While enterprises are facing competitions from the business environment, they not only rely on progress and innovation but also should understand how to maintain their competitive advantages in order to survive in the fierce and capricious business world. Nowadays, the labor market has been changing rapidly. Decreasing personnel costs and increasing the flexibility in using manpower is a critical factor contributing enterprises¡¦ adoption of dispatched workers. Ever since the business of dispatched manpower has been legally taking effect in Taiwan in 1999, the business already becomes one of the channels for job seekers to look for appropriate jobs. Moreover, enterprises also take advantage of dispatched workers to look for workers fit for their organizations and meanwhile, cut down costs. However, as dispatched workers are widely accepted, it is important to know how to effectively manage dispatched workers within an organization, how to increase their organizational identification and job involvement and furthermore increase overall work performance. There are numerous studies of dispatched workers, such as studies of the welfare condition and job satisfaction of dispatched workers. This study aims at understanding whether or not dispatched workers have different organizational identification and job involvement due to their different employment status. Research results can serve as references for enterprises to manage dispatched workers. This study targets at the high-tech industry in Taiwan and distributed 620 questionnaires to regular employees and dispatched workers in the high-tech company. There are 440 questionnaires for regular employees and 180 questionnaires for dispatched workers. 305 valid questionnaires were collected. Research results suggest that¡G 1. The regular workers have higher organizational identification than the dispatched workers. 2. The regular workers have higher job involvement than the dispatched workers. 3. There is the significant effect of organizational identification on job involvement. 4. There is the significant difference between the regular workers and the dispatched workers on the effect of organizational identification on job involvement. Key words: organizational identification, job involvement, dispatched worker.

According to the development of the gambling industry and the changes of gambling concepts, the gambler participation rate has raised gradually. Moreover, the importance of living quality and diversity is being highlighted nowadays. People choose to join gambling activities in order to fulfill a dream or to acquire the excitement, for example, buying the fantastic lotteries or the extremely exciting sports betting. The purpose of the present study is to explore the relationships among gambling motivation, types of gambling activities, and gambling involvement. To test the accuracy of hypotheses, 827 self-report data were collected from internet-based and paper-based questionnaires. The results indicate that gambling motivation significantly influences the choice of gambling activities; the choice of gambling activities significantly influences the level of gambling involvement; gambling motivation significantly influences the level of gambling involvement. To be more specific, the results also suggest that gamblers are more likely to participate in the skill of gambling with higher intrinsic motivation, and these people have higher gambling involvement. Furthermore, the choice of gambling activities will mediate the relationship between gambling motivation and involvement. At the end of the research, the implications for practices and the suggestions for future researchers are discussed.

The current study addresses the overarching issue of the role that different types of involvement play in cognitive and behavioral processes and attitude formation by investigating 1) if and how SI and EI function jointly to form the level of AMI, 2) how SI, EI and AMI are interwoven to affect the level of RI, 3) the joint role of SI and EI on the routes to attitude formation. The findings suggest that SI and EI additively influence the level of AMI with stronger role of EI on the formation of AMI. Moreover, while SI and/or EI may affect AMI and subsequent cognitive and behavioral processes such as attention, comprehension, elaboration and information search intention their influences on such cognitive processes are only observed indirectly via the mediating role of AMI. No direct influence of SI and/or EI is observed when AMI is included in the models tested. In addition, AMI appears to be a robust indicator to the level of attention and information search intention regardless of the types of situational source of personal relevance and product types used, while SI and/or EI provide somewhat mixed results depending on the type of situational source of personal relevance and the type of products considered. With regard to joint function of SI, EI and AMI on the information search intention, there is an initial evidence of direct interactive influence of SI and EI on information search intention beyond the mediating role of AMI. However, this interactive function is only found via moderated regression analyses rather than ANOVA with a median-split of EI. Concerning attitude formation via dual-route theories of ELM and HSM, the current study suggests that systematic (central) vs. heuristic (peripheral) processing based on SI is inadequate to account for the two qualitatively different processes in advertising context dealing with laptop computer and digital camera ad. / text

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Systematically involving users in product development is considered as a successful strategy and makes companies more competitive. User involvement in various organizational settings, activities or situations can clearly contribute to product development. In order to understand how, dimensions of user involvement and interdependencies between them are in this report identified and investigated. The result shows that the four dimensions of When, Who, Where and How are the most important to consider when involving users. These can each be broken down into a number of aspects that should be used when assessing and comparing sources of user knowledge. With the framework presented in the report, sources of user knowledge can be linked to one or more user involvement situations, meaning when and how to utilize it. The other way around, if a development process enters a certain phase, these aspects could be used to state what requirements there are regarding the users and the context. A source that is to be utilized must hence fulfill these requirements if the user involvement should be appropriate and effective. Additionally, the empirical study showed that apart from the theoretical aspects above, there could be several more aspects to consider when involving users. These are company-specific and should be identified for each company that wants to implicate user involvement. This study shows that there are clearly interdependencies between the dimensions of user involvement. These interdependencies make many types of user knowledge sources suitable only for the Strategy and idea generation phase, and it’s evidently difficult to identify, locate and utilize sources that fulfill the requirements of user involvement in the later phases of a product development process. The empirics showed that the interdependencies between the aspects of user involvement are neglected in many cases, resulting in user knowledge sources being utilized in a phase where they’re not appropriate to be utilized. To overcome this, many different sources are required in order to achieve proper user involvement, and combinations of various sources should be involved to “cover” the whole development process. The models presented and implemented in this study could be utilized in order to pinpoint aspects of existing sources of user knowledge. It could also be employed in order to investigate requirements on a source of user knowledge in relation to a current development phase of a project. This way, companies could specify which type of sources that are missing in their product development process and in a more efficient way work towards filling those gaps.

Increasing the amount and quality of parental involvement as a means of increasing student achievement has been an important policy focus for the last half century, and is especially true today as the United States is faced with an increasingly diverse student body in its public school system. This report examines what parental involvement and student achievement are, the impact of parental involvement, which groups receive the most impact, and factors that affect parental involvement. The focus is the elementary school level, using literacy level as the primary means of student achievement. Of particular interest are schools with diverse student populations that tend to be linguistically diverse and are identified under the federal Title I program. Current research indicates a positive relationship between parental involvement and its effect on student achievement. The most important factor for quality parental involvement that results in improved student achievement is not the type of activity, but how interaction occurs and the intensity level. Parental involvement programs should provide targeted activities that are curriculum related and culturally sound; they must also have the capacity to be practically implemented in the increasingly busy lives of parents and students. While current studies do support this relationship, parental involvement operates within a complex web of interrelated contexts; further quantitative research using more experimental methods and controlled studies could provide results that would strengthen the evidence of using parental involvement as a policy or program choice for increasing student achievement. Policy recommendations are directed primarily at school teachers and administration. Those recommendations are to 1) ensure a welcoming environment through invitations by teachers and students; 2) increase parental self-efficacy; 3) develop extended family resources; 4) highlight the different avenues of parental involvement; 5) allow time for teachers to plan and develop relationships; and 6) ask the parents. / text

As Ontario is home to more than half of Canada’s immigrants (Statistics Canada, 2006), Ontario’s school enrolment is very diverse. Levin (2008) provided some statistics: 27 percent of the population of Ontario was born outside of Canada; 20 percent are visible minorities. Toronto, with approximately 40 percent of the province’s population, is one the most diverse urban areas in the world, and receives approximately 125,000 new immigrants each year from dozens of different countries. Accordingly, as the number of immigrant families in Toronto increases, it is increasingly important that teachers and administrators understand how immigrant parents want to be involved in their children’s education, and how to best support these parents’ needs and the needs of their children. The purpose of this case study was to examine the involvement of immigrant parents in one classroom. Specifically I examine: (a) how one school involved immigrant parents in their children’s education; (b) how immigrant parents perceive they have been involved; and (c) how immigrant parents want to be involved in their children’s education. This constructivist case study examined immigrant parent involvement from the perceptions of different stakeholders--the vice-principal, teacher and immigrant parents from the one teacher’s class. Semi-structured interviews were conducted with the vice-principal and one teacher of one model middle school in the Toronto District School Board to elicit information about their school and their experiences related to immigrant parent involvement. In addition, a parent questionnaire was used to explore parents’ perceptions. The parent questionnaire was distributed to the one teacher’s class of parents (all but one who were immigrants). The data analysis revealed five core themes related to immigrant parent involvement. The educators suggested that parents lack the knowledge of how the Ontario education system functions, while the immigrant parents said that they were unaware of what is being asked of them or offered to them. No communications sent home to the parents were translated. Suggestions for future research and recommendations are offered to the school and school board in order to provide additional support to immigrant parents. / Thesis (Master, Education) -- Queen's University, 2012-05-08 21:52:46.287

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With a primary focus on Health Canada (HC) and the Canadian Food Inspection Agency (CFIA), this thesis describes the state of microbial related public involvement and risk communication undertakings. The findings show that HC engages with experts to a far greater extent than with the lay public and that HC has not upheld its stated commitment to transparency. Furthermore, both HC’s and the CFIA´s approach to risk communication is overly general, has failed to provide opportunities for dialogue with vulnerable groups and is not rooted in foodborne surveillance data. Public involvement in food safety governance would be improved if HC provided the lay public with a seat on advisory committees and improved its reporting methods. HC and the CFIA could also make improvements by creating opportunities for dialogue between officials and the general public, and by exploring the potential use of alternative risk communication vehicles, such as food labels.

Parental involvement is widely considered to be an important part of the educational process throughout the years of schooling. However, few studies have discussed parental involvement at the secondary level, which is the focus of this thesis. The Parental Involvement in Secondary Education Questionnaire (PISEQ) was created to measure the type and level of parental involvement in children’s secondary education, and the degree of differences in parental involvement across gender, age, or ethnicity. The PISEQ includes both quantitative measures based on Likert scales and qualitative items to allow for more personalized and idiosyncratic responses. Individual subscales include Parent Communication, Parent Event Participation, Parent Facilitation of Study Environment, and Parental Involvement with School Work, School Facilitation of Parental Involvement, and School Communication with Parents. The PISEQ was administered to 163 parents (83.4% female) of a co-educational Decile 7 high school (years 9-13) in Christchurch, New Zealand. Parent participants were primarily of Pakeha/New Zealand European ethnicity (83%; 6% Asian; 5.4% Other Ethnic Group; 3% Pacific Islander; and 2% Maori) with mean age of parents 46.5 years (S.D. = 6.3). Results showed no differences between child gender groups for all parental involvement measures. As a group, ethnic minority parents were more involved with their child’s homework than Pakeha/European New Zealand parents. In addition, across the entire sample, parents of older children were less likely to facilitate a home study environment and assist with homework. Qualitative data showed that parents felt that the school communicated well, yet specific types and content of communication required development. Suggestions for improvement of parental involvement at secondary school level were discussed.