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Ethical considerations for movement mapping to identify disease transmission hotspotsde Jong, B.C., Gaye, B.M., Luyten, J., van Buitenen, B., André, E., Meehan, Conor J., O'Siochain, C., Tomsu, K., Urbain, J., Grietens, K.P., Njue, M., Pinxten, W., Gehre, F., Nyan, O., Buvé, A., Roca, A., Ravinetto, R., Antonio, M. 09 September 2019 (has links)
Yes / Traditional public health methods for detecting infectious disease transmission, such as contact tracing and molecular epidemiology, are time-consuming and costly. Information and communication technologies, such as global positioning systems, smartphones, and mobile phones, offer opportunities for novel approaches to identifying transmission hotspots. However, mapping the movements of potentially infected persons comes with ethical challenges. During an interdisciplinary meeting of researchers, ethicists, data security specialists, information and communication technology experts, epidemiologists, microbiologists, and others, we arrived at suggestions to mitigate the ethical concerns of movement mapping. These suggestions include a template Data Protection Impact Assessment that follows European Union General Data Protection Regulations. / European Research Council Proof of Concept “Enhanced Place Finding” (grant no. 727695).
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The high school redesign initiative: administrators' perspectivesCraven, Clifford Andrew 07 August 2010 (has links)
The push to redesign America’s failing schools is in high gear. With the ever-changing landscape of the 21st century global economy, students face a demand to be much more highly skilled entering the workforce. The focus of Topnotch School District is to prepare students in the areas of math, science, and communication skills in order to ensure them a competitive position in the job market. The district will design its course of study to engage students and motivate them to stay in school. The Mississippi Department of Education began an initiative called the 21st Century School Redesign in 2006. The focus of this initiative was to prepare students to compete in the global workforce. With outsourcing of jobs to other countries increasing, the competition for jobs is immense. Students who choose not to go to college must obtain the skills necessary to compete for the higher skilled positions available. Those who do choose to attend college must have the skills necessary to be successful also. The Mississippi Department of Education used a competitive grant process to choose 13 school districts in Phase I of the redesign initiative. Phase II of the redesign initiative saw 19 additional school districts brought on board. This study focused on Topnotch School District, which entered the redesign initiative in Phase II. The study was designed to understand the issues of the initiative that the administration team faced in the implementation process. In this study, formal interviews and casual conversations were used along with archival documents to determine the issues faced by building principals, central office personnel, business managers, technology coordinators, and vocational directors during the implementation of the initiative. The results of this study suggest that there is a lack of knowledge of redesign on the part of the administrative team. The results also show that communication throughout the process is crucial to success. Additionally, the system and procedures of reimbursement and asset management were questionable and led to a number of mistakes.
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The High School Redesign Initiative: teachers' perspectivesTerry, Rebekah Fair 07 August 2010 (has links)
Redesigning High Schools for the 21st century became a goal of the Mississippi Department of Education in 2006. The focus of redesign is to ensure that students gain the knowledge necessary to compete in the technological world they will enter after high school graduation. Students who choose not to go to college are to leave high school with the skills that have prepared them for employment. The redesign process incorporates classes of technology in grades 7–9. Grade 7 students will be involved in Information and Communication Technology I. Information and Communication Technology II will include eighth-grade students. Science, Technology, Engineering, and Mathematics (STEM) courses will be added to the ninth-grade curriculum. During the second year of implementation, Career and Technical Education (CTE) classes will be converted to Career Pathway classes for students in the 10th grade. Using a competitive grant application process, 13 school districts were chosen to participate in Phase I of Redesign. In the second year of implementation, 19 school districts were chosen to begin Phase II of the redesign initiative. This study focuses on the Alcoville School District (a pseudonym), which was chosen as a Phase II school. The purpose of this study was to understand the issues of redesign that were faced by the teachers involved in the implementation process. Emphasis was placed on the knowledge the teachers had of the redesign implementation in this district and the problems they faced as implementation occurred. The results of this study suggested that teachers (a) wanted to be more involved in the planning of redesign, (b) thought there was a lack of training, (c) were concerned with the lack of knowledge of their trainers, (d) were concerned with the difficulty of the curriculum, (e) stated there was no follow-up training offered from the Research and Curriculum Unit (RCU) at Mississippi State University, (f) reported that the RCU was not able to answer their questions, (g) stated there was not a network of Phase I teachers with whom to talk, and (h) reported that the administration did not understand their curriculum or show concern with what they were teaching.
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An investigation into the factors that influence customers' adoption of e-servicesPersad, Kamisha 02 1900 (has links)
Customer satisfaction is a key concern in any business strategy. It is often assumed that customer satisfaction can be enhanced using e-services. E-service is defined as interactive service received via the Internet (Jiang et al., 2013). E-service has contributed to business-to-consumer (B2C) e-commerce by providing on-demand solutions to customers. The relationship with the customer is enhanced by introducing self-service options, product customisation and variety. However, there may also be negative impacts, such as techno-stress and lack of online customer assistance. The primary aim of this research was to develop a conceptual framework to describe the correlation relationship between the factors that influence customers’ adoption of e-services.
Organisations use the Internet to attract customers, to conduct financial services and obtain information. This research focussed specifically on online shopping. The Grounded Theory research methodology was chosen for its flexibility and iterative comparison of data. A quantitative survey was conducted to determine the relative significance of the factors uncovered by the Grounded Theory methodology and to validate the hypothesis of the conceptual model.
Customer adoption is attained where customer satisfaction is high, where the customer sees value in the service, and where there is customer loyalty or trust. To date, research has focussed primarily on developed countries. Many challenges face South Africa as a Newly Industrialised Country (NIC). The negative factors facing developing countries in terms of e-service adoption include: lack of infrastructure, economic constraints and an emergent socio-political framework. The aim of this research was to build a conceptual model for explaining interrelationships between the identified factors that have an impact on customer e-service adoption. The customer’s perception of technology-driven services affects the organisation’s reputation, which in turn affects profitability. This research will be beneficial to managers in local organisations that thrive on e-services. An understanding of customer preferences will lead to improvement of customer services in South Africa. / Information Science / M. Sc. (Information Systems)
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Negativa vstupu ICT do výchovy a vzdělávání / Negative impacts of input of ICT into educationKučera, Martin January 2017 (has links)
This diploma thesis deals with analysis of negative impacts of information and communication technologies in education. Health and social behavior related negative impacts, characterized by frequency of occurence or severity, are presented. Emphasized are, however, cognitive functions, especially attention and memory. Negative impacts, which can lead towards deterioration of pupils' ability to learn, are explored in detail. Possible situations of use and aspects of ICT, which can have said effect, are identified. The subject is expanded by possible countermeasures that can be used to prevent, mitigate or eliminate some of the negative impacts. The empiric part of the thesis verifies some of the presented negative impacts of information and communication technologies related in particular to school effectiveness of pupils and additional countermeasures are introduced to reduce these impacts.
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An investigation into the factors that influence customers' adoption of e-servicesPersad, Kamisha 02 1900 (has links)
Customer satisfaction is a key concern in any business strategy. It is often assumed that customer satisfaction can be enhanced using e-services. E-service is defined as interactive service received via the Internet (Jiang et al., 2013). E-service has contributed to business-to-consumer (B2C) e-commerce by providing on-demand solutions to customers. The relationship with the customer is enhanced by introducing self-service options, product customisation and variety. However, there may also be negative impacts, such as techno-stress and lack of online customer assistance. The primary aim of this research was to develop a conceptual framework to describe the correlation relationship between the factors that influence customers’ adoption of e-services.
Organisations use the Internet to attract customers, to conduct financial services and obtain information. This research focussed specifically on online shopping. The Grounded Theory research methodology was chosen for its flexibility and iterative comparison of data. A quantitative survey was conducted to determine the relative significance of the factors uncovered by the Grounded Theory methodology and to validate the hypothesis of the conceptual model.
Customer adoption is attained where customer satisfaction is high, where the customer sees value in the service, and where there is customer loyalty or trust. To date, research has focussed primarily on developed countries. Many challenges face South Africa as a Newly Industrialised Country (NIC). The negative factors facing developing countries in terms of e-service adoption include: lack of infrastructure, economic constraints and an emergent socio-political framework. The aim of this research was to build a conceptual model for explaining interrelationships between the identified factors that have an impact on customer e-service adoption. The customer’s perception of technology-driven services affects the organisation’s reputation, which in turn affects profitability. This research will be beneficial to managers in local organisations that thrive on e-services. An understanding of customer preferences will lead to improvement of customer services in South Africa. / Information Science / M. Sc. (Information Systems)
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ICT Interventions for Rural Empowerment : An Empirical StudyTallapragada, Sudhakar January 2014 (has links) (PDF)
Significant interest is witnessed in the context of Information and Communication Technology (ICT) mediated interventions for development and empowerment of people living in Rural India since the turn of the century. An objective evaluation of impact of such initiatives is important for enrichment of these initiatives as well as potential scaling up and replication. Despite a large number of such initiatives and their subsequent scrutiny in the literature, there is a dearth of comprehensive studies to establish the potential and scope of ICT mediated interventions on empowerment and the role of participation. The present study focuses on bridging this gap. The study is undertaken in three phases- (1) Longitudinal observation, (2) Intensive analysis of ongoing ICT mediated interventions to study stages of empowerment and their measurement and (3) Analytical modelling of the processes and outcomes of empowerment.
In the first phase, a longitudinal observation using Participatory Rural Appraisal (PRA) approach was undertaken in Sirsa, Haryana over two years to explore the relevance of ICT mediation through various communication devices. In the second phase, mobile phone based interventions, involving dissemination of information, were intensively studied. Nine PRA studies were undertaken at eight locations from three states representing diverse agriculture and allied contexts. A Knowledge Gap Analysis (KGA) was undertaken in which a participant was assessed at three different stages – (a) awareness, (b) knowledge and (c) internalization. A specimen based approach based on PRA techniques was adopted, to assess their retention and internalization. A ‘Knowledge Gap Indicator (KGI)’ approach was used to assess and compare retention between people who were part of the intervention with those who did not have exposure to it. In the third phase, the process of empowerment was conceptually modeled as ‘The Participation based ICT Mediated Empowerment Cycle (PICTEC)’. The conceptual model – PICTEC was empirically tested using data obtained from seven locations from three states based on a survey using structured audio-enabled questionnaire. The structural model of PICTEC based on the factors that influence the empowerment cycle was studied using Generalized Partial Least Square (PLS) techniques.
The research points to the utility of understanding empowerment through the three distinct approaches adopted in the three phases. The other main contributions include design and development of a methodology to assess empowerment at various stages using Knowledge Gap Analysis (KGA), measurement of empowerment using Knowledge Gap Indicators (KGI) and data collection approaches in the spirit of PRA techniques based on specimen based approach and audio enabled questionnaires which are amenable to rigorous analysis. The results indicate evidence for positive impact of technology mediation in achieving the overall objectives of empowerment in the rural India context. The enabling role of participation is also observed. The results show that the stages of manifestation of empowerment and the internal processes can be studied simultaneously which has positive implications for designing effective interventions. The outcome of the present study are expected to contribute to existing literature on the subject and have relevance for policy makers, managers, designers and administrators of ICT based interventions targeting empowerment.
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The use and effectiveness of system development methodologies during the development of community based systems in South Africa / Ntombovuyo WayiWayi, Ntombovuyo January 2014 (has links)
For the past few decades researchers, development agencies and government have focussed on the use of Information and Communication Technologies to improve the socio-economic status of people in underdeveloped rural communities. In recent years there has been remarkable recognition of the importance of developing systems that address the specific needs of rural communities. Education, health, commerce, government and agriculture are amongst the needs of rural communities that could well be addressed by these systems.
System development is a complex process and studies have shown that if poorly conducted, the process could lead to the failure of the system being developed. Due to differences in context and application, the processes followed in the development of the rural community systems need to differ from those of commercial applications. One such difference is the choice of the Information System Development Methodology (SDM) used.
Following a methodical approach to Information Systems development is important as it improves discipline, standardization and monitoring of a quality system. There are hundreds of SDM available for use during development and choosing the wrong SDM has been linked to problems such as systems being delivered late, being over budget or not meeting the needs of the users. Developing systems for disadvantaged communities is different from developing system for organisations or even affluent communities. Some of the challenges that developers encounter include lack of structure, poor computer literacy, and poor infrastructure.
Lack of user involvement during system development has been linked to system failures. A Living Labs approach to socio-economic development is aimed at involving multiple stakeholders
towards improving the living standards. Developing Community Information Systems aimed at solving varying community problems is one of the objectives of the Living Labs. There are only few CISs that are fully operational from South African Living Labs, and a number of systems developed are not in use. Poor user involvement and lack of use of system development are some of the reasons for system failures.
The purpose of this study is to evaluate the use and effectiveness of System Development Methodologies when developing community information systems aimed at socio-economic development of disadvantaged communities.
To achieve the objectives of this study, an interpretive, multiple case study research was conducted in three Living Labs around South Africa. To improve the chances for success during the development of Community Information Systems for use by disadvantage communities, this study proposes a framework for evaluating use and effectiveness of SDMs. The second output of the Study is an SDM framework that could be adopted specifically for Living Labs which adopts an agile approach and prototyping. These frameworks takes into account the social attributes of people in disadvantaged communities, the nature of the living lab, the nature of the systems being developed and the role of the users in the systems being developed. / PhD (Computer Science), North-West University, Potchefstroom Campus, 2014
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The use and effectiveness of system development methodologies during the development of community based systems in South Africa / Ntombovuyo WayiWayi, Ntombovuyo January 2014 (has links)
For the past few decades researchers, development agencies and government have focussed on the use of Information and Communication Technologies to improve the socio-economic status of people in underdeveloped rural communities. In recent years there has been remarkable recognition of the importance of developing systems that address the specific needs of rural communities. Education, health, commerce, government and agriculture are amongst the needs of rural communities that could well be addressed by these systems.
System development is a complex process and studies have shown that if poorly conducted, the process could lead to the failure of the system being developed. Due to differences in context and application, the processes followed in the development of the rural community systems need to differ from those of commercial applications. One such difference is the choice of the Information System Development Methodology (SDM) used.
Following a methodical approach to Information Systems development is important as it improves discipline, standardization and monitoring of a quality system. There are hundreds of SDM available for use during development and choosing the wrong SDM has been linked to problems such as systems being delivered late, being over budget or not meeting the needs of the users. Developing systems for disadvantaged communities is different from developing system for organisations or even affluent communities. Some of the challenges that developers encounter include lack of structure, poor computer literacy, and poor infrastructure.
Lack of user involvement during system development has been linked to system failures. A Living Labs approach to socio-economic development is aimed at involving multiple stakeholders
towards improving the living standards. Developing Community Information Systems aimed at solving varying community problems is one of the objectives of the Living Labs. There are only few CISs that are fully operational from South African Living Labs, and a number of systems developed are not in use. Poor user involvement and lack of use of system development are some of the reasons for system failures.
The purpose of this study is to evaluate the use and effectiveness of System Development Methodologies when developing community information systems aimed at socio-economic development of disadvantaged communities.
To achieve the objectives of this study, an interpretive, multiple case study research was conducted in three Living Labs around South Africa. To improve the chances for success during the development of Community Information Systems for use by disadvantage communities, this study proposes a framework for evaluating use and effectiveness of SDMs. The second output of the Study is an SDM framework that could be adopted specifically for Living Labs which adopts an agile approach and prototyping. These frameworks takes into account the social attributes of people in disadvantaged communities, the nature of the living lab, the nature of the systems being developed and the role of the users in the systems being developed. / PhD (Computer Science), North-West University, Potchefstroom Campus, 2014
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Support in school and the occupational transition process : Adolescents and young adults with neuropsychiatric disabilitiesBolic Baric, Vedrana January 2016 (has links)
The overall aim of this thesis was to describe and explore the experiences of support in school of adolescents and young adults with neuropsychiatric disabilities. Furthermore, the aim was to explore support that influences the occupational transition to upper secondary school, further education and work. The two first studies investigated computer use in educational activities and during leisure activities by adolescents with attention deficit hyperactivity disorder (ADHD). Study II also aimed to explore how traditional leisure activities and Internet activities interrelate among adolescents with ADHD. In Studies I and II data was collected using a questionnaire focusing on information and communication technology (ICT) use in school and leisure. Adolescents with ADHD (n = 102) aged 12-18 years were compared with adolescents with physical disabilities (Study I) and adolescents from the general population (Studies I and II). In Study III the aim was to describe the experiences of support at school among young adults with AS and ADHD, and to explore what support they, in retrospect, described as influencing learning. Study IV aimed to describe the occupational transition process to upper secondary school, further education and/or work and to explore what support influenced the process from the perspectives of young adults with AS or ADHD. Studies III (n=13) and IV (n=15) used qualitative semi-structured interviews with young adults with AS or ADHD, aged 18-30 years and were analysed using hermeneutics according to Gadamer. The findings of Study I showed that students with ADHD reported significantly less frequent use of computers for almost all educational activities compared with students with physical disabilities and students from the general population. They reported low satisfaction with computer use in school and a desire to use computers more often and for more activities in school compared with students with physical disabilities. Study II showed that Internet activities among adolescents with ADHD during leisure, tended to focus on online games. Furthermore, analysis demonstrated that Internet activities were broadening leisure activities among adolescents with ADHD, rather than being a substitute for traditional leisure activities. Study III found that young adults with AS or ADHD experienced difficulties at school that included academic, social, and emotional aspects, all of which influenced learning. Support addressing difficulties with academic performance was described as insufficient and only occasionally provided in school. In conclusion, support for learning among students with AS or ADHD needs to combine academic and psychosicial support. The findings of Study IV identified three different pathways following compulsory school. Support influencing the occupational transition process included: occupational transition preparation in compulsory school, practical work experience in a safe environment, and support beyond the workplace. Support from community-based day centres was described both as an important step towards work in the regular labour market, as well as being too far away from the regular labour market. In conclusion, this thesis revealed that support in school among students with AS or ADHD needs to combine academic and psychosocial support. Despite being regarded as facilitating learning, individuals with ADHD or AS reported limited computer and Internet use in school. Based on the results it is suggested that Internet activities may provide adolescents with neuropsychiatric disabilities with new opportunities for social interaction and educational activities. On the basis of the results it is suggested that the occupational transition process should be viewed as a longitudinal one, starting in compulsory school and continuing on until young adults obtain and are able to remain in work or further education. This thesis revealed that extended transition planning, inter-service collaboration and support from communitybased day centres were aspects of the environment that influenced the occupational transition process.
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