Investigating the structural relationship for the determinants of cloud computing adoption in education

This research is one of the first few to investigate the adoption and usage of cloud computing in higher education in the context of developing countries, in this case Thailand. It proposes extending the technology acceptance model to integrate subjective norm, perceived convenience, trust, computer self-efficacy, and software functionality in order to better understand the degree of influence that each has on the adoption of cloud in an educational setting. The instrument development was modified from past studies on technology adoption. Data was collected from two leading universities in Thailand, Mahidol University International College, and Thammasat University. Structural equation modeling was applied to the research, the results of which illustrated that perceived ease of use, perceived usefulness, intention to use, perceived convenience, trust, and software functionality have a statistically positive relationship towards the adoption of cloud computing. However, it is interesting to note that, contrary to most studies, computer self-efficacy and subjective norm did not posit a positive relationship. The research also presents the conclusions, which include a discussion of the findings, the academic and practical implications, and limitations.     

Measuring the Results of Performance Improvement Interventions

In this study, a web‐based questionnaire was used to measure attitudes of members of a professional performance improvement organization relative to adoption and implementation of Level 4 or results‐oriented evaluation. Participants were 274 members of the International Society for Performance Improvement (ISPI). It was expected that frequency of Level 4 evaluation use could be explained by innovation diffusion or change variables. Findings suggest that the adoption of effective performance improvement measurement systems and processes at the organizational level is relatively low compared to other types of evaluation. This level of adoption is impacted by a complex array of factors. Stakeholder participation in the adaptation of evaluation systems to increase their compatibility with current practices, and experimentation with this type of evaluation on a limited or trial basis may increase the rate of adoption. Management support of the development and adaptation of a results‐oriented evaluation system is seen as providing the opportunity for the change process to move forward. Implications for diffusion of this type of evaluation within organizations will be discussed within the context of a HPT Change framework.     

A path analysis of pre-service teachers' attitudes to computer use: applying and extending the technology acceptance model in an educational context

The purpose of this study is to examine pre-service teachers' attitudes to computers. This study extends the technology acceptance model (TAM) framework by adding subjective norm, facilitating conditions, and technological complexity as external variables. Results show that the TAM and subjective norm, facilitating conditions, and technological complexity were significant determinants of pre-service attitudes to computer use. A multiple square correlation revealed that the proposed model in this study explained 48.7% of the attitude to computer use. Various contributions to research and practice are discussed.     

Assessment of Adoption Gaps in Management of Aflatoxin Contamination of Groundnut (Arachis Hypogaea L.)

Abstract

One of the major impediments for diversification of groundnut (Arachis Hypogaea L.) as food crop is aflatoxin contamination. The study was conducted with an objective to assess the adoption gaps in aflatoxin management practices of groundnut (AMPG) and the farmer's characteristics influencing these gaps. The study used an expost-facto research design and multi-stage random sampling. The data were collected from 180 respondents through interview schedule. For measuring adoption gap, knowledge of AMPG and perception of groundnut quality suitable scales were developed. The data were subjected to multiple regression analysis to know the characteristics, which influenced the adoption gaps in AMPG. The majority of farmers were in high adoption gap category, as most of the farmers had not adopted the harvest and post-harvest management practices. Farmers' characteristics such as knowledge, market orientation and innovativeness influenced the adoption gap significantly. These three variables put together explained 58% of variation in adoption gap. Based on the results, it is suggested to formulate strategies to increase the knowledge of farmers through various extension approaches. If the knowledge on AMPG is improved the adoption gaps can be reduced. The maiden research effort, shed light on the socio-economic dimensions of aflatoxin contamination and constraints for aflatoxin management at farmers' level. The study has significance for the policy makers, extension departments and groundnut farmers for production of quality groundnut.     

Approaches to studying and perceptions of academic quality in a short web-based course

Both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI) were administered to students who were taking an introductory web‐based course in computing. The constituent structure of both questionnaires was preserved in this distinctive context, and the students’ scores on the individual scales of the CEQ and the RASI shared over 80% of their variance. Students’ perceptions of academic quality were positively associated with their adoption of desirable approaches to studying and negatively associated with their adoption of undesirable approaches. Students’ academic attainment was positively associated with their perceptions of academic quality and their adoption of a strategic approach to studying and negatively associated with their adoption of a surface approach to studying.     

A case study on the formation and sharing process of science classroom norms

The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom norms in connection with these factors. By examining the developmental process of science classroom norms, we identified how the norms were realized, shared, and internalized among the members. We collected data through classroom observations and interviews focusing on two elementary science classrooms in Korea. From these data, factors influencing norm formation were extracted and developed as stories about norm establishment. The results indicate that every science classroom norm was established, shared, and internalized differently according to the values ingrained in the norms, the agent of norm formation, and the members’ understanding about the norm itself. The desirable norms originating from values in science education, such as having an inquiring mind, were not established spontaneously by students, but were instead established through well-organized norm networks to encourage concrete practice. Educational implications were discussed in terms of the practice of school science inquiry, cultural studies, and value-oriented education.     

ALLOCATION OF ITEMS AND EXAMINEES IN ESTIMATING A NORM DISTRIBUTION BY ITEM-SAMPLING

A norm distribution consisting of test scores received by 810 college students on a 150 item dichotomously-scored 4-alternative multiple-choice test was empirically estimated through several item-examinee sampling procedures. The post mortum item-sampling investigation was specifically designed to manipulate systematically the variables of number of subtests, number of items per subtest, and number of examinees responding to each subtest. Defining one observation as the score received by one examinee on one item, the results suggest that as the number of observations increases beyond 1.23% of the data base all procedures produce stochastically equivalent results. The results of this investigation indicate that, in estimating a norm distribution by item-sampling, the variable of importance is not the item-sampling procedure per se but is instead the number of observations obtained by the procedure. It should be noted, however, that in this investigation the test score norm distribution was approximately symmetrical and the possibility should not be overlooked that item-sampling as a procedure may be robust only for symmetrical norm distributions.     

Perceived social norms of health behaviours and college engagement in British students

The social norms approach is an increasingly widely used strategy of behaviour and attitude change that is based on challenging misperceptions individuals hold about their peers. Research to date has been carried out predominately in the US college system, with a focus on substance use behaviours. The aim of the current study was to explore peer perceptions of both substance use and other behaviours in a British student sample, as the first step in determining whether the social norms approach may be applicable within Europe. Students at eight further education colleges in the UK were surveyed on their personal and perceived peer health and college engagement behaviours and attitudes by means of a printed and online survey. Respondents reported a perceived norm of frequency of substance use that was higher than the reported norm. Results relating to the injunctive norms of substance use were mixed but demonstrated that the majority of respondents do not actively approve of tobacco, cannabis or other drug use. Respondents also reported a norm of academic engagement that was more positive than the perceived norm of their peers. The results relating to substance use are consistent with work conducted in the US college system, despite the differences in culture and legislation. In addition, the results indicate that there may be similar misperceptions around other areas of health and college engagement. This suggests that the social norms approach may be a viable method of behaviour change in UK students.     

The adoption of children from out-of-home care: The understandings of key decision makers in Victoria,Australia

Adoption is one of a range of options that can provide children in out-of-home care with permanency when they are unable to be reunified with their birth parents. This paper reports on how the adoption of children from out-of-home care is understood by professionals involved in making decisions about the permanent placement of children in out-of-home care in Victoria, Australia, where adoption is rarely used. Data were collected through a single, face-to-face semi-structured interview with 21 professionals; eight child welfare specialists, eight adoption and permanent care specialists and five judicial officers. The adoption of children from out-of-home care was primarily understood as a child-centered practice that can afford children stability and a sense of belonging. Adoption was largely viewed as a voluntary process dependent upon the consent of a child’s birth parents. Adoption and permanent care specialists were the only group to refer to the dispensation of parental consent as a means of obtaining an adoption order. Most decision makers understood that contact between children and their birth parents is possible following adoption, but this was not understood by all judicial officers or all child welfare specialists. Children’s connection to their cultural heritage was viewed as important to the consideration of adoption for children in out-of-home care. This research provides insight into the foundations upon which decision makers may appraise adoption, within a hierarchy of options, as a potential outcome for children in need of permanency.     

论有标记主位结构的翻译策略

主位结构理论是个相当热门的研究领域,但主位结构的翻译问题迄今仍未得到系统和专门的研究。文章尝试提出一种“常规对常规,变异对变异”的翻译策略,以实现对无标记主位结构的规范表达和有标记主位结构所承载的文学价值的再现。     

Factors affecting teachers' adoption of educational computer games: A case study

Even though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K‐12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K‐12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games.     

清代徽州的拟血亲承继——以《星源甲道张氏宗谱》为中心

星源甲道张氏延光公泾邑后里派二十六世、二十七世所载同宗承继占拟血亲承继的61%和70%,昭穆相当和先亲后疏原则也得到了较好的实施,说明在清代徽州的拟血亲承继中,宗法原则仍然占据主导地位。而异姓承继也日益普遍与合法化,它逐渐蚕食和瓦解森严保守的徽州宗族社会,这种蚕食和瓦解速度相对比较缓慢。     

Examining the role of technology-related policy and constructivist teaching belief on English teachers’ technology acceptance: A study in Chinese universities

This large scale study investigated the influences that technology-related policies and teachers’ constructivist teaching beliefs have on their intention to use technology in Chinese universities. Data were collected from 696 English teachers working in 59 Chinese universities. Five variables (subjective norm, constructivist teaching belief, perceived importance of policy, computer self-efficacy and voluntariness) were examined in this study. Results indicated that perceived importance of policy, constructivist teaching beliefs and subjective norm were significant antecedents of perceived usefulness. The relationship between subjective norm and teachers’ intentions to use technology was moderated by voluntariness. Besides perceived usefulness, perceived ease of use also had significantly influenced English teachers’ behavioural intention. Overall, the research model explained 69% of variance of teachers’ intentions to use technology. This study has the potential to enrich our understanding of technology acceptance in teaching by contextualising the study in the rarely researched English teaching context in Chinese universities. The findings from this study also provide suggestions for policy makers and teacher educators.     

大学新生实施SCL-90测查的纵向分析与对策

采用整群抽样的方法对福建某大学2011-2018年入学的共计33658名新生,使用症状自评量表SCL-90进行调查,分别比较不同性别、学科学生之间心理健康水平的差异,并与全国大学新生常模对比。结果显示,82.7%学生心理健康,16.7%新生存在不同程度的心理问题。男生在敌对、恐怖、偏执因子上显著高于女生(P均<0.05),女生在躯体化等六个因子与总均分上(P均<0.01)显著高于男生。文史类新生除了人际关系敏感、焦虑因子、其他因子外,其余均显著高于经管类新生,而经管类新生在躯体化、抑郁、焦虑、恐怖、其他和总均分上显著高于理工类新生(P均<0.05)。与1997-2007年全国大学新生常模相比,除精神病性症状因子,其余均显著低于常模(P均<0.001)。而情绪压力问题、人际关系和学习问题是历年新生咨询求助的主要类型。可见,近年来大学新生心理健康水平整体较好,与全国大学新生常模相比,心理健康水平有所提升,但在性别、专业上存在显著差异。     

选频滤波器的一种设计方法

采用归一化变换的方法，使不同选频滤波器变换为标准低通滤波器，简化了设计过程．     

Continuity for children after guardianship versus adoption with kin: Approximating the right counterfactual

Over the past two decades there has been a rapid increase in the number of children and youth living in guardianship and adoptive homes who were previously in foster care. Further, previous studies compared outcomes for children in guardianship homes to those for children in adoptive homes, despite the fact that many factors likely affect the selection of foster youth into different types of permanent placements. This study examined two counterfactuals for guardianship as a permanent placement type: adoption only and adoption or long-term-fostercare (A + LTFC). Longitudinal outcomes were tracked for children who exited foster care with relatives through guardianship (N = 4,884) or adoption (N = 12,163), as well as children in long-term foster care with relatives (N = 4,840). Propensity scores were used to match children on key indicators. In the matched sample of guardianship versus adoption cases only, children who exited to guardianship were more likely to experience discontinuity than children who exited through adoption, 11% vs. 6% respectively. However, when guardianship was compared to the combination of adoption or long-term foster care, children in guardianship experienced the same proportion of discontinuity, 11% vs. 11% respectively. These results suggest that simply matching guardianship to adoption without taking into account LTFC may be the wrong way to estimate the “what if” counterfactual if children were not discharged to guardianship. Findings also support the use of guardianship as a potential solution for children in LTFC whose caregivers are not planning to adopt.     

漳州师范学院CCSMHS常模的建立

目的建立漳州师范学院CCSMHS的常模.方法对漳州师院2006、2007、2009级学生施测CCSMHS.结果（1）漳州师院CCSMHS的常模,在社交攻击和性心理两个因子上显著低于北京某大学的常模,其余各因子显著高于北京某大学的常模;在焦虑、抑郁、强迫、性心理、依赖、精神病、冲动7个因子上显著低于全国常模,其余5个因子上显著高于全国常模.（2）男、女生在CCSMHS除强迫、精神病外的10个因子上存在显著性差异.（3）理科生在抑郁、社交退缩、社交攻击、冲动4个因子上的均分显著高于文科生;文科生在躯体化、偏执、依赖3个因子上的均分显著高于理科生.结论建立漳州师范学院CCSMHS的常模有一定的必要性,可以为以后新生入校普查和＂5.25＂心理健康普查提供依据.此常模较之北京某大学和全国的常模更合适.     

“You Can Do It Baby”: Non-Task Talk with an In-Car Speech Enabled System

Natural language speech enabled systems are an attractive option for in-car infotainment. Differences in cultural expectations in communication, however, can pose difficulties for interface developers and cause frustration for users. We adopt the perspective of cultural discourse theory to analyze 26 drivers interacting with an in-car speech interface. We focus here on directive sequences and the phenomenon of participants using non-task talk. The analysis of these sequences reveals a norm that one ought to engage in non-task talk with the system. We suggest that this norm is grounded in a user premise that the system’s interactional status involves the ability to speak. We find that this norm lacks crystallization among participants, and we formulate a competing norm that helps to account for this. The second norm reveals an underlying belief that the system’s status as a machine is the basis for how it should be treated.