The paper explores boundaries of cross-boundary information sharing and integration in the context of Taiwan e-Government by using an integrated framework of boundaries adopted from the literature. The discussion of the various boundaries provides a thorough lens to understand the complexity of cross-boundary information sharing and integration. The adopted framework of boundaries is proved to be a useful analytical tool to perceive various vertical and horizontal boundaries in initiatives of cross-boundary information sharing and integration in different e-Government contexts. A new process boundary in the vertical dimension is also identified. In addition, the case shows that centralized information systems can help government agencies to cross the boundaries of information sharing and reduce the number of boundaries government agencies may encounter. Lastly, it is perceived that vertical boundaries are not always easier to cross than horizontal boundaries. 相似文献
Student dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior.
This article presents an analysis of rich data, gathered from interviews with 46 candidates and 38 supervisors from three Australian universities, about experiences of doctoral supervision in cross-cultural situations. Our analysis shows that many of the issues reported by international candidates are the same as those encountered by domestic candidates. However, this study has identified eight intensifiers that make such situations more complicated or difficult for candidates in a cross-cultural context: language; cultural differences in dealing with hierarchy; separation from the familiar; separation from support; other cultural differences; stereotypes; time; and what happens when the candidate returns home. The two intensifiers mentioned by more than 50% of interviewees are separation from the familiar and language. Using intensifiers as a conceptual framework for self-examination may help universities to better understand the real issues, to target resources, to mitigate distress to international candidates and reduce pressure on supervisors. 相似文献
A period of silence has been advanced as a characteristic feature of childhood second language acquisition. Evidence is presented to document that the presumption of silence as the second of four typical stages of second language acquisition has influenced policy and practice in preschool classrooms. A narrative review examines the extent and quality of the evidence for a silent stage in second language acquisition in young children. Twelve studies meeting inclusion criteria were reviewed and evaluated. Evidence of a silent, non-verbal, pre-production, or receptive language stage was limited. Significant conceptual and methodological limitations within the largely qualitative studies were found. Four major issues raised by the studies are elaborated upon: the theoretical clarity and operational definitions of silence and stage, phase, or period; the psychological meaning and consequences of silence; the cross-context consistency of individual patterns of silence; and how adult language elicitation and support techniques may modulate silence. Recommendations based on contemporary evidence of language acquisition processes are made for the future study of (1) second language acquisition in preschool children and (2) pedagogical practice within preschool settings to promote second language acquisition. Finally, historical, theoretical, empirical, and contextual influences likely to have given rise to the appeal and ready endorsement of silence as a consistent and typical characteristic of childhood second language acquisition are presented. 相似文献
Four preschool teachers from two preschool settings were observed to explore the contribution of child care experiences on the development of young children's understanding of mathematics. Teachers were also interviewed regarding their attitudes and beliefs about the importance of early education, children's understanding of mathematics prior to formal schooling, and their role in facilitating mathematical knowledge. Although the programs and teachers differed in terms of program orientation, teaching style, student participation, and interactions with students, the programs did not differ in terms of the amount or content of mathematics presented to children. During the classroom observations that were conducted, very little mathematics was presented in any of the classrooms either directly or indirectly to students. In contrast, teachers said that they believed that mathematics was important and that they engaged in mathematical discussions in their classroom interactions. Discussion of the lack of math presented in the classroom and the discrepancy of teachers' beliefs and teaching behaviors are discussed. 相似文献
Writing plays a central role in social work practice and in the qualifying programmes studied by student social workers. The research on which this paper is based explores the value of writing undertaken in higher education to writing for professional practice in social work. Drawing on data sources from a ‘text oriented ethnography’, this paper explores the reflections of five recently qualified social workers making the transition from academic to professional practice. The significance of this study is heightened as social work practice and education are undergoing significant review at the time of writing. This review has identified the role of writing as important in both academic and practice domains. The paper suggests that there is currently no clear progressive link between academic writing in social work and the writing in practice required of graduate social workers. This paper offers some reflections on the implicit and explicit value of writing in an academic context to writing in professional practice. 相似文献
Research has linked early literacy environments to the attitudes, behaviours and instructional values of reading teachers, but most prior research has addressed preservice or early inservice teachers. This mixed-methods, hypothesis-generating, Q methodology-based study explored the relationship between early literacy environments and the subsequent reading experiences, attitudes and behaviours of a purposive sample of veteran literacy educators. By-person factor analysis identified three empirical profiles of shared reading experiences, attitudes and behaviours: Early Readers Supported by Nurturing Early Literacy Environments; Early Readers Not Supported by Nurturing Early Literacy Environments; and Later Readers Not Supported by Nurturing Early Literacy Environments. Conceptual variables found across all models using qualitative analysis included: Nature of Early Literacy Environments, Early and Later Competence and Appreciation of Reading, Attitudes about the Value of Reading, and Instructional Values and Behaviors in Literacy Education. These models suggest further evidence for the importance of early literacy environments (both home and classroom environments) and provide empirically-derived testable hypotheses for future research. 相似文献
This study examined the extent to which the biological sex of nurse‐physician interactants related to the interpersonal communication satisfaction experienced by the nurse. The sample included 153 male and female nurses. Results indicated that same‐sex interactions are more satisfying for female nurses, while mixed‐sex interactions are more satisfying for male nurses. Nurses reported greater communication satisfaction when interacting with female physicians. 相似文献