Understanding the Cord-Cutters: An Adoption/Self-Efficacy Approach     

Victor J. Massad 《媒体管理杂志》2013,15(3):216-237

  相似文献   

A Global Investigation of Granger Causality between Information Infrastructure Investment and Service-Sector Growth     

Pratim Datta  Victor W. Mbarika 《The Information Society》2013,29(3):149-163

Over the past two decades, both developed and developing countries have been investing a significant portion of their resources in the creation of an information infrastructure. However, speculation abounds regarding the efficacy of information infrastructure investments, especially when the opportunity cost for investing in information technology (IT) is measurably high among developing nations. This longitudinal study introduces and explores infrastructure development and service-sector growth as key metrics for IT investment success. It also traces the notional evidence of IT infrastructure development as mediating the causal relationship between information infrastructure investments and service-sector growth. Using data from low-income, middle-income, and high-income countries, the mediating and lagged impact of information infrastructure on service-sector growth reveals that information infrastructure development does play a significant role as a mediator. It points out that information infrastructure investments can be a misleading causal antecedent if countries fail to develop their infrastructure. It also provides evidence of a recursive relationship between infrastructure development and service-sector growth. An exploratory time-series analysis across different country categories suggests that information infrastructures must be properly developed to reconcile the paradox. In addition, exploratory tests reveal a distinct divergence between infrastructure investments and infrastructure development among different country tiers.  相似文献   

The development that leads to the Cloud Computing Business Framework     

Victor Chang  Robert John Walters  Gary Wills 《International Journal of Information Management》2013

The Cloud Computing Business Framework (CCBF) is proposed to help organisations achieve good Cloud design, deployment, migration and services. There are four key areas to be addressed: (i) Classification; (ii) Organisational Sustainability Modelling (OSM); (iii) Service Portability and (iv) Linkage. Each area's focus is described, and we explain how each fits into the CCBF and work altogether. The process that leads the CCBF is supported by literature, case studies, where examples in each CCBF key area are used to illustrate its effectiveness and contributions to organisations adopting it. CCBF has been used in several organisations offering added values and positive impacts.  相似文献   

A Theory of Sport and Politics     

Victor D. Cha 《国际体育史杂志》2013,30(11):1581-1610

The study of international relations purports to explain how nation-states and individuals interact around the globe. Yet one major area of such interaction – international sport – remains exceedingly understudied. This in spite of the fact that countries have gone to war over sport, fought for sovereign recognition through sport, and that citizens around the world have it as a daily part of their lives. Indeed it is astounding that a phenomenon that matters so much has been so little studied by a field that purports to explain relations between states and humans around the world. These deficiencies became more apparent in 2008 when we witnessed the world's biggest country hosting the world's biggest sporting event. The Beijing Olympics, though entertaining and exciting, showed how little we have thought about the link between sport and international politics. This article introduces a framework for understanding the link between sport and politics. Its point of entry is to argue that many of the questions about how China portrayed itself during the Olympics and whether the Games marked China's rise as a responsible power cannot be answered without first understanding how sport in general is related to a country's political development, and its sense of nationhood. My arguments do not represent new breakthroughs in political science, rather I attempt merely to offer a systematic way of thinking about how sports and the Olympics matter in world politics through three inter-related causal pathways relating to a country's sense of self, its diplomacy, and its capacity for change.  相似文献   

Transient VO2 Characteristics in Children at the Onset of Steady-Rate Exercise     

Patty S. Freedson  Thomas B. Gilliam  Stanley P. Sady  Victor L. Katch 《Research quarterly for exercise and sport》2013,84(2):167-173

Abstract

The transient oxygen uptake (VO₂) response during the initial phase of exercise was investigated in 28 children (mean age ± SD = 10.2 ± 2.28 years) during constant load submaximum bicycle ergometer exercise (mean power output ± SD = 56 ± 4.0 watts; mean VO₂ ± SD = .92 ± .141 [mdot] min^-1). The VO₂ half-time (VO₂ - t½) averaged (± SD) 34.8 (± 12.70) sec which is similar to that observed in adults. Examination of the VO₂-t ½ response as it related to age (7 to 14 years) showed that younger children attained steady-rate VO₂ more quickly than older children (r = .77 between age and VO₂-t½, P < .05). Body size, maturational level, exercise intensity, cardiorespiratory factors, and anaerobic potential are suggested as possible factors accounting for the positive age vs VO₂-t ½ relationship.  相似文献   

Some assembly required: How scientific explanations are constructed during clinical interviews     

Bruce L. Sherin  Moshe Krakowski  Victor R. Lee 《科学教学研究杂志》2012,49(2):166-198

This article is concerned with commonsense science knowledge, the informally gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order to make progress, we believe it will be helpful to focus on one type of research instrument—the clinical interview—that is employed in the study of commonsense science. More specifically, we argue that we should seek to understand and model, on a moment‐by‐moment basis, student reasoning as it occurs in the interviews employed to study commonsense science. To illustrate and support this claim, we draw on a corpus of interviews with middle school students in which the students were asked questions pertaining to the seasons and climate phenomena. Our analysis of this corpus is based on what we call the mode‐node framework. In this framework, student reasoning is seen as drawing on a set of knowledge elements we call nodes, and this set produces temporary explanatory structures we call dynamic mental constructs. Furthermore, the analysis of our corpus seeks to highlight certain patterns of student reasoning that occur during interviews, patterns in what we call conceptual dynamics. These include patterns in which students can be seen to search through available knowledge (nodes), in which they assemble nodes into an explanation, and in which they converge on and shift among alternative explanations. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 166–198, 2012  相似文献   

Cognitive Development and Comprehension of Physics Concepts     

Victor Y. Billeh  Khalil Khalili 《International Journal of Science Education》2013,35(1):95-104

Summaries

English

The purpose of this study was twofold: (1) to investigate the cognitive development of llth‐grade science students in Jordan; and (2) to investigate the relationship between cognitive development of science students and their comprehension of concrete and formal physics concepts.

The sample of this study consisted of 389 secondary science students (209 males and 180 females) of the school year 1979‐1980. Cognitive development of the students was measured by an Arabic version of the Longeot Test. Comprehension of physics concepts was assessed by an achievement test constructed by the researchers and validated by teachers of physics and the science supervisor in the Irbid district of Jordan.

The study did not reveal any significant difference between males and females in cognitive development. Moreover, it revealed that only 17% of the students were formal thinkers, whereas 52% were concrete thinkers.

The 2×3 ANOVA revealed that cognitive level was a highly significant factor in the comprehension of both concrete and formal concepts. It also revealed that while sex was not a significant factor in the comprehension of concrete concepts, it was a significant factor in the comprehension of formal concepts. The interaction between sex and cognitive level was not significant in the comprehension of both types of concepts.  相似文献   

Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry     

Victor Sampson  Joi Phelps Walker 《International Journal of Science Education》2013,35(10):1443-1485

This exploratory study examined how undergraduate students’ ability to write in science changed over time as they completed a series of laboratory activities designed using a new instructional model called argument-driven inquiry. The study was conducted in a single section of an undergraduate general chemistry lab course offered at a large two-year community college located in the southeast USA. The intervention took place over a 15-week semester and consisted of six laboratory activities. During each laboratory activity, the undergraduates wrote investigation reports, participated in a double-blind group peer review of the reports, and revised their reports based on the reviews. The reports written during each laboratory activity were used to examine changes in the students’ writing skills over time and to identify aspects of scientific writing that were the most difficult for the undergraduates in this context. The reviews produced by the students during each report were used to evaluate how well undergraduates engage in the peer-review process. The results of a quantitative and qualitative analysis of the reports and reviews indicate that the participants made significant improvements in their ability to write in science and were able to evaluate the quality of their peers’ writing with a relatively high degree of accuracy, but they also struggled with several aspects of scientific writing. The conclusions and implications of the study include recommendations for helping undergraduate students learn to write by writing to learn in science and new directions for future research.  相似文献   

Peer Judgments of Teaching Competence as a Function of Field Independence and Dogmatism,     

James B. Victor 《Journal of Experimental Education》2013,81(3):10-13

The theoretical relationships among field independence, dogmatism, and a peer judgment criterion of professional competence were examined. The subjects were master’s level interns in a training program. The data illustrate the reliability of the criterion and indicate that these interns differentiate between professional competence judgments and more interpersonal judgments when making peer choices. Neither dogmatism nor field independence alone predicts the criterion, but the interaction term for the two variables significantly predicts the criterion. It is the field dependent/highly dogmatic person who is chosen less often by his peers, while the field dependent/low dogmatic person is chosen more often.  相似文献   

Non-abandonment as a foundation for inclusive school practice     

Michal Razer  Victor J. Friedman 《Prospects》2013,43(3):361-375

The authors of this article describe an essential feature of inclusive educational practice: non-abandonment. When students’ needs and difficult behavior are overwhelming, teachers may abandon them emotionally as a defensive reaction to their own experience of emotional distress and helplessness. Non-abandonment represents a constructive strategy for dealing with these students based on the psychodynamic concepts of containing and holding. The authors provide a theoretical grounding for the processes of abandonment and non-abandonment, and then illustrate how these two processes play themselves out in school practice, drawing on action research conducted with educators in Israeli schools. They then describe eight elements in an active strategy of non-abandonment. These are: (1) make a conscious choice to assume professional responsibility for these students; (2) “stand by” students whose behaviour leads others to abandon them; (3) reframe self-defeating ways of thinking to open new avenues for action; (4) attempt to understand students’ real needs, including emotional ones; (5) adapt teaching practice to meet these needs, even going beyond traditional pedagogy; (6) create school frameworks in which teachers can systematically reflect on and improve practice; (7) address teachers’ emotional needs by making their own negative feelings openly discussable; and (8) promote teamwork and supportive relations among school faculty based on honest feedback and mutual non-abandonment.  相似文献