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by Au Yuk Van, Maria Assumpta, Yung, Thomas. / Bibliography: leaves 116-118 / Thesis (M.B.A.)--Chinese University of Hong Kong, 1986

M.Sc. (Computer Science) / The terms "Electronic Commerce" and "Internet Commerce" are often used interchangeably to mean similar processes. By definition, electronic commerce (e-commerce) means any exchange of information that occurs electronically. There are various types of electronic commerce transactions to name a few; electronic data interchange (EDI), fax, electronic funds transfer, interorganisational systems, technical data and document exchange, customer credit approval systems, interaction with customers and vendors, etc ([151, p. 27). The term internet commerce evolved with the era of the Internet. It became evident that both business and consumers are gradually conducting business via the Internet. For the purpose of this dissertation the term e-commerce will be used to refer to both electronic commerce and Internet commerce. The aim of this dissertation is to give guidance to organisations or individuals wishing to build a secure electronic commerce environment. This will be achieved by presenting an incremental phase by phase reference model. The model gives guidance on how to establish a network (local area network) with the intention to expand it through various phases to a complete, secure electronic commerce environment in the future. The dissertation will be discussed in the ten chapters outlined below. These chapters are discussed in detail in chapter 1. Chapter 1 sets out the problem addressed in this dissertation, the main objective of the dissertation and its structure. Chapter 2 introduces the framework of the reference model. It presents the different phases of the e-commerce reference model. Chapters 3 to 8 outline the phases of the e-commerce reference model in detail.

NIR, network information retrieval, is the act of finding and retrieving information on interconnected computer networks. The research investigated the extent to which NIR awareness and use has diffused through a broad research population, and why and how academics become aware of and use NIR. Everett Rogers' diffusion of innovation theory was adapted to guide the investigation. A survey of 888 faculty members at the University of Arizona with Internet-accessible computer accounts resulted in a 32% return of surveys. Respondents from the various colleges at the university use between 20% and 39% of available NIR technologies, suggesting that NIR is in an early stage of diffusion in all colleges. Twenty-one one hour open-ended interviews were conducted with faculty from a variety of disciplines. Analysis of coded interview comments was used to test the usefulness of Rogers' theory in describing the diffusion of NIR. Predictions that mass media communication channels which go outside the local community will be more likely to result in awareness and use of NIR were not supported. Predictions that use of NIR would be associated with the perception that NIR (1) is compatible with needs and social norms, and (2) has relative advantage over previous practice, were supported. The predictions that use would be associated with perceptions of (1) compatibility with previous conditions, (2) low NIR complexity, and (3) trialability of NIR, were not supported. The explanatory power of the diffusion of innovation theory is improved for diffusion of NIR if NIR technologies are not studied in a vacuum. Rather, NIR technologies need to be studied in association with particular types of information resources (i.e. general interest and research-related resources) and particular types of communities (i.e. research communities). The study suggests that before NIR will diffuse in research communities, academics will need to agree that NIR dissemination of information will be rewarded in the promotion and tenure process. Such redefinition of social norms will help to create within research areas a critical mass of NIR users, and thus contribute to the diffusion of NIR.

published_or_final_version / Business Administration / Master / Master of Business Administration

Thesis (Ph. D.)(Informatics)--University of Pretoira, 2002. / Appendices mostly in Portuguese. Includes bibliographical references.

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La Convención por los Derechos del Niño (1989) considera el derecho del niño a no ser discriminado (art. 2) y a recibir una educación que le permita conseguir el mayor grado de autonomía y de integración social posible (art. 23); la Declaración Mundial de Educación para Todos y Marco de Acción para la Satisfacción de las Necesidades Básicas de Aprendizaje (Jomtien 1990) enfatiza el derecho inherente de los niños a recibir una educación básica que, más que un fin en sí misma, es la base para un aprendizaje y un desarrollo humano permanentes; las Normas Uniformes sobre la Igualdad de Oportunidades para las Personas con Discapacidad (1993) declaran que las autoridades educativas son responsables de que la educación para las personas con discapacidad se brinde en contextos integrados. Numerosos estudios, la bibliografía, y en especial la experiencia, muestran que una adecuada utilización de la tecnología puede ser sumamente beneficiosa en el ámbito de la educación especial. En Argentina no son pocos los intentos que se vienen realizando desde hace ya varios años para llevar esto a la práctica. Se han comprado equipos, realizado capacitaciones, y discutido mucho acerca de las posibilidades que las TICs pueden aportar al campo de las necesidades especiales. Sin embargo, en numerosas oportunidades estos intentos han fracasado, debido entre otras cosas a la multiplicidad de factores que es necesario tener en cuenta para llevar proyectos de ese tipo a buen puerto. Estas afirmaciones son sostenidas por, además de la bibliografía relacionada con la materia, estudios e investigaciones concretas en las instituciones educativas de Argentina, como por ejemplo el “Programa Tecnología y Sociedad: Accesibilidad Tecnológica para un Desarrollo Igualitario”, realizado a partir de un acuerdo entre la Dirección General de Cultura y Educación, el Ministerio de la Producción, y la Confederación Económica de la Provincia de Buenos Aires, y en el cual tuvo oportunidad de participar como coordinador el autor de este escrito. En este trabajo revisaremos las variables que intervienen en la utilización de las TICs en educación especial (que van desde una adecuada formación docente, pasando por el acceso al software, hasta la difusión de la información y las experiencias), y propondremos estrategias que pueden contribuir a mejorar la situación actual de muchas instituciones y organizaciones en ese campo.

Zugl.: Wien, Univ., Diss., 2006. / Also available in print.

Thesis (Ph. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 181-191).