e-Government adoption model based on theory of planned behavior: Empirical validation

The e-Government phenomenon has become more important with the ever increasing number of implementations worldwide. A model explaining the e-Government adoption and the related measurement instrument – a survey – had been developed and validated in this study. In a post Technology Acceptance Model (TAM) approach, theory of planned behavior (TPB) was extended to fit the requirements of e-Government context. The adoption of student loans service of the higher education student loans and accommodation association of Turkey (KYK) was investigated to obtain data for empirical validation. The instrument was administered to over four-hundred students and partial least squares path modeling was employed to analyze the data. The results indicate that the model was an improvement over TAM in terms of predictive power. The constructs trust, perceived behavioral control and attitudes successfully explained the intention to use an e-Government service. The findings presented in this study provide useful insights for researchers and policy makers when dealing with e-Government services.     

自助借书系统具体实施细节研究

实现流通环节自助服务是图书馆发展的一种趋势。在实现初期,图书馆应根据自身条件和特点,按照"局部"实现的理念,先选择较易实现的业务流程进行自助化。在引进自助借书系统过程中图书馆需要考虑相关问题及注意事项,充分认识自助服务的特点和自身的需求,掌握好两者的契合点,通过改进业务流程、加大用户的培训力度、消除馆员的排斥心理等方式将自助服务系统整合到原有的图书馆业务流程中去,真正发挥其提高图书馆服务效率、节约用户时间、实现用户自主性的目的。     

Generalized bounds on the partial periodic correlation of complex roots of unity sequence set

In this paper, the generalized bounds are derived on the partial periodic correlation of complex roots of unity sequence set with zero or low correlation zone （ZCZ/LCZ） as the important criteria of the sequence design and application. The derived bounds are with respect to family size, subsequence length, maximum partial autocorrelation sidelobe, maximum partial crosscorrelation value and the ZCZ/LCZ. The results show that the derived bounds include the previous periodic bounds, such as Sarwate bound, Welch bound, Peng-Fan bound and Paterson-Lothian bound, as special cases.     

Comparing school accountability in England and its East Asian sources of ‘borrowing’

Education reforms in England are increasingly justified by borrowing ‘best practices’ of high-performing East Asian societies, including Hong Kong, Singapore and Shanghai. However, taking the reforms of school accountability as an illustrative example, this article argues that there are serious variations between England and its East Asian sources of ‘borrowing’ with regard to the ways in which schools are held to be accountable. How school accountability is organised and operationalised in practice deeply depends on socio-political priorities of each society. Therefore, education policy borrowing from East Asia to England is potentially extremely difficult. Furthermore, this article remains alert to the possibility that the claim (about improving the education system in England through imitating East Asian models) is symbolic rather than practical – symbolic in the sense of producing legitimacy for pre-existing policy agendas.     

试论孙中山的债务观——以革命举债和国家建设为中心

孙中山在其革命生涯里,一直面临资金问题,除了在海外向华侨募捐以外,通过发行票券等方式是进行革命筹款活动的重要途经。辛亥革命后,孙中山从国家发展和实业建设角度出发,提出不失主权的举债利用外资原则,积极构建国家信用体系,重视信用建设,这些都具有启发性意义。     

The (mis)use of the Finnish teacher education model: ‘policy-based evidence-making’?

Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.     

一体化借阅模式下提高高校图书馆流通服务质量的思考——以惠州学院图书馆为例

一体化借阅模式在高校图书馆的运行,为读者提供了最大的便利和自由,馆藏文献利用也得到大幅度提高。然而在一体化借阅模式下,流通服务工作存在馆藏文献保护与管理、外借工作出现拒借率高等问题。因此,通过提高外借服务质量、重视读者接待、加强员工培训及读者教育等方面的共同努力,才能更有效地提高流通服务的质量。     

数字信息时代高校图书馆纸质馆藏的价值与服务对策

[目的/意义]近年来,各高校图书馆纸质文献借阅量逐年递减,致使纸质文献存在的价值与危机凸显。如何客观看待纸质馆藏的作用,是需要值得关注的重要问题。[方法/过程]对北京理工大学图书馆近3年（2013-2015年）的可外借纸质文献借阅量、文献利用率和借阅周期等情况进行统计,并对馆内纸质文献的流通现状以及存在的问题进行分析。[结果/结论]图书馆需要正视纸质馆藏危机,重视纸质馆藏建设,包括提出合理配置馆藏资源,加强借阅管理,改善馆舍环境,加强管理宣传、提升服务和加强资源共享共建等措施,营造全面推广阅读氛围,积极引导读者培养良好阅读习惯,提高馆藏文献利用率。     

加拿大英语外来语研究

加拿大英语是英语的一个地域变体,具有鲜明的特征。加拿大英语的形成大致通过三种途径：继承、创新与借用。与其它英语变体相比,加拿大英语的借用更加广泛和频繁。加拿大是一个多民族、多文化和多语言的国家,这为加拿大英语大量吸纳外来语提供了前提。外来语的进入遵循一定的原则和规律。加拿大外来语的进入主要通过直借、转借、半借、译借等方式。     

英语否定意义句子的理解与疑难浅析

从英语句子的部分否定，否定的内容和否定意义的特殊表达三个方面，探讨了英语否定意义句子的理想与疑难问题。