Does e-government reduce the administrative burden of businesses? An assessment of business-to-government systems usage in the Netherlands     

Rex Arendsen  Oscar Peters  Marc ter Hedde  Jan van Dijk 《Government Information Quarterly》2014

The reduction of the administrative burden on businesses is an important governmental policy objective. Electronic government is presented as a promising reduction strategy in many countries. Underlying assumptions and mechanisms are hardly ever made explicit and scientific evidence of successful implementations is scarce. This paper presents an assessment of business-to-government systems in use in the Netherlands. Results show that organizational characteristics are the most influencing factors of perceived burden reduction and implementation effectiveness. Whereas perceived organizational benefits positively relate to the overall confirmation of the former system adoption decision. Surprisingly the quantitative, usage related characteristics do not present any statistical relevance. These findings help us understand existing differences in appreciation between business and governmental representatives on the successfulness of e-government projects in reducing the administrative burden on businesses. Furthermore, research results can help to enhance the effectiveness of e-government policy and measurement instruments.  相似文献   

International Encyclopedia of Women Sports     

Christensen K.  Guttmann A.  Pfister G.  Annette Hofmann  M. Buerke  S. Ewald  S. Flassplöher  A. Krause  S. Offermanns  B. Poschner 《Sportwissenschaft》2003,33(1):84-89

  相似文献   

Comparisons of adopted and nonadopted adolescents in a large, nationally representative sample     

Miller BC  Fan X  Christensen M  Grotevant HD  van Dulmen M 《Child development》2000,71(5):1458-1473

There are conflicting findings about whether adopted children have more psychological and behavioral problems than nonadoptees. Research results are discrepant partly because many previous studies were based on small clinical samples or on samples biased by self-selection. A nationally representative school survey (Add Health) was used to compare adopted (n = 1,587) and nonadopted adolescents (total N = 87,165) across a wide variety of measures. Standardized mean differences show that adopted adolescents are at higher risk in all of the domains examined, including school achievement and problems, substance use, psychological well-being, physical health, fighting, and lying to parents. Demographic and background variable breakdowns show that the effect sizes for differences between adopted and nonadopted adolescents were larger for males, younger or older adolescents, Hispanics or Asians, and adolescents living in group homes or with parents of low education. Distributional analyses revealed approximately a 1:1 ratio of adopted to nonadopted adolescents in the middle ranges of the outcome variables but a ratio of 3:1 or greater near the tails of the distributions. These data clearly show that more adopted adolescents have problems of various kinds than their nonadopted peers; effect sizes were small to moderate based on mean differences, but comparisons of distributions suggest much larger proportions of adopted than nonadopted adolescents at the extremes of salient outcome variables.  相似文献   

Relation of maternal cognitive stimulation, emotional support, and intrusive behavior during Head Start to children's kindergarten cognitive abilities     

Hubbs-Tait L  Culp AM  Culp RE  Miller CE 《Child development》2002,73(1):110-131

The current study examined how parental cognitive stimulation, emotional support, and intrusiveness measured during children's prekindergarten year were related to children's verbal and nonverbal abilities 1 year later. Participants were 110 Head Start children and their caregivers from primarily rural and low-income backgrounds. Analysis of children's scores on the McCarthy Scales of Children's Abilities confirmed the predictive utility of cognitive stimulation, emotional support, and intrusive behavior for perceptual scores (20% of the unique variance) as well as the predictive utility of emotional support and intrusive behavior for verbal scores (15% of the unique variance). Parental emotional support during guidance of problem solving (positive feedback) explained statistically significant unique variance in children's perceptual scores beyond other measures of emotional support. Cognitive stimulation moderated the relation between positive feedback and perceptual scores. Although other syntactic forms of maternal utterances such as commands did not explain statistically significant unique variance in children's scores beyond emotional support and intrusive behavior, mothers' questions did. Specific policy implications of the effects are discussed.  相似文献   

Quality criteria for conceptual technology integration models in education: bridging research and practice     

Tondeur  Jo  Petko  Dominik  Christensen  Rhonda  Drossel  Kerstin  Starkey  Louise  Knezek  Gerald  Schmidt-Crawford  Denise A. 《Educational technology research and development : ETR & D》2021,69(4):2187-2208

Educational technology research and development - In order to effectively use technology in education, appropriate conceptual understandings are needed to guide the integration process. Today,...  相似文献   

Incongruities as a source of organizational renewal in corporate management of R&D     

Jens Frslev Christensen 《Research Policy》2002,31(8-9)

The heydays of the central R&D laboratory as the ‘dominant design’ of corporate R&D in large technology-intensive companies is over. The last decades have witnessed not only downsizing of central R&D, but also ongoing experimentation and restructuring of the modes of managing corporate R&D. What is the logic behind these ongoing restructurings? The paper argues that different kinds of organizational incongruities constitute critical sources of change in the organization of R&D. The paper seeks to align a contingency and an evolutionary perspective in analyzing two Danish technology-intensive companies characterized by highly different organizational trajectories.  相似文献   

Supporting Family Choice     

Mary M. Murray  Kimberly A. Christensen  Gardner T. Umbarger  Karin C. Rade  Kathryn Aldridge  Judith A. Niemeyer 《Early Childhood Education Journal》2007,35(2):111-117

  相似文献   

Casual Games and Casual Learning About Human Biological Systems     

C. Aaron Price  Katherine Gean  Claire G. Christensen  Elham Beheshti  Bryn Pernot  Gloria Segovia  Halcyon Person  Steven Beasley  Patricia Ward 《Journal of Science Education and Technology》2016,25(1):111-126

Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human biological systems. Two hundred and forty-two children were given pretests at a Museum and posttests at home after playing either a treatment or control game. Also, 41 children were interviewed to explore deeper meanings behind the test results. Results show modest improvement in scientific attitudes, ability to identify human biological systems and in the children’s ability to describe how those systems work together in real-world scenarios. Interviews reveal that children drew upon their prior school learning as they played the game. Also, on the surface they perceived the game as mainly entertainment but were easily able to discern learning outcomes when prompted. Implications for the design of casual games and how they can be used to enhance transfer of knowledge from the classroom to everyday life are discussed.  相似文献   

Celebration,reflection and challenge: The BAICE 20th anniversary     

Michael Crossley  Qing Gu  Angeline M. Barrett  Lalage Bown  Alison Buckler  Carly Christensen 《Compare》2018,48(5):801-820

  相似文献   

Diverging paths in upper secondary education: competence attainment among students with special educational needs     

Jon Olav Myklebust 《International Journal of Inclusive Education》2013,17(2):215-231

The main objective of specially adapted teaching in upper secondary education in Norway is to help students attain vocational or academic competence. However, a contested issue is whether it is conducive to place students with special educational needs in regular or special classes. Another question is whether boys and girls benefit to the same degree from placement in a specific type of class. The analyses presented in this article are based on data from a longitudinal study of nearly 500 adolescents with special educational needs who have been followed prospectively over 6 years. The results demonstrate that students receiving special support in regular classes obtain vocational or academic qualifications to a greater degree than students in special classes. In particular, girls benefit from placement in regular classes. This pattern does not change when the analyses control for relevant variables that are known to affect competence attainment, e.g. the students’ functional level registered at the start of upper secondary school.  相似文献