I denna uppsats diskuteras företagens self-service technology (SST) vilket innebär att kunderna själva får utföra sina tjänster med hjälp av företagens SST. Genom att låta kunderna göra detta kan företagen exempelvis spara pengar på att omorganisera personal eller rent av minska arbetsstyrkan eftersom mindre kunder kommer att kräva hjälp av personalen. I denna uppsats har resebranschen och dess SST att studeras. Uppsatsens frågeställning lyder: ”Hur upplever resebranschens kunder bokningar över Internet” där syfte är ”att undersöka och få förståelse för varför resebranschens kunder använder sig av SST när det finns andra möjligheter”. En kvalitativ metod har genomförts där sex kunder har lagt grunden till uppsatsens resultat. De huvudteorier som använts i denna uppsats är SST, customer value och technology readiness, och Davis TAM modellen samt Sheths value teori har legat till grund för analysen i uppsatsen. Teorin bakom SST är att det inte bara gynnar företagen utan även gynnar kunderna, då SST kan höja kundnyttan. Några exempel är att kunderna sparar tid, pengar och de får kontroll över sitt eget handlande vid användning av SST. Ett problem som uppsatsen belyser är huruvida kunder är teknologiskt redo för att använda sig av tekniken. Resultatet i denna studie visar att den primära orsaken till att kunder använder sig av SST är att det blir billigare, de kan göra det när som helst samt att kunderna i sin egen takt hitta den bästa resan utan att behöva förlita sig på reseföretagets försäljare. Kunderna upplever resebranschens SST som enkel att använda och ju säkrare de blir, dess mer använder de sig av den även om de anser att tekniken bör utvecklas.

The purpose of this study was to examine the effects of transition room placement by comparing the academic achievement and readiness for middle school of two groups of fifth grade students. The Readiness Group had received an extra year of school between kindergarten and first grade which gave them a year's age advantage over the Non-readiness Group.First, second, third, and fourth grade standardized test scores were collected from students' permanent record cards and used for comparisons of academic achievement. Social, emotional, and academic readiness for middle school were judged by fifth grade teachers using an instrument developed by the researcher.An analysis of variance (ANOVA) with repeated measures was used to test five null hypotheses. A simple effects test was conducted on each hypothesis to further interpret the results. The .05 level of significance was postulated for the rejection of the five null hypotheses.The results of the study were as follows:1. At the end of first grade, the Readiness Group had a slight but not significant academic advantage. The Non-readiness Group scored significantly higher on measures of reading, mathematics and composite standardized achievement test scores at second, third, and fourth grades.2. Fifth grade teachers judged the Non-readiness Group significantly higher on behavioral characteristics that reflect social, emotional and academic readiness for middle school.The most significant educational implication is that school systems need to examine their criteria for readiness placements and evaluate the long-term benefits of this extra year of school.

This study was designed to determine degree to which self concept and reading readiness of kindergarten children might be affected through a bibliotherapeutic intervention program. The procedure employed oral reading of selections by the teacher, retelling of stories by children, discussion questions, and follow-up activities.The population consisted of ten kindergarten sections (six experimental and four comparison) in four elementary schools within Harrison District #2, Colorado Springs, Colorado.Assessment instruments included scales from the Stanford Early School Achievement Test,, and three subcategories and total self concept measures from the I Feel . . . Me Feel: Self Concept Appraisal.The procedures followed by classroom teachers who used the bibliotherapy program during a four-month experimental period were explicitly described in a handbook provided.A one-way multivariate analysis of variance (MANOVA) tested the null hypotheses of no significant differences between bibliotherapy and comparison groups on measures of (1) self concept and (2) readiness. Univariate F statistics revealed that factors contributing to the significant F included three measures of self concept--Self, Others, Surrounding--and one reading readiness measure--Word Reading.The hypothesis of correlation between self concept employed a one-tailed t statistic. Statistically significant correlations were evidenced between self concept total and two readiness subtests--Math and Environment.Findings included:1. Significant differences for all three self concept measures favoring the bibliotherapy group.2. Statistically significant differences between the bibliotherapy and comparison groups for one of the two reading readiness measures with no significant difference for general areas of readiness.No statistically significant correlations between self concept and reading readiness measures; statistically significant correlations for two areas of general readiness.Among the population studies, it was concluded that bibliotherapy appeared to have a favorable impact on pupil perceptions and achievement. Use of bibliotherapy by teachers was recommended as well as further research to establish potential effectiveness.

The study aimed to discuss the impact of project-based learning on primary fifth graders with regards to inclination of self-regulation learning readiness and critical thinking disposition. The study adopted the Solomon four-group design with study objects taken from fifth graders from specific primary school in Kaohsiung. A total of 4 classes were randomly sampled with 2 classes being the experimental groups and 2 classes being the control group. The experimental group was applied with the six steps from WebQuest(Dodge & March,1995) as Scaffolding project-based learning in ¡§Taiwanese traditional Arts and Culture,¡¨ where the control group is excluded. After conducting 24 classes of experimental teaching for 6 weeks with 4 classes per week, t-test and two-way ANOVA were applied to understand the enhancement effect of self-regulation learning readiness and critical thinking disposition on fifth graders accepting project-based learning. The study further comprehend the impact of implementation of project-based learning for the self-regulation learning readiness and critical thinking disposition of primary school fifth graders with low, intermediate and high academic achievement. The research results are listed as follow: I. Under ¡§Unprecedented conditions,¡¨ the project-based learning program facilitates self-regulation learning readiness of primary fifth graders. II. The implementation of project-based learning can improve self-regulation learning readiness of primary school fifth graders with intermediate and high academic achievement. Students with high academic achievement show higher statistical significance than students with intermediate and low academic achievement with regards to improvement on self-regulation learning readiness. Students with intermediate achievement with regards to progress in self-regulation learning readiness do not show significance higher than students with low academic achievement. III. Project-based learning facilitates improvement on the critical thinking disposition of primary fifth graders. IV. Project-based learning can improve the critical thinking disposition of primary fifth graders with high academic achievement. The students with high academic achievement show higher significance than students with intermediate and low academic achievement with regards to enhancement of critical thinking disposition. Students with intermediate academic achievement do not show significance higher than students with low academic achievement with regards to progress in critical thinking disposition. The following recommendations are proposed according to the study results for curriculum teaching and future study: I. Implement the advantages of WebQuest to design project-based learning and to increase the number of classes. II. Students with different level of capacity will undergo different layers of project-based learning, which will be implemented to teaching with theory of cooperative learning. III. Researches undergo long-term follow-up or gradual removal of the scaffolding may be used to increase qualitative data collection and analysis.

The purpose of this study was to develop an instrument for assessing distance learning readiness of institutions in Latin America for international projects of food and agriculture with higher education institutions in the U.S. The data collection followed two approaches: a quantitative, which was processed statistically, including mean (percentage), mode and cross-tabulation, and a qualitative, through semi-structured interviews. The population of this research was animal biotechnology institutions in Latin American countries, Spanish speaking, partners with the major funding organizations in the U.S., with Web pages on the Internet. Population included 17 countries with N=150, a random sample of n=83 for the quantitative analysis and n=20 for the qualitative approach. The instrument was developed by the researcher. Items were based on readiness surveys used widely in the U.S., and founded in two culture theories: Bank’s (2001) cultural elements and Hosfstede’s (1984) cultural dimensions. Using Bank’s theory it was concluded that English proficiency was considered an essential tool for research. Interviews exposed that researchers were aware of nonverbal communication differences between Latinos and Americans. Cultural cognitiveness showed to be exposed when researchers were confronted with another culture. The perspective of distance education showed to be considered different from face to face education. There was an appropriate perception of the need, ownership, and use of computer technologies and Internet accessibility with fast connections. Researchers perceived computer technology equipment as a measurement of the quality of their institution. Using Hofstede’s (1984) dimensions it was concluded that Latin American countries were considered to have high power distance on four of the six items assessed; had strong uncertainty avoidance with four of the six items assessed, where a collectivist society, with five items out of six. Interviews determined that a masculine dimension was predominant in the study. Assessment of technology involved: Internet, technological resources, computer proficiency, distance education and instructional design experience. Results of this assessment showed that technology must be measured through a cultural perspective to achieve accurate responses because people express and understand through their mental constructs which are tainted with their cultural experiences and their perception of life, work, academics, and society.

The Hispanic population is becoming increasingly prevalent in the United States, facing not only many sociodemographic risks, but academic risks as well. A large number of Hispanics are entering school unprepared to learn. While the importance of school readiness for academic success and achievement has been established, research focusing on school readiness in the Hispanic population has been limited. Furthermore, while research has established the importance of social-emotional skills for school readiness, these have been insufficiently studied in this population in how they relate to school readiness. This study examined school readiness in Hispanic preschoolers and the impact of sociodemographic, cultural, and socio-emotional variables on school readiness. A total of 162 children ages 3 to 5 years old were assessed by a school readiness measure in a Head Start program in central Texas. Children were assessed during the first 45 days of school. Teachers and caregivers completed a social-emotional rating scale on each student’s social skills and problem behavior during the first 45 days of school. In addition, caregivers completed a questionnaire that addressed cultural and sociodemographic factors. The purpose of this study was to fill the gaps of the literature by examining factors that impact school readiness among Hispanic preschoolers. The goal of this study was to determine the extent to which cultural variables can predict school readiness and social-emotional competence, above and beyond sociodemographic factors. This study also sought to determine the extent to which social-emotional competence can predict school readiness above and beyond sociodemographic factors and cultural factors. This study hypothesized that cultural factors and social-emotional competence would have an impact on school readiness, above and beyond sociodemographic factors. This study used hierarchical regression analyses. Results suggest that cultural variables were not good predictors of school readiness or social-emotional competence. Sociodemographic variables were good predictors of social-emotional competence. In addition, social skills were significant predictors of school readiness. Results suggest that Hispanic preschoolers are not that unlike other preschoolers when it comes to factors that have an impact on their school readiness and social-emotional competence.

At the new knowledge economy era, knowledge and human have become the important asset in the enterprise. The enterprise looks upon knowledge management and e-leaning as important development. Progressing in information technology, it provides the best environment to permit enterprise putting much of knowledge and resource in internet. Internet can spread rapidly without limit and reduce the learning time and distance, as less as we can not feel the time and distance exist. E-learning is very important in educational discipline of enterprise and should be a learning fashion in future. In the commercial competition environment that we pay much attention to cost and performance, enterprise must reduce learning cost and enhance learning effectiveness for e-learning development in the enterprise. The purpose of this study is to understand the relationship among of self-directed learning readiness, computer attitude and e-learning effectiveness. The procedures of this study are to adopt the literature analysis and empirical study. First, to build the theoretical basis we must analyze the relative and practical research of the elder learner of domestic and foreign scholars, including reference of the theory and relative practical research of the e-learning, learning effectiveness, self-directed learning readiness and computer attitude. Second, we developed the research questionnaire according to the theoretical basis. Our study object is the employees who participate in e-learning at Taiwan Power Company and we attain the 401 effective samples. Putting the data into the statistical analysis, we induce the research result. Finally, according to the research result we achieve the following eight important conclusions. First, business employees who spent much time on surveying internet every week have higher self-directed learning readiness. Second, with the different individual varies such as less age, higher education degree, fewer service seniority, spending much time on surveying internet every week, the computer attitude is higher. Third, there are no difference for the trainers who have different individual varies on e-learning effectiveness. Fourth, both of the self-directed learning readiness and computer attitude are positive relations for the trainers. Fifth, both of the self-directed learning readiness and e-learning effectiveness are positive relations for the trainers. Sixth, both of the computer attitude and e-learning effectiveness are positive relations for the trainers. Seventh, continuing to love learning of self-directed learning readiness is the most predictable to the computer attitude for the trainers. Eighth, independant learning of self-directed learning readiness is the most predictable to the e-learning effectiveness for the trainers.

This study is designed to investigate the relationships between cognitive, emotional, and intentional readiness of teachers towards organizational change and their resilience traits. The main assumption of this study is that readiness of teachers towards organizational change might be associated with their resilience traits. The study aimed at finding a correlation between readiness for change and resilience traits. The sample for this study was composed of 691 teachers who were working at primary and secondary public schools in Ankara. To assess the readiness of teachers, a new readiness scale was developed by the researchers and a previously used resilience scale was conducted to examine the resiliency level of teachers. The results of the multiple linear regressions between the variables of two scales indicated that some of the factors of resiliency were found to be significant predictors of readiness of teachers towards organizational change.

This study presents a conceptual model to investigate the e-health readiness required by healthcare organization and the impact of such readiness in enhancing e-health transformation success, and how the entrepreneurial alertness associated with e-health readiness. A scale to measure e-health readiness was developed and validated; then it being tested to collect the large-scale survey data from hospitals¡¦ top management team members. The partial least squares (PLS) method was empirically used to test the conceptual model and hypotheses through the large-scale survey collected. The empirical results support the proposed model. The analysis not only provides the evidence that the effect of entrepreneurial alertness on e-health readiness is direct also showing e-health readiness has a positive effect on e-health transformation success. The results advance the understanding what determining factors of the e-health transformation success and also can potentially be used in advance of e-health transformation for contemporary hospitals to check its e-health readiness level and prepare the needed changes for e-health implementations to ensure better e-health transformation.

This study aims at exploring the applicability of ¡¥Situational Leadership Theory¡¦ Hersey & Blanchard, 1993) for leadership of task force between chief purser leadership style and readiness of cabin crew. The survey method was used in the present study. Three questionnaires were used: ¡¥Leader Effectiveness and Adaptability Description¡¦ (LEAD), ¡¥Readiness Scale¡¦, and ¡¥Performance Effectiveness Scale¡¦. Subjects were from public Eva and Uni airline. Valid sample included 40 chief purser and 123 cabin crew. The conclusions are as the following: 1. The readiness of cabin crew was affected by their work experience and job level; work experience, and school region; it was not correlated with age, gender and educational background. 2. Leadership effectiveness of cabin crew was significantly correlated with work experience¡Beducational background and job level ; It was not correlated with age, and gender. 3. Leader¡¦s leadership style there was significantly correlated with age¡Bgender and educational background; It was not correlated with work experience. 4. It was no significant difference found between leadership styles and leadership effectiveness of chief purser. 5. There was significantly correlation between cabin crew¡¦s job performance and readiness. 6. The relationship between chief purser leadership style and readiness of cabin crew had no significant impact on leadership style effectiveness beside notification style. So the findings did partly support ¡¥Situational Leadership Theory¡¦.