The IS–business relationship and its implications for performance: An empirical study of South African and Australian organisations

Lack of a close ‘Information systems (IS)–business relationship’ has been described as a potential inhibitor to improving the contribution that information systems (IS) make to business performance. Yet the value of specific attributes of an enduring relationship between IS and business remains to be demonstrated by empirically confirming their link to IS performance. Using data collected from 167 South African and Australian companies, this study examined the effect of three relational attributes, namely commitment, mutual understanding and shared vision, on the contribution of IS to business performance. The study also examines the interrelationship amongst the relational attributes. Results revealed that a strong IS–business relationship is a significant determinant of IS performance. Organisations more successful in their use of IS are characterised by strong commitment on the part of the business to IS efforts, higher levels of IS understanding of the business, and a long-term agreement, between business and IS executives, on IS priorities. Results have important implications for organisations looking to improve the contribution of IS to organisational performance.     

浅谈国家档案局、科技部第15号令对科研档案管理的影响

1987年发布实施的《科学技术研究档案管理暂行规定》对于完善科研档案管理体制机制,加强科研活动宏观管理产生了积极作用,但随着我国创新驱动发展战略的快速实施和科技体制改革步伐的不断推进,已不能适应当前科研档案管理工作的发展需要.近日,国家档案局、科技部联合发布第15号令,公布《科学技术研究档案管理规定》,将对促进我国科技...     

共享云图书馆运营模式比较研究——以“123图书馆”和“借书人”为例

文章以共享云图书馆的两类典型代表--"123图书馆"和"借书人"为研究对象,比较两者在图书来源、配送模式、赢利模式、社会价值、存在问题5个方面的异同点,提出优化两种运营模式的建议,以期对实体图书馆的发展提供参考。     

Shared Leadership in a Community Theater Group: Filling the Leadership Role

In contrast to research in which an individual leader is assigned or expected to emerge, musical theater productions provide an opportunity to explore how leadership is shared among the director, assistant director, music director, choreographer, and stage manager in a naturally occurring group. This ethnographic study explores how one community theater group managed the sharing of leadership roles when the primary director assumed a passive or ineffective role. The study explores the communication and affective responses of the secondary leaders and cast members when they perceived that the primary leadership failed to function and then examines how secondary leaders and cast members communicated to share the leadership to produce successful theatrical performances. The results have implications for other groups with shared leadership structures.     

Learned Helplessness and Psychological Adjustment: Effects of age,gender and academic achievement

The present study deals with relations between academic achievement, learned helplessness and psychological adjustment (self-esteem and depression), controlled for gender and age. A preliminary study was conducted to test the direction of the relationship between learned helplessness, assessed by the teacher, and own expectation about academic achievement. The sample consisted of 1580 students with data collected in grades 3 and 4, 6 and 7 and 8 and 9. The relation between these two variables was reciprocal, with the strongest effect between helplessness and expectations. Hypotheses concerning the relations between achievement, helplessness and psychological adjustment were tested by means of a cross-sectional sample consisting of 1575 students in grades 4, 7 and 9. The analyses of structural equation models showed that academic achievement was directly and indirectly related to the pattern of attributions, expectations, helplessness and psychological adjustment. Moreover, helplessness and academic expectations were significantly related to psychological adjustment. The results also clearly found that boys showed more helpless behaviour, as assessed by the teacher, than did girls, while, on the other hand, girls reported more psychological maladjustment. Some practical implications of the findings are reported at the end of the paper.     

First Date Sexual Expectations: The Effects of Who Asked,Who Paid,Date Location,and Gender

This investigation examined the effects of who asked, who paid, date location, and gender on first date sexual expectations and related attitudes. Participants from a large southwestern university in the United States reported that men hold higher first date sexual expectations than women, particularly when men asked and paid for the date and the date occurred at an apartment versus the movies or restaurant. When women asked and paid for the date and the date occurred at her apartment, men hold higher rape myth acceptance beliefs than when the man asked and paid for the date or when either sex asked for the date and the partners “went dutch” on expenses. Additional sexual- and gender-related findings, discussion, and implications follow.     

构建人类命运共同体思想研究述评

构建人类命运共同体思想揭示了共建共享的新国际政治伦理准则,为完善全球治理体系指明了新的探索方向。文章从构建人类命运共同体思想的理论内涵、思想渊源、理论价值、实现路径、对比分析等五个方面进行阐述与分析,对现有研究成果进行了梳理和述评。     

Increasing opportunities to respond to print during storybook reading: Effects of evocative print-referencing techniques

This study employed a multiple baseline design to determine whether brief training and observational learning enabled teachers to increase their use of evocative references to print during whole-class storybook reading. Evocative print references require children to respond to teachers’ questions or directives about print and, as such, were conceptualized as opportunities to respond (OTRs). Framed within this conceptualization, the study examined whether teachers’ use of print-focused OTRs increased children's engagement during book reading and accelerated acquisition of print awareness skills. Book reading was observed twice weekly during baseline and intervention phases and coded for teachers’ use of print-referenced OTRs and children's level of engagement. Print-knowledge skill probes were administered weekly to 33 children from low-income backgrounds. Results showed gains from baseline to intervention in teachers’ use of evocative print references, children's engagement, and performance on skill probes. Findings are discussed in terms of using book reading to promote development of print awareness in children who are behind their peers in early literacy skills.