was used to mea-sure engagement during the after-school hours.Experiences that combined high levels of intrinsicmotivation with concerted effort and enjoyment weremore likely at after-school programs than elsewhere.7Activities, engagement, andemotion in after-school programs (and elsewhere)Deborah Lowe V andell, David J. Shernoff,Kim M. Pierce, Daniel M. Bolt,Kimberly Dadisman, B. Bradford BrownEXPERIENCES THAT ARE deeply engaging and enjoyable, engenderfull concentration, and present a balance between challenge and skill propel or push development forward.1For the past twenty years, researchers have sought to locate environments in which this combination of effort, skill, interest, and enjoyment is more likely.In one study of white middle-class youth, for example, Larson com-pared adolescents’ experiences at school, at home, and during struc-tured voluntary activities (organized sports and community service,for example) and found that these settings differed markedly.2Dur-ing classwork and homework, adolescents reported high levels of concentration and challenge but low levels of intrinsic motivation.While watching television and while hanging out with friends, students reported low concentration and effort but high intrinsic122PARTICIPATION IN YOUTH PROGRAMSmotivation. It was primarily during voluntary structured activities that youth reported experiencing high levels of intrinsic motivation and effort and concentration—the combination of engaging expe-rience that propels development forward.We have extended Larson’s work by conducting a research study focusing on the experiences of ethnically and economically diverse youth who attended after-school programs. These youth resided in three states and attended eight different middle schools. Some of the youth, whom we called program youth,participated in school-based after-school programs during at least part of the after-school hours. Others, whom we called nonprogram youth,did not.We were interested in two questions. The first pertained to the experiences of the program youth.We asked,“Do youth who attend after-school programs engage in different activities and experience different motivational and emotional states when they are at the after-school programs than when they are elsewhere?”“Elsewhere” was typically their own home, but could also be some-one else’s home, an outdoor space, or public buildings. The second question then pertained to the after-school time that program and nonprogram youth spend elsewhere. Here we asked, “Are there dif-ferences in how program and nonprogram youth spend their time when the program youth are not at the program?”This second question is important for several reasons. If program and nonprogram students differ in their activities, emotions, and motivation when they are elsewhere, that finding could suggest that program youth differ a priori in fundamental ways from youth who do not attend programs. These preexisting differences in motiva-tion, affect, and engagement could then account for ostensible pro-gram effects. Another possibility, however, is that participation in after-school programs has an impact on how youth spend their time even when they are not at the program. In that case, we would expect to see program youth become more productively engaged over the school year, even when they are elsewhere. A third possi-bility is that program and nonprogram youth do not differ in their experiences when they are elsewhere. In this third case, we would have evidence that differences observed at the program are more123ACTIVITIES, ENGAGEMENT, AND EMOTIONlikely explained by the program context, not by child differences. We considered each of these possibilities.A methodology for measuring engagementStudying activities, emotions, and engagement during the after-school hours is challenging. Activities occur in multiple locations, and it is difficult for observers to follow youth for extended peri-ods as they move from home to school to programs. T eenagers also spend considerable time alone and with unsupervised peers during the nonschool hours, situations that are fundamentally altered when an observer is present. Observers also have difficulty reliably seeing adolescents’ feeling states and motivation because youth are adept at masking these feelings.T o address these challenges, we used experience sampling methodology.3In this methodology, youth are equipped with log-books and watches that are programmed to signal at random times. When signaled, youth record their location, social partners, activ-ity, and feelings. The methodology is portable and adaptable; youth can be alone or with others at any location, including home, school, shopping malls or other public places, and after-school programs. They provide self-reports of their feeling states and experiences. In the study examined here, 191 middle school youth (52 per-cent male, 60 percent children of color, 47 percent poor or near-poor) wore watches that were programmed to beep thirty-five times during one week in the fall and thirty-five times during one week in the spring of the school year. Signals occurred at random times during the after-school hours, evenings, and weekends. At each signal, the youth recorded who was with them, where they were, and what they were doing. Using a four-point scale, they also rated their responses to seven questions:1.How much choice do you have about this activity?2.How important is this activity to you?3.Is it interesting?124PARTICIPATION IN YOUTH PROGRAMS4.Do you enjoy what you are doing?5.How hard are you concentrating?6.Are you using your skills?7.Do you wish you were doing something else?Their answers reflected three factors: concerted effort (chal-lenge, skills, and concentration), intrinsic motivation (enjoyment, choice, and interest), and importance (a stand-alone item). Youth also reported, using a four-point scale, their feeling states with respect to eleven emotions (happy, proud, excited, relaxed, sad, angry, worried, scared, stressed, bored, and lonely), which were consistent with three factors that we labeled positive emotions, neg-ative emotions, and apathy.FindingsThe youth responded,on average,to thirty-three of the thirty-five signals in the fall and thirty-three of the thirty-five signals in the spring,for a total of12,143reports.Of these experiences,4,846 occurred after school between school dismissal and6:00P.M.During these after-school hours,program youth(n=160)reported partici-pating in an after-school program for at least one signal.They responded to4,089signals during weekday afternoons between school dismissal and6:00P.M.;1,030of these signals occurred when they were at a program,and3,059occurred when they were not at a program.Nonprogram youth(n=31)responded to759signals dur-ing the weekday afternoons.All of these signals by definition occurred when students were not at a program or structured activity.The upper half of T able 7.1 shows the proportions of time that program youth spent in different types of activities while at the after-school program and the proportions of time in these activities when the program youth were elsewhere during the after-school hours. Asterisks in column 5 indicate when these proportions were significantly different. As shown in the table, we found pervasive dif-ferences. In particular, program youth spent higher proportions of time in academic and arts enrichment, organized sports and physi-125ACTIVITIES, ENGAGEMENT, AND EMOTION Arraycal activities, community service, and homework while they were at the program than elsewhere. They spent less time eating and watch-ing TV while at the program than elsewhere. These differences in activities have important implications for youth development because there is evidence that adolescents who participate in struc-tured activities such as community service and organized sports engage in less antisocial behavior like shoplifting, getting drunk,destroying things, fighting, and skipping school;4are less likely to126PARTICIPATION IN YOUTH PROGRAMSdrop out of school or be arrested;5and obtain higher ratings of pos-itive social behaviors from teachers and higher achievement test scores.6Watching TV and eating, in contrast, are implicated in increased risks for obesity and weight-related health problems.7T able 7.1also shows that when not at the program during the after-school hours,program youth engaged in activities at sim-ilar rates as nonprogram youth.Significant differences emerged for only two activities(see column6).In comparison to non-program youth,program youth spent less time snacking/eating and more time socializing with peers when they were elsewhere. In analyses not shown in the table,we did notfind changes from fall to spring in adolescents’activities when they were else-where,suggesting that these differences may be child(not pro-gram)effects.The lower half of T able 7.1 reports the adolescents’ ratings of engagement and emotion during the after-school hours. Once again, asterisks in column 5 designate significant differences in pro-gram youths’ experiences at the program and elsewhere. Program youth reported feeling more intrinsically motivated and putting forth more concerted effort, and experienced their activities as more important, at programs versus elsewhere. Program youth also reported feeling less apathy and more positive emotions at after-school programs than elsewhere. When elsewhere, however, pro-gram and nonprogram youth did not differ significantly in their feelings of intrinsic motivation, concerted effort, or positive emo-tions (see column 6).Finally,we considered the likelihood of youth experiencing four combinations of feeling states during the after-school hours.The first combination consisted of high choice in conjunction with high rson posited that this combination of motivational states is important for the development of initiative because it com-bines intrinsic motivation with concerted effort.8The second combination was a high degree of choice of the activity but low con-centration,a combination consistent with leisure and relaxation.The third combination consisted of low choice and high concentration, a combination of feeling states that is often reported during the127ACTIVITIES, ENGAGEMENT, AND EMOTION school day.Thefinal combination consisted of low choice and low concentration,which occurs when individuals are disengaged.As shown in T able 7.2, program youth were almost twice as likely to experience high choice in combination with high concen-tration while they were at the after-school program (40 percent of the time) than elsewhere (21 percent). They also were more likely to experience low choice and high concentration at programs ver-sus elsewhere, which occurred primarily when they were getting homework help. When the program youth were elsewhere, the high choice and low concentration combination (consistent with leisure and relaxation) was more likely (52 percent of the time ver-sus 34 percent of the adolescents’ time at programs). Nonprogram youth did not differ in their combined feelings of choice and concentration from program youth when elsewhere. Low choice in combination with low concentration,a feeling state consistent with disengagement,was reported at almost one-quarter of the signals when the youth were not at the after-school programs.128PARTICIPATION IN YOUTH PROGRAMSConclusionFrom these analyses, we conclude that school-based after-school programs provide youth with substantially different opportunities and experiences than they would otherwise have. Y outh spend more time doing sports, art and academic enrichment, community ser-vice, and homework at programs versus elsewhere. They devote less of their after-school hours to watching TV and eating. While engaging in these activities at programs, they experience more intrinsic motivation, put forth more concerted effort, and feel less apathetic, underscoring the potential of after-school programs as a positive developmental context. The potential import of after-school programs was underscored by our analyses of the time that youth spent elsewhere. For the most part, the after-school hours of the program and nonprogram youth did not differ when they were elsewhere. Both program and nonprogram youth spent their unstructured time watching TV, eating, and socializing with peers. In these unstructured settings, the youth reported feelings of apa-thy and disengagement. The similarities in these experiences while elsewhere point to the program context rather than child differ-ences as the reason that high-quality after-school programs are linked to positive youth development. Finally, these findings sup-port the utility of expanding the conceptualization of program par-ticipation to consider time in specific activities and the feeling states that accompany those activities. As these findings demonstrate, it is possible to reliably assess engagement by asking adolescents about their feelings and experiences. In our study, we used experi-ence sampling to measure motivation, effort, and emotion. In other projects, however, we have questionnaires or surveys to assess engagement more globally. Both approaches provide windows onto student engagement that can be used in program evaluations. Notes1.Csikszentmihalyi, M. (1990). Flow.New York: HarperCollins.rson, R. W. (1994). Youth organizations, hobbies, and sports as devel-opmental contexts. In R. K. Silbereisen & E. Todt (Eds.), Adolescence in con-129ACTIVITIES, ENGAGEMENT, AND EMOTIONtext: The interplay of family, school, peers, and work in adjustment(pp. 46–65). New York: Springer-Verlag.3.Csikszentmihalyi,M.,&Larson,R.(1987).Validity and reliability of expe-rience sampling method.Journal of Nervous and Mental Disease,175(9),526–536.4.Mahoney,J.L.(2000).School extracurricular activity participation as a mod-erator in the development of antisocial patterns.Child Development,71,502–516.5.Mahoney, J. L., & Stattin, H. (2000). Leisure activities and adolescent antisocial behavior: The role of structure and social context. Journal of Adoles-cence,23,113–127.6.Casey, D. M., Ripke, M. N., & Huston, A. C. (in press). Activity partic-ipation and the well-being of children and adolescents in the context of wel-fare reform. In J. L. Mahoney, R. W. Larson, & J. S. Eccles (Eds.), Organized activities as contexts of development: Extracurricular activities, after school and com-munity programs.Mahwah, NJ: Erlbaum.7.American Academy of Pediatrics. (2003). Prevention of pediatric over-weight and obesity. Pediatrics,112(2), 424–430.rson, R. W. (2000). Toward a psychology of positive youth develop-ment. American Psychologist, 55(1), 170–183.deborah lowe vandell is the Sears Bascom Professor in Education at the University of Wisconsin, Madison.david j.shernoff is an assistant professor in the Department of Leadership, Educational Psychology and Foundations at Northern Illinois University.kim m.pierce is a research scientist at the Wisconsin Center of Edu-cation Research at the University of Wisconsin, Madison.daniel m.bolt is an associate professor in the Department of Educa-tional Psychology at the University of Wisconsin, Madison.kimberly dadisman is a researcher at the Wisconsin Center for Edu-cation Research at the University of Wisconsin, Madison.b.bradford brown is a professor of educational psychology at the Uni-versity of Wisconsin, Madison.。

Exercising is an essential part of a healthy lifestyle,and it is something that everyone should incorporate into their daily routine.Here is a detailed English essay on the importance of exercising regularly and how it can benefit our physical and mental health.Title:The Significance of Regular ExerciseIntroductionIn todays fastpaced world,its easy to get caught up in the hustle and bustle of daily life, often neglecting the importance of physical activity.However,the benefits of regular exercise are undeniable,and it is crucial to make time for it in our schedules.This essay will explore the various advantages of exercising and how it can improve our overall wellbeing.Body1.Physical Health BenefitsCardiovascular Health:Engaging in regular physical activity strengthens the heart and improves blood circulation,reducing the risk of heart diseases.Muscle and Bone Strength:Exercise helps in building and maintaining strong muscles and bones,which is particularly important as we age.Weight Management:Regular workouts can help in maintaining a healthy weight,which is essential for preventing obesity and related health issues.Immune System:A robust immune system can be maintained through exercise,which helps the body fight off infections and diseases more effectively.2.Mental Health BenefitsStress Relief:Exercise is a natural stress reliever,as it releases endorphins,the bodys natural mood elevators,which can help in reducing anxiety and depression. Improved Sleep:Regular physical activity can contribute to better sleep patterns,which is essential for cognitive function and emotional wellbeing.Increased SelfEsteem:Achieving fitness goals can boost selfconfidence and improve ones selfimage,leading to a more positive outlook on life.3.Social BenefitsCommunity Engagement:Participating in group exercises or sports can foster a sense ofcommunity and provide opportunities for social interaction.Role Modeling:Engaging in regular exercise can set a positive example for others, especially children,encouraging them to adopt a healthy lifestyle.4.Economic BenefitsHealthcare Costs:A healthy lifestyle that includes regular exercise can lead to fewer medical expenses in the long run,as it helps in preventing various diseases. Productivity:Individuals who exercise regularly tend to have more energy and are more productive at work,contributing to economic growth.ConclusionIn conclusion,the benefits of regular exercise are multifaceted,extending beyond physical health to mental,social,and economic aspects of life.It is imperative that we prioritize physical activity in our daily routines to reap these benefits and lead a healthier, happier life.By making exercise a habit,we can not only improve our own wellbeing but also contribute positively to the wellbeing of society as a whole.。

outreach and engagement statement -回复什么是“外展和参与声明”以及为什么它对机构如此重要？外展和参与声明是指机构或组织明确表达其与利益相关方进行开放沟通和合作的承诺。

它是机构所采用的一种战略方法，旨在增强与利益相关方的互动，能够迅速回应他们的需求和问题，并建立长期的合作关系。

在这篇文章中，我们将深入探讨外展和参与声明对机构的重要性，并提供一些实际的步骤来创建和实施一个有效的外展和参与声明。

首先，一个明确的外展和参与声明可以帮助机构树立良好的声誉。

通过积极参与与利益相关方的沟通和合作，机构能够建立起一个开放的形象，展示出对外部环境和利益相关方的关注和重视。

这有助于建立信任，增强机构的声誉，吸引更多的合作伙伴和投资者。

其次，外展和参与声明能够促进信息共享和相互理解。

通过与利益相关方进行频繁的沟通和合作，机构可以更好地了解他们的需求和期望，并提供相应的反馈和解决方案。

这种双向的信息交流和共享有助于建立更加稳固和透明的关系，从而提升机构与利益相关方之间的合作效果。

此外，外展和参与声明还能够提供机构与利益相关方之间的合作框架。

通过确立共同的价值和目标，机构可以与利益相关方共同努力，解决共同面临的挑战和问题。

这种合作框架可以促进跨部门和跨领域的合作，实现协同效应，以更好地满足社会的需求和期望。

那么，如何创建和实施一个有效的外展和参与声明呢？以下是一些实际的步骤：第一步是确定参与范围和目标。

机构需要明确决定与哪些利益相关方进行外展和参与，并明确参与的目标和预期的成果。

这样可以确保资源的分配和活动的重点，避免过分分散和不明确的情况。

第二步是制定明确的沟通和合作策略。

机构需要制定一系列的沟通和合作策略，包括选择适当的沟通渠道、制定有针对性的信息传递方式以及建立良好的合作关系。

这些策略应该与机构的核心价值观和目标相一致，并根据不同利益相关方的需求和期望进行调整。

第三步是建立有效的反馈机制。

Playing games and doing homework are two distinct activities that serve different purposes and have different impacts on an individuals life.Here are some key differences between the two:1.Purpose:Games:The primary purpose of playing games is entertainment and enjoyment.They are designed to be engaging and fun,providing a break from routine activities. Homework:Homework is assigned to reinforce learning and to help students practice and understand concepts taught in class.2.Outcome:Games:The outcome of playing games is typically personal satisfaction,relaxation,or the achievement of ingame goals.Homework:The outcome of doing homework is academic improvement,better understanding of subjects,and preparation for future lessons and exams.3.Time Management:Games:Games can be timeconsuming and may lead to procrastination if not managed properly.They can be played at any time and for as long as desired.Homework:Homework requires time management and discipline.It often has deadlines and is a part of a structured educational process.4.Skill Development:Games:While games can develop certain skills such as problemsolving,strategic thinking,and handeye coordination,they are not typically designed to enhance academic skills.Homework:Homework helps in developing academic skills such as critical thinking, research,writing,and time management.5.Social Interaction:Games:Many games involve social interaction,either with friends or online communities,and can foster teamwork and communication skills.Homework:Homework is often an individual activity,though group projects can also be part of the educational process,promoting collaboration and teamwork.6.Mental Engagement:Games:Games can be mentally stimulating and require concentration,but they are generally designed to be enjoyable and not overly taxing.Homework:Homework requires focused mental engagement and can be challenging, requiring students to apply what they have learned in class.7.Reward System:Games:Games often have builtin reward systems that provide immediate feedback and gratification for achievements.Homework:The rewards for homework are typically longterm,such as better grades and a deeper understanding of the subject matter.8.Parental Involvement:Games:Parents may be involved in monitoring the type of games and the amount of time spent playing,especially for younger children.Homework:Parents often play a role in ensuring that homework is completed and may provide assistance or guidance when needed.cational Value:Games:Some games have educational value and can be used as a tool for learning,but this is not their primary function.Homework:Homework is directly tied to the educational curriculum and is designed to reinforce and expand upon classroom learning.10.Balance:Its important to strike a balance between playing games and doing homework.While games can offer relaxation and enjoyment,homework is essential for academic success and personal growth.Understanding these differences can help individuals allocate their time and energy effectively,ensuring that they enjoy leisure activities while also fulfilling their educational responsibilities.。

Engagement 2.0 –不仅仅是防火墙如果让雇主重新思考雇佣关系的含义，如果让他们平行审视而非自上而下或自下而上地垂直考量，结果将会如何？在当今扁平化（而非阶梯式）的公司结构下，雇主们需要运用新的沟通模式来增进与雇员之间的接触，我们将这种新的沟通模式称之为“Engagement 2.0”这种新的沟通模式一来可以帮助雇主与雇员建立有效的沟通，进而增进合作默契，提升绩效，二来也能支撑整个公司及其高层的声誉。

雇佣关系的规则已经发生变化，一部分是因为经济发展，另一部分是因为员工意识到自身权利受到侵犯。

2009年的盖洛普民意测试显示，56%的员工没有积极参与公司事务，而18%的员工正不遗余力地躲避公务。

其实，雇主对此也有同样的感觉。

怡安咨询在2009年的福利和人才调研中发现，75%的雇主认为员工敬业度“非常重要”或者“极为重要”，却只有37%的人表示他们在处理员工关系时“卓有成效”。

雇主没有与时俱进地改善与员工互动，信息分享，以及影响他人的沟通方式是导致员工不满的最大原因之一。

毕竟，员工生活在我们为他们提供的工作空间之外，他们与家人生活在一起，与朋友讨论他们的工作。

他们越来越少地受工作场所的局限。

对于雇主来说，这意味着不得不接受员工的工作与沟通方式。

而且必须放弃陈规旧律，找到全新的途径聘用员工并赢得他们的信任。

这不仅仅针对年轻雇员。

四代雇员构成公司目前的人员结构，他们具有不同的需求和喜好。

我们必须超越传统，将所有的沟通方式变得更具创新性及个性化，以满足上至大多数互联网用户下至纸质信息阅读者的需求。

融入公众媒体在求助公众媒体来实现商业目标之前，我们必须首先了解自身的影响面，然后再放手委托。

回想一下“万维网”首次进入我们日常工作时的情形。

雇主迅速出台了关于使用互联网处理私人业务的限令。

我们担心互联网的使用会降低公司的生产能力。

紧随其后，雇主封锁了热门网站并建立防火墙。

但是我们很快发现雇员整天使用手机和黑莓，却并不仅仅是用来相互联系，而是在忙于工作。

engagement 翻译
engagement
英/ɪnˈɡeɪdʒmənt/
美/ɪnˈɡeɪdʒmənt/
n.
订婚;雇用;交战;(尤指正式的或与工作有关的)约定，约会，预约;战斗;（与…的）密切关系;订婚期间
复数：engagements
双语例句
全部订婚订婚期间约定约会战斗交战
1、Their engagement was announced in the local paper.
他们订婚的消息已在当地报纸上公布。

2、We are happy to announce the engagement of our daughter.
我们高兴地宣布，我们的女儿订婚了。

3、He has a number of social engagements next week.
他下周有几次社交约会。

4、Her views are based on years of engagement with the problems of the inner city.
她的观点是以多年对市内中心区问题的了解为基础的。

5、The general tried to avoid an engagement with the enemy.
将军竭力避免与敌军交火。