浙江省各地市档案网站信息化水平调查研究

伴随着政府信息化的浪潮,档案信息化在我国也如火如荼地开展起来,其主要表现形式就是档案网站.为促进档案网站的规范化建设以及信息资源建设水平的不断提高,以有效指导用户便捷、准确地选择和获取高质量的网络档案信息资源,选择档案信息化水平较高的浙江省内11个地市档案网站为调研对象,从网站质量、网站内容和网站功能三方面进行了评估,并提出了相应的建议对策.     

An exploratory investigation examining the cues that students use to form initial impressions and expectancies of lecturers

The aim of this study was to examine the informational cues that students perceive to be influential when developing initial impressions and expectancies of a lecturer. Undergraduate university students (n = 452) were required to rate the extent to which 30 informational cues (e.g. gender, qualifications) influence their initial perceptions of a lecturer. Following exploratory factor analysis (EFA), a five-factor model (i.e. appearance (APP), accessories (ACC), third party reports (TPR), communication skills (CS), nationality/ethnicity (NE) was extracted. Inspection of mean scores identified that students rated TPR (e.g. teaching experience) and CS (e.g. speed of speech) to be influential factors in forming initial impressions and expectancies of a lecturer. The findings identify the potential for expectancy effects within student–lecturer interactions.     

Applied Climate Education and Training for Agricultural and Natural Resource Management in India,Indonesia, Zimbabwe and Australia

Abstract

In parts of the world, including many developing countries, climate variability impacts negatively on agricultural production and natural resource management. Workshops in applied climatology were held in Australia, India, Indonesia and Zimbabwe between 1999 and 2002 to provide farmers and agricultural and meteorological staff a better understanding of the El Niño-Southern Oscillation phenomenon, associated climate variability, its forecast potential and its relevance to their local agriculture system. Most participants saw climate information skills as essential or useful in their work but few had good skills. Through discussions, learning outcomes were established and resource materials developed in Australia were adapted for use in the other countries. Educational course material was developed for workshops and for vocational and tertiary education. This material was developed in multimedia and print format suited to different learning styles. Workshops incorporated sessions on local climate, a climate analysis tool to assist forecasting, application of forecasts, communication and evaluation. Post-workshop surveys demonstrated improved knowledge and skills of participants with a need for further training in risk management strategies relating to agricultural systems. This was identified by a skills audit during the workshops and could form the basis for an advanced training programme.     

Preservice teachers’ acceptance of ICT integration in the classroom: applying the UTAUT model

In this study, the researchers explore the factors that influence preservice teachers’ acceptance of information and communication technology (ICT) integration in the classroom. The Unified Theory of Acceptance and Use of Technology (UTAUT) was developed by Venkatesh et al. [MIS Quarterly, 27(3), 425–478] in 2003 and shown to outperform eight preceding models, explaining 70% of the variance in user intentions. The role of the UTAUT variables (performance expectancy, effort expectancy, social influence, and facilitating conditions) are examined and the resulting regression model accounts for 27% of the variance in user intentions with effort expectancy surfacing as the only significant predictor of behavior intention. Results and recommendations for future research in the application of UTAUT are discussed.

Die Akzeptanz von IKT Integration im Unterricht von Lehramtsstudenten: Anwendung des UTAUT Modells

In dieser Studie erkunden die Forscher die Faktoren, die die Akzeptanz der Informations‐ und Kommunikationstechnik‐ (ICT) Integration in den Unterricht der auszubildenden Lehrer beeinflussen. Die vereinheitlichte Theorie von Annahme und Verwendung von Technik (UTAUT) wurde von Venkatesh et al. [MIS Quarterly, 27(3), 425–478] in 2003 entwickelt. und hat acht vorhergehende Modelle übertroffen und dabei 70% des Unterschieds durch Benutzerabsichten erklärt. Die Rolle der UTAUT‐Variablen (Leistungserwartung, Bemühungserwartung, sozialen Einfluss und dem Erleichtern von Bedingungen) sind geprüft und entstehende “Zurückentwicklungs” Modellkonten zu 27% des Unterschieds in Benutzerabsichten bei der Bemühungserwartung erklärt, als die Einzige bedeutsame Vorhersage. Ergebnisse und Empfehlungen für zukünftige Forschung in der Bewerbung von UTAUT werden erörtert.

L'acceptation chez les élèves‐professeurs de l'intégration des TICE dans la classe: une application du modèle TUAUT

Dans la présente étude, les chercheurs examinent les facteurs qui influencent l’acceptation de l’intégration des TICE de la part des enseignants en formation initiale. La Théorie Unifiée de l’Acceptation et de l’Usage de la Technologie (TUAUT) a été mise au point par Venkatesh et al. [MIS Quarterly, 27(3), 425–478] en 2003 et s’est révélée plus performante que huit autres modèles précédents,pouvant expliquer 70% de la variance dans les intentions des utilisateurs. Le rôle des variables TUAUT (performances attendues, effort attendu, influence sociale et conditions facilitantes) est examiné et le modèle régressif explique 27% de la variance dans les intentions des utilisateurs, l’expectative d’effort apparaissant comme le seul indicateur significatif des intentions de comportement. On examine les résultats et les recommandations pour les recherches futures sur l’application de TUAUT.

La aceptación de la integración de las TICs en aulas por parte de los profesores en formación inicial: una aplicación del modelo TUAUT

En el presente estudio, los investigadores examinan los factores que influyen sobre la aceptación de las TICs por parte de los docentes en formación inicial. La Teoría Unificada de la Aceptación y del uso de la Tecnología (TUAUT)fue desarrollada por Venkatesh et al. in 2003 y salió con mejores resultados que ocho modelos anteriores, siendo capaz de explicar el 70% de las variaciones en las intenciones de los usuarios. Se examina el papel de las variables TUAUT (expectaciones de rendimiento, expectaciones de esfuerzo, la influencia social, y la condiciones facilitantes) y el modelo regresivo explica el 27% de las variaciones en las intenciones de los usuarios, la expectación de esfuerzo apareciendo como el único indicador significativo de las intenciones de comportamiento. Los autores discuten también los resultados y las recomendaciones para futuras investigaciones sobre la aplicación de TUAUT.     

MORAL AND RELIGIOUS INFLUENCES AS RELATED TO ENVIRONMENT OF STUDENT LIFE. DORMITORY LIFE FOR COLLEGE WOMEN

This article tests the assumption that Horace Bushnell was the father of the religious education movement, despite the fact that at least two generations lapsed between the final edition of his groundbreaking book, Christian Nurture, in 1861 and the formation of the Religious Education Association in 1903. It contends that William Rainey Harper was both the father of the movement and the founder of the Religious Education Association, while Bushnell can be viewed as the “spiritual father” of the movement, with Henry Clay Trumbull as the link between the two. George Albert Coe can be seen as the “dean” of religious educators and a leader of the movement in the first half of the 20th century.     

RELIGIOUS TEACHING AND INFLUENCE OF THE UNIVERSITY∗

The purpose of this column is to keep religious educators abreast of relevant significant research in the general field of psychology. Its implications for methods and materials in religious education are clear. Religious educators may well take advantage of every new finding in scientific research.

Each section describes a group of findings which have been reported in PSYCHOLOGICAL ABSTRACTS together with titles of these works so that those who wish may go to the original source.

This column is written as a service to religious educators by the Union College Character Research Project. All abstracts are used with permission of the periodical, PSYCHOLOGICAL ABSTRACTS. The abstract numbers are Volume 35. Number 1, February 1961 and Volume 35, Number 2, April 1961.