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491.
492.
This study examines the potential of application service providers (ASPs) to transform electronic government (e-government) services at the local level. The ASP model helps local governments overcome barriers to offering next wave e-government services such as a shortage of skilled IT staff and limited financial resources. The realization of full potential, however, requires first the adoption of an ASP model. Five conditions that favor the decision to use an ASP are (1) strong top management support, (2) promise of large efficiency gains, (3) enough IT capability on the part of the government unit to identify key piece of technology, (4) less burdensome outsourcing rules and procedures, and (5) a variety of high quality and reliable ASPs from which to choose locally. To ensure the success of an ASP project, local governments need to build in-house IT capability to evaluate an ASP and to develop proper performance measures. Management should focus on serving citizens and businesses and develop the capability to negotiate as well as manage service-level contracts with ASPs. Continual top management support is necessary for dealing with possible initial resistance and ensuring interdepartmental communication and cooperation. 相似文献
493.
Jon S. Bailey 《The Journal of environmental education》2013,44(1):37-45
Abstract The personal experience of place is a fundamental step toward understanding our environment. Environmental education should foster an exploration of the place within which we each live. A sense of place, though, is not sufficient. We must cherish our place in our environment as home, and we should act to protect and improve it as we would our home—for indeed it is. Stories provide a psychologically powerful tool for understanding our environment and our relationships with it. Environmental educators should make good use of place, home, and story in their teaching. 相似文献
494.
Human Affection Exchange: VIII. Further Evidence of the Benefits of Expressed Affection 总被引:2,自引:2,他引:0
Jon A. Hess Lisa A. Miczo Kelby K. Halone Alan C. Mikkelson Kyle James Tusing 《Communication quarterly》2013,61(3):285-303
Affection exchange theory speaks to the benefits that affectionate communication elicits, not only when it is received but also when it is communicated to others. Previous research has provided evidence for the individual and relational benefits of having a high trait affection level, yet these benefits may partially be accounted for by the affectionate behavior one elicits from others by being affectionate in the first place. We addressed the validity of this alternative hypothesis in this project, first by re-analyzing data in which we compared correlations between trait affection level and various benefits with the same correlations after controlling for received affection. Next, in three studies involving a total sample of 1,144 people, we further investigated the benefits of expressed affection, both on its own and when received affection is covaried out. Results indicated that affection expressed to others is associated with numerous individual and relational benefits, including increased happiness and self esteem, decreased fear of intimacy and susceptibility to depression, and higher relationship satisfaction. Many of these effects are attenuated—and some are intensified—when affection received from others is held constant. 相似文献
495.
Jon Swain 《International Journal of Lifelong Education》2013,32(5):591-612
This paper examines the motivations and outcomes for mature students who study part-time in higher education (HE) in the UK. Although many students in HE are mature part-time learners, they have not been the specific focus of much research or policy interest. In-depth narrative interviews were carried out with 18 graduates who had studied part-time at a university college specialising in part-time provision. The sample was drawn from a quantitative survey of 1539 graduates concerning their motivations for studying and the benefits derived. Researchers could therefore choose respondents on the basis of previously reported outcomes of study and on other life course information, which was included in the survey. The paper reports a wide range of motivations and outcomes, which are regarded as forms of capital, and illustrates how studying part-time as a mature student can have a profound effect on people’s lives. 相似文献
496.
This article provides historical and legal context for recent U.S. Supreme Court school desegregation decisions. The Supreme Court's race-based and race-neutral arguments from Brown (1954) to Parents Involved (2007) are examined within their broader context. Policy implications and potential support for diversity goal arguments given the Obama administration's appointments of Sonia Sotomayor and Elana Kagan as the 111th and 112th Supreme Court Justices are considered in light of enduring issues and guiding ideals delineated over half a century ago in Gunnar Myrdal's landmark study of race in the United States, An American Dilemma. 相似文献
497.
Jon Olav Myklebust 《欧洲特需教育杂志》2013,28(3):251-263
In Norway more than 95 per cent of the students in each annual school-leaving cohort from the lower secondary school continue on to upper secondary education. The result is that there is a wide range of abilities among the students, and so various forms of adapted teaching are necessary. Each year almost 10 per cent of the new entrants in upper secondary are classified as students with special needs. The main focus of this paper is on how different forms of adaptation influence the flow of special needs students through upper secondary education. Two groups are compared: one with students who in their first year are taught exclusively within ordinary classes, and one with students who receive adapted teaching in small groups outside ordinary classes. The analysis controls for the level of functional difficulties among the students. The study illuminates how the organization of the specially adapted teaching influences successes as well as failures among the students. A sample of special needs students from six Norwegian counties has been followed prospectively through upper secondary education. Results of this follow-up study are presented within a theoretical framework based on transitions in the life course. 相似文献
498.
Abundant research exists on the transition from school to work of youth with disabilities. However, few studies investigate their subsequent long-term participation in working life. This study, drawing on a life course approach, aimed to examine how former students with special educational needs succeeded in finding full-time employment with sufficient pay to make them economically independent. The extent of economic independence was investigated in their late twenties and their mid-thirties. The sample (N?=?216) originates from a Norwegian longitudinal research project that commenced in the mid-1990s when the study participants just had started upper secondary school. Their special needs provision and their physical, psychological and/or social difficulties were recorded at the same time. After their teens, they were interviewed every fifth year. At both age phases close to 50% of the study participants were economically independent, men to a much greater degree than women. By logistic regression analyses, it was revealed that the independent variables influenced economic independence differently among men and women, for example, that educational attainment was important for women, but not for men. However, possession of a driving licence was crucial for men, but was relatively unimportant for women, at least in the first age phase. There was also a differential impact of parenthood. Having children increased the likelihood of being economically independent for men, whereas the impact was opposite for women, especially when they were approaching their mid-thirties. Processes of cumulative advantages and disadvantages were also observed, indicating that previous negative life course experiences dramatically reduce the chances of obtaining economic independence. 相似文献
499.
500.
Jon S. Iftikar Samuel D. Museus 《International journal of qualitative studies in education》2013,26(10):935-949
AbstractDespite the powerful influence of race and racism on the experiences and outcomes of Asian Americans in US education, coherent conceptual frameworks specifically focused on delineating how White supremacy shapes the lives of this population are difficult to find. The AsianCrit framework, grounded in Critical Race Theory (CRT) and the experiences and voices of Asian Americans, can begin filling this gap. In this article, we review an AsianCrit framework and examine Asian American issues in education through seven AsianCrit tenets to demonstrate their utility in the analysis of and advocacy for Asian Americans in U.S. education. We end by discussing implications of how AsianCrit can provide a framework to guide future research, policy and practice, as well as a foundation for discourse around the racialized experiences of Asians Americans and other racially marginalized groups in education. 相似文献