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Abiodun O. Bada 《The Information Society》2002,18(2):77-86
The working assumption of this research is that the utilization of information technology (IT) and IT-based practices in any part of the world currently is taking place within the globalization trends. In recent times, studies in information systems (IS) are beginning to examine whether the globalization process portends homogeneity for developing countries' organizations or whether these organizations can utilize IT and IT-based management techniques according to the sociocultural requirements of their contexts. These studies show the importance of the local context and, more specifically, the importance of adapting global IT-based practices when implementing them in developing countries. However, the precise nature of these adaptations and the factors that shape them are still poorly understood--leaving this a fruitful area for research. In line with this view, this article explores how a Nigerian bank implemented and adapted a global IT-based technique, the factors that influence such adaptations, and what results are achieved. 相似文献
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OBJECTIVE:This research examines the understudied issue of gender differences in disclosure, social reactions, post-abuse coping, and PTSD of adult survivors of child sexual abuse (CSA). METHOD:Data were collected on a cross-sectional convenience sample of 733 college students completing a confidential survey about their demographic characteristics, sexual abuse experiences, disclosure characteristics, post-abuse coping, and social reactions from others. RESULTS:Female students reported greater prevalence and severity of CSA, more distress and self-blame immediately post-assault, and greater reliance on coping strategies of withdrawal and trying to forget than male students. Women were more likely to have disclosed their abuse to others, to have received positive reactions, and to report greater PTSD symptom severity, but were no more likely to receive negative reactions upon disclosure than men. Women delaying disclosure had greater PTSD symptom severity, whereas men's symptoms did not vary by timing of disclosure. Additional regression analyses examined predictors of PTSD symptom severity and negative and positive social reactions to abuse disclosures. CONCLUSIONS:Several gender differences were observed in this sample of college students in terms of sexual abuse experiences, psychological symptoms, coping, PTSD, and some aspects of disclosure and social reactions from others. 相似文献
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In 2005, Louisiana implemented the Master Plan for Public Postsecondary Education: 2001 (Board of Regents, State of Louisiana, 2001) to restructure its higher education system in an effort to provide its citizens with high quality postsecondary educational choices. This restructuring forced its two-year and four-year institutions to redesign their developmental education programs. Subsequently, several two-year institutions partnered with four-year institutions to offer developmental courses on the four-year college campuses. However, little is known about the experiences of the two-year students in these settings, especially as they relate to classroom experiences. Thus, this phenomenological study explored the academic-social experiences of 20 students enrolled at the two-year college and taking classes at a four-year institution. The study was done in hopes of garnering a better understanding of factors that impact integration and persistence. This article focuses on how the students developed a sense of belonging in the classroom, and it makes connections as to how these students’ experiences may impact integration and persistence and/or transferability to four-year institutions. Additionally, recommendations for research and practice are presented. 相似文献
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Susan J. Hillman Stephan I. Zeeman Charles E. Tilburg Henrietta E. List 《Learning Environments Research》2016,19(2):203-219
The number of students in the United States choosing science, technology, engineering or mathematics careers is declining at a time when demand for these occupations is rapidly increasing. Numerous efforts have been undertaken to reverse this trend, yet results are uncertain. One’s attitude is key to many choices one makes, and this includes, for many, what career is pursued. Hence, teachers, informal science educators and researchers often wish to measure children’s attitudes towards science using a pretest and a posttest to determine the effects of a curriculum, an activity or an intervention. However, measuring children’s attitudes toward science has been problematic because of both the limited use of basic psychometrics in checking reliability and validity of instruments and the lack of a single construct of students’ attitudes towards science being surveyed. This article reports the development and testing of an instrument for measuring students’ science attitudes across several dimensions. Thirty-two scientists and teachers from the northeastern and south central United States participated in content validity trials. The instrument was field tested with 549 children (92 elementary-school students, 327 middle-school students and 130 high-school students) from 6 rural and suburban school systems located in the northeastern United States to determine inter-item reliability for each dimension. The resulting instrument, entitled My Attitudes Toward Science (MATS), has 40 items that measure four dimensions: (1) Attitude towards the subject of science; (2) Desire to become a scientist; (3) Value of science to society; and (4) Perception of scientists. The MATS, as a multidimensional instrument, can measure several facets of students’ attitude toward science and is designed to be used across grades levels and to be scored easily. 相似文献
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The recent wave of reform reports in education promulgated a wide variety of recommendations to address identified concerns. This research explores an issue mostly ignored by the reform reports, the working conditions teachers face. Utilizing ethnographic techniques and multisite analyses of in-depth case studies of six schools in two large urban areas, the authors identify five broad categories of stressors in the work environment, including governance/leadership, budget cuts, security, staff relations, and student issues. In addition, two major themes characterizing working conditions for teachers are specified, the no respect syndrome and barriers to teaching. The need to address these issues before attempting to implement the major reforms in the national reports is highlighted. 相似文献