From one-stop shop to no-stop shop: An e-government stage model     

Hendrik Scholta  Willem Mertens  Marek Kowalkiewicz  Jörg Becker 《Government Information Quarterly》2019,36(1):11-26

This paper responds to two observations about current government service delivery. First, despite reasonable efforts to improve the design of forms and to establish single points of contact in one-stop shops, citizens still perceive forms as cumbersome. Second, citizens expect governments to act proactively by initiating appropriate government services themselves, instead of relying on requests for services from citizens. To address these two issues, this paper proposes a transition from a one-stop shop to a no-stop shop, where the citizen does not have to perform any action or fill in any forms to receive government services. The contribution of this paper is an e-government stage model that extends existing models. Stage models are suitable tools with which to inspire future developments, and ours extends previous models that guide progress toward the one-stop shop by describing two further stages: the limited no-stop shop and the no-stop shop. We define three dimensions along which to progress: integration of data collection, integration of data storage, and purpose of data use. We provide a first test of the model's validity through three case studies: the e-government practices in Austria, Estonia, and an Australian state government. Our work complements existing research on e-government stage models and proactive government service delivery.  相似文献   

‘I Wish the School Had a Better Understanding of the Diagnosis’: parent perspectives on educational needs of students with sex chromosome aneuploidies     

Talia Thompson  Nicole Stinnett  Nicole Tartaglia  Shanlee Davis  Jennifer Janusz 《Journal of Research in Special Educational Needs》2022,22(2):175-187

Students with sex chromosome aneuploidies (SCAs) are at increased risk for learning disabilities and often require individualized supports in the school setting. Parents of students with rare disorders such as SCAs possess a unique understanding of their child’s educational experiences and play a crucial role in the development of successful school support plans. This international survey study aimed to inductively capture parent perspectives on educational needs and supports for students with SCAs. Parents of youth with SCAs ages 5-21 years (n = 305) provided free-text responses to open-ended questions about their child’s education. Qualitative content analysis using a bioecological systems framework resulted in three overarching themes. Overall, parents identified multiple factors related to the SCA diagnosis that act as barriers to learning, a strong need for school-based social and emotional supports, and elusive or incomplete educational support plans. Based on these findings, we recommend developing robust family-school partnerships, increased collaboration between the school and the child’s medical team, and acknowledgement of the significant role the genetic condition plays in the educational experiences of students with SCAs. Specific suggestions for school support plans for students with SCAs are explored, such as providing school-based behavioral health supports and explicit teaching of executive function strategies.  相似文献   

A University Model for Multiple Problem Areas     

Janusz Goćkowski 《Higher Education in Europe》2001,26(3):447-455

The author argues strongly for a model of university organization that is based upon problem areas rather than upon the traditional departmental structure that is itself based upon strict disciplinary delimitation. The required shift is made difficult by the bookkeeper mentality of university administrators who find the spontaneous development of problem-based and problem-driven work groups difficult to track and to fit into traditional administrative structures. The shift, however, must be made in order for the university to retain its position on the cutting edge of creativity. University administration must adapt itself to the new realities of knowledge production.  相似文献   

Long-term use of learning cycles following inservice institutes     

Edmund A. Marek  Constance Haack  Lisa McWhirter 《Journal of Science Teacher Education》1994,5(2):48-55

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Correlations among cognitive development,intelligence quotient,and achievement of high school biology students     

Edmund A. Marek 《科学教学研究杂志》1981,18(1):9-14

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INTELLECTUAL ABILITIES AND DEALING WITH UNEXPECTED CHANGES IN TASK REQUIREMENTS     

Marek C. Chawarski 《High Ability Studies》1991,1(1):25-32

Intelligence is often conceptualized as concerned with coping with novelty, adapting to change, and the like: with ‘thinking’ rather than ‘knowing’. Highly intelligent people would be expected to adapt more effectively to unexpected changes. Using the method of ‘mental chronometry’, the performance of 72 seventh graders on a computer controlled reaction time experiment was measured and results compared with Raven's Matrioes IQs. The children with higher IQs were faster, more stable and more accurate in their reactions. Nonetheless, there was no simple, general tendency for children with higher IQs, to deal more effectively with change — rather, the necessity to perform additional stages of information processing seems to be less harmful for intelligent than less intelligent people.

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Comments on perpetuating the “antagonistic dilemma”     

Edmund A. Marek 《科学教学研究杂志》1985,22(1):99-99

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Danuta Kamolowa,with the assistance of Teresa Sieniatecka. Manuscript Collections in Libraries and Museums in Poland. 2nd revised and expanded ed.     

Marek Sroka 《Slavic & East European Information Resources》2013,14(4):373-374

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Identifying and Interpreting Prewar and Wartime Jewish Photographs in Polish Digital Collections     

Marek Sroka 《Slavic & East European Information Resources》2013,14(2-3):175-187

Prewar and wartime photographs of Polish Jews are historical documents and unique records. A worldwide interest in photographs presenting Jewish life in Poland on the eve of the Holocaust and during the war has been sustained by the traveling exhibit And I Still See Their Faces: Images of Polish Jews, which first opened in Poland in 1996. In recent years, some Polish archives and research institutes have begun digitizing their photography collections, including prewar and wartime photographs of Polish Jews and their communities. In this article, the author focuses on two main questions: the archiving and retrieval of digitized photographs and the identification and subject analysis of the digitized collections, including participatory or social “tagging.”  相似文献   

Scientific impact assessment cannot be fair     

Marek Gagolewski 《Journal of Informetrics》2013,7(4):792-802

In this paper we deal with the problem of aggregating numeric sequences of arbitrary length that represent e.g. citation records of scientists. Impact functions are the aggregation operators that express as a single number not only the quality of individual publications, but also their author's productivity.We examine some fundamental properties of these aggregation tools. It turns out that each impact function which always gives indisputable valuations must necessarily be trivial. Moreover, it is shown that for any set of citation records in which none is dominated by the other, we may construct an impact function that gives any a priori-established authors’ ordering. Theoretically then, there is considerable room for manipulation in the hands of decision makers.We also discuss the differences between the impact function-based and the multicriteria decision making-based approach to scientific quality management, and study how the introduction of new properties of impact functions affects the assessment process. We argue that simple mathematical tools like the h- or g-index (as well as other bibliometric impact indices) may not necessarily be a good choice when it comes to assess scientific achievements.  相似文献