Chinese Business Process Re-engineering     

MG MARTINSONS  PS HEMPEL 《International Journal of Information Management》1998,18(6):393-407

The popularity of business process re-engineering (BPR) and its international diffusion from the United States make it important to understand the influence of cultural factors on this concept. The global economic prominence of the Chinese and their distinctive cultural characteristics prompted our study of Chinese business process re-engineering. This article addresses a large gap in the Chinese management literature and is intended to help those who are managing organizations or marketing information technology (IT) products and related services in Greater China. We systematically compare IT-enabled change in the American and Chinese business cultures. Informal planning and process modelling, highly interdependent social and organizational relationships with ingrained hierarchies, and the prevailing attitudes towards information management and organizational change will shape the preparation for IT-enabled process innovation efforts as well as the design and implementation of IT-enhanced business process models in Chinese organizations.  相似文献   

Book reviews     

Karen Malone  Judith Gill  Elizabeth Anders 《The Australian Educational Researcher》1998,25(2):125-134

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Erratum to: Gradient form and sequential effects during generalization testing in extinction     

Lawrence L. Crawford  Kenneth M. Steele  John C. Malone 《Learning & behavior》1980,8(3):400-400

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Psychosocial intervention with families of children who fail to thrive     

Dennis Drotar Ph.D.  Charles Malone M.D.  Judy Negray M.A. 《Child abuse & neglect》1979,3(3-4)

Based on a continuing pilot study concerning the diagnosis and treatment of non-organic growth failure, we briefly review the results of prior treatment approaches, discuss the obstacles to effective treatment and present strategies of intervention to be evaluated in future work.  相似文献   

Shadowed Cocktails: The Plays of Phillip Barry from Paris Bound to The Philadelphia Story Donald R. Anderson. Carbondale: Southern Illinois University Press, 2010.     

Travis Malone 《Journal of American culture (Malden, Mass. : 2003)》2011,34(4):418-419

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The relationship of student characteristics and student performance in science as viewed by meta-analysis research     

M. Lynette Fleming  Mark R. Malone 《科学教学研究杂志》1983,20(5):481-495

Relationships of student characteristics to student performance and attitudes were explored by meta-analysis for studies conducted in kindergarten through twelfth grade since 1960. Six student characteristics (general ability, language ability, mathematics ability, socio-economic status, gender, and race) were selected for inclusion in this investigation based on their frequency of use in the literature. Studies in which these student characteristics were associated with student science performance or science attitudes were included in this investigation. Associations of ability and socio-economic status with science performance and attitudes were summarized by correlational analysis. An effect size measure was used to summarize associations of gender and race with science performance and attitudes.  相似文献   

Gradient form and sequential effects during generalization testing in extinction     

Lawrence L. Crawford  Kenneth M. Steele  John C. Malone 《Learning & behavior》1980,8(2):245-252

Four naive pigeons were given six generalization tests in extinction after periods of pretraining in which S+ appeared with food reinforcement and S? appeared in extinction. An analysis of sequential effects among presentations of test stimuli showed that the overall gradient was influenced differently by stimuli at the extremes of the continuum of test stimuli and by S+ and adjacent stimuli. Gradients consisting of responding in each stimulus when it was preceded by an extreme stimulus tended to peak at S+, while gradients produced when each stimulus was preceded by S+ or an adjacent stimulus tended to show a peak shift. This was true whether the overall gradient showed a peak shift or not. Two naive subjects were added and four additional tests were given after pretraining in which unequal frequencies of reinforcement accompanied both S+ and S?. Results of all 10 tests show that sequential effects occur during generalization testing in extinction and that these “local dimensional effects” are unlike local contrast. These stimulus-specific sequential effects may greatly influence overall gradient form.  相似文献   

Toward optimal allocation of instructional resources: Dividing computer-assisted instruction time among students     

Thomas W. Malone  Elizabeth Macken  Patrick Suppes 《Instructional Science》1979,8(2):107-120

This paper deals with the question of how to best allocate a finite instructional resource among different students — specifically how to divide time on a computer-assisted instruction (CAI) system among a number of eligible students.First several possible objectives for a time allocation strategy are considered. Examples include maximizing the students' mean grade placement without increasing the variance and maximizing the number of students who make a particular gain. Then using operations research techniques, time-allocation strategies are described to optimize the chance of reaching each objective. Finally the outcomes of various allocation strategies are predicted by computer simulations that use learning curves estimated from observed data.The simulation models indicated that for the students and curriculum used, different time allocation strategies make very little difference in overall results when reasonable assumptions are made concerning the ways time can be allocated during a normal school day. A much more important variable is the total amount of CAI time used by students. For example, the school grade-placement average can be increased as much by increasing total CAI time by ten percent as by any allocation strategy tested.Also at Institute for Mathematical Studies in the Social Sciences, Stanford University. Please address reprint requests to Elizabeth Macken Raugh, Computer Curriculum Corporation, 700 Hansen Way, Palo Alto, CA 94304. The authors thank Mario Zanotti for helpful suggestions about the appendix of this article.  相似文献   

Preservice teachers' acquisition and retention of integrated science process skills: A comparison of teacher-directed and self-instructional strategies     

Barbara M. Strawitz  Mark R. Malone 《科学教学研究杂志》1987,24(1):53-60

The purpose of this study was to compare the effects of two methods of instruction designed to teach preservice elementary teachers to acquire and retain integrated science process skills. In one section instruction was provided by the teacher, whereas in the other section, instruction was provided by written self-paced self-instructional materials. Results indicated that the self-instructional method was significantly more effective than the teacher-directed method. Both treatments produced long-lasting retention effects.  相似文献   

Reading comprehension instruction: summarization and self-monitoring training for students with learning disabilities.   总被引：1，自引：0，他引：1  

L D Malone  M A Mastropieri 《Exceptional children》1991,58(3):270-279

Forty-five middle-school students with learning disabilities were randomly assigned to one of three reading-comprehension training conditions: (a) summarization training, (b) summarization training with a self-monitoring component, or (c) traditional instruction. All students were interviewed before and after training regarding the strategies they typically employ during reading comprehension; during one training session, "think aloud" protocols were collected. Results indicated that students with learning disabilities trained in summarization procedures performed statistically higher on all dependent measures. In addition, on some transfer measures, students who were trained in the monitoring component statistically outperformed those with only the summarization training.  相似文献